Write an Executive Summary (EXSUM) on the case study ‘The Charge of the Light Brigade’ using the NCO Common Core Competency (NCO C3) lenses of Leadership and Communications. Answ

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EXSUM Rubric FY23

Write an Executive Summary (EXSUM) based on the assigned historical case study. Structure your EXSUM to address EACH NCO C3 as follows: — Describe the NCO C3. — Explain the NCO C3. — Transition to the case study. — Provide example from the case study that ties back to the NCO C3 (if none provided, use your own). — Highlight the key points that explicitly answer the question. — Transition to the next NCO C3 and repeat. Cite at least two references. The goal of the EXSUM is to give you a tool to use throughout your career when summarizing events. The case studies will allow you to see how the actors represented or embodied these current competencies. Late submission subtract 10 points per day. Refer to the NCO C3 de�nitions in TC 7-22.7 (pp. 2-2 and 2-3), EXSUM Example/Explained – Operation Anaconda documents, M423 Advance Sheet (for linkage to other lessons that further reinforce each NCO C3), and use the EXSUM_Template.docx as your template.

  Levels of Achievement

Criteria Does Not Meet Standard

Meets The Standard Exceeds Standard Far Exceeds Standard

NCO Common Core Competency 1

20.00 %

Did not identify or explain the NCO Common Core Competency with enough detail to convince the reader that the writer performed adequate research.

70.00 %

The NCO Common Core Competency identi�ed is accurate but at times unclear; key components are present but not fully rounded out with detail and facts. The supporting documentation is basic, and supporting information has minimal detail.

80.00 %

The NCO Common Core Competency is identi�ed and explained appropriately and the writer added additional information related to the required component to support NCO Common Core Competency.

100.00 %

The NCO Common Core Competency is clearly identi�ed and succinctly explained. The writer provided supporting information on the NCO Common Core Competency providing a clear and complete description.

NCO Common Core Competency 2

20.00 %

Did not identify or explain the NCO Common Core Competency with enough detail to

70.00 %

The NCO Common Core Competency identi�ed is accurate but at times unclear; key components are present but not fully

80.00 %

The NCO Common Core Competency is identi�ed and explained appropriately and the

100.00 %

The NCO Common Core Competency is clearly identi�ed and succinctly explained. The writer provided supporting

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Description

Rubric Detail

Weight 15.00%

Weight 15.00%

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  Levels of Achievement

Criteria Does Not Meet Standard

Meets The Standard Exceeds Standard Far Exceeds Standard

convince the reader that the writer performed adequate research.

rounded out with detail and facts. The supporting documentation is basic, and supporting information has minimal detail.

writer added additional information related to the required component to support NCO Common Core Competency.

information on the NCO Common Core Competency providing a clear and complete description.

Accuracy 20.00 %

There were no references made from the case study/vignette or the references made contained fallacies or were out of context.

70.00 %

Chose appropriate references from the case study/vignette to support the topic.

80.00 %

Used references from the case study/vignette in a way that supported the topic for maximum impact on the relevant topic.

100.00 %

Chose references from the case study/vignette signi�cantly impacting the topic. Expertly tied the topic to references chosen.

Syntax and Mechanics

20.00 %

There are �ve to six grammatical, spelling, and punctuation errors that make the paper unreadable or hard to follow.

70.00 %

Sentences and paragraphs are adequate in style and structure. There are three to four grammatical, spelling, and punctuation errors. Less than �ve passive voice sentences excluding directly quoted material.

80.00 %

Sentences and paragraphs are well written. There are one or two grammatical, spelling, and punctuation errors. Less than three passive voice sentences, excluding directly quoted material.

100.00 %

Sentences and paragraphs are clear, concise, well written and free of passive voice excluding directly quoted material. Facilitates a logical �ow of thoughts and ideas.

Organization 20.00 %

Written work does not progress logically and ideas are not fully

70.00 %

Written work, per assignment directions, progresses logically and

80.00 %

Written work, per assignment directions, progresses logically

100.00 %

Written work, per assignment directions, progresses logically and

Weight 25.00%

Weight 15.00%

Weight 10.00%

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developed. Transitions between paragraphs and ideas are often missing or incomplete. Lack of cohesion within paragraphs makes it di�cult to follow the paper's �ow.

ideas formed. Transitions between paragraphs and ideas are su�cient.

and ideas are complete. Transitions between paragraphs and ideas are smooth. Paragraphs are developed. Reader can follow the paper’s �ow.

ideas are well developed and cohesive. There is a clear beginning, middle, and end. Paragraphs are well developed; transitions are seamless. Easy to follow.

Research 20.00 %

Did not cite the case study. Sources outside of the case study/vignette are not relevant or credible. Did not properly cite sources IAW APA standard format.

70.00 %

Cited case study and additional source which is credible and relevant. Used relevant quotes to support work. Properly cited sources IAW APA standard format.

80.00 %

Cited case study and additional sources which are credible and relevant. Used more than one additional source. Properly cited sources IAW APA standard format.

100.00 %

Cited case study and additional sources which are credible and relevant. Used three or more sources. Sources ranged in diverse material such as scholarly journals relevant professional manuals, white papers, and published research from leading authorities. Properly cited sources IAW APA standard format.

Directly Quoted Material

20.00 %

25% or more directly quoted material.

70.00 %

24-17% directly quoted material.

80.00 %

16-9% directly quoted material.

100.00 %

8% or less directly quoted material.

Weight 15.00%

Weight 5.00%

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Page 1 of 5

NCO LEADERSHIP CENTER of EXCELLENCE

Master Leader Course (MLC)

The Charge of the Light Brigade

By Alfred, Lord Tennyson

I

Half a league, half a league,

Half a league onward,

All in the valley of Death

Rode the six hundred.

“Forward, the Light Brigade!

Charge for the guns!” he said.

Into the valley of Death

Rode the six hundred.

II

“Forward, the Light Brigade!”

Was there a man dismayed?

Not though the soldier knew

Someone had blundered.

Theirs not to make reply,

Theirs not to reason why,

Theirs but to do and die.

Into the valley of Death

Rode the six hundred.

III

Cannon to right of them,

Cannon to left of them,

Cannon in front of them

Volleyed and thundered;

Stormed at with shot and shell,

Boldly they rode and well,

Into the jaws of Death,

Into the mouth of hell

Rode the six hundred.

IV

Flashed all their sabres bare,

Flashed as they turned in air

Sabring the gunners there,

Charging an army, while

All the world wondered.

Plunged in the battery-smoke

Right through the line they broke;

Cossack and Russian

Reeled from the sabre stroke

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Shattered and sundered.

Then they rode back, but not

Not the six hundred.

V

Cannon to right of them,

Cannon to left of them,

Cannon behind them

Volleyed and thundered;

Stormed at with shot and shell,

While horse and hero fell.

They that had fought so well

Came through the jaws of Death,

Back from the mouth of hell,

All that was left of them,

Left of six hundred.

VI

When can their glory fade?

O the wild charge they made!

All the world wondered.

Honour the charge they made!

Honour the Light Brigade,

Noble six hundred!

The Charge of the Light Brigade by Alfred, Lord Tennyson

Poetry Foundation

https://www.poetryfoundation.org/poems/45319/the-charge-of-the-light-brigade

The Charge of the Light Brigade

A major conflict of the 19th century, the Crimean War claimed at least 750,000 lives, more than

even the American Civil War, and had a profound impact on such renowned personalities as

British nurse Florence Nightingale and Russian author Leo Tolstoy. It got its start in and around

Jerusalem, then part of the Ottoman Empire, where Orthodox Christian and Catholic monks had

been engaging in fierce, sometimes deadly brawls for years over who would control various holy

sites. Following one such violent squabble in 1852, Czar Nicholas I of Russia, a self-proclaimed

defender of Orthodox Christianity, demanded the right to exercise protection over the Ottoman

Empire’s millions of Christian subjects. Upon being rejected, he then sent his army, the largest

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in the world, to occupy two Ottoman principalities in present-day Romania. The czar also

purportedly had his eyes on Constantinople, the Ottoman capital, which if taken would give his

navy unfettered access to the Mediterranean Sea. Unnerved by this expansionism, Britain and

France sent their own warships to the area and vowed to defend Ottoman sovereignty.

Fighting officially broke out in October 1853, and the following month the Russians decimated

the Ottoman fleet in a surprise attack. But although Nicholas referred to the declining Ottoman

Empire as the “sick man of Europe,” his land forces made little progress in their push south,

underscored by the failed siege of a fortress in present-day Bulgaria. Meanwhile, in March 1854,

Britain and France declared war and immediately bombarded the then-Russian city of Odessa.

With Austria likewise threatening to jump into the fray, Nicholas withdrew from Romania.

Rather than declare victory, however, Britain and France decided to punitively target the Russian

naval base in Sevastopol, located on the Crimean Peninsula. On September 13, 1854, a joint

allied force of over 60,000 troops sailed into Kalamita Bay, about 33 miles north of their

objective. Due to stormy weather, it took five days for them to fully disembark. Believing the

conflict would be over quickly, they brought neither winter clothing nor medical supplies. They

moreover lacked accurate maps, had little idea how many Russian troops opposed them and

flouted the dietary restrictions of the Muslim Ottoman soldiers within their ranks. To make

matters worse, a cholera outbreak erupted.

Nonetheless, the British and French defeated the Russians in their first run-in near the Alma

River, causing a panicked retreat with the help of their long-range Minié rifles. They then

commenced a roundabout march to Sevastopol, where they spent two-and-a-half weeks digging

trenches and lugging artillery into position prior to initiating a bombardment of the city on

October 17. By that time, however, the Russians had significantly strengthened their defenses.

After holding out for eight days, they tried to break the siege with a dawn attack on Britain’s

supply base in the nearby fishing village of Balaclava. That morning, having forced Ottoman

troops to abandon four defensive redoubts, they were able to occupy the Causeway Heights just

outside town. But they failed to progress any further thanks to a regiment of Scottish

highlanders and the Heavy Brigade, each of which repelled a Russian advance.

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With Balaclava now safe, Lord Fitzroy Somerset Raglan, the British commander-in-chief in

Crimea, turned his attention back to the Causeway Heights, where he believed the Russians were

attempting to make off with some of his artillery guns. He ordered the cavalry, consisting of

both the Heavy and Light brigades, to advance with infantry support “and take advantage of any

opportunity to recover” the lost ground. Lord Raglan expected the cavalrymen to move

immediately, with the infantry to come later. But George Bingham, the earl of Lucan, who

commanded the cavalry, thought he wanted them to attack together. As a result, Lucan’s men sat

around for 45 minutes waiting for the infantry to arrive. At that point, Raglan issued a new

order, telling the cavalry to “advance rapidly to the front … and try to prevent the enemy

carrying away the guns.” From his vantage point, however, Lucan could not see any guns being

removed. Confused, he asked Raglan’s aide-de-camp where to attack, but instead of pointing to

the Causeway Heights, the aide allegedly waved his arm in the direction of a Russian artillery

battery at the far end of an exposed valley.

Lucan next approached his brother-in-law James Brudenell, the earl of Cardigan, who

commanded the Light Brigade. The two men loathed each other so much they were barely on

speaking terms. And neither was apparently respected by the troops. One officer in the Light

Brigade went so far as to call them both “fools.” Cardigan, he wrote in a letter home, “has as

much brains as my boot. He is only equaled in want of intellect by his relation the earl of

Lucan.” Though perturbed by Raglan’s order, Lucan and Cardigan obeyed it without first

checking back in to make sure they understood it correctly. At their bidding, the roughly 670

members of the Light Brigade drew their sabers and lances and began their infamous mile-and-a-

quarter-long charge with Russians shooting at them from three directions (though never from all

three at once). The first man to fall was Raglan’s aide-de-camp. Another soldier then had “his

head clean carried off by a round shot, yet for about 30 yards further the headless body kept in

the saddle,” according to a survivor. Other survivors spoke of being splattered with horse blood,

of watching their companions lose limbs, of seeing brains on the ground and of going through

smoke so thick it was like “riding into the mouth of a volcano.”

The Heavy Brigade, which, its name notwithstanding, resembled the Light Brigade except with

regard to uniform color, was supposed to follow in support but only went a short way down the

valley before Lucan directed it to turn back. Somehow, the Light Brigade reached its destination

anyway, crashing into the enemy lines with a vengeance. A few Russians even shot at their own

comrades in a desperate bid to clear an escape route. The Light Brigade’s members didn’t hold

the ground for long, though, before being forced to stagger back from whence they came. En

route, Russian artillery pounded away again from the

Causeway Heights—but not from the other two sides, as the Light Brigade had taken out one

battery itself and the French had taken out another—while Russian cavalrymen attempted to

entrap them. In the end, of the roughly 670 Light Brigade soldiers, about 110 were killed and 160

were wounded, a 40 percent casualty rate. They also lost approximately 375 horses.

Despite failing to overrun Balaclava, the Russians claimed victory in the battle, parading their

captured artillery guns through Sevastopol. Yet they would surrender the city and naval base

nearly a year later, after which they agreed to give up a small chunk of territory and to keep their

warships out of the Black Sea in exchange for peace. Meanwhile, the Light Brigade’s exploits

had already become legendary in Britain, thanks largely to Alfred Tennyson’s poem “The

Page 5 of 5

Charge of the Light Brigade.” Named poet laureate a few years earlier by Queen Victoria, he

praised the bravery of the men as they rode into the “valley of death.” His poem “The Charge of

the Heavy Brigade at Balaclava,” on the other hand, never quite captured the public’s

imagination.

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EXECUTIVE SUMMARY

ES23-008-1 12 Jan 2023

(U) WHAT INSIGHTS ARE DERIVED FROM OPERATION ANACONDA IN REGARD TO THE NCO COMMON CORE COMPENTENCY (NCO C3) OF OPERATIONS AND COMMUNICATIONS? (U) The NCO C3 of Operations is a combination of operational skill sets that, when mastered by senior leaders can save lives and ensure effective unified action. Some of its key tenets include: Large-scale combat operations; understanding operational and mission variables; resolving complex, ill-structured problems with the use of mission command; and understanding how to integrate the different branches of the military into successful joint operations (Department of the Army [DA], 2020a). This final principle of conducting joint operations becomes increasingly important as contemporary conflicts continue to venture further into the realm of multi-domain warfare (Marr, 2018). In order to execute such a complex task, Joint Force Commanders (JFC) must “integrate, synchronize, and direct joint operations” through the use of seven Joint Functions (Joint Chiefs of Staff [JCS], 2017, p. III-1). One of these functions, command and control, is how the JFC directs the forces toward accomplishment of the mission, and its essential task is to “Communicate and ensure the flow of information across the staff and joint force” (JCS, 2017, p. III-2). This task is critical to the creation of a shared understanding, which allows the separate branches to work seamlessly together toward a common goal. The absence of this unifying component hinders missions and increases casualties. In the case study of Operation Anaconda, JFC Major General (MG) Hagenbeck failed to create such a shared understanding with his subordinate Air Force assets, which contributed to increasing the amount of casualties his forces incurred. Although the warning order was published on 6 January, MG Hagenbeck did not notify the Combined Force Air Component Commander of Operation Anaconda until 23 February, just days before the operation began (Fleri et al., 2003). This failure to ensure the flow of information across the joint force, caused downstream effects in planning and preparation that led to diminished air support during the initial stages of the operation. As noted by Lambeth (2005) in his comprehensive analysis, “because so little air support had been requested…coalition troops entered the fight virtually unprotected by any preparatory and suppressive fire” (pp. 204-205). Operation Anaconda provides a clear case of how proficiency in the realm of Operations can result in fewer U.S. casualties. Alongside the importance of the leadership competency is the communication competency. The NCO C3 of Communications is the figurative string that connects all NCO C3s together and is the basis for the overall impression and judgement of a leader. Different types of communication include verbal, non-verbal, written, listening, visual, response and feedback, collaborative, and many others. Communication is something that everyone does, whether deliberate or instinctual; it can be something as subtle as a gesture when walking past someone, or as complex as

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a written manual. All good leaders are good communicators who use the various forms of communication in positive ways, as in interpreting and applying the concepts of Army doctrine. Leaders at all echelons know how to use the abundance of Army doctrinal and regulatory publications to help them succeed in their implied and directed tasks. As an example, a squad leader who wants to know how to properly counsel a Soldier would rely on the Army Training Publication (ATP), The counseling process (ATP 6-22.1), found on the Army Publishing Directorate website. As an example, the Department of Army (2014) states that effective leaders and counselors will talk less and spend more time listening. Although this concept is simple, it is profoundly important to counseling and other communication forums for a leader. Many Army publications, like ATP 6-22.1, specifically help leaders understand communication and ways to enhance their communicative ability in their specific military occupational specialties (MOSs). Another example Army publication that illustrates important communication techniques is the signal support to operations (FM 6-02) publication which “describes how signal Soldiers support Army forces as they shape operational environments, prevent conflict, conduct large-scale combat operations, and consolidate gains against a peer threat in joint operations” (DA, 2019, p. V). During Operation Anaconda Case Study, leaders were responsible for conducting Satellite Communications (SATCOM) in order to order to effectively transmit messages on the battlefield across vast distances. Specifically, the Combined Joint Task Force (CJTF) headquarters was miles away from their field elements but was able to exercise regular situational reports (SITREPs), Medical Evacuations (MEDEVACs) and Close Air Support (CAS) requests, with minimal delays or interruption to operations. The leaders and Soldiers who operated the SATCOMs were proficient with knowledge from their respective Army doctrine, which allowed them to enhance operational effectiveness, while saving lives and leading to mission accomplishment (Fleri et al., 2003). Other key pla