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Why teaching comprehensive operations planning requires transformational learning
Swedish National Defence College, Department of Military Studies, War Studies Division, Sektionen för marina operationer (KV Marin).ORCID iD: 0000-0001-8073-5581
2015 (English)In: Defence Studies, ISSN 1470-2436, E-ISSN 1743-9698, Vol. 15, no 2, 175-201 p.Article in journal (Refereed) Published
Abstract [en]

This article argues that the method outlined in NATO’s Comprehensive Operations Planning Directive (COPD) manual is entirely based on systems theory and describes how to apply the principles for managing system change through comprehensive operations projects. Such systems thinking is based on conceptually different principles than traditional military planning methods. Students must therefore be provided with new conceptual tools to understand and handle the complex planning process outlined in the COPD manual. Thereto, they require knowledge of its founding scientific theories to meet academic standards. The concluding message is that military teachers and students must widen their individual mental frames of reference through a transformational learning process to obtain the comprehensive understanding required to fully manage the COPD process. Moreover, they need to prepare for facilitating dialogues in the less mature comprehensive operations planning teams of real-life situations.

Place, publisher, year, edition, pages
2015. Vol. 15, no 2, 175-201 p.
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Other Social Sciences not elsewhere specified
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URN: urn:nbn:se:fhs:diva-5747DOI: 10.1080/14702436.2015.1054629OAI: diva2:893037
Available from: 2016-01-11 Created: 2016-01-11 Last updated: 2017-01-04Bibliographically approved

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Lundqvist, Stefan
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