Cadence Vol

IN THIS ISSUE 18

Professionalism when dealing with parents Advice from the field on how to deal effectively with parents who are angry, overzealous, uninvolved, unrealistic, or questioning the rules.

26

Future training aimed at professionalism Professionalism is “the skill or qualities required or expected of members of a profession.” By Maj Serge Dubé

18 27

27

Local smoking ‘policy’ teaches damaging lessons If we teach cadets that a rule can be ignored, they will start ignoring rules.

26

By Maj Stephen Case

33

Clarification on fees, dues and other assessments No child will be turned away from the Cadet Program—or otherwise be disadvantaged— because their family is not able or is unwilling to pay a league or sponsor-initiated assessment. By Col Robert Perron

33

2

CADENCE

Issue 17, Fall 2005

UPCOMING 10 A specialized application of the CF profession Canadian Defence Academy head explains how ‘military professionalism’ applies to CIC officers.

11 Where does CIC professionalism start? 12 Making your ‘work’ relationships run smoothly Training specialist Mary Bartlett of New York explains how to respond appropriately to difficult behaviours to create better working relationships.

14 Point your moral compass in an ethical direction “Moral ambiguity is fine if you are cooking hamburgers, but not if you are leading youths,” says London, Ont., lawyer and university instructor Philip King.

16 Remaining competitive

It is becoming more difficult each year to find qualified gliding instructors to train cadets. In our next issue, regional cadet air operations officers give reasons why and advise on how local officers can help. Also, a variety of cadet summer training centre commanding officers discuss their staffing problems and potential solutions. By the time our Winter issue is published, a year will have passed since CIC officers were included in the national computerized pay system for Reserve officers. Our next issue will look at the transition. The Winter issue will also provide a forum for CIC officers from across the country to express their views on our awards and recognition program. Are we doing enough or could we do more?

Adapting to the needs of our cadet ‘clientele’. By LCol Pierre Labelle

17 Communicate more effectively Military-style discipline lends itself to a one-way form of communication; however, when used exclusively, it becomes redundant and ineffective. By Maj Paul Tambeau

22 Conflict resolution skills enhance professionalism The escalation of conflict is like a tornado—the stronger it gets, the more damage it can cause. Your success in helping cadets handle conflict more efficiently will depend on your inherent leadership skills. By Denise Moore

24 Learning from mistakes

Don't miss these articles and more—including an article on the value of competitive shooting for young people—in our next issue of Cadence. Copy deadlines are Nov. 30 for the Winter issue, published in January 2006 and Jan. 21 for the Spring/Summer issue, published next April. Please advise the editor in advance at (905)468-9371, or [email protected], if you wish to contribute an article.

28 Online trials of first new courses Unit administration officer and supply officer course trials underway. By Lt(N) Paul Fraser

FRONT COVER

29 Officers to benefit from new training organization 30 Communicating with cadets Recent work in the field of neuropsychology shows youths and adults use different parts of their brain to take in and process information. By Capt Catherine Griffin

31 Cadet Program Update Project January 2007 target for updated first-year training activities for corps and squadrons. By Maj Russ Francis

32 Joint recruiting reaps rewards Corps and squadrons in Thunder Bay, Ont., enjoy cadet recruiting benefits from tri-service promotion of the Cadet Program. By Capt Daniel Guay

In the 1970s, Jonathan Livingstone Seagull became a symbol of the quest for perfection. As we strive for professionalism as leaders of youth, we—like Jonathan—“can learn to fly excellently.”

34 Retrospective—schools for CIC officers Two CIC officers look back more than 30 years.

IN EVERY ISSUE 4 Opening notes

5 Letters

6 News and Notes

Professional Development for Leaders of the Cadet Program

36 Viewpoint

3

OPENING NOTES

By Marsha Scott

Whatever you do, do it as a professional rofessionalism is ‘hot’ these days, particularly as it relates to health-care providers, lawyers, teachers, the military and other careers of public interest. Professions everywhere, including the Canadian military, are striving to define and foster professionalism within their ranks. Some are even teaching and measuring professionalism.

P

Can professionalism apply to the Cadet Instructors Cadre, when, for most CIC officers, their work with the Cadet Program is a “calling”, rather than the full-time career that earns their living? The seagull on this issue’s cover represents Jonathan Livingstone Seagull—the main character in a book of that same name by Richard Bach, first published in 1973. Jonathan quickly became an icon for the tireless pursuit of an ideal. For Jonathan, that ideal was his perfection of flight. For CIC officers, an ideal worthy of pursuit is professionalism, leading to ever higher standards and higher levels of performance in a program that provides an important service to Canada and its youth. This issue examines professionalism in the CIC—how it applies to officers, where it starts, its values and behaviours, including willing compliance with the highest ethical standards. It discusses professionalism in communications, conflict resolution and interactions with parents. In one article, seven CIC officers who are also educators share their expertise

4

on dealing effectively with parents in a variety of common local situations. In addition, a civilian specialist discusses how we can work on four behaviours in particular to improve the professionalism of our ‘work’ relationships. For all Cadet Program leaders, an understanding of proper professional behaviour is essential to fostering respect and trust among cadets, parents and society. In another take on professionalism, an officer from Eastern Region talks about enhancing our professionalism by taking a client-service approach to our cadets. One article, entitled “Local smoking ‘policy’ teaches damaging lessons” invites us to think closely about what we might be teaching our cadets and junior officers; others provide updates on new online courses and the new CIC training organization. For those readers who also like to look back, we carry a retrospective on schools for CIC officers—told from the perspective of two CIC officers who witnessed the beginning of the Cadet Instructor Training System in 1974.

Issue 17 Fall 2005 Cadence is a professional development tool for officers of the Cadet Instructors Cadre (CIC) and civilian instructors of the Cadet Program. Secondary audiences include: senior cadets; sponsoring, parent and civilian committees; members of the leagues; and CF members, including CIC officers working at the regional and national levels. The magazine is published three times a year. We welcome submissions of not more than 1000 words and in line with the editorial policy. We reserve the right to edit all submissions for length and style. We encourage the submission of photos that relate to articles submitted or that represent the leaders of the Cadet Program. Views expressed in this publication do not necessarily reflect official opinion or policy. The editorial policy and back issues of Cadence in electronic version are available online at www.cadets.forces.gc.ca/support.

Contact information Regular mail: Editor, Cadence Directorate Cadets National Defence Headquarters 101 Colonel By Drive Ottawa ON, K1A 0K2

Email: [email protected], or [email protected]

Phone: Tel: 1-800-627-0828 Fax: 613-996-1618

Distribution Cadence is distributed by the Directorate Technical Information and Codification Services (DTICS) Publications Depot to cadet corps and squadrons, regional cadet support units and their sub-units, senior National Defence/CF officials and selected members of the leagues. Cadet corps and squadrons not receiving Cadence or wanting to update their distribution information should contact their Area Cadet Officer/Cadet Adviser.

Editorial staff Editor:

When researching professionalism, we found that it is common to consider the concept of altruism or “calling” as core to it. Certainly, in that context, professionalism in the CIC cannot be questioned. In that same context, we ask you to view each issue of Cadence as an additional call to develop the frame of mind that whatever you do in the Cadet Program, do it as a professional.

Marsha Scott

Managing editor: Capt Ian Lambert Chief Reserves and Cadets—Public Affairs

Published by: Chief Reserves and Cadets—Public Affairs, on behalf of Director Cadets

Translation: Translation Bureau Public Works and Government Services Canada

Art direction: ADM (PA) Directorate Marketing and Creative Services CS05-0234 A-CR-007-000/JP-001

CADENCE

Issue 17, Fall 2005

LETTERS PROUD OF CIC CAP BADGE I have always been proud of my cap badge. I believe that the maple leaf is an excellent symbol that best describes what is best about the CIC and our proud heritage. Our cap badge is the only cap badge in the entire CF that is distinctively Canadian; however, I am always slightly disappointed to see that some of the senior officers appointed to work, direct or command the CIC and the cadet movement do not wear our proud cap badge. Although I understand that these senior officers may not be CIC by trade, I think that wearing our proud cap badge would allow for better recognition as our branch represen-

tatives, directors and commanding officers at National Defence Headquarters. It would enhance our pride and branch recognition. SLt Paul Simas Executive officer 139 Sea Cadet Corps ILLUSTRIOUS Brampton, ON. Maj Roman Ciecwiercz, CIC Branch Adviser, responds: Pride is a great thing—the cornerstone of the CIC and the whole Cadet Program. The thing to remember is that the cap badge is representative of one's branch and many of our senior officers are Regular or Primary Reserve officers, not CIC officers.

As such, they are not entitled to wear the CIC cap badge. Having these officers as guiding partners in our organization lends great strength and credibility to all that we do. Every individual who works in support of cadets, at any level, brings their own expertise and passion to the table. I have seen many Regular Force retirees re-badge as CIC officers when they come to the Cadet Program. However, pride, recognition and credibility go far beyond what we wear on our hats, and it is clear to me that if these didn't exist in the extremes that they do at all levels, the Cadet Program would not have survived all these years.

ONE OF THE MOST INTERESTING JOBS IN THE CADET MOVEMENT When someone enrols as a CIC officer, it’s because they want to get involved or continue working with young people in the cadet movement. This is equally true of pilots, who want to continue flying as well. And there’s no better way to do this than by getting involved at various flying locations during the year and teaching at the gliding schools across Canada during the summer. When it comes time for summer camp, most officers holding pilot’s wings get involved in the gliding schools. For them, it’s a bit like coming back home, since it was at camp that they earned their pilot’s licence as cadets. The flying instructor has one of the most interesting and demanding jobs there is. On occasion, a beginning flying instructor will be a civilian who is still in the process of enrolling. And not that long before,

that same instructor was himself working towards a pilot’s licence. At the start, he knows the flying manœuvres but still hasn’t gained the necessary experience to teach them. He takes his Glider Instructor Course and acquires the skills he needs to effectively teach the cadets who will be our future pilots. So a lot of preparation is needed before an instructor can do the job properly. I find this work commendable because in addition to teaching in the air and on the ground, these flying instructors must constantly be aware of the activities going on around them. After a few lessons, the cadet will pilot the aircraft, but the instructor must maintain vigilance concerning air traffic and manœuvres, properly correcting and guiding the cadet. The instructor must also display good judgment; in other words, he

must know the right moment to take over the controls. And I’m not referring only to safety here but also to maturity and responsibility. No matter what their experience and years of seniority, flying instructors must have quick minds that will enable them to intervene at the proper time. This is a major responsibility. Having seen them at work at various flying sites, I can confirm that they are passionate about their jobs and always work as a team. They know that their mission is important, since they are moulding the next generation of pilots! The work of the flight instructor is, in my opinion, one of the most interesting jobs offered by the cadet movement. Capt Evelyne Lemire Public affairs Regional Gliding School (Eastern) St-Jean, QC.

Cadence reserves the right to edit for length and clarity. Please restrict your letters to 250 words.

Professional Development for Leaders of the Cadet Program

5

NEWS AND NOTES REAL LIFE REINFORCES TEACHING POINTS There’s nothing like a practical demonstration to reinforce a teaching point. But the practical demonstration that 12 CIC officers received while taking wilderness first-aid training at the Cadet Summer Training Centre (CSTC) in Cold Lake, Alta., in June was completely ‘accidental’.

A mock accident scenario ended the officers’ wilderness firstaid training on July 2. Here, from left, Capt Luke Persaud, SLt Gene Slager, Lt Laura George and 2Lt Ron Arnold apply first aid to 2Lt Matt Paslawski—a ‘hiker’ with ‘possibly a broken leg’. (Photo by Capt Undiks)

The 12 CSTC staff members and Fred Tyrell, a wilderness first-aid instructor for the province of Alberta, were actually on their way to lunch when they received the first-aid demonstration—just metres away from where they had been training.

Jean Jeoffrion had been out riding his dirt bike on the recreation trails of 4 Wing Cold Lake when he lost control and flew off his bike. A passing jogger saw the accident and stopped to help. Immediately after, so did the CIC officers and their instructor. “The jogger was already assisting the victim when I arrived, so I helped assess the injuries and apply first aid, says OCdt Jamie Blois, one of the ‘students’ and the summer camp’s sports officer. “He had an injured shoulder and some minor abrasions across his chest. The military police responded shortly after we arrived and took over from there.” According to Mr. Tyrell, his students experienced first-hand what should happen upon arrival at an accident scene. Submitted by Capt Judy Undiks, CSTC Cold Lake public affairs

NEW FRENCH-LANGUAGE SQUADRON IN ONTARIO Retired CWO Gilles Arpin, a member of the French Language School Board in London, Ont., was the driving force behind the stand up in September of a new French-language air cadet squadron in Ontario. As far back as 2000, Mr. Arpin saw a need in the London area for a French-

language squadron that would allow the many unilingual French and French immersion youths there to receive their training entirely in French. There were not enough cadets at the time to create a separate squadron, so a francophone flight was created within an already existing squadron—27 Air Cadet Squadron. When the flight grew from 12 cadets to 42, it was decided to create a separate squadron—599 Air Cadet Squadron. Mr. Arpin was on the sponsoring committee for 27 Squadron for two years and will now chair the new squadron’s sponsoring committee. The new squadron is named after astronaut Dr. Marc Garneau, currently president of the Canadian Space Agency.

Sgt Jake Clark and LAC Bobby Genest brief new recruits to the new 599 Squadron. (Photo by L'Action London)

6

Capt Al Szawara, Area Cadet Officer (Air) with Regional Cadet Support Unit (Central), Detachment London—

and a course-mate of Dr. Garneau at the CF Command and Staff College in Toronto in 1982—asked Dr. Garneau if he would consent to the squadron’s use of his name. Dr. Garneau said he was honoured by the request. According to Mr. Arpin, London received bilingual status in 2001. In 2003, a statistical profile of the francophone population in the London area showed that 7095 youths between 10 and 19 could carry on a conversation in either English or French. Canadian Parents for French, an organization dedicated to having children learn two languages, is the squadron’s official sponsor. “With their assistance, we recruited quite a few cadets from the French immersion system,” says Mr. Arpin. “The parents are excited that their children will have an additional opportunity to use their French.”

CADENCE

Issue 17, Fall 2005

‘FOWL PLAY’—NOT! Lt Ken Holden, training officer with 514 Air Cadet Squadron in St. John’s, Nfld., believes his squadron has developed an innovative way to build life skills among cadets and raise funds at the same time. For the past three years, the squadron’s Cadets Acting and Performing (CAP) team has organized and produced plays for the public. This year’s performances of two plays, entitled Murder Most Fowl and Snow White and the Seven Dwarfs Local 412 involved 24 cadets in the roles of director, cast and backstage support. “What’s amazing is that about

half of the CAP team are junior cadets,” says Lt Holden. Maj Bob Nolan, Area CIC Officer (Air), described the activity as an innovative, fun optional activity to teach cadets communication, team building, problem solving, time management and a host of other life skills, as well as build their confidence and self-esteem. The inspiration for the CAP team grew from the creative minds of two squadron cadets—the team’s creative director WO2 Teresita Tucker and Danielle Price.

Cadets from 514 Squadron's CAP team build life skills and raise funds during a performance of "Murder Most Fowl". Capt Roger Miller, squadron CO, says the successful program will continue as it “just keeps getting better and better as each year passes.”

REGION FOCUSSES ON CADET RETENTION LCol Marcel Chevarie, commander of Regional Cadet Support Unit (Eastern), recently met with the region’s corps/squadron COs. His main message was on the need to improve cadet retention.

training should deal with the concepts of flexibility and adaptability as they relate to the Cadet Program and the concept of risk management relative to the challenges and enjoyment we offer cadets.

In particular, he highlighted the following objectives for the region:

• An ongoing information campaign: throughout the year, send out information, ideas on initiatives and suggestions to improve the program

• Adequate CIC officer training:

and activities offered in corps/ squadrons. The RCSU(E) website, www.cadets.net/est, will become a major communications tool. • Tailor-made support and advice: Headquarters personnel and detachments will offer customdesigned support and guidance aimed at meeting the specific needs of each corps/squadron.

NEW ARMY CADET HISTORY WEBSITE After 10 years of research, the Army Cadet League has an army cadet history website. The website covers 126 years of history, says league historian Francois Arseneault in Calgary. Mr. Arseneault invites leaders and cadets to visit www.armycadethistory.com for a wealth of information. At the end of August, the site included histories of 227 corps and photos from 34 corps. It also includes information on summer camps, shoulder flashes and hat badges—including many rare preFirst World War and Second World War badges—biographies of key individuals, trophies, medals, archived news stories, expeditions, exchanges and much more.

The new army cadet history website covers 126 years of history. Here, the 323 (Provencher School) Army Cadet Corps rifle team in 1950 after winning the Earl Roberts Imperial Cadet Trophy competition. (Photo courtesy Army Cadet League)

Professional Development for Leaders of the Cadet Program

7

NEWS AND NOTES NEW WAVE IN COMMUNICATIONS

GUIDE TO MANAGING A CADET MUSIC ENSEMBLE

The Navy League has launched a new electronic newsletter called @ the helm. Its intent is to reach more members for less money with national, branch and division news. Printed copies of the newsletter will still be available by calling the national Navy League office at 1-800-375-NAVY.

Proper management of both human and material resources at corps/squadrons will improve not only the operation of the ensemble, but more importantly, will greatly benefit the musicians.

Although the newsletter’s primary audience is Navy League members across the country, CIC officers, sea cadets and their parents are also encouraged to subscribe and send in their story ideas. To subscribe, visit the Navy League website at www.navyleague.ca.

IMPROVED VOLUNTEER SCREENING PROGRAM The Navy League has introduced a new volunteer screening program that will greatly enhance cadet safety. The key new feature is a photo identification (ID) card, which league volunteers must display at local corps. This empowers corps officers and cadets to ensure that any Navy League member working with the corps has been approved by the league and is cleared to work with cadets. If a league volunteer does not have an ID card, then they will have

to be supervised by a corps officer or by another screened league volunteer, just like any other corps guest. Further enhancing their program, the Navy League has teamed up with the Army Cadet League, and is negotiating with the Air Cadet League, to develop a common approach and establish informationsharing for volunteer screening. This will prevent individuals that have been dismissed by one organization from joining another league or sponsoring committee anywhere in the country. The new program is being rolled out nationwide. Formerly screened members are required to renew their screening status. More detailed information is available at www.navyleague.ca.

One doesn’t have to be a music specialist to administer and run a band. Assigning key positions and duties will assist any band officer. Some regions have developed music ensemble management guides—available from regional cadet music advisers, through the appropriate conferences on CadetNet, or through regional cadet websites.

HIGH SCHOOL CREDITS FOR CADETS If you want to help your cadets pursue high school credits for their cadet experience, visit www.aircadetleague.com, click your language of choice and then click on Cadets, followed by Education Credits. For the first time, says Grant Fabes, chair of the Air Cadet League’s national education and high school credits committee, this one-stop resource provides an overview of the high school credit situation across Canada, a summary of the current status in each province/territory and a summary of web-based resources for further information. The site lists the number of credits cadets can obtain and application procedures. An email contact is also provided for each province/territory.

LOOKING FOR CADET STORIES Stephanie Williams, a civilian instructor (CI) with 2051 Army Cadet Corps in Edmonton is collecting cadet stories for a book she hopes to publish. “I recently read a book titled Stand by Your Beds, written by a former cadet,”

8

says CI Williams. “At the end of the book, the author commented on how it would be wonderful if there was a collection of cadet stories available for others to read. I would like to take this task on.”

She asks that other Cadet Program leaders not only submit their own cadet stories, but also encourage their cadets to send stories to her at [email protected].

CADENCE

Issue 17, Fall 2005

STAFF CADET PAY Cadet Program leaders who were not involved in summer training this year may be interested to know that staff cadet pay rates are now tied to the basic pay rate of Reserve Force officer cadets. Staff cadet pay rates were once tied to the pay rates of Reserve Force privates and corporals; then, when incentives disappeared and staff cadet pay adjustments became more difficult, they were tied to the average pay of students taking part in the government’s student employment program. This past summer, staff cadet daily rates of pay varied from $60 to $81. Those rates were based on a fixed percentage of a Reserve Force officer cadet’s basic pay. For instance, a petty officer, 1st class (warrant officer/flight sergeant) received a daily pay of $71, while a chief petty officer, 1st class

(chief warrant officer/warrant officer, class one) received a daily pay of $81, based on a higher percentage of the Reserve Force officer cadet’s pay. According to Maj Paul Dionne, staff officer cadet policies at Directorate Cadets, the new system is administratively easier. By no longer being tied to the student summer employment program, cadet staff pay adjustments will occur automatically in line with Reserve officer cadet basic pay changes, rather than requiring yearly Treasury Board approval. Current pay rates can be accessed by visiting www.forces.gc.ca/hr/engraph/ pay_e.asp and following the appropriate links.

Staff cadet summer pay rates are now a fixed percentage of the basic pay rate of Reserve Force officer cadets. Here, a staff cadet gives a knots lesson to a cadet at Vernon CSTC. (Photo by CI Wayne Emde, public affairs)

CIC BRANCH ADVISORY COUNCIL NEWS Two members of the CIC Branch Advisory Council (BAC) have received Chief Reserves and Cadets certificates of appreciation for their efforts and contributions on behalf of the branch. Recipients are Maj John Torneby, former Prairie Region adviser, and LCdr Nairn McQueen, former Central Region adviser.

The new regional advisers are Maj James Barnes, Prairie, and Maj Harry McCabe, Central. Other current BAC members are LCdr Ben Douglas, Pacific; Maj Steve Daniels, Northern; Maj Hratch Adjemian, Eastern; and LCol Tom McGrath, Atlantic.

The council has agreed to accept CIC officer requests for employer support. According to Maj Ciecwiercz, the CFLC website at www.cflc.forces.gc.ca should be a CIC officer’s point of reference when looking for employer support information. The CFLC will provide basic advice and send out information packages, if requested. The advisory

LCdr Nairn McQueen

EVENTS

OTHER BAC NEWS CIC Branch Adviser Maj Roman Ciecwiercz has met with the Canadian Forces Liaison Council (CFLC) chair to clarify its support to the CIC.

Maj John Torneby

council intends to review these packages and recommend the inclusion of CIC-specific components into them. The BAC is reviewing ongoing policy issues and providing guidelines for future promotion policy and such issues as universality of service, fitness, medical and educational standards related to the Military Occupational Specification Change Management Project. By sitting as a member of the new training management board, it is also offering advice on the new CIC training structure.

Professional Development for Leaders of the Cadet Program

50th anniversary reunion HMCS ACADIA: In Cornwallis, N.S., from Aug. 4 to 6, 2006. Registration will begin in January 2006. Anyone interested can go to www.acadiareunion.ca for further information. 18th annual tri-service Cadet Ball: This approved cadet activity, sponsored by 706 Air Cadet Squadron in Ottawa, is usually attended by cadets from across Canada, according to Capt Jake Banaszkiewicz, squadron CO. This year’s event will be held on Dec. 29 at the Congress Centre in Ottawa. For more information, visit www.cadets.net/est/706aviation.

9

PROFESSIONALISM IN THE CIC >

A specialized application of the CF profession Can military professionalism apply to the Cadet Instructors Cadre? “

“

es,” says MGen Paul Hussey, commander for the past year of the Canadian Defence Academy (CDA) in Kingston, Ont. The CDA champions professional development and lifelong learning in the CF and among other things, oversees the Canadian Forces Leadership Institute (CFLI), charged with strengthening the foundations of CF leadership and military professionalism.

Y

But how can the ‘profession of arms’ and ‘military professionalism’ apply to CIC officers when they don’t bear arms? For CIC officers, the unwritten contract of unlimited liability does not apply as it does to the Regular Force and Primary Reserve and according to MGen Hussey, CIC officers are not developed with the same kind of discipline and fighting spirit required for military operations. Instead, they are developed to train, administer and supervise cadets. This may pose a quandary to some, but from MGen Hussey’s unique perspective—not only in his current position but also in his former position as Director General Reserves and Cadets—‘military professionalism’ does apply to CIC officers in a somewhat limited but very important way. Residents of Vernon, B.C., would likely see CIC officer Capt Graham Brunskill in the same light as any CF member. (Photo by CI Wayne Emde, public affairs, Vernon CSTC)

10

“The CIC is a very specialized application of the CF profession,” says MGen Hussey. “The government of Canada has handed the CF the job of running its only federally sponsored youth organization. The CF does that through its CIC officers— the key functionaries of the federal youth movement in this country. And I would expect—as would any parent in the country—a degree of professionalism within the CIC.”

MGen Hussey says there was logic in making the CF responsible for the Canadian Cadet Movement. The CF is responsible for remaining closely connected with Canadian society and is linked to communities in many ways. Because the CF didn’t have all the local infrastructure it needed to run a national youth organization, however, it counted on the help of its partners—the leagues. CIC officers are the military representatives in that partnership and in their contact with the many local sponsors and community organizations that support cadet corps and squadrons. In many cases, CIC officers are the only CF presence in a community and must therefore demonstrate the standards of professionalism required of CF members. “CIC officers wear the same ranks and the same uniform, says MGen Hussey. “To the public, a different hat badge means nothing.” He adds that CIC officers use some military training methodology—drill, for instance— to develop in youth such life skills as teamwork and self-discipline. CIC officers also represent and try to teach youth many of the CF values (particularly those grounded in the Defence ethics framework) to make them good citizens. “There’s nothing wrong with that, especially since CF members are striving to be model citizens, as well as model soldiers,” says MGen Hussey. “But this affects the public perception of the CIC. The public says, ‘They dress the same, they must be the same’. And you can imagine what expectations and perceptions that generates, however incorrectly.” Continued on page 15

CADENCE

Issue 17, Fall 2005

Where does CIC professionalism start? The CIC ethos states that “CIC officers are youth development practitioners with high standards of professionalism.” n recent years, many Cadet Program changes—particularly those related to training CIC officers—have aimed at enhancing the professionalism of the CIC. But where does professionalism start?

I

For CIC officers, professionalism starts with adhering to both the Canadian military ethos and the CIC ethos. Ethos is described in the new CIC basic officer training course (BOTC) as, “The character, disposition, or basic values peculiar to a specific people, culture or movement. It derives from a sense of belonging and reflects the principles in which a group believes. Ethos is also defined as a set of convictions, which guide and dictate the behaviour of a group and individuals which make up the group.”

For CIC officers, professionalism starts with adhering to both the Canadian military ethos and the CIC ethos. Military ethos During the new BOTC, candidates are familiarized with the CF military ethos—beliefs and expectations about military service; Canadian values, which distinguish us as a people; and the Canadian military values of duty, loyalty, integrity and courage. As CF officers, CIC officers must be mindful of the military ethos and aware that they are part of the larger CF community.

CIC ethos

CIC officers impart in Canadian youth a sense of community involvement during local and summer training. Cadets at Blackdown CSTC this past summer built a walking bridge span for the Ganaraska Hiking Trail—used by more than 4000 hikers and families in the area.

The CIC ethos is part of the CIC’s raison d’etre and contains several guiding principles for CIC officers striving for high standards of professionalism. Though not yet approved, the new CIC occupational training course gives us some insight into what a description of CIC ethos might look like: CIC officers are members of an occupation that renders a service to Canadian society. As leaders of sea, army and air cadets, they ensure their safety and well-being and develop in them leadership, citizenship and physical fitness, while stimulating an interest in the CF. CIC officers impart in Canadian youth a sense of community involvement, promote life skills and moral character and enable them to develop social values and ethical standards. CIC officers are the military representatives in the partnership between the CF, the leagues and the many local sponsors and community organizations that support cadet corps and squadrons. They assist leagues and local sponsors in recruiting cadets and adult leaders. They also assist in promoting corps, squadrons and the Cadet Program as a whole.

of Canadian society, without regard to cultural, ethnic, religious or socioeconomic background. CIC officers are youth development practitioners with high standards of professionalism. They satisfy the high societal expectations that are naturally imposed on an individual responsible for the well-being, support, protection, administration, training and development of our nation’s most precious resource: Canada’s youth. In many cases CIC officers are the only CF presence in communities and therefore demonstrate the standards of professionalism required of members of the CF, reflecting credit on the CF and the Cadet Program. CIC officers bring to the Cadet Program varied backgrounds in terms of education, skills and experience. CIC officers undergo formal occupational training and ongoing professional development, which provides the structure for their employment. Adhering to these guiding principles will go a long way towards ensuring high standards of professionalism in the CIC.

CIC officers promote acceptance and respect for others, both within the movement and within society in general, as the Cadet Program recruits from and reflects the broad diversity

Professional Development for Leaders of the Cadet Program

11

PROFESSIONALISM IN THE CIC >

By Mary Bartlett

Make your ‘work’ relationships run smoothly In his book, The Four Agreements, Don Miguel Ruiz gives us direction about what we can do to respond appropriately to difficult behaviours and make our work relationships run smoothly.

e advises us to adopt four essential codes of conduct, which appear simple, but are rather difficult. However, with mindful and diligent practice, they are utterly effective.

H

You can use mindfulness (our capacity to be aware of our behaviour) to watch yourself and catch yourself in the act of making assumptions, taking things personally, stretching the truth, putting forth a half-baked effort. Be impeccable with your word Nothing brings out the ‘gators’ more at work than someone who says one thing and does another. So yes, of course, you’re not going to lie, cheat, steal, gossip, backstab, or rummage through someone’s desk—are you? But, this agreement goes deeper than that. It also means honour your word literally. Being mindful of the words you speak means making statements in the positive, being who you say you are and letting go of any fake persona you may be presenting to the world. When your colleagues know you are on the ‘up and up’, that you’re willing to own up to your mistakes, ask

12

questions and be who you say you are, they are more willing to hear you out and work through any real or imagined slight or conflict. You’re someone who people want to stay in relationship with, and they're willing to do the work to do so when it gets a little rough. Don’t take anything personally While none of us likes to admit it, most of us think we’re the centre of the universe. When something negative happens, our first thoughts relate to something we said or didn’t say, did or didn’t do that caused the negativity or conflict. We replay the mental ‘tape’ to find out if we’re to blame. In the process, we forget our learning from Psychology 101, which says that when someone reacts negatively to us, or to a situation, it is a mirror of some unresolved issue that person is dealing with themselves. But what if a colleague’s negative behaviour is meant as a personal assault? All the more reason to not take it personally! A case in point: A newly hired trainer I once worked with worked for months with a colleague who did everything possible to make his life miserable. The colleague gave unhelpful feedback, undermined him in front of trainees and shot down all his ideas. But the new trainer just smiled and focussed on the positive. He didn’t react because he

knew his colleague was angry and threatened that he had been hired. And the colleague was a good trainer with mastery of the content that the new trainer was learning.

Nothing brings out the ‘gators’ more at work than someone who says one thing and does another. Did it resolve the conflict? Well, they never became friends, but they were able to work together productively after about six months. By not reacting, the new trainer made the most of a difficult situation. Even more to the point, he didn’t make it worse. And today, that trainer is able to rest confident that he behaved well, rather than doing something he regrets. Make no assumptions We usually assume the worst, and because our thoughts create our moment-to-moment reality, we act as though our assumptions are the truth. We all know not to, but do we ever consciously try to catch ourselves making assumptions and correct them? To understand the impact of assumptions on conflict, we have to ask ourselves where assumptions come from and why we make them. When we assume, we’re working only with the data we have in our own mind, and quite frequently that data is incomplete—if not flat out

CADENCE

Issue 17, Fall 2005

< When something negative happens, we replay the ‘mental tape’ to find out if we’re to blame. We take it personally, but chances are, it has nothing to do with us.

<

You wouldn’t lie, cheat, steal, gossip, backstab or rummage through someone’s desk while they are away, would you?

wrong. And because that data leads us to assume a conflict, we imagine a conversation directed at clarifying that data as one leading to a conflict. So, we avoid the conversation, and behave as if our incomplete and unverified data is reality. This is another case of ‘thought creating reality’, even when that reality could be radically altered by a different (more complete) data set. How simple this could be, but how risky to admit to and initiate the conversation. You might be surprised at how receptive people can be to someone who—from a genuine place of "here’s what I was thinking"—is willing to admit to their assumptions and be willing to move on. I once worked with an organization where a managing leader was making some rather negative and wrong assumptions about the staff. During a staff debriefing—when these assumptions came to light and the staff had a safe place to discuss it— the manager was able to apologize and gained new respect from her staff. Will it always turn out this way? Probably not, but who are we to assume? Why not just ask? Always do your best When we put forward our best effort, and our colleagues know they can rely on us, they are much more likely to hear us out. When we’re doing our best, we are fully engaged in our task, we have passion for the work and best of all, it doesn’t even really feel

like work! Doing our best brings out the best in others and that’s a sure-fire recipe for innovation. How to get there from here If you have roadblocks lurking around every corner you may think it’s impossible or even naïve to practise these four behaviours. And it may be true that all four—all at once—is a pretty big stretch. So how about taking it one at a time? You can use mindfulness (our capacity to be aware of our behaviour) to catch yourself in the act of making assumptions, taking things personally, stretching the truth and putting forth a half-baked effort. Focus on one behaviour for one day. When you catch yourself—and you will—take a mental step back and think, "In what ways might I remedy this situation?" Sometimes, it’s a relatively simple thing to adjust your behaviour. As you become more proficient in your behaviour change, you might be amazed to notice all those difficult, conflict-filled time wasters becoming fewer and fewer and your productive, innovative, idea-generating sessions becoming greater and greater. Better yet, it gives you something productive to do: rather than trying to change the other person (good luck!), you’re able to make an impact on something you can really change. You.

Professional Development for Leaders of the Cadet Program

And to that we say a genuine “good luck!” Mary Bartlett is an independent trainer and consultant in training design, facilitation and program development. She has studied extensively in the areas of group process, stress management, communication skills and conflict management and resolution. She lives in rural central New York.

13

PROFESSIONALISM IN THE CIC >

Point your moral compass in an ethical direction ‘Professionalism’ in the Cadet Instructors Cadre requires officers at every level to point their moral compasses in an ethical direction. Morality and ethics are inextricably linked to professionalism—which, along with loyalty, mutual respect and integrity, is one of the Cadet Program’s core values.

thics are important in any kind of professional leadership situation, be it Cadets, business, or even within a family or group of friends, says Philip King, a London, Ont. lawyer and instructor in business law at the University of Western Ontario. “In any organization, members look to the top for moral cues,” says King, “and there is a certain pride in adhering to a set of well-enshrined values.”

E

The Cadet Program has a clear statement of values, and all CF members, Regular and Reserve, are subject to the Canadian Defence Code of Ethics. Ethics is discussed in current basic officer training and in even more detail, on the future basic officer course.

“In any organization, members look to the top for moral cues and there is a certain pride in adhering to a set of well-enshrined values.”…Philip King The Canadian Defence Ethics pocket card outlines our ethics principles, obligations (such as integrity, loyalty, courage, honesty, fairness and responsibility), how to deal with ethical dilemmas and so on. “I am a proponent of setting out your beliefs and values in writing,” says Mr. King. “It gives more certainty, more predictability and better consistency, and this, in turn, makes beliefs and values more accessible and easier to embrace.” Organizations benefit tremendously from having shared beliefs and values, he says, and the stronger they are shared, the stronger the organization’s

14

CADENCE

Issue 17, Fall 2005

Dealing with ethical dilemmas culture. “I think that people—being social by nature—gravitate towards organizations with strong culture. And they are happier when they know the rules and what is expected of them.”

Moral ambiguity is fine if you are cooking hamburgers, but not if you are leading youth. This being said, carrying the Defence ethics card in your pocket will not ensure you behave ethically; it is simply a reminder that you have a choice regarding the kind of organizational behaviour you spawn. King cautions that leaders must not just talk ethics. “They must also walk ethics. You must be seen by your people embracing ethical values as intrinsic to your organizational values and you must have lots of time to observe,” he says. “If all you do is talk about it (posting codes of ethical conduct, giving workshops on ethics, scolding people for unethical behaviour), the people you lead will figure out that these are not real shared values, but rather values which are expected of some and not others.” King adds that you can’t lead if you don’t embrace your organization’s beliefs and values. People will spot it—maybe not immediately and maybe not everyone, but enough people will spot it over time. “That will weaken your integrity as a leader and the integrity of the Cadet Program,” he says. “Moral ambiguity is fine if you are cooking hamburgers, but not if you are leading youths.”

An ethical dilemma is a situation in which: • the right thing to do is not clear from the circumstances; • two or more values compete or are in conflict; or • or, some harm will result, no matter what you do. When faced with an ethical dilemma, use this guide: • Ethics is about right and wrong and doing what is right. • Consider your obligation to act. • Ask yourself, “What are the issues? What are the facts?” • Weigh the options, including ethical principles and obligations. • Choose the best option with due consideration for rules, consequences, values and care for others. • If unsure, talk to others—those you trust: friends, superiors, or authorities. Someone is prepared to listen and help. • Accept responsibility for your actions. How can we all improve ethical behaviour? • Ensure that decisions and actions are ethically acceptable. • Speak out when you recognize manifestly unlawful or inappropriate orders, since you are not required to obey them. • Speak out and act when you are a witness to, or being victimized by, unethical behaviour. How do leaders foster an ethical environment? • Make expectations very clear. • Provide opportunities to discuss ethical concerns. • Do what is necessary to deal with ethical risks. • Ensure confidentiality and a reprisal-free environment.

A specialized application of the CF profession …Continued from page 10 Clearly CIC officers are not the same. Although they share a number of values and beliefs in common with full-time military professionals and are expected to perform their duty honourably, this does not extend to a 24/7 commitment and full awareness that they are subject to being ordered into harm’s way anywhere in the world. Still MGen Hussey believes CIC officers are an important part of the CF team with a specialized role that must be communicated and carried out with professionalism. “By doing things to add to their own individual professionalism, CIC officers will add to the collective professionalism of the CIC,” he says. In his words, “Professionalism is a component of running any efficient and effective organization and the Canadian Cadet Movement is no exception as it strives for excellence.”

Adapted from the Canadian Defence Ethics pocket card.

Professional Development for Leaders of the Cadet Program

15

PROFESSIONALISM IN THE CIC >

By LCol Pierre Labelle

Remaining competitive Adapting to the needs of our cadet ‘clientele’ These days, young consumers are seeking products and services tailored to their needs. Every day, it is brought home to us through advertising that the choices open to us are increasingly varied and accessible. he Cadet Program is not the only program to offer activities, challenges and adventures for young people between the ages of 12 and 18. Competition is fierce and this client group now has free access to all sorts of new activities and experiences designed to give them a good shot of adrenaline.

T

We also know that our customer base has changed substantially over the past few years. One could, in fact, call it a total transformation. Young people have both the capacity and the desire to do a number of things at the same time. When they are very young, they are exposed to an array of stimulating challenges. So just “being a cadet” is no longer sufficient. We see this same phenomenon among candidates who want to become CIC officers, civilian instructors and volunteers.

We must also improve the way we serve our serviceproviders—officers, civilian instructors and volunteers. Values relating to motivation, results, independence and balance between work/home force us to ask the question: How can we remain competitive to attract the interest of young people and keep them in the program? The response to this challenge can be found in a single action: adaptation. We can no longer base our management of the program and its related activities on tradition. We must immediately give corps/squadrons the tools they need to select and implement stimulating activities that pose

16

challenges adapted to specific age groups and community values. And we must put greater or lesser stress on certain activities depending on where they take place—the city or the country. Adapting to our clientele also means understanding and accepting the possibility that a young person may be interested in the Cadet Program while participating in other activities or working at the same time. Consequently, we should avoid overloading our cadets’ schedules and instead introduce a healthy dose of flexibility. It is becoming increasingly important for us to give cadets (particularly those 15 and older) enough time to do other things.

To produce results, the client-centred approach should value the concepts of adaptation, flexibility and continuous information. We must pay close heed to our target audiences and be able to fulfill their needs; most importantly, however, we must honour our promises. By adapting this approach, the Cadet Program will be capable of meeting the needs of its young people while at the same time preserving its aims and objectives. LCol Labelle is the chief of staff, Regional Cadet Support Unit (Eastern).

Adapting to our clientele also means listening to the cadets’ primary caregivers. For parents, we offer training, activities and development services. If we want to gain their confidence and support, we will have to consult them regularly concerning their expectations. We should never forget that they constitute a key element in retention. We must also improve the way we serve our service-providers— officers, civilian instructors and volunteers. This means adequate and continuous training, an effective and fully accessible internal communications network, and support and coaching based on individual corps/squadron needs. In short, this means promoting a feeling of belonging and showing our concern and ability to adapt.

We should avoid overloading our cadets’ schedules to give them (particularly those 15 and older) enough time to do other things—other youth activities, part-time jobs and schoolwork.

CADENCE

Issue 17, Fall 2005

By Maj Paul Tambeau

Communicate more effectively To be effective communicators, we need to develop a broad repertoire of communication behaviours appropriate to the type of discussion at hand. he interactions between staff, parents, cadets, sponsors, and the many other movement stakeholders demand a much more flexible approach. Just as one style of leadership does not serve every task, neither does one style of communication. We can increase our professionalism by choosing the appropriate style.

T

The military-style discipline of the cadet world lends itself to this ‘oneway’ form of communication; however, when used exclusively it becomes redundant and ineffective. When individuals speak to one another they are acting on an interpersonal level, so as the term suggests, interpersonal communication is communication between people. In one sense, all communication happens between people, yet many interactions don’t involve us personally. Sometimes we don’t acknowledge others as people at

<

Behavioural scientists have studied communication for the past several decades, and countless articles and books have been published in an attempt to provide us with a better understanding of what constitutes effective versus ineffective communication. Nonetheless, many of us continue to regard communication as a process of ‘I speak, you listen’ or vice versa, with little regard for the ‘interpersonal’ aspect of the interaction and what is going on against the backdrop of words, body language, and emotions.

all, but treat them as objects; they bag our groceries, direct us around highway construction, and so forth. So it is the desire to enrich our communication beyond merely speaking and listening that sets interpersonal communication apart from merely exchanging or acting upon information.

Through all life's stages, our self-esteem is shaped by how others communicate with us. Some of the key principles that should guide our communication with others include: • Maintaining or enhancing selfesteem. Through all life’s stages, our self-esteem is shaped by how others communicate with us. We want others to respect us, and we want to respect ourselves. Selfesteem can be fragile, especially in many young people, and since we can’t take back what we say, our goal in communicating should always be to consider the impact our words may have on the listener. • Engaging in a dual perspective. This requires the ability to understand both our own and another

Professional Development for Leaders of the Cadet Program

person’s perspective, beliefs, thoughts, or feelings. To meet another person in genuine dialogue, we must be able to realize how that person views himself or herself, the situation, and his or her thoughts and feelings. Put another way it means keeping our own biases and perceptions in check.

Self-esteem can be fragile, especially in many young people. We should always consider the impact our words may have on the listener.

• Self-monitoring. This capacity to observe and regulate our own communication is important. Low self-monitors use inner beliefs and values in deciding how to communicate, likely reverting to the communication style they are most comfortable with; on the other hand, high self-monitors tend to monitor their surroundings and choose the communication style that is most appropriate for the situation at hand. Keeping these principles in mind will enhance the professionalism of any of our communications. Maj Tambeau is the CO of 27 Air Cadet Squadron in London, Ont. He is a former Regional Cadet Adviser in Central Region and recently retired from teaching in the management studies program at Conestoga College in Kitchener, Ont.

17

PROFESSIONALISM IN THE CIC >

Professionalism when dealing with parents Demonstrating professionalism when interacting with parents is vital to the credibility of CIC officers entrusted with developing their children. e approached seven CIC officers who, as educators, have developed expertise in parent interactions. The officers include Maj Don Duthie of Trenton, Ont., Capt Kel Smith of Virden, Man., Capt Natalie Hull of Waterloo, Ont., Rob Vanderlee of Canmore, Alta., Paul Dowling of Oromocto, N. B., Lt(N) Arnold Wick of Prince Rupert, B.C., and Lt(N) Ryan Graham of Dryden, Ont. All have local and summer CIC experience.

W

The challenge is not to get caught up in the emotion of the moment. We asked these instructors how they would deal effectively with: • the parent who approaches you in anger; • the overzealous parent who wants to talk to you every parade night;

18

• the parent who doesn’t get involved; • the parent who thinks his/her child can do not wrong; and • the parent who questions the enforcement of regulations. The parent who approaches you in anger This is potentially one of the most of the most stressful situations at local corps and squadrons, says Lt(N) Graham. It may come out of nowhere, or it may relate to a commanding officer’s decision. In the latter case, he adds, irrefutable documentation is key to justifying why decisions were made. Most of all, he says, parents want to voice their concerns and know that someone is willing to listen to their problem. “The barrage of questions that parents can ask sometimes is quite numbing and intimidating,

especially when they are agitated. The challenge is not to get caught up in the emotion of the moment. Answer questions honestly, understanding that parents want what is best for their child and more often than not, proof of equitable treatment.” On initial contact with an angry parent, Maj Duthie recommends lowering your voice and staying calm when you speak—this usually helps defuse the anger. He also offers the following advice: Reassure the parent that you too are concerned and that you fully want to understand what has transpired to make the parent angry. If there is an audience, explain that the place and time to discuss the matter might not be appropriate. Offer to go to a more private location, or set up a convenient time and place to sit down and calmly discuss the matter.

CADENCE

Issue 17, Fall 2005

Our Advisers Maj Don Duthie: 35 years as an elementary and high school teacher; 25 years as a CIC officer; currently CO designate of 123 Air Cadet Squadron in Bowmanville, Ont.; and Regional Cadet Adviser, Central Region, for four years.

Capt Natalie Hull: a teacher for eight years and currently teaching special education in Kitchener, Ont.; 13 years as a CIC officer; an instructor with Regional Cadet Instructors School (Central); and a volunteer instructor with 1596 Army Cadet Corps in Kitchener, Ont.

Capt Paul Dowling: Retired after 32 years as a teacher and principal in Oromocto, N.B.; CIC officer for 26 years; Area Cadet Officer (Air) New Brunswick, Prince Edward Island Detachment, Atlantic Region.

Suggest that to give the matter full credence, you would like more details and an opportunity to investigate. Suggest that you would like to sit down together when you have as many facts as possible. Let the parent talk. If they become agitated again, speak softly, let the parent know that you really do want to listen. However, if the parent continues to shout or be abusive, terminate the discussion. Be firm, but not challenging. Do not patronize the parent. To them, this is very important and involves their child.

Maj Rob Vanderlee: A teacher for nine years and currently teaching Grades 7 and 8 in Canmore, Alta.; training officer with 878 Air Cadet Squadron in Canmore; 19 years as a CIC officer; and selected by the Air Cadet League in 2004 as the top CIC officer (air) in Canada.

Capt Kel Smith: 35 years as an educator in Virden, Man.; 34 years as a CIC officer; currently supply officer, unit information officer and sports officer with 2528 Army Cadet Corps in Virden.

Lt(N) Arnold Wick: 34 years as an elementary school teacher in Prince Rupert, B. C.; 26 years as a CIC officer. Currently CO of 7 Sea Cadet Corps in Prince Rupert.

Do not make rash/hasty decisions or promises—you have to live with these after. Make sure you respond to the parent after you investigate. If you find the parent was justified in being upset, apologize for the upset and let the parent know you are taking steps to

Professional Development for Leaders of the Cadet Program

Lt(N) Ryan Graham, fourth year as a highschool teacher in Dryden, Ont.; 14 years as a CIC officer; CO of the Kenora Sail Centre; and after two years with 2072 Army Cadet Corps, he’s trying to restart a sea cadet corps in Dryden.

19

for the upcoming year. At that time, they identify together what activities need outside funding and parent involvement in one way or another.

ensure this particular situation does not occur again. Thank the parent for bringing it to your attention. Even if your investigation shows that the parent was totally out of line and misinformed, you must still speak to the parent and explain why the situation occurred and was correct. This should come across in a win/win manner. Capt Hull adds, “Remember that most parents are passionate about their children and they get angry because they care about them. They also tend to get only one side of the story, and if you had heard what they had heard, you probably would be angry too.”

The overzealous parent who wants to talk to you every parade night Capt Hull believes these parents are often in need of involvement. They may want to learn more about what their child is doing and increase involvement in their child’s life. Parents showing this level of interest—even though it may be misdirected interest that is taking your time away from tasks—can help the unit and at the same time, answer many of their own questions. When a parent is noted as repeatedly needing to talk to you, suggest they watch opening parade or help with supervision of the canteen at break times so they can see for themselves what is going on. In this way, they will have less need to talk to you.

20

The parent who doesn’t get involved If Maj Vanderlee sees a parent who isn’t getting involved, the first question he asks is “Why?” “I find that a parent who doesn’t get involved usually has some pretty decent reasons for it. Find out what you can about the parent,” he says. “Perhaps they don’t want to get involved because they don’t want to leave their other children at home, or feel they can’t bring them along to activities. Or, maybe you just need to adjust how you or the corps/ squadron is perceived. Many parents just don’t understand. Communicate with them.” As a teacher, Maj Vanderlee tends to know more about families and can sometimes better explain their situation to the commanding officer or sponsor, clarifying that these are not ‘deadbeat’ parents and that they really just don’t have the time, or whatever, to help. What about the parents who just don’t seem to want to get involved? In these cases, Maj Vanderlee spends a little more personal time with them, calling them more often and informing them of the many options for getting involved. “Calling or visiting them gives me the opportunity to apply subtle persuasion,” he says. “When I have done this, I have found that once they get involved, they stay involved.” Lt(N) Wick’s proactive strategy for parental involvement works well— particularly for fundraising. He calls on his Navy League partners early each summer to go over the program

He invites league representatives to his first two major events in September—the introductory night for former cadets and parents; and a couple of days later, registration night for new cadets where parent attendance is mandatory. This way, the league has full access to every parent to ask for help and specific parent commitments, while providing all options and timeframes available. The league asks parents outright, “Which activities would you like to sign up for?” “It’s seldom that a parent refuses,” says Lt(N) Wick. “Perhaps because it’s a public commitment, it has a cascading effect.” Also, the league calls every parent before an event to remind them of their commitment. If the parent says during the call that they cannot fulfill the commitment, they are asked to exchange places with another parent at a later date. The parent who thinks his/her child can do no wrong. Being confronted by unrealistic parents is difficult and requires a great deal of skill to handle, says Capt Dowling. He advises not to “break their bubble” in the opening minutes of the meeting. If you do, you could ruin any chance you might have at arriving at a successful conclusion. He explains that these parents are usually very defensive and will tell you right up front that their child did not do something. “You have to be careful not to get into a verbal battle with them over the issues, making it a “you” versus “them” situation. The important thing to keep in mind is that whatever the accusations are, the parent will more than likely look at it as a personal attack on their parenting.

CADENCE

Issue 17, Fall 2005

Keep strictly to the facts, he says, avoid innuendos and unsubstantiated accusations. “Your goal is to bring the parent around to recognizing that both of you are on the same side and that they, as parents, are not to blame.” Guide them through the facts so that they conclude that your evidence does indeed prove that their child did whatever. The operative word here is “they”. They must come to the conclusion themselves; you cannot impose this decision on them.

Being confronted by unrealistic parents is difficult and requires a great deal of skill to handle. Don’t “break their bubble” in the opening minutes of the meeting. Finally, ensure the parents that their child is not a bad individual, but has just made a bad decision and that you understand it is natural for them to stick up for their child. Then add that supporting our children can require “tough love”—teaching them to take responsibility for their actions. “In my experience, even the most defensive parent will eventually come around when you take this approach,” says Capt Dowling. “By treating the parent with respect and keeping in mind that parents cherish their children, you can reach a successful conclusion to a difficult situation.

on paper so I can be specific. The face-to-face meeting would take place at my request.” If a parent questions regulations, says Capt Smith, inform the parent that the cadet has been warned twice that their dress was not part of a cadet’s regular dress. Then advise that if the cadet wants to belong to the unit, he/she must follow Cadet Program rules and regulations. “Explain the importance of these to the operation of a corps/squadron and that letting the cadet wear what he/she wants could lead to a breakdown of corps/squadron discipline,” he adds. “Rules cannot apply to some cadets and not to others.” Perhaps more importantly, however, explain that the Cadet Program uses discipline as a teaching process. Rules, limits and realistic consequences help young people develop the self-discipline they need to cope with the challenges they will face in life and to persevere until their goals are accomplished. Self-discipline is important in everything from studying for an exam to doing a good job. It may help to add that choosing to follow regulations will allow the cadet to continue to enjoy cadet activities. Understanding this bigger-picture perspective can help a parent convince their child of the value of following rules and regulations, he points out.

The parent who questions the enforcement of (dress) regulations This interaction would take place after the cadet has had two verbal warnings not to wear chains, rings, excess makeup or a specific hairdo to Cadets, says Capt Smith. “The verbal warnings would be recorded

Professional Development for Leaders of the Cadet Program

Ombudsman: Try to resolve disputes locally Since the Department of National Defence/CF ombudsman’s office was created seven years ago, it has received 19 complaints from cadets or their family members. The majority of the disputes have been between parents and CIC officers regarding decisions that officers have made, says the office. Complaints vary from abuse of power to training (including the selection process for summer camps) and harassment. “CIC officers have the power to resolve disputes at the earliest stages,” says Yves Côté, the new ombudsman appointed in August. “Carefully listening to parents and responding to their concerns in a clear and complete manner will enable CIC officers to effectively explain the reasons behind their decisions.” He believes that through their leadership, officers can do a lot to resolve issues locally and defuse situations before they escalate to his office. He adds, “However, if issues are brought to us, I assure you that we will deal with them fairly and diligently.” Mr. Côté brings almost 30 years of public service experience to the ombudsman’s office. He began his career as a military legal officer in 1977 and until he left the military in 1981, he provided opinions and advice on a wide range of issues concerning military law and discipline. Before accepting this new position, he was counsel to the Clerk of the Privy Council. For more on the ombudsman’s office visit www.ombudsman.forces.gc.ca, or call 1-888-828-3626 toll free.

21

PROFESSIONALISM IN THE CIC >

By Denise Moore

Conflict resolution skills Professionalism requires CIC officers to use various interpersonal skills—among them, conflict resolution skills. n the past, the Cadet Program has taken a reactive approach to conflict —dealing with conflict case by case. Now, the program is taking a systemic approach—using a model that incorporates all possible approaches to conflict resolution. It’s a more practical tool that will help cadets handle conflict more efficiently. The success of this system will depend on the inherent leadership skills of CIC officers, who will be responsible for supporting the cadets to ensure the system is working the way it is supposed to. More on this will be discussed in future issues of Cadence.

I

The conflict resolution spectrum ranges from formal to informal approaches. The Department of National Defence/CF approach is to

The escalation of conflict is like a tornado— the stronger it gets, the more damage it can cause.

try and deal with conflicts at the lowest and earliest possible level if possible. Alternative dispute resolution (ADR) techniques are best used at this more informal level. ADR requires dialogue about the conflict situation, with the parties working together to understand each other’s concerns before working towards a common solution. Nature of conflict Understanding the nature and causes of conflict can help officers identify, assess and determine the best approach to resolving it. It is important to understand how conflict arises, escalates and influences our perceptions of other people. How conflict arises Sources of conflict within the work environment include unprofessional behaviour; gossip/rumours/office politics; the lack of acceptance of ‘differences’ in culture, gender, race,

Sources of conflict…include unprofessional behaviour; gossip/rumours/office politics; the lack of acceptance of ‘differences’ in culture, gender, race, age, language and workplace ethics; a lack of respect, poor planning or ineffective management; and breakdowns in communication. age, language and workplace ethics; a lack of respect; poor planning or ineffective management; and breakdowns in communication. Escalation The escalation of conflict is like a tornado—the stronger it gets, the more damage it can cause. Characteristics such as relationships, values, structures, facts (information)

Hurt before being hurt ‘Group think’ and scapegoat Beliefs feed observation Assume deliberate action from the ‘other’ Draw pre-conceived conclusions Make assumptions Shift to competitive environment Co-operation

22

CADENCE

Issue 17, Fall 2005

enhance professionalism and interests (what motivates you) can contribute to the shift from a cooperative to a competitive work environment. People are quicker to make assumptions and draw pre-conceived conclusions. At this point, actions from the ‘other’ are viewed as deliberate. Our belief system feeds our observations, and we begin to develop ‘group think’ or even identify scapegoats. At this point the conflict is out of hand as we focus on hurting before being hurt. Perceptions of others Although we observe through our five senses, not everyone has access to the same information. As a result, we interpret through our ‘filters’–our personal experiences, our culture, religion, gender and so on. The conclusions we draw about others have impacts on us. We evaluate them without reliable data. We blame them rather than consider their contributions and our own. Development of ADR communication skills Role-playing is a great way to learn what ADR techniques work well for you. It also helps to identify areas you need to spend more time working on. You can hone your ADR skills, knowledge and mindset through dialogues with your peers, chain of command or even staff at Dispute Resolution Centres.

By developing a working knowledge of conflict theory and interest-based communications, you could acquire the necessary confidence to solve conflicts at the lowest level possible in a win-win manner. Look for an approach encouraging honesty of participants and avoiding confrontations that could potentially wound the dignity of those involved.

Understanding the nature and causes of conflict can help officers identify, assess and determine the best approach to resolving it. Some tips • Try to see both sides of conflict, the positive—the opportunity for positive change, as well as the negative—unpleasantness, disruption and so on. • View conflict as a potential opportunity for collaboration, rather than as a call to adversarial struggle or avoidance. • Recognize signs of conflict before it reaches an unmanageable or escalated stage. • Develop skills to handle a variety of conflict styles. • Acquire a measure of comfort and confidence in dealing with conflict.

Take the initiative—it’s your responsibility Develop the skills, knowledge and confidence to help those around you solve their conflicts in an interestbased fashion. It is the responsibility of officers to deal with conflicts when they arise. Demonstrate professionalism by taking ownership of a situation and handling it to the best of your ability. Ask for assistance Often, a conflict situation has many components to it. You may be able to help resolve some of these components but not all. Another skill is determining when to ask for help and when it is appropriate to refer the conflict situation up the chain of command. ADR is the preferred approach to resolving conflict; however, it is important to understand how ADR complements other more formal resolution mechanisms, such as the DND/CF grievance process or the harassment policy. For more information about the conflict management program, see http://www.forces.gc.ca/hr/adr-marc/ Denise Moore, a senior mediator with Director Cadets, represents the conflict management program for Director General Reserves and Cadets.

• Acquire a genuine curiosity and enthusiasm about turning conflict around. It’s an opportunity for creativity!

Professional Development for Leaders of the Cadet Program

23

PROFESSIONALISM IN THE CIC >

Learning from mistakes Do you consider mistakes as

learning opportunities or

failures?

eadership experts agree that our own mistakes (and the mistakes of others) can provide significant learning opportunities if we know how to deal with them. One way is to avoid “learning traps” that can prevent us from learning from mistakes. Another is to know what we should and should not do when mistakes are made.

L

The Canada School of Public Service website at www.myschoolmonecole.gc.ca/research/publications/html lists these learning traps: • Mistakes are not discussible. When someone makes a mistake, we just assume they learn from it and do not discuss it openly. When the team makes a mistake, we sometimes have a post-mortem meeting, but that is about all. And when the supervisor makes a mistake, no

24

one acknowledges it—including the supervisor. People are more worried about creating unproductive tension and resentment. • People avoid blame for mistakes. Team members express dissatisfaction when mistakes are made. There is a lot of pressure not to make errors. Everyone recognizes when mistakes are made, but the tendency is to avoid blame and criticize others for erring. • Mistakes are buried. There is a fear that mistakes will hurt a person’s career or the team’s reputation. Mistakes tend to be covered up, or treated as unimportant. These mistakes sometimes build up and create a crisis later on. Or they surface and become an irritant. • Mistakes are discussed, but no one gets to the root cause. Mistakes are

discussed, but they seem to happen again. This makes everyone frustrated. There is a tendency not to see when mistakes are just symptoms of deeper problems. No one wants to take the time to delve deeper and discover the root causes of mistakes.

Everyone recognizes when mistakes are made, but the tendency is to avoid blame and criticize others for erring. Avoiding these traps may be easier if you follow these useful do’s and don’t’s in dealing with mistakes, as set out in “Leadership Passages: The Personal and Professional Transitions That Make or Break a Leader”, by David Dotlich, James Noel and Norman Walker.

CADENCE

Issue 17, Fall 2005

the mistake. You may even convince yourself that you had nothing to do with it. Blaming others discourages self-examination and the acceptance of responsibility—two critical leadership traits. Avoid this blaming reflex and absorb the blame. Admit what you did wrong, explain the context for the mistake and make a commitment not to let it happen again.

The worst thing you can is dwell on the mistake and beat yourself up for whatever mistake you made (or think you made).

Three don’t’s in dealing with mistakes 1. Don’t let your mistake define you as a person. Separate the event from who you are. Even if you made a stupid mistake, you aren’t stupid. The worst thing you can do is dwell on the mistake and beat yourself up for whatever mistake you made (or think you made). After you acknowledge your mistake and accept responsibility, let go of it and move on. Making a mistake is natural and predictable. Refuse to allow your mistake to dominate how you lead. 2. Don’t seek scapegoats. Realistically and naturally, most leaders react defensively to mistakes. However, if you respond defensively, you’re likely to waste this teachable moment. If you blame someone else, you’re not likely to examine your own role in

3. Don’t limit your thinking to the event itself. Even though it’s important to learn from what went wrong and act differently if the same circumstances present themselves in the future (external learning), it’s also important for internal learning. Ask yourself what it says about you as a leader that you did X instead of Y. Consider how your approach or values may have caused you to contribute to the mistake. Did your arrogance, or mercurial nature contribute to making it? Four do’s in dealing with mistakes 1. Examine your decisions that catalyzed the mistake. More specifically, look at your attitudes, as well as your actions, that may have caused, or influenced it. Ask yourself why you decided what you decided. Were you afraid of taking a risk? Were you taking too much of one? Were you too stubborn and didn’t listen to your team’s advice? 2. Talk to a coach, mentor, or trusted adviser about the incident. Many people cannot discuss their mistakes. This type of swagger is not leadership; it is denial. Discussing how things went wrong is painful and it requires courage to expose your vulnerabilities. You don’t want someone to think less of you. However, these conversations allow you to obtain feedback, examine your assumptions and come to terms with yourself and your role. You

Professional Development for Leaders of the Cadet Program

need the benefit of an outside perspective—it can offer insight about who you are as a leader, and how you need to develop.

If you respond defensively (to a mistake), you’re likely to waste this teachable moment. 3. Reflect on what you might do differently in the future. After you analyze why you did what you did and talk about it, reflect on how you might respond in a more effective way when facing a similar situation in the future. Consider what you have learned from the mistake that might serve you well in other positions and when you are faced with other decisions. To help you reflect on what you’ve learned, ask yourself the following questions: If you encountered exactly the same situation in the future, what would you do differently? What would have to change inside you to do it differently? Would you have to adopt new values, become more flexible, change your traditional approach? 4. Summon the energy to persevere. Mistakes can leave you feeling defeated, but great leaders obtain the psychological resiliency that comes with this passage. There’s no secret to acquiring this resiliency—it’s simply a matter of digging deep inside yourself and deciding you’re not going to be defeated. Focus on the job that needs to be done. Discipline your thinking to avoid dwelling on your mistakes or the mistakes of others. Give yourself a pep talk. By avoiding learning traps and applying these do’s and don’t’s, you can learn from your mistakes and become a more successful leader.

25

PROFESSIONALISM IN THE CIC

By Maj Serge Dubé

Future training aimed at professionalism As defined by the Canadian Oxford Dictionary, professionalism is “the skill or qualities required or expected of members of a profession.” he occupational specification for the CIC states that “CIC officers are youth development practitioners with high standards of professionalism. They satisfy the high societal expectations that are naturally imposed on an individual responsible for the well-being, support, protection, administration, training and development of our nation’s most precious resource: Canada’s youth.”

T

The CIC training being developed as part of the CIC Military Occupational Specification Change Management Project is integral to high standards of professionalism within the CIC. When CIC officers from the field and headquarters were asked during the project what they did in their jobs, their answers varied depending on the job they were performing at the time.

But a common theme of their responses was the need for more training in the areas of youth development and leadership. Based on these responses, officers from all levels of the organization wrote job descriptions, and training was created to prepare CIC officers for these jobs. Care was taken to ensure that entry-level officers will receive the tools they need to properly lead and understand youth (cadets) early in their careers, as opposed to receiving them over a three- to four-year period. This is expected to help them lead more professionally. Here are some of the subjects incorporated into future entry-level training: adolescent development, the

Officers, such as SLt David Lang who instructed at Regional Gliding School (Eastern) this past summer, will receive the tools they need early in their careers to properly lead and understand youth.

CIC officer’s responsibility for cadet supervision and leadership development, mentoring and coaching, developing cadets through coaching, identifying barriers to learning, addressing cadets’ personal concerns and aiding in the resolution of rudimentary interand intra-personal conflicts.

(Officers from the field have identified) the need for more training in the areas of youth development and leadership. In addition to the training officers will receive when they join the CIC, another course is currently being developed to prepare them for the increased responsibilities they will have on promotion to captain or lieutenant (navy) and entry into Developmental Period (DP) 2. This training will take the skills and knowledge gained during DP 1 to an even higher level. Job-specific training to be delivered when personnel require it is also being developed. For instance, when you are appointed training officer you will take your training officer course, or when you are appointed platoon commander at a cadet summer training centre, you will take your platoon commander course. This method of qualifying officers when they actually require it—not years before—will ensure they receive the most up-to-date information. This in itself will make them more professional members of the branch. Keep your eyes open and your ears to the ground for updates on the new CIC training program. Maj Dubé is the staff officer responsible for CIC professional development at Directorate Cadets

26

CADENCE

Issue 17, Fall 2005

OFFICER DEVELOPMENT

By Maj Stephen Case

Local smoking ‘policy’ teaches damaging lessons While visiting a local unit, I was stunned as the sergeant beamed at me proudly. When asked the question, “What is the best thing about being a senior cadet?” he immediately responded that once you’re a senior cadet, you are allowed to smoke during breaks at Cadets. he sergeant was very proud of his rank and the privileges it brought. In his unit, junior cadets were not allowed to smoke, but senior cadets were. When an inquiry was made as to why the unit had this ‘policy’, an officer cadet explained the reasoning—the senior cadets were leaders, so were allowed to smoke as officers do. Besides, the officer explained, it was good for morale: kids worked hard to become senior cadets so they could have the privileges of leadership.

T

When a senior cadet is granted a privilege unavailable to others, it should be to recognize and use the cadet’s greater responsibility, experience and judgment. The officers were convinced that their method was sound. Not only did it reward senior cadets and encourage juniors to excel, but it also solved the smoking problem. The officers reasoned that the cadets were going to smoke whether they were allowed to or not. With this local ‘policy’, the seniors would police smoking because it was their privilege. The staff did not have to worry about junior cadets smoking because the seniors would not let them smoke. The problem was in what this hopefully isolated local ‘policy’ taught the cadets. The junior cadets learned that if they worked hard and followed the

rules, they would not need to follow them later. They learned that orders are relative to rank—a very dangerous and undesirable idea to develop. It is also natural for junior cadets to emulate those they admire—in this case, the senior cadets. If being senior cadets meant they could smoke, I would argue that the senior cadets were actually encouraged to smoke—not only to fit in with those that did, but also to assert their new privilege. The sergeant learned that the higher the rank, the less rules apply; orders lean more towards suggestions as your rank goes up; promotion is not about gaining more responsibility, but gaining more advantage; and rank is not about what cadets can do for the unit, but what they get for themselves. As senior cadets develop the impression that rank alleviates accountability to orders, other orders will come into question. If we teach cadets that a rule can be ignored, they will start ignoring rules. Perhaps the people who learned the most damaging lessons in this situation were the junior officers, who learned that this is how a unit is run, or how leadership is built in young people. These officers will not only allow such behaviours in their own corps and squadrons, but will also migrate the ideas to others thinking it is the right thing to do. Should senior cadets have privileges that recruits and juniors do not? Of course they should, but those privileges should be in line with the aims

Professional Development for Leaders of the Cadet Program

and policies of the Cadet Program and encourage positive character development. When a senior cadet is granted a privilege unavailable to others, it should be to recognize and use the cadet’s greater responsibility, experience and judgment. Maj Case is the Regional Cadet Adviser (Air) with Regional Cadet Support Unit (Central).

27

OFFICER DEVELOPMENT

By Lt(N) Paul Fraser

This fall, the new online unit administration officer and supply officer courses are being trialled!

Online trials of first new courses hese are the first two courses under the CIC military occupational structure change management project to become available online. Trials are being conducted through regional cadet instructor schools across the country using CadetNet. Course details are available through your regional school and officers should consult regional directives on how to apply for these courses.

T

Course content and all training references/resources will be available to anyone having a CadetNet account; however, you need to be loaded on a course to access the course conferences, chats and assignments. In the Spring/Summer 2005 issue of Cadence, we provided a basic outline of how these courses will be conducted. As they are being delivered

28

through CadetNet, officers wishing to take a Distributed Learning (DL) course will require a CadetNet account to access the training. Each corps/squadron has been allocated 14 accounts for its staff. If you plan to take CIC training in the future and do not already have an account, talk with your commanding officer about setting one up. You will access this training through the Cadet Instructors Cadre Learning Centre portal (conference) on CadetNet. Course content and all training references/resources will be available to anyone having a CadetNet account; however, you need to be loaded on a course to access the course conferences, chats and assignments. The conferencing and chats will be available only to candidates who have registered through their CadetNet Client. Course content will be provided in an HTML format for easier accessibility.

The CIC Learning Centre will become a unique tool for local officers to gain access to training; as well, it will act as a resource for documents and references used by the Department of National Defence/CF to administer and deliver the Cadet Program. DL will give local officers the ability to attend courses without having to travel to a training school and the flexibility to complete training, while accommodating personal schedules. However, officers will still be expected to complete course assignments within course timelines. In most cases, assignments will be due by midnight on Mondays (in your time zone). Pay for these courses will not be issued until they have been completed successfully. More information on DL will be available in the future through Cadence and the CIC Learning Centre within CadetNet. LT(N) Fraser is the staff officer for CIC DL development at Directorate Cadets.

CADENCE

Issue 17, Fall 2005

Officers to benefit from new training organization Our last issue updated readers on the new CIC training organization that stood up in September. In this issue, LCol Tom McNeil, responsible for CIC training at Directorate Cadets, answers some additional questions.

Q: The new training organization seems to have fewer resources devoted to delivery and more resources devoted to oversight. Will this affect training quality? A: The premise of the question is flawed. There will not be fewer resources dedicated to delivery. There will be fewer full-time staff officers at each regional cadet instructors school and more staff officers to develop and update training and the tools instructors require. As leaders of a youth development program, it is important that we provide the most up-to-date training possible. We believe that training quality will increase. We will have succeeded in maintaining the student-instructor ratio while dedicating more resources to development. Ensuring that instructors have the tools and support necessary is key to delivering a high-quality product.

critiques and several specialist courses running in multiple locations—all under-loaded! Over time, a national training plan will eliminate such duplication and inefficiencies. By eliminating duplication in our development of distributed learning, for example, we will be able to offer local instructors an increased selection of online courses more quickly. Q: Was there not already a CIC training cell at Directorate Cadets? A: In theory, yes; however, insufficient resources—three officers only— made it ineffective. In the absence of staff offering timely information, the regions—to their credit—did it themselves. They had to act independently to get on with training. The future organization will ensure that the regions no longer have to “improvise” in this way.

Q: Can you provide some examples of duplication and how training will become more efficient?

Q: You say that you will “finally have standardized training that is transportable”. Wasn’t it always this way? Did regional variances really make that much difference?

A: Distributed learning was being developed for the same course in two regions simultaneously. We had five different systems of course

A: Training was not always transportable and in some instances, regional variances made an acute difference. Some regions would not

Professional Development for Leaders of the Cadet Program

recognize the training officers received in another region because of safety concerns. One region that appointed its commanding officers (COs) decided not to offer the CO’s course because it felt the course wasn’t needed. That meant that an officer from that region would have a problem becoming CO in another. Q: You said that when the new organization stood up, officers would see “very little”. Does this mean little will change? A: Our goal is to make all of this as transparent as possible to local officers. These changes should not be a source of distraction to local instructors. They should be aware of what is happening and need to know that ultimately these changes will result in better training for them. As a member of the CIC, I would not be leading this change if I did not feel that the CIC would benefit. The changes will become more obvious when we begin to roll out the new training over the next few years—new courses and training plans, new training aids and instructor guides. All of this will take a lot of work and co-ordination.

29

OFFICER DEVELOPMENT

By Capt Catherine Griffin

Communicating with cadets Have you ever communicated something to a cadet—something you felt was very important—but the cadet did not respond in the way you expected? he cadet was probably not defying or ignoring you. More likely, it was a simple case of miscommunication.

T

Recent work in the field of neuropsychology has shown that youths and adults use different parts of their brain to take in and process information. This means that what you think you are communicating and what your cadets think you are communicating can be very different. The good news is you can take steps to ensure that you and your cadets are ‘on the same page’. Adult brains and teen brains—distinctly different Lt Ken Russell ensures that a cadet understands exactly what he is communicating by being specific.

<

(Photo by CI Wayne Emde, CSTC Vernon public affairs)

In a recent study mapping the differences between the brains of adults and teens, Deborah Yurgelun-Todd (director of neuropsychology and cognitive neuroimaging at Mclean Hospital in Belmont, Mass.) used magnetic resonance imaging to monitor how adult and teen volunteers responded to a series of pictures.

Asked to interpret the emotions displayed on the faces in the pictures, all of the adults correctly identified fear, but many of the youths identified shock, anger, confusion or sadness. The adults and youths saw and interpreted different emotions. When examining the brain scans, Todd found that the adults had used the pre-frontal area of their brain (associated with executive or higherlevel thinking) to interpret the images, while the teens had used the emotional areas of their brain.

Teen brains respond differently than adult brains to the outside world. What can we learn from this? Teen brains respond differently than adult brains to the outside world. Dr. Yurgelun-Todd says the research suggests “…that the teenager is not going to take the information that is in the outside world and organize it and understand it the same way we (adults) do.” This poses a unique challenge to people who work with youth, but following these tips when communicating with your cadets may help: • Know your message. Ask yourself, “What do I want to pass on and why?” If you are unsure of your point, you may tend to overexplain. Giving too much unnecessary information can be confusing for a cadet, who may become frustrated and just stop listening. • Be specific. Include information that makes your point clear, such as dates, times, names or situations. Avoid being vague

30

or communicating in generalities. Remember, cadets won’t always interpret signals and nuances, like body language, as adults will. Assumptions lead to frustrations on both sides. • Review with the cadet what you have said. Ask the cadet to summarize your message or explain what he/she believes is expected as a result of this communication. This will inform you of the cadet’s ‘take’ on things and give both of you an opportunity to ask questions if necessary. • Listen actively. This involves hearing the cadet’s words and focussing on what is being said. Refrain from thinking about your grocery list or responding to an email on your BlackBerry. Use all of your senses to take in the information and respond as required. • Know your audience. The better you know your cadets, the better your chances are of communicating with them effectively. It helps to know that one cadet responds best if he/she takes notes when you communicate, while another responds best to simple verbal, rather than written, communication. • Just do it. Skill development requires practice. The more you communicate with your cadets, the more likely you are to discover what works best for everyone. Capt Griffin is the educational development staff officer at Directorate Cadets. This article includes information from an interview with Dr. Yurgelun-Todd at http://www.pbs.org/ wgbh/pages/frontline/shows/teenbrain/interviews.todd.html. If you would like to submit a youth-related article to Cadence (either your own, or one you have read), please contact Capt Griffin at [email protected]

CADENCE

Issue 17, Fall 2005

CADET TRAINING

By Maj Russ Francis

< Updating sea, army and air cadet training activities and defining “pathways” cadets will take as they progress through the Cadet Program is ongoing.

The project’s third phase—developing and deploying updated corps/squadron and summer training programs—will take place over the next five years from 2006 to 2011. Between January and the end of May 2006, and between each September and May thereafter, writing boards will convene to develop the updated training. These boards are made up of staff from D Cdts and other headquarters, as well as instructors from corps/squadrons and cadet summer training centres.

Cadet Program Update Project—

making progress Since 2003, the Cadet Program has been engaged in a significant renewal initiative—the Cadet Program Update Project. here do we stand right now with this three-phase modernization project? As previously reported, we completed the first phase with the development of cadet program parameters which were approved in May. A Cadet Administration and Training Order (CATO) outlining these parameters should be released during the 20052006 training year.

W

Now in the second phase of the project, we are developing a macro-level view of the cadet program—updating how it is organized and structured, updating the sea, army and air cadet training activities and defining “pathways” cadets will take as they progress through the six-year program. In essence, a blueprint for the cadet program is being created that incorporates the changes and other recommendations received over several years.

Professional Development for Leaders of the Cadet Program

Hopes are to release (updated first-year training activities) to...corps/squadrons in January 2007 for implementation in September 2007. The first boards will develop firstyear training activities for corps/ squadrons. Hopes are to release these to regional headquarters and corps/squadrons in January 2007 for implementation in September 2007. The CPU Project goals are to improve the management and administration of the cadet program; improve connectivity between the sea, army and air cadet programs so that high quality training is sustainable within current resource levels; and to incorporate contemporary professional practices from the fields of education and youth development into the cadet program. Maj Francis is the staff officer responsible for cadet program development at D Cdts.

31

By Capt Daniel Guay

Joint recruiting reaps rewards For the past three years, six corps and squadrons in Thunder Bay, Ont., have conducted a joint triservice recruiting campaign that has helped them all increase recruit numbers over previous years. “By promoting the Cadet Program as a whole—instead of each individual corps/squadron—we have all come out winners,” says Capt Luis Santos, commanding officer (CO) of 84 Air Cadet Squadron. t the end of last year’s campaign, CIC officers from each unit noted increases, and although results were not yet available from this year’s campaign, officers were optimistic.

A

For the past two years, the campaign has consisted of a recruiting drive during the Canadian Lakehead Exhibition and Fair—three weeks before the return to school, as well as school recruiting drives. The fair offers an opportunity to promote the Cadet Program to the more than 10 000 people who attend it.

Capt Santos was project manager for the fair recruiting drive this year. His staff prepared and advanced the necessary paperwork to the region for event approval and ensured that each corps/squadron submitted their respective requests for authorization and certificates of insurance. The team also arranged for booth space, refreshments and set-up of the display/booth. Because of timing, the team’s greatest challenge was arranging for people to work the booth during the four-day event. The ideal was to have one CIC officer and two cadets in uniform at all times to answer questions. We emphasized the importance of promoting the Cadet Program and not their local corps/ squadrons, or specific elements, when answering questions. Each corps/squadron was responsible for providing officer and cadet volunteers, but because many were taking part in summer training, or had other summer commitments, volunteers were harder to find. As the campaign is tri-service, we used recruiting materials provided by Directorate Cadets. These included the newly designed pamphlets and posters, as well as the recruiting videos of each element that played continuously throughout

32

the fair. In addition, we used the fullsize wall backdrop, provided by Cadet Detachment Winnipeg. We also created a local handout to supplement national promotional material. It listed the six local units by name, address, contact number, and parade night, as well as offering additional information on a sea cadet corps in Nipigon, Ont., about an hour away. To ensure the handout’s effectiveness for its target audience, it was reviewed by the regional public affairs officer. After several renditions, it was approved, printed in colour and distributed—along with “The Cadet Experience” national information booklet. In any shared event—when everyone pulls together—the workload and costs are a lot easier to manage. We have been fortunate to have officers in these corps/squadrons that are willing to promote a complete program. This allows all of us to benefit from our recruiting effort. Recruiting is not the only joint effort for Thunder Bay’s corps and squadrons. “We stimulate esprit de corps and social interaction through a tri-service cadet ball, competitive sports and drill competitions,” says Capt Santos. “These stimulate cadets to excel individually and collectively and most importantly, showcase the Cadet Program in our community.” Capt Guay is the training officer for 2511 Army Cadet Corps in Thunder Bay, Ont.

CADENCE

Issue 17, Fall 2005

By Col Robert Perron

Clarification on fees, dues or other assessments

During the 2004-2005 training year, we received several telephone calls and emails from parents who did not understand why they were being asked to pay a fee to have their child in the Cadet Program when cadet websites and information brochures clearly stated that there was no registration fee or dues, or any cost for the cadet uniform.

hile there is no cost to join the Cadet Program, it is not correct to say that the program is “free”. Local sponsors need to raise funds to support the league/sponsor contribution to the program—to pay for accommodation, insurance, utilities, optional training equipment and training aids, as well as local transportation. In addition, for Air Cadets, local sponsors are required to contribute towards the airplanes and tow aircraft provided by the Air Cadet League for the gliding and flying programs. It is the sponsor’s prerogative as to how these funds are raised—whether by public fundraising activities, community service group sponsorships, or by a direct appeal to parents of cadets.

W

Furthermore, no child may be shown favouritism because of extra parental support. Any funds paid to the league or sponsors are a voluntary and freewill gift without obligation. Because the leagues and many of the local sponsors are registered charities, such donations may be eligible for a tax deduction depending upon the nature of the gift. Parents who are unable or unwilling to participate by way of cash support are encouraged to participate in fundraising activities by providing their time and talent. It is important for parents to understand that without their contribution—financial or otherwise—there would not be such an elaborate program.

While there is no cost to join the Cadet Program, it is not correct to say that the program is “free”.

That being the case, no direct appeal to parents can be characterized as a registration or enrolment fee where non-payment would preclude a child from joining the Cadet Program or participating in its activities. No child will be turned away from the program—or otherwise be disadvantaged—because their family is not able or is unwilling to pay a league or sponsor-initiated assessment. Certain discretion is left with the local unit commanding officer and sponsor for optional non-training activities where a cadet may be asked to contribute a small amount to cover costs that have not been fundraised.

Professional Development for Leaders of the Cadet Program

It is important to ensure that youth joining the program and their parents do not lose interest because of misinformation. As such, you have a vested interest in correcting any information circulated contrary or inconsistent with the direction detailed above. Consequently, you must work with your local sponsor to ensure your unit’s website and any locally-produced parent information handouts reflect this common position. Similarly, parents are to be assured that there has been no negative change in CF support to the cadet organizations. In other words, the requirement to raise funds is not because of a drop in CF support. Any parent who requires further information regarding a league/sponsor assessment or tariff—or a sponsor’s contribution to the program— should be directed first to the local sponsoring committee and then to the appropriate supervisory league. Col Perron is the Director Cadets.

33

Retrospective—schools for CIC officers < Capt Mallette, right, correcting course papers this year, began teaching at RCIS (Eastern) in 1978.

On December 30, 1974, a National Defence Headquarters action directive, signed by the Deputy Chief of the Defence Staff, recommended that a Cadet Instructor Training System be established to train cadet movement officers.

P

ar Dévouement, a history of the CIC by Capt Marie-Claude Joubert, states that in 1974, Eastern Region was the only region with a school for Cadet Instructors List (CIL) officers. Courses had been conducted for CIL officers in Central Region in 1973 and 1974, but it was not until 1975 that the Central Region CIL School was formed. In 1976, Ottawa officially recognized regional cadet instructor schools, giving them training programs and standards. Other regional schools soon followed. Few officers are likely to know what CIC training was like more than 30 years ago, so we asked two CIC officers who were there from the beginning—Eastern Region’s Capt Pierre Mallette (a ‘pure’ CIC officer) and Central Region’s Capt Ray Fleming (a former Regular Force/Reserve officer)—for their perspectives. Coincidentally, both were cadets and both continue to be involved with the schools today. Two perspectives In 1970, two months after turning 18, Pierre Mallette took a Basic Instructor Course at the Quebec Citadelle with the goal of becoming a Cadet Service of Canada (CS of C) officer.

34

For two weeks, he studied leadership, instructional techniques, drill courses, officer protocol and behaviour—and even how to use a projector. “It was a lot of what I’d learned as a senior cadet, but with a different ‘vision’,” says Capt Mallette. “For many of us, it was our first contact with ‘regulars’, and being an officer cadet then was no easier than it is today.”

In 1976, Ottawa officially recognized regional cadet instructor schools, giving them training programs and standards. In 1971 in Montreal, he learned he was no longer a CS of C officer, but rather a CIL officer. “Our ‘reward’ was to leave the old 100 percent wool ‘battle dress’ behind and buy new uniforms for $60 (a lot of money for students then),” he says. “But we had an identity and learned that we were officers with a specialized task: leading teenagers.” Capt Fleming and other retired Regular Force and Primary Reserve officers affiliated with RCIS (Central) were also aware that CIL officers (later renamed Cadet Instructors Cadre (CIC) officers) were ‘CF Reserve officers with a difference’.

Beginning with his initial contact with the school in the mid-1970s and his work at the school, which began in 1982, Capt Fleming was impressed with the professionalism of long-time ‘true or pure’ CIC officers who had no Regular Force or Primary Reserve experience to fall back on. “These officers were from all walks of life and were able to pass on an extensive amount of knowledge and skills, using both their Cadet Program and civilian experiences,” he says. There were few pure CIC officers at RCIS (Central) in the beginning, however. “Most positions were filled, it seemed, using the ‘old boy net’— retired/released Royal Canadian Regiment personnel, including myself,” says Capt Fleming. That began to change in 1983 when a pure CIC was hired full time as the school’s resource officer. Full-time staff, says Capt Fleming, aimed training towards what was needed at cadet corps or squadrons, rather than towards what had been taught in the Regular Force or Primary Reserve. These people, he says, had to learn—just as he did— that while CIC officers were wearing the same uniform, they did not have the extensive training and background military knowledge the others

CADENCE

Issue 17, Fall 2005

had. The school’s first commandant was particularly concerned that CIC officers be taught things to help them lead, administer and train cadets at the pointy end, rather than things that would help them become sailors, soldiers or airmen.

(Instructors) had little guidance, produced their own teaching aids and used the teaching methods they were most comfortable with. Early courses Back in Eastern Region, when Capt Mallette qualified as a captain in 1978 and for many years after, the captain qualifying (CQ) course had four twoday sections: training, administration, supply and command. After the graduation parade, he was promoted and asked if he would join RCIS (Eastern) as an instructor. He started teaching the basic officer qualification course (BOQ) the next day! At that time, instructors managed their own courses, armed with only a course training plan. They had little guidance, produced their own teaching aids and used the teaching methods they were most comfortable with. As a rare bilingual instructor, Capt Mallette taught courses in both French and English—and once or twice, in both languages at the same time. He taught courses at all levels from 1978

to 1993, while helping cadet corps in the areas in which he lived.

The evolution of teaching aids

“The BOQ, lieutenant qualifying (LTQ) and CQ courses saw many changes in format and methodology over the years,” says Capt Mallette.

Capt Mallette claims that one of the biggest challenges over the years has been producing quality teaching aids. Teaching aids must follow the evolution of the message being taught,’ he says. “This adaptability is possible now because of the Internet and other electronic tools.”

“Since 1982, I think there have been at least six iterations of the training courses,” adds Capt Fleming. “Now courses have much more material packed into them, and we are expecting and getting, I think, a better CIC product as a result.” At one time, the only environmental exposure to sea, land and air was a two-day section of the LTQ course. Another thing that has changed is that there must now be more time in rank and experience between courses. Teaching standards In Eastern Region, the early 1980s were witness to the first Guides Pédagogiques, offering more specific teaching direction. Some perceived these as a direct intrusion into their own teaching styles and of no value, says Capt Mallette. “To understand the evolution of teaching within Eastern Region requires an understanding of the growth of this guide from a vague guideline to a means of assuring teaching/learning standards and a quality of instruction that were once unthinkable.” Until the early 1990s, says Capt Mallette, the majority of Eastern Region instructors were male and from the land element. He believes that the “better mix” today offers a better training program. Currently, the CIC officer of 33 years teaches mainly the CQ course in both languages—but never at the same time. He believes that the school now uses the “best quality control tools” that an organization can produce.

Professional Development for Leaders of the Cadet Program

According to Capt Fleming, equipment for early training mostly revolved around a 35-mm overhead slide projector, the blackboard and a flip chart. “When I first started, I think the yearly budget on repairs and new equipment was about $5000 to $10 000,” he says. “That has risen quite a bit. We’ve come a long way from stick-on letters and slides for presentations. The original training aids and graphic art work required people with great talent and artistic sense. Now computers and clipart save hours of work.” The value of better CIC training Capt Mallette believes the instructor schools have provided officers with a menu of services and opportunities that have helped strengthen the quality of leadership that cadets receive. With increased expectations and better training, Capt Fleming says he has seen a vast improvement in CIC officers coming out of RCIS (Central) over the years. The challenge remaining, he concludes, is getting CIC officers to be proud of what they are. “They are leaders/mentors of youth—more prepared than any Regular Force or Primary Reserve member to lead, administer and train cadets. They/we should be justly proud of that fact.”

35

VIEWPOINT

By Terence Whitty

An Army Cadet League perspective on CIC professionalism When discussing CIC professionalism, the trend seems to be to do it in military terms—assessing an individual’s personal deportment, military credentials, and the ability to run a cadet corps or squadron. rom the perspective of the Army Cadet League, a professionalism standard is hard to define. While there are many opinions on how professionalism within the CIC can be improved, it is important to look first at the two elements that most influence the nature of what CIC officers do. First, cadet corps are composed of youths who are not members of the CF. Second, the operation of the Cadet Program is a CF responsibility.

F < CIC officer Maj Dan Davies, army cadet exchange co-ordinator, and Terence Whitty, right, have a cup of coffee at Cadet Summer Training Centre Connaught in Ottawa while discussing international exchanges.

Whether you have prior military experience, or were recruited right off the street, it is easy to see the challenges in operating a teen youth movement within a military framework. In the first element, leaders of the Cadet Program—above all—must be sensitive to youth. Not everyone is cut out to do this. For some members of the professional military that have become involved, this reality has required a major shift in how they approach the work. Cadets decide at the end of each training session on whether or not they will return, so there is the ongoing challenge to maximize local resources to maintain interest. The second element, management of the program, has been given to the CF simply because they are good at it and have the resources to do it efficiently. However, when it comes to the CIC, the time-tested management structure—the relationship between commissioned officers and non-commissioned members (NCMs)—becomes blurred. There are virtually no senior NCMs involved with the Cadet Program.

36

The officers do everything, and this affects the external perception of professionalism. There are a few senior NCMs enrolled in some cadet units, who wear the rank and uniform of their last unit and who are invaluable to their cadet corps. Their relationship has a magical impact on the cadets and the cadet corps. The diverse personal qualifications of CIC candidates also impacts the training the CF provides to new enrollees. Each individual must develop their personal style of military professionalism. No course can completely prepare either the oldhand or the new enrollee for the task of working with teenage cadets. Some form of mentorship can help, and here the affiliated units can play a major role. Where the cadet corps is located close to a unit, mentorship can be relatively easy. In rural areas it becomes problematic. In the end, CIC officers are and remain commissioned officers who willingly accept the charge from Canada to “diligently discharge their duty… to maintain good order and discipline”—in other words, to lead and provide an example. While CIC officers do have to come to terms with the military/civilian juxtaposition of the Canadian Cadet Movement, they do end up with the best of both worlds. They get the rewards of camaraderie, honour and the satisfaction—as well as the distinction—of serving as CF officers. Mr. Whitty is the executive director of the Army Cadet League. CADENCE

Issue 17, Fall 2005