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Welcome to the Training Leaders of Cadets Course

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  1. Welcome to the Training Leaders of Cadets Course Training Leaders of Cadets - Seminar A1

  2. In Cadet Programs, there is no substitute for leadership.

  3. About the Course • Goal:Prepare seniors to lead cadets and administer the Cadet Program at the squadron level • Blocks of Instruction: • Foundations • Leadership • Management • Schedule

  4. Seminars • Seminars are mostly guided discussions • Students come from several squadrons and can share ideas • TLC is not the final word on Cadet Programs: • Unit Commander’s Course • Squadron Leadership School • Cadet Programs Officer Handbook & Specialty Track Guide • CAP Publications

  5. Ground Rules • Collegial atmosphere with lots of discussion • Validate your local practices • Freedom to speak with no cadets present • Focus on the big picture • Short breaks after each seminar • Administrative notes: • Restrooms • Food & beverages • Cell phones

  6. Introduce Yourself • Who are you? • What’s your role in CAP? • What do you do in the real world? • What is something interesting about you?

  7. Strategic Overview of the Cadet Program Training Leaders of Cadets - Seminar F3

  8. The Cadet View • You’re 14 years old. What does being a cadet mean to you? What excites you about CAP?

  9. The Long View • You’re the governor. What good do you see coming out of the Cadet Program?

  10. Today’s cadets . . . Tomorrow’s aerospace leaders

  11. Adolescent Development Training Leaders of Cadets - Seminar L2

  12. Overview • Diverse ages in the Cadet Program • Learning styles • Student-centered education

  13. Early, middle & late adolescence Age 14-16 Age 12-13 Age 17-20 Concrete thinkers Abstract thinkers Critical thinkers Body changes Independence Entering adulthood Fears not knowing Fears not fitting-in Fears not reaching goals

  14. The Four Modalities of Learning • Visual Auditory Kinesthetic Tactile

  15. Student-Centered Learning • The best cadet units are cadet-centered. • Cadets learn by doing; they are active participants, not passive receivers. • Subject matter must be relevant to cadets’ interests. • Cadets need to have a stake in their own learning. • Ranking cadets should be included in the decision making-process.

  16. Summary • Each cadet is an individual. • Use a variety of leadership & teaching styles so as to reach all cadets. • Consider age and maturity as you promote cadets and assign jobs. • Use student-centered approaches by involving cadets in decision-making.

  17. Leading Indirectly Training Leaders of Cadets - Seminar L3

  18. “Leaders don’t create followers, they create more leaders.”

  19. Overview • What is indirect leadership? • How do you lead without taking over? • How do you discipline using indirect leadership? • Case studies

  20. 1. Definitions & Concepts • What is indirect leadership? • What does it mean for a senior to lead cadets indirectly?

  21. 2. Methods for Indirect Leadership • How can you apply principles of indirect leadership to: • Get a cadet started on a project? • Refocus a cadet’s efforts in the midst of a project? • Debrief a cadet upon completing a project?

  22. 2. Methods for Indirect Leadership • Example: Cadets as Instructors

  23. CASE STUDIES

  24. Summary • Indirect leadership methods develop cadets’ potential more effectively than authoritarian methods • Begin with “mission-type orders” that merely define the goal • Require updates and approvals along the way • Ask questions to tighten cadets’ logic and introduce new ideas • Mentor and debrief cadets to help them learn from their mistakes • “Don't tell people how to do things, tell them what to do and let them surprise you with their results.” • - GEORGE S. PATTON

  25. Leadership Feedback & Mentoring Training Leaders of Cadets - Seminar L4

  26. Overview • What is mentoring? • Leadership expectations • Feedback meetings • Case studies

  27. 1. Mentoring • What is mentoring? • Why is mentoring important in the Cadet Program? • What are some examples of mentoring?

  28. 3. Leadership Feedback Meetings • How frequently are feedback meetings held? • What’s the goal of the feedback meeting? • What principles should guide mentors? • Process: CAPF 50-x

  29. CASE STUDIESEvaluate the cadet depicted in the scenario using a CAPF 50. Decide if the cadet is ready for promotion.Be prepared to role play during a mock feedback meeting.

  30. Summary • Cadets need mentors to help them develop. • Mentoring can happen every day. • Be positive, constructive, and specific during feedback meetings. • Use the CAPF 50 and Leadership Expectations chart as tools. • Mentors make a difference.

  31. The Cadet / Senior Team Training Leaders of Cadets - Seminar L5

  32. Warm Up • Open to Part 8 and read two position descriptions

  33. Overview • Anatomy of the squadron staff • Designing a cadet staff • Staff selection process • Exercises

  34. 1. Anatomy of the Squadron Staff • What positions comprise the senior staff? • What positions comprise the cadet staff? • What are the basic responsibilities of each position?

  35. 2. Designing the Cadet Staff • A tailor-made challenge • Scalable organizational charts • “One step forward, one step back” • Term limits

  36. 3. Staff Selection Process • Who picks the cadet staff? • What do cadets need as they begin a staff job? • What do cadets need as they conclude a staff job?

  37. Exercise #1 • Student #1Student #2 • Scenario #1 Cadet Programs Officer C/SSgt and evaluator • Scenario #2 C/Capt and evaluator Cadet Programs Officer

  38. Exercise #2

  39. Summary • Seniors and cadets need to lead together • Use position descriptions to guide cadet staff • Tailor the challenge: match rank, skill, and job • Design a staff structure that fits your needs • “Arrange everything so that the strong have something to yearn for, and the weak nothing to run from.” • RULE OF ST. BENEDICT

  40. Partnering With Parents Training Leaders of Cadets - Seminar L6

  41. Warm-up • Read pages 4 through 8

  42. “Kids with highly involved parents are more active in extracurricular activities than kids whose parents are less involved.” • - Cornell University College of Human Ecology

  43. Overview • Standard practices for working with parents • Getting parents involved in CAP • Helicopter parents • Addressing parents’ concerns

  44. 1. Standard Practices • Parents’ welcome & orientation • Included in Cadet Great Start • Roster & contact information • Calendar of events • Parents’ Guide to CAP

  45. 2. Getting Parents Involved in CAP • What are your success stories in these areas? • Parent orientations • On-going communication • Socials & awards nights • Parents’ committees • Recruiting

  46. 3. Helicopter Parents • Today’s Parents in the News: • The World’s Longest Umbilical Cord: The Cell Phone ABC NEWS • Dear Parents: Relax, It’s Just CampNY TIMES • Hovering Parents Need to Step Backat College TimeCNN • Helicopter Parents Try to Help Their Kids Land JobsUSA TODAY NEWSWEEK / MICHAEL ELINS

  47. 4. Addressing Parents’ Concerns • If you were a cadet’s mom or dad, how would you want the squadron to respond to your concerns?

  48. Summary • Parents expect the commander to be a partner. • calendars, rosters, websites • Parents’ Guide • Involved parents means involved cadets. • parent committees • cadet sponsor members • Address concerns promptly and fairly. • listen well • show your concern for fairness and the cadets’ best interest

  49. Cadet Welfare & Legal Issues Training Leaders of Cadets - Seminar L7