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Chapter Four
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"AN INVESTMENT IN OUR YOUTH"
A PROJECT TO ENHANCE SUMMER TRAINING FOR CADETS IN THE ROYAL CANADIAN ARMY CADET PROGRAM
BY
Linda Yvonne Hildebrandt
A ilissis siibniittcd in pnnial fulriliiicni of
[tic rcqitirciticnis for tIic dcgrcc or
MASTER OF ARTS in
LEADERSHIP AND TRAINING
ROYAL ROADS UNIVERSITY Apnl ZOO0
(' Lirid? Y vonnc Hildcbrandi. IO00
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ACKNOWLEDGEMENTS
1 would like to express my sincere gratitude to al1 the officers and army cadets who took the tirne to contribute their thouçhts and ideas to this project. It was a very important aspect for me to çive voice to those who so generously contributed their comments during the data collection phase ofthe research.
1 would also liked to express a special thank you to my fellow CIC officers who believed in the worth of this undertaking and contributed çenerously of their tirne in helping me tabulate the survey results. In the mark of true friendship, it is they wlio listened patiently while 1 must have talked incessantly and perhaps somewhat annoyinyly about littlc else except anny cadet sumrner trainin2 and yet. this did ncit danipen tlieir enthusiasni in offering assistance. Thank you for believing and putting up with me.
TABLE OF CONTENTS
Guiding Philosophy
Glossary of Terms and Abbreviations
Chapter 1 - Study Background
The Organization The Problem/Opportunity
Chapter 2 - Literature Review
Rationale Review of Organization Documents Review of Supporting Literature
Chapter 3 - Conduct of the Research Study
Research Methods Data Gathering Tools Study Conduct
Chapter 4 - Research Study Results
Study Findings Study Conclusions Study Recomrnendations
Chapter 5 - Research Implications
Organization lmplementation Future Research
Paqe
i v
. . . 111
Pane
Chapter 6 - Lessons Learned
Research Project Lessons Learned Program Lessons Learned
References
Appendix A - Army Cadet Summer Training Program Appendix B - Summer Training Progression by Enrolment Age Appendix C - T'ne Three Stages of Adolescence Appendix D - Search Institute's 40 Developmental Assets for Adolescents Appendix E - Survey Questionnaire - Cadet Leader Cadets Appendix F - Survey Questionnaire - Cadet Leader lnstructor Cadets Appendix G - Survey Questionnaie - Staff Cadets Appendix H - Survey Questionnaire - Cadet Instructor Cadre Officers Appendix 1 - Proposed Summer Training Model Appendix J - Proposed Advanced Leadership Course
Guiding Philosophy
Most cadets look upon their sumrner training as one of the most profound learning expenences in their younç lives; one they are likely to retlect upon and rernernber fondly for rnany years. The summer training prograrn has such a significant role to play in enabling an arrny cadet to achieve al1 of the potential benefits the Canadian Cadet Organization can o f i r a young person.
To develop the attributes of çood citizenship, leadership and physical fitness lies at the foundation of the objectives for thc cadct program. Using a rnilitary environment, cadets are taught to nieet challenges, l e m about themselves and others, and employ personal skills which will serve thern well as they grow on into adulthood. .At such an impressionable period in their lives the potential for learning and personal growth are tmly enormous.
Lt is incurnbent on us. the leaders of the cadet organization, to provide a learning environrnent that is designed with the utmost care. In doing so, we rnust not hesitate to look critically at our own orçanization, our methods and the training we provide to determirie if i t is truly providing the maximum benefit possible. A wise investrnent in Our nation's youth today is a wisc invcstmcnt in Our coilective hture of toniorrow.
Acer Acerpori
ACSTC
GLOSSARY OF TERMS AND ABBREVIATIONS
CATO
CF
CIC
CL Course
CLI Course
CRS
CTP
DCdts
DCdts - Army
DND
€0
LHQ
NSCE
RCAC
Xrmy Cadet Surnmer Training Center also referred occasionally to as sumnier camp.
Cadet .Administrative and Traininç Orders - policy and directive issued by the Director of Cadets to guide cadet p rogam iniplementation.
Canadian Forces
Cadet Instructor Cadre - CF reserve otlicers who are dircctly responsible t'or the aditiinistration and training of cadets at the local cadet corps and stimmer training centers
Cadet Leader course
Cadet Leader Instructor Course
Chief of Keview Services
Course Trainin3 Plan
Director of Cadets or Directorate of Cadets - tlie national orgatiizational body overseeinç the cadet prograrti.
Part of the Director of Cadets which oversees the army cadet proçram.
Depannient of National Defence
Enabling Objective - the aniount of material iisually taught within the scopc of a lesson
Local Headquarters Training - training given at the locaI cadet corps
National Star Cenitkation Esaininatiori. the last training level of tlie star training program culniinating in a test on al1 star levels.
Royal Canadian Army Cadets
RTU Returned to Unit - term fiequently used to describe cadets that were returned from camp before their completion of training due to rnedical, disciplinary or other personal diftïculties.
Star Program Training proçrarn for arrny cadets representing qualification levels obtained. Cadets typically complete one level in a year. Star levels are green, red , silver, and çold.
Staff Cadet .A cadet who is appointed a rank by the comrnanding officer of a camp and employed as a member of the instructional, supervisory or administrative statTwithin thc paid establislinient for that camp. .fi staffcadets niust iiot be less t1ian 16 years of age as of the first day of Janiiary of the year of einployment.
CHAPTER 1 - STUDY BACKGROUND
The Organization - Royal Canadian Army Cadets
The Canadian Cadet Program is a federally funded national youth training program for
teenagers açed twelve to eighteen. Its main aim is to develop citizenship, leadership, and
physical fitness in Canadian youth, as well as to foster an interest in the Canadian Armed
Forces (CF). The Cadet Program is split into three main elemental branches - air cadets,
arniy cadets and sea cadets. Out of an a p p r o h a t e total of 57,000 cadets. army cadets
make up about 19,000 cadets enrolled in 453 army cadet corps across Canada. For army
cadets, the aims of the cadet projram are achieved by providinç a stmctured niilitary
eiivironiiient and challengiriç situations for persona1 gowth through the use of vutdoor
adventure and citizenship activities. The Royal Canadian Arniy Cadets (RCAC) can trace
their beginnings to as early as 186 1, when boys were first formed into drill associations
witliin schools. This gives tliem the proud distinction of being Canada's oldest youth
movement.
Cadet Corps Training
Youth in tlie army cadet program usually attend one parade night per week at their local
cadet corps and panicipate in several weekend activities throughout the training year.
wliicli lasts ti-oril Septeniber to Julie. At their cadet corps. cadets paiîicipate i n the srar
training program which is comprised of several s~bjec ts with a combined military,
citizenship. leadership and outdoor adventure focus. The star program is divided into
t'our levels - green star. red star. silver star and sold star. As cadets proçress ttirou$
these four training levels they are given increasinç responsibility to lead and teach the
newer, younger cadets in the program. Cadet star level trainin: culmiriates with the
accomplishnient of tlie National Star Certification Examination (NSCE) and siibseqiiently
a cadet mav receive the hiçhest qiialification possible as that of master cadet. provided
certain sunirtier course traininç pterequisites have been satisfied.
Normally, each army cadet completes one level of training within a given year. Subjects
taught at the cadet corps in the star program include: drill, hridamentals, fieldcraft,
bushcraî?, map and compass, firearms handling, rnarksmanship, instructional techniques,
public speaking, leadership, citizenship, physical fitness and sensible living. The star
p r o p m is augmented by a number of optional subjects such as abseiling, orienteering,
biathlon and music training.
To achieve the ainis of leadership. citizenship and an interest in the Canadian Forces
which make up the niain goals of the cadet prograni as a whole. tlie arniy cadet proyrani
has established its own training objectives listed in Cadet Administrative and Training
Order 43-0 1 (DCdts - Army, 1994) as follows:
a. to produce leaders for the RCAC movement;
b. devclop instnictional and lcadcrship skills;
c. stimulate an interest in the Canadian Army;
d. develop self-discipline;
e. protcct and prcscrvc the environment;
f. participate in activities that support the local community;
g. develop a higli standard of physical fitness;
h. teach fircarms safcty and devclop classification and compctition shooting
for sports and recreation;
i. promote sensible living habits; and
j. proniote the establishment of a band and the developnient of niusical
skills.
Cadet Summer Training
Arniy cadets have tlie opportunity to attend sumnier courses which are otTered at several
army cadet summer training centers during the months of July and Aiigust of each year.
These courses may last from two to sis weeks in duration. The majority of summer
training is carried out at four regional arniy cadet suninier training ceriters (XCSTCs)
located across Canada. These are:
a. Ar;onaut ACSTC. Gagetown, New Brunswick;
b. Valcartier ACSTC. Valcartier, Quebec;
c. Blackdown, Borden, Ontario; and
d. Vernon ACSTC, Vernon, British Columbia.
Sunimer training represents one component of the RCAC training system and can be a
highlight of a cadet's traininç experience. In the arniy cadet program, the attendance at
summer training is litiked to cadets being promoted to various rank levels witliin their
cadet corps. Sumrner training is divided into four categories:
a. Basic F;irniliarization - these courses are desigtied to introduce cadets,
who cornpleted their green star, to the summer training environment and
prepare cadets for hture summer training. Basic courses are two or tliree
weeks long,
b. Non-commissioned Olficer (NCO) Qualifying - these courses are
intetided for cadets who have completed their second level of star trainin%.
red star, and are sis weeks in length. Attendance on these courses is
normally required for a cadet to be promoted to the rank of sergeant;
c. Warrant Oficer (WO) Qualifying - senior cadets who have completed
thoir third level. silver star, attend ttiese sis week courses to prepare tlieni
to assume senior leadership positions at their cadet corps. Tliese courses
are a usual requirenient for the promotion to cadet warrant oficer; and
d. Advanced Trairiiiig - cadets, usuall y in their fourth summer. may be
eligible to attend advanced training courses consisting of international
excliançes, a national leadership and challenge course located near Banff.
Alberta, or parachute training, provided tliey successfully coniplered tlieir
NSCE.
For clarity, an ovenriew of cadet sumnier courses and their correspondirig age ranges is
located at Appendis A. A gIossary ofterms has also been included with this report to
help identify organizational terms and abbreviations.
The Problem
In 1994, a Chief of Review Services (CRS) study concluded that the cadet program is of
value in providing the youth of Canada with a meaninghl esperience to aid their own
personal growth. The CRS Study on the Cadet Program (p. ii) included the following in
their findings:
The rationale for the Program is valid, in ternis ofcontributing to youth
developnient, enhaiicing the image of the department, and increasing
DNDlCF presence in rural and remote locations. The Program also
contributes by reaching out to ethnic minorities and new Canadians,
exposing them in a beneticial way to DND and the CF. Cadets are very
enthusiastic about their experiences, and we found a hi;h degi-ee of
support for the program results during Our intemiews across Canada.
Due to its wide scope, the CRS study did not permit an in-depth investigation into
individual training ettèctiveness of the air, army and sea cadet program. 1-fowever, the
CRS Study did make the following key observations rcgarding the findings made on cadet
program irnplementation. "there are few perhrniance indicators and ric measurenient of
the overall program performance" (p 3-50) and regarding siimmer camps "the number of
camps and courses otTered at cacli lias not been rationalizcd. nor is the course content or
lerigth optinial" (p. 3-51)
The army cadet program's overall success in contribiitinç positively to youth dcvelopment
is not i n dispute. However, it is tlie contention orthis project tlial the changes i n the arniy
cadet program over the last decade, combincd with a lack of program performance
measures and rationalization of siimmer course length and content has contributed in part
or wliole to several problem areas worthy ofinvestigation. For instance. in 1989, tlie ariiiy
cadet training program content was subjected to a major re-write to renew the proçram
contents which had not been altered since 1977. The enrolment age for cadets was also
subsequently lowered fioni 13 to 17 years-of-age to increase the number ot'youth eligible
to enroll in the cadet program. As a consequence, a younger age-group of cadets are now
attending summer courses once intended for cadets who were once older and liad more
developrnental maturity. The following problem indicators have been noted based on the
individual experiences of cadets and observations by some Cadet instmctor Cadre {CIC)
oficers. These include:
> Cadets as young as 13 are now eliçible to attend sis-week courses in the
summer. This six-week course has a significant rate of cadets who are
subsequently sent home andlor do not successf~illy complete their sumrner
training (Vernon ACSTC Final Report, 1999). In coniparison, the sca and air
cadet programs ottèr a progression sequerice staning with a two week course
followed by a three week course the following summer. Sis-week courses are
reserved for cadets who are 14 or older.
i Cadets who are 15 and have already completed a sis-week tlrniy Cadet
Leadcr Instnictor (CLI) course rnay find themselvcs in a sititation in which
they are too young to attend further summer training and subsequenrly must
miss out on poing to surnmer camp for that year. Their choices for that
surnmcs arc limitcd to cither attending a similar course to the onc thcy just
completed the previous year or stayinç at honie. Preliminary. rough estiniates
of this phenomena place the affected population at approsiniatelv 70 to 3 O ' o
of cadets who joined cadets at an early age. This number was derived tiom a
survey of cadets, wlio were attending a second CL1 course at Vernon . A m y
Cadet Camp in the summer of 1995 (SO Army Cadet Training - Pacitic
Region. 1996).
r Conversely, cadets who join at older ages are affected as well. Cadets, ~ I i o
join at 14 or older, find they may have ditticiilty integratinç into the sutnrner
training system. Basic Cadet. the first summer training course. is now geared
towards 12 and 13 year-old cadets. Those who join at later apes, are faced
with a course prereqiiisite restriction that requires them to coniplete a Basic
Cadet course. Even if permitted a waiver, there is a reluctatice by corps
officers to send these cadets on a more senior course, i.e. Cadet Leader.
becnuse its sis week lenjth is viewed as too demanding for new cadets, who
have not been to camp before. In contrast, the air cadet program allows
enormous flexibility for cadets to choose their best summer training path
Beçinning in 1990, the sunimer training courses for army cadets were also subjected to
revision with a shift in focus and content precipitated by changes ai the local headqiianers
(LHQ) cadet corps program. The content of the Cadet Leader course was re-worked to
include lessoris in drill instruction. The generic Cadet Leader Lnstmctor course, ivas also
revised and split into several diî'tèrent CL[ caurses in favour oEadding a specialty
component such as rifle coach, storeman, physicaI education and training. marksmanship
and adventiire (patrolliriy). Ail coiirses with the exception of CL1 - Adventure
experienced a reduction in the nuinber of outdoor adventure activities to provide room for
the specialty component added to the course content. The fallowing problem indicators
have been noted:
Summcr training course coiitcnt is not aligncd with the ycarly training
progani taught at the horrie cadet corps. In some cases, niucii of' the summer
traininç course content appears to be a repeat or review of iilnterial already
covcrcd nt the corps lcvcl Convcrscly. cadets arc also bcing taught subjccts
duriny their summer training which are no[ normally presented until they are
into niore senior levels of tfieir training at the home unit , i e. drill instniction
on the Army Cadct Lcadcr Coursc. This appcars to bc drivcn by a nccd to fiil
available time as opposed to sliortening the course as noted in the CRS Stiidy
( 1994, p 3-47).
There is a perception that a signiticant amount of senior cadets (açes 16 to 18)
are no! achieviiiç a sufficient leve1 orprotïciency i n two iriiporiant areas of
their training: leadership and instnictional technique (SSO Army Cadets - Central Region. 1996). Many of these senior cadets will 20 on to serve i n staK
positions at summer training centers. where they must provide instruction and
appropriate leadership to younger course cadets. If the cadet training proyrani
lias not provided ttiem witli enough opportunity to achieve n relative level of
proticiency in these two important tasks this Ieads to a poor standard of
performance which is in turn passed on to the course cadets.
Upon retlecting on the probleni indicators above, a multifaceted research question
emerçed. This research question was used as a starting point for the inquiry to address
the problem indicators discussed above.
How do we make the summer training program for army cadets . . .
a. tailared to the characteristics, needs and interests of adolescents;
b. tlexible enouçh to account tbr di ttèrent cadet progression paths,
c. etl'ectively augment training received at the honie corps:
d. provide a worthy challenge to masiitiize personal developnient and
growth towards obtaining the main ainis O F the cadet proçrani; and
e. provide qiiality training to produce senior cadets capable of taking
leadership roles at the cadet corps and/or as statl'cadets for the
summer training centers7
Impact or Significance of the Problem
The impact of this probleni leads to the inference that suninier courses are riot
satisfactonly mccting thc training needs of arniy cadcts Cadets arc not dcrivin; the
maximuni beiiefits that caii be achieved through their summer training, wliich represelits
a lost opponunity in providing a tirtly nieaningfiil learning esperiencc. Cadet sumnicr
training is also not appropriately augmcntiny the star level training cadcts rcccivc at thcir
tionie cadet unit. Course content, that is nui correctly aligned witli the learniiig needs and
ability of the cadets, is likely to lose its impact and value in devclopin~ that Young
person.
Conversely, some subjects that are introduced may be beyond the espected skill level of
an average 13 year-old such as drill instruction on the Army Cadet Leader course. Sinre
these cadets are still tryiny to rnaster some of the basic subjects themselves it is not
clearly rationalized ivhy they should be cast into the role of an instnrctor at siicli an early
age. Previous to the lowering of the entrance aSe for cadets. 15 year-olds were likelv to
be first year cadets, and they would not encounter instructional duties until they were in
their third year of training (silver star). This would usually be at around açe 1 5 or older.
A result of introducinç a lowered enrollment age has moved what was normally a subject
taught to cadets in their third year into their second year. The appropriateness of this
move must be questioned, in light of the demands this may place on a young cadet.
With a combination of repetition of traininç already completed and subjccts best lefi to
cadets when they are more mature, an average cadet is likely to be cycling back and forth
between feelings of boredoni and feelings of beinç ovenvlielmed. The hrmy Cadet
Leader course seems to be panicularly affected by this and may be in part a contributing
factor to the high number of cadets who are sent home from this course during the
summer. A significant nuriiber of cadets returned to their cadet unit (RTU) from this
course were for disciplinary reasons (Vernon ACSTC Final Report, 1999).
tlowever, one of the most pressinç coiicertis is the unforeseen yap in the training
progression for sonie cadets, wlio enrolled in army cadets at age Il and subsequently
completed three consecutive sunimers of training. As noted earlier, this niay affect at
least 20 to 75Oh of cadets who join at an early age (SO Arniy Cadet Training - Pacitic
Region. 1996). Tliesc cadets achicvc their qualification for attendinç an Xrmy Cadct
Leader Instnictor course by açe 1.1. If these cadets are not selected to attend an advanced
training course. i.e. cadet international eschange, the following suninier, they are let1
with very limitcd summer training options. With no otlier courses availablc, thcy must
consider cornpleting another Army Cadet Leader Instnictor Course. Stüft'cadet
einploynient is not an option for tliese cadets, since they have not reached the required
age of 16 '4 neccssary to bc considered. ivlany of these cadets may not be interested in
attendinç another Army Cadet Leader instructor cuurse since much of the course content
is siniilar to training that they have already done. This phenomena can best be illustrated
by tracing an esamplc of a cadet who enrolls at açe 12 as presented in the following
chart.
Summer 1997 Age 12 (green star)
Basic Cadet
Surnmer 1998 Age 13 (red star)
Cadet Leader
Spring 2000 1
Age15 'attends NSCE
pass -L
qualifies for ,
Adv Trg?
dld notpass
# 777 does n o t quality
Surnmer 1999 Age 14 (silver star) a
Cadet Leader lnstuctor
qualifies - - -__Y - _ - _ _
Summer 2000 Age 15 (NSCE)
attends Advanced Training -
Note:
-- This cadet Is too young for staff and is left wlth the
option to return on another CL1 Course or not attend
summer tialnlng
Figure 1.1 Example case of a cadet born 1 September who joins the a m y cadet program on 30 September 1996
This type of situation may not be linlited to only those who attend their first sunlmer
course at agc 12 but also can include cadets who are 13 and whose birthdays faIl betwccn
January and June of the year they attend their first summer's training. Appendis B
contains a chart comparing nge sroups and attended courses to il!ustrate this point. :\
potential unfonunate consecluence is thnt cadets who are unwittingly caught i n this
situation may justifiably becorne quite discouraged by this systeniic tlaw leading to their
leaviny the cadet program entirely.
Anotiier area of concern is the cornpetence denionstratcd by the senior cadets who have
progessed throush this training system. A signiticant segment of tliese cadets show a
distinct lack of ability in their basic instructional or leadership skills. This conclusion is
based on the observations of statl'employed at sunimer trainin: centers and the results
achieved from threshold knowledge tests administered at Vernon ACSTC to staff cadets
prior to their empioynient A service paper (SSO Army Cadets - Central Reçion. 1996)
proposed that the training provided on Cadet Leader Iiistnictor courses did nui nieet the
needs of local cadet corps in providing trained cadet leaders and instmctors. This niay be
a result of n program that did not provide enough emphasis on achieving a basic level of
mastery of these particular skills, prior to casting them into supervisoq and instructional
roles.
.A built-in objective of the cadet program is to provide older cadets with the knowledge
and skills required for them to be effective leaders and instructors to the younger cadets
who are placed in their care. This reciprocal proçression is important to the interna1
perpetuation of the program as well as providing senior cadets opportunities to apply the
training which they have learned. It is through this 'passing on' of knowledge that cadets
learn valuable life skills which can serve thern weIl as they progres5 on to beconiing
adtilts in society. As well, the anticipated training cycle presumes tliat senior cadets are
also employed at the sumnier training centers in the capacity of staff cadets to provide
iristnictiori and leadership to the younçer course cadets. If tliese senior cadets are not
themselves in receipt of a quality training program, desiçned carefully to meet stated
needs, they are likely to pass on a diminished quality of training to tliose they are
assiçtied to lead aiid iristt-uct. 'Sliis results i t i a dowtiward spiral of quality training.
Senye (1991) refers to this as a 'reinforch5 feedbrrck' loop, characterizcd by small actions
which continue to grow to create larger and larser consequences.
A m y Cadet Summer Training Program
staff cadets teach oher course cadets
staff cadets teach at a low standard
cadets receive summer t g which 1s not manminng their leaming opporhinity
4
effective trg diminished
course cadets return b
as staff cadets course cadets receive mg the followng year - hughtby daff cadets
Figure 1.2 Downward spiral af quality training passed from staff cadets to course cadets.
In surnmary, the impact created by the curent structure of army cadet sunimer training is
having several undesired consequences, whicti were likely not envisioned durinç the
planning process of the new summer courses. It is incumbent on the leaders within the
Cadet Organization to not hesitate in looking at our situation through a critical lens. In
doing so, we may be able to discover the areas of sumrner training that are working well
and retain them, but also address those areas which would benefit from a detailed
analysis and positive change. This project was designed to investigate the occurrence of
the problems noted, to determine their potential cause and to se& suitable remedies to
address them.
CHAPTER 2 - LITERATURE REVIEW
Rationale
This project presents an evaluation of the current summer training curriculum with the
airn of making recommendations for a re-design of the surnrner courses for arrny cadets
As previously mentioned, the overall benefits and rationale of the cadet program are
considered sound. What is a concern, however, is whether the cadet program is overall
effective and optimized to achicve the best possible results Especially, in a climate
where fiscal responsibility is an increasing consideration, it is deerned tirnely to analyze
tlie ariiiy cadet training program to make sure i t is producing tlie most froni its frnanciat
investmcnt Areas idcntified as issucs to be esplored incliide a perception that the
sumrner training proyram for ariny cadets has somehow inadvertently becorne
disconnected froni the characteristics, needs and interests of its adolescent target group.
This occurs to the detrinicnt of particular age groups in spccific levels oftrainin; In
addition, there has been an inference that course content is not achieving the desired
result of producinç senior cadets with the skills and capabilities to provide a quality
standard of leadership and instruction to be passed on to newer and younger cadets in ihe
proçram. An evaluation of the current situation can assist in identifying ilbat paris of the
training plan are contributinç to this situation.
Shapiro ( 1995, p. 1 ) in Iiis Traininç Effectiveness Handbook cites tlie following:
The measure of a training program's quality is its effectiveness. Training
is effective to the deçreé that it produces the desired behavior in the
population beinç trained. In concise terms, total quality occurs wlien eacli
participant is able to use the knowledçe and skills tauglit in the program to
bring about a desired result on the job.
Shapiro focuses on how to acl~ieve quality traininç by the use of learning objectives.
performance evaluation systems and training etkctiveness evaluations. Mitchell ( 199-3,
p. 15) in The Trainer's Handbook States that "the sinçular fiinction of trainin2 is to W... product: ciiange. wnen i r does i r is success~ui, wiieri i r doesti'r i r Giiis. Keipdiess urtiit:
resuIts a trainer or training manager may accomplish, the bottom line is a measiirable
chançe in performance." Mitchell (1993, p. 129) goes on to describe the use of a needs
analysis, which performs three distinct functions: " (1 ) it establishes what the present
practices are, (2) it projects what the desired results sliould be, and (3) i t provides the
basis for cost justification of training." Similarly Shapiro (1995, p. 156) indicated that
"the absence of training standards, evaluation methods and leadership results in
duplication of effort, inetfective progranis, and inappropriate progranis. This wasies an
orçanization's resources and sacrifices the profits that motivated the training effort in the
first place."
The concepts as described by Shapiro and Mitchell are described in similar forrn in the
CF Manual of Individual Training and Education. There are many parallels in
approaches to achieve quality, etfcctive and cost-efficient training. Wit h the aini of
program iniprovement, the current army cadet sumrncr training proçram would likcly
benefit from a çritical review using these concepts as theoretical underpinnings.
An obvious source of information about a training program's level of success wotild be to
solicit t'eedback from its participants to deterniine their views and attitudes about their
training esperience. This is covered in chapter three of this document. tlowever, i t was
considered appropriate to also include in this inquiry a thorough esaniination of the
documents related to the summer training program. Of specitic interest were the course
training plans uscd to plan and cxcciite the army cadet summer training courses under
direct investigation in this project. With this in mind, various army cadet summer course
training plans, aîler action reports and other docunients relevant to army cadet training
were examined in detail. In particular the following were considercd:
a. evidence about course lençth and content and its inipact on its intended
cadet population:
b. evidence to support the contention about the repetitious content of some
simnier courses,
c. information to esplain the background behind the creatioii of the 'training
gap' and its potential etl'ects; and
d. information to support or refute the lack of leadership and instructional
ability of senior cadets.
In addition, it was considered appropriate to include in this literature review a brief
exploration of other areas of interest to the inquiry in the supportin-, documents section of
this chaprer. The review of cadet organization documents lends itseif towards explorin3
the problem areas of arn~y cadet summer training. However. an exploration of related
topics of particular interest was deenied help ful in establishinç the esistence of valuable
resources to develop strateyies which would assist in irnproving army cadet summer
training as a whole. ..\s a result, i t was deemed appropriate to includc an overview of
literature of the followiny:
a. the cIiaracieristics, iieeds and iiiterests of adolescents;
b youth program evaluation:
c. use of adventure training iri ciutdoor youth progrms, and
d. leadership development.
Each of tiiese areas could easily have been explored extensively. However. it was
necessary to confine tliis project to a brief overview with which to establish a baseline to
eiicourage furtlier researcti.
Review of Organization Documents
The review of orçanization documents consisted of the course traininç plans (CTP) for
the Cadet Leader (CL), Cadet Leader Instnictor (CLI) Drill and Cercmonial course, CL1
Adventure, CL1 Rifle Coach, CL1 Physical Education and Recreation Training. and CL1
Erpedition Storeman course. Also, a number of CTPs of compatible courses in the air
and sea cadet program were included for comparison purposes. Other documents
examined were the Chief of Review Services (CRS) study (1994), sumrner training center
final reports, training directives, army cadet wnting board sunimaries, and various related
documents.
Summer Course Length and Content
Since two of the problem indicators were related specifically to the Army Cadet Leader
(CL) course. the investiçation started with a review of the CL course training plan (CTP).
In accordancc with the CTP (DCdts 3 Army, 1995, p 1 -1 ) the aim ofthc CL coursc is to:
. . .train second year cadets in the skills. knowledge and the practice
necessary to deve1op (as) a section commander. Successful completion of
this course is one ofthe criteria for promotion to sergeant. Second, this
course is required in order to provide an indication as to the cadet's
suitability for further summer training e.g. For a Cadet Leader Instnictor
series of course.
It was noted that out of the tliree dements in the Canadian cadet rnovernent, which
include sea, ariiiy aiid air cadets, only the armv cadet proçram allows cadets as yourig as
13 to attend courses that are six weeks in duration, as listed in the prerequisites for tlie
Cadct Leader course in the Cadct Administrative and Traininç Ordcrs (DCdts 3 - Army,
1994). Discussion with o t'iicers who have worked with this course indicated that there
was a concem with both the course content and lençth. panicularly in terms of the impact
it had on young cadets. who hnd to stay away from home for such a long period of tinie
Further anecdotal evidence also sugçested that niuch of tlie suninier content is considered
to contain a substantial amount of material that is already taught at the cadet unit bringing
intn qiipstinn th^ ~ f f i r i ~ n t q f t i m ~ znd r--c!!-mc z!lcrgrtpd tc cccyr- R-nnrtc r --.-
such as the CRS Study (1994) articulated the need to rationalize the content and length of
summer courses. This draws attention to the rationale behind 13 year-old cadets staying
at the summer training center for six weeks when there may be littlc or no direct benefit
derived from this.
One of the indicators that suggests that a six week course may not be aligned with the
eiiiotional inaturity and learninç needs of young cadets is the number of cadets wlio are
sent home early and therefore do not complete their training. The conimon term used to
describe a cadet who has been retiirned early is RTU, which rneans 'retumed to unit'. The
Vernon ACSTC Final Report (1999, p. 10) outlined a chan indicatins the RTU rates from
this summer training center spanning the last foiir years. These have been reproduced as
follows:
Course
As this chart indicates, when the number of cadets attendinç various courses are
CL1 - Drill & Ceremonial
CL1 - Physical Education &
Recreation Training
CL1 - Expedition Storeman
cnmpared to the niimher of cadets who were stihsequently RT[ j'd over the coiirse rd the
Attended
1996 1 1997 1 1998 1 1999
RTU
1996 1997 ! 1998 i 1999
112
26
25
105
39
32
!
7 1 7 1 5 / 8
1 4 1 1 1 9 ! , l !
1 ( 4 1 ! 1
105
27
29
1 1 1
31
28
last four years, it becomes evident that an average of one in 16 CL1 cadets, and one in 12
CL cadets did not complete their training and were sent home early. This number was
then compared to the average RTU rate of basic cadets which was cne in 132 cadets, who
attended a Basic Cadet course. OfEicers who have worked with the Basic Cadet course
have remarked that the low number of cadets sent home from this course is due primarily
to the fact that cadets on the Basic Course are only at the ACSTC for two to three weeks.
Even tliough it is their first camp experie~ice and they are younger, by the time these
cadets may be experiencing behavioural problems or honiesickness they are already at
they end of their stay at the traininç center and soon on their way home.
The Vernon ACSTC Final Report further indicated that orthe 35 RTUs of cadets on the
CL course in 1999, 30 were for disciplinary reasons, tive were niedical, and ten were for
other reasons which may include homesickness, personal reasons and parental reqiiest.
An RTL! is likely a disappointiny end to a summer of training, and rnay have a harnifiil
impact on the cadet's self-esteem and continued interest in the cadet proyram. Its relation
to the CL and CL1 courses is worthy of further investigation to determine how best to
increase the number of cadets, who could have a positive summer training e'rperience. A
national review of RTU statistics î'roni each ASCTC as well as RTü rates calculated by
açe would likely provide fiirther valuable insight. but was beyond the scope of this stiidy.
To esplore ttiis area fiirther, a coniparison of compatible courses for the air and sea cadet
prograni was cornpletcd by refcrencing the Royal Canadian Air Cadet Siimnier Canip
Courses and International Eschançe Program (DCdts 4 - Air, 1997) and the Royal
Canadian Sea Cadets Qualitication Standard and Plan - Gunnery Trade Group 1 Course
(VCDS, 1999). In the air cadet program, the conipatible course to the CL coursc is thc
Air Cadet Introduction to Leadership course, which is aimed at level two cadets and is
three weeks long. The Gunnery Trade Group I Course for sea cadets is also aimed at
second year cadets as is the army cadet CL course. Both of these courses are also only
three weeks long. but they cover very sirnilar material to that otyered on the CL proçrani.
From this, it was learned that the air and sea cadet proçram althouçh faced with a siniilar
need to prepare level two cadets have opted to train them for a duration of three weeks.
When verifying the effectiveness and utiI i ty o f these courses with officers frorn the air
and sea cadet progarn, no evidence was discovered to show that these courses were
sornehow insufficient i n providing cadets with the required skills to progress in their
training.
To ascertain the validity o f the observation that the CL course contained material that
cadets had already learned at their cadet unit, the course training plan for the CL course
rvas reviewed i n detail by comparing it with the green and red star program. This was
done by cornparin; the enabling objectives (EO) taught in each. A n enabling objective
consists o f a nurnber o f teactiing points usuatly covered in the scope o f one lesson in a
given siibject. A direct cornparison o f enabling objectives (EO), provided the resiilt
illustrated i n Figure 3.3:
red star trainin
4401 - Drill
4402 - Fundamental Training
1 1 (p ractical on1 y) 4412 - Ci t rnsh ip
441 3 - Ph sical Fitness
4414 - Sensible Livin
441 5 - First Aid 1 O
4409 - Instructional Technique
14416 - Cornrnu;cation; 1 441 7 - Patrollin
441 8 - Field En ineerin
TOTAL 1
67 21
3
O
4403 - Bushcraft
4404 - Fieldcrafî
4
4
1
1
441 0 - Public Speaking
441 1 - Leadership 1
1
5
This review revealed that of the 67 enabling objectives taught on the Cadet Leader course
almost a hl1 third or, 2 1 enabling objectives, were also listed as enabling objectives in
either the green or red star training. Although, it is important and probably desirable to
include a review of previously learned material to ensure its ready retention, the reasons
for re-teaching much of the theory are unclear and may actually have been pronipted by a
need to f i I l the six week time frame, without due consideration of a course length
reduction. This conclusion was noted and suniniarized in the CRS study (1994, p. 3-47)
as follows:
The length of the courses, and thus the time at camp, is now driven, with
few exceptions. by the two, three or six week time slots without due
regard to the minimum time required to deliver the required training. The
solution in the past has bcen to include more into the course syllabus to fiIl
the available time rather than shorten the tinie fiame. The new army
suiiinier camp courses are a split of 40% mandatory training. 409h optioiial
training and 20SG adniiriistration aiid recreation.
Recent proposed changes to suninier training at Blackdown ACSTC Icrid f~irthcr siipport
to the f a t that the lençth and subject niatter of the CL course \vas being questioried. .A
Central Region proposal presented at the Arniy Cadet Traininç Review Board in
November 1999, shows thnt concerns rnised about the Cadet Leader coiirse were not
liniited to observations made at the Vernon ACSTC. The proposai esaniined options to
modify the siimmer trainin; program at Blackdown ACSTC by creating a two-week
Recruit Course for 13 year-olds, a tliree week Basic General Militas. Training course for
13 year-olds and restricting eiitrance to the Cadet Leader course to cadets aged 14 or
older. I t was assumed this mode1 would provide two advantages i e., it would cnsiirc a
more mature Cadet Leader candidate and it would provide greater emphasis on skill
development. On the disadvantage side, it could disrupt ciirrent sunimer training
vacancies. Another option considcred was to adjust the content of the CL course by
deleting the Performance Objective 1409 - Instructional Techniques and inserting in its
place a 2-day field exercise. Central Region also indicated a desire to reniove the CL1 -
iihysicai tducation and icecreation i raining ( P ~ K I ), and C'LL - storeman coiirse in
favour of shifling more training vacancies to the CL1 - Drill and Cerenionial and
Adventure courses. 'The perceived advantages of these modifications were to:
reinforce basic skills and leadership by practical application;
i increase the adventure content in the sunimer proçram;
have less classroorn instruction, and more fun;
complcment adjustments to the silver star program, and thus less rcpetition;
reduce frustration; and
reinforce success.
The second option to drop 4409 - lnstructional Technique for the CL course and replace
it with a 3-day exercise and to remove the CL1 - PERT and Storeman courses was
accepted by the Army Cadet Trainin$ Review Board subject to a two year pilot stiidy
rvhich would be monitored and validated. Althouçh the rationale beliind tliese decisions
is only brietly outlined in the Record of Decisions of the Army Cadet Training Review
Board (DCdts 3 Ariny, 1999) the move by Central Region to niodify suninier training
provides tùrther evidence that the CL course is considered unsuitable in meeting the
needs of its target population.
The appropnateness of the perforn~ance objective 4409 - lnstructional Technique lias
becn thc subject of some scrutiny sincc its introduction into thc CL course in 1990 Prior
to its inclusion in the CL course proçram. it was a subject reserved for CL1 courses,
because instnictional tecliniques are nornially niore suited for cadets in their tliird year of
training (silvcr star) once thcy havc gaincd the ncedcd esperiencc and rnatiirity Thc
focus ofthis subject in the Cadet Leader course ciirriculiini is to prepare cadets to become
drill instructors. This situation leads to the possibility of cadets as Young as 13 having
the challenge of instructing a subjcct thcy are only in the beginning stages of mastering
for ihernselves. The rationale behirid this decision is further cornplicated by the reality
ihat cadets will be introduced to drill instruction yet again as a nornial part of their silver
star training when they return to the cadet corps afler completing the CL course
The 'Training Gap'
Another area reviewed in the documents was the background surrounding the creation of
a 'traininç gap' which is experienced by some cadets as they approach their fourth
summer of traininç. As discussed in chapter one, this training çap occurs when cadets
enter the summer traininç program at age 12 or 13, and attend three consecutive summer
training courses including the Basic Cadet, CL and CLI courses at the youngest ages
possible. An inadvertent result of this progression is that some cadets in their fourtli
summer may tind themsclvcs tao yoiing to procced on to their next levcl of summcr
training uiiless thcy are fortunate enoiiyh to qualify for a limited nurnber of vacancies
available in the advanced training series courses.
This trainin$ yap !vas first investigatcd wlien it became apparent that sonie cadets were
returning to the summer trainin3 center io attend a second and in some estreme cases
their third CL1 course. This is considered undesirable Froni a training perspective,
because of the siniilar coiirse curriculuni contailied in the CL1 courses (SO Arniy Cadet
Training - Pacilic Region, 1996). An examination of the course traininç plans for the CL1
courses, concluded that niiich of the content O F the individuai CL1 courses is identical.
with the esception of the individual specialty subjects i e. storeman, riile coach etc.
Thcrcforc thosc attendin3 a sccond CL1 coursc arc in fact b c i n ~ re-traincd in as much as
50°4 of previously learned material. An approsiniate proportion of CL1 quaiitied cadets
in this repetitive training situation tvas placed at about one cadet in five (SO Army Cadet
Training - Pacific Reçion, 1996). However, it was conjectured that this nuniber couid
aciually be higher since tliere were no means available at the tinie to calculate the ~iurtiber
of cadets, who affected by the training Sap, stayed at home for the sumnier. It was
necessary to examine this situation in fiirther detail to discover its root cause, to
determine its impact, and to esplore various strategies to address it. A summary of the
arniy cadet training progression is prcsented in a niodel (DCdts 3 -.4rmy, 199 1 ) refcrrcd
to as a training pyrarnid. This model outlines the various stages ofstar level and suninier
training and the associated ideal agss in which cadets are to proyess tlirougti theni. This
model is presented in Fipure 2 , ;
Figure 2.3 Arrny Cadet Training Pyrarnid
Of particular interest i n this model, is tlic fact that i t shows that advanced training is
prcsumcd to occur after every cadct has completcd tlieir gold star level and National Star
Certification Examination (NSCE), when they are between 15 to 16 ycars olù.
Advanced training consists of opportunilies for cadets to aitcnd national courscs and
international cadct cxcbange programs. However, what this model does not adrquately
represent is thnt in rcality only a smnll pcrcentnge (approximately 10 to 15%) of al1
cadets cvho work tuward this lcvrl nctiially qiialify fur advanced tniinirig due to limiicd
vncancies for international cndct cxchnngcs and for the national leadership and challenge
coursc. For cxaniple, based on Army Crldet Summcr Vncancies - 1000 ( DCdts 3-3,
Züûû~, tiici-r rire 34 i udv;iiictxi training npporrunitics avaiiabit: naiiotiaiiy fur a rord ut'
19,03 1 army cadets in the cadet program. Assuming approsimately 15% of these cadets
are in the riçht star level and qualification açe. this means 2,854 cadets would be still be
competing for 34 1 vacancies. In effect, 85 to 90 Oh of cadets who have completed a CL1
course must pursue other summer trainin2 options. A portion of these cadets. if they are
16 95 or older, may apply to become staff cadets. Stat'fcadets are senior cadets employed
at summer training centers to provide leadership and instruction to course cadets.
However, those who are underage for a staff cadet position do not have this option. This
leaves a substantial segment of cadets, approsimately 20 to 25% of al1 who have
completed a Cadet Leader Instnictor course without a clear alternative on how to
continue their next suninier training. Atten~pts to fi'c a more precise estinlate of cadets
caught in this situation was one of the main purposes of the research study cornponent of
this project outlined in chapter three.
Although information is bascd niainly on anecdotal cvidence. therc has bccn a general
acknowledgement amongst those in the army cadet program that the 'training gap' is real
and that it poses a distinct problem for corps oficers trying to plan summer training
opportunities for their senior cadets. The training gap lias been described variously by
cadets and CIC ofticers who taken note of its occurrence as 'the açe gap', tlie 'age trap',
and 'the black hole'. However, unfortunately, it was dificult to locate any written
documentation discussing its occurrence. Therefore the impact and possible strategies to
address the trainin; Sap were lefi to the tÏeld rescarch portion of this project to investigate
Flexibility in Summer Training Options
An esaniination of CXTO 42-01 - Suiiimer Training Directive (DCdts 3 Arniy. 1994)
was conducted to provide more information on the structure and intent of the army cadet
sumnier training prograni. Unlike, ~ h e air cadet summer training prograni. wliich
provides the flesibility for cadets to niiss a surnmer course without penalty. the arniy
cadet courses are stronyly associated with a cadet receiving a rank proniotion at tlie cadet
unit. Cadets who do not attend sunirner courses may fiiid their proçress at the unit
irnpeded or even entirely jeopardized by ihis requirement to attend camp. This brings
fonvard the question of what happens to cadets who due to medical, faniily or other
reasons do not attend surnmer training as expected. This presents a dilemma, for those
cadets who must miss surnmer training for various reasons including those underage
cadets affected by the training sap. These cadets niay concliide that missing a summer is
a detriment to their advancement and thus become suitably discouraged, and opt to Ieave
the cadet program entirely. Some corps officers have reported that they have indeed lost
senior cadets from their corps, due to a dec!ininç interest in staying in the cadet unit
following a sumnier in whicli the cadet did not attend surnrner training
Parado'tically, this lack of tlexibility to continue in the surnrner training proçram is not
limited to underage cadets. It also affects individuals who join cadets at 14 years of açe
or older. The current structure of army cadet summer training is closely related to ideal
progression streams, as evidenced by the stringent course prerequisite and açe
requirements outlined in the CATO (DCdts 3 Arniy, 1994). Cadets are required to
complete training at these ideal ages or they niay f nd themselvcs too yoiing or too old to
progress effectively. It \vas noted in the CRS Study ( 1 994, p. 3-44) that:
The cadet training systern does not provide for those who join later than
II or 13 . . . The army cadet position is that sonic of thc training can bc
waived by RHQ (Regional Headquarters), but the staffdo not really want
the over-15 starters since the youngsters do not commit early and should
not gct the rewards.
Further exaniinatiori ofthis pherioiiieiia in increased detail was beyond the raiiçe of tliis
rcsearch project and could possibly be a wholc area of study in itsclf It was dctcrmined
tv be more niitable to restrict the irivestigatiori to the riiost pressing problenis areas sucti
as tliose presented by the training yap in the hope of providing at least a partial resolutioii
to açe-related summer training dilemmas affecting arniy cadets.
Senior Cadet Proficiency
As was the case with the lack of documentation addressinç the traininç Sap, very few
documents made specific reference to senior cadets' lack of proficiency. Observations in
Pacific Reçion where the Vernon ACSTC is located are mainly anecdotal, but were used
as a startinç point for tùrther inquiry. Some statistical evidence can be collected from the
passlfailure rates of senior army cadets who atternpted the National Star Certification
Examination (NSCE). For example, it was noted in the Pacific Rejion NSCE Alter
Action Report, (SO Army Cadet Training, 1998), that only 55% of senior cadets of al1
those who atternpted passed this national test. Previous year results ranged between 40 to
70 %. Central Reyion reported hSCE pass results uf66% iii 1996, 3944 in 1997, 52?/0 in
1998 and 44% in 1999 (DCdts 3 - Army, 1999). The National Star Certification
Examination is a comprehensive test of the entire star training cadets have learned in four
years of being an army cadet. The test consists of a written portion covering theoretical
knowledge of subjects in thc star program such as fundamentals and leadership. There
are also three practical tests, which rnust be successfully completed. The practical
portion tests army cadets in niap and cornpass use, fieldcraR and instructional technique.
The success rate can therefore be viewed as a valuable benchmark indicating to what
deçree senior cadets have deiiionslrated tlieir proficiency in arniy cadet subjects and
obtained the required national standard.
Anotlier source of information presented itself in a senice paper (SSO Arniy Cadets - Central Reçion, 1996) which cxprcsscd conccrn that thc rcvised Cadet Leader Instnictor
series of courses did not provide enough training and esperience for course cadets to
become effective leaders and instructors. This was attributed to the denlands placed on
cadets to master these two critical arcas, while also achievinç proficiency in a spccialty
subject during the same course. The proposa1 presented by Central Region at the Army
Cadet Training Review Board (1999, no paye) indicated that a 'large number of CL1 /
NSCE grads lack rnaturity and proticiency." Since a larse number of senior cadets are
espected to return to becorne staff cadets at the various regional and national arniy cadet
siimmer trainin2 centers. This lack of aptitude in core cadet subjects is of particular
concem, prirnarily because these senior cadets will be placed in instructional and
leadership roles in charge of younger course cadets. As expressed in the model
illustrated in Figure 1.2 presented in chapter one, this results in a proçressively declininç
standard with potentially increasing detrimental consequences.
Both the lowered standard of instruction and the potential negative impact of senior
cadets who do not posses adequate leadership skills are serious issues, because at the
summer training center these cadets are the firsr line of supervision îbr course cadets. .A
normal training platoon consists of approsiniately 30 to 35 course cadets and Four statT
cadets supervised by one platoon commander who is a Cadet Instntctor Cadre o t k e r .
Three of the staff cadets are employed as section commanders. while one more senior
staff cadet takes the role of platoon warrant officer. Each section commander can espect
to have 10 to 13 cadets under histher direct care, while the platoon warrant otllcer is
charged wit h the responsi bility of ensurinç the healt h, weltàre and discipline of the enrire
platoon in conjunction with the platoon commander. Staff cadet section commanders arc
expected to teach classrooni and drill lessons, nionitor trainin3 progress, provide
guidance, and supervise day to day routine incliidins physical fitness sessions. parades.
inspections and barrack cleanliness. An average training day cornniences at 5.45 a.ni.
wtieti statf'cadeis wake the cadets aiid ends when statt'cadets inake sure the cadets are
asleep at 10 p.ni. Ii is quite possible that few other non-tnilitar~ youth organizations
place such riyorous demands on their younç mernbers.
The reactions ofjunior and senior cadets to the rcccnt. iiitroduction of the Cadet
Harassrnent and Abuse Prevention (CHAP) program added an additional level of inqiriy
about senior cadet leadership The CHAP proyram is an awareness prograni consistins of
a two hour sensitization module for junior cadets and a tiirther one and half hour
leadership module for senior cadets. tts purpose is to address the occurrence of abuse and
harassrnent which may take place within the cadet program or to cadets oiitside of cadet
activities. Topics such as personal harassment. physical, emotiona1 and sesual abuse are
discussed with the aini increasing awareness, prevention and knowledge of reponing
procedures. The tirst CHAP briefings were administered at ail summer training centers
in 1999. Initially, the program seemed &O receive a ratlier favourable reception, tiowever,
as the summer proçressed it appeared the program created a friction point between senior
cadets employed as staff cadets and course cadets. A preliminary review of survey data
obtained at Vernon ACSTC indicated a Iarge number of negative comments directed at
the CHAP program by course cadets and staff cadets. The minutes of the a CHAP
meeting (D Cdts 2-4, 1999) indicated that some senior cadets were havinç difficulty
adjusting to the CHAP program, because of a strong perception on their part that it limits
their options in how to discipline junior cadets. Since the CHAP program's intent is to
curtail harassrnent and abuse issues, this observation is very troubiing. In addition, a
furher CHAP Program Sitrep Report (DCdts 2-4, 2000) made mention of the need to
clari t'y tiiat corporal punishrnent, Le., the use of physical punishrnent such ris push-ups.
was prohibited in the Canadian Cadet Movement (CCM). The view Iield by some senior
cadets that physical punishrnent and other harsh methods are required to instill discipline
over younger cadets brings into question the adequacy of the traininç they have received
to prepare them for their rcsponsibilities. Accordinjly, it became necessary to esaniine
hotv and what was taugtit in performance objective (PO) 4 1 t - Leadership beginning in
yreen star up to and including ~ o l d star. as well as what was taught to cadets at the
summer training ccnter. .A comprelicnsivc nnalysis was complered by csamiiiiiig in tletail
the subject of leadership as it is presented in the star level Ilandbooks and in seleçted
CTPs for the Basic Cadet. CL and CL1 series ofco~irses (DCdts 3 Army. 1990 to 1997).
The rcsiilts of this rcvicw arc surnmarized in Figure 2.4.
--
LEADERSHIP TRAINING OVERVIEW
Green Star
41 1 .O1 Discuss the duties of a follower
Basic Cadet Course
1 period
441 1.01 Duties of a follower (repeat from green star) 1 period 441 1.02 Develop self-confidence (participate in an obstacle course) 3 periods
Red Star
41 1 .O1 Discuss the qualities of a leader 1 period
Cadet Leader Course
341 1.01 Discuss the qualities of a leader (repeat from red star) 441 1.02 Define the terms leadership, management and command 441 1.03 Develop self-confidence (participate in a more adv obstacle course! 44 1 1.04 Solve a problem 44 11.05 Conduct small group activities
Silver Star
41 1 .O1 Define the tems leadership, management and command (repeat from CL)
41 1 .O2 List the 10 principles of leadership 41 1 .O3 List the lhree styles of leadership 41 1 .O4 Describe the process of communication 41 1 .O5 Supervise a cadet aclivity 41 1 .O6 Make a time appreciation 41 1 .O7 Solve a problem
Cadet Leader lnstructor (DdC, Rifie Coach)
34 11.01 Review the process of communication (repeat from silver star) 44 1 1.02 Supervise cadets (repeat from silver star) 44 11.03 Apply the elements of task procedure 44 1 1.04 Issue verbal orders 34 1 1.05 Lead a section in completion of a task
Cadet Leader lnstructor (Adventure)
44 1 1.01 Review the process of communication (repeat from silver star) 44 11.02 Review the supervision of cadets 44 11.03 Lead a section in the completion of a task
Gold Star
41 1 .O1 List the expectations of a follower 41 1 .O2 List the Iwo types of discipline 41 1 .O3 Define the leader's responsibilities as rote models
1 period 1 period 4 periods 3 periods 20 periods
1 period
1 period 1 period 1 period 1 period 2 periods 3 periods
1 period 1 period 6 periods 2 periods 18 periods
1 period 1 period 18 periods
1 period 1 period 1 period
Figure 2.4 Leadership Training Overview
I t sliould be noted that. despite tlie high number o f periods that appear to be devoted to
practical leadership, this represents a totai time segment. CL and CL1 course cadets are
actually only affordcd one or two opportunitics to be in c h a r ~ c o f a task in an assessed
environnient, tvithin those periods. Nevertheless. tlie niain h c u s o f this inquiry was to
g i n an ovewiew o f the nuniber o f instnictional leadership periods which are devoted to
leadership theoretical constnicts. organization. planning and other associated task
oriented behaviours as opposed to leadership skills which are more related to skills in
building positive relations with others. These skills include how to motivate, how to
develop esprit-de-corps, how to provide appropriate feedback or discipline, interviewing
and counseling, and team building. Of the total number of instructional leadership
periods only six periods are in any way related to these aspects. and this relationship is a
tenuous one. Excludinç the 38 periods devoted to leading a section in completion of a
task, the breakdown is as presented in Figure 3.5:
Leadership Focus Periods I
developrnent of self-confidence
1 TOTAL I j5 I
7
definitions and theory constructs. task procedure, problem solving, organization, planning, logical analysis, tirne appreciation, and
Figure 2.5 Leadership Focus of Star Level and Summer Training
I
22
In total, the Iollowing lessons lisied in the PO for leadership rire considered to be
somewhat related to building positive relations tvith others are:
a. discuss the qualities of a leader;
b list the 10 principles of lendership;
c supervise a cadet activity;
d. list the expectations of a follower;
e. list the two types of discipline; and
f dcfinc tlic leader's respoiisibilitics as rolc modcls.
However, the connection to actuallv providing a skill-set to army cadets so that they have
some means by which to perfortii activities such as how to motivate, build trust and
respect, and how to discipline are entirely missinç. Instead there is frequent enipliasis on
listing or deîïning theoretical concepts instead of learninç how to apply theni. It sliould
be noted. however, that cadets are given frequent opport~inity to be in leadership
positions both at riie i i m e corps ana as pan of a rotation ar the sunimer training center.
building positive relalions with others 1 6 /
In addition, they are also given guidance and direction by the CIC officers who supervise
them. Thus, cadets do learn various leadership approaches through esperience but these
are likely strongly influericed by personality, and acquired by emulating role-models,
whether they are good or bad. In summary, the bulk of leadership training in the army
cadet program appears to be lacking in a much needed area - the interpersonal side of
leadership. The resultant impact is emphnsized most dramatically when one considers
the number of senior cadets who have a pre-occupation with physical punishment as a
means of yaining compliance as identified most recently in the spin-offetfect of the
CHAP program. Senior cadets are sirnply resorting to these harsh methods because they
have not been taiiglit anythinç ditferent. Lt is regettable that it took the iniplcmentation
of the CHAP proçram to help focus attention on this serio~is issue. As a rcsult, the need
to provide niore appropriate lcadcrship training to arniy cadets has never beconie more
urgent than now.
Summary of Organization Documents Review
Overall, it was difficult to find docunients. which made a direct reference to the esistence
of the problem areas identified in this sludy. However, there was enough supponing
evidence presented by other sources to conclude that the current suninier training
structure for army cadets is havins a deleterious etYect on a fair segment of the army
cadet population. The RTU statistics for cadets on sis week courses are indicative that
summer training is an unsatisfactory csperience for one in 13 cadets on the CL and one in
16 cadcts on thc CL1 courscs. Tliis number is fairly Iiigli in comparison with army cadcts
attendiny two and three week courses. The underlyinç cause for this situation needs to
be investigated fiirther because of the potential connection this niay have to course length
and course content.
The comparison of the CL course trainin3 plan and star level training provided a clear
conclusion that about one third of the subject matter of the CL course is iiideed a repeat
of niaterial taught in the çreeli and red star prograni. Tliis was identitied by the CRS
study as a likely attempt to fil1 the sis week time slot allocated for this suninier training
course instead of giving due consideration to the option of shonening the course. The
modifications to summer training proposed by Central Region supported the inference
that 13 year-old cadets rnay not be niature enouçh to be attending six week courses,
which prompted tliem to consider other training alternatives for this ase group. In
addition, the removal of PO 4409 Instnictional Technique (drill instruction) as one of the
subjects on the CL course at Blackdown ACSTC is indicative that this subject is
considered unsuitable for this course. il review of star traininç revealed that Itistnictional
Technique will be introduced as a subject in silver star at the cadet corps, and tlierefore
its ren~oval from the CL course would have no parîicular neytive effect.
A thorough analysis of the trainin3 progression model for arniy cadets reveated that the
presumption that cadets proceed to advanced traininç after attendinç a CL1 is tlatved and
misleading. Advanced training according to vacancy rates is open to only a sniall
percentage of al1 army cadets in the prekrred age group. Those wlio start their army
cadet training at sligl~tly oldcr tlian thc idcal cntry aSc arc actually in a bcttcr position to
be at the mininiuni age to be employed as a statT cadet employed the following summer
once tliey have completed their CL1 course. Those who are too young to do so and do
not qualify for advanced training are let? without a summer training option. The stringent
reqtiirenients to coniplete suninier training to p i n raiik promotions at the cadet corps
compounds the etTect of this training predicament. Cadets attécted by the 'training g p '
may assume that a missed summer of training will be detrimentai to their continued
advancement. Disappointed and disillusioned, they may opt to leave the cadet program
cntirely The exact nunibcr of cadets atkcted by this predicament coiild only be
approsimated and was found to be an area tliat needed to be specifically investigated in
the research study portion of this project.
The inherent lack of flesibility in training options for cadets who do not proçress through
trainin2 within ideal age streams has been noted in the CRS study. An overview of
sumrner traininç for army cadets identified many prereqiiisites and requirements for
speciiied açes. This situation conibined with the deiiiand that suninier training be
completed to obtain promotions at the cadet corps creates a system that is not veiy
forgiving for cadets who proceed outside expected age ranges ancilor wlio lack specitic
prerequisites to appiy for other summer training. Obviously, this potential barrier to
training opportunities for youth in the army cadet proçrain could beconie a whole area of
investigation in itself; however, this project confined itself to onIy iwo main areas where
the ages of cadets has created specific detrimental circumstances.
As with othcr areas, it was difticult to find spccific cvidence to support the vicw that
senior cadets were lackins in instructional and leadership abilities. However. the low
pass rates t'or NSCE as noted in Pacific and Central Reçion reports provided sorne ~iseliil
insight as to how well scnior cadcts demonstrate tlicir proficiency in cadet subjects.
There was also one brief'conclusioiis ottèred by Central Reçion, which expressed the
opinion that CL1 1 NSCE cadets lack maturity and proticiency. Particiilarly noteworthy,
Iiowever, werc the foIlow up reports on the CHAP prograni wliich idcntificd that sornc
senior cadets saw the program as limiiinç and resiricting their abiiiiies to discipline
younger cadets. Given the proçram's subject rnatter centered around abuse and
harassmcnt, this conclusion by scnior cadcts was found to bc particularly iniercsting and
prompted the need to examine the leadership training offered io senior arrny cadets. This
overview discovered that there is a distinct lack of education and learning activiiies i n the
subject of leadership centered around the developnient of interpersonal skills aiid
building positive relations witli oihers. This rnissinç piece in the training ut'seriior cadets
is of particuhr concern and of al1 the issues related to summer training is considered the
niost urgent one to address due to its potential detrimental etfect.
Review of Supporting Literature
The inclusion of this level of inquiry was deerned important for the development of
strateçies to address the areas of army cadet summer training which would likely benefit
froni a revision. Furthermore. it is only fitting that a progam which has adolescents as
its main target population should seek to çain information on the nature, characteristics
and interests of this particular yroup. A deeper understanding about adolescents can help
facilitate a training design which will be able to cater more appropriately to their specific
needs and characteristics. Thus. a more positive and productive learning environrnent
can be created.
Other areas esamined included some of the available literatiire concerning youth program
curriculum and evaluation. lt lias been frequently mentioned i n the CRS Stiidy as well as
other documents that the cadet traininy program has seldom been tlie subject of an
intensive level of inqiiiry to judgc training program cffectiveness The main barricr in
deterrnining the overall success of army cadet training is that the achievenient of the
global airns of the cadet movenient - leadership and citizenship rire estraordinarily
di tlicult to mcasure If the prograin docs o f k some interesting dcvclopnicntal activ itics.
then it niay be assunied that, no matter to wliat deçree a cadet has developed their
leadership or citizenship, the prograni is deemed to be successful This has potential
implications on the army cadet program in the type of nppronch to training and the
activities which are sclected to achieve iis aiins U'itlioiit an ability to nieasiirc proçrani
outconies, it is dit'ficult for a youtli dzvelopnient proçrani sucli as arniy cadets to çain
feedback on the approprinteness of its training aciivities. nich as outdoor adventure
training and thereby justiî'y tlie resources which are espended. It is considered wortliy to
explore some of the rcscarch rclatcd to youth dcvclopment progranis and thcir cvaluation
to establish a framework on whicli to derive an appropriate rationale tor any new
initiatives or recornrnendations
The inclusion of sorne sources penaiiiing to leadership development was also deenied
iisehl as a domain of inqiiiry. As previously noted. recent observations associated with
the implementation of the CHAP program have brought to the forefront a concern about
the overall end result of leadership training for army cadets. in the course of this project
some valuable references were discovered which were considered appropriate to include.
It should be noted that it was not possible to cover these areas in particular detail.
However, an overview was considered fitting for its value in developing strategies to
address the identified problem areas in cadet summer training and its potential in
contributing to Our knowledge and understanding of the design of effective youth
proçrams.
The Characteristics, Needs and lnterests of Adolescents
The information and research available on adolescent learning, developnient and
psychology is vast. Thcre is much information available to help sain a n undcrstandinç of
adolescent physical. social, emotional and intellectual development. Sonie sources that
were reviewed included authors such as Mitchell ( 1989) Pruitt ( 1999), LVadswonh ( 1989)
and Wood ( 1988). Wadsworth rcvicwcd rcscarch conducted by Jcan Piaget who has
contributed tremendously to the understanding of the cogitive and aWective
development of children and adolescents. 1-Iaving the knowledge of how children and
iidolescence perceive the world, process information and use logic is of particular interest
to educators involved in tliose aye yroups. For example, one noted transition which
occurs about the time children enter into adolescents concerns their ability to use loçical
thought in solving problenis as their thinking moves from a concrete to a more abstract
means of analyzing information ( Wadswortli, 1989).
In regards to the cadet program, an understanding of the cognitive abilities of adolescerits
dong witli knowledge of their needs. motions and social and physical transitions can
help in providing a better pcrspcctive in the creation of a training prograni, dcsigncd for
youth betkveen the ages of 13 to 19. It has only been in the last rdiile that tliere has been
a recogition that training for Cadet Iristnictor Cadre officers should include more
comprehensive inforniation about the nature ofadolescents. I n so doiny, it is helpfiil not
to liniit oui understandin3 of adolescents to siniply tlieir iiitellectual and cognitive
capabilities but also include insisht into thrir emotional. physical and social development
since cadet training lias a way of involvinç a youtli on niany levels. Sonie aspects of
cadet training may actually push cadets to their emotional and physical limits in an effort
to build self-esteem and character.
A seminar conducted by A. Leschied on February 7 in Cornwall, Ontario was attended by
the researcher. .4 subject of particular interest which was brought fonvard at this
seminar is the concept of the three stages of adolescence. Instead of viewing
adolescents between the ages of 17 and 19 as a soniehow tiomoçenous çroup. these
stages help foster a deeper understanding of the dif'ference in character, ernotion and
thought of early adolescents versus later adolescents. blitchell (1989) also describes
adolescence to occur in three stages with adolescents at each stage having their own
predominatit characteristics. These stages are identified as early, late and iniddle
adolescence. Mitchell (p. 93) noted the following:
Adolescence covers too many years and too much yrowth to be properly
understood as only one developmental period. The differences between
the early and later year of adolescence are profound. The niost consistent
error that adults rnake is to treat early adolescents as if they were more
niature and self-directing than they are, and ro treat late adolescents as if
they were more juvenile tlian they are.
This linderstandin- of adolescence in terrns of these developniental stages is considcrcd
iniportant to assist those irivolved in designin2 training to develop activities in proper
alignment ~ v i t l i the differing characteristics and needs of youth in various stagss of
adolescence. For esample. it was noted by hlitchell. J (p. 100) when referring to early
adolescents that :
Junior high school teaçhers and principals have learned it is not wise to
have youngsters [referriny to early adolescents] judge their peers who
have broken a school rule. First their punishrnents is otlen vindictive and
far niore punitive that ttie violation warrants. second they olien allow a
guilty offender to escape punishnients if he or slie is Iiked by the judges.
hlitchell attributes this to a poorly developed sense ofjustice. Such observations, could L- h - 1 - c . 1 ... LA- 4--- -.-*--1- - - A - * - . .A- -+- -.:Il :- --+IV. + A * ! - - - - - - - --- 41.-.-. :-.- UL I I C I ~ I U I 1~11~11. LUI L.WIII~)IC. C C L U L L ~ r v l w UIC JLIII 111 ~ r u ~ ! <IUUIL>LLIILC CLIC L I I I U ~ L LIILU
leadership roles too quickly. A list of characteristics of adolescents in their various
stases has been compiled From the references offered by Leschied, Mitchell arnonçst
other sources and is attached at Appendix C to this document.
Measuring the Impact of Youth Programs
Some very interesting research material in this subject presented itself in the literature
made availablc by the Search Institute, which is a non-profit organization dedicated to
promoting the positive development of children and adolescents in the United States. A
Search institute Report (LeKert, Saito, Blythe and Kroenke, 1996) outlined the need to
evaluate youth progranis to justify the resources and funding they are çiven. A rneasure
of a proçrams effectiveness is provided by evidence that it has had a positive impact on
the lives of the young people involved. In speaking of the value that youth programs can
otYer to society LetTert, et al (p. 7) noted in their repon that:
Early adolescence is a timc of rapid change in young people's dcvclopmcnt
and developniental needs. Therefore, it is believed to represent the last and
best chance to have a positive impact upon the developnieiit of youtli.
High-quality yotith devclopmcnt programs at this agc, can significantly
intluence the decisions young people make arid the paths they choose.
However, in order for a program to be valid in its ainis this perceived impact must move
beyond an intuitive sense that the program is doing a çood thing. 'The Search Institute
has dcdicatcd much of its rcscarch to this arca. Bascd on a research of 250,000 youth
who completed suwey questionnaires, the Search Institute has identified wliat it
describes to be 40 'developmental assets' which are essential to "t'orniins a foundation for
the healthy development ofadolescents". For esample. these developrnental nssets
include positive farnily support, a conimunity that values youth, youth development
programs and the presence of adult role models. This list of 40 developmental assets has
been reproduced by kind permission of the Search institute and included at Appendis D
to this report. Accordin; to the Searcli Institute, adolescents wlio have a liiçli nurriber of
developniental assets are least likely to engage in destructive high risk behaviour such as
problem alcohol use. sexual activity, anti-social behaviour/violence or have problenis in
school. Youth with the most developmental assets are also most likely to volunteer in the
cornrnunity and have success in school (Leffert et al, 1996).
This research is of interest to those involved in the development in youth programs,
because it permits a level ofanalysis to judçe program effectiveness from the perspective
of how much the youth programs can impact a young person and create a 'resiliency'
asainst harmfùl and destructive anti-social behaviours. The Search Institute contends
that numerous studies have shown that the presence of a caring adult role mudel such as
someone who is a staff member at a youth proçram can have a trernendous impact on
building this 'resil iency' and therefore steer a youth ont0 a positive developniental patli.
This type of information and research is considered to be of particular interest to the
Canadian Cadet Moveriient in that it opens up an avenue in ivhich to examine the impact
that this ~ 0 ~ 1 t h program may have on adolescents in Canadian society. For esample, a
group of army cadets could be compared to a group of [ion-cadets in terms of their
acquisition of the 'developmental assets' as identified by the Search Institute. lliese
results would thcn providc empirical evidcnce on which to jiidge program ctTcctivcncss
This is an important staning point in further shaping and designing a youth pro, (rram to
better serve the needs of adolescents.
Although, this project sought to confine itself to some tangible problem areas related to
army cadet sumnier training, the discovery of this inforniation was found to be
particularly usehl in addrcssing an important issue that secnis to be at thc very bottoni of
the siiuation faced by arniy cadet suninier training today. That is: the design and
implementation of a training proçram without the benefit of empirical evidence to guide
what ivorks best in the development of youth. In essence, the army cadet training
program can been seen to lack a strong supported rationale on which it anchors its
training objectives. This has had an impact on the training approach, design of suninier
courses and the choice of training activities assigned to various age çroups.
The Use of Adventure Training as a Training Vehicle
It was noted in the report on Cadet Program Strategic Guidance FY 2000-100 1
(Department of National Defence, 2000, p. 7-3 to 7-4) that the army cadet proçram
should "irnprove the level of physical fitness of army cadets, and improvc the quality of
the Army Cadet Training Progranime by adding more adventure training". To date, the
inclusion of more adventure training has not taken effect in the cadet sumnier training
curriculum escept in sorne very recent initiatives such as a new experimental course, CL1
Expedition, introduced at Backdown ACSTC last sunimer. Thus. another source of
literature considered worth investigating was the experiences and evaluation of other
outdoor youth programs in which adventure training activities were used. This was in
keepinç with one cornponent of the research question of this project wliich was how to
makc siimmcr training for arniy cadets provide a wonhy challenge to maximize personal
development and growth towards obtaining the niain aims of the cadet proçram.
Information on what types of outdoor proçram activities for youth were considered to
have the most positive impact would be of assistancc in the planning of an appropriate
training course ciirriculum ivhich made the best of resource linlits. This level of inquiry
unfortiinateiy could not be approached in-deptti, but was considered an iniportani starting
point for further study.
Moote and Wodarski (1997) cornpleted a compreliensive review on the Iiterature
surrounding the use of outdoor adventure progranis. and tlieir value in contributing to
youth development in light of the amount of resources invested. Many outdoor
adventure prograrns arc bascd on a rnodel ofcspcriential lcarning goals whicli includc
seIr-contidence. mutual support. agility and physical CO-ordination and iiriprovenient in
the self-concept. Popular activities include the use of a ropes course, trust building
activities, orienteering and wilderness expeditions The conclusions offered indicated
that participation i n an adventure based proçrani inipacted positively on a participants
self-esteeni and self-concept. However, as noted hy Moote and Wodarski (1997). there is
a deticiency in the literature tliat provides precise research data to measure ivhether these
types of activities have an impact in shapins or changing the behaviour of group
participants.
ln a relaled context, Schoei, Prouty, and Radcliffe (1988) described ilie process and
experience of Project Adventure, which utilises outdoor adventure activities in ari attempt
to change the behaviour and self-concept of troubled youths. To achieve the overriding
goal of the program, the iniprovenient of t tie self-concept, a conibination of activities
which involved tnist excrcises, experiential games, problern solving escrcises, ropes
course, conimunity service and wilderness expeditions were used One of the main
components of the prograrn considered important ro its success \vas the use of goal
setting Establishcd goals contnincd spcci fic learning objectives which wcrc rclated to
central needs and values of the participants. Goals also had to have a detitiable patii to
their achievement, be realistic and yet high enougli io provide a worthy challenge. In
determining appropriate activities to use for the achievement of learning goals, a plan
containing the rat ionale. objective, practical corisiderat ions. retpired leadership and
training and evaluation !vas needed. Thus individual objectives could be established
froni the more global learning goals.
An ovcrvicw of the use of the Outward Bound cxpcriencc was providcd by conipcndiuni
ot'articlcs compiled by Meier, Morash and Wclion (1987) in Higii Adventure Outdoor
Pursuits. 4s with Project Adventure, the main thmst of Outward Bound adventure
programminç is the irnprovement of the 'self-conceptlself-esteeni' of an individual.
However otlier goals such as learriinç co-operation rviiliin çroups. ability to deal with
stress, appreciaiion of the environment, risk taking and meeting challenges are also
achieved. Harnion and Templin ( 1987) in an article on the role of theory in esperiential
education noted the following:
Without a thcory. therc is no way of prioriiiziny and csaniining tlic
various component techniques to determine which are most ettective. Nor
is there any rationai way to design neiv proyams t hat bui Id on the
strensths and eliminate the weaknssses of esisting programs.
As with Project Adventure, the importance of establishing definable learning goals was
considered an essential component in desiçninç a well-rounded and effective program.
When striving for youth developmcnt, the outdoor adventure program modcl as described
by Wright. A. (1987) includes a cornmitment to change, contract for personal
responsibility, an outward bound mastery experience, self-improvement, probleni-solving
skills, and responsible lifestyle. Outdoor living provides an excellent setting in which to
teach the impact of consequence. As described by Wright. the outdoors provides clear
and impartial feedback. When things are not planned for or addressed there is a clear
conseqiience., i.e., failure to plan for rain, can result in a cold and uncomfonable
experience. This sense of immediate consequence reinforces the impact of the
experiential learning atl'orded to group participants. However, according to Wright, For
experiential learning to be tnily etTective in producin; a change in an individual there
must be a transfer of learning. To assume this is an autonlatic process is a grave mistnke
The transfer of learninç to otlicr situations and ultimately to situations from the
participants own familiar environment retluires that the esperiential learning be folloimi
up frequently with de-briefs and discussions on what and why thinçs occurred. By tlicse
rneans. youth can be empowered to generalize their learninç esperience beyond the
situation in whicli i t just occurred and bring problein solving skills aiid copii i~ skills niore
readily into their day to day living.
The esperiences of progranis sucli as Project Adventure and Outward Bound. are useful
when considering the use of adventiirc training activitics as a lcarning vchicle for army
cadets. The siniple inclusion of adventure training activities should not be viewed as an
end in itself. For esample, it niay be considered appropriate to include two days of canoe
training for cadets to satisfy a necd to insert more outdoor activity into thcir sunimcr
training curriculum. Hoivever, the resultant benefit, ~vitli the exception of an iricrease in
paddliny ability, could be in dispute. If however, this activity was instead conducted as a
one-day session to develop paddling skill followed by a field esercise in \vtiicli cadets
needed to travel via canoe t'rom one destination to another as part of one leg ot'a
navigation and patrolling esercise, then more learning could be achieved. Associated
learnin; objectives in this scenario could include planning and organizing. leadership,
CO-operation, decision making, problern solving, navigation, endurance and meeting
challenges. In addition, it is considered prudent to follow-up esperiences frequently
with de-briefings and discussions to provide feedback and to assist cadets in being able to
process the value of their learning experience. Thus. they may be able to adapt this
knowledge to other situations.
The main value of examining tliese sources was to establish a suitable framework for the
appropriate use of adventure activities in summer training. The documents reviewed
earlier indicated that the ultimate value of adventure training and its suitable place in the
army cadet traininç curriculum has not been completely understood. For example, when
the new serics of summcr training courses were introduced startinç in 1990, many
adventure training activities such as canoeins had purposei y been removed froni the CL[
and CL course content because they rvere perceived by program planners as not adding
any value to learning leadership. Many CIC officers tvho have wurked with the old
courses espressed a sadness at the loss of tliese activities on the basis o t' this pliilusopliy.
Consequently, over the past few years, there has been a desire, where possible, to re-
insert adventure activities such as canoeing to re-capture cadet iriterest. I n Arçonaut
ACSTC, for esaniple, canoeing is still conducted as an activity during field training
escrciscs dcspitc its abscncc as an activity in tlic course training plans. Vcrnon X S T C .
last summer also attempted to re-introduce some aspects of adventure rrainins by adding
a nuniber of estra-c~irricular activities such as rock-clinibing, scuba divins, food safe and
cornputer training. However, these activities were added on weekcnds during what
would nornially have been the Iiee tinie away tioni reçular training for participating
cadets. This created problems witti motivation and attendance (Vernon ACSTC Final
Report, 1999).
Leadership Development
A brief revie~v on sources pertaining to leadership developnient was considered necessarq
to esplore a new approach to teaching this subject. As noted earlier, there is a concern
that a segment of senior cadets have not been provided with enouçh knowledse and skill
to apply effective levels of leadership to younger cadets, despite the fact that leadership is
a cornponent of al1 levels of army cadet training.
It should be noted that sources of information pertaining directly to developnient of
leadership in youth were extremely difficult to find. lnstead, it was necessarv to
extrapolate from other sources, items of information that rnay be considered of interest to
this inquiry. One such sources is provided by Rosebush (1984) in a handbook on
Motivational Leadership which was adopted as a training philosophy for the former
Royal Roads Military College (RRMC). Rosebush describes the methods by which
young and inexperienced leaders (such as cadets at RRMC) can learn how others niay
follow their leadership based on building mutual respect, conlmitment and taking pride in
what they may accomplisli together. Rosebush describes the 'Positive Motivation Model'
as a means with which to accornplish this. Presented metapliorically as five pieces of a
pie, the main components of this rnodcl include establishing espectations, providing
skills, giving suitable feedback, applyins consequences and enhancing grow~h.
Establishing espectations of what a leader desires of hislher subordinate is an important
staning point in creating a positive atmosphere of respect. Nest, Rosebush focuses on the
rnetliods witli ivliicli to help subordinates biiild their skills so tliat they acliieve a level of
mristery to meet these espectations. The third component, providing feedback, outlines
how to give proper guidance to enhance performance as well as insights as to how to deal
witli negative behaviour. In discussing the appropriate use of consequerices to yuide
behavioitr. Rosebush stresses the value of providing suitable rewards, but also discipline
for poor perîbmiance where warranted. The last component of the model discusses Iiow
to enhance the growth of subordinates. Rosebush provides insight on actions tliat niay
decrcasc a subordinates self-esteen] and actions that may enhance it within the rcalm of
providinç i-ealistic challenges.
Due to its eniphasis on motivation and the guidance it provides on Iiow to deal
appropriately witli subordinates, Rosebush's work rnay be a rather usefiil resource to
include in a re-thinkinç of the current leadership training given to arniy cadets, As
discussed earlier in this chapter, the bulk of leadership trainirig given arniy cadets appenrs
to be focused on the task-related behaviour vice interpersonal skills. Although, tinie
management, organization, and problem solving are considered extremely important
skills for cadets to learn in their leadership training, an emphasis on these skills to the
detriment of other skills related to building positive relations with others can have an
undesirable consequence. Many authors on leadership such as Bender (1997), Graham
(1997), Kouzes and Posner (1995) and Yukl(1998). support the need to strive for a good
balance between these two sides of desired leadership behaviours. Yukl referred to these
two components of leadership as task behaviour versus relations behaviour. Task
behaviour is rnainly concerned with the CO-ordination. organization, activity planning and
resource elernents associated in the achievenient of a particular objective. Relations
behaviour on the other hand is concemed more with establishing and maintainins CO-
operative relationships, devetoping trust, respect, showing support and using helping
behaviours such as coaching and nientoring. The effective leader is one who is able to
achieve proficiency in both of these key behaviours.
It is important to esamine not only what is taught to army cadets, but also the means by
wliich these subjects are presented to cadets In a review of the course training plans for
both the star level prograiii and sumniei- trainin- courses, it was round tliat inucli of the
leadership instruction given to arniy cadets consists of lecture/discussion riietliods. Sonie
lessons iitilize small group activities to probleni solve. but relatively few other
instnictional n-iethods are tised. There is a heavy reliarice on instnictional nietliods wliich
consist of providing thcory in instruction format and thcn having cadcts nssiyncd a
leadership role in which they need to complete a task whicli is then nssessed. Xssessed
leadership situations place a Iiigh eniphasis on the proper use of task procedure, verbal
ordcrs and planning and vcry littlc imponancc on intcipersonal relationsl~ips.
The subject of leadership lend; itself very well to alternative fornis of instniction, due to
the nature of its subject which incorporates problem solvins and human interaction. Yukl
( 1998) iridicated that effective leadership developrnent progranis stiould consider learning
tlieory, and incorporate the use of specific learning objectives, trainee cliaractcristics and
practical considerations. Yukl describes an erective learning esperience as one which
includes clear and meaningful content, appropriate sequencing. a mis of training
metliods, opportunities for active practice, relevant and timely feedback, enhancernent of
trainee sel f-confidence and appropriate follow-up activities. According to research cited
in YuK1, behaviour role-modelling was deemed as one of most eiTective training rnethods
for learning leadership in managers. Behaviour modelling coiisists of a small group of
trainees watching someone. Le.. an instnictor, dernonstrate how they would handle a
particular leadership situation. This method can be used to teach interpersonal skilIs suc11
as how to deal 14th a problem subordinate. Other instructional methods c m incliide role
plays by the trainees, case studies. games and simulations, and experiential learning.
There is a great potential for armv cadets to more effectively Iearn leadership skills if a
variety of instructional methods to lielp them grasp the value of appropriate interpersonal
skills could be added to their cumculum. For example. cadets could role play situations
in wliich they arc espcctcd to dcal witii a cadet eupcriencing a pcrsonal problcni. Case
studies coiild be utilizcd to generate discussion on the appropriate responsc io a panicular
situation in whicli they must discipline a cadet. Games and simulations can also be
lielpful in rein forcing concepts such as the value of CO-operation, communication.
compassion for others and teani work. Based on the simple preniise tliat we indeed leam
more by doiny, Kagan (1999) otlèrs a wealth of ideas on various esperiential learning
methods by which to teach associated behaviours reIated to leadership.
Althoiigh, this rcvicw of availablc literaturc on Icadersliip dcvclopmcnt was bricf. its
inclusion was considered critical iti fostering a diftérent approach from the one currently
employed in teachinç the subject of leadership to arniy cadets. It is seen as a lost
opportunity to provide truly meaningful training if we are rcluctant to rc-shape our
thinking on how this subject is currently presented to army cadets al tlieir corps and in
their sumrner training esperience. The consequence of an apparent failure to provide
adequate leadership skill lias been evidenced by the reactions of sonie senior cadets to the
Cadet Harassnient and Abuse Prevention. As previously mentioned. ihe view of these
senior cadets that this proçrani is somehow an impediment to their use of discipline and
being able to motivate cadets is puzzling and disturbing. Tiiere is niuch ro be gained in
fostering a new approach to the leadership training of senior cadets, which may help to
resolve this situation.
Summary
This literature review examined source documents froni the army cadet organization to
derive a factiial context for the problem indicators under investigation. Addirionally,
other areas of interest in the realrn of adolescent development, yoiith progranis, outdoor
adventure training and leadership developrnent were included because of the value rhey
offer in developing a theoretical backdrop on which to build the rationale for any
suçgested initiatives or recomnieridations for program revisioris. However, any project
that sought to suggest iniprovenients to army cadet surnmer training would be entirely
inconiplete if it did not include the opinions and perceptions of those who are niost
directly involved i i i i t ; these include the cadets wlio attend suriiriier training courses and
the statt'who supervise them. The nest two chapters will now focus on their perceptions
and vicws as obtained from the use of surveys, interviews and focus groups.
CHAPTER 3 - CONDUCT OF THE RESEARCH STUDY
Research Methods
The research methods, which were employed for this project were developed from a
blend of proven training evaluation methods currently utilized by the Canadian Forces
alonç with other applicable resources related to action research and training program
evaluation including Kirby and McKenna (1989). Palys (1997). and Stringer (1996). In
addition to a thorough a document review of previous course evaluations, afier action
reports, and related documents penaining to army cadet training, there was a prescribcd
need to obtain as much information as possible from those who were most profoundly
affected by the current state of the arrny cadet summer training program. These were the
cadets and the statt'responsible for their trainin;. For this purpose the following data
collection tools were employed:
a. survey questionnaires of cadets attendin9 summer training courses:
b. survey questionnaires of statl'employed at a summer training center;
c. focus groups, and
d. personal interviews.
A particularly useful resource for designing an appropriate approach to this phase of the
investigation was found in the Canadian Forces Manual of Individual Training and
Education (l997), which outlines some specific steps for eval~iating training. ~\lthoush,
this evaluation is relatrd to verifking the training activities of Canaciiaii Forces persmiel
in terni of satisfyiiig operational effectiveness, these steps may be adopted to iiivestigate
the Canadian Cadet Program in terms of its interna1 goals and its more global aims
regardirig the positive developnient of youth. Despite its ditTering orgaiiizational
purpose, the cadet program is still strongly rooted in Canadian Forces training principles.
Notwithstanding the existence of a proven evaluation process, it is unclear wliy a proper
evaluation oftraining of cadets is not a regular and consistent part of the training
development cycle. Written information related to the ettèctiveness of cadet summer
training consisted of evaluation forms completed by cadets at the end of their sumrner
training and to some extent afier action reports. However, these sources provided very
limited information about the overall effect of cadet training. The input provided by
cadets was based in large part on a satisfaction survey style of questionnaire focusing on
what the cadet did and did not enjoy about their training. Final reports generated by
sumrner training center staff were somewhat more focused on perceived shortcomings
with training delivery. Neverthclcss, neither of these sources was found to yield enough
information to provide an accurate assessrnent that the sumrner training prograrn was
meeting its aims, or that it was designed to best meet the needs of the cadet population. It
was deterniined that a more intensive research proccss was required to assess the
program's overall etTectiveness.
In addition, previous evaluations appeared to be focused on looking at one course or one
particular facet ofsumriier traininç rather than ttie wliole srirtinier prograni. No
docurnerits were found that could produce an entire picture spanning a nuniber of years of
e'cposure to cadet corps and summer training and the effect this rnay have on army cadets
as they proçress tlirough their cadet career. This lack of'a longitudinal data has created a
probleniatic lack of information on which IO base any type of Ion;-terni strateçic program
planning or direction for army cadet training. It was beyond the scope of this project to
nddress this specific issue. however, it was idenrilied as a clear barrier to proper
csamiriation of thc impact of cadet summcr training and disctisscd in morc dctail as onc
of the recomniendations included in this project.
In tcrms of this project, it was dctcrniincd that as n~ucli information ris possiblc was
needed to:
a. determine how course cadets perceive their training prepares theni for
their responsibilities at their home unit;
b. gain a perspective from the sumrner training staff as to how they view the
ettèctiveness of cadet sunlmer training to produce cadets capable of
functioning iri leadership andor instruction roles at their home unit;
c. determine if there were any problem areas in which summer training was
out-of-sync with the needs and characteristics of adolescents; and
d. determine the demographics of the course cadets to examine different
progression paths.
.Ml of the above helped determine the estent and impact of the problern indicators as
outlined in chapter one of this study.
In conductinç a proçram evaluation, the Canadian Forces Manual of Individual Training
and Education (1997, p. 6) outlines the following steps:
a. Scope and &: identify the aim and scope of the project, information
sources and instniments and methods of data collection;
b. Collect and analyze data: data is gathered though caretùl administration
of instninients such as questionnaires and interviews. Evaluatioii data is
analyzed in terms of the aim deîÏiied in planning;
c. Keport/recomniend: Findings and concliisions of the study are
documented. These arc focused on the fit between tlie actiial and the
desired outcornes currently being richieved. If shonconlings are identificd.
these will Irie siininiarized in a list of recomniendatioris. If necessary,
ariy potential new training initiatives will be dcsigncd fillowing an
appropriate needs assessment.
The methods and principles of action research described by Stringer (1996) were used to
augment the inbrmation reqiiired for a thorouçh and wll-developed researcli approach.
Stringer (p. 10) describes action research as follows:
Community-based action research works on the assumption, therefore, that
al1 stakeholders - those whose lives are al'fected by the probleni under
study - should be engaged in the process of investigation. Stakeholders
panicipate in a process of rigorous inquiry, acquiring information
(collecting data) and retlectinç on ttiat inforriiation (analysis) in order to
transforni their understanding about the nature of the probleni under
investigation (theorizing). This new set ofunderstandings is then applied
to plans for resolution ofthe problem (action), which, in turn, provides the
context for testing hypotheses derived fi-om group theorizing (evaluation).
Stringer (p. 15) summarized this approach into a "basic action research routine"
characterized by three important steps - "look, think, and act". Another resource used to
broaden the research perspective was Kirby and McKenna (1989). As with Stringer,
paraltels emerçcd i n the definition of stcps to be used for an appropriate problem inquiry
Kirby and McKenna (p. 54 to 62) described the steps to be used as a follows: begin to
focus. tind a research question, gather information, analyze the data you collect and
produce a report of your findings. Five data gathering methods described by Kirhy and
McKenna iiiclude interviews. surveys, participant observation, life histories and
unobtrusive recordinys. In addition, the writings of Kirby and McKenna ( 1989). Palys
( 1997) and Stringer ( 1996) provided helpful information on the ethical considerations
that need to be adliered to in the appropriate collection of data.
To ensure tliat rights of the individuals were respected and ethical considerations were
satisfied the following giiideliiies \vere used (Palys, 1997):
a. Qrie.v~rc~~licrir~es. Subjccts were provide with inforniation on the piirpose of
the study and its intended outcorne, and then encouraged to voluntarill; co-
operate and provide frank and Iionest responses to the questionnaire.
Narnes were not rcqiiired, to encouraçe candid responscs. Nonc of the
participants indicated any hesitancy to complete the questionnaires on this
basis. Most appeared to actually welcome the opponunity to provide their
comments in aid of improving training.
b. I.bcnv C;~.oirp.v. The participants for the focus groups were also assembled
on a voluntary basis. To promote an honest, active and open dialogue,
these focus çroiips were held in an atmosphere in which frank responses.
critical of the curreiit systeni, were not discouraçed.
c. Hnr./iu HetrlIfiis. Participants should have esperienced no risk associated
with the proposed research and the potential benefits would be treniendous
in identifying potential areas for improving the current summer traininç
opportunities available to army cadets.
d. C'orrJidetrfic~li~. The questionnaires were distnbuted and collected by the
chief researcher in this project and placed in I'olders. In some instances,
camp staff were employed to assist. Efforts were made to provide an
atmosphere in which lhe cadets did not feel judged on the responses tliey
gave or that their responses were being read by their staff when handing in
their questionnaire Although it was at times difficult for the cliief
researcher to supervise al1 areas at once, no panicular problems in this
area werc notcd.
e. Dehrief ( $ / ' n r / i ~ i p ~ t ~ ~ . s . All participants were thanked for their time and
the ef'fort they put forth in he lp in improve traininç. Participants were
advised of possible areas wherc the data may be applied in fiitiirc
recommendations tor improvements to surnmer traininç. The major
obsemations that were brouylit tonvard during the focus yroup session
were summarized to cnsurc clarity and to confirm that the infornlstion
provided had been properly recorded.
Data Gathering Tools
For the piirposes of this project, the data collection was divided into three phases. The
tint phase focused on the view of the cadets, thernselves, and employed the following
data collection tools:
a. survey qiiestionnaires of cadets on the Cadet Leader course;
b. survey questionnaires of cadets on the Cadet Leader Instructor courses;
and
c. t'ocus groups made up of course cadets.
Data Collection in phase I I was geared more towards those who were placed in charge of
implementing cadet traininç on the above mentioned courses and included.
a. survey questionnaires of stat'fcadets;
h survey questionnaires OFTIC: ofticers: and
individual interviews of CIC officers directly involved in the traininç of
course cadets.
of each questionnaire used for the inquiry lias been attached as an Appendix
to this document
Phase I I I consisted of an electronic focus group using a web site to solicit feedback based
on survey findings. Participants were chosen from individuals who espressed an interest
in further discussions via their responses provided on their completed survey
questionnaires.
Study Conduct
Phase I - Initial exploration - Cadet Perspectives
I t was considercd appropriate to focus the inquiry on only those cadets who were
attending the CL, CL1 Drill and Ceremonial. CL1 Physical Education and Recreation
Training, CL1 Rifle Coach and CL[ Expedition Storenian courses. These courses are
only one part of several ditl'erent courses norrnally otlèred at a regional summer training
center. The CL Band, CL Pipes and Drums. CL[ Band and CL1 Pipes and Drums that
were also conducted at the sumrner training center were not included in the research
project. This was due to the specialty content ofthese courses wliicli would require a
more specific analysis by a subject matter espert. The additional aniourit oî'survey data
that woiild require analysis also made the incliision of these courses pnrticiilarly
prohibitive. Similarly, the Basic Cadet course was not included due to the amount of
survey data, and because the problem indicators were priniarily connected to the CL and
CL1 courses
An opportunity to collect this data presented itself during the operation of the Vernon
Army Cadct Summcr Training Center (ACSTC) from 1 Jiily to 30 Auçiist 1999 Owinç
to the limited window of time available to coliect information froni cadets wliile tliey
were actively ençased in their siimmer traininç esperience, this phase was accelerated
and completed from 9-1 1 August durin= the researcher's visit to Vernon K S T C Figurc
3.1 sunimarizes the Phase 1 data.
Source Popu la t i on
Vernon ACSTC
Course cadets on the Cadet Leader Course (ages 13 to 16)
I
Vernon ACSTC
- a group of cadets were assernbled infomally as they were awaiting training
Course cadets on the Cadet Leader lnstructors courses (ages 14 Io 17)
Figure 3.1 Sumrnary of Phase 1 Data Collection
Remarks Nurnber 1 Method
24
4 1 SufveylQuestionnaire
Phase II - Follow-Up Data - Summer Training Staff Perspective
To furtlier explore the probleni situation from the perspective of the staff mcmbcrs, data
was collected from the s ta f f during the Vernon Army Cadet Summer Training program.
During the period o f 9-1 I August, statt'interviews wcre conducted with Cadet Instnictor
Cadre officers who werc direcily involved in the training o f cadets on thc Xrniy Cadet
Leader and Army Cadet Leader Instnictor coiirses. Fiyiire 3.2 summarizes the data
249
- groups were derived from cadets who had just completed the survey and were willing to participate in further discussion
i Approx.
distributed for volutitary conipletion in Phase LI
Survey Questionnaire
Focus Group
~
Method
20-25
Vernon ACSTC - Cadet lnstructor Cadre oficers (adult staff members working directly with course cadets) individual interviews
Vernon ACSTC - senior cadets employed as Staff Cadets (ages 16 to 18)
Number returnedl Remarks
Survey Questionnaire 68 returned
28 returned
- conducted al fa ndorn based on availability
Figure 3.2 Surnrnary of Phase II Data Collection
Staff cadets are the senior cadets who are in positions where they are instnicting course
cadets and occupying leadership roles, Le., section commander. .4 component of this
project was the exploration of staff cadet's ability to fiIl these roles effectively.
ConsequentIy, the staff cadet questionnaire focused on the perception of staff cadets
reçarding the training and preparation they have received, with an invitation to comment
on other areas of training they wished to see added to the prograrn.
Phase III - Electronic Discussion Group
An electronic discussion group forum was created using an internet site hosted by
Microsoîl Network Communities. The site was set-iip in early Novernber and invitations
were sent out t9 senior cadets and officers who had indicated their desire to participate in
this type of discussion on their survey forrn. The web site consisted of a home page and
bulletin board on which to post discussion thrcads. Further information pages werc
eventually added froni the tabulated survey results once the data on questionnaires was
suniniarized. Approxiniately. 60 invitations to participate in an electronic forum were
sent out. Of thcse, 22 participants signcd up as rncmbers.
The pirrpose of the web site was its utility as an additional retlection tool tvith which to
discuss topics which prescnted themsclvcs from thc survcy data. Postcd rernarks wcre
collected and siirnmarized along with the information collected from other focus groups.
The use of this type of tool was esperiniental and although it did yield sorne interestinç
comments, it was a somewhat mised success in generating sutlïcient discussion.
Data Limitations
Data collection was limited to only one regional cadet summer training centre although
there are several operating in other parts of Canada. Cadets attending Vernon ACSTC
included cadets tiorn Pacific, Prairie and Atlantic Reçion. The collection of data from
other reçional training centres, althouçti perhaps desirable, was considered to be roo
problcmatic to arrangc on short notice, considcring the li fe cycle of this rcsearch projcct.
However, the cadets attendin2 courses at Vernon ACSTC represent a valid sample of
cadet views regardiny training. It is expected that these wouid be fairly consistent with
the views that may have bcen obtained from cadets attending the same training courses in
other parts of Canada.
NOTE TO USER
Page(s) not included in the original manuscript are unavailable from the author or university. The
manuscript was microfilmed as received.
Chapter Four
This is reproduction is the best copy available
CHAPTER 5 - RESEARCH IMPLICATIONS
Organization lmplementation
The recommendations outlined in chapter four have a substantial implication on the
structure of the present Cadet Leader and Cadet Leader Instmctor Courses as taught at the
regional cadet summer training centers. The information gathered from written sources
and survey results, as reflected in chapter two and four, indicate that there are panicular
segments of the summer training program for army cadets that can most definitely benetit
from a program revision This has a potential etTect both on the content of current course
training plans and the current structure of surnmer training centers to support tliese
proçram revisions.
The most signiticant changes beinç prvposed arc the reduction in course length of the CL
course, the addition of more advcntiirc training activities into the CL and CL1 coiirse
curriculum, and the re-evaluation and/or renioval of the CLI-Storeniari course. I n
addition, an Xdvariced Leadership Course is reconiriietided to be insested as an available
course desiçned specitically for CLI-qualified cadets, wlio are not able to attend other
advanced training or seek eniployment as statt'cadets. To support these courses. an
adventure training cadre will be required to provide the staff and cspcrtisc to set-iip
rnt.aninçfiil outdoor advcntiirc activitics siich as canocing, rock climbing, absciling. long-
range hiking, and orienteering This represents a t~vo-tiered approacli to resolve
identified probleni areas by the changing the course content and the resource structures at
the cadet training centres to support tlic revised coursc curriculum
Tlie overriding philosophy behind this project was to allow a critical review of current
practices to tind a more cost-etkctive and efficient approach to achieve cadet training to
develop youth to their niasiniuni potential. Tlie identiticatiori of probleni areas alid the
proposa1 of recornmendations by whicli to remedy theiii, is but the tjrst step Evaliiating
the merits of these reconiniendations is the nest. As the espcrience in Central Region
demoiistrates, some flexibility seems to exists to introduce changes and new initiatives
for evaluation purposes on a trial basis at a reçional training ceiiter.
The esperiences at Vernon ACSTC were used as the main source of information althouçh
where possible it was found desirable to include information from other regions in an
attempt to obtain a sense of the surnmer training experience as generalized across other
regional cadet sumitier training centres. In structuring the inquiry. the contents of the
course training plans (CTP) of surnnier courses tauglit at rcgional ACSTCs fornied the
main focus of the project No attenipt was made to cvaluatc how cach of the rcgional
cadet sumrner training centres such as Vernon ACSTC operate except in relation to how
well the training plans, once applied in the execution of a summer course. produced
results. Thus, the CTPs and the overall design of army cadet sumnier training remained
the subject ot'scrutiny. I t was found, from interviews with CIC oflicers froni other
regions that indeed somê 'reçional flavoiir' seems to exist in the implementation of the
course training plans. which may influence the level of success in implementing them.
Overall. however. it is deerned desirable to have a national standard course training plan
t'or cach siimmcr coursc, which lias been optiniized for cadct dcveloprnent, siich that any
perceived shortcomirigs are not left to the regivns to fis.
This project \vas conducted with thc generous suppon and approval of the Rcgional
Cadet Ot'ficer i n Pacific Region. Xny recomniendations contained herein are subject to
his review and submission to other levels as deemed appropriate. AS part of the original
proposal, it was also deemed appropriate to submit any findings to Teani 7 of the Way-
Ahead Process. which is a volunteer orçanization made up of meinbers of the CCM wlio
are csaminin_s the cadct training program in ;cncral. Thc Way Xticad Process was
created spccitically to help identify areas within the Canadian Cadet hlovement requiring
change and to act as a forum by which to solicit feedback and ideas. Tliey also have a
nicchanism by wliich tn fonvard any reconirnendatioiis or plans to the appropriate
channels for funher consideration.
Future Research
As identified in the brief overview of supporting literaiure in chapter 2, there are several
areas that could benefit from a more in-depth exploration and analysis. These are listed
by category below:
Flexibility in Summer Training Options
I t was identified that the arrny cadet training prograni places a heavy eniphasis on the
completion of summer courses for cadets to receive promotions at the cadet unit. In facr,
the categories of summer training such as 'NCO Qualifying' and 'Warrant Officer
Qualifying' courses are labeled so. In most cases, cadets must complete otlier suninier
training coiii-ses as prerequisitcs to be able to apply for the ncst lcvel of courses the
following year. Cadets who do not have specified course prerequisites are placed at a
disadvantaçe. which usually means moving down the merit list for course loading.
Certaiiily, there are cadets who arc not able to attend summer training for various family,
personal or rnedical reasons. The demographics of some cadets surveyed in the course of
this project show that they are nioving through their cadet training outside of normal
progression patterns. Are cadets being penalized if they do not attend summer training'?
If they miss one surnnier, are they still able to continue witliout disadvantage? Wliat
Iiappens to cadets who are not at al1 able to attend camp at all? These are sortie questions
that would likely benetit î'roni a more in-depth review.
Adolescent Development and Learning
Few if any studies have ever been conipleted to deterniine any type of psycliological or
eniotional impact of cadets attendiny sumnier traininy. However. we do have a currcnt
system whcre cadets at yoiing ages spend many ivecks away frorn thcir hniilics Somc
cadets find this esperience ditficult and end their stay at the summer training centre due
to homesickness. It would be of interest to derive statistics of the ages of cadets who are
RTU'd and reasons for their RTU froni summer training centres to dcterminc if thcre is a
correlation to the developmental iiiaturiiy of cadets. Also, how sure are Ive that course
content is matched appropriately to the average capabilities of adolescents at particular
ages? Besidcs an intuitive sense. that sorne cadets seern to lack the necessary maturity to
are to avoid destructive, anti-social, or negative behaviours. The Search Institute has
used this research to help nieasure the impact of youth progranis. Most notably tliey have
been used to assess the youth progams offered by the YbICA to determine their
effectiveness in helping youth. The potential exists to utilize the assessrnent tools
established by the Search Institute to complete a cornparison study of non-cadets to
cadets to help deterinine the e'ctent and impact cadet training has on Canadian youth.
Summary
All of the areas reconimended for future research are likely to provide valuable
information in the aid of appropriate progsarn design. The frndings in this project have
lefi littlc doiibt about the potcntial ncgativc conscqucnce of a program that was designed
without the aid of such important research. If we are to obtain the goal of establishing a
program that is well desiçned to meet the needs of its adolescent target group and obtain
positive outcomes for Canadian society, it is pnident to gain the knowledge to make it so.
CHAPTER 6 - LESSONS LEARNED
"Visioii is ilic stuîîof oiir drcms. Passion is our cncrgy IO niakc it rcal. ïlic IWO go iogctlicr likc n Iiorsc end ridcr. In tlic rnind of oric is tlic go;il. In tlic potvcr of tlic orlicr
lics ilic nicans IO gci tlicrc."
Pctcr Urs Bcndcr. froiri Leoder.di~p /i.on Ilirlrrn
Researc h Project Lessons Learned
In a project primarily centered on how to improve the learninç opponunities of army
cadets, it is only appropriate for me to consider the learning that 1, rnyself, Iiave achieved.
As witli anytliinç we do in life, a backward glance at the conipletion of a riiajor project
can provide us with the clarity to see the tliinçs, we may not have been able to, while
imrnersed in the niiddle of it. There are certainly some areas, that if given the
opporturiity to rvork on a project o f a similar nature to this, 1 would like to Iiave dont:
differeritly. These have been siinirnarized below.
Timing of Research Phase versus Literature Review
Onc of thc dilcrnnlas in thc tirninç and spccitic nature of this project is that the collection
ofresearcli data had to be accelerated to accomniodate the tirne when cadets were in
attendance nt the regioiial suninier trainin-, center frorn July to Auç~ist 1999 .As a result,
the assessiiicnt siirvey tools had to be developcd vcry quickly withoiit thc bcnctit of a
coniplete literature review. The literature review was then simultaneoiisly curripleted as
researcli study results were analyzed. For esample, 1 would have liked to have included
more specitic questions on the CIC o t k e r survey questionnaires about their perceptions
coticerning the level of proîiciency of stnfl'cadets as displayed at the sumnier training
center. Fortunately, 1 did find that 1 had enouçh data froni other sources to enable nie to
draw conclusions about this area of the research study.
However, one of the iinpredicted benefits tliat 1 encountered in accelerating the data
collection phase was that, as th2 initial survey results Lvere tabulated. they clearly pointed
to further areas in need of investigation. The most unexpected of these were the
cornrnents made on survey questionnaires regarding the CHAP prosram. Initially, 1 inus?
concede 1 did not çrasp the significance of the number of negative comments about the
CHAP proçram, because an evaluation of this program had not been within the initial
intended scope of inquiry. However. on further reflection they provided one of the most
profound indicators, which prompted me to investiçate the subject of leadership as taught
to arniy cadets in more detail.
Electronic Discussion Group
Due to the geographically disperscd nature of many proçram participants, a websitc was
created to provide a forum for discussion. Discussion group participants were invited
based on those who wished to continue participation in the project by their indication on
their survcy sheet .A good mix of senior cadets and officers who had bccn cmploycd
recently at a summer training ccnter was dcsired. This creation of an on-line focus group
was purely experiniental and enjoyed a soniewhat niixed success. 'I'lie concept was valid,
liowevcr, sonie technical problems aniongst otliers hindercd its full potential. One of
these barriers was the need to obtain a secure website so as to engage in frec discussion
of the cadet organization without concern that the general public may be able to view any
frank nndtor critical dialoguc rcgarding thc cadet orçanization. 1 !vas concerned that
these cornments niay be misinterpreted and erode the level of regard ihe public niay have
of the cadet proçram. In the end. a secure site hosted by MSN communities lvas iised.
However, it was found that sonie participants did not have sufticiently advanced browser
capabilities to access the site properly. This inhibited their conipleie participation.
1 also found thot the number of participants needed to be çreater to c r e m a viable
discussion yroup. ln all, 33 otlicers and senior cadets sigiied up for the electsotiic
discussion group. It would have been better to have had perhaps 50 or more participants,
who were likely to have more diverse opinions to keep the dialope tlowing.
Project Deliverables
Initially, 1 had hoped to complete a draft course training plan (CTP) for the proposed
Arrny Cadet Advanced Leadership (ACAL) course and, if tirne permitted, a revised CTP
for the Cadet Leader course Neither of these were possible in the time frame allotted. 1
found that the research data tabulations were far more labour-intensive than initially
predicted and this placed me behind schedule. However, a proposed outline of the
ACAL course was completed and included at Appendis J to this document. It is perhaps
better that time was not devoted to the completion of these CTPs pnor to their actual
concept beinç approved by higher authority. Should the creation of these CTPs be
approved in principal, 1 would like to continue work in this area. In the course of doing
several informal briefings regarding this subject. 1 have had several ClC otlkers
approach me with an interest in Iielping develop the curriculum for the ACAL course I
found this level of response very encouraging and also took it as a sign that there was a
hi& leve1 of support aniongst CIC officers in the creation of an Advanced Leadership
course for army cadets.
Program Lessons Learned
The Mastcr of Arts prograni in Leadership and Training at Royal Roads L'niversity lias
providcd me with an escellcnt opponunity for personal growth, and I belicve. has givcn
me something of value to brinç back to niy organization. When 1 started my first
residency at Royal Roads Universitv, my initial Iiesitancy about the proqram evaporated
quickly when 1 çrasped the significance of the immcdiatc practical applications ofthis
programs teachings to tiiy work environment. 1 found the knowledçe and insiyht
provided on the dynaniics of or~anizational change very valuable and particularly tinicly
yiven the currcnt situation and changcs that have bccn recently transpiring witliin thc
Canadian Cadet h4ovement.
M y work ctivironmcnt is priniarily centcred aroiind leadership developniciit and training
in rny ciipacity as an instnictor at an ot'ficer training school, the opportunity to expand my
knowledge on both of these sub.jects has increased my abilities to contribute to the
ieüiriirg ui'u~iieis ~reirieriduusi~. Fiiui iu liiis piugiaiii, i iiaw iiui i i d ~iie uppuiiuiiiiy tu
engage in active inquiry in a formalized manner to the level required for this project. The
design of surveys, and the collection and summarizing of research data was a very
involved process in which 1 had to do much learninç, but ii has made me far more
confident should 1 ençage in such active inquiry açain.
Project Summary
This project was important to me both froni a personal sense of comrtiitment to the cadet
orçanization and the potentittl impact it has on thosc who are its niost important niembers
- the cadets. There is no doubt in my mind that the Canadian Cadet Organization is one
of the fiiiest youth orsanizations anywhere. As a former ariny cadet and someone who
has spent almost her entire adult life as a Cadet Instnictor Cadre ofticer, the choice of
subject for tliis research project was likely already pre-determined even prior to rny
acceptance into the Master of Ans Leadership and Training Program. 1 credit the army
cadet training program hlly for helpinç me become the person I am today. It is only
fitting that I should now have the opportunity to travel hl1 circle and give something
back to the arniy cadet prograni, wliicti 1 believe has dorie so riiuch for nie, to help shape
it into an even better expcrience for ttiose cadets who are just beginninç tlieir own
journey of learning and personal yrowth.
REFERENCES
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Chief of Review Services (1994). Report on The Department of National Defencel Canadian Forces Cadet Proeram, Ottawa, ON: National Defence Headquarters.
Department of National Defence (2000). Cadet Program Strategic Guidance FY 2000- 200 1, Ottawa, ON: National Defence Headquarters. -
Departnicnt Of National DefenceICanadian Forces ( 1997). A-P9-000-00 I /PT-000, Manual of Individual Trainhg and Education. Volunies I throuçli I 1 , Ottawa, ON: Creative Services.
Department of National Defence ( I990) A-CR-CCP- I 1 81PT-00 1 , Roval Canadian Arniy Cadets: Green Star Cadet Handbook, Ottawa, ON: National Defence Headq~iarters.
Dcpartmcnt of National Dcfencc ( 1990). A-CR-CCP- 1 19lPT-00 1 , Roval Canadian Arniv Cadets: Red Star Cadet Handbook, Ottawa, ON: National Defence Headquarters.
Department of National Defence ( 1 990). A-CR-CCP- 120lPT-00 1 , Roval Canadian Armv Cadets: Silver Star Cadet Handbook , Ottawa. ON: National Defence Headquarters.
Department of National Defénce ( IWO). A-CR-CCP- 12 IIPT-O0 1. Royal Canadian Arniy Cadets: Gold Star Cadet Handbook, Ottawa. ON: National Defence Headquarters.
Departnient of National Det'ence ( 1990 j . A-CR-CCP-336lPT-00 1, Royal C a n a d i a m Cadet blanual: Proficiencv Level One Handbook, Ottawa. ON: National Defence Headquarters.
Departnient of National Defence ( 1990). A-CR-CCP-237/I'T-00 1. Royal Canadian Air Cadet Manual: Proficiencv Level Two Handbook, Ottawa, ON: National Defence Headquarters.
Department of National Defence ( 1990). A-CR-CCP-22SIPT-O0 1 , m a l Canadian Air Cadet bIanuaI.. Proficiency-L-cvg!airee i-Iandbooi;. Ottawa, ON: National Deknce Headquarters.
Department of National Defence { 1990). A-CR-CCP-739lPT-O0 1 , Roval Canadian .Air Cadet Manual: Proficiencv Level Four Handbook, Ottawa, ON: National Defence Headquarters.
Director Cadets (1999, April29) 1655-20. Summer Training Directive - Canadiari Cadet Ormnizations 1999 Ottawa. ON: Depannient of National Defence.
Director Cadets 2 - Sea (1993) Cadet Administrative and Trainine Orders Volume III, Ottawa, ON: Depanment of National Defence.
Director Cadets 2-4 (1999, December 8). 1085 23-4, CHAP Meetinç. Minutes. Ottawa, ON: Department of National Defence.
Director Cadets 2-4 (2000, January 13). 1085-23-4, CH.4P Program - SI'TREP. Ottawa, ON: Department of National Defence.
Director Cadets 3 - Army ( 1994). Cadet Administrative and Trainin- Orders Volume Vi, Ottawa, ON: Departmcnt of National Defence.
Director Cadets 3 - Army ( 199 1 ). Briefine Package. Ottawa, ON: Dcpartment of National Defence.
Director Cadets 3 - Army ( 1995). Basic Army Cadet Course Training Plan, 41h DraR. Ottawa. ON: Department or National Defence.
Director Cadets 3 - Arniy (1995). Armv Cadet Leader Course Trainiiiri Plan, 2nd Drafi. Ottawa, ON: Department of National Defence.
Director Cadets 3 - Army (Mar 1997). Armv Cadet Leader Instnictor - Adventure Course Training Plan, 2nd Draff. Ottawa, ON: Department of NationaI Deîènce.
Dircctor Cridcts 3 - Army ( 1995). hrmv Cadct Lcadcr instnicror - Drill and Ccrcmonial Course Training Plan, Ottawa, ON: Departnient of National Detènce.
Director Cadets 3 - .-\rmy ( 1997). Armv Cadet Leader Instnictor - Rifle Coach Course Training Pian, 1'' Draft, Ottawa. ON. Depanment of Kational Defence.
Director Cadets 5 - Army ( 1997). Arniv Cadet Leader Insttucior - Sioreman Course Trainint~ Plan, Ottawa. ON: Department of National Defcnce
Director Cadets 3 - Arniy (1997). Armv Cadet Leader Instnictor - Phvsical Ediication and Recreational Trainin? Course Training - Plan, Ottawa, ON: Department of National Defence.
Director Cadets 3 - Arniy (1999. December 8) . 1057-20, Record of Decisions Arin~; Cadet Training Review Board 15-1 8 Yovember 1999. Ottawa, ON Departmeni of National Defence.
Director Cadets 3-3 (2000. January 12). 1087-30. A m y Cadet Summer Training Vacancies - 2000. Ottawa. ON: Department of National Defence.
Director Cadets 1 - Air ( 1995). Cadet Administrative and Trainin? Orders Voliiiiic V.
Ottawa. ON: Department of National Defence.
Director Cadets 4 - Air (1997). A-CR-CCP-20 1PT-00 1 Royal Canadian Air Cadet Surnmer Camp Courses and International Exchanee Proerarn. Ottawa, ON: Department of National Defence.
Director Cadets 5-2 ( 1999). The Canadian Cadet Oreanization - Information Brief. Ottawa, ON: Department of National Defence.
Graham, J. ( 1997). Outdoor Leadership: technique, common sense and sel f-confidence. Seattle, WA: The Mountaineers.
Harmon, P. Rr Ternplin. C. (1987). Conceptualiziiig Esperiential Education. In J.F. Meier, T.W. Morash, Rr G.E. Welton (Eds.), High-adventure outdoor piirsuits. 3"" Edition. (pp. 69-77) Columbus, OH: Publishing Horizons. Inc.
Kaçan, S.S. ( 1999). Le,gd~~hipgames: espgiential Ieifrninq for orranitational develooment. Thousand Oaks, CA: Sage Publications.
Kirby, S. Rs McKenna, K. (1989). Ex~erience, research, social change: Methods from the marains. Toronto. OK: Garamond Press.
Kouzes, J .R . I . , & Postier, E3.Z. (1995). The leadership challenge San Francisco, CA Josey-Bass Inc.
Leschied, A. (3000, February 7) Svniuosium on the state of adolescence in the vear 7000. Cornwall, ON.
Leftèrt, N.. Saito, R.N.. Blythe, D.A. & Kroenke, CH. (1996) Making the case: bleasurins the impact of vouth development programs Minneapolis, MN. thc Scarcli Institute.
Meier, J.F., Morash, T.W. Rr Welton, G.E. ( 1987). 1-Ii$-adventiire outdoor pursuits. 2"" Edition. Columbus. OH: Publishing Horizons, Inc.
Mitchell. G. ( 1993). The trairier's Iiandbook: The Ak1A euide to el'fective trainins. 2"" Edition. New York: Amcrican bianapnent Association.
Mitchell, J.J. ( 1986). The nature of adolescence. Calgary, AB: Detselig Enterprises
hloote, G.T R: Wodarski, J.S. (1997). The .Acquisition of life skills tllrough adventlire- based activities and proçrams. a review of the fiterature .Adolescence, Voliinie 37, No 175. 143 - 167.
Palys, T. (1997). Research decisioiis: Quantitative and qualitative-perspectiw. 7"" Edition. Toronto. ON: Harcoun Brace & Company
Pruitt, D.B. (1999). Your adolescent: emotional, behavioral. and cognitive development fiom early adolescence thoueh the teen vears. New York, NY: Harper-Collins.
Rosebush, M A . (1985). Applving the positive motivation mode1 (Pm). United States Air Force Academy: Department of Behavioural Sciences and Leadership Cadet Counseling Center.
Schoel, J., Prouty, D. & Radcliffe, P. (1988). Islands of healin~: A guide to adventure based counseling. Hamilton: MA: Project Adventure Inc.
Shapiro, L.T. ( 1995). Training effectiveness handbook: A hidi-results systern for design. delivery. and evaluation. New York: McGraw-Mill, Inc.
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SO Army Cadet Training - Pacific Reçion (1996. October) 1085-24, Service Paper. Victoria, BC.
S03 Training - Pacitic Rcyion (1999, May 18) 4935- 1 , Surnnier Training C)iiotas - 1999. Victoria. BC. Pacific Region Cadets.
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Stririgr, E.T. ( 1996). Action Researçh: .A handbook for practitioners. Tliousand Oaks. CA: Sage Publications.
Vernon Army Cadet Siimmer Training Center Final Report ( 1999). Pncitic Region Cadets: Vernon, BC.
Vice Chief ot'Defense Stat'f ( 1999). Royal Canadian Sea Cadets Oualification Standard and Plan - Gunriery Trade Group I Course. Dralt. Ottawa, ON. National Defence Headquarters.
Vice Chief of Defense Staff( 1999) Royal Canadian Sea Cadets C)ualitïcation Standard and Plan - Gunnery Trade Group I I Coi=. Dra% Ottawa, ON: National Defence Headquarters.
Wadswonh, B.J. (1989). Piaget's theor? of cosnitive and atl'ective developrnent. 4"' Edition. New York: Lon= [=man.
Wood, D. (1988). Flow children think and leam. Oxford, UK: Basil Blackwell. Inc
Wright, A.N. (1987). Youth development through outdoor adventure progams. In J.F. Meier, T.W. klorash, & G.E. Wtlton (Eds.). High-adventure outdoor pursuits. 3"' Edition. {pp. 69-77) Columbus, OH: Publishing Horizons, Inc.
Yukl. G. (1998). Leadership in oraanizations. Upper Saddle River, NJ: Preriticc Hall.
ARMY CADET SUMMER TRAINING PROGRAM
Green Star Age 12- 13
Red Star Silver Star Age 13-1 4 Age 14 -15
Arrny Cadet Leader
Army Cdt Leader lnst - Drill and Ceremonial
l A m y Cdt Leader lnst - Adventure
Army Cdt Leader lnst - Rifle Coach
Army Cdt Leader lnst - Physed and Rec Trg
Arrny Cdt Leader Inst - Expedition Storernan
Army Cadet Army Cadet Leader lnstrudor - Leader - Band 1 Band
Amy Cadet Army Cadet Leader lnstructor - & Leader -Pipes B Pipes B Drums
Drums
Arrny Cadet Leader Instrudor - - Marksman Leader - Marksman
Gold StarlNSCE NSCUMaster Age 15 - 16
" A second CL1 Course g Advanced Trg:
Arrny Cadet Leadership and Challenge - Banff I A m y Cadet Parachutist (17 or older) I Army Cadet Outward Bound Exchange - Wales I Army Cadet Oulward Bound Exchange - Scotland I Army Cadet Maple Leaf Exchange I Army Cadet Gennany Exchange I Army Cadet France Exchange - Sports Parachute
Arrny Cadet Advanced Band
A m y Cadet Advanced Pipes & Drums National Army Cadet Pipes 8 Drums
Arrny Cadet National Shooting Team (Bisley)
Staff Cadet (min age16 112)
Staff Cadet Staff Cadet
Age at Enrolment
Age 12'
Age 13"
Age 14
Age 15
SUMMER TRAINING PROGRESSION BY ENROLMENT AGE
1st Yr 2nd Yr
Gn 12 Red 13
Baslc CL
Gn 14 Red 15
Basic CL
Baçk 1 CL
ir
GUldiNSCE 15 NSCE 16
rl l Adv l r y
CLI Adv Trg
S M
Para Skli
Adv Trg ~ t a t i
stsn
:'. Nilie: Cadets who are born bciween Jonuary and June of the year rhcy niund camp will be ioo young for siiiff in tiicir fifrh yeiu of summer uaining. SiaH Cadets musr hc 16 112 yrs old or 16 hy 1 Jan of ihe year aiey wkli tn hc eiiiplayed ils Siiiff C~iderb.
"' Note: Same as above. cadclr born bctwccn Jûnuiiry and !unc of ihr year ihcy attend camp will bt: ioo youiig for staff in rhzir foiirtli yeiir of siiriinier training.
Appendix C
The Three Stages Of Adolescence sumrnarized from Mitchell, J. (1986) and Leschied (2000).
Early Adolescence (1 2-1 4 years)
p e n d of significant growth - bodily changes begin
youth becomes very pre-occupied with appearance
rise of importance of the peer group
least bourid by concepts of justice (as compared to middle, late adolescence)
youth inclined to view world as something to be run and organized
thoughts and actions are locked into the present, little thought given to the future
can imagine only the immediate and direct outcome of a current event
friendships take on a more dccpcr meaning, but intcrcst in oppositc scx not yct
apparent
peer group confornity strong (peer rejection c m be traumatic)
mord outlook and religious beliefs still tend toward the conventional (usudly siill
share views prrsented by parents)
self-conscious 'and self-ccntercd
more social than philosophicd
more impulsive thûn reflective
rise of egocentrism
less attention s h o w to parents
tendency to ntum to childish behaviour, fought off by excessive activity
improved abilities to use speech to express oneself, but more likely to express
feelings by acting than by words
Appendix C
Middle Adolescence (1 5-16 years)
self-improvement, dternating between unrealistically high expectations and poor self-
concept
body is closer to becoming adult-like
increased capacity for nbstract tliought
develop a mental pre-occupation witb non-physical concepts i.e. the soul, cternity,
death ctc
future realities more important, invest themselves in planning for the future, goal
setting
thought becomes more comprehensive, and prepositional
less egocentric then the carly adolcsccnt, more able to appreciate other points of view
expanded etemal awarcness of the world
enriched intemal awareness
idealisrn is tested
self-doubt increases, corne to terms with personal limitations
etnotions increasc
start dating ,and expressing interest in the opposite scx
rise of identity confiision
Late Adolescence (17 - 19 years)
Hrmer identity
ability to delay gratification
ability to think ideas through
stable and deepening intcrcsis
need for pecr group acccptance lessens considerably
greater ernotional stability
niorc dcvclopcd scnse of humour
ability to m k e independent decisions
greater concern for others
Appendix C
pride in one's work, develop their own private and personal standards
more adept at perceiving the uniqueness of other individuais
self-reliance
ability to compromise
higher level of concern for the future, set goals and carry them through
thoughts about one's role in lifc
concerned with more scrious dating relationships, forming passionate love
relationships
c leu sexual identity
capable of useful insight
acceptance of social institutions and cultural traditions
self-regulation of self-esteem
Summary of the Fundamental Needs of Adolescents
(Mitchell, J. 1986, p. 166-168)
security, physical and psychologicai
sufficient order and cenainty to understand consequencc
opportunities to expand their experience
hope for the future
the ability to m&e choiccs
frccdom to exercise the choices they rire capable of makinp
opportunity to experience their own identity and integrity
cxperience a sense of their own worth
somc value or system of beIiefs to which they c m commit ihemselves
3 scnse of confidence thüt society holds a fair degree of hope and their aspirations
will be fulfilled
Appendix D
Soarrh Immuti hu iknWIOd th* folla*inO bulldlnl blo* of d O ~ l 0 ~ m i n t t b t h d r ywnp pioplm grow um hrdlhy, oilru, and ra#ponsibla. ?ircrmo(m ruir to 1110 #th- to 12ib-gndr ~ o d b *ho nprl mith asset, basid on e@nrnuniIv a u n q s 01 nur l y 1M,WIO yoitb in 218 ionni and citlma t c n a thi Unnid a l a h d u t l q tbt 1 W W rchod ysar. ASSET TYPE
support 1.
2.
Boiindarlet a i d Exprcialions
Fmliy mppiR-Fimlly lih p m l d r hinb lwals of lova and suppoil.
P u H h hml iy w m n ~ a l C d l r i r Y 0 ~ ~ pinam and bof or hl8 pmnt(a) cinnunlcato porltinly. and yooap p rnoa u rrilllng to sack rdrlce and c i i n a l h m pannt(o).
Olbrr id011 iil itkiuhlp-Voung p i m o r s c i h s u ~ p a l h m t h er m a n nenprnnt l u b .
Ciilmu nl1HoiLaod-Young ponoa e ipcr l rcœ carinu nmlghbon.
Ca i ln~ s m d cl imik-l lchod r rwldet 8 nring, a m o i n p l n ~ imvtmmo~rî.
Pinnt l n w l n m t n t In selwoilnp-ïsnnt(s) an id lv i l y l m l v e d In bolpino yaui( p n o i s iccad In cehool.
Cimrnaniîy v a l m youUt-YounO pifson rens lns b i t adulfr In lhe communib valui youth.
YwtL a8 mout i r -Yoong pooplo in oiwn i s o U r o l u In tR0 comunlly. S u r i t r 10 Min-Young pon in soma in t k smamunHy o ie hour or nion p i f woik.
& k t p Y w a @ p o n o i fcrls :al@ a l home. ac 6ebomI. and i n Vio oolgbbarhood.
h m l l y b ~ n l i r i i t - f a n i l l y h a clair rilos and mwcqrincra and raonlton t h yang r i n o a ' ~ whinahauh.
Schorl b u n d i i l i H c b o o l pttvldis r l i r r mloo and c o ~ i q u ~ c o i .
Ib[(LLoihoed bo i iadwkHi lobbom h i 0 mpomlblllty for rnonltolk( yomg p q l l ' s bobarkr.
M u I l i o l i modmb-Paront(a) and olhor adrlb nodal pisltlro, nsponslble bebador.
Wl lw p i w Inlluncm-Young ponon'i b a l Irltnds m d a l rapondblo babaviw.
Hlfih u p s t t i l l m - ü e t h paiint(s) and tsacbon awaiinga tbo viraf i panas to do wll.
C n i t l v i r c t l r l l h ~ Y o r r g psnDn rpcads Uliw or m i r i boun por weok In Iwrm or p W c a la muilr,, tb081er, of other irh
nrll pnmirnr-Young p w o n spi& l h n i or mon bin p i r week In #PO*. clubs. or orpanlzatlons at srho91 anblor ta m i commung. AeI~Ioua o i n m u n ~ ~ Y e u n o p o n o n rptnda on0 or mon hoiin p i r wsrk l m asUvllles In a rallgtoii losilbuon.
Cornmitmisnt to Loarnlng
PosHIve Values
n. 22.
23.
24.
2à.
PB. 21.
28. 29.
30. a i . 32.
33.
34.
35.
35.
P~sil ive 37.
Idenlily 38. 39.
40.
Achlmmont maihallan-Yomg p n o o b m o t i n t i l 10 do WII In achool. Sehoal rnpgimont-Vounp ponoa is ictirely ingrged In Ioamlnp.
~mmnwl -Youm person rrpoit i dolnn d Iind one bow il honowoik svary school day.
Bondlnp to t d w C Y o i n p pon in n r s s about h i r or hls school.
Unl in f i for pl@aem-Youau pir ion nad8 hi p lauun thmi or mm hoon p i r resk.
CirinpYounm permn pl8cm blgh n k o i n h lp lng otliir poopl@.
Eqa i l i t and roda i IUStlCl-YIIIf09 p inon pl i tes Mph vaho or promollng equallty and ndiclag hungir a i i pwerty.
lntiyity-Young w n o n aeb on çonvlciioni ml alinda up for b i r or his belirls.
Hono8îy-Yoing persq " lolk Ibs Imlh aven whim il Ir oot caq."
R o r p ~ u i b i i i ~ ~ o u n p p inon accoptt a id t a h pnona l ruponsiblllty.
Rsrtnlnl-Younp panon bi l lews II 1s irnpotîail nol Io I o $gmally a t t l ~ o or 10 us i alcobol or othi i drngs.
Pbnning a id dirialon makinm-Youiu p i n a i h o r r ho8 to p i in ohmad and maki cboion.
Inlofpenmtl ~ ~ i M ~ C l - Y i U n p panon bas ampthy, s8nrlllvity, and Iriendship lklUs.
Culhnl eompaonco-Youw ponon ha: knowledgi ol and comfotl wlm peopli of ditîoriit cultunllmlallithnic backgrounds.
Ral r la ics ahilIr-Yiunp paoon Gan rwisl negatlus pior prounir and dangerois sltuallom.
Percalul mnf l id rstilulion-Young panon seeks Io rssolva confllct ninviolinlly.
Perronal powir-Yorng person Ieels ho or the has conlrol ovur "lhlnps lhat happsn Io me. Sill-estaam-Youno peison rcporis havinp a high sell-asleem.
Sensa ol flurposo-Youn~ parson reporls lhat "mv lile has a purposc.
Posilivs riew of penonal lutuie-Young perron is oplimistic about her or his personal lulure.
Appendix E
Suwey Cadet Leader Course
The purpose of this survey is IO collect information to help irnprove the course content and the tnining opportunitics offercd to cadcts atknding summer training. Your responses will assist us greatly. Please mswer as rnany of the questions possible and fcel free to put down any information that you t h i d is important.
Myage is: 12 13 14 15 16 1 was boni: (monthfyear)
My completed star level is: Green - Red - Silver -
i have cornpleted a Basic Cadet Course: Yes - No -
The length of tirne 1 have k e n in cadets is:
My rank at my cadet corps is:
1 Cadet Leader Course Subjecîs:
4401 - Drill 4407 - Marksmanship 4414 - Sensible Living 4402 - Fundmcntal Training 4409 - Instructional Tcchniquc U15 - Firsi Aid 4 0 3 - Bushcraft 4410 - Public Speaking 4416 -- Communications 4404 - Firldcnft 441 I - Leadership 4417 -- Patrolling 4405 - Map and Cornpass JJ 12 - Citizenship 44 18 - Field Engineering 4406 - F i m Handling 441 3 - Physical Fitness
Questions: Using the iablc above for reference. please circle the answer you think matches best how you feel or please fiIl in an answer in the space provided.
1. Overall, how did you find the course content for the Cadet Leader Course?
Tao Easy Easy Just Right Sornewhat Difficult Difficult
2. Which subject(s) helped you the most?
3. Which subject(s) hclped you the least?
4. If you çould decide the length of the Cadet Leader Course. how miny weeks rvould you choose?
3 weeks 3 weeks 3 weeks 6 weeks
iiurn overj
Appendix E E-2
5. Are there any subjccts that you l e m e d this summer that yau wauld nther prefer leaming later on in your training instead of now?
6. This course is to prepare you to be a section commander at your home corps, on a scale of 1 to 5 do you feel this course has prepared you adequately for this role?
Not at al1 1 2 3 4 5 Very Prepiued
7. b therc any subject you would prefer leming more of or anything else that you would like to sce added to this course?
8. Would you recommend this course to 0 t h cadets'? Yes - No -
9. If your answcr was NO to the question above. why not?
10. Arc you planning on attending a CL1 course next sumrner? Yes - No -
Additional Comments:
Plrase write down my additional information that you fccl could make this a better coursc for other cadets.
... iiiüiiii i u u ïv i i&tiL: iilr iiiiir iu ci; hi ibis q~uiiviii i i ïe.
Your input wiU be used to Iiclp improve training for future cadets attending summcr training.
Appendix F
Survey Cadet Leader Instructor Course
The purpose of his survey is to collect information to help improve the course content and the training opportunities offered to cadets attending summer training. Your rcsponses will üssist us geatly. Please answer as many of the questions possible and feel free to put down any information that you think is important
Myage is: 13 14 15 16 17 18 I was born: (montwyear)
The length of time 1 have becn in cadets is:
My star lcvel is: Red Silver Gold NSCE
My rank at rny cadet corps is:
Please check off the course(s) you have already completed:
- Basic Cadet - Cadet Leader - CL1 - Drill & Ccrcnionial - Basic Marksman - CL - Marsknian - CL1 - Adventure - Basic Band - CL - Bmd - CL1 - Rifle Coach - Basic Pipes & Drums - CL - Pipes & Drums - CL1 - Storeman - Other: - CL1 - Physed & Rec
Which CL1 course arc you taking now?
1s this your sccond or third CL1 course that you have taken? Yes - No -
Questions: Please circle the wswcr you think k s t suits how you fecl or provide an answcr in the spacc providrd.
1. Ovcrall, how did you find the course content for the CL1 course you are takinç now?
Too Easy Eas y Just Right Somewhat Difficult Difficult
2. If you could clioose, how long do you think the CL[ course should be?
2 weeks 3 wee ks 4 weeks 6 weeks
3. Which subject(s) did you think helped you the most?
3. Which subject(s) did you think helped you the leust?
5. Woiild you reconirnend this coursc lo somcone else? Yes - No -
6. If you answered NO to the question above. why not?
(turn over)
Appendix F
On a scale of 1 to 5, pleasc indicate your agreement with the foiiowing:
1- Strongly Diiagree 4- Agree 2- Disngree 5- Strongly Agree 3- Neither Agree or Disagrec
7. 1 feel that the course contcnt for the CL1 course 1 am taking is relevant 1 2 3 4 5 IO what 1 nced to know to be a Wamnt Officer at my corps.
8. 1 feel that this course is trying to accomplish too much in a short period of time.
9. 1 think the arnount of outdoor field training for ihis course is adcquatc. 1 2 3 4 5
10. This course allows me a sufficirnt amount of hands-on practical training.
11. This course has adequately prepared me to be a leader at niy home corps. 1 2 3 4 5
12. This course has adzquüiely prepared me to be an instructur at my home 1 2 3 4 5 corps.
13. 1 would be interested in taking anothcr course to help me improve rny 1 2 3 4 5 overall ability to be a senior cadet or a stafTcadet.
13. 1 think a more advanced leadership course should be available 10 cadets who have completed a CL1 course but are too young to be staff cadets and didn't get the opportunity for other advünced training (Le. exchanges) 1 2 3 4 5
15 . What are your plans for next summer?
- not retuming to camp - do advanced training (exchanges etc) - staff cadet - not sure
Additional Comments:
Please write down any othcr things you would likc to see taught on this course or any additional information that you feel could makc this ri bettcr coursc for othcr cadcts.
'iïiank you for taking the tiiiie to fiil in this questionnaire. Your rcsponses will he uscd to Iiclp improve cadet training for futiirc cadcts sho are tnking CL1 courses.
Appendix G
Survey Staff Cadets
The purpose of this survey is to collect information to help improve the course content and the bahhg oppommities offered to cadets attending çummer training. Your responses wül mist y greatiy. PIease answer as many of the questions possible and feel firee to put down any information that you think is imponant.
Genernl Information:
Name & Rank (optional): Corps: Region:
Myageis: 16 17 18 My star level is: Red Silver Gold NSCE
The length of tirne i have been in cadets is:
My rank at my cadet corps is:
Please check off the course(s) you have already completed:
- Basic Cadet - Cadet Leader - CL1 - Drill & Ceremonial Basic Marksman - - CL - Marksman - CL1 - Adventure Basic Band - - CL - Band - CL1 - Rifle Coach Basic Pipes & ûrums - - CL - Pipes & Drums - CL1 - Storeman / /QM
CL1 - Physed & Rec - Other courses: - CL1 - Marksman
CL1 - Band - - - CL1 -- Pipes and Drums
What is your curent position this summer:
Questions: Please circle the onswer you think best suits how you feel.
On n scale of 1 to 5, pleruc indicatc your agreement with the following:
1- Strongly Disngree 4 Agrce 2- Dlsagree 5 Strongiy Agree 3- Neither Agree or Dbagree
1. The star Ievel and summer training 1 have received has prepared me well to be 1 2 3 4 5 staff cadet.
2 . Overall, being a staff cadet has been a valuable leming experience. 1 2 3 4 5
3. Thc main role of staff cadets is to give back to the cadet system by 1 2 3 4 5 guiding and developing the potential of the cadets currently undergoing summer training.
4. A more advanced leadership course should be available to cadets who have completed a CL1 courses but are too young to be staff cadets and didn't get the opportunity for other advanced training (Le. exchanges) 1 2 3 4 5
(turn over)
Appendix G
5 . 1 would have like to have received more specific ûaining in:
insûuctiond technique Y es- No - leadership Y es- No - disciplining cadets Y es- No- dealing with problem cadets Yes- No - field subjects Yes- No- map and compass Y es- NO -
6. What do you believe waç your most significant challenge this summer?
7. What changes in your training would you recommend to prepare you to be a bener staff cadet?
Additional Comments:
PI-e write down any additional information to help c ld& any responses indicnted above or you feel you wish to add.
Thank you Tor hking the Lime to Till in this questionnaire.
Would yau bc intcreated in participitiog further in a dlseussion group to hclp improvcsummer training opportuaitia for cadclr? Ycs - No - If ycs, pl- fil1 out the kllowing information: RankNme:
Addrws: Phnne #: Emall:
Appendix H
Survey Cadet Instructor Cadre
The purpose of this survey is to collect infomintion 10 help improve the course content and the training oppominities offered to cadets auendhg summer training. Your responses will assist us greatly. Please answer as many of the questions possible and feel f?ec to put down any information that you think is important.
General Information:
Narne & Rank (optional): Corps: Region:
Former Cadet: Yes - No - Leogth of experience with the cadd program:
What is your currcnt position this summer:
Questions: Piease circle the answer you think best suits how you feel.
On n ficale of 1 to 5, please indicate your agreement with the foiiowing:
1- Strongly Disagrec 4- Agree 2- Disagme 5- Strongly Agree 3- Neither Agree o r Disagrcc
Cadet Leader Coursa:
1. The ûaining taught on the Cadet Leader Course is overall effective in preparing cadets to be section commanders ai thcir cadet corps.
2. The CL Course has enough practical adventure training activities to develop thc cadet's ability in practical subjects ie. leadership, map and compas.
3. The course material for the CL Course is at just thc ri.@ level for the average nge g o u p of cadets who attend this course. (13-16 yrs)
4. Cadets on the Cadet Leader course should be taught how to become drill instnictors on the CL course.
5 . How long do you think the CL course çhould be?
2 weeks 3 weeks 4 wceks 6 weeks
6. Much of the CL course material is a repetition of material that cadets have already learned during their green and red star training.
Cadet 1,cader Instnictor Courses
7. Overall, the course content for the CL1 courses adequately preparcs cadets to be Warrant OEftcer at tlieir corps.
1 2 3 4 5
<lucri over)
Appendix H
8. The mount of handssn outdoor field training for the CL1 course is adequate.
9. The specialty training on the CL1 courses should be taught on a separate course to allow more tirne for cadets to develop and gain proficiency in their leaderçhip, lnsûuctional technique and field skills without having to master a specialty subject as well.
10. The CL1 course ndequately p r e p m cadcts to be effective leaders nt their home corps.
1 1. The CL1 coursc adequateiy prepares cadets Co be effective insûuctors at their home corps.
12. Cadcts should be taking another course &r CL1 and beforr: becorning a Staff Cadet to help improvc their overail ability to be senior cadets or staff cadets.
13. A more advanced leadership course should be available to cadets who have completed a CL1 course but are too young to be staff cadets and didn'î get the opportunity for other advanced bainmg (Le. exchanges)
Additional Comments:
Please write down any additional information to h I p cl&@ any responses indicnted above or you feel you could add help in irnproving training o f f d to cadets nttending summer training.
Thank you for hiking the tirne to fiil in thk quutionnairc
Woald you be interutcd in partieipaiing ïurlher in a discussioa gmup to help improve summer iraining opportunitics for cadets? Y u - No - I f ys , please f i I l out the following inrormatiun: RankIName:
Addrcu: phen? II:
ARMY CADET SUMMER TRAINING
Familiarization Training Courses
Baslc Cadet (2 weeks) Baslc Cadet Marksman (3 weeks)
Baslc Cadet Band (3 weeks) Baslc Cadet PLD (3 weeks)
Age 12- 14 Green Star
NCO Qualifying Courses
Warrant Officer Qualifying Courses
Cadet Leader (3 weeks) Cadet Leader Marksman (6 weeks)
Cadet Leader Band (6 weeks) Cadet Leader - Plpes & Drums (6 weeks)
v Cadet Leader lnstructor - Drill & Ceremonlal
Cadet Leader Instructor - Marksman Cadet Leader lnstructor - Adventure
Cadet Leader lnstructor - PERT Cadet Leader lnstructor - RHle Coach
Cadet Leader lnstructor Band Cadet Leader lnstructor - Plpea & Drums
(al1 courses 6 weeks)
1 Age 14- 17 Silver Star
~~e 1'5 - 18 SilverlGold StarINSCE
did not qualify for Advanced Training
I
I Age 16 112- 18 Gold Stan
I l
'NSCE
c"'"'I"'ii 7 1 Advanced Leadership Course 1 (6 weeks) 1 1 I 1 conducted at the 1 regtonal camps I
r
Age13-16 Red Star
Age 15 to 18 NSCE and/or meets special
course prerequisites
Advanced Training Courses
r -A-
1 Amy Cadet Leahshlp n d Challenge
i RCAC Natlonal Rlfle Team
Outward Bound Exchangr! - Wales !
Outward Bound Exchange - Scatland Mapls Liat Exchangc - UK
Germany Exchange
I l
Advanced Band Advanced Plpes & Drums
!
Aeroapace Course
Afmy Cadet Parachutlst
(ail courses are national except 1
Advanced Band) IL- - -
I I
7 Staft Cadet
i I_. r-
Appendix J
THE ARMY CADET
ADVANCED LEADERSHIP COURSE
OUTLINE OF TRAINING
1. Description of Need. The Advanced Leadership Course is designed for fourth year
cadets to furthcr prepare them to assume leadership and instructional positions as senior
cadets at their home unit andlor potential staff cadet positions at summer training ccntcrs.
The intcnt of this course is to build on the skills and knowledge provided in the Cadet Leader
Instructor series of courses and provide cadets, who are not eligible to attend Advanced
Training. with a training alternative.
Traincc Characteristics. The Advanced Leadcrship Course has bccn dcsigricd:
3. for a course cüdct bctwccn thc nges of 15 and 17 who has cornplcicd cinc of
the Cadet Leader Instructor courses and is at a minimum silver star qurilified.
or has succcssfully complctcd lcvcl4 gold star or NSCE:
b. assuming that the cadet has not bzeri able to qualil'y to atlcnd Advancd
Training such as the Leadcrship and Chdlengc Coursc or an Intciiintional
E.uch;inge; and
ç. assuming that the ciidet is planning on returning the hllowing surnnirr to bc
einployed as a Staff cadet:
3. Coursc Design. This cniirse hns been designcd to rnaximize thc expcricntial
Icarning uf course canclidatcs. In kccping with this. the use of outdoor adventure activities
wilI be used as a training vchiclc in which 10 teach leadership, outdoor skills and relatcd
subjecls in the army cadet training program. such as map iising. bushcraft. Llcldcraft. radio
coiiiriiiiriications and patrolling, whcrcvcr practicable. Al1 adventure activities will Se
designcd around spccificd learning objectives and ove~uching course lenrning goals, anci as
siicli will contain frequent sessions by which to debrief course cadets on their experiences to
allow Tor cliscussiori alid transkrability OC knowlcdge aiid skills learned to otlier situ;itioiis.
Appendix J J -2
3. in addition, the use of alternative mcthods of instruction will be used to rheir tù11est
advantage. To enhance lcaming value, leadership will bc taught using a combination of
methods such as case studies, bebaviuur madeling, trriinee rolc plays and sm;ill group
problem solving exercises. Course cadets will also have the opportunity to participntc in an
on-the-job (OJT) training session where they wiIl be temporürily assigned to ri junior training
Company ris a staff cadct in-training, Course cadcts on OJT Lraining will be superviscd by
another staff cadet, who has demonstratcd an above average proficiency in lheir role. This
individual will be responsible Tor rhc rncntoring ml assessment of the OJTcadet.
CONDUCT OF TRAINING
4. Scope. Thc folIowing is a summary of the perfurmrinçe objectives (PO) included i n
the Advanced Leadership Course.
a. PO 401 - Drill
( 1 1 Caders on the Advanced Leadership Course will revicw drill nt the
compriny and baitalion level with specific erriphasis on their rule ris
drill iristruccors. Coursc Candidates wiII demonstrritc they have a gour1
grasp of thc sequsnce nnd assesment nf a drill pcriod by prcpnring
and prcscnting a riiinin~urn of two 1 5-minute mutual instruction drill
pcriods, wliich will be scnrcd and de-briel'cd. They will also hnvc an
opporriinity to mess rit lcast onc driIl Icsson.
1). PO 402 - Fundamenial Training
( 1 j Previous knowlcdgc in this subject will be revicwcd and tested by
means of threshold knowlcdgc tcsts to solidify p s t knowledge. In
additionl c;idcts w i i l participatc in briefings on camp routine, ordcrs
and regulritions. Additionally, cadets will bc madc ktniililir on thc
camp disciplinary process and tlic tsrms of referencc for Sraft' cadet
posirions. Barrack inspection and inyout will atso bc standartlized.
Appendix J
c. PO 403 - Bushcraft
( 1 ) Course cadets will participatc in a minimum 4 day field training
exercise. Special crnphacis will bc placçd on the dutics and
rcsponsibilitics of Staff cadets in the field. Bivouac layout and
routine, rucksack packing, and shclter construction will be
standardized.
d. PO JO4 -Fieldcraft
(1) As per above, cadcis will participate in a niinimum of 4 training days
on a ficld training exercise. Subjcct knowlcdgc i n this PO will be
applied in conjunction with PO 417 - Patrulling to practice and solidify
past knowledgc. Whcrcvcr possiblc theory will be supportcd by in-
depth practical exercises to provide every opponuniiy for cadets io
apply correct fieldcraft skills.
e. PO 405 - Map and Cornpass
( 1) To cnsurc il good level of mastery of this subjcct, ail instniction in this
subject will be supported by prrictical application. Cadcts will
participate in a numbcr of oricntccririg exercises designcd to incrcasc
thcir rihility to correctly nrivigate, price, use the cornpass and map rcad
with increased iiccuracy. Bvih day and night navigation will be
eniphasized. Compctency level will be tested by ;I series or navigation
cxcrciscs diiring the ficld training exercise and conipetitions ut the
iearn and solo level.
f. PO 406 - Fircarm Handling
( 1 ) To rcrrcsh knowledge in tliis subject. course cadcts will have an
opportunity to participatc in a firing prnctice of the S53C Air Rille. the
23 Anschutz, 23 LCC Enlïcld rind C7.
Appendix J
g. PO 407 - Marksmanship
(1) This subjcct will be reviewcd briefiy in conjunction with PO 406 -
Fireams Handting.
h. PO 408 - Range Duties
( 1) Duties an3 rcsponsibilities of Range Personnel will bc tauglit dong
with coriching techniques to prepare fiiturc staff cadcts in thcir rolc as
coaches providing assistmce to coursc c:idets. Theory will be
suppor~cd by practicd cxperisnce during firing practiccs.
1. PO 409 - Instructional Technique
( 1 ) The riim o f this PO is to asscss thc level of instnictional ability of
coursc cadets and furthcr build on their skills. Correct prepar-ation and
lcsson planning will be ernphasizcd. After obscming a dernonstration
lcsson by a competent senior instructor. cadets will be required to
prcpare and present a minimum of two 15-minute mutual pcriod of
instruction to dctcrminc their instructioncil :ibility and rcceivc fiirthcr
guidancc as nccessary. A scgment of this PO will he devotecl io
providing cl~rection in how to kach field subjccts cffcctively. As with
othcr PO'S. theory will bc suppoi-ted by practicd e'rperiencc where
applicable. Course çadels will bc encouragcd to use alternate methods
iind training aids to enhancc thcir instnictional pcriotis.
j. PO 410 - Pul~lic Speaking
( 1 ) Cadets will bc rcqtiircd tu prcscnl a 5 niinutc spccch to their pccrs to
introduce chemselvcs [O their section/plaioon.
Appendix J
k. PO 411 - Leadership
(1) The aim of this PO is to cnhancc the leadership skills of course
candidates which thcy havc dcvcloped in the course of their p s t
training. Spccial emphasis will be placcd on concepts such as correct
supcrvision, motivation, the importance of being a proper role model
and team work. Course cadets will Iearn how to provide appropriate
feedback and conscquences to positive and ncgativc bchaviour. Cadets
will nlso receive instruction on how to deül wilh spccific leadership
situations particular to the surnnier camp environmcnt, such as conflict
resolution and barrack discipline. Cadets will bc continually placed in
leadership roles as section commanders and plamon 31C's and
assessrd on their pcrformancc.
(3) In addition, cadets will rrview problcm solving and logical analysis
and will participate in an intcnsivc overnight leadership exerçise LIS
part of the FTX. Eacli cadet will be pcrriiittcd tu Icnd the scction
during one portion of thc cxcrcisc. This is thc most cnicinl training
phase of this course and will includt: a scries of very challcngirig but
realistic leadership sccnarios which the cliosen section Ieiider iiiust
surmount.
(3) Thc starting point for this PO will bc iln opportunity for criurse catlcts
to draft thcir own code of conduct which they must ahide hy
throughout Lhc duration of the course. This is a critical componcnt of
ihc course uscd to dcnioristratc tlic importnncc of bcing a proper rolc
modcl and to instill a scnse of pride and self-discipline in oiic's own
conduct.
Appendix J
1. PO 412 - Citizenship
(1) Course cadets wi1l participate in ri minimum of one citizenship activity
conductcd on a wcekend.
m. PI) 4 13 - Physical Training
( 1 ) Each morning oi'lhe course. cadets will participate in a standard
warm-up, run and cool-down routinc of physical training. This will bc
the same routine and standard expected of course cadets. Cadets will
alsu parlicipak in tearri sports to proniote an active lifestyle. The
Cadet Fitness Test will be administered rit Iclist oncc during the course
to allow cadets tu quülitjr Tor their iïtness level.
n. PO 414 - Sensible Living
( 1 ) The aini of this PO is to cniphnsizc camp safcty rcçulatioris, and make
cadcts awarc of the policy governing the use of alcohol/drugs at thc
cadet sumier rraining ccntrc. Alsu inclucicd is a qiicstion and ariswttr
briefing on the elements of the Cadct I Iarassmcnt and Abuse
Prcvcniion pro, w m . ,
O. PO 41.5 - First Aid
CL1 cadcts havc bccri rriiiticti in slandard tirsi aid and tliiis this siibjcct
is not reqiiired for this course
p. PO 516 - Radio Conimunicatiuns
( 1) The nim of this PO is to practicc voicc prciccdurc and radio asscmbly.
A11 theoretical knuwled=c will be tcsted hy severnl practical radio
conirnunications c.ucrciscs and prricticd npplicaiiori of this subject
during the field rsrrcisr portion of the coiirse.
Appendix J J -7
q. PO 417 - Patrolling
(1) Cadets will be provided an opponunity to test their skills in this
subject during several short and long rangc patrols which will be
incorporated into the leadership assessrnent portion of thc 4day I T X .
5. Method of Achieving Objectives. This course is designed to be presented in two
phases covering a six wcck duration. Phase One will consist of the prcsentation of course
material, subsequent testin; and leadership rissessrncnt and will last a duration of 4 wecks.
Phase Two will consist of an on-thc-job training portion designed to permit cadets to gain
practicil experience as an OJT staff cadet. In this phase, cadets will bc assigncd to a junior
training company, where they will be intcgratcd into a platoon and assunic a limited nunibcr
of instnictional and supcrvisory dutics undcr the direct supervision nf ii ciirefully selected
staff cadet.
6. Cadcts who have done e~ceptionally well on P h m One iiiay bc assigned ri rolc of
slal'fcadet to fiIl ii vacancy which may have been crcatcd by another paid staff cridel unable
to linncilc rhc responsihilities of the position. Cadets will he coniinually asscsscd during this
portion and these assessmcnt will form part of their overtill coursc progress report.
7. It is another essential component of the course. that cadets recognize they are bring
continually prcparcd for potential rotes as senior cadetslstaff cadets. To set the correct
atmosphere for this, course cadcts are issued al1 of the iiniforni and cquipment issue normally
afforded to staff cadcts. This will assisi in idctitif'ying ACAL course cadcts and continually
rc-emphasizing thc highcr cxpcctstions placcd iipon thcm ovcr othcr course cadcts attending
the regional ACSTC.