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1
Content available Wyższy Kurs Taktyczno-Operacyjny : próba podsumowania
Więcek W.
Zeszyty Naukowe AON
|
2015
|
nr 1(98)
157-165
EN
In June 2014 the last edition of six-month long Wyższy Kurs Taktyczno-Operacyjny (WKTO) was finished. Due to the fact that last four years this course has been an essential form of education for officers aspiring to the rank of major it is worth to summarizing and presenting its advantages and disadvantages. The main intent of this article is to focus not only on the course general objectives but also present selected experiences from the course administrator and tactics lecturer perspective.
2
Content available remote Podstawowy kurs kadrowy w opiniach uczestników kursu : 2009-2010
Szynowski R.
Zeszyty Naukowe AON
|
2010
|
nr 2(79)
197-217
EN
The article is a continuation of opinions, published in Zeszyty Naukowe AON before, of previous course participants that took place in 2006/2007. There are currently presented participants’ opinions of two editions of basic staff course conducted in 2009 and 2010 that in the respondents’ opinions should be comple mented and require deeper subject-matter discussions within the course.
3
Content available remote Podstawowy i doskonalący kurs kadrowy w opiniach uczestników kursu : rok akademicki 2007/2008
Szynowski R.
Zeszyty Naukowe AON
|
2008
|
nr 3(72)
216-237
EN
The author of this article presents opinions of basic (and improvement) staff course participants which was carried out in the Administration and Mobilisation Branch, National Security Institute, Strategy and Defence Faculty, National Defence University (AON). This article is a continuation of farmer 2006/2007 course published in AON Bulletin. The opinions of the current basic course participants were confronted with previous year’s opinions and thanks to this some areas were found which, according to the respondents, should be complemented or require further discussion within the course programme. The information concerning the organisation of courses was of particular importance especially for the workers of Administration and Mobilisation Branch.
4
Content available remote Motywacyjne aspekty kształtowania osobowości oficera na kursach specjalistycznych
Pieczywok A.
Zeszyty Naukowe AON
|
2008
|
nr 3(72)
238-245
EN
Nowadays the quality of knowledge, competence gained and stance presented acquire more and more importance as they decide about officer’s further development and affect his/her successes or failures. Motivation to act is the factor which enables achieving significant results at work. Behaviour, based on a certain motive, is cm activity directed to achieve a goal. Shaping motivation among officers on specialist courses is considered to be one of management functions. It is commonly known that the state of being motivated sparks creativity, effectiveness, enthusiasm, loyalty and engagement in work and military service. Over half of the respondents believe that the decision concerning their participation in the specialist course was due to an order (external motivation) but, to a large extent, it resulted from officers’ individual professional aspirations and plans (internal motivation). The research results confirmed that there is a connection between motivation aspects of officers’ acting and processes of their personality shaping and functioning.
5
Content available remote Koncepcja kształcenia i doskonalenia zawodowego oficerów w aspekcie profesjonalizacji Sił Zbrojnych RP : założenia kształcenia i doskonalenia zawodowego oficerów
Powroźnik J.
Zeszyty Naukowe AON
|
2008
|
nr 2(71)A Numer specjalny
79-91
EN
The requirements of professionalization process create a need to update the system of soldiers’ professional training and improvement. The constructing of such a system should take into consideration most of all the specific character of modern battlefield, whose feature is the need to make a prompt decision in conditions of scarce information when the situation can often change. Therefore an officer must be prepared not only to solve complex, interdisciplinary decision making problems of managing subordinate teams but also to manage effectively training and education activities and solve problems connected with planning and conducting military operations. Thus military higher education tasks should include organisational and economic improvement, adjusting professional raining system to new conditions, promotion of military education and professional military service through the participation of military schools in educational fairs, labour fairs and local patriotic events and celebrations. The paper also deals with new developments of candidates’ for professional soldiers training and officers ’professional improvement system.
6
Content available remote Koncepcja kształcenia i doskonalenia zawodowego oficerów w aspekcie profesjonalizacji Sił Zbrojnych RP : przygotowanie dowódczo-sztabowe oficerów
Tomaszewski A.
Zeszyty Naukowe AON
|
2008
|
nr 2(71)A Numer specjalny
92-98
EN
Armed forces’ professionalism is based most of all on professionally prepared command and staff personnel. Their level of preparation determines the quality of staffs’ and forces’ training and the effectiveness of using the assets in training and operations. The Vice-Rector for Educational Affairs, author of this paper, evaluated the system of command and staff personnel’s preparation and improvement. Moreover, he discussed the specific character of preparing this personnel and suggested necessary changes in the education process stressing that the professionalism of command and staff personnel will be determined by the professionalism of university preparing this personnel. This must be taken into consideration while reforming the military education system and improving the training model of commanding staff.
7
Content available remote System kształcenia oficerów Sił Lądowych USA
Kowalik T.
Zeszyty Naukowe AON
|
2007
|
nr 2(67)
187-197
EN
The author presents an overview of the educational and professional development systems of the US Army officer. The particular phases of an officer’s career are based on subsequent education and military training that the typical Army officer needs to take to advance in his career. The educational system includes such steps as the United States Military Academy, the Reserve Officer Training Corps or the Officer Candidate School, and later on the Basic Officer Leadership Course, the Captain’s Course, the Command and General Staff College, the Army War College, and the National Defense College. By analyzing the particular educational steps of an officer’s military career, the author concludes that the officer can spend even as much as up to 30-40% of his career while in schooling.
8
Content available remote Kształcenie ustawiczne oficerów a myślenie operacyjne
Czupryński A.
Zeszyty Naukowe AON
|
2007
|
nr 3(68)
243-265
EN
In order to accomplish a high degree of training to meet the demands of our Armed Forces today we need to examine our education system so as to ensure it prepares our personnel not just with knowledge but also with "know how" (abilities). Continuous changes in an educational system brings about reorganization but they may lose the standards of education required of a professional body. If the professional and specialist education is to be improved and developed during the postgraduate studies and courses, then on the lower levels of leadership, when the professional knowledge, abilities and activities are required, it is going to be inadequate to demands. I f we think about continued education of an officer being compatible with European and national standards, then officer should be trained to execute their main functions during the studies at first and second level. Thus the system of knowledge should be rationally worked out for each individual level of education for its goal to be achieved. It requires public discussion on: who, how and when to educate in order to gain the effectiveness and efficiency to meet the expectations of the institution.
9
Content available remote Kształcenie kadr oficerskich w wybranych państwach NATO
Kałużny R.
Zeszyty Naukowe / Wyższa Szkoła Oficerska Wojsk Lądowych im. gen. T. Kościuszki
|
2006
|
Nr 4
42--53
PL
Autor w treści artykułu analizuje kwestie dotyczące procesu przygotowania oficerów w państwach należących do NATO. Wskazuje na różnice i podobieństwa występujące w systemach kształcenia kadry zawodowej na przykładzie wybranych armii NATO.
10
Content available remote Kształcenie oficerów dla polskiej marynarki wojennej w morskich szkołach wojskowych w kraju w latach 1946-2001
Będźmirowski J.
Zeszyty Naukowe AON
|
2003
|
nr 1(50)
358-372
EN
The article deals with transformations of officers’ training for the Polish Navy in 1946-2001. Education in the following navy schools has been described: Officers Navy School (1946-1959), Naval College (1959-1991), and Naval Academy (1991-2001). The specialities that the graduates could obtain have been discussed. Due to the fact that the Navy as the armed forces service has specific equipment and ordinance, the process of officers' training should be appropriate. Not keeping this principle may have negative effects on combat readiness and defence of the state.
11
Content available remote Z dziejów kształcenia oficerów Polskiej Marynarki Wojennej
Nawrot D.
Zeszyty Naukowe AON
|
2000
|
nr 1(38)
276-295
EN
The rebirth of Poland and the decree of Józef Piłsudski, the Supreme Commander ordering the creation of the Polish Navy on 28 November 1918 enabled re-establishing maritime education and training. The first unit was the Navy Cadre in Toruń (February 9, 1920). On 1 July 1920, the Course for the Polish Navy River Officers, transferred from Warsaw, started its activity. An unsuccessful development of the situation on Poland’s eastern border caused that in summer of 1920 the Ministry of Military Affairs decided to direct all available forces onto the front. The resumption of officer training for the Navy needs was possible after the end of the war. On 15 March 1921, Temporary Instruction Courses for the Navy Officers were called in Toruń and they were later transformed into the Navy Officers’ School. The article presents the history of this school until dissolving it on 11 September 1939. The end of the Second World War enabled re-establishing the maritime education and training. On 20 February 1949, the Navy Higher Officers’ School started its activities, it was later transformed into the Navy Higher School (WSMW). October 1, 1987 started a new chart in the school history. On that day it was transformed into the Naval Academy that prepares candidates for the officers for the Polish Navy needs who graduate as Master of Science or Engineers.
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