Elements Of Operational Design In The Planning For The Marianas Campaign In 1944
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Major Chas. J. Smith
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Elements Of Operational Design In The Planning For The Marianas Campaign In 1944 - Major Chas. J. Smith
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Text originally published in 2009 under the same title.
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ELEMENTS OF OPERATIONAL DESIGN IN THE PLANNING FOR THE MARIANAS CAMPAIGN IN 1944
by
MAJ Chas. J. Smith, USA
TABLE OF CONTENTS
Contents
TABLE OF CONTENTS 4
ABSTRACT 5
INTRODUCTION 6
OPERATIONAL TERMS 9
STRATEGIC SETTING 12
JAPANESE SITUATION 17
C2 AND SHAPING OPERATIONS 19
PLANNING OPERATION FORAGER 22
EXECUTING OPERATION FORAGER 31
CONCLUSION 38
REQUEST FROM THE PUBLISHER 39
BIBLIOGRAPHY 41
ABSTRACT
Operational art and the operational level of war became a doctrinal focus for the U.S. Army in the 1980s. This focus led to the development of the elements of operational design. These concepts are not new, and were developed in the interwar period prior to World War II at the staff and war colleges. During this time, however, the military did not doctrinally recognize the operational level or war or operational art. Even though the concepts were not recognized, the intellectual process permeated the officer education system prior to World War II. Clearly, American officers in World War II used something of operational art, including in the planning and execution of the Marianas Campaign. This monograph looks at the question in more detail, by testing the extent to which planners within CENPAC used the elements of operational design in the Marianas Campaign, including end state and objectives, effects, center(s) of gravity, decisive points, direct and indirect action, lines of operation, operational reach, simultaneity and depth, timing and tempo, leverage, balance, anticipation, culmination, and arranging operations. The implication of this study is that as current doctrine evolves, the development, education, and execution of operational concepts in the World War II era continue to be useful.
INTRODUCTION
Central Pacific Area (CENPAC) forces executed the Marianas Campaign in the summer of 1944, incorporating forces from the U.S. Navy, Marines, Army, and Army Air Forces (USAAF).{1} CENPAC utilized the elements of operational design in planning and executing the campaign, tying into national strategy and bringing Japan closer to defeat. The successful campaign destroyed significant Japanese ground, sea, and air forces, and established forward bases for U.S. bombers to strike Japan, as well as staging areas to assault other strong points.
American forces conducted the Marianas Campaign during a war with two major theaters that contained multiple areas of operation within those theaters. Each campaign influenced other areas of operation and the conduct of subsequent operations. The elements of operational design were critical for commanders and planners in understanding the situation and developing a sound, logical plan to succeed in the Marianas. Understanding and implementing these elements remain critical for commanders and planners to adeptly conduct campaign planning in the contemporary environment.
The terms operational level of war and operational art did not enter into U.S. field manuals or gain cognitive recognition until the 1980s. The 1982 version of FM 100-5 recognized three levels of war, now including the operational level, and emphasized agility, initiative, depth, and synchronization.{2} The revised 1986 version for the first time acknowledged and defined operational art.{3} Operational theory began with the Soviets in the late 1920s.{4} The Soviet cognitive recognition began at this point, thus, apart from presenting a unique innovation of thought, the Deep Operation theory reflects the conceptual change which has taken place in modern warfare, namely—the recognition of an intermediate level between strategy and tactics and the application of system thinking to the military field.
{5} Even with this conceptual thought, Jacob W. Kipp, analyst of Soviet military affairs, notes that only In the final phase of the war Soviet operations achieved what pre-war theory had promised.
{6}
The U.S. military lacked a general theory and did not cognitively recognize the operational level of war; however, the education system in the 1920s