This segment alerts you to the issues and jobs which can leave you the most vulnerable amp reminds you of the moral and ethical obligations you have when you take command Unit Commanders Course ID: 467733
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Slide1
Command Responsibility and Accountability
This segment alerts you to the issues and jobs which can leave you the most vulnerable, & reminds you of the moral and ethical obligations you have when you take command.
Unit Commanders' Course
1Slide2
Command Responsibility and Accountability
Overview
Logistics & equipment
Financial management and obligations
Member protection policies
Core values and the commander’s roleCAP’s ethics policyResponsibilities to mission & peopleCommander’s responsibility to the safety programFinal responsibilityLeading by example
Unit Commanders' Course
2Slide3
Command Responsibility and Accountability
You’re not expected to be perfect. We want to heighten your situational awareness and judgment.
Unit Commanders' Course
3Slide4
Command Responsibility and Accountability
Logistics & equipment
All equipment belongs to the CAP corporation
It is
assigned
to the unit, while members may be issued equipment. Commanders are ultimately responsible.Unit Commanders' Course4Slide5
Command Responsibility and Accountability
Logistics & equipment
The best way to avoid problems is to follow proper procedures in the first place.
Unit Commanders' Course
5Slide6
Command Responsibility and Accountability
Logistics & equipment
Rules provided for in CAPR 174-1
Conduct a fresh joint inventory
any
time supply officers changeDonations are encouraged, but can only be accepted by the WG/CC or higherConduct an annual inventory using the checklist provided in ORMSDisposal of property must be done in accordance with CAPR 174-1Unit Commanders' Course
6Slide7
Command Responsibility and Accountability
Logistics & equipment
Lost, stolen, or damaged property must be immediately reported to the WG/CC who will appoint an investigator
When in doubt, consult CAPR 174-1 or your unit’s or the wing logistics & supply officers
Unit Commanders' Course
7Slide8
Command Responsibility and Accountability
Logistics & equipment
Transportation issues
Corporate Vehicles
POV’s
Aircraft IssuesAircraft hours and maintenance must be balanced to ensure aircrew proficiency while also keeping aircraft available for missionsUnit Commanders' Course8Slide9
Command Responsibility and Accountability
Financial management and obligations
Appropriated funds
come from the Air Force through our cooperative agreement, which is our annual grant amount…taxpayer dollars
Corporate funds
are monies generated by CAP through membership dues, fund raising, contributions, etcUnit Commanders' Course9Slide10
Command Responsibility and Accountability
Financial management and obligations
Corporate funds you receive or generate belong to the CAP corporation
You must ensure the solvency of the unit, prompt payment of debts, and proper budgeting
Unit Commanders' Course
10Slide11
Command Responsibility and Accountability
Financial management and obligations
Prompt appointment of a finance officer and committee
A thorough knowledge of the unit’s financial status yourself
Unit Commanders' Course
11Slide12
Command Responsibility and Accountability
Financial management and obligations
Tips (CAPR 173-1)
The financial plan is mandatory--primary importance
Some units charge unit dues
All units must have a Wing Banking accountThe unit shall have no bank accountsEstablish a finance committeeUnit Commanders' Course12Slide13
Command Responsibility and Accountability
Financial management and obligations
Unit finance officer works with Wing Finance Officer
Read CAPR 173-1 to know your responsibilities
Call the wing finance officer for a briefing
Once in command, review financials and cut new Personnel AuthorizationsUnit Commanders' Course13Slide14
Command Responsibility and Accountability
Member protection policies
Definitions:Sexual harassment
Sexual discrimination
Discrimination
Unit Commanders' Course14Slide15
Command Responsibility and Accountability
Sexual harassment/discrimination
Equal opportunity
CAP does not tolerate discrimination or harassment, based upon applicable laws and sound moral judgment. Commanders are responsible for ensuring fair and just treatment
.
Unit Commanders' Course15Slide16
Command Responsibility and Accountability
Sexual harassment/discrimination
Equal opportunityThose members who come forward with an allegation should be treated with dignity, respect, and in the strictest confidence
This applies to all members who come forward with
any
allegation or complaintUnit Commanders' Course16Slide17
Command Responsibility and Accountability
Sexual harassment/discrimination
Equal opportunity
Those members who are harassing or discriminating should be reported immediately
Should you run into a situation like this, immediately contact
your commander for advice and assistanceUnit Commanders' Course17Slide18
Command Responsibility and Accountability
Sexual harassment/discrimination
Equal opportunity
The best way to implement this policy is to enforce its provisions
before
something happens!Be sure to brief the Nondiscrimination policy at least once annually.Unit Commanders' Course18Slide19
Command Responsibility and Accountability
Cadet protection
Prevention – Before an incident occurs…
You
must know the Cadet Protection Policy & reporting procedures cold.
Ensure your members receive Cadet Protection training.Schedule periodic refresher training.Don’t let seniors work with cadets until they’ve been checked.Exercise care when selecting seniors to work w/cadets.Unit Commanders' Course
19Slide20
Command Responsibility and Accountability
Cadet protection
Prevention – Before an incident occurs…
(continued)
The 2 senior member rule
The 3 member rule when with cadetsKeep parents informed about CAP activitiesCadet Protection policies.Hold recurring orientation sessions.Unit Commanders' Course
20Slide21
Command Responsibility and Accountability
Cadet protection
If an incident occurs…
Report it to the WG/CC immediately, who will contact NHQ’s General Counsel.
If s/he isn’t available, call GC yourself
Back brief your WG/CC as soon as possible!Unit Commanders' Course21Slide22
Command Responsibility and Accountability
Cadet protection
If an incident occurs…
(continued)
It is
not your place to pass judgment.It is your place to report it.Unit Commanders' Course22Slide23
Command Responsibility and Accountability
Cadet protection
If an incident occurs…
(continued)
Do not
take any action yourself unless or until directed to do so be GC or the wing commander, unless the action is necessary to insure the immediate protection of the cadet (i.e.- attack in progress).Unit Commanders' Course23Slide24
Command Responsibility and Accountability
Cadet protection
Physical abuse -
CAP does not permit hazing or physical abuse of any kind. If you know about it, stop it, call your WG/CC and take proper action to ensure the safety of the member(s).
Unit Commanders' Course
24Slide25
Command Responsibility and Accountability
Cadet protection
Take another critical look at CPBC/CPAC materials, then…
Use a common sense approach.
Unit Commanders' Course
25Slide26
Command Responsibility and Accountability
Core values and the commander’s role
Core Values are the ethical foundation on which you build your command.
Unit Commanders' Course
26Slide27
Command Responsibility and Accountability
Core values and the commander’s role
Integrity
Volunteer Service
Excellence
RespectUnit Commanders' Course27Slide28
Command Responsibility and Accountability
Core values and the commander’s role
Core values are the tenets of CAP service
They should not be debated, nor sacrificed for expediency
You
must lead by exampleIf you don’t follow Core Values, don’t expect your people toUnit Commanders' Course28Slide29
Command Responsibility and Accountability
Core values and the commander’s role
Core Values = fair treatment and common sense, defined and institutionalized.
Unit Commanders' Course
29Slide30
Command Responsibility and Accountability
CAP’s ethics policy
Responsible stewardship of resources and assets
Avoid any conflicts of interest
Ensure working relationships are based on mutual respect, fairness and openness
Fair dealings in all external business relationshipsConfidentialityUnit Commanders' Course30Slide31
Command Responsibility and Accountability
Responsibility to mission and people
Two overriding responsibilities
Mission
People
.Unit Commanders' Course31Slide32
Command Responsibility and Accountability
Responsibility to mission and people
MissionMissions of CAP
The objectives of the Wing
.
Unit Commanders' Course32Slide33
Command Responsibility and Accountability
Responsibility to mission and people
People
Missions aren’t done without
People…
Unit Commanders' Course33Slide34
Command Responsibility and Accountability
Responsibility to mission and people
People
Statutory & moral responsibility to protect the physical and mental welfare of your members
Having enough trained, competent people to effectively do the job safely
Knowing that members are only in CAP because they want to be, just like youUnit Commanders' Course34Slide35
Command Responsibility and Accountability
Commander’s responsibility to the
CAP safety program
CAPR 62-1 specifically states that establishing the program is the
commander’s
responsibilityThe safety officer is your point person and advisorYou can delegate authority, but you can never delegate responsibilityUnit Commanders' Course35Slide36
Command Responsibility and Accountability
Commander’s responsibility to the
CAP safety program
A vigorous safety program helps prevent accidents, safeguarding both :
People
EquipmentUnit Commanders' Course36Slide37
Command Responsibility and Accountability
Commander’s responsibility to the
CAP safety program
You need:
A safety conscious attitude
Common senseA little hard workUnit Commanders' Course37Slide38
Command Responsibility and Accountability
Commander’s responsibility to the
CAP safety program
You
must support the safety program
Appoint a safety officer in writingEnsure they get the trainingEstablish a “culture of compliance”Unit Commanders' Course38Slide39
Command Responsibility and Accountability
Commander’s responsibility to the
CAP safety program
Safety results from quality training, strict adherence to standards and accountability
No shortcuts!
Core Values of Integrity & ExcellenceUnit Commanders' Course39Slide40
Command Responsibility and Accountability
Final responsibility
As commander you bear the final responsibility
For this reason, you must be ethical, competent, informed and educated
Unit Commanders' Course
40Slide41
Command Responsibility and Accountability
Final responsibility
Does this mean you are directly responsible for everything that happens?
You are responsible for education, examples set, and for the success of the system
Unit Commanders' Course
41Slide42
Command Responsibility and Accountability
Final responsibility
“Do it wrong once, shame on you, do it twice, shame on me.”
Unit Commanders' Course
42Slide43
Command Responsibility and Accountability
Final responsibility
Do the best you can
Be proactive
Don’t ignore problems
Don’t ever keep your boss in the darkUnit Commanders' Course43Slide44
Command Responsibility and Accountability
Leading by example
People are much more attuned to what you
do
as commander rather than what you
sayTreat All fairlyLead by exampleBe enthusiasticUnit Commanders' Course44Slide45
Command Responsibility and Accountability
Leading by example
Practice what you preach
This is why discipline is so important
This goes beyond discipline - it applies to every policy you make
Don’t be afraid of living in a fish bowlAs a Commander, you are always “on”Use it as an opportunity to show what you want - to lead
Unit Commanders' Course
45Slide46
Command Responsibility and Accountability
“Leadership is the art of getting someone else to do something you want done because he wants to do it.”
- Dwight Eisenhower
Unit Commanders' Course
46Slide47
Command Responsibility and Accountability
Summary
Logistics & equipment
Financial management and obligations
Member protection policies
Core values and the commander’s roleCAP’s ethics policyResponsibilities to mission & peopleCommander’s responsibility to the CAP safety program
Final responsibility
Leading by example
Unit Commanders' Course
47Slide48
Questions&
AnswersUnit Commanders' Course48
Command Responsibility and AccountabilitySlide49
Leading & Managing Safety
at the Squadron Level
SafetySlide50
Overview
Safety culture definedMandatory requirements and toolsSelecting a unit safety officer
Safety leadership
50
Unit Commanders' Course
SafetySlide51
Important
The unit commander (CC) is the driving force behind the success of the CAP safety program. A commander will be successful in building a strong safety program by:
Fostering a positive safety culture with behavior-based trainingUnderstanding and applying the safety program requirements
Selecting a well qualified & motivated member as safety officer
Ensuring safety is presented as a positive benefit
Unit Commanders' Course51
SafetySlide52
Behavior-based safety
What does this mean?Instill a positive culture of safety that reinforces desired behaviors and guides the planning and execution of every approved CAP activity
.
Unit Commanders' Course
52
SafetySlide53
Behavior-based safety
What is safety culture?
SafetySlide54
Mandatory requirements and tools
CAPR 62-1 RequirementsCAPR 62-1: CAP Safety Responsibilities and Procedures
Primary reference for CAP safety program requirements
Unit Commanders' Course
54
SafetySlide55
Mandatory requirements and tools
Safety Program Features:Newsletters, bulletin boards, outside activities or partnerships, special seminars, focus groups, FAA (WINGS), safety messages, optional safety awards program, “best practices”, NHQ on-line resources, etc.
Commanders have many resources and opportunities to go beyond basic requirements for building and maintaining a positive safety program and culture
Implement Cadet Safety Officer Program to integrate safety program throughout the unit
Unit Commanders' Course
55
SafetySlide56
Mandatory requirements and tools
eServices and Safety FormseServices utilityOnline Mishap Notification
Online Mishap Investigation
Online Hazard Reporting
Annual Safety & ORM Training
If in doubt, report it!Unit Commanders' Course
56
SafetySlide57
Mandatory requirements and tools
eServices and Safety FormsOnline Mishap Notification Pitfalls to Avoid:not including all involved persons.
failing to complete it within 48 hours.
waiting to get unnecessary facts.
including personal opinions.
not utilizing the NOC.not informing your wing commander.not reporting it at all.
Unit Commanders' Course
57
SafetySlide58
Selecting a unit safety officer
The Perfect Safety “Team”“Formal” SE Job Description (See CAPRs 20-1 and 62-1)
“Simpler” job description: The Commander and Unit’s
safety program manager and performance analyst
. The Safety Officer is a safety coach and mentor.
Unit Commanders' Course58
SafetySlide59
Selecting a unit safety officer
Skills and TraitsExperienced in risks related to unit’s activities
Ability to train, educate and motivateVision to predict future mishaps & risky behavior
Ability to recommend resources and prioritize changes to reduce risk but complete mission
Motivated to research and learn new material
Willingness to understand “safety related” rules/practices/proceduresPractice what they preachUnit Commanders' Course59
SafetySlide60
Selecting a unit safety officer
Recruit vs. DevelopRarely do units recruit a safety professional
Facilitate and promote SE training and experience through:
Safety officer PD track (CAPP 217)
Interaction with other safety personnel
Participation as Mission Safety OfficerSafety courses (on-line / in-residence)Unit Commanders' Course60
SafetySlide61
Effectively using the unit SE. . .
SE reports directly to the CCInclude SE in planning and operational decision making
SE duties go far beyond organizing and overseeing monthly safety meetings
Use Cadet Safety Officers
Unit Commanders' Course
61
SafetySlide62
Safety leadership
e-Services Tools for the CC and SEWMIRS ToolsCommercial Tools: NGOs, Magazines, WWW
USAF Tools: Torch Magazine, Online Site
Unit Commanders' Course
62
SafetySlide63
Safety leadership
The unit commander (CC) provides the unit safety leadership. However in the end, it is the individual members that need to practice safe behavior.
CC sets and communicates the policies
CC provides “Commander’s Intent”
CC leads by example
Members execute positive safety behaviorsMembers watch out for each otherUnit Commanders' Course63
SafetySlide64
Safety leadership
Compare these two comments from two different commanders:“Our policy is simple, as long at it doesn’t break any rules, it is acceptable.”
“Even if the rules allow it, our unit policy is to employ as many RM risk reduction techniques as possible to lower the risk to our personnel and equipment. We will accept no unnecessary risks.”
Unit Commanders' Course64
SafetySlide65
Safety leadership
“Safety by Example”Be proactive, by learning from mistakesEnsure RM is included in all activities
Demand tactical RM throughout activities
Select competent activity leaders
Unit Commanders' Course
65
SafetySlide66
Safety leadership
Delegate and MonitorDelegate safety authority
Prompt corrective actionPraise positive safety
behavior
Unit Commanders' Course
66SafetySlide67
Safety leadership
Praise Members for reporting mishaps4:1 – Good Stuff vs. not so goodEmphasize safety is for awareness
Safety is NOT fault finding, it is fact finding to prevent future mishap occurrences
Think like a zookeeper: train for desired behaviors
Thank your members no matter how often you might have to explain it.
Unit Commanders' Course
67
SafetySlide68
Summary
Safety culture definedMandatory requirements and toolsSelecting a unit safety officer
Leading Safety
68
Unit Commanders' Course
SafetySlide69
YOU are the COMMANDER. YOU are instrumental in shaping the unit safety program through your example, your selection of Safety Officers, and your positive leadership.
Unit Commanders' Course
69
SafetySlide70
Questions&
AnswersUnit Commanders' Course
70
SafetySlide71
Unit Commanders' Course71
Your Role in the Missions
Overview
Your
squadron’s impact
Your unit’s unique talents & qualitiesYour unit’s specialtiesBlending your unit’s efforts into wing effortsSlide72
Unit Commanders' Course72
Your Role in the Missions
Your unit has a special part of CAP’s total commitment to its three missions. You are where “the rubber meets the road”!Slide73
Unit Commanders' Course73
Your Role in the Missions
CAP’s
three
congressionally chartered missions:
Emergency ServicesAerospace EducationCadet ProgramsIt fulfills these by working through its echelons at:NationalRegionWingGroupSquadronSlide74
Unit Commanders' Course74
Your Role in the Missions
When CAP takes on a mission it looks to units
:
which can best accomplish the job
in the minimum amount of timethe most economicallywith the least riskSlide75
Unit Commanders' Course75
Your Role in the Missions
Your unit’s role is determined by:
geographic
location
size of the activity to be supportedunit’s particular area of expertiseSlide76
Unit Commanders' Course76
Your Role in the Missions
Squadrons contribute to other units’ effectiveness by
:
combining similar
efforts to speed resultscontributing unique but needed efforts to the total mixSlide77
Unit Commanders' Course77
Your Role in the Missions
You
can
b
est contribute to the effort by:concentrating on your strong pointslessening the impact of your weaknesseslooking outside the unit (at the big picture) talking with
other units (collaborating)
making your priorities compatible with
accomplishing the
total
missionSlide78
Unit Commanders' Course78
Your Role in the Missions
Determining
unit specialties
Ask yourself: “What does my unit do well?”
Talk to your people and ask questionsWhen they answer, ask whyLook at squadron recordsSlide79
Unit Commanders' Course79
Your Role in the Missions
Blending
unit
m
issions with wing prioritiesTalk to your Wing Commander and express:how effective you think your unit iswhat you feel the unit’s good atSlide80
Unit Commanders' Course80
Your Role in the Missions
Blending unit missions with wing priorities
Talk
to
your wing commander (cont’d)Your wing commander should tell you:their observations about your unitwhat is expected of you
what
approaches
are recommended
h
ow
to make the relationship betterSlide81
Unit Commanders' Course81
Your Role in the Missions
Blending unit missions with wing priorities
Talking
to Wing
StaffSee how they can help youAsking how you can help themSlide82
Unit Commanders' Course82
Your Role in the Missions
Summary
Your
squadron’s impact
Your unit’s unique talents & qualitiesYour unit’s specialtiesBlending your unit’s efforts into wing effortsSlide83
Unit Commanders' Course83
Your Role in the Missions
Questions
&
AnswersSlide84
Unit Commanders' Course84
Your Staff: What
They do for You
This segment will familiarize you with your staff, what they do, and how you can best
support their efforts. Slide85
Unit Commanders' Course85
Your Staff: What
They do for You
Overview
Basic composite squadron staff
How your staff helps youHow you can support your staffSlide86
Unit Commanders' Course86
Your Staff: What
They do for You
What you need to know:
You don’t need to know every staff position
in detail; you just need to know where to look for help.Slide87
Unit Commanders' Course87
Your Staff: What
They do for You
Basic
staff: composite squadron
Deputy commander for seniorsDeputy commander for cadetsOperations officer
Safety officer
Administrative
officer
Public
affairs
o
fficer
Chaplain/CDISlide88
Unit Commanders' Course88
Your Staff: What
They do for You
Basic
staff
Communications officerAerospace education officerfor seniorsfor cadetsProfessional development officer
Logistics
officer
Leadership
officer
Activities
officerSlide89
Unit Commanders' Course89
Your Staff: What
They do for You
Basic
staff
(continued)Special Staff OfficersPersonnelRecruitingLegalFinanceMedical
Testing
HistorianSlide90
Unit Commanders' Course90
Your Staff: What
They do for You
How
your
staff helps youYour eyes, ears, and handsExpert advisorsCommittee membersProject officersSounding boardsSlide91
Unit Commanders' Course91
Your Staff: What
They do for You
How
you
can support your staffTreat them as professionalsGive them opportunities to grow professionallyApply training programs evenlyPractice participatory management
Encourage cross talk
Remember jobs and family Slide92
Unit Commanders' Course92
Your Staff: What
They do for You
For
detailed
descriptions consult:CAP Regulation 20-1, Organization of CAPSlide93
Unit Commanders' Course93
Your Staff: What
They do for You
Summary
Basic composite squadron staff
How your staff helps youHow you can support your staffSlide94
Questions&
AnswersUnit Commanders' Course94
Your Staff:
What
They do for YouSlide95
Unit Commanders' Course95
Delegating Authority
This segment is designed to have you understand and be comfortable with delegating authority to your staff members and empowering them to do their jobs with a maximum of initiative and minimum of interference.Slide96
Unit Commanders' Course96
Delegating Authority
Overview
“Delegation
of
authority” definedRelationship between authority and responsibilityWhen and who to delegate to
Homogeneous assignmentSlide97
Unit Commanders' Course97
Delegating Authority
You
cannot do everything yourself, and must allow your staff to assist you - to delegate authority.Slide98
Unit Commanders' Course98
Delegating Authority
Delegating authority defined
:
To
extend an umbrella of authority over your staff to complete required tasks, while empowering them with the freedom to get the job done.Slide99
Unit Commanders' Course99
Delegating Authority
Without delegation, you
:
create a
bottlenecklose the effectiveness of your stafffail to have someone ready to stand in for you in an emergencyetc. Slide100
Unit Commanders' Course100
Delegating Authority
Authority vs.
responsibility
Authority
means the power to carry out responsibilityResponsibility implies accountability for what happens to a particular task, thing, or personSlide101
Unit Commanders' Course101
Delegating Authority
Authority vs.
responsibility
You cannot have authority without
responsibilityYou can have responsibility without authorityBut you won’t get anything done without authoritySlide102
Unit Commanders' Course102
Delegating Authority
Command
responsibility
You can delegate authority, but not your responsibilities
as a commander.Slide103
Unit Commanders' Course103
Delegating Authority
When
to delegate
When the time required to perform the task exceeds your time available.
When the required level of expertise exceeds your level of knowledge.Slide104
Unit Commanders' Course104
Delegating Authority
When
not
to
delegateYou cannot:delegate decisions which affect the overall efficiency and morale of the unitdelegate actions which by regulation or law you must carry out yourselfCan you think of more?Slide105
Unit Commanders' Course105
Delegating Authority
What to
delegate
Authority
to develop important initiatives and projectsOversight over certain staff functionsCan you think of more?Slide106
Unit Commanders' Course106
Delegating Authority
Homogeneous
assignment:
Putting the right person in the right jobSlide107
Unit Commanders' Course107
Delegating Authority
Things to keep in
mind
Delegation is a matter of perspective
Delegation is a fluid processRemember to hire the right person for the right job.Be clear when assigning more than one personTake advantage of individual initiativeSlide108
Unit Commanders' Course108
Summary
“Delegation of authority” defined
Relationship
between
authority and responsibilityWhen and who to delegate ToHomogeneous assignment
Delegating AuthoritySlide109
Unit Commanders' Course109
Questions&
Answers
Delegating AuthoritySlide110
Unit Commanders' Course110
Recruiting
and Retention
Overview
Effective recruiting
Recruiting techniquesRetention definedRetention is vitalRetention
techniquesRecruiting
cadets
to
the senior programSlide111
Unit Commanders' Course111
Recruiting and Retention
Recruiting is very important!
The
most
important resource you have in your unit is not your material, it’s your people!Slide112
Unit Commanders' Course112
Recruiting and Retention
Effective
recruiting:
builds a good foundation of people for your unit
can broaden the unit’s base of knowledge and specialtiescontinually brings new blood into the unit and stimulates creativityreplaces unit turnovercounteracts member burnoutuses the unit membership board Slide113
Unit Commanders' Course113
Recruiting and Retention
Recruiting
techniques
Develop a
unit webpage on the internetHold several open houses annuallyAttend career days at local schoolsEncourage cadets to wear their uniforms once a month at schoolDisplay recruiting materials at stores, shopping malls, and airportsTarget recruiting for members with special skills
Encourage parents to joinSlide114
Unit Commanders' Course114
Recruiting and Retention
“Retention” defined
Retention is the act of keeping and maintaining a solid foundation of people.Slide115
Unit Commanders' Course115
Recruiting and Retention
Retention is vital because
:
it reduces the need to constantly train new
peopleit provides vital corporate memory and historyit counteracts member burnout by keeping more people in positionsSlide116
Unit Commanders' Course116
Recruiting and Retention
Retention
techniques
Use the “Great Start Program”!
Make full use of a unit awards and decorations programEncourage vigorous but useful trainingSchedule occasional activities away from the squadronEncourage effective communicationSlide117
Unit Commanders' Course117
Recruiting and Retention
Retention
techniques (continued)
Ensure administrative matters are handled effectively
Make and stick to a scheduleEncourage members to participate in the process of running the unitSlide118
Unit Commanders' Course118
Recruiting and Retention
Recruiting
cadet members
Good for cadet and unit
Takes advantage of cadet’s existing skillsCadets need to be recruited for senior membershipCadets aren’t automatically entered into the senior programSenior program different in structure and learning stylesSlide119
Unit Commanders' Course119
Recruiting
and Retention
Summary
Effective recruiting
Recruiting techniquesRetention definedRetention is vitalRetention
techniquesRecruiting
cadets
to
the senior programSlide120
Questions&
AnswersUnit Commanders' Course120
Recruiting
and RetentionSlide121
Adverse Membership Actions
Unit Commanders' Course121
When disciplinary actions become necessary, it is critical that you understand how to correctly apply “Adverse Membership Actions”.Slide122
Adverse Membership Actions
Overview
“Adverse membership actions” definedCommon disciplinary problems
Resources
Adverse membership actions options and the progressive approach
NondiscriminationDocumentationUnit Commanders' Course122Slide123
Definition
Adverse Membership Actions: Measures that encompass disciplinary actions to members for improper conduct and include counseling, suspensions, demotions, and membership termination. Adverse membership actions are designed to be progressive tools for the commander in handling problem CAP members.
Unit Commanders' Course
123
Adverse Membership ActionsSlide124
Common disciplinary problems
Repeated uniform violations
Short-cutting training requirements
Consistently late on deadlines & substandard work quality
Argumentative, insubordinate, or disruptive behavior
Fraudulent information on application Jumping the chain of command inappropriatelyBad checks/financial irresponsibilityCadet Protection violationsDefective skills (safety hazard)
Illegal behavior (reported or actual)
Unit Commanders' Course
124
Adverse Membership ActionsSlide125
Commander resources
CAP DirectivesCAP ChaplainWing Commander
Wing Legal OfficerWing Director of Personnel
Unit Commanders' Course
125
Adverse Membership ActionsSlide126
Application
Progressive disciplineConsistent utilization
Unit Commanders' Course
126
Adverse Membership ActionsSlide127
Progressive discipline
Use a progressive system to correct & motivateMembership termination is a last resort
Unit Commanders' Course
127
Adverse Membership ActionsSlide128
Progressive discipline
CounselingWritten reprimands
Suspension of membership
Demotion
Suspension of flying privileges
Membership terminationUnit Commanders' Course
128
Adverse Membership ActionsSlide129
Adverse Membership Actions
Counseling & reprimands
May be oral or written
Can help an individual member and the unit.
Reprimand is more harsh
Unit Commanders' Course129Slide130
Adverse Membership Actions
Suspension
CAPR 35-1,
Assignment and Duty Status
Duration should be tailored to fit the offense
Unit Commanders' Course130Slide131
Adverse Membership Actions
Demotion (Senior Member)
CAPR 35-5,
CAP Officer & NCO Appointments & Promotions
This method of corrective action has great impact
May be used along with suspensions under CAPR 35-1Demotion (Cadet)
CAPR 52-10, CAP
Cadet Protection Policy
, provides guidance
Unit Commanders' Course
131Slide132
Adverse Membership Actions
Membership termination
Used if progressive discipline steps do not work, or if the offense is serious enough.
Unit Commanders' Course
132Slide133
Adverse Membership Actions
EXCEPTION
Serious misconduct cases, including cadet sexual abuse cases, call for
immediate
membership termination without using the progressive system.
If in doubt, get advice from the Wing Legal OfficerUnit Commanders' Course133Slide134
Adverse Membership Actions
About discrimination
Avoid it at all times
Avoid the perception of discrimination as well
Unit Commanders' Course134Slide135
Adverse Membership Actions
WhistleblowersAre a good thing, they tell you things you really need to knowThey are not to be disciplined, chastised or ostracized They are protected by CAP regulation
Unit Commanders' Course
135Slide136
Adverse Membership Actions
It’s important to always…..
Unit Commanders' Course
136Slide137
Adverse Membership Actions
DOCUMENT EVERYTHING!!!
Unit Commanders' Course
137Slide138
Adverse Membership Actions
Membership Action Review Panel
They are the final appeal authority
Independent from the CAP chain of command
Requires credible evidence and documentationUnit Commanders' Course
138Slide139
Adverse Membership Actions
Summary
“Adverse membership actions” definedCommon disciplinary problems
Resources
Adverse membership actions options and the progressive approach
NondiscriminationDocumentationUnit Commanders' Course139Slide140
Adverse Membership Actions
Closing
“Leadership is the art of getting someone else to do something you want done because he wants to do it.”
- Dwight D. Eisenhower
Unit Commanders' Course
140Slide141
Questions&
AnswersUnit Commanders' Course141
Adverse Membership ActionsSlide142
Capstone Discussion
Every commander must face issues; being prepared for them will give you a distinct advantage in resolving them quickly and with minimal impact to your unit.
Arm yourself with knowledge!
Unit Commanders' Course
142Slide143
Capstone Discussion
Overview
Recruiting: working with familiesSafety
Cadet protection
Commander responsibility: working with group & wing
Unit Commanders' Course143Slide144
Capstone Discussion
Unit Commanders' Course144
Recruiting: working with familiesSlide145
Capstone Discussion
SafetyUnit Commanders' Course
145Slide146
Capstone Discussion
Cadet protectionUnit Commanders' Course
146Slide147
Capstone Discussion
Commander responsibility: working with group & wing
Unit Commanders' Course
147Slide148
Capstone Discussion
Discussion critique
Unit Commanders' Course
148Slide149
Capstone Discussion
Summary
Recruiting: working with familiesSafety
Cadet protection
Commander responsibility: working with group & wing
Unit Commanders' Course149Slide150
Questions&
AnswersUnit Commanders' Course
150
Capstone DiscussionSlide151
Motivation
This segment is designed to impress upon you the importance of motivating your members, how motivation takes place, and showing you techniques to motivate your people more effectively.
Unit Commanders' Course
151Slide152
Motivation
Overview“Motivation” defined
Why motivate your people
Maslow’s
hierarchy
of needsMotivational techniques for membersUnit Commanders' Course152Slide153
Motivation
Key to EffectivenessA key to your effectiveness as a commander is the ability to build in members support for the squadron’s objectives and have them work towards that goal.
Unit Commanders' Course
153Slide154
Motivation
Motivation defined:The act and art of creating an atmosphere where your members will want to achieve the objectives which are set for them.
Unit Commanders' Course
154Slide155
Motivation
Why motivate your people?All people have an inner drive guiding what they do
Everything is done for survival, protection, or
pleasure
Motivation is the factor which sets leadership apart from
managementPeople make choices, and motivation is a key factorPeople want to have goalsUnit Commanders' Course155Slide156
Motivation
Motivation builds:Trust
Teamwork
A unified
effort
Unit Commanders' Course156Slide157
Motivation
Unit Commanders' Course
157
Self-
ActualizationSafety (Security)Needs
Physiological (Food, Water, Heat, Etc.)
Needs
Social (Belonging)
Needs
Esteem (Respect)
Needs
Maslow’s Hierarchy of NeedsSlide158
Motivation
Motivational techniques for members
Ensure their physiological needs are met
Create
& sustain self-confidence
in membersProvide adequate guidanceRecognize the uniqueness of individual membersAccentuate the positiveUnit Commanders' Course158Slide159
Motivation
Motivational techniques for members(cont.)
Practice participative management
Listen
Be loyal to your members
Respect your membersSay “Thank you”Unit Commanders' Course159Slide160
Motivation
SummaryMotivation defined
Why motivate you people?
Maslow’s
hierarchy
of needsMotivational techniques for membersUnit Commanders' Course160Slide161
Questions&
AnswersUnit Commanders' Course161
MotivationSlide162
Unit Commanders' Course162
Meeting Planning
Overview
Plan your meetings
Planning cadet meetings
Planning senior member meetingsSlide163
Unit Commanders' Course163
Meeting Planning
Planning enhances meetings
Planning
is important to all commanders. Meeting planning sets a routine, makes the meeting more professional,
improves efficiency, and can be a team building exercise for the staff.Slide164
Unit Commanders' Course164
Meeting Planning
Think!
Why is it important to plan
in your
meetings in advance?Slide165
Unit Commanders' Course165
Meeting Planning
Why plan your meetings
?
Professional meetings attract and retain
membersNot planning meetings cheats your squadron out of activities using outside sourcesYou may run out of ideas because you’re capability will be limitedYou can design training time to meet squadron needsYou can make the meetings more fun
The time you spend in the meetings will be more effective & efficientSlide166
Unit Commanders' Course166
Meeting Planning
Cadet
meeting format
15 minutes of opening formation
15 minutes of emphasis items50 minutes of core curriculum10 minutes of break & administration50 minutes of special training10 minute closing formation
Character development discussion every 4th meeting
Monthly safety briefingSlide167
Unit Commanders' Course167
Meeting Planning
Senior
member meetings
No set
formatInclude joint activities with cadetsMonthly safety briefingTrainingSlide168
Unit Commanders' Course168
Meeting Planning
ExerciseSlide169
Unit Commanders' Course169
Meeting Planning
Summary
Plan your meetings
Planning cadet meetings
Planning senior member meetingsSlide170
Questions&
AnswersUnit Commanders' Course170
Meeting PlanningSlide171
Unit Commanders' Course171
Unit Training Programs
Overview
“Unit training” defined
Passive and active training programs
Continual training is important!Use a meeting schedule when planning trainingGroup, wing, region, and national schools
Commanders must advocate & participate in trainingSlide172
Unit Commanders' Course172
Unit Training Programs
Unit training programs are the heart of CAP training. It is at the unit level where the “rubber meets the road”. Slide173
Unit Commanders' Course173
Unit Training Programs
“Unit training” defined:
Any activity which enhances the capability and/or readiness of the unit through the practice or acquisition of new skills.Slide174
Unit Commanders' Course174
Unit Training Programs
For effective
u
nit
trainingYou need:a plan for training in the areas desireda person responsible for conducting trainingan effective support structure to ensure successSlide175
Unit Commanders' Course175
Unit Training Programs
Ideas for
Spice
in
unit trainingGuest speakersJoint training with other unitsSponsor or participate in an exerciseUse teaching aids such as: PowerPoint presentations, videos, and moviesHave other people help
youInter or Intra unit competition
Use other than CAP materialsSlide176
Unit Commanders' Course176
Unit Training Programs
Passive
training programs:
do not rely on much outside support
rely heavily on individual motivation and effortare good for members with a thorough basic knowledge of subject matter, or to instruct about uncomplicated taskshave less direct supervisionallow members to choose their own personal objectives, focus, and scheduleSlide177
Unit Commanders' Course177
Unit Training Programs
Examples of passive training programs
Officer Basic Course (OBC)
On-line courses
ES upgrade training for individual achievementSlide178
Unit Commanders' Course178
Unit Training Programs
Active
training programs:
require
support from people and organizations outside of the individual studentusually group efforts with more than one student participatingSlide179
Unit Commanders' Course179
Examples of active training programs:
Flight clinicsModel rocketry programs
ES field training
On-the-job training (senior member specialty training, cadet leadership training, etc)
Unit Training ProgramsSlide180
Unit Commanders' Course180
Unit Training Programs
On-the-job
training
Learning is
task-basedUsually in the workplaceWith senior members, is the ideal way of learningSlide181
Unit Commanders' Course181
Unit Training Programs
Supervisor
responsibilities
Formulating a plan of action
& objectives for the studentTeaching the skills to the student in the work setting (having the student do as much as possible)Providing immediate feedback to the student throughout the processSlide182
Unit Commanders' Course182
Unit Training Programs
Continual
training is important!
Your
programs must be constantly on the move, changing as the unit’s mission, skill level, and needs change.Slide183
Unit Commanders' Course183
Unit Training Programs
What should you train your people for
?
Train
them to:support the CAP mission as a wholeperform the jobs necessary to effectively run the unitadvance their professional and personal developmentSlide184
Unit Commanders' Course184
Unit Training Programs
When do you have time to train
?
Create
time by:delegating training planning and taskingsplan training time into your scheduleSchedules provide a ready-made templateSchedules fence off training from other activitiesSlide185
Unit Commanders' Course185
Unit Training Programs
Group,
wing
,
region, and national schoolsTraining efforts which require more resources than any one unit hasProvide education requiring a broader foundationSchools mandated to be administered at a higher level than the unitSlide186
Unit Commanders' Course186
Unit Training Programs
Commitment…The commander must:
advocate unit training
support unit training
participate in unit trainingSlide187
Unit Commanders' Course187
Unit Training Programs
The common thread through all CAP training programs is commitment.
For the unit, it must begin with the commander.Slide188
Unit Commanders' Course188
Unit Training Programs
Summary
“Unit training” defined
Passive and active training programs
Continual training is important!Use a meeting schedule when planning trainingGroup, wing, region, and national schools
Commanders must advocate & participate in trainingSlide189
Unit Commanders' Course189
Questions&
Answers
Unit Training ProgramsSlide190
Working with Families
OverviewWhy include families?
Explaining the missions of CAP to members’ families
Opportunities to encourage family involvement
Unit Commanders' Course
190Slide191
Working with Families
The member’s morale and motivation levels have a direct correlation to the support and understanding they receive from their families.
Unit Commanders' Course
191Slide192
Working with Families
Unit Commanders' Course192
Why include families?
Their approval of membership influences the amount and quality of member participation
They can provide non-member assistance to the unit in a variety of waysSlide193
Working with Families
Explaining missions of CAP to family members
Begin the effort when recruits and their families walk in the door
Include family members in the recruit’s orientation as much as possible
Assign a member to the family to answer questions
Provide the family with promotional materialsUnit Commanders' Course193Slide194
Working with Families
Explaining missions of CAP to family members
(continued)As the commander, send a letter of welcome to the family
Encourage members to share their experiences with their families
Address the squadron newsletter to the entire family.
Always welcome family members when they visitProvide the CAP & local unit web linksUnit Commanders' Course194Slide195
Working with Families
Make family members welcomeat the first meeting!
Don’t ignore family members
Again, include them in the orientation
Talk to them yourself
Unit Commanders' Course195Slide196
Working with Families
Support and booster groups
Comparable to Officers’ Spouses Clubs
Groups provide feedback about the effects squadrons have on families
Booster groups can provide excellent resources
Unit Commanders' Course196Slide197
Working with Families
CAP squadron activities
Include family members whenever possible. Open houses are excellent ways to say “thanks”
Families can have a valuable voice in planning and assisting with activities
Unit Commanders' Course
197Slide198
Working with Families
Developing a good relationship with the families of your members will pay big dividends for your unit – in help, possibly in money, and definitely in morale.
Unit Commanders' Course
198Slide199
Working with Families
SummaryWhy include families?
Explain the missions of CAP to members’ families
Take advantage of opportunities to encourage family involvement
Unit Commanders' Course
199Slide200
Working with Families
Families are the members’ number 1 priority!
Unit Commanders' Course
200Slide201
Questions&
AnswersUnit Commanders' Course201
Working with FamiliesSlide202
Generational Differences
This lesson is intended to encourage unit commanders to consider generational differences in their policies and procedures to increase their unit’s performance and appeal.
Unit Commanders' Course
202Slide203
Overview
Basic generational differencesIncorporating multiple generations in squadron operationsGenerational differences affecting recruiting and retention
Unit Commanders' Course
203
Generational DifferencesSlide204
Generational Differences
As a squadron commander, you must think about how to make the generational gaps seamless and how to make your organization appealing to, not only those who are already members, but those who may join, despite their generation.
Unit Commanders' Course
204Slide205Slide206
Generational Differences
The Traditional Generation (Born before 1946)
First Miss Americas and all-American athletes
Built
up the postwar “affluent society,” erecting suburbs,
and inventing miracle vaccinesBuilt missiles and launched moon rocketsGreatly invested in civic lifeFocused more on process, actions, and behavior than on values and
beliefsEntered retirement with unprecedented affluence
Unit Commanders' Course
206Slide207
Generational Differences
The Traditional Generation
(Born before 1946) Extremely loyal and dedicated
Prefer Hierarchal Organizational Structures
Believe in putting in your dues
Stick to the system and what has worked in the pastDemand respectLike formalityUnit Commanders' Course207Slide208
Generational Differences
The Traditional Generation (Born before 1946)
Private
Their word is their bond
Committed to teamwork and collaboration
Display command-and-control leadership stylesReticent in conflictUnit Commanders' Course208Slide209
Generational Differences
The Boom Generation
(Born between 1946-1966) During the Boomers’ youth, crime rates, substance abuse, and sexual risk taking all surged while academic achievement and SAT scores fell
.
During
the 1980’s many Boomers refashioned themselves as yuppie individualists in an era of deregulation, tax cuts, and entrepreneurshipDuring the 1990s they waged scorched-earth political battles between “red” and “blue” zonesAs parents, they have developed very close individual relationships with their children, to the point of hovering. Their generation has suffered declining economic prosperity Unit Commanders' Course209Slide210
Generational Differences
The Boom Generation (Born between 1946-1966)
Raised to respect authority figures
Untrusting of authority (based on Korea, Vietnam, Watergate, etc)
Raised to think they are special
Their work defines them; work = self-worthUnit Commanders' Course210Slide211
Generational Differences
The Boom Generation (Born between 1946-1966)
Believe hard work and sacrifice leads to success
Started work-a-
holic
trendsHighly competitive (due to economic recession in the 70’s & 80’s)Believe in loyalty towards employees from employersGoal-oriented, but also believes in process instead of resultUnit Commanders' Course211Slide212
Generational Differences
The Boom Generation (Born between 1946-1966)
Seek job-security
Sense of entitlement
Value chain-of-command and expect authority
Fight for causes although they don’t like conflictUnit Commanders' Course212Slide213
Generational Differences
Generation X
(Born 1967-1979) Grew up in an era of failing schools
& broken marriages
Learned
early to distrust institutions, starting with family By the mid-1980s MTV, hip-hop, and a surging interest in business and military careers had marked a new and hardening pragmatism in their moodOver the next decade crime and teenage pregnancy soared. Many of them have begun to construct the strong families that they missed in childhoodPrefer free agency over corporate loyalty. They’re the greatest entrepreneurial generation in U.S. history Believe volunteering or helping people one-on-one is more efficacious than voting or working to change
laws
Unit Commanders' Course
213Slide214
Generational Differences
Generation X (Born 1967-1979)
Grew up in a period of financial, familial and societal insecurity
Families had high-divorce rates, double working parents, latch-key kids
Grew up with world-wide competition – the first generation to do so
Expect instant feedback, basis in video games and computersUnit Commanders' Course214Slide215
Generational Differences
Generation X (Born 1967-1979)
Have a desire to balance work and home-life
More autonomous and self-reliant than previous generations
Not loyal to employers
Strong loyalty to family and friendsDesire for continuous learningUnit Commanders' Course215Slide216
Generational Differences
Generation X (Born 1967-1979)
Result focused
Question authority and are not impressed by it
Money doesn’t motivate
Prefer flexible schedulesEntrepreneurial and tolerate work as long as it’s funUnit Commanders' Course216Slide217
Generational Differences
The Millennial Generation (Born 1980-1999)
Have
seen steady decreases in high-risk
behaviors
Gravitating towards large institutions and government agencies, seeking teamwork, protection against risk, and solid work-life balance Their culture is becoming less edgy, with a focus on upbeat messages and big brandsTheir close relationships with their parents are carrying over into their young adult livesUnit Commanders' Course
217Slide218
Generational Differences
The Millennial Generation (Born 1980-1999)
Shaped by parental excess
Comfortable with technology
Embrace diversity
Like teamwork and collective actionDesire balanced life (work & play)Unit Commanders' Course218Slide219
Generational Differences
The Millennial Generation (Born 1980-1999)
OptimisticMulti-taskers
Most educated generation
Thought of as demanding
Most confident generationUnit Commanders' Course219Slide220
Summary
Basic generational differencesIncorporating multiple generations in squadron operationsGenerational differences affecting recruiting and retention
Unit Commanders' Course
220
Generational DifferencesSlide221
Questions&
AnswersUnit Commanders' Course221
Generational DifferencesSlide222
Unit Commanders' Course222
Problem Solving
Overview
Consequences of hasty problem solving
The problem
solving modelSample problemSlide223
Unit Commanders' Course223
Problem Solving
What are the probable results of hasty problem solving for complex problems?Slide224
Unit Commanders' Course224
Problem Solving
Problem solving model
Be aware
of
itUse itSlide225
Unit Commanders' Course225
Problem Solving
Your ability to command will be measured in large part on how you can solve problems - both by yourself and with your staff.Slide226
Unit Commanders' Course226
Problem Solving
The
problem solving model
Recognize the
problemThe individual The obstacleThe goalGather dataList possible solutions
Test possible solutions
Select the
best
s
olution
Implement the
solutionSlide227
Unit Commanders' Course227
Problem Solving
Sample
p
roblemSlide228
Unit Commanders' Course228
Problem Solving
Sample problem
Critique the problem solving process used in the sample problemSlide229
Unit Commanders' Course229
Problem Solving
Summary
Consequences of hasty problem solving
The problem
solving modelSample problemSlide230
Unit Commanders' Course230
Problem Solving
Closing
“No problem can withstand the assault of sustained thinking.”
~ VoltaireSlide231
Questions&
AnswersUnit Commanders' Course231
Problem SolvingSlide232
Unit Commanders' Course All bow to the king
Working with Group and WingSlide233
Unit Commanders' Course
GoalImprove the relationship with group and wing through a better understanding of their role in relation to the squadron.
Working with Group and WingSlide234
Unit Commanders' Course
OverviewReasons
for groups
and
wing headquarters staffs
The relationship between squadron & HHQF
unctional authority of
group
and
wing
staff agencies
Overcoming
challenges
between SQ
and HHQ staffs
T
echniques
to
improve relationships
with HHQ staffs
Working with Group and WingSlide235
Unit Commanders' Course
Wings provide five essential capabilitiesState’s senior officer
Legislative liaison
Focal point
Information
ResourcesWorking with Group and WingSlide236
Unit Commanders' Course
State’s senior officerLegal functionsSpokespersonLegislative liaisonState and Federal
Coordinated effortFocal point
To/from higher headquarters
To/from outside
agenciesWing banker SquadronsWing
USAF
NHQ
Legislature
Outside Organizations
National Board
Groups
Squadrons
Working with Group and WingSlide237
Unit Commanders' CourseSpan of
controlAbility to superviseGeographic reasonsProvide assistanceTrainingEquipment
Share resourcesEquipment
Personnel
Coordinate
effortsGroupsWorking with Group and WingSlide238
Unit Commanders' CourseSpan of
controlAbility to superviseGeographic reasonsProvide assistance
TrainingEquipment
Share
resources
EquipmentPersonnelCoordinate efforts
Working with Group and Wing
WingsSlide239
Unit Commanders' CourseSpan of Control
Ability to superviseGeographic reasonsProvide AssistanceTrainingEquipmentShare Resources
EquipmentPersonnel
Coordinate Efforts
Working with Group and Wing
SquadronSlide240
Unit Commanders' Course
Span of Control
Ability to supervise
Geographic reasons
Provide Assistance
TrainingEquipmentCoordinate EffortsShare ResourcesEquipmentPersonnel
Working with Group and Wing
HHQSlide241
Unit Commanders' Course
The relationship between squadron and wing and group personnel
Commanders
Wing
Administrator
Wing/Group staffWorking with Group and WingSlide242
Unit Commanders' Course
Wing CommanderThe senior officer within his/her wing Responsible to the corporation and to the region commander for ensuring that Corporation objectives, policies, and operational directives are executed
Exercises command over all units & personnel in his/her wing
Working with Group and WingSlide243
Unit Commanders' Course
Group CommanderRepresent the wing commander in their groupResponsible to the corporation and to the wing commander for ensuring that Corporation objectives, policies, and operational directives are executed
Exercise command over all units and personnel in their group
Working with Group and WingSlide244
Unit Commanders' Course
Wing AdministratorEmployed by NHQ under the HR departmentThe first line supervisor is the wing
commanderDuties are
IAW the NHQ issued job description
Has no wing decision-making authority
Does not hold a vote on any wing committeeLimited in duties they may perform as a volunteerMay not duplicate any duties assigned in paid statusWorking with Group and WingSlide245
Unit Commanders' Course
Squadron CommanderResponsible to the corporation and to the wing commander (or group commander if applicable) for ensuring that Corporation objectives, policies, and operational directives are executed
Exercise command over all personnel in their squadron
Working with Group and WingSlide246
Unit Commanders' Course
Functional AuthorityStaff Authority – The power to advise, support, and provide service to line entities. Comes from knowledge, expertise, or persuasive abilities. It is the right to provide assistance, counsel or service.
Line
Authority –
The power to give orders to subordinates. Invested
in a position with the right to assign resources, give direction, discipline/reward a subordinate.Working with Group and WingSlide247
Unit Commanders' Course
Wing CC
Wing Staff
Wing CS
Sqd CCs
Sqd Staff
Group Staff
Sqd CCs
Sqd Staff
Group CCs
Working with Group and WingSlide248
Unit Commanders' Course
Maslow’s Hierarchy of Needs
Physiological
Needs
Safety & Security
Needs
Social
Needs
Esteem
Needs
Self-
Actualization
Working with Group and WingSlide249
Unit Commanders' Course
Techniques to Build a BetterRelationship with HHQ
Use the chain of command
Use Maslow’s Hierarchy of Needs to your advantage
Get your paperwork and reports in on time!
Ask nicely!Give them ample time to reactProvide clear and concise communicationsProvide justification for unusual requestsSupport their efforts
Get to know them
Working with Group and WingSlide250
Unit Commanders' Course
SummaryReasons
for groups
and
wing headquarters
staffsThe relationship between squadron & HHQF
unctional authority of
group
and
wing
staff agencies
Overcoming
challenges
between SQ
and HHQ staffs
T
echniques
to
improve relationships
with HHQ staffs
Working with Group and WingSlide251
Questions&
AnswersUnit Commanders' Course251
Working with Group and WingSlide252
Unit Commanders' Course252
Budgeting
This segment will explore the need for sound fiscal management and help to develop budgeting skills.Slide253
Unit Commanders' Course253
Budgeting
Overview
Budgeting at the Unit Level
Determining Unit Assets and Needs
Wing Banker ProgramTechniques for Raising FundsBudgeting ExerciseSlide254
Unit Commanders' Course254
One of your most important responsibilities as a commander is to ensure that your unit is fiscally sound. You ensure that the unit is accountable to its creditors, the wing, NHQ, and your membership.
BudgetingSlide255
Unit Commanders' Course255
Budgeting
Budgeting at the unit level
You must budget because...
You need to know how much money your unit has
You need to know how much it needs to spendIt’s required...so you can prioritize what you want with what you can afford Slide256
Unit Commanders' Course256
Budgeting
Determining your assets and needs
Get together with your finance committee
Use your monthly cash and investment reports as a guide
Determine what you have (assets)Determine what you need money for:Slide257
Unit Commanders' Course257
Budgeting
Determining your assets and needs
Find the difference between what you have and what you will need
Determine how you will make up the difference
Are you spending money efficiently?Slide258
Unit Commanders' Course258
Budgeting
Your unit’s role in “Wing Banker” program:
Each wing acts as “banker” for its respective units
Units maintain a finance officer & finance committee
Forward bills to wing in a timely manner or have the billing address changed to wing HQWing commander to approve all fundraising requests
The unit finance committee
Crucial in management of financial transactionsSlide259
Unit Commanders' Course259
Budgeting
Raising funds
Refer to CAPR 173-4
Fundraising/Donations
Choose a method to fit with the amount of money you want to raise and how long you want to sustain the campaign.Two must do’s:Obtain written permission from your wing commanderComply with local and state fundraising laws and regs.Slide260
Unit Commanders' Course260
Budgeting
Fundraising ideas
Storefront collection
Bake sales/pancake breakfasts
Rummage salesLocally contracted merchandise (t-shirts, hats, etc)Car/aircraft washesCommercial sponsorshipYour imagination and legalities are the limitsSlide261
Unit Commanders' Course261
Budgeting
Fundraising don’ts
Sponsoring or flying in
airshows
Carrying aircraft passengers for chargeDropping objects from aircraft or spot landing contestsPercentage professional fundraising (unless specifically approved from NHQ)Activities for which CAP members receive personal financial gainSlide262
Unit Commanders' Course262
Budgeting
Donations
Equipment donations are an attractive alternative to fundraising
You solicit the donation, the wing commander (or higher) accepts the donation on behalf of CAPSlide263
Unit Commanders' Course263
Budgeting
ExerciseSlide264
Unit Commanders' Course264
Budgeting
Summary
Budgeting at the unit level
Determining unit assets and needs
Wing banker programTechniques for raising fundsBudgeting exerciseSlide265
Questions&
AnswersUnit Commanders' Course265
BudgetingSlide266
Unit Commanders' Course266
Integrating Missions
Overview
“Integrated missions” defined
What happens when missions aren’t integrated?
Consider your unit’s specialtiesTaking advantage of natural integrationSlide267
Unit Commanders' Course267
Integrating Missions
Naturally integrated missions
The three primary mission elements of CAP are integrated
No one element can truly function independently from the othersSlide268
Unit Commanders' Course268
Integrating Missions
Integrated missions defined
To combine CAP’s three primary missions (Emergency Services, Aerospace Education, & Cadet Programs) into one unified efficient & effective system
While each mission has components unique to it, in the end, each one helps to reinforce the
otherThis is what we mean by integrated missions!Slide269
Unit Commanders' Course269
Integrating Missions
Your
unit’s charter says that you must support the three missions of Civil Air Patrol.Slide270
Unit Commanders' Course270
Integrating Missions
Aerospace
Education
Internal
Teaches CAP members about the aerospace environmentExternalGeneral Public - concentrating on the nation’s childrenSlide271
Unit Commanders' Course271
Integrating Missions
Aerospace Education
Impact of Cadet
Programs
Direct link in academic portion of Cadet Programs Link through cadet orientation flightsLink in national special activities such as AETCFC, AFSCFC, NFE, NGE, etc.Slide272
Unit Commanders' Course272
Integrating Missions
Aerospace Education
Impact of
Emergency ServicesAerial search and rescueSatellite navigation and communication linksSARSAT to lead to lost aircraftGPS assistance in ground searchSlide273
Unit Commanders' Course273
Integrating Missions
Emergency
Services
The most well known facet of the CAP
program Members dedicated to saving livesSlide274
Unit Commanders' Course274
Integrating Missions
Emergency Services
Impact of Aerospace
Education
The very focus of most of our SAR is a link to AEMost of the technology CAP uses in SAR has roots within the aerospace industry: aircraft, GPS, microcomputer technology in radios, video equipment, digital imaging, and satellite radio communicationsSlide275
Unit Commanders' Course275
Integrating Missions
Emergency Services
Impact of Cadet
Programs
Provide trained, plentiful resources to assist in:AdministrationCommunicationsGround SearchSlide276
Unit Commanders' Course276
Integrating Missions
Emergency Services
Impact of Cadet
Programs
Cadets provide another dimension of search capability (ground search) - pilot’s loiter time is limited, if the target is found, pilots can’t jump out of the plane to make sureFrees senior members to do more specialized and complicated tasksSlide277
Unit Commanders' Course277
Integrating Missions
Cadet Programs
Impact of Aerospace
Education
A mandatory component of the cadet achievement programCadet Flight Orientation Program an outstanding practical application of aerospace powerSlide278
Unit Commanders' Course278
Integrating Missions
Cadet Programs
Impact of Emergency
Services
Provides cadets with vital skills and team trainingInstills a sense of public responsibility and serviceSlide279
Unit Commanders' Course279
Integrating Missions
Mission Relationships
Exercise
What other mission relationships can you think of?Slide280
Unit Commanders' Course280
Integrating Missions
Mission
relationships
Squadron specialties are not an inhibitor to integrating missions
Your unit will be better at its particular specialty if you understand how the other missions relateConstruct your programs to support the three missions together. Success comes with balanceSlide281
Unit Commanders' Course281
Integrating Missions
The
integrated
p
lanExerciseWith your instructor, develop plans and activities which will celebrate the three missions within your unitBrainstorm, there’s no wrong answer!Slide282
Unit Commanders' Course282
Integrating Missions
Summar
y
“Integrated missions” defined
What happens when missions aren’t integrated?Consider your unit’s specialtiesTaking advantage of natural integrationSlide283
Unit Commanders' Course283
Integrating Missions
Questions
&
AnswersSlide284
Unit Commanders' Course284
Teamwork Techniques
Overview
Importance of the group
effort
Team building techniquesMaintaining unit cohesionSlide285
Unit Commanders' Course285
Teamwork Techniques
Inherent in any effort to build a more efficient squadron is the importance of building the team. The unit must become as one to be effective.Slide286
Unit Commanders' Course286
Teamwork Techniques
Importance of the
group effort
Why is this important
?How important is it to me, the commander?Slide287
Unit Commanders' Course287
Teamwork Techniques
Importance of the
group effort
historical perspective
World War IIThe team: AmericaThe coach: President Franklin D. RooseveltSlide288
Unit Commanders' Course288
Teamwork Techniques
Importance of the
group effort
What
it means to youYou are the coach of your teamBut, units are not teams automatically, you must make it soSlide289
Unit Commanders' Course289
Teamwork Techniques
Team b
uilding techniques
Basic foundation for
motivationA group is a collection of peopleThe binding agent is a purpose, task or eventA team is a group taken to a higher levelSlide290
Unit Commanders' Course290
Teamwork Techniques
Teamwork
don’ts
Don’t
micromanageDon’t withhold information or work around membersSlide291
Unit Commanders' Course291
Teamwork Techniques
Teamwork
do’s
Articulate a goal everyone can identify with
Provide a plan or job for each memberProvide a mechanism for communicationCreate an environment conducive to teamworkProvide effective feedbackProvide motivationSlide292
Unit Commanders' Course292
Teamwork Techniques
Maintaining
unit
c
ohesionUse the team, exercise it.Avoid having one or two members constantly support the teamHandle problems within the team quickly & fairlyRemember that building a team is an ongoing processWhen possible, communicate with the smaller teams in the unit by using their team leadsSlide293
Unit Commanders' Course293
Teamwork Techniques
ExerciseSlide294
Unit Commanders' Course294
Teamwork Techniques
Summary
Importance of the group
effort
Team building techniquesMaintaining unit cohesionSlide295
Questions&
AnswersUnit Commanders' Course295
Teamwork TechniquesSlide296
Unit Commanders' Course296
Overview
“Effective listening” defined
Attributes of
effective listening
Five types of listeningEffective listening techniquesResponsibilities as a listener
Listening EffectivelySlide297
Unit Commanders' Course297
Why you are here:
To understand the importance of improved listening
To learn
techniques to improve this vital
skillListening EffectivelySlide298
Unit Commanders' Course298
“Listening effectively” defined:
A process of receiving, attending, and understanding auditory messages.
Listening EffectivelySlide299
Unit Commanders' Course299
What do they mean?
You may hear the words people say, but do you understand what they are trying to SAY?
Listening EffectivelySlide300
Unit Commanders' Course300
Attributes of effective listening:
Critical attributesReceiving
Attending
Understanding
Variable attributesRespondingRemembering
Listening EffectivelySlide301
Unit Commanders' Course301
Barriers to listening:
Verbal barriersWords with multiple meanings
Using different words to say the same thing
Non-verbal barriers
Misinterpretation of actionMisinterpretation of non-action symbolsMisinterpretation of voice
Listening EffectivelySlide302
Unit Commanders' Course302
Five types of listening
InformativeRelationship
Appreciative
Critical Listening
Discriminative
Listening EffectivelySlide303
Unit Commanders' Course303
Effective listening techniques
Thinking about listening
Understand the complexities of listening
Prepare to listen
Adjust to the situationFocus on ideas and key pointsCapitalize on speed differentialOrganize the material for learning
Listening EffectivelySlide304
Unit Commanders' Course304
Effective listening techniques
Feeling about listening
Want to
listen
Delay judgmentAdmit your biasesDon’t tune out “Dry” subjectsAccept responsibility for understanding
Encourage others
to
talk
Listening EffectivelySlide305
Unit Commanders' Course305
Effective listening techniquesDoing
About Listening (Do these actions to enhance your listening)
Establish
Eye
Contact with the SpeakerTake Effective NotesBe a Physically Involved ListenerAvoid Negative
Mannerisms
Exercise
Your
L
istening
M
uscles
Follow the
“Golden
R
ule
”
Listening EffectivelySlide306
Unit Commanders' Course306
Responsibilities as a listener
Receiving auditory messages
Attending auditory messages
understanding auditory messages
It’s imperative that you listen effectivelyThe decisions will be based on info provided Effective listening, therefore, is not just a good idea...it’s a survival tool!
Listening EffectivelySlide307
Unit Commanders' Course307
Summary“Effective listening”
definitionAttributes of
effective
l
isteningFive types of listeningEffective listening techniquesResponsibilities as a listener
Listening EffectivelySlide308
Unit Commanders' Course308
Questions&
Answers
Listening EffectivelySlide309
Unit Commanders' Course309
Successful Units
Overview
Characteristics of a
successful
unitResources necessary for unit successFour questions that define a successful unit
Measuring unit successSlide310
Unit Commanders' Course310
Successful Units
How do you know if your unit is successful? Slide311
Unit Commanders' Course311
Successful Units
Characteristics of a
successful unit
Supports
all three facets of CAP’s mission Active participation from unit members Effective retention program Well-developed staff Effective, positive leadership
Capability to embrace meaningful change
Ability to effectively use the tools availableSlide312
Unit Commanders' Course312
Successful Units
Resources
necessary
for
unit successPeople: members, families, & staffAssets: contacts, equipment, etc.PartnersHigher headquartersOther CAP squadronsState and local agencies
SchoolsSlide313
Unit Commanders' Course313
Four questions:
What does the unit accomplish?How does the unit interact with its partners?
What do members do?
How do members interact?
Successful UnitsSlide314
Unit Commanders' Course314
Successful Units
Measure
success against:
past performance.
the wing’s similar units.wing goals and objectives.squadron goals and objectives.the four
questions.Slide315
Unit Commanders' Course315
Successful Units
Summary
Characteristics of a successful unit
Resources necessary for unit success
Four questions that define a successful UnitMeasuring unit successSlide316
Unit Commanders' Course316
Questions&Answers
Successful UnitsSlide317
Unit Commanders' Course317
Successful Leaders
This segment is designed to help you become more aware about the traits that successful leaders share, and help you assess your own leadership ability.Slide318
Unit Commanders' Course318
Successful Leaders
Overview
Traits of
managers
Traits of leadersDifferences between leaders and managersCommunication: the critical success factor
Five questions to
a
ssess
l
eadership potentialSlide319
Unit Commanders' Course319
Successful Leaders
What makes a leader successful? Slide320
Unit Commanders' Course320
Successful Leaders
Managerial
traits:
Planner
ControllerOrganizerDeals with objects and programsSlide321
Unit Commanders' Course321
Successful Leaders
Traits of successful
leaders
Communicator, strategizes,
and coachesAble to effectively delegateLooks at the bigger pictureGood followers
Aligns goals
with those of the
organization
Are
good
m
anagersSlide322
Unit Commanders' Course322
Successful Leaders
Differences between managers and leaders
:
Managers work with objects and programs, logic and
analysisLeaders succeed with people -- they motivate and inspireManagers are not necessarily leaders, and vice versaSuccessful leaders however, also cultivate their managerial skills, and focus their efforts to accomplish the missionSlide323
Unit Commanders' Course323
Successful Leaders
Communication:
critical success factor
Communicating thoughts to your members
Listening to your membersSlide324
Unit Commanders' Course324
Five questions:
Are you a manager, leader, or both?
What skills will you share?
What skills will you improve?
How do you accomplish the mission?What will you do differently next week?Successful LeadersSlide325
Unit Commanders' Course325
Successful Leaders
Summary
Traits of managers
Traits of leaders
Differences between leaders and managersCommunication: the critical success factorFive questions to assess leadership potentialSlide326
Unit Commanders' Course326
Questions&
Answers
Successful LeadersSlide327
The Committed Volunteer
Americans have a long tradition of volunteering and volunteering is also the very foundation of CAP. Here you gain important insights into developing committed volunteers in your unit.
Unit Commanders' Course
327Slide328
The Committed Volunteer
Overview
“Committed volunteer” definedThe volunteer environment
Trends affecting volunteer recruiting & retention
Motivational techniques for members
Challenges of developing a committed volunteerHow to provide a graceful exit, when appropriateUnit Commanders' Course328Slide329
The Committed Volunteer
Unit Commanders' Course329
“Committed volunteer” defined
A truly committed volunteer is a reliable and loyal person of virtue, one that has a personal character trait to see something through to its finish, because they believe in the cause and team is depending on them.Slide330
The Committed Volunteer
Unit Commanders' Course330
The volunteer
e
nvironmentSlide331
The Committed Volunteer
Trends: recruiting & retention
Changing Social structure
More single parent, blended and alternative families
Changing work patterns
2/3s work non standard hoursChanging business relationshipsPerformance, profits, and social conscienceChanging lifestyles of Baby BoomersA formidable demographicUnit Commanders' Course
331Slide332
The Committed Volunteer
Trends: recruiting & retention (cont.)
Changing Litigious concerns
Potential lawsuits affect volunteering
Changing Technology
Internet, social networking, etc.Changing Concept of TimeTechnology has made many feel “time poor”Unit Commanders' Course332Slide333
The Committed Volunteer
Motivational techniques for members:
ensure their physiological needs are met
create & sustain their self-confidence
provide adequate guidance
Unit Commanders' Course333Slide334
The Committed Volunteer
Motivational techniques for members (cont.):
recognize each member’s uniqueness
accentuate the positive
practice participative management
listen to what they have to sayUnit Commanders' Course334Slide335
The Committed Volunteer
Motivational techniques for members (cont.):
be loyal to your members
respect your members
Recognize their achievements
say “Thank you”Unit Commanders' Course335Slide336
The Committed Volunteer
Challenges: developing a committed volunteer
Creating a welcoming atmosphere
Providing guidance & expectations
Matching them with the right Job
Using the right motivation techniques that work for them IndividuallyUnit Commanders' Course336Slide337
The Committed Volunteer
Unit Commanders' Course337
Situational Leadership
Supportive Leadership
Supporting / Participating
Coaching / Selling
Directing / Telling
Delegating / Observing
Directive Leadership
High
Low
High
1
2
3
4Slide338
The Committed Volunteer
How to provide a graceful exit:
with dignitywith documentation
with acknowledgement of the contributions made and impact of the loss
Unit Commanders' Course
338Slide339
The Committed Volunteer
Summary
“Committed Volunteer” definedThe Volunteer Environment
Trends affecting volunteer recruiting & retention
Motivational techniques for members
Challenges of developing a committed volunteerHow to provide a graceful exit, when appropriateUnit Commanders' Course339Slide340
Questions&
AnswersUnit Commanders' Course340
The Committed VolunteerSlide341
Mentoring: Building on Success
Think Back
What was it like when you first joined Civil Air Patrol? Do you remember the frustration of not being able to just jump in and start contributing right away? What if you had had a good friend as a Mentor then?
Unit Commanders' Course
341Slide342
Mentoring: Building on Success
As a Unit Commander:
you set the tone for a new member’s positive experience. Think about how much easier that would be with a trained Mentor working directly with each new member.
Unit Commanders' Course
342Slide343
Mentoring: Building on Success
Overview
“Mentoring” definedA mentor program helps new members succeed
A simple mentoring program in your unit
Select good mentors within your unit
Properly train, match, & monitor your unit mentorsMentoring can enhance membership retentionUnit Commanders' Course343Slide344
Mentoring: Building on Success
Define “Mentor”
Unit Commanders' Course
344Slide345
Mentoring: Building on Success
Mentor:
(Wikipedia)... wise and trusted guide and advisor
(CAPP 50-7)
…trusted counselor or guide, tutor, or coach
(CAPP 50-8)... more experience helping less experienceUnit Commanders' Course345Slide346
Mentoring: Building on Success
Why mentoring is so important
CAP membership is complex to outsiders
CAP is unique from other organizations
Mentoring is a practical tool for matching experience with inexperience
Mentoring improves sense of self-worth for existing experienced membersMentoring buffers initial CAP culture shockUnit Commanders' Course346Slide347
Mentoring: Building on Success
Mentoring improves:
New member confidence
Overall unit performance
Unit moral and esprit de corps
Communications within the unitUnit Commanders' Course347Slide348
Mentoring: Building on Success
A mentor program helps new members succeed!
A mentoring program:
Buffers the initial “Culture Shock”
Gets them started on the right track
Provides needed direction and focusBusts through the cloud of confusionProvides them with confidenceMakes them feel valuedEnhances moral and esprit de corpsUnit Commanders' Course
348Slide349
Mentoring: Building on Success
Simple unit mentoring program
Identify available mentors
Train your Mentors for success
Match Mentors to new members
Monitor the program for adjustmentsUnit Commanders' Course349Slide350
Mentoring: Building on Success
Identify available mentors in your unit
Only use motivated seasoned members with a past of successful CAP duty performance
Identify those who enjoy and fit the teaching, guide, and advisor role
Mentors
must be good role modelsMentors are those who are eager and comfortable greeting new visitorsUnit Commanders' Course350Slide351
Mentoring: Building on Success
Qualities of a good mentor:
Vast experience
Great wisdom and Judgment
Outgoing Personality
Respected by OthersDemonstrated SuccessFriendlyTemperament to TeachWilling to MentorUnit Commanders' Course
351Slide352
Mentoring: Building on Success
Train your mentors to succeed
Review CAPP 50-7 and CAPP 50-8 in detail
Review your expectations with Mentors
Ask and get commitments of service to the unit
Reward unit mentors with meaningful public recognition and praiseUnit Commanders' Course352Slide353
Mentoring: Building on Success
Match mentors to member’s needs
Involve the new member in the choice of mentor
Mentor and Mentee should review expectations with each other in detail
Be sensitive to special cultural needs of mentor and Mentee as much as is feasible
Be prepared to adjust/change pairing if necessary to make mentoring work for bothFollow up with inquiries about “…how is it going?”Unit Commanders' Course353Slide354
Mentoring: Building on Success
Monitor the program regularly
Tune in your awareness for problems or discontent from mentor or mentee
Periodically review feedback and adjust as required (maybe designate a Unit Mentor Officer)
Watch for signs of “lopsided” mentoring (CAPP 50-8).
Listen. Listen. Listen… and hear what is happening from both perspectivesUnit Commanders' Course354Slide355
Mentoring: Building on Success
Membership retention through mentoring:
helps remove the initial “confusion cloud”.
helps improve personal relationships.
promotes opportunities for new members.
gives new members more direct communication with command and unit structure.helps motivate the less motivated.enables dedicated new members to succeed.Unit Commanders' Course355Slide356
Mentoring: Building on Success
Summary
“Mentoring” definedA mentor program helps new members succeed
A simple mentoring program in your unit
Select good mentors within your unit
Properly train, match, & monitor your unit mentorsMentoring can enhance membership retentionUnit Commanders' Course356Slide357
Closing thoughts
A unit mentoring program will:create a welcoming experience for new membersgive your seasoned members more purpose with their experience and wisdom
Take an active role in helping your unit succeed by starting and conducting a mentor program NOW!
Unit Commanders' Course
357
Mentoring: Building on SuccessSlide358
Questions&
AnswersUnit Commanders' Course358
Mentoring: Building on SuccessSlide359
Becoming a Better Mentor
Its one thing to build a system, its another to be part of one.
Now that you have a mentoring structure in place, it’s time to be the lead mentor of the unit.
Unit Commanders' Course
359Slide360
Becoming a Better Mentor
Overview
Attributes of effective mentoring relationships
How effective mentoring relationships are established
Formulating one’s own examples of mentoring
Unit Commanders' Course360Slide361
Becoming a Better Mentor
It might be easier to describe what mentoring feels like rather than what it
looks like…
Unit Commanders' Course
361Slide362
Becoming a Better Mentor
Teaching
coaching
BONDING COUNSELING Role Modeling
Sharing
Collaborating
HELPING
Unit Commanders' Course
362Slide363
Becoming a Better Mentor
Four points to consider:
Goals of and expectations for the mentoring relationship
The performance of the mentee
The observations of the mentor
The conversations that take place between the mentor and mentee about mentee performance as measured against those goals and expectationsUnit Commanders' Course
363Slide364
Becoming a Better Mentor
Mentoring as a temporary relationship
Mentoring rhythms
Mentor v. Friend
The power of questions
Unit Commanders' Course364Slide365
Becoming a Better Mentor
Creating the mindset for mentoring
Define the “end state” you want for the mentee
Visualize how the mentee will make the unit better
Have the mentee describe (or help them formulate) their goals
Based on this,Set goalsAllow mentee to try and recognize successHelp if they get it wrong and let them try againHelp them balance their goals with the goals of the task and unit
Unit Commanders' Course
365Slide366
Becoming a Better Mentor
How mentoring relationships are established
Common scenarios for new members
The role of the squadron commander
The role of the PDO for new members
Unit Commanders' Course366Slide367
Becoming a Better Mentor
Examples of Mentoring (from Hollywood)
Unit Commanders' Course
367Slide368
Becoming a Better Mentor
EXERCISE
Unit Commanders' Course
368Slide369
Becoming a Better Mentor
Summary
Attributes of effective mentoring relationships
How effective mentoring relationships are established
Formulating one’s own examples of mentoring
Unit Commanders' Course369Slide370
Questions&
AnswersUnit Commanders' Course370
Becoming a Better MentorSlide371
Unit Commanders' Course371
Setting Goals and Objectives
Overview
The importance of setting goals
& objectives
Definition of a goalCharacteristics of goalsDefinition of an objectiveCharacteristics of objectives
Setting effective objectives and goalsSlide372
Unit Commanders' Course372
Setting Goals and Objectives
Goals and objectives provide the framework that makes achievement possible. Slide373
Unit Commanders' Course373
Setting Goals and Objectives
The
importance
of
setting goals & objectives Goals share vision Setting goals and publicizing them communicates your vision Goals motivate members toward achievement
Goals and objectives provide a roadmap to successSlide374
Unit Commanders' Course374
Setting Goals and Objectives
Definition of a
goal
A goal is a broad-scoped end -- the desired
resultAn end result to reach forA dream with a deadlineGoals are generally strategic in natureSlide375
Unit Commanders' Course375
Setting Goals and Objectives
Characteristics of goals
“
SMART”
Specific (understandable)Measurable (know when it’s done)Attainable (within capabilities)Relevant (fits CAP’s mission and wing goals)Time-bound (has a deadline)Examples/non-exampleSlide376
Unit Commanders' Course376
Setting Goals and Objectives
Definition of an
objective
An objective is an action step intended to reach a
goalObjectives are tacticalSlide377
Unit Commanders' Course377
Setting Goals and Objectives
Questions to ask
Does the goal still fit the mission?
Have goals changed?
Has the objective met the goal?Slide378
Unit Commanders' Course378
Characteristics of objectives
Specific (understandable)
Measurable (know when it’s done)
Attainable (within capabilities)
Relevant (to the goal the objective supports)Time-bound (has a deadline)Examples/Non-exampleSetting Goals and ObjectivesSlide379
Unit Commanders' Course379
Setting effective goals and objectives
Formatting a goal
Formulating
objectives
Periodic maintenance and follow-upSetting Goals and ObjectivesSlide380
Unit Commanders' Course380
Exercise
Setting Goals and ObjectivesSlide381
Unit Commanders' Course381
Setting Goals and Objectives
Summary
The importance of setting goals
& objectives
Definition of a goalCharacteristics of goalsDefinition of an objectiveCharacteristics of objectives
Setting effective objectives and goalsSlide382
Unit Commanders' Course382
Questions&Answers
Setting Goals and ObjectivesSlide383
Unit Commanders' Course383
Hazing
Overview
Definition of
hazing
Civil Air Patrol hazing policyCAP reporting proceduresPreventative measuresSlide384
Unit Commanders' Course384
Hazing
Hazing, sometimes thought of as harmless team-building, is actually very harmful -- both to the cadets involved and to the overall cohesion of the unit. Slide385
Unit Commanders' Course385
Hazing
Definition of
hazing
“Any conduct whereby someone causes another to suffer or be exposed to any activity that is cruel, abusive, humiliating, oppressive, demeaning, or
harmful”Actual or implied consent to hazing does not make it permissibleExamples/non-examplesSlide386
Unit Commanders' Course386
Hazing
Civil Air Patrol hazing
p
olicy
Civil Air Patrol will not condone or tolerate hazing
CAP treats hazing as a form of physical abuse under the Cadet Protection PolicySlide387
Unit Commanders' Course387
Hazing
CAP
reporting procedures
Members who believe they have been hazed may file a complaint IAW CAPR 123-2,
ComplaintsUnit commanders who learn of or suspect hazing has taken place will notify their wing commanderSlide388
Unit Commanders' Course388
Hazing
CAP reporting procedures
The
wing commander will consult with the wing legal officer before starting an
investigationIf physical injury is involved, also follow reporting procedures outlined in CAPR 62-2, Mishap Reporting and InvestigationSlide389
Unit Commanders' Course389
Preventative measures
Found in CAPR 52-10, CAP Cadet Protection Policy
Also printed in Student
Guide
HazingSlide390
Unit Commanders' Course390
Exercise
HazingSlide391
Unit Commanders' Course391
Hazing
Summary
Definition of
hazing
Civil Air Patrol hazing policyCAP reporting proceduresPreventative measuresSlide392
Questions&
AnswersUnit Commanders' Course392
HazingSlide393
Overseas Units
Overview
Overseas units - similarities and differences Role of AF installation/CC in selecting CAP SQ/CC
Restrictions and limitations imposed by directives
Unit Commanders' Course
393Slide394
Overseas Units
Overseas vs stateside units
Similarities
Unit Commanders' Course
394Slide395
Overseas Units
Overseas vs stateside units
Differences
Unit Commanders' Course
395Slide396
Overseas Units
AF installation commander
The CAP charter request and the appointment of the squadron commander for an overseas unit are at the discretion of the AF Installation commander, not a CAP wing commander. Overseas squadrons report to NHQ.
Unit Commanders' Course
396Slide397
Overseas Units
Directives
How they influence actions:AFI 10-2701
CAPR 35-4
SOFA
Unit Commanders' Course397Slide398
Overseas Units
Overseas cadet programsviability & success
Issues
challenges
Unit Commanders' Course
398Slide399
Overseas Units
Overseas units-ideas
Exchange ideas on how to develop a strong senior and cadet program in compliance with AFI, CAPR, SOFA and AF installation requirements.
Unit Commanders' Course
399Slide400
Overseas Units
Overseas unit recruiting-ideas
Where to recruit seniors and cadets
How to recruit seniors and cadets
Unit Commanders' Course
400Slide401
Overseas Units
Taking commander of an overseas unit
Only Active Duty military personnel are eligible to serve as CAP SQ/CCs
Overseas SQ/CCs may perform all the actions which any Wing/CC may, provided they are in compliance with AFI 10-2701, CAPR 35-4, SOFA, and AF Installation commander’s instructions
Discuss individual concerns and challenges with becoming an overseas cadet squadron commander
Unit Commanders' Course401Slide402
Overseas Units
Overseas command
While there are many similarities between the obligations of commanders, whether of stateside or overseas units, there are significant differences to which an overseas commander must adhere
All overseas units must be located on an Air Force Installation, and may only be cadet squadrons
In addition, flights may not be chartered overseas
Unit Commanders' Course402Slide403
Overseas Units
Summary
Overseas units - similarities and differences Role of AF installation/CC in selecting CAP SQ/CC
Restrictions and limitations imposed by directives
Unit Commanders' Course
403Slide404
Overseas Units
Closing
For a CAP senior member who is willing to face the challenges of becoming and remaining an overseas squadron commander, the rewards can be extraordinary, never to be forgotten, and unparalleled as a overseas squadron commander.
So Go For It!
Unit Commanders' Course404Slide405
Questions&
AnswersUnit Commanders' Course405
Overseas Units