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Baltic Defence College

Course Civil Servants´ Course

2013

17 Dec 2012

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COURSE PLAN

COMMANDANT’S PREFACE ......................................................................... 4 

101. COLLEGE MANDATE ........................................................................................... 5 102. COLLEGE VISION ................................................................................................ 5 

CIVIL SERVANTS COURSE ........................................................................... 6 

103. AIM .................................................................................................................... 6 104. END-STATE ........................................................................................................ 7 106. SCOPE ............................................................................................................... 8 107. ADMISSION REQUIREMENTS ............................................................................... 8 

CHAPTER 2 - EDUCATIONAL FRAMEWORK .............................................. 9 

201. COURSE DOCUMENTS ........................................................................................ 9 a. Course Plan .................................................................................................. 9 b. Compendium .............................................................................................. 10 c. Lecture Plan (Weekly Schedule) ................................................................ 11 

202. DEFINITIONS .................................................................................................... 12 203. KEY ABBREVIATIONS ........................................................................................ 15 

CHAPTER 3 - METHODOLOGY ................................................................... 16 

301. TEACHING APPROACH ...................................................................................... 16 a. Basic Approach .......................................................................................... 16 b. Learning Formats ....................................................................................... 16

c. Learning Activities……………………………………… ……………………18 d. Learning Methods – Coding and Description ............................................. 18

302 ACADEMIC WRITING……………………………………………………………………….21 303. LEARNING LEVELS ............................................................................................ 21 304. NON-ATTRIBUTION POLICY (CHATHAM HOUSE RULE) ........................................ 22 305. SYNDICATE GUIDING OFFICER (SGO) ............................................................... 23 306. CIVIL SERVANTS’ REPRESENTATIONAL STRUCTURE .......................................... 23 

a. The Class Leader (CL). .............................................................................. 23 b. The Syndicate Leader (SL) ........................................................................ 24 c. The Class Assistant (CA) ........................................................................... 24 

CHAPTER 4 – ASSESSMENT SYSTEM ...................................................... 25 

401. INTRODUCTION ................................................................................................. 25 402. MAIN OBJECTIVE .............................................................................................. 25 

a. Formative Assessment ............................................................................... 25 b.Summative Assesment…………………………………………………………26

c. Tests and Exams Within the Respective Learning Areas ........................... 27 d. Descriptions of Learning Area Assessments .............................................. 28 e. Course Director Oversight .......................................................................... 29 f. Honour Code ............................................................................................... 30 g. Academic Awards ....................................................................................... 30 h. Grading Scale. ............................................................................................ 31 i. Overall Performance Grade ......................................................................... 31 j. Assessment Policy ...................................................................................... 32 k. General Appeal Procedure ......................................................................... 32 l. Exceptions to Grading Policy ....................................................................... 32 

403. RECORD MANAGEMENT .................................................................................... 33 404. ASSESSMENT CYCLE ........................................................................................ 33 

a. SGO Dialogue (SGO – Civil Servant) ......................................................... 33 b. CD Dialogue (CD – Civil Servant) .............................................................. 34 c. SGO Huddle (CD – SGO) ........................................................................... 34 

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d. Evaluation Seminar (CD – Directing Staff/SGO) ........................................ 34 405. REPORT PROCESS .......................................................................................... 35 

a. General ....................................................................................................... 35 b. Exercise and Assignment Report ............................................................... 35 c. Interim Report ............................................................................................. 35 d. Final Report ................................................................................................ 35 

406. QUALITIES AND CAPABILITIES ........................................................................... 36 407. MISCONDUCT AND PROCEDURES FOR FAILING TO MEET STANDARDS ................ 36 408. GRADUATION DOCUMENTS ............................................................................... 37 

CHAPTER 5 - CURRICULUM DEVELOPMENT ........................................... 38 

501. COURSE EVALUATION PROCESS ....................................................................... 38 502. COURSE FEEDBACK SYSTEM ............................................................................ 38 

CHAPTER 6 - LEARNING AREA 1 ............................................................... 41 

JOINT COMBINED OPERATIONS ............................................................... 41 

601. THE AIM OF LEARNING AREA 1 ......................................................................... 41 602. LEARNING AIMS AND OBJECTIVES ..................................................................... 41 603. LA 1 – SCOPE .................................................................................................. 44 

CHAPTER 7 – LEARNING AREA 2 .............................................................. 52 

INTERNATIONAL SECURITY AND STRATEGY ......................................... 52 

701. THE AIM OF LEARNING AREA 2 ......................................................................... 52 702. LA 2 – SCOPE .................................................................................................. 52 703. LA 2 – MODULES AND SUB-MODULES ............................................................... 53 

CHAPTER 8 - LEARNING AREA 3 ............................................................... 55 

DEFENCE PLANNING .................................................................................. 55 

801. THE AIM OF LEARNING AREA 3 ......................................................................... 55 802. LA 3 – MODULES AND SUB-MODULES ............................................................... 56 803. LA 3 – MODULES AND SUB-MODULES ............................................................... 56 804. LA 3 – MODULES AND SUB-MODULES ............................................................... 58 

CHAPTER 9 - LEARNING AREA 4 ............................................................... 59 

PROFESSIONALISM, LEADERSHIP, ETHICS, AND MANAGEMENT ...... 59 

901. THE AIM OF LEARNING AREA 4 ......................................................................... 59 902. LA 4 – MODULES AND SUB-MODULES ............................................................... 60 

CHAPTER 10 - LEARNING AREA 5 (ACADEMIC WRITING) ...................... 62 

ACADEMIC WRITING ................................................................................... 62 

1001. THE AIM OF LEARNING AREA 5 (ACADEMIC WRITING) ...................................... 62 1002. LA 5 – SCOPE ................................................................................................ 62 1103. LA 5 – MODULES AND SUB-MODULES ............................................................. 63 

CHAPTER 12 - COURSE DETAILS .............................................................. 64 

ANNEX A QUALITIES AND CAPABILITIES ................................................................... 65 ANNEX B SGO DIALOGUE REPORT ......................................................................... 67 ANNEX C EXERCISE / SPECIAL ASSIGNMENT REPORT .............................................. 68 ANNEX D INTERIM REPORT (EVALUATION SEMINAR 2) ............................................. 70 ANNEX E FINAL REPORT......................................................................................... 72 

COURSE CALENDAR 2013.......................................................................... 73 

CURRICULUM FLOW CSC........................................................................... 79

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Chapter 1 – Baltic Defence College 101. College Mandate The College Mandate is established in the Memorandum of Understanding and in various joint communiqués signed by Ministers of Estonia, Latvia and Lithuania. As directed by the Baltic States, the BALTDEFCOL is responsible for the delivery of the following courses:

Joint Command and General Staff Course (JCGSC) – an annual, eleven

month advanced joint staff course focused at the operational level Higher Command Studies Course (HCSC) – a five-month senior level

course focused at the strategic level Civil Servants Course (CSC) – a five-month education in security and

defence conducted as an integrated component of the JCGSC Supplementary short courses at the behest of the Baltic States 102. College Vision The BALTDEFCOL is to be a first-rate international development centre for defence and security studies, playing a leading role in the higher education of the armed forces and government agencies of the Baltic States. The BALTDEFCOL will have a comprehensive and balanced approach that includes military and security education and advanced research. It will serve as a regional centre for all aspects of security studies and analysis. As an educational centre the BALTDEFCOL will develop adaptive leaders who understand and can apply the principles of operational art, joint operations, multinational operations, and national planning. As a research centre the College will advance the body of knowledge in security studies and conduct original research and analysis to support the requirements of the Baltic States and alliance partners. The College approach is to be forward thinking and to work in a context of multinational cooperation with principal partners, multinational agencies, and research and academic organizations within the framework of the NATO and EU policies and ethos.

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Civil Servants Course 103. Aim The CSC seeks to increase 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, Civil Servants 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 leveraged in their future work. The Course lasts 23 weeks and covers a broad area of subjects. The underlying philosophy of the Course is to provide 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 conducted in two phases:

1) Phase 1 – Foundation Period (prior to arrival and at designated points after start of Course). This phase includes learning topics to prepare Civil Servants for common learning periods with the JCGSC. Civil Servants will receive a collection of reading material carefully selected to assist in their mental preparation for the Course. Additionally, the BALTDEFCOL Directing Staff will be available for additional instruction in the event Civil Servants would like clarification on either the pre-reading material or new material provided during the semester. It must be emphasized that a Foundation Phase of any duration would be insufficient to fully prepare and integrate the Civil Servants into the JCGSC. That said, the College faculty pledges to pursue every possible measure to facilitate the learning process for Civil Servants.

2) Phase 2 – Joint Learning Period with the JCGSC (23 weeks). This

phase covers international law, military command and leadership, resource fundamentals, 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.

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104. End-State Upon graduation, the Civil Servants have: Enhanced their ability to work together with their military counterparts in

planning military capabilities and their commitment to operations. Increased their capacity to contribute to planning and the conduct of

military and non-military operations. Established a robust network of relations with their counterparts in

defence forces, which can be leveraged in their future day to day work.

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106. Scope The Course focuses on the 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 organized into 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 LA 5 – Academic Writing 107. Admission Requirements Ideally, Civil Servants attending the Course should: Have progressed into mid-level ranks in their careers in their respective

organization (MoD, MFA, etc.). Their current positions can vary from senior experts to deputy heads of department.

Attain an English language level 3333 according NATO STANAG 6001. Hold a NATO Confidential security clearance or PfP Confidential security

clearance. Possess computer skills – must have a well-developed capability for using

the Internet and normal office software such as: MS Windows, MS Word, MS Excel and MS Power Point.

Have read this Course Plan prior to arrival.

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Chapter 2 - Educational Framework 201. Course Documents Key documents, referred to as the Course Programme, consist of the Course Plan, Compendia, and Lecture Plans (see figure below). These documents cover all aspects related to the Course and the curriculum. The tasks, rules and norms of Baltic Defence College operations are described in BALTDEFCOL Regulations and are not included in the Course Programme, except where directly applicable to the conduct of CSC.

Legend: MC: Ministerial Committee (Ministers of Defence of the three Baltic States) MilC: Military Committee (Chiefs of Defence of the three Baltic States) CD: Course Director DoD: Director of Department PO: Project Officer a. Course Plan The Course Plan contains most relevant information about the Course and is a description of the educational framework and curriculum information to the sub-module level. The current and approved version of the Course Plan is posted on the Internet (http://www.bdcol.ee).

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b. Compendium The Compendium describes the curriculum at the level of separate teaching events. This approach provides the most detailed description of the curriculum content designed to fulfil the following purposes: Serves as a reference document, outlining what will be taught and how

to prepare for it. This includes a listing and source for all preparatory (required) and supplementary (recommended, but optional) readings. Note that preparatory reading is approximately 30-50 pages per day.

Provides guidance to the Directing Staff in the preparation of lesson

plans. A Compendium contains the following information:

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c. Lecture Plan (Weekly Schedule) Departmental Directors are responsible for the timely submission and quality control of all Course documents going forward to the Course Director for signature. Lecture Plans will be submitted five weeks in advance for CD signature. This will facilitate predictability and coordination amongst both the DISTAFF and Civil Servants.

Baltic Defence College JCGSC 2012/2013 & CSC 2013 1 

Lecture Plan – Week  1301 2 7 – 13 January 2013 3

4 08:20  – 09:05

09:20  – 10:05

10:15  – 11:00

11:10  – 11:50

12:50  – 13:35

13:45  – 14:30

14:45  – 15:25

Comments 5

7 Jan Installation Day Course Office

8 Jan  Introduction Day See Separate Program

 9 Jan

4011 LEC  Leadership, 

Team Building Col NN  V 

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SGOs participation required.

Extended Day NLT 19:00hrs

10 Jan

11 Jan

12 Jan

13 Jan

Responsible Syndicate: ............................

7        Daily Uniform (unless specified)  8

Course Director JCGSC: ............................9

S = Syndicate V = Von Sydow Hall E = Excercise T = Tactical Trainer

1 respective Course and academic year

2 respective week 3 dates 4 regular school hours 5 additional information 6 four digit coding referring to the Sub-Module in the Course Plan and in the Compendium; main title of the lecture or exercise; responsible; guest lecturer; Teaching Activity; venue using the abbreviations S-V-E-T 7 the syndicate selects a class assistant for each day 8 the uniform for events 9 Course Director signature indicating approval

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202. 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 Civil Servants 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 assigned academic writing, taking into account its pre-defined requirements (length of the paper, deadlines etc.) and the subsequent formal presentation. The Tutor and Censor remain in close contact during the academic writing 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. 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 the planning of official and personal events during the academic year. Changes to the curriculum flow are approved by the Course Director. 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 Order: 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 EXORD includes an assessment plan that conforms to the requirements of the Department and the current Course Plan. Field Study Trip: 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 participants to visualize a problem or situation or to gain practical insight not feasible through activities within the College.

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Head Teacher: Head Teachers are Directing Staff (DS) members who are assigned responsibilities for Operational Planning Groups within the framework of BALTDEFCOL exercises. Head Teachers prepare exercise assessment reports with the support of other DS and SMEs. Assistant Head Teacher (AHT): Experienced Directing Staff member selected to support the Head Teacher/Project Officer during BALTDEFCOL exercises and teaching Modules. The AHT is normally responsible for a specified subject area or planning team. Assistant Head Teachers draft exercise assessment reports for Head Teacher’s approval with the support of other DS and SMEs based on the HT’s guidance and the Course Plan. ILIAS: (Integriertes Lern-, Informations- und Arbeitskooperations System) ILIAS is the Internet-based medium used to deliver Course content, support DS and Civil Servants communication, and provide feedback from Civil Servants to the DS for Course improvement. Individual Study Day (ISD): A scheduled day to prepare and research Course requirements. For DISTAFF, this is allocated office time for studies, readings, or preparations related to coursework. An ISD does not automatically equate to a “day off”. However, upon approval of the Course Director, ISDs can be used as compensation time for extra hours spent on exercises or other College requirements. Individual Study Time (IST): Prescribed time to prepare for coursework, reflect on classroom discussions and perform other academic requirements. Learning Area (LA): A study area necessary to achieve the aim of the Course. Each Learning Area is broken down into Learning Aims. The CSC 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 LA 5 – Academic Writing

Learning Area Chief: The primary person with the responsibility to deliver the teaching required for each Learning Area. Normally, the Learning Area Chief is the Director of the appropriate Department. In the case of Academic Writing (LA-5), the Learning Area is led by a member of DPS as selected by Director of DPS. Lecture Plan: A weekly timetable of single lectures and other activities, prepared by the Project Officer for Department Director’s quality control check and final approval 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.

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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. 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. 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. For further information refer to BALTDEFCOL Regulations: F101 – General Budgeting Guidelines; F103 – Hosting the Guest. 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. A staff ride 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. Sub-module: A Sub-module is a supporting component of a Module and provides more detailed description of the curriculum content. Senior Mentor: For JCGSC/CSC 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 / Civil Servants attending the Course. Senior Mentors are also referred to as Visiting Senior Mentors. Syndicate Guiding Officer (SGO): The SGO is a Directing Staff Officer who is assigned to a specific syndicate with the primary role to facilitate the development of assigned Civil Servants according to the Course aims. The SGO serves as a coach, mentor, and teacher to the assigned syndicate members. He also monitors and encourages Civil Servant progress, provides developmental feedback, and meets assessment requirements as determined by the Course Plan under the supervision of the Course Director. Tutor or Academic Writing Tutor: The Directing Staff member who guides the process of drafting the expository and argumentative essays on the analytical approach and subject matter researched. The tutor provides regular detailed reports on the writing progress to the Course Director and the appropriate SGO.

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203. Key Abbreviations AW Academic Writing BALTDEFCOL Baltic Defence College BCG Baltic Defence College Coordination Group CA Class Assistant CD Course Director CDT Commandant CL Class Leader CMG College Management Group COS Chief of Staff CP Course Plan CSC Civil Servants Course CST Case Study DCDT Deputy Commandant DMO Defence Management and Officership Department DoD Director of Department DoS Director of Support DPS Department of Political and Strategic Studies DS Directing Staff (also DISTAFF) ELS English Language Seminar EXE Exercise FST Field Study Trip GL Guest Lecturer HCSC Higher Command Studies Course HT Head Teacher TRP Team Research Project ISD Individual Study Day JCGSC Joint Command and General Staff Course LA Learning Area LEC Lecture LED Lecture Discussion (includes option for Syndicate Work) MC Ministerial Committee MilC Military Committee OPD Operations Department PO Project Officer POC Point of Contact SEM Seminar SGO Syndicate Guiding Officer SL Syndicate Leader SM Senior Mentor, also known as a Visiting Senior Mentor SNR Senior National Representative SYW Syndicate Work TBA Team Building Athletics TRP Team Research Project TUT Tutoring VSM Visiting Senior Mentor

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Chapter 3 - Methodology 301. Teaching Approach a. Basic Approach The teaching methodology emphasizes the active learning, participation, and contribution of all Civil Servants in an open and positive environment. The College places a high reliance on individual and team (syndicate, staff) study and encourages Civil Servants to share their knowledge, experience and learning with each other. Civil Servants are continually challenged to think critically and analytically, and will be required to research and present material in every aspect of the curriculum. b. Learning Formats Learning takes place within two basic formats: Self-Study. Civil Servants will be given time for individual preparation for classes, homework, and reflection – collectively referred to as self-study. This format requires Civil Servants to independently plan and manage their out-of-class time. Civil Servants should plan for an additional three hours of self-study every day and about 3-5 hours on the weekend. To facilitate the learning process, DS Project Officers may assign approximately 30-50 pages of reading material per day as required preparatory reading. Groups. To facilitate the exchange of knowledge and perspectives, Civil Servants will work in several group formats where syndicate work is the main teaching format. These groups will be formed by the DS and will endeavor to balance group demographics based on background, experience, and capability. Group formats include:

Plenary. The entire Course convenes en masse in a group session. Syndicate. Civil Servants will not be divided into separate, civilian-only

syndicates, but will be distributed among the JCGSC syndicates (each with approx. 7 to 9 Officers per syndicate). Each syndicate will have a Syndicate Guiding Officer serving as a coach, mentor, and teacher.

Team. For some collective tasks, Officers and Civil Servants will be

divided into teams. Teams will not be permanently fixed, but will be shuffled to maximize the exchange of knowledge, views and experiences.

Planning Group. For in-house exercises, the Course will be divided into

exercise staffs. The Officers / Civil Servants of each planning group will be appointed as staff members. The exercise manning list will be developed in a deliberate, collective manner by SGOs, Course Director, Exercise Project Officer, and other relevant DISTAFF members. JCGSC Officers / Civil Servants can assume that staff positions will be assigned to maximize the learning experience. This means that a Civil Servant might even serve in a military position during an exercise, or vice versa.

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c. Learning Activities The CSC makes use of the following learning activities: Reading. Reading is a key component of learning and includes: Preparatory Reading. Preparatory reading is mandatory reading to be

completed in advance of particular lectures, lecture-discussions and syndicate work. Project Officers may plan approximately 30-50 pages of preparatory reading per day. Assignments exceeding this requirement may be recommended by the Learning Area Chief to the Course Director for approval.

Supplementary Reading. Supplementary reading is considered to be

valuable for gaining additional insight into specific aspects of the curriculum.

Presentation. The delivery of material to the Course by a Guest Lecturer, College DS, or even a Civil Servant with subject matter expertise. Discussion. The exchange of perspectives, ideas, and best practices in a group setting. Tutoring. A dialogue on the progress of an assigned task between a Civil Servant and a Visiting Senior Mentor, Guest Lecturer, Academic Writing Tutor, SGO or a member of the DS. Briefing. The output of an assigned task, articulated in the form of an oral and / or visual presentation. Feedback. The constructive criticism of the output of an assigned task by a Senior Mentor, Guest Lecturer, Mentor, Tutor, SGO, a member of the DS or fellow coursemates. This term is also used to describe the system in which the Civil Servants offer comments via the ILIAS system to improve the Course.

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d. Learning Methods – Coding and Description The following combinations of activities and formats have been defined as Course learning methods. The table below provides the BALTDEFCOL descriptions of the respective learning methods.

Code Type of Activity

Description

LEC Lecture

A presentation of curriculum material delivered by DS, Guest Lecturer, or Civil Servant(s) with unique subject matter expertise, usually concluded with a question-and-answer period. A Lecture usually corresponds to the Learning Level 1 or 2 and it is aimed at enhancing Civil Servants knowledge or understanding of given subject. A Lecture should not repeat the content of the readings, but either specify some aspects of them or introduce additional or even contradicting views.

LED Lecture-

Discussion

A presentation of curriculum material delivered by one or more DS members or Guest Lecturer, 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 followed by either presentation of the syndicate solution in a plenary session or by a submission in writing to Guest Lecturer or DS. SYW is the primary mode of learning that seeks to stimulate creative thinking and internalize the content matter. It therefore corresponds to the Learning Level 2, 3 and 4. In syndicates, the Civil Servants discuss and reflect the readings and lectures and solve the assigned tasks for example by applying given method or theoretical framework.

SEM Seminar

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 Civil Servants 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 corresponds to Learning Levels 3 and 4.

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TRP Team

Research Project

Research carried out by 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 TRP consists of required reading, discussions, tutoring and a written paper or presentation. A TRP corresponds to Learning Level 4.

EXE Exercise

A comprehensive 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 an Exercise, all participants can expect to work extended hours.

AW Academic

Writing

Individual research carried out on a topic related to the Course curriculum, which consists of required reading, tutoring, a written paper and a formal presentation. During the Course, Civil Servants will be tasked to produce two pieces of academic writing involving detailed research and the preparation of expository and argumentative essays applying academic standards.

FST Field Study

Trip

A collective visit to venues 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.

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

IS Individual

Study Independent problem solving and / or reading. For example, an individual written assignment.

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302. Academic Writing Academic Writing aims to develop and refine Civil Servants’ abilities to read, think and write critically in English, particularly about strategic and operational problems and issues. During the Course, each Civil Servant is required to draft and submit two pieces of academic writing, which build on and reinforce one another:

1. An Expository Essay, of approximately 1,200 words, which provides a succinct and argumentative answer to one of three set questions relating to Defence Management and Officership.

2. An Argumentative Essay, of approximately 2,500 words, which delves more deeply into one of two topics, either on the shape of the international strategic environment or the geopolitical dynamics of the Northern European region.

Civil Servants will be assigned tutors for Academic Writing. The tutor will guide the Civil Servant during the process by providing advice on the analytical approach and on the subject matter to be researched. The Civil Servants 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 Civil Servant carries the ultimate responsibility for the quality of the paper; the recommendations and advice of the tutor should not be taken as direct or mandatory instructions. The deadline for final submission of the Academic Writing is:

1. Expository Essay: 08:00 on 4th March 2013

2. Argumentative Essay: 08:00 on 17th May 2013 By these final deadlines, the Civil Servants must submit an electronic version – using the ‘Template for Academic Writing’ – to the Registrar at the Course Office. Late submissions will be dealt with according to the Regulations of the Baltic Defence College (paragraph 2.7). The final appraisal (comprehensive feedback and a grade) will be provided by the censor (who will also be given feedback from the tutor). The grade remains the censor’s decision, unless the Chief for Learning Area 5 sees the need for separate further evaluation. All Academic Writing will be graded ‘Pass’ or ‘Fail’. Civil Servants 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 recognised at the graduation ceremony and may have the opportunity to have their Argumentative Essay published in the Baltic Security and Defence Review. If a Civil Servant disagrees with the appraisal, he/she may appeal in a written form within two working days. Before submitting the appeal the Civil Servant must discuss the matter with either his/her tutor or censor and the Chief for Learning Area 5. A written appeal should include the points of disagreement and provide arguments supporting the case of the Civil Servant. It should be presented to the Course Director, who will determine whether the appeal is reasonable and, if so, start the procedure of revision. During the revision, the Academic Writing in question will be assessed by another DS member appointed by the Chief for Learning Area 5. The DS member will be familiar both with the text of the original appraisal and with the Civil Servant’s appeal. He or she will present 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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303. Learning Levels The Cognitive and Affective Domains were identified by Dr Benjamin Bloom as a way of delineating various aspects of learning. BALTDEFCOL is principally concerned with learning in the Cognitive or Affective Domains, the Cognitive being the more predominant. 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 Related Verbs Brief Explanation

1

Knowledge

Knowledge is (here) de-fined as the

remembering (recalling) of appropriate, previously

learned information

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

analyse, appraise, calculate, categorize,

compare, contrast, criticize, differentiate, discriminate,

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, cre-

ate, 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, defend 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 the BALTDEFCOL, this process is achieved more indirectly than is learning in the Cognitive Domain. Exercises that stress leadership and working with others are examples of the Affective Domain at work in an indirect manner. 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 Civil Servants and their SGO.

304. Non-Attribution Policy (Chatham House Rule) Presentations by guest speakers, seminar leaders and panelists, including renowned public officials and scholars, constitute an important part of the BALTDEFCOL curriculum. To facilitate candour and a spirit of open exchange, the BALTDEFCOL maintains a policy of non-attribution as described in the College Regulations.

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305. Syndicate Guiding Officer (SGO) Beginning with the JCGSC 2012-13, the BALTDEFCOL has been making a concerted effort to transition to a SGO-facilitated adult learning environment. Likewise, the CSC 2013 will be a part of this process. The Syndicate Guiding Officer (SGO) is a Directing Staff Officer who is assigned to a specific syndicate with the primary role of facilitating the professional development of assigned Civil Servants. Thus, the SGO’s principal roles are to coach, mentor, and teach the syndicate. As such, this will require SGOs to invest the bulk of their time and energy into this effort. SGOs will monitor Civil Servants’ progress and foster professional growth through continuous feedback mechanisms – both formal and informal. The formal assessment will take place according to this Course Plan and CD directives. A specific combination of formative and summative assessments will be used during the Course to ensure that each Civil Servant receives an overall assessment with input from several sources. SGOs must have minimal distractions to their SGO duties. It is the responsibility of Department Directors and Senior National Representatives to proactively coordinate with the Course Director to anticipate and / or mitigate any distractions that might conflict with SGO duties. Assignments of CSC students to specific Syndicates will be made by the Course Director at the beginning of Phase 1. 306. Civil Servants’ Representational Structure a. The Class Leader (CL) The JCGSC’s Class Leader also serves as the Civil Servants’ Class Leader. The Class Leader is the Civil Servant’s voice in the command chain and represents the Class in all the issues not covered by other representational structures. He/she will disseminate information to the students and act as the focal point in collecting the corporate view of the class on significant issues and passing the opinion to the Course Director and staff members. He/she must be able to contribute to the College representation and Course’s events when requested. In the conduct of official duties, the CL has delegation authority with respect to fellow Officers and Civil Servants.

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The Class Leader’s responsibilities include, but are not limited to: Disseminates information to Officers and Civil Servants. Acts as the focal point in collecting the corporate view of the class on

significant issues and passes the opinions to the DS1. Maintains direct communication with and takes guidance from the Course

Director regarding JCGSC and CSC initiatives. Contributes to the College representation and Courses formal events. Introduces and / or thanks Guest Lecturers and dignitaries as directed Maintains accountability of personnel during trips outside the College Ensures proper decorum and discipline is maintained by Officers and Civil

Servants. Organizes the planning and execution of Courses social events. Assists the DISTAFF in the planning and execution of athletic events. Organizes the planning and preparation of end-of-the-Course tokens on

behalf of Officers and Civil Servants. Organizes the Courses Lessons Learned / Lessons Identified briefing at

the end of each semester.

b. The Syndicate Leader (SL) Each syndicate has a Syndicate Leader who is one of the syndicate’s Officers / Civil Servants. This individual is selected by the SGO. The SL task is twofold: First, the SL assists the SGO, the Class Leader and Course Office in administrative and other matters and second, the SL is responsible for the internal atmosphere within the syndicate. For example, the SL assists in the selecting and coordinating social, sports and other activities outside the scheduled program. The SL is also responsible for selecting Class Assistant, when the syndicate is the responsible according to Weekly Schedule. The SL is not a permanent position and can be rotated as required by the SGO during the Course. c. The Class Assistant (CA) The Class Assistant is a rotational duty. The CA is responsible for the notification to the class when lessons start and notification to the lecturer that the class is ready. The CA is also responsible to provide a written attendance report every day NLT 0920 to the Course Office. When more than one Course is gathered in the lecture hall, the JCGSC / CSC CA will act on behalf of all Courses.

1 Note: while Officers and DS are expected to support and use the military chain of command as practiced in the College, BALTDEFCOL maintains an open door policy and Officers are free to take advantage of this policy as needed.

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Chapter 4 – Assessment System 401. Introduction Assessment is part of a continuous and holistic process that starts when the Civil Servant arrives at the College and is designed to support each Civil Servant’s professional development throughout the Course. The Course Director is responsible for oversight of the assessment process. Additionally, the CD is the only release authority for all grades. Within the Civil Servant assessment system, the CD is supported by the Syndicate Guiding Officers (SGOs), Head Teachers (HT) and other College Staff members. Throughout the process, the SGOs have the lead in capturing the holistic “pen picture” of assigned Civil Servants using information from all available DS vantage points. These “data points” are subsequently captured in writing on the Reports found in the Annexes. Upon graduation, each Civil Servant will receive a Final Report reflecting his / her individual performance and progress. The Civil Servant assessment system allows transfer of Civil Servant’s assessment to the European Credit Transfer and Accumulation System (ECTS). 402. Main Objective The main objective of the assessment system is to develop and mentor Civil Servants so that they realize their full potential. The assessment system used for CSC combines both formative and summative assessment methods. a. Formative Assessment A formative assessment is designed to give Civil Servants an opportunity to test their knowledge and skills and receive feedback from the DS on their strengths and weaknesses. It is also a part of the continuous Course evaluation, helping the College to develop the effectiveness of teaching at various points of the Course. All the formative assessments throughout the Course lead to a single summative assessment at the end of the Course. Applying the formative assessments of the Course to a final overall professionalism summative assessment at the end of the Course is the SGO’s responsibility, and represents the Civil Servant’s performance for Learning Area Four: Professionalism, Leadership, Ethics, and Management. This holistic assessment reflects the Civil Servant’s overall professionalism and contribution while attending CSC and his / her potential for future assignments.

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b. Summative Assessment Summative assessment methods are designed to formally assess performance and knowledge of Civil Servants in relation to the aims for the different Learning Areas set for the Course. Each Learning Area is assessed separately through a number of summative assessment methods as determined by each Learning Area Chief, which are approved by the Course Director and documented in the Course Plan. The following Learning Areas (LA) will be assessed and presented with a pen-picture for each in the Final Report:

LA 1 – Joint Combined Operations LA 2 – International Security and Strategy LA 3 – Defence Planning LA 4 – Professionalism, Leadership, Ethics, and Management LA 5 – Academic Writing

All exams will be essay format or based on a written task format. Unless approved by the Course Director, there will not be a separate exam format exclusively for Civil Servants. For Civil Servants, exams are to be either graded or non-graded (approved / not approved) or employ the CSC grading scale (Pass / Fail / Pass with Distinction).

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c. Tests and Exams Within the Respective Learning Areas Learning

Area Formative Tests

Summative Events and Exams

LA 1

M104 The Planning of Allied Joint Operations

25 Jan 2013

Combined LA-1 Exam

1st part – written Point Paper on LA-1 related

questions

2nd part – practical task w/Operational assessment

3rd part – verbal

presentation

4-5 Apr 2013 Exercise

(Full Spectrum

Operations)

4-22 March 2013

LA 2 There are no scheduled formative assessments

M205 International Law Exam

15 Jan 2013

LA 3 There are no scheduled formative assessments

LA 3 Exam (EXSUM)

May 2013

LA 4 Research

Project June 2013 Final Evaluation Seminar

8 Aug 2012 - 17 Jun 2013

LA 5 There are no scheduled formative assessments

Expository Essay

11 Jan 2013-4 March 2013

Argumentative Essay

25 March 2013-

17 May 2013

Presentation 28 May 2013

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d. Descriptions of Learning Area Assessments Assessment of LA 1 – Joint Combined Operations

The Director of OPD is responsible for developing an assessment system and for publishing separate directive for the Learning Area 1 “Joint Combined Operations” Exam. The assessment within Learning Area 1 consists of formative tests within LA1 and summative Learning Area 1 Exam. The Exam will include a combination of practical application of the joint functions and operational planning processes, a short written point paper on LA1 questions, and a verbal presentation on provided answers to the assessment boards. The result of formative and summative events will be given to the SGO as a pen-picture of their performance according the BALTDEFCOL Qualities and Capabilities or any other way of showing the individual’s ability in a given activity. The SGO will consider the input as a part of the overall assessment of the individual. Each Civil Servant will receive the results of tests and exams after review by the Course Director. Exam results will not be shared with others and will only be used by College staff for official purposes. Assessment of LA 2 – International Security and Strategy Assessment of the Learning Area 2 is based on one summative assessment. The summative assignment is an open book exam on Module 205 “International Law”. The Civil Servants will analyse two complex scenarios from legal point of view. They will be required to identify problems, analyse them in the light of previous teachings and preparatory reading materials and by doing that provide answers to the questions / tasks.

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Assessment of LA 3 – Defence Planning The Learning Area 3 "Defence Planning" assessment is based on one summative assignment, a comprehensive exam that consists of one or more Executive Summaries or other written and graded tasks. Assessment of LA 4 – Professionalism. Leadership, Ethics, and Management The assessment within Learning Area 4 “Professionalism, Leadership, Ethics, and Management” combines a formative assignment and overall participation.

LA 4 emphasizes the “whole person concept” in the assessment process. The summative overall participation assessment is conducted primarily by direct observations made by the Syndicate Guiding Officer (SGO), while taking into account the results and tendencies from formative assignments. This assessment is continuous and starts from day one to the end. In

addition, SGO will be supported and will consider any comments made by other Directing and Support Staff members. Assessment of LA 5 – Academic Writing The summative assessment of Learning 5 (Academic Writing) consists of three elements: an Expository Essay, an Argumentative Essay and a formal presentation of the Argumentative Essay. Each element is assessed by an assigned censor. A separate directive, issued at the beginning of the Course will describe the criteria for these assessments. e. Course Director Oversight All summative assessments will be reviewed by the Course Director for completeness and compliance with assessment requirements before being released to Civil Servants. This does not imply that the CD will assign grades or “over-ride” assigned grades. However, in an environment in which grades are often assigned by multiple members of the Directing Staff, the CD serves to ensure that grading is done fairly and equitably across the full spectrum. Likewise, the CD is responsible for identifying any irregularities in grading and bringing them to the attention of the appropriate Project Officer and Departmental Director for resolution.

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f. Honour Code The CSC adheres to a strict policy regarding Academic Misconduct as prescribed in the BALTDEFCOL Regulations. At the beginning of the Course, Civil Servants will be introduced formally to the policy and will be asked to sign a statement of concurrence. Additionally, all written submissions from the CSC must be written using the Template for academic writing, which has a Cover Sheet. The Cover Sheet includes the following three components: “I hereby certify that the document presented here is written entirely by

me, except where otherwise indicated using appropriate references.” “This text represents the exact document that I intended to submit.”

Civil Servant’s Signature

g. Academic Awards At the time of this publication, decisions about academic awards are pending and will be addressed in a separate directive.

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h. Grading Scale. Civil Servants will be evaluated as defined below:

Grade Criteria

Pass with Distinction

An exceptional performance. The Civil Servant demonstrates an outstanding grasp of the subject matter; a clear ability to make a strong / advanced evaluation of the material given, which involves an advanced degree of critical thinking; a refined capacity for original, creative, and logical thought; a strong ability to organise, analyse, synthesise and integrate ideas and thoughts, both in writing and during presentations. The Civil Servant consistently contributes thoughtful insights based on class materials and relevant current events; is a catalyst for fellow officer and civil servants’ comments; and considers the comments of others attentively and respectfully. The Civil Servant is not only an exceptional individual performer, but makes consistent and leading contributions to the benefit of other coursemates, the syndicate, the Joint Course, and / or the Baltic Defence College. Finally, the Civil Servant enthusiastically embraces and actively seeks to achieve the stated endstate of the Civil Servants Course.

Pass

A satisfactory performance. The Civil Servant shows a satisfactory knowledge of the subject matter he or she is investigating; a sufficient understanding of the relevant issues; a fair familiarity with the relevant literature and techniques; sufficient capacity for original, creative, and logical thinking; an average ability to organise, analyse and examine a subject in a constructive manner; and adequately expresses thoughts, both in writing and during presentations. The Civil Servant contributes acceptable insights based on class materials – although sometimes more often when prompted by an instructor. He or she participates in small group activities. The Civil Servant generally embraces and / or seeks to achieve the stated endstate of the Civil Servants Course.

Fail

A failing performance. The Civil Servant’s contribution fails to meet reasonably expected results and professional criteria. The Civil Servant is not willing or unable to contribute to any group activities. The Civil Servant reluctantly embraces and / or does not pursue the stated endstate of the Civil Servants Course.

i. Overall Performance Grade There is no overall grade given for Civil Servants attending the CSC. However, each Learning Area will report a Pass / Fail / Pass with Distinction grade to the Registrar, Course Director, and SGOs for the preparation of the CSC Final Report and other required documents.

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j. Assessment Policy The Civil Servant earning a ‘Fail’ grade in one or more of the separate assessed Learning Areas will not graduate from the Course. However, if the Civil Servant misses an assessment for a legitimate, pre-approved reason, the appropriate Director of Department will determine an alternate assessment method and inform the CD prior to implementation. The following options may replace the value of points of the missed activity: The performance in other exercise(s) can be weighed more heavily. An examination with equal value may be administered. An additional professional evaluation, as determined by the Learning Area

Chief and Director of the Department, might be conducted. An alternate project / activity might be conducted. Other methods may be employed as coordinated with the Course Director. k. General Appeal Procedure If a Civil Servant is dissatisfied with an assessment or grading of an exam, paper, or exercise performance, the Civil Servant has the right to provide notice of a pending appeal in writing to the Director of Department responsible for the Learning Area within 2 business days. This notice will be followed by a written justification within 5 business days. In such cases and if the appeal is considered valid by the Learning Area Chief, the Learning Area Chief will appoint at least one new examiner, who will be independent of the previous examination. In the second examination, the examiner will express his / her opinion on the Civil Servant’s statements. However, the examiner’s primary duty is to present a new, independent statement on the exam, paper or performance. The Department Director,having conferred with the Course Director, and based on the assessments / statements determines the final grade. It is important to note that the grade could go up, down, or remain the same. If the Civil Servant remains dissatisfied of the assessment and the decision, the Civil Servant can appeal in writing to the Commandant within 4 business days after receipt of the new grade. If the Commandant considers the appeal valid, he may then set a board to evaluate the case. The Commandant, having heard the Civil Servant, the Learning Area Chief and the evaluation board results, then determines the final grade. This decision is final. l. Exceptions to Grading Policy Exceptions to the established grading policy must be to address a critical need, transparent to all involved staff, provide the benefit of any doubt to the Civil Servant, and infrequent in nature. They will be recommended on a case by case basis by Departments or SGOs to the Course Director for approval.

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403. Record Management To facilitate the administrative process, keep necessary records, and contribute to the “institutional memory” of the College, the Course Office maintains information regarding the results from both the formative and summative assessment assignments, as well as documentation from the formal dialogues between Civil Servants and SGOs in accordance with College policy. The Course Office creates, and together with SGOs manages, every Civil Servant’s personal file. All major deliverables – Exercise Reports, Interim and Final Reports – are submitted to Course Office and are kept in each Civil Servant’s individual file for a period as required by College regulations and other directives. These records are kept in strict confidentiality, meaning only SGOs, Course Director, and the Registrar has access. No assessment documents may be released outside of the College without the approval of the Course Director and consultation with the appropriate SGO. The Final Evaluation Seminar (aka Final Report) is the only assessment document releasable to sending nations. However, as stated, this will only be done with the approval of the Course Director and in consultation with the appropriate SGO. All final assessment documents will also be completed and maintained as hard copy in the archive. In accordance with Commandant’s Order 46/14.02.2011, all interim reports will be destroyed at the end of the Course. Only final reports and those required documenting any shortfalls in Civil Servant performance leading to a failure to graduate or misconduct as required by College directives will be maintained by the Registrar. 404. Assessment Cycle a. SGO Dialogue (SGO – Civil Servant) The SGO will meet with each Civil Servant on a monthly basis to conduct a SGO Dialogue. Using the SGO Dialogue Report, the SGO is to provide a written summary of the Civil Servant’s progress (Annex B) to the Course Office for Course Director review and inclusion in the Civil Servant’s local file. The purpose of the dialogue is to facilitate a professional exchange between the SGO and Civil Servant as part of the coaching, mentoring, and teaching process. The SGO should present a holistic picture (“whole person concept”) to the Civil Servant about his / her performance. The SGO Dialogue also serves as the forum for the overall information exchange between the Civil Servant and SGO. The SGO may, at any time, provide additional written feedback in the event Civil Servant progress and/or professional conduct and behaviour has been observed. This feedback will include the observed behaviour and performance as well as the necessary corrective actions to bring the back into normal standards of academic or professional performance.

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b. CD Dialogue (CD – Civil Servant) At any time, the CD has the authority to issue a letter of counseling and record a letter of discussions with the Civil Servant for Course records. c. SGO Huddle (CD – SGO) The JCGSC / CSC CD will schedule meetings as needed where all SGOs are present. In addition to addressing any coordination and guidance issues as required, these meetings will address the SGO’s progress and other matters. d. Evaluation Seminar (CD – Directing Staff/SGO) The CD conducts three evaluation seminars during the Course in order to get an accurate picture of officer performance. The CD will, during the evaluation seminars, also review the level of assessment amongst the SGOs. Evaluation seminars are scheduled as follows: Evaluation Seminar 21: The aim of this seminar is to produce formal

feedback to the Civil Servants. Interim Report Two is also intended to provide a “rehearsal” for the SGOs and CD to determine if the information available will produce a valid final assessment of the Civil Servant and allow for additional coaching and mentoring to maximize the Civil Servant’s development prior to the final assessment seminar. The Course Office will maintain the Interim Report on a temporary basis until graduation.

Final Evaluation Seminar: The final evaluation seminar will be held at the end of the Course. The aim of this seminar is to produce the Final Report.

1 The first Evaluation Seminar for Civil Servants is deliberately identified as “2” in order to maintain consistent naming conventions with the Joint Course.

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405. Report Process a. General Formal assessments of Civil Servants’ 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 Civil Servants of particular

strengths and weaknesses as a basis for tutoring and guidance. This indication is important in order to develop the potential of the Civil Servant.

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

b. Exercise and Assignment Report During certain parts of the teaching, Civil Servants’ performance will be assessed formally, using the Exercise and special Assignment Report (Annex C). The Project Officer (PO) or Head Teacher (HT) is responsible for the assessment of the Officers (i.e. defining the applicable Qualities and Capabilities). c. Interim Report The Interim Report (Annex D) is a written record of each Civil Servant’s performance, produced after Evaluation Seminar 2, in order to provide formal feedback to the Civil Servants. The feedback is given by the SGO in an individual meeting with each Civil Servant. The written products from Evaluation Seminars will not be released to the sending nations without both approval from the CD and consultation with the respective SGO. d. Final Report The Final Report (Annex E) is a written record of each Civil Servant’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, 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 BALTDEFCOL personnel, sponsoring nations, and sending nations have access.

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406. Qualities and Capabilities To support the SGOs and other DS members in their role as mentor and coach, the College uses the eleven Qualities and Capabilities (Q&C) as a basis to assess the progress and performance of the Officers (Annex A). The Q&C matrix is a part of the Exercise and Assignments Report as well as other reports. 407. Misconduct and Procedures for Civil Servants Failing to Meet Standards The sending states aim to select Civil Servants in accordance with the CSC admission requirements, both in academic competence and in conduct as Civil Servants. While we expect that failing to meet the Course standards or personal conduct standards will be a rare occurrence, it will be necessary to identify and attempt to correct significant deficiencies early and to provide a formal structure of warnings and special reports. In the case of general Course performance shortfalls there are 3 formal levels of warning: Level 1: SGO. When responsible SGO is concerned that a Civil Servant is

not making satisfactory progress or contributes insufficiently to the Course, the SGO is to discuss this with the CD JCGSC/CSC and the Senior National Representative (if appointed). The SGO then informs the Civil Servant that his/her progress is below standard, requires a swift improvement, and that the CD JCGSC/CSC and SNR have been notified.

Level 2: CD JCGSC/CSC. Should performance not improve, a written

memorandum will be compiled by the CD (in consultation with the SGO) and will be read to the Civil Servant, who will sign it. At this stage the CD informs the Commandant and the SNR.

Level 3: Commandant. If progress still continues to be unsatisfactory, the

Commandant may decide that the Civil Servant will be removed from the CSC list and inform the sending state that he/she is no longer a Civil Servant at the Course.

Regardless of the level of warning, all formal counseling and administrative actions under this paragraph will be recorded in writing and countersigned by the Civil Servant. In the case of academic or personal misconduct, Civil Servants may be removed from the Course and returned to their home country in accordance with procedures approved by the Baltic States and the current BALTDEFCOL Regulations.

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408. Graduation Documents Upon successful meeting graduation requirements, each Civil Servant receives a Diploma, Diploma supplement, and Civil Servants Course badge. The Diploma certifies the qualifications obtained as a result of successful graduation and is signed by the Commandant. The Diploma supplement is issued together with the Diploma to facilitate transfer of academic Distinction into the civilian degree programmes of the universities, should the graduate decide to pursue such a degree. 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 and Accumulation System) required by the universities in order to 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. The Diploma supplement is signed by the Course Director and the Dean of the College. Civil Servants who complete the Course with the final result ‘Fail’ will receive a Certificate confirming that he / she has attended the Course.

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Chapter 5 - Curriculum Development

501. Course Evaluation Process The existing curriculum for the CSC is the product of several years of development, lessons learned from previous courses, and the influx of the best practices from many countries. It reflects the attitudes and the beliefs of a large number of dedicated professionals from the Baltic States and elsewhere, who have attended the College, have served on the faculty, and also have considerable experience in other professional military educational institutions. 502. Course Feedback System In order to improve and develop the Course and the content, a feedback and evaluation system is used, involving the Civil Servants attending the Course, the Directing Staff, the Management Group of the College and other persons involved in delivery of the teaching. While the system described below is formal and results in a Course Report, necessary adjustments to the Course in progress should be coordinated as needed within all Learning Areas. The necessary changes should be implemented in a timely manner. They should not be delayed until the production of a final Course feedback report. This will ensure that changes required in the short-term as well as the long term perspective are captured. Feedback from Officers and Civil Servants Attending the Course At the end of each Module or Sub-module, each Officer/Civil Servant will provide Module or a Sub-module feedback. This is done by filling in an electronic feedback questionnaire. This electronic feedback is not anonymous. The aim is to get more information on to what extent the aims and objectives have been achieved and to what extent teaching activities should be sustained or refined. Civil Servants are also encouraged to contact their SGOs and College Staff directly to make comments and suggestions for improvement in a direct and frank way for the CSC and the College. This method of Course feedback has often proven to be most effective towards long term positive Course developments. Feedback from Directing Staff All Directing Staff involved in planning and teaching shall submit observations and lessons identified connected to different teaching activities. Additionally, DS Officers participating in an event are required to submit feedback to the Project Officer for inclusion into his final report to the Department and Course Director.

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The Project Officers responsible for the Modules have a key role. They shall: Assist the Course Office in preparing electronic end of Module or Sub-

module feedback questionnaire on the ILIAS System or manually. Collect and analyse Officers´/Civil Servants’ Module or Sub-module

feedback, tests and/or other assigned tasks during the Module or Sub-module, but also Directing Staff and Support Staff input.

Present his/her findings and recommendations at the Module evaluation meeting or other forum as required by the Director of the Department (in the BALTDEFCOL Module and exercise planning system as practiced by OPD this meeting is named M-4 or after action meeting).

Write the Module or Sub-module Feedback Executive Summary and submit to Course Director via Department Director.

Include external contributors’ feedback. The report will comment on to which extent aims and objectives have been achieved. It should also clearly outline what should be sustained and give recommendation on changes to aims, objectives, time apportionment and teaching activities.

External Contributors Senior Mentors, Guest Lecturers, Subject Matter Experts and others involved in the delivery of the teaching will be encouraged to provide input on how to develop and improve teaching in various areas through the Project Officer for Module. Visits to/from other educational institutions will also provide input and reflection on how to develop the Course. The input will be captured by the Directing Staff, Directors of Departments and Course Director in their recommendations. Directors of Department Based upon the Module Feedback Executive Summary, at the end of the Course, the Departments will present an end of Course Learning Area Report to the Course Director, focusing on recommended changes. The Course Director Based upon the Officers´ End of Course Review, Learning Area Reports from the Departments and the CD’s own observations, the Course Director will produce a Course Evaluation Report. This Report will be forwarded to the Commandant and provided for planning use for the College. This Report should capture recommended changes for the Course. The Commandant The internal reporting process, combined with any validation reports, is important inputs to the development and improvement of the JCGSC/CSC. The changes to be made to future courses are decided by the Commandant, inter alia based on the Course Evaluation Report, and will be manifested in

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the Commandant’s JCGSC/CSC Course Development and Planning Guidance. If changes to the aim, scope and end-state of a Course are recommended and agreed by the Commandant, he will act in accordance with the Memorandum of Understanding signed by the Ministers of Defence of Estonia, Latvia and Lithuania.

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Chapter 6 - Learning Area 1

Joint Combined Operations 601. The Aim of Learning Area 1 The aim of Learning Area 1 is to develop the skills, knowledge, and creativity necessary to successfully design and plan Joint and Combined Operations across the conflict continuum. This includes providing detailed knowledge of Component and Service Capabilities, the Elements of Operational Design, the Joint Functions, Principles of Joint Operations and NATO Doctrine, with an emphasis on the Operational Planning Process. 602. Learning Aims and Objectives

Learning Aim LearningLevel

Learning Objective Number

Learning Objective (LOBJ)

Learning

Level

Understand the application of the NATO Strategic Concept within the Joint environment

2

1.1.1 Understand NATO and coalition forces joint capabilities 2

1.1.2 Understand the NATO joint operational command and control structure and concept 2

1.1.3 Understand the Comprehensive Approach and its place in NATO operations 2

1.1.4 Understand the relationship between Force Generation procedure, the Operational Planning Process and the Combined Joint Task Force 2

1.1.5 Understand the role of conventional forces across the conflict spectrum 2

Understand the relationship between military theory and doctrine

2 1.2.1 Understand key concepts of selected military theorists covering types of

operational warfare 2

1.2.2 Understand the application of operational art and joint doctrine in the land, air and maritime environments 2

Understand the Component level operations within the Joint Environment

1.3.1 Understand the C2, capabilities and the employment concepts of Maritime Forces within the Joint Force throughout the JOA.

2

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2 1.3.2 Understand the C2, capabilities and the employment concepts of air power within the Joint Force throughout the JOA. 2

2 1.3.3 Understand the C2, capabilities and the employment concepts of Land Forces within the Joint Force throughout the JOA. 2

2 1.3.4 Understand the C2, capabilities and their employment concepts of Special Operations Forces within the Joint Force throughout the JOA. 2

Understand doctrine, and concepts of STRATCOM and Info Ops

2 1.4.1

Understand NATO policy and concepts of STRATCOM and Info Ops

2

1.4.2 Recognize relation of STRATCOM and Info Ops to military functions and capabilities at operational level 2

1.4.3 Understand the role of STRATCOM and Info Ops for Planning Military information activities and related products 2

Understand the contemporary and emerging operational environment and impact on force structures and doctrine

2

1.5.1 Understand the nature of Allied Crisis Response Operations and the operational considerations of the application of joint doctrine. 2

1.5.2 Understand the evolution of conflict and emerging operational trends and threats 2

1.5.3 Understand the requirements for the conceptual development and evolution of the Armed Forces 2

Understand the principles of Operational Art and Operational Design

2

1.6.1 Understand the concept of Operational Art and manoeuvre warfare theory 2

1.6.2 Understand the elements of the operational design within operational planning 2

Understand the Principles of Joint Operations

2

1.7.1 Understand the levels of war 2

1.7.2 Understand the core concepts and principles for Allied Joint and Multinational Operations 2

1.7.3

Understand the characteristics of operations at the operational level

2

1.7.4 Understand theatre geometry and C2 relationships to the operations of the Joint Force 2

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1.7.5 Understand Rules of Engagement and their employment within the Joint

Force. 2

1.7.6 Understand the deployment and employment of the Joint Force capabilities and the synchronization of effects across the Joint Operational Area 2

1.7.7

Understand joint and multinational logistic concepts to sustain and maintain the force during joint operations

2

Prepare and plan for Employment of Allied Joint Forces (NATO OPP)

2 - 3

1.8.1 Understand the NATO Operational Planning process with priority to Phase 3 and Phase 4a 2

1.8.2 Understand the principles and requirements for NATO Knowledge Development and the Comprehensive Preparation of the Environment (CPOE)

2

1.8.3 Contribute to the Comprehensive Preparation of the Operational Environments. (CPOE) within operational planning processes and outputs. 3

1.8.4 Contribute to planning and execution of a combined joint operation within a crisis response scenario in an exercise setting 3

44

603. LA 1 – Scope The LA 1 activities have been grouped into 6 Modules as follows12:

Nr. Module Sub-Modules

CSC 01 Joint Operations Familiarization

CSC 011 – Introduction to Military Theory CSC 012 – Components’ capabilities and operations CSC 013 – Joint Operations and Joint Functions CSC 014 – Non-Article 5 Crisis Response Operations

103 Allied Joint Operations 1034 – STRATCOM

104 The Planning of Allied Joint operations

1041 – Overview of NATO Operational Planning Process 1042 – NATO Operational Planning Process Phase III and IVa

106 International Study Tour 1061 – International Study Tour

107 Exercises 1071 – JOPG – operational planning 1072 – Execution of an operation 1073 – CJSE 2013 “SWEDEX”

108 Exam 1081 – Exam. Operational Art and Joint Operations

12 The Modules numbering is following the design provided for JCGSC 2012/2013.

45

Sub-Module Aim of Sub–Module Supported

LAaOBJ’s Content Methods Duration Learning

Level Code Title

CSC 011

Introduction to

Military Theory

Familiarize students with selected military theories

and understand their relationship to military

doctrine and operational art. Provide understanding

of basic terminology related to the Operational

Art

1.2.1 1.5.2 1.6.1 1.7.1 1.7.3

Introduction to Military Theory and the Theory of War Generations of War

Military Doctrine Military theories

Military Strategists and Strategy Study of War

Center of Gravity Analysis Introduction to Operational Art Case Study Joint Operations

LEC LED SYW

7

2

CSC 012

Components capabilities

and operations

Understand the tactical and operational

capabilities of Land, Air, Maritime and Special

Forces Component and their deployment and

sustainment

’1.1.5 1.3.1-1.3.4

1.7.6 1.7.7

Land forces, Navy, Air Forces and Special Forces capabilities

Components contribution to joint operations

Components deployment and sustainment

LEC LED

8

2

CSC 013

Joint Operations and Joint Functions

Familiarization with principles and functions of

joint operations. Introduction to operational

factors and forms of

1.1.1 1.1.2 1.1.4 1.2.2

Principles of Allied Joint Operations including Deterrence

Command and Control in Allied Joint Operations

Contemporary Joint Operations Joint functions

LEC LED SYW

5 2

Module: CSC 01 Joint operations familiarization

Aim: Develop the student’s understanding of selected military theories and understand their relationship to military doctrine and operational art, and understand services capabilities and role in conventional and CRO operations.

Module Duration: 24 hours

Learning Level: 2 Department: OPD

46

manoeuvre 1.7.2 Joint force organization and joint command relationships

Operational area organization Operational factors and forms of

manoeuvre Operational Case Study

CSC 014

Non-Article 5 Crisis

Response Operations

Understand the nature of CRO and the predominant

campaign themes

1.1.3 1.1.5 1.5.1 1.5.2

Military assistance to CA Support to Humanitarian Assistance operations (disaster relief, dislocated

civilian support, consequence Management)

Political and Humanitarian Organizations (UN, IOs, NGOs)

Embargoes Maritime interdiction operations

No-fly zone

LEC LED

4 2

47

Module: 103 Allied Joint Operations Aim: To understand the principles of Allied Joint Operations. Joint Functions and STRATCOM

Module Duration: 32 hours Learning Level: 2 Department: OPD

Sub-Module Aim of Sub–Module

Supported LAaOBJ’s

Content Methods DurationLearning

Level Code Title

1034 STRATCOM

Provide understanding of NATO policy,

doctrine, and concepts of

STRATCOM and Info Ops. To Understand

the role of information activities in

manoeuvre warfare and operational art

1.1.4 1.2.2

1.4.1-1.4.3 1.5.2 1.6.1 1.6.2 1.7.3- 1.7.5 1.8.1

NATO policy and concepts of STRATCOM and Info Ops, the information environment, challenges to strategy and narrative, and

synergy of information activities Relation of operational Inf to military

functions and capabilities (STRATCOM, Public Affairs, Media Ops, Social Media, PSYOPS, OPSEC, EW, MILDEC, CNO, Key Leader Engagement, CIMIC, and

Targeting) Planning of Military information activities

and product inputs in planning phases 1,2,3 and 4a according to COPD

Measurement and assessment of success (MOP, MOE, MOEff, impact indicators,

threshold) of information environment and military activities aimed at influencing the

behaviour of approved audiences Info Ops related deficiencies, opportunities and requirements in selected historical and

real world operations

LEC SYW CST

32 2

48

Module: 104 The Planning of Allied Joint operations

Aim: The Module Aim is to provide knowledge on NATO operational level planning procedures and to develop training audiences’ skills of independent and critical thinking in complex situations

Module Duration: 78 hours Learning Level: 2 and 3 Department: OPD

Sub-Module Aim of Sub–Module

Supported

LAaOBJ’sContent Methods Duration

Learning

Level Code Title

1041

Overview of NATO

Operational planning process

Understand the procedures and

responsibilities governing the preparation, approval,

assessment, implementation and

review of NATO operations plans

1.1.3 1.1.4 1.2.2

Review of NATO Operational planning process

The structure and functions of the Joint Operational Planning Team

Terminology The role of the strategic and component

level Operational assessment process

Formative test

LEC/LED/SYW 30 2

1042

NATO Operational

planning process’ Phase III and IVa

Be able to apply NATO Operational Planning

Process’ Phase III and IVa in accordance with

Comprehensive Operational Planning

Directive (COPD)

1.4.1.-1.4.3 1.5.1 1.6.2 1.7.4 1.7.5 1.8.1 1.8.2 1.8.3

Comprehensive Preparation of the Operational Environment (individual

written assignment) Development of COGs and Operational

Design Opposing and friendly force COAs

development Execution of War Gaming

LEC/LED/SYW 48 3

49

Module: 106 International Study Tour Aim: Understand the role of the staffs in a joint environment, the C2 of the joint forces and the coordination between the joint and the

military-strategic/political level of war.Module Duration: 43 hours Learning Level: 1 and 2 Department: OPD

Sub-Module Aim of Sub–Module Supported

LAaOBJ’s Content Methods Duration Learning

Level Code Title

1061 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

1.1.1_1.1.3, 1.1.5, 1.2.2, 1.3.1-1.3.4, 1.5.1

Introduction to the IST LEC 1 1

Preparation of IST and briefings LEC/SYW  3 2

International Study Tour IST 39 2

50

Module: 107 Exercises Aim: Organize JCGSC and CSC students into JOPG to enhance their capabilities to plan and conduct combined joint operations at

the Operational level. Module Duration: 255 hours Learning Level: 3 Department: OPD

Sub-Module Aim of Sub–Module Supported

LAaOBJ’s Content Methods Duration Learning

Level Code Title

1071 JOPG –

operational planning

Practice students in the planning function and operation of a JOPG

All

Apply the operational planning process within a NATO combined joint operational scenario

Conduct and apply CPOE within an analysis framework

EX 90 3

1072 Execution

of an operation

Introduce students to the operation of a JOC and the

role and operation of the OD within a JHQ

All

Practise the operation and coordination of the major engagement and effects Boards which

run current operations EX 45 3

1073 CJSE 2013 “SWEDEX”

Contribute to planning and execution process for the

conduct of Combined Joint Staff Exercise in a scenario

driven PSO CPX

All

Applying the basics and principles of the CC and CJTF level planning and mission analysis

for a PSO

Contributing to the planning and execution of the PSO CPX

Executing SOPs related to specific staff work, within respective functions

CPX 120 3

51

Module: 108 Exam Aim: Assess CSC student understanding of LA-1 teaching area and their capability to apply the principles and tools of joint planning at

the operational level. Module Duration: 11 hours

Learning Level: 3 Department: OPD

Sub-Module Aim of Sub–Module Supported

LA OBJ’s Content Methods Duration Learning

Level Code Title

1081 Operational Art and Joint Operations

Assess individual students understanding of the application of military theory within contemporary military planning and operations environments

1.2.1 1.2.2 1.3.1-4 1.7.5 1.8.1-1.8.2

Essay on Military Theory vs. Practice/

Practical task w/Operational assessment

Verbal presentation

Exam 11 3

52

Chapter 7 – Learning Area 2 International Security and Strategy

701. 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. 702. LA 2 – Scope The LA 2 activities have been grouped into 5 Modules as follows:

Nr.

Module Sub-modules

205 International Law

2051 – International Law

53

703. LA 2 – Modules and Sub-modules

Module 205: International LawAim: Apply the legal framework of military operationsModule Duration: 42 hours Learning Level: 3 Department: DPS

Sub-modulesAim Learning Objectives Level Content Methods Duration

Code Title

2051 International Law

Apply the legal

framework of military operations

Understand the legal framework of use of armed

force 2

Legality of Use of Force

LEC/LED/ CST/SYW

42

Types of Armed Conflicts and Applicable Legal

Frameworks

Respect to Human Rights in Military Operations

Employ the humanitarian law and human rights law in

operational context 3

Protected Persons and Objects in Armed Conflict

Concept of Direct Participation in Hostilities

Apply the legal framework to planning and conducting

of military operations 3

Means and Methods of Warfare

Law of Naval and Air Warfare

Understand the enforcement of international

criminal law 2

Typical Operational Law issues (mandate, SOFA, ROE, claims, detention)

Enforcement of International Criminal LawCommand

responsibility, international crimes and legal process

54

55

Chapter 8 - Learning Area 3 Defence Planning

801. The Aim of Learning Area 3 The aim of Learning Area 3 is to develop capabilities knowledge and skills in planning, maintaining Defence capabilities. The LA 3 activities have been subdivided into 2 Modules as follows:

Nr. Module Sub-modules

302 Defence Policy, Planning and Decision - Making 3021 – National Strategic Decision - Making

3022 – NATO and EU Defence/Force Planning 3023 – Baltic Defence Study Tour

303 Strategic Planning of Operations and Military Response to Civil Crisis

3031 – Strategic Planning of Operations3032 – Crisis Management for Hybrid Threats

56

802. LA 3 – Modules and Sub-modules

803. LA 3 – Modules and Sub-modules

Module 302: Defence Policy, Planning and Decision - MakingAim: 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 officers are expected to be able to apply this knowledge and understanding in their future assignmentsDepartment: DMO

Sub-modulesAim Learning Objectives Level Content and Topics Methods Duration

Code

Title

3021

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. Analyse 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. Political and strategic leadership

LEC LED SYW

18 Scheduled

hours 12

Preparation hours

3022

NATO

defence and EU

capability planning

Understand

NATO defence and EU capability

planning as framework for

development of member and partner state

forces

Explain/ understand NATO defence and EU capability

planning principles and mechanisms

Show/ Recognise

relationship between political decisions, defence

planning and forces for operations

2

2

1

Implication of political decision making and

guidance NATO defence planning process

Development of EU military capabilities.

Collective and National Defence Planning

LEC LED SYW

25

Scheduled hours

12 Preparation

hours

57

3023

Baltic Defence

Study Tour

Synthesise aims and contents of 3021, 3022 and 303 by offering the students first-hand

knowledge how political and defence related decision making as well as defence planning is

conducted in 3Bs.

3

Factors influencing national security and defence policies of the Baltic States;

National decision-making in 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. Military operative capabilities in 3B

CS LED

1 week

58

804. LA 3 – Modules and Sub-modules Module 303: Strategic Planning of Operations and Hybrid ThreatsAim: Synthesise principles and process of strategic planning for joint expeditionary and inter-agency operations.Module Duration: 4 + 4 days Learning Level 3; the officers are expected to be able to apply this knowledge and understanding in their future assignmentsDepartment DMO

Sub-modulesAim Learning Objectives Level Content and Topics Met Duration

Code Title

3031 Strategic

planning of operations

Apply principles and process of planning for multinational

operations at strategic level.

1. Analyse real life scenario by using COPD Knowledge

Development (KD) procedure. 2. Understand the complex dynamics of international

operations.

4

2

Assessment of situation (KD); Situation brief;

Recommendations for COAs;

LEC LED EXE

25 scheduled hours

12 preparation hours

3032

Crisis Management

for Hybrid Threats

Understand the concept of Hybrid Threats and how NATO Crisis Management relates to it.

1. Understand the involvement principles of various

governmental and non-governmental institutions in

crisis and emergencies. Preparedness and

management. 2. Apply the concept of NATO,

(EU and UN) crisis management systems.

3. Analyse military support to the management of civil crisis.

2

3

4

NCRS Role of different

actors ; Governmental CM

institutions; Civil-military

relations in decision-making;

Inter-agency cooperation.

LEC LED SYW EXE

32 scheduled hours

15 preparation hours

59

Chapter 9 - Learning Area 4 Professionalism, Leadership, Ethics, and Management

901. The Aim of Learning Area 4 The aim of Learning Area 4 is to develop the knowledge and skills necessary to be effective leader in national and multinational environments. The LA 4 activities have been grouped into 2 Sub-modules as follows: Nr. Module Sub-modules

LA 4 Leadership 4012 - Leadership

60

902. LA 4 – Modules and Sub-modules Module 4011: Leadership

Module duration: 21 days Learning Level: 6; based on their previous education and experience as leaders (and followers) the Officers are expected to be most able to judge, select, value and evaluate leadership related questions and situations in their future assignments Department: DMO

Sub-Module Title of the

Sub-module

Aim Learning Objectives Level Content and topics Methods Duration Code Title

4011

Introduction to

Leadership

To analyse leadership theories

those affect the roles of

the individual as a team/

staff member

and leader.

1. Get familiar with BALTDEFCOL environment.

2. Understand theory of group dynamics and team

building. 3. Apply team building

methods to develop group cohesion/unity.

4. To enhance (apply) the organizational

communication skills (documentation and

presentations). 5. Understand importance

of self-awareness, self-assessment and

development of life-long learning.

2

2

3

3

2

BALTDEFCOL as an educational

organization (Course plan, assessment, BALTDEFCOL

regulations ); SGO system (SGO hours);

Students and DS introduction; Theory and practice of team building;

Syndicate dynamic; Organizing Syndicate work;

Formal communication (Papers [purpose, style, memo, minutes,

summary, order, point paper], presentations, electronic communication); Leadership theories and models (including

officership); Methodology of self-development (student’s self-development plan)

LED LEC SYW

39 Scheduled

hours

18 Prepa-ration hours

61

4012 Leadership

To interpret and

examine leadership aspects.

1. Understand contemporary leadership

environment. 2. Understand the

fundamental theories of ethics and the possibility

of their application in military environment.

3. Apply command and leadership abilities for future military service

4. To analyse the factors influencing leadership in

military environment. 5. convey your message

to the general public 6. Apply practical

communication skills with media.

2

2

3

4

Current trends of leadership(Complexity, system of system thinking);

Interaction of leader, follower and situation);

Adaptive leadership; Commander/leader in military environment

(leading institutions and professionals); Theories of ethics. Ethics and values in

different cultures; Ethics (ethical basis of decision making,

ethical dilemmas); Gender issues in military organizations

and leadership; Factors influencing leadership (Battle

stress, multicultural environment, technology v/s Human Factor);

Evaluation of self-development plan; Strategic and political leadership (factors affecting political decision making, CIV-

MIL interaction at strategic level); Managing changes in (military system

development in 3Bs) (Baltic Capitals study tour).

Media interview Role and functions of the media;

Principles of journalism; Creating and delivering a message;

Preparing for TV interviews; Preparing and conducting a media

meeting.

LEC LED SYW

50 Scheduled

hours

30 Prepa-ration hours

 

62

Chapter 10 - Learning Area 5 (Academic Writing) Academic Writing

1001. The Aim of Learning Area 5 (Academic Writing) To be able to analyse with confidence a problem pertaining to military or international affairs, and make a convincing presentation of one’s findings to a critical audience. 1002. LA 5 – Scope The LA 5 activities have been grouped into 1 Module as follows: Nr. Module Sub-modules

501 Academic Writing 5011 – Academic Writing

63

1103. LA 5 – Modules and Sub-modules Module 501: Academic WritingAim: Analyse in depth a chosen subject using principles and techniques of academic research and writing.Module Duration: 14 hours Learning Level: 4 Department: DPS

Sub-modulesAim Learning Objectives Level Content Methods Duration

Code Title

5011

Academic Writing

Analyse in depth a chosen subject using principles and techniques of

academic research and

writing

Understand analytical requirements for an academic research paper;

2 Principles and

requirements of academic writing

Research approach and process of

academic writing

Formal requirements for academic writing

Tutoring

LEC/SYW/AW/TUT 14

Apply the formats and formal requirements for an academic research paper

3

Apply general principles and standards of academic writing

3

Analyse a specific strategic or military affairs

subject through comprehensive research

4

Present the analysis verbally to a critical audience

3

64

Chapter 12 - Course Details 1201. Statistics

The CSC consists of 24 weeks or 119 scheduled days, including 6 individual study days and 2 CD Flex Days, equivalent to approximately scheduled hours. Scheduled days are all weekdays from Monday 7 January 2013 to Friday 19 June 2013 -excluding official holidays (according to the Estonian calendar), and other days as shown by the Curriculum Flow and College Directives.

Learning Areas / Activities Scheduled Hours

Percentage

LA 1 Joint Combined Operations 443 48%

LA 2 International Security and Strategy 42 5%

LA 3 Defence Planning 180 20%

LA 4 Professionalism, Leadership, Ethics, and Management 105 11%

LA 5 Academic Writing 14 2%

Administration (In/Out-processing, Study days, Graduation)

75 8%

TOTAL 914 100 %

Note: The table above reflects the percentage of in-class academic hours. These calculations are approximate based on 1 hr = 1 lesson hr = 45 minutes. Normal school day = 7 hr (7 lessons); Fridays are 4 Lessons and Exercises are about 11 hours per day. The table does not, however, reflect out of class time expenditures.

CSC 2013 BALTDEFCOL Restricted / When Completed

65

ANNEX A Qualities and Capabilities

Leadership

This is a measure of the officer’s/civil servant 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 officer’s/civil servant ability to understand things and draw relevant conclusions. The officer/civil servant is able to understand complex issues. The officer/civil servant is able to identify key facts. The officer/civil servant can relate the facts logically to the context and draw relevant

conclusions. The officer/civil servant is able to deal with a situation where many issues must be

handled simultaneously, in a timely manner.

Innovation and Initiative

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

Professional Knowledge

The officer/civil servant 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.

Flexibility of Thought

The officer/civil servant 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 officer/civil servant can express himself or herself in writing. The officer/civil servant writes in a flowing and understandable style. The meaning of the written work is always clear. The language is varied and accurate. The officer/civil servant uses the correct terminology in service correspondence.

Standard of Verbal

Presentation

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

Organizational The officer/civil servant should be able to prioritise his/her work, either when acting as a member of a team in syndicate work or organising their own private work

CSC 2013 BALTDEFCOL Restricted / When Completed

66

Skills The officer/civil servant plans tasks well. The officer/civil servant demonstrates a clear sense of priorities; both in his/her own individual work and in syndicate work. The officer/civil servant always has the right equipment for the tasks in hand.

Interpersonal Skills

This covers the whole spectrum of the officer’s/civil servant 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 officer/civil servant co-operates well with others, irrespective of their different cultural, religious or social backgrounds. The officer/civil servant can modify his/her behaviour appropriately to the circumstances. The officer/civil servant works well as a member of a team. The officer/civil servant demonstrates authority when put in positions of responsibility. The officer/civil servant is able to delegate effectively.

Courage and Standards

The officer/civil servant is expected to show moral courage, representing unpopular points of view for example. The College also expects our Officers/civil servants to follow certain standards, such as accepting the principles of democratic control of armed forces. The officer/civil servant is willing to do what is right, even at the cost of his or her own interests. The officer/civil servant 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.

Sound Judgment

This Q&C covers the officer’s/civil servant decisiveness and ability to make timely and well considered decisions. The officer/civil servant demonstrates critical application of available information to arrive at sound, timely decisions. The officer/civil servant can justify his/her decisions and opinions. The officer’s/civil servant decisions and opinions are appropriate for the circumstances.

CSC 2013 BALTDEFCOL Restricted / When Completed

67

ANNEX B1 SGO Dialogue Report ________________________________________________________________

Name: Country: Syndicate: ________________________________________________________________ 1. General Performance and Profile to Date Describe the Civil Servant’s overall performance. Identify three Civil Servant’s strengths, each followed by observation(s). “Bob’s briefing skills are exceptional – he was commended during the Mission Analysis briefing by the Head Teacher for his breadth of knowledge and persuasive delivery.” Identify three areas for improvement, each followed by a concrete observation(s). “Bob is not a team player – I’ve noted that he provides minimal effort to SYW unless he is the group leader.” 2. Recommendations for Improvement

Given the areas for potential improvement identified above, provide the Civil Servant with some definitive ideas about how he can improve.

Highlight how the Civil Servant is performing with respect to the CSC Endstate:

Enhanced their ability to work together with their military counterparts in the planning of military capabilities and their subsequent commitment to operations.

Enhanced their ability to contribute to the planning of military and non-military operations. Established a network of relations with their counterparts in the defence forces.

Do not write “Civil Servant does not require any improvement at this time” or words to that effect.

Civil Servant Signature: ____________________________ Date: ___________

SGO’s Signature: __________________________________ Date: ___________

Course Director's Review: ____________________________

1 Remove “Annex B” during actual use of this document.

68

ANNEX C1 Exercise / Special Assignment Report

Name: Country: Syndicate:

Civil Servant’s function during the assignment:

1. Overall Performance Scores.

Use a grade of Pass / Fail / Pass with Distinction to assess the performance of the exercise participant.

The overall assessment grade will be the average of six different grades.

HT has a right to increase or decrease the overall assessment by one grade.

Analytical Ability Pass

Innovation and Initiative Pass

Standard of Written Presentation Fail

Standard of Verbal Presentation Pass

Organizational Skills Pass w/ Distinction

Courage and Standards Pass

Sound Judgment Pass

Leadership Pass

Professional Knowledge Pass

Flexibility of Thought Pass

Interpersonal Skills Pass

2. Overall Assessment for the Summative Event: (Pass / Fail / Pass with Distinction) 3. General Performance and Profile to Date.

Describe the Civil Servant’s performance referring to the qualities assessed above.

Avoid flowery language that says nothing. “Bob shows courage in SYW.”

Identify three Civil Servant’s strengths, each followed by observation(s). “Bob’s briefing skills are exceptional – he was commended during the Mission Analysis briefing by the Head Teacher for his breadth of knowledge and persuasive delivery.”

Identify three areas for improvement, each followed by observation(s). “Bob is not a team player – I have noted that he provides minimal effort to SYW unless he is the group leader.”

Be honest and frank – your comments should justify the grade you’ve assigned.

1 Remove “Annex C” during actual use of this document.

69

4. Recommendations for Improvement.

Given the areas for potential improvement identified above, provide the Civil Servant with some definitive ideas about how he can improve.

Highlight how the Civil Servant is performing with respect to the CSC Endstate:

Enhanced their ability to work together with their military counterparts in the planning of military capabilities and their subsequent commitment to operations.

Enhanced their ability to contribute to the planning of military and non-military operations. Established a network of relations with their counterparts in the defence forces.

Do not write “Civil Servant does not require any improvement at this time” or words to that effect.

Civil Servant’s Signature: ________________________________ Date: __________

SGO’s Review: ____________________________________

Course Director's Review:____________________________

70

ANNEX D1 Interim Report (Evaluation Seminar 1 and 2)2

Name: Country: Syndicate:

Learning Area 4 grade to date: _____ (Pass / Fail / Pass with Distinction)

This grade is your assessment of how the Civil Servant is performing in Learning Area 4.

1. General performance and profile to date.

Describe the Civil Servant’s performance in terms of skills, knowledge, and attitude. Avoid flowery language that says nothing. “Bob shows courage in SYW.”

Identify three Civil Servant’s strengths, each followed by observation(s). “Bob’s briefing skills are exceptional – he was commended during the Mission Analysis briefing by the Head Teacher for his breadth of knowledge and persuasive delivery.”

Identify three areas for improvement, each followed by observation(s). “Bob is not a team player – I’ve noted that he provides minimal effort to SYW unless he is the group leader.” Highlight how the Civil Servant is performing with respect to the CSC Endstate:

Enhanced their ability to work together with their military counterparts in the planning of military capabilities and their subsequent commitment to operations.

Enhanced their ability to contribute to the planning of military and non-military operations. Established a network of relations with their counterparts in the defence forces.

Be honest and frank – your comments should justify the grade you have assigned.

2. Action points for improvement.

Given the areas for potential improvement identified above, provide the Civil Servant with some definitive ideas about how he can improve. “I would like to see you volunteer to brief more during the exercise.”

Do not write “Civil Servant does not require any improvement at this time” or words to that effect. We can all improve.

3. Assessment of Potential.

If appropriate, make recommendations about future positions in which the Civil Servant might be well-suited to serve. When designating a recommendation, state why you think it is appropriate for this Civil Servant. “Bob’s strong interpersonal skills and unique ability to

1 Remove “Annex D” during actual use of this document. 2 Note: Interim Reports are prepared by SGO for Evaluation Seminars one and two. Interim Reports are not to be released outside of the College – they are intended for developmental purposes only.

71

interact within a multi-national context indicate that he would be a tremendous asset in an international billet.”

Civil Servant’s Signature:____________________________Date:__________

SGO’s Signature:__________________________________ Date:__________

Course Director's Review:____________________________

72

ANNEX E1

Final Report Name: Nation: Syndicate: General Performance and Profile During the Course: SGO pen picture should effectively illustrate the “whole person concept”, with particular emphasis on the Civil Servant’s strengths.

Highlight how the Civil Servant performed with respect to the CSC Endstate:

Enhanced their ability to work together with their military counterparts in the planning of military capabilities and their subsequent commitment to operations.

Enhanced their ability to contribute to the planning of military and non-military operations. Established a network of relations with their counterparts in the defence forces.

Final Grades:

Learning Area Final Grade2

Joint Combined Operations Course Office

International Security and Strategy Course Office

Defence Planning Course Office

Professionalism, Leadership, Ethics, Management SGO

Academic Writing Course Office

Recommendations: Make recommendations regarding the Civil Servant’s future potential here. If appropriate, articulate in what capacity the Civil Servant is best suited for future service (e.g. international staff, political-military positions, etc) using a short narrative style. Other Course Director approved language may also be used. Civil Servant’s Signature: _______________________ Date: _________________ SGO’s Signature: ________________________ Date: _________________ Course Director’s Review: __________________

1 Remove “Annex E” during actual use of this document. 2 Use Pass / Fail / Pass with Distinction

73

Course Calendar 2013

Course Calendar M W Date Module & Content Responsible PO Notes

Jan

uar

y

1301

1 Christmas Break 2

Individual Study Days COL Mark Derber

3

4

5

6

1302

7

International Law (205) Mr Olavi Jänes

8

9 ELS 17 10 11 CD Brief 12

13

1303

14 International Law (205) Mr Olavi Jänes

15 LA 2 Exam 16 Leadership (Ethics)

(402) LTC Māris

Robežnieks ELS 18

17

18 Operational Planning Process

(104) LTC Uğis

Romanovs

19

20

1304

21

Operational Planning Process

(104)

LTC Uğis Romanovs

22 23 ELS 19 24 25 26 27

1305

28 Operational Planning

Process (104)LTC Uğis

Romanovs

29

Geopolitics and Strategy DPS

30 ELS 20 31 SGO Dialogue

   

74

 

Course Calendar

M W Date Module & Content Responsible PO Notes

Feb

ruar

y

1305

1 Geopolitics and Strategy DPS

2 3

1306

4 Operational Planning

Process (104)

LTC Uğis Romanovs

5 CD Flex Day 6 Operational Planning

Process (104)

LTC Uğis Romanovs

ELS 21 7 8 9

10

1307

11 Joint operations familiarization

(CSC 01)

Col (ret) Zdzislaw Sliwa

12

13 Operational Planning

Process (104)

LTC Uğis Romanovs ELS 22

14 Joint operations familiarization

(CSC 01)

Col (ret) Zdzislaw Sliwa

15 16

17

1308

18

STRATCOM (103)

MAJ Jaanus Sägi

19 20 ELS 23 21 22

23

24

Estonian Independence Day

1309

25

Leadership (402)

LTC Māris Robežnieks

26 27 ELS 24 28 SGO Dialogue

 

   

75

Course Calendar

M W Date Module & Content Responsible PO Notes

Mar

ch

1309

1 ISD COL Mark Derber

2

3

1310

4

LA 1 Exercise (1071 Planning)

LTC Uğis Romanovs

Expository Essay Due

5

6

7

8

9

10

1311

11

LA 1 Exercise (1071 Planning)

LTC Uğis Romanovs

12

13

14

15

16

17

1312

18

LA 1 Exercise (1071 Execution)

LTC Uğis Romanovs

19

20

21

22

23

24

1313

25

Leadership (402) LTC Māris Robežnieks

26

27 ELS 25 / Interim

Evaluation Seminar

28 Interim Evaluation

Seminar

29 Good Friday 30

31  

   

76

Course Calendar

M W Date Module & Content Responsible PO Notes

Ap

ril

1314

1 Holiday

2 Leadership (402) LTC Māris

Robežnieks

3 ELS 26

4 LA 1 - Exam (108)

LTC Saulius Stonkus

5

6

7 1315 8 Crisis Management for

Hybrid Threats (3032)

LTC Anto Kergand

ISP Due

9

10 Combined Joint Staff Exercise SWEDEX

Preparation (1073)

LTC Uğis Romanovs

ELS 27

11

12

13

14

Combined Joint Staff Exercise - SWEDEX

(1073)

LTC Uğis Romanovs

ESDC HLC Module

1316

15

16

17

18

19

20 21

1317

22

23

24

25

26

27

28

1318 29

ISD COL Mark Derber

30  

   

77

Course Calendar

M W Date Module & Content Responsible PO Notes

May

1318

1 Labor Day

2 Crisis Management for Hybrid Threats

(3032) LTC Anto Kergand

3

4

5

1319

6 National Decision Making

(3021) LTC Mika Kerttunen

7 8

9

ELS 28

10 11

12

1320

13

NATO Defence and EU Capability Planning

(3022) LTC Anto Kergand

14 15

16 ELS 29

17 Argumentative Essay

Due

18

19

1321

20

Baltic Defence Study Tour (3023) LTC Anto Kergand

21

22

23

24

25

26

1322

27

Strategic Planning for OPS (3031)

LTC Mika Kerttunen

28 CSC Presentations

(2 hours)

29 ELS 31 / Final

Evaluation Seminar

30 Final Evaluation

Seminar

31 IST Preparation

(106) COL (ret) Risto

Gabrielsson  

   

78

Course Calendar

M W Date Module & Content Responsible PO Notes

Jun

e

1322 1

2

International Study Tour (106)

COL (ret) Risto Gabrielsson

1323

3

4

5

6

7

8

9

1324

10 CD Flex COL Mark Derber

11 Leadership and European Seminar

(402)

LTC Mika Kerttunen/

Dr. James Corum

12

13

14 Course AAR Prep Class Leader

15

16

1325

17 Course AAR Class Leader Class Party 18 Out Processing COL Igors Rajevs Course Ends 19 Graduation COL Igor Rajevs

20 CD/SGO AAR COL Mark Derber

21

22

23 Midsummer Holiday

1326

24

25

26

27

28

29

30  

 

79