cadet officer basic officer training course student reference manual
DESCRIPTION
The reference manual for Basic Officer Training Course, for CIC Cadet Officers.TRANSCRIPT
NationalDefence
Défensenationale
A-CR-050-801/PS-001
Issued on Authority of the Chief of Reserves and Cadets
Canada
STUDENT REFERENCE MANUAL
CADET INSTRUCTORS CADREBASIC OFFICER TRAINING COURSE
(ENGLISH)
Cette publication est disponible en français sous le numéro A-CR-050-801/PS-002.
NationalDefence
Défensenationale
A-CR-050-801/PS-001
Issued on Authority of the Chief of Reserves and Cadets
OPI: D Cdts 6 2011-04-01
Canada
STUDENT REFERENCE MANUAL
CADET INSTRUCTORS CADREBASIC OFFICER TRAINING COURSE
(ENGLISH)
Cette publication est disponible en français sous le numéro A-CR-050-801/PS-002.
A-CR-050-801/PS-001
LIST OF EFFECTIVE PAGES
Contact Officer: D Cdts 6-3-5© 2011 DND/MDN Canada
A
Insert latest changed pages and dispose of superseded pages in accordance with applicable orders.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 linein the margin of the page. Changes to illustrations are indicated by miniature pointinghands 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 105consisting of the following:
Page No. Change No.Cover page...............................................................0Title...........................................................................0A............................................................................... 0i to vi........................................................................ 0
Page No. Change No.1-1 to 1-6..................................................................02-1 to 2-78............................................................... 03-1 to 3-12................................................................0
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FOREWARD
1. A-CR-050-801/PS-001, Student Reference Manual for the CIC Occupation MOSID 00232 – BASICOFFICER TRAINING COURSE – is issued on the authority of the Chief of the Defence Staff (CDS).
2. This publication is effective upon receipt.
3. Suggestions for changes shall be forwarded by Regional Cadet Instructor School (RCIS) to DirectorCadets (D Cdts) 6-3 (CIC Training Development). RCISs are to circulate their findings / recommendation to theother RCISs for consideration and input prior to forwarding suggestions for amendment to D Cdts 6-3.
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PREFACE
AIM
The CIC Basic Officer Training Course (BOTC) is designed to provide you with the skills and knowledge requiredto 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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TABLE OF CONTENTS
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PAGE
CHAPTER 11-1
CIC TRAINING PHILOSOPHY 1-1ASSESSMENT 1-4HOW TO GET THE MOST OUT OF THIS MANUAL 1-4
CHAPTER 22-1
EO 101.03 – LEADERSHIP THROUGH DIVERSITY 2-1STUDENT HANDOUT – EO 101.03 – LEADERSHIP THROUGHDIVERSITY PRE-ASSESSMENT 2-5EO 101.04 – PRINCIPLES OF MILITARY ETHOS 2-10EO 101.05 – STATEMENT OF DEFENCE ETHICS 2-13EO 101.06 – THE CODE OF SERVICE DISCIPLINE 2-15STUDENT HANDOUT – EO 101.06 – THE CODE OF SERVICEDISCIPLINE 2-19EO 101.07 – CF DRUG AND ALCOHOL POLICIES ANDGUIDELINES 2-34EO 102.01 – BASIC LEADERSHIP CONCEPTS 2-37EO 102.02 – COMMUNICATE EFFECTIVELY WHEN IN ALEADERSHIP ROLE 2-42EO 104.01 – TECHNIQUES OF EFFECTIVE COMMUNICATION 2-47EO 105.01 – DEVELOP A PLAN USING LOGICAL ANALYSIS 2-50STUDENT HANDOUT – EO 105.01 – DEVELOP A PLAN USINGLOGICAL ANALYSIS (HANDOUT #1) 2-52STUDENT HANDOUT – EO 105.01 – DEVELOP A PLAN USINGLOGICAL ANALYSIS (HANDOUT #2) 2-54EO 105.02 – ORDERS USING THE SMESC FORMAT 2-58EO 106.01 – ISSUE ORDERS AND INSTRUCTIONS 2-61EO 106.02 – SUPERVISE THE CONDUCT OF A SMALL PARTYTASK 2-67EO 106.03 – EVALUATE THE OUTCOME OF AN ACTIVITY 2-71STUDENT HANDOUT – EO 106.03 – EVALUATE THEOUTCOME(S) OF AN ACTIVITY 2-74PO 107 – BASIC DRILL MOVEMENTS 2-75EO 109.03 – FITNESS ACTIVITIES 2-76
CHAPTER 33-1
PERSONAL REFLECTION FORM INSTRUCTIONS 3-1PERSONAL REFLECTION FORM 3-3PLANNING MATRIX 3-5PRINCIPLES OF LEADERSHIP CARD 3-7CANADIAN DEFENCE ETHICS POCKET CARD 3-9MEDIA CARD 3-11
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LIST OF FIGURES
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FIGURE TITLE PAGE1 Andragogical Model of Adult Learning............................................................ 1-22 Experiential Learning Cycle............................................................................. 1-33 Elements of Command.................................................................................... 2-384 Communication Process.................................................................................. 2-425 Map of Bivouac................................................................................................ 2-55
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CHAPTER 1
CIC Training Philosophy
CIC Training Organization Mission:
Championing the ongoing Cadet Instructors Cadre Professional Development to generate personnelwith the right skills, at the right time, in the right quantity and place to lead, supervise, administerand train members of the Canadian Cadet Organizations.
CIC Training Organization Vision:
Providing widespread access to a world class Professional Development program built on afoundation of youth development, leadership and management professional bodies of knowledge forthe 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 supportof the Cadet Program. This course will only begin to scratch the surface of the skills and knowledge you canacquire during your CIC career.
Do not expect to leave this course as an expert. Your personal commitment to learning and professionaldevelopment is required in order to gain the most from this course and support your role within the CadetProgram.
As a student on the BOTC you will find that the group of students are quite diverse; offering varying levels ofeducation and personal and professional experiences. Some will have been cadets, others will have previousservice as a member of the Canadian Forces and others will have experienced neither. Acknowledging thatdiversity, integrating everyone’s strengths through an inclusive approach and staying focused on both individualand group success will be a key to your success.
During the course, be mindful of:Time management.Participation.Accepting help from instructors and fellowstudents.Offering help.Accepting constructive criticism.Providing positive feedback.Engaging yourself in all activities.Reflecting on your learning.Being prepared.Relying on your instructors as guides andcoaches.
After the course be sure to:Pursue self development opportunities.Explore professional development opportunities(CATO 24-01).Apply knowledge and skills.Adapt performance as required.Seek information.Keep current.
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The Adult Learner
Figure 1 Andragogical Model of Adult LearningNote. 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 orpersonal 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 effectivelyfrom their own experiences and can apply the knowledge and skills to new situations.
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Figure 2 Experiential Learning CycleNote. 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 learnerand observations of what happened to each person. Learners take time to reflect on what they saw, felt, andthought during the experience.
Abstract Conceptualization (So What?): The purpose of the abstract conceptualization stage is to understandand make connections from the experience to new or different situations.
Active Experimentation (Now What?): In the active experimentation stage, learners look ahead and planthe application of this new knowledge / skill to future experiences. This is the final stage in the cycle that setslearners up for utilizing the knowledge or skills they have gained through these new experiences, leading to acontinuation 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 areconsidered “on course”. During travel time, down-time and leave, you are expected to conduct yourself in amanner 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.
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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, evenwhen you are not in uniform.
Assessment
Assessment is an essential part of all CIC training courses. Assessment of your learning is conducted to ensureyou meet specific goals and milestones (course standards). This will give you confidence and assurance thatenables you to perform the jobs and duties required of you within the Cadet Program. The assessment processalso ensures that you are meeting the standards of the course and those expected of a CF officer. The goalof 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 thembefore 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 followedis: teach – practice – coach – feedback – assess. You will never be tested on something that you havenot 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 Learnerincludes your willingness to solicit help as you require, when you require it. Time is not always scheduledfor 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 successfulon an assessment. During a PRB, you will have the opportunity to explain why you are experiencingdifficulty. Often the PRB will try to find a solution to help with any issues you may be experiencing. If timepermits, a second attempt may be granted. Quite simply, the goal of a PRB is to help you. It should notbe 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, eachapplicable to a different aspect of your training / professional development. This manual may change and isonly current as of the date of issue. It is an individual responsibility to update the information contained withinthis 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 coveredthrough 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 theDL 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, removeor insert pages as you wish. The SRM for the BOTC has been prepared for your use during and aftertraining.
Additionally, as you begin the IH phase of the BOTC, you might also consider the following suggested usefor the SRM:
PRIOR TO IH CONDUCT DURING IH CONDUCT FOLLOWING COURSECOMPLETION
Prepare for the courseby familiarizing yourselfwith the StudentReference Manual (SRM),concentrating on the frontend matter.Complete the “Pre Course”portion of the PersonalReflection Form within thisSRM.
Complete pre-readingassignments as per DSdirection.Use the SRM as a studyaid.Use the SRM as areference tool for criticalinformation, handouts andjob aids presented duringthe course.Take additional notes tosupplement and amplifyinformation presented asthe course progresses.Gather contact informationto network with your fellowstudents.Refer back to your “PreCourse” portion of thePersonal Reflection Form.Complete the “DuringCourse” portion of thePersonal Reflection Form.
Use the SRM as a quickreference guide of criticalinformation.Consider the use oftemplates as job aids witha practical application inyour job at the corps / sqn /CSTC.Check for updates to coursematerial on DNDLearn andthrough other resources.Build upon the frameworkestablished within the SRM.Use the SRM as a networkreference.Refer back to your “DuringCourse” portion of thePersonal Reflection Form.Complete the “Post Course”portion of the PersonalReflection Form.Provide feedback on thisSRM.
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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 contentpages for EO 101.03. Ensure that you read the Leadership Through Diversity pre-reading assignment prior tothe associated lesson.
INTRODUCTION
As members of the Canadian Forces (CF), CIC officers need to be aware of their rights and responsibilities asCanadian 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 abouthow Canada operates. It sets out those rights and freedoms that Canadians believe are necessary in a freeand 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 hasbeen 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 withinthe legislative authority of Parliament, to the principle that all individuals should have an opportunity equal withother individuals to make for themselves the lives that they are able and wish to have and to have their needsaccommodated, consistent with their duties and obligations as members of society, without being hindered inor 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 willwork towards a CF that reflects the representation of designated groups in the Canadian workforce. It will fosterequitable 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 foremployment and advancement opportunities to those who might otherwise be excluded. The purpose of theEEA is to achieve equality in the workplace so that no person shall be denied employment opportunitiesor benefits for reasons unrelated to ability. In addition, it strives to correct the conditions of disadvantage inemployment experienced by the four designated groups by giving effect to the principle that employment equitymeans more than treating persons in the same way but also requires special measures and the accommodationof 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 orpersons in the workplace and which the individual knew or ought reasonably to have known would causeoffence or harm.
Where harassment involves misuse of the power or authority inherent in an individual’s position, it constitutesan abuse of authority.
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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 ofpeople of another race, which leads to inclusion or exclusion.
Racist conduct means conduct that promotes, encourages or constitutes discrimination or harassment on thebasis of race, national or ethnic origin, colour or religion, including participation in the activities of, or membershipin, a group or organization that a CF member knows, or ought to know, promotes discrimination or harassmenton 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 uponto perform peacekeeping and other international commitments, or to provide assistance to Canadianauthorities in handling internal disputes fairly and impartially without regard to the race, national or ethnicorigin, 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 isdefined as a course of abusive, unwelcome conduct or comment made on the basis of gender; or, any sexualsolicitation or advance that is unwelcome.
PERSONAL RELATIONSHIP
Personal relationship means an emotional, romantic, sexual or family relationship, including marriage or acommon-law partnership or civil union, between two CF members, or a CF member and a DND employeeor contractor, or member of an allied force. In the CIC context, an example is a married couple who are theCommanding 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 amilitary 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 otherperson’s:
Performance assessment or reporting, including training evaluations and audits;
Posting, transfer or attached posting;
Individual training or education;
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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 personalrelationship 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 yourpossession 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. Name the four designated groups under the Employment Equity Act.
___________________________ ____________________________
___________________________ ____________________________
2. 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 designatedgroup members are hired.
T F
2. Employment equity programs always give preferential treatment to designated groupmembers.
T F
3. Merit is an essential component of employment equity programs. T F4. Sometimes, in an attempt to provide equal opportunities to all, employment equityresults in reverse discrimination.
T F
5. Employment equity does not require an employer to hire or promote unqualifiedpersons.
T F
6. Employment equity means treating everyone in exactly the same way, regardless oftheir differences.
T F
7. Sometimes employment equity means lowering job standards to meet employmentequity goals.
T F
8. The CF has a duty to accommodate members under all circumstances, regardless ofthe hardship imposed on the organization.
T F
9. The CF may deny employment to disabled individuals due to bona fide occupationalrequirements.
T F
10. Although the CF has standard uniforms, those who ask to be accommodated toobserve fundamental religious practices (e.g., wearing a Sikh turban or a Muslim Hijab)ought to be accommodated.
T F
11. Harassment will be followed by a warning rather than by disciplinary action, but onlyfor the first time it occurs.
T F
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Part III: For each question below, circle the most accurate response.
1. 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 designatedgroup members are hired.
c. sometimes requires that special measures are provided in order to accommodate individualdifferences.
d. using quotas to ensure that appropriate numbers of designated group members are recruited.
2. The CF Self-Identification Census identifies the race, sex, and disability status of each CF member sothat:
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.
3. 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.
4. The CF has the right to deny employment or enrolment to anyone who does not meet specific medicalor 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.
5. 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 possibleharassment 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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Part IV: Please indicate the extent to which you agree or disagree with each of the following. There areno right or wrong answers.
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Women should be employed in all CF occupations. O O O O O O OThe proper place for a woman is not in the “trenches” withmen. O O O O O O OMixed gender environments can have a positive effect onthe overall effectiveness of an operation. O O O O O O OIt is difficult to work for a female boss. O O O O O O ODue to social pressures, organizations frequently have tohire under-qualified women. O O O O O O OAboriginals and visible minorities will make more progressby being patient and not pushing too hard for a change. O O O O O O OOver the past few years, visible minorities and Aboriginalshave gotten more from government than they deserve. O O O O O O ODue to social pressures, organizations frequently have tohire under qualified Aboriginals and visible minorities. O O O O O O OIt is okay for employment equity programs to givepreferential treatment to under-represented groupmembers as long as the individual is qualified for the job. O O O O O O OAll in all, I oppose employment equity initiatives in theworkplace O O O O O O OPrograms that encourage the hiring of under-representedgroups, such as visible minorities and Aboriginals, are agood idea. O O O O O O OEmployment equity programs for women are bound toresult in reverse discrimination against men. O O O O O O OThe unity of this country is weakened by Canadians ofdifferent ethnic and cultural backgrounds sticking to theirold ways. O O O O O O OA society that has a variety of ethnic or cultural groups hasmore problems. O O O O O O OCanadians should do more to learn about the customsand heritage of different ethnic and cultural groups in thiscountry. O O O O O O OPeople who come to Canada should change theirbehaviour to be more like us. O O O O O O OIt makes me angry when I see recent immigrants ontelevision demanding the same rights as Canadiancitizens. O O O O O O O
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Recent immigrants should have as much say about thefuture of Canada as people who were born and raisedhere. O O O O O O OMembers with disabilities should be released, rather thanspending resources attempting to rehabilitate and retainthem. O O O O O O OMembers with disabilities are unfit to serve in the CF. 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 supportthe 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 alsodefined as a set of convictions, which guide and dictate the behaviour of a group and the individuals thatmake up the group.
Together, these form a structure that, by virtue of its customs, traditions and expertise, maintains an implicitcode 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 ethosis 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 theireveryday 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 CFdepends.
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 militaryservice.
Members of the CF are expected to be focused on and committed to fulfilling their role as defined bythe Government.
Discipline plays a major role in maintaining a high standard of military professionalism.
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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, accountableand 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 acrossthe chain of command.
Integrity - To have integrity is to have unconditional and steadfast commitment to a principled approachto 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 theirabilities, 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 properlystructured, 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 standardsof Canadians.
To believe in prudence, justice, patriotism, obedience, veracity and patience. These virtues affectrelations 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 ensuresnot only that the group functions as a disciplined and professional entity, but also that individual membersare 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 otherCanadian must accept. In accordance with military ethos, CF members strive for excellence and for the higheststandards 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 timesthroughout 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 areexpressed 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 situationswith ethical components.
4-STEPS TO DECISION MAKING
PERCEPTION - Everything we observe in a situation and how we interpret it (putting it into context) determinesour ethical observation.
JUDGEMENT - Formulate a judgement based on their evaluation of the principles and obligations under theethics 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 areality.
CONCLUSION
Officers of the CF are required to maintain a professional rapport even in times of hardship. Many timesthroughout their career, situations will occur and an action/decision will have to be made. Abiding by a set ofmoral and ethical values will enable individuals to be able to take the appropriate actions to resolve situationsand 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 contentpages for EO 101.06. Ensure that you read “The Code of Service Discipline and Me, A Guide to the MilitaryJustice 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 ofany 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 courseof our duties
MAIN CONTENT
THE LAW
CF personnel, including Cadet Instructors Cadre (CIC) officers, are accountable under both civilian and militarylaw.
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 fornational 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, protectionunder the Charter of Rights and Freedoms); however, the rights which are provided to all citizens can be limitedin their application to members of the CF where the full enjoyment of those rights are inconsistent with the basicobligations of military service.
INSITUTIONAL VALUES
Military institutional values, “service before self,” contrast sharply with civilian occupational values where selfinterest has greater priority than the employing institution.
Civilian institutional values, in contrast, are personnel employed in civilian occupations that generally havespecific work hours with government regulations and employment standards protecting the workers fromexploitation.
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 isreflected 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, includingCIC, 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 completelisting 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 andoutside Canada.
YOUR RIGHTS AFTER BEING ARRESTED
When a person is arrested by the MPs, the Canadian Charter of Rights and Freedoms and QR&Os requirethat 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 proceedwith 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 aservice 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 andentitlements under the CSD, including the opportunity to get legal advice, from either the Directorate of DefenceCounsel Services (DDCD) or a civilian lawyer, when offered a choice of trial by either summary trial or courtmartial.
LEGAL ADVICE
The DDCS is mandated to provide independent legal advice and representation to persons facing proceedingsunder 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 findingor sentence imposed reviewed.
If convicted before a court martial, the member may appeal to the Court Martial Appeal Court, a division of theFederal 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 ofcommand. The CO RCSU may designate an officer to attend any civilian trial that may take place. Dependingon the charge, the CO RCSU may place restrictions on the type of duty the member can perform until theoutcome of the proceedings is determined.
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CONCLUSION
To be aware of the Code of Service Discipline, students shall read and understand “The Code of ServiceDiscipline 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 theircareer 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 psychologicalor 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 ControlProgram, Art 20.01 for more details.
DEFINITION OF USE
Usage means any act of injecting, swallowing, inhaling, smoking, ingesting or otherwise absorbing into thehuman body.
Refer to DAOD 5019-3, Canadian Forces Drug Control Program, for more information onthe program.
If a member was to share their prescribed medication (without authorization from theissueing doctor) / consume more than the doctor’s prescribed dosage, this may constitutea violation of the Code of Service Discipline. A member of the CF is not allowed to use nonover-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 prohibiteddrug use or committed a drug offence.
If administrative action is appropriate, a CF member shall normally be retained and placed on C&P if thefollowing 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 operationalreadiness, security or safety;
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conduct and performance are otherwise satisfactory and the CF member’s capacity for leadershipis 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. Misuseof 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 oralcohol 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 andDiscipline , Art 19.04, Intoxicants, for more details.
Article 19.04, Intoxicants, stipulates that no member shall introduce, possess or consume an intoxicant on abase, 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-publicproperty 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 alcoholabuse have negative effects on individuals’ effectiveness and performance and can bring discredit on the CFas 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 inorder 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, butthe 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 andethically, while developing or improving capabilities that contribute to mission success.” It is values-based 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 principlesthat provide guidance to CF leaders. Adherence to these principles in accordance with the best professionaljudgment 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 (thatis, lead by example).
COMMAND, AUTHORITY, LEADERSHIP, AND MANAGEMENT
Command is like a toolbox that contains a number of things; in this case Authority, Management andLeadership. Command rests on these three essential pillars. None is necessarily mutually exclusive of the
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other, and when used properly in accordance with the situation, they combine to provide maximum effectivenessand success.
Figure 3 Elements of Command
Command
Command is the vested authority an individual lawfully exercises by virtue of rank and appointmentover subordinates. It is also the authority-based process of planning, organizing, leading and controlling theefforts 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 implementtheir will. It gives a commander the right to make decisions, transmit his or her intentions to subordinates, andimpose his or her will on others.
Management
The second pillar, management, is primarily concerned with the allocation and control of resources (thatis, human, financial and materiel) to achieve objectives. The management function is of great importance tocommanders and leaders. Management skills and practices allow them to ensure that subordinates receive thenecessary 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 ofcommand. It deals with the purpose of the organization (“doing the right thing”) versus management (“doingit right”). Leadership relies on influencing others, either directly or indirectly to achieve something. Inorder for leaders to influence others, they must have power. Power is defined as the capacity or the potentialto influence. Leaders have power when they are able to affect the attitudes, beliefs, values and behavioursof others and when they have successfully established a trust relationship with their followers. The possessionof power alone is not necessarily the most effective way to exercise leadership. Leaders must know how totranslate 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 onunquestioning 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 ofthe month competition every month or they will be punished (eg, not be able to take part in any extra-curricularactivities, 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. Directioninvolves 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 thanassigning the cadets all the necessary tasks to get the job done and supervising from a distance, they tell themexactly how to do each job, with what equipment, what technique to use (eg, sweep in a left to right motiononly), 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 reinforcedesirable behaviour or discourage undesirable behaviour. “Contingent” refers to the fact that rewards andpunishments 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 ofsubordinates. 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 newchallenge, or a more difficult assignment – they are confident the subordinate will be able to do it, and they seeit 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, orconvincing, 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 officerexplains to the cadet that every team member needs to practice so the entire group can learn the routine andbe successful at the competition.
FACILITATIVE INFLUENCE
Facilitative influence means providing the necessary resources so that individuals and groups can effectivelycomplete their tasks. It also involves modeling, coaching, mentoring, guidance, and other types of leaderbehaviour 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 effectivelyteach a lesson. Next, they watch an experienced instructor teach a lesson; the instructor models the instructionaltechniques taught to the cadets. Finally, the cadets are coached when they teach a lesson for the first time
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to their peers. The aim of this activity is to help them improve their skill set and to prepare them to teach aclass on their own.
SUPPORTIVE INFLUENCE
Supportive influence reflects a concern for the general welfare of subordinates and is intended to assist themin 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 arehaving trouble completing their homework. It is getting to the point where the cadet may not be able to attendtraining 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 participativemethods 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 thebudget and what they are allowed to spend the money on. Although the officers have chosen a location withthe 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 siteneeds to be set up by 1000hrs. The officer leaves it to the cadets to determine how this task will be accomplishedand to oversee its completion.
LAISSEZ-FAIRE LEADER BEHAVIOUR
Laissez-faire leader behaviour amounts to the wholesale transfer of leader authority to subordinates. Leaderinfluence 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 freereign to design the drill routine for the annual ceremonial review (ACR) parade, decide the number of practicesrequired, and to run all practices on his own. The officer failed to check in with Cadet Smith in the weeks leadingup to the parade to see how things were coming; on the day of the ACR, Cadet Smith informed the officerin charge that he’d been sick for the past two weeks and hadn’t conducted any practices. Six of the original16 members of the team had also dropped out and not been replaced. As a result, the routine was poorlyexecuted, and the cadets felt bad about their performance.
Influence behaviour should be appropriate to the circumstances and the desired effect onothers.
LEADER – FOLLOWER – SITUATION FRAMEWORK
Leadership is situationally dependent. It is not always the knowledge, skill or ability of followers thatdetermines the best type or style of leadership to be employed. Sometimes it is the situation that is the dominantdeterminant, and effective leaders understand the complex interplay among the leader, the follower and thesituation. Given that CF leadership is about directing, motivating and enabling followers, the situation - ratherthan 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 asappropriate and required.
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Effective leadership is a dynamic interchange among the leader, the followers and the situation. The followersand the situation influence leader behaviour, and the leader in turn influences both directly and indirectly thesituation and the followers
CRITICAL REQUIREMENTS OF A LEADER
This lesson has been primarily about principles, concepts, styles and theories that underlie and explain effectiveleadership. These elements can be integrated into a set of ten critical requirements of a leader, all of whichare 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 ina 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 theCIC 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. Sinceleadership is the art of influencing human behaviour, a leader must pass information to those working for themin 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 compellingfashion 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 communicationoccurs when the originator expresses what they intended and the recipient of the information alters their actionsor 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 experienceand learning, the influence of the current situation, and your ability to formulate new concepts. To communicatethis 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 ismade (approval, disapproval, respect, contempt, indifference, etc.).
Intention: The originator’s purpose in making the communication (to stimulate or modify action, attitudesor feelings, to give or get information or promote understanding of a situation or problem, or anycombination 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 acomplete 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 thecommunicator’s meaning but may also tune out completely. Although most people freely admit prejudice iswrong, many harbour prejudice unconsciously in their minds. Obviously prejudice is not conducive to goodcommunications. Therefore, the leader should recognize personal prejudices and be aware of any prejudicethat 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 wantto 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 pointsof 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 peopleto 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 theorder-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 begained 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 amultitude 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 yourwords rephrased in the recipient’s own words and transmitted back to you. In other words, confirm throughquestions that meaning has been correctly transferred.
RECIPIENT CHARACTERISTICS
In order to establish effective communication the originator must consider the audience. Some of the audienceconsiderations 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 portionof this time is spent in listening. Despite this fact, nearly everyone pays little heed to the art of listening. Badlistening habits on the part of the recipient are not only exasperating to the originator but also detrimental tothe 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 yourtransmission, relying on their ability to understand the language of the information, as well as their interpretationof the visual and tactile information.
There are several aspects that affect the efficiency of receipt of your message.
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Reception. The recipient’s mind must be open and willing to absorb the communication and to try tounderstand what is meant by its originator.
Perception. The communication must be seen by the recipient as far as possible, in the same contextas 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 isrelevant and important to their own interests.
SUCESSFUL COMMUNICATION RESULT
For correct communication, the originator should pay particular attention to feedback. The success of anycommunication 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 possiblereactions 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 aconversation. In active listening, also sometimes known as empathetic listening, the listener paraphrases whatthe speaker has said and seeks confirmation that their understanding is correct.
Active listening is useful in emotionally charged situations, situations where understanding is critical, whereconsensus 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 offerfeedback.
POSITIVE FEEDBACK
A positive communication environment is one where a person does not feel threatened to receive and offerfeedback. 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 inimproved job performance and a more positive work environment. When giving negative feedback, considerthe 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 willkeep disruptions in the workplace to a minimum.
Select the appropriate place to deliver negative feedback. A private office is best, out of sight of theperson’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 ofcommunication, demonstrating little or no concern for the thoughts or feelings of others. When we do this weare not effective as either leaders or followers. However, if we slow down and think about what we are hearingand saying we will have a greater impact on the world around us. Moreover, as CIC officers, we will be modelingeffective 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 influencinghuman behaviour, a leader must pass information to those working for them in such a way as to obtain thedesired response. Clear communication is an essential element of success. Whether you are dealing with oneperson or a thousand, the ability to transmit ideas in a coherent and compelling fashion is one of the mostimportant 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 communicationsand often, whether intentionally or not, have an impact on results.
Communication in the Canadian Forces (CF) consists of a highly complex and dynamic system ofofficial and unofficial channels, formal and informal instructions, requests, information and humour. Controlof communications depends upon the transmission and receipt of information, both operationally andinterpersonally. Good communications are the backbone of any organization and generally follow the chainof 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 orderto 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. Theuse of effective communications will ensure the smooth operation of the unit and the success of the trainingprogram.
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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 theway in which they are said will set the tone of what follows. In general, the voice should be steady, calm andstrong without being overly loud or quiet. The words should flow fluently, without awkward hesitations, in asteady, 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 iscommunicated.
Articulation - is the clarity of speech.
Rhythm - by varying the rhythm, interest is created and the tendency to speak with a monotone isavoided.
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, anyphysical 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 effectivecommunications 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 contentpages for EO 105.01. Both will be important as you progress through EO 105.01. Be sure to follow DS instructionon their use.
INTRODUCTION
Throughout your career as a CIC officer, you will be faced with situations where the solutions to problems arenot readily apparent. You will need to develop the ability to apply the different methods of problem solvingto resolve situations or carry out tasks. More specifically, when faced with a problem, you must be able toapply the steps of Logical Analysis, devise a plan and implement the best course of action that addresses theobstacle, 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 todetermine the problem, make a decision, develop a plan and put it into action. Although large scale activitiesare normally the responsibility of the Trg O, you will at times be given opportunities to assist with the planningprocess.
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 moreinformation 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 preferredmethod, 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 ofproblem 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 shouldbe 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 usingproblem solving techniques, officers have a means by which they can follow a step by step sequence to dealwith 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 (thefactor 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 aidin 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 anddisadvantages 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 followingquestions:
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’sfollowers. The plan should answer the following questions:
What must be done?
Why must it be done?
When and where?
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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 andNCdt Martin has been placed in charge of a group of second year cadets, seven cadets in total including onesenior cadet. NCdt Martin has been advised through a Wng O that the CO is calling an O Group for 1000 hrsand 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 corpsfor a couple of hours.
At 1000 hrs the CO begins the O Group and tasks NCdt Martin to erect a flagpole overseeing the arriving guestscan locate the corps’ position from the road. The corps flag must be attached in such a way that it can be raisedand 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 materialsshe had to work with, what the boundaries were and when the task should be completed. The CO confirmedthat the materials required are located in the supply tent in the box labelled flag equipment, the boundarieswere 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, notingthat the present time is 1025 hrs and that the task must be completed by 1200 hrs. She anticipates it will takeforty 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 quicklynotes the materials are in the far left corner of the tent. She browses through the flag equipment box and makesa 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 intoconsideration when preparing her plan. NCdt Martin decides it is best to bring the first aid kit to the site wherethe 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 / commandpost 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, determinethe courses of action open to you and select the best solution. Additionally, provide a brief outline of your plancontaining 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, theywill be able to use this common method to organize their ideas and thoughts and deliver a plan. This will alsoallow them to request items or materials through the proper channels, to complete a task on time and withinthe 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 aninitial 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 taskprocedure 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 morecomplicated tasks. A warning order will then normally be followed by the presentation of formal orders usingthe 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 amountof 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 bedelivered to your subordinates, and when the task must be completed.
Step 3 - Conduct a mini reconnaissance (recce) before briefing your subordinates. This involves collectingthe 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 givennotice 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 timeappreciation 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 successfulcompletion of the task to the present time. The following questions will help determine what must be accountedfor:
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 anopportunity to study the location and resources in depth. Routes are plotted, site set up is mapped out, risksare assessed, safety issues considered, equipment is tested, and orders are checked. Detailed notes shouldbe made.
Step 7 - Make a plan and prepare orders. This is where logical analysis will be used to determine the best wayto 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 andachieve 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 willrequire these details so they can complete their tasks in the manner desired by you. This matrix will translateinto 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. Theorders should include all the information required to achieve the aim. The SMESC format provided on Page 3
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outlines a logical format for the presentation of orders, as it simplifies the process while retaining brevity, clarityand completeness.
Orders Format – SMESC
S – Situation: the WHO, WHAT, WHERE and WHEN of the task or planned activity. It can include detailedparticipant 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 anexplanation of how personnel will be organized (grouped) and assigned to tasks, and all pertinent coordinatinginstructions (eg, timings, safety, location, site plans, priority of work (what must be done first, second), expectedend 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, andlocation 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 thismethod to organize your ideas and thoughts and deliver a plan of action. These written orders are a tool to helpyou 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 thisdoes not occur, the results may be confusion, lack of purpose, unattained objectives, loss of material and injuryto personnel.
MAIN CONTENT
PROVIDING INFORMATION
One of the most critical responsibilities of a leader is to give information to others, particularly to subordinatesand 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 andorganizing. Giving orders is the third step. When orders are given the plan is being put into effect andmost 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 theleader directs, co-ordinates and controls operations. Orders differ by subject, length and method of deliverybut, 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 orshould not do (it simplifies things for them and they know exactly what is expected of them). There are fourtypes 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 correctattitude. The leader should refrain from talking down to their subordinates and referring constantly to theirsuperiors 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 theycontain. Any military function or activity may become the subject of an order and be designated as such. Themost 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 earliestpracticable 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 permitsmaximum use of the time available for administrative preparations. Thorough preparation, in turn, has a positiveeffect 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 supplementaryWng 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 methodavailable to all addressees of the order. This could include sponsors, Leagues and Region/ Detachment HQsfor information and support purposes, depending on the activity.
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OPERATION ORDERS
An op O gives subordinates and supporting organizations such as sponsors and Leagues the direction andinformation essential to execute the CO’s plan. The order must be complete, clear and concise and containonly the information needed for subordinates to prepare and complete their assigned tasks. The inclusion ofunimportant 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 writtenop Os are used when the corps / squadron is participating in activities outside of their normal parade night andaway 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:
SituationMissionExecutionService SupportCommand and Signals
At the corps / squadron, Wng Os and op Os are not always required. Non-applicable sections do not need tobe included. They are still quite useful, however, for organizing the information needed to communicate large-scale 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 writtenor 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 opO 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 expectedof them in terms of quality and quantity (how much is to be done and how well), and what the factors of thesituation 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 anop O when briefing subordinates.
Information can be given in a number of different ways, but the most common and easiest way is talking face-to-face. It has the distinct advantage of direct speaker-to-listener communication, which enables the speakerto 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 ishesitant and fumbling, this shows a lack of confidence, those receiving the information are inclined to respondin a similar manner. They may lose confidence in their leader, in themselves and in the importance of whatthey 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 backall 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 theirown 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 givenas to how to:
Assemble key participants.
Display any visual aids.
Make the audience feel comfortable.
Choose a convenient location.
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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 canattend. There will be times when the latter is not always possible, however. In the case where there is insufficienttime to deliver your orders orally, the leader may choose to issue written orders, update their Wng O and assignconcurrent activity and / or issue their orders along the way. At the O Group seat participants in the order oftasks 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 understandthe plan. Ensure any audiovisual equipment required for the delivery of the O Group is available and in workingorder.
Make The Audience Feel Comfortable
Select a convenient site for the O Group that provides protection from interruptions has proper lighting and canaccommodate 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 anotherlocation. If possible the location should be within view of the task site. For example, the O Group for sailingtraining 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 oractivity. Orders for presentation to an O Group follow the same format as written op O. A leader may give thecomplete order personally or, if it is lengthy, may have staff give the bulk of the order and reserve selectedmaterial for personal delivery. Staff can be used to deliver content of the order that they prepared or will beresponsible for during the activity.
Confirm Understanding Of The Orders
Demonstrate procedures if appropriate and then confirm the participants’ understanding by encouragingquestions. If it is deemed necessary, ask questions of those tasked with the more complicated activities toensure their understanding of what is expected of them. If time and location permits a complicated task couldbe practiced by the group practice (eg. the launching of boats). Once questions are answered, motivate andencourage the group. Written confirmations are useful for officers who need to know the plan but were notpresent at the O Group. Personnel who could not attend the O Group would also find verification of the essentialdetails helpful. Confirmation can be provided either by fully written op Os or by confirmatory notes, which havea paragraph that summarizes each of the SMESC elements. Arrangements for drafting the confirmatory notesare 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 importanceof 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 thesupervision of cadets, subordinates and fellow candidates at the corps / squadron, Cadet Summer TrainingCentres (CSTCs) or during CIC training. This lesson will impart the basic of the knowledge required to developsupervisory 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 carriedout. The presence of a supervisor overseeing the execution of orders/instructions stresses the importance ofthe 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. Manytimes while supervising a task the leader will determine that the original plan must change due to unforeseencircumstances. By being there, changes can be made immediately.
While overseeing progress supervisors can encourage and motivate the group when tasks become difficult andimmediately 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 andoutcome 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/activityas 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/mistakesmade in the participants work. When this occurs, correction of the mistake is necessary. The following stepscan 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 yoursubordinates. In such cases you have to use your own initiative and make it a standard procedure to observeyour personnel while they are working.
Since the main purpose of supervision is to ensure that work is done properly and that mistakes are detectedin time to be corrected, it is best done by observing and directing work in progress rather than by waiting toinspect the work after its completion. Supervising work in progress also saves time. Close observation duringthe progression of a task allows for more timely direction and requires less thorough examination of the finishedproduct. If the situation occurs where you were unable to observe and direct your personnel while they wereworking, 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 willrequire 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 closelyobserved 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 shouldbe examined carefully. This extra supervision should be kept within reason and the individuals informedwhy 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 beclosely supervised, and their finished work thoroughly examined.
When there is more than one group working and in different places, supervise the largest group andassign a 2IC or an assistant to the other group. If there are more groups assign each a person to act asa responsible supervisor. However, if the groups are working on tasks of different importance, supervisethe 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, coordinateand 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 beingcarried out. If the task has gone wrong because of misunderstanding, identify and correct the weak spot inthe communication.
SUPERVISE ROUTINE ACTIVITIES
Other than supervising specific tasks, it is also the leader’s responsibility to supervise the routine activities oftheir cadets. Supervising routine activities not only provides the leader with immediate feedback so that theycan identify and correct and deficiencies, it also demonstrates to the cadets that their leader cares for theirwell-being.
VIGILANCE TOWARDS SAFETY HAZARDS
When dealing with cadets / subordinates at the corps / squadron, during field training exercises (FTXs) orsummer camp, CIC officers must at all times be attentive, watch for hazards and take the necessary action tocorrect 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 terrainto be covered, followed by a recce of the areas to determine any dangers and the suitability of the site (applyrisk 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. Wateractivities, adventure training and flight line activities all have their own specific safety guidelines whichsupervisors must review and enforce when planning / conducting one of these activities. Guidelines for taskssuch as transporting cadets by vehicle or moving cadets by foot on a road or other vehicle track are relevant toa variety of activities and must also be reviewed and enforced by the supervisor. It is the responsibility of thesupervisor to research, review and enforce any general safety guidelines that are relevant to the activity beingconducted. 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.
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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 anactivity, 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 contentpages 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) officersare required to analyze the factors that may have affected the success of an activity and compare the results withthe 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 andsupervise activities. The success of any activity mostly depends on the quality and amount of planning that wentinto it. It is much better to be “proactive” instead of “reactive” to different situations and problems. However, evenwhen the planning is done well, problems may arise which will affect the conduct of the activity or attainmentof the aims.
Problems may be caused by one factor or a combination of many, depending on the situation. One activitymight even be successful at one time but unsuccessful the second time you do it, even if the planning andorganization was done exactly in the same manner. When assisting the Trg O of your corps / squadron in theplanning and conduct of an activity, you will be put in the position where you will be able to make observationson 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 basedon 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 theestablished 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. Reasonscan include:
Failing to plan in advance (eg, misinterpretation of the aim, proceeding without all requiredinformation).
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 therequired 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 ina 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, importantinformation or recommendations to their superiors (eg, points that may have been overlooked or they may beunaware of). This information, if not communicated may be detrimental to the overall success of the activityor future planning. Subordinates must make a conscientious effort, even in times of hardship and difficulty, topass 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. Incorporatinglessons learned will help to improve activities greatly and mistakes will be avoided in the future if everyone isconscientious 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. Toshow support for your sponsor (the local legion) your Trg O asked you to plan the clean up of the local cenotaphand 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 thecenotaph for most of the day.
The activity took place as planned for the most part. Some cadets that had previously given their names didn’tshow up but you still had enough participants to run the activity. All the equipment you requested was availableand the cadets seemed to enjoy themselves. Even some people from the local legion participated and theinteraction that occurred between them and the cadets was very pleasant. The weather conditions were alsofavourable. Unfortunately, one of the cadets cut himself and you had to ask someone from the legion for a firstaid kit because you had forgotten to bring one. You also determined that you did not have enough senior cadetspresent to supervise. At the end of the day, however, the cenotaph and the surrounding area were clean andall 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 theTrg O. You are satisfied with the outcome of the activity but are aware that some details were inadequateplanned for or overlooked. You want to ensure that similar activities conducted in the future will benefit fromyour 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 competentlevel, developing sharpness, esprit de corps, physical coordination and alertness. Efficiently moving togetheras one will promote discipline, alertness, precision, pride, steadiness and cohesion. This develops the basis ofteamwork 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. Followingthis course, take the opportunity to practice and refine your personal drill individually or as part of a group atany 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 Manualof 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 withouthesitation.
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, andis associated with positive self-esteem, greater efficacy, improved academic and cognitive performance, andgreater 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 strengthenthe body and get the body warmed up. Next, the actual activity is conducted following rules of play and personalsafety 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, lubricatesjoints and helps muscles function more efficiently.
Develops Sports Skills. Stretching and strengthening exercises allow muscles to work through a widerrange 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 movementscan 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, circuittraining, or game. Having an organized activity will ensure that it is conducted safely, meets the objectives andis 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 daysper week.
COOL-DOWN
A cool-down session is important to bring the heart rate and body temperature back to normal. This helpsprevent unnecessary stiffness and soreness that care result from vigorous activity. At least five minutes shouldbe 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 forthe cadets under their care. By understanding the principles underlying healthy lifestyles, you will be able toachieve 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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