Suchergebnisse

"Military operations are very often accompanied by various levels of stress.
This chapter aims to discuss the concepts and factors of stress and samhandling. The
main factors are social support, self-efficacy, resilience and hardiness, implicit coordination,
and character strengths. Individual factors are self-efficacy, resilience and
hardiness, and character strengths. Team factors are social support, team efficacy,
and implicit coordination. A model describing stress and samhandling, including
the above-mentioned individual and team factors and their relations, is introduced
and discussed. The conclusion is that four individual and two team factors are seen
as important if one wishes to counteract the effects of stress and increase both the
individual's and the team's ability to conduct samhandling when facing unforeseen
incidents."

"The purpose of this chapter is to discuss the importance of trust in military
samhandling. Trust serves as one of the main prerequisites for effective collaboration
(Kouzes & Posner, 2003). The Norwegian Armed Forces' (NAF) core business is
the planning and execution of military operations (Forsvarsstaben, 2014). One of
the main tasks of the NAF is to plan for the unexpected and, ultimately, for war. The
chapter further discuss trust in military leadership, and leadership and situational
awareness. Leadership as a social interaction process that builds trust is discussed,
and samhandling is seen in a military context. A basic "trust-based model" of samhandling
is introduced and viewed in terms of internal and external framework factors.
The chapter concludes that trust is still quite an open concept, and that trust
is essential for the effective accomplishment of military missions. The basic trust
model is an attempt to underline understanding of the importance of trust in a
military planning and leadership context."

Leading change in adult educational organizations is not frequently described in the leadership literature. The education sector in the Norwegian Armed Forces (NAF) is in the middle of an educational reform that requires major changes. More students, fewer teachers and new organization of the studies as well as requirements for an increasingly updated technological expertise may mean that it will be necessary to increase the use of digital teaching aids. However, this is not systematically communicated as part of the reform in the same way as new topics of study. From a teacher's perspective, the most important thing is to safeguard the quality of the education and ensure that important topics do not disappear in a reform. Therefore, one can well imagine that the focus on the purpose of change and the need for active participation is overlooked or not prioritized. Our focus in the process was largely the study content and some concern about the increase in the number of cadets. After completing the first courses in the new education, we were therefore quite surprised that the cadets were asked in the course evaluation whether digital aids had been used in the teaching, As a result, we were inspired to look more closely at what requirements were set and whether more exact plans had been prepared for the introduction of digitization of education as part of the reform process. Since the education reform in the NAF results in such a fundamental change, our perspectives may possibly benefit staffs at other colleges who are going to carry out major change processes. The main goal of this study was to investigate if or how the Norwegian Ministry of Education and Research's intention of digitization and its specific primary goals of learning and teaching trickle down through the hierarchies and into the study programs at the Norwegian Military Academy (NMA). To see if the Ministry's intentions were actually understood and realized, as our second aim we investigated whether we found the concepts of digitization or ...

Background: For military officers it is important to accomplish the mission and to take care of their personnel. The key to knowing how to challenge and support each individual in one's unit lies in leadership communication and in getting to know each one. Purpose of Study: To discuss the use of guidance as a tool for improving leadership communication skills in officers. Sources of Evidence: The Norwegian Armed Forces needs leaders who can act in their role and position. The challenge is to collect and share information, to create a common situational awareness, and hence to achieve an interaction with others that provides the desired efficiency in accordance with theNorwegian Armed Forces Joint Operational Doctrine. Main argument: The officer needs knowledge and skills in building good relations with others in their own unit. The Norwegian Military Academy teaches guidance as a communication tool in leadership development. This is facilitated through a five-day course in guidance. The interpersonal relationships create a sense of esprit de corps, that is, feelings of loyalty, enthusiasm, devotion to a group, and mutual trust. Guidance helps the officers to learn about themselves and others, their own reaction patterns and those of others, and gives them an understanding of relationships. Conclusion: Dialogue provides an opportunity to reflect on the professional and personal challenges and thoughts. The focus is on facilitating that the individuals being guided increase their will to reflect on their own thought patterns and emotions.

Abstract
This study investigated the moderating role of intrinsic motivation for military studies on the relationship between academic self-efficacy and change in perceived military competence. We present two concurrent hypotheses based on theoretical interaction effects of intrinsic motivation. Data from 245 cadets from three military academies revealed a positive relationship between self-efficacy and an increase in perceived military competence only for cadets with lower levels of intrinsic motivation. This suggests that, with lower intrinsic motivation, beliefs about one's capabilities to organize and take courses of action to attain certain goals may make a crucial difference in cadets' compliance to exert effort to increase their military competence. In contrast, self-efficacy seems less important for increased perception of military competence in cadets with higher intrinsic motivation. These cadets probably increase their military competence mainly as a result of the pleasure they gain when engaging in educational activities. Implications for theory and practice are discussed.

In the present study it was shown that both decision heuristics and social value orientation play important roles in the building of preferences. This was revealed in decision tasks in which participants were deciding about candidates for a job position. An eye-tracking equipment was applied in order to register participants' information acquisition. It was revealed that participants performing well on a series of heuristics tasks (availability, representativeness, anchoríng & adjustment, and attribution) including a confidence judgment also behaved more accurately than low performers in the fulfillment of the preference tasks. It was also established that the high performers were not as influenced by whether uncertainty was presented in terms of probabilities or in terms of frequencies as was the low performers. With regard to social value orientation the results revealed that decision processing differences were more systematic between cooperators and competitors than between cooperators and individualists. Also, the cooperators did not seem to attend more to proenvironmental goals than to profit goals in the evaluation of the candidates. Finally, it was shown that accountable cooperators invested more time in their decisions than those that were not accountable, and that no such difference was observed between accountable and not accountable competitors or individualists.

In an experiment, it was found that information acquisition format of the presented information affected both the nature of the preferences as well as the duration of depth of search and response latency. It was also found that participants attended more to negative than to positive information independent of whether their task was to select or reject alternatives. Finally, it was revealed that accountability lead participants to attend more to the information than if they were not accountable.

Research on preference reversals has demonstrated a disproportionate influence of outcome probability on choices between monetary gambles. The aim was to investigate the hypothesis that this is a prominence effect originally demonstrated for riskless choice. Another aim was to test the structure compatibility hypothesis as an explanation of the effect. The hypothesis implies that probability should be the prominent attribute when compared with value attributes both in a choice and a preference–rating procedure. In Experiment 1, two groups of undergraduates were presented with medical treatments described by two value attributes (effectiveness and pain-relief). All participants performed both a matching task and made preference ratings. In the latter task, outcome probabilities were added to the descriptions of the medical treatments for one of the groups. In line with the hypothesis, this reduced the prominence effect on the preference ratings observed for effectiveness. In Experiment 2, a matching task was used to demonstrate that probability was considered more important by a group of participating undergraduates than the value attributes. Furthermore, in both choices and preference ratings the expected prominence effect was found for probability.

In the present study it was shown that decision heuristics and confidence judgements play important roles in the building of preferences. Based on a dual-process account of thinking, the study compared people who did well versus poorly on a series of decision heuristics and overconfidence judgement tasks. The two groups were found to differ with regard to their information search behaviour in introduced multiattribute choice tasks. High performers on the judgemental tasks were less influenced in their decision processes by numerical information format (probabilities vs. frequencies) compared to low performers. They also looked at more attributes and spent more time on the multiattribute choice tasks. The results reveal that performance on decision heuristics and overconfidence tasks has a bearing both on heuristic and analytic processes in multiattribute decision making.