The point about not assigning grades to tactics I think is something we need to take a hard look at. Too much of the education part of our training and education pipeline relies on "grades" of one degree or another. And when it's something completely subjective, that is a great way to break someone's spirits
Really, really interesting. Not assigning grades, under conditions of constant evaluation and judgment, strikes me as likely to be very effective, but also hard and somewhat truer to most serious intellectual or artistic endeavors. The student is never done, because the work cannot be right. The next performance must always be better. At the same time there is an aesthetic, as judgment requires. I note especially the focus on seizing and maintaining the initiative, which my understanding is a German military tradition stretching back over generations, I suppose reflecting the assumption of being outmanned?
Thank you for providing the source. I like to be able to read along!
Second, I really appreciate the no grade aspect. It does not matter what a grade says. There are many, better ways to rate skills/skill sets. For example, does the superior find them a person that they would like to have in their unit? This is especially true for something that is nebulous to grade such as "what is the best solution to a tactical problem" which may have an answer be the best of the last decade and be a total failure when compared to the best of the next rotation.
The point about not assigning grades to tactics I think is something we need to take a hard look at. Too much of the education part of our training and education pipeline relies on "grades" of one degree or another. And when it's something completely subjective, that is a great way to break someone's spirits
Great post! Anything else related to the either the Prussian or later German General Staff is always most welcome! Thank you for sharing Bruce! 👌
You are most welcome. It's always delightful to hear from you.
Really, really interesting. Not assigning grades, under conditions of constant evaluation and judgment, strikes me as likely to be very effective, but also hard and somewhat truer to most serious intellectual or artistic endeavors. The student is never done, because the work cannot be right. The next performance must always be better. At the same time there is an aesthetic, as judgment requires. I note especially the focus on seizing and maintaining the initiative, which my understanding is a German military tradition stretching back over generations, I suppose reflecting the assumption of being outmanned?
Oh, FWIW, I distributed this to my faculty.
A few thoughts:
Thank you for providing the source. I like to be able to read along!
Second, I really appreciate the no grade aspect. It does not matter what a grade says. There are many, better ways to rate skills/skill sets. For example, does the superior find them a person that they would like to have in their unit? This is especially true for something that is nebulous to grade such as "what is the best solution to a tactical problem" which may have an answer be the best of the last decade and be a total failure when compared to the best of the next rotation.