Individual Reflective Essay on a Future Command Challenge
Programme Time: 0.0 hours
Preparation Time: 15.0 hours
AIM
To reinforce and assess the students’ personal understanding of the complexities of leadership and command, and the resulting future challenges in the 21st century.
SCOPE
The aim will be achieved by reflecting on the complexity of command previously analyzed during the Group Research Project and drawing on additional course/programme materials if/as desired. Although not required, students may also draw on DS 555 material to address issues of leadership as deemed useful to examine the exercise of command.
While students on JCSP may not command at the operational level for some years, the relevance of this activity is in gaining a deeper appreciation and understanding of the complexity and functioning of command at various levels, and thus prepares them for potential appointments to higher positions within the institution.
TEACHING POINTS
The following teaching points are to be addressed and expanded upon during the conduct of this activity:
• Analysis of command at the operational and institutional levels.
• Use of (an) analytical framework(s) for command.
• Application of course material from DS556.
CONDUCT
Students are to write a 2,500-word reflective paper in English or 2,875-word reflective paper in French that describes what they have learned about the most pressing command challenges facing professional military leaders in the 21st century, and which explains how and why their assumptions have or have not changed. This essay will build on and personalize the material researched for the Group Research Project. The analysis should make reference to a wide selection of course/programme material from DS 556. If leadership concepts are used in the paper, then the concepts and terminology need to be consistent with CAF leadership doctrine from DS 555.
The focus of the paper must be a demonstration of the students’ understanding of their thinking as it relates to the complexity of command. Students must focus their analysis and discussion on demonstrating their awareness of their prior assumptions and, through specific examples, how and why they have or have not changed.