of the class of 2013 - united states military academy · the overall class average apft score at...

1144--000033

UUnniitteedd SSttaatteess MMiilliittaarryy AAccaaddeemmyy

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BBaassiicc OOffffiicceerr LLeeaaddeerrsshhiipp CCoouurrssee BB ooff tthhee CCllaassss ooff 22001133

RReeppoorrtt NNuummbbeerr:: 1144--000033 PPrroojjeecctt NNuummbbeerr:: 11009966

PPrreeppaarreedd bbyy:: MMss.. JJaanneett WWoollffff DDaattee ooff RReeppoorrtt:: AAuugguusstt 22001144

NNoottee:: CCoonncclluussiioonnss iinn tthhiiss rreeppoorrtt aarree nnoott ttoo bbee ccoonnssttrruueedd aass ooffffiicciiaall UUSS MMiilliittaarryy AAccaaddeemmyy oorr DDeeppaarrttmmeenntt ooff tthhee AArrmmyy ppoossiittiioonnss uunnlleessss ssoo ddeessiiggnnaatteedd bbyy ootthheerr aauutthhoorriizzeedd ddooccuummeennttss..

OOffffiiccee ooff IInnssttiittuuttiioonnaall RReesseeaarrcchh UUnniitteedd SSttaatteess MMiilliittaarryy AAccaaddeemmyy

WWeesstt PPooiinntt,, NNYY 1100999966

““WWhhiillee iitt iiss ttrruuee tthhaatt ggrraadduuaattiioonn ffrroomm tthhee UU..SS.. MMiilliittaarryy AAccaaddeemmyy mmoovveess aann OOffffiicceerr iinnttoo aann eelliittee ggrroouupp ooff mmeenn aanndd wwoommeenn,,

tthhaatt eelliitteenneessss ddooeess nnoott aabbrrooggaattee tthhee rreessppoonnssiibbiilliittiieess ttoo lliivvee ttoo aa hhiigghheerr pprrooffeessssiioonnaall,, ppeerrssoonnaall,, aanndd mmoorraall ssttaannddaarrdd

tthhaatt sseettss tthhee ccoonnddiittiioonnss ffoorr iinnddiivviidduuaall aanndd ggrroouupp ssuucccceessss..

MMuucchh iiss pprroovviiddeedd tthheemm vviiss--àà--vviiss tthhee UUSSMMAA eedduuccaattiioonn,, aanndd mmuucchh iiss eexxppeecctteedd ffrroomm tthheemm

ffoorr lliivviinngg iinn lliigghhtt ooff tthhaatt ppeerrssoonnaall aanndd pprrooffeessssiioonnaall eexxppeerriieennccee..

TThheeyy sshhoouulldd nnoott jjuusstt bbee eennccoouurraaggeedd ttoo mmeeeett oorr eexxcceeeedd tthhee ssttaannddaarrddss iinn tthheessee aarreeaass,,

tthheeyy sshhoouulldd bbee eexxppeecctteedd ttoo sseett tthhee ssttaannddaarrddss,, aanndd lleeaadd ootthheerrss ttoo iitt..””

-- FFAABBOOLLCC --

IInnttrroodduuccttiioonn//BBaacckkggrroouunndd .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 11

PPrroocceedduurree .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 11

FFiinnddiinnggss .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 22

WWPPLLDDSS OOuuttccoommee ##11 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 22 LLiivvee hhoonnoorraabbllyy aanndd bbuuiilldd ttrruusstt..

WWPPLLDDSS OOuuttccoommee ##22 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 44 DDeemmoonnssttrraattee iinntteelllleeccttuuaall,, mmiilliittaarryy,, aanndd pphhyyssiiccaall ccoommppeetteennccee..

WWPPLLDDSS OOuuttccoommee ##33 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 66 DDeevveelloopp,, lleeaadd,, aanndd iinnssppiirree..

WWPPLLDDSS OOuuttccoommee ##44 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 77 TThhiinnkk ccrriittiiccaallllyy aanndd ccrreeaattiivveellyy..

WWPPLLDDSS OOuuttccoommee ##55 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 99 MMaakkee ssoouunndd aanndd ttiimmeellyy ddeecciissiioonnss..

WWPPLLDDSS OOuuttccoommee ##66 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1100 CCoommmmuunniiccaattee aanndd iinntteerraacctt eeffffeeccttiivveellyy..

WWPPLLDDSS OOuuttccoommee ##77 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1133 SSeeeekk bbaallaannccee,, bbee rreessiilliieenntt,, aanndd ddeemmoonnssttrraattee aa ssttrroonngg aanndd wwiinnnniinngg ssppiirriitt..

WWPPLLDDSS OOuuttccoommee ##88 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1155 PPuurrssuuee eexxcceelllleennccee aanndd ccoonnttiinnuuee ttoo ggrrooww..

RReeccoommmmeennddaattiioonnss .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1177

PPeerrffoorrmmaannccee aanndd CCoonndduucctt ooff UUSSMMAA GGrraadduuaatteess aatt tthhee BBaassiicc OOffffiicceerr LLeeaaddeerrsshhiipp CCoouurrssee BB

CCllaassss ooff 22001133

TTaabbllee ooff CCoonntteennttss

AAnnnneexxeess

AAnnnneexx AA CCoommmmaannddaanntt’’ss MMeemmoorraanndduumm && BBOOLLCC CCaaddrree SSuurrvveeyy .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. AA--11 AAnnnneexx BB

SSuurrvveeyy RReessuullttss FFYY 1122--1133 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. BB--11 AAnnnneexx CC

SSuummmmaarryy ooff CCoommmmeennttss ffrroomm SScchhoooollss bbyy QQuueessttiioonn .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. CC--11 AAnnnneexx DD

AAwwaarrddss RReecceeiivveedd bbyy SScchhooooll .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. DD--11 AAnnnneexx EE

MMiissccoonndduucctt aatt BBOOLLCC BB bbyy SScchhooooll .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. EE--11 AAnnnneexx FF

OOffffeennsseess CCoommmmiitttteedd aatt BBOOLLCC BB FFYY 1122--1133 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. FF--11 AAnnnneexx GG

SSuummmmaarryy ooff BBOOLLCC BB PPeerrffoorrmmaannccee FFYY 1122--1133 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. GG--11 AAnnnneexx HH

HHiissttoorriiccaall DDaattaa SSlliiddeess ooff BBOOLLCC PPeerrffoorrmmaannccee CCllaassss ooff 11999977--22001122 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. HH--11

AAnnnneexx II

SSuummmmaarryy ooff BBOOLLCC BB PPeerrffoorrmmaannccee FFYY 1122 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. II--11 AAnnnneexx JJ

SSuummmmaarryy ooff BBOOLLCC IIII PPeerrffoorrmmaannccee FFYY 0066--0099 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. JJ--11 AAnnnneexx KK

SSuummmmaarryy ooff BBOOLLCC IIIIII PPeerrffoorrmmaannccee FFYY 0066--0099 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. KK--11 AAnnnneexx LL

SSuummmmaarryy ooff OOBBCC PPeerrffoorrmmaannccee FFYY 9988--0066 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. LL--11

EExxeeccuuttiivvee SSuummmmaarryy

RReeppoorrtt oonn tthhee PPeerrffoorrmmaannccee aanndd CCoonndduucctt ooff UUSSMMAA GGrraadduuaatteess aatt tthhee

BBaassiicc OOffffiicceerr LLeeaaddeerrsshhiipp CCoouurrssee BB CCllaassss ooff 22001133

AAuugguusstt 22001144

1. Background: Evaluation of graduate performance at the Officer Basic Courses for each Army branch (now BOLC B) was requested by the Superintendent beginning with the Class of 1995. USMA solicits feedback annually from the 16 initial Army training schools to assess the performance of the most recent graduating class. In the past, this information was used by the Superintendent in his remarks to the graduating class. The superior performances of the prior class were shown as benchmarks to emulate while the less than positive performances of some were presented as behavior to avoid. In more recent years, the evaluations became part of the assessment of the Cadet Leader Development System (CLDS) with an electronic survey being sent to the cadre members/instructors of all sixteen schools. This year questions on the survey were changed to better assess the outcomes of the current West Point Leader Development System (WPLDS). 2. Procedure: Memorandums signed by the Commandant of Cadets were sent out to the BOLC Schools in October of 2013. These memorandums requested the names and e-mail addresses of cadre members at the branch schools by 1 December 2013. The memorandum also asked for the schools to complete a table with information pertaining to physical and academic performance along with any disciplinary offenses graduates were involved in while at school. A suspense date of 1 May 2014 was given to complete both the survey and the data table. There were 123 responses to the survey and every school submitted the data table. The Ranger School did not submit data in response to this year’s request. 3. Findings a. Outcome #1: Live honorably and build trust.

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(1) Strengths: A strong majority (85%) of BOLC instructors rated the Class of 2013 positively on their ability to “Live honorably and build trust.” Eighty-two percent of the cadre members reported the graduates “adhere to military rules and regulations” while in previous years ratings were much less positive. Fifty-nine percent of the Class of 2012, 55% of the Class of 2011 and 71% of the Class of 2009 received a good or very good rating. Graduates also received a much higher rating (77%) this year for “exhibiting the moral courage to take appropriate actions.” The prior two classes received ratings of 58% and 56% respectively. Finally, when cadre members were asked to rate how true the statement is that graduates demonstrate the ability to “be officers with whom I would be proud to serve,” the percentage of instructors who responded positively was nearly unchanged (66% vs 63%) from last year. There was however a notable increase from the Class of 2012’s 53%. (2) Weaknesses: While ratings were relatively high in these three areas there were still areas of concern noted. For example, cadre members felt graduates did not hold themselves or their peers accountable to military rules and regulations. Some graduates were perceived as not demonstrating proper military bearing while off duty. Fifty-three percent of the cadre members felt that USMA graduates in the Class of 2013 “demonstrated proper military bearing while off duty” while 19% responded they had no basis to judge. Similar responses/percentages can been see for the Classes of 2012 and 2011. The Class of 2009 had the highest percentage of graduates (64%) who were viewed by cadre members as demonstrating proper military bearing while off duty. This has been a long standing problem for years with some graduates. In the majority of disciplinary cases or improper behavior while off duty, alcohol is involved. b. Outcome #2: Demonstrate intellectual, military, and physical competence. (1) Strengths: The majority of cadre members (85%) responded that graduates in the Class of 2013 were able to “maintain their physical readiness” while at BOLC. The overall class average APFT score at all 16 BOLC schools was 275 compared to 267 for the Lieutenants from other commissioning sources attending BOLC. Graduates have always performed well intellectually. The overall Class of 2013 academic average at BOLC exceeded that of the class. USMA’s average was 91% and the class average was 90%. Eighty-five percent of cadre members also felt that graduates were able to “execute assigned directives in a professional manner,” this was notably higher than all prior classes. Fewer cadre members (76%) felt graduates in the Class of 2013 “displayed the appropriate military skills required of new lieutenants,” but their rating was significantly higher than the last two classes to attend BOLC. Fewer cadre members (76%) felt graduates in the Class of 2013 “displayed the appropriate military skills required of new lieutenants,” but their rating was significantly higher than the last two classes to attend BOLC. The total number of awards received by the Class of 2013 for Academic, Military, Physical, and Leadership performance at BOLC B this year was 450 or 47% of the 949 graduates.

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(2) Weaknesses: Over the years many cadre members have voiced their concerns with graduates who have long breaks between graduation and when their BOLC begins. In some cases these graduates fail to maintain themselves physically while waiting to attend BOLC. Historically graduates have always outperformed their peers from other commissioning sources physically. However, approximately a quarter of the graduates attending FABOLC (N=138) failed the initial weigh-in (N=32) and APFT (N=36), and 16 failed the final weigh-in and 8 the APFT. Militarily, USMA graduates perform outstanding at BOLC although some skills that were noted lacking were NCO/OERs, counseling, training management, basic rifle marksmanship, Warrior Tasks, and Battle Drills. c. Outcome #3: Develop, lead, and inspire. (1) Strengths: This year at BOLC it has been noted more often than in the past that USMA graduates are helping out with their peers from other commissioning sources in and outside the classroom. Graduates were noted as having a general understanding of how to assess a situation and take a course of action. At INBOLC some USMA graduates demonstrated the potential to successfully lead an Infantry platoon in combat after a short amount of training. Sixty-seven percent of the instructors who responded to the survey gave the rating true nearly all of the time or often true that graduates “accept responsibility for their actions,” and another 24% responded sometimes true. Some comments made by cadre members were less than positive in this regard, nonetheless accepting responsibility for their actions did not appear to be an issue for the Class of 2013 at BOLC. (2) Weaknesses: In the past, instructors have commented that at times graduates hesitate to take charge during training exercises. In response, a question was added to this year’s survey. When asked to rate how true the statement regarding the Class of 2013’s ability to “take charge without hesitation” the results were mixed. Fifty-five percent responded that this was nearly all of the time or often true, 34% responded, sometimes true, and over 7% responded rarely true or not true at all. At some schools USMA graduates appeared at times to let others take the lead yet when assigned a leadership role they did extremely well. This hesitation in “taking charge” was attributed to lack of confidence due to inexperience by cadets. d. Outcome #4: Think critically and creatively. (1) Strengths: USMA graduates have always received positive comments from BOLC instructors for their intellectual performance. Seventy percent of the cadre members felt graduates demonstrate the ability to “analyze and evaluate information to reach well justified conclusions” often or nearly all of the time. An additional 24% felt graduates demonstrated this ability sometimes. There was a substantial increase in the

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percentage of BOLC instructors who responded positively with regard to graduates’ ability “to solve problems when there is no approved solution or one right answer.” There was a 15% increase from the Class of 2012’s rating and a 25% increase from the Class of 2011’s rating. USMA graduates have always performed well intellectually and display superior critical thinking skills. (2) Weaknesses: While there were numerous positive comments with regard to critical thinking in the classroom, there were fewer positive comments in this area during training exercises. Some areas in which instructors thought graduates did not perform as well were they tended to “ignore mission analysis and make CoA development their priority.” When cadre members were rating graduates’ ability to “analyze and evaluate information to reach well justified conclusions,” they were found to “lack foundation in MDMP” (Military Decision Making Process). “Thinking outside of the box” was also noted as a graduate “weakness” at ENBOLC. e. Outcome #5: Make sound and timely decisions. (1) Strengths: Seventy percent of the cadre responded that graduates in the Class of 2013 demonstrated the ability to “exhibit proper judgment.” There was little change from last year’s 66% yet, only 53% of the cadre members rated the Class of 2011 good or very good in their ability to demonstrate proper judgment. Similarly, 70% of the instructors also thought that graduates from the Class of 2013 were able to take decisive action when required. This was 10% higher than the Class of 2012, and 16% higher than the Class of 2011, and 6% lower than the Class of 2009. In general, graduates of the Class of 2013 were viewed as demonstrating good judgment and being able to take decisive action when required by the majority of instructors at BOLC. (2) Weaknesses: In most cases, any negative comments pertaining to judgment reflect graduate behavior during personal time and not during training. In the past there have been many more comments pertaining to graduates’ ability to “take decisive action when required” however, this year it didn’t appear to be a limitation or an area of concern for the Class of 2013. f. Outcome #6: Communicate and interact effectively. (1) Strengths: Eighty-three percent of the instructors responded that graduates “clearly communicated orally” often or nearly all of the time. This was up from the combined assessments of orally and in writing for the Class of 2012, 73%, and the Class of 2011, 67%. It was noted that graduate confidence at times in their verbal abilities during briefings impeded their effectiveness but graduates in general did very well in this area. Fewer cadre members responded positively (73%) with regard to graduates’ ability to “clearly communicate in writing.” However at more than one BOLC school, graduates were noted for their superior ability in communicating both verbally and in

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writing. Graduate interactions with others had mixed results. While graduates in the Class of 2013 were rated positively by cadre members at BOLC (72%) with regard to their ability to “show courtesy and consideration of others,” many comments do not reflect this. Cadre members have commented that graduates will show respect to superior officers but treat their peers from other commissioning sources “differently” and NCOs with disregard. Negative behavior in this area has been noted every year, some years more so than others however the ability to communicate has always been noted as a strength of most graduates. (2) Weaknesses: By far, the two aspects of USMA graduates that draw the most negative attention while at BOLC are their unwillingness to “assimilate with their peers from other commissioning sources,” and their inability to “develop effective working relationships with noncommissioned officers.” The majority of comments this year were less harsh with regard to the Class of 2013 getting along with the ROTC and OCS classmates though still, only 54% of the cadre members felt they assimilated often or nearly all of the time. This however, was up from 46% last year and 47% from the year before, but notably lower than the Class of 2009 at 68%. Yet at many schools it was noted that graduates had to be forced to include officers from other commissioning sources during activities. The skill/question that the Class of 2013 received the lowest rating in (38%) this year, was their “ability develop effective working relationships with noncommissioned officers.” Graduates received similar ratings in previous years for their “ability to interact appropriately with noncommissioned officers” however there has been a substantial downward trend in the percentage of cadre members that positively rate graduates in this area. Seventy-one percent rated the Class of 2009’s interactions with NCOs good or very good, the Class of 2011, 51% and the Class of 2012, the same - 38%. At some schools graduates were viewed not understanding the relationship between Officers and NCOs and likewise the relationship between Lieutenants and Captains. Some graduates were viewed as disregarding the knowledge and experience of NCOs and being too friendly or familiar with Captains. g. Outcome #7: Seek balance, be resilient, and demonstrate a strong and winning spirit. (1) Strengths: A strong majority (83%) of cadre members responded positively with regard to graduates’ ability to “remain focused on mission accomplishment,” nearly all of the time or often. Similarly, 78% of cadre members felt graduates while at BOLC “apply the drive to succeed” equally as often. Seventy-three percent of the instructors reported that graduates did well in “adjusting to changes in regular activities.” This continued an upward trend from 69% for the Class of 2012 and 57% for the Class of 2011. In general, graduates were rated very well in these areas yet an aspect of officership in which USMA some graduates were noted as needing improvement, was their effort to do well while at BOLC.

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(2) Weaknesses: Although a positive rating from over 75% of the respondents would not warrant consideration as a weakness, many comments pertaining to graduate effort deemed it appropriate to list the results under “weaknesses.” Seventy-eight percent of instructors felt graduates “apply the drive to succeed,” however many felt graduates could have done much better with more effort. A number of Lieutenants attending BOLC had a hard time dealing with any type of failure. For some it was their first experience with failing. There were comments from a number of schools that graduates tried to do well to meet the standards but very few put in the extra effort to exceed them. In general however, there were very few negative comments in these areas. h. Outcome #8: Pursue excellence and continue to grow. (1) Strengths: At total of 450 performance awards were given out to USMA graduates this year at BOLC. There were 39 Distinguished Honor Graduates, 36 Honor Graduates, and 141 who were on the Commandant’s List of the various schools. A further breakdown of these awards can be seen at Annex D or Annex G at the bottom of the table compiled with information that was submitted from all 16 branch schools. Sixty-nine percent of the cadre members responded that graduates often or nearly all of the time were actively engaged in mastering BOLC B tasks. This was up from last year’s 62% and the Class of 2011’s 56%, however down from the Class of 2009’s 79%. Similarly, 65% of cadre members thought graduates from the Class of 2013 nearly all of the time or often used feedback to improve performance. Again, this was an increase of 9% from the Class of 2012, and 10% from the class of 2011, but down from 74% for the Class of 2009. While a lower percentage, over half (59%) of the cadre members report that graduates “seek additional information when needed without hesitation,” often or nearly all of the time. Thirty-one percent of cadre members reported that it was sometimes true. USMA were noted as “showing more of an interest to learn their branch than their counterparts from other commissioning sources. They also sought out further information and routinely asked intelligent questions.” Overall, the majority of graduates went to BOLC to learn and do well and to participate to the best of their abilities. (2) Weaknesses: While there were very few negative comments for USMA graduates in the above areas, the few deficiencies that were noted pertained to Army standards (such as haircuts), effort put forth at some schools, and the ability to consider failure as a learning experience. Cadre members reported that graduates did not technically violate uniform or haircut standards but would push the limit without being officially negligent. Some graduates appeared to their instructors as viewing BOLC as a time to relax or having a “check the block” mentality. Again, the majority graduates were viewed as unable to look at failure or mistakes as opportunities to learn. Yet, the Class of 2013 overall with a few exceptions was actively engaged in mastering BOLC B

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tasks, would seek additional information when needed, and used feedback to improved their performance. 4. Recommendations: a. As was recommended in previous years, increase USMA cadet exposure to NCOs and cadets/officers from other commissioning sources. This will enable graduates to integrate themselves better in the future at school and the Army, and encourage them to take advantage of the knowledge and experience NCOs have to offer. Planning new training events or conferences that include cadets from other commissioning sources and NCOs as educators throughout the year to include during summer training would help to increase this exposure. b. Address the issue that graduates must meet Army physical standards upon arriving at BOLC. While nearly all meet the standards upon leaving BOLC, many cadre members expressed disappointment with the number of graduates who didn’t meet the standards when arriving at school. Recommend especially to those graduates that have a longer leave period between graduation and attending BOLC, to maintain a personal physical fitness program that will allow them to pass the APFT when they arrive at their BOLC. c. Remind graduates that while they are at BOLC they will be required to meet all Army standards such as uniform and haircut standards. They will be required to hold themselves and their peer accountable to all military rules and regulations both while on duty and off. d. Discuss alcohol consumption while at BOLC. While off duty some graduates have been noted as behaving inappropriately while under the influence and nearly all of the disciplinary infractions that occur at BOLC involve alcohol.

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Report on the Performance and Conduct

at the Basic Officer Leadership Course B

of the Class of 2013

1. Introduction/Background: After the USMA Class of 1995 graduated, the Superintendent requested evaluations of graduates at their Officer Basic Course (OBC) (now Basic Officer Leadership Course B). The Superintendent presented the results to cadets in his final address to the graduating Class of 1996. The praiseworthy performance of the prior class was shown as benchmarks for the class to aspire to and the less positive performance of some graduates was presented as pitfalls to be avoided. Since the data collection was seen as beneficial to the Academy, the annual evaluation has continued. The information requested is both quantitative (PT scores, Academic Class Averages, Height/Weight compliance, # of disciplinary infractions), and qualitative (perceived strengths and weaknesses of graduates) information. The official request that is sent to the Commandant of the schools is signed by the USMA Commandant of Cadets, and can be found at Annex A. This report provides information on the performance of USMA graduates of the Class of 2013, at the Basic Officer Leadership Course (BOLC) B. 2. Procedure: To optimize the number of responses received, the request was sent to the BOLC schools in late summer/early fall. The BOLC courses begin for this fiscal year during that time and it was anticipated that the course directors and cadre members would keep the evaluation in mind as the various classes began and were completed. A memorandum signed by the Commandant of Cadets was sent to each of the BOLC Schools in October of 2013. These memorandums requested the names and e-mail addresses of cadre members at the branch schools by 1 December 2013 so that they could participate in a survey of questions pertaining to USMA graduate performance while at their BOLC. A list of 2013 graduates was provided to each school making it easier to identify USMA students. In addition, the memorandum included a table to be completed with information pertaining to physical and academic performance and any disciplinary offenses graduates were involved in while at school. A suspense date of 1 May 2014 was given to complete both the survey and the data table. There were 123 responses to the survey and every school submitted the data. USMA has not received data from the Ranger School since FY 2012. A copy of the tasking memorandum, data table, and survey can be found in Annex A.

1

3. Findings: Results from the BOLC B Survey – Assessing USMA Graduate Officers are based on the information received from 123 cadre members from all of the 16 branch schools who responded to the web based survey. Cadre members were asked to base their responses on all of the graduates attending their course and not just one particular graduate. On this year’s survey the cadre members were asked to rate how true each statement was about the USMA graduates’ abilities in their classes. Last year, cadre members were asked to rate how good or bad graduates’ performed on a particular task or behavior. The following are the survey results organized by the current West Point Leader Development System (WPLDS) outcomes. Cadre comments from the survey for each question and can be found in Annex C. a. WPLDS Outcome #1: Live honorably and build trust. (1) Strengths: A strong majority (85%) of BOLC instructors rated the Class of 2013 positively on their ability to “Live honorably and build trust.” (See Table 1 on the following page.) At AVBOLC, one aspect of officership graduates were noted as doing well when asked was, “helping their classmates to study when they are struggling with course work or need some extra help.” Eighty-two percent of the cadre members reported the graduates “adhere to military rules and regulations” while in previous years ratings were much less positive. Fifty-nine percent of the Class of 2012, 55% of the Class of 2011 and 71% of the Class of 2009 received a good or very good rating (See Tables 2 & 3 on the following page.). Graduates also received a much higher rating (77%) this year for “exhibiting the moral courage to take appropriate actions.” The prior two classes received ratings of 58% and 56% respectively. The Class of 2009 was not rated in this area. Maintaining military bearing while on duty has never been an issue with graduates while attending BOLC however, graduates have been noted from time-to-time to be lax in their attitudes toward school in general, uniform standards and haircuts. This is reflected in the 69% rating which is slightly higher than the Class of 2012 which was 65% - the Class of 2011 was 55% and the Class of 2009 was also 65%. At ENBOLC graduates were perceived as “highly professional in nature.” “They arrive with the proper military discipline and with the general understanding of military bearing, customs and courtesies. They are a pleasure to serve with and create a positive class environment.” Finally, when cadre members were asked to rate how true the statement is that graduates demonstrate the ability to “be officers with whom I would be proud to serve,” the percentage of instructors who responded positively was nearly unchanged (66% vs 63%) from last year. There was however a notable increase from the Class of 2012’s 53%, and a decrease from 79% for the Class of 2009. Twenty-five percent of the instructors responded sometimes true, and 5% rarely true or not true at all. A CMBOLC instructor added the following comment to his rating, “The BOLC instructors of this department would gladly serve with ten of the ten USMA graduates in future units for potential deployments.” This was the only comment made with regard to serving with USMA graduates.

2

(2) Weaknesses: While ratings were relatively high in these three areas there were still areas of concern noted. At INBOLC, a cadre member added to his rating of “Live honorably and build trust,” “Integrity issues are common. Officers should hold themselves and their peers accountable.” Similarly, with regard to graduates’ ability to “adhere to military rules and regulations,” an INBOLC cadre member stated, “Individual discipline is surprisingly an issue. New officers need to understand that they should exude the standard at all times.” Graduates were noted at FABOLC to “often fail to make on the spot corrections of peers,” when rated “exhibiting the moral courage to take appropriate actions.” Likewise at MIBOLC graduates were seen as not “being able to stand up among their peers, take charge, and make corrective actions among themselves.” One area that has been noted as a problem for many years for graduates has been the “demonstration of the proper military bearing while off duty.” A TCBOLC cadre member commented that, USMA graduates “display questionable off-duty judgment and risky behaviors compared to peers from ROTC and other commissioning sources.” Fifty-three percent of the cadre members felt that USMA graduates in the Class of 2013 “demonstrated proper military bearing while off duty” while 19% responded they had no basis to judge. Similar responses/percentages can been see for the Classes of 2012 and 2011. The Class of 2009 had the highest percentage of graduates (64%) who were viewed by cadre members as demonstrating proper military bearing while off duty (See Table 5 on the following page.) This year there were 8 misconduct cases at BOLC B. One at AVBOLC for public intoxication which resulted in a Letter of Concern from the Brigade Commander and the graduate returned to training. The remaining 7 misconduct cases were all at FABOLC. Unfortunately, the server the data was stored on pertaining to the discipline cases was lost and information on only two of the cases could be retrieved. The two cases were from a single incident in which the graduates received a Violation Article 112 (Drunk on Duty) on 1 Nov 2013. As of 19 May they were still waiting disposition from the Commanding General (GOMOR local or OMPF). Table 1

0

20

40

60

80

100

Class '13

% Often True/True Nearly all of the Time

% Sometimes True

% Rarely True/Not True at All

N = 123

Live honorably and build trust.

Please rate how true the following statement is.USMA graduates demonstrate the ability to:

PERCENT

3

Table 2 Table 3

Table 4 Table 5

b. WPLDS Outcome #2: Demonstrate intellectual, military, and physical competence (1) Strengths: The majority of cadre members (85%) responded that graduates in the Class of 2013 were able to “maintain their physical readiness” while at BOLC. The overall class average APFT score at all 16 BOLC schools was 275 compared to 267 for the Lieutenants from other commissioning sources attending BOLC. An ENBOLC instructor reported, “95% of USMA graduates that come through EBOLC are physical fit and mentally though. There are few exceptions that arrive at EBOLC or through the course of EBOLC that lose that edge and become mediocre at physical tasks.” Graduates have always performed well intellectually. The overall Class of 2013 academic average at BOLC exceeded that of the class. USMA’s average was 91% and the class average was 90%. Eighty-five percent of cadre members also felt that graduates were able to “execute assigned directives in a professional manner,” this was

0

20

40

60

80

100

Class '13

% Often True/True Nearly all of the Time% Sometimes True


N = 123

Adhere rules and regulations.


PERCENT

0

20

40

60

80

100

Class '09 Class '11 Class '12

% Poor/Very Poor% Average% Good/Very Good

N = 70 N = 160 N = 140

Adherence to military rules and regulations.

PERCENT

How would you rate U.S. Military Academy graduates on each of the following?

0

20

40

60

80

100

Class '13


% Sometimes True


N = 123

Display proper military bearing while OFF duty.


18.7%Responded

No Basis to JudgePERCENT

0

20

40

60

80

100



N = 70 N = 160 N = 140

Demonstration of proper military bearing while OFF duty.

PERCENT


4

notably higher than all prior classes. (See Tables 6 and 7 below.) Fewer cadre members (76%) felt graduates in the Class of 2013 “displayed the appropriate military skills required of new lieutenants,” but their rating was significantly higher than the last two classes to attend BOLC. (See Tables 8 and 9 below.) At TCBOLC graduates were noted for their “outstanding military bearing,” and at MSBOLC for their “general military knowledge.” The total number of awards received by the Class of 2013 for Academic, Military, Physical, and Leadership performance at BOLC B this year was 450. The breakdown of the awards and performance by branch can be seen in a table at Annex G. Table 6 Table 7

Table 8 Table 9

(2) Weaknesses: Over the years many cadre members have voiced their concerns with graduates who have long breaks between graduation and when their BOLC begins. In some cases these graduates fail to maintain themselves physically while waiting to attend BOLC. Historically graduates have always outperformed their peers from other commissioning sources physically. (See Table 10 on the following page.) However, approximately a quarter of the graduates attending FABOLC (N=138) failed the initial weigh-in (N=32) and APFT (N=36), and 16 failed the final weigh-in and

0

20

40

60

80

100

Class '13


% Sometimes True


N = 123

Execute assigned directives in a professional manner.


PERCENT

0

20

40

60

80

100



N = 70 N = 160 N = 140

Execution of assigned directives in a professional manner.

PERCENT


0

20

40

60

80

100

Class '13


% Sometimes True


N = 123

Display the appropriate military skills required of new lieutenants.


PERCENT

0

20

40

60

80

100



N = 70 N = 160 N = 140

Demonstration of appropriate military skills required of a new LT.


5

8 the APFT. One FABOLC instructor commented that, “one USMA graduate was 50lbs overweight for his height.” Militarily, USMA graduates perform outstanding at BOLC although some skills that were noted lacking by an instructor in all LTs were, “Command Supply Discipline Program (CSDP), counseling, NCO/OERs, and training management are a skills lacked by the majority of junior officers. Therefore, little to no teaching/mentoring to lieutenants by Company Commanders, because Company Commanders lack these skills as well.” At INBOLC graduates were noted as, “consistently poor in conducting terrain and enemy analysis. They typically are CoA focused, without truly analyzing their T&P and variable effects.” Other noted areas of weakness were basic rifle marksmanship, Warrior Tasks, and Battle Drills. Table 10

c. WPLDS Outcome #3: Develop, lead, and inspire. (1) Strengths: This year at BOLC it has been noted more often than in the past that USMA graduates are helping out with their peers from other commissioning sources in and outside the classroom. An MIBOLC instructor reported one aspect of officership which USMA graduates are doing well was, “helping out with students on the ranges (Land Nav. and BRM).” Similarly at TCBOLC, a cadre member stated “when put in leadership positions they excelled and worked well with others whenever they conduct a group project.” Graduates were seen as strong leaders at many of the BOLC Schools. One aspect of officership graduates were seen as doing well at ENBOLC was, “Leadership – a general understanding of how to assess a situation and take a course of action.” An INBOLC cadre member commented, “Some USMA graduates demonstrate the potential to successfully lead an Infantry platoon in combat after a short amount of training at IBOLC.” Lastly, 67% of the instructors who responded to the survey gave the rating true nearly all of the time or often true that graduates accept responsibility for

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2011 2012 2013

USMA 273 273 275 280 275 281 275 272 273 277 281 280 280 277 274 275Class 270 265 272 270 266 262 266 266 263 265 262 265 263 266 270 267

250

255

260

265

270

275

280

285 Average Score

Average Score – APFTClass of 1997 - 2013

6

their actions, and another 24% responded sometimes true an. (See Table 11 below.) The comments given however, in addition to the rating, were less than positive. For example, an MIBOLC instructor commented that some “students feel that there are exceptions to polices,” or “display an air of projection with respect to personal responsibility. Often they claim the issue is the fault of another party, improper guidance, etc.” as was the case at TCBOLC. Nonetheless, accepting responsibility for their actions did not appear to be an issue for the Class of 2013 at BOLC. (2) Weaknesses: In the past, instructors have commented that at times graduates hesitate to take charge during training exercises so a question was added to this year’s survey. When asked to rate how true the statement regarding the Class of 2013’s ability to “take charge without hesitation” the results were mixed. Fifty-five percent responded that this was nearly all of the time or often true, 34% responded, sometimes true, and over 7% responded rarely true or not true at all. (See Table 12 below.) At some schools USMA graduates appeared at times to let others take the lead. For example, a TCBOLC instructor commented, graduates “often hide in the back and allow others to take charge,” and at FABOLC they felt “ROTC and OCS students seem to take charge more”. Even so, at AVBOLC it was noted that “When given the chance to take charge they do; however, when not specifically assigned to a leadership position, many would often sit back and let events happen without stepping in.” INBOLC attributed this hesitation in leading to “lack of confidence due to inexperience.” Table 11 Table 12

d. WPLDS Outcome #4: Think critically and creatively. (1) Strengths: USMA graduates have always received positive comments from BOLC instructors for their intellectual performance. Seventy percent of the cadre members felt graduates demonstrate the ability to “analyze and evaluate information to reach well justified conclusions” often or nearly all of the time. An additional 24% felt graduates demonstrated this ability sometimes. (See Table 13 below.) At FABOLC, it

0

20

40

60

80

100

Class '13



N = 123

Accept responsibility for their actions.


PERCENT

0

20

40

60

80

100

Class '13


% Sometimes True


N = 123

Take charge without hesitation.


PERCENT

7

was noted that during class discussions, “they demonstrate openness and honesty of thought, though at times the perspective of, ‘go along to get along’ drives some of their conclusions and analysis of situations.” There was a substantial increase in the percentage of BOLC instructors who responded positively with regard to graduates’ ability “to solve problems when there is no approved solution or one right answer.” There was a 15% increase from the Class of 2012’s rating and a 25% increase from the Class of 2011’s rating. (See Tables 14 & 15 on the following page.) Graduates performed extremely well at ODBOLC. An instructor stated he would “purposely offer vague guidance to see how the class, including my USMA graduates would react. My USMA graduates did exceptionally well every time.” Problem solving skills were one of the attributes graduates were noted as doing best at AVBOLC. Finally, a cadre member at QMBOLC also commented on USMA graduates’ critical thinking along with other skills as aspects of officership at which graduates excel. “The USMA officers I trained demonstrated superior initiative, critical thinking skills, and confidence compared to their peers in other commissioning sources. They seemed more willing to take input from others, but rely on their own judgment when in the lead.” USMA graduates have always performed well intellectually and displayed superior critical thinking skills. (2) Weaknesses: While there were numerous positive comments with regard to critical thinking in the classroom, there were fewer positive comments in this area during training exercises. On more than one occasion it was noted by INBOLC that USMA graduates tended to “ignore mission analysis and make CoA development their priority.” A cadre member at FABOLC commented on graduates’ “lack foundation in MDMP” (Military Decision Making Process) when rating graduates’ ability to “analyze and evaluate information to reach well justified conclusions.” “Thinking outside of the box” was noted as a graduate “weakness” at ENBOLC. They were also noted by an instructor at ENBOLC as, “scoring the lowest in my class on exercises which require independent thought, and do not have only one means of accomplishment or answer.” Overall however, there were very few negative comments that related to graduates’ performance in the area of critical thinking and creativity.

8

Table 13

Table 14 Table 15

e. WPLDS Outcome #5: Make sound and timely decisions. (1) Strengths: Seventy percent of the cadre responded that graduates in the Class of 2013 demonstrated the ability to “exhibit proper judgment.” There was little change from last year’s 66% yet, only 53% of the cadre members rated the Class of 2011 good or very good in their ability to demonstrate proper judgment. (See Tables 16 & 17 on the following page.) Similarly, 70% of the instructors also thought that graduates from the Class of 2013 were able to take decisive action when required. This was 10% higher than the Class of 2012, and 16% higher than the Class of 2011, and 6% lower than the Class of 2009. (See Tables 18 & 19 on the following page.) An ODBOLC instructor commented that USMA Lieutenants “are doing well in leading by example and making decisions. I felt both of those were important to pass along as they will be imperative to the success of these young officers once they leave BOLC.” In general, graduates of the Class of 2013 were viewed as demonstrating proper judgment and being able to take decisive action when required by the majority of instructors at BOLC.

0

20

40

60

80

100

Class '13



N = 123

Analyze and evaluate information to reach well justified conclusions


PERCENT

0

20

40

60

80

100

Class '13



N = 123

Solve problems when there is no approved solution or one right answer.


PERCENT

0

20

40

60

80

100



N = 70 N = 160 N = 140

Ability to solve problems when there is no approved solution or one right answer.


9

(2) Weaknesses: In most cases, any negative comments pertaining to judgment reflect graduate behavior during personal time and not during training. An area of officership in which an INBOLC cadre member felt graduates needed to improve was “… moral decision making. Lack of maturity degrades training as well as trust.” “Making sound decisions when faced with adversity” was also noted by an instructor at MSBOLC. In the past there have been many more comments pertaining to graduates’ ability to “take decisive action when required” however, this year it didn’t appear to be a limitation or an area of concern for the Class of 2013. Table 16 Table 17

Table 18 Table 19

f. WPLDS Outcome #6: Communicate and interact effectively. (1) Strengths: On prior surveys cadre members were asked how well graduates communicated both orally and in writing. On this year’s survey, the question was broken down into verbal and written communication to determine if graduates were stronger in either area. Eighty-three percent of the instructors responded that graduates “clearly communicated orally” often or nearly all of the time. (See Table 20 on the following page.) This was up from the combined assessments for the Class of 2012,

0

20

40

60

80

100

Class '13



N = 123

Exhibit proper judgment.


PERCENT

0

20

40

60

80

100



N = 70 N = 160 N = 140

Ability to demonstrate proper judgment.


0

20

40

60

80

100

Class '13



N = 123

Take decisive action when required.


PERCENT

0

20

40

60

80

100



N = 70 N = 160 N = 140

Ability to take decisive action when required.


10

73%, and the Class of 2011, 67%. It was noted that graduate confidence at times in their verbal abilities during briefings impeded their effectiveness but graduates in general did very well in this area. Fewer cadre members responded positively (73%) with regard to graduates’ ability to “clearly communicate in writing.” (See Table 21 on the following page. At MPBOLC graduates were admired for “understanding how to write an OPORD and how to brief an OPORD – was done really well.” At more than one BOLC school, graduates were noted for their superior ability in communicating both verbally and in writing. Graduate interactions with others had mixed results. While graduates in the Class of 2013 were rated positively by cadre members at BOLC (72%) with regard to their ability to “show courtesy and consideration of others,” many comments do not reflect this. (See Table 22 on below.) For example at TCBOLC, “They display courtesy to Field Grade superiors, but often lack proper decorum and respect to higher ranking Company Grade Officers,” and at AVBOLC a cadre member added, “I have observed USMA grads frequently treating ROTC grads differently, perhaps substandard.” Negative behavior in this area has been noted every year, some years more so than others however the ability to communicate has always been noted as a strength of most graduates. Table 20 Table 21

Table 22

0

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60

80

100

Class '13



N = 123

Clearly communicate orally.


PERCENT

0

20

40

60

80

100

Class '13



N = 123

Clearly communicate in writing.


PERCENT

11

(2) Weaknesses: By far, the two aspects of USMA graduates that draw the most negative attention while at BOLC are their unwillingness to “assimilate with their peers from other commissioning sources,” and their inability to “develop effective working relationships with noncommissioned officers.” The majority of comments this year were less harsh with regard to the Class of 2013 getting along with the ROTC and OCS classmates although still, only 54% of the cadre members felt they assimilated often or nearly all of the time. This however, was up from 46% last year and 47% from the year before, but notably lower than the Class of 2009 at 68%. (See Tables 23 & 24 on the following page.) An ODBOLC instructor noted that some graduates were more social than others outside of class, but all did well while they were in class. At TCBOLC graduates were said to “only integrate when forced. Otherwise USMA grads will sit, eat, and only speak with other USMA grads unless directed to do so by BOLC cadre.” This has been the case for some graduates of every class. The skill/question that the Class of 2013 received the lowest rating in (38%) this year, was their “ability develop effective working relationships with noncommissioned officers.” An FABOLC instructor commented that graduates, “Disregard NCOs and their experience. They like to think that the LTs are the SMEs and generally show disrespect to the NCO instructing.” One MIBOLC instructor commented that, “USMA Lieutenants often confuse the Officer-NCO relationship and rely too heavily on the authority granted by their rank (rather than being open to learning from and mentorship by NCOs).” Graduates received similar ratings in previous years for their “ability to interact appropriately with noncommissioned officers” however there has been a substantial downward trend in the percentage of cadre members that positively rate graduates in this area. Seventy-one percent rated the Class of 2009’s interactions with NCOs good or very good, the Class of 2011, 51% and the Class of 2012, 38%. (See Table 26 on the following page.) ENBOLC instructors commented that graduates were “hesitant at first to take advice from Senior NCOs upon arrival at BOLC yet once comfortable in their environment, they trusted and accepted advice and instruction from them.” Lastly, more than one cadre member at INBOLC mentioned that USMA LTs did not understand the relationship between officers and NCOs nor did they understand how to interact with captains. One instructor commented, “They do not understand the relationship between NCOs and officers. Likewise they do not understand that they are 2LTs and not buddies with captains in charge of them – they often mistake their instructors in IBOLC for their professors at West Point.”

12

Table 23 Table 24

Table 25 Table 26

g. WPLDS Outcome #7: Seek balance, be resilient, and demonstrate a strong and winning spirit. (1) Strengths: A strong majority (83%) of cadre members responded positively with regard to graduates’ ability to “remain focused on mission accomplishment,” nearly all of the time or often. (See Table 27 below.) Similarly, 78% of cadre members felt graduates while at BOLC “apply the drive to succeed” equally as often. An FABOLC instructor commented that graduates “have a high degree of motivation to succeed. They arrive ready to achieve or exceed course standards” as one aspect of officership that graduates are doing well. (See Table 28 below.) Seventy-three percent of the instructors reported that graduates did well in “adjusting to changes in regular activities.” This continued an upward trend from 69% for the Class of 2012 and 57% for the Class of 2011. (See Tables 29 & 30 on the following page.) Another FABOLC cadre member commented, “They understand how to adjust to FRAGOs well. They are very adaptable.” In general, graduates were rated very well in these areas yet an aspect of

0

20

40

60

80

100

Class '13



N = 123

Assimilate with peers from other commissioning sources.


PERCENT

0

20

40

60

80

100



N = 70 N = 160 N = 140

Assimilation with peers from other commissioning sources.


0

20

40

60

80

100

Class '13



N = 123

Develop effective working relationships with noncommissioned officers.


PERCENT

0

20

40

60

80

100



N = 70 N = 160 N = 140

Ability to interact appropriately with NCOs.


13

officership in which USMA some graduates were noted as needing improvement, was their effort to do well while at BOLC. Table 27 Table 28

Table 29 Table 30

(2) Weaknesses: Although a positive rating from over 75% of the respondents would not warrant consideration as a weakness, the many comments pertaining to graduate effort deemed it appropriate to list the results under “weaknesses.” Seventy-eight percent of instructors felt graduates “apply the drive to succeed,” some felt graduates could have done much better with more effort. For example at ADBOLC, “students do not seem interested in exceeding the standards for graduation. More are inclined to achieve the standard and get through the course - the majority have very high academic scores but, do not seem interested in going the extra mile to place themselves above their peers. Understand that this does vary from course to course.” A cadre member at MIBOLC commented on a few graduates’ “drive to succeed he wrote, “Their resiliency skills are lacking. Some have never failed at anything before and have an extremely hard time when they fail at something here. They need to learn

0

20

40

60

80

100

Class '13



N = 123

Remain focused on mission accomplishment.


PERCENT

0

20

40

60

80

100

Class '13



N = 123

Apply the drive to succeed.


PERCENT

0

20

40

60

80

100

Class '13



N = 123

Adjust to changes in regular activities.


PERCENT

0

20

40

60

80

100

Class '11 Class '12


N = 160 N = 140

USMA graduates are able to adapt when changes occur in training.


14

how to take responsibility for themselves and to adjust when needed.” In general however, there were very few negative comments in these areas. h. WPLDS Outcome #8: Pursue excellence and continue to grow. (1) Strengths: A total of 450 performance awards were given out to USMA graduates this year at BOLC. There were 39 Distinguished Honor Graduates, 36 Honor Graduates, and 141 who were on the Commandant’s List of the various schools. A further breakdown of these awards can be seen at Annex D or G at the bottom of the table compiled with information that was submitted from all 16 branch schools. Sixty-nine percent of the cadre members responded that graduates often or nearly all of the time were actively engaged in mastering BOLC B tasks. This was up from last year’s 62% and the Class of 2011’s 56%, however down from the Class of 2009’s 79%. (See Tables 31 and 32 on the next page.) An AGBOLC instructor felt USMA graduates were “extremely engaged in the formal blocks of instruction. I have noticed as a population, these officers ask outstanding questions during class that benefit all students.” While another AGBOLC instructor commented, “USMA graduates were receptive to professional development and always sought ways to improve.” Similarly, 65% of cadre members thought graduates from the Class of 2013 nearly all of the time or often used feedback to improve performance. Again, this was an increase of 9% from the Class of 2012, and 10% from the class of 2011, but down from 74% for the Class of 2009. (See Tables 33 & 34 on the following page.) At ODBOLC graduates were noted as “almost always receptive to any guidance the instructor offered and always asked for ways to improve if there was an issue.” While a lower percentage, over half (59%) of the cadre members report that graduates “seek additional information when needed without hesitation,” often or nearly all of the time. Thirty-one percent of cadre members reported that it was sometimes true. An AGBOLC instructor commented, “This is one of the traits that I saw common with USMA students. Always asking for ways to be better Officers and appreciated information that was passed on to them.” However, an FABOLC instructor reported that, “very few students regardless of commissioning source sought out extra help when struggling in the course.” One aspect of officership that graduates were noted as doing well and commented on by an ODBOLC instructor who stated that, “USMA graduates desire to learn. The vast majority of USMA students showed more of an interest to learn their branch than their counterparts from other commissioning sources. They also sought out further information and routinely asked intelligent questions.” Overall, the majority of graduates went to BOLC to learn and do well and to participate to the best of their abilities.

15

Table 31 Table 32

Table 33 Table 34

Table 35

0

20

40

60

80

100

Class '13



N = 123

Actively engaged in mastering BOLC B tasks.


PERCENT

0

20

40

60

80

100



N = 70 N = 160 N = 140

Active engagement in mastering BOLC B tasks.


0

20

40

60

80

100

Class '13



N = 123

Use feedback to improve performance.


PERCENT

0

20

40

60

80

100



N = 70 N = 160 N = 140

Use of feedback to improve performance.How would you rate U.S. Military Academy graduates on each of the following?

0

20

40

60

80

100

Class '13



N = 123

Seek additional information when needed without hesitation.


PERCENT

16

(2) Weaknesses: While there were very few negative comments for USMA graduates in the above areas, the few deficiencies that were noted pertained to Army standards (such as haircuts), effort put forth at some schools, and the ability to consider failure as a learning experience. At FABOLC a cadre member reported that 30% of his USMA graduates needed improvement in their grooming standards. It was also noted by a QMBOLC that, “In some cases my USMA grads demonstrated a lax attitude toward basic customs and courtesies and grooming standards (haircuts in particular). They tended to flirt with the edge of the established standard rather than openly defy it.” With regard to graduate effort, at MIBOLC a cadre member commented, “Some students feel as if it is impossible to fail this course and put forth minimal effort during this course.” Similarly, an ADBOLC instructor reported, “Some officers do not demonstrate the level of leadership characteristics and professional work ethic necessary during this course. It seems to be a welcomed opportunity to relax for some officers.” Lastly, an MIBOLC instructor noted that it was their experience that USMA graduates along with graduates from other commissioning sources displayed the same reactions when faced with failure, “For many Lieutenants (regardless of commissioning source), BOLC-B or their first assignment may be the first time in their lives that they do not succeed absolutely. Some find it challenging to deal with this first brush with failure and have trouble learning from the failure (vs. attempting to lay blame somewhere other than with themselves).” Yet, the Class of 2013 overall with a few exceptions was actively engaged in mastering BOLC B tasks, would seek additional information when needed, and used feedback to improved their performance. (3) Ranger School: This year we were unable to obtain information pertaining to graduate performance while at Ranger School. The graduation rate from Ranger School for USMA graduates last year was 52% which was up from 43% in FY2010, and 42% in FY2011. ROTC was 34% last year, OCS was 33%, and the overall graduation rate for the Army was 50%. 4. Recommendations: a. As was recommended in previous years, increase USMA cadet exposure to NCOs and cadets/officers from other commissioning sources. This will enable graduates to integrate themselves better in the future at school and in the Army, and encourage them to take advantage of the knowledge and experience NCOs have to offer. Planning new training events or conferences that include cadets from other commissioning sources and NCOs as educators throughout the year to include during summer training would help to increase this exposure. b. Address the issue that graduates must meet Army physical standards upon arriving at BOLC. While nearly all meet the standards upon leaving BOLC, many cadre members expressed disappointment with the number of graduates who didn’t meet the standards when arriving at school. Recommend especially to those graduates that have

17

a longer leave period between graduation and attending BOLC, to maintain a personal physical fitness program that will allow them to pass the APFT when they arrive at their BOLC. c. Remind graduates that while they are at BOLC they will be required to meet all Army standards such as uniform and haircut standards. They will be required to hold themselves and their peers accountable to all military rules and regulations both while on duty and while off duty. d. Discuss alcohol consumption while at BOLC. While off duty some graduates have been noted as behaving inappropriately while under the influence. Nearly all of disciplinary infractions that occur at BOLC involve alcohol. e. Consider discussing the results of this report with the Class of 2014 prior to graduation. Point out the negative comments received from BOLC cadre members in previous years and the behaviors – both on and off duty – they should avoid while attending BOLC B.

18

AAnnnneexx AA

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Enclosure to Memorandum

Offense BOLC (N) Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ

INARFAADAVENSCMPMIODCMQMTCFIAGMSAll

Military Physical Other (please specify)

Distinguished Honor Grad Commandant's List

BOLC B Performance, FY 13-14

Class of 2013

AR 600-9# Exceeding # Failing

APFTAverage Score

APFTAverage Score

Academics# MisconductDisposition

Number of Awards and Types

Honor Grad

Leadership Academic

A-2

BOLC B Survey

Assessing USMA Officers Purpose The mission of the U.S. Military Academy is to produce “commissioned leaders of character” for our Army. In order to determine how effective our developmental programs are in accomplishing that mission, we rely upon feedback from the field. Our earliest and most valuable evaluations about the character and abilities of our graduates come from the Basic Officers Leadership Course (BOLC) B cadre. Your participation is voluntary and your input will be invaluable in assessing the effectiveness of the USMA experience. Your responses will be kept completely confidential, and we welcome your candid and honest input. Your responses should be based on the overall performance of all of the West Point graduates in your classes and not one particular graduate.

Instructions

• Please complete this questionnaire by clicking on the button that corresponds to your answer for each multiple-choice question. All questions should be answered, except where indicated otherwise.

• This questionnaire will take no more than 15 minutes to complete. • Free-response questions also are included. Please enter your responses directly on the survey form in the

spaces provided. • Results will be reported as group data only. Your responses will be kept strictly confidential. There is a

space at the end of the survey for your e-mail address if you wish to be contacted for further input or clarification.

• Your participation is important for the validity of the results. Failure to respond will result in no penalty to you; however, full participation is encouraged so that the data will be complete and representative.

• Your responses are not recorded until you click on the “Submit” button found at the end of the form. Thank you for your time in this effort. --------------------------------------------------------------------------------------------------------------------------------------------

A-3

Please rate USMA graduates using the scale provided. In the space provided, you may also provide a short comment to clarify your rating. Choose “No basis to judge” if not observed or not applicable.

Not True at All 1

Rarely True

2

Sometimes True

3

Often True 4

True Nearly All of the

Time 5

No basis to Judge

0

Comment You may

provide details etc.

Please rate how true the following statements are. USMA graduates demonstrate the ability to: 1. Adhere to military rules and regulations. 2. Live honorably and build trust. 3. Exhibit the moral courage to take appropriate actions. 4. Display proper military bearing while on duty. 5. Display proper military bearing when off duty. 6. Maintain personal physical readiness. 7. Display the courage necessary to accomplish challenging physical tasks. 8. Execute assigned directives in a professional manner. 9. Display the appropriate military skills required of new lieutenants. 10. Take charge without hesitation. 11. Accept responsibility for their actions. 12. Solve problems when there is no approved solution or one right answer. 13. Analyze and evaluate information to reach well justified conclusions. 14. Exhibit proper judgment. 15. Take decisive action when required. 16. Clearly communicate orally. 17. Clearly communicate in writing.

A-4

18. Assimilate with peers from other commissioning sources. 19. Develop effective working relationships with noncommissioned officers.. 20. Show courtesy and consideration of others. 21. Remain focused on mission accomplishment. 22. Adjust to changes in regular activities. 23. Apply to drive to succeed. 24. Use feedback to improve performance. 25. Actively engage in mastering BOLC B tasks 26. Seek additional information when needed without hesitation. 27. Be officers with whom I would be proud to serve. 28. Please comment on the one aspect of officership in which USMA graduates are doing well. 29. Please comment on the one aspect of officership in which USMA graduates need improvement. What is your current rank or grade? Commissioned Officer Non-commissioned Officer Army Civilian Other What source did you receive your commissioning? ROTC USMA OCS Which BOLC school are you currently assigned?

A-5

How long have you been an instructor/trainer at BOLC? Optional. Would you like to be contacted for a follow-up?

Yes No If so, please provide your AKO e-mail address:

A-6

AAnnnneexx BB

Survey Results FY 13-1

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jjuuddggee Please rate how true the following statements are. USMA graduates demonstrate the ability to:

N Mean

% True Nearly all of the Time/Often

True

% Sometimes

True

% Rarely

True/Not True at All

1. Adhere to military rules and regulations. 123 4.26 82.1 15.4 1.6

2. Live honorably and build trust. 123 4.17 84.6 12.2 0

3. Exhibit the moral courage to take appropriate actions. 123 3.91 77.2 15.4 1.6

4. Display proper military bearing

while on duty. 123 3.97 69.1 25.2 5.7

5. Display proper military bearing

while off duty.* 123 3.09 52.8 22.8 5.8

*18.7 responded No Basis to Judge 6. Maintain personal physical

readiness. 122 4.17 85.3 10.7 1.6

7. Display the courage necessary to

accomplish challenging physical tasks.

123 4.04 84.6 7.3 1.6

8. Execute assigned directives in a

professional manner. 123 4.21 84.5 13.0 2.4

9. Display the appropriate military

skills required of new lieutenants. 123 4.07 75.6 21.1 3.3

10. Take charge without hesitation. 123 3.49 54.5 34.1 7.3

11. Accept responsibility for their

actions. 123 3.72 66.7 23.6 4.9

12. Solve problems when there is no

approved solution or one right answer.

123 3.61 64.2 23.6 5.7

B-1

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jjuuddggee

Please rate how true the following statements are. USMA graduates demonstrate the ability to:

N Mean %

True Nearly all of the Time/Often

True

% Sometimes

True

% Rarely

True/Not True at All

13. Analyze and evaluate information to reach well justified conclusions.

123 3.86 70.0 23.6 3.3

14. Exhibit proper judgment. 123 3.76 69.9 22.8 4.1

15. Take decisive action when

required. 123 3.76 70.0 21.1 5.7

16. Clearly communicate orally. 120 4.22 82.5 15.8 1.7

17. Clearly communicate in writing. 123 3.82 73.2 15.4 4.1

18. Assimilate with peers from other

commissioning sources. 123 3.45 53.6 26.8 15.4

19. Develop effective working

relationships with noncommissioned officers.

123 2.59 38.3 28.5 7.3

20. Show courtesy and consideration

of others. 123 3.90 72.3 22.8 3.2

21. Remain focused on mission

accomplishment. 123 3.97 82.9 10.6 0.8

22. Adjust to changes in regular

activities. 122 3.86 72.9 18.9 6.5

23. Apply the drive to succeed. 119 4.05 78.2 19.3 0

24. Use feedback to improve

performance. 123 3.67 65.0 21.1 8.9

25. Actively engage in mastering

BOLC B tasks. 122 3.82 68.8 23.0 5.7

26. Seek additional information when

needed without hesitation. 121 3.67 58.6 30.6 7.4

27. Be officers with whom I would be

proud to serve. 122 3.91 66.3 25.4 4.9

B-2

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CCllaassss ooff 22001133 USMA Graduates demonstrate the ability to: 1. Adhere to military rules and regulations. “Discipline is something that must be instilled throughout the entirety of EBOLC. If students are given slack, they relax standards and fall back into an undisciplined state.” (EN)

“Individual discipline is surprisingly an issue. New officers need to understand that they should exude the standard at all times.” (IN)

“There's always one whose parent is high in rank and does what they want to do.” (OD)

“Sometimes act as if rules and regs apply to others more than to them due to their West Point background.” (FA)

“Some officers are great listeners and some think they are above the rules and regulations.” (IN)

“Most do but typically our worst offenders come from the ranks of USMA graduates.” (FA) 2. Live honorably and build trust. “Integrity issues are common. Officers should hold themselves and their peers accountable.” (IN)

“West Point LTs often carry over relationships, good and bad, from their time at the Academy.” (OD)

3. Exhibit the moral courage to take appropriate actions. “They often fail to make on the spot corrections of peers.” (FA)

“Rarely act without specific guidance.” (?)

“West Point LTs often feel pressure to assimilate into their class.” (OD)

C-1

4. Display proper military bearing while on duty. “Sometimes a point must be made to convey certain feelings to some personalities in their peer group by bending military bearing. At no time were they intentionally without bearing due to laziness or for a lack of motivation. They were great students.” (MS)

“New officers struggle with exemplifying a professional demeanor at all times.” (IN)

“Former cadets sometimes fail to follow and adhere to standards due to beliefs that their status as West Pointers allows them leeway and relaxation from the norms due to their status.” (FA)

“Average for any new Soldier.” (MI)

“All of my USMA students conducted themselves professionally, but many tended to be lax toward little things like haircuts (males) and using proper titles. They were still some of my favorite students, but needed reminding about the little things.” (QM)

“From the hundreds of BOLC USMA Grads I have taught or encountered, I have noticed a large percentage of them with a lax attitude and bearing and below-average, almost lazy, work-ethic. This is why I checked Average, because some USMA Grads are not like this, but instead exceptional. So those personnel offset the unfortunate trend of the substandard USMA Grad in BOLC.” (FA)

5. Display proper military bearing when off duty. “I can only assume that these students behaved off duty. I never received any concern or complaint while serving as their instructor.” (MS)

“Display questionable off-duty judgment and risky behaviors compared to peers from ROTC and other commissioning sources.” (TC)

“Some cadets do get into trouble due to off duty behaviors and attitudes of their West Point specialness and eliteness.” (FA)

“There have been many issues at the IHG for misconduct (ie Frat house stuff).” (MI)

6. Maintain personal physical readiness. “95% of USMA graduates that come through EBOLC are physically fit and mentally tough. There are few exceptions that arrive at EBOLC or through the course of EBOLC lose that edge and become mediocre at physical tasks.” (EN)

“One of my USMA graduates was my PT liaison who vastly exceeded my expectations. My other graduate, who was prior service, lead from the front and motivated the rest of the class without being asked to do so.” (MS)

C-2

“One USMA graduate is 50 lbs overweight for his height.” (FA)

“They conduct morning PT, however I do not or unable to track if they spend other time on physical activity” (FA)

“Approximately half of West Point graduates that have come through my courses have had issues passing the APFT or H/W standards.” (MP)

“Graduates with long lead times until their BOLC begins let themselves slip physically. Over the past year, we had one USMA student arrive to AGBOLC and fail the record APFT. Despite this, the student demonstrated a positive attitude and willingness to work hard in order to pass the second record APFT.” (OD)

“Out of 10 that attended my last class 4 failed the APFT and two were overweight even to the extent that one made tape two days before graduation.” (MP)

“Had one initial APFT failure, but the student passed the second attempt.” (OD)

“Students of this course report in unable to pass the APFT and do not meet the standards set forth by the ABCP and AR 600-9.” (MIBOLC)

“While in the lead on discipline problems they are most often the most physically fit Soldiers that we train.” (FA) “Upon arrival, BOLC students are evaluated on t heir compliance with height/weight, IAW AR 600-9, and physical fitness standards, IAW FM 7-22. One USMA graduate arrived at the maximum allowed body fat.” (CM)

7. Display the courage necessary to accomplish challenging physical tasks. No additional comments 8. Execute assigned directives in a professional manner. “Some of the USMA students put forth low effort in completion of assigned work.” (FA)

“Will try to pass off duties to other students rather than trying to complete the task themselves, just wasting time. Will usually challenge the instructor if assigned a task.” (FA)

“Professionalism and tact are key characteristics that some students lack in this course especially when conflicts occur.” (MI)

“Some try to excuse themselves from directives they find beneath them.” (MI)

C-3

9. Display the appropriate military skills required of new lieutenants. “This is lacking from all new lieutenants. CSDP, counseling, NCO/OER, training management is a skill lacked by majority of junior officers. Therefore, little to no teaching/mentoring to lieutenants by Company Commanders, because Company Commanders lack these skills as well.” (?)

“Public Speaking and understanding of the Operations process is a very weak aspect of all 2LTs coming through EBOLC. More time needs to be spent on preparing verbal and written orders for platoon sized elements. Often times, there is little distinction between USMA/ ROTC graduates when it comes to OPORD preparation and briefings. The understanding is limited and they have poor experience. Basic Soldier skills are often on par with what is required of new LTs, but working with more updated equipment and understanding how that equipment is incorporated into dismounted and mounted patrols is limited.” (EN)

“Both of the graduates in my class did very well by understanding what was necessary to be successful beyond tests and papers.” (?)

“Some are able to comprehend what is needed to accomplish the requirements at BOLC, however many struggle and do not seek the appropriate help.” (FA)

“West Point grads that have been in my courses are normally weaker in the Warrior Tasks and Battle Drills than ROTC graduates.” (MP)

“New lieutenants are consistently poor in conducting terrain and enemy analysis. They typically are CoA focused, without truly analyzing their T&P and variable effects.” (IN)

“They're still learning. This is an unfair question.” (OD)

“Additional emphasis on BRM prior to arrival at BOLC-B will help to better prepare Lieutenants for BOLC-B graduation requirements and expectations at first Unit of assignment.” (MI)

“Writing, critical thinking and weapons skills are a lot of times very poor.” (MI)

“Land navigation skills are frequently weak.” (FA)

“Many of the most basic of skills are lacking.” (FA) 10. Take charge without hesitation. “Usually See ROTC or OCS students seem to take charge more.” (FA)

“Some lieutenants lack confidence due to inexperience.” (IN)

“Often hide in back an allow others to take charge.” (TC)

C-4

11. Accept responsibility for their actions. “Display an air of projection with respect to personal responsibility. Often claim the issue is the fault of another party, improper guidance, etc.” (TC)

“Sometimes act as if being held accountable for their behaviors in class is unfair- that it is for the little guy.” (FA)

“Students often feel that there are exceptions to policies and that they are above some basic Soldier tasks.” (MI)

“May try to play the blame game for any negative activity on their part.” (MI)

12. Solve problems when there is no approved solution or one right answer. “I had a strong class. I would purposely offer vague guidance to see how the class, including my USMA graduates, would react. My USMA graduates did exceptionally well every time.” (OD)

“They're young and still need guidance. At the end of the course, they often display the initiative and understanding of second and third order effects and consequences.” (OD)

13. Analyze and evaluate information to reach well justified conclusions. “Again, mission analysis tends to be ignored and CoA develop seems like their priority.” (IN)

“Sometimes leave out all relevant information needed to make a critical decision. And sometimes they lack the confidence to carry out their plan.” (OD)

“When is class discussion they demonstrate openness and honesty of thought, though at time the perspective of go along to get along drives some of their conclusions and analysis of situations.” (FA)

“Lack foundation in MDMP.” (FA) 14. Exhibit proper judgment. “Some exhibit very poor judgment.” (MI)

15. Take decisive action when required. No additional comments

C-5

16. Clearly communicate orally. “USMA graduates typically speak very clearly in conversation, but struggle with verbal OPORDs and FRAGOs.” (EN)

“About half of the USMA students are articulate and confident with public speaking or briefing an order.” (FA)

“Some graduates have issues communicating in a manner that can be easily understood by their Soldiers.” (MP)

“Confidence in abilities hinder clear communication at times.” (IN)

“They sometimes do not communicate in clear, concise language. Their message is often times hidden in their answer. At the end of the course, they understand to answer the question.” (OD)

17. Clearly communicate in writing. “Nearly all LTs struggle learning the Army writing style. Most have not been exposed to AR 25-50, EXSUMS, Memo's, and / or decision papers.” (OD)

“Students attend this course and do not display basic writing skills.” (MI)

“The majority of their proper and professional writing skills are severely lacking.” (MI)

“Most are lacking to some degree in this department.” (FA) 18. Assimilate with peers from other commissioning sources. “This was my biggest concern initially when I took the class. While one was more social than the other outside of class, both did well while the class was together.” (OD)

“There are normally issues trying to get West Point, OCS, ROTC graduates to work together. More often than not they will segregate themselves.” (MP)

“Only integrate when forced. Otherwise, USAMA grads will sit, eat, and only speak with other USMA grads unless directed to do so by BOLC cadre.” (TC)

“It depends on the trooper.” (OD)

“West Pointers often develop closed cliques, not open to Lieutenants from other commissioning sources. ROTC Lieutenants in particular seem to be most adept at integrating themselves with their peers and developing lasting professional relationships.” (MI)

C-6

“Officers I have evaluated appear ashamed and timid regarding their background, frequently trying to hide their history from their peers.” (TC)

“Tend to group with other USMA graduates.” (AV) 19. Develop effective working relationships with noncommissioned officers. “The NCO is still a foreign object to most USMA graduates. Expectations, responsibility and behavior of and around NCOs is not practiced and it is evident.” (EN)

“Disregard NCOs and their experience. Like to think that the LTs are the SMEs and generally show a disrespect to the NCO instructing.” (FA)

“USMA graduates seem to look down at NCO's when they first arrive. They seem to not want to take instruction from Staff Sergeants whom are their common core instructors and SMEs.” (FA)

“Sometimes treat NCOs with a belittling demeanor and attitude.” (FA)

“USMA Lieutenants often confuse the officer-NCO relationship and rely too heavily on the authority granted by their rank (rather than being open to learning from and mentorship by NCOs).” (MI)

20. Show courtesy and consideration of others. “Has a hard time respecting the rank of the instructor. They feel they have the earned the right to feel positioned over the instructor (regardless of the rank) to either question or challenge the subject matter.” (FA)

“Display courtesy to Field Grade superiors, but often lack proper decorum and respect to higher ranking Company Grade Officers.” (TC)

“I have had to correct behaviors inside the class room in violation of class norms and standards, even after we define and discuss them. Rules are for the little guy.” (FA)

“I observed USMA grads frequently treating ROTC grads differently, perhaps substandard.” (AV) 21. Remain focused on mission accomplishment. No additional comments 22. Adjust to changes in regular activities. “USMA graduates are less flexible to changes in battle rhythm normal routines.” (?)

“Change is not always handled well.” (MI)

C-7

“Some have trouble adapting to change quickly.” (FA) 23. Apply the drive to succeed. No additional comments 24. Use feedback to improve performance. “Students were almost always receptive to any guidance the instructor offered. Always asked for ways to improve if there was an issue.” (AG)

“This included peer evaluations.” (OD)

“For many Lieutenants (regardless of commissioning source), BOLC-B or their first assignment may be the first time in their lives that they do not succeed absolutely. Some find it challenging to deal with this first brush with failure and have trouble learning from the failure (vs. attempting to lay blame somewhere other than with themselves).” (MI)

25. Actively engage in mastering BOLC B tasks. “EBOLC covers a large spectrum of tasks and leaves little time to master any. The Basic Soldier Tasks need to be mastered prior to entrance to EBLC and they often are not. This does not allow students to focus on a more detailed and specific BOLC B tasks. With some EBOLC students we have to start at the beginning and re-instruct Basic Soldier Skills which takes time away from polishing those skills and learning new ones.” (EN)

“BOLC B is easy. They excel, in general, at asking the harder more in depth questions about abstract scenario's and concepts.” (OD)

“Some students feel as if it is impossible to fail this course and put forth minimal effort during this course.” (MI)

“Some of the students see's this phase as a check the block phase.” (AG) 26. Seek additional information when needed without hesitation. “This is one of the traits that I saw common with USMA students. Always asking for ways to be better Officers and appreciated information that was passed to them.” (AG)

“Very few of the students, regardless of commissioning source, sought out extra help when struggling in the course. The two that failed to pass the course were both USMA and showed little motivation to seek out additional help.” (FA)

C-8

“When discussions occur, and they may not agree with conclusions the student who seeks further discussion and clarification is rare. The primary response is often to keep quiet and get the class over in order to move into what they perceive to be important rather than seeking to integrate all things into their professional development kitbag.” (FA)

27. Be officers with whom I would be proud to serve. “The BOLC instructors of this department would gladly serve with ten of the ten USMA graduates in future units for potential deployments.” (CM) 28. Please comment on the one aspect of officership in which USMA graduates are doing well. (Comments with more than one subject were separated into the first mentioned topic.) Academic “They seem to grasp academics better than other commissioning sources.” (EN) “USMA graduates always seem ready and eager to volunteer for additional duties in class. With over 90% of the USMA graduates I have instructed, their cognitive ability and work ethic seem to be great. They have the ability to accomplish tasks to or above expectation with minimal guidance. They all seem to be in great physical condition with above-average military bearing. They also seem to be great team players when it comes to the welfare of the class as whole. I believe the vetting process for simply getting into the academy does a great job of weeding out sub-standard individuals before they even start.” (OD)

“Completing high quality, professional work.” (EN)

“Their ability to understand complicated situations.” (FA) “USMA graduates are extremely engaged in the formal blocks of instruction. I have noticed that as a population, these officers ask outstanding questions during class that benefit all students.” (AG) “Very professional and a willingness to learn.” (MI) “The work ethic is great and their proactive with the task given.” (QM) “USMA graduates are not exceptional when compared to other commissioning sources. New lieutenants as a whole are eager to learn and strive daily to excel in their profession.” (MI) “Graduates clearly possess the intellectual capability to succeed.” (MP) “They have a high degree of motivation to succeed. They arrive ready to achieve or exceed course standards.” (FA) “During OML (non-critical task) tests, they often score higher than other commissioning sources. This shows they care about doing well even when it is not required to graduate. They are also quick, adaptive learners when it comes to new information.” (EN) “Helping classmates to study when they are struggling with course work or need some extra help.” (AV) “Very well focused on course content and they accomplish assignments on time and to standard.” (EN) “They have a solid foundation of knowledge.” (IN)

C-9

“Competence seems to be the watchword. Because of this, USMA graduates are easy trust initially.” (AV)

“They are very good at being in a classroom and passing tests. They score the highest in my classes on written exams.” (EN) “Academics” (AG) “USMA graduates arrive to AGBOLC motivated to learn, willing to participate in class discussion, and with a great foundation of basic military skills: customs and courtesies, drill & ceremonies, and oral communication skills. Continue to emphasize these skills during their four year experience.” (AG) “Written and oral briefing skills.” (MI)

“Desire to learn. The vast majority of USMA students showed more of an interest to learn their branch than their counterparts from other commissioning sources. They also sought out further information and routinely asked intelligent questions.” (OD)

“Oral and written communication are above average. Physical capabilities usually reach or exceed expectations.” (IN)

“Academic abilities. Organization.” (AV)

“They are very effective at communicating information from higher amongst themselves.” (FA)

“Written and oral communications.” (MP) “USMA students for the most part are very confident and do a good job as being team players. USMA students participate in classroom discussion and provide their own opinions to facilitate discussion. USMA students’ confidence allows them to score on average very high on academics.” (AD)

“Work as a member of a team and problem solving.” (AV) “The USMA officers I trained demonstrated superior initiative, critical thinking skills, and confidence compared to their peers in other commissioning sources. They seemed more willing to take input from others, but rely on their own judgment when in the lead. They acted less like LTs and more like Officers.” (QM) “Communication skills.” (IN) “USMA graduates consistently arrive to the course motivated, willing to work hard, and willing to learn.” (AG) “Intellect, intelligence.” (FA) “Communication written and orally.” (FA) “Collaborative work and group assignments.” Physical “USMA graduates are typically physically fit and mentally tough.” (EN) “Being physically fit.” (MS)

C-10

“Generally, physical agility and intellectual ability.” (AV) “Physical fitness and wear of the uniform.” (FA) “I believe their physical fitness is usually in the upper level.” (FA) “Physical fitness, following orders/rules” (MP) “Most USMA Officers come in Physically Fit. The PT scores are usually pretty high when compared to OCS and ROTC students.” (FI) “Physical Fitness” (AG) “For the most part, USMA grads do well in PT.” (MP) “Physical Training. I have never had a USMA graduate fail a PT test during BOLC. This was true when I taught FA LT's in Fort Sill in 2002 and is still true today in OD BOLC.” (OD) “Most appear to be physically Fit.” (AD) “USMA grads are performing better at the APFT than other commissioning sources at MIBOLC. Overall USMA grads are more prepared for MIBOLC than other commissioning sources.” (MI) “PHYSICALLY FIT AND GREAT COMMUNICATION.” (MS) “Physical Fitness Training.” (IN) “Physical fitness, especially running.” (IN) “They are rarely the ones who have problems passing the APFT or height/weight.” (FA)

Military “USMA graduates were receptive to professional development and always sought ways to improve.” (AG)

“They are doing well in leading by example and making decisions. I felt both of those were important to pass along as they have been imperative to the success of these young officers once they leave BOLC.” (OD)

“They know how to wear their uniforms sometimes.” (FA) “Uniform standards are noticeably better for the USMA graduates.” (FA) “They are extremely confident in their abilities and judgment.” (OD) “Integration of NCO experience and input during planning process.” (IN) “Understands Army structure and history, and have a firm grasp on Army culture.” (AG) “They adjust to the demands and expectations of military life with greater ease than students from other commissioning sources.” (FA) “Military bearing and appearance. General Military knowledge.” (MS) “Understanding how to write an OPORD and how to brief an OPORD was done really well. So I would say the majority of the USMA grads were prepared for this portion of the course.” (MP) “USMA students demonstrate Army values, empathy, Warrior Ethos, fitness, confidence, mental agility, communicate well, and self prepare well. Officership is no longer a formally defined term under ADRP 6-22 or ADRP 6.” (EN)

C-11

“USMA have outstanding military bearing.” (TC) “Helping out with students on the ranges (land nav and BRM)” (MI) “Most of the time USMA cadets exceed the standards, however sometimes take them a while to get to know their peers that are not USMA cadets.” (MS) “They have a good level of understanding of the Army orders process. When given the chance to take charge they do; however, when not specifically assigned to that leadership position, many would often sit back and let events happen without stepping in.” (AV) Leadership. General understanding of how to asses a situation and take a course of action. (EN) “The graduates of USMA are a highly professional officer whom excel at understanding of standards and the accomplishment of goals.” (EN) “They want to succeed and become good officers. They tend to do well once they get into the MOS specific course material.” (MI) “Network well with one another but not as much with other commissioning sources.” (FA) “Military bearing and ability to work together on a team to accomplish a task.” (FI) “Some USMA graduates demonstrate the potential to successfully lead an infantry platoon in combat after a short amount of training at IBOLC.” (IN) “They are confident in their leadership abilities.” ((MI) “Drill and Ceremony. They generally know how to stand in formation.” (FA) “For the most part USMA Graduates will show up with the motivation and drive needed to accomplish tasks here in EBOLC.” (EN) “When put in leadership position, they excelled. Worked well with others whenever they conduct a group project.” (TC) “2nd LTs seem to obey orders most of the time” (MI) “LT's from USMA do seem to be a cut above LT's from other sources.” (MI) “The USMA graduates are highly professional in nature. They arrive with the properly military discipline and with the general understanding of military bearing and customs and courtesies. They are a pleasure to serve with and create a positive class environment.” (EN) “The why we do things, they have a great sense of military history.” (FA) “The ability to adapt to a changing Army.” (MS) “Developing themselves professionally, retain knowledge.” (IN) “Basic Soldier discipline and knowledge.” (IN) “Understand academic concepts.” (IN) ”Individual academic performance, writing ability.” (IN) “Are more doctrinally sound than their peers.” (FA) “Have a good drive and motivation to succeed.” (FA) “They understand how to adjust to FRAGO's well. Very adaptable.” (FA) “They have a greater understanding for the most part of day to day operations within a military system.” (FA) “Professionalism - They understand it and embody it.” (IN)

C-12

29. Please comment on the one aspect of officership in which USMA graduates need improvement. (Comments with more than one subject were separated into the first mentioned topic.) Integrating with Lieutenants from other commissioning sources. “They tend to help other West Pointers and leave the other commissioning sources to fend for themselves.” (EN)

“Most instructors comment they think their USMA graduates are cocky due to their commissioning source, but I have never found this to be true. My biggest issue with the USMA graduates I have instructed is their inability to think outside of their commissioning source. They tend to stick together as a sort of click which makes sense because they have already known each other for years. However, I have also witnessed them blatantly (and voicing it) looking down on their National Guard and Reserve peers as a sort of lesser leader or officer which I find very disheartening.” (OD)

“Forming new relationships with other Officers from other commissioning sources, being able to make hard decisions when leading peers, stepping forward and taking leadership positions. I think many of them look at AV BOLC as their first break after West Point to relax on the leadership aspect of Officership. Perhaps they are trying to avoid the stigma of being a ring knocker.” (AV)

“Need to start focusing more on the team effort. They display too much selfishness and disregard for their peers and instructors. More about just completing the course and moving on rather than conceptually understanding and helping other achieve success.” (FA)

“Because USMA students complete BOLC with many of their classmates, they often stick with their fellow-USMA students and often do not interact as thoroughly with non-USMA students in the BOLC class.” (AG)

“Need to improve communicating with peers. Work as a team.” (QM)

“Each individual is totally different from the next. I would have to say that their ability to meld as a team with other commissioning sources can occasionally be an area that needs work.” (EN)

“Integration with others from various commissioning sources. They also tend to focus on what is the right answer when there is no absolute right or wrong, but this is also common with other commissioning sources.” (EN)

“USMA grads tend to get overly caught up in situations at times that they tend to lose sight of a bigger picture that facilitates the ability/skill to drive involvement of everyone else around them, particularly those of lesser ability.” (AV)

“Working with non USMA graduates.” (MS)

“They need to work a little bit on their interpersonal skills with others officers that are not USMA cadets. Often the perception from their peers is they thing they are better than anyone else.” (MS)

C-13

“Understanding and application of the Army as a team, not just USMA graduates and everyone else.” (AV)

“Humbleness. Ability to learn from peers. Somehow remove element which originates in USMA that encourages selfishness and lack of character in order to achieve. One more than a few occasions a sacrifice of values has been observed in individuals in order to gain position.” (AV)

“Need to work better with other students in order to master rigorous course material. Course is very challenging when working alone.” (FA)

“Group Work. The USMA students I've worked with do well independently but it takes them a while to adjust to group work.” (FI)

“USMA graduates need to work in their interpersonal skills and to reach out to build friendships and working relationships with those who not from West point. They tend to stick to their clique for the duration of the course.” (MP)

“USMA graduates seem to have a hard time adapting to life outside of USMA walls, they typically don’t like to interact with other commissioning sources until made to do so. This is not the case for all but it is a reoccurring problem from class to class.” (EN)

“Improve working relationships with other commissioning sources. During the USMA surge months, USMA grads will form cliques with other USMA grads even though they may not have been friends at USMA. While this is understandable, MIBOLC forces all students to assimilate with each other in various work environments. USMA grads also need to improve their ability to assist and improve their peers work performance. If somebody is struggling in a group environment, it is typically a prior service LT who takes charge and provides additional mentorship. USMA grads could improve by identifying weaker peers and assisting them to become better officers.” (MI)

“NEED TO WORK WITH PEERS” (MS)

“Humility, when interacting with peers. Arrogance, entitlement intermixed with a smidgen of Sinicism coming from a select few really gave year group 13 a bad name. There were so many outstanding officers from year group 13-14.” (FA)

“Need to be able to mingle with non USMA graduates. They tend to stay in their preformed groups.” (FA)

Army Standards/Behavior “ROLES and RESPONSIBILITY of AN OFFICER!!!!!!” (MS)

“I feel that they didn't fully realize that once they leave BOLC everyone will be watching them all day everyday to see how that act, who they are, etc. This will come with time at their unit once they are able to interact with Soldiers on a daily basis.” (OD)

C-14

“USMA graduates are consistently problem students. I have come to dread teaching classes that are primarily West Pointers. They consistently demonstrate a sense of entitlement, poor military bearing, poor attitudes, and a poor understanding of officership. They feel as if the training they are undergoing is a burden on them, and that they don't need it because they know everything already. They are cliquish, and consistently refuse to acknowledge peers from other commissioning sources. Additionally, and most concerning, they consistently show a distinct lack of respect to non-commissioned officers, demonstrating an attitude that is insulting and offensive. However, since I have to limit my comments to one aspect of officership, I would say professionalism. The USMA 2LTs simply do not grasp the concept of officership.” (FA)

“Physical fitness and grooming standards need improvement for 30% of my USMA graduates (12 of my 31 students were USMA commissioned).” (FA)

“Understanding that despite graduating from the USMA, they have not yet begun to truly serve their country. They often feel entitled and above their peers despite performing on the same level, sometimes below.” (FA)

“Being able to stand up among their peers, take charge, and make corrective actions among themselves.” (MI)

“Graduates struggle with Basic Soldier standards including APFT, H/W, Marksmanship, and Warrior Tasks and Battle Drills.” (MP)

“Some arrive with an apparent attitude that they are LTs and should be treated special since they are from West Point. They do not handle direct criticism and seem appalled if they yelled at for doing something wrong/unsafe.” (FA)

“Mediocrity. Too many officers fail in applying due diligence and taking ownership of their missions/platoons. The copy and paste mentality needs to be removed and replaced with the discipline to develop, coordinate and execute training and/or missions. Maximization of training time and resources needs to be stressed, especially due to financial restraints.” (IN)

“While it is true that graduation from the USMA moves an officer into an elite group of men and women, that eliteness does not abrogate their responsibilities to live to a higher professional, personal, and moral standard that sets the conditions for individual and group success. Much is provided to them, vis-a-vis the USMA education, and much is expected from them for living in light of that personal and professional experience. They should not just be encouraged to meet or exceed the standards in these areas, they should be expected to set the standards and lead others to it.” (FA)

“USMA graduates need improvement on several skill basic Soldier skills such as personal appearance, ability to work within a team and physical conditioning.” (MP)

“Just going off of my last class I would say there needs to be better emphasis placed on staying in shape and being able to meet Army standards. Even if they are going to take an extended period of leave in between coming to the course. They need to understand the importance as a leader to always being physically fit and never failing an APFT or not meeting HT/WT standards.” (MP)

C-15

“USMA students need to improve leadership attributes such as discipline, resilience and military bearing. USMA students need to improve leadership competencies such as building trust, extending influence beyond the COC and acting as stewards of the military profession. Officership is no longer a formally defined term under ADRP 6-22 or ADRP 6.” (EN)

“I believe sometimes there is a sense of entitlement.” (FA)

“Moral decision making needs improvement. Lack of maturity degrades training as well as trust.” (IN)

“Weapons qualification, land navigation, group dynamics and working in a team, conflict resolution or interpersonal skills/social skills.” (MP)

“I expect that West Point Officers are models of efficiency and candor; willing to read and write as necessary to improve the groups that they join. What I currently see is Lieutenants (all of them female in my case) who are unwilling to follow and disinterested in leading.” (TC)

“Their basic Soldier skills are lacking. Their communications skills tend to be lacking both for oral and in writing. There are a few that come to BOLC B that should never have gotten that far. They do not need to be Soldiers in any form. Their resiliency skills are lacking. Some have never failed at anything before and have an extremely hard time when they fail at something here. They need to learn how to take responsibility for themselves and to adjust when needed.” (MI)

“Some USMA graduates act as if all manual labor is beneath them, that because of their commissioning source they are better leaders than those from other commissioning sources.” (IN)

“In the two years I spent mentoring USMA Graduates / Aviation Officers at Fort Rucker, I noticed your graduates were very smart, but lacked professional bearing. Please work with your cadets to improve their military bearing.” (AV)

“Selfless service; recent USMA graduates are, with very few exceptions, not interested in mission accomplishment or service to the nation. They demonstrate a distinct sense of entitlement and lack of motivation to learn their profession.” (FA)

“In some cases, my USMA grads demonstrated a lax attitude toward basic customs and courtesies and grooming standards (haircuts in particular). They tended to flirt with the edge of the established standard rather than openly defy it.” (QM)

“Some of the USMA graduates get themselves into trouble as this is the 1st time in years that they have had freedom & money to do what they please.” (OD) “The USMA graduates do not understand moderation when in public areas. Off duty the USMA graduates can show unprofessionalism and non-officer behavior. I have seen them lose their bearing and control when engaged in drinking activities. Although it is understood to have fun in the local area, we still expect the junior officers to be professionals at all time.” (EN)

“Military bearing.” (IN)

C-16

“They are typically the ones with the most attitude problems and the most push back.” (FA)

“Work ethic, motivation, military bearing and appearance.” (FA)

“General attitude. Most USMA graduates arrive at BOLC with the mentality that they are still in college and tend to do the minimum to get by.” (FA)

“Discipline” (FA)

“Military bearing and physical aptitude” (FA)

“Tact - Not everyone receives information in the same way.” (OD)

“PRT” (AG)

NCO/Cadre Interactions “Interaction with NCOs and Warrant Officers.” (AV)

“They do not understand the relationship between NCOs and officers. Likewise they do not understand that they are 2LTs and not buddies with Captains in charge of them - they often mistake their instructors in IBOLC for their professors at West Point.” (IN)

“Communications, staff interaction” (AG)

“How to take advice from Enlisted NCOs and the NCOs perspective. They Think they got all the answers to all challenges.” (EN)

“The USMA graduates have initial problems with the trust of Senior NCOs and the relationship between them. USMA officers have a healthy respect for senior NCOs however they don’t always take their experience into consideration.” (EN)

“Need to understand the importance of outside help and the necessity of subject matter experts who may know more than them.” (MI)

Interaction with NCO's and superiors, too comfortable with CPTs, peer-to-peer tact.” (IN) Other/Miscellaneous Comments “Interpersonal skills/ public speaking.” (EN) “Thinking outside of the box.” (EN) “Within the last fiscal year, a large majority of the USMA graduates did not do as well as it relates to critical thinking or constructive criticism as related to their counterparts from other commissioning sources.” (OD)

C-17

“USMA graduates, similar to most new lieutenants, have difficulty communicating in the military writing style.” (MI) “They are not very good at accomplishing tasks which require thought. If you do not give them specific instructions and hold their hand every step of the way then they are lost. They score the lowest in my class on exercises which require independent thought and do not have only one means of accomplishment or answer.” (EN) “It's the Army, not everything works as advertised.” (MI)

“Showing more of a desire to lead peers. Many of my USMA students were reluctant to take charge of peers, showing almost an embarrassment or overt humility of their commissioning source.” (OD) “Nothing that age and experience won't solve.” (MI) “USMA tend to under-perform in comparison to their ROTC counterparts at FA BOLC-B.” (FA) “Proactiveness. Some are exceptional at it, but not the majority. This is in line with other commissioning sources.” (MP) “USMA students need to be more motivated/competitive when coming to BOLC-B, the majority of the students do not seem interested in exceeding the standards for graduation. More inclined to achieve the standard and get through the course, majority have very high academic scores but, do not seem interested in going the extra mile to place themselves above their peers. Understand that this does vary from course to course.” (AD) “Some officers do not demonstrate the level of leadership characteristics and professional work ethics necessary during this course. It seems to be a welcomed opportunity to relax for some officers.” (AD) “Class participation. Only few would voluntary participant in group discussion or answers questions unless directly called upon.” (TC) “UNDERSTANDING LEADERSHIP SKILLS!!!!” (MI) “Making sound decisions when faced with adversity.” (MS) “Interpersonal skills / Ability to influence.” (IN) “After-Duty hours social skills, interacting with civilians.” (IN) “Team building, need to focus on skills required to lead a group of varied personalities.” (IN) “Need more foundation in the basics such as land nav, MDMP, critical thinking and public speaking.” (FA)

C-18

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BOLC B PerformanceClass of 2013

Strengths Areas for Improvement

Written and oral communication

Intellectual and physical performance

Problem solving skills

Interactions with NCOs and officers from other commissioning sources

Warrior Tasks and Battle Drills

Open to suggestions and recommendations of others

Confidence in abilities

Basic Rifle Marksmanship

Able to grasp new concepts quickly

Working as a member of a team

Taking charge without hesitation

Making corrective actions amongst peers

Knowledge of Army structure and culture

BOLC B Cadre SurveyRespondents by School

ADAGARAVCMENFAFIINMIMPMSODQMTC

293

102

1225

41113

710

725

Branch Number*

* 2 Respondents did not identify the school they are assigned to.

H-1

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FA BOLC 7 Offenses

2 Article 112 – Drunk on Duty – 2 graduates involved in a single incident as of 19 May 14, outcome still pending (GOMOR local or in OMPF). 5 Cases data lost during server crash

AV BOLC 1 Offense

1 LOR – Public Intoxication – Letter of Concern from Brigade Commander and resumed training .

H-2

BOLC B/OBC Performance# Exceeding AR 600-9

Class of 1997 - 201297989900010203040506070809111213

= 888= 913= 887= 896= 981= 848= 636= 921= 843= 710= 903= 877= 557= 406= 1019= 949

N =

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2011 2012 2013Initial 13 35 38 35 17 12 29 59 27 28 11 10 8 23 20 42Final 3 5 4 2 0 3 1 4 1 2 2 2 5 5 4 20

0

10

20

30

40

50

60

70 Number of Failures

BOLC B/OBC Performance# Failing APFT

Class of 1997 - 2013

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2011 2012 2013Initial 3 8 17 39 14 20 16 11 36 5 8 2 13 36 26 46Final 1 0 0 1 3 2 2 4 0 1 1 2 2 3 4 8

05

101520253035404550

97989900010203040506070809111213

= 888= 913= 887= 896= 981= 848= 636= 921= 843= 710= 903= 877= 557= 406= 1019= 949

N =Number of Failures

H-3

BOLC B PerformanceAverage Score - Academics

Class of 1997 - 2013

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2011 2012 2013

USMA 91 91 90 90 90 90 90 89 90 91 92 92 92 91 91 91Class 89 90 90 89 88 88 88 87 88 89 90 91 90 90 90 90

84

85

86

87

88

89

90

91

92

93Average

BOLC B PerformanceAverage Score - APFT

Class of 1997 – 2013

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2011 2012 2013

USMA 273 273 275 280 275 281 275 272 273 277 281 280 280 277 274 275Class 270 265 272 270 266 262 266 266 263 265 262 265 263 266 270 267

250

255

260

265

270

275

280

285 Average Score

H-4

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BOLC B Performance, FY 11-12 Class 2011

# Exceeding AR 600-9

# Failing APFT

Average Score APFT

Average Score Academics

Offense

# Misconduct Disposition

BOLC (N) Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ IN N/A -- -- -- -- -- -- -- -- -- -- -- -- AR 87 5 0 5 0 277 N/A 90.3 N/A N/A -- -- -- FA N/A -- -- -- -- -- -- -- -- -- -- -- -- AD N/A -- -- -- -- -- -- -- -- -- -- -- -- AV N/A -- -- -- -- -- -- -- -- -- -- -- -- EN 131 6 0 1 1 269 266 85.8 82.9 2 2 0 0 SC 38 0 0 0 0 270 267 89.8 90.7 0 -- -- -- MP N/A MI 35 4 2 0 0 292 280 89.6 84.6 0 -- -- -- OD 34 0 0 0 0 253 265 92.2 91.2 0 -- -- -- CM 9 1 0 1 0 259 270 90.9 90.7 0 -- -- -- QM 29 5 3 24 2 297 271 94.6 92.6 0 -- -- -- TC 23 1 0 3 0 296 262 88.8 87.1 0 -- -- -- FI 6 1 0 2 0 267 258 97.9 96.3 0 -- -- --

AG N/A -- -- -- -- -- -- -- -- -- -- -- -- MS 14 0 0 0 0 292 253 N/A N/A 0 -- -- -- All 406 23 5 36 3 277 266 91.1 89.5 2 2 0 0

I-1

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BOLC II Performance, FY 09-10 Fort Sill, Oklahoma

Class 2009


# Failing APFT

Average Score APFT


Offense


BOLC II (N) Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ -- -- -- -- -- -- -- -- -- -- -- --

No Input Received

BOLC II Performance, FY 09-10 Fort Benning, Georgia


# Failing APFT

Average Score APFT


Offense


BOLC II (N) Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ -- -- -- -- -- -- -- -- -- -- -- --

No Input Received

J-1


Class 2008


# Failing APFT

Average Score APFT


Offense


BOLC II (N) Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ 300 0 0 0 0 -- -- -- -- 0 0 0 0



# Failing APFT

Average Score APFT


Offense


BOLC II (N) Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ 528 4 0 0 0 258 254 -- -- 0 0 0 0


Class 2007


# Failing APFT

Average Score APFT


Offense


BOLC II (N) Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ 126 0 0 3 0 273 250 0 0 0 0 0 0



# Failing APFT

Average Score APFT


Offense


BOLC II (N) Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ 650 0 0 9 0 275 N/A 0 0 1 1 1 0

J-2


Class 2006


# Failing APFT

Average Score APFT


Offense


BOLC II (N) Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ IN 33 0 0 0 0 280 274 0 0 1 1 0 0 AR 41 2 0 1 0 270 258 0 0 0 -- -- -- FA 70 2 0 0 0 233 250 0 0 3 3 0 0 AD 26 1 0 0 0 245 248 0 0 0 -- -- -- AV 32 1 0 0 0 255 249 0 0 0 -- -- -- EN 61 3 0 0 0 288 260 0 0 0 -- -- -- SC 14 0 0 0 0 221 247 0 0 0 -- -- -- MP 7 0 0 0 0 275 264 0 0 0 -- -- -- MI 33 0 0 0 0 276 273 0 0 0 -- -- -- OD 13 0 0 0 0 253 268 0 0 0 -- -- -- CM 8 0 0 0 0 290 252 0 0 0 -- -- -- QM 10 0 0 0 0 249 253 0 0 0 -- -- -- TC 6 0 0 0 0 236 236 0 0 0 -- -- -- FI 7 0 0 1 0 240 253 0 0 0 -- -- -- AG 9 0 0 0 0 N/A 242 0 0 0 -- -- -- MS 0 0 0 0 0 N/A 235 0 0 0 -- -- -- All 370 9 0 2 0 258 254 0 0 4 4 0 0

BOLC II Performance, FY 06-07

Fort Benning, Georgia


# Failing APFT

Average Score APFT


Offense


BOLC II (N) Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ 452 0 0 1 0 0 0 3 3 0 0

J-3

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FFYYss 0066--0099

BOLC III Performance, FY 09-10 Class 2009


# Failing APFT

Average Score APFT


Offense


BOLC (N) Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ IN N/A --- --- --- --- --- --- --- --- --- --- --- --- AR N/A --- --- --- --- --- --- --- --- --- --- --- --- FA 98 0 3 3 1 271 258 85 78 0 -- -- -- AD 38 4 2 2 0 266 259 93 91 1 -- 1 1 AV 98 0 0 0 0 269 267 92 89 3 3 -- -- EN 124 0 0 0 0 276 263 90 88 0 -- -- -- SC 44 3 0 8 1 278 271 94 93 0 -- -- -- MP 17 0 0 0 0 275 271 92 88 0 -- -- -- MI 59 0 0 0 0 290 264 95 91 0 -- -- -- OD 18 0 0 0 0 274 267 95 95 0 -- -- -- CM 11 1 0 0 0 273 272 92 91 1 1 -- -- QM N/A --- --- --- --- --- --- --- --- --- --- --- --- TC 12 0 0 0 0 281 270 90 89 0 -- -- -- FI 3 0 0 0 0 303 274 97 93 0 -- -- --

AG 14 0 NA 0 NA 286 267 95 94 0 -- -- -- MS 21 0 0 0 0 299 219 92 89 0 -- -- -- All 557 8 5 13 2 280 263 92 90 5 4 1 1

Notes: NA = Not Available



# Failing APFT

Average Score APFT


Offense


BOLC (N) Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ IN 210 0 0 0 0 281 273 89 86 0 -- -- -- AR 81 2 0 0 0 278 270 91 90 3 3 -- -- FA 80 3 0 0 1 267 262 85 84 2 2 -- -- AD 65 0 0 0 0 273 N/A 92 N/A 0 -- -- -- AV 80 0 0 0 0 277 261 91 89 0 -- -- -- EN 121 1 0 1 0 276 263 90 88 0 -- -- -- SC 52 0 0 0 0 278 261 93 92 0 -- -- -- MP 20 1 0 0 0 286 270 88 89 0 -- -- -- MI 48 0 0 0 0 293 276 94 94 0 -- -- -- OD 20 0 0 1 1 272 268 93 89 0 -- -- -- CM 11 1 0 0 0 275 272 92 91 0 -- -- -- QM 21 0 0 0 0 292 275 95 93 0 -- -- -- TC 18 1 1 0 0 269 246 93 93 0 -- -- -- FI 6 1 1 0 0 278 277 95 92 0 -- -- --

AG 17 0 0 0 0 294 258 96 95 0 -- -- -- MS 27 0 0 0 0 290 243 98 93 0 -- -- -- All 877 10 2 2 2 280 265 92 91 5 5 -- --

Notes: NA = Not Available

K-1



# Failing APFT

Average Score APFT


Offense


BOLC (N) Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ IN 207 2 1 1 0 280 264 87 78 9 5 -- -- AR 108 1 0 0 0 269 270 89 88 1 -- -- -- FA 98 3 1 5 1 268 264 83 84 1 1 -- -- AD 59 2 0 0 0 270 N/A 93 N/A 0 -- -- -- AV 71 1 0 2 0 270 267 N/A N/A 0 -- -- -- EN 89 0 0 0 0 291 271 90 88 0 -- -- -- SC 52 0 0 0 0 260* 247 96 94 0 -- -- -- MP 23 1 0 0 0 279 270 88 86 0 -- -- -- MI 107 0 0 0 0 283 274 94 92 0 -- -- -- OD 9 0 0 0 0 278 242 93 92 0 -- -- -- CM 10 1 0 0 0 276 272 90 92 0 -- -- -- QM 16 0 0 0 0 300 274 94 92 0 -- -- -- TC 18 0 0 0 0 276 260 93 91 0 -- -- -- FI 6 0 0 0 0 319 269 98 96 0 -- -- --

AG 16 0 0 0 0 291 257 97 93 0 -- -- -- MS 14 0 0 0 0 293 235 92 90 0 -- -- -- All 903 11 2 8 1 281 262 92 90 11 6 -- --

Notes: NA = Not Available * Two graduates had profiles bringing the overall average down.



# Failing APFT

Average Score APFT


Offense


BOLC (N) Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ IN 205 0 0 8 0 281 267 86 83 0 -- -- -- AR 113 6 0 4 0 270 264 87 89 1 1 0 0 FA 94 14 1 0 1 252 253 83 81 0 0 0 0 AD 32 0 0 0 0 280 NA NA NA 0 -- -- -- AV *NA NA NA NA NA 281 NA NA NA 0 -- -- -- EN 90 8 0 1 0 276 274 91 87 1 1 0 0 SC 26 0 0 0 0 267 270 92 91 0 -- -- -- MP 22 0 0 0 0 287 270 91 88 1 1 0 0 MI 48 0 0 0 0 288 280 92 89 1 0 1 0 OD 9 0 1 0 0 274 272 91 90 0 -- -- -- CM 4 0 0 0 0 274 265 91 92 0 -- -- -- QM 14 0 0 0 0 277 272 94 93 0 -- -- -- TC 12 0 0 0 0 253 252 90 90 0 -- -- -- FI 2 0 0 0 0 292 272 94 93 0 -- -- --

AG 20 0 0 0 0 282 263 93 92 0 -- -- -- MS 19 0 0 0 0 292 231 94 92 0 -- -- -- All 710 28 2 13 1 277 265 91 89 4 3 1 0

Notes: *NA = Not Available

K-2

AAnnnneexx LL

SSuummmmaarryy ooff OOBBCC PPeerrffoorrmmaannccee

FFYYss 9988--0066

OBC Performance, FY 05-06 Class 2005


# Failing APFT

Average Score APFT


Offense


OBC N Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ IN 205 11 0 7 0 276 274 87 85 1 1 0 0 AR 116 7 0 4 0 282 259 94 91 0 -- -- -- FA 88 2 0 0 0 251 250 82 82 1 1 0 0 AD 31 1 0 3 0 281 267 91 89 0 -- -- -- AV 111 2 0 2 0 274 268 90 90 0 -- -- -- EN 96 0 0 5 0 280 276 89 73 3 3 0 0 SC 36 0 0 9 0 277 268 89 89 0 -- -- -- MP 23 2 0 2 0 280 279 87 85 0 -- -- -- MI 68 0 0 0 0 291 288 91 89 2 2 0 0 OD 6 1 0 0 0 260 245 88 87 0 -- -- -- CM 7 1 1 2 0 266 268 90 88 1 1 0 0 QM 11 0 0 2 0 276 256 96 92 0 -- -- -- TC 13 0 0 0 0 250 229 91 91 0 -- -- -- FI 2 0 0 0 0 288 267 95 95 0 -- -- --

AG 16 0 0 0 0 286 269 95 93 0 -- -- -- MS 14 0 0 0 0 254 239 89 89 0 -- -- -- All 843 27 1 36 0 273 263 90 88 8 8 0 0

Notes: Academic and APFT averages for each OBC were weighted where possible by N per class per group. Averages for all OBCs were not weighted.



# Failing APFT

Average Score APFT


Offense


OBC N Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ IN 210 11 0 0 0 285 279 85 83 1 1 0 0 AR 107 6 0 0 0 274 276 87 85 2 1 1 0 FA 132 12 1 1 0 260 244 84 83 0 -- -- -- AD 56 4 2 5 3 270 275 90 91 3 3 1 0 AV 120 0 1 0 0 264 257 89 89 0 -- -- -- EN 108 0 0 2 0 287 270 89 87 0 -- -- -- SC 30 0 0 1 0 277 272 88 89 0 -- -- -- MP 16 2 0 1 1 232 256* 85 86 0 -- -- -- MI 53 1 0 0 0 274 268 90 88 0 -- -- -- OD 15 7 0 0 0 275 266 89 87 0 -- -- -- CM 11 0 0 1 0 255 275 88 86 0 -- -- -- QM 8 0 0 0 0 275 255 93 87 0 -- -- -- TC 16 16 0 0 0 288 292 90 91 0 -- -- -- FI 1 0 0 0 0 277 265 NA NA 0 -- -- --

AG 14 0 0 0 0 276 267 95 93 0 -- -- -- MS 24 0 0 0 0 287 233 92 87 0 -- -- -- All 921 59 4 11 4 272 266 89 87 6 5 2 0

Notes: NA = not available. Academic and APFT averages for each OBC were weighted where possible by N per class per group. Averages for all OBCs were not weighted. Some OBC classes were graded on the extended APFT scale. * ROTC and Reserve Component average

L-1



# Failing APFT

Average Score APFT


Offense


OBC N Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ IN NA NA NA NA NA NA NA NA NA NA NA NA NA AR 112 17 0 0 0 260 249 88 85 3 3 -- -- FA 129 0 0 0 0 273 264 82 83 1 1 0 0 AD 49 5 1 7 2 261 255 91 92 0 -- -- -- AV 99 1 0 0 0 264 NA NA NA 0 -- -- -- EN 91 4 0 5 0 276 279 86 87 2 2 -- -- SC 20 0 0 4 0 267 267 92 88 0 -- -- -- MP 22 2 0 0 0 280 282 88 86 0 -- -- -- MI 42 0 0 0 0 285 260* 93 92* 0 -- -- -- OD 4 0 0 0 0 279 275 88 87 0 -- -- -- CM 5 0 0 0 0 290 273 90 88 0 -- -- -- QM 7 0 0 0 0 256 245 93 91 0 -- -- -- TC 14 0 0 0 0 272 266 94 92 0 -- -- -- FI 6 0 0 0 0 295 266 93 91 0 -- -- --

AG 12 0 0 0 0 290 281 95 93 0 -- -- -- MS 24 0 0 0 0 290 259 93 88 0 -- -- -- All 636 29 1 16 2 275 263 90 89 6 6 0 0

Notes: NA = not available. Academic and APFT averages for each OBC were weighted where possible by N per class per group. Averages for all OBCs were not weighted. Some OBC classes were graded on the extended APFT scale. * Average for non-USMA officers



# Failing APFT

Average Score APFT


Offense


OBC N Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ IN 211 0 2 13 0 283 274 85 86 1 1 -- -- AR 96 3 0 0 0 281 261 90 89 0 -- -- -- FA 113 0 0 0 1 292 269* 83 83* 0 -- -- -- AD 52 4 1 0 1 280 275 89 90 1 NA NA NA AV 80 0 0 0 0 281 271 89 88 1 1 -- -- EN 100 4 0 0 0 286 240 89 88 0 -- -- -- SC 46 0 0 5 0 266 273* 91 90* 0 -- -- -- MP 24 1 0 1 0 287 261 90 82 0 -- -- -- MI 32 0 0 0 0 292 278 91 88 1 1 -- -- OD 10 0 0 0 0 275 271 87 85 0 -- -- -- CM 2 0 0 0 0 296 270 90 89 0 -- -- -- QM 20 0 0 0 0 273 252 95 92 0 -- -- -- TC 23 0 0 1 0 249 232 96 92 0 -- -- -- FI 6 0 0 0 0 295 266 93 91 0 -- -- --

AG 25 0 0 0 0 283 277 92 91 0 -- -- -- MS 8 0 0 0 0 276 226 92 87 0 -- -- -- All 848 12 3 20 2 281 262 90 88 4 3 -- --


L-2



# Failing APFT

Average Score APFT


Offense


OBC N Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ IN 156 5 0 5 0 277 273 84 81* 0 0 0 0 AR 120 0 0 1 1 281 264 92 93 0 0 0 0 FA 115 2 0 0 0 281 274 86 83 0 0 0 0 AD 50 3 0 3 2 220 240 91 90 1 1 0 0 AV 204 0 0 2 0 266 255 91 90 1 NA NA NA EN 105 2 0 0 0 281 278 89 88 0 0 0 0 SC 49 0 0 2 0 275 272* 89 88 0 0 0 0 MP 28 0 0 0 0 291 278 92 90 0 0 0 0 MI 37 0 0 0 0 274 270 90 88 0 0 0 0 OD 12 0 0 0 0 282 273 89 87 0 0 0 0 CM 0 -- -- -- -- -- -- -- -- -- -- -- -- QM 14 0 0 0 0 286 278 93 92 0 0 0 0 TC 19 0 0 1 0 275 NA 91 90 0 0 0 0 FI 7 4 0 0 0 289 274 94 93 0 0 0 0

AG 58 1 0 0 0 275 237 89 85 0 0 0 0 MS 5 0 0 0 0 268 254 91 88 0 0 0 0 All 981 17 0 14 3 275 266 90 88 2 1 0 0




# Failing APFT

Average Score APFT


Offense


OBC N Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ IN 156 6 0 0 0 280 273 81 80 1 1 0 0 AR 131 6 2 1 0 281 275 93 92 3 3 0 0 FA 162 13 0 12 0 274 264 87 84 3 3 0 0 AD 49 0 0 6 1 260 263 92 92 3 0 0 2 AV 92 0 0 13 0 282 268 89 89 2 2 0 0 EN 93 8 0 4 0 290 276 90 88 0 0 0 0 SC 48 1 0 2 0 273 271 88 86 0 0 0 0 MP 19 0 0 1 0 297 287 91 90 0 0 0 0 MI 41 0 0 0 0 284 271 92 92 4 1 0 3 OD 13 0 0 0 0 257 249 92 85 0 0 0 0 CM 2 1 0 0 0 273 270 90 89 0 0 0 0 QM 22 0 0 0 0 275 263 93 92 0 0 0 0 TC 22 0 0 0 0 308 NA 90 88 1 0 0 1 FI 14 0 0 0 0 268 290 94 94 0 0 0 0

AG 21 0 0 0 0 284 267 93 92 0 0 0 0 MS 11 NA 0 NA 0 293 261 90 86 0 0 0 0 All 896 35 2 39 1 280 270 90 89 17 10 0 6

Notes: NA = not available. Academic and APFT averages for each OBC were weighted where possible by N per class per group. Averages for all OBCs were not weighted. Some OBC classes were graded on the extended APFT scale.

L-3



# Failing APFT

Average Score APFT


Offense


OBC N Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ IN 190 4 1 2 0 274 267 85 85 2 1 1 0 AR 96 3 0 NA 0 275 260 90 89 0 0 0 0 FA 150 14 1 NA 0 269 263 87 87 3 3 0 0 AD 39 7 0 1 0 259 270 91 91 8 8 0 0 AV 94 NA 1 NA 0 274 269 88 87 1 1 0 0 EN 126 NA 0 NA 0 287 279 90 89 0 0 0 0 SC 47 2 0 8 0 265 254 87 89 0 0 0 0 MP 25 1 0 0 0 295 283 91 90 0 0 0 0 MI 27 0 0 2 0 284 278 94 92 0 0 0 0 OD 16 2 0 2 0 256 267 91 88 0 0 0 0 CM 1 NA NA NA NA NA NA NA NA NA NA NA NA QM 21 NA 0 NA 0 289 282 93 92 0 0 0 0 TR 26 4 0 NA 0 266 282 92 93 1 0 1 0 FI 13 0 0 2 0 276 276 94 93 0 0 0 0

AG 16 1 1 NA 0 282 281 91 91 0 0 0 0 All 887 38 4 17 0 275 272 90 90 15 13 2 0

Notes: NA = not available. Academic and APFT averages for each OBC were weighted where possible by N per class per group. Averages for all OBCs were not weighted.



# Failing APFT

Average Score APFT


Offense


OBC N Initial Final Initial Final USMA Class USMA Class # LOR ART 15 UCMJ IN 162 5 0 NA 0 282 272 NA NA 3 3 0 0 AR 125 1 1 NA 0 279 255 96 94 0 0 0 0 FA 98 3 2 NA 0 261 256 87 86 4 3 0 1 AD 59 10 0 NA 0 265 265 93 92 4 4 0 0 AV 126 11 0 8 0 261 263 88 88 3 NA NA NA EN 153 NA NA NA NA NA NA NA NA 1 1 0 0 SC 20 0 0 NA 0 272 270 89 87 0 0 0 0 MP 27 0 0 NA 0 284 265 93 NA 0 0 0 0 MI 54 1 1 NA 0 270 263 91 86 1 1 0 0 OD 10 2 1 NA 0 248 246 91 87 0 0 0 0 CM 0 -- -- -- -- -- -- -- -- -- -- -- -- QM 23 NA 0 NA 0 285 277 93 92 0 0 0 0 TR 24 0 0 NA 0 NA NA NA NA 0 0 0 0 FI 10 0 0 NA 0 280 277 94 93 0 0 0 0

AG 22 2 0 0 0 284 265 91 90 0 0 0 0 All 913 35 5 8 0 273 265 91 90 16 12 0 1

Notes: NA = not available. Academic and APFT averages for each OBC were weighted where possible by N per class per group. Averages for all OBCs were not weighted.

L-4

of the class of 2013 - united states military academy · the overall class average apft score at...

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