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CORPS OPTIONAL TRAINING PLAN INSTRUCTIONAL GUIDE

1 Rev: 1 July 2017

CORPS OPTIONAL TRAINING PLAN

INSTRUCTIONAL GUIDE

(ENGLISH)

ISSUED: 1 SEPTEMBER 2014

VERSION 1.1 (1 JULY 2017)


2 Rev: 1 July 2017

FOREWORD AND PREFACE

1. Issuing Authority. This Instructional Guide (IG) was developed under the authority of the DEVELOPMENTAL OFFICER, and issued on the authority of the same. 2. Development. Development of this IG is meant to support and augment training requirements of the cadet unit not detailed in existing CCO training publications. The cadet unit may augment, add or delete material as they require to deliver the program as detailed by CCO training publications or local requirements. 3. Purpose of the IG. The IG to be used by the cadet unit in conjunction with other resources to conduct the Cadet Training Program, including both Mandatory and Complementary Training. The IG provides instructors with the base means from which to deliver training. The IG should then be used as the instructor’s lesson plan after any adjustments are made during planning and preparation stages. Instructors may be required to develop instructional materials to support training in addition to any that may be provided, e.g. posters, videos, handouts, models, etc. supplemental to training control and support documents. Suggested instructional activities are included in most IGs to maximize learning and fun. Instructors are also encouraged to modify and/or enhance the activities, as long as they continue to contribute to enabling objectivity achievement.

4. Effective Date. This publication is effective upon receipt. Subsequent changes are effective upon receipt.

5. Suggested Changes. Suggested changes to this document shall be forwarded through the normal chain of command to the DEVELOPMENTAL OFFICER (or any unit using this publication for its own purpose)


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TABLE OF CONTENTS

EO Class Duration

X000.00 Unit Stand Down ---

X000.01 Cadet Unit In-Routine 30 min

X000.02 Cadet Unit Out Routine 30 min

X000.03 Cadet Unit Staff Meeting 30 min

X000.04 Cadet Unit Divisional/Platoon/Flight Period – Beginning of the Year 30 min

X000.05 Cadet Unit Divisional/Platoon/Flight Period – Mid Term 30 min

X000.06 Cadet Unit Divisional/Platoon/Flight Period – End of Year 30 min

X000.07 Mess Dinner Training Class 30 min

X000.08 Mess Dinner (REVISED) 90 min

X000.09 Summer CTC Parents Information Session 30 min

X000.09A Summer CTC Parent Selected Information Session 30 min

X000.10 Cadet Unit Cleaning Session 30 min

X000.11 Summer CTC Preparation Period 30 min

X000.12 Remembrance Day Presentation 30 min

X000.13 Cadet Unit Work-Ups Training Session 30 min

X000.14 Cadet Unit Tear-Down Training Session 30 min

X000.15 Cadet Unit Training Seminar 120 min

X000.16 Cadet Unit Uniform Session 30 min

X000.20 On The Job Training 30 min

X000.21 Attain Standard First Aid Qualification 640 min

X000.22 Merit Review Board 30 min

X000.30 Cadet Unit Entertainment Period 30 min

X000.31 Cadet Unit Adventure Training Period 30 min

X000.40 Cadet Exercise Safety Briefing 15 min

X000.41 Cadet Exercise In-Routine / Out-Routine 15 min

X000.42 Cadet Exercise Evening Activities 15 min

X000.43 Cadet Exercise Operations Briefing / O-Group 15 min

X000.44 Cadet Exercise Preparation and Review 15 min

X000.45 Cadet Exercise Leadership/Team Building Activity 15 min

X000.46 Cadet Exercise Activity Review 15 min

X000.47 Cadet Exercise Debrief 15 min

X000.48 Safety Inspect of Personal Kit 15 min

X000.50+ Cadet Unit Appointments

X000.70+ Division / Platoon / Flight Positions

X000.98 Individual Performance Objective Review 30 min

X000.99 Training Level Year End Review 30 min

X003.01 Leadership - General 30 min

X003.02 Leadership – Guest Speaker 30 min

X003.99 Leadership Evaluation

X103.01 Be a Leader 30 min

X103.02 Understanding Orders 30 min

X103.03 Leading in a Team Environment 30 min

X103.04 Working with Different People 30 min

X103.05 Work as an Effective Team 60 min


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X203.01 Build an Effective Team 60 min

X203.02 Communicating Within a Team 30 min

X203.03 Present Yourself 30 min

X203.04 Role of the Duty Staff 30 min

X203.05 Perform Duties of the Duty Staff 30 min

X303.01 Leadership – Discussion 30 min

X303.02 Role of the Cadet NCO 30 min

X303.03 Dynamics of the Cadet NCO 30 min

X303.04 Leadership 60 min

X303.05 Command 30 min

X303.06 Management 30 min

X303.07 Followership 30 min

X303.08 Influence 30 min

X303.09 Conduct and Discipline – Cadets 30 min

X303.10 Conduct 15 min

X303.11 Orders 15 min

X303.12 Understanding Discipline 30 min

X303.13 Understanding Counseling 30 min

X303.14 Meeting/Briefings 15 min

X303.15 Operations 60 min

X303.16 Operations – Planning 60 min

X303.17 Public Speaking 30 min

X303.18 Confidence 30 min

X303.19 Supervision 30 min

X303.20 Delegation 30 min

X303.21 Time Management 30 min

X303.22 Motivation 30 min

X303.23 Decision Making 30 min

X303.24 Responsibility and Accountability 30 min

X303.25 Looking after your People 30 min

X303.26 Situational Awareness 30 min

X303.27 Establishing Command 30 min

X403.01 Practical Leadership 60 min

X403.02 Leadership on an Overnight Exercises 30 min

X403.03 Leadership in the Field 30 min

X004.01 Perform the Cadet Fitness Assessment 60 min

X004.02 Perform the PACER 30 min

X005.01 Corps Sports Period 30 min

X006.00 Personalizing the Air Rifle 30 min

X006.01 Parts and Characteristics of the Rifle 30 min

X006.02 Marksmanship Apparel

X006.03 Alternative Marksmanship Apparel

X006.04 Target Scoring

X006.05 Complication to Scoring

X006.06 Scoring Equipment

X006.07 Range Safety Officer

X006.08 Unique Firing Problems


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X006.09 Marksmanship Equipment

X006.10 Advance Prone Position

X006.11 Natural Body Alignment

X006.12 Standing Position

X006.13 Kneeling Position

X006.14 Preparing the Body

X006.15 Mental Training

X006.16 Nutrition and the Body

X006.17 Role of the Coach (Beginner Shooter)

X006.18 Coaching a Beginner/Junior Cadet Shooter

X006.19 Role of the Coach (Expert Shooter)

X006.20 Coaching an Experienced Shooter

X006.21 Role of the Coach (Marksmanship Team)

X006.22 Coaching a Marksmanship Team

X006.23 Identifying Shots

X006.24 Correcting Shooting Errors

X006.25 Calling the Shots

X006.26 Placing the Targets

X006.27 History and Evolution of Fire Arms

X006.28 Advance Care for the Air Rifle

X006.29 Marksmanship Qualification

X006.30 Air Rifle 60 min

X007.00+ Common Cadet Training

X007.10+ Sea Cadet Training

X007.20+ Army Cadet Training

X007.30+ Air Cadet Training

X008.01 Corps Drill Period 30 min

X008.02 Annual Review Practice 30 min

X008.03 Dynamic/Static Display Practice 30 min

X008.04 Annual Review Parade Planning Session 30 min

MX08.AR Annual Ceremonial Review Parade 30 min


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CANADIAN CADET ORGANIZATIONS

OPTIONAL TRAINING PLAN

SECTION 0

EO X000.01 – CADET UNIT IN-ROUTINE

Total Time: 30 min

INTRODUCTION

ORGANIZATION This lesson may be increased / decreased in time or duplicated in its entirety depending on unit needs to maximize its ability to achieve all required objectives. PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this chapter. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. The room shall be divided using tables and theatre layout into the following areas:

Administration;

Supply;

Training;

Division / Platoon / Flight; and

Command

Each department shall be arranged with tables so that trainees can work individually or participate in groups; and

Command (and any needed department) shall be given are area to set-up a theatre for verbal presentation.

The following resources are needed for this lesson:

DND 2399 – Cadet Personnel Record (Administration Department);

Corps Joining Instructions (Division / Platoon / Flight),

Code of Conduct – If Required (Administration Department),

DND 2570 - Detailed Health Questionnaire (Administration Department)

CF 892A – Individual Clothing and Equipment Record (Supply Department);

DND 638 – Temporary Loan Record (Supply Department);

Training File (Training Department);


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PRE-LESSON ASSIGNMENT N/A APPROACH The rotating workstation approach was chosen to allow cadets to report to each department on their own time. The lesson shall have multiple instructors that will lead each department workstation. The lesson shall be supervised by the CO (or designate). REVIEW N/A OBJECTIVE By the end of this lesson the cadet shall be expected to have completed all necessary paperwork and personal information review to be a functional member of the cadet unit. IMPORTANCE As a member of the cadet unit, cadets will be expected to have completed all required objectives to be a functional member of the cadet unit. This ensures that the cadets are efficiently and effectively enrolled into the cadet unit upon their arrival for cadet activities. TIMINGS

Section Component Time

1 Administration Department 5 min

2 Supply Department 5 min

3 Training Department 5 min

4 Division / Platoon / Flight System 5 min

5 Command Section 10 min

TOTAL TIME 30 min

Workstation 1 Administration Department

Time: 5 min Method: Rotating Workstation

AIM This workstation provides the Head of Department (HOD) with in-person review of the cadet file. Each person is required to complete all required aspects of the review for the department. Upon completion the HOD shall have all the pertinent information to effectively update all necessary personal information. OUTCOMES


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Outcomes of this workstation include:

Update all personal information;

Update all contact information;

Issue and update of yearly DND 2570 Detailed Health Questionnaire;

Issue and review of applicable code of conduct / memorandum of understanding;

Review of DND 2399 - file for cadets;

Review and update of Cadet Fortress file;

Declaration of any prescriptions or medical needs;

Provincial Health Card check;

Signature of Nominal Roll; and

Anything else deemed necessary by the Commanding Officer. IMPORTANCE CAF/DND requires that up-to-date information be kept on all cadets enrolled into the cadet program. The Cadet Unit must meet this expectation and maintain the information as per all orders and directives. Activity Layout This activity should be conducted in an area where trainees can work in line-up and meet with the HOD individually. Activity Instructions

Have the trainees stand in line;

Each trainee will meet with the HOD individually;

Trainee will complete all information that can be completed at the meeting;

Trainee will take with them any material that requires information to be returned with parental signature; and

Once the HOD is satisfied, the trainee will continue on to the next department. Safety Nil.

Workstation 2 Supply Department


AIM This workstation provides the Head of Department (HOD) with in-person review of the cadet file. Each person is required to complete all required aspects of the review for the department. Upon completion the HOD shall have all the pertinent information to effectively update all necessary personal information.


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OUTCOMES Outcomes of this workstation include:


Review uniform measurements and serviceability;

Review durability and proper upkeep of uniform parts;

Review CF 892A – Individual Clothing and Equipment Record;

Review DND 638 – Temporary Loan Record

Issue and record equipment that may be required for parade position;

Issue and record uniform parts required for training;

Issue and record accoutrements required for training;

Process any Loss and Theft Reports;







Workstation 3 Training Department


AIM This workstation provides the Head of Department (HOD) with in-person review of the cadet file. Each person is required to complete all required aspects of the review for the department. Upon completion


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the HOD shall have all the pertinent information to effectively update all necessary personal information. OUTCOMES Outcomes of this workstation include:


Issue and update of Cadet Training File;

Issue and review any applicable training materials


Issue of any material relating to standards and or expectations;

Issue and identification of training level assignments; and







Workstation 4 Division / Platoon / Flight System


AIM This workstation provides the Head of Department (HOD) with in-person review of the cadet file. Each person is required to complete all required aspects of the review for the department. Upon completion


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the HOD shall have all the pertinent information to effectively update all necessary personal information. OUTCOMES Outcomes of this workstation include:

Issue Cadet Unit Joining Instructions;



Assign cadet to applicable division / platoon / flight;

Issue and review any applicable materials


Issue of any material relating to standards and or expectations;







Workstation 5 Command Section

Time: 10 min Method: Lecture

AIM


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This lecture provides the Command Section with in-person review of the cadet file. Each person is required to complete all required aspects of the review for the department. Upon completion the HOD shall have all the pertinent information to effectively update all necessary personal information. OUTCOMES Outcomes of this workstation include:

Review of all standards and expectations;

Review of all protocols and orders;

Review routine and timings;

Update on any changes important changes;


Trainees must have completed all other workstations prior to attending this lecture;

All trainees will attend; and


END OF LESSON CONFIRMATION

N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO.


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CLOSING STATEMENT Unit In-Routine is vital to the cadet program and the delivery of its training. The Cadet Unit must be up-to-date on all information and meet the needs and expectation of not only DND/CAF, but also the cadets. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 0

EO X000.02 – CADET UNIT OUT-ROUTINE

Total Time: 30 min

INTRODUCTION

ORGANIZATION This lesson may be increased / decreased in time or duplicated in its entirety depending on unit needs to maximize its ability to achieve all required objectives. PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this chapter. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. The room shall be divided using tables and theatre layout into the following areas:

Administration;

Supply;

Training;

Division / Platoon / Flight; and

Command

Each department shall be arranged with tables so that trainees can work individually or participate in groups; and

Command (and any needed department) shall be given are area to set-up a theatre for verbal presentation.

The following resources are needed for this lesson:

DND 2399 – Cadet Personnel Record (Administration Department);

CF 892A – Individual Clothing and Equipment Record (Supply Department);

DND 638 – Temporary Loan Record (Supply Department);

Training File (Training Department); PRE-LESSON ASSIGNMENT


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N/A APPROACH The rotating workstation approach was chosen to allow cadets to report to each department on their own time. The lesson shall have multiple instructors that will lead each department workstation. The lesson shall be supervised by the CO (or designate). REVIEW N/A OBJECTIVE By the end of this lesson the cadet shall be expected to have completed all necessary paperwork and personal information review to close out the training year administratively and, if necessary, ensure all information is correct for CSTC. IMPORTANCE At the completion of the training year, cadets must go through an out-routine to confirm that all training is completed, all administration is correct, all uniform/equipment requirements are met and a review of the training year is completed. TIMINGS


1 Administration Department 5 min

2 Supply Department 5 min

3 Training Department 5 min

4 Division / Platoon / Flight System 5 min

5 Command Section 10 min

TOTAL TIME 30 min

Workstation 1 Administration Department


AIM This workstation provides the Head of Department (HOD) with in-person review of the cadet file. Each person is required to complete all required aspects of the review for the department. Upon completion the HOD shall have all the pertinent information to effectively update all necessary personal information. OUTCOMES Outcomes of this workstation include:


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Review of DND 2399 - file for cadets;


Declaration of any prescriptions or medical needs;


Signature of Nominal Roll; and







Workstation 2 Supply Department




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Review uniform measurements and serviceability;

Review durability and proper upkeep of uniform parts;

Review CF 892A – Individual Clothing and Equipment Record;

Review DND 638 – Temporary Loan Record

Return equipment that was required for parade position;

Return surplus/damaged uniform parts required for training;

Return accoutrements required for training;

Process any Loss and Theft Reports;







Workstation 3 Training Department


AIM This workstation provides the Head of Department (HOD) with in-person review of the cadet file. Each person is required to complete all required aspects of the review for the department. Upon completion the HOD shall have all the pertinent information to effectively update all necessary personal information. OUTCOMES


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Review the Cadet Training File;

Review any applicable training materials


Return of any training material relating; and







Workstation 4 Division / Platoon / Flight System




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Review any applicable materials


Return of any material relating to division / platoon / flight;

Review, individually, the overall impression of the cadets training year; and







Workstation 5 Command Section

Time: 10 min Method: Lecture

AIM This lecture provides the Command Section with in-person review of the cadet file. Each person is required to complete all required aspects of the review for the department. Upon completion the HOD shall have all the pertinent information to effectively update all necessary personal information. OUTCOMES Outcomes of this workstation include:

Review of all standards and expectations;


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Review of all protocols and orders;

Review routine and timings;

Update on any changes important changes;


Trainees must have completed all other workstations prior to attending this lecture;

All trainees will attend; and



N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Out routine provides important information to and from the cadets. Overall this time is used to ensure that cadets have performed according to standards and that they may review those performenaces. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 0

EO X000.03 – CADET UNIT STAFF MEETING

Total Time: 30 min

INTRODUCTION

ORGANIZATION This lesson may be increased / decreased in time or duplicated in its entirety depending on unit needs to maximize its ability to achieve all required objectives. PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this chapter. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNMENT N/A APPROACH The guided discussion approach was chosen to allow cadets the opportunity to listen, comprehend and communicate during presented to them. The lesson shall have a minimum of a single instructor. The lesson shall be supervised by the CO (or designate). REVIEW N/A OBJECTIVE By the end of this lesson the cadet shall be expected to attend, discuss and retrieve information necessary for the completion of assigned duties within a cadet unit. IMPORTANCE Cadets assigned to duties are required to attend staff meetings where they can retrieve and put forth useful information. The information attained during staff meetings is vital to the proper operation and safety within the cadets unit.


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TIMINGS


1 Meeting and Briefings 15 min

2 Department Briefing 15 min

TOTAL TIME 30 min

Teaching Point 1 Meetings and Briefings

Time: 15 min Method: Interactive Lecture

MEETINGS Meetings are, usually, formal gatherings of people to discuss one or more topics. Meetings are formally announced and have a published set of topics to be discussed or presented. Typically meetings are used to discuss matters of interest or those that require personnel be updated on. Meetings may also be used to present new ideas and subjects not before discussed. BRIEFINGS Briefings are shorts and concise gatherings used to discuss operations or a topic not requiring a meeting. These types of gatherings can be conducted in the field, in a boat, or on a flight line. These typically only cover one issue or issues relating to current operations. Layout Each meeting/briefing will have a chairperson. This person is the individual who will lead the discussion and assign the format for the presentation. Meetings/Briefings can be broken down into the following order:

“Orders” – The meeting begins when “orders” have been stated.

Opening remarks – The chairperson will open the meeting with the general context, ground rules and desired outcome.

Briefings – Each stakeholder in the meeting will be given an opportunity to brief the group on their subject matter area. As needed, the who, what, where, when, why, how or anything else deemed relevant are discussed and covered in the required detail.

Questions/Feedback – Questions are only asked at the completion of each section. The chairperson will establish at the beginning of the meeting when questions, discussion or feedback are welcomed.

Closing – The chairperson will conclude the meeting with a brief recap of the key highlights. If needed, at this time orders to subordinates will be given.

Timings


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It is always customary to arrive a minimum 15 minutes prior to the start time. Arriving early allows the participants to sort out the variables prior to the presentation such as: seating; working conditions of equipment; lighting; proximity to sound; or anything else that could hinder your ability to listen and/or speak. Feedback Meetings and briefings is about passing information to the chain of command, either up, down or both. There are several keys to providing feedback:

Come Prepared – Be prepared to discuss the listed topics. Prior to arrival you should prepare a briefing note for yourself to keep you on specific points or required information.

Provide information – Those present need the right information to make the best judgement possible. Stick to the facts of the information and avoid personal opinion.

Honesty – Always provide and honest and detailed assessment. Failure to provide truthful information will only come back to compound the issue and creating serious repercussions.

Timing – Do not use two hundred word answers when 10 will do. Most meetings/briefings are done under time critical elements. Non-relevant information wil only clutter the decision making process and slow down response times.

Respect – Remember to show respect to your peers and superiors. People attending may come to a different conclusion than you on the facts presented. Always be respectful of the discussion and the orders given by the leader.

Equipment Attending meetings require note taking. Always attend with a notepad, field message pad (FMP), notebook or anything else required to capture the required information. Prior to arrival make sure you have tested your equipment to make sure it works. Nothing can slow a meeting down more than when someone needs a pen because theirs did not work.

Teaching Point 2 Department Briefing

Time: 15 min Method: Guided Discussion

AIM This aim of the Department Briefing is to present information on the status of, and any updates for, the departments within the cadet unit. Each Head of Department (HOD) shall present a brief synopsis of the current operations for their department. Departments shall consist of:

Training Department;


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Administration Department;

Supply Department; and

Divisional / Platoon / Flight System. A further breakdown of departments may be warranted depending on the nature of the meeting. The Training Departments may desire to breakdown their information further and present on Music, Drill and Ceremonial, competition teams or any additional sub-component information. OUTCOMES Outcomes of the group briefing include:

Update on all department operations;

Update on all objectives;

Update on all deficiencies;

Update on general performance;

Objectives still ongoing;

Outstanding issues to be reviewed;

Coordination with other departments;

Future requirements;

Brief closing; and

Anything else deemed necessary to the topic of the meeting.


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Cadet units must keep up with information. Meetings and briefings help keep information moving and allows for everyone to know what is important. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 0

EO X000.04 – CADET UNIT DIVISIONAL/PLATOON/FLIGHT PERIOD (BEGINNING OF YEAR)

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this chapter. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNMENT N/A APPROACH The group discussion method was chosen to allow the cadets to share their knowledge, opinions, and feelings about the subject matter while still allowing the instructor to control the direction of the discussion. The instructor must ensure that points not brought forth by the class are presented. If the instructor follows the Instructional Guide, including the questions posed, this will allow the cadets to express, in their own words, what they learned from this lesson and how they may apply the information. REVIEW N/A OBJECTIVE By the end of this lesson the cadet shall be expected to have an understanding of the Divisional / Platoon / Flight System and their interaction within it. IMPORTANCE Being a part of a division / platoon / flight allows cadets to work and function within the corps/squadron. The system provides information and support to the cadet as they work as a member of the cadet unit team. TIMINGS


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1 Introductions 10 min

2 Role of the Division / Platoon / Flight System 10 min

3 Division / Platoon / Flight Discussion 10 min

TOTAL TIME 30 min

Teaching Point 1 Introductions

Time: 10 min Method: Group Discussion

OBJECTIVE The objective of the group discussion is to have the cadets introduce themselves and learn more about their fellow cadets.

TIPS FOR ANSWERING/FACILITATING DISCUSSION

Establish ground rules for discussion, eg, everyone should listen respectfully; don’t interrupt; only one person speaks at a time; no one’s ideas should be made fun of; you can disagree with ideas but not with the person; try to understand others as much as you hope they understand you; etc.

Sit the group in a circle, making sure all trainees can be seen by everyone else.

The instructor shall start by introducing themselves, their position and how the platoon is a team that works together to achieve goals;

Ask the trainees to identify themselves, their reasons for joining cadets, and what they hope to learn/accomplish;

Manage time by ensuring the trainees stay on topic.

Listen and respond in a way that indicates you have heard and understood the cadet. This can be done by paraphrasing their ideas.

Ensure every cadet has an opportunity to participate. One option is to go around the group and have each cadet answer the question with a short answer. Trainees must also have the option to pass if they wish.

CONFIRMATION OF TEACHING POINT 1

N/A

Teaching Point 2 Role of the Division / Platoon / Flight System


THE DIVISION / PLATOON / FLIGHT SYSTEM The division / platoon / flight system is an organization used by the cadet unit to communicate, support, assist and lead people from the newest cadet all the way to the Commanding Officer and above.


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Divisional Petty Officer / Platoon Sergeant / Flight Sergeant The system places people into teams whom are lead by a senior cadet. The Petty Officer / Sergeant is bestowed as the leader of the team, which are called Divisions / Platoons / Flights. S/He must inspire and challenge cadets to strive to achieve the standards. While the cadets aspire, the Petty Officer / Sergeant must also listen, assist, supervise, and help each cadet they look over.

Sea Cadets – Divisional Petty Officer;

Army Cadets – Platoon Sergeant; and

Air Cadets – Flight Sergeant. The Divisional Petty Officer / Platoon Sergeant / Flight Sergeant has the most important job of the organization within the chain of command. S/He must pass on the training, administration, and policy of his/her superiors and s/he must provide those same superiors with feedback from cadets. Each cadet is important and their emotional, educational, physical, and overall needs must be sent up the chain of command. All this reflects the basic need for someone to be interested in, and responsible for their people. Remember, the senior cadets of the Divisional / Platoon / Flight is there to help you. If you require assistance you should always seek him/her out and speak with them. Divisional Officer / Platoon Commander / Flight Officer The senior cadet of the division / platoon / flight is required to report to and work with an officer assigned to lead the organization. This officer placed in command is called the:

Sea Cadets – Divisional Officer;

Army Cadets – Platoon Commander;

Air Cadets – Flight Officer It is his/her responsibility to provide guidance to the platoon, through the Platoon Sergeant, for:

Administration;

Training;

Supply;

Social wellbeing, including harassment and abuse prevention;

Safety;

Behaviour;

Attendance;

Standards;

Discipline;

Morale; and

Sea Cadets use the Divisional System based upon the process used by many navies around the world for centuries. Army Cadets are placed in platoons similar to those used by armies. Air Cadet use flights to divide the squadron into manageable groups for administration and training.


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Anything else deemed necessary by the Commanding Officer.


N/A

Teaching Point 3 Time: 10 min

Division / Platoon / Flight Discussion

Method: Group Discussion

DISCUSSION

OBJECTIVE The objective of this activity is to have cadets talk about the Division / Platoon / Flight System



Ask questions that will provoke thought; in other words avoid questions with yes or no answers.



Give the trainees time to respond to your questions.


Additional questions should be prepared ahead of time.

RESOURCES N/A ACTIVITY LAYOUT Have the cadets ask questions about the Platoon System or lead them off with one of the following questions:

What is the Divisional / Platoon / Flight System?

What should be a goal for your Division / Platoon / Flight this year?

How can your Division / Platoon / Flight help each other?


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Or anything else deemed necessary to cover the EO. SAFETY Nil. INSTRUCTOR GUIDELINES

Ensure all cadets are participating

Answer any questions


N/A


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT The beginning of the training year gives everyone a fresh opportunity. The Division / Platoon / Flight System provides cadets with a team they can strive for success with. Every member plays an important part within that team. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 0

EO X000.05 – CADET UNIT DIVISIONAL/PLATOON/FLIGHT PERIOD (MIDDLE OF YEAR)

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this chapter. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNMENT N/A APPROACH The group discussion method was chosen to allow the cadets to share their knowledge, opinions, and feelings about the subject matter while still allowing the instructor to control the direction of the discussion. The instructor must ensure that points not brought forth by the class are presented. If the instructor follows the Instructional Guide, including the questions posed, this will allow the cadets to express, in their own words, what they learned from this lesson and how they may apply the information. REVIEW N/A OBJECTIVE By the end of this lesson the cadet shall be expected to have reviewed past progress and outline their future progress in the current training year within the Divisional / Platoon / Flight System. IMPORTANCE The Training Year sets out important milestones for achievements by cadets. It is important for the Divisional / Platoon / Flight System to review these milestones and help continue to strive for success. TIMINGS


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1 Review of Training Year 8 min

2 Reflection on the Training Year 15 min

3 Annual Review Ceremony 7 min

TOTAL TIME 30 min

Teaching Point 1 Review Of Training Year


REVIEW OF TRAINING YEAR The organization is required to do a mid-year review with cadets. This review allows the staff to give constructive feedback to cadets. The feedback can then be used to highlights strengths and weaknesses. Strengths can be shared and weaknesses can be improved upon. The outline provided gives staff an idea how to address constructive feedback with cadets. It should be shared openly, and if needed, discussed.

Rating Outline Reason

Excellent The organization/individual has worked extremely well and above the standard. Cadets have exceeded the requirements and pride themselves on top level performance.

Cadets overwhelmingly support the program presented and see real benefits to their participation.

Good The organization/individual works well to achieve the standard. Cadets have worked above the requirements believe they are working towards something with benefit.

Cadets believe in the program presented and see real benefits to their participation.

Average The organization/individual works together to achieve the standard. Cadets only work to meet the requirements set out to them. Staff shall provide more guidance and review.

Cadets like the program presented, however, do not push themselves to excel.

Below Average The organization/individual work just below or at the required standard. Cadets are almost able to meet the expected requirements. Staff are required to provide more direct guidance and review.

Cadets like the program presented, however, are unable to meet the standard.

Unsatisfactory The organization/individual struggles with the standard and is unable to achieve it. Cadets either do not care about the standard or unwilling to put an effort. Staff must direct and correct systemic actions to stop this level of performance. NOTE: May be underlying issue.

Cadets may not like the program or do not care to meet the standard.


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PERFORMANCE The following is the review of the Division / Platoon / Flight performance at this point in the training year: Drill At the mid-year point of the training year the squad has performed at a ___________________ level. Dress At the mid-year point of the training year the squad has performed at a ___________________ level. Deportment At the mid-year point of the training year the squad has performed at a ___________________ level. Attendance At the mid-year point of the training year the squad has performed at a ___________________ level. Esprit-de-corps At the mid-year point of the training year the squad has performed at a ___________________ level. Training Performance At the mid-year point of the training year the squad has performed at a ___________________ level. Communication At the mid-year point of the training year the squad has performed at a ___________________ level. Community Service At the mid-year point of the training year the squad has performed at a ___________________ level. Physical Fitness At the mid-year point of the training year the squad has performed at a ___________________ level. Overall At the mid-year point of the training year the squad has performed at a ___________________ level.



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N/A

Teaching Point 2 Reflection on the Training Year


OBJECTIVE The objective of the group discussion is to have the cadets reflect on the positives and negatives experienced so far in the cadet training year.









Typical Questions:

How has the training year gone so far?

What have been some positive experiences you have seen/taken part in?

What have been some negative experiences you have seen/taken part in?

What are some of our strengths?

What are some of our weaknesses? How can we improve upon them?


N/A


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Teaching Point 3 Annual Review Ceremony


ANNUAL REVIEW CEREMONY At the end of the training year, each cadet unit is required to showcase the cadets and what they have learned. To mark the end of the training year and the graduation from one successful level to the next, a special parade is held. This graduation parade is called the Annual Review Ceremony. The parade is held by the cadets to show to their families, friends, and the community what they have learned. Each year every cadet strives to put forth their best effort to show the skills and experiences they have acquired over the training year. Annual Review Parade The Annual Review Parade is the centrepiece of the ceremony. Each cadet will march and parade in their platoons on a parade square. The parade has a set format and doesn’t usually change from Opening/Closing Parade on a regular training night. The ceremony requires the cadets to parade in front of a dignitary called the Reviewing Officer. The RO is usually someone special in the community or associated with the cadet unit. Cadets will be inspected by the RO and will also provide a march past for him/her.

Annual Review is the highlight of the training year. Its importance cannot be understated for all cadets.

Dynamic Display During the parade the cadet unit may wish to have individual cadets or teams showcase a skill or performance through a demonstration. The demonstration allows the audience another view into the training cadets have received. Demonstrations may include:

Drill;

First aid;

Expedition;

Bivouac; and

Anything else deemed acceptable by the unit CO. Static Displays At the ceremony, the cadets will set-up individual displays showcasing different aspects of training. These displays are manned by the cadets before/after the parade allow for families, friends and the community to interact with cadets and gain experience with cadet training. Cadets at the displays will provide knowledge and experience to people as they come to take a look. Displays may include:

Expedition;


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Marksmanship;

Ropework;

Cadet Unit History;

Uniform Display;

Bivouac; and

Anything else deemed acceptable by the unit CO. Awards Awards are handed out at the Annual Review Ceremony. Typically, only the prestigious or special awards are presented to cadets. In front of families, friends and the community cadets are bestowed with recognition for their hard work. Another ceremony is held shortly afterward for the remaining awards and recognitions. Promotions Although not required, promotions may be handed out to cadets at the Annual Review Ceremony. Cadets may receive their promotion to the next rank at the ceremony to signify their completion of training. If promotions are not awarded at the Annual Review Ceremony then they will be handed out shortly thereafter.


N/A


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT The Platoon System is the best way to communicate with the Chain of Command. Each cadet contributes to the overall success of their platoon. Each cadet has the right to be heard and the responsibility to listen from their teammates. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 0

EO X000.06 – CADET UNIT DIVISIONAL/PLATOON/FLIGHT PERIOD (END OF YEAR)

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this chapter. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNMENT N/A APPROACH The group discussion method was chosen to allow the cadets to share their knowledge, opinions, and feelings about the subject matter while still allowing the instructor to control the direction of the discussion. The instructor must ensure that points not brought forth by the class are presented. If the instructor follows the Instructional Guide, including the questions posed, this will allow the cadets to express, in their own words, what they learned from this lesson and how they may apply the information. REVIEW N/A OBJECTIVE By the end of this lesson the cadet shall be expected to have reviewed their progress at the completion of the current training year within the Divisional / Platoon / Flight System. IMPORTANCE The Training Year sets out important milestones for achievements by cadets. It is important for the Divisional / Platoon / Flight System to review their achievements and support their growth within the cadet program. TIMINGS


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1 Review of Training Year 10 min

2 Reflection on the Training Year 20 min

TOTAL TIME 30 min

Teaching Point 1 Review Of Training Year


REVIEW OF TRAINING YEAR The organization is required to do a final review with cadets. This review allows the staff to give constructive feedback to cadets. The feedback can then be used to highlights strengths and weaknesses. Strengths can be shared and weaknesses can be improved upon. The outline provided gives staff an idea how to address constructive feedback with cadets. It should be shared openly and discussed with the platoon.

Rating Outline Reason

Excellent The organization/individual has worked extremely well and above the standard. Cadets have exceeded the requirements and pride themselves on top level performance.

Cadets overwhelmingly support the program presented and see real benefits to their participation.

Good The organization/individual works well to achieve the standard. Cadets have worked above the requirements believe they are working towards something with benefit.

Cadets believe in the program presented and see real benefits to their participation.

Average The organization/individual works together to achieve the standard. Cadets only work to meet the requirements set out to them. Staff shall provide more guidance and review.

Cadets like the program presented, however, do not push themselves to excel.

Below Average The organization/individual work just below or at the required standard. Cadets are almost able to meet the expected requirements. Staff are required to provide more direct guidance and review.

Cadets like the program presented, however, are unable to meet the standard.

Unsatisfactory The organization/individual struggles with the standard and is unable to achieve it. Cadets either do not care about the standard or unwilling to put an effort. Staff must direct and correct systemic actions to stop this level of performance. NOTE: May be underlying issue.

Cadets may not like the program or do not care to meet the standard.


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PERFORMANCE The following is the review of the Division / Platoon / Flight’s performance at this point in the training year: Drill At the end of the training year the squad has performed at a ___________________ level. Dress At the end of the training year the squad has performed at a ___________________ level. Deportment At the end of the training year the squad has performed at a ___________________ level. Attendance At the end of the training year the squad has performed at a ___________________ level. Esprit-de-corps At the end of the training year the squad has performed at a ___________________ level. Training Performance At the end of the training year the squad has performed at a ___________________ level. Communication At the end of the training year the squad has performed at a ___________________ level. Community Service At the mid-year point of the training year the squad has performed at a ___________________ level. Physical Fitness At the mid-year point of the training year the squad has performed at a ___________________ level. Overall At the end of the training year the squad has performed at a ___________________ level.


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N/A

Teaching Point 2 Reflection on the Training Year


OBJECTIVE The objective of the group discussion is to have the cadets reflect on the positives and negatives experienced so far in the cadet training year.









Questions:

How was the training year?

What have been some positive experiences you have seen/taken part in?

What have been some negative experiences you have seen/taken part in?

What are some of our strengths?

What are some of our weaknesses? How can we improve upon them?


N/A


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N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT The Divisional / Platoon / Flight System needs to work as a team. Success comes from embracing your fellow cadets and completing missions assigned. Cadets, when they work together, can make a powerful and positive difference to everyone they influence. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 0

EO X000.07 – MESS DINNER TRAINING PERIOD

Total Time: 30 min

INTRODUCTION

ORGANIZATION This lesson may be increased / decreased in time or duplicated in its entirety depending on unit needs to maximize its ability to achieve all required objectives. PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this chapter. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. Prior to instructing this lesson the instructor shall:

Review the lesson content, and become familiar with the material;

Any additional training required to bring personal in line with standards laid out in associated CCM orders and publications; and

Individual assistance as required; and PRE-LESSON ASSIGNMENT The location requires to be set-up according to the seating arrangements of a Mess Dinner. APPROACH The experiential method was chosen to allow cadets to develop knowledge and skills through a process whereby concepts are derived from, and continuously modified by, their own experience. The experiential method combines a short initial activity briefing, a structured or semi-structured activity, and a reflective group discussion. The instructor supervises the activity and then leads a group discussion to encourage reflection and make connections between the experience and future applications of the learning outcomes. This method appeals to tactile/kinaesthetic learners. REVIEW


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N/A OBJECTIVE By the end of this lesson the cadet shall be expected to be familiar with the format and procedures with the corps/squadron Mess Dinner. IMPORTANCE Mess Dinner are special events for the corps/squadron. It is a time for the unit to come together and celebrate over a special meal with comradeship. TIMINGS


1 Mess Dinner Layout 10 min

2 Customs and Traditions of the Mess Dinner 20 min

TOTAL TIME 30 min

Teaching Point 1 Mess Dinner Layout


MESS DINNER A Mess Dinner is a time for celebration in the cadet unit. It is a time for everyone to come together and enjoy each other's company over a meal. The tradition of a Mess Dinner dates back many centuries. The Mess Dinner has a very specific format to it. There is always a Head Table where the Commanding Officer, the President of the Mess, the Reviewing Officer and/or special guest(s) sit. Off the head table are two legs (NOTE: three or more depending on size of the location or numbers present) and this is where the corps/squadron sits. Guest Guest President CO Guest

Member Member

Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member Member

Vice President (Senior)

Vice President (Junior)

At the end of the two legs sit the Vice-Presidents of the Mess. Each table take their direction from the Vice-President of their table, they are also known as "Mister/Miss Vice".


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Gavel The President will have a gavel as will each of the Vice-Presidents. These are used to bring attention to the President or Vice-Presidents in order to pass information or observations. The gavel is struck three times in the mess. If the President is the one passing information then s/he will call out “Mister/Miss Vice”, the response is “Mister President”. If it is the Vice-President seeking out the President then the VP will knock three times and wait for the President to acknowledge. Entry Once the dinner is ready to begin there will be an announcement to ‘take your seats’. Members will find their seat and stand behind it. Once everyone is in position, the Head Table will make its way into the Mess. Marches / Bands Mess Dinners will have the Head Table or special guest’s entre by the unit or elemental march. Some Messes go even further by having a band perform. Seating Everyone will stand behind their chair until the President sits down. As is customary, males will always pull out the chair if they are sitting next to a female.


N/A

Teaching Point 1 Customs and Traditions of the Mess Dinner


CUSTOMS Since the Mess Dinner has been around for many years, it has developed many customs to go along with it. While individual units have special heritage with certain customs, we are going to address the general ones for our use. Names In a mess, no one is referred to by rank. It is customary to refer to a person by 'mister' or 'miss' or 'misses'. In this case a person would be introduced as "Mister Bloggins" to everyone in the mess. Talking Talking is allowed during the meal, however, there are certain rules which must be followed:


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You may only talk to the person next to you, across from you or diagonally from you;

Your conversation may not include work, celebrities, politics, religion, or any contraversal topics;

You may not talk to another table, especially the Head Table;

No foul language may be used; and

Conversation shall not be loud or disruptive. Dress Mess Dinners are appropriate times to wear formal Mess Dress or Business Formal or Dresses. Every person should take the time and prepare themselves to look formal and well turned out. TRADITIONS Toasts Once the meal has been finished it is customary to toast. In a military mess, the first toast is always given to the Queen of Canada. The President will ask the Senior Vice for the Loyal Toast. The Vice will ask everyone to stand.

In a Naval Mess, toasts are done from the sitting position. In an Army or Air Force Mess everyone stands.

In Canada, the Loyal Toast will be given in one of the two official languages, English or French. Whatever language the Vice President decides upon, the follow-up (reply) shall be given in the opposite language.

English - "Ladies and Gentlemen, the Queen" – Response: "Le Reine"

French - "Madam's et Monsieur's, Le Reine" – Response: "The Queen" The following is the list of order for toasts in a Canadian Military Mess. Only those present/required will be done:

Loyal Toast;

Toast to Head of State for guests from other nations;

Toast to Fallen Comrades;

Royal Canadian Navy (Toast of the day);

Armour Branch;

Artillery Branch;

Military Engineering Branch;

Communications and Electronics Branch;

Infantry Branch;

Royal Canadian Air Force;

Logistics Branch;


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Medical Branch;

Dental Branch;

Electrical and Mechanical Engineering Branch;

Chaplain Branch;

Security Branch;

Legal Branch;

Band Branch;

Personnel Selection Branch;

Training Development Branch;

Public Affairs Branch;

Intelligence Branch;

Cadet Instructors Cadre / Cadet Organizations and Administration Training Service;

Canadian Rangers;

Canadian Cadet Organizations; Royal Canadian Sea Cadets; Royal Canadian Army Cadets; and Royal Canadian Air Cadets

Junior Canadian Rangers; and

Other appropriate toasts. Passing the Port There is an old tradition called passing the port. In order to make a toast, the Mess must have something to toast with. Port has been the traditional drink for many years. The decanter (bottle) is placed out in front of the President and Vice-Presidents. When ordered, the tops are taken out and passed to the left until everyone has port in their glass. Each person will fill their glass with port, however, may not touch it until the Loyal Toast is done.

Why the port should be passed to the left is also lost in time, with some suggesting it is a naval tradition – the port side of the boat is on your left if you are facing the bows. Most people in the port trade believe it came about to allow the majority right-handed people to keep their sword-hand free. .

Navy – In a naval mess, the decanter must stay on the table. The glass must be moved to have the Port poured. This is a tradition of ships at sea and keeping the Port steady.

Army – In an Army mess, depending on unit traditions, the decanter is passed to the left and may not touch the table until all glasses are filled.

Air Force – In an Air Force mess, the decanter must not touch the table until all the glasses are filled and ready for the first toast

Penalties


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In a Mess, when a member has broken a rule of the mess they will be called upon for their actions. The President will decide, from a list of punishments, what the penalty will be. It can range from dismissal from the mess all the way down to singing a song for those in attendance. Remember the rules. Bowties Commonly, when authorized to wear bowties, it must be a hand tied. Pre-tied or clip bows are not welcomed and, if discovered, are subject to penalties. Honourary Commanding Officer A common tradition is the Honourary Commanding Officer. The President of the Mess, with the approval of the Commanding Officer, may appoint an Honourary Commanding Officer from within the ranks. Usually this is done by choosing the youngest member of the unit (or another individual worthy of recognition). The chosen person shall sit at the head table and have the same courtesy and respect shown as would to the actual CO of the unit. Inviting In A mess is a special place for people of different rank groups to socialize and relax.

Officers Mess

Sergeant and Warrant Officers Mess / Chiefs and Petty Officers Mess

Junior Ranks Mess

Messes may hold special activities for their members, such as a Mess Dinner. To be allowed to attend an event of a mess that you do not belong to, you either need to be authorized by the Mess President or be given a special invitation. If you are invited into a mess function then you should look at this as a very special event. Servers Another variation is to have officers, including the CO and XO/DCO, to serve food to the corps/squadron during the Mess Dinner. Other Traditions Because the Mess Dinner is hundreds of years old there are many additional traditions. Units, ships and wings have additional unique customs and traditions. When being invited into a Mess, make sure to know the rules and be aware of their history and usage.


N/A



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N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT The Mess Dinner is the unit’s time to come together and celebrate. Everyone shall join in the comradery of the event and enjoy a special social event for the corps/squadron. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 0

EO X000.08 – MESS DINNER

Total Time: 90 min

THERE IS NO INSTRUCTIONAL GUIDE PROVIDED FOR THIS EO.

NOTE: This lesson may be increased / decreased in time or duplicated in its entirety depending

on unit needs to maximize its ability to achieve all required objectives.

OBJECTIVE:

Cadets shall participate in a Mess Dinner

REVISED AND REPLACED WITH MX20.01D – PARTICIPATE IN A MESS DINNER


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SECTION 0

EO X000.09 – SUMMER CTC PARENTS INFORMATION SESSION (ARMY CADETS)

Total Time: 30 min

INTRODUCTION

ORGANIZATION This lesson may be increased / decreased in time or duplicated in its entirety depending on unit needs to maximize its ability to achieve all required objectives PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this chapter. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. This lesson may be taught in conjunction with M107.06, M207.04, M307.02 and M407.02 PRE-LESSON ASSIGNMENT N/A APPROACH This lesson will be presented using the interactive lecture method. The interactive lecture method was chosen as it best allows the instructor to make a semi-formal presentation of the material allowing the parents/guardians to participate by asking or responding to questions, commenting on the material, or participating in short activities. This method appeals to auditory learners, with the potential for active participation in activities that appeal to tactile/ kinaesthetic learners. REVIEW N/A OBJECTIVE By the end of the lesson the parents/guardians shall be expected to be familiar with the opportunities available to their son/daughter for summer training, and shall be introduced to the various summer training streams of the Army Cadet Program.


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IMPORTANCE It is important for parents/guardians to understand the training opportunities available to their son/daughter during the summer so they are aware of what courses they are eligible to attend. It is important for the cadets to know what training opportunities are available to them for future summers in order to plan their progression effectively. TIMINGS


1 Cadet Summer Training Overview 10 min

2 Cadet Summer Training Courses 10 min

3 Cadet Summer Training Application 10 min

TOTAL TIME 30 min

Teaching Point 1 Cadet Summer Training Overview


CADET SUMMER TRAINING Cadet Summer Training is training specialized training put on during the summer for interested cadets. It is not mandatory for cadets to attend summer training, however, it is highly encouraged to least try it. Summer Training is put on by the Department of National Defence every summer as a Cadet Training Centre (CTC) somewhere in Canada. Typically your son/daughter will be transported to the CTC closest to the cadet unit. Summer Training is conducted at five summer Cadet Training Centres (CTC) throughout Canada.


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Army CTC are:

CTC Argonaut, Gagetown, New Brunswick – Atlantic Region;

CTC Blackdown, Borden, Ontario – Central Region;

CTC Connaught, Ottawa, Ontario – Central Region;

Centre d’Instruction d’Été des Cadets (CIEC) Valcartier, Quebec – Eastern Region;

CTC Vernon, British Columbia – Northwestern and Pacific Region; and

CTC Whitehorse, Yukon – Northwestern Region.

Teaching Point 2 Cadet Summer Training Courses


CADET SUMMER TRAINING COURSES 2 Week Course (Year One) General Training – CTC Blackdown 3 Week Courses (Year Two) Basic Marksmanship – CTC Connaught Basic Sports and Fitness – CTC Blackdown Basic Drill and Ceremonial – CTC Blackdown Basic Expedition – CTC Blackdown Basic Band – CTC Blackdown Basic Pipes and Drums – CTC Blackdown 6 Week Courses (Year 3/4) Air Rifle Instructor - CTC Connaught Phase 1 Full Bore - CTC Connaught Sports and Fitness Instructor – CTC Blackdown Drill and Ceremonial Instructor – CTC Blackdown Expedition Instructor – CTC Blackdown Intermediat Band – CTC Blackdown Senior Band – CTC Blackdown Intermediate Pipes and Drums – CTC Blackdown Senior Pipes and Drums – CTC Blackdown Specialty Courses (Various Length) Phase 2 Full Bore - CTC Connaught National Army Cadet Marksmanship Course - CTC Connaught Para-Trooper Course - CTC Trenton Army Cadet Leadership and Challenge Course - CTC Rocky Mountain Army Cadet Senior Expeditions (Outward Bound Wales, Outward Bound Scotland, Maple Leaf); CSTC Staff Cadet - Various CTC


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Teaching Point 2 Cadet Summer Training Application


APPLICATION PROCESS Cadets will decide which stream they wish to pursue for cadet summer training. The applications shall be done through the Cadet Database called Fortress where each cadet will apply for three courses (unless that cadet is in applying for GT). Cadets will list their order of preference from most wanted course downward. Once all the applications have been received, the Commanding Officer will prioritize applications with his/her staff according to decide seeding based on:

Attendance;

Behaviour;

Dedication;

Dress;

Deportment;

Anything else the corps/squadron deems necessary. After the priority has been determined, the applications are sent off to the Regional Cadet Support Unit to determine final slotting. Selection Cadets selected for camp will be notified through the Cadet Unit. A letter of acceptance will be issued for cadets and parents to sign. Stand By Cadets not selected for camp will be based on a Stand By list. When a cadet who was selected for camp either does not wish to go or no longer fits the eligibility rules to attend, the slot is then given to the next person on the Stand By list. If a cadet is selected for camp from the Stand By list, then they too will receive a letter of selection from the corps. Transport Cadets will take military chartered vehicles to the CTC. In order to board the bus the cadet must:

Be in uniform;

Have their original provincial health card;

Have the original Transport from CTC form completed;

Have their completed Letter of Acceptance; and

Pack their belongings according to the Joining Instructions issued from the CTC.



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N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT CTC are an excellent way to provide cadets with valuable hands-on training. The program allows for cadets to travel to a CTC and experience training in a stream that they like and can excel at. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 0

EO X000.09A – SUMMER CTC PARENT SELECTED INFORMATION SESSION

Total Time: 30 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE: To conduct a period where selected cadets and their parents/guardians are presented information regarding the cadets travel, attendance and administration at a Summer CTC. The information shall contain, but limited to:

Issue CTC Joining Instructions

Timelines for transport;

Bus boarding procedures;

Dress and deportment;

Communication during summer months with the CTC and/or the cadet unit;

Policy and procedures used by the CTC; and

Anything else deemed necessary by the Unit CO.


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SECTION 0

EO X000.10 – CADET UNIT CLEANING SESSION

Total Time: 30 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE:

Clean the cadet unit;

Prepare corps/squadron for return from summer stand down;

Prepare corps/squadron for summer stand down; and

Period of routine cleaning for corps/squadron.


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SECTION 0

EO X000.11 – SUMMER CTC PREPERATION PERIOD

Total Time: 30 min




Prepare cadets for CTC;

Issue appropriate kit required for CTC;

Issue Joining Instructions for cadets attending CTC:

Issue Travel Orders for cadets attending CTC; and

Anything else deemed necessary to prepare cadets for CTC.


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SECTION 0

EO X000.12 – REMEMBRANCE DAY PRESENTATION

Total Time: 30 min




Attend a lecture hosted by a RCL or similar institution;

Attend a presentation where the keynote address is based on Remembrance Day or subject related to it;

Attend an activity in support of Remembrance Day;

Assist the RCL in a Remembrance Day Parade/Activity;

Be part of a Remembrance Day Vigil;



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SECTION 0

EO X000.13 – CADET UNIT WORK-UPS TRAINING SESSION

Total Time: 30 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE: The objective is to conduct a Work-Ups to prepare the Cadet Unit for the start of a new training year. The following is a list of Work-Ups to included, but not limited to:

Staff Meeting Chain of Command Vision / outline / dates Terms of Reference Personnel Assignments Department requirements Training requirements

Facility Preparation Cleaning / Repair Posting of necessary signs/equipment Offices / training location preparation Physical inventory / Equipment Verification

Publishing Training IG/QSP Training Schedule Appropriate forms

Department readying Cleanliness Forms Personnel assignments

Positions Assigned personnel ready, willing and able to conduct training year


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SECTION 0

EO X000.14 – CADET UNIT TEAR-DOWN TRAINING SESSION

Total Time: 30 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE: The objective is to conduct a Tear-Down to prepare the Cadet Unit for the end of a training year. The following is a list of Tear-Down activities to included, but not limited to:

Staff Meeting Chain of Command Vision / outline / dates Terms of Reference Personnel Assignments Personnel Evaluations Efficiencies and deficiencies

Facility Preparation Cleaning / Repair Storage of necessary signs/equipment Offices / training location hibernation Physical inventory / Equipment Verification

Publishing Training IG/QSP Training Schedule Appropriate forms

Department readying Cleanliness Forms Personnel assignments

Positions Assigned personnel have completed After-Action Reports and PER’s


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SECTION 0

EO X000.15 – CADET UNIT TRAINING SEMINAR

Total Time: 120 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE: The objective is to conduct a training seminar developed by the cadet unit to present mandatory / complimentary / optional or alternative training as deem necessary. The seminar may see a cross section of training from entire lessons or MTP's across various qualification levels and PO's. The following are suggested, but not limited to:

#03 - Leadership

#06 - Marksmanship

#07 - General Cadet Knowledge

#09 - Instructional Technique

Elemental Training

PYSR

Specialty Guest Speakers

New / alternate learning / training presentation

To maximize the benefit of this lesson, it shall be no shorter than 120 minutes


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SECTION 0

EO X000.16 – CADET UNIT UNIFORM SESSION

Total Time: 30 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE: The objective is to conduct a training session for cadets to work on, or receive addition help, with their CCO uniform. Instructors may consult existing training material for additional references or instructional notes.


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SECTION 0

EO X000.20 – ON THE JOB TRAINING

Total Time: 30 min

INTRODUCTION

ORGANIZATION This lesson may be increased / decreased in time or duplicated in its entirety depending on unit needs to maximize its ability to achieve all required objectives PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this chapter. PRE-LESSON ASSIGNMENT N/A APPROACH The participation method was chosen for this lesson as it allows the cadets to engage important direct and support positions within the corps/squadron. The cadets should be encouraged to explore the positions and reflect on their workings within the position. The instructor must foster an environment that involves the contributions of the Senior Cadets. Appropriate and timely feedback is required to maximize the benefit to the Senior Cadets. REVIEW N/A OBJECTIVE By the end of the lesson cadets shall be expected to be familiar with the leadership roles within the cadet unit. Cadets will be given the opportunity to perform tasks associated with leadership roles or in direct support of the cadet unit. IMPORTANCE Senior cadets provide an invaluable tool to the cadets unit, themselves. They require experience to better develop their leadership abilities for the cadets and the unit.


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TIMINGS


1 On The Job Training 30 min

TOTAL TIME 30 min

Teaching Point 1 On the Job Training

Time: 30 min Method: Performance

ON THE JOB TRAINING The role of the Senior Cadet cannot be understated. Senior Cadets provide indispensible leadership to the cadet unit. They provide direct leadership to cadets and support of the corps/squadron operations.

Senior Cadets will be trusted to act independently during their OJT. It is trusted that the Senior Cadet can act mature and independent. They will be required to check their duty roster/assignments and the training schedule. Senior Cadets shall also check in with their HOD. Senior Cadet requiring assistance shall seek out help as soon as required.

Lead Cadets Senior Cadets shall be tasked with supervision and leadership roles within the cadet unit. These roles include Division / Platoon / Flight positions, Duty Staff positions, Class leaders, or any position where direct leadership is influenced over cadets. Instruct Cadets Senior Cadets shall be tasked with the instruction of their fellow cadets. Periods of Instruction are scheduled during a regular parade night, weekend exercise and/or a special training session. Each of these periods requires an instructor. Senior Cadets take on the role of an instructor for training and educating cadets. Cadet Unit Support Roles Senior Cadets shall be assigned to positions of leadership in the cadet unit that directly supports unit operations. The roles directly impact the unit’s ability to assist cadets and deliver the cadet training program. Some examples of these positions include:

Training NCO;

Supply NCO;

Administration NCO:


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Drill and Ceremonial Instructor;

Sports and Fitness Instructor; and

Any other position deemed necessary for cadet unit support.


N/A


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT On the job training provides Senior Cadets with valuable hands-on experience that is valuable to the cadet unit. Senior Cadets learn from filling important positions in the corps/squadron. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 0

EO X000.21 – ATTAIN THE STANDARD FIRST AID QUALIFICATION

Total Time: 640 min




Cadets shall attend a First Aid Weekend to attain Standard First Aid Qualification.


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SECTION 0

EO X000.22 – MERIT REVIEW BOARD

Total Time: 30 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE: To conduct a period where cadets selected to sit a Merit Review Board shall attend the board. The board shall sit to determine, but limited to:

Eligibility for promotion;

Position/Appointment eligibility;

CTC priority selection;

Award priority selection;

Scholarship interview; and

Anything else deemed necessary by the Unit CO. REVIEW: Cadets assigned to sit a Merit Review Board shall consult C407.01 – PREPARE FOR A MERIT REVIEW BOARD


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SECTION 0

EO X000.30 – CADET UNIT ENTERTAINMENT PERIOD

Total Time: 30 min




OBJECTIVE:

Show an appropriate movie/video;

Corps/Squadron social function;

Play structured games;

Corps/Squadron optional directed activity; and

Anything else deemed appropriate for non-sports entertainment at the corps/squadron.


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SECTION 0

EO X000.31 – CADET UNIT ADVENTURE TRAINING PERIOD

Total Time: 30 min




OBJECTIVE:

Augment and support previously instructed mandatory and complementary training ;

o Orienteering; o Marksmanship;

o Summer Biathlon;

o Winter Biathlon;

o Expedition;

o Archery;

o Tug-of-war;

o Knowledge/skill race;

o Swimming; and

o Anything else approved for cadets activities as detailed in the orders and regulations of the CCO (Seek out your RCSU for more information).

Structured simulations or additional training as detailed above;

Support for review and confirmation of activities listed above; and

Anything else deemed appropriate for adventure training at the corps/squadron.


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SECTION 0

EO X000.40 – CADET EXERCISE SAFETY BRIEFING

Total Time: 15 min

INTRODUCTION

ORGANIZATION This lesson may be increased / decreased in time or duplicated in its entirety depending on unit needs to maximize its ability to achieve all required objectives. PRE-LESSON INSTRUCTIONS The instructors shall review all materials required for the briefing to include: Operations Order, Corps Standing Orders, OIC Directives, Briefing Memos and/or related materials. This lesson guide provides a general outline and requires the instructor to develop of in-depth class to meet the requirements necessary to achieve the objectives. PRE-LESSON ASSIGNMENT Review all applicable instructions per activity Operations Order and/or Training Order to ensure all key points of safety, organization and conduct are covered during lesson presentation. APPROACH The formal lecture method was chosen as it allows the instructor to make a formal presentation of the material where the cadets may participate by asking or responding to questions and commenting on the material at the conclusion of each stage. REVIEW N/A OBJECTIVE By the end of this lesson the cadet shall be expected to participate safely and understand the organization and conduct of the activity. IMPORTANCE


70 Rev: 1 July 2017

As a member of the cadet unit, cadets will be expected to understand the necessity for safety and environmental understanding in order to have a fun and successful training exercise. TIMINGS


1 Safety and Environmental Briefing 15 min

TOTAL TIME 15 min

Teaching Point 1 Safety and Environmental Briefing


SAFETY BRIEFING The Safety Briefing provides useful information on the general overview of the exercise that everyone is required to understand and follow.

Chain of Command

Transport

Security

Training

Vehicles

Damage

Conduct

Accommodations

Training Groups

Anything else deemed necessary by the CO or Exercise OIC

ENVRONMENTAL BRIEFING The Environmental Briefing provides necessary information on the environmental and health points that everyone is required to follow and understand.

Waste

Medical

Health and Safety

POL

Washroom

Ablutions

Infirmary / Sick Bay

The instructor shall further explain each point in finer detail according to the needs of the exercise.


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EMERGENCY PROCEDURES The Emergency Procedures Briefing provides everyone with required knowledge on how to react and deal with situations that are deemed and emergency

Fire

Evacuation / Point of Emergency Form-Up



N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Safety within the exercise is everyone’s responsibility. Following the briefing will help you to avoid unfortunate or dangerous situations. INSTRUCTOR NOTES/REMARKS N/A.




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SECTION 0

EO X000.41 – CADET EXERCISE IN ROUTINE / OUT ROUTINE

Total Time: 15 min

INTRODUCTION

ORGANIZATION This lesson may be increased / decreased in time or duplicated in its entirety depending on unit needs to maximize its ability to achieve all required objectives. This lesson shall be split into two 15 minute periods (see note above about duplication for unit needs) to accommodate In-Routine and Out-Routine. PRE-LESSON INSTRUCTIONS The instructors shall review all materials required for the briefing to include: Operations Order, Corps Standing Orders, OIC Directives, Briefing Memos and/or related materials. PRE-LESSON ASSIGNMENT Review all applicable instructions per activity Operations Order and/or Training Order to ensure all key points of for in-routine and out-routine are covered. APPROACH The rotating workstation approach was chosen to allow cadets to report to each department on their own time. The lesson shall have multiple instructors that will lead each department workstation. The lesson shall be supervised by the OIC (or designate). REVIEW N/A OBJECTIVE By the end of this lesson the cadet shall be expected to have completed all necessary paperwork and personal information review to being and complete the training exercise. IMPORTANCE


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At the beginning and end of the training exercise, cadets must go through an in-routine and an out-routine to confirm that all training is completed, all administration is correct, all uniform/equipment requirements are met and all material required for the activity is completed. TIMINGS


1 Cadet Exercise In-Routine 15 min

2 Cadet Exercise Out-Routine 15 min

TOTAL TIME 15 min

Teaching Point 1 Cadet Exercise In-Routine


AIM The workstations provide the Head of Department (HOD) with in-person review of requirements for attending a cadet exercise. Each person is required to complete all required aspects of the review for each department. Upon completion the HOD shall have all the pertinent information to effectively ensure all necessary information is collected and objective achieved. Administration Outcomes of this workstation include:

Sign Nominal Roll;

Collect permission form;

Collect any additional required paperwork;

Accommodations assignment;

Review contact information;


Declare of prescriptions and/or medical needs;

Review medical restrictions placed on file; and

Anything else deemed necessary by the OIC. Supply Outcomes of this workstation include:

Ensure proper kit is brought with cadet;

Review damaged/irregular lit;

Issue specialty kit for training exercise;

Ensure personnel have signed for kit using supply register; and

Anything else deemed necessary by the OIC. Training


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Assign cadet to training group;

Issue any specialty training equipment required;

Issue schedule, maps or training assignments;

Ensure personnel have signed for training equipment;

Ensure training record documents are created for cadet; and

Anything else deemed necessary by the OIC. IMPORTANCE CAF/DND requires that up-to-date information be kept on all cadets attending a cadet exercise and certain criteria for attendance be met for attendance. The Cadet Unit must meet this expectation and maintain the information as per all orders and directives. Activity Layout This activity should be conducted in an area where trainees can work in line-up and meet with the HOD individually. Activity Instructions

Have the cadet stand in line;

Each cadet will meet with the HOD individually;

Cadet will complete all information that can be completed at the meeting; and

Once the HOD is satisfied, the cadet will continue on to the next department. Safety Nil.

Teaching Point 2 Cadet Exercise Out-Routine


AIM The workstations provide the Head of Department (HOD) with in-person review of requirements for attending a cadet exercise. Each person is required to complete all required aspects of the review for each department. Upon completion the HOD shall have all the pertinent information to effectively ensure all necessary information is collected and objective achieved. Administration Outcomes of this workstation include:

Collect all completed paperwork from the exercise;

Collect all items used for accommodations;


75 Rev: 1 July 2017

Collect any additional required paperwork;


Return of prescriptions and/or medical needs;

Review medical paperwork; and

Anything else deemed necessary by the OIC. Supply Outcomes of this workstation include:

Review damaged/irregular lit;

Return of specialty kit from training exercise;

Prepare Loss/Theft Reports;

Ensure personal kit is returned to cadet;

Ensure personnel have signed for kit using supply register; and

Anything else deemed necessary by the OIC. Training Outcomes of this workstation include:

Return any specialty training equipment required;

Collect and return any unsude or misplaced paperwork;

Return periods of Instruction to files;

Ensure personnel have signed for training equipment;

Training record documents are collected for cadet; and

Anything else deemed necessary by the OIC. IMPORTANCE CAF/DND requires that up-to-date information be kept on all cadets attending a cadet exercise and certain criteria for attendance be met for attendance. The Cadet Unit must meet this expectation and maintain the information as per all orders and directives. Activity Layout This activity should be conducted in an area where trainees can work in line-up and meet with the HOD individually. Activity Instructions

Have the cadet stand in line;

Each cadet will meet with the HOD individually;

Cadet will complete all information that can be completed at the meeting; and

Once the HOD is satisfied, the cadet will continue on to the next department. Safety


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Nil.


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Safety within the exercise is everyone’s responsibility. Following the briefing will help you to avoid unfortunate or dangerous situations. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 0

EO X000.42 – CADET EXERCISE EVENING ACTIVITY

Total Time: 15 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE: To conduct a structured activity during the evening of an overnight Cadet exercise. The activity shall be structured to provide a maximum benefit to cadets and instructors. This may include, but not limited to:

A structure activity (i.e. movie, game, etc);

Review training conducted thus far on the exercise;

PO/EO check to assess retention of taught PO/EO’s;

A period of instruction contained in the training levels QSP/IG; or

Anything else deemed necessary by the Unit CO or Exercise OIC.


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SECTION 0

EO X000.43 – CADET EXERCISE OPERATIONS BRIEFING / O-GROUP

Total Time: 15 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE: To conduct a period to brief personnel at the beginning of a Cadet Exercise (or training at the start of each day) to include, but not limited to:

State mission outline and objectives;

Review the training schedule, instructors and equipment used to support the activity:

Review the following, but not limited to: safety, structure of discipline, dress/deportment, moral, health/first aid, cleanliness;

Review supply needs/requirements or anything else needed to support the activity;

Review exercise requirements;

Review services and support;

Prepare briefing notes and / or required paperwork;

Provide direction for continued exercise requirements or future requirements;

Anything else deemed necessary by the Unit CO or the Exercise OIC.


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SECTION 0

EO X000.44 – CADET EXERCISE PREPERATION AND REVIEW

Total Time: 15 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE: To conduct a period with leaders / staff on a cadet exercise to prepare the required facilities, equipment, safety requirements, supplies and anything else deemed necessary to prepare for a cadet training exercise. Time may also be used to review policy, procedure, requirements and inter-department preparation. This may include, but not limited to:

All requirements listed in the Operations Order for the exercise:

All requirements listed in the Training Schedule for the exercise; and



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SECTION 0

EO X000.45 – CADET EXERCISE LEADERSHIP / TEAM BUILDING ACTIVITY

Total Time: 15 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE: To conduct a period with leaders / staff on a cadet exercise to increase moral and/or esprit-de-corps, provide an opportunity for formal ice-breaking, provide an opportunity to review strengths/weaknesses and/or general socializing. This may include, but not limited to:

Activity taken directly from the cadet training level QSP/IG:

Activity requiring focused leadership developed to assist in the objective;

Activity requiring focused followership developed to assist in the objective;

Activity requiring socializing developed to assist in the objective;



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SECTION 0

EO X000.46 – CADET EXERCISE ACTIVITY REVIEW

Total Time: 15 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE: To conduct a period of review with personnel to provide feedback and ensure confirmation of subject material related to the period of instruction or activity conducted. This may include, but not limited to:

Objectives and requirements;

Successes and deficiencies;

Key/main teaching points:

Ideas, suggestions and key strategies;

Personal reflection; and



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SECTION 0

EO X000.47 – CADET EXERCISE DEBRIEF

Total Time: 15 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE: To conduct a period to debrief personnel at the completion of a Cadet Exercise (or the end of training during a day) to include, but not limited to:

Review mission outline and objectives;

Review the training schedule, instructors and equipment used to support the activity:

Review the following, but not limited to: safety, incidents/successes, dress/deportment, moral, health/first aid, cleanliness;

Review supply needs/requirements or anything else needed to support the activity;

Review exercise efficiencies, deficiencies and ongoing requirements;

Review services and support;

Prepare briefing notes and / or required paperwork;

Provide direction for continued exercise requirements or future requirements;



83 Rev: 1 July 2017



SECTION 0

EO X000.48 – SAFETY INSPECT OF PERSONAL KIT

Total Time: 15 min




NOTE: This lesson is intended to support cadets having appropriate kit for successful completion for the exercise. This period is not intended to be used for a formal in-routine/out-routine or ongoing follow-up under CATO 12-50: SEARCHES AND INSPECTIONS OF CADETS.

However, the order must be referred for the purpose to ensure everyone is aware of their rights and responsibilities.

OBJECTIVE: REF: CATO 12-50: SEARCHES AND INSPECTIONS OF CADETS To conduct a period to inspect personal kit on an exercise to ensure that the following is achieved for the safety and health of cadets attending the exercise:

Ensure cadets have arrived/departed with all personal kit needed for success in the exercise:

Ensure all kit is suitable for use during the exercise;

Review (ongoing) kit after periods of instruction to ensure cleanliness, durability, moisture retention

Where needed, assist in the cleaning, drying or repair of kit for continued use during the exercise;

If required, a briefing during the period of instruction to ensure cadets understand the importance of maintaining their personal kit;



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SECTION 0

EO X000.98 – INDIVIDUAL PERFORMANCE OBJECTIVE REVIEW

Total Time: 30 min

INTRODUCTION

ORGANIZATION This lesson may be increased / decreased in time or duplicated in its entirety depending on unit needs to maximize its ability to achieve all required objectives. PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this chapter. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNMENT The instructor shall develop a set of review points and questions to be asked. The points to review will be based MTP’s located in the PO being reviewed. APPROACH This lesson will be presented using the interactive lecture method. The interactive lecture method was chosen as it best allows the instructor to make a semi-formal presentation of the material allowing the parents/guardians to participate by asking or responding to questions, commenting on the material, or participating in short activities. This method appeals to auditory learners, with the potential for active participation in activities that appeal to tactile/ kinaesthetic learners. REVIEW N/A OBJECTIVE Upon completion of this lesson cadets shall be expected to have reviewed highlights and important facts from an individual training PO and its associated EO’s. IMPORTANCE


85 Rev: 1 July 2017

A cadet’s performance is based on the attention given to the lesson that s/he learns. Many teaching points are provided that help to further give understanding to a subject. TIMINGS


1 Performance Objective Review 30 min

TOTAL TIME 30 min

Teaching Point 1 Performance Objective Review


REVIEW DEVELOPMENT

CADET TRAINING Training PO’s are comprised of individual EO’s. The EO’s provide valuable, specific experience and knowledge to cadets.. Instructors shall review the training level EO’s and develop a review based on key MTP’s. Review shall highlight important facts and information. This can be accomplished by taking key points from the IG or directly reviewing Teaching Point questions located in each EO. In addition, instructors may choose to use the PO – Performance Evaluations located with the QSP for each training level. Instructions and conditions for testing are located in the same chapter as the evaluations. Below is a graph showing the applicable PO’s within a training level.

Green Star Red Star Silver Star Gold Star Master Cadet

PO X01

Canadian Citizenship

PO X02

Community Service

PO X03

Leadership

PO X04

Healthy Living

PO X05

Sports

PO X06

Marksmanship

PO X07

General Cadet Knowledge

PO X08

Drill


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PO X09

Instructional Technique

PO X11

Biathlon

PO X13

Workshops

PO X14 Individual Learning

PO X20

Canadian Armed Forces Familiarization

PO X21

Field Training

PO X22

Navigation

PO X23

Trekking

PO X24

Wilderness Survival

PO X25

Outdoor Leadership

PO X26

Expedition

PO X27

Outdoor Community


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Review of cadet training material assists in retention. Key points can be highlighted and development furthered by coming back and looking at the information. INSTRUCTOR NOTES/REMARKS N/A.


87 Rev: 1 July 2017



SECTION 0

EO X000.99 – TRAINING LEVEL YEAR END REVIEW (ARMY CADETS)

Total Time: 30 min

INTRODUCTION

ORGANIZATION This lesson may be increased / decreased in time or duplicated in its entirety depending on unit needs to maximize its ability to achieve all required objectives. PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this chapter. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNMENT The instructor shall develop a set of review points and questions to be asked. The points to review will be based MTP’s located in the training level being reviewed. APPROACH This lesson will be presented using the interactive lecture method. The interactive lecture method was chosen as it best allows the instructor to make a semi-formal presentation of the material allowing the parents/guardians to participate by asking or responding to questions, commenting on the material, or participating in short activities. This method appeals to auditory learners, with the potential for active participation in activities that appeal to tactile/ kinaesthetic learners. REVIEW N/A OBJECTIVE Upon completion of this lesson cadets shall be expected to have reviewed highlights and important facts from or a general overview of all relevant PO’s in a training level. IMPORTANCE


88 Rev: 1 July 2017

Cadets learn many valuable lessons throughout a training year. Each lesson contains important points that help in the development of leaders and adventurers. Review of key points helps to reinforce learning and retention. TIMINGS


1 Training Year Review 30 min

TOTAL TIME 30 min

Teaching Point 1 Training Year Review


REVIEW DEVELOPMENT

CADET TRAINING Cadets training levels are comprised of different PO’s. The PO’s provide valuable experience and knowledge to cadets. Each PO can be further broken down into individual EO’s. Instructors shall review the training level EO’s and develop a review based on key MTP’s. Review shall highlight important facts and information. This can be accomplished by taking key points from the IG or directly reviewing Teaching Point questions located in each EO. In addition, instructors may choose to use the PO – Performance Evaluations located with the QSP for each training level. Instructions and conditions for testing are located in the same chapter as the evaluations. Below is a graph showing the applicable PO’s within a training level.

Green Star Red Star Silver Star Gold Star Master Cadet

PO X01

Canadian Citizenship

PO X02

Community Service

PO X03

Leadership

PO X04

Healthy Living

PO X05

Sports

PO X06

Marksmanship

PO X07

General Cadet Knowledge

PO X08

Drill


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PO X09

Instructional Technique

PO X11

Biathlon

PO X13

Workshops

PO X14 Individual Learning

PO X20

Canadian Armed Forces Familiarization

PO X21

Field Training

PO X22

Navigation

PO X23

Trekking

PO X24

Wilderness Survival

PO X25

Outdoor Leadership

PO X26

Expedition

PO X27

Outdoor Community


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Review of cadet training material assists in retention. Key points can be highlighted and development furthered by coming back and looking at the information. INSTRUCTOR NOTES/REMARKS N/A.


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EO X000.01 – UNIT IN-ROUTINE CHAPTER 0

CADET UNIT ISSUED DOCUMENT


91 Rev: 1 July 2017

EO X000.02 – UNIT OUT-ROUTINE CHAPTER 0

CADET UNIT ISSUED DOCUMENT


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EO X000.03 – UNIT STAFF MEETING CHAPTER 0

MEETING AND BRIEFINGS WORKSHEET

PREPERATION ACTIONS YES NO

What time does the meeting start?

Where is it located?

What is the topic?

Who is presenting?

What is the dress?

Pen / Pencil?

Paper / FMP / Electronic device?

Will I be required to present information?

If yes, what key points/topics must I address? References? Material? 1. 2. 3. 4. 5.

What equipment must I bring?

Anything else?

NOTES:


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EO X000.04 – PLATOON COMMANDERS PERIOD (BEGINNING YEAR) CHAPTER 0

HANDOUT

PLATOON SYSTEM

Commanding Officer

Deputy Commanding Officer

Platoon Commander

Platoon Sergeant

Platoon (Cadets)

THE PLATOON SYSTEM:

Always report to the Platoon Sergeant (Do not jump to the next level unless it is an emergency, time critical, you are believed to have been harassed or abused or you wish to share private information);

Always work together as a team;

Everyone in your platoon is a teammate. Work with them and encourage them to strive for success;

Remember to show respect to you Platoon Staff. Stand at attention and address then my their rank and name;

Salute officers;

March everywhere you go, either individually or in your platoon; and

Be proud of being a cadet and always give your best.


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EO X000.05 – PLATOON COMMANDERS PERIOD (MID-YEAR) CHAPTER 0

HANDOUT

ANNUAL REVIEW CEREMONY At the end of the training year, each cadet unit is required to showcase the cadets and what they have learned. To mark the end of the training year and the graduation from one successful level to the next, a special parade is held. This graduation parade is called the Annual Review Ceremony. The parade is held by the cadets to show to their families, friends, and the community what they have learned. Each year every cadet strives to put forth their best effort to show the skills and experiences they have acquired over the training year. Annual Review Parade The Annual Review Parade is the centrepiece of the ceremony. Each cadet will march and parade in their platoons on a parade square. The parade has a set format and doesn’t usually change from Opening/Closing Parade on a regular training night. The ceremony requires the cadets to parade in front of a dignitary called the Reviewing Officer. The RO is usually someone special in the community or associated with the cadet unit. Cadets will be inspected by the RO and will also provide a march past for him/her. Awards Awards are handed out at the Annual Review Ceremony. Typically, only the prestigious or special awards are presented to cadets. In front of families, friends and the community worthy cadets are bestowed with recognition for their hard work. Another ceremony is held shortly afterward for the remaining awards and recognitions. Promotions Although not required, promotions may be handed out to cadets at the Annual Review Ceremony. Cadets may receive their promotion to the next rank at the ceremony to signify their completion of training. If promotions are not awarded at the Annual Review Ceremony then they will be handed out shortly thereafter


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EO X000.06 – PLATOON COMMANDERS PERIOD (YEAR END) CHAPTER 0

PERFORMANCE The following is an individual assessment for cadets to fill out and review with the Platoon Commander on how they view the cadet training year. 5 – Excellent 4 – Above Average 3 – Average 2 – Below Average 1 - Poor Drill

My drill for the training year has been 1 2 3 4 5

Dress

My dress/uniform for the training uniform has been 1 2 3 4 5

Deportment

My standard/following rules/showing proper displays of respect for the training year has been

1 2 3 4 5

Attendance

My attendance for the training year has been 1 2 3 4 5

Esprit-de-corps

My attitude, respect, team work and overall experience for the training year has been

1 2 3 4 5

Training Performance

My performance during training, FTX and parades has been

1 2 3 4 5

Communication

My communication within the Platoon and my fellow cadets this training has been

1 2 3 4 5

Community Service

My level of community service (including Poppy Sales, RCL Flags, etc) for the training year has been

1 2 3 4 5

Physical Fitness

My level of physical fitness for the training year has been

1 2 3 4 5

Overall

My overall attitude toward the training year has been 1 2 3 4 5

Additional Comments (use back of page):


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EO X000.07 – MESS DINNER TRAINNIG CLASS CHAPTER 0

INSTRUCTORS SHALL REFER TO THE MESS DINNER HANDBOOK (OR LOCAL IINSTRUCTIONS

FOR MESS DINNERS)


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EO X000.08 – MESS DINNER CHAPTER 0

NO HANDOUT OR LEARNING SUPPORT REQUIRED FOR THIS LESSON


98 Rev: 1 July 2017

EO X000.09 – CSTC PARENTS INFORMATION NIGHT CHAPTER 0

RCSU PRODUCES A HANDOUT DETAILING CSTC COURCES AND DATES EACH TRAINING YEAR. INSTRUCTORS SHALL USE THIS DOCUMENT FOR REFERENCE AND HANDOUT.


99 Rev: 1 July 2017

EO X000.10 – CADET UNIT CLEANING SESSION CHAPTER 0



100 Rev: 1 July 2017

EO X000.11 – CSTC PREPERATION PERIOD CHAPTER 0



101 Rev: 1 July 2017

EO X000.12 – REMEMBRANCE DAY PRESENTATION CHAPTER 0


102 Rev: 1 July 2017

EO X000.20 – ON THE JOB TRAINING CHAPTER 0

NOTE: MASTER CADETS SHALL REFER TO THE MASTER CADET LOGBOOK TO RECORD

THEIR PROGRESS


103 Rev: 1 July 2017

EO X000.21 – ATTAIN THE STANDARD FIRST AID QUALIFIACTION CHAPTER 0



104 Rev: 1 July 2017

EO X000.30 – CORPS ENTERTAINMENT PERIOD CHAPTER 0



105 Rev: 1 July 2017

EO X000.31 – CORPS ADVENTURE TRAINING PERIOD CHAPTER 0



106 Rev: 1 July 2017

EO X000.98 – INDIVIDUAL PERFORAMNCE OBJECTIVE REVIEW CHAPTER 0

WORKSHEET

PERFORMANCE OBJECT: TRAINING LEVEL: What are the Main Teaching Points (as stated in the QSP)? 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Develop review to highlight the main points required for retention/performance

Use questions from the EO’s within the PO to confirm knowledge

Use Performance Check Assessments (located in the QSP) to confirm review (if applicable)


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EO X000.99 – TRAINING LEVEL YEAR END REVIEW CHAPTER 0

WORKSHEET

TRAINING LEVEL: What are the Main Teaching Points (as stated in the QSP)? 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Develop review to highlight the main points required for retention/performance

Use questions from the EO’s within the PO to confirm knowledge

Use Performance Check Assessments (located in the QSP) to confirm review (if applicable)


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SECTION 3

EO X003.02 – LEADERSHIP-GUEST SPEAKER

Total Time: 30 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE: The objective is to conduct a training seminar presented by a guest speaker who has specialized knowledge in leadership


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SECTION 3

EO X103.01 – BE A LEADER

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M103.01 – Identify the Responsibilities of a Follower in a Team prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to identify the key components of leadership. IMPORTANCE Cadets need to learn the basics of leadership. Understanding the dynamics behind leadership will give a future leader a foundation to build from. TIMINGS

TP Component Time

1 Define Leadership 10 min


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2 Leadership Power 10 min

3 Activity 10 min

Total Time: 30 min

Teaching Point 1 Define Leadership


WHAT IS LEADERSHIP? Leadership is a powerful tool. Persons charged to lead have the unique position of shaping the minds of those who serve under them, with them, and over them. Leadership is always in flux and flows upward and downward. The idea of leadership is enormous and varied. Search out the term leadership and you will find theories and beliefs as varied for every person who writes about it. The key to leadership is building from the definition and learning the best way to accomplish what you need to do in the most effective way. DEFINE LEADERSHIP Leadership, broken down to its basic element, is the ability for an individual to influence other people. The influence comes from a variety of factors including: power, personality, reward, goals, and needs to name a few. People and their behavior are the key element to the ability of influence and its creative interactive dynamic. To understand leadership more thoroughly we must dissect the standard ideology of leadership and create a logical definition. A simple definition of leadership is: Leadership is the art of influencing the behaviour of a group or person to act towards achieving a common goal. From this simple definition we can see that ART, INFLUENCE, are the key principles behind the theory of leadership. These elements frame the concepts and provide the basic understanding at the root of effective leadership.

Is cannot be stressed enough that leadership is an art of influence.

KEY FACTORS OF LEADERSHIP Leadership must be viewed like you were learning to play a musical instrument. To get better and better you must keep practicing it. That’s why we call leadership an art. No two situations will ever be the same. There will always be some part of a situation that is different from another. We keep practicing to learn how we should react in a given situation or stay away from negative actions. No two


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situations will ever be the same, but if you keep practicing, then you will be able to identify the best way to deal with issues as they come at you. Influence is a large part of leadership. When we are able to speak to people and have them believe in our message then we have shown influence. Not everyone likes to sweep the floor, but when you can show your team the benefits of keeping their area clean and how to prevent future issues then they are likely to listen and believe in your message.


QUESTIONS Q1. List two of the key factors in leadership? Q2. Why should leadership be viewed as an art? ANTICIPATED ANSWERS A1. Art and influence A2. Because it is ongoing and can always be improved upon


Leadership Power

Method: Interactive Lecture

USE OF LEADERSHIP When you are trusted enough to be placed in a position of leadership, you should never take that trust lightly. Leading people should always be viewed as a privilege to work with a team. The power that comes from leadership is divided into two distinct types of influence: Position power (Transactional Leadership) and Person Power (Transformational Leadership).

Expenditure of Leadership (Power)

Transactional Leadership (Position Power)

Transformational Leadership (Person Power)

Legitimate Power

Reward Power

Coercive Power

Expert Power

Referent Power


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TRANSACTIONAL LEADERSHIP (POSITION POWER) Transactional leadership is bestowed upon you through a position or rank. Your superiors have given you the trust and power to lead a team. The team you now lead looks to you to be a fair, honest and trustworthy leader because of the position you now hold. The power from an appointed leadership position is called Legitimate Power. This type of power means that the position itself comes with established responsibility and authority through the chain of command. The power from an appointed leadership position to be able to provide a benefit towards your followers is call Reward Power. Kind words of encouragement, allowing a longer break or a letter of recommendation are some examples that leaders have to reward their followers. The power from an appointed leadership position to assign work or discipline is called Coercive Power. The ability to reward your followers for good work goes hand-in-hand with the requirements to take something away. Coercive power provides the ability to assign work, correct behaviour or discipline. TRANSFORMATIONAL LEADERSHIP (PERSON POWER) Transactional leadership is less formal and more reliant on your personal abilities. It requires your own personality and ability to lead your team. The ability to lead followers with your knowledge and experience is called Expert Power. A person using expert power is a leader who uses their understanding or ability to work and guide others. The ability to lead followers with your personality and ability to inspire is called Referent Power. A leader who uses referent power is someone that followers want to follow. The team is willing to follow this leader because they respect him, or admire her or them that person as their best way of succeeding.


QUESTIONS Q1. What are the three type of power of Transactional Leadership (Position Power)? Q2. What are the two types of power for Transformational Leadership (Person Power)? ANTICIPATED ANSWERS A1. Legitimate, Reward and Coercive A2. Expert and Referent


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Leadership Activity

Method: Activity

ACTIVITY

OBJECTIVE The objective of this activity is to match up different scenarios with the different types of leadership power and explain why. RESOURCES

Master answer sheet ACTIVITY LAYOUT

Divide the class into equal group of three.

Have the cadets answer the questions on the sheet.

Each group will answer one question.

The answers will rotate thought the room until all questions have been answered SAFETY Nil. INSTRUCTOR GUIDELINES




N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Influence is a critical factor in leadership. Being a leader requires the use of our power positively and appropriately to influence our followers for success in the current task and in the future.


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INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X103.02 – UNDERSTANDING ORDERS

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M103.01 – Identify the Responsibilities of a Follower in a Team prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to identify the purpose and support of an order/direction. IMPORTANCE Cadets are given directions and orders throughout their cadet career. Knowing how to interpret and follow a formal direction is important to success. TIMINGS


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TP Component Time

1 What is an Order 7 min

2 How Orders Work 13 min

3 Activity – Orders 10 min

Total Time: 30 min

Teaching Point 1 What is an Order


WHAT IS AN ORDER? An order is formal direction made from a leader to a follower or a group of followers to perform. The Cadet Program is based on military practices that do not normally happen in your everyday life. Providing instruction through orders is a type of communication that is direct and is considered a powerful tool for the leader giving them. There are three main types of direction that a leader will use: Ask A leader may ask you to do a task. This is a less-formal way to ask for a tasking to be completed. Usually there is ample time for the job to be done. You are trusted to work with minimal supervision and within the time allowed. Typically there is time for the follower and/or group to ask questions. An example you may hear is, “Cadet Bloggins, could you help me by sweeping the floor?” Direct A leader may direct you to a tasking. This formal method is to give information and direction in a short period of time. Time to complete the task is short and there is little room for feedback from the follower or group. The leader will be constantly supervising and giving feedback during the tasking. These directions typically are given during leadership taskings or when actions of a timely nature must be completed. An example for direction is, “Cadet Bloggins, I need you to sweep the floor” Order A leader may order you to follow their direction. This is the most formal and impersonal of all the ways to give direction. There is no time for feedback or safety may be factor. The actions shall be to follow the order immediately and not to hesitate in its delivery. Usually orders are given during drill class or when safety is an issue. An example of an order is, “Cadet Bloggins, sweep the floor” or “Cadet Bloggins, I order you to sweep the floor.”


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QUESTIONS Q1. What are the three types of orders? Q2. When would you use the Ask approach to giving orders? Q3. When would you use the Order approach to giving orders? ANTICIPATED ANSWERS A1. Ask, Direct and Order A2. When time is not a factor for the activity. The leader can provide more information. The follower does not have to be monitored as rigidly. A3. Drill Class. When there is no time for discussion. When safety is an issue.


How Orders Work


GIVING ORDERS Giving an order is about passing on the right information to the right person or people. When giving an order, use the acronym DISC. Direct, Identify, Specific, Confirmation. Direct Know who is supposed to be receiving the order. There is little use in giving an order to a group of people when it only benefits or impacts one person. Be direct and straightforward with the person or people you are giving an order to. Identify Always identify who your order is directed to. If it is a person then use that individual’s name, such as “Cadet Bloggins”. If the order is directed towards a group then use the group name, such as “Squad” or “Alpha Platoon”. Specific Be specific with what you are saying. People do not need to be given more information than what is required to complete a task. For instance, you have assigned a group of cadets to sweep the gym floor. You do not need to add information about the weather or the type of material the broom is made from. Stick to the information that they need to know for them to be successful. Confirmation


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Always have the person or persons receiving the order answer that they understand. Usually “Yes, Sir” or “Yes, Ma’am” will suffice. Remember. Stick to the facts and the performance. RECEIVING ORDERS Everyone from the Commanding Officer all the way down to a new cadet receives orders. It is the Cadet Program’s way of ensuring direction and policy is followed. Orders can be verbal or typed or even in the field with visual aids. When you receive an order you are expected and required to follow those orders without question. This is why we say that giving an order is a powerful tool. When you receive an order you should do your best to follow it through to the best of your ability. Use your knowledge and character to support the leader as she or he offers their leadership. A team best works together when every member is doing their job to the top of their ability. PROTECTING YOURSELF FROM IMPROPER ORDERS The Cadet Program strives to give everyone the tools to be successful. The tools provided must also help us to identify when an improper order has been given. These types of orders are destructive and can serious harm to ourselves or our fellow cadets. As leaders we must strive to give the best direction possible. That also includes not using our power to hurt others or cause them injury. Never give an order:

If it violates safety policy or can cause someone harm

If you are angry or upset

If you are using it for revenge or to cause hurt feelings

That attacks someone personally

That abuses your power as a leader

That takes advantage of those who follow your command

That is or can lead to physical / sexual / physiological harassment or abuse

Is a lie or threat

That any reasonable person would know is unwelcome or hurtful If you receive an order that is improper then you should seek out help from the chain of command immediately. However, be warned that if you abuse this privilege by trying to get out of work or lying then you can have discipline brought upon yourself. Every order believed to be improper will be looked at by the chain of command and taken very seriously to determine what has happened.


QUESTIONS Q1. What are the four steps in giving an order?


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Q2. Are you required to follow orders? Q3. How should an order never be given? ANTICIPATED ANSWERS A1. Direct, Identify, Specific and Confirmation A2. Yes A3. Never give an order:



If you are using it for revenge or to cause hurt feeling




Is a lie or threat


Orders Activity

Method: Activity

ACTIVITY

OBJECTIVE The objective of this activity is to match up different scenarios with the different types of orders. RESOURCES









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N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Orders are the most direct way of passing information in the cadet program. Orders can influence many people and have a direct impact on the cadet unit. Always support the leader and remember to work as a team. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X103.03 – LEADING IN A TEAM ENVIRONMENT

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M103.01 – Identify the Responsibilities of a Follower in a Team prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to identify how to demonstrate leadership when working as a member of a team. IMPORTANCE Teams are put together to develop each member into future leaders. Developing a member from within a team setting can better allow for understand leadership and followership. TIMINGS


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TP Component Time

1 Identify the Team 10 min

2 Team Work Activity 20 min

Total Time: 30 min

Teaching Point 1 Identify the Team


WHAT IS A TEAM? Everyone works in a team. The Commanding Officer has his or her team of officers. The Senior Cadets work as a team. Even Junior Cadets are placed into teams. Working as a team gives us a sense of belonging and common goals. It allows us to work with people who have strengths we can learn from or provide us with a new way of looking at an old problem. We can learn as we support each member of the team. So who makes up a team? Everyone. When we put three or more people together, we have a group. In that group there are no two people alike and everyone brings their own uniqueness. The key is to identify our strengths and weaknesses and develop our team to succeed. Mind Set Every team member should strive to be positive and supportive. Your goal should be to support the leader and do the best job that you and your team can do. Attitude Never look at a problem as an eventual defeat. Always look at team goals and taskings as an opportunity. You have the opportunity to learn from every success and every mistake you make with your team. If your team succeeded on the first try at a task then you are headed in the right direction…try repeating the process. If your team failed on a task then try again. Take everything you learned from your mistakes and improve upon it. Never let defeat give way to depression, always look for the positive and keep encouraging your team. Voice No one person in a group should overpower their fellow teammates. Everyone has the ability to identify problems or has ideas to bring success. Teammates shall allow their fellow cadets to have a voice or express themselves. Once a decision has been made then everyone, even the ones that disagree, should respect the decision and strive for success together. Your team then has one voice that strives for success. Respect A team is built upon individuals. Every person should always be treated with respect and be allowed to speak. Personalities can be your best tool in a team. The key to success is to not let your personality


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or your teammates take over which can cause friction and resentment. Respect everyone and their strengths and weaknesses. Remember, teammates are working with you to succeed and help improve your weaknesses…just like you are doing. Encouragement Always encourage your team. Striving for success can be stressful and demanding on your abilities. Always let your teammates know that you support them and that you can work together to end on a positive note.


QUESTIONS Q1. What makes up a team? Q2. What type of mindset should a team always have? Q3. When the team has made it final decision on an approach to a problem, how should everyone, including those that disagree, react? ANTICIPATED ANSWERS A1. Three or more people A2. Positive and supportive. A3. Respect the decision and strive for success.


Team Work Activity

Method: Activity

ACTIVITY

OBJECTIVE The objective of this activity is to cross an imaginary river using limited resources as a team. Teams must cross the river without anyone falling into the water. RESOURCES

Large classroom

Garbage Bag

Stick (wood)

Rope

Four sheets of paper

Floor mat or yoga mat


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Stopwatch ACTIVITY LAYOUT

Divide the class into equal group of four.

Provide a basic inventory of random items.

Allow five minutes for cadets to develop a plan.

Each group will have an opportunity to attempt their result. A second attempt may be permitted depending on time.

The answers will rotate thought the room until all teams have attempted their scenario SAFETY

Watch for falling cadets or lapses in safety INSTRUCTOR GUIDELINES




QUESTIONS Q1. What type of mindset should a team always have? Q2. Given the activity you just completed, were you able to maintain a positive mindset, a sense of encouragement and respect? ANTICIPATED ANSWERS A1. Positive and supportive. A2. ANSWERS WILL VARY

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT


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Team work values respect and positive attitudes. Depression, dominating personalities and conflict are destructive forces to the team. Remember to include everyone and be inclusive of what everyone brings to the team. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X103.04 – WORKING WITH DIFFERENT PEOPLE

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M103.01 – Identify the Responsibilities of a Follower in a Team prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to identify how to demonstrate acceptance and understanding when working as a member of a team. IMPORTANCE Everyone is different. No two people are alike in thought and understanding. A team must overcome difference used as a negative tool and strive to use them as a positive means for success. TIMINGS


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TP Component Time

1 People in a Team 7 min

2 Dealing with Team Situations 13 min

3 Team Building Activity 20 min

Total Time: 30 min

Teaching Point 1 People in a Team


TEAM DYANIMCS Each team member is different from the next. Because each person has unique characteristics they bring with them, including personality, physical traits, mental traits and personal resources we call these team dynamics. Everyone has differences that were learned or developed or even born with. So how can we turn our differences into building an effective team? That’s easy. We get to know our team and develop it. The team must look at the strengths and weaknesses of each member. This is not about who is better at doing something or who cannot. Instead, we need to think of it as who is better suited in a role during a tasking. Let us look at some characteristics that people bring to the team: Subject Matter Experts When we have someone on our team who has previous knowledge of an assigned subject or tasking, we call these people Subject Matter Experts. What this means is that we can rely on their knowledge to help guide our understanding and completion of the plan. These teammates will assist or even lead our planning, delivery and success of the assigned task. Abilities Each of us has a different ability. When a team comes together it must look at the different abilities of its members. The team then assigns its members in places and roles where they best can help with the goal. If someone is good at lifting heavy items then assign that person the task. If another person is good at helping with paperwork then they can assist. However, do not be afraid to learn new was or ideas or even assisting someone and pick up keys on how they are successful. Personal Resources Some individuals can bring resources to the team that others cannot. This can include equipment, finances, travel and other individuals, to name a few. These are outside resources from the team that can be called upon to help and support everyone equally.


QUESTIONS Q1. What is a Subject Matter Expert?


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Q2. How do we best use our abilities? ANTICIPATED ANSWERS A1. Someone who has knowledge of a subject A2. By working in areas that are best suited for our abilities.


Dealing with Team Situations


FEEDBACK When we work as a team, it is important that we get feedback on how the work is progressing. Feedback, in short is information. It is vital and useful to a good functioning team. It allows us to understand and point out positive items and items to be worked on relating to performance. Feedback helps to motivate and keep success on track and moving forward. The key for people to understand is that feedback is not a personal attack. Always keep an open mind and be willing to accept all feedback in all forms. DISRUPTIVE CADETS Working towards a common goal provides a great purpose for everyone. Achieving goals with other people allows you to share your experience and make friends. However, some cadets strive for attention in a negative form. These cadets act out, swear, and refuse to do work, or bring negative attention to the group. The group should always keep their attitudes positive and help the cadet remain focused on the goal. If the identified cadet goes beyond expected reasonable behaviour or creates a safety issue then they need to be reported to the chain of command right away. Remember, you goal must be to work with all team members before taking action. PROTECTING YOU AND YOUR FELLOW CADETS The team we work in has many different people in it. The type of atmosphere that a successful team works in should be positive, encouraging, feeling protected and that everyone has an opportunity to contribute. However, there are some people that like to make fun of or humiliate other people around them. They make negative comments about a person instead of the giving proper feedback on the work, or become physically aggressive. These types of people are committing harassment or the more common word “bullying’. This type of behaviour has no place in a cadet unit and is forbidden. When confronted with type of behaviour, remember, you have every right not be harassed. Your first step should be to report it to the chain of command immediately. Regardless of the rank or age or


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position of the offending cadet, you must seek out help. Even if you are not the person being harassed, your duty is to report it. You are always encouraged to speak up for yourself and say, “Stop. Your words (or actions) are offensive to me.” Most people will realize that they have crossed the line of appropriate behaviour.


QUESTIONS Q1. What is feedback? Q2. As a first step of resolution, cadets who cause disruption should be…? Q3. Cadets who are harassed should do what to protect themselves? ANTICIPATED ANSWERS A1. Information A2. Reminded to work as part of the team A3. Report it immediately to the Chain of Command


Team Building Activity

Method: Activity

ACTIVITY

OBJECTIVE The objective of this activity is to have the group untangle themselves from a gaggle of people through teamwork. RESOURCES

Large classroom ACTIVITY LAYOUT

Bring the class together in the centre of the room.

Direct each group to stand in a circle and place their right hand in the centre and take the hand of anyone except the person on either side of them.

Have them do the same with their left hands.

Explain to the cadets that they must not let go of their hands, and that their job is to work together to untangle the “Human Knot.”


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Everyone has to work together to untangle the group by using positive communication and motivation.

SAFETY


At this point the instructor shall brief the cadets on any safety rules or any other guidelines pertaining to the activity.




N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT The difference of people makes each team unique. Everyone is able to contribute and support their teammates as they achieve success by completing their task as they work together. Working together and for a common goal gives us a sense of purpose and a common goal we can all take pride in. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X103.05 – WORK AS AN EFFECTIVE TEAM

Total Time: 60 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The small group activity was selected to allow for maximum participation in the learning process. It is an interactive way to illustrate and substantiate the lesson material in a concrete manner. The group discussion method was chosen to allow the cadets to share their knowledge, opinions, and feelings about the subject matter while still allowing the instructor to control the direction of the discussion. The instructor must ensure that points not brought forth by the class are presented. If the instructor follows the Instructional Guide, including the questions posed, this will allow the cadets to express, in their own words, what they learned from this lesson and how they may apply the information. REVIEW Cadets shall have participated in EO M103.01 – Identify the Responsibilities of a Follower in a Team prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to identify how to demonstrate motivation and cooperation when working as a member of a team. IMPORTANCE


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A team is based upon each person ability, understanding and cooperation and striving to succeed at their goal. Successful teams reach out and support, motivate and encourage their members. TIMINGS

TP Component Time

1 Role Play – Wow Would You…? 20 min

2 Activity – What is in the Box? 20 min

3 Role Play – Lets Work Towards Something Great 20 min

Total Time: 60 min


How Would You…?

Method: Role Play

OBJECTIVE The objective of the role play is to have cadets successfully deal with situations common to team work. RESOURCES

Classroom ROLE PLAY LAYOUT

Have the cadets form a semi-circle around the front of the class.

The rules are: -Do not speak out or interrupt a play; -Volunteering for a role play is encouraged; -Respect everyone and their attempt at role-playing; and -Wait your turn for input or attempt.

The instructor will facilitate the scenarios from the list. Not every scenario needs to be played out. Pick ones that highlight the current atmosphere in the unit or ones that are most relevant.

At least one cadet should act out the scenario. The instructor may choose more depending on the scenario.

The goal of the role play is for cadets to understand and repeat appropriate expectations for behaviour and teamwork.

ROLE PLAY SCENARIOS

Scenario #1 – A new cadet needs help understanding the how the chain of command works. How do you help? Scenario #2 – Your team decides that it wants to initiate a new cadet into the division / platoon / flight. What do you do?


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Scenario #3 – All the Senior Cadets are busy with other duties. You have been asked to lead your group for cleaning stations. How do you influence your team into following your lead and accomplish the task? Scenario #4 – A fellow cadet starts swearing during break in front of new cadets. How do you resolve the situation? Scenario #5 – Two cadets are selling poppies for the local legion in the community. One of the cadets gets into an argument with a civilian. You are the other cadet, what do you do? Scenario #6 – A senior cadet tells a junior cadet, “Your uniform is crap”. How do you respond? Scenario #7 – You notice a senior cadet calling a junior cadet inappropriate names. You then hear the senior cadets say, “if you tell anyone about this you will be in trouble from the officers for lying”. How do you handle the situation? Scenario #8 – Your group has just completed a task of cleaning the cadet unit. The Senior Cadet present inspects and finds several areas have been missed. The Senior Cadet comes back to your unit and tells everyone that the missed areas need to be cleaned. What do you do?

SAFETY

N/A INSTRUCTOR GUIDELINES





N/A

Teaching Point 2 What is in the Box?

Time: 20 min Method: Activity

OBJECTIVE The objective of this activity is to have cadets successfully deduce what is inside the box. RESOURCES

Large classroom


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Opaque box

An item (of the instructors choosing) to go into the box ACTIVITY LAYOUT

Place an item inside a box and leave it for everyone to see.

The rules are: -No one may touch or disturb the box -Each member can only make one guess -You cannot ask the instructor questions

The instructor must create a different clue for every person. The clues must not give away the item (i.e. if the item was a ball you would not use “bounce”). Instead, clues must be given so that when they are all pieced together by the team they can solve the riddle.

Hand out the clues.

Everyone will start off as individuals.

Cadets should take the initiative when they realize that they must work together to decipher the clues then they will develop their team and begin using positive communication and motivation.

SAFETY






N/A


Let’s Work Towards Something Great

Method: Role Play

OBJECTIVE The objective of the role play is to have cadets successfully identify how to encourage, motivate and work together in a team. RESOURCES

Classroom


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ROLE PLAY LAYOUT






ROLE PLAY SCENARIOS

Scenario #1 – A new cadet needs help fitting into the division / platoon / flight. What do you do? Scenario #2 – You notice a cadet, whom you don’t get along with, is struggling to complete a task. Your work is already completed. What do you do and how do you do it? Scenario #3 - A senior cadet, who is new to leading, has been directed to lead your division / platoon / flight in finding an adequate bivouac site for weekend training. What do you do? Scenario #4 - A cadet in your division / platoon / flight is always coming in with badges not sewn on properly, hair not cut, and boots not polished. What do you do? Scenario #5 - A fellow cadet appears to be feeling unwell. How do you respond? Scenario #6 - A fellow cadet likes to be loud and brings unwanted attention to your team. How do you handle the cadet? Scenario #7 - A senior cadet gives you praise for hard work. However, it was your team that did most of the work. What do you do? Scenario #8 - After a hard day of training, your division / platoon / flight has been assigned to duty watch. How do you motivate them?

SAFETY



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N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT The difference of people makes each team unique. Everyone is able to contribute and support their teammates as they achieve success by completing their task as they work together. Working together and for a common goal gives us a sense of purpose and a common goal we can all take pride in. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X203.01 – BUILD AN EFFECTIVE TEAM

Total Time: 60 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The small group activity was selected to allow for maximum participation in the learning process. It is an interactive way to illustrate and substantiate the lesson material in a concrete manner. The group discussion method was chosen to allow the cadets to share their knowledge, opinions, and feelings about the subject matter while still allowing the instructor to control the direction of the discussion. The instructor must ensure that points not brought forth by the class are presented. If the instructor follows the Instructional Guide, including the questions posed, this will allow the cadets to express, in their own words, what they learned from this lesson and how they may apply the information. REVIEW Cadets shall have participated in EO M203.01 – Discuss Leadership in Peer Setting prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to identify how to identify strength and weaknesses and employ them working as a member of a team. IMPORTANCE


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Leading cadets gives us the opportunity to develop our abilities. We can make use of our skills and knowledge to best accomplish the desired outcome for our taskings. Leaders should always develop their team to maximize every benefit each person is able to contribute. TIMINGS

TP Component Time

1 Strengths and Weaknesses 5 min

2 Discussion 10 min

3 Activity – Team Assemble! 25 min

4 Activity – Yo Team! 20 min

Total Time: 60 min


Strengths and Weaknesses


OVERVIEW Each person is different. We have all taken different paths to lead us to this point. What you have learned along the way will be different from the next person. In your development, you have learned and experienced many things you are good at doing or knowing. Likewise, you have expediencies that you are not as strong at. We call these strengths and weaknesses. STRENGTHS Your strengths are a mixture of your talents, knowledge and skills. Generally, your personal strengths are what are easy for you. Strengths come from your experience and ability. Are you good at riding a bike or reading books or playing music? How did those become strengths? Did you try it and decided you liked it? Your motivation and enjoyment can spark your interest and turn it into a positive. This gives you the ability to make it a personal strength. Strengths usually give you self-confidence and self-worth. Mentally, you respond quicker and more positively when doing anything that involves strength. WEAKNESSES Equally important are knowing your different weaknesses. These usually show themselves through you having a hard time when doing something or recalling something. A weakness should never be looked upon as a negative. It should be viewed as something that requires improvement. Each time you take the time to improve a weakness you gain valuable experience. That experience can be used, if done correctly over time, to make it a strength.


QUESTIONS


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Q1. What do we call something that is easy for you? Q2. What do we call something that is difficult for you? Q3. How can we make weaknesses into positives? ANTICIPATED ANSWERS A1. Strength A2. Weakness A3. Identify our weaknesses and keep striving to improve upon them.


Strengths and Weaknesses

Method: Discussion

OBJECTIVE The objective of the group discussion is to have the cadets to talk about individual strengths and weaknesses.




The instructor shall start by asking a question (as listed below);

Each trainee will have an opportunity to have input and/or opinion;





QUESTIONS Q1. What are some strength within the team? Q2. When is a weakness actually a strength?


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Q3. Why do we look negatively at weaknesses?

Teaching Point 3 Team Assemble!


OBJECTIVE The objective of this activity is to have cadets successfully work together to create a team flag, motto and name. RESOURCES

Large classroom

Poster board or large paper

Multi-colour markers ACTIVITY LAYOUT

Separate the cadets into two or three equal group.

Given each a team a poster board and markers.

Each group must design a team flag that incorporates a symbol representing a strength from each cadet.

Each group must also create a motto that best represents their team.

Each group must create a team name that best represents their team.

SAFETY N/A INSTRUCTOR GUIDELINES





N/A


Yo Team!

Method: Activity


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OBJECTIVE The objective of this activity is to have the group build a bridge to cross a river. RESOURCES

Large classroom

Newspaper (lots – or appropriate alternative) ACTIVITY LAYOUT

Separate the cadets into two or three equal group on one side of the classroom.

Give them their stack of newspaper.

Each group must build a bridge to reach the other side of the classroom using only the newspaper.

No part of the body may touch the river or they have to start over.

As they build the bridge each member of the team must be touching another member so that all members are in contact. If the link is broken then they must start again.

The team cannot take the pile of newspaper with them. It must remain stacked on the starting side of the classroom. They can only take one piece at a time.

First team across the river wins. SAFETY






N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION


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There is no formal assessment of this EO. CLOSING STATEMENT The difference of people makes each team unique. Everyone's strengths and weaknesses contribute and support their teammates as they achieve success. Working together and for a common goal gives us a sense of purpose and a common goal we can all take pride in. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X203.02 – COMMUNICATING WITHIN A TEAM

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M203.01 – Discuss Leadership in Peer Setting prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to properly communicate and express themselves in a team setting. IMPORTANCE Communication is the most vital principle in leading people. All information, goals, expectations and problems are expressed through communication. TIMINGS


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TP Component Time

1 Use of Language 10 min

2 Express Yourself 10 min

3 Role Play – I Think…! 10 min

Total Time: 30 min

Teaching Point 1 Use of Language


WHAT IS LANGUAGE? Every word has meaning. Selecting the right word to get your message across is vital. As we talk to people or read or watch, our brains collects the information, analyze it then either acts upon it or stores it. We are always absorbing information. When we are providing the information it is very important to tell the receiver exactly what we need him/her to know. We must choose the correct language to best relay our information. Words and sentences not constructed properly can stop the right message from being understood. A misunderstood message can lead to many different issues and problems for everyone involved. Buzz Words Have you ever noticed how you talk? Really stopped and listened to your word selection? You would be surprised about how many words you use and still not say anything at all. We have become accustomed to using words that have little or no meaning. Words such as “like” “ stuff” “thing” “um” “eh” “naw” “whatev” “ok” and many more. These expressions are called buzz words and provide no real information to the conversation. Have you ever asked someone what hobbies they like? Was their response “stuff” or “things”? The answer does not give us any information. This type of response can also lead to guessing or puzzlement. The same goes for passing orders. For instance, “Cadet Bloggins, I need that thing from the place where the stuff is kept and I need it pronto”. Cadet Bloggins can only guess what he is supposed to retrieve, where it is and he has no idea what pronto means. If we stop and think about our message we can do a much better job and achieve our goal the first time. “Cadet Bloggins, can you retrieve the broom from the storage locker on the parade square right away please.” Cadet Bloggins now has no problem knowing exactly what his role is. Next time you have a conversation, listen to what you are saying. Profanity Profanity, also known as swear words or expressions, has crept into our language during normal conversations. Uses of words, expression or gestures that are profane are called profanity. These types of words have no place in a learning environment. Use of Language


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Proper use of language is key to getting the right message across. For instance, let us take a look at when we perform uniform inspections. The idea during an inspection is to highlight positives about the uniform and items that need to be improved. When we speak to a cadet about their uniform we want to be clear and concise. Imagine walking up to a cadet and giving them a formal inspection. “Good day cadet. Your uniform looks like ‘garbage’.” That word selection has not identified the issue to be corrected. It has informed the cadet that there is nothing correct about their uniform and anything they did put effort into wasn’t worth it. It also boarders on harassment as no useful information are provided and it could be seen as a personal attack. Instead, take the time and make an informed and thought-out statement. “Good day cadet. Your tunic requires more attention to the badges and you pants need sharper creases. Good job on the boots.” Of the two statements which one provided information, was clear in its intent and helped the cadet through motivation? Of course, the second statement was much more in line with what we expect the language of our leaders to be.


QUESTIONS Q1. How should your words and sentences be selected? Q2. What types of words should you avoid that do not add any real value to your conversation? Q3. What types of words shall be avoided at all cost during a conversation? ANTICIPATED ANSWERS A1. Carefully A2. Buzz words A3. Profanity


Express Yourself


EXPRESSS YOURSELF When we work together, sometimes it can be difficult to express yourself. Many voices in a group can drown each other out. Your team must work together and be considerate of others. No one person should dominate the conversation. Remember to take turns and listen to what others have to say. Let look at some basic ideas on how to express yourself: Respect


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Always respect the person talking and the points they are making. People should always respect the person and the process for passing information. The person speaking is contributing to the team and that is very respectable. The process for people within a group to share is a time tested system that works and that should also be respected. Respect others and their views and they will respect you. Confidence Confidence is the difference between feeling unstoppable and feeling scared out of your wits. Your perception of yourself has an enormous impact on how others perceive you. Believe in yourself and in your ability. Tone Tone is way we distinguish word and meaning from others. For instance, “I need it now” carries different weight when the tone changes to “I need it now!” Tone allows us to emphasis key words or points to make a point or ensure others know what our intent can be. Always emphasize key points in your message. Body Language Body language is a form of nonverbal communication. When working with people always look them in the eyes, keep your body and attention pointed toward those talking and stand tall. Do not shy away or cross your arms or turn your back. People will always respond positively to someone they believe is paying attention and showing them attention. Know When to Express Expressing yourself at the right time is very important. There is always an appropriate time and place for expressing your thoughts and opinions. Timing is the key. An appropriate time would be before the task has started and everyone is sharing ideas. Another appropriate time is after the task has been completed and the leader is looking for feedback. Remember that once a decision has been made and the task has been started then it is your duty to support and work as a member of the team. We also need to think about the location of expressing your ideas. When we have a conversation we need to think about the message we are sending. When the information needs to be shared, then that can be done with the group. If the information only affects one person then have the conversation away from the group.


QUESTIONS Q1. What are the three ways to express yourself? Q2. What type of communication is Body Language? Q3. Would marching in the middle of a parade be a good time to express yourself?


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ANTICIPATED ANSWERS A1. Respect, confidence, tone, body language, and when to express yourself. A2. Non-Verbal. A3. No. This would be an example of an inappropriate time to express my thoughts or ideas.

Role Play Time: 10 min

I Think…!

Method: Role Play

ROLE PLAY

OBJECTIVE The objective of this activity is to have cadets express themselves within a group using different scenarios. RESOURCES







ROLE PLAY SCENARIOS

Scenario #1 – You must inform a cadet, whom you are inspecting, that his/her boots and badges are not up to standard. Scenario #2 – You have been tasked with asking a disruptive cadet to be a more productive part of the team. What should you say?


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Scenario #3 – Your group has not heard your suggestion yet for how to set up a boot polishing station. Instead they have started to make plans without listening to everyone. How do you respond? Scenario #4 – A Senior Cadet decides to give you a stern talking to in front of your group. How do you respond? Scenario #5 – During a volunteer exercise, your group has been tasked with helping the elderly at a local store. Some of your group has decided to start an inappropriate conversation in front of the public. What do you do?

SAFETY






N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Communication is vital for its inclusion of information and ideas. Using the right words at the appropriate time and place is constructive and helpful. When the team communicates, it can accomplish more and influence many people positively. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X203.03 – PRESENT YOURSELF

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M203.01 – Discuss Leadership in Peer Setting prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to identify key components of personal presentation as a component in leadership. IMPORTANCE Leading people is a powerful tool. When the leader sets an example for their followers it sends a powerful message and a standard for people to strive for. TIMINGS


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TP Component Time

1 Personal Appearance 10 min

2 Personal Presentation 10 min

3 Activity – Meet and Greet 10 min

Total Time: 30 min

Teaching Point 1 Personal Presentation


LOOK LIKE A LEADER Leaders play a vital role. They lead their team through tasks that are challenging or easy, routine or unique. They lead through their words and their actions. They set the example for the team and give them a standard to reach. They should always represent the best of the team. Being a role model for cadets is very important. Leaders use verbal and non-verbal means of giving cadets examples they can aspire to reach. One of the most visual, non-verbal means is wearing your uniform and dressing to a high standard. Our appearance can speak volumes to others about dedication, ability and self-motivation. Always take the time to prepare and formalize your personal presentation. Your uniform is an expression of yourself. If you treat it with respect and prepare it with care then you will lead by example.

Having a model there to present the key points will allow the cadets to see what is presented.

Hair Hair should always be neatly groomed. Males should have a proper military-style hair cut. Ladies should have their hair in neat, tight bun or if the hair is short then off the collar. Facial hair needs to be clean shaven. Creases All creases should be sharp and well pressed. A sharp looking crease looks very tidy and brings out other distinguishing features of the uniform. Sewing Badges, buttons, and hems all require thread to keep them on the uniform. Use the appropriate colour to use for sewing. Do not make the material pucker. Use a ruler to measure exact distances for proper placements of all sewing. Any excess thread or “pennants” should be cut off. Wrinkles


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No uniform part should be showing wrinkles. Take an iron and press out every wrinkle. Use the proper temperature setting to avoid melting or “shining” the material. Polish Footwear, brass, and buttons should be kept clean and very shiny. Use appropriate polish and get a mirror finish on each item. Folds/Cuffs Certain items on the uniform are required to be folded. Make each crease sharp and measured to exact required dimensions. Take a ruler and make shirt folds the size of the cuffs. Make it look uniformed and stiff. Lint Your uniform can pick up little pieces of fluff, or even hair. These parts can be easily cleaned with a lint roller or brush. These brushes easily take the debris off easily and leave your uniform looking clean. If you do not have access to a brush, then use tape.


QUESTIONS Q1. Setting the example through a good looking uniform is an example of what type of communication? Q2. Why do leaders dress to a high standard? ANTICIPATED ANSWERS A1. Non-verbal A2. To set an example


Personal Presentation


DEPORTMENT The way you present, move and behave is known as deportment. Leaders shall take the time and care to present their deportment at a high standard. The way your body moves, the way you engage other people, the way you dress, the way you stand among your subordinates are all measurements of your deportment.


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Leading people means that their eyes are always on you. They look to you to take charge, to guide them, to set the standard, they believe you have their trust, they know you will be their first critic and a trusted advisor. Your deportment carries a lot of weight for your subordinate. BODY LANGUAGE Our bodies have a whole language to themselves. We call this body language and it is a form of non-verbal communication. Imagine sending out a very important message while rolling your eyes or fidgeting with your hands. What kind of message are you sending out? If your words are important and your body is distracted then will the receiver be confused with the importance? Controlling your body and giving serious thought at its presentation is key in leadership.

Having a model there to present the key points will allow the cadets to see what is presented.

Stand Tall A good leader will stand tall. To articulate your body language and display confidence, you need to straighten your back and keep the head up. Good posture is important and can also have a positive impact on your general health. Slouching your arms and back is bad for your posture. It can show signs of lack of confidence and give the receiver a sign of laziness. To break this habit, try rolling your shoulder blades and finding a conformable position. Eyes Leaders should always look at people directly in the eyes. This is a sign of confidence and assuredness. It is also a sign of interest and dedication to what the person is communicating. People respond positively when they believe their message is important and that the leader is listening. Not looking at someone in the eyes can have a negative effect. It can lead people to believe that you are shy, perhaps you are lying or you do not think they are worthy of your attention. Always look people in the eye to show them you are engaged with what they have to say. Hand/Arm Position Your arms and hands further articulate your body language. Unless you are performing drill, your hands and arms should remain at your sides. If you feel that you need to be more casual then clasping your hands together in front of your body is acceptable to. Never display negative body language with your arms. When speaking to people do not fold arms. This shows you are ready for confrontation or you do not care what the other person has to say. In addition, when making key points never use your hands. If you need to emphasis a key or dynamic point then use your words to articulate the intent and leave your hands at your sides.


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Shaking Hands Shaking hands is an old tradition that holds its roots close to the history of the salute. A welcoming signal is to hold out your right hand to shake. A firm grip is important as it shows a sign of welcome and acceptance. Never try and squeeze the other persons’ hand. Squeezing to hard can be a sign of anger and has the potential to hurt if done improperly. Likewise, a too gentle grip can send a message of hostility or unimportance. Always remember to grip the hand firmly to engage and welcome the other person. Sitting Sitting is another form of body positioning that needs to be practised. When taking a seat always lower yourself down into position. Keep your back straight as if you were standing tall. This displays confidence and willingness to listen. A good sitting position can also have an impact on your general health. Do not slouch or spread your arms or legs across the area where you are seated. Instead, keep your back straight and your hands on your lap or knees. If you have something for recording with then it also should be at the ready position on your lap. Sitting properly also sends a positive body language message.


QUESTIONS Q1. What is the presentation of your body and movements called? Q2. How do our bodies communication non-verbally? Q3. What are three specific ways that we can communicate through body-language? ANTICIPATED ANSWERS A1. Deportment A2. Body Language A3. Stand tall, Eyes, Hand/Arm Position, Shaking Hands and Sitting


Meet and Greet Activity

Method: Activity

ACTIVITY

OBJECTIVE


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The objective of this activity is to have cadets meet and greet their peers to experience different types of body language through their deportment RESOURCES

Large classroom ACTIVITY LAYOUT


Each group will choose someone to be their expert on one of the different aspects of body language: Standing tall; eye contact, hand/arm position, shaking hands and sitting;

Each group will be given two minutes preparation time;

Each group will have to demonstrate to the instructor how each position is achieved; SAFETY Nil. INSTRUCTOR GUIDELINES




N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Your role is to lead and inspire those who follow you. The way we present our deportment can say many different things about our leadership ability. Good leaders are those that look the part, act the part and present themselves as such. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X203.04 – ROLE OF THE DUTY STAFF (ARMY CADETS)

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M203.01 – Discuss Leadership in Peer Setting prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to identify key components for a cadet assigned to a duty position in the cadet unit. IMPORTANCE Leading people is a powerful tool. When the leader sets an example for their followers it send a powerful message and a standard for people to strive for. TIMINGS


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TP Component Time

1 Role of the Duty Cadet 5 min

2 Unit Management 10 min

3 Activity – Duty Staff 15 min

Total Time: 30 min

Teaching Point 1 Role of the Duty Cadet


DUTY STAFF The cadet unit is divided into several sections to better maximize its performance. The Command Section looks after operations of the corps through the Commanding Officer and Deputy Commanding Officer. The training for the corps is the responsibility of the Training Officer and his/her training Department. The Supply Officer oversees Supply, which is responsible for maintaining uniforms and ensuring there is enough stock of training items. All paperwork is belongs to the Administration Officer in the Administration Department. The running of day-to-day operations within the cadet unit belongs to the Duty Staff. The Duty Staff is a series of positions that rotates personnel on a daily basis. Cadet assigned to the duties of the Duty Staff is listed in Routine Orders. All personnel for Duty Staff must do their duties until their time is finished and someone relieves them. Daily operations include:

Ensuring classes and routines are running on time;

Meet special guest and escort them to the office;

All cadets are in the proper location;

Cleanliness or all areas;

Supervising special activities such as breaks and free time;

Maintaining a record of corps operations;

Report any damages, loss or injuries to the DCO;

Conduct Rounds at the end of training to ensure cleanliness and all equipment has been returned; and

Anything else deemed necessary by the DCO. Senior Duty Officer The Duty Staff is headed by the Senior Duty Officer. S/He reports to the Deputy Commanding Officer for the efficient and effective operations within the corps. The officer works closely with the Senior Duty Cadet to ensure everyone assigned to duties are ready and able to follow all corps procedures. Senior Duty Cadet The Senior Duty Cadet is responsible to the Senior Duty Officer. S/He directly supervises all activities and personnel of the Duty Staff. Primarily the SDC must ensure that all corps operations and timings are met by the Duty Staff.


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Duty Cadets Cadets will be assigned to Duty Staff positions throughout the year. They will be required to answer directly to the Senior Duty Cadet. Duties of cadets will be to ensure cleanliness, maintain timings, and supervising their fellow cadets. Most of the work will be done by the Duty Cadets and their work is vital to the great operations of the corps. Duty Platoon A platoon will be assigned to assist the Duty Staff with final clean up and important duties.


QUESTIONS Q1. What is the purpose of the Duty Staff? Q2. What are two duties of Duty Staff? Q3. How long does a member of Duty Staff stand at their duties? ANTICIPATED ANSWERS A1. Maintain day-to-day operations of the corps. A2. Answers may include:

Ensuring classes and routines are running on time;

Meet special guest and escort them to the office;

All cadets are in the proper location;

Cleanliness or all areas;

Supervising special activities such as breaks and free time;

Maintaining a record of corps operations;

Report any damages, loss or injuries to the DCO;

Conduct Rounds at the end of training to ensure cleanliness and all equipment has been returned; and

Anything else deemed necessary by the DCO. A3. Until their duty is finished and they are relieved by their replacement.


Unit Management


UNIT MANAGMENT The cadet unit requires good management to operate effectively. Every member of Duty Staff plays a vital role in the corps. Duty Staff is a leadership position that requires authority and responsibility from everyone assigned.


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Reporting Every member of the Duty Staff must meet with the Senior Duty Officer. They must report as a group at the end of the training night the week prior to standing their duties. They will go over the routine, any special instructions and issue of duty equipment. If the activity is on a weekend then the Duty Staff should report 30 minutes prior to the start of their duty for a briefing. Records The Duty Staff is required to maintain a record of their time on the Duty Staff. The corps will have a document that needs to be maintained. It will have all the routine information such as date, time, location, who is assigned to duty positions and notes of interest. Preparation/Tear-Down Cadet corps conduct an opening and closing parade when they meet for training, as it allows cadets to take attendance, practice drill and inspect uniforms. These parades also provide an excellent opportunity to make announcements, presentations of awards and promotions. Parade nights usually follow the Annual Ceremonial Review (ACR) sequence, allowing cadets to learn and practice components of the ACR sequence throughout the training year. Prior to the opening parade, there are a few tasks that must be completed. This list may vary among corps, however, it generally includes:

Turning on Lights. The first person in the building (generally the Duty Officer) unlocks the doors and turns on the lights to the common areas. While turning on the lights, the duty cadet may accompany the Duty Officer to check for safety concerns, building damage, or any other issues that may be present.

Opening Classrooms. While performing as the duty cadet, cadets may be tasked to unlock and ensure that the condition of the classrooms is acceptable. The classrooms are checked for damage, disorder, other people’s property or safety issues. The duty cadet reports any issues with the classrooms to the staff immediately.

Posting the Weekly Training Schedule. The weekly training schedule is produced by the training staff and outlines the training for the parade night/day. It normally outlines the specific EOs being instructed, the timings for instruction, the locations for instruction and the instructor. Some weekly training schedules also include the dress for the night/day, the duty staff assignments and upcoming activities. Posting this schedule ensures that all cadets are running on the same timetable and are in the correct locations. Where possible, the nightly schedule for the following week may also be posted to ensure cadets are prepared for the upcoming training.

Drawing Items From Supply. The duty cadet may be tasked to ensure that the cadets, draw from supply any necessary items for set up of the parade location, (eg, flags, parade markers, bulletin boards), and any other items needed for training.

Prior to exiting the building, there are a few tasks that must be completed.

Leaving the Training Area Clean and Tidy. While performing as the duty cadet, the cadet locks and ensures that the condition of the classrooms is acceptable and that the lights are off.


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They should report any issues with the classrooms to the staff immediately. Cadets shall collect their personal belongings and exit the building. The duty cadet shall ensure that no personal belongings are left behind. If an item is found, it should be handed in to the Duty Officer.

Turning Off Lights. The Duty Officer locks the doors and turns out the lights to the common areas. While turning out the lights, the duty cadet may accompany the person to check for safety concerns or any other issues that may be present.

Clearing Change Rooms/Washrooms. The cadets shall ensure that they have their belongings from the change rooms.

Storing Articles Left Behind in the Corps Lost and Found. Any items left behind are placed in the lost and found.

As a final sweep of the training location/building, the Duty Officer ensures that no one is left in the building. The duty cadet shall then be dismissed from their duties. Timings The corps publishes its timings and posts them for all cadets to read. The Duty Staff will follow the timings and provide announcements to departments, instructors and cadets on class rotations, breaks, and general routine. Cleanliness The corps must be kept clean at all times. Garbage, messes and debris must be cleaned up for health and safety. All cleanliness must be done as soon as it is noticed. Duty Staff will also oversee the Duty Platoon that will complete cleaning stations. Damages/Injuries Any and all damages must be reported to the Senior Duty Officer immediately. Damages will require a written statement from witnesses. Injuries must also be reported to the Senior Duty Officer immediately and first aid may be required. Supervising The duty cadet is responsible for supervising breaks. The duty cadet(s) and senior cadets shall set the example. They should do this by moving around the break location and correcting errors such as eating protocols and horseplay or loud or offensive behavior, with a professional demeanor (eg, approach the cadet(s) calmly, address the issue, demonstrating the appropriate behavior). It is the responsibility of the duty cadet to ensure that timings, breaks and clean-up routines are adhered to. Each cadet is responsible for their own actions and behavior and the duty cadet(s) shall provide guidance to any cadet in need of assistance. A final sweep of the canteen area once break is over ensures cleanliness.

The protocol for eating and drinking in uniform is to remove headdress.


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Even though the duty cadet ensures that at the end of break the canteen area is cleaned up, it is each cadet’s responsibility to ensure that they finish break on time, deposit recyclables and garbage into their receptacles, and collect their belongings and move to the next period of instruction. When moving from one period of instruction to another, it is essential that each cadet adheres to timings. Collecting their belongings, leaving the training area in the same if not better condition than it was found and making their way to the next period of instruction on time contributes to the smooth transition and flow of the training session(s).

If a cadet notices that another cadet is behind schedule, it is appropriate that they offer assistance or encourage that timings are adhered to.

Rounds At the completion of the evening’s activities, the Senior Duty Officer, Senior Duty Cadet and the Duty Cadets will inspect the corps. Every aspect will be inspected to ensure all doors are locked, and areas are clean, all training equipment returned, the parade square is cleared and all departments are secure. No one may depart until the Senior Duty Officer is satisfied that Rounds have been completed.


QUESTIONS Q1. People assigned to Duty Staff must meet with the Senior Duty Officer when? Q2. How does Duty Staff rotate classes? Q3. How does Duty Staff ensure that all equipment has been returned and the corps is secure? ANTICIPATED ANSWERS A1. The previous training night (Weekend exercise: 30 minutes prior). A2. They make an announcement A3. It conducts Rounds at the end of the night.


Duty Staff Activity

Method: Field Trip

ACTIVITY

OBJECTIVE


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The objective of this activity is to have cadets identify different areas of the corps that Duty Staff must supervise. RESOURCES


Hand out the master answer sheet to every cadet.

Each cadet will answer questions on the sheet associated with a tour of the corps.

Take the cadets on a tour of the corps to include: -Parade Square -Corps Offices -Classrooms -Supply -Outer Doors -Anything else deemed necessary to cover the EO.

SAFETY Nil. INSTRUCTOR GUIDELINES




N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT The Duty Staff have a vital role in corps operations. They set the tempo and organization for the activities of the corps. The duty a cadet performs when assigned to the task is very important.


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SECTION 3

EO X203.05 – PERFORM DUTIES OF THE DUTY STAFF (ARMY CADETS)

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The small group activity was selected to allow for maximum participation in the learning process. It is an interactive way to illustrate and substantiate the lesson material in a concrete manner. The group discussion method was chosen to allow the cadets to share their knowledge, opinions, and feelings about the subject matter while still allowing the instructor to control the direction of the discussion. The instructor must ensure that points not brought forth by the class are presented. If the instructor follows the Instructional Guide, including the questions posed, this will allow the cadets to express, in their own words, what they learned from this lesson and how they may apply the information. REVIEW Cadets shall have participated in EO M203.01 – Discuss Leadership in Peer Setting prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to perform key components of the duty staff in the cadet unit. IMPORTANCE


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Duty Staff must maintain the corps operations tempo. The Duty Staff work to ensure timings, cleanliness and procedures are all followed and the standard is followed. TIMINGS

TP Component Time

1 Corps Operations 5 min

2 Activity – Corps Logbook 10 min

3 Activity – Perform the Role of Duty Staff 15 min

Total Time: 30 min

Teaching Point 1 Corps Operations


CORPS OPERATIONS The corps requires it operations to be on schedule. The Duty Staff must ensure it is aware and following the corps routine. Timings Everyone assigned to Duty Staff must ensure corps timings are followed. Those assigned should wear a watch or have a time piece on them. Make sure to do a time check so everyone has the same time. A good idea is to complete a time check during the briefing by the Senior Duty Officer. Being a few minutes out can cause some major headaches for the corps and its operations. Corps Records The corps will maintain a Logbook to record the events and routine of the night. The Duty Staff must keep the logbook updated and in their possession at all times. Anything other than normal routine should be recorded. Damages, lateness, guests, early departures, injury, illness, and anything else not normal to corps routine should be logged. The document will be completed and handed into the Senior Duty Officer at the end of their duty.


QUESTIONS Q1. What should every member of duty staff hand on them when performing the duties? Q2. How does a corps keep a record of its operations? ANTICIPATED ANSWERS A1. Watch or timepiece.


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A2. A corps logbook.


Corps Logbook

Method: Activity

ACTIVITY

OBJECTIVE The objective of this activity is for cadets to fill out the corps log book. RESOURCES

Corps Logbook ACTIVITY LAYOUT

Distribute a copy of the corps logbook to each cadet.

Go over each point with cadets and show them how to fill it in. SAFETY Nil. INSTRUCTOR GUIDELINES




Perform the Role of Duty Staff

Method: Activity

ACTIVITY

OBJECTIVE The objective of this activity is for cadets to act in the position of Duty Staff. RESOURCES

Corps Logbook

Timepiece

Corps Routine

Corps Layout

Duty Work Sheet


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ACTIVITY LAYOUT

Each cadet will participate individually;

Have four stations set up for cadet to rotate through;

Each cadet will participate in a station for: o Relaying messages; o Maintaining the Duty Log; and o Supervision.





N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Duties with the cadet unit provide you with vital leadership development. Your work also provides the unit with vital support for its operations. Your dedication and ability have far reaching consequences that influence everyone. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.01 – LEADERSHIP - DISCUSSION

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH A group discussion was chosen for this lesson as it allows the cadets to interact with their peers and share their knowledge, experiences, opinions and feelings about supervision

REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to reasonably identify the role of a leader and defining characteristics. IMPORTANCE Leaders play an important part in delivering knowledge, experience and ethical/moral teachings. TIMINGS

TP Component Time

1 Leadership and Command 5 min

2 Leadership Discussion 25 min

Total Time: 30 min


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Teaching Point 1 Leadership and Command


CANADIAN ARMED FORCES DEFINITION OF LEADERSHIP “Directing, motivating and enabling others to accomplish the mission professionally and ethically, while developing or improving capabilities that contribute to mission success.” LEADERSHIP AND COMMAND

Leadership is influencing others, it is not a position and it is not getting people to do something simply because their job requires it

Management is more directed towards employing resources (material and personnel) efficiently; and

Command is an authority given by a position or rank Leadership is a powerful tool. Persons charged to lead have the unique position of influencing the minds of those who serve under them, with them, and over them. Leadership is always in flux and flows upward and downward. The idea of leadership is enormous and varied. Search out the term leadership and you will find theories and beliefs as varied for every person who writes about it. The key to leadership is building from the definition and learning the best way to accomplish what you need to do in the most effective way. Leadership, broken down to its basic element, is the ability for an individual to influence other people. The influence comes from a variety of factors including: power, personality, reward, goals, and needs to name a few. People and their behavior are the key element to the ability of influence and its creative interactive dynamic.



Transformational Leadership (Person Power)

Legitimate Power

Reward Power

Coercive Power

Expert Power

Referent Power



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N/A


Leadership Discussion


GROUP DISCUSSION

The purpose of the group discussion is to draw the following information from the group using the tips for answering/facilitating discussion and the suggested questions provided.


Establish ground rules for discussion, eg, everyone should listen respectfully; don't interrupt; only one person speaks at a time; no one's ideas should be made fun of; you can disagree with ideas but not with the person; try to understand others as much as you hope they understand you; etc.

Sit the group in a circle, making sure all cadets can be seen by everyone else.


Manage time by ensuring the cadets stay on topic.


Give the cadets time to respond to your questions.

Ensure every cadet has an opportunity to participate. One option is to go around the group and have each cadet answer the question with a short answer. Cadets must also have the option to pass if they wish.


SUGGESTED QUESTIONS Q1. Why are leaders important? Q2. How important is influence in the role of leadership? Q3. What makes you a leader? Q4. Leadership relies on Transactional Leadership (Position Power) and Transformational Leadership (Person Power) as its two main pillars. Which of these two is more important? If either? Q5. Think about the worst leaders you have had in your life. What made them bad leaders?


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Other questions and answers will develop throughout the group discussion. The group discussion should not be limited to only those suggested.

Reinforce those answers given and comments made during the group discussion, ensuring the teaching point has been covered.


The cadets’ participation in the group discussion will serve as the confirmation of this TP.


SUGGESTED QUESTIONS Q1. What has been the greatest tool you have discovered so far to lead your cadets? ANSWERS A1. Answers may vary

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Leadership is a vital role. It requires great work and dedication to keep your followers on the right track and lead them to success. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.02 – ROLE OF THE CADET NCO

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to identify the role of the Cadet NCO in the cadet unit. IMPORTANCE Cadets need to learn the basics of leadership. Understanding the dynamics behind leadership will give a future leader a foundation to build from. TIMINGS

TP Component Time

1 Define Cadet Non-Commissioned Officer 10 min


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2 Role of the Cadet NCO 10 min

3 Chain of Command for the Cadet NCO 10 min

Total Time: 30 min

Teaching Point 1 Define Non-Commissioned Officer


WHAT IS A CADET NON COMMISSIONED OFFICER? A Non Commissioned Officer, or NCO for short, is a group designation used for personnel that are not officers. A further separation is made by the term Junior and Senior being added. A Junior NCO is anyone holding the rank of Master Seaman / Master Corporal / Flight Corporal and below. Anyone holding the rank of Petty Officer Second Class / Sergeant and above is considered to be a Senior NCO. By virtue of rank, the person is an NCO. In the Canadian Cadet Organizations, the term ‘Cadet’ is added to avoid confusion with an equivalent rank / position of those serving within the Canadian Armed Forces. Realistically, there is a dramatic different between the role, duties and ability of a Sergeant and a Cadet Sergeant. Likewise, an NCO in the Canadian Armed Forces is different than a Cadet NCO. While both perform an important function, their duties, roles, training and responsibilities require an acknowledgement to the separation.

An NCO in the Canadian Armed Forces, as defined by QR&O’s, is defined as any rank over Private and below Warrant Officer. The term Non Commissioned Member (NCM) was introduced by the Canadian Armed Forces in the 1990’s to include all ranks from Private to Chief Warrant Officer.

The term NCO, typically, in a Cadet Unit usually refers to the Senior NCO corps. Senior Cadet NCO Overview To understand how the NCO works within a Cadet Unit, we need to understand their standing first. The officers of the corps/squadron operate the unit according to the laws, orders, and regulations of Canada and its Armed Forces. Their authority is legal and binding in the chain of command. Their role within the CCM is first and foremost, instructing cadets. Officers require leaders from within the corps/squadron undergoing training to help deliver the program and support the Cadet Unit. This is where NCO’s come in. Senior ranking cadets are at a stage of their development where they can still be instructed and learn, yet, lead their peers. The officers are then able to look at the bigger picture to keep the cadet corps/squadron running effectively while the NCO’s perform the day-to-day operations. This relationship between the officers and NCO’s allow for the Senior Cadets to grow as they mature into adulthood. NCO’s are given the responsibility to manage and supervise the corps/squadron. This


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encourages strengths and weaknesses, success and failures and allowance for them to improve upon their results while positive growth is fostered. Junior cadets have a relationship with the Senior NCO’s too. Cadets require guidance, role models, inspiration, encouragement, advice, direction and when required, discipline. This requirement allows the NCO’s take on a role of direct influence with cadets below them in ranking. Their most valuable function is as a link between the junior cadet and the officer who, in most leadership hierarchies, is encouraged to not develop a too close personal relationship with his/her subordinates. An experienced NCO is a key component of a Cadet Corps: in many cases NCOs are credited as being the metaphorical "backbone" of a Cadet Unit.


QUESTIONS Q1. What is a Cadet NCO? Q2. What is a Senior Cadet NCO? Q3. What is expected from a Cadet NCO? ANTICIPATED ANSWERS A1. Anyone that is not an officer. A2. A cadet who holds the rank of Sergeant / Petty Officer Second Class and above. A3. Continue learning and to lead cadets.


Role of the Cadet NCO


ROLE OF THE CADET NCO The role of the Non Commissioned Officer is to lead the Corps/Squadron. They manage and supervise the operations as directed by the Commanding Officer, through the XO/DCO. Cadet Units rely on the work and dedication of its NCO’s to provide leadership and direction. A cadet newly promoted into the Senior NCO level will be tasked with providing leadership at the lowest possible level in direct support of cadets. They will take a hands-on approach and directly influence junior cadets on a one-on-one basis or leader of a small group. A more seasoned senior cadet will have increased responsibility which will require managing and directing subordinates of a junior and senior level.


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A Cadet Unit is first and foremost, a training centre. They key role is to train cadets to the curriculum of the Canadian Cadet Organizations and to provide them with experience that help develop life skills. Primarily, the three main duties that an NCO will perform are:

Lead Cadets;

Instruct Cadets; and

Support the Corps/Squadron. Lead Cadets Leading cadets is a vital role for NCO’s. Without followers, there are no leaders. NCO’s are placed in positions where they lead their junior cadets and also develop them. NCO’s are expected to perform their duties in a professional and upstanding manner that will have a positive influence. Through their own personal development, NCO’s will use a combination of position and personal leadership influence to motivate, direct and develop their followers. Junior cadets will gravitate towards the leader they find firm, fair and honest in their deliverance of power. Instruct Cadets A Cadet Training Centre requires instruction. NCO’s are expected to instruct cadets in formal classes in skill and knowledge. Formal instruction is typically in a setting designed to maximize learning for his/her subordinate, such as a classroom, parade square or anywhere set up to display and demonstrate teaching points. Senior Cadets will be assigned classes to prepare and present training material. The preparation and delivery of the material goes a long way to for junior cadets to retain and then use the information to their benefit. Non Commissioned Officer’s provide additional instruction during the performance of duties or in their interactions with junior cadets. The tangible importance of a ‘role’ model’ for junior cadets can never be understated. The image an NCO displays in the deportment, tone, influence are critical components in developing their subordinates. The old adage of, leading by example, goes far towards properly instructing and motivating junior cadets. Support the Corps/Squadron In addition to teaching and leading cadets, NCO’s also play an important role in supporting the corps/squadron. Senior Cadets role of managing the Cadet Unit requires that they assist the officers in delivery of the cadet program through their appointment to Senior NCO positions. The non-commissioned officer is the management of the unit. Typically NCOs serve as administrative personnel, as advisors to the officer corps, as trainers of both lower and higher ranking personnel, and as both supervisors of, and advocates for, the lower-ranking or more inexperienced personnel.


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QUESTIONS Q1. What is the primary role of the Senior Cadet NCO? Q2. What are the three main duties of the Senior Cadet NCO? ANTICIPATED ANSWERS A1. Lead the Corps/Squadron A2. Lead Cadets, Instruct Cadets and Support the Corps/Squadron


Chain of Command for the Cadet NCO


CHAIN OF COMMAND The Senior Cadet NCO has responsibility placed upon them for duties, performance and influence through the chain of command and their assigned area of responsibility.

Commanding Officer

Executive Officer / Deputy Commanding Officer

Coxswain / Regimental Sergeant Major /

Squadron Warrant Officer

Senior Cadet NCO’s

Training Officer Administration Officer Supply Officer Divisional Officer / Platoon Commander /

Flight Officer

Training NCO Administration NCO Supply NCO Divisional PO / Platoon Sgt /

Flight Sgt

Cadets


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Chain of Command The chain of command is a vital communication tool and link within the Cadet Unit. It is a simple system of reporting to the person positioned directly above you and those directly below you. It is essentially a direct line for authority and responsibility. The easiest way to understand the chain of command is to position yourself in the Division / Platoon / Flight System of the corps/squadron. The Senior Cadet placed in charge of a Division / Platoon / Flight has a chain of command which they are responsible to. They must report directly to the officer responsible for their Division / Platoon / Flight and likewise, there are cadets directly below him/her. Communication is the key link between the different levels. The Senior Cadet will pass on the information to the next level in the chain of command. Then that person will forward the same information to their next level in the chain, and the process is repeated until the person that requires the information receives it. The chain can also be used to pass down information. Using the same system, the information is given to the next lower level, and then the next, then the next until the person(s) that require the information receive it. The key to remember is the chain of command is directed to the next person in your direct line of authority up and/or down. Bypassing, or jumping, the chain of command to another level is not encouraged and can cause serious issues. The chain of command is designed to maximize information flow, personnel and time management. Each level has an important part for functioning within the Cadet Unit. Bypassing the next level in the chain of command should only be done when something serious occurs. If jumping the chain should be required it is only be to the next level above in your chain. These generally include:

The next person in the chain is absent (usually illness or leave);

The next person has committed a breach of trust through abuse, harassment or poor conduct;

Time critical;

Safety/Medical critical; and

The subject is of a serious nature and would be better suited for someone in a specialty position (i.e. Harassment/Abuse Prevention Officer, etc).

Area of Responsibility Within the chain of command, Senior Cadet NCO’s will have responsibility placed upon them. They shall be expected to perform their assigned duties to the best of their abilities and assist unit officers where needed. During the performance of duties, the area of responsibility refers to those duties that fall under your control. If you are assigned to lead a Division / Platoon / Flight then you will answer to the officer that commands it and all the duties listed in the corps/squadron Standing Orders. Likewise, you may also


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be assigned to teach classes, therefore the Training Officer will be the next level in the chain of command. A Senior Cadet NCO can have a different chain of command depending on what areas of responsibility they are performing. If the cadet is assigned as an instructor then the Training Department will be their area of responsibility. The same cadet may be assigned as a Supply NCO, during those duties the Supply Officer becomes the next level in the chain of command in that area. Essentially, when assigned duties within the Cadet Unit, fulfill your responsibilities according to the standard and the needs of chain of command in that area.


QUESTIONS Q1. What is the chain of command? Q2. How does the chain of command work? Q3. Are you allowed to jump the chain of command? ANTICIPATED ANSWERS A1. A direct line for authority and responsibility A2. System of reporting to the person positioned directly above you and those directly below you A3. No. You may only jump to the next level in special circumstances.


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT The Senior Cadet NCO is a vital person in the Cadet Unit and the chain of command. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.03 – DYNAMICS OF THE CADET NCO

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. The role play method was chosen as it allows for the instructor to create an atmosphere for participants to experience and gain valuable insight for the processes they will be employing. The learning process will be supported by guided discovery as trainees will learn by doing and/or interacting as the material flows. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to perform their the role of the Cadet NCO in the cadet unit. IMPORTANCE Cadets in leadership roles will be expected to perform their duties with understanding and thoroughness. Leaders must be prepared for their role and its dynamics with the cadet unit.


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TIMINGS

TP Component Time

1 Review Cadet Non-Commissioned Officer 5 min

2 Activity – Define the Role of the Cadet NCO 10 min

3 Role Play - Perform the Role of the Cadet NCO 15 min

Total Time: 30 min

Teaching Point 1 Review Cadet Non-Commissioned Officer


REVIEW The role of the Non Commissioned Officer is to lead the Corps/Squadron. They manage and supervise the operations as directed by the Commanding Officer, through the XO/DCO. Cadet Units rely on the work and dedication of its NCO’s to provide leadership and direction. Primarily, the three main duties that an NCO will perform are:

Lead Cadets;

Instruct Cadets; and

Support the Corps/Squadron. Chain of Command

Commanding Officer

Executive Officer / Deputy Commanding Officer

Coxswain / Regimental Sergeant Major /

Squadron Warrant Officer

Senior Cadet NCO’s

Training Officer Administration Officer Supply Officer Divisional Officer / Platoon Commander /

Flight Officer

Training NCO Administration NCO Supply NCO Divisional PO / Platoon Sgt /

Flight Sgt

Cadets


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N/A


Activity

Method: Activity

Activity

OBJECTIVE The objective of this activity is to have cadets brain-storm a list of roles/responsibilities required of a Senior Cadet NCO. RESOURCES

Pens/markers;

Activity/chart paper; and

Space to complete activity. ACTIVITY LAYOUT


Select three topics from the list provided (however, more may be used depending on the size of the class).

Have the groups brain-storm roles and responsibilities regarding the topic they have been given.

Each group will present their answer.

The topics will be: o Safety o Documentation o Supervision o Command o Discipline o Accountability o Looking the part of a Senior Cadet NCO





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Teaching Point 3 Perform the Role of the Cadet NCO

Time: 15 min Method: Role Play

OBJECTIVE The objective of the role play is to have cadets successfully perform the role of the Senior Cadet NCO. RESOURCES







ROLE PLAY SCENARIOS

Scenario #1 – A new cadet needs help fitting into the division / platoon / flight. Help the cadet. Scenario #2 – Report to your Head of Department (HOD) for duties to be performed. Scenario #3 – A cadet is seen sneaking away to a restricted area of the cadet unit. Scenario #4 – Cleaning stations wasn’t done correctly. Everyone has been dismissed and there are several areas of the corps/squadron that are still dirty. Scenario #5 – A new Senior NCO still hangs around with his/her friends (lower ranking cadets) during break. Scenario #6 – You have been tasked with department duties. However, a parent is demanding to speak with you. Scenario #7 – You witness one of the junior cadets being bullied by your friends. Scenario #8 – After a hard day of training, you see a hundred dollar bill laying on the floor.


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SAFETY






N/A


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT The Senior Cadet NCO is a vital person in the Cadet Unit and the chain of command. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.04 – LEADERSHIP

Total Time: 60 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE: To conduct a period with leaders / staff to conduct a practical exercise related to leadership (and/or aspects related to performance of such or further understanding). This period shall be used to present ‘outside-the-box’ thinking and presentation of materials not contained within the CCO training curriculum. These shall include, but not limited to:

Small party taskings

Operations tasking

Department taskings

Ice-Breaker Activity

Constructive leadership seminars

Constructive review of leadership ideologies and principles



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SECTION 3

EO X303.05 – COMMAND

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this chapter. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVE By the end of this lesson the cadet shall be expected to have an understanding of the responsibility to command. IMPORTANCE Command requires cadets to understand the importance of their roles and responsibilities as commanders of personnel to best affect their leadership. TIMINGS


1 Command 5 min


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2 Principles of Command 10 min

3 Command of Cadets 5 min

4 Activity 10 min

TOTAL TIME 30 min

Teaching Point 1 Command


COMMAND “The authority vested in an individual of the Armed Forces for the direction, co-ordination and control of military forces” Nearly everything a commander does – planning, directing, allocating resources, monitoring – is driven and governed by the commander’s vision, goal, or mission, and the will to realize or attain that vision, goal, or mission. As such, command is the purposeful exercise of authority – over structures, resources, people, and activities. As a function or activities performed by a commander, typically includes, but is not limited to, such things as planning, problem solving and decision making, organizing, informing, directing and leading, allocating and managing resources, developing, co-coordinating, monitoring, controlling, and so on. Difference from Leadership Not all commanders are good leaders, but leadership is obviously a role requirement of command. By means of either formal authority or personal attributes, commanders must be able to influence others to act in accordance with their intent or a collective purpose. Leadership differs from command, however, in one important respect. Whereas command authority may only be exercised downward in the chain of command, through the structures and processes of control, leaders influence may be exercised downward, laterally, and upward. Leadership is not constrained by the limits of formal authority.


QUESTIONS Q1. What is command? Q2. What is the difference between command and leadership? ANTICIPATED ANSWERS A1. The purposeful exercise of authority over structures, resources, people, and activities. A2. Command may only be exercised downward in the chain of command, through the structures and processes of control while leadership may be exercised downward, laterally, and upward.


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Teaching Point 2 Principles of Command


PRINCIPLES OF COMMAND Command rests on three pillars: Authority, management and leadership. Each can achieve a distinct effect. None is necessarily mutually exclusive of the other, and when used judicially in accordance with prevailing circumstances and situational factors, they combine to provide maximum effectiveness and success.

Authority The first pillar is authority, also implemented as Transactional Leadership, and is the ‘power and position’ side of command. This encompasses the legal, procedural and position power that comes from the authority of regulations and orders. This authority allows leaders to make decisions to subordinates, and impose his or her vision/mission on others. This is a powerful tool for leaders; however, reliance on rank and position alone will never build a cohesive, effective unit that will withstand the test of crisis. Management The second pillar is management and the ‘control’ side of command. It is designed to control

complexity and increase group efficiency. It is primarily concerned with the allocation and control of resources (that is, human, financial and materiel) to achieve objectives. Its focus is on actions such as planning, organizing, staffing, directing and controlling. It emphasizes the correct and efficient execution of organizational processes.

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Management is a critical and necessary component of command. It is not leadership, but then neither should it be. It serves a distinct and vital purpose necessary to effectiveness and success. It neither replaces, nor substitutes for, leadership; rather it is complementary. Leadership The third pillar, leadership, is the ‘human’ side of command, but it is also exercised outside of the concept of command. It deals with the purpose of the organization (“do the right thing”) versus management (“doing it right”). Leadership relies on influence, either direct or indirect, whereas the concepts of authority and management are based on power and position. It motivates others to do more than they originally intended and often more than they thought possible. In the end, leadership is about influencing people to achieve objectives that are important to the leader, the group and the organization.


QUESTIONS Q1. What are the three pillars of command? Q2. Which pillar relies on ‘power and position’ to effect command? Q3. Which pillar relies on the ‘human’ side to effect command? ANTICIPATED ANSWERS A1. Authority, Management and Leadership A2. Authority A3. Leadership

Teaching Point 3 Command of Cadets


COMMAND OF CADETS Within the cadet system, command is implied to mean the authority placed upon Senior Cadets to lead through rank and/or position. Senior Cadets are appointed to command positions to lead, administrate and supervise. While Senior Cadets are not member of the Canadian Armed Forces, therefore not legally entitled to command, the importance and impact of their bestowed authority cannot be understated. Role of the Senior Cadets


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Command requires attention and function to the authority, management and leadership bestowed upon Senior Cadets. Primarily, the role of command within a cadet unit is:

Welfare - Promote the welfare of cadets and ensure everyone is looked after through safety, support, positive personal needs and a structured environment;

Supervise – Laws, orders and regulations that commanders must follow are essential and require proper supervision to ensure safety and achievement of standards;

Training – An essential role within a cadet unit is training of personnel. Commanders are required to ensure training is being conduct as ordered, standards are achieved per regulations and deficiencies are corrected.

Discipline – Commanders must use discipline as a tool to re-motivate and assist in training and standards;

Administration – Records, reports, supporting documentation, meetings, interviews and processing needed requirements are essential to cadets promotions and career;

Lead – Provide a positive and progressive influence upon cadets.


QUESTIONS Q1. Command is bestowed upon Senior Cadets through? Q2. What are a few of the roles of command? ANTICIPATED ANSWERS A1. Rank and/or position. A2. Welfare; Supervise; Training; Discipline; Administration and Lead.


Activity

Method: Activity

Activity

OBJECTIVE The objective of this activity is to have cadets complete the activity handout. RESOURCES





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N/A


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Command is the interwoven connectivity of leadership with authority and management. This dynamic requires attention and dedication to its role within the sphere of leadership. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.06 – MANAGEMENT

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this chapter. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVE By the end of this lesson the cadet shall be expected to have an understanding on the meaning and intent of management. IMPORTANCE Management is a role that requires attention to detail. It gives the leader the authority to direct personnel, resources, plans, vision, outcomes and control. TIMINGS


1 Management 5 min


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2 Principles of Management 10 min

3 Management of Cadets 5 min

4 Activity 10 min

TOTAL TIME 30 min

Teaching Point 1 Management


MANAGEMENT

“Management is the act of getting people together to accomplish desired goals and objectives using available resources efficiently and effectively. Management comprises planning, organizing, staffing, directing, and controlling an organization for the purpose of accomplishing a goal.”

Like command, management is based on formal organizational authority and entails responsibilities for a similarly broad range of functions – planning, problem-solving and decision making, organizing, informing, directing and leading, allocating and managing resources, developing, co-coordinating, monitoring, controlling, and so on. Once a goal has been decided upon, the manager shall make the plan and decide upon the resources best used and available to support accomplishing the goal. Many options and resources shall be evaluated and step-by-step the plan will come together to determine the best course of action to achieve the goal. Difference from Leadership Management comes from authority and its use of direction. This requires a downward direction flow of control. Whereas management may only be exercised downward in the chain of command, through the structures and processes of control, leaders influence may be exercised downward, laterally, and upward. Leadership is not constrained by the limits of formal authority.


QUESTIONS Q1. What is management? Q2. What is the difference between management and leadership? ANTICIPATED ANSWERS

A1. Management is the act of getting people together to accomplish desired goals and objectives using available resources efficiently and effectively. Management comprises planning, organizing, staffing, directing, and controlling an organization for the purpose of accomplishing a goal. A2. Management may only be exercised downward in the chain of command, through the structures and processes of control while leadership may be exercised downward, laterally, and upward.


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Teaching Point 2 Principles of Management


PRINCIPLES OF MANAGEMENT Management characterizes the process of leading and directing all or part of an organization through the deployment and manipulation of resources (human, financial, material, intellectual or intangible). From this perspective, there are five management functions: Planning, Organizing, Leading, Co-coordinating and Controlling.

Plan Planning is a management function, concerned with defining goals for future organizational performance and deciding on the tasks and resources to be used in order to attain those goals. To meet the goals, managers will invest significant resources for training and incentives to motivate personnel. Organize Organizing is the management function that usually follows after planning. It involves the assignment of tasks, the grouping of tasks into departments and the assignment of authority and allocation of resources across the organization. Managers distribute responsibility and authority to job holders in this function of management. Leadership Management forms a sub-structure for the broader process of leadership. Leadership occurs any time one attempts to influence the behavior of an individual or group, regardless of the reason while management is a kind of leadership in which the achievement of organizational goals is paramount.

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Co-coordinate Co-coordinating is the regulation of factors into an operation. Coordination means integrating or linking together different parts of an organization to accomplish a collective set of tasks. Control Controlling is the system that manages the behaviour of the tasks/organization.


QUESTIONS Q1. What are the five pillars of management? Q2. The key function of leadership within management is…? Q3. Which management process requires the defining of future goals? ANTICIPATED ANSWERS A1. Planning, Organizing, Leading, Co-ordinating and Controlling A2. Influencing (behaviour of the individual or organization) A3. Planning

Teaching Point 3 Management of Cadets


MANAGEMENT OF CADETS Once a cadet is in the management phase of their cadet career, they are typically further along in their rank and positions. Whereas Divisional / Platoon / Flight staff are responsible for direct supervision, leading, day-to-day interactions and dealing with lower level command decisions. Higher ranking cadets are given more responsibility and that derives from management and less on inter-personal influence. Senior cadets are responsible for 'big picture', or in other words, overall view and vision, decisions and responsibilities. They are given a goal by the chain of command and must plan and allocate needed resources. Their actions now influence the delivery of the cadet program, from a mandatory training night, to a weekend training exercise, to a community service activity. Cadet Unit Management


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Senior Cadets as they work within departments of the cadet corps/squadron will take on management roles. They will spend their time helping to plan exercises or instruction. Organizing their departments and it resources to suit the situations or demands need to effectively organize a properly functioning cadet unit. Peers and subordinates will be responsible to follow your direction as a manager. Co-ordinating and controlling the various functions, inter-connectivity and synergy are functions that will provide Senior Cadets with more use of their management skills.


QUESTIONS Q1. How would you describe management of cadets? ANTICIPATED ANSWERS A1. Answers may vary


Activity

Method: Activity

Activity

OBJECTIVE The objective of this activity is to have cadets complete the activity handout. RESOURCES










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N/A


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Command is the interwoven connectivity of leadership with authority and management. This dynamic requires attention and dedication to its role within the sphere of leadership. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.07 – FOLLOWERSHIP

Total Time: 30 min



on unit needs to maximize its ability to achieve all required objectives. OBJECTIVE: To conduct a period with leaders / staff to conduct a practical exercise related to followership (and/or aspects related to performance of such or further understanding). This period shall be used to present ‘outside-the-box’ thinking and presentation of materials not contained within the CCO training curriculum. These shall include, but not limited to:

Small party taskings

Operations tasking

Department taskings

Ice-Breaker Activity

Constructive followership seminars

Constructive review of followership ideologies and principles



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SECTION 3

EO X303.08 – INFLUENCE

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. The role play method was chosen as it allows for the instructor to create an atmosphere for participants to experience and gain valuable insight for the processes they will be employing. The learning process will be supported by guided discovery as trainees will learn by doing and/or interacting as the material flows. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to understand and exert a positive influence in the cadet unit. IMPORTANCE


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Influence is a cornerstone of leadership. It allows leaders to motivate and direct cadets to accomplish a great many objectives from taskings and assignments to personal goals and achievements. The role of influence within leadership is vital to success. TIMINGS

TP Component Time

1 What is Influence? 10 min

2 Control and Influence 5 min

3 Use Influence - Role Play 15 min

Total Time: 30 min

Teaching Point 1 What is Influence?


INFLUENCE Influence is the ability to affect the character, actions, development or behaviour of someone or a group of people. Almost every action, choice or decision we make is the result of “influence” in some particular way. Even our personal preferences are shaped by influence, perhaps through the actions of others (“hey, you should really try this out”) or perhaps through our own past experiences (“I don’t care what you say, I’ve tried the bagels at that deli and they just don’t cut it for me”). Peer-pressure, marketing, advertising or even a desire to try something different based on past experiences are all forms of influence that shape our lives DIRECT AND INDIRECT INFLUENCE Leadership relies on influence, through direct or indirect means to affect change. Direct influence is the ability to influence specific person or people through direct actions. Leading by example, inspiring, rewards or assisting in a persons’ development are prime examples of direct influence. This means that we can take specific steps to try to get the thing done. For example, a person who wants a promotion can usually go to his/her supervisor and request one, and someone who wants to be treated better by another person can speak directly with that person. Indirect influence means that we can only take actions that encourage the results we want, but can’t control them or even push for a decision. Some examples of indirect influence are practicing more in order to be better at drill or advising officers on issues related to the corps that requires attention. Leadership is about influencing people to achieve objectives that are important to the leader, the group and the organization. It is the human element that is leading, motivating and inspiring. It is the very individualistic, yet powerful, component that allows leaders at all levels to shape or alter the environment or system in which people function, and to thereby influence the attitudes, behaviour and actions of others.


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POWER AND INFLUENCE Leaders require power to influence their followers. Power is defined as the capacity or the potential to influence. The power associated with leadership provides an ability be a person to affect the attitudes, beliefs, values and behaviours of others and when they have successfully established a trust relationship with their followers. There are two fundamental types of power:

Transactional (Positional). People gain position power by occupying a position, appointment or rank.

Transformational (Personal). Personal power is earned entirely by individual effort. Effective leaders use their influence to inspire and motivate others to strive and reach their potential but to also surpass it. When effective leadership has been given people feel they're doing something that matters - to them personally and to the larger world. Every individual in the organization is somehow stretching, growing, or enhancing his/her capacity to create. People are more intelligent together than they are apart. If you want something really creative done, you ask a team to do it - instead of sending one person off to do it on his/her own. The organization continually becomes more aware of its underlying knowledge base in the hearts and minds of personnel. Visions of the direction of the unit emerge at all levels. The responsibility of the administration is to manage the process whereby new emerging visions become shared visions


QUESTIONS Q1. What is influence? Q2. Which is more powerful form of influence on a small group of followers, direct or indirect? Q3. What are the two types of power that exerts influence of followers?


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ANTICIPATED ANSWERS A1. Influence is the ability to affect the character, actions, development or behaviour of someone or a group of people. A2. Direct. A3. Positional and personal.


Control and Influence


CONTROL Control is another aspect to the sphere of influence. Control is the absolute and direct authority a leader uses for influence over his/her followers. When a leader exercises their authority with no room for interpretation or judgement, that person is controlling their followers. This approach is more authoritative and impersonal. The leader is able to set the standard, measure performance and it allows for taking corrective action as warranted.

CONCERN On the other end of the spectrum of influence is concern. This is when there is no control and little-to-no-influence. Results or outcomes are of concern to the leader as an expected performance, goal, or behaviour is unknown or unfavourable. The concern is that no positive results or influence can be expected and the leader has lost control. CONTROL VS INFLUENCE Leaders must be aware that control and influence are two different deliveries of command. Influence empowers the followers to ‘buy in’ to what the leader is putting forward. Control is more refined and becomes the strict following of the leaders command and authority. This can be seen in a drill when someone gives orders on a parade square or when a leader requires immediate control over their followers to pass orders.


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A leader must balance knowing when to use influence rather than control as it can have a serious negative impact on their followers.


QUESTIONS Q1. What is control? Q2. What is concern? ANTICIPATED ANSWERS A1. Control is the direct and absolute form of authority that a leader uses for influence. A2. Concern is the lack of control and influence.


Use Influence

Method: Role Play

OBJECTIVE The objective of the role play is to have cadets successfully identify how to influence their fellow cadets to achieve the desired outcome. RESOURCES







ROLE PLAY SCENARIOS

Scenario #1 – A new cadet needs help fitting into the division / platoon / flight. Help the cadet.


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Scenario #2 – Your division / platoon / flight has been assigned to clean the washrooms after a training weekend. Influence your platoon. Scenario #3 – The corps/squadron morale has been dropping for a few weeks now. It is becoming a concern to you. You need to get the officers on your side to resolve the matter. Scenario #4 - A cadet in your division / platoon / flight is always coming in with badges not sewn on properly, hair not cut, and boots not polished. How do you influence this cadet? Scenario #5 – There is a new Naval/Officer Cadet in the cadet unit. Your peers do not like him/her and have said that they will not respect the officer. How do you handle the situation? Scenario #6 - A fellow cadet likes to be loud and brings unwanted attention to your team. How do you handle the cadet? Scenario #7 – Your division / platoon / flight has been working well together. However, drill and uniforms are well below standard. How do you bring the team up to standard? Scenario #8 - After a hard day of training, your division / platoon / flight has been assigned to duty watch. How do you motivate them?

SAFETY






N/A


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A.


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METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Influence is a powerful tool in leadership. The role it embraces within the leadership matrix is vast and important. Your followers are important members to ‘buy in’ and keep the goals striving for success. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.09 – CONDUCT AND DISCIPLINE - CADETS

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to understand and discuss discipline as it relates to the Canadian Cadet Organizations. IMPORTANCE Discipline is an important teaching tool within the Canadian Cadet Organizations. The goal of the CCO is to provide positive growth experiences into adulthood, which discipline assists with. TIMINGS


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TP Component Time

1 Discipline 10 min

2 Conduct 10 min

3 How to Discipline 10 min

Total Time: 30 min

Teaching Point 1 Discipline


DISCIPLINE Discipline is the process of teaching members to behave or conduct themselves appropriately in different circumstances. This is often done with correction and re-motivation. It is a vital factor in shaping one’s personality. It is inculcated in the youth not as an imposition but as a normal growth under the process of training in self discipline and self help through every activity. To this extent, discipline is a tool used by the leader. The process places an emphasis on learning from mistakes and trying again. If someone is constantly late then they need to be disciplined in accordance. Taking away a privilege, delegating extra work, or even just a corrective word can teach the importance of ‘why’ to an individual. They take away from the discipline with understanding and having learned the consequences of their actions Followers are encouraged to challenge themselves and learn. If they fail in their endevour then they may take from that experience and use it towards building a path of success. Future decisions are then based on experience and negatives can be avoided Contrary to popular belief, discipline does not replace good judgement or knowledgeable leaders. Discipline is another tool in a leader’s tool box to effectively lead, motivate and inspire their followers. CORRECTIVE ACTION When discipline is required for correction, the leader must institute corrective action. The purpose of corrective action is not to punish the cadet, contrary; it is to affect positive change in the cadets’ performance and/or behaviour. Corrective action maintains order and seeks to ensure that corps/squadron standards, policies, orders, and directives are met. When corrective action takes place it allows the cadet unit to take preventative on larger issues and keep it to its lowest possible level for effective management. Actions taken to correct are progressive. This allows for infractions to be handled at the lowest possible level and progress from there depending on the situation. The chain of command shall be informed if the corrective action progresses beyond verbal correction. PUNISHMENT


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When corrective action have been exhausted or the given the severity of the infraction, punishment may be required. Punishment is the imposition of a penalty as retribution for an offence. The Canadian Cadet Organizations views punishment, over corrective action, with serious review and consideration. Repetitive infractions in discipline and/or corrective actions may require punishment. The same can be identified with serious infractions. Punishment in these types of cases is serious and requires specific attention. While the key is still to refocus and remotivate, it may be necessary to assign a penalty to assist. Punishment is never abusive, physically or otherwise (e.g. corporal punishment), or humiliating (e.g. the penalty is a spectacle). Punishment is measured and appropriate for the offence. The nature of punishment shall be administered by the chain of command. The head of discipline in the cadet unit is usually the Executive Officer / Deputy Commanding Officer (or in some cases the Adjutant). When a decision of punishment is required it shall be issued by the chain of command. Senior Cadets will not make decisions on or carry out punishment. The Canadian Cadet Organizations has specific orders and guidelines as to what constitutes actions that require punishment and its scale of appropriate penalty.


QUESTIONS Q1. What is discipline? Q2. What are the two most importance aspect of discipline? Q3. What is corrective action? ANTICIPATED ANSWERS A1. Discipline is the process of teaching members to behave or conduct themselves appropriately in different circumstances. A2. Correction and re-motivation. A3. The purpose of corrective action is not to punish the cadet, contrary; it is to affect positive change in the cadets’ performance and/or behaviour.


Conduct


CONDUCT The conduct of an individual is the way that person reacts and behaves. As a Senior Cadet NCO in a corps/squadron, your conduct is expected to be professional and honest. Discipline requires an appropriate reaction and behaviour from the people who wield power.


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Leaders are expected to keep calm and collected when using discipline. They must not become emotional, angry or argumentative as that will corrode effective communication and give the follower an advantage over their leader. Instead the leader must be factual, fair, firm, and professional. With discipline, the Senior Cadet must conduct their actions in the following manner:

Professional – Always be professional and conduct yourself with integrity, dedication and respect.

Honest – Always be honest to yourself and your followers. Cadets will believe you are taking a genuine interest in their development if they believe in your honesty.

Lead by example – The leader should set an example that that your cadets can strive for and achieve.

Take pride – Take pride in the way you present yourself and of your followers. Uniforms, drill and dependability are just a few ways to show your pride.

Demonstrate loyalty – Be loyal to you subordinates and represent their interests. By loyal to your superiors and advise them on issues your find important.

Be fair and firm – Always be open and friendly with your subordinates. However, you must also be firm so lead them objectively and honestly. The key is finding a balance that works.

Language – Avoid using complex or colourful words when simple and everyday language will do. Avoid profanity or mumbling when talking to others.

Facts – When dealing with discipline you must stick to the facts. Present the facts of the issue and never attack the character of the person.

Tone – When dealing with discipline, always select a tone that is appropriate for the situation.

Document – When interacting with cadets through discipline, counselling, or duties, it is policy to record the session and share it immediately with the chain of command.

PROGRESSIVE SCALE OF CORRECTIVE ACTION The Canadian Cadet Organizations has a progressive scale of corrective actions for cadets. This scale encourages resolution at the lowest possible level. Should a cadet require further discipline then it progresses upward in a logical sequence. The scale requires oversight from the Commanding Officer of the cadet unit and his/her staff. Senior Cadet NOC’s play a part in the process for the delivery of discipline.

CATO’s has a complete list of measures for discipline, its progression, who has the authority to apply

A progressive scale of discipline for actions/behaviours not in keeping with the goals of the CF must be progressive and used to correct the deficiency (where applicable). The following is a guide:


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Verbal Correction – Given to correct minor occurrence (Given by any staff member in authority);

Verbal Warning – Given to correct minor occurrence (Given by any staff member in authority);

Cautionary Notice – Written warning given to correct serious or repetitious acts (Given by command staff);

Extra Work – Assignment of extra duties given to reinforce correct actions (Given by command staff);

Written Reprimand – Formal, permanent letter posted to a person career (Given by CO)

Loss of Privilege – Privilege of rank/position taken away for serious actions/lapses (Given by CO);

Removal – Removal from position for serious actions/lapses (Given by CO);

Reversion – Reversion in rank for very serious actions/lapses (Given by CO);

Suspension –Complete cessation of work and training for very serious actions/lapses (Given by CO);

Release – Formal release from the military for actions/behavior not becoming a member of the CF (Given by the CO);

The Cadet Program strives to provide a fair, balanced and firm environment for training. In order to facilitate an effective program, each cadet subject to corrective action and/or punishment is entitled to grieve the process and be heard by the chain of command. Every person has the right to be heard and see the Commanding Officer. ADMINISTRATION When discipline is required it is highly encouraged to document the process. This allows the person disciplining to keep a record of what was required and the circumstance. It also provides a record for follow up by any level in the chain of command


QUESTIONS Q1. What are the 10 principles of conduct? Q2. What ‘resolution at the lowest possible level’? Q3. What should you do after you use a corrective action? ANTICIPATED ANSWERS


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A1. The 10 principles of conduct are:

Professional

Honest

Lead by example

Take pride

Demonstrate loyalty

Be fair and firm

Language

Facts

Tone

Document

A2. To stop action before they become repetitive and/or more serious. A3. Record the corrective action and forward it through the chain of command.


How to Discipline


HOW TO DISCIPLINE Disciplining can be stressful. Remember, you are there to provide guidance and help re-motivate the cadet. Keep calm and run a successful corrective action session with the cadet. It will help you stop major issues from being created by resolving issues at the lowest possible level.

Never discipline in front of others;

Stick to the facts of the infraction;

Respond to the infraction, not the person;

Do not allow the person being disciplined to take control of the conversation;

Tell the person what they did incorrectly;

Show the person how to correct their actions/behaviour;

Re-motivate;

Follow-up;

Do not allow your emotions to over take your responsibility and professionalism;

Look the person in the eyes and stand tall; and


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Document your interaction and report it to the chain of command (VERY IMPORTANT) Techniques for Corrective Action

Direct Approach – For minor infractions it is appropriate to be direct and identify the issue (e.g. Cadet Bloggins, stop moving while at attention).

“Sandwich” Technique – Start by saying something positive about the cadet, then move into the infraction, finish with positive words of encouragement to remotive and inspire – Good, Bad, Good – like a sandwich (e.g. Cadet Bloggins you are a helpful cadet and are always here. However you need to start polishing your boots on a regular basis. I know you have it in you to take pride in yourself and show everyone here why you are such a good cadet).

Reverse ”Sandwich” Technique – This is the opposite of the previous technique. Start by indentifying the infraction right away, move into the motivation and finish with a reminder why you are speaking with them (e.g. Cadet Bloggins your chronic absenteeism is not appropriate for a cadet with this unit. You have shown in the past that you take pride in yourself and enjoy your time with optional training. However, you must remember that you need to be here on Mandatory Training Nights).

One-on-One – This type of counseling is based on two-way communication. The person being counselled is allowed to state their issue. The counselor then follows up with facts and observations relevant to the infraction or issue. The follower is allowed to discuss the issue and form a better understanding of ‘why’.

Praise – Give praise to your followers when they have accomplished important tasks or surpassed a standard. This will create a positive atmosphere. However, remember to praise only when praise is do.

Correction – If the cadet(s) has done a tasking that is not up to standard then they must be corrected.

o Stop the cadet; o Explain what is incorrect and why; o Show how to do; o Have cadet re-do; and o Follow up.

There are many more techniques for discipline and counseling. The versions listed are the most common used in the CCO.


QUESTIONS Q1. Which approach would you use to correct a First Year Cadet who does not have all his/her badges sewn on?


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Q2. Why is disciplining away from other people important? Q3. Why do you need to stick to the facts when disciplining? ANTICIPATED ANSWERS A1. “Sandwich” Technique. A First Year Cadet is still developing their understanding of the cadet program and requires positive reinforcement. A2. Answers may vary.

The discipline only matters to the person receiving it;

No one else needs to know;

Provides a reassurance that you are looking after their best interest. A3. Facts allow the cadet to understand what the infraction is for. It eliminates any feeling of a personal attack or abuse.


QUESTIONS Q1. Why is following up with a cadet important? Q2. What is ‘conduct’? Q3. How do you positively use correction? ANTICIPATED ANSWERS A1. The cadet requires positive reinforcement to understand and reemphasise key points to their learning process. It also allows the leader to evaluate their performance in correcting and re-motivating the cadet. A2. The conduct of an individual is the way that person reacts and behaves. A3. The following steps are used for correction with a cadet:

Stop the cadet;

Explain what is incorrect and why;

Show how to do;

Have cadet re-do; and

Follow up.


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CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Discipline is not a tool for punishment. It is a tool for motivation and assisting in the development of critical thinking in young adults. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.10 – CONDUCT

Total Time: 15 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to display proper conduct of a leader as it relates to the Canadian Cadet Organizations. IMPORTANCE Proper conduct is vital of a leader. The best leaders understand that their roles and conduct have a large effect on those that they lead. TIMINGS


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TP Component Time

1 Conduct 5 min

2 Activity – Professional Conduct 10 min

Total Time: 15 min

Teaching Point 1 Conduct


CONDUCT The conduct of an individual is the way that person reacts and behaves. As a Senior Cadet NCO in a corps/squadron, your conduct is expected to be professional and honest. Discipline requires an appropriate reaction and behaviour from the people who wield power. Leaders are expected to keep calm and collected when using discipline. They must not become emotional, angry or argumentative as that will corrode effective communication and give the follower an advantage over their leader. Instead the leader must be factual, fair, firm, and professional. With discipline, the Senior Cadet must conduct their actions in the following manner:








Facts – When dealing with discipline you must stick to the facts. Present the facts of the issue and never attack the character of the person.

Tone – When dealing with discipline, always select a tone that is appropriate for the situation.


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Document – When interacting with cadets through discipline, counselling, or duties, it is policy to record the session and share it immediately with the chain of command.


QUESTIONS Q1. What are the 10 principles of conduct? ANTICIPATED ANSWERS A1. The nine principles of conduct are:

Professional

Honest

Lead by example

Take pride

Demonstrate loyalty

Be fair and firm

Language

Facts

Tone

Document


Activity

Method: Activity

Activity

OBJECTIVE The objective of this activity is to have cadets work as groups to brain-storm the scenarios provided. RESOURCES

Pens/markers;

Activity/chart paper; and

Space to complete activity. ACTIVITY LAYOUT

Divide the class into equal groups of three.

Select three topics from the list provided (however, more may be used depending on the size of the class).


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Have the groups’ brain-storm their idea of How a cadet uses professional conduct from the topic they have been given.

Each group will present their answer.

The topics will be: o Safety o Looking the part of a Senior Cadet NCO o Money o Supervision o Command o Discipline o Accountability





N/A


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Professional conduct of Senior Cadet NCO’s is important to building a trust with cadets and their superiors. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.11 – ORDERS

Total Time: 15 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to identify what an order is, how to properly give them and how to receive them. IMPORTANCE Orders within the Canadian Cadet Organizations play a vital part in communication and discipline. The ability to understand, deliver and ensure proper orders requires information and respect for what they represent.


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TIMINGS

TP Component Time

1 Orders 5 min

2 Providing and Receiving Orders 10 min

Total Time: 15 min

Teaching Point 1 Orders


“An order (military command) is the principle of the exercise of authority in a military. The exercise of command is normally articulated in the legal framework which embodies the Canadian Armed Forces” ORDERS An order is formal direction made from a leader to a follower or a group of followers to perform. The Cadet Program is based on military practices that do not normally happen in your everyday life. Providing instruction through orders is a type of communication that is direct and a powerful tool for the leader giving them. A Cadet is required to follows the orders of their NCO’s and officer. They shall follow their orders and make every attempt to follow to its proper, lawful, conclusion. Cadets are not members of the Canadian military and therefore are not subject to discipline under National Defence Act, however, they may be disciplined/released under the provisions provided in Queens Regulations &Orders – Cadets (QR&O’s) and the Cadet Administration and Training Orders (CATO). The use of responsible authority should not be taken lightly. Being someone entrusted with the responsibility to give orders is a constant exercise in command, ability, integrity and leadership. The following is the breakdown in the exercise of authority: Ask A leader may ask you to do a task. This is a less-formal way to ask for a tasking to be completed. Usually there is ample time for the job to be done. You are trusted to work with minimal supervision and within the time allowed. Typically there is time for the follower and/or group to ask questions. An example you may hear is, “Cadet Bloggins, could you help me by sweeping the floor?” Direct A leader may direct you to a tasking. This formal method is to give information and direction in a short period of time. Time to complete the task is short and there is little room for feedback from the follower or group. The leader will be constantly supervising and giving feedback during the tasking. These directions typically are given during leadership taskings or when actions of a timely nature must be completed. An example for direction is, “Cadet Bloggins, I need you to sweep the floor”


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Order A leader may order you to follow their direction. This is the most formal and impersonal of all the ways to give direction. There is no time for feedback or safety may be factor. The actions shall be to follow the order immediately and not to hesitate in its delivery. Usually orders are given during drill class or when safety is an issue. An example of an order is, “Cadet Bloggins, sweep the floor” or “Cadet Bloggins, I order you to sweep the floor.”


QUESTIONS Q1. What are the three types of orders? Q2. When would you use the Ask approach to giving orders? Q3. When would you use the Order approach to giving orders? ANTICIPATED ANSWERS A1. Ask, Direct and Order A2. When time is not a factor for the activity. The leader can provide more information. The follower does not have to be monitored as rigidly. A3. Drill Class. When there is no time for discussion. When safety is an issue.


Providing and Receiving Orders


PROVIDING ORDERS Giving order is about passing on the right information to the right person or people. When giving an order, use the acronym DISC. Direct, Identify, Specific, Confirmation. Direct Know who is supposed to be receiving the order. There is little us in giving an order to a group of people when it only benefits or impacts one person. Then be direct and straightforward with the person or people you are giving an order to. Identify


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Always identify who your order is directed to. If it is a person then use that individual’s name, such as “Cadet Bloggins”. If the order is directed towards a group then use the group name, such as “Squad” or “Alpha Platoon”. Specific Be specific with what you are saying. People do not need to be given more information than what is required to complete a task. For instance, you have assigned a group of cadets to sweep the gym floor. You do not need to add information about the weather or the type of material the broom is made from. Stick to the information that they need to know for them to be successful. Confirmation Always have the person or persons receiving the order answer that they understand. Usually “Yes, Sir” or “Yes, Ma’am” will suffice. Remember. Stick to the facts and the performance. RECEIVING ORDERS Everyone from the Commanding Officer all the way down to a new cadet receives orders. It is the Cadet Program’s way of ensuring direction and policy is followed. Orders can be verbal or typed or even in the field with visual aids. When you receive an order you are expected and required to follow those orders without question. This is why we say that giving an order is a powerful tool. It has the potential to affect everyone in the unit and their performance. When you receive an order you should do your best to follow it through to the best of your ability. Use your knowledge and character to support the leader as she or he offers their leadership. A team best works together when every member is doing their job to the top of their ability. PROTECTING YOURSELF FROM IMPROPER ORDERS The Cadet Program strives to give everyone the tools to be successful. The tools provided must also help us to identify when an improper order has been given. These types of orders are destructive and can serious harm to ourselves or our fellow cadets. As leaders we must strive to give the best direction possible. That also includes not using our power to hurt others or cause them injury. Never give an order:

If it violates safety policy or can cause someone harm;

If you are angry or upset;

If you are using it for revenge or to cause hurt feelings;

That attacks someone personally;

That abuses your power as a leader;

That takes advantage of those who follow your command;


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That is or can lead to physical / sexual / physiological harassment or abuse;

Is a lie or threat; and

That any reasonable person would know is unwelcome or hurtful.

If you provide an order that is improper then you shall be held accountable. Your subordinate, when they realize, shall seek out help from the chain of command immediately. However, be warned that if you abuse this privilege by trying to get out of work or lying then you can have discipline brought upon yourself. Every order believed to be improper will be looked at by the chain of command and taken very seriously to determine what has happened.


QUESTIONS Q1. What are the four steps in giving an order? Q2. Are you required to follow orders? Q3. How should an order never be given? ANTICIPATED ANSWERS A1. Direct, Identify, Specific and Confirmation A2. Yes A3. Never give an order:



If you are using it for revenge or to cause hurt feeling




Is a lie or threat


N/A

CONCLUSION



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There is no formal assessment of this EO. CLOSING STATEMENT Giving orders within the Cadet Program help to maintain discipline and structure. Leaders must be fair and firm when providing direction and supervision to their subordinates. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.12 – UNDERSTANDING DISCIPLINE

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. The role play method was chosen as it allows for the instructor to create an atmosphere for participants to experience and gain valuable insight for the processes they will be employing. The learning process will be supported by guided discovery as trainees will learn by doing and/or interacting as the material flows. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to demonstrate appropriate ways and resolutions for discipline techniques as it relates to the Canadian Cadet Organizations. IMPORTANCE


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Discipline and counseling are important tools available for a leader. One assists with the re-enforcement of expected behaviour. The other provides for the flow of information to assist in the learning process. TIMINGS

TP Component Time

1 Understanding Discipline 6 min

2 Conduct During Discipline 4 min

3 Discipline a Cadet – Role Play 20 min

Total Time: 30 min

Teaching Point 1 Understanding Discipline


DISCIPLINE Discipline is the process of teaching members to behave or conduct themselves appropriately in different circumstances. This is often done with correction and re-motivation. It is a vital factor in shaping one’s personality. It is inculcated in the youth not as an imposition but as a normal growth under the process of training in self discipline and self help through every activity.

Never discipline in front of others;

Stick to the facts of the infraction;


Do not allow the person being disciplined to take control of the conversation;

Tell the person what they did incorrectly;

Show the person how to correct their actions/behaviour;

Re-motivate;

Follow-up;



Document your interaction and report it to the chain of command (VERY IMPORTANT) Techniques for Corrective Action



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QUESTIONS Q1. What is discipline? Q2. Identify three techniques a leader can use to discipline ANTICIPATED ANSWERS A1. Discipline is the process of teaching members to behave or conduct themselves appropriately in different circumstances. A2.

Direct Approach

“Sandwich” Technique


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Reverse ”Sandwich” Technique

One-on-One

Praise

Correction


Conduct During Discipline


CONDUCT DURING DISCIPLINE Leaders are expected to keep calm and collected when using discipline. They must not become emotional, angry or argumentative as that will corrode effective communication and give the follower an advantage over their leader. Instead the leader must be factual, fair, firm, and professional. With discipline, the Senior Cadet must conduct their actions in the following manner:




Lead the session – The leader must take the lead and present the information to those being disciplined. It requires firm control and preventing diversion from the topic at hand so as not allow those being disciplined to ‘hijack’ the session.





Facts – With discipline you must stick to the facts. Present the facts of the issue and never attack the character of the person.

Tone – Always select a tone that is appropriate for the situation. Such may include: Firm voice, deep tone, commanding, quiet, etc. The tone should be appropriate for the discipline you are conducting.


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Document Everything – Everything must be documented and forwarded up the chain of command immediately.


QUESTIONS Q1. Who leads the discipline session? Q2. Why is staying on topic important in a discipline session? ANTICIPATED ANSWERS A1. The leader (disciplinarian) A2. The discipline session provide constructive feedback needed by cadets to grow and reinforce expected behaviours. It also prevents someone from being disciplined to ‘hijack’ the session.


Discipline a Cadet

Method: Role Play

OBJECTIVE The objective of the role play is to have cadets successfully discipline a cadet using the different techniques available to them. RESOURCES







ROLE PLAY SCENARIOS


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Scenario #1 – A cadet is moving in the front rank of the division / platoon / flight. Scenario #2 – Two cadets are horse playing in front of other cadets. Scenario #3 – A cadet brings a knife into a class and starts to wave it around in a joking manner. Scenario #4 – Two senior cadets start arguing on the parade square with junior cadets around. Scenario #5 – During cleaning stations, you are able to tell that the division / platoon / flight are not completing their task appropriately. Scenario #6 - A cadet has arrived to the corps/squadron with his/her badges not sewn on for a third week in a row. Scenario #7 – You are correcting a cadet for a minor infraction when s/he replies “what is it like being an idiot in your world?!” Scenario #8 – You notice a cadet picking on another cadet. You attempt to stop the cadet when s/he turns around and says, “I don’t have to listen to you because the Commanding Officer said you are stupid and not a good cadet”.

SAFETY






N/A


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A.


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METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Effective discipline is vitally important for leaders to provide feedback. It allows communication and expectations to be maintained by all involved. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.13 – UNERSTANDING COUNSELING

Total Time: 30 min

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. The role play method was chosen as it allows for the instructor to create an atmosphere for participants to experience and gain valuable insight for the processes they will be employing. The learning process will be supported by guided discovery as trainees will learn by doing and/or interacting as the material flows. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to demonstrate appropriate counselling techniques as it relates to the Canadian Cadet Organizations. IMPORTANCE Counseling is an important tool available for a leader. Counseling assists with the flow of information to provide growth and understanding in the learning process. TIMINGS


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TP Component Time

1 Understanding Counselling 6 min

2 Conduct During Counseling 4 min

3 Counsel a Cadet – Role Play 20 min

Total Time: 30 min

Teaching Point 1 Discipline and Counseling


COUNSELING Counselling is the guidance and coaching of an individual in making important decisions assist them with guided discovery and reinforce the learning of appropriate behaviour and/or expected standards. These interactions are more personal and one-on-one requiring two-way communication. Session shall be documented and all relevant information shall be in procession of the person conducting the counseling session prior to its start. Counseling is similar to discipline in many ways. Many techniques used during discipline can also be used for council also. However, the key difference between the two is: Discipline – you are talking to/at a person. Counseling – You are talking with a person.

Never counsel in front of others;

Stick to the topic;

Listen to what is being said by yourself and the other person;


Do not allow the person to divert or stray away from the core of the conversation;

Mentor/assist the person and show them how to proceed (or set guidelines);

Provide options (or seek out options);

Re-motivate;

Follow-up;



Document your interaction and report it to the chain of command (VERY IMPORTANT) Techniques for Counseling


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QUESTIONS Q1. What is counselling? Q2. What is the key difference between discipline and counselling? ANTICIPATED ANSWERS A1. Counselling is the guidance and coaching of an individual in making important decisions assist them with guided discovery and reinforce the learning of appropriate behaviour and/or expected standards.


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A2. Discipline – you are talking to/at a person. Counseling – You are talking with a person.


Conduct During Counseling


CONDUCT DURING COUNSELING Leaders are expected to keep calm and collected when using counselling. They must not become emotional, angry or argumentative as that will corrode trust and communication of the follower. Instead the leader must be factual, fair, firm, and professional.




Lead the session – The leader must take the lead and provide the best possible information to those being counselled.

Never Promise – Due to the nature of the counselling session, a leader can never promise anything. “Promise me you will never tell anyone?” “Promise me you will only…” Leaders must stick to the facts and report to the chain of command.




Facts – Collect and relay as much of the facts as possible. Remember to not take a sides or commit to personal attacks. You can show compassion but be wary of the whole story. Always try to have the cadet explain their mind set and never ask direct questions

Tone – Always select a tone that is appropriate for the situation. Such may include: Firm voice, deep tone, commanding, quiet, etc. The tone should be appropriate for the discipline you are conducting.

Document Everything – Everything must be documented and forwarded up the chain of command immediately.


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QUESTIONS Q1. Who leads the discipline session? Q2. Why is staying on topic important in a discipline session? ANTICIPATED ANSWERS A1. The leader (disciplinarian) A2. The discipline session provide constructive feedback needed by cadets to grow and reinforce expected behaviours. It also prevents someone from being disciplined to ‘hijack’ the session.


Counsel a Cadet

Method: Role Play

OBJECTIVE The objective of the role play is to have cadets successfully counsel a cadet using the different techniques available to them. RESOURCES







ROLE PLAY SCENARIOS

Scenario #1 – A cadet requires advice on their summer training options. Scenario #2 – A cadet has been turned down for a parade position within the cadet unit.


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Scenario #3 – A cadet needs to be counselled for chronic absenteeism. Scenario #4 – A cadet requires their mid-term division / platoon / flight performance review. Scenario #5 – A cadet requires re-motivation. Scenario #6 – Two cadets require counseling for causing yelling with each other more than once. Scenario #7 – One of your cadets wants to put forward a recommendation to the Commanding Officer on a special activity that would benefit esprit-de-corps and morale. Scenario #8 – A cadet has just received a National award and needs to be congratulated.

SAFETY






N/A


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT


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Effective counselling is vitally important for leaders to provide feedback. It allows communication and expectations to be maintained by all involved. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.14 – MEETINGS / BRIEFINGS

Total Time: 15 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this chapter. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVE By the end of this lesson the cadet shall be expected to have an understanding of the responsibility of attending meetings/briefings IMPORTANCE Leaders require information to make the best decisions possible. Meetings and Briefings are the best way to ensure all relevant information is considered. TIMINGS


1 Conduct of Meetings / Briefings 10 min


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2 Principles of Meeting / Briefings 10 min

TOTAL TIME 15 min

Teaching Point 1 Conduct of Meetings / Briefings


MEETINGS / BRIEFINGS Meeting – A formal gathering of leaders and decision makers to meet and discuss a specific topic. Briefings – A formal gathering of leaders to pass along updates on a plan of seek input into decisions. Usually shorter in time than a meeting. A meeting (or briefing) is a formal sharing of information between leaders/decision makers. It is a time to inform, review, question and plan within the context of the topic/theme. Meeting and briefings can be a large gathering conducted in a meeting room all the way down to a gathering of leaders in the field. While the size and personnel can change, the information is still vital to the overall conduct. Personal Requirements A leader attending a meeting shall always carry:

Notepad (or Field Message Pad (FMP)) – To keep a record of the conversation for reference or future use;

Pencil – To write the instructions/directions; and

Anything else deemed necessary to capture needed information.

A pencil is widely considered a better option for writing. This is because if your pages should get wet, a pencil marking will not run unlike ink from a pen.

Personal Conduct Personnel shall be expected to conduct themselves professionally. The leader must always conduct him/herself in the follow manner:

The OIC shall commence the meeting by giving “orders”. Everyone present quiet down and the meeting will begin;

Listen for direction;

Give the commander time to disseminate information;

Keep notes so questions may be asked following the orders;


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Ask questions once directed to do so;

Be sure of your tasking (timings, objectives, priorities, anything else deemed necessary);

Do not repeat questions;

Do not ask questions for taskings you are not involved with;

Do not talk while information is being passed;

If a matter is not relevant or has been overruled, move on;

Do not contradict the commander; and

Once the meeting is complete, coordinate with fellow members to ensure everyone is on the same page or to get further information.


QUESTIONS Q1. What is a meeting/briefing? Q2. What are two items a leader should always keep with them? ANTICIPATED ANSWERS A1. A formal gathering of leaders to pass along information. A2. Notepad and pencil.

Teaching Point 2 Principles of Meetings / Briefings


PRINCIPLES OF MEETINGS / BRIEFINGS

Arrival – It is customary to arrive 15 minutes prior to the start time and expected to stay 15 minutes after time of departure.

Feedback – Every meeting is the opportunity to provide information to the chain of command.

Come prepared – Be well versed on your tasking and be prepared to answer questions (in detail).

Provide information, not personal opinion – Decision makers need the right information to make the best decisions possible. Avoid using personal opinion.

Honesty – Always provide an honest and detailed assessment.


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Timing – Do not use a two hundred word answer when 10 will do. Most meetings are done under time critical elements and need less time taken up by non-relevant material.

Facts – Have your facts. Do not ramble off factors that may not be true or correct.

Support the leader – Senior Cadet NCO’s shall be expected to support the decisions made and asked of them to carry out.


N/A


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Conduct of a meeting/briefing is vital to ensure information is passed along the chain of command, upwards and downwards. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.15 – OPERATIONS

Total Time: 60 min

UNDER DEVELOPMENT


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SECTION 3

EO X303.16 – OPERATIONS - PLANNING

Total Time: 60 min

UNDER DEVELOPMENT


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SECTION 3

EO X303.17 – PUBLIC SPEAKING

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. This lesson may be increased in time or duplicated in its entirety depending on unit needs to maximize its ability to achieve all required objectives. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to identify and perform public speaking. IMPORTANCE Communicating with our superiors, peers and subordinates require the ability to talk. Speaking to pass on critical information or listening to the same is critical to ensure our success as leaders. TIMINGS


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TP Component Time

1 Public Speaking 5 min

2 Characteristics of Presenting 10 min

3 Activity 15 min

4A Activity - Public Speaking: Further Presenting (Optional) 15 min

4B Activity - Public Speaking: Presentation by Lecturer (Optional) 60 min

4C Activity - Public Speaking Competition (Optional) 240 min

Total Time: 30 min

Teaching Point 1 Public Speaking


PUBLIC SPEAKING Public speaking is an act or process of performing a presentation to a live audience in a structured manner in order to inform, influence or entertain them. The benefits of knowing how to communicate to an audience include sharpening critical thinking and verbal/non-verbal communication skills. What Is Public Speaking Think about a time that you had to stand in front of a bunch of people and tell them something. Maybe it was an report in school or a proposal for another organization. After gathering your materials and preparing what to say, you stood tall and started talking. This involves communicating information before an audience. What makes public speaking different than, say, just talking to a crowd of people, is in the way information is conveyed. In public speaking, the information is purposeful and meant to inform, influence or entertain a group of listeners. There are five elements of public speaking, and it basically boils down to who is saying what to whom using what medium with what effect. In other words, who is the source of the message. What is the message itself. Whom is the audience, while the medium is the actual delivery method and ending in the effect. Think of the effect as the speaker's intent for the speech. Why Do We Need to Do It? So, you're thinking of a time when you had to present something in front of a group. And the only memory you have might be of sweaty palms and knocking knees. There are some very good reasons why you need to know how to do it. Actually, there are so many reasons why everyone should learn how to speak in a public forum. Let's check out a few:

Every time you speak in public, it increases your self-confidence;

As we become comfortable speaking, we become more comfortable around people;

We can reach a large audience in a shorter time than having individual conversations;

A great way to show how much you know about a subject; and


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Pass on information needed by others Who is the audience? The audience is two-fold:

Firstly, we can identify the passing of orders and direction to subordinates either directly or in small group briefings.

Secondly, the classes we instruct to pass along vital information to our subordinate.


QUESTIONS Q1. What is public speaking? Q2. What are the five elements of public speaking? ANTICIPATED ANSWERS A1. Public speaking is an act or process of performing a presentation to a live audience in a structured manner in order to inform, influence or entertain them. A2. There are five elements of public speaking:

Who is the source of the message

What is the message itself

Whom is the audience

Medium is the actual delivery method

Effect is the ending


Characteristics of Presenting


CHARACTERISTICS

Volume: Speak loudly enough for all to clearly hear. Do not be afraid to use extra volume to emphasize, but lowering your voice to barely a whisper can be effective as a technique for emphasis, providing you have the full attention of your audience to start with. In general, vary the volume according to what you want to stress.

Clarity: The clarity of your words can speak volumes. One barrier to clarity in public speaking could be your diction; the way you pronounce and enunciate your words. Pronunciation is a general term for the way a word is spoken. If you want to reduce your accent, then change your pronunciation. Enunciation is pronouncing a word clearly. If you want to make your speech clearer and easier to understand, you might want to enunciate better. When people speak, they


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don’t pronounce words exactly as they would appear in a dictionary but instead pronounce them in a more relaxed manner. When you enunciate, your speech more closely resembles the ‘ideal’ pronunciation.

Pace: Strive for a good rhythm. Avoid speaking too fast or too slowly. Use pauses to emphasize something. The pause can be in the middle or at the end of a sentence. Practice the effective use of pauses and listen to the way good speakers use them.

Variation: Create variation in your voice to carry and emphasis your speech. When we neglect to talk with variation then we move into the dreaded – monotone – area and can lose our audience altogether. Vary the pitch and control of your voice to put power behind key points that stand out to the listener. It can also be used to establish mood or set-up scenes that move from serious to comedic.

Body: The use of our body can have an impact on the information we present. When passing orders we want to: Stand firmly on two feet - do not lean, slouch or tilt. Avoid leaning on chairs, tables, etc. Hands out of the pockets. Yet when in front of a class we may want to be freer with our movements. Use of hand gestures can add to emphasis for key points or moving around the room to help with pitch and/or variation.

Confidence: Most public speakers stress and struggle about trying to “seem confident” and “look fearless”, irrespective of how they’re feeling inside. They often fall into the trap of pushing nerves away to show the audience a plastic sheen of confident public speaking. But so long as you’re pushing away your fears and nerves, you are acting, rather than connecting with your audience. People are enthralled by engaging, humble, genuine, and emotional public speaking experiences, so if you really want to move your audience, that’s where you need to live as a speaker. Being fearless is not about a lack of fear. It’s about taking that fear and transforming it into excitement and energy around your message. Confident public speaking and fearlessness are not ‘given’ to us by someone, they are honed through practice and time preparing. Confident public speaking means that you have sought out the best recipe, fearlessness and energetic confidence that your message is amazing, even though it’s not always easy to make.


QUESTIONS Q1. What are the six characteristics of public speaking? Q2. Volume can be used to stress what? ANTICIPATED ANSWERS A1. Volume. Clarity, pace, variation, body and confidence A2. Key points


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Public Speaking Activity

Method: Activity

ACTIVITY

OBJECTIVE The objective of this activity is to present information using the presentation characteristics contained in this lesson. RESOURCES

N/A ACTIVITY LAYOUT

Have each cadet present a topic from the list provided.

Give each cadet two minutes to present their topic.

If, there are more cadets than time permits then allow teaming up into teams to present.

This activity is not based on the facts presented, rather, on their adherence to the characteristics of public speaking.

Topics (the instructor may add more as s/he deems necessary): o Introduce your imaginary friend (include name and any interesting information); o Talk about your pet rock; o Talk about how “Rock beat in Scissors” (Ref: game – rock, scissors, paper); o Introduce your shoe; o Present information about fluffy clouds; o Why is sand course? o Do pink elephants exist? o Talk about your (fake) holiday. o Talk about how you would end your favorite movie o What is your favorite (fake) word?





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Teaching Point 4A Time: 15 min (per presenter)

Further Presenting Activity

Method: Activity

ACTIVITY

OBJECTIVE The objective of this activity is to present information using the presentation characteristics contained in this lesson. NOTE This activity is optional and can be completed with the original class or scheduled at another time with the permission of the Training Officer. Not completing this activity does not constitute FAILURE TO ATTEND the lesson. RESOURCES

N/A ACTIVITY LAYOUT

Each cadet shall present a topic related to the CCO or as agreed to by the lesson instructor.

Give each cadet up to 15 minutes to present their topic.

A 15 minute block per cadet has been detailed and shall be combined by the number of presenters to determine activity length.






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Teaching Point 4B Time: 60 min (per lecturer)

Presentation by Lecturer Activity

Method: Activity

ACTIVITY

OBJECTIVE The objective of this activity is to have cadets attend a presentation by a lecturer to better understand the principles and ways to present. NOTE This activity is optional and can be completed with the original class or scheduled at another time with the permission of the Training Officer. Not completing this activity does not constitute FAILURE TO ATTEND the lesson. RESOURCES

N/A ACTIVITY LAYOUT

Each cadet shall attend the lecture.

Cadets should be able to discuss various techniques used during the presentation. SAFETY Nil. INSTRUCTOR GUIDELINES




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Teaching Point 4C Time: 240 min

Public Speaking Competition Activity

Method: Activity

ACTIVITY

OBJECTIVE The objective of this activity is to conduct a competition for cadets to present their speaking assignments. NOTE This activity is optional and can be completed with the original class or scheduled at another time with the permission of the Training Officer. Not completing this activity shall not be deemed as FAILURE TO ATTEND the lesson. RESOURCES

N/A ACTIVITY LAYOUT

Guidelines for the overall composition, judging, and competitor rules shall review the competition rules as detailed for the Royal Canadian Air Cadet Public Speaking Competition Rulebook.

Each cadet shall present a topic related to the CCO or as agreed to by the lesson instructor.

Give each cadet up to 15 minutes to present their topic.

A 15 minute block per cadet has been detailed and shall be combined by the number of presenters to determine activity length.






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N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Public speaking allows us to present information to our audience. We use it to fill the minds our recipients with information, to Influence them or just to entertain. Being a good public speaker benefits ourselves, those who listen and the many that want to know more. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.18 – CONFIDENCE

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to understand how confidence is important to growth as a leader and steps on how to increase their own self-confidence. IMPORTANCE Confidence is the positive assurance a leader shows in themselves, their team and their work. The person leading must show confidence to better lead and develop their personal growth. TIMINGS

TP Component Time

1 Confidence 10 min


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2 Building Confidence 10 min

3 Discussion 10 min

Total Time: 30 min

Teaching Point 1 Confidence


CONFIDENCE Confidence is a belief that one can rely on someone or something. Leaders are expected to demonstrate confidence, not just in themselves but in their followers, their tasks, and their abilities. Generally, when a leader exhibits confidence, it makes it easier to trust that leader, and people want to work with leaders they trust. Confidence is not the total lack of facts, skill level/ability or blindly following, instead it’s the collection of positive thinking, practice, training, knowledge and vision. Some people may think that leaders who are overly aggressive in their communication and/or leadership style have strong confidence. When taken to an extreme, leaders who are overly aggressive are even referred to as bullies. Interestingly enough, people with strong confidence do not have a need to be overly aggressive to get their goals accomplished. Being overly aggressive is actually a sign of a lack of confidence, not having strong confidence. SELF CONFIDENCE The ability to have confidence in oneself is known as self-confidence. Confidence is the cornerstone of leadership. You can teach a leader to be an effective problem solver; more decisive; a better communicator; how to coach, mentor and hold team members accountable; and many other fundamentals of leadership. Yet, without that leader first believing in himself/herself, true leadership will exist only in title. A leader that is technically qualified for the position, but lacks confidence, will find it difficult to lead others. Just as detrimental to leading is being over confident. This is typically called arrogance and is just as ineffective to leading people. Arrogance is an insulting way of thinking or behaving that comes from believing that you are better, smarter, or more important than other people.


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LOW-CONFIDENCE

CONFIDENT ARROGANCE

Governing your behavior based on what other people think.

Doing what you believe to be right, even if others mock or criticize you

for it.

Only doing what you want without considering other

important factors.

Staying in your comfort zone, fearing failure, and so avoid taking

risks.

Being willing to take risks and go the extra mile to achieve better

things.

Taking risks and actions without consideration for

others and their abilities/needs.

Working hard to cover up mistakes and hoping that you can fix the problem before anyone notices.

Admitting your mistakes, and learning from them.

Doesn’t admit mistakes and will not learn from them.

Extolling your own virtues as often as possible to as many people as

possible.

Waiting for others to congratulate you on your accomplishments.

Extolling your own virtues as often as possible to as many

people as possible.

Dismissing compliments offhandedly. “Oh, that was nothing really, anyone could have done it.”

Accepting compliments graciously. “Thank you, I really worked hard

on that. I’m pleased you recognize my efforts.”

Seeking compliments. “Did you see how hard I worked? I am the greatest and only I

could have done it”

Low self-confidence and arrogance can be self-destructive, and it often manifests itself as negativity. Confident people are generally more positive – they believe in themselves and their abilities, and they also believe in living life to the full.



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QUESTIONS Q1. What is confidence? Q2. What is low-confidence? Q3 What is arrogance? ANTICIPATED ANSWERS A1. Confidence is a belief that one can rely on someone or something. A2. Low-Confidence is from believing you are less important than other people or worried about their perception of you. A3. Arrogance is an insulting way of thinking or behaving that comes from believing that you are better, smarter, or more important than other people.

Teaching Point 2 Building Confidence


BUILDING CONFIDENCE Building confidence can be the hardest step in self-discovery and self-worth. This is an important step and skill that will resonate throughout life. When we build confidence we can expand our understanding from how we conform to peer, emotional and environmental relations to doing what is right and stand up for it. Leaders must believe in improvement, acceptance and progress. Many external factors can contribute to limiting our self-confidence: peer pressure, fear of failure, lack of knowledge, self-doubt or environmental considerations. These factors are easily able to be overcome and provide a focus for improvement. Building confidence is about building a personal mental/emotional tool-box to draw upon.

Well Being A healthy mind and body are essential keys to success. This is our ability to deal with stress, maintaining healthy living, time management, self-identity, fostering positive social skills/relations and dealing with negativity in a constructive manner.


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Acceptance Every person has limitations with their physical, mental and emotional abilities. Building self-confidence is the acceptance of these limitations and not allowing them to hinder your progress or become an excuse. Instead we use these to motivate and strive for success.

Ability Abilities are the culmination of strengths and improved weaknesses. Leaders rely on their strengths and will continue to improve upon them. Weakness allows a person to create goals to overcome and strive to make them a strength.

Feedback Feedback is vital information we use to gauge and build upon our understanding. We use these facts to guide our performance and critical thinking process. This also means identifying failure, criticism, emotions and limitations to building them in to positives. Confidence builds from taking the good with the bad and still seeing the progress.

Experience People gain experience with everything they do. They gain skills, knowledge and emotional connection to build their individual understanding and growth. Experience, positive and negative, allows a person to draw upon that understanding and apply it to their ability to lead.

Vision Goals are critical to giving us purpose, not only personal but professional. Leaders must progress and set goals for them to strive to achieve. Having a vision, a path or plans, for achieving goals help to focus emotions, ability and mental process into a path for success.

People often feel less confident about new or potentially difficult situations. Perhaps the most important factor in developing confidence is planning and preparing for the unknown.


QUESTIONS Q1. What are the 6 keys to building confidence? ANTICIPATED ANSWERS A1. The 6 keys are:

Well Being

Acceptance

Ability

Feedback

Experience

Vision


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Confidence Discussion


GROUP DISCUSSION











SUGGESTED QUESTIONS Q1. What are some factors that impede self-confidence? Q2. What are some ways you can improve your confidence? Q3. Should you be afraid of failure? Q4. What would you do if you noticed a fellow Senior NCO was not demonstrating self-confidence? Q5. How would you communicate with someone who was showing only self-interest arrogance?



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N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Leaders must believe in their ability, progress and expression. This empowers to leader to instill confidence in their team and successfully achieve their goals. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.19 – SUPERVISION

Total Time: 30 min

UNDER DEVELOPMENT


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SECTION 3

EO X303.20 – DELEGATION

Total Time: 30 min

UNDER DEVELOPMENT


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SECTION 3

EO X303.21 – TIME MANAGEMENT

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to identify and act upon management of their personal and organizational time. IMPORTANCE Cadets require knowledge on how to manage their personal and professional time. Mastering the ability to manage their time will allow leaders to better adapt and suit the needs and requirements placed upon them


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TIMINGS

TP Component Time

1 Time Management 13 min

2 Personal Time Management 12 min

3 Short and Long Term Time Management 5 min

Total Time: 30 min

Teaching Point 1 Time Management


WHAT IS TIME MANAGMENT? We hear people talk about time management. It can be a confusing statement as no one can actually affect time nor manage it like a person. Time will not allow you to create an hour and simply add it to your day. Time is a constant which humanity uses to construct a framework. Dates, deadlines, schedules timings are a few examples how we manage our daily lives using time as a measure. Instead, we must look at time management as a straight forward concept where an individual (or organization) manages conscious control over the amount of time spent on specific activities to achieve their desired goals within their allotted time.

The three pillars of time management:

Identify the issue/task

Plan according to time

Allocate resources to accomplish the issue/task within the appropriate time. Understand the issue/task The first component of time management is to understand what the issue/task is. What are you being asked to do? What is the end result? These simple questions can go a long way to time management. Tasks can be straightforward or multi-faceted, but each requires comprehending the overall situation. Some key points to assist in ensuring that the task is understood:

Ask relevant questions;

Restate key points to ensure the originator is satisfied you understand;

Establish timings; and

Confirm aspects supplied, denied or special instructions. Understanding what you must accomplish will mean the difference between success and failure. Perhaps you are asked to help clean the building you are using. Instead, you did not understand the task and paint the entire building instead. Now you have not accomplished the original task, instead you have done something that you were not asked to do. Additionally,


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have not used your time as directed and now require additional time and resources to be available. Planning Time When doing a time appreciation, always look at the issue backwards. If you are able to determine when the end-time or due date is, then you can fill in your allotment of time going towards the start time. Milestones and/or goals can be placed in your timeline to show where you expect to be. Use tools at your disposal such as a calendar, schedule, watch, mobile device or another visual medium to keep track of your timeline. When designing your timeline, always give yourself a buffer of time, especially towards the end. As leaders, we know that not all our decision will be Straight Analysis or direct results. Some new ideas or unknown factors will creep in and cause our process to become Trial and Error. If you plan accordingly for failure within your timeline then you can be prepared for the unexpected. The easiest way to visualize this issue is by lacing a pair of boots. We have 5 minutes to accomplish the task. We subtract 30 seconds as a buffer from our end time, giving us 4minutes, 30 seconds to accomplish the task. From Straight Analysis we know that it should take less than 3 minutes to lace two boots. We set our first goal at 1 minute, 30 seconds and the second at the same time giving us a total of 3 minutes. So what do we do with the extra 90 seconds? This is where you allot time to account the unknown such as a lace breaking or something else you have not thought about. If we plan accordingly and something does happen to take away from the task, then we have a built in time to account accordingly. You now achieve your goal within the timeline given. Allocate Resources The final pillar of time management is allocating the resources you have available. Resources can be anything used to support the completing the task. Some tasks require nothing but physical effort, others require technology, some finances, and the list is continuous. As leaders plan their time, the list of resources must be established. What will time allow us to have or what can we use to make our time successful. Cleaning a room is a great example. We can establish that we are given 30 minutes to clean it and make it presentable. So what resources do we need/can have? A professional cleaning crew would work! Yet, do we have the resources to pay them – no. How about moving the room to another location? Nope – not able to beat the laws of physics. We need to look at our resources closely and understand the practicality of what we need. What resources do I have left at my disposal? A broom and a vacuum. Now with some physical exertion and the resources we have established, we manage our time and get the task completed.


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QUESTIONS Q1. What are the three pillars of time management? Q2. When planning our time, how should we look at the planning session? ANTICIPATED ANSWERS A1. Identify the task, plan according to time and allocate resources A2. Backwards


Personal Time Management


MANAGEMENT OF PERSONAL TIME Personal time management is key to productivity and success. During a given day, how many people or functions or requirements divide our attention? We all know the feeling of a wasted day or tasks that too far too long to complete. Putting our attention towards managing our time will help solve a number of issues. Prioritize Typically we can divide our priorities into three categories:

High – Tasks that are perceived as being urgent and important;

Medium – Tasks that are important but not urgent; and

Low – Tasks that are unimportant (whether urgent or not). When analyzing our needs and/or priorities, we can place them into one of the three categories. Once placed, we can work on achieving high priorities and putting off low priorities until time permits. Create a schedule to plan out when you plan to achieve your different priorities. Likewise, do not keep putting off low priorities until it becomes an issue. Continually putting off low priorities can have a snowball effect. Instead, if time permits, do all the low priorities first so it leaves more dedicated time for high priority. Proper planning will help you identify what can be done quickly and what requires more attention. Distractions


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Our lives are filled with actions and information. Emotions and technology. Priorities and entertainment. Some of these are vital and important to our daily lives or professional endeavors. Others are marginal or distracting to our functions or habits. Top priorities and habits are usually easy to identify such as eating, breathing, doing good work, special projects and hygiene. However, as we allow attention to lower priorities, we can end up giving weight to unimportant ideas or distractions. They can drag us down emotionally, physically or stop our progress altogether. The key is to subtract or reduce distractions in our lives. We can take a look at our environment and see many distractions that can be put away, turned off, moved or simply ignored. For instance, if you are studying and the music is too loud or distracting, turn the music down or off. Stress Reduction Stress is the strain of mental or emotional reaction to pressures. They can affect us physically and emotionally if we are not prepared to deal with it. Stress is very common in our lives and we place different weight on certain stressors according to how we perceive its potential impact or reactions. We can never eliminate stress from our lives. Instead we must come up with ways of progressively and positively dealing with stress. The following is a list that, while not covering every method, if developed properly can help us reduce the negative weight some stress impacts on us:

Take a deep breath - Focus on inhaling a deep breath of air and allow it fill your lungs. Your aim is to take a mental break and give your body a temporary rest;

Relax - Take time to relax and give your emotions or body time to rest. Take a break, a vacation, a positive distraction or do something that relaxes you. Stress can wear down the body's internal battery and it may need to be recharged sooner than expected.

Get active - Exercise or physical activity is a great way to give you time to recharge. It can also break up a stressful routine or just give you an opportunity to get healthier. An active body, especially a healthier one, can physically aid our ability to cope with stress.

Talk to others - Keeping our stress internal and/or mental can have a large negative impact on mental and physical health. Talking to others lets us share our emotions and help relieve some of the stress we feel. It has the added benefit of having someone to listen and, perhaps, help us come at a problem from a new angle.

Change habits - Habits can be a great way of keeping ourselves in line with our lives. It can also be negative if it stops or harms our positive progression. When we identify a


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habit that is damaging then it is time to change it. Seek a better, more positive way to affect change in your life.

Adapt to stressors - Do not stress over things you cannot change. Some stresses cannot be changed or reduced. We have to understand that adaptation is required. We can accept these stressors and attempt to place lesser weight to their impact.

Create a mental tool box - Lastly, create a mental tool box that you can use to help reduce stress. We can fill it with whatever we want! Perhaps a song that makes you smile, or a memory that you enjoy, or recite a poem that has meaning. The tool box is your ability to mentally induce something that helps break the stress or emotion be felt.


QUESTIONS Q1. How should we classify priorities? Q2. What are three ways we can reduce stress? ANTICIPATED ANSWERS A1. Prioritize them into high, medium and low A2. One of the following answers:

Take a deep breath

Relax

Get active

Talk to others

Change habits

Adapt to stressors

Create a mental tool box


Short and Long Term Time Management


Short and long term time management is the distinction made between tasks/priorities that require quick / immediate action (Short Term) or prolonged / drawn-out attention (Long Term). Short Term Time Management

Leaders must be ready to manage their times to achieve goals in a short period of time. These can range from small taskings requiring mere minutes to activities lasting hours or days. Short term goals usually require tighter control of time and resources to achieve success.


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Typically, short term goals can be accomplished through Straight Analysis. We know through training and education that some don’t need in-depth planning for activities such as sweeping or tying shoe laces. Perhaps some planning for a special event or activity that ca be done quickly or effectively. Activities / tasks that are new and/or fairly in-depth should require a more detailed plan to account for safety, staffing, resources and more. Long Term Time Management

Management of goals can require attention over a longer period of time such as weeks or months, even longer. Planning can be more drawn out and achievement markers plotted to permit gauging our success or failures. Typically, long term goals can be mixed between Straight Analysis and/or Trial and Error. The planning can include time for failure or adjustment.


QUESTIONS Q1. What is the defining characteristic of Short Term Time Management? Q2. What is the defining characteristic of Long Term Time Management? ANTICIPATED ANSWERS A1. Require quick / immediate action A2. Require prolonged / drawn-out attention


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO.


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CLOSING STATEMENT Time management is a critical factor in developing skills in leadership. Our ability to use time to our advantage and achieve our goals makes a leader successful. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.22 – MOTIVATION

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT Review M403.03 – Motivate Team Members. APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVES By the end of this lesson the cadet shall motivate team members.

IMPORTANCE It is important for cadets to motivate team members because motivation is the key ingredient for success in the cadet organization. One of the duties of a team leader is to motivate team members to succeed to accomplish goals. Motivating team members also may encourage team members to develop new knowledge and skills. In addition, recognizing team members for the effort they put toward a task makes them feel appreciated.


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TIMINGS

TP Component Time

1 Motivation 10 min

2 Activity 10 min

Total Time: 30 min

Teaching Point 1 Motivation


MOTIVATION Motivation is the desire to do things. It is the belief a person has in doing something they feel is worth their time, energy and emotions being invested in. This is a very basic concept that people exert every day. It is simple wanting to do something that either drives you or influences you to achieve something you want/need to do. Self Motivation Self Motivation is the self driven belief to accomplish or pursue behaviour, actions or emotions that give us purpose. These factors can be internal beliefs (intrinsic motivation) or outside influences (extrinsic motivation) Intrinsic motivation is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on external pressures or needs. Self driven motivation can be health and wellbeing (diet and exercise), self-expression (reading, writing, singing, etc), intelligence (studying, reading and experience) and ability (the need to physically/mentally excel) to name a few. Extrinsic motivation is used to attain outcomes that a person wouldn't get from intrinsic motivation. Common extrinsic motivations are rewards (for example money or grades) for showing the desired behavior, and the threat of punishment following misbehavior. Competition is an extrinsic motivator because it encourages the performer to win and to beat others, not simply to enjoy the intrinsic rewards of the activity. A cheering crowd and the desire to win a trophy are also extrinsic incentives. Group Motivation Group motivation comes from the influence a leader uses to direct a group. This is a form of extrinsic motivation the leader uses on the individuals within the group. The motivation comes from making the group believe, or want to, complete a task or action for their betterment or success. A leader must get their team ‘to buy into…’ what they desire to be done/completed. Re-Motivation Motivation can lose its momentum over time or with diminished returns. This is a completely normal process that people encounter in their lives. The key is to identify that motivation needs to take place


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again and follow through to re-motivate. It can be simply to remind or repeat the ‘why’ or approaching the motivation from a new perspective and inspire.


QUESTIONS Q1. What is motivation? Q2. What is self motivation? Q3 What are the two types of influences used in motivation? ANTICIPATED ANSWERS A1. Motivation is the desire to do things. A2. Self Motivation is the self driven belief to accomplish or pursue behaviour, actions or emotions that give us purpose. A3. Intrinsic motivation and extrinsic motivation.


Motivation Game

Method: In-Class Game

GAME

OBJECTIVE The objective of this activity is to have the cadets experience intrinsic and extrinsic motivators. RESOURCES

Annex to the lesson; and

Cards based on Annex to this lesson.

ACTIVITY LAYOUT Nil. ACTIVITY INSTRUCTIONS 1. Divide the class into groups of 3-5 people; 2. Have each group (all members must participate) will select a card from the instructor (included as an Annex to this class); 3. Each team is to prepare a skit based on the direction of the card for three minutes; 4. Each team will have 2-3 minutes to present their skit; 5. Instructors may have the vote on which group best displayed motivation; and


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6. Review skits as necessary. SAFETY Nil.


The cadets’ participation in the game will serve as the confirmation of this TP.


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT One of the duties of a team leader is to motivate team members to succeed to accomplish goals. Motivating team members also may encourage them to develop new knowledge and skills. In addition, recognizing team members for the effort they put towards a task makes them feel appreciated.



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SECTION 3

EO X303.23 – DECISION MAKING

Total Time: 30 min

UNDER DEVELOPMENT


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SECTION 3

EO X303.24 – RESPONSIBILITY AND ACCOUNTABILITY

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen for TP 1 & 2 as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. A group discussion was chosen for TP 3 & 4 as it allows the cadets to interact with their peers and share their knowledge, experiences, opinions and feelings.

REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to indentify and discuss accountability and responsibility as it relates to the Canadian Cadet Organizations. IMPORTANCE Accountability and responsibility require leaders to understand that their powers have limits. They have responsibility for their role as a leader and accountability for their actions. TIMINGS


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TP Component Time

1 Responsibility 5 min

2 Accountability 5 min

3 Accountability Discussion 10 min

4 Responsibility Discussion 10 min

Total Time: 30 min

Teaching Point 1 Responsibility


RESPONSIBILITY As leaders, you have a responsibility to instruct, inspire, inform, promote, participate, learn, and lead your followers. Your position and/or rank inherently connects you to the obligations and action required by orders, directives, and policy on the Canadian Cadet Organizations. The act of responsibility is Transactional Leadership (Position Power) based. Responsibility, in the action, is a form of bestowed trustworthiness. Your superiors have deemed you ready to handle the mantle of the rights and responsibilities for your status in the unit. The trust also identifies you as being responsible for your actions, comments, duties, standard, and ability and can answer for yourself when called upon to do so, both positively and negatively. Your power should never be taken lightly and as stated simply by John D.Rockefeller Jr, "every right implies a responsibility; every opportunity, an obligation; every possession, a duty.” The power of responsibility is a concept in ethics and society that is based on morals and, in some areas, law. For instance, the concept of rights and responsibilities goes hand-and-hand. You have the right to be heard, the right to be included, and the right not to be harassed. Consequently, you have a responsibility to let others be heard, included, and not be harassed. People are always concerned about their rights, yet we try to trade off the responsibility for the same actions. Think about the times you have been made fun of and the emotional hurt felt. Now turn the tables, think about when you made fun of someone, either jokingly or intentionally. We have the right not to be made fun of and protected from it, and yet we trade the responsibility of protecting someone when we deem it necessary. Society protects your rights by including them in laws, such as the Canadian Charter of Rights and Freedoms. Your responsibility is included in the Constitution to follow it and conform to its status. It cannot be negotiated or neglected because it is a responsibility to protect your rights and everyone around you.


QUESTIONS Q1. What is RESPONSIBILITY? Q2. How is responsibility important?


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ANTICIPATED ANSWERS A1. Responsibility, in the action, is a form of bestowed trustworthiness. A2. Responsibility identifies you as being responsible for your actions, comments, duties, standard, and ability and can answer for yourself when called upon to do so, both positively and negatively.


Accountability


Accountability Accountability is a concept in ethics with several meanings. It is often used synonymously with such concepts as answerability, responsibility, blameworthiness, liability and other terms associated with the expectation of account-giving. The goal of accountability is, at times, in tension with the goal of leadership. Ultimately, you are accounting for your actions and the reasons behind them. This process is a balance to leadership and power. Being accountable ensures that leadership, and the power of it, are executed in the given parameters of the obligation. It is mostly assumed that accountability is a reactive process. However, accountability is equally proactive. A leader will always have information and knowledge for the decisions s/he makes. The cadet program is highly proactive in many areas of leadership. A request to conduct an exercise requires information passed up the chain of command for authorization. This leaves a clear chain of command and accountability for the exercise and its conduct. Responsibility and accountability are highly defined complexes that provide a check-and-balance system to the power of leadership and command. The responsibility to conduct yourself according to your rank/position and the accountability for your actions are essential for all leaders and the people who watch them.


QUESTIONS Q1. What is ACCOUNTABILITY? Q2. Why is accountability important? ANTICIPATED ANSWERS A1. You are accounting for your actions and the reasons behind them. A2. Being accountable ensures that leadership, and the power of it, are executed in the given parameters of the obligation.

http://en.wikipedia.org/wiki/Ethics

http://en.wikipedia.org/wiki/Responsibility

http://en.wikipedia.org/wiki/Liability


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Responsibility Discussion


GROUP DISCUSSION











SUGGESTED QUESTIONS Q1. Who is responsible for your actions, motivations and deportment? Q2. What are deadlines? Why are they important? Q3. If you are responsible for your actions, why do we have leaders? Q4. Why are leaders responsible for the actions of their followers? Q5. Why are people encouraged to ‘speak up’ and ‘be heard’?


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Accountability Discussion


GROUP DISCUSSION











SUGGESTED QUESTIONS


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Q1. Why are leaders held accountable for their actions? Q2. If a follower creates an issue for your team, who is held accountable? Why? Q3. One member of your team works very hard to complete a task to success. The officer in charge complements your entire team. What do you do as its leader? Q4. A cadet has passed you a request to be put forward for promotion. You end up losing the request. What do you do next? Q5. An officer misplaces your camp papers making you ineligible for summer training. Who is held responsible? Why? How do you approach the situation?






N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Responsibility and accountability are very important measure in leadership. Each provides focus and understanding to the power bestowed upon the leader. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X303.25 – LOOKING AFTER YOUR PEOPLE

Total Time: 30 min

UNDER DEVELOPMENT


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SECTION 3

EO X303.26 – SITUATIONAL AWARENESS

Total Time: 30 min

UNDER DEVELOPMENT


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SECTION 3

EO X303.27 – ESTABLISHING COMMAND

Total Time: 30 min

INTRODUCTION

PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. REVIEW Cadets shall have participated in EO M303.01 – Define the Role of a Team Leader prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to identify what is required of and when to establish command over their subordinates. IMPORTANCE Leaders placed within positions of authority must establish their command early and without hesitation. When tasked to command, leaders must be willing and ready to make the decisions required of them to be successful.


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TIMINGS

TP Component Time

1 Establishing Command 5 min

2 Delivering Command 10 min

3 Discussion - Command 15 min

Total Time: 30 min

Teaching Point 1 Establishing Command


ESTABLISHING COMMAND The Senior Cadet must exercise their authority to lead their followers. Regardless of the mission or objectives, a clear command must be established. Their role is to lead smartly and effectively by using their personal knowledge, their objectives/vision and ensuring everyone recognizes their authority to command. Establishing command is essential for the group to develop confidence and believe in the message being delivered for them to follow. Principles

Role – When establishing command it is important to know what direction the corps/squadron is headed in. What are the short term goals, the long term goals, role of the NCO’s, the direction of the Junior Cadets, strengths and weaknesses? The tone must be set early on as to what the expectations are and the parameters of their command.

Develop a plan – A plan must always be in place when objectives are being pursued. Getting the team to ‘buy in’ the plan is essential and a highly detailed, well communicated one is the best way to motivate the team.

Develop the team – Everyone must belong. Personnel must be encouraged to believe that they are stronger together than apart. People will always work best when they feel they have a personal and vested interest in the end result.

Resources – Establish what resources the leader has and does not have. Leaders must develop their command based on the resources they have available. Executing command requires the practical evaluation of resources, a leader does not plan based on what s/he wants but on what they actually have.

Command – Be fair and firm. Command is about finding the right balance of all factors presented. From leadership style, to team dynamics, to resources, timings, and everything else that can be contemplated, no situation can be completely foretold, yet, a leader must understand their role and exercise fair and competent command.


QUESTIONS


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Q1. What is command? Q2. What is ‘buying in’? Q3. Why should you have a plan? ANTICIPATED ANSWERS A1. Authority to lead A2. Believing the message of the leader A3. To establish which directives are being pursued


Delivering Command


HOW TO COMMAND Command does not have a ‘one-size-fits-all’ approach. Command, much like leadership, requires adaptation, understanding and a principled approach. Your ability to command comes from the authority granted to you by your superiors. The approach you take requires you to command not from a position of popularity, but from a position of authority and reason. Your subordinates must know from the beginning who is in command. This can stem from a brief statement, or the issuing of direct orders or even the attitude and bearing your present. Your subordinates should have no question as to whom to look to. Situations Requiring Command The following is a list of situations that is typical where commanders need to establish command.

Lack of Leadership – A common area requiring clear command is when a group, activity or task has no clear leadership. The lack of an identifiable leader can create strong pulls towards exclusion, harassment/abuse/neglect, and/or health and safety matters. A commander is required to step in and clearly establish their command immediately. All negative or destructive behaviours must be stopped and order regained to the situation.

Reluctant Leader – Some leaders have issues taking charge. Leaders such as this typically can be suffering from low self-esteem, or are un-trained, or want to be a popular leader. Commanders must be ready to take charge and put their doubts aside. A good leader must always be ready and willing to accept responsibility. A great leader will know their strengths and weaknesses and still command with strength and confidence.

Leader Undergoing Training – Cadets are always training. Leadership training is a positive step in their development. Yet, sometimes leaders can freeze from not having a full


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understanding of the situation or the size of the task. Commanders should expect stumbles from their leaders, yet, the job must still be completed. Take charge and do what is right are cornerstones of leading and commanders will still learn as they lead from confidence.

Stress – Stress can cause commanders to become ineffective. Leaders must constantly work on self-improvement and bettering themselves. Some useful ways is to reduce stress or manage stress and creating ways to identify when you are suffering from and how to cope and reduce your levels of stress. If stress is allowed to overtake the mental or physical approach taken by a commander then it can stall the process or create health risks.

Conflict – On occasion leaders can disagree on the process and/or outcome of an order. If those individuals cannot work out their difference or prefer to stall the process then that produces conflict. Conflict can be dangerous for morale and setting an example. Commanders must work together, even if they disagree, to follow and commit to the orders of their superiors and not allow conflict to override command.

Popularity – Unfortunately, some believe that being a popular leader is a good leader. People who command for popularity usually allow their followers to determine the goals or motives for the team. This can lead to exclusion of personnel, power struggles or negligence on looking after your people. A good command must not seek popularity and instead make decisions that are not popular but are right.


QUESTIONS Q1. What does command require? Q2. What should your subordinates know from the beginning? ANTICIPATED ANSWERS A1. Command requires adaptation, understanding and a principled approach. A2. Who is in charge.


Command Discussion


GROUP DISCUSSION



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SUGGESTED QUESTIONS Q1. Why is command important? Q2. Is command fair? Q3. Describe a situation where command was needed? Q4. Should followers respect commanders? Q5. How would you describe command to a brand new cadet?







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N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT A leader shall establish their command early and leave no doubt as to who is in charge. Subordinates will always look to commander for the message and motivation for their purpose. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X403.01 – PRACTICAL LEADERSHIP

Total Time: 30 min

INTRODUCTION

ORGANIZATION This lesson may be increased / decreased in time or duplicated in its entirety depending on unit needs to maximize its ability to achieve all required objectives. PRE-LESSON INSTRUCTIONS A complete list of resources needed for the instruction of this EO is located in Annex A to this section. Specific uses for said stores are identified throughout the Instructional Guide, within the teaching point for which they are required. PRE-LESSON ASSIGNEMENT N/A APPROACH The interactive lecture method was chosen for TP 1 as it allows the instructor to make a semi-formal presentation of the material where the cadets can participate by asking or responding to questions and commenting on the material. For this lesson, this method is most effective as it matches well the taxonomic level of the material and is age-appropriate by virtue of its participatory nature. An in-class activity was chosen for TP 2 as an interactive way to provide practical experience and stimulate interest among cadets about problem solving.

REVIEW Cadets shall have participated in EO M103.01 – Identify the Responsibilities of a Follower in a Team prior to attendance. OBJECTIVES By the end of this lesson the cadet shall be expected to have led a tasking using their knowledge and experience.


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IMPORTANCE Leadership in its practical form requires the leader and his/her team to strive for success while testing their knowledge and experience. TIMINGS

TP Component Time

1 Leadership Review 10 min

2 Activity – Practical Leadership 25 min

Total Time: 30 min

Teaching Point 1 Leadership Review


CRITICAL COMPONENTS OF LEADERSHIP AND COMMAND Put into practise what you have learned. Critical Factor – What is the problem? Identify the one factor that everything roots from and try and solve that. Trying to correct one of the problems will not solve the issue. Try and solve the issue that everything rests upon. Orders and Regulation – What can I do here? The CCM is full of orders and regulations. Contrary to popular belief, the majority of these orders and regulations were developed to protect and guide personnel to success. Review them and ensure you know what you can and cannot do. Discipline – Why can’t I do that? Discipline is a teaching tool by instructors and a learning tool for subordinates. Your followers require guidance and constructive structure to succeed. A leader must use discipline to maintain standard and expectation. Discipline has to teach and not be punitive for the sake of punishment. Ask – Can you help me? While no situation is ever the same, many contain the same/similar factors as other situations other leaders have faced. Sometime identifying the critical factor, or regulations, or proper resolution is not easily seen. It’s very appropriate to ask a more experienced person for assistance. A new set of eyes can be the key factor in getting the leader to understand and realize their ability. Leadership is not an island. Practise – What about this? Within your peer group it can be a useful tool to talk about experiences and/or act out the issue. Giving a leader an outlet can encourage mental growth and practical experience is vital to their growth. Time – How much time do I have? Each leadership assignment has a time frame and deadlines. Understand clearly when you are expected to have the tasking completed, or stages met. Once your deadline is known create a reverse timeline to set your goals. Don’t forget to add some wiggle room in case an unforeseen issue would arise that will require extra time.


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Leadership Style – What is the best way for me to lead? No two tasks are identical. A leader must look critically at each assignment and decide which style of leadership would work best to lead their followers. In some cases more than one style might be appropriate to bring success. Have a Plan – What am I supposed to do? Leaders must plan out their actions including the role their followers will have and what resources they require/have. Formulate a plan they will lead to success for everyone. Just remember, if PLAN A doesn’t work, there are 25 other letters in the alphabet.


QUESTIONS Q1. What is CRITICAL FACTOR? Q2. Who develops the plan? ANTICIPATED ANSWERS A1. The one factor that everything roots from. A2. The leader develops the plan. S/He may ask for input from his/her followers.


Practical Leadership Activity

Method: Activity

ACTIVITY

OBJECTIVE The objective of this activity is to assign a leadership assignment to a Senior Cadet NCO. This will allow cadets to put their knowledge and experience to a hands-on approach. RESOURCES

Master Activity Listing ACTIVITY LAYOUT

Divide the class into as many groups as is required / available.

Each group will have a designated leader.

The Directing Staff will select a tasking from the Master Activity List.

The leader will receive their tasking.

Each leader will be allowed limited time to ask questions of the Directing Staff.

Leaders will complete their task(s).

Upon completion, Directing Staff will provide a debrief to the leader.

The leader will debrief and re-motivate their team.


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It is important to know how the cadets felt about their participation in the completion of the Assignment

SAFETY Directing Staff will be supervising the activity at all times. If the necessity becomes apparent, the Directing Staff will immediately step in to assist or stop an apparent lapse in safety. INSTRUCTOR GUIDELINES



Asking “What are you going to do?” is more effective than “Do you understand?” Never ask yes/no questions when ensuring that team members understand the assignment. Some may be too embarrassed or timid to admit that they do not completely understand, which will jeopardize the effectiveness of the plan.


N/A


N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. CLOSING STATEMENT Leadership is about leading. Never be afraid to lead and always remember to motivate and inspire your team. INSTRUCTOR NOTES/REMARKS N/A.


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SECTION 3

EO X403.02 – LEADERSHIP ON AN OVERNIGHT EXERCISE

Total Time: 30 min

UNDER DEVELOPMENT


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SECTION 3

EO X403.03 – LEADERSHIP IN THE FIELD

Total Time: 30 min

UNDER DEVELOPMENT


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EO X103.01 – BE A LEADER CHAPTER 3

ANSWER SHEET



Transformational Leadership

(Person Power)

Legitimate Power

Reward Power

Coercive Power

Expert Power

Referent Power

SITUATION TYPE OF LEADERSHIP POWER

The cadets have worked hard and are being given a few extra minutes of canteen

During a weekend camping, a group of cadets becomes lost from the main group. One of the cadets lets everyone know that s/he has previously worked with compasses while camping and can try to lead them to the main camp.

The CO appoints you to lead a small tasking for cleaning the corps / squadron.

A junior cadet argues with a Senior Cadet. The Senior Cadet must now discipline the junior cadet.

During a parade, a cadet starts stating how much they hate marching. It is not heard by the Senior Cadet but it is heard by everyone in the division / platoon / flight. Another junior cadet leans over and says "You are wearing the same uniform as all of us. We like to march in parades and take pride the way we present ourselves. I hope you will change your mind and join us in looking awesome"


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EO X103.02 – UNDERSTANDING ORDERS CHAPTER 3

ANSWER SHEET

Three types of ORDERS: Ask, Direct, Order.

SITUATION

ORDER

"Hello Cadet Bloggins, would you mind helping me carrying these books?"

"Cadet Jones, The Commanding Officer wishes to speak to you"

"Cadet Smith, your are required by the Supply NCO"

"Stop fooling around and get back to work"

"Your uniform is awful"

"Cease fire"

"Cadet Picard, What do you think you are best at doing?"

"Okay cadets, we have been tasked with cleaning the parade square. Let's go"

"That's a lot of work to be done in a short period of time. Do you mind helping?"

"Parade, attention"


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EO X103.03 – LEADING IN A TEAM ENVIRONMENT CHAPTER 3



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EO X103.04 – WORKING WITH DIFFERENT PEOPLE CHAPTER 3



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EO X103.05 – WORK AS AN EFFECTIVE TEAM CHAPTER 3

ACTIVITY 1 - WHAT'S IN THE BOX?

CLUE

CLUE

CLUE

CLUE

CLUE

CLUE

CLUE

CLUE

CLUE

CLUE

CLUE

CLUE

CLUE

CLUE

CLUE

CLUE


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EO X203.01 – BUILD AN EFFECTIVE TEAM CHAPTER 3



300 Rev: 1 July 2017

EO X203.02 – COMMUNICATING WITHIN A TEAM CHAPTER 3



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EO X203.03 – PRESENT YOURSELF CHAPTER 3



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EO X203.04 – ROLE OF THE DUTY STAFF (ARMY CADETS) CHAPTER 3

ANSWER SHEET

SUPERVISION BY DUTY STAFF

LOCATION / ACTION / ITEM

These are required to be turned on / off every parade night?

These are required to be opened at the beginning of the parade night?

These detail who is on duty for a parade night?

This item is required to be on each member of the duty staff to keep the corps/squadron on routine?

This is where the Corps Duty Logbook is kept?

This is required to be emptied at the end of every parade night?

This is where the Duty Staff signs out parade markers and flags for a parade night?

Damages must immediately be reported to who?

Before the Duty Staff may depart the corps/squadron on a parade night, what must they do?

How long does a cadet stand as a member of the Duty Watch?

Identify two areas that are out of bounds to cadets during a parade night?

What is the role of Duty Staff during Stand Easy / Break?


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EO X203.05 – PERFORM DUTIES OF THE DUTY STAFF (ARMY CADETS) CHAPTER 3



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EO X303.01 – LEADERSHIP - DISCUSSION CHAPTER 3



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EO X303.02 – ROLE OF THE CADET NCO CHAPTER 3



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EO X303.03 – DYNAMICS OF THE CADET NCO CHAPTER 3



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EO X303.05 – COMMAND CHAPTER 3

ANSWER SHEET

Match the word with the correct pillar of COMMAND

Authority

Management

Leadership

ACTION COMMAND

Time appreciation

Getting people to believe in the vision

Assign personnel to positions

Requirement to spend money

Looking after cadets and their requirements

Cadet needs a new uniform

Responsibility to teach a class

Disciplining a cadet

Provide feedback after a leadership exercise

Coming to attention to report

Taking you parade position

Filling out a Lost / Theft Report

Getting a cadet to see how to improve their success

Taking attendance

Stopping two cadet from fighting


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EO X303.06 – MANAGEMENT CHAPTER 3

ANSWER SHEET

Match the word with the correct pillar of COMMAND

Plan

Organize

Leadership

Co-ordinate

Control

ACTION COMMAND

Wants to take the corps on an end of year trip

Inspires their subordinates to follow the plan

Must figure out a conflict between supply and training for the same piece of equipment

Focuses the group after they become distracted

Looks at the resources available from supply

Prepares the training files

Writes out an OPERATIONS ORDER

Makes a request for 100 pairs of boots

Holds a meeting

Support to the activity has been denied

Provides a encouraging words to subordinates

The bus is late

Money is provided for the activity

A subordinate disagrees with your plan

Handing out the copy of your plan


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EO X303.08 – INFLUENCE CHAPTER 3



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EO X303.09 – CONDUCT AND DISCIPLINE - CADETS CHAPTER 3



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EO X303.12 – UNDERSTANDING DISCIPLINE CHAPTER 3



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EO X303.22 – MOTIVATION CHAPTER 3

GAME CARDS

Display motivation by:

Acting as a group of statues


Singing


Acting like you are in a music

concert


Using hand gestures

(no talking)


Acting like you are Lego

figures


Using a made up language


Acting like you are in a silent

movie


Using interpretive dance


Acting like you are climbing a

mountain


Telling a story


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EO X303.24 – RESPONSIBILITY AND ACCOUNTABILITY CHAPTER 3



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EO X403.01 – PRACTICAL LEADERSHIP CHAPTER 3

PRACTICAL LEADERSHIP ASSIGNMENTS

Set up a range for recreational marksmanship.

Organize relays for recreational marksmanship.

Control pellets and issue targets for recreational marksmanship.

Conduct concurrent activities during recreational marksmanship.

Tear down a range after recreational marksmanship.

Set up range for summer biathlon.

Conduct a warm-up activity prior to participating in summer biathlon.

Control pellets for summer biathlon.

Conduct a cool-down activity after participating in summer biathlon.

Tear down the range after summer biathlon.

Set up a recreational sports activity.

Tear down a recreational sports activity.

Organize a team for recreational sports.

Conduct a warm-up prior to recreational sports.

Conduct a concurrent activity during recreational sports.

Conduct a cool-down after recreational sports.

Set up chairs for a parade.

Set up the dais area for a parade.

Set up flags and parade markers for a parade.

Tear down chairs after a parade.

Tear down dais area after a parade.

Tear down flags and parade markers after a parade.

Set up classroom space.

Rearrange classroom space.

Tear down classroom space.

Set up a canteen.

A corps social function.

Sleeping, feeding and other arrangements for a weekend visit by 15 cadets from another corps.

A weekend work-party to do repairs on corps/squadron equipment.

A series of displays for your Annual Review Parade.

A cadet-initiated recruiting campaign.

An overnight hike and camp-out.

Preparing the Cadet Unit for the arrival of a special dignitary.

Another group has used your parade square and left their equipment everywhere.

The media is coming in to do a special piece on the cadet corps/squadron.


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SECTION 4

EO X004.01 – PERFORM THE CADET FITNESS ASSESMENT

Total Time: 2 x 30 min

INSTRUCTORS ARE TO REFER TO EO M304.02 - PERFORM THE CADET FITNESS ASSESMENT

FOR THIS EO


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SECTION 4

EO X004.02 – PERFORM THE PACER

Total Time: 60 min

INSTRUCTORS ARE TO REFER TO EO M204.01 - PERFORM THE PACER FOR THIS EO


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EO X004.01 – PERFORM THE CADET FITNESS ASSESMENT CHAPTER 4


INSTRUCTORS ARE TO REFER TO EO M304.02 - PERFORM THE CADET FITNESS ASSESMENT

FOR THIS EO


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EO X004.02 – PERFORM THE PACER CHAPTER 4


INSTRUCTORS ARE TO REFER TO EO M204.01 - PERFORM THE PACER FOR THIS EO


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SECTION 0

EO X005.01 – CORPS SPORTS PERIOD

Total Time: 30 min

INTRODUCTION



Determine what sport is to be played;

Consider the participant (age, skill level and physical condition of all members as these factors may play a role in injuries and injury prevention);

Consider the environment (ensure suitable for the chosen sport);

Ensure equipment for the sport is available;

Ensure a first aid station is set up;

Take into account the equipment and facilities which are readily available to the corps/squadron; and

Ensure cadets are made aware prior to arriving to bring or wear proper sports attire. PRE-LESSON ASSIGNMENT Cadets are to bring appropriate sports attire.


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APPROACH The participation method was chosen for this lesson as it allows the cadets to engage freely in the activity. The cadets should be encouraged to interact with all other group members. The instructor must foster an environment that involves the contributions of all cadets, regardless of their skill level. This methodology requires adequate supervision by senior cadets and adult staff. REVIEW N/A. OBJECTIVES By the end of this lesson the cadet shall be expected to:

Demonstrate a basic understanding of the specific sport’s rules and regulations;

Actively participate in a warm up;

Actively participate in organized team sports; and

Actively participate in a cool down. IMPORTANCE It is important for youth to be active in order to promote a healthy, physically active lifestyle. By participating in organized recreational team sports, the cadets are given the opportunity to be active in a team environment. TIMINGS


1 Corps Sports Period 30 min

TOTAL TIME 30 min

Teaching Point 1 Corps Sports Period

Time: 30 min Method: Participation

OBJECTIVE The purpose of the Corps Sports Period is to provide an INSTRUCTORS CHOICE program for sports. Instructors may choose from a pre-listed sport located in the Cadet Training Level QSP/IG or they may choose an appropriate sport/sport-related activity. RESOURCES

Area large enough for all cadets.


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ACTIVITY LAYOUT Instructors Choice. Each period of instruction must include:

Warm-up;

Activity; and

Cool down. SAFETY

Ensure there is adequate space between the cadets for them to move freely.

Ensure the cadets perform the stretches and light cardiovascular activities in a manner that is safe, following the guidelines listed above.

INSTRUCTOR GUIDELINES

If assistant instructors are present, brief them as to the manner of the activities and how to ensure the cadets are performing them in a safe manner.

Have knowledge of what activities are safe and how to prevent injuries from occurring.

Assess and supervise as each movement is completed to ensure a cadet is not doing them improperly in a manner which may cause injury.


N/A


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N/A

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION There is no formal assessment of this EO. Cadets will be supervised throughout the duration of the sports event. CLOSING STATEMENT Every cadet shall be given the opportunity to participate in sports. There should be no focus on competition at this level; rather, the cadets should be focused on participating and demonstrating sportsmanship as a member of a team. INSTRUCTOR NOTES/REMARKS N/A.


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EO X005.01 – CORPS SPORTS PERIOD CHAPTER 5



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SECTION 8

EO X008.01 – CORPS DRILL

Total Time: 30 min

INTRODUCTION



Any additional training required to bring personal drill to the standard laid out in A-PD-201-000/PT-000, The Canadian Forces Manual of Drill and Ceremonial;

Individual assistance as required; and

Select the most effective squad formation for the lesson being taught. A squad may be in a single rank, hollow square or semi-circle for elementary drill instruction. (Note: All cadets must be able to fully observe all demonstrations and explanations.)

PRE-LESSON ASSIGNMENT N/A APPROACH The experiential method was chosen to allow cadets to develop knowledge and skills through a process whereby concepts are derived from, and continuously modified by, their own experience. The experiential method combines a short initial activity briefing, a structured or semi-structured activity, and a reflective group discussion. The instructor supervises the activity and then leads a group discussion


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to encourage reflection and make connections between the experience and future applications of the learning outcomes. This method appeals to tactile/kinaesthetic learners.

The instructor shall develop and use a vocabulary of short, concise words to impress on the squad that the movements must be performed smartly. For example, the words “crack”, “drive”, “seize” and “grasp” suggest the degree of smartness required. Profanity or personal sarcasm shall never be used.

REVIEW N/A OBJECTIVE By the end of the lesson the cadet shall be expected to be familiar with drill done at the corps level with various training levels. IMPORTANCE As members of the Canadian Cadet Movement (CCM) cadets will be required to perform drill movements at a competent level, developing sharpness, esprit de corps, physical coordination, and alertness. These movements will be executed with ease and without hesitation. Ensuring that the cadets efficiently move together as one will promote discipline, alertness, precision, pride, steadiness, and cohesion. This develops the basis of teamwork that the CCM depends on. TIMINGS


1 Activity – Corps Drill 30 min

TOTAL TIME 30 min

Teaching Point 1 Corps Drill


OBJECTIVE This activity is intended to confirm the ability of all cadets in the corps across all levels of training. It involves all of the mandatory drill movements taught throughout PO X08, combined in a cadet specific review format. RESOURCES

Parade area suitable for conduct of an ACR parade.

Parade markers used in establishing the parade area IAW A-PD-201-000/PT-000, The Canadian Forces Manual of Drill and Ceremonial.\


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ACTIVITY LAYOUT This activity will be conducted to include the following:

Inspection of divisions / platoons/ flights;

Marching drill;

Standing drill; and

Parade format representing an ACR parade; SAFETY This activity will be conducted under supervision. INSTRUCTOR GUIDELINES The instructor shall supervise all aspects of the preparation and execution of this confirmation activity. It is the responsibility of the instructor, in accordance with direction from the unit CO, to amend the parade format to match the individual requirements of the unit and the community. These amendments may include, though are not limited to; the addition of guards, flag party, escorts and any additional ceremonial parade positions deemed necessary for inclusion in training. These augmentations are not to compromise the professional appearance of the parade.


N/A


N/A.

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION This lesson acts as the confirmation activity for PO X08. The execution of the parade will allow the instructor to observe and confirm the cadets’ ability to perform the required movements and procedures. CLOSING STATEMENT


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The corps drill parade is the opportunity for the cadet unit to demonstrate their collective ability to perform drill in a professional, military style parade. INSTRUCTOR NOTES/REMARKS

Each year cadet units are required to conduct an ACR parade.

These guidelines are provided to assist the instructor in presentation of EO M108.CA (Section 13), ensuring the requirements of A-PD-201-000/PT-000, The Canadian Forces Manual of Drill and Ceremonial, are met, while also recognizing the unique nature of the cadet unit structure. For the purposes of this document, Platoon shall be taken to mean division, platoon, or flight, and Company shall be interpreted as ship’s company, company, or squadron as is elementally applicable. This nomenclature is in keeping with that adopted by the reference. While every effort has been made to preserve the intent of the reference, there are occasions throughout the document where cadet specific wording has been substituted. This only occurs where the integrity of the reference will not been compromised.

These guidelines provide the basic requirements to allow a cadet unit to execute an ACR parade, and will meet the needs of the majority of cadet units. It is recognized, however; that there are certain unit, affiliated unit, and elemental procedures that a CO may wish to include. These unique procedures, as well as the inclusion of community involvement, displays, demonstrations, and presentations are encouraged, provided they do not detract from the professional appearance of the parade.

Units are not required to parade a Flag Party, however; cadet specific instructions have been provided at for those units choosing to include flags as part of the ACR parade.

These guidelines intend to capture most accurately the requirements of various unit compositions. Initially, the unit will have to determine if they have sufficient numbers to warrant parading a platoon (effective parade strength of less than 32 cadets), or if the parade strength calls for the parading of a company (two of more platoons and a parade strength of 45 cadets or more). When the unit is parading between 32 and 45 cadets, the instructor shall determine the appropriate formation for their circumstances.


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SECTION 8

EO X008.02 – ANNUAL REVIEW PRACTICE

Total Time: 30 min

INTRODUCTION



Any additional training required to bring personal drill to the standard laid out in A-PD-201-000/PT-000, The Canadian Forces Manual of Drill and Ceremonial;

Individual assistance as required; and

Select the most effective squad formation for the lesson being taught. A squad may be in a single rank, hollow square or semi-circle for elementary drill instruction. (Note: All cadets must be able to fully observe all demonstrations and explanations.)

PRE-LESSON ASSIGNMENT N/A APPROACH The experiential method was chosen to allow cadets to develop knowledge and skills through a process whereby concepts are derived from, and continuously modified by, their own experience. The experiential method combines a short initial activity briefing, a structured or semi-structured activity, and a reflective group discussion. The instructor supervises the activity and then leads a group discussion


329 Rev: 1 July 2017

to encourage reflection and make connections between the experience and future applications of the learning outcomes. This method appeals to tactile/kinaesthetic learners.

The instructor shall develop and use a vocabulary of short, concise words to impress on the squad that the movements must be performed smartly. For example, the words “crack”, “drive”, “seize” and “grasp” suggest the degree of smartness required. Profanity or personal sarcasm shall never be used.

REVIEW N/A OBJECTIVE By the end of this lesson the cadet shall be expected to perform all drill movements required for, and have participated in, an ACR parade. IMPORTANCE As members of the Canadian Cadet Movement (CCM) cadets will be required to perform drill movements at a competent level, developing sharpness, esprit de corps, physical coordination, and alertness. These movements will be executed with ease and without hesitation. Ensuring that the cadets efficiently move together as one will promote discipline, alertness, precision, pride, steadiness, and cohesion. This develops the basis of teamwork that the CCM depends on. TIMINGS


1 Annual Review Parade Practice 30 min

TOTAL TIME 30 min

Teaching Point 1 Annual Review Parade Practice


OBJECTIVE This activity is intended to confirm the ability of all cadets in the corps across all levels of training to participate fully in an ACR parade. It involves all of the mandatory drill movements taught throughout PO X08, combined in a cadet specific review format. RESOURCES

Parade area suitable for conduct of an ACR parade.

Parade markers used in establishing the parade area IAW A-PD-201-000/PT-000, The Canadian Forces Manual of Drill and Ceremonial.\


330 Rev: 1 July 2017

ACTIVITY LAYOUT This activity will be conducted to include the following:

Inspection of divisions / platoons/ flights;

Marching drill;

Standing drill; and

Parade format representing an ACR parade; SAFETY This activity will be conducted under supervision. INSTRUCTOR GUIDELINES The instructor shall supervise all aspects of the preparation and execution of this confirmation activity. It is the responsibility of the instructor, in accordance with direction from the unit CO, to amend the parade format to match the individual requirements of the unit and the community. These amendments may include, though are not limited to; the addition of guards, flag party, escorts and any additional ceremonial parade positions deemed necessary for inclusion in training. These augmentations are not to compromise the professional appearance of the parade.


N/A


N/A.

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION This lesson acts as the confirmation activity for PO X08. The execution of the parade will allow the instructor to observe and confirm the cadets’ ability to perform the required movements and procedures.


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CLOSING STATEMENT The ACR parade is the opportunity for cadet units to showcase their year of training and, specifically, to demonstrate their grasp of the drill required to participate in a professional, military style parade. INSTRUCTOR NOTES/REMARKS







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SECTION 8

EO X008.03 – STATIC / DYNAMIC DISPLAY PRACTISE SESSION

Total Time: 30 min

INTRODUCTION




Individual assistance as required; and PRE-LESSON ASSIGNMENT N/A APPROACH The experiential method was chosen to allow cadets to develop knowledge and skills through a process whereby concepts are derived from, and continuously modified by, their own experience. The experiential method combines a short initial activity briefing, a structured or semi-structured activity, and a reflective group discussion. The instructor supervises the activity and then leads a group discussion to encourage reflection and make connections between the experience and future applications of the learning outcomes. This method appeals to tactile/kinaesthetic learners. REVIEW


333 Rev: 1 July 2017

N/A OBJECTIVE By the end of this lesson the cadet shall be expected to perform all required static / dynamic displays for, and in, an ACR parade. IMPORTANCE As members of the Canadian Cadet Movement (CCM) cadets will be required to perform and participate in all aspects of the ACR. Their performance in Static Displays and Dynamic Displays will be an added benefit to the corps delivery of the ACR. TIMINGS


1 Dynamic Display 15 min

2 Static Display 15 min

TOTAL TIME 30 min

Teaching Point 1 Dynamic Display


OBJECTIVE This activity is intended to create and confirm the ability of all participating cadets in the corps dynamic display for ACR. RESOURCES

Area suitable for conducting a dynamic display on the ACR parade.

Anything else deemed necessary once the Dynamic Displays have been selected for inclusion in the ACR.

ACTIVITY LAYOUT The corps may choose, or create their own unique, dynamic displays to include, but not limited to:

Drill routine;

First Aid routine;

Marksmanship routine;

Bivouac routine;


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Ropework/seamanship routine;

Elemental training routine; and/or

Anything else deemed necessary; SAFETY This activity will be conducted under supervision. INSTRUCTOR GUIDELINES The instructor shall supervise all aspects of the preparation and execution of this confirmation activity. It is the responsibility of the instructor, in accordance with direction from the unit CO, to amend the displays based on time and logical inclusion. These augmentations are not to compromise the professional appearance of the parade.


N/A

Teaching Point 2 Static Display


OBJECTIVE This activity is intended to create and confirm the ability of all participating cadets in the corps static display for ACR. RESOURCES

Area suitable for conducting static displays on or nearby the ACR parade.

Anything else deemed necessary once the Static Displays have been selected for inclusion in the ACR.

ACTIVITY LAYOUT The corps may choose, or create their own unique, dynamic displays to include, but not limited to:

Drill display;

Uniform/Supply display;

Unit history display;


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Training display;

CSTC display;

Trip/Exchanges display;

First Aid display;

Marksmanship display;

Bivouac display;

Ropework/seamanship display;

Elemental training display; and/or



N/A


N/A.

CONCLUSION



336 Rev: 1 July 2017

This lesson acts as the confirmation activity for PO X08. The execution of the parade will allow the instructor to observe and confirm the cadets’ ability to perform the required movements and procedures. CLOSING STATEMENT The ACR parade is the opportunity for cadet units to showcase their year of training and, specifically, to demonstrate their grasp of the drill required to participate in a professional, military style parade. INSTRUCTOR NOTES/REMARKS







337 Rev: 1 July 2017



SECTION 8

EO X008.04 –ANNUAL REVIEW PARADE PLANNING SESSION

Total Time: 30 min

INTRODUCTION




Individual assistance as required; and PRE-LESSON ASSIGNMENT N/A APPROACH The experiential method was chosen to allow cadets to develop knowledge and skills through a process whereby concepts are derived from, and continuously modified by, their own experience. The experiential method combines a short initial activity briefing, a structured or semi-structured activity, and a reflective group discussion. The instructor supervises the activity and then leads a group discussion to encourage reflection and make connections between the experience and future applications of the learning outcomes. This method appeals to tactile/kinaesthetic learners. REVIEW


338 Rev: 1 July 2017

N/A OBJECTIVE By the end of this lesson the cadet shall be expected to execute the procedure and routine for, and associated with, an ACR parade. IMPORTANCE As members of the Canadian Cadet Movement (CCM) cadets will be required to perform and participate in all aspects of the ACR. The leadership is required to organize and deliver to the stakeholders of the CCM and articulated and engaging ACR. TIMINGS


1 Establish ACR Appointments 8 min

2 Establish ACR Routine 12 min

3 Activity – ACR Run-Through 15 min

TOTAL TIME 30 min

Teaching Point 1 Establish ACR Appointments

Time: 8 min Method: Discussion

OBJECTIVE The objective of the group discussion is to establish and formalize parade position for the ACR. RESOURCES N/A ACTIVITY LAYOUT The corps must choose cadets to fill in ACR parade positions and static/dynamic display appointments. The unit may establish further positions as it deems necessary:

SEA ARMY AIR

Coxswain Regimental Sergeant Major Squadron Warrant

Regulating Petty Officer Battery Sergeant Major Deputy Squadron Warrant

Divisional Petty Officer Platoon Sergeant Flight Warrant

Messenger Runner Runner

Flag Party Commander

Guard Commander

Master of Ceremonies

Static Display NCO

Dynamic Display NCO


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SAFETY Nil. INSTRUCTOR GUIDELINES The parade will be planned using PO 108 - Drill, CATO, and applicable Regional Cadet Support Unit orders.

Teaching Point 2 Establish ACR Routine

Time: 12 min Method: Discussion

OBJECTIVE This activity is intended to confirm the parade routine and components of the cadet unit for ACR. RESOURCES

Area suitable for conducting a mock run-through of the ACR parade.

Area suitable to record and discuss the routine and components of the ACR parade. ACTIVITY LAYOUT The corps must choose the timings, components, personnel and routine for the ACR. SAFETY Nil. INSTRUCTOR GUIDELINES The parade will be planned using PO 108 - Drill, CATO, and applicable Regional Cadet Support Unit orders.

Teaching Point 3 ACR Run Through


OBJECTIVE This activity is intended to run through and confirm the routine for the ACR parade. RESOURCES

Area suitable for conducting a mock run through of the ACR parade.


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Anything else deemed necessary by the unit CO for the run through of the ARC parade. ACTIVITY LAYOUT The unit will:

Appoint cadets to parade positions;

Allow for the review of timings for the parade;

Practice the ACR routine;

Practice the ACR orders of command;

Determine the order of dynamic displays during ACR; and/or



N/A.

CONCLUSION

HOMEWORK/READING/PRACTICE N/A. METHOD OF EVALUATION This lesson acts as the confirmation activity for PO X08. The execution of the parade will allow the instructor to observe and confirm the cadets’ ability to perform the required movements and procedures. CLOSING STATEMENT


341 Rev: 1 July 2017

The ACR parade is the opportunity for cadet units to showcase their year of training and, specifically, to demonstrate their grasp of the drill required to participate in a professional, military style parade. INSTRUCTOR NOTES/REMARKS







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EO X008.01 – CORPS DRILL PERIOD CHAPTER 8



343 Rev: 1 July 2017

EO X008.02 – ANNUAL REVIEW PRACTICE CHAPTER 8



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EO X008.03 – DYNAMIC/STATIC DISPLAY PRACTICE CHAPTER 8

DYNAMIC DISPLAY OIC NCO ASSIGNED CADETS

1.

2.

3.

4.

STRATIC DISPLAY OIC NCO ASSIGNED CADETS

1.

2.

3.

4.

5.


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EO X008.04 – ANNUAL REVIEW PLANNING SESSION CHAPTER 8

WORKSHEET

PARADE POSITION

PERSON

Reviewing Officer

Inspecting Officer

Master of Ceremonies

Parade Commander

Parade Second –in–Command

Parade Gunner

Guard Commander

Flag Party Commander

Division / Platoon / Flight NCO




Bugler

Drum Major

Messenger / Runner

Aide

Other:

Other:

Other:


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“Show ’em as well as tell ’em!” Trainees will remember more for longer periods of time.

“Show ’em as well as tell ’em!” Trainees will remember more for longer periods of time.

Presentation of material allows instructions to become more competent and confident with their presentation of material & communication skills.

At this point of the workshop, a 15-minute break should be given.

Other questions and answers will develop throughout the discussion. The discussion should not be limited to only those suggested. Some trainees may ask that role play be used to give a practical idea for a proper response.

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