MILM1105 Military Leadership and Soldiering

Course code: 
MILM1105
Course name in Norwegian Bokmål: 
Militær ledelse og soldatferdigheter
Credits: 
15
Level of study: 
Bachelor
Teaching semester: 
2021 Autumn
Assessment semester: 
2021 Autumn
Language of instruction: 
Norwegian
Minimum number of students: 
8
Maximum number of students: 
250
Person in charge: 
Johannes Kibsgaard
Required prerequisite knowledge

Academic, character, and fitness eligibility as validated through the military selection process.

Course content

Military Leadership and Soldiering (MLS) is a practical module characterized by a high level of activity. The overall purpose of the module is to set the conditions for further military studies and service, with a particular focus on direct leadership.

A prerequisite for military leadership is to be a competent soldier, as well as possessing the will and skills to interact with fellow soldiers in primary groups (squads/sections). Cadets will acquire a skill base as an individual soldier and team member, through instruction, peer feedback, mentoring and self-directed learning. As part of a team, cadets must plan, execute and evaluate a series of military missions. This is the central learning activity in the course and fuels cadet development as both soldiers and leaders.

An additional purpose of the module is to introduce cadets to a professional military culture. This includes striving to internalize the core values of the Norwegian armed forces: respect, responsibility, and courage. Other key military values are also central to both the armed forces and the module, e.g. care, cohesion, discipline, duty, fighting spirit, honor, integrity, loyalty (to society, the organization and each other), self-sacrifice and perseverance.

Learning outcome

Knowledge

Upon completion of the module cadets will be able to:

  • explain the significance of leadership and leadership behavior, and possible effects of leadership behavior in a military context.

Skills

Upon completion of the module cadets will be able to:

  • sustain themselves and fellow soldiers facing demanding conditions in the field, based on the essential soldiering skills of fighting, marksmanship, survival, and performing first aid.
  • conduct the military decision-making process for squad/section level operations.
  • use feedback and reflection as tools to promote learning and professional development.

Competence

Upon completion of the module cadets will:

  • be able to act and lead in the face of demanding field conditions as part of a squad/section, in a way that exploits opportunities and overcomes difficulties presented by the situation.
  • have a shared military identity with fellow cadets from other military branches.
Working and learning activities

The module employs a digital introductory component. The digital component will to a significant extent contribute to an increased learning pace for all cadets throughout the module, as it initiates individual reflection processes at an early stage, as well as establishing important mental, theoretical, and visual references further module learning activities build on.

The cadets are organized as part of a military unit. This involves living together in shared rooms and maintaining a constant state of readiness. These conditions are necessary in order to imbue basic military values and skills. The cadets are involved in most aspects of the operation of the unit, encompassing elements ranging from organizing and executing garrison washing routines to making tactical decisions in the field. During the module, some cadets get the chance to be assigned as platoon leaders and company commanders, as garrison unit administration provides valuable and relevant military leadership experiences.

Initially, instruction is focused on providing cadets with sufficient skills as individual soldiers and teams, in order for them to start operating as a military team. In addition to attending instruction, a significant amount of off-duty effort and self-directed learning is required, in order to acquire key skills. Moreover, cadets possessing relevant military competence are assigned roles as assistant instructors. This both helps to maximize student activation, as well as ensuring that all cadets receive appropriate learning challenges. This enables all cadets to learn as much as possible, despite the large variation in pre-existing military competence among the cadets.

Solving missions as independent teams (squads/sections) is the central learning activity of the module. As cadets complete missions as a team, they continue to develop their soldiering skills within a realistic context, as well as developing their leadership skills as both formal and informal military leaders. Solving the missions requires cadets to plan, implement and evaluate their own effort. Evaluation focuses both on leadership and soldiering; an open and trusting team culture enabling reflection and feedback is crucial to achieving the learning outcomes.

Cadets are supported throughout the module by faculty staff and a training cadre, in order to enable the teams to lead the reiterative processes of planning, execution, and evaluation themselves as early as possible. Examples of learning support provided in the module are group discussions, instruction, introducing perspectives on leadership through both fiction and non-fiction, and oral and written reflection assignments. During the entire module, cadets will also engage in an individual leadership research project. The project requires cadets to research the impact of military leadership behavior, using both their own and the leadership displayed by peers and superiors as data sources.

Sensor system

Evaluation of cadets is carried out in accordance with Norwegian Defence University College procedures regulated in Forskrift om opptak, studier og eksamen ved Forsvarets høgskole.

Evaluation

Module evaluation is led by the person in charge of the module, with support from the quality associate at the Norwegian Army Military Academy.

Additional information

Successful completion of the module requires more or less permanent participant attendance and physical presence. Short periods of leave may be granted based on extraordinary individual needs, according to strict case-by-case considerations.

It is likely that cadets will be subjugated to severe off-duty mobility restrictions in 2021, due to the Covid-19 pandemic. Such limitations will be subject to continuous command and medical considerations made by the Norwegian Defence University College.

Curriculum

Bach, C.A (1918). A Soldiers Speech on Leadership. Retrieved May 5th 2020 from https://www.patrickbetdavid.com/greatest-speech-ever-given-on-leadership/ (7 p.)

Bratland, S. (2012). En troppssjefs problemer i krig. In O. Boe, Kjørstad, O. & Werner-Hagen, K., Løytnanten og krigen, (p. 40-49). Original text from 1954. (9 p.)

Chan, K. Y., Ramaya, R., & Soh, S. (2011). The Science and Practice of Military Leadership (ch. 1). In: Military Leadership in the 21st Century: Science and Practice. Cengage Learning. (22 p.)

Charbonneau, D. & MacIntyre, A. (2008). Interpersonal feedback. In B. Horn & R. Walker (Ed.), The military leadership handbook (s. 355-365). Toronto: Dundurn Press. (10 p.)

Cohen, W. A. (1998, Winter). Business Is Not War, But Leadership Is Leadership. Business Forum23(1-2). (10 p.)

Combined Arms Center - Training. (2013). The Leader's Guide to After-Action Reviews (AAR). Fort Leavenworth, Kansas: Training Management Directorate (TMD). (18 p.)

Crissman, D. C. (2013). Improving the Leader Development Experience in Army Units: Military Review, May-June, 6–15. (9 p.)

Forsvaret. (2020). Forsvarets verdigrunnlag. (11 p.)

Forsvaret. (2020). Forsvarets grunnsyn på ledelse. (20 p.)

Forsvaret. (n.d.). Forebygging av vådeskudd. (12 p.)

Forsvarets logistikkorganisasjon landkapasiteter. (2015). Teknisk håndbok gevær, automatisk 5,56x45mm, HK416N/HK416K/HK416S bruk, behandling og 1. linjes vedlikehold, p. 3-21 to 3-35, 4-2 to 5-20. (72 p.)

Forsvarets overkommando. (1984). Kapittel 9 Gjennomføring. In UD 3-2 Veiledning i militær undervisning, p. 158-171. Drammen: Tangen-trykk A/S. (13 p.).

Forsvarets sanitet. (n.d.). Undervisningshefte for First responder.

Forsvarsdepartementet. (2012). Forsvarssektorens verdigrunnlag. Hagan: Andvord grafisk. (15 p.)

Forsvarsstaben. (2019). Forsvarets fellesoperative doktrine, p. 19-62, 177-193. (59 p.)

Generalinspektøren for Hæren. (2011). Håndbok for skarpskytter - Hefte 1 Grunnleggende avstandsbedømmelse og avstandsmåling, p. 1-11. (11 p.)

Generalinspektøren for Hæren. (2011). Håndbok for skarpskytter - Hefte 2 Observasjonsteknikk, måloppdagelse og målangivelse. (36 p.)

Generalinspektøren for Hæren. (2010). Håndbok for kamuflasje, p. 1-38, 49-59, 68-71, 78-81. (54 p.)

Halland, G. O. (2004). Hva handler læring om (ch. 2) In: Læring gjennom stimulerende samspill: veiledning, vurdering og ledelse. Fagbokforlaget. (7 p.)

Halland, G. O. (2004). Kommunikasjon (ch. 6) In: Læring gjennom stimulerende samspill: veiledning, vurdering og ledelse. Fagbokforlaget. (24 p.)

Hærens transformasjons- og doktrinekommando. (2008). UD 5-21-1 Retningslinjer for automatgevær 5,56mmx45 HK 416 N og 416 K. Hefte 1. Våpenkjennskap. (42 p.)

Hærens transformasjons- og doktrinekommando. (2008). UD 5-21-2 Retningslinjer for automatgevær 5,56mmx45 HK 416 N og 416 K. Hefte 2, Skyteutdannelse, p. 1-114, 124-177. (167 p.)

Hærens transformasjons- og doktrinekommando. (2008). UD 5-23-1 Retningslinje for optisk rødpunktsikte og 3X forstørrelse, materiellkjennskap, bruk og behandling. (15 p.)

Hærens våpenskole. (2021). Fagplan Forsvarets rekruttutdanning: høringsutkast. (23 p.)

Hærens våpenskole. (2020). UD 7-1-5 Håndbok for ledelse av ild. (31 p.)

Hærens våpenskole. (2019). Håndbok for fotlaget, p. 1-76, 87-95, 105-114, 115-170. (147 p.)

Hærens våpenskole. (2017). Håndbok Plan og beslutningsprosess - Lag Hefte 4. (17 p.)

Hærstaben. (1985). UD 17-2 Soldaten i felt, p. 10-151, 160-179, 199-233. (188 p.)

Hærstaben. (1989). FR 6-20 Infanterioffiser i felt, p. 10-16, 19-44, 48-69, 208, 214-233. (72 p.)

Ingvarsson, B. & Sannem, J.A. (2020). Militærrett: Krigens folkerett. Oslo: Gyldendal. (104 p.)

Ingvarsson, B. & Sannem, J.A. (2020). Militærrett: Soldaten og staten. Oslo: Gyldendal. (49 p.)

Johnsen, Å. & Lunde, S. (2011). Ledelsesidealer i Forsvaret. Magma, (1), 40-49. (9 p.)

Kibsgaard, J. (2019). Vi har ikke nok ledere. Stratagem. (3 p.).

Kristoffersen, E. (2020). Planlegging er alt – planlegging er ingenting. I Jegerånden, Oslo: Gyldendal. (28 p.)

Kotter, J. F. (2011). Lederens egentlige oppgave. In: Martinsen, Øyvind L. (Ed.) (2011). Perspektiver på ledelse. Oslo: Gyldendal Norsk Forlag. (11 p.)

Legacé-Roy, D. (2008). Ethics. In B. Horn & R.W. Walker (Ed.), The Military Leadership Handbook, (p. 261-275). Toronto: Dundurn Press. (14 p.)

Martinsen, Ø. L., Fosse, T. H. & Johansen, R. B. (2019) Effektiv ledelse i militære organisasjoner (ch. 7). In: Johansen, R. B., Fosse, T. H. & Boe, O. (Ed.), Militær ledelse (p. 157-186). Vigmostad & Bjørke. (29 p.)

McCall, M. (2004). Leadership Development through Experience. The Academy of Management Executive (1993-2005), 18(3), 127-130. (3 p.)

McCauley, C. D., Van Velsor, E. & Ruderman, M. N. (2010). Introduction: Our view of leadership development. In C. D. McCauley, E. Van Velsor, & M. N. Ruderman (Ed.), The center for creative leadership: Handbook of Leadership Development, 3rd edition (p. 1-26). San Francisco: Jossey-Bass. (25 p.)

Norsk psykologiforening. (2018). Metoder og virkemidler for effektiv lederutvikling. Retrieved Feb 5th 2020 from https://www.psykologforeningen.no/publikum/anbefalinger-for-lederutvikling/metoder-og-virkemidler (1 p.)

Sikkerhetsinspektøren i Hæren. (2020). Risikohåndtering: lesehefte. (24 p.)

Yukl, G. (2012). Effective Leadership Behavior: What We Know and What Questions Need More Attention. Academy of Management Perspectives26(4), 66-85. (19 p.)

In addition, a series of digital resources, such as videos and online courses, will be distributed on online learning platforms.

All cadets will read a work of fiction during the module (approximately 2-300 p.). A wide selection of books will be made available to cadets early in the module.

This list may be altered as necessary without prior notice.

Form of assessmentGroupingDurationType of durationGrading scaleProportionOral examinationCommentSupported materials
PraksisIndividual0,5SemestersPass / fail Not requiredOfficer evaluation
Vurderinger:
Form of assessment:Praksis
Grouping:Individual
Duration:0,5
Type of duration:Semesters
Grading scale:Pass / fail
Proportion:
Oral examination:Not required
Comment:Officer evaluation
Supported materials:
Authors: 
Johannes Kibsgaard
Roar Wold