Citadel Training Manual Chapters 1-4 CTM 3-2

Training Objective Task: Understand Chapters 1 through 4 of the Citadel Training Manual with a particular emphasis on how it impacts you as a thirdclass cadet Condition: Having successfully completed an on-line LTP review of CTM and given a block of instruction that includes a review and two case studies in a classroom environment Standard: As part of a group, correctly apply Steps 1 and 2 of CTM to a thirdclass-specific scenario

CTM LTPs for 3C This is the first of three in-person LTPs on CTM you will have this year This class focuses on Chapters 1-4 of the Citadel Training Manual The second class focuses on Chapters 5-8 The third class is a review and series of exercises designed to practice the entire process

Chapter One: Introduction and Chapter Two: Mutual Respect The Citadel Training Model (CTM) guides each cadet on the path to being a principled leader provides some practical guidelines on how to behave as a leader, supervisor, or trainer in order to maximize a mutually respectful relationship with subordinates

Chapter One: Introduction and Chapter Two: Mutual Respect 5 Steps of CTM Set expectations Build basic skills Give feedback INPUT+ Follow through with consequences PRIDE Work for growth in others Ask cadets to explain what each step of CTM means. An example of each step follows on subsequent slides INPUT+ is Immediate; No name calling; Proper person; Uniquely specific; Talk behavior; plus end positively PRIDE is Progressive, Relevant, Immediate, Directed at behavior; Even handed

Chapter One: Introduction and Chapter Two: Mutual Respect The Citadel Training Model is not just applicable to interaction between upperclass cadets and knobs or even between cadets of any class It is universally applicable to any trainer/trainee, supervisor/subordinate, or teacher/student relationship “Explaining the why” would be part of expectations. “Your credibility goes way up” would be a consequence of your explaining the why. Them “becoming their own coach after time” would be growth. In describing how he teaches kids baseball, Cal Ripken says, “Explain the why. … you’re explaining the why so they buy into it and they become their own coach after time. Your credibility goes way up if you can explain why.” How is that CTM?

Universal Applicability: A Parent Teaching a Child to Brush Her Teeth Expectations: “It is important to brush your teeth after each meal and before you go to bed so your teeth stay healthy and strong. I will teach you how to do it and help you at first, but by your next birthday, I expect you to be able to do it by yourself.” Skills: First brush your own teeth as a demonstration. Talk the child through it step-by-step without toothpaste, demonstrating the circular motion, brushing the fronts and backs, etc. Repeat the process with toothpaste. Feedback: Use those plaque disclosing tablets to reveal spots the child missed. Consequences: “No cavities, Mom!” Growth: Once brushing is mastered, move on to flossing. Feedback! Consequences!

Chapter One: Introduction and Chapter Two: Mutual Respect Organizations have leaders for two reasons: To achieve results To develop the next generation of leaders What are the results we are trying to achieve for all cadets at The Citadel? For knobs during cadre period? For cadre during cadre period? How are we developing the next generation of leaders at The Citadel? What are we trying to do with 4C? With 3C?

Chapter One: Introduction and Chapter Two: Mutual Respect “Big A” and “little a” Accountability “Little a” accountability is limited to personally doing the right thing and personally being in the right place at the right time. “Big A” accountability means the leader feels responsibility for and an obligation to ensure the well-being and success of everyone entrusted to the leader’s care. CTM is about “Big A” Accountability.

Chapter One: Introduction and Chapter Two: Mutual Respect The trainer-trainee relationship depends on trust How does that apply at The Citadel? In what ways does a cadet recruit trust his cadre? In what ways does the company commander trust her company during a parade? In what ways does a student trust his professor? In what ways does a squad sergeant trust his squad corporal? In what ways does The Citadel trust the armorer? In what ways does a professor trust a student turning in a paper? In what ways does the Commandant trust a cadet on general leave? A Combat Diver Qualification Course instructor inspects a student’s equipment during open-circuit training in the pool. How is trust essential in this trainer-trainee relationship?

Chapter One: Introduction and Chapter Two: Mutual Respect Trainees respect their trainers based both on the trainer’s position power and personal power. Position power is the power the trainer derives from the rank or position he holds in the organization. A 1SG, for example, holds the position power as being the ranking NCO in the company.

Chapter One: Introduction and Chapter Two: Mutual Respect Personal power is the power a leader derives from his followers. Followers give leaders personal power when they act in ways that are important to the followers. Trainers receive this personal power when they act as good role models, display high competence, or show special consideration for those they are training. A platoon sergeant who maxes his CPFT and goes running a couple times a week on his own time with a member of his platoon who needs help passing his CPFT probably receives much personal power from his subordinate.

These two are the subject for today 5 Steps of CTM Set expectations Build basic skills Give feedback INPUT+ Follow through with consequences PRIDE Work for growth in others These two are the subject for today

Chapter Three: Expectations “Setting expectations” is the first step in the five-step CTM process Clearly spell out in advance what is required of subordinates so they have every possible chance of doing the task correctly Introduce yourself Set a positive atmosphere State the obligations of the subordinate Explain the rationale behind the task Provide an overview of what is going to happen Leaders want their subordinates to succeed and setting expectations is an important part of creating that kind of environment. The process has these five steps. Each of you has consciously or unconsciously gone through these steps before. Can someone talk us through an example of effectively setting expectations as a leader and a subordinate interact in some simple example you encountered in high school, in a part-time job, or at The Citadel?

Expectations Example: Squad CPL helping a squad member with PT Introduce yourself “Tom, our squad sergeant suggested you and I get together so we can get your two-mile run time up to CPFT standards.” Set a positive atmosphere “You’re only two minutes off the standard now. That’s nothing. If we can improve one minute each month we’ll be good-to-go in time for the next CPFT.” State the obligations of the subordinate “We both know the only way you get better at running is by running, so can you commit to running with me each Monday, Wednesday, and Friday?” Explain the rationale behind the task “I want you to be physically proficient so you get all your privileges back and we can take some overnights together. In order for that to happen we need to stick to the schedule so we continuously improve. If we start skipping days, we will lose the progress we made.” Provide an overview of what is going to happen “So Monday let’s run two miles for time to get us a good base time. I’ve seen you run before and I think part of your problem is form so I know some drills we can do to help with that. You also told me endurance is a part of the problem so we need to run longer than you have been to build that up. We’ll start running 20 minutes the first week and add 5 minutes a week until we get up to 40 minutes. Every two weeks we’ll do a timed two miles to see how we’re improving. Sound like a plan?”

Chapter Three: Expectations “Build basic skills” is the second step in the five-step CTM process Teaching, training, and developing subordinates to succeed at the task we assign “Teaching” involves giving the desired information in an understandable manner “Training” is perfecting performance through repetition Does drill primarily represent “teaching” or “training”? Why? What basic skills are necessary to execute a parade as a company? How are those skills mastered?

Practical Exercise #1 Divide up into the number of groups designated by the TAC Appoint a group leader, recorder, time keeper, spokesman, and devil’s advocate Take five minutes to develop how you would articulate the expectations step of CTM (Introduce yourself, Set a positive atmosphere, State the obligations of the subordinate, Explain the rationale behind the task, Provide an overview of what is going to happen) as a squad corporal to a knob in your squad who repeatedly has improperly shined shoes Be prepared to report your results to the class

Practical Exercise #2 Divide up into the number of groups designated by the TAC Appoint a group leader, recorder, time keeper, spokesman, and devil’s advocate Take five minutes to develop how you would articulate the expectations step of CTM (Introduce yourself, Set a positive atmosphere, State the obligations of the subordinate, Explain the rationale behind the task, Provide an overview of what is going to happen) as a squad corporal to a slovenly senior in your squad who repeatedly has improperly shined shoes Be prepared to report your results to the class

Open Discussion What are your expectations for sophomore year? What skills do you hope to build during sophomore year?

Conclusion Any ideas for improving this class? Sophomores have two more CTM LTPs. The next one focuses on Chapters 5-8. The third class is a review and series of exercises designed to practice the entire process.