REFERENCE CURRICULUM - NATO
Non-Commissioned OfficerProfessional Military EducationREFERENCE CURRICULUMAcademic Lead and Editor:David C. Emelifeonwu, PhDHead IT&E Programs and PartnershipsCanadian Defence AcademyPO. Box 17000 Stn ForcesKingston, ON K7K 7B4 1-613-541-6000 Ext. 6058david.emelifeonwu@forces.gc.caCSM Richard BlancSNCO to Cdt Sup Bde 41Federal Department of Defence,Civil Protection and SportSwiss Armed Forces Command Support OrganisationCommand Support Brigade 41Kaserne, CH-8180 BülachPhone 41 44 815 97 08richard.blanc@vtg.admin.ch1416-13 NATO Graphics & PrintingProject Manager:
Non-Commissioned OfficerProfessional Military EducationREFERENCE CURRICULUM
About this DocumentBefore describing the structure of this document andhow it ought to be used, it is instructive to say something about the Non-Commissioned Officer (NCO)corps and professional military education.I. AIM OF THIS DOCUMENTThis document is the result of the best intentions of amultinational team of civilian and military academics(See pages 167-169 in the curriculum for the list ofnames) drawn from 13 countries. The aim of this document is modest. It does not pretend to be comprehensive nor does it purport to be the last word on NCOprofessional military education. Rather, this documentaims to serve as a reference, a starting off place, for individuals or organisations in NATO member states andpartner countries looking to develop and/or supplementtheir NCO professional military education (PME). Thisdocument in essence is intended as a start of a dialoguewithin defence academies/schools about the kind ofeducation they aspire to have and wish to impart totheir NCO corps. It is not intended to be adopted lockstep but rather to be adapted to fit particular nationalneeds and aspirations. As a reference document thiscurriculum can serve to increase greater intellectualand professional interoperability within and betweenpartner countries and NATO alliance members.II. NCO PROFILEWhat is an NCO? The simple phrase: “junior leader ofa small unit” that once had wide applicability, and isapplicable yet in some countries, is no longer adequateto capture the spectrum of duties, responsibilities androles of NCOs in modern armed forces. One underlyingpurpose of this NCO PME Reference Curriculum is toreveal at least some of what it means to be a professionalNCO within the modern profession of arms. The curriculum lays out but one possible blend of education,training and experience that represents the professionaldevelopment of a modern NCO.One useful way to sketch out the NCO profession is toconsider three variables: Domain, Seniority, and Role.4Domain: Of these, Domain is the easiest. Roughly, thereare three: combat arms and combat support; technicaland specialist support; administration and finance. Theprecise composition of these domains may vary fromnation to nation, but virtually every individual (NCOand officer) who wears a military uniform can be placedin one of these three categories.Seniority: An NCO acquires Seniority through accumulated experience and accumulated learning. As s/heprogresses along the path from the most junior rank(ORto the most senior rank (OR9), with the Command Senior Enlisted Leader (CSEL) as a specific careerpeaking position, his/her progression will bring anobvious increase in responsibility and a less obvious shiftin focus, from directly supervising people to contributing to the leadership of the military institution, andto sustaining the profession itself. While the most juniorNCOs lead within a limited scope of responsibility, themost senior NCOs are accorded great respect and havean influence that exceeds that of many senior officers.Role: The great Roles that govern the work of an NCOremain constant across the Domains, and through theentire range of Seniority. These are first, the preparationof personnel for military operations, through training,discipline and motivation; second, assuring the physicaland mental well-being of personnel, including theirappearance, fitness and deportment; third, maintainingstandards of performance for personnel and materiel; fourth, planning and leading unit tasks; and fifth,advising on, supporting and implementing the policiesestablished by the commander and his/her staff.An NCO’s responsibilities and duties are elaborated in amyriad of policy documents and manuals. The role andposition of the NCO corps differs significantly betweencountries and even between services (Ground Forces/Army, Air Force and Navy) within one country. Thoughthere are greater cross-national differences in the NCOworld than in the officer world, the past decade has seensignificant efforts and initiatives to increase the interoperability across NCOs. The modest aim of this NCOPME Reference Curriculum is to provide some insightinto the structures, trends and issues that underlie thepolicies and instructions that define the modern identity of a professional NCO.
III. PROFESSIONAL MILITARY EDUCATION(PME)“The central task of education”, according to Eric Hoffer,“is to implant a will and facility for learning; it shouldproduce not learned but learning people.”1 Broadlyinterpreted, this conception of education implies thatlearning is contingent and continuous. Learning iscontingent in the sense that it depends on a permissiveinstitutional structure and environment, and on individual disposition and desire. Learning is continuous inthe sense that even though one may formally graduatefrom an educational institution, it is a life-long activity.While it is often important to distinguish between education and training, this curriculum takes the view thatthey are mutually inclusive activities. Education andtraining, together with experience, are necessary for thecomplete development of the category of “practitionerlearner”.The reference to training and education as mutuallyinclusive activities is especially significant to NCO professional development (PD), and is reflected in this curriculum. By and large, as NCOs make the transitionfrom the junior (ORrank level to the senior (OR9)rank level, the space occupied by education relative totraining in their PD expands accordingly. This progression is partly because at the senior rank levels, drawingupon their accumulated training and experience, NCOsare called upon by the institution of the armed forces toprovide advice and make recommendations to peers andsenior leaders on issues and matters that serve its broaderstrategic goals and interests. The capability to adviseand make recommendations to senior military leadersrequires, without losing their identity, that NCOs areable to comprehend issues and articulate them in languages familiar to the former. As will be observed in thiscurriculum, we have endeavoured to capture and reflectthe balance between training and education in the professional development of NCOs.The necessity of education for armed forces personnelarises from their unique employment which includes,among other things, defense of the nation and provisionand maintenance of peace and security abroad. To besuccessful at these tasks, armed forces members need tobe intellectually agile in order to out-think their adver1234sary and to be able to work with allies and increasinglynon-armed forces personnel. Additionally the necessityof education inheres in the need as Williamson Murrayput it: “to prepare [armed forces personnel] for missionsacross the full spectrum of conflict, ranging from deterrence at the high end to peace keeping and enforcementat the low end.”2Professional military education is therefore designedto prepare professional militaries to deal with the everincreasing ambiguities and multi-layered contemporarysecurity environment and battle space. A PME curriculum should be broad enough to provide new academichorizons and deep enough to whet the intellectual curiosity of all [military personnel: Officer and Non-Commissioned Officer alike].3 PME is a critical gateway toendow a nation’s armed force with the ability to live upto and to meet this awesome national security responsibility.IV. STRUCTURE OF THIS CURRICULUMA curriculum is a specific learning program, a range ofcourses that collectively describes the teaching, learningand assessment materials available for a given course ofstudy.4 Creating a curriculum inheres in the need to provide learners with a road map of what they can expect tolearn and a sense of how their learning is organised andstructured. Typically, a curriculum has a nested structure, meaning there is an overarching program withinwhich are several connected parts.With respect to this generic Non-Commissioned OfficerPME Reference Curriculum, it is organised and structured in the following manner: First, the curriculumis organised with respect to four NCO developmentallevels (DP): Primary; Intermediate; Advanced; and Command Senior Enlisted Leader. Excluding the CSEL level,the remaining DP levels are organised around threebroad themes/programs: Profession of Arms; Leadershipand Ethics; and NCO Core Competencies (See Table 1.1).The first theme is designed to teach the Non-Commissioned Officer (NCO) about his/her professionalidentity; basically what distinguishes the individual asan NCO and a member of the profession of arms. Thesecond theme, leadership and ethics, focuses on the keycomponents of military leadership and most impor-Judith Lloyd Yero, “The Meaning of Education”, Web. 27 August 2011.Williamson Murray, “Testimony House Armed Services Committee: Subcommitteeon Professional Military Education,” unpublished, 10 September 2009, p4.Murray, p.8.Wikipedia, “Curriculum,” Web. 27 August 2011.5
tantly the ethics that underpin the profession of armsand the conduct of war. The last theme --NCO CoreCompetencies-- focuses on the personnel developmentand unit management aspects of NCOs as trainers andmanagers within their organisation.Subsumed under each theme/program are several distinct courses. Courses under each theme/program constitute the blocks and include topics such as the NCOwithin the Profession of Arms and NCO-Officer Relationship under the theme of Profession of Arms at the Primary developmental level. Blocks are what collectivelygive meaning and content to the themes. They containlearning objectives and outcomes which are in turn connected to the higher objectives of the theme/program.Recognising that courses (blocks) are taught over aperiod of time, they are subdivided into lessons (modules). Modules constitute the lowest unit in a curriculum and have a similar relationship to blocks as blockshave to a theme/program. For example, lessons underthe NCO within the Profession of Arms block include TheNCO within the Profession of Arms: The Junior Leader asa Professional Soldier and Military Ethos. A sample of thestructure of this curriculum is shown below.Level: PrimaryTheme 1: Profession of ArmsBlock 1.1: The NCO within the Profession of ArmsModule 1.1.1: The NCO within the Profession ofArms: The Junior Leader as a Professional SoldierModule 1.1.2: Military Ethos6Block 1.2: NCO-Officer RelationshipModule 1.2.1: NCO-Officer RelationsModule 1.2.2: Leadership Team Concept: SmallUnitsV. USING THIS CURRICULUMThis curriculum makes certain implicit assumptions.The first is that learning will take place in a permissiveenvironment and interrogation will be part and parcelof the learning process and experience. Second, its governance will be decidedly pluralistic so that learnershave some input in shaping future iterations of the curriculum. Furthermore, the success of this curriculumis tied to having effective personnel and promotionssystem in place as well as an overall strategy for NCOdevelopment. Absent such a system and strategy, thiscurriculum will fall short of expectations.It is recommended that this curriculum be implementedin a progressive or sequential manner across the fourNCO developmental levels and more importantly acrossthe themes within each NCO developmental level. Thethemes and their associated blocks have been designedto progress from the tactical to the strategic level andsimilarly the degree of complexity of the courses undereach theme rises across the four NCO developmentallevels.For ease of understanding and comparison within theEuro-Atlantic community and with partner academies/schools we recommend making use of the table belowto comprehend the target audience for this curriculum.Education LevelFunctionRankPrimaryCapable of performing duties at the squad/platoon levelOR 4-5IntermediateCapable of performing duties at the platoon/company levelOR 6-7AdvancedCapable of performing duties at the company/battalion andabove levelOR 8-9CSELMost experienced NCO Leader within the NCO structure.Serves in the functions as Senior Enlisted Leader of brigadelevel and higherOR-9 CSEL
The Academic Lead (Canada) and the Project Manager (Switzerland) explaining theirvision to the Team in Garmisch-Partenkirchen.The Canadian Academic Lead with the PfP Consortium representativeat the Workshop in Garmisch-Partenkirchen.Centre for the Democratic Control of Armed Forces (DCAF) representativestreamlining UN Security Council Resolution 1325 on Women, Peace and Securityinto the Curriculum.7
TABLE 1.1 NCO PME REFERENCE CURRICULUM MATRIXI. PrimaryT1. Profession of ArmsII. Intermediate(p. 11)(p. 24)B 1.1 The NCO within the Profession of ArmsM 1.1.1 The NCO within the Profession of Arms: The Junior Leader as aProfessional SoldierM 1.1.2 Military EthosM 1.1.1 The NCO within the Profession of Arms: Attributes of the Profession of ArmsM 1.1.2 Military Ethos: Ethos and EffectivenessB 1.2 NCO-Officer RelantionshipB 1.2 NCO-Officer RelantionshipM 1.2.1 NCO-Officer RelationsM 1.2.2 Leadership Team Concept: Small UnitsM 1.2.3 Mentoring of Junior Officers: Combining Theory and PracticeM 1.2.1 NCO-Officer Relations: Complementary PerspectivesM 1.2.2 Leadership/Command Team Concept: Large UnitsM 1.2.3 Mentoring of Junior OfficersB 1.3. Military History and HeritageB 1.3. Military History and HeritageM 1.3.1 Evolution of Warfare: A Historical SurveyM 1.3.2 National Military History: Development and TraditionsM 1.3.1 Evolution of Warfare: Technology and WarM 1.3.2 National Military HistoryB 1.4 Modern Features of Military OperationsB 1.4 Modern Features of Military OperationsM 1.4.1 Legal Aspects of Military OperationsM 1.4.2 Cultural AwarenessM 1.4.3 Governmental Organisations (GO) / InternationalOrganisations (IO) / Non-Governmental Organisations (NGO)M 1.4.1 Legal Aspects of Military OperationsM 1.4.2 Cultural AwarenessM 1.4.3 Governmental Organisations (GO) / InternationalOrganisations (IO) / Non-Governmental Organisations (NGO)T2. Leadership and Ethics8T1. Profession of ArmsB 1.1 The NCO within the Profession of Arms(p. 55)T2. Leadership and Ethics(p. 72)B 2.1 Military LeadershipB 2.1 Military LeadershipM 2.1.1 Leadership StylesM 2.1.2 Leading SubordinatesM 2.1.3 Group DevelopmentM 2.1.4 Order and DisciplineM 2.1.5 Stress ManagementM 2.1.6 Personnel WelfareM 2.1.7 MotivationM 2.1.8 Self ManagementM 2.1.9 EmpowermentM 2.1.10 Leading ChangeM 2.1.1 Leadership StylesM 2.1.2 Leading SubordinatesM 2.1.3 Group DevelopmentM 2.1.4 Order and DisciplineM 2.1.5 Stress ManagementM 2.1.6 Personnel WelfareM 2.1.7 MotivationM 2.1.8 Self ManagementM 2.1.9 EmpowermentM 2.1.10 Leading ChangeB 2.2 EthicsB 2.2 EthicsM 2.2.1 Military EthicsM 2.2.2 Ethical Decision MakingM 2.2.3 Human RightsM 2.2.4 Diversity ManagementM 2.2.1 Military EthicsM 2.2.2 Ethical Decision MakingM 2.2.3 Human RightsM 2.2.4 Diversity ManagementB 2.3 Command and Control (C2)B 2.3 Command and Control (C2)M 2.3.1 Command and Control (Fundamentals)M 2.3.2 Strategic Decision Making (Not instructed at this level)M 2.3.3 Introduction to the Operations Planning ProcessM 2.3.4 Introduction to the Lessons Learned ProcessM 2.3.5 Information ManagementM 2.3.1 Command and Control Structures (Mission Command)M 2.3.2 Strategic Decision MakingM 2.3.3 Operations Planning ProcessM 2.3.4 Lessons Learned ProcessM 2.3.5 Information ManagementT3. NCO Core CompetenciesT3. NCO Core Competencies(p. 107)(p. 124)B.3.1 InstructionB.3.1 InstructionM 3.1.1 Instructional TechniquesM 3.1.2 Instructional DesignM 3.1.3 Physical Training (PT)M 3.1.1 Instructional TechniquesM 3.1.2 Instructional DesignM 3.1.3 Physical Training (PT)B 3.2 CommunicationB 3.2 CommunicationM 3.2.1 Communication TechniquesM 3.2.2 Media Communication / AwarenessM 3.2.3 Introduction to Strategic CommunicationM 3.2.1 Communication TechniquesM 3.2.2 Media Communication / AwarenessM 3.2.3 Elements of Strategic CommunicationB 3.3 Personnel DevelopmentB 3.3 Personnel DevelopmentM 3.3.1 CounsellingM 3.3.2 CoachingM 3.3.3 Conflict ManagementM 3.3.1 CounsellingM 3.3.2 Coaching and MentoringM 3.3.3 Conflict ManagementB 3.4 Unit ManagementB 3.4 Unit ManagementM 3.4.1 Budget ManagementM 3.4.2 Personnel ManagementM 3.4.3 Logistics ManagementM 3.4.4 Operational Risk ManagementM 3.4.5 Training ManagementM 3.4.6 Task ManagementM 3.4.1 Budget ManagementM 3.4.2 Personnel ManagementM 3.4.3 Logistics ManagementM 3.4.4 Operational Risk ManagementM 3.4.5 Training ManagementM 3.4.6 Task and Project Management
III. AdvancedT1. Profession of ArmsIV. Command Senior Enlisted Leader(p. 38)(p. 155)B 1.1 The NCO within the Profession of ArmsB 1. Civil-Military InterfaceM 1.1.1 The NCO within the Profession of Arms: The Profession of Armsand SocietyM 1.1.2 Military Ethos: The Influence of SocietyM 1.1 Civil-Military InteractionM 1.2 Security and Defence StrategiesB 1.2 NCO-Officer RelantionshipsB 2. Key Processes at the Operational and Strategic LevelsM 1.2.1 NCO-Officer Relationships: Senior CadresM 1.2.2 Command Team ConceptM 1.2.3 Mentoring of Junior Officers (Not instructed at this level)M 2.1 Operational and Strategic Level Processes / DocumentsB 1.3. Military History and HeritageB 3. Leading the NCO CorpsM 1.3.1 Evolution of Warfare: Recent DevelopmentsM 1.3.2 National Military HistoryM 1.3.3 Overview of Military Courtesies and ProtocolM 3.1 Expanding Roles and Responsibilities of a CSELM 3.2 Status of the NCO CorpsM 3.3 NCO Professional DevelopmentB 1.4 Modern Features of Military OperationsB 4. ProtocolM 1.4.1 Legal Aspects of Military OperationsM 1.4.2 Cultural AwarenessM 1.4.3 Actors in the Operational Space:The Comprehensive and Whole-of-Government ApproachesM 4.1 Protocol EngagementsT2. Leadership and Ethics(p. 88)B 2.1 LeadershipM 2.1.1 Leadership StylesM 2.1.2 Leading SubordinatesM 2.1.3 Group DevelopmentM 2.1.4 Order and DisciplineM 2.1.5 Stress ManagementM 2.1.6 Personnel WelfareM 2.1.7 MotivationM 2.1.8 Self ManagementM 2.1.9 EmpowermentM 2.1.10 Change ManagementB 2.2 EthicsM 2.2.1 Military EthicsM 2.2.2 Ethical Decision MakingM 2.2.3 Human RightsM 2.2.4 Diversity Management (Not instructed at this level)B 2.3 Command and Control (C2)M 2.3.1 Commander’s Vision and IntentM 2.3.2 StrategyM 2.3.3 Military Decision Making ProcessM 2.3.4 Lessons Learned ProcessM 2.3.5 Knowledge ManagementT3. NCO Core Competencies(p. 140)B 3.1 Instructional AdministrationB 3.2 CommunicationM 3.2.1 Communication TechniquesM 3.2.2 Media Communication and AwarenessM 3.2.3 Strategic CommunicationB 3.3 Personnel DevelopmentM 3.3.1 Counselling ProgramsM 3.3.2 MentoringM 3.3.3 Conflict ManagementB 3.4 Unit ManagementM 3.4.1 Budget ManagementM 3.4.2 Personnel ManagementM 3.4.3 Logistics ManagementM 3.4.4 Operational Risk ManagementM 3.4.5 Training ManagementM 3.4.6 Project Management9
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THEME 1: The Profession of Arms (I. Primary Level)GoalThe Profession of Arms Theme is designed to develop thestudent as an effective NCO leader within the profession of arms, with a firm understanding of the complementary roles played by the NCO corps and the officercorps. This Theme first explores military organisationand military ethos, followed by a study of the NCOofficer relationship. The Theme surveys the evolution ofwarfare as the core business of the profession of arms,and provides grounding in national military history andheritage. The Theme concludes with an overview of theintricacies of modern military operations.DescriptionThe Profession of Arms Theme is one of the three principal interrelated developmental pillars of the professionalmilitary education reference curriculum (PME RC) forNCOs. The profession of arms is the essential foundationfor sequential and progressive military NCO training andleadership development. The Theme is presented in fourBlocks: The NCO within the Profession of Arms; TheNCO-Officer Relationship; Military History and Heritageand Modern Military Operations. Each Block is offered atthree Levels: Primary, Intermediate and Advanced. As students advance through the three Levels, they are expectedto progress from a basic understanding of fundamentalconcepts- the way things are- to a deeper understanding atthe advanced levels of broader organising principles- whythings are the way they are. They are expected to progressfrom adhering to professional standards, to teaching andenforcing these standards and, at the most senior levels, toparticipating in the setting of professional standards. demonstrate proficiency in the military skillsrequired of a junior NCO; through the performance of duties and theoversight of military training, exhibit a goodgrasp of how military professional standards areset, applied and enforced; demonstrate the capacity to solve militaryproblems normally faced by a squad/platoon;and demonstrate the courage, character, physicaland mental toughness, and values required tosucceed as an NCO at the Primary Level.2) Each NCO at the Primary Level will: explain the role of the NCO corps within theprofession of arms; explain the nature of the NCO-officer relationship; describe national military history, the evolutionof military operations from the earliest times,and the development of national military traditions, customs and courtesies; and know the features of modern military operations.The Primary (OR 4/5) Level represents the first professional development period for military leaders. At thislevel the four Blocks are designed to present basic concepts and to stimulate discussions with the goal of developing an understanding of the duties of a junior leaderas a professional within the profession of arms.Learning Objectives/Outcomes1) In support of the overarching goal, NCOs at thePrimary Level will: embody the identity of a member of the profession of prms, by demonstrating the values,attributes and ethical behaviour expected of ajunior NCO;11
Block 1.1 The NCO Within the Profession of ArmsDescriptionThe aim of this block is to develop an active NCO leaderwho works within the NCO corps and in partnershipwith the officer corps to embody, sustain and promotethe professional ethos of the profession of arms. AsNCOs progress through the Levels, they are expected todevelop and demonstrate an intellectual ability to comprehend the various military, physical, ethical and socialdomains that comprise the profession of arms. At thePrimary Level, the NCO is introduced to the conceptof a profession, with military ethos as the foundation ofthe profession of arms.Learning Objectives/Outcomes1) Describe how professional standards are establishedand maintained.2) Identify the professional standards of the professionof arms.Module 1.1.1 The NCO within the Profession ofArms: The Junior Leader as a Professional Soldier.DescriptionThe profession of arms establishes, teaches and enforcesprofessional standards that are internalised by membersof the profession, and which are distinct from militarystandards that can be verified by inspection. In thismodule, the NCO at the Primary Level is introduced tothe concept of a profession and professional standards.The module emphasises the importance of a professional approach to the NCO’s task of preparing soldiersfor action under stressful circumstances, and for theNCO’s fundamental responsibility to look out for thewelfare of soldiers. Finally, this module explores the significance of professionalism for the ‘strategic corporal’, aperspective that recognises that in the course of modernmilitary operations small-unit tactical actions can havestrategic effect.Learning Objectives/Outcomes3) Describe the elements of his/her national militaryethos.1) Identify the principal activities of NCOs that aregoverned by professional standards.References/Readings2) Describe how professional standards are establishedand enforced.Duty with Honour: The Profession of Arms in Canada.Kingston, ON: Canadian Forces Leadership Institute,2009. Canada-2009-e.pdf3) Describe the appropriate attitude and behaviour ofa junior NCO within the profession of arms.4) Explain the significance of professionalism for the“strategic corporal”.U.S. Army White Paper. The Profession of Arms. White%20Paper%208%20Dec%2010.pdfIssues for ConsiderationValues and Standards of the British Army, January 2008.http://www.army.mod.uk/documents/general/v s ofthe british army.pdfb) What is the difference between the profession ofarms and other professions?a) How do professional standards differ from nonprofessional standards?c) How do professional standards govern personalbehaviour?d) In what ways are professional standards constantand in what ways do they change?Learning Methodology/AssessmentLearning objectives/outcomes will be achieved by thefollowing means: lectures by visiting senior NCOs andother speakers on selected topics; individual study andreference research; and small group discussions basedwhere possible on professional experience.12
References/ReadingsModule 1.1.2 Military EthosValues and Standards of the British Army, January 2008.http://www.army.mod.uk/documents/general/v s ofthe british army.pdfDescriptionDuty with Honour: The Profession of Arms in Canada.Kingston, ON Canadian Forces Leadership Institute,2009. Canada-2009-e.pdfScott, T.M. Enhancing the Future Strategic Corporal.Quantico, VA: Marine Corps University, 2006. fThe military ethos clarifies how professional NCOs mustview their responsibilities, apply their expertise and expresstheir unique military identity. It identifies and explainsfundamental beliefs about military service and defines thesubordination of the armed forces to civilian control andthe rule of law. In this module, the NCO at the PrimaryLevel is introduced to the concept of ethos and the values,beliefs and expectations that reflect core military values,presenting them as a reflection of the society from whicha military force is drawn. The module explores how military ethos affirms beliefs and expectations regarding themilitary function of applying and managing lethal force,expectations that differentiate members of the professionof arms from mercenaries or members of an armed gang.Learning Objectives/Outcomes1) Define “ethos”.2) Describe the elements of national military ethos.3) Describe the relationship between military valuesand the values of the national society.4) Explain what distinguishes professional soldiersfrom mercenaries.Issues for Considerationa) How are the beliefs and expectations of military service different from those of civilian employment?b) How much of military ethos is embodied inunwritten traditions and common understandings?c) How does “ethos” differ from “ethics”?d) How is military ethos transmitted from one generation to the next?Learning Methodology/AssessmentLearning objectives/outcomes will be achieved by thefollowing means: lectures by visiting senior NCOs andother speakers on selected topics; individual study andreference research; and small group discussions basedwhere possible on class experience.References/ReadingsDuty with Honour: The Profession of Arms in Canada.Kingston, ON: Canadian Forces Leadership Institute,2009. http://www.cda.forces.gc.ca/cfpds-sppfc/english/13
n-Canada-2009-e.pdfU.S. Army White Paper. The Profession of Arms. White%20Paper%208%20Dec%2010.pdfValues and Standards of the British Army, January 2008.http://www.army.mod.uk/documents/general/v s ofthe british army.pdfThe Profession of Arms Writing Team during the workshop in Lucerne.14
Block 1.2 NCO-Officer RelationshipModule 1.2.1 NCO-Officer Relations5DescriptionDescriptionThis block explores the NCO-officer relationship as itdevelops through the experience and career progression of both NCOs and officers. The long term goalis to develop the NCO’s ability to form a professionalworking relationship with his or her commander andother staff officers. This unique relationship will developand become stronger through the ability of NCOs toprovide reliable and relevant advice to assist officers withtheir decision-making. NCOs at the primary level havelimited direct interaction with officers, but it is at theprimary level that the NCO starts to develop an understanding of the dynamics of inter-rank relationships andbegins to gain the confidence and trust of the unit’s officers and other NCOs.In a modern armed force, officers and NCOs have different but complementary roles. In this module, theNCO at the primary level is introduced to the distinction between the roles, responsibilities and tasks of anNCO and those of an officer. In particular, the juniorNCO is made familiar with the legal obligations thatapply to NCOs, and how these differ from the legalobligations of officers.Learning Objectives/Outcomes1) Identify the core responsibilities of NCOs.2) Explain the leadership role of the NCO in the military unit.3) Describe strategies and techniques to advise juniorofficers.References/ReadingsAbrams, Creighton et al. The Officer/NCO Relationship.Washington, DC:
Block 1.2: NCO-Officer Relationship Module 1.2.1: NCO-Officer Relations Module 1.2.2: Leadership Team Concept: Small Units V. USING THIS CURRICULUM This curriculum makes certain implicit assumptions. The first is that learning will take place in a permissive environment and interrogatio
NORTH ATLANTIC TREATY ORGANIZATION (NATO) NATO STANDARDIZATION OFFICE (NSO) NATO LETTER OF PROMULGATION 4 October 2019 1. The enclosed Allied Quality Assurance Publication AQAP-2070, Edition B, Version 4 NATO MUTUAL GOVERNMENT QUALITY ASSURANCE (GQA), which has been approved by the nations in AC/327, is promulgated herewith.
NCS is comprised of US National Stock Numbers and NATO Stock Numbers NATO codification is based on U.S. Federal Catalog System Currently there are more than 18 million NSNs NATO-wide Used by 62 nations around the world, including 28 NATO countries (to find a list of the 28 NATO participating countries please follow)
74 BAB III GAMBARAN UMUM NATO (North Atlantic Treaty Organization) Dalam bab ini penulis akan menjelaskan beberapa pembahasan, Pertama penulis akan menjelaskan profil North Atlantic Treaty Organization (NATO). dalam bab ini akan dijelaskan sejarah terbentuknya NATO, alasan negara-negara Eropa untuk membentuk aliansi, struktur NATO dan cara kerja struktur dalam NATO.
STANAG 4609 (Edition 3) RECORD OF AMENDMENTS No. Reference/date of Amendment Date Entered Signature EXPLANATORY NOTES AGREEMENT 1. This NATO Standardization Agreement (STANAG) is promulgated by the Director NATO Standardization Agency under the authority vested in him by the NATO Standardization Organisation Charter. 2.
NATO logistics since the 2007 version of the Handbook, is the change of name of the Senior NATO Logisticians’ Conference (SNLC) to LC. We have a new NATO Strategic Concept which has guided the updating of the logistics vision, strategic goals and objectives. Furthermore, NATO logistics continues its migration to collective logistics.
North Atlantic Treaty Organization or the NATO Defense College. Printed copies of this paper can be obtained by contacting Mary Di Martino at m.dimartino@ndc.nato.int Research Paper ISSN 2076 – 0949 (Res. Div. NATO Def. Coll., Print) ISSN 2076 – 0957 (Res. Div. NATO Def. Coll., Online) Research Division
Academic Research Branch, NATO Defense College, May 2006). The second, by Laure Borgomano-Loup, Improving NATO-NGO Relations in Crisis Response Operations, deals with NATO’s relations with non-governmental organizations. Forum Paper no. 3, by David S. Yost, will examine NATO
its prototype stood up in October 2003. The force oversees NATO airspace, helping protect Alliance members from the threat of terrorism, and supports NATO crisis management operations. Reinforcing NAto: operation Anchor Guard Following the Iraqi invasion of Kuwait in 1990, aircraft from NATO's E-3A component deployed to eastern Turkey
