{"id":34532,"date":"2024-07-03T12:50:58","date_gmt":"2024-07-03T16:50:58","guid":{"rendered":"https:\/\/www.rmcalumni.ca\/?p=34532"},"modified":"2024-07-11T11:35:49","modified_gmt":"2024-07-11T15:35:49","slug":"responding-to-the-cmc-review-towards-renewal-seven-propositions-for-renewal-of-the-canadian-military-colleges","status":"publish","type":"post","link":"https:\/\/www.rmcalumni.ca\/en\/responding-to-the-cmc-review-towards-renewal-seven-propositions-for-renewal-of-the-canadian-military-colleges\/","title":{"rendered":"Responding to the CMC Review:  Towards Renewal Seven Propositions for Renewal of the Canadian Military Colleges"},"content":{"rendered":"<p><strong>Summary: <\/strong><\/p>\n<p>The Canadian Military Colleges Review is an opportunity to respond to the issues identified in Recommendations 28 and 29 of the Arbour Report while implementing changes and innovation that preserve the CMCs and enhance their capacity to produce leaders for the Canadian Armed Forces (CAF).<\/p>\n<p>The RMCAA strongly believes that officer and naval cadet education at the CMCs should be continued <u>and<\/u> that the CMCs require systematic renewal to modernize the training offered and make needed cultural changes. In developing propositions for renewal of the CMCs, the RMCAA Steering Committee (the SteerCo), in collaboration with RMCAA\u2019s consultants, has considered numerous streams of data and evidence.<\/p>\n<p>The Royal Military Colleges of Canada Alumni Association\u2019s (RMCAA) proposals maintain the fundamental structure of the Cadet Wing operating in an academic degree granting setting. The proposals identify substantial reforms to modernize the training approach, support needed cultural change, and recognize fundamental changes that have occurred in Canadian society over the past fifty years.<\/p>\n<hr \/>\n<p>The Canadian Military Colleges Review Board (CMCRB) is mandated to use an evidence-based approach to fulfill its mandate. It has been directed to \u201c\u2026consult broadly with subject-matter experts across a range of domains, both in Canada and abroad\u2026.\u201d These two elements of the CMCRB mandate have informed the response of the RMCAA to the Arbour Report.<\/p>\n<p>For the RMCAA to credibly advance its position that the CMCs can be improved and are a valuable tool to cultivate future leaders of the CAF its response must be evidence based, draw upon subject matter expertise, and consider practices in Canada and other jurisdictions.<\/p>\n<p>In developing propositions for renewal of the CMCs, the SteerCo, in collaboration with RMCAA\u2019s consultants, has considered numerous streams of data and evidence:<\/p>\n<ul>\n<li>A scan of previous reports and work on CMC operations and the Arbour Report;<\/li>\n<li>A survey of ex-cadets (e-mail survey, focus groups and one-on one interviews) to get a better understanding of the experiences of ex-cadets;<\/li>\n<li>One-on-one interviews of individuals with expertise in education or the operation of other military academies;<\/li>\n<li>Benchmarking the CMCs against military academies in the other \u2018Five Eyes\u2019 countries (Australia, New Zealand, United Kingdom and United States);<\/li>\n<li>Looking at the best practices of academic and private-sector learning institutions; and,<\/li>\n<li>Integrating submissions from individual ex-cadets (more than two hundred) and classes (4).<\/li>\n<\/ul>\n<p>The SteerCo held a series of five formal meetings during which the research findings were discussed and debated to produce a series of broad recommendations for renewal. These are outlined below.<\/p>\n<p>The RMCAA&#8217;s goal is to accurately and fairly represent a wide range of alumni experiences and opinions and collaborate with the CMC Review Board as they form their recommendations. However, we recognize that not every alum will agree with our propositions and findings in their entirety.<\/p>\n<p><strong>Proposition 1: Purpose of the CMCs<\/strong><\/p>\n<p>Recenter focus of CMCs on original purpose (to develop future CAF leaders) and modernize four pillars to better reflect evolving CAF leadership doctrine:<\/p>\n<ul>\n<li><strong>Add foundational pillar of Character and Professionalism. <\/strong>Explicitly embed leading and acting with strength of character, professionalism and Charter values into the overall framework of the CMC program that cuts across the four original pillars.<\/li>\n<li><strong>Refresh positioning of military pillar.<\/strong> Modernize \u201cMilitary\u201d Pillar to focus on adaptive leadership skills and ability to lead in different contexts vs. strictly command and control.<\/li>\n<li><strong>Broaden fitness pillar to be \u201chealth, physical and mental fitness.&#8221;<\/strong> Expand \u201cPhysical Fitness\u201d pillar from solely focusing on physical fitness to encompassing mental and emotional health\/well-being.<\/li>\n<\/ul>\n<p><strong>Proposition 2: Program Structure<\/strong><\/p>\n<p>Maintain CMCs as degree-granting institutions with hallmark ROTP program and explore adding a one-year program for other officer streams:<\/p>\n<ul>\n<li><strong>Retain CMCs as undergrad degree granting institutions.<\/strong> Underscore criticality of institutions able to deliver military-oriented programs and research as a valuable asset in a rapidly evolving defence and security environment.<\/li>\n<li><strong>Maintain the four\/five year program structure at the CMCs as the hallmark ROTP experience. <\/strong>Recognize the benefits that a four\/five year<sup>1<\/sup> runway provides for most officer and naval cadets to build in-depth skills, experience and deepen peer relationships.<\/li>\n<li><strong>Consider adding prerequisite military program for ROTPs\/ officers who attended civilian universities.<\/strong> Evolve CMCs to become true CAF leadership centers of excellence and form a cornerstone of the officer training curriculum. Potential to introduce a more diverse student population as role model for junior cadets.<\/li>\n<\/ul>\n<p><strong>Proposition 3: Cadet Wing<\/strong><\/p>\n<p>Reorient Cadet Wing&#8217;s purpose, scope &amp; structure to ensure it is an effective mechanism for peer leadership, while limiting possibility of misuse of power:<\/p>\n<ul>\n<li><strong>Refresh the Cadet Wing&#8217;s foundation and modus operandi to better embed principles of adaptive leadership. <\/strong>Shift leadership principles, training and feedback towards a more modern vision of leadership, incl. emphasis on equity, diversity and inclusion; better understand and classify types of Cadet Wing leadership roles.<\/li>\n<li><strong>Maintain overall Cadet Wing structure but increase rotations to provide wider breadth of experiences.<\/strong> Increase frequency of position rotations to ensure balanced exposure to a variety of leadership roles and situations; review 200+ leadership roles to ensure relevancy (i.e. reduce admin roles).<\/li>\n<li><strong>Add leadership capability assessments from junior leadership roles as criteria for more senior appointments.<\/strong> Add leadership capability as criteria to select officer and naval cadets who proved themselves in Jr roles.<\/li>\n<li><strong>Shift sanctioning authority to instructors with active coaching to senior cadets on process\/outcomes.<\/strong> Remove authority to impart sanctions for infractions from Cadet Wing and shift to training staff instructors, to minimize possible misuse of power.<\/li>\n<li><strong>Apply a \u201crehabilitation not retribution\u201d lens to individualized performance correction and support. <\/strong>Transition role of Senior Cadet Wing leader from disciplinarian to one of coach and supporter for junior peers (e.g. academic tutoring, peer-led PT sessions).<\/li>\n<li><strong>Formalize better feedback mechanisms for cadet leaders to enable them to adapt and adjust leadership style.<\/strong> Incorporate 360-degree feedback, including instructor and peer evaluations, to expand development for leadership style and capability.<\/li>\n<\/ul>\n<p><strong>Proposition 4: Training Staff<\/strong><\/p>\n<p>Increase quality and bolster effectiveness of Training Wing staff by attracting, selecting, training, and incentivizing those with a strong record of leadership and mentorship:<\/p>\n<ul>\n<li><strong>Improve staff to officer and naval cadet ratio by expanding sources of instructors including reservist and peer academy secondees.<\/strong> Use added capacity for increased after-hours supervision and mentorship (e.g. better load management between administrative vs. mentorship duties, shifts while officer and naval cadets are in classes versus after hours, creating more interaction opportunities and mentorship time).<\/li>\n<li><strong>Raise quality of instructors by having more stringent selection criteria and aligning incentives to attract talent. <\/strong>Increase desirability of instructor positions by aligning promotion board, pay, performance reviews, and incentives with the position. Elevate selection criteria to ensure high quality instructors (e.g. minimum # of years of experience post-grad).<\/li>\n<li><strong>Expand leadership training and coaching for instructors that extend beyond direct military experience. <\/strong>Consider offering instructors a part-time Master&#8217;s in Leadership degree at Queen&#8217;s University that runs concurrent with their CMC Instructor posting. Provide training on how to lead, coach and influence younger, less mature cadets who might need more support through complex issues.<\/li>\n<\/ul>\n<p><strong>Proposition 5: Equity, Diversity and Inclusion (EDI)<\/strong><\/p>\n<p>Strengthen accountability, initiatives and support to attract, select, include and retain diverse officer and naval cadets, staff and instructors at the CMCs:<\/p>\n<ul>\n<li><strong>Develop and externally share explicit CMC leadership commitments and cohesive strategy to improve EDI.<\/strong> Build comprehensive equity, diversity and inclusion strategy that includes visible leadership commitments\/goals, accountability for key performance indicators and enablement plans for the senior CMC leaders.<\/li>\n<li><strong>Expand recruitment pool through a more targeted value proposition and presence in diverse communities.<\/strong> Develop more targeted recruitment practices aimed at more diverse population (e.g. physical presence in diverse communities, refreshed value proposition).<\/li>\n<li><strong>Improve retention of diverse officer and naval cadets through more individualized and targeted interventions.<\/strong> Refresh retention interventions to target root causes (e.g. racism, sexism, ableism, homophobia) and adopt broader best practices. Formalize exit interview process to form basis of root cause analysis.<\/li>\n<li><strong>Develop robust measurement systems and drive accountability across instructors\/squadrons.<\/strong> Establish measurement system that has defined EDI goals and metrics that are transparent and able to be segmented.<\/li>\n<\/ul>\n<p><strong>Proposition 6: Grievances and Mental Health<\/strong><\/p>\n<p>Ensure CAF framework and policies related to grievance management and mental health supports consider CMCs\u2019 unique context (including vulnerable and minority populations):<\/p>\n<ul>\n<li><strong>Educate and deter harmful behaviours by developing and rolling out more holistic prevention program.<\/strong> Build cohesive education and deterrence program that includes a Gender-Based Analysis Plus (GBA+) approach, greater supervision and enhanced training (e.g. unconscious bias training); create specific program for 1st years, recognizing they live away from home for the first time and require more support.<\/li>\n<li><strong>Develop investigative policy consistent with CAF&#8217;s revised grievance management framework, but ensure policies consider CMCs unique context and demographics.<\/strong> Recognize need to maximize accessibility and security for CMCs specific demographics (i.e. minor\/vulnerable populations), which means creating CMC-specific resources (e.g. dedicated\u00a0ombudspersons and sexual assault support coordinator for CMCs).<\/li>\n<li><strong>Strengthen support resources and mental health programs.<\/strong> Review and strengthen existing mental health support resources\/programs, including reducing stigma associated with use, providing more transparency\/anonymity around available resources and enhancing peer-support programs.<\/li>\n<\/ul>\n<p><strong>Proposition 7: Quality of Life<\/strong><\/p>\n<p>Review all elements of a healthy student life to enable officer and naval cadets to thrive in their academic experience:<\/p>\n<ul>\n<li><strong>Review academic offering to better balance overall needs of CAF, future officer and naval cadets and CMCs&#8217; ability to deliver.<\/strong> Recommend that the CMC Review Board conduct a thorough analysis leading to a potential reset of the CMCs degree offerings to balance future CAF needs and enhance ability to attract diverse talent.<\/li>\n<li><strong>Invest in major physical infrastructure upgrades.<\/strong> Prioritize infrastructure investments aimed at increasing officer and naval cadet security (e.g. better lighting, functional locks on all doors). Invest in core facilities to ensure comparability with civilian universities and in select areas, create top-tier infrastructure to attract top talent.<\/li>\n<li><strong>Develop campus alcohol\/substance use policy and interventions to enhance student health and well-being. <\/strong>Reset alcohol\/substance use policy and programs to support broader safety and health initiatives (e.g., mess monitors to prevent overconsumption, Safe Serve certifications etc.).<\/li>\n<li><strong>Review and adjust broader CMC rituals, policies and procedures to enhance officer and naval cadets\u2019 physical and mental well-being.<\/strong> Conduct holistic review of all formal and informal rituals, policies and procedures with lens of improving the overall well-being and security of officer and naval cadets (e.g. policies around locking doors, off-campus passes, special requests for changes).<\/li>\n<\/ul>\n<p>The CMC renewal presents a pivotal opportunity to try and ensure the future existence of the CMCs, address key issues identified in the Arbour Report, and implement innovative changes to enhance the CMCs capacity to produce effective leaders for the CAF. The proposals put forward by the RMCAA maintain the fundamental structure of the Cadet Wing while modernizing training approaches and recognizing societal changes. These proposals emphasize the importance of character, adaptive leadership, and overall well-being, aiming to create a more inclusive, supportive, and effective learning environment at the Canadian Military Colleges.<\/p>\n<p>Sent on behalf of CMC Renewal Team &#8211; <a href=\"mailto:rmcaa.account@rmcalumni.ca\" target=\"_blank\" rel=\"noopener\">rmcaa.account@rmcalumni.ca<\/a><\/p>\n<hr \/>\n<h5 style=\"text-align: center;\"><strong>R\u00e9ponse \u00e0 l\u2019examen des coll\u00e8ges militaires du Canada:\u00a0 la voie du renouvellement &#8211; <\/strong><strong>Sept\u00a0propositions pour renouveler les coll\u00e8ges militaires canadiens<\/strong><\/h5>\n<p><strong>R\u00e9sum\u00e9 <\/strong><\/p>\n<p>L\u2019examen des coll\u00e8ges militaires canadiens permet de r\u00e9pondre aux probl\u00e8mes r\u00e9pertori\u00e9s par le rapport\u00a0Arbour tout en mettant en \u0153uvre des mesures de changement et d\u2019innovation qui pr\u00e9servent les coll\u00e8ges et am\u00e9liorent leur capacit\u00e9 \u00e0 former des dirigeants pour les Forces arm\u00e9es canadiennes (FAC).<\/p>\n<p>L\u2019Association des ancien(ne)s des CMR est convaincue que, d\u2019une part, l\u2019\u00e9ducation des \u00e9l\u00e8ves-officiers et des aspirants de marine doit continuer aux coll\u00e8ges militaires canadiens (CMC) et, d\u2019autre part, qu\u2019un renouvellement syst\u00e9matique est n\u00e9cessaire pour moderniser la formation et transformer la culture des coll\u00e8ges. En collaboration avec des consultants, le comit\u00e9 directeur de l\u2019Association a \u00e9labor\u00e9 des propositions pour le renouvellement des CMC fond\u00e9es sur diverses sources de donn\u00e9es et d\u2019\u00e9l\u00e9ments probants.<\/p>\n<p>L\u2019Association des ancien(ne)s des CMR maintient dans ses propositions la structure fondamentale de l\u2019escadre des \u00e9l\u00e8ves-officiers comme \u00e9tablissement conf\u00e9rant des grades universitaires. Ces propositions pr\u00e9sentent des r\u00e9formes d\u2019envergure qui modernisent l\u2019approche p\u00e9dagogique, soutiennent les changements culturels n\u00e9cessaires et reconnaissent les transformations profondes de la soci\u00e9t\u00e9 canadienne depuis cinquante\u00a0ans.<\/p>\n<hr \/>\n<p>Dans l\u2019ex\u00e9cution de son mandat, la Commission d\u2019examen des coll\u00e8ges militaires canadiens (CECMC) adopte une approche fond\u00e9e sur les donn\u00e9es probantes et m\u00e8ne \u00ab\u00a0de vastes consultations aupr\u00e8s d\u2019experts dans diff\u00e9rents domaines, au Canada et \u00e0 l\u2019\u00e9tranger\u2026\u00a0\u00bb Ces deux \u00e9l\u00e9ments du mandat de la commission guident la r\u00e9ponse de l\u2019Association des ancien(ne)s des CMR au rapport\u00a0Arbour.<\/p>\n<p>Pour justifier sa position selon laquelle les CMC peuvent \u00eatre am\u00e9lior\u00e9s et sont un pr\u00e9cieux outil pour former les futurs dirigeants des FAC, l\u2019Association fonde sa r\u00e9ponse sur des donn\u00e9es probantes, la consultation d\u2019experts de divers domaines et l\u2019\u00e9tude de pratiques au Canada et ailleurs.<\/p>\n<p>En collaboration avec des consultants, le comit\u00e9 directeur de l\u2019Association a \u00e9labor\u00e9 des propositions pour le renouvellement des CMC fond\u00e9es sur diverses sources de donn\u00e9es et d\u2019\u00e9l\u00e9ments probants\u00a0:<\/p>\n<ul>\n<li>une analyse des rapports et des travaux ant\u00e9rieurs sur les activit\u00e9s des CMC et le rapport\u00a0Arbour;<\/li>\n<li>un sondage aupr\u00e8s des anciens \u00e9l\u00e8ves-officiers (sondage par courriel, groupes de discussion et entretiens individuels) pour mieux comprendre leurs exp\u00e9riences;<\/li>\n<li>des entretiens individuels avec des sp\u00e9cialistes en \u00e9ducation et en commandement d\u2019autres acad\u00e9mies militaires;<\/li>\n<li>une analyse comparative entre les CMC et d\u2019autres acad\u00e9mies militaires du Groupe des cinq (Australie, Nouvelle-Z\u00e9lande, Royaume-Uni et \u00c9tats-Unis);<\/li>\n<li>un examen des pratiques exemplaires dans les \u00e9tablissements d\u2019enseignement universitaire et du secteur priv\u00e9;<\/li>\n<li>l\u2019int\u00e9gration des soumissions d\u2019anciens \u00e9l\u00e8ves-officiers (plus de\u00a0200) et promotions (quatre);<\/li>\n<\/ul>\n<p>Le comit\u00e9 directeur a organis\u00e9 cinq r\u00e9unions officielles pour discuter et d\u00e9battre des r\u00e9sultats de la recherche et produire les recommandations g\u00e9n\u00e9rales pour le renouvellement pr\u00e9sent\u00e9es ci-dessous.<\/p>\n<p>L\u2019Association cherche \u00e0 donner un portrait juste et \u00e9quitable de la diversit\u00e9 d\u2019exp\u00e9riences et d\u2019opinions des anciens et \u00e0 collaborer avec la Commission d\u2019examen des coll\u00e8ges militaires canadiens pour formuler des recommandations. Toutefois, nous savons que nos propositions et r\u00e9sultats ne sauraient faire l\u2019unanimit\u00e9 chez nos membres.<\/p>\n<p><strong>Proposition\u00a01\u00a0: vocation des CMC<\/strong><\/p>\n<p>Recentrer les CMC autour de leur vocation originale (former les futurs leaders des FAC) et moderniser les quatre\u00a0piliers pour qu\u2019ils fassent mieux \u00e9tat de l\u2019\u00e9volution de la doctrine de leadership des FAC.<\/p>\n<ul>\n<li><strong>Ajouter un pilier fondamental sur le caract\u00e8re et le professionnalisme. <\/strong>Int\u00e9grer express\u00e9ment la force de caract\u00e8re et le professionnalisme, ainsi que les valeurs de la charte, dans le cadre global de la formation offerte aux CMC, fond\u00e9e sur les quatre piliers.<\/li>\n<li><strong>Revoir l\u2019\u00e9nonc\u00e9 du pilier sur l\u2019art militaire.<\/strong> Moderniser le pilier sur l\u2019art militaire pour le recentrer sur les comp\u00e9tences de leadership \u00e9volutif et la capacit\u00e9 de diriger dans divers contextes (comparativement au commandement et au contr\u00f4le seulement).<\/li>\n<li><strong>\u00c9largir le pilier sur la condition physique pour inclure la sant\u00e9 mentale et la condition physique.<\/strong> Red\u00e9finir le pilier sur la condition physique pour y inclure \u00e9galement la sant\u00e9 et le bien-\u00eatre mental et \u00e9motionnel.<\/li>\n<\/ul>\n<p><strong>Proposition\u00a02\u00a0: structure des programmes<\/strong><\/p>\n<p>Maintenir le statut d\u2019\u00e9tablissement conf\u00e9rant des grades universitaires des CMC dans leurs programmes signatures du PFOR et envisager l\u2019ajout d\u2019un programme d\u2019un an comme autre parcours de formation des officiers.<\/p>\n<ul>\n<li><strong>Pr\u00e9server le statut d\u2019\u00e9tablissement conf\u00e9rant un dipl\u00f4me de premier cycle des CMC.<\/strong> Souligner l\u2019importance d\u2019\u00e9tablissements offrant \u00e0 la fois des programmes d\u2019\u00e9tudes et de recherche destin\u00e9s aux militaires, un atout pr\u00e9cieux dans les domaines en \u00e9volution de la d\u00e9fense et de la s\u00e9curit\u00e9.<\/li>\n<li><strong>Maintenir les programmes d\u2019\u00e9tudes de quatre et cinq\u00a0ans comme signature du PFOR offert aux coll\u00e8ges. <\/strong>Reconna\u00eetre les avantages d\u2019un parcours de quatre ou cinq\u00a0ans<sup>1<\/sup> pour pr\u00e9parer la majorit\u00e9 des \u00e9lofs et des aspirants de marine \u00e0 faire carri\u00e8re dans les FAC en approfondissant leurs comp\u00e9tences, leurs exp\u00e9riences et leurs relations avec leurs pairs.<\/li>\n<li><strong>Envisager l\u2019ajout d\u2019un programme militaire pr\u00e9alable dans le cadre du PFOR et pour les officiers ayant \u00e9tudi\u00e9 dans une universit\u00e9 civile.<\/strong> Transformer les CMC pour qu\u2019ils deviennent de v\u00e9ritables centres d\u2019excellence en leadership des FAC et la pierre angulaire du programme de formation des officiers. Envisager l\u2019admission d\u2019une population \u00e9tudiante plus diversifi\u00e9e qui sert de mod\u00e8les pour les jeunes \u00e9l\u00e8ves-officiers.<\/li>\n<\/ul>\n<p><strong>Proposition\u00a03\u00a0: escadre des \u00e9l\u00e8ves-officiers<\/strong><\/p>\n<p>R\u00e9orienter la vocation, la port\u00e9e et la structure de l\u2019escadre des \u00e9l\u00e8ves-officiers pour en faire un vecteur de leadership entre pairs tout en limitant le potentiel d\u2019abus de pouvoir.<\/p>\n<ul>\n<li><strong>Renouveler le fonctionnement et les fondements de l\u2019escadre des \u00e9l\u00e8ves-officiers pour y int\u00e9grer les principes du leadership \u00e9volutif. <\/strong>Moderniser les principes de leadership, la formation et les m\u00e9canismes de r\u00e9troaction, y compris en misant sur l\u2019\u00e9quit\u00e9, la diversit\u00e9 et l\u2019inclusion. Mieux comprendre et classer les types de r\u00f4les de leadership au sein de l\u2019escadre.<\/li>\n<li><strong>Conserver la structure globale de l\u2019escadre, mais intensifier le roulement pour \u00e9largir l\u2019\u00e9ventail d\u2019exp\u00e9riences.<\/strong> Intensifier le roulement des effectifs pour que les \u00e9lofs occupent un vaste \u00e9ventail de postes de leadership dans divers contextes et v\u00e9rifier la pertinence des plus de 200\u00a0postes de leadership (r\u00e9duire les postes administratifs).<\/li>\n<li><strong>Ajouter des \u00e9valuations sur les capacit\u00e9s de leadership aux \u00e9chelons inf\u00e9rieurs comme crit\u00e8res de s\u00e9lection pour les postes des \u00e9chelons sup\u00e9rieurs.<\/strong> Ajouter un crit\u00e8re sur la capacit\u00e9 \u00e9prouv\u00e9e de leadership des \u00e9lofs et aspirants de marine aux \u00e9chelons inf\u00e9rieurs.<\/li>\n<li><strong>Transf\u00e9rer le pouvoir disciplinaire aux instructeurs et offrir de l\u2019encadrement aux \u00e9l\u00e8ves-officiers sup\u00e9rieurs sur le processus et ses r\u00e9sultats.<\/strong> Retirer de l\u2019escadre les pouvoirs d\u2019imposer des sanctions pour les infractions et les transf\u00e9rer au personnel enseignant afin de pr\u00e9venir les abus de pouvoir.<\/li>\n<li><strong>Adopter une approche de r\u00e9habilitation sans punition pour corriger et appuyer le rendement de chacun. <\/strong>Transformer les responsabilit\u00e9s disciplinaires de l\u2019\u00e9lof commandant de l\u2019escadre pour qu\u2019il devienne un mentor pour ses pairs des \u00e9chelons inf\u00e9rieurs (p. ex. tutorat, s\u00e9ances d\u2019entra\u00eenement dirig\u00e9es par les pairs).<\/li>\n<li><strong>Am\u00e9liorer et formaliser les m\u00e9canismes de r\u00e9troaction destin\u00e9s aux \u00e9lofs en charge, ce qui leur permettra d\u2019adapter leur style de leadership.<\/strong> Int\u00e9grer une r\u00e9troaction tous azimuts, y compris des \u00e9valuations par les instructeurs et les pairs, pour \u00e9largir le perfectionnement du leadership (style et capacit\u00e9).<\/li>\n<\/ul>\n<p><strong>Proposition\u00a04\u00a0: personnel enseignant<\/strong><\/p>\n<p>Augmenter la qualit\u00e9 et l\u2019efficacit\u00e9 du personnel de l\u2019escadre d\u2019entra\u00eenement par le recrutement, la s\u00e9lection et la formation de mentors et de dirigeants chevronn\u00e9s, en plus d\u2019offrir des mesures incitatives.<\/p>\n<ul>\n<li><strong>Am\u00e9liorer le rapport \u00e9lofs-membres du personnel en \u00e9largissant le bassin de recrutement aux r\u00e9servistes et aux employ\u00e9s d\u00e9tach\u00e9s d\u2019autres \u00e9coles militaires.<\/strong> Profiter des effectifs suppl\u00e9mentaires pour augmenter la supervision apr\u00e8s les heures normales et le mentorat (meilleur \u00e9quilibre entre les t\u00e2ches administratives et le mentorat ainsi qu\u2019entre les quarts de travail pendant les heures de classe et apr\u00e8s, ce qui lib\u00e8re du temps pour les \u00e9changes et le mentorat).<\/li>\n<li><strong>Rehausser la qualit\u00e9 des instructeurs en resserrant les crit\u00e8res de s\u00e9lection et en offrant des mesures incitatives pour attirer les talents. <\/strong>Rendre les postes d\u2019instructeurs plus attrayants en revoyant les crit\u00e8res de promotion, le salaire, l\u2019\u00e9valuation de rendement et les mesures incitatives associ\u00e9es aux postes. Resserrer les crit\u00e8res de s\u00e9lection pour garantir la qualit\u00e9 des instructeurs (p.\u00a0ex. nombre minimum d\u2019ann\u00e9es d\u2019exp\u00e9rience apr\u00e8s l\u2019obtention du dipl\u00f4me).<\/li>\n<li><strong>Former et encadrer les instructeurs dans le cadre d\u2019un programme sur le leadership non limit\u00e9 \u00e0 l\u2019exp\u00e9rience militaire. <\/strong>Offrir aux instructeurs la possibilit\u00e9 d\u2019\u00e9tudier \u00e0 temps partiel \u00e0 l\u2019Universit\u00e9 Queen dans le cadre d\u2019une ma\u00eetrise en leadership tout en enseignant aux coll\u00e8ges. Former les instructeurs \u00e0 diriger, \u00e0 encadrer et \u00e0 influencer les jeunes \u00e9lofs moins m\u00fbrs qui n\u00e9cessitent un soutien accru autour d\u2019enjeux complexes.<\/li>\n<\/ul>\n<p><strong>Proposition\u00a05\u00a0: \u00e9quit\u00e9, diversit\u00e9 et inclusion (EDI)<\/strong><\/p>\n<p>Renforcer la responsabilisation, les initiatives et les mesures de soutien pour recruter, s\u00e9lectionner, inclure et retenir des \u00e9l\u00e8ves-officiers, des aspirants de marine, du personnel et des instructeurs issus de la diversit\u00e9.<\/p>\n<ul>\n<li><strong>\u00c9laborer et communiquer au public les engagements clairs de la direction des CMC et sa strat\u00e9gie unificatrice pour am\u00e9liorer l\u2019EDI.<\/strong> Cr\u00e9er une strat\u00e9gie compl\u00e8te sur l\u2019\u00e9quit\u00e9, la diversit\u00e9 et l\u2019inclusion pour les cadres sup\u00e9rieurs des CMC, y compris des engagements clairs en mati\u00e8re de leadership, des indicateurs de rendement adoss\u00e9s \u00e0 des cibles et des plans de mise en \u0153uvre.<\/li>\n<li><strong>\u00c9largir le bassin de recrutement gr\u00e2ce \u00e0 une proposition de valeur cibl\u00e9e et une pr\u00e9sence accrue aupr\u00e8s de communaut\u00e9s diverses.<\/strong> \u00c9laborer des pratiques de recrutement qui visent une population plus diversifi\u00e9e (p.\u00a0ex. pr\u00e9sence physique dans les communaut\u00e9s, renouvellement de la proposition de valeur).<\/li>\n<li><strong>Am\u00e9liorer la r\u00e9tention des \u00e9lofs et des aspirants de marine issus de la diversit\u00e9 au moyen d\u2019interventions personnalis\u00e9es et cibl\u00e9es.<\/strong> Revoir les interventions de r\u00e9tention pour cibler les causes profondes (racisme, sexisme, capacitisme, homophobie) et adopter des pratiques exemplaires englobantes. Formaliser le processus d\u2019entretien en cas de d\u00e9part pour analyser les causes profondes.<\/li>\n<li><strong>Cr\u00e9er des syst\u00e8mes de mesures solides et responsabiliser les instructeurs et les escadrons.<\/strong> \u00c9tablir un syst\u00e8me dot\u00e9 de mesures et de cibles d\u00e9finies, transparentes et distinctes pour l\u2019EDI.<\/li>\n<\/ul>\n<p><strong>Proposition\u00a06\u00a0: griefs et sant\u00e9 mentale<\/strong><\/p>\n<p>S\u2019assurer que le cadre de travail et les politiques des FAC sur la gestion des griefs tiennent compte du contexte particulier des CMC (y compris les populations vuln\u00e9rables et minoritaires).<\/p>\n<ul>\n<li><strong>Sensibiliser les \u00e9lofs et dissuader les mauvais comportements par la cr\u00e9ation et la mise en \u0153uvre d\u2019un programme de pr\u00e9vention globale.<\/strong> Cr\u00e9er un programme de sensibilisation et de dissuasion coh\u00e9rent, qui inclut l\u2019analyse comparative entre les sexes+ et qui renforce la supervision et la formation (p.\u00a0ex. sur les pr\u00e9jug\u00e9s inconscients) et un programme pour les \u00e9lofs de premi\u00e8re ann\u00e9e, qui n\u00e9cessitent un soutien accru lors de cette premi\u00e8re ann\u00e9e d\u2019\u00e9tudes loin de chez eux.<\/li>\n<li><strong>\u00c9laborer une politique d\u2019enqu\u00eate conforme au cadre de travail r\u00e9vis\u00e9 des FAC sur la gestion des griefs, tout en tenant compte du contexte unique et des caract\u00e9ristiques d\u00e9mographiques des CMC.<\/strong> Am\u00e9liorer l\u2019accessibilit\u00e9 et la s\u00e9curit\u00e9 des CMC pour certaines populations minoritaires ou vuln\u00e9rables, c\u2019est-\u00e0-dire cr\u00e9er des ressources propres aux CMC (p.\u00a0ex. postes d\u2019ombudsman et de coordonnateur du soutien aux victimes d\u2019agression sexuelles).<\/li>\n<li><strong>Renforcer les ressources de soutien et les programmes d\u2019aide en sant\u00e9 mentale.<\/strong> R\u00e9viser et renforcer les ressources et programmes d\u2019aide en sant\u00e9 mentale en s\u2019attaquant aux pr\u00e9jug\u00e9s associ\u00e9s \u00e0 leur recours, en faisant conna\u00eetre les ressources et leur caract\u00e8re anonyme, et en am\u00e9liorant les programmes de soutien par les pairs.<\/li>\n<\/ul>\n<p><strong>Proposition\u00a07\u00a0: qualit\u00e9 de vie<\/strong><\/p>\n<p>\u00c9tudier tous les aspects d\u2019une vie \u00e9tudiante saine pour voir \u00e0 l\u2019\u00e9panouissement des \u00e9lofs et des aspirants de marine pendant leurs \u00e9tudes aux CMC.<\/p>\n<ul>\n<li><strong>Passer en revue les programmes d\u2019\u00e9tudes pour mieux concilier les capacit\u00e9s des CMC avec les besoins g\u00e9n\u00e9raux des FAC et des futurs \u00e9l\u00e8ves-officiers et aspirants de marine.<\/strong> La Commission d\u2019examen des coll\u00e8ges militaires canadiens pourrait analyser la possibilit\u00e9 d\u2019une refonte des programmes d\u2019\u00e9tudes afin de concilier les futurs besoins des FAC et d\u2019attirer des talents d\u2019horizons divers.<\/li>\n<li><strong>Investir dans une modernisation majeure des infrastructures.<\/strong> Donner la priorit\u00e9 aux investissements en infrastructure ax\u00e9s sur la s\u00e9curit\u00e9 des \u00e9lofs et des aspirants de marine (meilleur \u00e9clairage, serrures fonctionnelles sur toutes les portes). Investir dans les installations essentielles pour qu\u2019elles soient comparables \u00e0 celles d\u2019universit\u00e9s civiles et, pour certaines infrastructures, viser l\u2019excellence afin d\u2019attirer les talents les plus prometteurs.<\/li>\n<li><strong>\u00c9laborer une politique sur la consommation d\u2019alcool et de drogues sur le campus et des programmes d\u2019intervention favorisant la sant\u00e9 et le bien-\u00eatre \u00e9tudiants. <\/strong>Renouveler les politiques et programmes sur la consommation d\u2019alcool et de drogues pour \u00e9largir les initiatives en sant\u00e9 et en s\u00e9curit\u00e9 (p.\u00a0ex. surveillants de mess pour \u00e9viter les abus, certifications sur le service responsable).<\/li>\n<li><strong>Examiner et adapter les traditions, les politiques et les proc\u00e9dures g\u00e9n\u00e9rales des CMC pour am\u00e9liorer le bien-\u00eatre physique et mental des \u00e9lofs et des aspirants de marine.<\/strong> Examiner l\u2019ensemble des traditions, des politiques et des proc\u00e9dures formelles et informelles pour am\u00e9liorer le bien-\u00eatre et la s\u00e9curit\u00e9 des \u00e9lofs et des aspirants de marine en g\u00e9n\u00e9ral (p.\u00a0ex. politiques sur le verrouillage des portes, autorisations \u00e0 quitter le campus, demandes sp\u00e9ciales de changement).<\/li>\n<\/ul>\n<p>Le renouvellement des CMC pr\u00e9sente une occasion charni\u00e8re d\u2019assurer la p\u00e9rennit\u00e9 des coll\u00e8ges, de r\u00e9gler les probl\u00e8mes rep\u00e9r\u00e9s dans le rapport\u00a0Arbour et d\u2019int\u00e9grer des changements novateurs pour am\u00e9liorer la capacit\u00e9 des coll\u00e8ges de former des dirigeants efficaces pour les FAC. Les propositions de l\u2019Association des ancien(ne)s des CMR maintiennent la structure fondamentale de l\u2019escadre des \u00e9l\u00e8ves-officiers tout en modernisant les approches de formation et en tenant compte de l\u2019\u00e9volution de la soci\u00e9t\u00e9. Elles soulignent l\u2019importance du caract\u00e8re, du leadership \u00e9volutif et du bien-\u00eatre g\u00e9n\u00e9ral dans le but de cr\u00e9er un milieu d\u2019apprentissage plus inclusif, accueillant et efficace au sein des coll\u00e8ges militaires du Canada.<\/p>\n<p>Au nom de l\u2019\u00e9quipe du renouvellement des CMC<\/p>\n<p><a href=\"mailto:rmcaa.account@rmcalumni.ca\" target=\"_blank\" rel=\"noopener\">rmcaa.account@rmcalumni.ca<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Summary: The Canadian Military Colleges Review is an opportunity to respond to the issues identified in Recommendations 28 and 29 of the Arbour Report while implementing changes and innovation that preserve the CMCs and enhance their capacity to produce leaders for the Canadian Armed Forces (CAF). The RMCAA strongly believes that officer and naval cadet&hellip;<\/p>\n","protected":false},"author":1,"featured_media":33271,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[458],"tags":[],"class_list":["post-34532","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-responding-to-the-cmc-review-towards-renewal"],"_links":{"self":[{"href":"https:\/\/www.rmcalumni.ca\/en\/wp-json\/wp\/v2\/posts\/34532","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.rmcalumni.ca\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.rmcalumni.ca\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.rmcalumni.ca\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.rmcalumni.ca\/en\/wp-json\/wp\/v2\/comments?post=34532"}],"version-history":[{"count":0,"href":"https:\/\/www.rmcalumni.ca\/en\/wp-json\/wp\/v2\/posts\/34532\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.rmcalumni.ca\/en\/wp-json\/wp\/v2\/media\/33271"}],"wp:attachment":[{"href":"https:\/\/www.rmcalumni.ca\/en\/wp-json\/wp\/v2\/media?parent=34532"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.rmcalumni.ca\/en\/wp-json\/wp\/v2\/categories?post=34532"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.rmcalumni.ca\/en\/wp-json\/wp\/v2\/tags?post=34532"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}