**Minnesota Wing -- Integrated Leadership Program**

**Non-Commissioned**

**Officer School**

![](media/image1.jpeg){width="2.063888888888889in"
height="2.3645833333333335in"}

**Student Textbook**

**Foreword**

So you've decided it's time to take the next step? You have chosen to
join the ranks of the Civil Air Patrol Cadet NCO Corps. By attending
this school you are beginning a journey that can take you many places.
Many of the ideas, concepts, and tools you learn this weekend you will
use for years to come. Leadership is one of the hardest endeavors,
however it is also one of the most crucial! By learning many of the
basic tenets of leadership now, you will be many steps ahead of your
peers when it comes time for tough decisions and even tougher action.

As you go through this textbook and this course, consider this one idea
as foremost in your thoughts, "I must be a person of character if I am
to lead." Over the next few days you will hear much about public
speaking, human behavior modification, drill, and standards. However,
the CAP Core Values are at the root of each of these topics. Being a
technically proficient leader is simply not enough. You must also be
morally proficient -- you must know right from wrong, you must stand
witness and demand right actions, and you must not tolerate unethical or
immoral behavior in yourself or your subordinates. This is no easy feat.
We are all human beings with our natural born weaknesses. Being a leader
does not demand that you be super-human in your character, only that you
be accountable. Learn to say "I'm sorry", "my fault", and "here's how
I'll do better next time..." and you are on the right road to success as
a leader. Learn that how you act dictates how your organization acts,
and you are on the road to being a leader. Most of all, learn that
**your character** will be the most influencing factor in your success.

There is no grand secret equation to success as a leader. Be proficient
in your tasks. Be honorable in your dealings with superiors and
subordinates alike. Adhere to the Core Values of CAP, not as something
to pay lip service to but something to feel in the core of your value
structure. And most of all be a man or woman of character who can server
as a role model for those who follow you. Do these things and you will
be many steps ahead of adults 30 years your senior.

TABLE OF CONTENTS

[**Section One - Drill Terms**](#__RefHeading___Toc53989230)

[Reading 1-1: Drill Terms 1](#__RefHeading___Toc53989231)

[Reading 1-2: Line vs. Column Formation
4](#reading-1-2-line-vs.-column-formation)

[Worksheet 1-1: Drill Terms 6](#__RefHeading___Toc53989233)

[**Section Two: Drilling the Flight & The Flight
Commander**](#__RefHeading___Toc53989234)

[Reading 2-1: Giving Drill Commands 7](#__RefHeading___Toc53989235)

[Reading 2-2: The Right Guide
9](#reading-2-2-the-right-guide-requisite-ncos-1203-no-worksheet-this-reading-has-been-included-to-help-you-understand-the-use-of-the-right-guide-position.-it-is-a-position-used-too-infrequently-and-often-misunderstood.)

[**Section Three - Instructional Methods**](#__RefHeading___Toc53989237)

[Reading 3-1: Instructional Methods Information
13](#__RefHeading___Toc53989238)

[Reading 3-2: Speaking Tips 16](#__RefHeading___Toc53989239)

[Reading 3-3: Leaders and Teaching 17](#__RefHeading___Toc53989240)

[**Section Four - NCO Responsibilities**](#__RefHeading___Toc53989241)

[Reading 4-1: The Encampment NCO 19](#__RefHeading___Toc53989242)

[Worksheet 4-1: NCO Responsibilities 22](#__RefHeading___Toc53989243)

[Reading 4-2a: Character 23](#__RefHeading___Toc53989244)

[*Optional Reading: US Army Creed of the NCO*
24](#__RefHeading___Toc53989245)

[Reading 4-2b: Core Values 25](#__RefHeading___Toc53989246)

[Worksheet 4-2: NCO Character 28](#nco-character-worksheet)

[Reading 4-2: NCOs as Followers 29](#__RefHeading___Toc53989248)

[Worksheet 4-3: Dynamic Subordinancy 30](#__RefHeading___Toc53989249)

[**Section Five - Leadership Tools**](#__RefHeading___Toc53989250)

[Reading 5-1: Getting People To Do What You Want
31](#__RefHeading___Toc53989251)

[Worksheet 5-1: Human Behavior Modification
33](#__RefHeading___Toc53989252)

[Reading 5-2: Six Steps for Resolving Conflicts
34](#__RefHeading___Toc53989253)

[Worksheet 5-2: Conflict Management and Resolution
37](#__RefHeading___Toc53989254)

[Bibliography 38](#bibliography)

[]{#__RefHeading___Toc53989230 .anchor}**SECTION ONE -- DRILL TERMS**

***Section Introduction***

In every profession there are common terms and terminology that
professionals use to define, measure, and communicate standards and
instructions to each other. In the medical profession doctors know what
an "EKG" or a "tox screen" is. Like those professionals you are also
becoming a professional in the realm of military drill and ceremony.

[]{#__RefHeading___Toc53989231 .anchor}**READING 1-1: DRILL TERMS**

**REQUISITE: NCOS-1201 (DRILL TERMS) *Complete worksheet when done with
reading***

*In order to teach new recruits and young airman you must have a mastery
of the terms and nomenclature that is used in military drill. In essence
you must have a common frame of reference to work from. Many of these
terms should be familiar to you, but some will be new. These terms have
been taken directly from AFMAN 36-2203, which CAP uses as its Drill &
Ceremonies Manual. Not all the terms have been taken, but the ones you
must be familiar with have. Study them carefully and commit them to
memory.*

**Alignment.** Dress or cover.

**Cadence.** The uniform step and rhythm in marching; that is, the
number of steps marched per minute.

**Center.** The middle point of a formation. On an odd-numbered front,
the center is the center person or element. On an even-numbered front,
the center is the right center person or element

**Cover.** Individuals aligning themselves directly behind the person to
their immediate front while maintaining proper distance.

**Depth.** The total space from front to rear of any formation. An
individual's depth is considered to be 12 inches.

**Distance.** The space from front to rear between units. The distance
between individuals in formation is 40 inches as measured from their
chests to the backs of individuals directly in front of them. Flight
commanders, guides, and others whose positions in formation are 40
inches from a rank are themselves considered a rank.

**Double Time.** The rate of marching at 180 steps (30 inches in length)
per minute.

**Dress.** Alignment of elements side by side or in line maintaining
proper interval.

**Element.** The basic formation; that is, the smallest drill unit
comprised of at least 3, but usually 8 to 12 individuals, one of whom is
designated the element leader.

**File.** A single column of persons placed one behind the other.

**Flight.** At least two, but not more than four, elements.

**Formation.** An arrangement of units.

**Front.** The space occupied by a unit, measured from flank to flank.
The front of an individual is considered to be 22 inches.

**Guide.** The airman designated to regulate the direction and rate of
march.

**In Column.** The arrangement of units side by side with guide and
element leaders to the head.

**In Line.** The arrangement of units one behind the other with the
guide and element leader to the extreme right flank.

**Interval.** The space between individuals placed side by side. A
normal interval is an arm\'s length. A close interval is 4 inches.

**Inverted Column.** The arrangement of units side by side with guide
and element leaders to the rear.

**Inverted Line.** The arrangement of units one behind the other with
the guide and element leaders to the extreme left flank.

**Mark Time.** Marching in place at a rate of 100 to 120 steps per
minute.

**Pace.** A step of 24 inches. This is the length of a full step in
quick time.

**Quick Time.** The rate of marching at 100 to 120 steps (12 or 24
inches in length) per minute.

**Rank.** A single line of persons placed side by side.

**Slow Time.** The rate of marching at 60 steps per minute (used in
funeral ceremonies).

**Step.** The distance measured from heel to heel between the feet of an
individual marching.

**Unit.** Any portion of a given formation.

**Common drill symbols:**

![](media/image2.png){width="2.435416666666667in" height="3.125in"}

**Inappropriate Commands**

There are many different types of military drill and ceremony in the
world. For example, each branch of the U.S. military has their own
slightly different version of military drill with slightly different
terms and standards. Because of this, traditions often spring up in
local squadrons that are not correct. Here are some of the more common
errors that are out there and are to be avoided:

-   Cover Down -- Commonly a phrase used by drill sergeants to instruct
    their soldiers to align off of each other. However, it is not a
    command in any form. The proper command is "Cover".

-   Belay That -- A navy term meaning to postpone an order until it can
    be verified. Some people use this to counter an order they've given
    to a flight. The correct command is "As You Were'

-   Guide Right (Left) -- Often used to get a unit to incline slightly
    to the right or left to avoid an object. Guide Right is a command,
    but it is used to get the guide to post in front of the right most
    element leader. Use the command "Incline to the Right (Left)" in
    place of it.

-   By Your Leave -- An Army term used when a junior soldier needs to
    move past a superior from the rear to the front. The term is not
    used in USAF customs and courtesies. Instead, cadets simply use a
    kind greeting such as "Excuse me sir" when passing.

-   Under My Command -- Often used by a flight commander who is taking
    over command of a flight, or by someone who wants the flight to do
    their instruction. There is no need for the command as the flight
    simply follows the orders it is given.

## 

## 

## 

## ![](media/image3.wmf){width="4.543055555555555in" height="2.31875in"} 

## READING 1-2: LINE VS. COLUMN FORMATION

## REQUISITE: NCOS-1202 (THE DRILL COMMANDER) *No worksheet*

## *Initially, one of the more confusing concepts for the junior NCO is the difference between line and column formation. However, grasping this fundamental aspect of drill is critical to success and proficiency at commanding drill. This article, taken from cadetstuff.org is designed to help you understand this important concept.*

## 

## LINE VS. COLUMN FORMATION[^1]

## *an* *article reproduced from CadetStuff .org*

Frequently, in D&C, we get confused when we read the drill manual and
don\'t exactly understand what it is that the manual is trying to
explain.  Because this is the Visual Dictionary of Drill, we\'ll try to
use plain old English and more than just a few nifty graphics to explain
some of the terms and concepts that commonly trip people up in drill and
ceremonies.

In the interest of keeping things fairly simple, we\'ll look at things
from the basis of a flight formation, instead of a squadron or higher
formation. Occasionally we\'ll reference a squadron or higher formation
by way of explaining why an element or flight formation might execute a
command a certain way.

**Concepts**

Let\'s start with some definitions to put us all on the same page: AFMAN
36-2203 defines these formations as follows:

> 1.5.20. **In Column.** The arrangement of units side by side with
> guide and element leaders to the head.
>
> 1.5.21. **In Line.** The arrangement of units one behind the other
> with the guide and element leader to the extreme right flank.

*I Just Wanted a Closer Look*

So, let\'s start off with a look at the **line** formation a little more
closely:

Here is a flight formation **In Line**.

![](media/image4.jpeg){width="2.4993055555555554in"
height="1.3569444444444445in"}

As per the definition, we see that the units (in this case, the
individual elements) are arranged one behind the other, with the element
leaders to the extreme right flank (or side) of the formation. Notice
the position of the guide.

How you get into this formation is covered elsewhere, some important
things to remember about the power and need for line formations:

-   A line formation is the basic formation from which all drill and
    ceremonies is started. When you fall into a formation, it is a line
    formation.

-   A unit in line formation only marches for minor changes of position.

Therefore, it is incorrect while your flight is formed in line to give
the command \"Forward, MARCH!\" to just march away. Normal marching is
reserved for column formations, so lets look at **column** formations.

Here is a diagram of a flight formed **In Column** formation:

![](media/image5.jpeg){width="1.2416666666666667in"
height="2.613888888888889in"}

Again, as per the definition, we see that the units (the individual
elements) are arranged side-by-side, with the guide and element leaders
at the head. This is the basic formation from which we then go marching.

Those of you who have been paying attention all along may now notice
something peculiar: That column formation sure looks a lot like that
line formation did, except that everybody is facing to the right of
where they were in line.

If you\'re thinking this, give yourself a prize, because that\'s exactly
how you get a LINE formation into a COLUMN formation, by giving the
command \"Right, FACE!\"

***Why is it that we march only in column formation?***

One reason is size.  Remember, drill & ceremonies (originally it was
\"battle drill\") originated with the Romans. A line formation of a
platoon of centurions could, in theory, be more than 30 feet across.
When marching from place to place as a legion, a line formation would be
unwieldy on the Roman\'s road system. Instead the Romans marched in
column for both administrative and tactical reasons: The road size
dictated a narrow formation, and presenting a narrow front to the enemy
effectively hid the size of your force. Another reason is leadership:
The element leaders, who are likely to be the most experienced
individuals in a formation, are placed at the head of each column or
file along with the guide. Since the element leaders are the flight
sergeant or flight commander\'s \"deputies,\" they assist in maintaining
the correct direction of march, etc. With their leaders in front of
them, the airmen merely \"follow the leader.

***Then why do we fall into line formation instead of column?***

> Probably because traditionally during ceremonial occasions, the king
> or emperor would have had his men fall into a formation that is wider
> than it is deep in order to make his legions look as large as possible
> (which could serve as a deterrent to potential enemies). From this
> formation it was also more convenient to inspect the men. Also, it
> provided a much easier position from which the troops in-ranks could
> see the king or commander.  

[]{#__RefHeading___Toc53989233 .anchor}DRILL TERMS WORKSHEET

1\. Define, in your own terms, the following terms:

a\. Rank

b\. File

c\. Dress

d\. Cover

e\. Distance

f\. Interval

g\. Line Formation

h\. Column Formation

i\. Pace

j\. Cadence

k\. Quick Time

l\. Double Time

m\. Slow Time

2\. Name each of the rest positions, and what is different about each
one from one another.

3\. Name the different types of marching commands (ex: Route Step,
etc...) and what is different about each one from another.

4\. Draw a diagram showing each of the following: line formation, column
formation, inverted line formation, inverted column formation.

[]{#__RefHeading___Toc53989234 .anchor}**SECTION TWO -- DRILLING THE
FLIGHT & THE FLIGHT COMMANDER**

***Section Introduction***

*Learning to properly drill other cadets around a drill pad is no easy
task. There are many different details, standards, and concepts you need
to remember. The collection of readings in this section are designed to
help you bring focus to some of the more common problems - and to help
you come up with solutions.*

[]{#__RefHeading___Toc53989235 .anchor}**READING 2-1: GIVING DRILL
COMMANDS**

**REQUSITIE: NCOS-1203 (DRILLING THE FLIGHT) *No Worksheet***

*This article, taken from cadetstuff.org provides a humorous look at
common errors new flight commanders make when first giving commands.*

+-----------------------------------------------------------------------+
| ## How do I Give Drill Commands?[^2]                                  |
|                                                                       |
| an article reproduced from CadetStuff .org                            |
+-----------------------------------------------------------------------+

**Brass in Pocket**

Encampment time again, when a young Cadet\'s fancy turns to thoughts of
love! Well, your thoughts have turned to love: your flight sergeant is a
total hottie. There you are standing in formation with the rest of your
flight. Your flight sergeant is having a little pow-wow with a couple
other flight sergeants and has apparently forgotten that you are at the
position of attention. Woops! Well, as the first element leader, it\'s
your job to bring up the oversight to the object of your infatuation:
Sergeant Smith. So, you raise your right hand and yell in a voice sure
to get attention - and to show the depth of your feelings, \"Sergeant
Smith!\"

Sergeant Smith glances casually over an attractive shoulder, revealing a
perfect profile, and yells back, \"Flight, AT EASE\" and turns back to
the conversation.

Ah, bliss! You were noticed by the world\'s most attractive Cadet NCO!
You sigh happily and dream about the mixer while you continue to wait.

A few moments more and Sergeant Smith returns, calls the flight to
attention and turns you to the right into column formation. \"GUIDE
RIGHT\" you hear in those dulcet tones you find so endearing and the
guide assumes position in front of the third element leader.

You know what that means! Your heart skips a beat as Sergeant Smith
assumes a position next to you facing in the direction of the march. The
next thing you hear is that wonderful voice breathing practically in
your ear, \"Forward, MARCH\".

Woops! But all is not well. Apparently the rear of the flight didn\'t
hear the command. There is an odd accordion affect as the front half of
the flight steps out immediately and then the rear of the flight rushes
to catch up, then compacts and then stretches to resume normal distance.
Eventually, the unnatural motion ceases and the flight settles into some
semblance of marching. Sergeant Smith is calling cadence and all is
right with the world.

But you grit your teeth in frustration at the embarrassment your
element - and the other elements - have caused you. The last thing you
want to happen is for Sergeant Smith to be unhappy! You resolve to take
this up with your people as soon as you get a chance.

You\'ve barely begun pointing out the various shortcomings of your
people and their relatives, ancestors and pets going back fourteen
generations when this one troublemaker in the back drags out the D&C
manual and says, \"I think we would have been okay if Sergeant Smith had
been following the manual.\"

Blasphemer! How dare one of the troops question the tasty and flawless
Sergeant Smith. You reach out and snatch the D&C manual, pausing for a
glare at the offending Cadet as you begin reading where the Cadet is
pointing.

To your horror, you find the Cadet is right!

**Oh, cruel fate!**

The unit commander should face his unit at all times when giving drill
commands; except when providing supplemental commands: these are given
over the right shoulder. The unit commander should always be at the
position of attention when giving commands.

Sergeant Smith\'s initial mistake was calling a drill command over one
shoulder clearly not at a position of attention. Ideally, Sergeant Smith
would have appointed a temporary flight sergeant. At the very least,
Sergeant Smith should have returned to the proper three pace position on
the flight and put them at ease. Not facing the unit and not standing at
attention are actually two problems in one.

Sergeant Smith is not a total loss however, as the flight was turned
into column formation before marching off. Sergeant Smith also gains
points for understanding the proper use and form of the \'GUIDE RIGHT\'
command (repositioning the guide with respect to the formation).

However, stepping to the front of the flight and attempting to lead
drill from the front is not only against the manual, it doesn\'t make
any sense because the Cadets at the rear of the flight clearly can\'t
hear the drill commands. Ideally, when the unit is on the march the
commander should take position at least at the middle and probably
toward the rear of the unit.

Note, however, that for a pass in review, the commander does assume a
position at the front of the flight. In this case the flight commander
is issuing *supplemental commands*, which are given over the right
shoulder.

Also, when the manual states that the unit commander should be *at
attention* at all times, it means on the march in addition to at the
halt. When marching, the phrase \'at attention\' means marching in step
with cadence. Therefore, the unit commander should be in step with his
unit when giving drill commands on the march.

**Sir Mix-A-Lot\...**

Swallowing your disappointment at this grievous flaw in your beloved,
you resolve to take this up with Sergeant Smith. If you handle this
correctly, you\'ll seem intelligent and tactful and might get an
opportunity to arrange a date for the mixer.

Hope springs eternal!

### ![](media/image6.wmf){width="6.995138888888889in" height="0.11805555555555555in"} 

### READING 2-2: THE RIGHT GUIDE REQUISITE: NCOS-1203 *No worksheet* *This reading has been included to help you understand the use of the right guide position. It is a position used too infrequently and often misunderstood.* 

### Proper use of the Right Guide[^3]

*an* *article reproduced from CadetStuff .org*

It's the middle of your first day at summer encampment.  In your flight
are cadets from nearly every squadron in the wing.  As a new CAP cadet,
you're amazed at all of the \"interesting\" ways cadets from other
squadrons do things. Your first formation was certainly amazing! When
the flight sergeant gave the command for the flight to fall in, a cadet
from a unit near your own shoved his way to the front, aligned himself
on the flight sergeant, then took several steps to the right, faced the
front, and shouted "RIGHT GUIDE!!" at the top of his lungs. 

You watched in amazement as several cadets scrambled to fall in to the
\"Right Guide\'s\" left. As the front rank assembled, the second and
third ranks started to fall in with a great deal of pushing and
shoving.  Some cadets in the second rank whipped off their covers with
their right hand and extended their right arms in front of them, using
the cover to gauge the distance between them and the cadet in the rank
ahead of them.  Still other cadets put up their right arms as they fell
in to check the interval between them and the the cadet to their right.

\"Hmmm,\" you think, \"I've never seen that done like that before, and
that\'s sure not the way I was taught to do it at home. But, the flight
sergeant seems happy with it, so I guess I\'ll keep my mouth shut for
now,\"

### How Should It Have Happened?

When the flight falls in, the guide is supposed to assume the first
position *(for some odd reason, the \"guide\" is a position that is
seldom used in CAP, but we will reference it here for the purposes of
illustrating the correct method and because it is a required position)*,
the element leaders then align off the guide, and the remaining flight
members then align themselves off the element leaders and the
individuals in the front rank.

Lets look a little more closely at the process. The guide positions him
or herself 3 paces from the flight sergeant and in a position that
should assure that the first element is centered on the flight
sergeant.  The guide then raises his/her left arm to a \"dress right
dress\" position.

![](media/image7.png){width="2.6527777777777777in" height="2.0in"}

The first element leader then assumes his/her position immediately to
the left of the guide.  Upon feeling the first element leader at his/her
fingertips, the guide then performs an automatic \"ready front\"  and
assumes the position of attention.

![](media/image8.png){width="3.125in" height="2.4479166666666665in"}

Now the remaining element leaders fall in behind the first element
leader, execute a dress right dress, obtain their 40-inch distance
visually, and align themselves directly behind the element leader in
front of them (this is commonly referred to as \"cover\"). The whole
process of obtaining Dress, Cover, Interval and Distance is referred to
by the acronym \"DCID.\"

![](media/image9.png){width="3.125in" height="4.083333333333333in"}

The remaining airmen then fall into any open positions to the element
leader\'s left, aligning themselves behind the individual in the rank in
front of them (again, \"cover\") visually, and executing an automatic
dress right dress.  As soon as DCID has been obtained with the cadets in
front of them and to their left, the airman will execute an automatic
ready front and assume the position of attention. Something to remember:
Cover and interval for cadets behind the first rank is obtained
visually, not by the actual arm distance.

![](media/image10.png){width="3.125in" height="2.5208333333333335in"}

This is done at the position of attention, so therefore it is done
without talking.  The guide does not sound off with anything, not
\"RIGHT GUIDE!\" not \"ONE, ONE!\"

### Important Things To Remember

If the guide doesn\'t know how many people are in a particular
formation, he or she may not get the exact centering of the first
element on the flight sergeant.  It is generally incumbent on the flight
sergeant to make those fine adjustments.

The only interval that matters is the front rank of cadets, who are the
leading individuals of each
file[T](http://www.cadetstuff.org/drill/_drill_manual/_glossary.htm#file). 
All cadets behind the front rank merely cover on the individual in front
of them, irregardless of the arm distance of the individual to their
right.

![](media/image11.wmf){width="2.0104166666666665in"
height="3.1881944444444446in"}

[]{#__RefHeading___Toc53989237 .anchor}**SECTION THREE -- INSTRUCTIONAL
METHODS**

***Section Introduction***

*One of the primary roles of any leader is to be a teacher. At your home
unit you either already are, or are fast becoming one of the senior
cadets in terms of longevity. It is now going to be your responsibility
to teach other cadets the how and why of things -- therefore you need to
become proficient at teaching. Teaching is not simply standing up and
reciting knowledge. Good teaching requires using the right strategy for
the right audience and topic. It requires significant preparation and
focus. Most of all it requires a passion for the subject and a
commitment to your students.*

[]{#__RefHeading___Toc53989238 .anchor}**READING 3-1: INSTRUCTIONAL
METHODS INFORMATION**

**REQUISITE: NCOS-1301 (INSTRUCTIONAL METHODS)** *No worksheet*

*This reading has been adapted from a professional education company
that specializes in corporate training and employee education. The ideas
presented here go farther in scope than the basics given to you during
the lecture class. You are encouraged to review these methodologies and
see what can be of use to you, especially in designing interesting and
exciting classes back at your home unit.*

# Instructional Methods Information[^4]

Instructional methods and teaching methods mean the same thing; to split
hairs over these terms adds nothing to the process of learning to be a
teacher. Direct and indirect instruction are two main categories that
many educators find useful for classifying teaching methods, but it is,
as you will see, a bit  more complicated than placing all instruction
into two categories. Any instructional method a teacher uses has
advantages, disadvantages, and requires some preliminary preparation. 
Often times, a particular teaching method will naturally flow into
another, all within the same lesson, and excellent teachers have
developed the skills to make the process seamless to the students. Which
instructional method is \"right\" for a particular lesson depends on
many things, and among them are the age and developmental level of the
students, what the students already know, and what they need to know to
succeed with the lesson, the subject-matter content, the objective of
the lesson,  the available people, time, space and material resources,
and the physical setting. Another, more difficult problem is to select
an instructional method that best fits one\'s particular teaching style
and the lesson-situation. There is no one \"right\" method for teaching
a particular lesson, but there are some criteria that pertain to each
that can help a teacher make the best decision possible. The methods are
not listed in a preferred sequence, and obviously, not all are
appropriate for all grades and subject matter content areas.

**DIRECT TEACHING**

  ----------------------- ----------------------- ------------------------
  **Advantages**          **Disadvantages**       **Preparation**

  Very specific learning  Can stifle teacher      Content must be
  targets.\               creativity.\            organized in advance.\
  Students are told       Requires well-organized Teacher should have
  reasons why content is  content preparation and information about
  important - helps to    good oral communication student prerequisites
  clarify lesson          skills.\                for the lesson.
  objective.\             Steps must be followed  
  Relatively easy to      in prescribed order.\   
  measure student gains.\ May not be effective    
  Is a widely accepted    for higher-order        
  instructional method.\  thinking skills,        
  Good for teaching       depending on the        
  specific facts and      knowledge base and      
  basic skills.           skill of the teacher.   
  ----------------------- ----------------------- ------------------------

**COOPERATIVE LEARNING**

  ----------------------- ----------------------- ------------------------
  **Advantages**          **Disadvantages**       **Preparation**

  Helps foster mutual     Some students don\'t    Decide what skills or
  responsibility.\        work well this way.\    knowledge are to be
  Supported by research   Loners find it hard to  learned.\
  as an effective         share answers.\         Requires some time to
  technique.\             Aggressive students try prepare students. to
  Students learn to be    to take over.\          learn how to work in
  patient, less critical  Bright students tend to groups.
  and more compassionate. act superior.           
  ----------------------- ----------------------- ------------------------

**LECTURE**

  ----------------------- ----------------------- ------------------------
  **Advantages**          **Disadvantages**       **Preparation**

  Factual material is     Proficient oral skills  There should be a clear 
  presented in a direct,  are necessary.\         introduction and
  logical manner.\        Audience is often       summary.\
  May provide experiences passive.\               Effectiveness related to
  that inspire\           Learning is difficult   time and scope of
  - useful for large      to gauge.\              content.\
  groups.                 Communication is        Is always audience
                          one-way.\               specific; often includes
                          Not appropriate for     examples, anecdotes.
                          children below grade 4. 
  ----------------------- ----------------------- ------------------------

**LECTURE WITH DISCUSSION**

+----------------------+----------------------+-----------------------+
| **Advantages**       | **Disadvantages**    | **Preparation**       |
+----------------------+----------------------+-----------------------+
| Involves students,   | Time constraints may | Teacher should be     |
| at least after the   | affect discussion    | prepared to allow     |
| lecture.\            | opportunities.\      | questions during      |
| Students can         | Effectiveness is     | lecture, as           |
| question, clarify    | connected  to        | appropriate. \        |
| and challenge.\      | appropriate          | Teacher should also   |
| Lecture can be       | questions and        | anticipate difficult  |
| interspersed with    | discussion; often    | questions and prepare |
| discussion.          | requires teacher to  | appropriate responses |
|                      | \"shift gears\"      | in advance.           |
|                      | quickly.             |                       |
|                      |                      |                       |
+----------------------+----------------------+-----------------------+

**PANEL OF EXPERTS**

  ----------------------- ----------------------- ------------------------
  **Advantages**          **Disadvantages**       **Preparation**

  Experts  present        Personalities may       Teacher coordinates
  different opinions.\    overshadow content.\    focus of panel,
  Can provoke better      Experts are often not   introduces and
  discussion than a one   effective speakers.\    summarizes.\
  person discussion.\     Subject may not be in   Teacher briefs panel.
  Frequent change of      logical order.\         
  speaker keeps attention Not appropriate for     
  from lagging.           elementary age          
                          students.\              
                          Logistics can be        
                          troublesome.            
  ----------------------- ----------------------- ------------------------

**BRAINSTORMING**

  ----------------------- ----------------------- ------------------------
  **Advantages**          **Disadvantages**       **Preparation**

  Listening exercise that Can be unfocused.\      Teacher selects issue.\
  allows creative         Needs to be limited to  Teacher must be ready to
  thinking for new        5 - 7 minutes.\         intervene when the
  ideas.\                 Students may have       process is hopelessly
  Encourages full         difficulty getting away bogged doen.
  participation because   from known reality.\    
  all ideas are equally   If not managed well,    
  recorded.\              criticism and negative  
  Draws on group\'s       evaluation may occur.\  
  knowledge and           Value to students       
  experience.\            depends in part on      
  Spirit of cooperation   their maturity level.   
  is created.\                                    
  One idea can spark off                          
  other ideas.                                    
  ----------------------- ----------------------- ------------------------

**VIDEOTAPES/SLIDES**

  ----------------------- ----------------------- ------------------------
  **Advantages**          **Disadvantages**       **Preparation**

  Entertaining way of     Can raise too many      Need to obtain and set
  introducing content and issues to have a        up equipment\
  raising issues\         focused discussion\     Effective only if
  Usually keeps group\'s  Discussion may not have teacher prepares for
  attention\              full participation\     discussion after the
  Looks professional\     Most effective          presentation
  Stimulates discussion   following discussion    
  ----------------------- ----------------------- ------------------------

**DISCUSSION**

  ----------------------- ----------------------- ------------------------
  **Advantages**          **Disadvantages**       **Preparation**

  Pools ideas and         Not practical with more Requires careful
  experiences from group\ that 20 students\       planning by teacher to
  Effective after a       A few students can      guide discussion\
  presentation, film or   dominate\               Requires question
  experience that needs   Some students may not   outline
  to be analyzed\         participate\            
  Allows everyone to      Is time consuming\      
  participate in an       Can get off the track   
  active process                                  
  ----------------------- ----------------------- ------------------------

**SMALL GROUP DISCUSSION**

  ----------------------- ----------------------- ------------------------
  **Advantages**          **Disadvantages**       **Preparation**

  Allows for              Needs careful thought   Need to prepare specific
  participation of        as to purpose of group\ tasks or questions for
  everyone\               Groups may get side     group to answer
  Students often more     tracked                 
  comfortable in small                            
  groups\                                         
  Groups can reach                                
  consensus                                       
  ----------------------- ----------------------- ------------------------

**CASE STUDIES**

  ----------------------- ----------------------- ------------------------
  **Advantages**          **Disadvantages**       **Preparation**

  Develops analytic and   Students may not see    Case must be clearly
  problem solving skills\ relevance to own        defined\
  Allows for exploration  situation\              Case study must be
  of solutions for        Insufficient            prepared
  complex issues\         information can lead to 
  Allows student to apply inappropriate results\  
  new knowledge and       Not appropriate for     
  skills                  elementary level        
  ----------------------- ----------------------- ------------------------

**ROLE PLAYING**

  ----------------------- ----------------------- ------------------------
  **Advantages**          **Disadvantages**       **Preparation**

  Introduces problem      Some students may be    Teacher has to define
  situation dramatically\ too self-conscious\     problem situation and
  Provides opportunity    Not appropriate for     roles clearly\
  for students to assume  large groups\           Teacher must give very
  roles of others and     Some students may feel  clear instructions
  thus appreciate another threatened              
  point of view\                                  
  Allows for exploration                          
  of solutions\                                   
  Provides opportunity to                         
  practice skills                                 
  ----------------------- ----------------------- ------------------------

**WORKSHEET/SURVEYS**

  ------------------------------ -------------------- --------------------
  **Advantages**                 **Disadvantages**    **Preparation**

  Allows students to think for   Can be used only for Teacher has to
  themselves without being       short period of time prepare handouts
  influenced by others\                               
  Individual thoughts can then                        
  be shared in large group                            
  ------------------------------ -------------------- --------------------

**GUEST SPEAKERS**

  ----------------------- ----------------------- ------------------------
  **Advantages**          **Disadvantages**       **Preparation**

  Personalizes topic\     May not be a good       Contact speakers and
  Breaks down audience\'s speaker                 coordinate\
  stereotypes                                     Introduce speaker
                                                  appropriately
  ----------------------- ----------------------- ------------------------

**VALUES CLARIFICATION**

  ----------------------- ----------------------- ------------------------
  **Advantages**          **Disadvantages**       **Preparation**

  Opportunity to explore  Students may not be     Teacher must carefully
  values and beliefs\     honest about their      prepare exercise\
  Allows students to      values.\                Teacher must give clear
  discuss values in a     Students may be too     instructions\
  safe environment\       self-conscious.\        Teacher must prepare
  Gives structure to      Students may not be     discussion questions
  discussion              able to articulate      
                          their values in an      
                          effective way.          
  ----------------------- ----------------------- ------------------------

**\"Anything not understood in more than one way is not understood at
all.\"**![](media/image12.png){width="1.0416666666666666e-2in"
height="1.0416666666666666e-2in"}

![](media/image13.wmf){width="6.995138888888889in"
height="0.11805555555555555in"}

[]{#__RefHeading___Toc53989239 .anchor}**READING 3-2: SPEAKING TIPS\
REQUISITE: N/A\
***Toastmasters is a worldwide public speaking group. Here are their 10
tips for good speech-making!*

**10 Tips For Successful Public Speaking**[^5]

Feeling some nervousness before giving a speech is natural and healthy.
It shows you care about doing well. But, too much nervousness can be
detrimental. Here\'s how you can control your nervousness and make
effective, memorable presentations:

1.  **Know the room.** Be familiar with the place in which you will
    speak. Arrive early, walk around the speaking area and practice
    using the microphone and any visual aids.

2.  **Know the audience.** Greet some of the audience as they arrive.
    It\'s easier to speak to a group of friends than to a group of
    strangers.

3.  **Know your material.** If you\'re not familiar with your material
    or are uncomfortable with it, your nervousness will increase.
    Practice your speech and revise it if necessary.

4.  **Relax.** Ease tension by doing exercises.

5.  **Visualize yourself giving your speech.** Imagine yourself
    speaking, your voice loud, clear, and assured. When you visualize
    yourself as successful, you will be successful.

6.  **Realize that people want you to succeed.** Audiences want you to
    be interesting, stimulating, informative, and entertaining. They
    don\'t want you to fail.

7.   **Don\'t apologize.** If you mention your nervousness or apologize
    for any problems you think you have with your speech, you may be
    calling the audience\'s attention to something they hadn\'t noticed.
    Keep silent.

8.  **Concentrate on the message \-- not the medium.** Focus your
    attention away from your own anxieties, and outwardly toward your
    message and your audience. Your nervousness will dissipate.

9.  **Turn nervousness into positive energy.** Harness your nervous
    energy and transform it into vitality and enthusiasm.

10. **Gain experience.** Experience builds confidence, which is the key
    to effective speaking. A Toastmasters club can provide the
    experience you need.

[]{#__RefHeading___Toc53989240 .anchor}**READING 3-3: LEADERS AND
TEACHING**

**REQUISITE: N/A**

*Teaching and leading go hand-in-hand. As an NCO you must be a teacher
to your subordinates -- in both the daily tasks you need your
subordinates to complete, and in the larger leadership concepts you hope
to impart to your subordinates.*

**Great Leaders Are Great Teachers**[^6]\
*Leaders must be effective teachers.*\
by Dr. John C. Maxwell

Clayton Porter, my wife Margaret\'s father, died in February. He was a
wonderful, wonderful person---a great dad, and a great family man. He
was a teacher his whole life and he did what he could while he was on
this earth to add value to people\'s lives. When we had the memorial
service, Margaret stood up and spoke because she\'s the oldest daughter
in the family. One of the things she said really touched the whole
audience that day: the most important lessons that you usually learn in
life---the basics, the things that you\'re going to put under your belt
and carry with you all the way---you learn in childhood.

She probably spent ten minutes talking about three of the most important
lessons her dad ever taught her, and there wasn\'t a dry eye in the
place when she finished. After she sat down beside me, I squeezed her
hand and told her what a great job that she had done. Her words reminded
me that people who are effective in influencing others have the ability
to communicate effectively and have the ability to teach effectively.
George Bernard Shaw said, \"He who can does; and he who cannot
teaches.\"

I would respond to that by saying that good leaders have the ability to
communicate and teach. A person may be able to teach yet not lead; but a
person who leads successfully also teaches successfully. How else do you
persuade everyone in an organization, whether that means 50 employees or
50,000, to move in the same direction? How do you refocus the staff
around a scaled-down strategy to survive an economic slump? How do you
ensure that people at every level understand the priorities of the
moment? How do you develop the leaders of tomorrow? Quite simply---you
teach.

Here are the first seven tips that\'ll help you teach your people more
effectively.

**1. It\'s not about you, it\'s about them.**\
When you\'re going to communicate, always understand that you\'re not
the star. It\'s not about you, it\'s about the people with whom you\'re
trying to communicate.

**2. Study your students.**\
Great teachers know their material and their students. To know your
material and not your students means that you have something to give but
no effective method to deliver it.

**3. Students take risks when teachers create a safe environment.**\
It\'s important for you as a leader to create an environment where
there\'s a sense of security for the person you want to develop.
Learning requires vulnerability: when the atmosphere and the environment
allow room for vulnerability, material is absorbed very quickly.

**4. Great teachers exude passion as well as purpose.**\
The difference between a good teacher and a great one isn\'t expertise.
It comes down to passion---passion for the material and passion for
teaching.

**5. Students learn when teachers show them how much they need to
learn.**\
Most students fail to see the gap between where they are and where they
need to be. If you fail to see that gap, you lose your incentive for
learning.

**6. Keep it clear and keep it simple.**\
The essence of teaching---and learning---is communication; and the
biggest issue that leaders face is whether people understand them.

**7. Practice vulnerability without sacrificing credibility.**\
To some people, being a teacher or a leader means appearing as though
you have all the answers. Any sign of vulnerability or ignorance is seen
as a sign of weakness. These people can make the worst teachers. Be
honest about what you know and what you don\'t know, but do try to
emphasize the things you do know and the things you actually can teach.

**8. Teach from the heart.**\
The best teaching isn\'t formulaic, it\'s personal. The things you can
share from your own heart will mean so much more to your people than
anything out of an ordinary textbook.

**9. Repeat the process.**\
If you want your employees to remember the new mission statement or the
marketing strategy, give it to them more than once.

**10. Good teachers ask good questions.**\
Effective teachers understand that learning is about exploring the
unknown and that such exploration begins with questions. Not questions
that are simply lectures in disguise\--questions that actually seek
thoughtful answers from your people.

**11. Stop passing out information and start teaching people how to
think.**\
I\'ve identified several ways that people who are successful think.
Basically, what all successful people have in common is that they think
in like patterns.

**12. Stop talking; start listening.**\
Effective learning is a two-way street. It\'s a dialogue, not a
monologue.

**13. Let your students teach each other.**\
Great teachers understand that their students have the ability to
communicate and teach each other, many times more effectively than they
can. Peers relate to one another much more than students do to teachers.

**14. Avoid using the same approach for everyone.**\
Good teachers believe that every student can learn, but they understand
that students learn differently. Some are visual, some grasp the
abstract, and some learn best by reading. Engage them in as many ways as
you can.

**15. Never stop teaching.**\
Effective teaching is about the quality of the relationship between the
teacher and the student, and it doesn\'t end when class is over. It is
an ongoing process.

Great teachers are always passionate about what they\'re doing, how
they\'re imparting, what they\'re learning, and that they want to pass
it on to others as quickly as they possibly can. The goal of a great
teacher is to impact his or her people by learning how to communicate
effectively. Even if your message and vision are good, their ability to
receive it is solely based upon your ability to communicate it
effectively.

[]{#__RefHeading___Toc53989241 .anchor}**SECTION FOUR -- NCO
RESPONSIBILITES**

***Section Introduction***

This section contains a collection of readings from various authors and
sources that are designed to help you think through what it means to be
an NCO. Being an NCO is no small task and requires attention to a great
many things! From interactions with peers and supervisors to your own
personal moral and ethical challenges -- you are going to be constantly
busy thinking about what and who you are and what and who you wish to
become.

[]{#__RefHeading___Toc53989242 .anchor}**READING 4-1: THE ENCAMPMENT
NCO**

**REQUISITE: NCOS-1401 (NCO RESPONSIBILITIES)**

*This reading is taken from Chapter One of the Minnesota Wing Summer
Encampment NCO Handbook. The material is specifically written to the job
of being an NCO at encampment. However, the greater lessons contained in
it can be applied throughout your NCO career.*

**THE ENCAMPMENT NCO**

**1-1 Overview.** Cadet NCO's play a very important role at encampment.
NCO's are part of a leadership team, they act as administrative
assistants, they teach, they represent their Commander and they
motivate. This handbook will review the three primary NCO positions in
the encampment structure: Flight Sergeant, CTS First Sergeant, and the
Cadet Command Chief Master Sergeant.

**1-2 The Role of an NCO**. Encampment is a "living leadership
laboratory" where staff and cadets can experiment with being a leader.
As an NCO you are experimenting with being a "participant-leader." You
are in command but never too far away from your troops. You will have
responsibilities but they are usually completed while "participating" as
well as leading. As an NCO you will have some authority, but you must
never forget that you are an NCO. You are still subordinate to all
officers, senior and cadet, and must take and execute orders. The basic
cadets will look to you because you are "real" to them. As an NCO you
are in a position the basic cadet also be in, in only a year or two. If
you set a good example then that is what the basic cadets will learn,
and unfortunately the reverse of that is true as well.

**1-3 The NCO and the leadership team.** As an NCO you will always be
part of a leadership team. Usually you will be teamed up with an officer
and perhaps a senior member and together all of you will give input into
the final decisions that are made.

*Leadership Teams:*

-   *Flight Level: Flight Sergeant, Flight Commander, and Tactical
    Officer*

-   *Squadron Level: First Sergeant, Squadron Commander, and Senior
    Tactical Officer*

-   *Group Level: Command Chief Master Sergeant, CTG Executive Staff,
    Chief Tactical Officer, and Commandant*

In each of these leadership teams you will not be the one making the
final decisions. As an NCO you are in a great position to watch and
learn from the other members of your leadership team to see how they go
about making decisions and developing processes. But what then is your
purpose as a decision-maker?

If you look back at the makeup of the leadership teams you will probably
notice one important fact -- it has been some time since any of the
leadership team, other than you, have been a Basic Cadet! Just like the
NCO in the military, you are the spokesperson for your troops at every
level. In the flight, the Flight Sergeant likely spends more time with
the flight members than any other staff person. Therefore when the
Flight Staff has discussions about why things are occurring or what
should be done -- the Flight Sergeant should give input and ideas to the
other staff members. This process repeats itself at the Squadron level
-- as the First Sergeant spends time with the troops and the Flight
Sergeants and gets their input and ideas, and then again at the Group
level as the Command Chief gets input and ideas from the First Sergeants
and Flight Sergeants. It also means that you do not wait to be asked
about how your troops feel or are performing. You should constantly be
giving feedback and information to your commander so that he/she knows
you are engaged and active. This will make you first in the mind of your
commander when he/she needs information about the status of the troops.

**1-4 The NCO as an Administrative Assistant.** Not all paperwork is bad
and evil, and much paperwork and other administrative duties exist for a
very real purpose. In CAP, as in any organization, the further up the
chain of command the more paperwork and administration there is. This
happens because at the lowest levels (the flight for example) you can
get reports from people as necessary because you see them all the time.
However at the top of an organization (the Group for instance) this is
usually not possible since you are responsible for so many people.
Organizations replace face-to-face discussions with written
documentation.

One of the less glamorous but most important duties an NCO can do is to
help their commander with the burdens of administration. This will be
far less noticeable at the Flight level than it is at the Group level.
But no matter what level you are at it is the NCO's duty to handle
routine administrative tasks for their commander. As an NCO you may be
asked to gather information, complete forms, and write reports. It is
very important that you fully understand what is expected of you. If you
don't know, ask questions until you do!

**1-5 The NCO as a teacher.** This responsibility will vary with your
level in the encampment structure. As a teacher you have an obligation
to be thoroughly familiar with your subject matter. This means you come
to encampment already knowing the Uniform Manual, Drill & Ceremonies
Manual, customs & courtesies, and the knowledge required of the Basic
Cadets.

You also will need to use different teaching approaches at different
points in the week. As a general rule positive reinforcement usually
works better than negative reinforcement. A complete discussion of these
strategies can be found in the Encampment Training Manual, Chapter 4-

**1-6 The NCO as a Representative.** Often times NCO's are sent by their
commanders to ask officers to do certain things. Examples might be a
First Sergeant asking the Flight Commanders in the Squadron to be ready
for formation 10 minutes early. Or perhaps the Command Chief asking the
Squadron Commanders to have the cleaning details do a better job on the
Squadron Training Rooms. But since the First Sergeant and the Command
Chief are NCO's, how can they be giving orders to officers? The answer
is that in reality the NCO's are not giving orders -- they are simply
repeating orders that their commanders asked them to relay. So really
the First Sergeant is simply repeating the Squadron Commander's order to
have the flights ready for formation 10 minutes early; and the Command
Chief is simply relaying the Group Commander's order for better
cleaning.

As a Squadron First Sergeant you will often carry messages and execute
plans that were designed by your Squadron Commander. However you must
never forget that you are an NCO and only carry as much authority as an
NCO will have. You may be bringing a direct order from your Squadron
Commander to one of his Flight Commanders, but you do not have the
authority to enforce it. If the Flight Commander ignores the order then
leave the enforcing to your Squadron Commander. Review the following
example:

*C/MSgt Plum is the First Sergeant for CTS 12. His Squadron Commander,
C/Maj Apple, tells C/MSgt Plum to go and inform the Flight Commanders
that she is adding a brief staff meeting into the schedule at 1000
hours. C/MSgt Plum goes and tells each Flight Commander about the
additional meeting. While telling the Romeo Flight Commander, the Romeo
Flight Commander tells C/MSgt Plum that Romeo Flight is busy and he
won't be at the meeting. How should C/MSgt Plum handle this?*

*As the Squadron First Sergeant, Plum cannot order the Flight Commander
to attend the meeting. Plum can repeat the information and can tell the
Flight Commander that C/Maj Apple seemed very concerned about everyone
being there. However if the Flight Commander still chooses to not
attend, then it is not Plum's concern. Cadet Plum simply needs to return
to C/Maj Apple and inform her of who will be and will not be attending.
Ensuring that her orders are followed is C/Maj Apple's issue.*

In the above example Cadet Plum could have attempted to "flaunt his
authority" but since he really had no authority it would have been an
empty bluff. Instead he stayed within his boundaries and executed his
duties as requested. He did not get into a showdown with the Flight
Commander or make a scene of it.

The above example was for a First Sergeant. However the same principles
and concepts work for the Command Chief as well. Often times the Command
Chief will be interacting with C/Maj's and C/Lt Col's so tact and
positive communication are of the utmost importance!

**1-7 The NCO as a Motivator**. Despite all the teaching, reinforcing,
caring, and explaining you do there will still be times when you have to
simply reach down inside and motivate your cadets to do better than they
think they can. Earlier there was discussion about how the cadets will
have an easier time relating and interacting with the NCO's than the
officers. This also means that as an NCO you have a responsibility to
motivate and encourage the cadets to exceed the limits that they think
they have. Having been a Basic Cadet only a year or two ago, you have
fresher memories and recollections about what motivated you and made you
want to succeed. It is these same motivators and messages that you
should use in motivating your cadets.

[]{#__RefHeading___Toc53989243 .anchor}**NCO Responsibilities
Worksheet**

1\. What are three responsibilities an NCO has to their superiors?

2\. What are five responsibilities an NCO has to their subordinates?

3\. Write a short essay (100-150 words) explaining how you plan to
include the CAP Core Values in your daily interactions as a cadet NCO.

[]{#__RefHeading___Toc53989244 .anchor}**READING 4-2a: CHARACTER**

**REQUISITE: NCOS-1402 (NCO CHARACTER)** *Complete worksheet at end of
4-2b*

*The most important quality you can have as a leader is character.
People will follow you if you have it, and people will desert you if you
do not. Subordinates want to look to you for guidance about what the
right thing to do is. If you lack integrity, honor, courage or any of
the cornerstones of character then you will be at a loss to give
guidance them when it is most needed.*

**HOW CHARACTER SUSTAINS LEADERS**[^7]

*By John C. Maxwell*

 

In the last two issues of \"Leadership Wired,\" I presented two mistakes
that I made as a young leader:

-   I thought that leaders distinguished themselves by rising above
    their people.

-   I thought as a leader, the people should be focused on my agenda.

A third mistake that I made as a young leader was that I used to think
that charisma was the most important aspect of leadership.  In the
beginning, I focused on charisma because I know that leadership
attracts, and leadership influences people. Therefore I thought, \"Well,
if I\'m going to influence people I\'ve got to develop charisma in my
life.\" I\'ve been around enough boring leaders to say that is a desire
that most of us should have!

What I learned is that character is the most important aspect of
leadership, not charisma. Charisma attracts, but character sustains. In
fact, I think charisma, in the area of leadership, is overrated.

Character embodies who you really are. It\'s the inner fiber of your
being. It is your inner self in action. It reveals what you are truly
made of, it\'s your substance. Character is, as D. L. Moody said, \"What
you are in the dark.\"

If you have charisma without character, it\'s only a matter of time
before people find you out. Without character you cannot sustain
meaningful relationships, and without relationships your ability to lead
and influence others is anemic.

So what is it about character that really makes a difference?

**1. Character sets you apart.**

There was a time when people who lacked integrity stood out from the
crowd. Now the opposite is true\--charisma can make people stand out for
a moment, but character can set them apart for a lifetime.

**2. Character creates trust.**

Leadership functions only on the basis of trust. If you pull out trust,
then you will lose your leadership foundation.

**3. Character promotes excellence.**

If you lead people, good character sets a standard for everyone who is
following you. People will eventually become like their leader. If
leaders compromise on their standards, cheat the company, or take
shortcuts, so will their followers.

**4. Character gives staying power.**

During the tough times that all leaders face, character has the ability
to carry you through, which is something that charisma can never do.
When you are weary and inclined to quit, the self-discipline of
character keeps you going.

**5. Character extends influence.**

Charisma, by its nature, doesn\'t last long or extend very far. It\'s
like a flash of gunpowder. It produces a quick, blinding light, but then
it\'s gone. The only thing left is smoke. Character, on the other hand,
is more like a bonfire. Its effects are long-lasting. It produces warmth
and light, and as it continues to burn it gets hotter, giving fuel that
burns\
brighter.

If you\'re currently leading people, you probably have some measure of
both charisma and character. The question is which one are you relying
on to lead? The answer can be found in your response to this great
question, \"As time goes by, does it get easier or harder to lead?\"

Without character, leadership becomes harder to sustain. You constantly
have to perform to get people to notice you; but with character, as time
goes by, leadership strengthens, builds, and continues to attract the
people. And best of all, the ones who do come to enjoy your fire stay
with you a lot longer than the ones who only want to see a show.

![](media/image14.wmf){width="6.995138888888889in"
height="0.11805555555555555in"}

[]{#__RefHeading___Toc53989245 .anchor}***[U.S. Army Creed of the
Non-Commissioned Officer]{.underline}***

     ***N***o one is more professional than I.  I am a Non-Commissioned
Officer, a leader of soldiers.  As as  Non Commissioned Officer, I
realize that I am a member of a time honored corps, which is known as
\"The Backbone of the Army.\"

     I am proud of the Corps of Non-Commissioned Officers and will at
all times conduct myself so as to bring credit upon the Corps, the
Military Service and my country regardless of the situation in which I
find myself.  I will not use my grade or position to attain pleasure,
profit, or personal safety.

*Competence* is my watchword.  My two basic responsibilities will always
be uppermost in my mind \-- accomplishment of my mission and the welfare
of my soldiers.  I will strive to remain tactically and technically
proficient.  I am aware of my role as a Non-Commissioned Officer, I will
fulfill my responsibilities inherent in that role.  All soldiers are
entitled to outstanding leadership; I will provide that leadership.  I
know my soldiers and will always place their needs above my own.  I will
communicate consistently with my soldiers and never leave them
uninformed.  I will be fair and impartial when recommending both rewards
and punishment.

     *O*fficers of my unit will have maximum time to accomplish their
duties; they will not have to accomplish mine.  I will earn their
respect and confidence as well as that of my soldiers.  I will be loyal
to those with whom I serve; seniors, peers, and subordinates alike.  I
will exercise initiative by taking appropriate action in the absence of
orders.  I will not compromise my integrity, nor my moral courage.  I
will not forget, nor will I allow my comrades to forget that we are
professionals, Non-Commissioned Officers, leaders!

[]{#__RefHeading___Toc53989246 .anchor}**READING 4-2b: CORE VALUES**

**REQUISITE: NCOS-1402 (NCO CHARACTER)** *Complete worksheet at end*

*The most important quality you can have as a leader is character.
People will follow you if you have it, and people will desert you if you
do not. Subordinates want to look to you for guidance about what the
right thing to do is. If you lack integrity, honor, courage or any of
the cornerstones of character then you will be at a loss to give
guidance them when it is most needed.*

**Civil Air Patrol Core Values**[^8]

***Adapted from the United States Air Force Core Values booklet, dated 1
January 1997***

**Lt. Col. Larry D. Sidle, CAP**

The Core Values are much more than the minimum standards. They remind us
of what it takes to get the mission done. They inspire us to do our very
best at all times, to be professional. They are the common bonds among
all comrades in uniform, and they are the glue that unifies the Patrol
and ties us to the great heroes and public servants of the past.

Integrity, Volunteer Service, Excellence in all we do, and Respect.
These are the Civil Air Patrol\'s Core Values. Study them, understand
them, follow them, and encourage others to do the same.

**Integrity**

Integrity is a character trait. It is the willingness to do what is
right even when no one is looking. It is the moral compass; the inter
voice; the voice of self-control; the basis for the trust imperative in
our organization.

Integrity is the ability to hold together and properly regulate all of
the elements of a personality. A person of integrity, for example, is
capable of acting on conviction. A person of integrity can control
impulses and appetites.

But integrity also covers several other moral traits indispensable to
service:

> **Courage:** A person of integrity possesses moral courage and does
> what is right even if the personal cost is high.
>
> **Honesty:** Honesty is the hallmark of the uniform profession because
> in this profession, our word is our bond. We don\'t pencil-whip
> training reports, we don\'t cover up violations, we don\'t falsify
> documents, and we don\'t give misleading information. The bottom line
> is we don\'t lie, and we don\'t justify any deviation.
>
> **Responsibility:** No person of integrity is irresponsible; a person
> of true integrity acknowledges his or her duties and acts accordingly.
>
> **Accountability:** No person of integrity tries to shift the blame to
> others or take the credit for work of others: \"the buck stops here\"
> says it best.
>
> **Justice:** A person of integrity practices justice. Those who do
> similar things must get similar rewards or similar punishments.
>
> **Openness:** Professionals of integrity encourage a free flow of
> information within the organization. They seek feedback from all
> directions to ensure they are fulfilling key responsibilities, and
> they are never afraid to allow anyone at any time to examine how they
> do business.

**Volunteer Service**

When one volunteers to be part of the organization, they place
themselves in the service of that organization, it\'s goals, and it\'s
membership. The public, and our own membership, expects us to be
professional volunteers. The professional places service before self,
and professional duties take precedence over personal desires. At the
very least it includes the following behaviors.

Rule Following. To serve is to do one\'s duty, and our duties are most
commonly expressed through rules. While it may be the case that
professionals are expected to exercise judgement in the performance of
their duties, good professionals understand that rules have a reason for
being, and the default position must be to follow those rules unless
there is a clear reason for refusing to do so.

Discipline and self-control. Professionals cannot indulge themselves in
self-pity, discouragement, anger, frustration, or defeatism. They have a
fundamental moral obligation to the persons they lead to strike a tone
of confidence and forward-looking optimism. More specifically, they are
expected to exercise control in the following areas:

> **Anger:** Professionals, and especially leaders at all levels, are
> expected to refrain from displays of anger that would bring discredit
> upon themselves and/or Civil Air Patrol.
>
> **Appetites:** Those who allow their appetites to drive them to make
> sexual overtures to subordinates are unfit for membership in this
> organization. Likewise the excessive consumption of alcohol casts
> doubt on the individual\'s fitness, and when such persons are found to
> be drunk and disorderly, all doubts are removed.
>
> **Faith in the system:** To lose faith in the system is to adopt the
> view that you know better than those above you in the chain of command
> what should or should not be done. In other words, to lose faith in
> the system is to place self before service. Leaders can be influential
> in this regard: if a leader resists the temptation to doubt \"the
> system\", then subordinates may follow suit.

**Excellence in all we do**

Excellence in all we do directs us to develop a sustained passion for
continuous improvement and innovation that will propel CAP, and
ourselves, into a long-term, upward spiral of accomplishment and
performance.

> **Product/service excellence:** We must focus on providing services
> and products that fully respond to customer wants and anticipate
> customer needs, and we must do so within the boundaries established by
> the taxpaying public. Whether our product/service is Search and
> Rescue, future leaders of our country from the Cadet Program, or the
> enhancement of aerospace education, we must strive for excellence.
>
> **Personal excellence:** CAP professionals must seek out and complete
> professional CAP education, stay in physical and mental shape, and
> continue to refresh their general educational backgrounds.
>
> **Community excellence:** Community excellence is achieved when the
> members of an organization can work together to successfully reach a
> common goal in an atmosphere free of fear that preserves individual
> self worth.
>
> **Resources excellence:** Excellence in all we do also demands that we
> also aggressively implement policies to ensure the best possible
> management of our resources.
>
> **Material resources:** As professionals we are obligated to ensure
> all of our equipment is what is needed for our mission, that we do not
> procure more that we need, and that we care for it to the best of our
> ability.
>
> **Human resources excellence:** Human resources means that we recruit,
> train, promote, and retain those who can do the best job to meet the
> CAP missions.
>
> **Operations excellence:** There are two kinds of operations
> excellence, internal and external.
>
> **Excellence of internal operations:** This form of excellence
> pertains to the way we do business internal to CAP from the unit level
> to Headquarters CAP. It involves respect on the unit level and a total
> commitment to maximizing the CAP team.
>
> **Excellence of external operations:** This form of excellence
> pertains to the way in which we treat the world around us as we
> conduct our operations. We must obey the laws of the land as well
> obeying the rules of civil conduct.

**Respect**

Respect is to treat with propriety or consideration, to avoid intruding
upon, to honor and hold in esteem.

> **Respect for others:** Service before self tells us also that a good
> leader places his/her subordinates ahead of his/her personal comfort.
> We must always act in the certain knowledge that all persons possess a
> fundamental worth as human beings.
>
> **Religious toleration:** Professionals must remember that religious
> choice is a matter of individual conscience. Professionals, especially
> leaders, must not take it upon themselves to change or coercively
> influence the religious views of subordinates.
>
> **Mutual respect:** Genuine respect involves viewing another person as
> an individual of fundamental worth. Obviously, this means that a
> person is never judged on the basis of his/her possession of an
> attribute that places him or her in some racial, ethnic, economic, or
> gender-based category.
>
> **Benefit of the doubt:** Working hand in glove with mutual respect is
> that attitude which says that all co-workers are innocent until proven
> guilty. Before rushing to judgment about a person or his/her behavior,
> it is important to have the whole story.
>
> **Respect for ourselves:** Professionals understand their strengths
> and weakness, they know that they have worth, but are not arrogant.
> They have faith in their own abilities, yet to know when to use them
> and when to allow others to lead.

**Why Core Values?**

The Core Values tell us the price of admission to Civil Air Patrol.
Civil Air Patrol personnel, whether officer, enlisted, senior or cadet,
must display honesty, courage, responsibility, openness, self-respect,
and humility in the pursuit of the mission. All of us must accept the
accountability and practice justice, which means we all must possess
integrity. At the same time, a person's \"self\" must take a back seat
to the CAP service: rules must be followed; discipline and self-control
must be in effect; and there must be faith in the system. In other
words, the price of admission to CAP demands that each of us place
volunteer service before self.

It is imperative that we all seek excellence in all we do, whether in
product/service excellence, resources excellence, community excellence,
or operations excellence. We must not only show respect, but it must be
a way of living, in our day to day activities with ourselves, those
around us, and the institutions and convictions we hold dear.

Core Values are the road signs to point the way. They are not
all-inclusive, but are guides to point us toward the consideration of
many key features of being a professional. By examining the values of
integrity, service, excellence and respect, we also discover the
importance of duty, honor, country, dedication, fidelity, competence and
a host of other professional requirements and attributes.

Sometimes we begin to believe our procedures or requirements levied upon
us from above are absurd, we then tend to \"cut corners\", \"skate by\",
and \"get around\". As time goes by, these actions become habitual until
one morning we wake up to find we can no longer distinguish between the
\"important\" taskings or rules, and the \"stupid\" ones. Placing
personal interests ahead of the mission begins to make sense, and we
develop a mentality of \"close enough\". Thus begins the journey down
into \"ethical corrosion\".

In such a climate of corrosion the Core Values become a \"slap in the
face\". They tell us how far we have strayed from integrity, service,
excellence, and respect. They provide us a yardstick to measure personal
and organization deviation from our desired standards, and a beacon to
vector us back to the path of professional conduct. Core Values allow us
to transform a climate of corrosion into a climate of ethical
commitment.

#### NCO Character Worksheet

1\. Identify three things you've done this weekend that have been good
examples of you upholding the CAP Core Values. Explain how your actions
upheld a Core Value, and what Core Value you upheld.

2\. Which Core Value is most important in your opinion? Why?

3\. Have you ever violated the Cadet Honor Code? How did it make you
feel?

4\. Is it possible to never violate the Honor Code? Why or why not?

5\. What would CAP be like if we all upheld the Honor Code at all times?

[]{#__RefHeading___Toc53989248 .anchor}**READING 4-2: NCOs AS
FOLLOWERS**

**REQUISITE: NCOS-1403 (DYNAMIC SUBORDINANCY)** *Complete worksheet at
end of reading*

*Every good leader must first be a good follower. While you are learning
to flex your leadership "muscles" you can never forget that you are
still subordinate to many different levels. As an NCO you are the
quintessential "middle manager" responsible for many below you... yet
answerable to many above.*

**THE NCO AS A FOLLOWER**[^9]

***by Shawn Stanford, adapted from cadetstuff.org***

*"He who has never learned to obey cannot be a good commander.\" -
Aristotle*

An issue that Cadet NCOs often face is the question: \"Who\'s the
boss?\" When is an NCO a leader? When is he a follower? What are his
obligations toward fellow NCOs?

Every leader is also a follower. From the Chairman of the Joint Chiefs
of Staff to the newest Cadet staff sergeant, everyone with a leadership
position is someone else\'s follower. The role they assume depends on
the situation and it is important to behave appropriately. You are
subordinate - a follower - to anyone who has a higher grade or holds
position over you. You are required to be appropriately respectful of
them. But what if the person in question doesn\'t have a higher grade or
hold position over you? Are you their follower? Do you owe them respect
and consideration? If so, when?

Consider the following situation:

Your flight is practicing drill. You are a C/TSgt and the flight
sergeant is a C/MSgt, so you are an element leader. The First Sergeant
is giving all his NCOs drill command practice, and chooses a C/SSgt to
lead the flight in drill. The First Sergeant leaves instructions with
the C/SSgt to pass command to another NCO after ten minutes, and leaves
to attend to other duties.

What are your obligations in this situation? Are you now a follower of
the C/SSgt, even though you\'re just practicing drill and he certainly
doesn\'t outrank you? The answer is YES! During drill, or any organized
instruction, you are subordinate to the person who has control of the
\'class\'. You must follow their orders and treat them with respect.
That C/SSgt is acting with the authority of the First Sergeant. You
should behave no differently than if the First Sergeant was drilling the
flight himself. That is true of the C/SSgt who is leading you in drill
and for the C/A1C that is giving a class on aerospace.

Or what about this:

A group of NCOs are the only Cadets left at the squadron building after
a meeting. An NCO who has a higher grade than all of you says, \"The
First Sergeant forgot to have the building cleaned. You guys get it
taken care of.\" Normally the First Sergeant has two or three Airmen do
cleanup. Plus, the NCO who told you to clean the building has no staff
position.

So, what do you do? Easy, you grab a broom and you clean the building.
The NCO who has told you to clean the building has a higher grade, you
are obligated to follow his orders. If you believe he has made a
mistake, you should take it up the Chain of Command...later. In the
meantime, get the job done. Now, it would certainly be more polite and
more professional if the NCO who issued the order pitched in, but he
isn\'t required to.

Examples aside, this issue mostly boils down to a simple rule of thumb:
***If you are in charge or the senior Cadet present, you are the leader.
If you aren\'t in charge or the senior Cadet present, you are a
follower.***

Let this simple rule guide your actions and you\'re almost certain to be
behaving correctly.

[]{#__RefHeading___Toc53989249 .anchor}**Dynamic Subordinacy Worksheet**

1\. What does the word dynamic mean? What does subordinancy mean? What
does it mean to be a dynamic subordinancy?

2\. Assign percentages to each of the following persons that shows what
percentage of their time is spent following and what time is spent
leading:

  ---------------------------------------- --------------- --------------
  **Person/Position**                      **% time        **% time
                                           leading**       following**

  National Commander, CAP                                  

  President of the United States                           

  CAP Basic Cadet                                          

  Manager of a Subway restaurant                           

  Tiger Woods                                              

  Chief of Staff, USAF                                     

  Command Chief Master Sergeant of the Air                 
  Force                                                    

  A new Air Force Second Lieutenant                        
  ---------------------------------------- --------------- --------------

3\. What does it mean to be "accountable"?

[]{#__RefHeading___Toc53989250 .anchor}**SECTION FIVE -- LEADERSHIP
TOOLS**

***Section Introduction***

One of the most important aspects of being an NCO is completing your
assigned mission. To do this you will need to use people assigned to
you. However, using people inevitably means that there will be conflicts
and errors, along with success and pleasing surprises. This section
contains readings to help you understand how you can help your people do
what you need them to do, as well as how you can help them get along
better with each other.

[]{#__RefHeading___Toc53989251 .anchor}**READING 5-1: GETTING PEOPLE TO
DO WHAT YOU WANT**

**REQUISITE: NCOS-1501 (HUMAN BEH MOD)** *Complete worksheet at end of
reading*

*Getting people to do what we want them to do is no small task. It takes
time and energy to guide our subordinates to complete tasks as we want
them completed. However, it is not just an art form in getting people to
do what we want -- it is also part science. "Human Behavior
Modification" refers to a field of psychology where, by using certain
stimuli, you can get people to do things. The reading for this section
is taken from Chapter 4 of the Minnesota Wing Encampment Training
Manual.*

**REINFORCEMENT AND PUNISHMENT AS LEADERSHIP TOOLS**

*Adapted from the Minnesota Wing Encampment Training Manual*

Reinforcement is an increase in a desired behavior when the behavior is
immediately followed by a consequence that may be positive or negative.
Punishment is a decrease in an undesired behavior when the behavior is
immediately followed by a negative consequence. Reinforcement and
punishment are tools we can use in order to manage a person's behavior.
The chart in Figure 4.1 gives examples of this.

+--------+----------------------+--------------------------------------+
|        | Positive             | Negative                             |
|        |                      |                                      |
|        | (something the cadet | (something the cadet does not        |
|        | desires)             | desire)                              |
+--------+----------------------+--------------------------------------+
| R      | Present verbal       | Flight Commander provides constant   |
| einfor | praise (desired) for | correction (undesired) while the     |
| cement | doing good work      | flight marches to and from locations |
|        | (desired behavior)   | until the cadets march properly      |
| (pres  |                      | (desired)                            |
| enting |                      |                                      |
| to the |                      |                                      |
| cadet) |                      |                                      |
+--------+----------------------+--------------------------------------+
| Puni   |                      | Remove television privileges         |
| shment |                      | (undesired) for not cleaning room    |
|        |                      | (desired behavior)                   |
| (re    |                      |                                      |
| moving |                      |                                      |
| from   |                      |                                      |
| the    |                      |                                      |
| cadet) |                      |                                      |
+--------+----------------------+--------------------------------------+

Figure 4.1 Positive/Negative Reinforcement & Punishment

The first method is known as positive reinforcement. This is doing
something that the individual finds pleasant or desirable when he or she
begins to exhibit the desired behavior (doing what we want him/her to
do). This reinforcing act may be telling someone they did a good job, or
may mean we award her honor cadet for the flight

Negative reinforcement is removing something unpleasant or undesirable
once the cadet begins to exhibit the desired behavior. In any case, we
use at encampment to teach people to DO something, to encourage a
certain behavior or action. For example, the engineers that designed
your car desire that you wear your seatbelt. Hence the engineers
installed an annoying buzzer that does not turn off until you put your
seatbelt on. This is negative reinforcement because the engineers are
removing something (the buzzer) ONCE you do the desired behavior
(putting your seatbelt on).

Punishment is a third option in modifying behavior, but it is the least
effective and should only be used when all other strategies have failed.
The application of punishments is left to leaders at the executive level
to implement.

We give positive reinforcement when a desired action or behavior occurs,
and negative reinforcement is removed once a desired action or behavior
occurs. To help you understand these concepts here are two examples:

**[Example #1:]{.underline}**

***Situation:***

A cadet is trying for the first time to make her rack. The class has
just been completed, and the cadet was paying very close attention to
the instruction. With a little bit of practice she has been able to make
very good hospital corners, and although some work on the collar is
still needed, the rack is much better than would be expected for the
first attempt. The flight sergeant notices the work on the rack and the
unexpectedly good results.

***Applying the positive reinforcement:***

Seeing an opportunity for the cadet to share her skill, the flight
sergeant calls the cadets from the neighboring rooms to look at the
rack, noting especially the superior hospital corners. He asks the cadet
who made the rack to explain and demonstrate how she made the rack. The
Flight Sergeant complements her work and encourages her to share her
skills.

**[Example #2]{.underline}**:

***Situation:***

A cadet is having difficulty getting his/her locker in order. The cadet
attended the class taught by the flight commander the first day, and the
flight sergeant and Tactical Officer have both reviewed the SOP with
this cadet to be sure he understands what is expected of him. Satisfied
that the cadet understands the importance of putting his/her locker in
order, the flight commander and flight sergeant decide on a plan of
action. First they call the cadet into the flight commander's room and
tell him in no uncertain terms that he needs to comply with the SOP in
putting his/her locker in order. They give him a period of time to do
so, promising him "close supervision" in performing this task if he
cannot do it on his/her own. As soon as the time is up, the flight
sergeant comes into the cadet's room and inspects the locker.

***Applying the negative reinforcement:***

Assuming it is not satisfactory (if it were, the process would stop
here), the flight sergeant proceeds to direct the cadet firmly and
directly, step by step in cleaning and arranging his/her locker. The
cadet does not enjoy nor appreciate this special attention. In an effort
to reduce the "pressure" he feels the cadet decides to keep his/her
locker in inspection order.

In the first example, we see the flight sergeant use positive
reinforcement to make the cadet feel good about the work she has done
and encourages her to do more of the same. In the second example, we see
the flight sergeant use negative reinforcement because the cadet wanted
to avoid more "special attention" which he found unpleasant, and decided
to keep his locker straight. Notice that in both cases, the cadets were
urged TO DO something. In the second case especially, the cadet was not
punished for a messy locker. Instead he was provided with an incentive
to meet the standards of the SOP. The emphasis was on doing what was
needed, not stopping what wasn't.

Staff members need to be constantly sensitive to what the cadets in
their charge are doing and take every opportunity to reinforce behaviors
that meet the goals set for the cadets during the introduction. The
reinforcement may be positive or negative, depending on the situation,
but the individual staff member must stay focused on those goals and
reinforcing behaviors that meet them.

[]{#__RefHeading___Toc53989252 .anchor}**Human Behavior Modification
Worksheet**

1\. Identify the Four F's and what they each mean:

a\. F

b\. F

c\. F

d\. F

2\. What are the four factors of HBM that make people act they way they
do?

3\. In your opinion, how does the core value of "Volunteer Service"
intersect with attempting to modify people's behavior to fit within the
guidelines and needs of CAP? Is it fair to ask people to change their
ways for a volunteer/non-paid effort? Why or why not?

4\. Complete this matrix:

  ---------------- ---------------------------- --------------------------
                   Works long-term              Works in the short-term

  Don't have to be                              
  present for it                                
  to work                                       

  Have to be       Punishment - because it      
  present for it   often requires repetitive    
  to work          times to get the message     
                   across, and you must be      
                   present to apply the         
                   punishment                   
  ---------------- ---------------------------- --------------------------

[]{#__RefHeading___Toc53989253 .anchor}**READING 5-2: SIX STEPS FOR
RESOLVING CONFLICTS**

**REQUISITE: NCOS-1501 (HUMAN BEH MOD)** *Complete worksheet at end of
reading*

*When people work together there is often conflict. We all have opinions
and ideas that we hold to be very important to us, and when those ideas
conflict with the ideas of others things can go badly. This reading
gives you some steps and ideas to think about when you find yourself
coming into conflict with your subordinates or supervisors.*

**Six Steps for Resolving Conflicts**[^10]**\
**by Naomi Drew, M.A.\
author of [Hope and
Healing](http://www.learningpeace.com/pages/HH_Intro.htm)

Company owner Mark Burnes dealt with conflict every day. If it wasn't
with vendors and clients, it was with his ex-wife or teen-aged son.
Things started to change when Mark began using conflict resolution
skills. "I used to add fuel to the fire by getting stuck in my position.
Now I take a step back, breathe deep, and listen. The more I do that,
the easier it is to solve problems."\
\
Mark learned that conflicts don't need to be volatile and negative.
Conflicts can actually lead to increased understanding and creative
thinking. It's how we deal with conflict that determines the outcome.\
\
In this era of school and workplace shootings, road rage, airport rage,
and even supermarket rage, knowing how to resolve conflicts can save a
life. Beyond that, conflict resolution skills can improve relationships
and deepen understanding.\
\
A system for resolving conflicts used by families and educators around
the country is called The Win/Win Guidelines . Based on methods from
diplomacy and counseling, these guidelines were initially developed for
use in public schools. The results were so good that teachers, parents,
and school administrators began using them in their own lives. Now this
system is being used internationally.\
\
Here's how you can use the Win/Win Guidelines for any conflicts that may
arise :\
\
**Step 1: Cool off.**\
Conflicts can't be solved in the face of hot emotions. Take a step back,
breathe deep, and gain some emotional distance before trying to talk
things out. As success coach Natalie Gahrmann says, "When I take the
time to breathe and regain my focus I can create the opportunity to
choose my response rather than just react. If I try to skip this step,
my words are too emotionally loaded."\
\
Take a moment to brainstorm ten things that make you feel better when
you're hot under the collar. Consider some of the following: breathing
deeply while making a calming statement, looking at the sky, clearing
your desk or straightening up, splashing cold water on the face, writing
in a journal, or taking a quick walk and then coming back to talk about
the problem. Some people need physical release, while others need
something quiet and cerebral. Determine what works for you, then use it
next time you get angry. Then you'll be ready to go on to the next
step.\
\
**Step 2: Tell what's bothering you using "I messages."**\
"I messages" are a tool for expressing how we feel without attacking or
blaming. By starting from "I" we take responsibility for the way we
perceive the problem.\
This is in sharp contrast to "you messages" which put others on the
defensive and close doors to communication. A statement like, "You've
left the kitchen a mess again! Can't you ever clean up after yourself?"
will escalate the conflict. Now take a look at how differently an "I
message comes across: "I'm annoyed because I thought we agreed you'd
clean up the kitchen after using it. What happened?"\
\
When making "I" statements it's important to avoid put-downs,
guilt-trips, sarcasm, or negative body language. We need to come from a
place inside that's non-combative and willing to compromise. A key credo
in conflict resolution is, "It's us against the problem, not us against
each other." "I messages" enable us to convey this.\
\
**Step 3: Each person restates what they heard the other person say.**\
Reflective listening demonstrates that we care enough to hear the other
person out, rather than just focusing on our own point of view. It
actually fosters empathy. Mark Burnes describes how he used reflective
listening the time he walked into the middle of a shouting match between
his ex-wife and teen-aged son.\
\
"No sooner had I walked in the door to pick up Randy than he and his
mother erupted into battle. In the past I might have shouted for them to
stop, only to have been drawn into the fray. Instead I took a deep
breath, gathered my thoughts, and chose my words carefully. I calmly
asked them each if they could tell me what had happened. Then I
reflected back what they said. My willingness to listen helped them
listen too. They were actually able to come to a compromise, something
I'd never before thought possible."\
\
**Step 4: Take responsibility.**\
In the majority of conflicts, both parties have some degree of
responsibility. However, most of us tend blame rather than looking at
our own role in the problem. When we take responsibility we shift the
conflict into an entirely different gear, one where resolution is
possible.\
\
Fifty-two year old Nancy Martin talked about how taking responsibility
averted a major falling-out with her husband. "We were getting ready to
go to a family gathering, and as usual I was running late. When my
husband Bill spotted me puttering around in the living room, he
completely lost it. At the sound of his angry voice, I responded
defensively, and then we were on our way to an ugly confrontation.\
\
But this time, instead of going into my defensive posture I walked away
for a few minutes, took some deep breaths, and got my bearings. When I
walked back into the room I was able to hear him out. Bill told me that
he was so frustrated at having to wait for me whenever we went out. He
also spoke about punctuality as something he highly valued. As I
listened to his words a funny thing happened: I realized he was right. I
did need to get a handle on my habitual lateness. It was then that I
apologized. My husband ended up giving me a hug and thanking me. What
might have become a full-blown fight actually turned into a moment of
drawing closer .\
\
**Step 5: Brainstorm solutions and come up with one that satisfies both
people.**\
Resolving conflicts is a creative act. There are many solutions to a
single problem. The key is a willingness to seek compromises.\
\
Kindergarten teacher Connie Long describes how her students started
having fewer conflicts when they learned how to brainstorm solutions:
"My kids were constantly getting into arguments over crayons, erasers,
toys, you name it. After introducing peacemaking my students started
finding ways to solve the problem instead of just getting stuck in their
own positions. For example, when Ronnie and Jamie both grabbed the
yellow truck, I took them aside and asked if they could come up with
five ways to solve the problem. They thought about it and then suggested
taking turns, sharing, getting another truck from the toy chest, doing a
different activity , and building a truck together out of Legos. This is
the kind of thinking I'm seeing more and more. Brainstorming has opened
my children's mind to new possibilities.\
\
**Step 6: Affirm, forgive, or thank.**\
A handshake, hug, or kind word gives closure to the resolution of
conflicts. Forgiveness is the highest form of closure. Minister Fredrick
Buechner says, "When you forgive somebody . . . you're spared the dismal
corrosion of bitterness and wounded pride. For both parties, forgiveness
means the freedom again to be at peace inside their own skins and to be
glad in each others' presence." What a legacy we can leave to our
children as we teach and model this.\
\
Just saying thank you at the end of a conflict, or acknowledging the
person for working things out sends a message of conciliation and
gratitude. We preserve our relationships this way, strengthening our
connections and working through problems that arise.\
\
Conflict resolution has applications in every walk of life. As a police
officer described: "Knowing conflict resolution has helped me come from
a base of understanding no matter who I'm dealing with. Instead of just
reacting, I calm myself and listen to what people have to say. If people
feel like you understand, they tend to become less volatile."\
\
A graduate student dealing with room-mate difficulties: "I told my
roommate what was on my mind and asked him to do the same. We listened
to each others' point of view. By talking it out we gained empathy
toward one another. The resolution came as we began to understand each
others feelings."\
\
A teacher in conflict with a colleague over the use of space: "When I
expressed my point of view through "I messages" without placing blame,
we were able to come up with a fair solution, a compromise we could both
live with.\
\
A mother of a three year-old : In the past, the fiery look in my son's
eyes would put me right over the edge. It would lead to a screaming
match, marking the beginning of a very bad day. Now I breathe deeply,
make a calming statement, and remind myself not to yell. I use "I
messages" too. "You messages" tend to inflame him. For example, if he
refuses to dress I might say, \"I\'ll put your clothes right here. As
soon as you're dressed you can have breakfast with us.\" It's working;
the power struggles are lessening.\
\
A ten year-old boy: My little brother started cutting off the ribbons on
my helium balloons. I was furious! Instead of going after him, I went
upstairs, cooled off, and came back when I felt calmer. I gave him an "I
message: "I'm really upset about what you did to my balloons. You
wouldn't like it if I did that to something of yours!" I said it in a
such respectful way my brother was shocked. He said, "I'm really sorry.
Would you help me fix them? "\
\
Think of your own life. Who are you in conflict with? Imagine applying
this system to work things out. Think of the impact on all your
relationships. Peace starts with each of us and sometimes we need to
take the first step. As Gandhi once said, "We must be the change we wish
to see in others."

[]{#__RefHeading___Toc53989254 .anchor}**Conflict Management and
Resolution Worksheet**

1\. List the 10 step process of conflict management:

2\. What are the three factors of any conflict?

3\. What is a conflict you've had during this NCOS and how could the
steps listed in the reading help you resolve it?

#### Bibliography

[^1]: Adapted from
    [http://www.cadetstuff.org](http://www.cadetstuff.org/)

[^2]: Adapted from
    [http://www.cadetstuff.org](http://www.cadetstuff.org/)

[^3]: Adapted from
    [http://www.cadetstuff.org](http://www.cadetstuff.org/)

[^4]: Adapted from <http://www.adprima.com/teachmeth.htm>

[^5]: Adapted from Toastmasters International,
    <http://www.toastmasters.org/tips.asp>

[^6]: Written by John C. Maxwell; reproduced from Christian Bible
    Studies website
    <http://www.christianitytoday.com/biblestudies/areas/biblestudies/articles/030520.html>

[^7]: John C. Maxwell. Adapted from "Leadership Wired" available from
    [www.maximumimpact.com](http://www.maximumimpact.com/)

[^8]: Adapted from *Auxiliary Power Magazine*, an on-line professional
    publication,
    [http://www.auxiliarypower.org](http://www.auxiliarypower.org/)

[^9]: Written by Shawn Stanford, Capt, CAP. Adapted from
    [http://www.cadetstuff.org](http://www.cadetstuff.org/)

[^10]: Adapted from http://www.learningpeace.com