Cadet Officer Basic Officer Training Course Student Reference Manual

National Défense Defence nationale

A-CR-050-801/PS-001

STUDENT REFERENCE MANUAL

CADET INSTRUCTORS CADRE BASIC OFFICER TRAINING COURSE (ENGLISH) Cette publication est disponible en français sous le numéro A-CR-050-801/PS-002.

Issued on Authority of the Chief of Reserves and Cadets

Canada

National Défense Defence nationale

A-CR-050-801/PS-001

STUDENT REFERENCE MANUAL

CADET INSTRUCTORS CADRE BASIC OFFICER TRAINING COURSE (ENGLISH) Cette publication est disponible en français sous le numéro A-CR-050-801/PS-002.

Issued on Authority of the Chief of Reserves and Cadets OPI: D Cdts 6

Canada

2011-04-01

A-CR-050-801/PS-001 LIST OF EFFECTIVE PAGES Insert latest changed pages and dispose of superseded pages in accordance with applicable orders. NOTE The portion of the text affected by the latest change is indicated by a black vertical line in the margin of the page. Changes to illustrations are indicated by miniature pointing hands or black vertical lines. Dates of issue for original and changed pages are: Original........................... 0 ....................... 2011-04-01 Ch................................... 3 .......................................... Ch................................... 1 .......................................... Ch................................... 4 .......................................... Ch................................... 2 .......................................... Ch................................... 5 .......................................... Zero in Change No. column indicates an original page. Total number of pages in this publication is 105 consisting of the following: Page No. Change No. Cover page...............................................................0 Title...........................................................................0 A............................................................................... 0 i to vi........................................................................ 0

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Contact Officer: D Cdts 6-3-5 © 2011 DND/MDN Canada A

A-CR-050-801/PS-001 FOREWARD 1. A-CR-050-801/PS-001, Student Reference Manual for the CIC Occupation MOSID 00232 – BASIC OFFICER TRAINING COURSE – is issued on the authority of the Chief of the Defence Staff (CDS). 2.

This publication is effective upon receipt.

Suggestions for changes shall be forwarded by Regional Cadet Instructor School (RCIS) to Director 3. Cadets (D Cdts) 6-3 (CIC Training Development). RCISs are to circulate their findings / recommendation to the other RCISs for consideration and input prior to forwarding suggestions for amendment to D Cdts 6-3.

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A-CR-050-801/PS-001 PREFACE AIM The CIC Basic Officer Training Course (BOTC) is designed to provide you with the skills and knowledge required to perform the duties of a junior officer at the corps / squadron and cadet summer training centres (CSTC). The course will: Introduce the military environment; Teach basic military and leadership skills common to all officers in the Canadian Forces (CF); Guide the development of officer-like qualities; and Provide opportunities to practice leadership. This training will serve as the foundation for reserve force opportunities within the Canadian Cadet Movement (CCM).

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A-CR-050-801/PS-001 TABLE OF CONTENTS PAGE CHAPTER 1

CHAPTER 2

CHAPTER 3

1-1 CIC TRAINING PHILOSOPHY ASSESSMENT HOW TO GET THE MOST OUT OF THIS MANUAL

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EO 101.03 – LEADERSHIP THROUGH DIVERSITY STUDENT HANDOUT – EO 101.03 – LEADERSHIP THROUGH DIVERSITY PRE-ASSESSMENT EO 101.04 – PRINCIPLES OF MILITARY ETHOS EO 101.05 – STATEMENT OF DEFENCE ETHICS EO 101.06 – THE CODE OF SERVICE DISCIPLINE STUDENT HANDOUT – EO 101.06 – THE CODE OF SERVICE DISCIPLINE EO 101.07 – CF DRUG AND ALCOHOL POLICIES AND GUIDELINES EO 102.01 – BASIC LEADERSHIP CONCEPTS EO 102.02 – COMMUNICATE EFFECTIVELY WHEN IN A LEADERSHIP ROLE EO 104.01 – TECHNIQUES OF EFFECTIVE COMMUNICATION EO 105.01 – DEVELOP A PLAN USING LOGICAL ANALYSIS STUDENT HANDOUT – EO 105.01 – DEVELOP A PLAN USING LOGICAL ANALYSIS (HANDOUT #1) STUDENT HANDOUT – EO 105.01 – DEVELOP A PLAN USING LOGICAL ANALYSIS (HANDOUT #2) EO 105.02 – ORDERS USING THE SMESC FORMAT EO 106.01 – ISSUE ORDERS AND INSTRUCTIONS EO 106.02 – SUPERVISE THE CONDUCT OF A SMALL PARTY TASK EO 106.03 – EVALUATE THE OUTCOME OF AN ACTIVITY STUDENT HANDOUT – EO 106.03 – EVALUATE THE OUTCOME(S) OF AN ACTIVITY PO 107 – BASIC DRILL MOVEMENTS EO 109.03 – FITNESS ACTIVITIES

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PERSONAL REFLECTION FORM INSTRUCTIONS PERSONAL REFLECTION FORM PLANNING MATRIX PRINCIPLES OF LEADERSHIP CARD CANADIAN DEFENCE ETHICS POCKET CARD MEDIA CARD

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A-CR-050-801/PS-001 LIST OF FIGURES FIGURE 1 2 3 4 5

TITLE Andragogical Model of Adult Learning............................................................ Experiential Learning Cycle............................................................................. Elements of Command.................................................................................... Communication Process.................................................................................. Map of Bivouac................................................................................................

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CHAPTER 1 CIC Training Philosophy CIC Training Organization Mission: Championing the ongoing Cadet Instructors Cadre Professional Development to generate personnel with the right skills, at the right time, in the right quantity and place to lead, supervise, administer and train members of the Canadian Cadet Organizations. CIC Training Organization Vision: Providing widespread access to a world class Professional Development program built on a foundation of youth development, leadership and management professional bodies of knowledge for the specialized Canadian Forces members who serve in support of the Cadet Program. What can you do to succeed? CIC training will give you the skills, knowledge and attitudes required to perform a plethora of duties in support of the Cadet Program. This course will only begin to scratch the surface of the skills and knowledge you can acquire during your CIC career. Do not expect to leave this course as an expert. Your personal commitment to learning and professional development is required in order to gain the most from this course and support your role within the Cadet Program. As a student on the BOTC you will find that the group of students are quite diverse; offering varying levels of education and personal and professional experiences. Some will have been cadets, others will have previous service as a member of the Canadian Forces and others will have experienced neither. Acknowledging that diversity, integrating everyone’s strengths through an inclusive approach and staying focused on both individual and group success will be a key to your success. During the course, be mindful of:

After the course be sure to:

Time management.

Pursue self development opportunities.

Participation.

Explore professional development opportunities (CATO 24-01).

Accepting help from instructors and fellow students.

Apply knowledge and skills.

Offering help.

Adapt performance as required.

Accepting constructive criticism.

Seek information.

Providing positive feedback.

Keep current.

Engaging yourself in all activities. Reflecting on your learning. Being prepared. Relying on your instructors as guides and coaches.

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The Adult Learner

Figure 1 Andragogical Model of Adult Learning Note. From “The Adult Learner”, by Malcolm S. Knowles. (1998).

Andragogical Model The andragogical model of adult learning assumes the following: Self Concept: Adults need to be self-directed and experientially involved in their learning. Motivation: Adults need to know why they are learning. Experience: Adults enter a learning environment with a wealth of personal experience. Readiness: Adults are most interested in learning subjects that have immediate relevance to their job or personal life. Orientation: Adults want learning to be life-centered and applicable Experiential Learning Cycle Experiential learning involves learning knowledge and skills from direct experience. People learn effectively from their own experiences and can apply the knowledge and skills to new situations.

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Figure 2 Experiential Learning Cycle Note. From “Experiential Learning: Experience as the Source of Learning and Development” by Dr David A. Kolb, Ph.D., 1984.

Concrete Experience (What): This stage refers to having an actual experience. Reflective Observation (Gut): Reflective observation is about recognizing the emotional reaction of the learner and observations of what happened to each person. Learners take time to reflect on what they saw, felt, and thought during the experience. Abstract Conceptualization (So What?): The purpose of the abstract conceptualization stage is to understand and make connections from the experience to new or different situations. Active Experimentation (Now What?): In the active experimentation stage, learners look ahead and plan the application of this new knowledge / skill to future experiences. This is the final stage in the cycle that sets learners up for utilizing the knowledge or skills they have gained through these new experiences, leading to a continuation of the experiential learning cycle. STUDENT CONDUCT Ref: CICTI 07-01 (as of September 2010) From the time you depart your home with the intent of going on course, until the time you return, you are considered “on course”. During travel time, down-time and leave, you are expected to conduct yourself in a manner consistent with the Code of Service Discipline (CSD). As a student, you must: Wear the prescribed order of dress. Maintain dress in a neat and polished condition. Provide assistance to peers, subordinates and other persons as requested. Undertake tasks when appropriate and as ordered. Abide by all applicable orders, regulations, instructions and policies. Deport oneself in a manner that reflects credit upon yourself, the CF and the CIC. Incorporate safety considerations into all activities. Adhere to the established rules of Academic Conduct. 1-3

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Pay compliments as appropriate. Abide by the criteria of accepted military etiquette when dining and socializing. Actively participate in all organized extra-curricular activities. Be prompt and on time (for parade, duty, meetings, classes, etc). Be truthful in words and actions. The general population can perceive you as a member of the military at all times, even when you are not in uniform. Assessment Assessment is an essential part of all CIC training courses. Assessment of your learning is conducted to ensure you meet specific goals and milestones (course standards). This will give you confidence and assurance that enables you to perform the jobs and duties required of you within the Cadet Program. The assessment process also ensures that you are meeting the standards of the course and those expected of a CF officer. The goal of assessment is not to fail people – it is to help them succeed. The following points will help you succeed: Read all Test Instructions (TIs) prior to the testing time. If there are any further questions, clarify them before the test. Instructional methods allow for the passage of knowledge and also provide time to practice the skills / tasks expected of you before any practical performance check (PPC) is conducted. The process followed is: teach – practice – coach – feedback – assess. You will never be tested on something that you have not had the opportunity to practice. The goal of all instructional methods is to help you achieve success. Feedback and coaching is provided by the DS. However, an expectation of you as an Adult Learner includes your willingness to solicit help as you require, when you require it. Time is not always scheduled for this, but DS will make themselves available outside class time as you require. Use your peers for help as appropriate and offer / provide your peers with help as appropriate. A process called a Progress Review Board (PRB) is designed to help students who were not successful on an assessment. During a PRB, you will have the opportunity to explain why you are experiencing difficulty. Often the PRB will try to find a solution to help with any issues you may be experiencing. If time permits, a second attempt may be granted. Quite simply, the goal of a PRB is to help you. It should not be viewed as something negative (eg, a means of intimidation). HOW TO GET THE MOST OUT OF THIS MANUAL This Student Reference Manual (SRM) contains critical information organized into three sections, each applicable to a different aspect of your training / professional development. This manual may change and is only current as of the date of issue. It is an individual responsibility to update the information contained within this manual. A few guiding principles will assist you when utilizing this SRM: The material only pertains to your in-house (IH) instruction and supporting materials. Material covered through Distributed Learning (DL) is not included in the SRM;

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The book is ordered chronologically by Enabling Objective (EO). As some EOs were covered during the DL phase of this course, they will not be found within the SRM (eg, the next section begins at EO 101.03; and This publication has been provided to you, as a tool for your use. Please feel free to take notes, remove or insert pages as you wish. The SRM for the BOTC has been prepared for your use during and after training. Additionally, as you begin the IH phase of the BOTC, you might also consider the following suggested use for the SRM: PRIOR TO IH CONDUCT Prepare for the course by familiarizing yourself with the Student Reference Manual (SRM), concentrating on the front end matter. Complete the “Pre Course” portion of the Personal Reflection Form within this SRM.

DURING IH CONDUCT

FOLLOWING COURSE COMPLETION

Complete pre-reading assignments as per DS direction.

Use the SRM as a quick reference guide of critical information.

Use the SRM as a study aid.

Consider the use of templates as job aids with a practical application in your job at the corps / sqn / CSTC.

Use the SRM as a reference tool for critical information, handouts and job aids presented during the course. Take additional notes to supplement and amplify information presented as the course progresses. Gather contact information to network with your fellow students. Refer back to your “Pre Course” portion of the Personal Reflection Form. Complete the “During Course” portion of the Personal Reflection Form.

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Check for updates to course material on DNDLearn and through other resources. Build upon the framework established within the SRM. Use the SRM as a network reference. Refer back to your “During Course” portion of the Personal Reflection Form. Complete the “Post Course” portion of the Personal Reflection Form. Provide feedback on this SRM.

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CHAPTER 2 EO 101.03 – LEADERSHIP THROUGH DIVERSITY PRE-READING There is a pre-reading assignment associated with this EO which can be found immediately following the content pages for EO 101.03. Ensure that you read the Leadership Through Diversity pre-reading assignment prior to the associated lesson. INTRODUCTION As members of the Canadian Forces (CF), CIC officers need to be aware of their rights and responsibilities as Canadian citizens as well as the policies that will affect them throughout their career. MAIN CONTENT CANADIAN CHARTER OF RIGHTS AND FREEDOMS Overview The Charter is one part of the Canadian Constitution, which is the set of laws containing the basic rules about how Canada operates. It sets out those rights and freedoms that Canadians believe are necessary in a free and democratic society. Rights To democratic government; To live and seek employment anywhere in Canada; Legal; Equality; and Language (English and French). Freedoms Conscience and religion; Thought, belief, opinion and expression; Peaceful assembly; and Association. CANADIAN HUMAN RIGHTS ACT (CHRA) Overview The CHRA is an act to extend the laws in Canada which, in general, proscribe discrimination.

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Prohibited Grounds of Discrimination The following are the prohibited grounds of discrimination, under the Canadian Human Rights Act: Race, national or ethnic origin, colour, and religion; Age, sex (including pregnancy), sexual orientation, and marital status; and Family status, disability (including alcohol and drug addiction), and conviction for which a pardon has been granted. Purpose of the CHRA The purpose of this Act is to extend the laws in Canada to give effect, within the purview of matters coming within the legislative authority of Parliament, to the principle that all individuals should have an opportunity equal with other individuals to make for themselves the lives that they are able and wish to have and to have their needs accommodated, consistent with their duties and obligations as members of society, without being hindered in or prevented from doing so by discriminatory practices based on prohibited grounds of discrimination. EMPLOYMENT EQUITY ACT The CF came under the effect of the Employment Equity Act (EEA) in November 2002. Application of this act will work towards a CF that reflects the representation of designated groups in the Canadian workforce. It will foster equitable participation of all designated group members in the CF and develop a supportive work environment. Overview of the EEA A CF that does not welcome all qualified Canadian citizens to its ranks, or that is intolerant of diverse origins, cannot work as a unified team. Purpose of the EEA Employment Equity is a strategy designed to eliminate discrimination or barriers and open the competition for employment and advancement opportunities to those who might otherwise be excluded. The purpose of the EEA is to achieve equality in the workplace so that no person shall be denied employment opportunities or benefits for reasons unrelated to ability. In addition, it strives to correct the conditions of disadvantage in employment experienced by the four designated groups by giving effect to the principle that employment equity means more than treating persons in the same way but also requires special measures and the accommodation of differences. The four designated Groups under the EEA are: Women; Aboriginal peoples; Members of visible minorities; and Persons with disabilities HARASSMENT Harassment is any improper conduct by an individual that is directed at and offensive to another person or persons in the workplace and which the individual knew or ought reasonably to have known would cause offence or harm. Where harassment involves misuse of the power or authority inherent in an individual’s position, it constitutes an abuse of authority. 2-2

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Where harassment involves the coerced participation, expressed or implied, in improper initiation rites, ceremonies or other events, it constitutes hazing RACIST CONDUCT Racism is a prejudice founded and characterised by the attitudes and beliefs of the superiority or inferiority of people of another race, which leads to inclusion or exclusion. Racist conduct means conduct that promotes, encourages or constitutes discrimination or harassment on the basis of race, national or ethnic origin, colour or religion, including participation in the activities of, or membership in, a group or organization that a CF member knows, or ought to know, promotes discrimination or harassment on the basis of race, national or ethnic origin, colour or religion. Impact on the CF Racist conduct is prohibited because it impairs operational effectiveness by: Eroding cohesion and esprit de corps; Impairing the ability of Service members to treat others fairly and impartially; and Creating an impression with the public of Canada and other nations that the CF cannot be relied upon to perform peacekeeping and other international commitments, or to provide assistance to Canadian authorities in handling internal disputes fairly and impartially without regard to the race, national or ethnic origin, colour or religion of the parties involved. SEXUAL MISCONDUCT Sexual harassment is one of the types of conduct that is prohibited under The Human Rights Code. It is defined as a course of abusive, unwelcome conduct or comment made on the basis of gender; or, any sexual solicitation or advance that is unwelcome. PERSONAL RELATIONSHIP Personal relationship means an emotional, romantic, sexual or family relationship, including marriage or a common-law partnership or civil union, between two CF members, or a CF member and a DND employee or contractor, or member of an allied force. In the CIC context, an example is a married couple who are the Commanding officer and Supply officer of a corps / sqn. Personal Conduct CF members in a personal relationship shall refrain from conduct that may be considered unprofessional in a military context. For example, a CF member while in uniform in public with another person shall not: Hold hands; Kiss, except in greeting and farewell; and Caress or embrace in a romantic manner. A CF member in a personal relationship with another CF member, DND employee or member of an allied force, contractor or an employee of a contractor shall not be involved, regardless of rank or authority, in the other person’s: Performance assessment or reporting, including training evaluations and audits; Posting, transfer or attached posting; Individual training or education; 2-3

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Duties or scheduling for duties; and Documents or records. CONCLUSION All types of harassment, racist conduct, sexual misconduct and inappropriate behaviour when in a personal relationship are not accepted or tolerated in the CF. STUDENT NOTES

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STUDENT HANDOUT – EO 101.03 – LEADERSHIP THROUGH DIVERSITY PRE-ASSESSMENT INSTRUCTIONS The pre-assessment sheets must be completed before the conduct of EO 101.03. Be sure to have them in your possession when you attend the class. This is not a test – we just want you to realize what level of knowledge you have before the class begins. You may not know many of the answers – not to worry – this is what you will be learning.

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Employment Equity and Human Rights Pre-Assessment Part I: Please answer the questions below to the best of your ability. 1.

2.

Name the four designated groups under the Employment Equity Act. ___________________________

____________________________

___________________________

____________________________

List three of the rights/freedoms specified in the Canadian Charter of Rights and Freedoms. ______________________

3.

_________________________

____________________

List five of the prohibited grounds of discrimination according to the Canadian Human Rights Act. ________________________

______________________

________________________

______________________

________________________

Part II: Read each statement below and indicate whether the statement is true or false: 1. The Canadian Forces (CF) has quotas to ensure a certain percentage of designated group members are hired. 2. Employment equity programs always give preferential treatment to designated group members. 3. Merit is an essential component of employment equity programs. 4. Sometimes, in an attempt to provide equal opportunities to all, employment equity results in reverse discrimination. 5. Employment equity does not require an employer to hire or promote unqualified persons. 6. Employment equity means treating everyone in exactly the same way, regardless of their differences. 7. Sometimes employment equity means lowering job standards to meet employment equity goals. 8. The CF has a duty to accommodate members under all circumstances, regardless of the hardship imposed on the organization. 9. The CF may deny employment to disabled individuals due to bona fide occupational requirements. 10. Although the CF has standard uniforms, those who ask to be accommodated to observe fundamental religious practices (e.g., wearing a Sikh turban or a Muslim Hijab) ought to be accommodated. 11. Harassment will be followed by a warning rather than by disciplinary action, but only for the first time it occurs.

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T

F

T

F

T T

F F

T

F

T

F

T

F

T

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F

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Part III: For each question below, circle the most accurate response. 1.

2.

3.

4.

5.

Employment equity involves: a.

ensuring that everyone gets the exact same treatment, regardless of their race, sex, ethnic origin, or ability level.

b.

sometimes hiring under-qualified individuals to ensure that appropriate numbers of designated group members are hired.

c.

sometimes requires that special measures are provided in order to accommodate individual differences.

d.

using quotas to ensure that appropriate numbers of designated group members are recruited.

The CF Self-Identification Census identifies the race, sex, and disability status of each CF member so that: a.

other members can understand their background and treat them appropriately.

b.

overall representation rates can be monitored on an aggregate or collective level.

c.

it can be stored on each member’s personal file.

d.

this information may be used to assist promotion decisions.

Which of the following is not a discriminatory practice under the Human Rights Act: a.

denying services due to marital status or sexual orientation.

b.

denying employment due to religion, ethnicity, or nationality.

c.

celebrating holidays specific to certain ethnic or cultural groups.

d.

establishing policies that deprive certain individuals of employment opportunities.

The CF has the right to deny employment or enrolment to anyone who does not meet specific medical or physical fitness requirements because: a.

as a unique organization, the CF is not obligated to follow the Employment Equity Act.

b.

universality of service is a bona fide occupational requirement for serving in the CF.

c.

as a unique organization, the CF does not have the duty to accommodate.

d.

the CF does not wish to be perceived as weak.

All CF members have a role to play in achieving a harassment-free work environment, including: a.

refraining from conduct that could constitute harassment.

b.

correcting or reporting, as appropriate to the responsibilities of their position and rank, any possible harassment that they witness.

c.

taking action when they believe they are being subjected to harassment.

d.

encouraging and supporting others to take action if they have been subjected to harassment.

e.

all of the above.

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Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Agree

Strongly Agree

Women should be employed in all CF occupations. The proper place for a woman is not in the “trenches” with men. Mixed gender environments can have a positive effect on the overall effectiveness of an operation. It is difficult to work for a female boss. Due to social pressures, organizations frequently have to hire under-qualified women. Aboriginals and visible minorities will make more progress by being patient and not pushing too hard for a change. Over the past few years, visible minorities and Aboriginals have gotten more from government than they deserve. Due to social pressures, organizations frequently have to hire under qualified Aboriginals and visible minorities. It is okay for employment equity programs to give preferential treatment to under-represented group members as long as the individual is qualified for the job. All in all, I oppose employment equity initiatives in the workplace Programs that encourage the hiring of under-represented groups, such as visible minorities and Aboriginals, are a good idea. Employment equity programs for women are bound to result in reverse discrimination against men. The unity of this country is weakened by Canadians of different ethnic and cultural backgrounds sticking to their old ways. A society that has a variety of ethnic or cultural groups has more problems. Canadians should do more to learn about the customs and heritage of different ethnic and cultural groups in this country. People who come to Canada should change their behaviour to be more like us. It makes me angry when I see recent immigrants on television demanding the same rights as Canadian citizens.

Strongly Disagree

Part IV: Please indicate the extent to which you agree or disagree with each of the following. There are no right or wrong answers.

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O O

O O

O O

O O

O O

O O

O O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

O

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Disagree

Somewhat Disagree

Neutral

Somewhat Agree

Agree

Strongly Agree

Recent immigrants should have as much say about the future of Canada as people who were born and raised here. Members with disabilities should be released, rather than spending resources attempting to rehabilitate and retain them. Members with disabilities are unfit to serve in the CF.

Strongly Disagree

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O

O

O

O

O

O

O

O O

O O

O O

O O

O O

O O

O O

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EO 101.04 – PRINCIPLES OF MILITARY ETHOS INTRODUCTION Members of the CF must have a clear understanding of what it means to be a Canadian military professional. Effective leaders who set high standards of conduct and encourage their subordinates to do the same support the military virtues encompassed in the Military Ethos. Ethos must be practiced at all times and in all places. MAIN CONTENT DEFINITION OF “ETHOS” Ethos is the characteristic spirit, attitudes and beliefs of a specific group, community, people or system. It derives from a sense of belonging and reflects the principles in which a group believes. Ethos is also defined as a set of convictions, which guide and dictate the behaviour of a group and the individuals that make up the group. Together, these form a structure that, by virtue of its customs, traditions and expertise, maintains an implicit code of conduct within that society. THE CANADIAN MILITARY ETHOS All members of the CF must understand what it means to be a Canadian military professional and that ethos is critical to continued success. BASIC PRINCIPLES The basic principles of the military ethos include: Establish the trust that must exist between the CF and Canadian society. Provide guidance for the development of military leaders who exemplify the military ethos in their everyday actions. Create and shape the desired military structure of the CF. The military ethos, therefore, is the foundation upon which the legitimacy, effectiveness and honour of the CF depends. COMPONENTS OF ETHOS The three fundamental components of the Canadian military ethos are: Beliefs and expectations about military service. Canadian values, which distinguish us as a people. Canadian military values. BELIEFS AND EXPECTATIONS ABOUT MILITARY SERVICE The first fundamental component of the Canadian military ethos is our beliefs and expectations about military service. Members of the CF are expected to be focused on and committed to fulfilling their role as defined by the Government. Discipline plays a major role in maintaining a high standard of military professionalism. 2-10

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The military ethos places a high value on teamwork. CANADIAN VALUES, WHICH DISTINGUISH US AS A PEOPLE The second fundamental component of the Canadian military ethos is the values held by Canadians. Democracy, rule of law, dignity, respect, fairness, peace, order and good government (responsible, accountable and open) are a few of the Canadian values that distinguish us as a people. CANADIAN MILITARY VALUES Canadian military values come from what history and experience teach about the importance of moral factors, especially the personal qualities that military professionals must possess. These military values are understood and expressed within the Canadian military ethos and include: Duty - First and foremost, duty entails service to Canada and compliance with the law. Loyalty is closely related to duty and entails personal allegiance to Canada and faithfulness to across the chain of command. Integrity - To have integrity is to have unconditional and steadfast commitment to a principled approach to meeting your obligations while being responsible and accountable for your actions. Courage entails willpower and willingness not to quit. Duty, integrity, courage and loyalty are intertwined and cannot truly exist without one another. EXPECTATIONS To serve in the CF is to adhere to a unique military ethos. To believe in Canada as a strong and free nation and are committed to fulfilling, to the best of their abilities, their mission as defined by the Government of Canada. To understand and respect Canadian values. CF members accept that, within that group, power and authority requires that the profession be properly structured, with adherence to a clearly defined chain of command and obedience to a code of conduct, the Code of Service Discipline. They act in a way that meets the highest expectations and standards of Canadians. To believe in prudence, justice, patriotism, obedience, veracity and patience. These virtues affect relations amongst all members. They believe that these values, derived from a traditional code of ethics, form part of those of contemporary Canadian society. Members of the CF accept the value of teamwork that is essential to the success of the unit This ensures not only that the group functions as a disciplined and professional entity, but also that individual members are trained to perform well, both in their assigned role and as members of the team.

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CONCLUSION CF members accept and understand that they have a unique and distinct identity within Canadian Society. Embracing the military ethos shows that CF members consent to obligations and responsibilities that no other Canadian must accept. In accordance with military ethos, CF members strive for excellence and for the highest standards of professionalism in achieving their mission. CIC officers should be proud members of the CF. STUDENT NOTES

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EO 101.05 – STATEMENT OF DEFENCE ETHICS INTRODUCTION Officers of the CF are required to maintain a professional rapport even in times of hardship. Many times throughout their career, situations will occur where action will be taken and decisions will have to be made. Abiding by a set of moral and ethical values will aid in making the appropriate decisions to resolve the situation MAIN CONTENT STATEMENT OF DEFENCE ETHICS The statement of defence ethics is based on general ethical values shared by Canadians, many of which are expressed in the Canadian Charter of Rights and Freedoms. ETHICAL PRINCIPLES The CF and its members, to follow three general ethical principles in descending order of importance: Respect dignity of all persons; Serve Canada before self; and Obey and support lawful authority. ETHICAL OBLIGATIONS Guided by these fundamental principles, we act in accordance with the following ethical obligations: Integrity Loyalty Courage Honesty Fairness Responsibility DECISION MAKING MODEL The four-step decision-making model found below can be used to assist in thinking through difficult situations with ethical components. 4-STEPS TO DECISION MAKING PERCEPTION - Everything we observe in a situation and how we interpret it (putting it into context) determines our ethical observation. JUDGEMENT - Formulate a judgement based on their evaluation of the principles and obligations under the ethics statement: Principle 1 Respect the dignity of all persons. Principle 2 Serve Canada before self.

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Principle 3 Obey and support lawful authority. Six obligations Integrity, loyalty, courage, honesty, fairness, responsibility. DECISION - Select a preferred course of action. ACTION - Implementation requires overseeing and monitoring of the action required to make the decision a reality. CONCLUSION Officers of the CF are required to maintain a professional rapport even in times of hardship. Many times throughout their career, situations will occur and an action/decision will have to be made. Abiding by a set of moral and ethical values will enable individuals to be able to take the appropriate actions to resolve situations and make appropriate decisions in times of conflict. STUDENT NOTES

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EO 101.06 – THE CODE OF SERVICE DISCIPLINE PRE-READING There is a pre-reading assignment associated with this EO which can be found immediately following the content pages for EO 101.06. Ensure that you read “The Code of Service Discipline and Me, A Guide to the Military Justice System for Canadian Forces (CF) Members” prior to the associated lesson. INTRODUCTION With membership in the CF comes a whole new set of obligations. Section 150 of the National Defence Act (NDA) stipulates “the fact that a person is ignorant of the provisions of this Act, or of any regulations or of any order or instruction duly notified under this Act, is no excuse for any offence committed by the person." Therefore, it is important that students understand what they will and can be held accountable for, in the course of our duties MAIN CONTENT THE LAW CF personnel, including Cadet Instructors Cadre (CIC) officers, are accountable under both civilian and military law. IMPORTANT TERMS The NATIONAL DEFENCE ACT (NDA) The NDA is an Act of Parliament passed under the powers reserved to the federal government to provide for national defence. The NDA consists of seven parts: Part I, Department of National Defence Part II, The Canadian Forces Part III, Code of Service Discipline (CSD) Part IV, Complaints About or By Military Police Part V, Miscellaneous Provisions having General Application Part VI, Aid of the Civil Power Part VII, Offences Triable by Civil Courts The CODE OF SERVICE DISCIPLINE (CSD) The CSD, part 3 of the NDA, sets out the jurisdiction of the CF. REGULATIONS, ORDERS AND INSTRUCTIONS Regulations are a form of law, often referred to as delegated or subordinate legislation. CROWN PREROGATIVE Order in Council is a legal instrument made by the Governor-in-Council pursuant to the statutory authority or, less frequently, the crown prerogative.

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RIGHTS AND FREEDOMS A Canadian serving in the CF does not give up their rights and obligations as a Canadian citizen (eg, protection under the Charter of Rights and Freedoms); however, the rights which are provided to all citizens can be limited in their application to members of the CF where the full enjoyment of those rights are inconsistent with the basic obligations of military service. INSITUTIONAL VALUES Military institutional values, “service before self,” contrast sharply with civilian occupational values where self interest has greater priority than the employing institution. Civilian institutional values, in contrast, are personnel employed in civilian occupations that generally have specific work hours with government regulations and employment standards protecting the workers from exploitation. WHEN THE CSD IS USED The CSD is only used when the more positive means of ensuring a habit of obedience have been unsuccessful. CF MEMBERS ARE HELD TO A HIGHER STANDARD Due to the CF’s roles and responsibilities, the CF is held to a higher standard than civilian society – this is reflected in the CSD which includes offences which are unique to the military. WHEN IS A CIC OFFICER SUBJECT TO THE CSD? While the regular CF members are subject to the CSD at all times, members of the Reserve Force, including CIC, are only subject to the CSD in certain situations (eg, when on duty). WHAT CAN A CIC OFFICER BE CHARGED WITH? The following list is merely a sampling of some of the sections applicable to CIC officers. For a more complete listing consult the National Defence Act and Queen’s Regulations and Orders: Section 83, Disobeying a lawful command Section 85, Insubordinate behaviour Section 90, Being absent without leave Section 92, Behaviour unbecoming of an officer Section 97, Drunkenness Sections 111 & 112, Misuse of a DND vehicle Section 129, Conduct to the prejudice of good order and discipline MILITARY POLICE The military police (MP) have jurisdiction to arrest all persons who are subject to the CSD both inside and outside Canada. YOUR RIGHTS AFTER BEING ARRESTED When a person is arrested by the MPs, the Canadian Charter of Rights and Freedoms and QR&Os require that they be informed of certain rights.

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LAYING OF CHARGES UNDER THE CSD WHAT IS A CHARGE? A charge is a formal accusation that a service offence has been committed. WHO CAN LAY CHARGES? The following personnel can lay charges under the CSD: A CO (for CIC officers this generally means the CO RCSU only). It does not include the CO of a corps / squadron. An officer or NCM authorized by the CO to lay charges. A Military Police Investigator with the National Investigation Service (NIS). GUILTY OR NOT GUILTY Once a charge is laid, the CO or superior commander has the authority to decide whether or not to proceed with the charge. If they decide to proceed, the charge will be tried in one of two ways: Summary trial Court martial POWERS OF PUNISHMENT Powers of punishment refers to the penalties that can be imposed once a person has been convicted of a service offence. The level of punishment varies between summary trail and court martial. APPOINTMENT OF AN ASSISTING OFFICER Members are entitled to be assigned an Assisting Officer as soon as possible after a charge has been laid. The Assisting Officer is responsible to ensure that the accused is fully informed of all procedures and entitlements under the CSD, including the opportunity to get legal advice, from either the Directorate of Defence Counsel Services (DDCD) or a civilian lawyer, when offered a choice of trial by either summary trial or court martial. LEGAL ADVICE The DDCS is mandated to provide independent legal advice and representation to persons facing proceedings under the CSD. REVIEW / APPEAL OF FINDINGS If convicted at summary trial, the member is entitled to apply to a Review Authority to have the guilty finding or sentence imposed reviewed. If convicted before a court martial, the member may appeal to the Court Martial Appeal Court, a division of the Federal Court. A panel of three civilian judges hears each appeal. REPORT OF ARREST BY CIVIL AUTHORITY In the circumstance of CIC officers they must report their arrest to the CO RCSU, through their chain of command. The CO RCSU may designate an officer to attend any civilian trial that may take place. Depending on the charge, the CO RCSU may place restrictions on the type of duty the member can perform until the outcome of the proceedings is determined. 2-17

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CONCLUSION To be aware of the Code of Service Discipline, students shall read and understand “The Code of Service Discipline and Me: a Guide to the Military Justice System for Canadian Forces Members.” STUDENT NOTES

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STUDENT HANDOUT – EO 101.06 – THE CODE OF SERVICE DISCIPLINE

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EO 101.07 – CF DRUG AND ALCOHOL POLICIES AND GUIDELINES INTRODUCTION Every member of the CF must be aware of the drug and alcohol policies they are subject to throughout their career and the responsibilities they have with respect to these regulations. MAIN CONTENT DEFINITION OF DRUGS Drugs are defined as any other substance, except for alcohol, the use of which can impair normal psychological or physical functioning and the use of which has been prohibited by the Chief of the Defence Staff. Refer to QR&O Volume 1 (Administration) Chapter 20, Canadian Forces Drug Control Program, Art 20.01 for more details. DEFINITION OF USE Usage means any act of injecting, swallowing, inhaling, smoking, ingesting or otherwise absorbing into the human body. Refer to DAOD 5019-3, Canadian Forces Drug Control Program, for more information on the program. If a member was to share their prescribed medication (without authorization from the issueing doctor) / consume more than the doctor’s prescribed dosage, this may constitute a violation of the Code of Service Discipline. A member of the CF is not allowed to use non over-the-counter drugs without a prescription. DAOD 5019-3, Canadian Forces Drug Program DAOD 5019-3 amplifies the QR&Os on the CF Drug Control Program and states that within the CF: The use of any drug is prohibited. The member is authorized to use the drug by a qualified medical or dental practitioner. The CF will not tolerate members being involved in illegal drug-related activities. A CF member shall normally be released if they, during the performance of duty, participated in prohibited drug use or committed a drug offence. If administrative action is appropriate, a CF member shall normally be retained and placed on C&P if the following conditions are met: the involvement constitutes a first-time established involvement with drugs; the involvement was limited to personal use or possession for personal use; the involvement did not take place on duty and did not create an immediate danger to operational readiness, security or safety;

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conduct and performance are otherwise satisfactory and the CF member’s capacity for leadership is not compromised; and it is unlikely that there will be a repeat or other illegal drug involvement by the CF member. MISUSE OF ALCOHOL Misuse of alcohol could result in disciplinary and/or administrative actions including release from the CF. Misuse of alcohol shall be deemed to have occurred when a member’s misuse/use of alcohol: Interferes with the performance of duty including regular attendance at the place of duty; Creates an administrative burden by causing domestic or other problems; Interferes with satisfactory social or economic functioning; Interferes with health; or Otherwise reflects discredit upon the CF. Refer to CFAO 19-31, Misuse of Alcohol.

It is everyone’s responsibility to inform their superiors when a co-worker displays a drug or alcohol problem. By doing so, the individual will help a colleague who may be out of control, before unpleasant incidents occur or anyone gets hurt. Candidates may refer to QR&O, Volume 1 (Administration) Chapter 19, Conduct and Discipline , Art 19.04, Intoxicants, for more details. Article 19.04, Intoxicants, stipulates that no member shall introduce, possess or consume an intoxicant on a base, unit or element or in a building or area occupied by the CF, except: When authority is granted to possess or consume an intoxicant during specified hours in a non-public property organization (mess). In such other place and at such times as the officer in command may approve.

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CONCLUSION The CF drug and alcohol policies have been put in place to prevent misuses from occurring. Drug and alcohol abuse have negative effects on individuals’ effectiveness and performance and can bring discredit on the CF as well. Members must acknowledge the responsibilities they have to follow these regulations. STUDENT NOTES

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EO 102.01 – BASIC LEADERSHIP CONCEPTS INTRODUCTION One of the primary duties of an officer is to lead. Understanding what leadership is and how to exercise it in order to achieve success is one of the cornerstones of becoming an efficient officer. “Leadership is really more art than science. The principles of leadership are constant, but the application changes with every leader and every situation.” John C. Maxwell MAIN CONTENT DEFINITION OF EFFECTIVE CF LEADERSHIP Effective leadership in the Canadian Forces is defined in Leadership in the Canadian Forces: Doctrine, as “directing, motivating and enabling others to accomplish the mission professionally and ethically, while developing or improving capabilities that contribute to mission success.” It is valuesbased in that achieving the aim must be done professionally and ethically, and in accordance with the ethos. The theory and the practice of effective leadership are summed up and organized in a set of 12 principles that provide guidance to CF leaders. Adherence to these principles in accordance with the best professional judgment results in leaders who, above all, lead by setting a good personal example. 12 PRINCIPLES OF LEADERSHIP The 12 principles of effective leadership are: 1.

Achieve professional competence and pursue self-improvement.

2.

Clarify objectives and intent.

3.

Solve problems; make timely decisions.

4.

Direct; motivate by persuasion and example and by sharing risks and hardships.

5.

Train individuals and teams under realistic conditions.

6.

Build teamwork and cohesion.

7.

Keep subordinates informed; explain events and decisions.

8.

Mentor, educate, and develop subordinates.

9.

Treat subordinates fairly; respond to their concerns; represent their interests.

10.

Maintain situational awareness; seek information; keep current.

11.

Learn from experience and those who have experience.

12.

Exemplify and reinforce the military ethos; maintain order and discipline; uphold professional norms (that is, lead by example).

COMMAND, AUTHORITY, LEADERSHIP, AND MANAGEMENT Command is like a toolbox that contains a number of things; in this case Authority, Management and Leadership. Command rests on these three essential pillars. None is necessarily mutually exclusive of the 2-37

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Figure 3 Elements of Command Command Command is the vested authority an individual lawfully exercises by virtue of rank and appointment over subordinates. It is also the authority-based process of planning, organizing, leading and controlling the efforts of subordinates and the use of other resources to achieve goals. Authority The first pillar is authority, or positional power. Commanders can always rely on their authority to implement their will. It gives a commander the right to make decisions, transmit his or her intentions to subordinates, and impose his or her will on others. Management The second pillar, management, is primarily concerned with the allocation and control of resources (that is, human, financial and materiel) to achieve objectives. The management function is of great importance to commanders and leaders. Management skills and practices allow them to ensure that subordinates receive the necessary direction, guidance and resources — on time and where required. Leadership The third pillar, leadership, is the “human” side of command, but it is also exercised outside of the concept of command. It deals with the purpose of the organization (“doing the right thing”) versus management (“doing it right”). Leadership relies on influencing others, either directly or indirectly to achieve something. In order for leaders to influence others, they must have power. Power is defined as the capacity or the potential to influence. Leaders have power when they are able to affect the attitudes, beliefs, values and behaviours of others and when they have successfully established a trust relationship with their followers. The possession of power alone is not necessarily the most effective way to exercise leadership. Leaders must know how to translate their power base into effective influence behaviours. INFLUENCING BEHAVIOURS AUTHORITARIAN INFLUENCE Authoritarian influence is based solely on the power of the leader backed up by threat of punishment. Authoritarian behaviour can include unreasonable demands, aggressive pressure tactics, an insistence on unquestioning obedience, and close supervision.

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Example: An officer in charge of a group of new cadets demands that they win the platoon / flight / division of the month competition every month or they will be punished (eg, not be able to take part in any extra-curricular activities, apply for CSTC training, etc). DIRECTIVE INFLUENCE Directive influence is based on the power and rights of the leader to task subordinates or issue orders. Direction involves telling subordinates what they are to do and, possibly, when, how, and to what standard. Example: A senior cadet has been tasked with supervising the cleaning of the classrooms. Rather than assigning the cadets all the necessary tasks to get the job done and supervising from a distance, they tell them exactly how to do each job, with what equipment, what technique to use (eg, sweep in a left to right motion only), who is to specifically do what task, etc. CONTINGENT REWARD AND PUNISHMENT Contingent reward and punishment is a style based on reward and coercive powers intended either to reinforce desirable behaviour or discourage undesirable behaviour. “Contingent” refers to the fact that rewards and punishments are normally administered after the event (eg, recognition or praise, disapproval or reprimand, time off). Example: An officer tells their cadets that if they finish their assigned task on time they will be given a reward (eg, a longer break). ACHIEVEMENT-ORIENTED INFLUENCE Achievement-oriented influence is primarily concerned with developing the competence and independence of subordinates. This typically involves: setting difficult but achievable goals. expressing confidence in the ability of subordinates or others to achieve the goals. providing general encouragement. Example: A more senior officer assigns a task to a subordinate who they feel are ready to take on a new challenge, or a more difficult assignment – they are confident the subordinate will be able to do it, and they see it as an opportunity for then to learn something new and expand their skill set. PERSUASIVE INFLUENCE Persuasive behaviours are primarily intended to influence decision-making and motivation by explaining to, or convincing, others why a certain course of action is necessary. Example: A cadet really enjoys being on the drill team, but he hates getting up early on Saturday mornings, when drill team practices are held. In order to persuade the cadet to come to practice, the drill team officer explains to the cadet that every team member needs to practice so the entire group can learn the routine and be successful at the competition. FACILITATIVE INFLUENCE Facilitative influence means providing the necessary resources so that individuals and groups can effectively complete their tasks. It also involves modeling, coaching, mentoring, guidance, and other types of leader behaviour that either demonstrate a desired behaviour for others or enable its performance by others. Example: Cadets who are learning to be instructors are taught instructional techniques to learn how to effectively teach a lesson. Next, they watch an experienced instructor teach a lesson; the instructor models the instructional techniques taught to the cadets. Finally, the cadets are coached when they teach a lesson for the first time 2-39

A-CR-050-801/PS-001 to their peers. The aim of this activity is to help them improve their skill set and to prepare them to teach a class on their own. SUPPORTIVE INFLUENCE Supportive influence reflects a concern for the general welfare of subordinates and is intended to assist them in resolving personal problems or to improve their morale and well being. Example: An officer, who is also a teacher, learns that one of their cadets is feeling down because they are having trouble completing their homework. It is getting to the point where the cadet may not be able to attend training if things do not improve. The officer spends some time with that cadet during breaks to help them out. PARTICIPATIVE BEHAVIOURS Participative behaviours involve sharing decision authority with others. The primary objective of participative methods is to improve the quality and / or acceptance of decisions. Example: The corps is planning a holiday dinner and must follow a budget. The officers show the cadets the budget and what they are allowed to spend the money on. Although the officers have chosen a location with the local sponsors, they allow senior cadets to choose the menu and a few activities. DELEGATION Delegation entails a transfer of specific authorities from the leader to one or more subordinates. This style, depending on the magnitude of the responsibilities delegated, is a form of power sharing. Example: During a field training exercise, the platoon officer informs the senior cadets that the bivouac site needs to be set up by 1000hrs. The officer leaves it to the cadets to determine how this task will be accomplished and to oversee its completion. LAISSEZ-FAIRE LEADER BEHAVIOUR Laissez-faire leader behaviour amounts to the wholesale transfer of leader authority to subordinates. Leader influence is suspended and subordinates are given a free rein to do as they please. Example: Knowing that Cadet Smith has been on the drill team for years, the officer in charge gives him free reign to design the drill routine for the annual ceremonial review (ACR) parade, decide the number of practices required, and to run all practices on his own. The officer failed to check in with Cadet Smith in the weeks leading up to the parade to see how things were coming; on the day of the ACR, Cadet Smith informed the officer in charge that he’d been sick for the past two weeks and hadn’t conducted any practices. Six of the original 16 members of the team had also dropped out and not been replaced. As a result, the routine was poorly executed, and the cadets felt bad about their performance. Influence behaviour should be appropriate to the circumstances and the desired effect on others. LEADER – FOLLOWER – SITUATION FRAMEWORK Leadership is situationally dependent. It is not always the knowledge, skill or ability of followers that determines the best type or style of leadership to be employed. Sometimes it is the situation that is the dominant determinant, and effective leaders understand the complex interplay among the leader, the follower and the situation. Given that CF leadership is about directing, motivating and enabling followers, the situation - rather than only the follower - may determine which of the influence behaviours is most appropriate. Simply put, the effective leader understands that there is a time to direct, a time to motivate and a time to enable. It is important that the leader get it right. Leaders must be able and ready to adapt their leadership styles as appropriate and required. 2-40

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Effective leadership is a dynamic interchange among the leader, the followers and the situation. The followers and the situation influence leader behaviour, and the leader in turn influences both directly and indirectly the situation and the followers CRITICAL REQUIREMENTS OF A LEADER This lesson has been primarily about principles, concepts, styles and theories that underlie and explain effective leadership. These elements can be integrated into a set of ten critical requirements of a leader, all of which are of equal significance. A successful leader: Seeks and accepts responsibility and accountability. Performs effectively under stress. Correctly applies skills and knowledge. Demonstrates initiative and decisiveness. Seeks and accepts advice and constructive criticism. Inspires team spirit, performance and co-operation. Plans effectively. Communicates effectively. Supervises effectively. Delegates effectively. CONCLUSION “Becoming a leader is a lot like investing successfully in the stock market. If your hope is to make a fortune in a day, you’re not going to be successful.” John C. Maxwell As officers in the CF you have the opportunity to grow into more challenging leadership roles. As officers in the CIC you have the opportunity to empower growth in others. Take every opportunity to learn and grow. STUDENT NOTES

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EO 102.02 – COMMUNICATE EFFECTIVELY WHEN IN A LEADERSHIP ROLE INTRODUCTION The communication process, both transmitting and receiving, is vital to being an effective leader. Since leadership is the art of influencing human behaviour, a leader must pass information to those working for them in such a way as to obtain the desired response. Clear communication is an essential element of success. Whether you are dealing with one person or a thousand, the ability to transmit ideas in a coherent and compelling fashion is one of the most important skills you will ever develop. MAIN CONTENT THE COMMUNICATION PROCESS Communication is a process of sharing information between two or more people. Effective communication occurs when the originator expresses what they intended and the recipient of the information alters their actions or beliefs on the basis of what the originator meant. There are several factors that affect human communication:

Figure 4 Communication Process MIND OF THE ORIGINATOR Communication begins with you generating a concept in your head. This concept is based on past experience and learning, the influence of the current situation, and your ability to formulate new concepts. To communicate this concept to another person, you have to translate it into a combination of words, actions, and/or emotions. The pattern of communication as created in the mind of the originator includes: Sense: Factual information, instructions, or requests. Feeling: An indication of the originator’s attitude to these facts (satisfaction, alarm, disappointment, urgency, indifference, etc.).

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Tone: An indication of the originator’s attitude to the person or persons to whom the communication is made (approval, disapproval, respect, contempt, indifference, etc.). Intention: The originator’s purpose in making the communication (to stimulate or modify action, attitudes or feelings, to give or get information or promote understanding of a situation or problem, or any combination of these). Language: The originator’s actual words and power of expression. COMMUNICATION BARRIERS Problems in communicating effectively are caused by a number of barriers or obstacles. By no means a complete list, the following are some of the more significant barriers with suggested ways of overcoming each. PREJUDICE People who dislike, distrust or lack confidence in the communicator may not only misinterpret the communicator’s meaning but may also tune out completely. Although most people freely admit prejudice is wrong, many harbour prejudice unconsciously in their minds. Obviously prejudice is not conducive to good communications. Therefore, the leader should recognize personal prejudices and be aware of any prejudice that might exist amongst the followers. DEALING WITH PREJUDICE Suggestions to overcome prejudice are as follows: Recognize your own prejudices. Do not broadcast inflammatory beliefs or affiliations. Recognize internally, but not verbally, what prejudices are against you. In explaining your opinions avoid reference to controversial factors. Work towards being a reasonable person rather than a campaigner for beliefs or affiliations. When faced with prejudice do not allow your courage to waiver. Explain your intentions clearly. Pay very close attention to feedback as the probability of poor results is high when strong prejudices exist. VALUES The value barrier is imposed by people whose interpretations are based on what is important to them personally. This situation can lead to misinterpretation. Through their own perception, people see only what they want to see or hear what they want to hear in terms of their values. MINIMIZING VALUE BARRIERS Value barriers can be minimized by: Ensuring that the communication is complete so that a true evaluation of its contents can be gained. Recognizing that people have different points of view and thereby identifying the several possible points of view of both the originator and the recipient.

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EMOTIONS Anxiety, fear, mistrust, and similar emotions not only reduce acceptance of information but also induce people to distort information. OVERCOMING EMOTIONS Methods of overcoming emotional factors include: Spend time and effort creating a favourable climate and attitude before imparting the message. In the order-giving process this would be a necessary portion of the preparation phase. Put yourself in the other person’s position, so that a greater appreciation of their emotional factors can be gained with regard to the impact of the communications upon the listener. This process is called empathy. SEMANTICS Semantics can cause the recipient to miss the true meaning of the message because some words have a multitude of meanings and different word can have similar meanings. OVERCOMING SEMANTICS If you are uncertain there has been mutual understanding, ask questions. Develop the practice of having your words rephrased in the recipient’s own words and transmitted back to you. In other words, confirm through questions that meaning has been correctly transferred. RECIPIENT CHARACTERISTICS In order to establish effective communication the originator must consider the audience. Some of the audience considerations are as follows: Age. Gender. Background. Attitudes and receptivity to the information. Knowledge of the topic. Relationship to the speaker. Size of group. INATTENTIVENESS People spend most of their working hours engaged in communications of one form or another. The major portion of this time is spent in listening. Despite this fact, nearly everyone pays little heed to the art of listening. Bad listening habits on the part of the recipient are not only exasperating to the originator but also detrimental to the communications result. MIND OF THE RECIPIENT Once you have sent your message, it is up to the recipient to receive your message. The recipient deciphers your transmission, relying on their ability to understand the language of the information, as well as their interpretation of the visual and tactile information. There are several aspects that affect the efficiency of receipt of your message. 2-44

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Reception. The recipient’s mind must be open and willing to absorb the communication and to try to understand what is meant by its originator. Perception. The communication must be seen by the recipient as far as possible, in the same context as was present in the originator’s mind. Comprehension. The message communicated in a manner that is understood by the recipient. Recall. Depends chiefly to the extent that the recipient has been convinced that the communication is relevant and important to their own interests. SUCESSFUL COMMUNICATION RESULT For correct communication, the originator should pay particular attention to feedback. The success of any communication therefore depends on: Clarity of expression in language suitable to the recipient. The attitudes of both parties toward each other and the subject of the communication. The feelings conveyed in and aroused by the communication. The degree to which the originator has appreciated the point of view, preconceived ideas and possible reactions of the recipient. The interest aroused in the recipient by the communication. THE ART OF LISTENING Active listening makes a conscious effort to hear and understand what others say when involved in a conversation. In active listening, also sometimes known as empathetic listening, the listener paraphrases what the speaker has said and seeks confirmation that their understanding is correct. Active listening is useful in emotionally charged situations, situations where understanding is critical, where consensus and clarity are desired in resolving conflict and where trust is sought. Inactive listening is simply being present when someone is speaking, but not absorbing what is being said. SECTION / UNIT FEEDBACK A positive communication environment is one where a person does not feel threatened to receive and offer feedback. POSITIVE FEEDBACK A positive communication environment is one where a person does not feel threatened to receive and offer feedback. When giving positive feedback, consider the following: Be specific. Choose the time. Go face-to-face.

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NEGATIVE FEEDBACK Giving negative feedback to a subordinate can be a very positive experience for all concerned, resulting in improved job performance and a more positive work environment. When giving negative feedback, consider the following: Think through exactly what you are going to say. Make notes in point form to refer to during the session. Select the appropriate time. Generally bad news is best delivered at the end of the workday. This will keep disruptions in the workplace to a minimum. Select the appropriate place to deliver negative feedback. A private office is best, out of sight of the person’s subordinates. Deliver the feedback face-to-face and preferably one-on-one. Speak from a common goal. What can this individual contribute to the goal? Offer reasons for why the negative feedback is necessary. Speak to their needs, why should they listen to you, how can you help improve their performance? Talk about actions, not motives. Assume your fair share of responsibility. Provide choices, options, and opportunities. Be sincere. CONCLUSION Communication is an art that we all too often take for granted. Many practice a very egocentric style of communication, demonstrating little or no concern for the thoughts or feelings of others. When we do this we are not effective as either leaders or followers. However, if we slow down and think about what we are hearing and saying we will have a greater impact on the world around us. Moreover, as CIC officers, we will be modeling effective communication and leadership skills to the cadets – the leaders of the future. STUDENT NOTES

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EO 104.01 – TECHNIQUES OF EFFECTIVE COMMUNICATION INTRODUCTION Communication is a vitally important aspect of effective leadership. Since leadership is the art of influencing human behaviour, a leader must pass information to those working for them in such a way as to obtain the desired response. Clear communication is an essential element of success. Whether you are dealing with one person or a thousand, the ability to transmit ideas in a coherent and compelling fashion is one of the most important skills you will ever develop. MAIN CONTENT THE IMPORTANCE OF EFFECTIVE COMMUNICATION Most communications are made in words, spoken or written while some are conveyed by means of drawings, charts or pictures. Tone of voice, facial expressions, gestures and posture are also means of communications and often, whether intentionally or not, have an impact on results. Communication in the Canadian Forces (CF) consists of a highly complex and dynamic system of official and unofficial channels, formal and informal instructions, requests, information and humour. Control of communications depends upon the transmission and receipt of information, both operationally and interpersonally. Good communications are the backbone of any organization and generally follow the chain of command. Leaders must be able to express themselves both in writing and orally to effectively convey their message. Every day leaders direct subordinates either verbally or orally. They must be able to do this effectively in order to organize work and lead their subordinates in completing tasks. Studies tell us that seventy percent of mistakes in an organization are a direct result of poor communication. Poor communication can potentially result in: Mistakes and inefficiencies. Dissatisfaction with others. Misunderstandings. Lowered morale. Loss of creativity. Loss of enthusiasm. Loss of team spirit. Gossip and rumours. Conflict and arguments. Poor cooperation and co-ordination. Damage to personal or organizational image. OCCASSIONS WHICH REQUIRE EFFECTIVE COMMUNICATION As a CIC officer there will be a number of occasions when effective oral communication will be required. The use of effective communications will ensure the smooth operation of the unit and the success of the training program. 2-47

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Examples of these occasions are: Cadet interviews. Parade announcements. Briefing cadets on activities. Meetings. Phone calls. Recruiting cadets. Presentations. Deliver cadet training. SPEAKING IN AN APPROPRIATE TONE OF VOICE A speaker’s voice influences people’s first impression of them and their message. The first few words and the way in which they are said will set the tone of what follows. In general, the voice should be steady, calm and strong without being overly loud or quiet. The words should flow fluently, without awkward hesitations, in a steady, even pace, emphasizing key words and phases. When speaking it is important to observe the following to make the audience sit up and take notice: Pitch - describes the note of the voice; is it high or low, or an interesting mixture? Volume - can add interest and command attention. Inflection - is the way a voice rises and falls as we speak. Rate - is the speed we speak at. Speak at a rate that is appropriate for the audience. Emphasis – by changing the words emphasized, your voice will reinforce the meaning of what is communicated. Articulation - is the clarity of speech. Rhythm - by varying the rhythm, interest is created and the tendency to speak with a monotone is avoided. Energy - by speaking with energy, enthusiasm is conveyed to the listener. APPROPRIATE LANGUAGE When speaking it is important to use the appropriate language such as: Appropriate choice of words. Vocabulary. Neutral Language. Positive words and phrases. Matching language to the recipient.

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NON-VERBAL COMMUNICATION Body movements, hand gestures, facial expressions and posture can be highly expressive aids to delivery. They can make the difference between an effective presentation and a dull, uninspiring one. However, any physical attitude, mannerism or movement that is distracting can hinder learning. Dress the part. Body language. Posture. Facial expressions. Gestures. Eye contact. Sitting or standing as appropriate to the situation. Personal space. Non-verbal cues. CONCLUSION You will now have an understanding of the importance of and be able to apply the techniques of effective communications in order to transmit ideas and information in a coherent and compelling manner. STUDENT NOTES

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EO 105.01 – DEVELOP A PLAN USING LOGICAL ANALYSIS SUPPLEMENTAL MATERIAL There two supplemental handouts associated with this EO which can be found immediately following the content pages for EO 105.01. Both will be important as you progress through EO 105.01. Be sure to follow DS instruction on their use. INTRODUCTION Throughout your career as a CIC officer, you will be faced with situations where the solutions to problems are not readily apparent. You will need to develop the ability to apply the different methods of problem solving to resolve situations or carry out tasks. More specifically, when faced with a problem, you must be able to apply the steps of Logical Analysis, devise a plan and implement the best course of action that addresses the obstacle, task or problem. MAIN CONTENT PLANNING When planning any task or cadet activity, it is very important that the organizer analyze the task at hand to determine the problem, make a decision, develop a plan and put it into action. Although large scale activities are normally the responsibility of the Trg O, you will at times be given opportunities to assist with the planning process. STRAIGHT ANALYSIS Straight Analysis is used when: Time is critical. Quick decisions are required (eg, an emergency rescue). The quality of the plan is less important than resolving the problem. TRIAL AND ERROR Trial and Error is used when: The problem is complex and it is difficult to identify the critical factor. Time is not critical. Some experimentation may be required to find more information to solve the problem. The problem of error is acceptable; the leader hopes that by trying something out, it will provide more information regarding the best way to proceed. LOGICAL ANALYSIS The method chosen to solve a problem will normally depend on the amount of time available. The preferred method, if time permits, is Logical Analysis. This problem solving method: Provides a comprehensive step-by-step process to analyze a problem. Allows different factors to be considered.

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Permits the exploration of alternative solutions. Provides a process by which the best solution may be identified and applied to the problem. TIME FACTOR The time factor of any given situation is normally the deciding force that determines the leader’s choice of problem solving method. However: If time permits, Logical Analysis is the best. If time permits and there are factors in a situation that defy analysis, a Trial and Error approach should be used. If time is of the essence, Straight Analysis is the best option. CONCLUSION CIC officers will be faced with situations where the solutions to problems are not readily apparent. By using problem solving techniques, officers have a means by which they can follow a step by step sequence to deal with any obstacle, problem or task STUDENT NOTES

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STUDENT HANDOUT – EO 105.01 – DEVELOP A PLAN USING LOGICAL ANALYSIS (HANDOUT #1) LOGICAL ANALYSIS AIDE MEMOIRE Step 1 - Identify and define the problem. Confirm the leader's intent – what is the aim or issue at hand? Who is involved? Is it a training problem? An equipment problem? A communication or motivation problem? An emergency or accident? Step 2 - Consider the factors/limitations associated with the problem and extract the critical factor (the factor on which everything else depends). This is accomplished by asking questions such as: What resources are available to deal with the problem? Is time a factor? Is the weather or other aspects of the environment a factor (eg. area, facilities)? What are the participants’ characteristics/capabilities and are they able to deal with the problem or aid in its solution? What are the potential risks / safety concerns? Step 3 - Develop alternative solutions. The most obvious choice may not be the best one. Step 4 - Compare solutions against objective criteria. This involves weighing the advantages and disadvantages of each alternative solution and examining each solution to see if it satisfies the critical factor(s). Step 5 - Decide which solution is best. The best solution is then determined by answering the following questions: Is the solution being considered the simplest? Is it the most economical in time, space, resources, and effort of the participants? Is it the most flexible? Does it take into account cooperation among participants? Does it contain the least risk of failure (is it the safest)? Does it fully satisfy the conditions for the problem’s solution? Step 6 - Implement the decision. This decision becomes the basis of the plan communicated to the leader’s followers. The plan should answer the following questions: What must be done? Why must it be done? When and where? 2-52

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Who will do what? How will it be done and with what? STUDENT NOTES

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STUDENT HANDOUT – EO 105.01 – DEVELOP A PLAN USING LOGICAL ANALYSIS (HANDOUT #2) PLANNING EXERCISE NCdt Martin’s corps is currently on a two-day multi-corps field training exercise (FTX). It is the second day and NCdt Martin has been placed in charge of a group of second year cadets, seven cadets in total including one senior cadet. NCdt Martin has been advised through a Wng O that the CO is calling an O Group for 1000 hrs and it is currently 0830 hrs. NCdt Martin arrives at 0950hrs with pen and paper in hand ready to receive orders. Before the orders are presented, the CO mentions that the ACO will be stopping by to visit the cadet corps for a couple of hours. At 1000 hrs the CO begins the O Group and tasks NCdt Martin to erect a flagpole overseeing the arriving guests can locate the corps’ position from the road. The corps flag must be attached in such a way that it can be raised and lowered along the pole. No digging is allowed. The ACO will be here at 1200 hrs. Before leaving the O Group, NCdt Martin was given the opportunity to ask questions. She asked what materials she had to work with, what the boundaries were and when the task should be completed. The CO confirmed that the materials required are located in the supply tent in the box labelled flag equipment, the boundaries were not to exceed the camp as listed on the map and the completion time was no later than 1200hrs. At the end of the O Group, NCdt Martin begins her planning by starting with a mini time appreciation, noting that the present time is 1025 hrs and that the task must be completed by 1200 hrs. She anticipates it will take forty minutes to complete the task and ten minutes to issue her orders. After the mini time appreciation, NCdt Martin conducts a mini recce. She proceeds to the supply tent and quickly notes the materials are in the far left corner of the tent. She browses through the flag equipment box and makes a list of the materials: 10 x Steel tent pegs 1 x ½ inch rope (spool) 1 x Sledge hammer 1 x Twine (roll) 1 x ¼ inch rope (para cord) (spool) 2 x Single pulleys (small) 1 x Flag 1 x First aid kit 1 x Flagpole, 18 foot long NCdt Martin also realizes that there are some potential safety risks associated with this task such as safe lifting, tool use and paying attention to safety at all times, especially when the pole is being raised and will take this into consideration when preparing her plan. NCdt Martin decides it is best to bring the first aid kit to the site where the flag pole will be raised so they will have access to the equipment if emergency first aid care is needed. During the O Group, the CO informed NCdt Martin that there is a cell phone located in the HQ tent / command post for emergencies (anything that the first aider could not handle).

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Task: Analyze the problem using logical analysis and the worksheets provided. Extract the critical factor, determine the courses of action open to you and select the best solution. Additionally, provide a brief outline of your plan containing the who, what, when, where and how of what you want to do. Map:

Figure 5 Map of Bivouac

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Planning Problem – Worksheet

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STUDENT NOTES

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EO 105.02 – ORDERS USING THE SMESC FORMAT INTRODUCTION Students will gain an understanding of the NATO standard orders format so that when they receive a task, they will be able to use this common method to organize their ideas and thoughts and deliver a plan. This will also allow them to request items or materials through the proper channels, to complete a task on time and within the guidelines set out by their superiors. MAIN CONTENT TASK PROCEDURE Task procedure is the logical sequence of events followed by a leader beginning at the time they receive an initial warning order from their commander until they and their followers have successfully completed a task. The procedure is applied as a whole or in part to a task, depending on the task’s scope. The aim of task procedure is to ensure the complete, comprehensive and timely preparation for a task. Any leader, given a task, must follow four basic steps to carry out the task. They include: 1.

Preparing a plan by gathering data and appreciating the situation.

2.

Organising personnel and resources to conform to the plan.

3.

Communicating by giving orders.

4.

Directing and controlling by supervising the execution of the plan. Task Procedure / Orders Format Aide Memoire

Task Procedure - Steps Step 1 – Receive orders: These initial orders, delivered by a superior, allow you to start preparing for the task. Orders may be delivered as simple task instructions (in no specific format) or via a warning order for more complicated tasks. A warning order will then normally be followed by the presentation of formal orders using the SMESC format (verbal or written (operation order) See Page 3). Step 2 - Conduct a mini time appreciation before briefing your subordinates. This involves judging the amount of time available and allotting a certain amount to each activity that must take place prior to task completion. This involves considering the current time, time needed for a mini recce, when the warning order should be delivered to your subordinates, and when the task must be completed. Step 3 - Conduct a mini reconnaissance (recce) before briefing your subordinates. This involves collecting the information that will affect initial planning and the conduct of concurrent activity. Step 4 - Prepare and transmit a warning order to your subordinates. In order to prepare, they must be given notice of an upcoming task or activity as soon as possible. As a minimum it should state: The nature of the task The location and time for the presentation of verbal orders or distribution of written orders The earliest time for a move or commencement of activities Any administrative preparation or concurrent activity that the team can start doing while the detailed time appreciation and recce are being conducted and orders prepared

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Step 5 - Conduct a detailed time appreciation. You must plan the time allocation backwards from successful completion of the task to the present time. The following questions will help determine what must be accounted for: How much time is there between now and when the task must be completed? What must be accomplished during that time (eg. detailed recce, planning, orders, moves, meals, etc)? How much time can be allocated for each activity? What is the logical sequence for task completion and which of them can be done concurrently? Step 6 - Conduct a detailed recce with anyone else who has been assigned a key responsibility. This is an opportunity to study the location and resources in depth. Routes are plotted, site set up is mapped out, risks are assessed, safety issues considered, equipment is tested, and orders are checked. Detailed notes should be made. Step 7 - Make a plan and prepare orders. This is where logical analysis will be used to determine the best way to accomplish the task. Once an option is chosen, the leader must do the following to translate it into a plan: identify the major steps (phases) or logical sequence that you must follow to complete the plan and achieve the aim of the task. This involves determining: 1.

WHAT tasks must be done

2.

WHO will do them

3.

WHEN work (including each subordinate phase, if applicable) must start and finish

4.

WHERE the work will take place and how to get there, if applicable

5.

HOW tasks are to be completed (eg. procedures to follow)

You can now prepare a diagram, or planning matrix, that illustrates these five things. Your subordinates will require these details so they can complete their tasks in the manner desired by you. This matrix will translate into the groupings and tasks that you will assign when issuing your orders: Planning matrix: PHASE

WHO

WHAT (Task)

WHEN

WHERE

HOW

Step 8– Issue orders. Your plan will ultimately be delivered to your team either in verbal or written format. The orders should include all the information required to achieve the aim. The SMESC format provided on Page 3

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A-CR-050-801/PS-001 outlines a logical format for the presentation of orders, as it simplifies the process while retaining brevity, clarity and completeness. Orders Format – SMESC S – Situation: the WHO, WHAT, WHERE and WHEN of the task or planned activity. It can include detailed participant information if required (eg, numbers, age, training level). M – Mission: the aim of the task or activity – the WHY. It is a clear statement of what the team must do. E – Execution: HOW the task or activity will happen (a brief summary of the task or activity, followed by an explanation of how personnel will be organized (grouped) and assigned to tasks, and all pertinent coordinating instructions (eg, timings, safety, location, site plans, priority of work (what must be done first, second), expected end product or result). S – Service Support: all administrative and logistical details (eg, transport, equipment, rations, dress, medical). C – Command and Signals: illustrates the chain of command indicating all appointments of responsibility, and location of headquarters (HQ) and details concerning communications equipment if required. CONCLUSION You now have a working knowledge of the SMESC format. When given a task, you should be able to use this method to organize your ideas and thoughts and deliver a plan of action. These written orders are a tool to help you present verbal instructions to a group in a logical fashion. STUDENT NOTES

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EO 106.01 – ISSUE ORDERS AND INSTRUCTIONS INTRODUCTION Proper order giving ensures that subordinates are always clear on what they should or should not do. If this does not occur, the results may be confusion, lack of purpose, unattained objectives, loss of material and injury to personnel. MAIN CONTENT PROVIDING INFORMATION One of the most critical responsibilities of a leader is to give information to others, particularly to subordinates and superiors. The information that a leader may provide includes: Technical information: normally given by teaching. Current information: required to do a task properly (timely, accurate and complete information). Supplying current information is known as “briefing”. Orders. The first step in accomplishing a mission is getting information; the second step is planning and organizing. Giving orders is the third step. When orders are given the plan is being put into effect and most of the orders will come directly from the plan. ORDERS Orders convey the leader’s intentions and plans to subordinates. They are the primary means by which the leader directs, co-ordinates and controls operations. Orders differ by subject, length and method of delivery but, in every case, they must state: What is to be done. When it is to be done. How it is to be done. Whom it is to be done by. With what resources it is to be done. FOUR TYPES OF ORDERS Proper order giving by the leader ensures that their subordinates always know clearly what they should or should not do (it simplifies things for them and they know exactly what is expected of them). There are four types of orders that the leader may use: Direct. Request. Implied. Call for Volunteers.

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WRITTEN ORDERS Written orders should be in keeping with the requirements of good service writing in that they should be clear, concise, correct and coherent. A written order has an effect of permanence and should be used when: Transmitting instructions to another location. Precise figures or complex details are involved. It is necessary to hold a person responsible. Sequence is important and strict adherence is necessary. ORAL ORDERS Oral orders have the advantage of the leader’s personal impact. Oral orders should be given with the correct attitude. The leader should refrain from talking down to their subordinates and referring constantly to their superiors to lend weight to an order. Verbal orders may be used: In a local emergency. For minor details. To clarify a written order. In routine matters. FORMATS FOR ORDER AND INSTRUCTIONS WRITTEN ORDERS Orders are classified according to their specific subject area, method of presentation and amount of detail they contain. Any military function or activity may become the subject of an order and be designated as such. The most common orders are: Warning Orders (Wng Os) Operation Orders (op Os) Administrative Orders (Admin Os) Movement Orders (Mov Os) The two most common types of orders that are prepared at the corps / squadron are Wng Os and op Os. WARNING ORDERS To prepare for an activity, corps / squadron personnel must receive notice of the impending task at the earliest practicable time. The Commanding Officer (CO) provides such information through the use of a Wng O. Receipt of the Wng O initiates preparations for the approaching activity. A timely, complete order permits maximum use of the time available for administrative preparations. Thorough preparation, in turn, has a positive effect on the readiness, morale and frame of mind of the corps / squadron as a whole for the task at hand. The CO sends a Wng O as soon as there is sufficient information to merit doing so. Frequently a supplementary Wng O may be sent as more information or direction becomes available. To gain preparation time for their corps / squadron, a CO would pass their Wng O by the fastest method available to all addressees of the order. This could include sponsors, Leagues and Region/ Detachment HQs for information and support purposes, depending on the activity. 2-62

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OPERATION ORDERS An op O gives subordinates and supporting organizations such as sponsors and Leagues the direction and information essential to execute the CO’s plan. The order must be complete, clear and concise and contain only the information needed for subordinates to prepare and complete their assigned tasks. The inclusion of unimportant or widely known information or procedures covered in Standard Operating Procedures (SOPs) shall be avoided. A written op O is used when considerable detail must be included and sufficient time is available. Full written op Os are used when the corps / squadron is participating in activities outside of their normal parade night and away from their headquarters. Once the activity begins, orders are more likely to issued verbally. Standard written op Os are arranged in five major parts, often referred to as the SMESC format: Situation Mission Execution Service Support Command and Signals At the corps / squadron, Wng Os and op Os are not always required. Non-applicable sections do not need to be included. They are still quite useful, however, for organizing the information needed to communicate largescale cadet activities such as weekend training exercises. FIVE STEPS TO BE FOLLOWED WHEN ISSUING ORDERS The leader must decide what type of order is suitable in any given situation, and whether it should be written or oral. No matter what type of order is to be given, it is imperative that the following steps be observed: 1.

Planning and preparation

2.

Delivery

3.

Confirmation

4.

Follow-up

5.

Evaluation

STAGE ONE - PLANNING AND PREPARATION Plan the content of the order (what, why, when, where, who and how). Ensure that the orders are clear, concise, to the point, complete and arranged in a logical and systematic way. The SMESC format as laid out in an op O can be used to accomplish this. The recipients’ characteristics must also be taken into consideration (eg, subordinates or superiors, prior knowledge, motivation, skill level). Choose the appropriate delivery method (verbal or written). STAGE TWO - DELIVERY Delivery must be clear, concise, correct and coherent. Let the recipients know what the aim is, what is expected of them in terms of quality and quantity (how much is to be done and how well), and what the factors of the situation are. Indicate that their work will be inspected (this will indicate the importance of the task).

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Principles of delivering orders: Regardless of how information is going to be delivered (face-to-face, written message, or by demonstration) the material must be presented in a logical and systematic way. Follow a lesson plan when teaching, or an op O when briefing subordinates. Information can be given in a number of different ways, but the most common and easiest way is talking faceto-face. It has the distinct advantage of direct speaker-to-listener communication, which enables the speaker to judge whether or not their message has been received and understood. The manner in which orders and information is given is often as important as what is said. If the manner is hesitant and fumbling, this shows a lack of confidence, those receiving the information are inclined to respond in a similar manner. They may lose confidence in their leader, in themselves and in the importance of what they are supposed to do. Cover one topic at a time. Cover topics in the proper order. Make yourself heard. Speak clearly and slowly and pause between sentences. Use understandable language (eg, explain unfamiliar terms, speak at the level of the group). Use positive words, tone and gestures. Use maximum eye contact to keep high interest and to notice if there is any confusion. Encourage and motivate. Emphasize the importance of the information and task. STAGE THREE - CONFIRMATION Ensure that the recipient(s) fully understand the order. This may be affected by having the person repeat back all that they are required to do, especially when sequence and details are complex in nature. STAGE FOUR - FOLLOW-UP Spot check while the order is being carried out. If the task has gone wrong because of misunderstanding, identify and correct the weak spot in the communication. STAGE FIVE - EVALUATION After execution of the order evaluate the results by soliciting feedback. This will help the leader appraise their own effectiveness in giving orders, and assist them in better understanding their subordinates STAGE AN ORDERS GROUP When the leader arrives at the point where they are ready to deliver their orders, consideration must be given as to how to: Assemble key participants. Display any visual aids. Make the audience feel comfortable. Choose a convenient location. 2-64

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Outline the task or activity. Deliver the orders. Confirm understanding of the orders. Assemble Key Participants The O Group method of presentation is preferred whenever there is sufficient time and the subordinates can attend. There will be times when the latter is not always possible, however. In the case where there is insufficient time to deliver your orders orally, the leader may choose to issue written orders, update their Wng O and assign concurrent activity and / or issue their orders along the way. At the O Group seat participants in the order of tasks to be performed and next to the people they will be working (grouped) with in the activity. Display Any Visual Aids Present any visual aids (maps, diagrams and sketches) that would help those receiving the orders understand the plan. Ensure any audiovisual equipment required for the delivery of the O Group is available and in working order. Make The Audience Feel Comfortable Select a convenient site for the O Group that provides protection from interruptions has proper lighting and can accommodate the group being assembled. If issuing orders outside, ensure people are not facing the sun, etc. Choose A Convenient Location Notification of an O Group is normally included in the Wng O. The location and timings must be clearly stated. O Groups are most often assembled at the unit headquarters, but if not practicable they may be held at another location. If possible the location should be within view of the task site. For example, the O Group for sailing training could possibly take place at the sail centre where it will be conducted Outline The Task Or Activity Briefly outline the task or activity to help recipients understand its scope Deliver The Orders Deliver the orders using the SMESC format or an abbreviated version depending on the scope of the task or activity. Orders for presentation to an O Group follow the same format as written op O. A leader may give the complete order personally or, if it is lengthy, may have staff give the bulk of the order and reserve selected material for personal delivery. Staff can be used to deliver content of the order that they prepared or will be responsible for during the activity. Confirm Understanding Of The Orders Demonstrate procedures if appropriate and then confirm the participants’ understanding by encouraging questions. If it is deemed necessary, ask questions of those tasked with the more complicated activities to ensure their understanding of what is expected of them. If time and location permits a complicated task could be practiced by the group practice (eg. the launching of boats). Once questions are answered, motivate and encourage the group. Written confirmations are useful for officers who need to know the plan but were not present at the O Group. Personnel who could not attend the O Group would also find verification of the essential details helpful. Confirmation can be provided either by fully written op Os or by confirmatory notes, which have a paragraph that summarizes each of the SMESC elements. Arrangements for drafting the confirmatory notes are made prior to the O Group and the leader’s directions, including adjustments made during the O Group, will be included. The notes are reproduced and distributed immediately after the O Group.

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CONCLUSION You now have a working knowledge of how to issue orders and give instructions. Remember the importance of ensuring that subordinates know clearly what they should or should not do. STUDENT NOTES

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EO 106.02 – SUPERVISE THE CONDUCT OF A SMALL PARTY TASK INTRODUCTION One of the most important roles of a Cadet Instructors Cadre (CIC) officer throughout their career will be the supervision of cadets, subordinates and fellow candidates at the corps / squadron, Cadet Summer Training Centres (CSTCs) or during CIC training. This lesson will impart the basic of the knowledge required to develop supervisory skills and techniques. MAIN CONTENT SUPERVISION A supervisor is a person who has been directed or tasked to watch over the work and performance of others. This occurs in many if not all areas of our society (places of work, functions, gatherings and organizations). The purpose of supervision is to ensure that the orders/instructions given are properly and promptly carried out. The presence of a supervisor overseeing the execution of orders/instructions stresses the importance of the task. The followers perceive the task to be important and in turn take the job more seriously. Supervising allows leaders to adjust or change orders on the spot when changes in the situation occur. Many times while supervising a task the leader will determine that the original plan must change due to unforeseen circumstances. By being there, changes can be made immediately. While overseeing progress supervisors can encourage and motivate the group when tasks become difficult and immediately detect and correct errors. HOW TO SUPERVISE AN ACTIVITY When placed in a supervisory role the responsibility is placed upon the supervisor for the delivery, conduct and outcome of the assigned task. To do this we must properly oversee the work being done by: Asking questions prior to commencing to ensure participants/followers understand what is to be done. Observing the participants’ performance and ensuring they accomplish the objectives of the task/activity as planned. Giving additional orders and/or instruction in reaction to any needed changes, if required. Ensuring safety guidelines are followed at all times. Ensuring participants have all resources required to complete the task. Encouraging and motivating. Examining or inspecting completed work. Reacting to performance and quality of completed work. Providing updates to a superior, when required, on any problems or changes that may be required. Taking notes on important events or elements to consider during future activities.

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CORRECTING MISTAKES When assigning tasks to be completed you will at times, through observation or inspection, see errors/mistakes made in the participants work. When this occurs, correction of the mistake is necessary. The following steps can be used as a guide: 1.

Stopping the individual(s).

2.

Explaining what is wrong and why.

3.

Showing them the correct way to do the task.

4.

Providing an opportunity for them to redo the task the correct way.

5.

Following up to examine the completed task and provide feedback.

WHEN TO SUPERVISE Most of the time you will neither be ordered to supervise by your superiors nor requested to supervise by your subordinates. In such cases you have to use your own initiative and make it a standard procedure to observe your personnel while they are working. Since the main purpose of supervision is to ensure that work is done properly and that mistakes are detected in time to be corrected, it is best done by observing and directing work in progress rather than by waiting to inspect the work after its completion. Supervising work in progress also saves time. Close observation during the progression of a task allows for more timely direction and requires less thorough examination of the finished product. If the situation occurs where you were unable to observe and direct your personnel while they were working, it is essential that you make a detailed examination of the completed task. CERTAIN PERSONNEL REQUIRE SPECIAL TREATMENT / ATTENTION Even though you are responsible for supervising all of your personal, there are certain individuals who will require special treatment/attention, to include: People or individuals who have done good work of a similar type in the past do not need to be closely observed and directed while they work. Their work will not require close examination. Personnel who have performed poorly in the past warrant close supervision and their finished work should be examined carefully. This extra supervision should be kept within reason and the individuals informed why they are being closely supervised so they will not feel they are being picked on unfairly. Individuals whose past work record or knowledge about the job at hand is unknown to you should be closely supervised, and their finished work thoroughly examined. When there is more than one group working and in different places, supervise the largest group and assign a 2IC or an assistant to the other group. If there are more groups assign each a person to act as a responsible supervisor. However, if the groups are working on tasks of different importance, supervise the one with the more important task, regardless of size. It will be necessary to check on all groups to maintain supervision over the whole exercise/operation. Delegate supervision of your group to a trusted subordinate while you’re away. Make full use of your assistant to help supervise. This will free up some time for yourself to plan, coordinate and also help develop your assistant’s leadership skills.

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SUPERVISE SPECIFIC TASKS After issuing orders or instructions, it is the leader’s responsibility to spot check while the order is being carried out. If the task has gone wrong because of misunderstanding, identify and correct the weak spot in the communication. SUPERVISE ROUTINE ACTIVITIES Other than supervising specific tasks, it is also the leader’s responsibility to supervise the routine activities of their cadets. Supervising routine activities not only provides the leader with immediate feedback so that they can identify and correct and deficiencies, it also demonstrates to the cadets that their leader cares for their well-being. VIGILANCE TOWARDS SAFETY HAZARDS When dealing with cadets / subordinates at the corps / squadron, during field training exercises (FTXs) or summer camp, CIC officers must at all times be attentive, watch for hazards and take the necessary action to correct any discrepancies or deficiencies when encountered. These hazards and unsafe conditions can include: Terrain. Changes in weather. Improper rubbish disposal. Improper storage of flammables. Incorrect use of equipment. Running. Poor lighting and ventilation. Prior to embarking on a route march or trip; OPIs should reference a map to determine the initial site or terrain to be covered, followed by a recce of the areas to determine any dangers and the suitability of the site (apply risk assessment procedures, as per Adventure Training Safety Standards Manual A-CR-CCP-951/PT-002 DEVELOP SAFE WORKING HABITS Housekeeping (safe working environment) is an orderly arrangement of work operations, tools, equipment, storage facilities and supplies. Everything should be in its place, properly arranged and in satisfactory condition. Supervisors must also be familiar with the general safety guidelines for the activity being undertaken. Water activities, adventure training and flight line activities all have their own specific safety guidelines which supervisors must review and enforce when planning / conducting one of these activities. Guidelines for tasks such as transporting cadets by vehicle or moving cadets by foot on a road or other vehicle track are relevant to a variety of activities and must also be reviewed and enforced by the supervisor. It is the responsibility of the supervisor to research, review and enforce any general safety guidelines that are relevant to the activity being conducted. This will assist in ensuring the optimal safety of all participants. EFFECTIVE TECHNIQUES WHEN SUPERVISING Common techniques effective leaders use when supervising include: Supervising people when working. Not supervising too closely on work people have previously done satisfactorily. Give clear directions. 2-69

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Know how to adapt to changes and give new orders or instructions when necessary. Inspect and comment positively on completed work. Use a checklist to inspect when one is appropriate (eg, uniform inspections). Inspect work in progress to correct mistakes with a minimal loss of time. Have the skill and knowledge to determine that a job has been done properly. CONCLUSION You should now be familiar with the aspects of supervision that must be considered to properly oversee an activity, including who, when and how to supervise. STUDENT NOTES

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EO 106.03 – EVALUATE THE OUTCOME OF AN ACTIVITY SUPPLEMENTAL MATERIAL There is a supplemental handout associated with this EO which can be found immediately following the content pages for EO 106.03. Be sure to follow DS instruction on its use. INTRODUCTION Evaluating the outcome(s) of an activity is part of the planning process. Cadet Instructors Cadre (CIC) officers are required to analyze the factors that may have affected the success of an activity and compare the results with the established objectives or standards. This will allow them to incorporate lessons learned in future activities, make recommendations for improvement and pass on the information to other people in the organization. MAIN CONTENT FACTORS THAT MAY AFFECT THE SUCCESS OF AN ACTIVITY Thorough planning is an effective way to anticipate problems that may come up later when we conduct and supervise activities. The success of any activity mostly depends on the quality and amount of planning that went into it. It is much better to be “proactive” instead of “reactive” to different situations and problems. However, even when the planning is done well, problems may arise which will affect the conduct of the activity or attainment of the aims. Problems may be caused by one factor or a combination of many, depending on the situation. One activity might even be successful at one time but unsuccessful the second time you do it, even if the planning and organization was done exactly in the same manner. When assisting the Trg O of your corps / squadron in the planning and conduct of an activity, you will be put in the position where you will be able to make observations on the conduct of the activity. Some factors that may affect the success of an activity include: Over tasking of personnel. Appropriate level of difficulty. Personal / personnel conflicts. Equipment problems / lack of resources. Proper supervision. Environmental conditions. Change of priorities / situational adaptation. Interpretation of goals and objectives. REQUIREMENT FOR STANDARDS To evaluate performance or the conduct of an activity, standards are required. The standards may be based on the leader’s technical knowledge or may be based of a specific program or directive.

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COMPARING THE OUTCOME OF AN ACTIVITY WITH STANDARDS Upon completion of the activity, the leader should be able to compare the outcome(s) of that activity with the established standards. The following are the elements to consider for a complete after action evaluation: 1.

Identify any reasons for failing to meet the objectives, if the activity did not proceed as planned. Reasons can include: Failing to plan in advance (eg, misinterpretation of the aim, proceeding without all required information). Changing the plan without informing the parties involved (eg, Trg O, cadets). Failing to inform superiors when resources are inadequate for the activity. Failing to develop SOPs for routine tasks. Failing to prepare for training activities (eg, no lesson plan).

2.

Determine if resources were sufficient and adequate.

3.

Determine if the activity was conducted at the appropriate level for the participants (eg, did they have the required skills, knowledge, experience and ability).

4.

Establish the need for further training (eg, if participants failed a PC, or if their lack of skill resulted in a poor quality of work).

A tool to use to summarize the results of an activity and make recommendations is an After Action Report. IMPORTANCE OF PASSING ON RECOMMENDATIONS TO A SUPERIOR Subordinates carrying out assigned tasks have the responsibility to bring forth any points of concern, important information or recommendations to their superiors (eg, points that may have been overlooked or they may be unaware of). This information, if not communicated may be detrimental to the overall success of the activity or future planning. Subordinates must make a conscientious effort, even in times of hardship and difficulty, to pass on recommendations to a superior to: Avoid reoccurrence of problems, incidents or accidents. Make certain that positive aspects of an activity are kept for future planning purposes. Incorporate lessons learned in future activities. Inform other people in the organization (eg, the person in charge of the same activity in the future).

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CONCLUSION One of the main responsibilities of CIC officer is to plan, organize and conduct activities at their corps / squadron. Planning should be as detailed as possible and problems anticipated to the fullest extent possible. Incorporating lessons learned will help to improve activities greatly and mistakes will be avoided in the future if everyone is conscientious in the evaluation of the outcome(s) of activities. STUDENT NOTES

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STUDENT HANDOUT – EO 106.03 – EVALUATE THE OUTCOME(S) OF AN ACTIVITY CASE STUDY In support of the Citizenship PO, your corps / squadron scheduled a Cadets Caring for Canada activity. To show support for your sponsor (the local legion) your Trg O asked you to plan the clean up of the local cenotaph and surrounding area. Permission to work on the cenotaph and the surrounding area was granted by the legion. Transportation to and from the location was arranged by the Trg O. You were told to plan on being at the cenotaph for most of the day. The activity took place as planned for the most part. Some cadets that had previously given their names didn’t show up but you still had enough participants to run the activity. All the equipment you requested was available and the cadets seemed to enjoy themselves. Even some people from the local legion participated and the interaction that occurred between them and the cadets was very pleasant. The weather conditions were also favourable. Unfortunately, one of the cadets cut himself and you had to ask someone from the legion for a first aid kit because you had forgotten to bring one. You also determined that you did not have enough senior cadets present to supervise. At the end of the day, however, the cenotaph and the surrounding area were clean and all participants seemed to have enjoyed themselves very much. Evaluating the Outcome of the Activity: After assembling the notes taken during the activity, you decide to prepare a brief after action report for the Trg O. You are satisfied with the outcome of the activity but are aware that some details were inadequate planned for or overlooked. You want to ensure that similar activities conducted in the future will benefit from your lessons learned. Task: How could you go about improving this and similar activities in the future?

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PO 107 – BASIC DRILL MOVEMENTS INTRODUCTION As members of the Canadian Forces (CF), you will be required to perform drill movements at a competent level, developing sharpness, esprit de corps, physical coordination and alertness. Efficiently moving together as one will promote discipline, alertness, precision, pride, steadiness and cohesion. This develops the basis of teamwork that the Cadet Instructors Cadre (CIC) and the Canadian Cadet Organization (CCO) depend on. MAIN CONTENT During this portion of the BOTC you will learn basic drill movements both at the halt and on the march. Following this course, take the opportunity to practice and refine your personal drill individually or as part of a group at any appropriate occasion at your corps / sqn / CSTC. If you require further information or diagrams, refer to A-PD-201-000/PT-000, The Canadian Forces Manual of Drill and Ceremonial. CONCLUSION Now that you can execute the various drill movements, you will further develop sharpness, esprit de corps, physical coordination and alertness and will soon be able to execute the movements with ease and without hesitation. STUDENT NOTES

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EO 109.03 – FITNESS ACTIVITIES INTRODUCTION Physical activity is essential for healthy growth and development. It helps maintain a healthy body weight, and is associated with positive self-esteem, greater efficacy, improved academic and cognitive performance, and greater perceived well-being. MAIN CONTENT FACTORS TO CONSIDER WHEN PLANNING A SPORTING OR FITNESS ACTIVITY There are several factors to consider when planning a sporting or fitness-related activity, to include: Objective. Time. Space. Number of Participants. Physical Condition and Skill of Participants. Equipment. Weather Conditions. STAGES OF A PHYSICAL ACTIVITY SESSION INTRODUCTION Any physical activity should be conducted in three stages. First, a warm-up session is required to strengthen the body and get the body warmed up. Next, the actual activity is conducted following rules of play and personal safety to prevent injury. Lastly, each student should allow their body to cool-down to prevent injury. WARM-UP A warm-up session is essential and has several benefits: Prepares Body for Action. It increases the heart rate, warms up muscles, stretches muscles, lubricates joints and helps muscles function more efficiently. Develops Sports Skills. Stretching and strengthening exercises allow muscles to work through a wider range of activities so that playing is more comfortable. Prevents Injury. Muscles that are supple and strong are less prone to overstretch and strain. To receive these benefits, several guidelines must be followed: Start with three minutes of brisk walking or light jogging. The leader should be positioned so that all students can easily see and hear. Stretching exercises should be done slowly, smoothly and under control as quick, bouncing movements can cause injury. Students should stretch until they feel tightness and not pain.

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Students should breathe normally. A good warm-up will take 10-15 minutes. ACTIVITY The actual activity could be as simple as a run to more complex activities like an obstacle course, circuit training, or game. Having an organized activity will ensure that it is conducted safely, meets the objectives and is enjoyable for the participants. The following guidelines should be followed to ensure the activity is organized: Progression. Specificity. Fitness. Consistency. Flexibility. For fitness improvement, exercise three times per week is twice as good as only two days per week. COOL-DOWN A cool-down session is important to bring the heart rate and body temperature back to normal. This helps prevent unnecessary stiffness and soreness that care result from vigorous activity. At least five minutes should be spent on the cool-down using similar activities as outlined in the warm-up. ACTIVITIES THAT HELP ACHIEVE A HEALTHY LIFESTYLE Activities that raise your heart rate; Simple, everyday activities such as walking, skipping, running, raking leaves, skateboarding, etc. and Playing physical games with friends / family. CONCLUSION By maintaining a healthy lifestyle and sustaining physical fitness, CIC officers will be better role models for the cadets under their care. By understanding the principles underlying healthy lifestyles, you will be able to achieve physical wellbeing yourself and assist cadets in maintaining a healthy and fit lifestyle. STUDENT NOTES

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CHAPTER 3

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PERSONAL REFLECTION FORM

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PLANNING MATRIX

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PRINCIPLES OF LEADERSHIP CARD

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CANADIAN DEFENCE ETHICS POCKET CARD

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MEDIA CARD

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