STEPHEN GERRAS AND LEONARD WONG
APRIL 13, 2016
After four decades of the great experiment called the All-Volunteer Army, it has become abundantly clear that recruiting and retaining quality soldiers is a vital prerequisite to the success of America’s Army. While superior American technology, competent training, and efficient logistics are undoubtedly critical aspects of battlefield dominance, it is the Army’s resolute reliance on high quality officers and soldiers that has kept the All-Volunteer Army the world’s premier fighting force.
One might assume — given the critical national security role of the Army — that consistent, rigorous metrics are part of the accessions effort for soldiers and commissioned officers. Surprisingly, quality metrics in enlisted accessions are measured and monitored closely, while quality metrics for officer accessions are uneven and oftentimes meaningless. Thus, despite the Army’s focus on achieving cognitive dominance on the future battlefield, officer accession quality standards are inconsistent, sometimes non-existent, and not on par with enlisted accession standards.
American enlisted soldier quality, as defined by the Department of Defense, is measured by two fairly straightforward indicators: a high school diploma and performance on the Armed Forces Qualification Test (AFQT). A high school diploma is a metric that, at first blush, appears to characterize academic success. Rather than indicating intellectual ability, however, the high school diploma provides evidence that a potential soldier has the persistence and stamina to complete an enduring challenge. A diploma is merely a proxy for perseverance and motivation. It serves as a signal that candidates have the stick-to-it-iveness required to make it through their basic training and term of enlistment.
APRIL 13, 2016
After four decades of the great experiment called the All-Volunteer Army, it has become abundantly clear that recruiting and retaining quality soldiers is a vital prerequisite to the success of America’s Army. While superior American technology, competent training, and efficient logistics are undoubtedly critical aspects of battlefield dominance, it is the Army’s resolute reliance on high quality officers and soldiers that has kept the All-Volunteer Army the world’s premier fighting force.
One might assume — given the critical national security role of the Army — that consistent, rigorous metrics are part of the accessions effort for soldiers and commissioned officers. Surprisingly, quality metrics in enlisted accessions are measured and monitored closely, while quality metrics for officer accessions are uneven and oftentimes meaningless. Thus, despite the Army’s focus on achieving cognitive dominance on the future battlefield, officer accession quality standards are inconsistent, sometimes non-existent, and not on par with enlisted accession standards.
American enlisted soldier quality, as defined by the Department of Defense, is measured by two fairly straightforward indicators: a high school diploma and performance on the Armed Forces Qualification Test (AFQT). A high school diploma is a metric that, at first blush, appears to characterize academic success. Rather than indicating intellectual ability, however, the high school diploma provides evidence that a potential soldier has the persistence and stamina to complete an enduring challenge. A diploma is merely a proxy for perseverance and motivation. It serves as a signal that candidates have the stick-to-it-iveness required to make it through their basic training and term of enlistment.


