31st Pacific Armies Management Seminar

“Developing Security/Land Forces’ Leaders for the 21st Century”

Sydney, Australia
6-10 August 2007

The Thirty-first Annual Pacific Armies Management Seminar (PAMS) was

held 6-10 August 2007 in Sydney, Australia. This Seminar was co-hosted by the
Australian Army and the United States Army, Pacific. PAMS is aimed at
facilitating and enhancing interactions among the Armies of the Asia-Pacific and
Indian Ocean regions. Nine nations participated in the first PAMS in 1978 and
this year’s seminar had twenty-nine nations participating. The theme for this
Seminar was “Developing Security/Land Forces’ Leaders for the 21st Century”
and included the following four subtopics:
1. Describe the Impact of National Demographic Factors on Leader
Development in Security/Land Forces.
2. Illustrate the Education and Training Challenges for Security/Land
Forces in the 21st Century.
3. Developing Leader and Soldier Skills for Coalition Operations.
4. Discuss the Small-Unit Leadership Challenges Within a Coalition
Involved in Irregular Warfare.

Welcoming Remarks

Major General John P. Cantwell, AM, Deputy Chief of Army, Australian

Army, welcomed all participants to PAMS XXXI and noted the significance of the
meetings bringing 29 nations together. He thanked his staff for their work in
making arrangements for the seminar and conveyed his hope for a very
productive PAMS XXXI and PACC V.

Lieutenant General John M. Brown III, Commanding General, U.S. Army

Pacific, expressed his thanks to the Australian co-hosts for selecting the venue of
Sydney and the work done in preparing for the conference. He thanked all the
participants for attending this 31st annual event of PAMS. General Brown noted
20 of the Armies’ Chiefs or their representatives were also in attendance of the
PACC V Conference held simultaneously with PAMS. He acknowledged the
possibility that some of the current PAMS attendees could someday return in the
role of an Army Chief to a future PACC.
General Brown pointed out the importance of PAMS and its forum to
discuss the important issues such as the elimination of terrorist leaders,
multilateral operations, training of future leaders. He reflected upon the early
development of PAMS and the hopes of the first attendees. He recollected that
they recommended that he should keep the forum where many could attend, all
can contribute, and all can recommend the topics of discussion. He pointed out
that this intent continues today.
 TOPIC #1

Describe the Impact of National Demographic Factors on Leader

Development in Security/Land Forces

Brigadier General Eduardo Aldunate Herman

Commandant of the Chilean Army’s Schools Division

Brigadier General Aldunate began by noting the upcoming Chilean

Bicentennial in 2008. The nation, given its geography and strategic location
makes it a vital part of the Asia-Pacific Region.
General Aldunate emphasized that commanders’ leadership is the most
important in today’s volatile world. That leadership shows its value when they
are able to resolve conflict. It is essential that officers understand their national
values and respect not only the values but also their history.
The Chilean Army engages in four major activities: threat reduction,
national power increment, encouragement of joint actions, and peacekeeping.
Specifically, the Army provides an international presence, deterrent cooperation,
compromise in multinational operations (in a variety of locations such as Cyprus,
Haiti, Bosnia, the Middle East, and the India-Pakistan region) and regional and
local integration. It provides support in surveillance on terrorist activities, but also
supports the national development in activities such as road building. Given its
expanded involvement, it is important that training to these missions be
incorporated into leadership training.
One of the notable changes in the Chilean Army is the increased
involvement of women, a phenomenon that has occurred within the past 20
years. Along with these changes is a need for modernization of the military
educational system. The Army must prepare leaders to function in international
scenarios. There have been some changes occurring in today’s Chilean Army.
Schools now teach values along with leadership. Military education also focuses
on international cooperation, military participation, and humanitarian assistance.
Brigadier General Aldunate concluded that despite financial shortages, the
Chilean Army’s program to train good commanders remains a top priority.
Leadership must be proactive in meeting this training goal.

Colonel Alan Geoffrey McCone

Director of Strategic Human Resource Requirements in Personnel Branch,
Indian Army

Colonel McCone addressed the issue of New Zealand’s Army leadership

for the New Generations. He noted that his nation had an all-volunteer Army,
based in a society that has broad cultural ties. Colonel McCone addressed the
role that generations have on demographic influences and leadership.
 Colonel McCone cited a recent Hudson Report that published a study on
Generations X and Y and their changing values, particularly in New Zealand.
The report determined that the primary difference between the two generations
studied came with levels of experience, levels of financial and family
commitment, depth of personal development, political awareness and emotional
maturity (not generational differences across the board).
Colonel McCone cited the Hudson report in support of his belief that the
reasons for joining the New Zealand Army have not changed significantly in 30
years. Three areas of focus in the study were the national environment, the
family environment, and educational environment. Demographic figures show
that the population of New Zealand is now four million. Given the relative
geographical isolation of New Zealand, the government places importance on
“showing a flag” on the world stage in order to maintain economic ties. Despite
this, given its smaller population and isolation, many citizens take the view of
“Why should we care [about the rest of the world]?” This attitude has the result
of generally discouraging citizens from joining the military forces.
New Zealand values promote a relatively egalitarian society and in recent
years, support the multi-cultural traditions of New Zealand. This egalitarianism
has resulted in a low unemployment rate, which has further hampered young
citizens from joining the military service. In recent years, however, an increasing
economic disparity, increased use of drugs among young people, and an aging
population in New Zealand gives cause for concern and calls for creative ways to
recruit the younger generation as they seek jobs in the market.
Over the past 30 years, students have been encouraged to think and
question, and children are taught their rights as an individual. Today’s younger
generations are more ready to ask “Why” of military commanders, rather than to
give ready assent. They generally possess a greater ability to multi-task and are
very comfortable with technology. Their loyalty, increasingly, is to themselves
and therefore poses a challenge to leadership in the military.
Colonel McCone discussed the development of a leadership model for the
future. He noted that it is vital that the New Zealand Army values must be at the
heart of the framework. These values must be defended and not sacrificed.
Internalizing these Army values, modeling them and instilling them in the
everyday lives of Soldiers are at the very core of leadership. Leaders must live
the New Zealand Army ethos and values, as subordinates will mode themselves
on leaders’ behavior and not on their words. They must respond to ethically and
morally ambiguous situations and display moral courage and integrity in the face
of pressure. Leaders in the 21st Century must think smart by thinking ahead,
being creative and prepared to be flexible and consider the consequences of the
actions. Leaders influence others by building trust in their subordinates and
building relationships. Good leaders are respectful of and make an effort to
understand other cultures. They are able to make and maintain relationships
with a wide variety of people. Leaders must also confront and resolve conflict
between Soldiers, units, Forces, and ethnic factions. They build teams that train
as coherent, tight knit units, something that promotes a healthy Army culture.
 A strong leadership culture in the New Zealand Army is built on a
foundation consisting of a shared value base, strong professional identity and
clear sense of leadership mission. This culture forges close bonds among
members of the organization, supports morale and encourages the growth and
emergence of future Army leaders.
Colonel McCone concluded with some suggestions that some methods of
building a leadership culture include telling stories as a means of teaching and
training. Leaders must support risk taking in subordinates and they implement
changes in the organization from time to time. Today’s leadership must be able
to lead 24/7 and operate in an asymmetric environment.
The New Zealand Army today seeks to develop a realistic recruitment
message, but one that is explicit about expected behavior of its Soldiers. Colonel
McCone concluded that the secret to success in today’s Army is not in the
framework but in the implementation.
 TOPIC #2

Illustrate the Education and Training Challenges for Security/Land Forces

in the 21st Century

Major General Richard R.G. Wilson, AM

Commander, Training Command
Australian Army

Major General Wilson opened his presentation by stating that now, more
than ever, warfare is a thinking person’s game. It is a multi-dimensional, multi-
organizational and multi-cultural construct, characterized by complexity,
ambiguity, volatility and uncertainty.
General Wilson observed the changes in the 21st Century environment,
where the traditional warrior mindset is still attuned to the delivery of “hard
power.” He noted that the mindset must be broadened to include the non-kinetic
“soft power” effects such as civil affairs, information operations, language and
cultural awareness training. He observed that the 21st Century land forces, to be
truly effective, must possess both brains and brawn. It will require major moves
to change the training program
There are a number of factors, cited by British Lieutenant General Sir
John Kiszely, that retard the speed of learning in the military forces. Those
factors include the following: a tendency towards anti-intellectualism within the
military; an inability to accommodate internal and external criticism; the absence
of a military seat of learning; an inability to make necessary change; and a
propensity to confuse activity with progress.
Major General Wilson posed several solutions to the challenges cited.
Overall, a methodology of learning that focuses more on the development of
cognitive skills must be applied in army institutions of learning. The methodology
must focus on the learner and also re-balance training and education. This
entails that Soldiers must be motivated to think about what is being taught and
how it can be applied. Military educators and trainers must develop core
behaviors, such as leadership, physical and mentally toughness, courage,
initiative, teamwork, and compassion.
Armies must also adopt new teaching practices that encourage active and
meaningful development of knowledge. In the 21st Century, Armies must exploit
technology and develop both information mediums and learning mechanisms.
The progression of learning must be improved, in both collective and individual
learning. This means that the Armies must develop a learning organization, one
that actively creates, captures, transfers and mobilizes knowledge to allow it to
adapt to a changing environment. That organization must actively promote and
reward collective learning.
Major General Wilson concluded that armies of the 21st Century must
modify their focus on planning and training for the wars of yesterday. Changes
must be made, but the impetus for the changes can only come from the top.
 Colonel Francois Loeuillet
Commander, Land Forces, New Caledonia
Army of France

Colonel Loeuillet began his presentation with a short video about the
French Army in New Caledonia, a French Overseas Territory. As he commenced
with his remarks, the colonel observed that the major challenge for the French
Army today is to safeguard its capability to adapt to current realities while
keeping Soldiers at the heart of the system in which “savoir-ệtre” and
competence is essential. He stated that the 21st Century armed forces must
adapt to current realities of the world. He observed that the center of gravity in
the world is now an urban environment. The new framework that the French land
forces face includes a new environment, new threats, and a challenge to win the
battle that will lead to peace. In these challenges, he proposed that the “strategic
corporal” is the key success or failure. The colonel conceded, however, that
much more than forces is required to master the world today. Modern conflicts
consist of three phases: a decisive phase, stabilization, and normalization.
The requirements for education and training include a constant—that is,
the essence of the combatant; a requirement for impartiality; and autonomy at
the lowest level.
Colonel Loeuillet noted current French Army priorities are spread across
the globe. He stated that there are currently 22,568 members of the French
armed forces deployed throughout the world, including Kuwait, Israel, Georgia,
Kosovo, Bosnia, the Sahara, Chad, Cameroon, Gabon, and several locations.
Men are the keystone of the priorities. The Army underscores a need for realism
in education and training for its leaders.
Within the military culture of the French Army, a leader is a peace builder
loyal to the constitution. He understands complexity, commands in adversity, and
makes decisions. The first part of the officer’s education consists of his basic
education, specialty school basic course (one year), platoon leader time, a five-
month specialty advanced course, and company commander time. The second
part of the officer’s education consists of an operational assignment at a
headquarters, the command and general staff college, followed by another
operational assignment (at a battalion headquarters, part of a project team, etc.).
There must be realism in education and training. Joint education and
training is increasingly important. Urban warfare is also critical to leaders in the
21st Century. The French Army is currently building the CENZUB, a training
facility that will include a training site for basics (section and platoon levels) and
an equipped training site that will represent a small town on an area of one
square kilometer and provides all varieties of urban areas. It will include an
urban real-fire range.
 Topic #3

Developing Leader and Soldier Skills for Coalition Operations

Brigadier General Sanjay M. Holey

Brigade Commander
Army of India

Brigadier General Holey began his remarks with an apt quote from the
Ramayana, one of the Hindu scriptures: “O’ Friend, behold my chariot through
which I am always decidedly victorious. Courage and tenacity are its wheels,
immutable truth and character are its flags. Strength, discrimination, self control
and charity are its horses. Forgiveness, mercy and equanimity are the reins and
devotion to the Lord its charioteer. O’ Friend. Whoever possesses such a chariot
can never be defeated.”
General Holey recalled that India has fought in four wars in the past 50
years and is presently engaged in a War against Terrorism. He noted, however,
that most terrorist in the Indian sub-continent are not “suicide” terrorists, but are
trans-national terrorists. Opponents of the Indian government primarily use
hand-held weapons and engage in few pitched battles. They employ hit and run
tactics and have an intimate knowledge of the ground. Following their attacks,
they attempt to merge with the local population. General Holey recounted a few
examples of terrorism in the Indian nation and described the involvement of the
Indian military. Traditionally, the point at which the Indian Army becomes
involved in low intensity conflict (such as proxy wars, insurgencies, and border
skirmishes) is where it is perceived to be the instrument of last resort.
Some of the emerging challenges in the 21st Century environment include
the proliferation of weapons of mass destruction and their likely exploitation by
terrorists; asymmetric threats including cyber and information warfare
techniques; and trans-national signatures in future terrorist attacks. In meeting
and countering the threat in India, the Army drew upon legal provisions that
recognized the primacy of civil authority. The Indian government formulated a
national strategy that addressed the strategic center of gravity (the population)
and then an end-state or conflict resolution. It also put forth a national initiative
that created a secure environment and isolated the conflict zone. It addressed
local aspirations and implemented a public information and perception
management program.
Brigadier General Holey noted that some of the causes for the instability in
the internal security environment were fundamentalism and extremism in certain
parts of India; politico-socio-economic instability; and ideological, ethnic, and
linguistic differences. The catalyst of this violence has been interference by
neighboring states and an initial inept handling of the situation when violence first
occurred.
In countering the threat, the General observed, the Army must conduct its
operations with an “iron fist with a velvet glove.” There must be clearly defined
rules of engagement, avoiding collateral damage and human rights violations. A
comprehensive surrender policy must be developed and adhered to. In general,
fighting irregular warfare in India consists of small team operations (two to three
person teams).
Brigadier General Holey concluded that the Indian Army had many
success stories in its irregular warfare experience. There is a current
groundswell for peace and the general stance of locals in problem areas towards
the Army is favorable. A large number of “overground” workers have been
neutralized, a success largely attributed to the various Army civic action projects.

Major General Hotmangaradja Pandiatan

Territorial Commander, Indonesia Army

Major General Pandiatan began by stating that the world today is

witnessing a rapid globalization and advancement in technology as well as a
historic trend in peace resulting in an ever increasing interdependence and
cooperation among nations. This has given armies new opportunities for
communication and cooperation. He noted some of the challenges facing the
Indonesian Army (TNI) as it defends its territory. In terms of geography,
Indonesia covers an area, east to west, which extends a distance equal to that of
San Francisco to New York. The nation consists of hundreds of ethnicities and is
divided into 12 territorial divisions.
General Pandiatan noted that the Indonesian police took responsibility for
internal security in most matters, although the TNI assumed internal security
duties in times of national crisis or great danger. He explained that within each
territorial jurisdiction, the TNI conducted “Binter,” that is Territorial nurturing. This
is a unique method to win the hearts and minds of the people. The method
developed during Indonesia’s colonial experience and culminated with its
struggle for independence in 1945.
The general revealed that the 2000 Parliamentary decision on the Army
created a cultural distance between the TNI and Indonesian people. Existing
regulations and legislation limits the TNI’s roles in taking action regarding security
threats. He noted that with a new (2004) TNI regulation, the TNI has exploited
and improved its social network and interaction on its local cultural basis.
Through Binter, the TNI and Indonesian people can develop a close bond.
Indonesia does support territorial centers for developing of Binter. One
such center is at Pusterad, which is a Territorial Nurturing, Learning and
Knowledge Management Center. This center works hand in hand with
universities, research institutions, think-tanks, and other related government and
private institutions.
The Total Warfare Strategy School prepares the cadres of the TNI leaders
prepared to meet a wide number of irregular threats in the 21st Century and
simulate irregular threats.
 The Patriot Leadership Development Center is another institution that
educates and develops mid-level leaders who will directly confront irregular
threats.
The Army Territorial Center Education and Training at Pusdikter educates,
trains, sharpens the commanders of territorial command units.
Major General Pandjaitan concluded that the transition of responsibilities
to handle the internal security in the peaceful time from TNI to the police has left
some security loopholes that irregular armed opponents exploit. This
unbalanced and disproportionate division of responsibilities has left the police
overwhelmed, while the military cannot intervene in many of the internal security
issues. In the meantime, the TNI continues to focus on the strengths of Binter
and to improve its educational institutions and leadership development centers.
 Topic 4

Discuss the Small-Unit Leadership Challenges Within a Coalition

Involved in Irregular Warfare

Brigadier General Dato’ Azmi bin Rashid

Assistant Chief of Staff, Operation and Training Branch
Malaysia Army

Brigadier General Rashid began his presentation with a short video of the
Malaysian Army capabilities and involvement in operations. He opened his
remarks by noting that since 11 September 2001, there has been an evolution in
the global strategic landscape. He observed that Malaysia does not face such
threats of terrorism, although the ability of terrorist organizations to globally
network has compelled the Malaysian government to heighten its vigilance. The
Army learned many of the lessons learned from the time of the Emergency
[1948-1960].
Officially, the Malaysian Army has not adopted the term “Irregular Warfare”
and believes that many countries are still deliberating on the actual definition of
this warfare. On 25 September 2005, the U.S. Special Operations Command
conducted an Irregular Warfare Workshop in Malaysia.
The Malaysian Army conducted a series of combined operations with
neighboring Thailand from 1974 until 1985. The operations included the
numerous joint border posts manned by both the Malaysia Army and the Thais in
the form of coordinated patrol. Combined operations conducted between the
Malaysian Army and the Royal Thai Army resulted in 118 communist terrorists
killed, 20 communist terrorists. Operations conducted with the Indonesian Army
and resulted in two communist terrorists captured. More importantly, this latter
operation resulted in the forces being able to dislodge the infrastructure
established by the Communist Party along the Malaysian-Indonesian border.
General Rashid recounted that the combined operations experience with
the Royal Thai Army and Indonesia saw the deployment of no less than five
battalions from each Army, divided into platoon-sized elements that each secured
assigned sub-sectors. Each element proved to be independent, self-sustained,
and exceptionally versatile in their mission performance.
When operating in a coalition environment, it is important to establish
command and control; identify the primary language of the operation; identify the
threat; establish SOPs (Standard Operating Procedures); and address the matter
of logistics. Irregular warfare typically requires the deployment of small units
(platoons and sections) undertaking a large number of functions with their
assigned Areas of Operations.
Irregular warfare, given the complexities of coalition operations, poses
many challenges to commanders. The nature of such warfare requires small unit
leaders to act quickly decisively. Small unit leaders must understand their
mission, the threat, rules of engagement, and then observe the rule of law. They
must be aware of the demographics of their environment and identify all the
important actors in the area of operations. In addition to observing these factors,
small unit leaders must work with the media, gather intelligence, and continue to
put Soldiers first.
Brigadier General Rashid stated that to overcome all these challenges
facing the small unit leader requires training, training, and more training.
Emphasis must be given to individual training. Training will foster the right
attitude and behavior of small unit Soldiers, particularly when faced with the local
population. He concluded that globalization and technological developments
have added much in the means toward achieving their endstate. The small unit
leader must maintain the legitimacy of his cause and that of his force. He must
also ensure the cohesiveness of friendly forces within the coalition. The greatest
danger to the mission may not be the insurgents, but the uncertainty, complexity,
and ambiguity inherent to irregular warfare. Small unit leaders must therefore be
adaptable, knowledgeable, flexible, and decisive all at the same time.

Lieutenant General William B. Caldwell, IV

Commanding General, U.S. Army Combined Arms Center and Fort Leavenworth
United States Army

Lieutenant General Caldwell introduced his presentation by posing the

question of what position a leader should lead from. Unlike the usual answer of
“from the front,” he proposed that today’s leaders of the 21st Century must be
adaptive, innovative and a critical problem solver. Given these characteristics,
the best place to lead from is the center.
The dynamics traditionally associated with warfare are gone and with it,
today’s leaders must change as the Army transitions from solving technical 20th
Century problems to solving the complex problems adaptive problems of the 21st
Century. The media, he observed, is everywhere and current technology allows
them to almost instantly broadcast events across the globe. The internet
explosion has prompted a revolution in how the military looks at information
operations. Many of the terrorist organizations are now applying these resources
to put out their message and propaganda.
General Caldwell noted that today’s junior leaders must have character,
technical and tactical proficiency, initiative and flexibility. The organization for
growing this kind of leaders must have the proper culture, one of learning and
adaptation. Junior leaders must have additional traits to “lead from the center.”
They must be innovative and possess excellent communication skills. With the
21st Century’s real-time media, junior leaders must be able to deal with the
media and have media savvy. They must also understand and respect the
cultures of other coalition members
In fostering the proper learning culture for junior leaders, that culture must
be a reporting culture where the junior leader is comfortable reporting all news
and information including negative events. It is a culture in which senior leaders
delegate authority to subordinates and allow them to make critical decisions and
mistakes. At the same time, that culture must also be retrospective and
encourage candid feedback from every level after an operation.
Lieutenant General Caldwell concluded that the role of senior leaders is to
establish a positive culture which fosters this kind of leadership and creates a
learning culture. He predicted that “beautiful things will occur” when small unit
leaders possess character, cultural understanding and media savvy. Soldiers will
be more sensitive to other coalition nation’s cultures and understand that all
coalition members are vital to the success of the operation. He advised that
ranking members of the Armies must work to reduce friction in coalition
relationships and maximize effectiveness.

Special Session

Cultivation of the Military Personnel in China’s Army

Major General Luo Yuan

Deputy Director, World Military Studies,
People’s Liberation Army,
People’s Republic of China

Major General Luo commented on the emergence of an entirely new

pattern of warfare in the 21st Century, prompted by the Information War. This
development has pushed forward training of military personnel in the PLA
towards a higher level of education and technological skills.
Commanders must today have strategic vision to direct the information
warfare and build an information-oriented military. Staff officers with scientific
and cultural knowledge and technologically-oriented experts are needed for the
development of armaments. More than ever, good NCOs are needed to handle
weaponry and equipment skillfully.
General Luo stated that in order to meet the challenges, a foundation for
improvement must by in place for training personnel before 2010. The second
step is to expedite the work and recruit talent into the Army. The PLA has
undergone a reform of its personnel system of military cadres. The training
system has also seen enormous changes. Approximately 20 percent of military
cadres are now college students in the Chinese civilian university system. More
than 60,000 cadres with college degrees now play an important role in training
Soldiers at various posts. More than 30,000 cadres now hold doctorate or
master’s degrees.

Synopsis Prepared by David E. Hilkert

U.S. Observer, U.S. Army Pacific
For complete transcripts of speeches go to APAN website