Team Building Cadence 2004-2

Issue 14

Fall 2004

Professional Development for Leaders of the Cadet Program

TEAM BUILDING Getting groups to work together smoothly and effectively

‘Employing’ your cadets after summer training

Crisis communications When things go wrong

Changes at the regional cadet instructor schools What do they mean?

Opening notes ..............................................................................................................................4 You have spoken and we have heard. Cadence has a ‘new look’, and this issue also marks a new stage in our renewed commitment to make the magazine even more relevant. By Col Robert Perron

Letters ............................................................................................................................................5 News and notes............................................................................................................................6

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FEATURE: TEAM BUILDING The Cadet Program team ‘Travelling’ on the strengths of one another ..........................................................10 In the context of teamwork, keeping a team motivated is taking on greater importance. In the omnibus survey, corps and squadron officers revealed that personal growth is one factor that motivates them to continue.

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Team-building activities ........................................................................................................11 Team-building activities should be interactive and fun. Here are two to try at your local corps/squadron. By Capt Catherine Griffin How to get your group to perform like a team ............................................................12 High-performance teams share seven characteristics. These characteristics are shaped by specific behaviours of team members. Practising these behaviours will put your team on the road to success. By Dr. Ken Blanchard Building your leadership team ............................................................................................14 Equal contributors—different roles Team building is not a once-a-year event. In the day-to-day activities at your corps/squadron, there are two areas you can focus on to build a strong leadership team. By Lt Robert Craddock Making parents and sponsors part of your team ........................................................15 Two CIC officers in Saskatchewan share pointers on how to build a strong corps/squadron-parent-sponsor team. The full-value contract ..........................................................................................................16 A team-building tool Sometimes it’s hard to come up with ideas and tools to build team spirit. Learn how to develop and use the ‘full-value contract’ at your corps/squadron. By Capt Denis Lefebvre Resolving conflict to build a stronger team ....................................................................18 A case study Nothing impedes team building more than conflict within the team. This case study provides insight into facilitating low-level resolution when a conflict arises and managing group dynamics when doing so. By Denise Moore

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Cover: Teams—large and small—are what make the Cadet Program work. Even a cadet and his flight instructor—like Cadet James Severinsen and OCdt Tristan Thomas—are a collaborative team with a common purpose: the cadet’s personal growth. Here, OCdt Thomas debriefs the cadet following a flight at Regional Gliding School (Pacific) in Comox, B.C. (Photo by WO Eileen Redding, RGS (Pacific) public affairs)

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Air cadet training ‘Employing’ your cadets following summer training ........................................20 Your cadets have returned from summer training, you don’t yet have their course reports, but they are ready and raring to go. What steps can you take to ‘employ’ them? Also, how can you help your cadets decide about what to take next summer? By Capt Andrea Onchulenko Communicating ........................................................................................................................22 Crisis communications Following a few basic rules will help you deal effectively with media during a crisis and ensure that the public is informed in a timely and accurate manner. By LCdr Gerry Pash Field clothing for local cadet training ..............................................................................23 It is ultimately up to corps/squadron commanding officers to determine the appropriate dress for a field activity, without imposing a financial burden on cadets or their parents. Col Robert Perron

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Issue 14, Fall 2004

Changes in CIC officer training ........................................................................................24 How will they affect you? A comparison of current and future training programs and the impact of future training on currently enrolled, as well as new officers. By Lt(N) Paul Fraser

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Changes coming to the regional cadet instructor schools ..........................................26 A functionally integrated training organization will be responsible for CIC officer training by Sept. 1, 2005. Find out why changes are being made. By LCol Tom McNeil Communicating in a multicultural/multilingual context ..........................................27 An innovative approach to teaching. By Lt(N) Kévin Dufault Teaching ‘tricks of the trade’ to cadet instructors ........................................................28 One corps gives its cadet instructors some tips on identifying learning styles and creating lessons that will keep all cadets interested. By Sid Woolfrey Teaching cadets with learning problems..........................................................................30 If we pay attention to learning styles, we can strengthen a cadet’s ability to learn; if we ignore them, we can weaken that ability. By Capt Ambrose Patterson Army cadet training ................................................................................................................31 Special expertise isn’t always needed to lead adventure training All it takes is a bit of creativity and imagination. By Capt Denis Lefebvre

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CIC omnibus survey results ................................................................................................32 A look at what motivates local officers to continue with the cadet movement and what their awareness is of selected human resources policies in the organization. By Maj Harold Mendes Viewpoint ....................................................................................................................................33 Eternal vigilance A responsibility—to ourselves and our cadets—to remember We must never forget the great sacrifices of the past and must help others understand why they were necessary. By Maj Jesse Hollington Getting corps/squadron photos into ‘the news’ ............................................................34 Quality image settings increase digital photo usability Taking higher resolution photos is one way to get your photos into print. By Lt Elisabeth Mills

he team-building theme of this issue leads nicely into the theme of our next issue—the evolving concept of discipline within the Cadet Program. If you, as a leader, are going to be successful in helping your cadets learn, you have to create the circumstances that make it possible to learn. At times, you may need to call upon some form of discipline to effectively manage your cadets and build a stronger corps/squadron team.

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The concept of discipline has evolved over the years. At one time, discipline and punishment were viewed as synonymous. Today, they are viewed quite differently, and more often than not, discipline is associated with guidance, mentoring and instruction. In a viewpoint article by Capt Steve Bedford in the Winter 2002 issue of Cadence, Capt Bedford said, “We seldom train our cadet leaders how to use their authority. We give them a job to maintain good order and discipline… but they come to the job site not knowing what’s in the toolbox.” He discussed the fact that push-ups—once a common form of discipline in the Cadet Program —are viewed now as physically abusive and are thus, forbidden. In fact, the Cadet Harassment and Abuse Prevention program clearly outlines the difference between discipline and abuse in its staff training session. Professional Development for Leaders of the Cadet Program

Capt Bedford believes that push-ups were never an effective disciplinary tool and needed to be replaced. He asks, what are the alternatives? Indeed, what are the alternatives as you steer your cadets down that road towards self-discipline? How has discipline evolved? Is discipline concerned with preventing misconduct or with punishing it? How can officers at local corps and squadrons apply positive discipline when needed? Can leaders engage in specific behaviours to prevent discipline problems? Our Winter issue attempts to answer some of these questions. Our Spring 2005 issue will look at “transition”—how to deal with it and how to help others deal with it for the good of the Cadet Program. Copy deadlines are Oct. 15 for the Winter issue, published in January, and Jan. 14, 2005, for the Spring/Summer issue, published in April.

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By Col Robert Perron

Cadence changes to meet your needs September marks the beginning of a new training year with all that this entails. September also marks a new stage for Cadence, your professional development magazine. ollowing discussion groups held with Cadet Program instructors across Canada last winter, we have made quite a few adjustments to your magazine.

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You said you are interested in information relevant to the jobs you do at cadet corps/squadrons. You asked for articles that are practical and offer tools and tips that you can genuinely use. You also said the design was not as user friendly as it could be. We have addressed many of the points you brought forward: the titles are clearer, the layout is easier to read, and the table of contents matches the flow of the articles. Over the next few issues, we will continue to work towards addressing your other suggestions. Some of those suggestions depend on you for implementation. You asked for more tips and ideas that come from other corps/squadron officers. Among the most popular articles were those that dealt with the day-today running of corps and squadrons. A perfect example was the article on organizing your training office in our Winter 2003 issue. You need not be a great writer to share your way of doing business with other corps/squadron officers. Send your ideas along in point form if you must. This brings us to this issue’s theme of team building. Being involved with the Cadet Program means that you

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are required to build teams with a broad range of stakeholders to meet your own goals and the goals of your corps/squadron. This issue looks at everything from team-building activities to how to resolve conflict when building a team. In one article, a team-building specialist from outside the Cadet Program describes the characteristics of high-performance teams. Juxtaposed with that is an article—by a corps commanding officer who is also a team-building specialist—that takes ‘building your leadership team’ to a practical level. In addition to theme-related articles, another article pertinent to the local level tells of one corps’ experience in helping its cadet instructors to identify different learning styles and build some ‘tricks of the trade’—for dealing with those styles—into their lessons. Though the air cadet training article on employing cadets following summer training and helping them decide on courses for next summer speaks about air cadets, the tips and practices mentioned are equally applicable to sea cadet and army cadet corps. As we strive to ensure that this publication continues to evolve to meet your needs, remember that Cadence will only be as good as your ‘ownership’ of it as your professional development magazine.

Issue 14 Fall 2004 Cadence is published by the director cadets. It 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 editorial board is comprised of CIC Branch Advisory Council members and key personnel involved in CIC and cadet program development. It is mandated to make recommendations to the director cadets on the strategic direction of Cadence and to provide oversight. Views expressed in this publication do not necessarily reflect official opinion or policy. Cadence 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 photos that relate to articles submitted or that represent the leaders of the Cadet Program. The editorial policy and back issues of Cadence 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: Marsha Scott

Managing editor: Capt Ian Lambert, cadet public affairs, chief reserves and cadets.

Translation: Translation Bureau Public Works and Government Services Canada

Art direction: ADM (PA) Directorate Marketing and Creative Services CS03-0652 A-CR-007-000/JP-001

Col Perron is the director cadets

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Issue 14, Fall 2004

Giving officers the tools to become better COs I have just finished reading the Spring/Summer 2004 issue of Cadence and I was struck by the tone of “Do you have the ‘right stuff’ to be a commanding officer?” Let me first say that as the past CO of 614 (Forest City) Air Cadet Squadron in London, Ont., I agree with the observations that author Maj Ann Léveillé makes with respect to the ideal attributes of a successful CO. I also support her checklist of questions that a potential CO should ask prior to accepting the appointment. What concerns me, however, is the central thrust of her argument that COs who do not become CO for the wrong reason—be it title, the illusion

of power or the potential for a promotion—are the exception. I believe this sweeping generalization does a great disservice to the hundreds of hardworking COs across the Canadian Cadet Movement.

develop officer training programs, mentoring strategies and so on—a ‘tool kit’ that will better position them to become more effective COs. The new officer training program promises to meet this challenge.

Not by the mere fact of being born are all people imbued with the attributes of the ideal leader and CO. Life experiences, military training/education, general personality characteristics and other factors all combine to forge a person who is willing to assume the mantle of CO and succeed in that capacity.

That being said, I do not believe that— in addition to dealing with the countless challenges associated with being a CO of a cadet corps/squadron—insult needs to be added to injury by gross characterizations.

For those who do not possess the necessary skills when they join the CIC, we have a responsibility to

Capt Mike Anglin Administration officer Regional Cadet Instructor School (Central) Borden, Ont.

Remembering ‘Rockin’ Rob’ With this letter, I hope to reach officers and cadets across the country who knew Capt Robert Wilson, former CO of 89 (Pacific) Air Cadet Squadron in Victoria, B.C. He passed away May 31, 2004, from injuries sustained two weeks before when hit by a car in a tragic accident in Victoria. He was 63. Rob’s passion for flying and nurturing ways with young people were well known across Canada, as he enthusiastically fulfilled leadership roles with the CIC. He began as a civilian instructor, teaching ground school to air cadets at 89 Squadron for years before enlisting as an officer and rising through the ranks to training officer, chief ground school instructor and then CO.

He was also posted to CFB Comox on Vancouver Island with the Regional Gliding School to teach and co-ordinate the ground school for many years. Capt Wilson’s last posting was with Regional Music School (Pacific) at CFB Esquimalt, just outside Victoria, co-ordinating musical tattoos and travelling with and hosting other cadet musical events throughout British Columbia.

Europe—he interviewed Buddy Holly and Elvis Presley to name a few! Friends, family and cadets he influenced through all those years of continuous service will dearly miss Capt Wilson.

In his civilian life, he was an on-air personality for local radio and television stations in Victoria, and before that, with stations in Barrie, Ont., and Red Deer, Alta.

In his memory, a scholarship has been set up through 89 Squadron. The ‘Captain Robert Wilson Memorial Flying Scholarship’ will be awarded to the most deserving cadet on the squadron’s flying training program to assist with the cadet’s future aviation studies. The squadron also dedicated its annual review on June 13 to his remembrance.

Some of ‘Rockin’ Rob’s’ fondest memories were of his time in the late 1950s in Germany where—on his own radio program with the CF in

Capt Kim Hoath Administration officer 135 (Challenger) Air Cadet Squadron Vancouver

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

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Women’s CIC team recognized for international win Three Eastern Region CIC officers —representing Canada last year at the Interallied Confederation of Reserve Officers (CIOR) competition in Harskamp, Netherlands—received a trophy in February for the best results in military pentathlon competition.

Chief of the Defence Staff General Ray Henault presents the Paradis trophy to, from left, Lt Harvey, Lt Chebli and 2Lt Tremblay during a ceremony in Ottawa last February.

Lt Geniève Harvey, 221 Army Cadet Corps in Saguenay, Que., Lt Joëlle Chebli, 2648 Army Cadet Corps in Lévis, Que., and 2Lt Diana Tremblay, 2864 Army Cadet Corps in St-David de Falardeau, Que., won gold medals in five events. It marked the first time that Canada’s team consisted exclusively of CIC officers. The CIOR was founded in 1948 by the Reserve officer associations of Belgium, France and the Netherlands.

All sporting events are conducted in teams and include pistol and rifle shooting, orienteering, and land and aquatic obstacle course racing. The Canadians scored the best times in the obstacle course races and orienteering. Adapted from an article by Maj Carlo De Ciccio, public affairs, Regional Cadet Support Unit (Eastern).

Reservist Assistance Program

CADENCE online

Individual CIC officers who need help in obtaining time-off from an employer to undergo military training or need assistance in the prevention and resolution of conflicts that are the result of an employee being a reservist, may take advantage of the Reservist Assistance Program offered through the Canadian Forces Liaison Council.

If you would like to know when each issue of Cadence is posted online, signup on our website www.cadets.ca, under the Staff Resources and Tools section, to receive automatic notifications by email.

Requests for support from CIC officers will be dealt with on a caseby-case basis. CIC officers can phone 1-800-567-9908 or send an

email through the Canadian Forces Liaison Council website at www.cflc.forces.gc.ca. The Canadian Forces Liaison Council (CFLC) is a group of Canadian business leaders who volunteer their time and effort to assist the Primary Reserve in support of CF operations. They also believe in the advantages employers can gain by recognizing the valuable training that primary reservists undertake.

New pin for cadets

Cadets who are awarded the Cadet Certificate of Commendation—for outstanding deeds in attempting to save the life or property of another person—will now receive a new pin to wear on their uniform, in addition to a certificate.

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The Confederation brings together all existing Reserve officer associations in NATO countries—18 in total. Among other objectives, the nonpolitical, non-governmental, nonprofit-making organization develops international contacts between Reserve officers to improve mutual knowledge and understanding.

Simply enter your email in the box provided and click 'sign-up'. To stop receiving notifications, click the 'Remove my email' link.

Regulations online The pin—a silver bar with one maple leaf—should be worn in accordance with current elemental dress instructions. Further details are available in an updated Cadet Administration and Training Order (CATO) 13-16, Annex C, available online at www.cadets.ca/support.

For the first time, Queen’s Regulations and Orders for the Canadian Cadet Organization are online. You can find QR (Cadets) right above CATOs at www.cadets.ca/support, under Orders and Regulations.

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Issue 14, Fall 2004

125th anniversary stamp As part of the 125th anniversary of Army Cadets this year, Canada Post unveiled a commemorative stamp in Ottawa last March. Satellite unveilings of the stamp took place in locations across Canada. Here, Col (ret’d) Gene Lake, president of the B.C. Branch of the Army Cadet

League, and Eleanor Smith of Canada Post give a ‘presentation collection’ of the commemorative stamps to a cadet, following the unveiling of a larger-than-life stamp replica in British Columbia in May.

Changes to the cadet enrolment form The cadet enrolment form, CF 1158—Application for Membership, has been modified to incorporate a more detailed explanation related to the requirement for medical information under part two of the enrolment form. Additionally, under part three, the parent declaration includes a

statement related to using certain information, including photos, “to publicly recognize cadet accomplishments and achievements while in the Cadet Program and to promote the Cadet Program.” For those cadets already enrolled in the program, a separate form is to be completed by the cadet and

parent as an amendment to the existing CF 1158. Please ensure that you are using the new form now. It can be obtained at www.cadets.ca, under the “Staff Resources & Tools” section; through your regional cadet support unit website; or by contacting your cadet detachment.

Low-cost adventure activities It’s easy to organize a wide variety of low-cost adventure activities—even without an adventure training centre, says Capt Guillaume Paré, commanding officer (CO) of 2898 Army Cadet Corps in Ste-Marie, Que. Last year, he organized a bike trip from corps’ headquarters to a nearby waterfall for lunch. “At first I didn’t think we’d be able to make it, but my cadets really surprised me and we managed to cycle both ways—a total of 85.8 km—in less than five hours,” he says. The best part was it was easy to organize, cost nothing and resulted in free publicity for the corps. One officer drove in front of the group; another drove behind in a pick-up truck to carry the bikes of cadets who dropped out. Cadets brought their own lunches. This year, Capt Paré’s cadets took part in an ‘unlimited sports plan’ at a resort that included introductions to

river kayaking, rock climbing and acrobatic trampoline—for the low price of $8.99 per person. To make the activities even more adventurous, Capt Paré structures them as ‘commander’s challenges’. This year, he challenged the cadets to climb higher than him and in less time, do more somersaults on the trampoline and beat him in a kayaking race.

self-awareness within the Army Cadet program.” For more on adventure training, turn to page 30.

The cadets received a gold certificate for meeting the challenge, a silver certificate for completing more than half of the activities, and a bronze certificate for simply trying. “Capt Paré has made effective use of adventure activities to energize his corps and apply the star program,” says Capt Denis Lefebvre, the staff officer responsible for army cadet training at directorate cadets. “Adventure training is intended to be the principal means of developing leadership, team spirit, fitness and

Professional Development for Leaders of the Cadet Program

Kayaking was just one low-cost adventure activity for cadets from 2898 Army Cadet Corps in Ste-Marie, Que.

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Queen’s Medal of Bravery for corps CO CO of 327 Sea Cadet Corps UNICORN in Barrington Passage, N.S. For doing the right thing, 2Lt Brannen has received the Queen’s Medal of Bravery from Governor General Adrienne Clarkson. The medal is awarded to those who selflessly risk their own lives to save the lives of others.

2Lt Brannen receives the Queen’s Medal of Bravery from Governor General Adrienne Clarkson.

“You don’t know how you’re going to react to an emergency situation until you face one. You may panic, you may just stand there and look stupid, or you may do the right thing,” says 2Lt Allan Brannen,

The electrician was performing maintenance on a wharf on Cape Sable Island in August 2002 when an explosion on a nearby fishing vessel blew one man into the water and left another clinging to the bow. As the burning vessel began to drift out of the harbour, 2Lt Brannen reacted instantly. He dove into the water and swam to the boat. “I knew I had to be fast,” says 2Lt Brannen. “The boat was a time bomb with all that propane on the bow and the guy

was yelling for help. He wouldn’t leave the boat because he couldn’t swim.” With a little help from others nearby —including several fishermen who also couldn’t swim—2Lt Brannen was able to tether the boat, wrap a rope around the fisherman on the bow, get him off the boat and pull him to safety. The fisherman who was blown out of the boat lost a hand; both fishermen suffered from secondand third-degree burns. Thanks to 2Lt Brannen and others on the scene, however, both were safe onshore when the boat burned to the water line within 10 minutes of the explosion. 2Lt Brennan has been a CIC officer for three years, starting with his corps four years ago as a volunteer.

New army cadet service medal Army cadets with five years of honourable service with their corps may now apply for a new army cadet service medal. The medal was expected to be available at cadet corps by Sept. 15.

Cadets with five years of honourable service will qualify. The award is issued on the authority of the local sponsoring committee and on the recommendation of the CO.

According to Army Cadet League national director Terence Whitty, the medal will recognize all cadets who have served in their cadet corps for a long period of time and as a result, have contributed in a substantive way to the success of the corps in their communities.

The onus is on individual cadets to apply for the medal. An Army Cadet League procedure has been written to cover the application process.

The National Cadet Council authorized the League to establish the medal last May. The administration of the medal will be handled completely by local corps.

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Former cadets can apply to their cadet corps if they satisfy the criteria, but they will have to purchase the medal for approximately $10. According to Mr. Whitty, the longservice medal will serve as a “trial project” for the other two leagues, which may wish to establish similar awards for their cadets at a later date.

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Issue 14, Fall 2004

Biathlon Canada awards Bruno St. Onge, a civilian instructor with Eastern Region, received an award in June for his significant contribution to biathlon in Canada. Biathlon Canada presented the award to St. Onge for his outstanding work over the past year in stabilizing the biathlon organization in Quebec and for his achievements in the organization of Biathlon Canada’s national races. St. Onge has been an integral part of the cadet biathlon program for 14 years. He has been the ‘technical delegate’—responsible for race quality assurance—at the national competition for years and in the past two years, he has helped Atlantic Region develop its biathlon program. He has also been an instructor on numerous coaching and officials courses for CIC officers and civilian instructors.

Biathlon Canada also named civilian instructor Jean-Philippe Le Guellec as its ‘athlete of the year (male)’ for his outstanding performance during World Cup competition. He became Canada’s first biathlon world champion last January during the Junior/Youth World Championships in Haute-Maurienne, France. (Cadence, Spring/Summer 2004) Another civilian instructor, Joanie Haché, received the Myriam Bedard Award for her extraordinary dedication and commitment in the achievement of excellence in the sport of biathlon. Both Le Guellec and Haché became involved in biathlon as cadets. Currently on staff at Eastern Region’s biathlon training centres, they have revitalized biathlon with their world championship performances.

Bruno St. Onge, a civilian instructor with Eastern Region, has been recognized by Biathlon Canada for his significant contribution to biathlon in Canada.

Introduce your cadets to some local veterans at www.MemoryProject.com, or by email at [email protected]. This resource is available free of charge. The interaction between cadets and veterans can be extremely rewarding as a citizenship activity. With Remembrance Day approaching, local corps and squadrons are reminded to take advantage of The Memory Project, which offers cadets the opportunity to meet military veterans from their local communities.

subject in schools and by the public perception of the country’s past as academic and boring. The purpose of The Memory Project is to broaden awareness of the richness and complexity of Canadian history.

The Memory Project is an innovative program designed by the Dominion Institute to bring veterans and youth together in communities across the country. The Dominion Institute was founded in 1997 by a group of young people concerned about the decline of history as a core

Corps and squadrons are invited to call The Memory Project at 1-866701-1867 to arrange for a visit from a local Second World War, Korean Conflict, or peacekeeping veteran, or from a currently serving CF member. You may also make your request through The Memory Project website

Professional Development for Leaders of the Cadet Program

Several citizenship opportunities are available this year and next as Canada commemorates the 60th anniversary of its participation in several Second World War milestones. The 60th anniversary events began with the commemoration of D-Day this past June and will culminate in the celebration of the end of the Second World War next May. Each is an opportunity to help our cadets ‘remember’ this important part of Canada’s history. (See Viewpoint on page 33).

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FEATURE: TEAM BUILDING >

‘Travelling’ on the strengths of one another The Cadet Program is a collaboration, requiring the efforts of thousands working together to shape more than 55,000 Canadian youths into good leaders and citizens. Teamwork is fundamental to the program’s success. In the context of teamwork and collaboration, one issue that is taking on greater importance, according to The Team Building Supersite—www.teambuildinginc.com—is keeping a team motivated. n article on this informationpacked site, “Team Motivation” by site founder Peter Grazier, says “A team whose members are aligned in purpose, feel a challenge in their task, have a strong sense of camaraderie, feel responsibility for the outcome and experience growth as a team and in their personal lives will tend to sustain motivation over the long haul.”

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CIC omnibus survey results (page 32) give a clear picture of some of the motivational factors affecting local corps/squadron officers. A sense of purpose, camaraderie and personal growth were among them. A full 94 percent said “the opportunity to work

with youth” motivates them to continue serving. A majority said that the work environment and co-worker attitudes contribute to their positive intention to continue serving. And 70 percent said they are motivated to continue by the training opportunities available to them. Building your local Cadet Program team, in particular, is a doorway to personal growth. In team building, you are called upon to blend the talents, skills and inherent creativity of diverse people. You are called upon to leverage skills, time and resources for the benefit of not only your corps/ squadron, but also for the program. By empowering your team, you can also help others grow. By asking a team member, “What would you do?” instead of assuming that only you can provide the perfect solution, you may find “brilliantly simple” solutions from the most unlikely sources, says Mr. Grazier.

For identical twins 2Lts Mike and Dan Leslie, instructors at Regional Gliding School (Pacific) in Comox, B.C., collaboration comes naturally. Here, the two instructors wax the underside of an L-19 towplane. (Photo by WO Eileen Redding, RGS (Pacific) public affairs)

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By involving your officers, civilian instructors, senior cadets and volunteers in meaningful thought about how to improve things, you will begin to create a powerful form of recognition— important to team motivation—within your team. By

adopting involvement as your leadership philosophy—involving team members naturally in the thinking and decision-making processes—you will come to recognize the gifts people bring to the Cadet Program. Your leadership can help everyone on your team understand how they are greater collectively than individually. Once they appreciate this, you will have little need for team-building courses. Through teamwork, you can also reinforce team behaviours in your cadets so they can move into the world of work as adults with their team and collaborative skills—highly valued in today’s workplace—already in place. As cadets observe their corps/squadron leadership team collaborating closely to co-ordinate their learning experience, you’ll be sending a powerful message. And like you, they too will begin to experience personal growth through their collaborative experience. Even geese benefit from collaborative experience, and The Team Building Supersite suggests that we can learn several team-building lessons from geese. One that can apply to the team at your local corps or squadron follows: Fact: As each goose flaps its wings, it creates uplift for the bird following. By flying in a ‘V’ formation, the whole flock adds 71 percent greater flying range than if one bird flew alone. Lesson: People who share a common direction and sense of community can get where they are going quicker and easier because they are travelling on the strength of one another. Many of the ideas above are adapted from articles on The Team Building Supersite.

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Issue 14, Fall 2004

By Capt Catherine Griffin

Team-building activities none of us is as smart as all of us (Japanese proverb) ou may understand what team building and its benefits are, but do you know how to actually build a team?

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Building a team means helping people get to know one other and preparing them to begin working together, or continue working together, in harmony. Here are two team-building activities that are interactive and fun. Activity #1: “Find someone who…”

The aim of this team-building activity is to name someone in the group who matches the description in statements provided. Here is an example of a statement sheet: Read the following statements and find a person who matches the descriptions. Fill in their name on the line below. Have fun!!

Find someone who… 1) plays a musical instrument. Which instrument? ________________________ 2) enjoys playing tennis. ________________________ 3) has a younger sibling. Brother or sister? ________________________ 4) has travelled outside the country. Where? ________________________ 5) likes chocolate cake. ________________________ Allow 10 minutes or so for people to talk and find someone who matches each description. Then,

read the statements and ask volunteers to share the names they have collected. Encourage the A staff cadet team has fun during a leadership tasking at HMCS individuals named to ONTARIO CSTC in Kingston, Ont. (Photo by HMCS ONTARIO CSTC add something to their public affairs) answers. For example, if the statement is, “Find someone who is from a foreign country”, ask the person might make an apple. Building these what country he/she is from, or how individual symbols may take 20 to 25 minutes. long he/she has lived in your town. I often use this activity with people who are coming together for the first time. However, it may also be used for people who work together all the time. I have used it for groups as large as 30, but do not recommend using it for groups of less than 12 to 15. The number and type of statements is your choice. Be sure that the statements are relevant to the group. Also, be sure to keep the questions light, fun and not too personal. The time you allow for finding names is also up to you. I usually create 12 to 15 statements for groups of 20 to 30 people. I allow five to 10 minutes for finding names and 15 to 20 minutes for sharing answers as a group. Activity #2: “Pipe-cleaner connection”

If you have a large group, divide it into smaller groups of four or five people. To start this activity, you will need pipe cleaners in a variety of colours. (You can get them dirt-cheap in dollar stores). Each group member should have two uniquely coloured pipe cleaners. Ask each person to create a symbol that describes or identifies him or her. For example, a teacher

Professional Development for Leaders of the Cadet Program

Once completed, ask the group to connect the individual symbols (without changing any of them) to form a group symbol that represents the group’s collective strengths. During this process, each member explains his or her individual symbol. Next, a group representative explains the meaning of the group symbol to the other groups. This may take three to four minutes. The nice thing about these and many other team-building activities is that you can adapt them for almost any group. The key to an activity’s success is knowing the group you are working with. Be sure the activities are fun and appropriate for them. Also, choose an activity to meet your outlined objectives. There are lots of activities to choose from. Check out these websites for more team-building ideas: www.managers.gc.ca www.ainc-inac.gc.ca/ai/ldr/tc_e.html Capt Griffin is the educational development staff officer with the cadet training cell at directorate cadets.

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URE: TEA TEAM BUILDING >

By Dr. Ken Blanchard

How to get your group to perform like a team s I work in companies around the country, I often ask people what percent of their time do they spend in groups. Although managers report 60 to 90 percent of their time is usually spent in group activities, they also indicate that much of that time is wasted or ineffectively used and that they get little or no training in skills needed to work efficiently in groups.

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Getting groups to work as smoothly and effectively together as possible should be a goal of every leader. Getting a group to perform like a team initially means getting the group to focus on producing results. Once this is done, the group is apt to feel good about itself as a unit, and the climate will become more supportive and encouraging for yet more results to be obtained.

Seven characteristics of high-performance teams Team members will better be able to produce results if they first are able to visualize how the group will work together. Two of my colleagues at Blanchard Training and Development—Drs. Don Carew and Eunice Parisi-Carew—and I have been studying what makes groups effective for years. Seven characteristics, depicted by the acronym PERFORM, best summarize the desired group behaviours we have identified that are necessary for a group to become a high-performance team. The seven characteristics are: purpose, empowerment, relationships and communication, flexibility, optimal productivity, recognition and appreciation, and morale. Purpose Members of high-performance teams share a sense of common purpose. They are clear about what is the team’s ‘work’ and why it is important. They can describe a picture of what the team intends to achieve. They have developed mutually agreed upon and challenging goals that clearly relate to the team’s vision. Strategies for achieving goals are clear. Each member understands his or her role in realizing the vision. Empowerment

Lt Dan Emde, left, part of the wilderness training cadre at the national army CSTC in Vernon, B.C., got his team of cadets to focus on producing results during a five-day field exercise. He supervised the collaborative construction of an A-frame by cadets on the cadet instructors’ course. (Photo by Wayne Emde, CSTC Vernon public affairs)

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Members are confident about the team’s ability to overcome obstacles and to realize its vision. A sense of mutual respect enables members to share responsibilities, help each other out and take initiative to meet challenges. Policies, rules, and team processes enable members to do their jobs easily. Members have opportunities to grow and learn new skills. There is a sense of personal as well as collective power.

Relationship and communication The team is committed to open communication, and group members feel they can state their opinions, thoughts and feelings without fear. Listening is considered as important as speaking. Differences of opinion and perspective are valued, and methods of managing conflict are understood. Through honest and caring feedback, members are aware of their strengths and weaknesses as team members. There is an atmosphere of trust and acceptance and a sense of community. Group cohesion is high.

Few behaviours underscore the value you place on another person as much as the ability to listen. Flexibility Group members are flexible and perform different task and maintenance functions as needed. The responsibility for team development and leadership is shared. The strengths of each member are identified and used, and individual efforts are coordinated when necessary. The team is fluid and open to both opinions and feelings, hard work and fun. Members recognize the inevitability and desirability of change and adapt to changing conditions. Optimal productivity High-performance teams produce significant results. There is a commitment to high standards and quality results. They get the job done, meet deadlines and achieve goals. The team has developed effective decisionmaking and problem-solving methods that result in achieving optimum results and encourage participation and creativity. Members have developed strong skills in group process, as well as task accomplishment.

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Issue 14, Fall 2004

Recognition and appreciation Individual and team accomplishments are frequently recognized by the team leader—as well as by team members—by celebrating milestones, accomplishments and events. Team accomplishments are valued by the larger organization. Members feel highly regarded within the team and experience a sense of personal accomplishment in relation to their team and task contributions. Morale Members are enthusiastic about the work of the team, and each person feels pride in being a team member. Confident and committed, members are optimistic about the future. There is a sense of excitement about individual and team accomplishments, as well as the way team members work together. Team spirit is high. Of these seven characteristics, two are most important: optimal productivity and morale. To be a successful team, the group must have a strong ability to produce results and a high degree of satisfaction in working with one another. The overall group’s level of productivity and morale is shaped by specific behaviours that may be performed by any group member. The needed behaviours must either provide direction (to increase productivity) or provide support (to increase morale). Giving direction Providing direction helps to increase the productivity of a group. Direction can best be given in three forms: structure, control and supervision. Structure. Groups need structure, or a game plan, to make progress. Structure can come from an agenda, or from asking questions to help clarify roles and goals of the group.

Control. Once a plan is established, the group needs to stick to it. This involves helping the group to focus and limit its activities—for example, limiting interruptions so that members can finish stating their ideas, or putting time limits on the discussion of various aspects of the agenda. Supervision. Important in shaping any behaviour is time for observation and redirection of behaviours as needed. For groups, this means monitoring and evaluating how the group is doing and what it needs to reach its goal and then helping as appropriate. Helping can include providing additional information, making a suggestion, or summarizing and recasting what yet needs to be done. Giving support It is also important—for a smoothly functioning team—for members to provide support to each other. This support can best be given in three ways: praising, listening and facilitating. Praising. Sincere, specific praise given in a timely manner has been proven time and time again to be one of the most effective means of reinforcing desired behaviours. In a group context, praise can be given for productive contributions such as new ideas, suggestions, or factual data. Praising encourages others to be involved with the group in a positive way. Listening. Few behaviours underscore the value you place on another person as much as the ability to listen. Demonstrate that you have heard and understood other members by using both verbal cues (for example, paraphrasing) and nonverbal cues (for example, head nods). Facilitating. This activity of assisting with members’ interactions can take many forms such as leading the discussion or encouraging quiet

Professional Development for Leaders of the Cadet Program

Team spirit is high at Cap-Chat CSTC in Quebec. (Photo by Capt Lisa Caron, CSTC Cap-Chat public affairs)

members to contribute to the group. A facilitator helps move the group toward its goal in a way in which participation and commitment to the group process are both high. The responsibility for initiating behaviours that give direction and support to the group should be shared by all members. With practice, the timing of these behaviours will improve and they can become routinely used by all members. When this happens, the group can easily assume the other characteristics needed to PERFORM and will be well on its way to becoming a high-performance team.

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URE: TEA TEAM BUILDING >

By Lt Robert Craddock

Building your leadership team Equal contributors—different roles eam building is not a once-a-year event. In the day-to-day activities at your corps/squadron, you can do many things to build a strong leadership team. Here are two areas you can focus on.

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Relationship What kind of leadership team do you have at your corps/squadron? Do you think of it as a team of equal contributors with differing roles? You probably should. If your corps/squadron is like most, you have a mix of officers, civilian instructors and civilian volunteers. Recognize that they have different capabilities, play different roles, but are all equal members. If you view volunteers and civilian instructors as lesser members, you are inevitably going to treat them that way. There’s an old saying, “What you see is what you get.” Flip it around and think of it, instead, as, “What you get is what you see.” If you expect everyone to act like an equal contributing member, then remember to see them that way and ensure that your day-to-day actions are aligned with your beliefs. Don’t put up with politics at your corps/squadron. Ensure there is no ‘in crowd’. Purpose We’re all clear about the mission of the cadet movement, but that’s not enough. The commanding officer (CO) needs to ensure that there is a visible and clear purpose behind day-to-day corps/squadron operations and training.

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Lt Craddock, centre, directs his team of equal—but different—contributors. If you want a strong team, involve all your staff in this process. Think about the current status of your corps/squadron, the mix of ages, the mix of training levels and what will happen in terms of growth and turnover in the next one to two years. For instance, are you going to experience a high turnover of senior cadets in a year? If so, consider what your focus should be—probably extra attention on the leadership and skill development of your junior cadet leaders. Have you had a dramatic change in recruit numbers? How will you shift your focus? Your corps/squadron situation changes, so your team must respond to changes. Get together and identify the changes and then ask what the team response should be. Ask your team to speculate on the individual changes this means for them and guide those with less experience. Here are some other things you can do: Build a focus statement early each year or at the end of the current training year based on your team’s assessment of the future. Build clear ‘duties and responsibilities’ agreements with each team member. The more experienced they are, the

more you should involve them in building these agreements. Give everyone specific accountabilities. Review descriptions of your key positions and adapt them to the corps/squadron. It’s tough being a new volunteer or officer—you’re not sure whose toes you could be stepping on, or what is really yours to do.

If you expect everyone to act like an equal contributing member, then remember to see them that way and ensure that your day-to-day actions are aligned with your beliefs. Build the agreements quickly. There’s nothing wrong with reviewing and revising them a month later— they should be reviewed regularly anyway. Use these agreements to help your team get started. If you worked one-on-one to build the agreements, share them with everyone. It’s equally essential that everyone know about everyone else’s responsibilities. The best teams work smoothly and adapt quickly to changing circumstances. Give yours the maximum chance to do that by ensuring ongoing clarity in directing your team of equal—but different—contributors. Lt Craddock is the CO of 1292 (Lord Strathcona’s Horse (Royal Canadians)) Army Cadet Corps in Calgary, Alta. He is also a partner in Key Consulting Group Inc. “The Leadership Company”, with offices in Calgary and Edmonton.

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Issue 14, Fall 2004

Making parents and sponsors part of your team o give us a practical perspective on building the corps/squadronparent-sponsor team, Prairie Region directed us to two CIC officers in Saskatchewan—LCol Lyle Johnson, former commanding officer (CO) and currently administration officer with 1856 Army Cadet Corps in Moose Jaw, and Lt Bernadette Slager, CO of 888 Air Cadet Squadron in Wakaw.

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The two excel at team building with parents and sponsors. Coincidentally, both are high school teachers with experience in building relationships with parents. Although their civilian work experience may play some part in their success, LCol Johnson is quick to point out that many of the team-building activities and theories he uses as an educator are actually based on his cadet experience. LCol Johnson and Lt Slager gave five pointers on how to build a strong corps/ squadron-parent-sponsor team: break the ice with a team-building activity, ignite a spark with goal-oriented projects, build rapport, recognize parent/sponsor contributions and be open with information.

“Last time I tried this,” says LCol Johnson, “we had a person who was marooned on a south sea island for three days, someone who danced with Jean Chretien at a wedding and someone who had been charged with murder—a trumped up charge, it turned out. It was a great team builder.”

Working together on a project is a “spark igniter” for building a strong corps/squadron-parentsponsor team. Ignite a spark LCol Johnson believes that working together on a project is a “spark igniter” for building a strong corps/squadron-parent-sponsor team. “Success is tangible and measurable in projects that have specific hard goals,” he says.

Officers should use the leadership skills they’ve learned—as cadets and officers at both the local level and cadet summer training centres, as well as in their civilian jobs—to create goal-oriented projects to benefit the corps/squadron and to foster interest and pride in those activities among team members. Goal-oriented projects may be anything from improving corps facilities and equipment to acquiring a corps/squadron flag. “I’ve seen all kinds of projects work over the years,” says LCol Johnson. The flag project ignites sparks because it gets everyone—cadets, instructors, parents and sponsors— involved in learning more about the corps/squadron history. Officers need to supervise the flag design, convince parents and sponsors of the project’s importance and advise/support them in fundraising to achieve the goal, he says. continued on page 36

Break the ice Lead a ‘getting to know you’ teambuilding activity with parents and sponsors. Invite participants to tell you (as organizer), in private, some little-known fact about themselves. List these facts on paper. Then ask participants to track down the person who matches the clue. The value in this activity is the ‘questioning interaction’. Form completion is a bonus. Limiting people to one question per person allows the opportunity to interact many times and become more comfortable with the group. The ‘buzz’ of the task is quite fun.

Part of team building is ensuring that those who support you are thanked and know they are appreciated. Here, Lt Slager presents a token of thanks to supporters of her squadron—representing local airline Trans West—during the squadron’s annual review.

Professional Development for Leaders of the Cadet Program

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URE: TEA TEAM BUILDING >

By Capt Denis Lefebvre

The full-value contract: A team-building tool ometimes it’s hard to come up with ideas and tools to build team spirit. Recently, I discovered a new tool that can definitely help us out. It’s called the full-value contract (FVC), based on the book, “Adventure in the Classroom” by Mary Henton.

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An FVC respects the integrity and diversity of individual group members, as well as the group as a whole. When instructors and cadets respect each other, they are more likely to want to work together and support each other in the learning process. This article will attempt to explain the prerequisites for creating an FVC at your local corps/squadron, as well as how to develop the contract and use it. Before developing an FVC for a group, you should do the following: • Ensure that everyone understands the meaning of the basic prerequisites—be present, be safe, set goals, be honest and be constructive.

• Choose some activities to promote interaction and facilitate getting to know one another.

• Ask everyone to set individual goals and then group goals. Ensure they are clear to everyone.

PREREQUISITES The contract requires each cadet to: Be present The FVC requires every cadet to be physically and mentally present. It is understood that cadets have to participate fully and take complete responsibility for their actions. Each cadet is expected to show an interest in supporting other cadets in the group and commit to participating actively in the learning process. Be safe To stimulate interest, promote participation and build team spirit among group members, cadets have to feel safe. It is up to CIC officers to ensure that cadets feel physically and emotionally safe so they can contribute to their own learning process. The cadets themselves also have a responsibility—through their own behaviour, attitude and participation— to ensure they do not jeopardize anyone’s safety. A safe environment allows each cadet to participate actively, ask questions without embarrassment and try to answer questions without fear of ridicule. Set goals It is crucial that all group members set their own goals. These goals become—for individuals and the group—a reference point for making choices and carrying out actions. As stated in my article on goal setting in the last issue of Cadence, specific, measurable, appropriate, realistic and trackable goals must be set in all learning processes so that individuals and the group can assume responsibility for achieving them. The FVC requires group members not only to contribute towards achieving group goals, but also to support individuals in achieving their personal goals. Be honest Being honest presupposes that cadets in the group respect themselves and each other. Instead of showing disappointment or aggressiveness, for example, they should simply acknowledge their feelings in a particular situation and say frankly and openly how they feel. In this type of situation, everyone will then be able to work constructively. Being honest means being responsible for their words and actions. Be constructive

When instructors and cadets respect each other, they are more likely to want to work together and support each other in the learning process. Here, Lt(N) Dan Graham evaluates a leadership tasking at HMCS ONTARIO CSTC. (Photo by HMCS

An FVC requires cadets to recognize that sometimes others may disagree with them, that everyone has different opinions and ideas, and that they should put aside these differences and work towards achieving goals. If you understand these prerequisites, you’re ready to begin developing a full-value contract.

ONTARIO CSTC public affairs)

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Issue 14, Fall 2004

FVC Representation

an di ng

Un de rs t

Respect

Enthusiasm

Co ur ag e

Michel René J rylise o sep Ma h

en Antoine C Steph laud l ia nie Da Ca e t hi

tale Marie Sim Chan on P arie a u l n-M C An

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• When they are all satisfied with the results, ask the cadets to sign their names on the representation. This will highlight both their sense of belonging to the group and their sense of responsibility for themselves and for the group.

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• Ask the cadets to explain the representation to ensure that everyone has the same understanding of the values and their representation.

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• Ask group members to create a representation of their values/ qualities on a card or on the flip chart. Make sure they have pencils, rulers, glue, scissors, magazines, and so on. Their representation could be in the form of a picture or a chart. The important thing is that all values/qualities are be represented and that the illustration representss or characterizess the group.

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• Following discussion, ask the cadets to choose the values they want their group to adopt to achieve its goals. It is possible for the group to keep all the values/qualities that come out of the brainstorming session. Ask one or more people to present their results to the group. Then ask the others to explain some of the values/qualities presented, to make sure that everyone understands.

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• Organize a brainstorming session. Ask everyone what values or qualities the group should follow to achieve its goals. Record these values/qualities on a flip chart. To ensure that everyone understands them, ask the cadets to explain the meaning of some of the values.

One group of cadets chose to represent ie Céline Sylvie Valer their values/qualities with a wheel. c Isa Lu be e The wheel’s hub represents the lle n i r e group’s goals. Each line leading h from the central hub to the outside circle represents a chosen value, in this case effort, respect, understanding, communication, willingness, enthusiasm, Our courage and optimism. Optimism objectives Communication The outer circle represents the group as a whole and all members as being of the same opinion. Group members said that unless everyone accepted the values, the group could not be united, or move forward to achieve its goals.

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Now… draw up your FVC

Using the FVC The FVC is an especially good tool for group feedback and cohesiveness.

about the things in the FVC that they did and did not follow!

You may refer to it after an activity, experience or situation, asking how the group behaved or acted. Group members will usually refer to the FVC before you do and should be able to identify what was done well and what was not done well. They should identify the areas they need to work on to honour their ‘contract’, without which group goals cannot be achieved.

The FVC will have a positive effect on the discipline and behaviour of your cadets. It won’t be long before you discover that they are honouring the contract—feeling responsible for their attitudes (towards themselves and the group) and for the achievement of goals.

In one actual situation—after implementing the FVC with a group of cadets and after an activity—the person in charge provided feedback on the activity and asked the cadets to say what they did and did not like about the activity. Instead of discussing the activity itself, the cadets began to talk

Professional Development for Leaders of the Cadet Program

In other words, you’ll have a great team! For even better results, implement an FVC with your personnel before you try it with cadets. Capt Lefebvre is the staff officer responsible for army cadet program development, as well as for marksmanship and biathlon program development, at directorate cadets

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URE: TEA TEAM BUILDING

By Denise Moore

Resolving conflict to build a stronger team A Case Study othing impedes team building more than conflict within the team.

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Here, we present a case study in which an interest-based approach was taken to resolve a conflict among cadets in a local unit. An interestbased resolution—which empowers parties in conflict to resolve their issues through voluntary dialogue—is a low-level resolution. The chief of the defence staff has directed that conflicts should be resolved at the lowest (or earliest) level possible.

The facilitators reframed negative or blaming statements in a more neutral manner and engaged the group in focussing on the future. This case study provides insight into facilitating low-level resolution when a conflict arises and managing group dynamics when doing so. In our example, the cadet unit experienced conflict at different levels. Officers were trying to deal with their own issues, parent committee members were dissatisfied with how the unit was being run and cadets were taking sides. Cadet retention was a common concern. While the adults explored what conflict resolution approach could work for them, they agreed to ask an outside facilitator to help resolve the cadets’ problems. In this case, the officers did not feel their skills were advanced enough to attempt facilitation themselves. Two facilitators accepted the invitation to meet with the cadets. The facilitators clarified that their role would be to manage the process and that the youths would be responsible

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for finding a solution acceptable to all—an interest-based approach to resolving the conflict.

Preparation The cadets were invited to attend a group meeting facilitated by “neutral and impartial third parties”. It was left up to the parents/guardians and the cadets to decide whether the cadets would attend. Twenty-five cadets showed up. The meeting took place before the regular parade time. As the meeting ran through dinnertime, refreshments were provided. This set the tone for the meeting, allowing the cadets to interact and become comfortable with the situation. It also gave the facilitators an opportunity to observe group dynamics. They identified cadets who formed alliances, outspoken cadets, less outspoken cadets and cadets perceived as leaders. They also observed the interaction between cadets (whose parents were most vocal in voicing their dissatisfaction with the unit’s operation) and the other cadets.

Process The facilitators began the discussion by confirming that the goal was to have an open and honest discussion about the problems the local unit had been facing and what suggestions they had, in their power, towards a resolution. The cadets were then asked to list the ground rules for discussion. Their suggestions included: • No interruptions while the other person was speaking. • Active listening. • Respecting another person’s opinion even if you didn’t necessarily agree with it.

Before proceeding, each cadet was asked if she/he could commit to these rules. This established greater buy-in to the process right from the beginning, as well as a safe environment in which to discuss the conflict. The facilitators and the cadets sat in a circle to demonstrate equality. Two questions were posed: • Describe the current vibe in your unit as you see it and reflect on how it has affected you personally. • To improve the situation, what can you be responsible for? Cadets had an opportunity to answer (or pass) as they went around the circle. The cadets expressed their expectations, assumptions, concerns and hopes. The facilitators reframed negative or blaming statements in a more neutral manner and engaged the group in focussing on the future. The facilitators got permission from the large group to pursue sidediscussions with the cadets (whose parents were most vocal in voicing their dissatisfaction with the unit’s operation) and some of the other cadets. During these interactions, the facilitators carefully monitored the dialogue by focussing not only on what was said but also on body language and tone.

Managing group dynamics One cadet was unfocussed, disruptive and at times, displayed disinterest in the discussion. The facilitators simply reminded her of the ground rules and suggested that if anyone was unable to abide by them, they would be asked to leave the process. When the cadet did not comply, it was another cadet who raised the ground rule and repercussion, and the facilitators asked the cadet to leave.

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Issue 14, Fall 2004

Sometimes emotions took over and dialogue began to break down. At these times, the facilitators let the group know what they were observing —that everyone felt passionate about the subject and wanted their point of view understood. The cadets were reminded that in respecting opinions, they did not have to agree but must try to understand where the other person was coming from. By keeping an open mind and actively listening, they could demonstrate that they understood—building bridges and trust. Once this occurred, the group was ready to brainstorm potential resolution options. When the group went off topic, the facilitators first reminded the cadets of the agenda and timelines. Then they gave the cadets some options on how to continue. They were asked if they wanted to proceed offtopic and if it would achieve the overall goal. They were also given the option of ‘parking’ items not directly related to the discussion in a ‘parking lot’—a chart in the room where comments and questions could be posted anonymously for discussion at a more appropriate time. Another option was to allow group members—as owners of the process—to make a decision about where they wanted the conversation to go. Checking this throughout the process was crucial.

Resolution The cadets’ solutions to their conflict encompassed what they had authority over.

Everyone wrote their personal commitment to the unit’s improvement on a large sheet of paper that was posted at the unit for the rest of the year. The solutions ranged from how they would interact with each other in the future to ways they could change their unit’s image and increase recruitment. The cadets said it was important to present their resolutions to parents and officers at the session’s end. In this way, parents and officers were able to see the impact of the conflict on everyone.

This case study shows that facilitation and managing group dynamics can help resolve a conflict to improve relationships and build a stronger team. Denise Moore, a senior mediator with directorate cadets, represents the conflict management program for director general reserves and cadets.

Facilitation tips Don’t do all the work. As a facilitator, transfer the onus to participants. You are simply there to guide the process, not the content. Do not influence, recommend or use judgmental statements. Recognize your role and the cadets’ perception of you when it comes to impartiality and neutrality. Recognize your limitations. If necessary, ask for help through your chain of command or visit the nearest Dispute Resolution Centre. Use two facilitators in groups of 15 or more. One guides the process and the other monitors group dynamics—reactions, body language, participation level and so on. Check in with the group during the process, as well as during breaks. Ask the group how it is digesting the information, clarify points if there are questions, or speak to a cadet quietly on the side if you have noticed negative body language or lack of participation. It’s also an opportunity for the cadets to comment on how the process is—or is not—working for them and discuss potential changes. Follow up. Ensure that the group addresses how it will deal with future conflicts and include this in the resolution. As a leader, you are in an ideal situation to monitor, have one-on-one discussions, or call group meetings to discuss your observations and review commitments.

Professional Development for Leaders of the Cadet Program

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By Capt Andrea Onchulenko

‘Employing’ your cadets following summer training t’s the end of August or the beginning of September. Your cadets have returned from summer training and you face a fresh syllabus and new training year at your local squadron.

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About one-third of your cadets have probably received summer training. You may not yet have their course reports, so how do you know what they achieved during the summer? Are your more senior cadets capable of helping with training or instruction? As a commanding officer (CO), training officer, or level officer, what can you do?

Find out how things went It can be as simple as sitting down with your cadets and finding out how things went. “The two important things are to schedule the time so the conversation actually happens and to find an

approach that doesn’t intimidate the cadets,” suggests Capt Linda Lohmaier, who worked as the chief administration officer at the air cadet summer training centre in Penhold, Alta., this past summer. “The last thing the cadets need at the start of a new year is to face a ‘panel’ made up of their CO, training officer and level officer.” Capt Shelley Sinkia- Cox adopts a low-key approach at 540 (Golden Hawks) Squadron in Oakville, Ont., where she is CO. Her training staff simply engage the cadets in conversation, asking specific questions like, “How did you find the training? What did you like? What did you dislike? What do you want to do next?”

Setting goals Asking cadets what they want to do next is easy if you have helped them set goals before their summer training.

Don’t get hung up on waiting for course reports. Allow cadets to teach—with close monitoring—before course reports arrive. However, with everything else going on, it may be difficult for you to meet with each cadet the month before summer training begins. If this is the case at your squadron, you may want to try an approach that has worked for other squadrons. Next year, if you or your staff give the cadets a general briefing on what to expect during the summer, suggest at that time that the cadets set personal goals. A good reference for goal setting is the article “Setting Goals” (Cadence, Spring/ Summer 2004). You may want to touch on these points with the cadets. Regardless of whether or not cadets have set goals, it’s often easy to get cadets to talk about their summer training experience. They may have their course handbooks or portfolio materials with them and can explain what they learned and liked. From here, it’s usually easy to determine what a cadet wants to focus on during the upcoming year.

How to ‘employ’ the cadet Based on what they have learned during the summer, some cadets will want to focus on instructing.

It’s often easy to get cadets—like these cadets on the range with Capt Ken Boyd at Albert Head CSTC in Victoria —to talk about their summer training experience. (Photo by Capt Johane Andrews, Albert Head CSTC public affairs)

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This sounds straightforward enough, but what if you—like Capt SinkiaCox—had to plan for this current training year before your cadets went on summer training? Capt Sinkia-Cox’s planning budget was due in the spring to her sponsoring committee, and adult staff members were going on summer training. Her solution was to assign officer instructors in the spring and assign cadet instructors in the fall.

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But what if you haven’t yet seen the course reports?

What about next summer… helping cadets decide

Don’t get hung up on waiting for course reports. Capt Tami Marchinko, a volunteer at 34 (Sabre) Air Cadet Squadron in Regina, has seen squadron staff allow cadets to teach—with close monitoring—before course reports arrive. Monitoring allows adult staff to ensure that the cadet performs well. Capt Sinkia-Cox goes one step further —organizing a special weekend to give senior cadet leaders a chance to talk about their summer experiences and collaborate with training staff. “It’s also about more than just teaching,” she says. “You have to think about the cadets’ specialist skills. If a cadet returns from the Survival Instructor Course, I want to include him or her in the planning of upcoming survival activities.” Fortunately, the updated course programs lend themselves well to determining specialist skills, says Capt Lohmaier. For example, a cadet returning from the Introduction to Leadership Course is probably well suited to help with phone duties. Cadets who have completed the Introduction to Rifle Coaching Course or Athletic Instructor Course will obviously have specific skills in those areas. Capts Lohmaier, Sinkia-Cox and Marchinko believe that asking your cadets how summer training went, helping them set goals, discovering what they would like to focus on and allowing them to use the skills they have acquired over the summer will go a long way towards ensuring that your cadets are well ‘employed’ during the training year. If you can add to their suggestions, let us know and we’ll share them in Cadence. Capt Onchulenko is the staff officer responsible for air cadet training at directorate cadets.

‘Employing’ your cadets following summer training is one thing. Helping your cadets decide what training they would like to take next summer is another. Application deadlines aren’t far off. How can you help? Guiding your cadets in their choice of summer training goes a long way to ensuring that they will get the most out of their experience and make valuable contributions to your squadron on their return. Capt Sinkia-Cox, Capt Marchinko and Capt Lohmaier offer these suggestions: • Ask cadets outright what they are interested in. • Offer some guidance. For more junior cadets, for instance, you might recommend the Introduction to Leadership Course. • Know the prerequisites for summer courses, outlined in CATO 54-20. • Help your cadets find courses for which they meet the necessary criteria—long before application forms are available. At 34 Squadron, the CO met with cadets individually one year to make sure they were aware of the courses for which they were qualified. • Offer general interest briefings. Courses at 34 Squadron are grouped into categories (scholarship, music and so on) for briefings. • Offer a more detailed information package for cadets who are interested. • Have up-to-date and accurate course information. Because of recent course changes, it’s important to check with your regional headquarters staff to ensure you have correct information. • Plan ahead. Think down the road to positions that will be available over the next two years. Helping cadets decide on their summer training is really just one aspect of squadron planning. Above: These air cadets—on the survival course at Albert Head CSTC this past summer—returned to their squadrons in September with new skills they can use at the local level. (Photo by Capt Johane Andrews, Albert Head CSTC public affairs)

Professional Development for Leaders of the Cadet Program

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By LCdr Gerald Pash

Crisis communications When things go wrong, following a few basic rules will help you deal effectively with media and ensure that the public is informed in a timely and accurate manner. ND/CF public affairs policy is found in Defence Administrative Orders and Directive (DAOD) 2008. DAOD 2008-3 in particular deals with issue and crisis management. Media relations must be consistent with this policy.

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Should a crisis occur, it is essential— first and foremost—to inform your higher headquarters and regional cadet public affairs officer immediately. If your regional cadet public affairs officer is not available, inform the nearest support base public affairs office, formation public affairs office, or DND public affairs office and request their advice. Then inform your sponsoring committee and ensure a mechanism is in place to inform parents. It will also be useful to remember these pointers:

• Designate a single spokesperson to deal with media. The commanding officer should take personal charge, but may not be the most appropriate spokesperson. Depending on the circumstance, it may be the regional cadet public affairs officer, training officer or other subject matter expert. In very special circumstances the president of the local sponsoring committee may have a direct involvement because the sponsor owns the hall that burned down or the vehicle involved. • Prepare a simple but factual news release. Include only factual information. Review the news release contents with the regional cadet public affairs officer who will take a final draft to the commanding officer of the regional cadet support unit (RCSU) as the approving authority. • Prepare some questions and answers about the incident. This will help the designated spokesperson keep focussed on the facts. Work with the public affairs specialist. • Respect personal privacy. Do not release personal information like home addresses or telephone numbers. Do not release names of victims until next of kin are informed. Where there is a police investigation, you might leave it to the police to deal with these questions.

Sometimes, getting to know media representatives before a crisis occurs can be helpful. Here, reporters from CKY TV in Winnipeg interview Capt Jimmy Lawson, the chief ground school instructor at the regional gliding school (RGS) in Gimli, Man. (Photo by Capt Judy Undiks, RGS Gimli public affairs)

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• Respect the principles of judicial process and federal laws such as the Privacy Act, Access to Information, and the Young Offenders Act, which govern the disclosure of information to the public.

• Never speculate about the cause of the incident, the amount of damage, or the effect on future activity. These facts will be established by the summary investigation, the police and/or other officials and should be released only after the investigations are complete or on the advice of higher authority. • Keep a log of information that has been released and the names of reporters you have spoken to, the media they represent, and their telephone numbers. • Be prepared to provide regular updates and follow-up coverage. • Provide clear and accurate information as quickly as possible. The media will check all their sources, hospitals, fire, police, ambulance, witnesses, neighbours, former cadets and anyone who can give impressions. You can prevent hearsay information from being reported. When speaking to the media, stay within your own area of responsibility or expertise; never say “no comment”; never lie; and if you don’t know or can’t answer, say so and why and/or offer to get the answer and call back. Be mindful of the essentials of security, accuracy, policy, and propriety. Security of the person and their privacy is paramount. The information you relate must be accurate. Policy issues must be adhered to (incidents of sexual abuse and harassment have very specific policy considerations with regard to the release of information). You must be concerned about the propriety of releasing the information and whether the spokesperson is the right person to speak about the issue. Adhering to policy and following these basic guidelines should help you respond quickly, decisively and openly when things go wrong. LCdr Pash is the public affairs officer for RCSU (Pacific).

CADENCE

Issue 14, Fall 2004

By Col Robert Perron

Field clothing for local cadet training As you know, the Cadet Program does not provide a field uniform for local cadet training. A question that comes up regularly is, “What should a cadet wear—or what is the leadership expecting cadets to wear—during field training?” ationally, we will only provide guidelines on what may be worn during field training for such issues as safety. It is ultimately up to corps/ squadron commanding officers (COs) to determine the appropriate dress for a field activity—ensuring that it meets the criteria of safe, hygienic, respectable (no clothing with obscene wording or motifs for example), comfortable and appropriate for the training.

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We must all be careful not to impose unneeded and unwarranted restrictions upon cadets. All of our rules must be held against a measure of the benefit they bring to the larger organization or to the cadets themselves. In keeping with this principle, corps/squadron COs or their staffs should not impose the purchase of a specific field clothing, such as combats or CADPAT—the combat uniform worn by CF members—on individual cadets, junior or senior. Cadets should also not be told that they

cannot wear what they, or their parents, have purchased for field wear—provided their clothing meets the above criteria. To ensure maximum access to the Cadet Program, we must reduce inadvertent economic barriers to participation. If we tell cadets to purchase specific kit for field training, we are adding an extra financial burden on their parents. Such instances must be the rare exception. Many families simply cannot afford such additional expenses. Corps/squadron staffs and sponsoring committees must make every effort to limit unnecessary expenses for cadets and their parents. That being said, it is entirely possible that sponsoring committees may decide to purchase—at their expense —field clothing for cadet use. Neither field clothing nor ‘combats’ should be used as training dress for regular weekly training, as the Cadet

If we do not provide the field training uniform, it would be unreasonable for us to require that the cadet show up in one. Program does provide cadets with a uniform for that purpose. Over the last year or so, with the move of the CF to the CADPAT uniform, there has been much discussion around field dress for the Cadet Program at the local level. The decision not to introduce a uniform specifically for field training means that the organization will not mandate a specific dress. In the end, all this boiled down to one simple principle: if we do not provide the field training uniform, it would be unreasonable for us to require that the cadets show up in one. Col Perron is director cadets.

Cadets from 151 (Chadburn) Air Cadet Squadron in Oshawa, Ont.—shown here on a field outing to the Ganaraska Forest Centre—are not required to purchase special kit for field activities. Squadron leaders simply ask cadets to wear clothing that will keep them “warm and dry”.

Professional Development for Leaders of the Cadet Program

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By Lt(N) Paul Fraser

employed and given the opportunity to develop specific occupational or professional skills and knowledge.

Changes to CIC Training How will they affect you?

DP 1

“The future of CIC training” is not that far into the future for local officers. ome local officers (at as yet undetermined locations) will take part in a trial of the new basic military officer qualification (BMOQ) (CIC-common) course in late 2005. This course will eventually replace the current basic officer qualification (BOQ) course. Once the course is finely tuned, it will be implemented across the board.

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Many officers have been asking how CIC training changes will affect them. The changes will have little effect on the training and rank progression of currently enrolled officers. Officers loaded on the new BMOQ, however, will enter a new training stream. For a short time, training from both the current and future training programs will be conducted as old courses are phased out and new courses are phased in. In the Winter 2003 issue of Cadence, we outlined the design and development of a new job-based training program for CIC officers. This new approach will reduce over-training and ensure

The changes will have little effect on the training and rank progression of currently enrolled officers. Officers loaded on the new BMOQ, however, will enter a new training stream. that officers selected to fill specific jobs in one of the three functional employment areas—local corps/ squadron, cadet summer training centre (CSTC) or headquarters—are trained when required, rather than years before they are required to use the skills. The table below compares current and future training programs. Four developmental stages In the future, CIC officers will have four developmental periods (DPs)— timeframes—in their careers. During each, individuals will be trained,

Officers enter their first DP upon entry into the CF. Training received in this period prepares CIC officers for effective performance as entrylevel officers and provides opportunities to develop functional leadership, occupational and environmental skills. Occupational training will focus on the knowledge and skills related to being a youth leader in the Cadet Program. Environmental training will focus on the knowledge and skills required to implement sea, army and air cadet training. The sum of this training will enable CIC officers to supervise, administer and train cadets—in accordance with Section 46 of the National Defence Act. This training will also provide the skills and knowledge required for employment as divisional officer, platoon commander or flight commander at a cadet corps/squadron or CSTC. Officers appointed as supply or administration officers will be required to take a job-based course— delivered mainly through distributed learning.

CIC training progression – local headquarters DP1 CIC basic common/occupational and environmental training Current training program

Future training program

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Basic Officer Qualification (BOQ) Basic Military Officer Qualification (BMOQ) (CIC – Common)

Basic Military Occupational Qualification (CIC – Common)

DP1 occupational jobs

Military Occupation Classification Sea/Land/Air (MOC)

Supply Officer (Sup O)

Administration Officer (Admin O)

BMOQ (CIC – Sea/Land/Air)

Supply Officer (Sup O)

Administration Officer (Admin O)

DP 2 common training and occupational training

Lieutenant qualification (LTQ)

Junior Officer Qualification (JOQ) (CIC – Common)

Training Officer (Trg O)

CADENCE

Captain qualification (CQ)

Commanding Officer course (COC)

Commanding Officer course (COC)

Issue 14, Fall 2004

During DP2, CIC officers have the greatest range of employment opportunities available to them and are ready for more specialized employment. DP 2 Officers enter the second DP on promotion to lieutenant (navy) or captain. In this period, CIC officers are prepared for employment in leadership and staff roles at cadet corps/ squadrons, CSTCs and regional/ national headquarters. During DP 2, CIC officers have the greatest range of employment opportunities available to them and are ready for more specialized employment. They are in a position to broaden their occupational expertise and further develop their leadership and supervisory skills. Junior officer training will be developed to provide officers with the common set of tasks, skills and knowledge required for the increased responsibilities associated with the jobs found in DP 2. At corps/squadrons, training officers and commanding officers will require this training as a prerequisite to their job-based training. DP3 and DP4 Officers enter DP 3 on promotion to lieutenant/commander or major. This period involves increased levels of responsibility and staff employment within the occupation. Officers enter DP 4 on promotion to captain (navy) or colonel. Training requirements for these DPs have not yet been addressed.

Developing personnel and training policies In addition to designing and developing new training, another important aspect is developing personnel and

SLt Sadie Pelland coaches sail trade group III cadets Brenda Purdy and Kimberly Gerbrandt as they sail rudderless in a Laser II sailboat at HMCS QU’APPELLE CSTC in Fort Qu’Appelle, Sask. The new job-based training program for CIC officers is far from ‘rudderless’. It will ensure that officers are trained when required to fill one of three functional employment areas—local corps/squadron, CSTC, or headquarters. (Photo by Lt(N) Cory Titsing, HMCS QU’APPELLE CSTC public affairs)

training policies. This will include looking at issues related to recruiting, promotion, compensation and benefits to name a few. At this time, directorate cadets (D Cdts) staff, in conjunction with staff from assistant deputy minister (human resources–military), are

Professional Development for Leaders of the Cadet Program

finalizing the CIC military occupational structure. Based on job requirements, this structure will facilitate the control, training and management of the CIC as a subcomponent of the Reserve Force. Lt(N) Fraser is the staff officer for CIC training at D Cdts.

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By LCol Tom McNeil

Changes coming to the regional cadet instructor schools Many CIC officers may have heard about planned changes to regional cadet instructor schools (RCISs). This article attempts to explain those changes and why they are being undertaken. he intent is to have a functionally integrated training organization— the exact type and structure is still being worked out—responsible for CIC officer training by Sept. 1, 2005.

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The new training organization will have a national staff responsible for the management and control of CIC training. This national staff—reporting to director cadets—will be the single point of responsibility and accountability for CIC officer training, thus ensuring that a single national training standard is enforced and that training policy is uniformly applied. In the future, the regions will no longer develop training. The regional schools will be responsible for only the delivery of CIC training in their geographic area of responsibility.

The striking weakness with today’s CIC training structure is the absence of a single national standard for both training and training policy. The planned changes are…intended to remedy this fault. Why are we making these changes? Today, we have RCISs in five different regions—responsible to five regional cadet support unit (RCSU) commanding officers (COs) for the delivery of CIC officer training. By and large, the schools are doing a very good job of delivering training; however, they are separate and distinct from each other, using different business processes and, all too frequently, different training policies and standards.

The training given at the regional cadet instructor schools that we have today—including RCIS (Atlantic) where this photo was taken—will be standardized for all CIC officers across the country.

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Supporting those schools are three personnel at directorate cadets (D Cdts) who are responsible for maintaining the existing training program that the schools deliver and progressing the training-related aspects of the CIC Military Occupation Structure Change Management Project.

They too are doing a very good job; however, three officers are insufficient to properly support the schools, while simultaneously progressing the analysis, design and development of the future CIC officer training program. Indeed, this insufficiency has contributed to the differences that exist between the various schools. The striking weakness with today’s CIC training structure is the absence of a single national standard for both training and training policy. The planned changes are first and foremost intended to remedy this fault.

Why is a single training standard so important? Over the past several years, we have invested considerable resources in identifying the tasks, knowledge and skills CIC officers require to deliver a vibrant Cadet Program, as well as designing a new CIC training program to achieve that end. This money will be wasted unless we put a training structure into place that is capable of projecting and enforcing the national standards associated with that new program. This is demonstrably not the case today, and the absence of such national standards exposes the Cadet Program to a variety of unnecessary risks. Equally important, the creation of a functionally integrated organization will achieve economies of scale and effort that will allow us to optimize resources allocated to the CIC training effort. For example, in our current state, regional schools independently generate courseware—lesson plans, training aids and so on—to support ‘their version’ of each CIC course. With a single standard, we will need to create these materials only once. continued on page 36

CADENCE

Issue 14, Fall 2004

By Lt(N) Kévin Dufault

Communicating in a multicultural/ multilingual context At local corps and squadrons, we are sometimes called upon to communicate in a multicultural and multilingual context. Many of our cadets may have trouble understanding the language of the majority, and this requires us to be innovative in our approach to teaching.

ered that a literal translation of words often failed to accurately convey an idea. If you look at the English phrase jam session, for example, you can see the difficulties that a literal translation would create. After all, an improvisational music session doesn’t have anything to do with the jam you put on your toast!

Lesson: ere, we look at some of the unique challenges faced by the Regional Cadet School of Music (Eastern) in StSacrement, Que., this summer when it offered its advanced military band course in English for the second year in a row. Although it speaks of the challenges of teaching an English version of a course that has been well established in French for a number of years, any instructor in a multicultural/multilingual context might face similar challenges.

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Our teaching team—comprising one officer and one staff cadet—welcomed four English cadets to the course. The Francophone instructors were selected, in part, because of their knowledge of English. The summer was full of surprises and a few pitfalls. We learned many things, including it was not good enough to provide a rough translation of lesson plans and instructional material; important teaching principles—such as linking new material with what the cadets already knew— were more difficult to apply; and the tricks we use to teach in one language may not work in another language. We faced significant obstacles to effective communication with our cadets: we lacked not only the vocabulary to communicate, but also the different language tools.

Obstacle: Limited vocabulary When we communicate, we use both passive and active vocabularies. Our passive vocabulary includes all the

terms we recognize when deciphering a message in a language. It always exceeds one’s active vocabulary. Our active vocabulary, on the other hand, refers to the terms we can use in our language to explain what we mean. For example, typical Francophones from Montreal hear a lot of English in their environment. Their passive vocabulary might allow them to follow instructions in English, understand some television programs, or react to military orders in English. However, their active vocabulary is more limited, making it difficult for an instructor to explain to a cadet in English how to play a musical scale. The same would apply to Anglophones’ passive and active French vocabularies.

Don’t depend on literal translations. Such problems must be considered in all communication situations—not just when teaching.

Obstacle: ‘Tricks’ of teaching may work in one language, but not in another An important teaching principle is to try to link new material with what cadets already know—linking new and abstract concepts with things that are familiar and concrete. However, making this connection from the familiar to the unknown takes on a whole new dimension in a multicultural and multilingual context. continued on page 29

Lesson: If we were at a loss for words as instructors, we found that it was better to state the idea in French and ask the cadets for their translation to ensure that they had understood. This avoided the risk of confusing matters with our own poor rendition. We often found that the Anglophone cadets knew more French than they thought. Fortunately, our active vocabulary grew quickly with practice, so that these situations occurred less often.

Obstacle: Literal translation Throughout the summer we had a few real laughs at how awkwardly our ideas were translated from French into English. We also discov-

Professional Development for Leaders of the Cadet Program

Cadets from the advanced military band course—French and English—at the Regional Cadet School of Music (Eastern) in St-Sacrement. (Photo by RCSM (Eastern) public affairs)

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By Sid Woolfrey

Teaching ‘tricks of the trade’ to cadet instructors

“How do we keep everyone interested and learning at the same time?” This became the primary question facing my frustrated corps training team when they realized that even though they were teaching the same lesson to everyone, only some cadets were ‘getting it’. uch useful information has been written already on teaching teens, as well as the diversity of learners and different learning styles. (Cadence, Summer 2003). However, reaching all cadets—including those who have difficulty learning—is a little more complex than just recognizing that they have different learning styles and strengths.

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Our corps undertook a project to give our petty officer (PO) instructors the

tools to identify—at least on the surface —learning styles, as well as some ‘tricks of the trade’ to integrate into their lessons. During phase three and four instructional techniques classes, we drilled the following basics into our cadet instructors: • Involve cadets physically in some parts of every class • Build variety into each lesson to increase attention

• Vary the working group size • Include as many sensory inputs into the class as possible

Physical participation All cadets benefit from direct physical participation in class. Participation can mean anything from holding a chart or teaching aid during instruction to arranging items before class start-up or collecting them after.

Above: During the annual inspection of 83 Sea Cadet Corps, Sid Woolfrey asked these cadets to pose in front of a display shelter to make his point about engaging the five senses when teaching cadets to build a real outdoor shelter. Cadets can engage sight—to check the shelter for holes and watch for boiling water; sound—to listen for fresh running water and the crackle of the fire catching; smell—to detect whether the branches are spruce or fir; touch—to differentiate tree boughs, check if the boughs are attached firmly and find dry wood; and taste—to enjoy water and the food they cook when the shelter is built.

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CADENCE

Issue 14, Fall 2004

Role-playing or demonstrations during classes draw cadets in and command attention. For cadets who learn through written notes, there is the handbook or handouts after class. No learning style seems to lose when participation is a factor (Rethinking Teaching Strategies, Collins, Stead & Woolfrey, Modern Language Review, Vol.60, No.3, Feb. 2004). Everyone learns, everyone has fun and everyone wins.

Variety Variety is a must for effective instructional technique. We taught our POs to determine their allotted time for a lesson and then break the lesson down into 15- to 20-minute segments. Each segment should present information in a different way, including poster displays, overheads, brief oral presentation of main ideas, quick and frequent reviews, short non-intimidating class checks for learning, games and videos, role playing, paired quizzing and so on. We also taught our instructors to watch for signs of when a cadet is most responsive. This provided important information when the PO planned other activities for the same class.

Working group size We encouraged our instructors to vary the ways in which work is done in a classroom, or project. Work may be done individually, in pairs, small groups, or as a whole group with assigned roles. Varying the group size gave instructors a unique chance to observe where each cadet worked best and to observe the emergence of natural leaders and natural followers.

Sensory inputs Research has found that senses play an amazing role in learning, and smell is listed as the sense most linked to memory. If at all possible, lessons should include sensory input for sight, sound, touch, taste and smell.

Instructors who keep in mind physical participation, variety, group size and the sense will experience greater satisfaction from their classroom instruction and increased learning by the cadets. One of our POs accomplished this during a class on preparing a survival kit for outdoor adventure training. Cadets sat in a circle around a large table and were asked to remember kit items, among them a waterproof flashlight, a whistle, a foil thermal sheet, a chocolate bar and waterproof matches. The end-of-class confirmation quiz showed these were the top five items remembered because they involved the cadets’ senses. The PO let students attempt to send an SOS signal with the flashlight; compete to see who could blow the whistle loudest; wrap themselves in the thermal sheet to experience how quickly heat built up; taste a piece of chocolate; and remove the matches from their container, so cadets could smell the paraffin wax that covered them.

Research has found that senses play an amazing role in learning, and smell is listed as the sense most linked to memory. Instructors who keep in mind physical participation, variety, group size and the senses (PVGS) will experience greater satisfaction from their classroom instruction and increased learning by the cadets. Sid Woolfrey is a civilian instructor with 83 Sea Cadet Corps BRITON in Twillingate, Newfoundland and Labrador. His experience as a teacher and time spent developing new teaching methods for second language learners were assets to his corps’ project.

Professional Development for Leaders of the Cadet Program

Communicating in a multicultural/ multilingual context continued from page 27 The tricks, games and parallels that we had accumulated in our teacher’s toolbox over the years did not always work. For instance, the “Italian food” game —a rhythm game that is very popular with young people—is based on the pronunciation of terms such as “pizza” and “ravioli”. At first glance, we thought there would be no problem, since the words are spelled the same way in both languages. The surprise came when we realized that the pronunciation and stressed syllables are different in English and French. The game no longer worked. These different emphases actually created problems for the instructors and interfered with the message we were trying to convey.

Lesson: To deal with this problem, we adapted our material for our Anglophone cadets. We used examples from Anglophone culture to replace the examples from Francophone culture. We also developed tools based on visual cues. As well, the cadets themselves created a number of instructional tools that worked for them. Teaching a course in another language is no mean feat! We had to examine our teaching methods and absorb the cadets’ culture. It forced us to hone our translation skills and greatly improved our second language skills, as well as the second language skills of our cadets. It was a rewarding learning experience. Perhaps you can learn from our lessons. Lt(N) Dufault was the conductor of I band at the school of music over the summer.

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By Capt Ambrose Patterson

Teaching cadets with learning problems s a training officer at my local headquarters, and more often as a teacher in civilian life, I see youths who are having trouble learning. I often ask, “How many of these young people in our Cadet Program are going unnoticed and slipping through the cracks?” Secondly, how can we as officers identify the problem and deal with it?

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Most of us know that we all learn and express ourselves differently. Lately, the buzz words “multiple intelligences” and “diverse learners” have come into the realm of education and learning. Whatever terminology we use, it’s important to understand that if we pay attention to these learning styles, we can strengthen a cadet’s ability to learn; if we ignore them, we can weaken a cadet’s ability to learn. Learning disabilities are life long and range in severity. Lesser disabilities can be difficult to identify, but may be severe enough to hamper a cadet’s progress in the Cadet Program. As leaders we should try to identify these problems as early as we can.

Learning disabilities are life long and range in severity. Lesser disabilities can be difficult to identify, but may be severe enough to hamper a cadet’s progress in the Cadet Program. You can often spot learning difficulties by observing a cadet’s behaviour. Cadets may become introverted, or ‘act out’ in their frustration over their inability to learn as quickly as other cadets. Confirming the problem may be as simple as talking to the cadet privately, or talking to the cadet’s parents. With the permission of the cadet or parents, be sure to pass on what you know to the cadet’s other instructors. A few years ago, a colleague approached me while I was serving as an assistant flight commander at a cadet summer training centre. He told me that a cadet from his squadron would be in my flight for two weeks and that the cadet had difficulty reading.

This gave me the ‘heads up’ I needed. I asked myself, “What can I do to make this cadet’s experience successful?” Among other things, I read to him and broke information down into smaller fragments. If you have a cadet that is having trouble learning, you may want to follow some of these suggestions: • Cadets who have challenges with learning related to perception decode language at a slower pace. Give them more time to complete tasks. • Focus attention and clarify the meaning of written text with pictures. • Often, cadets can learn from each other. However, under-performing cadets may feel embarrassed about their challenges. Make sure they work with someone they feel comfortable with. • Try to use both audio and visual teaching aids so cadets can use the one that works for them. • Repeat key words and phrases. • Add gestures, facial expressions and vocal intonation during class. They help focus a student’s attention. • Ensure classroom participation, and ask more open-ended questions because it encourages students to respond when there is more than one right answer. Wait a while after asking a question to give students with a learning difficulty time to process what is being asked and prepare a response. Capt Patterson is the training officer at 617 (Dambusters) Air Cadet Squadron in Lewisporte, Newfoundland and Labrador. He also teaches core French to Grades 4 to 9 students.

It is useful to use both audio and visual teaching. Here, air cadets from 617 Air Cadet Squadron teach local sea cadets the parts of a glider by making paper gliders and having a best flight contest.

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CADENCE

Issue 14, Fall 2004

By Capt Denis Lefebvre

Adventure training…the path to take!

Cadets from 2898 Army Cadet Corps in SteMarie, Que., took part in a cycling adventure organized by commanding officer Capt Guillaume Paré last year. They cycled 85.5 km in less than five hours. The event was easy to organize, cost nothing and garnered free publicity.

Leading adventure training does not always require special expertise or talents. Sometimes, all it takes is a bit of creativity and imagination! he adventure program came about when a number of people and regions pointed out that army cadet training lacked vitality and stimulating challenges. They all agreed that the problem did not lie with the content of the program, but rather with the methods used to apply it.

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This realization—together with the success of certain corps and regions in applying army cadet training—has helped us launch numerous initiatives over the past few years to implement the adventure program. Quite simply, the adventure program was developed to revitalize army cadet training and contribute to cadet retention. Essentially, it is one means of applying current training and the principal means of developing leadership, team spirit, fitness and selfawareness. The examples given by Capt Guillaume Paré (commanding officer, 2898 Army Cadet Corps in Ste-Marie, Que.,) in this issue’s News and Notes show how his cadet corps made effective use of adventure activities to energize and apply the star program. These activities helped his cadets in the areas of topography, leadership, self-confidence, team spirit, self-competition and fitness.

For decades now, quite a few cadet corps—and groups—have been using adventure activities to enliven their training, promote their cadets’ development and advancement, and awaken and hold their cadets’ interest in the program. Eastern Region has several examples of successful adventure activities, including Operation Castor-Gelé and Défi-Rawdon—winter and summer topographic rallies, respectively, developed by a number of cadet corps from Montérégie, Que. Three Quebec cadet corps—1 Army Cadet Corps in St-Hyacinthe, 2425 Army Cadet Corps in Salaberry-deValleyfield, and 2972 Army Cadet Corps in Mercier—jointly organized an adventure expedition to Mount Washington a few years ago. We strongly encourage army cadet corps to promote adventure training, just as Capt Paré and several others have done. It is encouraging to see how Capt Paré and his corps—and probably other corps as well—are starting to redefine their activities in accordance with the adventure program. This is a path we have to take! Keep in mind, however, that the activities carried out must be appropriate and correspond to the cadets’ abilities and knowledge—based on their age and star level. Advancement

Professional Development for Leaders of the Cadet Program

should be guaranteed. For example, cadets with green and red stars are generally able to participate in familiarization and elementary-level adventure activities. At adventure training centres, cadets with a silver star or higher can participate in intermediateand advanced-level activities. Training or activities at the centres must have the same complementary link with local training as they do with summer training.

The adventure program was developed to revitalize army cadet training and contribute to cadet retention. Although special expertise is not always needed to lead adventure training, specific qualifications and expertise are needed in some instances. With this in mind, we refer you to the Adventure Training Safety Standards publication A-CR-CCP951/PT-002 for authorized activities. Both this publication and CATO 4105 guidelines on the adventure program are on the website at www.cadets.ca/support/intro_e.asp. Capt Lefebvre is the staff officer responsible for army cadet training at directorate cadets.

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By Maj Harold Mendes

CIC omnibus survey results he Fall 2003 issue of Cadence provided a picture of the response rate by region for the CIC omnibus survey. Of the 1745 officers who completed the survey, 1236 were CIC officers who devote their time to local corps/squadron activities.

T

This article looks at those local officers’ views on what motivates them to continue with the cadet movement and their level of awareness of selected human resources policies in the organization.

available to them. Almost 70 percent of the respondents answered positively to questions that would support developing training to maximize the employability of CIC officers. Finally, it is well known that work environment and co-worker attitudes are factors that affect people’s intentions to stay in or leave an organization. In the case of local CIC officers, 60 percent reported that this factor alone contributes to their positive intention to continue serving in the cadet movement.

Motivations to stay Given the complex recruiting process and difficulties in retaining CIC officers, the survey asked CIC officers what motivates them to continue serving with the organization. When we asked local officers why they continue with the cadet movement, the vast majority—94 percent— said they value the opportunity to work with youth. This is very encouraging, since this responsibility is directly related to their primary duty to supervise, administer and train cadets. Another important reason for continued service—cited by 80 percent of those officers—was the privilege of being a commissioned CF member. An equally important survey finding was that CIC officers are motivated to continue by the training opportunities

Awareness of policy The assessment of the respondents’ awareness of human resources policies for CIC officers was done using a four-point response scale, ranging from “I was not aware” to “I was fully aware”. The findings indicate that CIC officers operating at the corps/squadron level are partially aware of only a small number of policies and procedures. The policies and procedures that were most commonly known—by more than 70 percent of respondents —are outlined in the table below. These findings suggest that CIC officers working at the corps/ squadron level are not generally aware of policy issues managed by a higher level of administration. However,

they are fully aware of basic entry standards such as age and citizenship requirements, as well as first-level promotion requirements. Respondents were keen to express their opinions on how policies and procedures should apply at their corps/squadrons. These findings confirm the need to develop a comprehensive package that will clearly communicate policy changes to those operating at the grass roots level of the cadet movement.

Another important reason for continued service…was the privilege of being a commissioned CF member. Survey usefulness The omnibus survey was developed to provide senior leaders with useful information to guide the development and implementation of CIC policies and procedures. These views from the field provide a wealth of information that senior leaders can now use to refine, develop and implement policies that will effectively reposition the CIC in its rightful place within the National Defence/CF organization. Maj Mendes is the CIC human resources adviser at directorate cadets.

Percentage of responses fully aware of the policies and procedures:

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An applicant to the Canadian Forces (CF) must be a Canadian citizen.

78%

A CIC applicant must have reached the minimum enrolment age of 18.

72%

For promotion from rank of naval cadet/officer cadet to the rank of 2Lt in the CIC, the member must serve one year as an OCdt.

71%

Are you aware of the clothing the CIC officers are entitled to? (Yes).

70%

CADENCE

Issue 14, Fall 2004

By Maj Jesse Hollington

Eternal vigilance A responsibility—to ourselves and our cadets—to remember The price of freedom is eternal vigilance —Thomas Jefferson Those who cannot remember the past are condemned to repeat it. —George Santayana f there is a fundamental responsibility for us as members of a military organization and citizens of a free country, it is to ensure that we never allow ourselves to forget the great sacrifices of the past.

I

On June 6, 1944, hundreds of Canadian soldiers participated in the Allied invasion at Normandy Beach. This invasion was conducted against heavily fortified German positions and against incredible odds. This was the turning point in a war that had ravaged most of Europe and was the first significant victory against the German war machine. But this victory came with a price— most of these soldiers did not come back. The sacrifices of these solders have become almost legendary, but we must never lose sight of the fact that these soldiers were not superheroes. Rather, they were normal everyday men, who believed in the cause of freedom for which they were fighting and committed themselves to drawing a line against the darkness that had plagued most of Europe. Most of these soldiers were boys— younger than our senior cadets. In the intervening 60 years, it seems that we as a society have collectively forgotten or downplayed these contributions as being of little significance. Today we have the luxury of living in a free society that seems untouched by the tyranny of the past and have fallen into a comfortable

routine of assuming that it can never happen again. In such a mindset, we find ourselves forgetting that we enjoy these comforts because of the sacrifices made by thousands of men and women during not one, but two world wars. Further, the ideological complications of the many conflicts on the international scene have produced a generation of individuals who would have us believe that by remembering these sacrifices we are only glorifying war. The result is that many in society continue to lose their memory in a wash of misguided social consciousness. In 1990, I was selected to participate in an international air cadet exchange to the Netherlands. One single defining memory of that experience is the total strangers who, upon realizing that I was Canadian, came up to me and thanked me for the sacrifices of my nation and my ancestors. It was a sobering experience to realize that these were people who had lived through a fascist occupation and who genuinely saw our Canadian soldiers as the liberators of their country. One elderly Dutch man said to me in halting English, “We owe your people a debt that can never be repaid.” The Netherlands is a place that remembers—that does not allow its sons and daughters to forget the great sacrifices that ensured its people

Professional Development for Leaders of the Cadet Program

could enjoy freedom. It understands the price that was paid—and the reason that price had to be paid— because its people lived through it. We are the inheritors of this legacy and should do ourselves and our forefathers proud by ensuring that we remember their sacrifices with the same pride. Each Nov. 11, we take time to remember those who gave everything to preserve our freedom. As Cadet Program leaders, we have an opportunity to ensure that our cadets not only remember, but also help others understand the sacrifices made and why they were necessary. I believe it is this duty to which John McCrae speaks in this line from his famous poem “In Flanders Fields”— “To you from failing hands we throw, the torch; be yours to hold it high….” To remember these sacrifices is not to glorify war, but to celebrate peace by ensuring that we prize freedom and remain always ready to draw the line against oppression. Maj Hollington is the commanding officer of 707 Air Cadet Squadron in Etobicoke, Ont.

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By Lt Elisabeth Mills

Getting corps/squadron photos into ‘the news’ Quality image settings increase digital photo usability hen I once asked a local photographer how he adjusted his digital camera settings to handle shooting a cadet parade into the setting sun, his answer was, “Adobe Photoshop”. Although using software is one way to manipulate digital photos, you can control many things before you take photos to increase their usability in local media.

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In the last issue, we looked at preferred features in a digital camera. Now I will touch on how to use some of those features to your advantage. It is important to remember that different brands of cameras handle situations differently. Consulting your user’s manual and experimentation are the best ways to learn what to expect from your camera. The most common features you should be aware of on an average digital camera (3.2 megapixels) are image resolution, white balance, shooting modes and exposure control.

Image resolution

Generally, the more dots in a picture, the clearer the picture—and the larger the size of the graphic file. Most digital cameras take photos at 72 pixels per inch (ppi). These photos look great on a computer monitor and are ideal for viewing on websites. However, you should never submit a 72-ppi image for high-resolution printing. The reason for this is that when pixels per inch on a monitor are converted to dots per inch on a printer, the image’s size changes. The chart below from Megapixel.net at www.megapixel.net, a digital camera magazine, offers an understanding of how large an image you can print at 300 dots per inch (dpi) based on your camera’s image resolution of 72 ppi. If you look at line F in the chart, for instance, you will see that a typical 72-ppi digital photo will have a ‘real size’ of 25 x 16 inches when you look at the measurements in a photo program or on a computer monitor.

One of the most common difficulties that publications encounter is receiving photos (compressed jpeg files specifically) that are too low in resolution. People tend to take lower resolution photos because the photos take up less storage space on the camera and they can then take more photos. However, you can choose quality rather than quantity in your image setting and increase the usability of your photos in media that require a higher printed resolution. A photo is made up of tiny little dots. When printed on paper, the photo’s resolution is measured by the number of dots in a horizontal or vertical inch; when displayed on a screen, the photo’s resolution is measured by the number of electronic pixels in a horizontal or vertical inch.

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Most digital cameras take photos at 72 pixels per inch (ppi). These photos look great on a computer monitor and are ideal for viewing on websites. However you should never submit a 72-ppi image for high-resolution printing. When the image is resized to the resolution required for a 300-dpi printed image, however, its actual size will become 6 x 4 inches. This means setting your camera at 1800 x 1200 pixels (effectively 2.3 megapixels) when you want a 6 x 4 inches printed image at a resolution of 300 dpi for publication. This is the setting you would use if you were taking a photo for the inside pages of Cadence, for example. This is the lowest resolution that will ensure a smooth print that does not

Camera Image Resolution

=

A

640 x 480

=

22.58 cm x 16.93 cm (8.889 in. x 6.667 in.)

=

5.42 cm x 4.06 cm (2.133 in. x 1.6 in.)

B

800 x 600

=

28.22 cm x 21.17 cm (11.111 in. x 8.333 in.)

=

6.77 cm x 5.08 cm (2.667 in. x 2 in.)

C

1024 x 768

=

36.12 cm x 27.09 cm (14.222 in. x 10.667 in.)

=

8.67 cm x 6.5 cm (3.413 in. x 2.56 in.)

D

1280 x 960 (1.3 megapixel)

=

45.16 cm x 33.87 cm (17.778 in. x 13.333 in.)

=

10.84 cm x 8.13 cm (4.267 in. x 3.2 in.)

E

1600 x 1200 (2.1 megapixel)

=

56.44 cm x 42.33 cm (22.22 in. x 16.665 in.)

= 13.55 cm x 10.16 cm (5.333 in. x 4 in.)

F

1800 x 1200 (2.3 megapixel)

=

63.5 cm x 42.33 cm (25 in. x 16.665 in.)

= 15.24 cm x 10.16 cm (6 in. x 4 in.)

G

2048 x 1536 (3 megapixel)

=

72.25 cm x 54.19 cm (28.444 in. x 21.333 in.)

=

H

2400 x 1600 (4 megapixel)

=

84.67 cm x 56.44 cm (33.333 in. x 22.22 in.)

= 20.32 cm x 13.55 cm (8 in. x 5.33 in.)

Screen image at 72 ppi (pixels per inch)

CADENCE

=

Printed image size at 300 dpi (dots per inch)

17.34 cm x 13 cm (6.827 in. x 5.12 in.)

Issue 14, Fall 2004

Media normally prefer action shots like this biathlon photo taken by Lt Mills on her digital camera. When you are shooting a snow scene, digital cameras may overexpose the shot. Many cameras allow you to adjust the exposure manually. appear jagged to the human eye in the publication. Vince Federoff works in the photography department for the Whitehorse Star newspaper in the Yukon. He suggests “the more megapixels, the better” when sending anything to a local newspaper. If you remember 300 dpi as a general rule for publications, you can’t go wrong.

White balance White balance provides control over the way a camera perceives white. Some types of light such as fluorescent lighting throw the white balance off and alter other colours in the image. If you find your photos have an unusual tint in a certain light source, try adjusting the white balance instead of leaving the camera on its auto setting. A variety of software programs will also allow you to correct the white balance of photos.

Shooting modes Media normally prefer to receive action shots; however, it is often dif-

ficult to capture quick action with an average digital camera due to delays. By understanding your camera’s ‘refresh’ rate—the time from when you press the button to when the camera actually captures the image— you can often anticipate the action and take the shot before it occurs. Your camera may also have something called burst, continuous or sequential mode that will allow you to take more than one shot at a time.

Exposure If it is too bright or if you are shooting a snow scene, digital cameras may overexpose the shot. In this case, many cameras allow you to adjust the exposure manually.

Find out what your newspaper wants Before you bombard a local newspaper with photos, find out minimum file sizes and what staff look for in a photograph and captions. Also, it is best to send the original file and not a modified file. Normally, the photo

Professional Development for Leaders of the Cadet Program

Before you bombard a local newspaper with photographs, find out minimum file sizes and what staff look for in a photo and captions. editors will take care of any small adjustments, since every time you re-save a jpeg, it will compress. Before you touch your camera settings, think about the obvious. “A clear, concise, well-framed photo helps,” says Federof. “Make sure it is tight with no extra stuff, and concentrate on what is going on in the photo.” The digital camera is a wonderful way to get your photos into print quickly and easily. By taking the time to understand how your camera works and the photos it takes, you will be on your way to getting the publicity you want for your cadet unit. Lt Mills is the public affairs officer, Regional Cadet Support Unit (Northern).

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Making parents and sponsors part of your team continued from page 15 “It can be fun and increases cohesiveness between corps/squadron members and their support component.” He adds that a goal-oriented activity is also helpful in sorting out group dynamics—important to team building.

Build rapport Build a rapport with parents and sponsors, reinforcing why they should be involved. “Unless we keep sponsors aware and involved, they will take their sponsorship dollars elsewhere,” says LCol Johnson. Remember: knowledge is power and a knowledgeable team is a powerful team.

Recognize contributions Recognition is key to making parents and sponsors feel part of the team. Thank everyone involved in projects. A little can go a long way— a token, certificate or other acknowledgement will almost certainly assure you of a friendly face the next time a project comes along.

Be open with informAtion As CO, Lt Slager has been able to delegate many of her tasks to staff officers, giving her more time to build the team. She believes “openness of information” is the most important factor in building an effective corps/squadron-parent-sponsor team. “Making parents and sponsors feel like they are an integral part of the Cadet Program goes a long way towards creating a team that can work well together,” she says. She does this in a number of ways: • Meets with her parent committee once a month to brief parents on how things have gone in the past month and on upcoming events.

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Following this, she answers parents’ questions. By making herself accessible, she sets the stage for a positive parent response when she asks for help—perhaps to provide additional adult supervision when needed. • Meets with a sponsor representative once a month to inform the sponsor about squadron activities, how sponsor funding has been used and how that funding has helped the corps. • Sends the monthly activities calendar to both parents and sponsors. • Maintains a parent bulletin board, where anything of interest to parents—for example, information on essay and photo contests for the cadets—is posted. “Knowing what opportunities are open to their children enables them to become stronger team members,” she says. • Makes herself ‘visible’ to parents as much as possible, especially after parades. When parents pick up their cadets, Lt Slager greets them and tells them how their child is progressing. “We are both there for their children—a common interest that already helps bind us as a team,” she says. • Asks detachment or headquarters staff when they visit to say a few words to parents, particularly to help parents understand the reasons for certain decisions. “As much as possible, we should let parents and sponsors know how the Cadet Program operates,” says Lt Slager. “They’ll be more valuable team members because of it.” LCol Johnson has held every position with 1856 Corps—including CO on three different occasions—in his 35 years as a CIC officer. He was CO at Rocky Mountain National Army Cadet Summer Training Centre (NACSTC) for four years and worked with the marksmanship program at NACSTC Connaught this past summer. Lt Slager has been CO of 888 Squadron since September of 2003 and has held every squadron position since she became a CIC officer in 1996.

Changes coming to the regional cadet instructor schools continued from page 26 This is just one example of several efficiencies that can be generated by a single school. These economies of scale and effort could allow the number of personnel required to be marginally smaller than the number of personnel dedicated to the CIC training effort today. Monies saved could be reinvested elsewhere in CIC training or in the cadet program. Although details relating to the reporting structure of the new training organization still have to be worked out, the new organization must remain responsive to the requirements of the RCSU COs. A priority for the national and regional staffs will be satisfying RCSUs by providing sufficient trained personnel (CIC officers and in some cases, civilian instructors) to deliver cadet training regionally. The RCSUs (in co-operation with the national staff responsible for CIC training) will continue to be heavily involved in identifying regional training needs, forecasting production requirements, nominating and matching candidates, occasionally visiting trainees, providing guest lecturers and offering feedback on the quality and quantity of training provided by the national school. Every change initiative requires a succinct vision of the desired end state. In this case, we seek a national CIC training organization that will achieve the decentralized delivery of a centrally managed and controlled CIC officer training program. LCol McNeil is the senior staff officer responsible for program development at D Cdts

CADENCE

Issue 14, Fall 2004