Empowering Cadets: Professional-Business Games in Military Education

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TECHNOLOGY S U B J E C T
160
Abstract
The aim of the study is to develop a methodology for a professional-business game for the development of a cadet leader in professional training
courses (L-1B) of the tactical level of military education on the example of teaching the discipline “Combat use of military communication systems and
complexes”. After all, the most important prerequisite for the combat potential of the Armed Forces of Ukraine is a comprehensively trained officer-
leader, his consciousness, knowledge, skills, military-technical qualifications, creative and innovative activity, developed emotional and volitional
sphere of the psyche, beliefs, motivation, and ideals. The article summarizes the research on the state of development of a cadet leader in Ukraine.
In the context of a full-scale war, there is a need to strengthen the development of the personality of a cadet leader (a future officer of the tactical level
of military education). Today’s cadet-leader is tomorrow’s officer-leader, capable of integrating knowledge and solving complex problems in new or
unfamiliar environments with incomplete or limited information, being a leader and authority for the personnel. Therefore, the scientific and practical
task arises to consider aspects of the development of the personality of a cadet leader and to modernize the process of his development, for example,
in the courses of professional military education L-1B (tactical level of military education) in terms of the disciplines of the Department of Combat Use
of Communication Units. The periodization of cadets’ adaptation to the new educational space and service activities is considered, the optimal period
of leader growth is determined, and the mechanism itself is proposed. The article separately identifies the key tasks for the selection of academic
staff and admission to the educational process. The methodology of the professional and business game for the development of a cadet leader in
professional training courses (L-1B) of the tactical level of military education is developed on the example of teaching the discipline “Combat use of
military communication systems and complexes”. The scientific novelty of the work is the improved educational process of training and development
of a cadet leader in professional training courses (L-1B) of the tactical level of military education by reformatting group classes in the traditional format
into a professional business game for the positions of officers with the introduction of typical and atypical (force majeure) training tasks for cadets in
everyday activities in new or unfamiliar environments in the presence of incomplete or limited information.
Article Information
Submitted: December 07, 2023
Approved: December 26, 2023
Published: December 27, 2023
How to cite this article: Kozubtsov I. Methodology of the
Professional-Business Game for the Development of a
Cadet Leader in Professional Training Courses (L-1B) of
the Tactical Level of Military Education. IgMin Res. Dec
27, 2023; 1(2): 160-169. IgMin ID: igmin132;
DOI: 10.61927/igmin132; Available at:
www.igminresearch.com/articles/pdf/igmin132.pdf
ORCiD: https://orcid.org/0000-0002-7309-4365
Copyright license: © 2023 Kozubtsov I. This is an open
access article distributed under the Creative Commons
Attribution License, which permits unrestricted use,
distribution, and reproduction in any medium, provided the
original work is properly cited.
Keywords: Cadet; Leader; Professional military education
courses; L-1B; Tactical level of military education;
Professional-business game
Introduction
The most important prerequisite for the combat capability
of the Armed Forces of Ukraine and victory in the war is a
comprehensively trained officer-leader, his consciousness,
knowledge, skills, military and technical qualifications, creative
and innovative activity, developed emotional and volitional sphere
of the psyche, beliefs, motivation, and ideals. Therefore, the state
program for the development of the Armed Forces of Ukraine in
wartime places new demands on the system of training future
military professionals on the basis of leadership.
The problem of leadership in a military team has always been
highly relevant. Today, scholars who have studied it point out that
by his status, an officer is the formal leader of his unit, but this
is often not enough to effectively lead subordinates in a difficult
Methodology of the
Professional-Business Game
for the Development of a
Cadet Leader in Professional
Training Courses (L-1B) of
the Tactical Level of Military
Education
Igor Kozubtsov*
Doctor of Pedagogical Sciences, Professor, Professor of the Department of
Combat Use of Communication Units, Heroes of Kruty Military Institute of
Telecommunications and Informatization, Kyiv, Ukraine
*Correspondence: Igor Kozubtsov, Doctor of Pedagogical Sciences, Professor,
Professor of the Department of Combat Use of Communication Units, Heroes of
Kruty Military Institute of Telecommunications and Informatization, Kyiv, Ukraine,
Email: kozubtsov@gmail.com
Research Article

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environment that places additional demands on the professional
personal qualities of an officer. It is noted that in modern society,
there is a contradiction between the State’s need for highly qualified
officers capable of skillfully managing a unit and being leaders of
their teams and the real level of professional and personal training
received by graduates of higher military educational institutions.
Higher military educational institutions (HMEIs) have gained
some invaluable experience in training future military specialists
in the conditions of war, but it needs further improvement and
put forward new tasks for scientific and pedagogical staff and
commanders to ensure the training of cadets on the basis of
leadership development [1,2]. Currently, there are three main
areas of leadership concepts [3]:
1. Concepts that substantiate the superiority of the factor of
personality traits.
2. Concepts in which the situation is considered the decisive
factor.
3. Concepts that combine personality and situational factors.
The vast majority of the training time (75% - 85% of the total
training time budget) is spent in study groups. The manifestation
of individual leadership traits is most pronounced when studying
at the age of 17-25. The more closely the leadership characteristics
of each cadet are studied, the more productive the pedagogical and
educational work is.
The knowledge of the individual potential capabilities of
cadets by the cadet unit commander and teachers allows them to
implement and predict personality-oriented training, to achieve
maximum results in the service and educational activities of the
future officer-leader - defender of the homeland. The approved
Doctrine of Military Leadership Development in the Armed
Forces of Ukraine [4] reflects the system of views on military
leadership in the Armed Forces of Ukraine, the basic principles of
its development, standards, levels, values, virtues, character traits,
and basic competencies of military leaders, but does not provide
a clear methodology or recommendations for teachers to take
practical action.
Analysis of research and publications
In the course of the study, the scientific literature on the
subject of research - the study of theoretical approaches to the
development of a leadership personality - was analyzed by the
method of historical analysis and generalization.
For example, in [5], V. Telelym and Yu. Prykhodko revealed
a complex dependence of leadership in military education in
NATO countries and its impact on the state’s defense capability,
and therefore a promising direction for improving the training of
military specialists depending on modern forms and types of armed
struggle [6]. These dependencies have prompted the study of the
peculiarities of the development of military education on the basis
of leadership [7]. After all, education is the main investment in the
development of human capital in the security and defense sector
of Ukraine [8], and the formation of the personnel potential of the
Armed Forces of any country on the basis of leadership qualities is
the key to military and professional management [9,10].
Paper [11] for the first time substantiates a model of training
specialists for the Air Force adapted to the realities of hybrid
warfare. At the same time, a comparative analysis of the educational
programs of the education and training systems of educational
institutions of NATO member countries confirmed the existence of
national differences [11, p. 21]. Officer training includes vocational
education and professional training in a combination of formal
and non-formal education. Vocational training is divided into
two subsystems: vocational training and professional competence
development. Vocational training has the same structure as in
NATO educational institutions.
A study under the scientific guidance of D. Viter [12] focused
on the search for promising areas of professionalization and
leadership in military education. Further research [13] modeled
the process of developing military education in Ukraine in the
direction of integration with NATO. According to the authors, a
significant increase in the combat capability of the Armed Forces
of Ukraine will be achieved [14]. To regulate at the legislative level
the process of development of the military education system in
Ukraine, based on the standards and approaches adopted in NATO
member states, it is necessary to amend the existing legal acts of
Ukraine [15].
The chosen course of Ukraine’s accession to NATO, and thus
the need to reform the system of higher military education in
line with NATO member states, is evident in a study under the
scientific guidance of the Director of the Department of Military
Education and Science of the Ministry of Defense of Ukraine [16]
to substantiate a promising model of the military education system
of Ukraine. According to the authors, the proposed model ensures
the implementation of the standards of education and training of
NATO member states in the national military education system.
The advantages of the proposed model of military education
in Ukraine are determined through the indicator of acquiring
operational capabilities of the Armed Forces of Ukraine and the
successful fulfillment of their tasks.
The results of the comparative analysis of training systems in
NATO educational institutions and the training system in NATO
member states presented in [17] have become a vector for the
development of the system of professional military education in
Ukraine in the context of acquiring operational planning skills by
officers according to NATO standards.
Highlighting aspects that are understudied
As can be established for the period of time 2012-2021,
researchershaveproposedpromisingfundamentallynewmodelsof
the system of higher military education, which are gradually being
implemented by the Department of Military Education and Science
of the Ministry of Defense of Ukraine. To assess the effectiveness
and the level of ideality (compliance) of the result with the stated
benefits in the military education system, it is necessary to have
an adequate feedback system. The role and place of feedback in
the system of change management of military education is not

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overstated and is conditioned by the need to transfer from the
current state to the required (desired) state under the influence of
certain factors of the external and internal environment.
Thus, the training of officers in NATO educational institutions is
aimed at acquiring exclusively military professional competencies
through leadership courses (L1-L4) without reference to a specific
position but linked to military ranks. The uniqueness of the officer
training system in the Republic of Latvia, Lithuania, and Estonia
is that in addition to leadership L-courses, there are specialized
advanced training courses that provide for the acquisition of
a military specialty or qualification and help to improve the
performance of their duties [18, p. 31]. Unlike NATO educational
institutions, Ukrainian military universities have already
introduced training for officers with national characteristics.
This difference lies in the inclusion of the basic training courses
L-1A and L-1B in the educational and professional program of
bachelor’s and master’s degrees in civilian fields of knowledge
[19]. After successful completion of the training, the graduate will
be able to occupy primary positions (platoon commander, deputy
company commander). Before being appointed to the position
of company commander, an officer must complete the L-1C
(company) professional education course at a military university.
Subsequently, professional military education of specialists
is carried out at the L-2 course at the military higher education
institution and at the Ivan Chernyakhovsky National Defense
University of Ukraine at the L-3, L-4, and L-5 courses.
However, at present, the development of a methodology for a
professional-business game for the development of a cadet leader
in professional training courses (L-1B) of the tactical level of
military education based on the preliminary results of a hybrid war
is not yet resolved.
The aim of the study is to develop a methodology for a
professional business game for the development of a cadet leader in
professional training courses (L-1B) of the tactical level of military
education on the example of teaching the discipline “Combat use of
military communication systems and complexes”.
The purpose of the educational program of the course of
professional military education (professional course of tactical
level L1B) is to train personnel for primary positions of tactical level
officers in the specialty of information systems and technologies,
specialization of automated control systems for troops and
weapons.
Purpose of the article
The purpose of the article is to test the developed methodology
of a professional-business game for the development of a cadet
leader in professional training courses (L-1B) of the tactical level
of military education on the example of teaching the discipline
“Combat use of military communication systems and complexes”.
Objectives (goals) and research methods
To achieve this goal, the following tasks were set:
1. To analyze current research.
2. To substantiate new solutions.
The basic tools of scientific research were used to
achieve the goal:
Stage 1: Methods of theoretical historical analysis and
synthesis of scientific literature (including from Internet sources
by keywords) on the research topic to determine the level of
development of the topic, which aspects have been studied, and to
identify aspects that are insufficiently studied;
Stage 2: The method of synthesizing individual fragments
and ideas - to develop a methodology for a professional-business
game for the development of a cadet leader in professional
training courses (L-1B) of the tactical level of military education
on the example of teaching the discipline “Combat use of military
communication systems and complexes”.
For this purpose, it is proposed to organize group classes in
the discipline “Combat use of military communication systems and
complexes” in the form of a professional business game, taking into
account scientific approaches to teaching, namely: competence-
based (N. Avdeieva, N. Bibik, O. Didenko, E. Zeer, I. Zimnya, V.
Kraevskyi, A. Markova, L. Mitina, O. Ovcharuk, L. Petrovska, O.
Pometun, J. Raven, I. Rodigina, H. Selevko, O. Savchenko, S.
Sysoieva, A. Khutorsky, etc.); activity (L. Vygotsky, P. Halperin, V.
Davydov, I. Kozubtsov, A. Leontiev, V. Shadrykov, V. Yudin, etc.);
cultural (V. Artemov, V. Balabushevych, O. Didenko, A. Gursky, N.
Zamotaieva, I. Kozubtsov, L. Petrenko, Y. Khlaponin, and others);
psychological support for the development of leadership qualities
of future officers (N. Agayev, O. Kokun, I. Pishko, N. Lozinska, M.
Herasymenko, V. Tkachenko [20]).
The personality-oriented approach to training is revealed
in the works of (K. Abulkhanova-Slavska, G. Ball, I. Bekh, S.
Goncharenko, V. Davydov, I. Ziayun, V. Kraevskyi, V. Moliako, A.
Petrovskyi, V. Rybalka, K. Rogers, O. Savchenko, etc.) However,
when introducing a personality-oriented approach in the
professional training of future officers of military management of
the tactical level [21], the development of leadership qualities of
future officers was not in the field of view, since the subject of the
study is the model and professional and pedagogical conditions
for the introduction of a personality-oriented approach to the
professional training of future management officers in the process
of studying rubber
In order to diagnose the formation and development of cadets’
leadership qualities, the criteria and indicators of leadership
qualities are substantiated. They are grouped on the basis of an
expert study of the opinion of officers (150 experts with different
lengths of service), and ranked by the level of importance of the
officer’s leadership qualities [3]. These qualities (indicators)
include sociability (84%), purposefulness (82%), responsibility
(79%), perseverance (74%), motivation to succeed (73%), balance
(65%), prudence (63%), compromise (57%), empathy (49%),
positive self-esteem (47%), self-confidence (43%), sincerity (41%),
determination (40%), developed intuition (35%), sensitivity
(32%), risk-taking (innovation) (28%), and criticality of self and
others (26%).
The following set of values, qualities, and skills of a future

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officer as a leader is defined: patriotism, loyalty, respect, reliability,
obligation, responsibility, dedication, perseverance, courage,
determination,honesty,decency,personalmotivation,competence,
corporate identity (commitment to the officer’s profession),
sociability, flexibility of behavior, intelligence, erudition,
spirituality, high level of culture and etiquette, professionalism
(consists of the development of some types of cadet’s thinking
that can be conditionally called critical, creative, adequate, ethical
thinking based on his military-specialized knowledge, skills and
abilities, psychological and pedagogical competence, humanistic
orientation, psychological and pedagogical abilities, technical
competence - knowledge of weapons and military equipment and
the ability to use it, tactical competence - knowledge and ability to
manage combat.
Stage 3: Generalization - to formulate conclusions and
recommendations on the feasibility of further research.
Stage 4: The method of analytical and comparative analysis
- in assessing the level of scientific novelty of the research result.
Reliability and accuracy of results
The reliability of the research results is ensured by the
correctness, logic, and consistency of the use of scientific research
methods; a reasonable choice of basic assumptions and limitations
taken as a starting point in the formulation of partial scientific
tasks; use of modern, proven scientific and methodological
(mathematical) apparatus, correct selection of the general and
partial indicators of the criteria used, as well as the model used.
The reliability and validity of the conclusions and
recommendations are confirmed by the results of modeling
pedagogical phenomena and processes; and the results of
the proposed psychological, pedagogical, and organizational
solutions; the results have a clear scientific interpretation and do
not contradict known (published) data.
Limitations in the application of the results
It is important to eliminate any potential biases due to the focus
on the Ukrainian context, which will provide a more balanced view
of the problem. Therefore, the use of the results in other countries
may be considered as one of the possible options at the stage of
preliminary analysis.
Terms and definitions
Leadership is a social phenomenon that contributes to the
achievementofgroupgoalsattheoptimaltimeandwiththegreatest
effect. It is the ability to influence the behavior of individuals or
organizations with values and character traits that meet the goals,
and external and internal needs of the social group as a whole.
Military leadership is the purposeful influence of military
personnel of various categories in everyday, service, training, and
combat activities, as well as in disorderly (non-standard, critical)
situations on the personnel by maintaining trust and respect,
setting goals, directing them to achieve them, ensuring discipline
and motivation to perform assigned tasks and improving the
Armed Forces of Ukraine as a social institution.
Results and discussion
The study of the characteristics of the cadet and the
educational team is carried out in compliance with a number of
pedagogical conditions [22], the main of which are subordination
of the learning process of the personality of the student and the
military team to improving the quality of training and education;
improving the management of their educational, cognitive, and
service activities; studying should be consistent, systematic, and
purposeful in all types of cadets’ activities, during days and hours
of rest, in the military university and beyond; it is necessary to
study both the individual personality traits of the cadet and his/
her personality as a whole, and the educational team as a single,
cohesive, purposeful, and developing organism.
During the period of studying at a military educational
institution, significant changes occur in the system of interpersonal
relations of cadets. The formation of the primary military team is
usually completed during the first year of study. Relationships
between cadets become established and stable. This process is
undoubtedly influenced by the stability of an individual’s stay in
the same study group. The same cadets share military service, life,
and leisure time. All of this, together with isolation from family,
relatives, and friends, creates the prerequisites for the constant
influence of the team on the formation of the individual.
At this stage, the requirements for a personality as a future
officer usually change. If during the selection period for the HMEIs
and the first months of study, the most important in the cadets’
collective knowledge is the knowledge of the specifics of military
service,inthesecondyearitgiveswaytogeneralerudition,scientific
and technical outlook, learning abilities, reasonable initiative, and
individual leadership. Self-affirmation in this situation serves as
one of the most important social and psychological stimuli for
personal development. It encourages active self-assessment,
setting specific self-improvement goals, and striving to fulfill them.
The cadets’ motives for self-affirmation include achieving high
results in studies, sports, and camaraderie.
All of this creates favorable objective and subjective
prerequisites for the inclusion of cadets in the active educational
process and service with positive consideration of the specifics
of the HMEIs. At the same time, in the process of organizing
educational work and service activities, it is important to find the
optimal combination of collective and individual forms of work for
cadets, both in the classroom and in extracurricular time [23]. So
that each of them has the opportunity to fully demonstrate their
leadership skills and develop the qualities that will be necessary
for them in the performance of military and professional duties in
the future.
The period of stabilization, which is usually characteristic of
the third and fourth years of study, is important in the formation of
a cadet’s leadership personality. It is characterized by a general rise
in the tone of cadets’ lives and stabilization of interest in learning
and military service. This period is manifested in overcoming
difficulties, strengthening the acquired professional competencies,
their qualified application in various forms of educational work,
and objective self-assessment of the accumulated experience

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of study and service. It is during this period that professional
leadership courses are rational.
The instructor should patiently but reasonably assist cadets in
overcoming difficulties and mistakes, and intensify self-education.
Military internships, practice, and tactical exercises play an
important role in solving these problems, as they are a real school
for testing the military and professional readiness of each cadet
[24].
Intensivetraining,anddeepmasteryofthesystemofknowledge,
skills, and abilities related to future professional activities - this
is what primarily defines this period. In the III-IV years of study,
the importance of cadets’ independent work, which is searching
and research-based and characterized by the ability to master the
material independently, increases significantly. During this period,
it is rational to involve cadets in research work carried out at the
departments within the framework of the cadets’ research work.
Analyzing the ways of developing independent, productive
thinking, forming methods of search and creative activity, military
pedagogy emphasizes that in the senior years of study, for the
most part, educational work with cadets should be built as an
independent search for unreported aspects of the problem [25].
Equipping cadets with active forms of self-education will greatly
contribute to the improvement of their cognitive activity, the
development of research competencies, and the ability to navigate
a huge flow of information.
Teachers’ management of cadets’ self-directed learning is
combined with their self-control and self-organization, which
together contribute to the formation of cadets’ creative abilities
and will allow them to develop the necessary soft skills required in
their future professional activities.
In the scientific, pedagogical, and psychological literature
[26], leadership abilities are understood as personality traits that
determine not only the success of mastering military professional
competencies but also the solution of problematic tasks and
situations in a new optimal way.
Leadership qualities are the personal qualities that ensure
effective leadership - individual-personal and socio-psychological
characteristics of a personality that influence a group and lead to
the achievement of a goal. However, as numerous studies have
shown, there is no “universal” set of leadership qualities for all
cases [26].
On the basis of an informal questionnaire survey of graduate
cadets and teachers, we identified the main reasons that impede
the development of cadets’ creative abilities, which are listed in
Table 1 in ranked order.
The analysis of the table shows the validity of the main reasons
thatimpedethedevelopmentofcadets’creativeabilities,asteachers
and cadets have indicated many of the same reasons. The passivity
of a certain part of the teaching staff, whose personal exemplar in
creativity is exceptionally high, is particularly worrying.
At the same time, the vast majority of teachers and commanders
of cadet units work actively and creatively.
Long-term research in this area has allowed us to identify
the following main forms of work of officers: conducting training
sessions using an active, intensive methodology with the use of
various technical means of training;
 Setting and solving problematic tasks and situations;
 Conducting various types of professional business games;
 Conducting brainstorming sessions;
 Supervision of scientific and creative works of cadets, study,
and generalization of their patent search, rationalization,
and inventive work; conducting experimental research;
 Management of military scientific clubs;
 Creation of a scientific, cultural, and sports center in a
military university, which includes various creative clubs
and sports sections; theater and poetry clubs.
 In all forms of work, an indispensable condition for success
is:
 Providing cadets with greater independence and freedom in
creative manifestations;
 Comprehensive support and positive evaluation of
reasonable initiative and creativity of cadets;
 Strengthening the stimulation of creative work; study,
generalization, and implementation of best practices in
creative activity.
Let us consider how to strengthen the need to develop a
cadet’s leadership personality in the course of cadet training on
the example of the Department of Combat Use of Communication
Units.
Table 1: The main reasons that hinder the development of cadets' leadership skills.
The main reasons that hinder the development of cadets' leadership skills
According to cadets According to teachers
1. Lack of free time. 1. Low level of school education.
2. Lack of interest in creativity, no one
needs it.
2. Underdeveloped creative abilities.
Inability to work independently. Lack
of skills and abilities, aptitude for
creativity.
3. Social insecurity. Lack of support from
commanders and teachers. Dependence
on commanders (superiors) who are
"always right".
3. The system of education:
"regimented", overloaded with
academic and official work.
4. Moral dissatisfaction, not seeing the
results of their work.
4. Futility of creative efforts. Few
people appreciate the creative work of
a future officer.
5. Lack of desire. Indifference, personal
laziness. Unwillingness to create
unnecessary difficulties for yourself.
5. Personal unwillingness and
disinterest in taking initiative and
creativity.
6. A large number of outfits. 6. Lack of free time.
7 Lack of freedom of action and
independence.
7. Poor sense of perspective.
8. Overload of the curriculum, a lot of
reporting, and a large amount of tasks for
independent preparation.
8. Lack of proper stimulation of the
cadet's creative work and efforts to
develop it by the teacher.
9. Many unannounced events and
inductions. Inability to plan your working
time in practice.
9. Lack of experience in the military
professional field of activity. Initiatives
are not taught much.

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The concept of the development of the HMEIs of Ukraine
[15] envisaged in the new model of training in higher education
institutions [16] the courses of professional military education
L-1B (tactical level of military education) [27].
Duringhighereducationundertheeducationalandprofessional
bachelor’s degree program in higher education institutions
in various specialties, including the so-called civilian fields of
knowledge, the L-1B tactical level professional military education
courses prepare individuals for military service as junior officers.
The professional course of tactical level of professional military
education (L-1B) prepares persons for primary officer positions
in the relevant military specialty (group of military specialties)
according to the procedures of planning and military decision-
making. Such training allows the graduate to hold the primary
positions of platoon commander and deputy company commander.
The main driver of the process of mastering knowledge is its
practical application. Often, cadets experience serious difficulties
in the practical application of knowledge. It is important to
teach cadets how to apply knowledge in practice, and to develop
techniques for combining mental and practical actions. To do this,
it is necessary to create conditions for cadets to be convinced in
the course of classes at the tactical level of professional military
education (L-1B), for example, in the discipline “Combat use
of military communication systems and complexes” that the
theoretical knowledge obtained at technical departments is the
basis of their practical activities and to provide specific material
for the conscious assimilation of theoretical knowledge, which is a
prerequisite for mastering it. The involvement of cadets in learning
activities follows the idea of [28] based on the methodology of
teaching a business professional game “cadets performing duties
in the relevant officer position” [29]. The instructor acts as a
mentor-director and creates typical and atypical (force majeure)
learning tasks for cadets from the daily activities of an officer. Such
training activities help enrich their social and moral experience
and foster a sense of high responsibility, which helps cadets to
properly combine public and personal interests and forms the
basis for discipline, activity, and leadership initiative.
This is also important because, in the senior years of study, the
requirements for the individual imposed by the team emphasize
social activity and the degree of dedication to the common cause.
Development (training) of cadets’ leadership skills. The
leadership development training program should be built as a semi-
standardized program, which allows for a more flexible response to
changes in the situation during group work and adaptation to the
characteristics of different groups.
Training objective: to develop leadership skills of future
officers.
Training objectives:
1) Mastering the knowledge of the essence of leadership
qualities and the peculiarities of their manifestation by the training
participants;
2) To determine the level of development of their own
leadership qualities by means of diagnostic methods;
3) Development of leadership qualities of the training
participants.
Here is an indicative plan of positions (roles) during a
professional business game in the course of the discipline: Combat
use of military communication systems and complexes of the
professional military education course (professional course of
tactical level L1B). The formalized form is presented in Table 2.
In the extracurricular time, cadets are encouraged to master the
duties of officers.
The teacher turns into a mentor-director, creating typical
learning tasks for cadets. Such educational activities help enrich
their social and moral experience and foster a sense of high
responsibility, which helps cadets to properly combine public and
personal interests and forms the basis for discipline, activity, and
leadership initiative.
Undoubtedly, the new model of officer training also requires
higher requirements for academic staff. Teachers at HMEIs are
not formal performers. At each lesson, they should see not just an
ordinary cadet, but a specific future officer.
Modern teachers of HMEIs are role models for cadets who will
become such in the future [30].
Teachers should treat each cadet with respect and never raise
Table 2: Formalized job description for tactical command officers.
Position in the game Military rank
Name and
surname
Score for each
leadership
criterion
Battalion Commander
Lieutenant
Colonel
Chief of staff Major
Officer on duty
Lieutenant
(Senior
Lieutenant)
Assistant to the unit Duty Officer Lieutenant
Company #1
Company Commander #1 Captain
Deputy Company Commander
for weapons
Senior
Lieutenant
for moral and psychological
support
Senior
Lieutenant
Platoon Commander #1 Lieutenant
… … …
Company #N
Company Commander # N Captain
for weapons
Senior
Lieutenant
for moral and psychological
support
Senior
Lieutenant
… … …
Platoon Commander #M Lieutenant

DOI: 10.61927/igmin132
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their voices. Raising your voice and insulting cadets is a clear
indication of personal disrespect and moral weakness of the
teacher. Such teachers do not meet the requirements of the model
of modernized HMEIs [31].
Recently, the process of rejuvenation of the academic staff has
been taking place in the military academies, due to a significant
reduction in the requirements for candidates for vacant academic
positions with a fictitious priority for officers with war experience.
First, all officers with war experience must undergo advanced
training through adjunct positions or refresher courses on
methodological skills before starting teaching.
Secondly, a system of organizing classes for such novice
teachers should be created, which includes a comprehensive
program of professional development.
Thirdly, organizational and methodological guidelines for
training novice teachers should be developed, the topics of classes
with them in HMEIs be approved, and annual meetings at the
beginning and end of the academic year should be planned for
their formation period (up to two years).
Among the defined tasks, the professional and motivational
selection of officers as candidates for teaching and their
professional development through postgraduate studies remains
dominant [32].
In order to encourage teachers to work on themselves, it is
necessary to periodically practice the assessment of their scientific
and pedagogical activities and personal qualities. In order to
improve their methodological skills, it is planned to create an
educational and methodological complex in HMEIs, which would
include a methodological room, and a lecturing room, which
would provide practical assistance to teachers in mastering new
pedagogical technologies of teaching and upbringing.
The whole complex of these requirements contributes to
strengthening the role of professional training of security and
defense sector officers for management activities through a high-
quality system of teaching by scientific and pedagogical personnel.
As can be clearly seen from Table 3 the following learning
methods are the most accepted for the formation of knowledge:
didactic games; practical training; teaching others (mutual
learning) and independent work [28].
Assessment and feedback mechanisms are essential
components of effective teaching in higher education and are
continuously monitored [33].
Independent work is the main means of mastering educational
material in the time free from standardized educational classes,
that is, lectures and practical classes (auditory work). During
independent work, students should pay attention to work on
processing and studying the recommended literature; preparation
for discussions and other tasks proposed by the teacher; work on
an abstract individual research project, etc.
Thus, the department’s innovation should be “interesting and
easy to learn - professional and easy in modern hybrid combat!”
[34].
Diagnostic apparatus. So, based on [3], we have identified the
need for officers to have leadership qualities, and approaches to
determining the list of leadership qualities of a personality, and we
will distinguish 5 components (criteria) and indicators, Table 4.
It should be noted that the general structure of the leadership
qualities of a future officer must also include a professional
component, which was not included in the psychological structure
we have defined because its content goes beyond the possibilities
of diagnosis and development by psychological means.
Scientific novelty of the work
The educational process of training and development of a cadet
leader in professional training courses (L-1B) of the tactical level of
militaryeducationhasbeenimprovedbyreformattinggroupclasses
Table 3: Comparative characteristics of different teaching methods.
Teaching methods
Solved tasks
form develop
gaining experience
knowledge skills thinking memory language
Verbal
(lecture) 5% ++ – – – ++
reading 10%
listening 20%
Visually
Work with multimedia (audiovisual) 20% + ++ + + –
Viewing the drawing 30%
Demonstration 30% + + + ++ –
Video viewing 50%
Practical
Working with a book (reading) 10% + + + + +
Educational discussions 50% ++ – ++ + ++ ++
Didactic games 70% ++ – ++ + ++ ++
Practical training 75% + ++ ++ + – ++
Teaching others is the application of what
has been learned
90% ++ – ++ + ++ ++
Independent work 80% ++ ++ ++ + +
Oral and written control ++ – + + ++
Note: Note: ++ – solve very well; + – solve partially; – – solve poorly.

DOI: 10.61927/igmin132
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ISSN
in the traditional format into a professional business game for the
positions of officers with the introduction of typical and atypical
(force majeure) educational tasks for cadets on everyday activities
in new or unfamiliar environments in the presence of incomplete
or limited information. The new scientific result obtained in the
work expands the scientific boundaries of pedagogical sciences in
the field of education, namely in the development of a methodology
for the teacher’s work in the implementation of the process of
forming a cadet leader of the tactical level of military education
in professional training courses (L-1B) in a hybrid war. This
expansion takes place in the unity of the philosophy of education
and the theory and methodology of vocational education.
Prospects for further research
The theoretical results obtained in the process of scientific
research form the basis for further study, and the results can be
used to improve the methodology of teaching cadets through
professional business games.
Thus, it is advisable to organize a scientific and pedagogical
experiment in a professional course of the tactical level of
professional military education (L-1B), in the discipline “Combat
use of military communication systems and complexes” on the
basis of leadership in education (joint activities of teachers and
cadets) instead of the traditional form of organizing group classes.
The cadet should feel that he is a future officer, and training is
a way to turn the acquired theoretical knowledge into primary
practical experience. The department’s innovation should be
“interesting and easy to learn - professional and easy in modern
hybrid combat”!
The methodological basis for further research is the approach
proposed by the author [35] to the formation of feedback on the
level of graduate professional competencies and professionally
important qualities based on the results of his/her service in
the troops (forces) in the form of a review. This is due to the
requirements for the model of the system of collecting and
processing information on assessing the quality of military
education [36], which is correct to consider for the level of
leadership skills. The technological aspects of building a system
for collecting and processing information on assessing the quality
of education of graduates of higher education institutions based on
the results of their service are defined in [37], and the features of
its use in assessing the quality of military education in the NATO
armed forces in [38].
Practical aspects of implementation
The practical aspects of implementation are to develop a
teaching methodology for a professional course at the tactical level
of professional military education (L-1B), which is based on the
transition from teacher-centered to student-centered learning.
The success of instructors and the achievement of good learning
outcomes by cadets depend on the quality of cadet engagement in
the discipline being taught. This involvement can be superficial,
also called the “surface approach”. With this approach, the cadet
receives partial knowledge from the information provided by the
teacher, making minimal effort to obtain a positive assessment of
his knowledge. A successful officer-leader is one who can apply
theoretical knowledge to practical problems in organizing the
combat use of communication units. It is these abilities that not
only the instructor but primarily the customer wants to see. This
approach to training requires high-quality, structured learning
outcomes. It is called the “deep approach and it gives students a
sense of satisfaction from learning and a deep understanding of
the discipline. The choice of the teaching approach by the teacher
depends on the understanding of the content.
Conclusion
Leadership skills are the personal qualities that ensure effective
leadership. However, there is no “universal” set of leadership
qualities. The success of a group member’s development as a
leader depends on his or her ability to demonstrate the necessary
qualities (including skills) in appropriate situations.
Specific features and requirements of military activities
necessitate the purposeful development of leadership qualities
in future officers, starting from the period of their training in a
higher military educational institution. In the process of military
professional selection of cadets, it is necessary to take into account
the need for personal qualities that are a prerequisite for the
formation of such qualities.
The developed psychological structure of leadership qualities
of a future officer consists of 5 components:
Table 4: Psychological structure of leadership qualities of a future officer.
№ Component (criterion) Leadership qualities (indicators)
1 Communicative and organizational
1.1. Communication skills
1.2. Persuasiveness
1.3. Tactfulness
1.4. Diplomacy
1.5. Empathy
1.6. Flexibility
1.7. Developed language skills
1.8. Developed organizational skills
2 Emotional and volitional
2.1 Purposefulness
2.2. Perseverance
2.3. Determination
2.4. Self-confidence
2.5. Demandingness
2.6 Self-control
2.7. Stress resistance
3 Motivational
3.1. Motivation for leadership
3.2. Motivation to succeed
4 Mental
4.1 Speed of thinking
4.2. Logicality
4.3. Creativity,
4.4. Insightfulness
4.5. Ability to make predictions
4.6. Ability to generalize
4.7. Criticality
4.8. Prudence
5 Personal
5.1. Activity
5.2. Initiative
5.3. Obligation
5.4. Reliability
5.5. Responsibility
5.6. Sense of humor
5.7. Optimism
5.8. Honesty
5.9. Patriotism
5.10. Striving for self-improvement

DOI: 10.61927/igmin132
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1) Communicative and organizational (sociability,
persuasiveness, tact, diplomacy, empathy, flexibility,
developed speech and organizational skills);
2) Emotional and volitional (purposefulness, perseverance,
determination, self-confidence, demandingness, self-
control, stress tolerance);
3) Motivational (motivation for leadership and success);
4) Mental (speed of thinking, logic, creativity, insight, ability
to predict and generalize, criticality, prudence);
5) Personal (activity, initiative, obligation, reliability,
responsibility, sense of humor, optimism, honesty,
patriotism, desire for self-improvement).
Thus, the expansion of cadets’ general education and military
professional knowledge, development of their creative abilities and
enrichment of work experience, and transition to a higher level of
organizational skills create favorable conditions for teachers of
higher military educational institutions to further form the military
professional orientation of the cadet leader’s personality, to foster
in him/her the will to constantly improve existing knowledge and
form competencies, to self-education, and to develop character
traits. Great expectations in promoting the development of the
cadet as a leader are placed on the courses of professional military
education L-1B (tactical level of military education).
Acknowledgment
The author would like to express her gratitude for the financial
support provided by the scientific journal for free printing as an
intention of a civilized society to support researchers from Ukraine
who bravely continue their research despite the war. Sincere
thanks to the editorial board.
Declaration of interest: The author declares that he has no
known competing financial interests or personal relationships that
could influence the work presented in this article.
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