Sergeants major (SGM) and command sergeants major (CSM)
Instructions
DB Post Response
In a minimum of 250 words, please provide a response to each of the posts below, with at least one cited source. The assignment must have at least one in-text citation. Please only use the military sources provided and one outside source if using more than one cited source.
NOTE: Please use attached rubrics for this assignment to ensure the assignment requirement is met.
Form 1009C
Contribution to Group Discussion Assessment
Levels of Achievement
Criteria Failed Unsatisfactory Marginal Developing Proficient Exemplary
Quality and Scope of Posted Content
0 to 5 points
No or irrelevant discussion participation.
6 to 8 points
Initial posting is not on topic; the content is unrelated to the discussion question; post demonstrates superficial thought and poor preparation. No depth in response to classmates; response does not relate directly, either conceptually or materially, to classmate postings.
9 to 11 points
Initial posting demonstrates a lack of reflection and answers few aspects of the discussion question; Development of concepts is not evident. Provides questionable comments of fails to offer new information to other posts; Responses do not promote further discussion of topic.
12 to 14 points
Initial posting demonstrates legitimate reflection and answers most aspects of the discussion question; full development of concepts is not evident. Provides relevant comments and new information to other posts; not all responses promote further discussion of topic.
15 to 17 points
Initial posting reveals a clear understanding of all aspects of the discussion question; uses factual and relevant information; demonstrates proficient development of concepts. Demonstrates understanding of other posts; extends discussion by building on previous posts and offering perspectives.
18 to 20 points
Initial posting demonstrates a thorough understanding of all aspects of the discussion question; uses factual and relevant information from scholarly sources; demonstrates full and insightful development of key concepts. Demonstrates critical analysis of other posts; extends meaningful discussion by building on previous posts and offering alternative perspectives.
Collaborative Communication Skills
0 to 5 points
No or irrelevant discussion participation.
6 to 8 points
Rarely provides useful ideas when participating in group discussions. Does not effectively engage with classmates by acknowledging and accepting other points of view. Publically critical of the work of others. Often displays unproductive communication that instigates a negative response rather than promotes collaboration.
9 to 11 points
Rarely provides useful ideas when participating in group discussions. Publically critical of the work of others. Rarely displays a positive narrative. Rarely shares with and supports the efforts of others. Sometimes causes undue tension or issues in the discussion forum.
12 to 14 points
Usually provides useful ideas when participating in group discussions. Rarely publically critical of the work of others. Often displays a positive narrative. Usually shares with and supports the efforts of others. Does not cause undue tension or issues in the discussion forum.
15 to 17 points
Routinely provides useful ideas when participating in group discussion. Never publically critical of the work of others. Always displays a positive narrative. Regularly shares with and supports the efforts of others. Maintains a productive and collaborative discussion with classmates.
18 to 20 points
Always provides creative ideas when participating in group discussion. Supports the work of others while keeping discussion on topic. Always displays a positive narrative. Regularly shares with and supports the efforts of others. Leads a productive and collaborative discussion with classmates.
Critical and Creative Thinking
0 to 5 points
No or irrelevant discussion participation.
6 to 8 points
Demonstrates a lack of proficiency in conceptualizing the problem; viewpoints and
9 to 11 points
Demonstrates limited or poor proficiency in conceptualizing the problem; viewpoints and
12 to 14 points
Demonstrates developing proficiency in conceptualizing and providing
15 to 17 points
Demonstrates considerable proficiency in conceptualizing the problem
18 to 20 points
Demonstrates mastery in conceptualizing the problem and presenting
Name
Description
Rubric Detail
Page 1 of 2
Levels of Achievement
Criteria Failed Unsatisfactory Marginal Developing Proficient Exemplary
assumptions of experts lack analysis and evaluation; conclusions are either absent or poorly conceived and supported.
assumptions of experts are not sufficiently analyzed, synthesized, and evaluated; conclusions are either poorly conceived and supported.
context to the problem; viewpoints and assumptions of experts are not sufficiently analyzed, synthesized, or evaluated; conclusions lack clear rationale.
and presenting appropriate perspectives; viewpoints and assumptions of experts are accurately analyzed, synthesized, and evaluated; conclusions are logically presented with applicable rationale.
logical perspectives; viewpoints and assumptions of experts are superbly analyzed, synthesized, and evaluated; conclusions are logically presented with detailed rationale.
Reference to Supporting Sources
0 to 5 points
No or irrelevant discussion participation.
6 to 8 points
Does not refer to assigned readings or other sources; fails to cite properly and/or cites questionable sources.
9 to 11 points
Refers to questionable sources. Attempts to cite sources with major deficiencies in citation format; fails to use two or more sources in initial post. Fails to use any source in response to classmates.
12 to 14 points
Refers to scholarly sources from assigned or outside reading and attempts to cite sources with few deficiencies in citation format; fails to use two or more sources in initial post.
15 to 17 points
Refers to and properly cites scholarly sources from assigned or outside reading and research with two or more sources cited in the initial post and at least one source cited in response to classmates.
18 to 20 points
Refers to and properly cites recent and relevant scholarly sources from assigned or outside reading and research with two or more sources cited in the initial post and at least one source cited in response to classmates.
Style and Mechanics
0 to 5 points
No or irrelevant discussion participation.
6 to 8 points
Writing contains numerous wordy, vague, or poorly constructed sentences. Frequent instances of grammar, spelling, and/or punctuation errors.
9 to 11 points
Writing contains few wordy, vague, or poorly constructed sentences. Occasional instances of grammar, spelling, and/or punctuation errors.
12 to 14 points
Writing displays a developing sense of academic writing with structurally sound sentences. 5-10 errors in grammar, spelling, and/or punctuation.
15 to 17 points
Writing displays a proficiency of academic writing with clearly written and structurally sound sentences. Less than 5 errors in grammar, spelling, and/or punctuation.
18 to 20 points
Writing displays a mastery of academic writing with clearly written and structurally sound sentences. No errors in grammar, spelling, and/or punctuation.
Assignment Requirements
-31 to -31 points
One or more posts contain plagiarism.
-15 to -15 points
Failed to meet assignment requirements and one or more submissions after due date.
-10 to -10 points
Failed to meet assignment requirements.
-5 to -5 points
One or more submissions after due date.
0 to 0 points
Met all requirements.
0 to 0 points
Met all requirements.
Page 2 of 2
DB Post # 1
Sergeants major (SGM) and command sergeants major (CSM) have various strategies available to them to employ that help manage organizational stress within their units to create and maintain resilient units. Three doctrinal components of maintaining healthy levels of overall fitness are getting proper amounts of rest, activity, and nutrition (Department of the Army, 2016). The principles of these guidelines apply beyond just individual Soldiers, and planning for how organizations maintain those levels are key aspects of what an SGM, CSM, and other experienced non-commissioned officers should advise commanders on when planning training and operations. Units reflect the Soldiers within their ranks, and Soldiers who are overly tired out of shape due to a lack of sleep, activity, or nutrition are less able to adapt to stressors in any environment. From advising a unit’s staff planners to mentoring individual teams the SGM and CSM can provide experience and guidance to enforce these guidelines within their units at every level.
Recognizing and emphasizing the importance organizational resilience is a starting point for effective leaders in any organization (Pangallo, 2020). Paying attention to the ways a unit manages stress and then actively supporting those ways are effective ways for an SGM and CSM to further those efforts. The approach of any SGM or CSM differs broadly based on their personal experiences and characteristics. Their variety of experiences however, founded in extensive careers, prepare them to realize organizations that lack resiliency often have degraded operational effectiveness and high rates of turnover.
As a battalion operations SGM, I work with the CSM to promote and maintain resilience within our unit and help manage the stress inherent to our organization, as well as with Soldiers individually.
References:
Department of the Army. (February 2016). A leader’s guide to Soldier health and fitness (ATP 6-22.5). Retrieved from: https://pdhealth.mil/sites/default/files/images/docs/ATP_6-22_5_A_Leader_s_Guide_to_Soldier_Health_COSC.pdf
Pangallo, A. (2020, September 18). Does resilience really exist? How to build a psychologically resourceful workforce. Forbes. Retrieved from: https://www.forbes.com/sites/sap/2020/09/18/does-resilience-really-exist-how-to-build-a-psychologically-resourceful-workforce/#2a720b5d50cb
DB Post # 2
Being a leader in the Army has numerous responsibilities. The responsibilities can range from their individual work to the Soldiers’ health and welfare that they lead. Leadership is a lifestyle that is very rewarding but can become overwhelming and stressful at times. A leader must ensure that their Soldiers are ready to deploy with minimal notification. This is why it is imperative that leaders know how to manage their teams through all environments prior to deploying to a combat location. Combat could be a chaotic environment, and Soldiers need to be prepared to encounter conditions as such. To help Soldiers stay calm while deployed, a leader must be controlled and collective themselves. A leader’s character and professional competence are essential factors in mitigating stress for the organization and achieving mission accomplishment, despite environmental pressures and changes. (Department of the Army, 2019). Soldiers will naturally build trust confidence in their leaders. It will occur as leaders conduct themselves in a professional manner. Leaders need to develop trust in their team while in garrison. When Soldiers trust their leaders, it lowers the stress when preparing for deployment and will improve combat effectiveness. Soldiers will inevitably react differently to combat and operational stress. Leaders can help teach Soldiers stress reduction techniques that they can practice before entering a combat environment. Stress will show in different ways and at different times. When a Soldier is showing signs of stress, anyone can report it. The unit leader and medical personnel depend on information from the Soldier or his comrades for early recognition of combat and operational stress reactions to provide prompt and appropriate help. (Department of the Army, 2016) A strong team will implement strategies to ensure buddy checks are occurring to support early recognition. The CSM needs to ensure all subordinate leaders are training their teams to be able to know the difference between mild and severe stress, and if Soldiers are having a physical or emotional reaction.
References
Department of the Army (2016). A leader’s Guide to Soldier’s Health and Fitness (ATP 6-22.5)
Retrieved from https://armypubs.army.mil/
Department of the Army (2019). Army Leadership and the Profession (ADP 6-22)
Retrieved from https://armypubs.army.mil/
