Equal Opportunity Command Climate: Final Report

US Army Command and General Staff College
Dean of Academics
Fort Leavenworth, Kansas 66027
Equal Opportunity Command Climate

Final Report
April 2013
Prepared by: Quality Assurance Office

June 2013
US Army Combined Arms Center

Equal Opportunity Command Climate Survey, April 2013
Table of Contents
Executive Summary ......................................................................................................... i
1. Purpose ................................................................................................................. i
2. Demographics ....................................................................................................... i
3. Summary of Quantitative Findings......................................................................... i
2. Summary of Qualitative Findings .......................................................................... ii
Quantitative Analysis ....................................................................................................... 1
1. Purpose ................................................................................................................ 1
2. Data Collection Plan ............................................................................................. 1
3. Demographics ...................................................................................................... 2
4. Quantitative Analysis and Tables ......................................................................... 3
5. Point of Contact for the Quantitative Analysis..................................................... 10
Qualitative Analysis. ...................................................................................................... 11
1. General Survey Data .......................................................................................... 11
2. Survey Open-Ended Response Analysis / Findings ........................................... 11
3. Points of Contact for the Qualitative Analysis ..................................................... 14
Appendices ................................................................................................................... 15
Appendix A: CGSC 2013 EO Command Climate Survey .......................................... 17
Appendix B: CGSC 2013 EO Command Climate Survey Bar Graphs ....................... 27
Appendix C: CGSC 2013 EO Command Climate Survey Count and Percent ........... 55
Appendix D: Supporting Analysis Tables ................................................................... 67
Appendix E: Open-Ended Responses ....................................................................... 85
CGSC 2013 EO Command Climate Survey Report

Executive Summary

Executive Summary
1.
Purpose. This report presents the findings of the Command and General Staff
College (CGSC) Equal Opportunities Command Climate (EOCC) Survey for Academic
Year 2013 (AY2013). The CGSC Quality Assurance Office (QAO) conducted the survey
from 22 Apr 2013 to 10 May 2013 at the request of the Deputy Commandant and
analyzed the resulting data. QAO used a survey designed and approved by the Army
Research Institute (ARI). As stated by ARI: The purpose of climate assessment is to
provide the leadership a snapshot picture of a unit as it is perceived by members of the
organization as it relates to race, gender, color, religion, national origin, and sexual
harassment. In short, it determines if a unit's climate is both positive and healthy.
2.
Demographics. The CGSC QAO invited the CGSC staff and faculty to respond to
the AY2013 EOCC Survey. The total number of those asked to participate in the survey
was 919. Of those surveyed, 40% (365 of 919) provided valid responses to at least part
of the survey. An in depth analysis of the self reported demographics is at Section 3 of
the following report. See Appendix A for the survey.
3.
Summary of Quantitative Findings:
a.
In general the respondents indicated that the work environment at CGSC is
positive.
b.
The work unit (where respondents perform the majority of their work) moral is
generally high, is a good place to work and workers work hard.
c.
The respondents indicated that overall work performance of the organization is
excellent or very good.
d.
Equal Opportunity Program Support.
(1) Respondents indicated that: their organization actively supports the EO /

EEO Program; their organization actively discourages sexual harassment; they can file
a complaint without fear of reprisal; and they are confident their organization would take
appropriate actions if they filed a complaint.
(2) 24 respondents indicated that during the past 12 months they had been
subjected to discrimination in their organization. For further analysis see section 4 f of
the Quantitative Analysis.
(3)
1 respondent indicated they had been sexually harassed during the past
year.
CGSC QAO
10 Jun 2013

Executive Summary
2.
Summary of Qualitative Findings. There were three open-ended questions.
a.
The first question asked, Is there anything else you wish to tell the Deputy
Commandant (DC) about the Command and General Staff College (CGSC)? Three
trends emerged: work environment, leadership and curriculum.
(1) Work Environment. Respondents made comments like: take an honest hard
look at how the college spends money, in particular how the contract for phase I and
phase II renovations of the CARL have gone; Enforce authorized parking in the disabled
parking spaces; I have never seen morale so low in the faculty. For the most part, the
civilian faculty works hard and is driven by a desire to do right by the Republic, yet none
of that seems to matter; Faculty morale has taken a turn for the worse this year. Its
deeper than sequestration and potential furloughs. Instructors find it difficult to prepare
to teach at work because of various administrative requirements and feels increasingly
taken advantage of; We understand there are serious fiscal problems facing the Army in
general and CGSC in particular. Got it. Not leadership's fault; Start using the conference
center for conferences; and traffic circle It negatively affected the morale of the
organization.
(2) Leadership. Respondents made comments like: You role model what it
means to be a professional in this organization; This organization requires a more
consistent and systematic approach to providing updates to the faculty and staff from
the LD&E and CGSC leadership; Certain senior civilians do not seem to trust managers
and supervisors regarding what should be "standard" management decisions;
comments from superiors about only being qualified for higher positions if that individual
has served as a uniform member or if they are of the right gender for certain leadership
positions within LD&E; the DC, Dean and the leadership have done a poor job. I
deserve better; appreciate that the Deputy Commandant did not immediately leave the
College when he was selected for promotion to Major General; and Recommend
command climate survey for DDE.
(3) Curriculum. Respondents made comments like: The GSP is broken. Speaker
topics do not support curriculum and too many speakers are simply hawking their
books; that the CGSOC core should be retained and that AOC should be scaled back to
allow two 6 week elective terms; Adopt war-fighting centric curriculum based more on
military art & theory with a much more rigorous academic assessment; find a way to
continue the foreign exchange electives; Kill the second start as it is causing a reduction
in the quality of instruction and requires much more time and money than a single class;
officers should write orders; and Need to give students more time to reflect Too many
long days hurt the reflection and learning process.
b.
The second question asked respondents to list 3 things that were going well:
The responses fell into six categories listed in the order of most number of responses to
least: Support to Teaching and Learning, Leadership, Faculty, Lewis and Clark,
Personnel and Affective Domain.
CGSC QAO
ii
10 Jun 2013

Executive Summary
c.
The final question asked respondent to list 3 things that needed improvement.
The responses fell into eight categories listed in the order of the most number of
responses to the least: Leadership, Faculty Support, Curriculum, Schedule, Parking,
Technology, and Diversity.
3.
Point of Contact for the Executive Summary is Rhoda Risner PhD, Director CGSC
Quality Assurance Office, 913.684.2029.
CGSC QAO
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Executive Summary
CGSC QAO
iv
10 Jun 2013

Quantitative Analysis

Quantitative Analysis.
1.
Purpose. This report presents the findings of the Command and General Staff
College (CGSC) Equal Opportunities Command Climate (EOCC) Survey for Academic
Year 2013 (AY2013). The CGSC Quality Assurance Office (QAO) conducted the survey
from 22 Apr 2013 to 10 May 2013 at the request of the Deputy Commandant and
analyzed the resulting data. QAO used a survey designed and approved by the Army
Research Institute (ARI). As stated by ARI: The purpose of climate assessment is to
provide the leadership a snapshot picture of a unit as it is perceived by members of the
organization as it relates to race, gender, color, religion, national origin, and sexual
harassment. In short, it determines if a unit's climate is both positive and healthy.
2.
Data Collection Plan.
a.
The CGSC QAO invited the CGSC staff and faculty to respond to the AY2013
EOCC Survey. The total number of those asked to participate in the survey was 919. Of
those surveyed, 40% (365 of 919) provided valid responses to at least part of the
survey.
b.
The survey had sixty-three questions: six demographic questions; fifteen 4-point
Likert scale questions (Strongly Agree (SA), Agree (A), Disagree (D), Strongly Disagree
(SD)); twelve 5-point Likert scale questions (Strongly Agree (SA), Agree (A), Undecided
(U), Disagree (D), Strongly Disagree (SD)); eleven questions that used a 5-point Likert
scale involving the responses Very Great Extent, Great Extent, Moderate Extent, Slight
Extent, Not At All; nine binary response scale questions (Yes, No, or variants thereof),
including six conditional questions based on prior responses; seven questions using
topic specific scales; and three that were open-ended. Three of the binary response
questions provided opportunities for the respondents to elaborate. Detailed results of
these questions are in Paragraphs 4-7 of this report. A copy of the survey is at Appendix
A.
c.
For analysis, the percentage of responses in each category was computed. For
the 4- and 5-point Likert scale questions, a favorable response is defined as a response
of Strongly Agree or Agree. For the questions using the response scale Very Great
Extent, Great Extent, Moderate Extent, Slight Extent, Not At All, a favorable response is
defined as a response of Very Great Extent or Great Extent. Because of the context, a
favorable response for the binary response questions is defined as a response of No.
No standard is used for analysis as with a curriculum survey as there is no standard to
be met.
d.
Because demographic distributions for the College staff and faculty are
unavailable, it is difficult to say whether or not the survey respondents are reasonably
representative of the whole. Assuming that this is the case and based on the target
CGSC QAO
10 Jun 2013

population and the sample size, a conservative estimate of the margin of error for the
aggregate sample percentages in paragraph 4 is 3% (=.05). A Met / Not Met
standard is not presented
e.
Due to standard mathematical rounding, percentages in the Quantitative
Analysis tables (paragraph 4, below) and the Comparisons tables (Appendix xxx) may
not total to exactly 100%.
3.
Demographics. The self-reported demographics presented in this paragraph are
used for the comparisons discussed in paragraph 4 (Quantitative Analysis). Not all
respondents responded to all the demographic questions.
a.
Tables 1 through 6, below, present respondent self-reported demographic
information.
Table 1: CGSC 2013 EO Command Climate Survey Respondent Gender Demographic
I am:
Male
Female
Count
Percent
303
55
85%
15%
Table 2: CGSC 2013 EO Command Climate Survey Respondent Primary Duties Demographic
My primary duties are:
Staff
Faculty
Count
129
230
Percent
36%
64%
Table 3: CGSC 2013 EO Command Climate Survey Respondent Employee Type Demographic
I am a:
Civilian Federal Employee
Military
Contractor
Other (Please Specify)
Count
Percent
234
65%
113
31%
12
3%
3
1%
2 Other respondents indicated Title X
Table 4: CGSC 2013 EO Command Climate Survey Respondent Position Demographic

I am a:
Non-supervisory employee
Team Leader
Supervisor
Count
Percent
270
75%
23
6%
69
19%
Table 5: CGSC 2013 EO Command Climate Survey Respondent Ethnicity Demographic

Chicano, Cuban, Mexican, Other Spanish /
Mexican American, or
Hispanic / Latino
Puerto Rican
ethnicity.
Count
Percent
CGSC QAO
6
2%
1
0%
Black (African
White
American)
(Caucasian)
12
3%
312
89%
Other (Please Specify) (e.g.,

American Indian or Alaska Native,
Asian, Native Hawaiian or other
Pacific Islander)
20
6%
10 Jun 2013

Table 6: CGSC 2013 EO Command Climate Survey Respondent Pay Grade / Rank Demographic
My current
GS/WG/NA 8 or
GS/WG/NA GS/WG/NA 13-15 SGT-SSG SFC CSM WO1 - MAJ COL Contractor Does
civilian grade or below / NF 3 or
9-12 / NF 4 / SES / NF 5-6
(E5 - E6)
(E7 - E9) CW5 (O4 - O6)
not Apply
military rank is:
below
Count
Percent
b.
4.
19
7%
96
33%
59
20%
1
<1%
2
1%
2
1%
99
34%
10
3%
No CGSC department / section specific demographic data was collected.

Quantitative Analysis and Tables.
a.
Analysis of 5-point Likert Scale Questions (Strongly Agree, Agree, Neither
Agree nor Disagree, Disagree, Strongly Disagree). This paragraph presents the results
of general work environment and EO/Sexual Harassment questions. As there was no
standard to be met, favorable percentages are presented as the sum of the two
favorable responses for each question: Strongly Agree + Agree, or Strongly Disagree +
Disagree.
b.
General Work Environment. The first set of questions asked about the
respondents general work environment.
(1)
In general, respondents indicated that:

They are performing the type of work they should be doing,
according to their civilian job classification or military AOC/MOS.
They know what is expected of them on the job.
They have the proper equipment and materials needed to perform
their job well.
The physical conditions of their workplace (for example, noise level,
temperature, lighting, cleanliness) allow them to perform their job
well.
They do not have too much work to do their job properly.
Their work provides them with a sense of personal
accomplishment/pride.
All in all, they are satisfied with their jobs.
(2)
Smaller majorities indicated that:

They feel their office/work unit procedures and rules help them to
complete work efficiently and on time. (66%)
They receive the training needed to perform their job properly (for
example, on-the-job training, classroom instruction, conferences,
workshops). (66%)
They have enough training and other developmental opportunities to
advance in their career. (56%)
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10 Jun 2013

(3)
Table 7, below, presents the analysis of these questions.
Table 7: CGSC 2013 EO Command Climate Survey General Work Environment Question Analysis
Please select your agreement with the following
statements regarding your job and workplace.
I am performing the type of work I should be Count

doing, according to my civilian job
Percent
classification or military AOC/MOS.
Count
I know what is expected of me on the job.
Percent
I have the proper equipment and materials I Count
need to perform my job well.
Percent
The physical conditions of my workplace
Count
(for example, noise level, temperature,
lighting, cleanliness) allow me to perform
Percent
my job well.
Count
I have too much work to do my job properly.
Percent
Count
My work provides me with a sense of
personal accomplishment/pride.
Percent
I feel my office/work unit procedures and
Count
rules help me to complete work efficiently
Percent
and on time.
Count
I feel my work performance is evaluated
fairly.
Percent
I receive the training I need to perform my Count
job properly (for example, on-the-job
training, classroom instruction, conferences, Percent
workshops).
I have enough training and other
Count
developmental opportunities to advance in
Percent
my career.
Count
All in all, I am satisfied with my job.
Percent
Favorable
Strongly
Neither Agree
Strongly
Agree
Disagree
Agree
nor Disagree
Disagree
310
168
142
28
18
85%
46%
39%
8%
5%
2%
325
88%
310
84%
305
167
45%
141
38%
148
158
43%
169
46%
157
22
6%
34
9%
39
14
4%
16
4%
22
7
2%
10
3%
4
82%
40%
42%
11%
6%
1%
84
23%
295
80%
244
32
9%
147
40%
74
52
14%
148
40%
170
106
29%
48
13%
79
148
40%
19
5%
35
30
8%
7
2%
11
66%
20%
46%
21%
9%
3%
249
67%
246
86
23%
76
163
44%
170
75
20%
65
31
8%
37
15
4%
22
66%
21%
46%
18%
10%
6%
205
69
136
85
52
27
56%
19%
37%
23%
14%
7%
283
77%
117
32%
166
45%
43
12%
29
8%
14
4%
c.
Work or Work Unit. The next set of questions asked about the respondents
work or work unit. The survey defined this as where respondents performed the majority
of their work; this included persons assigned to their unit with whom they regularly
worked.
(1) 52% of the respondents indicated the morale in their work unit is Very High
or High; 34% indicated it was moderate and 14% indicated it was Low or Very Low.
(2) In general respondents indicated that they are Very Satisfied or Satisfied with
their work group / work unit.
(3)
In general, respondents indicated that:

Work productivity in their work group/work unit is not hurt by a lack of
planning.
CGSC QAO
10 Jun 2013

There are not too few people in their work group/work unit to get the
work done.
Compared to other work units, their work group/work unit is a good
place to work.
People in their work group/work unit are working hard.
In terms of work habits and on-the-job behavior, supervisors in their
work group/work unit set a good example by their actions during the
work day.
The overall organization of their work group/work unit is appropriate
for getting the work done.
Persons in their work group/work unit work effectively as a team.
The people they work with do a good job.
Customers are satisfied with the products/services their work
group/work unit provides.
(4)
A smaller majority indicated that:

When awards are given in my work group/work unit, they go to the
people who earned them. (52%)
The workload is distributed effectively among members of my work
group/work unit. (62%)
Products and services in my work group/work unit are improved
based on customer input. (65%)
(5)
Tables 8, 9 and 10, below present the analysis of these questions
Table 8: CGSC 2013 EO Command Climate Survey Respondent Indicators of Work Group / Work
Unit Moral.
What is the level of morale in your work group/work unit?
Favorable Very High
Count
Percent
186
52%
44
12%
High
Moderate
Low
Very Low
142
40%
123
34%
28
8%
20
6%
Table 9: CGSC 2013 EO Command Climate Survey Respondent Satisfaction with Work Group /
Work Unit.
Overall, how satisfied are you with your work
group/work unit?
Count
Percent
CGSC QAO
Favorable
Very
Satisfied
Satisfied
268
76%
107
30%
161
45%
Somewhat
Very
Dissatisfied
Satisfied
Dissatisfied
55
16%
21
6%
10
3%
10 Jun 2013

Table 10: CGSC 2013 EO Command Climate Survey Work Environment Question Analysis
Please select the answer that best reflects your
agreement with the following statements.
Favorable
Strongly
Agree
Agree
Neither Agree
nor Disagree
Disagree
Strongly
Disagree
Count
190
58
132
115
37
22
Percent
52%
16%
36%
32%
10%
6%
Count
108
17
91
85
147
28
Percent
29%
5%
25%
23%
40%
8%
Count
Percent
Compared to other work units, my work Count
group/work unit is a good place to work. Percent
People in my work group/work unit are Count
working hard.
Percent
In terms of work habits and on-the-job Count
behavior, supervisors in my work
group/work unit set a good example by Percent
their actions during the work day.
The overall organization of my work
Count
group/work unit is appropriate for
Percent
getting the work done.
Count
Persons in my work group/work unit
work effectively as a team.
Percent
Count
The people I work with do a good job.
Percent
The workload is distributed effectively Count
among members of my work group/work
Percent
unit.
Products and services in my work
Count
group/work unit are improved based on
Percent
customer input.
Customers are satisfied with the
Count
products/services my work group/work
Percent
unit provides.
92
25%
296
81%
314
85%
285
29
8%
112
31%
115
31%
123
63
17%
184
50%
199
54%
162
83
23%
49
13%
36
10%
44
170
46%
18
5%
11
3%
25
21
6%
4
1%
7
2%
13
78%
34%
44%
12%
7%
4%
285
98
187
47
26
10
77%
27%
51%
13%
7%
3%
296
81%
331
90%
227
110
30%
130
35%
54
186
51%
201
55%
173
42
11%
27
7%
58
19
5%
9
2%
63
10
3%
1
0%
20
62%
15%
47%
16%
17%
5%
238
73
165
92
25
12
65%
20%
45%
25%
7%
3%
301
90
211
56
82%
25%
58%
15%
2%
0%
When awards are given in my work

group/work unit, they go to the people
who earned them.
Work productivity in my work
group/work unit is hurt by a lack of
planning.
There are too few people in my work
group/work unit to get the work done.
d.
Organization. The next set of questions asked about relationships in the
respondents organization. The survey defined the organization thus: Usually, Your
Organization is (at least) the next higher level in your organization/command. You may
be working in a branch or division, but your working rules may be set at the next higher
level - your Organization.
(1) 66% of the respondents indicated the overall work performance of their
organization is Excellent or Very Good. 26% indicated it was good and 8% indicated it
was Fair or Poor.
(2)
Respondents indicated in general that to a Very Great or Great Extent:

Their organization has a good reputation with those who use its
products/services;
Supervisors in their organization treat them with respect;
CGSC QAO
10 Jun 2013

Employees treated fairly with regard to discipline in their

organization;
Persons of different racial/ethnic groups get along well in their
organization;
Males and females get along well in their organization;
Military and civilian employees get along well in their organization;
and
Military/civilians and contractors get along in their organization.
(b)
A smaller majority indicated that to a Very Great or Great Extent:

Their organization tries to resolve conflicts and differences instead of
ignoring or working around them (53%); and
Their organization encourages creative solutions to work problems
(54%).
(c)
A minority indicated that to a Very Great or Great Extent:

work units within their organization coordinate their work
actions/efforts, when appropriate (47%); and
they are satisfied with the amount of involvement they have in
decisions that affect their work (45%).
(3)
Tables 11 and 12, below, present the analysis of these questions.
Table 11: CGSC 2013 EO Command Climate Survey Organization Work Performance Question
Analysis
The overall work performance of my organization is:
Count
Percent
Favorable
Excellent
Very Good
Good
Fair
Poor
215
66%
88
27%
127
39%
84
26%
20
6%
5
2%
Table 12: CGSC 2013 EO Command Climate Survey Organization Question Analysis
To what extent...
do work units within your Organization coordinate Count

their work actions/efforts, when appropriate?
Percent
Count
does your Organization have a good reputation
with those who use its products/services?
Percent
does your Organization try to resolve conflicts and Count
differences instead of ignoring or working around
Percent
them?
Count
does your Organization encourage creative
solutions to work problems?
Percent
are you satisfied with the amount of involvement Count
you have in decisions that affect your work?
Percent
CGSC QAO
Favorable
Very Great
Extent
Great Moderate Slight Not

Extent
Extent
Extent At All
170
47%
262
73%
193
37
10%
90
25%
58
133
37%
172
48%
135
133
37%
69
19%
98
57
16%
19
5%
45
4
1%
9
3%
27
53%
16%
37%
27%
12%
7%
195
54%
165
45%
69
19%
61
17%
126
35%
104
29%
90
25%
99
27%
52
14%
66
18%
26
7%
33
9%
10 Jun 2013

Table 13: CGSC 2013 EO Command Climate Survey Organization Question Analysis (cont)
To what extent...
Favorable
Very Great
Extent
268
74%
247
69%
325
90%
314
87%
304
84%
285
80%
133
37%
97
27%
160
44%
150
41%
147
41%
122
34%
do supervisors in your Organization treat you with Count

respect?
Percent
Count
are employees treated fairly with regard to
discipline in your Organization?
Percent
Count
do persons of different racial/ethnic groups get
along well in your Organization?
Percent
Count
do males and females get along well in your
Organization?
Percent
do military and civilian employees get along well in Count
your Organization?
Percent
Count
do military/civilians and contractors get along in
your Organization?
Percent
e.
Great Moderate Slight Not

Extent
Extent
Extent At All
135
37%
150
42%
165
46%
164
45%
157
44%
163
46%
54
15%
66
18%
31
9%
39
11%
44
12%
58
16%
24
7%
25
7%
4
1%
8
2%
12
3%
9
3%
17
5%
22
6%
1
0%
2
1%
0
0%
4
1%
Equal Opportunity Program Support.
(1) Respondents indicated that: their organization actively supports the EO /

EEO Program; their organization actively discourages sexual harassment; they can file
a complaint without fear of reprisal; and they are confident their organization would take
appropriate actions if they filed a complaint.
Table 14: CGSC 2013 EO Command Climate Survey EO / EEO Program Support
Favorable
Strongly
Agree
Agree
Neither Agree
Disagree
nor Disagree
Strongly
Disagree
The Equal Opportunity (EO)/Equal

Employment Opportunity (EEO) Program is
actively supported in my Organization.
Count
258
112
146
85
13
Percent
71%
31%
40%
23%
4%
2%
Sexual harassment is actively discouraged in

my Organization.
Count
Percent
Count
Percent
Count
317
88%
277
76%
271
159
44%
144
40%
140
158
44%
133
37%
131
40
11%
54
15%
56
5
1%
17
5%
17
0
0%
15
4%
15
Percent
75%
39%
36%
16%
5%
4%
I can make/file a complaint without fear of

reprisal.
I am confident that appropriate actions would
be taken in my Organization if I filed a
complaint
f.
Discrimination.
(1) 24 respondents indicated that during the past 12 months they had been
subjected to discrimination in their organization. 22 respondents indicated discrimination
on the April 2012 Command Climate Survey. 22 respondents indicated discrimination
on the April 2010 Command Climate Survey.
(2) 2 of those 24 indicated they reported it. 17 of the 24 indicated management
took no action. 7 indicated they did not know. No respondents indicated management
took action.
CGSC QAO
10 Jun 2013

(3) Discrimination by Respondent Type. The demographic analysis below is

based on respondent self-reported demographics
(a) 18 Male and 6 Female respondents indicated they had been subjected to
discrimination in the past year.
(b) 6 Staff and 17 Faculty indicated they had been subjected to discrimination
in the past year. 4 Male and 2 Female Staff, and 14 Male and 3 Female Faculty
indicated they had been subjected to discrimination in the past year.
(c) 17 Civilian Employees, 5 Military, 1 Contractor and 1 Other indicated
they had been subjected to discrimination.
i
12 Male Civilian Employees and 5 Female Civilian Employees indicated
they had been subjected to discrimination.
ii
4 Male Military and 1 Female Military indicated they had been subjected to
discrimination.
iii
1 Male Contractor and 1 Male Other indicated they had been subjected
to discrimination.
(4) The 24 respondents indicated they had experienced discrimination in these
areas: 10 Gender (sex); 5 Age; 4 Racial; 4 Physical / Mental Disability; 3 Religious; 1
Nation Origin; and 7 Other (Civilian in a military organization, different rules for different
people, grade, MOS, not retired O5 or O6, Rand, and Position).
(5) The 24 respondents indicated the discrimination affected them in these
areas: 18 Work Environment; 13 Job / Project Assignments; 11 Promotions; 7 Awards;
7 Performance Rating; 3 Training; and 3 Other (Continuance and Retention).
(6)
g.
Supporting analysis tables are in Appendix (xxx)
Sexual Harassment.
(1) 1 respondent indicated they had been sexually harassed during the past
year. 4 respondents indicated they had been sexually harassed on the April 2012
Command Climate Survey. 2 respondents indicated they had been sexually harassed
on the April 2010 Command Climate Survey.
(2) The respondent indicated the harassment took the form of: Sexual teasing,
jokes, remarks, or questions; and Sexual looks, staring, or gestures.
(3)
effect.
CGSC QAO
The respondent did not indicate in which area(s) the sexual harassment took
10 Jun 2013

(4) The respondent did not report the harassment, hence did not reply to the
question about management taking action.
(5)
Supporting analysis tables are in Appendix (xxx)
h.
Sexual Assault. The survey contained no reported incidents of sexual assault.
No respondents indicated incidents of sexual assault on either the April 2012 or April
2010 Command Climate Surveys.
5.
Point of Contact for the Quantitative Analysis: Ralph P. Reed, CGSC QAO,
913-684-4759.
CGSC QAO
10
10 Jun 2013

Qualitative Analysis

Qualitative Analysis.
1.
General Survey Data.
a.
The CGSC QAO invited 919 CGSC staff and faculty to respond to the AY2012
EOCC Survey. Of those surveyed, 40% (365 of 919) provided valid responses to all or
at least part of the survey. This resulted in a margin of error 3% (=.05).
b.
The survey asked three open-ended questions:
(1) Is there anything else you wish to tell the Deputy Commandant (DC) about
the Command and General Staff College (CGSC)?
c.
(2)
List 3 things that are good or going well.
(3)
List 3 things needing improvement.
Qualitative Data Analysis Methodology.
(1) For data reporting purposes of this survey, open ended questions are first
qualitatively categorized then quantitatively computed to identify trends. Where
applicable, Salient categories are formed when 5% or more of the survey respondents
respond similarly to a question. A trend is formed when 15% or more respond similarly
to the same question.
(2) The first question above was analyzed in this manner. The remaining two, 3
things going well and 3 things needing improvement, were not. Aggregate responses to
all three questions are in Appendix XXX.
2.
Survey Open-Ended Response Analysis / Findings.
a.
The first question asked, Is there anything else you wish to tell the Deputy
Commandant (DC) about the Command and General Staff College (CGSC)?
(1) 154 survey respondents elected to respond to this question with more than
154 comments as some elected to comment on more than one item. For this question 8
or more comments constituted a salient category and 23 or more comments constituted
a trend.
(2) Four salient categories developed: Work Environment; Leadership;
Curriculum; and Downsizing / Sequester.
(3)
CGSC QAO
Three trends emerged:
11
10 Jun 2013

(a) Work Environment. Respondents made comments like: take an honest

hard look at how the college spends money, in particular how the contract for phase I
and phase II renovations of the CARL have gone; Enforce authorized parking in the
disabled parking spaces; I have never seen morale so low in the faculty. For the most
part, the civilian faculty works hard and is driven by a desire to do right by the Republic,
yet none of that seems to matter; Faculty morale has taken a turn for the worse this
year. Its deeper than sequestration and potential furloughs. Instructors find it difficult to
prepare to teach at work because of various administrative requirements and feels
increasingly taken advantage of; We understand there are serious fiscal problems
facing the Army in general and CGSC in particular. Got it. Not leadership's fault; Start
using the conference center for conferences; and traffic circle It negatively affected
the morale of the organization (7 comments).
(b) Leadership. Respondents made comments like: You role model what it
means to be a professional in this organization; This organization requires a more
consistent and systematic approach to providing updates to the faculty and staff from
the LD&E and CGSC leadership; Certain senior civilians do not seem to trust managers
and supervisors regarding what should be "standard" management decisions;
comments from superiors about only being qualified for higher positions if that individual
has served as a uniform member or if they are of the right gender for certain leadership
positions within LD&E; the DC, Dean and the leadership have done a poor job. I
deserve better; appreciate that the Deputy Commandant did not immediately leave the
College when he was selected for promotion to Major General; and Recommend
command climate survey for DDE.
(c) Curriculum. Respondents made comments like: The GSP is broken.
Speaker topics do not support curriculum and too many speakers are simply hawking
their books; that the CGSOC core should be retained and that AOC should be scaled
back to allow two 6 week elective terms; Adopt war-fighting centric curriculum based
more on military art & theory with a much more rigorous academic assessment; find a
way to continue the foreign exchange electives; Kill the second start as it is causing a
reduction in the quality of instruction and requires much more time and money than a
single class; officers should write orders; and Need to give students more time to reflect
Too many long days hurt the reflection and learning process.
b.
well.
The next question asked respondents to list 3 things that were good or going
(1) 215 respondents elected to comment on this question with more than 215
comments as the number of comments varied from 1 to 3.
(2) The responses fell into six categories listed in the order of most number of
responses to least: Support to Teaching and Learning, Leadership, Faculty, Lewis and
Clark, Personnel and Affective Domain.
CGSC QAO
12
10 Jun 2013

(a) The category Support to Teaching and Learning includes such response
groups (again from the most to the least number of responses), as: the curriculum and
its development process, Esprit de Corps, Faculty Development, Faculty autonomy,
staff support, student services, technology, and the library.
(b) The category Leadership includes the response groups: Leadership in
general, Departmental, Team, Communication and the Deputy Commandant.
(c) The category Faculty included such responses quality, high performers,
effective, and good colleagues.
(d) The category Lewis and Clark included such responses as great work
environment, well maintained and parking has improved.
(e) The category of personnel included such responses as highly
professional workforce, motivated people and helpful staff and administrators.
(f) The category of Affective Domain included responses about loving the
job, good morale, great working conditions.
c.
The next question asked respondents to list three things that needed
improvement.
(1) 232 respondents elected to comment on this question with more than 232
comments as the number of comments per respondent varied from 1 to 3.
(2) The responses fell into eight categories listed in the order of the most
number of responses to the least: Leadership, Faculty Support, Curriculum, Schedule,
Parking, Technology, and Diversity.
(a) The category Leadership includes such response groups (from the most
to the least) as: poor/lack of communication, situationally unaware leadership,
departmental leadership, unsupportive leadership staff, patronizing messages, and the
budget.
(b) The category Faculty Support includes such response groups as:
reappointment and awards, lack of developmental opportunities, and respect for
teaching.
(c) The category Curriculum includes such response groups as: Unrelated
Guest Speakers, Academic Rigor, and constant curriculum changes.
(d) The category Schedule includes such response groups as: too much
contact time/no reflection time, Strawman constant change, too many Guest Speakers
and too much mandatory training.
CGSC QAO
13
10 Jun 2013

(e) The category Parking includes the response groups as: parking, new
Abrams Loop requirements, Truesdale, and guest parking.
(f) The category technology includes responses about everything from
Sharepoint to Blackboard.
(g) And finally the category Diversity includes responses about nonrepresentation of diverse groups in the College.
3.
Points of Contact for the Qualitative Analysis.

a.
Rhoda Risner, PhD, Director, CGSC QAO, 913-684-2029.
b.
Ralph P. Reed, CGSC QAO, 913-684-4759.
CGSC QAO
14
10 Jun 2013

Appendices
CGSC QAO
15
10 Jun 2013

CGSC QAO
16
10 Jun 2013
CGSC 2013 EO Command Climate Survey

Appendix A: Survey
Appendix A: CGSC 2013 EO Command Climate Survey

Header at the top of every page

Equal Opportunity Command Climate Survey April 2013
(Page 1)
Periodically we seek to inform the
Deputy Commandant of the CGSC
command climate. The information you
provide may guide his focus toward
areas for improvement.
Your participation is voluntary and your
responses are confidential. This survey
DOES NOT ask for unique information
by which you can be identified. Only
group statistics are reported.
If you have questions or comments
about this survey, please contact Ralph
P. Reed, CGSC Quality Assurance
Office, 913-684-4759.
Thank you for your time and

comments.
Use the navigation bar at the bottom of the page to move through the survey.
Select "Next" to begin
Approved by CGSC Institutional Research
Survey Control number is 13-04-066
April 2013
CGSC QAO
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10 Jun 2013

Appendix A: Survey
(Page 2)
My Job and Workplace

Please select your agreement with the following statements
regarding your job and workplace.
Strongly
Neither Agree
Strongly
Agree
Disagree
Agree
nor Disagree
Disagree
I am performing the type of work I should be doing, according to

my civilian job classification or military AOC/MOS.
I have the proper equipment and materials I need to perform my
job well.
The physical conditions of my workplace (for example, noise
level, temperature, lighting, cleanliness) allow me to perform my
job well.
My work provides me with a sense of personal
I feel my office/work unit procedures and rules help me to
complete work efficiently and on time.
I feel my work performance is evaluated fairly.
I receive the training I need to perform my job properly (for
example, on-the-job training, classroom instruction, conferences,
workshops).
I have enough training and other developmental opportunities to
advance in my career.
CGSC QAO
18
10 Jun 2013

Appendix A: Survey
Page 3
Your Work Group/Work Unit
Your "work group" or "work unit" is where you perform the majority of your work.
It includes the persons assigned to your unit with whom you regularly work.
Please select the answer that best reflects your agreement with the Strongly
Neither Agree
Strongly
Agree
Disagree
following statements.
Agree
nor Disagree
Disagree
When awards are given in my work group/work unit, they go to

the people who earned them.
Work productivity in my work group/work unit is hurt by a lack of
planning.
There are too few people in my work group/work unit to get the
work done.
Compared to other work units, my work group/work unit is a good
place to work.
People in my work group/work unit are working hard.
In terms of work habits and on-the-job behavior, supervisors in
my work group/work unit set a good example by their actions
during the work day.
The overall organization of my work group/work unit is
appropriate for getting the work done.
Persons in my work group/work unit work effectively as a team.
The workload is distributed effectively among members of my
work group/work unit.
Products and services in my work group/work unit are improved
based on customer input.
Customers are satisfied with the products/services my work

Very High
High
Moderate
Low
Very Low
Overall, how satisfied are you with your work group/work unit?
Very Satisfied
Very Dissatisfied
CGSC QAO
Satisfied
Somewhat Satisfied
19
Dissatisfied
10 Jun 2013

Appendix A: Survey
Page 4
Your Organization
Usually, "Your Organization" is (at least) the next higher level in your
organization/command. You may be working in a branch or division, but your
working rules may be set at the next higher level - your "Organization."
Excellent
Very Good
Good
To what extent...
Fair
Very Great
Extent
Poor
Great
Extent
Moderate Slight
Not At All
Extent Extent
do work units within your Organization coordinate their work

actions/efforts, when appropriate?
does your Organization have a good reputation with those who use
its products/services?
does your Organization try to resolve conflicts and differences
instead of ignoring or working around them?
does your Organization encourage creative solutions to work
problems?
are you satisfied with the amount of involvement you have in
decisions that affect your work?
do supervisors in your Organization treat you with respect?
are employees treated fairly with regard to discipline in your
Organization?
do persons of different racial/ethnic groups get along well in your
Organization?
do males and females get along well in your Organization?
do military and civilian employees get along well in your
Organization?
do military/civilians and contractors get along in your Organization?
CGSC QAO
20
10 Jun 2013

Appendix A: Survey
Page 5
Human Relations
The U.S. Army will provide EO and fair treatment for military personnel and family
members without regard to race, color, gender, religion, national origin, and
provide an environment free of unlawful discrimination and offensive behavior
(AR 600-20).
During the last 12 months, I have been subjected to discrimination in my Organization.

Yes
No
(If Yes, then the following questions appear)
I reported the discrimination incident.

Yes
No
I experienced this type(s) of discrimination in my Organization? (select all that apply)

Racial
Gender (sex)
Physical /mental disability
Religious
Age
National Origin
The discrimination I experienced impacted me in this/these area(s). (choose all that

apply)
Promotions
Performance rating
Job/project assignments
Training
Awards
Work environment
Management took action. (e.g., management spoke to the offending person)?

Yes
CGSC QAO
No
Dont Know
21
10 Jun 2013

Appendix A: Survey
Page 6
Sexual Harassment
Sexual harassment is a form of gender discrimination that involves unwelcome
sexual advances, requests for sexual favors, and other verbal or physical
conduct of a sexual nature between the same or opposite genders (AR 600-20).
During the last 12 months, I have been sexually harassed by someone in my
Organization?
Yes
No
(If Yes, the following questions appear.)
I reported the sexual harassment incident.
Yes
No
I experienced this/these type(s) of sexual harassment from someone in my

Organization? (check all that apply)
Sexual teasing, jokes, remarks, or questions
Sexual looks, staring, or gestures
Letters, phone calls, or materials of a sexual nature
Pressure for dates
Deliberate touching, leaning over, cornering, or pinching
Pressure for sexual favors
Stalking or invasion of personal residence
The sexual harassment I experienced impacted me in this/these area(s).
(Choose all that apply)
Promotions
Awards
Performance rating
Training
Work environment
Yes
No
Management took action. (e.g., spoke to the offending person)

Yes
CGSC QAO
No
Dont Know
22
10 Jun 2013

Appendix A: Survey
Page 7
Sexual Assault
refers to offenses of a sexual nature committed without the lawful consent of the
victim. Sexual assault includes rape, forcible sodomy, indecent assault, and
carnal knowledge as defined by Articles 120, 125, and 134 of the Uniform Code of
Military Justice (UCMJ). Attempts to commit any of the aforementioned offenses
under Article 80 are also considered sexual assault (AR 600-20).
During the last 12 months, I was sexually assaulted (attempted or completed) by
someone in my Organization?
Yes
No
(If yes, the following appear.)
I reported the sexual assault incident.

Yes
No
Management took action.

Yes
No
Don't Know
Page 8
EO/EEO Program
Please select the response best reflecting your opinion.
Strongly
Agree
Agree
Neither Agree
Disagree
nor Disagree
Strongly
Disagree
The Equal Opportunity (EO)/Equal Employment Opportunity

(EEO) Program is actively supported in my Organization.
Sexual harassment is actively discouraged in my Organization.
I can make/file a complaint without fear of reprisal.
I am confident that appropriate actions would be taken in my
Organization if I filed a complaint
CGSC QAO
23
10 Jun 2013

Appendix A: Survey
Page 9
As with the rest of the survey, your responses to the following demographic questions
are voluntary and confidential. Data is reported in such a manner that you cannot be
identified.
Staff
I am a:
I am:
Male
I am:

Faculty
Team Leader
Supervisor
Military
Contractor
Female
I am:
Chicano, Cuban, Mexican, Mexican American, or Puerto Rican
Other Spanish / Hispanic / Latino ethnicity.
Black (African American)
White (Caucasian)
Other (Please Specify) (e.g., American Indian or Alaska Native, Asian, Native
Hawaiian or other Pacific Islander)
My current civilian grade or military rank is:
GS/WG/NA 8 or below / NF 3 or below
GS/WG/NA 9-12 / NF 4
GS/WG/NA 13-15 / SES / NF 5-6
PV1-CPL/SPC (E1 - E4)
SGT-SSG (E5 - E6)
SFC - CSM (E7 - E9)
WO1 - CW5
2LT - CPT (O1 - O3)
MAJ - COL (O4 - O6)
BG - LTG (O7 - O9)
Contractor, Does not Apply
CGSC QAO
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Appendix A: Survey
Page 10 (Open-ended responses)

Please list THREE things that are good or going well at the CGSC.
Please list THREE things needing improvement at CGSC.
Is there anything else you wish to tell the Deputy Commandant about the
Command and General Staff College?
Page 11 (Submit page)

Thank you for your participation.
If you have any questions about this survey, contact Ralph P. Reed, CGSC QAO (913684-4759).
Please click "Finish" to submit your responses.
Page 12 (Exit page close the browser)
Your Responses have been submitted.
Please close your browser to exit to survey.
CGSC QAO
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Appendix A: Survey
CGSC QAO
26
10 Jun 2013
Appendix B: CGSC 2013 EO Command Climate Survey Bar Graphs

Figure 1: I am performing the type of work I should be doing, according to my civilian job
Figure 2: I know what is expected of me on the job.
CGSC QAO
27
14 May 2013

Appendix B: Bar Graphs
Figure 3: I have the proper equipment and materials I need to perform my job well.
Figure 4: The physical conditions of my workplace (for example, noise level, temperature, lighting,
cleanliness) allow me to perform my job well.
CGSC QAO
28
10 Jun 2013

Figure 5: I have too much work to do my job properly.
Figure 6: My work provides me with a sense of personal accomplishment/pride.
CGSC QAO
29
10 Jun 2013

Figure 7: I feel my office/work unit procedures and rules help me to complete work efficiently and
on time.
Figure 8: I feel my work performance is evaluated fairly.
CGSC QAO
30
10 Jun 2013

Figure 9: I receive the training I need to perform my job properly (for example, on-the-job training,
classroom instruction, conferences, workshops).
Figure 10: I have enough training and other developmental opportunities to advance in my career.
CGSC QAO
31
10 Jun 2013

Figure 11: All in all, I am satisfied with my job.
Figure 12: When awards are given in my work group/work unit, they go to the people who earned
them.
CGSC QAO
32
10 Jun 2013

Figure 13: Work productivity in my work group/work unit is hurt by a lack of planning.
Figure 14: There are too few people in my work group/work unit to get the work done.
CGSC QAO
33
10 Jun 2013

Figure 15: Compared to other work units, my work group/work unit is a good place to work.
Figure 16: People in my work group/work unit are working hard.
CGSC QAO
34
10 Jun 2013

Figure 17: In terms of work habits and on-the-job behavior, supervisors in my work group/work
unit set a good example by their actions during the work day.
Figure 18: The overall organization of my work group/work unit is appropriate for getting the work
done.
CGSC QAO
35
10 Jun 2013

Figure 19: Persons in my work group/work unit work effectively as a team.
Figure 20: The people I work with do a good job.
CGSC QAO
36
10 Jun 2013

Figure 21: The workload is distributed effectively among members of my work group/work unit.
Figure 22: Products and services in my work group/work unit are improved based on customer
input.
CGSC QAO
37
10 Jun 2013

Figure 23: Customers are satisfied with the products/services my work group/work unit provides.
Figure 24: What is the level of morale in your work group/work unit?
CGSC QAO
38
10 Jun 2013

Figure 25: Overall, how satisfied are you with your work group/work unit?
Figure 26: To what extent do work units within your Organization coordinate their work
actions/efforts, when appropriate?
CGSC QAO
39
10 Jun 2013

Figure 27: To what extent does your Organization have a good reputation with those who use its
products/services?
Figure 28: To what extent does your Organization try to resolve conflicts and differences instead
of ignoring or working around them?
CGSC QAO
40
10 Jun 2013

Figure 29: To what extent does your Organization encourage creative solutions to work
problems?
Figure 30: To what extent are you satisfied with the amount of involvement you have in decisions
that affect your work?
CGSC QAO
41
10 Jun 2013

Figure 31: To what extent do supervisors in your Organization treat you with respect?
Figure 32: To what extent are employees treated fairly with regard to discipline in your
Organization?
CGSC QAO
42
10 Jun 2013

Figure 33: To what extent do persons of different racial/ethnic groups get along well in your
Organization?
Figure 34: To what extent do males and females get along well in your Organization?
CGSC QAO
43
10 Jun 2013

Figure 35: To what extent do military and civilian employees get along well in your Organization?
Figure 36: To what extent do military/civilians and contractors get along in your Organization?
CGSC QAO
44
10 Jun 2013

Figure 37: The overall work performance of my organization is:
Figure 38: During the last 12 months, I have been subjected to discrimination in my Organization.
CGSC QAO
45
10 Jun 2013

Figure 39: I reported the discrimination incident.
Figure 40: I experienced this type(s) of discrimination in my Organization? (select all that apply)
CGSC QAO
46
10 Jun 2013

Figure 41: The discrimination I experienced impacted me in this/these area(s). (choose all that
apply)
Figure 42: Management took action. (e.g., management spoke to the offending person)?
CGSC QAO
47
10 Jun 2013

Figure 43: During the last 12 months, I have been sexually harassed by someone in my
Organization?
Figure 44: I experienced this/these type(s) of sexual harassment from someone in my

Organization? (check all that apply)
CGSC QAO
48
10 Jun 2013

Figure 45: I reported the sexual harassment incident.
Figure 46: During the last 12 months, I was sexually assaulted (attempted or completed) by
someone in my Organization?
CGSC QAO
49
10 Jun 2013

Figure 47: The Equal Opportunity (EO)/Equal Employment Opportunity (EEO) Program is actively
supported in my Organization.
Figure 48: Sexual harassment is actively discouraged in my Organization.
CGSC QAO
50
10 Jun 2013

Figure 49: I can make/file a complaint without fear of reprisal.
Figure 50: I am confident that appropriate actions would be taken in my Organization if I filed a
complaint.
CGSC QAO
51
10 Jun 2013

Figure 51: My primary duties are:
Figure 52: Supervisor / Team Leader / Non-Supervisory
CGSC QAO
52
10 Jun 2013

Figure 53: Respondent Gender
Figure 54: Civilian Federal Employee / Military / Contractor
CGSC QAO
53
10 Jun 2013

Figure 55: Respondent Ethnicity
Figure 56: My current civilian grade or military rank is:
Options were
GS/WG/NA 8 or below / NF 3 or below GS/WG/NA 9-12 / NF 4
GS/WG/NA 13-15 / SES / NF 5-6
SFC - CSM (E7 - E9)
WO1 - CW5 2LT - CPT (O1 - O3)
Contractor Does not Apply
CGSC QAO
54
SGT-SSG (E5 - E6)

MAJ - BG (O4 - O7)
10 Jun 2013

Appendix C: Count and Percent
Appendix C: CGSC 2013 EO Command Climate Survey Count and Percent

Count
Percent
I am performing the type of work I should be doing, according to my civilian job classification or military
AOC/MOS.
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
Total Responses
168
142
28
18
9
365
46.03 %
38.90 %
7.67 %
4.93 %
2.47 %
100.00 %
167
158
22
14
7
368
45.38 %
42.93 %
5.98 %
3.80 %
1.90 %
100.00 %
141
169
34
16
10
370
38.11 %
45.68 %
9.19 %
4.32 %
2.70 %
100.00 %

Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
I have the proper equipment and materials I need to perform my job well.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
The physical conditions of my workplace (for example, noise level, temperature, lighting, cleanliness)
allow me to perform my job well.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
148
157
39
22
4
370
40.00 %
42.43 %
10.54 %
5.95 %
1.08 %
100.00 %
32
52
106
148
30
368
8.70 %
14.13 %
28.80 %
40.22 %
8.15 %
100.00 %

Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
CGSC QAO
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10 Jun 2013

Count
Percent
147
148
48
19
7
369
39.84 %
40.11 %
13.01 %
5.15 %
1.90 %
100.00 %
My work provides me with a sense of personal accomplishment/pride.

Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
I feel my office/work unit procedures and rules help me to complete work efficiently and on time.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
74
170
79
35
11
369
20.05 %
46.07 %
21.41 %
9.49 %
2.98 %
100.00 %
86
163
75
31
15
370
23.24 %
44.05 %
20.27 %
8.38 %
4.05 %
100.00 %

Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
I receive the training I need to perform my job properly (for example, on-the-job training, classroom
instruction, conferences, workshops).
Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
76
170
65
37
22
370
20.54 %
45.95 %
17.57 %
10.00 %
5.95 %
100.00 %
I have enough training and other developmental opportunities to advance in my career.

Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
CGSC QAO
69
136
85
52
27
369
56
18.70 %
36.86 %
23.04 %
14.09 %
7.32 %
100.00 %
10 Jun 2013

Count
Percent
117
166
43
29
14
369
31.71 %
44.99 %
11.65 %
7.86 %
3.79 %
100.00 %

Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
When awards are given in my work group/work unit, they go to the people who earned them.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
58
132
115
37
22
364
15.93 %
36.26 %
31.59 %
10.16 %
6.04 %
100.00 %
Work productivity in my work group/work unit is hurt by a lack of planning.

Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
17
91
85
147
28
368
4.62 %
24.73 %
23.10 %
39.95 %
7.61 %
100.00 %
There are too few people in my work group/work unit to get the work done.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
29
63
83
170
21
366
7.92 %
17.21 %
22.68 %
46.45 %
5.74 %
100.00 %
Compared to other work units, my work group/work unit is a good place to work.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
CGSC QAO
112
184
49
18
4
367
57
30.52 %
50.14 %
13.35 %
4.90 %
1.09 %
100.00 %
10 Jun 2013

Count
Percent
115
199
36
11
7
368
31.25 %
54.08 %
9.78 %
2.99 %
1.90 %
100.00 %

Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
In terms of work habits and on-the-job behavior, supervisors in my work group/work unit set a good
example by their actions during the work day.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
123
162
44
25
13
367
33.51 %
44.14 %
11.99 %
6.81 %
3.54 %
100.00 %
The overall organization of my work group/work unit is appropriate for getting the work done.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
98
187
47
26
10
368
26.63 %
50.82 %
12.77 %
7.07 %
2.72 %
100.00 %
110
186
42
19
10
367
29.97 %
50.68 %
11.44 %
5.18 %
2.72 %
100.00 %
130
201
27
9
1
368
35.33 %
54.62 %
7.34 %
2.45 %
0.27 %
100.00 %
Persons in my work group/work unit work effectively as a team.

Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
CGSC QAO
58
10 Jun 2013

Count
Percent
The workload is distributed effectively among members of my work group/work unit.

Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
54
173
58
63
20
368
14.67 %
47.01 %
15.76 %
17.12 %
5.43 %
100.00 %
Products and services in my work group/work unit are improved based on customer input.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
73
165
92
25
12
367
19.89 %
44.96 %
25.07 %
6.81 %
3.27 %
100.00 %
Customers are satisfied with the products/services my work group/work unit provides.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
90
211
56
8
1
366
24.59 %
57.65 %
15.30 %
2.19 %
0.27 %
100.00 %
44
142
123
28
20
357
12.32 %
39.78 %
34.45 %
7.84 %
5.60 %
100.00 %
107
161
55
21
10
354
30.23 %
45.48 %
15.54 %
5.93 %
2.82 %
100.00 %

Very High
High
Moderate
Low
Very Low
Total Responses
Overall, how satisfied are you with your work group/work unit?
Very Satisfied
Satisfied
Somewhat Satisfied
Dissatisfied
Very Dissatisfied
Total Responses
CGSC QAO
59
10 Jun 2013

Count
Percent
To what extent do work units within your Organization coordinate their work actions/efforts, when
appropriate?
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Total Responses
37
133
133
57
4
364
10.16 %
36.54 %
36.54 %
15.66 %
1.10 %
100.00 %
To what extent does your Organization have a good reputation with those who use its products/services?
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Total Responses
90
172
69
19
9
359
25.07 %
47.91 %
19.22 %
5.29 %
2.51 %
100.00 %
To what extent does your Organization try to resolve conflicts and differences instead of ignoring or
working around them?
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Total Responses
58
135
98
45
27
363
15.98 %
37.19 %
27.00 %
12.40 %
7.44 %
100.00 %
To what extent does your Organization encourage creative solutions to work problems?
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Total Responses
69
126
90
52
26
363
19.01 %
34.71 %
24.79 %
14.33 %
7.16 %
100.00 %
To what extent are you satisfied with the amount of involvement you have in decisions that affect your
work?
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Total Responses
CGSC QAO
61
104
99
66
33
363
60
16.80 %
28.65 %
27.27 %
18.18 %
9.09 %
100.00 %
10 Jun 2013

Count
Percent
To what extent do supervisors in your Organization treat you with respect?

Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Total Responses
133
135
54
24
17
363
36.64 %
37.19 %
14.88 %
6.61 %
4.68 %
100.00 %
To what extent are employees treated fairly with regard to discipline in your Organization?
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Total Responses
97
150
66
25
22
360
26.94 %
41.67 %
18.33 %
6.94 %
6.11 %
100.00 %
To what extent do persons of different racial/ethnic groups get along well in your Organization?
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Total Responses
160
165
31
4
1
361
44.32 %
45.71 %
8.59 %
1.11 %
0.28 %
100.00 %
To what extent do males and females get along well in your Organization?
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Total Responses
150
164
39
8
2
363
41.32 %
45.18 %
10.74 %
2.20 %
0.55 %
100.00 %
To what extent do military and civilian employees get along well in your Organization?
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Total Responses
CGSC QAO
147
157
44
12
360
61
40.83 %
43.61 %
12.22 %
3.33 %
100.00 %
10 Jun 2013

Count
Percent
To what extent do military/civilians and contractors get along in your Organization?

Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Total Responses
122
163
58
9
4
356
34.27 %
45.79 %
16.29 %
2.53 %
1.12 %
100.00 %
88
127
84
20
5
324
27.16 %
39.20 %
25.93 %
6.17 %
1.54 %
100.00 %

Excellent
Very Good
Good
Fair
Poor
Total Responses

Yes
No
Total Responses
24
341
365
6.58 %
93.42 %
100.00 %
2
22
24
8.33 %
91.67 %
100.00 %
I reported the discrimination incident.

Yes
No
Total Responses
I experienced this type(s) of discrimination in my Organization? (select all that apply)

Racial
Gender (sex)
Religious
National origin
Physical/mental disability
Age
Total Responses
CGSC QAO
4
10
3
1
4
5
7
34
62
11.76 %
29.41 %
8.82 %
2.94 %
11.76 %
14.71 %
20.59 %
100.00 %
10 Jun 2013

Count
Percent
The discrimination I experienced impacted me in this/these area(s). (choose all that apply)
Promotions
Awards
Performance rating
Training
Work environment
Total Responses
11
13
7
7
3
16
3
60
18.33 %
21.67 %
11.67 %
11.67 %
5.00 %
26.67 %
5.00 %
100.00 %
Management took action. (e.g., management spoke to the offending person)?

No
Don't Know
Total Responses
17
7
24
70.83 %
29.17 %
100.00 %
During the last 12 months, I have been sexually harassed by someone in my Organization?
Yes
No
Total Responses
1
363
364
0.27 %
99.73 %
100.00 %
I experienced this/these type(s) of sexual harassment from someone in my Organization? (check all that
apply)
Total Responses
1
1
2
50.00 %
50.00 %
100.00 %
1
1
100.00 %
100.00 %

No
Total Responses
During the last 12 months, I was sexually assaulted (attempted or completed) by someone in my
Organization?
No
Total Responses
363
363
100.00 %
100.00 %
The Equal Opportunity (EO)/Equal Employment Opportunity (EEO) Program is actively supported in my
Organization.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
CGSC QAO
112
146
85
13
6
362
63
30.94 %
40.33 %
23.48 %
3.59 %
1.66 %
100.00 %
10 Jun 2013

Count
Percent
159
158
40
5
362
43.92 %
43.65 %
11.05 %
1.38 %
100.00 %
144
133
54
17
15
363
39.67 %
36.64 %
14.88 %
4.68 %
4.13 %
100.00 %
Sexual harassment is actively discouraged in my Organization.

Strongly Agree
Agree
Disagree
Total Responses
I can make/file a complaint without fear of reprisal.
Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
I am confident that appropriate actions would be taken in my Organization if I filed a complaint

Strongly Agree
Agree
Disagree
Strongly Disagree
Total Responses
140
131
56
17
15
359
39.00 %
36.49 %
15.60 %
4.74 %
4.18 %
100.00 %
Staff
Faculty
Total Responses
129
230
359
35.93 %
64.07 %
100.00 %
Team Leader
Supervisor
Total Responses
270
23
69
362
74.59 %
6.35 %
19.06 %
100.00 %
Male
Female
Total Responses
303
55
358
84.64 %
15.36 %
100.00 %
I am a:
I am:
CGSC QAO
64
10 Jun 2013

Count
Percent

Military
Contractor
Total Responses
234
113
12
3
362
64.64 %
31.22 %
3.31 %
0.83 %
100.00 %
Chicano, Cuban, Mexican, Mexican American, or Puerto

Rican
White (Caucasian)
Other (Please Specify) (e.g., American Indian or Alaska
Native, Asian, Native Hawaiian or other Pacific Islander)
Total Responses
1.71 %
1
12
312
20
0.28 %
3.42 %
88.89 %
5.70 %
351
100.00 %
19
96
59
1
2
2
99
10
288
6.60 %
33.33 %
20.49 %
0.35 %
0.69 %
0.69 %
34.38 %
3.47 %
100.00 %
I am:
I am:

GS/WG/NA 13-15 / SES / NF 5-6
SGT-SSG (E5 - E6)
SFC - CSM (E7 - E9)
WO1 - CW5
MAJ - COL (O4 - O6)
Total Responses
CGSC QAO
65
10 Jun 2013

CGSC QAO
66
10 Jun 2013

Appendix D: Supporting Analysis Tables

Demographics
Table 15: CGSC 2013 EO Command Climate
Survey Respondent Primary Duties
Staff
Faculty

Survey Respondent Employment Status
Count
Percent
129
230
36%
64%

Military
Contractor

Survey Respondent Duty Position
Team Leader
Supervisor
Count
Percent
270
23
69
75%
6%
19%
Count
Percent
234
113
12
3
65%
31%
3%
1%

Survey Respondent Gender
Male
Female
Count
Percent
303
55
85%
15%
Table 19: CGSC 2013 EO Command Climate Survey Respondent Ethnicity

Chicano, Cuban, Mexican, Mexican American, or Puerto Rican
White (Caucasian)
Other (Please Specify) (e.g., American Indian or Alaska Native, Asian, Native
Hawaiian or other Pacific Islander)
Count
Percent
6
1
12
312
2%
0%
3%
89%
20
6%
Table 20: CGSC 2013 EO Command Climate Survey Respondent Current Rank / Pay Grade

GS/WG/NA 13-15 / SES / NF 5-6
SGT-SSG (E5 - E6)
SFC - CSM (E7 - E9)
WO1 - CW5
2LT - CPT (O1 - O3)
MAJ - COL (O4 - O6)
BG - LTG (O7 - O9)
CGSC QAO
Count
Percent
19
96
59
0
1
2
2
0
99
0
10
7%
33%
20%
0%
0%
1%
1%
0%
34%
0%
3%
67
10 Jun 2013

Job and Workplace

Please select your agreement with the following
statements regarding your job and workplace.
I am performing the type of work I should be Count

doing, according to my civilian job
Percent
Count
Percent
I have the proper equipment and materials I Count
need to perform my job well.
Percent
The physical conditions of my workplace (for Count
example, noise level, temperature, lighting,
cleanliness) allow me to perform my job
Percent
well.
Count
Percent
Count
My work provides me with a sense of
personal accomplishment/pride.
Percent
I feel my office/work unit procedures and
Count
rules help me to complete work efficiently
Percent
and on time.
Count
I feel my work performance is evaluated
fairly.
Percent
I receive the training I need to perform my Count
job properly (for example, on-the-job
training, classroom instruction, conferences, Percent
workshops).
I have enough training and other
Count
developmental opportunities to advance in
Percent
my career.
Count
Percent
CGSC QAO
Favorable
Strongly
Agree
Agree
310
168
142
28
18
85%
46%
39%
8%
5%
2%
325
88%
310
84%
305
167
45%
141
38%
148
158
43%
169
46%
157
22
6%
34
9%
39
14
4%
16
4%
22
7
2%
10
3%
4
82%
40%
42%
11%
6%
1%
84
23%
295
80%
244
32
9%
147
40%
74
52
14%
148
40%
170
106
29%
48
13%
79
148
40%
19
5%
35
30
8%
7
2%
11
66%
20%
46%
21%
9%
3%
249
67%
246
86
23%
76
163
44%
170
75
20%
65
31
8%
37
15
4%
22
66%
21%
46%
18%
10%
6%
205
69
136
85
52
27
56%
19%
37%
23%
14%
7%
283
77%
117
32%
166
45%
43
12%
29
8%
14
4%
68
Neither Agree
Strongly
Disagree
nor Disagree
Disagree
10 Jun 2013

(Male)
Male (n=303) (Count)
I am performing the type of work I should be doing,

according to my civilian job classification or military
AOC/MOS.
I have the proper equipment and materials I need to
perform my job well.
The physical conditions of my workplace (for
I feel my office/work unit procedures and rules help
me to complete work efficiently and on time.
I receive the training I need to perform my job
properly (for example, on-the-job training, classroom
I have enough training and other developmental
opportunities to advance in my career.
Favorable
Strongly
Agree
Agree
Neither Agree
Strongly
Disagree
nor Disagree
Disagree
261
147
114
22
12
271
138
133
14
10
260
119
141
22
13
260
129
131
29
11
68
22
46
86
121
25
248
126
122
36
13
203
60
143
63
26
204
71
133
61
24
13
217
64
153
42
30
13
180
60
120
65
38
19
241
98
143
29
22
(Female)
Female (n=55) (Count)

AOC/MOS.
CGSC QAO
Favorable
Strongly
Agree
Agree
40
18
22
43
23
20
39
16
23
10
35
13
22
10
12
16
22
39
17
22
33
10
23
14
37
14
23
11
24
10
14
18
20
13
16
11
34
15
19
12
69
Neither Agree
Strongly
Disagree
nor Disagree
Disagree
10 Jun 2013

(Non-Caucasian Minority)
Non-Caucasian (n=39) (Count)

AOC/MOS.
CGSC QAO
Favorable
Strongly
Agree
Agree
30
13
17
32
12
20
33
12
21
32
14
18
11
14
27
10
17
23
10
13
10
27
10
17
26
10
16
23
14
28
11
17
70
Neither Agree
Strongly
Disagree
nor Disagree
Disagree
10 Jun 2013

Work Group / Work Unit

Table 25: CGSC 2013 EO Command Climate Survey Work Group / Work Unit Question Analysis
Please select the answer that best reflects your
agreement with the following statements.
Count
When awards are given in my work group/work
unit, they go to the people who earned them.
Percent
Count
Work productivity in my work group/work unit is
hurt by a lack of planning.
Percent
There are too few people in my work group/work Count
unit to get the work done.
Percent
Count
Compared to other work units, my work
group/work unit is a good place to work.
Percent
Count
People in my work group/work unit are working
hard.
Percent
In terms of work habits and on-the-job behavior, Count
supervisors in my work group/work unit set a good
Percent
example by their actions during the work day.
The overall organization of my work group/work Count
unit is appropriate for getting the work done.
Percent
Count
Persons in my work group/work unit work
effectively as a team.
Percent
Count
Percent
Count
The workload is distributed effectively among
members of my work group/work unit.
Percent
Products and services in my work group/work unit Count
are improved based on customer input.
Percent
Customers are satisfied with the products/services Count
my work group/work unit provides.
Percent
CGSC QAO
190
52%
108
29%
92
25%
296
81%
314
85%
285
Strongly
Agree
58
16%
17
5%
29
8%
112
31%
115
31%
123
78%
34%
44%
12%
7%
4%
285
77%
296
81%
331
90%
227
62%
238
65%
301
82%
98
27%
110
30%
130
35%
54
15%
73
20%
90
25%
187
51%
186
51%
201
55%
173
47%
165
45%
211
58%
47
13%
42
11%
27
7%
58
16%
92
25%
56
15%
26
7%
19
5%
9
2%
63
17%
25
7%
8
2%
10
3%
10
3%
1
0%
20
5%
12
3%
1
0%
Favorable
71
Agree
132
36%
91
25%
63
17%
184
50%
199
54%
162
Neither Agree
Strongly
Disagree
nor Disagree
Disagree
115
37
22
32%
10%
6%
85
147
28
23%
40%
8%
83
170
21
23%
46%
6%
49
18
4
13%
5%
1%
36
11
7
10%
3%
2%
44
25
13
10 Jun 2013

(Male)
Male (n=303) (Count)
When awards are given in my work group/work unit, they go
to the people who earned them.
Work productivity in my work group/work unit is hurt by a
lack of planning.
There are too few people in my work group/work unit to get
the work done.
Compared to other work units, my work group/work unit is a
good place to work.
In terms of work habits and on-the-job behavior, supervisors
in my work group/work unit set a good example by their
actions during the work day.
Persons in my work group/work unit work effectively as a
team.
The workload is distributed effectively among members of
my work group/work unit.
Products and services in my work group/work unit are
improved based on customer input.
Favorable
Strongly
Agree
Agree
Neither Agree
Strongly
Disagree
nor Disagree
Disagree
159
49
110
91
32
17
90
14
76
67
125
20
72
19
53
65
147
18
251
94
157
36
14
262
97
165
26
243
102
141
33
17
240
83
157
38
17
250
91
159
32
13
282
111
171
16
195
45
150
44
48
15
197
58
139
71
24
247
69
178
44
(Female)
Female (n=55) (Count)
lack of planning.
the work done.
good place to work.
team.
CGSC QAO
Favorable
Strongly
Agree
Agree
27
20
17
14
12
15
19
18
10
13
20
38
14
24
45
15
30
36
17
19
38
11
27
38
15
23
41
14
27
26
19
11
14
35
11
24
18
47
17
30
72
Neither Agree
Strongly
Disagree
nor Disagree
Disagree
10 Jun 2013

(Non-Caucasian Minority)
Non-Caucasian (n = 39) (Count)
Favorable
Strongly
Agree
Agree
23
17
12
11
10
15
12
10
13
25
10
15
11
30
10
20
28
12
16
25
10
15
28
11
17
32
12
20
26
10
16
27
18
32
10
22

lack of planning.
the work done.
good place to work.
team.
Neither Agree
Strongly
Disagree
nor Disagree
Disagree
Table 29: CGSC 2013 EO Command Climate Survey Work Group / Work Unit Moral Level
What is the level of morale in your work

group/work unit?
Favorable
Very
High
High
Moderate
Low
Very
Low
186
52%
44
12%
142
40%
123
34%
28
8%
20
6%
Count
Percent
Work Unit
group/work unit?
Count
Percent
CGSC QAO
Favorable
Very
Satisfied
Satisfied
268
76%
107
30%
161
45%
73
Somewhat
Very
Dissatisfied
Satisfied
Dissatisfied
55
16%
21
6%
10
3%
10 Jun 2013

Table 31: CGSC 2013 EO Command Climate Survey Work Group / Work Unit Moral Level by
Respondent Demographic
(Count)
I am:
I am a:
I am:
I am:
My primary
duties are:
Favorable
Very High
High
Moderate
Low
Very Low
156
24
134
11
38
111
66
4
2
162
15
61
121
35
6
27
3
11
24
15
1
2
35
6
15
26
121
18
107
8
27
87
51
3
0
127
9
46
95
102
18
94
6
21
80
35
5
1
105
15
42
77
23
5
19
2
7
21
6
1
0
24
4
9
19
12
7
13
3
3
14
3
2
0
13
4
11
8
Male
Female
Team Leader
Supervisor
Military
Contractor
White (Caucasian)
Non-Caucasian
Staff
Faculty
Work Unit by Respondent Demographic
group/work unit? (Count)
My primary
duties are:
I am a:
I am:
I am:
I am:
CGSC QAO
Staff
Faculty
Team Leader
Supervisor
Military
Contractor
White (Caucasian)
Non-Caucasian
Male
Female
Very
Satisfied Favorable
Satisfied
35
68
70
9
25
61
41
2
1
90
11
87
16
56
103
126
6
28
106
46
6
2
146
12
139
19
74
91
171
196
15
53
167
87
8
3
236
23
226
35
Somewhat
Very
Dissatisfied
Satisfied
Dissatisfied
19
34
40
3
11
35
16
3
0
43
9
42
12
5
16
16
3
2
17
3
1
0
17
3
16
5
8
1
6
1
2
6
3
0
0
6
3
7
2
10 Jun 2013

Organization
Table 33: CGSC 2013 EO Command Climate Survey Organization Overall Work Performance
Favorable
Excellent
Very Good
Good
Fair
Poor
215
66%
88
27%
127
39%
84
26%
20
6%
5
2%
Count
Percent
Table 34: CGSC 2013 EO Command Climate Survey Organization Question Analysis
To what extent...
Favorable
Very Great Great Moderate Slight Not

Extent
Extent Extent Extent At All
37
133
133
57
4
10%
37%
37%
16%
1%
90
172
69
19
9
25%
48%
19%
5%
3%
58
135
98
45
27
Count
Percent
Count
Percent
Count
170
47%
262
73%
193
Percent
53%
16%
37%
27%
12%
7%
does your Organization encourage creative solutions Count

to work problems?
Percent
are you satisfied with the amount of involvement you Count
have in decisions that affect your work?
Percent
Count
do supervisors in your Organization treat you with
respect?
Percent
are employees treated fairly with regard to discipline Count
in your Organization?
Percent
do persons of different racial/ethnic groups get along Count
well in your Organization?
Percent
Count
do males and females get along well in your
Organization?
Percent
Count
do military and civilian employees get along well in
your Organization?
Percent
do military/civilians and contractors get along in your Count
Organization?
Percent
195
54%
165
45%
268
74%
247
69%
325
90%
314
87%
304
84%
285
80%
69
19%
61
17%
133
37%
97
27%
160
44%
150
41%
147
41%
122
34%
126
35%
104
29%
135
37%
150
42%
165
46%
164
45%
157
44%
163
46%
90
25%
99
27%
54
15%
66
18%
31
9%
39
11%
44
12%
58
16%
52
14%
66
18%
24
7%
25
7%
4
1%
8
2%
12
3%
9
3%
26
7%
33
9%
17
5%
22
6%
1
0%
2
1%
0
0%
4
1%
do work units within your Organization coordinate

their work actions/efforts, when appropriate?
does your Organization have a good reputation with
those who use its products/services?
does your Organization try to resolve conflicts and
differences instead of ignoring or working around
them?
Table 35: CGSC 2013 EO Command Climate Survey Organization Overall Work Performance by
The overall work performance of my organization is: (Count)
I am:
I am:
I am:
My primary
duties are:
I am a:
CGSC QAO
Male
Female
Military
Contractor
White (Caucasian)
Non-Caucasian
Staff
Faculty
Team Leader
Supervisor
Favorable
184
28
130
77
6
1
189
19
76
136
154
13
47
75
Excellent Very Good Good
77
9
53
33
2
0
74
11
31
56
59
8
21
107
19
77
44
4
1
115
8
45
80
95
5
26
68
14
56
24
3
0
69
13
31
53
65
4
15
Fair
Poor
17
3
16
2
2
0
18
2
9
10
15
3
2
3
2
3
2
0
0
2
1
1
4
3
1
1
10 Jun 2013

Table 36: CGSC 2013 EO Command Climate Survey Organization Question Analysis by
To what extent: (Count)
Favorable
do work units within your Very Great Extent
Organization coordinate Great Extent
their work actions/efforts, Moderate Extent
when appropriate?
Slight Extent
Not At All
Favorable
Very Great Extent
does your Organization
Great Extent
have a good reputation
with those who use its
Moderate Extent
products/services?
Slight Extent
Not At All
Favorable
does your Organization try Very Great Extent
to resolve conflicts and
Great Extent
differences instead of
Moderate Extent
ignoring or working
Slight Extent
around them?
Not At All
Favorable
Very Great Extent
does your Organization
Great Extent
encourage creative
solutions to work
Moderate Extent
problems?
Slight Extent
Not At All
Favorable
are you satisfied with the Very Great Extent
Great Extent
amount of involvement
you have in decisions that Moderate Extent
affect your work?
Slight Extent
Not At All
Favorable
Very Great Extent
do supervisors in your
Great Extent
Organization treat you
Moderate Extent
with respect?
Slight Extent
Not At All
Favorable
Very Great Extent
are employees treated
Great Extent
fairly with regard to
discipline in your
Moderate Extent
Organization?
Slight Extent
Not At All
Favorable
Very Great Extent
do persons of different
Great Extent
racial/ethnic groups get
along well in your
Moderate Extent
Organization?
Slight Extent
Not At All
CGSC QAO
I am a:
I am:
Non-supervisory Team
Supervisor
Staff
Faculty Male Female
employee
Leader
116
12
41
69
100
142
26
23
3
11
17
20
31
5
93
9
30
52
80
111
21
105
4
23
45
85
110
20
46
7
3
12
43
47
8
2
0
2
3
1
3
1
191
16
54
98
163
224
36
57
8
24
39
50
73
16
134
8
30
59
113
151
20
53
3
12
21
45
58
9
14
3
2
5
14
15
4
6
1
1
4
4
2
4
133
14
44
79
112
167
24
38
6
14
28
30
47
9
95
8
30
51
82
120
15
80
4
14
27
70
83
14
35
2
8
11
33
34
9
21
3
3
12
14
18
8
132
16
46
74
120
168
25
44
8
16
25
43
57
10
88
8
30
49
77
111
15
77
1
11
33
54
74
15
42
2
8
13
39
44
6
18
4
4
9
16
16
9
113
15
36
65
99
143
21
37
6
17
24
36
52
8
76
9
19
41
63
91
13
79
1
18
32
64
78
18
53
1
12
21
44
53
11
24
6
3
11
22
28
5
198
17
52
93
173
228
37
95
11
26
46
86
118
14
103
6
26
47
87
110
23
40
2
11
18
34
44
7
20
3
1
9
14
20
4
11
1
5
9
8
10
7
182
12
52
84
161
218
27
64
7
25
35
60
84
11
118
5
27
49
101
134
16
51
6
8
22
42
53
10
16
2
7
11
14
16
8
18
2
2
12
9
12
10
239
20
65
112
211
276
45
115
9
35
49
109
140
17
124
11
30
63
102
136
28
25
2
3
15
14
23
6
2
1
1
2
2
2
2
1
0
0
0
1
1
0
76
10 Jun 2013

Respondent Demographic (cont)
I am a:
I am:
Non-supervisory Team
Supervisor
Staff
Faculty Male Female
employee
Leader
Favorable
231
20
62
106
206
267
42
Very Great Extent
106
10
33
46
102
131
16
do males and females get Great Extent
125
10
29
60
104
136
26
along well in your
Moderate
Extent
30
2
6
18
19
28
10
Organization?
Slight Extent
6
1
1
5
2
5
3
Not At All
2
0
0
0
2
2
0
Favorable
229
16
58
108
194
256
42
Very Great Extent
104
12
30
49
96
129
15
do military and civilian
Great Extent
125
4
28
59
98
127
27
employees get along well
Moderate
Extent
29
6
8
17
25
36
8
Slight Extent
9
1
2
3
8
10
2
Not At All
0
0
0
0
0
0
0
Favorable
213
16
55
100
183
241
39
Very Great Extent
84
10
27
44
76
103
16
do military/civilians and
Great Extent
129
6
28
56
107
138
23
contractors get along in
Moderate
Extent
37
7
13
24
32
47
10
your Organization?
Slight Extent
8
0
1
3
6
8
1
Not At All
4
0
0
0
4
4
0
I am:
do work units within
your Organization
coordinate their work
actions/efforts, when
appropriate?
does your
Organization have a
good reputation with
those who use its
products/services?
does your
Organization try to
resolve conflicts and
differences instead of
ignoring or working
around them?
does your
Organization
encourage creative
solutions to work
problems?
CGSC QAO
Favorable
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Favorable
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Favorable
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Favorable
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Civilian Federal
Employee
94
21
73
96
41
3
163
61
102
46
17
3
116
36
80
59
37
22
114
36
78
61
42
17
Military
68
14
54
32
11
1
87
24
63
20
2
3
67
19
48
34
8
3
72
27
45
24
9
7
77
I am:
Other (Please
White
NonContractor
Specify)
(Caucasian) Caucasian
6
1
148
16
1
0
31
4
5
1
117
12
4
0
111
18
2
2
49
5
0
0
4
0
8
3
231
24
3
1
76
11
5
2
155
13
2
0
55
12
0
0
17
1
2
0
5
1
7
2
170
18
2
0
47
8
5
2
123
10
3
1
82
15
0
0
36
4
2
0
24
2
6
2
169
20
3
2
57
9
3
0
112
11
4
1
78
11
0
0
45
4
2
0
20
4
10 Jun 2013

I am:
are you satisfied with
the amount of
involvement you have
in decisions that
affect your work?
do supervisors in
your Organization
treat you with
respect?
are employees
treated fairly with
regard to discipline in
your Organization?
do persons of
different racial/ethnic
groups get along well
do males and
females get along
well in your
Organization?
do military and
civilian employees
get along well in your
Organization?
do military/civilians
and contractors get
along in your
Organization?
CGSC QAO
Favorable
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Favorable
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Favorable
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Favorable
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Favorable
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Favorable
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Favorable
Very Great Extent
Great Extent
Moderate Extent
Slight Extent
Not At All
Civilian Federal
Employee
101
35
66
58
51
24
160
79
81
45
20
9
147
52
95
49
20
15
204
98
106
23
4
1
198
90
108
28
6
2
191
91
100
30
11
0
175
73
102
43
7
3
Military
57
24
33
36
11
8
98
50
48
7
2
5
92
40
52
13
2
5
108
57
51
4
0
0
105
54
51
7
0
0
99
50
49
11
1
0
98
44
54
12
1
1
78
I am:
Other (Please
White
NonContractor
Specify)
(Caucasian) Caucasian
6
1
144
17
2
0
50
9
4
1
94
8
3
0
80
15
2
2
60
4
1
0
28
3
7
2
229
31
3
1
118
11
4
1
111
20
1
0
47
4
2
0
23
1
2
1
13
3
6
2
213
28
4
1
83
11
2
1
130
17
2
1
58
6
2
0
21
3
2
0
17
2
9
3
285
32
3
1
145
9
6
2
140
23
3
0
23
5
0
0
2
1
0
0
0
1
7
2
274
31
3
2
134
10
4
0
140
21
3
1
30
7
2
0
6
1
0
0
2
0
9
3
262
32
3
2
127
14
6
1
135
18
3
0
36
7
0
0
12
0
0
0
0
0
7
3
245
29
3
1
105
10
4
2
140
19
3
0
48
9
1
0
9
0
0
0
3
1
10 Jun 2013

Discrimination
Table 40: Discrimination Experienced During the Past Year
Yes
No
Count
Percent
24
7%
341
93%
Table 41: Types of Discrimination Experienced during the Past Year

I experienced this type(s) of discrimination in my Organization?
Count
Gender (sex)
10
Age
5
Racial
4
4
Religious
3
National origin
1
Other (Please Specify)**
7
**Civilian in a military organization; different rules for different people; grade; MOS; not retired O-5 or 6; Rank
and Position
Table 42: Discrimination Impact during the Past Year

The discrimination I experienced impacted me in this/these area(s).
Count
Work environment
Promotions
Awards
Performance rating
Training
Other (Please Specify)**
**Continuance; retention
16
13
11
7
7
3
3
Table 43: Discrimination Experienced uring the Past Year by Respondent Gender
Count
Male
Female
18
6
Table 44: Types of Discrimination Experienced during the Past Year by Respondent Gender
Male
Female
CGSC QAO
Age
Gender (sex)
Racial
Religious
National origin
Gender (sex)
Racial
Count
5
5
3
3
3
1
5
5
1
1
2
79
10 Jun 2013

Table 45: Discrimination Impact during the Past Year by Respondent Gender
The discrimination I experienced impacted me in this/these area(s).
Male
Female
Promotions
Awards
Performance rating
Training
Work environment
Promotions
Awards
Performance rating
Training
Work environment
Count
9
9
6
5
1
12
3
2
4
1
2
2
4
0
Table 46: Discrimination Experienced during the Past Year by Gender and Assignment
During the last 12 months, I have been subjected to discrimination in my Organization
Male
Female
Male
Female
Staff
Faculty
Count
4
2
14
3
Table 47: Discrimination Experienced during the Past Year by Ethnicity

Hispanic
White (Caucasian)
Other (Please Specify) (e.g., American Indian or Alaska Native, Asian, Native Hawaiian or
other Pacific Islander)
Count
1
0
18
4
Table 48: Discrimination Experienced during the Past Year by Ethnicity and Gender
Male
Female
Male
Female
White (Caucasian)
Non-Caucasian
Count
14
4
4
1
Table 49: Discrimination Experienced during the Past Year by Respondent Status

Military
Contractor
CGSC QAO
Count
17
5
1
1
80
10 Jun 2013

Table 50: Discrimination Experienced during the Past Year by Respondent Position
Team Leader
Supervisor
Count
19
1
4
Table 51: Types of Discrimination Experienced during the Past Year by Respondent Position
Non-supervisory
employee
Team Leader
Supervisor
Racial
Gender (sex)
Religious
National origin
Age
Racial
Gender (sex)
Racial
Gender (sex)
Age
Count
2
7
3
1
3
4
7
1
1
1
2
1
1
Table 52: Discrimination Impact during the Past Year by Respondent Position
The discrimination I experienced impacted me in this/these
area(s).
Non-supervisory
employee
Team Leader
Supervisor
CGSC QAO
Promotions
Awards
Performance rating
Training
Work environment
Promotions
Training
Promotions
Awards
Work environment
Count
7
11
6
7
2
14
3
1
1
1
3
1
1
2
81
10 Jun 2013

Table 53: Discrimination Experienced during the Past Year by Respondent Status and Gender
Male
Female
Male
Female
Male
Female
Male
Female

Military
Contractor
Count
12
5
4
1
1
0
1
0
Table 54: Types of Discrimination Experienced during the Past Year by Respondent Status
Racial
Gender (sex)
Religious
Age
Racial
Gender (sex)
Religious
Military
National origin
Age
Contractor
Count
1
6
2
3
4
5
3
4
1
1
1
1
1
1
Table 55: Discrimination Impact during the Past Year by Respondent Status
The discrimination I experienced impacted me in this/these
area(s).
Promotions
Awards
Civilian Federal Employee Performance rating
Training
Work environment
Promotions
Awards
Military
Performance rating
Training
Work environment
Contractor
Work environment
Awards
Work environment
CGSC QAO
Count
7
6
5
4
2
12
3
4
5
1
3
1
2
1
1
1
1
1
82
10 Jun 2013

Sexual Harassment
Table 56: Sexual Harassment Experienced during the Past Year
During the last 12 months, I have been sexually harassed by someone in my Organization?
Yes
No
Count
1
363
Table 57: Types of Sexual Harassment Experienced during the Past Year
I experienced this/these type(s) of sexual harassment from someone in my Organization?

Count
1
1
(Nothing Further Reported.)
CGSC QAO
83
10 Jun 2013

CGSC QAO
84
10 Jun 2013

Appendix E: Open-Ended Responses

General Comments
3%
154 responses
5% = Salient Category = 8 Comments
15% = Trend = 23 Comments
Is there anything else you wish to tell the Deputy Commandant about the Command
and General Staff College? (154 responses)
Is there anything else you wish to tell the Deputy Commandant about the Command and General
Staff College? (154 responses)
Nothing
See above in the "Needing Improvement" section
Instructors and Team Leaders should recieve direct, but consolidated feedback from the students at the
end of each block (Core, AOC, Electives). The students are our reason for being here. We all strive to be
life long learners and better instructors. But we do not receive regular, qualitative feedback.
SEE the above, but I would tell him that the CGSOC core should be retained and that AOC should be
scaled back to allow two 6 week elective terms. Students simply do not get enough time to reflect during
this year and it has only gotten worse since I was a student here in 1996-1997. I still do not understand
why ILE was adopted when it did so poorly during its pilot year.
Ensuring fairness. As we downsize the civilian faculty, we need to ensure that nobody gets to stay just
because he is an old buddy of a department leader. The best thing that could happen at DTAC would be
a peer ranking overseen by QAO--identify the top ten and the bottom ten. Let the instructors have a voice
on who is dead weight and then compare that to the thrown together matrix that created the standing
OML.
Good question -- thanks for asking. I think CGSC is a little too cozy with K-state. I like K-State; I'm a grad;
they wield too much influence. Don't let HRC choose your student body in CGSS. They may hold sway in
the experience pillar, but why education? It's your school; stand down ALCC and stand up an admissions
office. Accept applications (vice ORBs and OERs...) and shape a student body that complies with
statutory reqts and supports *your* goals, not theirs.
Some faculty have levels of knowledge, education, and experience that is higher than management
perhaps it would be wise to utilize their skills and expertise.
We know the DC works hard, but there are a few things that he can do that will not add to his workload
but will make the faculty's lives easier. 1) STOP SAYING THAT IT IS ONLY A LOT OF READING IF YOU
DO IT. I know the current DC has not said that (thanks for that), but we have had General Officers in the
past say that to students (along with the infamous "You'll be home by noon every day."). Saying that
creates unreasonable expectations, and then bitterness and cynicism among the students when reality
sets in. The DC and CG need to be realistic and tell the students that the year at Fort Leavenworth is
NOT "taking a knee" but will be busy and challenging. 2) CUT DOWN ON THE GUEST SPEAKERS. The
vast majority of the guest speakers who have come here have been, to be polite, worthless. They have
been a waste of the officers' time (and the faculty's as well). Limit the number of guest speakers to folks
who have something to say that will be of real value to the students.
CGSC QAO
85
10 Jun 2013

This organization is a fabulous place to work. The employees and managers really watch out for each
other and work well together to get things done. I think much of this is done "despite" leadership
decisions which hamper production rather than enhance it.
Certain senior civilians do not seem to trust managers and supervisors regarding what should be
"standard" management decisions. And then comments are made that imply only Colonels or retired
Colonels are the only ones trustworthy enough to make decisions or be included in the decision making
process. This is an insult to the rest of the managers in this organization who are paid to manage.
We are in a tight resource environment so most civilian employees understand that our stewardship is
under much scrutiny. However, we cannot continue to do more with less and not be compensated for it.
We either Stop doing certain things or leadership needs to take it to the mat to do right by their
employees. I see no movement in that regard.
none
No.
1. Enforce authorized parking in the disabled parking spaces. I am severly disabled and have a very
difficult time finding a spot. Please enforce ALL who park in a disabled spot to show their red or blue
disabled sign!
2. I put in many hours at home writing evaluations, grading papers and writing lesson plans. It is a shame
comp time has been effectively taken from us by the difficult centralization approval process.
3. FYI, most of the instructors on my team are actively looking for employment because of the title 10 job
insecurity.
Please address linking pay-step increases with promotions or stop the promotion charade altogether. I
doubt that any of our officers would consider it a promotion if they didn't receive the pay increase that
accompanies their promotions.
YOUR COMMAND IS TOO TOP HEAVY. YOU HAVE WAY TO MANY SUPERVISORS GRADE 12 AND
ABOVE OR JUST TO MANY HIGHER GRADES AND THE LOWER GRADES HAVE NO WAY TO
ADVANCE AS THEY CAN ONLY ADVANCE 2 GRADES AT A TIME. A GS 06 CAN'T ANY HIGHER
THAN A GS 08 AND THEIR ARE NO GS 08 IN THIS COLLEGE. BUT THERE ARE A HOLE LOT OF GS
12'S THAT ALL THEY DO IS NOT MUCH OF NOTHING AND GET PAID A HOLE LOT.
I have never seen morale so low in the faculty. For the most part, the civilian faculty works hard and is
driven by a desire to do right by the Republic, yet none of that seems to matter. Over the past four years,
the faculty has seen the staff grow more bloated and inefficent (and secure in Title 5 jobs) while the Title
10s have become mere replaceble parts. I have lost all faith in your system. I have lost all hope of any
reform.
Keep moving in the direction of becoming a real college which produces real scholarship accross the
spectrum of military art and science. Fend off attempts to make CGSC another "branch school" or to
include perishable skills on the latest gadgets. These skills are often extremely perishable and hardly
ever performed by field grade officers. If we want generals who can think at the strategic level in a mature
way ten years after they complete CGSC, our students must learn how to think at the strategic now.
Overall LD&E is a great place to work. However, I believe that the working environment is deteriorating
rather rapidly.
There are many cases of comments from superiors about only being qualified for higher positions if that
individual has served as a uniform member or if they are of the right gender for certain leadership
positions within LD&E. It has been said that offices are only given to certain deserving genders, as well.
Comments are made from uniform members about remembering that certain civilains only do "Menial
work"! And should not think outside the box, only do as told and make no decisions.
CGSC QAO
86
10 Jun 2013

AMSC Title 5 positions are too high-- or CGSC title 5 positions are too low.
Someone needs to straighten this out; it's a joke. More importantly, it is disappointing that our own
leaders do see this and do nothing about it.
Hiring retired military officers --almost exclusively--to teach civilian education at AMSC is a poor design
and will get increased criticism as this practice continues.
Please look into the supervisor issues at DDE.
The message sent out about the "wearing out" of the pavers in the Abrams Loop was insulting. If you
don't want people using the loop, put up the ballards and have the guts to say it was because we want
this to be a VIP entrance, and not for the unwashed masses to be using. BTW, the old Abrams Loops at
Bell Hall was open to all users.
There could be great benefit to sitting down and having periodic lunches, breakfasts, seminars,
SOMETHING to provide direct and informal access between the faculty and the DC, AND between
randomly selected students and the DC. Sometimes it seems he is insulated from what's going on in the
college by his staff, not with intentional malice, but simply due to conflicting priorities. Periodically it would
be good for the DC to hear what's going on in the words of the majority of his stakeholders, the students
and their instructors. Just once in a while. Not to make any earth-shattering decisions, but simply to get a
sense of what they're concerned about from time to time.
My Team Leader is excellent. The same cannot be said of my Director, who is seldom here and
capricious as well. Let me explain. My Director plays favorites among his friends; the result is that the
contributions and ideas of those who are not in his inner circle are discounted, demeaned, or ignored. A
specific example: our last departmental Instructor of the Year was both embarrassed by receiving the
accolade and well known in the department as regularly failing to complete tasks, such as turning in
grades, on time. Furthermore, the Director ignored the usual selection process, which included the rest of
the senior command team, in making the decision. The person selected was, however, part of the inner
circle and, to be frank, a nice fellow. The effect on those who were in fact deserving of the honor (I do not
count myself among them) was both dramatic and negative. Furthermore, this action instills little
confidence that "rightsizing" will be accomplished in a less than capricious manner. I hesitate to use the
word, but the atmosphere is at present "toxic" as a result. This, to be fair, hasn't always been the case.
Something has changed over the last 2 years.
If research is a requirement for promotion the College must support this MUCH better than it is at
present.
Focus the curriculum on teaching enduring skills and knowledge, not chasing on the "flavor of the month"
Structure the CGSC program so all successful students receive a MA upon graduation. The chase for a
civilian masters during the course hurts the achievement of CGSC TLOs and hurts families.
Faculty morale has taken a turn for the worse this year. Its deeper than sequestration and potential
furloughs. Instructors find it difficult to prepare to teach at work because of various administrative
requirements and feels increasingly taken advantage of. Several civilian colleagues have mentioned to
me that they will retire soon. I have decided to not seek employment at the college after retiring from the
military even though I enjoy teaching majors.
No
I am extremely proud to be a part of this institution. It's not perfect, but it's as good as any of its type and
much better than most.
During the last OER round, neither my rater nor senior rater found it necessary to schedule a counseling
session to discuss my performance.
Establish a standard and mainatin that standard for both civilian and military.
I think the total focus on credentials (PHD) as the primary method of evaluating the worth of the civilian
faculty is biased...you can have a PHD and still do no more or less than a faculty member with a Masters
Degree, in fact, you could be a worse instructror and contributor with a PHD than without one. Negative
comments relative to the worth and effectiveness of the Title X faculty are also no helpful.
CGSC QAO
87
10 Jun 2013

Today the Chief of Staff decided that saving the pavers was more important than allowing staff and
faculty to be let off at the top of Abrams Loop. I can not imagine a decision made recently that is so
spurious, so ungenerous, so disrespectful for the line of effort represented by the faculty. The faculty I
deal with are unanimous in their disgust at this uncaring, malevolent policy. The reasons given are
hollow. And we are insulted by the threat of a fine. Since L&C opened, has an emergency vehicle ever
been impaired by a car dropping off a passenger? Ever? The upper level leadership has forfeited its
credibility.
Thank you for the positive attitude and professional bearing that you always present to the organization.
You role model what it means to be a professional in this organization.
The most significant issue that pervades the staff and faculty at CGSC is the perceieved disconnect of
the day to day activities of the college and the priorities of senior leadership. As an example, in the last
O399 exercise, billed as the "capstone" exercise for CGSOC, no senior leaders vistited the class rooms
to gauge the exercise for themselves.
The DC needs to ensure that the Title 10s have the opportunity for a step increase -- they don't get any of
the WIGIs that the GS employees automatically get, and when they do get a step increase, they are half
the size of a GS step increase. We want our best folks teaching, and we need to incentivize them to do
that!! (comment from a GS employee)
We need to ditch the LD&E moniker -- or at least quit using it as our primary self identity. As LTG
Caldwell used to say, unless they have served in TRADOC, even General Officers have never heard of
CAC -- much less LD&E -- but everyone in the Army knows who CGSC is. CGSC is a respected brand
known around the world -- use it to our advantage!
The reliability of the connectivity of this post leaves a lot to be desired. If this post is striving to be a
premier center of learning then the students need to be able to reliably access Bb (down for almost a
week last fall)and the instructors need to have connectivity to reach their students via DCO and email.
Your Dl instructors work harder and work terrible hours compared to the resident and satellite campus
instructors. Over the years their graded requirements have increased as well as mandatory after hours
DCO sessions (27 each class for 2-4 hours each and 2 classes per instructor). They recieve no additional
pay, or flexibilty in their work schedules such as ; work from home one day a week, a 10-4 work
schedule, or now an ability to earn comp time to mitigate this. Be prepared to start losing your high
performers when the job market opens up due to working conditions.
This organization requires a more consistent and systematic approach to providing updates to the faculty
and staff from the LD&E and CGSC leadership. (Across all Domains)
I love my job. Best job I have had and I have been working for DOD for 25 years.
If unable to hire GS employee's recommend changes to TDA to bring in IT warrant officers to fill the gaps
in our IT support infrastructure.
The Department of Distance Education is being treated like red-headed step children; there needs to be
acceptance of the relevance of the work that is being done in the department. The department of distance
education is delivering the same course content that the resident course is delivering, with a vastly higher
student to faculty ratio than on the resident side. The average AOC instructor has a 34 to one ratio (two
classes simultaneously of 17 students each), and is with his students for a full 52 weeks without break.
Resident instructors go for ten weeks with numerous brakes, and enjoy the advantages of directly
interfacing with their students. DDE must be treated with equality by the command team. An option for
developing a better appriciation of DDE for the resident staff would be to require them to do a year in
DDE for every two years they are "at the podium" in the resident course.
CGSC QAO
88
10 Jun 2013

Why in an organization dedicated to Mission Command is there none. The DC seems totally uninterested
in the mission of the college. He is all about LD&E I guess, because no one shares anything. After having
been promised at least quarterly updates it never happens. When it does you get the feeling that no one
has done any prework so questions can be answered. For a number of years it has been getting worse
as the college hires those who don't know to lead those who are beginning not to care. Our reputation is
being to suffer.
I feel like the only one who cares whether I do a good job or even have a job is my department. I think the
DC, Dean and the leadership have done a poor job. I deserve better.
The staff in the "east wing" of the building has grown 4-5 fold in the last few years, with no real increase
in mission. Although we picked up other schoolhouses to manage, they came with their own complete
staffs. Seems to be a lot of excess overhead on the staff side, and yet departments can not even hire
secretaries.
Everyone has been very helpful and informative which has made it alot easier to settle in my job and feel
comfortable.
new or innovative ideas involving change have little or no avenue to leadership. there is no established
mechanism for "good" ideas.
Faculty morale is low, and yet the East Wing seems to actively be looking for ways to remind the faculty
that they are no more than hourly wage-earners in the grander scheme of things. The latest jab--trivial by
itself--is the proclamation that faculty will be ticketed if they use Abrams Loop for a drop-off point. Little
things like this, on top of contracts that aren't worth the paper they are printed on, impending furloughs,
60/40 reductions,etc. make this an unhappy place to work right now. And did you know that the Dean's
office has unilaterally decreed that MMAS oral comps will be taped for "research" purposes? So now the
students and faculty are lab rats in the cause of "assessment."
Great place to work and provides an opportunity for me to continue serving our country in a meaningful
way. Overall the climate within the college is outstanding and appreciate the opportunity to continue to
serve. Working with the Majors on a daily bases is extremely rewarding.
I appreciate that the Deputy Commandant did not immediately leave the College when he was selected
for promotion to Major General. In addition to his obvious personal dedication, perhaps he recognizes
that we have too much turbulence at the Colonel and Brigadier General leader level.
1. Combine E100 and L100 -- no need for separate blocks
2. Calling it Msn Cmd Week as such is actually a detriment -- avoid the naming, and only increases the
difficulty on intructors to get across the material when it looks like a forced-fed emphasis
3. Make K100 an elective, not a block for everyone
4. Too many pet rocks left by previous commands have overloaded the rucksack of students -- if we
TRULY want them to reflect on daily learning, days need to be four hours, no more, and give them only
enough homework to allow them to reflect on the days TLOs and the next day's objectives....I can tell
you, students just go from suspense to suspense, with very little time to learn/absorb
n/a
no
We need to prepare for lean times in this organization. We can conduct a significant down-sizing in the
college and continue to provide a quality education.
Let me be clear. We understand there are serious fiscal problems facing the Army in general and CGSC
in particular. Got it. Not leadership's fault. Command climate and the absolute inability to even make it
appear like you are listening is something you can do something about. My Army Values card says of the
term SELFLESS SERVICE: "Put the welfare of the nation, the Army, and your subordinates before your
own."
CGSC QAO
89
10 Jun 2013

Yes,
Please don't hate me for my answers, don't think I'm trouble, or a whiner. I truly am a nice person who
keeps a smile and have no complaints from anyone. All love to be around me. No one knows I have
these feelings, I shared becuase one asked. I would like to think I am a good person who loves everyone,
wants to see everyone happy and kind to one another ;, )
Please take an honest hard look at how the college spends money, in particular how the contract for
phase I and phase II renovations of the CARL have gone. A lot of our furniture was thrown out under
orders from Chris Ibanez, and I do not feel they were disposed of properly. We had a number of
organizations on post who wanted the furniture, but we were told by Chris Ibanez that they could not
have them, and that the discarded furniture was the property of J.E. Dunn. I find this deeply suspicious.
Quality of recent military faculty is marginal at best. The selection process should be shaped the the skills
and abilities required to be an excellent faculty member. Above average leadership and command
potential doesn't always translate to above average educator.
Stability in at the department directors level is the key to successful integration between the
departments.... Deputies aren't getting it done...
Not at this time
no
Tobacco should not be tolerated within this building and it consistently is ignored. Students, faculty, and
staff all use tobacco and it is the number one cause of preventable deaths. Nothing has changed in
regards to tobacco since this building was occupied in 2007. Attempts to conduct a Tobacco Cessation
Program supported by the Command Team are met with luke-warm results at best over the past three
years. IT is a habit that has life altering consequences but Tobacco Cessation is not a demonstrated
priority of higher level management within CGSC.
Sir,
It seems that we could save a lot of money by doing without JFK, military review, and prisom's just to to
mention a few but if a student were to read everything required by the CGSC course there is not really
any time left and that is why if you go by any class room it is kind of a standing joke for one student to
have all the extra mg/books in his box as nobody really has time for more to read
Scenarios need to vary in AOC. We should introduce unfamiliar and complex problems that lack all of the
information that we provide now. We should cut content, so that we can have a schedule that more
closely replicates that of SAMS, so that our students can spend more time reading.
The coming furlough is creating morale issues is many civilians. I haven't been here for very long, but I
have not heard "talking" about how "the government" doesn't care about or value civilian employees
before now. A good question now is how are you (those in charge) going to assure civilians that they are
valued when paychecks start to nosedive and workload continues unchanged? Working next to such
dissatisfied coworkers is difficult.
This is a great place to work! The DC emails and stories recognizing accomplishments of folks who work
here plus our spouses (e.g. Boston marathon runners recognized) makes Leavenworth a family oriented
post.
The GSP is broken. Speaker topics do not support curriculum and too many speakers are simply hawking
their books. CSA speech was roundly criticized by students as uninformative, especially given drawdown,
sequestration, etc. GEN Amos almost universally cited as best speaker - told us what he thought and was
insightful.
No.
Civilian retention policy in DTAC is based on a good-old-boy network, not objective assessments of
instructor performance. The retention order of merit list developed last spring, calculated mainly on
instructor military retirement dates and recency of active duty service, clearly discriminates against older
civilian instructors.
CGSC QAO
90
10 Jun 2013

1. Outside of exercises, conclude instruction no later than 1430 each day. Longer days appear to provide
more room for curriculum, but students are not learning.
2. Reorganize the teaching departments to balance faculty workloads and needed preparation time
during each week. This will be increasingly important as more faculty will be military.
All of the improvement items listed above are "small potatoes". CGSC is a great place to learn, work,
educate and improve military/government professionals. Continue to push this place to be better for our
Army and the nation.
If the Majors of the new world is coming in they need to understand that they word "NO" means no and
that they need to read instructions as to turn ins or who is allowed to pick up supplies and that the
supplies that we are to give them is all they get instead of sending the Instructors do and beg for the
items. Or The college needs to change the items that they can received....
When the doors that say "Open slowly" That means slowly as people are getting hit and those artifical
trees by the doors are not helping..
1. CGSS leadership is toxic
2. Senior leaders not held accountable
3. Everything is driven by "what the general (CAC Cdr/DC) wants" vs what students actually needed
- We continue to do these same surveys and get all excited about the results, but little if anything comes
from them. What actually changed around here last year as a result of the survey?
- Sometimes wonder if there really is a Deputy Commandant any more. Seems most of the focus is on
DCG of LD&E...
The performance criteria for officer's evaluations is broken, unfair and bias.
too many senior leaders & too many perks for seniors leaders
NA. Things are good.
Get to know your people better in the building as well as those outside; the students and faculty should
see the leadership (either in Eisenhower or in the hallways) more often; I certainly understand that our
senior leaders are busy, but there has to be a balance; it sends a statement when the first time a senior
rater meets the person he/she senior rates and evaluates on future potential is at their OER counseling
The process for evaluating faculty was not/is not transparent.
While the primary focus of this institution is "education" we need to also look at the support staff. Morale
in many areas is beginning to tank with a few at or below 50% manning with no let up in daily operations.
Smaller elements cannot absorb manpower shortages as well as larger ones. Even with external hiring
freezes, smaller organizations need to be able to hire, or at least get temp help from larger organizations
during the "crisis".
I am proud to be a part of CGSC. This school had a profound effect on me when I was here as a student.
But now, to return to this place as a part of this effort? It's an honor, and a commitment I feel I can only
strive to merit. My boy and I were sitting at a bench on post the other day. We were looking at all the
international officers walking past, and we were playing "Guess that Army". After about 15 minutes, my
boy looked across the pond at the Lewis And Clark building and said: "You get to teach guys from all
over the planet...it's almost like Starfleet.... How cool is that?" I agree with him entirely. It's pretty cool.
CGSC QAO
91
10 Jun 2013

Morale in DMH is low. There are a number of reasons for this. The head of DMH, Dr. Willbanks, is hardly
ever at work. When he is, however, morale is, if anything, even lower. He has signed up the department
to run the Society for Military History Conference for 2014 yet he has no involvement in the process. He
will, of course, take the plaudits if it works out well. He claims he is not allowed to run the committee
because of the conflict of interest, yet his employees have to do so anyway, and the committee does so
on work time despite the fact that this conference will likely make money for the College Foundation. He
is capricious and plays favorites. There is no reward for working harder or taking on extra duties (if asked,
no one says no to a request from the boss) as he has made it clear he wants everyone on the same
length of contract and as close as possible in pay relative to rank. This means those who are not his
favorites typically carry much of the work in the department without corresponding rewards in terms of
contract length or pay increases. His capriciousness and bullying behavior mean that saying no to extra
duties, even if already over-burdened, is likely to make you much more insecure in your tenure at work.
Even something a simple as talking with someone who the boss disapproves of can be cause for an
inquisition or dressing down. Given what has been going on over the last year, this does not help morale.
As a member of a seminar (SAMS) some of these questions do not neccesarily apply. For the most part
the curiculumn is good and the instructors are knowledgeable. There is adequate time to meet course
requirements. However, it is an administrative organization that lacks leadership and professionalism.
Senior Leaders (COL and above) seldom, if ever oberve classroom activities nor interact with the
students.
Food prices are a little high at food court.
The day cleaning crew does not use any cleansors or anti-bacterial sprays on sinks, door handles or
toilets. They just spread germs by wiping with plain rag.
Kind of serendipitous to get an EO survey. In fact I think that in some cases the College faults on the side
of being too concerned about EO in that some individuals use EO as a tool to protect themselves from
their poor performance or lack of expertise.
* You could save hundreds of thousands of dollars by dropping the DIACAP on the MCNet (internal
exercise net) -- this process supports having external connections on that network, which we do not have.
* The next time you cut manpower tp DLDC, it will disintegrate. It functions will disperse across the
college, and be retained - on paper - but from experience in locations elsewhere, without an immediate
and direct tasking authority to force networking, ABCS, and sims to work together, they don't; use of sims
and ABCS at the college will suffer.
It is absurd to make an annual training requirement part of our hang-tag system. Annual training should
be verified by supervisors instead of parking control. Motorcycles don't renew their tags, why should
cars? The current system represents poor leadership and disrespect for a professional staff and faculty.
Too much emphasis on "golden pen"/Scholarship versus service/contribution to the organization.
There continues to be some friction between Department Deputies and Team Leaders, with some
Deputies focusing only on department requirements in personnel management matters, not considering
team needs as well. Some decisions make it harder for teams to perform collectively in scheduled
exercises. This detracts from the student learning.
Education is extremely important and is an investment in our officers and military. We appreciate working
here.
Overall, this is a great place to work and learn. The people are always professional and work for the
improvement of the institution and those we serve. I am proud to work for such an organization.
Nothing right now.
It has been a pleasure working with MG Davis over the last two years, most especially on the Curriculum
2014 project this year. I wish him all the best in his future endeavors. he has been both a positive role
model for the faculty and students here at the College as well as an excellent Deputy Commandant!
CGSC QAO
92
10 Jun 2013

Kill the second start as it is causing a reduction in the quality of instruction and requires much more time
and money than a single class.
Reduce the "add-ins" to the curriculum and reduce the length of the student day as this is supposed to be
about education and not training.
The IT work order process is cumbersome and prone to error. It appears that relationships between
IMOs, DOET, the NEC and CAC G6 are not as smooth and customer focused as they should be. It
appears that there are frequent turf issues.
no
No issues
The ILE staff (Chief of Staff, G3, G4, G1) are of little value added; often they work at cross purposes and
tend to make decisions without consulting Department Chairs and Directors, which often leads to poor
outcomes until the DC gets involved and forces these other leaders to be allowed to fix the problems
I love working here and the people I work with.
.
I think my wife should be able to pick me up in front of the building on the few occasions we have lunch
together. The L&C Building is a school, NOT A PALACE!
Although the Army Chief of Staff and other senior military leaders up to and including the CJCS and
SecDef continually call for greater emphasis on regional and cross-cultural studies in the military's
educational system, the CGSC curriculum has not changed AT ALL, despite the fact that there are
virtually no hours in the entire core curriculum focused on this area of study. As a resultm most officers
completing ILE have NO exposure to this subject, and resident ILE attendees are only provided an
opportunity during the elective terms. I sincerely wonder what the DC would say to General Odierno if he
were asked how CGSC has adapted to this guidance.
Overall a great command climate where senior personnel/instructors have the ability to act as their
experience leads them.
1. officers should write orders
2. either resource DLDC properly or get rid of CPOF all together
3. demand to see the campaign plan and action being taken on the curriculum 2014 project so all that
energy isnt wasted
Come up and teach an elective course or two. Most College presidents teach a few just to stay in contact
with the student environment. Besides, Admin is boring.
The current system of pooling all OERs only serves to ensure that the rated receive no counseling or
mentorship from their senior rater. This seems at odds with much of the rhetoric here - about the
importance of mentorship and counseling. Surely a better approach could be implemented.
The combination of the above factors makes an assignment teaching the future leaders of our Army
synonymous with career suicide. This also seems to be a counterproductive approach at best.
Focus departments more on the Team Teaching concept; my opinion is that departments don't care
about other departments curriculum and this is a dis-service to the students. We are missing an
opportunity to highlight certain topics that can be reinforced between lesson blocks.
No.
The G1 person does not communicate with employees.
Need to give students more time to reflect.....suggest 6 hrs of class 3 days a week and 4 hrs of class 2
days a week as a model. Too many long days hurt the reflection and learning process.
N/A
Lack of command philosophy and training guidance within the DDE has caused confusion within the
department; specifically with the assigned military personnel. This has caused morale to deteriorate
within the department, as individuals are unsure of what the standards and expectations are.
Recommend command climate survey for DDE
CGSC QAO
93
10 Jun 2013

This command climate survey was sent to me. I do not work for CGSC. I work for LD&E. I understand the
difference. LD&E is not synonymous with CGSC. CGSC is an organization within LD&E. Why would I
receive this cmd climate survey asking me about CGSC?
No. I have before, in person, and it does no good. Haven't even met the current DC who's been here for
about 17 months.
Proud to serve!
I'm afraid the school did a nice job of turning the Lewis and Clark circle drop-off/pick-up passengers issue
from a little mole hill into an unnecessary mountain.
1. Institute a permanent uniformed instructor program for select officers. Some great field grade officers
should be offered an opportunity to serve five to seven years here at the college. Model the program after
the USMA permanent professor program.
It has become part of the senior Army culture to embrace the mantra of "change is good". Every time a
DC comes in and sprinkles "good idea dust" around the college, quality diminishes and shoddy
patchwork to meet the latest requirement prevails. The DCs that have actually given the faculty time to
refine/improve curriculum have been the most effective.
Nuff said
Sir, we need more parking.
N/A
There is a general consensus that Mr. LaMoe's dictate about the traffic circle/drop-off sent a very poor
signal to the faculty. The email sent 22Apr13 espoused a dearth of common sense, seemed self serving,
and generally asinine.
It negatively affected the morale of the organization.
The Deputy Commandant should teach at least one class per term to someone and should see and
evaluate at least one inbstructor per week. How else will the DC know how good his faculty is and who
the real good instructors are?
The new parking issue about dropping people off is silly--why don't folks pay attention to things that
matter. Is this going to be applied uniformly and it is always put in place by folks that have designated
(close-in) parking. The idea of stress on the pavers--is silly--if the folks that designed this place didn't plan
for wear and tear--then it is a hit on them. Don't punish everyone for something that is not a problem. The
idea that it is dangerous--is bogus. Has there been a traffic accident in the loop? If so, then maybe there
should not be parking places there.
Another item is the # of guest speakers--and few to none that do anything but give yet another military
perspective. How about some speakers that challenge conventional and military thinking. Make the
students think.
Communications is still problematic within the organization. Too much "information is power" or "I've got a
secret" by the staff, lack of properly staffed decisions.
Military leadership at all levels of CGSC changes extremely quickly. Therefore it is important to have key
civilians at all levels to guide change over time and to ensure continuity through leader changes. A
college of the size and importance of CGSC needs to have an SES-level civilian leader who is the
number two person in the organization. The schools and departments have strong civilian deputies or
leaders but not the headquarters.
CGSC is in a better place than when you arrived, and on a trajectory for continued improvement, in spite
of the troubled fiscal environment. Good luck in your next assignment!
CGSC QAO
94
10 Jun 2013

Every DC who comes here has a year to "make his mark" and then leave with his additional star. Nice for
him. We are the ones who have to execute the GOBIs coming from either him, the Commandant, or
TRADOC. Because our bosses want to please their bosses, we get additional work to satisfy something
the DC, the Dean, the Chief of Staff, or TRADOC senior leaders supposedly want. Our effort is wasted
over and over again as whatever we produce gets OBE'ed in poor planning or failure to communicate the
"new" guidance. It's a vicious cycle. And by the way, the Chief of Staff's concern over brick pavers is one
more indication about how things are more important than people in this environment.
Except in a few instances; GSPs are not integrated well with the curriculm.
Somebody please tell me what LTG Walker talked about today? The students are still wondering?
The difference between stupidity and genius is that genius has its limits.
- Albert Einstein
The Ph.D.'s know everything but nothing else. annon.
"The greatest menace to progress is not ignorance but the illusion of knowledge." -- Daniel J. Boorstin
The Dean is vitally important to the smooth running of the College and the maintenance of high academic
standards. It is outrageous that the Dean can't just call the current Commandant directly without making
an appointment. Of the two, the Dean is by far the more important in achieving the College's mission! I
don't know if the isolation of the Commandant is his doing, or his staff's, but it is stupid. The current DC is
more accessible and makes more effort to understand what the College needs, but no telling if the next
one will be as sensible. With NCA/HLC Accreditation coming closer, these guys need to be more aware
of the impact of their actions and demands on the institution's stability and academic integrity. Direct
action at the highest level is also needed to be sure our Academic Advisory Committee members get
reappointed speedily and with a minimum of inconvenience to themselves. These are distinguished
senior academics from other institutions who are DONATING their time to help us - the least we can do is
not put them through a lot of redundant processes to confirm their appointments.
Decades ago CGSC had a great impact on the Army, and the Dep Cmdt had a great impact on CGSC.
Today CGSC has become LD&E and CGSOC is near the bottom of the DC's responsibilities.
The CGSOC curriculum and schedule is not conducive to education, much less excellence in education.
In a futile attempt to be comprehensive, we now merely familiarize students with a vast array of topics.
There is little time for reading, research, and reflection. We have 8 months of mandatory or "one-size fits
all" training courses and two months of specialized electives or "drive-by education" at the very end.
We also need to reconnect the people that write doctrine with the people who teach doctrine. Just as
good doctrine combines theory with practice, education integrates concepts with application. CGSS
instructors are now trying to chase ever changing, and increasing abstract doctrine, without having
sufficient examples of how things are really practiced in the field.
We must change from a training to an academic schedule. Instead of thinking how many hours of a
subject we can jam into a single week, we need to consider how many weeks a student needs to read,
research, and think about a complex topic. Instead of scheduling courses sequentially, we need to
schedule them concurrently like regular colleges. We have to spend far too much time figuring
when/where we are teaching, and how we must adjust assignments. Neither the faculty nor the students
can develop productive routines.
Request the Army make the position of USSD Chief a battalion command billet. The Chief is responsible
for 1,500 officers but has too little authority and not enough staff.
CGSC QAO
95
10 Jun 2013

Top-down driven, lock-step execution of Mission Command Week was perceived by students as a farce,
and absolutely antithetical to the foundational concepts of Mission Command. That is just one example of
an institution that appears to be selling one concept, but actually behaving in an opposite manner. We
can do this! Just give us your intent, set the boundaries, provide some enabling suport, and watch how
well we can really execute. We won't change the culture by executing the old way - this was akin to sitting
them in the bleachers and lecturing them on the principles of marskmanship. Ugh.
Stabilize the strawman calendar. Lock in the schedule at least 2 weeks out. Last minute Guest Speaker
changes and good ideas constantly interfere with faculty and students' ability to schedule appointments,
integrate educational events. We understand changing for the CSA, SecDef, etc., but for others? Why
does CGSOC never say "no" to a schedule change? Any unit in the organizational Army would receive a
deficiency in training management, so why does the "Intellectual Center of the Army" tolerate
substandard planning.
CGSC continues to be a good place to work with plenty of good people. Cannot put my finger on it but
there is something that continues to be a bit off.
Adopt war-fighting centric curriculum based more on military art & theory with a much more rigorous
academic assessment.
There is definetly a have-and-have-not culture where some departments carry more prestige than others.
This creates a sense of tiered relevance that may be misleading or ill-conceived.
N/A
I've made this comment before. CGSS generally has little idea what goes on in the classroom. The Dean
of Academics has been in my classroom once in 5 years. The Director of CGSS - or his representatives have been in my class once in the past 18 months - for 5 minutes!
New TV screens in Rm 2163 time out in the middle of class instruction requiring instructors to turn off the
system, restart the system and then wait for the system to display an image. Somehow I think if the same
problem existed in senior staff offices DOET would find a way to solve the problem.
Bring back brown bag lunches with the DC/CGSS Director and faculty members.
The spaces for listing three things were too small. I was told I was over the limit in words and would have
to cut my comments. This leads me to think that this survey is not a serious attempt to tap into faculty
thoughts.
The mediocre performance of US Army Majs at ILE is a direct result of BDE/Bn CDRs not requiring junior
leaders to read, analyze and write on a regular basis. The holes in the knowledge of these so-called
professionals are wide and deep from history to tactical knowledge outside their day to day
responsibilities. Senior leaders have got to quit convincing themselves that they are too busy to counsel,
coach, teach, and mentor their junio leaders.
I appreciate that you focused so much time and effort on improving the environment at CGSS for both the
faculty and students. You are the first DC to show that you really cared since BG Huntoon. It has been a
long wait.
I can honestly say that I am blessed to be in the 1% of the population who is fortunate enough to work at
a job they love and have that job be filled with purpose and to be supported by a dedicated leadership truly, no BS.
Lack of planning by many of the Staff and Faculty, increases the workload on other entities within CAC
LD&E. More thought out planning would by Faculty would greatly decrease the burden on Staff support.
As with most workplaces seems the more you do the more they want.
My family and I will obviously be forced to deal with Sequestration, but this is a very unacceptable
situation that should never be forced on government employees.
Please find a way to continue the foreign exchange electives.
The first time I heard the Dean speak to the faculty and heard his answers to some of the questions. I
came to the conclusion he was cluless.
CGSC QAO
96
10 Jun 2013

Some students believe that the Army, CAC, and LD&E have lost focus upon the importance of CGSOC
and more importantly, the Army-wide influence of these thousands of majors. At one time, it was not
uncommon to see the CAC Commander and DC interacting with the students. The students seemed to
believe that their education and their careers were of value to the Army leadership. However, esp. after
the CSA's recent guest speaker event, my students felt as if the ARMY only values SELECTION for
CGSC...the education/course is not of value, only the selection process meant anything to the Army
leadership. While some of this was due to their realization of the number/type of guest speakers the PCC
has (since we are in the same building), I was surprised at the number of students who raised the issue
of CGSOC's importance as measured by leaders' presence and interaction. Variations on this theme
have been raised across two staff groups and three elective courses...they even have me
wondering...why isn't CGSOC worth a higher priority for CAC and Army leadership?
This is an awesome place to work, and I'm very thankful to work here. I'm very proud of the quality
product our DA civilians and officers produce.
I always look forward to Monday morning!
v/r,
Rick Olsen
Team Teader, Team 15
Walk around more and check on the civilian faculty, make the directors and team leaders check and
evaluate on paper every teacher of their directorate once a year and counsel them on their performance.
Conduct checks on counseling and IDP packets for teachers per directors. Have every instructor annually
take the exact tests they give the students during the summer breaks because most of the
DTAC/DLRO/DJMO instructors have never done the assignments themselves and have their boss/team
leaders grade their papers. What you will find is that a large majority of civilian instructors can't do the
analysis of the test/papers/exams and no one has checked. What this means is when the grade the
papers and exams, their feedback is not based on cognitive synthesis only answers they got from the
block authors. It should be an annual event and part of certification that every faculty member write the
papers and understand the work before they grade the student's work. It could be a teacher certification
process. No honorable teacher/instructor should avoid being evaluated no matter their experience, years
of prior service, or prior rank.
What is the purpose of the MSAF? Most of the time if you can get anyone to fill it out the data it is always
skewed because the folks who fill it our are typically those who like you. Second, the questions don't
even make much sense and the feedback is virtually useless. It seems as if we are trying to replace a
commander's/supervisors responsibility for leader development with a survey that possesses no
judgment. Can we just unplug for a little while and get back to training warriors and developing good
leaders?
Starting use the conference center for conferences. A lot of taxpayer money has been poured into the
FCC. It has adequate meeting facilities and parking.
Do something meaningful to improve the command climate instead of paying it lip service by just
checking the block and talking about it. The last time CGSC had a Staff and Faculty Appreciation
ceremony that wasn't 3 bowls of potato chips was pre-occuption of L&C while still in Bell Hall. Anyone
remember the S&F Appreciation BBQ luncheons that the leadership sponsored at Bell Hall? It was a
small thing, but compared to the nothing that has been done since coming to L&C it was huge!
Concerned about continued faculty development in an austere budget environment.
Although I am considered a valued instructor with lots of relevant experience, and in the upper 1/3 of all
instructors in my department - unless leadership takes an interest in ACTIVELY SUPPORTING
DEVELOPMENT - my skills will decline over time, and I will be just another old guy who knows doctrine,
but not how it's really done (from the student's perspective, not mine). I see plenty of lip service, but no
real commitment, much less programs or activities. OPD-like classes are the bureaucracy's way of
addressing the issue, with no measurable skills obtained.
CGSC QAO
97
10 Jun 2013

It seems that LTCs and MAJs in the organization take a back seat to civilian instructors and curriculum
developers. the civilian faculty is quick to disregard all lessons learned over the past 12 years of war in
favor of 1990's training and planning practices...civilians seem threatened by active participation by
military instructors/curriculum developers. Theory is given priority (even if it is untested) over pragmatic
lessons and curriculum.
THe department deputies run the college in a mafia-style family manner. bad instructors remain on the
payroll even after legitimate complaints from students because the Deputies appear to make decisions
based on history with certain intructors and to make the other deputies happy.
Civilian employee (faculty) cliques form that alienate active duty officers serving as instructors. "I've been
here 18 years and what you want to do won't happen because it's too much work and too big of a
change."
I'm honored to serve and proud to be part of this organization.
CGSC QAO
98
10 Jun 2013

Please list THREE things that are good or going well at the CGSC. (215 Responses)
Please list THREE things that are Good or Going Well at the CGSC. (215 Responses)
1. Support, information, & guidance from my department (DLRO). 2. Still allowed to teach and convey
what is important; no simple recitation from a lesson plan. My team leader and my department demand
and support informative, interesting, current, and challenging instruction. That is great!
I love my Job becuase I love helping Soldiers, CGSC gives me that opportunity to do so.
Everyday workers are very nice and friendly.
The building is a beautiful, and we always get updated equipment!
Given the limitations of the curriculum we do a pretty solid job teaching it.
Great people (staff and faculty)
Electives format
Overall curriculum
Professional civilian workforce
Strong military/civilian teams
Outstanding facilities
Overall curriculum development and revision process is healthy.
Faculty development is adequate, especially initial training.
Support from my department.
Interaction with my teaching team members.
Facilities
Information from IMSD and USSD.
1. CGSC provides a great work environment
2. CGSC does a good job of accomplishing its primary mission - educating officers who will lead the Army
through the next 10 to 15 years
3. CGCS encourages self-development of staff and faculty
1. Military directors are outstanding - professional and legitimately care about their subordinates.
2. The majority of fellow instructors are extremely professional and very knowledgeable of subject matter.
Quality of the academic environment.
Quality of the physical environment.
Higholy professional work force.
1-Freedom of action inside the classroom during instruction
2-Choice of electives for students
3-Faculty preparation for teaching
Foreign Exchange Electives as broadening experiences and STRATCOMs.
desire to accomplish mission
concern for workforce
tolerance of initiative
Academic environment supports learning.
Faculty coordination within the team structure.
Collegial atmosphere between students and faculty.
It's hard to think of anything that is a positive.
Curriculm design
Sub par Title X employees have quit
Tools for teaching are world class
CGSC QAO
99
10 Jun 2013

-Still have latitude to teach IAW TLOs/ELOs rather than fixed curriculum.
-Rational approach to Title 10 reductions.
-Student services still responsive to instructor needs.
Great facilities
Great students
Great community support
1) Curriculum development that keeps apace of the doctrinal evolution.
2) MMAS Program
3)
PCSing the ticket-punching senior leaders frequently.
The History Department's Golden Pen Awards
We finaly have a budget.
We are typically well resourced.
Most people that work here are highly motivated.
changes in academics
changes in selection to attend CGSC
changes in hiring
The work environment.
The automomy to do your job.
The support with any problem
The teaching departments are doing things well
1. Faculty have interests of the students in mind during instruction.
2. Sincere and engaged faculty in class.
3. FDP's are going well.
Emphasis on critical thinking-attempting to make flexible adaptable leaders.
Intellectual environment; few places in my Army experience where it is encouraged to this extent.
Great people we work with. All accomplished and of great quality.
1) Best DC in years
2) Good academic freedom
3) High quality civilian instructors
Classes are being taught well.
There seems to be less, but not no, disruption to the strawman this year compared to other years which
means less disruption for guest speakers in the elective cycle.
Still being paid
Parking has improved
Faculty - Student interaction - strong rapport between instructors and student officers
Faculty training - well organized, timely, and informative
Instructional facility - still absolutely world class
Despite anxiety about furloughs the Civ faculty continues to work hard.
A lot of effort is put into making the curriculum relevant and timely
The vast majority of the faculty is here for the right reason, to contribute to the Army and educate the
Majors.
Team Leader Meetings with CGSS
Departmental Leader meetings
Instruction
CGSC QAO
100
10 Jun 2013

Students are well-motivated
Faculty cares about the students and the academic environment
1. The Foundation
2. The building looks nice.
3. The flags look good
1. Effectiveness within my teaching team.
2. Basic components of the curriculum.
3. Direction and leadershipo within my department.
the curriculum is well produced
The college continues to produce innovative and thoughtful leaders that are well respsected in the Army
and the community at large.
CGSC does a good job of supporting the non-teaching aspects of the college and seem to realize that
even the lower grade GS jobs contribute.
1. The Ed Techs work well with the students and provide feedback to them in a timely manner.
Units I work with cooperate
Personnel on the average are hard workers and good people
Work is distrubuted evenly in most cases, even with the lack of manpower we have at present
Pay is ok.
Students receive lots of support.
The curriculum is fairly good.
1) Future planning and implementation of curriculum to carry CGSC through 2020.
2) Top-notch, dedicated faculty (mil & civ) providing quality instruction to student officers.
3) Leadership communication to staff / faculty on issues critical to the college's mission.
Chain of Command seems sincerly concerned about making the education of the majors the top priority
> Emphasis by the faculty on improving students' knowledge and abilities
> Dedication to getting the job done by both CIV & MIL faculty, regardless of the inefficiencies of CGSS
> Faculty continuously working to gain feedback from multiple sources on teaching methods, current
operational trends, and quality of the educational experience for students (are we developing the skills
which the force needs).
Student instructor daily interaction
Instructors team teaching approach
Relatively stable schedule of instruction
student/insturctor interaction
supervisor involvement
civilian/military interaction
1. Attention being paid to the maintenance and cleanliness of the L&C building in general, which stands
in stark contrast to the conditions in my four-person office.
2. Coordination between faculty from different departments that is promoted by the teaching team
structure.
3. The professionalism and dedication of many,many faculty members.
1. Faculty teaching.
2. Development of curriculum.
3. Building maintenance.
Quality education despite dwinding resources and uncertainty as to future of the Army
Outstanding working environment
CGSC QAO
101
10 Jun 2013

1. Balancing Accredidation and Military Requirements
2. FDP Program
3. Interesting and Relevant Guest Speakers
Current Curriculum; employees; quality of instructions
Quality of teaching faculty. Majority of faculty attempt to help students improve academically,
professionally, and personally through coaching and counselling. Willingness of faculty to work together
to provide the best curriculum possible
CGSC students are learning about as much as can be expected given all the distractions and conflicts in
their academic day.
Faculty development in terms of improving the quality of instructors and instruction continues to increase.
Instructors continue to perform admirably in the face of sometimes extraordinary challenges in terms of
classroom requirements, counseling and coaching, and a wide range of additional duties, such as Staff
Group Advisor (SGA).
Quality and commitment of the employees.
Learning activities in the classrooms.
Good colonels in CGSS.
Most employees generally want to do well.
Lots of good people.
-continuous adjustment of curriculum to keep pace with current doctrine
-coordination including SGAs and Team Leaders in actions outside the curriculum, such as administrative
actions
-knowledge and professionalism of faculty and staff
infomation flow
ability to program my work
work for a great supervisor
Student Quality, professionalism of instructors, ability of instructors to adapt to ever changing work
conditions
The faculty
The facutly
the facutly
Students receive excellent instructional/educational material.
CGSC is very adaptive to changes as needed.
Faculty is exceptional.
Instruction is beneficial and accurate for the field. The GAAT scenario is very complex and very
appropriate as an instruction framework.
The flow and integration between departments within the curriculum is good. While interaction between
departments still needs work the forced integration of them in the classroom is a good outcome.
The resident electives provide a wide array of topics for instructors to teach and students to take. It is the
best and easiest Win-Win situation in the resident course.
Educating officers
Educational facilities
Flag officer leadership, particularly the Deputy Commandant
Civilian work force and sharing knowledge within the department.
Pay for civilian work force is outstanding.
Climate with the department is very good.
Faculty commitment
Return to selection process for students
Leadership of my directorate
CGSC QAO
102
10 Jun 2013

curriculum is going well.
teaching departments are doing well.
People I work with are great
My hours are excellent
I am very happy where I work
1. Great colleagues
2. Wonderful students
3. Excellent work environment
Less focus on multiple assessments, greater emphasis on student learning
Faculty Development
Staff support
The command climate is good, the mission is good, and people try to improve operations when
necessary.
The faculty does a remarkable job of taking the junk and poor planning that has come to characterize the
work of the college staff and spin it into gold. I love my department, my team co-workers, department
faculty members and what I teach.
Instructor latitude/flexibility, Trust in team/subordinates, Instructor collaboration/coordination, this is a
learning organization, Education vs Training
Student opportunities outside of CGSC (Masters, Community Events, FSP, Physical Fitness), Language
requirements for deploying personnel
The people are fantastic to work with
There is a focus on the mission, and most are willing to go the extra mile to ensure the mission is
completed at a high level.
Nice building!
n/a
Supervisors allow the faculty to teach their own way as long as the faculty reaches the TLOs/ELOs.
Guest speakers
Opportunity to accomplish Manditory Training
Professional Development opportunity (i.e FDP training)
Still trying to get good people in the classroom
Incredible instructors who are experts in their field; USSD is functioning much better; IMSD does a great
job
Good morale.
I am free to complete my tasks with minimal distractions/intrusion.
I am trusted to make decisions.
Everything, this place runs better than any other organization
Library
academic discipline of students
faculty credentials upgrade
Safety, feedback and achievement.
1. Increasing emphasis on faculty scholarship (publications, outreach, etc.) by the Dean, et. al.
2. Constant effort to improve instruction is a shared value by the faculty and leadership.
3.
CGSC QAO
103
10 Jun 2013

The curriculum, overall, is in good shape and is generally well run.
I still have reasonable freedom in the classroom.
The interaction with the students (all too limited due to the schedule (see below)) is great. This is
probably the best part of the job.
(This will not fit in the anything else section. So I put it here instead.) On a separate note: we are now
required to write and research (a good thing to encourage). I was told the opposite when I was hired.
Indeed, I was told that after teaching, service to the college was the single most important thing. You can
image my distress when my service to the college, which is extensive, was ranked as being worth less on
our OML list than scholarship. Thus, those faculty who did not lean in have been rewarded with a higher
OML score because the time some of them saved not serving the department or college, was instead put
into research and writing. On top of that, just as we were told that scholarship is essential so we were told
we cannot use even PTDY for research, and there are no funds to attend academic conferences.
Additionally, when are we meant to write? My teaching schedule effectively precludes writing and
research for much of the year, and I'm now told I have to take my own leave to complete an activity that
is essential for my continued employment.
1. AARs (both student and faculty).
2. Team support and coheasion in the face of budgetary uncertanty.
3. Quality Field Grade Officer Education.
respect between civilian and military
ability to work together to get the job done - a team environment
camraderie across the board
1. Faculty are trying very hard to educate students.
2. Students are interested and engaged in learning.
3. The support for the computers and classrooms is first class.
Teaching team concept
Electives
SGA system
(1) The Title 10 faculty are the strength of the school and are exceptionally professional.
(2) Development of new faculty by existing faculty, both during formal FDP and informally within a team,
ensures qualified faculty.
(3) Communcation between students and faculty instructors is outstanding.
1. Good balance of work/personal time.
2. Transparent sequestration information.
3. Overall, CGSC is a great academic institution.
1. The sponsorship program here is fantastic, Soldiers and Civilians are received well
2. Training programs for faculty tell us what we need to know, but don't tell us how to teach
3. The Staff folks and administrators at CGSOC are very helpful and knowledgable
Communication .
Great speakers who are coming to speak.
Fairness
Students are learning, largely due to the diligence and enthusiasm of the teaching faculty.
Motivation seems to be high.
Cooperation between CGSS and Departments.
FDP4 series of continued learning topics

Experiential Learning Model where the faculty facilitates
Unity of effort among teaching team / section departments
CGSC QAO
104
10 Jun 2013

Self-Development: Many faculty are pursuing doctoral acaedmic goals.
1. Intellectual and teaching expertise of title 10 instructors.
professional environment where the faculty and staff uphold the standards in educating the CGSC
classes and the EO climate in the classrooms
Making the decision to close the base early for inclement weather instead of the last minute as in
previous years.
Excellent team work between faculty members.
Excellent support provided by Classroom services.
Teaching Teams are the Center of Gavity.
The DC's push for Curriculum after next. Looking deep.
Teaching and Mentoring of Young Majors. Seldom discussed or recognized but it is the heart of this
place.
1. Flexibility of instructors to teach as they see fit to get to TLOs
2. Excellent classroom IT capabilities
The majority of CGSC faculty and staff set the standard for TRADOC.
Even though with furloughs beckoning, morale is good.
It is a pretty good place to work because of the people who work here.
Work load has decreased due to budget restraints, allowing the appropriate work load per section.
The staff and faculty seem to work well together. Each looking out for the other and stepping in when
additional help is needed.
The Air Force personnel including the Col take care of people that work around them, including personnel
not in the same service. I don't know what I would have done without the Air Force personnel here.
Student focus
Maintain the sense of responsibility and professionalism among all military and civilians at the college
Concern for students and honest counseling of students by faculty should continue
Continue joint, multinational, and interagency cooperation (including both, students and faculty)
1) scheduling mandatory training sessions within L&C (improves accessibility)

2) faculty development sessions - topic currency and online availability (session materials)
NOTHING
great place to work, good enviroment, overall really good people
Team work
Learning enviroment
Facilities are nice
CGSC QAO
105
10 Jun 2013

1. Great faculty development program that is actively promoted.
2. Relatively good amount of instructor freedom for course instruction
3. Collegial, professional environment
-I truly appreciate the amount of trust that the Command places in the instructors. I know that I am trusted
to assess my students and provide them the instruction that they need without concern for second
guessing by the Command.
-As an active duty LTC, I appreciate the core group of civilian instructors that provide the critical
continuity that would not exist if the faculty were 100% active duty officers.
Students
Staff
Faculty
Teaching is a joy; my colleagues are professional and competent; number of irrelevant guest speakers
seems to be on the decline.
The Leadership Development, Operational Management, and Leadership Support
1) My team is professional, and works hard to help the students learn. There is good cooperation within
the team and between the departments, and my team leader is everything you would want in a
leader/boss. Fair, consistent and cares.
2) My department is well run, and staffed by people who are the epitome of the term "professional." There
is an attitude of people wanting to help others, and they often do because they understand that it reflects
upon them. It is a great place to work.
3) The mix of students, both male and female, the mix of branches and international officers helps create
a good learning environment.
Better information flow from higher to lower
Academic freedom
Support of faculty
Learning
Teaching
Planning
I don't know.
The electives program
The MMAS program
The CGSOC CORE
Quality of classroom instruction. Despite the poor schedule and lack of support by the staff, the
classroom instruction remains at a high standard and is valued. Just think what could be done if we were
resourced and treated respectfully.
The faculty continue to be dedicated to the students and work hard to support them.
We are well provided-for technically; computers usually work and classroom technology almost always
works.
The library continues to provide superb support.
CGSC QAO
106
10 Jun 2013

Working relationship among employees and managers is strong. We watch out for each other and get
things done.
Work environment/facility is great.
1. My fellow faculty members are dedicated professionals.

2. I greatly enjoy working with the majors attending CGSOC.
3. The support personnel do a fine job in keeping the facilities and equipment working.
The guest speaker program for CGSOC is very good-- but the vast majority of them should be "nonattribution" lectures in order to get perspectives that improve realistic understanding.
teamwork, communication from higher to lower, feedback from lower to higher.
Hard-working, dedicated faculty.
Important mission.
Individuals taking the initiative for professional development.
Teaching
Community outreach
Family support
Teaching Teams, classroom environment, department support to teaching faculty.
I love my job. Best job I have had and I have been working for DOD for 25 years.
Post Instruction Conferences
Curriculum Design Reviews
Vacancy Announcements
+Overall faculty
+Environment
+Delegation of Authority
1. Supporting the mission of educating future organizational leaders for the operational force.
2. Flexibility and Adaptability.
3. Continued emphasis and support for continuing professional educational opportunities for the faculty.
The ability to modify curriculum which works from the resident programs to a method that works for
distance learners.
The emphasis on distance learning being a growth industry and the corresponding shift of resources to
that end.
Ablity to leverage the TTPs and skills of MCTP into Dl curriculum to address common field grade officer
planning deficiencies.
Work hours and team spirt.
Physical and emotional concern for each other.
Groups events (social and physical fitness together).
1. Work hours are consistent - no surprises
2.
students, classrooms, curriculum
CGSC QAO
107
10 Jun 2013

Education
Services
Opportunity
1. Classroom services support is superb.
2. VCO handles their duties very well.
3. IT support personnel are flexible and well trained.
Handling of the fiscal constraints.
Prioritization of tasks.
Balance.
Great service and support from G-4
Facult development
Safety, snow removal and informing us when there are post closures or delays.
1. The faculty works very hard to be competent in the classroom. It takes much more than 40 hours per
week.
2. The History Department understands education.
3. We work in a very nice facility.
Great team
Generally great working environment
Important mission
Staff and Faculty support for our students.
The college provides an opportunity for students to accomplish educational goals during their assignment
to CGSC.
CGSC always strives to improve the services we provide the students.
1. Teaching still comes first here, and the faculty, with exceptions, take this mission seriously.
2. The facilities to accomplish the teaching mission are excellent.
3. Generally, the curriculum addresses the things that it should.
1. Information flow from Student Division is the best I've seen in over 7 years.
2. Departments coordination appears to be good this year.
3. Info on furlough is timely.
Quality instructors are being assigned here.
Electives function to fill specific needs, and are growing as needs change.
Instructors have a great deal of freedom in how they present their classes.
Internal Department(DATC)seems to be well-run.
We have professionals throughout this organization who genuinely care about those around them.
We provide a unique service at an exceptionally high level which has led to a great reputation.
The morale is very high throughout the organization and it is my impression that most people enjoy
coming to work each and every day.
1. The SGS! J and A are the one 'bright spot' within CGSC/LD&E. They are the engine that keeps the
organization on track.
2. A committed faculty who push forward despite the continual turbulence and churn.
3. The improved support coming out of the G1 under Major XXXXXXX.
CGSC QAO
108
10 Jun 2013

Faculty development
Curriculum development
Instructor Student Ratio
a 50/50 mix of civilian and military instructors is optimum.
Facility is pristine.
Computer support
Training support
Great morale of faculty to educate majors
Tremendous facilities
Leadership truly cares about the majors and their field grade education
1. The mix of Active Duty and Retirees (Civilians) on the teaching teams to bring both recent experience
and experience with large scale tactical operations and management of training.
2. Mission Command in execution of CGSOC. Faculty are charged to meet the learning standards, but
are not overly restricted in delivery. Initiative is encouraged.
3. Two starts (Aug/Feb) that permit faculty to swing across the starts to fill vacancies and infiltrate new
doctrine and practices into the course and the operational Army.
Faculty preparation for lessons.
* The people who work here are pleasant, respectful, and friendly. Very collegial work environment.
* Lewis and Clark Hall is an excellent classroom facility.
* The IMSD program is outstanding. Working as an IMS sponsor has been a highlight of my time here.
Good IT support
Very important mission of educating the future leaders of the US Army.
Strong emphasis for faculty to remain current
Return of the selection process for Army majors to attend the resident course
1. We have a Deputy Commandant who is bright, perceptive, and genuinely cares about people.
2. Faculty members consistently give their all (and more) and pour their hearts out for their students. The
vast majority are STUDENT FOCUSED, even if that means considerabel self-sacrifice.
3. On an individual (one on one) basis, staff and faculty communicate well.
I greatly appreciate the latitude to pursue self-development opportunities (e.g. additional schooling)
Mission Command philosophy with respect to teaching (i.e. no micro-managing in the classroom)
Having the opportunity to teach others in the Ft Leavenworth community (spouses, Soldiers from other
organizations)
We have a greater assembly of talented people here than anywhere else I've worked.
The MMAS degree program is - with a couple of hiccups - working well and is of value to the students
who participate in it.
Working with the students is an amazing experience and it makes up for other things that work less well.
people are nice/cordial
people are easy to work/interface with across staffs
facilities are well maintained, aesthetically pleasing, and function well for the mission.
Outstanding faculty
Good process for updating curriculum
Great staff at SAMS and CGSS
CGSC QAO
109
10 Jun 2013

Facilitation of Instruction
Assessment tools
Teamwork
1. Outstanding faculty members and faculty hiring process.
2. CGSC foundation support.
3. CARL availability and support.
Our house is solid, however see the needed improvements for the termites working away at the
foundation.
Opportunities for continued professional development and advancement within profession of arms
Opportunity to rebuild family bonds
Officers are training
Officers are geting training in Leader Development
The Command is begainning to support training in Leader Development
- The school is doing a good job at self reflection, trying to be the right course of study for what the Army
needs. Command climate is very open to new ideas and critique, though it could push the limits with
CGSC Next.
- The school, and garrison in general, does a great job of supporting service members with personal
issues (PTSD, dependency issues, etc.).
- The "golden BBs" here at CGSC are the IMOs, IAs, and joint officers. The relationships built here can
prove to be invaluable in future assignments. The school is doing a great job including these folks, and
trying to increase their numbers, in the CGSC experience.
At the lowest levels (faculty-student) caring counseling and respectful mentoring is being executed.
Electives are wonderful (makes learning fun, less stress, more creativity is allowed).
Mission Command philosophy. Now, we must practice what we preach.
Excelent management
We are always finding ways to improve
Faculty quality and delivery of instruction; publication of faculty and student works by CSI Press;
willingness of DC to openly discuss issues
The ability of instructors to taylor classes to student needs
Use of the adult teaching model
teaching facility is top rate
Professional work ethic.
Professional work environment.
Civilian and military cooperation.
Historical displays!
Enough guidance is provided
Instructor have wide range of latitude
Chain of command displays great concern for personnel
1. Excellent focus on remaining current and relevant to the students and to the Army.
2. Great teamwork between military and civilian faculty and staff.
3. Student feedback plays an important role in faculty decisions.
The physical plant is being well maintained. The selection of students is appropriate. The teaching team
concept is a strong point for CGSC.
CGSC QAO
110
10 Jun 2013

Leadership cares
Encourages new ideas and creativity and is open to new ideas
Keeps everyone informated
Great work environment with supportive leadership. First time in my career when I can take time to do
personal business.
Facilities in the classroom are outstanding.
1. Consideration of student input into curriculm. Student observations are taken seriously and if
appropriate curriculm adjustments are made.
2. Team teaching approach is appropriate and accomplished to a high degree.
3. Communication from the DLRO Deputy Director and Director is clear, and informative. We know what
is going on within CGSC and how it impacts us.
Department's focus on accommplishing the mission during this turbulent year
Department Leadership's respect for its personnel
Departments synergy to work together with personnel shortage
students education
good working environment
no weekends
strong ties within the organization
Team buidling & interest in Soldiers development
Soldier wellness center
Developmental opportunities and supervisor support of them
Organizational culture
Organizational culture
Work environment, professional faculty, working with students.
Faculty are highly qualified!
Lewis and Clark Center is an execellent learning facility.
Get the job done
Having 2 star leadership
Grounds look nice (ground crew do a great job)
Moving to Blackboard.com; Coorporation between the block authors and Operations; support for the
change to Blackboard.com
Faculty teaching and cooperation at team level.
satisfaction that we are making a difference; continuously assessing and updating based on anticipated
needs of future officers; work environment
1. The Deputy Commandant has been actively involved with both the Faculty, the Students and the
Curriculum, most especially within CGSOC.
2. The Curriculum 2014 project sent a very positive message to both faculty and students that the senior
leadership of the College were interested in what the faculty and students had to say about the direction
of the curriculum as well as the school in the next five years.
3. We are accomplishing our stated mission to produce critical thinking field grade officer leaders at the
Joint, Interagency and Muiltinational levels in order to support tthe operational requirements of our
military now and in the future.
CGSC QAO
111
10 Jun 2013

Personnel are focused on mission accomplishment.
Personnel are motivated.
1. Faculty care and concern for student education.
2. Faculty care and concern for student welfare.
3. Faculty care and concern for fellow faculty members.
Physical plant
Commitment of staff and faculty to the mission
O-ILE - Adjustments to the types of officers attending the course
CGSS Board of Directors is functioning well.
1. Organizational communication
2. DJIMO leadership is exceptional
Great working environment
-It is a great place to be to hear from the Senior Army Leadership
-despite my personal experiences here, I believe in the program and what we do
Student focus
Great colleagues
Professional staff
Library operations.
Teaching the load at present.
Professional work environment
Mid level Supervisors
Student satisfaction
1. Good staff interaction and updating materials for students.
2. Organization shares information openly.
3. Good mix of civilian and military instructors.
Elective choices are good for the students.
the military instructors are getting better
Teaching Teams.
Current sequence of courses.
Faculty quality.
fiscally responsible ...reducing expenditures WITHOUT impacting mission.
Doing more with less.
Going paperless via digital curriculum
1. Tremendous feeling of contributing to the force.
2. Strong sense of duty amoung military and DoD Civilians to get the job done while saving resources
and being cost effective.
3. Pride in the CGSC community
Tightknit team in the office
Very busy (I like busy)
Good leadership, as far as setting the example
CGSC QAO
112
10 Jun 2013

Honoring traditions.
Recognizing production of writers.
Beautiful campus.
1. Focus on updating curriculum, 2. Focus on stream-lining curriculum, 3. Communication with regard to
fiscal uncertainty/possible sequestration affects.
1) Many of the instructors are incredibly dedicated and capable.
2) Despite the enormous organizational impediments to it, the teaching mission is generally supported.
Imagine if the organization was optimized to support the mission.
3) The facilities are generally good - but the focus on new technology (like replacement flat panels)
seems unnecessary, especially given the budget realities.
A generally friendly environment.
The students seem to appreciate most courses.
Our internal GCSC facilities & CARL stand out.
COL XXXXXX is a great Director, he is very attuned to what is going on in classrooms and wants to
improve the organization for bothe the students and instructors alike.
Moral in my department; My supervisor having an open door and listening ear when needed; cooperation
among my colleges
Faculty Development
Department Teamwork
- Relaxed environment allows instructors flexibility to cover material in the manner that works best for the
class
- Civilians keep upbeat despite recent personnel reductions and pending furloughs
- Time for family and school
CGSC QAO
113
10 Jun 2013

Please list THREE things needing improvement at CGSC. (232 Responses)

1-The grading system is broken. Allow the instructors to award the full range of grades without penalty to
student and or instructor. If a student earns a D or F award a D or F with no stigma or remedial action
required. Can be offered, but not required.
2-The faculty rating system is broklen. When was an across the board rating of instructors completed with
an order of merit ranking? In over ten years, I have yet to see someone from USSD rate me or avaluate
my abilities.
3-The curriculum is broken. We teach that we analyze the target audience then teach what is needed.
When was the last target audience analysis completed with results given to instructors to prepare
apopropriately. Why are not the results of the student surveys made known to the instructors? How do
you fix something that is kept secret or reward someone that is nameless?
Need to re-evaluate civilian hiring practices, they should be hired on teaching ability and qualifications
and not prior rank in the military
If civilian instructors can't teach they should be fired, there is nothing worse for this school than have
incompetent civilian instructors
Army officers who have not deployed should never teach in front of Majors with multiple tours.
There are no African American Female Leaders (9and above),(one GS-7)AT ALL in this entire building.
Respect and acknowledgement of the African American students, they truly struggle hard in this school,
from both the instructors and other students. They are ALWAYS disrespected, and going to IG, EO, and
never anything done about it.
Would be such a pleasure to have great female guest speakers, of all culture and back ground. Woman
are just as important, intelligent, and has givien just as much of their life to our Country as the next man.
Leadership: Given the way layoffs, sequestration, and now the most recent (22 April 2013) letter
regarding the use of Abrams loop by "the work force" (your words) I would say you have not a clue what
is going on at "the work force" level when it comes to morale.
Communication: The message the leadership has sent is this place is about visiting VIPs. It is certainly
not about the concept of team in support of our students. The small decisions you make (frocking a BG
with a 20 rd salute of 75mm costing ???, parking (the need for a red tag lot (generally seen as the retired
O-6 parking lot), and VIP parking mark offs in general), Abrams loop dropoff ban, failure to attach
academic promotions to any real benefit, et al.) sends the message that your faculty and support staff are
unimportant. All these concerns and more have gone to the Faculty Council without much in the way of
response. Perhaps it is time to consider having a servants entrance?
Continue to rebalance faculty to a 50/50 military/civilian mix
Downsize the staff in the admin wing
Eliminate the civilian team leaders
Stop hiring retired Colonels-no value added
HVAC in Muir Hall
traffic pattern by Gruber Gym, SW corner of gym
hire supervisors from DAC already in the college, rather than having most of the supervisory jobs coming
form outside.
CGSC QAO
114
10 Jun 2013

Understanding. Leadership has not taught in the classroom but assume they know what is going on and
how their decision affect the environment.
Yes men mentality, Staff and sub leadership are afraid to tell the leadership when they have a flawed
ideas.
Can't say no to a GSP. This makes the students and their education props for someone's ego.
Improve fair hiring practices; still too much good old boy system.
Stop managing the parking lots; evaluate quality of instruction instead.
1. Cross 'school' coordination.
2. Cross 'school' collaboration.
3. Treating former battalion/brigade commanders as academically equal to PhDs in all aspects.
Lack of respect from supervisors (outside dept level) for what occurs in the classroom. Decisions are
made without consulting faculty.
Failure of electronic systems (new TV screens in classrooms, eliminating Share Point) to keep up with
needs in the classroom.
1. CGSC needs to strengthen its internal communications
2. CGSC needs to identify low performers and either help them improve or help them find more suitable
employment
3. CGSC needs a long-term planning capability responsible for thinking 10 to 15 years out and planning 5
to 10 years out
1. Faculty Development Program - Provide a block of instruction on where CGSS fits into LD&E and the
C2 structure from post down to the instructor.
2. Civilan Hiring Process - instructor and team leader employment - conduct QC of the hiring system for
fairness and hiring standards (previous teaching experience)and provide feedback for those not selected.
3. Fairness in the OER process - instructors should be rated on their performance and not one person's
subjective view on future potential
4. Predictability for students: This course has been taught for a very long time, yet the strawman
potentially changes on a weekly basis. Specify days for guest speakers and plan accordingly. If guest
speaker isn't available during this time give the time back to the student for reflection. Their should be
minor changes to an academic schedule.
1. Imformation Flow
2. Standards/Discipline... many faculty/staff do not follow the rules let alone enforce them (Tobacco use
in the building...)
Schedule... 6 to 8 hour contact days
9 guest speakers in 14 days
Limited integartion within departmental lessons... only done at the teaching team level
Lesson plans are moderately effective takes about 4-5 years for an instructor to learn to be an effective
adult educator
I don't think that this survey addresses the problems in our organization--at the lower levels--things work
well. It is the lack of consistency at the higher levels that are troubling and don't ever get addressed.
Predictability in planning scuedule.
Parking
Find a great critical thinking test and administer it at the beginning and end of the course, use the metrics.
Force the Department Heads to symbios more.... and better... (they need to be going off every Friday and
having a beer together)
future planning
encouraging scholarship
time management/curriculum design
CGSC QAO
115
10 Jun 2013

1. Too little emphasis on being effective in the classroom. Too much emphasis on writing or publishing. If
the critical output is our students, how come the Title X program thinks so little of classroom
effectiveness? Why is the primary rehire metrics decoupled from being effective in the eyes of the
students and graduates? 2. Not sure why there is constant churning of material, formats, goals, etc. I've
changed simple headings on lesson plans three times in past year. Is that effective use of an instructor,
SGA, & lesson author's time? Not sure if CGSS, the Departments, and the Teaching Teams are
cooperative or synchronized. CGSS has gotten much larger in my time here, yet I see no improvement in
deconflicting lessons/assessments, predicatble/stable schedule, stability in curriculum etc. Assessments
are still haphazardly dropped into the schedule and students and instructors deal with the pain.
Communication - in the old adage of "knowledge is power" it seems like senior leaders hold on tightly to
every piece of info and then make decsions either late or without input from the people who are impacted
by those decisions.
Planning - we fail to plan for any number of things and the "quick" solution to solve the problem takes a
toll on the workforce.
Respect - we say the faculty are key in so many things in terms of accomplishing the mission, yet at
every turn, senior leaders disrespect the faculty.
There is now mission creep for Title X employees, we are doing more and I have been a SGA three out
of the last four years to include this year, so I really need to work more hours to get my work
accomplished, but cannot earn comp time now. In the past month I have worked at least 10 extra hours
per pay period and havent been able to get Comp time for it...not sniveling, but this will have a cumulative
negative effect. The ability to be hired for only one year at a time is senseless, how about any real
organization trying this and see how long a quality employee stays around. Try and make short or long
term financial plans being hired one year at a time? Its not fun.
-Deliberate development of Title 10 faculty.
-CGSS integration of departments. Too much stovepiping and ricebowls.
-NO more inexperienced field grades as instructors.
Too many guest speakers detracting from both student and instructor prep/reflection!
Vision and focus
Civilian title X issues (reappointment, hiring)
Senior level involvement
1) Schedule discipline; make DC approving authority for changes to Strawmman
2) Insulation from "Good Ideas"
3)
I will use all three to complain about DOET/DOIM. The organization is a disaster. They are beyond
inefficient to the point where their policies, positions, and attitude is an ongoing hinderence to just about
every mission. The default answer is "No", and it takes doing one's own research into the regulations to
prove to them that it is OK. The leadership of that organization is pretty much universally despised within
the college, and their reputation is often acknowledged when members of our team interact with
organizations outside the college. Instead of understanding their mission is to assist and facilitate other
organizations, the see everybody outside their organization as a threat.
Leadership - i.e. enforcing existing policies and setting the example
Communication and planning
Respect and appreciation along with meaningful recognition of quality hard work for those who do it
inspite of being treated poorly by self-serving leaders
East Wing seeing what is happening in the classroom.
Staff decisions made in isolation without knowing the second and third order effects.
Limited/poor communications from key senior leaders down to the department leaders.
The staff seems to get larger while the departments are struggling with TDA inequities.
CGSC QAO
116
10 Jun 2013

One-year terms for Title 10 faculty members.
Ability to reward outstanding civilian service.
Trust in subordinate leaders to lead their schools.
Academic Promotion policy.
Little or no trust that higher brass are truthful about plans and impacts of upcoming cuts; "that's what we
know at this time" understood as "that's what we are going to tell you at this time".
Curriculum result - CGSOC learning goals and levels not synchronized to lead to effective student
certification as masters of their professional skills
Curriculum integration - course materials are disjointed across departments and not adequately
progressive across blocks to move from broad familiarization to focused mastery. We start at analysis/
synthesis, and end in electives with knowledge/ comprehension.
Student feedback - 'whack-a-mole' assessments do not reflect actual acquisition of skills for application in
the force. More competitive/ simulated tactical problems needed to facilitate learning from failure and
gained confidence in professional skills.
The bureaucratic overhead has grown so large as to be dysfunctional.
Classroom scheduling needs to be taken from the Registrar and given to the G4/logistics folks in the
building. That is not a Registrar function.
The faculty relies on Blackboard and the net for classroom instruction. It might be nice if both were
reliable and stable.
Scheduling (the strawman is definitely made of straw)
1) Photo album/yearbook of all instructors with backgrounds. Currently, we use word of mouth to find out
information on which instructor has experience with X situation or subject.
2) Install pull-up bars near back door.
3) More team building events for departments and school.
1. The Cafiteria needs to good back to the mess hall as those of us that are not rich can't afford the
food...
2. Security of bags, back dock and other things left need to be taken more seriously. I'm tired of Oh
you're too peranoid. I should be I got my hands burned after 911 here on post.
3. The mail room needs an x-ray machine as stuff that we get from the Off Post Office is not secure
enough as we have gotten a few letters that were turned over to MI
1) Practice Mission Command as well as teach it. Directors have a combined 300+ years of leadership
and decision-making experience. In this environment there should NEVER be a situation where directors
are given a directed course of action without first being given the opportunity to solve complex problems
affecting multiple directorates. Manning and budget problems are not unique to LD&E nor are they
unfamiliar to colonels and senior civilians; freezing those individuals out of the problem-solving process
invites inefficiency and resentment.
2) Decide on whether the "Leavenworth Experience" can be both education and training in a single
academic year. Explore the possibility of a 15-, 18-, or 24-month course that focuses on education in the
first phase to bring field grade officers up to the expected level of academic engagement and
performance. Follow that with a much more intense training regimen that brings back complex
operational problems (e.g., "corps in the attack" or "division river crossing") that will better measure the
performance and potential of these officers.
1. Insufficient focus of the curriculum on war-fighting.
2. Insufficient academic rigor throughout the curriculum.
3. Continual non-necessary alteraions/changes in the annual curriculum.
4. Shift focus from military topical training to basics of militaray art and theory.
CGSC QAO
117
10 Jun 2013

The college needs to take a long hard look at how money is spent. There is so much waste, but it's on a
smaller scale and smaller amounts so it gets passed over for larger more painful cuts.
The college says that we have to do less with less, but the individual directors don't follow that mantra
and teh college doesn't reduce the load.
I understand taking away overtime, but taking away comp time just slows everything down. Projects take
longer and are delayed and morale plummets because if we want to get anything done we have to
"donate" our time.
1. The supervisor of DDE, Dr. Goepferich, is the most unprofessional person I have ever met. She treats
her employees/staff terribly and if the staff reports her to higher authority, nothing ever changes and no
actions are ever taken. She makes the workplace uncomfortable and morale is very low. Several staff
members have reported her and then we get in trouble for making the complaint.
Fairness and equal treatment in my organization.
Distribution of workload.
Communications and decision making.
Senior leadership.
Facilities maintenance.
Honestly, leadership at the CARL is so poor I am actively seeking employment elsewhere.
Lack of communication between Departments and Operational Staff are at best a 5 on a scale of 1-10
Some Senior Leaders seem to find it very hard to make and stick to dicisions
Some Departments fail to realize the burden they put on other support staff even with the low manpower,
each Department thinks they should come first
More stability in the strawman.
Fewer guest speakers.
Less contact time. This was by far, the most stressful year for the number of assessments and contact
time I have seen in 11 years.
1) Development of creative ways for faculty professional development in this fiscally austere environment.
1) CGSS Director out of touch with students
2) Why are pavers more important than people according to the CofS?
3) Why does the same 10-day grading rule apply to all departments? DTAC and DJMO grade 16 papers
at a time. History and Leadership grade 64. How about some common sense?
> Improve situational understanding between LD&E, CGSS, and faculty. Leadership at times seems to be
out of touch with challenges faced by faculty and students.
> Better synchronization between lesson blocks. The lesson plans across the departments are not well
synchronized.
> Clearly define what skills/knowledge a CGSC student is to be able to exhibit upon graduation; clearly
define the endstate for instructors and curriculum developers.
Perception of the CGSS Director COL Meyerwich.
Lack of counseling/ mentoring of instructors.
Army's attitude toward instuctors as evidenced by the lack of advancement/ promotion board positive
results provided to those here at the college.
scheduling is wretched. I find it amazing that the army planning school is unable to plan
too many contact hours. the students have no time to reflect on what is taught.
new instructor orientation is dysfunctional. it is only after a year of teaching that I understand the
schedule and how it fits and complements its self.
CGSC QAO
118
10 Jun 2013

1. The grading system. As of now the numerical grades we give mean nothing. All grades within the letter
grade are entered into a student's academic record as if they were the lowest number in that range. Thus
an 89.5 becomes an 87.0 and a 93.5 becomes a 90. Since the CGSC is limiting the grades that go on
student transcripts to 80, 84,87,90,94,97,or 100, it needs to stop the current practice of listing a range of
numerical grades that are asocited with each letter grade.
2. The grading system. The current practice of making a grade in the 70-79 range cause for special
reporting and counselling should be eliminated. I believe that giving more C's earlier in the course would
provide real encouragement to try harder and study more. More Cs will lead to better overall
performance, which is CGSC's goal.
3.Student morale. A greater effort should be made by CGSC to let all the students know what a talented,
intelligent group of people they belong to. I think it would be a real morale booster if CGSC would
encourage students with similar interests and hobbiies to link up and then have an event or two where
their talents and abilities were on display.
1. Faculty staff relations.
2. Quality of staff action.
3. Communications within the organization.
Staff reluctance to support faculty assigned to special missions/ projects
Decisions should consider second and third-order effects on the students, vice pleasing an individual
Division Chief
N/A
1. Job Security
2. Morale
3. Team Cohesion
Parking,comptime,leadership guidance
Selection of team leaders should emphasize teaching experience in classroom at CGSC, amount of time
spent as an SGA, and time spent developing curriculum. Current team leaders should be given the
opportunity to rotate out of their position as they become either burned out, less effective, or tired. They
should be moved back in instructor positions without significant loss of pay.
Enforcing military standards among the students (hairstyles, backpacks, uniforms, courtesy in the
hallways, wearing bike helmets and equipment away from the bike racks, etc.)
Pride in being a field grade officer and member of the most professional Army in the world.
Increase number of "A-File" active duty officers as instructors.
Using SATS for accountability- Recommend SGA responsibility
Urinalysis- Currently only sample half of class, some folks get multiple, iterations. Stats not representative
of population.
More deliberate effort to get future BN/BDE Cdrs into classrooms.
Regional/Country history or cultural elective requirement for deploying personnel.
This instalation is too pedestrian and academic. It is too far from the real operational world.
We spend more time reacting to the whims of senior brass instead of focusing on our product.
As much as I hate to say it, some mandatory fun wouldn't be too bad.
toxic CGSS leadership
senior leaders not held accountable
everything is driven by "what the general wants" vs what is actually needed
CGSC QAO
119
10 Jun 2013

Communication: Ask your average instructor just what the CGSC/CGSS staff does to support him/her
and you would probably get an, "I don't know".
One year terms for Title X instructors. Eventually, you are going to see an exodus of instructors to other
jobs...it's already happening. Understand you can't make them GS, but one year? You might as well be a
contractor...making more money.
Let's "practice what we preach" on Mission Command philosophy. A great example is the furlough
discussion. Why are we not allowing instructors, with departmental supervision, to choose the days they
should not work? A majority of your instructors are retired officers. Tell them the requirement, give them a
set of parameters, and let them figure it out. Any talk of adjusting the student schedule to adapt to the
sequester shows inept critical thinking skills. If I am missing an important part of this discussion then you
should refer to my first point above.
The administration
The schedule
Appreciation for hard working civilian facutly.
Civilian members and how they are released (when required) is not currently matching the amount of
effort required to submit those packets for reappointment. Civilian member are not looked on as equal
partners in many regards as members of this faculty team.
Awards of any type should have CGSC and department support and physical appearance to demonstrate
as important. Currently this is not the case and has not been for a number of years.
The ties of academic rank and pay scale should be linked and not separated. There are a number of
individuals doing Team Leader level or higher work being paid like some Instructors and Assistant
Professors. This is not the best working conditions.
Communication between Departments
Coordination between Departments so that personnel policies are consistent
Read communication and team building inside the faculty itself
Trust SGA to manage their Majors, to much oversight (i.e. micro-management). Is there really a need to
that?
Physical Fitness of the active duty instructors - some over weight...
Age of civilian work force, some retired from active duty over 15-20 years ago, not relativent in the
classroom.
Imperious attitude of the east wing
Stop "improving" the curriculum every time the Bright Idea Fairy flutters by
Anti-intellectual attitude of certain faculty and one director
I can't think of any
Parking at Truesdell. Doesnt affect me, since I arrive early, but affects coworkers and other building
occupants.
Too much emphasis on "getting published". Our primary mission is to teach, not publish, but some in the
administration believe otherwise.
Curriculum revision to reflect current and future OE
Departmental coordination within CGSS
Time management (decrease # of guest speakers; synch mandatory training with curriculum strawman
CGSC QAO
120
10 Jun 2013

1. Making faculty promotions real promotions. When faculty members are promoted there is no pay
increase, thus the promotion is a falsehood. It is merely a title change with nothing to sustain the
college's claim of promoting the faculty member.
2. The educational op tempo is too high for our students and expectations too low. Students are in class
five days a week without any time to think or reflect. Despite the high op tempo for classes, the
expectations set for students don't seem terribly demanding. There is little in the way of writing
assignments outside of very short papers.
3. Qualitative expectations of faculty research and publication need to be addressed. Getting recognized
for an op-ed piece or book review would be laughable in a graduate institution. There should be an
explicit expectation that faculty members research, write, publish, and present at professional forums.
I have absolutely no faith in the ability of the CGSS and LD&E staff and leadership to plan or do much
else that is productive. The leadership (CGSS dircetor, Dean, Assitant Dean and Deputy Com) are
completely out of touch with what goes on in the classroom- 10 minute classroom "drive-bys" do not fix
this problem. The schedule is out of control, the faculty and students are bombarded by a steady stream
of uninformative and uninspired speakers, and what passes for planning and staff work around here
would make a self-repecting staff college blush. I feel that I am a professional educator who is beset by a
bevy of amateurs who cant resist telling me how to do my job.
EVERYTHING
The use of the same latrines to conduct urinalysis testing. This inconveniences only one part of the
building EVERY time. It should be rotated amongst all of the latrines in the building.
Cleaning crew performance is spotty.
A comprehensive and full review of the curriculum and more crosstalk between lesson authors.
n/a
The back and forth between DTAC and DJIMO instruction; like a roller coaster.
Reduce the number of hours for ethics...ridiculous.
Nothing needs improving
Communication
Too many things going on right now. Team Leaders are writing CERs, doing MMASs Teaching electives,
re-writing lessons, doing surveys, departmental duties, and trying to actually read relevant materials for
professional improvement.
I am concerned about what is it that you don't want me to do when sequestration begins
Need to keep the AD officers longer, they will never become proficient in the classroom
The LD&E and CGSC staff is broken; leadership that truly cares and supports rather than disrupts
education; mission command being executed, not just taught
Staffing process for particular actions is unclear--has to be researched (recommend an SOP).
Little military counseling/discussion on the staff. Have to do independent research to keep up with
changes in the operational realm.
Many kneejerk RFIs due to lack of planning/SOPs.
The staff need to develop empathy with the faculty. Staff employees very clearly do not understand what
it is that "universities" do, or how they do it. Decisions are reached that clearly indicate the staff's primary
goal is to make life easier on their end of the building.
I can't think of any really.
communication
Sharepoint
G-1
CGSC QAO
121
10 Jun 2013

Evaluations on job performance are discrimatory and not based off army regulations.
Communication, communication, communication...
Leaders who are willing to adapt and learn, provide vision and guidance.
Lack of standard processes. Getting better, but needs more work. Do we have an SOP? Where?
planning between instructors let each other know what your doing,and plan accordingly for smooth
transition between classes
Communications between CGSC and the college is still poor - this is a comment repeated on every
climate survey. Surely someone is trying to fix this.
The constant threat of furloughs and job loss is affecting morale. The DC should be doing more to keep
the faculty informed.
In regards to some of the ideas CGSC and the Dean are coming up with, I wonder if they work in the
same place as we do. I think some folks in the the college leadership are out of touch with what actually
goes on in the classrooms.
1. I'd like to see the number of guest speakers be reduced.
2. It may be just an observation, but it seems like students who write end of course/lesson surveys cause
curriculum shifts. As an example, they think there are too many tests or papers, so the lesson authors
change assessments to appease the students.
3. Bring back the reading improvement classes.
-WAY too many guest speakers; they're all good and have things that contribute, but if we are going to do
everything that is good and has value, we need to extend the course to three years long. There's only so
many pounds you can get in a 5 pound bag
-Parking-does not support the people in the building, never has, yet there is still space that can be used
to create parking; parking lots were poorly designed to maximize space available
1. Recognition of the quality of title 10s, and the need for better job security for them.
2. Delete divisions and simply keep departments and teaching teams. This is an undeeded layer NOT
supported by directors. Puts team leaders in an awkard position to be supervised and rated by a director
(division chief) outside their own teaching department. The truth is directors do not embrace the divison
job responsiblities and it only adds confusion to the chain of command.
3. Give the students time to reflect. Shorten class day to a standard 4 hours.
CGSC QAO
122
10 Jun 2013

There are too many schduled events in the academic day for students to reflect on what they have
learned, which is critical for them to truly learn. Too much time is spent in the classroom, too little time is
spent in the library reading or pursuing individual research, and almost NO time is spent actually thinking
about what has just been learned.
Communication between the east and west wings, and between the upper and lower floors of the east
wing, is terrible. Faculty don't know what the administration is thinking or doing most of the time, staff
doesn't know what challenges the instructors are struggling with, and the leadership seems to be out of
touch with the college center of gravity, the faculty. Educational decisions seem to be made by individuals
with little or no understanding or appreciation of what is going on in the classrooms of CGSC, and in the
absence of advise from those who DO know what's going on. Why not ask once in a while, instead of
making a decision based on virtually zero empirical evidence? There is plenty of experience and
expertise in the staff and faculty, particularly the faculty, many of whom have taught for decades and
really are quite good at it. Why not ask them what THEY think sometimes about college issues that relate
to teaching and learning?
There is no evidence of strategic planning, e.g., beyond the next semester or academic year, in the
college. Policy seems to develop in the absence of a long-range plan of any kind, and often the focus is
on trivial issues. Cease dropping off people using the Abrams Loop? Really? That's the most important
thing the CofS has to worry about? Pavers? And why don't we have daily announcements anymore? It
takes a half dozen or more clicks to find anything even closely resembling a daily announcements site,
and then it's incomplete. It shouldn't be TOO difficult to determine a feasible way to keep the entire
college informed about what's going on with all the IT systems available to the staff and faculty.
1. Poor management of rain run-off (yes, bad drainage) is causing slow but massive damage to the
building. The solutions are simple, the potential for costly damage is great, and the symptoms are
obvious... and yet, it seems to be nobodys job to stop this damage from occurring. This is REALLY bad
management, especially in an era of budgetary constraint when we need to make this excellent building
LAST!
2. Demand more of international students. Most of them are from the leadership elite of their countries.
Exploit their potential by forcing THEM into leadership positions during exercises. Many are allowed to
hide behind the language barrier. These guys are GOOD, but we don't demand enough from them.
3. CGSC is good. CARL is an important contributor to CGSCs overall goodness. But all orgs involved,
including CGSC will benefit once CARL is back in its original home across the pond. Sooner is better.
1. Students are in the classroom too long each day, usually with too many new materials to understand,
remember, and critically engage.
2. DJIMO faculty teach too many hours during too many periods to effectively prepare for class. Teaching
workloads are inequitable between departments.
3. Too many subjects are added to the curriculum to satisfy outside or higher requirements, reducing
actual learning and frustrating students and faculty.
Student workload
Culling students who do not meet standards
(1) Communication between faculty instructors and administration.
(2) Spread the work - a few Title 10 instructors carry the majority of the load.
(3) Timely removal of unqualified students - Our students are Field Grade officers who know the
standards; if they fail to meet the standards, the should be removed ASAP so they are not a distraction.
1. Relations between faculty and the academic staff are poor.
2. Academic staff disinterested in faculty concerns or students. COL Riley was the ONLY person from
CGSS to visit any of my classes.
3. Student academic load is too high and is not deconflicted between departments.
CGSC QAO
123
10 Jun 2013

1. Decisions concerning CGSOC and the way ahead seem to take a long time
2. There may be some friction due to sequestration and what seems like a lack of information/detail on
what it means to civilian faculty, military faculty, and students.
parking for those who work in Truesdale
Continuity of military personnel (as able)
Currency of faculty
Too much mandatory training (It's ridiculous).
Too many guest speakers that do not support the curriculum.
Military Instructors should be stabilized for 3 years before PCS'ing if possible.
Performance Reporting...Senior Raters ask Raters for comments and then use them without any
changes. Ultimately one person evaluates an individual with no checks and balances as provided for in
the regulations. Senior Raters should know their people and what they are doing well enough to write
their own comments and perform that vital checks and balances role. Personnel are the vital commodity
here yet this cultural norm suggests otherwise.
New Abrams Loop requirements. Driving on the driveway is wearing it out. Really? We should go back to
the contract and contractor for mitigation if this is an issue.
There are four domains faculty are required to participate in. In good times there is time to adequately
focus on each. With upcoming furloughs, and possible furloughs in the future years (Sequestration is for
10 years), the effort in the four domains must be prioritized and some not done at all. I would like to
hear/see in writing, in priority the focus in the domains. I can guess..but the outcome could be that I
guess wrong and am not rehired because of it. Prioritize the work of the faculty for all to see, supervisors
and workforce.
DTAC Faculty Development.

Updated Courseware and Lesson Assessments
1. We need access to classified classrooms for more elective courses. We are missing great teaching
opportunities by restricting access to only a few courses.
2. Parking is always a challenge here, but now some genius decided it is somehow 'unsafe' to allow
personnel to be either picked up or dropped off on Abrams Loop in front of L&C. The justification sent out
for that decision is simply ludicrous (it wears out the bricks; it is a 'safety hazard' as if it is much safer to
do the same exact thing 100 m away in the middle of the street at a crosswalk as recommended.) Once
again, the tail wags the dog here - someone with a 'bright idea' or agenda trumps common sense.
3. There is no money for faculty to attend conferences or deliver papers. Budgets are tight of course, but
if we want to claim to be the intellectual center of the Army, we must give faculty opportunities to export
their expertise.
Lack of transparency in regards to faculty reorganization.
Inconsistency between departments in regards to evalutions, awards, comp time, etc.
Professional development opportunities for faculty.
CGSC QAO
124
10 Jun 2013

Job security. Current title X system is "one-way loyality." The one year rehire is insulting to those of us
that have committed to the ideals of this institution.
Active Duty Instructors. By the time they are any good they are gone.
1. Collaboration of lessons across blocks -- assessments in particular

2. Rewards (step increases, bonuses) seem to not be based on merit, but on giving something for
everyone
3. More involvement of College leadership in Staff and Faculty Council
If we are an academic institution, then we need TDY funds to go to conferences and improve our ability to
coordinate with others doing research in our field.
All units within an organization need equal work loads.
Good horses/units get the majority of work.
The best teaching faculty should be the lead curriculum developers. Very often it is the opposite.
Current staff leadership is very disfunctional. Information does not flow out from the CMD allowing the
appropriate actions to be taken by the operations officers. This goes against the current "Mission
Command" operating environment.
Decisions are very slow, sometimes allowing CAC to get ahead of us in their decision making process.
Morale is not good in the staff. There seems to be no driving force or cohesiveness between the sections.
There is little to no guidance.
More attention should be paid to what is occuring within Sister Service departments.
Communication is a perenniel problem - the lack of it!
Professors need to be treated as higher education professionals; not employees; e.g no need for
overtime pay for faculty; but definitely a need for flexible office hours or places to work. (You can often be
more productive grading papers at home, in the library, etc.) There is also a need for long term contracts
(five years as a minimum) if the intent is to recruit and keep the best academics in the broad fields
comprised by military art and science.
Higher academic standards which insist on more depth and focus; more elective choices; less canned
electronic exercises in AOC (normally a big waste of time)
Go back to the idea of less time in class, more time to reflect and study. (What happened to the four to
six hours limit that was considered appropriate?)Insist on fewer invited (or self-invited) speakers. Most of
them just have a personal axe to grind and provide little value cause much wasted time.
1) better coordination between directorates/divisions/centers for evaluating 'winning' papers (eg, no CAL
members on panel to evaulate MacArthur Leadership Writing Competition papers)
2) course curriculum folks not integrated with TDC (affects course currency)
CGSC QAO
125
10 Jun 2013

There is a very serious disconnect between the leadership at upper levels and the teaching faculty. How
can they be so clueless? Morale continues to fall.
Grade inflation is rampant, and destroys our credibility with our students and in the Army.
Upper leadership fails to listen carefully to the staff and faculty council. They dismiss too many real
issues.
Too many distractors - especially a seemingly endless and repetitive series of mandatory training
requirements.
Lack of career progression for Title 10 employees.
Absence of governance at the LD&E level. For example, we've had no communications from the Dean
about the furlough situation.
1. One-year recertification policy for Title X instructors has created a climate of uncertainty within the
Staff College.
2. There is a perception that Retired Officers serving as instructors are neither valued nor appreciated for
their efforts or what they bring to the classroom. CSA and TRADOC commander routinely refer to the
retired officers as civilians and contractors. They will both retire soon and when that happens, will they
no longer be a member of the Army Profession?
Department management (DJIMO) would be better served to treat its faculty like the professionals they
are; rethink the no-dropping-off-in-the-circle mandate since it is obviously ridiculous to propose dropping
people off in the street as an acceptable solution; put a library book return container in Lewis and Clark.
For GS-1 through GS-7, there needs be be more opportunities for education, support for job
advancement with additional training, and an increase the number of awards for outstanding
performance.
1) CGSC needs to figure out whether it is going to be an educational facility or a training facility. It cannot
be both. The constant adding to the schedule forces the students to move from assignment to
assignment without really LEARNING the material. If CGSC is really going to be the "intellectual center of
the Army" it needs to build time into the schedule for reflection.
2) The constant cutting of the faculty with no cutting of the administration. The faculty is already at a barebones level in terms of staffing, and yet the administration continues to grow. Our department lost its
secretary a while back and we STILL do not have one. We can function without one, but not nearly as
well as we can WITH one.
3) Too many administrators who have never set foot in the classroom who seem to love adding to the
curriculum classes or events that really 1) Don't help the faculty do its job; 2) Add a lot of "busy work" that
does not add any value, but sucks more time from the faculty who have to do more work since there are
less faculty and 3) The outright disdain the administration shows for the faculty at times. I know there are
plenty of administrators who work hard and care about th students, but there's also too many who only
seem to care about either making more work, or making sure that their jobs don't go away. If the sole
purpose of an administrator's job is to make sure that they still have a job doesn't that really bring into
question why that position is still there in the first place?
Visibility of the leadeship was improving then seemed to decline as the year progressed.
Initiative
Testing new concepts and techniques
Advancement in technology
CGSC QAO
126
10 Jun 2013

1. Hubris; CGSC is dismissive of others in LD&E (...and TRADOC). This question is a case in point. I'm
not in CGSC, but I work within the same command climate. Was it an oversight that I was invited to
participate? Then i'll infer that the DCG, doesn't care about the climate in my organization. Was it
intentional? Then I'll infer that the survey's developer and reviewers are unaware of any organization in
LD&E other than CGSC.
2. Intellectual courage. I have witnessed instances where the overriding criterion in decision making is
what will 'resonate' with higher. All other criteria -- what makes sense?; what will address the root
problem?; what will be effective in the long term? -- become irrelevant. Very disappointing. Especially
since I believe "higher" -- 3- and 4-star levels -- really wants to know what we think.
3. ALCC. It's duplicative and unresourced. Why does it exist... See item 1.
AOC needs to be scaled back, see below.
Faculty morale is horrible and only made worse by sequestration, Title X one year contracts are an insult
Too much time is spent on routine training qualifications that should be every two or three years, not
every year.
Transparence of work awards and giving of awards to friends of the boss instead of those who deserve
them.
Decision makers who infrequently come into the classroom. The end result is they base their decisions
on what they are briefed which is often slanted and biased. Find the teaching wing of the building, and go
there!
Lack of funds for research, conferences, and regreening. You say this is part of our rehire packets as well
as maintaining a quality faculty, then you have to fund it. And I am not talking about another boondoogle
of the dean; the faculty needs funds.
This survey- example the questions about sexual harrassment/assult say within the unit, but it should
also ask from outside the unit, but still in the Army or works for the military. This environment is not like a
regular unit and complicates the answer.
Treating midgrade officers as such- giving them the standard and enforcing those that fail to meet the
standard; instead many officers are treated below the rank they are- "treating them like PVTs". This is the
post in general due to number of officer here.
The female questions are difficult because lack of female instructors in general, and the school is mainly
combat arms MOS driven - lack of females. You have a better mix at satilight and DDL, than resident
students, but instructors (female) are still limited.
Leadership (the Chief of Staff) does not do a good job fighting for employees who have "obviously" taken
on more responsibility over the years. Going from CGSC to LDE has significantly increased work load
and scope yet no relief by way of either promotion due to accretion of duties or added staff.
"Powering down" to supervisors and managers seems to be a way of the past. This is stemming from
CAC DtCG decisions to centralize approval authorities.
Leadership needs to "demand" that the CPAC process position description (PD) reclassifications much
better than they have. There are many employees who have added responsibilities yet have no credit for
doing so and are working under old or obsolete PDs.
Need more employees
-I am concerned about how the academic year is divided amoung the departments. If field Commanders
are telling us that they need Majors that are SMEs in MDMP then why don't we spend more time doing
MDMP? This will be more critical with classes in the future that are 1-2 years junior to the current classes.
-I am concerned about the move to reduce the number of civilian instructors in the College. As a former
CCC instructor, I can safely say that without the foundation of civilians we will lose the very critical
continuity.
CGSC QAO
127
10 Jun 2013

none
Advance notice of what a guest speaker will discuss.
Term of rehire appoinments to only one year.
Need more staff to meet job requirements
Lack of planning from faculty to allow IT personell to support their objectives
Failure by faculty to use IT systems like they do in the active Army forcing graduates to re-learn
techniques.
Communication
Fewer administrative tasks
Hiring - filling open positions
Planning at the college level, senior leader understanding of what is going on in classrooms, information
flow to staff and faculty.
Solve the Budget
Solve the Budget
Solve the Budget
Funding student travel for CGSOC elective courses
-Flexibility
-Enforcement of standards
+-Faculty Training
1. Internal communication. (LD&E, CGSS)
2. Internal staff work (LD&E, CGSS, Departments)
3. Systematic Change management.
Renew the ability for instructors to do PT during their duty day
Instructors assigned to Lewis and Clark (DLRO, DTAC, etc)need to grade DDE Common Core papers at
a comparable level to DDE instructors. These are the college's students (not just DDE's) and should
benefit from resident instructor attention in their writing assignments. Resident instructors are percieved
to be "too good" to grade distant learners assignments even though they work the least compared to both
satellite and DDE instructors who have much higher instructor to student ratios.
AOC Instructors should get shift differential pay for having to work in the evenings. Resident faculty and
satellite instructors are not routinely required to work evenings to accomodate their student population.
AOC instructors are required to work evenings and often NOT COMPENSATED or even provided comp
time for student interaction after duty hours. The personnel policies of this organization try to use a "one
size fits all" approach for instructors who do work on very different battle rhythms (asynchronous versus
synchronous instruction). Consequently instructors teaching Dl are disadvantaged over those who teach
in a resident synchronous setting.
Treatment of Title 10 instructors needs much improvement (I'm a GS guy)

Need more stability in COL level Directors -- they should be in place at least two years
The 350-1 training requirements are getting ridiculous -- there are so many it is hard to keep track of
them all even with Sharepoint
CGSC QAO
128
10 Jun 2013

1. Greater senior level visibility (see comments below)
2. Undervaluing of technical support given to the college by support organizations (e.g. DLDC bore the
brunt of the last round of staff cuts)
3. Scheduling that results in disruption (e.g., last minute changes to straw man interfering with scheduled
instruction)
1. we require a standard PT policy for civilian employees to complete this during duty hours. many
sections/department do not allow civilian employees to do PT during duty hours, however many other
sections/department do allow for civilisn to do PT. for example, the LDE COS comes in at 0900 daily and
does PT first. Others, civilians get to extend their lunch hour (one and half hours) and do PT. this is not
done by all sections/departments.
2. why do we continue to block off parkting in the "F" Lot for visitors. when you go to another post for a
conference, many do not block off parking. We do have an open lot.
Need to fill key positions, regardless of rank, that facilitate mission. If we can't hire we need the sitting
uniforms to kick in and help.
Healthier food choices in cafeteria
Improve accurate and open communication particulary regarding personnel issues such as furlough... We
were told in March that we would know something in early April. Since then there has been no
information. How can we plan with no information or guidance?
Time management of the syllabus and homework hours for CGSOC (additions have not been balanced
by deletions)-- we are not enabling/encouraging masters program- level thought.
Leadership
- Unfair distrubiton of ACOM ratings going to resident instructors vs. distance education instructors
- Lack of parking for faculty at Truesdell Hall
- Lack of respect for accomplishments of Department of Distance Education faculty and students
Include training regarding curriculum, administration, systems, etc. in conjunction with initial FDP training
for new instructors. This would avoid new instructors doing discovery learning throughout an academic
year.
schedule predicatability, schedule predicatability and schedule predictability. It's embarassing to be
teaching planning when we can't manage our own schedule. Not a very good example, and the "you've
got to be flexible and adaptable" rationalization gets tired quickly.
Communication between Faculty, Staff and Command Group
Internal & external synergy
reduction in Bureaucracy
1. SharePoint sites are not advancing on a line; no two look the same.
2. Knowledge Management is still a thing of near-total mystery.
3. IMO training has not been a priority since before moving to the L&C Center. Either support it properly
or drop the "program".
Calendar sychronization.
Staff coordination.
Decreasing redundency.
Timely respose or a respones at all from DOET
1. The schedule is out of control. Students dont have the time necessary to reflect on readings and
discussion.
2. Classroom visits by senior leaders are valuable, but if the visitor does not understand the material and
has not done the readings, it detracts from the lesson. Rank does not necessarily imply expertise.
3. Departments formulate and adjust curriculum. It's not always clear that CGSS appreciates this.
CGSC QAO
129
10 Jun 2013

Viewpoint discrimination is present.
Constant monkeying with curriculum, seemingly change for change sake
Timecard system treats highly profession faculty as hourly employees
Better recognition of the contribution of the staff who support of CGSC.
Need more diversity on the staff and faculty, women and minorities.
Are there opportunities for our wounded warriors to become a part of the staff or faculty or contribute to
CGSC?
1. There is a culture of the retired O-5/6 at CGSC without regard to job performance or capability. It is
often assumed that because of a successful Army career, that the higher the retired rank the more
qualified an employee is for a leadership position. Witness the recent Team Leader job hire and AOW
scholars hire (0-6s both) despite a pool of candidates with more qualifications and experience. 2.
Transparency in the communication of information! A case in point, a recent e-mail triumphantly
announced that the "worst-case" COA-"rightsizing" by attrition at an employee's contract end date--had
been avoided. Of course, there was no mention of the fact that this was even being considered at the
TRADOC-level prior to the announcement although certainly those engaged in "avoiding" it certainly
knew. What we have here a failure of moral courage in our leadership. Tell us bad or potentially bad
news directly; be frank; be honest. Manifest Army values/ethics and the best aspects of the Profession of
Arms. Instead, the leadership avoids controversial issues, engages in mindless platitudes to "protect the
brand", and hides in leadership wing. 3. Change the CGSC civilian command team; both the Associate
Dean and Dean have been in place for over 6 years. They aren't a presence in the College, at least as far
as the majority of faculty are concerned. I'm sure that they have, however, successfully figured out how to
manage up and think that they are in touch because of their relationships with a small number of "old"
friends on the faculty. During my tenure at CGSC (over 5 years), I've seen the Dean or Associate Dean in
a Team classroom zero times. If either had a comprehensive program to visit each Team even once a
year for even 10 minutes (less than one day a year), I'd have seen them at least once surely. If teaching
is what we do, our reason for being, why is our command team not around and engaged in what we are
doing?
1. Too many "pet rocks" from admin wing of the building. For example: Overkill on Mission Command
week - Showing the same slides by different guest speakers and getting the same message doesn't
work. Be careful about over marketing the product. Another example is the new requirement to have peer
evaluations. Doesn't seem to be any type of a plan or rhyme or reason for doing this other than for
someone to take credit for a new program. What's the end point or even what's the program - no
standard format even decided upon.
2. Way too many guest speakers this year for the time alloted. What happened to qualtiy guest speakers.
Seems like we're going for quantity this year to find a few quality speakers.
3. Relates to #1, but we've taken way too much time away from students to prepare for class with "pet"
projects and guest speakers. If this is a training institution than keep adding on; if this is an education
institution we need to get back to the idea that we want the students to reflect and do some research. If
that's the case we have to make the investment in time. Training or Education?????
Title 10 Reappointments: What is the current status of reappoinments?
Lack of adequate parking
Processes need to be written out...the organization works because of longevity of personnel with direct
experience(usually one deep), when they aren't present the machine doesn't stop but pauses until the
SME returns...
Vacancies in authorized positions are creating stress on others who must cover the loss of personnel.
CGSC QAO
130
10 Jun 2013

1. A staff that actually does some 'staff' work and coordination in support of the schools. Starts with a G3
shop that does some staff analysis before hitting the send key on its keyboard.
2. A chief of staff that leads and is capable of making timely decisions.
3. More effective communication. Rather than an "all hands meeting" in the auditorium once every 6
months or so, perhaps an occasional email that updates the staff/faculty on critical issues that impact
their day to day work lives.
4. More visible leadership in the classroom as well as around the campus.
There needs to be a Military representative in each class and should serve in a SGA or Asst. SGA
Leader Position
APFT milestones driven by the small groups and managed by a military officer serving as a SGA and TM
LDR
There needs to be a mandatory CGSC Ball (some over arching team building event) that celebrates our
profession as military officers
Cohesion
Travel funding
Parking
1. CGSC cannot manage time and academic requirements. Lessons and guest speakers are added, it
seems, at a whim. Nothing ever goes away. The result is that there are not enough non-contact hours for
students and faculty to prepare for in-class activities. The problem gets worse each year.
2. Re-greening opportunities for civilian faculty, such as JRTC, NTC, and MCTP.
3. Lewis and Clark management of activities. Being the conference center for TRADOC, it seems, there
are frequent conflicts in the availability of classrooms, conference rooms, and parking that the students
and faculty are forced to be the bill payer.
Faculty "Greening opportunities"
* It is by far the least diverse workplace I have ever experienced. (I have worked mostly in non-military,
private sector jobs before coming to CGSC.) The faculty is almost universally white, male, 45-55 years
old, and current or former military officers. TRADOC would do well to draw from outside the military pool
where possible, i.e., on the staff and in the history and leadership departments, and work to bring in more
women and minorities.
* The uncertain funding situation is greatly harming morale. Top faculty is leaving because of the cloud
over their contracts, and high-quality programs are disappearing. This problem is pervasive throughout
DoD and, for that matter, the entire government. It certainly is having an impact at CGSC.
The perception that a green suiter is a better faculty member than a Title 10 faculty member.
The contract length for Title 10s greatly impacts the ability for those individuals to plan for more than one
year at a time.
Shrinking resources forces the command to make decisions that will impact the schools ability to provide
a quailty education to the resident students
1. There is an entrenched staff that does not necessarily share the vision of the DC (or any other DC) and
does not serve him well. ("He's only here for a year - we can wait him out.")
2. Better communication between East Wing (staff) and West Wing (faculty) at the corporate level. There
are too many edicts proceeding from the staff that ignore faculty input, or the effect on education of
students.
3. Assign the DC AFTER he commands a Division, and keep him here for three years. No more revolving
door DCs.
CGSC QAO
131
10 Jun 2013

Eliminating printed material for students in favor of digital copies. Some things are just more useful when
printed. It also sends a message when you care enough to give someone a hard copy of a syllabus, an
article, a checklist, etc. Some items SHOULD be delivered digitally, but not all.
1. The CGSOC curriculum has developed a lowest-common-denominator training mentality. Too much
familiarization instruction in Core and large, repetitious PEs on AOC.
2. If CAC is to be the Intellectual Center of the Army, vast collection of independent fiefdoms needs to
be reconnected.
3. In CGSOC there is no standardization of courses/schedule. Every course is unique in terms a length
and sequencing and results in a complex, confusing, and ever-changing strawman schedule. These
unique schedules make it nearly impossible to integrate some of the other activities on post into the
CGSOC curriculum or for the expertise of the CGSC to be tapped.
1. There are too many demands on the students' time. They have too many busywork assignments and
too many guest speakers - they need more time for study and reflection. Everyone adds work to their
load and nobody has the courage to prioritize learning and eliminate distractions. 2. The short-term
appointments of Title 10 Faculty create a climate of insecurity and mutual distrust that is bound to affect
instruction and could easily (in the eyes of our civilian accreditors) facilitate the suppression of academic
freedom. (I am Title 5) 3. The shortage of handicapped parking spaces near the building represents an
ADA lawsuit waiting to happen - and more to the point, demonstrates a lack of care for our older and less
robust employees. Several times during the past winter's bad weather I found the handicapped lot full
and had to park down below; those spaces are NOT "reasonable accomodation" by any stretch of the
imagination. I even had to park over at the Buffalo Soldier monument a couple of times while I had my
foot in a cast. Ignoring this problem will never make it go away. A shuttle of some kind I could have called
would have been better than nothing.
Civilian Faculty have no confidence they will be retained in their position.
Elimination of TDY money has reduced the ability to interact outside the CGSC environment.
The system of providing comp time to civilians is broken. I do not report additional time I work because it
has to be authorized and approved, with no flexibility.
Enforcement of Academic Honesty policies is dismal; cases of plagiarism continue to rise yet officers who
commit it are not disciplined in ways that matter. Instead of using effective and available software to
screen ALL papers and create an interactive database, most instructors learn by experience to simply
look the other way because trying to investigate and enforce academic dishonesty is painful only for the
instructors or team leaders that support high standards. This does nothing but drive CGSC and the Army
toward mediocrity.
The mandatory ethics training curriculum is one of the worst-conceived programs that I have ever seen,
and even the soon-to-be-unveiled version is not much better. Rather than have meaningful discussions
about important and relevant ethical issues which Army officers might encounter, we are instead asked to
delve into esoteric Classical ethics philosophy. Fine for an elective class where the student voluntarily
submits to that, counterproductive for a mandatory class which is entirely tangential to what they do. We
have an ethical crisis in the military, as evidenced by recent events. Forcing a class of students to spend
two hours discussing Deontology is not the best way to solve that problem.
The inept way the reduction in force was handled/is being handled. In addition to creating a climate of
uncertainty and in security, it highlights the fact that productive people are either going elsewhere or
making contingency plans to go elsewhere. At the same time, there are people in my own department
who are and have been poor teachers, contributed little or nothing in the way of scholarship, are
frequently absent, and assume no additional duties.
CGSC QAO
132
10 Jun 2013

1. Great strides have been made in controlling the number of guest speakers. We need to continue to
focus on relevancy. Guest speakers that are not relevant are quickly noted and commented upon by
students.
2. The length of the average academic day does not allow students time for reflection.
3. Attention must be paid to the spacing out of assessments across departmental lines. Too many
assessments due in too short of a time impacts directly on what students are learning and more
importantly, retaining.
Cross-communication and coordination can always be improved. Subordinate organizations should make
every effort to reach out to one another.
To facilitate the sharing of information in order to achieve a shared understanding we need to leverage
systems that allow us to both push and pull information. Our current system relies heavily on the use of
the sharepoint which in and of itself is only a pull mechanism. I would recommend some type of daily
bulletin to help push general information out to everyone.
As organizations change and missions evolve it would be beneficial to have not only feedback
mechanisms in place to capture sustains and improves but to also help clarify changes in roles and
responsibilities of organizations so that not only that organization is clear on its mission but others can be
as well.
Parking - expand parking for faculty - schedules should not revolve around timing your arrival/departures
with the thought of "will their be a parking space when I arrive/return".
Equitable distribution of work load through departments; specifically distance learning (DL) common core
assignments. Currently DDE faculty are assigned two DL common core assignments per week to grade.
In comparison, the residence departments are assigned 20 DL common core assignments per month
(number maybe slightly more or less). With implementation of OILE and the increased number of DL
students, need to address how the increased number of assignments will be assessed.
This may seem superficial, but when it is understood that DDE faculty teach/ facilitate the entire AOC
curriculum (O100-O400, plus H200, H300 and L200) as individuals the potential increase in adjunct
assessments will have a negative impact.
Officers need more training in Leader Development
- Two class starts don't make sense fiscally, for scheduling, etc. Going back to one start per year would
alleviate many concerns and save money.
- Additional requirements coming down from big Army (Mission Command Week, additional ethics, etc.)
get added into the curriculum without anything coming out. Either the school needs to push back, maybe
CGSC isn't always the best place to add, or it needs to find lower priority subjects to eliminate.
- GSP needs G.O. over watch, to mean guest speakers remarks should be relevant to stage in course.
This means guidance from fellow G.O.s to ensure guests don't go off the ranch. Numbers should be
limited or limited to specific day/time to reduce schedule disruption. Just being a G.O. doesn't always
make them value-added.
The pressure to grade assessments in a certain way/distribution. All staff groups are not equal.
Good idea appetite surpressant. Particularly certain departments that attempt to hoard hours and then do
not use them (DTAC). Causing serious issues for other departments in terms of reflection hours,
continuity, etc.
Someone needs to take items off of curriculum. We have been adding steadily for the past 5 years. It is a
ridiculous attempt to shove more into the fixed time available. This is at the expense of reflection time on
material, preparation for class, stress/balance for family, health, and even personal education.
We need replacement employees to make up for some that have left.
Parking!!
CGSC QAO
133
10 Jun 2013

Hiring of new faculty; handling of budgetary matters by the Chief of Staff;DC's lack of appearance in ILE
classrooms
Having an award policy or preception of one that limits types of awards
conflicts in strawman are too frequent
The "good idea fairy" that constantly seeks to change the curriculum for the sake of change.
We need military supervisors who have sufficient experience as TRADOC instructors to understand and
respect the instruction already going on at CGSC, rather than assuming, perhaps unconsciously, that
their field experience automatically trumps the collective experience of the faculty in performing its
primary functions.
1. Reward military instructors for top performance, even if they have "culminated" for future promotions.
OERs aren't everything, but they do matter and do affect the level of motivation among instructors.
2. We are the intellectual center of the Army and yet our mandatory classes (SHARP, ASAP, Suicide
Prev., etc.) are mindless, lecture-style dribble that run counter to the experiential learning model. I
understand we have to do them, but we can do better in the WAY that we do them.
3. Move electives back to the post-Christmas break. Have the students finish with tactical-level exercises
that lead them directly back into field assignments.
TBD
Planning
Coordination of schedule
The Strawman is the basis for all academic courses however these calendar does not synch with the
mandatory training or other events added at the last moment by CGSC. Recommend publishing a master
events calendar and adhering to the six week planning horizon.
1. The school wants to develope critical, flexible, adapatable leaders but during the FEB start the LEP
evaluation wasn't conducted. This is a metric to determine what the students base critical thinking score
is for an individual. The school should bring this back and also add time to conduct the evaluation at the
end to see if we are actually meeting our intent and mission.
2. The school should make recommendations to TRADOC to update the student academic report that
would better represent and document the level of competence of each student. The form old and could
be improved to a point where it would carry more or at least the same weight as an OER.
3. Watch what messages are sent for policies, standards and procedures. Example: The restricted
parking loop guidance is full of issues. To say it is for asthetic and call it a fire lane calls into the question
if a heavy fire truck could even use it. To say "an ideal" place to drop of is the road with double yellow line
isn't safe. Dropping off people alleviates some of the parking issue and because of the message we may
have compounded it. I just aske we scrutinize some of the guidances that are instituted as we look less
than competent in the eyes of future leaders with this type of messaging.
The schedule is an abomination
Sure would be nice to have time to write/get published, but the work load won't allow it
The Audio/Visual systems in the classrooms are CRAP...building a beautiful building and put a $50 crap
system in...makes sense
job security
pay increases
pay incentives
Parking is a problem. Not enough F tag place by the building i work.
CGSC QAO
134
10 Jun 2013

Parking is a significant problem for staff, especially with a increased number of personnel working in
Truesdell Hall and Hoge Barracks no longer being available for overflow parking.
The staff duty additional duty is a waste of manpower. A realistic cost-benefit analysis should be done on
this detail. The SDO has very little to do and their productivity is reduced the next day after pulling this
duty all night.
Many products such as curriculum are developed incorporating the implicit assumption that the audience
is primarily the Active Army. Reserve Component perspectives and situations need to be given more
weight, for example in case studies, ideas about the home station/garrison environment, UCMJ
authorities, etc. to truly reflect the Total Force Policy.
- I'm a graduate of the Marine Corps Command and Staff College. My comment isn't intended to bash the
work going on at CGSC, but I currently work at SAMS and frankly I'm unimpressed by the
education/training level of the students coming out of ILE. It's very uneven to say the least and much of
the SAMS curriculum is underpinned by the assumption (erroneous in my opinion) that the students show
up knowing "the basics." I feel the Army and isn't getting good return on investment on the year spent at
ILE if many of the best students aren't as knowledgable on basics as they should be.
Course hours, shoe-horning in unecessary classes, parking.
Second start needs terminated and combined to have one class at CGSC.
Guest parking should NOT take from staff and faculty parking as we are permanent workers here.
Need to reduce the length of the student day.
Parking policy
Cleaning
recycle
There is a tremendous amount of uncertainty within the college. Several interrelated issues create this
uncertainty.
1. One-year recertification policy adds to uncertainty and creates a climate of one-upmanship and
whispers.
2. Recent transfer from DDE to Team Leader positions within the college create the perception the goodole-boy hiring practice is in place and the perception of impropriety.
3. There is a perception that Retired Officers serving as instructors are neither valued nor appreciated for
their efforts or what they bring to the classroom. The CSA and TRADOC commander routinely refer to the
retired officers as civilians and contractors. One day they too will hang up their uniform, will they no
longer be a member of the profession? Will they have anything to contribute?
CGSC QAO
135
10 Jun 2013

The schedule of classes is still an absolute joke. It resembles that of a trade school rather than an
academic institution (which is what we are supposed to resemble). It's only made worse by an out-ofcontrol guest speaker program, and the squeezing-in of extra hours in a desperate bid to provide the
veneer of relevancy. No other military senior school tolerates this level of disruption. The students are far
worse off for it.
The ridiculous muddle over faculty and staff contracts is a disgrace. With almost everyone (an issue in of
itself) being put on notice, we have all been deemed equally worthy of firing. What happened to the
original plan to identify who the college wanted to keep, and reward them with longer contracts while
allowing those who were less effective to leave? Telling us we will go on to normal contract cycles, then
rescinding that and telling everyone they are on notice was morale destroying. It made the college look
incompetent.
There is a culture of the retired O5 or O6. I have personally been told of more than one recent
appointment where prior military experience was the deciding factor. As though, somehow, that is more
relevant to an academic job than actual lengthy and successful academic experience. Indeed, in the
recent ad for a team leader, requirements for the job included (something along the lines of) brigade or
divisional level staff work and mil4 qualification. Essentially, this prevented any true civilians applying for
the position (unless they happen to be a recent inter-agency graduate of CGSC). By effectively excluding
pure civilians from many of the main positions of responsibility, CGSC is thumbing its nose at them and
reducing the pool of skilled candidates. The resulting lack of opportunity when combined with the work
load actively puts off many civilians from even applying for jobs within PME. This is a detriment to the
mission.
quality of civilian instructors
amount of time in classrooms exceeds the needed amount wrt DTAC instructions periods
the content of lessons misses the mark for junior majors: more military-style
writing/research/briefing/planning
.
Maybe parking!
1. Low morale within the DoD Civilian workers due to sequestration and reduced staffing; folks are afraid
for their jobs and future.
2. Huge waste of time and effort to complete some meaningless and repetitive mandatory training
requirements; it's seen as a 'cover your ass' type of training.
3. The movement toward more online training is terrible and we as an army are deceiving ourselves.
Students don't learn from it and hate it, too.
1. Reorganize CGSS faculty to model DIV or Corps HQ organization. Functional Cells (Faculty
Differentiation) and Integrating Cells (Faculty Integration. Currently we have a third layer that diagonlly
connects teaching faculty with their teaching departments. Team Leader from one department, student
team aligned under a different department. We should emulate and practice Army Doctrine in our
workplace.
2. Increase the value of our Title X employees. They are a vauled member of the team, but often not
treated as such. Based on AAOP concepts, they is no tangible connection or link that shows the students
that the Army values these faculty as members of the Army community.
3. More healthy food choices in the food court with better prices for healthy foods. Very limited soup and
salad options. Lots of fats, carbs, and sugary drinks. You pay more for selecting the healthy options than
the less healthy. We have a weight issue (CIV & MIL) what don't we help people help themselves.
CGSC QAO
136
10 Jun 2013

--Curriculum changes to highlight elective studies
--Communication DOWN
--Continuing churn among the most important leadership positions in this College. I wonder if anyone can
name ANY respected educational institution in the country that changes its president on the average of
once a year. I know this issue has been identified for years by the staff and faculty as either THE major
issue at CGSC or among the top three, yet there has been no response to this concern from the Army or
TRADOC. Even West Point has a superintendent who serves a minimum of five years.
--An iron rule of in house climate surveys: If respondents are not informed of what actions have been
taken or considered as a result of surveys, respondents will quickly lose interest and either stop
responding or lie.
Authority to remove content from the course; the course is too large. Directors are unable to decide what
should be cut. It seems as though Department Directors care more about their Department's curriculum
than the overall outcomes of the course; I can't imagine anyone voting to reduce their own hours for the
sake of the overall learning outcomes.
1. Slow to update core and AOC instruction. Too much emphasis on COIN in our practical exercises.
Civilian Advancement
-Diversity of Faculty (Gender, ethnic/racial, Branch); right now the perception I have is that only someone
of a certain gender and ethnic/racial background is able to lead/pass on knowledge.
History should teach 20th and 21st century American military experience in Core as that is the only
military history satellite students get.
COIN is starting to ease out of the curriculum and needs to retain specific emphasis.
There should be formal instruction on at least some real world potential threats and adversaries. In the
late 1980s we had two weeks of formal instruction on Soviet doctrine, tactics, and organization and nearly
as much on North Korea and the PRC. There is virtually no formal instruction on any current or potential
regular or irregular adversaries such as North Korea, AQ, Iran, PRC, or any other.
Job security (longer term contracts)
Greater academic focus (faculty research and support $$$)
Predictable scheduling
Senior leadership is not involved, or prefers to be unaware.
IM/DOET/DOIM is dysfunctional as is Information Enterprise Mgt.
Curriculum responds too quickly to some general's good idea which overwrites everything whether useful
or not. (See mission command, ARFORGEN, Resiliency, STRATCOMM, Galula and Insurgency, as
examples.)
Work load distro in DL papers (resident instructors need to do more here)
Morale in DDE
- The "Leavenworth B" mentality can lead to relaxing standards in other areas
- The increase in military instructors, recent reduction of personnel and potential furloughs could lend to a
climate of "us vs. them" between military and civilians.
- Military tend to take off early, like they have a sense of entitlement for being deployed years ago, and
civilians have to stay full day and put in time cards.
At times during the Core Course, there are so many assignments due at the same time that students can
only do an average job on all of them. Even if they plan far ahead, some of the information is not revealed
in class until closer to the due date. The ratio of classroom hours to homework/ reading is not as
advertised.
CGSC QAO
137
10 Jun 2013

We have termites, and we need to get them under control or the foundation will rot.
1. Department deputies are the power brokers in CGSC, and such, are often detrimental to the evolution
of CGSC as an educational institution.
2. Faculty retention process is flawed and driven by arbitrary standards developed by the department
deputies. It represents nepotism at it's finest, but is not conducive to retaining the highest quality faculty
members.
3. As long as the military leadership in CGSC turns over at the current rate, and entrenched civilian
deputies are the norm, the best interests of CGSC will continue to take a back seat to the department
deputies interests.
Continue to trim C100 and contact hours.
Completely return the APFT to student control.
Too many assessmants.
The Network is throttled for uploading files to Blackboard.com; Need Better use of Blackboard capabilities
(for example: save money by putting info on Blackboard.com instead of printing; more integration and
standardization between the Resident, Satelitte, Reserves and National Guards.
Interaction and cooperation between Supervisors of the different depts.
Better support for telework.
Less condescending attitude from Chief of Staff.
Tasking system should sort more efficently.
1. The Guest Speaker Program, 2. Contact hours with students, no time for reflection, 3. Timely feedback
to students on cases of academic ethics violations or ARBs.
1) The schedule changes are constant, disruptive, and serve to provide a terrible example to future
organizational leaders.
2) The school here seems to have settled to education vs training debate by defaulting to training - at an
uncertain time where education is more important than ever. For example, the current traching team
approach is ineffecient and needs to be relooked. AOC is largely ineffective at producing any creative or
critical thought. The Guest Speakers are too numerous and often unrelated to the college's mission.
3) In my military career, this is one of my least satisfying assignments. The environment for military
instructors is generally unwelcoming, and teaching is largely unrewarded & unrecognized (other than one
instructor of the year). This climate needs to be improved if innovation and adaption in the classroom is
desired or expected.
VTC seminars or teaching are almost always a waste of time and money. They give almost the same
benefit as a reading.
The e-mail system changes (AKO) are not working.
Very little cutting edge research or even best practice work is actually done here. We're truely a
"Training" outfit.
Building has never met ADA requirements. LD&E spends money on landscaping, parking lot repavement
etc but not to correct ADA deficiencies. If you complain you get crushed by the entire weight of LD&E
staff in violation of federal law, Presidential, DOD, DA, TRADOC directives. i.e. the L&E Handi-cap
access sidewalk was shoveled of snow for the first time ever the last snow fall this year. In payment for
complaining two feet of snow was plowed into parking space. So now you have a cleared sidewalk near
the building but you can't get out of your car or parking lot. What an joke of an organization. The COS is
the one who established this environment and the one who allows it to continue. Think of it an engineer
who oversaw the construction of a new building and for it not to meet mininmum ADA standards.
course director
campaign plan
change management plan that takes the recomemndations provided and actually does somethign with
them
CGSC QAO
138
10 Jun 2013

Need to review the parking situation with respect to handicapped individuals and develop a tiered parking
system for handicap personnle/employees. Many veterans have acquired handicapped license plates just
because they are over 50% disbaled which is the minimum qualification for a person (Verteran)to procure
a handicap license plate in the State of Kansas. However, many with of the Veterans in this category,
while disabled, do not possess a handicap/disbility that affects their lower body or mobility. Others though
due have handicaps that affect their mobility, their ability to get from the parking lot to the buidling without
the aid of a device such as a cane, wlaker, etc., which is the category I fall into. There are days when I
am more mobile than others and don't mind parking further away and getting the exercise by walking
further. However, there are other days when I need to park as close as I can get because I am having a
bad day; there are several employees like me in L&C. However, on some days the parking lot will be full
and often it is due to all those who are handicapped but with upper body disabilities. For instance, there
are a coulpe of folks with disbilities for hearing, etc., which is unfortunate but in no way affects their
mobility/abilty to walk, yet they take full advantage and aer some of the first to arrive and take the slots. I
suggest someone look into the prospect of having a couple of handicap areas and using a tiered system
for parking, one would be for those personnel with a lower body/mobility handicap (who would park closet
to the building) and the other one for all others who are disabled and have the handicap plates but their
mobility is not an issue!
Tracking and evaluating individual instructor grading to reduce current grade inflation in SG, teams, and
sections; Access to rooms to conduct performance counseling outside of one's cubical; Allow SGA to
manage APFTs
External Communication - Current Situational Understanding
External Communication - Future Initiatives
The parking situation should imrpove once the EH parking lot is completed and opened. The GSP should
focus on a few very good and very important guests. Too many speakers have only redundant things to
say and disrupt the normal teaching schedule for no reason other than the give them a forum with a
captive audience.
Constant schedule changes impact upon preparation time
uncertainty for future title 10 employment; communication from senior leaders
CGSC QAO
139
10 Jun 2013

Female Comments
and General Staff College?
Female Comments
Staff College? (18)
This organization is a fabulous place to work. The employees and managers really watch out for each
other and work well together to get things done. I think much of this is done "despite" leadership
decisions which hamper production rather than enhance it.
Certain senior civilians do not seem to trust managers and supervisors regarding what should be
"standard" management decisions. And then comments are made that imply only Colonels or retired
Colonels are the only ones trustworthy enough to make decisions or be included in the decision making
process. This is an insult to the rest of the managers in this organization who are paid to manage.
We are in a tight resource environment so most civilian employees understand that our stewardship is
under much scrutiny. However, we cannot continue to do more with less and not be compensated for it.
We either Stop doing certain things or leadership needs to take it to the mat to do right by their
employees. I see no movement in that regard.
If the Majors of the new world is coming in they need to understand that they word "NO" means no and
that they need to read instructions as to turn ins or who is allowed to pick up supplies and that the
supplies that we are to give them is all they get instead of sending the Instructors do and beg for the
items. Or The college needs to change the items that they can received....
When the doors that say "Open slowly" That means slowly as people are getting hit and those artifical
trees by the doors are not helping..
Sir,
It seems that we could save a lot of money by doing without JFK, military review, and prisom's just to to
mention a few but if a student were to read everything required by the CGSC course there is not really
any time left and that is why if you go by any class room it is kind of a standing joke for one student to
have all the extra mg/books in his box as nobody really has time for more to read
I'm honored to serve and proud to be part of this organization.
Nothing right now.
Yes,
Please don't hate me for my answers, don't think I'm trouble, or a whiner. I truly am a nice person who
keeps a smile and have no complaints from anyone. All love to be around me. No one knows I have
these feelings, I shared becuase one asked. I would like to think I am a good person who loves everyone,
wants to see everyone happy and kind to one another ;, )
Please look into the supervisor issues at DDE.
AMSC Title 5 positions are too high-- or CGSC title 5 positions are too low.
Someone needs to straighten this out; it's a joke. More importantly, it is disappointing that our own
leaders do see this and do nothing about it.
Hiring retired military officers --almost exclusively--to teach civilian education at AMSC is a poor design
and will get increased criticism as this practice continues.
N/A
CGSC QAO
140
10 Jun 2013

Female Comments
Staff College? (18)
The new parking issue about dropping people off is silly--why don't folks pay attention to things that
matter. Is this going to be applied uniformly and it is always put in place by folks that have designated
(close-in) parking. The idea of stress on the pavers--is silly--if the folks that designed this place didn't plan
for wear and tear--then it is a hit on them. Don't punish everyone for something that is not a problem. The
idea that it is dangerous--is bogus. Has there been a traffic accident in the loop? If so, then maybe there
should not be parking places there.
Another item is the # of guest speakers--and few to none that do anything but give yet another military
perspective. How about some speakers that challenge conventional and military thinking. Make the
students think.
This command climate survey was sent to me. I do not work for CGSC. I work for LD&E. I understand the
difference. LD&E is not synonymous with CGSC. CGSC is an organization within LD&E. Why would I
receive this cmd climate survey asking me about CGSC?
Everyone has been very helpful and informative which has made it alot easier to settle in my job and feel
comfortable.
Overall LD&E is a great place to work. However, I believe that the working environment is deteriorating
rather rapidly.
There are many cases of comments from superiors about only being qualified for higher positions if that
individual has served as a uniform member or if they are of the right gender for certain leadership
positions within LD&E. It has been said that offices are only given to certain deserving genders, as well.
Comments are made from uniform members about remembering that certain civilains only do "Menial
work"! And should not think outside the box, only do as told and make no decisions.
The coming furlough is creating morale issues is many civilians. I haven't been here for very long, but I
have not heard "talking" about how "the government" doesn't care about or value civilian employees
before now. A good question now is how are you (those in charge) going to assure civilians that they are
valued when paychecks start to nosedive and workload continues unchanged? Working next to such
dissatisfied coworkers is difficult.
Every DC who comes here has a year to "make his mark" and then leave with his additional star. Nice for
him. We are the ones who have to execute the GOBIs coming from either him, the Commandant, or
TRADOC. Because our bosses want to please their bosses, we get additional work to satisfy something
the DC, the Dean, the Chief of Staff, or TRADOC senior leaders supposedly want. Our effort is wasted
over and over again as whatever we produce gets OBE'ed in poor planning or failure to communicate the
"new" guidance. It's a vicious cycle. And by the way, the Chief of Staff's concern over brick pavers is one
more indication about how things are more important than people in this environment.
It is absurd to make an annual training requirement part of our hang-tag system. Annual training should
be verified by supervisors instead of parking control. Motorcycles don't renew their tags, why should
cars? The current system represents poor leadership and disrespect for a professional staff and faculty.
The Dean is vitally important to the smooth running of the College and the maintenance of high academic
standards. It is outrageous that the Dean can't just call the current Commandant directly without making
an appointment. Of the two, the Dean is by far the more important in achieving the College's mission! I
don't know if the isolation of the Commandant is his doing, or his staff's, but it is stupid. The current DC is
more accessible and makes more effort to understand what the College needs, but no telling if the next
one will be as sensible. With NCA/HLC Accreditation coming closer, these guys need to be more aware
of the impact of their actions and demands on the institution's stability and academic integrity. Direct
action at the highest level is also needed to be sure our Academic Advisory Committee members get
reappointed speedily and with a minimum of inconvenience to themselves. These are distinguished
senior academics from other institutions who are DONATING their time to help us - the least we can do is
not put them through a lot of redundant processes to confirm their appointments.
CGSC QAO
141
10 Jun 2013

Please list THREE things that are good or going well at the CGSC.
Female Comments
Please list THREE things that are good or going well at the CGSC. (29)
respect between civilian and military
ability to work together to get the job done - a team environment
camraderie across the board
People I work with are great
My hours are excellent
I am very happy where I work
Student focus
The Air Force personnel including the Col take care of people that work around them, including personnel
not in the same service. I don't know what I would have done without the Air Force personnel here.
professional environment where the faculty and staff uphold the standards in educating the CGSC
classes and the EO climate in the classrooms
Teaching is a joy; my colleagues are professional and competent; number of irrelevant guest speakers
seems to be on the decline.
Work hours and team spirt.
Physical and emotional concern for each other.
Groups events (social and physical fitness together).
to CGSC.
Working relationship among employees and managers is strong. We watch out for each other and get
things done.
Work environment/facility is great.
The faculty continue to be dedicated to the students and work hard to support them.
We are well provided-for technically; computers usually work and classroom technology almost always
works.
The library continues to provide superb support.
Moving to Blackboard.com; Coorporation between the block authors and Operations; support for the
change to Blackboard.com
Good IT support
Work load has decreased due to budget restraints, allowing the appropriate work load per section.
The staff and faculty seem to work well together. Each looking out for the other and stepping in when
additional help is needed.
the curriculum is well produced

The college continues to produce innovative and thoughtful leaders that are well respsected in the Army
and the community at large.
CGSC does a good job of supporting the non-teaching aspects of the college and seem to realize that
even the lower grade GS jobs contribute.
Elective choices are good for the students.
CGSC QAO
142
10 Jun 2013

Female Comments
At the lowest levels (faculty-student) caring counseling and respectful mentoring is being executed.
Electives are wonderful (makes learning fun, less stress, more creativity is allowed).
Mission Command philosophy. Now, we must practice what we preach.
Still being paid
Parking has improved
Get the job done
great place to work, good enviroment, overall really good people
Leadership cares
Encourages new ideas and creativity and is open to new ideas
Keeps everyone informated
Outstanding working environment
1. The Foundation
2. The building looks nice.
3. The flags look good
1. The Ed Techs work well with the students and provide feedback to them in a timely manner.
The majority of CGSC faculty and staff set the standard for TRADOC.
Even though with furloughs beckoning, morale is good.
It is a pretty good place to work because of the people who work here.
It's hard to think of anything that is a positive.
Students receive excellent instructional/educational material.
CGSC is very adaptive to changes as needed.
Faculty is exceptional.
1) scheduling mandatory training sessions within L&C (improves accessibility)
2) faculty development sessions - topic currency and online availability (session materials)
I love my Job becuase I love helping Soldiers, CGSC gives me that opportunity to do so.
Everyday workers are very nice and friendly.
The building is a beautiful, and we always get updated equipment!
CGSC QAO
143
10 Jun 2013

Please list THREE things needing improvement at CGSC.

Female Comments
Please list THREE things needing improvement at CGSC. (29)
N/A
I can't think of any
planning between instructors let each other know what your doing,and plan accordingly for smooth
transition between classes
Communication is a perenniel problem - the lack of it!
1. There are too many demands on the students' time. They have too many busywork assignments and
too many guest speakers - they need more time for study and reflection. Everyone adds work to their
load and nobody has the courage to prioritize learning and eliminate distractions. 2. The short-term
appointments of Title 10 Faculty create a climate of insecurity and mutual distrust that is bound to affect
instruction and could easily (in the eyes of our civilian accreditors) facilitate the suppression of academic
freedom. (I am Title 5) 3. The shortage of handicapped parking spaces near the building represents an
ADA lawsuit waiting to happen - and more to the point, demonstrates a lack of care for our older and less
robust employees. Several times during the past winter's bad weather I found the handicapped lot full
and had to park down below; those spaces are NOT "reasonable accomodation" by any stretch of the
imagination. I even had to park over at the Buffalo Soldier monument a couple of times while I had my
foot in a cast. Ignoring this problem will never make it go away. A shuttle of some kind I could have called
would have been better than nothing.
1) better coordination between directorates/divisions/centers for evaluating 'winning' papers (eg, no CAL
members on panel to evaulate MacArthur Leadership Writing Competition papers)
2) course curriculum folks not integrated with TDC (affects course currency)
The staff need to develop empathy with the faculty. Staff employees very clearly do not understand what
it is that "universities" do, or how they do it. Decisions are reached that clearly indicate the staff's primary
goal is to make life easier on their end of the building.
All units within an organization need equal work loads.
Good horses/units get the majority of work.
The best teaching faculty should be the lead curriculum developers. Very often it is the opposite.
1. The supervisor of DDE, Dr. Goepferich, is the most unprofessional person I have ever met. She treats
her employees/staff terribly and if the staff reports her to higher authority, nothing ever changes and no
actions are ever taken. She makes the workplace uncomfortable and morale is very low. Several staff
members have reported her and then we get in trouble for making the complaint.
More attention should be paid to what is occuring within Sister Service departments.
1. The Cafiteria needs to good back to the mess hall as those of us that are not rich can't afford the
food...
2. Security of bags, back dock and other things left need to be taken more seriously. I'm tired of Oh
you're too peranoid. I should be I got my hands burned after 911 here on post.
3. The mail room needs an x-ray machine as stuff that we get from the Off Post Office is not secure
enough as we have gotten a few letters that were turned over to MI
CGSC QAO
144
10 Jun 2013

Female Comments
Communication - in the old adage of "knowledge is power" it seems like senior leaders hold on tightly to
every piece of info and then make decsions either late or without input from the people who are impacted
by those decisions.
Planning - we fail to plan for any number of things and the "quick" solution to solve the problem takes a
toll on the workforce.
Respect - we say the faculty are key in so many things in terms of accomplishing the mission, yet at
every turn, senior leaders disrespect the faculty.
Enforcing military standards among the students (hairstyles, backpacks, uniforms, courtesy in the
hallways, wearing bike helmets and equipment away from the bike racks, etc.)
Pride in being a field grade officer and member of the most professional Army in the world.
Increase number of "A-File" active duty officers as instructors.
There are no African American Female Leaders (9and above),(one GS-7)AT ALL in this entire building.
Respect and acknowledgement of the African American students, they truly struggle hard in this school,
from both the instructors and other students. They are ALWAYS disrespected, and going to IG, EO, and
never anything done about it.
Would be such a pleasure to have great female guest speakers, of all culture and back ground. Woman
are just as important, intelligent, and has givien just as much of their life to our Country as the next man.
The pressure to grade assessments in a certain way/distribution. All staff groups are not equal.
Good idea appetite surpressant. Particularly certain departments that attempt to hoard hours and then do
not use them (DTAC). Causing serious issues for other departments in terms of reflection hours,
continuity, etc.
Someone needs to take items off of curriculum. We have been adding steadily for the past 5 years. It is a
ridiculous attempt to shove more into the fixed time available. This is at the expense of reflection time on
material, preparation for class, stress/balance for family, health, and even personal education.
Maybe parking!
At times during the Core Course, there are so many assignments due at the same time that students can
only do an average job on all of them. Even if they plan far ahead, some of the information is not revealed
in class until closer to the due date. The ratio of classroom hours to homework/ reading is not as
advertised.
The college needs to take a long hard look at how money is spent. There is so much waste, but it's on a
smaller scale and smaller amounts so it gets passed over for larger more painful cuts.
The college says that we have to do less with less, but the individual directors don't follow that mantra
and teh college doesn't reduce the load.
I understand taking away overtime, but taking away comp time just slows everything down. Projects take
longer and are delayed and morale plummets because if we want to get anything done we have to
"donate" our time.
Need to fill key positions, regardless of rank, that facilitate mission. If we can't hire we need the sitting
uniforms to kick in and help.
Healthier food choices in cafeteria
Improve accurate and open communication particulary regarding personnel issues such as furlough... We
were told in March that we would know something in early April. Since then there has been no
information. How can we plan with no information or guidance?
CGSC QAO
145
10 Jun 2013

Female Comments
Parking policy
Cleaning
recycle
Department management (DJIMO) would be better served to treat its faculty like the professionals they
are; rethink the no-dropping-off-in-the-circle mandate since it is obviously ridiculous to propose dropping
people off in the street as an acceptable solution; put a library book return container in Lewis and Clark.
CGSC?
Leadership
Leadership (the Chief of Staff) does not do a good job fighting for employees who have "obviously" taken
on more responsibility over the years. Going from CGSC to LDE has significantly increased work load
and scope yet no relief by way of either promotion due to accretion of duties or added staff.
"Powering down" to supervisors and managers seems to be a way of the past. This is stemming from
CAC DtCG decisions to centralize approval authorities.
Leadership needs to "demand" that the CPAC process position description (PD) reclassifications much
better than they have. There are many employees who have added responsibilities yet have no credit for
doing so and are working under old or obsolete PDs.
The Network is throttled for uploading files to Blackboard.com; Need Better use of Blackboard capabilities
(for example: save money by putting info on Blackboard.com instead of printing; more integration and
standardization between the Resident, Satelitte, Reserves and National Guards.
This survey- example the questions about sexual harrassment/assult say within the unit, but it should
also ask from outside the unit, but still in the Army or works for the military. This environment is not like a
regular unit and complicates the answer.
Treating midgrade officers as such- giving them the standard and enforcing those that fail to meet the
standard; instead many officers are treated below the rank they are- "treating them like PVTs". This is the
post in general due to number of officer here.
The female questions are difficult because lack of female instructors in general, and the school is mainly
combat arms MOS driven - lack of females. You have a better mix at satilight and DDL, than resident
students, but instructors (female) are still limited.
I don't think that this survey addresses the problems in our organization--at the lower levels--things work
well. It is the lack of consistency at the higher levels that are troubling and don't ever get addressed.
Current staff leadership is very disfunctional. Information does not flow out from the CMD allowing the
appropriate actions to be taken by the operations officers. This goes against the current "Mission
Command" operating environment.
Decisions are very slow, sometimes allowing CAC to get ahead of us in their decision making process.
Morale is not good in the staff. There seems to be no driving force or cohesiveness between the sections.
There is little to no guidance.
CGSC QAO
146
10 Jun 2013

Minority Comments
and General Staff College? (16)
Minority Comments
Staff College? (16)
Please address linking pay-step increases with promotions or stop the promotion charade altogether. I
doubt that any of our officers would consider it a promotion if they didn't receive the pay increase that
accompanies their promotions.
Nothing
My family and I will obviously be forced to deal with Sequestration, but this is a very unacceptable
situation that should never be forced on government employees.
no
n/a
Establish a standard and mainatin that standard for both civilian and military.
no
YOUR COMMAND IS TOO TOP HEAVY. YOU HAVE WAY TO MANY SUPERVISORS GRADE 12 AND
ABOVE OR JUST TO MANY HIGHER GRADES AND THE LOWER GRADES HAVE NO WAY TO
ADVANCE AS THEY CAN ONLY ADVANCE 2 GRADES AT A TIME. A GS 06 CAN'T ANY HIGHER
THAN A GS 08 AND THEIR ARE NO GS 08 IN THIS COLLEGE. BUT THERE ARE A HOLE LOT OF GS
12'S THAT ALL THEY DO IS NOT MUCH OF NOTHING AND GET PAID A HOLE LOT.
no
1. officers should write orders
2. either resource DLDC properly or get rid of CPOF all together
3. demand to see the campaign plan and action being taken on the curriculum 2014 project so all that
energy isnt wasted
1. Enforce authorized parking in the disabled parking spaces. I am severly disabled and have a very
difficult time finding a spot. Please enforce ALL who park in a disabled spot to show their red or blue
disabled sign!
2. I put in many hours at home writing evaluations, grading papers and writing lesson plans. It is a shame
comp time has been effectively taken from us by the difficult centralization approval process.
3. FYI, most of the instructors on my team are actively looking for employment because of the title 10 job
insecurity.
Focus the curriculum on teaching enduring skills and knowledge, not chasing on the "flavor of the month"
Structure the CGSC program so all successful students receive a MA upon graduation. The chase for a
civilian masters during the course hurts the achievement of CGSC TLOs and hurts families.
No issues
The performance criteria for officer's evaluations is broken, unfair and bias.
Let me be clear. We understand there are serious fiscal problems facing the Army in general and CGSC
in particular. Got it. Not leadership's fault. Command climate and the absolute inability to even make it
appear like you are listening is something you can do something about. My Army Values card says of the
term SELFLESS SERVICE: "Put the welfare of the nation, the Army, and your subordinates before your
own."
CGSC QAO
147
10 Jun 2013

Minority Comments
1. Great colleagues
2. Wonderful students
3. Excellent work environment
The Leadership Development, Operational Management, and Leadership Support

to CGSC.
Faculty preparation for lessons.
Facility is pristine.
Computer support
Training support
n/a
Officers are training
Officers are geting training in Leader Development
The Command is begainning to support training in Leader Development
Communication .
Great speakers who are coming to speak.
Fairness
Guest speakers
Opportunity to accomplish Manditory Training
Professional Development opportunity (i.e FDP training)
Department's focus on accommplishing the mission during this turbulent year
Department Leadership's respect for its personnel
Departments synergy to work together with personnel shortage
Great morale of faculty to educate majors
Tremendous facilities
Leadership truly cares about the majors and their field grade education
NOTHING
The command climate is good, the mission is good, and people try to improve operations when
necessary.
Great working environment
Great team
Generally great working environment
Important mission
1. Intellectual and teaching expertise of title 10 instructors.
CGSC QAO
148
10 Jun 2013

Minority Comments
Faculty development
Instructor Student Ratio
a 50/50 mix of civilian and military instructors is optimum.
Great work environment with supportive leadership. First time in my career when I can take time to do
personal business.
Facilities in the classroom are outstanding.
Making the decision to close the base early for inclement weather instead of the last minute as in
previous years.
Excellent team work between faculty members.
Excellent support provided by Classroom services.
Given the limitations of the curriculum we do a pretty solid job teaching it.
students education
good working environment
no weekends
Current Curriculum; employees; quality of instructions
Get the job done

Minority Comments
1. Making faculty promotions real promotions. When faculty members are promoted there is no pay
increase, thus the promotion is a falsehood. It is merely a title change with nothing to sustain the
college's claim of promoting the faculty member.
2. The educational op tempo is too high for our students and expectations too low. Students are in class
five days a week without any time to think or reflect. Despite the high op tempo for classes, the
expectations set for students don't seem terribly demanding. There is little in the way of writing
assignments outside of very short papers.
3. Qualitative expectations of faculty research and publication need to be addressed. Getting recognized
for an op-ed piece or book review would be laughable in a graduate institution. There should be an
explicit expectation that faculty members research, write, publish, and present at professional forums.
For GS-1 through GS-7, there needs be be more opportunities for education, support for job
advancement with additional training, and an increase the number of awards for outstanding
performance.
Nothing needs improving
Leadership
CGSC QAO
149
10 Jun 2013

Minority Comments
n/a
CGSC?
Faculty "Greening opportunities"
Officers need more training in Leader Development
Cohesion
Travel funding
Parking
The schedule is an abomination
Sure would be nice to have time to write/get published, but the work load won't allow it
The Audio/Visual systems in the classrooms are CRAP...building a beautiful building and put a $50 crap
system in...makes sense
parking for those who work in Truesdale
The Strawman is the basis for all academic courses however these calendar does not synch with the
mandatory training or other events added at the last moment by CGSC. Recommend publishing a master
events calendar and adhering to the six week planning horizon.
Viewpoint discrimination is present.
Constant monkeying with curriculum, seemingly change for change sake
Timecard system treats highly profession faculty as hourly employees
There needs to be a Military representative in each class and should serve in a SGA or Asst. SGA
Leader Position
APFT milestones driven by the small groups and managed by a military officer serving as a SGA and TM
LDR
There needs to be a mandatory CGSC Ball (some over arching team building event) that celebrates our
profession as military officers
job security
pay increases
pay incentives
Leadership: Given the way layoffs, sequestration, and now the most recent (22 April 2013) letter
regarding the use of Abrams loop by "the work force" (your words) I would say you have not a clue what
is going on at "the work force" level when it comes to morale.
Communication: The message the leadership has sent is this place is about visiting VIPs. It is certainly
not about the concept of team in support of our students. The small decisions you make (frocking a BG
with a 20 rd salute of 75mm costing ???, parking (the need for a red tag lot (generally seen as the retired
O-6 parking lot), and VIP parking mark offs in general), Abrams loop dropoff ban, failure to attach
academic promotions to any real benefit, et al.) sends the message that your faculty and support staff are
unimportant. All these concerns and more have gone to the Faculty Council without much in the way of
response. Perhaps it is time to consider having a servants entrance?
Parking - expand parking for faculty - schedules should not revolve around timing your arrival/departures
with the thought of "will their be a parking space when I arrive/return".
CGSC QAO
150
10 Jun 2013

Minority Comments
Parking policy
Cleaning
recycle
1. Recognition of the quality of title 10s, and the need for better job security for them.
2. Delete divisions and simply keep departments and teaching teams. This is an undeeded layer NOT
supported by directors. Puts team leaders in an awkard position to be supervised and rated by a director
(division chief) outside their own teaching department. The truth is directors do not embrace the divison
job responsiblities and it only adds confusion to the chain of command.
3. Give the students time to reflect. Shorten class day to a standard 4 hours.
Evaluations on job performance are discrimatory and not based off army regulations.
EVERYTHING
course director
campaign plan
change management plan that takes the recomemndations provided and actually does somethign with
them
Civilian Advancement
Lack of transparency in regards to faculty reorganization.
Inconsistency between departments in regards to evalutions, awards, comp time, etc.
Professional development opportunities for faculty.
Parking,comptime,leadership guidance
CGSC QAO
151
10 Jun 2013

CGSC QAO
152
10 Jun 2013

Equal Opportunity Command Climate: Final Report

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Equal Opportunity Command Climate: Final Report

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US Army Command and General Staff College