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Military Staff Study on Military Intelligence Captain Career Course

There will be a brief to my Soldiers for their situational awareness and information.

I would like it to be a Staff Study on making Military Intelligence Captain Career Course non-resident vs the 6 month school it is right now. Many other course have been going to this format to save money and make it easier on Soldiers and their family. Currently it is a Permanent Change of Station and then again after the 6 months. Need it set up as the Staff Study which I have provided?

See the attached file.


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See the attached file.

1. Identify the Question:
Will there be any adverse repercussions in making the current Military Intelligence Captain Career Course (MICCC) which is a 6 months school with permanent change of station, into a non-resident program?
2. Research and collect data:

The Military Intelligence Captain's Career (MICCC) course on Fort Huachuca is a 20 week long course which falls under the direction and guidance of USAIC (US Army Intelligence Center). Currently the MICCC is run by the 304th Military Intelligence Battalion, which falls under the 111th MI Brigade which is a TRADOC (Training & Doctrine Command) unit (Tdystay, 2014).
Career Military Intelligence Army officers will at some point be required to attend the MICCC while either a First Lieutenant promotable (1LT P) or as a Junior Captain (CPT). Attendance at the MICCC is usually completed prior to Company Command, although occasionally officers will go to the school as a senior Captain. The MICCC like other Captain Career courses, includes training specific to an officer's branch. MI officers are expected to perform tasks ranging from intelligence preparation of the battlespace (IPB) to war-gaming and implementing MDMP (the Military Decision Making Process). The MICCC is like most Army schools in that because it requires a PCS move, there is an Active Duty Service Obligation. AR 350-100 specifically states: "officers who complete certain formal education or training programs, undergo a PCS, or certain promotions incur an ADSO." Current Captains Career Course requirements are a one year ADSO post-graduation, which can be served concurrently with a PCS move to another military installation. All MI branched officers can generally expect to be assigned to either a maneuver battalion, company command, or a staff position upon completion of the career course and any additional schooling. MICCC graduates can expect to be sent to a key developmental (KD) assignments including a Battalion S2, MICO Command, BCT A/S2 or S2X/electronic attack officer, ACE (Analysis and control element officer), a Collection manager/targeting officer/watch officer, a training or support Company or detachment command, JRTC or NTC or a CTC observer/controller (OC), MI transition team advisor in a combat situation (either foreign nation TT), Developmental branch specific assignments will provide captains with exposure to the Army and in some cases, to JIIM organizations(Tdystay,2014).

The Reserve MICCC at Fort Huachuca for National Guard and Reserve personnel is generally a TDY assignment lasting about a month long. The Army Intelligence Knowledge Network (IKN) Portal offers several distance learning courses as a pre-requisite for the MICCC. The RC-MICCC completion certificates do not offer any Army correspondence course credit for retirement points (Tdystay, 2014).

The RC-MICCC is broken down into four phases. Currently Phases I and III are long Distance learning through the IKN portal, and Phases II and IV are resident courses requiring TDY travel which last 2 weeks each at Fort Huachuca (Tdystay, 2014).
In February 2010, the CAC commander created a study team from the faculty and students of the Command and General Staff College to examine the current CCCs. Over three months, the team assessed all 15 CCCs based on interviews with key leaders. Then there were focus groups and surveys with students and faculty, a review of key documents, and a formal report. Students overwhelmingly emphasized the importance of the environment provided by a resident course (instead of distance learning): learning from
peers and instructors with diverse backgrounds (Army, other services, and international officers); personal and professional development and networking opportunities; and a time for balance between personal and professional commitments and interests (Raymond, Beurskens, &Carmichael, 2010) Significantly, the team found that 70 percent of CCC students favored the current 20- to 21-week resident model over current distance learning and temporary duty course hybrids. Based on the team's student survey results for the question, "Given the following options for CCC attendance, please select the option you would prefer." 69.53% of the students chose "Current (approximately 20-21 week) resident attendance at CCC." There were four other possible responses, which included options of a blended learning concept with a reduced temporary duty resident course (with varying lengths) and distance learning (of varying lengths) This finding nearly matched the 72 percent of like-minded bloggers on the CAC commander's blog about the CCC.(CAC,2010). At every CCC, students and faculty emphasized the educational value of the resident course. This data includes the entire student population for the current year the study also revealed that 73 percent of married students attend CCC in an accompanied status. This data includes the entire student population for the current year Concurrent with the CCC study, TRADOC initiated the development of a new learning concept that proposes a significant paradigm shift in how the Army learns. There are four primary drivers of this new learning concept: Army Force Generation; the need to restore balance between the education, experience, and training pillars of leader development; rapid and continuing technological change; and generational differences across the Army that affect how students learn.
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Solution Summary

This is a military staff study which deliberates between a six months residential training program and a blended learning model that incorporates a more learner centric model with intermittent class room sessions being combined with individual learning modules.