SYLLABUS CANADIAN FORCES COLLEGE (CFC) JOINT …

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SYLLABUS

CANADIAN FORCES COLLEGE (CFC)

JOINT COMMAND AND STAFF PROGRAMME (JCSP)

COMMANDANT’S PREFACE

1. The Syllabus is the capstone JCSP document; specifically, it describes:

a. The CFC mandate for the JCSP;

b. The organization and content of the JCSP syllabus;

c. The programme goals and objectives; and

d. The detailed syllabus for each department.

2. The curriculum for JCSP 34 continues to emphasize operations, leadership, ethics and thelaw of armed conflict. It also includes national security studies and a broad review of higher-level defence management in Canada.

3. It is essential that all officers, on joining the staff, read and study Chapters 1 and 2 of thisdocument to the extent that they clearly understand the process of curriculum development andreview. Curriculum review and development shall follow the process as stated in the Syllabus.

L.G. GillisColonelCommandant

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JOINT COMMAND AND STAFF PROGRAMME SYLLABUS

JCSP 34 EDITION

TABLE OF CONTENTS

Commandant’s Preface i Table of Contents ii

Chapter 1 CFC Mandate 1-1/5

Annex A CFC Activity Coding Standard 1-A-1/6

Annex B JCSP Educational Framework 1-B-1/3

Annex C CFC Instructional Design Process 1-C-1/9

Appendix 1 Bloom’s Taxonomy 1-C1-1/1

Annex D JCSP 34 Programme Goals and Learning Outcomes

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Annex E JCSP 34 Learning Objectives 1-E-1/6

Chapter 2 Curriculum Development 2-1/3

Chapter 3 Officership Studies (OF) 3-1/1

Annex A Officership Studies Detailed Syllabus 3-A-1/9

Chapter 4 National Security, International Affairs and De-fence Management Studies (NS)

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Annex A National Security, International Affairs and De-fence Management Studies Detailed Syllabus

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Chapter 5 Joint and Combined Warfare Studies (JC) 5-1/2

Annex A Joint and Combined Warfare Studies DetailedSyllabus

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Chapter 6 Defence Studies (DS) 6-1/1

Annex A Defence Studies Detailed Syllabus 6-A-1/1

Chapter 7 Administration Periods 7-1/2

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CHAPTER 1

CFC MANDATE

CANADIAN FORCES COLLEGE

1. The CFC is responsible for the delivery of seven major programmes of study as follows:

a. The Joint Command and Staff Programme (JCSP for selected Majors/Lieut-enant-Commanders and Lieutenant-Colonels/Commanders;

b. The Advanced Military Studies Programme (AMSP) for selected Lieutenant-Colonels/Commanders and Colonels/Captains(N);

c. The National Security Studies Programme (NSSP) for selected Colo-nels/Captains(N) and Generals and Flag Officers;

d. The Joint Reserve Command and Staff Programme (JRCSP) for Reserve officers;

e. The Joint Staff Operations Programme (JSOP) for Captains/Lieutenants(N) andMajors/Lieutenant-Commanders occupying positions in the CF Joint OperationsGroup and the NDHQ Joint Staff;

f. The Canadian Security Studies Programme (CSSP); and

g. The Executive Leaders Programme (ELP) for newly-promoted Generals and FlagOfficers.

2. Each of the eight major competencies of study is comprised of discrete courses and eachdiscrete course contains a variety of curriculum activities designed to attain the desired level oflearning in the applicable subject. The courses delivered are as follows:

a. DS 521 Officership Studies (OF). The course uses practical exercises, case stud-ies, and small group discussions to explore leadership theory, communicationsskills, media relations, professional ethics, law of armed conflict, critical thinkingand problem solving. Participants apply decision-making tools to resolve leader-ship scenarios, and subject experts provide evaluation and feedback based on ex-perience and published research. Evaluation is by written essay (2500-3000words) and practical exercises and simulation.

b. DS 522 National Security, International Affairs and Defence Management Studies(NS). Students analyse domestic and international factors that influence decisionsat the strategic level. Topics include national values, interests, policies, processes,and issues that affect Canadian strategic decision makers. Canada’s participationin international alliances and organisations, and its relations with various regionsof the world are explored. Assessment is by evaluation of written work, oralpresentations and participation in seminars and discussions.

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c. DS 523 Joint Warfare — Yesterday, Today and Tomorrow. This course providesthe theoretical foundation for the study of the operational level of war. The firstmodule of this course looks at classic military theory, development of the opera-tional art, and current joint doctrine. The second module of the course looks tothe future by examining emerging concepts, capabilities and threats. Assessmentis by essay and oral presentation.

d. DS 524 Joint Operational Planning. This course develops the knowledge andskills essential for the planning and conduct of joint and combined operationsacross the spectrum of conflict at the operational level. The course consists ofpractical exercises during which students work in teams to produce operationalplans for war, stability operations, and domestic operations. Assessment is byoral presentation, exam and practical exercise.

e. DS 525 The Joint Force. This course focuses on joint military force, interagency,and multinational capabilities available to joint force commanders (JFCs) toachieve effects across the spectrum of conflict. The course examines the avail-able joint force capabilities by concentrating on joint operational tasks — thoseactions and processes accomplished by joint organizations under joint commandand control using joint doctrine.

f. DS 800 Defence Studies (DS). This course offers seminar-based courses, in theform of electives, on a variety of subjects that permit individual students to pursueopportunities meant to tailor their educational experience more directly with theirown needs and ambitions.

g. IRP 500 Individual Research Project (DS). The aim of the individual researchproject is to develop the students’ ability to think critically and communicate ef-fectively in writing. The aim is accomplished by requiring students to prepare aproperly documented, persuasive essay on a topic of military significance over thecourse of their year at CFC. Students are required to produce a paper of between4,000 to 5,000 words in length. Students electing to pursue the Masters of De-fence Studies (MDS) in conjunction with JCSP are required to produce a paper ofbetween 14,000 and 20,000 words in length in lieu of the shorter essay.

3. JCSP Higher-level direction to CFC for the Joint Command and Staff Programme iscurrently provided in NDHQ Instruction ADM (Per) 7/89, promulgated on 30 May 1989. Thishas been augmented by separate guidance provided as a result of a newly revised Officer Profes-sional Development System (OPDS), introduced in early 1996.

PROGRAMME DESCRIPTION

PROGRAMME

4. Joint Command and Staff Programme 34.

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AIM

5. In accordance with the OPDS, the Joint Command and Staff Programme are offered dur-ing Developmental Period 3, the Advanced Officer Developmental Period. The aim of the JointCommand and Staff Programme is to prepare selected senior officers of the Defence Team forCommand or Staff in a contemporary operating environment across the continuum of operations.

6. Through a range of professional military educational activities, the programme developsofficers to a level of knowledge and competence appropriate to the aim. The scope of JCSP is toeducate military officers and other national security leaders in joint, interagency, and multina-tional operational-level planning across the full spectrum of conflict. Emphasis is placed on thefollowing themes or programme goals:

a. Command, Leadership and Ethics: The aim is to develop the students’ ability toexercise command and leadership at the tactical level of war, while understandingthe operational-level, and being familiar with strategic-level, demand of commandand leadership;

b. Communications Skills: The aim is to develop the students’ ability to applyproblem-solving techniques and to effectively communicate with internal and ex-ternal audiences;

c. Joint and Combined Operations: The aim is to develop the students’ ability toplan and conduct joint and combined operations;

d. Component Capabilities: The aim is to develop the students’ understanding ofcomponent capabilities within joint, combined and integrated operations; and

e. National Security and Defence Studies: The aim is to develop the students’ abil-ity to analyze Canadian national security, foreign and defence policies and fac-tors, both internal and external, that influence them; and to develop theirunderstanding of current principles and policies governing defence management.

CURRICULUM DESCRIPTION

7. Courses, and associated modules, offered within the JCSP programme are as follows:

a. DS 521 Officership Studies (OF)

(1) Command (COM);

(2) Leadership (LDR);

(3) Ethics and the Military Profession (EMP);

(4) Communications and Media Relations (CMR); and

(5) The Law of Armed Conflict (LAC).

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b. DS 522 National Security, International Affairs and Defence ManagementStudies (NS)

(1) SCO — Strategic Concepts;

(2) CGS — Canadian Government and Society;

(3) CNP — Canadian National Security Policies;

(4) BCR — Bilateralism and Continental Relationships;

(5) IAF — International Affairs; and

(6) CDM — Canadian Defence Management.

c. DS 523/DS 524/DS 525 Joint and Combined Warfare Studies (JC)

d. DS 523 Joint Warfare — Yesterday, Today and Tomorrow

(1) WTH — Warfare Theory and History; and

(2) FCC — Future Concepts and Capabilities.

e. DS 524 Joint Operational Planning

(1) PLN — Operational Design and Planning;

(2) CON — Continental Operations; and

(3) STO — Stability Operations.

f. DS 525 The Joint Force

(1) CPT — Component Capabilities; and

(2) FUN — Operational Functions.

g. DS 800 Defence Studies (DS)

(1) Electives (ELE); and

(2) PR500 Individual Research Project (IRP).

8. The detailed syllabi for each of the foregoing courses are described in Chapters 3 through 9.

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PROGRAMME DETAILS

9. Programme Length. The JCSP 34 programme is 45 weeks long, inclusive of administra-tion time and statutory holidays, but exclusive of opening and closing activities. The programmeconsists of four blocks of instruction, beginning in August and finishing at the end of June.

10. Programme Days. “Programme Days” are all weekdays between Monday, 20August2007 and Saturday, 28 June 2008 excluding official holidays, Christmas, spring leave periods,and the house-hunting week.

11. Programme Hours. The curriculum for JCSP will be a total of 1728 programme hours[comprised of 824.5 hours of contact or instruction time and 347 hours of Assignment Prepara-tion Time (APT) and 556.5 hours of Individual Preparation Time (IPT)].

12. Preparation Time. APT has been programmed into the work week where needed. Themaximum IPT available in any given week is 18 hours on the basis of three hours per eveningMonday through Thursday, plus a total of six hours on the weekend. No IPT is scheduled onholidays, during field trips, academic breaks, or during the house-hunting week.

13. The amount of preparation time (PT) estimated in the syllabus and scheduled for anyparticular activity, allows time for both reading and reflection or, in the case of discussions andexercises, for preparation.

14. Relevant programme statistics for JCSP 34 are provided at Annex D.

Annexes:

Annex A CFC Activity Coding StandardAnnex B Joint Command and Staff Programme Educational FrameworkAnnex C CFC Instructional Design ProcessAppendix 1 Bloom’s TaxonomyAnnex D JCSP 34 Programme Goals and Learning OutcomesAnnex E JCSP 34 Learning Objectives

ANNEX ACHAPTER 1JCSP 34SYLLABUS

“CFC ACTIVITY CODING STANDARD”

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CFC ACTIVITY CODING STANDARD

{prog.} / {dept.} / {course module/ {act. type} — {act. no.}

Programme {prog.}

1. Programme {prog.} — A single letter sub-code, controlled by the Curriculum Board(CB) that designates the programme in which the activity is being delivered.

2. The same activity can be delivered on more than one programme. For scheduling anddistribution purposes, each instance of the activity will adopt the {prog.} sub-code of its respec-tive programme, but the remainder of the activity code would be the same.

{Prog.} Programme Title

C Joint Command and Staff Programme (JCSP)

Department {dept.}

3. Department {dept.} — A double letter sub-code, controlled by the CB that designates thedepartment within the College that is responsible for the curriculum area in which the activitybelongs.

{Dept.} Course Title

DS521 Officership Studies

DS522 National Security, International Affairs and Defence Management Studies

DS523 Joint Warfare — Yesterday, Today and Tomorrow

DS524 Joint Operational Planning

DS525 The Joint Force

DS800 Defence Studies

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Course Module {course module}

4. Course Module {course module} — A triple letter sub-code, managed by the departmentsbut controlled by the CB, that designates the theme of the activity’s parent course. The sub-codecombination {course module}uniquely identifies a module of study within a particular courserelated to a programme.

{CourseModule}

Course Title {CourseModule}

Course Title

DS 521 Officership Studies DS 522 National Security and Defence Man-agement Studies

COM Command SCO Strategic Concepts

LDR Leadership IAF International Affairs

EMP Ethics and the Military Profession CDM Canadian Defence Management

CMR Communications and Media Rela-tions

CGS Canadian Government and Society

LAC Law of Armed Conflict CNP Canadian National Security Policies

BCR Bilateralism and Continental

Relationships

DS 523/524 Joint and Combined WarfareStudies

WTH Warfare Theory and History

FCC Future Concepts and Capabilities

CPT Component Capabilities

FUN Operational Functions

PLN Operational Design and Planning

CON Continental Operations

STO Stability Operations

DS 800 Defence Studies

ELE Electives

IRP Individual Research Project(PR500)

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Activity Type {act. type}

5. Activity Type {act. Type} — A double letter sub-code that designates the delivery formatof the activity.

Code Activity Type Description

AV Audio-Visual PresentationThe presentation to a large group of extendedaudio-visual material, such as a film or video,which may be followed by discussion in syndicate.

CS Case StudyA researched and detailed analysis of a historicevent, battle, campaign or situation for the purposeof reinforcing previously covered curriculum ma-terial — the findings of which are typically deliv-ered in presentation format by an individual to asyndicate, or by a sub-syndicate or syndicate to alarger group.

DI Discussion A verbal exchange of information, usually con-ducted in syndicate and usually chaired by a stu-dent, for the purpose of reinforcing previouslycovered curriculum material.

DR Directed Reading A stand-alone reading assignment normally asso-ciated with non-residence syllabi.

EX Exercise An analysis of a situation coupled with a role-based, interactive application of previously cov-ered curriculum material within a formatted,simulated scenario.

FS Field Study A collective visit to agencies outside the Collegeto provide an experiential opportunity to examinepreviously covered curriculum material in a closer,more practical setting.

LD Lecture-Discussion A presentation of curriculum material delivered byone or more guest speakers, followed by a syndi-cate discussion of the presented material and re-lated pre-readings, followed by a plenary,question-and-answer portion.

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LE Lecture A presentation of curriculum material delivered bya staff member or one or more guest speakers,usually concluded with a question-and-answerportion.

RP Research Paper A written deliverable that requires research and thepreparation of an expository or persuasive essayusing scholarly conventions.

SA Student Assessment A form of student assessment that aids in the vali-dation of curriculum retention. Can be adminis-tered in syndicate or as a take-home activity.

SE Staff Exercise A written deliverable, presentation or interviewbased on the analysis of a simulated scenario forthe purpose of teaching or reinforcing a specificelement of the curriculum.

SM Seminar A syndicate discussion, chaired by an assignedstudent, based on a written deliverable preparedand distributed by the student chair to the syndi-cate members prior to the seminar.

SY Symposium The oral presentation and plenary discussion ofstudent-prepared written deliverables, which aretypically focused on a particular theme, to a largegroup of students, staff and, sometimes, outsideparticipants.

TU Tutorial An interactive explanation of practical curriculummaterial conducted by a staff member or guestinstructor either entirely in syndicate or in plenarywith syndicate portions.

6. The following acronyms represent activities not otherwise described above that appear onthe various programme schedules:

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ADM Administrative Period A period used for a non-curriculum event, such asin-clearance, orientation or out-clearance.

APT Assignment Preparation Time* A period reserved for students to reflect, conductresearch, do pre-readings, complete assignmentsand/or work on other curriculum material.

7. The College uses a preparation time* model that tracks the cumulative difference be-tween the programme and non-curriculum time available for students to prepare for activities andthe specific time required to complete that preparation. On the debit side, the model tracks theamount of time required to read, research, reflect and prepare for each activity; this time is calledPreparation Time (PT).

8. On the credit side of the model there is scheduled study time contained in the standardprogramme day referred to as Assignment Preparation Time (APT). The model also assumesthat students have, on average, three hours available to them each night, and six hours on theweekend, to prepare for activities referred to as Individual Preparation Time (IPT). (Note: Themodel does not assume IPT is available during field trips and scheduled academic breaks.)When the model identifies a deficit (i.e., when the time required for one or more activities (PT)exceeds the time available to do that preparation, APT periods are added to the programme’sschedule to compensate.

Activity Number {act. no.}

9. A single or double digit sub-code, managed by the departments but controlled byDJWS, that differentiates between activities of the same format within the same course.

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JCSP Activity Coding Table

Programme Course Modules Activities Number

COM CMR EMP AV [Audio-Visual]DS 521 [Officership Studies]

LAC LDR CS [Case Study}DR [Directed Reading]

DS 522

[National Security,International Affairs andDefence ManagementStudies]

CDM IAF SCOCGS CNP BCR DI [Discussion]

WTH CPT STO EX [Exercise]FCC FUN PLN FS [Field Study]

DS 523/524/525

[Joint/CombinedWarfare Studies]

CON LD [Lecture-Discussion]LE [Lecture] 1–99RP [Research Paper]SA [Student Assessment]SE [Staff Exercise]SM [Seminar]SY [Symposium]

C [JCSP]

DS 800 [Defence Studies] ELE IRP TU [Tutorial]

Example:

C/DS 521/LDR/LD-1 This code represents the first lecture-discussion in the Leadership module beingdelivered on the JCSP. This module is offered by Officership Studies.

ANNEX BCHAPTER 1JCSP 34SYLLABUS

“JOINT COMMAND AND STAFF PROGRAMME EDUCATIONAL FRAMEWORK”

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ANNEX BCHAPTER 1JCSP 34SYLLABUS

JOINT COMMAND AND STAFF PROGRAMME EDUCATIONAL FRAMEWORK

1. The JCSP is based on an androgogical or learner-centred approach to education and isdesigned, insofar as is practicable, upon the following principles:

a. Relevance. To be meaningful, learning needs to be related directly to the learn-ers’ needs, interests and personal/professional questions or concerns;

b. Respect. Learning is best achieved in an environment that challenges learners.This environment comprises a number of critical characteristics: it must reduceunnecessary anxiety; it must respect, and provide for, the differences in learningstyles and learning rates; and it must recognize that learning is emotional as wellas intellectual;

c. Responsibility. Real learning can only occur with the agreement of the learner;therefore, learners need opportunities to become increasingly active in and re-sponsible for their own learning;

d. Relationships. Learning is aided by interaction with others which in turn buildscooperation, collaboration and support, and encourages learners to access eachothers’ resources;

e. Room. Physically, learners need a comfortable work environment that providesflexibility for a variety of instructional formats. Emotionally, learners need astructured framework with room for personal creativity and expression of differ-ences; and

f. Reinforcement. Learners need opportunities to practice skills and use theirknowledge, on-going feedback, and opportunities to feel increasingly successfulin their learning tasks.

2. The design of JCSP takes into account the androgogical principles outlined above, inconjunction with the levels of learning necessary to meet the mandate of the programme. TheCollege employs the following six levels of learning, based on B.S. Bloom’s “Taxonomy ofEducational Objectives: Cognitive Domain”:

a. Knowledge. Recall previously learned material (facts, theories, etc.) in essentiallythe same form as taught (Level 1);

b. Comprehension. See relationships, concepts, and abstractions beyond the simpleremembering of material. This typically involves translating, interpreting, andestimating future trends (Level 2);

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c. Application. Use learned material in new and concrete situations, including theapplication of rules, methods, concepts, principles, laws and theories (Level 3);

d. Analysis. Break down material into its component parts so that the organizationalstructure may be understood. This includes identification of the parts, analysis ofthe relationships between parts, and recognition of the organizational principlesinvolved (Level 4);

e. Synthesis. Put parts together to form new patterns or structures, such as a uniquecommunication (a theme or speech), a plan of operation (a research proposal), ora set of abstract relations (schemes for classifying information) (Level 5); and

f. Evaluation. Judge the value of material for a given purpose. Learning in this areais the highest in the cognitive hierarchy because it involves elements of all theother categories, plus conscious value judgements based on clearly defined crite-ria (Level 6).

3. The achievement of the desired levels of learning will depend firstly upon the require-ment, and secondly upon the method of instruction that is chosen. For example, achievement ofknowledge only may be accomplished by selection of one of the following methods: lecture,reading, panel, or film. A higher level of learning will require a combination of more than one ofthe above methodologies, with active methods, such as discussions, tutorials, case studies andexercises, being more beneficial than passive ones. For example, to achieve the application levelof learning would require use of some of the above methods, in addition to more active activitiessuch as practice with feed-back/video-feedback, role-playing, or exercises. As well, to ensurecomplete understanding of certain topics, students may need to experience the four stages of theexperiential learning cycle. Although each adult learner normally prefers one stage of the cycle,the highest levels of learning will require the learner to experience activities catering to all fourstages of the learning cycle. The four stages of the experiential learning cycle are not applicablein all cases but can be an extremely useful tool in others. The stages are as follows:

a. Concrete experience — participating in an activity;

b. Reflective observation — sharing reactions and discussing observations;

c. Abstract conceptualization — making generalizations and developing principles;and

d. Active experimentation — applying the learning to other situations.

4. The College’s curriculum format is in consonance with generally accepted instructionaldesign methodology and consists of:

a. Course Aim and Scope. The aim and scope describe the overall outcome of thecourse. Chapter 1 of the Syllabus articulates the JCSP Aim and Scope;

b. Programme Goals. Programme Goals describe the study areas necessary toachieve the aim of the course. The JCSP has five Programme Goals: Command,

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Leadership and Ethics; Communications Skills; Operational Art Theory; Joint andCombined Operations; and National Security and Defence Studies which are out-lined in Annex E to Chapter 1 of the Syllabus;

c. Learning Outcomes. Learning outcomes are a set of measurable samples of be-haviour necessary to achieve a Programme Goal. Learning Outcomes for theJCSP are identified by using four-digit alphanumeric codes and are listed in An-nex E to Chapter 1 of the Syllabus; and

d. Learning Objectives. Learning Objectives are sets of measurable samples of be-haviour necessary to achieve the Learning Outcomes. They should not be con-fused with the aim of a period of instruction; it may take a great length of time,occupying several learning activities, to achieve a Learning Objective. Learningobjectives are identified by attaching an alphabetic suffix to the four-digit alpha-numeric Learning Outcome and they are listed in Annex F to Chapter 1 of theSyllabus.

ANNEX CCHAPTER 1JCSP 34SYLLABUS

“CFC INSTRUCTIONAL DESIGN PROCESS”

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ANNEX CCHAPTER 1JCSP 34SYLLABUS

CFC INSTRUCTIONAL DESIGN PROCESS

INTRODUCTION

1. Instructional Design is the systematic development of instructional specifications usinglearning and instructional theory to ensure the required quality of instruction is achieved. It isthe entire process of analyzing learner needs and goals and the development of a delivery systemto meet those needs. Instructional design, therefore, provides a process and framework for sys-tematically planning, developing, and adapting instruction based on identifiable learner needsand content requirements.1

2. Determining learner needs and designing goals for instruction to meet these needs mayseem to be a fairly straightforward process at CFC given the homogeneity of military students.But, as with civilian students, military learners come from varied backgrounds and with differentexperience — each student is a unique learner. By not considering the educational level andexperience of the military student, CFC faculty run the risk of delivering education that is redun-dant or worse, irrelevant to the needs of the military learner. For this reason, instructional designis not simply a matter of focusing on individual curriculum activities. It involves considerationof the entire programme, courses and content alike to ensure that the value of the education pro-vided meets the needs of those who will receive the education. Instructional designers considerall aspects of the learning experience from what is to be taught to how teaching will occur.

3. Careful, systematic planning is particularly important when the medium of instruction issomething other than a teacher — for example, a guest lecturer or facilitator. Good teachershave the ability to adjust instruction on the spot according to the learner’s needs. When the in-structional medium is not as adaptable, having a design that is based upon principles of instruc-tion becomes even more important.2

4. CFC faculty should answer three major questions as they develop curriculum:

a. What are the objectives of the instruction?

b. What is the instructional strategy and instructional medium?

c. What method will be used to evaluate whether the instruction has been success-ful?3

1College of Engineering, University of Idaho, http://www.uidaho.edu/evo/dist3.html.2Patricia L. Smith and Tillman J. Ragan, Instructional Design (The University of Oklahoma, Prentice Hall),

2.3Ibid, 5.

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5. Addressing these three questions will lead the instructional designer to undertake threemajor phases in the instructional design process:

a. Perform an instructional analysis also referred to as a needs assessment to deter-mine the objectives of the instruction;

b. Develop an instructional strategy to determine what method and medium will beused to deliver the instruction; and

c. Develop and conduct an evaluation to determine whether the instruction met itsobjectives.

6. Instructional design normally follows the following process:4

Process Overview

2. DESIGN

-Establish goals-Define objectives

3. DEVELOP

-Create content -Review existing materials

-Organize and develop content - Select/develop materials and

delivery methods

4. EVALUATION

- Review goals and objectives -Develop evaluation strategy

-Collect and analyze data

1. NEEDS ASSESSMENT

-Analyze the audience-Define educational

gap

5. REVISION

-Develop and implement revision plan

The remainder of this annex will examine, in detail, phases one through four of the processshown above to assist CFC faculty in creating quality educational products through their instruc-tional design efforts.

4College of Engineering, University of Idaho.

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NEEDS ASSESSMENT

Define Educational Gap

7. Before designing or developing any educational product, it is important that the instruc-tional designer undertake a needs assessment to determine the gap between what the learnercurrently knows and what educators want the learner to know on completion of the instruction.The fundamental question of needs assessment is, “What is the difference between the knowl-edge level that we have and the knowledge level that we want?”5 This undertaking can be ex-haustive and may often require certain assumptions to be made in order to quantify theeducational gap.

8. Generally speaking, the military requirement for a course should be derived from the CFOfficer General Specification (OGS) or other strategic level guidance for officer professionalmilitary education (PME). Before beginning design of a course, the instructional designer mustdetermine what knowledge the typical student has on arrival at CFC, and what level of under-standing the student must reach by the time they depart from CFC. This determination of the gapdefines the level of learning required and the course content.

9. Undertaking a needs assessment is not necessarily an easy task. The instructional de-signer must first look to courses previously taken by students attending the JCSP Programme.Ideally, all students would have attended similar courses, but this will rarely be the case. Offi-cers in combatant classifications will generally have had a different educational experience fromthose engaged in operational support occupations. Determining the median level of studentknowledge may prove difficult; leading the instructional designer to make certain assumptionsbased on information readily available about previous courses the student may have attended.The evaluation process that occurs after completion of the JCSP instruction will determine thevalidity of these assumptions.

10. Once the instructional designer has determined the start point for instruction, he or shemust next determine what knowledge the student needs on completion of the instruction. Deter-mining this outcome may be even more problematic than was determining the intake level ofknowledge. The instructional designer may look, for example, to the OPDS documents, theOGS, recent inquiry or study reports and discussions with senior leaders in an attempt to ascer-tain this measure. Certainly, not having a sense of what knowledge the student needs on com-pletion of the instruction will make designing curriculum to fill the gap difficult.

11. Undertaking a needs assessment may appear tedious to those involved with instructionaldesign; however, it is the only means of justifying the need for instruction. Delivering educationis an expensive undertaking that must be validated before it is designed. By not undertaking aneeds assessment, the instructional designer has not established a requirement for the instruction,other than perhaps personal interest. Without an appreciation of the requirement or a sense ofthe gap in required knowledge, the instructional designer will also have little appreciation of thetype of instruction or level of learning required to fulfil the educational objectives.

5Teaching Learning and Technology Centre, Seton Hall University, New York,http://tltc.shu.edu/design/needs.htm.

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DESIGNING CURRICULUM

Analyze the Audience

12. The first aspect of design is to know the audience. For CFC faculty, this is relativelystraightforward with the exception, as mentioned earlier, of knowing the relative backgrounds ofthe learners. Another aspect of analyzing the audience, however, the understanding of how peo-ple learn and what techniques should best assist students to achieve the desired level of learning.

13. At CFC, faculty are principally concerned with learning in the Cognitive or AffectiveDomains, the Cognitive being the more predominant. The Cognitive and Affective Domainswere identified by Dr Benjamin Bloom as a means of delineating various aspects of learning.6

14. The Cognitive Domain involves knowledge and the development of intellectual skills.Bloom detailed the Cognitive Domain in six major categories to illustrate the means of learningprogression. The six categories are shown in Figure 1 and detailed in Appendix 1.7 It is impor-tant that CFC instructional designers become intimately familiar with these six categories sincethe Cognitive Domain is that used most often at CFC.

Figure1 — Levels of Objectives in the Cognitive Domain8

6Learning domains or Bloom’s Taxonomy, http://www.nwlink.com/~donclark/hrd/bloom.html.7Bloom’s Taxonomy, http://web.odu.edu/educ/llschult/blooms_taxonomy.htm.

William J. Rothwell and H.C. Kazanas, Mastering the Instructional Design: A Systematic Approach(Jossey-Bass, San Francisco), 160.

Assembling parts into awhole

Knowledge Remembering/recallingbasic terms and facts

Comprehension Understanding what a mes-sage means

Application

AnalysisDisassembling a wholeinto parts

Synthesis

EvaluationAssessing the value of ideas,things, and so on

HighestLevel

LowestLevel

Application of previouslylearned knowledge

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15. The instructional designer must carefully consider what learning needs to take place toachieve the desired level of learning. Setting too high a learning level for a given course maygive the learner the false expectation that their level of understanding is higher than what is actu-ally being achieved. Selecting the correct verb from the list provided at Appendix 1 for use instating the course aim will help establish the intended learning level.

16. The Affective Domain deals with the development of attitudes. At CFC, this process isachieved more indirectly than is learning in the Cognitive Domain. Exercises that stress leader-ship and working with others are examples of the Affective Domain at work in an indirect fash-ion. There are also direct applications of Affective learning through courses, such as ethics,which are designed to raise student awareness of improper behaviour thereby instilling, or rein-forcing, an attitude that fosters ethical conduct. Figure 2 illustrates the hierarchy of the AffectiveDomain and will be of interest to instructional designers who must include Affective learning intheir programmes.

Figure 2 — Levels of Objectives in the Affective Domain9

DESIGN

Establish Goals and Objectives

17. Based on the instruction domain as well as student needs and characteristics, the next stepis to establish learning goals and objectives. Goals are broad statements of instructional intent,while objectives are specific steps leading to goal attainment. CFC uses a system of ProgrammeGoals, Learning Outcomes, Learning Objectives and Teaching Points to describe the linkagebetween the various aspects of the JCSP structure.

9Ibid, 161.

Adopting a new wayof life or outlook

ReceivingPaying attention

Responding Participating

Valuing Accepting vales/beliefs

CharacterizationHighestLevel

LowestLevel

Organization Developing/acquiring anew value system

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18. Programme Goals. Programme goals describe the broad study areas necessary to achievethe aim of individual programmes offered at CFC. They do not generally relate to a specificlearning level established in the Cognitive Domain. At CFC, programme goals are developed bythe Education Management Policy Board and approved by the Commandant. A clear statementof the goals to be achieved within each programme offered at CFC is essential to developingaccurate statements for the subordinate learning outcomes, learning objectives and teachingpoints.

19. Learning Outcomes. Once the programme goals have been established, the instructionaldesigner indicates the desired Cognitive or Affective domain learning levels through the articu-lation of learning outcomes. “Learning outcomes are statements of standards which describe theexpected performance learners must demonstrate before graduating from the Programme.”10 Inother words, learning outcomes prescribe what the learner should be capable of demonstrating oncompletion of the programme. They are not simply a listing of broad knowledge or comprehen-sion statements; rather, they articulate what the learner should be capable of doing in order tosatisfy the goals of the programme. For example, if a programme goal was to develop the stu-dent’s understanding of how defence policy supports the application of national security policy,and then a learning outcome would be, “On completion of the programme the learner will becapable of analyzing the linkage between defence policy and national security policy”.

20. Learning Objectives. Learning outcomes are then translated into learning objectives. Alearning objective is a statement that specifies in behavioural (measurable) terms what a learnerwill be able to do as a result of instruction. It describes the intended result of the instructionrather than a description or summary of the content. Objectives can cover knowledge, skills aswell as attitudes. As an instructional designer, ask the following question before writing yourobjective, “What do I want the student to do to demonstrate that he or she has learned?” Learn-ing objectives are focused at the course versus programme level and rely on the verbs found inAppendix 1 to describe the objective. For example, from the learning outcome articulated abovewe note that the desired learning level for this outcome is four, analysis. A learning objective fora course supporting this learning outcome might read as follows: “On completion of this course,students will be able to differentiate between the various sources of input to defence policy de-velopment.” A course may have numerous learning objectives depending on the learning out-comes it is intended to support.

21. Teaching Points. Teaching points apply to the desired content of an individual curricu-lum activity. Achieving a prescribed learning level for individual activities becomes somewhatproblematic given that measuring learning levels by lecture, case study, or discussion is “microlearning”. It is the combination of all elements of a course that achieve the overall learning levelestablished by the learning outcomes. What is really required at the individual activity level is aclear indication of teaching points that the activity is to achieve. Clarity is absolutely essential ifthe instructional designer is to have any hope of achieving the intended aim of the lesson.Teaching points are also useful when using guest lecturers. Teaching points provide a clearindication of what material the activity is intended to cover. Instructional designers should resistthe urge to include numerous teaching points in any one lesson. Generally speaking, five to

10Dale Shipley, Learning Outcomes: Another Bandwagon or a Strategic Instrument of Reform?

http://www.senecac.on.ca/quarterly/1994-vol01-num04-summer/shipley.html.

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seven teaching points are the maximum that can reasonably be incorporated into a single activity.An example of teaching points in a lecture on the historical development of Canadian defencepolicy might include the following teaching points:

a. Describe the impact of signature of the NORAD agreement in 1958 on Canadiandefence policy development.

b. Evaluate the affects of the changing nature of Canada’s armed forces on Canadiandefence policy development.

c. Discuss the impact of the end of the Cold War on Canadian defence policy devel-opment.

22. Teaching Points should focus the activity on specific elements of knowledge that supportthe learning objectives for the course and learning outcomes for the programme. In many re-spects, the teaching points contained within course activities collectively become the foundationelements for the entire programme.

DEVELOPING CURRICULUM

23. The development stage focuses on the individual activities contained within a course andthe means by which the individual activities collectively achieve the desired learning level forthe course and, by extension, the programme. It is during the development stage that the in-structional designer exercises the expertise of his or her craft. Appreciating the desired learninglevel articulated through the learning outcomes established for the programme, the instructionaldesigner must use the various educational activities available for course development to build acourse that achieves the desired learning level. Obviously, if the desired learning level is four —analysis, a course built exclusively on lectures and a seminar or two is going to fall short of themark. The instructional designer must consider all potential activities that will build upon oneanother to achieve the analysis level articulated in the learning outcomes. To achieve this appre-ciation of a course as a comprehensive building block in achieving the programme learning out-comes, it would be advantageous for department chair to assign an entire module to anindividual faculty member in their department. This achieves two things:

a. It helps achieve “buy-in” on the part of the individual faculty member who man-ages a complete segment of curriculum rather than individual parts; and

b. It allows the individual faculty member to logically flow the content of a modulekeeping in mind the learning outcomes, learning objectives and associated learn-ing levels that the course supports.

24. The predominant decisions that must be made at the activity level are organizationalstrategy decisions: “What content should be presented? How should this content be presented?What sequence should the activities follow?”11 It is this coordination that makes assignment ofan entire module to one faculty member sensible. As has been indicated, faculty must decide notonly on the content of each activity, but on the best vehicle by which to deliver that content —

11Smith, 139.

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should it be lecture, case study, exercise, or written deliverable. Selecting methods, media, andmaterials that meet the needs of the learner and address the objectives of the course are easier iffaculty can envisage course flow as a singular entity. Instructional media differ in their charac-teristics and, hence, in their suitability for different learning styles. Varying the delivery strategyis important to maintaining learner interest. Faculty would be well advised to refer to Table 2when considering various delivery strategies.

In general, learners retain:

Table 2 — Learner Retention12

Table 2 readily illustrates that bringing in a guest lecturer who may or may not follow the lessoncontent, talk for 50 minutes without the benefit of visual aids, and respond to very few probingquestions by the learners, will contribute little to the overall learning level of the course. Theaddition of readings, a seminar or discussion, and, perhaps, an exercise, can increase the level oflearning dramatically.

EVALUATING CURRICULUM

25. The “purpose of evaluation is to determine if the instructional methods and materials areaccomplishing the established goals, outcomes and objectives.”13 Instructional designers are alsointerested in determining learner satisfaction with the material provided for learning. There are anumber of methods that instructional designers might use to evaluate their curriculum. Selectingthe right method depends on the information required by the instructional designer to fine-tunethe course or programme to maximum efficiency.

26. Often at CFC, the focus is on the individual activity rather than on the course or pro-gramme. While there is value in assessing learner satisfaction with individual curriculum activi-ties, instructional designers must ensure the contextual relevance of comments received fromlearners. Evaluating individual activities without full consideration of their context within thewhole course may mislead faculty and result in change when change is not required. On theother hand, if the learner is unable to place the activity into context within the entire course, theremay be a problem with the activity’s objectives and content.

12 Facts about Learning, http://www.arl.org/training/ilsco/learnfacts.html.13 College of Engineering, University of Idaho, http://www.uidaho.edu/eo/dist3.html.

• 10% of what they read• 20 % of what they hear• 30 % of what they see• 50 % of what they see and hear• 70% of what they talk over with others• 80% of what they use and do in real life• 95% of what they teach others

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27. Evaluation is much more than determining student satisfaction with the content of theinstruction. It also involves assessing learner understanding of the material taught in order toascertain whether the assigned learning level has been reached. This assessment can only beaccomplished by testing learner knowledge in some manner. Providing learners with multiple-choice quizzes at certain points in the programme is one form of determining learner under-standing of the material. These quizzes can be administered anonymously if learners feel threat-ened by the idea of testing. What the instructional planner is interested in determining is learnerunderstanding of the material, whether the instructional media met the learners’ requirements,and whether the delivery sequence and content used for a course achieved the intended learninglevel.

28. By not incorporating some form of evaluation in the instructional design process, thefaculty has few means available to determine the validity of assumptions made in the precedingphases of instructional design. Also, not evaluating learner knowledge means the instructionaldesigner can never be certain that the learning level for the course or programme was achieved.

CONCLUSION

29. Instructional design is the essence of creating a well-planned educational product. Theprocess provides designers of educational products with a template against which to consider thelearner during all aspects of instructional design, development, and delivery. It is the learner andthe learner’s ability to absorb knowledge that is the key element of instructional design consid-erations.

30. Instructional design begins with a needs assessment to determine attributes of the learnerand to measure the learning that must take place in order to satisfy a perceived deficiency inlearner knowledge. Quantifying the gap is important to determining the amount and degree oflearning that needs to take place. Next, the instructional designer looks at designing the contentthat will fill the gap. In this stage, goals, outcomes and objectives are developed that addresswhat the learner will accomplish and the level to which learning will take place. At this point, ablue print for learning is drawn up complete with learning levels. Once a solid design has beencreated, faculty can move to developing lesson plans that articulate what will be taught andthrough which instructional medium/media. Teaching material becomes the vehicle that deliversthe learning objectives stated in the design phase. Lastly, having delivered the education to thelearner, the instructional designer closes the loop by assessing learner reaction to the experienceand by determining the level of knowledge actually achieved by the learner. This final stageprovides the necessary feedback needed to alter the instruction to fill any gap that still existsbetween what is known and what needs to be known by the learner.

31. As a final note, faculty should appreciate that this is but an introduction to instructionaldesign. Those wishing to pursue the subject in more detail should consult any of several booksin the IRC or the numerous web sites dedicated to the subject. It is an important aspect of edu-cational delivery that should be understood and utilized by those who deliver education.

APPENDIX 1ANNEX CCHAPTER 1JCSP 34SYLLABUS

“BLOOM’S TAXONOMY”

APPENDIX 1ANNEX CCHAPTER 1JCSP 34SYLLABUS

BLOOM’S TAXONOMY

DESIRED LEARNING LEVEL APPROPRIATE ACTION VERB

6. Evaluation: Judging the value of mate-rial based on personal values/opinions,resulting in an end product, with a givenpurpose, without real right or wrong an-swers.

appraise, argue, assess, attach, choose compare, de-fend estimate, judge, predict, rate, core, select, sup-port, value, evaluate.

5. Synthesis: Creatively or divergentlyapplying prior knowledge and skills toproduce a new or original whole.

arrange, assemble, collect, compose, construct, cre-ate, design, develop, formulate, manage, organize,plan, prepare, propose, set up, write.

4. Analysis: The breaking down of in-formational materials into their componentparts, examining (and trying to understandthe organizational structure of) such infor-mation to develop divergent conclusionsby identifying motives or causes, makinginferences, and/or finding evidence to sup-port generalizations.

analyze, appraise, calculate, categorize, compare,contrast, criticize, differentiate, discriminate, distin-guish, examine, experiment, question, test.

3. Application: The use of previouslylearned information in new and concretesituations to solve problems that have sin-gle or best answers.

apply, choose, demonstrate, dramatize, employ, il-lustrate, interpret, operate, practice, schedule,sketch, solve, use, write.

2. Comprehension: Grasping (under-standing) the meaning of informationalmaterials.

classify, describe, discuss, explain, express, identify,indicate, locate, recognize, report, restate, review, select, translate.

1. Knowledge: Knowledge is (here) de-fined as the remembering (recalling) ofappropriate, previously learned informa-tion.

arrange, define, duplicate, label, list, memorize,name, order, recognize, relate, recall, repeat, repro-duce state.

ANNEX DCHAPTER 1JCSP 34SYLLABUS

JOINT COMMAND AND STAFF PROGRAMME

“PROGRAMME GOALS AND LEARNING OUTCOMES”

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ANNEX DCHAPTER 1JCSP 34SYLLABUS


PROGRAMME GOALS AND LEARNING OUTCOMES

The programme goals and associated learning outcomes for the JCSP are listed in this Annex.They are articulated in the fashion of Bloom’s Taxonomy, as indicated in Appendix 1 to AnnexC. Learning objectives are listed, together with the learning outcomes that they support, in An-nex F.

PROGRAMME GOAL #1 — COMMAND, LEADERSHIP AND ETHICS

The aim of Programme Goal #1 is to develop the students’ ability to exercise command andleadership at the tactical level of war, while understanding operational-level, and being familiarwith strategic-level, demands of command and leadership.

LearningOutcome

Serial

LearningOutcome

LearningLevel

C101 Analyze the art of leadership at the operational level. 4

C102Analyze the concepts of command at the tactical and operationallevel.

4

C103 Comprehend the demands of command at the strategic level. 2C104 Analyze ethical and legal principles. 4C105 Apply the principles and tenets of the profession of arms. 3

PROGRAMME GOAL #2 — COMMUNICATIONS SKILLS

The aim of Programme Goal #2 is to develop the individual student’s ability to apply problem-solving techniques and to communicate effectively with internal and external audiences.

LearningOutcome

Serial

LearningOutcome

LearningLevel

C201 Apply effective communication skills. 3C202 Apply problem solving and decision making techniques. 3C203 Apply effective public affairs skills. 3

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PROGRAMME GOAL #3 — JOINT, COMBINED AND INTEGRATEDOPERATIONS

The aim of Programme Goal #3 is to develop the students’ ability to plan and conductjoint combined and integrated operations.

LearningOutcome

Serial

LearningOutcome

LearningLevel

C301 Analyze warfare theory. 4C302 Examine the doctrinal concepts of joint and combined operations. 4

C303Demonstrate an understanding of the elements and capabilities ofjoint and combined operations.

3

C304 Plan full spectrum joint and combined campaigns. 5

PROGRAMME GOAL #4 — ENVIRONMENTAL COMPONENT CAPABILITIES

The aim of Programme Goal #4 is to develop the students’ understanding of componentcapabilities within joint, combined and integrated operations.

LearningOutcome

Serial

LearningOutcome

LearningLevel

C401 Examine the doctrinal concepts of component power. 4

C402 Analyze the elements and capabilities of component power. 4

PROGRAMME GOAL #5 — NATIONAL SECURITY AND DEFENCE STUDIES

The aims of Programme Goal #5 is to develop the students’ ability to analyze Canadiannational security, foreign and defence policies and factors, both internal and external, thatinfluence them; and to develop their understanding of current principles and policiesgoverning defence management.

LearningOutcome

Serial

LearningOutcome

LearningLevel

C501 Analyze the sources and instruments of national power. 4

C502Examine Canadian national security, foreign, defence developmentand trade policies and the factors, both internal and external, whichinfluence them.

4

C503 Examine the strategic framework of the CF. 4

C504Analyze the current principles and policies governing defence man-agement, force structure and force development.

4

ANNEX ECHAPTER 1JCSP 34SYLLABUS


“LEARNING OBJECTIVES”

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ANNEX ECHAPTER 1JCSP 34SYLLABUS

LEARNING OBJECTIVES

The Learning outcomes and associated learning objectives for the JCSP are listed in this Annex.They are articulated in the fashion of Bloom’s Taxonomy as indicated in Appendix 1 to AnnexC.

OutcomeSerial

LearningOutcome

ObjectiveSerials

Learning Objective LearningLevels

C101a Analyze and describe leadership theories andmodels and apply during prescribed activities.

4

C101bAnalyze and describe diverse leadership styles ofprevious operational commanders and examinethe impact on operations.

4

C101c

Describe the nature of the human environment,including behavioural characteristics that need tobe considered by leaders, and discuss the impacton operations.

2C101

Analyze the art ofleadership at theoperational level

C101d

Describe the nature of the human dimension inleadership (morale, unit cohesion, motivation, andmechanisms of voice) and discuss the impact onoperations.

2

C102a

Analyze and describe the nature and concept ofcommand by examining the structural factors, aswell as the dynamics of formal and informal rela-tionships, and apply during prescribed activities.

4C102

Analyze theconcepts ofcommand at thetactical and op-erational level C102b Describe the effects of C4I and the changing

nature of warfare on the exercise of command.2

C103aRecognize the challenges of command at thestrategic level being able to incorporate thisknowledge into other activities.

2

C103b

Recognize the historical development of strategiclevel command structures within the CF by beingable to incorporate this knowledge into otheractivities.

2C103

Comprehend thedemands ofcommand at thestrategic level

C103cComprehend the state and future vision of the CFfrom the CDS perspective by being able to incor-porate this knowledge during other activities.

2

C104a

Analyze the theories and models for ethicalthinking, morality and ethical decision-making,and apply to the operational-level of war.

4C104Analyze ethicaland legal princi-ples

C104b

Interpret ethical decision making in operationaland non–operational situations and demonstrateunderstanding during other activities.

3

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OutcomeSerial

LearningOutcome

ObjectiveSerials


C104cEmploy Just War Theory by being able to explainand apply the main concepts during other activi-ties.

3

C104d

Employ the laws, international conventions, cus-toms, principles, and national and internationalcourt decisions that form the body of the law ofarmed conflict during other activities.

3

C105

Apply the princi-ples and tenets ofthe profession ofarms

C105aApply the principles and tenets of the professionof arms by using and communicating them in allaspects of professional life.

3

C201a

Apply effective writing skills by producing pa-pers, written briefs, and other written work asrequired and demonstrate the ability to clearlyarticulate the required concepts.

3

C201b

Apply effective reading skills, by evaluatingappraising, and analyzing assigned and supple-mentary reading material and in researching newmaterial. This will also include the generation ofthoughtful and insightful questions or commentson the material under consideration.

3

C201c

Apply effective listening skills by evaluatingappraising, and analyzing lectures and discus-sions. This will also include the generation ofthoughtful and insightful questions or commentson the material under consideration.

3

C201Apply effectivecommunicationskills

C201d

Apply effective speaking and presentation skillsby giving briefings, seminars, and other presenta-tions that demonstrate a clear understanding of therequired topic. This will also include the genera-tion of thoughtful and insightful questions orcomments on the material under consideration.

3

C202aDemonstrate the ability for creative thinking andproblem solving techniques in written and oralwork.

3

C202b Demonstrate the ability for logical reasoning,argument and analysis in written and oral work.

3

C202cDemonstrate the ability to apply multiple deci-sion-making techniques in practical situations,particularly planning exercises.

3C202

Apply problemsolving and deci-sion makingtechniques

C202dComprehend the nature of the negotiating envi-ronment and negotiation techniques and discussthe impact at the operational level of war.

3

C203Apply effectivepublic affairsskills

C203aKnow the strategy, policies and procedures ofpublic affairs in the CF/DND and be able to recallthese policies and procedures when necessary.

1

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OutcomeSerial

LearningOutcome

ObjectiveSerials


C203b

Demonstrate the ability to apply effective mediainterview skills, by giving interviews and brief-ings and answering media questions during pre-scribed activities.

3

C203cComprehend the relationship between theCF/DND and the media in a democratic societyand understand the impact on CF operations.

2

C203dComprehend the nature of CF public affairs in anoperational environment and its impact on na-tional policy.

2

C301aIllustrate the concepts and theories of key militaryhistorians and theorists and discuss their impacton the operational-level of war.

3

C301b Interpret the development of the operational artand discuss its relevance to operational planning.

3C301Analyze WarfareTheory

C301c

Analyze the strategies and operational level con-cepts employed during selected operations andcampaigns of the 20th and 21st centuries andapply these strategies and concepts.

4

C302aInterpret joint and combined, integrated warfaretheory, apply to current doctrine and concepts, andexamine its inferences.

3

C302b

Examine the impact of Canadian government andCF policy and law on CF component, joint, com-bined and integrated doctrine and analyze thatimpact on the operational-level of war.

4

C302c

Demonstrate the impact of current and future CFtrends in technology, doctrine and concept devel-opment on component, joint, combined and inte-grated warfare.

4

C302

Examine thedoctrinal con-cepts of compo-nent, jointcombined andintegrated opera-tions

C302d

Explore the impact of current and future interna-tional trends in technology, doctrine and conceptdevelopment on component, joint, combined andintegrated warfare.

3

C303a Formulate enabling functions for Joint, Combinedand Integrated operations.

3

C303bManage CF and coalition staffing processes forrules of engagement (ROE) for Joint, Combinedand Integrated operations.

3

C303c Arrange component power for Joint, Combinedand Integrated operations.

C303d Develop the sustainment and personnel functionsto Joint, Combined and Integrated operations.

3

C303e Identify the capabilities of allies and their impactin Joint, Combined and Integrated operations.

2

C303Analyze andunderstand theelements andcapabilities ofjoint, combinedand integratedoperations

C303f Recognize emerging CF joint force capabilitiesand their impact on future operations.

3

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OutcomeSerial

LearningOutcome

ObjectiveSerials


C303gRecognize emerging International joint forcecapabilities and their impact on future operations.

2

C304aManage the CFOPP and JIPB processes to planvarious warfighting campaigns, OOTW, Defenceof Canada and Domestic Operations.

5

C304b

Arrange enabling functions in the development ofplans for various international warfighting cam-paigns and operations, OOTW, Defence of Can-ada and Domestic Operations.

5

C304c

Compare ROE concepts in the development ofplans for various international warfighting cam-paigns and operations, OOTW, Defence of Can-ada and Domestic Operations.

4

C304d

Arrange sustainment concepts in the developmentof plans for various international warfightingcampaigns and operations, OOTW, Defence ofCanada and Domestic Operations.

5

C304

Design and planfull spectrumjoint and com-bined campaigns

C304e

Design joint force campaign plans for variousinternational warfighting campaigns and opera-tions, OOTW, Defence of Canada and DomesticOperations.

5

C401a Describe component warfare theory. 2

C401b Demonstrate knowledge of the concepts of com-ponent power.

3C401Apply the doc-trinal concepts ofcomponent power

C401c Differentiate the nature of command of compo-nent operations.

4

C402a Employ component capabilities to achieve opera-tional level objectives.

3

C402

Arrange compo-nent level combatpower at the JTFlevel in the de-velopment ofsupporting com-ponentCONPLAN

C402b Describe emerging component force capabilities. 2

C403a Describe the planning environment specific toselected components.

2

C403b Test the CF Operational Planning Process in acomponent.

4

C403cDevelop the elements and capabilities, doctrine,and operating concepts of component power into acomponent CONOP.

5

C403d Synchronize component capabilities. 3

C403

Collaborate in theplanning of com-ponent operationswithin the con-text of a cam-paign plan

C403e

Illustrate the role of the component commanderwhen acting as the supported and supportingcommander.

2

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OutcomeSerial

LearningOutcome

ObjectiveSerials


C501aDistinguish and examine the elements of gov-ernance, policy and strategy and the impact onthe CF and operations.

4

C501b Analyze the elements of national power andunderstand the effect on military operations.

4C501Analyze the sourcesand instruments ofnational power

C501cAnalyze the effects of emerging asymmetric andsymmetric threats, challenges and opportunitieson foreign and defence policies.

4

C502aExamine the domestic factors that influenceCanadian national security, foreign, defence,development and trade policies.

4

C502b Comprehend military strategy and the role ofhigh command.

2

C502c Comprehend the translation of Canadian strat-egy into operational plans.

2

C502d

Examine the international system, internationalorganizations (UN etc) and Canada’s role in theworld with regard to Canadian national security,foreign, defence, development and trade poli-cies.

4

C502eAnalyze the relationship between Canada andthe United States and understand the differencesbetween the foreign and defence policies.

4

C502

Examine Canadiannational security,foreign, defence,development andtrade policies andthe factors, bothinternal and exter-nal, which influencethem

C502fComprehend the historical aspects of, and thedetermining factors influencing, military mobi-lization in Canada.

2

C503a Analyze the key documents that provide thestrategic direction for the CF.

4

C503Examine the Strate-gic Framework ofthe CF C503b

Comprehend the current state and future visionof the DND and the Canadian Armed Forcesfrom the Minister’s perspective.

2

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OutcomeSerial

LearningOutcome

ObjectiveSerials


C504a Examine the NDHQ organization and missionand explain its functions and roles.

4

C504bExamine the function of the Defence ServicesProgramme (DSP) and explain its functions androles.

4

C504c Examine current CF management principles,philosophies and policies.

4

C504dExamine the current state of the DND and thefuture vision of senior Canadian military lead-ers.

4

C504e Comprehend the functioning of NDHQ and thefuture vision of key civilian appointees in DND.

2

C504fComprehend the system for force generationand the related responsibilities of various head-quarters in the CF.

2

C504

Analyze the currentprinciples and poli-cies governing de-fence management,force structure andforce development

C504gExamine the influence of government policieson force development and structure and applyduring other activities.

4

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CHAPTER 2

CURRICULUM DEVELOPMENT

GENERAL

1. The existing JCSP curriculum is the product of many years of development. It reflectsthe attitudes and the beliefs of a large number of dedicated professional Canadian and interna-tional officers who have attended or have served on the staff of the College. Many have alsoattended or served on the staff of other command and staff colleges. As a result, our Curriculumreflects important recent developments in the profession of arms. Curriculum development is acontinuing process involving the review of our current programmes of studies, planning andauthorship of new or revised material, approval of changes, and production and distribution ofthe programme material to the faculty and students.

NDHQ INSTRUCTION ADM (PER) 7/89

2. As noted in Chapter 1, the College receives its strategic direction for the Joint Commandand Staff Programme from the NDHQ Instruction ADM (Per) 7/89. This document provides theaim, scope, and overall objectives of the JCSP Programme, and authorizes the Commandant ofthe College to develop the detailed syllabus. Proposed changes originating within the Collegewould be directed to the Commander Canadian Defence Academy (CDA). The change in aimand scope of the Joint Command and Staff Programme is an example of a change requiringCDA-level approval.

COMMANDANT’S GUIDANCE

3. The Commandant, who at least once annually issues orders that include his periodicguidance on curriculum and on what is to be developed for the JCSP Syllabus, controls curricu-lum development. The guidance is drafted by the COS and results from higher direction fromCommander CDA and the OPD Council, from the audits of course results and post-course sur-veys as scheduled in College business planning, and from College initiatives in tracking thedevelopment efforts in similar and allied institutions around the world. The Education Manage-ment Policy Board (EMPB), to ensure compliance over time, tracks the execution of this guid-ance internally.

VALIDATION AND EVALUATION

4. The College has established a quality assurance framework to ensure that the curriculafor all programmes achieve the learning objectives and learning outcomes that have been set forthem. This is achieved by the evaluation process. From the ABCs of Evaluation by Boulmetisand Dutwin, evaluation can be defined as “the systematic process of collecting and analyzingdata in order to determine whether and to what degree objectives have been or are beingachieved.” Evaluation is a process with an internal focus to the College that ensures the effec-tiveness and efficiency in the conduct of an educational programme. A programme is effectiveto the extent that the learner has achieved the stated learning objectives. A programme is effi-cient to the extent that methods, material and resource expenditure are optimized. Evaluationdata or feedback can be achieved a number of different ways. It can be obtained through written

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critiques that assess content and delivery of a course or some sub-component of the coursethrough obtaining feedback from students and staff at the College. It can be gained from studentperformance records that include course reports, term reports, student mark sheets, assessmentand feedback forms. It can also be derived from an assessment of resource costs (personnel &fiscal) as reported in accordance with internal or external criteria to the College including a com-parison of actual versus planned costs.

5. The quality assurance framework also ensures that the courses and seminars meet theoperational and professional development requirements as promulgated by the Department ofNational Defence. This is achieved by the validation process. Validation is essentially the proc-ess of accumulating evidence that a programme accomplishes what it says it accomplishes meas-ured against set criteria. Validation is a process with an external focus from the College thatverifies that the educational system within the College has adequately prepared and continues toprepare graduates to perform the operational task and to meet specified performance require-ments. Validation data or feedback can be obtained through validation questionnaires whichwould be directed at course and seminar graduates and their respective superiors at periodicintervals following graduation from the College.

6. The Director of Curriculum (DOC) and the Director of Academics are responsible to theCommandant for the application and standardization of the evaluation process within the Col-lege. The Deputy Director Standards and Performance Measurements is responsible for imple-mentation and periodic application of the validation process to College programmes.

7. is responsible to the Commandant for the application and standardization of the evalua-tion process within the College. DCS is also responsible for implementation and periodic appli-cation of the validation process to College courses and seminars.

RECORDEX

8 . The primary evaluation tool for the Joint Command and Staff Programme is theRECORDEX. The RECORDEX links the curriculum activities to their respective learning ob-jectives and solicits student input on whether or not the objectives have been achieved. It alsoasks for input on related reading material and requires observations and recommendations wherethere indications that improvement is required. The RECORDEX is generated by the studentsand passed to the Directing Staff for further comment. Subsequently the RECORDEX is passedto the staff member responsible for planning the curriculum activity who in turn analyzes thecollected data before making recommendations to the Director of Command and Staff Pro-grammes (DCSP). If DCSP supports the recommendations they are either implemented immedi-ately, or, depending upon the level of change being proposed, are taken to the EducationManagement Policy Board (EMPB) for approval. Usually the students and Directing Staff com-plete the RECORDEX on a weekly basis with some exceptions where exercises of durationlonger than a week are involved. RECORDEX data is compiled and analyzed by College staffmembers on a term basis whereupon the recommendations will be acted upon as describedabove. Feedback provided by the students and resulting recommendations and/or subsequentactions taken will be discussed with course members at periodic intervals, usually following thecompletion of each term.

2-3/3

EDUCATION MANAGEMENT POLICY BOARD

9. EMPB is chaired by the Cmdt and is comprised of the COS and the Directors of the Col-lege; with other staff attending in ex-officio or observer status. The EMPB meets throughout theyear to discuss and recommend changes to the curriculum content or delivery of all CFC pro-grammes. In particular, to facilitate development of the syllabi for the programmes, the EMPBmeets after the Commandant’s Guidance has been issued and staff planning has occurred, toreview the proposed changes to the subsequent year’s programme objectives. EMPB minutes,whether they deal with iterative programme amendments throughout the year or major syllabuschanges for a subsequent programme, are reviewed and approved by the Commandant at EMPB.The EMPB also makes recommendations on items that require approval from higher authority,such as changes to the aim or scope of a CFC programme.

CURRICULUM CHANGE — APPROVAL AUTHORITIES

10. There are three levels of approval for changes to the JCSP:

a. CDA level. Any changes in the aim or scope of the JCSP Programme will requirethe approval of CDA.

b. Commandant/EMPB. Curriculum changes that meet the stated JCSP Programmeobjectives but alter the aim, direction, emphasis, or importance of a portion of theprogramme (e.g. Programme Goals, Learning Outcomes, Learning Objectives andtheir levels of learning), or which require a waiver of approved College policy forimplementation, must be approved by the EMPB.

c. Director of Curriculum (DOC). The DOC may authorize changes in details of theexecution of the approved curriculum as well as the method of achieving the ap-proved aim of the various elements of the course. This includes authority tochange timings and locations of events and academic packages, as long as the ap-proved aim and emphasis are retained.

CHAPTER 3

DS 521 OFFICERSHIP STUDIES

Programme Hours: 106.5

Preparation Time: 184.0

AIM

1. The course, DS 521 Officership Studies, uses practical exercises, case studies, and smallgroup discussions to explore leadership theory, communication skills, media relations, profes-sional ethics, law of armed conflict, critical thinking and problem solving. Participants applydecision-making skills to resolve leadership scenarios, and subject matter experts provideevaluation and feedback based on experience and published research. Evaluation is by writtenessay (2500–3000 words) and practical exercises.

SCOPE

2. DS521 Officership Studies in the JCSP consists of the following modules:

a. COM — Command;

b. LDR — Leadership;

c. EMP — Ethics and the Military Profession;

d. CMR — Communications and Media Relations; and

e. LAC — The Law of Armed Conflict.

RELATED PROGRAMME GOALS

Programme Goal #1 — Command, Leadership, and Ethics.

Programme Goal #2 — Communications Skills.


DETAILED SYLLABUS

OFFICERSHIP STUDIES

3-A-1/9

Command (COM)

Module Hours — 18.0

AIM: The aim of this module is to develop the ability to exercise Command at the tactical level, while providing an understanding ofCommand at the operational level and a familiarity with the demands of Command at the strategic level. Examining theories ofCommand, Command and staff systems and historic and present day aspects of Command at the tactical, operational, and strategiclevels in peace and war accomplish this aim. Curriculum activities associated with this course are distributed throughout the pro-gramme and consist of the following:

CODETITLE

AIMPROGTIME

PREPSUPPORTEDLEARNING

OBJECTIVES

ANCILLARYLEARNINGOUTCOMES

C/DS 521/COM/LE-3An Historical Perspectiveof Operational Command

To familiarize students with thedevelopment of thought on Com-mand at the operational level.

1.5 0.0C101aC101bC102a

C301

C/DS 521/COM/LD-1The Human Dimension inCommand

To familiarize students with contem-porary thoughts on military leader-ship and emerging concepts ofcommand and control and to developan understanding of the “humanfactors” that shape individual leader-ship styles and influence the exerciseof command.

6.0 6.0C102aC102b

C201C301

C/DS 521/COM/LE-1Commander and StaffRelationships

To familiarize students with therelationship between Commander,staff, and leadership responsibilitiesand challenges at a senior staff level.

1.5 0.0C101cC101dC102a

C201C301

C/DS 521/COM/LE-2Canadian CommandStructure — HistoricalReview

To familiarize students with thehistory and development of Com-mand structures within the CanadianForces.

1.5 1.5 C103b C504

C/DS 521/COM/LE-4The Commander and theMedia

To examine the interac-tion/relationship between the mediaand the Commander from a Com-mander’s perspective.

1.5 0.0C203cC203d

C101C102

3-A-2/9

CODETITLE

AIMPROGTIME PREP

SUPPORTEDLEARNING

OBJECTIVES


C/DS 521/COM/LE-5Strategic Vision — CDSVision for the CanadianForces

To provide students with a contem-porary view of the strategic level ofthe Canadian Forces from the per-spective of Canada’s Chief of theDefence Staff.

1.5 1.5C103aC103c

C503C504

C/DS 521/COM/LE-6Command at the StrategicLevel

To familiarize students with thedemands of command and leadershipat the strategic level.

1.5 0.0 C103a C301

C/DS 521/COM/SE-1Exercise COMMANDVISION

To have students write a Commandvision statement by synthesizing andformalizing their respective thoughtson Command and leadership.

1.5 6.0

C101aC101cC102aC105a

C201

C/DS 521/COMSUBTOTAL

16.5 15.0

3-A-3/9

Leadership (LDR)


AIM: The aim of this module is to develop the ability to exercise leadership at the tactical level, while providing an understanding ofleadership at the operational level and a familiarity with the demands of leadership at the strategic level. Examining various theoriesand models of leadership, the role of leadership in reducing operational/Combat stress casualties and contemporary thoughts on mili-tary leadership at the operational level accomplish this aim. Curriculum activities associated with this course are distributed through-out the programme and consist of the following:

CODETITLE

AIMPROGTIME PT

SUPPORTEDLEARNING

OBJECTIVES


C/DS 521/LDR/LE-3 Leadership Theories and ModelsTo develop an understanding of contempo-rary theories and models of leadership andtheir practical application.

1.5 1.5C101aC105a C102

C/DS 521/LDR/LE-4Canadian Forces Leadership Doc-trine and Theory

To develop an understanding of the theoryunderlying the Canadian Forces’ Leadershipdoctrine.

1.5 1.5

C101aC101cC101dC105a

C102

C/DS 521/LDR/DI-1 Leadership at the Operational levelTo stimulate the students’ thinking on lead-ership at the operational level. 1.5 1.5

C101aC101cC101dC102aC105a

C102

C/DS 521/LDR/LD-2 Leadership and Operational Stress

To develop an understanding of com-bat/operational stress from a medical, socialand psychiatric perspective and the role ofleadership in reducing combat/operationalstress casualties.

3.0 3.0C101cC101dC102a

C105

C/DS 521/LDR/LD-1Leadership and the Dynamics of theHuman Environment

To develop an understanding of the relation-ships between leadership and social/culturalsettings and the impact of group dynamics.

3.0 3.0C101cC101d C105

C/DS 521/LDR/LE-2A Commander’s Perspective onLeadership at the operational level

To familiarize students with contemporarythoughts on military leadership at the opera-tional level of Command.

1.5 0.0 C101bC102C103

3-A-4/9

CODETITLE

AIM PROGTIME

PTSUPPORTEDLEARNING

OBJECTIVES


C/DS 521/LDR/RP-1Exercise NAPOLEONWELLESLEY

To develop students’ ability to analyze thecharacteristics and requirements of leader-ship and Command at the operational levelof war.

0.0 50.0

C101aC101bC101cC101dC102a

C105C201

C/DS 521/LDR/SM-1Exercise NAPOLEONWELLESLEY Seminar

To reinforce and assess the students under-standing of leadership and their ability toanalyze the characteristics and requirementsof leadership and command at the opera-tional level of war.

4.5 3.0

C101C102aC201aC201bC202aC202b

C105

C/DS 521/LDR/SE-1 360 Self DevelopmentTo enhance student’s appreciation of theirleadership strengths and areas in need ofimprovement.

3.0 6.0C101C102 C105

C/DS 521/LDRSUB-TOTAL

19.5 69.5

3-A-5/9

Ethics and the Military Profession (EMP)


AIM: The aim of this module is to increase the participants’ appreciation of the military profession and to develop an understandingof ethical models and theories that are applicable and practical for use by Canadian Forces officers. Curriculum activities associatedwith this course consist of the following:

CODETITLE

AIMPROGTIME

PTSUPPORTEDLEARNING

OBJECTIVES


C/DS 521/EMP/LD-1 A Framework for Ethical Thinking

To familiarize students with some of thefundamental theories of ethical thinkingand to develop students’ understanding ofethical models that is applicable to Cana-dian officers at a practical level.

3.0 4.5C104aC104b

C102C105

C/DS 521/EMP/LD-2 Ethics and the Military ProfessionTo familiarize students with contempo-rary thoughts on ethics and the militaryprofession.

3.0 4.5C104aC104b

C102C105

C/DS 521/EMP/LD-3 Just War TheoryTo examine the concepts of jus ad bellumand jus in bello and how they apply to theuse of military force.

3.0 3.0 C104cC102C105

C/DS 521/EMP/LE-1 The Nature of Morality

To develop an understanding of contem-porary theories concerning the nature ofmorality and their applicability to themilitary profession.

1.5 1.5C104aC104b

C102C105

C/DS 521/EMP/LD-4Ethical Considerations in Opera-tions

To stimulate the students’ thinking onethical issues in Operations.

3.0 3.0C104aC104bC104c

C102C105

C/DS 521/EMP/LE-2Management Ethics and Govern-ance

To familiarize students with some of thefundamental theories of business andmanagement ethics in the workplace.

1.5 1.5 C104aC102C105

3-A-6/9

CODETITLE

AIMPROGTIME PT

SUPPORTEDLEARNING

OBJECTIVES


C/DS 521/EMP/RP-1 Exercise Final Arbiter

To reinforce and assess the students’understanding of ethics, ethical thinkingand the Law of Armed Conflict (LOAC)through the writing of a persuasive essayexamining a contentious military opera-tion.

0.0 53.0

C104aC201aC201bC202aC202b

C105

C/DS 521/EMPSUB-TOTAL

15.0 71.0

3-A-7/9

Law of Armed Conflict (LAC)


AIM: The aim of this module is to develop the ability to analyze and apply the laws and legal principles governing the use of force inoperations. This aim is accomplished by confirming an understanding of the Laws of Armed Conflict in accordance with the Cana-dian Forces Laws of Armed Conflict Course.

CODE TITLE AIMPROGTIME PT

SUPPORTEDLEARNING

OBJECTIVES


C/DS 521/LAC/SE-1 Law of Armed Conflict Analyze and apply the laws and legalprinciples governing the use of force.

27.0 15.0 C104d C105

C/DS 521/LACSUB-TOTAL

27.0 15.0

3-A-8/9

Communications and Media Relations (CMR)

Course Hours — 28.5

AIM: The aim of this module is to develop the participants’ ability to Communicate effectively. Developing the ability to prepareand deliver verbal presentations, and familiarizing the participants with public affairs policies and the challenges of the media in ademocratic society accomplish this aim. Curriculum activities associated with this course consist of the following:


SUPPORTEDLEARNING

OBJECTIVES


C/DS 521/CMR/SE-3Exercise FINAL ARBITER PeerReview

To develop the students’ ability to criti-cally analyse, assess, and provide com-ments on written material.

4.5 3.0

C201C202aC202bC202d

C104C105

C/DS 521/CMR/LE-1Public Affairs in Canadian ForcesOperations

To familiarize students with PublicAffairs staff responsibilities and planningconsiderations during the execution of anoperation.

1.5 1.5C103aC203e

C402C406C407C408

C/DS 521/CMR/LE-2Media and the Military — MediaPerspective

To familiarize students with the roles andchallenges of the media in a democraticsociety and the media perception of theCF.

3.0 1.5C103aC203d

C402C406C407C408

C/DS 521/CMR/TU-1Negotiating and the NegotiatingEnvironment

To Develop the Students Understandingof negotiating techniques and the negoti-ating environment and their ability toapply them in practical situations.

3.0 1.5 C202c

C/DS 521/CMR/TU-2Critical Thinking

To develop and practice the fundamen-tals of critical thinking.

4.5 1.5

C/DS 521/CMR/TU-3 Lateral Thinking Techniques

To develop the students’ understandingof creative thinking and problem solvingand to provide them with useable toolsand techniques to generate better ideas.

3.0 3.0 C202a

C/DS 521/CMR/LE-3 Thinking About the News MediaTo develop an understanding of the newsmedia. 1.5 0.0 C203c

3-A-9/9


SUPPORTEDLEARNING

OBJECTIVES


C/DS 521/CMR/TU-5The Media Process and PublicAffairs

To provide a practical understanding ofthe CF Public Affairs and Media Processat the operational level.

C203aC203cC203d

C102C103C201C202

C/DS 521/CMR/TU-6 Exercise BREAKING NEWSTo provide an opportunity to exercise theCF Public Affairs and Media Process atthe operational level.

4.5 1.5C203aC203cC203d

C101C102C103C210C202C304

C/DS 521/CMR/SE-1 Exercise VERITAS SUI

To provide Directing Staff (DS) withinformation on students’ backgrounds,general interests, professional goals andwriting skills.

0.0 0.0 C201

C/DS 521/CMR/SE-2 Exercise LANGUAGE CHECKTo evaluate students’ grammatical andwriting skills.

0.0 0.0 C201b

C/DS 521/CMRSUB-TOTAL

28.5 13.5

C/DS 521TOTAL

106.5 184.0

3-A-10/9

CHAPTER 4

DS 522 NATIONAL SECURITY, INTERNATIONAL AFFAIRS AND DEFENCEMANAGEMENT STUDIES



AIM

1. The National Security International Affairs and Defence Management (NS) course pro-vides participants with opportunities to analyze domestic and international issues that may affectCanada. Participants will examine Canadian society, governance, the interests, values, policies,issues, and processes that affect Canadian strategic decision makers.

SCOPE

2. The National Security, International Affairs and Defence Management Course (DS 522)in JCSP has been divided into six modules as follows:

a. SCO — Strategic Concepts;

b. CGS — Canadian Government and Society;

c. CNP — Canadian National Security Policies;

d. BCR — Bilateralism and Continental Relationships;

e. IAF — International Affairs; and

f. CDM — Canadian Defence Management.

RELATED PROGRAMME GOAL

Programme Goal #5 — National Security and Defence Studies.


DETAILED SYLLABUS

NATIONAL SECURITY, INTERNATIONAL AFFAIRS ANDDEFENCE MANAGEMENT STUDIES

4-A-1/12

Strategic Concepts (SCO)


AIM: The aim of the Strategic Concepts module is to develop students’ understanding of strategic and national security related con-cepts.

CODE TITLE AIMPROGTIME

PREPTIME

SUPPORTEDLEARNING

OBJECTIVES


C/DS 522/SCO/DR-1 The VUCA ConceptTo Recognize the Volatile, Uncertain, Complex,and Ambiguous (VUCA) environment of theworld.

0.0 1.5 C501c

C/DS 522/SCO/LE-1The Evolution of Security as aConcept

To understand “security” as a concept in orderto improve analysis of policy of conflict. 1.5 0.0

C501aC501b

C/DS 522/SCO/LE-2Introduction to National SecurityStudies

To understand the general field of NationalSecurity Studies, including a review of theinterconnections of national power, nationalstrategy and national policy.

1.5 1.5

C501aC501bC501cC502aC502d

C/DS 522/SCO/LE-3Translating Government Directioninto Strategic Guidance

To understand the process of translating gov-ernment direction into strategic guidance inCanadian, alliance, and coalition contexts.

1.5 0.0C501dC502c

C103

C/DS 522/SCO/LE-4Utility of Force in InternationalPolitics

To understand the role of armed coercion bystates and non-state actors in the internationalsystem.

1.5 0.0C501bC502d

C/DS 522/SCO/LE-5Strategic Aspects and Perspectivesof the 3-Block War Concept

To understand the strategic aspects and per-spectives of 3-Block War concepts.

1.5 1.5 C501d

C/DS 522/SCO/LD-1 International LawTo understand the evolution of international lawand its role in the current global order.

3.0 3.0C501cC502d

C201C202

C/DS 522/SCO/RP-1 Exercise GLOBAL VORTEXTo develop students’ analytical abilities andwriting skills while expanding their knowledgeof the concept of national security.

0.0 40.0C501aC501bC501c

C201C202

4-A-2/12


PREPTIME

SUPPORTEDLEARNING

OBJECTIVES


C/DS 522/SCO/SA-1National Security and InternationalAffairs Studies Student Assess-ment

To confirm successful learning of materialcovered in all National Security and Interna-tional Affairs modules (SCO, CGS, CNP, BCR,and IAF).

1.5 5.0C501a-dC502a-fC503a-b

C201C202

C/DS 522/SCOSUB-TOTAL

12.0 52.5

4-A-3/12

Canadian Government and Society (CGS)


AIM: The aim of the Canadian Government and Society module is to develop students’ understanding of Canada’s government,values, interests, society, regions (emphasizing the Canadian Arctic) and selected issues of strategic importance to the Defence ofCanada.


PREPTIME

SUPPORTEDLEARNING

OBJECTIVES


C/DS 522/CGS/LD-1 Canada’s Values and NationalInterests

To discuss Canada’s Values and NationalInterests.

3.0 3.0 C501aC501b

C201C202

C/DS 522/CGS/LE-1The Canadian Parliamentary Sys-tem

To understand the mechanics of government inCanada, the roles and constraints of principalinstitutions, the legislative process, as well asthe importance of regional issues and perspec-tives.

1.5 0.0C501aC501b

C/DS 522/CGS/LE-2The PM, the Cabinet and DefencePolicy Making.

To understand the mechanics of government inCanada, the roles and constraints of principalinstitutions and political environment, and thepolicy parameters within which defence andsecurity decisions are made.

1.5 0.0C501aC501b

C/DS 522/CGS/LE-3Government Decision-Making —Deploying the CF

To understand the national decision-makingprocess for deployment of the CF.

1.5 0.0 C501b

C/DS 522/CGS/LE-4 Social Fabric of CanadaTo explain the social fabric of Canada andenhance the students’ understanding of Canadaand Canadians.

1.5 1.5 C502a

C/DS 522/CGS/LD-2 Canadian National IdentitiesTo understand Canada as a country with multi-ple national identities and how regional dispari-ties can affect the governance of Canada.

6.0 3.0C501aC501bC502a

C201C202

C/DS 522/CGS/LD-3Defence of Canada — StrategicIssues

To understand the strategic issues related to theDefence of Canada.

3.0 3.0C502aC502b

C201C202

4-A-4/12


PREPTIME

SUPPORTEDLEARNING

OBJECTIVES


C/DS 522/CGS/LD-4Defence of Canada – Federal,Provincial, and Municipal Agen-cies

To understand the roles and responsibilities ofFederal, Provincial, and Municipal Agencies inthe Defence of Canada.

3.0 1.5C502aC502b

C201C202

C/DS 522/CGS/SM-1 National Emergency SeminarTo analyze the roles and responsibilities ofFederal, Provincial, and Municipal Agencies inthe Defence of Canada.

3.0 0.0C502aC502b

C201C202

C/DS 522/CGS/LE-5Strategic Aspects of Canada’sArctic

To understand the historic, present and futurestrategic importance of the Canadian arcticregion.

1.5 1.5C501bC502aC502e

C/DS 522/CGS/FS-1Canada’s Strategic North — FieldStudy Exercise

To interpret, in a comparative manner, thestrategic significance and security implicationsof Canada’s northern territories through studyof the respective territories’ peoples, govern-ance, natural resources, and natural environ-ment.

24.0 0.0

C501aC501bC502aC502bC502e

C201C202

C/DS 522/CGS/SM-2Canada’s Strategic North — FSESeminar

To analyze the strategic significance of Cana-dian Northern and Arctic regions and the uniqueaspects of the peoples, cultures, governance,and natural resources of these regions.

3.0 3.0


C201C202

C/DS 522/CGS/SM-3Canadian Government and Society— Seminar

To analyze Canada’s government, values,interests, society, regions, and selected issues ofstrategic importance to the Defence of Canada.

3.0 6.0


C201C202

C/DS 522/CGSSUB-TOTAL

55.5 22.5

4-A-5/12

Canada’s National Security Policies (CNP)


AIM: The aim of the Canadian National Security Policies module is to develop students’ understanding of Canada’s national secu-rity, foreign, defence, development and trade policies.


PREPTIME

SUPPORTEDLEARNING

OBJECTIVES


C/DS 522/CNP/LE-1 Canadian Foreign PolicyTo understand current Canadian foreign policy,including international obligations and potentialfuture developments.

1.5 0.0

C501aC501bC501cC502aC502dC502e

C/DS 522/CNP/LE-2 Canadian Defence PolicyTo understand the process by which defencepolicy is developed in Canada and the currentpolicy.

1.5 0.0

C501aC501bC501cC502aC503a

C/DS 522/CNP/LE-3 International Development PolicyTo understand how Canada implements itsInternational Development Policy. 1.5 0.0

C501aC501bC502aC502b

C/DS 522/CNP/LE-4 International Trade PolicyTo understand how Canada implements itsTrade Policy. 1.5 0.0

C501aC501bC502aC502b

C/DS 522/CNP/LE-5Canadian Defence Policy — TheMinister’s Perspective

To understand Canadian defence policy fromthe perspective of the Minister of NationalDefence.

1.5 0.0

C501aC501bC502eC503b

4-A-6/12


PREPTIME

SUPPORTEDLEARNING

OBJECTIVES


C/DS 522/CNP/SM-1Canadian Defence, Development,Foreign and Trade Policy Seminar

To analyze Canadian defence, development,foreign and trade policies. 3.0 6.0

C501aC501bC501cC501dC502aC502bC502dC502eC503a

C201C202

C/DS 522/CNP/SM-2 Strategic Express SeminarTo analyze selected topics of strategic signifi-cance to Canada’s national security, foreign,defence, and development policies.

7.5 12.0

C501aC501bC501cC502aC502d

C201C202

C/DS 522/CNPSUB-TOTAL

18.0 18.0

4-A-7/12

Bilateralism and Continental Relationships (BCR)


AIM: The aim of the Bilateralism and Continental Relationships module is to develop students’ understanding of Canada’s relation-ship with the United States of America.


PREPTIME

SUPPORTEDLEARNING

OBJECTIVES


C/DS 522/BCR/LD-1U.S.A. — US Political Culture andSystem

To understand the ideology underlying USpolitical culture and the characteristics of theUS federal government’s three branches.

3.0 3.0C501bC502e

C201C202

C/DS 522/BCR/LE-1 U.S.A. — US Foreign PolicyTo understand current US foreign policy,including international obligations and potentialfuture developments.

1.5 0.0C501bC502e

C/DS 522/BCR/LE-2 U.S.A. — US Defence PolicyTo understand the current US defence policyand the process by which it is developed.

1.5 0.0C501bC502e

C/DS 522/BCR/SM-1U.S.A. — US Foreign and De-fence Policies Seminar

To analyze US foreign and defence policies,and the US perception of its role in the world.

3.0 6.0C501bC502e

C201C202

C/DS 522/BCRSUB-TOTAL

9.0 9.0

4-A-8/12

International Affairs (IAF)


AIM: The aim of the International Affairs module is to develop students’ understanding of Canada’s role in various internationalorganizations and alliances, Canada’s involvement in selected global regions throughout the world, and selected contemporary inter-national security issues.


PREPTIME

SUPPORTEDLEARNING

OBJECTIVES


C/DS 522/IAF/LD-1International Organizations — TheUnited Nations

To understand the purpose and principal secu-rity institutions of and Canada’s participation inthe United Nations.

3.0 3.0 C502d

C/DS 522/IAF/LD-2International Organizations —NATO

To understand the organizational structure,politics, and evolving mission of the NorthAtlantic Treaty Organization.

3.0 3.0 C502d

C/DS 522/IAF/LE-1International Organizations — TheUnited Nations — Canada’s Am-bassador’s perspective

To understand Canada’s United Nations activi-ties from the perspective of our ambassador tothe United Nations.

1.5 0.0 C502d

C/DS 522/IAF/LE-2International Organizations —NORAD

To understand the NORAD Alliance as a majorcomponent of Canadian national security.

(To be delivered during the Defence of CanadaFSE)

0.0 0.0C502cC502dC502e

C102C103C401

C/DS 522/IAF/LE-3

International Organization —Other Agencies

To understand the role of international organi-zations (International Criminal Court, Interna-tional Court of Justice, World TradeOrganization, Bretton Woods System) and theirinfluence on Canada.

1.5 0.0 C502d

C/DS 522/IAF/LE-4

International Organizations —OAS, la Francophonie and theCommonwealth

To understand Canada’s interest in associationsthat facilitates consultation and cooperationamongst member countries.

1.5 0.0 C502d

4-A-9/12


PREPTIME

SUPPORTEDLEARNING

OBJECTIVES


C/DS 522/IAF/LE-5Global Threats, Challenges andOpportunities

To understand threats, challenges and opportu-nities for foreign and defence policies. 1.5 0.0

C501cC502dC502e

C/DS 522/IAF/LE-6 Global IssueTo understand a major contemporary globalissue to be determined each year. 1.5 0.0

C502dC502e

C/DS 522/IAF/LE-7Arms Control: Treaties and Prac-tice

To understand the international arms controlregime and Canada’s contribution to it. 1.5 1.5

C501cC502dC502e

C/DS 522/IAF/LE-8Contemporary International Secu-rity Issue

To understand a contemporary internationalsecurity issue to be determined each year.

1.5 0.0C501aC502d

C/DS 522/IAF/LE-9 Regional IssueTo understand the dynamics and issues within aselected region of the world to be determinedeach year.

1.5 0.0 C502d

C/DS 522/IAF/SM-1 Global Express SeminarTo analyze the strategic importance of selectedregions of the world on Canada. 12.0 12.0

C501aC501bC501dC502dC502e

C201C202

C/DS 522/IAFSUB-TOTAL

30.0 19.5

4-A-10/12

Canadian Defence Management (CDM)


AIM: The aim of the Canadian Defence Management module is to develop students’ understanding of major elements of Canadiannational capabilities, the economy, the labour force, strategic mobilization and industrial capacity which could support military objec-tives and with the principal officers and functions involved with the management of Canadian defence.


PTSUPPORTEDLEARNING

OBJECTIVES


C/DS 522/CDM/LD-1 Canadian Defence Economics

To understand the characteristics, structure andoperation of the Canadian economy and howthat influences the allocation of the defencebudget.

3.0 1.5

C501bC502aC502dC502e

C/DS 522/CDM/LE-1 Canadian Human Resource Issues

To understand the dimensions and demographicchallenges of Canadian human resources withemphasis on the importance of how and whythese are changing, and their past and presenteffects on DND and the CF.

1.5 0.0

C501bC502aC504aC504cC504f

C/DS 522/CDM/LE-2DND Budgeting and FinancialManagement

To understand current budgeting and financialmanagement policies in the CF and DND.

1.5 0.0

C502aC503aC504aC504c

C/DS 522/CDM/LE-3CF and DND Information Man-agement

To understand the philosophy, principles andpolicies for information management in the CFand DND.

1.5 0.0

C501bC503aC504aC504c

C/DS 522/CDM/LE-4CF and DND Materiel Manage-ment

To understand the policies, current issues andfuture trends in materiel management in the CFand DND.

1.5 0.0

C501bC502aC504aC504bC504cC504dC504f

4-A-11/12


SUPPORTEDLEARNING

OBJECTIVES


C/DS 522/CDM/LD-2 Defence Resource Management

To understand the Defence Services Pro-gramme and its associated Defence Manage-ment System (DMS) and the capacity andpreparedness of Canada’s industrial base tosupport defence activities.

3.0 1.5

C501bC502aC504aC504bC504cC504dC504e

C/DS 522/CDM/LE-5 Strategic Force GenerationTo understand the strategic aspects of forcegeneration across the CF. 1.5 0.0 C504f

C/DS 522/CDM/LE-6 A Senior Military ViewTo understand the current state of the CF andthe future vision of one of Canada’s seniormilitary leaders.

1.5 0.0

C502bC503aC504aC504cC504d

C/DS 522/CDM/LE-7 Canada’s Reserve ForcesTo understand the Canadian Reserves’ dimen-sion of the CF Total Force.

1.5 0.0

C501bC502aC503aC504cC504g

C/DS 522/CDM/LE-8Deputy Minister of NationalDefence’s Perspective and Vision

To understand the Deputy Minister’s futurevision of the Department of National Defence. 1.5 0.0

C501aC501bC502aC504aC504e

4-A-12/12


SUPPORTEDLEARNING

OBJECTIVES


C/DS 522/CDM/SM-1 Defence Management Seminar

To reinforce students’ understanding by ana-lyzing the Canadian economy, national demo-graphics, the defence industrial base and theorganization for defence of Canada.

3.0 6.0

C501bC502aC502eC504aC504bC504cC504dC504eC504fC504g

C201C202

C/DS 522/CDMSUB-TOTAL

21.0 9.0

4-A-13/12

5-1/2

CHAPTER 5

JOINT AND COMBINED WARFARE STUDIES



AIM

1. The Joint and Combined Warfare Studies (JCW) courses provide students the knowledgeand skills essential to the planning and conduct of joint, integrated and combined operationsacross the spectrum of conflict. In particular students are placed in situations in which they mustidentify and define complex problems, consider fundamental warfare principles, offer innovativeand insightful solutions, and exercise sound professional judgement.

SCOPE

2. Joint and Combined Warfare Studies in the JCSP have been grouped into 3 courses asfollows:

a. DS 523 Joint Warfare Yesterday, Today and Tomorrow. This course provides thetheoretical foundation for the study of the operational level of war. Topics in-clude classic military theory, development of the operational art, and current jointdoctrine. The second module of the course looks to the future by examiningemerging concepts, capabilities and threats. Assessment is by essay and oral pres-entation.

b. DS 524 Joint Operational Planning. This course develops the knowledge andskills essential for the planning and conduct of joint and combined operationsacross the spectrum of conflict at the operational level. The course consists ofpractical exercises during which students work in teams to produce operationalplans for war, stability operations, and domestic operations. Assessment is byoral presentation, exam and practical exercise.

c. DS 525 The Joint Force. This course focuses on joint military force, interagency,and multinational capabilities available to joint force commanders (JFCs) toachieve effects across the spectrum of conflict. The course examines the avail-able joint force capabilities by concentrating on joint operational tasks — thoseactions and processes accomplished by joint organizations under joint commandand control using joint doctrine.

3. These in turn are supported by activities grouped into 8 modules, as follows (the detailedsyllabus for each of the courses and modules is described in Annex A):

a. DS 523 Joint Warfare — Yesterday, Today and Tomorrow

(1) WTH — Warfare Theory and History; and

5-2/2

(2) FCC — Future Concepts and Capabilities.

b. DS 524 Joint Operational Planning

(1) PLN — Operational Design and Planning;

(2) CON — Continental Operations; and

(3) STO — Stability Operations.

c. DS 525 The Joint Force

(1) CPT — Component Capabilities; and

(2) FUN — Operational Functions.

RELATED PROGRAMME GOAL

Programme Goal #3 — Joint, Combined and Integrated Operations.


DETAILED SYLLABUS

JOINT AND COMBINED WARFARE STUDIES

5-A-1/14

COURSE DS 523 — JOINT WARFARE — YESTERDAY, TODAY AND TOMORROW

Warfare Theory and History (WTH)


AIM: The aim of the Warfare Theory and History module is to develop the foundation knowledge of warfare by deepening under-standing of the history of warfare and the development of operational art, and then to broaden knowledge of emerging and future con-cepts in warfare.


PTSUPPORTEDLEARNING

OBJECTIVES


C/DS 523/WTH/LE-1Warfare Theory: Ancient toModern

To outline the ideas and writings of classicalmilitary theorists. This activity sets the foun-dation for the specific environmental theorists.

3.0 3.0 C301a

C/DS 523/WTH/SM-1 Maritime Power TheoristsTo compare the ideas and writings of mari-time power theorists.

3.0 9.0 C301a

C/DS 523/WTH/SM-2 Land Power TheoristsTo compare the ideas and writings of landpower theorists.

3.0 9.0 C301a

C/DS 523/WTH/SM-3 Air Power TheoristsTo compare the ideas and writings of airpower theorists.

3.0 9.0 C301a

C/DS 523/WTH/SM-4 Irregular Warfare TheoristsTo compare the ideas and writings of irregularwarfare theorists.

3.0 9.0 C301a

C/DS 523/WTH/LE-2Historical Development ofOperational Art

To illustrate the historical background behindcurrent concepts of the operational art.

1.5 1.5 C301b

C/DS 523/WTH/SM-5 Operational ArtTo illustrate trends in the historical develop-ment of western operational art.

3.0 9.0C301bC301c

C/DS 523/WTH/LE-3 Military Operations in the21st Century

To outline the operational environment in the21st Century and the challenges on the use ofmilitary power.

1.5 0.0C302aC302b

C/DS 523/WTH/SM-6Military Operations in the21st Century

To examine the operational environment inthe 21st Century and the challenges on the useof military power.

3.0 9.0C302aC302c

C/DS 523/WTH/DI-1Contemporary Principles ofWar

To discuss contemporary principles of war inthe Canadian context, and their applicabilityin the 21st century.

1.5 3.0 C301b

5-A-2/14


SUPPORTEDLEARNING

OBJECTIVES


C/DS 523/WTH/DI-2 Joint Doctrine To discuss the role and applicability of doc-trine.

1.5 3.0 C302aC302b

C/DS 523/WTHSUB-TOTAL

27.0 64.5

5-A-3/14

Future Concepts and Capabilities (FCC)


AIM: The aim of the Future Concepts and Capabilities module is to examine emerging concepts, capabilities and threats from a CFand environmental perspective.


SUPPORTEDLEARNING

OBJECTIVES


C/DS 523/FCC/LE-1CF Joint Force Devel-opment

To identify emerging CF joint force capa-bilities and their impact on operations. 1.5 0.0

C302bC302cC303f

C/DS 523/FCC/LE-2Concept Development &Experimentation

To recognize the CF concept developmentand experimentation process. 1.5 0.0 C302c

C/DS 523/FCC/LE-3Defence Research &Development

To illustrate the capabilities and function ofDefence Scientists and Operational Research. 1.5 0.0 C303f

C/DS 523/FCC/LE-4 Future ConceptsTo explore doctrinal and technologicalchanges that may have an impact on futuremilitary operations.

1.5 0.0 C303f

C/DS 523/FCC/SM-1Canadian Navy FutureDirections Seminar

To identify emerging CF maritime forcecapabilities and their impact on operations.

3.0 9.0 C303c

C/DS 523/FCC/SM-2Canadian Army FutureDirections Seminar

To identify emerging CF land force capabili-ties and their impact on operations.

3.0 9.0 C303c

C/DS 523/FCC/SM-3Canadian Air ForceFuture Directions Semi-nar

To identify emerging CF Air Force capabili-ties and their impact on operations.

3.0 9.0 C303c

C/DS 523/CPT/LD-1Environmental Chiefs ofStaff

To identify the future of Canada’s Navy,Army and Air Force. 4.5 3.0

C302cC303f

C/DS 523/FCCSUB-TOTAL

19.5 30.0

C/DS 523TOTAL

46.5 94.5

5-A-4/14

COURSE DS 524 — JOINT OPERATIONAL PLANNING

Operational Design and Planning (PLN)


AIM: The aim of the Operational Design and Planning module is to develop the ability to conduct joint, combined and integratedplanning at the operational level, using conventional warfighting as the learning medium.


SUPPORTEDLEARNING

OBJECTIVES


C/DS 524/PLN/LE-1Introduction to Joint andCombined Operations

To introduce students to the fundamentalconcepts of joint and combined operations. 1.5 0.0

C303aC303bC303cC303dC303eC303f

C/DS 524/PLN/DI-1Introduction to Joint,Combined and integratedOperations

To consolidate the students’ understanding ofthe fundamental concepts of joint, combinedand integrated operations.

1.5 3.0


C/DS 524/PLN/LE-2Theatre Level Warfareand Campaign Planning

To identify the concepts of operational art andcampaign planning.

3.0 0.0 C304e

C/DS 524/PLN/TU-1 Operational DesignTo consolidate the students’ understanding ofthe elements of operational design used incampaign planning.

3.0 3.0


C/DS 524/PLN/LE-3The CF OperationalPlanning Process

To introduce the CF Operational PlanningProcess (CFOPP).

3.0 0.0 C304a

C/DS 524/PLN/LD-1Operational Design —Emerging Concepts

To identify and examine emerging operationaldesign concepts that differs from the doctrinalelements of operational design.

3.0 6.0 C302d

5-A-5/14


SUPPORTEDLEARNING

OBJECTIVES


C/DS 524/PLN/LE-4Planning for ConflictTermination

To analyze operational level conflict termina-tion procedures used during campaigns in awar-fighting scenario.

1.5 0.0


C/DS 524/PLN/TU-2Planning for ConflictTermination

To analyze operational level conflict termina-tion procedures used during campaigns in awar-fighting scenario.

1.5 1.5


C/DS 524/PLN/LE-5Wargaming and theCFOPP

To demonstrate how wargaming supports theCFOPP.

1.5 0.0 C304a

C/DS 524/PLN/SA-1 Operational Design ExamTo confirm understanding of and ability toapply elements of operational design. 3.0 6.0 C304

C/DS 524/PLN/EX-1 Ex WARRIOR LANCE ITo develop the student’s ability to use theCFOPP and elements of operational design. 36.0 6.0

C304aC304bC304bC304dC304eC304f

C/DS 524/PLN/EX-2 Ex WARRIOR LANCE II

To practise and test the student’s ability to usethe CFOPP and elements of operational designby providing a range of military options to thestrategic level commander. This activity linksthe strategic and operational level activities.

27.0 6.0

C304aC304bC304bC304dC304e

C/DS 524/PLNSUB-TOTAL

85.5 31.5

5-A-6/14

Continental Operations (CON)


AIM: The aim of the Continental Operations module is to deepen knowledge of the doctrine, and operational concepts that would beemployed in, and to practise planning for, operational level contingencies on the North American continent, including operating withother agencies.


SUPPORTEDLEARNING

OBJECTIVES


C/DS 524/CON/LE-1 CANCOM To introduce students to the CANCOM organi-zation and its functions.

1.5 0.0 C302C

C/DS 524/CON/LE-2 CF Domestic OperationsTo summarize the policy and doctrine govern-ing the CF in domestic operations.

1.5 0.0C302aC302b

C/DS 524/CON/LE-3Legal Implications ofDomestic Operations

To outline the laws that applies to the CFduring domestic operations.

1.5 0.0C302bC304c

C/DS 524/CON/SM-1DCDS Directive forDomestic Operations

To demonstrate an understanding of current CFdirectives that governs domestic operations.

3.0 9.0 C302b

C/DS524/CON/CS-1Domestic Operations CaseStudy

To illustrate the challenges and complexity ofcurrent domestic or homeland defence opera-tions, through study of a recent operation.

6.0 18.0

C304aC304bC304cC304d

C/DS 524/CON/LE-4 Defence of CanadaTo identify the CF's role in the defence ofCanada, at the operational level, against active,overt threats.

1.5 0.0C302bC302c

C/DS 524/CON/LE-5Terrorism and CounterTerrorism

To introduce terrorism and counter-terrorismoperations. 1.5 0.0

C302aC302bC304b

C/DS 524/CON/SM-2Terrorism and CounterTerrorism

To demonstrate an understanding of the con-cepts and theories on terrorism with emphasison the military response to counter thesethreats.

3.0 9.0 C304c

C/DS 524/CON/FS-1Continental OperationsFSE

To understand the structure and capability ofdomestic and continental defence organizationsagainst natural disasters and intentional acts ofaggression.

30.0 6.0C302aC302bC303e

5-A-7/14


SUPPORTEDLEARNING

OBJECTIVES


C/DS 524/CON/EX-1Continental OperationsExercise

To apply operational planning techniques to apractical exercise on continental operations. 12.0 3.0

C303eC304aC304bC304f

C/DS 524/CONSUB-TOTAL

61.5 45.0

5-A-8/14

Stability Operations (STO)


AIM: The aim of the Stability Operations module is to apply the knowledge of the doctrine, and operational concepts discussed in awarfighting context and apply them on contemporary overseas stability operations, in either national, coalition or alliance commandstructures. It will also practise planning for low intensity expeditionary operations, with particular emphasis on integrating operationswith other governmental departments and non-government organisations.


SUPPORTEDLEARNING

OBJECTIVES


C/DS523/STO/LE-1 CEFCOM To introduce students to the CEFCOM organiza-tion and its functions.

1.5 0.0 C302aC302c

C/DS 524/STO/LE-2 Stability OperationsTo introduce the range of military operations thattake place under the generic rubric of stabilityoperations.

1.5 0.0C302bC302cC302d

C/DS 524/STO/DI-1Peace Support Opera-tions (PSO)

To develop an understanding of the roles andresponsibilities of the UN, the Canadian Gov-ernment, and the Canadian Forces in operationsother than war.

3.0 6.0C302bC302cC302d

C/DS 524/STO/LE-3CounterinsurgencyOperations To introduce counterinsurgency operations. 1.5 1.5


C/DS 524/STO/CS-1CounterinsurgencyOperations

To demonstrate an understanding of the conceptsand techniques in conducting insurgency andcounterinsurgency operations.

6.0 18.0


C/DS 524/STO/EX-1EX WARRIOR LANCEIV

To practise and test the students’ ability to con-duct joint and combined planning for stabilityoperations focusing on COIN operations at theoperational level. as a sequel to the earlier War-rior Lance Exercises.

27.0 6.0

C304aC304bC304cC304dC304e

C/DS 524/EXPSUB-TOTAL

40.5 31.5

C/DS 524TOTAL

187.5 108.0

5-A-9/14

COURSE DS 525 — THE JOINT FORCE

Component Capabilities (CPT)


AIM: The aim of the Component Capabilities module is to broaden knowledge of the roles, capabilities and functions of the threeenvironmental components.


SUPPORTEDLEARNING

OBJECTIVES


C/DS 525/CPT/LE-1The Maritime Compo-nent in Joint and Com-bined Operations

To outline the roles, characteristics, andcapabilities of the maritime component injoint and combined operations.

1.5 0.0 C303c

C/DS 525/CPT/SM-1Fundamentals of SeaPower

To consolidate the students’ understanding ofthe environment, concepts, roles and meansof maritime power.

3.0 9.0C302aC303c

C/DS 525/CPT/SM-2The Functions of Mari-time Power

To consolidate the students’ understanding ofhow maritime power is employed.

3.0 9.0C302aC303c

C/DS 525/CPT/LE-2 Canada’s NavyTo introduce the organization and capabili-ties of Canada’s Navy.

1.5 0.0 C302c

C/DS 525/CPT/CS-1Maritime CapabilitiesCase Study

To analyze the employment of maritimecapabilities through the study of specificexamples.

6.0 18.0C401aC401bC401c

C/DS 525/CPT/LE-3The Land Component inJoint and CombinedOperations

To outline the roles, characteristics, andcapabilities of the land component in jointand combined operations.

1.5 0.0C302aC303c

C/DS 525/CPT/SM-3Fundamentals of LandPower

To consolidate the students’ understanding ofthe environment, concepts, roles and meansof land power.

3.0 9.0C302aC303c

C/DS 525/CPT/LE-4 Canada’s ArmyTo introduce the organization and capabili-ties of Canada’s Army. 1.5 0.0 C302c

C/DS 525/CPT/CS-2Land Capabilities CaseStudy

To analyze the employment of land capabili-ties through the study of specific examples. 6.0 18.0

C401aC401bC401c

5-A-10/14


SUPPORTEDLEARNING

OBJECTIVES


C/DS 525/CPT/LE-5The Aerospace Compo-nent in Joint and Com-bined Operations

To explain the challenges associated with theconduct of air component operations. 1.5 0.0

C302aC303c

C/DS 525/CPT/SM-6Fundamentals of Aero-space Power

To consolidate the students’ understanding ofthe environment, concepts, roles and meansof aerospace power.

3.0 9.0C302aC303c

C/DS 525/CPT/SM-7Functions of AerospacePower

To outline the roles, characteristics, andcapabilities of the air component in joint andcombined operations.

3.0 9.0C302aC303c

C/DS 525/CPT/LE-8 Space OperationsTo comprehend the employment of space-based systems in Joint and Combined Op-erations.

1.5 0.0C302aC303aC304b

C/DS 525/CPT/LE-9 Canada’s Air ForceTo introduce the organization and capabili-ties of Canada’s Air Force.

1.5 0.0 C302c

C/DS 525/CPT/CS-3Aerospace CapabilitiesCase Study

To analyze the employment of aerospacecapabilities through the study of specificexamples.

6.0 18.0C401aC401bC401c

C/DS 525/CPT/LE-10Special Operations —the JSOTF in Joint andCombined Operations

To describe the capabilities, employmentprinciples, and planning factors for specialoperations at the operational-level.

1.5 0.0C302cC302d

C/DS 525/CPT/LE-11 CANSOFCOMTo introduce students to the CANSOFCOMorganization and its functions.

1.5 0.0C302aC302b

C/DS 525/CPT/CS-4Special Operations CaseStudy

To analyze the employment of special op-erations capabilities through the study ofspecific examples. 6.0 18.0


C/DS 525/CPTSUB-TOTAL 52.5 117.0

5-A-11/14

Operational Functions (FUN)


AIM: The aim of the Operational Functions module is to broaden knowledge on those functions and concepts supporting operationallevel command.


SUPPORTEDLEARNING

OBJECTIVES


C/DS 525/FUN/LE-1Canadian Joint ForceCommand and Control

To summarize the concepts and structures ofCanadian joint force operational commandand control.

1.5 0.0C302bC302c

C/DS 525/FUN/LE-1Command of Air Opera-tions

To comprehend the basis of commanding andcontrolling air operations. 1.5 0.0

C302aC302bC303c

C/DS 525/FUN/LE-2Command of Land Opera-tions

To explain the challenges associated with theconduct of land component operations.

1.5 0.0C302aC302bC302c

C/DS 525/FUN/LE-3Command of MaritimeOperations

To explain the challenges associated with theconduct of maritime component operations. 1.5 0.0

C302aC302bC302c

C/DS 525/FUN/LE-4National Command Ele-ment

To illustrate the role and responsibilities of theCF national Command Element on combinedoperations.

1.5 0.0C302bC302c

C/DS 525/FUN/LE-5 Commander’s PerspectiveCanadian Commander’s Perspective of JointOperations. 3.0 0.0

C302C401c

C/DS 525/FUN/LE-6COS Imperatives on Coor-dinating a HQ

To identify critical responsibilities of Chiefsof Staff and Branch Heads in an operationallevel HQ.

1.5 0.0 C304

C/DS 525/FUN/TU-1 Operational CommandTo apply the operational function — com-mand within a framework of a simple militaryproblem.

3.0 3.0 C304

C/DS 525FUN/LE-7Joint Intelligence Prepara-tion of the Battlespace

To demonstrate the Joint Intelligence Prepa-ration of the Battlespace (JIPB) Process at theoperational level.

1.5 0.0 C304b

C/DS 525/FUN/DI-2Joint Intelligence Prepara-tion of the Battlespace

To consolidate understanding of the JIPB andits products.

1.5 3.0 C304b

5-A-12/14


SUPPORTEDLEARNING

OBJECTIVES


C/DS 525/FUN/TU-2 JIPB To conduct JIPB and develop enemy COA. 3.0 3.0 C304b

C/DS 525/FUN/LE-8 Joint TargetingTo outline the targeting process and explainthe targeting function with-in operationalplanning.

1.5 0.0C302bC304a

C/DS 525/FUN/LE-9 Psychological OperationsTo describe the capabilities, employmentprinciples, and planning factors for psycho-logical operations at the operational level.

1.5 0.0C302bC303aC304c

C/DS 525/FUN/LE-10Civil-Military Cooperation(CIMIC)

To outline the direction provided to planningstaffs and deployed commanders on the con-duct of the CIMIC function during operations.

1.5 0.0C302bC303aC304c

C/DS 525/FUN/LE-11 CF Rules of EngagementTo explain the CF ROE for operations acrossthe spectrum of conflict.

1.5 0.0C302bC303bC304d

C/DS 525/FUN/LE-12Alliance and CoalitionROE and Staffing Process

To comprehend the ROE for combined andcoalition operations. 1.5 0.0

C303bC304d

C/DS 525/FUN/TU-3Rules of EngagementPlanning for Operations To prepare operational-level ROE. 3.0 3.0

C302bC303bC304d

C/DS 525/FUN/DI-3 Joint TargetingTo confirm understanding of the joint target-ing process and the role of the Joint TargetingBoard.

1.5 3.0C302bC304a

C/DS 525/FUN/TU-4 Joint TargetingTo examine and prepare operational-levelTarget List. 3.0 3.0

C302bC303bC304aC304d

C/DS 525/FUN/LE-13 Operational ManoeuvreTo understand operational manoeuvre andmovement within the JTF context. 3.0 0.0

C302bC302cC401b

C/DS 525/FUN/DI-4 Operational ManoeuvreTo confirm understanding of operationalmanoeuvre and movement.

1.5 3.0C302bC302cC401b

C/DS 525/FUN/LE-14 The SCFTo understand the capabilities and limitationsof the SCF and its relationship to operationalmanoeuvre.

1.5 0.0C302bC302cC401b

5-A-13/14


SUPPORTEDLEARNING

OBJECTIVES


C/DS 525/FUN/TU-5 Operational ManoeuvreTo examine and develop a scheme of ma-noeuvre. 3.0 3.0

C302bC303cC304

C401bC401c

C/DS 525/FUN/LE-14 Operational ProtectionTo understand operational protection withinthe JTF context. 1.5 0.0

C/DS 525/FUN/TU-6 Operational ProtectionTo confirm understanding of operationalprotection and develop a concept of operationsas it relates to protection.

3.0 3.0

C/DS 525/FUN/LE-15 CANOSCOM To introduce the CANOSCOM organisationand structure.

1.5 0.0

C/DS 525/FUN/LE-16 Personnel SupportTo provide an understanding of the PersonnelSupport/Financial Services functions requiredto sustain the joint and combined force.

1.5 0.0C302aC303dC304e

C/DS 525/FUN/LE-17 Health Services SupportTo provide an understanding of the HealthServices functions required to sustain the jointand combined force.

1.5 0.0C302aC303dC304e

C/DS 525/FUN/LE-18 Logistics

To provide an understanding of the Logisticsfunctions (including Supply, Transport, FoodServices and Postal) required to sustain thejoint and combined force.

1.5 0.0C302aC303dC304e

C/DS 525/FUN/LE-19 Engineering

To provide an understanding of the Engineer-ing functions (Sustainment, Maintenance andTIS) required to sustain the joint and com-bined force.

1.5 0.0C302aC303dC304e

C/DS 525/FUN/LE-20Security and MilitaryPolice on Operations

To provide an understanding of the Securityand Military Police functions on joint andcombined operations.

1.5 0.0C302aC303dC304e

C/DS 525/FUN/LE-21 National Support ElementTo provide an understanding of the differentorganizations and staffs responsible to sustainthe joint and combined force.

1.5 0.0C302aC303dC304e

5-A-14/14


SUPPORTEDLEARNING

OBJECTIVES


C/DS 525/FUN/LE-22Movement and De-ployment Planning

To provide an understanding of the Move-ments functions required to plan for the de-ployment and sustainment of the joint andcombined force.

1.5 0.0C302aC303dC304e

C/DS 525/FUN/LE-23 Host Nation SupportTo provide an understanding of the vagariesassociated with planning for Host NationSupport.

1.5 0.0C302aC303dC304e

C/DS 525/FUN/SM-2Force Deployment andSustainment

To consolidate understanding of the impor-tance of the many sustainment functions to ajoint and combined force at the operationallevel.

6.0 18.0C302aC303dC304e

C/DS 525/FUN/TU-7Operational Sustain-ment

To examine operational-level sustainmentissues and develop a sustainment concept ofoperations.

3.0 6.0C302bC303bC304d

C/DS 525/FUN/TU-8Campaign ConceptDevelopment

To finalise the development of a campaignconcept of operations.

9.0 6.0C302bC303bC304d

C/DS 525/FUN/FS-1European Joint andCombined OperationsFSE

To support the analysis of joint and combinedoperations WWII through on the ground studyof specific operational areas.

36.0 6.0 C301c

C/DS 525/FUN/CS-2Joint and CombinedOperations WWII

To examine the application of contemporaryoperational art and campaign planning con-cepts to significant joint and combined opera-tions in WWII.

6.0 18.0 C301c

DS/525/FUNC SUB-TOTAL 123.0 81.0

C/DS 525/EX-1Ex WARRIOR LANCEIII

To practise and test the students’ ability toconduct joint and combined planning forconventional warfighting at the operationallevel.

54.0 6.0


C/DS 525TOTAL

230.0 284.0

JC TOTAL 463.0 386.5

5-A-15/14

5-A-16/14

CHAPTER 6

DS 800 DEFENCE STUDIES



AIM

1. The Defence Studies (DS) course delivers non-standard courses offered on a variety ofsubjects that permit individual students to pursue opportunities meant to tailor their educationalexperience more directly with their own needs and ambitions.

SCOPE

2. Defence Studies in the JCSP have been grouped into one course as follows:

a. ELE — Selected Issues in Strategic Studies, Officership, Joint and CombinedWarfare, and Military Studies.

b. PR500 — Individual Research Project.

RELATED PROGRAMME GOALS

Programme Goal #1 — Command, Leadership and ethics.

Programme Goal #2 — Communications Skills.

Programme Goal #3 —Joint, Combined and Integrated Operations.

Programme Goal #4 — Environmental Component Capabilities.

Programme Goal # 5 — National Security and Defence Studies.


DETAILED SYLLABUS

DEFENCE STUDIES

Electives/Individual Research Project


AIM: The aim of the Defence Studies Course is to supplement and complement subjects taught in the core curriculum. It providesstudents with an opportunity to broaden their individual perspectives and develop additional opportunities for creative thought. Theaim of RP 4/5 is to develop the participants’ ability to think critically and communicate effectively. Curriculum activities associatedwith this course consist of the following:

CODE TITLE AIM PROGTIME

PTSUPPORTEDLEARNING

OBJECTIVES


C/OF/IRP 305/RP-1Exercise NEW HORIZONS(Non MDS participants)

To develop the students’ ability to write apersuasive essay on a subject of militarysignificance.

C/OF/IRP 305/RP-2Master of Defence Studies (MDS)Research Project (MDS partici-pants)

To develop the student’s ability to research,prepare and write a properly defended per-suasive research paper on a defence relatedtopic.

0.0 100.0C201bC201cC202b

C/DS 800/ELE/SM-1Various topics within the defenceand security studies area

To provide students an opportunity to study aselected topic of interest in greater detail.

18.0 52.0

DS GRAND TOTAL 18.0 152.0

7-1/2

CHAPTER 7

ADMINISTRATION PERIODS


Activities are distributed throughout all four JCSP terms and consist of the following:

CODE TITLE PROGTIME

C/DS 534/ADM-1 Fall Sports Afternoon 3.0

C/DS 534/ADM-2 Winter Sports Day 6.0

C/DS 534/ADM-3 Student/Staff Hockey Game 3.0

C/DS 534/ADM-4 Fall Promotions and Awards 1.0

C/DS 534/ADM-5 Spring Promotions and Awards 1.0

C/DS 534/ADM-6 DS Period 1 1.5








C/DS 534/ADM-14 Term II Overview 1.0

C/DS 534/ADM-15 Terry Fox Run 3.0

C/DS 534/ADM-16 Canada’s Strategic North FSE Briefing 1.0

C/DS 534/ADM-17 Continental Defence FSE Briefing 1.0

C/DS 534/ADM-18European Joint and Combined OperationsFSE Briefing 1.0

C/DS 534/ADM-19 Fall General Mess Meeting 1.5

C/DS 534/ADM-20 Spring General Mess Meeting 1.5

C/DS 534/ADM-21 Career Manager Briefings 1.5

7-2/2

CODE TITLE PROGTIME

C/DS 534/ADM-22 Term III Component Programme Introductions 0.5

C/DS 534/ADM-23 Term IV Introduction 0.5

C/DS 534/ADM-24 Course Photo 1.0

TOTALS 38.0

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