Military leadership : critical constructivist approach to conceptualizing, modeling and measuring military leadership in the Finnish Defence Forces

The purpose of the study was to illustrate the theoretical framework of the new leadership training program in the Finnish Defence Forces (FDF). This theoretical framework has served as a foundation for the current FDF leadership training curricula and it creates preconditions for leadership training practices at all levels of military education in Finland. Therefore this research is both descriptive and prescriptive. The framework is in accordance with the new leadership paradigm, and it uses the critical constructivist approach. The critical constructivist approach combines mind-centered, interaction-centered and experience-centered theories into one framework of leadership behavior. Depending on individual preferences, situational factors and the phase of the learning process, experiential, interactive and transformative learning methods can and should be applied. Although the practices of leadership training are not the focus of this study, the critical constructivist approach ensures that the frameworks, concepts and models presented here can optimally support learning and effectiveness of training. From the starting points of the new leadership paradigm, the following basic assumptions have been formulated: 1) there exists a phenomenon called "excellent leadership behavior"; 2) excellent leadership behavior can be modeled in any operational environment; 3) an efficient leadership training program with supplementary frameworks can be built around modeled leadership behavior; 4) leadership behavior can be credibly and reliably measured with a questionnaire constructed on the basis of the model following the principles of full range feedback and 5) the development of leadership behavior is based on the development of the capabilities of an individual, which is to be seen as a life-long process. The concept of military command is an attempt to justice to the complexity of thisc:iarge and multi-dimensional concept. Military leadership is a sub-concept of military command and leadership behavior, in turn, is a sub-concept of military leadership. The complexity of the concept of military command is caused by its variable operating environment. The changes in operating environment affect the balance of the respective sub-concepts, and maintaining an optimal balance is the key challenge of military leaders on all levels of leadership. "Leadership paradox" is a term that has been used in the literature in order to describe situations and perspectives in which this balance is missing. When all the theoretical elements and practical efforts are unified in a military organization, the result is a large-scale leadership training program. Because of its strong connection to the civilian education and leadership practices of the whole society, this kind of program is actually an educational system. ln order to function well, it has to be able to develop systematically according to the feedback information produced by an on-going evaluation process. Considering the modeling of excellent leadership behavior, a review of previous research suggests that the model and the respective questionnaire have to be constructed to fit the Finnish society and military culture. The model has to be supported by the larger frameworks. On the basis of previous research on transformational leadership and Finnish military leadership culture, the Deep Leadership Model (DLM) was formulated. The corresponding questionnaire is the Deep Leadership Questionnaire (DLQ), which is primarily a developmental feedback tool for individual leaders. The experiences, feedback and research concerning the application of the concept of deep leadership to military leadership training have been used for the evaluation and development of the whole leadership training program. The results of the empirical part of this study support the basic assumptions and the structure of the model. According to a confirmatory factor analysis that was carried out with EQS program, the structure of the DLM as well as the six-factor structure of leadership behavior are consistent with the data. Considering the reliability of the DLQ, the main concern is the controlling and corrective leadership (CL) factor. The analysis of overall validity did not reveal any serious threats to the applicability of the DLM. The review of individual leadership profiles suggest that the profiles generally progress towards deep leadership along leader selection, education, training and overall experience. This observation leads to the conclusion that the new leadership training program in the FDF does not have to change the organizational culture. lnstead, the task for the program is to set some basic standards and to enhance the positive aspects that already exist. On a level of scientific theory, aisa some elements and starting points for the constructive theory of leadership have been identified. On the level of theoretical frameworks, two essential frameworks have been defined and analyzed: 1. The general framework of leadership. 2. The constructivist framework for leadership behavior. On the level of concepts, several core concepts have been studied and defined: 1. The concept of scientific paradigm. 2. The concept of military leadership. 3. The concept of individual potential. 4. The concept of leadership behavior. On the level of models, two essential models have been created: 1. The conceptual model of military command. 2. The Deep Leadership Model (DLM), which has aisa been statistically tested. On the level of measurement tools, a tool for evaluating persona! leadership behavior has been developed and statistically tested. The tool - the Deep Leadership Questionnaire (DLQ) - has been built in an analogical process according to the respective models, concepts and frameworks. Thus I see my research as an entity, each part supporting the other elements (parts 1, 11, and 111) and on the other hand creating the basis for lower-level analysis in the hierarchy of the tools of science. 1 consider the results of the empirical part of my work to be important, but personally I think that even more important is the development of the meta-science of leadership and the effectiveness of the leadership training in the training system of the FDF. There are several needs for further research. ln methodology, the use of soft computing methods is a relevant challenge. Theoretically, it is be possible to formulate a constructive theory of leadership in which the concepts of learning and leadership tend to merge and coincide. This remains an inspiring challenge for the future. The new leadership training program should be studied from the point of view of scientific paradigms other than the new paradigm of leadership