**Foreword [7](#foreword)**

Introduction [8](#introduction)

The Importance Of NCO Leadership [9](#the-importance-of-nco-leadership)

Common Points Against NCO Leadership
[9](#common-points-against-nco-leadership)

NCOs have too little experience to be effective leaders
[9](#ncos-have-too-little-experience-to-be-effective-leaders)

Cadet officers are often unreliable. NCOs are worse.
[9](#cadet-officers-are-often-unreliable.-ncos-are-worse.)

NCOs don't need to lead if the officers lead.
[10](#ncos-dont-need-to-lead-if-the-officers-lead.)

If the NCOs lead, what will the officers do?
[10](#if-the-ncos-lead-what-will-the-officers-do)

What Should You Expect From Your Cadet NCOs?
[10](#what-should-you-expect-from-your-cadet-ncos)

The Role Of Cadet Officers In NCO Leadership
[11](#the-role-of-cadet-officers-in-nco-leadership)

The Role Of Cadet Programs Officers In NCO Leadership
[11](#the-role-of-cadet-programs-officers-in-nco-leadership)

The Importance of Tradition [13](#the-importance-of-tradition)

A Short History Of The Civil Air Patrol
[13](#a-short-history-of-the-civil-air-patrol)

In the Beginning [13](#in-the-beginning)

1941 - The Civil Air Patrol Is Born [13](#the-civil-air-patrol-is-born)

The War Years [14](#the-war-years)

The Postwar Period [15](#the-postwar-period)

The Authority To Command [17](#the-authority-to-command)

History and Origins [18](#history-and-origins)

The Origins Of The NCO [18](#the-origins-of-the-nco)

The History Of The Term 'NCO' [18](#the-history-of-the-term-nco)

Duties and Responsibilities [20](#duties-and-responsibilities)

The Role of the NCO [20](#the-role-of-the-nco)

The Purpose of the NCO [20](#the-purpose-of-the-nco)

The General Responsibilities Of The NCO
[21](#the-general-responsibilities-of-the-nco)

The Duties of the Flight Sergeant
[22](#the-duties-of-the-flight-sergeant)

Organization And Structure [23](#organization-and-structure)

Who Needs It? Who Wants It? [23](#who-needs-it-who-wants-it)

The NCO Support Channel [23](#the-nco-support-channel)

You And The First Sergeant [24](#you-and-the-first-sergeant)

Leadership Theory [25](#leadership-theory)

Why Learn Leadership? [25](#why-learn-leadership)

The Definition of Leadership [25](#the-definition-of-leadership)

The Need for Leadership [26](#the-need-for-leadership)

The Elements of Leadership [26](#the-elements-of-leadership)

The General Responsibilities of Leadership
[26](#the-general-responsibilities-of-leadership)

The Leader\'s Code [27](#the-leaders-code)

The Creed of the Noncommissioned Officer
[27](#the-creed-of-the-noncommissioned-officer)

The Leadership Traits [28](#the-leadership-traits)

The Leadership Principles [28](#the-leadership-principles)

Leadership Application [30](#leadership-application)

Orders and Commands [30](#orders-and-commands)

Balancing Work And Play [30](#balancing-work-and-play)

Building Morale and *Esprit de corps*
[30](#building-morale-and-esprit-de-corps)

Achieving Discipline [32](#achieving-discipline)

Achieving Unit Proficiency [33](#achieving-unit-proficiency)

The Importance of Unit Integrity [33](#the-importance-of-unit-integrity)

Professional Development [34](#professional-development)

Motivating Your Cadets [34](#motivating-your-cadets)

Pushups As A Discipline Tool [35](#pushups-as-a-discipline-tool)

Professionalism [37](#professionalism)

Superior/Subordinate Relations [37](#superiorsubordinate-relations)

Your Relationship With Your Officers
[37](#your-relationship-with-your-officers)

Your Relationship With Your Cadets
[37](#your-relationship-with-your-cadets)

Your Relationship With Your Fellow NCOs
[38](#your-relationship-with-your-fellow-ncos)

The NCO As Follower [38](#the-nco-as-follower)

The 'Sergeant-At-Large' [39](#the-sergeant-at-large)

The Prestige Of The NCO [40](#the-prestige-of-the-nco)

Sexual Harassment And Offensive Behavior
[40](#sexual-harassment-and-offensive-behavior)

Humility [41](#humility)

Sex and Favoritism [41](#sex-and-favoritism)

Vulgarity [42](#vulgarity)

Cliques And Cadres [42](#cliques-and-cadres)

Assuming A Leadership Role [43](#assuming-a-leadership-role)

Ethical Leadership [43](#ethical-leadership)

When Your Friends Succeed [44](#when-your-friends-succeed)

What To Hear When You Listen [44](#what-to-hear-when-you-listen)

Rumors, Innuendoes and Things Left Unsaid
[44](#rumors-innuendoes-and-things-left-unsaid)

Pointers for Professionals [46](#pointers-for-professionals)

Inspections [48](#inspections)

A General Guide For Being Inspected
[48](#a-general-guide-for-being-inspected)

How To \'Host\' A Personnel Inspection
[48](#how-to-host-a-personnel-inspection)

How To Inspect Personnel [48](#how-to-inspect-personnel)

Inspecting Hygiene [49](#inspecting-hygiene)

Suggested Inspection Items [49](#suggested-inspection-items)

Knowledge [50](#knowledge)

The Panic Button [50](#the-panic-button)

Q: How is the cow? [50](#q-how-is-the-cow)

Q: What time is it? [50](#q-what-time-is-it)

Q: What is the definition of drill?
[50](#q-what-is-the-definition-of-drill)

Q: What are the Six P\'s? [50](#q-what-are-the-six-ps)

Q: What is the Civil Air Patrol? [50](#q-what-is-the-civil-air-patrol)

Q: Where are you now? [50](#q-where-are-you-now)

Q: What is the CAP Motto? [50](#q-what-is-the-cap-motto)

Q: What is the Cadet Oath? [50](#q-what-is-the-cadet-oath)

Q: What is the mission of the Civil Air Patrol?
[50](#q-what-is-the-mission-of-the-civil-air-patrol)

Q: What is the Cadet Psalm? [50](#q-what-is-the-cadet-psalm)

Q: What is Skinner\'s Constant? [51](#q-what-is-skinners-constant)

Q: What is Zymurgy\'s First Law of Evolving Systems Dynamics?
[51](#q-what-is-zymurgys-first-law-of-evolving-systems-dynamics)

Q: What is the Law of Selective Gravity?
[51](#q-what-is-the-law-of-selective-gravity)

Q: What is Jennings\' Corollary? [51](#q-what-is-jennings-corollary)

Q: What is Barth\'s Distinction? [51](#q-what-is-barths-distinction)

Q: What is the Rule of Projected Schedules?
[51](#q-what-is-the-rule-of-projected-schedules)

Q: How do you feel? [51](#q-how-do-you-feel)

Counseling [52](#counseling)

Informal Counseling [52](#informal-counseling)

Formal Counseling [52](#formal-counseling)

The Basic Counseling Steps [52](#the-basic-counseling-steps)

Tips And Pointers For Successful Counseling
[53](#tips-and-pointers-for-successful-counseling)

Being Counseled [53](#being-counseled)

Uniforms, Clothing and Insignia [55](#uniforms-clothing-and-insignia)

Care and Maintenance of Uniforms [55](#care-and-maintenance-of-uniforms)

Care And Maintenance Of Footwear [56](#care-and-maintenance-of-footwear)

Shoes [56](#shoes)

Boots [56](#boots)

How to Spit Shine [57](#how-to-spit-shine)

Miscellaneous [57](#miscellaneous)

How To Instruct [58](#how-to-instruct)

Preparation [58](#preparation)

Lesson Plans [58](#lesson-plans)

Teaching Aids [58](#teaching-aids)

Talking to Your Class [58](#talking-to-your-class)

The Period Of Instruction [58](#the-period-of-instruction)

Drill [60](#drill)

Developing Your Command Voice [60](#developing-your-command-voice)

The Unit Leader [60](#the-unit-leader)

Instructing Drill [61](#instructing-drill)

Introduction [61](#introduction-1)

CAPM (AFR) 50-14 [61](#capm-afr-50-14)

Cadence And Timing [61](#cadence-and-timing)

Correcting Drill Errors [62](#correcting-drill-errors)

Tips For Instructing [62](#tips-for-instructing)

Tips For Standard Drill [62](#tips-for-standard-drill)

Tips For Innovative Drill [63](#tips-for-innovative-drill)

Tips For Color Guards [63](#tips-for-color-guards)

Jodies [64](#jodies)

Physical Training [65](#physical-training)

Forming for PT [65](#forming-for-pt)

The Daily Seven [65](#the-daily-seven)

Reforming the flight. [65](#reforming-the-flight.)

Practical Teamwork Excersizes [66](#practical-teamwork-excersizes)

Pole Carry [66](#pole-carry)

Three Blind Cadets [66](#three-blind-cadets)

Squaresville, Man [66](#squaresville-man)

Cannibals and Marines [66](#cannibals-and-marines)

Team Push-ups [66](#team-push-ups)

Night Moves [66](#night-moves)

Radioactive Box [66](#radioactive-box)

Electric Fence [66](#electric-fence)

Square Dance [66](#square-dance)

Plane Fun [66](#plane-fun)

Having A Ball [67](#having-a-ball)

Blind Leading the Blind [67](#blind-leading-the-blind)

The River Wild [67](#the-river-wild)

Famous Leaders\' Rules to Lead By [68](#famous-leaders-rules-to-lead-by)

Patton's Principles [68](#pattons-principles)

Colin Power's Rules [68](#colin-powers-rules)

Time Management [69](#time-management)

Using Your Blank Book [69](#using-your-blank-book)

Sample page layout for time management
[69](#sample-page-layout-for-time-management)

One-Day Basic (Curry) Course [71](#one-day-basic-curry-course)

Basic Training Day Schedule [71](#basic-training-day-schedule)

Military Customs and Courtesies [72](#military-customs-and-courtesies)

Why Are They Important? [72](#why-are-they-important)

Etiquette and Dining Functions [73](#etiquette-and-dining-functions)

Common Etiquette [73](#common-etiquette)

Rising [73](#rising)

Shaking Hands [73](#shaking-hands)

Speaking Respectfully [73](#speaking-respectfully)

Military Etiquette [73](#military-etiquette)

Phone Etiquette [73](#phone-etiquette)

Table Etiquette [74](#table-etiquette)

The US Air Force Dining-In [75](#the-us-air-force-dining-in)

General Info [75](#general-info)

Dining-in [75](#dining-in)

Dining-out [75](#dining-out)

Combat dining-in [75](#combat-dining-in)

Dress [76](#dress)

The Officers of the Mess [76](#the-officers-of-the-mess)

President [76](#president)

Vice President [76](#vice-president)

Arrangements Officer [76](#arrangements-officer)

Mess Officer [77](#mess-officer)

Protocol Officer [77](#protocol-officer)

Escort Officers [77](#escort-officers)

Guest Speaker [77](#guest-speaker)

Planning considerations. [77](#planning-considerations.)

Conducting the Dining-In [78](#conducting-the-dining-in)

The Grog Bowl [80](#the-grog-bowl)

Suggested Table Plan [81](#suggested-table-plan)

Mixing the Grog Bowl [81](#mixing-the-grog-bowl)

Seeking Recognition from the Presiding Officer
[82](#seeking-recognition-from-the-presiding-officer)

Questions of Order [82](#questions-of-order)

Field Dining-In [82](#field-dining-in)

CAP Birthday Ceremony [82](#cap-birthday-ceremony)

Introduction [82](#introduction-2)

Cake Cutting Ceremony [83](#cake-cutting-ceremony)

Cake Cutting Ceremony Description
[83](#cake-cutting-ceremony-description)

Cake Cutting Ceremony Remarks [83](#cake-cutting-ceremony-remarks)

Sources And Suggested Reading [84](#sources-and-suggested-reading)

"Five-star Leadership" [84](#five-star-leadership)

"Leadership is an Art" [84](#leadership-is-an-art)

Attachment 1: Jodies [85](#attachment-1-jodies)

Mix-and-Match Cadences [85](#mix-and-match-cadences)

They Say That In The Army [85](#they-say-that-in-the-army)

Whiskey Jack [85](#whiskey-jack)

Chesty Puller (Old King Cole) [85](#chesty-puller-old-king-cole)

She Wore A Yellow Ribbon [86](#she-wore-a-yellow-ribbon)

Marine [86](#marine)

My Girl\'s A Pretty Girl [86](#my-girls-a-pretty-girl)

Fourteen Kids Who Call Me Pa [86](#fourteen-kids-who-call-me-pa)

I\'ll never be in Infantry [87](#ill-never-be-in-infantry)

Somewhere there\'s a Woman [87](#somewhere-theres-a-woman)

The Infantry Song [87](#the-infantry-song)

I don\'t know why I left\... [87](#i-dont-know-why-i-left...)

Old King Cole [88](#old-king-cole)

1492 [88](#section-2)

Let\'em Blow [88](#letem-blow)

Yellow Ribbon [88](#yellow-ribbon)

Everywhere I Go [88](#everywhere-i-go)

Count Cadence, Delay Cadence\... [88](#count-cadence-delay-cadence...)

See that man in the black beret\...
[89](#see-that-man-in-the-black-beret...)

Tiny Bubbles [89](#tiny-bubbles)

Everywhere we go [89](#everywhere-we-go)

Captain Jack [89](#captain-jack)

Army Colors [89](#army-colors)

We Like To Party [89](#we-like-to-party)

Pebbles and Bam Bam [89](#pebbles-and-bam-bam)

Here we go again [90](#here-we-go-again)

Throughout the desert [90](#throughout-the-desert)

These boots were made for walking\...
[90](#these-boots-were-made-for-walking...)

A Yellow Bird [90](#a-yellow-bird)

Air Force Basic [90](#air-force-basic)

Airborne Daddy/C-130 [90](#airborne-daddyc-130)

Air Force [90](#air-force)

Infantry [90](#infantry)

Airborne #3 [91](#airborne-3)

Humility [91](#humility-1)

Old Lady #1 [91](#old-lady-1)

Burger King [91](#burger-king)

Look Sharp, Be Sharp [91](#look-sharp-be-sharp)

Mean First Sergeant [91](#mean-first-sergeant)

Civil Air Patrol [91](#civil-air-patrol)

Attachment 2: CAPM 50-3 [92](#attachment-2-capm-50-3)

*Author's Note* [92](#authors-note)

Preface [92](#preface)

Chapter 1 - THE LEADERSHIP LABORATORY IN CIVIL AIR PATROL
[94](#chapter-1---the-leadership-laboratory-in-civil-air-patrol)

SECTION A - PURPOSE AND OBJECTIVES
[94](#section-a---purpose-and-objectives)

SECTION B - THE CAP UNIFORM [95](#section-b---the-cap-uniform)

SECTION C - CUSTOMS AND COURTESIES IN CAP
[98](#section-c---customs-and-courtesies-in-cap)

SECTION D - ATTITUDE AND DISCIPLINE
[101](#section-d---attitude-and-discipline)

SECTION E - THE NEED FOR DRILL [103](#section-e---the-need-for-drill)

Chapter 2 - LEADERSHIP LABORATORY OBJECTIVES FOR PHASE II
[105](#chapter-2---leadership-laboratory-objectives-for-phase-ii)

SECTION A - COMMANDS [105](#section-a---commands)

SECTION B - COLORS [106](#section-b---colors)

Chapter 3 - Commands and the Command Voice
[107](#chapter-3---commands-and-the-command-voice)

SECTION A - RESPONSIBILITIES OF THE CADET NCO
[108](#section-a---responsibilities-of-the-cadet-nco)

SECTION B - GIVING COMMANDS - THE COMMAND VOICE
[108](#section-b---giving-commands---the-command-voice)

Chapter 4 - DRILL OF THE FLIGHT [110](#chapter-4---drill-of-the-flight)

SECTION A - FOMRATIONS AND MARCHING (OMITTED)
[110](#section-a---fomrations-and-marching-omitted)

SECTION B -- MARCHING (OMITTED) [110](#section-b-marching-omitted)

SECTION C - MANUAL OF THE GUIDON (OMITTED)
[110](#section-c---manual-of-the-guidon-omitted)

Chapter 5 - METHODS OF TRAINING [111](#chapter-5---methods-of-training)

SECTION A - DRILL AS A LEADERSHIP LAB TECHNIQUE
[111](#section-a---drill-as-a-leadership-lab-technique)

SECTION B - INTERIOR GUARD [112](#section-b---interior-guard)

Chapter 7 - RESPONSIBILITIES OF LEADERSHIP
[115](#chapter-7---responsibilities-of-leadership)

ATTACHMENT 3: Reading Lists [118](#attachment-3-reading-lists)

The Commandant's Reading for Enlisted Marines
[118](#the-commandants-reading-for-enlisted-marines)

Battle Leadership [118](#battle-leadership)

Fix Bayonets! [118](#fix-bayonets)

General Smedley Darlington Butler
[118](#general-smedley-darlington-butler)

Lincoln on Leadership [118](#lincoln-on-leadership)

Starship Troopers [118](#starship-troopers)

Buffalo Soldiers [118](#buffalo-soldiers)

The Middle Parts Of Fortune [119](#the-middle-parts-of-fortune)

To Serve With Honor [119](#to-serve-with-honor)

A Message to Garcia [119](#a-message-to-garcia)

All Quiet on the Western Front [119](#all-quiet-on-the-western-front)

Battle Cry [119](#battle-cry)

Defence of Duffer\'s Drift [119](#defence-of-duffers-drift)

Fields of Fire [119](#fields-of-fire)

Fire in the Streets [119](#fire-in-the-streets)

Rifleman Dodd [120](#rifleman-dodd)

Strong Men Armed [120](#strong-men-armed)

The Sum of All Fears [120](#the-sum-of-all-fears)

Tarawa [120](#tarawa)

The Bridge at Dong Ha [120](#the-bridge-at-dong-ha)

Forgotten Soldier [120](#forgotten-soldier)

The Killer Angels [121](#the-killer-angels)

The Right Kind of War [121](#the-right-kind-of-war)

The Soldier\'s Load and the Mobility of a Nation
[121](#the-soldiers-load-and-the-mobility-of-a-nation)

The Village [121](#the-village)

The Chief Of Staff's Reading List for Enlisted Airmen
[122](#the-chief-of-staffs-reading-list-for-enlisted-airmen)

Basic List [122](#basic-list)

10 Propositions Regarding Air Power
[122](#propositions-regarding-air-power)

The Passing of the Night [122](#the-passing-of-the-night)

Intermediate List [122](#intermediate-list)

Lincoln on Leadership [122](#lincoln-on-leadership-1)

They Also Flew [122](#they-also-flew)

Advanced List [122](#advanced-list)

Makers of the United States Air Force
[122](#makers-of-the-united-states-air-force)

Profiles in Courage [122](#profiles-in-courage)

Killer Angels [122](#killer-angels)

Winged Victory [122](#winged-victory)

Attachment 4: Military Service [123](#attachment-4-military-service)

#   {#section .unnumbered}

# Foreword

For the Noncommissioned Officer Corps of Cadets

Welcome to the Cadet NCO Guide! Needless to say, this guide is the
result of many hours of work and years of experience. It is the product
of both my years of experience as a cadet, service member and senior,
and the decades of experience of those who taught me and wrote the
various elements I used in the guide for inspiration and reference.

The guide is organized in a way that made sense to me. (Though I make no
guarantee it will make sense to you!) I have tried to include
information that is not readily available to CAP cadet NCOs and, at the
same time, vital for success in CAP\'s cadet program. Obviously you will
not find a lot of information that is available in other sources. For
instance, there is nothing here about the wearing of the uniform. That
information is available in CAP Manual 39-1, which you should already
have. I also did not include specific information on the CAP Cadet
Program or details concerning drill. There are plenty of other
references for that type of information.

My goal was to include useful information that a cadet NCO could use on
a day-to-day basis in the performance of his or her duties, such as
instructing drill, spit-shining boots, and evaluating and raising unit
morale.

In addition to the material targeted specifically for NCOs, there is
also useful information for cadet airmen and officers as well. The
material is included here so it can be passed down to other cadets and
also help you get a head start before you become an officer.

The information in this guide, if learned and applied, will help make
you an outstanding cadet NCO \-- one who will be viewed as a pleasure to
have as a subordinate or superior, and considered a great credit to your
unit and the Civil Air Patrol. These lessons will also be useful in the
future, even if you do not choose the military as a career.

Good luck and have fun!

Capt Shawn S. Stanford, CAP

# Introduction

"I'd rather be a good NCO than just another officer." - GySgt Daniel
Daly, USMC

Why create and handbook for Cadet NCOs?

I feel that the job of the Cadet NCO is probably the most important in
Civil Air Patrol. The Cadet NCO is the one who is charged with dealing
with the Cadets in the squadron on a daily basis. Therefore, they have
an almost incalculable amount of influence on their Cadets. Everything
about them, their appearance, their bearing, their command ability, and
so on, directly affects the Cadets in their charge.

This is doubly important when you realize that NCOs are also in charge
of new Cadets. There is an old saying, "You never get a second chance to
make a first impression." If the first impression new Cadets receive is
a positive experience at the hands of a well-trained, mature and
competent NCO, they're far more likely to have a good opinion of CAP
and, just as importantly, a good role-model to emulate.

As a former Cadet, I can honestly say that when I was a new Cadet, the
Cadet NCOs made a far stronger impression on me than the Cadet officers.
The Cadet officers seemed to be distant and superior creatures that
seldom even noticed me, the NCOs were there constantly. Correcting,
instructing, cajoling, challenging - whatever it took to get me to fall
into line and do the things that I needed to do.

This is the legacy of the NCO, not only of the military NCO, but of the
Cadet NCO. The strong, motivated, well-trained, hands-on leader. Helping
all of our Cadets to rise to this level of standard is what this book is
all about.

# The Importance Of NCO Leadership

"What it lies in our power to do, it lies in our power not to do.\""-
Aristotle

This section is written for the Cadet officer and Cadet Programs
personnel who may be reading this and wondering "what's the point?".
Many members of Civil Air Patrol question the need for NCOs to receive
special training in leadership. They seem to feel that the type of
leadership that is the role of the NCO is better vested in junior
officers.

This section will discuss why this NCO leadership important and how
failure to teach and encourage leadership in our NCOs is harmful to
every Cadet.

After many discussions about why NCOs are or are not important, there
seem to be just a few reasons for downplaying the role and importance of
NCOs. In no particular order, they are:

-   NCOs have too little experience to be effective leaders .

-   Cadet officers, are often unreliable. NCOs are worse.

-   NCOs don't need to lead if the Cadet officers lead.

-   If the NCOs lead, what will the officers do?

    Three of the preceding reasons for de-emphasizing NCO leadership in
    the Cadet Program have to do with the relationship between officers
    and NCOs and the separate duties of each. This is a common,
    understandable problem. While NCO leadership and duties are very
    easy to identify and perform, officer leadership and duties and not
    quite as easy.

While the subject of Cadet officership is a subject for another
guidebook, the general duties of the Cadet officer can be gleaned from
reviewing the requirements of Cadet Commander and Cadet Flight Commander
in the 20-1 and by a reading of the Leadership: 2000 volumes II and III,
which are the text for Phases III and IV.

The question of the NCO/officer duty split is always a sticky one. It is
a given that things don\'t always function properly in the Real World.
Your job as a leader in the Cadet Program is to realize they way things
s*hould be* and do your best to make that happen. Give NCOs duties and
goals and hold them accountable. Make amends and adjustments where
absolutely necessary, but for the most part hold NCOs responsible for
the appropriate jobs and let them occasionally drop the ball. The
Program will go on.

#### Common Points Against NCO Leadership

##### NCOs have too little experience to be effective leaders 

This can often be true, but there are several contributing factors to
this situation:

-   **Cadet NCO-hood can come far too early in the program (7
    months!).** Commanders should seriously consider slowing the
    progress of Cadets who aren't mature enough or experienced enough in
    the Cadet Program to be Cadet NCOs. Take a 13 year-old Cadet who\'s
    an C/SrAmn. Sure, he can take tests, but does he have the faintest
    idea what an NCO should be or the maturity to handle the
    responsibility? Probably not. He should probably sit at C/SrAmn for
    a while. The average Cadet should spend upwards of a year getting
    ready to put on that fourth stripe. By promoting Cadets too fast,
    they\'re being set up to fail.

-   **Cadets often shoot through the NCO ranks in order to achieve the
    Mitchell.** Sometimes you will have a Cadet who will move through
    Phase I & II in the absolute minimum time required, which is 15
    months. This is almost always a grave disservice to the Cadet and
    the Program. Far too often in this situation you will end up with a
    Cadet captain who is just getting to be a pretty good NCO. The ideal
    is for a Cadet to get his fill (or nearly so) of the nit-picky
    details of NCO life before he promotes to officer. That will help
    keep him from sticking his nose into the business of the NCOs. When
    Cadets move through the NCO grades too quickly they never really
    learn and get comfortable with the NCO aspects of leadership. This
    puts them at a distinct disadvantage when it is time to move on to
    the officer style of leadership.

-   **Cadet officers often \'over control\' their NCOs and Cadets and
    fail to allow room for growth.** This can be a tremendous problem.
    The difference between the duties of the NCOs and officers is
    palpable and clearly spelled out in reference after reference in CAP
    materials. Officers plan and organize, NCOs delegate and supervise.
    However, when a Cadet promotes too quickly, doesn\'t have enough
    \'officer duties\' to perform, or simply won\'t let go, it can have
    a terrible effect on the NCOs and Cadets around him.

-   **Too much is sometimes expected of \'new\' NCOs.** See the section
    "*What Should You Expect From Your Cadet NCOs?"* for more discussion
    of this topic.

##### Cadet officers are often unreliable. NCOs are worse.

Yes, we\'re dealing with teenagers here, not that adults are always
better. This is a tough issue. There are some rules of thumb to use to
motivate people to take their responsibilities and assignments
seriously:

-   Make sure they person you\'re assigning the task to is capable of
    accomplishing the task, knows that it is an important task and why
    it is an important task.

-   Give the assignee room to reach your goals in his own way.

-   Make sure that there is a reward at the back end. Even if it is just
    an \'attaboy\' at the squadron meeting or in the newsletter.

-   And, of course, let them know that there will be some sort of
    consequences for not coming through.

This won\'t work all the time; nothing does. However, people tend to
respond better when they feel responsible and important to the success
of the mission. They also appreciate being able to add something of
themselves to their jobs and being challenged to come up with a personal
solution.

Of course, the need to get things done means that tasks can't always be
handed off when you're not sure they'll be accomplished. However,
starting slow and small and working up as confidence increases and
reliability improves will do the trick. For instance, if you charge an
NCO with making sure the schedule is followed and he doesn't follow
through successfully, start impacting their break time and bite off a
piece of his butt. He\'ll get the message soon enough.

##### NCOs don't need to lead if the officers lead. 

This is just nonsense. Of *course* NCOs need to lead. The NCO grades
were in part designed to be a training program for Cadet officers. If
the NCOs don't learn to lead as NCOs, they won't be effective officers.

Officers shouldn\'t be practicing NCO leadership. It\'s just wrong, no
two ways about it. If the officers are doing the job of the NCOs, who\'s
doing the job of the officers? Find things for your officers to do that
don\'t put them in day-to-day, hands-on contact with the Cadets. If you
don't, you\'re stealing valuable leadership experience from your NCOs.

This also has the effect of feeding off itself and being
self-perpetuating. \"The NCOs can\'t seem to do their jobs, so have the
officers do them.\" This is a classic Catch-22. How will the NCOs ever
learn their jobs if they aren\'t given a chance to try, fail, and learn?
Tell the NCOs what\'s expected and hold them accountable and don\'t ever
let them off the hook by having the Cadet officers do it for them.

##### If the NCOs lead, what will the officers do?

Simply put this is a problem for the Cadet Commander. However, there is
always planning to be done and classes to be taught. Each Senior could
use a Cadet for an assistant, and Cadet officers are perfect candidates
if they\'re not spending all their time hanging around the Cadets.

The Leadership: 2000 achievements are named for various staff positions.
Obviously it is the intent of the Program that these are the types of
jobs that Cadet officers should hold. Of course some of them would
rather be playing with the Cadets than shuffling papers, but that\'s
part of the job. And it\'s an important part, because the world runs on
paperwork!

#### What Should You Expect From Your Cadet NCOs?

"Blessed is he who expects nothing, for he shall never be disappointed."
-- Pope Alexander

This is a very subjective question. Every commander wants something a
little different and has different needs. Also, every Cadet has
different abilities. Some may excel in some areas and be behind the
curve in others. However, commanders should have a general set of
guidelines to measure their NCOs against.

The following table is a gleaned from various sources, mostly personal
experience and the Leadership: 2000 materials. Feel free to accept or
ignore it at your discretion:

+-----------+----------+----------------------------------------------+
| **Grade** | **Time** | **Abilities**                                |
+-----------+----------+----------------------------------------------+
| **SSgt**  | 1 yr &   | Drill a flight, teach basic drill, teach a   |
|           |          | Curry class, do a call-out, assist Cadet     |
|           | 4 mos    | airmen with administrative tasks.            |
+-----------+----------+----------------------------------------------+
| **TSgt**  | 1 yr &   | Teach drill 'on the march', assume flight    |
|           |          | sergeant duties, run a PT session, perform   |
|           | 8 mos    | in-ranks inspections, supervise junior       |
|           |          | Cadets at tasks, counsel junior Cadets with  |
|           |          | supervision.                                 |
+-----------+----------+----------------------------------------------+
| **MSgt**  | 2 yrs    | Assume staff duties (admin, supply, etc),    |
|           |          | teach complex drill movements, drill a large |
|           |          | flight, assume some autonomous leadership    |
|           |          | (move Cadets from place to place, stay on    |
|           |          | schedule, etc.).                             |
+-----------+----------+----------------------------------------------+
| **SMSgt** | 2 yrs &  | Assume First Sergeant duties, drill a        |
|           |          | squadron, assist with innovative drill,      |
|           | 4 mos    | assist in planning, plan minor events        |
|           |          | (cleanup, PT) without assistance, ensure     |
|           |          | schedule is met, counsel juniors without     |
|           |          | supervision, supervise NCOs.                 |
+-----------+----------+----------------------------------------------+
| **CMSgt** | 2 yrs &  | Assume First Sergeant duties for a large     |
|           |          | activity (encampment), plan and execute a    |
|           | 8 mos    | large drill movement (pass in review), plan  |
|           |          | innovative drill, closely advise the Cadet   |
|           |          | commander, plan major squadron activities    |
|           |          | with some assistance.                        |
+-----------+----------+----------------------------------------------+

As you can see, the time in program column is far past the minimum
specified by National, but it is far more realistic. And everything in
this list is clearly an NCO duty, not an officer duty. If your NCOs
aren't capable of performing them, slow down their progress and pick up
their training!

#### The Role Of Cadet Officers In NCO Leadership

-   **Ensure junior officers have duties and responsibilities.** Keep
    you junior officers entertained and occupied. They are the ones most
    likely to step on the toes of the NCOs, as they were most recently
    NCOs themselves. They may not have learned to step back and relax
    and let things go wrong sometimes. Wanting to personally make
    everything perfect is an NCO trait. Cultivate a more relaxed
    attitude in your officers.

**Rely on your First Sergeant and flight sergeants.** They have specific
duties and tremendous leadership potential. Use them.

-   **Give the NCOs the authority and latitude to accomplish their
    leadership goals.** The big part of this is to keep Cadet officers
    away from the NCOs and the Cadets. This more than anything else will
    give your NCOs authority and latitude they need.

-   **Let them make mistakes and learn while providing correction and
    guidance.** While 'nothing succeeds like success', nothing teaches
    like failure. You often learn as much or more by doing something
    wrong as you do by doing it right. If it won't endanger Cadets or
    seriously impact some portion of your program, let your NCOs make
    mistakes. Correct them gently, not harshly. And make sure that all
    of your Cadets know that you don't expect your NCOs (or any Cadet)
    to be perfect, only improving. This will take some of the fear of
    making mistakes out of your Cadets and make them more willing to
    take charge, improvise and try new things.

-   **Make sure you show that you value your NCOs.** There's an old
    saying that goes "if you tell a group of guys that they're better
    than everyone else long enough, eventually they'll start to believe
    it, then they'll start to prove it." Let everyone know that you
    value the NCOs, expect them to perform to a higher standard and to
    carry their share of the load. If they believe that they're special
    because they're NCOs, eventually they should start going out of
    their way to prove that they're special.

#### The Role Of Cadet Programs Officers In NCO Leadership

-   **Reinforce the officer/NCO duty separation.** As has been stated
    many times and reinforced throughout CAP materials, officers should
    plan and organize, NCOs should delegate and supervise. Help the
    Cadet Commander to keep track of this junior officers and keep them
    busy.

-   **Provide guidance and assistance tempered by restraint.**
    Occasionally, Cadet Programs personnel can be as bad as Cadet
    officers in assuming some NCO responsibilities. This is, of course,
    completely wrong. Let the NCOs do their jobs. Help them where it is
    appropriate and point them in the right direction, but never do
    their jobs for them.

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-   **Teach NCO leadership topics vigorously and regularly**. The duties
    of the Leadership Officer include instruction in leadership methods
    and techniques. This coupled with the fact that he occupies the part
    of the Table of Organization normally reserved for the sergeant
    major OR command chief master sergeant indicates that a large
    portion of teaching NCO leadership falls on his shoulders. NCOs
    should be taught leadership separately from the Cadet airmen. Their
    concerns and topics are different. This will help build a team
    feeling among the NCOs and set them apart from the airmen, enhancing
    their prestige.

# The Importance of Tradition

"Every family, every college, every corporation, every institution needs
tribal storytellers. The penalty for failing to listen is to lose one's
history, one's historical context, one's binding values. Without the
continuity brought by custom, any group of people will begin to forget
who they are." -- Max Depree

NCOs are the primary keepers of tradition in the military. As a Cadet
NCO it is your responsibility and honor to know and pass along the
history and traditions of the CAP. This is important because it will
help build *esprit de corps* and shows new Cadets that they are merely
the most recent members of a long, proud tradition.

It is also important that you maintain the traditions and 'legends' of
your unit. Be sure that you know how many Spaatz Cadets, Unit Citation
ribbons, finds and trips to the National Cadet Competition your squadron
has earned. Be sure that you tell the newer Cadets the stories you were
told about Cadets and activities gone by. These are the types of things
new Cadets hunger to know! They want to know the squadron and
organization they're a part of is interesting and fun and exciting. It's
up to you as an NCO to make sure they see that side of CAP.

#### A Short History Of The Civil Air Patrol

##### In the Beginning

The Civil Air Patrol is a product of the tense international situation
right before World War II. In the early years of the second World War,
before the United States had entered, aviation enthusiasts watched with
concern as country after country fell to the Axis powers. And as each
country fell, civil aviation was eliminated.

These aviation minded people believed two things: (1) That the nation\'s
air strength had to be improved, and (2) That civil aviation could play
an important part in the nation\'s war effort. Prior to the war, there
were 25,000 light aircraft, 128,000 certified pilots and 14,000 aircraft
mechanics in the United States.

Gill Robb Wilson made what was probably the first effort to organize a
civil air \'patrol\'. After a visit to Germany as a reporter in 1938, he
returned to his home in New Jersey and pleaded with Gov. Edison that the
civil air fleet be organized and augmented for the coming war. Gov.
Edison gave Mr. Wilson approval to organize the New Jersey Civil Air
Defense Services.

Mr. Wilson\'s plan, backed by Gen. H.H. \"Hap\" Arnold and the Civil
Aeronautics Authority, called for small planes for liaison work and for
patrolling uninhabited sections of coastline and important installations
to guard against sabotage. In addition, civil airport security measures
were to be undertaken by the Civil Air Defense Services.

The Civil Air Defense Services were used as a pattern for other
organizations. The Airplane Owners and Pilots Association (AOPA) had a
\"Civil Air Guard\" with units in several large cities. Eventually Ohio,
Colorado, Missouri, Florida, Alabama, Kentucky and Texas all had civil
air patrols of one form or another.

But it was Mr. Wilson\'s Civil Air Defense Services that was the model
for the Civil Air Patrol.

The first step to improve civil air strength nationwide was to give
refresher or advanced training to pilots. This would allow the military
to have a larger reserve of trained pilots to call on when the war came.

The second step involved organizing civilian aviation personnel to best
use their efforts during the war. This step lead directly to the
formation of the Civil Air Patrol.

There were dissenting opinions if such a program was possible, or even
desirable. Some thought that civil aviation should be stopped during
war. Some thought the military should use all the help from civil
aviation that it could get.

Even those who thought civil aviation was an asset couldn\'t agree
whether it should be organized at the state or national level.

##### 1941 - The Civil Air Patrol Is Born

Before a national Civil Air Patrol could be started, the federal
government had to decide how to use it.

The Office of Civilian Defense (OCD) was established on May 20, 1941.
The head of the OCD was Fiorella Laguardia, former Mayor of New York and
a WW I pilot. Thomas H. Beck, Chairman of the Board of Crowell-Collier
Publishing Co., with the advice of Guy P. Gannet, owner of a newspaper
chain, prepared a plan for mobilizing the nation\'s civil air strength.
Mr. Laguardia recognized the merit of the plan and assigned Mr. Beck,
Mr. Gannet and Mr. Wilson to work on it.

By June of 1941, the plan was completed, but many details had to be
worked out. Gill Robb Wilson and Mr. Reed Landis, a WW I pilot,
aeronautical expert and OCD consultant, worked to finalize the plan. By
October, it was mostly finished. Mr. Wilson left New York for
Washington, D.C. to select the wing commanders for the states and to be
the first executive director.

General \"Hap\" Arnold set up a board of Army Officers to determine the
uses of the Civil Air Patrol plan. The board approved the plan and
recommended that the Army Air Forces help set up and administer the CAP.

Because of the board\'s approval, Mr. Laguardia signed a formal order
creating the Civil Air Patrol on December 1, 1941. On December 8, Mr.
Laguardia published an order outlining the organization of the Civil Air
Patrol and making Major General John F. Curry its first commander. Mr.
Wilson officially became executive officer.

##### The War Years

Immediately after the attack on Pearl Harbor, all civilian flights in
the U.S. were grounded. However, this restriction was lifted a few days
later. Only the west coast maintained flight restrictions.

Earle L. Johnson, later a commander of Civil Air Patrol, decided that
airport security was too loose and that U.S. factories were vulnerable
to saboteurs. To prove this, one night he took off in his plane with
three small sandbags, which he dropped on the roofs of factories near
Cleveland, Ohio. The following morning he contacted the plant owners and
told them they had been \"bombed\". Again, all civilian flights were
grounded until airport security could be tightened.

This helped the Civil Air Patrol because it was the only way weekend
pilots could get any flight time. So many more pilots joined. These
pilots were of both sexes and all ages. The oldest was 81-year-old
Lieutenant A.I. Martin, of Montour Falls, N.Y.

Soon after war was declared, German submarines began sinking as many as
two or three ships a day along the Atlantic coast. This not only
jeopardized supply lines but it cut deeply into the nation\'s petroleum
supply.

Civil Air Patrol officials offered to help patrol the coasts. But the
War Department was afraid that a young, undisciplined organization might
do more harm than good.

The Navy was strung too thinly along the 1,200 mile coast and German
submarines were operating nearly at will.

The situation got bad enough for the War Department to authorize Civil
Air Patrol to patrol the coasts in a 90 day experiment. The
responsibility for this experiment was given to Gill Robb Wilson. He had
been replaced as executive director by Army Captain Earle L. Johnson.
The experiment went so smoothly the General Curry gave up his post as
national commander to Captain Johnson. Captain Johnson (later Colonel)
remained commander until his accidental death in 1947.

Three CAP bases had been set up during the experiment. One in Atlantic
City, New Jersey; one in Rehoboth, Maryland; and one in Lantana, Fla.
Eventually, there were 21 different CAP coastal patrol bases.

Conditions at some of these bases were primitive. At one, the barracks
was a converted chicken coop. At another, CAP members shared an old
run-down hotel with a large colony of rats. CAP pilots received \$8 a
day. Ground personnel only got \$5.

Originally, CAP aircrews were merely spotters. Their job was to fly the
coast and look for submarines. When one was found they would radio in
and the Army or Navy would send out planes to destroy it. Naturally, CAP
members also wanted to destroy submarines.

One afternoon in May of 1942, a CAP crew spotted a submarine off Cape
Canaveral, Fla. The submarine spotted them and, not knowing the plane
was unarmed, grounded itself on a sandbar trying to get away. The CAP
crew radioed the sub\'s position, but by the time the bombers had
arrived, it had worked itself off the sandbar and into deeper waters.

Shortly afterward, Coastal Patrol planes began carrying bombs. The
smaller planes could only carry 100 pound bombs and the fins would have
to be removed so they wouldn\'t scrape the ground. A few of the larger
planes could carry a 325 pound depth charge.

One of these larger planes, a Grumman Widgeon seaplane, made CAP\'s
first \"kill\". Captain Johnny Haggins and Major Wynant Farr, flying
from Absecon, NJ, got a call from a CAP plane that had spotted a
submarine. They went to the area as the other plane left with low fuel.
They spotted the submarine under the water and decided to wait until it
came to periscope depth to drop their depth charges.

As they began to run low on fuel, the submarine finally rose to take a
look around. Captain Haggins made a low pass and Major Farr pulled the
release cable and dropped the depth charge near the submarine\'s bow.
The explosion shook the plane and blew the submarine\'s bow out of the
water. It submerged again, leaving behind an oil slick. They quickly
dropped another depth charge on the oil slick and were rewarded with
pieces of debris from the destroyed submarine.

The CAP Coastal Patrol operated from March 5, 1942 through August 31,
1943. During that time it reported 173 submarines sighted, two sunk, 83
bombs and depth charges dropped. It had flown 86,685 missions for a
total of 244,600 hours - approximately 24 million miles. It summoned
help for 91 ships in distress and 363 people in the water. Found 17
floating mines and flew 5,684 special convoy missions for the Navy.

During these missions 26 CAP pilots or observers were killed and seven
were seriously injured. Also, 90 aircraft were lost. However, CAP
members were rewarded with Air Medals and War Department Awards for
\"Exceptional Civilian Service.\"

The Coastal Patrol was stopped because the Navy and Army had sufficient
strength to take over these duties. This left the Civil Air Patrol to
pursue its other wartime missions.

From January 1, 1942 through January 1, 1946, Civil Air Patrol flew
24,000 hours of assigned search missions. It also flew 24,000 hours of
unassigned missions, paid for by CAP crews. No record or missions
accomplishments was kept, but during one week in February 1945, seven
missing Navy and Army aircraft were located.

CAP search missions had three advantages over the AAF. First, their
planes flew lower and slower. Second, they were familiar with the area.
And finally, they had ground teams ready to rush to the crash site.

In Nevada, ground teams used horses and had water dropped to them by
parachute. In Florida, where Zack Mosely was wing commander, they used
flat-bottomed air-boats to search the swamps. In \"snow-country\", teams
used skis. And in Washington, a parachute team was created, but never
used.

CAP also flew cargo and courier flights for the War Department. From
1942 to early 1944 CAP airlifted 3.5 million pounds of mail and cargo
and transported hundreds of military personnel across the United States.
This experiment was first tried in Pennsylvania Wing in 1942 and proved
to be such a success that it was used fully. This freed many valuable
aircraft for use in the war.

The CAP Southern Liaison flew the Mexican border between Brownsville,
Texas and Douglas, Arizona. CAP members flew 30,000 hours over 1,000
miles of rough, rocky terrain. From July 1942 to April 1944, the CAP
\"Border Patrol\" reported 7,000 suspicious activities on the ground and
reported 176 suspicious aircraft.

CAP flights also performed target-towing missions for anti-aircraft
crews. Occasionally, the gunners would lead the targets a little too
liberally and punch holes in CAP aircraft.

CAP provided practice for searchlight crews. On at least one occasion, a
CAP pilot looked into the searchlights, lost his night vision, became
disoriented and crashed to his death.

CAP flew many other types of missions, including: blood transport for
the Red Cross; cruising over forests looking for fires; flying mock
raids to test blackout procedures and air raid warnings; and supporting
bond drives and scrap collection drives.

CAP pilots once flew a \'wolf patrol\', killing cattle-eating wolves in
the southwest by shooting them from low-flying aircraft.

CAP also performed pilot training throughout the war. In early 1942 the
Cadet program was started. Each senior member could sponsor one cadet of
the same sex. The cadets had to be healthy, fit, American-born high
school juniors or seniors with good grades. The program was somewhat
similar to today\'s. It helped cadets because if they were drafted they
already had a concept of military life and were familiar with aviation.
Over 20,000 cadets were active during the war.

CAP performed so well that the War Department made it an auxiliary of
the Army Air Force. On April 29, 1943, command was transferred from the
Office of Civil Defense to the War Department. The War Department later
issued a memorandum giving the AAF command and control of the CAP.

By this time CAP membership was over 75,000 in 1,000 communities. Early
pilot training had created a corps of trainers to help teach future Army
aviation cadets. For this reason, the Army loaned CAP 288 Piper L-4
\"Grasshoppers\". These were used for aviation cadet training and
recruiting. In 1944, 78,000 aviation cadets and prospective recruits
were flown a total of 41,000 hours. By 1945, CAP had recruited an
oversupply of cadets and had taken over some screening procedures.

During the war, CAP had flown 500,000 hours of missions; sunk at least
two submarines; and located countless aircraft crash survivors and
survivors of disasters at sea. They spent their own money on missions,
occasionally constructed their own facilities, helped recruit air cadets
and assisted when natural disasters occurred. Many proved their
dedication by sacrificing their lives.

##### The Postwar Period

After the war, the future of CAP was in doubt. The Executive Order
making them an auxiliary of the AAF was invalid in peacetime. Also, the
AAF was resuming many of the tasks CAP performed. After March 21, 1946
monetary support was withdrawn because of a rapidly shrinking defense
budget.

General \"Hap\" Arnold called a meeting with the wing commanders. In
January, 1946 they met and from that meeting came the plan to
incorporate.

On July 1, 1946 President Truman signed Public Law 476. This
incorporated Civil Air Patrol as a benevolent non-profit organization.
CAP\'s stated objectives at that time were to: (1) inform the general
public about aviation and its impacts; (2) provide its seniors and
cadets ground and preflight aviation education and training; (3) provide
air service under emergency conditions; (4) establish a radio network
covering all parts of the United States for both training and emergency
use; (5) encourage the establishment of flying clubs for its membership;
(6) provide selected cadets a on two-week encampment at air bases; (7)
provide selected cadets flight scholarships; (8) encourage model
airplane building and flying; (9) assist veterans to find employment;
and (10) contribute services to special projects of an aeronautic
nature.

The Army Air Forces also asked CAP to perform other tasks. These had to
be done with no official AAF assistance. Obviously, a decision had to be
made about CAP and the AAF\'s relationship.

After the Air Force was formed (July 26, 1947), a CAP board met with
USAF officials to plan establishing CAP as an USAF auxiliary. A bill was
introduced to congress and became Public Law 557 on May 26, 1948. This
law made CAP an auxiliary of the Air Force.

# The Authority To Command

"Lawful and settled authority is very seldom resisted when it is well
employed." -- Samuel Johnson

Authority is: *the legitimate power of leaders to direct subordinates or
to take action within the scope of their responsibility*.

Any discussion of the roles, responsibilities and authorities of an NCO
would be completely useless if we don\'t start out with what makes him
an acknowledged leader. What gives an NCO the authority to command?

Civil Air Patrol is a volunteer, civilian organization. However, within
the Civil Air Patrol we have a hierarchical command structure and grade
structure that mimics that of the armed forces.

Everyone in the Civil Air Patrol should be familiar with the grade
structure that the Cadet Program uses. Basically, it assumes authority
rests with those who hold a higher grade. This is a cornerstone of the
entire system. Without this basic understanding and the acknowledgement
of this structure by all participants, the entire organization would
fall immediately into chaos.

Everyone talks about grade, and out-ranking someone. People new to CAP
seem to understand this concept almost immediately. They may not know
how to read the chevrons, but they know that the more of them you have,
the better. Understanding of a hierarchy or \'pecking order\' must be
very basic to our nature. But, basic or not, there has to be some
justification for someone to hold authority over someone else in any
organization, and CAP is no different.

Obviously, the promotion system is set up so that you climb from grade
to grade as you complete achievements. This is the basis for
understanding who it is you should take orders from and who should take
orders from you.

But why should you take orders from anyone? Because, as a Civil Air
Patrol Cadet you have sworn to abide by the Cadet Oath. The Cadet Oath
clearly says \"*I will\...obey my officers\...\".*

So, what is an \'officer\'? Simply, an officer is anyone with the word
\'officer\' in their title or rank. This includes Cadet Non-Commissioned
Officers, Cadet Officers and the various Staff \'Officers\' - regardless
of grade.

Which \'officers\' do you have to obey? The ones which hold a rank
higher than yours, hold a staff position to which you report or hold a
staff position and are acting in the capacity of that position. That may
not make a lot of sense on first reading, but it\'s really pretty
simple.

You obviously must obey the orders of \'officers\' who have a higher
grade than you.

You also must obey the orders of \'officers\' who hold a staff position
to which you report. This means that even if you outrank your Flight
Sergeant, you must obey his orders when he is doing the job of a Flight
Sergeant.

Finally, you must obey the orders of staff \'officers\' acting in the
capacity of their positions. For instance, if you outrank the Cadet
Admin Officer, you can\'t order him to fill out your paperwork for you;
or if he orders you to redo a sloppy form, you can\'t refuse.

So, you\'ve been promoted and you have a nice, shiny set of chevrons on
your collar. You know that everyone with a lower grade has to obey you
and that everyone with a higher grade has to be obeyed. But why? Because
the Cadet Oath says so, as we discussed. But what gives that power? The
signature of the promoting officer gives that power. And who provided
him with that power or authority? Both the authorization from higher
headquarters for your promotion and the signature on *his* promotion
form. Who\'s signature is that? Probably the National Commander. The
National Commander, of course, derives his authority from the National
Board and the By Laws.

In short, every order given by a person is assumed to carry the full
authority of whoever signed that person\'s promotion documents. When a
promotion is signed, the signer is passing along the authority of the
one who promoted him. In effect, every order given by the newest Cadet
sergeant carries the full weight and authority of the National Board,
conferred to the National Commander, to the Region Commander, through
everyone who\'s signed a promotion in between,. When you get an order or
give an order, it is as if the National Commander were giving that
order. Members are held responsible for every action while on an
activity, especially disobeying orders.

# History and Origins

"The disadvantage of men not knowing the past is that they do not know
the present. History is a hill or high point of vantage, from which
alone men see the town in which they live or the age in which they are
living. -- G.K. Chesterton"

#### The Origins Of The NCO 

As long as there have been armies, there have been NCOs.

The status and titles have changed over time, but the need for a
well-trained, experienced man capable of directing and teaching troops
has always been there.

We can imagine that even among the bronze-age armies there were the
grizzled veterans of previous campaigns. Their skin burned brown through
numerous seasons in the field, their weapons and harness well broken-in
and well cared-for, their body carrying scars from not-quite
near-misses. They probably would have walked about the camps with a
swagger earned through all those experiences, their educated eyes taking
the measure of the younger men around them. It would be natural for
those new to the whole business to seek their advice and assistance.
And, because the nobles who commanded would be spending their time
planning, these veterans became the de facto leaders on-site.

We can see that NCO had to arise. It is normal and good that younger
people should turn to older and wiser people for help and guidance and
that higher-ups should have trusted subordinates to put their plans into
action. The NCO is merely the military\'s way of putting that into
official practice.

#### The History Of The Term 'NCO'

Many people are confused about the term \'Non-commissioned Officer\'.
Just what does that mean? And why did they choose it? What is a
commissioned officer, and why are NCOs 'non-commissioned'?

Centuries ago, during the time of the Renaissance, there were two types
of people who fought wars. They were officers and soldiers.

Officers were appointed to their post by their ruler, usually some form
of nobility. This appointment was called a \'commission\'. This
commission gave the officer the right to act on the ruler\'s behalf. At
this time the officer would either be placed in charge of some unit of
the ruler\'s army or sent off to raise his own army. The important thing
to remember here is that the officer was commissioned by the ruler to
lead troops. They were almost always nobility.

Soldiers were private citizens. They joined or were conscripted into the
army for a set period of time. It might be for a single battle, it might
be for the duration of the war, it might be for life. However, they
weren\'t nobility, they were just people. If they had been nobility in
all likelihood they would have received commissions.

Most private citizens, who made up the soldiery of any army, had very
little military experience. They were craftsmen and farmers who were
fighting briefly and would sooner or later return to their shops and
fields. In fact, many campaigns were halted because so many of the
soldiers needed to return home in the fall to get the crops in for
winter. They weren\'t used to military life or order.

Officers, as nobility, were somewhat more familiar with warfare. Most
nobility studied weapons and warfare from an early age, leading men and
warfare being the only decent occupations for a nobleman. They had
training in tactics and discipline and so on. However, there were far
more soldiers than a nobleman could hope to control at any one time. And
a nobleman was expected to do his share of the fighting, generally
charging with other noblemen at other noblemen on horseback. Therefore,
someone was needed who could combine the war experience of a nobleman
with the lack of nobility of a citizen. Thus the NCO was born.

Non-commissioned Officers were \'officers\' because they were given
authority over other soldiers. However, they had not received a
commission from a ruler. And without that commission they didn\'t have
the same level of authority, they were \'non-commissioned\'. It would
probably be better in modern American English to say \'uncommissioned
officers\', but we\'re stuck with what we have.

An NCO\'s job then, and now, was to bridge the gap between the officers
and the airmen. To be the eyes and ears and hands of his superiors. To
make sure that the job gets done and that the troops are taken care of.
To bring orders down and concerns up. An officer can\'t be everywhere at
once, so he will have several NCOs working for him at various levels to
make sure the mission is accomplished and the men are cared for.

If officers are the brains of the organization and the troops are the
muscle, the NCO corps is the spine. It supports both the head and the
extremities. It also encompasses the nerves that carry commands to the
muscles and information back from them. A truer statement could not be
made: the NCO is the backbone of any military organization.

# Duties and Responsibilities

"In practice it is seldom very hard to do one's duty when one knows what
it is, but it is sometimes exceedingly difficult to find this out." --
Samuel Butler

#### The Role of the NCO

The NCO serves many roles, to his superiors, his subordinates and his
organization. He is the helpful assistant, the wise advisor, the
knowledgeable mentor, the compassionate elder, the stern taskmaster and
the sharp-eyed inspector. He serves as both an advocate for his people
and the representative of his officers. He should be capable of both
demanding and supervising a full day\'s effort from his people and
pitching in and providing that same effort himself. His appearance and
demeanor should serve as a yardstick for both his subordinates and
superiors to measure themselves against.

To the NCOs and officers above him, an NCO should be willing to learn
and put forth any effort required. He should be unfailingly cheerful and
willing to take on any assigned task, regardless of how little he
actually wants that task! The NCO shouldn\'t hesitate to suggest
different or better ways of accomplishing tasks the he is given or that
are delegated through him. Part of his job is to advise his superiors.
No one knows his people better than he. His superiors should know that a
task assigned is a task accomplished. They should also be confident that
if there is a problem the NCO can\'t beat, he will return to ask for
advice only after he has exhausted all his options.

To his subordinates the NCO should ensure they are well trained. One of
the primary duties of an NCO is to train subordinates. Well-trained
people are a better resource for the entire organization. So, the NCO
must have a thorough knowledge of all important subjects. The Cadet NCO
will normally be a little older and should certainly be more experienced
than his subordinates. This should give him some insights into the
organization that he can pass along.

Part of an NCO\'s job is to take care of his people. To make sure they
are well cared for, and have the training and equipment they need to
accomplish their missions. He should be the first one to notice that his
people need a break or that they\'re running behind the chow schedule.
He should check on his people at every meal and every opportunity to
make sure that they have the things they need. And he should do all this
before he takes care of his own needs.

While an NCO should be compassionate and care for the welfare of his
people, he also shouldn\'t hesitate to be stern and demanding when it is
appropriate. It is the role of the NCO to be the on-the-spot inspector.
To point out discrepancies in uniforms and with customs and courtesies
immediately and on the spot. If an inspecting officer finds a problem
with one of his people during an inspection or doesn't receive a salute
when he should, it is as much the NCO\'s fault as it is the fault of the
offending Cadet.

The NCO is the hands-on supervisor for his people. He is the one making
sure that the job gets done. An NCO shouldn\'t hesitate to demand that
his people work as hard as they can, but he should be in there with them
putting in just as much effort when the task demands it! To do otherwise
would present the worst imaginable example.

Another important role of the NCO is the one he assumes when he takes
control of new members. He will be the first, and perhaps most
important, example of the professionalism and *esprit de corps* of the
organization they will ever see. It is very important that his
appearance and behavior be above reproach!

#### The Purpose of the NCO

The Civil Air Patrol\'s corps of Cadet noncommissioned officers exists
for four main purposes:

**To decentralize command authority in an orderly structure down to the
smallest element in an organization.** No one can be everywhere at once.
So it is obvious that someone is needed as a go-between to make sure
that missions go from the decision makers to the people who actually get
the job done. This is one of the purposes of the NCO corps. The NCO is
charged with the hands-on leadership required to implement plans and
decisions made by officers.

Notice that the word \'orderly\' is included. This implies that it is
also the role of the NCO to support the existing command structure and
those in it. In other words, an NCO should never do anything that would
diminish his superiors or break down that structure.

**To train their people to be able to perform assigned tasks.** It
doesn\'t matter how willing a group of people are to accomplish the
mission at hand, if they don\'t have the skills they need they will
fail. Because new Cadets need training in basic subjects, training them
is time-consuming and exacting work. Consider how difficult it is to
teach a group of new Cadets to drill properly. It can take literally
dozens of hours. Because officers are charged with planning and
coordinating tasks and resources, it is impossible for them to
accomplish such detailed training. This is the job of the NCO. The NCO
must be able to demonstrate, teach, and inspire a Cadet to want to learn
the skills expected of him.

It is also to the benefit of the NCO that his people be as well trained
as possible. Because the NCO has the responsibility of making sure that
his people get things accomplished, he will have to bear an extra burden
if he hasn\'t trained them to do what needs to be done. In other words,
if something needs to be done and the Cadets don\'t know how, the flight
sergeant is probably going to end up doing it!

**To ensure close supervision and personal guidance of juniors.** Again,
no one can be everywhere at once. And juniors often need close
supervision. Therefore, officers will sometimes have several NCOs
working for them to make sure that their various missions are
accomplished. Without a supervising NCO many tasks would not be finished
properly, if at all. Their personal guidance provides a junior Cadet
with someone else to turn to for help with problems or for answers to
questions about his assignments.

It is also more appropriate for an NCO to provide close supervision than
it is for an officer. Part of the prestige of being an officer (as you
will someday learn) is that there is less need to get your hands dirty.
There should be a large measure of separation between officers and
airmen if everything is working properly. So, the NCO is the logical
choice to perform this supervision. He has the authority to give orders
but he\'s close enough in rank that close contact isn\'t going to cause
a problem in the future.

NCOs are expected to work closely with their airmen, officers are not
(and should be discouraged from it).

**To provide gradual advancement in the Cadet Program.** In the
military, officers are given months of intense training to allow them to
fulfill their roles within the service. The Cadet Program has no
\"officer\'s training school\". However, we do have an equivalent in the
Cadet grades up through Mitchell. These achievements provide the
training for future Cadet officers.

It would be entirely inappropriate for a Cadet officer to have spent no
time as an NCO. Most of the drill and hands-on leadership skills are
learned in the NCO achievements. Without this foundation, a Cadet
officer would be unable to make sound decisions, properly exercise his
authority, or monitor the performance of his cadets in their basic Civil
Air Patrol skills.

There are many lessons to be learned within the Cadet Program. The
structure of the leadership program makes it obvious that by the time a
Cadet has been awarded the Mitchell, he should have a firm grasp on
working with people and be ready to begin working with plans and
programs. So it is important for a Cadet to spend time as an NCO so that
working with people is second nature. It is also important that a Cadet
officer not feel like he is missing something when his duties require
that he give up the close personal contact with his airmen that his NCOs
enjoy.

#### The General Responsibilities Of The NCO 

**To The Civil Air Patrol.** Your responsibilities to the organization
are many. Because without CAP you wouldn't be an NCO or have Cadets to
lead, you owe it to CAP to be the absolute best NCO you can in every
way. Anything less is cheating.

As an NCO you should make sure that all CAP regulations are being
complied with at all times. Obviously for an NCO this is often things
like uniform regulations.

Since you have been promoted by the authority of the Civil Air Patrol
and are an NCO within its structure, you should be an NCO at all times
and to all Cadets. Don't let your responsibilities slide merely because
you are in a strange place. Any time you are participating in a CAP
activity, you should perform as an NCO.

**To The Squadron.** Part of your oath as a Cadet is to participate
actively in unit activities. This is merely the beginning of your
responsibilities to your squadron.

You should ensure that you are familiar with squadron regulations and
enforce them as you do CAP regulations.

Since you spend most of your time in CAP at the squadron, you should try
to be as useful to the squadron as you can. Continually improve yourself
to better accomplish the missions of your unit and to be a positive
example to your Cadets.

**To Subordinates.** As an NCO your subordinates will normally be Cadets
who aren't NCOs. They won't have a lot of experience with CAP or the
Cadet Program. So, they will rely on your experience and wisdom to take
care of them when they don't know how to take care of themselves.

You have to make sure they have what they need. This includes everything
from meals to equipment and uniforms to training. As an NCO, you've been
where they are. You know what they're going to be facing as they promote
and do their daily tasks. Make sure you think about their needs and see
that they're met.

Make sure they're trained correctly. We will talk about how to train
later in this manual, but be sure that basic training of new Cadets is
the responsibility of the NCO. You should constantly be teaching and
reinforcing that teaching. Also, constant correction of the little
mistakes that Cadets make, such as not saluting properly, is part of
this task.

Make sure they're not bothered overmuch. As an NCO, you serve not only
as a supervisor for junior Cadets, but as an advisor to senior Cadets.
Don't hesitate to point out when your Cadets are being overworked or
interrupted in an important task. Also try to make sure that a decision
is final before passing it down to prevent too many changes of plan.

**To Superiors.** As an NCO you are the 'middle man'. The bridge between
the Cadet officers and the Cadet airmen. It is important that you be as
dedicated to your superiors as you are to your subordinates. Without
that commitment neither the officers nor the airmen can function
effectively.

Your superiors should have your full support and loyalty. They have a
right to expect nothing less, as you should expect nothing less from
your Cadets. Now, this does not mean that you always have to agree with
them, or even like them. However, it does mean that you have to honor
their decisions as if they were your own. Do everything in your power to
give them the best you can get from you and your people.

No one has all the answers. So you should help your superiors by giving
them the benefit of your experience. You may have a better way of
accomplishing a task or a better idea how to approach a problem. This
experience is the exact reason you are an NCO. However, make sure that
when you do provide suggestions, you do it in a respectful way. Nothing
will close someone's mind faster than someone acting like a know-it-all.

#### The Duties of the Flight Sergeant

Obviously, one of your first staff and leadership positions will be that
of Flight Sergeant. The Flight Sergeant job is the lowest true
leadership position in Civil Air Patrol and a good chance for a new NCO
to practice and work on the leadership skills that will carry him
forward through the program.

This section will be a short discussion of what your duties are as
Flight Sergeant.

-   **Inspections.** It will normally be part of your duties to inspect
    your flight during meetings. Even if there is no official inspection
    during the meeting, you should make it your business to give each of
    your Cadets a quick once over at the beginning of the meeting. Point
    out *any* discrepancies you see. *(See the section on 'Inspections'
    for a more detailed discussion.)*

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-   **Instructions in military courtesy and drill.** Since you spend
    more time with your flight than any other leader, you must be the
    primary instructor when it comes to basic military courtesy and
    drill. This isn't just taught during formal teaching periods, this
    is something constant. If a mistake is made in some courtesy,
    correct it immediately. Teach and correct drill even when moving
    from one place to another.

-   **Maintenance of discipline.** As stated before, you are closer to
    your Cadets than anyone. Problems in discipline should be pointed
    out and corrected immediately. Discipline here doesn't mean anything
    as severe as insubordination. Discipline here refers to little
    things, such as maintaining the position of attention and reminders
    of what is appropriate behavior. More serious discipline problems
    should be discussed with the First Sergeant.

-   **Flight administration and personnel matters.** You should be
    available to assist your Cadets when they need to complete
    paperwork. You are also considered part of the office staff and
    should be available to assist the First Sergeant if necessary.

-   **Flight commander (acting).** This means, simply, that if there is
    not a Flight Commander, a common occurrence if there are few
    officers in the unit, or if the Flight Commander is away, you must
    assume his duties. Briefly, the duties of the Flight Commander are:
    *Leadership of flight in squadron activities; leadership laboratory
    to include proper wear of CAP uniform, military courtesy and
    discipline, drill, ceremonies and formations; advisor to flight
    members.*

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-   **Related duties as required.**

# Organization And Structure

"Good order is the foundation of all things." -- Edmund Burke

#### Who Needs It? Who Wants It?

This is not a discussion of how organization and structure work, but why
they are important. Understanding this basic human need will help you
better understand yourself and your Cadets.

People crave structure. This is obvious, because people throughout
history have formed orderly societies all over the world. Societies
differ from place to place and time to time, but the basic fact of
structure cannot be argued.

Why is structure so important? In part because it places us, sets
boundaries and gives meaning to our lives. When we are part of an
ordered society, we know what we should be doing, who we should be doing
it with, who leads us, who we lead, etc. These are all important for our
mental well-being and overall happiness.

An ordered society is also important for the benefit of the society
itself. Obviously, when everyone is doing their part everyone benefits.
None of the great works that benefit us all would be possible in a place
with no rules or order. How would roads, electric grids, sewers, gas
pipelines, the internet or cable TV have been put in place if thousands
and thousands of people weren't all doing their jobs and working
together according to pre-established guidelines?

Many people seem to feel that by making themselves a part of a larger
group that they are somehow making less of themselves. Wrong! Being part
of a team allows us to accomplish things that we couldn't accomplish on
our own. And, if you join the right team, the behaviors and goals of the
team will complement and enhance your own behaviors and goals, instead
of suppressing or changing them.

So, organization and structure are obviously desired, they are just as
obviously beneficial. Civil Air Patrol is a hierarchically-structured
organization. This means that there are superior and subordinate parts
of the organization. Everyone in CAP has a superior. Most everyone in
CAP has subordinates. These are reflected in two ways: grade and
position.

Grade is obvious. A C/Staff Sergeant outranks a C/Airman. A C/Captain
outranks a C/Sergeant. You have been taught this lesson since the day
you entered the Cadet Program. This alone provides a tremendous amount
of structure and order to CAP. By grade alone you are usually aware of
who you should take direction from and who should take direction from
you.

Position is the other piece of the puzzle. A position carries with it an
expectation of respect and deference. This is because there is assumed
to be a level of effort and expertise required for that position. So the
position would normally be associated with a particular rank. For
instance, a Cadet Commander is normally assumed to hold the rank of
C/LtCol and a Cadet First Sergeant is normally a C/MSgt. People in these
position, regardless of their actually grade, should be treated as if
they held the grade their position commands. *(See "The Authority to
Command".)*

Since everyone has superiors, everyone will eventually have to take
direction from those superiors. Is this a bad thing? No, as long as the
superior is giving appropriate direction, it is a good thing.

Who wants leaders who don't lead? A leader who doesn't lead is worse
than no leader at all. An organization has to get its leadership from
somewhere. If it doesn't get that leadership from the appropriate
parties, someone else will step into the gap. This causes organization
problems because the desired and correct leadership structure (Chain of
Command) isn't working. If a Flight Sergeant is doing the Flight
Commander's job, who should the other Flight Sergeants go to for help?

#### The NCO Support Channel

There is only one 'chain of command'. However, there exists a structure
that parallels and reinforces it. This is called the \'NCO support
channel\'. *(Note: These are known in the Marine Corps as 'Positions of
Authority'.)* The NCO support channel is often confused with the chain
of command. You will very often find the two incorrectly mixed into some
sort of weird mutation. They are two separate things, though they are
related.

The Chain of Command is, of course, the string of commanding officers
from the Commander-in-Chief on down to the Flight Commander. And vice
versa, going up. These positions are almost always filled by officers.
Exceptions are created when an NCO takes a command position when there
isn\'t a suitable officer for the job.

The other, often neglected, piece of the puzzle is what is called the
\'NCO Support Channel'. These are the NCO positions that show on the
organizational tables as \'sticking out\' to one side of the commanding
officer. In the military, these are the Command Chief Master Sergeants
(or Sergeants Major), First Sergeants and flight sergeants. They are not
in the chain of command, but because of their special relationship with
the commander they occupy a special position in the organization.

Normally, the individual in the position of authority is used as the
first rung in the chain of command. This is just a convenience to
lighten the load for the commander. There is no requirement for Cadets
to discuss things with the NCO if they don\'t wish to. They still need
to go see the NCO before speaking with the commander, but they can
respectfully decline to discuss their issue with him.

A key member of the NCO support channel who is often overlooked is the
Leadership Officer. He occupies the position that a sergeant major or
command chief would have in the military. He is in charge of all your
training in military and leadership skills. Don't hesitate to call on
him if your other attempts to solve a problem lower in the structure
have failed.

#### You And The First Sergeant

*(Note: For more on this subject, see the "Cadet First Sergeant's Guide"
from the same author, available over the internet.)*

The First Sergeant is the senior NCO in the unit. He is nominally in
charge of all the NCOs in the squadron, he is your \'boss\'. If you are
a Flight Sergeant, he is your boss twice-over.

He should teach you what you need to know to be a good NCO and perhaps
to take his place someday. Your goal as an NCO should be to someday be
the First Sergeant. Even if you are never appointed a First Sergeant, as
a good NCO you should meet every requirement for being one. You should
be ready to pin on the diamond at any time.

To accomplish this, watch the First Sergeant. Pay attention to what he
does and how he goes about doing it. Offer to help where you can. Ask
him what he used to help him learn how to be First Sergeant. Was there a
book he read? Was there a movie he watched? Which of the Cadets and
Seniors had the most influence on him?

You should go to the First Sergeant with any problems or concerns even
before you talk to your Flight Commander. The First Sergeant is likely
to be able to help you. It is his job to know what is going on with his
people. The Cadet Commander should never find out about a problem except
through the First Sergeant.

Spend as much time with the First Sergeant as you can. He is the only
one who knows how he wants his NCOs to perform and you can\'t find out
what he wants if you never talk to him. Also, since he works closely
with the Cadet Commander and the Cadet Programs Office staff, he
probably has a pretty good idea of what\'s going on.

If you are having difficulties with an officer or one of your fellow
NCOs, it is the First Sergeant that is most likely going to be able to
help you resolve your problem. He\'s probably already had a similar
problem in the past and can offer valuable insight. And, since he is in
charge of all NCOs, he should be able to mediate or referee any
differences you might have with another NCO in the unit.

# Leadership Theory

"The man who commands efficiently must have obeyed others in the past,
and the man who obeys dutifully is worthy of being some day a
commander." -- Marcus Cicero

#### Why Learn Leadership?

NCOs specialize in small group, hands-on leadership. That is their stock
in trade, their reason for being. If an NCO is not proficient at this
basic task, he isn't a proficient NCO. It is vitally important that
every NCO make an effort to understand the basic concepts of leadership
and apply them to his day-to-day situations.

This information isn't useless or of limited scope. NCO leadership
concepts are used everywhere, everyday; not simply in CAP or the
military. In every company and organization there are the managers and
team leaders who supervise and are responsible for just a few employees,
often a dozen or less. These people need to know NCO leadership
techniques and apply them.

Unfortunately, most don't. Most people have no exposure to these topics.
There is a movement in business today to bring this type of training to
the people who need it. A current trend in business is to be a 'leader'
instead of just a 'manager' and to take care of your people first. This
is old news to the world's NCOs, as these concepts have been part of NCO
training for years.

So you can see that what you learn here can be of value to you no matter
what you do or where you go. The same things that make an outstanding
Cadet NCO are the same things that make and outstanding NCO in the armed
services. And these are the same things that businesses today are
looking for in their lower management.

#### The Definition of Leadership

\"*Leadership is the art of influencing and directing people in a way
that will win their obedience, confidence, respect, and loyal
cooperation in achieving a common objective.\"*

The first thing you should notice is that nowhere in that definition
does it mention or imply that a leader is some sort of tyrant. A leader
is someone who can *influence* and *direct* his people. Influence simply
means affecting their feelings and decisions in the way the leader
wants. When a leader directs his people, he is assigning them tasks, not
dictating their every move.

It also charges a leader with winning the *obedience, confidence,
respect* and *loyal cooperation.* These are the ultimate goals of
leadership - to be the kind of leader that people willingly follow. All
history\'s greatest leaders shared the ability to inspire those feelings
in their followers.

Finally, notice that the entire goal of leadership is *achieving a
common objective.* Leadership is not about making people do things they
don\'t want to do! Leadership is about organizing and inspiring people
to work together to do something they want to do. This may not always
seem to be true - for instance: who wants to clean a filthy shower area?
However, the common goal is the health and well-being of the entire
group. The individuals who are actually doing the cleaning should
understand that their contribution to the group at this point is to
clean the shower. It is up to the leader to create that understanding.

Another definition of leadership is: *\"The sum of those qualities of
intellect, human understanding, and moral character that enables a
person to inspire and control a group of people successfully.\"*

This definition, while similar, brings some new thoughts into play.

It points out that a leader must have moral character in order to lead
people. This doesn\'t mean that only people who have no flaws can lead,
but it does mean that people will not follow someone they feel contempt
for. In other words, if your people find some attribute of your behavior
to be disgusting, they won\'t respect you and won\'t follow you.
Luckily, most people are understanding of the slight flaws we all have.
However, \'leaders\' who lie, cheat, steal or are generally
untrustworthy are not going to find themselves with followers for long.
People have to be able to trust those they follow.

This definition also mentions intellect. Intellect is important in a
leader because people want to know that their leader thinks about what
he\'s doing. No one wants to follow someone who charges blindly here and
there with no forethought. Eventually, such behavior will jeopardize
everyone involved. Intellect is also important because leadership is
something that most people have to think about. Not only do most of us
have to learn leadership, we also have to think about it while we do it.

But never doubt that leadership is something that can be learned and
that leaders can improve their leadership qualities and abilities by
thinking about what they\'re doing and why.

Finally, the definition mentions human understanding. This refers to
understanding that your people are just that - people. They aren\'t
machines that can be turned on and off or animals to be lead about by a
ring through the nose. You need to try to understand their needs and
motivations in order to successfully lead them. This also shows your
people that you care about them. People look for that concern in their
leaders.

#### The Need for Leadership 

Every Cadet (and Senior) from the newest member to the most senior
colonel needs leadership. Everyone at every level or command in CAP has
things to do. Because it would be difficult to do all of these things
alone, unit leaders are needed. In the Civil Air Patrol, these unit
leaders form the chain of command, from the National Commander down to
the smallest unit.

Leadership is needed any time a group gathers to accomplish a set goal.
A group without a leader is basically a mob. There are three reasons why
leadership is so essential.

The first reason is the coordination of people and activities within a
group - that is, getting the right people to do the right job and
facilitating communication between different people. If a squadron is
called for a mission, certain tasks must be assigned and completed. The
mission leader will make sure that the communications officer is
assigned to the radios instead of dispatching vehicles. Also, rather
than have each person contact every other person, the leader has the
responsibility of talking with each team member and passing vital
information to everyone. In this case the leader is definitely the
'brains of the outfit'.

A second reason for leadership is to hold a group together. If a group
is going to accomplish its goals, it must be capable of working as a
group; not merely as a loose collection of individuals. A leader should
help and train his people to work together as a team toward a common
goal rather than behaving like a mob or heading in different directions.

A third reason for leadership is to inspire and motivate a group to work
toward the common goal. People don't always need inspiration and
motivation, some groups take care of that themselves. However, most
goals will occasionally require the leader to remind his people of what
they're working toward and why it is important. If a group loses sight
of their goal and fails to achieve it, the leader has failed as much as
the group.

#### The Elements of Leadership

Three essential elements are needed to perform the role of leader. They
are the leader, the group and the mission. Of those three, the mission
will be constantly changing. Each situation is unique.

In order to lead to the best of your ability, your watchword for all
three of these elements should be \'knowledge\'.

As a leader you should know yourself, especially your strengths and
weaknesses. If there is an area where you are lacking, you should seek
to improve or make sure that you use the abilities of someone in your
group who is more capable. For instance, if skill in tying knots is
called for and you don't have this skill, you should either seek
education or find someone in your group who can tie knots.

This leads directly to the next element: the group. You should know your
group and their strengths and weaknesses. You should also know their
likes and dislikes. It is not only useful for you to know that your
group is capable of performing a mountain rescue, you should also know
that they prefer pizza to barbecue. Any weak areas in the group should
be attacked just as vigorously as you attack your own weaknesses, and in
the same way: training.

Finally, the mission is constantly changing, so you can't know the
mission as well as you know yourself and your group. However, you should
know the general types of missions that your group will be called for
and train for them. Also, when you do receive a mission, make sure you
get absolutely as much information as possible. This will help you to
make good decisions and avoid situations you're not prepared for.

This discussion about leaders, groups and missions may not seem to apply
to a squadron situation or to a flight sergeant. This is a complete
misunderstanding. In any situation where there is a leader and a group,
there is a mission. In the case of the weekly meeting, the flight
sergeant's mission is to keep control of your flight and carry out the
training schedule.

Even if you are an NCO without a specific position you have leadership
duties. For instance, if you consider all junior Cadets the 'group' and
teaching drill or enforcing customs and courtesies the 'mission', then
this section still applies. As an NCO must know yourself and your
weaknesses. If you aren't sure of a drill movement you shouldn't fake
it. You should either learn it or find out if there is a member of the
group that does know the movement better than you. As an NCO you should
constantly seek to lead and train your juniors.

#### The General Responsibilities of Leadership

Leadership implies responsibility. Your responsibilities as a leader can
be summed up in three short words. In order from most important to least
important they are: mission, men, and self.

The primary purpose of any group that needs leadership is to accomplish
a mission. It may be a group formed at the church to plan a bake sale or
it may be a ground team searching for survivors of a crash. In either
case, the mission is the reason for the group to exist. If the mission
is not accomplished then the group has failed utterly.

The mission is more important than the members of the group because
members come and go; the organization and its missions continue. There
is an old saying: "No one is irreplaceable." CAP is a perfect example of
this. No matter how many members CAP has or will ever have, it will lose
every single one of them. When they go someone else will step up and
take their place or other members will make extra effort to pick up the
slack.

The mission is even important to the point where a CAP member might lose
his life. This is because CAP members have made a conscious decision to
risk their lives to help others while the people CAP helps are the
unwilling victims of mishaps or disasters. In other words, the mission
comes before the men.

This is not to say the men are not important. They are of supreme
importance because without them the mission can't be accomplished.

There are many ways that you take care of your people.

You should make sure they are adequately fed, clothed and housed. You
should strive to ensure they have the tools they need to do their job.
You should go out of your way to free them from other concerns, such as
administrative tasks and interference from higher-ups. And make sure
they are properly trained, not only so that they can accomplish the
mission but because such training will help ensure that your people will
have as little risk to themselves as possible. For instance, men with
some training in rope work might be able to retrieve a victim, but men
with excellent training will retrieve the victim and minimize the risks
they take.

You should also be sure that your men know that their efforts are
appreciated and needed. Don't take care of the physical needs of your
people and ignore their emotional needs! Appreciated people are
motivated to perform well, which in turn means they'll train harder.

Finally, you must take care of yourself. After the mission is
accomplished and your people are all set, make sure that you have enough
to eat and a place to sleep. Keep up with your own training, as well you
that of your people. A leader who is too sick or hungry to lead or too
untrained to make good decisions is ineffective and can jeopardize the
success of the mission. And whenever you give your people a pat on the
back for a job well done, make sure that you acknowledge, at least to
yourself, that some of that accomplishment belongs to you and your
efforts.

#### The Leader\'s Code 

To be an effective leader, you must know your personal strengths and
weaknesses. The Leader\'s Code is a guideline to use in making an HONEST
evaluation of your personal strengths and weaknesses in leadership.
After you determine these areas, you can improve weak areas and exploit
strong areas.

*\"I become a leader by what I do. I know my strengths and my weaknesses
and I strive constantly for self-improvement. I live by a moral code,
with which I set an example that others can emulate. I know my job and I
carry out the spirit as well as the letter of orders I receive.\"*

*\"I take the initiative and seek responsibilities, and I face
situations with boldness and confidence. I estimate the situations and
make my own decisions as to the best course of action. No matter what
the requirements, I stay with the job until the job is done; no matter
what the results, I assume full responsibility.\"*

*\"I train my men as a team and lead them with tact, with enthusiasm,
and with justice. I command their confidence and their loyalty; they
know that I would not consign to them any duty that I myself would not
perform. I see that they understand their orders, and I follow through
energetically to insure that their duties are fully discharged. I keep
my men informed and I make their welfare one of my prime concerns.\"*

*\"These things I do selflessly in fulfillment of the obligation of
leadership and for the achievement of the group goal.\"*

The self-evaluation is simple. As you read each sentence, as yourself,
\"Is this what I do?\" You must answer HONESTLY! When your answer is NO,
you become aware of your personal weak area and you know it should be
improved. This evaluation is not meant to be the Bible of leadership.
Yes and no answers do not make or break you as a leader. The Leader\'s
Code is simply a guideline to follow in the progress of
self-development.

#### The Creed of the Noncommissioned Officer

"No one is more professional than I. I am a Noncommissioned Officer, a
leader of soldiers. As a Noncommissioned 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 Noncommissioned 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 watch-word. 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 Noncommissioned 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 I 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."*

*"Officers 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,
Noncommissioned Officers, leaders!"*

This is, obviously, used by the U.S. Army. However, it is no less valid
for CAP NCOs. As you read the Creed, remind yourself that you are
carrying on a proud tradition that has gone on for centuries...the NCO.
Carry the torch proudly and add something of yourself to the tradition
as you pass it to the Cadets you lead and train.

#### The Leadership Traits 

Leadership traits are individual characteristics. Proper understanding
of the fourteen leadership traits will help you to gain the respect,
confidence, willing obedience, and cooperation of your Cadets.

The purpose of the fourteen leadership traits is to help you set
guidelines for yourself. By evaluating your own personality with respect
to the leadership traits, you can find your personal strengths and
weaknesses of leadership. By following the traits as a guide you can
exploit your strong traits and develop your weaker traits.

-   **Integrity.** Integrity is the quality of absolute honest,
    trustfulness, and uprightness of character and moral principles.

-   **Knowledge.** Nothing will gain the confidence and respect of your
    subordinates more quickly than demonstrated knowledge.

-   **Courage.** Courage, the physical and mental control of fear, is a
    mental quality that recognizes read, yet enables you to meet danger
    or opposition with calmness and firmness.

-   **Decisiveness.** Decisiveness is the ability to weigh all the fact
    in a situation; analyze the facts and then arrive at a sound and
    timely decision.

-   **Dependability.** A dependable leader is one who can be relied upon
    to carry out any mission to the best of his or her personal ability.

-   **Initiative.** The trait of initiative is simply seeing what has to
    be done and doing it without having to be told to do it.

-   **Tact.** Tact is the ability to deal with people without causing
    friction of giving offense.

-   **Justice.** Justice is fairness, it must be impartial.

-   **Enthusiasm.** Enthusiasm is showing sincere interest and zeal in
    the performance of duties.

-   **Bearing.** Bearing is your general appearance, carriage,
    deportment, and conduct.

-   **Endurance**. Endurance has two distinct parts. Physical endurance
    means not giving in to pain and being able to function when tired or
    in pain. Mental endurance is the ability to think straight when
    fatigued, distressed or in pain.

-   **Unselfishness**. Unselfishness means not taking advantage of a
    situation for personal gain at the expense of others.

-   **Loyalty**. Loyalty is the quality of faithfulness to your country,
    the Civil Air Patrol, your superiors and your subordinates.

-   **Judgment**. Judgment is the ability to logically weigh facts and
    possible solutions on which to base sound decisions.

#### The Leadership Principles 

The eleven leadership principles are general rules that through the test
of time have been proven as guides to successful conduct and actions.
The purpose of the leadership principles is the same as for the traits,
that is to give you a proven set of guidelines to follow while
developing your personal leadership abilities.

-   **Be technically and tactically proficient.** Technical proficiency
    is knowledge of skills. Tactical proficiency is knowledge of what
    makes a good NCO.

-   **Know yourself and seek self-improvement.** Evaluate yourself using
    the leadership traits and determine your strengths and weaknesses.

-   **Know your people and look out for their welfare.** Knowledge of
    your Cadet\'s personalities will enable you, as an NCO, to decide
    how best to handle each Cadet.

-   **Keep your people informed.** To promote efficiency and morale you
    should inform the Cadets in your unit of all happenings and five
    reasons why things are to be done.

-   **Set the example.** As an NCO, your duty is to set and example for
    your Cadets. Your appearance, attitude, physical fitness, and
    personal example are watched by all your Cadets.

-   **Insure the task is understood, supervised, and accomplished.**
    Speak clearly, give the correct amount of supervision and, above
    all, accomplish the mission.

-   **Train your people as a team.** Teamwork is essential from the
    smallest unit up to the entire Civil Air Patrol. Insist on teamwork;
    train, play, and operate as a team.

-   **Make sound and timely decisions.** You must be able to rapidly
    estimate a situation and make a sound decision based on that
    estimation.

-   **Develop a sense of responsibility among your subordinates.** One
    of the best ways to show your interest in your subordinates is to
    give them an opportunity to develop by assigning tasks and
    delegating authority.

-   **Employ your command in accordance with its capabilities.** Biting
    off a bigger task than you can chew will only lead to discontent and
    resentment in your unit.

**Seek responsibility and take responsibility for your actions.** To
continue to develop, you must actively seek out challenging assignments.
You must also take full responsibility for your actions and the actions
of your subordinates.

# Leadership Application

"If you command wisely, you'll be obeyed cheerfully." -- Thomas Fuller

#### Orders and Commands

Although orders and commands are similar, they aren't the same. Knowing
the difference and using those differences to the benefit of yourself
and your Cadets is the hallmark of a good NCO and a good leader.

A *command* is an instruction that requires immediate, unquestioning
compliance. Drill is a good example of a series of commands. Another
good example is an NCO ordering a group of Cadets to unload a van.
Commands should be clear, short and distinct.

An *order* is an instruction that allows a little more leeway. An order
sets a longer range goal and leaves the method of completion up to the
person carrying it out. For example, an NCO might be ordered to take the
squadron and perform PT, leaving the where and how up to the NCO. This
gives the NCO a chance to practice planning and show initiative in
executing his orders.

Whenever time permits, allow for orders to be questioned for
clarification and explain why you are giving that order. People are
often far more willing to perform difficult or unpleasant tasks if they
understand why and how it is important to the mission.

Make sure you give commands and orders appropriately. Whenever possible,
give an order to a junior NCO and let him give the commands. You'll both
benefit.

#### Balancing Work And Play

Everybody wants to accomplish the mission. CAP Cadets tend to be
goal-oriented. They have things that they're working toward at all
times. As a leader of Cadets part of your job is to help your Cadets
achieve their goals while the squadron and you achieve yours.

However, while putting in all that time and hard work, don't forget to
stop and have fun.

You might find that they are people in CAP who believe that every minute
of every activity should be strictly aimed at completing the mission or
conducting training. Sometimes they will be Cadets, especially
higher-ranking Cadets. Most of the time this type of person will be a
Senior, and that can be a prickly issue.

No organization can long survive if it ignores the social and 'casual'
needs of its members. Or, to put it another way, make sure you schedule
some 'down time' to allow everyone to play.

Every organization typically schedules social activities for its
members. Schools, businesses and even the military, all set aside time
to allow themselves a chance to relax with the people they spend their
time with. This allows a 'kiss and make up' period where differences can
be aired and worked out. It also a gives the group a chance to get to
know one another on other than an official level, strengthening the
social bonds between them.

A social function without a specific training goal, such as a Dining In
or picnic or even a weekend activity like a canoe trip, can be a
powerful tool for making an organization function smoothly. Use them
sparingly, but regularly.

Also, don't forget to schedule some 'down time' during activities.
Everyone needs a little time to relax, especially if they've spent a
long day training. In addition to regular breaks, set aside time for a
fun activity. Group sports such as volleyball are excellent. A good rule
of thumb is to set aside 10%-15% of your time. In other words, 10
minutes each hour and one-and-a-half hours in every ten.

It's just as important to make sure that you don't have too much fun.
CAP is not all games. There are serious missions to accomplish to save
lives and build for your future. If there is too much slack time and not
enough serious training or mission time, many things begin to suffer.

It may be surprising, but morale and *esprit de corps* will suffer from
too much 'slack time'. This is because most people want to feel like
their efforts are accomplishing something worthwhile and that they are
drawing closer to their goals. If you are sacrificing training time for
the sake of 'having a little fun', you will definitely begin to lose
people. And, ultimately, driven, goal-oriented people are the kind you
most want in your squadron.

#### Building Morale and *Esprit de corps* 

Morale and *esprit* de corps are closely linked and they effect each
other. Both are very important and it is part of an NCO\'s job to do his
best to monitor them and increase them.

Morale is a mental condition that is comprised of things like: how
Cadets feel towards each other; how they feel about their superiors; and
how they feel about the Civil Air Patrol in general. Morale is a
Cadet\'s attitude toward everything associated with CAP. When a Cadet\'s
morale is good, his attitude and outlook are good. When a Cadet\'s
morale is bad, so are his attitude and outlook. The morale of a squadron
is the sum of the morale of the members and vice versa.

Morale is very important because it has so much to do with how a Cadet
works with the others around him. Good morale will give a Cadet a desire
to work harder and accomplish more. It will make him easier to get along
with. Good morale means that members will feel a greater sense of
loyalty and that they will be excited when the group succeeds. High
morale is essential to good teamwork.

Morale is important so it must be constantly monitored. The morale of a
squadron is often self-evident and indefinable. Squadrons with good
morale are just happy places. However, there are some things that you as
an NCO should look for when evaluating a squadron\'s morale:

-   **Appearance of the squadron\'s members and common areas***.* If the
    members of a squadron look sloppy and they don\'t take care of their
    areas, it probably reflects a \"don\'t care\" attitude.

-   **Personal conduct***.* Quarreling, disrespect, laziness, failure to
    follow orders, etc...

-   **Standards of military customs and courtesies***.* This is an
    instant indicator and is very telling. A squadron with poor customs
    and courtesies is almost always very low in morale. It also
    indicates that the NCOs aren\'t doing their jobs!

-   **Meeting attendance***.* In CAP, where we are all volunteers, this
    is an obvious indicator of poor squadron morale. While no squadron
    can expect every member to be at every meeting, if you consistently
    have meetings with few members present, you have a problem.

Obviously Cadets who are suffering from a morale problem will suffer
poor performance in many of these areas. Some things, like appearance,
military courtesy and motivation during training, will slip because the
Cadets just don\'t care. Others, such as quarreling and response to
orders, will suffer because the Cadets are feeling stressed or even
offensive. They\'re reacting badly to the situation, either consciously
or unconsciously.

*Esprit de corps*, which is French for \"spirit of the body\" or \"unit
spirit\", is an important part of the morale equation. The two are
closely linked.

*Esprit de corps* is the pride the individuals have in their squadron.
It is a knowledge of the squadron\'s history, traditions and honor. A
squadron with a high *esprit de corps* shows pride in itself, a good
reputation, a competitive spirit and a willingness to participate and
take up challenges. Again, *esprit de corps* is something that is
difficult to define or nail down, but easy to recognize.

Both morale and *esprit de corps* are mental states and both are
constantly changing. They may be high one week and low the next. As an
NCO, you must continuously be aware of the mental states of your Cadets.
Problems, both personal and CAP, affect the mental attitude of your
Cadets and thus affect the squadron\'s performance.

This can be difficult to do, but there are things to do to help keep
morale and *esprit de corps* high. To maintain high morale you should:

-   **Ensure that basic needs are satisfied***.* As has been stated
    before - take care of your people! If they\'re cold, hungry or tired
    their attitude and morale are going to suffer.

-   **Teach belief in the cause and mission***.* As an NCO you are the
    most immediate and direct example your people have. You have to be
    enthusiastic about everything that your squadron is doing and your
    part in it. Understand how you contribute to the success of the
    overall mission and make sure your people understand as well.

-   **Instill a confidence in themselves and their leaders***.* Make
    sure your people know that you think they\'re capable and
    worthwhile. Give them confidence in their leaders by being the best
    leader you can and by never disrespecting your superiors. Your
    superiors deserve your support as much as you deserve the support of
    your people.

-   **Carefully consider job assignments to get a good fit***.* Don\'t
    assign the 90 pound Cadet Airman Basic to unload a truck full of
    bricks!

-   **Establish an effective awards program***.* This is part of making
    sure your people know that those in charge can see their efforts and
    accomplishments and that they are appreciated.

-   **Make your Cadets feel they are essential to the squadron***.* Make
    sure your people know that they are important to the success of the
    squadron and the mission. Everyone likes to feel that they\'re
    needed!

-   **Recognize your Cadets\' individuality***.* Don\'t treat your
    Cadets as a bunch of robots. Each of them has individual
    characteristics and likes and dislikes. Allow your Cadets to express
    themselves and their individuality when it won\'t conflict with the
    mission or regulations.

-   **Maintain a professional atmosphere during activities***.* Your
    Cadets want to feel that they\'re part of a professional team
    accomplishing important goals. Don\'t treat them like a group of
    children you\'re babysitting or a bunch of your friends out at the
    mall.

High *esprit de corps* can be developed and maintained by following
these methods:

-   **Start new Cadets off right***.* Tell them about the history and
    accomplishments of the squadron. Clearly indicate your pride. Make
    sure that the know that being a member of your squadron makes them
    special and that they\'re expected to live up to the squadron\'s
    high expectations.

-   **Develop the feeling that the squadron must excel***.* Set high
    goals and standards for your squadron and insist that your people
    meet them. The higher the standard, the better they\'ll feel about
    themselves when they accomplish that goal.

-   **Recognize and publicize the achievements of the squadron and its
    members***.* Make sure that the individuals in the squadron receive
    credit and recognition when it is due. Be sure to talk up the
    squadron as a whole - not just among yourselves, but to people
    outside the squadron.

-   **Use competition to develop teamwork***.* Competition is an
    incentive to excel. Use competition appropriately - don\'t try to
    outdo another squadron that is clearly superior in some area. Start
    slow and work your way up if necessary.

-   **Make proper use of decoration and awards***.* Giving too many
    awards is even worse than giving none at all. They lose their value
    and become meaningless. Go out of your way to make sure you\'re
    aware of your peoples\' accomplishments so that they can receive
    appropriate awards.

#### Achieving Discipline 

The Leadership 2000 materials have a lot to say about discipline, mostly
self-discipline and the importance of discipline. Here the subject is
how to achieve and reinforce discipline and what happens when your
squadron doesn\'t have it.

As an NCO you must learn and teach high standards of personal behavior,
job performance, courtesy, appearance, and ethical conduct. Presenting
an example will make Cadets more willing to perform their tasks
thoroughly and efficiently.

Indicators of discipline are:

-   **Attention to detail.** If your people are too lax or lazy to take
    care of the little things they know they should do, you have a
    problem.

-   **Proper senior-subordinate relationships.** Beware if the junior
    Cadets don't care to address their seniors appropriately -- and the
    senior Cadets don't care enough to enforce an appropriate
    relationship.

-   **Standards of cleanliness, dress, and courtesy.** Cadets should be
    courteous as a matter of politeness.

-   **Promptness on responding to orders and directives.**

-   **Using the chain of command.**

-   **Ability and willingness to perform effectively with little or no
    supervision**

Continual effective training, hard work and intelligent leadership can
achieve discipline. *Esprit de corps* and morale have a lot to do with
discipline. Discipline can be as much a source of pride for a unit as
anything else that a unit does well.

You can teach discipline. However, teaching discipline is more than just
yelling at your people to stand still. For real discipline, your Cadets
must understand why it is important for them to be disciplined. It is up
to you as an NCO to make sure your people have that understanding.
Remember, self discipline is the most important kind of discipline. It
is the basic building block for everything else.

Discipline is part of what gives a unit its \'snap and pop\'. Nothing
reflects good unit discipline like a crisply executed drill command or
an order that is carried out after being given only once. That \'snap
and pop\' is yet another part of what goes into a unit\'s *esprit* and
morale.

In keeping with the principle of informing your people, you should tell
them why discipline is important to their mission. Regardless of if that
mission is drill, a clean up, a class or a rescue.

For instance, if the mission is drill then Cadets will have to be
disciplined before they can learn or practice anything. It is amazingly
hard and distracting to teach drill to a group of Cadets who are moving,
or joking around. During a clean up discipline is necessary for the NCO
in charge to be assured that everything is cleaned. This is probably a
job that is too big for a single person. The NCO is relying on the
discipline of his Cadets to make the common areas livable for everyone.
In a class, like in drill, it is important for Cadets to be disciplined
enough to pay attention and not disrupt. The lessons they are learning
could save a life someday!

To achieve and reinforce discipline, you should:

-   **Demonstrate discipline by your own conduct and example.** This is
    obviously the most important. Your Cadets learn a lot about being
    Cadets and what is okay by watching and emulating their leaders -
    especially their Cadet leaders. You must set as good an example of
    discipline as you can. Your Cadets won\'t have discipline unless you
    have it yourself! You will hear it again and again: leaders lead by
    example.

-   **Start a fair and impartial system for punishment and reward.**
    This can be difficult. What one person fears another shrugs off.
    Plus, punishing someone takes time away from other things. However,
    once you\'ve established a system, it must be enforced equally.
    Favoritism - or even the appearance of favoritism - is a quick death
    for your prestige and authority as an NCO.

-   **Strive for mutual confidence and respect through training.** If
    you train with your people and train often, both of you will benefit
    from the close contact and increased teamwork and proficiency. Your
    people will learn to trust and respect you because you do the same
    things they do and you will learn to trust their level of training.

-   **Encourage self-discipline among your Cadets.** Don\'t just force
    your Cadets to be disciplined - you\'re not there all the time. Make
    sure they understand the challenge and value of self-discipline. Let
    them know that you trust that they will do the right thing.

-   **Enable their success.** Don't set discipline goals for your Cadets
    that they simply can't achieve. For instance, don't leave your
    flight standing at attention for five minutes in the sun while you
    figure out where you should be. In such a situation they're almost
    certain to break discipline move around. Put them at ease! Or, if
    you are going inside for fifteen minutes to arrange something, put
    your people at rest of even have them fall out. It is almost
    guaranteed that they'll talk and move, so putting them at parade
    rest or at ease only sets them up to fail. Be practical, be
    compassionate.

#### Achieving Unit Proficiency

The proficiency of a squadron is how that squadron accomplishes its
assigned missions. A squadron\'s worth is measured by its proficiency;
therefore, it is important to be able to evaluate the squadron\'s
proficiency. Factors to look for in order to evaluate unit proficiency
include:

-   Personal appearance of the Cadets

-   Appearance of equipment and the squadron area

-   Reaction time of the squadron in various situations

-   Professional attitude demonstrated by Cadets

-   Abilities of subordinate leaders

-   Promptness and accuracy in passing out orders, instructions, and
    information.

-   Degree of skill shown when accomplishing tasks.

The old saying \"practice makes perfect\" is the key to squadron and
personnel proficiency. Continual training and practical application of
skills improve proficiency. Improvement if individual proficiency leads
to unit proficiency when the training includes teamwork. To achieve
proficiency, you:

-   Thoroughly train your Cadets in their duties.

-   Emphasize teamwork through the chain of command

-   Provide training.

-   Set high standards of performance and insist they are met.

-   Check proficiency by inspecting and testing.

#### The Importance of Unit Integrity

Throughout this Guide, you will find the word 'team' or 'unit' repeated
many times. It is constantly stressed, sometimes spoken mentioned
directly and sometimes indirectly. But it's there. Obviously, a strong,
cohesive team is important.

The reasons are obvious. A team is more than the sum of its parts. It is
an entity capable of accomplishing with ease the things that its members
could only accomplish alone with great difficulty -- if at all. And a
team can tackle challenges that individuals could never face. Membership
in a team -- a group -- is as important to the individual as the
individual is to the team. The members of a team are enlarged and
strengthened through their membership and participation.

But what can you do as a leader to build your people into a team and to
help maintain that team feeling? A team member's performance is based on
discipline, a sense of duty, confidence and comradeship. These things
help people endure hardships and accomplish their missions. As a leader
you must work hard to establish these feelings in your people.

Discipline is absolutely necessary if your team is going to accept
instruction and conduct themselves properly. Leaders must counter a lack
of discipline immediately. Good discipline leads directly to comradeship
and *esprit de corps* and it helps Cadets perform and behave with
confidence and dedication.

You must always train and lead your people as a team and work hard to
gain their confidence and trust. Apply the leadership tools and
principles you learn, be knowledgeable, patient and fair. Set a good
example and by all means be appropriately strict. Your unit will lose
its *esprit de corps* if you don't set a good example and will then
become merely a group of individuals in similar clothing.

Finally, it must be pointed out that all leaders should have confidence
in themselves, in their teams and in what they're doing. Confidence is
just as catching as any other part of an attitude. If your people know
you think they can do something it will go a long way toward helping
them think they can do it!

#### Professional Development 

Three attributes which must be developed for a Cadet to become
professional are technical competence, values and ethical conduct.

Technical competence is having skills and being able to use them in
order to lead others. Having these skills will give you and inner
confidence which will give you professional bearing.

Values are those things that are important to you, such as:
self-development; social values or traditions your grew up with;
economic values or what you would like to own; political values such as
loyalty to your country; and religious values you may have.

Personal integrity is based on your code of ethics - your sense of right
and wrong. Your code of ethics is closely related to your values. Your
values include what you want, but your ethics are more involved with the
way you get what you want.

#### Motivating Your Cadets

Motivation is probably the most important thing you can ever achieve or
inspire in your people. This is because motivation is the drive we all
have to do things that are important to us. If the success of the group
or accomplishing the missions are important to your people, then they
will do these things because these things are important to them
personally. This is where motivation comes into play.

It is important when motivating your people to give them a sense of
ownership of the group goals. They must feel that when the group
succeeds, they succeed and vice versa. Your people must know that they
are as important to the group as the group is to them.

To create a feeling of motivation, you should try to do the following:

-   **Make new Cadets feel welcome.** This goes right to the heart of
    giving people the feeling that they\'re important to the group. If
    new Cadets are left out of the group or forced to \'prove
    themselves\' in some way, they\'ll won\'t feel that they\'re part of
    a team and the team\'s goals won\'t be important to them.

-   **Assign useful tasks. Before assigning a task make sure there is a
    reason for the task to be done.** Nobody likes to waste time. Every
    task should be important to the goals of the group and, by
    extension, to the individual. Ensure that the person or group
    assigned even the lowliest or dirtiest of tasks knows why that task
    is important to the overall goals.

-   **Provide guidance and supervision without over supervising.** Over
    supervising is almost as bad as under supervising. While the task
    may get done, the person assigned the task has probably learned
    nothing new - other than the fact that his NCO is a nag. Steer your
    people in the right direction when necessary but give them some
    leeway and stay out of the way when the job is getting done.

-   **Allow the Cadet to try personal methods to accomplish a task.**
    Part of a feeling of success for many people is the feeling that
    they\'ve learned something or applied something of themselves to
    their job. This is the difference between a craftsman and someone
    who just makes things. When your people put themselves into the task
    they are both learning new skills and demonstrating initiative. This
    is something a leader should encourage and reward.

-   **Express appreciation for jobs well done and recognize efforts.**
    While it is important that your people understand that their tasks
    are necessary, it is just as important that they know you appreciate
    their efforts. Nearly everyone wants a pat on the back and an
    \'attaboy\' once in a while. However, don\'t overdo it either. Then
    you\'ll just seem phony.

-   **Refrain from personal humiliation and embarrassment. Don\'t**
    **reprimand a Cadet in** **public.** Don\'t ever get in a Cadet\'s
    face in front of their peers. This is bad in two ways. First, it
    causes the Cadet to feel belittled, which will make it hard for him
    to work with the others in his group - and may encourage him to act
    out in order to regain respect. Second, it also indicates to the
    other Cadets that their personal feelings and self-respect aren\'t
    important to you and that you won\'t hesitate to destroy them at a
    whim. Behavior like this will make your Cadets resent you, not
    respect you. There are other, better ways to handle these
    situations!

-   **Challenge Cadets in accordance with their capabilities.** Don\'t
    assign tasks that are too easy or ones that the Cadet can\'t do.
    There is little more discouraging than being given a task you simply
    can\'t accomplish. You feel like a failure and you know that you\'ve
    disappointed those who were depending on you. As a leader, you
    should never burden your people with impossible tasks. You\'re only
    setting them up to fail. This isn\'t saying that you can\'t assign
    them difficult tasks - the most motivating accomplishments of all
    are those that were difficult and rewarding. But assigning an
    impossible task sets the motivation level to zero to begin with and
    there\'s really no place for it to go from there but down. At the
    other end of the spectrum is the task that is far too easy. Your
    Cadets want to be challenged and rewarded for their efforts. If
    there is no challenge, boredom will quickly set in and any reward
    will seem phony.

There are different ways to motivate your Cadets: both mental and
physical and positively or negatively. Each uses different techniques
and each has different drawbacks and advantages. Some have special
consideration because they may violate Cadet Protection Program
precepts. We will briefly discuss each method of motivation.

Positive motivation is by far the best. Positive motivation lets Cadets
satisfy their desires and creates initiative and a desire to succeed.
Positive motivation is accomplished by rewarding a Cadet for a job well
done. Rewards can be given in many forms, but be careful not to reward
Cadets when they\'re just doing their job, they\'ll come to expect it
and then normal praise will be worthless. Give special rewards for
superior achievement but not just for accomplishing the mission.

Positive motivation can also be achieved by telling the Cadet that his
performance is outstanding and that you appreciate the effort. Make sure
the Cadet knows that his efforts are worthwhile and that he\'s a valued
member of the team. Once again you must be careful to not praise efforts
that barely get the job done; however, failure to praise at all makes a
Cadet feel that his leaders don\'t appreciate his efforts.

The negative method of motivation is threatening a Cadet with punishment
for failure to perform as expected or directed. This method may achieve
immediate results for a while, but in the long run it can hurt the Cadet
and the squadron. Threatened punishment can take both physical and
mental forms. Physical punishment can be in the form of a threat of
extra duty unless a job is properly finished. Mental punishment is such
that a Cadet knows he\'ll be punished by perhaps losing respect of his
peers or by not being promoted if the job isn\'t done properly.

Negative motivation can create problems in several ways. First, it may
kill the initiative of a Cadet. Second, it may instill fear in the
Cadet. Poor performance may not be a result of poor motivation but may
be because the Cadet can\'t perform the task. If a Cadet is punished for
not completing a task that is impossible for he, he won't want to try
because punishment is the only possible outcome.

#### Pushups As A Discipline Tool

As an NCO and a leader, you may be a member of a unit or come into
contact with a unit that uses pushups or some other exercise as a
discipline or leadership tool. There have been many debates for many
years over the specific value, if any, of this particular leadership
tool in the Cadet Program. In late 1998, the National Cadet Programs
office issued a definitive announcement that pushups or other types of
exercises were not available as a leadership tool in the Cadet Program.
This should have closed the issue, and yet it often seems that it
hasn\'t.

As simple and attractive as they are, there are problems with pushups as
a leadership tool, even if the Cadet Protection Program was not a
consideration. They lead to a laziness on the part of leaders. It is far
easier for an NCO to merely instruct a troublesome Cadet to: \"Drop and
give me twenty\" than it is to try to understand why he\'s having
troubles and to help him fix them. This also leads to a false sense of
accomplishment, as if the leader were actually getting something done
instead of stopping everything he\'s doing to make sure a Cadet is doing
the pushups he was assigned.

If a Cadet learns that his punishment for almost any infraction is
merely a set of pushups, he\'ll begin to learn contempt for his leaders
and their ineffective leadership tools. A healthy young Cadet has
nothing to fear from twenty or thirty pushups! In this situation, the
use of pushups is actually damaging to the prestige of the leader
because they are being used to show contempt for his leadership.

Or, if a Cadet who is physically unable to do a proscribed set of
pushups is still punished with them, his peers will either learn
contempt for a Cadet who doesn\'t measure up to their physical stamina -
regardless of what other abilities he may have - or they will learn that
their leadership doesn\'t care about their self-respect or their
standing with their peers. In either case, the leader has lost prestige
and some of the respect of his people.

If an NCO learns to depend on pushups as a leadership tool and assumes
they\'re somehow doing the trick without really addressing the problems
his people have, both he and his people might be very surprised when
pushups stop working and his Cadets are suddenly facing suspensions,
demotions or dismissals. In this case the pushups inspire a false sense
of actually solving leadership problems when that may not be the case.

Finally, the value of pushups as a leadership tool has not only been
denied by Civil Air Patrol, the armed forces have had similar
discussions. To close this section, and hopefully close the debate,
please read and take to heart a letter from someone who probably knows a
thing or two about leadership.

> *NCO Leadership*
>
> *The Marine Corps Gazette*
>
> *December 1998*
>
> *Enough on the incentive physical training (IPT) debate. Let me offer
> that I speak with some authority on the subject of IPT. You see, I\'ve
> been a follower (one who receives IPT) and/or a leader (one who
> administers IPT) for over 30 years. Except for the time I spent in
> boot camp, I can never recall being the recipient of IPT. As well,
> except for the time I spent as a drill instructor (DI), I can\'t
> recall administering IPT. In fact, had I used IPT during my years as
> an NCO or my early years as a SNCO, I would have gotten little else
> done and to be perfectly frank, those I led back then would not have
> responded to IPT if they would have performed it at all.*
>
> *There\'s a belief that IPT has long been an authorized tool for NCOs
> and SNCOs to administer as they see fit. Nothing could be further from
> the truth. With the exception of the IPT specifically authorized for
> DIs, it\'s never been an authorized tool.*
>
> *Commanding officers are authorized within our system to mete out
> punishment to correct infractions. Call it semantics, or whatever, IPT
> is nothing more than a form of punishment when administered for
> wrongdoing. I further believe that any leader who advocates delegating
> a COs punishment authority to subordinates need to have his/her head
> examined.*
>
> *SgtMaj L.G. Lee*
>
> *Sergeant Major of the Marine Corps*

# Professionalism

"Do the right thing." -- Spike Lee

####  Superior/Subordinate Relations 

##### Your Relationship With Your Officers

You must have a good working relationship with the officers in your unit
or you really aren't doing the job of an NCO. However, having a good
working relationship doesn't mean you have to be best friends. The
military is full of examples of an officer and NCO who have worked
together for years and have great respect and fondness for each other.
However, they still address each other by their proper ranks or titles.
There is nothing wrong with this behavior. Little formalities of this
type strengthen a relationship because each party knows exactly where
they stand with the other.

It is important to maintain an attitude of professionalism when dealing
with your superiors on CAP time. While you may be very good friends with
a superior when at school or home, at the squadron you must present a
picture of the proper superior-subordinate relationship.

This is also true of your subordinates. Don\'t let your good friend who
just joined the squadron call you by your first name! It may seem harsh,
but it will be better for everyone, including your friend, if you put
distance between the two of you when you are at CAP.

It may be easier to think of it like this: while you are \'on-duty\',
treat your friends who are superior to you in rank or position the same
way you would treat a Senior, or a Cadet officer you didn\'t know.

There is a simple reason for this: to be a good leader, you must first
be a good follower. You must show the same cooperation and respect
toward superiors that you expect from your subordinates. You have to set
an example of proper superior-subordinate behavior that they can follow.

Before an NCO can be trusted with the authority to lead others, a
commander must be able to assume without question that the NCO will
carry out instructions. If you are relying on your personal relationship
with a superior to \'get by\', that trust doesn\'t exist.

Tact is another important part in dealing with superiors. An NCO should
study his superiors. Each will have personal mannerisms and ways in
which they do things. You should adjust yourself to your superiors.

Your approach to Seniors must be professional. As an NCO you should
always be friendly with Seniors, but not exaggeratedly so. If you are
friendly and cooperative, Seniors will have confidence in you and you
can work together smoothly. If you are reprimanded, you must remember
that Seniors are there to guide and help you and that the reprimand is
not to promote the Senior\'s personal well-being, but to impress you
with your shortcomings. Nothing insulting is intended. You should
benefit by the lessons learned and continue to greet your Seniors with a
cheerful smile and a snappy salute. To do so indicates that you are
properly adjusted to your work and that you desire to cooperate. If
gives the Senior confidence in you. His confidence in your abilities is
essential.

##### Your Relationship With Your Cadets

Without people to lead there can be no leadership. Therefore, the
relationship you have with your Cadets is one of the most important
things about being an NCO. If your Cadets like working under you and
with each other, your assigned tasks will be accomplished with a lot
more ease.

As an NCO you are in close contact with your Cadets on a regular basis.
You have the responsibility for making sure the day-to-day tasks of the
squadron are accomplished. NCOs provide the close supervision needed by
junior Cadets.

Even though your contact and relationships with your Cadets is often not
just within the realm of CAP, professionalism and proper customs and
courtesies should be the rule when 'on-duty'. Don't call your
subordinates by their first names. This is overly familiar and unfair
because they can't do the same to you. They may resent you being more
familiar than they are allowed, or they may decide to just go ahead and
call you by your first name anyway. Either situation, resentment or
familiarity, is bad for a leader. Also, regardless of what you might
think, Cadets will generally have less respect for a leader they feel
too comfortable with or close to. Remember the old saying: 'Familiarity
breeds contempt.'

Also, don't ever refer to another NCO by their first name in front of
your Cadets. It practically gives them license to do the same. Don't
just refer to them by their last name, either. You should try to address
all Cadets by their proper rank, but you should always address NCOs by
their proper rank in front of your Cadets.

You hold your rank not only to direct subordinates to perform tasks and
accomplish goals, you hold your rank to enable you to help your Cadets.
It is up to you to make sure that your Cadets have what they need and
that they are taken care of. If you are given the task of cleaning an
area, don't just pass on the order and take a break. Make sure your
Cadets have the equipment they need. If they don't have it, use your
rank and experience to get it for them.

Lastly, don't use your rank to keep your Cadets away from you. While
your rank is important and should be respected by your people, it should
never be used to keep your people from talking with you when they need
something. Rank has its privileges, but it also has many, many
responsibilities. One of the biggest is to be approachable to your
Cadets.

##### Your Relationship With Your Fellow NCOs

It is often very difficult to maintain a correct professional
relationship with your fellow NCOs. After all, you\'re all NCOs
together, right? However, in any given situation one of you will be in
charge and the rest will be under his charge. This is normal and should
be understood and accepted by everyone involved.

From time to time you will encounter an NCO who seems to be incapable of
professional behavior. They refuse to cooperate, butt in during the
teaching time of other NCOs and are disrespectful, insubordinate or
rude. Worst of all, they will perform these acts in front of the Cadet
airmen.

Infighting among the NCO corps can mean disaster for even the most
motivated of units. If the Cadets see the NCOs being disrespectful with
each other, they feel as if they have the same privilege. It also
removes some of the mystique of being an NCO. The Cadets can see that an
NCO is just a Cadet with some extra stripes who can behave just as
childishly as anyone else, not a motivated, accomplished professional
who is entrusted with a great deal of responsibility and worthy of
respect.

It will also affect how your superiors treat you. If they feel the NCOs
are behaving like children, or they can see that the NCOs no longer have
the respect and obedience of the Cadets, they\'re going to stop
assigning the NCOs their proper duties. How can the Cadet Commander
trust the NCOs to take charge and accomplish the tasks at hand when they
can\'t drill for five minutes without arguing and correcting each other?
How can the Deputy Commander for Cadets allow the NCOs to run the
training schedule unsupervised when he mostly hears that they\'re
disrespecting each other in front of the Cadets?

The importance of professionalism and mutual respect in the NCO corps
can not be over emphasized. Even if there is no respect among the NCOs
for each other, their professionalism at least should cause them to
behave well towards each other in front of the Cadets.

If professionalism and respect is a problem, someone should set out to
fix it. Normally that will be the First Sergeant, who is in charge of
the NCOs. However, any senior NCO should be prepared to step up and
solve the problem. Try having the NCOs train apart from the Cadets. This
will give a level of separation and add to the aura of the NCOs. It will
also help the NCOs learn to work together. As an added bonus it will
prevent any of the NCOs from feeling the pressure of having the Cadets
around.

You and your fellow NCOs should never forget that you\'re all in this
together. You are a band of brothers (and sisters). How you behave and
treat each other affects how you are treated and the way you are viewed
by your Cadets and your superiors. Make every effort to be on good terms
with your fellow NCOs; and even if you are not on good terms you should
at least grant your fellow NCOs the respect you would expect and that
they deserve.

#### The NCO As Follower

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

A common issue that often confronts NCOs is a simple question, \"Who\'s
the boss?\" When is an NCO a leader? When is an NCO a follower? What are
his leadership and followership obligations toward fellow NCOs?

Let\'s keep in mind one simple thought: every leader is also a follower.

From the Chairman of the Joint Chiefs of Staff to the newest NCO,
everyone with a leadership role to fulfill is also someone else\'s
follower. The role they assume depends on the situation. It is important
to behave appropriately.

You are subordinate, a follower, to anyone who outranks you or holds
position over you. *(This was discussed previously in the section \'The
Authority To Command\'.)* Therefore, you are required to be
appropriately respectful of them. However, what if the person in
question doesn\'t normally outrank you 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/SSgt and the flight sergeant is a C/TSgt, so you are an element
leader. The First Sergeant is giving all his NCOs drill command
practice, and chooses a C/Sgt to lead the flight in drill. The First
Sergeant leaves instructions with the C/Sgt 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/Sgt, even though you\'re just practicing drill and he certainly
doesn\'t outrank you? The answer is a resounding \'YES\'. For the
purposes of the 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 appropriate respect. That is true of the
C/Sgt who is leading you in drill and for the C/A1C that is giving a
class on aerospace. Because the First Sergeant gave that C/Sgt the
flight, the C/Sgt is acting with the authority of the First Sergeant.
You should behave no differently than if the First Sergeant was drilling
the flight himself.

Or what about this: *A group of NCOs is at the squadron building after a
meeting. All other Cadets have gone home. An NCO who outranks the rest
of you says, \"The First Sergeant forgot to have the building cleaned.
You guys get it taken care of.\" You know that normally the First
Sergeant has two or three Cadet Basics or Airmen do this task, not NCOs.
You also know that 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 outranks you. 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, for the most part this entire issue boils down to a
simple rule of thumb: *If you are out in front or the senior Cadet
present, you are the leader and should be treated as such. If you
aren\'t out in front or the senior Cadet present, you are a follower and
should act as such.*

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

#### The 'Sergeant-At-Large'

Sometimes you may be in a situation where you won't feel very much like
a leader. Especially after an activity such as an encampment. At the
encampment, you might have been a flight sergeant. You were responsible
for twelve or more Cadets, twenty-four hours a day for a week or more.
You took pride in your position, your behavior and your appearance. You
left the encampment with a feeling of energy and purpose.

But, back at the squadron, you're not even a flight sergeant. Perhaps
the flight sergeant is an NCO junior to yourself who has been given the
duty on a rotating basis, or perhaps because he needs the experience. Or
perhaps the flight sergeant outranks you, yet you are still a C/Sgt or
C/SSgt. For whatever reason, once back at the squadron you don't have
duties in the chain of command or the NCO support channel. Are you still
a leader? How can you demonstrate your abilities and professionalism
without 'stepping on' the NCO's who hold positions within the squadron?

Yes, you're still a leader. But now you have to demonstrate a different
kind of leadership. If you'll recall, one of the most important parts of
leadership is setting a good example and requiring that the Cadets you
outrank follow this example.

So, you must set the example in the wearing of the uniform, you must set
the example in customs and courtesies and, most importantly, you must
set the example by being professional with the other NCOs in the
squadron and respectful of the NCOs that occupy the NCO support channel.

You should also try to continue to be aware and constantly evaluate the
strengths and weaknesses of the squadron and the individual Cadets in
it. If you see an area that needs improvement, talk to the flight
sergeant or First Sergeant about it. Keep taking care of those 'little
things' that are what NCOs are all about. Don't let a Cadet skip a
salute or let his hair get long. Just because you're not the flight
sergeant doesn't mean that you shouldn't keep on the Cadets in the
squadron about these types of things.

Performing as an NCO and a leader, when not in an official 'leadership
position' will gain you the gratitude of the flight sergeant and First
Sergeant. They generally need all the help they can get. Also, it will
be noticed and remembered when the time comes to evaluate a new flight
sergeant or First Sergeant.

Keep in mind that this situation is a fact of life in the active duty
military. Because of the highly technical nature of modern warfare,
people are promoted on the basis of their proficiency in their jobs and
have no leadership position. For instance, an experienced avionics or
computer technician will be an E-5 or E-6. In a combat unit, this
individual would be a squad leader or platoon sergeant. But, because the
chain of command in the military is not necessarily organized along work
groups, that E-5 or E-6 probably doesn't hold a true leadership
position.

The Cadet Program offers a very similar dilemma. Your progress through
the Program is rewarded with increasing rank and responsibility.
However, these are 'general' responsibilities. You won't always have a
responsible leadership position at the squadron.

#### The Prestige Of The NCO

Part of being an NCO (or an officer) is prestige. Prestige is *standing
or estimation in the eyes of people,* or *a commanding position in
people\'s minds*. This means that an NCO should have an aura or air of
command in the minds of the people around him. You know what this is.

Think about your first few weeks as a Cadet. Or your first encampment.
Did the Cadet staff seem smooth, competent and polished? Were they
individuals you wanted to emulate and associate with? And yet, at the
same time, they probably seemed like they were somewhat \'above\' you.
They were more accomplished than you and had an air about them. Everyone
has had the experience of spending a period of time in the command of a
squared-away NCO or officer. You were constantly aware of his presence,
even when he was standing behind you. Being around him made you want to
stand a little taller, march a little better and make sure your uniform
was straight.

Prestige is more than just being superior. Prestige is a basic
understanding in the minds of your Cadets that because you are an NCO
you are special. Now, this doesn\'t mean that NCO are god-like creatures
that should be bowed down to. It means that your Cadets should feel that
they can assume a high level of accomplishment and ability in any NCO,
including you.

Everything you do as an NCO has an effect on your prestige, and the
prestige of the NCO corps as a whole. Just as each CAP Cadet represents
all CAP Cadets, each NCO represents all NCOs.

Part of what gives an NCO the ability to command is prestige. Without
that indefinable measure of superiority that NCOs are assumed to have,
their commands are worthless. Cadets will feel free to do what they like
as opposed to what they should.

You\'ve no doubt heard the saying \"rank has its privileges\". And
you\'ve certainly seen enough examples of that in your daily life and in
Civil Air Patrol. For example, at most activities you will find that the
Cadet Command Staff will generally get \'midrats\' or midnight rations
during evening staff meetings. This privilege, like most others, are
associated with increased rank and responsibility. In other words, the
more you do, the more you get to do.

#### Sexual Harassment And Offensive Behavior

"She said, 'Don't give me no lines and keep your hands to yourself'" --
The Georgia Satellites, "Keep Your Hand To Yourself"

Unless you've been living in a cave for several years, you're aware of
an issue in the public called 'sexual harassment'.

This is discussed in this Guide for two reasons.

Knowledge of sexual harassment and hostile environment issues are basic
requirements of employment. Therefore, knowledge of these issues can
only benefit Cadets in and out of CAP.

Because Cadets are teenagers, and unsure of their sexual behavior and
adult norms, minimum standards of behavior must be communicated.

It must also be mentioned that sexual harassment and other hostile
environment topics are Cadet Protection Program issues. Obviously,
behavior that would generate problems in these areas would make a Cadet
feel harassed or hazed.

*From: nsbrown@zeus.IntNet.net (NS Brown) via the internet*

*Harassment comes in two forms \-- \"quid pro quo\" and \"hostile
working environment.\" The former is pretty straightforward: \"sleep
with me or you\'re fired.\" Essentially, \"quid pro quo\" harassment
involves making conditions of employment (hiring, promotion, retention,
etc.) contingent on the victim\'s providing sexual favors*

*Hostile working environment is speech and/or conduct, of a
discriminatory nature, which was neither welcomed nor encouraged,
committed by or permitted by a superior, which would be so offensive to
a reasonable person as to create an abusive working environment and/or
impair his/her job performance.*

So, what does this mean to Cadets? It means, obviously, that you can't
promise that cute, new Airman that he or she can have a staff position
if they go out with you.

It also means that you can't create an environment that makes someone
feel offended, if a reasonable person would be offended. In other words,
if you're telling dirty jokes, or ethnic jokes, or making rude remarks
about someone's (anyone's) nationality or religion, that's
inappropriate.

It is also inappropriate to make unwelcome sexually-oriented remarks.
*Sexually-oriented* means something that would only be directed at
someone of the opposite sex. For instance, complementing someone on
their how their uniform looks is okay, you would say that to anyone.
Complementing someone on how their butt looks in uniform isn't okay,
because you wouldn't say that to someone of the same sex.

And it goes without saying that touching someone who doesn't want to be
touched is a Bad Thing.

However, this doesn't mean that someone can start screaming about
harassment just because they feel like it. It has to be something a
'reasonable person' would find offensive.

Also, one person can't be offended over behavior that affects someone
else. For instance, if a person enjoys a nickname that some might
consider offensive (i.e.: 'Dumbo'), it is perfectly all right to call
that person by his nickname.

The most important thing is to try to be sensitive to the feelings of
others. And, if you are not sure where you stand, or if someone says,
"Hey, this bothers me", *stop!* Your position as an NCO and leader makes
it even more important that you avoid even a chance that your behavior
is offensive. Oftentimes, people won't say what they're really feeling.
This is especially true if they're in a subordinate position. However,
they may tell someone else and it could come back to bite you.

#### Humility

"Oh Lord, it's hard to be humble when you're perfect in every way" --
Glen Campbell, "Hard To Be Humble"

It is important as a leader that you understand how to be humble and
apologize.

No one likes a braggart or show off. Many people feel a need to knock
such individuals down a notch or two. And they often don't mind doing it
in public. Rather than lord your abilities and skills over others, you
should use them to attempt to raise others to your level. Train your
people!

You don't know it all and you can't do it all. Recognize the abilities
of your people and let them do the things they're good at. It will build
their self-esteem and make them better members of the team. If you take
the time to show that you've noticed their abilities and allow them to
demonstrate them in public, you boost your Cadets' opinion of you. It
will also help you learn to utilize your people to their best advantage
and accomplish the mission.

If you do make a mistake and offend or hurt someone, apologize to them.
If you did this in front of the squadron, apologize in front of the
squadron. This will actually raise you in the eyes of your Cadets,
because they'll know that you're sensitive to them as individuals, that
you care about their feelings and that you're big enough to admit your
errors and make amends. This will give them more confidence that you
will treat them fairly and are someone they want to lead them.

Apologizing to superiors will give them the sense that you're not a
know-it-all and that you're willing to listen and acknowledge your
mistakes. This will let them know that you are eager to train and
improve yourself to become a better follower and, by extension, a better
leader.

#### Sex and Favoritism

"Bloody favoritism!" -- Roman prisoner, "Monty Python's The Life Of
Brian"

This section isn\'t about sex; it\'s about sexuality and how it affects
your interactions with other Cadets.

Humans are sexual animals. What that means is that we're sexually
dimorphic. We have two sexes and each contributes to reproduction. As
you know from biology class, there are many other methods of
reproducing, none nearly as fun.

It is a given that girls mature faster than boys. For instance, at age
fourteen girls are busy selecting senior prom dresses while boys are
still thinking that wearing the same underwear for a week is pretty much
okay. In that same vein, girls are obviously faster at figuring out this
'sexuality' thing than boys.

Without going into too much detail, if girls mature faster than boys
then a fifteen year-old girl could be as mature as a boy of sixteen or
seventeen. This is a pretty safe conclusion. So, it would seem obvious
that younger girls will often try to attract the attention of somewhat
older boys. And we have all seen that this is the case.

Although it may be controversial to mention it, studies have shown that
human females, just as females of the other various species, tend to be
attracted to the 'best' males around. The ones who appear to be the
biggest, strongest and best providers. This is a natural tendency.
Within the confines of the Cadet Program, it can be said that the older
a male Cadet is, the 'better' from a 'male of the species' standpoint.
Boys do a LOT of growing and filling out between ages 15 and 18. Cadets
also tend to be more serious and self-assured than their non-Cadet
peers.

Anyway, for whatever reason, younger female Cadets will often flirt with
male Cadets two or even three years older than they are. Teenaged boys,
being teenaged boys, will naturally appreciate this attention. This is
normal and pretty common. The problem lies in the general rule that
older Cadets will be of higher rank (and, frankly, this probably also
contributes to their appeal). So, if a fifteen year-old Cadet Airman is
busy making eyes at a seventeen year old Cadet Master Sergeant and he's
enjoying it, what's the big deal?

Perhaps none, potentially a lot. It really depends on how the senior
Cadet handles the situation. If he gives her any more attention than he
gives any other Cadets, it won't be any time at all the Cadet Master
Sergeant will lose a tremendous amount respect among his subordinates
because he is showing favoritism.

Showing favoritism will destroy the command authority of a leader and
the integrity of a unit faster than almost anything else. People resent
favoritism, particularly when it isn't being given to them. Some people
even resent being the favorite. And rightly so. It can appear,
especially in the case of your 'high-speed, low-drag' Cadet, that they
only reason the Cadet is excelling is because of the favoritism he is
being shown.

The person being favored can also take unfair advantage of that
situation. Either by using increased social status to throw their weight
around among their peers or by using that status with the leader to
avoid potentially unpleasant tasks or situations.

Obviously favoritism is a Bad Thing.

The root of the problem is that this is all normal human behavior. The
trick is, of course, to resist those instincts (and hormones!) and do
the professional thing.

#### Vulgarity

"Do any of you &#%@ maggots have a problem with me @#&@ swearing? 'Cause
if you do, I won't &@\$%# do it." Drill Instructor Sgt David Paulak,
Platoon 1097, MCRD Parris Island, November, 1981.

Quite simply put, vulgarity isn't necessary and it isn't allowed.
Military drill instructors teach recruits and probably have more of a
reason to use vulgarity than anyone else. Yet the services frown on that
type of speech and most drill instructors will try hard to avoid it.

Now, everyone occasionally slips and says something that they shouldn't.
This is understandable and excusable, as long as it doesn't become a
habit.

The big things to avoid, even when you make the occasional mistake, are
sexual comments, such as calling someone a 'female dog' and blasphemy -
misusing religious words. Both of these can be extremely offensive and
should be scrupulously avoided.

Now, this doesn't mean you can't use salty or colorful phrases. There
are plenty of ways to get your point across without resorting to
vulgarity or blasphemy.

Here is a list of suggested 'colorful phrases' that you can use:

-   Doggoned or daggone "Dog-gone it! Will you people stand still!"

-   Freaking "I can't believe what a freaking' mess you left!"

-   Pig-lipped son of a gun "Come on, you pig-lipped son of a gun, fly!"

-   Gee whiz "Gee whiz, that sure hurt a lot."

-   Jeez O'Pete "Jeez O'Pete you Cadets make me angry."

-   Holy smokes "Holy smokes! We're going to crash."

Some of those are pretty lame, but the basic point is sound. You really
can't be vulgar toward or in front of your Cadets. It isn't necessary,
it isn't professional and it can be a Cadet Protection Program issue.

So, use the phrases listed above, make up your own, or don't use
colorful language at all. Just keep it clean.

#### Cliques And Cadres

Whenever people group, they have an unfortunate tendency to form cliques
(*clicks*). Cliques are small, exclusive groups of people that have
something in common. The problem with cliques is that they are
exclusive. Membership is often (mostly?) more of a matter of popularity
than anything else.

Cliques will damage a squadron for the very simple reason that a
squadron should be one large family and team, not a bunch of little
groups. Cliques discourage understanding among members of the larger
group and, by their exclusive nature, can be very damaging to the esteem
of the 'non-members.'

Cadres are a concept that you should be familiar with, although you may
not know that term. A cadre (*cah-dray*) is a group of experienced
personnel who are capable of leading and training others. This concept
was introduced earlier as the Corps of NCOs. The Corps of NCOs is merely
the cadre of NCOs. NCOs and officers are often referred to as the Cadet
Cadre, because they are the most experienced Cadets.

While cliques and cadres are both groups of people, there are big
differences in how they are formed and how they affect people. The
members of a clique set themselves apart and see themselves as special.
Their only validation is how others view the clique. And part of what
makes them feel they are better than those around them is the fact that
they exclude those they don't want.

On the other hand, a cadre is composed of highly trained, accomplished
people who's job is to lead and train others. They aren't setting
themselves apart to show their superiority. Rather, their abilities
naturally set them apart. Unlike a clique, a cadre is always willing to
accept new members, and will do so with open arms once another
individual has begun to progress their level of training and expertise.

Members of a cadre will naturally tend to group together. Since they
have the most in common and have been together the longest, it is
natural they will want to spend time with each other. This won't cause a
problem with junior Cadets under normal circumstances, as Cadets will
understand that they are different and a little bit special because of
their rank and time in the Program. Every Cadet should aspire to someday
gain the respect of the Cadet cadre and join their ranks.

The only caution is that the members of the cadre should be *very*
careful not to turn the cadre into a clique. As an NCO, you will more
than likely be a member of your squadron's cadre. Make sure that you are
all open to welcome new NCOs into the fold. Don't specifically exclude
junior Cadets from the group, but Cadet airmen shouldn't be spending too
much social time with Cadet NCOs anyway.

Finally, there is a tendency for the cadre to include those Cadets who
have been with the program for a while but have failed to progress. They
have a natural tendency to want to spend time with their peers. However
long they have all been in the Program together, their peers have passed
them by in the only way that really matters - their peers have promoted
and they haven't. Don't allow these 'older' junior Cadets to hang around
with the NCOs. That will seem to be favoritism to the newer junior
Cadets and will turn the cadre into a clique. Besides, being cut off
from their contemporaries may force the 'older' junior Cadets to
reevaluate their commitment to the program and either shape up or ship
out.

#### Assuming A Leadership Role

When you are new to a squadron or new to a leadership role within a
squadron, you have a special set of challenges to face and decisions to
make. It is important that you make a good impression with your
superiors, peers and subordinates. Part of that impression is, of
course, how well you do your job. But a big part of that impression is
going to be *how* you do your job.

Many people feel that the best way to assume a new position is to sit
quietly for a while, figure out what's going on and then begin to act.
Others believe that you should blow into a new position like a spring
thunderstorm and only back off once things are running your way.

The best path is probably both of these, but at the right time.

Obviously if you are coming into a leadership position in a
finely-tuned, efficient unit, you don't want to immediately begin
exercising your authority and making big changes. If things are working
well try to understand how they work and why. Then try to adapt your
style to fit into the existing organization. Eventually, when you and
the unit have learned to work together, then you can begin influencing
changes you feel would improve the squadron even further.

On the other hand, if you are inheriting a position from a weak leader,
a misguided leader or an incompetent leader, you may need to start right
off knocking things back into shape. Let it be known in no uncertain
terms that there are standards to be met and missions to be accomplished
and that's what's going to happen. Be firm and unyielding at first.
Then, after things are starting to go the right way, you can begin to
relax.

Obviously, a path somewhere in the middle is going to be the most
commonly used. However, you should now have an idea of how to go about
settling in to a new position.

#### Ethical Leadership

*(Concepts from "Military Leadership" FM 22-100)*

Ethics is knowledge of right and wrong. Ethical behavior is doing the
right thing. Ethical leadership is doing the right thing when you are in
charge and teaching your people to do the right thing.

Ethical leadership is essential. If you fail to do the ethical thing
when leading your Cadets, you will either lose their respect or
establish an environment where lax ethics are expected. It is also
important to teach your people the correct ethical decisions in complex
situations.

If you ever have any questions relating to ethics, you should talk to
your chaplain, your Moral Leadership Officer or your Commander. Your
ethical training in the Moral Leadership Program is their
responsibility. They should be able to help you answer any questions you
may have.

-   **Be a role model.** Always do the right thing, even when it is
    inconvenient or costly. There is no excuse for compromising your
    ethics. And, as mentioned above, it is essential for a leader to
    behave in an ethical manner at all times.

-   **Develop your subordinates ethically.** Make decisions and provide
    training that will help them develop ethical values. Whenever there
    is an ethical component to a decision, discuss your decision with
    your Cadets. You should make an extra effort to discuss things when
    the wrong decision was clearly easier or attractive in some way. You
    Cadets need to know why you made the decision you made, even if you
    only tell them, "It was the right thing to do."

-   **Avoid creating ethical dilemmas for your subordinates.** Any time
    you issue an order or give advice, make sure that it is in keeping
    with the ethical values you have been taught and are teaching. For
    instance, if a piece of equipment comes up missing, don't tell your
    Cadets, "Replace it, I don't care how." If they are unable to find
    an honest way of replacing it, they will have to resort to
    dishonesty. This, of course, is a violation of the Honor Code, and
    at odds with your ethical training. It is also teaching your Cadets
    that unethical behavior has its rewards and is sometimes
    preferrable.

#### When Your Friends Succeed

*(From "Finding Your Strength In Difficult Times" by David Viscott,
published by Contemporary Books.)*

We all wish our friends well, but not that well.

Don't be put off by this. You're only human. You want your friends to
succeed, but when they do and you are not sure of yourself, you fear
being shown up.

Whey you feel down about yourself, it's easier to tolerate hearing about
a friend's misfortunes than his or her successes.

Because your friends are closest to being like you, their success makes
you question yourself.

"Why not me?" you ask. We all feel this way.

Nothing alienates people quite like success.

It is lonely at the top.

Your friends need to celebrate their success without feeling that they
are intimidating you and to share their failures without your taking
secret satisfaction from them

Allow your friends to confide their success in you without becoming
envious of it or asking to participate in it.

Just say, "No one deserved it more."

You'll probably be right

You'll certainly be a friend.

#### What To Hear When You Listen

"There's a sucker born every minute" -- P.T. Barnum

One of the qualities of a good leader, and therefore of a good NCO, is
openness. Openness is a state of being where one is receptive to new
ideas and thoughts. Openness makes if possible for a person to
incorporate new ways of doing things and new ways of looking at things
easily and quickly. It also allows leaders to evaluate and accept new
ideas from subordinates, peers and superiors alike.

However, you should take care not to be gullible or cynical. There is a
fine line between openness and gullibility. Gullibility is when a person
will believe anything, no matter where they heard it or how outlandish
it sounds. The opposite of gullible is cynical. Cynicism is believing
the worst thing in every situation or believing nothing at all. It is
also important not to be too cynical. This section is about the approach
you take to keep yourself from being too gullible and too cynical.

An NCO, or any person who is gullible will have a tendency to make
decisions and form opinions based on far too little information or
information that is badly flawed. Likewise a cynical person will tend
not to trust anyone, or to believe the worst in every situation, and
base their actions accordingly. It should be obvious that opinions and
decisions made for the wrong reasons are something a leader should
avoid!

#### Rumors, Innuendoes and Things Left Unsaid

"I don't care what people say about me as long as it isn't true" --
Audrey Hepburn

We\'ve all been in a situation where someone says something completely
outrageous that they \'heard\' or \'read\' somewhere. Often it\'s about
a famous person, sometimes about an organization, sometimes about
someone we know. Often these little stories are amusing, sometimes just
unbelievable and sometimes they can be damaging.

Sometimes we\'d like to believe these things, sometimes not. They can
make events and the lives of others seem a lot more fun and interesting.
The unfortunate thing is that they can also, on occasion cause a great
deal of harm. Especially to the reputations of people who have had
things said about them.

There is a class of these stories that are becoming popular as \'urban
legends\'. These are the stories that everyone has heard, but no one has
ever experienced first hand or talked to someone who experienced it
first hand. You always hear it from someone who knows someone who is
related to someone whom it happened to. You\'ll never hear these type of
things as \'it happened to me\'.

An example of an Urban Legend you may have heard is that certain drugs,
LSD in particular, are distributed as water-based tattoos. According to
the legend, children mistaking these for the types of tattoos found in
cereal or CrackerJacks, might lick them to apply them to their skin and
receive a dose of the drug. This has been exposed again and again by
responsible authorities as an Urban Legend. Yet it continues to
resurface in a different part of the country every few months.

You may have also heard about the famous rock musician who had his
skeletal structure surgically altered. This, too, is a complete
falsehood. Or you may have heard that HIV infected needles are being put
into the change doors of pay phones with a note that says, "Welcome to
AIDS". Also untrue.

In order to expose or debunk stories of this type, it is important to
try to find out the original source of the story. If you hear it from
someone who heard it from someone else, that\'s pretty flimsy. Or if you
hear it from someone who \'read it somewhere\', that also shouldn\'t be
taken too seriously.

Another thing to try it to look for logical flaws in the story. Why
would a big rock star have his body altered in such a major way? And if
needles were being put in pay phone slots wouldn't you hear about it on
the national news? These are the type of things that should make you go,
\'Hey, wait a minute. That sounds kind of stupid.\'

The same thinking should be applied to less outlandish, but more
damaging stories. If you hear a rumor about someone and it doesn\'t
sound likely, or no one you\'ve heard it from has first hand knowledge
of the subject, it\'s probably not true. No matter how \'juicy\' it is!
In fact, the better the rumor is, the less likely that it is true.

There is a particular type of partisan media that is popular right now.
Partisan, in this case, means slanted in one direction or another. There
are both print and broadcast forms of this media, but you\'re probably
most familiar with the radio personalities. Possibly the most famous of
these is a man named Rush Limbaugh. Mr. Limbaugh, and others like him
with all sorts of opinions, are not reporters. They are actually
commentators or, to use a big word, ideologues. They have absolutely no
reason or interest in presenting fair, unbiased stories to their
audiences. Everything you hear on these types of programs and everything
you read in these types of magazines and newspapers is presented with
the idea of achieving a goal. That goal, of course, is to sway your
opinions and get you to believe in their particular views on things.

When getting news it is important to remember that news is a business.
All forms of media make money by getting people to buy their product.
Therefore, the more interesting the news is the more likely people are
to buy it. This is a leading cause of sensationalism in the media.
Sensationalism is the reporting of items or stories that truly aren\'t
ready to be reported, but they\'re so interesting or sordid that they
are rushed to the public. Or, even worse, they\'re minor stories of
little interest and less fact that are blown out of proportion. The rash
of scandal reports, especially from government, is a good example. These
stories are shown because they\'re lurid. These stories can blossom from
rumor to national crisis in a matter of hours.

In the end, it often turns out that these crises were created over very
weak rumors. They often turn out to be something much less than they
were originally made out to be. In such a case, the story generally goes
quietly away without any of the people who stirred up the fuss coming
forward and saying, \"Sorry. We were wrong. It was no big deal.\" This
is irresponsible because it leaves the public with the impression that
there really was something going on.

The entire point of this is to illustrate that you should always take
your news with a grain of salt and from multiple sources. Whenever
anyone is presenting a particularly good or bad picture of *anything*,
ask yourself what their agenda is. What does that person, or his
organization, have to gain by me believing everything he\'s telling me?
If you can understand why people say the things they say then you\'re a
great way along the road of understanding what you can and can\'t
believe.

Gathering news and opinions for different sources is also a good way to
get at the real truth and try to see both sides of an issue. For
instance, if there is a scuffle going on over the building of a dam, try
to read something representing both the viewpoints of the people who are
for and the people who are against the dam. Then, based on your personal
feelings and your evaluation of what you read, you can make an informed
decision on what you think of the matter.

Finally, when you hear something potentially damaging about someone you
know, try to get to the bottom of the story. How likely is it? Is it
something you can ask them about? If you can\'t even ask the person
about the truth of the rumor, you certainly shouldn\'t spread it around.
If you know it is incorrect or just seems too crazy to be true, you
should do your best to discourage the spreading of the rumor. Not only
are rumors indefensible, because the person being talked about isn\'t
there to tell their side, but they often grow in the telling or get
garbled, like a game of \'telephone\'.

As a leader, and as a citizen who will someday have the right to vote,
it is your responsibility to evaluate all sides of an issue and make
sure that what you\'re hearing is fair and balanced. Without taking the
time to find out what\'s really going on, you could make a mistake that
can have a great effect on you and those around you. You have a
responsibility to yourself, your Cadets and eventually your country to
be as well informed as you can at all times.

#### Pointers for Professionals

"Every calling is great when greatly pursued." -- Oliver Wendell Holmes

Don\'t be cocky. A little swagger and straight back are the marks of a
good NCO, but don\'t overdo it. Everyone in CAP has someone who outranks
him, including you. Don\'t force that someone to embarrass you to take
you down a notch.

Do your best to give your superiors confidence in you and your
abilities. Bring all of your skills and efforts to bear on each task and
problem presented to you.

Be friendly with everyone. This includes superiors, subordinates and
your peers. All of the best NCOs have a twinkle in their eye and a ready
sense of humor. If you walk around barking at people and being
unpleasant, no one will want to know you. That means superiors won\'t
want to work with you and subordinates won\'t want to work for you.
However, don\'t be too friendly! Among juniors this will lower your
prestige and among superiors it will seem as if you are currying favors
(kissing up).

Use your rank to solve problems and get results, not to ensure your own
comfort or inflate your own ego. You were given those promotions because
you earned them and because CAP needs you. Do your best to measure up to
what is expected and the standards that have been established by those
who held your rank before you.

Don\'t make excuses. If there is a problem caused by a mistake or
oversight on your part, admit it. Your superiors will have far more
respect for you if you are honest and admit mistakes and ignorance.
Rather than punish you for failing, they are far more likely to try to
educate you and give you another chance. Your superiors want you to
succeed!

Keep you superiors informed. No one likes unpleasant surprises. Your
superiors are far more likely to take bad news in stride if they are
aware ahead of time that things are not going according to plan. Also,
if you do run into a snag or an issue comes up, your superior may have a
solution that will get everything back on track.

Don\'t complain or criticize, be optimistic. No one likes to hear
someone who does nothing but complain. An NCO who complains will
actually damage the moral and *esprit* of his people. On the other hand,
someone who is constantly upbeat and optimistic will help his people
keep going through difficult tasks.

Be attentive to duty and don\'t be afraid to work. Make sure you know
what your duties are and do them! Being a leader is work, make no
mistake about that. It is work to constantly be on the lookout for
sloppiness on the part of your Cadets, it\'s work to handle the extra
administrative duties that come with staff positions, and of course, as
an NCO you\'re low enough in the scheme of things that you often find
yourself doing the dirty work alongside your Cadets. None of this will
kill you, but if you excel it will not only make you a better NCO and
Cadet, but a better person.

Be easy to find. One of the most frustrating things for anyone is to
have to hunt high and low for a junior. This is especially true when
time is important. You should know this by personal experience! Be easy
to find! Avoid hiding out when you are \'on duty\'.

Think and prepare ahead of time. Try to know what you\'re likely to need
for a given activity or situation. This not only includes items, such as
equipment, but also training and knowledge. For instance, if you know
you\'re going on a winter bivouac, try to learn as much about
cold-weather survival as possible before going.

Learn to control and hide your feelings. This means in front of your
superiors and juniors. The amount of damage you can do to your
relationship with your superiors or the *esprit* and morale of your
juniors with your expressions is almost incalculable.

Be alert. Almost as important, always try to look alert.

Do everything thoroughly and enthusiastically. Apply your imagination to
every job. Don\'t confine yourself to doing just exactly what you are
instructed to do; try to do a little more than you are told to do. And
go out of your way to do it right.

If you are asked a question and don\'t know the answer, don\'t bluff or
reply, \"I don\'t know.\" The right response is \"I\'ll find out.\"

Don\'t procrastinate. Do your duties and tasks immediately and get them
out of the way. Be available for more assignments. Your superiors will
know that you can be counted on to get things done and they will entrust
you with more and more responsibility and authority over time.

Never pass an opportunity to keep your Cadets shaped up. Keep an eye out
for details such as haircuts, posture, correct wearing of the uniforms,
customs and courtesies, etc. These \"little things\" are the very things
that NCOs are supposed to attend to.

Stand up straight - don\'t lean. Keep your hands out of your pockets and
see that the Cadets around you do the same. Never chew gum when in
uniform or walk while drinking or eating.

Stay out of cliques, don\'t take sides, don\'t gossip. While this
behavior may work you in with one group, it will certainly put you on
the outs with another. As an NCO you are a leader to all junior Cadets
and a follower of all superior Cadets and Seniors. You should have as
good a relationship as possible with everyone around you.

Don\'t \"tear down\" senior NCOs or any of your officers or Seniors. One
of your most important jobs is to support your superiors, not to
disrespect them.

Don\'t hesitate to make suggestions. No one knows all the answers or
always has the best way to do things. However, if your suggestion is
rejected, don\'t be petulant or get discouraged. Simply do the job the
way you were told and don\'t hesitate to continue making suggestions in
the future.

Don\'t criticize the organization in front of non-members. It is the
ancient right of \'soldiers\' to complain about their units, but it
should be done in-house; not in public.

Always keep your eyes open for likely new Cadets.

Know where to find information. Take the time to read through every
manual related to the Cadet Program, no matter how boring it is. Don\'t
try to memorize the information you find, just try to get a feel for
what information is there and where to find it. Then you\'ll have a
handle on turning up pieces of information that others will tell you
isn\'t even in the books.

Make every order your own. Don\'t say. \"Captain Smith wants us to
unload this van.\" Go to your people and say, \"Let\'s get this van
unloaded.\"

# Inspections

#### A General Guide For Being Inspected

Inspections are a fact of life in CAP, just as in the armed services.
They are generally considered disruptive and annoying, and they
certainly can be! However, they actually exist for the very real and
valid purposes of providing superiors with a way to see the status and
progress of their people and their organizations; and to let everyone
know what is expected of them.

As a Cadet, you will most likely be concerned with personnel
inspections. These are your standard uniform and grooming inspections.
There are, of course, other types of inspections. Every department in
CAP, personnel, supply, admin, testing, and so on, is subject to
inspection. Each department has certain standards within its area that
must be met. An inspection is an obvious way to ensure that everyone
knows what those standards are and that they are being met.

It is important that you prepare for the correct inspection. If there is
a blues inspection coming up, and you have everyone work on their
utilities, there are going to be some very unhappy Cadets in your
squadron!

If you are preparing for an inspection by someone else, begin preparing
by thinking about what you would look for if you were inspecting. Let\'s
take a hypothetical room inspection at an encampment. You know that the
squadron commander and First Sergeant are going to be inspecting each
room. Review the materials you have indicating the standards for
cleanliness and arrangement of your room. Then inspect your room with an
eye toward those things. This should give you some idea of what to look
for as you supervise the preparation with your Cadets.

Get your subordinate leaders involved. If you\'re the flight sergeant
you have element leaders who work for you. Get together with them and
explain what the inspection is going to be, what they\'ll probably be
looking for and why it is important. Then send them on their way to work
with their elements.

During the preparation, be visible and active. Check around and offer
advice and assistance. Be a presence for your Cadets. It will let them
know that you care about their success. It will also give you an
opportunity to do a pre-inspection and look for things that are amiss.

When the inspector arrives, you should report that you are ready for
inspection and follow him through. Take careful and copious notes. You
want to have as much information as possible. Ask for clarification from
the inspector if he says something you don\'t understand.

After the inspection has concluded, have a meeting with your subordinate
leaders and turn your notes into corrective actions. You may want to
have a meeting with all of your people, especially if the inspection
went particularly good or bad. Have these meetings and begin on the
corrective actions quickly, while the inspection is still fresh in
everyone\'s mind. Remember, if the problem areas are not corrected, you
have failed in your job as an NCO.

A few other things to keep in mind.

You should set the example for your unit. Your uniform should be the
sharpest, your room the cleanest. NCOs lead by example, be a good one.

Don\'t embarrass your Cadets during the inspection. Don\'t berate them
in front of the inspecting officer and don\'t point out discrepancies or
ask them questions they don\'t know. You job is to build your people up,
not to make them feel stupid.

Inspect everyone. If someone has spent time and effort preparing for an
inspection, make sure that they get inspected. Nothing is more
frustrating than wasting time. Also, make sure that people who are
normally overlooked are prepared, such as people on work details.

#### How To \'Host\' A Personnel Inspection

You will generally present your unit to the inspecting officer before
doing anything else. You may walk on to the inspection area or the
inspecting officer may approach you. In either case, you should place
your unit at attention and report by saying, \"Sir, Alpha Flight reports
for inspection.\"

At this point the inspecting officer will instruct you to prepare your
flight for inspection. Follow the instructions in section 4-5, \'Open
Ranks\', of the 50-14. Keep in mind that the flight commander should
step off as soon as the command \'Open Ranks\' is given and that he
should proceed *by the most direct route* to align the first elements*.*
Don\'t square those corners!

When the unit has completed the \'Close Ranks\', you are done and are
free to move your unit off the drill deck and continue the schedule.

#### How To Inspect Personnel

Here are a few tips for conducting a personnel inspection.

You should work out a path for your eyes to take on each Cadet you
inspect. For instance, start at the emblem on the flight cap. Check the
fit and wear of the cap. Check the hair. Move your eyes down and check
the shave.

On females check the earrings and makeup. Check the shirt, starting at
the cutouts, the sleeve patches, the press on the sleeves. Then the
placement of the name tapes or name plate and ribbons. Then gig line,
the belt and belt buckle. Check the fit of the trousers or skirt at the
waist, check the press of the trousers or skirt, finally the length.
Check the shoes and hose or socks. Each Cadet should be inspected in the
same manner to allow you to fall into a rhythm.

As you finish with an element and pass to the next, be sure to inspect
the backs of the Cadets you just inspected. Look for haircut, press,
uniform fit and trouser or skirt length.

As you inspect, ask the Cadet questions. They can be about anything, but
should generally be about Cadet Program subjects. You should always ask
the Cadet if they have their ID card on their person.

If you see a discrepancy, you can ask the Cadet about it, but be
prepared to ignore the answer. The only reason you want to ask about a
problem is to let the Cadet know that there\'s a problem and to let the
Cadet know that you know there\'s a problem.

Most squadrons will have \'grading\' sheets to use for inspections. Most
will probably have a series of boxes from 0 to 10 or some such. That\'s
useless. A Cadet\'s appearance is either outstanding, average or
unsatisfactory. If their uniform is wrinkled, that\'s an unsatisfactory
press. If it looks like it was ironed, but that he\'s been wearing it
this evening, that\'s average. If it looks like the Cadet and the
uniform just stepped out of the laundry, that\'s outstanding. You should
grade you Cadets based on that.

You will probably have someone taking notes for you as you inspect.
Regardless of if you or someone else is doing the writing, make sure
that you give the Cadet his grade loud enough for him to hear it. There
should be no mysteries. And if you are going to give a Cadet an
outstanding or unsatisfactory rating on an item, be sure to briefly
explain why.

When you have completed your inspection and you go around the last
element, walk slowly to the front. The unit leader must go ahead of you
to call his unit to attention before you can complete the inspection. Be
sure you give the unit leader a critique of how his Cadets looked,
overall. If he has followed you through the inspection, he already knows
what you think, but it never hurts to reiterate.

#### Inspecting Hygiene 

Cadets can be animals. You probably were one when you were a young
Cadet. This is especially true of Cadets who are young and away from
home for the first time. Without someone reminding them to do the basics
of taking care of themselves, they often won't.

So, it is important, especially at activities, to make sure that your
Cadets are keeping themselves clean. While you are inspecting them, if
they have an unpleasant odor or if they smell too much like deodorant or
cologne, it can indicate they aren't showering often enough.

A Cadet's hair should be clean and shouldn't have an excessive amount of
'hair products' in it.

Check their fingernails and the backs and palms of their hands. Their
hands should be clean and their fingernails should be trimmed. Look in
their ears and at the backs of their necks. These are also places that
will often be dirty if a Cadet isn't washing.

If their breath has a sour odor, ask them if they're brushing their
teeth. It may be they've forgotten to bring a toothbrush.

Check female Cadets as well as the males. While it is a given that
females will generally be better about such matters than males, equal
attention should be given to everyone.

#### Suggested Inspection Items

The following is a suggested list of inspection items. Please feel free
to add or subtract (or ignore) at your leisure.

-   ID Card

-   Uniform completeness -- A*re all required uniform parts present?*

-   Uniform fit -- *Is it too snug, too loose, too long, too short?*

-   Uniform preparation -- *Look for cleanliness, threads, press.*

-   Attachments to uniform -- *Complete, serviceable, worn properly.*

-   Hygiene -- *Body odor, bad breath, cleanliness of hair, fingernails,
    ears.*

-   Haircut/hairstyle

-   Shave/cosmetics

-   Jewelry

-   Gig line

-   Shoes

# Knowledge

Rote memorization of essential information and obscure sayings is a
tradition of many organizations. It can not only be useful, such as
memorizing the Cadet Oath or Newton's Laws, but fun, as in "How's the
cow?" and "What is the Civil Air Patrol?".

These phrases are assigned to new Cadets and asked during inspection.
The Cadet is expected to know them and to be able to shout them loudly.
Having to respond in front of their peers gives Cadets an added
incentive to learn them and shouting them loudly will help develop the
command voice, learn self-confidence and *esprit de corps.* While
learning them, it is often useful to have the flight recite them
together, the challenge of being louder than another flight can be a
source of fun, quick inter-flight competition on a meeting night.

The section provided, "The Panic Button", has phrases that have been
handed down for decades. Use them, change them, remove them and add to
them as you will. You may want to add phrases that will help in various
aspects of the Cadet Program, such as the Newton's Laws or the title for
each regulation ("What is CAP manual 52-16?").

## The Panic Button

#### Q: How is the cow?

A: She\'s fine sir.

Q: Tell me about her.

A: Sir, the cow, she walks, she talks, she\'s full of chalk. The lacteal
fluid extracted from the female of the bovine species his highly
nutritious to the nth degree, sir.

#### Q: What time is it?

A: Sir, I am deeply embarrassed and greatly humiliated that due to
unforeseen circumstances over which I have no control, the inner
workings and hidden mechanisms of my chronometer are in such great
disaccord with the Great Sidereal Movement above by which all time is
commonly reckoned, that I cannot with an great degree of accuracy state
the correct time. But, sir, without fear of being too greatly in error,
I would state that it is \_\_ minutes past the \_\_ hour, sir.

#### Q: What is the definition of drill?

A: Sir, drill is the organized movement of the mass, sir.

#### Q: What are the Six P\'s?

A: Sir, the Six P\'s are: Proper Prior Planning Prevents Poor
Performance, sir.

#### Q: What is the Civil Air Patrol?

A: Sir, the Civil Air Patrol is that hard nucleus of ever-ready
volunteers around which the United States Air Force forms in times of
great national emergency, sir.

#### Q: Where are you now?

A: Sir, I am in the known universe in the right-hand quadrant of a
galaxy known as the Milky Way on the third planet of a class G-5 sun in
a system known as the Solar System. I am in the western hemisphere on
the North American continent of that planet in a country designated as
the United States of America in the state of \_\_\_, the county of
\_\_\_\_ and the city/town of \_\_\_\_ at the site of the \_\_\_\_
Squadron, sir.

#### Q: What is the CAP Motto?

A: Sir, the CAP motto is *Semper Vigilans* - Always Vigilant - Sir.

#### Q: What is the Cadet Oath?

A: Sir, the Cadet Oath is \"*I pledge that I will serve faithfully in
the Civil Air Patrol Cadet Program. That I will attend meetings
regularly, participate actively in unit activities, obey my officers,
wear my uniform properly and advance my education and training rapidly
to prepare myself to be of service to my community, state and nation.\"*
Sir.

#### Q: What is the mission of the Civil Air Patrol?

A: Sir, the mission of the Civil Air Patrol is to voluntarily use its
resources to meet emergencies, to encourage aerospace education of the
general public, and to motivate selected young men and women to ideals
of leadership and service through aerospace education and training, sir.

#### Q: What is the Cadet Psalm?

A: Sir, Blessed is the cadet that walketh not within the limits of this
headquarters, nor standeth in the way of Seniors, nor marcheth off
demerits. But his delight is in the law of the Regulations, and in this
low doth he meditate both day and night. And he shall be like a tree
planted by the rivers of knowledge that braceth upright in all seasons\'
his uniform shall not wrinkle; and for what so ever he doth wrong, he
shall payeth dearly. For the Commander knoweth the way of the 7.0 troop,
and the way of the non-req shall perish, sir.

#### Q: What is Skinner\'s Constant?

A: Sir, that quantity which, when multiplied by, divided into, added to
or subtracted from the answer you got give you the answer you should
have gotten, sir.

#### Q: What is Zymurgy\'s First Law of Evolving Systems Dynamics?

A: Sir, once you open a can of worms, the only way to recan them is to
use a larger can, sir.

#### Q: What is the Law of Selective Gravity?

A: Sir, an object will fall so as to do the most damage, sir.

#### Q: What is Jennings\' Corollary?

A: Sir, the chance of the bread falling with the buttered side down is
directly proportional to the cost of the carpet, sir.

#### Q: What is Barth\'s Distinction?

A: Sir, there are two types of people: those who divide people into two
types and those who do not, sir.

#### Q: What is the Rule of Projected Schedules?

A: Sir, the first 90% of the task takes 90% of the time and the last 10%
takes the other 90%, sir.

#### Q: How do you feel?

A: Sir, I am full of joy, boundless enthusiasm and endless good humor,
sir.

# Counseling

Counseling comes in two flavors: formal and informal. Of the two, you
are likely to do informal counseling far more often than formal. In
fact, you will probably have a need to do informal counseling at nearly
every meeting or activity.

As a general rule, if you are doing anywhere near as much formal
counseling as informal counseling, you have a problem. Either you have
the worst behaved Cadets in the history of CAP or you are far too eager
to create paper on someone.

#### Informal Counseling

Informal counseling consists of nothing more than pulling someone aside
for a quiet word about some problem they're having. It can be done on
the spur of the moment about something that happened only a second ago.
In fact, this is probably the best use of this type of counseling.

The important thing to remember about informal counseling is to use the
Golden Rule of Counseling -- praise in public, reprimand in private.

Don't ever bite a big piece off of someone in front of everybody. It
will embarrass them unnecessarily and can destroy their self-esteem. It
will also make you seem like a complete tyrant. No one wants to work for
someone who will make them feel stupid in public if they do something
wrong.

There are only a couple things to keep in mind when informally
counseling someone:

-   **Counsel them for something immediate and specific.** When you talk
    to them, it should be about something that just happened and can be
    immediately corrected. Perhaps they're giving the instructor a hard
    time or not paying attention. Talk about just that and nothing else.

-   **Practice two-deep counseling.** If it is at all possible, have
    another NCO, a Cadet officer or a Senior member with you while you
    counsel just to keep everyone clear about just what was discussed.
    No one wants to hear later that they're accused of being abuse or
    harassment when it simply didn't happen.

-   **Get it over with and get back to work.** Once you've said your
    piece, send the person you're counseling back to what he was doing.
    Don't stretch it out.

As you can see, informal counseling is short, sweet and to the point. If
you need to cover more ground or discuss things more in depth, then it's
time for a formal counseling session.

As an NCO and leader, your ability to make an impression upon the Cadet
you're counseling is vital. You have the most daily contact with your
Cadets and the informal counseling is a daily kind of discussion.
Incidents that should receive an informal counseling and don't get one
could easily escalate and lead to a need for a formal counseling
session. If that is the case, you've failed to perform your duties as an
NCO to the squadron and the individual you should have talked to.

#### Formal Counseling

Counseling is an unfortunate but very important part of the
responsibilities of anyone in a leadership position. Sure, no one likes
to counsel others about their behavior or performance. But sometimes
it's simply unavoidable. If major problems with conduct or performance
are allowed to go unchecked, the situation can quickly become critical
and your unit can lapse into chaos.

##### The Basic Counseling Steps

-   **Describe the problem.** Be very specific when you call someone
    into your office. Don't say "I've heard you've been a troublemaker."
    Say, "Last Tuesday you were insubordinate to C/1Lt Smith. You missed
    the PFT and you were late for the meeting three weeks in a row." You
    have to have be prepared to be specific, as many individuals will
    try to defuse the situation by clouding the issue. Collecting
    written reports from the others in question is probably the best
    solution.

-   **Explain why this is a problem.** The individual being counseled
    may honestly not understand what you are so upset about. It is up to
    you to explain your point of view to him. He must understand why you
    feel his behavior is incorrect. Make sure you tell him the whole
    story, why it's bad for him, the unit and the organization, if
    appropriate.

-   **Allow him to talk.** Tell him that what he says is completely
    confidential and won't get him in any further trouble. Find out if
    he has anything to say. He may not have understood what he was doing
    wrong. Normally, he will either say nothing, accepting your
    judgement, or he will attempt to 'weasel' and blame others. Listen
    politely and discuss his viewpoints. Never lose sight of the goal of
    this session, which is to get him to correct a *specific behavior*,
    regardless of the reasons for that behavior.

-   **Discuss corrective actions.** You need to very clearly describe
    the minimum acceptable behavior and when he is expected to meet that
    goal. If he is to pass a test within a month, tell him that very
    specifically. If he is to keep his nose clean for a month or be
    suspended, tell him that. There can't be any gray areas.

-   **Outline punishments.** Tell him what will be the result if he
    fails to correct his behavior. Be very specific. Again, there can be
    no ambiguity or it might lead to trouble later.

-   **Talk up the good things.** Tell the Cadet why you would rather
    have him improve than fail. Remind him that counseling isn't any fun
    for you either. Review his past accomplishments. Tell him what you'd
    like him to accomplish in the future and why you want him as a
    member of the squadron. Ask him what he'd like to accomplish in the
    next year. By discussing plans covering the next few months, the
    Cadet will lose that sense of 'impending doom' that the counseling
    has given him.

-   **Review the entire conversation, complete any paperwork.** Briefly
    restate the entire conversation. If you have to take notes to
    accomplish this, do so during the session. If you are going to have
    the Cadet sign any paperwork, such as a counseling form, do so now.
    Make sure that the Cadet understands what he did wrong, why it was
    wrong, what you expect from him, what will happen if you don't get
    that and why you appreciate him.

-   **End on a good note.** The idea is to send the Cadet away with a
    renewed incentive to do the right thing. While it's true that you
    have just threatened him with punishment, it is also true that you
    can motivate him before he leaves. Make sure you do.

##### Tips And Pointers For Successful Counseling

-   **Don't let him 'weasel'.** Don't let the Cadet redirect the
    conversation or try to point to outside influences as the cause of
    his actions. Unless someone put a gun to his head, he is totally
    responsible for his own behavior.

-   **Practice two-deep counseling.** Make sure there is someone else
    present whenever you have a counseling conversation or meeting with
    a Cadet. This will provide a third party to prevent later problems
    with contradictory recollections of what was said or how.

-   **Advise your superiors that you counseled someone.** If you go
    through the effort of counseling with this method, as opposed to a
    quick correction, you should inform your superiors. They need to
    know what is going on with the Cadets. Share any notes or paperwork
    that came out of the session.

-   **Keep notes.** Notes serve several purposes. It helps you to
    clarify your thoughts. If you jot down what you want to discuss
    before the session, you can check them off as you go along. Taking
    notes as you go along lets you look at what you've covered so you
    don't miss anything. At the end of the session, they are convenient
    for a quick recap of the points covered. And, finally, taking notes
    and having the Cadet or the observer sign them verifies what was
    discussed for future reference.

#### Being Counseled

From time to time you will need to officially counsel someone. This
could be due to performance at some aspect of their duties, their
behavior or their progress through the Cadet Program. The previous
section told you how to go about counseling someone else. Of course it
could someday be you who is being counseled. Failing that, you are
almost certain to be corrected on some deficiency at some point in your
life. No one is perfect! This section is designed to give you the basic
keys you need in order to receive a counseling and come out smiling.

Let\'s face it, someone thinks you did something you shouldn\'t have, or
didn\'t do something you should have. The chances that you\'re going to
change their mind are slim to none, so arguing is senseless. At this
point your best bet is to simply take the chewing and try to get as much
out of it as you can. If you handle the situation correctly, you may
actually come out ahead.

Few people enjoy counseling others. Those that do probably have
something wrong with them. People in charge mainly just want everyone to
be happy, to get along with each other, and to get the job done. If
something interferes with any of these three primary goals, someone is
probably going to be talked to about it. Occasionally, you may be that
someone.

The biggest hurdle to being counseled effectively is your ego. No one
likes to be told they did something wrong. It\'s embarrassing and
diminishes your self-worth and stature in your own eyes and perhaps, in
the eyes of others. However, the person who is counseling you is *not
thinking about that!* He just saw something wrong that he wants you to
fix. He doesn\'t want to make you feel like a bozo. Feeling bad is your
perception of the situation, not his.

There are things to do and things not to do when you are being
counseled. These hints can make a counseling session a terrible thing or
something quick and easy. They can mean coming away feeling abused and
unappreciated or energized and redirected. If you are being called into
someone\'s office for a little chat, take a minute or two to review
these things and apply them while they\'re fresh in your mind.

-   **Listen to what is being said**. Far too often we close our ears
    and minds when we are being counseled. Instead of trying to
    understand what is being said, we\'re mentally arguing. Without
    being receptive, you can\'t understand the problem and get it fixed.

-   **Don\'t be defensive.** There are two reasons for this: if you\'re
    defensive you\'re trying to find ways to protect yourself (and your
    ego) instead of trying to find ways to improve yourself. The second
    reason is simple: the large majority of the time, if you are being
    counseled you are in the wrong about something. Therefore, there is
    nothing to defend. If you\'ve done something wrong, stand up like an
    adult and take the hit, learn from the experience and continue the
    march.

-   **Accept responsibility.** Don\'t blame the situation on the weather
    or Cadet Smith or Senior Jones (who doesn\'t like you). Listen to
    what is being said to you. If you have made a mistake, admit it.
    Even if the mistake wasn\'t yours, accept responsibility for the
    solution.

-   **Don\'t try to control the situation.** Because in most cases
    you\'ll be counseled for something you\'ve actually done, the best
    thing to do is let the other have their say, try to learn what you
    can and get the whole thing over with. If you try to argue and drive
    the conversation, you\'ll only prolong it. If you do \'win\', you
    don\'t actually win. What you actually do is give the person doing
    the counseling a feeling that you\'re uncooperative and not willing
    to improve.

-   **Don\'t play the victim.** You\'re not being counseled because
    nobody likes you, or because all the staff has it in for you or
    because the Cadet Commander is the Wing Commander\'s kid. You\'re
    being counseled because somewhere along the line you made a mistake
    and someone thinks you\'re worth trying to save. No one put you in
    the situation you\'re in except you.

-   **Be willing to learn and grow.** A counseling session should be a
    learning experience. The chances are that whatever you did to earn
    the counseling was not something you thought would turn out this
    way. You thought what you were doing was the right thing to do. Or,
    at the very least, you thought it was no big deal. Obviously you
    were wrong. Your job now is to learn, mainly about yourself. Try to
    understand how others perceive you and your actions.

-   **Give proper visual cues.** There are certain things you should and
    shouldn\'t do with your body language in these situations. Smile,
    move your eyebrows, tilt your head, lean forward, relax your arms.
    These things indicate that your are friendly, open and receptive.
    The person counseling you feels that he is getting through and he
    won\'t feel a need to belabor the point. Don\'t frown, furrow your
    brow, lean away or cross your arms. These indicate that you disagree
    or aren\'t listening. No counseling session is going to go well when
    these are the body language indicators.

-   **Give proper verbal cues.** Certain phrases you use can help or
    hurt the whole process. Often the same sentiment is expressed, but
    how you say it can make all the difference in the world. For
    instance, say \"I\'m not sure I understand what you mean. Could you
    give me an example?\", instead of saying \"You\'re wrong. I never do
    that!\" While in both cases you are trying to find out more
    information about the what is being discussed, it\'s merely a matter
    of how you say it.

-   **Ask the right questions.** There are certain questions you almost
    always want to ask. These will help you get a feel for how things
    are going outside of this little problem. It will also tell the
    person counseling you that you care about how you\'re doing and want
    his advice. The things you want to ask are: \"What parts of my work
    am I doing well? Where could I improve?\", \"What would be the best
    way to approach (solve) this?\", \"Let me make sure I understand
    what you mean\".

Whenever you are being counseled, think for a minute about how it feels
to be on the other side of the desk. When you are counseling, what are
your goals? What do you want the other person to say? How do you want
them to act? When you are being counseled, try to behave as you would
like people to behave when you are counseling them.

Finally, keep in mind, as stated above: counseling is not about
diminishing you or making you feel bad about yourself. Counseling is
about correcting behaviors to make you more of an asset to the
organization and more successful in the program. If you fight the
process, the only one who gets hurt is you.

# Uniforms, Clothing and Insignia

Because of its special relationship with the Air Force, the Civil Air
Patrol has been granted the distinct privilege of wearing the Air
Force-style uniform. In order for us to maintain that privilege it is
important that Civil Air Patrol members wear their uniforms correctly.
This requires an unceasing emphasis on the correct wearing of the
uniform, careful supervision (by noncommissioned officers especially),
and the pride of individual Cadets.

You should have a current copy of the 39-1 and be familiar with its
contents. You don't need to memorize it, just make sure that you know
how to put together the basic Cadet uniforms and where to find other
information when you need it. For instance, if you don't rate any badges
or attachments other than ribbons, you don't need to know the correct
placement of the NRA shooting badge by heart. However, you should know
where this information is located so that you can properly inspect the
Cadet in your flight at encampment who does have that badge.

Civil Air Patrol Cadets have a long tradition of looking good in their
uniforms. In fact, it has often been observed that CAP Cadets take more
pride in their appearance than some active-duty personnel. However, it
must be stressed that every Cadet in every unit should take pride in
their appearance and do their best to look their best. At times, a unit
or Cadet can take the attitude that they're 'E.S. Gods' and that somehow
this gives them the right to look like pigs when they aren't in the
field. A hallmark of all great organizations, such as the Marines, is
how good they perform their duties in the field and how good they look
when in garrison. Don't fall into an attitude, or allow your Cadets to
fall into an attitude, that makes excuses for inadequate appearance.

#### Care and Maintenance of Uniforms 

Proper care and maintenance ensure a long life and usefulness for your
uniforms and also ensure that they may be worn with the justifiable
pride that should distinguish any Civil Air Patrol Cadet. No uniform
will continue to look its best unless you care for it when you wear it
as well as when you stow it. Put on uniforms carefully, keep them
buttoned, and keep large or heavy articles out of pockets, so the shape
won\'t be destroyed.

Before pressing, brush away lint and dust, preferably with a flat brush.
Don\'t get your iron too hot. Don\'t press over buttons - press around
them; otherwise they will be pressed into the fabric and will eventually
cause holes.

Don\'t wear an unserviceable uniform. If your uniform is worn, torn or
badly faded, check a new one out of supply as soon as possible. Many
small flaws can be repaired invisibly, check with your tailor.

Don\'t make any alterations to your uniform that alter the
serviceability or functionality. This includes: sewing pockets shut,
removing buttons, and tailoring anything except blue trousers and
jackets.

Always wear trousers of the proper size. If you have grown and your
uniform is no longer long enough or big enough around the waist, check a
new one out of supply. Make sure there is enough room around the waist
and thighs to fit you. These should be the areas you concentrate on when
going for the correct fit. Don\'t hesitate to pick a uniform out of
supply that is far too long in the legs to get the correct fit around
your waist. Trousers can easily be taken up. By the same token, there
may be enough material in the cuffs of the trousers so that they can be
let down if too short. A trip to the tailor is not very expensive.
Certainly no more than the cost of a movie.

If your utilities (BDUs) don\'t fit, pull the patches off and get a new
set out of supply.

Hang your uniforms up when you are through wearing them. A single
washing or dry cleaning should last through several meetings, provided
the weather isn\'t too hot. To make week-to-week touch ups easier, hang
your shirts and trousers in the closet after you wear them. This will
help dissipate body odors and help the wrinkles fall out. Trousers
should be hung with a clip-type hanger. Clip them at the bottom of the
leg cuffs and allow them to hang upside down. Shirts can be hung on a
wire hanger. At least the second button should be buttoned to help the
shirt retain its shape. Dress jackets should be hung on a wooden or
plastic hanger that has the natural curve of the shoulders. They should
never be hung for long periods on wire hangars.

Remove belts and ribbons from your uniforms when hanging them. Put them,
along with your cover, into a small dust-proof box or a bureau drawer.
This will keep them dust-free between wearings, prevent sun damage, keep
them from being damaged due to \'laying around\' and keep them looking
newer longer.

Carefully clip all Irish pennants (threads) before wearing your uniform.
If you take the time to thoroughly clip all threads after you first wash
a new set of utilities, you should only have light maintenance
thereafter.

If possible, send your utilities (BDUs) out to the cleaners to be
starched and pressed. This is somewhat expensive, but worth it.

When riding in a vehicle or sitting for long periods, take off your
dress jacket and hang it or carefully fold it in half down the back and
lay it on a flat surface. This will keep it from getting wrinkled.

When traveling or going to a function out of town, take your flight cap
rather than your service cap. The service cap is very susceptible to
being crushed and is, overall, less convenient to take with you.

Don\'t tuck your ball cap into your trousers, or any other part of your
uniform. Hold it in your hand or lay it down when you aren\'t wearing
it. This will keep it from being crushed and losing its shape.

#### Care And Maintenance Of Footwear

It is far too common to see someone with substandard shoes or boots.
This section discussed how they should look and how to get them that
way.

##### Shoes

There are two types of shoes. Shiny plastic (Corfam) and leather.

Caring for Corfam shoes is easy. You simply shine them with Windex every
once in a while and keep the welts clean with a toothbrush. Viola!
However, Corfam shoes have disadvantages:

-   **They're hot.** Corfam shoes are not particularly healthy for your
    feet. Leather, having been skin at one time, has pores. This allows
    your feet to dry and 'breathe'. Your feet can sweat up to a pint of
    water a day - each. Obviously, shoes that allow more of that to
    evaporate are better. Especially if you are spending a lot of time
    on your feet.

-   **They're expensive**. Corfam shoes cost an average of \$20 more
    than leather shoes. And occasionally you can find closeouts on
    leather shoes that brings the price down by as much as half.

-   **One bad scuff and they're ruined**. Get careless for a minute and
    rub the toe of your shoe across the bottom of a desk or chair and
    they're ruined. You can never get a deep scuff out of Corfam shoes.

This is not to say that you shouldn't own a pair of Corfams. Corfams are
fine for the occasional ceremony or inspection or if you can afford to
replace your shoes on a regular basis. Active duty personnel go through
a pair of Corfams every three to six months working in an office. Your
mileage may vary.

Leather shoes are probably a better choice for a Cadet. And in most
cases they're all that is available through supply. The drawback to
leather is obvious: it's more work to make them look good.

##### Boots

Boots are different from shoes, obviously. They have a lot more surface
area and they take a lot more abuse. Also, it is much more important to
wear comfortable boots. Your boots will build up a lot more hard mileage
than your shoes.

There are three types of boots commonly in use.

-   **Combat or Jump Boots.** These are boots of all leather
    construction that rise to a point above the ankle. 'Jump' boots will
    have a seam across the toe, 'combat' boots don't. The advantages to
    these boots are that the soles are generally sewn on and can be
    replaced when worn, often with a heavy lug sole. The disadvantages
    are that they are heavier than other types of boots and they don't
    breathe as well.

-   **Jungle Boots.** These boots have leather lowers and uppers of
    various types of canvas. A good make will even have Gore-Tex sides.
    They will generally have either a lug or 'Panama' sole. The
    advantages to these boots are that they are lightweight, the breath
    well and they dry quickly. The disadvantages are that they get wet
    faster (except Gore-Tex versions) and aren't as warm.

-   **'Hi-Tec' or 'Sneaker' Boots.** These boots have softer leather
    lowers and canvas uppers. The soles are made of a soft rubber, which
    provides excellent shock absorption. The advantages of the boots are
    that they are very lightweight and the shock-absorbing qualities of
    the sole make them extremely comfortable for long periods. The
    disadvantages are the soft leather lower shows damage easily and the
    uppers are generally padded, adding tremendous weight if the boot
    gets soaked.

The type of boot you wear should depend mainly on what you're doing. If
you are spending the day in garrison or expecting to get your feet wet
and the weather is not too cold, then jungle boots might be the best
choice. If you're going to be carrying a load a long way or doing a lot
of cross-country work, then the Hi-Tec might be the best choice.

If you are going to own one pair of boots, it should probably be a
standard pair of combat or jump boots. These are the most versatile,
although they are heavier than either of the other styles. If you are
doing a lot of ground-pounding, being able to replace soles for thirty
dollars is better than replacing an entire pair of boots for sixty.
Also, issue combat boots with speed lacing are the most common boot in
supply and therefore the type you're most likely to get for free.

Spit-shining boots is possible, but probably not a good idea unless you
have a pair that you can just wear in garrison and not into the field.
This is also true of the various Corfam boots that are on the market.
Also, the softer leather used in the Hi-Tec boots can't be spit-shined.
If you do decide to spit-shine your boots, the method is the same as
described for the shoes.

Generally, care of boots is the same as the first two steps for shoes,
the cleaning and the dyeing. After the second coat of die, put a good
layer of polish on the boot using a 'dauber' brush. When the boot is
covered with polish, buff it off with a horsehair shoe or boot polishing
brush. There are good synthetic brushes, but horsehair is the best.
After dyeing, put on two coatings of polish.

If your boots aren't too scuffed or scraped after a wearing, you can
just put another coat of polish on them before the next wearing.
However, you should clean and dye them a couple times a year.

It isn't unusual for boots to collect scrapes all the way down to the
leather, so that there is tan showing. This type of damage will be
covered during the dyeing process. If the scrape is especially deep, you
will have a nice, shiny scrape after polishing.

Boots that are wet should be let dry thoroughly and without heat.
Heating leather to dry it is extremely damaging. Pull the laces out and
pull the tongue all the way forward. Set them aside and give them a
couple days.

##### How to Spit Shine

**Clean the shoes.** Remove the laces and scrub them with a soft scrub
brush and shaving cream or saddle soap. This will clean dirt and old
polish out of the pores in the leather. Make sure you scrub the welts
until they are clean and free of debris.

**Dye the leather.** Put two coats of black leather dye on your shoes.
Make sure you do this in an area where black specs of dye won't be an
issue. Outside or in the garage on newspaper is probably your best bet.
Shoe dye doesn't come out. Let the dye dry completely between each coat.
Don't forget to dye the tongue. If the soles are light colored, dye them
as well.

**The shining.** Find a soft old cloth. Diapers are the absolute best,
although old t-shirts also work well. Take your can of polish, put some
water in the lid and set the polish and lid next to you. Wrap a section
of your cloth around your index and middle fingers. Dip the tips of your
fingers into the water and then slide them through the polish,
collecting a layer of polish on the ends of your fingers. Using a
circular motion, rub the polish into your shoes. When all the visible
polish is gone from your fingertips, get more and continue. When your
cloth gets dry, dip your fingers in the water again. (*Or you could just
lick your fingers. After a while you'll get to like the taste of
polish!)* Continue like this covering the entire leather portion of the
shoe. This is a time-consuming process. But, after a while you should
start to see the shine building up.

**Finishing up.** After your shoes have a good shine and you can see
yourself in them, take a pair of nylons and buff out the toes of your
shoes with those. They can bring out a gleam in a pair of spit shines
like nothing else. Don't forget to edge-dress them and put in a new pair
of shoelaces.

##### Miscellaneous

**Always use shoe trees in your shoes.** Inexpensive plastic trees are
fine. The more expensive wooden trees carved out of cedar or redwood are
best. Trees help your shoes keep their proper shape between wearings.
They also help them to dry out, which will make them last longer.

**Shoelaces** are cheap, replace them whenever they look worn.

**Edge dress your boots and shoes**. If your shoes have light colored
soles, edge dress them as well. If you have a large build-up of edge
dressing in the welt of your shoes or boots, scrub them out with a
toothbrush and an ammonia-based cleaner. Edge dressing is best done
outdoors or in a garage or work room. If you have to do it indoors,
spread a generous amount of newspaper under your work area.

**Zippers and zipper boots.** Some people like them, some people don't.
It is a matter of personal choice. Many people have found that the
zippers, though tremendously convenient, don't hold up under rigorous
wear.

**Blousing your boots.** Civil Air Patrol, using Air Force protocol,
blouses it's boots. There are a couple different 'devices' you can use
to blouse your boots, but blouse them you must. There are the green,
military-style 'boot bands'. These are unnecessarily expensive, aren't
particularly tight and wear out quickly. There are also thick, black
Velcro 'straps'. These are also expensive and the finished blouse looks
'weird'. Your best overall bet is a two-dollar box of thick office
rubber bands from the local office supply store. They're cheap, hold
well, wear well and blouse well. They are highly recommended.

# How To Instruct

One of the basic jobs of all leaders is teaching. A good leader is a
good instructor. Training is a big topic, but there are a few ground
rules for effective teaching:

-   People must be motivated to learn.

-   You have to communicate with people to teach them.

-   We learn mainly through sight (75%) and hearing (14%).

-   People learn best by doing.

This creates the classic teaching method of \"tell, show, do\". In this
method, students are told *what* to do, shown *how* to do it, and then
*participate in doing it.*

#### Preparation

If you don\'t prepare to teach, you\'re nearly guaranteed to fail. When
you are teaching, make sure you take the following steps:

-   Know what you\'re teaching and why.

-   Determine when and where you\'re teaching, how long you have, who
    you\'re teaching, what equipment the students have and what
    equipment is available to you.

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-   Prepare or get a lesson plan.

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-   Check that the scheduling is right, that the class area is cleaned
    and ready and anything you need is available right before the class.

#### Lesson Plans 

A lesson plan is an outline of what you\'re teaching, how and in what
order. It can be as simple or as detailed as you need. Even if you\'re
teaching something that\'s very familiar, you should a least have a
check list of items you want to cover to glance at as you teach.

#### Teaching Aids

Teaching aids are anything that will help you get your point across or
help your students learn. They should not be overdone or distracting and
they should have direct bearing on the teaching. Teaching aids should be
clearly visible, but covered before and after use. Don\'t stand behind
the teaching aid or directly in front of it. Use a pointer and talk to
your students, explaining the teaching aid and what they should learn
from it.

#### Talking to Your Class

You must know and apply good public speaking techniques:

-   Say only what you need to say. Don\'t waste time.

-   Understand what you\'re teaching. Don\'t teach what you don\'t know.

-   Be enthusiastic about teaching. Have fun.

-   Act confident, relax.

-   Be dynamic with your voice and body. Don\'t just stand and drone,
    move and talk!

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-   Make sure everyone can see and hear you!

Just as there are things to do, there are things to avoid:

-   Stupid jokes and bad language. Don\'t clown around and don\'t swear!

-   Big words. Even intelligent people find small words easier to
    swallow.

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-   Don\'t memorize or read from a script.

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-   Don\'t bore your class with your exploits unless they apply.

#### The Period Of Instruction

The basic concept of instruction is this: Tell what you're going to
teach them, teach them, and then tell them what you taught them.

**Introduce yourself and your topic.** "Good morning Cadets. I am Capt
Stanford, the Deputy Commander for Cadets. Today's period of instruction
will cover Effective Counseling Techniques."

**Tell them what they are expected to learn.** "Today you will learn the
basics of effective counseling. When to counsel, how to prepare for
counseling, what to say while counseling, how to close out a counseling
session, the steps of a counseling session, pointers and things to
avoid. When this period of instruction is complete you will be expected
to have a basic understanding of the counseling process and be able to
perform this process with little or no supervision."

**Teach them.** Use the techniques discussed here and teach them to the
best of your ability. Keep the goals of the instruction in mind.

**Tell them what they learned.** "Today you learned the basics of
effective counseling. We discussed when to counsel, how to prepare for
counseling, what to say while counseling, how to close out a counseling
session, the steps of a counseling session, pointers and things to
avoid." You don't have to repeat your introduction, say anything you
need to say in order to remind them what they learned.

**Thank them for their time.** "I thank you for your time and
participation, and I'm looking forward to my next opportunity to
instruct you."

# Drill

#### Developing Your Command Voice

One of the most important parts of being an NCO is being heard. This is
true both on and off the drill deck. An NCO's primary job is to issue
orders to the individual Cadets in his charge. To do this you have to be
heard. This is, of course, critical on the drill deck.

Your commands should be distinct and loud. The air should come from your
gut and the words should be formed with your lips, teeth and tongue. If
you use your vocal chords to shout drill commands, you will get hoarse
at an activity within hours. One way to practice not using your vocal
chords and to build up a good volume is to shout 'HUH' while exhaling.
Once you can do this reliably and loudly, you are halfway to a good
command voice.

After mastering the 'HUH' shout, you are ready to practice giving drill
commands and perfect your command voice. This is something that is best
done at full volume, so finding a place to practice might be a problem.
Obviously you don't want to do it while someone else is around. First,
it would (hopefully) be too loud. Second, you might sound really dumb at
first.

There are two great places to practice this skill. The first is in your
car while driving. When you're driving, the wind is blowing by and
everyone else has wind noise as well. It is very unlikely that anyone
will hear what you're doing. If they catch a glimpse of you with your
mouth moving they'll probably assume you're singing along to the radio.

The second place is in the basement or bathroom of your home. While this
may not be as private, your family will understand and probably not
tease you too much. Also, the hard surfaces in those rooms will echo
your voice back so you can get a better feel for what you sound like.

Practice calling *every* drill command. Even the ones you are unlikely
to use, such as 'Pass In Review' or 'Eyes Right'. Eventually you will
promote to officer and you may need these commands. Also, if you are
knowledgeable about drill, everyone will ask for your help, including
the Cadet officers.

There are three very important things about drill commands.

**First**, be clear and distinct. You want to be understood. If your
people can't understand you they have no hope of doing it correctly. If
your commands sound odd or seem to cause confusion, but they are
distinct, tell your Cadets what they will be hearing ("I am going to
give the command 'Column Right, March'. It will sound like this..."). It
may just be that they need to get used to you.

**Second**, stretch the preparatory command out an extra beat. This
gives the people you are drilling a little extra time to figure out what
they're supposed to do. This is especially important for new Cadets. How
does this work? Here's an example:

Step 1 2 3 4

Normal Column Right (Pause) MARCH

Better Column Right (Pause) MARCH

Now, stretching out your preparatory command won't always work. From
time to time you may need to get them turned quickly and you won't have
that extra beat to play with. In that case, give the shorter version of
the command. Just be sure to do it distinctly so that your Cadets know
what you want.

**Third** and last, make sure that your command of execution is quick
and sharp. It should occupy a distinct beat, not be stretched out. At
times you might hear someone commanding drill give a command like
"Right, FAAAACE!", drawing out the command of execution. This is
incorrect. If the command of execution isn't given sharply, it won't
give the Cadets a beat to move on. This will make it impossible for them
to coordinate their movements properly and get it together as a unit.
Always 'bark' out the command of execution.

#### The Unit Leader

When you are leading the unit, there are things to keep in mind. You are
out front, therefore everyone can see everything you do. You should be
as close to perfect as possible. Your commands should be crisp and loud.

-   **Maintain your bearing.** Whenever you are giving a drill command
    you should *always* be at a position of attention. Avoid a tendency
    to look around or bounce or rock on your heels. Pay attention to
    your people and where you are going.

-   **Get in, get out.** Movements such as flanks and to-the-rear should
    be executed for as little time as possible. Because the unit is
    moving in an unfamiliar direction, the chance for them to lose their
    interval is great. Besides, these movements are only for slight
    adjustments, not for long distances. For columns and close on the
    march get the unit out of half steps as quickly as possible.

-   **Constantly call cadence.** A unit can get out of step in very
    little time. You should at least call a simple 'left-right-left'
    cadence nearly constantly. You should certainly call cadence
    immediately before and following a change of direction, such as
    column or flank movements.

-   **March at the rear of your flight.** The unit leader should
    position himself to where he can best control his flight. This is at
    the rear of the flight, about three-quarters back. At this position
    you have a clear view of what all your people are doing. This
    position also allows for maximum coverage for your commands. When
    you are toward the rear of the flight the back of the flight can
    better hear you.

-   **Size your flight.** You should size your flight, except for
    hand-picked element leaders, before drilling. To size them, put them
    into column formation and have the taller people move forward ('If
    the person in front of you is shorter, take their place.'). When
    that is done, face them to the right (in a reversed line formation)
    and repeat. This will put the shorter Cadets in the left-hand rear
    corner of the flight and the taller Cadets in the right-front. This
    allows everyone to have a chance to see the unit leader when in line
    formation and allows you to see all of them when marching.

#### Instructing Drill

##### Introduction

Instructing new members in drill is one of the oldest and most important
tasks traditionally assigned to the NCO. Habits learned on the drill
deck in the first few weeks of membership are the deepest, most
ingrained and hardest to fix if taught wrong. It is up to you to make
sure you are instructing properly and effectively. Teaching good drill
badly is nearly as bad as teaching bad drill well.

CAP has recently made the (wise) decision to remove the drill from the
leadership workbooks and instead create a new CAPM 50-14 Drill Manual.
This is merely the Air Force's 50-14 with a CAP cover on it. The drill
is still a requirement and is still tested on the Leadership tests, but
it is specified and taught separately. This means that it is more
important than ever before for the NCOs to step up and train their
Cadets in drill. While every Cadet gets a copy of the drill manual, it
can be hard to read and understand unless you already know what the
movements are supposed to look like. So, the primary source of drill
knowledge for new Cadets is their fellow Cadets and their NCOs.

Unfortunately, the drill manual and the Leadership program neglect to
tell your how to instruct drill. Hopefully, this section can pass on
enough information to fill some of that gap.

##### CAPM (AFR) 50-14

Obviously you can't instruct in something you don't do well or
understand yourself. Therefore, it is very important that your drill be
as close to perfect as possible. If the NCOs who instructed you were
good, then you should already have a good grounding and a head start. If
not, you might have some work to do.

First, obtain a copy of CAPM 50-14. Read through it carefully, paying
special attention to the drill terms and the individual drill movements.
You will also need to be very familiar with drill of the flight and the
section on formations. These are the things you will need to teach. As
you read, mentally go through the steps and make sure that is exactly
what you do when executing that movement. If there are any differences
at all, *you are wrong* and you should correct yourself. Don't ever
teach a drill movement incorrectly. If you do, you are doing a
disservice to the Cadets you are training.

You can't expect your Cadets to understand what you're talking about
when they aren't familiar with the words you're using. The first thing
you should do with new Cadets is to be sure to give them an explanation
of the terminology of drill. Words like 'cover', 'align', 'column',
'front' and 'depth' have different meanings unless a person is familiar
with drill. Make sure all your Cadets understand basic drill
terminology.

##### Cadence And Timing

This is the part that takes the most discipline and time to learn. You
cannot learn this by hearing it, you must learn by practicing. You can't
learn by doing because you have to have this down cold when you drill
your Cadets.

Cadence should be called almost constantly when you are not marching at
ease or at route step. A unit can lose it's cadence and get out of step
very quickly without someone letting them know where they should be.
Think about it. It is incorrect for them to look down at the ground
while marching. You teach them that. And without looking down, how will
they know which foot they should be on? They don't. You have to tell
them. Always call cadence.

Timing is critical. You have to know which foot to begin calling drill
commands on if the command of execution is going to fall on the correct
foot. You can't figure this out on the fly, you have too much to do. The
only way to get this down is to practice it on your own. And you have to
be 'marching' to do it.

There are two ways to achieve 'marching' while you practice this. You
can do it while actually moving, whether it's around a drill pad or
while going from one place to another, or while marking time. Practicing
alone on a drill deck is pretty obvious. You march about, giving
commands and following them, making sure you are on the correct foot and
avoiding obstacles. Don't forget to call cadence! Moving from one place
to another involves the challenge of making it around the corners by
giving yourself columns or flanks. Both are valuable learning
experiences. If you are merely marking time, you can practice in your
room. Simply pick each foot up enough to make a step and call commands.
If the command calls for a pivot, pivot but don't step.

The best part about practicing timing alone is that you can call the
commands in a normal voice or a 'whisper-shout'. Practicing your command
voice at the same time is optional.

##### Correcting Drill Errors

There is often confusion during drill about the old maxim 'praise in
public, reprimand in private.' The confusion arises because people will
sometimes feel that any correction made to their drill should be made
privately, to comply with this rule and to avoid embarrassment. This is
especially true of senior Cadet NCOs or junior Cadet officers who are
perhaps lacking in some area of drill and are receiving instruction.

This attitude is simply incorrect. Errors during drill are inevitable.
No one is perfect and almost everyone is ignorant in some area or
another. Therefore, a 'correction' during drill is not a 'reprimand.' It
is part of the teaching process.

There are a couple of other very good reasons to correct drill, even
that of the unit leader, in front of everybody. 1) Correction of drill
errors must be made immediately to prevent them from becoming habit. 2)
The members of the unit should be made aware that the unit commander has
made a mistake and what the proper technique is.

The only reason why someone would complain about this situation is that
their ego and pride are interfering with their understanding of the
situation and what is best for the unit as a whole. An explanation of
the thoughts outlined in this section should be sufficient for them to
understand the real needs of the unit and the goals of unit drill.

##### Tips For Instructing

-   **When giving instruction, make them comfortable.** When you are
    going to instruct your unit or perhaps demonstrate the correct way
    to perform a movement, make them as comfortable as possible. Put
    them at ease. Make sure that the sun is behind them (lighting you
    and keeping it out of their eyes). If it is hot, make sure they
    carry canteens out onto the drill deck and give them a drink.

-   **Give regular breaks.** At least ten minutes an hour. If it is a
    hot day, then ten minutes every forty minutes to allow for water
    breaks.

-   **Practice 'perfect' periods.** Even in a competition or parade,
    they will only ever need to be on 'perfect' behavior for ten to
    fifteen minutes at a time. Tell them when a 'perfect' period is
    starting and remind them of every little infraction during that
    period, no matter how small.

-   **Instruct everyone present.** If you are correcting an error that
    an individual is making, make sure that you discuss his error and
    the correct movement loudly enough for everyone to hear. Also, if
    you are instructing a junior NCO in giving drill commands, instruct
    him so that the unit can hear. This allows everyone to learn from
    each other's mistakes. You never know when someone else is having
    the same trouble and you just didn't notice.

-   **Keep them moving.** When they're moving, they're concentrating on
    what they're doing. This will keep them from getting bored or
    chilled when the weather is cool.

#### Tips For Standard Drill

-   **Don't let them move!** Sure, this is obvious. But movement means a
    lot more than blatantly adjusting position or scratching. Even
    something as minor as adjusting a toe a half inch after completing a
    facing movement is very noticeable to an observer. After the
    movement is complete each and every Cadet should be absolutely
    still. The only things moving should be their eyelids.

-   **Practice going slow.** Cadets have a tendency to speed up their
    drill when they're actually doing something. This is especially true
    for Cadet Competition. When your Cadets are being judged out on the
    drill deck their adrenaline is flowing and they're super keyed-up.
    Their natural tendency is going to be to speed up. Unless you've
    practiced at a slow pace, they'll be going Mach 2 with their hair on
    fire before you know it. By slowing the cadence down during
    practice, you're adjusting their speed beforehand. Now, when they
    speed up they'll be going at quicktime and feeling like they're
    flying.

-   **Correct mistakes.** Mistakes happen in drill. Someone will turn
    the wrong way or not quite hear the command. Suddenly, you might
    have one or two guys that are facing the exact wrong way. In that
    case, they should stand still. It is up to you to correct them and
    adjust their position. If they move without being told they are
    *wrong.* You should instruct the Cadets as to their error and allow
    them to adjust their position. "Cadet Smith, the command was right
    face. Do you know what you did wrong?" "Yes, sergeant." "Good,
    adjust your position."

-   **Point out errors.** It is important to point out errors in drill
    immediately. Errors should be corrected before they have a chance to
    become habit. A Cadet idly scratching his ear may not be a big deal
    at the squadron, but it becomes a big deal at Wing or Region when he
    does it automatically because you have allowed it to become a habit.
    Also, if a Cadet persists in committing the same error, call him by
    his name. Normally, if one or more Cadets are looking around, if you
    say, "Don't look around, you're at attention" in a general way to
    the entire unit that is good enough. However, if it doesn't seem to
    be working after a while say, "Cadet Jones! Stand still and stop
    looking around." The point is not to humiliate him, but to get him
    to realize that he is doing something wrong. Most Cadets won't
    purposefully do things they know they shouldn't. They usually just
    don't consciously realize they're doing it. Saying their name helps
    in this regard.

-   **Correct body position.** Head should be up, shoulders back. The
    arms should swing from the shoulder, not bend at the elbow. The hips
    should be held fairly stiffly, preventing the head from bobbing up
    and down. The rule of thumb is to 'march from the waist down'. Hands
    should be held as if cupping a roll of nickels, not clenched. The
    thumb should rest on top of the second knuckle of the forefinger.
    The knuckles on the hand should be parallel to the leg, not turned
    in or out. Also, watch out for a tendency to lean into movements
    like flanks and to-the-rear. If executed properly, an upright
    posture is maintained throughout the turn.

-   **Maintain cadence.** Most Cadets have a tendency to speed up half
    steps and marking time. These should be executed at perfect
    quicktime along with every other drill movement. In order to
    counteract this, make sure they lift their feet up at least boot-top
    high on each step. Also, in-place drill movements should be executed
    at quicktime. Don't let them rush!

-   **Stress smoothness.** Drill should look smooth, unhurried and easy.
    If your Cadets rush, lean into movements, spin too fast when
    turning, etc. it will ruin that effect. Have them, in conjunction
    with slowing down, concentrate on being smooth.

#### Tips For Innovative Drill

Innovative drill is a component of the National Cadet Competition. It
allows for the use of standard drill movements in innovative ways to
create a short program. There are many excellent examples of innovative
drill that are commonly available. For instance, there are many videos
available that show the United States Marine Corps Silent Drill Platoon.
While CAP Cadets won't have rifles, there are still things to be learned
from them, so study them for things you can use to make your own program
that much better.

-   **Keep moving.** Avoid having anyone stand still for more than a
    beat or two. If your first element or one side of your unit
    completes the innovative movement before the tail end finishes, have
    them start right into the next movement. Also, don't have people
    turning in place just to fill in time. If they can do a couple
    facing movements they can probably have a couple steps added here or
    there.

-   **Don't give commands.** After you report for innovative drill, your
    team should begin their drill movements a beat after you drop your
    salute without a single command. Remain in place facing the
    evaluators during the performance, unless you have a role to play.
    You should seem supremely confident that your team is doing their
    job without you even needing to watch them.

-   **Don't rush.** You have two minutes to fill. Don't rush. Do
    everything at a steady quicktime, or perhaps just a touch slower.
    You may even want to consider a couple of drops into slow time just
    for a change of pace. Occasionally during the performance, when your
    team drops back into the starting formation, have them pause a beat
    for dramatic effect before beginning the next movement.

-   **Develop your program slowly and cooperatively.** Start by
    sketching out the basic movements you have in mind on paper.
    However, as you start to work through you will find that what looks
    good on paper doesn't always look good on the drill deck. You will
    also find that you can't always get from one movement to another the
    way you thought you would. And, the people doing the movement will
    sometimes have a better feel for how to move through it than you do.
    This is fine. An innovative drill program is a very cooperative
    exercise with room for a lot of participation for everyone.

-   **Practice, practice, practice.** Obviously... Figure you will spend
    an intense month working through your innovative program. Most of
    that practice should come just before the competition, after you
    have mastered the standard drill.

#### Tips For Color Guards

-   **Don't spin the rifles.** While many Cadets insist that spinning
    rifles is the only way to fly, it really isn't impressive to anyone
    other than Cadets. Good, basic color guard movements executed with
    extreme precision are far more impressive than needless flourishes.

-   **Don't rush, be smooth.** A color guard should look like they are
    being pulled along on wheels. Their heads shouldn't move up and down
    at all. The easiest was to accomplish this is to slow down the
    cadence. Quick time is 100-120 steps per minute. Keep it at 100 or
    maybe just a bit less for a color guard.

-   **Lift your feet when marking time.** There is a lot of marking time
    in color guard movements. Marking time looks better and is easier to
    control when you lift your feet high. Four inches is the standard,
    which is about ankle high. However, about another two to four
    inches, boot-top high, is appropriate for color guards.

#### Jodies

NCO\'s have always been the primary keepers of tradition in military
units. One of the firmest and most popular traditions is that of the
\'Jodie\'.

Every NCO should have at least one or two jodies that he knows by heart
and can lead vigorously and with spirit. Jodies are one of the best
tools for an NCO to exercise the clarity and volume of his command
voice, since they need to be loud and distinct if people are going to
follow along.

Included at the end of this Guide is Attachment 1, which contains dozens
of jodies. Pick a couple of your favorites and memorize them.

# Physical Training

#### Forming for PT 

To conduct proper PT, spacing between individuals is, obviously,
important. Here is the proper sequence of commands, with an explanation
of the action for each, in the movement \'Form For PT\'. The movement
begins with squadron on line (element leaders on the right.)

**\"Right, FACE\"** - At this point the flight leader will step off and
position himself centered on the flight in the direction the flight is
facing (in front of the element leaders.) The flight is now in Column
formation.

**\"From front to rear, Count, OFF\"** - At the command of execution
\"OFF\", the first row will turn their heads to the right and smartly
shout \"ONE\" as they turn their heads back to the front. When the row
in front calls out their number, the next row will turn their heads to
the right and smartly shout the next higher number as the previous row
turns their heads back to the front. Numbers are counted in a quick time
cadence from front to rear.

**\"Take interval to the Left, March\"** -

-   4th Element - On the command of execution \"MARCH\", stands fast.

-   3rd Element - On the command of execution \"March\", all members
    will face left as in marching and take two steps, halt and execute a
    right face.

-   2nd Element - On the command of execution \"March\", all members
    will face left as in marching and take four steps, halt and execute
    a right face.

-   1st Element - On the command of execution \"March\", all members
    will face left as in marching and take six steps, halt and execute a
    right face.

**\"Even numbers to the right, MOVE\"** - At the command of execution
\"MOVE\", all members of rows with even numbers will take a large
\'hop\' to the left. This should place the more or less between the
members of the row ahead of them.

The flight is now formed for PT.

#### The Daily Seven 

The proper format for conducting an individual exercise is as follows:

**PT Leader**: \"Your next exercise will be (which ever). This is a four
count exercise. You will do ten of them. I will count the cadence, you
will count the repetition. I will demonstrate. (PT Leader will perform a
single repetition of the exercise, counting the cadence and repetition.)
Starting positions, MOVE. Ready, EXERCISE. One, two, three\...\"

**Group** : \"ONE.\"

When the exercise is complete (and no one has done too many) the group
will maintain the \'Starting position\' they finished in, until
receiving the order, \"Recover, MOVE.\" At this point they will very
quickly resume the position of attention.

These are the exercises you will perform and the \'Starting Positions\'
for each, all are four (4) count and you will do ten (10) of them:

-   **Side Straddle Hops** (a.k.a.: Jumping Jacks), Starting Position is
    attention.

-   **Bend and Reach**, Starting Position is feet shoulder width apart,
    arms held straight up over the head.

-   **Body Twists**, Starting position is on the back, arms laying out
    on the ground at the shoulders, legs straight in the air over the
    waist.

-   **Rowing Exercise**, Starting Position is on the back, legs
    straight, arms extended on the ground over the head.

-   **Mountain Climbers**, Starting Position is on the ground as if on
    the up-stroke of a Push Up, with the left foot up next to the
    shoulder.

-   **Squat Thrusts**, Starting Position is attention.

-   **Pushups**, Starting Position is flat on the ground on the stomach,
    hands palm-down on the ground next to the shoulders.

The PT Leader must complete that starting position by saying \'Push
Up\'. At this point everyone will push themselves off the ground while
yelling (\'R-G!\') in a loud and grotesque military manner and wait for
the command \'Ready Exercise\'.

#### Reforming the flight. 

The command to reform the flight into column formation is, \"Assemble,
MARCH\". At the command of execution \"MARCH\", the odd-numbered
individuals in the rightmost element (3rd or 4th) will stand-fast. All
other individuals will face right as in marching and quickly move to
their original positions within the flight. This is NOT a precision
drill movement.

\"Left, FACE\" - At the command of execution \"FACE\", the flight
commander will step off and resume his original position centered on the
flight in line.

# Practical Teamwork Excersizes

*Note: These team building exercises are courtesy of C/FO Greg Auerbach,
who compiled them and posted them to CAP-Cadet.)*

Knitting your Cadets into a strong team is a very important part of
being an NCO and a leader. There are two goals in this effort: break
down individual barriers and build cohesiveness.

Breaking down barriers is important. Your Cadets have to know that they
have more in common between them than there are differences. All of them
have elected to be Cadets in the Civil Air Patrol. That takes a certain
kind of person. All of your Cadets are that person. It is important that
they see that in themselves. This is not to say that they aren't
individuals, but part of breaking down barriers means emphasizing the
common traits.

Building cohesiveness means giving your Cadets shared experiences and
time working together. This will give an understanding of how it feels
to be a member of a team. That it is rewarding, rather than
constricting. It will demonstrate that teams are what are called 'force
multipliers'. This means that, like the old cliché says, "the whole is
greater than the sum of its parts."

Following are some suggested exercises*.* They are commonly called 'team
building exercises', a 'Leadership Reaction Course', or even 'Project
X'. Most require a few simple props and can be accomplished in a short
time. They can be used as part of an evening or weekend dedicated to
team building, or mixed in with almost any other event. They could even
be used as a 'time killer' on days when the planned outdoor activity
isn't possible.

###### Pole Carry

Have teams of cadets carry a flagpole (broom, stick, etc) around a cone
(chair) using only pencils. Race teams against each other or against the
clock.

###### Three Blind Cadets

Blindfold all of your cadets, then give them a long string, and tell
them to make an isosceles triangle with it. Every cadet must be touching
the string. Teams compete for the lowest time.

###### Squaresville, Man

Take a cardboard square, and cut it up into evil geometric shapes. Then
have teams put it back together. The must complete the exercise without
talking.

###### Cannibals and Marines

Three cannibals and three Marines must cross a river to get to
conference. They have only a two man canoe. If the number of cannibals
outnumber the number of Marines at any given time on the same shore the
cannibals will kill the Marines. Someone must row the canoe across the
river. This is best done with cadets impersonating Marines and
cannibals.

###### Team Push-ups

Line or square push-ups. Four cadets lie on the ground in a square
putting their legs on the next person's shoulders. To complete a
push-up, they must simultaneously rise (and usually fall quickly). The
same thing works with larger numbers in a long line, but it's best when
arranged according to height.

###### Night Moves

Blindfold one cadet, then have his buddy assume the front leaning rest
position. The cadet in push-up position then directs the blindfolded
cadet to recover an object (coffee can, ball, anything) using only drill
commands. Or blindfold all of them, except for the commander, then drill
them as a flight. Make sure to fall them in BEFORE blindfolding!

###### Radioactive Box

Find a radioactive box of a reasonable size. Teams of cadets must move
the box to the safe area. However, if they are within 15 feet of it for
more than 10 seconds, they\'re unconscious for two minutes. Any longer
than that and they\'re dead. You may allow them to use materials around
the area, if you wish.

###### Electric Fence

Find a fence of reasonable height for your cadets (chest height is
usually good). They must get over the fence without touching it, because
it\'s electrified. Putting a carabiner nearby makes things interesting
if they try to use that as part of the solution. You can optionally
provide a four foot long, notched log about the size of a fence post.
Getting the last Cadet over is always fun!

###### Square Dance

Tape a square onto the floor. Instruct the cadets that they must all be
standing on one foot, inside the square, to complete the exercise. Make
it pretty small, even considering the number of cadets in the group.

###### Plane Fun

You run the Lego plane corporate headquarters. The Cadets are to build a
plane out of Legos, the more complicated the better. Form the Cadets
into teams with the following designations: supervisor, engineer, and
builder. Each team gets a bag of Legos -- each bag is missing several
critical pieces for the plane. Only engineers can look at the plans and
supervisors can look at the plans. Only builders can touch Legos. Only
supervisors can communicate with others outside their team (and then
only with other supervisors). Only supervisors and builders can look at
the plane while it is being built.

###### Having A Ball

Form a circle with all of the cadets. Then have one person begin by
throwing a tennis ball to someone else. Each person then throws the ball
to someone who hasn\'t been thrown the ball yet. When the last person
has the ball, the next step is getting the ball back to the original
ball holder in reverse order as quickly as possible. If the ball is ever
dropped, the timing must be started over.

###### Blind Leading the Blind

Pair off your cadets and blindfold one. Scatter a bunch of ordinary
paper plates along an open area. A \"mine field.\" Make sure there\'s
enough of them out there that navigation is challenging. Have the
sighted Cadet talk the other blindfolded Cadet through from one side of
the minefield to the other. Either time each team or have several teams
race simultaneously. Each time a Cadet touches a mine he must freeze in
place for five seconds.

###### The River Wild

Make two lines on the ground about 20 feet apart. These are the banks of
a raging river. Give a group of 5 to 7 Cadet four cardboard squares
approximately a foot square. These are rocks. All of the Cadets must
cross the river to the other side without touching the water. If they
touch the water they have to start over. Once a square is in the river
it has to be touched by a body part at all times. They can pick up a
card but they must be in contact with it at all times (no pulling off a
foot before picking it up!). If a square is left untouched it floats
away.

# Famous Leaders\' Rules to Lead By

#### Patton's Principles 

-   We can always learn from each other.

-   Always do everything you ask of those you command.

-   A commander will command.

-   Keep a quick line of communications.

-   Punishment for mistakes must be immediate.

-   Say what you mean and mean what you say.

-   Any man who thinks he is indispensable, AIN\'T.

-   Always be alert to the source of trouble.

-   Select leaders for accomplishment and not for affection.

-   Every commander must have authority equal to his responsibility.

-   Protect the troops first. The wishes of the superior officer is
    secondary.

-   In the long run, it is what we do not say that will destroy us.

-   Talk with the troops! Get up front!

-   Never make a decision too early - or too late.

-   No good decision was every made from a swivel chair.

-   Never fight a battle when nothing is gained from winning.

-   An active mind cannot exist in an inactive body.

-   To gain strength, always go beyond exhaustion.

-   Pride in self starts with pride in appearance.

-   Never fear failure. never take council of your fears.

-   Know hat you know and know what you don\'t know.

-   Success is how high you bounce when you hit bottom.

#### Colin Power's Rules 

1.  It ain\'t as bad as you think. It will look better in the morning.

2.  Get mad, then get over it.

3.  Avoid having your ego so close to your position that, when your
    position falls, your ego goes with it.

4.  It can be done!

5.  Be careful what you choose, you may get it.

6.  Don\'t let adverse facts stand in the way of a good decision.

7.  You can\'t make someone else\'s choices. You shouldn\'t let someone
    else make yours.

8.  Check small things.

9.  Share credit.

10. Remain calm. Be kind.

11. Have a vision. Be demanding.

12. Don\'t take council of your fears or naysayers.

13. Perpetual optimism is a force multiplier.

# Time Management

\"So I settled on a method to help me succeed in my quest. I devised a
Little Book and set it up in such a way that I could examine myself and
mark my progress at the end of each day.\" - From the autobiography of
Ben Franklin

There are many demands on your time. School, sports, jobs, friends, and
last but not least, Civil Air Patrol. This is especially true if you are
a Cadet leader or have a staff position. Because of these demands, it
can be very important for you to learn how to successfully manage your
time.

There are three basic pieces to time management. Task management,
schedule management and contact management.

Task management is simply managing your assigned tasks. How important
are they in your schedule? How far along are you with them? When are
they due? Will they be done on time?

Schedule management is where, when, why, and who.

Contact management is simply a list of the people you contact regularly
or may need to contact. Basically, a phone list coupled with a schedule
of when to call.

The basic tool in time management is a 'planner' or blank book. This
book will be kept with you as much as possible so that you can use it
properly. Obviously, you can\'t take it with you in the shower. However,
you should have it with you whenever it is reasonable. This includes at
school, at work, at the mall or in your car. The book isn\'t large, so
it shouldn\'t be a big effort carry.

It is also a good idea to have one of those small monthly calendars they
give away at Hallmark stores. This can be clipped to the inside cover of
your book. It should be used to note things happening in the next
months.

#### Using Your Blank Book 

Select an area free from distractions.

Review today\'s prescheduled events/appointments in your monthly
calendar.

At the top of the page, write the date. Along the left-hand side of the
page, write the things you need to do today. This should include things
you didn\'t complete from the previous day\'s list and things that are
due in the next few days and need to be prepared. Leave room at the edge
of the page to write in the priority. After writing in the things you
need to do, put an \'A\' next to the vital things, a \'B\' next to the
important things and a \'C\' next to the optional things. You can then
further break them down by numbering the items for each letter.

Leave a few blank lines and write in your appointments. The space at the
bottom is left for notes.

When you have completed a task, either check it off or put a line
through it. As new tasks are added during the day, write them in at the
bottom of the task list.

Below the appointments, you have space to keep notes during the day. You
may have to write over onto the next page. That\'s fine, just make sure
you write the date at the top.

Do the most important task first, not the one that is the easiest.

#### Sample page layout for time management 

May 1, 1993

A1-Paper due n science.

A2-Call-out about 1st Ad Class.

B1-Change oil n car.

C1-Sgn up for ski trip.

1600 Meeting n auditorium.

1830 Staff meeting at CAP.

1\. Suzy - 555-1212.

2\. Choose a historical novel to read for Eng.

Must be at least 400 pages.By 5-7.

3\. Staff Mtg. - Hair too long.Cadets not

saluting seniors outdoors.Classroom too

nosy during breaks.

# One-Day Basic (Curry) Course

One of the most important tasks of the NCO is that of introducing new
members to the squadron and the program and teaching them the basics.
This section is a suggested schedule for a one-day class intended to
teach new Cadets the minimum they need to know to function and hopefully
to pass their Curry test.

#### Basic Training Day Schedule

  ----------- ------------ ---------------- ----------------------------------------
  **Start**   **Length**   **Activity**     **Description**

  0730        30           Arrival &        All attending Cadets will sign in and
                           Check-in         receive course materials from the Staff.

  0800        15           Formation &      Opening formation and an initial
                           Inspection       inspection will be conducted.

  0815        15           Greeting &       The class will be greeted by the Staff.
                           Introduction     They will be familiarized with this
                                            schedule and briefed on the goals of the
                                            instruction.

  0830        45           Drill Period     The basics of Close Order Drill.
                                            Includes: why drill is important, drill
                                            terminology, in-place movements.

  0915        45           CAP History      Includes: CAP and squadron history, the
                                            Cadet Oath.

  1000        10           Break            

  1010        45           Uniforms         Why we wear them, how to wear them, how
                                            to care for them, where to get them.

  1055        45           Customs &        Includes: how-to, rank structure and
                           Courtesies       titles, history and purpose.

  1140        45           Lunch            

  1225        45           Drill Period     Review of in-place movements, basic
                                            marching movements.

  1310        30           Leadership       Chain of Command, authority to issue
                                            orders, followership.

  1340        30           Cadet Program    Opportunities available to Cadets at
                                            local, Wing, Region and National levels.

  1410        10           Break            

  1420        45           Promotions &     Forms, SOP, procedures.
                           Administration   

  1505        45           Drill Period     Review of in-place and basic marching
                                            movements, introduction to advanced
                                            movements.

  1550        60           Physical Fitness 
                           Test             

  1650        30           Testing          

  1720                     Formation &      Cadets who have fulfilled promotion
                           Dismissal        requirements will be promoted. All
                                            Cadets will receive a certificate of
                                            attendance.
  ----------- ------------ ---------------- ----------------------------------------

#  

# Military Customs and Courtesies

#### Why Are They Important?

Why are customs and courtesies so important? Why are they stressed so
vigorously? Who cares if you call the Cadet Commander by his first name?

Customs and courtesies are part of the normal framework of the military
lifestyle. That isn't to say that they don't exist in the civilian
world, they do. However, they are somewhat more rigid and universally
applied in the military than in contemporary society.

Courtesies, such as saying 'please' and 'thank you' are often referred
to as 'the lubricant of life'. This means that they are the little
phrases we use to help us avoid getting hot when there is potential
friction.

The military, too, uses customs and courtesies. They are used to
reinforce and guide people along well-worn and established paths of
behavior. So, for the military, they are more like guideposts of
appropriate behavior.

One of the quickest and surest ways to evaluate the *esprit de corps*
and discipline of a unit is a brief look at their customs and
courtesies. Are they lax? Are conversations with officers peppered with
the words 'sir' or 'ma\'am'? Is saluting done at appropriate times? Are
NCOs addressed by their rank, or just by their last name?

Because customs and courtesies are among the first things taught to new
members and are an easy part of everyday life, if they aren't up to par
it is an indicator that the unit has a serious morale and discipline
problem. Morale and discipline and customs and courtesies are so closely
related that if one isn't present it strongly implies the other also
isn't present. As an NCO, it is your responsibility to reinforce the use
of customs and courtesies among your Cadets.

Begin by making sure you are absolutely correct in your own use of
customs and courtesies. Always address superiors, Cadet or Senior, by
their rank and last name. Make sure you salute whenever appropriate.
Stand at attention when addressing an officer or Senior until they tell
you to stand at ease. Only use the short hand 'sergeant' when you aren't
sure of an NCO's rank. Whenever possible be specific and say 'staff
sergeant', 'tech sergeant' or 'master sergeant'.

If you have an issue with a superior Cadet who is failing to use
appropriate customs and courtesies, talk to them privately. It is
completely counterproductive to work hard to teach and stress customs
and courtesies when one of the Cadet officers fails to use them
consistently or properly. If the problem persists, see the First
Sergeant, or, the Leadership Officer.

Likewise, if you are having an issue with a Senior not performing
customs and courtesies properly, you should talk to the Leadership
Officer. He occupies the slot in table of organization equivalent to a
sergeant major in the army or Marines. However, you should talk to the
First Sergeant first.

# Etiquette and Dining Functions

The purpose of this chapter is to give you a brief introduction to
general etiquette, military etiquette and table etiquette. These skills
are seldom taught. This information, while not specifically good for
NCOs, is something you should be familiar with and certainly something
you should be able to do when required.

#### Common Etiquette

##### Rising

The habit of rising has fallen out of use over the last several decades.
It was once an important and basic part of common courtesy. You will
find that if you learn the basic rules on rising to your feet and begin
to add them to your daily routine, you will begin to enjoy the
formality. Rising adds dignity to almost any event, and is never
inappropriate.

In general, a gentleman or lady should rise to their feet when a
superior enters the room or when being introduced to someone. Gentlemen
should rise if a lady enters a room. This is true in an office or work
situation as well as at a dining function.

##### Shaking Hands

A handshake is as much a part of personality as the way we walk, and
although try to improve a bad handshake, it will still usually be just
like us, assured or timid, warm or cool.

The good handshake is elbow level, firm and brief. Once it was
unacceptable for a man to offer to shake hands with a woman, but with
the increase of women in business and the general equality in society
today, this is no longer true. Outdoors, it is acceptable to shake hands
with gloves on. When shaking hands you should look the person you are
greeting firmly in the eye and, at least, look pleasant if you don't
actually smile.

##### Speaking Respectfully

As a CAP Cadet you are taught to address your superiors respectfully,
using customs and courtesies. However, what you might not realize is how
far those courtesies will take you every day.

Most people today consider polite and respectful speech to be somehow
demeaning to them. This is simply nonsense. Politeness is merely the
lubricant that keeps people from causing too much heat when the rub
against each other. The more lubricant you apply, the better the rub.
Got it?

You might not want to begin addressing people you've known for a long
time, like your parents or teachers, in such a manner. But think how
much more polite you'll seem to people you talk to on the phone, friends
of your parents, people working in stores or government offices or your
new boss. And it's a fact that people appreciate and want to help people
who are pleasant to them.

So, whenever possible, you should address people senior to you in the
respectful ways you've been taught at CAP. You'll be surprised at how
well it will work to get people to respect you or give you the help you
need.

#### Military Etiquette 

As an NCO, you have the liberty to substitute a Cadet officer\'s rank
for the word \"sir\". For example, \"I\'ll take care of that right away,
sir\" could be said as \"I\'ll take care of that right away,
lieutenant.\" This only applies to Cadet officers, continue to address
Seniors as \"sir\" or \"ma\'am\". This privilege is reserved for NCOs;
do not let your Airmen pick up this habit.

When your commanding officers says \"I wish\" or \"I would like,\" or
similar expressions, these have the force of a direct order and should
be treated as such.

The position of honor for one\'s superior is on the right. Therefore, in
company with a superior, you walk, ride, and sit on the left. When
entering a vehicle or boat, you embark first and take the less desirable
places; when debarking, the senior leaves first and the juniors leave in
order of rank.

When walking with a woman who isn't in uniform, it is appropriate to
allow her to take your left arm and walk on your left side. Holding
hands or placing your arms around each other is never allowed in
uniform. Having the woman walk on the left leaves your right hand free
for saluting.

An umbrella may be carried in the left hand. When walking with a lady,
it is appropriate to shield her. A gentleman will only take shelter if
the lady is well covered.

When in uniform, officers should be saluted regardless what they are
wearing. If you recognize an officer wearing PT clothes, you should
salute him. He will probably not salute you in return, in which case he
will either render a brief greeting or say carry on. Drop your salute
when he has acknowledged you or when several seconds has gone by.

#### Phone Etiquette

An often overlooked, but important social skill is phone etiquette. Far
too many people assume that a simple, 'hello' is enough. This isn't the
case anywhere but at home. Anywhere else, and this includes at CAP, you
must assume a more formal style.

When answering a CAP phone, be it at the squadron or not, you should
always identify where you are, who you are and volunteer to help. For
instance: **"Richards-Gebaur Squadron, this is Capt Stanford. Can I help
you?"** Variations are, of course, acceptable as long as the basic
information is still presented. Another example: **"Richards-Gebaur
Squadron, Civil Air Patrol. Capt Stanford speaking. How can I help
you?"**

Make sure that you are ultra-polite and proper. Address everyone who is
an officer, an adult or someone you don't know as 'sir' or 'ma\'am'. You
have no idea how much it helps you when dealing with people if you
address them in a very respectful way.

Go out of your way to accommodate the person on the phone. If they are
asking for someone who isn't available, don't just say "He's not here,
sir." Offer to take a message. If they are in the office, ask the caller
to hold and walk over and tell the person they're looking for in a
normal voice that he's wanted on the phone. Don't yell across the
office. If you are passing the call to someone, make sure you find out
who's calling first**. "Just a minute, ma\'am and I'll find him. May I
tell him who's calling?"**

When the call is complete, don't just say 'goodbye' and hang up. Wish
the other person a good day first. **"All right, sir. I'll tell him you
called. Have a good day, sir. Good-bye."**

Finally, don't tie up a working or business phone with idle chat. If you
are having a conversation that directly impacts the mission, then by all
means have it. However, if your call will wait until you're home, wait
until you're home.

#### Table Etiquette 

Remain standing while a lady at the table is standing. The gentleman
should assist with the chair of the lady on his left.

Wait until several people have been served before beginning to eat, as
the food shouldn't be allowed to get cold. If at a banquet or military
dinner, wait until the head table or the President of the Mess has begun
eating.

Your napkin should remain folded in half in your lap during the meal.
When using you napkin pat or dab your lips, don't rub or wipe them. If
you must leave the table, place your napkin in your chair and push your
chair in. When the meal has finished, you should fold your napkin and
place it to the left of your plate.

Never hold flatware in a fist. Always hold it more-or-less like a
pencil, except when cutting with the fork in the weak hand. The knife
and fork always change hands when cutting, that is, the knife in the
strong hand and the fork in the weak hand. But it is not necessary to
transfer the fork back to the strong hand before eating. Instead the
food may be put into the mouth with the weak hand with the fork held
tines down. The fork is always held tines up when being used in the
strong hand.

After using the knife, never put it down on the table. Place the knife
across the upper half of the plate or on the right side of the plate,
with the blade facing in. After using the fork, put it on the plate
below the knife, or at the left of the plate and parallel to the knife,
with the handle at the right and tines up.

Do not talk with food in your mouth, make noises while eating or
swallowing, chew food with your mouth open, or blow on hot foods to cool
them. Don't smack your lips or take large mouthfuls of food. Use your
napkin before drinking from a glass of water in order not to leave
smears of food on the glass. Never lick your fingers, use your napkin.

If something is out of reach at the table, do not rise out of your seat
to get it; ask for it to be passed. However, you may get anything you
can conveniently reach without bothering your dinner partners.

Avoid curling your little finger on a cup handle -- and be sure to
remove the spoon from the cup after stirring and before drinking. Place
the spoon in the saucer to the right of the cup, not on the table. Don't
blow on hot liquids to cool them.

You may tilt a soup plate away from you when the plate is almost empty.
Dip the spoon into the bowl *away* from you. Soup served in a cup or
bowl that has handles may be drunk. Anything floating on the top, such
as dumplings, should be spooned off and eaten first. Things on the
bottom, such as noodles, should be eaten after drinking the broth. Don't
put the entire spoon into your mouth, eat the soup off from the side.
You should leave a soup spoon in a soup plate, but never in a cup or
bowl.

Bread and rolls are broken in half, and then into smaller pieces with
the fingers, instead of cutting them with a knife. If butter is served,
you butter each piece of bread before eating. Jams and condiments go
onto the butter plate, not directly onto the bread.

Do not place you elbows on the table when eating. Between courses you
may momentarily place your forearms on the table -- if you do not turn
your back on your dinner partner. You should keep your elbows at your
sides when cutting your food; they move as easily up and down as
sideways and, if held in, cannot hit your partners.

Don't slump at the table, but don't sit at attention, either. Don't
twist your feet around the chair legs or stretch them under the table.
Place your feet flat against the floor.

When the meal is over, don't push back your plate -- leave it where it
was placed.

Table conversation should not include any controversial or offensive
topics. Do not talk about disgusting things at the table.

#### The US Air Force Dining-In 

(From the Air Force Protocol Guide, via the Internet.)

The following is designed to serve as an abbreviated guide for planning
and conducting a dining-in or dining-out. If you require more
information the AFP 30-6, Guide for an Air Force Dining-in, though it
has been rescinded, is the most comprehensive reference for planning and
conducting dinings-in/dinings-out.

If you are unable to obtain a copy of AFP 30-6, this guide should
provide you enough information to plan this traditional Air Force event.
Some traditional customs and procedures may not be practical or desired,
depending on local circumstances. Commanders may modify the traditional
approach as local conditions dictate.

##### General Info 

Formal military dinners are a tradition in all branches of the United
States Armed services. In the Air Force and Navy, it is the dining-in;
in the Army, the Regimental Dinner; in the Marine Corps and Coast Guard,
Mess Night.

As with most ancient traditions, the origin of the dining-in is not
clear. Formal dinners are rooted in antiquity. From pre-Christian Roman
legions, to second century Viking warlords, to King Arthur\'s knights in
the sixth century, feasts to honor military victories and individual and
unit achievements have been a custom.

Some trace the origins of the dining-in to the old English monasteries.
The custom was then taken up by the early universities and eventually
adopted by the military with the advent of the officers\' mess. With the
adoption of the dining-in by the military, these dinners became more
formalized. British soldiers brought the custom to colonial America,
where it was borrowed by George Washington\'s continental army.

The Air Force dining-in custom probably began in the 1930s with General
H. \"Hap\" Arnold\'s \"wing-dings.\" The close bonds enjoyed by Air
Corps officers and their British colleagues of the Royal Air Force
during World War II surely added to the American involvement in the
dining-in custom.

The dining-in has served the Air Force well as an occasion for military
members to meet socially at a formal military function. It enhances the
*esprit de corps* of units, lightens the load of demanding day-to-day
work, gives the commander an opportunity to meet socially with their
subordinates and enables military members of all ranks to create bonds
of friendship and better working relations through an atmosphere of good
fellowship.

The dining-in and dining-out represent the most formal aspects of Air
Force social life. The dining-in is the traditional form, and the term
will be used throughout this document. However, most of the information
applies equally to both dinings-in and dinings-out.

It is important for the success of a dining-in that members enjoy the
evening, and that the ceremonies are done in a tasteful, dignified
manner. A dining-in should have a theme around which the decorations and
ceremony are built.

The purpose of the dining-in is to bring together members of a unit in
an atmosphere of camaraderie, good fellowship, and social rapport. The
basic idea is to enjoy yourself and the company. The dining-in is also
an excellent means of providing hail and farewell to members of a unit.
It is an excellent forum to recognize individual and unit achievements.
The dining-in, therefore, is very effective in building high morale and
*esprit de corps*.

##### Dining-in 

The dining-in is a formal dinner for the members of a wing, unit, or
organization. Although a dining-in is traditionally a unit function,
attendance by other smaller units may be appropriate.

##### Dining-out 

The dining-out is a relatively new custom that includes spouses and
guests. It is similar in all other respects to a dining-in. The
dining-out is becoming increasingly popular with officers and enlisted
members alike.

##### Combat dining-in 

The combat dining-in, the newest of the dining-in traditions, is
becoming increasingly popular, especially in operational units. The
format and sequence of events is built around the traditional dining-in,
however, it\'s far less formal atmosphere and combat dress requirements
(flight-suit, BDUs) have made it very appealing to the masses. There is
not a great deal written on the subject and the only limit seems to be
that of the imagination of the planning committee.

##### Dress 

Officers wear the mess dress uniform. Retired officers may wear the mess
dress or civilian attire. For enlisted members, mess dress or the
semi-formal dress uniform is worn. Refer to AFI 36-2903, Dress and
Personal Appearance of Air Force Personnel for appropriate wear
instructions. Male civilians should wear appropriate black tie dinner
dress. The proper dress for civilians should be clearly stated in the
invitation.

##### The Officers of the Mess

###### President 

This officer is the center figure of the dining-in. Normally the
commander of the organization hosting the dining-in is the President.
The President is charged with the overall responsibility of the
dining-in. Specific duties of the president are as follows:

a.  Oversee entire organization and operation of the dining-in.

b.  Appoint any or all of the following project officers.

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(1) Vice President

(2) Arrangements Officer

(3) Mess Officer

(4) Escort Officers

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c.  Secure an appropriate speaker, set the date, and determine location.

d.  Arrange for a chaplain to give the invocation.

e.  Greet all guests before dinner is served.

f.  Opening and closing of the mess.

Many of the duties of the President are delegated to the arrangements
officer who must work closely with the President to ensure the success
of the dining- in.

###### Vice President 

The Vice President serves as the President\'s principle assistant. The
Vice President is traditionally the most junior officer of the mess;
however, the President may select another member to serve in this
demanding position.

The success of the evening hinges largely on the imagination and humor
of the Vice. Essentially a master or mistress of ceremonies and a
toastmaster or toastmistress, Mister/Madam Vice keeps the program moving
and stimulates table conversation through keen wit and impromptu
speaking ability.

The Vice President also notes and makes special mention of the
violations of the rules of the mess and breaches of protocol and
etiquette.

Traditionally, the Vice President sits alone at the back of the dining
room facing the President. This position allows them to observe the
proceedings in order to monitor the flow of the program. Convenience and
the physical layout of the dining area may dictate seating in another
location; however, the Vice President is never seated near or at the
head table. It is essential that the Vice be totally familiar with the
customs and traditions of the mess.

**Duties of the Vice President:**

a.  Open the lounge at the appointed time.

b.  Sound the dinner chimes at the appropriate time.

c.  Prepare appropriate toasts as directed by the President. Composition
    of appropriate poems or witticisms in good taste relating to
    personalities and organizations present is encouraged.

d.  Keeps the party moving, and is the last person to leave.

###### Arrangements Officer 

The Arrangements Officer is directly responsible to the commander for
the comprehensive planning of the dining-in and for attending to the
numerous details required for a successful event. The person selected
for this task should be a top planner and supervisor, as the
Arrangements Officer is the architect of the dining-in.

The Arrangements Officer should not make any final decisions on major
aspects of the dining-in without consulting the President.

**Duties of the Arrangements Officer:**

a.  After the facility has been reserved, establish the correct table
    and seating arrangement and arrange the necessary name and
    organization cards.

b.  Make sure that flags and any awards are in place before the opening
    of the lounge, unless posting of the colors is part of the planned
    ceremony.

c.  Arrange for a suitable public address system.

d.  A lighted lectern with microphone should be provided for the
    convenience of the guest speaker and chaplain.

e.  Place dinner chimes at the Vice\'s location.

f.  Arrange for a photographer if desired.

g.  Publish a detailed agenda and prepare a recommended guest list.
    Distribution and content should be determined by the president.

h.  Ensure hat/coat checker is available.

i.  After the dining-in, prepare letters of appreciation for the
    President\'s signature to the guest of honor and others who rendered
    service.

###### Mess Officer 

The Mess Officer is an optional player, however, it may be very useful
to appoint one. Once preliminary decisions are made concerning the
facilities which will be used for the event, the Mess Officer may take
over all responsibilities associated with the dining facility.

###### Protocol Officer 

The Protocol Officer\'s duties:

a.  Ensure formal invitations to all guests are mailed out at least four
    weeks prior to the event.

b.  Establish procedures for taking RSVPs.

c.  Make necessary billeting and transportation arrangements.

d.  Assist in determining the seating arrangement for the head table.

e.  Brief the escort officers on specific protocol requirements relating
    to the guests.

f.  Prior to the event, ensure biographical sketches of guests are
    distributed to the President, Vice, and other interested parties.

g.  Ensure a parking plan has been established.

h.  Assist escort officers as required.

i.  Advise and assist on flag arrangements.

######  Escort Officers 

One escort officer should be appointed for each official and personal
guest.

**Duties of the Escort Officer:**

a.  Contact the guest in advance to discuss dress, location, meeting
    point, and composition of the audience.

b.  If the guests are from out of town, meet them at their initial
    arrival point and arrange for transportation and accommodations
    during their stay.

c.  Meet and escort the guest into the lounge.

d.  Brief the guest on the customs, courtesies, rules, and procedures of
    the dining-in.

e.  Make sure the guest is properly introduced to as many members of the
    mess as possible.

f.  Ensure the guest is always in the company of several members of the
    mess, yet take care that no individual or group monopolizes the
    guest.

g.  Upon the guest\'s departure, escort the guest to the point of
    departure and bid farewell on behalf of all members of the mess.

###### Guest Speaker 

The guest speaker\'s presentation is the traditional highlight of the
evening. By custom, the speaker should be distinguished either as a
military officer or official of the government. The speaker should be
contacted well in advance and advised of the nature of the evening.
Arrangements should be made for them and other invited guests as
protocol and custom dictate. Introduction of the guest speaker should
avoid remarks too flattering or too lengthy. The speaker\'s ability will
be evident.

##### Planning considerations. 

Start early. Two or three months should be considered a safe time to
start. Set a firm date, location, and general action plan. It is a good
idea to appoint a planning committee chaired by the Arrangements
Officer.

The size of the committee generally depends on the magnitude of the
function. A potential committee includes members responsible for the
following:

a.  Recorder

b.  Finance

c.  Invitations and reservations

d.  Food and beverages

e.  Decorations

f.  Publicity

The people appointed as committee members must be motivated and action
oriented. The best approach for appointing committee members is to draft
a letter for the President\'s (Commander\'s) signature. Where possible,
select committee members who have expertise in the area of their
responsibility.

The following is a general list of some of the more important committee
tasks:

a.  Setting date and location

b.  Choosing a guest speaker

c.  Preparing and sending invitations to senior officials and guests

d.  Preparing place cards

e.  Providing suitable appropriate music

f.  Developing a menu, including wine selection

g.  Providing seating arrangements

h.  Planning for decorations

i.  Developing a program

j.  Ensuring suitable financial planning is done

k.  Ensuring adequate bartenders are available

l.  Adequate Photo support

m.  Chaplain

n.  Gift for speaker

o.  Site inspection

##### Conducting the Dining-In 

Following is a general description of the chain of events:

[Cocktails]{.underline} - Each member of the mess should arrive in the
lounge within 10 minutes of opening time. Members should never arrive
after the senior honored guest. The cocktail period usually lasts
between 30 and 60 minutes. This time is intended to allow members to
assemble before dinner, and to meet the guests. It is not an \"attitude
adjustment\" period. Background music is appropriate. It should be soft,
classical, recorded or live.

[Assembling for Dinner]{.underline} - At the end of the cocktail period;
the Vice sounds the dinner chime and directs the mess to proceed to the
dining room. Members and guests assigned to the head table remain in the
lounge or assemble in an anteroom. All others should proceed in an
orderly fashion to their assigned seats and stand quietly behind their
chairs.

By tradition, drinks and lighted smoking materials are never taken into
the dining area.

There are a number of ways the head table members can enter the dining
area. Depending on the set-up and the circumstances of the arrival of
the head table, you need to pick one of these methods. Present the
options to the President and choose one.

1\. Have President and guest of honor enter first with the President to
the left of the guest of honor. Continue with the next ranking pair,
with the ranking person to the right until all members are out.

2\. Have head table members file into the dining area in the order they
are to be seated at the table. This order especially makes sense when
the platform the head table is on is narrow and does not allow members
to pass behind one another while taking their place at the table.

3\. Have the President and guest of honor enter the mess after everyone
is assembled.

[Calling the Mess to Order]{.underline} - Immediately following the
sounding of Ruffles and Flourishes, the President raps the gavel once to
call the mess to order. The President should then direct the color guard
to post the colors. The color guard marches into the dining area and
posts the colors. The National Anthem is then played or sung. If the
colors are in place, or there is no color guard, the National Anthem is
played or sung immediately following the President\'s call to order.

Following the National Anthem, the color guard departs the room. Since
protocol does not require the colors, once posted, be retired, some
commanders elect to dismiss the color guard at this time.

After the color guard departs, the President asks the Chaplain or an
appointed member of the mess to deliver the invocation. After the
invocation, the members of the mess and guests remain standing as the
next order of business is toasting.

[Wine Pouring Ceremony]{.underline} - Usually, wine glasses are already
filled, but if a wine pouring ceremony is observed, members of the mess
and guests will be seated immediately following the invocation. The
President removes the stopper from the decanter placed before them and
the senior officer at each table does likewise, following the
President\'s lead. Decanters are passed from hand to hand to the right,
with each member filling their glass. Decanters never touch the table
until all glasses have been filled and the President replaces the
stopper and places the decanter on the table. Club service personnel
should be ready to replace decanters as they are emptied, and to fill
the water goblets of those who prefer not to drink wine. According to
the traditions of Commonwealth nations, only port wine is used for
toasting, and another wine is used as the dinner wine. The choice of
wines is the Presidents prerogative. When all glasses have been charged,
with either wine or water, and the President has replaced the decanter
on the table, all members of the mess and guests rise for the toast.

[Toasting]{.underline} **-** The custom of toasting is universal. It is
believed that this custom came into wide acceptance after the effects of
poison were discovered. When two persons, who might be antagonists,
drank from the same source at the same instant an suffered no ill
effects, a degree of mutual trust and rapport could be established. With
this foundation laid, discussions could continue on a more cordial
basis. Today, toasting is a simple courtesy to the person being honored.

It is not necessary or proper to drain the glass at the completion of
each toast. A mere touch of the glass to the lips satisfies the
ceremonial requirements. Toasts should be proposed in sequence and at
intervals during the program of the evening.

Members of the mess and gentlemen stand to toast, but female guests
remain seated to drink the toast unless it is considered a standing
ovation. If still in doubt, the ladies should take their cue from the
members of the head table.

Toasts to deceased persons are normally made with water.

The President proposes the first toast. If a toast to the colors is
done, it is always the first toast, to which the members of the mess
respond, \"To the Colors.\"

The second toast, in order of precedence, is to the heads of state of
the allied nations represented. The toasts are made in the order
determined by the seniority of allied officers present. Remember that
Commonwealth nations toast the sovereign, not elected official. Consult
your local Protocol office for the proper terminology to be used in
toasting heads of state.

After the President of the mess has toasted the head of each Allied
nation represented, the senior allied officer then proposes a toast to
the President of the United States. The response is \"To the
President.\"

Following the President\'s or senior allied officer\'s toasts,
Mister/Madam Vice proposes a toast to the Chief of Staff of the United
States Air Force. The response is \"To the Chief of Staff.\"

Toasts to the Chief of Staff of the Army, Chief of Naval Operations, and
Commandant of the Marine Corps is appropriate if members of that service
are present at the mess. The senior ranking officer representing a
sister service would then propose a toast to the Chief of Staff of the
United States Air Force.

Excessive toasting can make for a long evening. While other toasts may
be appropriate, too many toasts can cause the evening to run behind
schedule and dampen the enthusiasm of the members of the mess. At some
locations there may be a number of allied officers present. In this
case, it is appropriate to collectively propose a toast to the heads of
state of all Allied nations.

Informal toasts are also an important part of the occasion. They should
be humorous, but in good taste. It may be advisable to \"plant\" some
impromptu toasts to set the tone of the evening.

After the welcoming remarks, the President introduces the head table and
the Vice proposes a toast \"To our honored guests\" response, \"Hear,
Hear.\"

Normally, toasts should be planned and approved in advance by the
President. To avoid confusion the toasts and responses should be printed
in the dining-in program booklets placed at the tables. However, at any
time after the toast to the Chief of Staff, a member may ask to be
recognized for any appropriate reason.

After toasts to officials are made it is an opportune time for the
President of the mess to explain the POW/MIA table and propose his last
toast \"One More Roll\" before their opening remarks.

[President\'s Opening Remarks]{.underline} **-** Besides setting the
tone for the evening, the opening remarks provide the opportunity to
officially welcome guests. When all guests have been recognized, the
Vice proposes a toast to the guests. Members of the mess stand, guests
remain seated. The response to this and all future toasts is \"Hear,
Hear.\"

The President then seats the mess and invites the members to eat.

The first course may be placed on the table while the mess assembles in
the cocktail lounge. However, soup should be hot and salad should not be
wilted. Consider the capabilities of the dining facility and the desires
of the President.

Courses are always served to the head table first. At other tables, the
highest ranking persons are served first. Although this means junior
members are served last, Mister/Madam Vice should be served immediately
after the head table. Toasts requested by the mess during dinner and
related activities take up so much of the Vice President\'s time that
they simply won\'t have a chance to eat unless they are served early.
The President always has the option to limit toasts in order to keep the
evening on schedule or to permit members to eat uninterrupted.

[Smoking Lamp]{.underline} **-** With the current trend being that of a
smoke-free environment, many dining establishments are non-smoking
facilities. Check with the President to see if one is desired or will be
omitted entirely.

[Recess]{.underline} **-** At the time scheduled for recess, the
President raps the gavel three times to gain attention. When the mess is
silent, the President raps twice and announces a short recess so the
dishes may be cleared and desert served. Members stand by their places
until the head table departs. Everyone then proceeds to the cocktail
lounge where the bars have reopened.

[Reconvening the Mess]{.underline} **-** At the end of the recess, the
Vice sounds the dinner chimes and directs everyone to proceed to the
dining room. Traditionally, lighted smoking materials and drinks should
not be brought into the dining area following recess.

When members reach their places they stand directly behind their chairs.
The President then leads the head table party into the dining room The
President then seats the mess with one rap of the gavel. Coffee and tea
are immediately served and dessert is eaten.

[Awards]{.underline} **-** Perform awards or recognition ceremonies as
applicable. A convenient time is immediately before the guest of
honor\'s speech. Under no circumstances should any ceremony follow
directly after the guest speaker\'s speech, which should be the
highlight of the evening.

[Guest Speaker\'s Address]{.underline} **-** After awards and any
scheduled entertainment, the President introduces the Guest Speaker. The
speaker\'s address typically lasts 15 to 20 minutes and should be of a
patriotic or entertaining nature. After thanking the speaker for their
time and thoughts, the President presents the gift to the speaker. The
President then asks the Vice to propose an appropriate toast to the
Guest Speaker. The Vice proposes a toast, \"To our Guest of Honor.\"

[Closing the Mess]{.underline} **-** After the toast to the guest
speaker, the President should recognize those who organized the
dining-in and thank the Vice. If desired, the colors may then be retired
by the color guard, The President encourages everyone to stay and enjoy
themselves, if post-dinner entertainment is planned, and then adjourns
the mess with two raps of the gavel. After the mess is adjourned,
members should remain at the dining-in until the guest of honor and the
President have left. If there is to be an extensive delay in leaving,
the President may allow members to leave at their discretion.
Traditionally, the Vice is the last member to leave the dining-in.

##### The Grog Bowl 

The grog bowl is an accessory traditional to dinings-in, although it is
not required. The contents of the grog bowl are best left to the
imagination of the planning committee. The contents should be
non-alcoholic so as not to dampen the spirits and participation of those
individuals who do not consume alcoholic beverages. It is permissible to
have two grog bowls, one alcoholic and one non-alcoholic.

Some organizations have successfully used a grog mixing ceremony where
the individual contents are combined with a humorous narrative by the
Vice.

Infractions warranting a trip to the grog bowl may be noted at any time
by the President, Vice President, or any member of the mess. Members
bring infractions to the attention of the President by raising a point
of order. If the validity of the charge is questioned, members vote by
tapping their spoons on the table.

When the President directs a violator to the grog bowl, the individual
proceeds to the bowl promptly. The bowl is usually located on or near
the Vice\'s table. Upon arriving at the grog bowl, the violator does the
following:

a.  Does an about face and salutes the President

b.  Does an about face to the bowl and fills the cup

c.  Does another about face and toasts the mess

d.  Drains the contents of the cup without removing it from the lips,
    then places it inverted on their head signifying it is empty.

e.  Does an about face, replaces the cup, about faces again, salutes the
    President, and returns to their seat. With the exception of the
    toast, \"To the Mess,\" the violator is not permitted to speak
    during this process.

[Rules of the Mess]{.underline} - The following is a list of rules under
which the mess will be conducted. They are designed to conform to
tradition and promote levity. Violators of these rules are subject to
the wrath of the Vice. All assigned penalties will be carried out before
the membership.

1.  Thou shalt arrive within 10 minutes of the appointed hour.

2.  Thou shalt make every effort to meet all guests.

3.  Thou shalt move to the mess when thee hears the chimes and remain
    standing until seated by the President.

4.  Thou shalt not bring cocktails or lighted smoking material into the
    mess.

5.  Thou shalt smoke only when the smoking lamp is lit.

6.  Thou shalt not leave the mess whilst convened. Military protocol
    overrides all calls of nature.

7.  Thou shalt participate in all toasts unless thyself or thy group is
    honored with a toast.

8.  Thou shalt ensure that thy glass is always charged when toasting.

9.  Thou shalt keep toasts and comments within the limits of good taste
    and mutual respect. Degrading or insulting remarks will be frowned
    upon by the membership. However, good natured needling is
    encouraged.

10. Thou shalt not murder the Queen\'s English.

11. Thou shalt not open the hangar doors. (talk about work)

12. Thou shalt always use the proper toasting procedures.

13. Thou shalt fall into disrepute with thy peers if the pleats of thy
    cummerbund are not properly faced.

14. Thou shalt also be painfully regarded if the clip-on bow tie rides
    at an obvious list. Thou shalt be forgiven, however, if thee also
    ride at a comparable list.

15. Thou shalt consume thy meal in a manner becoming gentlepersons.

16. Thou shalt not laugh at ridiculously funny comments unless the
    President first shows approval by laughing.

17. Thou shalt express thy approval by tapping thy spoon on the table.
    Clapping of thy hands will not be tolerated.

18. Thou shalt not question the decisions of the President.

19. When the mess adjourns, thou shalt rise and wait for the President
    and head table guests to leave.

20. Thou shalt enjoy thyself to thy fullest.

**A Final Word** - A dining-in is designed so that members of an
organization can have a good time together as a unit. Various forms of
skits or entertainment may also be included to add to the evening. The
decorations, ceremony, humor, and wit should be done in such a manner as
to make the evening a memorable event.

Two cautions should be noted; first, do not go overboard with expenses.
A good time does not have to be excessively costly. Second, prepare an
agenda and stick to the schedule. Too many skits, entertainment,
patriotic programs, and so forth can make the evening drag on. If the
mess is formally opened at 1930 and the guest speaker begins his speech
at 2330, most members will be more attentive to their watches than to
the guest\'s presentation. A formal program that lasts between 2 and
2-1/2 hours is ideal and allows sufficient time for informal
entertainment.

*(Previous text from the Air Force Protocol Guide, via the Internet.)*

##### Suggested Table Plan

Presented in the figure below is a typical seating arrangement for an
awards banquet or military dining function. If present, the POW/MIA
table is placed to one side at the rear of the room.

+\-\-\-\-\-\-\-\-\-\-\--+

\| Flag Stand \|

+\-\-\-\-\-\-\-\-\-\-\--+

+\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--+

\| Head Table \|

+\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--+

+\-\-\-\-\-\-\-\-\-\-\-\-\--+

\| Trophy Table \|

+\-\-\-\-\-\-\-\-\-\-\-\-\--+

+\-\-\-\--+ +\-\-\-\--+ +\-\-\-\--+

\|X X\| \|X X\| \|X X\|

\| \| \| \| \| \|

\|X X\| \|X X\| \|X X\|

\| \| \| \| \| \|

\|X X\| \|X X\| \|X X\|

\| \| \| \| \| \|

\|X X\| \|X X\| \|X X\|

\| \| \| \| \| \|

\|X X\| \|X X\| \|X X\|

\| \| \| \| \| \|

\|X X\| \| X \| \|X X\|

+\-\-\-\--+ +\-\-\-\--+ +\-\-\-\--+

\^

Mr. Or Madam Vice, a junior officer.

##### Mixing the Grog Bowl

Grog may be concocted from anything that is edible. However, you should
keep some things in mind when creating your grog:

-   Alcohol is completely prohibited from any Cadet functions.

-   If the grog is enjoyable there will be no incentive to avoid a trip
    to the bowl.

-   If the grog is particularly nasty and vile it could turn someone's
    stomach.

-   Be careful of potential allergic or intolerance reactions (such as
    milk or seafood).

    Grog can potentially be constructed during the initial part of the
    meal. If the grog is constructed during the meal, various Cadets
    should introduce the items being added to the bowl with an
    explanation of their (supposed) source. The following are example
    ingredients:

```{=html}
<!-- -->
```
-   From the Commander: A clear liquid, the *Tears of Frustration.*

-   From the Deputy Commander: A yellow liquid, the *Sweat of His Brow.*

-   From the Communications Officer: A brown liquid, *Battery Acid.*

-   From Admin, Logistics, PAO and Personnel: A blue liquid, *Ink.*

-   From the Safety Officer: A green ice, *The Green of Safety.*

-   From the Medical Officer: A red liquid, *The Blood of Fallen
    Members*

-   From the Pilots: A clear liquid, *Aviation Gas.*

-   From the Chaplain: A white liquid, *The Milk of Human Kindness*

##### Seeking Recognition from the Presiding Officer

From *\"Robert\'s Rules of Order\": Before a member can make a motion or
address the \[mess\]..., it is necessary that he* obtain the floor;
*that is, he must rise and address the presiding officer by his title,
thus: \"Mr. \[President\],\" who will then announce the member\'s name.*

This is the process for someone seeking the recongnition of the
presiding officer for a toast or something else requiring the attention
of more than just his immediate neighbors. *Questions of order*, which
might result in a trip to the grog bowl, are handled differently; as
outlined below.

##### Questions of Order

From *\"Robert\'s Rules of Order\": A Question of Order ... must be
decided by the presiding officer without debate. If a member objects to
the decision, he says, \"I appeal from the decision of the chair.\" If
the appeal is seconded, the \[President\] immediately states the
question as follows: \"Shall the decision of the chair stand as the
judgement of the \[mess\]?\" If there is a tie vote the decision of the
chair is sustained.*

*It is the duty of the presiding officer to enforce the rules and orders
of the \[mess\], without debate or delay. It is also the right of every
member, who notices a breach of a rule, to insist upon its enforcement.
In such case he shall rise from his seat, and say, \"Mr. \[President\],
I rise to a point of order.\" ...\[the President\] requests the member
to state his point of order, which he does, and resumes his seat. The
\[President\] decides the point...*

*...The \[President} can ask the advice of members when he has to decide
questions of order, but the advice must be given sitting, to avoid the
appearance of debate; or the \[President\], when unable to decide the
question, may at once submit it to the \[mess\].*

During the meal, the President will generally assign the Vice to answer
calls for order. It is the duty of the President to serve as host to the
members of the head table. In this case members will address Mr. Vice.

Votes on appeals or approval for the decisions of the President are made
by tapping spoons upon the table.

If calls for order become excessive, it is the right of the presiding
officer to add rules during the meal. It may be advisable for the
presiding officer to insist that all calls for order rhyme or that they
be sung to the tune of \"Three Blind Mice\".

##### Field Dining-In

The Combat Dining-In is a form of dining in that has become popular
recently. Although it may have been pioneered by the Marine Corps (it
reputedly being a favorite of Commandant Gray), it is now in general use
throughout the armed services. The conduct of the Combat Dining In is
nearly identical to the traditional version. The major differences are
that the dress is utility (BDU) and there are often 'firefights' between
rival tables.

Of course, CAP is a non-combat organization. Therefore, the appropriate
name in the CAP association is 'Field Dining In', to reflect the fact
that members attend wearing field gear.

One of the biggest differences in the Field Dining In are changes in the
Rules of the Mess. These rules are flexible and at the discretion of the
President of the Mess, but here are some examples:

-   Rule 15 - Thou shalt consume thy meal in a manner befitting a hungry
    field rat.

-   Rule 17 - Thou shalt express approval by pounding thy fist on the
    table. Clapping thy hands will not be tolerated.

-   Rule 21 - Thou shalt low-crawl within 15 feet of thy table when
    returning to thy seat.

-   Rule 22 - Thou shalt NOT launch food or spray water towards the head
    table.

#### CAP Birthday Ceremony

##### Introduction

In the military, most notably the Marine Corps, the day Congress created
the branch is traditionally observed and celebrated as that branch's
'birthday'. This is an exciting and fulfilling tradition that allows
each member of the organization to share in *esprit de corps*.

The Marines take the birthday of their Corps very seriously and units
throughout the globe pause on November 10^th^ of each year in
observation. It is a time of celebration, reflection, remembrance and
camaraderie; where 'Auld Lang Syne' is as much a part of the event as
'The Marines Hymn'.

While no official acknowledgement of the CAP birthday exists, there is
no good reason not to have some sort of ceremony at the beginning of
December honoring the our organization. The ultimate ceremony, of
course, would be a banquet and dance; a 'Birthday Ball'.

The following are suggested ceremonies, adopted from the Marine Corps
traditions.

##### Cake Cutting Ceremony

The presentation and cutting of the birthday cake is an integral part of
the entire birthday celebration for the Marines. It has deep
significance and symbolism that is revealed in the cake ceremony speech
below.

###### Cake Cutting Ceremony Description

If the cake cutting is part of a larger ceremony or a full ball, there
should be martial music playing in the background during the social hour
preceding the dinner. Marches and other music associated with the
military and military units are traditional.

Fifteen minutes before the ceremony is to begin, the bugle call
*Officer's Call* should be played. This is an indication to everyone
attending that the ceremony and dinner are about to begin. After
*Officer's Call* the martial music can be resumed.

When the ceremony is to begin, the Adjutant will command, "Sound
*Adjutant's Call*." *Adjutant's Call* will be played, followed by
*Attention.* At this point the official party (the Commander, his staff
and the Honored Guests) enters and marches up the aisle, faces about and
posts at the head of the aisle.

Once the official party has posted, the color guard enters and marches
up aisle, halting in front of official party. The Adjutant proclaims,
\"*Long live the United States and success to the Civil Air Patrol!*\"
*To The Colors* is played. The color guard posts.

At this point a fanfare is played and *Marching Song of the C.A.P. (or
other appropriate music)* is played at a slow tempo. The cake is wheeled
in on a cart by an escort followed by the youngest and oldest members
and the Adjutant. Optionally, guards can be posted along the aisle
before the cake is wheeled in. The cake is posted in front of the
official party. The cake escort post at the rear of the cake.

Adjutant steps front and center between cake and official party. The
Commander commands, "Publish the Article." The adjutant calls *attention
to orders*, reads short remarks written by a notable for the C.A.P.
birthday and resumes his post.

The commander steps forward to make his remarks followed with remarks by
the honored guest.

At the conclusion of remarks, the adjutant picks up a knife or sword
from cake table and hands it to the commander. The commander offers it
to the honored guest. *Auld Lang Syne* plays**.** The youngest and
oldest members post next to the cake. While the commander reads the
introduction and biography of the youngest and oldest members present,
the honored guest cuts the cake and presents a slice of cake to each.

The youngest and oldest members resume their original positions after
receiving the cake. The cake escort posts back on the cake and escort
marches cake to the rear followed by the adjutant. The official party
marches off. The color guard marches off. That is the conclusion of the
ceremony.

###### Cake Cutting Ceremony Remarks

*Traditionally, regardless of location, Civil Air Patrol members pause
to observe their birthday by sharing a cake and usually a holiday meal.*

*A survival knife is used to cut the cake as a reminder that we are a
charged with helping people in situations in which their very lives are
at stake. We carry these knives in the field to help us help them.*

*The commanding officer passes the first piece of cake to the oldest
Member; demonstrating the honor and respect accorded to experience and
seniority.*

*This year\'s oldest Member is LtCol John Smith, who was born on
February 2nd, 1932 and joined the Civil Air Patrol in May, 1948.*

*Symbolically, the elder Member passes that piece of cake to the
youngest Member, just as since 1941 experienced Members have nurtured
and led the young Members that fill our ranks and renew our
organization.*

*The youngest Member is Cadet Airman John Doe, who was born on April 19,
1986. He joined Civil Air Patrol in March, 1999.*

# Sources And Suggested Reading

**\"United States Marine Essential Subjects\" MCIO P1500.44A**

Marine Corps Institute

Arlington, VA

**\"Promotion Fitness Examination Study Guide\" AF P50-34**

Department of the Air Force

Headquarters US Air Force

Washington, DC

**\"Handbook for Marine NCOs\"**

Naval Institute Press

Annapolis, MD

**\"The Marine Noncommissioned Officer\" MCI 03.3j**

Marine Corps Institute

Marine Barracks

Washington, D.C.

**"Amy Vanderbilt's Complete Book Of Etiquette"**

Amy Vanderbilt

Doubleday & Co.

Garden City, NY

**"NCO Guide -- 5^th^ Edition"**

Revised by 1SG Frank Cox, USA (Ret.)

Stockpile Books

Mechanicsburg, PA

**"Military Leadership" FM 22-100**

Headquarters

Department of the Army

Washington, DC

###### "Five-star Leadership"

Patrick E. Townsend and Joan E. Gebhardt

John Wiley & Sons, Inc.

###### "Leadership is an Art"

Max Depree

Dell Publishing

# Attachment 1: Jodies

*Author's Note: Many of these Jodies are courtesy of C/CPT Jamie
Jackson, Indiana Wing.*

##### Mix-and-Match Cadences 

(Double time)

When you\'re feeling down and blue

Amyl nitrate is the one for you.

When you\'re twitching on the ground,

The combo pin will be the one to pound.

Birdie birdie in the sky,

Dropped some whitewash in my eye.

I won\'t fuss and I won\'t cry,

I\'m just glad that cows can\'t fly.

My grand daddy was a horse Marine.

When he was born he was wearing green.

Drinking all night and fighting all day.

Grandpa knew no other way.

My grand daddy was a brave old man.

And I\'m trying as hard as I can

To be like him in every way -

Funning all night and running all day.

My grandma is seventy-two,

Knows karate and a little Kung Fu.

Busting boards and breaking bricks,

Knocks big trees into little bitty sticks.

Grandma and grandpa were laying in bed.

Grandma rolled over and this is what she said,

\"The man I marry, he must be

U-S-M-C Infantry.\"

##### They Say That In The Army 

(Quick time)

The say that in the Army the chicken\'s mighty fine,

One jumped off the table and started marking time.

CHORUS

Gee, Ma, I want to go,

But they won\'t let me go,

Gee, Ma, I want to go home.

They say that in the Army, the coffee\'s mighty fine,

It looks like muddy water and tastes like turpentine.

They say that in the Army, the girls are might fine,

They look like Phyllis Diller, they walk like Frankenstein.

They say that in the Army, the biscuits, they are fine,

One rolled off the table and killed a friend on mine.

They say that in the Army, the pay is mighty fine

They give you a hundred dollars and take back ninety-nine

They say that in the Army, the coffees mighty fine

It looks like muddy water, and tastes like turpentine

They say that in the Army, the meat is mighty fine

Last night we had ten puppies, this morning only nine

They say that in the Army, the shoes are mighty fine

You ask for size eleven, they give you a size nine

They say that in the Army, the pancakes, they are fine

You can try to chew them, but you\'re only wasting time

They say that in the Army, the beds are mighty fine

But how the hell would I know, I\'ve never slept in mine

They say that in the Army, the mail is so great

Today I got a letter dated 1948

They say that in the Army, the hours are just right

Start early in the morning and work on through the night

They say that in the Army, the buses, they are fine

One went round the corner, and left three wheels behind

They say that in the Army, the coffees mighty fine

Its good for cuts and bruises and tastes like iodine

##### Whiskey Jack 

(Double time or Quicktime)

Hey, hey, Whiskey Jack,

Meet me down by the railroad track.

With my suitcase in my hand,

I\'m gonna be a traveling\' man.

With my car keys in my hand,

I\'m gonna be a driving\' man.

With my bottle in my hand,

I\'m gonna be a drinking\' man.

With my rifle in my hand,

I\'m gonna be a fighting\' man.

With my woman in my hands,

I\'m gonna be a loving\' man.

With my cyclic in my hands,

I\'m gonna be a chopper\' man.

##### Chesty Puller (Old King Cole)

(Quick time)

(Note: Lewis B. \'Chesty\' Puller was a highly decorated Marine Corps
officer. He enlisted as a Private at the end of World War I, was later
commissioned and rose to the rank of Lt. General. During his nearly
40-year career with the Marines, he served in Nicaragua, Haiti, China,
the Pacific and Korea. He was awarded five Silver Stars for bravery in
combat.)

When this cadence is sung, the caller sings from \'Chesty Puller\...\'
through \'\...beer,\" said the privates.\' All together. At that point,
the group sings \'\"Beer, beer, beer,\" said the privates.\' after him.
The next two lines are repeated also. As each rank is added, the
previous ranks are sung afterward in order. So, after \'generals\', you
would sing all the way back through to \'privates\'.

Chesty Puller was a fine Marine

And a fine Marine was he.

He called for his pipe,

He called for his bowl,

He called for his privates three.

\"Beer, beer, beer,\" said the privates.

\"Merry old me are we.

You might go far but you can\'t compare with the Marine Corps infantry\"

\"Hup, two, three,\" said the corporals.

\"Keep those men in step,\" said the sergeants.

\"That\'s a bunch of crap,\" said the gunnies.

\"We do all the work,\" said the louies.

\"Shine my boots and brass,\" said the captains.

\"How \'bout junk on the bunk,\" said the majors.

\"How \'bout a three day pass,\" said the colonels.

\"Fight, fight, fight,\" said the generals.

The CAP version begins with \"Old King Cole was a merry old soul and a
merry old soul was he,\" The chorus is \"You might go far but you can\'t
compare with the boys from C.A.P.\" For the Marine Corps ranks
substitute the following, keeping in mind that it progresses from cadet
to senior ranks.

\"When we gonna eat?\" said the airmen.

\"Hup, two, three,\" said the sergeants.

\"Keep those men in step,\" said the louies.

\"That\'s a bunch of crap,\" said the captains.

\"We do all the work,\" said the colonels.

\"Who\'ll do this report?\" said the louies.

\"Where\'s my CATMAP points?\" said the captains.

\"Who\'ll watch these cadets?\" said the majors.

\"Let\'s go fly that plane,\" said the colonels.

#####  She Wore A Yellow Ribbon 

(Quick Time)

In her hair she wore a yellow ribbon.

She wore it in the springtime and the merry month of May.

And if you asked her why the hell she wore it,

She wore it for that young Marine so far, far away.

(Chorus)

Far away, far away.

She wore it for that young Marine so far, far away.

In the church the pastor kept a wedding license

Behind the door her father kept a shotgun.

Around the block she pushed a baby carriage.

And in the drawer the sheriff kept a warrant.

##### Marine 

(Quicktime)

The Army\'s got the khakis,

The Navy navy blue.

But there\'s another fighting man

I\'ll introduce to you.

His uniform is different,

The finest ever seen.

The Germans called him Devil Dog.

His title is Marine.

He was born on Parris Island,

The land that God forgot.

The sand was eighteen inches deep.

The sun was blazing hot.

Up every morning,

Before the rising sun.

And march a hundred miles or more,

Until the day was done.

And when he gets to heaven,

To Saint Peter he will tell.

Another Marine reporting, sir.

I\'ve served my time in hell.

##### My Girl\'s A Pretty Girl 

(Quicktime)

My girl\'s a pretty girl,

She is a city girl.

(Chorus)

But I\'ll buy her anything

To keep her in style.

She has a head of hair

Just like a grizzly bear.

She has a pair of eyes

Just like two custard pies.

She has a long, long nose

Just like a garden hose.

She has a pair of lips

Just like potato chips.

She has a pointed chin

Just like a safety pin.

She has a pair of thighs

Just like two railroad ties.

She has a pair of hips

Just like two battleships.

She has a pair of knees

Just like a summer breeze.

She has a pair of feet

Just like a parakeet.

##### Fourteen Kids Who Call Me Pa 

(Quicktime)

The prettiest girl

I ever saw

Was sipping bourbon,

Through a straw.

(Chorus)

The \'chorus\' verses are all repeats of the verse just sung. Then main
difference is that running together of the last two lines and the
addition of the stomping of the foot. This should be done for each
verse.

The prettiest girl,

I ever saw,

Was sipping bourbon (STOMP FOOT) through a straw.

Her hair was blonde,

Her eyes were green.

The prettiest girl

I\'ve ever seen.

I walked right up,

I sat right down.

And then I asked

For another round.

I placed my hand,

Upon her thigh.

She said, \"Marine,

You\'re much too high.\"

I picked her up,

I laid her down.

Her golden hair

Lay all around.

The wedding was

A formal one.

Her father brought

His white shotgun.

And now I have

A father in law.

And fourteen kids

Who call me Pa.

The moral of

My story is clear:

Instead of bourbon

Stick to beer.

##### I\'ll never be in Infantry

(Double-time)

I\'ll never be in infantry

Queen of battle not for me

Chairborne, chairborne pogue I\'ll be

Staff platoon\'s the life for me.

Up in the morning, out of bed

Do some stretches, hit the head

Drink some coffee, settle down

Nothing like Colombian grounds.

From a desk I oversee

Typed reports and spilled coffee

Off to meetings I will go

Can I stay awake, Hell I don\'t know.

Early at night it\'s drizzling rain

I slip in the mud, I get a sprain

A purple heart they gave to me

What can I do for a D-S-C.

Armor and artillery

Are things I hear but never see

They frighten me and make too much noise

I\'m scared of big old soldiers\' toys.

Well dug in and over the hill

Is where I made and keep my still

Swilling hooch and playing cards

Is life for me and not too hard.

It\'s true that someday I\'ll be dead

With lots of gray hair on my head

It\'s hard to get a shot at me

Cause REMF is all I\'ll ever be.

##### Somewhere there\'s a Woman

Somewhere there\'s a woman

She\'s crying for her man

He\'s an airborne ranger

He does the best he can

Refrain: Don\'t cry for me

I don\'t need your sympathy

\'Cause I\'m an airborne ranger

And that\'s all I want to be

Somewhere there\'s a mother

She\'s praying for her son

He\'s an airborne ranger

And his work is never done

Somewhere there\'s a father

His head is bowed in grief

His son was an airborne ranger

And he died for his beliefs

Somewhere there\'s a mother

Flag folded in her hands

Her son was an airborne ranger

And he died for his land

##### The Infantry Song

Eighty-second

All-American

Pick up your \'chutes and follow me

I\'m the airborne infantry

One-oh-one

Screaming eagles

Pick up your ropes and follow me

I\'m the air assault infantry

Twenty-fifth

Tropic lightning

Pick up your rucks and follow me

I\'m the light infantry

First division

Big red one

Jump on your tracks and follow me

I\'m the mechanized infantry

Seventy-fifth

Black beret

Pick up your weapon and follow me

I\'m the ranger infantry

Sixth ID

Patch on my shoulder

Pick up your snowshoes, follow me

Arctic Light Infantry

ROTC

Patch on my shoulder

Pick up your books and follow me

I\'m the wanna-be infantry

##### I don\'t know why I left\...

I don\'t know why I left

But I must\'ve done wrong

And it won\'t be long

\'Till I get on back home

Got a letter in the mail

Go to war or go to jail

Sat me in that barber\'s chair

Spun me around, I had no hair

Used to drive a Cadillac

Now I pack it on my back

Used to drive a limousine

Now I\'m wearing Army green

Dress it right and cover down

Forty inches all around

Nine to the front and six to the rear

That\'s the way we do it here

Used to date a beauty queen

Now I date my M-16

Ain\'t no use in looking\' down

Ain\'t no discharge on the ground

Ain\'t no use in going back

Jody\'s got your Cadillac

Ain\'t no use in calling home

Jody\'s got your girl and gone

Ain\'t no use in feeling blue

Jody\'s got your sister too

Took away my faded jeans

Now I\'m wearing Army greens

They took away my gin and rum

Now I\'m up before the sun

Mama Mama can\'t you see

What this Army\'s done for me

Mama Mama can\'t you see

This Army life is killing me

##### Old King Cole

Old King Cole was a merry old soul

And a merry old soul was he

He called for his pipe and called for his bowl

And he called for his

Privates three

"Beer, beer, beer," said the privates

Merry men are we

But none so fair that can compare to the army infantry

"I need a three-day pass," said the corporals

\"File from the left, column right," said the sgts

\"I\'ll lead the way," said the lieuies

\"Charge that hill," said the captains

\"Who\'s gonna shine my boots?" said the majors

\"Where\'s my star?" said the colonels

\"War, war, war,\" said the generals

##### 1492

In fourteen hundred and ninety-two

a beggar bound for college

was roaming in the streets of Spain

and selling hot tamales

Refrain: He said the world was round-oh

He said it could be found-of

The hypothetical navigating son-of-a-gun Colombo

He went up to the queen of Spain

demanding ships and cargo,

He said I\'ll be a son-of-a-gun

if I don\'t bring back Chicago.

Said Isabel to Ferdinand

his plan sounds mighty hazy

said Ferdinand to Isabel

I think the sucker\'s crazy!

The queen she gave him three great ships --

and they all were sea-worthy,

He was sure to sail to China first,

but his men, they all had scurvy.

##### Let\'em Blow

Let \'em blow let \'em blow

Let the four winds blow

Let \'em blow from east to west

The CAP is the best

Standing tall and looking good

Ought to march in Hollywood

Hold your head and hold it high

\_\_\_ Flight is marching by

Close your eyes and hang your head

We are marching by the dead

Look to your right and what do ya see?

A whole bunch of legs looking at me

Dress it right and cover down

Forty inches all around

Nine to the front, six to the rear

That\'s the way we do it here

##### Yellow Ribbon

Around her neck she wore a yellow ribbon

She wore it in the springtime,

In the merry month of May

And if you asked her why the heck she wore it

She wore it for that cadet who was far, far away

Refrain: Far away!

Far away!

She wore it for that cadet who was far, far away.

Around the block she pushed a baby carriage. . .

Around her thigh she wore a yellow garter. . .

Behind the door her daddy kept his shotgun. . .

In the church the preacher kept a license. . .

##### Everywhere I Go

Everywhere I go

There\'s a Black Hat there (or Drill Sergeant)

Every where I go

There\'s a Black Hat there

Black Hat

Black Hat

Why don\'t you leave me alone

And let me go back home

When I eat my chow\... (sub in for Everywhere I go)

When I comb my hair\...

When I brush my teeth\...

When I get my shots\...

When I do PT\...

When I see my girl\...

When I get out of bed\...

On an FTX\...

##### Count Cadence, Delay Cadence\...

Count cadence

Delay cadence

Skip cadence

Count

(one) All you cadets

(two) You better do your best

(three) Before you find yourself

(four) In the leaning rest

(one) Hit it

(two) Kick it

(three) Stab it

(four) Kill it

(one, two, three, four, one, two, three, four

We like it here

We love it here

We\'ve finally found a home

A home

A home

A home away from home

Hey!)

##### See that man in the black beret\...

See that man in the black beret

Ask him how he earns his pay

See that man in the black beret

Killings how he earns his pay

He\'s the best the world will see

Airborne Ranger Infantry

See that man in the maroon beret

Ask him how he earns his pay

See that man in the maroon beret

Jumping how he earns his pay

He\'s the best the world will see

US Airborne Infantry

See that man in the green beret

Ask him how he earns his pay

See that man in the green beret

Teaching how he earns his pay

He\'s the best the world will see

Special Forces Infantry

See that man with the steel pot on

Ask him how he earns his pay

See that man with the steel pot on

Hand to hand he earns his pay

He\'s the best the world will see

US Army Infantry

##### Tiny Bubbles

Tiny bubbles

In my beer

Makes me happy

And full of cheer

Tiny bubbles

In my wine

Makes me happy

All the time

Tiny bubbles

In my soda

Makes me happy

Just like Yoda

##### Everywhere we go

Everywhere we go - oh

People wanna know - oh

Who we are

Where we come from

So we tell them

We are \_\_\_\_\_\_\_ (Alpha, Bravo, etc\...)

Mighty Mighty Alpha

Rough - n - tough Alpha

Straight shooting Alpha

Better than Bravo

Big baby Bravo

Better than Charlie

Chicken chicken Charlie

Better than Delta

Dumb-dumb Delta

Better than Echo

Icky icky Echo

We are Alpha

Mighty mighty Alpha

##### Captain Jack

Hey hey Captain Jack

Meet me down by the railroad track

With that bottle in my hand

I wanna be a drinking man

For Uncle Sam

With that rifle in my hand

I wanna be a shooting man

A drinking man

For Uncle Sam

With that bayonet in my hand

I wanna be a cutting man

With that woman in my hand

I wanna be a loving man

With that suitcase in my hand

I wanna be a traveling man

With that pistol in my hand

I wanna be a killing man

With that Bible in my hand

I wanna be a praying man

With that compass in my hand

I wanna be a land-nav man

##### Army Colors

The Army colors

The color is red

To show the world

The blood we\'ve shed

Blue\...that we are true

White\...that we are right

Black\...that we are back

Gold\...that we are bold

Green\...that we are mean

Brown\...that we get down

Gray\...that you will pay

##### We Like To Party

We are \_\_\_\_ flight

and we like to party

party hardy

party hardy all night long

Your left, your left, your left, right, get on down

Your left, your left, your left, right, get on down

Now drop, and beat your face

\_\_\_ flight\'s gonna rock this place

Boom, check it out, check it out

Boom, check it out, check it out

##### Pebbles and Bam Bam

Pebbles and Bam-Bam on a Saturday night

Trying to get to heaven on a paper kite

Lightning struck (BOOM) and down they fell (AHHH)

Instead of getting to heaven, they went straight to hell

Dino the dog (RUFF RUFF) was on the bone (CHOMP CHOMP)

While Fred and Barney rocked the microphone

I heard a scream, I heard a shout

It was old Mr. Slate busting Wilma out

There was nothing that Fred or Barney could do

\'cept sing \"Yabba daba daba daba daba daaaaaba do!\"

##### Here we go again

Here we go again

Same old stuff again

Marching down the avenue

Few more days and we\'ll be through

I won\'t have to look at you

I\'ll be glad and so will you

##### Throughout the desert

Through the desert and across the plains

Steaming jungles and tropic rains

No mortal foe can stop me now

This is gonna be my solemn vow

I have honor and I have pride

Winning serves me as my guide

This Army shocks our enemies

Brings them crashing to their knees

Basic Training is plenty rough

To make it through you must be tough

Hey, Squad Leader, don\'t be blue

They\'re gonna make you a soldier, too

##### These boots were made for walking\...

These boots were made for walkin\'

And that\'s just what they\'ll do

If all you\'re doing is markin\' time

They\'ll walk all over you

These guns were made for shootin\'

And that\'s just what they\'ll do

And if we get a mission

Well drill a hole in you

This Armys trained for fightin\'

And that\'s just what well do

If you pick a fight with us

Well walk all over you

#####  A Yellow Bird

A yellow bird with a yellow bill

Was sitting on my window sill.

I lured him with a piece of bread

And then I stroked\*\* (stomp with left foot) his little head.

The doctor came to check his head,

\"I\'m sorry to say, the bird is dead.\"

##### Air Force Basic

Basic, basic don\'t feel blue,

Six more weeks and you\'ll be through.

When you get there you will know

The Air Force is the way to go.

Look up, look up in the sky,

F-15 goes flying by.

Joined the Force to wear the blue

So I can fly an Eagle too!

##### Airborne Daddy/C-130

C-130 rollin\' down the strip,

airborne daddy gonna take a little trip.

When that plane gets up so high,

airborne daddy gonna dance in the sky.

Stand up, hook up, stumble to the door,

started to jump but I fell on the floor.

They picked me up and they pushed me to the door,

I jumped right out and I counted to four.

If my main don\'t open wide,

I\'ve got another one by my side.

If that one should fail me too,

Look out below I\'m comin\' through.

Slip to the left and slip to the right,

slip on down and do a PLF.

Hit the DZ with my feet apart,

legs in my stomach and feet in my heart.

Lyin here, lyin there, rollin all in fright,

wondrin\' if this is gonna be my last flight.

Nurse oh nurse you look so fine,

Airborne daddy gonna make time.

If I die on the old drop zone,

box me up and ship me home.

Bury me with speakers by my head,

so I can rock with the Grateful Dead.

Bury me with speakers by my toes,

so I can rock with Axel Rose.

Cause I\'m Airborne,

Ranger,

Death and,

Danger,

Paratroop,

Supertroop,

Everyday,

All the way,

Ah-ha,

Ah-ha,

Like it,

Love it,

PT,

PT,

Gotta be,

Like me,

HUA,

HUA!

##### Air Force

F-15 rolling down the strip,

Eagle driver gonna take a little trip.

Rev it up, taxi up, count to four,

Push the throttle forward and hear the engines roar.

Thirty thousand feet up in the sky,

Flying this baby is a natural high.

Took a look at six o\'clock and what did I see,

A Mig-21 was coming after me.

Pulled it up, rolled it out much to his surprise,

Should\'ve seen the look in that turkey\'s eyes.

Got behind him, set my sights, let my missile fly,

Blew that twenty-one out of the sky.

When you see an Eagle driver he will say,

\"Flying and fighting is the Air Force way.\"

##### Infantry

I say the field is pretty rough,

That\'s why the Army is mighty tough.

We\'re combat ready everyday,

That\'s how we earn our monthly pay.

I say we train pretty hard,

Your safety we will guard.

People, people can\'t you see,

That we are the unit called Infantry.

Everyday we run PT,

They run the sweat right out of me.

I say we run a country mile,

But we all finish with a great big smile.

You know this country\'s in a jam,

That\'s why we work for Uncle Sam.

To keep this country safe and free,

So we can live in Liberty.

##### Airborne #3

Soldier, soldier, have you heard?

I\'m gonna jump from a big iron bird,

Up in the morning in the drizzling rain,

Packed my chute and boarded the plane.

Raining so hard that I couldn\'t see -

Jumpmaster said, \"You can depend on me.\"

I looked with fear at the open door,

Then I stood up and fainted on the floor.

When I woke up, he hooked up again,

And that is when I fainted again!

##### Humility

Far above all the rest,

Aviators are the best.

True and proven by test,

Aviators above the rest.

Pilots when given any test,

Always prove to be the best.

If you doubt what I say,

Ask a pilot any day.

##### Old Lady #1

Saw an old lady walking down the street,

She had tanks on her back, fins on her feet.

I said, \"Hey, old lady, where\'re you going to?\"

She said, \"U.S. Navy Diving School.\"

I said, \"Hey, old lady ain\'t you been told,

You\'d better leave the diving to the brave and bold.\"

She said, \"Sonny, sonny can\'t you see?

I taught RECON, UDT.\"

##### Burger King

Down in Honolulu at the Burger King,

First Sergeant \_\_\_\_\_\_ was a doin\' his thing.

Hamburger, hot dog, chocolate shake,

There isn\'t much that he can\'t take.

Stand up, hustle up, shuffle to the door,

Back to the track and run some more.

##### Look Sharp, Be Sharp

Look sharp, be sharp is the word

At Camp Atterbury it\'s always heard.

Hey, Hey, what do you say?

Doing my best in every way.

Look sharp, be sharp is our cry.

At Camp Atterbury we aim for the sky.

Hey, Hey, what do you say?

Doing my best in every way.

Look sharp, be sharp-it\'s pretty rough.

If you wanna be a Cadet, you gotta be tough.

Hey, Hey, what do you say?

Doing my best in every way.

##### Mean First Sergeant

Woke up this morning \'bout a quarter to four,

Couldn\'t believe what I saw as I stood in the door.

My First Sergeant with his feet on his desk,

Had the LT in the front leaning rest.

Hey, First Sergeant, can\'t you see?

This little run ain\'t nothing to me.

Hey, First Sergeant, you\'re turning green,

Must be what\'s in your canteen.

##### Civil Air Patrol

Hey Army,

back-packing Army.

Bring your packs and follow me;

Come and join the C.A.P.

Hey Navy,

deck swabbing Navy.

Bring your mops and follow me;

Come and join the C.A.P.

Hey Air Force,

high-flying Air Force.

Bring your jets and follow me;

Come and join the C.A.P.

Hey Marine Corps,

trench-digging Marine Corps.

Bring your shovels - follow me;

Come and join the C.A.P.

Hey Boy Scouts,

bed-wetting Boy Scouts.

Bring your beds and follow me;

Come and join the C.A.P.

# Attachment 2: CAPM 50-3

#### *Author's Note*

*The Leadership Laboratory (CAPM 50-3,4,5) was the leadership training
text for the Cadet Program for twenty years. It was phased out in favor
of the Leadership 2000 program in the early 90's.*

*The Leadership Laboratory contained much that was duplicated elsewhere
in CAP materials, namely drill and ceremonies and uniforms. The
Leadership Laboratory also contained much that was dropped as
unnecessary for Cadets, such as the section on Interior Guard.*

*The Leadership 2000 program has a different approach to many of the
subjects it covers. However, I believe that there is still value in much
of what the 50-3 covered. With that in mind, I am presenting as an
attachment the contents of CAPM 50-3 that didn't concern duplicated
materials.*

*Where appropriate, notation has been made that material has been
dropped and what it was.*

#### Preface

Because of the importance of effective leaders to the future of Civil
Air Patrol and this Nation, leadership training, to be given in the
leadership laboratory, is prescribed as one of the four major program
factors of the CAP Cadet Program. This is fitting and proper. Leadership
is a fascinating and challenging art, but it is an art that can be
learned with study and practice. By definition, leadership is the art of
influencing and directing people in a way that will win their obedience,
confidence, respect, and loyal cooperation in achieving a common
objective. In addition, it is the responsibility of Civil Air Patrol to
provide its cadet members the opportunity to develop their leadership
capabilities to the utmost. This manual contains. some of the principles
and techniques that, when properly applied, will help achieve this
purpose.

The leadership laboratory of the CAP cadet program provides for cadet
progress through four increasingly challenging categories of
responsibility: participant - follower, participant - leader, planner
-supervisor, and adviser - counselor. Cadets in Phase I and those in the
first three achievements of Phase II have the status of
participant-followers in leadership laboratory. They are introduced to
and acquire a basic knowledge of fundamental military drill. As they
increase their experience and proficiency during the last three
achievements in Phase II, they become participant-leaders. During the
participant-leader phase, cadets assume positions of responsibility and
authority in which they instruct both individual members and elements in
executing basic facing movements and marching movements. In the Phase
III leadership laboratory, cadets are given additional responsibility
and authority as planner-supervisors. They develop growing leadership
skills through the supervision of subordinate cadets and the application
of problem-solving techniques. Phase IV cadets serve as special advisers
and counselors and seek to improve the knowledge and proficiency of the
entire unit.

The following table is to be used in presenting the material in this
manual to the participants in the leadership laboratory. (Note: Chapter
numbers correspond to achievement numbers.)

Must Master

Cadets In: Chapters:

PHASE I 1

PHASE II

First Three Achievements 2,3,4

Last Three Achievements 5,6,7

PHASE III 8,9,10,11

PHASE IV 12,13,14,15

As cadets progress through each phase of the cadet program, they must
master the parts of this manual that are prescribed above for the phase
of the leadership laboratory. Not only must they master the required
material during each phase of the leadership laboratory, they must also
retain mastery of that material as they go on to and through succeeding
phases. Only in this way can they lay a firm foundation upon which to
improve and increase their leadership knowledge and skills.

To attain - and retain - mastery of the principles and techniques
described in this manual, cadets must continually study and practice to
become proficient - to improve old skills and to develop new ones. If
they do this, they will attain the objectives set for each phase of the
program and their leadership growth will be constant and well-founded.

**THE CAP MOTTO**

**SEMPER VIGILANS -**

**ALWAYS VIGILANT**

**THE CADET OATH**

I pledge that I will serve faithfully in the Civil Air Patrol cadet
program, and that I will attend meetings regularly, participate actively
in unit activities, obey my officers, wear my uniform properly, and
advance my education and training rapidly to prepare myself to be of
service to my community, state, and nation.

In the interest of easier reading, please construe each third person,
singular reference to \"he,\" \"his,\" \"him,\" or \"himself\" to mean
\"he or she,\" \"his or hers,\" \"him or her,\" or \"himself or
herself\"

#### Chapter 1 - THE LEADERSHIP LABORATORY IN CIVIL AIR PATROL

As a cadet member of Civil Air Patrol, you have the privilege of
participating in the finest program of its kind in the world. One facet
of the CAP cadet program - the leadership laboratory - gives you an
unequalled opportunity to develop your leadership abilities to the
fullest. The CAP leadership laboratory is not easy. It will require much
hard work, and like everything in life, what you get out of the
laboratory will depend on what you put into it. One thing is certain,
however, the results that you can attain in the leadership laboratory
will far exceed the effort you must expend, and when you finish the
program you will be better informed, more mature, and more understanding
than when you started.

##### SECTION A - PURPOSE AND OBJECTIVES

The purpose of the Civil Air Patrol cadet program is the development of
dynamic Americans and aerospace leaders. The leadership laboratory
offers a practical method of developing leadership potential -an
indispensable element of the ultimate goal. This manual is intended to
provide the necessary tools for such development. It is correlated with
the standard meeting schedules and overall objectives of the CAP cadet
program, and it is to be used as the basis for the leadership laboratory
program prescribed in CAPM 50-16.

**1. Purpose of the Leadership Laboratory.** The content of the
leadership laboratory program factor is designed to provide you with an
opportunity to become proficient in the following seven major areas: (1)
Leadership Laboratory Methods, (2) Military Drill Techniques and
Ceremonies, (3) The CAP Uniform, (4) Customs and Courtesies in Civil Air
Patrol, (5) Security Functions of the Interior Guard, (6)
Characteristics and Principles of Leadership, and (7) Techniques of
Leadership. As you progress through the program, your relationship to
the required activities changes. During the program, you will
participate in the following four increasingly responsible leadership
stages: (1) Participant - Follower, (2) Participant - Leader, (3)
Planner - Supervisor, and (4) Adviser - Counselor.

**2. The Purpose of Drill in the Leadership Laboratory:**

a\. In educational terms, a laboratory course is one in which the
students gain knowledge of chemical, physical, or human processes from a
planned series of problem-solving assignments and direct experience. The
CAP leadership laboratory is no exception; however, leadership problems
and their solutions cannot be reduced to formulas. Leadership - the
ability to guide or direct the actions of others so as to gain their
willing cooperation in doing a job, sometimes a job they neither want to
do nor know how to do - is a human process, and it lends itself to
teaching through the laboratory method. Since it is not the sum total of
set formulas or rules, it is not possible to provide you with the kind
of laboratory manual used in a chemistry or physics class. Nor is it
possible to supply you with standardized materials or with specific
answers to the problems you will meet in the leadership laboratory.
Nevertheless, as a CAP cadet and a potential leader, you must learn to
recognize, analyze, and solve leadership problems when they occur. The
CAP leadership laboratory will help you do this.

b\. A laboratory for the development of leadership could be designed
around almost any kind of cooperative activity. Drill as the medium for
the leadership laboratory has numerous advantages. It is relatively easy
to teach. It requires close teamwork of small, medium, or large groups.
It is a necessary skill for successful membership in Civil Air Patrol
and must eventually be learned. When done well, it has a unifying effect
that promotes discipline and *esprit de corps*.

c\. However, the most important reason for using drill in the leadership
laboratory is that it is a means by which you can gradually progress
from the simple to the difficult. In performing the drill movements, you
start with the simple, basic facings, and advance to the elaborate
maneuvers of a full review. In solving the leadership problems that
arise during this process, you start with the relatively simple problems
of the element leaders and progress to the complex problems of the cadet
commander.

d\. The techniques that are the goals of the leadership laboratory are
not peculiar to Civil Air Patrol. The manager of a baseball team and a
flight commander use essentially the same techniques of leadership,
likewise, the president of a corporation and the commander of a large
CAP unit practice much the same leadership. Because of this similarity,
many successful CAP leaders move smoothly into positions of leadership
in business, government, and the professions.

e\. The leadership laboratory must not be limited to the drill field.
Leadership is an integral part of all CAP activities, and the concepts
and methods of the laboratory must be applied in the classrooms,
offices, and operational facilities of the unit as well as on the drill
field. You cannot become a leader - proficient in wearing the uniform,
in military courtesy, in military discipline - in one laboratory, or in
one meeting, or in one phase. You must study and practice over a period
of time, and you must receive frequent, repetitive training from
patient, understanding, skilled instructors.

**3. Overview of Objectives:**

a\. Certain objectives, all interdependent, have been assigned to the
leadership laboratory for each phase of the program. Several objectives
overlap or are repeated in later phases. There is a sound reason for
this - what you learn and then practice in succeeding months and years
will take on new meaning and importance as time goes by and as you and
the conditions that surround you change.

b\. As you advance through the leadership laboratory program, you must
know what you will be expected to do, and then learn to do it. To
instruct well, you must know more than the students you teach. To
supervise properly, you must know what is expected of the instructors.
To give wise counsel, your combined experience, skills, and knowledge
must be broad enough for you to solve the varied problems you may
encounter. Much of your success as a cadet in Phases I and II will
depend on the kind of supervision and leadership you receive from
advanced cadets. And when you become an advanced cadet, much of the
success of those in your charge will depend on how well you supervise
and lead them.

c\. As you progress through the program and become increasingly
proficient in exercising leadership skills, you will be given
corresponding responsible assignments. You will acquire the ability to
handle this increased responsibility in stages, which, in general,
corresponds with the four phases of the cadet program.

**4. Leadership Laboratory Objectives for Phase I:**

As a cadet in the Phase I leadership laboratory, you acquire a basic
knowledge of the fundamentals of military drill and ceremonies and an
understanding of the importance of these skills. You are also introduced
to CAP customs and courtesies. For satisfactory completion of the Phase
I leadership laboratory, you must attain the following specific
objectives:

\(1\) Understand the role of leadership labo**r**atory activities in the
CAP cadet program and in preparing each cadet for leadership
responsibilities in both civilian and CAP positions.

\(2\) Understand the necessity for correct personal appearance and
proper wearing of the CAP uniform.

\(3\) Perform competently in the basic fundamentals of military drill
and be able to move with a military unit in a military manner.

\(4\) Understand the purpose of, and your responsibilities with respect
to, attitude and discipline in Civil Air Patrol.

\(5\) Understand and follow the customs and courtesies of CAP.

**5. Guide for Presenting Text Material.** There are many ways in which
the individual subjects in this manual can be taught. Because of the
variations in personnel, facilities, and conditions from unit to unit,
no rigid sequence of methods of training can be prescribed. Each unit
must, therefore, devise a specific training sequence for its
leadership-laboratory. The unit training sequence adopted must give each
cadet an opportunity to attain the leadership laboratory objectives for
the phase (or category) in which the cadet is participating.

**6. Evaluation of Progress in the Leadership Laboratory.** The progress
each cadet makes in the leadership laboratory must be evaluated at least
once in each achievement. Procedures for making these evaluations are
outlined in attachment 1. Checklists for personal evaluation analysis
are found in attachment 2.

##### SECTION B - THE CAP UNIFORM

One of the proud traditions of the cadet program is the CAP cadet
uniform. It is possible to participate in the cadet program through the
Motivation Phase and Phase I without wearing the uniform. However, all
cadets are authorized to wear the CAP uniform if they meet the grooming
standards. If they do wear the uniform, they are obligated to wear it
properly and proudly. It is important, therefore, that you learn about
the origin and nature of the CAP uniform early in your membership so
that you will always wear it in a manner that brings credit to you and
your unit.

**7. History of the Uniform:**

a\. The uniform is a symbol of dignity, pride, and honor in the
tradition of military service. The modern military uniform is a
standardized, distinctive dress prescribed by a country for wear by its
soldiers, sailors, and airmen. American uniforms, like those of other
countries, have evolved gradually over the years with an increasing
trend toward functional simplicity to meet the complexity of modern
situations. The uniform of the past tended to be more decorative than
practical, today's practical uniform is the product of research and
experience.

b\. The present Air Force uniform is a lineal descendant of the variety
of garments worn by the colonial fighters during the pre-Revolutionary
period. These first American soldiers wore variations of the European
uniforms of the same period, often with borrowings from the Indians and
frontiersmen. The basic colors were bright, including vivid red coats
like those worn by the British. In 1776, Congress authorized Washington
to raise an army by direct enlistment and to prescribe a uniform. During
the greater part of the Revolution, the American uniform was officially
a light blue coat, a three-cornered hat, a buff vest, and buff breeches
and leggings. But as a matter of practice the resourceful American
soldier wore whatever could be foraged. After the Revolution, the basic
uniform was a blue coat trimmed with white, with trimmings varying
according to states.

c\. The first uniforms for the Civil Air Patrol were authorized in 1942,
and were variations on the Army Air Forces uniforms. The khaki and olive
drab uniform combinations were worn by all members during World War II,
with certain distinctive insignia and trim, so that CAP members could
easily be recognized from army personnel.

d\. The CAP insignia, a red three bladed propeller, on white equilateral
triangle, upon a blue disk, was worn by all members on the left shoulder
and upon the overseas (flight) cap by senior members. Cadets wore the
word "CADET" below their shoulder patch, their own distinctive prop and
wing, cap patch, and the letters "C.A.P.C." over the right pocket. As an
additional identifying mark, senior members wore red shoulder straps and
NCO's

wore their chevrons on a red background.

e\. In 1945 the red trim was removed, and the words "Civil Air Patrol"
on a red arc were placed over the shoulder patch. CAP members were
permanently granted the privilege of wearing the Army Air Forces uniform
with CAP insignia by the Congress of the United States, in recognition
of the service and sacrifices of CAP members during WWII.

f\. This remained the official CAP uniform until the phase in of the
USAF blue in the 1950's.

g\. In 1947 the USAF was established as a separate branch of the
Department of Defense and a new uniform was authorized. CAP became an
official auxiliary of the USAF in 1948 and by 1955 the transition to the
Air Force blue was completed.

h\. Today's CAP uniform is essentially the same as that worn by members
of the U.S. Air Force. Only the distinctive CAP insignia set our members
aside as part of the Air Force auxiliary. We have the unique privilege
given to no other civilian volunteer organization, and yet our uniform
represents a proud tradition on its own merit, - a tradition founded
upon the idea of volunteer, civilian service to the nation and
community. Every new member and each old timer has a responsibility to
uphold that tradition.

**8. Sources for the CAP Uniform:**

a\. You may purchase a CAP uniform at Air Force Base Exchanges. You must
present your current membership card to the Exchange personnel as
evidence of your eligibility to acquire the uniform. Other persons may
not purchase items of the uniform for you.

b\. If you are in a remote area, or if no Air Force Base Exchange is
readily available, you may purchase your uniform by mail. If this should
be necessary, check CAPM 39-1, "Civil Air Patrol Uniforms" for the
current ordering procedures. This topic is covered in the subparagraph
entitled, "Where to Purchase Uniform Items." It must be remembered that
CAP uniform items such as buttons, insignia, badges, patches, etc. are
not stocked at Air Force Base Exchanges, but are available through the
CAP Bookstore.

**9. The Basic Uniform:**

a\. CAPM 39-1 describes in detail the CAP uniform and the various
authorized combinations of uniform items.

b\. The basic uniform for the male cadet consists of the dark blue
trousers and light blue shirt, blue web belt, blue flight cap, black
plain4oe shoes, black socks and distinctive CAP insignia. The basic
uniform of the female cadet consists of the dark blue skirt and light
blue blouse, blue beret or flight cap, neutral-colored nylon hose, black
plain4oe pumps or oxfords, black handbag and distinctive CAP insignia.

**10. When to Wear the Uniform.**

You should wear your CAP service uniform when you engage in normal
duties as a CAP member and when you attend local, area, or national CAP
functions, such as:

When attending CAP meetings.

When making public appearances as a part of **CAP** groups.

When participating in CAP operational missions.

When attending official government functions as a representative of CAP.

When visiting military installations. When flying in military aircraft.

You should not wear the CAP uniform in any public place where the
environment may tend to discredit Civil Air Patrol or its members. In
addition, you do **not** wear the uniform:

When engaged in political activities.

When engaging in paid employment not connected with CAP.

When engaging in menial labor. When participating in sports events.

When attending social functions having no relation to CAP.

**11. Dress and Appearance.** Members of the CAP must be well-groomed
when in uniform and assure that their personal appearances at all times
reflect credit upon themselves and the CAP. CAP members will meet the
following minimum requirements to be authorized to wear the uniform.

**a. Appearance of Uniform.** When uniforms are worn, they must be
clean, neat, correct in design and specification, and in good condition.
Uniforms will be kept buttoned and shoes must be shined and in good
repair. Metallic insignia, badges, and other metallic devices including
the blue service uniform buttons, must be maintained in the proper
luster and condition.

**b. Personal Appearance - Men:**

\(1\) The face will be kept clean-shaven except that a mustache may be
worn if neatly trimmed. It may not extend below the upper vermilion part
of the lip or be wider than the vermilion corners of the lips. A beard
may be worn only when temporarily approved by medical officials for
medical reasons. Such approval will be limited initially to three
months, but may be extended if considered necessary by medical
authorities.

\(2\) Hair must be neatly trimmed with a tapered appearance. It may not
touch the ears or the collar. The "Block" style is authorized as long as
a tapered appearance is maintained. Sideburns will be neatly trimmed and
will end with a clean shave horizontal line. They may not extend below
the bottom of the ear lobe.

**c. Personal Appearance - Women:**

\(1\) Hair will be neatly arranged and shaped to present a conservative
feminine appearance. Back hair may touch but not fall below the bottom
of the collar. Hair styles that prevent the proper wearing of the
service hat, or beret are not appropriate. Barrettes, ribbons, and other
ornaments, except inconspicuous pins and combs, will not be worn in the
hair when the uniform is worn. Hair nets will be worn only when
authorized for a specific type of duty. Hair coloring may be used if it
looks natural and complements skin tones.

\(2\) Cosmetics will be conservative and in good taste.

\(3\) Pencils, pens, pins, handkerchiefs, and jewelry will not be worn
or carried exposed on the uniform. Small round gold, silver, or pearl
earrings may be worn. Rings may also be worn. Conservative sunglasses
may be worn, except in military formations.

**12. How to Wear the Uniform.** The items in this checklist must be
complied with for proper wearing of the CAP uniform:

a\. Do not mix civilian clothing with the CAP uniform.

b\. Avoid unauthorized mixing of uniform items.

c\. Keep your uniform clean, neat, and pressed.

d\. Trim loose strings and frayed seams.

e\. Wear your cap whenever you are outdoors. Headgear is not worn
indoors by either males or females.

f\. Place your flight cap on your head so that it is tilted to the right
side of the head about 1 inch above the right eyebrow, or approximately
two fingers above the right eyebrow and two fingers above the right ear.

g\. Place your insignia correctly. "CAP" collar insignia are centered
between top and bottom edges of the collar, 1 inch in from the front
edge, with the insignia parallel to the top edge of the collar.

h\. Wear only authorized insignia and decorations.

i\. Have your shoulder sleeve insignia (patches) sewn on the upper left
shoulder so that they are centered ½ inch below the top seam of the
sleeve.

j\. Be sure your uniform fits properly. The uniform is designed to
conform to the body lines but not to fit "skintight." Any alteration
which needs to be made should not compromise the design.

k\. Enter the belt through the loops on the left and fasten the belt
through the buckle so that the entire metal tip shows, with no blue
material visible between the metal tip and the buckle.

1\. Keep your shirt, coat, or jacket buttoned at all times.

m\. Keep your hair neat.

n\. Keep your fingernails clean and short.

o\. Do not place ties and flight caps under the shoulder loops.

**13. Wearing of Cadet Insignia (OMITTED)**

**14. Awards and Decorations (OMITTED)**

**15. Your Obligation in Wearing the CAP Uniform:**

a\. The alert cadet takes pride in the way the uniform is worn because
the cadet realizes that a neat, well groomed cadet attracts favorable
attention wherever seen-at CAP meetings, in the local town, and
especially in communities in which the uniform is rarely seen. Likewise,
a cadet who makes a poor appearance attracts unfavorable attention.
There is only one way to wear the uniform and that is the right way. As
the name implies, the uniform must be worn in a standard, uniform
manner, as established in current directives.

b\. The cadet who sets a poor example in wearing his uniform may leave
an unfavorable impression in other respects. As in all phases of
civilian life, personal appearance is vitally important. Often, personal
appearance and the manner in which uniforms are worn are the chief means
by which the casual observer evaluates the unit and its members.

c\. Uniform violations should be corrected on the spot to insure that
high standards of appearance are maintained. Unit commanders are
responsible for the appearance of the members of their units.

##### SECTION C - CUSTOMS AND COURTESIES IN CAP

You will find, as you participate in Civil Air Patrol, that customs and
courtesies play an important part in all activities of the organization,
and that they contribute greatly to CAP's unique character. Only a fine
line separates customs from courtesies, and You will find, as you
participate in Civil Air Patrol, that customs and courtesies play an
important part in all activities of the organization, and that they
contribute greatly to CAP's unique character. Only a fine line separates
customs from courtesies, and each is rooted in the same source; respect
between individuals for each other. The technical difference is that
observance of courtesies is officially required, while observance of
customs stems from tradition. Both, however, are unfailingly practiced
by all members of Civil Air Patrol.

**16.What is Military Courtesy:**

a\. Courtesy - which is simply politeness, civility, respect, and
personal recognition of the rights and dignity of others - has always
guided the lives of respectable individuals. In Civil Air Patrol, where
individuals are required to work together closely and where cooperative
effort is essential, courtesy is vitally important in promoting
coordination and in developing *esprit de corps*. Military courtesy is
simply the extension to the military sphere of the ordinary courtesies
that enrich and enhance everyday living. Further, it is the continuing
mutual recognition of the role of the individual as a part of a
close-knit organization.

b\. Acts of courtesy and civility are not marks of inferiority or
servility. Rather, they are indications that one individual appreciates
the position and rights of another. Courtesies denote a feeling of
pride, respect, and comradeship between individuals, and they express a
high state of unit or organizational pride and individual self-respect.

c\. As in the courtesies of everyday civilian life, military courtesy is
a two-way street for both juniors and seniors. The courtesy paid a
senior is a recognition of the basic principles of command and
organization it is the respect shown to every leader or commander as
acknowledgement of the responsibility and authority of the position.
Courtesy shown to juniors acknowledges the essential part they play as
members of the team.

d\. The courtesies which have always marked military life and which have
been adopted by Civil Air Patrol have a profound meaning. A salute to
the flag is a declaration of loyalty to the United States and to the
principles of liberty and justice upon which the nation was founded.
When a member of the armed services presents arms or salutes a senior,
the member is recognizing the organized authority of the nation a\~
represented by the armed services, which are charged with its
protection. When a member of Civil Air Patrol salutes a senior officer,
the member is continuing this tradition of military courtesy. Thus, the
simplest expression of military courtesy is charged with larger
significance.

e\. CAP members realize that military courtesy develops pride and
discipline in the individual and the group, and they practice it within
their organization and when associating with Air Force personnel on Air
Force bases.

f\. To have meaning, these courtesies must b more than stereotyped
rituals. Unless they express an inner feeling, they are merely automatic
responses. They must be accompanied by a constructive attitude which
views them as a living expression of mutual confidence and respect. In a
way, they are an application of discipline to the everyday affairs of
life, and the observance of courtesy is usually a sign of good
discipline. Courtesy and discipline are so closely related that one
necessarily implies the other.

h\. The military courtesies practiced in Civil Air Patrol are not
impersonal and mechanical. The manner in which the courtesies are
rendered can express various shades of feeling: pride, confidence,
self-respect, or perhaps contempt. Careful observance usually indicates
a high state of individual and unit pride, slovenly observance is
usually the mark of conscious or unconscious disrespect. The unit with
high standards of courtesy and uniform discipline is not automatically
the most efficient unit, but it does display the state of mind in which
efficiency flourishes.

i\. Just as efficiency is achieved in other activities, the way for you
to learn the proper way to render the common acts of military courtesy
is through training and enforcement. Your training should emphasize both
the methods and the meaning. Apart from your unit training, you should
think through the whole meaning of military courtesy. If you understand
its real purpose and meaning, you will be able to practice it easily and
naturally.

j\. Enforcement is as important as training for the maintenance of
military courtesy. On-the-spot correction is most effective, but it
should be administered in private if possible. CAP officers and cadet
officers are responsible for supervising and correcting their
subordinates in matters of military courtesy, as well as for explaining
its real meaning and importance. Many violations of military courtesy
are not deliberate but are the unintentional result of ignorance. The
purpose of correction is to insure the proper observance of military
courtesy in the future.

**17. Military Salute:**

a\. Since the beginning of recorded history, the salute has been used as
a gesture of greeting and as an expression of mutual trust and respect.
Saluting has always been a privilege enjoyed only by soldiers in
honorable standing. Centuries ago, slaves were considered unworthy of
bearing arms, and hence were forbidden to salute free individuals.
Today, because they are not in good standing, military prisoners forfeit
the right to salute.

b\. The custom of saluting with the right hand dates back to the period
when all male personnel went armed and all strangers were possible
enemies. In the age of chivalry, mounted knights wore armor that covered
them from head to toe. When two friendly knights met, it was the custom
for each to raise the visor with the right hand, while holding the reins
with the left hand. This gesture signified friendship and confidence,
since it exposed the face and also removed the sword hand from the
weapon. Armed individuals other than knights usually wore no visors. On
appropriate occasions they held up the right hand, palm open. This
gesture proved that no weapon was held in the hand and indicated that
the meeting was a friendly one. Thus, the history of the military salute
can be traced back to the Order of Knighthood, which for centuries
furnished the brain and spirit and muscle of European armies.

c\. The salute can be described as the basic greeting between military
persons - it is the military way of saying "Hello." You display a higher
degree of courtesy by saying, "Good morning, Sir/Ma'am" or "Good
evening, Sir/Ma'am," when you salute. Since the salute is a greeting, it
is proper and courteous for you to greet contemporaries of your own
grade by a salute.

d\. Because it is used most frequently, the hand salute is the most
important of all military courtesies. Civil Air Patrol has adopted this
universal custom of the military, and like every other CAP member, you
are obligated to salute properly.

e\. You may render the hand salute while in a car, either inside or
outside a building, standing or marching, or, if you are an officer
acknowledging a salute, while seated. You must never execute the salute
in a casual manner or with a pipe, cigar, cigarette, or any other object
held in your mouth or in your right hand. You may salute only at a halt
or a walk. If you are running, you must come to a walk before saluting.
The proper way to salute is described in paragraph 46.

f\. The following persons are saluted by CAP members in uniform:

\(1\) Officers and flight officers (male and female) of Civil Air Patrol
and officers and warrant officers in the Armed Forces of the United
States;

\(2\) Commissioned officers of Allied nations;

\(3\) Officers of friendly foreign countries, when recognized as such.

g\. A salute is returned by all officers entitled to it, unless they are
in formation. CAP members below warrant officer grade are not required
to exchange salutes. The specific occasions on which salutes are
exchange are listed in paragraph 47.

**18. Reporting:**

a\. When reporting to an officer in the individual's office, check to
assure your uniform is properly arranged, remove your headdress and
leave it outside the office, knock twice and enter upon invitation. (If
there is an NCO in charge, you first obtain permission from the NCO to
speak with the officer.) On entering the officer's office, halt 2 paces
from the officer, salute, and say: "Sir/Ma'am, Cadet. . . . reports to
Captain\...or "Sir/Ma'am, Cadet . . . . requests permission to speak to
Captain. . ." Hold the salute until the completion of the final report,
when the officer returns the salute. Remain at attention until given at
ease. Carry on your conversation in the first and second person. When
your business is completed, take 1 step backward, salute, execute an
about face when the salute has been returned, and depart.

b\. When reporting outdoors, you follow the same procedures as for
reporting indoors except that you do not remove your headdress.

**19. Honors to the National Anthem or to the Colors.** Whenever and
wherever the national anthem, To the Colors, or Retreat is played,
certain honors are accorded the flag. Although these honors are detailed
in the next chapter, new cadets should be able to render basic honors as
appropriate. These basically are the salute when in uniform out of
doors, and the position of attention under all other circumstances.

**20. Personal Honors:**

a\. Distinguished military and civilian officials are entitled to
specific salutes and other personal honors, such as honor guards,
certain marches played by the band, and ruffles and flourishes played by
the field music (drums and trumpets). A flourish is a brief trumpet
fanfare, a ruffle is a roll of the drums given as the flourish is
sounded. (In Civil Air Patrol, appropriate recorded music may be used if
there is no band or field music available.)

b\. When honors are rendered, officers, airmen and cadets present but
not in formation will face the person being honored, salute at the first
note of music, and hold the salute until the completion of the ruffles
and flourishes and the march music. The same procedure is followed when
"Hail to the Chief" is played to honor the President of the United
States.

c\. Weapons of all types are prohibited in Civil Air Patrol, and the
organization does not use the gun salute. The gun salute, fired at Army
and Navy installations, has the same symbolic meaning as the hand
salute. In the Air Force, as in Civil Air Patrol, gun salutes are
usually not fired at ceremonies.

**21. Courtesies to Individuals:**

a\. Except as provided in the next paragraph, when an officer enters a
room, all officers of lower grade, airmen, and cadets present will stand
at attention until the officer directs REST or AT EASE, or leaves the
room. When more than one person is present, the first to see the officer
loudly commands ATTENTION. If the commander enters a room containing
officers only, it is better form for the officer first seeing the
commander to announce, "Ladies and Gentlemen, the commander."

b\. When an officer enters a room used as an office, workshop,
recreation room, or classroom in which class activities are progressing,
those at work or play are not required to come to attention unless
addressed by the commander. When addressed by a senior officer, a junior
officer comes to attention, except in the conduct of routine business
between the two.

c\. When accompanying a senior, a junior rides or walks in step on the
senior's left, except during an inspection. This is another courtesy
with a long and interesting history. For centuries individuals fought
with swords, and because most men were right handed, the heaviest
fighting occurred on the right. The shield was carried on the left arm,
and the left side became defensive. Individuals and units who preferred
to fight rather than to "let George do it," and who were proud of their
fighting ability, considered the right of a battle line to be a post of
honor. When an officer walks on your right, this is symbolically filling
the post of honor.

d\. When entering an automobile, the junior enters first and others
follow in inverse order of grade, taking their appropriate seats with
the senior on the right. When leaving an automobile, the senior goes
first and others follow in order of grade. In the case of aircraft, the
senior usually boards first and departs first.

e\. When an enlisted person meets an officer on a staircase or in a
narrow hallway, it is an old custom that the airman halt and stand at
attention.

**22. Civil Air Patrol Customs:**

a\. Customs are those things which should be done. Customs that evolve,
live, and endure represent reasonable, consistent, and universally
accepted practices that make life more pleasant or facilitate orderly
procedures. Continued for a long period of time, they become socially
compulsory and tend to assume the force of law.

b\. Observance of the accepted customs of any nation, race, trade, or
organization identifies the newcomer as a "member of the clan," and
nonobservance sets the individual aside and requires the individual to
prove group loyalty before being accepted. Civil Air Patrol is no
exception.

c\. The sense of duty well performed, honor in all things, and country
above self provide the basis not only for the official acts of all Civil
Air Patrol members, but also for the customs which developed within the
organization. In observing these customs, you must always remember the
following concerning relations between seniors and juniors: "The senior
will never think of the difference in grade, the junior will never
forget it.,' The responsibilities that go with grade and experience
naturally produce certain rights and privileges. For example, it is
customary for juniors to defer to their seniors, but such deference in
no way implies servility on the part of the junior.

**23. History of Ceremonial Customs.** You may be interested in the
origin of the following military ceremonies:

a\. The dress parade was originally intended to impress visiting
celebrities with the strength of the monarch's troops rather than to
honor the visitor.

b\. Inspecting the guard of honor began with the restoration of Charles
II to the throne of England. When one of Cromwell's regiments offered
its allegiance, the King carefully scrutinized the face of each soldier
in ranks looking for signs of treachery. Convinced of the sincerity, he
accepted the regiment as his escort.

c\. The "Sound Off" in which the band plays the "Three Cheers" and
marches down the front of assembled troops stems from the Crusades.
Those selected as crusaders were stationed at the right of the line of
troops, and the band marched past them in dedication; while the people
gave three cheers. The "Right of the Line" was the critical side in
ancient battle formations and is the unit place of honor in ceremonies.

d\. Precedence among units is determined by age, and for that reason Air
Force units usually follow the older services in parades.

e\. Raising the right hand in taking the oath stems from ancient days
when the taker called upon God as a witness to the truth and pledged
with the sword hand.

f\. The white flag of truce may derive from the Truce of God arranged on
certain days by Pope Urban V in 1095 between warring medieval barons.

g\. The use of the arch of sabers in military weddings recalls the days
when the groom's men pledged to protect the wedded couple.

**24. CAP Grades, Titles, and Insignia:**

a\. All CAP personnel are addressed by their full titles in official
correspondence. They are also addressed by their titles in conversation,
but the long titles are shortened as shown in the chart of CAP grade
insignia and titles.

b\. Insignia of CAP senior member officer grades are gold for majors and
second lieutenants, gold with blue enamel for flight officers, and
silver for all other senior member officers. Senior member officers wear
their insignia of grade on the shoulder loops of coats and on the shirt
epaulets when a coat is not worn. Cadet officers (C/2Lt and above) wear
grade insignia on shoulder boards for the shirt without epaulets.

c\. Sometimes the terms "grade" and "rank" are confused. Colonel or
captain are examples of grades, but no two officers in a grade have
identical rank - one is always senior to the other.

d\. Chaplains are addressed as such, regardless of their grade. A Roman
Catholic chaplain may be addressed as "Father," as may be an Episcopal
chaplain, if preferred.

e\. Medical doctors, including veterinarians, are addressed as "Doctor,"
regardless of their grade.

f\. Airmen are addressed by their grade or last name.

g\. Officers of the same grade, when among themselves, may address each
other by their given names, but if a junior is present, they should
address each other by their titles. Seniors may address a junior officer
either by title or by name, but if an airman is also present, the junior
officer should be addressed by title.

**25. Lines of Authority:**

a\. As stated in its Constitution and Bylaws, Civil Air Patrol is a
corporation chartered by Congress and composed of volunteer civilian
members. It also serves as an instrumentality of the U.S. on Air Force
missions. It is organized along military lines, the organizational
pattern resembling that of the U.S. Air Force. It consists of a National
Headquarters, eight regions, and 52 wings. The wings are subdivided into
groups, squadrons, and, in some instances, flights. Civil Air Patrol is
governed by a National Board and a Board of Directors known as the
National Executive Council. As an auxiliary of the U.S. Air Force, Civil
Air Patrol is supported by the Air Force, principally through USAFCAP
liaison offices which are staffed by Air Force personnel.

b\. You may wonder how orders and information get from the top levels of
Civil Air Patrol down to the individual member. CAP accomplishes this by
the same method used in the Air Force, by following the organizational
structure. This method has several names -chain of command, command
channels, through channels, channels of approach, lines of authority -
but they all refer to the same idea: following the organizational
structure through the various levels beginning with the next higher or
lower level.

c\. The lines of authority within Civil Air Patrol, which are depicted
in the approved organizational charts, go from the national commander,
at the top level, consecutively to the region, wing, group, and squadron
commanders, and from the squadron commander through the various staff
and line officers to individual members. Beginning with the new cadet,
the next level or link in the chain is the element leader, then the
flight leader, flight commander, cadet executive officer, cadet deputy
commander, cadet commander, commandant of cadets (in a composite
squadron), squadron commander, group commander, wing commander, region
commander, and national commander. Unless specific instructions are
given, all CAP orders and communications up and down the line follow
this structure. It is important that each CAP member deal first and
direct with the immediate superior officer. For this reason, and so that
the prescribed channels of approach will be observed, each CAP member
must know exactly where one's position is in relation to others in the
unit and the wing.

##### SECTION D - ATTITUDE AND DISCIPLINE

**26. Meaning and Scope of Individual Attitudes:**

a\. In Civil Air Patrol you frequently hear that A has a good attitude,
or that B has a poor attitude. What exactly does this mean? Why is good
attitude emphasized as an essential quality of the effective leader?

b\. Granted that the term "attitude" is vague and general, it is the
best way to express a very simple thing - the state of mind which lies
behind everything a person does. One of the goals of the leadership
laboratory is to help each CAP cadet develop a good attitude, a
constructive state of mind in approaching every aspect of life. It is
theoretically possible for an individual to operate efficiently with a
bad attitude, but in the long run the individual will ultimately hamper
to some degree the accomplishment of the mission of the organization.
Good or bad attitudes are contagious. They slowly affect the actions of
others.

c\. Like everyone else, your approach to life is determined by your
attitude. Your day-to-day actions, whether large or small, are the
result of the general state of mind you bring to bear on the business of
living. Attitude, then, is your personal philosophy of life as you
express it in your actions. It is the frame of mind in which you view
yourself, your work, and other individuals, and it is usually judged by
others through your actions.

d\. You can never escape attitude. Its results are observed and
experienced everywhere, and it is expressed in many ways. Your personal
appearance, the expression in your eyes, the tone of your voice, a
passing remark or comment you may make, all these things reflect your
attitude. In the same manner, the way you go about your job or the way
you salute and wear your uniform indicate your attitude. In one way or
another, you constantly display your attitude, good or bad, to everyone
around you. Others constantly judge you by the attitude they see
expressed in your actions. Consciously or unconsciously, you express
your attitude in everything you do.

27\. Practical Application. The sum of the attitudes of all members of
the group is the key to unit effectiveness. Experience has shown that
the best way to insure individual effectiveness is to develop a proper
attitude from the very beginning of the individual's membership in Civil
Air Patrol.

28\. Development of Positive Attitudes:

a\. How can you develop a proper attitude toward CAP requirements and
procedures? The best way is simply to understand the reason or purpose
behind every aspect of CAP operations. To attain a good attitude, you
may have to shift from an "I do it because I have to" outlook to an "I
do it because I understand why it is necessary and how it fits into a
larger pattern" outlook. If so, you can acquire this attitude by viewing
each detail of any situation, not in itself, but as it relates to the
overall purpose and mission, and by subordinating your own self4nterest
to the greater good of the group, when necessary.

b\. It is especially important for you to have a good attitude if you
are in a leadership position. This is because your attitude will be
reflected by your subordinates, and their response to you will greatly
affect your ability to guide and direct their actions. If you have a
good attitude, you will be able to handle your personnel so that they do
what you want - a prime quality of leadership. Your personnel must feel
that you have a good attitude toward them and their work, that you
appreciate their individual contributions to the mission. You must keep
yourself informed on the individual and group attitudes in your unit,
which together form the morale of the unit. Sometimes it may be
necessary to change an attitude or attitudes which affect morale. If you
permit a poor morale situation to continue, it will result in a less
efficient unit, a decline in unit pride, and a breakdown in courtesy and
discipline. The unit commander must point the way for changing or
improving poor attitudes within the group, but members of the group are
obligated to try to improve their attitudes and thereby exert a
favorable influence on those around them.

c\. Your initial attitude in life is the result of many factors, such as
your education, home life, health, religion, and so forth. Then, too,
each new situation you meet in life introduces new factors which
directly or indirectly influence your attitude. Often these new factors
result in a new, undesirable attitude that may not be changed until the
cause is removed or corrected.

d\. To be a good leader, you must be able to recognize the causes of
undesirable attitudes within yourself, within the individual members of
your unit, and within the unit as a whole. You must constantly promote a
healthy, constructive attitude for yourself and for those you lead.

29\. Discipline in Civil Air Patrol:

a\. The basic function of a CAP unit is to accomplish its mission with
maximum efficiency. To reach this overall goal, all individuals in the
unit must perform their jobs promptly and correctly. Such unity of
action requires discipline.

b\. Discipline in Civil Air Patrol is simply an extension and special
application of the discipline required in any organized society.
Although unity of purpose is required in any organization, a much higher
degree of control is essential in Civil Air Patrol because public
services are at stake. The entire structure of Civil Air Patrol is
dependent upon discipline. It is the cement which binds the unit into a
workable force. Without it chaos would result.

c\. To some people discipline means either punishment or blind obedience
to orders. It is the modern usage of the word, "discipline is training
which corrects, molds, strengthens, or perfects." Discipline within a
CAP unit is a state of order characterized by habitual but reasoned
obedience to orders - habitual because the success of CAP activities
often depends upon immediate response to commands, and reasoned because
initiative and understanding on the part of each individual CAP member
must be preserved.

30\. Self-Discipline:

a\. Real discipline - the self-discipline that guides you in your
everyday life, regulating and controlling your conduct and actions - can
come only from within. Your childhood training contributed immeasurably
to the self-discipline and control you now have, and as you gain
increased experience and maturity, the standards by which you govern
yourself will be continually reinforced.

b\. As a CAP cadet and potential leader, you are responsible for
developing and perfecting within yourself a sense of discipline. No one
can do it for you. You will be assisted in this endeavor by the advice
and counsel of the leaders in your unit, but, in the final analysis, it
is you who must obtain an understanding of the importance of discipline
so that you can use it properly.

31\. Training for Group Discipline:

a\. Development of self-discipline is not necessarily the goal of
discipline training. The final product sought is group discipline. Civil
Air Patrol functions through groups - large and small. Since missions
are assigned to groups as though they were a single individual, the
group must act as a single unit, and group discipline becomes as
important as self-discipline. Leaders must extend their convictions that
self-discipline determines their ultimate well-being to the larger
premise that group discipline governs the effectiveness of the unit.

b\. To develop and maintain the required unity of action within the
group, CAP leaders must provide constant and continuous training, but
they must always bear in mind this important fact: "You can never
instill a sense of discipline in others through harsh or tyrannical
treatment."

c\. It is not always easy to explain the necessity for the rules of
discipline to the novice. For example, how does one person convince
another that a minor failing of one individual can lead to a serious
setback in accomplishing the mission of a large unit? Or, who can
properly describe the importance of conscientious effort by each member
of an aircraft ground crew? Often it is difficult to make beginners
understand that they must submit to firm control and direction because
they are part of an organization which must be capable of effective
performance even under difficult or emergency conditions. But all these
things - and more-must be clearly explained to all new members because
obedience cannot be expected unless there is a desire to obey, and this
comes only through understanding.

d\. Cadets must be introduced to discipline as soon as they join Civil
Air Patrol, and must be continually impressed with it throughout their
memberships. They must be taught to obey orders and to respect commands.
Cadets must be conscientious and reliable. They must be convinced that
their lives, as well as the lives of their associates and those whom
they support, may depend on discipline. As a CAP cadet, it is your
responsibility to accomplish all these things, and as a leader, it is
your responsibility to help others do the same.

32\. Tools for Teaching Discipline:

a\. The best way to achieve discipline is through constant practice, and
this is the system used in Civil Air Patrol and its leadership
laboratory. Throughout your membership you will be regulated in your
carriage, your walking, your deportment, and your uniform; in addition,
you will be required to be courteous and respectful to your superiors.
It is important for you to remember - both when you receive discipline
training and later when you give it - that all of this is done to
impress the habit of obedience upon the members of the CAP unit, never
to produce robots without a will of their own. Discipline must always be
of a standard that is acceptable to the members of the group. It must
not simply restrict actions, it must foster well-guided aggressiveness
and encourage and recognize initiative. In other words, restrictions
imposed must be balanced with privileges granted.

b\. At times it may become necessary to resort to punishment in teaching
discipline. The important thing to remember in relation to punishment is
that it should result in a better person or a better unit. Punishment is
effective when it creates in the individual a desire to obey. Punishment
that is administered as vengeance does not teach discipline. In fact, if
the punished person feels that the sentence is unjust, or not in
proportion to the misconduct, the person's performance will be
diminished. If associates disagree with the discipline, the performance
of the group will be lessened. The unwise leader may "throw the book" at
an unruly cadet to set an example for the rest of the group, but rarely
does this action achieve results. Group effectiveness must be the
guiding factor in the use of punishment. Remember, discipline can never
be achieved through tyranny or harsh treatment.

##### SECTION E - THE NEED FOR DRILL

**33. Scope.** This section describes the need for drill and introduces
the CAP cadet to the terms peculiar to drill and to the methods of drill
instruction that can be expected in the leadership laboratory. In
subsequent chapters the movements and procedures for drill, ceremonies,
reviews, and parades will be discussed.

**34. Value of Drill and Ceremonies:**

a\. Why are drills and ceremonies needed? Every CAP member learns
teamwork by participating in drill. On the drill field the individual
learns to appreciate the need for discipline - the need to respond to
authority, to follow orders promptly and precisely, and to recognize the
effect of your actions on the group as a whole. Learning to follow is
the beginning of leadership.

b\. As individuals progress in grade and experience and become drill
leaders, they have opportunities to develop confidence, poise,
forcefulness, and other characteristics that further their ability to
work with people. Group participation stimulates *esprit de corps*, high
morale, and enthusiastic teamwork. These are sound, practical benefits
afforded by drills and ceremonies.

**35. Drill Competitions within Civil Air Patrol.** The special
activities established for CAP cadets may include drill competitions.

**36. Introduction to Drill and Ceremonies:**

a\. Drill:

\(1\) For the purpose of drill, CAP organizations are divided into
elements, flights, squadrons, groups, and wings. The wing does not drill
by direct command.

\(2\) Drill consists of certain movements by which the flight or
squadron is moved in an orderly manner from one formation to another or
from one place to another. These movements are executed with order and
precision. The task of each person is to learn these movements and to do
each part exactly as described. Otherwise confusion will result.
Individuals also must learn to adapt their own movements to those of the
group. That is why such standards as the 30-inch step, the cadence of
120 steps per minute, distance, and interval have been established.
Everyone must move on command smoothly, smartly, and with exactness.

\(3\) CAP cadets begin learning to drill almost as soon as they become
members. They are first taught the position of attention; then movements
at the halt, such as facing movements, then movements of their feet and
arms and their overall bearing in marching. When all members have become
familiar with these movements to the point where they execute them
smartly and automatically, they are grouped with others into a larger
unit where they learn other movements. Eventually, elements, flights,
and squadrons are performing drill movements smoothly and with
precision.

b\. Ceremonies:

\(1\) Ceremonies are special, formal, group performances conducted by
Civil Air Patrol to honor distinguished persons or to observe national
holidays. Another purpose of ceremonies is to demonstrate the
proficiency and state of training of CAP members.

\(2\) Ceremonies are an extension of drill activities. The precision
marching, the promptness in responding to commands, and the teamwork
developed on the drill field determine the appearance and performance of
the group in ceremonies.

**39. Drill Instructors:**

a\. The mission of Civil Air Patrol is based on a continuity of
discipline and sense of mission throughout all echelons of command. The
use of drill as one means of instilling discipline and accustoming
individuals to respond to command is an important duty of all officers,
noncommissioned officers, and cadets. Ail personnel should familiarize
themselves with the provisions of this manual so that uniform
instructions may be given whenever and wherever required.

b\. The commander gives all commands to the unit except in cases where
command is delegated to a subordinate for instructional purposes.
Regardless of grade, where an instructor is in charge of an individual
or unit, authority is derived from that of the commander and should bear
the same authority as that of the commander.

c\. For purposes of drill instruction and for other formations, every
effort should be made to have the ranking CAP member present assume a
leadership position. Placing persons of higher rank in positions
subordinate to the instructor or person in charge of the drill,
formation, or activity should be avoided whenever possible.

**40. Drill Instructions:**

a\. The following step-by-step procedure has proved to be an effective
means of teaching drill movements:

\(1\) State the name of the movement to be executed and point out its
purpose.

\(2\) Give the command to be used and identify its parts - the
preparatory command and the command of execution.

\(3\) Demonstrate the movement to the formation using the proper cadence
and commands. Also demonstrate procedures for each unit when they vary.

\(4\) State the requirement for the movement.

\(5\) Explain and demonstrate the movement slowly in detail.

\(6\) Ask questions on the movement, then demonstrate it again as in
step (3).

\(7\) Instruct the formation on how they will perform (that is, as an
individual, flight, element, by the numbers, etc.). Have the formation
perform; make on-the-spot corrections.

\(8\) Critique the performance of the movement and review important
areas before moving on to the next exercise.

b\. "By the Numbers" is the method by which precision movements of two
or more counts are demonstrated, practiced, and learned - one count at a
time.

\(1\) This method enables the cadet to learn step by step and permits
the instructor to make detailed corrections. The instructor commands "By
the Numbers" before giving commands for the movements. For "By the
Numbers, About, FACE," the first count of the movement is executed on
the command, "FACE." The second count) is executed on the command,
"Ready, TWO." (The pivot is the second count.)

\(2\) All subsequent commands are executed by the numbers until the
command "Without the Numbers" is given. For example, in teaching right
and left face, the command "By the Numbers" would be given at the
beginning of the practical exercise. Each facing is repeated several
times by the numbers until the instructor gives "Without the Numbers."
Subsequent movements are executed in the cadence of quick time.

c\. Instructors go wherever their presence is necessary. As instruction
progresses, individuals should be grouped according to their
proficiency. Those who show a lack of aptitude should be separated from
the others and placed under the most experience instructors. Care should
be exercised not to ridicule slow learners.

**41. Developing Command Voice In Cadets.** Instructors should help the
cadets in developing a command voice. This can be done by setting the
example and giving all commands with the correct voice control,
distinctness, inflection, cadence, and snap. They should encourage the
cadets to practice giving commands. Further, and very important, cadets
should be given every opportunity to command.

#### Chapter 2 - LEADERSHIP LABORATORY OBJECTIVES FOR PHASE II

During the leadership laboratory periods of the first three achievements
of Phase II, you will acquire a higher level of knowledge and
proficiency in basic military skills through continued participation in
the status of participant-follower. During the last three achievements,
after you have increased your experience and proficiency, you will serve
as participant4eader. As a participant-leader, you will fill positions
of responsibility and authority in which you will teach individuals and
elements how to execute basic facing and marching movements, how to
salute, how to wear the uniform, and how to respond in accordance with
CAP customs and courtesies. To serve in this capacity, you must have the
necessary knowledge and experience to perform the fundamentals in a
manner that commands the respect and confidence of those whom you teach.
In addition, you must be able to translate this knowledge into terms
which individuals and elements will understand and accept. In so doing,
you increase your own proficiency, poise, self-confidence, and
understanding of the fundamentals of drill.

For satisfactory completion of the Phase II leadership laboratory, you
must attain the following specific objectives.

\(1\) Master the fundamentals of military drill techniques and
leadership principles presented in Phase I and Phase II.

\(2\) Become proficient in instructing subordinate cadets in such
subjects as military drill, wearing of the uniform, CAP customs and
courtesies, and the fundamentals of discipline (through squadron
formations).

\(3\) Understand the purposes of Civil Air Patrol at the squadron,
group, wing, and national levels and the functions of commanding
officers at these levels.

\(4\) Assume leadership positions at the flight level.

##### SECTION A - COMMANDS

**61. Objectives:**

a\. As cadets progress through the leadership laboratory, they must
learn to command on the drill field. Commanding a drill unit involves
much more than simply standing in front of a unit and telling it to do
something. Commands must be given properly if the unit is to perform
properly, with precision and orderliness. If commands are not easily
comprehended, the resultant maneuvers will be sloppy and disorganized.
For this reason it is important that cadets develop a good command voice
and learn to command correctly.

b\. To give good commands, you must meet three basic requirements:

\(1\) You must develop and use a good command voice;

\(2\) You must know the commands and word them properly and;

\(3\) You must give the command at the right time. In other words, a
good command depends on how you give it, what you give, and when you
give it.

c\. Proficiency in commands and the command voice depend largely on
practice. If you will remember this and devote as much time as possible
to practicing the principles and techniques in this section, you will
increase your proficiency in giving commands.

62\. Types of Commands:

a\. A drill command is an oral order. Most drill commands have two parts
known as the preparatory command and the command of execution. In this
manual, the preparatory command is printed in capital and lower case
letters ("Squadron"). The command of execution is printed in all-capital
letters: (ATTENTION).

\(1\) The preparatory command tells what the movement is to be. When
calling a unit to attention or in halting a unit's march, the
preparatory command includes the unit designation. In the command
"Forward, MARCH," "Forward" is the preparatory command.

\(2\) The command of execution follows the preparatory command. The
command of execution tells when the movement is to be carried out. In
"Forward, MARCH," the command of execution is "MARCH."

\(3\) In certain commands, the preparatory command and the command of
execution are combined, for example: "FALL IN, AT EASE," and "REST."
These commands are given at a uniformly high pitch and loudness
comparable to that for a normal command of execution.

b\. Supplementary commands are given when one element of the unit must
execute a movement different from the other units or the same movement
at a different time. Examples: "CONTINUE THE MARCH" and "STAND FAST."

c\. Informational commands have no preparatory command or command of
execution and are not supplementary, examples are: "PREPARE FOR
INSPECTION" and "DISMISS THE SQUADRON."

d\. Mass commands are practice commands given in unison by all members
of a formation.

##### SECTION B - COLORS

**63. Use of Flags in Civil Air Patrol.** The types of flags authorized
for use in Civil Air Patrol, which are described in detail in CAPR
900-2, include the all-purpose U.S. flag, the organizational U.S. flag,
the CAP national flag, the CAP region and wing flags, and the CAP group
and squadron flags.

**64. Explanation of Terms Relating to Flags.** Four general names are
used to refer to the flag to the United States: flag, color, standard,
and ensign.

a\. Usually the term "flag" is applicable, regardless of size and use.

b\. A color, as used in Civil Air Patrol, is either the U.S. all-purpose
flag or the U.S. organizational flag. The term "wing color," "group
color," etc., refers to CAP flags carried in ceremonies by the
corresponding organization. The term "colors" refers to both the U.S.
and the CAP flags when they are carried in ceremonies by the color
guard. The term "color guard" refers to the individuals who handle the
colors in a ceremony.

c\. A standard is a flag carried by motorized or other mounted units.

d\. An ensign is a flag flown on ships, small boats, and airships.

e\. A guidon is a swallow4ailed organizational flag carried by smaller
units, such as squadrons.

f\. A pennant is a triangular flag used primarily for parade markers,
etc.

**65. History of the U.S. Flag.** The flag of the United States is a
symbol of its people, its land, and its democratic ideal. It is a symbol
all should honor.

a\. The first American flag using the stars and stripes was authorized
by Congress on June 14, 1777, the date now observed as Flag Day. The
design featured 13 alternate red and white stripes and 13 stars in a
blue field for the Thirteen Original States. The original plan was to
add another star and stripe for each additional state, and when Vermont
and Kentucky were admitted to the Union the number of stars and stripes
was raised to 15. As other states came into the Union, it became evident
that the number of stripes must be limited. In 1818 Congress reduced the
number of stripes to 13 to honor the Thirteen Original States and
declared that only a star would be added for each new state.

b\. Only a year younger than the Union itself, the flag was first
unfurled at Fort Stanwix, on the site of the present city of Rome, New
York, on August 3, 1777, and first came under fire three days later in
the Battle of Oriskany, August 6, 1777. American troops first carried it
into battle at the Battle of Brandywine, September 11, 1777, and it has
been serving ever since as the rallying point for American
accomplishment in peace and in war. Some of the names alone can evoke
the triumphs it has seen: Saratoga and Yorktown, Horseshoe Bend and New
Orleans, Pala Alto, Gettysburg, Manila Bay, Chateau-Thierry and Belleau
Wood, Iwo Jima and the Bulge, and Inchon. These are the triumphs of war,
but ever increasingly the American flag stands sentinel in the far-flung
battle for world peace. Today for countless millions, Americans and
non-Americans alike, it represents the triumph and strength of an idea,
a democratic idea in which individual's natural idealism and yearning
for liberty have found their most fruitful and permanent expression.

**66. Courtesies to the United States Flag:**

a\. CAP personnel passing an uncased U.S. flag salute six paces before
reaching the flag and hold the salute until they have passed six paces
beyond it. Likewise, when an uncased U.S. Ceremonial or U.S.
organizational flag passes by, the salute is rendered six paces before
the flag is even with the individual and held until the flag has passed
six paces beyond him.

b\. Flags flown from stationary flagstaffs on bases are saluted only at
reveille, retreat, and special occasions. Small flags and flags on
halfstaffs are not saluted. Cased and folded flags are not saluted.

**67. Saluting When the National Anthem or to the Colors is Played:**

a\. The U.S. flag is symbolic of the United States and the principles
for which it stands. The national anthem is a declaration of reverence
and loyalty to the United States, with the flag as an emblem.

b\. On certain occasions, such as during inclement weather or when a
band is not present for a retreat ceremony, To the Colors is played
instead of the national anthem. To the Colors is a bugle call sounded as
a salute to the flag and symbolizes respect to the nation and the flag
in the same manner as does the national anthem. The flag and the United
States are thought of as being the same, therefore, any time the
national anthem or To the Colors is played, the proper courtesy as
prescribed in the following paragraphs must be rendered.

c\. When in uniform in formation, but not a part of a ceremony, the unit
commander commands "Present, ARMS," when the national anthem or To the
Colors is played. The unit should be faced toward the flag before being
given present arms.

d\. When in uniform but not in formation:

\(1\) Outdoors, at any ceremony where the U.S. flag is present, come to
attention, face the flag in the ceremony, and salute. At sports events,
if the flag is visible, face the flag and salute. If the flag is not
visible, face the band and salute in its direction. If the music is
recorded, face the front and salute. At all other outdoor occasions, the
same principle is followed: Come to attention and salute, facing the
flag if visible, otherwise facing the music.

\(2\) Indoors, when the national anthem or To the Colors is being played
at the beginning or end of a program or sports activity, face the flag
if it is present and take the position of attention. If no flag is
present, take the position of attention facing the music. Do not salute
unless under arms. When listening to a radio or watching a television
program, take no action.

e\. When in civilian or athletic clothing outdoors, take the same action
as when in uniform except that the manner of saluting is different. Men
remove the headdress with the right hand and hold the headdress at the
left shoulder with the right hand over the heart. Men without hats, and
women salute by standing at attention and placing the right hand over
the heart.

f\. When in civilian or athletic clothing indoors, render the civilian
salute by standing at attention and placing the right hand over the
heart.

g\. In vehicles during a flag ceremony, the driver brings the moving
vehicle to a stop at the first note of, the national anthem or To the
Colors. Personnel in vehicles, including the driver, remain seated at
attention.

h\. Air Force photographers and camera operators render appropriate
honors outlined in these paragraphs, except when they are specifically
assigned to photograph others rendering honors.

**68. Pledge of Allegiance to the Flag:**

a\. In military formations and ceremonies, the Pledge of Allegiance
shall not be recited.

b\. At protocol functions, social, and sporting events which include
civilian participants, military personnel should:

\(1\) When in uniform outdoors, stand at attention, remain silent, face
the flag, and render the hand salute.

\(2\) When in uniform indoors, stand at attention, remain silent, and
face the flag. The hand salute is not rendered. Where the participants
are primarily civilians or in civilian attire, reciting the pledge is
optional for those in uniform.

\(3\) When in civilian attire, render the pledge while standing at
attention, facing the flag with the right hand over the heart. Men
should remove headdress with the right hand and hold it over the left
shoulder, the hand being over the heart.

**69. Army or Navy Gun Salutes:**

a\. When gun salutes are fired at Army or Navy installations to honor a
living person, all individuals in the ceremonial party salute and
spectators stand at attention. When gun salutes are fired on
Independence Day and Memorial Day, all people present salute, facing the
flag when visible or the site of the saluting guns if the flag is not
visible.

b\. In Civil Air Patrol, gun salutes are not fired at a ceremony
including reveille and retreat.

**70. Display of the United States Flag:**

a\. The flag of the United States represents the nation, the union (blue
field and stars) being the honor point. The right is the place of honor.
The edge which is toward the staff is the right edge. The union and the
flag itself are always given the place of honor.

b\. The flag of the United States is never dipped in salute, nor is it
ever permitted to touch the ground. Soiled, torn, or badly faded flags
should not be displayed but should be destroyed privately by burning The
flag should never be used as a costume or dress, nor on a vehicle or
float except attached to a staff, nor as drapery in any form. For
draping and decoration in general, bunting of the national colors may be
used, with the blue uppermost. No lettering or object of any kind should
be placed on the flag of the United States, nor should it be used in any
form of advertising.

c\. Specific rules governing the use of the flag are listed in CAPR
900-2.

**71. Color Guard (OMITTED)**

**72. Civil Air Patrol Manual of the Colors (OMITTED)**

**73. Escort of the United States Flag (OMITTED)**

**74. Salutes by Flags (OMITTED)**

#### Chapter 3 - Commands and the Command Voice

##### SECTION A - RESPONSIBILITIES OF THE CADET NCO

To perform satisfactorily in the leadership positions you will fill as a
CAP member, you must have a thorough understanding of the
responsibilities of the NCO in Civil Air Patrol, first, so that you
yourself can serve in these grades and, later, so that you can work
closely with cadet NCOs to accomplish the various assignments you may be
given as a cadet officer.

**75. The Role of the NCO:**

a\. The noncommissioned officer is a well-trained, experienced person,
capable of good judgement and initiative. As a rule, the NCO accumulates
a great deal of knowledge about a special field, however, the role of
the NCO extends beyond technical proficiency. The noncommissioned
officer must be a leader. The NCO's capabilities have to go beyond job
proficiency to include influencing and directing subordinates.

b\. When you become a cadet NCO you will have received your grade
because you fulfilled certain prescribed requirements of the CAP cadet
program. These requirements include that you demonstrate your ability to
lead and influence other cadets. With your cadet NCO grade you assume a
continuous obligation to advance individual and group proficiency,
discipline, morale, and *esprit de corps*.

c\. As an NCO you will be close to other cadets, particularly the new
members, a position in which you will be able to influence their
decisions and have a marked effect on the quality of their work. For
example, you can impress upon subordinates the meaning of CAP's
traditions and customs, and thus foster a high state of morale,
discipline, and *esprit de corps* in your unit. You can make clear to
new cadets the importance of their jobs and the advantages of membership
in Civil Air Patrol. You can help them adjust to the requirements of
being a CAP cadet. As an NCO you will, of course, be the logical person
to exercise detailed supervision over assigned tasks.

**76. Responsibilities of the NCO:**

a\. To properly fulfill your role as an NCO in Civil Air Patrol, you are
expected to be proficient not only in your special assignments but also,
to some extent, as a planner, manager, and teacher. You should know
enough about human relations and the customs and courtesies of Civil Air
Patrol to be able to create a high degree of proficiency, discipline,
morale, and *esprit* in your unit. To fulfill this obligation, you must
assume certain responsibilities, including the following:

\(1\) Understand and practice the techniques of leadership and personnel
management to the extent called for by your position.

\(2\) Know your job and have a high level of personal proficiency. In a
sense, as an NCO you are a buffer between your subordinates and your
superiors. This calls for strict loyalty in both directions.

\(3\) Relieve your superiors of routine details and problems.

\(4\) Execute all your duties promptly, without continuous supervision.

\(5\) Use initiative and resourcefulness, know when to handle matters
yourself and when to refer them to your superior, but in all cases, keep
your superior in mind.

\(6\) Insure that good housekeeping and administrative procedures are
followed.

\(7\) Conduct drill and ceremonial procedures applicable to a flight
leader.

\(8\) Plan, supervise, and conduct individual and team on-the-job
training in technical and military subjects.

\(9\) Maintain a high standard of behavior, including individual
conduct, courtesy, and personal appearance.

\(10\) Assist, supervise, and correct subordinates in matters pertaining
to duty performance, individual conduct, courtesy, and personal
appearance.

##### SECTION B - GIVING COMMANDS - THE COMMAND VOICE

**77. General Rules for Giving Commands.** When giving commands, the
leader is at the position of attention. Cadets in formation notice the
posture of their leader. If the posture is unmilitary (relaxed,
slouched, still, or uneasy) that of the cadets will be similar. Good
military bearing is necessary for good leadership. While marching in
transit, the leader must be in step with the formation at all times,
except when making corrections.

a\. The commander faces the troops when giving commands except when the
element is a part of a larger drill element or when relaying commands in
ceremonies.

b\. When a command requires an element to execute a movement different
from the other elements, or the same movements at a different time, the
subordinate commander gives a supplementary command over the shoulder.
Supplementary commands are given between the preparatory command and
command of execution of the unit commander. When the squadron
commander's preparatory command is "Squadron," the flight commander's
preparatory command is "Flight."

c\. When the flights of the squadron are to execute a movement in order,
such as a column movement, the flight commander of "A" Flight repeats
the squadron commander's preparatory command. The commanders of the
other flights give a supplemental command such as "CONTINUE THE MARCH."
When the squadron commander gives the command of execution, "A" Flight
executes the movement at the same point and in the same manners as "A"
Flight, at the command of the appropriate flight commander.

d\. A commander uses the command "AS YOU WERE" to revoke preparatory
commands. After the command of execution has been given and the movement
has already begun, other appropriate commands are given to bring the
element to the desired position.

e\. In giving commands, flight commanders may add the letter of their
flight to the command as "A" Flight, HALT" or "B" Flight, Forward,
MARCH." Whenever commands are given to a squadron in which one flight
stands fast or continues the march, the flight commander commands "STAND
FAST" or gives the supplementary command "CONTINUE THE MARCH."

f\. The preparatory command and the command of execution are given as
the heel of the foot, corresponding to the direction of the movement,
strikes the ground.

**78. Voice Characteristics.** The precision with which a command is
executed is influenced by the voice in which it is given. A correctly
delivered command is loud and distinct enough to be clearly understood
by everyone in the unit. It is given in a tone, cadence, and with a snap
that demands willing, correct, and immediate response. A voice with the
right qualities of loudness, projection, distinctness, inflection, and
snap enables a commander to obtain effective results.

a\. Loudness is the volume used in giving a command. It should be
adjusted to distance and the number of individuals in the formation. The
commander takes a position in the front of and to the center of the unit
and speaks facing the unit so that the voice reaches all of the
individuals. Volume is necessary, but excessive exertion is harmful to
the vocal chords. A typical result of trying too hard is the almost
unconscious tightening of the neck muscles to force out sound. This
produces strain, hoarseness, sore throat, and worst of all, indistinct
and jumbled sounds instead of clear commands. Achieve ease through good
posture, proper breathing, and correct adjustment of the throat and
mouth muscles.

\(1\) The most important muscle used in breathing is the diaphragm, the
large, powerful muscle that separates the chest cavity from the
abdominal cavity. The diaphragm automatically controls the breath in
normal breathing and is used to control the breath when giving commands.

\(2\) Deep breathing exercises develop the diaphragm and refresh the
entire body. The following exercise will develop breathing for commands:
A deep breath should be taken through the mouth, holding the air in the
lungs. With relaxed throat muscles, "Huh" and "Ha" should be said as
shortly as possible. The sounds should be made entirely by expelling
short puffs of air from the lungs. Only the diaphragm and the muscle
around the waist should be used. When this is done. a distinct movement
of the abdominal muscles can be felt. This exercise should be practiced
often and as a result, effort and volume can be increased until they are
natural functions. Another excellent exercise for developing and
strengthening the muscular walls of the diaphragm is illustrated in
figure 35.

\(3\) The cavities of the throat, mouth, and nose act as amplifiers and
help give fullness (resonance) and projection to the voice.

\(4\) To obtain resonance, keep your throat relaxed, loosen the lower
jaw, and open your mouth. You can then prolong the vowel sounds.

b\. Projection is the ability which enables a person to project the
voice to whatever distances desired without undue strain. To project the
command, focus your voice on the person farthest away.

\(1\) Yawning is a good practice to get the feel of the open mouth and
throat. Also pronouncing aloud the vowels and practicing saying "Oh" and
"Ah" are alternate methods.

\(2\) Counting in a full, firm voice and giving commands at a uniform
cadence, prolonging the syllables, are good exercises. Erect posture,
proper breathing, relaxed throat, and open mouth aid in projecting the
voice.

\(3\) Tonal quality determines whether the sound is clear or muffled.
Good tonal quality is an effective combination of sound from the vocal
chords and resonance from the mouth, nose, and throat. It is produced by
chest and head. If there is volume with poor resonance, the sound is not
clear. If there is resonance with little volume, the. sound does not
project well. An adequate blend of the two produces a sound that is
clear and projects well.

c\. Distinctness depends on the correct use of the tongue, lips, and
teeth, which are used to form the separate sounds of a word and to group
those sounds to form words. Distinct commands are effective. Indistinct
commands cause confusion. All commands can be correctly pronounced
without loss of effect. The emphasis is placed on proper enunciation
(distinctness). Clear enunciation makes full use of lips, tongue, and
lower jaw.

d\. Inflection is the rise and fall in pitch and the tone change of the
voice.

\(1\) The preparatory command, which is the command that announces the
movement, should be pronounced with a rising inflection near or at the
end of its completion, usually the last syllable. The most desirable
pitch of voice, when beginning a preparatory command, is near the level
of the natural speaking voice. A common fault with drill instructors is
to start the preparatory command so high that, after employing a rising
inflection, the passage to a higher pitch for the command of execution
is impossible without undue strain.

\(2\) A good rule to remember when beginning a command is to start near
the natural pitch of the voice. The development of a low voice should
not be attempted if the natural pitch is high, and vice versa. A
properly delivered command of execution has no inflection. However, it
should be given at a higher pitch than the preparatory command. Commands
are portrayed graphically in figures 15-22.

e\. Snap is that extra quality in a command that demands immediate
response. It expresses confidence, alertness, and decisiveness. It
indicates complete control of one's self and the situation. To achieve
this quality, you must have a knowledge of commands and the ability to
voice them effectively. Give the command of execution at the precise
instant the heel of the proper foot strikes the ground while marching.
Achieve snap in giving commands by standing erect, breathing without
effort, and speaking clearly with a rising inflection on the preparatory
command and a relatively high pitch on the command of execution. Snap
out the command of execution at the expected instant with the same
effect as the starter's "GO!"

**79. Cadence:**

a\. The cadence of a command means the uniform and rhythmic flow of
language and the proper timing. A flight is unable to execute a given
movement smartly and accurately unless all the individuals in ranks
understand the preparatory command and know when to expect the command
of execution. When a flight commander uses a very brief interval at one
time and a prolonged interval at another, this tends to confuse
individuals and take them by surprise.

b\. In general, the interval which produces the best effects in
movements resulting directly from the commands given is that which
allows the taking of one step between the preparatory command and the
command of execution. However, in other instances, the interval should
be lengthened enough to permit proper understanding of the movement to
be executed. The interval should be measured exactly in the beats of the
drill cadence.

c\. Give commands for executing movements to the right when marching
when the right foot strikes the ground, and for movements to the left
when the left foot strikes the ground. In commands containing two or
more words, place the point of emphasis on the last word. For example,
in Right Flank, "flank" is given as the right foot hits the ground.

d\. For a squadron or a larger unit, the interval between the squadron
or group commander's preparatory command and the command of execution
should be long enough to allow the marching elements to take three steps
between commands.

**80. Counting Cadence (OMITTED)**

**81. Mass Commands (OMITTED)**

#### Chapter 4 - DRILL OF THE FLIGHT

##### SECTION A - FOMRATIONS AND MARCHING (OMITTED)

**82.The Flight as the Basic Drill Unit.**

83\. Rules for the Guide

84\. Formation of the Flight

85\. To Align the Flight

86\. To Open Ranks When In Line

87\. To Close Ranks When at Open Ranks

88\. Individuals to Leave Ranks

89\. To Count Off

##### SECTION B -- MARCHING (OMITTED)

**90. Flight Formation While Marching**

91\. To Change Interval While In Column

92\. To Change Direction in a Column

94\. Partial Changes of Direction

95\. To Form a Single File and Reform

96\. To Form a Column of Twos From a Single File

97\. To Form a Column of Twos From a Column of Fours and Reform

##### SECTION C - MANUAL OF THE GUIDON (OMITTED)

**98. The Guidon**

99\. Order Guidon

100\. Carry Guidon

101\. To Execute Order Guidon While at Carry Guidon

102\. To Execute Carry Guidon While at Order Guidon

103\. To Execute Present Guidon When at Carry or Order Guidon

104\. To Execute Carry Guidon When at Present Guidon

105\. To Execute Order Guidon When at Present Guidon

106\. Individual Salute by Guidon Bearer When Not in Formation.

#### Chapter 5 - METHODS OF TRAINING

##### SECTION A - DRILL AS A LEADERSHIP LAB TECHNIQUE

One of the continuing responsibilities of all CAP members is to teach
and assist others with less ex­perience and skill.

The leadership laboratory program itself should include the use of all
methods of instruction - the lec­ture, demonstration - performance,
discussion, problem solving, etc. Frequent evaluations of progress
should in­clude written and performance tests. Traditional pat­terns of
instruction in drill should be used only when these are the best means
available to achieve the desired objective. These objectives should
always be related to the individual, as well as to the unit.

As drill instruction progresses, cadets should be grouped according to
their proficiency. Those who show a lack of aptitude should be separated
from the others and placed under the most experienced instruc­tors. Care
should be exercised not to ridicule slow learners.

**107. Techniques for Teaching Drill.** You will find the following
techniques useful in teaching drill exercises.

**a. Demonstration-Performance. To** teach by this method, it is not
necessary to memorize each word of the explanations for the various
drill movements, but you - the instructor - must be sure that your
com­mands are correctly worded and easily understood. You should practice
in private, checking against the manual, until you have a clear,
complete explanation in mind. The demonstration-performance method of
instructing consists of the following steps:

\(1\) Give the name of the movement or exer­cise and its practical use to
the individual unit.

\(2\) Give the command to be used for the movement or exercise, and
explain its elements - the preparatory command and the command of
execution.

\(3\) Explain the movement and the com­mand so that the student can
understand the demonstra­tion.

\(4\) Demonstrate the movement or exercise. If the movement has more
than one count, demonstrate it by the numbers - one count at a time.

\(5\) Ask if there are any questions.

\(6\) Give the student an opportunity to try the movement.

\(7\) Give practical work by the numbers and talk through the movements
or exercise.

\(8\) Make corrections whenever errors oc­cur.

\(9\) Repeat with the numbers until the desired proficiency is achieved.

**b. By the Numbers.** This is the technique by which precision
movements of two or more counts are demonstrated, practiced, and
learned - one step at a time. This method enables the student to learn
step by step and permits the instructor to make detailed correc­tions. It
can be used with marching movements as well as with those performed at a
halt. In some of the more complicated movements, such as column right
(for a flight) from a halt, use of the numbers is the only effec­tive way
to catch and correct errors. The steps you should follow in teaching by
this method are described below:

\(1\) In marching movements by the num­bers, the instructor counts
through the desired number of counts before terminating the exercise by
having the student bring up the trailing foot to the normal halt
position.

\(2\) The instructor commands \"By the Num­bers\" before giving commands
for the movements. For \"By the Numbers, About, FACE,\" the first count
of the movement is executed on the command of execu­tion, \"FACE.\" The
second count is executed on the command \"Ready, TWO.\" (The pivot is
the second count.)

\(3\) All subsequent commands are executed by the numbers until the
command \"Without the Numbers\" is given. For example, in teaching right
and left face, the command \"By the Numbers\" would be given at the
beginning of the practical exercise. Each facing is repeated several
times by the numbers until the instructor gives \"Without the Numbers.\"
Subsequent movements are executed in the cadence of quick time.

**c. Mass Commands.** These commands have an excellent training value
and should be used frequently.

**d. Individual Commands.** Having individuals in the ranks give
commands is another way of increasing interest and skill. After the unit
has acquired some skill in executing commands and in giving mass
commands, the instructor can designate individuals in ranks who, in
succession and without leaving ranks, will give com­mands and execute
them with the group. The next in­dividual starts giving commands on a
prearranged basis, either on signal from the instructor or after the
preceding individual has given a certain number of com­mands.

**e. Competitive Drill Exercises. The** use of these exercises between
individuals or units is another way of increasing drill knowledge and
skill.

##### SECTION B - INTERIOR GUARD

The mission of Civil Air Patrol includes providing assistance during
local and national emergencies. In ac­complishing this mission, CAP
members undoubtedly will be called upon to display knowledge of, or
perform functions similar to, the military\'s interior guard when
participating in emergency missions and when attending encampments and
bivouacs. Members, therefore, should become familiar with the purpose
and workings of the interior guard.

When guard details are required by CAP units for interior guard and for
special purposes, they should be organized in general as described in
this chapter. \"It must be remembered, however, that arms are prohibited
in Civil Air Patrol, and any reference to arms found in any published
material concerning the interior guard is not applicable to CAP or its
activities.\"

\"CAP members may not use force, or the appear­ance of force, in the
execution of any guard duties.\"

The extent to which CAP members may cooperate with civilian law
enforcement agencies is outlined in CAPR 900-3, \"Civil Air Patrol
Assistance to Law Enforcement Officers and Agencies.\" All CAP members
associated with the guard must be familiar with the pro­visions of this
regulation.

Members acting in the name of Civil Air Patrol may cooperate with and
assist law enforcement officers engaged in benevolent activities such as
disaster relief, searches for missing persons, search and rescue
ac­tivities, evacuation missions, or mercy missions. They may also, under
direction of the senior CAP member present and at the specific request
of the Federal Avia­tion Administration or military authorities, provide
crash site surveillance and assistance, such as:

\(1\) Give directions.

\(2\) Inform the public the area is restricted.

\(3\) Advise individuals whom to contact for authority to enter a
restricted area.

\(4\) Notify proper authorities if unauthor­ized persons are observed
entering the restricted area.

\(5\) Carry messages.

\(6\) Other similar functions.

It must be clearly understood that members must be sure that their
activities do not violate any of the restrictions set out in the next
paragraph, and neither \"directly nor indirectly involve the use of
force.\"

CAP members acting in the name of Civil Air Patrol may not engage in any
form of law enforcement. (NOTE: Delegation of authority from a law
enforce­ment agency (deputization) does not change or cancel this
restriction; an individual may not act concurrently as a member of Civil
Air Patrol and as a deputy of a law enforcement agency.) CAP members may
not:

\(1\) Assist law enforcement officers to exe­cute or enforce the laws.

\(2\) Assist law enforcement officers when such assistance might result
in punitive action against an individual.

\(3\) Use CAP property, such as vehicles, in law enforcement.

\(4\) Enter on private property without per­mission, except in
emergencies to save lives or personal property.

\(5\) Restrict access to wreckage or restricted areas by means of force.

\(6\) Carry or use arms of any kind.

\(7\) Exercise any authority other than that they have as private
citizens.

**108. Purpose of the Interior Guard.** The interior guard preserves
order, protects property, and insures com­pliance with pertinent
directives. The CAP interior guard consists of two elements: the main
guard and the special guard. In general, these groups maintain a system
of fixed posts and regular patrols. They are responsible for being
familiar with the general orders pertaining to the interior guard and
any special orders that may have been issued.

**109. Officer of the Day:**

a\. The officer of the day (OD) is responsible for the proper
performance of duty by the main guard and other guards when specifically
directed. This officer is charged with the execution of all orders of
the com­mander relating to interior guard duty.

b\. The OD\'s actual tour begins on the instruc­tions of the commander
and ends when relieved by the same authority. In the performance of
these duties, the OD takes orders only from the commander, except that
in case of an alarm of any kind and at a time of great danger the senior
officer:

\(1\) Inspects the guard and sentinels at such times during the day and
night as considered necessary. At an encampment or similar activity,
inspects the guard at least once between midnight and daylight.

\(2\) Prescribes visits of inspection to be made by officers and
noncommissioned officers of the guard whenever necessary.

\(3\) In case of an alarm of any kind, takes steps at once to protect
life and property and to preserve order, using the guard for this
purpose.

\(4\) Keeps the guard informed as to the OD\'s location.

\(5\) Signs the guard report, and enters any comments. The guard report
is submitted to the com­mander or designated representative by the
officer of the day in the following manner. On representing themselves
to the commander, the old and new OD\'s both salute. The old OD,
standing on the right of the new, then says to the commander,
\"Sir/Ma\'am, I report as old officer of the day,\" and present the
guard report. As soon as the commander relieves the old of­ficer of the
day, the latter salutes and retires.

**110. Commander of the Guard:**

a\. The commander of the guard (COG) is the commander of the relief on
duty. The COG primarily responsible for the instruction, discipline, and
perfor­mance of duty of the guard.

b\. The COG receives and obeys the orders of the commander and officer
of the day, and reports to the OD all orders given to the guard that are
not received from the OD. The COG transmits to the successor all
in­structions and information relating to these duties. This individual
sees that all members of the guard are cor­rectly instructed in their
orders and duties and that they understand and properly perform them.
The COG ques­tions the noncommissioned officers and sentinels on the
instructions they may have received. Also, the COG sees that patrols
perform their duties properly and that visits of inspection are made as
directed by the officer of the day. Further, the COG sees that the
special orders for each post and each member of the guard are displayed
in the appropriate place.

c\. The commander of the guard inspects the guard at such times as may
be necessary to insure that their duties are properly carried out and
that their equipment is in proper condition.

**111. Sergeant of the Guard:**

a\. The senior noncommissioned officer of the shift on duty, whatever
the grade, is officially known as the sergeant of the guard (SG). If
there is no officer of the guard, the SG performs the duties prescribed
for the commander of the guard.

b\. The sergeant of the guard has general super­vision over the other
noncommissioned officers and airmen (or cadets) of the guard and must be
familiar with all their orders and duties.

c\. This individual is responsible for the property under the charge of
the noncommissioned officers and sees that it is properly cared for. If
it is neglected or misused, reports the facts to the commander of the
guard.

d\. The SG prepares duplicate lists of the names of the noncommissioned
officers and airmen (or cadets) of the guard, showing the reliefs, and
posts the duties of each.

e\. Makes inspections and sees that other noncommissioned officers of
the guard make such inspec­tions and patrols as may be prescribed by
superior authority.

f\. Reports to the officer of the guard or, if there is none, to the
officer of the day, any suspicious or unusual occurrences that come to
the SG\'s attention.

**112. Members of the Guard:**

a\. Members of the guard are assigned to reliefs by the commander of the
guard and to specific posts by the sergeant of their reliefs. Members
are not changed from one relief to another except by proper authority.

b\. Members of the guard must be familiar with the general orders for
sentinels and with the special orders applying to their particular
posts.

**113. Color Sentinels.** Guards may be furnished for the colors which
are unfurled and posted out of doors. For this purpose guards are
detailed and governed by the same regulations that apply to other
members of the main guard.

**114. Inspection of the Guards:**

a\. Having reported to the designated area, the sergeant of the guard
orders \"FALL IN.\" When the guard has complied with this order, the SG
dresses the guard into three ranks, returns to a position 6 paces in
front of the center file of the guard, and facing the COG salutes and
reports, \"Sir/Ma\'am, the guard is formed.\" The sergeant of the guard
does an about face and has the guard open ranks. The commander of the
guard then inspects the guard.

b\. Upon completion of the inspection, the COG returns to the post, and
the SG halts at a position 6 paces to the front. They exchange salutes,
and the COG directs, \"Take charge and post the guard,\" or simply,
\"Post the guard.\" The SG then salutes, faces the guard, and has it
close ranks. The SG then posts the guard in the usual manner.

**115. Posting of Reliefs:**

a\. At an appropriate time before the sentinels are due to go on post,
the sergeant assembles them; checks their appearance, fitness for duty,
and condition of equipment; and determines that they understand their
instructions. When the relief is large, it may be more convenient to
form the relief, call the roll, and inspect the sentinels in ranks. The
sergeant then reports to the commander of the guard that the relief is
ready to be posted or, if directed, sends the sentinels to the posts by
the direct order \"Cadet Jones, Cadet Smith, TAKE YOUR POSTS,\" or if
the roll has been called, \"TAKE YOUR POSTS.\" Each sentinel will then
proceed to post. One sentinel relieves another by meeting at a
par­ticular point at a prearranged time. The sentinel on post at the
expiration of the tour will remain on post within view of the
prearranged relieving point, and when relieved by the sentinel, will
report immediately to the sergeant of the old relief. The last sentinel
on duty on a night post will report to the sergeant of the old relief at
a designated time.

b\. The sergeant records the names of the sentin­els, the numbers of
their posts, the time and date they are posted, and the time they
reported upon relief. This record is kept on file by the commander of
the guard.

c\. Sentinels mounted on vehicles are posted and relieved in accordance
with the same principles.

**116. General Orders:**

a\. All sentinels are required to know and per­form the general orders
that pertain to the interior guard.

b\. The general orders that pertain to the interior guard are:

\(1\) To take charge of this post and all desig­nated property in view.

\(2\) To walk the post in a military manner, keeping always on the alert
and observing everything that takes place within sight or hearing.

\(3\) To report all violations of orders I am instructed to enforce.

\(4\) To repeat all calls from other posts.

\(5\) To quit my post only when properly

\(6\) To receive, obey, and pass on to the sentinel who relieves me, all
orders from the commander, officer of the day, and officer and
noncommis­sioned officers of the guard.

\(7\) To talk to no one except in the line of duty.

\(8\) To give alarm in case of fire or disorder.

\(9\) To call the sergeant of the guard in any case not covered by
instructions.

\(10\) To salute all officers and all colors and standards not encased.

\(11\) To be especially watchful at night and, during the time for
challenging, to challenge all persons on or near the post.

\(12\) To use no force, or show of force, in the execution of my duties.

**117. Method of Challenging:**

a\. During challenging hours, if a sentinel sees anyone on or near the
post, the sentinel should advance toward the person or party. When
within about 30 paces, request the person or party to stop and be
iden­tified by challenging, \"Halt! Who is there?\" The sen­tinel may
continue to advance while challenging, or halt if circumstances
required. After challenging, attains the most advantageous position to
determine whether the person or party should be passed.

b\. If the person or party is mounted or in a vehicle, the sentinel
should proceed as when the person or party challenged is on foot.

c\. The sentinel should permit only one of a party (the senior member in
the group) to approach for the purpose of being recognized.

d\. The sentinel should establish beyond a reason­able doubt that those
challenged are what they represent themselves to be and that they have a
right to pass. If the sentinel is not satisfied, make a call to the
sergeant of the guard. In Civil Air Patrol, it is not necessary for the
sentinel to individually challenge each member of a party. When the
senior member of a party is recognized, this person vouches for all
other members of the party.

e\. When a party approaches, the sentinel, on receiving an answer that
indicates the party is authoriz­ed to pass, says, \"Advance ,\" repeating
the answer to the challenge. Thus, if the answer to the ques­tion \"Who
is there?\" is \"Patrol,\" \"Friends,\" etc., the sentinel says,
\"Advance one to be recognized.\" Then when that person is recognized,
the sentinel says, \"Ad­vance, Patrol (Friends, etc).\"

f\. If a person approaches alone, the person should be requested to
advance to be recognized. When recognized, the individual should be
advanced as in­dicated above for one of a party. Thus, if the answer is
\"Friend,\" \"Officer of the Day,\" etc., the sentinel says, \"Advance,
Friend (Officer of the Day, etc.), to be recognized.\" After
recognition, the sentinel says, \"Ad­vance, Friend (Officer of the Day,
etc).\"

g\. If two or more persons or parties approach the sentinel\'s post at
the same time from different direc­tions, they should be challenged in
turn and asked to halt and remain halted until advanced. The senior is
advanced first in accordance with the foregoing guides.

h\. If a person is already advanced and in conver­sation with a sentinel,
the sentinel challenges any other person or party that may approach. If
a person or party challenged is senior to the one already on post, the
sen­tinel advances the senior. If the person already advanc­ed is senior
to the new arrival, the sentinel advances no one until the senior
leaves. The sentinel then advances the senior of those waiting.

i\. The following order of precedence governs a sentinel in advancing
different persons or parties ap­proaching the post: commander, officer of
the day, of­ficer of the guard, officers, patrols, relief,
noncommis­sioned officers of the guard in order of grade, and friends.

j\. A sentinel should avoid being surprised. On rare occasions when the
circumstances warrant it, a pass that is offered for identification may
be laid on the ground, 6 paces from the sentinel. The bearer may then
retreat 6 paces for the sentinel to examine the pass.

k\. Confusing or misleading answers to a sentinel\'s challenge are
prohibited. The use of such an answer as \"Friends\" by officers or
patrols is not con­sidered to be misleading when the purpose of their
visit makes it desirable that their official capacity should not be
announced.

#### Chapter 7 - RESPONSIBILITIES OF LEADERSHIP

RESPONSIBILITIES OF THE CADET OFFICER

In developing your leadership abilities, you must learn what will be
expected of you when you become an officer. It is true that each job in
Civil Air Patrol has certain special responsibilities these you learn
when you serve in the position or make a staff duty analysis of it. It
is also true, however, that there are certain general responsibilities
common to all CAP officers in all posi­tions. These are the
responsibilities discussed in this sec­tion. As a potential leader you
must become familiar with these general responsibilities so that you can
fulfill them properly when you become a cadet officer.

**134. Knowledge of Mission:**

a\. Every CAP member is responsible for acquir­ing a knowledge and
appreciation of the organization.

b\. Each unit in Civil Air Patrol has a mission to accomplish. Your
first task as a potential leader is to become thoroughly familiar with
the assigned mission of your unit and understand how it relates to the
mis­sion of other CAP units and the organization as a whole. To become
mission-conscious4o recognize that the mission is of paramount
importance - is the first step toward becoming an effective officer.

**135. Relationship of Job to Mission:**

a\. Your next step is to determine just how your job fits into the
accomplishment of the unit mission. You must be alert to do this; you
must ask questions. Questions are expected and encouraged. The
effec­tiveness of an officer often hinges upon the officer\'s ability and
willingness to ask discerning, pertinent ques­tions.

b\. Getting to know any job is not an overnight task. Systematic study
of regulations, standing operating procedure, and established policies
will give you a good foundation. Questions addressed to subor­dinates and
superiors, as well as a cooperative attitude, will help round out your
knowledge. Finally, you must learn from experience. This is not an
automatic process, but one which requires constant perseverance and
per­sonal evaluation, a conscious effort for self-improvement.

c\. Although you must constantly bear in mind the mission of your
section, you must not lose sight of the other sections in your unit.
Sometimes personnel and material are hoarded by someone eager to do the
job well. The purpose may be commendable, but the ap­proach may cause
other sections to suffer. Your outlook must always include the overall
mission, and the func­tioning of your unit must be geared to that
purpose. Cooperation with other 5 \'ions and units is absolutely
essential.

**136. Officer-Unit Relationship:**

a\. This first responsibility of a CAP officer - understanding the
mission and your part in ac­complishing that mission - is related to the
second responsibility - gaining the respect of the individuals who work
with and for you. Surveys have shown that ability in an officer is the
characteristic most likely to gain the respect of the subordinates. Most
individuals prefer a strict officer who knows the job to a lenient,
good-natured officer who does not know the job. They also prefer an
impartial officer.

b\. It is not likely that your first assignment as an officer will be a
command position. Probably, you will be placed in charge of a rather
small group of cadets. Whatever the situation, however, you must be
familiar with the techniques of handling people to make the greatest use
of their abilities.

c\. Getting others to enjoy working for you re­quires the application of
a delicate balance of discipline, tact, and justice. It calls for
continuous effort to learn about individuals, their virtues and faults,
their likes and dislikes, their mental and physical strengths and
weaknesses. Your subordinates will not all be highly qualified or
experienced. You must place them in posi­tions where they will do the
most good most of the time. You must instill in them a spirit of
cooperation, mold them into a team, and encourage them to work for you
and with one another. As an officer in the CAP cadet program you must be
able to adapt yourself to meet the various conditions and the changing
needs of the in­dividuals under your charge and the units as a whole.

**137. Officer-Airman Relationship:**

a\. The officer-airman relationship is also im­portant. The efficiency of
a unit may depend on it. The tendency to become overfamiliar with
subordinates must be curbed. New officers often believe they can ob­tain
cooperation, unity, and spirit through personal popularity with their
subordinates. But prestige is an important factor in leadership. Few
officers can main­tain their prestige by fostering overfamiliarity.

b\. This does not mean you should be aloof and unapproachable. Nor
should you flaunt your grade or assume an air of superiority. Maintain a
deep interest in the welfare of your subordinates. Give them a feeling
that they can depend on you to help them in time of need. Always be
ready to listen to their problems or sug­gestions, ready to suggest
solutions. Your relationship must be close, cordial, and sympathetic.
Take the mid­dle course and let common sense prevail.

**138. Officer-NCO Relationship:**

a\. The proper officer-noncommissioned officer relationship deserves
special mention. You will quickly discover that the NCO is an essential
person in Civil Air Patrol. In some respects, it is the NCO who keeps
the wheels of routine and detail running. But the NCO\'s ef­fectiveness
depends to a great extent upon the support received from superiors.

b\. The noncommissioned officer is usually a leader with much knowledge
and experience in a special field. As an officer it is your
responsibility to use this knowledge and experience as effectively as
possible. Consider the NCO as an assistant, not as a novice. Recognize
and respect the NCO\'s grade and experience, but always remember that
the basic responsibility for the job is yours.

**139. Evaluation of Subordinates:**

a\. Periodically you may be required to analyze and record the
effectiveness of your subordinates.

b\. The evaluation of a subordinate should be a continuous process. If
you wait until the end of the rating period before you begin to evaluate
the subor­dinate, you make your task more difficult and limit the quality
of your report. When you are responsible for rating another person,
adopt a system of making fre­quent notes of your impressions during the
period of observation. You will then have a factual basis for analyzing
the development of the individual being rated, a measure of improvement
or regression, and an aid for the preparation of your report. When the
time comes to make the evaluation, all you have to do is summarize your
separate impressions.

c\. A continuous system of evaluation discloses weaknesses prior to the
time for submitting the rating report. In fairness to the individual
being rated, you should discuss shortcomings and establish a climate for
improvement before a report is required. Further, you should discuss
each completed report with the in­dividual being rated before you forward
it for approval.

d\. Despite individual natural reluctance to dis­cuss one\'s faults, the
discerning subordinate will always value a fair appraisal of the
individual\'s performance. Be honest and open with the individual.
Suggest ways to overcome shortcomings. Give the individual a chance to
improve. Above all, do not allow rumors of your im­pressions to reach
subordinates from secondhand sources.

**140. CAP-Military-Civil Relationship:**

a\. In Civil Air Patrol you have certain respon­sibilities which in other
organizations would be of no concern to your superiors. As an officer in
CAP, however, if you become an object of criticism, all of Civil Air
Patrol is adversely affected. If you behave in an irresponsible manner,
you may place the entire organization in disfavor.

b\. On the other hand, if you behave in a manner that fosters good
CAP-military-civilian relationships, you can greatly enhance the image
and usefulness of Civil Air Patrol. By taking part in civic affairs, by
honestly trying to understand the problems facing your community, and by
demonstrating high attributes of character, you can advance the cause of
Civil Air Patrol and, at the same time, add to your personal
develop­ment. When you joined CAP, you were not released from your
responsibilities as a citizen. If anything, your citizenship
responsibilities to your community and your nation were increased by
your membership in Civil Air Patrol.

**141. Morale:**

a\. One of the major responsibilities you will have as a CAP officer is
to maintain high morale in your unit or section at all times. The morale
of a unit is the state of mind of the average member with respect to the
mission of the unit. If this average state of mind is one of confidence,
courage, determination, and enthusiasm, morale is high. If the average
state of mind is one of pessimism, dissatisfaction, despondence, and
anxiety, morale is low. Practically every facet of every CAP ac­tivity
affects, and is affected by, morale. It is often a decisive factor with
respect to the mission of the unit.

b\. Although morale itself is not tangible, it is a highly observable
factor. By being alert and sensitive to the mental state of the members
of your unit, you can gauge their morale level and take any remedial
steps that may be required. Among the symptoms of low morale you will
find such things as poor job performance, ex­cessive absenteeism, poor
bearing, and even decreasing membership or high membership turnover. A
high level of morale, on the other hand, will show itself in increas­ed
job performance, good discipline and conduct, cheerfulness, good
attendance, and increasing member­ship.

c\. As an officer in Civil Air Patrol, it is your responsibility to
watch for these signs and act according to their dictates. Know the
members of your unit and how they feel, and time your words and actions
so as to build their morale to as high a level as possible. Remember, it
is easy, by thoughtless deeds and careless words, to destroy the morale
of a unit. It is a far more difficult thing to build morale back once it
has broken down than it is to keep it at peak level.

d\. To have high morale in a unit, it is not neces­sary to pamper the
members, but it is necessary to do the best you can for them and to make
them believe it is the best you, or anyone, could do. As their leader,
you expect the best efforts of the members of your unit; as their
leader, they have a right to expect your best.

e\. The greatest underlying force from which high morale stems is
confidence - confidence in Civil Air Patrol, in its objectives, it
programs, its methods, and its leaders at all levels. If the members of
your unit are convinced that the cause for which they are working is
worth all their efforts, if they believe that they can ac­complish the
mission with the means at hand, and if they are satisfied that their
prospects for the future are the very best, your unit will have high
morale.

**142. *Esprit de corps*:**

a\. It is also your responsibility as a CAP officer to develop *esprit
de corps* within your unit. *Esprit de corps* is group morale reinforced
by feelings of pride being members of an importance group. Unit spirit
is the magic substance which brings an organization to life. Although
quite intangible, it will make two other­wise identical units differ in
their performance as night from day. This spirit stems largely from the
pride and confidence in their unit that is shared by all the members. It
does not matter that this is largely opinion; the important thing is
that all the members think they belong to the best unit in Civil Air
Patrol. It is the unit with *esprit de corps* that performs the
so-called impossi­ble when the need arises.

b\. *Esprit de corps* in a unit depends on three essential ingredients:

\(1\) The unit must be different from other units in some favorable
respect.

\(2\) The unit must be famous for something.

\(3\) The unit must be effective.

c\. To develop *esprit* in your unit you must, first of all, have a
sincere belief in your organization and confidence in its capability.
Your attitude must say, more plainly than words, that your unit and its
members are the best in Civil Air Patrol. Secondly, you must see to it
that the members of the unit have a good opinion of themselves and their
unit. This is not as difficult as it sounds, being more a matter of
technique than anything else, for any group always wants to think well
of itself. At the same time, *esprit* is a tender growth, and you must
be alert for factions, accidents, and contests that will injure it.

**143. Efficiency.** Each officer in Civil Air Patrol is also
responsible for the operating efficiency of the unit or section. Unit
efficiency is the ability to accomplish suc­cessfully an assigned task in
the shortest possible time, with minimum expenditures in manpower and
materials, and with the least possible confusion. When discipline,
morale, and *esprit de corps* are good, effi­ciency is increased. You can
build efficiency in your unit through good leadership, sound training,
and effective administration.

**JOHN T. MASSINGALE, JR., COL, USAF**

Executive Director

**MICHAEL D. DUTO, LtCol, USAF**

Director of Administration

# ATTACHMENT 3: Reading Lists

Included are reading lists suggested by and for the members of the
services listed. Each is considered important for service members for
different reasons. Keep in mind that each service has it's own 'flavor'
and it's own goals to achieve with its reading list. How they overlap is
as important as how they differ. Understanding the thinking behind the
creation of each list should give you a feeling for each service and may
help you with a decision that will affect your entire life, as well as
benefit you as a leader of Cadets.

*(Author's Note: I am neither endorsing nor condemning the contents of
these lists. They are merely being passed along as an example of
professional reading designated for NCOs in the armed services that may
benefit the CAP Cadet NCO.)*

#### The Commandant's Reading for Enlisted Marines 

Many of the descriptions in this section were captured on the world wide
web from Amazon.COM, the world's largest bookstore. These books can be
ordered from them by visiting WWW.AMAZON.COM.

###### 

###### Battle Leadership

by Adolf Von Schell

Synopsis by Chris Wade (cswade@onslowonline.net): In the mid 1930\'s
German soldier and First World War veteran, Captain Adolf Von Schell,
found himself on an exchange program at Fort Benning, Ga. During his
tenure there he lectured extensively on his wartime experiences which
included first hand knowledge of the maneuver battles that had
characterized the war against Russia and the early stages of the war in
the west. These lectures and two contemporaneously written articles on
the U.S. Army and the Army of the Weimar Republic have been compiled
into a remarkably provocative little book that should interest scholars
and warriors alike. More than a handbook of infantry tactics, \"Battle
Leadership\" is a remarkably personal and unintentional account of how
the German experience of the First World War forged the Wehrmacht of the
Second.

###### Fix Bayonets! 

With the U.S. Marine Corps in France, 1917-1918

By John W. Thomason

Synopsis: Writer, artist, and US Marine Corps officer Thomason recounts
his experiences of the final months of World War I on the western front
of France with a chronological narrative and the battlefield sketches
and drawings that made him famous. A best seller in its original 1929
edition.

###### General Smedley Darlington Butler

The Letters of a Leatherneck 1898-1931

by Anne Cipriano Venzon (Editor)

Synopsis: Major General Smedley Darlington Butler was a maverick marine,
the emblem of \"the old corps,\" and one of the most controversial
figures in Marine history. He was a high school dropout who became a
major general; a Quaker and a devout family man who was one of the
toughest of the Marines; an aristocrat who championed the common man; a
leader who thought of himself as striving to help the oppressed of the
countries he occupied as the commander of an imperial fighting force.
This work is an annotated edition of his letters covering the period
from Butler\'s commissioning as a 2nd Lieutenant in the U.S. Marine
Corps to his retirement as a Major General.

###### Lincoln on Leadership

By Donald Phillips

Synopsis: With its emphasis on the rights and power of the individual,
Lincoln on Leadership is destined to become the must-have handbook for
executives in the nineties.

###### Starship Troopers

By Robert Heinlein

Synopsis: Starship Troopers is Heinlein's manifesto on the importance of
individual responsibility and the citizens' obligations to society. It
is also a fascinating and tremendously illuminating glimpse into the
inner workings of a military unit. And it manages to be a rip-roaring
interstellar adventure at the same time! While the society depicted can
at times be harsh, Heinlein's conjecture on the dangers of a society
that is 'soft' on its members has proved frighteningly prescient.

###### Buffalo Soldiers 

A Narrative of the Negro Cavalry in the West

by William H. Leckie

###### The Middle Parts Of Fortune

Somme & Ancre, 1916

by Frederic Manning

###### To Serve With Honor

A Treatise on Military Ethics and the Way of the Soldier

by Richard A. Gabriel

International Social Science Review: \"To Serve With Honor should be
required reading for all members of the officer corps of the United
States military. Beyond that, it should be made required reading for all
United States military academies, ROTC and officer candidate programs.
This treatise on military ethics goes a long way in bridging the gap
between the military and society\'s understanding of the military\'s
ethical dilemma. It is a must for the student of military affairs.\"

###### A Message to Garcia

by Elbert Hubbard

###### All Quiet on the Western Front

by Erich Maria Remarque

###### Battle Cry

by Leon M. Uris

From the Publisher: Moving, shocking, tense, and glorious, here is a
magnificent saga of men at war\--Leon Uris\'s famous novel about life in
the jaws of death, in the U.S. Marine Corps. Here are the men from the
cities, farms, and whistle-stops. Here are the tough kids and the
mama\'s boys, the liars and the lovers, the goldbricks and the heroes.
Here are the men who made up the most courageous fighting force on the
face of he earth\--in the best novel about them ever written.

###### Defence of Duffer\'s Drift

by Ernest Dunlop Swinton

###### Fields of Fire

by James Webb

Synopsis: The classic novel of the Vietnam War The Philadelphia Inquirer
hailed as \"one hell of a good read.\" In the tradition of All Quiet on
the Western Front, The Naked and the Dead, and Platoons, James Webb\'s
savage, poignant novel, a classic of the Vietnam War, returns in
stunning immediacy to seize a new generation of readers.

###### Fire in the Streets

The Battle for Hue, Tet 1968

by Eric Hammel

The courage of common soldiers and the agonies of death cure him of his
romantic notions. He returns to his regiment and continues to fight on
with true courage and without illusions.

Synopsis: The Red Badge of Courage is one of the most powerful
statements against war that can be found in all of literature. A
stirring tale of action in the Civil War, this deeply moving story of
one soldier\'s battle against his own cowardice has become an enduring
classic.

Synopsis: Long considered the first great modern novel of war by an
American author, this classic work is set in the time of the Civil War
and tells a powerful, psychological story of a young soldier\'s struggle
with the horrors\--both within and without the war.

Synopsis: Meet Henry Fleming, a youth who dreams of glory as a Union
Army soldier during the Civil War. In the middle of his first battle,
Henry runs from the fighting in terror. He begins to grow up when he has
to face his fellow soldiers, some of whom are wounded and dying. Now,
Henry knows that war is not as glorious as he thought. An another major
battle begins, will Henry flee or find the courage to stay and fight?
(Digest)

Card catalog description: During his service in the Civil War a young
Union soldier matures to manhood and finds peace of mind as he comes to
grips with his conflicting emotions about war.

From the Publisher: First published in 1895, America\'s greatest novel
of the Civil War was written before 21-year-old Stephen Crane had
\"smelled even the powder of a sham battle.\" But this powerful
psychological study of a young soldier\'s struggle with the horrors,
both within and without, that war strikes the reader with its undeniable
realism and with its masterful descriptions of the moment-by-moment riot
of emotions felt by me under fire. Ernest Hemingway called the novel an
American classic, and Crane\'s genius is as much apparent in his sharp,
colorful prose as in his ironic portrayal of an episode of war so
intense, so immediate, so real that the terror of battle becomes our own
\... in a masterpiece so unique that many believe modern American
fiction began with Stephen Crane.

\"The Red Badge Of Courage has long been considered the first great
\'modern\' novel of war by an American\--the first novel of literary
distinction to present war without heroics and this in a spirit of total
irony and skepticism.\" \-- Alfred Kazin

###### Rifleman Dodd 

by C.S. Forester

###### Strong Men Armed 

The United States Marines Against Japan

by Robert Leckie

###### The Sum of All Fears

by Tom Clancy

Amazon.com: The Gulf War is over. and an Israeli nuclear warhead is
missing. The balance of power in the Mideast - and the world - is about
to change forever\...

Only Tom Clancy could create an international scenario so real, so
dramatic, so intense as the epic crisis portrayed in The Sum of All
Fears. CIA Deputy Director Jack Ryan - hero of the \"The Hunt for Red
October\" and \"Patriot Games\" - returns in this breathtaking tour de
force of military action, cutting-edge technology, and raw emotional
power.

Publisher\'s Weekly: A nonstop roller coaster ride to a nail-biting
climax\...ingenious. \--This text refers to the cassette edition of this
title.

Boston Globe : Clancy knows how to build a thriller\...stirring and
vivid.

Synopsis: As Jack Ryan prepares the groundwork for a new Middle East
peace plan, a terrorists strike throws the world into an instant nuclear
crisis.

Synopsis: The chilling, action-packed #1 bestseller The New York Times
Book Review calls\" a whiz-bang page-turner\"\--from the author of The
Hunt For Red October and Clear and Present Danger. As Deputy Director of
the CIA, Jack Ryan faces the challenge of his career when his proposal
for a Middle East peace plan is thwarted by terrorists who intend to
destroy Israel\--after detonating an atomic bomb on American soil.
\"Very nearly scoops reality.\"\-- Chicago Tribune.

Simon & Schuster : A new world order\... on the brink of destruction\...
Peace may finally be at hand in the Middle East\-\--as Jack Ryan lays
the groundwork for a plan that could end centuries of conflict. But
ruthless terrorists have a final, desperate card to play; with one
terrible act, distrust mounts, forces collide, and the floundering U.S.
president seems unable to cope with the crisis. With the world on the
verge of nuclear disaster, Ryan must frantically seek a
solution\-\--before the chiefs of state lose control of themselves and
the world. The author of five consecutive #1 bestsellers, Tom Clancy now
offers his timeliest, most explosive novel yet, presented here in a
special, expanded four-cassette program\-\--six hours of the exceptional
realism, authenticity and unrelenting suspense that make him the
undisputed master of the contemporary thriller.

###### Tarawa 

The Story of a Battle

by Robert Sherrod

###### The Bridge at Dong Ha

by John Grider Miller

Synopsis: In his desperate attempt to blow up the bridge at Dong Ha and
keep some 30,000 men and 200 tanks at bay, Ripley endured three hours of
direct fire to rig some 500 pounds of explosives. Such a story of raw
courage and personal resolve is rarely encountered.

Booknews, Inc. , 12/01/89: Fictionalized account of an (until now)
obscure action in the Vietnam War, April 1972. John Ripley destroyed a
strategic bridge, holding at bay 30,000 men and 200 tanks. Annotation
copyright Book News, Inc. Portland, Or.

###### Forgotten Soldier 

The Classic WWII Autobiography

by Guy Sajer

Synopsis: As a member the elite Gross Deutschland Division, a teenage
German foot soldier sets off on an exciting adventure that turns to a
desperate struggle for survival. This unique World War II memoir gives
readers an eyewitness account of the savage war in Eastern Europe. An
eloquent narrative, likened by critics to Erich Maria Remarque\'s All
Quiet on the Western Front.

###### The Killer Angels

by Michael Shaara

Military History Editor\'s Recommended Book, 10/15/97: This novel
reveals more about the Battle of Gettysburg than any piece of learned
nonfiction on the same subject. Michael Shaara\'s account of the three
most important days of the Civil War features deft characterizations of
all of the main actors, including Lee, Longstreet, Pickett, Buford, and
Hancock. The most inspiring figure in the book, however, is Col. Joshua
Lawrence Chamberlain, whose 20th Maine regiment of volunteers held the
Union\'s left flank on the second day of the battle. This unit\'s
bravery at Little Round Top helped turned the tide of the war against
the rebels. There are also plenty of maps, which convey a complete sense
of what happened July 1-3, 1863. Reading about the past is rarely so
much fun as on these pages.

Synopsis: Penetrating portraits of Lee, Longstreet, and other Civil War
leaders are interwoven with historical detail to provide a fictional
recreation of the bloody battle at Gettysburg. Winner of the Pulitzer
Prize.

Synopsis: A sweeping journey to the heart of a country sundered by
war\--a dramatic and unforgettable novel that brings to life the Battle
of Gettysburg. Now a four-hour Turner Network Television movie produced
by Neufeld and Rehme (The Hunt for Red October) and starring Tom
Berenger, slated for broadcast in April 1993. Winner of The Pulitzer
Prize.

Synopsis: The Pulitzer Prize-winning Civil War novel, now an exciting
TNT miniseries, Gettysburg. In the four most bloody and courageous days
of our nation\'s history, two armies fought for two dreams. One dreamed
of freedom, the other of a way of life. \"My favorite historical
novel.\"\--James M. McPherson, author of Battle Cry of Freedom.

###### The Right Kind of War

by John McCormick

Synopsis: John McCormick has crafted this haunting, unforgettable novel
from his own World War II service with the U.S. Marine Corp\'s elite
Raiders\--the men in the vanguard of the island-hopping campaign to
wrest control of the Pacific from the Japanese. In spare, unadorned
prose, McCormick depicts early small-scale battles and the later massive
assaults in telling the story of a gallant band of young Marines coming
of age.

Synopsis: Only the third novel published by the Naval Institute
Press\--joining The Hunt for Red October and Flight of the
Intruder\--this is the epic story of the bloody struggle for island
supremacy in the Pacific during World War II. From Guadalcanal to
Okinawa, it is a chilling and explosive story of men who place duty and
honor above all.

###### The Soldier\'s Load and the Mobility of a Nation

by S. L. Marshall

Synopsis: This fascinating book investigates the relationship between
what a soldier can carry and how well he can carry it -- both into and
out of combat. It also conjectures on the cost in money and manpower of
an army -- and a nation -- that invests too heavily in materiel.

###### The Village

by Francis J. West

Synopsis: An account of the experimental mission conducted by the U.S.
Marines reveals how twelve Marines advised and encouraged local farmers
to defend themselves against Viet Cong.

#### The Chief Of Staff's Reading List for Enlisted Airmen

General Fogleman announced a professional reading program designed to
promote the development of Air Force personnel. Summarized below is the
reading list for enlisted personnel.

##### Basic List

###### 10 Propositions Regarding Air Power

Philip Meilinger,

Air Force History and Museums.

###### The Passing of the Night

My Seven Years As a Prisoner of the North Vietnamese

Robinson Risner,

Random House.

A thought-provoking, introspective account of Risner\'s military career,
from his dream to be a pilot in 1942 to his return home in 1972. His
perspective of seven years in a North Vietnamese cell gives a unique
dimension to the past and the future\--not just Risner\'s but
America\'s. A classic story of strength and compassion.

##### Intermediate List

###### Lincoln on Leadership

Donald Phillips,

Warner Books

###### They Also Flew

Washington DC: Smithsonian Institution Press

Tracing the history and achievements of enlisted pilots from 1912 \--
when a corporal volunteered for pilot training\-- through 1942, They
Also Flew records the personal sagas of men determined to serve their
country in the air. Using the stories about and reminiscences of those
few enlisted pilots who have left a record of their careers, the book
provides a readable and entertaining record of a proud group of
aviators.\"

##### Advanced List

###### Makers of the United States Air Force

John L. Frisbee,

Air Force History and Museums Program.

This volume commemorates the contributions of twelve airmen who laid the
foundation for the modern Air Force. Highlighted are some of the most
famous leaders including Benjamin Foulois, Frank Andrews, and Bernard
Schriever. Also featured are other heroes and leaders such as Robinson
Risner and Benjamin Davis who deserve greater attention for their lives
too set great examples for airmen today.

###### Profiles in Courage

John F. Kennedy

Harper Collins.

This classic by President Kennedy discusses those men who had the
courage to go against the flow, stand up for what was right, and
ultimately prevail. Organized around short biographies this book
provides lessons for today\'s airmen and for Americans in general and
has the advantage of being an easy and enjoyable read.

###### Killer Angels

Michael Shaara,

Bantam Doubleday Dell.

One of the best novels about the Civil War, details the \"High Tide\" of
the Confederacy - the Battle of Gettysburg. Besides being an absolute
\"page-turner\", Shaara explores the high responsibility of command, the
burdens generals must bear when they send men to their deaths, showing
that even generals can make mistakes in the heat of combat. The real
test is how leaders react and recover from mistakes.

###### Winged Victory 

The Army Air Forces in World War II

Geoffrey Perret,

Random House

The first single-volume history of the mightiest air armada the world
has ever seen, from its creation to its triumph in WWII. Drawing on
hundreds of newly available oral histories and papers, this fascinating
story bursts with the valor, drama, and heroism of combat in the skies.

# Attachment 4: Military Service

Military service is a proud and honorable profession going back to the
beginning of our nation. In fact, it is clearly thanks to the military
that we even have a nation at all. The tradition of the American
citizen-soldier has carried America through two centuries, three major
wars, several large conflicts and countless small actions. Eventually
you may feel that it is your turn to add your name to the rolls of those
that have done their duty as Americans and served our nation.

There have been times in our nation's history when military service was
seen as an obligation, a duty that every American owed to their country
to repay and perpetuate their freedoms. At other times military service
has been seen as a last refuge for the incompetent and for those who
wished to cause harm to people they don't know. Luckily, we seem to be
in a period when the viewpoint of the military as a career and
profession is again on the rise.

There are, of course, four branches of service. These are the US Army,
US Navy US Air Force and US Marine Corps. Each has it\'s particular
missions, established by congress. Each also has a particular \'flavor\'
to it that is a part of the branch. It is important to try to find the
flavor of service that you will like in order to be happy and successful
as a member of the armed services.

Viewing movies, such as 'Heartbreak Ridge', 'Top Gun', 'Strategic Air
Command' or 'The Green Berets' isn't going to let you know what the
service is like. Movies aren't a good way to learn about the military,
or really about anything, because they're an encapsulation rather than
an accurate reporting. Your best way to get a feel for the service
you're interested in is to read books by and talk to those who have
served. The more recently, the better.

Eventually, if you are serious about a career in the military, you're
going to have to make a decision between being an officer or an enlisted
man. There are advantages to both paths. Officers are paid better, get
more privileges and are in charge. However, a commission requires a
college degree and officers are held to higher standards of behavior
than enlisted man, as a rule. There are various ways to achieve a degree
and a commission, the most common being attending a service academy or
through ROTC in college. Scholarships and appointments are available.

Being an enlisted man, rather than spending four years in college you
will spend a few weeks in boot camp, and couple months in a school and
then you are off to see the world. The drawbacks are basically the
opposite of the advantages of a commission: pay and benefits. But if you
want to enlist, you're going to have to see a recruiter.

A recruiter is a salesman. His job is to get you in the door with the
least effort possible. If he as to go through a bit more effort to get
his job done, he will. It is up to you to make him go through that
effort.

Here are some suggestions on successfully dealing with recruiters to get
the most you can from the service of your choice:

**Get everything in writing.** Take it home and look it over review away
from the recruiter before signing anything. Write down any questions you
have and make sure you get good answers. Keep in mind, though, that
unless it is written on your *enlistment contract* it doesn't count.
Make sure what you want is all there or don't sign.

**Make sure you know all you can about what\'s available.** Examine the
brochures and other materials the recruiter has carefully. However, the
best way to find out what's available is to find out from someone who's
already there. A recruiter will try to get you in with as little effort
as possible. Make it a little harder for him.

**Talk to someone you know and trust who\'s in that branch of service.**
This is probably the most important thing. Each branch of service has
their own style. Someone who is there can tell you what it's like, what
kinds of programs are available and perhaps even what bonuses might be
possible at enlistment.

**Keep your parents involved.** True, this is a big step. It is probably
the first decision you have every made as an adult. But no matter how
much you'd like to make this decision without relying on your parents,
you should talk to them about everything. Have them meet your recruiter
and take them with you when it is time to sign the paperwork. Have them
look over everything you've brought home. They might know someone who
served in that branch and can tell you all about it and give you
valuable advice. Even if your parents despise the branch of service
you're talking to or don't want you to join the service at all, they'll
still help you to get the best deal you possible can if they know you're
serious. Your parents love you and have spent a lot of time raising you
to be a good adult, they won't want anything less than the best for you
when you're ready to finally go off on your own. Let them help.

**Take your time.** You're aren't in any hurry, the recruiter is. You
very seldom have *anything* to gain by rushing, in spite of the fact
that the recruiter told you you're going to miss out on a slot into a
really great school you want if you don't sign now. Don't do it. The
recruiter has a quota he's trying to make each month. You are just
looking for a job, an adventure or maybe a career. He sees and signs
perhaps dozens of people a month. You'll probably only sign up one time.
Make it your time, make it count...take your time.

**You're the boss.** The recruiter is trying to *sell* you his branch of
service. If for any reason you don't like what he's selling, don't buy
it. It doesn't matter if he as driven you all over the state, taken you
for fifteen different tests, taken you out to lunch and dinner or even
bought you a brand new car. *You owe the recruiter nothing.* Doing those
kinds of things is his job, and he'll do them for anybody. Until your
name goes on the dotted line, you are a free agent and can walk out the
door with absolutely no obligations. Most recruiters will tell you that
you don't owe them anything, but they'll still try to build up a little
guilt. Don't let them work you like that. Finally, if you decide you
don't want to sign up, tell your recruiter so that he can stop wondering
and investing time in you. You do owe him that much.