erage in the course. Conflict, like civ-mil relations, occurs on a
spectrum, and different stages call for different types of engagements. The group considered types of environments (both
permissive and non-permissive) as well as the stages of conflict,
from prevention through conflict transformation. While participants in our facilitated discussion agreed that civilian and
military actors must know how to cooperate within a variety of
configurations to include both permissive and non-permissive
environments, some discussion noted that the most challenging aspect of civ-mil interaction occurs during crisis situations.
Concerned that a focus on crisis situations would be interpreted
solely as a focus on post conflict reconstruction environments
akin to Iraq and Afghanistan, several participants emphasized
that crisis environments exist in a broader context. It was also
pointed out that although current crisis environments do not
necessarily involve USG personnel to the extent seen in Iraq
and Afghanistan, there is still a significant component of civ-mil
interaction occurring.
This conversation paralleled the consideration of whether the
environment in the course should focus solely on post-conflict
environments as opposed to the full spectrum of conflict. The
primary considerations here were a concern for the time it
would take to cover all stages and the level of depth that would
be desired in the conversation since the large scope of the environment mandates varying levels of situational awareness for
effective operation. Other participants in our discussion emphasized that civ-mil actors should train to operate in all types of
environments.
Whole of Community and Actors
Perhaps the most commonly referenced issue during discussions
was the need to develop a deep understanding of the key actors
operating in a shared space, and to develop strategies to work
more effectively where actor alignments are fluid. While it is
crucial to understand the basics of who the actors are and what
drives them, this information already exists in many courses.
Participants highlighted the need for a deeper understanding
of institutional cultures that goes beyond simply viewing them
as problems to be solved and moves toward a more nuanced appreciation of the goals, capacities, and needs of each institution.
A realistic discussion of the impact of institutional obstacles
to coordination must also take place for effective coordina-
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