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20180723
Department of the Army
The Army’s Framework for Character Development
Implementation and Assessment Plan
23 July 2018
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Contents 1
2
Page 3
Executive Summary ..................................................................................................... ii 4
5
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
26
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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
60
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
98
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100
101
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
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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
January 2018 from http://data.cape.army.mil/web/repository/white-papers/armys-framework-for-
character-development-white-paper.pdf. 2 AR 15-39 (Army Regulation No. 15-39). Department of the Army Intergovernmental and
Intragovernmental Committee Management Program (2018). Retrieved 23 August 2018 from
https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/ARN9436_AR15-39_FINAL.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. 3 MEMORANDUM FOR RECORD (ATZL-MCV-L), SUBJECT: Outcomes and Taskers – Army
Profession and Leader Development Forum (APLDF) 18-1, Dated 16 Nov 17, para 7.b. 4 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;
ADRP 1 (Army Doctrine Reference Publication No. 1). The Army Profession (2015). Retrieved 12
January 2018 from https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/adrp1.pdf 5 ADRP 3-0 (Army Doctrine Reference Publication No. 3-0). Operations (2017). Retrieved 12 January
2018 from https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/adrp1.pdf 6 ADRP 6-0 (Army Doctrine Reference Publication No. 6-0), Mission Command (2012). Including
Changes 1 and 2. Retrieved 12 January 2018 from
https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/adrp6_0.pdf; TP 525-3-3 (TRADOC
Pamphlet 525-3-3), The U.S. Army Functional Concept for Mission Command 2020-2040. (2017).
Retrieved 12 January 2018, from http://www.tradoc.army.mil/tpubs/pams/TP525-3-3.pdf; Army White
Paper. The Army’s Framework for Character Development. 28 August 2017. Retrieved 12 January 2018
from http://data.cape.army.mil/web/repository/white-papers/armys-framework-for-character-
development-white-paper.pdf. 7 Milley, M., Chief of Staff of the Army: Changing Nature of War Won’t Change Our Purpose, AUSA
website, 1 October 2016. Retrieved 1 March 2018 from https://www.ausa.org/articles/changing-nature-
war-wont-change-our-purpose; MEMORANDUM (CJCS), (CM-0166-13), SUBJECT: Desired Leader
Attributes for Joint Force 2020. (28 Jun 2013), para 2. Retrieved 1 March 2018 from
http://www.ndu.edu/Portals/59/Documents/BOV_Documents/2014/CJCS%20Joint%20Education%20Re
view%20Implementation%20Memo%20only.pdf 8 Lopez, C. Todd, (2016). “Trust Bedrock of Army Profession.” Army News Service. 13 December 2016.
Retrieved 12 January 2018. https://www.army.mil/article/179601. 9 Army White Paper. The Army’s Framework for Character Development. 28 August 2017. Retrieved 12
January 2018 from http://data.cape.army.mil/web/repository/white-papers/armys-framework-for-
character-development-white-paper.pdf. 10 ALDS. Army Leader Development Strategy. (2013). Retrieved 23 March 2017 from
http://usacac.army.mil/sites/default/files/documents/cal/ALDS5June%202013Record.pdf; ADRP 1
(Army Doctrine Reference Publication No. 1). The Army Profession (2015). Retrieved 12 January 2018
from https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/adrp1.pdf; ADRP 6-0 (Army Doctrine
Reference Publication No. 6-0), Mission Command (2012). Including Changes 1 and 2. Retrieved 12
January 2018 from
https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/adrp6_0.pdf; ADRP 6-22 (Army Doctrine
Reference Publication No. 6-22). Army Leadership (2012). Retrieved 12 January 2018 from
https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/adrp6_22.pdf 11 ALDS. Army Leader Development Strategy. (2013). Retrieved 23 March 2017 from
http://usacac.army.mil/sites/default/files/documents/cal/ALDS5June%202013Record.pdf; ADRP 1
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(Army Doctrine Reference Publication No. 1). The Army Profession. (2015): para 2-19. Retrieved 12
January 2018 from https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/adrp1.pdf. 12 Army White Paper. The Army’s Framework for Character Development. 28 August 2017. Retrieved
12 January 2018 from http://data.cape.army.mil/web/repository/white-papers/armys-framework-for-
character-development-white-paper.pdf. 13 Soldier for Life website. Retrieved 12 January 2018 from https://soldierforlife.army.mil/; 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. 14 ADRP 6-0 (Army Doctrine Reference Publication No. 6-0), Mission Command (2012). Including
Changes 1 and 2. Retrieved 12 January 2018 from
https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/adrp6_0.pdf; TP 525-3-3 (TRADOC
Pamphlet 525-3-3), The U.S. Army Functional Concept for Mission Command 2020-2040. (2017).
Retrieved 12 January 2018, from http://www.tradoc.army.mil/tpubs/pams/TP525-3-3.pdf 15 ADRP 6-22 (Army Doctrine Reference Publication No. 6-22). Army Leadership (2012). Retrieved 12
January 2018 from https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/adrp6_22.pdf; FM 6-22
(Field Manual No. 6-22). Leader Development. (2015). Retrieved 12 January 2018, from
https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/fm6_22.pdf; ALDS. Army Leader
Development Strategy. (2013). Retrieved 23 March 2017 from
http://usacac.army.mil/sites/default/files/documents/cal/ALDS5June%202013Record.pdf 16 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 17 Character Development Project Literature Review. Developing the Character of Trusted Army
Professionals: A Review of the Relevant Literature (2016). Retrieved 12 January 2018, from
http://cape.army.mil/character-development-project/. 18 Haidt, J. (2012). The Righteous Mind: Why Good People are Divided by Politics and Religion. New
York: Pantheon Books; Ariely, D. (2012). The (Honest) Truth About Dishonesty. New York: Harper
Perennial. Schein, E. (1992) Organizational Culture and Leadership. San Francisco, CA: Jossey–Bass;
McAdams, D. P. (2009). The Moral Personality. Chapter 1 in Narvaez, D. & Lapsley, D. K. (2009).
Personality Identity & Character: Explorations in Moral Psychology. Cambridge University Press. 19 Lerner, R. M., & Schmid Callina, K. (2014). The Study of Character Development: Towards Tests of a
Relational Developmental Systems Model. Human Development, 57, 6, 322-346. Retrieved 12 January
2018 from https://www.karger.com/Article/Abstract/368784 or
https://www.researchgate.net/publication/276257503_The_Study_of_Character_Development_Towards
_Tests_of_a_Relational_Developmental_Systems_Model 20 Ariely, D. (2012). The (Honest) Truth About Dishonesty. New York: Harper Perennial: p8-9; Trevino,
L. K., & Youngblood, S. A. (1990). Bad apples in bad barrels: A causal analysis of ethical decision
making behavior. Journal of Applied Psychology, 75, 4, 378-385. Retrieved 12 January 2018 from
http://homepages.se.edu/cvonbergen/files/2015/01/Bad-Apples-in-Bad-Barrels_A-Causal-Analysis-of-
Ethical-Decision-Making-Behavior.pdf; Hurst, D. (2012). Bad Apples or Bad Barrels? An ecological
perspective on ethics in management. Retrieved 12 January 2018 from http://www.davidkhurst.com/bad-
apples-or-bad-barrels-an-ecological-perspective-on-ethics-in-management/; Matthews, M. D. (2008).
Positive Psychology: Adaptation, Leadership, and Performance in Exceptional Circumstances. In P. A.
Hancock & J. L. Szalma (Eds.), Performance Under Stress (pp. 163–180). Aldershot, England: Ashgate.
Retrieved 12 January 2018 from http://docshare01.docshare.tips/files/26931/269315189.pdf#page=180;
Matthews, M. D. (2014). Head Strong: How Psychology is Revolutionizing War. New York, NY: Oxford
Univ. Press; Lerner, R. M., & Schmid Callina, K. (2014). The Study of Character Development:
Towards Tests of a Relational Developmental Systems Model. Human Development, 57, 6, 322-346.
Retrieved 12 January 2018 from https://www.karger.com/Article/Abstract/368784 or
https://www.researchgate.net/publication/276257503_The_Study_of_Character_Development_Towards
_Tests_of_a_Relational_Developmental_Systems_Model
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21 Peterson, C., & Seligman, M. E. (2004). Character Strengths and Virtues: A Handbook and
Classification. (p. 533; Chapter 27. Spirituality, pp. 599-622). Washington, DC: American Psychological
Association; AR 350-53 (Army Regulation 350-53). Comprehensive Soldier and Family Fitness. (2014). 22 Schneider, B, Goldstein, H.W., Smith, D. B. (1995). The ASA Framework: An Update. Personnel
Psychology; USAREC Manual 3-0 (US Army Recruiting Command Manual). Recruiting Operations.
(2014). Also, previous version USAREC Manual 3-0 (US Army Recruiting Command Manual).
Recruiting Operations. (2009). 23 MEMORANDUM (SAMR), SUBJECT: Army Acculturation Program. (8 Nov 2016). See also, Army
Civilian Acculturation website. Retrieved 17 May 2018 from
http://tradoc.army.mil/dcspil/Acculturation/index.asp. TC 6-22.6 (Training Circular 6-22.6). Employee
Engagement, (2017). Retrieved 17 May 2018 from https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/ARN3288_TC%206-22x6%20FINAL%20WEB.pdf 24 Talent Management Concept of Operations for Force 2025 and Beyond (2015). Retrieved 18 May
2018 from https://usacac.army.mil/sites/default/files/publications/TM%20CONOP%20Final-
Signed%20v2.pdf 25 AR 165-1 (Army Regulation No. 165-1). Army Chaplain Corps Activities. (2015); AR 27-1 (Army
Regulation No 27-1), Judge Advocate Legal Services (2017); 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. 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
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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.