Education and Training

Education and Training (1)

Leadership and its styles have been in the spotlight for many years. The changing military environment and demands on army readiness bring new questions and perspectives to leadership. Leaders now face constant changes and specifications of the new modern era. Concerning these changes and transformations in society and the Army, there are new demands on soldiers and leaders at all levels of the Army of the Czech Republic. This paper provides insight and muse about both transactional and transformational leadership styles and investigates an approach to these styles by Czech military students. This paper aims to identify what leadership style Czech military students prefer at the University of Defence. This research focused on evaluating the personal characteristics required for a leadership position. To verify the relevance of the gained results, we employed paired t-test.
The paper is focused on the issue how to develop and strengthen the competencies of military leaders essential for management of the Lessons Learned process in the Czech Armed Forces. The analysis shows that the issue of lessons learned is sufficiently addressed in relevant military documents which provides a foundation for definition of relevant competencies. Questionnaire survey proves that most respondents apply identified competencies related primarily to analysis phase and the verification of lessons identified. The article further presents a study curriculum proposal that can be used as a comprehensive framework for study programs within career education currently provided by the Center for Security and Military Strategic Studies of the University of Defence and the Training Command - Military Academy.
This paper deals with teaching of operations research at University of Defence and its support by means of using selected software for linear programming. The main aim of the paper is to demonstrate possibilities of using the add-in program Solver in Microsoft Excel and Linear Program Solver in teaching operations research via solving an illustrative example of linear programming problem. The paper further introduces operations research as a scientific discipline and a course taught at University of Defence. Last but not least, it discusses advantages and drawbacks of introducing software into teaching of operations research.
Increasing pressure on the quality of the educational content brings the need to address the issue of hidden mechanisms in the educational process that have impacts on the quality of knowledge and skills. This article discusses the existence of the hidden curriculum in lifelong learning and puts it into the context of the lifelong Professional Military Education as it is provided at the Centre for Security and Military Strategic Studies at the University of Defence. The uncovering of the hidden content in education may not be a welcome process, in extreme it may become unacceptable. However, hidden content can affect the achieved learning outcomes, as well as their deliberate disclosure and appropriate processing. The aim of the article is to describe whether and with what benefit can the concept of the hidden curriculum be applied to professional military education in the Centre for Security and Military Strategic Studies environment.
The article deals with the issue of application of the European Sectoral Qualifications Framework for Military Officer Profession.  Paper brings the main results of levelling the Senior Officer Course to the European Core Curriculum for Military Officers (MILOF-CORE). It was found out that 18 out of 35 learning outcomes of the Senior Officer Course were found to considerable degree relevant to the MILOF-CORE, the rest contain a various degree of national specifics. Lessons learned gained from the levelling were employed in a recent revision of study programs of the career courses   organized by the Center for Security and Military Strategic Studies of the University of Defence.
The article addresses the current state of registration and evaluation of physical training of soldiers of the Army of the Czech Republic. It includes analytical and design part. The analytical part discusses the pros and cons of current evidence of physical training data and identifies the main shortcomings and problems. The article proposes the optimization of the current state through an advanced information system that would cover the current needs of physical education workers and for this purpose is currently created in the environment of the University of Defense in Brno. The article outlines the possible practical use of the information system in military practice.
The article deals with the issue of identification and evaluation of the competencies of senior officers of the Czech Armed Forces. Paper investigates the role of the authorities responsible for military branches and military occupation specialties in the system of defining officer´s competencies.  It was also examined the scope of possible application of the competency model of a professional soldier defined by the National System of Occupations in the process of career management. As a comprehensive and optimal solution, a full application of competency model is proposed. The partial application of the competency model is based only on the use of the soft competencies component. Both of these proposals are formulated primarily for the purpose of describing the job position and official evaluation. The paper also brings a number of proposals in the conceptual and normative area circumscribing and strengthening the role of the responsible authorities in the process of defining the officer´s competencies.
During the period between 2016 and 2019, the efficiency of language courses was scrutinized by invention methods. In 2019, the language requirements were set to 14 958 positions in the Czech Armed Forces (60.69 %). Out of the given number of positions, the language requirement was met by only 6 414 professional soldiers, i.e. 42.88 %. The results of the language courses vary a lot depending on the required level of language proficiency; the courses designed to prepare the learners for SLP 1111 and SLP 2222 had the success rate around 60 %, however, the success rate of the courses for SLP 3333 was rather lower (38 %). Out of five groups of factors affecting the success rate, the relative significance of 22 factors was assessed. Most of the critically significant factors concerned the organization of language education; some of the critically significant factors were as follows: placement testing, flexibility of the syllabus and familiarization with the exam format and assessment criteria.  
The article is focusing on challenges connected with execution of the Czech Army military operations in tropical rainforest under umbrella of international organization. The military engagements in the tropical climate depends on unit general characterization and necessary unit competency insufficiently specified in the Czech Army Catalogue of Capabilities. The Czech Army Catalogue of Capabilities standardizes training methods, training cost, and required training area and required training equipment and material. Based on experience gained from the training of the Czech military personnel in Jungle Training Centre in French Guyana, we can assess that to attain required skills for jungle operational environment acquires a few weeks. The international organizations are capable to provide necessary training for jungle operational environment in order to reach required level of skills and competencies before operation execution.    
The article deals with the process of identification of competencies for commanders in leading units in military operations. The used methodology based on combined approach founded on selected competency rosters and its further modification seemed to be relevant and applicable in the Czech Armed Forces conditions. Military officer’s profiles anchored in the EU Commission Database for Armed Forces and in the EU Sectoral Qualifications Framework for Military Officer Profession have been proven as the most relevant frameworks of competencies. Both are formulated and structured to be as generic as possible for all officers regardless of their specialization. They were established on current theories and incorporate extensive amount of entries from various national sources. The resulting list of 24 generic competencies, selected from a total of 69 competencies analyzed, represents a possible example of a set of requirements imposed on the Czech Armed Forces officers.