Papers by Trygve J . Smidt
This paper was presented at a multinational R&D conference held by the National Defence Universit... more This paper was presented at a multinational R&D conference held by the National Defence University of Ukraine 30th November 2022.
It presents the essence of army officer education, the categories of tasks and competency requirements, roles for the officers at the different command levels, and typical time frames of these roles and requirements in their careers. This establishes a conceptual framework for lifelong competency requirements for army officers.
The paper argues that the professional officer education should make the officer prepared to command military forces in situations characterized of high complexity, danger and stress, which not only may, but will involve making decisions regarding people’s lifes and deaths. This is the essence of the professional education for army officers and as such should be the dimensioning factors for the education.
Masters thesis, 2013
On 13 August 1944 the German armies in Normandy were on the verge of being totally
enveloped. T... more On 13 August 1944 the German armies in Normandy were on the verge of being totally
enveloped. This study has explored the role military intelligence played for Bradley’s vital decision to halt Third Army and keep it from closing the German’s escape route. This study has looked at how Bradley’s intelligence staff assessed the enemy situation, enemy capabilities and other factors liable to influence the course of action. An assessment has been made on the precision of intelligence in 12th Army Group and how it was received and utilized.
This study has analyzed actual World War II intelligence reports and commander’s briefings together with after action reports. Bradley’s intelligence staff was able to describe the flux of units in the area of operations. However, there were flaws in analysis of combat strengths. Imprecise assessments of the actual US – German force relationship was probably a major factor which led to the decision to halt Third Army from closing the Falaise Gap, an objective they would highly likely have achieved estimating the available forces at both sides.
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Papers by Trygve J . Smidt
It presents the essence of army officer education, the categories of tasks and competency requirements, roles for the officers at the different command levels, and typical time frames of these roles and requirements in their careers. This establishes a conceptual framework for lifelong competency requirements for army officers.
The paper argues that the professional officer education should make the officer prepared to command military forces in situations characterized of high complexity, danger and stress, which not only may, but will involve making decisions regarding people’s lifes and deaths. This is the essence of the professional education for army officers and as such should be the dimensioning factors for the education.
enveloped. This study has explored the role military intelligence played for Bradley’s vital decision to halt Third Army and keep it from closing the German’s escape route. This study has looked at how Bradley’s intelligence staff assessed the enemy situation, enemy capabilities and other factors liable to influence the course of action. An assessment has been made on the precision of intelligence in 12th Army Group and how it was received and utilized.
This study has analyzed actual World War II intelligence reports and commander’s briefings together with after action reports. Bradley’s intelligence staff was able to describe the flux of units in the area of operations. However, there were flaws in analysis of combat strengths. Imprecise assessments of the actual US – German force relationship was probably a major factor which led to the decision to halt Third Army from closing the Falaise Gap, an objective they would highly likely have achieved estimating the available forces at both sides.
It presents the essence of army officer education, the categories of tasks and competency requirements, roles for the officers at the different command levels, and typical time frames of these roles and requirements in their careers. This establishes a conceptual framework for lifelong competency requirements for army officers.
The paper argues that the professional officer education should make the officer prepared to command military forces in situations characterized of high complexity, danger and stress, which not only may, but will involve making decisions regarding people’s lifes and deaths. This is the essence of the professional education for army officers and as such should be the dimensioning factors for the education.
enveloped. This study has explored the role military intelligence played for Bradley’s vital decision to halt Third Army and keep it from closing the German’s escape route. This study has looked at how Bradley’s intelligence staff assessed the enemy situation, enemy capabilities and other factors liable to influence the course of action. An assessment has been made on the precision of intelligence in 12th Army Group and how it was received and utilized.
This study has analyzed actual World War II intelligence reports and commander’s briefings together with after action reports. Bradley’s intelligence staff was able to describe the flux of units in the area of operations. However, there were flaws in analysis of combat strengths. Imprecise assessments of the actual US – German force relationship was probably a major factor which led to the decision to halt Third Army from closing the Falaise Gap, an objective they would highly likely have achieved estimating the available forces at both sides.