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Developing a Culture and Gender Inclusive Model of Military Professionalism

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Developing a Culture and Gender Inclusive Model of Military Professionalism NORTH ATLANTIC TREATY SCIENCE AND TECHNOLOGY ORGANIZATION ORGANIZATION AC/323(HFM-287)TP/971 www.sto.nato.int STO TECHNICAL REPORT TR-HFM-287 Developing a Culture and Gender Inclusive Model of Military Professionalism (Développement d’une culture et d’un modèle de professionnalisme militaire promouvant l’égalité des sexes) Final Report of Task Group HFM-287. Published August 2020 Distribution and Availability on Back Cover NORTH ATLANTIC TREATY SCIENCE AND TECHNOLOGY ORGANIZATION ORGANIZATION AC/323(HFM-287)TP/971 www.sto.nato.int STO TECHNICAL REPORT TR-HFM-287 Developing a Culture and Gender Inclusive Model of Military Professionalism (Développement d’une culture et d’un modèle de professionnalisme militaire promouvant l’égalité des sexes) Final Report of Task Group HFM-287. The NATO Science and Technology Organization Science & Technology (S&T) in the NATO context is defined as the selective and rigorous generation and application of state-of-the-art, validated knowledge for defence and security purposes. S&T activities embrace scientific research, technology development, transition, application and field-testing, experimentation and a range of related scientific activities that include systems engineering, operational research and analysis, synthesis, integration and validation of knowledge derived through the scientific method. In NATO, S&T is addressed using different business models, namely a collaborative business model where NATO provides a forum where NATO Nations and partner Nations elect to use their national resources to define, conduct and promote cooperative research and information exchange, and secondly an in-house delivery business model where S&T activities are conducted in a NATO dedicated executive body, having its own personnel, capabilities and infrastructure. The mission of the NATO Science & Technology Organization (STO) is to help position the Nations’ and NATO’s S&T investments as a strategic enabler of the knowledge and technology advantage for the defence and security posture of NATO Nations and partner Nations, by conducting and promoting S&T activities that augment and leverage the capabilities and programmes of the Alliance, of the NATO Nations and the partner Nations, in support of NATO’s objectives, and contributing to NATO’s ability to enable and influence security and defence related capability development and threat mitigation in NATO Nations and partner Nations, in accordance with NATO policies. The total spectrum of this collaborative effort is addressed by six Technical Panels who manage a wide range of scientific research activities, a Group specialising in modelling and simulation, plus a Committee dedicated to supporting the information management needs of the organization. • AVT Applied Vehicle Technology Panel • HFM Human Factors and Medicine Panel • IST Information Systems Technology Panel • NMSG NATO Modelling and Simulation Group • SAS System Analysis and Studies Panel • SCI Systems Concepts and Integration Panel • SET Sensors and Electronics Technology Panel These Panels and Group are the power-house of the collaborative model and are made up of national representatives as well as recognised world-class scientists, engineers and information specialists. In addition to providing critical technical oversight, they also provide a communication link to military users and other NATO bodies. The scientific and technological work is carried out by Technical Teams, created under one or more of these eight bodies, for specific research activities which have a defined duration. These research activities can take a variety of forms, including Task Groups, Workshops, Symposia, Specialists’ Meetings, Lecture Series and Technical Courses. The content of this publication has been reproduced directly from material supplied by STO or the authors. Published August 2020 Copyright © STO/NATO 2020 All Rights Reserved ISBN 978-92-837-2292-2 Single copies of this publication or of a part of it may be made for individual use only by those organisations or individuals in NATO Nations defined by the limitation notice printed on the front cover. The approval of the STO Information Management Systems Branch is required for more than one copy to be made or an extract included in another publication. Requests to do so should be sent to the address on the back cover. ii STO-TR-HFM-287 Table of Contents Page List of Figures vii List of Tables viii List of Acronyms ix Foreword xi HFM-287 Membership List xii Executive Summary and Synthèse ES-1 Chapter 1 – Developing a Model of Military Professionalism: 1-1 Considering Culture and Gender 1.1 Background 1-1 1.1.1 Military Professionalism and Unprofessionalism 1-1 1.1.2 The Study of Military Professionalism 1-2 1.1.3 Diversity and Gender 1-3 1.1.4 North Atlantic Treaty Organization 1-4 1.2 Chapter Summaries 1-4 1.3 Conclusion 1-5 1.4 References 1-5 Chapter 2 – The Changing Military Profession in Bulgaria 2-1 2.1 Background: the Bulgarian Military Transition from Socialism to 2-1 Democracy 2.2 Postmodern Missions and Postmodern Soldiers 2-2 2.3 Transition to an All-Volunteer Force 2-6 2.4 Full Integration of Women into the Services 2-8 2.5 Public Support for the Military Institution and the Military Profession 2-9 2.6 Conclusion: The Future of the Military Profession in Bulgaria 2-10 2.7 References 2-11 Chapter 3 – Perspectives on Military Professionalism from 3-1 Canadian Armed Forces Members 3.1 Introduction 3-1 3.2 Methods and Participants 3-2 3.3 Results 3-5 3.3.1 Professionalism 3-5 3.3.1.1 Code of Conduct and DND Standards 3-6 3.3.1.2 Cohesion and Loyalty 3-6 STO-TR-HFM-287 iii 3.3.1.3 Competencies and Individual Characteristics (Positive) 3-6 3.3.1.4 Dress and Deportment 3-6 3.3.1.5 Societal Standards and Public Image 3-6 3.3.1.6 Training, Education, and Professional Development 3-7 3.3.2 Unprofessionalism 3-7 3.3.2.1 Alcohol and the Military 3-7 3.3.2.2 Aspects of Military Culture 3-8 3.3.2.3 Individual Characteristics (Negative) 3-8 3.3.2.4 Subcultures in the Military 3-8 3.3.3 Leadership 3-9 3.4 Discussion 3-9 3.4.1 Important Considerations and Limitations 3-11 3.5 Conclusion 3-11 3.6 References 3-11 Chapter 4 – New Times for Military Professionalism: Rethinking 4-1 Core Competencies and Dynamic Capabilities 4.1 Context Evolutions for French Defence 4-1 4.2 The Way We Do Things Around Here 4-3 4.3 The Way We Do Things from Now On: War-Embedded Technologies 4-4 4.4 Making Institutions Agile and Capacity Building 4-6 4.5 Sisters in Arms 4-9 4.6 Military Professionalism in the Era of the Millennials 4-9 4.7 The Outlook of Military Professionalism 4-10 4.8 Military Professionalism in Motion: Making Sense of the Current 4-11 Defence Environment 4.9 Conclusion 4-13 4.10 References 4-14 Chapter 5 – Power Resources Among Female Officers 5-1 5.1 Introduction 5-1 5.1.1 Power Resources 5-2 5.2 Method 5-3 5.2.1 Selection of Participants 5-3 5.2.2 Data Collection 5-3 5.2.3 Data Analysis 5-3 5.3 Results 5-4 5.3.1 Structural Power Resources 5-4 5.3.1.1 Competence 5-4 5.3.1.2 Work Processes 5-4 5.3.1.3 Career Planning 5-5 5.3.2 Cultural and Social Power Resources 5-6 5.3.2.1 Resistance 5-6 5.3.2.2 Adaptation 5-6 5.3.3 Emotional Power Resources 5-7 iv STO-TR-HFM-287 5.3.3.1 Meaningfulness 5-7 5.3.3.2 Positive Emotional Coping 5-7 5.3.3.3 Distancing 5-7 5.3.3.4 Being Oneself 5-8 5.3.4 Minority as a Power Resource 5-8 5.3.4.1 Seeking Out Like-Minded People 5-8 5.3.4.2 Avoidance 5-9 5.4 Discussion 5-9 5.5 Conclusion 5-12 5.6 References 5-12 Chapter 6 – Military Professionalism and the British Military 6-1 6.1 Introduction 6-1 6.2 A Brief Review of Professionalism in the British Army 6-1 6.2.1 Expertise 6-1 6.2.2 Course Format 6-2 6.2.2.1 Army versus Cap-Badge Learning 6-3 6.2.2.2 Officer versus Soldier Learning: Focus 6-3 6.2.2.3 Officer versus Soldier Learning: Syllabus 6-3 6.2.2.4 Officer versus Soldier Learning: Risk 6-3 6.2.3 Link between Education, Promotion, and Posting 6-4 6.2.4 Legitimacy 6-5 6.2.5 Jurisdiction 6-6 6.2.6 Identity and Culture 6-6 6.2.7 Initial Conceptualization of the Professional Tenets and 6-7 the CPD Approach 6.2.7.1 Tenets of the Profession of Arms 6-8 6.2.8 The CPD Approach to Support the Attainment of the 6-8 Professional Tenants 6.2.8.1 The KSE-B Framework 6-8 6.2.8.2 Learning and Development Principles 6-9 6.3 Conclusion 6-10 6.4 References 6-11 Chapter 7 – Military Professionalism and Professional Military 7-1 Education: An Understudied Relationship 7.1 Introduction 7-1 7.2 Military Professionalism 7-1 7.3 Military Education Organizations 7-3 7.4 Current Pressures and Drivers of Change 7-5 7.5 Military Professionalism and Professional Military Education 7-6 7.6 Conclusion 7-8 7.7 References 7-8 Appendix 7A-1: Patterns of Military Education Organizations, 2011 7-13 STO-TR-HFM-287 v Chapter 8 – Developing A Culture and Gender Inclusive Model 8-1 of Military Professionalism: Lessons Learned and Way Forward 8.1 Introduction 8-1 8.2 Models, Frameworks, and Measures of Military Professionalism 8-1 8.3 Case Studies: Models and Frameworks of Military Professionalism 8-3 8.4 Lessons Learned and Way Forward 8-4 8.5 References 8-5 vi STO-TR-HFM-287 List of Figures Figure Page Figure 3-1 Theoretical Construct of the Profession of Arms in Canada 3-1 (CAF 2009) Figure 3-2 Meaning of Unprofessionalism and Professionalism from a 3-10 Sample of CAF Members Figure 4-1 The Properties of Military Professionalism 4-11 Figure 6-1 An Initial Conceptualization of the Tenets of the Profession 6-10 of Arms and the Supporting Professional Development Approach
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