WRITING entire service [ with me ] I required that you write a field order for the operation of the post every day for the years you were there . You became so well acquainted with the technics [ sic ] and routine of preparing plans and orders for operations that included their logistics , that they will be second nature to you . 12 Reflecting on his experience with the operational planning exercises at Leavenworth , Eisenhower would later write , “ Fox Conner had been correct , we had done this type of war-gaming in Panama .” 13
Writing as a Means to Improve Innovation in the Ranks
In addition to building and utilizing soldier competence and expertise , the Army can promote innovation by emphasizing professional writing . Innovation thrives on discourse , which is greatly enhanced by writing and publishing . In other words , writing promotes the free and rapid exchange of ideas and facts , which helps spawn new and innovative ideas . According to Elizabeth Eisenstein , the “ revival of learning ” in the Renaissance period in fourteenth-century Italy was spurred by the advent of the printing press and the ability to mass-produce various works of writing . 14
Historically , soldiers have written as a way to promote professional dialogue and drive innovation and change . The institutional impact of some who have written and published their ideas long ago can still be felt today . According to Edward Cox , in 1910 while serving on the General Staff , Conner “ began writing articles for publication in professional military journals ” and published an article titled “ Field Artillery in Cooperation with the Other Arms ,” which spawned major changes to field artillery regulations . 15 Similarly , Eisenhower and George S . Patton Jr . challenged the conventional infantry doctrine of their day and inspired professional dialogue by publishing articles in the infantry and cavalry journals on combined arms maneuver and armored warfare . 16
Writing helps disseminate information and ideas , which promotes institutional learning , adaptation , and innovation . For example , during the Iraq and Afghanistan campaigns , units were able to share operational lessons by providing written feedback from their combat tours to centralized forums such as the Center for Army Lessons Learned , and in many cases directly to the units replacing them . This exchange and ready access to written lessons spurred innovation and adaptation , especially at the tactical level . In his incisive study of military innovation during the Iraq campaign , James Russell highlights that innovation flowed from the tactical level upward as some units adapted their doctrine , organization , and equipment to campaign-specific conditions . 17 Since units typically rotated to home station after a year , sustained adaptation and innovation during the Iraq campaign was largely made possible by sharing written observations and lessons . The Army ’ s ongoing transformation also depends on sharing lessons , and on learning . Michael Formica concurs by writing that Army transformation would “ require the Army to foster a dialogue throughout the organization about the lessons learned .” 18
Writing as a Means to Improve Critical Thinking and Initiative
Winning in the complex contemporary and future operational environments requires better , and more aggressive , thinkers . Challenging and encouraging soldiers to write will help the Army promote critical thinking and initiative in the ranks . Retired Marine Col . Thomas X . Hammes concurs that the Army will need to grow and promote “ free-thinking , aggressive , risk-taking ” officers to lead the complex wars of the present and future , or the Fourth Generation . 19 In his article on writing , Lythgoe argues , “ if the Army wants better thinkers , we should start by educating better writers .” 20 Desirae Gieseman concurs by writing that the contemporary Army wants “ strategic thinkers ,” and “ a better approach to Army writing will help the Army develop them .” 21 Interestingly , critical thinking and initiative are indispensable qualities to mission command — a command philosophy that advocates the practice of empowering subordinates to execute missions within the intent of higher echelons , using disciplined initiative .
To better leverage soldiers ’ ability to think critically , Army leaders should strongly consider reducing the Army ’ s overreliance on PowerPoint , by opting to have subordinates present information to them in written reports and briefs , as in pre-PowerPoint times . Hammes writes that prior to PowerPoint , Army staffs “ prepared succinct two- or three-page summaries of key issues ,” which involved greater intellectual rigor , and afforded more time for staffers and decision makers to analyze and weigh issues in depth . 22 PowerPoint does not help
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