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Post-Somalia Reform in the Canadian Armed Forces: Leadership, Education, and Professional Development

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Post-Somalia Reform in the Canadian Armed Forces: Leadership, Education, and Professional Development University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2018-12-10 Post-Somalia Reform in the Canadian Armed Forces: Leadership, Education, and Professional Development Domansky, Katie Domansky, K. (2018). Post-Somalia Reform in the Canadian Armed Forces: Leadership, Education, and Professional Development (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/34926 http://hdl.handle.net/1880/109304 doctoral thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Post-Somalia Reform in the Canadian Armed Forces: Leadership, Education, and Professional Development by Katie Domansky A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN MILITARY AND STRATEGIC STUDIES CALGARY, ALBERTA DECEMBER, 2018 © Katie Domansky 2018 ABSTRACT After the “Somalia Affair” of the early 1990s, a government investigation concluded that the Canadian Armed Forces (CAF) had become dysfunctional as a professional military force and needed to be comprehensively reformed. It was perceived to be a deeply flawed institution whose soldiers were ill prepared, without discipline, and lacking leadership, leading to systemic breakdown and pointing clearly to an inappropriate organizational culture. The subsequent reform movement initiated by the government in 1997 to address these perceived problems covered a range of issues, but a critical focus was the need to redress the failure of military leadership, alter the way in which the Canadian military perceives of itself as a professional organization, and to inculcate an ethos appropriate to the CAF. This dissertation analyzes that reform process, applying concepts of military innovation and change, organizational culture, and organizational learning to determine which factors had the greatest influence on the introduction and process of change in the post-Somalia context. It assesses the degree to which the reforms specifically dedicated to officer training, education, and professional development have been implemented and the impact they have had on the CAF as an institution. Ultimately, it concludes that the CAF is a fundamentally different institution today than it was when the post-Somalia reform program was first launched. This is undoubtedly a result of its engagement with the reforms and efforts made to introduce new concepts, values, narratives, and behaviours into CAF practices, procedures, and expectations. While it is still not clear that the CAF has completely institutionalized all of the intended changes, a shift in culture has occurred, improvements can be identified, and the process of change and introspection remains ongoing. ii ACKNOWLEDGEMENTS That old adage, “it took a village,” could not be more true than for the raising of this dissertation. I may have shouldered the burden of producing the paper myself, but without the network of support, encouragement, and love holding my mind and body together over these last (too many) years, this project would never have reached its conclusion. I am incredibly grateful for the financial support provided to me throughout my time at the Centre for Military and Strategic Studies (CMSS). This project would not have come to fruition without the contributions made by CMSS, the Social Sciences and Humanities Research Council of Canada (SSHRC), and the governments of Alberta and Canada. I am also grateful for the gift of many extra hours away from work granted by my WNA team in those last crucial months. Juggling full time work with the dissertation was not easy. To my supervisor, Dr. Bercuson: I blame you entirely for this. Until I took your Canadian military history undergrad class, I never had any fits of grandeur involving grad school or any of the other academic accomplishments I have since achieved. This dissertation is a testament to your skill and dedication as a teacher. You inspired me to think big and challenge the status quo, and I will be forever grateful for your unwavering support. Thank you for serving as my teacher, my mentor, and my friend. Dr. Herwig, you also share the blame. You too have inspired me since undergrad to expand my intellectual horizons and your words of encouragement, winks, and quiet nods have pushed me throughout my academic journey to work towards excellence, but to have fun while doing it. Your support – particularly during my comps – was invaluable. And to all the other professors at CMSS who offered their time and expertise, thank you. Particularly Dr. Keeley, for serving on my supervisory committee and offering your support whenever I crossed your path. I may not have always understood what you were trying to tell me, but I knew it was important! And Dr. Hiebert, for providing counsel and words of encouragement during the darkest of my dissertation days. Finding a female mentor in my field was an unexpected and invaluable gift. iii Thank you Donna, Jamie, Shelley, and Nancy – the administrative dream team that has kept CMSS afloat over the years. Your answers to my constant questions, daily chats, and cheerleading in my life have been so very appreciated. Donna and Jamie especially, thank you for all the laughs. To my fellow CMSS students, you have helped make this journey worthwhile. I have formed lifelong friendships and am so grateful to have shared this journey with so many interesting, intelligent, and dedicated people. Thank you for sharing in my panic and occasional despair, keeping me sane, and celebrating our many victories over such good scotch. A special shout out to all the members of my original cohort, and to Steve, Bill, and Ruth for providing support that has lasted far beyond the confines of my PhD journey. And Amara: I never would have made it without you. To my family and friends, near and far, your steadfast support and encouragement are behind everything I do. Without it this dissertation would have been impossible. A special thanks to my Mom and Dad, who provided a safe haven during many dark days. Thank you for your unwavering love and encouragement. And Libby… your exuberance and zest for life have always precluded you from official therapy dog status, but the best decision we ever made was bringing you home with us. You have provided more love and therapy than I could have ever hoped for, and your constant perch by my side as I finished this paper was exactly what I needed. Thanks for being my sounding board. And finally, to my husband Jeroen. You make everything, all of this, worth it. Your strength, words of encouragement, wicked sense of humour, and selflessness in taking care of me during this journey meant everything. Thank you for your unending dedication to my health and happiness. I never would have made it without you. iv TABLE OF CONTENTS Abstract ...................................................................................................................................... ii Acknowledgements ................................................................................................................... iii Table of Contents ....................................................................................................................... v List of Abbreviations ................................................................................................................. vi List of Figures ......................................................................................................................... viii Preface ...................................................................................................................................... ix Introduction ................................................................................................................................ 1 CHAPTER 1 - The Processes of Military Change ....................................................................... 7 1.1 The Sources of Military Innovation ................................................................................... 9 1.2 Leading Change .............................................................................................................. 25 1.3 Institutionalizing Change ................................................................................................ 30 CHAPTER 2 - Military Leadership, Professionalism, and Education ....................................... 39 2.1 Leading Professionalism ................................................................................................. 47 2.2 Professional Military Education ...................................................................................... 49 CHAPTER 3 - Educating Canada's Military: A Battle Against Cultural Norms ......................... 72 3.1 The Origins of the Problem: Myths, Apathy, and Tactical Fixations ................................ 73 3.2 The Cold War and a New Strategic Environment: Professionalism of a New Kind .......... 86 CHAPTER 4 - At the Heart of the Problem: A Failure of Leadership and Professionalism ...... 116 4.2 Identifying the Problem: The Somalia Affair
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