Cadet Protection policy implementation guide CAPP 52-23 feb 2012

1. Lt. Col. Anna-Marie Bistodeau Captain Jay A. Sliwinski Cadet Protection policyimplementation guide CAPP 52-23 feb 2012

2. Part 1: Advantages to Military Training • Intense military training has a long history. • Dates back to the Roman Legions and before. • Similar in a number of cultures: • US, Japan, Roman, Russian • Externally-imposed discipline • Goal is to create a cohesive group of obedient soldiers to win a country’s wars.

3. Advantages • Produces highly successful civilians and business leaders • Only 10% of Americans are veterans • Over 2/3 of Presidents are veterans • More likely to be CEOs of Fortune 500 Companies.

4. Skills Learned • • Learning how to work as part of a team • • Organizational skills, including planning and effective use of resources • • Communication skills • • Ability to receive, accept, and grow from valid criticism • • Defining a goal and motivating others to follow it • • Developing and employing a strong sense of ethics • • Ability to remain calm and effective under pressure.

5. CAPs History with Military Training • Used it since its inception in 1942 • Military training model • Ranks • Uniforms • Drill and Ceremonies • Customs and Courtesies • Has led to countless cadets serving in government, military and business world with distinction.

6. Part 2: Military Intensity Levels: The Good and Bad • Defined: Intense: “to a high level or degree” • In CAP, use “military intensity” or “intensity” to describe the relative level of task focus provided by immediate supervisors in cadet chain of command.

7. Illustration: High Intensity • We see extremely high military intensity in “basic training” • NCOS interact directly with trainees • Instill discipline • Teach basic military skills • Marching • Cleaning barracks • Characterized by loud voices giving commands, direct and public criticism of trainees’ performance and “corrective exercise”

8. WE DO NOT GIVE PUSHUPS AS PUNISHMENT IN CAP!!!!

9. Illustration: Low Intensity • Academic Instruction • Don’t see the high levels of intensity • Academy students don’t do pushups in Calculus class • Don’t see class shouting out responses in unison in a Laws of Land Warfare Class • Treat instructor and each other with appropriate respect and courtesy. • Focus in on academic subject at hand.

10. When do we use High Intensity vs. Low Intensity • High Intensity: • Group physical skills and teamwork • Marching • PT • Athletics • Low Intensity: • Traditional academic subjects focusing on individual skills such as history, math, physics.

11. What’s the risk of the wrong level of intensity? • Too high an intensity results in unnecessary stress • Cadets cannot lean. • Extreme cases may amount to hazing which is PROHIBITED in both CAP and Military. • Too low an intensity may result in missed learning opportunities or sub-optimal training results and deprive cadets of the benefits of military instruction. • The key is to find the right level of intensity.

12. Part 3: The Challenge • We cannot simply adopt the Air Forces methods for CAP due to our inherent differences.

13. USAF Drill Intructors • Mid-Career NCOS • 7-14 weeks of additional training • On the Job Training

14. CAP Officers, Cadet Officers and Cadet NCOs • Most are not veterans • Normally only have a few weekends of training. • Minimal OJT • Cadet staff have less “life” experience.

15. The Trainees are Different • USAF trainees are 17-24 years old. • Newer CAP cadets are normally 13-15 years old. • Enormous difference in mental and emotional maturity • Training methods that are best for adolescent in middle and high school are significantly different than for adults.

16. Differences in Ranges of Training Environments • USAF has Basic Training, Tech School, ROTC, OTC, etc. • Each has its own blend of military and academic instruction. • Professionally trained staff. • CAP has fewer environments: • Meetings (Most training time is spent here) • Local activities • Encampments • NCSAs (National Cadet Special Activities)

17. Bad Coaching = Bad Results • Discourages cadets • Lack of learning • Emotional Injuries • In CAP, we must constantly strive to find the right level of intensity. • Too low, not challenging, no growth • Too high, overwhelmed and unable to learn.

18. How do we learn what levels to use? • Seniors: • Training Leaders of Cadets • Required Staff Training (CAPP 52-12) • Any activity with 4 or more overnights • Cadets: • Learning to Lead Curriculum • All Members: • Cadet Protection Policy (CAPR 52-10)

19. How do we rate intensity? • There is no exact scale and it is difficult to measure. • Ranges from sleep, mid-point, to panic

20. Part 4a: Intensity Levels in the CAP Cadet Program • Level 1: Military Skills Instruction: • Intensity is high • Characterized by traditional externally-imposed discipline. • Cadets may experience some stress as the attempt to meet individual and team standards in areas of personal appearance, drill and ceremonies, customs and courtesies. • Raised voices to provide guidance. • Instructors focus on measured performance.

21. Criticism: • May verbally criticize a cadet’s performance, even though the cadet might feel slightly embarrassed. • It is important to remember that criticism MUST be fair and appropriate to circumstances. • Full consideration to cadet’s age • Experience • Maturity Level • A group of cadets may contain substantial difference in age and experience • What is appropriate for a 17 year old senior in high school with three encampments is different than a 13 year old away from home for the first time.

22. Example 1: • “Cadet Jones, your ribbons are not centered on your pocket and you have hair protruding from under the front of your flight cap.” (Said in a quiet-to-moderate tone directly to a cadet during an inspection.) • Analysis: This is appropriate performance feedback on military skills. While it might be argued that public criticism may “embarrass” a cadet, any conscientious cadet should feel a small amount of chagrin or embarrassment for failing to do his best and meet basic standards.

23. Example 2: • “LOOK FORWARD, CADETS! AT ‘ATTENTION’ YOUR EYES SHOULD BE LOOKING FORWARD, NOT AT THE OTHER FLIGHT!” (Said in a loud tone from a distance to a group of cadets.) • Analysis: This is an appropriate group criticism providing feedback on basic military skills and encourages cadets to meet the standards. Often leaders must speak loudly to be heard at a distance, particularly when addressing groups.

24. Example 3: • “THIS BARRACKS IS EMBARASSING! BECAUSE YOU DID NOT WORK AS A TEAM, WE FAILED THE INSPECTION!” (Said very loudly to a flight of cadets indoors.) • Analysis: This is most likely an appropriate combination of motivation, task focus, and behavioral feedback provided to a group. Note that it was delivered to the flight as a whole, and is designed to increase the cadets’ desire to work as an effective team.

25. Example 4: • “OUTSTANDING! KEEP IT UP! GOOD JOB! (Said in a very loud tone to a group of cadets during a mile run.) • It is always appropriate to encourage cadets to perform at their best. Often leaders must speak very loudly or even shout to be heard at a distance.

26. Going Hollywood – Don’t!!!! • Occasionally cadets may be “inspired” after watching movies like Full Metal Jacket, An Officer and a Gentleman, or The D.I., and attempt to emulate fictional drill instructors at CAP activities by screaming and shouting colorful epithets and demeaning comments. CP leaders should be alert to this risk, and immediately correct the situation by counseling the cadet. “The measure of leadership is not loudness.”

27. But what about Encampment??? • Cadets commonly receive intense military skills instruction (dorms, uniforms, PT, etc). • They differ from meetings: • Length of activity • Kinds of instruction received • Staff Training (SSE, STW1/2, EPS, RST) • ENCAMPMENT IS NOT A MINI-BASIC TRAINING!!! • Intensity starts high then goes down as curriculum shift to academic instruction and performance improves.

28. Training Level at Encampment • First few days of encampment • Basic cadet schools • Formations and drill and ceremonies at unit meetings. • Physical Training

29. Part 4b: Intensity Levels in the CAP Cadet Program • Level 2: Academic Instruction and Normal Duties: • Intensity is lessened to facilitate classroom instruction. • Encourages to interact with instructors in a respectful manner. • Focus is on learning the academic topic, NOT basic military skills

30. Level 2: Classroom • May call room to attention at beginning and end of the class. • It is not appropriate to do the following: • Shouted responses • “Sitting at attention” • Level 2 is used at advanced cadet training activities such as NCSAs, Region Cadet Leadership Schools, Etc.

31. Level 2: Normal Duties • During normal office duties • Interact with seniors, civilians and fellow cadets in a respectful and businesslike manner. • Focus is performing duties at hand. • Meetings • Briefings • Counseling sessions • Review Boards • ES Work (including field work) • Tours • Interacting with the public • Etc

32. Level 2: Standards • Continue to be held to high standards in observing Air Force Customs and Courtesies. • Saluting • Appropriate forms of address • Coming to attention when commanders or ranking officers enter a room. • Appropriate for: • Business meetings such as CAC, Wing Conference, National Board

33. Example 1 • CADET JONES, STAND AT ATTENTION AND SOUND OFF! WHAT IS THE DEFINITION OF ‘RELATIVE WIND’?” (Said in a very loud tone during the local unit’s aerospace education class.) • Analysis: This is most likely an inappropriate use of Level 1 intensity techniques during an academic session that should normally be conducted at Level 2 intensity. Shouting out academic answers while at the position of attention may tend to interfere with the learning process

34. Example 2 • Instructor: “Class, Good Morning!” (Cadets respond weakly with a subdued ‘good morning.) “Not good enough, cadets. I CAN’T HEAR YOU! I SAID GOOD MORNING!” (Followed by a thunderous “GOOD MORNING!” response from the cadets.) • Analysis: Even though loud voices and group responses are not normally characteristic of a Level 2 environment, this is almost certainly an acceptable means to briefly gather and focus the attention of the cadets to the beginning of a block of instruction.

35. Example 3 • Instructor: “Cadet Jones! STAND AT ATTENTION! What are you doing back there?” (Said in a moderately loud tone during class to a cadet misbehaving in the back of the class.) • Analysis: This is most likely an appropriate use of Level 1 intensity directed briefly at an individual cadet to focus her attention on the academic instruction and to correct misbehavior.

36. Example 4 • Instructor: “Cadet Lindbergh, what are the three stages of a thunderstorm?” (Said in a moderate tone to a cadet in a full classroom.) • Analysis: Asking a direct question of an individual cadet to foster learning or an exchange of ideas is an appropriate use of Level 2 intensity. Allowing instructors or students to ridicule a cadet for incorrect answers would not be appropriate.

37. Part 4c: Intensity Levels in the CAP Cadet Program • Level 3: Social Interactions: • Intensity is lessened even further to facilitate social interaction and training • Cadets still need to exhibit appropriate customs and courtesies, display common courtesy and respect. • Examples are: unit picnics, banquets, award ceremonies and cadet dances.

38. Example 1 • Cadet: “Hey, sir, looking good!” (Said to compliment the squadron commander’s appearance at a unit awards dinner.) • Analysis: It would normally be inappropriate for a cadet to comment on the appearance of a superior officer in a training or business environment. However, in a Level 3 situation such as a unit awards dinner, this can be appropriate.

39. Example 2 • Cadet Officer: “Sergeant, would you care to dance?” (Said to cadet NCO during a cadet ball.) • Analysis: This is likely an appropriate interaction during a Level 3 activity. Such fraternization would be inappropriate in a training or business environment.

40. Example 3 • “Table, ATTENTION!” (Said loudly by a cadet seated at a table with other cadets during the large wing awards banquet when a senior member passes close by the table.) • Analysis: This is most likely an inappropriate action by the cadet. It would be disruptive to the banquet for cadets to come to attention whenever a senior officer happened by an individual table.

41. Part 5: Putting it Together: Setting the Appropriate Training Intensity • Cadets join CAP for a variety of reasons • The military aspect separates us from Scouts or Camp Fire • We ALL have a responsibility to set the correct intensity level for ALL activities.

42. When to set the level? • Figure out the intensity level during the planning phase. • Make sure cadet and senior staff understand what this is. • Make adjustments as necessary. • They will vary during an activity.

43. “The Intensity Toolbox” • What tools do we have: • The following may describe the desired intensity level for all or part of an activity • Activity Plan • Orders • Training Schedule

44. Specific Tools: Leader Voice Tone • Moderate-to-loud voice tone used by a leader may elevate or sustain a high intensity level; a normal-to-soft voice tone can be used to lower or sustain a lower intensity level.

45. Specific Tools: Feedback / Correction Provided by Leader • • Feedback provided to cadets that is immediate and provided in front of other cadets can be used to elevate or sustain a higher intensity level; individual feedback provided at a later time can be used to lower the intensity level. • EXAMPLE: (During an inspection) “Cadet Jones, your shoes are unshined and scuffed. Did you ask for help from your element leader?” • EXAMPLE: (During an inspection) “Cadet Jones, see me during the break to talk about your shoes.”

46. Specific Tools: Formality of Feedback / Correction • Formal feedback is characteristic of a higher intensity level; informal feedback is usually found at a lower intensity level. • EXAMPLE: “Cadet Jones, you drilled your flight out of bounds during the drill competition. Do you have an explanation?’ • EXAMPLE: “David, I’m a little concerned about what happened at the drill comp. What’s going on?”

47. Specific Tools: Clothing • Activities conducted in uniform – particularly BDUs – will normally have higher intensity levels than activities conducted in civilian clothes.

48. Specific Tools: Posture of Cadet During Activity or While Receiving Feedback • Putting cadets into military formation or at the individual position of attention can raise or sustain a high intensity level; cadets who are seated or relaxed are normally at a lower intensity level.

49. Specific Tools: Time Standards • Shortening the time to accomplish a given task (making a bed, cleaning the latrine, etc.) will tend to elevate or sustain a high intensity level; lengthening the time to accomplish a given task may tend to lower the intensity level.

50. Specific Tools: Accuracy Standards • Raising or tightening the standards of performance will tend to elevate or sustain a high intensity level. Reducing or loosening the standards for a particular group or individual task may tend to lower the intensity level.