1. Citadel Training Manual for 4C in Transition CTM 4-3 1

2. Training Objective Task: Understand the basic concepts of CTM with a particular emphasis on how it impacts you as you transition from a fourthclass to a thirdclass cadet Condition: Having successfully completed two previous LTPs on 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 CTM to a fourthclass-specific scenario 2

3. CTM Review: What it is and why it important? 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 – is not only applicable to upperclass interaction with fourthclass cadets, but also provides guidance for all training at The Citadel and beyond 3

4. 5 Steps of CTM Set expectations Build basic skills Give feedback – INPUT+ Follow through with consequences – PRIDE Work for growth in others 4

5. Expectations 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 5

6. Skills 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 6

7. Feedback Providing regular, routine information regarding performance Includes both positive and corrective feedback, but is always constructive Uses “INPUT+” – Immediate; No name calling; Proper person; Uniquely specific; Talk behavior; End positively 7

8. Consequences and Growth Consequences – Add action to the words expressed in the Feedback step – Use “PRIDE” Progressive, Relevant, Immediate, Directed at behavior; Even handed Growth – Ability/confidence to get the job done even when unsupervised – Increase self-esteem, set a performance goal, assign homework, give realistic challenges 8

9. CTM as a Knob As a knob, you are primarily experiencing CTM as a subordinate – How has it helped you succeed when you experienced well-applied CTM by your leaders? – How has it negatively effected you when CTM has not been as well applied? 9

10. CTM as You Transition As a sophomore, you will still experience CTM as a subordinate, but you will have increasing opportunities to practice CTM as a leader – How do cadre squad corporals use CTM? – How about non-cadre squad corporals? – HA corporals? – Clerks? – Armorers? 10

11. Sophomore Year and the Four Year Cadet Leader Development Model Per the “Guide for the Leader Development Program,” the stage of the four year leader development model for the thirdclass year is to “serve” and the overarching outcome is proficiency in “small-task execution” What are the CTM implications for “serve” and “small-task execution?” 11

12. Case Study: Preparing for Rank Boards in CTM Expectations: – You expect a fair, transparent, understandable, merit-based process that allows you to articulate your qualifications and desires, and the chain of command expects you to provide the necessary information to help them make a decision that serves you and the unit. Skills: – You must be able to fill out and submit your CQB and present yourself well at the board. Feedback: – By doing a mock board with your roommate or, better yet, your senior mentor or squad sergeant, you could get valuable suggestions about how to improve. Consequences: – Based on your record and how well you present yourself during the board process, you will get the appropriate rank. Growth: – You will apply lessons learned in subsequent rank boards, but also apply the same skills as you build a resume, go on job interviews, and make personnel decisions as a supervisor. 12

13. 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 ten minutes to develop how the five steps of CTM (expectations, skills, feedback, consequences, growth) can be applied to you and your roommate preparing for the President’s Inspection. Be prepared to report your results to the class 13

14. 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 ten minutes to develop how the five steps of CTM (expectations, skills, feedback, consequences, growth) can be applied next year to you as a squad corporal helping the knobs in your squad get ready for the President’s Inspection Be prepared to report your results to the class 14

15. Open Discussion Identify and discuss positive examples of CTM you would like to carry forward as part of your personal leadership style next year “I am not what happened to me. I am what I choose to become.” - Carl Jung 15

16. Conclusion Any ideas for improving this class? You will get more practical work on CTM in the Corporal Academy, and you will get additional formal CTM classes during LTP each year 16