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Welcome to Squadron Leadership School Presentation Design Modifications By Lt Colonel Fred Blundell TX-129 th Fort Worth Senior Squadron For Local Training.

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Presentation on theme: "Welcome to Squadron Leadership School Presentation Design Modifications By Lt Colonel Fred Blundell TX-129 th Fort Worth Senior Squadron For Local Training."— Presentation transcript:

1 Welcome to Squadron Leadership School Presentation Design Modifications By Lt Colonel Fred Blundell TX-129 th Fort Worth Senior Squadron For Local Training Only Rev Oct-2012

2 Course Goal To prepare members to contribute at the squadron level. LEVEL 1 SLSCLCRSCNSCRWCC 2

3 Learning Blocks 1.Preliminaries 2.Volunteer Service 2.1Officership & The Public Trust 2.2Introduction to Professional Development 3.The Role of the Squadron and its Staff 3.1Squadrons: The Heart of CAP 3.2Squadron Staff Officers 3.3Individualized Training in Staff Specialties 4.Foundations for Leadership 4.1Introduction to Leadership 4.2The Staff Officer as Communicator 4.3Creative Thinking & Problem Solving 5.Closing: Critique & Graduation 3

4 Ground Rules How to Have a Great Seminar Begin with an open mind. Ask good questions. Share your ideas and perspectives. Stay positive and on track. About this Facility: Restrooms Drinks & snacks Lunch Special rules 4

5 Lets get acquainted Whats your name? Where are you from? What do you do for work? What do you like best about CAP? 5

6 Officership & The Public Trust SQUADRON LEADERSHIP SCHOOL Seminar 2.1 Officership & The Public Trust

7 Introduction When a man assumes a public trust, he should consider himself as public property. - Jefferson 7

8 Objectives Define the concepts of accountability, public trust, & officership. Explain why public organizations are held to high ethical standards. Describe basic responsibilities of staff officers. Describe moral concepts embedded in each Core Value; apply your understanding to a case study Describe how to develop positive attitudes toward accountability. 8

9 Key Concepts What do these concepts mean to you? Officership Accountability Public Trust 9

10 Key Concepts Officership: A blend of leadership, management, and professionalism (Gen. Bennie Davis) Accountability: Everyone is expected to be able to justify their actions Public Trust: The duty to respect the true source of democratic power, the people and the overall community 10

11 Public Organizations Why are public organizations held to high standards of ethics? 11

12 Public Organizations Why are public organizations held to high standards of ethics? Owned by America Taxpayer-funded Humanitarian missions have life and death implications Special trust in working with youth Affiliation with USAF Claim to be benevolent 12

13 Basic responsibilities of staff officers What are some basic responsibilities all staff officers hold in common ? 13

14 Basic responsibilities of staff officers What are some basic responsibilities all staff officers hold in common? Follow the Core Values Stay safe & promote safety Follow CAP policies in fact and spirit Be a good steward of CAP money and property Model a positive attitude Mentor, coach, & correct new members 14

15 Core Values Project Premise: Each Core Value is really a form of shorthand for many other values. Tasks: 1. Provide a well-rounded, multi-faceted definition for your assigned Core Value by identifying at least 4 moral concepts embedded in the Value. 2. Identify 4 practical ways a squadron staff officer can demonstrate your assigned Core Value. 15

16 Core Values: Integrity First Honesty: the habit of telling the truth Moral Courage: the willingness to do what is right, even if its not easy Responsibility: acknowledge your duty and take responsibility for success or failure Openness: being transparent in your motives and actions Honor: Showing integrity in and out of uniform; integrity is not something that can be turned on or off. Analysis of the Core Values is based on USAF Doctrine Document

17 Core Values: Volunteer Service Altruism: when your actions stem from a desire to help others; the difference between giving and taking Selflessness: seeing service as the act of putting someone elses needs ahead of your own Good Citizenship: making a contribution to the general welfare of the community Fun: volunteerism takes effort, but it is not supposed to be a dreaded chore 17

18 Core Values: Excellence in All We Do Professional Development: participating in training programs and learning how to contribute more Teamwork: working together and recognizing that teams accomplish more than individuals Efficiency: recognizing that budgets and equipment are not limitless; making do with what we have Big Picture Vision: knowing how your role affects the team and CAP as a whole; acting in a way that supports the overall mission 18

19 Core Values: Respect Loyalty: Supporting the leader; not trying to undercut their authority Politeness & Tact: Treating others as you would want to be treated Good Faith: Giving the other person the benefit of the doubt Humility: Recognizing you are human; not boasting about rank or position Tolerance: Recognizing individual rights and differences 19

20 Case Study How do the Core Values relate to this case? 20

21 Promoting Accountability How can squadron-level leaders promote accountability among squadron members? 21

22 Promoting Accountability How can squadron-level leaders promote accountability among squadron members? Lead by example Say thanks Avoid favoritism Integrate the Core Values Promote professional development Show you support your leaders efforts Dont make ours a one mistake CAP Correct members mistakes 22

23 Final Thoughts Nobody can acquire honor by doing what is wrong. - Jefferson Accountability makes us stronger. 23

24 Introduction to Professional Development SQUADRON LEADERSHIP SCHOOL Seminar 2.2 Introduction to Professional Development

25 Introduction Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has! - MARGARET MEADE 25

26 Objectives Justify the need for CAP volunteers to participate in professional development activities. Outline the anatomy of the CAP Professional Development Program. Describe CAPs leadership development model. Identify the steps involved in maintaining your personnel record & requesting awards & promotions. Identify your next step in the CAP Professional Development Program. 26

27 What is professional development? The continual process of learning and keeping up to date in a given specialty The process of increasing knowledge and skills through seminars, hands-on training, self-guided reading, or mentoring A personally-initiated obligation to build discipline expertise, foster personal growth, and advance organizational development Professional Development 27

28 Benefits of professional development Develop leadership skills for CAP and for life Increase their ability to serve in CAP Engage in fellowship and make friends Share their learning with others Earn awards Qualify for promotions Professional development programs enable CAP volunteers to: 28

29 Anatomy of the PD Program 29

30 Tactical Operational Strategic Leadership Levels 1 CAP Model Professional Development Levels Institutional Personal People Team Leadership Development Model 30

31 Special Opportunities Training Leaders of Cadets Unit Commanders Course National Emergency Services Academy Read to Lead Wing, Region & National Conferences AF Institute for Advanced Distributed Learning National Cadet Special Activities 31

32 Administration Important Forms Recording Your PD Accomplishments: CAPF 45 & CAPF 45B Master Record CAPF 24 Request for PD Awards CAPF 2 Request for Promotion E-Services Online Database 32

33 Your Next Step in PD Continue in Level II: Technician Rating - any specialty Serve as a squadron staff officer CAP Officer Course (AFIADL-13) Then Begin Level III: Corporate Learning Course Prepare for command or wing staff service 33

34 Closing Thought Leadership and learning are indispensable to each other. PRESIDENT KENNEDY 34

35 Squadrons: The Heart of CAP SQUADRON LEADERSHIP SCHOOL Seminar 3.1 Squadrons: The Heart of CAP

36 AF Bases CAP Units Hometowns Across America 36

37 Objectives Defend the idea that the squadron is the heart of CAP. Explain how the squadron fits within CAPs overall organizational structure Describe the role of the following, as they relate to the squadron: Wing Headquarters National Headquarters CAP-USAF Describe stories of successful squadron programs 37

38 The Three Main Types of Squadrons Cadet Minimum 3 seniors Minimum 15 total members Composite Minimum 3 seniors Minimum 15 total members 2 deputy commanders Senior Minimum 15 members Advantages: Focus on cadet mission Smaller staff needed Advantages: Focus on all missions Something for everyone Advantages: Focus on ES or AE Smaller staff needed 38

39 Organizational Structure What does CAPs overall organizational structure look like? Which echelons go where? How are they connected? 39

40 Board of Governors CAP National Headquarters National Commander NEC / National Board Headquarters, Air Education and Training Command Headquarters, Air University Headquarters, CAP-USAF Region Liaison Offices CAP Regions CAP Wings CAP Groups CAP Squadrons State Directors Secretary of the Air Force AFAB Squadrons: Last But Not Least 40

41 The Squadron / Wing Partnership Participation in training activities Maintain mission readiness Support wing goals Meet regulatory & accountability requirements Develop a good reputation for CAP within the community Provide training & lend squadrons staff expertise Coordinate state-wide programs & manage key assets Host special activities and events Process financial & admin actions in a timely manner Represent squadron interests to senior leaders How Squadrons Help the Wing How the Wing Helps Squadrons 41

42 The Squadron / NHQ Partnership Perform the missions of CAP Recruit & retain members Quick processing of awards, paperwork Friendly customer service & staff expertise Manage CAP-wide programs and publications Represent members interests to the Air Force, the Congress, and other organizations How Squadrons Help NHQ How NHQ Helps Squadrons 42

43 The Squadron / CAP-USAF Partnership Perform the missions of CAP Recruit & retain members Represent the Air Force in hundreds of communities across America Other Possibilities: Partner with local Air Force or Air National Guard units. Partner with local Air Force recruiters Program leadership & oversight Reserve Assistance Program (CAP-RAP) Expertise Liaison with local military units & federal agencies Connect us to AF & DoD headquarters How Squadrons Help the Air Force How the CAP-USAF Helps Squadrons 43

44 Success Stories How has your squadron been successful? Why was your team able to succeed in that area ? 44

45 Final Thought CAP could function without a National Hq CAP could function without regions CAP could function without wings CAP could function without groups But CAP could not succeed without squadrons because that is where CAP accomplishes its mission! 45

46 Squadron Staff Officers SQUADRON LEADERSHIP SCHOOL Seminar 3.2 Squadron Staff Officers

47 Does JFK have a good staff? THIRTEEN DAYS © 2000 New Line Cinema 47

48 Thirteen Days Positive Attributes of JFKs Staff: Technical expertise is a given Presented the issue to the President; did not act on their own Staff had talked-through the issue together; no one group locked-out another group Staff had coordinated details of both options before seeing JFK Staff did not simply state a problem, but offered JFK potential solutions Staff spoke in clear, frank words; did not hide behind language 48

49 Objectives Discuss the advantages and challenges associated with using a military-style organizational structure. Describe basic attributes commanders want to see all staff officers demonstrate. Diagram the anatomy of a squadron staff; list basic duties, programs, and regulations affecting each position. Describe steps staff officers can take on their own to learn more about their job. 49

50 Advantages & challenges of our hierarchy Clear chain of command Staff can specialize in one or two areas Allows for a clear division of labor (in theory) Shows our Air Force affiliation Helps the commander monitor and allocate resources Easy to tell where you need to go for help Shows who does what to who and how your job fits in Provides structure, logic, order, predictability Advantages Challenges Not very democratic Cross-staff communications & coordination can be a burden Potential turf battles Potential not my department excuses Wide trees need lots of staff & have span of control issues Tall trees can be slow to act Bureaucracy tends to create more bureaucracy 50

51 Commanders & Staff Officers What do commanders expect from staff officers? What should the staff be doing in service to the commanders leadership and decision-making process? 51

52 What Commanders Want from Staff Officers 1.Know your job 2.Do your job 3.Be a responsible volunteer 4.Dont surprise the commander 5.Follow the commanders intent 6.Make decisions on your own 7.Play well with others 8.Suggest solutions 9.Find and mentor your replacement. 10.Have fun 52

53 Anatomy of a Squadron GROUP PROJECT: Create a squadron organization chart. For each box on your chart, include the following: 1.Name of Position 2.Summary of Duties 3.Key Activities, Events, Programs 4.Key Deadlines / Suspenses 5.Key Regulations 6.Note other staff positions that are closely related 53

54 Help for Staff Officers As a staff officer, what avenues are available to you for learning about your staff position? Where can you go for help? 54

55 10 Ways to Get Help With a Staff Job You are not alone. Help is available to staff officers: 1. Read your regulation 2. See if your predecessor left a continuity book 3. Use your Specialty Track Study Guide 4. Review the Subordinate Unit Inspection Guide 5. Ask your commander to assign you a mentor 6. Ask your wing staff counterpart to share their expertise 7. Partner with a neighboring squadron 8. Get input from CAP-USAF Reservists 9. Use the CAP Knowledgebase (cap.gov/answers) 10. Browse your sections web pages at cap.gov 55

56 Final Thought Individual commitment to a group effort - that is what makes a team work, a company work, a society work, a civilization work. - VINCE LOMBARDI Artwork: USPS 56

57 Individualized Training SQUADRON LEADERSHIP SCHOOL Seminar 3.3 Individualized Training

58 Objectives This is your time to get answers to your questions. This is your time for individualized training in your specialty. Tasks: Identify major policies & procedures of your specialty and 1 mission area. Identify the major publications that guide your specialty.Acquire practical tips for succeeding in your specialty. 58

59 Individualized Training 30 minMission Areas (choose one) Aerospace Ed Cadet Programs Emergency Services 10 minBreak 40 minSupport Areas (choose one) ie: Finance, Admin, etc. 59

60 Make the most of your time Work with your mentor to: Examine your position description in- depth. Take a guided tour of your regulation(s). Discuss procedures for doing the job. Take note of your reporting requirements. Review training & supporting materials. Ask for practical tips. Ask questions! 60

61 Introduction to Leadership in CAP SQUADRON LEADERSHIP SCHOOL Seminar 4.1 Introduction to Leadership in CAP

62 Is Coach Brooks a leader? 62

63 Objectives Define leadership in your own words. Identify qualities of leaders. Defend the idea that anyone can be a leader. Discuss leadership techniques suited for a volunteer organization like CAP. 63

64 What does leadership mean to you? 64

65 What leadership traits do you see? 65

66 Who can be a leader? 66

67 What does Lincoln teach CAP? 67

68 Conclusions Leadership can be defined in many ways, but ultimately it is a form of service. Society expects leaders to be virtuous, and most of all, to lead by example. You dont have to be a commander to be a leader. Everyone can lead. The best CAP leaders lead through persuasion, not by giving orders. 68

69 The Staff Officer as Communicator SQUADRON LEADERSHIP SCHOOL Seminar 4.2 The Staff Officer as Communicator

70 The Great Communicator? I know that you believe you understand what you think I said, but I am not sure you realize that what you heard is not what I meant. - Richard Nixon (attributed) 70

71 The Great Communicator … we shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight on the fields and in the streets, we shall fight in the hills; we shall never surrender… Winston Churchill 71

72 Objectives Describe principles of effective and ineffective communications Describe the seven steps in the Air Forces communication process Analyze a case study and explain how poor communication affected the mission Explain the purpose and requirements of: -Letters of invitation and thanks -Award nominations -Official requests for support -Information or advocacy briefings -Introducing and thanking a speaker -Facilitating a meeting Create checklists for successfully using the media listed above 72

73 Characteristics of Good Communications Characteristics of Good Communications What are some characteristics of effective communication? 73

74 Characteristics of Good Communications Concise Logical Well-organized Factual Well-supported Grammatically-correct Appropriate for audience Reasoned and unemotional Persuasive Balanced Fair Memorable Engaging Honest Thorough Respectful 74

75 Characteristics of Good Communications What are some mortal sins that make communication ineffective? 75

76 Mortal Sins of Communication Sneaky Crazy Disorganized Full of assumptions Opinionated Grammatically incorrect Inappropriate for audience Hysterical Shoddy Slanted Unfair Never-ending Dull Dishonest Skimpy Disrespectful 76

77 Five Principles of Effective Communication FOCUS Focused Organized Clear Understandable Supported 77

78 Seven Steps for Effective Communication Research your topic Support your ideas Organize and outline Draft Edit Fight for feedback and get approval What is involved in each step? What is the correct sequence? Analyze your purpose and audience 78

79 Seven Steps for Effective Communication 1.Analyze your purpose and audience 2.Research your topic 3.Support your ideas 4.Organize and outline 5.Draft 6.Edit 7.Fight for feedback and get approval 79

80 Case Study: Columbia 80

81 Review Of Test Data Indicates Conservatism for Tile Penetration The existing SOFI on tile test data used to create Crater was reviewed along with STS-107 Southwest Research data –Crater overpredicted penetration of tile coating significantly Initial penetration to described by normal velocity Varies with volume/mass of projectile (e.g., 200ft/sec for 3cu. In) Significant energy is required for the softer SOFI particle to penetrate the relatively hard tile coating Test results do show that it is possible at sufficient mass and velocity Conversely, once tile is penetrated SOFI can cause significant damage Minor variations in total energy (above penetration level) can cause significant tile damage –Flight condition is significantly outside of test database Volume of ramp is 1920cu in vs 3 cu in for test This is a facsimile of a slide prepared by Boeing on 2/21/03 81

82 Case Study: Columbia 82

83 Common Communication Projects Written A.Invitation letter B.Thank you letter C.Award nomination D.Request for support Oral E.Oral briefing F.Introducing a speaker G.Thanking a speaker H.Facilitating a meeting Group Project: 1. When would you be tasked with such a project? Give 3 specific examples. 2. What information would you include, or what guidelines would you follow? Create a c hecklist. 3. What pitfalls should you avoid? What are the mortal sins in this communication medium? 4. Present your findings to the class 83

84 Letter of Invitation Sample Occasions: Come be a guest speaker Come present a Mitchell Award Come teach at our encampment Checklist: Timely Brief Get to the point. What do you want from me? Cover obvious logistical issues How does this relate to the big picture? People support people, not programs Coordinate with their staff Promise to follow up by phone Mortal Sins: Sending the letter too late Not following up Spelling errors 84

85 Thank You Letter Sample Occasions: Thanks for being a guest speaker Thanks for your donation Thanks for lending us a hand Checklist: Timely Brief Sincere; mention something memorable about their contribution Signature: Your boss Recipient: Their boss Think you should send one? Then you need to! Mortal Sins: Sending the letter too late Not sending one Asking for another favor in the same letter 85

86 Award Nomination Sample Occasions: Annual CAP awards CAP Commanders Commendations College-bound cadets / letters of reference Checklist: Honest Brief Your relationship to the nominee; strength of your perspective Factual and specific -- cite examples Demonstrate they meet the minimum criteria Dont go over the top with praise Mortal Sins: Not presenting the nominee in a favorable light Missing the deadline 86

87 Request for Support Sample Occasions: Can we host a SAREX at the state park? Will you let us tour your facility? Do you want to start a program with us? Checklist: Get to the point What exactly do you want from me? Why do you need my help? Why me? Who are you? When and where do you need help? Have you talked with my staff? This is getting detailed, why didnt you ask to meet me in person first? What happens next? Mortal Sins: Sending the letter too late Not following up Spelling errors Rambling on and on 87

88 Oral Briefing Sample Occasions: Kicking-off a program or activity Updating the boss on a program Reviewing how a program went Checklist: Objective-driven Concise Honest Thorough Leave behind a brochure or report Speak extemporaneously Mortal Sins: Taking more time than allotted Fumbling with computers, visual aids Not identifying the objective Talking to the slides, vs. the people Not including all stakeholders 88

89 Introducing a Speaker Sample Occasions: Guest speaker Visiting dignitary Award presenter Checklist: Who are they? What is their title or position? Whats their connection to CAP or this program? Why are they speaking? Be brief Shake hands Call for applause Before taking the stage: Ensure the speaker is comfortable and knows how the event will proceed, what to expect Mortal Sins: Getting the name wrong Inappropriate humor Stealing their thunder Droning on forever 89

90 Verbally Thanking a Speaker Sample Occasions: Guest speaker Visiting dignitary Award presenter Checklist: Brief Mention why the speakers content will be memorable or useful Quote or paraphrase a small part of the speech Shake hands Call for applause Mortal Sins: Forgetting to say thanks Not calling for applause Being absent or asleep during the speech 90

91 Facilitating a Meeting Sample Occasions: Staff meeting Leading a special project Checklist: Start on time Outline the agenda and stick to it Manage the conversation; allow everyone to participate Keep the group on track Summarize findings or decisions before moving on or concluding Have someone take notes Ask open-ended questions End on time Mortal Sins: Being disorganized Running long without full consensus Dominating the discussion 91

92 Position Paper Position papers are short, well-reasoned documents where you take a stand on an issue and ask the commander to act. -- See handout. TONGUE & QUILL: Your source for practical tips and guidelines on staff communications 92

93 Final Thought Great communicators are leaders who mobilize the English language and send it into battle. 93

94 Creative Thinking & Problem Solving SQUADRON LEADERSHIP SCHOOL Seminar 4.3 Creative Thinking & Problem Solving

95 Opening Thought: Emerson Consistency is the hobgoblin of little minds. 95

96 Objectives Explain what creative thinking is in your own words. Describe at least one problem-solving method; apply the method to a squadron-level leadership challenge. Justify why a team approach to problem solving is effective. Discuss 4 common mistakes in problem-solving and explain how you can avoid them. 96

97 What is creative thinking? 97

98 What is creative thinking? Seeing ideas or objects in a new context Grabbing hold of the thread connecting two concepts Overcoming how we are constrained by culture, tradition, or circumstance Contempt for the weve always done it that way attitude Excellence in all we do 98

99 Who is smarter: me or us? 99

100 Problem-Solving Process What is the right sequence? A.Evaluate the options against the criteria. B.Assess the risks and liabilities. C.Define the problem and the criteria for a solution. D.Identify your options. E.Identify and select the best alternative within the resources available. F.Assess the strengths, weaknesses, opportunities, and benefits. G.Compare the alternatives. 100

101 Problem-Solving Process 1. Define the problem and the criteria for a solution. 2. Identify your options. 3. Evaluate the options against the criteria. 4. Assess the strengths, weaknesses, opportunities, and benefits. 5. Assess the risks and liabilities. 6. Compare the alternatives. 7. Identify and select the best alternative within the resources available. A3, B5, C1, D2, E7, F4, G6 101

102 Six Common Blunders 1. Not admitting mistakes 102

103 Six Common Blunders 2. Valuing credentials more than ideas or capabilities 103

104 Six Common Blunders 3. Groupthink When people seek unanimous agreement in spite of facts pointing toward another conclusion. (Irving Janis) 104

105 Six Common Blunders 4. Being too objective or too emotional Aristotles golden mean 105

106 Six Common Blunders 5. Succumbing to a false dilemma 106

107 Six Common Blunders 6. Following a false consensus The Road to Abilene 107

108 Activity A.Our squadron coffers are nearly empty. B.Very few people in our town know about CAP. C.Attendance at squadron meetings is sporadic. D.In 6 months, our commander will be moving out of state. E.If we do not fly more, our airplane will be taken away. F.We recruited 5 new seniors and now we need to keep them active. Instructions: Work individually or with a partner. Choose a scenario. Recommend a solution. Show how your thinking follows the problem- solving process. 108

109 Final Thought We cant solve problems by using the same kind of thinking we used when we created them. - ALBERT EINSTEIN 109


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