&2856( 3/$1 )25 7+( &,9,/ 6(59$176 &2856( - bdcol.ee · CSC 2012 BALTDEFCOL UNCLASSIFIED 1 ... 602. End-State 603. Scope 6 6 6 6 ... 5 Learning Area 3 – Defence Planning and Management

COURSE PLAN FOR THECIVIL SERVANTS COURSE

2012

06 Dec 2011

CSC 2012 BALTDEFCOL UNCLASSIFIED

1

COURSE PLAN CIVIL SERVANTS COURSE 2012

Table of Contents

Chapter

Content/ Article Page

Commandant’s Foreword 3 1 Course Description

101. The Baltic Defence College 102. Civil Servants Course

4 4 4

2 Course Aim 601. Aim. 602. End-State 603. Scope

6 6 6 6

3 Learning Area 1 – Military Operations 301. The Aim of Learning Area 1 302. Learning Outcomes 303. Learning Objectives 304. LA 1 – Scope 305. LA 1 – Modules and Sub-Modules

7 7 7 7 9

10 4 Learning Area 2 – International Security and Strategy

401. The Aim of Learning Area 2 402. Learning Outcomes 403. Learning Objectives 404 LA 2 – Scope 405.LA 2 – Modules and Sub-Modules

14 14 14 14 16 16

5 Learning Area 3 – Defence Planning and Management 501. The Aim of Learning Area 3 502. LA 3 – Scope 503. LA 3 – Modules and Sub-Modules

18 18 18 19

6 Learning Area 4 – Professionalism. Leadership, ethics, management 601. The Aim of Learning Area 4 602. LA 4 – Scope 603. LA 4 – Modules and Sub-Modules

24 24 24 25

7 Learning Area 5 – Individual Research Project 701. The Aim of Learning Area 5 702. Learning Outcomes 703. Learning Objectives 704. LA 5 – Scope 705. LA 5 – Modules and Sub-Modules

26 26 26 26 27 27

8 Course Details 801. General 802. Project Officers 803. Curriculum Flow 804. Course Calendar

28 28 28 30 31

9 Curriculum Development 901. Course Evaluation Process

a. General b. Lecturer Feedback c. Module Feedback d. Course Feedback

37 37 37 37 37 37

10 Methodology 1001. Pedagogical Methodology

a. Basic Approach b. Learning Formats

38 38 38 38


2

c. Learning Activities d. Learning Methods

1002. Individual Research Paper (IRP) ANNEX 1. – Formal requirements for IRP ANNEX 2 – NATO Standardization Agreement (STANAG 2066) 1003. Learning Levels 1004. Chatham House Rule 1005. Syndicate Guiding Officer (SGO)

38 38 41 42 43 49 50 51

11 Student Appraisal System 1101. Introduction 1102. Appraisal System

a. Separate Appraisal Instructions b. Grading scale c. LA Exam and Test Results

1103. Appraisal Cycle 1104. Report Process

a. General b. Exercise and Assignment Report c. Interim Report d. Final Report

1105. Qualities and Capabilities 1106. Procedure for students who fail to reach required standard. 1107. Graduation Documents 1108. CSC and Master’s degree studies ANNEX A – Qualities and Capabilities ANNEX B – SGO Dialogue Report ANNEX C – Student Exercise and Assignment Report ANNEX D – Interim Report ANNEX E – Final Report

52 52 52 53 54 54 55 55 55 55 56 56 56 56 57 57 58 60 61 62 63

12 Educational Framework 1201. Course Documents

a. Course Plan (Syllabus) b. Module (Sub-module) Compendia c. Weekly Schedule

1202. Definitions 1203. Abbreviations

65 65 65 66 66 66 69


4

Chapter 1 - Course Description 101. The Baltic Defence College The Baltic Defence College (BALTDEFCOL) was created in 1998 by the Republics of Estonia, Latvia and Lithuania with support from other NATO and PfP states. The College’s mandate, which is set out in a Memorandum of Understanding between the Ministers of Defence of Estonia, Latvia and Lithuania, and in several subsequent Joint Communiqués, requires the College to provide professional military education for Development Levels 3 and 4 of the Baltic states’ Combined Officer Professional Development Programme.1 BALTDEFCOL is thus responsible for the delivery of the following courses:

The Joint Command and General Staff Course (JCGSC) – a general staff officer course of 11 months’ duration;

The Higher Command Studies Course (HCSC) – a senior level course of 5 months’ duration;

The Civil Servants Course (CSC) – a security and defence course for civil servants of 5 months’ duration; and

Various short courses at the request of the Baltic states. 102. Civil Servants Course The CSC is aimed at enhancing the knowledge and skills of civil servants to allow them to take an effective and active role in the development and implementation of national security and defence policies through successful civil-military partnership and cooperation at the operational and strategic levels. Upon graduation, students will have enhanced their ability to work together with their military counterparts to plan the development of military capabilities and to ensure their effective use in operations. They will also be able to contribute to the planning and conduct of military and non-military operations. Importantly, they will have established a network of relations with their counterparts in the defence forces and in the civil services of other nations, which can be effectively used in their future work. The course lasts 23 weeks and covers a wide range of subjects. The underlying philosophy of the course is to provide its students with a broad, multi-disciplinary education and the analytical instruments necessary to deal with the complexity and volatility of the contemporary security environment. The CSC is largely conducted

1 The Combined Officer Professional Development Programme divides officer education into four development levels. The first two levels are concerned with the basic training and education of officers and junior staff officers and are a national responsibility. BALTDEFCOL’s Joint Command and General Staff Course and Higher Command Studies Course (or their equivalents) are the third level and fourth level of military education in Estonia, Latvia and Lithuania.


5

within the framework of, and shares much of its educational programme with, the Joint Command and General Staff Course (JCGSC). This parallel approach has high value for both courses. The CSC is conducted in two phases:

1) Phase 1 – Foundation (4 weeks). This phase includes topics to prepare CSC students to be ready for common learning periods with the JCGSC;

2) Phase 2 – Joint Learning Period with the JCGSC (19 weeks). This phase deals

with operational law, military command and leadership, defence resources, the media in a democracy, international operations, peace support and counter-insurgency operations, national strategic decision making, NATO and EU defence and force planning, strategic planning for operations and civil crisis management. It also includes combined joint staff exercises and field study trips.


6

Chapter 2 - Course Aim 201. Aim The CSC is aimed at enhancing the knowledge and skills of civil servants necessary for them o play an effective and active role in the development and implementation of national security and defence policy through successful civil-military partnership and cooperation at the operational and strategic levels. 202. End-State Upon graduation, the civil servants will have enhanced their ability to work together with their military counterparts in planning military capabilities and their commitment to operations. They will also be able to contribute to planning and conducting military and non-military operations. Importantly, they will have established network of relations with their counterparts in defence forces, which can be effectively used in their future day to day work. 203. Scope The Course focuses on civil military cooperation in planning and conducting military and non military operations as well as defence planning and national strategic decision making. The course content is organised into Five Learning Areas: Learning Area 1 (LA 1) – Military Operations. Learning Area 2 (LA 2) – International Security and Strategy Learning Area 3 (LA 3) – Defence Planning and Management Learning Area 4 (LA 4) – Leadership Learning Area 5 (LA 5) – Individual Research Paper


7

Chapter 3 - Learning Area 1 Military Operations 301. The Aim of Learning Area 1 To develop the skills and knowledge required to contribute to planning and execution of operations at the operational and national strategic level. 302. Learning Outcomes Serial Learning Outcome Learning

Level

1.1 Understand key concepts of selected military theorists and their relevance to the contemporary military doctrine and the operational art

2

1.2 Understand Capabilities, employment and tactics of Armed Forces’ Services 2

1.3 Understand the principles of joint combined operations 2 1.4 Understand basic principles of Operational Planning Process 2 1.5 Understand the contemporary operational environment

including the nature of insurgency 2

303. Learning Objectives Serial Learning

Outcome Objective

Serials Learning Objective (LOBJ) Learning

Level 1.1 Understand key

concepts of selected military theorists and their relevance to the contemporary military doctrine and the operational art

1.1.1 Understand the role of military theory as foundation of modern military doctrine and operational art

2

1.1.2 Understand the evolution of modern warfare and the relationship of this to military theory

2

1.1.3 Understand the Basic theories of Air Power, Maritime and Land Power

2

1.1.4 To gain at a basic understanding of operational art and its relation to military

2


8

Serial Learning Outcome

Objective Serials

Learning Objective (LOBJ) Learning Level

planning

1.2 Understand Capabilities, employment and tactics of the Armed Forces’ Services

1.2.1 Understand the capabilities of Land, Air, Maritime and Special Forces

2

1.2.2 Understand basic employment concepts of Land, Air, Maritime and Special Forces in support of Joint Operations

2

1.2.3 Understand the rationale of task organising, and command and control relationship

2

1.3 Understand the principles of joint combined operations

1.3.1 The implementation of the Alliance’s Strategic Concept

2

1.3.2 Principles of Allied Joint Operations and Joint Functions

2

1.3.3 Understand the importance of levels of war, characteristics, and aspects of multi-nationality of operations

2

1.3.4 Understand the roles and responsibilities of Joint HQ Staff

2

1.4 Understand basic principles of Operational Planning Process

1.4.1 Understand NATO Operational Planning Process and its potential for interagency cooperation.

2

1.4.2 Understand the NATO Operational Planning process according to Comprehensive Operations Planning Directive (COPD) INTERIM V 1.0 DEC 2010 with priority to Phase 3 and phase 4a.

2

1.4.3

Understand the Operational Considerations in Joint Operations

2

1.5 Understand the contemporary operational environment including the nature of insurgency

1.5.1 Understand the Operational Considerations in Allied Crisis Response Operations

2

1.5.2 Interpret the capabilities and limitations of Joint forces in Operations Other than War / Peace Support Operations

2

1.5.3 Understand the different types of Allied Crisis Response Operations

2

1.5.4 Understand the nature of 2


9

Serial Learning Outcome

Objective Serials

Learning Objective (LOBJ) Learning Level

insurgencies, their aims and methods

1.5.5 Understand the principles of planning and execution of COIN operations utilizing historical and contemporary examples

3

1.5.6 Understand and apply planning by analyzing a combined joint operation in low intensity Operations exercise scenarios, with the focus on Crisis Response operations in a full spectrum approach.

3

304. LA 1 – Scope The LA 1 activities have been grouped into 3 modules as follows:

Nr. Module Sub-Modules 11 Military Theory 11.1 Introduction to Military Theory

11.2 Introduction to Operational Art 12 The Services;

Operations, Capabilities and Planning

12.1 Component capabilities operations and contributions to joint operations 12.2 Fundamentals of Allied Joint Ops and Joint functions 12.3 Fundamentals of planning of Allied Joint operations 12.4 International Study Tour

13 Non Article 5 Crisis Response Operations

13.1 Fundamentals of CRO 13.2 CJTF Ops planning Exercise (PSO/COIN) 13.3 CJTF OPS, Exercise “CJSE 2012”


10

305. LA 1 – Modules and Sub-Modules Module 11: Military Theory Aim: Introduce various established military theories and facilitate understanding of their relationship to military doctrine and operational art, Module duration: 16 Learning Level: 2 Department: OPD Sub-modules

Aim of sub-module Supported Content Methods Duration Learning level Code Title

11.1 Introduction to Military Theory

Introduce selected military theories in order that students

have knowledge of their relevance to contemporary

military thinking

LOBJs: 1.1.1 1.1.3 1.1.4

General properties of military theory

LED/CST 9 2

The use of military theory, the purpose and nature of

Military doctrine The work of notable military

theorists Clausewitz, Jomini, Sun Tzu, Liddle –

Hart, Fuller, Mahan, Douchet, Boyd

11.2 Introduction to Operational Art

Understand selected concepts of operational art the

relationship between military theory and Operational Art through tangible example

LOBJs: 1.1.1 1.1.2 1.1.3 1.1.4

Introduction to Operational Art

LED/CST 7 2

Centre of Gravity Analysis

Case Study Falklands


11

Module 12: The Services; Operations, Capabilities and Planning Aim: Understand the fundamentals tactical and operational capabilities of Land, Air, Maritime and Special Operations forces and their contribution to Joint Operations. Module duration: 60 Learning Level: 2 Department: OPD Sub-modules

Aim of sub-module Supported Content Methods Duration Learning level Code Title

12.1

Component capabilities operations and

contributions to joint operations

To understand the fundamentals of Services

capabilities their role in joint operations

LOBJs: 1.2.1 1.2.2 1.2.3

Role of services, their capabilities and principles

of employment LEC/LED 11 2

Services contributions to joint operations

12.2 Fundamentals of Allied

Joint Ops and Joint functions

To understand the principles of Allied Joint Operations and

Joint functions

LOBJs: 1.3.1 1.3.2 1.3.3 1.3.4

Principles of Allied Joint Operations

LEC/LED 3 2

The fundamentals of the Joint functions

The composition of Joint HQ and responsibilities

12.3 Fundamentals of

planning of Allied Joint operations

To understand the NATO Operational Planning Process

(OPP)

LOBJs: 1.3.4 1.4.1 1.4.2 1.4.3

Introduction to the NATO Operational Planning

Process (OPP) based on Comprehensive Operations Planning Directive (COPD) INTERIM V 1.0 DEC 2010

LEC/LED 11 2

Understand the importance of interagency cooperation

in the frame of OPP


12

12.4 International Study Tour

Understand the role of the staffs in a joint environment, the

C2 of the joint forces and the coordination between the joint and the strategic/political level

of war.

LOBJs: 1.3.4 1.3.1 1.4.3 1.5.1

Introduction to IST

FST 35 2

Study tour

Module 13: Non Article 5 Crisis Response Operations Aim: Understand the nature of CRO and apply NATO OPP in CRO/PSO scenario Module duration: 378 hours Learning Level: 3 Department: OPD

Sub-Modules Aim of sub-module Supported

LOBJ’s Content Methods Duration Learning level Code Title

13.1 Fundamentals of CRO Understand the nature CRO and the predominant campaign themes

LOBJs: 1.2.1 1.2.2 1.4.1 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.5.6

NATO terms and principles of Non-Article 5 CRO

LEC/LED/ CST/SYW 85 2

Operating Environment in CRO

Planning of CRO

Theories of insurgencies and counterinsurgencies

The Multifunctional/ Comprehensive Approach

Analysis of historical and contemporary CRO


13

13.2 CJTF Ops planning Exercise (PSO/COIN)

To improve understanding of concepts and procedures in

planning Combined Joint Peace Support Operation at

the operational level

All

Contribution in development of the CJTF

CONOPS within respective functions

EXE 153 3 NATO COPD and CPOE in PSO/COIN scenario

Functional staff elements contribution to JOPG in

PSO/COIN scenario

13.3 CJTF OPS, Exercise “CJSE 2012”

To enhance understanding of planning and executing of Combined Joint Operations in a scenario driven PSO CPX

All

Applying the basics and principles of the OPP for a

PSO

EXE 140 3

Support and coordinate the execution of the PSO CPX

Support development of planning documents at

Component and CJTF level Contribution to staff work

within respective functions


14

Chapter 4 - Learning Area 2 International Security and Strategy 401. The Aim of Learning Area 2 At the individual level, the aim of Learning Area 2 is to develop the knowledge, understanding and skills required to bridge the occurrence of events at the national and international level with the experience of the mid-level to higher-ranking officer in his/her role a planner and/or implementer of military activities. At the course level, the aim of Learning Area 2 is to complement and enhance the performance of the other Joint Command and General Staff Course modules by introducing elements of strategic and social sciences into the curriculum. It also aims at preparing the students to consider in groups complex problems of an abstract nature. 402. Learning Outcomes Serial Learning Outcome Learning

level 2.1 Interpret the risks and challenges to global security and

possible military contribution to their containment 3

2.2 Distinguish between various state and non-state actors on the international scene and their strategies of addressing complex security threats.

3

2.3 Analyze a given country with regard to the threat it faces and the instruments available to deal with those threats

4

2.4 Understand the principles and core issues of international law related to armed conflicts, and its impact to military operations

2

403. Learning Objectives Serial Learning Outcome

(LOUT) Objective Serials

Learning Objective (LOBJ)

Learning Level

2.1 Interpret the risks and challenges to global security and possible military contribution to their containment

2.1.1 Understand the notion of security in its various manifestations

2

2.1.2 Understand how security is viewed by political/military actors

2

2.1.3 Interpret the weight of military and non-military threats in endangering a country

3

2.1.4 Interpret the role of military in dealing with the threats to country’s security

3


15

2.2 Distinguish between various state and non-state actors on the international scene also their strategies of addressing complex security threats.

2.2.1 Explain how the strategies of the states are drafted

3

2.2.2 Explore success of strategy implementation

3

2.2.3 Promote understanding of strategies and the role of NGOs as well transnational corporations

3

2.2.4 Interpret the role, strategy and development of NATO

3

2.2.5 Interpret the role, strategy and development of EU

3

2.3 Country Study 2.3.1 Apply the knowledge about a country’s geopolitical location and different threats it faces..

3

2.3.2 Apply the knowledge about the contesting groups in the country and their power relations.

3

2.4 Understand the principles and core issues of international law related to armed conflicts, and its impact to military operations

2.4.1 Understand nature of international law, incl. scope, sources and actors

2

2.4.2 Understand legal framework of use of armed force

2

2.4.3 Understand the essence, principles and applicability of international humanitarian law and human rights law

2

2.4.4 Understand selected operational law issues

2

2.4.5 Understand the enforcement of international criminal law

2


16

404. LA 2 – Scope The LA 2 activities have been grouped into 2 modules as follows: Nr. Module Sub-Modules 21 Risks and challenges to global security None 22 Addressing the threats: role of strategy and

international law 22.1 – Strategies of the state and non-state actors 22.2 – Country Study 22.3 – International law

405. LA 2 – Modules and Sub-Modules

Module 21: Risks and challenges to global security Phase 1: Foundation Aim : To interpret the broad spectrum of security challenges, their causes, qualities and perception Module duration: 7 hours Learning Level: 3 Department: DPS

Module Aim of the module Supported Content Methods Duration Learning level Code Title

21 Risks and challenges to global security

To interpret the broad spectrum of security challenges , their causes, qualities and perception

LOBJs: 2.1.1, 2.1.2, 2.1.3, 2.1.4

International environment in the 21st century LEC, 4 3 Military and non-military threats


17

Module 22: Addressing the threats: role of strategy and international law Phase 1: Foundation Aim: To promote the understanding of strategies of the state and non-state actors, including international organisations (NATO and EU), nongovernmental organisations, transnational corporations and understand the application of international law to military operations. Module duration: 42 hours Learning Level: 3 Department: DPS

Sub-modules Aim of sub-module Supported Content Methods Duration Learning level Code Title

22.1

Strategies of the state and non-state

actors

Understand strategies of the state and non-state actors, international organisations (NATO and EU), nongovernmental organisations, transnational corporations

LOBJs: 2.2.1, 2.2.2, 2.2.3, 2.2.4,

2.2.5

Explanation of strategies of different states and implementation of them

LEC 8 3 Strategies and the role of NGOs as well transnational corporations Interpretation of the roles, strategies and development of NATO and EU

22.2 Country Study

Analyze a given country with regard to the threat it faces and the instruments available to deal with those threats

LOBJs 2.3.1, 2.3.2, TRP 16 4

22.3

International law

Understand the development and principles of international law related to armed conflicts, and its impact to military operations

LOBJs: 2.4.1, 2.4.2, 2.4.3, 2.4.4,

2.4.5

Nature of international law, incl. scope, sources and actors

LEC 28 2

Legal framework of use of armed force Essence, principles and applicability of international humanitarian law and human rights law Selected operational law issues


18

Chapter 5 - Learning Area 3 Defence Planning and Management 501. The Aim of Learning Area 3 The aim of Learning Area 3 is to develop knowledge and skills in planning, creating and maintaining defence capabilities. 502. LA 2 – Scope The LA 3 activities have been subdivided into 3 modules as follows:

Nr. Module Sub-Modules 301 Resources fundamentals

and project management 3011 - Resource fundamentals 3012 - Project management

302 Defence policy, planning and decision- making

3021 - Fundamentals of national strategic decision-making 3022 - NATO and EU defence/force planning 3023 - Baltic Capitals Study Tour

303 Strategic planning of operations and military response to civil crisis

3031 - Strategic planning of operations 3032 - Civil crisis management


19


Module 301: Resources fundamentals and project management Aim: To understand specifics of complex projects management and resource management in creating and maintaining defence capabilities. Module duration: 9 Days Learning Level: 3; the student are expected to be able to apply this knowledge and understanding in their future assignments Department: DMO, 3011 and 3012 LTC Monika Mertinaitė

Code

Title of the

sub-module

Aim

Learning Objectives

LL

Content and topics

Met

Duration

3011 Resource fundamentals

Understand the fundamentals resource management in national and international defence planning.

1. Understand the principles of financial, manning and material management of defence planning. 2. Recognize the role and implications of Defence Industry in resource planning processes.

2 2

- Finances allocated for defence (financial planning, budgeting, reporting); - Funding Crises response operations (EU,NATO,UN); - Manpower (recruitment, conscription vs professional soldiers, Human Resource management in 3Bs); - Material management (system life cycle, standardization, procurement and acquisition process); - New technologies (Defence industry);

LEC LED SYW

25 scheduled hours 12 preparation hours

3012 Project management

Apply and use the principles and procedures of project management (PM) in various complex projects.

1. Know the main principles of PM and be able to apply them in complex projects.

3 - PM principles, system; - Stakeholders of project; - Products of project; - Project breakdown; - Time management, risk

LEC LED SYW IRP



20

management; - National and Multinational approaches to PM; - Working in multinational PM team; - Role of PM leader/ member; - Challenges of PM in military organization;


21

LA 3 – Modules and Sub-Modules

Module 302: Defence policy, planning and decision- making Aim: Understand the principles and procedures of political and defence related decision making as well as of defence planning. Module duration: 12 Days Learning Level: 3; the students are expected to be able to apply this knowledge and understanding in their future assignments Department: DMO, 3021 LTC Mika Kerttunen 3022 LTC Monika Mertinaitė 3023 LTC Maris Robežnieks

Code

Title of the sub-

module

Aim

Learning Objectives

LL

Content and topics

Met

Duration

3021 Fundamentals of national strategic decision-making

Understand the principles and procedures of decision-making in national security and defence policy.

1. Understand principles of political decision making in democracy. 2. Analyze the roles of defense forces in democracy.

2 4

- The notion of political; - Political system and systems; - Interaction between political and military domains; - Democratic control of armed forces;

LEC LED SYW


3022 NATO and EU defence/force planning

Understand national and NATO /EU defence/force planning and decision making process as a framework for the development and use of armed forces.

1. Understand NATO/ EU decision making in security and defence policy. 2. Know the main cornerstones of NATO defence planning. 3. Understand NATO defence planning process NDPP. 4. Know the EU force planning process.

2 1 2 1

- NATO defense planning cornerstones; - NATO defense/ forces planning process (5 steps); - NATO force goals; - EU CSDP (aims, decision making, missions); - Development of military capabilities;

LEC LED SYW


3023 Baltic Capitals Study Tour

Support the aims and contents of 3021, 3022 and 303 by offering the students first-hand knowledge how political and defense related decision making as well as defense planning is conducted in 3Bs.

3 - Factors influencing national security and defence policies of the Baltic States; - National decision-making in

CS LED

1 week


22

security and defence in the Baltic States; - National defence planning process and its relationship with NATO/EU defence/force planning processes; - Development of military structures, force structures and plans in the Baltic States; - Civilian control and civil-military co-operation in the Baltic States; - Strategic issues in planning and sustaining national contribution of the Baltic States to international operations; - Interagency cooperation among different defence related state actors


23

LA 3 – Modules and Sub-Modules

Module 303: Strategic planning of operations and military response to civil crisis Aim: Apply principles and process of strategic planning for joint expeditionary and inter-agency operations. Module duration: 4 + 5 days Learning Level: 3; the officers are expected to be able to apply this knowledge and understanding in their future assignments Department: DMO, 3031 LTC Mika Kerttunen 3032 CDR Annes Vainamäe

Code

Title of the sub-

module

Aim

Learning Objectives

LL

Content and topics

Met

Duration

3031 Strategic planning of operations

Apply principles and process of planning for multinational operations at strategic level.

1. Analyze real life scenario by using COPD Knowledge Development (KD) procedure. 2. Understand the complex dynamics of international operations. 3. Recognize the concept of Human Security

4 2 2

- Assessment of situation (KD); - Situation brief; - recommendations for COAs; - Force requirement; - Human security (HS);

LEC LED EXE


3032 Civil crisis management

Apply principles and process of inter-agency cooperation for Civil crisis management.

1. Understand the involvement principles of various governmental and non governmental institutions in crisis and emergencies preparedness and management. 2. Apply the concepts of NATO, EU and UN crisis management systems. 3. Analyze military support to the management of civil crisis.

2 3 4

- NATO, EU and UN crisis management; - Role of different actors ; - Governmental CM institutions; - Civil-military relations in decision-making; - Inter-agency cooperation.

LEC LED SYW EXE



24

Chapter 6 - Learning Area 4 Professionalism. Leadership, ethics, management 601. The Aim of Learning Area 4 The aim of Learning Area 4 is to develop the knowledge and skills necessary to be effective staff member and future leader in national and multinational environments. 602. LA 2 – Scope The LA 4 activities have been grouped into two sub-modules as follows:

Nr. Module Sub-Modules 401 Leadership 4011 - Introduction to Leadership

4012 - Leadership


25

603. LA 4 – Modules and Sub-Modules Module 401: Leadership Module duration: 8 days Learning Level: 3; based on their previous education and experience as leaders (and followers) the students are expected to be able to judge, select, value and evaluate leadership related questions and situations in their future assignments Department: DMO, 4011 CDR Annes Vainamäe, LTC Maris Robeznieks; 4012 LTC Mika Kerttunen. Code

Title of the sub-module

Aim Learning Objectives LL Content and topics Met Duration

4011 Introduction to Leadership

To understand leadership and command theories and understand the roles of individual as team/ staff member and leader.

1. Understand basic leadership theories and currents trends in leadership 2. Understand theory of group dynamics and team building. 3. Apply team building methods to develop group cohesion/unity.

2 3 3

- SGO system (SGO hour). - Students and DS introduction. - Theory and practice of team building - Syndicate dynamic. - Leadership theories, models and trends

LED LEC SYW


4012 Leadership To interpret and examine leadership aspects.

1. Understand contemporary leadership environment. 2. Apply command and leadership abilities for future service 3. To analyze the factors influencing leadership in military and civilian environment.

2 2 3

-Current trends of leadership (Complexity, system of system thinking). -Factors influencing leadership (Battle stress, multicultural environment, technology v/s Human Factor). -Strategic and political leadership (factors affecting political decision making, CIV-MIL interaction at strategic level); - Managing changes in (defence system development in 3Bs) (Baltic Capitals study tour);

LEC LED SYW



26

Chapter 7 – Learning Area 5 Individual Research Paper 701. The Aim of Learning Area 5 To impart knowledge and develop skills necessary in drafting a paper in office memo format 702. Learning Outcomes Serial Learning Outcome Learning

level 5.1 Be familiar with military correspondence and able to analyze

with confidence a problem related to one of the countries’ political, security or economic issue.

4

703. Learning Objectives Serial Learning Outcome

(LOUT) Objective Serials

Learning Objective (LOBJ)

Learning Level

5.1 Be familiar with military correspondence and able to analyze with confidence a problem pertaining to national or international decision-making systems in defence sector.

5.1.1

Understand methodological requirements for a paper in office memo format

2

5.1.2

Apply the formal requirements of the NATO STANAG 2066 3

5.1.3

Apply general principles and standards of military correspondence

3

5.1.4 Analyze a chosen subject through comprehensive research

4


27

704. LA 5 – Scope The LA 5 activities have been grouped into 1 module as follows:

Nr. Module Sub-Modules 501 Academic Writing none


Module 501: Academic Writing Phase 1: Foundation Aim : Analyse in depth a chosen subject using principles of academic research and applying techniques of military correspondence Module duration: 15 + 60 hours Learning Level: 4 Department: DPS

Module Aim of module Supported Content Methods Duration Learning

level Code Title

501 Academic Writing

Analyse in depth a chosen subject using principles of academic research and

applying techniques of military correspondence

LOBJs: 5.1.1, 5.1.2, 5.1.3, 5.1.4,

5.1.5

Explanation of requirements and basic

principles SEM/

IRP/TUT 1+14 4 Tutoring

Preparation for briefings

Discussion of findings


28

Chapter 8 - Course Details 801. General Scheduled days are all weekdays from Monday 8 January 2012 to Friday 15 June 2012 - excluding official holidays (according to the Estonian calendar), during Easter and 1st of May. The calculation of academic hours credited for the course is based on the following:

1 academic hr = 1 lesson hr = 45 minutes. Normal school day Monday – Thursday = 7 academic hr (7 lessons); Friday = 4 academic hrs (4 lessons); Evening work = 3 academic hrs per day (preparation time also follows the

lesson calculation with 1 academic hr = 45 minutes); EXE = 14 academic hrs per day.

802. Projects Officers a. LA 1 – Military Operations Nr. Module Sub-Module Project Officer

11 Military Theory 11.1 Introduction to Military Theory Dr Eric Allan SIBUL 11.2 Introduction to Operational Art

12 The Services; Operations, Capabilities and Planning

12.1 Component capabilities operations and contributions to joint operations

Col. Zdzislaw SLIWA

12.2 Fundamentals of Allied Joint Ops and Joint functions 12.3 Fundamentals of planning of Allied Joint operations 12.4 International Study Tour

13 Non Article 5 Crisis Response Operations

13.1 Fundamentals of CRO

LTC Georgs KERLINS

13.2 CJTF Ops planning Exercise (PSO/COIN) 13.3 CJTF OPS, Exercise “CJSE 2012”

b. LA 2 – International Security and Strategy Nr. Module Sub-Module Project Officer

21 Risks and challenges to global security None Dr. Augustine

Meaher

22 Addressing the threats:

role of strategy and international law

22.1 – Strategies of the state and non-state actors

Dr. Augustine Meaher

22.2 – Country Study Dr. Augustine Meaher

22.3 – International law Mr. Olavi Janes


29

c. LA 3 – Defence Planning and Management Nr. Module Sub-Module Project Officer

301 Resources fundamentals and project management

3011 - Resource fundamentals

LTC Monika Mertinaitė

3011 - Project management


302 Defence policy, planning and decision- making

3021 - Fundamentals of national strategic decision-making


3022 - NATO and EU defence/force planning


3023 - Baltic Capitals Study Tour LTC Maris Robežnieks

303 Strategic planning of operations and military response to civil crisis

3031 - Strategic planning of operations LTC Mika Kerttunen

3032 - Civil crisis management CDR Annes Vainamäe

d. LA 4 – Leadership Nr. Module Sub-Module Project Officer

401 Leadership 4011- Introduction to leadership MAJ Maris Robežnieks

4012 - Leadership MAJ Maris Robežnieks

e. LA 5 – Individual Research Project Nr. Module Sub-Module Project Officer

501 Academic Writing None Dr. Asta Maskaliunaite


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803. Curriculum Flow

BALTDEFCOL UNCLASSIFIED

804. Course Calendar

Course Calendar M W Date Module & Content Responsible PO Notes

Janu

ary

1152 1 Christmas Break 1201 2

Preparation COL Andrej Boičišin

3 4 5 6 7 8 In processing Course Office

1202 9 Administration Col Igors Rajevs

10 Teambuilding LTC Raul Öpik;

CDR Annes Vainamäe

Outdoor activities

11

Learning Area one Military Theory,

Services / Joint Functions

LTC Georgs KERLINS,

Learning Area two

Risks and challenges to global security


12 Learning Area one Military Theory Dr Eric Allan SIBUL MA Seminar 1

13 14 15

1203 16 Learning Area One,

Services / Joint Functions Col. Zdzislaw SLIWA

17 18

19

Learning Area one The Services, Operations, Capabilities and Planning

LTC Georgs KERLINS

Learning Area four

Introduction to leadership LTC Maris

Robežnieks

20 Learning Area four Introduction to leadership

LTC Maris Robežnieks

21 22

1204 23 Learning Area Five ISP tasking

Dr. Asta Maskaliunaite

24 Learning Area two Country Study







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28 29

30 Learning Area two International law Mr. Olavi Janes



Febr

uary

1205 1 Learning Area two International law Mr. Olavi Janes


3 Learning Area two

International Security and Strategy Examination

Mr. Olavi Janes

4 5

1206 6 Syndicate integration COL Andrej Boičišin 7

Learning Area three Project Management


MA Seminar 2 8 9 MA Seminar 3 10 11 12

1207 13 105 Crisis Response Operations

(403 Crisis Response Leadership will have 4 hours of

teaching within CRO)

LTC Georgs Kerlins

14 MA Seminar 4 15 16 17 18 19

1208 20 105 Crisis Response Operations LTC Georgs Kerlins

21 MA Seminar 5 22 23 ISD COL Andrej Boičišin

24 Holiday Estonian

Independence Day

25 26


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28 MA Seminar 6 29


Mar

ch


2 3 4

1210 5

106 International Study Tour LTC Arunas Dzidzevicius

6 7 8 9 10 11

1211 12 ISD COL Andrej Boičišin 13

3011 Resource Fundamentals LTC Monika Mertinaitė

14

15 Student

Evaluation Seminar

(mid-term) 16 MA Seminar 7 17 18

1212 19

Learning Area One Exercise Two (CRO) MAJ Ugis Romanovs

20 21 22 23 24 25

1213 26


27 28 29 30 31


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Apr

il

1213 1 1214 2


3 4 5 6 Holiday Good Friday 7

Easter Holiday 8

1215 9 ISD COL Andrej Boičišin 10 4012 Leadership and

Management MAJ Maris Robežnieks

11 MA Seminar 8 12

CJSE Sweden Prep LTC Artur Lillenurm 13

14 15

1216 16

CJSE 2012 Sweden with Civil Servants (Exercise will be

conducted without a weekend break)

LTC Artur Lillenurm

17 18 19 20 21 22

1217 23 24 25 26 27 28 29

1218 30 ISD COL Andrej Boičišin


May

1218

1 Labor Day 2 LA5 Academic Writing

(Presentations) Dr. Asta

Maskaliunaite

3

4 LA1 Exams preparation COL Zdzislaw Sliwa LA5 IRP had

in 0800-1300

5


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6 1219 7 3021 National Strategic

Decision Making LTC Mika Kerttunen

8 MA Seminar 9 9 4012 Leadership LTC Mika Kerttunen

10 Learning Area One Examination COL Zdzislaw Sliwa

MA Seminar 10

11 12 13

1220 14

3022 NATO / EU Defence and Force Planning


15 MA Seminar 11

16 17

18 4013 Military Strategic Leadership LTC Mika Kerttunen

19

20 Travel Day

for 3023 1221 21

3023 Baltic Defence Case Studies (on site)

LTC Maris Robežnieks

22 23 24 25 26 27

1222 28 Learning Area Three Examination


29 3031 Strategic Planning for

Operations LTC Mika Kerttunen

MA Seminar 12

30 Final Evalution Seminar 31

Course Calendar M YW Date Module & Content Responsible PO Notes

June

1222 1 3031 Strategic Planning LTC Mika Kerttunen 2 3

1223

4 3032 Crisis Management for

Hybrid Threats CDR Annes Vainamäe

5 6 7


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8 4012 Political-Military Leadership LTC Mika Kerttunen

9 10

1224 11 Seminars: European Security Issues and Leadership

LTC Mika Kerttunen with DPS in support

12 13 Course LI COL Andrej Boičišin 14 Outprocessing COL Igors Rajevs 15 Graduation COL Igors Rajevs 16 17

1225 18 19 20 21 22

23 Midsummer

Holiday 24


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Chapter 9 - Curriculum development 901. Course Evaluation Process a. General The CSC is evaluated regularly by its students and DS members. The Course Evaluation System consists of four separate parts: Lecturer Feedback; Module Feedback; Course Feedback and After Action Evaluation. b. Lecturer Feedback The objective of Lecturer Feedback is to receive immediate student and DS member feedback on lecturers addressing the course, both on the content of their lecture and their performance as a presenter. Forms are completed electronically using the College’s Intranet and should be submitted individually no later than three working days after the end of each module. c. Module Feedback The objective of Module Feedback is to receive immediate student and DS member feedback on each module in order to monitor the learning process, make any necessary adjustments to the ongoing course, and gather data for its overall evaluation. Module Feedback requires the students and DS members to evaluate both the content and execution of each module. Forms are completed electronically using the College’s Intranet and should be submitted no later than three working days after the end of the module. d. Course Feedback The objectives of Course Feedback are to obtain the students’ and DS members’ overall assessment of the course and to receive recommendations on the areas that need improvement and more attention in the future. Student Course Feedback, which takes place at the end of the CSC, consists of two parts – individual feedback submitted by every student and subsequent discussion and preparation of a joint briefing by the students. The DS members also complete a Course Feedback form electronically and attend the joint student briefing. The DS members conduct a formal Lessons Seminar in order to collate and assess all feedback information and determine a way ahead.


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Chapter 10 - Course Methodology 1001. Pedagogical methodology a. Basic Approach The CSC teaching methodology emphasises active learning participation and the contribution of all students in an open and positive environment. The College places a high reliance on individual and team (syndicate, staff) study and requires students to share their knowledge, experience and learning with others. Students will be encouraged to think critically and analytically and will be required to research and present material in every aspect of the curriculum, which will be reviewed by Guest Lecturers and the course Directing Staff (DS). The main source materials for the course will be provided in the form of an extensive programme of lectures, case studies and exercises. b. Learning Formats CSC learning takes place within two basic formats: Self-Study. Students will be given time for individual preparation for classes, for work on their assignments and reflection – collectively referred to as self-study. This format requires students to independently plan and manage their time. Students should expect an average of three hours for individual work every working day of the schedule. Groups. To ensure the exchange of knowledge and perspectives, students will work in several group formats; syndicate work is the main teaching format. The groups will be balanced as much as possible by background, experience, etc:

Plenary. The entire course or a selected part of the course will convene in plenary.

Syndicate. CSC students will not be divided into syndicates, but will be

distributed among the JCGSC syndicates. Each JCGSC syndicate will have a Syndicate Guiding Officer (SGO) as a tutor from the Directing Staff. SGOs provide input to CSC students’ appraisal.

Team/Staff. For particular collective tasks, students will also be divided into

teams. Teams will not be fixed for the duration of the course, but will be shuffled in order to encourage the widest possible exchange of knowledge, views and experiences. For the exercises, the course will be divided into exercise staffs. The students of each staff will be appointed as staff members according to respective exercise manning list by the project officer in cooperation with SGOs.

c. Learning Activities The CSC will make use of the following learning activities:


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Reading. Reading materials include:

Preparatory reading. Preparatory reading is mandatory reading to be completed in advance of particular lectures, lecture-discussions and syndicate work. It is considered essential to provide students with a deeper and more balanced understanding of the curriculum material.

Supplementary Reading. Supplementary reading is considered to be valuable

for gaining additional insight into specific aspects of the curriculum. The complete list of supplementary reading material will often be well in excess of that which can be reviewed in the time available. Students will have to make choices as to what they consider of value. The provision of a wide range of material is intentional.

Presentation. The delivery of material to the course by a Guest Lecturer, College DS or the student. Discussion. The exchange of views in a group. Tutoring. A dialogue on the progress of an assigned task between students, and a Guest Lecturer, Tutor, SGO or a member of the DS. Briefing. The output of an assigned task, articulated by the student(s) in the form of an oral and /or visual presentation. Feedback. The advice and criticism of the output of an assigned task by a Guest Lecturer, Mentor, Tutor, SGO, a member of the DS or other students. d. Learning Methods - coding and description

The following combinations of activities and formats have been defined as course learning methods. The method is defined in the Course Plan in order to best facilitate the learning outcome in each respective Module. The table gives the BALTDEFCOL descriptions of the respective learning methods used.

Code Type of Activity Description

LEC Lecture (generally 45 minutes)

A presentation of curriculum material delivered by DS, one or more Guest Speakers or student(s), usually concluded with a question-and-answer period. A Lecture usually corresponds to the Learning Level 1 or 2 and it is aimed at providing students with basic knowledge or understanding of given subject.

LED Lecture-Discussion (generally 3 x 45 minutes)

A presentation of curriculum material delivered by one or more DS members or guest speakers followed by a syndicate task or discussion of the lecture material and relevant pre-readings. Findings of the syndicate task or discussion are then presented in a plenary session with a question-and-answer period. LED usually corresponds to the Learning Level 2 or 3 and is aimed at developing analytical skills and deeper knowledge of a given subject.

SYW Syndicate Work A syndicate discussion based on a given task or questions


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(scheduled for varying lengths of time as required)

followed by either presentation of the syndicate solution in a plenary session or by a submission in writing to Guest Lecturer or DS. SYW usually corresponds to the Learning Level 2 and 3 and it is used for testing the students understanding about the lecture material or related pre-readings or for applying given method or theoretical framework.

SEM Seminar (generally 2 x 45 minutes)

Briefings or presentations followed by group discussion usually chaired by an assigned faculty member or outside SME, based on preparatory reading or research projects. This method provides the students with the opportunity to present the findings and results of their research projects, both individual and team, and receive feedback. The aim is to facilitate exchange of views, train analytical skills and critical thinking, and ability to reflect on given subject area. A seminar usually corresponds to Learning Levels 3 or 4.

TRP Team Research Project

Research carried out by student teams on an issue related to the course curriculum and within the context of a historical scenario, research question, analytical task such as a case study or comparative study, or other appropriate activity. A team research project consists of required reading, discussions, tutoring and a written paper or presentation. A TRP usually corresponds to Learning Level 4.

EXE Exercise A military analysis of a situation coupled with a role-based, interactive application of previously covered curriculum material within a formatted, simulated scenario, synthesis of collected and previously received information. During EXE students and DS are expected to work outside regular school hours.

ISP Individual Study Paper

Individual research carried out by a student on a topic related to the course curriculum, which consists of required reading, tutoring, a written paper and a presentation. During the course, students will be tasked to produce a research paper involving detailed research and the preparation of an interpretative or persuasive paper applying academic standards (the paper must be of approx 3000 words as specified by the academic writing directive).

FST Field Study A collective visit to e.g. agencies outside the College to provide an experiential opportunity to examine previously covered curriculum material in a closer, more practical setting.

CST Case Study A researched and detailed analysis of a historic event, battle, campaign or (more frequently) a situation for the purpose to reinforce previously covered curriculum material — the findings of which are usually delivered in a briefing or presentation by an individual to a group, or by a group to a larger group. Often used during tactical/operational EXEs as an individual or group/staff task (could be requested in a written form).

TUT Tutoring A dialogue on the progress of an assigned task between students and a Guest Lecturer, Tutor, SGO or a member of the DS.

The College also assumes that students have on average three hours available to them each day, and three hours during the weekend (18 hours/week), to prepare for activities referred to as individual preparation time.


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1002. Individual Research Paper (IRP) During the course, each student of the CSC is required to draft and submit an Individual Research Paper (IRP), of approx 3000 words (excluding annexes) written in accordance with NATO STANAG 2066. The IRP is aimed at developing students’ writing skills and abilities in the analysis of particular problems that are likely to be encountered in preparing or missions. Students are expected to demonstrate their ability to identify fundamental problems in a given country and to propose well-founded and effective solutions. At the start of the course, students will be given instructions on research methodologies and processes. The students will be provided with a list of countries from which they can choose for their study. The different techniques and methods for doing the country study will be discussed both during the introduction to the IRP and during the LA2 TRP. The TRP in LA2 - country study - will serve as an example and guidelines for the individual work. After countries are chosen, each student will be assigned a tutor. The tutor will guide the students during the process by providing advice on the methodological approach and on the subject matter to be researched by the student. For advice, the student may also consult with other members of the Directing Staff who possess expertise in the area they are investigating. It is important, however, to underline that the student carries the ultimate responsibility for the quality of his or her paper; the recommendations and advice of the tutor should not be taken as direct or mandatory instructions. The deadline for final submission of the IRPs is NLT 15.30hrs, 4 May 2012. By this final deadline, the students must hand in 3 hard copies of their IRPs and an electronic version to the Registrar at the Course Office. Late hand-ins will be dealt with according to the Regulations of the Baltic Defence College (paragraph 2.7). The draft IRP appraisal of each student will be discussed between a censor and the respective tutor. The appraisal shall be written by the censor with input from the tutor when necessary. The final appraisal (comprehensive feedback and a grade) will be assigned by the censor only and the grade remains the censor’s decision, unless the Project Officer sees the need for separate further evaluation. IRPs will be graded “PASS” or “FAIL”. Students who receive a “FAIL” grade will not graduate from the CSC, but will receive a certificate confirming that he/she has attended the course. The author of the best paper will be awarded a “Certificate of merit”. If a student disagrees with the received appraisal, he/she may appeal in a written form within 2 working days. Before submitting the appeal the student must discuss the matter with either his/her tutor or censor and the Project Officer. A written appeal should include the points of disagreement and provide arguments supporting the case of the student. It should be presented to the Course Director, who will judge whether the appeal is reasonable and, if so, start the procedure of revision. During the revision, the IRP in question will be assessed by another DS member appointed by the Project Officer. The DS member will be familiar both with the text of the original appraisal and with the student’s appeal. He or she will present his or her recommendations to the Course Director who will then make a final decision on the matter. The appeal procedure can result in the upgrading of the appraisal, keeping it at the same level, or downgrading it.


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ANNEX 1

FORMAL REQUIREMENTS FOR IRP Country study

1. The required length of the IRP is 2500 - 3000 words, excluding annexes. 2. The student may exceed the required length, if he/she has reasonable

justification for doing so and his/her tutor agrees to it. This change must be notified to the Project Officer in writing including the expected new length.

3. The body text of the IRP should be composed in Arial fonts (size 12), with 1 line spacing. Sufficient margins (approximately 2.5cm) should be left on both sides of the text.

4. The cover page of the completed paper should include the name, and syndicate of the student, the title of the study, its submission date and the word count.

5. The body of the text should correspond to requirements for military correspondence in accordance with NATO STANAG 2066 (see Anex 3). However, students must list all the used sources in the bibliography, make references to them as appropriate all throughout the text and clearly distinguish the parts of the text which are directly taken from the sources. Detailed instructions on how to quote and make references are laid down in the Regulations on bibliography, quotations and referencing.

6. Cases of academic misconduct will be investigated according to the procedures set in the part 4.2 of the Regulations for the Baltic Defence College.

7. The final versions of the IRP will have a classification UNCLASSIFIED, therefore, no classified information should be used in the argumentation.

8. Important dates: a. 23 JAN – briefing on IRP writing process b. 25 JAN – indication of the aspect of the Country study to undertake. c. 04 May – deadline for submission of IRP to

i. Registrar (e-mail: [email protected] + 3 hard copies to Ms. Kaie Ehrenberg, room 217A)


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ANNEX 2


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1003. Learning Levels BALTDEFCOL is principally concerned with learning in the Cognitive or Affective Domains, the Cognitive being the more predominant. The Cognitive and Affective Domains were identified by Dr Benjamin Bloom as a means of delineating various aspects of learning. The Cognitive Domain involves knowledge and the development of intellectual skills. Bloom divided the Cognitive Domain into six major categories (Bloom’s Taxonomy) to illustrate the means of learning progression:

Level Desired learning level

Other useful verbs

Brief explanation

1-Knowledge Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned informa-tion.

arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state

Knowledge is recognition or reproduction of a piece of learned information

2-Understand Grasp (understand) the meaning of informational materials.

classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate

Understanding means that a given piece of information can be translated into other words, which necessitates reorganization and re-compilation of the content

3-Apply Being able to re-produce the information in any situation it may be needed, and use it naturally without further instruction

apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write

Application denotes the ability to use the knowledge in new situations or for new problems alike known problems

4-Analyse

Being able to split a piece of information in its parts, and explain the relation between the parts

analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discrimi-nate, distinguish, examine, experiment, question, test

Analysis is the first step of a more independent problem-solving of totally new and unknown problems

5-Synthesise

Put parts together to form new patterns or structures, such as a plan of operation, a speech or a set of abstract relations like this one.

arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write

Synthesis is done based on the results of analysis, and ends with the formulation of a totally new unity of previously unknown information

6-Evaluate

Being able to make a decision on a matter by judging various opinions by combining knowledge, understanding, use, analysis and synthesis.

appraise, argue, assess, attach, choose compare, de-fend estimate, judge, predict, rate, core, select, support, value, evaluate

Evaluate imply that the judgement is based on explicitly formulated criteria. Personal preferences may be among the criteria but must be stated clearly.


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Figure – Bloom’s levels within the Cognitive Domain The Affective Domain deals with the development of attitudes. At BALTDEFCOL, this process is achieved more indirectly than is learning in the Cognitive Domain. Examples of the Affective Domain at work in an indirect manner are exercises that stress leadership and working with others. The Syndicate Guiding Officers have a special role in this process and the behaviour within the affective domain is part of the ongoing progress-dialogue between student and the SGO.

1004. Chatham House Rule Presentations by guest speakers, seminar leaders, and panellists, including renowned public officials and scholars, constitute an important part of the BALTDEFCOL curriculum. So that these guests, as well as staff and students and other BALTDEFCOL officials may speak candidly, the BALTDEFCOL offers its assurance that all presentations will be kept strictly as confidential. This assurance derives from a policy of non-attribution that is morally binding on all who attend. Without the explicit permission of the speaker, nothing said will be attributed to a speaker directly or indirectly in the presence of anyone who was not authorised to attend the lecture.

CHARACTERISATION HIGH Incorporates value into lifestyle ORGANISATION Prioritize own value system to fit value into own lifestyle VALUING Accepts value with developing commitment RESPONDING Reacts – willingness to act RECEIVING LOW Paying attention Figure – Levels of Objectives in the Affective Domain


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1005. Syndicate Guiding Officer (SGO) The Syndicate Guiding Officer (SGO) is an officer or an academic on the Directing Staff who is assigned to a specific syndicate with the primary role to facilitate the development of assigned students according to the course aims. The SGO role requires them to act primarily as mentors to the syndicate members. They will also monitor and evaluate student progress and provide feedback accordingly. Each member of the Directing Staff should be able to act as a SGO. Normally the assigned SGO will be double-hatted - beside the SGO task they also have a functional area of responsibility within the teaching. The SGOs are assigned to a specific department but are directly subordinated to the Course Director when it concerns SGO matters. The SGOs will act as catalysts, inspire networking and be a source of professional and human experience, knowledge and skills. The SGO will minimally direct and lead their syndicates. The intent is to lead as little as possible, i.e. not interfere or offer ready made solutions. Instead, the SGOs will supervise and inspire the work of their syndicate with a view to performing as instructors only when it is not possible to encourage the syndicates to find solutions themselves. In this process an important aspect is to aim at discussions based on the students own views and experiences. There are no right answers, only right discussions that can develop an argument and listen to arguments of others. Progress and Evaluation (including feedback) of the students is the Course Directors´ responsibility mainly supported by the SGO, who will act as guide and observer of the students´ progress towards the End State of the course. The process will take place continuously at the discretion of the SGO, normally through a dialogue scheduled and conducted once per month. The formal evaluation will take place according to the Course Plans and on the CD directive. All SGOs are involved in the evaluation of the students in their respective syndicates. Assessment documents will be prepared by CSC SGOs. The JCGSC SGOs for will provide input for assessment.


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Chapter 11 - Student Appraisal System 1101. Introduction Appraisal is part of a continuous process that starts when the student arrives at the College and is designed to support the students’ progress throughout course. The Course Director is responsible for the appraisal process – mainly supported by the SGOs for the CSC, who is responsible for all information presentation and gathering from the directing staff and respective JCGSC SGOs. The focus of assessment is on the development of a wide variety of personal qualities rather than a few specific ones. Because of widely differing backgrounds students do not come to the course with a common base of knowledge and set of skills. It is important therefore that students look upon assessments in their proper perspective. The students are expected to do their best and to work to their capacity at all time, but progress will vary for any particular area of study. Students are strongly advised not to be disturbed by the fact they are under a degree of assessment. Part of the curriculum is of a factual nature but a great deal of it allows intellectual freedom and the frank and unfettered expression of opinion. 1102. Appraisal system Students are assessed according to a fixed, uniform standard. The main objective of assessment is not to judge students alongside their peers but to develop and mentor students, so that they realize their full potential. The primary role of the SGO is therefore to facilitate the development of students according to the course aims. The SGO will also monitor and evaluate student progress and provide inputs accordingly. He liaises with JCGSC SGOs and provides feedback. The JCGSC SGO role also requires them to act primarily as mentors to the syndicate members and so provides inputs to CSC students’ appraisal. In order to help CSC SGOs monitor student progress a written report system is used, forming the basis for formal feedback to the students. Informal feedback will be given in any situation where it is deemed necessary The student assessment system allows transfer of student’s assessment to the European Credit Transfer and Accumulation System (ECTS). The appraisal system has several components and is based on tests and on observations during assignments. CSC students will be appraised according to student achievement in individual LAs. .


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a. Separate appraisal instructions Appraisal of LA 1 – Military Operations

Module Sub-module Subject to grade

What will be graded

Weight per Sub-Module

Overall Weight

Module 11 Military Theory

11.1 Introduction to Military Theory Participation

Activity during the lectures

40% 5%

11.2 Introduction to Operational Art

Syndicate work

Quality of presentation

2 groups, 1 group - 1 grade

60%

Module 12 The Services; Operations, Capabilities and Planning

12.1 Component capabilities operations and contributions to joint operations 12.2 Fundamentals of Allied Joint Ops and Joint functions 12.3 Fundamentals of planning of Allied Joint operations

Participation Activity during the lectures

100% 5%

Module 13 Non Article 5 Crisis Response Operations

11.1 Fundamentals of CRO

Syndicate work

Activity and quality of presentation

40% 30%

Test Test 60% 11.2 CJTF Ops planning Exercise (PSO/COIN)

Participation in Exercise

Activity during the JOPG Planning process

100% 20%

LA-1 Test 40%

Appraisal of LA 2 – International Security and Strategy Appraisal of the Learning Area 2 ―International Security and Strategy is based on one formative assessment and one summative assessment. The formative assessment is a Team Research Project (TRP) in the form of a country study. The TRP will allow an evaluation the students‘ analysis of a specific subject and their ability to communicate their analysis orally and use PowerPoint to support their analysis. The summative assessment is an exam on the LA 2 subjects, including teachings on international relations, strategy and international law. The exam takes place in the form of a test which includes both multiple choice and open ended questions.

Appraisal of LA 3 – Defence Planning and Management The Learning Area 3 appraisal is based on two summative assignments. One is the individual project which every student has to develop and deliver within the given


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timeframe. This project reflects all relevant issues and stages of project management. The other is an exam that comprises of open end tasks and/or questions.

Appraisal of LA 4 – Leadership The appraisal within Learning Area 4 combines a number of formative assignments and student’s overall participation. The summative appraisal is conducted mainly by direct observations made by the Syndicate Guiding Officer (SGO), taking into account the results/tendency from formative assignments as well. This assessment is continuous and covers the whole duration of the course. In addition the SGO will be supported by and will consider any comments made by other Directive and Support Staff members.

Appraisal of LA 5 – Individual Research Project Writing 20 % IRP 80 %

b. Grading scale The College uses a grading system based on the ECTS scale, where A represents the highest possible grade and F represents failure. All learning areas will use this scale when calculating final grades for each learning area. ECTS scale BALTDEFCOL Definition Points

A

An exceptional performance, clearly outstanding results and contribution. The officer demonstrates excellent judgment and a high degree of creative and independent thinking.

100 - 90

B Very good contribution and performance. The officer demonstrates sound judgment and a very good degree of independent and critical thought.

89 - 80

C A good performance and contribution. The officer demonstrates a reasonable degree of independent, creative and critical thinking.

79 - 70-

D

A satisfactory performance, but with significant shortcomings in results and contribution. The officer demonstrates a limited degree of judgment and independent thinking.

69 - 60

E

The officer’s performance and contribution met the minimum criteria and not more. The officer demonstrates a very limited degree of judgment and independent thinking.

59 - 50

F A performance and contribution that fails to meet reasonable expected results and professional criteria. 49 - 0

c. LA Exam and Test Results Each Learning Area will report a letter grade A-F to the Registrar, Course Director, and SGOs for the preparation of the CSC Final Report and other required documents.


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1103. Appraisal cycle CD CSC Dialogue: Time will be scheduled for the CD CSC to have two individual dialogues with each student. The first occurs in the middle of February, and the second in the middle of May. SGO meeting: The CSC SGO will schedule meetings were all SGOs are present after module/sub-module is over or as required in order to provide more information associated to students performance. Final Evaluation Seminar The final evaluation seminar will be held at the end of the course. The aim of this seminar is to collect major inputs to the Final Appraisal Report. Final Appraisal Dialogue: CD CSC will conduct a final appraisal dialogue with each student during last residential period. The student’s performance will be discussed and he/she will be given an opportunity to add his/her comments to the Final Appraisal Report. Final Appraisal Report: The Final Appraisal Report will be written by CD CSC and approved by the Commandant. A copy will be provided to the student prior to graduation from the course. Issue of Report: The Final Appraisal Report will be sent to the student’s nominating authority just after graduation. The performance of CSC students does not easily translate into numerical scores or other performance scales. Appraisals will, therefore, be in the form of a written narrative (a ‘pen picture’). The College uses Interim Reports and Final Report forms in its appraisal system. The Interim Reports are meant to establish students’ performance/progress during the course and contribute to the completion of the Final Report. 1104. Report Process a. General Formal assessments of students’ performance are made in written reports, using the appropriate record management system. This is an essential process in two respects:

Periodic reports provide an indication to DS and students of particular strengths and weaknesses as a basis for tutoring and guidance. This indication is important in order to develop the potential of the student.

For those outside the College concerned with career development, the Final Report provides information of the relative achievement of the student within the College.

b. Exercise and Assignment Report During certain parts of the teaching, students’ performance will be assessed formally, using the Exercise and Assignment Report (Annex C). The Project Officer (PO) or Head Teacher (HT) is responsible for the assessment of the students (i.e. defining the applicable Qualities and Capabilities).


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c. Interim Report The Interim Report (Annex D) is a written record of each student’s performance, produced after Evaluation Seminar 1 and 2, in order to provide formal feedback to the students. The feedback is given by the SGO in an individual dialogue with each student. After Evaluation Seminar 1, the CD will conduct a dialogue with each student with the interim report as the basis of information for the meeting. The Commandant uses the second interim report (brief version as provided by the CD) in dealings with personnel authorities advising/facilitating on the students’ next posting. The Interim Report is also used when other circumstances require. d. Final Report The Final Report (Annex E) is a written record of each student’s performance, produced after the Final Evaluation Seminar, in order to give information useful for their future career management to their national authorities. In the Final Report, the final grades from the different assessed components, an overall performance grade as well as recommendations for possible areas of future postings are presented. The final report will be marked for official use only and handled in such as way so only appropriate BDCOL personnel, sponsoring nations, and sending nations have access. 1105. Qualities and Capabilities The appraisal system is based on the analysis and evaluations of the students’ qualities and capabilities (Q&C), which are related to the desired learning outcomes that the College use to assess the performance of the students. When assessing the students, SGO and DS should evaluate each applicable Q&C separately. They must avoid tendencies such as the ‘halo effect,’ where a student who is perceived to have done well is assumed to be worthy of the top mark for every Q&C. Likewise, the students who are perceived to have performed poorly are often marked down against every criteria, even though they may have done well in one or two areas. In reality, for most students, there is likely to be a reasonable spread of marks. All appraisal systems have elements of subjectivity and objectivity. Even though Q&C are subjective, SGO and DS will take into consideration the objective facts observed along the course and mainly during exercises and syndicate tasks. Those might be confirmed or supported with the results of the tests. SGO and CD have the responsibility to assess students with a common and clear appraisal system adapted to the BALTDEFCOL. The table in Annex B is used to support the SGO and DS when assessing the Q&C of the students. However, it is not conclusive and during the assessment process, additional factors might be considered. 1106. Procedure for students who fail to reach required standard

The sending states aim to select students in accordance with the CSC student’s requirements. Therefore failure to meet the course criteria will be a rare occurrence; however, it is necessary to identify and attempt to correct significant deficiencies early and to provide a formal structure of warnings and special reports.


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There are 2 levels of warning: Level 1: SGO CSC. When responsible GSO CSC is concerned that a student

does not make satisfactory progress or contributes insufficiently to the course, the Planning Officer is to discuss this with the CD CSC and the Senior National Representative (if appointed). The SGO informs the student that his/her progress is below standard and requires a swift improvement and that the Course Director CSC and SNR have been notified.

Level 2: Commandant. If progress still continues to be unsatisfactory, or in

case of academic misconduct (see BALTDEFCOL Regulations), the Cdt may decide that the student will be removed from the CSC student list and inform the sending state that he/she is no longer a student at the course.

1107. Graduation documents Upon successful graduation (not have any lower grade than E), each CSC student receives a Diploma and a Diploma supplement. The Diploma certifies the qualifications obtained as a result of successful graduation and is signed by the Commandant. The Diploma supplement is intended to facilitate transfer of academic merit into the academic degree programmes of the universities. It provides explanations about the course and the course details (modules, module hours, grading and indication of credit points in accordance with the ECTS – European Credit Transfer System) required by the universities in order accredit knowledge of the CSC graduates towards their chosen degree. All College courses are deemed to be at the level of the post-graduate (Master’s) studies. Diploma supplement is signed by the Course Director and the Dean of the College. A student who for any reason receives an F grade in one or more of the graded tasks or a FAIL mark in an assessed task will not graduate from the CSC, but will receive a certificate confirming that he/she has attended the course. A student may receive an F grade or fail mark in case of demonstrating a bad attitude toward courses activities or due to academic misconduct. 1108. CSC and Master’s degree studies In designing and implementing the CSC, the Baltic Defence College also takes into account satisfying the academic requirements applied to post graduate degree courses offered at universities and institutions of higher learning. All College courses are deemed to be at the post-graduate (Master’s) level of study. In designing and implementing the CSC, the Baltic Defence College aims to satisfy the standards and requirements of civilian post-graduate degree programmes. However, CSC remains entirely up to the universities to decide which, if any, modules of the CSC may be accredited towards their Master’s degree programmes, and their value in ECTS credit points. Additional information concerning the Master’s programme will be published in a separate directive.

CSC 2012 BALTDEFCOL Restricted / When Completed

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ANNEX A Qualities and capabilities

Leadership

This is a measure of the student’s ability to command that provides a corporate vision to his/her team and thereby a clear direction on how the vision is to be realized. Good leadership includes the ability to inspire and motivate others and to make sound decisions even if these decisions are not popular. Demonstrates the ability to command. Provides a vision, a common sense of purpose and clear direction. Displays courage and self-confidence. Inspires, motivates and instils self-esteem in others. Readily assumes increased responsibility. Strives for continuous improvement and encourages the same from others.

Analytical Ability

This is a measure of the student’s ability to understand things and draw relevant conclusions. The student is able to understand complex issues. The student is able to identify key facts. The student can relate the facts logically to the context and draw relevant conclusions. The student is able to deal with a situation where many issues must be handled

simultaneously, in a timely manner. Innovation and Initiative

Students with initiative are able to act decisively without prompting from DS. The student who is an innovative thinker is able to think laterally and come up with new ideas and ways of achieving them. The student exercises flexibility of thought. The student takes appropriate action without prompting. The student can think laterally and introduce new concepts and ideas.

Professional Knowledge

The student shows a clear understanding of military issues both within his/her specialist area and across the wider aspects of defence and current affairs. Carries out the full range of tasks effectively. Shows clear understanding of professional environment. Seeks to enhance professional knowledge and understanding of new technology and

developments. Demonstrates knowledge of own Service and NATO military doctrine. Displays interest in wider aspects of Defence and current affairs.

Effective Intelligence

The student can apply flexibility of thought to deliver effective solutions to both new and familiar situations utilizing a combination of innovation and common sense. Applies innate intelligence to identify, analyse and solve both practical and intellectual

problems. Exercises flexibility of thought and action. Adapts to new circumstances and brings to bear both common sense and innovation.

Standard of Written Presentation

This Q & C assesses how well the student can express himself or herself in writing. The student writes in a flowing and understandable style. The meaning of the written work is always clear. The language is varied and accurate. The student uses the correct terminology in service correspondence.

Standard of Verbal Presentation

This Q & C assesses how well the student can express himself/herself orally. The student speaks fluently. The meaning is always clear. The student uses the correct terminology.

Organising Ability

The student should be able to prioritise their work, either when acting as a member of a team in syndicate work or organising their own private work The student plans tasks well. The student demonstrates a clear sense of priorities; both in his/her own individual

work and in syndicate work. The student always has the right equipment for the tasks in hand.


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Interpersonal Skills

This covers the whole spectrum of the student’s personal relationships with others, including their ability to work as a member of a team and their ability to lead and delegate when in positions of authority. The student co-operates well with others, irrespective of their different cultural,

religious or social backgrounds. The student can modify his/her behavior appropriately to the circumstances. The student works well as a member of a team. The student demonstrates authority when put in positions of responsibility. The student is able to delegate effectively.

Courage and Standards

The student is expected to show moral courage, representing unpopular points of view for example. The College also expect our students to follow certain standards, such as accepting the principles of democratic control of armed forces. The student is willing to do what is right, even at the cost of his or her own interests. The student is willing to put forward ideas and opinions that can be unpopular. Displays honesty and integrity. Demonstrates self-confidence and self-belief. Shows tact and co-operation, and exercises self-discipline and control. Behaves in accordance with the codes of conduct and sets an irreproachable personal

example. Displays appropriate interpersonal/social skills and an appropriate sense of humour.

Judgment This Q&C covers the student’s decisiveness and ability to make timely and considered decisions. The student demonstrates critical application of available information to arrive at

sound, timely decisions. The student can justify his/her decisions and opinions. The student’s decisions and opinions are appropriate for the circumstances.


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ANNEX B SGO Dialogue Report2

________________________________________________________________

Course of Year: CSC 2012

Country/Service: Syndicate: Name: ________________________________________________________________ 1. Present Profile 2. Work in syndicate 3. Progress during the course 4. Inputs and insights of the scheduled self and peer evaluations 5. Comments on specific observations 6. Progress on ISP SGO ____________________________________________________________

(Rank, Name) (Signature) (Date)

2 The following Qualities and capabilities are recommended to be assessed in descriptive manner during SGO dialog: Student’s Analytical Ability, Innovation and initiative, Standard of Written Presentation, Standard of Verbal Presentation, Organising Ability, Courage and Standards, Judgement, Leadership, Professional knowledge, Effective intelligence and Interpersonal skills.


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ANNEX C

Student Exercise and Assignment Report

Course of Year: CSC 2012 Country/Service Name: Student's function during the assignment:

1. Performance against Q&C NA A B C D E F Analytical Ability Innovation and initiative Standard of Written Presentation Standard of Verbal Presentation Organising Ability Courage and Standards Judgment Leadership Professional knowledge Effective intelligence Interpersonal skills 2. Overall assessment 3. Pen picture

Duty Description General Performance Recommendations for Improvements

Date:

Student's signature:

Directing Staff's member's signature:


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ANNEX D Interim Report

Course of Year: CSC 2012 Country/Service: Name:

1. General performance and profile to date

Here use 5-8 lines to describe the student’s performance. This is not the final report but should show a trend on how the student is doing including accomplishments. Use qualities and capabilities as a guide to writing this section.

Overall performance and grade to date:

This grade is an indication on how the student is doing in the SGO learning area 4 assessment. Not an overall grade trend. There will be no overall grade awarded for CSC 2012.

2. Assessment of potential SGO makes potential recommendations here with any combination of command, international staff, instructor, and/or political military positions using a short narrative style. Other Course Director approved language may also be used

Date:

Student's signature:

Course Director's signature:


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ANNEX E Final Report

Course: CSC 2012 Nation / Service: write here Name: write here

1. General Performance and Profile During the Course: (Pen picture) write here 2. Final Grades:

Component Final Grade¹

Joint Combined Operations

International Security and Strategy

Defence Planning

Professionalism. Leadership, ethics, management

Academic Writing

3. Recommendations: write here Course Director’s Signature: _______________________________________ Student’s Comments: ____________________________________________ Student’s Signature: _______________________ Date: _________________


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¹ = The grades used at the College are the following:

ECTS scale

BALTDEFCOL Definition Points

A

An exceptional performance, clearly outstanding results and contribution. The student demonstrates excellent judgment and a high degree of creative and independent thinking.

100 - 90

B Very good contribution and performance. The student demonstrates sound judgment and a very good degree of independent and critical thought.

89 - 80

C A good performance and contribution. The student demonstrates a reasonable degree of independent, creative, and critical thinking.

79 - 70

D

A satisfactory performance, but with significant shortcomings in results and contribution. The student demonstrates a limited degree of judgment and independent thinking.

69 - 60

E

The officer’s performance and contribution met the minimum criteria and not more. The student demonstrates a very limited degree of judgment and independent thinking.

59 - 50

F A performance and contribution that fails to meet reasonable expected results and professional criteria. 49 - 0


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Chapter 12 - Educational Framework 1201. Course documents The CSC course documents, normally referred to as the Course Programme, consist of the Course Plan, Compendia and Weekly Schedules (see figure below). These documents cover all aspects related to the course and the curriculum. The tasks, rules and norms of the Baltic Defence College are described in BALTDEFCOL Regulations and are not included in the Course Programme.

Scope

End state

Aim Aim of LAs

LOUT

LOBJ

Modules

Sub-modules

Single lectureCourse

description

(Phases)

Methodology Course evaluation

Appraisalsystem

Course details Calendar

COURSE PROGRAMMECourse Plan Compendium

MC/MilC¹ Cdt¹ Cdt¹

HOD¹

CD¹

¹ = Approval/change authority

Weekly schedule

CD¹

MC: Ministerial Committee (Ministers of Defence of 3 BS) MilC: Military Committee (CHODs of 3BS) Cdt: Commandant CD: Course Director HOD: Head of Department

a. Course Plan (Syllabus) The Course Plan (Syllabus), this document, is a description of the educational framework (methodology, course evaluation system, student appraisal system, etc.) of the course, and curriculum information down to sub-module level. The current and authorised version of the Course Plan is also published on the College website (http://www.bdcol.ee).


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b. Module (Sub-module) Compendia Module Compendia describe the curriculum down to the level of single lectures or other classroom activities. These are the most detailed description of the curriculum content and are designed to be:

- reference documents for the student, outlining what will be taught and how to prepare for it, and the relevant reading material.

- guidance documents for the Directing Staff members in the preparation of lectures. The respective Module Compendium will be issued before the start of each module. c. Weekly schedule The Weekly Schedule describes the CSC timetable on a weekly basis and is issued two weeks in advance. The weekly schedule is liable to change and will be amended and re-issued as necessary. 1202. Definitions Aim: The aim is a top level outcome of a course, Module, or Sub-module as needed to explain the reasoning for the teaching. At the Sub-module level it is a summary of all Learning Objectives. Applicatory Method: The applicatory method requires the student to devise specific solutions to specific problems. The problem can be hypothetical but probable in the near future or similar to an ongoing actual situation or an historical case study based on an actual event. The applicatory method seeks to reproduce conditions under which decisions are made in a strategic, operational or tactical situation. The applicatory method often serves to practically illustrate and enforce theories and principles.

Censor: The Censor assesses the ISPs, taking into account the formal requirements for the ISP (length of the paper, deadlines etc.) and the presentation. The Tutor and Censor remain in contact for the duration of the ISP assessment process. Case Study: Case studies examine the solution of the complex problems at the center of past (and possibly ongoing) events. They often serve to practically illustrate and enforce theories and principles and sharpen decision making skills. Case studies usually try to reproduce the conditions under which decisions are made regarding complex problems whether they are strategic, operational, tactical, political, economic, managerial, or security related. Case studies can be conducted within the lecture hall, syndicate room or in the actual location of the event. Course: A program of education leading to a Graduation diploma. BALTDEFCOL conducts the following courses on a regular basis: JCGSC, HCSC and CSC. Course Director: The Course Director ensures implementation of educational standards and policies in BALTDEFCOL courses, organises and coordinates the development of Compendia and the Lecture Plan of the course, directs the development and allocation of


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educational resources for the implementation of the course; ensures continuous, periodical and final assessment of the students of the course, ensures implementation of the approved educational activities, identifies requirements for faculty development. Synthesises feedback for the course and outlines the Lessons Learned and submits an End of Course Report to the Commandant Course Programme: Is a combination of the Course Plan, Compendium and Weekly Schedule. Course Plan: The Course Plan contains all relevant information about a course and is a description of the educational framework and curriculum information down to Sub-module level. Curriculum: Educational content of a course. Curriculum Flow: Component of the Course Plan that lays out all major events of the course including but not limited to module timing, exam dates, individual study days, and other critical timings. It is authoritative for planning of official and personal events during the academic year. Minor changes to the curriculum flow are approved by the Course Director. Major changes are approved by the Commandant. Compendium: The document that describes the curriculum at the level of single lectures. It is the most detailed description of the curriculum content. The Compendium is prepared by each Department responsible for a Learning Area and approved by the Course Director. Exercise Plan Instructions (EPI): A document prepared by a Project Officer with the approval of the Department Director that informs and prepares the BALTDEFCOL Staff to conduct an exercise in support of a course. The EPI includes an assessment plan that conforms to the requirements of the Department and the current Course Plan. Field Study: Field study is usually associated to the applicatory method of learning. It is visit to a location outside of the College whether it is terrain or pertinent unit, agency or facility. A field study serves to allow students to visualize a problem or situation or to gain practical insight not feasible through activities within the College. Head Teacher: Head Teachers are Directing Staff (DS) who will be assigned responsibility for Operational Planning Groups within the framework and respective scenarios of the various exercises. Head Teachers prepare and approve exercise assessment reports with the support of other DS and SMEs. ILIAS: (Integriertes Lern-, Informations- und Arbeitskooperations System [German for Open Source Learning Management System]) ILIAS is used to deliver course content, support DS and student communication, and provide feedback from students to the DS for Course improvement. Individual Study Day (ISD): A scheduled day for officers on the course to prepare and research course requirements. A normal use of ISD time is to study course materials or write papers as determined by each student. Directing Staff normally use ISDs as compensation


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time for extra hours spent on exercises or other College requirements as determined by the Director of each Department to meet mission and national requirements. Learning Area, (LA): Study area necessary to achieve the aim of the course. Each Learning Area is broken down into Learning Aims. The JCGSC has five Learning Areas: LA 1 – Joint Combined Operations, LA 2 – International Security and Strategy, LA 3 – Defence Planning, LA 4 – Professionalism. Leadership, ethics, and management, and LA 5 – Academic Writing. Learning Area Chief: The primary person with the responsibility to deliver the teaching required by each Learning Area for the JCGSC. Normally the Learning Area Chief is the Director of the appropriate Department. In the case of Academic Writing (LA-5), the Learning Area is normally led by a member of DPS selected by Director DPS. Lecture Plan: A weekly timetable of single lectures and other activities. Prepared by the Course Office with Project Officer input and approved by the Course Director. Learning Objective, (LOBJ): Learning Objectives are sets of measurable samples of behaviour necessary to achieve the Aims for each Learning Area, Module, and Sub-module. Lesson Plan: A concise plan as needed for the instructor for each separate teaching event. These are normally 1-2 pages in length and briefly state the aim, scope, and learning objectives of the lesson. Military Training: The instruction of personnel to enhance their capacity to perform specified military functions and tasks through the development of certain manual and mental skills. Module: A Module is a unit of study related by topic. Each Module is broken down into Sub-modules and numbered by Learning Area. For example Academic Writing is Module 501. Professional Military Education: The study by individuals of subjects that will enhance their knowledge of the science and art of war in order that they are able to effectively lead military forces in peace and war. Professional military education seeks to impart an understanding of abstract principles and theory and to develop effective patterns of thought, analysis and communication. Project Officer: Project Officers are those DS assigned as, officers in charge, responsible for planning and execution of major exercises and events including budgeting for a Module, Sub-module, exercise, or other event. Single lecture: A planned educational event with the purpose of facilitating teaching. Staff Ride: A staff ride consists of a systematic preliminary study of a selected campaign, an extensive visit to the actual sites associated with the campaign, and an opportunity to integrate the lessons derived from each. It envisions maximum student involvement before arrival to guarantee thought, analysis and discussion. A staff ride thus links a historical event, systematic preliminary study and actual terrain to produce a battle analysis in three dimensions. It consists of three distinct phases: preliminary study, field study, and integration.


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Subject Matter Expert: A person within the staff or visiting the College employed as a part of the teaching as an authority concerning a specified body of knowledge needed to deliver or guide course teaching. SMEs are employed during exercises and other College learning events. Sub-module: A Sub-module is the combination of Learning Objectives. In the Course Plan, the Sub-module level is the most detailed description of the curriculum content. Senior Mentor: For JCGSC Exercises, the senior mentor is normally a retired General Officer who both plays the role of the Joint Force Commander during the exercise and provides insight to senior level decision making. Senior Mentors are also brought to the Course in order to reinforce certain teaching objectives and serve to develop the officership of both DS and officers attending the JCGSC. Senior Mentors are also sometimes referred to as Visiting Senior Mentors. Syndicate Guiding Officer: The Syndicate Guiding Officer (SGO) is an officer on the Directing Staff who is assigned to a specific syndicate with the primary role to facilitate the development of assigned students according to the course aims. The SGO role requires them to act primarily as mentors to the syndicate members. They will also monitor and encourage student progress and provide feedback to the officers on the course and meet assessment requirements as determined by the appropriate Course Plan under the supervision of the Course Director. Tutor or Academic Writing Tutor: The Directing Staff member who guides the student during the process of drafting the ISP on the methodological approach and on the subject matter researched by the students. The Tutor provides regular detailed reports on ISP progress to the Course Director and to the Student’s SGO. 1203. Abbreviations APEL Accreditation of Prior Experiential Learning AW Academic Writing BALTDEFCOL Baltic Defence College BAP BALTDEFCOL Activity Plan BCG Baltic Defence College Coordination Group CA Class Assistant CD Course Director CDH Course Director Hour Cdt Commandant CL Class Leader CMG College Management Group CO Course Office COS Chief of Staff CP Course Plan CSC Civil Servants Course CST Case Study


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DCdt Deputy Commandant DMO Defence Management and Officership Department DoD Director of Department DoDM Director of Department Meeting DoS Director of Support DPS Department of Political and Strategic Studies DS Directing Staff ECTS European Credit Transfer and Accumulation System EXE Exercise EPI Exercise Plan Instructions FacDev Faculty Development FST Field Study GL Guest Lecturer HCSC Higher Command Studies Course HT Head Teacher ILIAS Integriertes Lern-, Informations- und Arbeitskooperations System (German

for Open Source Learning Management System) IRP Individual Research Paper ISD Individual Study Day ISP Individual Study Paper JCGSC Joint Command and General Staff Course JOPPS Joint Operational Planning Process Symposium LA Learning Area LEC Lecture LED Lecture Discussion (includes option for Syndicate Work) LI Lessons Identified LL Lessons Learned LOBJ Learning Objective MC Ministerial Committee MilC Military Committee OPD Operations Department PO Project Officer POC Point of Contact Q&C Qualities and Capabilities SEM Seminar SGO Syndicate Guiding Officer SGOD SGO Dialogue SGOM SGO Meeting SL Syndicate Leader SM Senior Mentor also known as a Visiting Senior Mentor SNR Senior National Representative SS Support Staff SYW Syndicate Work TRP Team Research Project TUT Tutoring VSM Visiting Senior Mentor