Making the grade : integration of joint professional military education and talent management in developing joint officers / Paul W. Mayberry, Charles A. Goldman, Kimberly Jackson, Eric Hastings, Hannah Acheson-Field, Anthony Lawrence.

Format:

Book

Author/Creator:

Mayberry, Paul W., author.

Jackson, Kimberly, author.

Hastings, Eric, author.

Acheson-Field, Hannah, author.

Lawrence, Anthony, author.

Contributor:

Goldman, Charles A., 1964-

National Defense Research Institute (U.S.). Forces and Resources Policy Center.

Rand Corporation.

United States. Joint Chiefs of Staff.

Language:

English

Subjects (All):

Armed Forces--Officers--Training of.

Armed Forces.

United States--Armed Forces--Officers--Education.

United States.

United States--Armed Forces--Officers--Training of.

Other Title:

Making the Grade

Place of Publication:

Santa Monica, Calif. RAND Corporation 2021

Summary:

Leadership development in the military is a multifaceted process that takes place over an officer's entire career. At its most basic level, this development occurs through professional experiences and a progressive series of professional military education, of which joint professional military education (JPME) is a subset. In May 2020, the Joint Chiefs of Staff (JCS) issued a vision statement with guidance and objectives for leadership development in the armed services. This vision calls for an outcomes-based approach that emphasizes ingenuity, intellectual application, and military professionalism. The new approach focuses on what students must accomplish rather than traditional metrics, such as curriculum content or the amount of time spent learning specific material. The JCS also emphasized the need to integrate officer talent management (TM) and JPME because these functions are so closely connected. To support the implementation of this vision, the authors reviewed foundational, policy, and implementation documents; conducted semistructured interviews with senior representatives of relevant joint and service offices; and analyzed officer personnel data. They used these methods to (1) describe joint educational institutions' transitions to an outcomes-based approach, (2) examine performance expectations and the qualities needed in effective joint officers, (3) explore how joint performance is measured, and (4) see how challenges in TM systems and processes affect the implementation of JPME, Phase II. They also provide recommendations for how joint stakeholders and the military services can best integrate the TM and JPME processes to support the outcomes-based approach.

Contents:

Machine generated contents note: ch. One Changes Needed In Joint Professional Military Education

Overview of Talent Management and Joint Professional Military Education

Adopting an Outcomes-Based Military Education Approach

Objectives and Approach

Organization of This Report

ch. Two Foundations And Changes In Joint Officer Development

Joint Educational Institutions

Validating and Filling Joint Duty Assignments

Motivation for More-Integrated Talent Management and Joint Professional Military Education Processes

ch. Three The Talent Management And Joint Professional Military Education Enterprise

Policy and Participants in Joint Officer Development

Talent Management and Joint Professional Military Education Interface Model

Snapshot of Currently Serving Joint Officers

Fundamental and Persistent Talent Management and Joint Professional Military Education Concerns

ch. Four The Evolving Practices Of Joint Educational Institutions In Outcomes-Based Military Education

Best Practices for Implementing Outcomes-Based Military Education

Joint Educational Institutions' Transition to Outcomes-Based Military Education

ch. Five Managing And Measuring Joint Performance

Specifying Joint Prerequisites

Conveying Performance Expectations

Measuring Performance Outcomes

ch. Six Challenges Arising From Talent Management Systems And Processes

Academic Performance in Joint Professional Military Education, Phase II, Is Weakly Linked to Joint Duty Assignments and Career Progression

Joint Assignments Are Less Valued by Services

Service Talent Management Decisions Can Result in Poor Fit or Unfilled Positions

Services Occasionally Pull Officers from Joint Positions Early, with No Backfill

Assigned Officers Usually Have Not Completed Joint Professional Military Education, Phase II, Prior to Assignment

Joint Officer Quality Varies and Lacks Objective Measurement

The Talent Management and Joint Professional Military Education, Phase II Enterprise Lacks Empowered Oversight Structure

ch. Seven Summary Of Findings

Study Question One

Study Question Two

Study Question Three

Study Question Four

Fundamental and Persistent Concerns Revisited

ch. Eight Recommendations

Address Talent Management and Joint Professional Military Education Integration from a Comprehensive Enterprise Perspective

Delineate and Clarify Talent Management and Joint Professional Military Education Roles and Responsibilities in Policy

Implement Outcomes-Based Military Education Through Coordinated Actions

Consider More-Complex Actions That Require Further Development

Conclusion

APPENDIXES

A. Joint Learning Areas

B. Interview Methodology

C. Position Method and Detailed Findings

D. Mission Statements of Joint Professional Military Education, Phase II Institutions

E. Options for Enhancing Relationships Among Talent Management-Joint Professional Military Education Enterprise Members.