Baltic Defence College

Course PLAN Civil Servants Course 2015

01 DEC 2014

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Tests and Exams within the Respective Learning Areas1*

Deliverable Learning Area

Date Assigned Date Due

Date of Feedback and Grades to Civil

Servants Department

M101 Test LA-1 27 JAN 27 JAN 28 JAN OPD

M104 Test LA-1 13 FEB 13 FEB 17-18 FEB OPD

M105 Test LA-1 08 APR 08 APR 30 APR OPD

LA1 Exam (3 parts) LA-1 18-22 MAY 22 MAY 29 MAY OPD

Take Home Exam LA-2 14 JAN 6FEB 20FEB DPS

Argumentative Essay LA-5 13 JAN 28 APR 15 MAY DPS

Argumentative Essay

Presentations LA-5 13 JAN 28-29 MAY 05 JUN All

LA 3 Test (Project

Management) LA-3 20 FEB 20 FEB 09 JUN DOL

LA 3 Test (Defence Policy and Planning)

LA-3 05 JUN 05 JUN 10 JUN DOL

Elective II - 13 JAN TBD TBD Dean

Elective III - 08 JUN TBD TBD Dean

Individual Writing Task LA-4 28 JAN 02 MAR 16 MAR DOL

SGO Grade N/A N/A N/A 12 JUN SGO / CD

1 On both formative and summative events, CSC are graded using ’Pass’, ’Fail’, or ’Pass with Distinction’. * Red – formative (ungraded) / Green – summative (graded).

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Table of Contents

COMMANDANT’S PREFACE .................................................................................. 6

KEY ABBREVIATIONS ............................................................................................ 7

CHAPTER 1 – BALTIC DEFENCE COLLEGE ......................................................... 8 101. COLLEGE MANDATE ......................................................................................... 8

CIVIL SERVANTS COURSE .................................................................................... 8 102. AIM ................................................................................................................. 8 103. COURSE OBJECTIVES ...................................................................................... 9 104. END-STATE ................................................................................................... 10 105. SCOPE .......................................................................................................... 10 106. ADMISSION REQUIREMENTS ........................................................................... 10

CHAPTER 2 - EDUCATIONAL FRAMEWORK ...................................................... 11 201. COURSE DOCUMENTS.................................................................................... 11

a. Course Plan ............................................................................................. 11 b. Module Handbook .................................................................................... 11 c. Weekly Plans ........................................................................................... 12 d. Daily Schedule ......................................................................................... 13

202. DEFINITIONS ................................................................................................. 14

CHAPTER 3 - METHODOLOGY ............................................................................. 16 301. TEACHING APPROACH ................................................................................... 16

a. Basic Approach........................................................................................ 16 b. BALTDEFCOL Definition of Adult Learning .............................................. 16 c. Learning Activities .................................................................................... 17 d. Learning Methods – Coding and Description ........................................... 18

302. ACADEMIC WRITING ....................................................................................... 20 303. NON-ATTRIBUTION POLICY (CHATHAM HOUSE RULE) ...................................... 20 304. LEARNING LEVELS ......................................................................................... 21 305. SYNDICATE GUIDING OFFICER (SGO) ............................................................. 22 306. CIVIL SERVANTS’ REPRESENTATIONAL STRUCTURE ........................................ 22

a. The Class Leader (CL)............................................................................. 22 b. The Syndicate Leader (SL) ...................................................................... 23 c. The Class Assistant (CA) ......................................................................... 23 d. The Task Leader (TL) .............................................................................. 23

CHAPTER 4 – ASSESSMENT SYSTEM ................................................................ 24 401. INTRODUCTION .............................................................................................. 24 402. MAIN OBJECTIVE ........................................................................................... 24

a. Formative Assessment ............................................................................ 24 b. Summative Assessment .......................................................................... 25 c. Grade Release Procedures: ..................................................................... 25 d. Descriptions of Learning Area Assessments ............................................ 26 e. Course Director Oversight ....................................................................... 27 f. Academic Misconduct ............................................................................... 28 g. Academic Awards .................................................................................... 28 h. Grading Scale. Civil Servants will be evaluated as follows: ...................... 29 i. Overall Performance Grade ...................................................................... 29 j. Assessment Policy .................................................................................... 30 k. General Appeal Procedure ....................................................................... 31 l. Exceptions to Grading Policy .................................................................... 32

403. RECORD MANAGEMENT ................................................................................. 32

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404. ASSESSMENT CYCLE ..................................................................................... 33 a. SGO Dialogue (SGO – Civil Servant) ....................................................... 33 b. CD Dialogue (CD – Civil Servant) ............................................................ 33 c. Evaluation Seminar (CD – Directing Staff/SGO)....................................... 33

405. REPORT PROCESS ........................................................................................ 34 a. General .................................................................................................... 34 b. Exercise and Assignment Report ............................................................. 34 c. Interim Report .......................................................................................... 34 d. Final Report ............................................................................................. 34

406. QUALITIES AND CAPABILITIES ......................................................................... 35 407. MISCONDUCT AND PROCEDURES FOR FAILING TO MEET COURSE STANDARDS.. 35 408. GRADUATION DOCUMENTS ............................................................................. 36 409. ELECTIVES .................................................................................................... 36 410. ABSENCE FROM CIVIL SERVANTS COURSE ...................................................... 36

CHAPTER 5 - CURRICULUM DEVELOPMENT ..................................................... 37 501. COURSE FEEDBACK SYSTEM.......................................................................... 37

CHAPTER 6 - LEARNING AREA 1 ........................................................................ 39

JOINT COMBINED OPERATIONS .............................................................................. 39 601. AIM OF LEARNING AREA 1: ............................................................................. 39 602. LA 1 MODULES AND SUB-MODULES ................................................................ 39

CHAPTER 7 – LEARNING AREA 2 ....................................................................... 41

INTERNATIONAL AFFAIRS ....................................................................................... 41 701. THE AIM OF LEARNING AREA 2 ....................................................................... 41 702. LA 2 MODULES ............................................................................................. 42

CHAPTER 8 - LEARNING AREA 3 ........................................................................ 43

DEFENCE PLANNING ............................................................................................... 43 801. THE AIM OF LEARNING AREA 3 ....................................................................... 43 802. LA 3 MODULE AND SUB-MODULES .................................................................. 43

CHAPTER 9 - LEARNING AREA 4 ........................................................................ 44

LEADERSHIP ........................................................................................................... 44 901. THE AIM OF LEARNING AREA 4 ....................................................................... 44 902. LA 4 MODULE AND SUB-MODULES .................................................................. 44

CHAPTER 10 - LEARNING AREA 5 ...................................................................... 45

CRITICAL THINKING AND COMMUNICATION ............................................................ 45 1001. THE AIM OF LEARNING AREA 5: .................................................................... 45 1002. LA 5 MODULE ............................................................................................. 45 ANNEX A............................................................................................................. 47

Qualities and Capabilities ............................................................................ 47 ANNEX B............................................................................................................. 49

SGO Dialogue Report .................................................................................. 49 ANNEX C ............................................................................................................ 50

Exercise / Special Assignment Report ......................................................... 50 ANNEX D ............................................................................................................ 52

Interim Report (Evaluation Seminar 2) ......................................................... 52 ANNEX E............................................................................................................. 54

Final Report ................................................................................................. 54

CURRICULUM FLOW ............................................................................................ 56

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The purpose of this Course Plan is to provide information regarding the Civil Servants Course (CSC). The intended audiences include, but are not limited to: 1 – Civil Servants Course Attendees 2 – BALTDEFCOL Directing Staff 3 – BALTDEFCOL Support Staff 4 – College Management Group 5 – Baltic Coordination Group 6 – Partner Nations The tasks, rules and norms of the Baltic Defence College operations are described in BALTDEFCOL Regulations and are not included in the Course Plan, except where directly applicable to the conduct of CSC. In the unlikely event of disparity between the Course Plan and the BALTDEFCOL Regulations, the Regulations always take precedence. The most current and approved version of the Course Plan is posted on the Internet (http://www.baltdefcol.org).

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Key Abbreviations

AHT Assistant Head Teacher AE Argumentative Essay BALTDEFCOL Baltic Defence College CA Class Assistant CD Course Director CDT Commandant CL Class Leader CMG College Management Group COS Chief of Support CP Course Plan CSC Civil Servants Course CST Case Study DCDT Deputy Commandant DOL Department of Leadership DoD Director of Department DoS Director of Support DPS Department of Political and Strategic Studies DS Directing Staff (also DISTAFF) EXE Exercise FST Field Study Trip GL Guest Lecturer HCSC Higher Command Studies Course HT Head Teacher ISD Individual Study Day JCGSC Joint Command and General Staff Course JOPG Joint Operations Planning Group LA Learning Area LEC Lecture LED Lecture Discussion (includes option for Syndicate Work) OPD Operations Department PO Project Officer POC Point of Contact SEM Seminar SGO Syndicate Guiding Officer SL Syndicate Leader SNR Senior National Representative SYW Syndicate Work TRP Team Research Project

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Chapter 1 – Baltic Defence College

101. College Mandate The College Mandate is found in the Agreement Concerning the Baltic Defence College, Memoranda of Understanding, BALTDEFCOL Development Plan, and in various joint communiqués signed by (the) Ministers of Estonia, Latvia and Lithuania. BALTDEFCOL is responsible for the delivery of the following:

Joint Command and General Staff Course (JCGSC) – an annual joint staff

course focused at the operational level Higher Command Studies Course (HCSC) – an annual senior level course

focused at the strategic level Civil Servants Course (CSC) – an annual course in security and defence

currently conducted as an integrated component of the JCGSC Supplementary short courses at the behest of the Baltic States

Civil Servants Course

102. Aim The CSC aim is to enhance knowledge and skills of the Civil Servants necessary for the development and implementation of national security and defence policies through professional civil-military partnership and cooperation at the operational and strategic level. Upon graduation, Civil Servants will have enhanced their ability to work together with their military counterparts to plan the development of military capabilities and to ensure their effective use in operations. They will also be able to contribute to the planning and conduct of military and non-military operations. Importantly, they will have established a network of relations with their counterparts in the defence forces and in the civil services of other nations, which can be leveraged in their future work. The Course lasts 23 weeks and covers a broad area of subjects. The underlying philosophy of the Course is to provide a broad, multi-disciplinary education and the analytical instruments necessary to deal with the complexity and volatility of the contemporary security environment and future challenges.

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The CSC’s education rests on three pillars: 1) Pillar 1 – Integrated Learning with the JCGSC. This covers leadership,

defence management, the role of media in a democracy, crisis response operations, and other key topics. It also includes combined joint staff exercises and field study trips. Moreover, additional teaching will be provided exclusively for CSC to enhance knowledge in selected areas.

2) Pillar 2 – Civil Servant-Specific Learning. At certain junctures, Civil

Servants will disengage from the learning activities of the Joint Course and participate in programmes directly related to Civil Servant learning requirements. These programmes include, but are not limited to, the following components of International Affairs:

o Geopolitics and International Law o EU Common Security and Defence Policy o Strategic Policy Making

3) Pillar 3 – Individually-Tailored Learning. Civil Servants will have

opportunities to pursue their own area of expertise. For example, Civil Servants will select Electives and may also participate in an assortment of Roundtable Discussions, Conferences, etc. on a voluntary basis.

103. Course Objectives2 1. Develop the ability to analyse security policy and strategy from national and

international perspectives.

2. Enhance the understanding of the Euro-Atlantic structures and application of NATO doctrines.

3. Foster an understanding of the full spectrum of conflict and complex operational environments.

4. Describe operational level planning and apply key elements of it to solve problems in a contemporary operational environment.

5. Enable critical thinking to evaluate and create innovative solutions to complex problems and communicate ideas in oral and written form with clarity and precision.

6. Deepen the understanding of national and international defence planning and defence management and its role in capability development and institutional change.

2 Note: the underlined verbs correspond to Bloom’s Taxonomy, as defined in Chapter 3 of this CP.

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104. End-State Upon graduation, Civil Servants will: Have enhanced ability to work together with their military counterparts in

the planning of military capabilities and their subsequent commitment to operations.

Have enhanced their ability to contribute to the planning of military and

non-military operations. Be able to employ contemporary defence management, operational

planning, critical thinking and effective communication skills. Have established a network of relations with their counterparts in the

defence forces.

105. Scope The Course focuses on civil military cooperation in planning and conducting military and non-military operations as well as defence planning and national strategic decision making. The Course content is organised into five Learning Areas: LA 1 – Joint Combined Operations LA 2 – International Affairs LA 3 – Defence Planning LA 4 – Leadership LA 5 – Critical Thinking and Communication 106. Admission Requirements Ideally, Civil Servants attending the Course should: Have progressed into mid-level ranks in their careers in their respective

organisation (MoD, MFA, etc.). Their current positions can vary from senior experts to deputy heads of department.

Attain an English language level 3333 according NATO STANAG 6001. Hold a NATO Confidential security clearance or Partnership for Peace

(PfP) Confidential security clearance. Possess computer skills – must have a well-developed capability for using

the Internet and normal office software such as: MS Windows, MS Word, MS Excel and MS Power Point.

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Chapter 2 - Educational Framework

Lifelong learning is no longer an option – it’s a necessity

- Harvard Business School 201. Course Documents Six weeks prior to execution of a Module, Departments will provide Civil Servants with a hardcopy package which includes the relevant CSC documents therein. The contents of this package will also be posted on ILIAS. Key CSC documents, referred to as the Course Programme, consist of the Course Plan, Module Handbooks, and Weekly Plans. These documents cover all aspects related to the Course and the curriculum. Departmental Directors are responsible for the timely submission and quality control of all Course documents going forward to the Course Director for signature. a. Course Plan The Course Plan contains most of the relevant information about the Course and is a description of the educational framework and curriculum information to the Sub-module level. The Course Plan is a document approved by the Commandant, thereby authorising the Course Director and Departmental Directors to oversee all matters contained therein. The signed Course Plan also delegates authority to Departmental Directors to exercise control of their own budgets to achieve their assigned Learning Area responsibilities. b. Module Handbook CSC Modules are accompanied by a Module (or Electives) Handbook. This Handbook serves a number of purposes: it outlines the lectures and syndicate assignments, which form part of the Module; includes thinking points, which may assist with interpreting the information received during the Module; and identifies key readings, which provide additional knowledge, either to accompany lectures or to provide foundational resources for syndicate tasks. It is the most detailed description of the curriculum content. Module Handbooks are prepared by each Department responsible for a Learning Area in coordination with the Course Director. The finalised Handbooks should be given to Education Support in electronic format two weeks before the commencement of the Modules and given to Civil Servants one week in advance of any Module.

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c. Weekly Plans Departmental Directors are responsible for the timely submission and quality control of all Course documents going forward to the Course Director for signature. Weekly Plans will be submitted six weeks in advance for CD signature. This will facilitate predictability and coordination amongst both the DS and Civil Servants. Weekly Plans are located on ILIAS and are posted in the third floor hallway by the Course Secretary. Note that in most cases, the JCGSC and CSC will utilise the same Weekly Plan. Only by exception will there be a separate Weekly Plan for Civil Servants. Civil Servants will be made aware of any separate Weekly Plans by the Course Secretary.

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d. Daily Schedule During CSC 2015, the CSC daily schedule will adhere to the timeline below.

On Monday – Thursday, structured academic blocks end at 1420. The 1430-1700 timeframe can be used – with advance approval from the CD3 – to conduct other key academic and administrative activities. These activities include, but are not limited to, the following: Roundtable Seminars Directed Reading SGO Preparation Time Flex Time Additional Study Faculty Training Additional Instruction Distinguished Visitor Lectures On Friday, coursework ends at 1230.

3 To maximise predictability, these activities will be specifically identified and indicated on the Curriculum Flow and / or the Lecture Plans.

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202. Definitions Aim: The aim is a top level outcome of a Course, Module, or Sub-module as needed to explain the reasoning for the teaching. At the Sub-module level it is a summary of all Learning Objectives. Assessor: The Assessor assesses assigned Argumentative Essay(s), taking into account the pre-defined requirements for the Essay (length of the paper, deadlines etc.) and the subsequent formal presentation. The Supervisor and Assessor remain in close contact during the Essay assessment process. Case Study: Case Studies examine the solution of the complex problems at the centre of past (and possibly on-going) events. They often serve to practically illustrate and enforce theories and principles and sharpen decision-making skills. Case Studies usually try to reproduce the conditions under which decisions are made regarding complex problems whether they are strategic, operational, tactical, political, economic, managerial, or security related. Case Studies can be conducted within the lecture hall, syndicate room or in the actual location of the event. Curriculum Flow: Component of the Course Plan that lays out all major events of the Course including but not limited to Module timing, exam dates, Individual Study Days, and other critical timings. It is authoritative for the planning of official and personal events during the Academic Year. The Curriculum Flow can be found at the end of the Course Plan. Exercise Order: A document that informs and prepares BALTDEFCOL Staffs to conduct an exercise in support of Learning Area 1 and the Joint Course objectives. Field Study Trip: Field study is a visit to a location outside of the College, whether it is terrain, unit, agency or facility. A field study enables Civil Servants to visualise a problem or situation or to gain practical insight not feasible through activities within the College. Head Teacher: DS member who is assigned responsibilities for mentoring Joint Operations Planning Groups (JOPG) within the framework of BALTDEFCOL exercises. A Head Teacher is responsible for the preparation of exercise assessment reports (Annex C) with the support of other AHTs, DS and SMEs, including individual feedback. Assistant Head Teacher (AHT): DS member selected to support the Head Teacher / Project Officer during BALTDEFCOL exercises and teaching Modules. The AHT is normally responsible for a specified subject area or planning team. Assistant Head Teachers draft exercise assessment reports (Annex C) for Head Teacher’s approval with the support of other DS and SMEs based on the HT guidance and the Course Plan.

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ILIAS: (Integriertes Lern-, Informations- und Arbeitskooperations System) ILIAS is the Internet-based medium used to deliver Course content, facilitate DS and Officer/ Civil Servants communication, and receive constructive feedback from Civil Servants to the DS for Course improvement. Individual Study Day (ISD): An academic day for Civil Servants to conduct individual study in preparation for Course requirements. For DS, this is allocated office time for studies, readings, or preparations related to coursework. An ISD does not automatically equate to a ‘day off’. However, upon approval of the Course Director, ISDs can be used as compensation time to Civil Servants for extra hours spent on exercises or other College requirements. ISDs are designated on the Curriculum Flow. Joint Command and General Staff Course (JCGSC): The JCGSC provides graduate-level education to develop critical thinkers, innovative problem solvers, and ethical leaders equipped to serve as commanders and general staff officers in service, joint, interagency, and multi-national organisations confronting the complex security challenges of the 21st Century from Baltic, European, and NATO perspectives. Learning Area (LA): A study area, within the Curriculum, addressing specific area of knowledge necessary to achieve the aim of the Course. Learning Area Chief: The individual, designated by a Department Director, with the responsibility to deliver the teaching required by each Learning Area. Learning Objective: Learning Objectives define the expected goals of a Learning Area, Module, or Sub-module in terms of demonstrable skills or knowledge that will be acquired by the Civil Servant as a result of instruction. Lesson Plan: A concise plan for the instructor for each separate teaching event. These usually include the aim, scope, and learning objectives of the lesson. Module: A Module is a unit of study, related by topic, and numbered by respective Learning Area. A Module may be broken down into sub-modules, which are supporting components of a Module and provide more detailed description of the curriculum content. Project Officer: Project Officers are those DS members who are responsible for the planning and execution of modules, major exercises and teaching events. This also includes budgeting for these undertakings. Staff Ride: A Staff Ride consists of a systematic preliminary study of a selected campaign, an extensive visit to the actual sites associated with the campaign, and an opportunity to analyse the lessons derived from each. It envisions maximum preparation by Civil Servants to foster thought, analysis and discussion. A staff ride thus links a historical event, systematic preliminary study and actual terrain to produce a battle analysis in three dimensions. Supervisor: The Directing Staff member who guides the Civil Servant during the process of drafting the Argumentative Essay on the methodological approach and on the subject matter researched by a Civil Servant. The Supervisor provides regular detailed reports on Argumentative Essay progress to the Learning Area Chief and the Civil Servant’s SGO.

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Chapter 3 - Methodology

During your course here no one is going to compel you to work, for the simple reason that a man who requires to be driven is not worth the driving…Thus you will become your own students and until you learn how to teach yourselves, you will never be taught by others.

- J.F.C Fuller

301. Teaching Approach a. Basic Approach The Baltic Defence College emphasises adult learning. As such, it promotes the active participation and contribution of all Civil Servants in an open and positive environment. The College likewise places a high premium on individual and small team study, and encourages Civil Servants to share their knowledge and experience with each other. Civil Servants are continually challenged to think critically and analytically, and will be required to research and present material in every aspect of the curriculum within different group settings. b. BALTDEFCOL Definition of Adult Learning

Training seeks to prepare a student to deal with certainty. Education seeks to prepare a student to deal with uncertainty.

- Unattributed Teaching at the Baltic Defence College comes in two very different – but mutually reinforcing – forms: instruction (or training) and education. Instruction provides the basic building blocks for adult learning. It teaches individuals how things work or come to exist. While vitally important, it involves ‘lower order’ thinking, such as remembering, understanding and applying. It is about the transmission of already-existing information, which can then be utilised by individuals for a particular purpose in the future. Education, on the other hand, provides the capstone for adult learning. It teaches individuals why things work or come to exist. Thus, it aims to stimulate ‘higher order’ thinking, such as analysing, evaluating and creating. It is not so much about the transmission of already-existing information, but about – insofar as there is often no correct answer – encouraging individuals to think for themselves. Together, instruction and education interact with one another to prepare individuals for a broad range of duties and dynamic contexts. They aim to provide the means for the generation of new ideas and modes of thinking for solving future problems – particularly in volatile, uncertain, complex, and ambiguous situations.

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c. Learning Activities The CSC makes use of the following learning activities: Reading. Reading is a key component of learning and includes: Preparatory Reading. Preparatory reading is mandatory reading to be

completed in advance of lectures, lecture-discussions and syndicate work. Project Officers may prescribe approximately 30-50 pages of preparatory reading per day.

Supplementary Reading. Supplementary reading is considered to be valuable for gaining additional insight into specific aspects of the curriculum.

General note about reading: Preparatory and Supplementary readings will not always be specifically discussed during lectures, discussions, and / or syndicate work. These readings have often been selected to serve as a foundation for in-class work, to foster individual thinking and reflection, and to challenge one’s perspectives about a subject. Presentation. The delivery of material to the Course by the Directing Staff, Guest Lecturer, or a CSC Civil Servant with subject matter expertise. Discussion. The constructive exchange of perspectives, ideas, and best practices in a group setting. Supervising. A dialogue on the progress of an assigned task between a Civil Servants and a Visiting Senior Mentor, Guest Lecturer, Academic Writing Supervisor, SGO or a member of the DS. Briefing. The output of an assigned task in the form of an oral and / or visual presentation. Feedback. The constructive criticism of the output of an assigned task by a Senior Mentor, Guest Lecturer, Mentor, Supervisor, SGO, member of the DS or other Officers / Civil Servants. This term also refers to the system in which the Officers / Civil Servants offer comments via the ILIAS system to improve the Course.

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d. Learning Methods – Coding and Description The table below provides the BALTDEFCOL descriptions of learning methods. These codes correspond to those on the Lecture Plans. Levels refer to Bloom’s Taxonomy. Code Activity Description

LEC Lecture

A presentation of curriculum material delivered by DS, Guest Lecturer, JCGSC Officer(s), or Civil Servant(s) with unique subject matter expertise, usually concluded with a question-and-answer period. A Lecture usually corresponds to the Learning Level 1 or 2 and it is aimed at enhancing knowledge or understanding of given subject. A Lecture should not merely repeat the content of the readings, but either specify some aspects of them or introduce additional or even contradicting views.

LED Lecture-Discussion

A presentation of curriculum material delivered by one or more DS members or Guest Lecturer followed by a discussion of the lecture material and relevant pre-readings. LED usually corresponds to the Learning Level 2 or 3 and is aimed at developing analytical skills and deeper knowledge of a given subject.

SYW Syndicate Work

A syndicate discussion based on a given task or questions followed by either presentation of the syndicate solution in a plenary session or by a submission in writing to a Guest Lecturer or DS. SYW is the primary mode of learning that seeks to stimulate creative thinking and internalise the content matter. It therefore usually corresponds to the Learning Level 2, 3 and 4. In syndicates, the Officers and / or Civil Servants discuss and reflect the readings and lectures and solve the assigned tasks for example by applying given method or theoretical framework.

SEM Seminar

Briefings or presentations followed by group discussion usually chaired by an assigned faculty member or outside SME, based on preparatory reading or research projects. This method provides Civil Servants with the opportunity to present the findings and results of their research projects, both individual and team, and receive feedback. The aim is to facilitate exchange of views, teach analytical skills and critical thinking, and ability to reflect on given subject area. A seminar usually corresponds to Learning Levels 3 and 4.

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Code Activity Description

EXE Exercise

A military analysis of a situation coupled with a role-based, interactive application of previously covered curriculum material within a formatted, simulated scenario, synthesis of collected and previously received information. During an Exercise, JCGSC Officers, Civil Servants, and DS can expect to work extended hours.

AE Argumentative Essay

A longer essay, which takes a reasoned stance in relation to the question set, based on multiple references and good prose. The AE is the most important component of Learning Area 5.

FST Field Study Trip

Field study is usually associated to the applicatory method of learning. It is visit to a location outside of the College whether it is terrain or pertinent unit, agency or facility. A field study serves to allow the visualisation of a problem or situation or to gain practical insight not feasible through activities within the College.

CST Case Study

Case Studies examine the solution of the complex problems at the centre of past (and possibly on-going) events. They often serve to practically illustrate and enforce theories and principles and sharpen decision making skills. Case Studies usually try to reproduce the conditions under which decisions are made regarding complex problems whether they are strategic, operational, tactical, political, economic, managerial, or security related. Case Studies can be conducted within the lecture hall, syndicate room or in the actual location of the event.

TUT Supervising A dialogue on the progress of an assigned task between a Civil Servant and a Visiting Senior Mentor, Guest Lecturer, Argumentative Essay Supervisor, SGO or a member of the DS.

IST

ISD

Individual Study Time

Individual Study Day

Prescribed time for Civil Servants to conduct individual writing assignments, prepare for coursework, reflect on classroom discussions, or perform other related academic requirements.

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302. Academic Writing Academic Writing is about learning to research and write professionally; and to communicate one’s knowledge and ideas in a clear and concise way. It is about discovering how to engage critically with an issue, and how to describe, explain (or communicate understanding), and question a phenomena or subject under investigation. Above all, it is about developing a thesis, and then supporting it with sophisticated arguments and strong and reasoned evidence. The main written component of the CSC will be delivered through LA5. The Directive for Academic Writing will be issued as an annex to the Module Handbook for LA5. 303. Non-Attribution Policy (Chatham House Rule) Presentations by Directing Staff, Guest Speakers, Seminar Leaders and Panellists, including renowned public officials and scholars, constitute an important part of the BALTDEFCOL curriculum. To facilitate candour and a spirit of open exchange, the BALTDEFCOL maintains a policy of non-attribution as described in the College’s Regulations. This means that information provided during lectures, seminars or other events at BALTDEFCOL can be used in Civil Servants’ coursework, but the Speaker’s identity must never be given.

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304. Learning Levels The Cognitive, Affective and Psychomotor domains were identified by Dr. Benjamin Bloom in 1956 as a way of delineating various aspects of learning. The table below4 depicts the latest update of ‘Bloom’s Taxonomies’ in 2000 – by a team of academics led by Dr. Lorin Anderson – illustrating the learning progression within the Cognitive Domain. Level 1 is considered ‘Lower Order Thinking Skills’ while Level 6 signifies ‘Higher Order Thinking Skills’.

Level Desired Learning Level Related Verbs Brief

Explanation 1

Remembering

Recalling appropriate, previously learnt informa-

tion

Define, duplicate, list, memorise, recall, repeat,

reproduce, state

Can the person recall or remember the

information?

2

Understanding

Grasp the meaning of informational materials; constructing meaning

Classify, describe, discuss, explain, identify, locate, recognise, report, select,

translate, paraphrase

Can the person explain ideas or

concepts?

3

Applying

Being able to re-produce the information in any situation it may be needed, and use it

naturally without further instruction

Choose, demonstrate, dramatise, employ, illustrate, interpret, operate, schedule,

sketch, solve, use, write

Can the person use the information in a

new way?

4

Analysing

Being able to split a piece of information in its parts, and explain

the relation between the parts

Appraise, compare, contrast, criticise, differentiate,

discriminate, distinguish, examine, experiment,

question, test

Can the person distinguish between the different parts?

5

Evaluating

Making judgments based on criteria and

standards through checking and critiquing

Praise, argue, defend, judge, select, support, value,

evaluate

Can the person justify a position or

decision?

6

Creating

Putting the elements together to form a

coherent or functional whole; reorganising elements into a new pattern or structure through generating,

planning or producing

Assemble, construct, create, design, develop, formulate,

write

Can the person create a new product

or point of view?

In sum:5 Before we can understand a concept we have to remember it. Before we can apply the concept we must understand it. Before we analyse it we must be able to apply it. Before we can evaluate its impact we must have analysed it. Before we can create we must have remembered, understood, applied,

analysed, and evaluated. 4 Overbaugh, Richard C. and Schultz, Lynn. Bloom’s Taxonomy. [Online.] No date provided. [Cited: 3 May 2013.] http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm. 5 Guhlin, Miguel (et al.). Boom’s Digital Taxonomy. [Online.] No date provided. [Cited: 3 May 2013.] http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy.

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305. Syndicate Guiding Officer (SGO) The Syndicate Guiding Officer (SGO) is a Directing Staff Officer who is assigned to a specific syndicate with the primary role of facilitating the educational and professional development of assigned Officers and Civil Servants. Thus, the SGO’s principal role is to facilitate the learning process of the syndicate Officers and Civil Servants by guiding, coaching, and mentoring, thereby supporting the Directors of Departments and Project Officers to achieve the Learning Objectives. Assignments of CSC students to specific Syndicates will be made by the Course Director at the beginning of the CSC. 306. Civil Servants’ Representational Structure a. The Class Leader (CL) The JCGSC’s Class Leader is dual-hatted as the Civil Servants’ Class Leader. The Class Leader is the Civil Servant’s voice in the command chain and represents both the JCGSC and CSC in all the issues. In the conduct of official duties, the CL has delegation authority with respect to fellow Officers and Civil Servants. The Class Leader’s responsibilities include, but are not limited to: Maintains direct communication with and takes guidance from the Course Director

regarding JCGSC and CSC initiatives. Disseminates information to JCGSC Officers and Civil Servants. Acts as the focal point in collecting the corporate view of the class on significant

issues and passes the opinions to the DS. Contributes to the College representation and Course formal events. Introduces and / or thanks Guest Lecturers and dignitaries as directed. Maintains accountability of personnel during trips outside the College. Ensures proper decorum and discipline is maintained by Officers and Civil Servants. Organises the planning and execution of Course social events (e.g. Class Ball,

International Night, etc.). Assists the DS in the planning and execution of athletic events. Organises the planning and preparation of end-of-the-Course tokens (digital photo

album, contact list, etc.) on behalf of JCGSC Officers and Civil Servants. Organises the Course Lessons Learned / Lessons Identified briefing at the end of

each semester. Supports DS in the preparation and execution of activities outside of the College

(e.g. study trips). Oversees administration of the ‘Best Coursemate’ Award. Appoints Morale Officer, Public Affairs Officer, Athletic Officer, and Outreach Officer

and oversees their efforts. Coordinates, via the JCGSC / CSC Course Director, additional teaching for CSC

based on the Civil Servants’ request.

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b. The Syndicate Leader (SL) Each syndicate has a Syndicate Leader. The SL is one of the syndicate’s Officers and is selected by the SGO in close cooperation with the syndicate Officers within two weeks after the Joint Course starts. The SL’s tasks are twofold. First, the SL assists the SGO, the Class Leader and Course Office in administrative and other matters. Second, the SL is responsible for the internal atmosphere within the syndicate. For example, the SL assists in the selecting and coordinating social, sports and other activities outside the formal Course programme. The SL is also responsible for selecting the Class Assistant, when the syndicate is designated as responsible by the Weekly Plan. The SL supports the Class Leader in the conduct of his / her duties. The SL could be permanent position or it could be rotated as determined by the SGO during the Course. Civil Servant may serve as a Syndicate Leader, if this position is rotating. c. The Class Assistant (CA) The Class Assistant is a rotational duty. The CA is responsible for the notification to the Class when lessons start and notification to the Lecturer that the class is ready. The CA is also responsible to provide a written attendance report every day NLT 0940 to the Course Office. When more than one Course is gathered in the lecture hall, the JCGSC / CSC Class Assistant will act on behalf of all Courses. After daily teaching is completed, the Class Assistant is responsible for the restoration of Von Sydow Hall and other academic rooms to their original configuration. Civil Servants may serve as a Class Assistant. d. The Task Leader (TL) Usually designated by the SGO, the Task Leader is responsible for a particular task or project, and plays a critical role in ensuring that it is completed to the expressed standard. The TL might be appointed for Syndicate work or for accomplishing a task by a larger group. Civil Servants may serve as Task Leaders.

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Chapter 4 – Assessment System

401. Introduction Assessment is part of a continuous and holistic process that starts when the Civil Servant arrives at the College. It is designed to support each Civil Servant’s professional development throughout the Course. The Course Director is responsible for oversight of the assessment process. The CD is the only release authority for all grades and reports pertaining to the assessment system. Within the Civil Servant assessment system, the CD is supported by the Syndicate Guiding Officers (SGOs), Head Teachers (HT) and other College Staff members. Throughout the process, the SGOs have the lead in capturing the holistic ‘pen picture’ of assigned Civil Servants using information from all available DS vantage points. Upon graduation, each Civil Servant will receive a Final Report reflecting his / her individual performance and progress. The Civil Servant assessment system allows transfer of Civil Servant’s assessment to the European Credit Transfer and Accumulation System (ECTS). 402. Main Objective The main objective of assessment is to develop and mentor Civil Servants so that they realise their full potential. The assessment system used for CSC combines both formative and summative assessment methods. All assessments – formative and summative – will employ blind grading. a. Formative Assessment Formative assessment is designed to give Civil Servants an opportunity to test their knowledge and skills and receive feedback from the DS on their strengths and weaknesses. It is also a part of the continuous Course evaluation, helping the College to develop the effectiveness of teaching at various points of the Course. All the formative assessments throughout the Course lead to a single summative assessment at the end of the Course. Applying the formative assessments of the Course to a final overall professionalism summative assessment at the end of the Course is the SGO’s responsibility. This holistic assessment reflects the Civil Servant’s overall professionalism and contribution while attending CSC and indicates his / her potential for future assignments.

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b. Summative Assessment Summative assessment methods are designed to formally assess performance and knowledge of Civil Servants in relation to the aims for the different Learning Areas set for the Course. Each Learning Area is assessed separately through a number of summative assessment methods as determined by each Learning Area Chief, which are approved by the Course Director and documented in this Course Plan. All exams will be essay format or based on a written task format. There will not be a separate exam format exclusively for Civil Servants. Exams are to be either graded or non-graded (approved / not approved) or employ the CSC grading scale (Pass / Fail / Pass with Distinction). c. Grade Release Procedures:

Initial Grades Rollup

Quality Control

Final Review of Grades and release

Reviews CD Comments (only if necessary)

Updates Grades Spreadsheets / Photocopies Documents for Archives

Reviews and Releases

PO DoD DoD CD Registrar SGO Civil Servant

PO

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d. Descriptions of Learning Area Assessments Assessment of LA 1 – Joint Combined Operations The formative assessment within Learning Area 1 consists of essay type tests in respective Modules and an assessment of individual performance during the Exercise Collaborative Effort 2015 (M107). The only summative assessment is the Learning Area 1 Exam related to Operational Art and Joint Operations. The Exam will include application of topics related to operational framework and theory in the form of a short written point paper/essay. Part one will be an essay type analysis of a theoretical problem directly linked with OPD teaching. Part two will be an individual assignment focused on solving a complex problem at operational level. Part three will be an oral examination based on an essay provided during the written part. The Director of OPD is responsible for developing an assessment system and for publishing separate directive for the Learning Area 1 Exam ‘Operational Art and Joint Operations’. Assessment of LA 2 – International Affairs The Learning Area 2 assessment is based on the take home exam, which will be introduced during Module 200. Assessment of LA 3 – Defence Planning The Learning Area 3 assessment is based on three summative assignments. Assessment of LA 4 – Leadership The Learning Area 4 assessment is based on the individual essay, which will be introduced during the sub-module 402.4 (19-28 JAN 2015). Assessment of LA 5 – Critical Thinking and Communication Assessment of the Learning Area 5 is based on the Argumentative Essay. A separate directive, issued at the beginning of the Course will describe the criteria for this assessment in greater length. Elective Assessment During CSC 2015, the College will have two Elective sessions. Each Elective session will produce a grade, and the two grades will be combined to reflect one final grade on the Final Report (Annex E). Additional information regarding Electives will be published later.

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Syndicate Guiding Officer’s Assessment The SGO Assessment represents one of the key aspects of the CSC assessment regimen. This is a subjective evaluation that factors in all dimensions of leadership, academic performance, and attitude to arrive at a comprehensive ‘pen picture’ of the Civil Servant. This assessment is continuous and starts from day one to the end of the Course. This summative overall participation assessment is conducted mainly by direct observations made by the Syndicate Guiding Officer (SGO). The assessment also takes into account the results from formative assignments. Additionally, to facilitate the assessment process, SGOs rely heavily on feedback from other DS members and / or those who have an opportunity to interact with Civil Servants. It is, therefore, imperative that members of the Directing Staff proactively share insights with the SGOs to facilitate a holistic assessment. While the SGO Assessment is holistic in nature, it is not intended to serve as an ‘overall grade’ for the Course. Civil Servants will receive a Pass / Fail / Pass with Distinction ‘grade’. e. Course Director Oversight Departmental Directors have the responsibility to ensure that assessment mechanisms are completed on time and feedback provided to the Civil Servant is of the highest quality achievable. Once the Director is satisfied with the level of quality, all summative and formative assessment results will be reviewed by the Course Director for completeness and compliance with assessment requirements before being released to the Civil Servants. This does not imply that the CD assigns grades or ‘over-rides’ assigned grades. However, in an environment in which grades are often assigned by multiple members of the DS, the CD ensures that grading is done fairly and equitably across the full spectrum. Additionally, the CD is responsible for identifying any irregularities in grading and bringing them to the attention of the appropriate Project Officer and / or Departmental Director for resolution.

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f. Academic Misconduct The CSC adheres to a strict policy regarding Academic Misconduct as prescribed in BALTDEFCOL Regulations. At the beginning of the Course, Civil Servants will be introduced formally to the policy and will be asked to sign a statement of concurrence. Additionally, all written submissions from the CSC must be written using the Template for academic writing, which has a Cover Sheet. The Cover Sheet includes the following three components: ‘I hereby certify that the document presented here is written entirely by

me, except where otherwise indicated using appropriate references.’ ‘This text represents the exact document that I intended to submit.’

Civil Servant’s signature and date.

g. Academic Awards The Civil Servants Award seeks to recognise the Civil Servant who makes an exceptional contribution to fostering a comprehensive, civil-military learning environment. Subjective in nature, it takes into account a Civil Servant’s grasp of complex topics, intellectual curiosity, character, leadership, and team spirit. The CSC student who recognised as qualified for the Award will receive a Letter of Commendation from the Commandant, BALTDEFCOL certificate, an ‘Honour Graduate’ pin, and a significant prize (TBA). A copy of the Commandant’s Letter is subsequently forwarded to the Civil Servant’s leadership as well.

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h. Grading Scale. Civil Servants will be evaluated as follows:

Grade Criteria

Pass with Distinction

A distinctive performance. The Civil Servant shows a higher-than-average grasp of the subject matter; a clear ability to make a sound evaluation of the material given, which involves an advanced degree of critical thinking; a refined capacity for original, creative, and logical thought; a strong ability to organise, analyse, synthesise and integrate ideas and thoughts, both in writing and during presentations. The Civil Servant very often contributes thoughtful insights based on class materials and relevant current events; is a catalyst for other civil servants’ comments; and listens to the comments of others attentively. The Civil Servant is not only an exceptional individual performer, but makes meaningful contributions to the benefit of all. Civil Servant fully understands and is significantly contributing to civil – military planning and execution of comprehensive operations.

Pass

A passing performance. The Civil Servant shows a satisfactory knowledge of the subject matter; a sufficient understanding of the relevant issues; a fair familiarity with the relevant literature and techniques; some capacity for original, creative, and logical thinking; an average ability to organise, analyse and examine a subject in a constructive manner; and adequately expresses thoughts, both in writing and during presentations. The Civil Servant contributes acceptable insights based on class materials – although sometimes more often when prompted by an instructor. Civil Servant contributes to comprehensive planning and execution of contemporary operations.

Fail

A failing performance. The Civil Servant’s contribution fails to meet learning objectives of respective teaching activities based on lack of reasonable expected results. He/she is not meeting professional criteria in relation to education in the College.

i. Overall Performance Grade There is no overall grade given for Civil Servants attending the CSC. However, each Learning Area will report a Pass / Fail / Pass with Distinction grade to the Registrar, Course Director, and SGOs for the preparation of the CSC Final Report and other required documents.

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j. Assessment Policy The Civil Servant earning a ‘Fail’ grade in at least one of separately assessed Learning Areas will not graduate from the Course. However, if the Civil Servant misses an assessment for a legitimate, pre-approved reason, the appropriate Director of Department will determine an appropriate alternate assessment method and inform the CD prior to implementation. The following options may replace the value of points to the missed activity: An examination of equal value. An additional professional evaluation, as determined by the Learning Area

Chief and Director of the Department. An alternate project / activity. Other methods, as coordinated with the Course Director. All assigned deliverables – exam papers, essays, tests– must be submitted on time. As a general rule, a late submission will be treated as a not submitted deliverable, and will receive grade F. Subsequently, a Civil Servant will follow the Retest Policy principles. For objective reasons (as an exception), a Civil Servant could be authorised to submit later than it is described in the Course Plan (p.1). This exception must be granted by the Course Director in coordination with the respective Director of Department or Learning Area’s Chief. Retest Policy Graded deliverables represent an opportunity for learning to occur. To achieve this, a Civil Servant must receive high quality feedback on his / her performance from the Directing Staff. This feedback includes what refinements are required to improve one’s performance in this future. In some cases, a Civil Servant might earn an F on a graded deliverable. Not only should the Civil Servant receive insightful feedback, but he / she should also undergo a period of ‘re-education’ to ensure an understanding of the material and achievement of the learning objective(s). The ‘re-education’ session is the responsibility of the Department and should be tailored to individual requirements and abilities. This ‘re-education’ process culminates with a supplemental exam or a supplemental assignment. The supplemental exam or assignment must be of a similar form and format. It should cover the same material as the original, but should not be an exact copy. Civil Servants are required to discuss the original assignment with the assessor before undertaking a retest.

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Timeframe for re-education and retesting is 10 (ten) business days. During that period the Civil Servant and respective Department’s instructor agree on the ways and means of re-education, which is finalised by a supplementary exam or assignment. All directives for summative assessments must include a description of re-education and retest principles. This policy does not apply to Formative assessments. However, if a Civil Servant expresses the wish to be re-educated and retested, respective Directors of Departments will coordinate this activity at their own discretion. Exceptions for this policy must be authorised by the Course Director. Civil Servants who receive an F on the original deliverable can, upon successful completion of the supplemental exam or assignment, receive a maximum of E (50). k. General Appeal Procedure If a Civil Servant is dissatisfied with an assessment of an exam, paper, or exercise, the Civil Servant has the right to appeal. However, before official submission of an appeal, a Civil Servant should meet with the Assessor to receive an explanation of the grading process. It is important to emphasise that this meeting with an Assessor will not change a grade. The purpose of the meeting is to explain to a Civil Servant why he / she was graded in one way or another. If after the meeting, a Civil Servant is still not satisfied with a grade, he / she has the right to follow existing official appeal procedures. If a Civil Servant is dissatisfied with an assessment or grading of an exam, paper, or exercise performance, the Civil Servant has the right to provide notice of a pending appeal in writing to the Director of Department responsible for the Learning Area within 2 business days. This notice will be followed by a written justification within 5 business days. In such cases, and if the appeal is considered valid by the Director of Department, he will appoint at least one new examiner, who will be independent of the previous examination. In the second examination, the examiner will not express his / her opinion on the Civil Servant’s statements. The examiner’s primary duty is to present a new, independent statement on the exam, paper or performance. The Department Director, having conferred with the Course Director, and based on the assessments / statements, determines the final grade. It is important for Civil Servants to note that the grade could go up, down, or remain the same.

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If the Civil Servant remains dissatisfied with the assessment and the decision, the Civil Servant can appeal in writing to the Commandant within 4 business days of receiving the new grade. If the Commandant considers the appeal valid, he may then establish a board to evaluate the case. The Commandant, having heard the Civil Servant, the Learning Area Chief and the evaluation board results, then determines the final grade. This decision is final. l. Exceptions to Grading Policy Exceptions to the established grading policy must be to address a critical need, transparent to all involved staff, provide the benefit of any doubt to the Civil Servant, and infrequent in nature. They will be recommended on a case by case basis by Departments or SGOs to the Course Director for approval. 403. Record Management To facilitate the administrative process, store the necessary archival records, and contribute to the ‘institutional memory’ of the College, the Course Office maintains information regarding the results from both the formative and summative assessment assignments, as well as documentation from the formal dialogues between Civil Servants and SGOs in accordance with the College policy. The Course Office creates and, together with SGOs manages, every Civil Servant’s personal file. All major deliverables are submitted to Course Office and kept in each Civil Servant’s individual file for a period as required by the College Regulations and other directives. These records are kept in strict confidentiality, meaning only SGOs, Course Director, and the Registrar has access. No assessment documents may be released outside of the College without the approval of the Course Director and consultation with the appropriate SGO. The Final Report is the only assessment document releasable to sending nations. All final assessment documents (Diploma, Diploma Supplement and Final Report) will also be completed and maintained in the archives. In accordance with Commandant’s Order 46/14.02.2011, all Interim Reports will be destroyed at the end of the Course. Only Final Reports and those required to document any shortfalls in Civil Servant’s performance leading to a failure to graduate or misconduct as required by College directives and leadership will be maintained in the College archives.

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404. Assessment Cycle a. SGO Dialogue (SGO – Civil Servant) The SGO will meet with each Civil Servant on a regular basis to conduct a SGO Dialogue. Using the SGO Dialogue Report (Annex B), the SGO is to provide a written summary of the Civil Servant’s progress to the Course Office for the Course Director review and inclusion in the Civil Servant’s local file. The purpose of the Dialogue is to facilitate a professional exchange between the SGO and Civil Servant as part of the coaching, mentoring, and teaching process. The SGO should present a holistic picture to the Civil Servant about his / her performance and offer an action plan for professional development. The SGO Dialogue also serves as the forum for the overall information exchange between the Civil Servant and SGO. The SGO may, at any time, provide additional written feedback in the event Civil Servant progress and / or professional conduct and behaviour has been observed. This feedback will include the observed behaviour and performance as well as the necessary corrective actions to bring the back into normal standards of academic or professional performance. b. CD Dialogue (CD – Civil Servant) At any time, the CD has the authority to issue a letter of counselling and record a letter of discussions with the Civil Servant for Course records. c. Evaluation Seminar (CD – Directing Staff/SGO) The CD conducts two evaluation seminars during the Course in order to get an accurate picture of Civil Servants’ performance. The CD will, during the evaluation seminars, also review the level of assessment amongst the SGOs. Evaluation seminars are scheduled as follows: Evaluation Seminar 26: The aim is to produce formal feedback to the Civil

Servants. Interim Report Two is also intended to provide a ‘rehearsal’ for the SGOs and CD to determine if the information available will produce a valid final assessment of the Civil Servant and allow for additional coaching and mentoring to maximise the Civil Servant’s development prior to the final assessment seminar. The Course Office will maintain the Interim Report on a temporary basis until graduation.

Final Evaluation Seminar: The final evaluation seminar will be held at the end of the Course. The aim of this seminar is to produce the Final Report.

6 The first Evaluation Seminar for Civil Servants is deliberately identified as ‘2’ in order to maintain consistent naming conventions of the Joint Course.

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405. Report Process a. General Formal assessments of Civil Servants’ performance are made in written reports, using the appropriate record management system. This is an essential process in two respects: Periodic reports provide an indication to DS and Civil Servants of particular

strengths and weaknesses as a basis for tutoring and guidance. This indication is important in order to develop the potential of the Civil Servant.

For those outside the College concerned with career development, the Final Report provides information of the relative achievement of the Civil Servant within the College.

b. Exercise and Assignment Report During certain parts of the teaching, Civil Servants’ performance will be assessed formally, using the Exercise and Special Assignment Report (Annex C). The Project Officer (PO) or Head Teacher (HT) is responsible for the written assessment of Civil Servants for pre-identified key events. c. Interim Report The Interim Report (Annex D) is a written record of each Civil Servant’s performance, produced after Evaluation Seminar 2, in order to provide formal feedback to the Civil Servants. The feedback is given by the SGO in an individual Dialogue with each Civil Servant. The written products from Evaluation Seminars will not be released to the sending nations without both approval from the CD and consultation with the respective SGO. d. Final Report The Final Report (Annex E) is a written record of each Civil Servant’s performance, produced after the Final Evaluation Seminar, in order to give information useful for their future career management to their national authorities. In the Final Report, the final grades from the different assessed components, as well as recommendations for possible areas of future postings are presented. The Final Report will be marked for official use only and handled in such as way so only appropriate BALTDEFCOL personnel, sponsoring nations, and sending nations have access.

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406. Qualities and Capabilities To support the SGOs and other DS members in their role as mentor and coach, the College uses the eleven Qualities and Capabilities (Q&C) as a basis to assess the progress and performance of the Civil Servants (Annex A). The Qualities and Capabilities Matrix is a part of the Exercise and Assignments Report as well as other reports. 407. Misconduct and Procedures for Failing to Meet Course Standards The sending states’ aim to select Civil Servants in accordance with the CSC admission requirements, both in academic competence and in personal conduct as Civil Servants. While failing to meet the Course standards or personal conduct standards will be a rare occurrence, it will occasionally be necessary to identify and attempt to correct significant deficiencies early and to provide a formal structure of warnings and special reports. In the case of general Course performance shortfalls, there are 3 formal levels of warning: Level 1: SGO. When the SGO is concerned that a Civil Servant is not

making satisfactory progress or contributes insufficiently to the Course, the SGO is to discuss this with the CD. The SGO then informs the Civil Servant in writing that his / her progress is below standard, requires swift improvement, and that the CD has been notified.

Level 2: Course Director. Should performance not improve, a written

memorandum will be compiled by the CD (in consultation with the SGO) and be read to the Civil Servant, who will sign it. At this stage the CD informs the Commandant and the Senior National Representative.

Level 3: Commandant. If progress still continues to be unsatisfactory, the

Commandant may decide that the Civil Servant will be removed from the CSC and inform the sending state that he / she is no longer a Civil Servant at the Course.

Regardless of the level of warning, all formal counselling and administrative actions under this paragraph will be recorded in writing and countersigned by the Civil Servant. In the case of academic or personal misconduct, Civil Servants may be removed from the Course and returned to their home country in accordance with procedures approved by the Baltic States and the current BALTDEFCOL Regulations.

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408. Graduation Documents Upon successful meeting graduation requirements, each Civil Servant receives a Diploma, Diploma supplement, and Civil Servants Course badge. The Diploma certifies the qualifications obtained as a result of successful graduation and is signed by the Commandant. The Diploma supplement is issued together with the Diploma to facilitate transfer of academic Distinction into the civilian degree programmes of universities, should the graduate decide to pursue such a degree. It provides explanations about the Course and the Course details (Modules, Module hours, grading and indication of credit points in accordance with the ECTS – European Credit Transfer and Accumulation System) required by the universities to accredit CSC graduates towards their chosen degree. The Diploma supplement is signed by the Course Director and the Dean of the College. Civil Servants who complete the Course with the final result ‘Fail’ will receive a Certificate confirming that he / she has attended the Course. 409. Electives As part of BALTDEFCOL’s commitment to academic excellence, Civil Servants will have the opportunity to study some topics in greater depth through a range of electives. The intent is to give Civil Servants an opportunity to take a ‘deeper dive’ into subject matter of professional interest or to explore topics that would broaden their development. There will be two periods of electives. An Elective equates to 28 academic hours and one ECTS credit. There will be a major deliverable associated with each Elective. Additional information will be provided at a later date. 410. Absence from Civil Servants Course The SGO may authorise absences of one duty / academic day. However, if the absence is tied to a weekend or ISD, the SGO will confer with the Course Director prior to approving the absence. The CD may authorise absences of up to two days. The Commandant may authorise absences of three or more days. In case of illness or injuries Civil Servants must immediately inform their SGO. A note from medical institution is required in case the illness lasts over 2 days. This note can be provided immediately upon return to duty.

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Chapter 5 - Curriculum Development

501. Course Feedback System BALTDEFCOL continuously endeavours to make the curriculum more effective, relevant, agile, and responsive to new challenges. To improve and develop the Course and the content, a feedback and evaluation system is used. This system involves the Civil Servants attending the Course, the Directing Staff, the Management Group of the College and other persons involved in delivery of the teaching. While the system described below is formal and results in a Course Report, necessary adjustments to the Course in progress should be coordinated as needed within all Learning Areas. The necessary changes should be implemented in a timely manner and should not be delayed until the production of a final Course feedback report. This will ensure that changes required in the short-term as well as the long term perspective are captured. Feedback from Civil Servants Attending the Course Throughout each Module, each Civil Servant will provide individual Module feedback. This is done by filling in an electronic questionnaire on ILIAS. The aim is to get more information on the extent to which the aims and objectives have been achieved and to what extent teaching activities should be sustained or refined. This electronic feedback is not anonymous. At the end of Module, each Syndicate will also prepare a collective feedback brief. Representatives from each Syndicate and Project Officer will discuss on the feedback in a separate meeting. Civil Servants are also encouraged to contact their SGOs and Directing Staff directly to make comments and suggestions for improvement in a direct and frank way for the CSC and the College. This method of Course feedback has often proven to be the most effective towards long term positive Course developments. Feedback from Directing Staff All Directing Staff involved in planning and teaching shall submit observations and lessons identified connected to different teaching activities. Additionally, DS Officers participating in an event are required to submit feedback to the Project Officer for inclusion into his final report to the Department and Course Director.

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External Contributors Senior Mentors, Guest Lecturers, Subject Matter Experts and others involved in the delivery of the teaching will be encouraged to provide input on how to develop and improve teaching in various areas through the Project Officer for Module. Visits to / from other educational institutions will also provide input and reflection on how to develop the Course. The input will be captured by the Directing Staff, Directors of Departments and Course Director in their recommendations. Directors of Department Based upon the Module Feedback Executive Summary, at the end of the Course, the Departments will present an end of Course Learning Area Report to the Course Director, focusing on recommended changes. The Course Director Based upon the Civil Servants Course Review, Learning Area Reports from the Departments and the CD’s own observations, the Course Director will produce a Course Evaluation Report. This Report will be forwarded to the Commandant and provided for planning use for the College. This Report should capture recommended changes for the Course. The Commandant The internal reporting process, combined with any validation reports, is important inputs to the development and improvement of the CSC. If changes to the aim, scope and end-state of a Course are recommended and agreed by the Commandant, the Commandant will act in accordance with the Memorandum of Understanding signed by the Ministers of Defence of Estonia, Latvia and Lithuania.

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Chapter 6 - Learning Area 1

Joint Combined Operations

601. Aim of Learning Area 1: The aim of Learning Area 1 is to enhance the Civil Servants’ knowledge, competences, and creativity necessary to efficiently contribute to planning and execution of Combined Joint Operations across the conflict continuum in a contemporary, comprehensive operational environment. Learning Objectives:

1. Define the development of joint warfare through the application of critical thinking skills to the study of military history.

2. Identify the contemporary and emerging operational environment in order to understand the need for a joint approach to operations and the impact this has on force structures and doctrine.

3. Understand the evolution and significance of military theory and its influence on the planning and execution of operations within civil – military environment.

4. Identify the roles and capabilities of the individual services and their interaction as components of a combined and joint force across the conflict spectrum and within civilian - military framework.

5. Understand the nature and complexity of the security environment and how this influences warfighting and crisis response operations. Especially the use of military force in conjunction with other instruments of power.

6. Apply operational art / design concepts in a comprehensive operational planning process to plan and execute joint operations.

602. LA 1 Modules and Sub-modules7

The LA 1 activities within CSC 2015 have been grouped into 6 Modules as follows:

Module 101 Combined Joint Operations

• Military Theory and Operational Art • The Services (Operations, Capabilities and Planning) • Fundamentals of Allied Joint Operations • Fundamentals of operational planning

Module 104 Allied Operational Planning

• NATO Operational Planning Process (OPP) Overview • OPP Tutorial

7 LA-1 Modules’ numbers are not changed to follow the same design as for JCGSC and for weekly planning purposes.

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Module 105 Non-Warfighting Operations

• Crisis Response and Peace Support Operations • Terrorism and Counter-Terrorism • Counter-Insurgency Operations (COIN) • Hybrid Wars and Conflict • Case Study

Module 106 International Study Tour

Module 107 Theatre War Game Operations

• COPD Operational planning • JHQ Operations. Campaign Theme Warfighting

Module 108 LA-1 Exam Operational Art and Joint Operations

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Chapter 7 – Learning Area 2

International Affairs 701. The Aim of Learning Area 2 The aim of Learning Area 2 is to develop knowledge, understanding and skills required to bridge the national and the international levels by introducing elements of international affairs, thereby allowing Civil Servants to contribute to planning of military activities and provide sound political advice. Specifically: Introduce the main theoretical trends and concepts of international relations,

including contemporary geopolitics, with a focus on the ‘Wider Baltic’ region. Provide an overview of the contemporary trends in armed conflict. Highlight the main opportunities and limitations smaller countries face in the

international system. Introduce the legal framework of military operations. Interpret the evolution and development of strategic policy planning. Provide an opportunity for a longer research study related to international affairs. Learning Objectives for Civil Servants: Reaching the aforementioned aims is dependent on achieving the Learning Objectives (below). After completing LA-2, Civil Servants must be able to: Understand the functioning of the international system and interaction between its

major powers and institutions (such as NATO, the EU and the UN). Understand geopolitical theory in relation to the world’s leading powers and the

countries of the Wider Baltic. Understand the character, reasons and consequences of contemporary armed

conflicts. Understand the factors influencing the formulation of strategy. Understand the legal framework of use of armed force. Understand the application of humanitarian law and human rights law in an

operational context. Understand the requirements of academic writing in relation to a longer research

study related to international affairs.

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702. LA 2 Modules The LA 2 activities within CSC have been grouped into 3 Modules as follows: Module 200 Foundational Module Module 201 CSDP, High Level Course (Module 3) Module 202 Strategic Policy Planning

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Chapter 8 - Learning Area 3

Defence Planning

801. The Aim of Learning Area 3 The aim of Learning Area 3 is to develop capabilities, knowledge and skills in planning and managing defence capabilities. Specifically: Enhance the Civil Servants’ understanding of project management, defence

management, including Human Resource Management, defence economics, and decision making in national security and defence policy.

Learning Objectives for Civil Servants: Reaching the aforementioned aims is dependent on achieving the Learning Objectives (below). After completing LA-3, Civil Servants must be able to: Demonstrate developed skills in applying the principles of project management

theory and concepts. Evaluate the use and management of financial, material and human resources in

armed forces to be able to provide sound, professional conclusions and recommendations.

Understand the principles of defence economy, and international (NATO and the EU) and national defence and force planning.

802. LA 3 Module and Sub-modules Module 301 Defence Management

• Defence Management I • Defence Management II

Module 302 Defence Policy and Planning

• Defence Policy and Planning • Baltic Defence Study Tour

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Chapter 9 - Learning Area 4

Leadership

901. The Aim of Learning Area 4 The aim of Learning Area 4 is to enhance the knowledge and skills and mindset necessary to be an effective leader in national and multinational environments. Specifically: Analyse military organisations from organisation theory perspective focusing on the

how to initiate change in these type of organisations. Learning Objectives for Civil Servants: Reaching the aforementioned aims is dependent on achieving the Learning Objectives (below). After completing LA-4, Civil Servants must be able to: Explain a broader conceptual and organisation framework for leadership within

military organisations. Demonstrate the knowledge how to make changes in military organisations. Explain the main aspects of strategic and political leadership.

902. LA 4 Module and Sub-modules Module 404 Leadership

• How organisations work; • How to lead organisations and institutions; • Strategic decision-making and communication; • Leadership under pressure; • Innovation, culture, leading change.

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Chapter 10 - Learning Area 5

Critical Thinking and Communication

1001. The Aim of Learning Area 5: Learning Area 5 aims at developing critical thinking by teaching Civil Servants how to create original analytical arguments based on the analysis of complex security issues and communicate their findings effectively in both written and oral form. Learning Objectives for Civil Servants. After completing LA-5, Civil Servants must be able to: Understand how to analyse, synthesise and evaluate information. Evaluate key defence issues and potential solutions to complex security problems

to enhance critical thinking. Apply the standards, ethical principles and formal requirements of academic writing. Create persuasive and original analytical arguments and communicate them

effectively in both written and oral form.

1002. LA 5 Module The LA 5 activity within CSC has been grouped into 1 Module as follows: Module 500 Critical Thinking and Communication

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Chapter 11 – Course Details 1101. Statistics The CSC consists of 23 weeks and 114 scheduled days, including 4 individual study days, 3 travel days for Study Trips equivalent to approximately 752 scheduled hours. Scheduled days are all weekdays from Monday 12th January 2015 to Thursday 18th June 2015 and travel days for the Study Trips as shown by the Curriculum Flow – excluding official holidays (according to the Estonian calendar).

Learning Areas / Activities Scheduled Hours Percentage

LA 1 Joint Combined Operations 434 57,71 %

LA 2 International Security and Strategy 77 10,24 %

LA 3 Defence Planning 126 16,76 %

LA 4 Leadership 14 1,86 %

LA 5 Critical Thinking and Communication

19 2,53 %

Electives 40 5,19 %

Administration (In/Out-processing, Individual Study Days,

Course AAR* Prep, Course AAR* and Graduation)

43 5,71 %

TOTAL 752 100 %

Note: The table above reflects the percentage of in-class academic hours. These calculations are approximate based on 1 hr. = 1 lesson hr. = 50 minutes. Normal school day = 5 hr. (5 lessons); Fridays are 4 Lessons and Exercises are about 11 hours per day. Travel time for the Study Trips abroad = 5-11 hours (depending on destination). The table does not, however, reflect out of class time (individual study/work) expenditures. * AAR – After Action Report

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ANNEX A Qualities and Capabilities

Leadership

This is a measure of the Officer’s/Civil Servant’s ability to command that provides a corporate vision to his/her team and thereby a clear direction on how the vision is to be realised. Good leadership includes the ability to inspire and motivate others and to make sound decisions even if these decisions are not popular. • Demonstrates the ability to command. • Provides a vision, a common sense of purpose and clear direction. • Displays courage and self-confidence. • Inspires, motivates and instils self-esteem in others. • Readily assumes increased responsibility. • Strives for continuous improvement and encourages the same from others.

Analytical Ability

This is a measure of the Officer’s/Civil Servant’s ability to understand things and draw relevant conclusions. • The Officer/Civil Servant is able to understand complex issues. • The Officer/Civil Servant is able to identify key facts. • The Officer/Civil Servant can relate the facts logically to the context and draw

relevant conclusions. • The Officer/Civil Servant is able to deal with a situation where many issues must be

handled simultaneously, in a timely manner.

Innovation and Initiative

The Officers/Civil Servants with initiative are able to act decisively without prompting from DS. The Officer/Civil Servant who is an innovative thinker is able to think laterally and come up with new ideas and ways of achieving them. The Officer/Civil Servant exercises flexibility of thought. The Officer/Civil Servant takes appropriate action without prompting. The Officer/Civil Servant can think laterally and introduce new concepts and ideas.

Professional Knowledge

The Officer/Civil Servant shows a clear understanding of military issues both within his/her specialist area and across the wider aspects of defence and current affairs. Carries out the full range of tasks effectively. Shows clear understanding of professional environment. Seeks to enhance professional knowledge and understanding of new technology and developments. Demonstrates knowledge of own Service and NATO military doctrine. Displays interest in wider aspects of defence and current affairs.

Flexibility of Thought

The Officer/Civil Servant can apply flexibility of thought to deliver effective solutions to both new and familiar situations utilising a combination of innovation and common sense. Applies innate intelligence to identify, analyse and solve both practical and intellectual problems. Exercises flexibility of thought and action. Adapts to new circumstances and brings to bear both common sense and innovation.

Standard of Written

Presentation

This Q & C assesses how well the Officer/Civil Servant can express himself or herself in writing. The Officer/Civil Servant writes in a flowing and understandable style. The meaning of the written work is always clear. The language is varied and accurate. The Officer/Civil Servant uses the correct terminology in service correspondence.

Standard of Verbal

Presentation

This Q & C assesses how well the officer/civil servant can express himself/herself orally. The Officer/Civil Servant speaks fluently. The meaning is always clear. The Officer/Civil Servant uses the correct terminology.

Organisational Skills

The Officer/Civil Servant should be able to prioritise his/her work, either when acting as a member of a team in syndicate work or organising their own private work The Officer/Civil Servant plans tasks well. The Officer/Civil Servant demonstrates a clear sense of priorities; both in his/her own individual work and in syndicate work. The Officer/Civil Servant always has the right equipment for the tasks in hand.

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Interpersonal Skills

This covers the whole spectrum of the Officer’s/Civil Servant’s personal relationships with others, including their ability to work as a member of a team and their ability to lead and delegate when in positions of authority. The Officer/Civil Servant co-operates well with others, irrespective of their different cultural, religious or social backgrounds. The Officer/Civil Servant can modify his/her behaviour appropriately to the circumstances. The Officer/Civil Servant works well as a member of a team. The Officer/Civil Servant demonstrates authority when put in positions of responsibility. The Officer/Civil Servant is able to delegate effectively.

Courage and Standards

The Officer/Civil Servant is expected to show moral courage, representing unpopular points of view for example. The College also expects our Officers/Civil Servants to follow certain standards, such as accepting the principles of democratic control of armed forces. The Officer/Civil Servant is willing to do what is right, even at the cost of his or her own interests. The Officer/Civil Servant is willing to put forward ideas and opinions that can be unpopular. Displays honesty and integrity. Demonstrates self-confidence and self-belief. Shows tact and co-operation, and exercises self-discipline and control. Behaves in accordance with the codes of conduct and sets an irreproachable personal example. Displays appropriate interpersonal/social skills and an appropriate sense of humour.

Sound Judgment

This Q&C covers the Officer’s/Civil Servant’s decisiveness and ability to make timely and well considered decisions. The Officer/Civil Servant demonstrates critical application of available information to arrive at sound, timely decisions. The Officer/Civil Servant can justify his/her decisions and opinions. The Officer’s/Civil Servant’s decisions and opinions are appropriate for the circumstances.

CSC 2015 BALTDEFCOL Restricted / When Completed

49

ANNEX B8 SGO Dialogue Report ________________________________________________________________

Name: Country / Organisation: Syndicate: ________________________________________________________________ 1. General Performance and Profile to Date Describe the Civil Servant’s overall performance. Identify three Civil Servant’s strengths, each followed by observation(s). ‘Bob’s briefing skills are exceptional – he was commended during the Mission Analysis briefing by the Head Teacher for his breadth of knowledge and persuasive delivery.’ Identify three areas for improvement, each followed by a concrete observation(s). ‘Bob needs to improve his teamwork skills. Consistent active participation from each group member is essential in developing the group dynamic, and would allow Bob to work and contribute more effectively towards a common result’. 2. Recommendations for Improvement

Given the areas for potential improvement identified above, provide the Civil Servant with some definitive ideas about how he can improve.

Highlight how the Civil Servant is performing with respect to the CSC Endstate:

Enhanced their ability to work together with their military counterparts in the planning of military capabilities and their subsequent commitment to operations.

Enhanced their ability to contribute to the planning of military and non-military operations. Established a network of relations with their counterparts in the defence forces.

Do not write ‘Civil Servant does not require any improvement at this time’ or words to that effect.

Civil Servant’s Signature: ____________________________ Date: ___________

SGO’s Signature: __________________________________ Date: ___________

Course Director's Review: ____________________________

8 Remove ‘Annex B’ during actual use of this document.

CSC 2015 BALTDEFCOL Restricted / When Completed

50

ANNEX C9 Exercise / Special Assignment Report

Name: Country / Organisation: Syndicate:

Civil Servant’s function during the assignment: 1. Overall Performance Scores.

Using the definitions in Annex A, check three strengths and three improves.

Characteristic Strength Sustain

Weakness Improve

Leadership Analytical Ability

Innovation and Initiative Professional Knowledge

Flexibility of Thought Standard of Written Presentation Standard of Verbal Presentation

Organisational Skills Interpersonal Skills

Courage and Standards Sound Judgment

2. General Performance and Profile to Date. First line, sum up the Civil Servant’s overall performance. If possible, quantify the Civil Servant. For example, ‘Frank’s performance during the Exercise was exceptional and ranks among the best I’ve seen in my three years of service at the BALTDEFCOL.’

Identify three Civil Servant’s strengths, each followed by observation(s). ‘Bob’s briefing skills are exceptional – he was commended during the Mission Analysis briefing by the Head Teacher for his breadth of knowledge and persuasive delivery.’

Identify three areas for improvement, each followed by observation(s). ‘Bob needs to improve his teamwork skills. Consistent active participation from each group member is essential in developing the group dynamic, and would allow Bob to work and contribute more effectively towards a common result’.

9 Remove ‘Annex C’ during actual use of this document.

CSC 2015 BALTDEFCOL Restricted / When Completed

51

3. Recommendations for Improvement.

Given the areas for potential improvement identified above, provide the Civil Servant with some definitive ideas about how he can improve.

Highlight how the Civil Servant is performing with respect to the CSC Endstate:

Enhanced their ability to work together with their military counterparts in the planning of military capabilities and their subsequent commitment to operations.

Enhanced their ability to contribute to the planning of military and non-military operations. Established a network of relations with their counterparts in the defence forces.

Do not write ‘Civil Servant does not require any improvement at this time’ or words to that effect.

Civil Servant’s Signature: ________________________________ Date: __________

SGO’s Review: ____________________________________

Course Director's Review: ____________________________

CSC 2015 BALTDEFCOL Restricted / When Completed

52

ANNEX D10 Interim Report (Evaluation Seminar 2)11

Name: Nation / Organisation: Syndicate:

SGO Assessment grade to date: _____ (Pass / Fail / Pass with Distinction)

This grade is your assessment of how the Civil Servant is performing in Learning Area 4.

1. General performance and profile to date.

Describe the Civil Servant’s performance in terms of skills, knowledge, and attitude. Avoid flowery language that says nothing. ‘Bob shows courage in SYW.’

Identify three Civil Servant’s strengths, each followed by observation(s). ‘Bob’s briefing skills are exceptional – he was commended during the Mission Analysis briefing by the Head Teacher for his breadth of knowledge and persuasive delivery.’

Identify three areas for improvement, each followed by observation(s). ‘Bob needs to improve his teamwork skills. Consistent active participation from each group member is essential in developing the group dynamic, and would allow Bob to work and contribute more effectively towards a common result’.

Highlight how the Civil Servant is performing with respect to the CSC Endstate:

Enhanced their ability to work together with their military counterparts in the planning of military capabilities and their subsequent commitment to operations.

Enhanced their ability to contribute to the planning of military and non-military operations. Established a network of relations with their counterparts in the defence forces.

Be honest and frank – your comments should justify the grade you have assigned.

2. Action points for improvement.

Given the areas for potential improvement identified above, provide the Civil Servant with some definitive ideas about how he can improve. ‘I would like to see you volunteer to brief more during the exercise.’

Do not write ‘Civil Servant does not require any improvement at this time’ or words to that effect. We can all improve.

10 Remove ‘Annex D’ during actual use of this document. 11 Note: Interim Reports are prepared by SGO for Evaluation Seminars one and two. Interim Reports are not to be released outside of the College – they are intended for developmental purposes only.

CSC 2015 BALTDEFCOL Restricted / When Completed

53

3. Assessment of Potential.

If appropriate, make recommendations about future positions in which the Civil Servant might be well-suited to serve. When designating a recommendation, state why you think it is appropriate for this Civil Servant. ‘Bob’s strong interpersonal skills and unique ability to interact within a multi-national context indicate that he would be a tremendous asset in an international billet.’

Civil Servant’s Signature: ____________________________ Date: __________

SGO’s Signature: __________________________________ Date: __________

Course Director's Review: ____________________________

CSC 2015 BALTDEFCOL Restricted / Releasable to each Civil Servants’ sending sponsoring nation when

completed

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ANNEX E12

Final Report

General Performance and Profile During the Course: SGO pen picture should effectively illustrate the ‘whole person concept’, with particular emphasis on the Civil Servant’s strengths.

Highlight how the Civil Servant performed with respect to the CSC Endstate:

Enhanced their ability to work together with their military counterparts in the planning of military capabilities and their subsequent commitment to operations.

Enhanced their ability to contribute to the planning of military and non-military operations. Established a network of relations with their counterparts in the defence forces.

Recommendations: Make recommendations regarding the Civil Servant’s future potential here. If appropriate, articulate in what capacity the Civil Servant is best suited for future service (e.g. international staff, political-military positions, etc.) using a short narrative style. Other Course Director’s approved language may also be used. Civil Servant’s Signature: _______________________ Date: _________________ SGO’s Signature: ________________________ Date: _________________

12 Remove ‘Annex E’ during actual use of this document.

Rank and Name: Country / Organisation:

CSC 2015 BALTDEFCOL Restricted / Releasable to each Civil Servants’ sending sponsoring nation when

completed

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Final Grades:

Learning Areas Final Grade13

Joint Combined Operations OPD

International Affairs DPS

Defence Planning DOL

Leadership DOL

Critical Thinking and Communication DPS

Elective II Dean

Elective III Dean

SGO Assessment Grade SGO

Civil Servant’s Signature: _______________________ Date: _________________ Course Director’s Signature: __________________

13 Utilise Pass / Fail / Pass with Distinction

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Curriculum Flow