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Welcome to Squadron Leadership School
Presentation Design Modifications By Lt Colonel Fred BlundellTX-129th Fort Worth Senior Squadron
For Local Training OnlyRev 5.0 15-Oct-2012
Course Goal
“To prepare members to contribute at the squadron level.”
LEVEL 1 SLS CLC RSC NSC RWCC
2
Learning Blocks
1. Preliminaries
2. Volunteer Service2.1 Officership & The Public Trust2.2 Introduction to Professional Development
3. The Role of the Squadron and its Staff3.1 Squadrons: The Heart of CAP3.2 Squadron Staff Officers3.3 Individualized Training in Staff Specialties
4. Foundations for Leadership4.1 Introduction to Leadership4.2 The Staff Officer as Communicator4.3 Creative Thinking & Problem Solving
5. Closing: Critique & Graduation
3
Ground Rules
How to Have a Great Seminar
Begin with an open mind.
Ask good questions.
Share your ideas and perspectives.
Stay positive and on track.
About this Facility:
Restrooms
Drinks & snacks
Lunch
Special rules4
Let’s get acquainted
What’s your name?
Where are you from?
What do you do for work?
What do you like best about CAP?
5
SQUADRON LEADERSHIP SCHOOL Seminar 2.1
Officership & The Public Trust
Introduction
“When a man assumes a public trust, he should consider himself as public property.” - Jefferson
7
Objectives
Define the concepts of “accountability,” “public trust,” & “officership.”
Explain why public organizations are held to high ethical standards.
Describe basic responsibilities of staff officers.
Describe moral concepts embedded in each Core Value; apply your understanding to a case study
Describe how to develop positive attitudes toward accountability. 8
Key Concepts
What do these concepts mean to you?
Officership
Accountability
Public Trust9
Key Concepts
Officership: A blend of leadership, management, and professionalism (Gen. Bennie Davis)
Accountability: Everyone is expected to be able to justify their actions
Public Trust: The duty to respect the true source of democratic power, the people and the overall community
10
Public Organizations
Why are public organizations held to high standards of ethics?
11
Public Organizations
Why are public organizations held to high standards of ethics?
Owned by America
Taxpayer-funded
Humanitarian missions have life and death implications
Special trust in working with youth
Affiliation with USAF
Claim to be benevolent
12
Basic responsibilities of staff officers
What are some basic responsibilities all staff officers
hold in common?
13
Basic responsibilities of staff officers
What are some basic responsibilities all staff officers hold in common?
Follow the Core Values
Stay safe & promote safety
Follow CAP policies in fact and spirit
Be a good steward of CAP money and property
Model a positive attitude
Mentor, coach, & correct new members
14
Core Values Project
Premise: Each Core Value is really a form of shorthand for many other values.
Tasks:
1. Provide a well-rounded, multi-faceted definition for your assigned Core Value by identifying at least 4 moral concepts embedded in the Value.
2. Identify 4 practical ways a squadron staff officer can demonstrate your assigned Core Value.
15
Core Values: Integrity First
Honesty: the habit of telling the truth
Moral Courage: the willingness to do what is right, even if it’s not easy
Responsibility: acknowledge your duty and take responsibility for success or failure
Openness: being transparent in your motives and actions
Honor: Showing integrity in and out of uniform; integrity is not something that can be turned “on” or “off.”
Analysis of the Core Values is based on USAF Doctrine Document 1-1
16
Core Values: Volunteer Service
Altruism: when your actions stem from a desire to help others; the difference between “giving” and “taking”
Selflessness: seeing “service” as the act of putting someone else’s needs ahead of your own
Good Citizenship: making a contribution to the general welfare of the community
Fun: volunteerism takes effort, but it is not supposed to be a dreaded chore 17
Core Values: Excellence in All We Do
Professional Development: participating in training programs and learning how to contribute more
Teamwork: working together and recognizing that teams accomplish more than individuals
Efficiency: recognizing that budgets and equipment are not limitless; making do with what we have
Big Picture Vision: knowing how your role affects the team and CAP as a whole; acting in a way that supports the overall mission 18
Core Values: Respect
Loyalty: Supporting the leader; not trying to undercut their authority
Politeness & Tact: Treating others as you would want to be treated
Good Faith: Giving the other person the benefit of the doubt
Humility: Recognizing you are human; not boasting about rank or position
Tolerance: Recognizing individual rights and differences
19
Case Study
How do the Core Values relate to this case?
20
Promoting Accountability
How can squadron-level leaders promote accountability among squadron members?
21
Promoting Accountability
How can squadron-level leaders promote accountability among squadron members?
Lead by example
Say thanks
Avoid favoritism
Integrate the Core Values
Promote professional development
Show you support your leaders’ efforts
Don’t make ours a “one mistake” CAP
Correct members’ mistakes
22
Final Thoughts
“Nobody can acquire honor by doing what is wrong.” - Jefferson
Accountability makes us stronger.
23
SQUADRON LEADERSHIP SCHOOL Seminar 2.2
Introduction to Professional Development
Introduction
“Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has!” - MARGARET MEADE
25
Objectives
Justify the need for CAP volunteers to participate in professional development activities.
Outline the anatomy of the CAP Professional Development Program.
Describe CAP’s leadership development model.
Identify the steps involved in maintaining your personnel record & requesting awards & promotions.
Identify your next step in the CAP Professional Development Program.
26
What is “professional development”?
The continual process of learning and keeping up to date in a given specialty
The process of increasing knowledge and skills
through seminars, hands-on training, self-
guided reading, or mentoring
A personally-initiated obligation to build
discipline expertise, foster personal growth,
and advance organizational development
Professional Development
27
Benefits of professional development
Develop leadership skills for CAP and for
life
Increase their ability to serve in CAP
Engage in fellowship and make friends
Share their learning with others Earn
awards
Qualify for promotions
Professional development programs enable CAP volunteers to:
28
Anatomy of the PD Program
29
Tactical
Operational
Strategic
Lea
ders
hip
Leve
ls
1
CAP Model
2
3
4
5
Professional Development Levels
Institutional
Personal
People Team
Leadership Development Model
30
Special Opportunities
Training Leaders of Cadets
Unit Commander’s Course
National Emergency Services Academy
Read to Lead
Wing, Region & National Conferences
AF Institute for Advanced Distributed Learning
National Cadet Special Activities
31
Administration
Important Forms Recording Your PD Accomplishments:
CAPF 45 & CAPF 45BMaster Record
CAPF 24Request for PD Awards
CAPF 2Request for Promotion
E-ServicesOnline Database
32
Your Next Step in PD
Continue in Level II:
Technician Rating - any specialty
Serve as a squadron staff officer
CAP Officer Course (AFIADL-13)
Then Begin Level III:
Corporate Learning Course
Prepare for command or wing staff service
33
Closing Thought
“Leadership and learning are indispensable to each other.”
PRESIDENT KENNEDY 34
SQUADRON LEADERSHIP SCHOOL Seminar 3.1
Squadrons: The Heart of CAP
AF Bases
CAP Units
Hometowns Across America
36
Objectives
Defend the idea that the squadron is the “heart” of CAP.
Explain how the squadron fits within CAP’s overall organizational structure
Describe the role of the following, as they relate to the squadron:
Wing HeadquartersNational HeadquartersCAP-USAF
Describe stories of successful squadron programs
37
The Three Main Types of Squadrons
CadetMinimum 3 seniorsMinimum 15 total
members
CompositeMinimum 3 seniorsMinimum 15 total
members2 deputy
commanders
SeniorMinimum 15
members
Advantages:Focus on cadet
missionSmaller staff needed
Advantages:Focus on all missions
Something for everyone
Advantages:Focus on ES or AE
Smaller staff needed
38
Organizational Structure
What does CAP’s overall organizational structure look like?
Which echelons go where?
How are they connected?
39
Board ofGovernors
CAP National Headquarters
National CommanderNEC / National Board
Headquarters, Air Education and Training
Command
Headquarters,
Air University
Headquarters,
CAP-USAF
Region Liaison Offices CAP Regions
CAP Wings
CAP Groups
CAP Squadrons
State Directors
Secretary of the Air Force AFAB
Squadrons: Last But Not Least
40
The Squadron / Wing Partnership
Participation in training activities
Maintain mission readiness
Support wing goals
Meet regulatory & accountability requirements
Develop a good reputation for CAP within the community
Provide training & lend squadrons staff expertise
Coordinate state-wide programs & manage key assets
Host special activities and events
Process financial & admin actions in a timely manner
Represent squadron interests to senior leaders
How Squadrons Help the Wing
How the Wing Helps Squadrons
41
The Squadron / NHQ Partnership
Perform the missions of CAP
Recruit & retain members
Quick processing of awards, paperwork
Friendly customer service & staff expertise
Manage CAP-wide programs and publications
Represent members’ interests to the Air Force, the Congress, and other organizations
How Squadrons Help NHQ
How NHQ Helps Squadrons
42
The Squadron / CAP-USAF Partnership
Perform the missions of CAP
Recruit & retain members
Represent the Air Force in hundreds of communities across America
Other Possibilities:
Partner with local Air Force or Air National Guard units.
Partner with local Air Force recruiters
Program leadership & oversight
Reserve Assistance Program (CAP-RAP)
Expertise
Liaison with local military units & federal agencies
Connect us to AF & DoD headquarters
How Squadrons Help the Air Force
How the CAP-USAF Helps Squadrons
43
Success Stories
How has your squadron been successful?
Why was your team able to succeed in that area?
44
Final Thought
CAP could function without a National Hq
CAP could function without regions
CAP could function without wings
CAP could function without groups
But CAP could not succeed without squadrons because that is where CAP accomplishes its mission!
45
SQUADRON LEADERSHIP SCHOOL Seminar 3.2
Squadron Staff Officers
Does JFK have a good staff?
THIRTEEN DAYS © 2000 New Line Cinema47
Thirteen Days
Positive Attributes of JFK’s Staff:
Technical expertise is a given
Presented the issue to the President; did not act on their own
Staff had talked-through the issue together; no one group locked-out another group
Staff had coordinated details of both options before seeing JFK
Staff did not simply state a problem, but offered JFK potential solutions
Staff spoke in clear, frank words; did not hide behind language
48
Objectives
Discuss the advantages and
challenges associated with using a
military-style organizational structure.
Describe basic attributes commanders
want to see all staff officers
demonstrate.
Diagram the anatomy of a squadron
staff; list basic duties, programs, and
regulations affecting each position.
Describe steps staff officers can take
on their own to learn more about their
job. 49
Advantages & challenges of our hierarchy
Clear chain of command
Staff can specialize in one or two areas
Allows for a clear division of labor (in theory)
Shows our Air Force affiliation
Helps the commander monitor and allocate resources
Easy to tell where you need to go for help
Shows “who does what to who” and how your job fits in
Provides structure, logic, order, predictability
Advantages
ChallengesNot very democratic
Cross-staff communications & coordination can be a burden
Potential turf battles
Potential “not my department” excuses
“Wide” trees need lots of staff & have span of control issues
“Tall” trees can be slow to act
Bureaucracy tends to create more bureaucracy 50
Commanders & Staff Officers
What do commanders expect from staff officers?
What should the staff be doing in service to the commander’s leadership and decision-making process?
51
What Commanders Want from Staff Officers
1. Know your job
2. Do your job
3. Be a responsible volunteer
4. Don’t surprise the commander
5. Follow the “commander’s intent”
6. Make decisions on your own
7. Play well with others
8. Suggest solutions
9. Find and mentor your replacement.
10. Have fun52
Anatomy of a Squadron
GROUP PROJECT: Create a squadron organization chart. For each “box” on your chart, include the following:
1. Name of Position
2. Summary of Duties
3. Key Activities, Events, Programs
4. Key Deadlines / Suspenses
5. Key Regulations
6. Note other staff positions that are closely related
53
Help for Staff Officers
As a staff officer, what avenues are available to you for learning about your staff position?
Where can you go for help?
54
10 Ways to Get Help With a Staff Job
You are not alone. Help is available to staff officers:
1. Read your regulation
2. See if your predecessor left a “continuity book”
3. Use your Specialty Track Study Guide
4. Review the Subordinate Unit Inspection Guide
5. Ask your commander to assign you a mentor
6. Ask your wing staff counterpart to share their expertise
7. Partner with a neighboring squadron
8. Get input from CAP-USAF Reservists
9. Use the CAP Knowledgebase
(cap.gov/answers)
10. Browse your section’s web pages at cap.gov
55
Final Thought
Individual commitment to a group effort -
that is what makes a team work, a company
work, a society work, a civilization work.
- VINCE LOMBARDI
Artwork: USPS
56
SQUADRON LEADERSHIP SCHOOL Seminar 3.3
Individualized Training
Objectives
This is your time to get answers to your questions.
This is your time for individualized training in your specialty.
Tasks:
Identify major policies & procedures of your specialty and 1 mission area.
Identify the major publications that guide your specialty.Acquire practical tips for succeeding in your specialty.
58
Individualized Training
30 min Mission Areas (choose one)
Aerospace EdCadet Programs
Emergency Services
10 min Break
40 min Support Areas (choose one)
ie: Finance, Admin, etc.
59
Make the most of your time
Work with your mentor to:
Examine your position description in-depth.
Take a guided tour of your regulation(s).
Discuss procedures for doing the job.
Take note of your reporting requirements.
Review training & supporting materials.
Ask for practical tips.
Ask questions!60
SQUADRON LEADERSHIP SCHOOL Seminar 4.1
Introduction to Leadership in CAP
Is Coach Brooks a leader?
62
Objectives
Define “leadership” in your own words.
Identify qualities of leaders.
Defend the idea that “anyone can be a leader.”
Discuss leadership techniques suited for a volunteer organization like CAP. 63
What does “leadership” mean to you?
64
What leadership traits do you see?
65
Who can be a leader?
66
What does Lincoln teach CAP?
67
Conclusions
Leadership can be defined in many ways, but ultimately it is a form of service.
Society expects leaders to be virtuous, and most of all, to lead by example.
You don’t have to be a commander to be a leader. Everyone can lead.
The best CAP leaders lead through persuasion, not by giving orders. 68
SQUADRON LEADERSHIP SCHOOL Seminar 4.2
The Staff Officer as Communicator
The Great Communicator?
“I know that you believe you understand what you think I said, but I am not sure you realize that what you heard is not what I meant.”
- Richard Nixon (attributed)
70
The Great Communicator
“… we shall defend our island,
whatever the cost may be,
we shall fight on the beaches,
we shall fight on the landing
grounds, we shall fight on the
fields and in the streets, we
shall fight in the hills; we shall
never surrender…”
Winston Churchill
71
Objectives
Describe principles of effective and ineffective communications
Describe the seven steps in the Air Force’s communication process
Analyze a case study and explain how poor communication affected the mission
Explain the purpose and requirements of:- Letters of invitation and thanks- Award nominations- Official requests for support- Information or advocacy briefings- Introducing and thanking a speaker- Facilitating a meeting
Create checklists for successfully using the media listed above
72
Characteristics of Good Communications
What are some characteristics of effective communication?
73
Characteristics of Good Communications
Concise
Logical
Well-organized
Factual
Well-supported
Grammatically-correct
Appropriate for audience
Reasoned and unemotional
Persuasive
Balanced
Fair
Memorable
Engaging
Honest
Thorough
Respectful
74
Characteristics of Good Communications
What are some “mortal sins” that make communication ineffective?
75
Mortal Sins of Communication
Sneaky
Crazy
Disorganized
Full of assumptions
Opinionated
Grammatically incorrect
Inappropriate for audience
Hysterical
Shoddy
Slanted
Unfair
Never-ending
Dull
Dishonest
Skimpy
Disrespectful
76
Five Principles of Effective Communication
FOCUS
Focused
Organized
Clear
Understandable
Supported
77
Seven Steps for Effective Communication
Research your topic
Support your ideas
Organize and outline
Draft
Edit
Fight for feedback and get approval
What is involved in each step?
What is the correct sequence?
Analyze your purpose and audience
78
Seven Steps for Effective Communication
1. Analyze your purpose and audience
2. Research your topic
3. Support your ideas
4. Organize and outline
5. Draft
6. Edit
7. Fight for feedback and get approval
79
Case Study: Columbia
80
Review Of Test Data Indicates Conservatism for Tile Penetration
• The existing SOFI on tile test data used to create Crater was reviewed along with STS-107 Southwest Research data– Crater overpredicted penetration of tile coating
significantly• Initial penetration to described by normal velocity
• Varies with volume/mass of projectile (e.g., 200ft/sec for 3cu. In)
• Significant energy is required for the softer SOFI particle to penetrate the relatively hard tile coating• Test results do show that it is possible at sufficient mass
and velocity• Conversely, once tile is penetrated SOFI can cause
significant damage Minor variations in total energy (above penetration level)
can cause significant tile damage
– Flight condition is significantly outside of test database• Volume of ramp is 1920cu in vs 3 cu in for test
This is a facsimile of a slide prepared by Boeing on 2/21/03 81
Case Study: Columbia
82
Common Communication Projects
Written
A. Invitation letter
B. Thank you letter
C. Award nomination
D.Request for support
Oral
E. Oral briefing
F. Introducing a speaker
G.Thanking a speaker
H.Facilitating a meeting
Group Project:
1. When would you be tasked with such a project? Give 3
specific examples.
2. What information would you include, or what guidelines would you follow? Create a
c hecklist.
3. What pitfalls should you avoid? What are the “mortal sins” in this communication medium?
4. Present your findings to the class
83
Letter of Invitation
Sample Occasions:
Come be a guest speaker
Come present a Mitchell Award
Come teach at our encampment
Checklist:
Timely
Brief
Get to the point. What do you want from me?
Cover obvious logistical issues
How does this relate to the “big picture”?
People support people, not programs
Coordinate with their staff
Promise to follow up by phone
Mortal Sins:
Sending the letter too late
Not following up
Spelling errors
84
Thank You Letter
Sample Occasions:
Thanks for being a guest speaker
Thanks for your donation
Thanks for lending us a hand
Checklist:
Timely
Brief
Sincere; mention something memorable about their contribution
Signature: Your boss
Recipient: Their boss
Think you should send one? Then you need to!
Mortal Sins:
Sending the letter too late
Not sending one
Asking for another favor in the same letter
85
Award Nomination
Sample Occasions:
Annual CAP awards
CAP Commander’s Commendations
College-bound cadets / letters of reference
Checklist:
Honest
Brief
Your relationship to the nominee; strength of your perspective
Factual and specific -- cite examples
Demonstrate they meet the minimum criteria
Don’t go over the top with praise
Mortal Sins:
Not presenting the nominee in a favorable light
Missing the deadline
86
Request for Support
Sample Occasions:
Can we host a SAREX at the state park?
Will you let us tour your facility?
Do you want to start a program with us?
Checklist:
Get to the point
What exactly do you want from me?
Why do you need my help? Why me?
Who are you?
When and where do you need help?
Have you talked with my staff?
This is getting detailed, why didn’t you ask to meet me in person first?
What happens next?
Mortal Sins:
Sending the letter too late
Not following up
Spelling errors
Rambling on and on
87
Oral Briefing
Sample Occasions:
Kicking-off a program or activity
Updating the boss on a program
Reviewing how a program went
Checklist:
Objective-driven
Concise
Honest
Thorough
Leave behind a brochure or report
Speak extemporaneously
Mortal Sins:
Taking more time than allotted
Fumbling with computers, visual aids
Not identifying the objective
Talking to the slides, vs. the people
Not including all stakeholders
88
Introducing a Speaker
Sample Occasions:
Guest speaker
Visiting dignitary
Award presenter
Checklist:
Who are they?
What is their title or position?
What’s their connection to CAP or this program? Why are they speaking?
Be brief
Shake hands
Call for applause
Before taking the stage: Ensure the speaker is comfortable and knows how the event will proceed, what to expect
Mortal Sins:
Getting the name wrong
Inappropriate humor
Stealing their thunder
Droning on forever
89
Verbally Thanking a Speaker
Sample Occasions:
Guest speaker
Visiting dignitary
Award presenter
Checklist:
Brief
Mention why the speaker’s content will be memorable or useful
Quote or paraphrase a small part of the speech
Shake hands
Call for applause
Mortal Sins:
Forgetting to say thanks
Not calling for applause
Being absent or asleep during the speech
90
Facilitating a Meeting
Sample Occasions:
Staff meeting
Leading a special project
Checklist:
Start on time
Outline the agenda and stick to it
Manage the conversation; allow everyone to participate
Keep the group on track
Summarize findings or decisions before moving on or concluding
Have someone take notes
Ask open-ended questions
End on time
Mortal Sins:
Being disorganized
Running long without full consensus
Dominating the discussion
91
Position Paper
Position papers are
short, well-reasoned
documents where you
take a stand on an
issue and ask the
commander to act.
-- See handout.
TONGUE & QUILL: Your source for practical tips and guidelines on staff communications 92
Final Thought
Great communicators are leaders who
“mobilize the English language
and send it into battle.”
93
SQUADRON LEADERSHIP SCHOOL Seminar 4.3
Creative Thinking & Problem Solving
Opening Thought: Emerson
“Consistency is the hobgoblin of little minds.”
95
Objectives
Explain what “creative thinking” is in your own words.
Describe at least one problem-solving method; apply the method to a squadron-level leadership challenge.
Justify why a team approach to problem solving is effective.
Discuss 4 common mistakes in problem-solving and explain how you can avoid them. 96
What is creative thinking?
97
What is creative thinking?
Seeing ideas or objects in a new context
Grabbing hold of the thread connecting two concepts
Overcoming how we are constrained by culture, tradition, or circumstance
Contempt for the “we’ve always done it that way” attitude
“Excellence in all we do”
98
Who is smarter: me or us?
99
Problem-Solving Process
What is the right sequence?
A. Evaluate the options against the criteria.
B. Assess the risks and liabilities.
C. Define the problem and the criteria for a solution.
D. Identify your options.
E. Identify and select the best alternative within the resources available.
F. Assess the strengths, weaknesses, opportunities, and benefits.
G.Compare the alternatives.100
Problem-Solving Process
1. Define the problem and the criteria for a solution.
2. Identify your options.
3. Evaluate the options against the criteria.
4. Assess the strengths, weaknesses, opportunities, and benefits.
5. Assess the risks and liabilities.
6. Compare the alternatives.
7. Identify and select the best alternative within the resources available.
A3, B5, C1, D2, E7, F4, G6101
Six Common Blunders
1. Not admitting mistakes
102
Six Common Blunders
2. Valuing credentials more than ideas or capabilities
103
Six Common Blunders
3. Groupthink
When people seek unanimous agreement in spite of facts pointing toward another conclusion. (Irving Janis)
104
Six Common Blunders
4. Being too objective or too emotional
Aristotle’s golden mean
105
Six Common Blunders
5. Succumbing to a false dilemma
106
Six Common Blunders
6. Following a false consensus
“The Road to Abilene”
107
Activity
A. Our squadron coffers are nearly empty.
B. Very few people in our town know about CAP.
C. Attendance at squadron meetings is sporadic.
D. In 6 months, our commander will be moving out of state.
E. If we do not fly more, our airplane will be taken away.
F. We recruited 5 new seniors and now we need to keep them active.
Instructions:
Work individually or with a partner.
Choose a scenario.
Recommend a solution.
Show how your thinking follows the problem-solving process.
108
Final Thought
“We can’t solve problems by using the same kind of thinking we used when we created them.”
- ALBERT EINSTEIN
109