Running Head: OPERATION HONOUR: EDUCATION AND LEADERSHIP

Operation HONOUR: Educational Interventions and Leadership Implications in the Fight

Against Sexual Misconduct and Harassment in the Canadian Armed Forces
Assignment #2
Kim Jones, Jen Porter, Marc Singer & Apostolos Koutropoulos
Dr. Marti Cleveland-Innes
EDDE 804: Leadership and Project Management in Distance Education
21 March 2016

OPERATION HONOUR: EDUCATION AND LEADERSHIP

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Sexual misconduct and harassment in the military, and in our culture at large, is a serious
issue, and the Canadian Armed Forces (CAF) have not been not immune to it. The people of
Canada hold people in uniform to a higher ethical standard (Gower, 1998; Deschamps, 2015).
Because of this, reports of sexual misconduct and harassment to any degree quickly become
public via media coverage. After years of such reports, a recent independent external review into
the sexual misconduct and harassment in the CAF identified the existence of an underlying
sexualized culture in the CAF which is conducive to more serious incidents of sexual
harassment and sexual assault (Deschamps, 2015, p. ii). As a result, Operation Honour (Op
Honour) was initiated in 2015 by the Chief of Defence Staff in a mission to eliminate harmful
and inappropriate sexual behaviour within the CAF (Vance, 2015b, p. 3).
While Op Honour is still in its earliest stages, making it too soon to tell whether it will be
effective, we review the Op Honour plans and provide some proposals for educational
interventions that might enhance the Op Honour approach and make use of innovative methods
within distance education. We also examine the role of leadership, and leadership strategies,
aimed at combating sexual harassment and misconduct in the military.

Context
In 2015, former Supreme Court Justice and External Review Authority (ERA) Marie
Deschamps issued her report on sexual misconduct within the CAF. This independent review
(Deschamps, 2015) was requested by the Chief of Defence Staff due in part to the 2014 articles
published in Macleans magazine and its French-language sister publication LActualit that
reported a high incidence of sexual misconduct within the CAF (Mercier & Castonguay, 2014).
The findings of these publications, drawn from first person accounts from military sexual assault

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victims detailing their struggles with the internal reporting system; statistics gathered through an
Access to Information request; and interviews with different agencies, such as the Ombudsmans
Office of the CAF, all pointed to a surprisingly high number of complaints of sexual assault each
year and serious problems within the system.
Deschamps report (2015) supported the findings from those earlier media reports. The
report found issues with the CAF culture, revealing a sexualised environment that is
characterised by the frequent use of swear words, and highly degrading expressions that
reference womens bodies, sexual jokes, innuendos, discriminatory comments with respect to the
abilities of women, and unwelcome sexual touching; this hostile environment is conducive to
more serious incidents of sexual harassment and assault (Deschamps, 2015, p. ii).
Among other findings of the ERA:
Under-reporting of incidents is a serious issue because victims worry that reporting leads to

negative career implications or due to lack of confidence in the system;

An external centre for accountability for sexual assault and harassment should be established;
Reporting procedures should be simplified to make the experience easier for the victim;
A better tracking system, and better data collection, should be implemented;
Definitions used in the CAF policies need to be made clear and examples of inappropriate

conduct set in familiar environments should accompany definitions; and

The integration of more women in senior leadership roles is a necessity to changing the culture
of the CAF.

While training for members of the CAF on inappropriate sexual conduct already exists, it is seen
as too theoretical and often not taken seriously. Deschamps noted that current training lacks
credibility and further perpetuates the view that the CAF does not take sexual harassment and
assault seriously (Deschamps, 2015, p. vi).

OPERATION HONOUR: EDUCATION AND LEADERSHIP

Op Honour is the CAFs initial response to the Deschamp Report (2015). Its strategy

includes four lines of effort: 1) Understand; 2) Respond; 3) Support; and 4) Prevent. The vision
statement for Op Honour is one where all CAF members are able to perform their duties in an
environment free of harmful and inappropriate sexual behaviour and are able to fully enjoy the
support of an institution that fosters mutual trust, respect, honour, and dignity (Vance, 2015b, p.
9).
In the remaining sections of this paper, we reimagine educational interventions and
leadership strategies that could be implemented for Op Honour. In addition to the issues noted
above, there are new emerging requirements for educational interventions including: Enabling
bystanders to intervene; developing leadership tools in support of victims; and enhancing
capabilities and tools for unit advisors to assist leaders in dealing with harmful and inappropriate
sexual behaviour (Vance, 2016). With respect to leadership strategies and approaches, we note
that educational interventions and leadership initiatives are two sides of the same coin: one
cannot succeed without the other.
Clearly, the obvious moral and criminal challenges posed by sexual misconduct require
active intervention; for those reasons alone, the problem needs to be addressed directly. There are
also important secondary considerations: unit cohesion is jeopardized by sexual misconduct
(Rosen and Martin, 1997), but also, the costs of dealing with the problem of sexual assault in the
military, including health care, lost productivity, and diminished quality of life can be substantial
(Bielski, 2015).

OPERATION HONOUR: EDUCATION AND LEADERSHIP

Proposed Educational Interventions

The initial review conducted by the military found that the CAF must refresh training
content across the institution with a view to including more specific information on diversity,
sexual misconduct, harmful and inappropriate sexual behaviour, resiliency, bystander
involvement and update material on harassment, leadership, professionalism and ethics (Vance,
2016, p. 27). The Deschamps (2015) report has outlined the opinion and outlook on the current
sexual harassment training offered by the Canadian military:
Members of the CAF receive mandatory training at regular intervals, including on
prohibited sexual conduct. As a practical matter, however, this training does not seem to
have any significant impact. A large number of participants reported that the classes are
not taken seriously: harassment training is laughed at, the course is too theoretical, and
training on harassment gets lost among the other topics covered (p. vi).
Statements such as these highlight the need for change in both the approach and content of the
militarys sexual harassment training.
We note, first of all, that training should be tied to regular, comprehensive organizational
assessments (Bell, Quick, and Cycyota, 2002), and that training should be focused not just on
behavioral change, but also on systemic change (McLaughlin, 2015). An effective training
curriculum should be able to accommodate the diversity of educational backgrounds and prior
knowledge of those serving and working in the Canadian military. The CAF has diverse
demographics to consider. Amongst its approximately 66,000 Regular Forces members and
21,000 Reserve Forces members, ages range from as young as 16 years in the Reserve Force and
17 years in the Regular Force up to 60 years. Education levels range from a minimum of grade
10, or the Quebec equivalent of Secondary IV, for some Non-Commissioned Member trades,
such as for Supply Technicians and Infantry Soldiers, up to postgraduate-level degrees.

OPERATION HONOUR: EDUCATION AND LEADERSHIP

Approximately 15% of all Canadian Armed Forces members are women. Backgrounds,

ethnicity, rank levels, trades and knowledge/experience levels regarding the subject of study all
vary widely across the population (Campion-Smith, 2016; Government of Canada, 2015, n.d.).
Not only will there be a variety of learning backgrounds and educational competencies,
but there are also various positions within the military with varying levels of formal
responsibility for resolution of harassment complaints. To address this diversity within the
training curriculum, the training package will consist of a self-paced distance education
curriculum which will include a practice-based simulation component and be tied to a face to
face (f2f) learning group: studies indicate that neither a purely distance nor purely face to face
approach may not be as effective as a blended one that integrates elements of both online and
face to face learning (Means, Toyama, Murphy, Bakia, & Jones, 2010). The training content will
be delivered using educational technologies and pedagogies best suited for adult learners. These
will be highlighted in subsequent sections.
The course content should include a clear definition of how the CAF defines
inappropriate sexual behaviour and what processes and procedures CAF members should follow
if they are a victim of inappropriate sexual behaviour or witness such behaviour. According to
the Chief of Defence Staffs Operation Order for Op Honour, inappropriate sexual behaviours
include:
1. Actions that perpetuate stereotypes and modes of thinking that devalue members on the basis of
their sex, sexuality, or sexual orientation
2. Unacceptable language or jokes
3. Accessing, distributing, or publishing material of a sexual nature
4. Offensive sexual remarks
5. Exploitation of power relationships for the purposes of sexual activity
6. Unwelcome requests of a sexual nature, or verbal abuse of a sexual nature
7. Publication of an intimate image of a person without their consent, voyeurism, indecent acts
8. Sexual interference

OPERATION HONOUR: EDUCATION AND LEADERSHIP

9. Sexual exploitation
10. Sexual assault (Vance, 2015b, p. 3).

A House of Commons study on Sexual Harassment in the Federal Workplace (Leblanc,

2014) has also made some additional recommendations for the direction of the content for such a
training program. According to this report, the areas to emphasize for all employees are: 1)
minimizing workplace conflict and promoting a healthy workplace environment. Reducing the
focus on crime and punishment for inappropriate behaviours and increasing attention to
behaviours that promote a proactively positive work environment. 2) a shift in culture away from
the normalization of sexual harassment in the workplace. The often trivialized approach to
sexual harassment (and its professional development series) and gendered language norms is a
significant part of the promotion of rape culture and sexual harassment in workplaces and needs
to be part of any preventative training curriculum. Trainees need to be provided with the
knowledge and skills to effectively report and support instances of sexual harassment, but also
those required to challenge societal norms. 3) an acknowledgement of the power inequality in
male-dominated workplaces. A sexual harassment training curriculum should discuss the
underlying mechanisms at play in sexual harassment, both sexual and power based. 4) bystander
training to support accurate reporting of both sexual harassment cases and the existence of
language and environments that promote the hostile environment that makes sexual harassment
more probable.
With this in mind, our educational approach will focus on knowledge acquisition as well
as skill development of responsive behaviours. Our approach will include three important
components: knowledge upfront in the form of Personalized Systems of Instruction (PSI);

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simulated practice scenarios delivered through a Behavioural Skills Training methodology; and
facilitated community building via f2f or online discussion groups.
Personalized Systems of Instruction modularized learning (PSI)
These approaches to adult education are learner-centred and stress mastery of concepts
(Svenningsen & Pear, 2011). Content is broken down into small manageable units which are
presented sequentially; learners must demonstrate mastery of prerequisite concepts before
moving on to subsequent lessons. Learners move at their own pace to complete the materials
while receiving immediate feedback and positive reinforcement for correct responses through
frequent quizzing. One of the primary benefits of personalized behaviour analytic instructional
methods is that they reduce the requirement of in-class, expert-led, didactic instruction which can
be a significant barrier to human service organizations due to the costs and logistics associated
with identifying and hiring consultants, finding appropriate venues, and scheduling and replacing
staff during training. This is especially a challenge in the military, where trainees may need to be
deployed or otherwise relocated on a moments notice. Research has indicated that adult
education strategies such as personalized systems of instruction (PSI) are more effective than
didactic instruction (Kulik, Kulik & Bangert-Drowns, 1990). A number of studies have
demonstrated the effectiveness of applying this learner-centered educational strategy to distance
learning (DL) technologies (Pear & Novak, 1996; Martin, Pear, & Martin, 2002; Grant &
Spencer, 2003; Svenningsen & Pear, 2011; Pear et al., 2011).
Simulation-based Behavioural Skills Training (BST).
Behavioural Skills Training (BST) incorporates instructions, modeling, rehearsal and
feedback aimed at teaching new skills. The BST approach emphasizes training to a criteria
rather than simple accrual of seat time. BST has been shown to be effective in the successful

OPERATION HONOUR: EDUCATION AND LEADERSHIP

acquisition of a wide variety of skills and is best accompanied by either in-situ or simulation

based scenarios in the rehearsal stage (Miltenberger et al., 2009). To enhance the quality of
training, virtual BST simulations will be incorporated into each module to provide users with an
opportunity to put theory to practice in realistic situations. Each module will include an
interactive simulation for which the user will have to learn concepts, build skills, and make
practice-based decisions which will have specific impacts on the simulated case examples. These
simulation modules should be available in various formats (high-resolution media to text-based
scenarios) to accommodate universal design principles as well as logistical issues such as
bandwidth availability. Feedback will be immediate to facilitate rapid learning, and each section
will be completed only when the learner has demonstrated mastery within simulated practice and
knowledge-based evaluations. Recent studies have shown the effectiveness of such an approach,
especially when paired with live facilitation and personal interaction (Walker, 2015). This is
supported by testimony before a recent House of Commons Committee on Sexual Harassment in
the Federal Workplace (Leblanc, 2014) that emphasized the importance of face to face training as
an important component of any training program.
Facilitated Community Building
When learners have completed the PSI and BST components of the DL package, they
would have the option to participate in either face to face or online synchronous facilitated
community building. Learners may still hold on to some potential biases and negative attitudes
toward this training or its subject matter. The synchronous community building element of this
package is meant to bring people together as a group, with more experienced leaders, regardless
of their rank, facilitating the sessions to help address any potential gaps in knowledge or skills
from the PSI modules and BST simulations. Some of the work on attitudinal shifts and soft skills

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training objectives may be best explored through small group, synchronous training. This type
of engagement can also potentially foster a community of practice, where trainees become
leaders in changing the climate around this topic in their respective areas.
This training was designed to be compatible with principles of Andragogy (Knowles,
1988). In making training personalized and interactive, and stressing the direct impact of sexual
misconduct on individuals, as opposed to an expert-led, in-class, didactic instruction which can
have the effect of making training goals more abstract, this highlights the relevance of stamping
out harassment to each soldier in the CAF.

Leadership Implications
The implementation and management of this education program demonstrates the need
for multiple and varied approaches to leadership, at several levels of action and responsibility. It
is important to note that this issue and our proposed education solutions are not just about
training; rather, organizational assessment, communications, and cultural change are part of the
entire program, and all require a leadership structure that will make sure this systemic change
occurs and is maintained.
Military organizations often presuppose an autocratic or transactional leadership style, in
which there are clear structures and hierarchy, and clear rewards for performance. While aspects
of our program builds upon a transactional leadership approach, for example creating a zerotolerance approach to sexual misconduct (Bell, Quick, and Cycyota, 2002), and emphasis on
command responsibility, in which leaders must take responsibility for the performance of their
units (Castro, Kintzle, Schuyler, Lucas, and Warner, 2015), this is not the only leadership style
needed or used in the military, and certainly not the only one needed in this case. In fact, we

OPERATION HONOUR: EDUCATION AND LEADERSHIP

should consider the ways in which current leadership autocratic and transactional structures

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perpetuate the issue of sexual harassment (Zwerdling, 2014). Other leadership approaches such
as transformational leadership, emanating from the top, and distributed and emergent leadership,
permeating through the organization and the culture as a whole, must also be employed.
Transformational leadership at the top and throughout all ranks of leadership is a
necessity. As Scarlett-Ferguson (2011) notes, transformational leaders attempt to alter existing
structures and try to influence people to accept a new vision (p. 2). Transformational leaders
often make good use of transactional tactics, but their goal is to inspire the people around them
and transcend self-interest for the good of the organization (Avolio, Walumbwa, and Weber,
2009). The Canadian military is aware of the need for such an approach: the Chief of the
Defence Staffs Operation Order launching Op Honour specifically notes the need for
Leadership-Driven Culture Change: the strengthening of the CAF culture and ethos in a
manner that reinforces mutual trust, respect, honour, and dignity (Vance, 2015b). As Castro et
al. (2015) note, though, culture change cannot occur in a vacuum: leaders must be provided the
necessary resources and support needed to change the unit climate and culture around attitudes
and behaviors related to sexual harassment and assault (p. 9). The House of Commons report
(Leblanc, 2014) similarly noted the need for this approach in several areas: management and
leaders should receive additional training on the attitudes and mechanisms required to promote
and reinforce this kind of culture change. Specifically cited were leadership training on fostering
a respectful workplace; building a workplace free of discrimination, harassment and other
incivilities; promoting participation in harassment prevention strategies, such as additional and
advanced training; providing leadership and clarity around early intervention and complaint
resolution pathways; and modeling appropriate responses to complaints (Leblanc, 2014).

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With this idea in mind, that everyone at every level must be provided the resources and
support needed to bring about change, transactional leadership gives way to transformational
leadership, distributed leadership (Avolio et al, 2009), and emergent leadership (Misiolek and
Heckman, 2005), as well as leader-member exchange (LMX) (Hogg et al, 2005).
Leadership in military organizations tends to be hierarchical and transactional in nature.
However, an intervention such as this one, which aims to educate and to change the culture of an
organization, cannot rely strictly on transactional leadership and leadership by means of rank
alone. Transformational, emergent, and distributed leadership, as well as LMX, are approaches
that we propose as ways of encouraging leadership at all levels of the organization.
Transactional leadership can still exist for some aspects of this initiative, especially when
establishing a zero tolerance policy. Emergent leadership can be encouraged at all levels of the
organization, regardless of rank or title. If someone sees behavior that is questionable, they
should feel ethically compelled to report, avoid bystanding and step up to aid any victims as
situations arise. Distributed leadership can exist within a unit, wherein the leader of that unit is
not the only person who bears responsibility for the actions of their subordinates. In addition,
high quality relationships between leaders and followers should be fostered in LMX to
encourage subordinates to report, and feel safe in reporting, cases of harassment or assault.
In a sense, by evoking different leadership types for different levels and different contexts
within the organization, we are considering the different facets of a total leadership approach.
Here leadership radiates from the top of the organization, but it permeates into all levels of
leadership and throughout the culture of the organization. The DL approach we advocate here,
with its emphasis on PSI, simulated learning, and the fostering of a community of practice, has
the effect of promoting a distributed leadership approach, in which local leaders, regardless of

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formal rank, emerge and take the lead in ensuring that sexual misconduct is addressed, reduced,
and eliminated. Through this process of buy-in and ownership on the part of members of the
CAF, it can promote a culture of emergent leadership which promotes a positive working
environment for all CAF members.

Conclusion
In this brief paper we have explored the issue of sexual misconduct and harassment in the
military, an issue that also exists in our culture at large. A recent external independent review of
this issue, commissioned by the Chief of Defence Staff, highlighted a number of issues within
the CAF, and it was this that gave rise to Op Honour, a way of addressing this issue within the
CAF. It is, however, too early in its implementation to determine whether or not Op Honour is
working. Our approach uses Op Honour as a starting point, but is intended to enhance this
program with our leadership and distance education approaches.
In our approach we consider the varied background of the people serving in the CAF,
both in terms of demographics, but also in terms of their learning backgrounds and educational
competencies. The educational intervention will be available in a self-paced distance education
model based on PSI modularized learning to make it accessible to a variety of learners with
different backgrounds and different deployment statuses. Simulations will be employed for
behavioural skills training, and we are suggesting a blended approach to learning in order to
encourage pedagogies that are suited best for adult learners and that facilitate community
building.
Educational interventions are not the only component of our proposal. Leadership and
culture change are key components to this intervention as well. As General Vance recently said,

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"..it is leadership at all rank levels that is at the core of our culture, it is leadership
that makes us tick, it is leadership that inspires, it is leadership that protects, it is
leadership that teaches and encourages and it is leadership that will eradicate
sexual misconduct from within our ranks (Vance, 2015a, para. 7).
Through this multi-pronged approach, our aim is to address the issues revealed in the
Deschamps report and in doing so we aim to help make the CAF a better, and safer, place to
work for all members of the CAF.

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