edde 804 - assignment 2

8/19/2019 EDDE 804 - Assignment 2

1/19

Running Head: OPERATION HONOUR: EDUCATION AND LEADERSHIP 1

Operation HONOUR: Educational Interventions and Leadersip I!plications in te "igtAgainst Se#ual $isconduct and Harass!ent in te Canadian Ar!ed "orces

Assign!ent %&

'i! (ones) (en Porter) $arc Singer * Apostolos 'outropoulos

Dr+ $arti Cleveland,Innes

EDDE -./: Leadersip and Pro0ect $anage!ent in Distance Education

&1 $arc &.12


2/19

OPERATION HONOUR: EDUCATION AND LEADERSHIP 2

Se#ual !isconduct and arass!ent in te !ilitar3) and in our culture at large) is a serious

issue) and te Canadian Ar!ed "orces 4CA"5 ave not 6een not i!!une to it+ Te people o7

Canada old people in uni7or! to a iger etical standard 48o9er) 1-; Desca!ps) &.1uic?l3 6eco!e

pu6lic via !edia coverage+ A7ter 3ears o7 suc reports) a recent independent e#ternal revie9 into

te se#ual !isconduct and arass!ent in te CA" identi7ied @te e#istence o7 an underl3ing

se#ualied culture in te CA"B 9ic is @conducive to !ore serious incidents o7 se#ual

arass!ent and se#ual assaultB 4Desca!ps) &.1


3/19


victi!s detailing teir struggles 9it te internal reporting s3ste!; statistics gatered troug an

Access to In7or!ation re>uest; and intervie9s 9it di77erent agencies) suc as te O!6uds!anFs

O77ice o7 te CA") all pointed to a surprisingl3 ig nu!6er o7 co!plaints o7 se#ual assault eac

3ear and serious pro6le!s 9itin te s3ste!+

Desca!psF report 4&.1


4/19


Op Honour is te CA"Fs initial response to te Desca!p Report 4&.1


5/19


Proposed Educational Interventions

Te initial revie9 conducted 63 te !ilitar3 7ound tat te CA" !ust @re7res training

content across te institution 9it a vie9 to including !ore speci7ic in7or!ation on diversit3)

se#ual !isconduct) ar!7ul and inappropriate se#ual 6eaviour) resilienc3) 63stander

involve!ent and update !aterial on arass!ent) leadersip) pro7essionalis! and eticsB 4ance)

&.12) p+ &G5+ Te Desca!ps 4&.1uivalent o7 Secondar3 I) 7or so!e Non,Co!!issioned $e!6er trades)

suc as 7or Suppl3 Tecnicians and In7antr3 Soldiers) up to postgraduate,level degrees+


6/19


Appro#i!atel3 1


7/19


+ Se#ual e#ploitation

1.+ Se#ual assault 4ance) &.1


8/19


si!ulated practice scenarios delivered troug a =eavioural S?ills Training !etodolog3; and

7acilitated co!!unit3 6uilding via 7&7 or online discussion groups+

Personalized Systems of Instruction modularized learning (PSI)

Tese approaces to adult education are learner,centred and stress !aster3 o7 concepts

4Svenningsen * Pear) &.115+ Content is 6ro?en do9n into s!all !anagea6le units 9ic are

presented se>uentiall3; learners !ust de!onstrate !aster3 o7 prere>uisite concepts 6e7ore

!oving on to su6se>uent lessons+ Learners !ove at teir o9n pace to co!plete te !aterials

9ile receiving i!!ediate 7eed6ac? and positive rein7orce!ent 7or correct responses troug

7re>uent >uiing+ One o7 te pri!ar3 6ene7its o7 personalied 6eaviour anal3tic instructional

!etods is tat te3 reduce te re>uire!ent o7 in,class) e#pert,led) didactic instruction 9ic can

6e a signi7icant 6arrier to u!an service organiations due to te costs and logistics associated

9it identi73ing and iring consultants) 7inding appropriate venues) and sceduling and replacing

sta77 during training+ Tis is especiall3 a callenge in te !ilitar3) 9ere trainees !a3 need to 6e

deplo3ed or oter9ise relocated on a !o!entFs notice+ Researc as indicated tat adult

education strategies suc as personalied s3ste!s o7 instruction 4PSI5 are !ore e77ective tan

didactic instruction 4'uli?) 'uli? * =angert,Dro9ns) 1.5+ A nu!6er o7 studies ave

de!onstrated te e77ectiveness o7 appl3ing tis learner,centered educational strateg3 to distance

learning 4DL5 tecnologies 4Pear * Nova?) 12; $artin) Pear) * $artin) &..&; 8rant *

Spencer) &..; Svenningsen * Pear) &.11; Pear et al+) &.115+

Simulation-based Beavioural S!ills "raining (BS").

=eavioural S?ills Training 4=ST5 incorporates instructions) !odeling) reearsal and

7eed6ac? ai!ed at teacing ne9 s?ills+ Te =ST approac e!pasies training to a criteria

rater tan si!ple accrual o7 seat ti!e+ =ST as 6een so9n to 6e e77ective in te success7ul


9/19


ac>uisition o7 a 9ide variet3 o7 s?ills and is 6est acco!panied 63 eiter in,situ or si!ulation

6ased scenarios in te reearsal stage 4$ilten6erger et al+) &..5+ To enance te >ualit3 o7

training) virtual =ST si!ulations 9ill 6e incorporated into eac !odule to provide users 9it an

opportunit3 to put teor3 to practice in realistic situations+ Eac !odule 9ill include an

interactive si!ulation 7or 9ic te user 9ill ave to learn concepts) 6uild s?ills) and !a?e

practice,6ased decisions 9ic 9ill ave speci7ic i!pacts on te si!ulated case e#a!ples+ Tese

si!ulation !odules sould 6e availa6le in various 7or!ats 4ig,resolution !edia to te#t,6ased

scenarios5 to acco!!odate universal design principles as 9ell as logistical issues suc as

6and9idt availa6ilit3+ "eed6ac? 9ill 6e i!!ediate to 7acilitate rapid learning) and eac section

9ill 6e co!pleted onl3 9en te learner as de!onstrated !aster3 9itin si!ulated practice and

?no9ledge,6ased evaluations+ Recent studies ave so9n te e77ectiveness o7 suc an approac)

especiall3 9en paired 9it live 7acilitation and personal interaction 4al?er) &.1


10/19


training o60ectives !a3 6e 6est e#plored troug s!all group) s3ncronous training+ Tis t3pe

o7 engage!ent can also potentiall3 7oster a co!!unit3 o7 practice) 9ere trainees 6eco!e

leaders in canging te cli!ate around tis topic in teir respective areas+

Tis training 9as designed to 6e co!pati6le 9it principles o7 Andragog3 4'no9les)

1--5+ In !a?ing training personalied and interactive) and stressing te direct i!pact o7 se#ual

!isconduct on individuals) as opposed to an e#pert,led) in,class) didactic instruction 9ic can

ave te e77ect o7 !a?ing training goals !ore a6stract) tis igligts te relevance o7 sta!ping

out arass!ent to eac soldier in te CA"+

$eadersip Implications

Te i!ple!entation and !anage!ent o7 tis education progra! de!onstrates te need

7or !ultiple and varied approaces to leadersip) at several levels o7 action and responsi6ilit3+ It

is i!portant to note tat tis issue and our proposed education solutions are not 0ust a6out

training; rater) organiational assess!ent) co!!unications) and cultural cange are part o7 te

entire progra!) and all re>uire a leadersip structure tat 9ill !a?e sure tis s3ste!ic cange

occurs and is !aintained+

$ilitar3 organiations o7ten presuppose an autocratic or transactional leadersip st3le) in

9ic tere are clear structures and ierarc3) and clear re9ards 7or per7or!ance+ ile aspects

o7 our progra! 6uilds upon a transactional leadersip approac) 7or e#a!ple creating a ero,

tolerance approac to se#ual !isconduct 4=ell) uic?) and C3c3ota) &..&5) and e!pasis on

co!!and responsi6ilit3) in 9ic leaders !ust ta?e responsi6ilit3 7or te per7or!ance o7 teir

units 4Castro) 'intle) Scu3ler) Lucas) and arner) &.1


11/19


sould consider te 9a3s in 9ic current leadersip autocratic and transactional structures

perpetuate te issue o7 se#ual arass!ent 4K9erdling) &.1/5+ Oter leadersip approaces suc

as trans7or!ational leadersip) e!anating 7ro! te top) and distri6uted and e!ergent leadersip)

per!eating troug te organiation and te culture as a 9ole) !ust also 6e e!plo3ed+

Trans7or!ational leadersip at te top and trougout all ran?s o7 leadersip is a

necessit3+ As Scarlett,"erguson 4&.115 notes) @trans7or!ational leaders atte!pt to alter e#isting

structures and tr3 to in7luence people to accept a ne9 visionB 4p+ &5+ Trans7or!ational leaders

o7ten !a?e good use o7 transactional tactics) 6ut teir goal is to inspire te people around te!

and transcend sel7,interest 7or te good o7 te organiation 4Avolio) alu!69a) and e6er)

&..5+ Te Canadian !ilitar3 is a9are o7 te need 7or suc an approac: te Cie7 o7 te

De7ence Sta77Fs Operation Order launcing Op Honour speci7icall3 notes te need 7or

@Leadersip,Driven Culture Cange: te strengtening o7 te CA" culture and etos in a

!anner tat rein7orces !utual trust) respect) onour) and dignit3B 4ance) &.1


12/19


it tis idea in !ind) tat ever3one at ever3 level !ust 6e provided te resources and

support needed to 6ring a6out cange) transactional leadersip gives 9a3 to trans7or!ational

leadersip) distri6uted leadersip 4Avolio et al) &..5) and e!ergent leadersip 4$isiole? and

Hec?!an) &..ualit3 relationsips 6et9een leaders and 7ollo9ers sould 6e 7ostered in L$ to

encourage su6ordinates to report) and 7eel sa7e in reporting) cases o7 arass!ent or assault+

In a sense) 63 evo?ing di77erent leadersip t3pes 7or di77erent levels and di77erent conte#ts

9itin te organiation) 9e are considering te di77erent 7acets o7 a total leadersip approac+

Here leadersip radiates 7ro! te top o7 te organiation) 6ut it per!eates into all levels o7

leadersip and trougout te culture o7 te organiation+ Te DL approac 9e advocate ere)

9it its e!pasis on PSI) si!ulated learning) and te 7ostering o7 a co!!unit3 o7 practice) as

te e77ect o7 pro!oting a distri6uted leadersip approac) in 9ic local leaders) regardless o7


13/19


7or!al ran?) e!erge and ta?e te lead in ensuring tat se#ual !isconduct is addressed) reduced)

and eli!inated+ Troug tis process o7 6u3,in and o9nersip on te part o7 !e!6ers o7 te

CA") it can pro!ote a culture o7 e!ergent leadersip 9ic pro!otes a positive 9or?ing

environ!ent 7or all CA" !e!6ers+

Conclusion

In tis 6rie7 paper 9e ave e#plored te issue o7 se#ual !isconduct and arass!ent in te

!ilitar3) an issue tat also e#ists in our culture at large+ A recent e#ternal independent revie9 o7

tis issue) co!!issioned 63 te Cie7 o7 De7ence Sta77) igligted a nu!6er o7 issues 9itin

te CA") and it 9as tis tat gave rise to Op Honour) a 9a3 o7 addressing tis issue 9itin te

CA"+ It is) o9ever) too earl3 in its i!ple!entation to deter!ine 9eter or not Op Honour is

9or?ing+ Our approac uses Op Honour as a starting point) 6ut is intended to enance tis

progra! 9it our leadersip and distance education approaces+

In our approac 9e consider te varied 6ac?ground o7 te people serving in te CA")

6ot in ter!s o7 de!ograpics) 6ut also in ter!s o7 teir learning 6ac?grounds and educational

co!petencies+ Te educational intervention 9ill 6e availa6le in a sel7,paced distance education

!odel 6ased on PSI !odularied learning to !a?e it accessi6le to a variet3 o7 learners 9it

di77erent 6ac?grounds and di77erent deplo3!ent statuses+ Si!ulations 9ill 6e e!plo3ed 7or

6eavioural s?ills training) and 9e are suggesting a 6lended approac to learning in order to

encourage pedagogies tat are suited 6est 7or adult learners and tat 7acilitate co!!unit3

6uilding+

Educational interventions are not te onl3 co!ponent o7 our proposal+ Leadersip and

culture cange are ?e3 co!ponents to tis intervention as 9ell+ As 8eneral ance recentl3 said)


14/19


M++it is leadersip at all ran? levels tat is at te core o7 our culture) it is leadersip

tat !a?es us tic?) it is leadersip tat inspires) it is leadersip tat protects) it is

leadersip tat teaces and encourages and it is leadersip tat 9ill eradicate

se#ual !isconduct 7ro! 9itin our ran?sB 4ance) &.1


15/19


%eferences

Avolio) =+) alu!69a) "+) * e6er) T+(+ 4&..5+ Leadership: Current theories, research, and

future directions+ $anage!ent Depart!ent "acult3 Pu6lications+ Paper G+

=ass) =+ $+) (ung) D+ I+) Avolio) =+ (+) * =erson) + 4&..5+ Predicting unit per7or!ance 63

assessing trans7or!ational and transactional leadersip+ Journal of Applied Psychology)

884&5) &.G,&1-+ doi:1.+1.GJ..&1,.1.+--+&+&.G

=ell) $+P+) uic?) (+C+ * C3c3ota) C+S+ 4&..&5+ Assess!ent and prevention o7 se#ual

arass!ent o7 e!plo3ees: An applied guide to creating ealt3 organiations+

International Journal of election and Assess!ent ) 1.) 12.,12G+

=iels?i) K+ 4&.1


16/19


Cud!ore) (+ 4&.1


17/19


'no9les) $+ 41--5+ Te !odern practice o7 adult education: "ro! pedagog3 to andragog3 4&nd

ed+5+ Ne9 or?: Association Press+

'uli?) C+,L+) 'uli?) (+) * =angert,Dro9ns) R+ 41.5+ E77ectiveness o7 $aster3 Learning

Progra!s: A $eta,Anal3sis+ 1e2ie) of /ducational 1esearch , 45 4&5) &2


18/19


$isiole?) N+ I+) * Hec?!an) R+ 4&..


19/19


Ti!!er!an) 8+) * =a0e!a) C+ 4&...5+ Te I!pact o7 Organiational Culture on Perceptions and

E#periences o7 Se#ual Harass!ent+ Journal of 7ocational 'eha2ior )

edde 804 - assignment 2

Documents