Face of Defense: Civilian Cited for Preservation Efforts

Become like Scott Shepherd and learn from these military leadership books written by military leaders for the leaders of tomorrow.

By Robert Goetz

502nd Air Base Wing

RANDOLPH AIR FORCE BASE – An Air Force civilian employee who has worked here for years to preserve the base’s architectural heritage is the recipient of a prestigious national award.

Scott Shepherd of the 902nd Civil Engineer Squadron, the installation’s cultural resources manager, has earned the Secretary of the Interior Historic Preservation Award in the Federal Preservation Office category.

"As far as I'm concerned, I can't go any higher than this," said Shepherd, whose service here, in San Antonio, spans more than 20 years.

"Winning this award is unbelievable,” he continued, “but really it's for all the people who have supported historic preservation, from four-star generals to the workers who preserve these buildings."

Robert Rushing, the 902nd squadron’s management flight chief, said Shepherd "has been responsible for the preservation of this invaluable cultural treasure and he has done so with vigor and a call to duty beyond the description of his job."

Richard Trevino, the unit’s commander, said Shepherd has performed "at the highest level" throughout his more than 50 years of federal service.

"By working with Scott, one can easily see his integrity, dedication and professionalism in every aspect of his life," Trevino said. "As our cultural resources manager, he preserves the historical features of Randolph Air Force Base while ensuring no adverse impact to the many diverse missions on base.

“When one looks at the historical beauty and significance of Randolph, there is no doubt Scott deserves this prestigious award," Trevino added.

Shepherd became the cultural resources manager here in 1993, the same year the Texas Historical Commission listed the base among the state's 10 most endangered historic properties. Since then, the 80-year-old "Showplace of the Air Force," known for its Spanish colonial revival-style architecture, has been designated a national historic landmark.

"I'm proud we have 435 buildings on the National Register of Historic Places, and we are a national historic landmark," Shepherd said. "That will ensure we protect our historic buildings for the future."

Shepherd was instrumental in obtaining funding and approval to remove paint and restore the high, bay windows on 16 hangars along the east and west flight lines, restoring them to their original condition.

"Adaptive reuse" is a key component of preservation efforts, he said.

"[By] using hangars and other structures as administrative offices, we're still able to maintain the historical significance of buildings, have a functional Air Force base and not affect the mission," he said. "These are historic buildings we can use in the 21st century."

Shepherd said it's the secretary of the interior's guidelines "that tell us what we can and can't to do to these buildings."

This year's Secretary of the Interior Historic Preservation Award recipients also include government and tribal employees in three other categories.

"In presenting these awards, I am giving thanks on behalf of all Americans to these extraordinary professionals for their outstanding contributions to historic preservation," Secretary of the Interior Ken Salazar said. "Their skill, dedication and professionalism are ensuring that the story of America continues to be passed down to future generations."

Military Books

Military-Writers.com is a website committed to listing military personnel who have authored books. The website added three authors: David Hatch, Thomas Russo; and, Richard L. Allen.

Detective David E. Hatch spent more than 27 years with the Las Vegas Metropolitan Police Department. David Hatch joined the Las Vegas Metropolitan Police Department in 1969 after discharge from the U.S. Marine Corps. In 1980, as a detective, he joined the homicide section. During his time with homicide, he investigated over 400 homicides and 125 officer-involved shootings.

After retirement in 1997, David Hatch has concentrated on law enforcement related writing and teaching. He is the author of Officer-Involved Shootings and Use of Force: Practical Investigative Techniques, Second Edition (Practical Aspects of Criminal and Forensic Investigations).

David Hatch’s book, now in its second edition, “continues to provide sound and sober models, protocols, and procedures to handle the highly charged fall-out from officer involved shootings. Written by cops for cops, it is designed to address the needs of the agency, the rights of the employee, and the concerns of the public, and give law enforcement the policies and tools to properly investigate and document this high profile area.”

In 1956, Thomas J. Russo joined the United States Navy. He served in the Mediterranean on the minesweeper USS Dash. He was honorably discharged in 1958. In 1960, Thomas Russo joined the Montclair Police Department (New Jersey). Thomas Russo served through the ranks of the Montclair Police Department, ultimately becoming the chief of police in 1993. He retired in 2001.

Thomas J. Russo is a graduate of the FBI’s National Academy and the Secret Service Dignitary Protection School in Washington, D.C. He is the recipient of a Certificate in Criminal Justice Education from the University of Virginia and a graduate of the Certified Public Manager Course of the State of New Jersey. Thomas Russo is published his autobiography Street Kid to Top Cop in 2005.

Richard L. Allen was born in Gary, Indiana and raised in Newark, New Jersey. He served four years as an aircraft mechanic in the U.S. Air Force, including six months in Southeast Asia during the Vietnam War. After 24 years in the Air Force Reserves, Allen joined the Newark Police Department where he served until his retirement in 2001. Richard Allen is the author of Lock and Key; Poetic Police Food for Thought; and, A New Ark Police Officer's View of Poetic Just Ice/Justice.

According to the book description of Lock and Key, “with enough episodes to fill a season of televised police dramas, author and former police officer Richard Allen provides readers with a candid look into the nature of police work and the daily challenges an officer must face. In his memoir, "Lock and Key," Allen recalls some of the most unforgettable incidents and individuals of his experience. He depicts the humanity, compassion, and courage of those who serve their community as officers of the peace while revealing his deepest gratitude and appreciation for his fellow police officers”

Military-Writers.com currently lists 31 current or former military members and their 64 books.

Military Authors

Military-Writers.com is a website committed to listing active, former and retired military personnel who have authored books. The website added two former servicemembers who have authored books.

Elmer L. Snow, III is a retired Sergeant from the Prince George’s County Police Department (Maryland). During his career in law enforcement he was a recipient of the Police Officer of the Year Award, Chief’s Award for Valor, Police Officer of the Month Award, and 42 letters of Commendation for Outstanding Performance of Duty. Prior to his law enforcement career, Elmer Snow honorably served in the United States Army from 1961-1964. He was a Military Policeman in the 101st Airborne Division. He achieved the rank of E-4 Specialist.

Following his retirement, Elmer Snow was employed for five years by the DuPont Company in Wilmington, Delaware where he provided personal protection for the Chairman of the Board, the DuPont Board of Directors, and Key Management. During this time he became involved in terrorism, counter terrorism programs, and counter terrorist driving techniques.

In 2003 he was contacted by Halliburton Corporation to provide personal protection services during the reconstruction of Iraq. As a Security Coordinator with KBR, a Halliburton subsidiary, Snow worked in numerous high risk positions throughout Iraq, including Mosul, Baghdad, Tikrit, Balad, and culminating at Camp Anaconda. Upon his return to the United States, Elmer Snow wrote A View from Iraq.

According to the book description, A View from Iraq “is a must read for soldiers who have served, curious citizens, families of those who served or are in Iraq, as well as security practitioners who are constantly searching for tactics that are used by terrorists and insurgents. The book details various individual acts of courage and bravery that were demonstrated by members of our armed forces, methods of identifying problems that occur, and ways of reducing the level of threat to an acceptable level.” Elmer Snow is also the author of two fiction books Overkill- A Detective’s Story and Revenge Served Cold.

Cory B. Harris has over 13 years of military and law enforcement experience. He has served with The United States Air Force, Little Rock Police Department (Arkansas), United States Immigration and Customs Enforcement, and the United States Marshal Service. Cory Harris served in the U.S. Air Force from 1992 to 1996 and was honorably discharged at the rank of E-4. He has training and experience in field training, crime prevention, investigations, operations, apprehension, and protection. He is also a recipient of the Little Rock Police Department’s Medal of Merit.

Cory B. Harris is the author of Zipper Le Series One: Outlook on Leadership And Liability Issues in the Criminal Justice System. According to the book description, Cory B. Harris’ book, “takes you behind the badge to examine tough issues in the criminal justice system. It tackles civil liability, race, and leadership issues to name a few from the outlook of the author. The author gives examples using his own experiences that are simple and easy to understand to give the reader unique insight. The book contains many case studies, and stories that are interesting yet they have a simple meaning. The book explores how different groups of people look at these issues in different ways, as well as how important it is for criminal justice officials to stay mentally fit.”

Military-Writers.com currently lists 25 current or former military members and their 53 books.

Air Force General: Academy Served as 'Leadership Laboratory'

By Donna Miles
American Forces Press Service

May 29, 2007 – When 17-year-old John Corley joined the U.S. Air Force Academy's Class of 1973, his father had already given him some valuable life lessons to tuck under his belt. The Vietnam War was still raging -- along with anti-war sentiment -- when Corley, now a four-star general serving as Air Force vice chief of staff, entered the academy. But he said he never once considered not following in the footsteps laid by Don Corley, his Army Air Corps pilot father.

"It's not just that my dad was an airman," Corley said. "It's that my dad was an airman and had an exquisite set of leadership qualities that were based on character."

Anyone who spent time at the Corley home was bound to hear Don Corley's life philosophy, encapsulated in a series of slogans: "Good, better, best, never let them rest;" or "A job ain't worth doing if it ain't worth doing right."

"I lived a lifetime of quips from my father," the junior Corley said. "I could sit here and recite 10,000 of those phrases from my father over and over again."

Corley said he started to understand the principles behind his father's ditties when he arrived at the Air Force Academy.

"What they speak to is character (and) character development," he said. "They speak to how you treat other people. They talk about inclusiveness and not exclusiveness. They talk about always doing the right thing at the right time."

In short, his father's sayings extolled the same tenets Corley said he learned at the Air Force Academy and on which he's built a successful 34-year Air Force career.

Corley called the academy "a leadership laboratory" where the cadre exposed him and his fellow cadets to "a set of experiences that you just don't find in other places."

"They also provided challenges," he said. "It was a test ... in terms of your development (and) ... your ability to grow and become a leader of character."

Serving in various leadership positions at the academy -- from guidon bearer to first sergeant to squadron commander -- Corley said he got the opportunity to hone his leadership style.

He said he realized that leadership basically boils down to two basic principles: "One, you have to have a vision of where you want the organization to go, because if you don't know where you want to go, any path will do," he said.

"And the next thing is, you need to build consensus and convince ... the people of an organization to go where it is you want them to go -- and arrive thinking that it was their idea," he said.

Corey said he also learned the importance of being able to make a decision and stick to it, a critical skill he said he's drawn on throughout his career.

As he developed his leadership, Corley said, he came to understand the difference between simply being in command and being a true leader. "People can be issued authority. They can be given a piece of paper that gives them authority. They can command, but that doesn't necessarily mean they are good leaders," he said.

"True leaders recognize that leadership is based on character," he said. "It's not about self. It's about selflessness. It's about service to the nation."

Corley said the Air Force Academy reinforced this lesson, which his father first instilled, and laid a foundation that's served him throughout his career. "I can't count the number of times that the lessons in character that I learned at the academy have applied throughout my life," he said.

"To be a leader, you have to have this thirst, this unquenchable sense of 'How do I make it better, personally and professionally?'" he said. "It all comes down to character, those enduring values of service and integrity and excellence."

Without character, Corley said, leadership falls apart.

"People can have an exquisite data string, a perfect methodology and arrive at a decision, but if it is not founded on the proper values and it isn't underpinned with character, it may not be a decision that any of us would ever want to live with," he said.

"And if we miss that one, it doesn't matter how many informed decisions we make."

Article sponsored by criminal justice online leadership; and, police and military personnel who have authored books.

Service Academies Retain Principles, Embrace Change to Train Future Leaders

By Donna Miles
American Forces Press Service

May 24, 2007 – As "ruffles and flourishes" rings through the three U.S. military academies over the next few days, several thousand new graduates will accept their commissions and join the military ranks. These young second lieutenants and ensigns all enrolled in their respective schools -- the U.S. Military Academy in West Point, N.Y.; the U.S. Naval Academy in Annapolis, Md.; and the U.S. Air Force Academy in Colorado Springs, Colo. -- recognizing they'd graduate into a wartime force.

Most were sophomores in high school when they watched televised images of the Twin Towers falling and the Pentagon burning, then the U.S. going to war in Afghanistan. Most hadn't yet been to their senior proms when the country entered Iraq. This week they'll leave their schoolhouses behind to join their fellow soldiers, sailors, airmen and Marines serving around the world in the war on terror.

To get a better picture of how their schools have prepared them for this calling, American Forces Press Service spoke with their academic deans and alumni who have risen to the senior military ranks.

Here's what they had to say about what has changed at their institutions and what remains fundamental, and how they're helping ensure their graduates are ready for the challenges they'll confront as military officers.

The Basics

Although they're four-year schools like thousands of others that dot the United States, the U.S. service academies stand uniquely apart. All were founded with the specific goal of educating military leaders -- people who understand not just the art and science of war, but also the fundamentals of leadership.

That's a principle the academies have held at their core as they strive to develop what Army Col. Dan Ragsdale, vice dean at West Point and a 1981 graduate, calls "critical thinkers" armed with the education and training they need to think on their feet.
"Our expectations are that these future leaders are going to have to draw on a relatively broad set of skills, backgrounds and experiences to help solve the problems that they are going to confront in ... a greatly ambiguous world in which they are going to have to operate," he said.

To develop those skills, the academies offer curricula that recently retired Army Gen. John Abizaid, a 1973 West Point graduate who went on to lead U.S. Central Command, described as "some of the most challenging in the nation today."

The coursework is steeped in science, math and engineering so graduates are prepared to enter a highly technical military, whether they'll be flying aircraft, serving on nuclear-powered submarines or calling in air strikes as they lead ground forces in combat, explained William Miller, academic dean and provost at the Naval Academy and a 1962 graduate.

"We want to ensure all our graduates have a good, solid technical foundation for serving as an officer in a very, very technically demanding environment," he said.

Equally important, officials agree, is an understanding of the world in which they'll operate. All three academies have expanded their curricula to increasingly focus on regional studies and language skills.

"The kinds of problems that our ... graduates will face are across a broad spectrum, so we have to give them a technological foundation," Ragsdale said. "But we also have to give them a social and cultural perspective around which to address and solve problems. We have to help them understand and appreciate the political aspects of any problem they are trying to address."

More Than Academics

There may be no pat formula for preparing new officers to serve in wartime, but officials agreed it requires more than mastery of academics.

"Our graduates are not going to be historians and mechanical engineers," Miller said. "They are going to be leaders and problem solvers in a very demanding environment."
There's no possible way to train students for every possible situation they'll encounter when they enter military service, the officials agreed.

"That's a given," Ragsdale said. "But because we know that, we have worked to create an environment where they can develop as the adaptable, agile, critical thinkers they need to be to lead the soldiers who will be entrusted to their care."

The academies strive to prepare cadets and midshipmen to look at problems from multiple dimensions and to juggle priorities.

Marine Gen. Peter Pace, chairman of the Joint Chiefs of Staff, said that's one of the biggest lessons he took away from his Naval Academy experience.

"At school, there was always too much to do, and in the Marine Corps, there has always been too much to do," Pace said. "Therefore, you really have to take the important and set it aside to do the critical."

Pace said being bombarded with myriad demands as a midshipman reinforced the importance of teamwork, another principle he said he's carried throughout his career. "In combat, there is nothing you do as an individual," he said. "It's all based on teamwork."

Developing Leaders

While developing their cadets and midshipmen intellectually, the academies also focus on developing them as leaders.

Abizaid said the most important lesson the academies need to instill is "the ability to lead people in a positive, inspirational way."

From their first days at their respective schools, cadets and midshipmen get exposed to valuable lessons in leadership. Initially they observe upperclassmen serving in various leadership positions -- some successfully, some less so. Later, students try their own hand at leadership posts. Through this process, they begin to understand what leadership style works for them, what doesn't, and how they can improve their leadership skills.

Gen. John Corley, Air Force vice chief of staff and a 1973 graduate of the Air Force Academy, described his alma mater as a "leadership laboratory" where cadets exposed him and his fellow cadets to "a set of experiences that you just don't find in other places."

"They also provided challenges," Corley said. "It was a test ... in terms of your development (and) ... your ability to grow and become a leader of character."

"I learned a lot from observing good leadership, and from observing bad leadership, and through experimentation on my own part, trying things that worked or didn't work for me," Pace said of his time at the Naval Academy.

That's the single biggest difference between the military academies and traditional civilian colleges and universities, the deans and alumni agreed.

"Our first and foremost overarching outcome is to commission ... leaders of character who embody our ... core values of integrity first, service before self, and excellence in all we do," said Brig. Gen. Dana Born, dean of faculty for the Air Force Academy and a 1983 graduate. "It stands at the very foundation of what we do."

Miller said leadership lessons learned at the academies have a long-lasting impact on how graduates confront problems.

"No matter what (military) community our graduates enter, ... they are going to be leaders, and we want to ensure they have a good ethical foundation for the decisions they are going to make," he said.

Educating for the Future

While preparing their cadets and midshipmen for the immediate requirements they'll face as graduates, academy officials say they recognize the need to keep their eyes focused on the horizon.

"We try to stay balanced and not hyper-reactive," Ragsdale said. "We recognize that we're providing a foundation upon which they can develop as successful officers."

"We can't just focus on the fact that we are currently engaged in a shooting war ... and think only about what (midshipmen) are going to need right after graduation," agreed Miller. "We need to look at what (future officers) are going to need for the longer term and recognize that we're preparing them for a career of service."

By approaching education as a "strategic investment," Miller said, the academies are helping students recognize that their education will be just beginning as they accept their commissions.

"We are trying to lay a foundation on which they can build over their career and continue to learn," he said. "That's important, because being in the armed services demands lifetime learning."

Change

The biggest misconception about the academies is that they're so embedded in tradition that they can't or won't change with the times, officials said.

"That is about as far from the truth as you can get," Ragsdale said. "On the contrary, we understand ... that our graduates have to be prepared for a changing world. So while we hold on to our firm foundations upon which the institution was built, we have embraced change to ensure we are providing the kinds of experiences our cadets need to be successful in the world they are going to face when they graduate."

Born described sweeping changes in the Air Force Academy's core curriculum so courses build on previous lessons and broaden students' exposure to new concepts and approaches. The other academies have instituted similar changes.

These changes are helping ensure students have a foundation from which to draw when they graduate into a wartime environment. "We need students to learn and be able to build upon prior learning, as opposed to just teaching and hoping that they remember it when they need it when they are in downtown Baghdad making decisions," Born said.

Intraservice Cooperation

An intensive system of sharing and cooperation is helping the academies evolve to better serve their students' and services' needs. Staffs meet in person and share e-mails regularly to keep each other informed about new initiatives they're trying and what they've learned along the way.

"We are trying to learn from each other in a leap-frog fashion rather than all of us learning linearly and stumbling over the same obstacles," Miller said.

"We have very common goals and a common set of outcomes that we would like all our graduates to achieve," Ragsdale agreed. "So we share those things that have worked, and on the flip side, those initiatives that have not been successful so they can learn from our mistakes."

Born said the academies recognize their similarities and build on each others' strengths. "We ... team together to share lessons learned and best practices. We learn from each other and are able to progress more quickly by sharing our lessons learned," she said.

So despite infamous interservice rivalry in the sports arena, Born said, there's a healthy respect and common understanding among academy students, graduates and staffs.

"When it comes to the football field, there is all kinds of talk and all kinds of competition," she said. "But when it comes right down to it, we are all working toward commissioning officers and leaders of character for our nation."

Article sponsored by criminal justice online leadership; and, police and military personnel who have authored books.