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Podcast V2

From the Green Notebook

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Thinking Outside the Box: The Use of Social Media and Virtual Work in the Development of Effective Communication at WHINSEC

by Moacir Mendonca, Rolly Sanchez, and Cesar Soto-Ramos

In today’s ever-changing academic and global security environment, the Western Hemisphere Institute for Security Cooperation (WHINSEC) quickly adapted and successfully overcame many challenges that unfurled at the onset of the COVID-19 pandemic. As an institute committed to developing ethical leaders to strengthen democratic partnership in the Western Hemisphere, WHINSEC utilized social media to enhance learning and communication in a unique academic environment.

Surrounded by the pandemic’s challenges, this environment presented an urgent opportunity for the Command and General Staff Officer Course (CGSOC) faculty to enhance information sharing through virtual military communities. The use of social media became a useful venue and a valuable tool that built the bridge within WHINSEC to navigate the gap of connection created by the pandemic. Furthermore, we witnessed the unique benefits that emerge when a multicultural group engages in team-oriented work via social media. The use of social media paved the way to myriad opportunities to connect, enhance, learn, adapt, and effectively fill the void of communication precipitated by the pandemic-induced crisis.  

Multiple Cultures Meet a Challenge Together

WHINSEC CGSOC is a 47-week course designed to educate and train intermediate-level military, interagency, and partner-nation officers to be prepared to operate in joint, interagency, and multinational environments as field grade commanders and staff officers. This interrelationship provided a unique cultural diversity environment within the WHINSEC CGSOC during the pandemic. For instance, the faculty is composed of selected instructors from Western Hemisphere countries including Brazil, Canada, Colombia, Costa Rica, Dominican Republic, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Panama, Paraguay, Peru, and the United States. These instructors brilliantly collaborated and confronted the challenge of creating a highly interactive setting that inspired sharing, critical thinking, discussions, and participation. Through applications or platforms such as Blackboard, Microsoft Teams, WhatsApp, and more, the faculty learned about exploring and forming a dynamic environment that led to the creation of an internet-enabled group among students, faculty, and leaders. This changing relationship between the faculty, the students, and technology streamlined the multicultural interaction amidst barriers associated with COVID-19 pandemic.

WHINSEC, since its establishment in 2001, has traditionally relied upon in-person education tailored to fit its multicultural academic approach. Despite the unexpected task of a time-sensitive transition to a virtual classroom setting, WHINSEC was able to complete and deliver a transparent switch within a record-setting two days.

Making Changes

Our institute’s Education Technology (Ed Tech) department effectively handled the transition by managing our Blackboard learning system to bridge our virtual learning space. During those two days, the Ed Tech department implemented Blackboard Ultra and conducted rigorous faculty training that allowed students to acquire class lectures and share videos and audio while enhancing collaboration. However, because the majority of the faculty are not digital natives (most are Generation X), CGSOC faced several challenges. Simply put, we were not as tech ready as we thought. As a faculty, we had to face the challenges of learning quickly and adapting to new technical skills due to different expectations. However, our multicultural military mindset and background brought us together and became integral in reaching our goal of providing a quality academic platform and environment.

As virtual learning became the norm to reach our students, challenges such as network reliability and cybersecurity coupled with health and personal issues from instructors and students were areas of concern. At this point, the goal of providing quality education, proper resources, and keeping students constantly motivated became difficult and mired with uncertainty. A compelling need to employ tools for online teaching arose within the organization. To foster effective communication between instructors and students, our team of instructors achieved that objective by employing a series of collaboration strategies. To stimulate creativity and promote a sense of community, instructors welcomed ideas from faculty and students by expressing that a good idea can emerge from anywhere within our organization regardless of rank or country. For example, instructors and students shared links on a variety of current events, new trends, and technology related to their countries and other regions. These links generated active debates and ideas that enhanced our communication while expanding our knowledge and creativity.  Therefore, keeping an open-minded approach to diverse perspectives from different military backgrounds was critical to exploring new ways of thinking.

Even though Blackboard is our current learning management system, the WhatsApp application has become a valuable secondary informal source to share real-time information between students and instructors. As a result, CGSOC students and instructors combined Blackboard and WhatsApp to enhance their learning and sharing experience. The CGSOC department is divided into different instructor/student teams. Therefore, each department created its own WhatsApp group based on purpose.

Although these groups were primarily academic-related, they also included various extracurricular and motivational activities, which played an important role in raising collective morale and welfare. For example, regarding extracurricular and motivational activities, the instructors and students utilized their WhatsApp groups to spread inspirational quotes and announcements for class team sports, personal fitness, and family events. We also had situations in which several students faced adversity when dealing with the loss of a loved one. During these unfortunate life events, the class relied on social media to provide help and emotional support during their time of grief.  Group members constantly cheered each other up throughout unexpected personal situations, courses, and exercises.

Cultural Adaptability of Social Media

Whether the communication was in English, Spanish, or a haphazard mixture of both, these online groups provided an effective tool for interaction in a multicultural professional setting. Additionally, these interactions assisted many of our international students and instructors in learning or practicing their English skills. For example, simple “Spanglish” phrases such as “today tenemos un meeting,” “por favor enviame el link,” “necesito un update para mi computer,” or “quiero hacer un briefing en Powerpoint” created a useful and fun way for them to learn alongside creative emojis showing their country’s military customs, flags and more.  Additionally, these interactions and exposure to the English language benefited them when conducting non-work-related aspects such as running errands with their families or traveling within the United States. 

Another challenge that needed attention was cybersecurity. With the concern of not interrupting classes, WHINSEC had to quickly embrace an online learning environment that presented cybersecurity challenges. As a result, we had to reassess our online teaching strategies to avoid compromising class materials or information. This became a challenge for faculty and students, especially when human errors are always present.

However, in this area, WHINSEC did an excellent job by constantly providing training and educating the faculty, students, and staff on the vulnerabilities and threats within our environment. For example, our training emphasized areas such as protecting controlled unclassified information, personally identifiable information, and phishing attacks. Additionally, the CGOSC faculty and students were proactive by sending constant security awareness messages through WhatsApp and short message service (SMS) to keep everyone informed. Simple but well-timed reminders such as “think before clicking or posting,” “use a unique password,” and “never reply to a spammer” led to security conversations within our different teams resulting in a better understanding of everyone’s role across our organization. Nevertheless, we are always aware that the online learning environment still struggles with security and requires constant training and vigilance.

Despite the challenges, opportunities also emerged and created advantages in using social media. First, there was a reduction in the number of sick personnel. As students stayed home, the combination of these platforms reduced the risk of getting or transmitting the infections to others. Second, the instructor-student communication became more effective as both groups continued to address social and emotional needs, which encouraged a stronger and more reliable support network. For example, this support network was critical in a time when digital fatigue, excessive screen time, lack of focus, and other distractions were taking a toll on the students. Additionally, despite the students not always having reliable home internet connectivity, the use of social media platforms became a key to empowering the instructors and students to maintain supportive interactions. It was very important that every team acknowledged every member and recognized everyone’s efforts to demonstrate caring and friendship.

The Way Forward

As the pandemic recedes, the CGSOC faculty is committed to providing a full-time in-person learning experience. However, strategies used throughout the pandemic will continue to be beneficial in traditional work and study environments. For example, if a student tests positive and needs to quarantine, the faculty can quickly implement virtual learning during the quarantine period. In this case, the student continues to actively participate in daily class activities, including exercises and briefings. The already established delivery of instruction will allow for uninterrupted access to rigorous learning until the student physically returns to the classroom. Equipped with our substantial experience that virtual learning can be effective, these practices will remain in our methodology in the near future. In the meantime, as faculty, we will continue to adapt and practice our teaching/learning approach by employing virtual and hybrid interactions supported by social media communication methods. 

Comprehensively, social media platforms effectively contributed to the fulfillment of WHINSEC’s mission by maintaining training and continuous education while achieving security cooperation in the Western Hemisphere. Through a team effort, the faculty and students found the use of social media positive. In addition, they proved that meaningful academic growth can still occur outside the traditional confines of a physical classroom.

In WHINSEC, the challenges of the pandemic charted a course into the future. During this time, faculty learned how to better support instructors and students in extenuating circumstances and continue to cultivate partnerships across the Western Hemisphere. When it comes to social media, WHINSEC will continue to employ effective pedagogical strategies while coping with constant cybersecurity challenges and the fast-changing features of social media platforms. “Liberty, Peace and Fraternity” is the institute’s motto. Therefore, whether in a virtual or in-person academic environment, we are postured to promote transparency, trust, and cooperation among participating nations to strengthen democratic values, respect for rights, and knowledge and understanding of U.S. customs and traditions.

LTC Moacir (Brazil), LTC Sanchez (Peru), and MAJ Soto-Ramos (USA) serve as Command General and Staff Officer Course instructors currently assigned to the School of Professional Military Education at the Western Hemisphere Institute for Security Cooperation in Fort Benning, Georgia.

The views expressed are those of the authors and do not reflect the official policies or positions of the Exército Brasileiro, Ejército del Perú, or the United States Army.

10 More Ways Commanders Can Embolden their PAO and Communicate Better

by Kevin Sandell

Editor’s Note: This is the second of a two-part series focused on improving your unit’s communication efforts through your Public Affairs Office. The first part of this series can be read here.

The unit public affairs office (PAO) – and ultimately the unit’s ability to communicate with its internal and external audiences – deteriorates without two critical factors: commander support and emphasis. Public affairs is a commander responsibility, and the ability to shape and affect the information environment ultimately falls to the commander. By laying out his/her intent for public affairs, the commander emboldens the unit’s PAO to synchronize public and command information, crisis communication, visual information, and community engagement activities.

The One Thing Series: No Longer One of the Guys

by Chad Corrigan

One thing I learned early in Squadron command is that I was no longer one of the guys.

You cross a major threshold when you transition from company grade through field grade time and on to Squadron Command. I may have felt the same, but I wasn’t perceived the same. I still felt like a Captain. But I wasn’t a Captain anymore. My words and actions hit with much more weight. I had to be deliberate when I spoke. I had to be careful with humor to not accidentally hurt someone. Commanding a Squadron isn’t just a bigger company. I was completely comfortable in an Apache battalion. I grew up in the hangar. But now my presence rippled through the building when I walked in.

The One Thing Series: Leading in the Present

by Christopher Williams

 “The chief task in life is simply this: to identify and separate matters so that I can say clearly to myself which are externals not under my control, and which have to do with the choices I actually control. Where then do I look for good and evil? Not to uncontrollable externals, but within myself to the choices that are my own”

Readers have likely heard a form of this quote at some point in their careers – be it a podcast or article on leadership, a book on living well, or from a leader in an organization of which they were a part. Though a simple message, many of us fall short in aspiring to this ‘chief task,’ as presented so eloquently by Epictetus.

A Different Point of View: A Military Child’s Perspective of the Task

By McKenzie Dull

My dad was a soldier in the United States Army long before I was born. It is all I have ever known. Being around people who serve is a way of life to me and something I took for granted and did not fully understand. It wasn’t until recently, after watching the 2022 West Point commencement speech given by General Mark Milley, that I discovered the incredible responsibility those who serve willingly take. Simply stated, it became clear to me that their task is to support and defend the idea of America and to do so with convicted courage and character.

The One Thing I Wish I Would Have Known…

Leaders,

This summer many of you are changing out of position. We’ve got a question for you:

What’s the one thing you wish you would have known before you started the job?

We all have the one nugget of wisdom we learned the hard way that we wish we would have known before our name was on the door. It’s the thing that kept haunting us for two years. It’s the event we barely survived. It’s the problem that kept us awake at 3 am trying to solve. Or, maybe we didn’t figure it out and now we’re left with regret.

Regardless of whether you recently were a platoon sergeant or a division commander, we know that lesson is still fresh. Now is your chance to set someone else up for success!

In less than 500 words, tell us your #onething. Send submissions to our editor-in-chief, Dan Vigeant (Dan [at] fromthegreennotebook.com) by June 21, 2022. We will launch our #OneThing series in early July.

Don’t let that one thing get lost, only to be rediscovered by another leader…the hard way.

On Practical Leadership- The Value of Active Listening

by Alberto J. Delgado

“It doesn’t make sense to hire smart people and tell them what to do; we hire smart people so they can tell us what to do.”

You’ve probably heard that quote thrown around at meetings and posted all over social-media as axiomatic of good leadership. And yes, Steve Jobs insightful leadership philosophy about organizational development may create an environment that unleashes a team’s talents. 

But if you think about it, you’ll come to realize that it is incomplete. Leaders must first create and develop effective communication, which hinges upon active listening being an implicit requirement for leaders and their teams. Essentially, we should “hire smart people, and lead them by actively listening to them, so they can tell us what to do.”

That new statement, of course, begs the questions, what is active listening and why is it a “requirement”?

Moral Injury: A Primer

by Caleb Miller

Military professionals are relatively familiar with general mental health and PTSD; a newer concept, “moral injury,” has been growing in popularity for the past few decades among top leaders, counselors, psychologists and chaplains. Since the month of May is Mental Health Awareness Month and June is PTSD Awareness Month, I would like to highlight the concept of moral injury as it has emerged in the military lexicon by answering three questions.

What is it? Why does it matter? How can we address it?

Strength in Inclusion

by Jakob Hutter

A unique characteristic of the United States military is the diverse makeup of people and their ideas. 

When service members of different races, ethnicities, religions, sexual orientations, and other identities have a shared understanding and commitment to the same mission the team can perform at a higher level, are more likely to be innovative and adaptive to shifting circumstances, and more likely to achieve organizational outcomes. 

The Science and Art of Command

by Michael Everett

Does the Army practice Mission Command? Or Command and Control?

After the 2019 update to ADP 6-0 Mission Command, many young leaders are confused about the terms command and control and mission command.

The bottom line is this: Mission command is the United States Army’s approach to command and control (C2). It became clear that doctrine devoid of C2 is not the optimum way to communicate where mission command lies in the spectrum of warfighting. The 2019 version of ADP 6-0 makes it clear that mission command is meant to enable the command of troops and the control of operations. This vital piece of information clarifies the purpose of mission command and how to frame its implementation.