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By Michael D. Stephens (eds.)

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Sample text

One particular alternative model is of considerable importance. This is the technological model, a model which differs significantly in terms of its defining characteristics from the longer-established aristocratic or traditional model. The initial problem which arises for those who design the professional socialisation programme for the British military, is how best to reconcile the widely differing training and educational objectives of these two models. The initial source of strain is the persistence of what in other organisations would be seen as a totally anachronistic and archaic set of norms and values.

The desired format of this follows very closely on from an attitude of mind which was evinced forcefully in 1941: Man management is not a subject which can be 'taught'; it is an attitude of mind, and with the old school tie men this was instinctive and part of the philosophy of life. 19 This belief that leadership qualities in their most effective form can be best linked to a particular form of pre-military socialisation and to a particular set of elitist attitudes and values, is rejected by most of those who in the contemporary British military are devising programmes of military education and training.

Military leaders would like to see their forces composed of military and civilian professionals who loyally serve their nation in rewarding careers. In order to achieve this end, the Army attempts to provide all soldiers with meaningful and satisfying duty, adequate living and working facilities, equitable compensation, professional development and advancement opportunities. The Army training and education strategy must incorporate both personal development and military training goals in order to have able and willing personnel who can use and maintain high technology equipment and can fight in modern warfare.

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