Satisfying functional requirements of military leadership be-comes possible by taking into account specific factors defin-ing the basic instances of a military organization, force gen-eration/ regeneration and the conduct of military operations. Major differences are plausible in the plan of effective exer-cise of leadership in all of the instances. These, noticed and identified, may be recovered from formative plans of training and development processes aimed at improving skills of mili-tary leaders.
The military leader is the central pillar of all military structures, whose functionalism is sustained and enhanced by the exercise of an effective leadership. Explaining the role and place of the military leader in an organizational context creates prerequisites for the identification of his/her action situations from an educational perspective. In this context it becomes necessary and useful to investigate the issue of the educational leadership on delimiting the conceptual framework, identifying the exigencies and forms of exercising the educational leadership, as well as the particularities of the educational leadership at the tactical level. From this approach, implications of habit-forming arise.
The evolutions in the theaters of operations have highlighted in the last decades a profound change of the realities in the sense of the increasingly obvious contouring of an enemy whose characteristics are specific to the social networking. Since the classic ways of action are inefficient under these circumstances, it became necessary to investigate and explain the new realities. In this context, military leadership acquires certain particularities that concern, on the one hand its essential foundations and, on the other hand, the actual ways they display at all hierarchical levels.
In recent decades, a new paradigm marks the conceptual transformation through which competencies take the place of objectives in education, in general and in training and professional development, in particular. It becomes necessary and useful to analyze the necessity, possibility and opportunity of focusing the instruction on competences. Thus they acquire, in an integrative way, the triple state of a referential system for quality and performance in the military actions, of the objective of the instructive-formative process, and of the result of learning.
The military leader is the central pillar of the military structures whose functionalism is sustained and enhanced by the exercise of effective leadership. Explaining the role and place of the military leader in an organizational context creates prerequisites for the identification of his/her action aspects, in situations specific to the military organization at peace or during war. On this basis, it is possible to outline the sphere of competences of the military leader from the point of view of the defining features of the reference level at which the leader exercises his prerogatives. The content of the competences and the correlations established in their integrated system are the basis for operational and formative investigations and substantiation
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