Simulert lederutvikling. Kan militær profesjonskompetanse utvikles gjennom refleksjon over erfaringer fra en simulert praksis?
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Abstract During the four years of part-time study I have made to achieve the Master degree in Tacit Knowledge I have also served as an instructor at the Norwegian Military Academy. I have been an officer since 1986. Since then I have educated soldiers, NCO-cadets and officer cadets. I have served as squad leader, platoon commander, company commander and head of an NCO-school. But I have never, as with most Norwegian officers, performed my profession 2 Berg Eriksen, Trond. Undringens in combat. I have trained and exercised for a reality I do not know. In this way the profession of officers differs from most other occupations where knowledge is achieved by practising the duties of the profession. Our profession is to a great extent never exercised in practise. Most time is spent preparing to exercise the professional skills when necessary. During my studies I served for a period in Afghanistan. As I returned to the Academy a simulation project using computer games in the education of officers in Tactics had started. I found this an interesting way to make a simulated form of practise for officers. One of my colleagues was responsible for the project, and arranged games in order to test the system and find out how to use it as educational platform. I have played several games with colleagues, and found the system close to real- life training exercises. Later I played with cadets, who were far better players. On the other hand the officers have knowledge of how to lead the military units we are playing, which the cadets have only to a minor degree. I started wondering if this simulated area of practice may be used to transfer the knowledge of experienced officers to cadets. In short words, my conclusion is that the Tactical Trainer is a usable tool educating the cadets in Tactics and Leadership, which did not surprise me. I am more surprised to find several opportunities we do not use, such as the opportunity to facilitate Officership. Socrates compared his function to the midwife’s. He would be the one helping to find the thoughts and knowledge that already existed, but that were not yet expressed, within the one with whom he communicated by asking the right questions to start reflection. During a birth, the mother is in focus. She is doing the job, giving birth to a child. The midwife is counselling her as Socrates did to the ones with whom he conducted his dialogues. When I call the Tactical Trainer a facilitator, I relate this to the role of the counsellor. The Tactical Trainer may simulate war, by creating situations that call for thoughts and reflection. The simulator will not ask any questions. The counsellor should. If he asks questions regarding tactical considerations and decisions, the cadet will learn Tactics. When being asked about other facets of the officer’s profession, the cadets may see other elements they should bear in mind and be aware of when preparing a mission. As I concluded this text I went to the Tactical Trainer to practice. The first thing I noticed was the new door-sign: “Trainer of Tactics and Leadership”. If nothing else, my reflections have contributed it a new, more comprehensive name.
Masteroppgave i praktisk kunnskap - Høgskolen i Bodø, 2010