Department of the Army The Army’s Framework for Character ... · 41 Within the Army, leader development through education, training, and experience --complemented with self-development42

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Department of the Army

The Army’s Framework for Character Development

Implementation and Assessment Plan

23 July 2018

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Contents 1

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Page 3

Executive Summary ..................................................................................................... ii 4

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I. Purpose ......................................................................................................................... 1 6

II. Introduction .................................................................................................................. 1 7

III. Research-Based Rationale ........................................................................................... 4 8

IV. End State ...................................................................................................................... 4 9

V. Lines of Effort (LOEs) and Objectives ........................................................................ 5 10

VI. Responsibilities: Implementation and Assessment .................................................... 11 11

VII. Time Phasing ............................................................................................................. 12 12

VIII. Reporting and Assessment ......................................................................................... 14 13

IX. Conclusion ................................................................................................................ 15 14

Glossary ..................................................................................................................... 16 15

References ................................................................................................................. 22 16

Endnotes ..................................................................................................................... 29 17

18

Figures 19

Figure 1. The Army’s Framework for Character Development .................................................. 3 20

Figure 2. LOEs/Objectives/End State ......................................................................................... 5 21

Figure 3. FY19 Phase II: Initial Operations .............................................................................. 12 22

Figure 4. FY20 Phase III: Continuing Operations .................................................................... 13 23

Figure 5. FY21 Phase IV: Full Operations ................................................................................ 14 24

Figure 6. Assessment of The Army’s Framework for Character Development ........................ 15 25

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EXECUTIVE SUMMARY 27

The Army’s deliberate, coordinated effort to develop the character of Soldiers and Army Civilians 28

applies to the Total Force. The Army’s Framework for Character Development (AFCD),1 29

approved 28 August 2017, is intended to be fully integrated within the Army Leader Development 30

Strategy (ALDS), requiring leaders at all levels (strategic, organizational, and direct) to fulfill 31

their responsibilities to reinforce an Army Culture of Trust, establish Professional Organizational 32

Climates, and strengthen our shared identity as Trusted Army Professionals. 33

Strategic leaders ensure that directives, policies, programs, and systems are ethical, effective, and 34

efficient. Organizational leaders establish Professional Organizational Climates where the 35

expectation and standard are that all live by and uphold the Army Ethic in the exercise of mission 36

command. Direct leaders inspire and motivate their followers to embrace our shared identity. 37

For the Army, character development begins with strategic messaging to the American people 38

that the Army Profession is a calling to honorable service. Efforts to recruit volunteers for Army 39

service proceed from this foundation. 40

Within the Army, leader development through education, training, and experience --41

complemented with self-development -- provides for simultaneous development in character, 42

competence, and commitment. Thus, developing character in Army Professionals is not a separate 43

strategy or program; it is inherent in all that we do. 44

The AFCD Implementation and Assessment (I&A) Plan identifies three lines of effort (LOEs), 45

achieving overarching objectives, leading to attainment of the desired end state (see figure 1). The 46

plan proceeds through four phases of implementation. Phase I is complete with the publication of 47

this document. Phases II (FY19) & III (FY20) address supporting objectives within each LOE 48

and Phase IV (FY21) culminates in full implementation, including assessment of progress and 49

success. 50

Each Supporting Objective (SO) is assigned to an organization designated as the office of primary 51

responsibility (OPR). The OPR is assisted by organizations designated to provide support (office 52

of supporting responsibility (OSR)) or coordination (office of coordinating responsibility (OCR)), 53

as requested. Efforts requiring synchronization across separate chains of command will be guided 54

within a chartered working group.2 55

Publication of this plan completes Army Leader Development Program (ALDP), FY 18, and 56

Army Priority List #2P (I-14-007).3 Progress in Phases II-IV of implementation will be reported 57

in accordance with policy governing the ALDP (AR 350-1, Army Training and Leader 58

Development). 59

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SIGNATURE 61

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THE ARMY’S FRAMEWORK FOR CHARACTER DEVELOPMENT 78

IMPLEMENTATION and ASSESSMENT PLAN 79

I. PURPOSE 80

This document provides guidance and objectives to achieve the desired end state for The Army’s 81

Framework for Character Development (AFCD). The framework is approved for implementation 82

and assessment to support the imperative that our Army must Fight and Win our Nation’s Wars 83

in the right way – ethically, effectively, and efficiently.4 84

85

Peer and near-peer adversaries contest our traditional strengths in the air, land, maritime, space, 86

and cyberspace domains, as well as within the information environment. Large-scale combat 87

operations are complex, chaotic, lethal, and unforgiving. Units engaged in combat in multiple 88

domains, in rugged rural or densely populated urban terrain, may be widely separated.5 89

Organizations may lack reliable communications – challenging shared understanding – and will 90

struggle to resupply and provide other essential support to subordinate units. These conditions 91

will compound uncertainty, requiring Army leaders to anticipate ethical issues, exercise 92

disciplined initiative, and accept prudent risk, consistent with the Army Ethic and their 93

commander’s intent, while operating with mission orders.6 94

We must be prepared to operate and prevail, in the right way, as the very character of war is 95

rapidly changing.7 Mission command, as the synchronizing and integrating warfighting function 96

and leadership philosophy, demands mutual trust, and trust requires character. 97

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102

8 103

II. INTRODUCTION 104

The Army’s Framework for Character Development (AFCD) is inherent within the Army Leader 105

Development Strategy (ALDS) implemented in accordance with the Army Ethic.9 The ALDS 106

reflects doctrine of the Army Profession, Mission Command, and Army Leadership.10 The 107

prescriptive components of the framework recognize the imperatives of an Army Culture of Trust, 108

Professional Organizational Climates, and individual responsibility to be a Trusted Army 109

Professional. 110

The ALDS envisions an Army of competent, committed leaders of character.11 The strategy states 111

that the three crucial activities supporting leader development are education, training, and 112

That’s the very essence of mission command and it’s all built upon that

single word that’s in the doctrine, the bedrock of the Army Ethic, which

is trust. I trust that you will achieve the purpose and you will do it

ethically and legally and morally … and that takes an immense, off-

the-charts level of character.

General Mark A. Milley, Chief of Staff of the Army

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experience. Therefore, character development is not a separate activity and must be integral 113

within leader development. 114

Character Development: 115

12 116

Implementation of the AFCD requires coordinated and integrated action at all levels of leadership 117

– strategic, organizational, and direct – across the Total Force. Fundamentally, leaders at all levels 118

must recognize and accept their inherent responsibility to develop character within themselves 119

and others (see figure 1). 120

Army as an Institution/Culture: Strategic leaders are responsible for personnel life-cycle 121

management, beginning with recruiting and hiring, setting the conditions that support diversity 122

and inclusion, and fostering the concept of Soldier for Life.13 Strategic leaders approve the 123

directives and policies that affect the lives and well-being of Soldiers, Army Civilians, and the 124

Army Family. Army programs and systems are funded and implemented based on strategic 125

decisions, and all Army guidance and programmatic activities must be trustworthy. As the Army’s 126

senior stewards, strategic leaders strengthen the Army Culture of Trust, establishing the 127

overarching conditions that support Professional Organizational Climates and living and 128

strengthening our shared Identity. 129

Army Organizations/Climate: Agencies, departments, commands, schools, training centers, and 130

tactical units, are guided by their organizational leaders who establish and sustain professional 131

climates where all Soldiers and Army Civilians live by and uphold the Army Ethic in the exercise 132

of mission command. Organizational leaders ensure that education, training, and experience 133

provide coordinated, progressive development and mission readiness. Organizational leaders are 134

responsible for ensuring the mission is accomplished in accordance with the Army Ethic and the 135

principles of mission command.14 Inclusion of all individuals, as valued and respected members 136

of cohesive teams, is the responsibility of every Army leader. 137

Soldiers and Army Civilians/Identity: Each of us is simultaneously a direct leader (one who 138

influences others) and a follower (one who is influenced by others).15 We are each responsible 139

for adopting our shared identity. We pursue lifelong learning and self-development.16 We 140

willingly offer and accept professional assessment of our performance. Continuous coaching, 141

counseling, and 142

The continuous process [throughout the Army as an institution, in

Army organizations, and between leaders and followers]—integrated

within sequential and progressive education, training, and

experience—that strengthens the resolve of Trusted Army

Professionals to live by and uphold the Army Ethic, including Army

Values, as consistently and faithfully demonstrated in decisions and

actions. – Army’s Framework for Character Development, 28 Aug 18

General Mark A. Milley, Chief of Staff of the Army

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THE ARMY’S FRAMEWORK FOR CHARACTER DEVELOPMENT 143

CharacterCompetenceCommitment

IdentityUphold the Army Ethic

Self-DevelopmentLifelong Learning

Coach-Counsel-MentorReady & Resilient

Soldier for Life

Individual

Direct Leader - Follower Responsibilities

ClimateEducationTraining

ExperienceCertification

ReadinessMission

ArmyOrganizations

Organizational Leader Responsibilities

CultureRecruiting

Policies-RegulationsConcepts-DoctrinePrograms-Systems

Force StructureInfrastructure

Budget

Armyas an Institution

Strategic LeaderResponsibilities

144 145

END STATE: The Army Leader Development Strategy is implemented in 146

accordance with the Army Ethic, providing the Nation an Army of trusted 147

professionals of character, competence, and commitment who are inspired to 148

honorably fulfill their Oaths of Service. 149

150

The ALDS and the Army Ethic apply to the Army as an institution, guide Army organizations, 151

and support the development of Trusted Army Professionals. Leader responsibilities include 152

reinforcing an Army Culture of Trust, creating and sustaining Professional Organizational 153

Climates, and adopting and strengthening our shared identity as Trusted Army Professionals. The 154

responsibilities at each level of leadership are mutually supporting and interdependent. Leaders 155

at all levels influence and are influenced by the Army culture, their organization, and living our 156

shared identity. All Army leaders must acknowledge and accept their inherent responsibility to 157

develop character within themselves and others. 158

159

Figure 1. The Army’s Framework for Character Development 160

Army White Paper - 28 August 2017

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mentoring help us to gain self-awareness, recognize biases and blind-spots, and improve 161

throughout our careers. Upon completion of our honorable service, consistent with the concept 162

expressed in ADRP 1, we continue to contribute as Soldiers for Life in our communities and 163

families. 164

III. RESEARCH-BASED RATIONALE 165

Findings from research affirm that character is multi-dimensional. Our scientific understanding 166

of character is informed by various, relevant disciplines and fields of study. For example, the 167

study of psychology and biology confirms that our true nature evolves as we mature throughout 168

our lives.17 Relatively recent research in the field of moral psychology argues that culture and the 169

social climate have a significant impact on our decisions and actions.18 Clearly, the factors that 170

promote honesty, integrity, respect, and humility—among many other virtues—occur in a social 171

environment.19 In this light, we must develop our people in a Professional Organizational 172

Climate.20 In addition, our spirituality, reflecting personal philosophical and religious beliefs, 173

plays a significant role in shaping our intrinsic character.21 Ultimately, each of us travels a unique 174

path on life’s journey and is influenced by the cumulative effects of our experiences. Thus, our 175

individual character is the product of multiple, interactive variables. 176

In summary, the character of our future Soldiers and Army Civilians was progressively developed 177

throughout the years leading to their decisions to join the Army Profession. Accordingly, for the 178

Army, character development starts with our initial efforts to attract and select American citizens 179

and other eligible volunteers who will honorably fulfill their Oaths of Service.22 Character 180

development progresses within Initial Military Training (IMT), is reinforced in the first duty 181

assignment, and continues throughout life-cycle management. Similarly, character development 182

is integrated within Army Civilian Acculturation and contributes to effective Employee 183

Engagement.23 Character development, in all aspects of professional and leader development, 184

supports the acquisition, development, employment, and retention goals of Talent Management 185

and enables the exercise of mission command.24 186

IV. END STATE 187

Strategic leaders ensure that directives, policies, programs, and systems are trusted to accomplish 188

their purpose—ethically, effectively, and efficiently. Organizational leaders establish and sustain 189

climates in their organizations where the standard and expectation are that all live by and uphold 190

the Army Ethic in the exercise of mission command. Direct leaders provide coaching, counseling, 191

and mentoring to inspire and motivate all to embrace our shared identity as Trusted Army 192

Professionals. 193

The end state and the strategic, organizational, and direct leader objectives for successful 194

implementation of The Army’s Framework for Character Development are achieved through the 195

ALDS, strengthening the Army Culture of Trust, establishing Professional Organizational 196

Climates, and embracing shared Identity (see figure 2). 197

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198 Figure 2. LOEs/Objectives/End State 199

V. LINES OF EFFORT (LOEs) and OBJECTIVES* 200

A. LOE 1: Strategic Leaders—Army Culture of Trust 201

The Army’s strategic leaders are responsible and accountable for strengthening the Army Culture 202

of Trust and the Army as an institution. Strategic decisions support Professional Organizational 203

Climates and motivate individuals to embrace, live by, and uphold our shared Identity. External 204

and internal trust are essential for honorable victory on the battlefield and honorable service 205

throughout the Total Army, as we defend our Nation and our way of life. 206

Displaying exemplary conduct by upholding the Army Ethic is one of the most powerful ways 207

for strategic leaders to guide the Total Force. By making decisions and taking actions that are 208

ethical, effective, and efficient, they set the standard, inspire honorable service, promote 209

stewardship, and strengthen esprit de corps. 210

211

212

*Organizational and other acronyms in this section are identified in the Glossary, Section I. 213

214

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OBJECTIVE 1: Strategic leaders’ decisions and actions shape the Army Culture of Trust, 215

enable the exercise of mission command, strengthen mutual trust and cohesion within the Army 216

Profession, and reinforce the essential bond of trust with the American people. 217

SO 1.1: US Army Training and Doctrine Command (TRADOC) and US Army War 218

College (USAWC) ensure strategic leader influence on the Army Culture of Trust is understood 219

beginning at intermediate levels within the programs of instruction (POIs) of Professional 220

Military Education (PME) / Civilian Education System (CES) and reinforced at senior levels of 221

learning. 222

Task 1.1.1: USAWC leads and coordinates the efforts of the Army Learning 223

Coordination Council Strategic Education Sub-Committee to integrate ethical reasoning, in 224

accordance with the Army Ethic, within strategic thinking to include understanding of strategic 225

responsibility for character development and the impact of directives, policies, programs, and 226

systems on the Army Culture of Trust. 227

Task 1.1.2: TRADOC introduces ethical reasoning, in accordance with the Army Ethic, 228

within strategic thinking in intermediate PME/CES POIs for all cohorts. 229

OPR: TRADOC 230

OSR: USAWC 231 OCRs: Office of the Director, Army National Guard (ODARNG), Office of Chief of Army 232 Reserve (OCAR), United States Military Academy (USMA), United States Army Sergeants 233

Major Academy (USASMA), The Inspector General (TIG), The Judge Advocate General 234 (TJAG), Chief of Chaplains, (CCH), and The Surgeon General (TSG). 235

[Leadership & Education] 236

SO1.2: Assistant Secretary of the Army (Manpower and Reserve Affairs) (ASA (M&RA)) 237

ensures future strategic personnel directives, policies, programs, and systems support the Army 238

Culture of Trust and enable mission command at all levels of leadership. 239

Task 1.2.1: ASA (M&RA), Headquarters, Department of the Army Deputy Chief of 240

Staff for Personnel (HQDA DCS G-1), HQDA DCS for Operations, Plans, and Futures (HQDA 241 DCS G-3/5/7), and TRADOC align leadership directives, policies, concepts, and doctrine within 242

the ALDS consistent with the AFCD. 243

Task 1.2.2: TRADOC and USAWC ensure the synchronized policies and doctrine are 244

taught in POIs within PME/CES. 245

OPR: ASA (M&RA) 246

OSRs: HQDA DCS G-1, G-3/5/7, TRADOC, USAWC, ODARNG, & OCAR 247

OCRs: USASMA, TIG, TJAG, CCH, & TSG 248

[Doctrine, Leadership & Education, Policy] 249

SO1.3: ASA (M&RA) ensures strategic messaging continues to represent the Army as a 250

trusted military profession and Soldiers and Army Civilians as Trusted Army Professionals, 251

answering a calling to honorable service. 252

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Task 1.3.1: ASA (M&RA), in coordination with Office of the Chief Public Affairs 253

(OCPA) and TRADOC (United States Army Recruiting Command (USAREC), United States 254

Army Cadet Command (USACC)), develop strategic messaging that reflects an Army Culture of 255

Trust and assess its resonance with the American people and its effectiveness in support of 256

recruiting of Soldiers and attracting and selecting Army Civilians as honorable servants in defense 257

of the Nation. 258

Task 1.3.2: HQDA DCS G-1 and TRADOC coordinate with United States Military 259

Entrance Processing Command (USMEPCOM) and with officer commissioning sources to ensure 260

consistency between the strategic message and the Professional Organizational Climate, 261

supporting a seamless transition as future Soldiers enter IMT. 262

OPR: ASA (M&RA) 263

OSRs: HQDA DCS G-1, OCPA, TRADOC, USMEPCOM 264 OCR: USMA 265

[Leadership & Education, Policy] 266

SO1.4: TRADOC ensures that Army recruiter and Senior Reserve Officers’ Training 267

Corps (SROTC) cadre selection, preparation, and certification for all components reinforce the 268

strategic message and the responsibility to inspire and motivate individuals to join the Army as a 269

calling to honorable service. 270

Task 1.4.1: HQDA DCS G-1 and TRADOC assess current policies, guidance, and 271

procedures regarding selection and certification of recruiters and SROTC cadre. 272

Task 1.4.2: HQDA DCS G-1 and TRADOC ensure professional development of 273

recruiters and SROTC cadre supports the intent to inspire and motivate candidates to accept a 274

calling to serve in the Army Profession. 275

OPR: TRADOC 276

OSRs: HQDA DCS G-1, ODARNG, & OCAR 277 OCR: CCH 278

[Leadership & Education, Policy] 279

B. LOE 2: Organizational Leaders—Professional Organizational Climates 280

Organizational leaders are responsible and accountable for ensuring their organizations are ready 281

to accomplish their missions in the right way (ethically, effectively, and efficiently). They 282

establish and continuously strengthen their Professional Organizational Climates that are 283

necessary for mutual trust and cohesion. To support situational understanding, organizational 284

leaders must have the means to assess the state of the climate and know how to redress conditions 285

that fail to meet professional standards. 286

Efforts to establish a Professional Organizational Climate are supported throughout the chain of 287

command. For example, chaplains advise on matters of morals and ethics to assist leaders at all 288

levels. Chaplains assist with prevention and resolution of moral, ethical, social, and spiritual 289

issues. In addition, the Staff Judge Advocate serves as an advisor to leaders on ethical 290

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considerations involving interpretation of United States Code and Department of Defense and 291

Army policies and regulations.25 Behavioral Health Officers also advise leaders regarding ethical 292

and moral issues related to personal conduct both in garrison and on deployments. Several other 293

agencies or programs provide relevant support in sustaining organizational climates, to include: 294

Equal Opportunity, Equal Employment Opportunity, Sexual Harassment/Assault Response and 295

Prevention, Civilian Personnel Advisory Center, Employee Assistance Program, and the 296

Inspector General.26 297

Within Army organizations, and across the Army life cycle, Soldiers and Army Civilians develop 298

in character, competence, and commitment through the coordinated, progressive process of 299

education, training, and experience gained through performance of duty. Organizational leaders 300

certify Trusted Army Professionals—ensuring all standards are achieved ethically, effectively, 301

and efficiently. 302

Organizational leaders in the Total Army School System connect curriculum design and 303

development (training developers) to curriculum implementation (instructors). Therefore, they 304

must know why and how to fulfill their responsibility to develop character along with competence 305

and commitment. The content of their POIs must continue to include experiential, activity-based 306

learning and creative and critical thinking with integrated ethical reasoning, consistent with the 307

Army Learning Model.27 This holistic approach provides opportunities for learners to apply the 308

moral principles of the Army Ethic in their decisions and actions. 309

OBJECTIVE 2: Organizational leaders establish professional climates in which the 310

expectation and the standard are that all live by and uphold the Army Ethic in the exercise of 311

mission command. 312

SO2.1: TRADOC ensures leaders know why and how to establish Professional 313

Organizational Climates and have the resources to assess climate and adjust, as necessary. 314

Task 2.1.1: TRADOC coordinates with ASA (M&RA), HQDA DCS G-1, and G-3/5/7 315

to align Army policy regarding Professional Organizational Climates. 316

Task 2.1.2: CG, TRADOC, charters an Army working group to coordinate integration 317

of Army Command and Army Profession and Leadership policies, leadership/leader doctrine, and 318

associated practices and procedures to support Professional Organizational Climates across the 319

Total Force. 320

Task 2.1.3: TRADOC develops an assessment methodology based on the operational 321

definition of Professional Organizational Climate in The Army’s Framework for Character 322

Development. 323

Task 2.1.4: TRADOC integrates instruction within PME/CES POIs regarding the 324

nature and importance of Professional Organizational Climates, including why and how to 325

establish, strengthen, assess, and adjust. 326

OPR: TRADOC 327

OSRs: HQDA DCS G-1, ODARNG, OCAR, & CCH 328

OCRs: Deputy Under Secretary of the Army (DUSA) 329

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[Doctrine, Leadership & Education, Policy] 330

SO2.2: TRADOC, Army Commands (ACOMs), Army Service Component Commands 331

(ASCCs), and Direct Reporting Units (DRUs) ensure ethical considerations are integrated within 332

the POI in PME/CES, organizational training, experiential activities, and exercises to include 333

ethical reasoning in decision making, planning, rehearsals, execution, and after action reviews. 334

Task 2.2.1: TRADOC revises doctrine on Army design methodology, Military 335

Decisionmaking Process (MDMP), Troop Leading Procedures (TLPs), and military problem 336

solving to include the essentiality of ethical reasoning within military decision making, planning, 337

rehearsals, operations, and assessment.28 338

Task 2.2.2: TRADOC develops and certifies organizational leaders of schools, 339

curriculum developers, and instructors to ensure they know why and how to integrate ethical 340

reasoning, supporting character development, within POIs, instruction, and assessment. 341

Task 2.2.3: ACOMs, ASCCs, and DRUs incorporate ethical factors within mission 342

profiles in home station training, Combat Training Centers (CTCs), Joint Readiness Exercises 343

(JRXs), After Action Reviews (AARs), and all other simulated training. 344

Task 2.2.4: ACOMs, ASCCs, and DRUs prepare and certify observer coach/trainers to 345

assess and review organizational performance in preparing for and addressing ethical challenges 346

within conduct of the training missions and AARs. 347

OPR: TRADOC 348

OSRs: ODARNG, OCAR, ACOMs, USAWC, & DRUs 349

OCRs: CCH, TIG, TJAG, & TSG 350

[Doctrine, Training, Leadership & Education, Policy] 351

SO 2.3: ASA (M&RA) establishes policy to ensure each certification event (e.g., formal 352

performance evaluation, graduation or completion of training, appointment, promotion, 353

reenlistment, assumption of command, change of responsibility, etc.) confirms that the certifying 354

authority has verified and validated that the individual has demonstrated character, competence, 355

and commitment to performance standards. 356

Task 2.3.1: ASA (M&RA) provides policy guidance to certifying authorities to ensure 357

shared understanding of the process and procedures, consistent with the intent, as stated in AR 358

600-100, Army Profession and Leadership Policy, paragraph 1-8. 359

Task 2.3.2: ASA (M&RA) directs alignment of all Army policy and procedures 360

regarding Army professional certification. 361

Task 2.3.3: Organizational leaders ensure that Army professional certification policies 362

and procedures are implemented to standard, and certification becomes a permanent entry on 363

personnel records. 364

OPR: ASA (M&RA) 365

OSRs: HQDA DCS G-1, G-3/5/7, ODARNG, & OCAR 366

OCRs: TIG, TJAG, CCH, & TSG, ACOMs, ASCCs, & DRUs 367

[Training, Leadership & Education, Personnel, Policy] 368

369

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C. LOE 3: Direct Leaders—Identity Trusted Army Professionals 370

As direct leaders, we influence followers. At the same time, all of us are subject to influence from 371

everyone with whom we interact. In this way, we are both leaders and followers. Our ethical 372

responsibility is to be a good influence and not allow ourselves to be co-opted or pressured into 373

doing or accepting what is illegal, unethical, or immoral. To be trusted leaders and followers, we 374

must live by and uphold the Army Ethic. 375

Through coaching, counseling, and mentoring, leaders positively influence others to not only 376

obey laws and regulations but also to live by and uphold the moral principles of the Army Ethic, 377

including the Army Values. Leaders must be willing and able to address ethical concerns with 378

their followers' conduct (and vice versa), inspiring and motivating them to strive for ethical 379

excellence. This outcome is supported through values-driven action plans (e.g., Individual 380

Development Plan),29 that, when implemented and evaluated, strengthen the character, 381

competence, and commitment of Soldiers and Army Civilians as demonstrated in their 382

performance of duty.30 383

Ultimately, we are responsible and accountable for embracing and continuously living our shared 384

identity. In performing our duty, we contribute to the mission and strive for excellence. We honor 385

our customs, courtesies, and traditions; uphold standards and discipline; and stand strong to 386

prevent misconduct and stop unethical practices. 387

OBJECTIVE 3: Soldiers and Army Civilians live by and uphold the moral principles of the 388

Army Ethic, demonstrating character in conduct of the mission, performance of duty, and all 389

aspects of life.31 390

SO3.1: TRADOC develops training and education material to teach leaders why and how 391

to inspire and motivate Soldiers and Army Civilians to embrace our shared identity and commit 392

to self-development, lifelong learning, and the concept of Soldier for Life. 393

Task 3.1.1: ASA (M&RA), HQDA DCS G-1 and G-3/5/7 coordinate policy to address 394

leaders’ responsibility to inspire and motivate individuals to embrace and live our shared identity 395

as Trusted Army Professionals of character, competence, and commitment. 396

Task 3.1.2: TRADOC ensures Army training and leader development doctrine 397

emphasizes that self-development includes study of ethical risks and how these may be 398

anticipated and avoided or mitigated in decisions and actions. 399

Task 3.1.3: TRADOC, ACOMs, ASCCs, and DRUs ensure that strengthening identity 400

is taught in IMT and PME/CES; reinforced by direct leaders through coaching, counseling, and 401

mentoring; and integrated within individual development plans for all Soldiers and Army 402

Civilians. 403

OPR: TRADOC 404

OSRs: ASA (M&RA), HQDA DCS G-1, G-3/5/7, ACOMs, ASCCs, DRUs, ODARNG, 405

& OCAR 406

OCRs: CCH, TIG, TJAG, TSG 407

[Doctrine, Training, Leadership & Education, and Policy] 408

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D. ASSESSMENT: Under mission command, the principle of shared situational 409

understanding requires continuous effort to discern the relevant past and present circumstances 410

and their influences on all phases of the operation. With situational understanding, the leader 411

(decision maker) can adjust mission orders and continue progress to achieve the intent 412

(accomplish the mission). 413

OBJECTIVE 4: Assessment includes and addresses all levels of leadership: strategic (the 414

Army as an institution and Culture of Trust), organizational (Professional Climates), and direct 415

(shared Identity). Assessment will evaluate mutual trust and cohesive teamwork across all LOEs, 416

both within the Army and with the American people. 417

SO4.1: TRADOC develops a character development assessment process to determine the 418

degree to which The Army’s Framework for Character Development is having the intended effect. 419

Task 4.1.1: DUSA, HQDA DCS G-1, and TRADOC continuously review and affirm 420

or adjust The Army’s Framework for Character Development to ensure it reflects current, reliable, 421

and valid concepts for character development. 422

Task 4.1.2: ASA (M&RA), TRADOC, ACOMs, ASCCs, and DRUs assess policies, 423

programs, and systems to confirm they support an Army Culture of Trust. 424

Task 4.1.3: Organizational leaders evaluate the state of Professional Organizational 425

Climates to ensure they reflect the principles of the Army Ethic and mission command. 426

Task 4.1.4: Direct leaders evaluate the decisions and actions of Soldiers and Army 427

Civilians to affirm they are consistent with the Army Ethic in the exercise of mission command). 428

OPR: TRADOC 429

OSRs: DUSA, HQDA DCS G-1, & TIG 430

OCRs: ACOMs, ASCCs, DRUs, ODARNG, OCAR, CCH 431

[Policy] 432

VI. RESPONSIBILITIES: IMPLEMENTATION and ASSESSMENT. 433

Implementation of the AFCD within the ALDS requires coordination and synchronization of 434

effort across the Total Force, throughout each phase of implementation. Implementation includes 435

all components, the Army Civilian Corps, and all personnel management cohorts. As such, 436

leadership and management of implementation proceeds under the authority of the Secretary of 437

the Army and the Chief of Staff, Army (CSA). 438

The ASA (M&RA), pursuant to authority under Title 10, United States Code (USC), is 439

responsible for policy governing the Army’s manpower and personnel programs and serves as the 440

OPR for ensuring the ethical, effective, and efficient implementation and assessment of character 441

development through execution of the Army Leader Development Strategy. 442

This responsibility will be fulfilled in direct coordination with the HQDA DCS G-1, G-3/5/7, and 443

TRADOC. For example, Army Profession and Leadership policy is stated in AR 600-100, the 444

proponent is ASA (M&RA), which fulfills responsibilities in coordination with the offices and 445

agencies further identified in the regulation. 446

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In addition to HQDA, key organizations cited in AR 600-100, with primary or coordinating 447

responsibilities for implementation and assessment of the framework, include: ODARNG, 448

OCAR, U.S. Army Forces Command (FORSCOM), TRADOC, TSG, SJA, CCH, TIG, USAWC, 449

USASMA, Warrant Officer Career College (WOCC), USMA, and other subordinate 450

organizations as directed by the OPR. 451

In this light, under authority of AR 350-1, Army Training and Leader Development, within the 452

Army Leader Development Program, CG, TRADOC will establish and direct a chartered working 453

group to synchronize and coordinate execution of the AFCD implementation plan. The working 454

group will report progress and request approval to proceed, through the Army Profession and 455

Leader Development Forum (APLDF), at designated intervals or as issues require throughout the 456

execution of the AFCD I&A Plan. 457

VII. TIME PHASING 458

FY18: Phase I. The initial phase is complete with the publication of this Implementation and 459

Assessment Plan. The FY18 Army Priority List (APL) #2P I-14-007 is complete. The initiative is 460

amended and extended as FY19, I-14-007, “The Army’s Framework for Character Development 461

Implementation and Assessment.” 462

FY19: Phase II. In initial operations, the working group begins its mission to coordinate and 463

synchronize Army publications; monitor engagement with the Army Learning Coordination 464 Counsel (ALCC), Army University (AU), USAWC, FORSCOM, United States Army Pacific 465 466

467 Figure 3. FY19 Phase II: Initial Operations 468

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(USARPAC), and United States Army Europe (USAREUR) to integrate ethical reasoning and ethical 469 challenges within PME/CES, IMT, CTCs, and home station Unit/Organizational Training; and identify 470 and integrate “best practices” for preparing and certifying instructors and direct leaders to provide for 471 character development and strengthen shared identity within all aspects of education, training, and 472 experience. This phase includes revision of ADRP 1, The Army Profession, to incorporate The Army’s 473 Framework for Character Development as a deliberate, intentional goal within execution of the ALDS. 474 The FY19 I-14-007 is extended to FY20 to continue implementation of the framework (see figure 3). 475

FY20: Phase III. During continuing operations, synchronization of Army publications is 476 complete; PME/CES/IMT and organizational training are in the process of integrating ethical 477 reasoning within POI, MDMP, TLP, CTC, and AARs, consistent with the Army Learning 478

Model (see also TP 350-70-7). All supporting objectives are in process. Work on identification 479 of Measures of Performance (MOPs) and Measures of Effectiveness (MOEs) is underway, as is 480 the design of the Assessment Methodology for determining the success of the framework in 481

achieving its objectives and end state. The FY20 I-14-007 is complete, and the framework is 482 ready for full operational capability (see figure 4). 483 484

485

Figure 4. FY20 Phase III: Continuing Operations 486

487

488

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FY21: Phase IV. Full Operations with continuing assessment denotes that all supporting 489

objectives are achieved and all implementing tasks are complete. The assessment methodology is 490

in place and is capable of collecting, analyzing, and reporting on findings, as designed. The 491

mission of the chartered working group is complete. In this phase, the AFCD assessment 492

methodology is in place to determine its efficacy within the ALDS, at all levels of leadership, 493

through education, training, and experience (see figure 5). 494

495 Figure 5. FY21 Phase IV: Full Operations 496

497

VIII. REPORTING and ASSESSMENT 498

Reporting: Includes establishing and briefing status of MOPs and MOEs periodically to the 499

APLDF and forwarding results, through prescribed process, to the Secretary of the Army and the 500

CSA. Recommendations for modifications or new initiatives supporting the framework will be 501

generated by proponents under authority of AR 5-22, The Army Force Modernization and 502

Proponent System, AR 600-20, Army Command Policy, AR 600-100, and AR 350-1. 503

Assessment: Strategic leaders are primarily responsible for assessing and strengthening the Army 504

Culture of Trust. Organizational leaders are primarily responsible for establishing, assessing, and 505

reinforcing Professional Organizational Climates within their organizations. Direct leaders 506

inspire and motivate their followers to embrace and live by our shared identity as Trusted Army 507

Professionals. Their success is demonstrated in the decisions and actions of their followers. 508

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Holistic assessment of the success of the framework in achieving its objectives and attaining its 509

end state include: 510

Evaluation of The Army’s Framework for Character Development: Is it correct and based 511

on current, reliable, and valid theory? 512

Review of institutional policies, programs, systems, etc.: Are they consistent with the 513

theory and coordinated, integrated, sequential, and progressive? 514

Observation of organizational activities and professional climates: Are they ethical, 515

effective, and efficient? 516

Analyses of the decisions and actions of Soldiers and Army Civilians: Are they consistent 517

with the moral principles of the Army Ethic? 518

The holistic assessment concept is depicted in the model at figure 6, below.32 519

520

521 Figure 6. Assessment of The Army’s Framework for Character Development 522

X. CONCLUSION 523

Implementation and assessment of The Army’s Framework for Character Development—like the 524

development of character itself—is a continuous process. Even after certification that the 525

framework is fully integrated, continuing assessment and adjustment within the ALDS is an 526

expectation and an explicit responsibility of the Army’s strategic, organizational, and direct 527

leaders.33 528

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GLOSSARY 529

Acronyms, abbreviations, and key terms in The Army’s Framework for Character Development 530

“Implementation and Assessment Plan” 531

Section I – Acronyms and abbreviations (asterisk [*] indicates as defined in the authorized 532

ABCAs (Abbreviations, Brevity Codes, and Acronyms) Directory for Army use at: 533

https://armypubs.army.mil/abca/) 534

535

*AAR After Action Review 536 *ACOM Army Command 537 *ADP Army Doctrine Publication 538 *ADRP Army Doctrine Reference Publication 539

*ALDP Army Leader Development Program 540 *ALDS Army Leader Development Strategy 541

APL Army Priority List 542 *APLDF Army Profession and Leader Development Forum 543 *AR Army Regulation 544

ASA Attraction-Selection-Attrition (theory) 545 *ASA (M&RA) Assistant Secretary of the Army (Manpower & Reserve Affairs) 546

*ASCC Army Service Component Command 547 *ATP Army Techniques Publication 548 AU Army University 549

*AWC Army War College 550 *CAC Combined Arms Center 551

CAPE Center for the Army Profession and Ethic 552 *CES Civilian Education System 553

*CG Commanding General 554 *CCH Chief of Chaplains 555

CIMT Center for Initial Military Training 556 *CSA Chief of Staff, Army 557 *CTC Combat Training Center 558 *DA PAM Department of the Army Pamphlet 559

*DODI Department of Defense Instruction 560 *DRU Direct Reporting Unit 561 *DCS G-1 Deputy Chief of Staff for Personnel 562 *DCS G-3/5/7 Deputy Chief of Staff for Operations, Plans, and Futures 563 *DUSA Deputy Under Secretary of the Army 564

*FM Field Manual 565 *FORSCOM U.S. Army Forces Command 566

*GTA Graphic Training Aid 567 HDS The Army Human Dimension Strategy 568 *HQDA Headquarters, Department of the Army 569 *IMT Initial Military Training 570 *JP Joint Publication 571 *JRX Joint Readiness Exercise 572

https://armypubs.army.mil/abca/

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LOE Line of Effort 573

*MDMP Military Decision-Making Process 574 *MOE Measure of Effectiveness 575 *MOP Measure of Performance 576

*OCAR Office of Chief of Army Reserve 577 OCR Office of Coordinating Responsibility 578 *OCPA Office of the Chief Public Affairs 579 ODARNG Office of the Director, Army National Guard 580 *OPR Office of Primary Responsibility 581

*OSR Office of Supporting Responsibility 582 *PME Professional Military Education 583 *POI Program of Instruction 584 RDS Relational Developmental System (theory) 585

*SHARP Sexual Harassment/Assault Response and Prevention 586 SROTC Senior Reserve Officers’ Training Corps 587

*TIG The Inspector General 588 *TJAG The Judge Advocate General 589

TLP Troop Leading Procedures 590 TP TRADOC Pamphlet 591 TR TRADOC Regulation 592

*TRADOC U.S. Army Training and Doctrine Command 593 *TSG The Surgeon General 594

*USACC United States Army Cadet Command 595 *USAREC United States Army Recruiting Command 596 *USAREUR United States Army Europe 597

*USARPAC United States Army Pacific 598

*USASMA United States Army Sergeants Major Academy 599 *USASOC United States Army Special Operations Command 600 *USAWC United States Army War College 601

*USC United States Code 602 *USMA United States Military Academy 603

*USMEPCOM United States Military Entrance Processing Command 604 *WOCC Warrant Officer Career College 605

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Section II – Terms (asterisk [*] indicates definitions defined in Army doctrine or regulations; 606

these are followed by the proponent publications). 607

Army culture of trust: Reflecting the Army Ethic wherein Army strategic directives, policies, 608

systems, and programs are trusted to be ethical, effective, and efficient. (See culture, below) 609

*Army design methodology: Applies critical and creative thinking to understand, visualize, and 610

describe unfamiliar problems and approaches to solving them. ADP 5-0. 611

*Army Civilian Corps: A community within the Army Profession composed of civilians serving 612

in the Department of the Army. ADRP 1. 613

*Army Ethic: The evolving set of laws, values, and beliefs, embedded within the Army Culture 614

of Trust that motivates and guides the conduct of Army professionals bound together in common 615

moral purpose. ADRP 1. 616

*assessment: . 617

1. A continuous process that measures the overall effectiveness of employing joint force 618

capabilities during military operations. FM 3-07, FM 3-24. 2, ATP 3-01.7. 619

2. Determination of the progress toward accomplishing a task, creating a condition, or 620

achieving an objective. ADP 3-37, ADP 5-0, ADRP 3-37, ADRP 5-0, FM 3-13, FM 3-24, 621

FM 3-96, FM 6-0, ATP 2-01, ATP 3-01.7, ATP 3-07.6, ATP 4-13, ATP 5-0.1, ATP 6-622

01.1. 623

3. Judgment of the motives, qualifications, and characteristics of present or prospective 624

employees or “agents.” JP 3-0, FM 3-07, ATP 3-01.7. 625

4. A method used to determine, from performance, the proficiency and potential of a 626

leader. Ideally, assessment is characterized by an objective judgment against a criterion-627

based standard. DA PAM 350-58. 628

Attraction‒Selection‒Attrition (ASA): A theory holding that: (1) individuals are attracted to 629

organizations whose members are similar to themselves in terms of personality, values, interests, 630

and other attributes; (2) organizations are more likely to select those who possess knowledge, 631

skills, and abilities similar to the ones their existing members possess; and, (3) over time, those 632

who do not fit in well are more likely to leave. Owing to these three factors, the personal 633

characteristics of those who serve in an organization are likely to become more similar over time, 634

leading to the consolidation of organizational culture. Oxford Reference/Schneider, B, et al. 635

[1987, 1995]. NB: The Army seeks individuals who are attracted to a “calling to Honorable 636

Service” in support and defense of the Constitution. The intent is to recruit and enlist Soldiers and 637

attract and select Army Civilians from all walks of life, representing the diversity of American 638

society, who are united in common moral purpose to live by and uphold the Army Ethic. 639

640

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*certification: 641

1. The recognition or credential given to individuals who have met predetermined 642

qualifications set by an agency of government, industry, or a profession. [DODI 1400.25–643

V410] 644

2. A formal written confirmation by a proponent organization or certifying agency that an 645

individual or team can perform assigned critical tasks to a prescribed standard. The team 646

or individual must demonstrate its ability to perform the critical tasks to the prescribed 647

standard before certification is issued. [AR 350–1] 648

3. Verification and validation of an Army professional’s character, competence, and 649

commitment to fulfill responsibilities and successfully perform assigned duty with 650

discipline and to standard. [AR 600-100, ADRP 1] 651

*character: Intrinsically—One’s true nature, including identity, sense of purpose, values, virtues, 652

morals, and conscience. Operationally—An Army professional’s dedication and adherence to the 653

Army Ethic, including Army Values, as consistently and faithfully demonstrated in decisions and 654

actions. [ADRP 1] 655

*competence: Demonstrated ability to successfully perform duty with discipline and to standard. 656

[ADRP 1] 657

*commitment: Resolve to contribute honorable service to the Nation and accomplish the mission 658

despite adversity, obstacles, and challenges. [ADRP 1] 659

character development: The continuous process within the Army as an institution, in Army 660

organizations, and between leaders and subordinates—integrated within coordinated and 661

progressive education, training, and experience—that strengthens the resolve of Trusted Army 662

Professionals to live by and uphold the Army Ethic, including Army Values, as consistently and 663

faithfully demonstrated in decisions and actions. 664

*climate: The state of morale and level of satisfaction of members of an organization. (AR 350-665

1) (See professional organizational climate, below). 666

*culture: The set of long-held values, beliefs, expectations, and practices shared by a group that 667

signifies what is important and influences how an organization operates. [AR 350-1, AR 600-668

100] (See Army culture of trust, above) 669

ethic: A set of moral principles guiding decisions and actions. 670

ethics: The study of what is right and wrong (philosophy, theology, law). 671

identity: One’s sense of self; perception of one’s roles and purpose in life. (See Trusted Army 672

Professional, below) 673

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*initiative: A leader development proposal approved by CG, TRADOC and the CSA, but without 674

resource requirements documented in the program objective memorandum. [DA PAM 350-58] 675

*leader development: The deliberate, continuous, sequential, and progressive process, grounded 676

in Army Values, that grows Soldiers and Army Civilians into competent and confident leaders 677

capable of decisive action. [AR 350-1] 678

*military decisionmaking process: An iterative planning methodology to understand the 679

situation and mission, develop a course of action, and produce an operation plan or order. ADP 680

5-0 681

moral(s): Belief(s) about what is right and wrong (conscience). 682

office of primary responsibility (OPR): The organization or command assigned with lead 683

responsibility for a supporting objective (SO) within the implementation and assessment plan. 684

The OPR chairs and directs all efforts to accomplish the SO and reports on assessments of 685

progress and success at quarterly meetings of the Army Profession and Leader Development 686

Forum. 687

office of supporting responsibility (OSR): The organization(s) whose mission and 688

responsibilities contribute to achieving specified supporting objectives within the implementation 689

and assessment plan. OSRs report directly to the OPR and contribute by providing subject matter 690

expertise, information, and assessment. 691

office of coordinating responsibility (OCR): The organization(s) that have relevant expertise 692

that will assist in achieving the supporting objective. 693

*professional development: The deliberate and continuous process of education, training, and 694

experience that prepares Soldiers and Army Civilians of character, competence, and commitment 695

to perform present and future duty in accordance with the Army Ethic. [AR 600-100] 696

professional organizational climate: An environment where the expectation and the standard 697

are that all live by and uphold the Army Ethic in the exercise of mission command. (Consistent 698

with TP 525-3-3 The U.S. Army Functional Concept for Mission Command 2020-2040, see 699

climate, above). 700

Relational Developmental System (RDS): A metatheory addressing human development, 701

emphasizing that character is influenced by the context, including ongoing coactions between 702

individuals and their environment. These environmental interactions include many levels of the 703

ecology (e.g., societal influence, institutional culture, organizational climate, and interpersonal 704

relations). [Lerner, R. M., & Schmid Callina, K. (2014), Overton, W. F. (2015), Schmid Callina, 705

K., et al. (2017)] 706

Soldier: An individual serving in the Active Army, National Guard, or U.S. Army Reserve, in 707

the rank of Private through General; a member of the Profession of Arms. 708

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709

“An American Professional Soldier is an expert, a volunteer certified in the Profession of Arms, 710

bonded with comrades in a shared identity and culture of sacrifice and service to the Nation and 711

the Constitution, who adheres to the highest ethical standards and is a steward of the future of the 712

profession.” [TC 7-21.13 Soldier’s Guide] 713

*troop leading procedures: A dynamic process used by small-unit leaders to analyze a mission, 714

develop a plan, and prepare for an operation. ADP 5-0. 715

716

*Trusted Army Professional: The shared identity of Soldiers and Army Civilians – certified in 717

character, competence, and commitment – who are bound together in common moral purpose to 718

honorably fulfill their Oaths of Service. (see, identity, above) 719

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ENDNOTES 949

1 Army White Paper. The Army’s Framework for Character Development. 28 August 2017. Retrieved 12

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https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/ARN3758_AR_600-100_FINAL_WEB_.pdf. 26 AR 600-20 (Army Regulation 600-20). Army Command Policy (2014). Retrieved 12 January 2018

from https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/r600_20.pdf 27 TP 525-8-2 (TRADOC Pamphlet 525-8-2), The U.S. Army Learning Concept for Training and

Education 2020-2040. (2017). Retrieved 1 March 2018, from

http://adminpubs.tradoc.army.mil/pamphlets/TP525-8-2.pdf; TP 350-70-7 (TRADOC Pamphlet 350-

70-7), Army Educational Processes. (2013). Retrieved 1 March 2018, from

http://adminpubs.tradoc.army.mil/pamphlets/TP350-70-7.pdf 28 ADRP 5-0 (Army Doctrine Reference Publication No. 5-0), The Operations Process (2012). Retrieved

12 January 2018 from

https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/adrp5_0.pdf, FM 6-0 (Field Manual No. 6-0).

Commander and Staff Organization and Operations (2014). Retrieved 12 January 2018 from

https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/ARN3747_FM%206-0,%20C2%20Incl%20-

%20FINAL%20WEB.pdf 29 AR 350-1 (Army Regulation No. 350-1). Army Training and Leader Development (2017). Retrieved

12 January 2018 from https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/ARN6701_AR350-

1_Web_FINAL.pdf 30 These ideas are based on the Giving Voice to Values (GVV) action-based approach to values-driven

leadership development, developed by Dr. Mary C. Gentile, Professor of Practice at University of

Virginia Darden School of Business. See Gentile, Mary C. (2012). Giving Voice to Values: How to

Speak Your Mind When You Know What's Right. New Haven, Conn: Yale University Press; and

“Values-Driven Leadership: Where We Have Been and Where We Could Go." Organization

Management Journal, 9:3, 188-196, 2012. More information at (Retrieved 12 January 2018 from):

www.GivingVoiceToValues.org; this approach is consistent with Army guidance (e.g., AR 350-1) on the

use of Individual Development Plans. 31 ADRP 1 (Army Doctrine Reference Publication No. 1). The Army Profession. (2015): para 2-28.

Retrieved 12 January 2018 from http://www.apd.army.mil/epubs/DR_pubs/DR_a/pdf/web/adrp1.pdf 32 Final Report of the Academic Assessment Committee. U.S. Military Academy. 1994. Office of the

Dean. West Point. NY. 33 AR 5-22 (Army Regulation No. 5-22). The Army Force Modernization Proponent System (2015).

Retrieved 12 January 2018 from

http://tradoc.army.mil/dcspil/Acculturation/index.asp













http://www.givingvoicetovalues.org/


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32

https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/r5_22.pdf, AR 600-20 (Army Regulation

600-20). Army Command Policy (2014). Retrieved 12 January 2018 from

https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/r600_20.pdf, AR 600-100 (Army Regulation

600-100). Army Profession and Leadership Policy (2017). Retrieved 12 January 2018 from

https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/ARN3758_AR_600-100_FINAL_WEB_.pdf,

AR 350-1 (Army Regulation No. 350-1). Army Training and Leader Development (2017). Retrieved 12

January 2018 from https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/ARN6701_AR350-

1_Web_FINAL.pdf.




