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Karel Montor, who teaches leadership at the U.S. Naval Academy, has compiled pertinent examples of ethical issues from active-duty U.S. military personnel, to serve as a moral compass for junior officers confronted with commonplace dilemmas.
Originally compiled and edited by the late Karel Montor, a longtime professor of leadership at the U.S. Naval Academy, with a foreword by VADM James B. Stockdale, USN, Ret., and now fully updated by a team from the Center for the Study of Professional Military Ethics at the Naval Academy, this volume contains over one hundred case studies from and about active-duty U.S. military officers facing ethical challenges on the job. In a short narrative, each case describes the ethical challenge faced by a junior officer. It then asks readers what they think is the right thing to do in that situation. This valuable hands-on reference also includes discussion questions and an analysis of each case study.
This MBA Project's purpose was to determine what ethics education is currently offered in the U.S. Navy and other services at the junior officer level. Its goal was to provide an informed foundation of current military best practices in ethics education which will help inform leadership about existing ethics programs, or program elements, which have credibility and show effectiveness. This data collection, analysis, and evaluation process will serve as the platform for establishing informed recommendations to create a future Supply Corps ethics education program. Action Research methodology was undertaken for data collection and evaluation. Interviews were conducted with twenty-one educators at thirteen officer accession and training programs including academies and war colleges. Analysis of each institution's ethics education program was conducted and findings were collaboratively reviewed in order to produce a list of recommended best practices. The researchers concluded that an effective ethics program should contain, at a minimum, the following elements: precise, measurable learning objectives, relevant case studies, exposure to classical theory, honor codes, require active student participation, provide meaningful grading, ensure the direct involvement of senior leadership in the classroom, and develop program effectiveness measurements in order evaluate the program's value and adjust its elements as necessary.
This MBA Project's purpose was to determine what ethics education is currently offered in the U.S. Navy and other services at the junior officer level. Its goal was to provide an informed foundation of current military best practices in ethics education that will help inform leadership about existing ethics programs, or program elements, that have credibility and show effectiveness. This data collection, analysis, and evaluation process will serve as the platform for establishing informed recommendations to create a future Supply Corps ethics education program. Action Research methodology was undertaken for data collection and evaluation. Interviews were conducted with 21 educators at 13 officer accession and training programs, including academies and war colleges. Analysis of each institution's ethics education program was conducted and findings were collaboratively reviewed to produce a list of recommended best practices. The researchers concluded that an effective ethics program should contain, at a minimum, the following elements: precise, measurable learning objectives; relevant case studies; exposure to classical theory; honor codes; a requirement of active student participation; meaningful grading; direct involvement of senior leadership in the classroom; and program effectiveness measurements to evaluate the program's value and adjust its elements as necessary.
In 1950, when he commissioned the first edition of The Armed Forces Officer, Secretary of Defense George C. Marshall told its author, S.L.A. Marshall, that "American military officers, of whatever service, should share common ground ethically and morally." In this new edition, the authors methodically explore that common ground, reflecting on the basics of the Profession of Arms, and the officer's special place and distinctive obligations within that profession and especially to the Constitution.
This monograph surveys the history of the Army's professional ethic, focusing primarily on the Army officer corps. It assesses today's strategic, professional, and ethical environment. Then it argues that a clear statement of the Army officers' professional ethic is especially necessary in a time when the Army is stretched and stressed as an institution. The Army officer corps has both a need and an opportunity to better define itself as a profession, forthrightly to articulate its professional ethic, and clearly to codify what it means to be a military professional.
Michael Josephson discusses ethical values and decision-making techniques as he explores the everyday pressures that can compromise our integrity.
General George W. Casey, Jr., Chief of Staff, U.S. Army, once observed: "If you walked around the Army and asked people what the professional military ethic is, you would get a lot of different answers."1 That is because Army's professional military ethic is not codified, although its spirit is resident in a number of documents. Other American professions have clearly promulgated statements of ethics. Within the Army, there are several extant statements of ethical responsibility-for Soldiers, noncommissioned officers (NCOs), and civilians-but not for officers. This monograph briefly surveys the history of the Army's professional ethic, focusing primarily on the Army officer corps. It assesses today's strategic, professional, and ethical environment. Then it argues that a clear statement of the Army officers' professional ethic is especially necessary in a time when the Army is stretched and stressed as an institution. The Army officer corps has both a need and an opportunity to better define itself as a profession, forthrightly to articulate its professional ethic, and clearly to codify what it means to be a military professional. Finally, this monograph articulates such an ethic. For more than 2 centuries, the U.S. Army has developed a mature professionalism, but one that waxed and waned over time. The historical record shows that wartime crises tended to produce, or perhaps to expose, the profession's shortcomings, which peacetime reformers then sought to correct. The Army's professional ethic embraced national service, obedience to civilian authority, mastery of a complex body of doctrinal and technical expertise, positive leadership, and ethical behavior. But at the beginning of the 21st century, it was less healthy in terms of its junior professionals' acceptance of a lifelong call to service. Time would show that it was doctrinally unprepared for the trials that lay ahead. Eight years of repetitive deployments have left the Army, in the words of General Casey, "stressed and stretched." Some observers think the Army is near the breaking point. Several factors contribute to that stress. One concern is the type of warfare that the Army is being asked to conduct, counterinsurgency, which is one of the most ethically complex forms of war. Further, during these years of war, some policy decisions have tended to blur moral, ethical, and legal lines that Soldiers have long been trained to observe and uphold. Officers, above all, must fight to maintain and safeguard the laws of war as a professional responsibility. Third, since the post-Cold War drawdown, the armed forces have chosen to rely more and more heavily on commercial contractors, sometimes for inherently governmental functions. Today, the Army is "selling" large tracts of its professional jurisdiction. Finally, professionally improper dissent on the part of retired generals and the widespread perception that they speak for their former colleagues still on active duty threaten the public trust in the military's apolitical and nonpartisan ethic of service as well as the principle of civilian control.