The Citadel Training Manual – Operationalizing Leader Development

FOR TRAINING USE ONLY Honor – Duty – Respect

DRAFT

The Citadel Training Manual – The Citadel Training Manual – Operationalizing Leader Development

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CAO: 9 Apr 2014

FOR TRAINING USE ONLY Honor – Duty – Respect 2

CONGRATULATIONSCONGRATULATIONS


Be a Leader…Be a Leader…

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All the Time…All the Time…

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CommitmentCommitment


Why Do We Lead?

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• Achieve Results

SuccessSuccess($$$, Winning, Contributing)($$$, Winning, Contributing)

Degrees & Leader Development Degrees & Leader Development


Why Do We Lead?

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• Achieve Results

• Improving people accelerates and sustains success for long haul

SuccessSuccess($$$, Winning, Contributing)($$$, Winning, Contributing)

Degrees & Leader Development Degrees & Leader Development


How Do We Develop People?

“EXCELLENCE was part of my [pitch] at every…teachable 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. That’s achievable, and those leaders who can instill that commitment and sustain it over the long haul will be successful.”

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-- CAPT (USN, Ret) Russ Keller, in remarks to junior cadet leaders on 1 April 2014

Get a little better every day…ALL OF US


So We Agree…We Want to be Successful

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• Achieve Results

• Develop People

It’s about guiding peopleIt’s about guiding peopletoward successtoward success


Why Are We Here Today?

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• 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


• Four pillars

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. military”—Bill

Powers, President, The University of Texas


It’s not just a military thing


• 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. military”—Bill

Powers, President, The University of Texas

• It’s a four-year process (…forever process)

– Prepare-Serve-Lead-Command to gain experience in how best to achieve results & develop people

What We Do Here Applies What We Do Here Applies EverywhereEverywhere


It’s not just a military thing


Posted On Line

Setting Conditions for Success - “The Manual”

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• Success = developing all cadets

• Developing cadets = training

• Training = healthy command climate

• Healthy command climate = CTM

CTM operationalizes Leader CTM operationalizes Leader DevelopmentDevelopment


Mindset – Essential Elements (1)

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• “The Fourth Class System represents the foundation of The Citadel’s 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: 4C System: As Much About Training UC as KnobsAs Much About Training UC as Knobs

CTM, p. 7, Blue Book, p. 39


Mindset – Essential Elements (2)

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• “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 leader’s 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

Principles in The Manual establish a climate where success for the unit becomes more likely

CTM, p. 5-6

See CTM, p 6See CTM, p 6


Point to Ponder

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“People don’t 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


Point to Ponder

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“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. It’s not

about being humble; it’s about having the confidence to ask questions, and the confidence to understand that you don’t

know everything…”

-- CEO, Clarizen Co

“Being successful as a leader always comes down to relationships and trust.”

-- Ms Heather Walker, Principal, Booz Allen

CTM, p. 9

CTM, p. 8


Mindset – The Big 5 --CTM, Inside Cover--

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• 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

It’s universally applicable for all leaders, supervisors, trainers


Mort Mindset

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• Be on Time (STANDARDS – EMBRACE THEM)• We…Us…Our (THIS IS OUR TEAM)• We win…They Lose (EXCELLENCE)• Know Where We Come From (UNIT PRIDE)

LEAD PEOPLE THE WAY THEY DESERVE TO BE LED

BE A LEADER … ALL THE TIME


CTM & Transition Training

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TRANSITION TRAINING – THE NEAR ROCKSTRANSITION TRAINING – THE NEAR ROCKS


CTM Training Flow

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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: 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

[


Training Outline

Five steps – instruct, demo, practicum

–Expectations–Skills–Feedback–Consequences–Growth

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23 April EventAt Company

LevelWith Key Leaders

23 April EventAt Company

LevelWith Key Leaders


Expectations

• What are expectations?

• Why are they important?

• What happens when we fail to set expectations for others?

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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

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CTM, p. 11

The Tough Reality Regarding Others’ Failures


Setting Expectations

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


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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

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“…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 positionState background

State valuesCTM, p 12

State positionState background

State valuesCTM, p 12


Expectations


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“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 youI won’t carry youI appreciate you

I need feedback & so do youI will show commitment to you

CTM, p 12-13

I will help youI won’t carry youI appreciate you

I need feedback & so do youI will show commitment to you

CTM, p 12-13


Expectations


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“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 authorityComplying with standards

Giving maximum effortCTM, p 13-14

Respecting authorityComplying with standards

Giving maximum effortCTM, p 13-14


Expectations


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“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


Expectations


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“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 futureGive realistic expectations

Seek feedback from subordinate

CTM, p 14-15

Explain futureGive realistic expectations

Seek feedback from subordinate

CTM, p 14-15


CEO Perspective

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“…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


Expectations Practice

• Develop introduction

• Practice expectation setting for:– Saluting & Greeting– Second-drawer half press– Teamwork on Rec Day

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Focus on:(1)Positive(2)Why important

Focus on:(1)Positive(2)Why important

HomeworkHomework


Training Outline



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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 we’re developing in subordinates?–Better than them? –Walk the walk?

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Why Skills?

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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…


Building Skills

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• Teach• Model desired skill• Teach rehearsal skills

Know our stuffExplain & set stage for

trainingChoose right environment

CTM, p 18

Know our stuffExplain & set stage for

trainingChoose 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…”


Building Skills

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Lead by exampleShow them, Don’t tell them

CTM, p 19-20

Lead by exampleShow 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


Building Skills

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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


Building Skills Practice

• Practice – and commit to – modeling for:• Every training evolution

• Practice how to encourage rehearsals for:• Customs & Courtesies• Knob knowledge• Rifle manual

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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


BREAK…BREAKBREAK…BREAK

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Training Outline



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Providing Feedback



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Why Feedback?

• From leader, trainer role, why is feedback important?

• Which is more important – positive or negative feedback? Why?

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

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• 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


Feedback--Positive & Negative, Always Constructive--

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

Make feedback a habitMake 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 possibleCTM 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 possibleCTM p. 24



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Name calling destroys trust & mutual respect

It’s also prohibited (Blue Book, p. 39)

CTM p. 24


It’s also prohibited (Blue Book, p. 39)

CTM p. 24



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It’s also prohibited in Blue Book, p. 39

CTM p. 24



CTM p. 24



CTM p. 24



CTM p. 24

Deliver feedback to person who earned it

Be as precise as possibleAddress behavior, not the person

CTM, p.25

Deliver feedback to person who earned it

Be as precise as possibleAddress behavior, not the person

CTM, p.25


Examples--Positive & Negative, Always Constructive--

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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?”


Feedback Follow Up--Positive & Negative, Always Constructive--

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WARNINGFollow 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



• Practice positive feedback for:• Guard Duty

• Practice constructive feedback for:• Non-compliance with room standards

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What will we say to the next guard we

see?

What will we say to the next guard we

see?

How will we address the next cadet we find not following MRI standards?

How will we address the next cadet we find not following MRI standards?


Training Outline



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Why Consequences?

• Are CONSEQUENCES negative?

• Why are CONSEQUENCES important?

• Why are they difficult to dole out?

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Why Consequences?

• Are CONSEQUENCES negative?

• Why are CONSEQUENCES important?

• Why are they difficult to dole out?

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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


Providing Consequences

Demonstration•Good, Bad, Ugly?•Why?

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Consequences --Positive & Corrective, Always Constructive--

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• 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

For MRI standards: •1st failure – verbally reset expectations •2nd failure – set up re-inspection •3rd 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



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Meaningful rewards or negative consequences

CTM, p. 31

Meaningful rewards or negative consequences

CTM, p. 31

Are Weekends relevant?Are re-inspections

relevant?



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Key: person associates consequence with behaviorCTM, p. 31

Key: person associates consequence with behaviorCTM, p. 31



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• PRIDE•Progressive; •Relevant; •Immediate; •Directed at behavior; •Even handed Never personal

CTM, p. 31Never personal

CTM, p. 31



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Be fair = credibilityCTM, p. 32

Be fair = credibilityCTM, p. 32


Tough Calls (1) --Positive & Corrective, Always Constructive--

• Perspective: – It’s about the unit and the individual– Are we being helpful or being enabling?

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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


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

• Perspective: – It’s about the unit and the individual– Are we being helpful or being enabling?

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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


On Challenge Week

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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


On Challenge Week

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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


On Challenge Week

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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.

ATTENTIONCTM 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



• Practice progressive consequences for:

– Fewer & fewer class absences, company-wide

– No shows to LTP

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E Co SToryBrainstorm 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


Training Outline



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“Growth”…Not “Survival?”• What is the concept of “growth?”

• Why would “growth” be important to the leader?

• Why does subordinate self-esteem matter?

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“Growth”…Not “Survival?”• What is the concept of “growth?”

• Why would “growth” be important to the leader?

• Why does subordinate self-esteem matter?

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Continuous development

Builds next round of leaders Ensures organizational well-being, even if leader “hit by a bus”


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

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Who wouldn’t want a leader or teammate with those characteristics?

CTM, p 37-40


Growth

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• Set performance goals

• Give homework assignments

• Challenge realistically

Keys:•Challenge•Collaborate•Care enough to follow up

CTM, p. 40-43


CTM, p. 40-43


CTM, p. 40-43


CTM, p. 40-43

Stretch goals

Eliminating Deficiency


Growth--Performance Goal (1)--

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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!"


Growth--Performance Goal (2)--

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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?


Growth

• Practice performance goals for:• Continuity• PFT scores

• Practice homework for:• 4C Knowledge• PFT scores

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• 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?


REVIEW--QUICK GOUGE--

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INSIDE COVER, THE MANUAL

•Mindset – THE MAIN THING•Expectations•Skills•Feedback•Consequences•Growth


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

LEAD’EM LIKE THEY DESERVE LEAD’EM LIKE THEY DESERVE TO BE LEDTO BE LED

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ORGANIZATIONS TAKE ON THE ORGANIZATIONS TAKE ON THE CHARACTER OF THEIR LEADERCHARACTER OF THEIR LEADER


Be a LeadeRBe a LeadeRALL THE TIMEALL THE TIME

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The Citadel Training Manual – Operationalizing Leader Development

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