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Identity development is touted as an important leader development need, but it often gets short shrift in professional military education (PME) environments, including the Senior Service Colleges (SSC). The inculcation of professional values, resiliency, and critical and reflective thought are essential to properly operationalizing the skills and knowledge learned in an SSC, but they are highly subjective, difficult to measure, and therefore difficult to develop educational activities around. New policies for officer and civilian professional education include provisions for developing leaders, such as the recent inclusion of six Desired Leader Attributes (DLAs) in the Joint officer PME continuum, but it remains unclear how to operationalize those goals. This Letort Paper presents a way ahead using role identities and Bloom's affective domain to identify developmental objectives to parallel the development of skills and knowledge in SSC programs and shows how this approach can be generalized across PME. ; https://press.armywarcollege.edu/monographs/1297/thumbnail.jpg

The military profession needs to be redefined by examination of its expertise and jurisdictions of practice, whereas previously the focus was on securing its professional identity. Twenty years ago, the original Future of the Army Profession research project responded to growing concerns among officers that the Army was no longer a profession in light of the post–Cold War drawdown and the onset of global operations including Iraq and Afghanistan. Today, the profession faces recurrent challenges raised by the changing character of war, the renewal of great-power competition, crises surrounding issues of sexual harassment and assault, the effects of a major global pandemic and associated social and political unrest, and the growing societal distrust toward professions in general. Richard Lacquement and Thomas Galvin propose that the questions of professional identity, while still important, are now less salient than those about the professions' jurisdictions of practice and domains of expert knowledge. Clarifying them will help better prepare US military professionals to exercise discretionary judgment effectively. They also propose a new Future of the US Military Profession research effort that addresses these jurisdictions across service, joint, and defense enterprises to clarify the divisions of professional work and responsibilities. This is a must-read for any steward of the military profession. ; https://press.armywarcollege.edu/monographs/1941/thumbnail.jpg

The U.S. Military institutionalized diversity management to ensure equality of treatment and opportunity for members while eliminating discrimination in all its forms. But progress toward diversity goals has been inconsistent. For example, the U.S. Military's implementation of the repeal of the Don't Ask, Don't Tell law was less successful in integrating transgender soldiers. Meanwhile, recent sexual harassment scandals show that progress is similarly fleeting in gender relations. In this article, we argue that while the aims of diversity management are important, they need an accompanying vision of what the future looks like after achieving those aims. The postdiversity vision includes more than the elimination of discriminatory behaviors; it describes what the defense establishment looks like and how it functions when diversity management is no longer required. Expressing this vision allows for more reliable and durable measures of performance and effectiveness of inclusion efforts.