Civilian Training and Education - Case Study Example

Development of Competency Framework for Future Leaders Based on Civilian Training and Education Annotated Bibliography: Adler, Amy B, Brett T. Litz, Carl Andrew Castro, Michael Suvak, Jeffrey L. Thomas, Lolita Burrell, Dennis McGurk, Kathleen M. Wright, Paul D. Bliese; 2008; A group randomized trial of critical incident stress debriefing provided to U.S. peacekeepers; Journal of Traumatic Stress; 21, 3, 253-263; International Society for Traumatic Stress Studies; U.S. Army Medical Research Unit-Europe The process of assessment of prospective leaders of an organization and their subsequent development or the development of current employees to future leaders is a complex one. The difficulties are magnified manifold in an organization such as the military because of its "promote from within" policies. The process of building adequate training programs and providing adequate tools to support these programs is also a difficult one. At a time when the US army is faced with such difficult tasks such as the war on terrorism, international peacekeeping missions, the need for leadership is insurmountable. The army needs to be more agile and efficient. Therefore the military has to devise programs to suit this purpose and from prospective leaders. This is the reason why the military has adapted a competency based model for promoting core leadership values and education. The Army Civilian Training, Education and Development System or ACTEDS is another such program which has been introduced in an effort to provide a planned, advanced, orderly approach to the career development of enlisted officers in the military and groom them to be adequate leaders. It is a mix of traditional training, operational assignments and self development and is a tool to enhance the potential and performance its employees. Angel, Juvenal Londo'o; 1997; Matching Armed Forces Training to Civilian Jobs; World Trade Academy Press; Simon & Schuster; University of Michigan It was therefore necessary to primarily ascertain what competency means and its implications in the military. The most common view was that the word denotes the capability of a leader to adapt to a situation and the quality of his judgment or actions. Thus they fit the role that the organization wants its leaders to play. Competencies have proven to be an efficient tool in determining performance assessment and skill development. Among other things such as knowledge, skills, abilities, tasks, and functions, competency is another yardstick that needs to be measured and established because they provide a general set of guidelines and description of responsibilities. Managerial and supervisory positions can thus be identified. The traditional job analysis tools existing before this framework were time consuming and accurate in matters relating to individual jobs but inaccurate in matters pertaining to varied job positions within an organization. This framework provides employees with a set of measurable and verifiable objectives associated with leadership actions and behavior. Atwater, Leanne E, Shelley D. Dionne, John F. Camobreco, Bruce J. Avolio, Alan Lau; 2001; Individual attributes and leadership style: predicting the use of punishment and its effects; Journal of Organizational Behavior; 19, 6, 559-576; School of Management, Arizona State University West, P.O. Box 37100, Phoenix, Arizona 85069-7100, U.S.A.; Center for Leadership Studies and School of Management, Binghamton, NY The overall goal of the ACTEDS plan is to ensure that in the short term, employees are provided with a comprehensive list of competencies, provide sufficient knowledge to employees and supervisors, improve job proficiency and to provide employees and supervisors with a reference for information regarding the actions expected of them, and to continuously improve the efficiency of an employee and train him for more responsible positions. In the long run the plan hopes to help employees plan and sequence their career progress and help attain stronger leadership qualities and professional qualification of the employees. Hanser, Lawrence M & Joyce Nira Davidson; 2000; Who Should Train': Substituting Civilian-provided Training for Military Training; RAND, University of California The above diagram depicts the process of leadership competency development. The first step of the whole process was to study different approaches to competency development and a study of relevant literature pertaining to the issue was also done. Books such as Leadership by J.M. Burns, The Managerial Grid III by R.R. Blake and J.S Mouton, Developing potential across a full range of leadership by B.J. Avolio and B.M. Bass were referred to. . By applying the screening criteria and studying the relevance and quality of the source of this information, a group of analysts identified thirty five key elements and then two analysts independently reviewed these thirty five documents to establish the fundamental leadership requirements. These fundamental requirements were then sorted and separated into seven categories of Knowledge, skills, abilities, other functions, composites, tasks and roles. It was through this process of literature review that social, political, technological and economic factors that could affect the functioning of the military the most in the future were identified. Keating, Edward G; 2004; The Effects of A-76 Cost Comparisons on DoD Civilian Education and Training; RAND Factors such as increased media presence, growing population in under developed nations and the probable loss of resources, increase in joint exercises and operations, faster means of information sharing and communication, improved military technology and introduction of newer precision warfare technology, evolving foreign policies, unsure budgets, change in soldier characteristics, new enemies with newer, evolving strategies and other related factors were identified to be future requirements of determining competencies of future leadership. The future leaders were to be capable of handling these factors and so while developing competencies required of the future leaders these factors had to be considered. Loughlin, Catherine & Kara A. Arnold; 2007; Seeking the best: Leadership lessons from the military; Human Resource Management; 46, 1, 147-167; Saint Mary's University; Memorial University, St. John's, Newfoundland and Labrador, Canada Subsequently a study of various leadership theories was conducted. The process helped in determining the competency specifications. The process did not indicate any particular action but a behavioral pattern that was to be expected of future leaders. The study threw up two categories of leadership behavior one pertaining to productivity and the other pertaining to a leader's capability to study any situation and influence the followers by motivating them, tasking them or by communicating specific instructions to his sub ordinates. McKinley, John; 1999; Training for effective collaborative learning; New Directions for Adult and Continuing Education; 1999, 19, 13-22; Wiley Periodicals, Inc., A Wiley Company Certain design features were also incorporated in the research. The features comprised of capability to react to or communicate with one's operational environment; provide a system and framework for assessment, promotion, development, education, and training; providing links to tactical, technical, conceptual skills and one's knowledge; transfer to another organization; and incorporate the core competencies the army expects of the leaders. Mensch, Kirk G. & Tim Rahschulte; 2008; Military leader development and autonomous learning: Responding to the growing complexity of warfare; Human Resource Development Quarterly; 19, 3, 263-272; BearingPoint Management & Technology Consultants; George Fox University's School of Management The rough draft of the structure was then formulated. Subsequently 22 SME's from different ranks and branches of the organization were selected asked if they were willing to participate in the process. The demographic selected were distinguished officers who had earlier aired their views about military leadership through articles or forums. The draft was handed over and once everyone had gone through the draft of the proposed framework, asked for recommendations. It was necessary to do so in order to maintain methodical approach to development. The observations and recommendations of the SME's were noted and the analyst's tried to address all the issues raised by them. Comments regarding the limitations of the framework were also discussed at lengths and the shortcomings rectified. Any other flaws were also ironed out. Competencies that had been overlooked earlier were also incorporated if the same was proposed by the reviewers. Norrblom, Eva & Eva Norrblom; 1996; The Returns to Military and Civilian Training: A Report Prepared for Defense Advanced Research Projects Agency; Rand After synthesizing all these various processes the research group formulated the final draft for the new, proposed framework called LEVERAGE. The framework emphasized that competencies such as capability to lead others to success, promoting among subordinates high moral standards, promoting positive work atmosphere, improved means and knowledge of means of communication, assisting others to grow, have adequate knowledge and training to lead under any given circumstance, overseeing successful operations and extend influence within varied ranks of the organization, were necessary to ascertain a leader's role and development. The above is a diagrammatic representation of the aforementioned model. Rafferty, Robert; 2003; Careers in the Military; Elsevier/Nelson Books The sole purpose of the study conducted was to establish whether the current framework for the development and criterions for assessment and therefore the promotions of its employees to future leaders was adequate or not. Then after reviewing the existing framework and the advanced research conducted, which has been the subject matter of this essay, an updated and fresh perspective was proposed. Newer and more effective and updated training and development programs have to be introduced and a continuous assessment of the development of the employees have to be periodically conducted. This purpose can be achieved by objective assessment. Such as aptitude tests, psychometric tests and any other formal tests necessary. Other types of subjective assessments are to be incorporated also to ensure that employees never stop growing. The feedback received from these programs and tests are to be used as tools to improve current standards and plan newer training and development programs. It is to be noted that the competency of an employee can be judged properly only under simulation exercises and operational exercises. Deficiencies, if found, have to be addressed and a continuous cycle of assessment of training and exercises established. USWD; 1948; Army Without Uniform: The Story of the War Department's Civilian Training Program; United States War Dept, United States, War Dept; U.S. Govt The basic imperative of the military is to develop competent leaders, not only the military leaders but also civilian leaders who act as a vital support staff. Employees have to be appropriately trained and made adequately qualified to occupy progressively more responsible positions. This mandate is satisfied by a continuous process of schooling, assignments and thereby self development. The courses conducted by the civilian leader development action plan promises a progressive and planned structure of the development of the civilian leader. These competent leaders will support the soldiers' staff adequately under all recognizable circumstances. The development of these support staff that is the civilian leaders are accomplished by organized and structured courses conducted by the Community and Family Support Training Center, Intern Leadership Development Course et.al. Violanti, John M., John E. Vena, James R. Marshall; 2000; Suicides, homicides, and accidental death: A comparative risk assessment of police officers and municipal workers; American Journal of Industrial Medicine; 30, 1, 99-104; Department of Criminal Justice, Rochester Institute of Technology, Rochester, NY; Department of Social and Preventive Medicine, State University of New York at Buffalo, Buffalo, NY Summing up it can be said that in order to establish a stronger military force that is ready to adapt to demands of the current and future affairs of the organization stronger and more efficient leaders are needed in the future and this proposed framework helps achieve this motive in a structured and functional manner. Read More