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Dr. Thomas P. Galvin

Phone: 717-245-4802

THOMAS P. GALVIN is in his eighth year with the School of Strategic Landpower and currently serves as an assistant professor of leadership studies. Dr. Galvin retired as a colonel after 29 years of service in the U.S. Army, which included 10 years of service in various commander’s action groups in joint, service, and combined commands overseas. He has research interests across the fields of individual and organizational learning, leadership, and management. Dr. Galvin holds master’s degrees in strategic studies from the U.S. Army War College, Carlisle, PA, and artificial intelligence from the Naval Postgraduate School in Monterey, CA; and a doctor of education degree in human and organizational learning from The George Washington University, Washington, DC.

*The above information may not be current. It was current at the time when the individual worked for SSI or was published by SSI.

SSI books and monographs by Dr. Thomas P. Galvin

  • Two Case Studies of Successful Strategic Communication Campaigns

    March 05, 2019

    Authored by Dr. Thomas P. Galvin.
    View the Executive Summary

    Strategic communication has historically been cited as a weakness in U.S. military operations. Failures are easy to identify. However, what does right look like? Rarely are they discussed, perhaps because it is difficult to know when a campaign achieved enough of the desired effects such that leaders can claim success. In this book, Dr. Thomas P. Galvin explores two cases of successful communication campaigns conducted by military organizations as measured by their long-term effects and offers a thought process for developing new campaigns.

  • Enhancing Identity Development at Senior Service Colleges

    December 12, 2016

    Authored by Dr. Thomas P. Galvin.
    View the Executive Summary

    Professional identity development is vitally important for senior leaders, hence it is included in both Joint Professional Military Education (JPME) policy and Senior Service College (SSC) programs. However, because identity development is not measurable in the same way as skills and knowledge, it is too often overlooked or assumed away. For example, the most recent Joint officer education policy does not include guidance or direction to operationalize identity development in curricula. This Letort Paper examines identity development and offers an approach based on current work in the U.S. Army War College’s (USAWC’s) resident program.