Training Needs Analysis Final Report - NATO ACT · 2019-08-09 · Nordic Centre for Gender in...

Nordic Centre for Gender in Military Operations Date Designation

2015-03-31

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Training Needs Analysis Final Report

Strengthening National Gender Perspective for NATO Allies and Partners’

Personnel (Strategic & Operational Levels)

Strengthening National Gender Perspective for NATO Allies and Partners’

Personnel (Tactical Level)

National Armed Forces Personnel Deploying to NATO Operations and Missions

(Pre-Deployment Training)

References A. NATO Committee on Gender Perspectives Template for Pre-Deployment Gender Training:

Topics and Learning Objectives, May 2010

B. Bi-SC Directive 40-1 Integrating UNSCR 1325 and Gender Perspective into the NATO

Command Structure, August 2012

C. Bi-SC Directive 75-7 Education and Individual Training, March 2013

D. Bi-SC Directive 75-2 Education and Training Directive (E&TD), October 2013

E. 5000/TSC TPX 0120/Ser: Gender in Military Operations Training Requirement Analysis Final

Report, September 2013

F. MCM-0024-2014 NATO Education and Training Plan for Gender in Military Operations, July

2014

G. 5000/TSC-GSJ-0010/TT?/Ser:NU Discipline Alignment Plan for Gender in Military Operations,

July 2014

Introduction As per References F and G (based on Reference E), HQ SACT promised the delivery of a package of

training tools to support the increase awareness on gender perspective in military operations, and to

assist NATO Allies and partners to build their gender capacity and capabilities. The objective is to

facilitate an integration of a gender perspective within the three core tasks of the alliance; crisis

management, Cooperative Security and Collective Defence. Gender perspective is to be integrated in

all three core tasks at the strategic, operational and tactical levels.

Due to the extensive and diverse nature of the training audience, this Education and Training (E&T)

solution will be delivered through three (3) modules. It would be comprised of the subtopics listed

above divided by strategic-operational levels, tactical level and pre-deployment, covering both

individual and collective training. This E&T solution should aim to educate NATO Allies and partners

national headquarters staff in national military headquarters (strategic-operational levels); NATO

Allies and partners armed forces national units (tactical level); and NATO Allies and partner personnel

preparing for deployment to a NATO operation or mission (pre-deployment). It should reach a Depth


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of Knowledge (DoK) of 400-level. The 3 modules build upon each other. It would be ideal for the

student to receive all three This DoK level would be reached if the student undertook all levels; it

should be noted that individual modules are built up to the DoK 300-level.

Understanding and recognizing that most students will not have the dedicated time to undertake all

three topics for each module, the Training Needs Analysis Working Group (TNA WG) adjusted the

TNA process. For the strategic-operational and tactical levels, students will only undertake one of the

six (6) streams in accordance with their position/post and daily work. Students must take all topics at

the pre-deployment level.

Currently an E&T solution assisting nations in this capacity does not exist.

This E&T solution is offered as guidance to nations and partners. It additionally offers best practice

examples and guidance from different nations on the institutionalisation of gender perspective,

though it should be noted that this solution is not intended to specifically address the training needs

of a Gender Advisor.

Scope and Purpose The purpose of the TNA was to identify what training solution both in existence and to be published

in the forthcoming year, would be offered to nations and to clarify key topics of integration. The TNA

objectives were to identify which levels within national structures would benefit most from the

delivery of the E&T solution, write learning objectives and decide what to train and what not to train.

The TNA also outlined enabling objectives with detailed subtasks for each of the 3 levels in order to

facilitate the next steps.

Limitations As identified in Reference F, NATO and its partners are committed to continue to develop

appropriate education and training programmes and tools at the national level. This E&T solution is

comprised of 3 separate modules (reflecting 3 separate TNAs at each level and according

documentation). This is due to the vast and wide target audience.

This E&T solution compliments, gathers and offers tools, guides, examples, case studies and best

practices in the most cost effective manner. It is intended for trainers and educators and

consequently, is written in a fashion that can be easily integrated into pre-existing training. As such,

the training solution is extremely accessible and not too time consuming.

In order to continue implementation and to take full advantage of the support of NATO senior

leadership, there is a time constraint in the design and development phase of the suggested E&T

solution. The product must be delivered before 1 June 2015.


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Assumptions The TNA WG was unable to determine the anticipated number of the target audience due to the

breadth of NATO and partners’ personnel and staffs. Due to the manner in which this E&T solution

will be delivered, it is difficult to estimate the number of individuals who would encounter direct

results from this E&T solution.

All NATO Allies and partners personnel preparing for deployment to a NATO operation or mission

should undertake ADL 169 ‘Gender Awareness: Improving Operational Effectiveness by Integrating

Gender Perspective’.

Methodology The TNA was conducted according to the process described in Reference C, and in line with NATO

Systems Approach to Training (SAT).

The TNA WG was led by ACT’s Office of the Gender Advisor and additionally consisted of the

Department Head and a SME with experience as a trainer and deployed GENAD.

Initially, the TNA WG conducted a documentation review, extracted tasks from References A, B and

F, and former experiences to establish a task analysis and form a Task Scalar1. The TNA WG members

identified the performance objectives through group discussions and brainstorming. The overall TNA

process was guided by previously conducted TNAs and served as a valuable source of how to manage

the process. The TNA results were regularly documented throughout the process, and the detailed

information for each step in the analysis phase can be found in Annex A.

The TNA final report has been finalised in close co-ordination with all members of the TNA WG, RA,

DH and HQ SACT.

Findings As per Reference F, this E&T solution will support the development of Allies’ and partners’ national

capabilities on gender. Should this solution be properly integrated into existing national education

and training programmes at the recommended levels, the end state of gender equality through the

integration of gender perspective will be reached.

The target audience is very broad and consists of NATO Allies and partners national headquarters

staff in national military headquarters (strategic-operational levels); NATO Allies and partners armed

forces national units (tactical level); and NATO Allied and partner personnel preparing for

deployment to a NATO operation or mission (pre-deployment). Thus, the TNA WG determined that

the best way to deliver the required E&T solution would be through 3 separate modules reflecting

each level and audience. It is therefore difficult to determine size and categories for all target

audiences.

1 Annex A


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The E&T solution must: (1) provide trainers with a power point package with extensive speaking

notes; (2) include case studies, examples, checklists and other tools; (3) provide students (depending

on their unit’s functional responsibilities) with examples of how to perform their duties (based on

best practices); (4) enable trainers and students the ability to guide colleagues on how to integrate

gender perspective into their work; and (5) include substantive Q&A package/guide for trainers and

briefers.

The analysis found that the current 100-level ‘Gender Awareness: Improving Operational

Effectiveness by Integrating Gender Perspective’ must be undertaken prior to undertaking the pre-

deployment training (but is not applicable to the strategic-operational or tactical levels).

Conclusions NATO and its partners are committed to continue to develop appropriate education and training

programmes and tools at the national level. This E&T solution seizes upon this momentum with the

‘right training to the right people at the right time in the most cost efficient and effective way’

(Reference C). As such, the modules needed to be generic to reach a large target audience

irrespective of geographic location or audience size/time. As the E&T solution is intended to be

delivered by trainers, each module required maximum flexibility to allow for individual trainer inputs,

modifications and examples.

The TNA WG agreed that delivering a 3 separate module E&T solution would be the most effective

way to differentiate between the target audiences as well as offer a well-constructed, easy-to-use

‘package’ of tools to NATO Allies and partners. The TNA WG slightly modified the TNA method in

order to harness the largest training audience per level and per group (translated to learning

objectives). Consequently, each lesson objective represents a sub-training audience (see Picture 1

below).


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In conjunction with the E&T solution, NATO Allies and partners are invited and encouraged to send

relevant trainers to the Nordic Centre for Gender in Military Operations’ (Department Head) Gender

Training of Trainers (NATO Selected) course, which is offered once per year.

It is nearly impossible to properly measure the effectiveness of the E&T solution given that it is both

generic and at the discretion of NATO Allies and partners to implement and integrate. However, one

long-term measurement of effectiveness would be the number of diverse applications to the Gender

Training of Trainers Course. Another separate measurement in relation to the pre-deployment

module would be to track the increased number of applicants undertaking the 100-level ADL. The

Gender Advisor to SACT is currently working with technical experts on the possibility of uploading the

entire package in PDF form to an online site upon its completion (wherein ACT would be able to

access the number of downloads and from which location).

Recommendations The TNA WG recommends that this package of training tools to increase awareness on gender

perspective in military operations be created immediately. To underscore the need to integrate

gender perspective, it is at the discretion of NATO Allies and partners to exploit this E&T solution and

tailor it to the respective target audience.

In order to reach the 400-level DoK, nations and partners are encouraged to send trainers to the

GToT Course. In doing so, trainers will be provided with the appropriate knowledge, skill and

competence to adapt the generic content of the modules for each nation and target audience.

It is of importance that the E&T solution is developed by dedicated personnel and the final content

be carefully analysed and reviewed, taking into account comments by the RA, HQ SACT, nations and

partners.

Cdr Jan Dunmurray

CO Nordic Centre for Gender in Military Operations (NCGM) Department Head for NATO concerning Gender

Supports strategic and operational level leadership in implementing

international and national framework on gender perspective

Use resolutions, directives and declarations that provide the framework

for NATO’s implementation of gender perspective.

Use resolutions, directives and declarations that provide the framework for national implementation of gender

perspective.

Use national armed forces framework for implementation of gender

perspective

Apply gender perspective in existing and future national policies, directives and

procedures.

Examine implementation of national gender policies, directives and

procedures.

Supports strategic and operational level to integrate gender perspective

in military education, training and exercises

Explain and demonstrate why gender perspective needs to be integrated into

military education, training and exercises

Apply gender perspective into initial military training

Incorporate gender in military education and individual training on all levels

Incorporate gender in collective training for military units on all levels

Incorporate gender in military exercises on all levels

Incorporate gender training in pre-deployment training

Schedule the following of NATO accredited gender courses by personnel

on gender advisory positions

Supports national strategic and operational level staff in

integrating gender perspective in planning, execution and

assessment of military operations

Apply gender perspective in military operations planning

Apply gender perspective in the execution of military operations

Apply gender perspective in military operations assessment

Apply gender perspective in military reporting structures

Apply gender perspective in military lessons learned / lessons identified and

best practises

Strengthening national gender perspective for NATO Allies and partners' national headquarters staff

Strategic and Operational Levels

PO 1

Performance Statement Condition Standard

ReferencesSupports strategic and operational level leadership in implementing international and national framework on gender perspective

In national military headquartersGiven:- Computer and internet access- JADL account access (required governmental email address)- National online training on gender (if applicable)- International and national policies, directives and procedures

Denied:- Some nations will not have gender subject matters experts

Use resolutions, directives and declarations that provide the framework for NATO’s implementation of genderUse resolutions, directives and declarations that provide the framework for national implementation of gender perspective. Apply gender perspective in existing and future national policies, directives and procedures.Use national armed forces framework for implementation of gender perspectiveExamine implementation of national gender policies, directives and procedures.

UNSCR 1325 and Related Resolutions (1820, 1888, 1889, 1960, 2106, 2122) Bi-SC Directive 40-1 REV 1National Action Plan (if applicable)NATO Action Plan (2014)NATO Education and Training Plan for Gender in Military Operations (July 2014)NATO/EAPC Policy on Women, Peace and Security (2014)

PO 2 Performance Statement - B5 Standard ReferencesSupports strategic and operational level to integrate gender perspective in military education, training and exercises

In national military headquartersGiven:- Computer and internet access- JADL account access (required governmental email address)- National online training on gender (if applicable)- NATO Accredited Gender Education and Training


Explain and demonstrate why gender perspective needs to be integrated into military education, training and exercisesApply gender perspective into initial military trainingIncorporate gender in collective training for military units on all levelsIncorporate gender in military education and individual training on all levelsIncorporate gender in military exercises on all levelsIncorporate gender training in pre-deployment training Schedule the following of NATO accredited gender courses by personnel on gender advisory positions

UNSCR 1325 and Related Resolutions (1820, 1888, 1889, 1960, 2106, 2122) Bi-SC Directive 40-1 REV 1National Action Plan (if applicable)NATO Action Plan (2014)NATO Education and Training Plan for Gender in Military Operations (July 2014)NATO/EAPC Policy on Women, Peace and Security (2014)

PO 3 Performance Statement Condition Standard ReferencesSupports national strategic and operational level staff in integrating gender perspective in planning, execution and assessment of military operations

In national military headquartersGiven:- Computer and internet access- JADL account access (required governmental email address)- National online training on gender (if applicable)


Apply gender perspective in military operations planningApply gender perspective in the execution of military operations Apply gender perspective in military operations assessment Apply gender perspective in military lessons learned / lessons identified and best practisesApply gender perspective in military reporting structures

UNSCR 1325 and Related Resolutions (1820, 1888, 1889, 1960, 2106, 2122) Bi-SC Directive 40-1 REV 1National Action Plan (if applicable)NATO Action Plan (2014)NATO Functional Planning Guide for GenderNATO OPLANs (Gender Annex)NATO Comprehensive Operations Planning Directive (interim 2013)

List of Operational Performance Statements

Factors Information CommentsAnticipated number NATO Allies and partners national headquarters staff

Location (geographic) In national military headquarters Will differ depending on nationality

Education and experience levels Education and experience levels are varied. National military headquarter staff at the strategic and operational level should have knowledge of internal working procedures and processes

Will vary depending on nations' expeditionary operations and national defence experience

Background Staff members have both military and civilian backgrounds and represent different levels of experience.

Experience in present or related jobs Pending on previous tasks staff members might have experience with implementing gender perspective, others might have no or limited experience.

Staff members working on fulltime gender positions should follow NATO accreditated gender courses developed for their responsibilities

Languages International policy is mostly written in English. National policy will most likely be written in national language.

Cultural diffrences National policies, directives and procedures vary from nation to nation.

This E&T Package is written for NATO Allies and partners and therefore is guided by NATO's framework.

Motivation NATO's Allies and partners are commited to implementing UNSCR 1325 and Related Resolutions.

Physical or mental characteristics N/A

Specific interests or biases National policies, directives and procedures vary from nation to nation.

Target Audience Categories Description CommentsDepth of Knowledge The E&T Package provides nations a DoK of 300-

level (Apply). *Should be noted that the individual lessons can reach a DoK of 200-level (Understand).

Level of DoK will vary depending on individual NATO Allies and partners implementation of E&T package

Type of learners Staffl at national military headquarters on strategic and operational level.

Source of performers NATO Allies and partners

Audience sizeCommands and units training Determined by individual NATO Allies and partners

(by nation)Individual posts/positions that require training

Determined by individual NATO Allies and partners (by nation)

Minimum annual number of students Determined by individual NATO Allies and partners (by nation)

Additional requirements N/A

Learner CharacteristicsCurrent Subject matter competence National military headquarter staff at the strategic

and operational level should have knowledge of internal working procedures and processes. Gender knowledge and expertise will differ greatly from individual to individual and by nation.

Ability to perform all parts of the POs Determined by individual NATO Allies and partners (by nation)

Learning skills and knowledge (language, computer skills)

Determined by individual NATO Allies and partners (by nation)

Learning preferences (competencies), preference for computers, aversion to lectures, self-paced learning)

Determined by individual NATO Allies and partners (by nation). *Should be noted that the complete target audience will be adult learners.

Cultural differences applicable.

Target Audience Analysis

PO Task Training priority (TNA WG) Train / No Train (DIF) Training Option Analysis

Comments

Use resolutions, directives and declarations that provide the framework for NATO’s implementation of gender

High priority Train - High Partially covered by ADL (100 level). Needs to be followed up with classroom instruction by gender trainer

Focus on NATO's framework

Use resolutions, directives and declarations that provide the framework for national implementation of gender perspective.

High priority Train - High classroom instruction by gender trainer, partly on the job training

Depending on national framework and can not be guided by this NATO E&T package. Strategic level focuses more on political and legal frameworks and requirements

Apply gender perspective in existing and future national policies, directives and procedures.

High priority Train - High classroom instruction by gender trainer, partly on the job training

Depending on national framework and can not be guided by this NATO E&T package. Strategic level focuses more on political and legal frameworks and requirements

Use national armed forces framework for implementation of gender perspective

High priority Train - High Partly on job training.

This can be supported by using the checklist added to NATO E&T package (to be developed and included). This should include but is not limited to policies on recruitment and retention, sexual exploitation and abuse, conflict-related sexual gender based violence.

Examine implementation of national gender policies, directives and procedures.

Moderate Train - High Partly on job training.

This can be supported by using the checklist added to NATO E&T package (to be developed and included). Also consultation with civil society might be supporting the validation of the implementation of national gender policies, directives and procedures.

Supports strategic and operational level leadership in implementing international and national framework on gender perspective


Comments

Explain and demonstrate why gender perspective needs to be integrated into military education, training and exercises

High priority Train - Moderate classroom instruction by gender trainer

GToT would provide this necessary instruction. This can be supported by using the checklist added to NATO E&T package (to be developed and included).

Apply gender perspective into initial military training



Incorporate gender in military education and individual training on all levels



Incorporate gender in collective training for military units on all levels

Moderate Train - Moderate classroom instruction by gender trainer


Incorporate gender in military exercises on all levels

Moderate Train - Moderate classroom instruction by gender trainer


Incorporate gender training in pre-deployment training


GToT would provide this necessary instruction. This can be supported by using the checklist added to NATO E&T package (to be developed and included). Also the NATO Strategic Training Plan and NATO accreditated courses (including online training) could be benificial when developing national training with gender perspective.

Supports strategic and operational level to integrate gender perspective in military education, training and exercises

Schedule the following of NATO accredited gender courses by personnel on gender advisory positions


GToT would provide this necessary instruction, also NATO courses on excercise development (MEL/MIL development, scenario development etc). This can be supported by using the checklist added to NATO E&T package (to be developed and included).


Comments


High priority Train - High classroom instruction by gender trainer

Partly covered in NATO Comprehensive Operations Planning Course. NATO Gender functional planning guide could be used to help nations integrate gender perspective into military planning.



Gender is a cross-cutting theme in military tasks and therefore should be included in E&T on all levels. Special attention on SFA, emerging security threats and hybrid warfare.

Apply gender perspective in military operations assessment


Gender needs to bé implemented in national military assessment processes

Apply gender perspective in military reporting structures


Gender should not have a seperate reporting stovepipe but should be integrated in excisting reporting structures

Apply gender perspective in military lessons learned / lessons identified and best practises


For a nation it could also be benificial to learn from lessons learned and best practices from other NATO Allies and partners

Supports strategic and operational level to integrate gender perspective in military education, training and exercises

Supports national strategic and operational level staff in integrating gender perspective in planning, execution and assessment of military operations

LO 1: Supports strategic and operational level leadership in implementing international and national framework on gender perspective

LO 2: Supports strategic and operational level to integrate gender perspective in military education, training and exercises

LO 3: Supports national strategic and operational level staff in integrating gender perspective in planning, execution and assessment of military operations

Learning Objectives

Student should be able to:

LO 1 Supports strategic and operational level leadership in implementing international and national framework on gender perspective

EO 1.1 Use resolutions, directives and declarations that provide the framework for NATO’s implementation of gender

1.1.1 Review UNSCR 1325 and Related Resolutions (1325, 1888, 1889, 1960, 2106, 2122)

1.1.2 Review Bi-SC Directive 40-1 (2012)

1.1.3 Review relevant NATO declarations

1.1.4 Review NATO Action Plan for the implementation of the NATO/EAPC policy on women, peace and security 1.1.5 Review NATO/EAPC policy for the implementation of UNSCR 1325 on Women, Peace and Security and related Resolutions

1.1.6 Review NATO Education and training plan on gender in military operations

EO.1.2 Use resolutions, directives and declarations that provide the framework for national implementation of gender perspective.

1.2.1 Review National Action Plan on UNSCR 1325 (if applicable)

1.2.2 Interpret national directives and policies on gender and UNSCR 1325 (if applicable)

EO 1.3 Use national armed forces framework for implementation of gender perspective

1.3.1 Interpret national armed forces framework for implementation of gender perspective

EO 1.4 Apply gender perspective in future national policies, directives and procedures

1.4.1 Explain gender perspective1.4.2 Review existing national policies, directives and

procedures applying gender perspective1.4.3 Apply gender perspective in future national

policies, directives and procedures

Enabling Objectives

EO 1.5 Examine implementation of national gender policies, directives and procedures.

1.5.1 Review national gender policies, directives and procedures

1.5.2 Examine implementation of national gender policies, directives and procedures

1.5.3 Report on implementation of national gender policies, directives and procedures

LO 2 Supports strategic and operational level to integrate gender perspective in military education, training and exercises

EO 2.1 Explain and demonstrate why gender perspective needs to be integrated into military education, training and exercises

2.1.1 Explain gender perspective2.1.2 Explain why gender perspective needs to be

integrated into military education, training and exercises

2.1.3 Demonstrate how gender perspective can be integrated into military education, training and exercises

EO 2.2 Apply gender perspective into initial military training

2.2.1 Review initial military training identifying gaps in gender training

2.2.2 Develop gender lessons for initial military training

2.2.3 Schedule gender lessons into initial military training

EO 2.3 Incorporate gender in military education and individual training on all levels

2.3.1 Review military education and individual training identifying gaps in gender training

2.3.2 Develop gender lessons for military education and individual training

2.3.3 Schedule gender lessons for military education and individual training

EO 2.4 Incorporate gender in collective training for military units on all levels

2.4.1 Review collective training for military units identifying gaps in gender training

2.4.2 Develop gender lessons for collective training for military units

2.4.3 Schedule gender lessons for collective training for military units

EO 2.5 Incorporate gender in military exercises on all levels2.5.1 Review military exercises on all levels identifying gaps in gender training.

2.5.2 Write exercise scripting (MEL/MIL) with gender perspective

2.5.3 Write exercise scenario with gender perspective

EO 2.6 Incorporate gender training in pre-deployment training 2.6.1 Review pre-deployment training identifying gaps in gender training

2.6.2 Develop gender lessons and exercise injects for pre-deployment training

2.6.3 Schedule gender lessons and exercise injects for pre-deployment training

LO 3 Supports national strategic and operational level staff in integrating gender perspective in planning, execution and assessment of military operations

EO 3.1 Apply gender perspective in military operations planning

3.1.1 Explain how gender analysis will support military planning

3.1.2 Explain how to integrate gender perspective into all phases of military planning

3.1.3 Write military operational plans that include gender perspective

EO 3.2 Apply gender perspective in the execution of military operations

3.2.1 Apply gender perspective in crisis response operations

3.2.2 Apply gender perspective in peace support operations

3.2.3 Apply gender perspective in stability operations

3.2.4 Apply gender perspective in counter insurgency operations

3.2.5 Apply gender perspective in humanitarian assistance operations

3.2.6 Apply gender perspective in collective defense operations

3.2.7 Apply gender perspective in security force assistance

3.2.7 Apply gender perspective in homeland defense

EO 3.3 Apply gender perspective in military operations assessment

3.3.1 Apply gender perspective in monitoring the progress of military operations

3.3.2 Write measures of effectiveness and performance including gender perspective

EO 3.4 Apply gender perspective in military reporting structures

3.4.1 Explain national military reporting structures

3.4.2 Write military reports applying gender perspective

EO 3.5 Apply gender perspective in military lessons learned / lessons identified and best practises

3.5.1 Explain military lessons observed, identified and learned process (or best practises process)

3.5.2 Write military lessons observed, identified and learned applying gender perspective

Supports tactical level leadership in implementing national armed

forces framework on gender perspective

Review national armed forces framework on gender

Explain how gender perspective is included in the national armed forces

Code of Conduct

Write tactical level Standard Operating Procedures and Standard Operating

Instructions applying gender perspective

Interpret gender perspective in other policies (i.e., included (but not limited to)

soldiers cards, TTPs etc.)

Integrate gender perspective at the tactical level in military education,

training and exercises

Use gender perspective in on-the-job training for soldiers

Use gender perspective in on-the-job training for non-commissioned officers

Use gender perspective in on-the-job training for officers

Apply gender perspective in collective training for military units on tactical level

Apply gender perspective in military exercises on tactical level

Schedule gender training in pre-deployment training



Integrate gender perspective in planning, execution and assessment of military

operations at the tactical level



Apply gender perspective in the assessment of military operations

Use gender perspective in military reporting structures

Use gender perspective in military lessons learned / lessons identified / best

practises

Strengthening national gender perspective for NATO Allies and partners' personnel

Tactical Level

PO 1


References

Supports tactical level

leadership in implementing

national armed forces

framework on gender

perspective

In national military units

Given:

- Computer and internet access

- JADL account access

(required governmental email

address)

- National training on gender (if

applicable, including online

training)

- Armed forces gender-related

framework

Denied:

- Some nations will not have

gender subject matters experts

Review national armed forces framework on gender

Explain how gender perspective is included in the national armed forces

Code of Conduct

Write tactical level Standard Operating Procedures and Standard

Operating Instructions applying gender perspective

Interpret gender perspective in other policies (i.e., included (but not

limited to) soldiers cards, TTPs etc.)

Armed forces gender-

related framework (if

applicable); if a nation

does not have a

framework, NATO's

framework (Bi-SC

Directive 40-1 REV 1)

should be used

PO 2 Performance Statement - B5 Standard References

Integrate gender perspective at

the tactical level in military

education, training and

exercises


Given:




address)



training)

- NATO Accredited Gender

Education and Training

Denied:



Use gender perspective in on-the-job training for soldiers

Use gender perspective in on-the-job training for non-commissioned

officers

Use gender perspective in on-the-job training for officers

Apply gender perspective in collective training for military units on tactical

level

Apply gender perspective in military exercises on tactical level

Schedule gender training in pre-deployment training






does not have a

framework, NATO's

framework (Bi-SC


should be used

PO 3 Performance Statement Condition Incorporate gender in military exercises on tactical level References

Integrate gender perspective in

planning, execution and

assessment of military

operations at the tactical level


Given:




address)



training)

Denied:





Apply gender perspective in the assessment of military operations

Use gender perspective in military reporting structures

Use gender perspective in military lessons learned / lessons identified /

best practises




does not have a

framework, NATO's

framework (Bi-SC


should be used


Factors Information Comments

Anticipated number NATO Allies and partners armed forces national

units

Location (geographic) In national military units Will differ depending

on nationality

Education and experience levels Education and experience levels are varied. Armed

forces national units should have knowledge of

internal working procedures and processes

Will vary depending

on nations'

expeditionary

operations and

national defence

experience

Background Staff members can be comprised of military and

civilian backgrounds and represent different levels of

experience.

Experience in present or related jobs Pending on previous tasks armed forces personnel

might have experience with implementing gender

perspective, others might have no or limited

experience.

Personnel working on

fulltime gender

positions should

follow NATO

accreditated gender

courses developed for

their responsibilities

Languages International policy is mostly written in English. NB:

when taught to the tactical level, ensure that

language used is tailored and adjusted to specific

audience. National policy will most likely be written in

national language.

Cultural diffrences National armed forces framework will vary from

nation to nation. This E&T Package is

written for NATO

Allies and partners

and therefore is

guided by NATO's

framework.

Motivation Implementing gender perspective will improve

operational effectiveness and therefore, is essential

for the fulfillment of military tasks, responsibilities

and mandates.


Specific interests or biases National armed forces framework will vary from

nation to nation.

Target Audience Categories Description Comments

Depth of Knowledge The E&T Package provides nations a DoK of 300-

level (Apply). *Should be noted that the individual

lessons can reach a DoK of 200-level (Understand).

Level of DoK will vary

depending on

individual NATO Allies

and partners

implementation of

E&T packageType of learners Personnel at national armed forces units

Source of performers NATO Allies and partners

Audience size

Commands and units training Determined by individual NATO Allies and partners

(by nation)

Individual posts/positions that require training Determined by individual NATO Allies and partners

(by nation)

Minimum annual number of students Determined by individual NATO Allies and partners

(by nation)


Learner Characteristics

Current Subject matter competence Armed forces national units should have knowledge

of internal working procedures and processes.

Gender knowledge and expertise will differ greatly

from individual to individual and by nation. Note that

personnel on the tactical level should have at least

received the basic gender training in their initial

military training.

Ability to perform all parts of the POs Determined by individual NATO Allies and partners

(by nation)

Learning skills and knowledge (language,

computer skills)

Determined by individual NATO Allies and partners

(by nation)

Learning preferences (competencies), preference

for computers, aversion to lectures, self-paced

learning)

Determined by individual NATO Allies and partners

(by nation). *Should be noted that the complete

target audience will be adult learners.

Cultural differences

applicable.


Strengthening national gender capability for NATO Allies and partners' personnel (Tactical

PO Task Training priority (TNA WG) Train / No Train (DIF) Training Option

Analysis

Comments

Review national armed forces

framework on gender

High priority Train - High classroom

instruction by

gender trainer

Focus on national armed forces

framework (if not available,

NATO's framework can be used)

Explain how gender perspective is

included in the national armed forces

Code of Conduct


instruction by

gender trainer,

partly on the job

training

Depending on national framework

and cannot be guided by this

NATO E&T package.

Write tactical level Standard

Operating Procedures and Standard

Operating Instructions applying

gender perspective


instruction by

gender trainer,

partly on the job

training, this E&T

Package will

provide a case

study

Interpret gender perspective in other

policies (i.e., included (but not limited

to) soldiers cards, TTPs etc.)

High priority Train - Moderate classroom

instruction by

gender trainer,

partly on the job

training, this E&T

Package will

provide a practical

application, an

example of a

soldier's card and a

TTP

This can be supported by using

the checklist added to NATO

E&T package (to be developed

and included). This should

include but is not limited to

policies on recruitment and

retention, sexual exploitation and

abuse, conflict-related sexual

gender based violence.


Analysis

Comments

Use gender perspective in on-the-job

training for soldiers


instruction by

gender trainer,

partly on the job

training

GToT would provide this

necessary instruction. This can

be supported by using the

checklist and practical

applications and examples added

to NATO E&T package (to be

developed and included).

Supports tactical level leadership in

implementing national armed forces

framework on gender perspective

Integrate gender perspective at the

tactical level in military education,



training for non-commissioned

officers


instruction by

gender trainer,

partly on the job

training









training for officers


instruction by

gender trainer,

partly on the job

training








Apply gender perspective in

collective training for military units on

tactical level

High priority Train -High classroom

instruction by

gender trainer,

partly on the job

training








Apply gender perspective in military

exercises on tactical level


instruction by

gender trainer,

partly on the job

training








Schedule gender training in pre-

deployment training

High priority Train - Moderate (maybe

high for some nations)

classroom

instruction by

gender trainer




checklist/practical applications

and examples added to NATO

E&T package (to be developed

and included). Also the NCGP

Template for Pre-Deployment

Gender Training and NATO

accreditated courses (including

online training) could be

beneficial when developing

national pre-deployment training

with gender perspective. Consult

separate TNA on PDT.




Schedule the following of NATO

accredited gender courses by

personnel on gender advisory

positions

Moderate No train


Analysis

Comments

Apply gender perspective in military

operations planning


instruction by

gender trainer,

partly on the job

training

Partly covered in NATO

Comprehensive Operations

Planning Course.

NATO Gender functional

planning guide (tactical level)

could be used to help nations

integrate gender perspective into

military planning.

Apply gender perspective in the

execution of military operations


instruction by

gender trainer,

partly on the job

training

Gender is a cross-cutting theme

in military tasks and therefore

should be included in all E&T

Apply gender perspective in the

assessment of military operations


instruction by

gender trainer,

partly on the job

training

Gender needs to be implemented

in national military assessment

processes. In this E&T Training

Package an example will be

provided.

Use gender perspective in military

reporting structures


instruction by

gender trainer,

partly on the job

training

Gender needs to be implemented

in national military assessment

processes. In this E&T Training

Package an example will be

provided.

Use gender perspective in military

lessons learned / lessons identified /

best practises


instruction by

gender trainer,

partly on the job

training

For a nation it could also be

benificial to learn from lessons

learned and best practices from

other NATO Allies and partners

(Reference 'Whose Security?'

and 'Gender Makes Sense')




Integrate gender perspective in

planning, execution and assessment

of military operations at the tactical

level

LO 1: Supports tactical level leadership in implementing

national armed forces framework on gender

perspective

LO 2: Integrate gender perspective at the tactical level in


LO 3: Integrate gender perspective in planning, execution

and assessment of military operations at the

tactical level

Learning Objectives


LO 1 Supports tactical level leadership in implementing

national armed forces framework on gender

perspectives

EO 1.1 Review national armed forces framework on

gender

1.1.1 Review national armed forces framework on

gender

1.1.2 Explain the relevance of national armed forces

framework on gender and how it improves

operational effectiveness as well as gender

equality within the forces

EO.1.2 Explain how gender perspective is included in the

national armed forces Code of Conduct

1.2.1 Explain gender perspective

1.2.2 Explain how gender perspective is included in the

national armed forces Code of Conduct

EO 1.3 Write tactical level Standard Operating

Procedures and Standard Operating Instructions

applying gender perspective

1.3.1 Review existing tactical level Standard Operating



1.3.2 Write tactical level Standard Operating



EO 1.4 Interpret gender perspective in other policies (i.e.,

included (but not limited to) soldiers cards, TTPs

etc.)

1.4.1 Review tactical level policies applying gender

perspective

1.4.2 Review policies received by higher commands


1.4.3 Write tactical level gender policies

Enabling Objectives

LO 2 Integrate gender perspective at the tactical level in


EO 2.1 Use gender perspective in on-the-job training for

soldiers

2.1.1 Review on-the-job training for soldiers identifying

gaps in gender training

2.1.2 Practice gender training for on-the-job training for

soldiers


non-commissioned officers

2.2.1 Review on-the-job training for non-commissioned

officers identifying gaps in gender training


non-commissioned officers


officers

2.3.1 Review on-the-job training for officers identifying

gaps in gender training


officers

EO 2.4 Apply gender perspective in collective training for

military units on tactical level

2.4.1 Review collective training for military units

identifying gaps in gender training.

2.4.2 Practice gender training for military units

EO 2.5 Apply gender perspective in military exercises on

tactical level

2.5.1 Review military exercises at tactical level

identifying gaps in gender training.

2.5.2 Write exercise scripting (MEL/MIL) with gender

perspective

2.5.3 Write exercise scenario with gender perspective

EO 2.6 Schedule gender training in pre-deployment

training

2.6.1 Review pre-deployment training identifying gaps in

gender training.

2.6.3 Write gender lessons for pre-deployment training

LO 3 Integrate gender perspective in planning,

execution and assessment of military operations at

the tactical level

EO 3.1 Apply gender perspective in military operations

planning

3.1.1 Explain how gender analysis will support military

planning

3.1.2 Explain how to integrate gender perspective into

all phases of military planning

3.1.3 Write military operational plans that include

gender perspective

EO 3.2 Apply gender perspective in the execution of

military operations

3.2.1 Use gender perspective in patrolling

3.2.2 Use gender perspective in search operations

3.2.3 Use gender perspective in execution of check

points

3.2.4 Use gender perspective in outreach and

engagement operations

3.2.5 Use gender perspective in demining

EO 3.3 Apply gender perspective in the assessment of

military operations

3.3.1 Apply gender perspective in the national way of

monitoring the progress of military operations

3.3.2 Write measures of effectiveness and performance

including gender perspective (if applicable for the

nation)

EO 3.4 Use gender perspective in military reporting

structures

3.4.1 Review national military reporting structures

3.4.2 Write military reports applying gender perspective

EO 3.5 Use gender perspective in military lessons learned

/ lessons identified / best practises

3.5.1 Review military lessons observed, identified and

learned process (or best practises process)

3.5.2 Write military lessons observed, identified and

learned applying gender perspective

Implement NATO's framework on gender within the operation or

mission

Review Bi-SC Directive 40-1

Interpret NATO Operations Plan (OPLAN) for the operation or mission

focusing on the gender annex

Explain how gender perspective is included in the mission or operation Code of

Conduct

Understand host nation history, gender roles and legal framework,

ensuring local ownership throughout the operation or mission

Review host nation gender framework (if applicable)

Explain the impact of gender-based discrimination and its bearing on the

construction of gender-roles

Examine the different security needs of men, women, boys and girls

Explain the different impact of war and armed conflict on men, women, boys

and girls

Review the roles and participation of local women within the host nation

Practice consultation with local women (and women's organisations, if applicable to your unit's tasks)

Translate the operational impact of gender

Demonstrate how gender can enhance operational effectiveness

Explain how gender as a core competence will improve decision

making

Explain how a gender balanced force will improve operational effectiveness

Examine gender perspective related to Security Force Assistance

Explain how liaison and coordination with external actors (including IOs, GOs, NGOs) enhances the sustainability of the

operation or mission

National Armed Forces Personnel Deploying to NATO Operations and Missions

¤ Pre-condition for this training is 100-level ADL

PO 1


References

Implement NATO's framework

on gender within the operation

or mission

NATO Allies and partners

personnel preparing for

deployment to a NATO


Given:

- Computer and internet

access



address)

- Summary of Bi-SC 40-1,

OPLAN and Code of Conduct

Denied:


gender subject matters

experts

Review Bi-SC Directive 40-1

Interpret NATO Operations Plan (OPLAN) for the operation or mission


Explain how gender perspective is included in the mission or operation

Code of Conduct

Bi-SC Directive 40-1

REV 1 (summary),

NATO

Comprehensive

Operations Planning

Directive

OPLAN (for specific

operation or mission)

Code of Conduct

PO 2 Performance Statement Condition Standard References

Understand host nation history,

gender roles and legal

framework, ensuring local

ownership throughout the






Given:


access



address)

- Host nation legal framework

- Intelligence Preparation of

the Battlefield (including but

not limited to situational

awareness assessments)

Denied:

- N/A

Review host nation gender framework (if applicable)

Explain the impact of gender-based discrimination and its bearing on

the construction of gender-roles

Examine the different security needs of men, women, boys and girls

Explain the different impact of war and armed conflict on men, women,

boys and girls

Review the roles and participation of local women within the host

nation

Practice consultation with local women (and women's organisations, if

applicable to your unit's tasks)

Host nation legal

framework

Intelligence

Preparation of the

Battlefield (including

but not limited to

situational

awareness

assessments)

PO 3 Performance Statement Condition Standard References

Translate the operational

impact of gender





Given:


access



address)

- Bi-SC 40-1 REV 1

- OPLAN for relevant operation

or mission

Denied:


gender subject matters

experts

Demonstrate how gender can enhance operational effectiveness

Explain how gender as a core competence will improve decision

making

Explain how a gender balanced force will improve operational

effectiveness

Examine gender perspective related to Security Force Assistance

Explain how liaison and coordination with external actors (including

IOs, GOs, NGOs) enhances the sustainability of the operation or

mission

Bi-SC 40-1 REV 1

OPLAN for relevant



Factors Information CommentsAnticipated number NATO Allies and partners personnel

Location (geographic) NATO Allies and partners personnel preparing for

deployment to a NATO operation or mission (most

likely in own nation)

Will differ depending on

nationality

Education and experience levels Education and experience levels are varied. Armed

forces should have knowledge of NATO's working

procedures and processes

Will vary depending on

nations' expeditionary

operations and national

defence experience

Background Personnel can be comprised of military and civilian

backgrounds and represent different levels of

experience.

Experience in present or related jobs Pending on previous tasks personnel might have

experience with implementing gender perspective,

others might have no or limited experience.

Personnel working on

fulltime gender

positions should follow

NATO accreditated

gender courses

developed for their

responsibilities

Languages NATO's framework for gender is written in English.

Cultural diffrences Will vary from nation to nation.

This E&T Package is

written for NATO Allies

and partners and

therefore is guided by

NATO's framework.

Motivation It is mandatory to integrate gender perspective in

military operations. Doing so will improve operational

effectiveness with internal and external balanced

elements, and therefore, is essential for the fulfillment

of military tasks, responsibilities and mandates.


Specific interests or biases Will vary from nation to nation, unit to unit and individual

to individual. In keeping possible

biases in mind, it is

necessary to

underscore that

integrating gender

perspective is

absolutely essential

and derives from the

political will of all NATO

Allies and partners.

Target Audience Categories Description Comments

Depth of Knowledge The E&T Package provides nations a DoK of 300-level

(Apply). *Should be noted that the individual lessons

can reach a DoK of 200-level (Understand).

Type of learners NATO Allies and partners personnel preparing for

deployment to a NATO operation or mission

Source of performers NATO Allies and partners personnel

Audience sizeCommands and units training All commands and units preparing for deployment to

NATO operation or mission

Individual posts/positions that require training All commands and units preparing for deployment to


Minimum annual number of students All commands and units preparing for deployment to



Learner CharacteristicsCurrent Subject matter competence Armed forces should have knowledge of NATO's

working procedures and processes. 100-level ADL

Gender Awareness is a pre-requisite. Particular gender

subject-matter expertise will differ greatly from

individual to individual and by nation. Note that

personnel appointed to be deployed should have at

least undergone the gender training in military initial

training and perhaps on-the-job training depending on

the individual.

Ability to perform all parts of the POs All personnel should be able to perform the main Pos

(but not every specific task)

Some specific tasks

are not required to be

performed by all

personnel due to

functional responsibility.

Learning skills and knowledge (language, computer

skills)

Determined by NATO standardised job descriptions

Learning preferences (competencies), preference

for computers, aversion to lectures, self-paced

learning)

Determined by individual NATO Allies and partners (by

nation). *Should be noted that the complete target

audience will be adult learners.

Cultural differences

applicable.


Strengthening national gender capability for NATO Allies and partners' personnel (Tactical Level)


Analysis

Comments

Review Bi-SC Directive 40-1 High priority Train - Moderate Covered by 100-

level ADL

Interpet NATO Operations Plan

(OPLAN) for the operation or mission


High priority Train - Low partly on the job

training

E&T package will provide a case

study of OPLAN with gender

annex.

Explain how gender perspective is

included Code of Conduct for the


High priority Train - Moderate partly on the job

training

Should cover topic of

Professional Military Force (zero

Sexual Exploitation and Abuse)


Analysis

Comments

Review host nation gender

framework (if applicable)

High priority Train - Moderate Should be covered

by pre-deployment

training (including

but not limited to

situational

awareness

assessments), Explain the impact of gender-based

discrimination and its bearing on the

construction of gender-roles

High priority Train - Moderate Partly covered by

100-level ADL

Examine different security needs of

men, women, boys and girls

High priority Train - High Partly covered by

100-level ADL,

classroom

instruction by

gender trainer

Explain the different impact of war

and armed conflict on men, women,

boys and girls

Moderate Train - Moderate Partly covered by

100-level ADL,

classroom

instruction by

gender trainer

Review the roles and participation of

local women within the host nation

Moderate Train - High (or moderate

depending on operation or

mission)

classroom

instruction by

gender trainer,

partly on job

Implement NATO's framework on

gender within the operation or mission

Understand host nation history, gender

roles and legal framework, ensuring

local ownership throughout the


Practice consultation with local

women (and women's organisations,

if applicable to your unit's tasks)


instruction by

gender trainer,

partly on job


Analysis

Comments

Demonstrate how gender can

enhance operational effectiveness

High priority Train - Moderate Partly covered by

100-level ADL,

classroom

instruction by

gender trainer


in military tasks

Explain how gender as a core

competence will improve decision

making

Moderate Train - Moderate Partly covered by

100-level ADL,

classroom

instruction by

gender trainer


in military tasks

Explain how a gender balanced force

will improve operational effectiveness


instruction by

gender trainer

Needs to be further emphasized

by leadership. Needs to be

integrated and essential to

recruitment and retention policies

Examine gender perspective of

Security Force Assistance


instruction by

gender trainer

Including internal/external

balance and SSR

Explain how liaison and coordination

with external actors (including IOs,

GOs, NGOs) enhances the

sustainability of the operation or

mission

No train Train - Moderate Partly on job

training, already

integrated into PDT

Understand host nation history, gender

roles and legal framework, ensuring

local ownership throughout the


Translate the operational impact of

gender

LO 1: Implement NATO's framework on gender within the


LO 2: Understand host nation history, gender roles and

legal framework, ensuring local ownership

throughout the operation or mission

LO 3: Translate the operational impact of gender

Learning Objectives


LO 1 Implement NATO's framework on gender within

the operation or mission

EO 1.1 Review Bi-SC Directive 40-1

1.1.1 Explain Bi-SC Directive 40-1

EO.1.2 Interpret NATO Operations Plan (OPLAN) for the

operation or mission (including gender annex)

1.2.1 Read NATO Operations Plan for the operation or

mission

1.2.2 Explain conflict-related Sexual and Gender-Based

Violence

1.2.3 Practice how to handle and address conflict-

related Sexual and Gender-Based Violence

1.2.4 Report on Conflict-Related Sexual and Gender-

Based Violence

1.2.5 Report as per Standard Operating Procedures on

gender dimensions (providing sex-disaggregated

data)

EO 1.3 Explain how gender perspective is included in the

mission or operation Code of Conduct

1.3.1 Explain gender perspective

1.3.2 Explain how gender perspective is included in the

mission or operation Code of Conduct

LO 2 Understand host nation history, gender roles and

legal framework, ensuring local ownership

throughout the operation or mission

EO 2.1 Review host nation gender framework (if

applicable)

2.1.1 Review host nation gender framework (if

applicable)

Enabling Objectives

EO 2.2 Explain the impact of gender-based discrimination

and its bearing on the construction of gender-roles

2.2.1 Interpret the construction of gender-roles

2.2.2 Explain the impact of gender-based discrimination

EO 2.3 Examine different security needs of men, women,

boys and girls

2.3.1 Examine different security needs of men, women,

boys and girls

EO 2.4 Explain the different impact of war and armed

conflict on men, women, boys and girls

2.4.1 Explain the different impact of war and armed

conflict on men, women, boys and girls

EO 2.5 Review the roles and participation of local women

within the host nation

2.5.1 Review the roles and participation of local women

within the host nation

EO 2.6 Practice consultation with local women (and

women's organisations, if applicable to your unit's

tasks)

2.6.1 Explain that local women and women's

organisations are frequently sidelined in

discussions around security

2.6.2 Demonstrate consultation with local women and

women's organisations (if applicable to your unit's

tasks)

LO 3 Translate the operational impact of gender

EO 3.1 Demonstrate how gender can enhance operational

effectiveness

3.1.1 Explain that gender is a cross-cutting theme in

military tasks

3.1.2 Explain how to integrate gender perspective into

branch or unit's functional responsibility

3.1.3 Demonstrate how gender can enhance operational

effectiveness

EO 3.2 Explain how gender as a core competence will

improve decision making

3.2.1 Explain that gender is a cross-cutting theme in

military tasks

3.2.2 Explain how gender is a core competence

3.2.3 Review how gender as a core competence will

improve decision making

EO 3.3 Explain how a gender balanced force will improve

operational effectiveness

3.3.1 Explain how a gender balanced force will improve

operational effectiveness

EO 3.4 Examine gender perspective of Security Force

Assistance

3.4.1 Explain Security Force Assistance

3.4.2 Demonstrate the integration of gender perspective

in Security Force Assistance

3.4.3 Demonstrate application of equal opportunities

within Security Force Assistance

3.4.5 Practice internal and external methods of Security

Force Assistance

EO 3.5 Explain how liaison and coordination with external

actors (including IOs, GOs, NGOs) enhances the

sustainability of the operation or mission

3.5.1 Explain the importance of liaison and coordination

with external actors (including IOs, GOs, NGOs)

3.5.2 Demonstrate consultation with external actors

(including IOs, GOs, NGOs)

Training Needs Analysis Final Report - NATO ACT · 2019-08-09 · Nordic Centre for Gender in...

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