Australian Army Cadets Corps - WordPress.com · 2016-11-15 · Paragraph 5.05 of the AAC Policy...

Australian Army Cadets Corps

131 ACU

Lance Corporal Promotion Course

131ACU Jnr NCO Course

Welcome Welcome to 131 ACU’s Cadet Lance Corporal Promotion & Leadership Course. This course is designed to give you the skills needed to function as a Cadet Lance Corporal and efficiently do the job of a Section 2IC. Not all participants will be immediately promoted to the rank of CDTLCPL. Promotion will be by order of merit and also by suitability to position as deemed by the OC of the unit. Do not be disappointed if at first you are not promoted. Promotions will be as needed by the unit based on unit strength. (i.e. more cadet recruits = more sections = more Cadet Lance Corporals). However the skills that you learn over the weekend will be valuable to you for your entire cadet career. During the course of the weekend some of the activities and exercises will take you out of your comfort zone and might make you feel uneasy. These exercises are designed to boosts your confidence, so don’t feel embarrassed or ashamed. Enter every activity with a open mind and give it your best shot. You might be surprised at what you can achieve! Along the way you will be assessed on a number of competencies. Some of these assessments will be by written exams and others will be by practical demonstrations and group activities. If at anytime you are unsure about something please ask the instructor. Please do not write in or mark this workbook in anyway, the books will be collected at the end of the course and be used by future participants. I hope that over the weekend you learn plenty, discover your inner leader and have a heap of fun doing it. CAPT(AAC) Bainbridge OC 131 ACU Sarina


Course Content Administration

Badges of Rank 4 Duties of the Section Corporal 6 Harassment, Discrimination and unacceptable Behaviour 7 Section Roll Books 9

Drill Words of Command 11

Lessons Developing a Lesson (instruction) 14 Lesson Plan 17 Giving a Lesson 21 Lesson Structure Checklist 24 Questioning Techniques 25 Training Aids 26 Leadership Discipline 27 Functional Leadership 30 Morale 32 Esprit de Corps 33

Badges of Rank

Cadet Ranks

Regional Appointments National Appointments

Regional Cadet Under

Officer

National Cadet RSM

National Cadet Under

Officer

RCUO NATCDTRSM NATCUO

Cadet

Cadet Lance

Corporal

Cadet Corporal

Cadet Sergeant

Cadet Staff

Sergeant

Cadet Warrant Officer Class 2

Cadet Warrant Officer Class 1

Cadet Under Officer

CDT CDTLCPL CDTCPL CDTSGT CSTSSGT CDTWO2 CDTWO1 CUO


Instructor of Cadets (IOC)

Unit

Assistant (AAC)

Lance Corporal

(AAC)

Corporal (AAC)

Sergeant (AAC)

Staff Sergeant

(AAC)

Warrant Officer Class 2 (AAC)

Warrant Officer Class 1 (AAC)

UA (AAC) LCPL (AAC)

CPL (AAC) SGT (AAC) SSGT (AAC)

WO2 (AAC)

WO1 (AAC)

Officer of Cadets (OOC)

Second

Lieutenant (AAC)

Lieutenant (AAC)

Captain (AAC)

Major (AAC) Lieutenant

Colonel (AAC)

Colonel (AAC)

2LT(AAC) LT(AAC) CAPT(AAC) MAJ(AAC) LTCOL(AAC) COL(AAC)


Duties of the Section Corporal

The Section Commander (Corporal) commands a section of up to 10 Cadets. The Section 2IC (Lance Corporal) assists the Corporal with his command. The duties of the Section Commander/ 2IC include the following:

Direct requests or suggestions to the Platoon Commander. (Follows chain of command)

Be loyal to superiors and to the section. It is extremely important that the Section Commander/2IC does not voice any dissatisfaction in front of the section, but rather discuss the matter with the Platoon Commander.

Make sure that when receiving orders he/she fully understands the orders and their scope. When issuing or passing on any order it is also important that the section fully understands what is expected of them and that it is carried out.

Submits lists of the section’s needs for training stores/clothing etc to the Platoon Sergeant and advises any losses and damages.

Prove in all ways fit for the job of Section Commander and at the same time, by study and application prepare for higher rank.

Ensure that the section maintains a high standard of dress, bearing and discipline and that clothing and equipment is kept in good order.

Ensures rations, equipment, water and mail are collected and distributed.

Ensures that the section duty roster is properly kept and carried out.

Ensures that the section observe all orders on health.

Know the strengths and weaknesses of each member of the section.

Instruct the section in individual bush craft, basic map reading, first aid, personal hygiene, section formations and movement, knots and lashings, camp craft and cooking.

Other duties as directed.


Harassment, Discrimination and Unacceptable Behaviour

Paragraph 5.05 of the AAC Policy Manual 2004 states: "The ADF and AAC are committed to zero tolerance of harassment, discrimination and unacceptable sexual behaviour."

A. Harassment

Harassment can be defined as attention, actions and behaviour that is unwanted, uninvited and unreciprocated. It can be offensive, belittling, and/or threatening and may be directed at an individual or a group of individual. Harassment can occur through comments, touching or by visual means. It is behaviour that makes the person being harassed ("the recipient") feel uncomfortable, intimidated, offended or frightened. Harassment may happen because of some real or imagined attribute or characteristic of the recipient, such as racial origin, gender, sexual preference and so on). Examples of harassment include: a. Sexual . An unwelcome sexual advance . Sexual comments about a persons appearance . Unwelcome touching . Displaying pornography b. Personal . Offensive comments about a person’s religion, race etc . Telling sexist or racist jokes . Insulting comments about a person’s appearance . Bullying or bastardisation . Excluding a person from activities/conversations etc c. Abuse of Authority . Misusing rank to interfere with a person’s cadet career NOTE: Legitimate comment and advice (including feedback and fault correction) is not harassment when it is intended to improve the performance and/or behaviour of individuals or groups.


B. Discrimination

Discrimination occurs when a person is treated less favourably than another person would have been because of irrelevant matters such as race, religion, marital status, sexual preference, political persuasion, medical record etc. Examples of discrimination include: . Where a cadet is not allowed to take up a posting in the unit because of their gender. . Where a cadet is refused a promotion because of their religion or racial origin Paragraph 8.11 of the AAC Policy Manual 2004 makes it clear that segregating cadets by gender for activities is not discrimination where this is consistent with the obligations placed on OOC/IOC staff by the duty of care they owe to cadets in the unit. For example, it would not be discrimination to require that male and female use different toilet and shower blocks, or that male and female cadets sleep in separate rooms.

C. Unacceptable Behaviour

Unacceptable behaviour is any activity which adversely affects the efficiency, effectiveness and morale of the unit or which causes a loss of respect for any member of the AAC. Unacceptable behaviour may or may not also be a criminal offence. Examples of unacceptable behaviour include: . Sexual relations between superiors and subordinates (including adults and cadets over the age of 16 years) . Public displays of affection . Advocating a particular sexual preference (whether heterosexual or homosexual) . Not allowing cadets to dress/undress in private

D. What to do if you feel you have been harassed etc

Contact your unit’s Harassment and Discrimination officer, or if you don’t feel comfortable doing this ask a friend or your parents to do it for you. Your complaint will then be investigated confidentially and the appropriate action will be taken.

E. Conclusion

No member of the AAC should ever be harassed, discriminated against or subjected to unacceptable behaviour. This kind of treatment is wrong. It may also be a criminal or civil offence. It can have a devastating effect on the individual cadet or group of cadets affected by it, and of course on the unit as a whole. As a person aspiring to hold rank within the AAC, you must do your part to help make sure that this sort of behaviour is stamped out.


Section Roll Books

Section roll books are kept for a number of reasons, these reasons include; Record keeping Attendance records Training records Absenteeism Leave records Section strength Tracks section strength for period of time Gives number of members parading The roll also allows the section commander a quick reference as to where his personnel are at that given point in time. Key to Marking a Section Roll Book

Notation Description A AWOL

C Course

D Detention

F Field

H Hospital

L Authorised Leave

P or / Present

R Rest

S Sick

X Absent on Duty

Y Detached

When should a roll be called?

A roll should be called at the beginning of any training or parade. When moving from one location to another ie. bus or transport. After an exercise where it possible to have left a cadet behind ie. night exercise.

When confirmation that all personnel are on the ground is required. Can I just count heads? Counting of heads can lead to personnel being left behind. In the past incidents have arose from heads being counted, in one example, a medic had organised a lift with a bus driver from an annual camp when the head count was done the medic was included in the number this subsequently lead to a cadet being left behind.

Service Number

PMKeyS Number R

ank

Name & Initials

Cate

gorisa

tion

Pl Sec

Etc

Attendance Month Year

1 2 3 4 5 6 7 8 9 10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

Number on Parade

Signature of Roll Book Marker

Signature of Roll Book Keeper

CO/OC Certification

Data Entry Confirmation by UPR


Drill Words of Command

1. Effective words of command by instructors are a significant factor in the proper execution of the required drill movements by the students. Commanding Cadet-officers (CO) and chief instructors (CI) should ensure that all instructors develop and practise the art of delivering effective words of command.

2. Words of command must be clear and easily understood by the students. Commands are divided into cautionary words of command, which must be clear and explanatory, and executive words of command, which must be sharp and of a higher pitch than the cautionary words.

3. Throughout this workbook, words of command are printed in capital letters with inverted commas. A dash is used to separate the cautionary from the executive, for example: ‘STAND AT – EASE’ .

4. Words of command should have the same pause between the cautionary and the executive each time the command is given in either quick or slow time.

5. Words of command should always be given with the full power of the voice. Senior instructors should insist on this, particularly with junior leaders (JL), during normal daily routine. There are two reasons for this: a. Words of command are practised.

b. A spoken or ‘confidential’ word of command lacks authority and leads to poor drill.

Instructional Words of Command To save time during a period of instruction, the following words of command are used:

a. ‘REST’. ‘REST’ is an executive word of command. It means that the students can relax in the position they are in while an explanation or demonstration is given by the instructor. Given after a demonstration, it means that the instructor has completed the demonstration and is relaxing in his position while giving an explanation. When given to students, it should be prefixed with ‘SQUAD’ when it is used by an instructor with reference to his own movements, it should not be prefixed.

b. ‘POSITION’. ‘POSITION’ is an executive word of command, used to return students, or the instructor, to the previous position to enable the practical phase of the lesson to continue. On this command, students will adopt the position they were in prior to the


command ‘REST’ being given, or the last position. The same rules for prefixing apply as for ‘REST’ .

c. ‘AS YOU WERE’. ’AS YOU WERE’ is given to return students to the position they were in prior to the last command.

Timing of Words of Command

1. Poorly timed words of command by cadet-cadet-officers and junior and senior leaders will adversely affect drill.

2. Table 1 shows when the executive word of command should be heard by troops on the march. A command given from a distance must be delivered early enough to allow for the additional time it will take for the command to reach the squad.

3. Unless otherwise stated in Table 1, a cautionary word of command given on the march should start as the appropriate foot comes to the ground. It should be carried over four paces for quick and three paces for slow time. Similar paces should be left between the end of the cautionary and the executive words of command.

TABLE 1. Timings of Words of Command on the March

Serial (a)

Word of Command

(b)

Quick Time (c)

Slow Time (d)

Remarks (e)

1. ‘HALT’ As the right foot comes to the ground

As the left foot comes to the ground

From double march and double mark time – as the left foot comes to the ground.

2. ‘QUICK – (or SLOW) MARCH

‘QUICK’ on the left foot, ‘MARCH’ on the right foot, on successive steps

‘SLOW’ on the left foot, ‘MARCH’ on the right foot, on successive steps

3. ‘RIGHT – TURN’ (INCLINE or FORM)



‘LEFT – TURN’ (INCLINE or FORM) is given on the opposite foot.

4. ‘ABOUT – TURN As the left foot comes to the ground


5. ‘MARK – TIME’ As the left foot comes to the ground


In double-time – as the right foot comes to the ground.

6. ‘FOR – WARD’ As the right foot comes to the

As the right knee is fully raised

When double marking time – as


ground the left foot comes to the ground.

7. ‘CHANGE STEP’ ‘CHANGE’ on the left foot, ‘STEP’ on the right foot, on successive feet

‘CHANGE’ on the left foot, ‘STEP’ on the right foot, on successive feet

8. ‘BREAK INTO QUICK TIME, QUICK – MARCH’

‘QUICK’ on the left foot, ‘MARCH’ on the right foot, on successive feet

From double time – ‘QUICK’ on the left foot, ‘MARCH’ on the right foot.

9. BREAK INTO SLOW TIME, SLOW – MARCH’

As the right foot comes to the ground

10. ‘BREAK INTO DOUBLE TIME, DOUBLE – MARCH’


11. ‘OPEN (CLOSE) – ORDER’


12. ‘ON THE RIGHT (LEFT) FORM – SQUAD’

As for ‘RIGHT’ (or ‘LEFT’) turn

13. All complements except: ‘SALUTE TO THE FRONT’



Teaching Words of Command

1. The instructor should explain and demonstrate the words of command that are given at the halt.

2. The instructor should place an assistant instructor about 50 metres out from the students. The students collectively practise giving simple commands to the assistant instructor at the halt. The instructor should insist on clear diction and full voice power from each student. The students should be coordinated so that the squad calls in unison.

3. The students should be formed into two ranks, about 30 metres apart and facing one another, with an interval of about five paces between cadets. The instructor should order the cadets of one rank to give their opposite numbers in the other rank the words of command already practised. Each cadet is to call independently and without regard to the cadets on his right and left. After a suitable period, the cadets should change over so that the other rank practises the words of command.


4. The instructor should form the students into three ranks and explain, at the halt, the different words of command, for example ‘SQUAD WILL ADVANCE’ ‚ ‘SQUAD WILL RETIRE’ , and ‘SQUAD MOVE TO THE RIGHT IN THREES’ . He should point out the place in the squad that the marker will occupy for each formation.

5. The instructor should explain and demonstrate the various positions of the feet when the words of command are given, in slow time first and then in quick time. With the assistant instructor marching, individual students practise giving him a word of command until all students reach an acceptable standard.

6. Two students should be nominated one to give commands and one to check him. This procedure should be continued with all the students taking a turn to drill the squad. The instructor should be patient and junior and senior leaders should encourage the student in command continually, remembering that the whole squad should hear all instructions to the student in command.

7. The placement of students within a squad should be changed frequently to allow each member to practise as many functions as possible.

Lessons

Steps in the Development of Instruction

[Taken from the Instructor’s Handbook, paragraphs 301-313] Introduction Developing a lesson consists of a series of common sense steps. This chapter describes the steps which apply to the preparation of all methods of instruction. These steps will help you to prepare lessons based on the best sequence for learning and mean that your lessons can be given in the most efficient and effective manner. Development of Instruction There are 10 steps in developing a lesson. These steps are: 1. Examine the Instructional Objective ("IO") 2. Study the subject 3. Design the test 4. Prepare the body 5. Prepare the introduction 6. Prepare the conclusion 7. Prepare the training aids 8. Prepare the lesson plan 9. Rehearse the instruction 10. Prepare the location


Step 1. Examine the Instructional Objective IO’s ensure that the lesson is planned to achieve specific new learning which can be confirmed by the test of objective. The IO is the learning target for the lesson. The columns on the IO contain the following information: ¨ Task: what the students will perform as a result of the lesson. ¨ Conditions: the aids or material that the students can or can’t use to achieve the learned performance. Also describes the setting for the lesson. ¨ Standards: the level of performance the students must reach as a result of the lesson. Step 2. Study the subject Instructors must thoroughly study their subject and know how to perform the skills required. This step involves gathering materials and information that will give the instructor the expertise to conduct the instruction. Where physical skills are involved, most of the necessary information is contained in the relevant Manual of Land Warfare (MLW) pamphlets. MLW pams dealing with weapons and equipment contain training chapters which will help you with this step. The instructor must become experienced in handling the weapons or equipment that will be the subject of the lesson. It is no good fumbling when you are trying to teach someone else! Practice and seeking help from experienced instructors before the lesson is the key. Step 3. Design the test Every period of instruction must have a test of objective to confirm that the students have understood the lesson. The test is the focus for the planning of instruction and is based on the information in the IO. Step 4. Prepare the body The body contains the teaching and practice stages of the lesson. The lesson content must be aimed at helping students achieve the performance specified in the IO. The five steps in preparing the body are: ¨ Derive teaching points: teaching points are the knowledge and skills required by students to achieve the task specified by the IO. For example, the following are some of the teaching points applicable to the performance statement "Interpret the conventional signs used in map reading": 1. Identify the legend of a map. 2. Identify written descriptions and corresponding symbols used in a legend. 3. Identify the colour coding of conventional signs. 4. Identify natural/man-made features on a map using conventional signs. ¨ Sequence teaching points: teaching points must be arranged in a logical sequence. For example, simple skills should be taught first followed by more complex skills. Presenting information in a logical order helps students to learn in a step by step manner. After the teaching points are arranged in a logical sequence they are grouped together into stages. ¨ Plan the Stages: each stage should be taught and confirmed before the next is undertaken. The practice stage starts with a talk-through practice, moves on to an abbreviated talk-through practice, and then finally to a to controlled practice. ¨ Plan the Training Aids: the instructor should decide on the training aids that are needed to support the presentation and practice of teaching points.


¨ Plan the Location: the setting for the lesson is very important. A recce of possible locations helps the instructor to select the best site to deliver the lesson. The recce also helps the instructor to decide where to put the training aids and whether any preparation of the site is required. Step 5. Prepare the introduction Once the body has been finished, it is time to prepare the introduction. The introduction has three parts, the preliminaries, revision and the approach. The revision you choose should be something which helps to prepare students for the lesson you are about to give. In other words, the revision will be some skill or knowledge which is a prerequisite for the lesson you are about to give. The approach is made up of the reason for learning and statement of objective. The reason for learning is a statement about what is being taught in the lesson and why. The statement of objective tells the student the standard of performance he or she must achieve at the end of the lesson. You will find most of this information in the IO. Step 6. Prepare the conclusion The conclusion includes the test of objective and reinforces the teaching stages of the body of the lesson. Planning the conclusion at this point ensures that it is relevant to the content of the lesson. For example, the statement of relevance is based on the reason for learning. Step 7. Prepare the training aids Training aids are things which are designed to assist in training and the process of learning (eg: OHP’s, models, videos, slides etc). They add interest, appeal to the senses and save time and money. Step 8. Prepare the lesson plan Once you have prepared the body, the introduction and the conclusion, and you have decided what training aids you will use, it is time to prepare the lesson plan. The lesson plan is a permanent record of the content of your lesson which includes the IO, the introduction, body and conclusion. It is an aid for instructors. It helps you to ensure that the lesson is delivered efficiently and effectively. Step 9. Rehearse the lesson It is important to rehearse the lesson before you deliver it to students. If possible, it is a good idea to record the lesson on videotape. It can also helpful to rehearse your lesson with a fellow instructor present to obtain feedback on the: · timing of each stage, · use of training aids, · choice of location and layout, · suitability of the test of objective, and · overall conduct. Step 10. Prepare the location Ideally, the location should be prepared before the rehearsal but, in any case, you must prepare the location before your lesson. Make sure that all your training aids work (eg: OHPs are plugged in etc), there is enough ventilation and light and that the desks and chairs are laid out how you want them.


GIVING A LESSON The Army has developed a way of giving lessons that provides uniformity in learning. The key

to this type of delivery is that everyone will be teaching each lesson basically the same way

using the same format, style, catch phrases, numbers etc. with a small amount of individual

flavour thrown in to make the lesson comfortable for the instructor to deliver. The following information will give you an understanding of how and why the Army delivers training. There are different ways of delivering training and the style used will depend on the

type of training you wish to instruct you students in. The methods of demonstration and performance used on the Junior NCO course are:

a. EDI – Explain Demonstration and Imitation. This method is used when the

instructor and every student are provided with the object being taught. For

example a weapons lesson or a lesson involving equipment of a technical nature. b. EDP – Explain Demonstration Practice. This method is used when stores are in

short supply. It also allows the instructor to practice a skill by stages with each student getting a turn on the device. It is also used for practical knowledge lessons.

c. D & Q – Demonstration followed by Questions. This method ensures that students are watchful and attentive. It should be limited to demonstrations that are simple and limited in detail. Used for theory lessons which involve syndicate discussion.

d. DDEP - Demonstration, Demonstration, Explain, Practice. This method is employed

for the instruction of drill.

Rules for the use of Methods of Demonstration and Performance.

Observe these ten rules and employ the correct method and you can’t go

wrong. If you chose the correct method and abandon the rules in your

period of instruction you WILL NOT BE SUCCESSFUL.

RULE ONE: Instructors Position

When demonstrating, your position must be such that your control is assured and your demonstration is clearly visible to every member of the squad

RULE TWO: Squad Formation

This must be such that all the demonstrations by the instructor can be clearly seen and that the instructor can see as much of the squad’s actions as possible. This may be difficult with large squads and may mean giving the demonstrations from other positions to ensure that all of the stages have been seen.


RULE THREE: Keep demonstrations short

Lengthy demonstrations confuse. If the skill is long and involved, divide it into stages.

RULE FOUR: Exaggerate small movements.

A small movement may be easily missed no matter how well it is demonstrated. Slight exaggeration therefore is necessary. If the students imitate the exaggeration, when practicing then that must be corrected and the reason for the emphasis pointed out.

RULE FIVE: Slow down complex moves

The aim of the demonstration is to teach not to display individual skill.

RULE SIX: Avoid unnecessary movements.

Remember that every movement in your

demonstration is liable to be imitated.

RULE SEVEN: Keep explanations logical and

short

Explanations serve to support the

demonstration. Speak clearly and slowly so

that you can be heard

RULE EIGHT: Do Not talk and do

Students can not be expect to watch a

demonstration and listen to the

explanation at the same time

RULE NINE: Rehearsals

All lessons must be thoroughly rehearsed.

This will ensure that you are confident that

you have the knowledge and can perform

any skills to a high standard without faults.

RULE TEN: Instructors Mistakes

What should you do if you make a mistake?

Swallow your head and go home. NO! make

it clear to the squad that you have made a

mistake … “Wrong demonstration” or

“Wrong explanation”


METHOD OF LEARNING SEQUENCE DEMOSTRATION INSTRUCTION PERFORMANCE

METHOD

DRILL PRESENT THE COMPLETE INFORMATION DEMONSTRATION - DDEP

PRACTISE DEMONSTRATION OF STAGE AND EXPLANATION - DDEP

CONFIRM THE STAGE PRACTICE

CLOSE THE STAGE

LINK TO THE NEXT

STAGE

THEORY OPEN THE STAGE EDP OR

PRESENT THE INFORMATION Q&A

PRACTISE

CONFIRM THE STAGE

CLOSE THE STAGE

LINK THE STAGE TO

THE NEXT STAGE


LESSON STRUCTURE CHECKLIST [Instructor’s Handbook Annex A to Chap 2]

INTRODUCTION 1. Preliminaries Attendance check

Position students Allocate weapons, equipment, materials Safety precautions

2. Revision 3. Approach Reason for learning

Statement of objective

BODY 4. Teaching Stages Open

Present Practice Confirm Close Link

5. Practice Stages Talk-through practice Abbreviated talk-through practice Controlled Practice

CONCLUSION 6. Clear up doubtful points 7. Test of objective/provide feedback 8. Summary 9. Statement of Relevance 10. Safety Precautions (if applicable) 11. Preview of next instruction: follow-up lesson, next period of instruction (time, location, instructor,

dress) or activity 12. Dismissal


QUESTIONING TECHNIQUE

The correct sequence for asking a question is as follows:

ASK THE QUESTION

PAUSE

NOMINATE THE STUDENT

LISTEN TO THE ANSWER

EVALUATE THE ANSWER

RESPOND WITH FEEDBACK

CHARACTERISTICS OF A GOOD QUESTION You can tell a good question because it:

· is concisely worded

· is easily understood

· starts with either Why, What, When, How, Who or Where

· requires more than a one word answer

· relates to the information being taught

· has been prepared in advance


TRAINING AIDS

WHAT ARE TRAINING AIDS? A training aid is anything which helps an instructor to present a lesson in more effective and interesting way. WHY USE TRAINING AIDS? Training aids are used to help you present information in a more interesting and effective way. TYPES OF TRAINING AIDS Some common types of training aids are:

Hand-outs

Chalkboards/White boards

Magnetic boards

Maps/Charts

Slides

Films/Videos

Computers

Models/Simulators,

Power point presentations.

WHICH TRAINING AID TO USE DEPENDS ON:

a. The type of learning: for example, if you are teaching a weapons lesson, it is a bit hard to do so without weapons, or at least models of the weapons as training aids. For a map reading lesson a map might support you lesson with by a combination of OHPs, charts, models or slides.

b. The ability of your students: training aids should be designed to simplify the lesson, add interest and cut down on instruction time. The training aids you select will depend on the training level of your students. For example, aids such as maps, videos, charts and models may be needed to explain map reading to recruits, whereas second or third year cadets doing a revision lesson may only need the maps themselves.

c. The visual content of the training aid: the most powerful learning sense is sight. Therefore, your training aids should be well presented, with a visual content that is simple, easy to see, colourful and relevant.


Leadership DISCIPLINE

What is Discipline Discipline is a state of mind that produces a readiness for willing and intelligent obedience and appropriate conduct. It is essential to distinguish between discipline and punishment. Punishment is not the same as discipline, but it is one of the means which can be used to influence the actions of people. The aim is to correct and prevent the recurrence of faults. Resorting to punishment in order to achieve results is a negative approach, but when punishment must be given there must be no hesitancy on the part of the leader. Why discipline is necessary The efficient running of a military unit depends on knowing the likely actions of its members. This can only be achieved by a high degree of discipline, which ensures organisation and stability within a unit. Since all military training leads towards preparation for battle which is a high stress situation the need for discipline can be clearly seen. In peace time discipline is necessary to ensure orderly conduct of a unit. Within a disciplined unit, regular, predictable patterns are followed. All members work together towards a common goal. In peace the penalty for lack of discipline will be disorganisation and low morale. In war the penalty will be the lives of your people. In battle there must be the highest degree of discipline. There may be times when the success or survival of a unit could well depend solely on the actions of one or more of it’s members. Unless each person can be relied upon to carry out their orders the result could be fatal. In the Army we must consider discipline under three headings:-

a. imposed discipline, b. self-discipline, and c. collective discipline.

Imposed Discipline This is the type of discipline, which is the basis of military life. It is the "popular" concept of discipline, however, it is simply the first step. Imposed discipline is used in the basic training of recruits. It is in this training that they learn the discipline of obedience and the basic standards of behaviour, which form part of Army life. The recruits are taught how to dress themselves uniformly and smartly. They are taught mental alertness and instinctive obedience to the spoken word of command through parade ground training. They learn to persevere in adversity during training, which is physically challenging.


During this initial training the authoritative approach to leadership is used. As the training progresses, the recruit meets both physical and mental challenges. In mastering them they gain satisfaction and a sense of achievement. Their higher needs are beginning to be fulfilled - they will carry out their tasks because they want to; because their own self-discipline is asserting itself. Self Discipline The basis of all order is self-discipline. All people have in-built sets of standards governing their behaviour. These vary from individual to individual and depend on a number of factors such as early home life, influence of parents, teachers and other authorities. Thus, most individuals learn to accept authority in its various forms from their earliest years. As the individual develops they learn to discipline themselves, rather than be disciplined. The pattern of military training is very similar. As training progresses there will be a shift in emphasis from imposed discipline to self-discipline. This occurs when the person accepts the standards which have been set and applies them to themself. The essence of self-discipline is mental control and restraint. When you are placed in a position of responsibility you become, whether like it or not, an example of what your people should aim to be. If you do not exercise self-discipline, you cannot expect your people to do so. The standards that you set by your personal example will be the standards your people try to meet. Collective Disciple The whole training of the soldier is designed to help them carry out their job in war as a member of a military organisation. It has been previously stressed that individual discipline ensures predictable performance. Similarly, discipline with a unit - collective discipline - ensures stability under stress and consistency in performance at the unit level. Such a discipline happens under positive leadership, and from the individuals in the unit contributing towards the group goal. This is a natural progression that begins with the imposition of discipline, the development of self discipline, and finally, the voluntary acceptance by individuals of group objectives. This requires a person to be prepared to sacrifice their self-interests in favour of group interests. To do this will require a willingness of all members to depend completely upon, and be depended upon by all other members of the unit. The greatest factor in achieving group unity is making people feel that they belong. As a leader you must ensure that each person is made to feel that their job is an essential contribution to the overall achievements of the unit. Similarly, it is vital that your people feel that they are members of a team working towards team objectives, and not towards objectives that may be achieved by the efforts of individuals. As unit goals are met your people will realise a sense of both personal and group achievement. Proper recognition of genuine achievement will create a sense of pride of belonging to the unit - esprit de corps - which, along with discipline and morale, reflect the standard of leadership within the unit. The Evidence of Discipline There are many indications of the standard of discipline that the individual or the unit possesses.


Some of these are:-

a) dress and bearing; b) alert response; c) standard of saluting; d) cleanliness; and e) conduct on and off duty.

DISCIPLINE - SUMMARY SHEET � Discipline is a state of mind that produces a readiness for willing and intelligent obedience and appropriate conduct. � Obtained by good leadership and not fear of punishment. � Punishment is used to correct and prevent a recurrence of misconduct and wilful faults. � If punishment is required the leader must give it without hesitation. Why have Discipline?

Orderly conduct of unit or group

Regular predicted patterns are followed

Members work together to common goal

Have confidence in each other and leaders in stress situations

Maintain an alert approach

Maintain a high standard of dress, bearing and conduct

Builds a sense of pride

Maintain a team spirit and the feeling of belonging

Discipline reflects the quality of the leader/leaders. The standards you set by personal example will be the standards your subordinates will try to meet. The greatest factor in achieving group unity is making people feel they belong and all have a part to play in the success of the unit.


FUNCTIONAL LEADERSHIP A. OVERVIEW The functional approach to leadership is based on a simple theory about the behaviour of small groups of people. Research has found that in any group that has come together to achieve a common goal, various needs will arise. These needs may be grouped into 3 areas:

a. Needs related to the task itself b. Needs relating to maintaining the group c. Needs of the members of the group

a. Task Needs: once the task has been defined, the leader must: explain the task; make & issue orders; and amend the plan as necessary b. Group Maintenance needs: a group of skilled individuals may eventually achieve a set task, but they will achieve it more effectively if they work as a team. This teamwork may come about naturally, or as a result of motivation, mutual respect and goodwill. If the group is under pressure, or subject to frustration, it may be necessary for the leader to keep the group together by performing some function aimed at maintaining team spirit (motivation, incentive, reward etc.) c. Individual needs: unless the individual needs of members of the group are fulfilled, group members will become discontent and unwilling to work towards achieving the task. Individual needs extend beyond the obvious physical needs and are broken up into 2 categories: Higher needs: Lower needs: a. security a. food & water b. status b. shelter c. personal satisfaction c. rest d. acceptance d. exercise

e. shelter/warmth

B. LEADERSHIP FUNCTIONS A leader’s appreciation of a situation will reveal the needs that exist and what priority should be given to each of those needs. The possible functions which are required of the leader to complete a simple physical task are: a. Planning: defining what has to be done; gathering info; and making a workable plan b. Initiating: briefing the group; convincing the group that the task is worthwhile, and that the plan will work; allocating tasks to group members; and setting group standards c. Controlling: maintaining discipline & group standards; influencing tempo (speed) of work; keeping discussion relevant; ensuring actions comply with the plan d. Supporting: accepting group members & their contributions; encouragement; creating team spirit; relieving tension; and resolving disagreements e. Informing: clarifying the task & the plan; giving new information to the group and receiving info from the group; and summarizing suggestions & ideas f. Evaluating: checking the workability of ideas; and comparing group performance against required standard.


TRAITS OF A GOOD LEADER "True leaders have the confidence to stand alone, the courage to make tough decisions, and the compassion to listen to the needs of others. They do not set out to be leaders, but become so by the quality of their actions and the integrity of their intent. In the end, leaders are much like eagles…they don't flock, you'll find them one at a time." Some of the characteristics of good leaders are set out below. Which ones apply to you? Which ones do you need to do more work on? Motivation The ability to make individuals or the group want to be successful and maintain that desire. Courage Physical courage is the most obvious – the mental quality that recognizes danger but enables the individual to face it with calmness and firmness. Moral courage is standing up for what you know to be right, even in the face of disapproval from those around you, (eg.: taking an unpopular decision that is right and sticking to it). Another aspect of moral courage is being willing to admit when you are wrong, even though you may feel foolish. Decisiveness Being able to make timely and sound decisions, especially under pressure. Responsibility Being able to carry out instructions fully without constant supervision. Being accountable for the things you and your platoon are asked to do. Getting the job done. Initiative Being able to see what needs to be done and then doing it without waiting for instructions. Also, the ability to solve problems imaginatively. Integrity Absolute honesty in your dealings with people, uprightness of character and soundness of moral principles. Judgement Being able to weigh up facts and options and make sound decisions based on an assessment of those facts and options. Knowledge In a nutshell "knowing what you are talking about". The information and knowledge gained by book and experience. Loyalty Quality of faithfulness to those in your platoon, your unit, your superiors, the Corps and finally your country. Selflessness Being able to put the needs of your platoon ahead of your own. Communication The ability to express your ideas both verbally and in writing.


MORALE AND ESPRIT DE CORPS

Introduction Morale and esprit de corps are two factors which directly affect the efficiency of a unit. Consequently, the leader must consider the complex of attitudes which constitute morale and esprit de corps and understand how they affect the approach of a man towards his duties and his way of life. By considering how these attitudes may be developed and influenced, it is possible to make a systematic and fruitful effort to build and maintain morale. Esprit de corps obviously is strongly affected by individual morale. It would be unusual to find high esprit de corps in a group made up of persons having low morale. In the same way, because most of the men in a unit display good morale, it does not mean that the morale of every member is good. If those of low morale are overlooked, their attitudes may influence and impair the morale of the other men and the esprit de corps of the whole unit. MORALE Morale is an attitude of confidence in the mind of an individual and is closely related to the satisfying of a man’s basic needs. If the training, administration and fighting of a unit is conducted so as to assist in satisfying these needs, a favourable attitude will be developed. Any consideration of morale must take into account the needs of the group and differing individual needs, both of which are influenced by external factors which are constantly changing from situation to situation. High morale is a positive state of mind which gives a man a feeling of confidence and wellbeing that enables him to face hardship with courage, endurance and determination. Its requirements in a military organization are detailed below: a. Leadership. It is essential that a soldier should have confidence in his leaders; hence leadership becomes the most important single factor in the attainment and maintenance of high morale. By failing to set a good example and not practising what is taught, a leader can destroy morale. Successful leaders effectively contribute to good morale, whereas the inept commander destroys the consciousness of well-being and gives rise to the feeling that ‘nothing is going right’. b. Unity of Purpose. Men must feel that they are members of a team working towards team objectives. Leaders at all levels must endeavour to instil this unity of purpose in their men. c. Discipline. Good discipline and high morale are inseparable – without one you cannot have the other. d. A Sense of Belonging (Self-Respect). Individual self-respect is necessary before high morale can be generated. There is a normal human need to belong and contribute to a group, and the leader should encourage and use this need. By ensuring that tasks assigned are commensurate with a man’s training and ability, that the man is encouraged, that praise is given when de- served and that criticism is constructive, the leader can lay the foundations upon which a man can build this self- respect.


e. Comradeship. This is intangible but nevertheless very real. The leader can do much to encourage a sense of loyalty, belonging and humour in the group. This gives a reserve of strength to the group in difficult times. f. Mutual Confidence. In any team, it is important that the individual members have confidence in each other’s ability. In the Army, where a man’s life often depends on the actions of his comrades, such confidence is essential. It must exist at all levels and between all ranks. g. Dependants’ Well-Being. Personal and domestic problems, particularly when men are separated from their families, can grow to disproportionate size and ruin morale and efficiency. The leader must be aware of the ways his men can be assisted, and he must act promptly and with sincerity. h. Spiritual Beliefs. The leader is under an obligation to his subordinates to see that their spiritual needs are met. He must ensure that his men are able to practise their particular beliefs and are not subject to prejudice or derision. The leader’s personal feelings are not particularly important; it is his duty as a leader to encourage and support anything within reason, that enables his men to perform their task with maximum efficiency. i. Comfort and Welfare. Material comforts are important and desirable when the situation permits, but they themselves mean very little and must not take the place of other factors. Men will work long hours under bad conditions without their morale being adversely affected, provided that they know why the hardship is necessary and they are satisfied that their leaders have a sincere interest in their welfare. The state of a man’s morale at any time depends upon, and is measurable by, his attitude to:

a. the Army, b. himself, c. his companions, and d. his leader.

ESPRIT DE CORPS Esprit de corps is best described as a sense of pride in belonging to a unit. It is built on the foundation of morale and discipline and is more than just group solidarity. It also includes a strong identification with the formal organisation – the pride, loyalty and enthusiasm that members show for their unit. A man will identify himself with a group when it satisfies his needs. The informal group provides many satisfactions of social needs, and it is easy for a soldier to identify with the informal group when it accepts him. Similarly, the formal organization can provide many satisfactions both to the individual and the group. When this occurs, both the individual and the group will identify strongly with the formal organization. The result is esprit de corps. If, on the other hand, the formal organization fails to provide the required satisfactions, the individual will retreat to the security of his informal group and esprit de corps will be non-existent.


To build identification with the formal organization, the leader can contribute in the following ways: a. The formal organization must become an important group in a soldier’s life. If this is to occur it is important that the soldier receives his orders and performs his duties within the frame- work of that organization. By ensuring that, wherever possible, unit integrity is maintained in all possible activities and within all possible tasks, the leader will assist in building this identification. b. The men must be provided with concrete and worthwhile goals. This is mainly a matter of communication. The leader’s role is to ensure that the mission and goal are understood and that the individual feels these are important, not only to the organization, but also to his group. The individual must also know where his role fits into the overall effort. c. Symbols are an important means of getting individuals to identify with the formal organization. Symbols, such as unit insignia and mottoes, help the members feel they are accepted in the organization. The most important symbol of the formal organization is the leader himself. If he is a man who is respected by his men, who is solicitous of their welfare and who brings them success, then they will identify with him and thus with the formal organization. The result is esprit de corps. Other factors which assist in the development of esprit de corps include:

a. traditions, b. a unique experience common to the group, and c. competition.

Whilst esprit de corps will compensate for many adverse factors in the short term, it will be difficult to maintain it over a long period unless the following problems which may arise are overcome:

a. lack of confidence in the leadership; b. presence in the unit of groups of men in conflict; c. presence of unwilling members who hamper unit performance; d. rapid turnover of personnel, especially of the leaders; and e. lack of proper recognition for unit achievement.

Summary Individual morale is the complex of a man’s attitudes towards his Service life. Esprit de corps consists of group solidarity and strong identification with the formal organization. There is a dynamism about esprit de corps; it fosters faith, loyalty, pride, confidence, unity and even a feeling of invincibility – a feeling of ‘oneness'. It is the leader’s task to build the climate in which individual morale, group solidarity and esprit de corps can develop. He must constantly relate the needs, feelings and attitudes of his men (the factors that make up the foundation of morale) to the accomplishment of the mission if he is to employ them to maximum effect.

Australian Army Cadets Corps - WordPress.com · 2016-11-15 · Paragraph 5.05 of the AAC Policy...

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