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all the attachments are below please open up the feedback one to see what needs to be added. this was feedback after the last one you have completed let’s try not to go over two pages .will below is the feedback.Write an Executive Summary (EXSUM) based on the assigned historical case study. Structure your EXSUM to address EACH NCO C3 as follows: — Describe the NCO C3. — Explain the NCO C3. — Transition to the case study. — Provide example from the case study that ties back to the NCO C3 (if none provided, use your own). — Highlight the key points that explicitly answer the question. — Transition to the next NCO C3 and repeat. Cite at least two references. The goal of the EXSUM is to give you a tool to use throughout your career when summarizing events. The case studies will allow you to see how the actors represented or embodied these current competencies. Late submission subtract 10 points per day. Refer to the NCO C3 definitions in TC 7-22.7 (pp. 2-2 and 2-3), EXSUM Example/Explained – Operation Anaconda documents, M423 Advance Sheet (for linkage to other lessons that further reinforce each NCO C3), and use the EXSUM_Template.docx as your template.
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NCOS TAKE ON MULTIPLE ROLES TO
ENSURE SUCCESS IN PANAMA
NOVEMBER 3, 2016
By CLIFFORD KYLE JONES
NCO Journal
The NCOs in Panama are selected for their experience, maturity and Spanish-language abilities,
and they have clearly defined roles training Panamanian security forces — but they routinely go
outside those roles to help the U.S. achieve its goals.
Sometimes that means learning about new equipment; sometimes it means cross-training with
other Technical Assistance Field Team members; sometimes it means taking on duties far
outside the regular role of an NCO.
Sgt. 1st Class Leobardo Nuno, TAFT Panama’s maintenance NCO, does all three.
TAFTs are deployed by the U.S. Army Security Assistance Training Management Organization,
a subordinate organization to the U.S. Army Security Assistance Command. USASATMO
currently has 38 TAFTSs and 43 teams in more than 20 countries around the world.
Nuno’s primary responsibility is helping Panamanian security forces maintain their equipment
and develop tactics and procedures to keep that equipment running well. On a recent afternoon in
a remote jungle outpost, he found himself under the hood of a Jeep J8.
“Jeep J8s are not a regular part of [the U.S. Army’s] inventory, so I have to study and learn
them,” he said. “They have to show me some of the issues that they’re talking about in order for
me to develop a correct answer for them and also to assist them technically to fix them.”
He and members of Panama’s Servicio Nacional de Fronteras, known as SENAFRONT, were
working on the Jeeps’ air conditioning system. The hoses, he said, were too close together and
were rubbing against each other.
“He links in with the maintenance personnel and makes sure they’re doing the right things to
maintain their fleet of donated equipment,” said Maj. Bernard Gardner, who led the U.S. Army
TAFT in Panama until recently. “That also applies for weapons. He has a good background in
weapons maintenance and how [the Panamanians] need to get into the parts request system to get
spare parts to fix them.”
Nuno also helps with the Panamanians’ cache of night vision goggles — maintaining, testing and
getting rid of them as needed and ensuring spare parts are on hand. But when in Panama, NCOs
go beyond their military occupational specialty.
“In addition to being a maintenance supervisor assistant for the TAFT here in Panama, I like to
assist and cross-train with the other TAFT members,” Nuno said. “Yesterday, I was here
supporting them with the range, but by the same token, I was learning the tactical stuff that they
show the units and training them on the basic soldier skills.”
Nuno, like many of the NCOs in TAFT Panama, pulls double-duty when he travels from TAFT
headquarters in Panama City. He had a maintenance mission at SENAFRONT’s facility, but he
coordinated his visit with the tactical training team so he could help with a weeklong
marksmanship course for SENAFRONT forces.
“Sometimes [maintenance] is not a full-time job, so it’s a perfect opportunity for him to also
cross-train — come out, do tactical training with these guys and focus in that arena as well,”
Gardner said. “He’s kind of a jack-of-all-trades.”
Helping the Embassy
One of Nuno’s other trades in Panama is human-rights vetting.
As required by the United States’ Leahy Law, the Defense and State departments are prohibited
from providing military assistance to foreign entities that violate human rights standards.
Each person who takes part in the training conducted by U.S. forces must be vetted to ensure
they don’t violate the Leahy Law. Panama is what is known as a fast-track country, unlike some
other Central and South American nations that have histories of violent factions in regular
conflict and many documented human-rights abuses. In Panama, the vetting can be conducted
locally, and the U.S. Embassy approves participants in coordination with other U.S. agencies.
The TAFT took over the vetting process more than a year ago, with Nuno and Sgt. 1st Class
Rafael Faria Rodriguez conducting most of the work. They link with Panamanian schoolhouses,
collect names for requested training, ensure information is recorded correctly, run the data
through Embassy computers and files, and then track the process to ensure all agencies are doing
the appropriate vetting, Gardner said.
“Since taking it over, about 1,000 have been vetted,” Gardner said about nine months into the
TAFT’s new responsibility.
“Panama doesn’t really have human rights problems like some other Central American
countries,” he said. “So the check is really for criminal background of trainees. With nearly
1,000 names submitted thus far, we have had three that came back (flagged), and we had to make
a decision. It’s usually because they had some sort of connection to a drug-trafficking
organization.”
Keeping operations running
Such behind-the-scenes is common for Sgt. 1st Class Freddy Matostoro, the TAFT’s senior
logistics advisor.
He said he doesn’t get to travel with members of the TAFT often, but his work is instrumental in
ensuring their training happens.
Matostoro is in charge of developing the training budget and ensures that all U.S. Southern
Command and U.S. Embassy requirements are met.
His challenges started upon his arrival, just under a year ago. The TAFT had been operating with
a cash fund. Panama uses the U.S. dollar as its currency. Unfortunately, unbeknownst to
Matostoro, the U.S. government had shifted from using cash to using credit cards.
“It wasn’t until budget close that they noticed I didn’t have a credit card,” Matostoro said in the
spring. “Long story short, it took five months to get my credit card. So now halfway through my
tour, and I have yet to buy anything.”
Challenges aside, the other members of the TAFT recognize how central Matostoro’s mission is
to accomplishing theirs.
Faria said, “We have people right now out at Darien and all the things that we are doing
simultaneously here, all that requires — all the resources, the vehicles, the fuel, even the toll pass
that we put in the vehicles; all the supplies, wood, nails, hammers, tools all that stuff; and also
the ammo when it gets ordered — that’s him who does it.”
Faria said he and the other members of the TAFT could not possibly keep track of all the details.
“He’s the one who keeps track of all that, so that’s what keeps all of us on the road and on the
move and doing missions here,” Faria said. “Without him, we couldn’t do it.”
And Nuno is happy to be part of the TAFT’s mission in Panama.
“It’s one of those assignments that no one tells you about. But once you get in, you start realizing
the impact we have here in Panama and any other country is huge. It’s a huge impact. By the
same token, that impact can only be seen with time,” he said. “Every day, we continue to
develop relationships with the international forces. The impact from that can be seen at a higher
level than we are. The impact that we have here, the training that we do here, it helps the
Panamanian forces to develop a good security system. That way they can control the drug flow
and the immigration flow from different areas.
“We work as one single team, that’s No. 1,” he continued. “The relationship within our team is
huge, because we come from different backgrounds — we have infantry guys, we have
armament, we have commo — yet we all come together as one.”
How to Write an Executive Summary (EXSUM) Tutorial
Welcome to MLC DL and this is a short, written tutorial on how to write an EXSUM MLC DL style. This is
not like what you might have written in the past (if you are a 35 series MOS), so throw out any experience
you have with EXSUMs and read this before starting. You will be merging the concepts of HQDA Policy
Notice 25-52 (Staff Action Process and Correspondence Policies) and APA 7 to format your EXSUM.
Always make sure you are using the correctly assigned Case Study and NCO Common Core
Competencies (NCO C3) for each EXSUM you do, as failing to use the correct case study or NCO C3
will result in failure. You will do 3 EXSUMs while in MLC; a practice and 2 graded EXSUMs; each
EXSUM will utilize two of competencies so that all six will be used once. After you turn in your Practice
EXSUM during week 1, you will receive feedback from your Facilitator. After that, you will turn in EXSUM
1 during week 2 and EXSUM 2 during week 3. The two graded EXSUMs are worth 10% each for 20% of
your overall GPA in the course. Here is your tutorial on how to write an EXSUM:
1. First, you should download 3 documents to start your EXSUM. You will need the Example EXSUM DL
Format with additional guidance document found above, TC 7-22.7, and the Case Study assigned to
whichever EXSUM you are doing. The Example EXSUM DL Format document has the correct formatting
throughout the document, so do not change the spacing or how the document is laid out or you will lose
points needlessly. Pull up the TC 7-22.7 and the assigned Case Study. Make sure that you are using the
correctly assigned NCO C3 (Leadership, Operations, Communications, Readiness, Program
Management, and Training Management). You will use all of them only once in the course.
2. Next make sure you go to the subject line (underlined portion in all caps) and place the name of the
Case Study assigned into the heading of the EXSUM along with the two assigned NCO C3s. DO NOT
CHANGE THE QUESTION IN THE HEADING AS THAT IS THE ASSIGNMENT AND WILL RESULT IN
FAILURE. You must answer what insights are derived from the case study in regards to the two NCO
C3s. Lastly, you must remove the comments from the Example EXSUM that give instructions before
turning in your submission. That should be obvious, but it happens. If you do not see the comments or
need to remove them, in Word go to “Review” tab at the top where you will find the comments section that
allows you view or remove comments.
3. The EXSUM is divided into 3 sections.
a. First is the NCO C3 section. This is the most important section and will generally make or break
your EXSUM. This is where you break down the two NCO C3s that were assigned. You start
by doctrinally defining them according to TC 7-22.7. You MUST use TC 7-22.7! It must be in your
Reference page for all EXSUMs. Make sure that how you define your two NCO C3 is relevant to
your case study. An example could be Leadership. This is the definition form the TC (p. 2-2): “The
Army relies on NCOs capable of conducting daily operations, executing complex tactical
operations, and making intent-driven decisions. NCOs must lead by example and model
characteristics of the Army Profession. This competency includes: servant leadership, counseling,
coaching and mentoring, the Army ethic, Army values, and character development. It also
includes a thorough understanding of the leadership requirements model (attributes and
competencies), critical thinking, and problem solving.” The entire definition encompasses a lot
and probably more than is relevant to your EXSUM if your case study is on a failed tactical
operation. So consider making your definition that which I highlighted. After you define the NCO
C3 doctrinally according to TC 7-22.7, you move on to breaking it down further in your
explanation. To do this well is to excel at EXSUMs. The easiest way to start this is to scroll down
from the definition section of the TC and go to the roles and responsibilities under the ranks of
SFC or MSG/1SG. You can use any rank you want, as long as it makes sense. Using the ranks
present in MLC, SFC & MSG, will always make sense. So using the Leadership example, here is
what the TC says are the responsibilities of the 1SG/MSG:
Leadership (p. 2-9)
1) Live and demonstrate the attributes and competencies of the leadership requirements model.
2) Exhibit and maintain an atmosphere of respect, adaptability, and resilience.
3) Assess, create, and foster an ethical and positive culture and climate within the organization.
4) Extend influence within and beyond the chain of command to build relationships.
5) Prioritize presence at training and determine daily the most important place to be within the
organization.
6) Communicate and drive the commander’s vision and intent by serving as the conduit between
the commander and Soldiers.
7) Recognize disciplined initiative within the commander’s intent through competency based
talent management.
8) Strengthen the characteristics of trust, honorable service, military expertise and esprit de corps
through stewardship of the Army Profession.
9) Coach and foster servant leadership through effective counseling and development.
As you can see there are 9 different roles/responsibilities assigned to the MSG/1SG within the
scope of Leadership. You should pick ONE or TWO of these max and use them as the crux of
your position on the NCO C3 of Leadership and they need to connect well with the case study. A
good example would be to use #6 if your case study is about a failed operation in which
subordinates didn’t understand the commander’s intent. Your NCO C3 section would start by
defining Leadership and then break down leadership into how NCOs support Leadership through
understanding and disseminating the commander’s intent in order to drive tactical operations. The
idea is to focus your NCO C3 section to a single concept or point that forms your position such
as, the importance of the commander’s intent, importance of shared understanding, or the
importance of talent management for three examples. You would only ever use one of them and
they would result in the preponderance of what you break down and explain in your NCO C3
section. Remember, always use doctrine to form the basis of your NCO C3 section. Nothing you
have ever done will lend you the credibility that doctrine does. You should never have first person
nouns or narrative in your EXSUM (There should be absolutely no I, us, we, or our). Every
sentence that you take information from a source should be cited IAW APA 7. YOU CANNOT
TAKE INFORMATION FORM A SOURCE, WRITE FOUR SENTENCES AND JUST CITE THE
LAST ONE OR JUST THE FIRST ONE. YOU MUST CITE EACH SENTENCE THAT CONTAINS
INFORMATION FROM A SOURCE. I do not care if you already know the information, citing gives
credibility to your information. It tells the reader that if you do not believe me, you can look it up
here. The only thing you do not cite is your own analysis or common knowledge. Always
remember, I do not care if there are no NCOs in the case study, all EXSUMs are about the NCO
C3 of Leadership, Operations, and etc… and must focus on our roles and responsibilities so you
MUST use TC 7-22.7 as a reference every time and you will NEVER use the NCO C3 Poster as a
reference.
b. Next is the Brief Synopsis. In your NCO C3 section you gave your position (such as the
commander’s intent is critical for tactical operations) and the Brief Synopsis is where you give the
evidence to prove that position. You should only take specifics from the case study that support
your case. If what you are writing about the case study has nothing to do with the NCO C3 you
are using, take it out! The EXSUM is a max of 1 page here in MLC DL. That does not give you
any room for superfluous information. The Brief Synopsis section should only contain specific
information, not general. Example would be if the case study describes a battle, you would not
say, “The battle went poorly because leaders failed to give their subordinates the commander’s
intent.” Instead, you would say, “SGT Leary received his orders from LT Gains but didn’t not
understand what he was supposed to do or why he was supposed to do it and subsequently
attacked the wrong position at the wrong moment in battle.” The first sentence is just a
generalization that requires the reader to actually go read the case study to understand what you
are refereeing to while the second gives you a clear example of how key leaders failed to give
and understand the commander’s intent. Remember to be specific, be brief, and always cite
information from the case study that is not your own analysis.
c.
The Summary and Answer is the last section. It begins with the transitional statement, “The
insights gained from the case study are…” and should contain no new information. This is where
you summarize your position and the evidence you used to prove it. There should be no in-text
citations in the summary. It has three parts and should look something like this: The insights
gained are that due to the ineffective Communication within “The Charge of the Light
Brigade” case study, the leadership failed to corroborate, provide detailed guidance, thus,
subsequently wasting time, directly resulting in the loss of essential territory and over 350
casualties on the battlefield (Positional Statement, How/Why, The Results). The biggest
thing to remember in the summary is that if the information was not part of the NCO C3 section or
the Brief Synopsis, it should not suddenly appear in the summary. There is no “pulling a rabbit out
of a hat” to impress the reader. The insights are not secrets; they are just what you described
throughout the EXSUM. You can imagine how often this part is messed up since I spent so much
time writing about it down here repeatedly.
4. Grammar, Spelling, Formatting, passive voice, and APA 7 errors all count against you and quickly add
up. Make sure you turn on your editor to catch errors. Go to File, options, proofing, then the writing style
button and make sure grammar and style are selected. Then go into the setting button next to grammar
and style and select all of the boxes. On newer version of word the button is renamed grammar and
refinements but it is the same thing.
5. You must study and understand how to format, cite, and create a Reference page using APA 7. Citing
a quote versus a paraphrase changes the format and makes a difference. Use the APA 7 handouts to
study up on your APA 7 or you will lose many points needlessly.
6. Here are some other reminders:
a. You must have 3 references according to the rubric for max points.
b. You must have two transitions. One from the NCO C3 section to the Brief Synopsis and should
go something like, “In the case study, The Charge of the Light Brigade, …” The second transition
is from the Brief Synopsis to the Summary and Answer Section. It should go something like, “The
insights gained from The Charge of the Light Brigade case study are that…”
c. Although the EXSUM addresses 2 NCO C3s and 2 questions, write no more than 1 page for
your EXSUM length (not including reference page). Therefore, if you go over you will lose
points from the Organization section of the rubric. The best EXSUMs are not the ones with the
most words, but the ones with best-chosen words. Adding superfluous information will cause you
to lose points.
d. All sentences that are not common knowledge or 100% your own analysis must be cited using
correct APA 7 in-text citations in all sections of the EXSUM. If you cited something once then you
can freely use the information without having to re-cite it again.
e. Know the difference between a paraphrase and a quote. A paraphrase is to use someone else’s
information in your own words and quoting is to use someone else’s information using their
EXACT words. The in-text citation for a quote is different from a paraphrased sentence.
f. The case studies should be cited using the author given or if they do not then you should use
Headquarters, Department of the Army as the author. Always form the acronym for long titles
representing authors in the reference page and not in the in-text citation. An example of this is
available in your Example EXSUM DL Format with additional guidance document.
(UNCLASSIFIED)
EXECUTIVE SUMMARY
class
date
(U) WITHIN THE PROVIED CASE STUDY, HOW DID THE NCO APPLY (OR NOT
APPLY) THE NCO C3 OF READINESS TO INFLUENCE UNIT READINESS? IN WHAT
WAS DID THE NCOS ASSIEST (OR NOT ASSIEST) THEIR OFFICERS WITHIN THE
NCO C3 OF PROGRAM MANAGEMENT (IF IT WAS NOT APPLIED, PROVIDE
RECOMMENDATIONS BASED ON THE NCO C3)
(U)
name
email
APPROVED BY:
(UNCLASSIFIED)
(UNCLASSIFIED)
References
(UNCLASSIFIED)
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