1. FOR TRAINING USE ONLY Honor – Duty – Respect DRAFT The Citadel Training Manual – The Citadel Training Manual – Operationalizing Leader Development 1 April 2014 CAO: 16 Apr 2014 Key Leader Version

2. FOR TRAINING USE ONLY Honor – Duty – Respect Be a Leader All the Time 2

3. FOR TRAINING USE ONLY Honor – Duty – Respect 3 CONGRATULATIONS For Selection as key leaders

4. FOR TRAINING USE ONLY Honor – Duty – Respect 4 STAGE SETTING

5. FOR TRAINING USE ONLY Honor – Duty – Respect Be the kind of leaders & trainers where people succeed because of us, not in spite of us WORKING DOCUMENT5

6. FOR TRAINING USE ONLY Honor – Duty – Respect 6 “Relative” success…

7. FOR TRAINING USE ONLY Honor – Duty – Respect Why Do We Lead? 7 Achieve Results Success ($$$, Winning, Contributing) Degrees & Leader Development

8. FOR TRAINING USE ONLY Honor – Duty – Respect Why Do We Lead? 8 Achieve Results Improving people accelerates and sustains success for long haul Success ($$$, Winning, Contributing) Degrees & Leader Development

9. FOR TRAINING USE ONLY Honor – Duty – Respect Posted On Line Setting Conditions for Success - “The Manual” 9 Success = developing all cadets Developing cadets = training Training = healthy command climate Healthy command climate = CTM CTM operationalizes Leader Development

10. FOR TRAINING USE ONLY Honor – Duty – Respect MINDSET Read pages 4-7, starting with “Scenario” 10

11. FOR TRAINING USE ONLY Honor – Duty – Respect Increase our effectiveness as leaders, supervisors, trainers, & trainees –We commit to “what right looks like” in the developing people business Prepare for August 2014 –Our leadership & example make all the difference Why Are We Here Today? 11 Our people succeed because of us

12. FOR TRAINING USE ONLY Honor – Duty – Respect CTM Training Flow 12 Scenario-based Success hinges on everyone embracing new mindset [ Wed, 9 Apr: Rising Command Team (all CDRs, XOs, SGMs, 1SGs) –Citadel Training Model (CTM) training –Intent: EDUCATE & DEMONSTRATE CTM Tue, 15 Apr: Rising Command Team – goal setting seminar Wed, 16 Apr: R ising CADRE (PLs, PSGs, SLs) – CTM training Tue, 22 Apr: at Bn level, Rising Command Team presents goals to Bn/Co TACs Wed, 23 Apr: Practicum, at company level

13. FOR TRAINING USE ONLY Honor – Duty – Respect Training Outline Five steps – instruct, demo, practicum – Expectations – Skills – Feedback – Consequences – Growth 13 23 April Event At Company Level With Key Leaders 23 April Event At Company Level With Key Leaders

14. FOR TRAINING USE ONLY Honor – Duty – Respect Expectations What are expectations? Why are they important? What happens when we fail to set expectations for others? 14

15. FOR TRAINING USE ONLY Honor – Duty – Respect It’s Funny How Often the Problem is You “Whenever I could not get the results I wanted, I swallowed my temper and turned inward to see if I was part of the problem. I asked myself three questions: Did I clearly articulate the goals? Did I give people enough time and resources to accomplish the task? Did I give them enough training? I discovered that 90 percent of the time, I was at least as much a part of the problem as my people were.” -- CAPT (USN, Ret) D. Michael Abrashoff, from his book, It’s Your Ship: Management Techniques from the Best Damn Ship in the Navy 15 CTM, p. 11 The Tough Reality Regarding Others’ Failures

16. FOR TRAINING USE ONLY Honor – Duty – Respect Setting Expectations Demonstration #1 Good, Bad, Ugly? Why? 16 PLAY VIDEO DEMONSTRATION #1

17. FOR TRAINING USE ONLY Honor – Duty – Respect Expectations Introduce the trainer Set positive atmosphere State obligations of subordinate Explain rationale behind the task Provide overview of what is going to happen 17 “…I am Cadet Sergeant PT Barracks, your Platoon Sergeant. Consider me your immediate supervisor. I am in charge of how well you perform during this Cadre Training Period. If you have any concerns, I will be the one who will help you… This is my second year as a cadre member. I’m from Greenville. Last summer I was a Cadre Corporal, so I am familiar with what we will have to do to be successful. I have learned by experience some things that can help us come out on top...” I expect you will make some mistakes, and we can work with that; but I simply will not tolerate hiding from the mistakes or blaming others or making excuses. If you have done something wrong, admit it. You might have to face some consequences, but your integrity will be intact. And, by knowing about the mistake, I can be sure that you – and maybe the rest of us – learn from that mistake…” CTM, p. 12 State position State background State values CTM, p 12 State position State background State values CTM, p 12

18. FOR TRAINING USE ONLY Honor – Duty – Respect Expectations Introduce the trainer Set positive atmosphere State obligations of subordinate Explain rationale behind the task Provide overview of what is going to happen 18 “I want you to succeed. We are on the same team, and I will be here to help you. I genuinely want you to be good at what you do… I will be with you every step of the way, but I will not carry you a single step. You can do this… You have a lot of strengths...I now want you to apply those strengths for our team… You need my feedback concerning your performance in order to improve. Likewise, I need your feedback on what you do not understand so we can be effective in working together. Do not be thin-skinned about hearing feedback from me. I give it because I want you to succeed… This is a great program and I am committed to it. I am committed to you as well. If you work hard, this can be a rewarding experience for you, too…” CTM, p. 12-13 I will help you I won’t carry you I appreciate you I need feedback & so do you I will show commitment to you CTM, p 12-13 I will help you I won’t carry you I appreciate you I need feedback & so do you I will show commitment to you CTM, p 12-13

19. FOR TRAINING USE ONLY Honor – Duty – Respect Expectations Introduce the trainer Set positive atmosphere State obligations of subordinate Explain rationale behind the task Provide overview of what is going to happen 19 “We’re both interested in you and the whole squad being successful…A few rules of the road are important between as trainer and trainees… First, as your trainer, I’ve been given responsibilities. I am responsible for your success. I’m never going to ask you do anything I would not do. Everything I ask you to will be purposeful. To achieve my responsibilities, I’ve been given authority. Respect it, and we’ll be successful together… Our Citadel standards breed success. They represent who we are. Comply with them and embrace them. I do…every second of every day… None of us ‘win’ every time but we can give maximum effort every time…that’s how we get a bit better every day…” CTM, p. 13-14 Respecting authority Complying with standards Giving maximum effort CTM, p 13-14 Respecting authority Complying with standards Giving maximum effort CTM, p 13-14

20. FOR TRAINING USE ONLY Honor – Duty – Respect Expectations Introduce the trainer Set positive atmosphere State obligations of subordinate Explain rationale behind the task Provide overview of what is going to happen 20 “Now, I know some of you commanders wonder why I expect so much from you as leaders on SMIs…here’s the deal… Inspections afford you as commanders great opportunity to set expectations, provide guidance, prepare for success, thank the team for their hard work, provide a sense of unit morale and effectiveness… Inspections are an opportunity to show the boss more than just compliance with standards…it’s also an opportunity to demonstrate the pride in the organization… Units characterized as proud, standardized, detailed, wanting to earn the respect of guests usually perform well in all other things as well. Show me a team with pride, I’ll show you winners…” CTM, p. 16 How is task relevant? Why important? CTM, p 14 How is task relevant? Why important? CTM, p 14

21. FOR TRAINING USE ONLY Honor – Duty – Respect Expectations Introduce the trainer Set positive atmosphere State obligations of subordinate Explain rationale behind the task Provide overview of what is going to happen 21 “OK, gang, here’s what’s going to happen…You’re going to go to bed tonight and get some rest…you’re going to hydrate today, as tomorrow is supposed to be a hot one… We’ll get you up – maybe a bit early – and we’re going to give you a chance to reflect on your year as knobs with the chain of command… We’re going to give you an opportunity to work with your classmates on some team building and physical exercises… Many have done this before you…you’re prepared…work hard and work together and you will succeed as a class… Do we understand it’s about pulling together and working as a team? CTM, p. 14-15 Explain future Give realistic expectations Seek feedback from subordinate CTM, p 14-15 Explain future Give realistic expectations Seek feedback from subordinate CTM, p 14-15

22. FOR TRAINING USE ONLY Honor – Duty – Respect CEO Perspective 22 “…I’ve learned is that you’ve got to assume the best intent of people, and that they’re really trying to do a good job. I’ve seen organizations that are based more on fear than trust because senior management really thinks people are trying to get one over on them, that they’re just punching a clock. People really are trying to do a good job, and they want to be proud of where they work. Understanding that helped make me a bit more patient…” --Don Knauss, CEO, Clorox Company CTM, p. 16

23. FOR TRAINING USE ONLY Honor – Duty – Respect Expectations Practice Develop introduction Practice expectation setting for: –Saluting & Greeting –Second-drawer half press –Day One… 23 Focus on: (1)Positive (2)Why important Focus on: (1)Positive (2)Why important Homework

24. FOR TRAINING USE ONLY Honor – Duty – Respect Setting Expectations Demonstration #1 Good, Bad, Ugly? Why? 24 So, let’s do a re-do… What Would “Right” Look Like on Day One? Introduce the trainer Set positive atmosphere State obligations of subordinate Explain rationale behind the task Provide overview of what is going to happen

25. FOR TRAINING USE ONLY Honor – Duty – Respect Training Outline Five steps – instruct, demo, practicum – Expectations – Skills – Feedback – Consequences – Growth 25

26. FOR TRAINING USE ONLY Honor – Duty – Respect Skills Why do we develop skills? How do we build skills in our people? TEACH – TRAIN – INDIVIDUAL PRACTICE – EXPERIENCE What is our obligation as trainers, supervisors regarding the skills we’re developing in subordinates? –Better than them? –Walk the walk? 26

27. FOR TRAINING USE ONLY Honor – Duty – Respect Why Skills? 27 In battle, shortcuts during training create more combat losses. In team sports, poor practice adds notches in the “wrong” column—the loss column. On 21 October 2013, SFC Leroy A. Petry spoke to the South Carolina Corps of Cadets. Regarding the goodness of training, he left us with a personal example from the battle in which he was wounded and earned the Medal of Honor. In that crucial moment, when his right hand was blown clean off, he unhesitatingly and calmly applied the life-saving tourniquet to his arm. In his words, it was “instinct” and only possible because of “great medic training I got.” SFC Petry’s not dead because he took his training seriously. His example should guide our approach to every bit of training we get – from CPR to self-aid buddy care to fire drills to infield practice and two-minute drills. We fight the way we train! SUCCESS …AND MAYBE LIFE OR DEATH…

28. FOR TRAINING USE ONLY Honor – Duty – Respect Building Skills 28 Teach Model desired skill Teach rehearsal skills Know our stuff Explain & set stage for training Choose right environment CTM, p 18 Know our stuff Explain & set stage for training Choose right environment CTM, p 18 “Today’s topic is basic manual of arms…the position of attention, port arms, left and right shoulder arms, and present arms… Rifle manual is important for a few reasons: (1) precision in rifle manual communicates our company pride; (2) it connects us with graduates from 1842 forward; (3) by being proficient at it, we’ll win parade competitions, one of our company goals… Here’s how we’re going to get you up to speed…I’m going to walk you through each of the proper positions with C/CPL Smitty demonstrating… Then we’ll give you a chance to practice each of the proper movements…”

29. FOR TRAINING USE ONLY Honor – Duty – Respect Building Skills 29 Teach Model desired skill Teach rehearsal skills Lead by example Show them, Don’t tell them CTM, p 19-20 Lead by example Show them, Don’t tell them CTM, p 19-20 PEOPLE DO WHAT WE DO, NOT WHAT WE SAY WE DO Do precise rifle manual at every parade practice and parade – it’s contagious Walking the Walk is the best way to communicate to subordinates that what we’re asking them to do matters

30. FOR TRAINING USE ONLY Honor – Duty – Respect Building Skills 30 Teach Model desired skill Teach rehearsal skills Covert Rehearsal (Imagine) Overt Rehearsal (Do) CTM, p 20-21 Covert Rehearsal (Imagine) Overt Rehearsal (Do) CTM, p 20-21 “Cadet recruits, I want you to know something about my prep for today’s session… I stood in front of my mirror for an hour last night practicing my rifle manual…I wanted to be on my A-game today, and we all need practice to stay proficient… The message…to learn rifle manual, we all have to put in some rehearsal time…” READ “18 Holes in His Mind” CTM, p. 20-21

31. FOR TRAINING USE ONLY Honor – Duty – Respect Building Skills Practice Practice – and commit to – modeling for: Every training evolution Practice how to encourage rehearsals for: Customs & Courtesies Knob knowledge Rifle manual 31 Through training, supervisors carry out obligation to guide subordinates to success What priority skills will we ask cadet to use rehearsals? Recruits need to sleep… What priority skills will we ask cadet to use rehearsals? Recruits need to sleep… Formations, Parade Practice

32. FOR TRAINING USE ONLY Honor – Duty – Respect BREAK…BREAK 32

33. FOR TRAINING USE ONLY Honor – Duty – Respect Training Outline Five steps – instruct, demo, practicum – Expectations – Skills – Feedback – Consequences – Growth 33

34. FOR TRAINING USE ONLY Honor – Duty – Respect Providing Feedback Demonstration #2 Good, Bad, Ugly? Why? 34 PLAY VIDEO DEMONSTRATION #2

35. FOR TRAINING USE ONLY Honor – Duty – Respect Why Feedback? From leader, trainer role, why is feedback important? Which is more important – positive or negative feedback? Why? 35

36. FOR TRAINING USE ONLY Honor – Duty – Respect Purpose of Feedback --Positive & Negative, Always Constructive-- 36 From a leader or supervisor perspective, feedback is always about developing people “Those who have studied the issue have found that negative feedback isn’t always bad and positive feedback isn’t always good. Too often, they say, we forget the purpose of feedback — it’s not to make people feel better, it’s to help them do better.” -- The New York Times, 5 Apr 2013, by Alina Tugend

37. FOR TRAINING USE ONLY Honor – Duty – Respect Feedback --Positive & Negative, Always Constructive-- 37 INPUT+ Immediate; No name calling; Proper person; Uniquely specific; Talk behavior; +, plus end positively Make feedback a habit Think of it this way… If we’re interested in developing people, we want to reinforce good behavior or change bad behavior as quickly as possible CTM p. 24 Think of it this way… If we’re interested in developing people, we want to reinforce good behavior or change bad behavior as quickly as possible CTM p. 24

38. FOR TRAINING USE ONLY Honor – Duty – Respect Feedback --Positive & Negative, Always Constructive-- 38 INPUT+ Immediate; No name calling; Proper person; Uniquely specific; Talk behavior; +, plus end positively Name calling destroys trust & mutual respect It’s also prohibited (Blue Book, p. 39) CTM p. 24 Name calling destroys trust & mutual respect It’s also prohibited (Blue Book, p. 39) CTM p. 24

39. FOR TRAINING USE ONLY Honor – Duty – Respect Feedback --Positive & Negative, Always Constructive-- 39 INPUT+ Immediate; No name calling; Proper person; Uniquely specific; Talk behavior; +, plus end positively Name calling destroys trust & mutual respect It’s also prohibited in Blue Book, p. 39 CTM p. 24 Name calling destroys trust & mutual respect It’s also prohibited in Blue Book, p. 39 CTM p. 24 Name calling destroys trust & mutual respect It’s also prohibited in Blue Book, p. 39 CTM p. 24 Name calling destroys trust & mutual respect It’s also prohibited in Blue Book, p. 39 CTM p. 24 Deliver feedback to person who earned it Be as precise as possible Address behavior, not the person CTM, p.25 Deliver feedback to person who earned it Be as precise as possible Address behavior, not the person CTM, p.25

40. FOR TRAINING USE ONLY Honor – Duty – Respect Examples --Positive & Negative, Always Constructive-- 40 POSITIVE: Rule of thumb: Be primed to say “thank you” or “I appreciate your effort” or “I noticed the hard work” (when appropriate) We might say to the guard, “thanks for being squared away…I notice, and you are setting the tone for the whole battalion.” Good Example - ENDING POSITIVE: “We had a rough day today, but we improved. When I faced some similar situations last year, I used to look at the Upper Class and say to myself, ‘If they can do it, I can do it.’ It gave me confidence and it motivated me to work harder. Try it, see if it works for you. We’ll get back after it after chow.” Good Example - NEGATIVE/CORRECTIVE: “Mary, after our previous talk, I’m surprised these reports were turned in late again. The whole unit is counting on you to get this stuff done on time. I expect this won’t happen again, but I want you to understand that if it does, I’m going to document failure to perform your duty and recommend confinements for the weekend. I won’t enjoy doing it, but if that’s what it takes, I’ll gladly do it for the good of the unit. Do you understand what I am saying?” ASK “WHY?” FIRST

41. FOR TRAINING USE ONLY Honor – Duty – Respect Feedback Follow Up --Positive & Negative, Always Constructive-- 41 WARNING Follow up is a way of demonstrating that we genuinely care about our people. On the other hand, failing to follow up results in lost credibility for the leader, supervisor, or trainer. When it comes to follow up, do what we say we will do. CTM, p. 29

42. FOR TRAINING USE ONLY Honor – Duty – Respect Feedback --Positive & Negative, Always Constructive-- Practice positive feedback for: Guard Duty Practice constructive feedback for: Non-compliance with room standards Second drawer of half press… 42 What will we say to the next guard we see? How will we address the next cadet we find not following MRI standards?

43. FOR TRAINING USE ONLY Honor – Duty – Respect Providing Feedback Demonstration #2 Good, Bad, Ugly? Why? 43 So, let’s do a re-do… What Would “Right” Look Like During Challenge Week? INPUT+ Immediate; No name calling; Proper person; Uniquely specific; Talk behavior; +, plus end positively

44. FOR TRAINING USE ONLY Honor – Duty – Respect Training Outline Five steps – instruct, demo, practicum – Expectations – Skills – Feedback – Consequences – Growth 44

45. FOR TRAINING USE ONLY Honor – Duty – Respect Why Consequences? Are CONSEQUENCES negative? Why are CONSEQUENCES important? Why are they difficult to dole out? 45

46. FOR TRAINING USE ONLY Honor – Duty – Respect Why Consequences? Are CONSEQUENCES negative? Why are CONSEQUENCES important? Why are they difficult to dole out? 46 CONSEQUENCES add action to all those words we provided during feedback – reinforce or shape behavior Loyalty to the institution might sometimes be in conflict with loyalty to peers PTP : if we’ve done well with CTM steps 1-3, poorly performing subordinates expect the consequences

47. FOR TRAINING USE ONLY Honor – Duty – Respect Providing Consequences Demonstration #3 Good, Bad, Ugly? Why? 47 PLAY VIDEO DEMONSTRATION #3

48. FOR TRAINING USE ONLY Honor – Duty – Respect Consequences --Positive & Corrective, Always Constructive-- 48 PRIDE Progressive; Relevant; Immediate; Directed at behavior; Even handed For MRI standards: 1 st failure – verbally reset expectations 2 nd failure – set up re-inspection 3 rd failure – award Performance Report CTM, p. 32 For MRI standards: 1 st failure – verbally reset expectations 2 nd failure – set up re-inspection 3 rd failure – award Performance Report CTM, p. 32 For class PFT performance: 10 % personal improvement – atta-boy/girl 100% class pass – overnight 100% company pass – weekend For class PFT performance: 10 % personal improvement – atta-boy/girl 100% class pass – overnight 100% company pass – weekend

49. FOR TRAINING USE ONLY Honor – Duty – Respect Consequences --Positive & Corrective, Always Constructive-- 49 PRIDE Progressive; Relevant; Immediate; Directed at behavior; Even handed Meaningful rewards or negative consequences CTM, p. 31 Meaningful rewards or negative consequences CTM, p. 31 Are Weekends relevant? Are re-inspections relevant?

50. FOR TRAINING USE ONLY Honor – Duty – Respect Consequences --Positive & Corrective, Always Constructive-- 50 PRIDE Progressive; Relevant; Immediate; Directed at behavior; Even handed Key: person associates consequence with behavior CTM, p. 31 Key: person associates consequence with behavior CTM, p. 31

51. FOR TRAINING USE ONLY Honor – Duty – Respect Consequences --Positive & Corrective, Always Constructive-- 51 PRIDE Progressive; Relevant; Immediate; Directed at behavior; Even handed Never personal CTM, p. 31 Never personal CTM, p. 31

52. FOR TRAINING USE ONLY Honor – Duty – Respect Consequences --Positive & Corrective, Always Constructive-- 52 PRIDE Progressive; Relevant; Immediate; Directed at behavior; Even handed Be fair = credibility CTM, p. 32 Be fair = credibility CTM, p. 32

53. FOR TRAINING USE ONLY Honor – Duty – Respect Tough Calls (1) --Positive & Corrective, Always Constructive-- Perspective: –It’s about the unit and the individual –Are we being helpful or being enabling? 53 CHAIN OF COMMAND ACCOUNTABILITY FOR SQUAD PERFORMANCE We have one Squad Sergeant in our platoon who is not on board. We might create a negative consequence where we, as the Platoon Leader, set up “MRI time” for the Squad Sergeant on Wednesday or Friday afternoons during General Leave. The consequence, of course, takes time as the supervisor, too, but it is also likely to encourage the Squad Sergeant to conduct MRIs during the desired Monday through Friday, 0800-1100 timeframe. CTM, p. 33 Think Squad…Think Platoon

54. FOR TRAINING USE ONLY Honor – Duty – Respect Tough Calls (2) --Positive & Corrective, Always Constructive-- Perspective: –It’s about the unit and the individual –Are we being helpful or being enabling? 54 ALCOHOL IN THE BARRACKS “Hey man, I’m concerned about you, big time – you are not taking care of yourself with this drinking, and you might be screwing up your future. I care about you first and foremost. Still, your behavior is inconsistent with our standard, with who we are. We made a commitment as a unit at the beginning of the year that we would not glamorize drinking, and we would stop underage or over drinking when we saw it. Well, it’s time to stop for you. I’m going to write you up, yes, but I’m also going to help you through this. This is completely recoverable if you re-commit to our standards – I’ll be on your wing. If we do this together, we’ll help you and we’ll help the whole unit.” CTM, p. 33 Think Squad…Think Platoon

55. FOR TRAINING USE ONLY Honor – Duty – Respect On Challenge Week 55 On The Challenge Week Transition: During Challenge Week (the first week of a cadet recruit’s career at The Citadel), we introduce new recruits to the Fourth Class System. The Fourth Class System is designed such that there is a deliberate INFLECTION POINT in the training during a cadet recruit’s first week at the college. Before the inflection point, the first three steps of CTM (expectations, skills, feedback) are applied in a positive environment that is professional, purposeful, and calm. The training priority for leaders, supervisors, and trainers is to ensure cadet recruits learn the basic skills expected of them as a Citadel cadet (e.g., customs and courtesies, personal appearance, room standards, basic military drill, etc). During this training period, cadet recruits learn what’s expected of them, though they will not have mastered the skills. CTM, p. 35

56. FOR TRAINING USE ONLY Honor – Duty – Respect On Challenge Week 56 After the inflection point, CTM principles remain unchanged. The environment stays positive, professional, and purposeful. Now, however, the environment becomes deliberately and appropriately stressful. Appropriate stress is created through time-proven and time-honored methods, which include bracing, “driving the stairs”, and walking in the gutters. In this training phase, cadet recruits are required to strictly comply with fourth class standards of behavior or performance. When a recruit fails to meet institutional standards of behavior, corrective feedback from the Upper Class is immediate and firm. Recruits are expected to improve skills over time in this still-positive environment that is now also professional, purposeful, and demanding. The change or inflection point is not about changing the CTM. Rather, it is about creating artificial stress to accelerate and make second nature the habits of self- discipline, teamwork, and a collective sense of accountability for everyone on the team. Self-discipline, teamwork, and an intrinsic sense of being a part of and responsible for something bigger than oneself – these are the hallmarks of a military college experience, The Citadel Experience. CTM, p. 35 KEEP THE MAIN THING, THE MAIN THING

57. FOR TRAINING USE ONLY Honor – Duty – Respect On Challenge Week 57 For the Upper Class, the inflection point is a test of maturity as leaders, supervisors, and trainers. With the Fourth Class System, the Upper Class is fully responsible for the training and the well-being of the Fourth Class. The challenge is to maintain the trust of the Fourth Class, which is done by applying CTM. By using CTM, the Upper Class can simultaneously be tough, exacting, and challenging AND professional, purposeful, and positive. ATTENTION CTM principles are always at the bedrock of The Citadel Way, as relevant and appropriate after the inflection point as before it. Leaders, supervisors, and trainers remain mutually respectful, positive, professional, and purposeful in every action and word. CTM, p. 35

58. FOR TRAINING USE ONLY Honor – Duty – Respect Consequences --Positive & Corrective, Always Constructive-- Practice progressive consequences for: –Fewer & fewer class absences, company- wide –No shows to LTP –Alcohol in the barracks… 58 E Co STory Brainstorm progressive consequences – good & bad – for both of these scenarios CTM, p. 32 Brainstorm progressive consequences – good & bad – for both of these scenarios CTM, p. 32 Brainstorm progressive consequences for both of these scenarios CTM, p. 32 Brainstorm progressive consequences for both of these scenarios CTM, p. 32 Think Squad…Think Platoon

59. FOR TRAINING USE ONLY Honor – Duty – Respect Providing Consequences Demonstration #3 Good, Bad, Ugly? Why? 59 So, let’s do a re-do… What Would “Right” Look Like for Alcohol in the Barracks Situation? PRIDE Progressive; Relevant; Immediate; Directed at behavior; Even handed

60. FOR TRAINING USE ONLY Honor – Duty – Respect Training Outline Five steps – instruct, demo, practicum – Expectations – Skills – Feedback – Consequences – Growth 60

61. FOR TRAINING USE ONLY Honor – Duty – Respect “Growth”… Not “Survival?” What is the concept of “growth?” Why would “growth” be important to the leader? Why does subordinate self-esteem matter? 61

62. FOR TRAINING USE ONLY Honor – Duty – Respect “Growth”… Not “Survival?” What is the concept of “growth?” Why would “growth” be important to the leader? Why does subordinate self-esteem matter? 62 Continuous development Builds next round of leaders Ensures organizational well-being, even if leader “hit by a bus”

63. FOR TRAINING USE ONLY Honor – Duty – Respect On Self-Esteem Self-esteem is primary human drive and has an extraordinary impact on a person’s performance From a supervisor or trainer perspective, positive self-esteem propels a person toward doing good work; promotes assertiveness, self- confidence, and a willingness to share ideas with others; and encourages initiative 63 Who wouldn’t want a leader or teammate with those characteristics? CTM, p 37-40

64. FOR TRAINING USE ONLY Honor – Duty – Respect Growth 64 Set performance goals Give homework assignments Challenge realistically Keys: Challenge Collaborate Care enough to follow up CTM, p. 40-43 Keys: Challenge Collaborate Care enough to follow up CTM, p. 40-43 Keys: Challenge Collaborate Care enough to follow up CTM, p. 40-43 Keys: Challenge Collaborate Care enough to follow up CTM, p. 40-43 Stretch goals Eliminating Deficiency

65. FOR TRAINING USE ONLY Honor – Duty – Respect Growth --Performance Goal (1)-- 65 Commander: "Hey 1SG, we've had some first-time successes to kick-off the year. I'd like to see if we can't make it more likely than not that some of the things our command team has done get continued next year. What do you think? 1SG: "Yea, I agree. The new team shouldn't have to stumble into success." Commander: "I'm glad you see it that way. I'd like you to take on developing a way for us to have this kind of continuity. Can you take that on for us?" 1SG: "I'd be glad to.“ Commander: "Well, I'm thinking there is more than one way to get at continuity - hard copy; electronic files; shadowing during transition, etc." 1SG: "Yea, I think that's true. I could get together a couple trusted buds to brainstorm it for us. How much time do we have?" Commander: "How about I give you a month to lay out how you recommend we tackle the task to include providing me a timeline for completion?" 1SG: "OK, you got it. And, I'll give you an update every week during our command team huddle." Commander: "Perfect plan, 1SG. I really like the weekly updates idea. I knew there was a reason you're our 1SG…you’re the man!" Think Squad…Think Platoon

66. FOR TRAINING USE ONLY Honor – Duty – Respect Growth --Performance Goal (2)-- 66 Have we considered how we might use the natural transition points (Challenge Week; Parents' Weekend; Winter Furlough; Recognition) in the fourth class year to develop phased performance goals for the fourth class? Have we thought about how we might create intersquad competition within a platoon or between platoons through innovative performance goals and challenges?

67. FOR TRAINING USE ONLY Honor – Duty – Respect Growth Practice performance goals for: Continuity PFT scores Practice homework for: 4C Knowledge PFT scores 67 What stretch goals do we have for the unit? What stretch goals do we have for 4Cs? For UCs? What stretch goals do we have for the unit? What stretch goals do we have for 4Cs? For UCs? How will PSGs & Squad Sgts prioritize “homework?” By phases? How will PSGs & Squad Sgts prioritize “homework?” By phases?

68. FOR TRAINING USE ONLY Honor – Duty – Respect REVIEW --QUICK GOUGE-- 68 INSIDE COVER, THE MANUAL Mindset – THE MAIN THING Expectations Skills Feedback Consequences Growth

69. FOR TRAINING USE ONLY Honor – Duty – Respect Set Up for Practicum Read “The Courage of Sam Bird” p 46-49 Prep for practicum – 23 Apr –Demo personal introduction –Complete scenario with all 5 CTM steps –Receive Co TAC “certification” 69

70. FOR TRAINING USE ONLY Honor – Duty – Respect Questions & Comments LEAD’EM LIKE THEY DESERVE TO BE LED 70 ORGANIZATIONS TAKE ON THE CHARACTER OF THEIR LEADER

71. FOR TRAINING USE ONLY Honor – Duty – Respect Be a LeadeR ALL THE TIME 71