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Document created: 20 August 02
Air
& Space Power Journal - Winter 2002
James T. Hooper*
*The author is a program manager in Science Applications International Corporation’s Strategic Analysis and Leadership Operation.
Most Air Force leaders understand that they are responsible for mentoring airmen and building teamwork within their units. Leaders can draw upon numerous leadership theories and practices, from both military and civilian sources, that can help them meet these responsibilities. The purpose of this article, however, is to discuss why leaders should consider Air Force history an indispensable tool in their endeavors. Many of our officers and noncommissioned officers have not been taught to use history in such a manner. Often they are unaware of the full range of historical methods, techniques, and resources they can use, not only to learn about leadership, but also to teach it and to support their mission at the unit level. This article discusses the value of history for leading and developing airmen and provides an overview of possible applications for unit leaders in today’s Air Force.
In 1999 the Air Force initiated a comprehensive reexamination of its leader-development requirements and practices. As part of that work, it reviewed how leadership was taught throughout the professional military education (PME) system. Among other findings, the service discovered that much of the instruction in PME was based on a review of the academic and military literature on management, leadership, and command, as well as a presentation of major theoretical concepts and themes.1
An understanding of theoretical concepts and a familiarity with relevant literature are important elements of a leader’s education. However, if education entails “learning a discipline/subject that enables understanding, extrapolations and application,” the Air Force needs a broader approach.2 Leadership theory is essential for providing context, but theory alone cannot enable an airman leader to draw salient conclusions, impart meaning, and act. Ultimately, leadership concerns human relationships- more specifically, a leader and followers engaging and working to achieve a shared purpose or goal. Since leadership is about people, one should view the practice of leadership as an art to be developed rather than a process to be mastered. Certainly, identifiable leadership principles and skills can be distilled into generalized theory that good leaders follow. However, these principles and skills exist only as a foundation, to be used by effective leaders as a guide to thought rather than a substitute for it. Because the practice of leadership is an art, the education of leaders should incorporate many dimensions, including a grounding in theory, practical exercises and applied experiences, training in the employment of leadership tools such as organizational climate surveys and psychometric instruments, and case-study analysis- all considered within the perspective provided by history and the reflections of other leaders, both current and past.3
Gen Barry R. McCaffrey, USA, retired, recently observed that history is invaluable because it enables a leader to “gain perspective, maturity, and judgment from vicariously living the lessons of both inspired and failed leaders in other places and times.”4 It enables a leader to think about issues beyond his or her own individual experience and to take advantage of the wisdom of others. When the time comes to act, the leader draws upon a wider and deeper range of experiences and insights. For airmen leaders, the study of history can help provide insights and understanding in seven specific areas, each directly relevant to leadership responsibilities in today’s Air Force:
1. Understanding Airmen. Since the publication of Dr. James MacGregor Burns’s groundbreaking work Leadership (New York: Harper & Row, 1978), leadership theory has emphasized the importance of followers and their relationships with leaders. Although the Air Force has benefited greatly from this theoretical work, most of it addresses “followers” in generic terms. Clearly, significant differences exist between an airman follower and an employee in General Motors or a volunteer in the American Red Cross.5 Similarly, one sees identifiable differences between the expectations, values, beliefs, and typical behaviors of airmen and those of members of the other services. Historical study illuminates these differences and provides insights into approaches used to inspire and lead airmen successfully in the past.
2. Unit Dynamics. Air Force units are more than the sum of the individual airmen assigned. History can help leaders by showing them how strong units were formed and organized in the past, how organizational values were instilled in members, how successful leaders fostered teamwork and camaraderie, and how problems within units were solved/overcome.
3. Combat Conditions. Airmen are expected to operate under combat conditions characterized by isolation, high stress, danger, and fear. Historical study helps a leader understand the impact of combat conditions as well as leadership techniques that have enabled units to fight and win in the past. Such techniques include setting a personal example, leading from the front, and implementing unit-training programs on discipline and teamwork.
4. War Fighting and Military Operations. Historical study is essential to an understanding of warfare at the strategic and operational levels of war, and to an appreciation for human reactions at the tactical level. Although the nature of air and space operations is constantly evolving, history can illuminate enduring elements and principles of war fighting. Leaders can use historical case studies to help them understand campaign planning, the use of military forces to achieve national objectives, the role of air and space power in joint and coalition operations, and the integration of different functional capabilities to achieve combat effects. Finally, the study of history helps shed light on current Air Force doctrine and practices. For example, the concept of centralized command and decentralized execution is firmly rooted in Air Force practices developed in the crucible of war and proven successful.
5. Operating Environments. Air Force units deploy daily in support of each of the geographic combatant commands. Air Force leaders not only routinely train, operate with, and lead foreign military forces, but also interact with foreign populations and work with local employees to accomplish their missions. An understanding of the historical context that frames a unit’s operation, coupled with the concomitant cultural knowledge and insights into decision-making processes, is likely to prove very beneficial during coalition operations and expeditionary deployments overseas.
6. Leader Responsibilities and Challenges. By providing a forum for examining the actions of previous leaders, history also serves as a tool for thinking about leadership responsibilities and challenges. Historical case studies and biographies describe how other leaders solved problems, why they made specific decisions, how they addressed ethical demands and dilemmas, and how they coped with competing leadership responsibilities.
7. Enduring Aspects of Leadership. Although the technology of warfare has evolved significantly since the Wright brothers’ first flight in 1903, the foundations of human leadership have remained constant. History provides insights into the enduring aspects of leading people, such as the role of vision and shared purpose, the importance of building trust and teamwork, and the approaches for motivating followers to provide their best efforts for the good of the organization. In this regard, the leadership examples provided by Abraham Lincoln or Gen George C. Marshall are as applicable to Air Force leaders today as those provided by Gen Billy Mitchell and Gen Jimmy Doolittle.
How can an aspiring Air Force leader take advantage of the value that history offers? First, one must remember that history is about interpretation and thought. Not a simple recitation of facts and events, it entails a voyage of discovery followed by an attempt to impart meaning. Second, the ability to think critically about history does not happen by accident. Leaders should frame the study of history within a larger context of professional development, which involves both self-study and PME.
Extensive reading and reflection are critical. The chief of staff of the Air Force’s reading list provides a good starting point for Air Force leaders at all levels.6 It includes many historical and biographical sources with which leaders should become familiar. Local units and PME schools will often augment this list with additional readings. Leaders who care deeply about their profession should make the investment in time that is necessary not only to read and think about key historical works, but also to discuss them with others. They should also take advantage of the many opportunities to learn about Air Force history, such as elective coursework at PME and civilian universities, visits to Air Force museums and historical sites, and attendance at talks, lectures, and symposia.
Although good Air Force leaders use history for self-study and education, the best leaders recognize that they are responsible for mentoring their followers. They consider the needs of the airmen directly in their care and think through an individualized approach for developing their subordinates and ensuring that historical study and reflection are integral components. They share books, articles, videotapes, and other materials with followers and discuss their importance and meaning. They create opportunities for their airmen to learn, whether by arranging visits to nearby museums and battlefields or by inviting retired leaders to talk about their personal experiences. They develop programs tailored to the needs of their airmen and the local situation. For example, a leader in a unit deployed in Korea may want to share books on the Korean War and arrange trips to nearby historical sites. In short, strong leaders take a proactive role, using a variety of approaches to help develop their airmen and pass along their heritage.
The value of history is not confined to individual education and development. History is an important tool that leaders should use to help build teamwork, pride, and a sense of belonging in their units. The Air Force recognized the role of history in creating strong units at an early date. Air Force Manual (AFM) 35-15, Air Force Leadership, published in 1948, offered practical guidance on how leaders could use history to inculcate a sense of belonging in the unit. For example, it advised leaders that “every man entering your unit should be told its history; told by you, preferably, in your welcoming talk.”7 Air Force leaders were encouraged to hang photographs of previous unit members and pictures of the unit in action throughout the offices and barracks. The manual also recommended the maintaining of unit scrapbooks, ideally in a location where airmen could read them, and the writing of histories for members of the unit. Finally, AFM 35-15 highlighted the importance of the unit insignia and stressed the importance of ensuring that airmen understood its significance, history, and traditions.8
Col David L. Goldfein, whose book Sharing Success- Owning Failure: Preparing to Command in the Twenty-First Century Air Force is now required reading in Air Force leadership training for squadron commanders, provides similar advice. He recommends that new leaders study their squadron’s history prior to arriving for duty and highlights the importance of the squadron historian, advising that, if a historian is not assigned, the commander should “hire one within.” Colonel Goldfein further recommends that previous squadron commanders and unit members help relate the unit’s history. He emphasizes the importance of focusing on the airmen who previously served in the unit rather than on aircraft and machines. Ultimately, these efforts should seek to bring the “history of the squadron to life.”9
All of these techniques and methods illustrate potential approaches for using history to strengthen the unit. Each has merit and should be considered by Air Force leaders. However, two elements are often missing at the unit level: (1) a deliberate approach that relates history directly to unit objectives, values, and activities and (2) an understanding of the range of tools and resources available to support both leader and unit.
The process of integrating and structuring history into unit activities begins with vision. The commander’s vision is informed by the unit mission and provides a statement of shared direction for the members of the unit. However, a good vision statement is more than a guide for future actions- it should also serve to define unit values and accepted behaviors. Using desired values and behaviors as a starting point, the leader can identify those elements in the unit’s history that support and bring them to life. For example, one might illustrate the value of “selfless service” through citations issued to previous members of the unit. The commander should also use desired behaviors and values as the basis for creating or reinforcing unit traditions. History plays a critical role in this regard by assigning meaning to existing traditions and serving as a foundation for the creation of new traditions.
With this understanding of “what” is needed and “why,” the leader should involve members of the unit in developing specific programs and events that make history meaningful. Air Force and unit history can be incorporated into a full range of activities, including the reception and orientation of new airmen, commander’s calls, “rites of passage” ceremonies, unit-training events, mentoring of unit members, promotion ceremonies, and day-to-day events. The commander will lead many of these events, but in a good unit, airmen of all ranks will also want to become involved. A smart leader will take advantage of their enthusiasm and ingenuity.10
This article has mentioned thoughts and ideas about how leaders can use history. However, the Air Force operates in an environment characterized by high operations tempo and competing demands. Most units already have full schedules and many tasks to accomplish. Given these constraints, how can a leader put these ideas into action? What resources are available?
It is important to remember that established channels exist for historical support in the Air Force. As far as possible, leaders should strive to leverage those resources. Most leaders have neither the time nor the training to function personally as unit historian. Simply assigning a historian, however, will not ensure that the job is accomplished. Only the commander has the perspective to understand the development and mentoring needs of airmen in the unit. Only the commander is personally accountable for the unit’s mission and, thus, fully comprehends not only where the unit needs to go, but also the behaviors, values, and traditions that should be highlighted and reinforced. Most importantly, only the commander can incorporate history into unit ceremonies, commander’s calls, and other events; furthermore, by setting a personal example, the leader can make history a meaningful and living part of the unit. Consequently, the commander should provide the unit historian with sufficiently detailed guidance on how he or she intends to use history so that the historian can support the commander’s objectives in a meaningful way.
Within the context provided by this guidance, the historian and other airmen in the unit can work together to identify relevant historical materials and sources. The range of materials that may prove useful is nearly endless, including primary documents (e.g., original reports, memoranda, correspondence, and transcripts); secondary sources (e.g., books, monographs, and journal articles); annotated bibliographies and other reference works; videotape and audiotape recordings and presentations; photographs, paintings, prints, and artwork; and historical objects (e.g., memorabilia, patches, and items of equipment).
The range of potentially relevant sources for historical support and information is nearly as large; a full listing would take volumes to publish and would soon become outdated. However, for the purposes of using history as a leadership tool, the Air Force History and Museums Program usually provides the best starting point. In addition to the Air Force History Support Office (Bolling AFB, Washington, D.C.), the Air Force Historical Research Agency (Maxwell AFB, Alabama), and the Air Force Museum (Wright-Patterson AFB, Ohio), history offices and museums at major commands and bases are often excellent sources.
The history programs of joint organizations and the sister services may also be useful in some circumstances. For instance, in compiling a history of a Red Horse unit deployed overseas, one may find more information and records of relevance from Army and Marine Corps organizations supported by the Red Horse unit than may exist in official Air Force channels. Units overseas often have unique opportunities. For example, airmen in a unit stationed in the United Kingdom might be able to supplement a squadron history program by considering the Battle of Britain and visiting such local sites as the Royal Air Force (RAF) Museum at Hendon or St. Clement Danes (the Central Church of the RAF). Nongovernmental sources can also be very helpful. Universities and academic centers may sponsor relevant lectures and special events; one may find applicable photographs and records in the National Archives or other repositories; and special events, such as the upcoming celebration of the centennial of flight, may provide additional opportunities.
Imagination is important. One Air Force squadron recently used a historical painting of its officers in a World War I French château as the basis for building a new lounge. Photographs of unit heroes and memorabilia from the squadron’s history were displayed prominently throughout the squadron’s workplace. The squadron commander greeted newcomers or visitors to the unit with an impassioned talk about the unit’s history and traditions, using the World War I background and the various paintings and memorabilia as props.11 Other Air Force units have developed equally imaginative approaches to teaching history and building unit traditions.
Ultimately, the key to success lies in the personal involvement of the unit leader. Strong leaders will identify what is important and why. Using good ideas gleaned from unit members, other successful units, and the Air Force History and Museums Program, the commander can establish parameters to guide unit efforts and outline the types of activities needed (e.g., a program of guest lectures by former unit members; the posting of photographs and portraits of squadron heroes, with accompanying biographical information; or a structured program of professional reading and “rites of passage” ceremonies for newly promoted noncommissioned officers). Operating within this guidance, the assigned historian and other members can create programs that are innovative, exciting, and directly relevant to the unit. Through continued personal involvement, the commander can set the example and make “history come to life” within the unit.
History is an invaluable tool for Air Force leaders; it has great value for an airman’s individual development, the mentoring of followers, and the creation of stronger units. If used effectively, history augments and builds upon an individual’s personal experience and training, providing the leader with invaluable perspective and insights. At the unit level, history is important because it is a key source of pride and helps to develop a sense of belonging and teamwork.
Without deliberate planning and effort, however, one cannot benefit from the potential value that history offers. Leaders should include the study of history in both their personal development and PME experiences. They should also incorporate historical study into the mentoring of their followers. At the unit level, deliberate planning is necessary to build positive traditions and relate history to desired values and behaviors. Finally, deliberate planning is a precondition for success, but it alone will not suffice. The involvement, passion, and personal example set by the leader are essential if history is to “come alive” within the unit. The best commanders in today’s Air Force understand what is required and use history to inspire the airmen in their care and pass along their heritage.
McLean, Virginia
Notes
1. Developing Air and Space Leaders (DAL) Support Office, Squadron Commander Training: Air Force Leadership Core Curriculum Facilitator’s Guide (Washington, D.C.: DAL Support Office, 16 April 2002), x.
2. One can differentiate education from training (defined as “learning a particular set of skills to perform specific tasks, not generally transferable or applicable to other situations”) and experience (“learning from duty substantially enhanced by education and training”). See United States Air Force, “Education and Training Strategic Plan,” vol. 1, “The Core Document,” draft, 16 May 2002, 2.
3. These thoughts were informed by Leadership: The Warrior’s Art, ed. Christopher D. Kolenda (Carlisle, Pa.: Army War College Foundation Press, 2001), xv–xviii; and Contemporary Issues in Leadership, 5th ed., ed. William E. Rosenbach and Robert L. Taylor (Boulder, Colo.: Westview Press, 2001), 1–3.
4. Gen Barry R. McCaffrey, “Foreword,” in Leadership: The Warrior’s Art, xiv.
5. For example, civilian organizations are not responsible for managing violence, do not place their “followers” deliberately in harm’s way, and do not have the same level of authority over the personal lives of their employees as does an Air Force leader.
6. Chief’s Sight Picture: CSAF’s Reading List, 22 July 2002, on-line, Internet, 16 August 2002, available from http://www.af.mil/lib/csafbook.
7. AFM 35-15, Air Force Leadership, December 1948, 18.
8. Ibid., 17–20.
9. Col Daniel L. Goldfein, Sharing Success- Owning Failure: Preparing to Command in the Twenty-First Century Air Force (Maxwell AFB, Ala.: Air University Press, October 2001), 103–4.
10. Robert W. Madden, “Living on the Edge: Building Cohesion and the Will to Win,” in Leadership: The Warrior’s Art, 71–78.
11. Personal observation of the author, February 2002.
Disclaimer
The conclusions and opinions expressed in this document are those of the author cultivated in the freedom of expression, academic environment of Air University. They do not reflect the official position of the U.S. Government, Department of Defense, the United States Air Force or the Air University.
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