Military Review English Edition July-August 2015 | Page 42

be manned by qualified and inspirational instructors
who are prepared to teach and facilitate learning in an
adult learning environment. These instructors must use
challenging, relevant, and timely curricula that promote critical and creative thinking, interpersonal skill
development, and communication development. The
institution should provide a robust capacity to create,
archive, and deliver digitized learning products. These
must be available in all three domains and accessible by
the individual, the classroom, and the field.
A completely revised Field Manual 6-22, Leader
Development, is scheduled to be published in June 2015.
This manual will fill a void by codifying doctrine for what
the Army expects organizations and leaders to do in order
to develop subordinate leaders.
The required conditions in the self-development
domain follow lifelong learning models. An individual must develop a personal commitment to gain
knowledge and to learn. Ideally, there should be
few or no boundaries regarding topics of personal
and professional interest. The Army must continue to make appropriate resources available that are
meaningful, engaging to use, and accessible when
needed and as needed. Resources such as the Virtual
Improvement Center are useful guides as leaders plan
their self-improvement.17 Leaders must limit their
desire to direct subordinates to pursue fields of study

(Photo by Sgt. Kimberly Hackbarth, 4th Stryker Brigade Combat Team PAO, 2nd Infantry Division)

Airman 1st Class Paul Nguyen, a tactical air control party specialist with 5th Air Support Operations Squadron, sets up a satellite
communications antenna on an observation point 11 June 2012
at the National Training Center, Fort Irwin, California. Soldiers of
4th Stryker Brigade Combat Team, 2nd Infantry Division, worked
alongside airmen from 5th Air Support Operations Squadron
during a joint air attack team mission to destroy a simulated
insurgent training camp.
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for self-development, and then encourage and expect
that subordinates seek knowledge on a topic or field of
study that interests them.

Conclusion
Training, education, and experience each contribute to development in a unique way. The ALDS 2013
describes training as “an organized, structured, continuous, and progressive process based on sound principles
of learning designed to increase the capability of individuals, units, and organizations to perform specified
tasks or skills.”18
While training teaches skills (i.e., what to do and
think), education teaches how to think. The ALDS
describes education as “the process of imparting
knowledge and developing the competencies and
attributes Army professionals need to accomplish any
mission the future may present. … Education focuses on intellect and the moral character of leaders to
improve judgment and reasoning, and hone the habits
of the mind: agility, adaptability, empathy, intellectual
curiosity, and creativity.”19
Experience is where it all comes together—this is
where and when all the training and education are put
into practice. The ALDS 2013 describes experience as
the continuo