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**Nurture...**

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**2005 Civil Air Patrol**

**National Staff College**

**Curriculum Guide**

**15 - 22 October**

**Maxwell Air Force Base, Alabama**

Table of Contents

Section 1

Course Objective 1

Course Outline 2

Readings 2

Section 2

Block 1: *Strategic Leadership* 4

MBTI Personality Types 5

Overview of Strategic Leadership 5

Emerging Leadership Trends 6

Team Leadership Exercises 7

Ethics and Leadership 7

Personal Leadership Style 8

Section 3

Block 2: *CAP & You* 9

Setting the Stage 10

CAP-USAF Perspective 10

Structure, Governance, & Finance 11

HQ Tours with a Purpose 11

Leading Volunteers 12

CAP Culture 13

Local to Global 13

CAP's National CC's Perspective 14

CAP*Stone* 15

Section 4

Block 3: *Fostering Relationships* 16

The Media 17

The Military 17

Federal Agencies 18

State Agencies 19

Section 5

Educational Procedures and

Requirements 20

Non-Attribution Policy 21

Academic Standards 21

Program Evaluation 23

National Staff College Objective

Using national resources to influence our adult members towards senior
leadership.

the National Staff College is the premier in-residence school for CAP
members desiring to become senior level leaders. The National Staff
College is designed to enhance the transition from leadership at lower
level echelons towards senior leadership. National Staff College is
limited to adult CAP members, in the CAP grade of Major or above.
National Staff College introduces strategic thinking and concepts for
members to follow in their future volunteer leadership assignments.

Most of the participants will have held one or more leadership positions
at the squadron level. Many of the participants will have leadership
experience at the group or wing level, with some serving as commanders.

To influence our adult members towards senior leadership there are three
major areas of emphasis: Our members need to think with a strategic
view, they need to move towards a senior leadership model, and they need
some tools to help them comprehend CAP's organizational health. These
areas correspond to the blocks of instruction for NSC. A key to
successfully navigating these blocks is to realize that the end result
of NSC is to better equip CAP leaders enabling them to accept senior
leadership assignments.

COURSE OBJECTIVE (Cognitive): The objective of this college is to
influence the student towards senior leadership. The National Staff
College will be considered successful if the students comprehend the key
principles of senior leadership and apply these principles in senior
leadership assignments.

STRATEGY: The methods of instruction vary according to subject matter,
but seminar discussions will be the primary method of delivery. This
means that readings and other assignments need to be completed prior to
each meeting. Other methods of instruction will include informal
lectures, exercises, case studies and practicums. Active note taking
will help facilitate active seminar discussions.

There are three blocks of instruction that will lead the student towards
the course objective: Using senior leadership and critical thinking
models to move toward a strategic view, develop an advanced
understanding of CAP's organization, and the ability to foster healthy
and productive relationships with CAP's partners. The NSC will present
lessons based upon these three blocks of instruction. Each block of
instruction will have a Block Objective that each lesson will build
upon.

All three blocks of instruction will be taught concurrently. By this, we
mean that students should expect lessons from each block of instruction
daily. Students will soon discover that the lessons are relational and
can be applied to more than one block of instruction.

COURSE OUTLINE:

Block 1: Think with a **strategic view**.

Block 2: Develop an advanced understanding of **CAP's organization**.

Block 3: **Foster relationships** with CAP's partners.

CONTACT HOURS: This senior level course lasts approximately six days and
has about 18 hours of instruction, about seven practicum hours, and
about an additional 15 seminar hours for a total of about 40 contact
hours. Additional hours include time in the evenings for both study and
socialization.

READINGS:

1.  CAPP 50-5, *Introduction to Civil Air Patrol,* pg. 25

2.  CAPP 190-1, *Guide to Civil Air Patrol Public Affairs*, Volume 1,
    Chapter 3, pgs. 3-7 to 3-19

3.  "*The Responsibility of Leadership in Command*," AU-24, pgs. 91 --
    92

4.  *"Leadership at the Top --Insights for Aspiring Leaders,"* AU-24,
    pgs. 231 - 234

5.  "*Executive Strategy Issues for Very Large Organizations*," AU-24,
    pgs. 159 -- 164

6.  "*IP 6203: Senior Leadership and the MBTI*," AFDD-2, pgs. 72 -- 100

7.  "*Air Force Leadership Development Model* (on compact disk only)

8.  *"Strategic Leadership: Defining the Challenge,"* Col W. Michael
    Guillot, USAF, Faculty, Department of Leadership and Ethics, Air War
    College

9.  *"Emotional Intelligence: What It Is and Why It Matters,"* Cary
    Chemiss, Consortium for Research on Emotional Intelligence in
    Organizations, pgs. 1-14

10. *"Developing Emotionally Intelligent Organizations,"* Boyatizis &
    Van Oosten, Consortium for Research on Emotionally Intelligent
    Organizations, pgs. 1-14

11. *"Transformational Leadership,"* Col Mark Homrig, USAF

12. *"Making Core Values Make Sense,"* Bobbie Tourville, Leadership,
    Education and Development Section, Leadership Development and
    Membership Services Directorate

13. "*Doing the Right Thing*," AU-24, pgs. 337-340

14. *"Six Cardinal Rules of Accountability in the Era of Core Values,"*
    Lt Col Mike Schmitt, pgs. 303 - 306

15. "*Taking Command*," AU-2, pgs. 1 -- 13

16. *"The Uses of Leadership Theory,"* James Owens, AU-24, pgs. 245-250

17. *"Leadership and the Art of Mentoring: Toolkit for the Time
    Machine,"* Kunich & Lester, The Journal of Leadership Studies, 1999,
    Vol 6, No ½, pgs. 17-37

18. *"What Makes a Top Executive?"* AU-24, pgs. 165-169

19. *"The Need to Be More Professional...Whatever That Means,"* AU-24,
    pgs. 25-32

20. *Sharing Success/Owning Failure*, Col David L. Goldfein, USAF pgs.
    1-22

21. *"Team Leadership Theory,"* Susan Kogler-Hill, ACSC Leadership and
    Command Phase II, pgs. 78-87

22. *"Organizational Culture,"* Dr. Carter McNamara, pgs. 1-3

23. *"Do You Really Know Your Organization's Culture?"* Hagberg
    Consulting Group, pgs. 1-4

24. "*IP 6208: Command Responsibility, Accountability, and Discipline:
    Part 1 -- B-52*," AWC 2004 Reader, pgs. 274 -- 306

25. "*Leadership and Power Base Development: Using Power Effectively to
    Manage Diversity and Job-Related Interdependence in Complex
    Organizations*," AU-24, pgs. 193 -- 199

26. *"Leadership Is In The Eye of The Follower,"* AU-24, pgs. 507-510

27. "*Reflections on Leadership for Would-Be Commanders*," AU-24, pgs.
    341 -- 343

28. "*Feedback: A Unique Key to Leadership*," AU-24, pgs. 321 -- 322

29. "*Leaders Communicating Effectively*," AU-24, pgs. 309 -- 313

30. *"Embracing the Media, 2003* (on compact disk only)

31. *"Speaking Effectively*," John Kline

32. *"CAP Signs Memorandum of Understanding with Northern Command's
    1^st^ Air Force,"* Melanie LeMay, CAP News, January 2005, pg. 5

33. *"Unified Action Armed Forces*,*"* Joint Publication 0-2 (on compact
    disk only)

34. *NOC Background Paper*

35. *"CAP Blitzes Nation's Capital,"* CAP News, May 2005, pgs. 1, 6

36. *"CAP 2004 Annual Report to Congress"*

37. *"Iowa House Passes Bill Supporting Wing,"* Major Doug Jansen, CAP,
    CAP News, May 2005, pg. 3

38. *"Pennsylvania Wing Gears Up for Greater Port Security Role,"* CAP
    News, March 2004, pg. 13

National Staff College\
Block 1: Strategic Leadership

Developing strategic leadership views.

this block of instruction exposes the students to strategic leadership
and planning models to prepare them for senior planning and leadership
roles within Civil Air Patrol. Foundational to becoming senior leaders
of CAP, students need to arrive at National Staff College comfortable
with the general structure and organization of both CAP and the USAF.
This will enable students to be better prepared to discuss the marriage
of leadership and strategy; and how these are vital to CAP as a
corporate body and as the auxiliary of the US Air Force.

Block 1 Objective (Cognitive): The objective of this block of
instruction is for each student to:

a)  comprehend how personality types can affect an organization.

b)  comprehend the principle that personal leadership affects
    organizational leadership.

c)  comprehend the utility of emerging leadership trends to a leader's
    unit and job.

d)  demonstrate the ability to overcome unique leadership challenges.

e)  comprehend how personal ethics impact leadership.

f)  comprehend the impact of defining one's leadership style.

Strategy: Lectures by nationally recognized guest speakers and guided
seminars are the primary methods of instruction for this block of
instruction. Some case studies may be used. Some experiential lesson
will be used.

BLOCK 1 LESSONS:

***MBTI Personality Types***

SC-01 \[3:00 Lecture/1:00 Seminar\]

Organizations tend to attract similar minded people to accomplish
similar minded goals. However, in large-scale organizations like CAP,
there are dissimilar minded people accomplishing common goals. This
lesson will utilize the Myers-Briggs Type Indicator^®^ (MBTI) to
identify the students' own personality types. Students will also gain an
appreciation for the need to have various personality types as part of a
healthy organization.

STRATEGY: Informal lecture followed by seminar discussion. The MBTI
Inventory needs to be [completed]{.underline} and [returned]{.underline}
to National Headquarters **15 days prior to the start** of NSC.

OBJECTIVE (Cognitive): Comprehend how personality types can affect an
organization.

DESIRED LEARNING OUTCOMES:

1\. Describe the four main components that make up an individual's
personality type.

2\. Differentiate between two opposites in the personality types.

3\. Explain why different types of personalities are needed in our CAP
environment.

READING:

**"*IP 6203: Senior Leadership and the MBTI*,"** AFDD-2, pgs. 72 -- 100

MBTI Inventory (Must be [completed]{.underline} and
[returned]{.underline} to National Headquarters 15 days prior to the
start of NSC)

## Overview of Strategic Leadership: Leading the Leaders

SC-02 \[1:00 Lecture/1:00 Seminar\]

CAP senior leaders are responsible operationally for accomplishing CAP
missions within their respective states, while simultaneously developing
strategic views that impact the national organization. This lesson will
help provide the CAP senior leader with some tools to effectively lead
while developing a strategic view.

STRATEGY: Informal lecture followed by seminar discussion.

 

OBJECTIVE (Cognitive): Comprehend the principle that personal leadership
affects organizational leadership.

 

Desired Learning Outcomes (Cognitive):

1\. Contrast the differences between operational leadership and
strategic leadership.

2\. Explain how CAP senior leaders can successfully move from
operational leadership towards strategic leadership.

3\. Describe how you would lead your wing to accomplish a national goal
when you and many of your wing members are opposed to this goal.

 

READINGS:

1\. *Air Force Leadership Development Model*

2\. ***"Strategic Leadership: Defining the Challenge,"*** Col W. Michael
Guillot, USAF, Faculty, Department of Leadership and Ethics, Air War
College

***Emerging Leadership Trends***

SC-03 \[1:00 Informal Lecture/1:00 Seminar\]

Senior leaders are expected to manage with an eye to the strategic view.
They must marry the objectives of the mission with the capabilities of
their units and resources. Leaders enhance their ability to build
relationships between strategy, implementation, and outcome.

At the same time, CAP has unique leadership challenges because of its
volunteer nature. Senior leaders must motivate followers to action by
appealing to shared values of the organization, leaders, and followers
to achieve the desired outcomes.

This lesson will explore emerging leadership trends that will help
students develop the strategic view while harnessing the power of their
members.

STRATEGY: Informal lecture followed by seminar discussion.

OBJECTIVE (Cognitive): Comprehend the utility of emerging leadership
trends to a leader's unit and job.

DESIRED LEARNING OUTCOMES:

1.  Describe emerging leadership concepts useful for leading volunteers.

2.  Discuss the implications of building relationships between strategy,
    implementation, and outcome.

3.  Explain the concept of personal leadership competencies.

READINGS:

1.  ***"Emotional Intelligence: What It Is and Why It Matters,"*** Cary
    Chermiss, Consortium for Research on Emotional Intelligence in
    Organizations, pgs. 1-14

2.  *"Developing Emotionally Intelligent Organizations,"* Boyatizis &
    Van Oosten, Consortium for Research on Emotionally Intelligent
    Organizations, pgs. 1-14

3.  ***"Transformational Leadership,"*** Col Mark Homrig, USAF, pgs.
    1-15

***Team Leadership Exercises***

SC-04 \[1:00 Practicum\]

This series of experiential lessons will require the students to apply
some of the leadership principles that they have been studying at the
NSC. Some physical activity is required (walking, standing, stretching,
lifting objects that weigh less than 10 pounds, *etc.*).

STRATEGY: Experiential exercises followed by seminar discussion.

OBJECTIVE (Cognitive): Demonstrate the ability to overcome unique
leadership challenges.

DESIRED LEARNING OUTCOMES:

1\. Describe predominant leadership skills practiced during the team
exercises.

2\. Give an example of how team exercises help to develop leadership
skills.

3\. Explain how teamwork develops a strong organization.

READINGS: None.

***Ethics and Leadership: The Value in Making Good Choices***

SC-05 \[1:00 Lecture/1:00 Seminar\]

Does the way we conduct ourselves away from CAP affect our leadership in
CAP? How do our personal ethics affect our credibility and
effectiveness? During this lesson, the students will explore the
ramifications of these questions and the role ethics play in the
development of command decision-making. Students will first hear about
the foundations of ethics and morality in western culture. After, they
will explore real-world positive and negative examples of ethics and
their effects.

STRATEGY: Informal lecture followed by seminar discussion.

 

OBJECTIVE (Cognitive): Comprehend how personal ethics impact leadership.

 

Desired Learning Outcomes (Cognitive):

1\. Assess the implications of the concept of public trust for leading
in a non-profit organization.

2\. Analyze the relationship between ethics and leadership.

3\. Explain how CAP's Core Values are inculcated.

 

READINGS:

1\. *"Making Core Values Make Sense,"* Bobbie Tourville, Leadership,
Education and Development Team, Leadership Development and Membership
Services Directorate.

2\. "*Doing the Right Thing*," AU-24, pgs. 337 -- 340

3\. ***"Six Cardinal Rules of Accountability in the Era of Core
Values,"*** Lt Col Mike Schmitt, pgs. 303 - 306

***Personal Leadership Style***

SC-06 \[1:00 Practicum\]

It is important that a leader develop a personal leadership style --
that is, understand the dynamics of leadership and how s/he acts in a
leadership situation. Being able to articulate one's leadership style
builds a foundation upon which members can best serve the mission and
leader.

As one of the requirements for this seminar, students will write as 100
-- 150 word paper describing their personal leadership style. Students
will also give a 2-4 minute speech describing their leadership style.
The student will pretend that s/he has just taken command of the wing
and is talking to the members for the first time as commander.

STRATEGY: Practicum

OBJECTIVE (Cognitive): Comprehend the impact of defining one's
leadership style.

DESIRED LEARNING OUTCOMES:

1.  Describe at least two theoretical approaches to leadership.

2.  Describe the concept of a personal leadership philosophy.

3.  Describe the process of defining one's leadership style.

READINGS:

1.  ***"Taking Command,"*** AU-2, pgs. 1-13

2.  *"The Uses of Leadership Theory,"* James Owens, AU-24, pgs. 245-250

3.  *"Leadership and the Art of Mentoring: Toolkit for the Time
    Machine,"* Kunich & Lester, The Journal of Leadership Studies, 1999,
    Vol 6 No. 1/2, pgs. 17-37

National Staff College\
Block 2: CAP & You

Selecting the right tools to foster a healthy CAP climate.

this block of instruction provides students with some current
experiential and practical tools needed to foster a healthy
organizational climate. Students will gain an advanced understanding of
CAP and the USAF as national organizations, expanding their perspective
and perceptions beyond the local level. Students will be exposed to
concepts of taking command and leading volunteers. They will also be
able to identify some potentially dangerous pitfalls of faulty
leadership. Students will be encouraged to set positive personal
examples of senior leadership by examining their relationships with
fellow students and NSC staff, as well as with their bosses, peers and
subordinates at home. Finally, students will be able to dialogue with
CAP leaders during an evaluation of the lessons.

Block 2 Objective (Cognitive): The objective of this block of
instruction is for each student to:

a)  describe the objectives and the desired learning outcomes of the
    National Staff College.

b)  comprehend the role of CAP-USAF and its relationship to Civil Air
    Patrol.

c)  comprehend the interrelationships of CAP's complex organizational
    structure and funding matrix.

d)  explain how the National Headquarters is organized and the function
    it serves.

e)  comprehend the concept of leading volunteers.

f)  comprehend the importance and effect of culture on a volunteer
    organization.

g)  comprehend the challenges and opportunities for a commander as s/he
    moves from unit to higher command.

h)  understand the command vision for CAP.

i)  evaluate the affective and cognitive domains of lessons presented at
    National Staff College.

Strategy: Lectures by nationally recognized guest speakers and guided
seminars are the primary methods of instruction for this block of
instruction. Some case studies will be used. Some experiential lessons
will be used.

BLOCK 2 LESSONS:

***Setting the Stage***

CY-01 \[0:30 Lecture/0:30 Seminar\]

The formative seminar provides an opportunity for the students to better
understand the scope, function and desired outcomes of the National
Staff College (NSC), touching upon both the affective and cognitive
domains of learning. Students should be able to answer the "so what"
questions -- "So what" will I learn; "So what" will I do with what I
learn, *etc*.

STRATEGY: Seminar discussion.

OBJECTIVE (Cognitive): Describe the objectives and desired learning
outcomes of the National Staff College.

Desired Learning Outcomes (Cognitive):

1\. Describe the objectives and desired learning outcomes of the NSC.

2\. Describe the value of the NSC to CAP.

3\. Give an example of how you hope to use the proposed tools learned at
the NSC to help improve your leadership in CAP.

READINGS:

1\. **"*Reflections on Leadership for Would-Be Commanders*,"** AU-24,
pgs. 341 -- 343

2\. **"*Taking Command*,"** AU-2, pgs. 1 -- 13

***CAP-USAF Perspective***

CY-02 \[1:00 Informal Lecture\]

CAP-USAF has a unique dual role to Civil Air Patrol as an enabler and
advocate for CAP, while also acting in an oversight capacity, helping to
ensure that CAP lives up to its obligations as recipients of taxpayer
funds and property. This relationship creates a dynamic tension that is
healthy, but often misunderstood. For the CAP leaders at higher echelons
of command, it's important to understand the role of CAP-USAF, and how
it can be used to make CAP operations more effective.

In this lesson, students will be introduced to CAP-USAF structure and
operations at the national level.

STRATEGY: Informal Lecture

OBJECTIVE: (Cognitive): Comprehend the role of CAP-USAF and its
relationship to Civil Air Patrol.

DESIRED LEARNING OUTCOMES:

1\. Explain the relationship between CAP and CAP-USAF.

2\. Describe the organization and tasks of the CAP-USAF organization.

READING:

***AFI 10-2701**, **Organization and Function of the Civil Air Patrol***

***Structure, Governance, and Finance***

CY-03 \[1:00 Informal Discussion\]

CAP is an organization with multiple stakeholders. As such, senior
leaders need to understand the structure controlling our operations, our
funding, and our strategic vision. Our leaders need to be able to
explain not only the individual roles of the governing bodies, but their
relationships with each other, and how the governing bodies' decisions
directly affect CAP's ability to perform missions for America.

In this lesson, students will learn how the National-level organization
is structured, and from whom it receives its funds. Students will also
learn how the governing bodies make national-level decisions as well as
how it uses the chain of command.

STRATEGY: Informal lecture.

OBJECTIVE (Cognitive): Comprehend the interrelationships of CAP\'s
complex organizational structure and funding matrix.

DESIRED LEARNING OUTCOMES:

1\. Identify the courses of funding for CAP.

2\. Describe the interrelationships among the governing bodies and CAP's
funding matrix.

3\. Define who is in charge of the Civil Air Patrol.

READINGS:

None

***HQ Tours with a Purpose***

CY -04 \[3:00 Tour\]

The National Headquarters is where the National CAP corporate team and
the CAP-USAF staff conduct the business of CAP and where the partnership
of the Air Force and CAP is seen the strongest.

STRATEGY: Tour of National Headquarters with visits to various
Directorates.

OBJECTIVE (Cognitive): Explain how the National Headquarters is
organized and the function it serves.

DESIRED LEARNING OUTCOMES:

1\. Explain the role of National Headquarters in implementing CAP's
national policies.

2\. Describe the partnering relationships of CAP and CAP-USAF employees.

READING:

**CAPP 50-5, *Introduction to Civil Air Patrol*,** pg. 25

***Leading Volunteers***

CY-05 \[1:00 Lecture/1:00 Seminar\]

While CAP follows the form and structure of the Air Force, CAP has some
unique challenges that the Air Force model cannot address. One of these
challenges is in motivating volunteers to adequately perform a tasking
in support of the organization's goals. This lesson will explore how CAP
accomplishes its missions without "ordering" people to action. The
students will also identify some of the barriers (*i.e.*: Generational
or educational) that may hinder a leader's efforts. Some discussion on
the notion of "training your replacement" will be discussed. Finally,
the students will be exposed to the leadership approach of consensus
building and contrast this approach to that of fear or intimidation.

STRATEGY: Informal lecture followed by seminar discussion.

OBJECTIVE (Cognitive): Comprehend the concept of leading volunteers.

DESIRED LEARNING OUTCOMES:

1\. Contrast the differences of leading volunteers vs. leading
employees.

2\. Give an example of how volunteers should be led in order to reach
CAP goals.

3\. Predict what would likely happen if the authoritarian style of
leadership were used exclusively with volunteers.

READINGS:

1\. "*Leadership and Power Base Development: Using Power Effectively to
Manage Diversity and Job-Related Interdependence in Complex
Organizations*," AU-24, pgs. 193 -- 199

2\. **"*Leadership Is In the Eye of the Follower*,"** AU-24, pgs. 507 --
510

***CAP Culture***

CY-06 \[1:00 Informal Lecture / 1:00 Seminar\]

Like all organizations, Civil Air Patrol has a distinct culture that
influences all we do. It is the responsibility of CAP's senior leaders
to share our culture with all members, and to be a role model for others
to emulate.

Senior leaders must also be able to identify the good and bad aspects of
our culture, especially the consequences that negative incidents in
CAP's culture. In this lesson, students will identify CAP's culture, and
discuss the positive and negatives influences that affect the culture.

STRATEGY: Informal lecture

OBJECTIVE (Cognitive): Comprehend the importance and effect of culture
on a volunteer organization.

DESIRED LEARNING OUTCOMES:

1\. Describe CAP\'s corporate and volunteer culture.

2\. Discuss how culture affects the operations of an organization.

3\. Explain the impact of culture on a volunteer force.

READINGS:

1.  *"Team Leadership Theory,"* Susan Kogler-Hill, ACSC Leadership and
    Command Phase II, pgs. 78-87

2.  ***"Organizational Culture,"*** Dr. Carter McNamara, pgs. 1-3

3.  ***"Do You Really Know Your Organization's Culture?"*** Hagberg
    Consulting Group, pgs. 1-4

4.  ***IP 6208: Command Responsibility, Accountability, and Discipline:
    Part 1- B-52,"*** AWC 2002 Reader pgs. 274-306

***Local to Global: A Broadened View of CAP***

CY-07 \[1:00 Informal Lecture/1:00 Seminar\]

As members move beyond the unit level for command responsibilities at
group, wing, and beyond; it's essential for them to move beyond the
micro view of CAP (where CAP affects their command), to the macro view
of CAP (where the command influences CAP).

At the same time, CAP senior leaders need to understand how their
personal ability to lead volunteers adapts when moving from the local
level to higher levels of command. This lesson will help emerging
leaders to comprehend this phenomenon and develop ways to adapt to these
changing leadership requirements. Students will first be exposed to ways
managers and commanders use to lead "indirectly." They will learn about
the differing nature of relationships between the commander and members
at the local level versus higher command echelons.

STRATEGY: Informal lecture followed by seminar discussion.

OBJECTIVE (Cognitive): Comprehend the challenges and opportunities for a
commander as s/he moves from unit to higher command.

DESIRED LEARNING OUTCOMES:

1\. Explain the characteristics required to lead indirectly versus
directly.

2\. Discuss the effects of leading followers versus leading leaders.

3\. Describe what one must think about when transitioning from one
leadership echelon to a higher level.

READINGS:

1.  *"What Makes a Top Executive?"* AU-24, pgs. 165-169

2.  *"The Need to Be More Professional...Whatever That Means,"* AU-24,
    pgs. 25-32

3.  ***"Sharing Success/Owning Failure,"*** Col David Goldfein, USAF,
    pgs. 1-22

***CAP's National Commander's Perspective***

CY-08 \[1:00 Informal Discussion\]

Many CAP officers have read or heard about our national leaders, but few
have had the opportunity to personally dialog with them about issues of
national importance. This session is the students' opportunity to hear
from CAP's national leadership the vision for CAP. Also, the students
will be given moderated time to dialog with one of our national leaders
about national matters, while giving our students the opportunity to ask
questions and share their views on some of the latest national level
concerns.

STRATEGY: Brief informal lecture followed by a dialog with the
participants.

OBJECTIVE (Cognitive): Understand the command vision for CAP.

DESIRED LEARNING OUTCOMES:

1\. Paraphrase the CAP national leaders' vision of CAP.

2\. Summarize the key partnerships of CAP.

READINGS:

1\. **"*The Responsibility of Leadership in Command*,"** AU-24, pgs. 91
-- 92

2\. "*Leadership at the Top -- Insights for Aspiring Leaders*," AU-24,
pgs. 231 -- 234

3\. *"Executive Strategy Issues for Very Large Organizations,"* AU-24,
pgs. 159 - 164

***CAPStone***

CY-09 \[2:00 Seminar\]

One of the best ways for an organization to identify its health is to
see how well it values feedback from its members. CAP*Stone* (CAP
*Student Training Objectives Neatly Encapsulated*) provides an
opportunity to openly hear back from the students on both the affective
and cognitive domains of learning. Students should be able to answer the
"so what" questions -- "So what" did I learn; "So what" will I do with
what I learned, *etc*. Evaluation instruments will be discussed and
active participation will enable the NSC leaders to make continual
improvements on the course.

STRATEGY: Seminar discussion.

OBJECTIVE (Cognitive): Evaluate the affective and cognitive domains of
lessons presented at NSC.

DESIRED LEARNING OUTCOMES:

1\. Compare your perceptions of NSC prior to attending to the actual NSC
experience.

2\. Describe the value of NSC to CAP.

3\. Give an example of how you will use a lesson learned at NSC to help
improve your leadership in CAP.

READING:

***"Feedback: A Unique Key to Leadership,"*** AU-24, pgs. 321 -- 322

National Staff College\
Block 3: Fostering Relationships

Building and showcasing CAP's value to customers.

this block of instruction introduces the concept of promoting CAP's
value to a variety of customers. Key to CAP's success is its ability to
promote itself and build lasting organizational and personal
relationships with its customers. All CAP members, and especially its
senior leaders, should hone their ability to transmit CAP's value, and
ensure we deliver what we promise.

Block 3 Objective (Cognitive): The objective of this block of
instruction is for each student to:

a)  demonstrate the ability to present a positive corporate image.

b)  comprehend the evolution of mission tasking requirements and the
    process for USAF-authorized missions.

c)  comprehend the role federal interagency relationships play in CAP's
    success.

d)  comprehend the importance of nurturing sound relationships with
    state government.

Strategy: Lectures by nationally recognized guest speakers and guided
seminars are the primary methods of instruction for this block of
instruction. Some case studies will be used. Some experiential lessons
will also be used.

BLOCK 3 LESSONS:

***The Media: In the Public Eye***

FR-01 \[0:50 minute informal lecture and discussion; 1:50 minute
practicum\]

Senior leaders are often called upon to speak to the media and other
community leaders. This lesson will focus on helping the students to be
prepared to proffer an appropriate public image with poise and
confidence. Students will first receive a lecture discussing the
workings of the media, as well as strategies and practical tools to
ensure that members "get the message out." After, students will put what
they've learned to work in a series of practicums.

STRATEGY: Informal lecture followed by a practicum.

OBJECTIVE (Cognitive): Demonstrate the ability to present a positive
corporate image.

Desired Learning Outcomes (Cognitive):

1\. Describe areas where you may be called upon to address the media in
CAP.

2\. Give an example of a media experience "gone wrong" in CAP.

3\. Explain how you can prepare for a positive media experience.

READINGS:

1\. **"*Leaders Communicating Effectively*,"** AU-24, pgs. 309 -- 313

2\. *Embracing the Media, 2003* (on compact disk)

3\. *Speaking Effectively*, John Kline 

***The Military: Northern Command, 1^st^ Air Force, & How Taskings
Changed After 9/11***

FR-02 \[1:00 Informal Lecture/1:00 Seminar\]

Senior leaders need to be familiar with how the CAP and USAF
interrelationships affect our relationships with other agencies,
specifically, our ability to perform missions for America.

Senior leaders know the functions and enabling power of the CAP National
Operations Center; as well as how to use the NOC effectively to
capitalize on the concept of \"centralized control, decentralized
execution\" as the guiding operating principle with all agencies with
whom CAP works.

In this lesson, students will learn about how CAP works with the US
military, and the foundational "rules of engagement" guiding how the
military can use CAP. They will also learn about the concept of
"centralized control, decentralized execution."

STRATEGY: Informal lecture followed by seminar discussion.

OBJECTIVE (Cognitive): Comprehend the evolution of mission tasking
requirements and the process for USAF-authorized missions.

DESIRED LEARNING OUTCOMES:

1\. Explain the process by which CAP is tasked to provide support
through the USAF.

2\. Explain how the wing commander can foster interagency cooperation
with the USAF.

3\. Explain the concept of \"centralized control, decentralized
execution."

READINGS:

1.  ***"CAP Signs Memorandum of Understanding with Northern Command's
    1^st^ Air Force,"*** Melanie LeMay, CAP News, January 2005, pg. 5

2.  *Unified Action Armed Forces,* Joint Publication 0-2, executive
    summary

3.  NOC Background Paper

***Federal Agencies: Interagency Relationships***

FR-03 \[1:00 Informal Lecture\]

Senior leaders are able to identify and foster interagency
relationships: building partnerships in quiet times to prepare for times
of crisis. The commander and senior mission staff must have positive
personal contact with peers in partner agencies in order for CAP to be
utilized effectively. Senior leaders provide clear vision and guidance
to those CAP members working with partner agencies and the USAF to
ensure mission success.

STRATEGY: Informal lecture followed by seminar discussion.

OBJECTIVE (Cognitive): Comprehend the role federal interagency
relationships play in CAP\'s success.

DESIRED LEARNING OUTCOMES:

1\. Discuss the importance of interagency partnerships to CAP operations
nationally and locally.

2\. Compare/Contrast good versus poor interagency relationships and
their strategic implications.

3\. Develop a personal plan to increase the quality of interagency
relationships with which you are personally involved.

READINGS:

1.  *"CAP Blitzes Nation's Capital,"* CAP News, May 2005, pgs. 1, 6

2.  *" CAP 2004 Annual Report to Congress"*

***State Agencies: Where CAP Shines Best***

\[1:00 Informal Lecture / 1:00 Seminar\]

Almost all funding goes directly to the states to carry out federal
missions. Each state, in turn, funds community and state-wide agencies
to fulfill these missions. CAP senior leaders should foster partnerships
with these state and local agencies.

In this lesson, students will receive a variety of ideas on how to
foster these relationships. More importantly, the students will know why
such relationships are vital to CAP's growth.

STRATEGY: Informal lecture.

OBJECTIVE (Cognitive): Comprehend the importance of nurturing sound
relationships with state agencies.

DESIRED LEARNING OUTCOMES:

1\. Explain the importance of nurturing sound relationships with state
agencies.

2\. Describe the unique dual relationship CAP shares with state
agencies.

3\. Discuss new ways to improve CAP's partnering with state agencies.

READINGS:

1.  *"Iowa House Passes Bill Supporting Wing,"* Major Doug Jansen, CAP,
    CAP News, May 2005, pg. 3

2.  *"Pennsylvania Wing Gears Up for Greater Port Security Role,"* CAP
    News, March 2004, pg. 13

National Staff College\
Student Requirements

These we do in order to graduate.

All students are required to wear uniforms during duty hours and will
follow CAP published rules for proper wear. The NSC Protocol Officer
will brief the students on the uniform of the day at the morning general
assemblies.

All military protocols will be followed while the student is attending
NSC. The NSC Protocol Officer will brief the students on these protocols
at the morning general assemblies.

There will be opportunities for students to tour National Headquarters
located at Maxwell AFB. NSC will also provide for an official seminar
photograph.

If a student experiences any problems, then the student should initially
refer the problems to the student's Seminar Advisor.

Fun and safety are to be observed at all times.

Educational Procedures and Requirements

The NSC recognizes that its students bring a wealth of knowledge and
experience with them. Accordingly, the NSC courses are structured to
obtain the maximum exchange of views among faculty and students. Key to
this learning process is student preparation and active participation in
classroom discussions and practical exercises.

The NSC provides student guides that describe the scope, objectives, and
topics for each lesson, and that specify requirements to be completed
prior to each session.

Classroom hours include lectures, seminars, question-and-answer sessions
with guest speakers, discussions, and student exercises. Students should
plan on a minimum of one to two hours of preparation for each day's
classes. Preparation time includes required readings, case studies, and
development of student ideas.

Students may keep certain materials provided for the course. The NSC
Curriculum Coordinator will indicate what materials must be returned.

NON-ATTRIBUTION POLICY

Presentations by guest speakers, panelists, and renowned public
officials and scholars constitute an important part of the curriculum.
In order that these guests, as well as faculty and other officials, may
speak candidly, the NSC offers its assurance that presentations will be
held in strict confidence. This assurance derives from a policy of
non-attribution, which is morally binding on all who attend. Without the
expressed permission of the speakers, nothing they say may be attributed
to them directly or indirectly in the presence of anyone who was not
authorized to attend the presentation. This policy is not intended to
preclude references by students and faculty within the academic
environment to opinions expressed by speakers; however, courtesy, good
judgment and the non-attribution policy preclude citing those views,
even if the speaker is not identified by name, when questioning
subsequent guests. Specifically, the non-attribution policy provides
that:

a\. Classified information gained during these presentations may be
cited only in accordance with the rules applicable to its
classification. Additionally, without consent, neither the speaker nor
the NSC may be identified as the originator or source of the
information.

b\. Unclassified information gained during lectures, briefings, and
panels may be used freely within the academic environment. However,
without consent, neither the speaker nor the NSC may be identified as
the originator of the information.

ACADEMIC STANDARDS

All NSC students must demonstrate attainment of a certain level of
intellectual competence in course or program topics. The Seminar
instructors use the following standards, as applicable, to evaluate
student performance:

***Seminar Performance***

[Above Standards]{.underline}: Has consistently completed and
demonstrated comprehension of all required readings for each lesson, as
well as some supplemental material. Has identified issues and is
prepared to discuss them in class. Exceptional qualities of leadership,
but comfortably accepts support role when appropriate. Always
demonstrates awareness of actions. Is an attentive listener who builds
on points made by others. Stimulates thoughts in other students and
draws them out.

Consistently shows innovative thinking, which stretches the minds of
others. Always demonstrates the highest levels of thinking, including
synthesis and evaluation. Asks questions which cause others to think.
Quickly analyzes a problem, its issues, and alternative solutions. Oral
presentations are clearly thought out and well organized; arguments are
tightly constructed; anticipates potential questions. Speaks in an
articulate, confident, and persuasive manner.

[Meets Standards]{.underline}: Usually completes required readings for
each lesson. Identifies most of the issues to be discussed and is ready
to contribute. Is a team player; carries his/her share. Can either lead
or follow. Gets group to work together without mandates. Stays focused
on group goals. Appropriately participates in discussions. Respects the
views and ideas of others. Usually shows thoughtful analysis and
evaluation of subject. Understands pros and cons. Uses sound reasoning.
Oral presentations are professional and communicate points and arguments
clearly; covers all major points. Speaks clearly and coherently.

[Below Standards]{.underline}: Frequently does not complete the required
readings. Does not fully understand the issues to be discussed through
lack of preparation. Is not a team player. Is inflexible or unwilling to
take assigned role. May not support group goals. May be impatient,
patronizing, or impolite. Listens poorly; does not give others a chance
to speak. Relies on personal experience for participation rather than
synthesis of other ideas. Frequently monopolizes the discussion. Often
fails to identify the real problem or issues in a situation. Sometimes
misses the point of the discussion. Demonstrates little or no innovative
thinking. Oral presentations demonstrate lack of preparation; material
lacks clarity, completeness and unity. Lacks confidence when speaking;
rambles.

***Writing Ability***

[Above Standards]{.underline}: Content clearly addresses all
requirements and includes analysis beyond required issues. Clearly
demonstrates full understanding of all principles, concepts, and issues.
Applies concepts easily to new situations. Composition is tightly
organized and well honed. Persuasive argumentation; well reasoned, with
good supporting evidence. Excellent development of theme; good
transitions between sections and paragraphs. Uses well crafted
sentences; always demonstrates proper use and choice of words.

[Meets Standards]{.underline}: Content completely addresses all
requirements. Demonstrates understanding of most principles, concepts
and issues. Synthesizes information from various sources. Writes
logically and persuasively. Ideas and concepts are organized and
understandable. Communicates points and arguments clearly. Demonstrates
effective writing and use of standard English. No habit of flawed
English grammar and word usage. Mechanics are correct.

[Below Standards]{.underline}: Content does not address all
requirements. Has difficulty understanding and synthesizing the material
presented. Does not fully comprehend the basic concepts and often
misapplies them in new situations. Jumps to conclusions and fails to
examine all alternative courses of action. Organization and logical flow
flawed. Discussion and arguments incomplete or one-sided. Writing uneven
in clarity, lacking in unity, and sparse in evidence. Contains excessive
errors and sloppy work.

***Academic Integrity***

Regardless of the form that the evaluation takes, the NSC expects all
work to be original work developed by students to fulfill requirements
during their attendance at NSC. It cannot be a modification of a
previously submitted paper or presentation, and must contain the
student's own ideas except as documented. **Plagiarism will not be
tolerated** and actions recommended by the NSC Curriculum Coordinator
for infractions of this policy include dismissal from the program.

PROGRAM EVALUATION

An important component of the NSC effort to offer timely and quality
educational praxis is the curriculum assessment provided by the
students. The survey program provides students the opportunity to assess
how well the faculty and staff meet the goals and objectives of the
courses. Each academic lesson is surveyed, as well as the overall NSC.
At the end of the NSC, the students will collectively review these
surveys. Survey results are also shared with the faculty and the
Curriculum Coordinator and used as a basis for potential future course
revisions.

National Staff College 2005

Nurture... Support... Command

Version Dated: 050727

Copyright  2005, All Rights Reserved.

*No portion of this guide may be used for any purpose other than for
Civil Air Patrol's National Staff College.*

Produced by CAP senior leaders and the

Leadership, Education, and Development (LEAD) Team

Leadership Development & Membership Services Directorate

Civil Air Patrol National Headquarters

105 South Hansell Street

Maxwell AFB AL 36112-6332