Report of the RMC Board of Governors By the Withers' Study Group
Balanced Excellence Leading Canada's Armed Forces In The New Millenium
4500-240 (ADM (HR-Mil))
24 September 1998
Cross-reference p. 52 of 63 of official printed copy of report
This section focuses on the evidence favouring greater integration of these pillars and how it can be achieved.
The Four Pillars:
As a general overview, the Study Group believes that the academic pillar is strong while the military pillar is both weak and unfocussed. As a consequence, balance is lost and the uniqueness of RMC is diminished. The language pillar is strong, although significant improvement is possible. The physical education pillar is adequate. We have the distinct impression that much effort is actually expended keeping the four pillars separate. Many cadets and several faculty testified that the military makes little effort to relate one pillar to the other. On the other hand, there is evidence that some of the faculty treat the current military pillar contemptuously, regarding it as an unavoidable yet undesirable intrusion into an otherwise satisfactory scholarly environment.
The combination of imbalance among the four pillars and the distinct lack of meaningful integration means that the enormous synergies potentially available are largely foregone. This is unfortunate because RMC is the only institution in the CF, indeed in Canada, where the opportunity exists to facilitate development of officers along the four vital dimensions of leadership, education, bilingualism and physical fitness concurrently. Cadets graduating as officers from RMC into the profession of arms should feel they have received an education of atypical breadth which is oriented towards those issues fundamental to the modern profession of arms; making them the best possible officers, rather than the best engineers or historians, in the country. By and large the opposite effect is achieved, with graduates keenly aware of their academic qualification while ambivalent concerning their professional status and commitment.
Clearly a big part of the problem is one of campus culture and prevailing attitudes. All elements of the College must come to believe that their efforts are part of a greater whole; designed to produce the best officers. The first step is to increase the relevance of each pillar to the task at hand. Each pillar must make more of a contribution to the development of the complete product - a highly professional military officer.
Part of the problem is organisation. Although there appear to be several avenues available to facilitate integration, this process is not emphasised anywhere. Such bodies as the Senate, Faculty Council, Faculty Board, Commandant's and Principal's "O" Groups are all potential candidates. Nonetheless, several senior faculty members share the opinion that there is little opportunity to effectively "get together" - to everyone's mutual advantages - with those in the military pillar. Furthermore, many have stated that they were willing to participate in what is now exclusively military training if this were to contribute effectively to the overall effort.
Admittedly, the Board is at a very early stage of its life. However, the Board itself has yet to make integration of the four pillars a priority. We suggest that the Board is well placed to achieve the desired objective and is the body accountable for accomplishing this purpose.
The desired integration of the four pillars can be achieved by implementing the following additional recommendations:
Recommendation 28: Utilise civilian faculty in support of military training activities.
Comment: Many civilians are extremely knowledgeable about military matters and many are former officers of the CF. Faculty could, and wish, to conduct non-credit seminars and workshops on military subjects such as leadership, ethics and the application of technology to contemporary operations and many others. Faculty could provide background; political, historical and scientific, to military weekend programs. Faculty can be of great assistance in the development of essential communications skills; both written and oral.
Recommendation 29: Increase somewhat the number of qualified military officers in the classroom in the academic pillar.
Comment: Wherever possible and appropriate, employ "team teaching" techniques to provide additional role models, demonstrate validity of high quality education to officership, and provide relevant military examples of the subject at hand.
Recommendation 30: Utilise more military examples more frequently and consistently in the course of academic teaching.
Comment: A complex example of economic analysis is the optimisation of equipment procurement; information technology issues abound in advanced battlefield management systems.
Recommendation 31: Exploit more fully the large number of excellent conferences and symposia to which the academic faculty already send cadets or organise themselves.
Comment: Many of these are internationally attended high level gatherings in military affairs and security studies. The military pillar should welcome this shared activity as part of putting the "M" back into RMC.
Recommendation 32: Devote more attention in the physical education pillar to develop leadership and other militarily applicable skills.
Officer cadets should learn how to coach, referee and create physical training programs for both small and large groups.
Recommendation 33:
Require officer cadets to use both French and English in most activities in all four pillars.
Recommendation 34: Require that the Commandant prepare an annual report to the Board specifically on progress related to integration of the four pillars.
The Board should assume the ultimate responsibility for fostering integration of the four pillars at RMC.