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Key Points

1

Overview of the BOLC I: ROTC Curriculum

2

Military Science and Leadership (MSL) Tracks

3

MSL 101 Course Overview: Leadership and PersonalDevelopment

4

MSL 102 Course Overview: Introduction to TacticalLeadership

5

The Role of the MSL I Cadet

6

Academic Approach

7

How to Use This Textbook

8

Cadet Resources

INTRODUCTION

Leadership is intangible, and therefore, no weapon everdesigned can replace it.

General of the Army Omar N. Bradley

Overview of the BOLC I: ROTC Curriculum

Being an officer in the US Army means being a leader,a counselor,a strategist,and amotivator.Officers must lead other Soldiers in all situations and adjust to environmentsthat are always changing.To prepare prospective officers to meet this challenge,the Army ROTC program is designed to develop confident,competent,and adaptive leaders withthe basic military science and leadership foundation necessary not only to lead smallunits in the Contemporary Operating Environment (COE) but also to evolve into theArmy’s future senior leaders.The ROTC program is the first,or pre-commissioning,phase ofthe Army’s Basic OfficerLeader Course (BOLC).The goal ofBOLC is to develop competent and confident leadersimbued with a warrior ethos,grounded in fieldcraft,and skilled in leading Soldiers,trainingsubordinates,and employing and maintaining equipment.BOLC is designed to ensure atough,standardized,small-unit leadership experience that flows progressively from thepre-commissioning phase (BOLC I,one source ofwhich is ROTC) through the initial-entry field leadership phase (BOLC II) to the branch technical phase (BOLC III).Thisprogressive sequence will produce officers with maturity,confidence,and competence whoshare a common bond—regardless ofwhether their branch is movement and maneuver,intelligence,fires,sustainment,command and control,or protection—and who are preparedto lead small units upon arrival at their first unit ofassignment.The basis ofthe Army ROTC curriculum is the BOLC common core task list,whichrepresents the foundation ofcompetencies a second lieutenant needs upon arrival at hisor her first unit.ROTC Cadets receive education and training BOLC I common core tasks,as do officers produced by other commissioning sources (the United States Military Academy and Officer Candidate School).Then,in BOLC II and III,all second lieutenants,regardless ofcommissioning source,participate in more advanced,field- and branch-oriented education and training events that are also part ofthe BOLC common core tasklist.Like the BOLC model,ROTC’s Military Science and Leadership (MSL) courses aresequential and progressive;that is,the content and expectations placed on you as the studentincrease as you progress through the ROTC Program.Your courses are organized intofive tracks:the Leadership,the Personal Development,the Values and Ethics,the Officership,and the Tactics and Techniques Tracks.Each succeeding year will treat each MSL track ingreater depth in order to teach you all the knowledge,skills,and attitudes essential forcommissioning,success at BOLC II,and the establishment ofa sound foundation for acareer as a commissioned Army officer.In addition to classroom instruction,your MSL I year will provide you with multipleopportunities to apply military science and leadership concepts in field environments,including leadership labs,battalion or joint field training exercises (FTX),and any battalionsituational training exercises (STX) training that your professor ofmilitary science (PMS)may direct.Contracted Cadets must participate in physical training (PT) to build theirfitness ethos and maintain Army Physical Fitness Test (APFT) standards.Crucial to theROTC program is Cadet attendance at the Leader Development and Assessment Course(LDAC),normally between the MSL III and MSL IV years.The primary focus at LDAC isto evaluate each Cadet’s officer potential in a collective garrison and field trainingenvironment.The secondary purpose ofLDAC is to validate specific skills taught on campusand to impart selective individual and collective skills.

Military Science and Leadership (MSL) Tracks

Each ofthe five learning tracks in the Army ROTC Military Science and Leadershipcurriculum has subcategories that are reiterated and developed progressively through

Introduction

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ix

the MSL courses.The US Army has long recognized the importance ofthe effective leaderwho fully embodies the leadership ethos,who is fully committed to being a lifelong learnerofleadership as a process and journey rather than a destination;a person who has theprofessional acumen to put this leadership into action in an effective,value-added mannerregardless ofthe challenge ofthe situation faced in the fast-paced,ever-changing COE.

Leadership

•

Leader Attributes

from FM 6-22 are used throughout the curriculum as a graphicorganizer for developing a basic knowledge ofleader dimensions.The implicit focusthroughout the curriculum is on the importance ofpersonal discipline in becominga leader ofcharacter,a leader with presence,and a leader with intellectual capacity.

•

Core Leader Competencies

are centered around what an Army leader does.Thesecompetencies are defined and illustrated as they apply to direct (tactical),organizational (operational),and strategic levels ofleader responsibility.The courseofstudy as a whole is designed to challenge and develop the leader’s ability to lead(demonstrate competence,communicate,and motivate),develop selfand others(adapt,learn,and mentor),and achieve (prioritize,plan,and execute).

Personal Development

•

Character Developmen

t is an implicit aspect ofthe ROTC curriculum.Cadets arechallenged throughout the course ofstudy to recognize and model the Army Valuesofloyalty,duty,respect,selfless service,honor,integrity,and personal courage;toempathize with their peers,subordinates,and others;and to live the Warrior Ethos.

•

Physical Presence

is foundational for Army leader development.Every Cadet whoseeks to become an officer must be able to demonstrate an exceptional level of physical fitness,composure,confidence,and resilience.

•

Intellectual Capacity

has always been and continues to be an imperative characteristicfor officers serving in the US Army.Those serving in the Contemporary OperatingEnvironments ofIraq and Afghanistan are learning firsthand the value ofmentalagility and innovation to Army leadership.Vignettes and case studies from theseenvironments are used to challenge Cadets to examine nonlinear situations,to honetheir judgment,and to increase their tactical,technical,cultural,and geopoliticalknowledge.

Values and Ethics

•

Army Values.

While it is important for Cadets to be able to articulate the seven Army Values,it is even more imperative that they be able to demonstrate these values intheir daily interactions with others.Values form the foundation for Army leadership.

•

Professional Ethics.

In addition to the Army Values,military codes and regulationsgovern ethical behavior and decision making.Cadets apply the ethical decisionmaking process during case studies and historical vignettes.

•

Warrior Ethos

is embedded in case studies and historical vignettes throughout thecurriculum.Cadre members discuss the four basic principles ofthe Warrior Ethoswhenever possible.Cadets apply the Warrior Ethos to increasingly complexsituations as they progress through the ROTC program.

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