Narratives and Interviews (reproduced with permission from Captain Kaylan Schwarz)

Outline for today’s session O Overview of Narrative requirements O Activities – brainstorm ideas to assist with writing the narrative O Interview process O Important info for reference, to be ed O Request Transcripts

Narratives O Word Count: O Spacing: 1.5 or double-spaced O Font: 11 or 12 point, standard business font O Plain white or cream paper O Rank, given name, surname, and squadron at the top of the page O Signature at the end of the narrative

Evaluation O 50% for understanding of the course content, projecting the value/usefulness of the course to themselves and their squadron, and articulating their desire to take the course O 25% for accomplishments as a cadet O 20% for extra-curricular activities of the applicant, particularly those that relate to the training and qualifications provided by the course O 5% for presentation and special merit factors

Narrative Outline O Why do you want to attend the course you are applying for (not just that you are interested…what inspired that interest in the first place?) O Who you are as a cadet (accomplishments, extra- curricular activities, position, approach to leadership) O Who you are outside of cadets (extra-curricular activities, interests and hobbies, what parts of your personality you most value) O How the course will benefit you and the squadron/Air Cadet system. O Future plans (relate them to course if applicable). (Hand out Sample Narrative)

The Take-Away O The goal of you narrative is to communicate a sense of who you are. O Put yourself in the position of your reader. There will be hundreds of applications for any given course…how will your message be memorable? O Activities are designed to allow you to brainstorm the specific content of your narrative during this session.

Weak Narrative O Paragraph 1: A typical statement: O “I would like to attend the Power Pilot scholarship because my goal is to become a pilot.” O Why is this considered weak? O It’s no different than anyone else. Everyone who is applying wants to become a pilot. O It doesn’t give readers a window into who you are. O Instead, tell your story: O Invited to the cockpit as a child and was captivated by the vast blinking control panel. O Great uncle was a helicopter pilot and would give cadet a flight in a Griffin for each birthday.

Activity 1 O 60 seconds of quiet reflection. O Why do you want to attend the course you are applying to? O Go back to the source: What is your first memory of flight? When did you decide you wanted to become a pilot? O Think in detail, think in senses. (paper and pencil exercise for paragraph 1)

Weak Narrative O For Paragraph 2: A typical statement: O “I have obtained the rank of Sergeant. I am in Level Four.” O Why is this considered weak? O This information is already in your application form. Instead, highlight extracurricular involvement (active member of the drill team), position (Flight Commander) or your approach to leadership. O For Paragraph 3: A typical statement: O “Outside of cadets, I like to play sports and read.” O Why is this considered weak? O This information is vague. What types of sports do you like to play? What kind of books do you like to read? Give specifics: I am the goalie for the Richmond Green Hockey Team. I enjoy reading Japanese manga comics.

Activity 2 O Personal Mind Map: O Who are you as a cadet? (accomplishments, extra- curricular activities, position, approach to leadership, why you joined, what you love most) O Who are you outside of Cadets? (extra-curricular activities, interests and hobbies, personality characteristics you most value, your future plans, your passions in life) O This is a brainstorming exercise. There are no right or wrong answers. Do not filter your thoughts, just write them down. Venn Diagram handout – pencil and paper exercise

The Give-Back Statement O Summer training is a considerable investment in you. It is important to show that you are not just ‘taking’ the opportunity. O How might your specific summer training opportunity allow you to contribute to the squadron or the Air Cadet program? What specific applications does your knowledge have?

Activity 3 O Group Brainstorm – Paragraph 4 O How might this course benefit the squadron or Air Cadet program?

Questions???

Interviews O Who: A 2 or 3-person interview board normally comprised of Air Cadet League members, Detachment personnel, and CIC Officers. O Length: minutes. O Process: Enter facing the Board, wearing headdress, and salute. Wait until you are offered a seat. You may remove your headdress while you are seated with the Board.

Evaluation The panel will be asking themselves: O Does this cadet really want this course? O Does this cadet understand the course and the mental and physical commitment required? O Course graduates have a responsibility to their squadron to set an example for junior cadets, and to provide leadership and instruction. Is this cadet aware of this obligation?

Evaluation You will specifically be marked on… O Attitude, Motivation, Knowledge and Interest O General Knowledge O Dress and Deportment O Self-Expression and Self-Confidence

Interview Hints O Prepare, prepare, prepare… O For factual questions, ensure you have memorized the correct answers. O Suggestion: Schedule a fact checking social gathering among all applicants. Bring laptops or smartphones. Divide questions and share answers. O For self-knowledge, ensure you have reflected on what you might say. O Personal questions can be the most challenging. For example: “Tell me about yourself”

Interview Hints O An easy way to gain (or lose) points: uniform and bearing. O Know your audience (whole section of questions on the Air Cadet League and Sponsors) O Don’t make your interviewers ‘pull teeth’ – elaborate on your answers fully. (For yes or no questions, do not simply answer yes or no) O Don’t be afraid of silence. Take a moment to consider your answers if you need it. O What if you do not know the answer? O Other hints???