Maktlaben: et situasjonsbasert perspektiv på lederutvikling

Forfatterne presenterer en intim opplevelse fra lederutvikling ved Luftkrigsskolen. Bakteppet for undersøkelsen er at militært personell utfordres av sosialpsykologiske mekanismer og kan stå i fare for å miste seg selv i møte med andre grupper i krevende situasjoner. Dette utfordrer pedagogikken til å iscenesette aktiviteter der mennesket kan møte det uforutsette. Personellet må få erfaringer med vippepunktet der de mister seg selv, slik at de kan regulere de sosialpsykologiske mekanismene. Overraskende nok utforskes ikke denne kompetansen ved å bruke vanlige militære øvelser, men ved å bruke en case forbundet med kunstbaserte tradisjoner som teater, drama og spill. Forfatterne gjennomfører case «maktlaben», der deltakerne involveres i et spill om makt og tillit. Gjennom dette dannes det verdifulle erfaringer med psykologiske prosesser som depersonalisering, personalisering og mentalisering. Til slutt slår forfatterne et slag for erfaringens negativitet og den åpenhet for nye erfaringer som er muliggjort av selve erfaringen

God veiledning krever praktisk klokskap En studie av hvordan god veiledningspraksis utvikles blant veilederne på lederutviklingsprogrammet Base Camp ved Luftkrigsskolen

I denne avhandlingen vil vi sette søkelyset på betydningen av å drive kontinuerlig utvikling av veiledere ved lederutviklingsprogrammer. Denne empiriske studien er basert på analyse av kvalitative intervjuer av samtlige veiledere ved Luftkrigsskolens lederutviklingsprogram, Base Camp. Hensikten med studien er å bidra til å videreutvikle god veiledningspraksis, og vil forhåpentligvis kunne bidra til større forståelse for at veilederne ikke ensidig bruker en teknisk - rasjonell undervisningsmetode, men at man bør ha blikk for både den teknisk-rasjonelle, det teoretiske og abstrakte, og anvende dette med praktisk klokskap i utøvelsen av sitt arbeide.In this thesis, we will focus attention on the importance of conducting continuous development of leadership development coaches. This empirical study is based on the analysis of qualitative interviews of all supervisors at the Royal Norwegian Air Force Academy leadership development programme called Base Camp. The purpose of this study is to contribute to the further developing of good guidance practices, and hopefully contribute to a greater understanding that supervisors cannot unilaterally use a technical - rational teaching method, but should be aware of all the technical-rational, theoretical and abstract aspects and apply these with practical wisdom in the conduct of their work

Communication in Crises:How Dialogues Mediate Actions

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Learning in the force protection environment between international operations : Last-minute learning

This study considers learning in international military operations. It explores these questions: What are the obstacles to learning in a military context? How did these obstacles manifest themselves in contribution made by the Royal Norwegian Air Force (RNoAF) in Mali? How effective in overcoming these obstacles were the formal and informal learning processes that took place? And what does this tell us about how learning might be improved in a military context? Norway has supported the United Nations Multidimensional Integrated Stabilization Mission in Mali (MINUSMA) since 2013. The RNoAF contribution began in January 2016 and continued periodically until May 2021. The contribution consisted of a Hercules C130 transport aircraft with crew and other support personnel. The detachment from Norway consisted of approximately 60–70 women and men with backgrounds in various fields of expertise (aviators, navigators, cargo masters, technicians, security personnel, and other support personnel) required to execute the mission. Based on in-depth interviews of key personnel, this study looks at learning that took place among the various constellations of personnel from the force protection responsible for security during the operation. Much of the learning took place through last-minute efforts because of tight schedules and other pressing tasks. The study has resulted in a conceptual model for facilitating and better supporting the acquisition of knowledge through a continuous process rather than at the last minute. This will require top-down and bottom-up processes, both formal and informalpublishedVersio

Communication in Crises: How Dialogues Mediate Actions

Personnel from the armed forces, police, and health services are subject to split-second bias when interacting in crises, however, when it comes to communication and negotiations, deep knowledge about the dialogues is still unexplored. Our objective in this article is to achieve a better understanding of how emergency personnel use dialogue to mediate other peoples’ actions in critical situations, and how the new knowledge can help these professionals to increase their impact. Our research has been guided by the following research question: When in a crisis, how do emergency personnel’s utterances function as auxiliary stimuli to mediate other peoples’ higher-order thinking and voluntary action? Using a multiple case study design, emergency personnel from the armed forces, the police and the health services in Norway shared their experience from crises, encompassing three cases: (1) The Coaching in Crossfire, (2) The Axe Desperado and (3) The Still Face. Analysis of the qualitative data revealed the following findings, divided into five categories: (1) Unlocking Situations, (2) The Chain of Utterances, (3) The Impact of Auxiliary Stimulus, (4) The Mediation of Higher Mental Functions and (5) Renewed Volitional Action. We discuss our findings in the light of established perspectives associated with expertise, relations, emotions, and the Pygmalion Effect. Our research improves the knowledge on the potential of dialogue as a shared relational process, even when people are in a crisis situation. Thus, our research has practical implications for emergency personnel in relation to crisis management, as well as for human relations when a crisis suddenly occurs