The method information

The basis of the method information of the leadership training program is the critical constructive concept of learning, the extensive application of which is being researched and carried out in the FDF under the research on military pedagogy. ln behavioral sciences the constructive concept of learning has challenged all the people who work in interactive professions (Rauste-von Wright & von Wright, 1994). When studying the basics of training and leadership, one quickly runs into certain similarities that are primarily related to the facing of reality, human interaction and the formation of individual information. These similarities have been noticed in the birth stages of the paradigms being dealt with here, and the need of the synthesis of experience-centered, interaction-centered and mind-centered approaches actually stems from the new paradigm of leadership.

The training methods in leadership do require as support certain starting points that are related to the trainees; i.e. to learning. ln order for leadership training to have an effect, trainees must:

• be motivated to learn,

• be ready to learn (skills, basic potential),

• be aware of the objectives of training,

• have an option of an immediate feedback process, the premise of which is self-evaluation, and

• have an opportunity to practice what they have learned. (Hall and Norris 1993, 36.)

Hall and Norris (1993) state that learning is actually divided into two larger entities:

conceptual learning and social learning. By conceptual learning the scientists refer directly to the constructive concept of learning and emphasize the significance of experiential learning in this framework. The central forms of social learning are imitation and the formation of models. ln military training, social learning brings up the example of the instructor and superior as one of the most important prerequisites of development as a leader.

Avolio (1999) reports lessons learned from numerous training programs on transformational leadership. Leadership training interventions should:

- begin first considering how to follow-up,

- focus to capitalize on developmental readiness (potential),

- initiate boosters to enhance accountability, support reflective learning and to offer facilitation and coaching and

- tie training to real work goals and expectations.

ln these training interventions, the importance of a coherent conceptual model has been noticed. The impact of multi-level feedback on awareness as well as the influence of developmental planning structure has been evidenced through the contibution of follow-up boosters.

The most efficient learning process in leadership starts from the individual himself. This premise should be visible in the feedback process. According to the behavioristic conception of education, the most can be learned from a performance when the instructor gives the trainee immediate feedback. According to the constructive conception of learning, activity is again immediate but in such an order that feedback is mainly based on the trainee's self-evaluation that is listened to by the instructor. This way every feedback discussion is a small step towards self-directedness.

Venkula (1988) deals more profoundly with the theoretical background of the methods presented in this chapter. When dealing with practice through activity, Venkula emphasizes the superior position of skill and praxis in relation to knowledge. Still, too little is known about the opportunities of developing those skills. More research in this field is needed (Clark and Clark 1990, 76). ln the FDF, the methods of the new leadership

training have been reported in detail in the book "Puolustusvoimien johtajakoulutus"

(Nissinen, 2000b).

At the conceptual level the foundations of the constructive concept of learning have been brought to military training through the concepts and forms of military pedagogy (Toiskallio, 1996; 1998; 2000a; 2000b; Kallioinen, 2001 ). The military leader is almost without exception the trainer of his subordinates and troops. This viewpoint is emphasized during peace time, when most of the Defence Forces· personnel resources are directed towards training. This way training and training skills become a central part of military leadership, because during times of crisis and when preparing for combat training must continue in order to achieve success. Toiskallio (1998) defines the concept of military pedagogy:

"Military pedagogy is ^a doctrine of training skil/s. lt is ^a doctrine of setting goals, guiding leaming and assessing training activities and know-how. "

Because training is the key task of a peace time military leader, there is a reason to study what kind of educational basic assumptions the field of military pedagogy leans on.

Training skills are the ability to guide learning, i.e. the ability to teach and practice. The sub-areas of training skills are:

• the skill to further continuous learning,

• the skill to act as an educator and instructor,

• the skill to act in interactive situations and guide them, and

• the skill to act as a member of a work community.

The changing and unpredictable conditions of the battlefield mean that every soldier must possess flexibility, creative know-how and critical thinking skills. With the help of continuous learning, the basic potential can be refined into real skills. The instructor does not merely carry out training. He is aisa learning continuously and this way he is the developer of his own work (Ojanen 1996, 12).

Military training always includes education, i.e. the guidance of persona! growth. Persona!

growth shows as the healthy development of self-knowledge and self-confidence, initiative, responsibility and ethical assessment and decision-making ability. lt includes the strengthening of communal spirit and the understanding of other people. On this basis the development of knowledge, skills and attitudes can be continuous. The educational skills

of the instructor include seeing and facing the differences in the trainees (Toiskallio 1998, 21 ).

A good learning process demands purposeful interaction also in military training. With interaction, the trainees' own activity that leads to learning is tuned, guided and supported.

The instructor must understand that knowledge, understanding and know-how cannot be directly transferred from one individual to another. When the instructor understands this, he understands also the basic idea of the constructive concept of learning. During peace time in the FDF, military training is given in training companies. An efficient company plans, carries out, evaluates and develops training in groups led by the company commander. This requires that the training atmosphere of the company supports and encourages its members. A peace time company should be a learning organization capable of comprehensive quality control. (Lehtinen, 1996.)

Jarnila (1998) has collected definitions of a learning organization from various scientists and draws his own conclusions from them. For the members of a learning organization, the features associated with it emphasize especially the potential for change, adaptability, innovation and creativity. Among work procedures, reflection, commitment, activity, the support and encouragement of others, working together and openness rise to the surface.

According to Ruohotie (1995), the result of these starting points is that a learning organization functions close to its clients, reacts quickly to changes, learns from other organizations, constantly questions its own activities as well as allows mistakes and learns from them.

Toiskallio aisa emphasizes the principles of coaching as well as the attitude of the coach in military leadership. Coaching is the ability and willingness to personally further the development of individuals by:

• defining clear goals,

• guiding and instructing,

• one's own example,

• helping to see and understand,

• evaluating performances and giving clear feedback,

• giving support when difficulties arise, and

• creating natural commitment and enthusiasm and the willingness to learn and practice. (Toiskallio 1998, 29.)

Toiskallio outlines the core principles of constructivism in the foundations of military pedagogy. He emphasizes the significance of deep learning. The constructive evaluation of the guidance of learning is brought forth, like the self-evaluation of the instructor. The basic assumptions of the training culture (Heikkurinen, 1994; Toiskallio, 1996, 1998, 2000a) that are built on the foundation described above are parallel to the starting points of the new leadership training program. When examining the figure describing the setting of goals for the training of military leadership (see Figure 16), it has to be remembered that creating meaningful study programs is partly based on the exploitation of the parallels between different areas.

According to Toiskallio (2000b), the concept of pedagogy refers to both practise and theory. Military training is practical, and military pedagogy constitutes its support by means of research and teaching in relation to society and culture. Military pedagogy and the new leadership training program are not synonyms. Military pedagogy is a framework of knowledge and research for many paradigms and theories.

Thus, the common starting points of military pedagogy and deep leadership model are easy to see and justify. ln this viewpoint, for example Niemi (1994) emphasizes the significance of critical reflection and emancipatory ideal of knowledge. As well, the person and the touch of the instructor may have a decisive role concerning the end result in the teaching and training of leadership skills (Casey et al, 1992). The teaching of and learning for leadership starts from the following basic assumptions:

1) the concept of leadership is closely connected to the concepts of training and teaching both theoretically and in practise;

2) Each trainee who has reached adult age already has his own view on leadership and persona! experiences about being the subject of leadership and

3) Because deep leadership is based on the whole personality, i.e. the potential of the leader, real development cannot begin until the feedback process functions. At the basic training phase the trainee's knowledge and attitudes in relation to perso nai development can be inf luenced and thus create potential for learning from feedback.