Constructive Credit Crosswalk 2017

If you are considering to apply for constructive credit for the CGSOC Advanced Operations Course please review the checklist included in this document. Critically assess yourself against the checklist as these are the positions and experiences the evaluators are looking for during their review. They review your submission against the learning objectives and look for evidence that substantiates equivalent experience.

In the space provided under each AOC TLO, highlight in clear, definitive terms how your experience satisfies each AOC TLO and associated ELO. Describe and refer to evidence of how you led planning, solved problems, published articles, completed classes related to history, etc. Be specific to demonstrate your personal involvement, contributions, and impact. Use detailed experiential examples and attach evidence in your response packet to support your claims.

The AOC outcomes serve as a path to the TLO. It is best to show proof and evidence that you meet the broader outcomes. The best packets follow good writing principles - active voice, short sentences, introduction, body, and conclusion for each TLO.

What does right look like? Right looks like a compelling presentation that experiences and evidence provide the same outcome as course attendance. In essence, you are writing an argumentative paper in small, focused sections. This is the same as any other writing effort a field grade officer undertakes to support a recommendation. CGSOC evaluation criteria includes field grade officers demonstrate capabilities to communicate in written form. The successful packets provide a complete, well-reasoned, linked, and clear relationship between your experience and AOC requirements -- to the length necessary.

Who is the target audience? At this level, your narrative is to convince Department Directors concerning their respective TLOs and the CGSS Director that your experience is equivalent to the CGSOC qualification course component of your professional development. Senior faculty, active and retired officers, review your narratives. They grade papers regularly and discount fluff and filler. Some officers offer exposure or nearness to experience as personal experience. Standing alone, that tends to be a weak justification. After review CGSS will submit a recommendation to TRADOC and HQDA.

Your packet needs to include a DA 4187, current ORB, and most recent APFT. As part of your DA 4187 indicate where / when you completed the Core Course.

For policy and questions concerning the constructive credit procedure, HQDA G-3/5/7 (DAMO-TR) has the lead. Mr. John Hughes (john.a.hughes26.civ@mail.mil) is the DA POC. The review process begins with HRC and DAMO-TR. If you have not done so, we recommend you contact Mr. Hughes as you begin this process.

CGSS POC: Mr. Daniel WardChief of Curriculum OperationsCommand and General Staff SchoolDaniel.ward55.civ@mail.mil913-684-7302, DSN 552

Experience Checklist:

A primary member of a Joint Planning Staff_________Planned multiple joint and multinational contingency missions____________Synchronized joint forces___________Planned major combat operations at the Brigade and Division level_________Published author (book or multiple periodicals or journals)_________Advanced degree or demonstrated knowledge of military history___________Battalion or higher command___________Key member of Logistic planning team for Division or higher___________Deployed a Brigade or higher to include RSOI planning & execution____________

AOC AY 16 COURSE OUTCOMES

1. Can analyze complex problems and recommend solutions through the application of critical and creative thinking and problem solving models.

2. Are capable of building and leading organizations in Unified Land Operations in complex and unstructured environments using Mission Command.

3. Considers the impacts of culture, ethics, and history in military planning and operations.

4. Applies the concepts of joint force deployment and employment.

5. Communicates critical information clearly to reach a shared understanding of issues and solutions.

6. Uses historical context to inform military judgment and decision making.

7. Are self-aware and motivated to continue learning and improving throughout their careers.

8. Are capable of executing tactical and technical skills of their Warfighting Function in decisive action operations.

AOCPURPOSE

To credential field grade officers with the knowledge, skills, and attributes to adapt and dominate in Unified Land Operations in a range of operational environments.

Terminal Learning Objectives

TLO-AOC-1 (DJIMO Lead)Action: Develop solutions to complex problems at the Land Component level using the Joint Operation Planning Process (JOPP). Condition: Acting as a member of a Land Component Command level Joint Planning Group (JPG) which is divided in to the six joint functions, the students will use the Joint Operation Planning Process to develop a land operation concept.Standard: Development includes‒

1. Explaining the role and challenges of the Army corps as a Land Component Command (LCC).2. Explaining the key aspects of an assigned joint function required to support LCC planning in the

context of Joint Operation Planning Process (JOPP). 3. Explaining SOF and Conventional Forces interdependence at the LCC/MNFLCC level. 4. Organizing land component operations into greater Unified Actions.5. Creating cross-functional staff planning products. 6. A LCC/MNFLCC course of action using the Joint Operation Planning Process (JOPP).7. Summarizing Global Command and Control System (GCCS) applications to their use in the Joint

Planning and Execution System (JOPES) and Adaptive Planning and Execution (APEX) processes; and, (This standard is taught and used during Common Core in the resident course.)

8. Demonstrating a mission command system. (DLDC)Learning Domain: Cognitive Level of Learning: Synthesis

TLO-AOC-2 (DLRO Lead).Action: Analyze the considerations for preparing, deploying, sustaining, and redeploying ready forces at the component level. Condition: Acting as a staff officer at the appropriate level of command in a designated scenario, a member of a problem-solving team, or individual; and using doctrinal references, class discussions, experience, and practical exercises; analyze and provide solutions to unstructured problems with more than one possible solution in an exercise scenario, utilizing critical reasoning concepts, doctrinal standards and creative thinking.Standard: Analysis includes−

1. Sustainment requirements, capabilities, shortfalls, and excesses for the theater.2. Generating force support to the theater.3. Impacts of Sustainment Preparation of the Operating Environment.4. The missions, roles, functions and capabilities of sustainment units and headquarters.5. JRSOI concepts and responsibilities of the theater and units. 6. The effects of APS, OCS, and JLOTs planning considerations on campaign plans.7. Developing a concept of sustainment and estimate at component and/or tactical levels. 8. Facilitating the sustainment rehearsal; integrate sustainment in support of the combined arms

rehearsal (CAR); and,9. Strategic/operational/tactical air, land, and sea mobility resources and capabilities in support of

operations.Learning Domain: Cognitive Level of Learning: Analysis

TLO- AOC-3 (DTAC Lead)Action: Develop a plan to employ Army Tactical Forces in Unified Land Operations.Condition: Acting as a tactical-level staff officer in a division or brigade headquarters, using an assigned training scenario, in a staff group classroom environment using the operations process, Mission Command Information Systems (MCIS) i.e. CPOF, and doctrinal readings and concepts as they apply to:

1. Decisive Action – the continuous, simultaneous combinations of offense, defense, and stability or defense support of civil authorities tasks; and,2. Joint, Interagency, Intergovernmental, and Multinational (JIIM) organizations and considerations.

Standard: Development includes‒1. Producing both a division and brigade level operations order using the Military Decision Making Process (MDMP);2. Developing a training plan for a RAF (regionally aligned force) BCT (brigade combat team);3. Developing a deployment plan and RSOI briefing for a RAF BCT (DLRO);4. Integrating Joint Close Air Support planning and execution in support of division and brigade level operations;5. Conducting the Army Design Methodology (ADM) to assist a planning staff develop an understanding of an ill-structured environment; 6. Conducting the Rapid Decision Making and Synchronization Process (RDSP) to assist the commander with adjustment and execution decisions;7. Utilizing CPOF application capabilities in the execution of the operations process (DLDC); and,8. Demonstrating the execution of the mission command system.

Learning Domain: Cognitive Level of Learning: Synthesis

TLO-AOC-4 (DMH Lead)Action: Analyze the major historical factors that shaped military innovation and institutional adaptation in peace and war. Condition: Using historical context, major theoretical concepts, historical analogies, ethical considerations, critical thinking, classroom discussions, directed readings, and a directed writing assignment.Standard: Analysis includes—

1. Examining the effects of World War I as a factor in military innovation;2. The influence of policy, strategy, national culture, and the economy in shaping military innovation in the interwar period;3. The historical role of new technologies in triggering or accelerating changes in warfare;4. The effects of military culture and professional military education on innovation; and,5. The results and effects of military innovation in World War II.

Learning Domain: Cognitive Level of Learning: Analysis

TLO-AOC-5 (DMH Lead)Action: Analyze the historical trends that have shaped today’s operational environment. Condition: Using historical context, major theoretical concepts, historical analogies, ethical considerations, critical thinking, classroom discussions, directed readings, and a directed writing assignment.Standard: Analysis includes—

1. The development of modern warfare using major concepts of key theorists;2. Current doctrine using historical context;3. Trends in modern warfare using the historical record;4. Explaining contemporary events within their historical context;5. Constructing an argument using historical evidence;6. The process by which military institutions have historically embarked on hostilities; and,7. The historic role of military organizations in conflict termination.

Learning Domain: Cognitive Level of Learning: Analysis

TLO-AOC-6 (DCL Lead)Action: Integrate your organizational-level leadership perspective from a commander’s point of view to lead organizations in Unified land Operations. Condition: As a field grade leader at the organizational level operating within complex, ambiguous, and unstructured environments applying the art of command, and the principles of Mission Command, using references, case studies, class discussions, and block examination.Standard: Integration includes− 1. Explaining how a commander successfully applies the art of command; 2. Explaining how the challenges of determining cause and effect influence situational Understanding and decision-making; 3. Explaining the role of moral courage in exercising command; 4. Explaining how a commander sustains an ethical command climate in war; 5. Explaining how an organizational leader applies followership to improve the organization; 6. Explaining the leader development process in the operational domain; 7. Explaining how a commander achieves “commander’s visualization” during the conduct of major operations; 8. Explaining the influences on a commander’s decision-making; 9. Explaining how commanders recognize risk and adapt to changing circumstances; 10. Explaining how a commander successfully commands in multi-national operations; and, 11. Explaining the importance of developing self-awareness as an organizational-level leader.Learning Domain: Cognitive Level of Learning: Synthesis

TLO-AOC-7 (Communication Skills Working Group Lead)Action: Communicate critical information clearly.Condition: Given adequate time in an academic course, a requirement to communicate using the universal intellectual standards, and access to graduate level resources.Standard: Communicating includes–

1. Writing effectively;2. Speaking effectively; and,3. Listen effectively.

Learning Domain: Cognitive Level of Learning: Synthesis

TLO-AOC-8 (DTAC/DLRO)Action: Integrate your Warfighting Function as a field grade officer in organizations supporting Unified Land Operations.Condition: Acting as a tactical-level staff officer in a division or brigade headquarters, using an assigned training scenario, in a staff group classroom environment using the operations process, Mission Command Information Systems(MCIS) i.e. CPOF, and doctrinal readings and concepts as they apply to:

1. Decisive Action – the continuous simultaneous combinations of offense, defense, and stability or defense support of civil authorities tasks; and,

2. Joint, Interagency, Intergovernmental, and Multinational (JIIM) organizations and considerations.Standard: Synthesis includes-

1. Analyzing Mission Command WFF requirements in relation to other WFFs and the operations process;

2. Analyzing Movement & Maneuver WFF requirements in relation to other WFFs and the operations process;

3. Analyzing Intelligence WFF requirements in relation to other WFFs and the operations process;4. Analyzing Fires WFF requirements in relation to other WFFs and the operations process;5. Analyzing Sustainment WFF requirements in relation to other WFFs and the operations process;

and,6. Analyzing Protection WFF requirements in relation to other WFFs and the operations process.

Learning Domain: Cognitive Level of Learning: Synthesis

TLO-AOC-9 (DMH Lead). Action: Explain the historical trends that have shaped today’s operational environment Condition: Using revolutionary warfare theory, counterrevolutionary warfare concepts, classroom discussion, directed readings, and written assignmentsStandard: Explanation includes‒

1. Interpreting revolutionary warfare theory;2. Interpreting the American experience in small wars; and,3. Examining the waging of limited war in the late twentieth century.

Learning Domain: Cognitive Level of Learning: Analysis

TLO-AOC-10 (DCL Lead).Action: Integrate your organizational-level leadership perspective from a commander’s point of view to lead organizations in Unified Land Operations. Condition: As a field grade leader at the organizational level operating within complex and unstructured environments under Mission Command using elements of the commander’s role in the operations process, a commander’s perspective, references, case studies, and class discussions. Standard: Integration includes−

1. Explaining how a commander artfully transitions into command;2. Explaining how a commander achieves “Commander’s visualization” during the conduct of

major operations;3. Explaining how causal relationships are affected during irregular warfare by varying levels of

complexity;4. Explaining the influences on a Commander’s decision making;5. Explaining the commander’s role in developing leaders;6. Explaining how an organizational leader applies followership to improve the organization;7. Explaining how a commander sustains an ethical command climate in war;8. Explaining the role of moral courage in exercising Command;9. Explaining how commanders recognize risk and adapt to changing circumstances;10. Explaining the commander’s execution of command in coalition warfare; and,11. Explaining the importance of developing self-awareness as an organizational-level leader.

Learning Domain: Cognitive Level of Learning: Synthesis

TLO-AOC-11 (Communication Skills Working Group Lead).Action: Communicate critical information clearly.Condition: Given adequate time in an academic course, a requirement to communicate using the universal intellectual standards, and access to graduate level resources.Standard: Communicating includes–

4. Writing effectively; and ,5. Speaking effectively.

Learning Domain: Cognitive Level of Learning: Synthesis

TLO-AOC-12 (DLRO Lead).Action: Analyze the planning, funding and requirement considerations for Operational Contract Support (OCS). Condition: Acting as a staff officer in a Land Component Command, a member of a problem-solving team, or individually using references, practical exercises, class discussions, unstructured problems with more than one possible solution, critical reasoning concepts and standards, and concepts of creative thinking, in a deployed military operation.Standard: Analysis includes‒

1. Examining OCS requirements, capabilities, shortfalls, and excesses for the operation;2. Examining OCS principles and contractor management process; 3. Describing funding and fiscal resources available to units in Unified Land Operations;4. Describing key players, their roles and relationships in resourcing and managing internal and external

requirements; and,5. Examining requirement documents to initiate a contract.

Learning Domain: Cognitive Level of Learning: Analysis