TECHNOLOGICAL APPROACH TO THE DEVELOPMENT OF LEADERSHIP COMPETENCE OF FUTURE OPERATIONAL-LEVEL OFFICERS IN THE PROCESS OF PROFESSIONAL MILITARY EDUCATION

Abstract

Summary. Introduction. The article addresses the problem of developing the leadership competence of future operational-level officers in the system of professional military education. The relevance of the study is determined by the transformation of Ukraine’s military education, the experience of the Russian-Ukrainian war, the need for effective staff interaction, operational planning, interservice coordination and decision-making under uncertainty.

Purpose. The purpose of the article is to theoretically substantiate the development of leadership competence of operational-level officers in L-3 courses through a comparative analysis of traditional and technological approaches to organizing this process.

Methods. The study uses theoretical methods, including analysis of scientific and pedagogical literature, analysis of educational and normative documents, comparison, systematization, generalization, structural-functional analysis and pedagogical design.

Results. The content of the concept “leadership competence of an operational-level officer” is clarified with regard to the L-3 educational programme and the Catalogue of military-professional competencies. The educational potential of L-3 courses for leadership development is identified. A comparative characteristic of traditional and technological approaches to the development of leadership competence is presented. The technological approach is described through five interrelated components: motivational-target, content-competence, operational-activity, diagnostic-reflective and corrective-result-oriented.

Originality. The scientific novelty lies in substantiating leadership competence as an integral professional ability connected with critical thinking, organizational skills, staff interaction, mission command and responsible managerial decision-making in a complex operational environment.

Conclusion. The technological approach ensures a transition from fragmented knowledge about military leadership to a purposeful, staged and diagnostically supported process of developing an officer’s ability to act as a leader in operational-level professional activity.