CTM 32 1 Training Objective Task Understand Chapters 1 through 4 of the Citadel Training Manual with a particular emphasis on how it impacts you as a thirdclass cadet Condition Having successfully completed an online LTP review of CTM and given a block of instruction that includes ID: 531349
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Citadel Training Manual Chapters 1-4
CTM 3-2
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Training Objective
Task:
Understand Chapters 1 through 4 of the Citadel Training Manual with a particular emphasis on how it impacts you as a
thirdclass
cadetCondition: Having successfully completed an on-line LTP review of CTM and given a block of instruction that includes a review and two case studies in a classroom environmentStandard: As part of a group, correctly apply Steps 1 and 2 of CTM to a thirdclass-specific scenario
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CTM LTPs for 3C
This is the first of three in-person LTPs on CTM you will have this yearThis class focuses on Chapters 1-4 of the Citadel Training Manual
The second class focuses on Chapters 5-8
The third class is a review and series of exercises designed to practice the entire process
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Chapter One: Introduction and Chapter Two: Mutual Respect
The Citadel Training Model (CTM)
guides each cadet on the path to being a principled leader
provides some practical guidelines on how to behave as a leader, supervisor, or trainer in order to maximize a mutually respectful relationship with subordinates
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Chapter One: Introduction
and Chapter Two: Mutual Respect
5 Steps of
CTM
Set expectationsBuild basic skillsGive feedbackINPUT+Follow through with consequencesPRIDE Work for growth in others
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Chapter One: Introduction and Chapter Two: Mutual Respect
The Citadel Training Model is not just applicable to interaction between
upperclass
cadets and knobs or even between cadets of any class
It is universally applicable to any trainer/trainee, supervisor/subordinate, or teacher/student relationship
In describing how he teaches kids baseball, Cal Ripken says, “Explain
the why.
… you’re
explaining the why so they buy into it and they become their own coach after time.
Your
credibility goes way up if you can explain why
.” How is that CTM?
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Universal Applicability: A Parent Teaching a Child to Brush Her Teeth
Expectations:
“It is important to brush your teeth after each meal and before you go to bed so your teeth stay healthy and strong. I will teach you how to do it and help you at first, but by your next birthday, I expect you to be able to do it by yourself.”
Skills:
First brush your own teeth as a demonstration.Talk the child through it step-by-step without toothpaste, demonstrating the circular motion, brushing the fronts and backs, etc.
Repeat the process with toothpaste.
Feedback:
Use those plaque disclosing tablets to reveal spots the child
missed.
Consequences:
“No cavities, Mom!”
Growth:
Once brushing is mastered, move on to
flossing.
Feedback!
Consequences!
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Chapter One: Introduction and Chapter Two: Mutual Respect
Organizations have leaders for two reasons:
To achieve results
To develop the next generation of leaders
What are the results we are trying to achieve for all cadets at The Citadel? For knobs during cadre period? For cadre during cadre period?How are we developing the next generation of leaders at The Citadel? What are we trying to do with 4C? With 3C?
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Chapter One: Introduction and Chapter Two: Mutual Respect
“Big A” and “little a” Accountability
“Little
a” accountability is limited to personally doing the right thing and personally being in the right place at the right
time.“Big A” accountability means the leader feels responsibility for and an obligation to ensure the well-being and success of everyone entrusted to the leader’s care.CTM is about “Big A”
Accountability.
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Chapter One: Introduction and Chapter Two: Mutual Respect
The trainer-trainee relationship depends on trust
How does that apply at The Citadel?
In what ways does a cadet recruit trust his cadre?
In what ways does the company commander trust her company during a parade?In what ways does a student trust his professor?In what ways does a squad sergeant trust his squad corporal?In what ways does The Citadel trust the armorer?
In what ways does a professor trust a student turning in a paper?
In what ways does the Commandant trust a cadet on general leave?
A Combat Diver Qualification Course instructor inspects a
student’s
equipment during open-circuit training in the pool
. How is trust essential in this trainer-trainee relationship?
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Chapter One: Introduction and Chapter Two: Mutual Respect
Trainees respect their trainers based both on the trainer’s position power and personal power.
Position
power is the power the trainer derives from the rank or position he holds in the organization.
A 1SG, for example, holds the position power as being the ranking NCO in the company.
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Chapter One: Introduction and Chapter Two: Mutual Respect
Personal power is the power a leader derives from his followers.
Followers
give leaders personal power when they act in ways that are important to the followers.
Trainers receive this personal power when they act as good role models, display high competence, or show special consideration for those they are training. A platoon sergeant who maxes his CPFT and goes running a couple times a week on his own time with a member of his platoon who needs help passing his CPFT probably receives much personal power from his subordinate.
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5 Steps of CTM
Set expectationsBuild basic skills
Give feedback
INPUT+
Follow through with consequencesPRIDE Work for growth in others
These two are the subject for today
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Chapter Three: Expectations
“Setting expectations” is the first step in the five-step CTM process
Clearly spell out in advance what is required of subordinates so they have every possible chance of doing the task correctly
Introduce yourself
Set a positive atmosphereState the obligations of the subordinateExplain the rationale behind the taskProvide an overview of what is going to happen
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Expectations Example: Squad CPL helping a squad member with PT
Introduce
yourself
“Tom, our squad sergeant suggested you and I get together so we can get your two-mile run time up to CPFT standards.”
Set a positive atmosphere“You’re only two minutes off the standard now. That’s nothing. If we can improve one minute each month we’ll be good-to-go in time for the next CPFT.”State
the obligations of the
subordinate
“We both know the only way you get better at running is by running, so can you commit to running with me each Monday, Wednesday, and Friday?”
Explain
the rationale behind the
task
“I want you to be physically proficient so you get all
your privileges
back and we can take some overnights together. In order for that to happen we need to stick to the schedule so we continuously improve. If we start skipping days, we will lose the progress we made.”
Provide
an overview of what is going to
happen
“So Monday let’s run two miles for time to get us a good base time. I’ve seen you run before and I think part of your problem is form so I know some drills we can do to help with that. You also told me endurance is a part of the problem so we need to run longer than you have been to build that up. We’ll start running 20 minutes the first week and add 5 minutes a week until we get up to 40 minutes. Every two weeks we’ll do a timed two miles to see how we’re improving. Sound like a plan?”
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Chapter Three: Expectations
“Build basic skills” is the second
step in the five-step CTM process
Teaching, training, and developing subordinates to succeed at the task we assign
“Teaching” involves giving the desired information in an understandable manner“Training” is perfecting performance through repetition
Does drill primarily represent “teaching” or “training”? Why? What basic skills are necessary to execute a parade as a company? How are those skills mastered?
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Practical Exercise #1
Divide up into the number of groups designated by the
TAC
Appoint a group leader, recorder, time keeper, spokesman, and devil’s advocate
Take five minutes to develop how you would articulate the expectations step of CTM (Introduce yourself, Set a positive atmosphere, State the obligations of the
subordinate, Explain
the rationale behind the
task, Provide
an overview of what is going to
happen)
as a squad corporal to a knob in your squad
who repeatedly has improperly shined shoes
Be prepared to report your results to the class
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Practical Exercise #2
Divide up into the number of groups designated by
the
TAC
Appoint a group leader, recorder, time keeper, spokesman, and devil’s advocateTake five minutes to develop how you would articulate the expectations step of CTM (Introduce yourself, Set a positive atmosphere, State the obligations of the
subordinate, Explain
the rationale behind the
task, Provide
an overview of what is going to
happen)
as a squad corporal to a slovenly senior in your squad
who repeatedly has improperly shined shoes
Be prepared to report your results to the class
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Open Discussion
What are your expectations for sophomore year?
What skills do you hope to build during sophomore year?
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Conclusion
Any ideas for improving this class?Sophomores have
two more CTM LTPs. The next one focuses
on Chapters
5-8.The third class is a review and series of exercises designed to practice the entire process.20