<p>En intervjustudie genomfördes på ett urval av åtta kadetter, studerande på Försvarshögskolans taktiskt-operativa officersprogram. Kadetterna hade alla en gemensam bakgrund från grundutbildningen likväl som från en internationell insats. Den semistrukturerade intervjun syftade till att finna de faktorer vilka påverkade dem att söka internationell tjänst och officersutbildning. Resultatet av studien visade att det var en mängd motivationsfaktorer vilka samverkade för att de intervjuade skulle söka internationell tjänst och sedan officersutbildningen. Motivationsfaktorerna kunde delas in i två kategorier, n<em>ödvändiga motivationsfaktorer</em> och e<em>ngagerande motivationsfaktorer</em>. De nödvändiga motivationsfaktorerna måste alla vara uppfyllda för att individen skall vilja åka på internationell tjänst eller genomföra officersutbildning. Dessa faktorer bygger i huvudsak på tillit till egna, kollegornas och förbandets förmågor samt på familjens acceptans. Om en av de nödvändiga motivationsfaktorerna inte är uppfyllda spelar det ingen roll om de engagerande faktorerna finns där, beslutet att genomföra ovanstående blir sannolikt inte av. De engagerande motivationsfaktorerna krävs däremot för att ett beslut om genomförande skall fattas. Dessa engagerande motivationsfaktorer är däremot oberoende av varandra och kan verka var och en för sig eller tillsammans. Nämnda motivationsfaktorer består av förbandsanda, kamratskap och personlig utveckling. Försvarsmakten kan påverka samtliga motivationsfaktorer. För att denna påverkan skall var möjlig krävs det välutbildade och yrkesskickliga officerare vilka minst har de nödvändiga motivationsfaktorerna tillfredställda. En adekvat officersutbildning och förebilder inom officerskåren, på alla nivåer samt ett genomtänkt anhörigstöd utgör grundförutsättningar för detta.</p> / <p>A field survey has been made on a selected group of cadets, studying on the Swedish Defence College officers training program. All of the cadets had a common military background, both from basic training as from military service abroad. The purpose of the survey was to find the motivation factors which led to the cadet’s choice to serve in the abroad service and thereafter commence officers’ training school. The result of the essay showed that there were a number of motivation factors which worked together. The motivation factors could be separated into two categories, <em>necessary </em>motivation factors<em> and committed </em>motivation factors<em>.</em> The <em>necessary</em> motivation factors has to be satisfied in order to get the will to apply for abroad service or to commence officers training. These factors consists mainly of the factors, <em>trust</em> - <em>regarding own skills, trust - concerning the skills of your colleagues, officers and your unit, </em>and on the cadets <em>family’s acceptance</em>. The <em>committed</em> motivation factors consists mainly of three factors, p<em>ersonal development, companionship and discipline/fighting spirit. </em>The <em>committed</em> motivation factors has to be satisfied in order to make the decision to serve in the abroad service and to commence the officer’s training school. However, it is enough if only one of these factors are satisfied to make the decision. The Swedish armed forces are able to influence all of these factors. In order to make this possible the officers has to be well trained and have excellent skills in the military trade. They also need to have the necessary motivation factors satisfied. An adequate officers training, role models within the body of officers on all levels and an adequate support to the families of the soldiers and officers are basic factors in order to achieve this.</p>

En intervjustudie genomfördes på ett urval av åtta kadetter, studerande på Försvarshögskolans taktiskt-operativa officersprogram. Kadetterna hade alla en gemensam bakgrund från grundutbildningen likväl som från en internationell insats. Den semistrukturerade intervjun syftade till att finna de faktorer vilka påverkade dem att söka internationell tjänst och officersutbildning. Resultatet av studien visade att det var en mängd motivationsfaktorer vilka samverkade för att de intervjuade skulle söka internationell tjänst och sedan officersutbildningen. Motivationsfaktorerna kunde delas in i två kategorier, nödvändiga motivationsfaktorer och engagerande motivationsfaktorer. De nödvändiga motivationsfaktorerna måste alla vara uppfyllda för att individen skall vilja åka på internationell tjänst eller genomföra officersutbildning. Dessa faktorer bygger i huvudsak på tillit till egna, kollegornas och förbandets förmågor samt på familjens acceptans. Om en av de nödvändiga motivationsfaktorerna inte är uppfyllda spelar det ingen roll om de engagerande faktorerna finns där, beslutet att genomföra ovanstående blir sannolikt inte av. De engagerande motivationsfaktorerna krävs däremot för att ett beslut om genomförande skall fattas. Dessa engagerande motivationsfaktorer är däremot oberoende av varandra och kan verka var och en för sig eller tillsammans. Nämnda motivationsfaktorer består av förbandsanda, kamratskap och personlig utveckling. Försvarsmakten kan påverka samtliga motivationsfaktorer. För att denna påverkan skall var möjlig krävs det välutbildade och yrkesskickliga officerare vilka minst har de nödvändiga motivationsfaktorerna tillfredställda. En adekvat officersutbildning och förebilder inom officerskåren, på alla nivåer samt ett genomtänkt anhörigstöd utgör grundförutsättningar för detta. / A field survey has been made on a selected group of cadets, studying on the Swedish Defence College officers training program. All of the cadets had a common military background, both from basic training as from military service abroad. The purpose of the survey was to find the motivation factors which led to the cadet’s choice to serve in the abroad service and thereafter commence officers’ training school. The result of the essay showed that there were a number of motivation factors which worked together. The motivation factors could be separated into two categories, necessary motivation factors and committed motivation factors. The necessary motivation factors has to be satisfied in order to get the will to apply for abroad service or to commence officers training. These factors consists mainly of the factors, trust - regarding own skills, trust - concerning the skills of your colleagues, officers and your unit, and on the cadets family’s acceptance. The committed motivation factors consists mainly of three factors, personal development, companionship and discipline/fighting spirit. The committed motivation factors has to be satisfied in order to make the decision to serve in the abroad service and to commence the officer’s training school. However, it is enough if only one of these factors are satisfied to make the decision. The Swedish armed forces are able to influence all of these factors. In order to make this possible the officers has to be well trained and have excellent skills in the military trade. They also need to have the necessary motivation factors satisfied. An adequate officers training, role models within the body of officers on all levels and an adequate support to the families of the soldiers and officers are basic factors in order to achieve this.

No description available.

The Army Reserve Officer Training Corp (ROTC) at Ball State University is a program designed to indoctrinate, train, and prepare students for careers as officers in the United States Army. In addition to military science classes held on campus cadets are required to attend the Leadership Development and Assessment Course (LDAC) at Fort Lewis, Washington, a 33-day long course that focuses on combat related competencies. It is during this training that students are first taught the precepts of cultural awareness inside a military context. This research argues that cultural awareness training, introduced to cadets as a battlefield obstacle that can impede mission completion, is incompatible with the organizational culture of the Army. Using ethnographic methods as a theoretical framework, this research focuses on Ball State Army ROTC culture and the broader issue of culture as an obstacle. The data reveals the assumptions and symbols that inform the practical application of cultural awareness and mission orientation as well as the difficulties of securing reliable anthropological information. The goal of this paper is a practical body of knowledge that will bridge gaps in the literature and serve as an invitation for an open dialog between anthropologists, military members of all rank, and policy makers. / Department of Anthropology

The aim of the study was to investigate why it was deemed necessary to train and localise the public and private sectors by the Swaziland government. The efforts began shortly before Swaziland attained independence in 1968. Many of the initiative to localisation started in pre-colonial Swaziland in 1966 leading to independence. The study also examined the drawbacks to training and localisation and how these were overcome. Swaziland inherited and was strongly dependent upon a strongly entrenched cadre of top-level public service and private administrators who were expatriates. The study also examined how far localisation has gone to date.

Thesis (MA)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: The tendency to use adventure-based training as an intervention medium for the improvement of the self-concept has grown rapidly over the past few years. However, research results on the effect of adventure-based training on participants' self-concepts are very contradictory. Some studies revealed significant positive improvements, while others revealed no significant differences in pre- and post-measures. The effect of adventure training on the self-concept in the military context has so far not yet been investigated in South Africa. A sound self-concept is of critical importance to young career officers, as it enables them to function with self-confidence in both their work environment and their community roles. They enter the military environment as late adolescents, which implies that the successful mastering of specific developmental tasks such as the formation of identity or self-concept, is a prerequisite for their dynamic functioning in the world of work. The aim of this study was to determine whether adventure training can indeed be utilised to enhance the self-concepts and self-efficacy of young career officers in the South African National Defence Force. A quasi-experimental design with a pre-test, post-test and post-post-test was used to determine the effect of a Ropes Course Development Programme on the self-concepts of young career officers. Subjects for the experimental group were selected from the young career officer population at the Military Academy (n=33) and subjects for the control group were selected from the young career officer population at the SA Army Gymnasium (n=32). Two measuring instruments were administered, during three time intervals, namely the Self-description Questionnaire III and the General Self-efficacy Scale. From the results it can be concluded that the control group did not change much during the eight-week-period of the study. Only three significant withingroup changes occurred, namely in the scores of the mathematical skills selfconcept sub-scale, in the scores of the total academic self-concept and the GSE scale. All three measurements showed a significant increase for the pretest to post-post-test time interval. The experimental group showed a number of changes between pre-test and post-test, as well as pre- and post-test to post-post-test time intervals. The SOOIII sub-scales with declining scores were the participants' self-concept regarding their verbal skills (post- to post-post-test) and academic ability (preand post-test to post-post-test). The total academic self-concept score was also significantly lower from post-test to post-post-test measurement. Scores that were positively affected over time were their self-concepts regarding their relations with parents (for pre-test to post-test), religion (for pre-test to posttest and maintained to post-post- test), the total non-academic self-concept (pre- to post-test) and the total general self-concept score (from pre- to posttest). The experimental group did not change with regard to their GSE scores. The most evident between-group differences were observed during the postpost- test on the verbal skills, academic ability, and total academic selfconcept scores (control group> experimental group), and relations with same sex self-concept scores (experimental group> control group). A significant relationship between the total SOOIII score and the GSE scale over the three time periods was observed. Highly significant r-values were obtained for both groups on all but one measurement. The final conclusion is that the Ropes Course Development Programme was not an effective intervention medium to enhance the self-concepts and selfefficacy of young career officers. There is still a need for scientific research to motivate adventure-based programmes as training intervention in the South African military context. / AFRIKAANSE OPSOMMING: Die neiging om avontuurgerigte opleiding as ingreep vir die ontwikkeling van die selfkonsep te gebruik, het die afgelope paar jaar ingrypend toegeneem. Navorsingsresultate rakende die invloed van avontuurgerigte opleiding op deelnemers se selfkonsepte is egter teenstrydig. Sekere studies het beduidende positiewe verbeteringe aangedui, terwyl ander weer geen beduidende verskille in voor- en na-toetse getoon het nie. Die uitwerking van avontuuropleiding op die selfkonsep, is tot dusver nie binne militêre konteks in Suid-Afrika ondersoek nie. 'n Positiewe selfkonsep is van kritiese belang vir jong beroepsoffisiere, aangesien dit hulle bemagtig om met selfvertroue in sowel hul werksomgewing as hul gemeenskapsrolle te funksioneer. Hulle betree die militêre omgewing tydens adolessensie, wat impliseer dat die suksesvolle bemeestering van bepaalde ontwikkelingstake soos identiteitsvorming of die vorming van 'n selfkonsep 'n voorvereiste is om effektief in die werksomgewing te funksioneer. Die doel van hierdie studie was om te bepaal of avontuurgerigte opleiding wel gebruik kan word om die selfkonsepte en selfdoeltreffendheid van jong beroepsoffisiere in die Suid-Afrikaanse Nasionale Weermag te bevorder. 'n Kwasi-eksperimentele ontwerp met 'n voortoets, na-toets en na-na-toets is gebruik om die invloed van 'n Toubaan Ontwikkelingsprogram op die selfkonsep en selfdoeltreffendheid van die jong beroepsoffisiere te bepaal. Proefpersone vir die eksperimentele groep is geselekteer vanuit die groep jong beroepsoffisiere by die Militêre Akademie (n=33) en proefpersone vir die kontrolegroep is vanuit die jong beroepsoffisierpopulasie by die SA Leërgimnasium geselekteer (n=32). Twee meetinstrumente is tydens drie geleenthede geadministreer, naamlik die "Self-description Questionnaire III" (SDQIII) en die General Self-efficacy Scale (GSE). Van die resultate kan afgelei word dat die kontrolegroep nie veel verander het tydens die agt weke periode van die studie nie. Slegs drie beduidende binne- groep veranderinge het plaasgevind, naamlik in die wiskundige vaardigheid selfkonsep subskaal, in die totale akademiese selfkonsep en die Algemene Selfdoeltreffendheidtelling. AI drie tellings dui op 'n beduidende toename vir die voor-toets tot na-na-toets tydsinterval. Die eksperimentele groep het 'n beduidende aantal veranderinge getoon tussen voor- en na-toets, sowel as voor- en na-na-toets. Die SDQIII subskale wat 'n afname in tellings getoon het, was die deelnemers se selfkonsepte aangaande hulle verbale vaardighede (na-toets tot na-na-toets) en akademiese vaardigheid (voor en na-toets tot na-na-toets). Die totale akademiese selfkonseptelling was ook beduidend laer tussen die na-toets en na-na-toets meting. Tellings wat positief oor tyd beïnvloed was, was hulle selfkonsepte ten opsigte van verhoudings met ouers (vir voor-toets tot natoets, godsdiens (vir voortoets tot na-toets en in stand gehou tot na-na-toets), die totale nie-akademiese selfkonsep (voor- tot na-toets) en die totale algemene selfkonseptelling (van voor- tot na-toets). Die eksperimentele groep het nie ten opsigte van hulle GSE tellings verskil nie. Die mees klaarblyklike tussen-groep verskille in tellings is waargeneem tydens die na-na-toets met betrekking tot verbale vaardighede, akademiese vermoë, en totale akademiese selfkonseptellings (kontrole groep > eksperimentele groep) en selfkonsep betreffende verhoudinge met dieselfde geslag (eksperimentele groep> kontrole groep). 'n Betekenisvolle verband tussen die SDQIII en die GSE skale is oor die drie tydperke heen waargeneem. Hoogs beduidende r-waardes is vir albei groepe op alle metings waargeneem, met die uitsondering van een meting. Die finale bevinding dui daarop dat die Toubaan Ontwikkelingsprogram nie 'n effektiewe ingreep was om die selfkonsepte en selfdoeltreffendheid van jong beroepsoffisiere te verbeter nie. Daar bly dus steeds 'n behoefte aan wetenskaplik gefundeerde navorsing om die waarde van avontuurgerigte opleidingsprogramme in die Suid-Afrikaanse militêre konteks te motiveer.

No abstract available.

No abstract available.

Syftet med denna studie var att undersöka om kadetter på Officersprogrammets sista termin har en uppfattning av det egna ledarskapet som stämmer överens med vad som stipuleras i Försvarsmaktens ledarskapsmodell Utvecklande ledarskap samt vilka ledaregenskaper dessa kadetter anser är de viktigaste. Urvalet bestod av 10 slumpvis selekterade kadetter. Bland dessa kadetter var följande verksamhetsförlagda utbildningar representerade: Markstrid, Ledningssystem och Nautisk profil. En semistrukturerad intervju genomfördes med var och en av de deltagande kadetterna för att ta reda på de uppfattningar och åsikter som funnits nödvändiga för att efter analys av innehåll kunna svara på studiens frågeställningar. Efter genomförd analys av intervjuresultaten kunde en viss överensstämmelse identifieras mellan kadettens uppfattning av sitt ledarskap och vad modellen Utvecklande ledarskap stipulerar. Vidare visade resultaten att sådana ledaregenskaper som sorterar under modellens ”utvecklande” delar ansågs som mest önskvärda, till viss del, i kombination med vissa delar som är vanligt förekommande i konventionellt ledarskap. Studien fastslår alltså att deltagande sistaårskadetter kan ha kommit en ansenlig bit på vägen mot ett utvecklande ledarskap. / The aim of this study was to investigate if cadets, attending the Swedish armed forcesOfficers training programs last term had a view on the model Full range leadership thatcorrelates whit their own comprehension of their own leadership and which leader attributesthat is considered to be the most desirable. The sample consisted of 10 randomly selectedcadets. Within the randomization the educational specializations included in this study are:Ground warfare, Command and Control and Naval profile. A semi structured interview whereconducted in which the cadets opinions and comprehensions where mapped out. Theinterview results where then analyzed in order to obtain the relevant substance needed toanswer the questions asked in the study. The analysis showed that the interviewed cadets,attending the Swedish armed forces Officers training program has a fair amount of Full rangeleadership within their own leadership. Furthermore the analysis showed that the mostdesirable leadership attributes is to be found in the upper parts of the model Full rangeleadership.

This dissertation provides an account of the contributions of Canadian universities to the Second World War. It examines the deliberations and negotiations of university, government, and military officials on how best to utilize and direct the resources of Canadian institutions of higher learning towards the prosecution of the war and postwar reconstruction. During the Second World War, university leaders worked with the Dominion Government and high-ranking military officials to establish comprehensive training programs on campuses across the country. These programs were designed to produce service personnel, provide skilled labour for essential war and civilian industries, impart specialized and technical knowledge to enlisted service members, and educate returning veterans. University administrators actively participated in the formation and expansion of these training initiatives and lobbied the government for adequate funding to ensure the success of their efforts. This study shows that university heads, deans, and prominent faculty members eagerly collaborated with both the government and the military to ensure that their institutions’ material and human resources were best directed in support of the war effort and that, in contrast to the First World War, skilled graduates would not be heedlessly wasted. At the center of these negotiations was the National Conference of Canadian Universities, a body consisting of heads of universities and colleges from across the country. This organization maintained an active presence in all major deliberations and exercised substantial influence over the policies affecting the mobilization of university resources.