The Citadel Training Manual

1
The Citadel Training Manual Operationalizing
Leader Development
DRAFT
April 2014
CAO 9 Apr 2014
2
CONGRATULATIONS
3
Be a Leader
4
All the Time
Commitment
5
Why Do We Lead?

• Achieve Results

Success (, Winning, Contributing) Degrees
Leader Development
6
Why Do We Lead?

• Achieve Results
• Improving people accelerates and sustains success
  for long haul

Success (, Winning, Contributing) Degrees
Leader Development
7
How Do We Develop People?

• EXCELLENCE was part of my pitch at
  everyteachable moment.  Perfection is
  unachievable, and those who strive for it
  eventually will fail and become discouraged. 
  EXCELLENCE, on the other hand, is the proper
  standard to pursue.  It is reflective of a
  commitment to PROCESS learn a little more EVERY
  DAY.  Practice your craft a little EVERY DAY. 
  Get a little better EVERY DAY.  Thats
  achievable, and those leaders who can instill
  that commitment and sustain it over the long haul
  will be successful.

Get a little better every dayALL OF US
-- CAPT (USN, Ret) Russ Keller, in remarks to
junior cadet leaders on 1 April 2014
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So We AgreeWe Want to be Successful

• Achieve Results
• Develop People

Its about guiding people toward success
9
Why Are We Here Today?

• Increase our effectiveness as leaders,
  supervisors, trainers, trainees
• We demonstrate what right looks like in the
  developing people business
• Prepare for August 2014
• Our leadership makes all the difference
• We set MINDSET, business rules for our units

Organizations take on the character of their
leader -- Mr Doug Van Scoy
10
The Citadel Experience

• Four pillars

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The Citadel Experience

• Four pillars
• Military pillar is about practical leadership
• Build professional skills of personal discipline,
  team skills, and leader skills
• Nobody does leadership like the U.S.
  militaryBill Powers, President, The University
  of Texas

Its not just a military thing
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The Citadel Experience

• Four pillars
• Military pillar is about practical leadership
• Build professional skills of personal discipline,
  team skills, and leader skills
• Nobody does leadership like the U.S.
  militaryBill Powers, President, The University
  of Texas
• Its a four-year process (forever process)
• Prepare-Serve-Lead-Command to gain experience in
  how best to achieve results develop people

Its not just a military thing
What We Do Here Applies Everywhere
13
Setting Conditions for Success - The Manual

• Success developing all cadets
• Developing cadets training
• Training healthy command climate
• Healthy command climate CTM

CTM operationalizes Leader Development
Posted On Line
14
Mindset Essential Elements (1)

• The Fourth Class System represents the
  foundation of The Citadels signature four-year
  leadership development programs. It creates the
  discipline and instills the core values of Honor,
  Duty, and Respect which are expected of
  principled leaders for all walks of life.
• The system provides Upper Class cadets with the
  opportunity to practice and demonstrate
  leadership characteristics as they set the
  example, motivate, train, and mentor new cadets.

4C System As Much About Training UC as Knobs
CTM, p. 7, Blue Book, p. 39
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Mindset Essential Elements (2)

• Capital A accountability means the leader feels
  a responsibility for and an obligation to ensure
  the well-being and success of everyone entrusted
  to the leaders care
• Trainer-trainee relationship depends on trust
• Organizations that place a premium on training,
  accountability, and trust are also organizations
  that have high standards and high expectations

See CTM, p 6
Principles in The Manual establish a climate
where success for the unit becomes more likely
CTM, p. 5-6
16
Point to Ponder
People dont care how much you know until they
know how much you care Effective leaders,
supervisors, and trainers establish over time an
environment that demonstrates genuine care for
the organization and the well-being of every
person in the organization. They do this through
individualized leadership, gaining an unique bond
with everyone on the team, through presence and
commitment, by perseverance, and by embracing
standards. When the team knows we care, they
know the motivation for punishment is pure and
positive and purposeful
CTM, p. 33
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Point to Ponder
You are not going to succeed if you are not
open, if are not respectful and if you are not
modest. Modesty, for me, is about knowing the
limits of your own knowledge. Its not about
being humble its about having the confidence to
ask questions, and the confidence to understand
that you dont know everything -- CEO,
Clarizen Co
CTM, p. 9
Being successful as a leader always comes down
to relationships and trust. -- Ms Heather
Walker, Principal, Booz Allen
CTM, p. 8
18
Mindset The Big 5 --CTM, Inside Cover--

• Embrace culture of training to achieve results
  and develop people
• Be Capital A accountable genuinely care for the
  well-being and success of all other cadets
• Be trusting and be trustworthy
• Be a world-class trainer and a world-class
  trainee
• Start every interaction with others from a
  perspective of mutual respect

The Manual provides the practical tips for
developing people Its universally applicable
for all leaders, supervisors, trainers
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Mort Mindset

• Be on Time (STANDARDS EMBRACE THEM)
• WeUsOur (THIS IS OUR TEAM)
• We winThey Lose (EXCELLENCE)
• Know Where We Come From (UNIT PRIDE)

LEAD PEOPLE THE WAY THEY DESERVE TO BE LED
BE A LEADER ALL THE TIME
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CTM Transition Training
TRANSITION TRAINING THE NEAR ROCKS
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CTM Training Flow

• 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  Rising 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

Scenario-based
Success hinges on everyone embracing new mindset
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Training Outline

• Five steps instruct, demo, practicum
• Expectations
• Skills
• Feedback
• Consequences
• Growth

23 April Event At Company Level With Key Leaders
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Expectations

• What are expectations?
• Why are they important?
• What happens when we fail to set expectations for
  others?

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Its Funny How Often the Problem is
YouWhenever 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,
Its Your Ship Management Techniques from the
Best Damn Ship in the Navy
The Tough Reality Regarding Others Failures
CTM, p. 11
25
Setting Expectations

• Demonstration 1
• Good, Bad, Ugly?
• Why?
• Demonstration 2
• Good, Bad, Ugly?
• Why?

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Expectations
State position State background State values CTM,
p 12

• Introduce the trainer
• Set positive atmosphere
• State obligations of subordinate
• Explain rationale behind the task
• Provide overview of what is going to happen

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.
Im 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
27
Expectations
I will help you I wont carry you I appreciate
you I need feedback so do you I will show
commitment to you CTM, p 12-13

• Introduce the trainer
• Set positive atmosphere
• State obligations of subordinate
• Explain rationale behind the task
• Provide overview of what is going to happen

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
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Expectations

• Introduce the trainer
• Set positive atmosphere
• State obligations of subordinate
• Explain rationale behind the task
• Provide overview of what is going to happen

Respecting authority Complying with
standards Giving maximum effort CTM, p 13-14
Were both interested in you and the whole squad
being successfulA few rules of the road are
important between as trainer and
trainees First, as your trainer, Ive been
given responsibilities. I am responsible for
your success. Im never going to ask you do
anything I would not do. Everything I ask you to
will be purposeful. To achieve my
responsibilities, Ive been given authority.
Respect it, and well be successful
together Our Citadel standards breed success.
They represent who we are. Comply with them and
embrace them. I doevery second of every
day None of us win every time but we can give
maximum effort every timethats how we get a bit
better every day
CTM, p. 13-14
29
Expectations

• Introduce the trainer
• Set positive atmosphere
• State obligations of subordinate
• Explain rationale behind the task
• Provide overview of what is going to happen

How is task relevant? Why important? CTM, p 14
Now, I know some of you commanders wonder why I
expect so much from you as leaders on SMIsheres
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 standardsits 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,
Ill show you winners
CTM, p. 16
30
Expectations

• Introduce the trainer
• Set positive atmosphere
• State obligations of subordinate
• Explain rationale behind the task
• Provide overview of what is going to happen

Explain future Give realistic expectations Seek
feedback from subordinate CTM, p 14-15
OK, gang, heres whats going to happenYoure
going to go to bed tonight and get some
restyoure going to hydrate today, as tomorrow
is supposed to be a hot one Well get you up
maybe a bit early and were going to give you a
chance to reflect on your year as knobs with the
chain of command Were going to give you an
opportunity to work with your classmates on some
team building and physical exercises Many have
done this before youyoure preparedwork hard
and work together and you will succeed as a
class Do we understand its about pulling
together and working as a team?
CTM, p. 14-15
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CEO Perspective
Ive learned is that youve got to assume the
best intent of people, and that theyre really
trying to do a good job. Ive 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 theyre 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
32
Expectations Practice

• Develop introduction
• Practice expectation setting for
• Saluting Greeting
• Second-drawer half press
• Teamwork on Rec Day

Homework

• Focus on
• Positive
• Why important

33
Training Outline

• Five steps instruct, demo, practicum
• Expectations
• Skills
• Feedback
• Consequences
• Growth

34
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,
  commanders regarding the skills were developing
  in subordinates?
• Better than them?
• Walk the walk?

35
Why Skills?
SUCCESSAND MAYBE LIFE OR DEATH
In battle, shortcuts during training create more
combat losses. In team sports, poor practice
adds notches in the wrong columnthe 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
Petrys 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!
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Building Skills

• Teach
• Model desired skill
• Teach rehearsal skills

Know our stuff Explain set stage for
training Choose right environment CTM, p 18
Todays topic is basic manual of armsthe
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, well win parade
competitions, one of our company goals Heres
how were going to get you up to speedIm going
to walk you through each of the proper positions
with C/CPL Smitty demonstrating Then well give
you a chance to practice each of the proper
movements
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Building Skills

• Teach
• Model desired skill
• Teach rehearsal skills

Lead by example Show them, Dont 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 its contagious Walking the Walk is the
best way to communicate to subordinates that what
were asking them to do matters
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Building Skills

• Teach
• Model desired skill
• Teach rehearsal skills

Covert Rehearsal (Imagine) Overt Rehearsal (Do)
CTM, p 20-21
Cadet recruits, I want you to know something
about my prep for todays session I stood in
front of my mirror for an hour last night
practicing my rifle manualI wanted to be on my
A-game today, and we all need practice to stay
proficient The messageto learn rifle manual,
we all have to put in some rehearsal time
READ 18 Holes in His Mind CTM, p. 20-21
39
Building Skills Practice

• Practice and commit to modeling for
• Every training evolution
• Practice how to encourage rehearsals for
• Customs Courtesies
• Knob knowledge
• Rifle manual

• Formations, Parade Practice

What priority skills will we ask cadet to use
rehearsals? Recruits need to sleep
Through training, supervisors carry out
obligation to guide subordinates to success
40
BREAKBREAK
41
Training Outline

• Five steps instruct, demo, practicum
• Expectations
• Skills
• Feedback
• Consequences
• Growth

42
Providing Feedback

• Demonstration 1
• Good, Bad, Ugly?
• Why?
• Demonstration 2
• Good, Bad, Ugly?
• Why?

43
Why Feedback?

• From leader, trainer role, why is feedback
  important?
• Which is more important positive or negative
  feedback? Why?

44
Purpose of Feedback--Positive Negative, Always
Constructive--

• From a leader or supervisor perspective, feedback
  is always about developing people
• Those who have studied the issue have found that
  negative feedback isnt always bad and positive
  feedback isnt always good. Too often, they say,
  we forget the purpose of feedback its not to
  make people feel better, its to help them do
  better.
• -- The New York Times, 5 Apr 2013, by Alina Tugend

45
Feedback--Positive Negative, Always
Constructive--
Make feedback a habit

• INPUT
• Immediate
• No name calling
• Proper person
• Uniquely specific
• Talk behavior
• , plus end positively

Think of it this way If were interested in
developing people, we want to reinforce good
behavior or change bad behavior as quickly as
possible CTM p. 24
46
Feedback--Positive Negative, Always
Constructive--

• INPUT
• Immediate
• No name calling
• Proper person
• Uniquely specific
• Talk behavior
• , plus end positively

Name calling destroys trust mutual
respect Its also prohibited (Blue Book, p.
39) CTM p. 24
47
Feedback--Positive Negative, Always
Constructive--

• INPUT
• Immediate
• No name calling
• Proper person
• Uniquely specific
• Talk behavior
• , plus end positively

Name calling destroys trust mutual respect Its
also prohibited in Blue Book, p. 39 CTM p. 24
Name calling destroys trust mutual respect Its
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
48
Examples--Positive Negative, Always
Constructive--
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 awayI
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. Well get back after it after
chow.
Good Example - NEGATIVE/CORRECTIVE Mary, after
our previous talk, Im 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 wont happen again, but I want you
to understand that if it does, Im going to
document failure to perform your duty and
recommend confinements for the weekend. I wont
enjoy doing it, but if thats what it takes, Ill
gladly do it for the good of the unit. Do you
understand what I am saying?
49
Feedback Follow Up--Positive Negative, Always
Constructive--
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
50
Feedback--Positive Negative, Always
Constructive--

• Practice positive feedback for
• Guard Duty
• Practice constructive feedback for
• Non-compliance with room standards

What will we say to the next guard we see?
How will we address the next cadet we find not
following MRI standards?
51
Training Outline

• Five steps instruct, demo, practicum
• Expectations
• Skills
• Feedback
• Consequences
• Growth

52
Why Consequences?

• Are CONSEQUENCES negative?
• Why are CONSEQUENCES important?
• Why are they difficult to dole out?

53
Why Consequences?

• Are CONSEQUENCES negative?
• Why are CONSEQUENCES important?
• Why are they difficult to dole out?

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 weve done well with CTM steps 1-3,
poorly performing subordinates expect the
consequences
54
Providing Consequences

• Demonstration
• Good, Bad, Ugly?
• Why?

55
Consequences --Positive Corrective, Always
Constructive--

• For class PFT performance
• 10 personal improvement atta-boy/girl
• 100 class pass overnight
• 100 company pass weekend

• PRIDE
• Progressive
• Relevant
• Immediate
• Directed at behavior
• Even handed

• For MRI standards
• 1st failure verbally reset expectations
• 2nd failure set up re-inspection
• 3rd failure award Performance Report
• CTM, p. 32

56
Consequences --Positive Corrective, Always
Constructive--

• PRIDE
• Progressive
• Relevant
• Immediate
• Directed at behavior
• Even handed

Meaningful rewards or negative consequences CTM,
p. 31
Are Weekends relevant? Are re-inspections
relevant?
57
Consequences --Positive Corrective, Always
Constructive--

• PRIDE
• Progressive
• Relevant
• Immediate
• Directed at behavior
• Even handed

Key person associates consequence with
behavior CTM, p. 31
58
Consequences --Positive Corrective, Always
Constructive--

• PRIDE
• Progressive
• Relevant
• Immediate
• Directed at behavior
• Even handed

Never personal CTM, p. 31
59
Consequences --Positive Corrective, Always
Constructive--

• PRIDE
• Progressive
• Relevant
• Immediate
• Directed at behavior
• Even handed

Be fair credibility CTM, p. 32
60
Tough Calls (1) --Positive Corrective, Always
Constructive--

• Perspective
• Its about the unit and the individual
• Are we being helpful or being enabling?

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
61
Tough Calls (2) --Positive Corrective, Always
Constructive--

• Perspective
• Its about the unit and the individual
• Are we being helpful or being enabling?

ALCOHOL IN THE BARRACKS Hey man, Im 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, its time to stop for you. Im
going to write you up, yes, but Im also going to
help you through this. This is completely
recoverable if you re-commit to our standards
Ill be on your wing. If we do this together,
well help you and well help the whole unit.
CTM, p. 33
62
On Challenge Week
CTM, p. 35
On The Challenge Week Transition   During
Challenge Week (the first week of a cadet
recruits 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 recruits 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 whats expected of them, though
they will not have mastered the skills.  
63
On Challenge Week
CTM, p. 35
 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.
KEEP THE MAIN THING, THE MAIN THING
64
On Challenge Week
CTM, p. 35
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.
65
Consequences --Positive Corrective, Always
Constructive--

• Practice progressive consequences for
• Fewer fewer class absences, company-wide
• No shows to LTP

E Co STory
Brainstorm progressive consequences good bad
for both of these scenarios CTM, p. 32
Brainstorm progressive consequences for both of
these scenarios CTM, p. 32
66
Training Outline

• Five steps instruct, demo, practicum
• Expectations
• Skills
• Feedback
• Consequences
• Growth

67
GrowthNot Survival?

• What is the concept of growth?
• Why would growth be important to the leader?
• Why does subordinate self-esteem matter?

68
GrowthNot Survival?

• What is the concept of growth?
• Why would growth be important to the leader?
• Why does subordinate self-esteem matter?

Continuous development
Builds next round of leaders Ensures
organizational well-being, even if leader hit by
a bus
69
On Self-Esteem
CTM, p 37-40

• Self-esteem is primary human drive and has an
  extraordinary impact on a persons 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

Who wouldnt want a leader or teammate with those
characteristics?
70
Growth

• Keys
• Challenge
• Collaborate
• Care enough to follow up
• CTM, p. 40-43

• Keys
• Challenge
• Collaborate
• Care enough to follow up
• CTM, p. 40-43

• Set performance goals
• Give homework assignments
• Challenge realistically

Stretch goals
Eliminating Deficiency
71
Growth--Performance Goal (1)--
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 1SGyoure the man!"
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Growth--Performance Goal (2)--
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?
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Growth

• Practice performance goals for
• Continuity
• PFT scores
• Practice homework for
• 4C Knowledge
• PFT scores

• 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?

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REVIEW--QUICK GOUGE--

• INSIDE COVER, THE MANUAL
• Mindset THE MAIN THING
• Expectations
• Skills
• Feedback
• Consequences
• Growth

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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

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Questions Comments

• LEADEM LIKE THEY DESERVE TO BE LED

ORGANIZATIONS TAKE ON THE CHARACTER OF THEIR
LEADER
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Be a LeadeRALL THE TIME