Experimental validation of a model for developing managerial competence of future unit commanders in the logic of NATO Mission Command philosophy

Abstract

The article is devoted to the experimental verification of the effectiveness of a model for developing managerial competence of future unit commanders, designed in line with the NATO Mission Command philosophy and aligned with contemporary approaches to Professional Military Education (PME) and the DEEP initiative. The aim of the study is to assess the impact of an integrated programme of modules, embedded in the educational and professional curriculum without a formal increase in teaching load, on the dynamics of the integral and cluster indicators of managerial competence. Methods. A pedagogical experiment was conducted with a control group (CG = 30) and an experimental group (EG = 27), two stages of diagnostics (T1, T2), and gain (Δ) analysis. Assessment was carried out using an author-developed criterion-referenced profile of managerial competence covering six components: value–ethical (A), cognitive–analytical / decision-making (B), communication–organisational (C), people / mission management (C2, D), psychological resilience / self-regulation (E), and digital–information / technological (F), as well as an integral indicator Σ(A–F). Descriptive statistics, the non-parametric Mann–Whitney U test for independent samples, Pearson’s χ² test, Cramer’s V coefficient and effect size estimates r were employed. Formative assessment was complemented by observation, analysis of competence portfolios and After Action Review (AAR) procedures. Results. Baseline diagnostics showed statistical equivalence of CG and EG on all components and on the integral index, which ensured the correctness of subsequent comparisons. Following implementation of the programme, the experimental group demonstrated a higher final level of managerial competence and a more favourable distribution profile across levels, with a marked increase in the share of cadets with exemplary / advanced competence. Gains were the key indicator of effectiveness: the mean Δ of the integral index in the EG was more than three times higher than Δ in the CG, and for all components A–F statistically significant differences (p < 0.001) with large effect sizes were found. The most sensitive to the intervention was the communication–organisational component associated with team interaction, coordination and task management. Conclusions. The empirical results confirmed the high effectiveness of the proposed model for developing managerial competence of future unit commanders. The model ensures systemic development of value–ethical, analytical, communication–organisational, leadership–psychological and digital–technological clusters within the Mission Command philosophy, demonstrates the feasibility of implementation in the educational process of higher military education institutions without a critical increase in workload, and is conceptually compatible with NATO/PME requirements and DEEP approaches. The need for further multicentre and longitudinal studies is emphasised in order to strengthen the external validity of the findings and to include objective behavioural indicators of graduates’ professional performance.