Joint Command and General Staff Course - Baltic Defence … · · 2015-06-264.5 Record Management...

BALTDEFCOL UNCLASSIFIED

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Joint Command and General Staff Course

Course Plan (Syllabus) 2015 | Contents

Commandant’s Foreword....................................................................................................................................... 3

Key Abbreviations ................................................................................................................................................... 4

Section 1 – Baltic Defence College ........................................................................................................................ 5

1.1 Mandate of the Baltic Defence College ........................................................................................................... 5

1.2 Vision and Mission ........................................................................................................................................... 5

1.3 Code of Conduct .............................................................................................................................................. 5

1.4 Officer Professional Development Programme ............................................................................................... 6

Section 2 – Joint Command and General Staff Course ....................................................................................... 7

2.1 Outline ............................................................................................................................................................. 7

2.2 Aim ................................................................................................................................................................... 7

2.3 Learning Outcomes .......................................................................................................................................... 7

Section 3 - Educational Philosophy ....................................................................................................................... 8

3.1 Basic Approach: Stimulating Creative and Critical Thinking ............................................................................ 8

a. Learning Levels – Bloom’s Taxonomy ...................................................................................................... 8

3.2 Provision of Education ..................................................................................................................................... 9

3.3 Chatham House Rule ..................................................................................................................................... 11

Section 4 – Study Regulations ............................................................................................................................. 12

4.1 Terminology ................................................................................................................................................... 12

4.2 Admission Requirements ............................................................................................................................... 14

4.3 Studies ........................................................................................................................................................... 14

a. Educational Framework ......................................................................................................................... 14

b. Students’ Workload ............................................................................................................................... 15

c. Electives ................................................................................................................................................. 16

d. Graduation Requirements / Documents................................................................................................ 16

e. Student’s Rights and Responsibilities .................................................................................................... 17

4.4 Students’ Assessment System ....................................................................................................................... 18

a. Formative Assessment ........................................................................................................................... 18

b. Summative Assessment ......................................................................................................................... 18

c. Re-Exam Policy ....................................................................................................................................... 18

d. JCGSC Grading Scale .............................................................................................................................. 19

4.5 Record Management ..................................................................................................................................... 20

Section 5 – Master’s Degree in Military Leadership and Security .................................................................. 21

Section 6 – Academic Awards .............................................................................................................................. 22

Section 7 – Student’s Development .................................................................................................................... 23

7.1 Role of Syndicate Guiding Officer (SGO) ........................................................................................................ 23

7.2 Individual Development Planning .................................................................................................................. 23

7.3 Peer to Peer Development (P2P) ................................................................................................................... 23

7.4. Senior Leaders’ and Distinguished Visitors’ Engagement Programme ......................................................... 23

7.5 Assessment Cycle ........................................................................................................................................... 24

a. SGO Dialogue (SGO – Student)............................................................................................................... 24

b. CD Dialogue (CD – Student) ................................................................................................................... 24

c. Evaluation Seminar (CD, Course Secretary, Registrar, and SGOs) .......................................................... 24


Contents | Course Plan (Syllabus) 2015

7.6 Report Process ............................................................................................................................................... 25

a. General ................................................................................................................................................... 25

b. Exercise / Special Assignment Report .................................................................................................... 25

7.7. Team building athletics ................................................................................................................................. 26

Section 8 – Organisation of Students ................................................................................................................. 27

a. The Class Leader (CL) ....................................................................................................................................... 27

b. The Syndicate Leader (SL) ................................................................................................................................ 27

c. The Task Leader (TL) ......................................................................................................................................... 28

d. The Class Assistant (CA) ................................................................................................................................... 28

Section 9 – Course Evaluation and Development Process .............................................................................. 29

9.1 General .......................................................................................................................................................... 29

9.2 Course Feedback System ............................................................................................................................... 29

a. Lecture / Lecturer Feedback .................................................................................................................. 29

b. Module Feedback .................................................................................................................................. 29

c. Course Feedback .................................................................................................................................... 29

Section 10 – Student’s Performance Evaluation Board (SPEB) ....................................................................... 30

Section 11 – Curriculum........................................................................................................................................ 31

11.1 General ........................................................................................................................................................ 31

11.2 ADL Online Module ...................................................................................................................................... 31

11.3 Foundation Module ..................................................................................................................................... 33

11.4 Learning Area 1 (LA1) – Joint Combined Operations ................................................................................... 33

11.5 Learning Area 2 (LA2) – International Security and Law .............................................................................. 38

11.6 Learning Area 3 (LA3) – Defence Management ........................................................................................... 39

11.7 Learning Area 4 (LA4) – Leadership & Command ........................................................................................ 40

11.8 Learning Area 5 (LA5) – Critical Thinking and Communication .................................................................... 42

11.9 Time allocation for Learning Areas .............................................................................................................. 43

Qualities and Capabilities [ANNEX A] ................................................................................................................ 44

JCGSC 2015-2016 Initial Report / Mid-Course Report / Interim Report [ANNEX B] ....................................... 45

JCGSC 2015-2016 Student’s Exercise / Special Assignment Report [ANNEX C] .............................................. 46

JCGSC 2015- 2016 Final Report [ANNEX D] .......................................................................................................... 47

JCGSC 2015-2016 Baltic Defence College / Diploma Supplement [ANNEX E] ................................................. 48

JCGSC 2015-2016 Key Deliverables within the Respective Learning Areas ................................................... 51

JCGSC 2015-2016 Curriculum Flow / First Semester, AUG-DEC ........................................................................ 52

JCGSC 2015-2016 Curriculum Flow / Second Semester, JAN-JUN .................................................................... 53


Course Plan (Syllabus) 2015 | Commandant’s Foreword

The Baltic Defence College (BALTDEFCOL) is a world-class,

modern, progressive, and competitive Professional Military

Education institution established in 1998-1999 by a unique

multilateral agreement between Estonia, Latvia and Lithuania.

Additionally, the other NATO and EU countries actively

participate in the college educational and research activities.

The Joint Command and General Staff Course (JCGSC) provides

professional military education focused on the operational

level to prepare commanders and general staff officers for

joint, service, interagency and multinational environments to

confront complex security challenges from Baltic and Euro-

Atlantic perspectives.

To achieve this aim, the JCGSC must not only maintain the

momentum of its impressive reputation, but continually adapt

with a keen eye toward the future. The world is not static – it is

ever-changing and advancing very rapidly. The difference

between success and failure in the future depends on the quality of our future leaders –

specifically, those we educate here at BALTDEFCOL.

The college must enable success by equipping these future leaders with a comprehensive

education and a capacity for innovative thinking. This demands an environment that fosters

openness, intellectual curiosity and professional interest, and encourages students to challenge,

question and debate. The course provides a privileged chance to listen, learn, and, most

importantly, apply critical thinking and debate the most challenging contemporary and future

security issues. Moreover, a significant part of informal education will also be derived from

interaction with fellow course members, including through participation in sporting and social

activities.

Our efforts and educational processes should be concentrated to prepare students to address

the operational challenges they will face and to lead the necessary transformations of their

respective defence systems. More than ever before, our rapidly changing world requires us to

introduce more mental agility and critical thinking into the process of preparation of the future

leaders. In short, we must equip tomorrow’s officers to become more comfortable in dealing

with uncertainty.

This Course Plan provides a detailed description of the JCGSC and should be seen as

authoritative. I hereby authorise the Course Director, working in concert with Departmental

Directors and Support Staff, to oversee all aspects of the JCGSC as contained herein. The College

looks forward to working with JCGSC students in 2015-2016. We pledge to ensure that each

student receives the maximum opportunity to learn and holistically develop as a military

professional during the course.


Key Abbreviations | Course Plan (Syllabus) 2015

ADL Advanced Distributed Learning

AICSC Army Intermediate Command and Staff Course

AISOC Air Intermediate Staff Officer Course

AHT Assistant Head Teacher

BALTDEFCOL Baltic Defence College

CA Class Assistant

CDT Commandant

CD Course Director

CL Class Leader

CP Course Plan

CSC Civil Servants Course

CST Case Study

CTC Critical Thinking and Communication

DOL Department of Leadership

DoD Director of Department

DoS Director of Support

DPS Department of Political and Strategic Studies

ELS English Language Seminar

EXE Exercise

FST Field Study Trip

GL Guest Lecturer

HCSC Higher Command Studies Course

HT Head Teacher

ISD Individual Study Day

JCGSC Joint Command and General Staff Course

JOPG Joint Operations Planning Group

LA Learning Area

LEC Lecture

LED Lecture Discussion (includes option for Syndicate Work)

LOUT Learning Outcome

NISOC Naval Intermediate Staff Officer Course

OPD Operations Department

PO Project Officer

POC Point of Contact

P2P Peer to Peer Development

SEM Seminar

SGO Syndicate Guiding Officer

SL Syndicate Leader

SNR Senior National Representative

SPEB Student’s Performance Evaluation Board

SYW Syndicate Work

TBA Team Building Athletics

VSM Visiting Senior Mentor


Course Plan (Syllabus) 2015 | Section 1 – Baltic Defence College

The Baltic Defence College (BALTDEFCOL) was founded in 1999 by Estonia, Latvia and Lithuania with

support from their allies and partners. The college’s mandate, which is set out in a Memorandum of

Understanding between the Defence Ministers of Estonia, Latvia and Lithuania, requires it to provide

professional military education for Development Periods 3-4 of the Baltic States’ Combined Officer

Professional Development Programme.

BALTDEFCOL is thus responsible for the delivery of the following courses:

The Higher Command Studies Course (HCSC) – a senior-level course of five months’ duration;

The Joint Command and General Staff Course (JCGSC) – a general staff officer course of eleven

months’ duration;

The Civil Servants Course (CSC) – a security and defence course for civil servants;

Various short courses at the request of the Baltic States.

The vision of the BALTDEFCOL is to remain a modern, multinational and English language based Defence

College with a Euro-Atlantic scope and a regional focus.

The Mission of BALTDEFCOL is:

- To educate students and national security leaders into strategically thinking adaptable experts who are

competent in advancing the transformation of national defence (including into the context of NATO and the

EU) in light of current and future military operations;

- To guarantee that the students have a multinational education environment based on NATO doctrines,

standards, procedures, Western military culture and values such as a communicative and cooperative style

of leadership, freedom of opinion and critical thinking;

- To provide for a multinational environment that promotes cooperation and encourages networking

between students from NATO, the EU and NATO / PfP countries;

- To contribute, from the point of view of a small state, to the security and defence policy debate in the

Baltic Sea and Euro-Atlantic regions and beyond, through dialogue, research, publications, seminars and

workshops.

In short, BALTDEFCOL educates and sustains the professional development of officers and civil servants

through high quality courses with a general focus on joint, interagency and multinational general staff

education. Such an international multinational staff and student body of the BALTDEFCOL makes it a unique

institution within NATO.

The Baltic Defence College has a Code of Conduct, which all members of staff and students are expected to

abide by. The Code of Conduct contains the following principles:


Section 1 – Baltic Defence College | Course Plan (Syllabus) 2015

The Officer Professional Development Programme of the Baltic States divides officer education into four

development levels. The first two levels are concerned with the basic training and education of junior

officers and are a national responsibility. The Baltic Defence College’s Joint Command and General Staff

Course and Higher Command Studies Course (or their equivalents) are the third and fourth level of military

education in Estonia, Latvia and Lithuania.

Development Period 1 Development Period 2 Development Period 3 Development Period 4

Basic Junior Advanced Senior

Basic

Officer

Training

Course

Specialist

Training

Captain’s

Course

AICSC

AISOC

NISOC

Joint Command and

General Staff Course

Higher Command

Studies Course

Defence Management Training

English Language Training

National Military

Academies

National Military

Academies

Baltic Defence College Baltic Defence College

Foreign Staff Colleges Foreign War Colleges

Lieutenant Captain Major Lieutenant Colonel Colonel/General

Tactical Operational Strategic

Figure 1: Diagram of Professional Military Education in the Baltic States

Respect

People (listen to everyone)

The multinational environment

Students – as colleagues

The chain of command

Make decisions at the right level

Show loyalty to decisions

Openness

Have no hidden agendas

Get input before decisions

Talk to – and not about – people

Responsibility

Be professional – life time learning

Express your opinion

Use common sense

Have Fun

Involve families

Encourage socialising to do things together


Course Plan (Syllabus) 2015 | Section 2 – Joint Command and General Staff Course

Over sixty percent of the college’s graduates pass through the challenging Joint Command and General Staff

Course (JCGSC). Started as a Senior Staff Course in 1999, it developed into the Joint Command and General

Staff Course in 2003 to provide students with outstanding Professional Military Education.

The Joint Command and General Staff Course is a uniquely multinational course, bringing together over a

dozen different nations each year. The annual course runs for eleven months.

The main focus of the course is the operational level, with a strong emphasis on Joint Operations across the

full spectrum of contingencies. The JCGSC is highly demanding and students will be required to conduct

individual research, and to participate in a range of lectures and discussions. There are also three field

study trips and a major exercise held in Sweden – known as ‘Combined Joint Staff Exercise’ which

complement classroom activities.

Students are expected to spend around two weeks preparing for the course by completing the ADL online

module and reading certain material prior to their arrival. During the residential period, each working day

comprises an average of five academic hours of classroom activities (1 academic hour = 50 min.). Students

are also expected to spend an average of three hours per day on individual and preparatory work.

For most of the course, students follow the core curriculum which includes topics such as operations,

security and strategy, defence management and leadership. The course also offers electives on various

topics which have proved to be an attractive element among our students.

In partnership with the Latvian National Defence Academy, students also have the opportunity to earn a

Master’s degree in Military Leadership and Security.

The aim of the Joint Command and General Staff Course is to provide professional military education

focused on the operational level to prepare commanders and general staff officers for joint, service,

interagency and multinational environments to confront the complex security challenges from Baltic and

Euro-Atlantic perspectives.

The provision of education through the JCGSC is organised around six key learning outcomes. By the end of

the course, students will be able to:

1. Understand and analyse the factors which shape the international system and how these affect

small/medium states’ security context.

2. Understand and analyse the use of military capability across the full spectrum of conflict in single

service, joint, interagency and multinational environments; and its practical application at the

operational level.

3. Understand and analyse the principles of defence management in policy, capability and resource

development.

4. Apply dynamic leadership as a commander and in leading staff functions, nationally and

internationally.

5. Apply research and problem-solving skills in the institutional and operational context within

national and multinational frameworks.

6. Apply communication skills required to be effective in the institutional and operational context

within national and multinational frameworks.


Section 3 - Educational Philosophy | Course Plan (Syllabus) 2015

We shall teach each other; first because we have a vast amount of war

experience behind us; secondly because, in my opinion, it is only through

free criticism of each other’s ideas that the truth can be thrashed out. Mere

swallowing of either food or opinions does not of necessity carry with it

digestion, and without digestion, swallowing is but labour lost and food

wasted.

Major General J. F. C. Fuller to students at

Staff College, Camberley, United Kingdom, 1926

The JCGSC’s educational philosophy is predicated on a combined educational approach, including lectures,

seminars and small group (syndicate) activities, to facilitate adult learning. Consequently, the primary

responsibility for learning and achieving the specified learning outcomes is placed on the student. To help

facilitate this, the JCGSC – and the Baltic Defence College – aims to provide the best possible educational

environment for learning to take place. Thus, active learning and the full participation and contribution of all

students is heavily encouraged; this allows them to share their knowledge, experience and learning with

others in an open and positive environment.

The level of education offered by the JCGSC is post-bachelor: students – mature adults, with several years of

experience in intermediate or senior military and governmental positions – are expected to have familiarity

with the basic aspects of operational level, security and military-related issues. The JCGSC will not, therefore,

provide conclusive answers to the questions under examination – i.e., so-called ‘school solutions’ – but aims

to inspire students to open their minds to the difficulties and uncertainties encountered at the operational

level and to develop their own approaches to solving problems. Thus, students will be expected to think

creatively, critically and analytically and will be required to research and present material on all aspects of

the curriculum, which will be assessed by the faculty, guest speakers or external examiners.

In summary, the JCGSC is designed for self-motivated, competitive and experienced professionals, who have

the requisite English language skills engage with their peers and who want to excel during their time in

Tartu.

Dr Benjamin Bloom identified the Cognitive, Affective and Psychomotor domains of intelligence in 1956 as a

way of delineating various aspects of learning. The table below depicts the latest update of ‘Bloom’s

Taxonomies’ in 2000 – by a team of academics led by Dr Lorin Anderson – illustrating the learning

progression within the cognitive domain. Level 1 is considered ‘Lower Order Thinking Skills’ while Level 6

signifies ‘Higher Order Thinking Skills’.

Level Related Words Explanation

6. Create

To put elements together to form a

coherent or functional whole; to reorganise

elements into a new pattern or structure

through generating, planning or producing

Assemble, construct,

create, design, develop,

formulate, plan, write

Can the student create a new

product or point of view?

5. Evaluate

To cast judgments on theories, concepts

and ideas based on current standards

and/or previously-established criteria

Praise, argue, defend,

judge, select, support,

value, evaluate

Can the student justify a position

or decision?


Course Plan (Syllabus) 2015 | Section 3 - Educational Philosophy

4. Analyse

To be able to split a piece of information

into its component parts, and explain the

relation between them

Appraise, compare,

contrast, criticise,

differentiate,

discriminate, distinguish,

examine, experiment,

question

Can the student distinguish

between different components of

an object or idea, etc.?

3. Apply

To be able to re-produce information in

any situation and use it naturally without

further instruction

Choose, demonstrate,

employ, illustrate,

interpret, operate,

schedule, sketch, solve,

use, write

Can the student use received

information in a new way?

2. Understand

To grasp the meaning of various theories,

concepts and ideas

Classify, describe,

discuss, explain, identify,

locate, recognise, report,

select, translate,

paraphrase

Can the student explain ideas or

concepts?

1. Remember

To be able to recall appropriate informa-

tion

Define, duplicate, list,

memorise, recall, repeat,

reproduce, state

Can the student recall or

remember received information?

Figure 2: Bloom’s Updated Taxonomies (adapted from Anderson and Krathwohl, 2001)

In sum:

Before a concept can be understood it has to be remembered;

Before a concept can be applied, it must be understood;

Before a concept can be analysed, it must be applied;

Before a concept’s impact can be evaluated, it must be analysed;

Before a new concept can be created, other concepts must be remembered, understood, applied,

analysed and evaluated.

The JCGSC utilises these learning levels in the identification of particular learning outcomes which are

deemed necessary both for the course and for its modules. In keeping with the JCGSC’s educational

philosophy and the character of the students attending the course, the vast majority of teaching is provided

between levels three and six.

In keeping with the JCGSC’s educational philosophy, a number of different activities are utilised for the

provision of the course. The main source materials for the course take the form of readings and an

extensive programme of lectures from faculty and a range of distinguished guest speakers. Several course

modules will also have one or more guest lecturers from outside the Baltic Defence College who will provide

the experience, and the academic breadth and depth necessary to achieve the aim of the JCGSC.

The provision of education during the JCGSC occurs within three basic formats:

1. Individual Preparation Time is time allocated for independent study, preparation for classes, work

on assignments and reflection. Students should plan to spend, on average, three hours each working

day engaged in such study, as well as six hours over weekends. The amount of preparation time

required for syllabus activities is calculated using a rate of 15 pages per hour for reading plus an

additional allocation of hours for the preparation of presentations, written and other work. The

number of preparation hours for each activity is an assessment of the total number of hours of work

required for an average student to earn an average passing grade.


Section 3 - Educational Philosophy | Course Plan (Syllabus) 2015

Independent study includes:

Readings – of which there are three categories:

o Pre-Readings are mandatory readings to be completed in preparation for the course. This

reading is considered essential for ensuring that all students start the JCGSC with a similar

level of elementary knowledge.

o Preparatory Readings are mandatory reading to be completed in advance of particular

lectures, plenary discussions and seminars. Preparatory readings are intended to provide

students with a deeper and more balanced understanding of the topics covered by the

curriculum.

o Supplementary Readings are provided to support each module, providing additional insight

into certain aspects of the curriculum. The complete list of supplementary reading material

will often be well in excess of that which can be reviewed in the time available. Students will

thus have to make choices as to what they consider of greatest value to their personal goals

and interests.

Assignments – of which there are two major formats:

o Travel Journals are issued during Field Study Trips, each containing a set of pre-defined

questions to be answered in relation to the places visited and activities undertaken.

o The Argumentative Essay is the main written assignment set for LA 5 Critical Thinking and

Communication, namely a supervised paper, which is to contain references, answering a

particular question chosen by a student.

2. Interactive Study allows students to engage directly with academics and other students in a formal

and professional manner:

o Lectures are one of the ways through which adult education is provided, allowing all students

to congregate together with an expert – either a member of the faculty or a guest speaker – who

presents on a topic to stimulate students’ thinking and convey key facts, experiences or ideas,

while simultaneously drawing students into debate and discussion.

o Plenary the entire course will convene en masse in a group session.

o Supervision is the key means for students to complete selected written assignments, through

regular meetings with an academic supervisor. It is vital to note that the role of the supervisor is

not to write the student’s assignment for them, but rather to offer critical feedback and advice

on drafts of their paper, which can then be used to make improvements and amendments to

future versions.

o Feedback is advice and/or criticism of the output of an assigned task by a member of the

faculty, a guest speaker or other students.

3. Group Study ensures the exchange of knowledge and perspectives in several group formats. Groups

will be balanced as far as possible according to the background, experience and so forth of their

members. The JCGSC uses the following groups:

o Syndicates allow students to present and provide briefings on particular topics to one another.

The students will be divided into syndicates (approximately 10 to 12 students per syndicate). The

composition of these syndicates may be fixed for the duration of the course or rearranged at the

end of the first semester, as determined by Course Director. Each syndicate will have a Syndicate

Guiding Officer (SGO).

Syndicate activities generally consist of: preparatory reading, a presentation and a discussion.

These discussions are intended to encourage students to consider course material at a higher

cognitive level. They are chaired, in rotation, by students (the Syndicate Leader or Task Leader),

who are expected to carry out additional work in preparation for this role.


Course Plan (Syllabus) 2015 | Section 3 - Educational Philosophy

o Teamwork is the educational medium for particular collective research tasks, whereby students

will be divided into teams of three to five members. This learning technique requires students to

examine material at a higher level through the collective analysis of a historical scenario, research

question, case study or other appropriate issue. Teams will not be fixed for the duration of the

course; rather, their membership will be shuffled to encourage the widest possible exchange of

knowledge, views and experiences.

o Exercises form part of the JCGSC learning process and are conducted to allow students to apply –

reciprocally – the theories and concepts studied throughout the curriculum. All exercises are well

connected to the relevant learning outcomes, and are a major aspect of the educational

experience during the course.

o Planning Group for in-house exercises, the course will be sub-divided into Joint Operations

Planning Groups (JOPG). The students of each planning group will be appointed as staff members.

The exercise manning list will be developed in a deliberate, collective manner by SGOs, Course

Director, Exercise Project Officer, and other relevant faculty members. JCGSC students can expect

that staff positions will be assigned to maximise each student’s professional development. This

means that a student may serve in a position outside of his or her area of expertise in order to

broaden their mind-set.

o Field Study Trips are collective visits to institutions, organisations and agencies outside the Baltic

Defence College. As such, they constitute an essential and integral part of the JCGSC and are

planned to meet the relevant learning outcomes for each module. These trips provide students

with an excellent opportunity to meet national, regional and global practitioners in the

environment in which decisions are made, allowing students to obtain first-hand knowledge of

allied, European and national policies, armed forces and cultural values.

Unless otherwise expressed, all JCGSC teaching takes place under the Chatham House Rule:

When a meeting, or part thereof, is held under the Chatham House Rule, participants are free to use the

information received, but neither the identity nor the affiliation of the speaker(s), nor that of any other

participant, may be revealed.

Chatham House (Royal Institute of International Affairs), London


Section 4 – Study Regulations | Course Plan (Syllabus) 2015

Aim: The aim is a top level outcome of a course, module, or sub-module as needed to explain the reasoning

for the teaching. At the sub-module level it is a summary of all learning objectives.

Applicatory Method: The applicatory method requires the student to devise specific solutions to specific

problems. The problem can be hypothetical but probable in the near future or similar to an on-going actual

situation or an historical case study based on an actual event. The applicatory method seeks to reproduce

conditions under which decisions are made in a strategic, operational or tactical situation. The applicatory

method often serves to practically illustrate and enforce theories and principles.

Assessor: The assessor assesses assigned argumentative essays, taking into account the pre-defined

requirements for the essay (length of the paper, deadlines etc.) and the subsequent formal presentation.

The supervisor and assessor remain in close contact during the essay assessment process.

Assignment Preparation Time (APT): Scheduled study time within programmed hours.

Assistant Head Teacher (AHT): An experienced directing staff member selected to support the Head

Teacher / Project Officer during BALTDEFCOL exercises and teaching Modules. The AHT is normally

responsible for a specified subject area or planning team. Assistant Head Teachers draft exercise

assessment reports (Annex C) for Head Teacher’s approval with the support of other faculty and SMEs

based on the HT guidance and the Course Plan.

Case Study: Case studies examine the solution of the complex problems at the centre of past (and possibly

on-going) events. They often serve to practically illustrate and enforce theories and principles and sharpen

decision making skills. Case studies usually try to reproduce the conditions under which decisions are made

regarding complex problems whether they are strategic, operational, tactical, political, economic,

managerial, or security related. Case studies can be conducted within the lecture hall, syndicate room or in

the actual location of the event.

Contact Time (CT): The time spent in lectures, syndicates, discussions, exercises or on field study trips,

during which students are expected to be interacting with faculty or acting under the direct supervision of

faculty.

Curriculum Flow (CF): Component of the Course Plan that lays out all major events of the course including

but not limited to module timing, exam dates, Individual Study Days, and other critical timings. It is

authoritative for the planning of official and personal events during the academic year.

Field Study Trip (FST): Field study is usually associated to the applicatory method of learning. It is visit to a

location outside of the college whether it is terrain or pertinent unit, agency or facility. A field study serves

to allow students to visualise a problem or situation or to gain practical insight not feasible through

activities within the college.

Head Teacher (HT): Head Teachers are faculty members who are assigned responsibilities for Joint

Operations Planning Groups (JOPG) within the framework of BALTDEFCOL exercises. Head Teachers are

responsible for the preparation of exercise assessment reports (Annex C) with the support of other AHTs,

faculty and SMEs.

ILIAS: (Integriertes Lern-, Informations- und Arbeitskooperations System) ILIAS is the Internet-based

medium used to deliver course content, facilitate faculty and students’ communication, and receive

constructive feedback from JCGSC students to the faculty for course improvement.


Course Plan (Syllabus) 2015 | Section 4 – Study Regulations

Individual Preparation Time (IPT): Student’s personal study time to read, research, reflect on, and prepare

for each activity.

Individual Study Day (ISD): An academic day for JCGSC students to conduct individual study in preparation

for course requirements. For faculty, this is allocated office time for studies, readings, or preparations

related to coursework. An ISD does not automatically equate to a ‘day off’. However, upon approval of the

Course Director, ISDs can be used as compensation time to JCGSC students for extra hours spent on

exercises or other college requirements. ISDs are designated on the curriculum flow.

Individual Study: Prescribed time for JCGSC students to conduct individual writing assignments, prepare

for coursework, reflect on classroom discussions, or perform other related academic requirements.

Learning Area (LA): A study area necessary to achieve the aim of the course.

Learning Outcome (LOUT): Learning Outcomes define the expected goals of a Learning Area, module, or

sub-module in terms of demonstrable skills or knowledge that will be acquired by the student as a result of

instruction.

Lesson Plan: A concise plan for the instructor for each separate teaching event. These usually include the

aim, scope, and learning objectives of the lesson.

Module: A module is a unit of study, related by topic, and numbered by respective Learning Area. A module

may be broken down into sub-modules, which are supporting components of a module and provide more

detailed description of the curriculum content.

Module Guide: A detailed description of the certain parts of curriculum down to the level of single lectures

or other classroom activities.

Project Officer (PO): Project Officers are those faculty members who are responsible for the planning and

execution of modules, major exercises and teaching events.

Senior Mentor: For JCGSC exercises, the Senior Mentor is normally a retired general officer who both plays

the role of the Joint Force Commander during the exercise and provides insight to senior level decision

making. Senior Mentors are also brought to the course in order to reinforce certain teaching objectives and

serve to develop the officership of both faculty and students attending the JCGSC. Senior Mentors are also

sometimes referred to as Visiting Senior Mentors.

Syndicate Guiding Officer (SGO): The Syndicate Guiding Officer is a faculty member who is assigned to a

specific syndicate with the primary role of facilitating the professional development of respective students.

Thus, the SGO’s principal roles are to facilitate the learning process of the syndicate students by guiding,

coaching, and mentoring, thereby supporting the Directors of Departments and Project Officers to achieve

the JCGSC Learning Outcomes. A SGO can be a civilian faculty member.

Supervisor: The directing staff member who guides the JCGSC student during the process of drafting the

argumentative essay on the methodological approach and the subject matter researched by the student.

The supervisor provides regular detailed reports on students’ progress in the writing of their Argumentative

Essay to the Learning Area Chief, the Critical Thinking and Communication Advisor and the student’s SGO.

Weekly Plan: A weekly timetable of lectures and other learning activities.



Students attending the course should:

Hold the rank of:

Army / Air Force/ Special Forces: rank of major (OF-3) or lieutenant colonel (OF-4). No colonels (OF-5).

Navy: rank of lieutenant commander (OF-3) or commander (OF-4). No Navy captains (OF-5).

Successful leadership experience at the OF-2 level.

Strong promotion potential.

Proficient in battalion / squadron-level operations with a strong understanding of combined arms.

NATO countries: officer should hold a NATO Confidential clearance.

Non-NATO countries: officer should hold a PfP Confidential security clearance.

Computer skills – proficiency in MS Windows, Word, Excel, and PowerPoint.

English language level 3333 (according to NATO STANAG 6001 or an equivalent test). A proficiency

certificate should be provided to the Registrar upon arrival.

Meet respective states’ armed forces physical and medical requirements.

At the beginning of the course (during the Foundation module), BALTDEFCOL will conduct English language

assessments using an English language placement test and a written assignment. Failure to pass these

language screens will result the Students’ Performance Evaluation Board’s recommendations to the

Commandant of BALTDEFCOL for follow on actions.

The key documents of the JCGSC, which cover all aspects related to the course and the curriculum consist of

the Course Plan (Syllabus), Academic Regulations, Module Guides and Weekly Plans. Students should also

be familiar with the General Regulations, which describe the tasks, rules and norms of the Baltic Defence

College.

The JCGSC Course Plan (Syllabus) provides a strategic overview – down to modular level – of the entire

curriculum.

The regulations promulgate the academic policies and procedures for the faculty and students.

A Module Guide will be assigned for each of the modules of the JCGSC curriculum. These documents

describe the curriculum down to the level of single lectures or other classroom activities. Module Guides are

the most detailed description of the curriculum content and are designed to be:

Reference documents for the student, outlining what will be taught, how to prepare for it, and the

relevant reading material;

Guidance documents for the faculty members in the preparation of lectures.



Module Guides will be issued throughout the course before the start of each module and will contain the

following information:

Module Overview: Aim, Learning Outcomes;

Module Content by event;

Preparatory Reading;

Supplementary Reading.

The Plan provides a weekly overview of lectures and group activities and other events related to the JCGSC.

This timetable, issued five weeks in advance of each week, is liable to change and will be amended and re-

issued as necessary.

Figure 3: Example of a timetable

The college calculates the available preparation time day by day to produce the total amount of time

needed for students to read, research, reflect on, and prepare for each activity. The following definitions will

be used:

Within the curriculum, contact time is taken to be the time spent in lectures, syndicates, discussions,

exercises or field trips, during which students are expected to be interacting with faculty or acting under the

direct supervision of faculty.

IPT is student’s study time to read, research, and reflect on, and prepare for each activity.



In terms of IPT, students are expected to work, on average, three hours per weekday evening (Monday to

Thursday) and six hours on the weekend. IPT is not available during field trips and scheduled academic

breaks.

APT is scheduled study time within programmed hours.

When the college preparation time model identifies a shortfall of IPT hours available for students to meet

the required tasks for forthcoming days, curriculum activities (CT) could be replaced with APT to provide

students with enough time to meet the requirements of all activities.

The primary focus of student’s education is on developing the necessary skills and knowledge to excel in an

unknown future where the only constant is change. Electives are a key means of achieving this, making

them an essential part of the Joint Command and General Staff Course. They allow students to take greater

ownership of their development and to receive a broader education. Electives are also a key component of

making the Baltic Defence College a future oriented and modern Professional Military Educational

institution.

The choice of electives reflects the needs of the students and the Baltic States.

Topics will be Wide, Deep or Focused:

Wide refers to topics which are outside the curriculum or, in the case of electives that count for the

MA, may be on topics outside of the curriculum or within the curriculum.

Deep refers to topics that are introduced during the curriculum and which are explored in-depth in

the elective.

Focused refers to electives which provide opportunities for students to prepare for their immediate

assignments after the graduation.

There will be three periods of electives - one in the first semester and two in the second semester. Each

student will select one elective for each period from the college offerings. Students involved in the MA

programme must take MA seminar in the first semester as their elective.

Electives will be chosen from a catalogue which will describe the topic, its requirements and assessment

method(s).

An elective equates to 40 academic hours (1,5 ECTS credit). Each elective will have at least one summative

assessment.

Additional information regarding electives will be provided by the Dean at a later date.

To graduate the course, all students must meet the following graduation requirements:

All summative assessments of the modules must be minimum E grade or pass;

Performance evaluation from Syndicate Guiding Officers is not to lower than pass

A programme of study is an academic programme that results in awarding the students a Diploma and Final

Report.



BALTDEFCOL is a professional military educational institution which is governed by the standards of the

profession and standards of practice in higher education. The college must adhere to both sets of standards

to maintain the mandate to award Development Period 3 military education in the Baltic States’ Military

Educational System and to provide credits to gain a Master’s degree together with the Latvian National

Defence Academy.

Any student failing to meet the established requirements will not graduate. In case of failure to achieve

academic standards the Commandant has the right to dismiss a student or allow him / her to complete the

programme of study and receive a Certificate of Attendance.

Upon successfully meeting graduation requirements, each JCGSC student receives a Diploma and a Diploma

Supplement (Annex E). The Diploma certifies the qualifications obtained as a result of successful graduation

and is signed by the Commandant.

The Diploma Supplement is issued together with the Diploma to facilitate transfer of academic merit into

the civilian degree programmes of universities, should the JCGSC graduate decide to pursue such a degree.

It provides explanations about the course and the course details (modules, module hours, and indication of

credit points in accordance with the ECTS – European Credit Transfer and Accumulation System) required by

universities to accredit JCGSC graduates towards their chosen degree. All college courses are deemed to be

at the level of post-graduate (Master’s) studies. The Diploma Supplement is signed by the Course Director

and the Dean of the college.

Students who complete the course with the module / electives result ‘F’ will receive a Certificate of

Attendance, thereby confirming that they have attended the course.

Students attending BALTDEFCOL courses have certain rights afforded to them and responsibilities expected

of them by virtue of their status as students. These rights and responsibilities are intended to contribute to

their overall success and satisfaction in their academic and professional pursuits. Students are ultimately

responsible for their success by fulfilling programme requirements with due diligence and dedication to

excellence. Student rights and responsibilities include:

Right to open and free expression of thoughts and concepts in an environment of academic

freedom.

Right to ownership of appropriate intellectual property.

Right to submit a written complaint on BALTDEFCOL policies, procedures, or actions through

BALTDEFCOL Chain of Command.

Responsibility to abide by the academic policies and procedures of the college and of the course to

which they are enrolled.

Responsibility to respect the opinions of other students.

Responsibility to prepare adequately for each class.

Responsibility to perform student leadership duties as assigned by faculty or management.

Responsibility to uphold academic integrity.

Responsibility to abide by the national military standards and for all students to abide by

appropriate department rules, regulations, and standards of conduct.

Responsibility to provide feedback about the course quality and effectiveness.



Students’ assessment is an essential part of education at the Baltic Defence College. Assessment for the

JCGSC is carried out by members of the faculty and guest speakers. The Course Office and SGOs are

responsible for maintaining Students’ Mark Sheets to record student’s progress; SGOs are also responsible

for student’s course reports.

A key responsibility of BALTDEFCOL faculty is to determine whether students have met the prescribed

learning outcomes. To achieve this, the students are required to complete summative activities such as

essays, papers, assignments, oral presentations, chairing of syndicates and discussions, syndicate

participation, and exercise deliverables. The appropriate faculty member will assess summative activity and

will provide grades. Students are assessed relative to a common professional standard. The standard is that

expected of a senior staff officer serving in a major headquarters. The Student’s mark sheet and course

reports provide a formal record of what the student has achieved on the JCGSC.

‘Blind grading’ will be utilised for all summative deliverables.

The assessment system used for JCGSC combines both formative and summative assessment methods.

Formative assessment is designed to give students an opportunity to test their knowledge and skills and

receive feedback from the faculty on their strengths and weaknesses. It is also a part of the continuous

course evaluation, helping the college to develop the effectiveness of teaching at various points of the

course.

Summative assessment methods are designed to formally assess the performance and knowledge of

students in relation to the learning outcomes for the different Learning Areas and modules set for the

course. Summative Assessments are graded events.

Each module is assessed separately through a number of summative assessment methods as determined

by the Project Officer for the module.

Graded deliverables represent an opportunity for learning to occur. To achieve this, a student must receive

high quality feedback on his / her performance from the faculty. This feedback includes the refinements

required to improve performance in the future.

In some cases, a student might earn an ‘F’ on a graded deliverable. Not only should the student receive

insightful feedback, but he / she should also undergo a period of ‘re-education’ to ensure understanding of

the material and achievement of the learning outcome(s). ‘Re-education’ is the responsibility of the student,

and the faculty will actively support the student’s needs.

The ‘re-education’ process culminates with a supplemental exam or a supplemental assignment.

Students, who receive an ‘F’ on the original deliverable can, upon successful completion of the supplemental

exam or assignment, receive a maximum of an ‘E’ (50).

More detailed procedures are described in the Academic Regulations.



BALTDEFCOL uses a grading system based on the European Credit Transfer and Accumulation System (ECTS),

which is part of the Bologna process that aims to harmonise grading across the European Higher Education Area.

All Learning Areas and modules will use two scales for awarding a grade:

GRADE DEFINITION

A

100-90

An outstanding performance. The student shows an outstanding grasp of the subject matter; a clear

ability to remember concepts and material; understand their significance and – where necessary – apply,

analyse and evaluate them, while creating new ideas using a very high degree of critical thinking, both in

writing and in speech. The student frequently contributes thoughtful insights in class based on relevant

materials and current events; is a catalyst for other students’ comments; and listens to the comments of

others with respect and attention. The student is not only an exceptional individual performer, but makes

meaningful contributions to the benefit of course mates, syndicate, Joint course, and / or BALTDEFCOL.

B

89-80

A strong performance. The student shows a strong grasp of the subject matter; an above-average ability

to remember concepts and material; understand their significance and – where necessary – apply, analyse

and evaluate them, while occasionally creating new ideas using some critical thinking, both in writing and

in speech. The student often contributes thoughtful insights in class based on relevant materials and

current events; and listens to the comments of others with respect and attention.

C

79-70

A good performance. The student shows a good grasp of the subject matter; a satisfactory ability to

remember concepts and material; understand their significance and – where necessary – apply, analyse

and evaluate them, both in writing and in speech, but with little creativity or critical thinking. When

provoked, the student contributes satisfactory insights in class based on relevant materials and current

events; and listens to the comments of others with respect and attention.

D

69-60

A fair performance. The student shows a fair grasp of the subject matter; some ability to remember

concepts and material, and understand their significance, both in writing and speech, but may be unable –

where necessary – to properly apply the concepts and material, let alone analyse and evaluate them.

Creativity or critical thinking is lacking. When provoked, the student sometimes contributes comments in

class based on materials and current events, but those comments are not always relevant to the

discussion at hand. The student may also need to show more receptivity to the contributions of others.

E

59-50

A barely passing performance. The student’s performance and contribution meet the minimum criteria

for passing the relevant assignment, module or learning area and nothing more. While the student may be

able to remember and understand concepts and material, he or she may not be able to adequately apply,

analyse or evaluate them. Creativity and critical thinking will be entirely lacking. The student’s contributions

in class are limited and he or she may not provide satisfactory responses even when provoked. The

student’s attitude may indicate visible apathy, disrespect, and / or an unwillingness to learn.

F

49-0

A failing performance. The student’s work is of such a poor standard academically that he or she is

unable to meet the necessary criteria to pass the relevant assignment, module or learning area. He or she

does not adhere to the requirements related to individual preparation for learning, including reading

assignments. Warnings from the Directing Staff, Syndicate Guidance Officer, and/or Course Director do not

generate the required modification in attitude or behaviour.

GRADE DEFINITION

Pass

A passing performance. The student shows a satisfactory knowledge of the subject matter; a sufficient

understanding of the relevant issues; a fair familiarity with the relevant literature and techniques; some

capacity for original, creative, and logical thinking; an average ability to organise, analyse and examine a

subject in a constructive manner; and adequately expresses thoughts, both in writing and during

presentations. The student contributes acceptable insights based on class materials – although sometimes

more often when prompted by an instructor. The student contributes to comprehensive planning and

execution of contemporary operations.

Fail

A failing performance. The student’s contribution fails to meet learning objectives of respective teaching

activities based on lack of reasonable expected results. He / she is not meeting professional criteria in

relation to education in the college.

Students will only be informed of the grade of an assessment and not the actual numerical value.



To facilitate the administrative process, maintain necessary records, and contribute to the ‘institutional

memory’ of the college, the Course Office maintains information regarding the results from both the

formative and summative assessment assignments, as well as documentation from the formal dialogues

between JCGSC students and SGOs, in accordance with college policy.

The Course Office creates and manages every student’s personal file. All major deliverables – for example,

the argumentative essay, exercise assessments, Mid-Course and Course Reports – are submitted to Course

Office and are kept in each student’s individual file for a period as required by college regulations and other

directives.

These records are kept in strict confidentiality, meaning they are accessible only by SGOs, the Course

Director, and the Registrar. No assessment documents may be released outside of the college without the

approval of the Course Director and consultation with the appropriate SGO. The Final Evaluation Seminar

(aka Final Report) is the only assessment document releasable to sending and sponsoring nations.

All final assessment documents (Diploma, Diploma Supplement and Final Report) will also be completed

and maintained in the archive. In accordance with Commandant’s Order 46/14.02.2011, all Interim Reports

will be destroyed at the end of the course. Only Final Reports and those required to document any

shortfalls in an student’s performance leading to a failure to graduate or misconduct as required by college

directives and leadership will be maintained in the college archives.


Course Plan (Syllabus) 2015 | Section 5 – Master’s Degree in Military Leadership and Security

The most academically gifted students on the JCGSC are afforded the opportunity to undertake an

advanced degree at BALTDEFCOL, which will add credibility to their profession.

The JCGSC is recognised by the Latvian National Defence Academy (LNDA) as the first two semesters of a

three-semester Master of Arts in Military Leadership and Security. The programme is based largely on the

JCGSC with participation in an additional course and a thesis of 60-80 pages in length, consisting largely of

original research.

To pursue a Master’s degree, students must score above 75 on the University of Cambridge’s Placement

Test, which is given during the first week of the course.

If a student’s performance in the Joint Course is substandard or the CD and SGO deem the student is at risk

of failing to graduate, the student may be removed from the Master’s programme to ensure he or she can

focus on meeting the JCGSC’s requirements. Completion of the Joint Course takes precedence over the

pursuit of a Master’s Degree.

Additional information concerning the Master’s programme will be published in a separate directive. In the

unlikely event of conflicting information between the Course Plan and the LNDA’s guidance, the LNDA’s

guidance always takes precedence.


Section 6 – Academic Awards | Course Plan (Syllabus) 2015

JCGSC graduates compete for the following academic awards – Academic Writing Award, Joint Operations

Award, Best Coursemate Award.

During the graduation ceremony, exceptional students during the JCGSC will be

recognised with Academic Awards.

Generally, graduates selected for academic awards will receive the following:

‘Honour Graduate’ clasp to accompany the Joint.

Command and General Staff Course pin (see photo).

Certificate signed by the Commandant.

Official letter from the Commandant.

Name inscribed on plaque displayed at the college.

Gift.

Academic Writing Award

The student who writes the best argumentative essay will receive an academic award and will be considered

for publication in the academic journal of BALTDEFCOL.

The procedure for being considered for this award – a responsibility of the Department of Political and

Strategic Studies – is laid out in the Guide for Critical Thinking and Communication.

Joint Operations Award

The Joint Operations Award recognises the student who demonstrates superior knowledge, capabilities and

creativity relating to the content of the Joint Combined Operations material in Learning Area One.

This student stands out as a creative military thinker who can effectively apply his or her knowledge of

single service and joint operations, and contributes clarity and original thought during the teaching activities

and especially the exercises.

The award relates to overall performance during the academic year and includes the outcomes of formative

and summative events and the performance presented during individual LA-1 modules.

Additionally, the demonstration of strong staff skills and the ability to both lead when required and act as a

supportive team member is taken into consideration.

Nominations for the award are based on contributions provided by the faculty who are responsible for the

specific modules. The requirements related to the award are announced to the JCGSC at the beginning of

LA-1 teaching and supervised by the OPD Award Assessment Team established by the DOPD.

Class Leader Recognition

The Class Leader position is characterised by significant additional duties and responsibilities that far

exceed the base Joint Course curriculum. This award recognises the exceptional role played by the Class

Leader. The Course Director is responsible for this Award.

Best Coursemate Award

This Award recognises the JCGSC student as selected by peers, who has demonstrated exemplary

officership, teamwork, and contributed the most to the overall success and reputation of the JCGSC Class

and the Baltic Defence College. The Class Leader is responsible for this award.


Course Plan (Syllabus) 2015 | Section 7 – Student’s Development

Student’s development is one of two key pillars in JCGSC. The course provides great opportunities for

students to develop themselves during the academic year. Moreover, Team Building Athletics is organised

during the first semester. The student’s development is arranged along four key tools:

Syndicate Guiding Officer;

Individual Development Planning;

Peer to Peer Development;

Senior Leaders and Distinguished Visitor’s Engagement Programme.

The Syndicate Guiding Officer (SGO) is a Directing Staff officer / civilian who is assigned to a specific

syndicate with the primary role of facilitating the educational and professional development of assigned

students. Thus, the SGO’s principal roles are to facilitate the learning process of the syndicate officers by

guiding, coaching, and mentoring, thereby supporting the Directors of Departments and Project Officers to

achieve the JCGSC learning outcomes.

Individual Development Planning is all about creating a long term goal for professional and personal

development. From the start of the JCGSC, students will have a great opportunity to get familiar with the

concept of individual development and to practice preparing an Individual Development Plan (IDP) at least

for the period of the studies in the JCGSC.

SGOs will be the main facilitators for this concept and advise students in their individual development.

Planning individual development, the following sequence should be followed:

The student needs to understand himself / herself so he / she can set meaningful goals.

The student defines these goals in terms of what he/she wants to achieve and steps necessary to

get there.

Finally, the student identifies gaps in his / her skills and experience and creates an action plan that

will fill them in, so that he/she starts to move to his / her end goal.

More details will be provided by SGOs during the Foundation Module.

Additionally to the Individual Development Planning, the JCGSC offers an extra tool for self-development –

Peer to Peer (P2P) Development. This tool creates a framework, in which students can receive feedback

from his / her syndicate mates. The first P2P feedback will occur at the end of first semester. At this point in

the course, students will know each other to a certain extent, and a group dynamics will have matured

enough to provide and share observations about each other.

More details will be provided by SGOs during the Foundation Module.

The Baltic Defence College invites Senior Leaders and Distinguished Visitors to visit and present their

perspectives on certain strategic and operational issues.


Section 7 – Student’s Development | Course Plan (Syllabus) 2015

These visits are viewed as great opportunities to strengthen educational outcomes and broaden knowledge

of certain areas. For that reason, the Commandant of the Baltic Defence College established the Senior

Leaders’ and Distinguished Visitors’ Programme.

The aim of the programme is to provide a framework and opportunities for the educational and

professional development of the students and faculty of the Baltic Defence College.

The expected outcomes are:

Students will broaden their perspectives on the strategic issues presented and discussed from

various regional standpoints.

Students will improve their communication skills through interacting with Senior Leaders and

Distinguished Visitors.

During the academic year, in the framework of this programme, visits of Senior Leaders or

Distinguished Visitors will be included into weekly plans. Students will have an opportunity to

improve their communication skills by introducing visitors and engaging with them in discussions.

The purpose of the SGO Dialogue is to facilitate a professional exchange between the SGO and the student

as part of the coaching, mentoring, and teaching process. During the Dialogue, the SGO should present a

holistic picture (‘whole person concept’) to the student about his / her performance.

On a regular basis (as designated on the Curriculum Flow), the SGO is to prepare a written summary of each

syndicate student’s progress. Upon completion of the drafts, the CD may direct that the SGOs submit the

drafts for review. The SGO will subsequently meet with each Syndicate student to conduct a face-to-face

SGO Dialogue. If any refinements are required to the SGO Dialogue Report, these may be hand-written by

either the SGO or the student onto the Report. Upon completion of the SGO Dialogue, the SGO submits the

signed Reports to the Course Office for Course Director’s review and inclusion in the student’s file.

The SGO Dialogue Report is to remain within the college and not released to anyone other than the student,

SGO, or Course Director.

The SGO may, at any time, provide additional written feedback in case student’s progress and / or

professional conduct and behaviour have been observed. This feedback will include the observed behaviour

and performance as well as the necessary corrective actions to bring the student back into normal

standards of academic or professional performance.

At the option of the CD, the CD uses the outcome of Evaluation Seminars and other performance results to

discuss with each student their progress (performance and potential) and to obtain students’ feedback on

the curriculum.

Students whose academic proficiency is weak or whose professional conduct is below BALTDEFCOL

standards might also be called to discuss their situation with the CD.

At any time, the CD has the authority to issue a letter of counselling and record a letter of discussions with

the student for course records. Documents stemming from CD – Students’ meetings are releasable beyond

the college.

The CD conducts three evaluation seminars during the course in order to maintain an accurate picture of

JCGSC students’ performance.


Course Plan (Syllabus) 2015 | Section 7 – Student’s Development

During the seminars, the CD will also review the level of assessment amongst the SGOs to ensure that

inflation is mitigated.

Evaluation seminars are scheduled as follows:

Evaluation Seminar 1: The CD oversees an evaluation seminar to produce a Mid-Course Report

(Annex B) in order to provide formal feedback to students. These reports are intended for the

student’s developmental purposes and not for distribution outside of the college. The Course Office

will retain the Mid-Course Report until the student’s graduation.

Evaluation Seminar 2: The aim of this seminar is to produce formal feedback for the students. The

Interim Report is also intended to provide a ‘rehearsal’ for the SGOs and CD to determine if the

information available will produce a valid final assessment of the student and allows for additional

coaching and mentoring to maximise the student’s development prior to the final assessment

seminar. The Course Office will retain the Interim Report until the student’s graduation.

Final Evaluation Seminar: The final evaluation seminar will be held at the end of the course. The aim

of this seminar is to produce the Final Report (Annex D), which will be sent to each JCGSC student’s

respective country.

Formal assessments of students’ performance are made in written reports. This is an essential process in

two respects:

Periodic reports provide an indication to faculty and students of particular strengths and weaknesses

of a student as a basis for supervision and guidance. This indication is important in order to develop

the potential of the student.

For those outside the college concerned with career development, the Final Report provides

information of the relative achievement of the student within the college.

During the academic year the following reports will be prepared and delivered to students:

Initial Report (Annex B). During Initial Report drafting, the Individual Development Plan will be

discussed and prepared by students. The Individual Development Plan will be an annex to the Initial

Report.

Mid-Course Report (Annex B). During drafting this report, SGOs will conduct a peer to peer survey.

The results of this survey will be discussed and fed back to students, and will be used as data for the

Mid-Course Report.

Interim Report (Annex B). This report will be the last report before the Final Report and include the

second peer to peer survey’s results.

Final Report (Annex D). The Final Report is a written record of each student’s performance, produced

after the Final Evaluation Seminar, in order to give information useful for the student’s future career

management to their national authorities. In the Final Report, the recommendations for possible

areas of future postings are presented. The Final Report will be marked for official use only and

handled in such a way so only appropriate BALTDEFCOL personnel, sponsoring nations, and sending

nations have access.

During certain parts of the teaching, the students’ performance will be assessed formally, using the Exercise

and Special Assignment Report (Annex C). The Project Officer (PO) or Head Teacher (HT) is responsible for

the assessment of the students (i.e. defining the applicable qualities and capabilities).


Section 7 – Student’s Development | Course Plan (Syllabus) 2015

It is important that an officer is able to maintain his / her physical standards. During the first semester,

team building athletics is organised with the purpose to develop themselves in teams (syndicates).

This mandatory activity offers two sports events – Frisbee and volleyball. It is usually scheduled on

Thursdays, in the timeframe of 14.30-16.00.

More details will be provided during the Foundation Module.


Course Plan (Syllabus) 2015 | Section 8 – Organisation of Students

The Class Leader is the JCGSC students’ voice to the Course Director and Directing Staff, and represents the

class in all the issues not covered by other students´ representational structure. Traditionally, the Class

Leader is a student from one of the Baltic States.

An interim Class Leader will be nominated by Senior National Representatives and appointed by the Course

Director at the beginning of the course. By October, when the Joint Course students have better knowledge

of each other, the students will elect their own Class Leader, who will be officially appointed by the Course

Director.

In the conduct of official duties, the CL has delegation authority with respect to fellow JCGSC students.

The Class Leader’s responsibilities include, but are not limited to:

Maintains direct communication with and takes guidance from the Course Director regarding

JCGSC initiatives.

Disseminates information to JCGSC students.

Acts as the focal point in collecting the corporate view of the class on significant issues and passes

the opinions to the faculty.

Contributes to the college representation and course formal events.

Introduces and / or thanks guest lecturers and dignitaries as directed.

Maintains accountability of personnel during trips outside the college.

Ensures proper decorum and discipline is maintained by students.

Organises the planning and execution of course social events (e.g. Class Ball, International Night,

etc.).

Assists the faculty in the planning and execution of athletic events.

Organises the planning and preparation of end-of-the-course tokens (digital photo album, contact

list, etc.) on behalf of JCGSC students.

Organises the course lessons learned / lessons identified briefing at the end of each semester.

Supports faculty in the preparation and execution of activities outside of the college (e.g. study

trips).

Oversees administration of the ‘Best Coursemate’ award.

Appoints Deputies as necessary (Morale Officer, Athletic Officer, Public Officer, and Community

Service Officer) and oversees their efforts.

Each syndicate has a Syndicate Leader. The SL is one of the syndicate’s students and is selected by the SGO

in close cooperation with the syndicate students within two weeks after the course starts.

The SL’s tasks are twofold: first, the SL assists the SGO, the Class Leader and Course Office in administrative

and other matters and second, the SL is responsible for the internal atmosphere within the syndicate. For

example, the SL assists in selecting and coordinating social, sports and other activities outside the

scheduled programme.

1 Note: while students and faculty are expected to support and use the military chain of command as practiced in the

college, BALTDEFCOL maintains an open door policy and students are free to take advantage of this policy as needed.


Section 8 – Organisation of Students | Course Plan (Syllabus) 2015

The SL is also responsible for selecting the Class Assistant, when the syndicate is the responsible for this

role according to the Weekly Plan. The SL supports the Class Leader in the conduct of his / her duties.

The SL is not a permanent position and can be rotated as determined by the SGO during the course.

Usually designated by the SGO, the Task Leader is responsible for a particular task or project, and plays a

critical role in ensuring that it is completed to the expressed standard. The TL might be appointed for

syndicate work or for accomplishing a task by a larger group.

The Class Assistant is a rotational duty. The CA is responsible for the notification to the class when lessons

start and notification to the lecturer that the class is ready.

It is also the responsibility of the CA to provide a written attendance report every day NLT 0930 to the

Course Office. When more than one course is gathered in the lecture hall, the JCGSC Class Assistant will act

on behalf of all courses.

After daily teaching is completed, the Class Assistant is responsible for the restoration of Von Sydow Hall

and other academic rooms to their original configuration.


Course Plan (Syllabus) 2015 | Section 9 – Course Evaluation and Development Process

Curriculum development is a continuous process involving the review of the current course programme,

planning and authorship of new or revised material, approval of changes, and production and distribution

of the course material.

BALTDEFCOL will continuously endeavour to make the curriculum more effective, relevant, agile, and

responsive to new challenges.

In order to improve and develop the course, a feedback and evaluation system is used. This system involves

the students attending the course, the faculty, the management group of the college and others involved in

the delivery of teaching.

More detailed procedures are described in the Academic Regulations.

At the end of each module or sub-module, each student will provide module or a sub-module feedback by

filling in an electronic feedback questionnaire, which is not anonymous. The module’s electronic feedback

questionnaire will be accessible from the first day of module.

At the end of module, each syndicate will prepare a feedback brief. Representatives from each syndicate

and the Project Officer will discuss syndicate feedback in a separate meeting.

Future operational-level officers will be expected to publicly share their constructive feedback and

recommendations, and the BALTDEFCOL feedback mechanisms represent one opportunity to develop this

critical skill.

After the first semester and at the end of the course, students are asked to provide a mid-course and end of

course reviews. In advance to this, a supporting directive will be issued by the Course Director. The Class

Leader supported by the Syndicate Leaders and other students on the course will be responsible for

organising and producing course reviews based on individual students’ feedback.

Students are also encouraged to contact their SGOs and college staff directly to make comments and

suggestions for improvement in a direct and frank way for the JCGSC and the college.


Section 10 – Student’s Performance Evaluation Board (SPEB) | Course Plan (Syllabus) 2015

The purpose of the Student’s Performance Evaluation Board (SPEB) is to provide a forum for resolution of a

wide variety of student-related issues. These may include, but are not limited to, allegations of violations of

academic integrity, extended absences, substandard academic performance, attitudinal problems, and

violations of professional ethical standards or integrity issues. As an administrative proceeding, the SPEB

serves both an institutional and an individual purpose. At the institutional level, the SPEB provides a review

process for substandard performance and recommends appropriate action. At the individual level, the SPEB

may assist the student by encouraging improved performance through schoolhouse monitoring of

student’s progress. The ultimate goal of the SPEB is to determine what is best for the college, the student,

and the respective student’s country, by recommending appropriate action.

More detailed information about SPEB procedures is provided in the Academic Regulations.


Course Plan (Syllabus) 2015 | Section 11 – Curriculum

The JCGSC spans one academic year, inclusive of administration time and holidays. The curriculum consists

of two semesters (August – December; January – June), and it is arranged along five Learning Areas.

The course starts with the ADL online module, which aims to provide and leverage the basic knowledge

necessary to study in the JCGSC. Additionally, the foundation module is the first two weeks module, which

provides key learning skills, essential throughout the academic year.

1. Overall Aim

The overall aim of ADL online module is to prepare future students of the JCGSC AY 15/16 for the learning at

the Baltic Defence College.

2. Learning Outcomes and Student’s Workload

Fundamentals and Components

ADL Online Module / Learning Outcomes Related Fundamentals and Components

Learning Outcomes

Familiarised with case studies and scenarios used in

the module

Estimated time to complete the class: 4h

Allied Joint Operations

ADL Online Module / Learning Outcomes Related Allied Joint Operations

Learning Outcomes

Understand the principles of the manoeuvreist

approach

Analyse the theoretical foundation of a joint

operation

Understand the structure and principles of NATO

doctrine

Analyse the core principles involved in the

developing of Joint Operations

Remember the eight joint functions primary content

Understand the foundations of cyber capabilities

and operations

Analysing why and how joint functions including

cyber operations are key concepts on the

operational level for achieving enhanced warfighting

effects


Planning and Execution of Operations

ADL Online Module / Learning Outcomes Related Planning and Execution of Operations

Learning Outcomes

Describe how NATO Operations Planning fits into

the general NATO strategic concept

Describe the purpose of the operations planning

and the different planning categories and products

Describe the division of operations planning

Describe the concepts of Comprehensive approach

and NATO Crisis Management System


Section 11 – Curriculum | Course Plan (Syllabus) 2015

responsibilities among the different NATO levels

Recognise the six phases of the NATO Crisis

management process

Explain the main components of NATO force

generation process


Direct Leadership

ADL Online Module / Learning Outcomes Related Direct Leadership

Learning Outcomes

Familiarised with the key facets of the concepts of

leadership, management and command in

operational, multinational and cross-cultural context

To distinguish the main aspects/concepts of

leadership management and command


Strategy in Contemporary World

ADL Online Module / Learning Outcomes Related Strategy in Contemporary World

Learning Outcomes

Understand key concepts and theories of Politics Introduction to International Politics (100% ADL)

Understand the structure and purpose of NATO

Understand the structure and purpose of the EU

Understand the structure and purpose of the UN

Introduction to International Organisations (100%

ADL)


Critical Thinking and Communication

ADL Online Module / Learning Outcomes Related Critical Thinking and Communication

Learning Outcomes

Understand the importance of reading, writing and

thinking for the JCGSC and for students’ future

careers.

Understand the communication skills required to

provide a sustained discussion of an issue

Understand how to analyse, synthesise and

evaluate information


a. Estimated time to complete the class is approximately 26 hours thus contributing to the course with

approximately 1 ECPT.

b. Every subject area, except familiarisation with case studies and scenarios used in the module will have a

formative test thus allowing assessment of the learning progress and appreciation of the level of the

knowledge of the class.

c. The course will be available to the students from 6th of July until 7th of August.

The course will be delivered by ILIAS.



Aim:

To provide students with grounding in the information, procedures and skills necessary to succeed on the

JCGSC and in their future careers.

Module Learning Outcomes:

1. Understand BALTDEFCOL regulations and procedures.

2. Apply techniques of teamwork and collaboration to syndicate work activities.

3. Apply written and oral communication skills effectively.

4. Apply research techniques to a variety of research areas.

5. Evaluate critically the strengths and weaknesses of differing approaches to an issue.

Time Distribution:

Contact Hours: 37 h

Individual Preparation Time: 27 h

Credits: 2.5 ECTS

Aim of LA 1

Understand and analyse the use of military capability across the full spectrum of conflict in single service,

joint, interagency and multinational environments; and its practical application at the operational level.

Module Aim:

To create an understanding of military theory and enable the students to link this knowledge to modern

warfighting requirements by applying theory into individual component force capabilities of all services.


1. Develop student’s ability to analyse various established military theories and understand their

relevance to the contemporary military doctrine and operational art, bridging the gap from ‘theory’

to ‘practice’.

2. Deepen further the understanding of the evolution and significance of military theory and its

influence on the planning and execution of operations.

3. Understanding of all services individual capabilities for the deployment as a component force at

Operational level established.

4. Application of Mission Command as a basic competence to manage a component service.

5. Understand single service major roles and their contribution to joint operations.

Description:

The aim of module is to create an understanding of military theory and enable the students to link this

knowledge to modern warfighting requirements by applying theory to individual component force

capabilities of all services.



To give an overview of Fundamentals and Components for the coming joint operational part of the course

the students are given a link between this module and all other relevant module in order to understand the

sequential development of joint operational concepts.

In order to achieve this, the module is divided in three sub-modules, focusing on evolution in military

theory, essential core capabilities and requirements in the components with special attention on command

and control (C2), intelligence surveillance reconnaissance (ISR) and combat effects and as third part a field

study trip (FST) to the island of Saaremaa, Ämari Air Base and a seaport (Tallinn or Paldiski).

Wherever possible, links from theory of war to subjects common to all services will be mentioned, but also

service specific differences and issues will be highlighted. For each main theme there will be allocated

lectures in Von Sydow Hall (VSH) and syndicate work (SYW) as well as reading requirements to prepare

students and set the ground for the next day.

Assessment:

At the end of the module there will be summative exam, covering the themes touched.

The exam will be comprised of questions dealing with military theory, the core capabilities and

their link into component related tasks.

It will be a closed book exam and students will be asked to write down their thoughts and answers

on the exam papers (four questions covering the components, answers in essay type).

Time Distribution:

Contact hours: 90 h


Credits: 5,3 ECTS

Module Aim:

Establish and develop the student’s judgement capability regarding core concepts and principles which are

foundations for planning and executing of joint operations.


1. Analyse the theoretical foundation of a joint operation.

2. Analyse the core principles involved in the developing of joint operations.

3. Evaluate the operational commander’s role and responsibilities in designing and executing a

campaign plan that connects strategy with tactics.

4. Analysing why and how joint functions including cyber operations are key concepts on the

operational level for achieving enhanced warfighting effects.

5. Justify the value of the joint and comprehensive approach towards the achievement of operational

objectives and strategic aims.

Description:

Allied Joint Operations is designed in such a way that it leads the students from single components) to the

Joint Approach. It thereby sets the framework and requirements for the development and execution of a

campaign plan. The module will introduce the fundamentals of joint operations – based on history, theory

and doctrine. It will then explain the joint functions and their interrelationships. By adopting earlier

knowledge of strategy and component capabilities, the module then introduces NATO doctrinal operational

design and management concepts.



The module ends with enhancing the knowledge gained through a historical case study and the

examination.

Assessment:

To be able to reach all the learning outcomes, the student has to contribute to their own and the others’

learning through an active engagement throughout the module. The module exam is executed through a

twofold approach:

The first part is a verbal exam during the case study seminar. The students have to show that they

have understood the concept of operational factors and are able to analyse and evaluate verbally

according to learning outcome 1-4 within their given subject area.

The second part is an individual written assignment. The student will be tasked to answer two

questions in an essay type format. The questions will be focused on the interrelationship between

different joint functions and their importance for reaching the objectives of the joint campaign. The

students are required to justify their answers using their own words in an open book test whilst

applying academic principles. The extent of the test will be based on time and a maximum word

use of 500 words (+/-10%) per question.

Time Distribution:

Contact Hours / Assignment Preparation Time / Individual Preparation Time: 151h

Credits: 5,8 ECTS

Module Aim:

To consolidate operational and strategic concepts and individual staff skills through the incremental

application of NATO planning and battle staff procedures in a high intensity war fighting scenario.


1. Apply complex assessment of a joint operations area in the operational context when planning and

executing an operation.

2. Apply the key concepts of the operational level planning process (OPP) into the planning of a

combined joint operation in a force-on-force and asymmetric threat scenario frameworks.

3. Demonstrate enhanced understanding of the inherent role of services and their capabilities as a

joint force component within complex interagency and multinational environments.

4. Apply the principles of leadership when leading a staff planning element to achieve the desired

outcomes of the respective phases of OPP.

5. Apply the rationale of the processes and concepts presented in the OPP framework to planning

and other non-planning related functions.

Description:

Planning and Execution will consist of the three following parts: Operational Planning Tutorial, Operational

Planning and Operations Execution.

The first part will be OPD faculty driven by selected HTs and ATHs. It will include a sequence of lectures and

follow-on Syndicate assignment within JOPG configuration. This part will create the background for the

follow-on part which will be student driven. The operational planning will be supervised by selected HTs and

ATHs. For both parts the students will be divided into two equal JOPGs.



The operations execution will be based on creating operational level battle staff and will include the

continuation of selected elements of the planning phase.

The whole of Planning and Execution will be based on the Zoran Sea scenario. For Planning and Execution

students will be designated specific staff positions. The assessment of the module will be based on

students’ performance within duties and their understanding of planning related concepts.

Assessment:

Module ends with summative assessment based on the three reports provided after:

Tutorial (HT/AHTs)

Planning (HT/AHTs)

Execution (OTTM)

Time Distribution:

Contact hours: 272 h


Credits: 11,5 ECTS

Module Aim:

To understand key theories relevant to contemporary and future operations - crisis response and PSO;

terrorism, insurgent and COIN theory; transnational, hybrid and emerging security threats and to introduce

relevant operational planning concepts and consider the relationship with operational planning processes.

This will be applied practically during the exercise.


1. Understand the doctrinal basics of the Crisis Response Operations (CRO).

2. Understand the diverse operational environment of CRO.

3. Understand the role of main civilian actors in CRO (UN, EU, IOs, NGOs).

4. Understand the military planning considerations for CROs.

5. Apply competencies achieved in previous modules to work in an international joint staff within a

multifunctional / multinational crisis response exercise.

Description:

This module consists of two parts. The first part covers different aspects of contemporary crisis, and

includes doctrinal basics for crisis response operations, unconventional warfare such as insurgency and

counterinsurgency, and anti-terrorism. Contemporary crisis response operations require the involvement of

a wide range of governmental and non-governmental organisations other than the military. The role of UN

and other international organisations in resolving the crises will be covered during this module.

The second part of the module is the Combined Joint Staff exercise in Sweden where students have the

opportunity to apply / practise the knowledge achieved in the previous modules.

Assessment:

No summative assessment for this module

Time Distribution:

Contact Hours: 189 h (including 150 h during SWEDEX)


Credits: 8,5 ECTS



Module Aim:

To provide the students with an exposure to a historical case study that will act as a platform for them to

analyse warfare at the operational level and incorporate lessons learned in the areas of leadership, joint

warfare, and historical outcomes. During the study, student should also apply these lessons learned to the

Contemporary Operational Environment (COE) and provide analysis of the same. This will be done through

a variety of means that demonstrate student’s competence in researching, communicating, reporting, and

information sharing which have been learned during previous JCGSC modules. The module also aims to

expose students to a national or multinational operational level joint HQ in order to reinforce their learning

from previous JCGSC modules.


1. Demonstrate practical knowledge of a historical case study and have ownership of the planning

and execution of the IST.

2. Understand the events of the assigned case study and apply lessons learned to the contemporary

operational environment.

3. Analyse and evaluate individual and group tasks centred on the historical case study.

4. Understand how a national or multinational operational level joint HQ operates.

5. Facilitate the planning and execution of the IST.

Description:

The purpose of this module is to gain an appreciation of a historical case study that allows the JCGSC

student to demonstrate his / her ability to analyse a specific battle within a larger military campaign and

apply lessons learned to his / her understanding of warfare in the modern era.

The IST will take place across geographically distributed locations. Students will work with faculty in the

planning and execution of the IST. Planning will involve relevant research and execution will involve student

led briefings, reporting and individual and collective assignments. The IST is a learning focused event that

allows the students to demonstrate their knowledge of component command and domain operations,

planning, operational art and theory, leadership, and history. Finally, the IST will incorporate a site visit to a

relevant operational level HQ for professional development.

Assessment:

Module ends with summative assessment based on Pass/Fail assessment of Trip journals for

International Study Tour.

Time Distribution:

Contact Hours: 50 h


Credits: 2,5 ECTS



Aim:

International Security and Law aims to develop the political and legal knowledge necessary to succeed in

the contemporary security environment. It consists of one module lasting five weeks which is subdivided

into two sub-modules: (1) International Security Environment, (2) International Law and Ethics.


1. Understand the contemporary strategic environment and system, with a focus on the ‘Wider Baltic’

region.

2. Understand the main opportunities and limitations the Baltic States face in the international

system.

3. Understand the nature of contemporary and future threats.

4. Apply theories of armed conflict, conflict prevention, peace-making, and peace-building.

5. Apply the legal framework in the planning and conducting of military operations.

6. Apply ethical theories to military practice.

7. Analyse the role and strategies of the Baltic States, great powers and alliances.

8. Create an analysis of the political, economic, social and security situation in different countries and

the requirements of different types of military and stability operations.

Description:

This module develops the knowledge and skills required to interpret the interplay between events at the

national and international level and how they affect the operational level. It also provides you with

necessary systematic knowledge on specific legal and ethical topics relevant for military operations.

Assessment:

International Security and Law are assessed by two exams, with each exam being worth 50% of the module

grade:

Take home exam which assesses the sub-module International Security Environment;

In-class exam which assesses International Law and Ethics.

Time Distribution:

Contact Hours: 85 h


Credits: 6.5 ECTS



Aim:

Defence Management aims to develop students´ ability to understand and analyse the three Baltic States’

national, and NATO defence planning systems and EU capability development. The module creates the

fundament to enable students to apply the attributes of defence management questions, helping students

to plan and execute resource allocation decisions in capability development. The area is subdivided into

three sub-modules: (1) Defence Planning, (2) Defence Management, and (3) Baltic Defence Study Trip.


1. Understand the principles of the three Baltic States’ national and NATO defence planning systems,

and EU capability development.

2. Analyse the links and correlations between national and alliance defence planning.

3. Understand the political and military particularities of defence planning.

4. Analyse the differences of threat and capability based planning.

5. Understand the fundamentals of defence management and defence economics.

6. Apply decisions for planning and the execution of resource allocation in capability development.

7. Understand the principles of personnel management, acquisitions, operations and maintenance

questions.

8. Examine the correspondence and differences between theory and practice of defence planning

and management principles.

9. Understand the context of the national defence planning system using one particular Baltic

Country as an example.

10. Understand the differences / and similarities between the practices of the three Baltic States’

defence planning.

Assessment:

Summative exam showing the ability of the students to distinguish the organisational levels of

defence planning and understanding the correlation of capability and / or threat based planning

with the defence planning outcomes.

Summative pass / fail assessment of trip journals for Baltic Defence Study Tour.

Time Distribution:

Contact Hours: 106 Hrs

Individual Preparation Time: 66 Hrs

Credits: 6,6 ECTS



Aim:

Leadership and Command aims to provide knowledge that will allow the application of effective leadership

as a commander and in key staff leadership positions, nationally and internationally. It will consist of two

modules: Direct Leadership and Indirect Leadership, with both lasting three weeks.

Aim:

Direct Leadership aims to develop the students´ ability to understand themselves as leaders in

multinational and group contexts.


1. Examine students’ personal leadership behaviour and room of manoeuvre in order to realise their

influence in different types of leadership situations (including dangerous).

2. Understand the relations between the concept of mission command and personal leadership

behaviour.

3. Interpret different ways of decision making (individual & group) and connect these to personal

behaviour.

4. Apply cultural awareness in different leadership situations.

5. Distinguish the main aspects / concepts of leadership, management and command.

6. Apply the concept of team leadership within syndicate / class / EXE / working group environment.

7. Debate ethical dilemmas within the leadership domain.

Assessment:

Direct Leadership is assessed by an open source exam.

Description of Module:

The module will discuss the value of self-awareness in leadership giving the students the tools to analyse

their own room of manoeuvre, and leadership behaviour. The module will highlight the difference between

leadership, management and command within the process to achieve organisational goals. Teaching within

the indirect leadership domain will cover topics such as the applications of cultural awareness, ethics,

decision-making and the concept of mission command in the personal leadership domain. The second part

of module will deal with leadership in groups/teams. It will include the concepts of group dynamics and the

application of these to team leadership (for example syndicates) in order to enhance the students’ ability to

improve team effectiveness within a multinational and operational environment. Moreover, the module will

support peer to peer feedback concept, establishing the link between students’ leadership behaviour and

subordinates / followers / syndicate members’ response to this.

Time Distribution:

Contact Hours: 60 h


Credits: 4,5 ECTS



Aim:

The aim of Indirect Leadership is to create the fundament for students to be able to apply / analyse

attributes of leadership in multinational, operational and organisational contexts (battalion / brigade or

equivalent).


1. Interpret core concepts of organisations and their applications within the operational and

multinational environment, including dangerous situations.

2. Analyse the connections between the leader´s role and change processes within the organisational

and operational framework.

3. Use decision making in ill-defined (wicked) problems within group and organisational frameworks

(including ethical decision making).

4. Use negotiation skills in a multinational and operational environment.

5. Understand the relations between the concept of mission command and its applications within the

indirect leadership domain.

Assessment:

Indirect Leadership is assessed by open source exam.

Description of Module:

The module will concentrate on three important areas for the leader and examine them more deeply. These

areas are negotiations, organisational decision-making / problem solving and change leadership. It will give

an overview of how organisations (including the military) working, how to make changes in these

organisations, how to facilitate the concept of mission command in subordinate unit(s) and how

organisations make decisions / solve problems, especially under the pressure of an ambiguous

environment. As a separate topic, the main principles of negotiations and their applications will be

introduced in order to give students the tools to be effective in these situations. Also, the organisational

level ethical climate will be emphasised throughout the module. The module will use ill-structured

problems.

Time Distribution:

Contact Hours: 60 h


Credits: 4,5 ECTS



Aim:

Critical Thinking and Communication aims at developing critical thinking by enabling students to create

original analytical arguments based on the analysis of complex security issues and communicate their

findings effectively in both written and oral form.


1. Understand how to analyse, synthesise and evaluate information.

2. Evaluate key security issues and potential solutions to complex problems.

3. Apply the standards, ethical principles and formal requirements of academic writing.

4. Create persuasive and original analytical arguments and communicate them effectively in both

written and oral form.

Assessment:

Critical Thinking and Communication is assessed by three essays and one presentation:

Preliminary Essay (completed prior to the start of the residential course). The essay accounts for

10% of the module grade;

Age of War Essay. This essay accounts for 10% of the module grade;

Argumentative Essay. This essay accounts for 60% of the module grade;

Argumentative Essay Presentation. This presentation of the research completed for the

argumentative essay accounts for 20% of the module grade.

Time Distribution:

Contact Hours: 57 h


(Calculations do not include LA 5 elements present in the foundation module)

Credits: 5.5 ECTS



LA Contact Time Individual Preparation

Time Total

LA1 692 183 875

LA2 85 90 175

LA3 106 66 172

LA4 120 110 230

LA5 57 85 142

Electives 76 60 136

Foundation Module 43 27 70

Administration 47 20

Total 1226 621 1847

Key principles of calculating time:

1. Normal curriculum week has 24 contact hours (CT) and 18 hours of IPT.

2. There is no IPT during any trips (FST, IST, BDST). APT could be allocated during these activities.

3. During study trips time calculation is 8 contact hours per day (CT).

4. During exercises in the college time calculation is 10 contact hours Monday-Thursday, 4 contact

hours on Friday. The total amount of CT during the week – no more than 44 hours.


Qualities and Capabilities [ANNEX A] | Course Plan (Syllabus) 2015

Leadership

This is a measure of the student’s ability to command that provides a corporate vision to his /

her team and thereby a clear direction on how the vision is to be realised. Good leadership

includes the ability to inspire and motivate others and to make sound decisions even if these

decisions are not popular.

Demonstrates the ability to command.

Provides a vision, a common sense of purpose and clear direction.

Displays courage and self-confidence.

Inspires, motivates and instils self-esteem in others.

Readily assumes increased responsibility.

Strives for continuous improvement and encourages the same from others.

Analytical Ability

This is a measure of the student’s ability to understand things and draw relevant conclusions.

The student is able to understand complex issues.

The student is able to identify key facts.

The student can relate the facts logically to the context and draw relevant conclusions.

The student is able to deal with a situation where many issues must be handled

simultaneously, in a timely manner.

Initiative

Students with initiative are able to act decisively without prompting from faculty. The student

who is an innovative thinker is able to think laterally and come up with new ideas and ways

of achieving them.

The student exercises flexibility of thought.

The student takes appropriate action without prompting.

The student can think laterally and introduce new concepts and ideas.

Standard of

Written

Presentation

This Q & C assesses how well the student can express himself / herself in writing.

The student writes in a flowing and understandable style.

The meaning of the written work is always clear.

The language used is varied and accurate.

The student uses the correct terminology in service correspondence.

Standard of

Verbal

Presentation

This Q & C assesses how well the student can express himself / herself orally.

The student speaks fluently.

The meaning is always clear.

The student uses the correct terminology.

Organisational

Skills

The student should be able to prioritise his / her work, either when acting as a member of a

team in syndicate work or organising their own private work.

The student plans tasks well.

The student demonstrates a clear sense of priorities; both in his/her own individual

work and in syndicate work.

The student always has the right tools for the tasks in hand.

Interpersonal

Skills

This covers the whole spectrum of the student’s personal relationships with others, including

their ability to work as a member of a team and their ability to lead and delegate when in

positions of authority.

The student co-operates well with others, irrespective of their different cultural,

religious or social backgrounds.

The student can modify his/her behaviour appropriately to the circumstances.

The student works well as a member of a team.

The student demonstrates authority when put in positions of responsibility.

The student is able to delegate effectively.

JCGSC 2015-2016 BALTDEFCOL RESTRICTED / WHEN COMPLETED

Course Plan (Syllabus) 2015 | JCGSC 2015-2016 Initial Report/Mid-Course Report/Interim Report [ANNEX B]

Rank: Name: SYN:

Assessment Grades:

Directive Leadership Fund & Components

International

Security

Environment

International

Law and Ethics

Allied Joint

Operations

Performance:

Additional responsibilities / activities:

Recommendations for IDP:

Syndicate Guiding Officer:

Date:

Student:

Date:

Course Director:

Date:


JCGSC 2015-2016 BALTDEFCOL RESTRICTED / WHEN COMPLETED

JCGSC 2015-2016 Student’s Exercise/Special Assignment Report [ANNEX C] | Course Plan (Syllabus) 2015

Rank and Name:

Country / Service:

Syndicate:

Student's Function during the Assignment:

Evaluator's Name:

1. General Performance and Profile to Date.

First line, sum up the student’s overall performance. If possible, quantify the student. For example, ‘Bob’s

performance during the exercise was exceptional and ranks among the best I’ve seen in my three years of service

at BALTDEFCOL.

Describe the student’s performance referring to the qualities assessed above.

Identify student’s strengths, followed by observation(s). ‘Bob’s briefing skills are superb – he was

commended during the mission analysis briefing by the Task Force Commander for his breadth of

knowledge and persuasive delivery.’

Identify areas requiring improvement, each followed by observation(s). ‘Bob needs to improve his

teamwork skills. Consistent active participation from each group member is essential in developing the

group dynamic, and would allow Bob to work and contribute more effectively towards a common result’.

Be honest and frank.

Incorporate observations from other directing staff, SMEs, etc.

2. Recommendations for Improvement.

Given the areas for potential improvement identified above, provide the student with some definitive ideas about

how he / she can improve.

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

Student’s Signature: ________________________________ Date: __________

Faculty Officer’s Signature: _____________________________ Date: __________

Director of Department’s Qualitative Review: ____________________________


Course Plan (Syllabus) 2015 | JCGSC 2015-2016 Final Report [ANNEX D]

General Performance and Profile during the Course:

If possible, quantify the student. For example:

‘Linas is my #1 student in the syndicate’.

‘Kadri displays the best leadership skills in my syndicate’.

The SGO pen picture should be holistic and stress the student’s strengths.

Recommendations:

Using a narrative style, articulate in what capacity (ideally, select no more than two) the student is best suited for

in future service.

Relate your recommendation(s) to his / her strengths and qualities.

Commanders / leaders of military units or organisations.

Staff positions within multinational operation or strategic-level HQ.

Senior instructors at national and / or international PME institutions.

Staff positions in national staffs.

Student’s Signature: _______________________ Date: _________________

SGO’s Signature: ________________________ Date: _________________

Rank and Name:

Country / Service:


JCGSC 2015-2016 Baltic Defence College/Diploma Supplement [ANNEX E] | Course Plan (Syllabus) 2015

This Diploma Supplement model was developed by the European Commission, Council of Europe and the United Nations

Educational, Scientific and Cultural Organisation-European Centre for Higher Education. The purpose of the supplement is to

provide sufficient independent data to improve the international ‘transparency’ and fair academic and professional recognition of

qualifications (diplomas, degrees, certificates etc.). It is designed to provide a description of the nature, level, context, content and

status of the studies that were pursued and successfully completed by the individual named on the original qualification to which

this supplement is appended. It should be free from any value judgements, equivalence statements or suggestions about

recognition. Information in all eight sections should be provided. Where information is not provided, an explanation should give

the reason why.

1. Information identifying the holder of the qualification

1.1 Surname

1.2 First name(s)

1.3 Date of birth

1.4 Student identification number

2. Information identifying the qualification

2.1 Name of qualification

Diploma

2.2 Main fields of study for the qualification

Joint Combined Operations, International Security and Law, Defence Planning, Leadership, Critical Thinking and Communication

2.3 Name and status of the awarding institution

Baltic Defence College

2.4 Language of instruction and examination

English

3. Information on the level of the qualification

3.1 Level of the qualification

The Joint Command and General Staff Course is at Military Professional Development Level Three

3.2 Official length of course

Forty-three weeks of residential study

3.3 Access requirements

Hold the rank of:

Army / Air Force/ Special Forces: rank of major (OF-3) or lieutenant colonel (OF-4).

Navy: rank of lieutenant commander (OF-3) or commander (OF-4).

Successful leadership experience at the OF-2 level.

Strong promotion potential.

Proficient in battalion / squadron-level operations with a strong understanding of combined arms.

NATO countries: Officer should hold a NATO Confidential clearance.

Non-NATO countries: Officer should hold a PfP Confidential security clearance.

Computer skills – proficiency in MS Windows, Word, Excel, and PowerPoint.

English language level 3333 (according to NATO STANAG 6001 or an equivalent test). A proficiency certificate should be

provided to the Registrar upon arrival.

Meet respective states’ armed forces physical and medical requirements.

4. Information on the contents and results gained

Course Plan (Syllabus) 2015 | JCGSC 2015-2016 Baltic Defence College/Diploma Supplement [ANNEX E]

4.1 Mode of study

Full time with residency

4.2 Course requirements

Full attendance of lectures and seminars; active contribution in syndicate works; submission of written assignments

4.3 Course details

Please see below

4.4 Grading scheme and, if available, grade distribution guidance

The grading scheme used by the course is A-F and Pass/Fail

5. Information on the function of the qualification

5.1 Access to further study

The qualification may be used for further post-graduate study in civilian educational institutions but is considered the terminal

course in the professional military education system of the three Baltic states (Estonia, Latvia and Lithuania)

5.2 Professional status

Graduate of a Military Professional Development Level Three military education course

6. Additional information

6.1 Additional information

N/A

6.2 Further information sources

For further information, please refer to the website of the Baltic Defence College: https://www.baltdefcol.org

Commencement of study: 10th August 2015

4.3 Course details (Modules and the grade obtained, whether summative or formative)

Module Title Grade Position in class* ECTS Credits

M11 Fundamentals and Components

M12 Allied Joint Operations

M13 Planning and Execution of Operations

M14 Crisis Response Operations

M15 International Study Tour

M21 International Security and Law

M31 Defence Management

M41 Direct Leadership

M42 Indirect Leadership

M51 Critical Thinking and Communication

ELE I

ELE II

ELE III

Termination of study: 16th June 2016 | Diploma in Joint Command and General Staff Course

5. Certification of the Diploma Supplement

[ Stamp here ]

Contact Details:

The Registrar

Baltic Defence College

Riia 12

51013 Tartu

Estonia

Email: [email protected]

https://www.baltdefcol.org/

mailto:[email protected]


JCGSC 2015-2016 Baltic Defence College/Diploma Supplement [ANNEX E] | Course Plan (Syllabus) 2015

6. Information about the Baltic Defence College

The Baltic Defence College is an international organisation established in 1999 by the ministries of defence of the three Baltic states –

Estonia, Latvia and Lithuania – to facilitate the pooling and sharing of their resources in professional military education at development

periods three (advanced) and four (senior). The college’s courses are considered to be the capstone of the Baltic States’ Combined Officer

Professional Development Programme.

Development Period 1 Development Period 2 Development Period 3 Development Period 4

Basic Junior Advanced Senior

Basic Officer

Training

Course

Specialist

Training

Captain’s

Course

AICSC

AISOC

NISOC

Joint Command and

General Staff Course

Higher Command

Studies Course

Defence Management Training

English Language Training

National Military

Academies

National Military

Academies

Baltic Defence College Baltic Defence College

Foreign Staff Colleges Foreign War Colleges

Lieutenant Captain Major Lieutenant Colonel Colonel/General

Tactical Operational Strategic

Qualifications

The Baltic Defence College, in keeping with its mandate – issued as a Memorandum of Understanding by the three Baltic States – provides

professional military education at the graduate and post-graduate levels through three different courses: a Higher Command Studies

Course; a Joint Command and General Staff Course; and a Civil Servants Course. All courses lead to diplomas, which are underpinned by

rigorous academic procedures. Students taking the Joint Command and General Staff Course can also opt for a higher tract, which

terminates in a master’s degree, awarded in conjunction with the Latvian National Defence Academy.

Quality Assurance

Academic standards at the Baltic Defence College are maintained by the college itself using a sophisticated range of quality assurance

structures comparable to those offered in civilian and professional military educational institutions elsewhere in the European Higher

Education Area. Standards are maintained through the use of grading matrixes and indicators, and external assessors. In addition

Supreme Allied Command Transformation (SACT) has accredited the Higher Command Studies Course as a North Atlantic Treaty

Organisation (NATO) course and has included it in the NATO Course Catalogue from 2008.

Credit System

In accordance with the Bologna Process, the Baltic Defence College utilises the European Credit and Transfer System (ECTS) for all

modules taught on its three courses, i.e. the Higher Command Studies Course; Joint Command and General Staff Course; and Civil

Servants Course. This enables accumulation and transfers between higher educational institutions within the European Higher Education

Area, should they wish to recognise each other’s qualifications.

7. Information about the Joint Command and General Staff Course

Aim of the Joint Command and General Staff Course

The aim of the Joint Command and General Staff Course is to provide professional military education focused on the operational level to

prepare commanders and general staff officers for joint, service, interagency and multinational environments to confront the complex

security challenges from Baltic and Euro-Atlantic perspectives.

Learning Outcomes

1. Understand and analyse the factors which shape the international system and how these affect Small/Medium States’ security

context.

2. Understand and analyse the use of military capability across the full spectrum of conflict in single service, joint, interagency

and multinational environments; and its practical application at the operational level.

3. Understand and analyse the principles of Defence Management in Policy, Capability and Resource development.

4. Apply dynamic leadership as a commander and in leading staff functions, nationally and internationally.

5. Apply research and problem-solving skills in the institutional and operational context within national and multinational

frameworks.

6. Apply communication skills required to be effective in the institutional and operational context within national and

multinational frameworks.

Admission

Military students must have received formal basic (junior) staff training, as well as education in combined arms tactics at battalion level

(PME II level or equivalent). Students must have attained an English language level 3333 according to NATO STANAG 6001 or an equivalent

test.


Course Plan (Syllabus) 2015 | JCGSC 2015-2016 Baltic Defence College/Diploma Supplement [ANNEX E]

Deliverable

Learning

Area/Module Date Assigned Date Due

Date of Grades /

Feedback to

Students

Department

M11 Fundament. &

Comp. Exam LA 1 30 SEPT, 2015 30 SEPT, 2015 9 OCT, 2015 OPD

M12 Allied Joint OPS

Exam LA 1 16 DEC, 2015 16 DEC, 2015 18 JAN, 2016 OPD

M13 Planning and

Exec. of OPS

Assessment Report

LA 1 14 JAN, 2016 04 MAR, 2016 11 MAR, 2016 OPD

M15 IST

Trip Journal LA 1 09 MAY, 2016 18 MAY, 2016 22 MAY, 2016 OPD

M21 International

Security

Environment

Take Home Exam

LA 2 12 OCT, 2015 06 NOV, 2015 16 NOV, 2015 DPS

M21 International

Law Exam LA 2 13 NOV, 2015 13 NOV, 2015 25 NOV, 2015 DPS

M31 Baltic Defence

Study’s Trip journal LA3 30 MAY, 2016 03 JUNE, 2016 10 JUNE, 2016 DOL

M31 Defence

Planning

Exam

LA 3 27 MAY, 2016 27 MAY, 2016 10 JUNE, 2016 DOL

M41 Direct

Leadership

Exam

LA 4 24 AUG, 2015 19 NOV, 2015 29 NOV, 2015 DOL

M42 Indirect

Leadership Exam LA 4 04 JAN, 2016 24 MAR, 2016 04 APR, 2016 DOL

M51 Preliminary

Essay LA 5 15 JULY, 2015 07 AUG, 2015 13 AUG, 2015 DPS

M51 Age of War

Essay LA 5 19 AUG, 2015 24 AUG, 2015 04 SEPT, 2015 DPS

M51 Argumentative

Essay Preliminary

Presentations

LA 5 11 SEPT, 2015 17 DEC, 2015 17 DEC, 2015 DPS

M51 Argumentative

Essay Presentations LA 5 11 SEPT, 2015

04-06 MAY,

2016 23 MAY, 2016 All

M51 Argumentative

Essay LA 5 11 SEPT, 2015 05 APR, 2016 23 MAY, 2016 All

Elective I - TBD TBD TBD Dean

Elective II - TBD TBD TBD Dean

Elective III - TBD TBD TBD Dean


Curriculum Flow / First Semester, AUG-DEC | Course Plan (Syllabus) 2015


Course Plan (Syllabus) 2015 | Curriculum Flow / Second Semester, JAN-JUN


Baltic Defence College | Riia 12 |51013 Tartu | Estonia

+372 717 6000 | [email protected]

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