1. CTM for 1C and the Senior Mentor Program CTM 1-1 1

2. Training Objective Task: Understand the basic concepts of CTM with a particular emphasis on how it impacts you as a firstclass cadet and a Senior Mentor Condition: Given a two-part class on CTM as a 1C and the Senior Mentor program Standard: As a member of a group, correctly apply CTM to firstclass-specific scenarios including those involving the Senior Mentor program 2

3. Review: 5 Steps of CTM Set expectations Build basic skills Give feedback – INPUT+ Follow through with consequences – PRIDE Work for growth in others 3

4. Officer Business According to the LDP, the outcome for the firstclass year is “command capable” As cadet officers you will operating within the guidance and regulations established by the Commandant and your TAC, and with the help, advice, and assistance of cadet NCOs, to accomplish the unit mission 4

5. Officer Business Commands – Based on guidance from the Commandant, establishes policy, plans, and programs the work of the SCCC Concentrates on collective training which will enable the unit to accomplish its mission Is primarily involved with unit operations, training, and related activities Concentrates on unit effectiveness and unit readiness Pays particular attention to the standards of performance, training, and professional development of officers as well as NCOs Creates conditions– makes the time and other resources available– so the NCO can do the job Supports the NCO 5

6. Example: Unit-level CTM and Parades Expectations – The Company Commander explains the benefits of discipline, unit cohesion, tradition, readiness, and community relations associated with parades. – Sets some sort of annual goal based on parade results (“Last year we were usually in the bottom third. This year I want to consistently be in the upper half.”) Skills – As articulated in FM 22-Citadel and learned in centralized drillmaster training and then disseminated by the drillmaster in a train-the-trainer mode. – Some serious instruction of how to conduct a practice period session would be included (doing rifle movements by the numbers to aid synchronization, opening ranks to allow trainers to walk through and make corrections, specifically training neglected skills like rifle corrections, capturing “down time” like the time spent waiting in the staging areas for hip-pocket training, etc). 6

7. Example: Unit-level CTM and Parades Feedback – During the drill period, selected sword bearers circulate and make individual corrections. – Drillmaster makes unit corrections and might even film the training for review. – Parade is graded by Commandant’s Dept/drillmasters, and company chain of command then analyzes parade results reported by the Commandant’s Dept to discover strengths and weaknesses. Consequences – Company chain of command conducts an AAR, and areas of improvement from parade results become the focus of the next practice parade session. – Commander might set some unit incentive like a top five finish earns a no-MRI day. – Consistent failure to improve results in retraining or punishment as appropriate. Growth – Train alternates (back-up guidon bearer, XO to be acting commander, right guide, etc). – Revisit goal from expectations phase and adjust. – Have out-going drillmaster/guidon bearer prepare a continuity book for the in- coming drillmaster/guidon bearer. 7

8. Practical Exercise 1 A review of the company performance in the academic pillar reveals the following: – The company average GPA was 2.8 – The battalion average GPA was 3.1 – Five cadets had semester GPAs below 1.75 – The company had 80 total unexcused absences last semester – The company average for the rest of the battalion was 70 total unexcused absences – The AAR from last year’s Academic Officer reports ESP conditions were substandard, the company tutor program lacked tutors in several subjects, and the Academic Support Center was underutilized Divide up into the number of groups designated by the TAC and designate a group leader Take seven minutes to use CTM to develop a plan for how you would advise the Company Commander to improve academic performance in the company – Set expectations – Build basic skills – Give feedback – Follow through with consequences – Work for growth in others Be prepared to brief your plan to the class 8

9. Senior Mentor Program 9

10. Training Objective Task: Implement the Senior Mentor program Condition: Given the Blue Book, CTM, and a classroom block of instruction Standard: Demonstrate mastery of program through scenario-based discussions that incorporate CTM 10

11. Background Per the Blue Book, the Senior Mentor program is a leader development experience for the 1C and a growth experience for the 4C 1C – Practices principled leadership through the development of a subordinate outside chain of command – Shares experiences and lessons learned – Reinforces and complements chain of command in disseminating information, problem-solving, organizational assimilation, and internalization of The Citadel’s core values 4C – Benefits from individual counsel in an environment where the senior- subordinate relationship is maintained, but the fourthclass system is relaxed – Has an alternative forum to report fourthclass systems violations, harassment, bullying or other inappropriate behavior – Provides mentor with subordinate’s view of the organization, its leadership, and climate 11

12. Execution and Timeline The Senior Mentor program is managed by Company Executive Officers XO will provide TAC with roster of mentors and mentees NLT 1 Sept – Assignments will be based on majors, career goals, strengths and weaknesses, interests, personalities and compatibility – Drafting knobs not allowed 1C eligibility – An academic 1A or 1B – Academically proficient – Physically proficient – Assigned to the 4C’s company or serving on battalion or regimental staff from that home company Mentors who receive Class I punishment will be suspended until punishment complete Mentors who receive a battalion transfer are permanently suspended 12

13. Execution and Timeline cont’d Once the TAC approves roster matches, the XO will conduct a meeting with mentors and mentees, and announce assignments Program will not start until the TAC approves roster matches and the XO conducts meeting—NLT 10 Sep Mentor will schedule two sessions each week at mutually agreeable times – At least 10 minutes each – 4C will be at ease, and if in cadet room, door will be fully open Mentors will not recognize 4Cs, fraternize, or induce servitude Additional meetings longer that 10 minutes are allowed in addition to mandatory meetings if time and location are mutually agreed upon 13

14. Compliance Mentor will provide a monthly report to the XO that will contain: – Meeting dates – Items discussed, including objective and progress – Issues requiring XO/TAC awareness or action XO will assess mentor performance as either “satisfactory” or “unsatisfactory” based on report and other observations XO will meet with TAC in January and April to recommend whether or not each mentor should be certified as satisfactorily completing his duties 14

15. Certification In order to be certified the mentor must: – Have a majority of “satisfactory” monthly assessments by the XO – Have no disciplinary violations associated with performance of mentorship duties – Successfully articulate to the TAC the objectives of their mentor/mentee relationship and if they were met This measure is a significant input in determining if a 1C meets the “lead people to achieve standards” learning outcome per the Guide for the Leader Development Program 15

16. Practical Exercise 1 Your mentee reports in his mentoring session that: – A group of upperclassmen are repeatedly physical abusing him and his classmates behind the letter – He doesn’t want “to get the upperclassmen in trouble” – He is worried about retaliation if he reports the abuse – His grades are suffering because of the abuse Use CTM, specifically the guide here, to discuss how you should handle the situation Expectations – What does the knob expect from you? – What does The Citadel expect from you? – What might some upperclassmen expect from you? Skills – What mentorship skills will you need to develop in order to deal with a situation such as this? Feedback – What feedback do you owe the knob? The Company Commander? The HAO? The TAC? Consequences – What are the consequences of your not reporting the hazing? – What are the consequences of your reporting it? Growth – How does how you handle the situation affect the knob’s growth? 16

17. Practical Exercise 2 Your mentee tells you he is considering not returning after Christmas furlough, but doesn’t say much more than that How do you apply CTM’s guidance about feedback in this situation? – Use the prompts here as a guide to specific responses Get the subordinate’s impressions/point of view Ask “what” or “how” questions to learn the subordinate’s true intentions Model the observed behavior – Do you have an appropriate personal experience or object lesson to share? “Sandwich” the conversation by beginning and ending on a positive note Restore and maintain the relationship Tell the subordinates their responsibility Tell the subordinates the consequences Set up a game plan for improvement Follow up 17

18. Open Discussion What did you get out of the Senior Mentor program when you were a knob? – What were some things that you liked about how your mentor interacted with you? – What didn’t you like? – A year from now, how would you like your mentee knob to complete this sentence: “The thing I remember most about my Senior Mentor was that he….”? Any feedback/thoughts on how to improve class? 18