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 The purpose of the First Class Mentor Program is to provide qualified seniors with a servant leadership opportunity to mentor Fourth Class Cadets across all four pillars Program exists for the senior to serve the subordinated and to actively participate in the mentee’s development Personal servitude, where the subordinate serves the senior in any capacity, works against the spirit and intent of the program and is never authorized or appropriate 11

12. Execution and Timeline The Senior Mentor program is managed by Battalion Executive Officers BN XO will assign a senior mentor to each member of the Fourth Class in their battalion and submit that roster to BN TAC by 15 Sep – Mentors may be assigned mentees from outside company – Battalion and Company Commanders, Executive Officers, Human Affairs Officers, and Academic Officers will serve as mentors 1C eligibility – An academic 1A or 1B – Academically, physically, and conduct proficient First class cadets with prior hazing or Fourth Class System related violations are not authorized to participate in the program Mentors who receive a tour offense may not participate until punishment complete Mentors who receive a battalion transfer are permanently suspended 12

13. Responsibilities All cadets will ensure program does not interfere with the Chain of Command or become a system of personal servitude First Class Mentors will meet with their assigned cadet as often as required to develop a professional relationship marked by trust and mutual respect Mentor should seek opportunities to: – Assist in learning duties required by Fourth Class System – Ensure cadet is getting adequate food, sleep, and study time – Monitor cadet’s discipline status and report any possible unfair punishments imposed by underclass cadets – Monitor cadet’s academic status – Monitor cadet’s physical proficiency and performance in intramurals, but not PT any fourth class cadet on or off campus – Report any violations of the Fourth Class System to the Commander 13

14. Responsibilities Fourth Class Cadets will: – Be open and frank with mentors on their progress and problems they are having – Not use the program as a means of evading their duties and responsibilities as Fourth Class Cadets – Use the program to improve their knowledge and performance TACs will: Monitor and ensure that cadet unit commanders are properly supervising the program 14

15. 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? 15

16. 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 16

17. 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? 17