Officer Basic Course FAQs 1. Question: Who is eligible to take the Officer Basic Course? Answer: Senior members who have completed Level I. Level 1 must be annotated in eServices before you can take the course. 2. Question: Do I have to submit an enrollment form and wait to be placed in the Officer Basic Course? Answer: No. You can start at your leisure. When you’re ready to start the course, log into eServices and click on the “Learning Management System” in the Utilities block on the left side of the page. Once in the LMS, click on “Officer Basic Course Block 1” in the Professional Development area. 3. Question: How long do I have to complete the Officer Basic Course? Answer: You have 90 days total to complete the Officer Basic Course but that is broken down into 3, 30-day Blocks. You have 30 days to complete Block 1, once you complete Block 1; you have 30 days to complete Block 2. Once you start Block 3, you have 30 days to finish Block 3. 4. Question: Does the OBC satisfy the activity requirement at Phase IV (Eaker Award) like ADL-13 did? Answer: Not at this time. 5. Question: How long do I have to complete the Officer Basic Course? Answer: 90 days. You have 30 days to complete each of the 3 Blocks. 6. Question: How long does it take to complete the Officer Basic Course? Answer: There are 40 lessons divided between three learning blocks. Each lesson is setup to take about 30-minutes to complete. Target is 20 hours to complete the course, and you’ll have 90 days to do so. ADL-13 was estimated to take 37 hours. 7. Question: Are there tests in the Officer Basic Course? Answer: Yes. You will be required to take a 10-question, multiple-choice quiz after each lesson; however the quizzes are open-book, open-note. In other words, you are free to print the lesson and any attachments/notes before taking the quiz. There is NO end-of course exam. Passing score for each quiz is 80%, and you may re-test as often as you need. 8. Question: What is the passing score for the Officer Basic Course quizzes? Answer: 80%, however the quizzes are pen-book, open-note. 9. Question: How many Officer Basic Course lesson quizzes must I pass in order to complete the course? Answer: All of them. 10. Question: Can I waive lessons in the Officer Basic Course? Answer: No; while you can try to test out of a lesson, all lessons must be completed (quizzes passed) in order to complete the course. 11. Question: Can the Officer Basic Course be waived in recognition of military PME just as ADL-13 was? Answer: Yes, the same exceptions apply.

Introduction to Followership The purpose of this lesson is for students to comprehend the principles of followership and how it relates to everyday leadership. Desired Learning Outcomes 1. Describe followership development. 2. Describe competencies and attributes of followers. 3. Outline the leader-follower relationship. Scheduled Lesson Time: 30 minutes Introduction Leadership and the role of a leader have been researched and studied for decades. In contrast, followership and its relevance are still evolving and have been clearly understudied. For example, a recent internet book search resulted with 351,550 books on leadership and only 2,633 books on followership. This simple online research indicates the lack of research and emphasis on followership when compared to leadership, which is ironic considering that they are both intertwined. Very few professional development programs focus on developing effective followers. For example, civilian executive programs/seminars and professional military education often focus on the development of leaders without discussing followership. Ironically, someone who is a leader one minute could be a follower the next minute. As a member of the Civil Air Patrol, you have many opportunities to practice followership. This lesson will help you understand what is desired in an effective follower with the ultimate goal of developing you into a future leader of the Civil Air Patrol and your community. 1. Describe followership development. Before we can begin to understand how to develop as an effective follower we must understand what followership is. Robert Kelley, a prominent social scientist in followership studies begins the construction of his definition by saying that followers are the "people who act with intelligence, independence, courage, and a strong sense of ethics" (Kelley 1992). The Merriam-Webster Online Dictionary (2009) defines followership as: "the capacity or willingness to follow a leader". The Civil Air Patrol's Professional Development website defines followership as reaching a specific goal while exercising respect for authority, a positive attitude, integrity, and self-discipline.

When you joined Civil Air Patrol, you agreed to be professional, act morally and responsibly, complete your tasks to the best of your ability, and have a willingness to serve your community. These are not easy to do if you do not understand the basics of followership. How good of a follower you become will largely determine your personal growth while you serve in the Civil Air Patrol. Developing followership is not an easy task. It requires self-discipline with skills that are probably more fundamental to organizational success than the development of leaders. It is the willingness to learn from others. Hence, without effective followership, a leader can fail to achieve the organizational goals. EDUCATION AND TRAINING AS FOLLOWERSHIP All members come to CAP with knowledge and experiences that can be used. You will find many professional development opportunities within Civil Air Patrol that will help you expand the knowledge you already bring from your profession, previous military service and other life. These opportunities will expand your knowledge in all three missions of CAP. In ES alone there are 40 qualifications, many with levels of expertise. There are also over 23 duty specialties from which to select, each with three levels of proficiency. One could easily find more than one way to satisfy your curiosity and customize your experience. Each certification makes you more valuable follower and prepares you to be a better leader. You should embrace every opportunity offered to improve your leadership and followership skills. EXPERIENCE IN FOLLOWERSHIP Knowledge without experience is like reading about golf and then trying to get on the professional tour. The best leaders have some idea of what the jobs entail and can connect those tasks with the mission. This requires the experience of being a follower. To gain experience as a follower, start out with what you do well, and offer to do that for someone else. Then volunteer to assist someone in a related area and learn that job. Then move on to other areas. Think about these examples of experience progression: you are the squadron's administration officer. Volunteer to be the assistant encampment admin officer. It is likely you will get immediately promoted to admin officer. But the two are related. During the encampment you will see how supply gets requests, has them approved, acquires the materials, gets them paid for and delivered. Then next year is the encampment supply officer. Eventually, you could qualify to be the encampment commander. The same is true for ES. Let's say you have your Basic Radio Operators license. You could start out by being the driver for a ground team and acting as a relay to mission base. The next time you could be the operator at mission base and in a few more missions the Communications Director. These examples reflect a number of competencies and components that are looked for in a good follower.

2. Describe competencies and attributes of followers. Followers have desired characteristics just like leaders do. Effective followership is an essential building block to effective leadership. As previously mentioned, there are thousands of references where you can find helpful information on effective leadership practices. There are far fewer resources that provide guidance on becoming effective followers. Through years of research, the following characteristics and behaviors have been identified as those commonly sought in effective followers: •

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Maintain a positive attitude, even in the most challenging times - not all events/situations in the Civil Air Patrol will go smoothly therefore, remain flexible and offer assistance and solutions to a difficult circumstance instead of adding frustrations. Work effectively as a team member - The Civil Air Patrol is a team and we must learn to work together regardless of differences. Exhibit loyalty to your leader and organization - Loyalty to your Commander and the organization is crucial to the success of any organization. This is not an unquestioning loyalty. We also expect you to use your head to be safe, follow core values and the regulations. Volunteer to handle tasks - Offering a hand or two to others in the organization will assist a great deal regardless of how insignificant you may think your assistance is. It also broadens your scope of knowledge, changes acquaintances into comrades and makes lighter work for everyone. Willingly accept assignments - Be willing to accept tasks regardless of how challenging they may seem. Concurrently, do not be afraid to ask for help from others. Be willing to accept assignments regardless of how insignificant they seem. While coordinating the AV for the wing's SLS may not seem very important it contributes to the professionalism, effectiveness and enjoyment in numerous ways. Offer suggestions - This is different from complaining. It is identifying a weak spot and suggesting a way to improve. Civil Air Patrol is a dynamic organization that is always seeking ways to improve its practices. The trick I recommend is to start out with a descriptive sentence that starts with "I". I found it hard to… I was thinking the way to make it easier is … Remember; use your chain of command and the processes in place to make suggestions. Respectfully voice differences of opinions - Voicing opinions are welcomed but always keep in mind; it's not what you say it's how you say it. Starting sentences with "I" is one way to respectfully voice an opinion. Another way might be to ask a question. Questions like, "I don't understand why we …" or "Why don't we …" assumes that there must be a good reason and the word "we" shows that you are part of the team and want to be part of the solution. Questions that start out "Could we …" defers to the leader's experience and knowledge and "we" has the same effect as noted above. Support group decisions - Decisions made will not always be the most popular or what you would prefer. In many case, particularly at this point in your CAP career you will not have all the facts and the big picture. You have to trust that

the decision maker is in a better position to make the decision. What is important is that, as long as the decision is ethical and legal, you support it and move on without dwelling on what could have been in your opinion. This ties into the concepts of loyalty discussed above and the core value of Volunteer Spirit. It is recommended that you occasionally conduct a self-evaluation as a follower/ collaborator/group member to determine if you are performing and fulfilling your role to the best of your ability and to the benefit of your organization. Good times to do this are: before meeting with your mentor (see the Mentoring Lesson of this course), your membership renewal, getting ready for an inspection, on particular calendar dates that relate to CAP (1 December) or when someone else is getting ready for a promotion (it may be too late if you wait to self-evaluate just before you become eligible for promotion). It is fundamental to remember that effective leadership requires effective followership so do your best to make your unit and organization the best it can be. During your selfevaluations you should identify what type of follower you are and identify how you contribute to the Civil Air Patrol's roles and missions. Robert Kelley categorized followers into five different types based on the factors of " independence, critical thinking versus dependent, and uncritical thinking" (Kelley 1992). The five categories as designated by Kelley are: • • • • •

Alienated - independent and critical thinker, but is lacking in engagement due to a sense of disgruntled acquiesce. Conformist - highly active in their organization but lack independent, critical thinking skills. Pragmatist - straddles the "middle of the road” a, but either questions their leader too much or too little. Passive - neither thinks for himself or herself nor is an active part of the organization. Exemplary - a constant critical thinker and is actively engaged in his or her organization.

It is also important to understand that followers do not normally fall into the extremes of each category but rather tend to combine the categories depending on the situation at hand. It is not uncommon for a follower to fall within two or more categories depending on the situation and surrounding circumstances. Take a moment and ask yourself four questions: • • • •

Which type(s) of follower am I in this situation? What type of follower do I want to be? What type of follower are (pick 2 members of your unit)? Is that the type of follower we need? If not, how can I make a difference in that member's career?

CRITICAL THINKING Another important competency that each followership should develop is "Critical Thinking". Everyone thinks often and routinely but critical thinking is when we improve the quality of our thinking by skillfully taking charge of the structures inherent in thinking and impose intellectual standards. What this means is making decisions on any subject or problem utilizing our experiences and education in a systematic method. In 1941, Scholar Edward Glaser wrote that the ability to think critically involves three things: •

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An attitude of being disposed (state of mind regarding something) to consider in a thoughtful way the problems and subjects that come within the range of one's experiences, Knowledge of the methods of logical inquiry and reasoning, Some skill in applying those methods.

Followers have an obligation to think critically and problem solve. It is not up to the Squadron Commander to solve all the problems of the unit. Every member has an obligation to do what they can. So when something happens at the unit meeting that did not turn out the way it should ask yourself these questions: • • •

What should have happened? What were the root causes that made something else happen? How can the unit and I do better?

Or you can use the problem solving techniques discussed in other lessons in this course. Then make thoughtful and respectful suggestions as discussed above. Whether it is through active engagement or critical thinking, each follower has the ability to interact with a leader who usually has more experience in the organization. An important factor to remember is that regardless of the type of follower you are, you have the ability to play an active role in your leader-follower relationship. Use your strengths to support the Civil Air Patrol and your leader and simultaneously use your leader and peers to strengthen your weaknesses. 3. Outline the leader-follower relationship. A positive and strong relationship between leaders and followers is imperative within any organization. The success of any organization depends heavily on the followers more so than its leaders when considering that 80% of the work that is accomplished is completed by the followers. Ira Chaleff, a thought leader in the field of Followership compares the relationship between leaders and followers as: "to think of leaders without followers is like thinking of teachers without students. Both are impossible. They are two sides of one process,

two parts of a whole" (Chaleff, 1995). This means that one cannot understand leadership without understanding followership and vice-versa. During your volunteer service in Civil Air Patrol you will refer to the core values of Integrity, Volunteer Service, Excellence, and Respect. We essentially mirror the U.S. Air Force core values but have added volunteer service because of the volunteer nature of our organization. As a Civil Air Patrol volunteer and as a follower you should always remember the core values and ensure your actions reflect positively on our organization. Leaders and followers should never sacrifice their core values. Core values should dictate everyone's actions and conduct. An effective follower, and leader, for that matter, will be guided by the core values, which will produce a more efficient organization and increase the ability of a volunteer to have an impact on CAP's missions. Comprehending the leader-follower relationship helps us all utilize the skills, abilities and knowledge of each other to increase the potential performance and potential success of the Civil Air Patrol. Lesson Summary and Closure The Civil Air Patrol needs effective followers who are willing to contribute to the overall effort of the organization. Therefore, it is important to understand the basic principles of followership, and apply them in all that you do. This will not only improve your participation in the Civil Air Patrol but it will also help you in your professional working environment. It will make you a better person. Remember, the first step in becoming a better leader is mastering the concepts of followership. Works Cited Brown, Tom. "Great leaders need great followers." [Interview with Ira Chaleff, author of Courageous Follower]. Industry Weekly. 1995: 24-30. Chaleff, Ira. The courageous follower. San Francisco: Berrett-Koehler Publishers Inc, 1995. Civil Air Patrol Website. 2013. Civil Air Patrol. 30 September 2013. < http://www.capmembers.com/cap_university/> Glaser, Edward. An Experiment in the Development of Critical Thinking. Teacher's College, Columbia University. 1941. Kelley, Robert. The power of followership: How to create leaders people want to follow and followers who lead themselves. New York: Doubleday Currency. 1992. Merriam-Webster Online Dictionary. 2009. Retrieved on July 18, 2009 from .

Leadership Styles and Traits The purpose of this lesson is for students to comprehend the different styles of leadership and their appropriateness in different situations Desired Learning Outcomes: 1. List the traits of authoritarian, democratic, and laissez faire leadership styles. 2. State in which situations the above leadership styles are appropriate. 3. Summarize the path-goal theory and which method is appropriate for which subordinates. Scheduled Lesson Time: 30 minutes Introduction No form of organization has ever existed without leadership. However, an individual need not be the senior officer or commander to be a leader. Nevertheless, for an organization to function with some degree of efficiency, having a leader at its head is important. If a leader is also a good manager, that is even better. While leadership and management are terms that are often used interchangeably, they are not the same. By definition and in practice, leadership and management are different functions. Management deals with the "thing" or technical side of a job, relying on control and power by position, while leadership deals with the people side, inspiring trust and power by influence. Thus managers have subordinates, and leaders have followers. Both, however, are important functions. This section will deal first with the traits and situational effectiveness of three leadership styles: authoritarian, democratic, and laissez faire, and only casually with management. Then remarks on leadership definitions, leader traits, and factors influencing style choice will precede a summary of the path-goal theory that identifies four leader behaviors, which depend on situation factors and follower characteristics. 1 and 2. The Traits of Leadership Styles and Their Uses Traits of authoritarian leadership and situations where this style of leadership is effective: This style, sometimes called autocratic (do what I tell you), is used when leaders tell their followers what they want done and how they want it accomplished, without input or advice from their followers. The leader identifies a problem, considers alternative solutions, chooses one, and then tells others what to do. Subordinates neither participate in the decision making process, nor are they consulted in the matter until after the decision is made. Often the leader will then try to persuade them to accept it. This is frequently used as a primary method of managers.

Appropriate conditions for a leader to use this style would be when one has all the information to solve the problem, time is short, and the staff is well motivated to follow through with the decision, even if not involved in the decision making process. It would be suitable to use also with an individual who is just learning the job, and is motivated to learn a new skill. Some people tend to think of this style as a vehicle for yelling, using demeaning language, and leading by threats and abuse of power. This is not the authoritarian style, rather it is an abusive, unprofessional style called bossing people around, which has no place in a leader's repertoire. The authoritarian style should normally only be used on rare occasions, and often is unproductive in a volunteer situation. If a leader has the time and wants to gain more commitment and motivation from others, then the democratic style should be used. Traits of democratic leadership and situations where this style of leadership is effective: With this style, also called participative, (Let's work together to solve this) the leader includes one or more other individuals in the decision making process to determine what to do and how to do it. However, the responsibility and authority for making the final decision remains with the leader. Using this style is not a sign of weakness but rather a sign of strength which others will respect. The leader presents the problem to the group, requesting ideas on how to solve it. After hearing the group's viewpoints and suggestions, the leader makes the decision. This is normally used when the leader has part of the information, and other folks may have other parts or ideas. A leader is not expected to know everything -- this is why a successful leader will make use of knowledgeable and skillful unit members to produce a solution to a problem or a decision on a job. Using this style is of mutual benefit -- it allows others to become part of the team and allows the leader to make better decisions. This style is also appropriately used with a group of individuals who know their jobs and want to become part of the team. The leader knows the problem, but may not have all the information. This style is most likely to be effective, more often than not, with volunteers. Traits of Laissez Faire leadership and situations where this style of leadership is effective: Laissez faire comes from the French - "to allow to do," and is essentially the noninterference in the affairs of others. In this style, also known as delegative or free reign (you take care of the problem while I go elsewhere); the leader allows others to make the decisions. However, the leader is still responsible for the decisions that are made. In discussing a problem, the leader participates as "one of the group," agreeing

in advance to carry out whatever decision the group makes, within the limits set by regulations and policies from higher headquarters. This is used when someone else is able to analyze the situation and determine what needs to be done and how to do it. A leader must set priorities and occasionally delegate certain tasks to others. This is not a style to use so that others can be blamed when things go wrong, rather this is a style to be used when you, the leader, fully trusts, and has confidence in, the people working with you. Do not be afraid to use it; however, use it wisely! A laissez faire style would be appropriate to use with one or more individuals who know more about the job than the leader. Remember, whether or not you are the leader, one cannot do everything! Also, the situation might call for the leader to be at other places, doing other things. However, the individual assigned the job needs to take ownership of the job. Now that the styles of leadership have been described, how is leadership defined, and what are some traits of a leader? United States Air Force Doctrine Document 1.1 defines leadership as the art of influencing and directing people to accomplish the assigned mission. The U.S Army definition is quite similar: "Leadership is influencing people by providing purpose, direction, and motivation -- while operating to accomplish the mission and improving the organization". The Army further goes on to define "influence" as a: means or method to achieve two ends: operating and improving. But there's more to influencing than simply passing along orders. The example a leader sets is just as important as the words s/he speaks. The leader sets an example -- good or bad -- with every action they take and word they utter, on or off duty. Through a leader's words and example, s/he must communicate purpose, direction, and motivation [1]. Thus leadership is the manner and approach of providing direction, implementing plans, and motivating people to perform at the very peak of their abilities, and can be placed into one of the three major styles (authoritarian, democratic, or laissez faire) discussed above. No one style is the "best" method of leadership; each may work effectively under the right conditions. A good leader must be capable of a wide range of behavior, and, depending on what forces are involved between the followers, the leader, and the situation, may use all three styles, with one of them normally dominant; however, a poor leader tends to stick with one style. Leader Traits: The qualities necessary for leadership can be seen as a balance, with integrity as the strong, solid base, with respect and responsibility balanced on either side. People with integrity are honest, trustworthy and genuine. They also respect others and have a strong sense of personal responsibility for ensuring standards of moral and ethical conduct [2]. Respect is developed by the qualities of Empathy, Emotional Mastery, Lack of Blame, and Humility. People who demonstrate respect show unconditional high regard for others, acknowledging their value as human beings,

regardless of their behavior. The respect comes through in all situations, even during times of conflict or criticism. Demonstrating respect for others requires developing and refining: (1) Empathy. When a leader treats everyone in the organization with consideration, shows genuine concern for others, listens with understanding and is respectful even if nothing is to be gained from the relationship, it helps the leader earn trust. Leaders who are empathetic create strong bonds and are seen as less political. (2) Emotional Mastery. For those in positions of formal power, the most important aspect of emotional mastery may be controlling anger. Outbursts of anger have no spot in the workplace, and can quickly destroy a sense of organizational equity and partnership. A person with this quality says what he or she thinks, but never berates others, and stays calm even in crisis situations. Anxiety is not allowed to interfere with public speaking or with other things that the leader needs to do. A leader with this quality thinks before reacting and is able to consciously choose an appropriate response. (3) Lack of Blame. People who don't blame others are not defensive; they are able to reflect honestly on their own behavior and are willing to admit mistakes. When things go wrong, they don't spend time assigning blame; they spend time fixing the problem. An individual, who demonstrates this core quality, admits fault when appropriate, and does not look for a scapegoat in a crisis. (4) Humility. Humility is a lack of pomposity and arrogance. It is the recognition that all people are fallible, that we are all combinations of strengths and weaknesses. Individuals who demonstrate humility, as someone has said, "don't think less of themselves; they just think more of others." Arrogance derails more leaders than any other factor. A person with the attribute of humility listens to others with an open mind; doesn't brag or name drop; clearly sees and admits their own limitations and failings, and is not afraid to be vulnerable. Responsibility, at the other end of the integrity base, is the acceptance of full responsibility for personal success and for the success of the project, team and organization. To become responsible requires development and refinement of the following: (1) Accountability. Leaders who are truly accountable expand their view of organizational responsibility and do what they can to get done what needs to get done, no matter where in the organization they have to go. They NEVER say, "It's not my job". They also hold themselves accountable for making relationships work - they don't say, "Well, I'll go halfway if they will". They take 100% responsibility for making any relationship work. An individual with this feature takes the initiative to get things done; is not afraid to hold others accountable; is willing to cross departmental boundaries to

help with a meaningful project; and takes personal responsibility for organizational success. (2) Self-Confidence. Self-confident folks feel that they are the equal of others, even when those others are in positions of much greater formal power. They also recognize the value of building the self-confidence of others and are not threatened by doing so. Self-confidence in everyone builds a sense of partnership and helps the organization get maximum effort and ideas from everyone. A self-confident person has a self assured bearing; is flexible and willing to change; easily gives others credit; and isn't afraid to tell the truth. (3) Courage. Courageous persons are assertive and willing to take risks. They ask forgiveness rather than permission, and are willing to try even though they might fail. They are willing to risk conflict to have their ideas heard, balancing that with the respect that makes constructive conflict possible. These individuals often champion new or unpopular ideas. Further, they will talk to others, not about others, when there is a problem; accept feedback and really hear what others say, as well as take the ball and run with it, even when there are obstacles. (4) Focus on the whole. People who focus on the whole think in terms of the good for the entire organization, not in terms of what's good for them or their team. Good leadership refers not only to competence, but to ethics and transforming people as well. A leader is responsible for influencing followers to perform an action, complete a task, or behave in a specific manner. Effective leaders influence process, stimulate change in attitudes and values of followers, enhance followers' beliefs in their worth, and foster the leader's vision by utilizing strategies of empowerment. Ethical leadership requires ethical leaders [3]. If leaders are ethical, they can ensure that ethical practices are carried out throughout an organization. Ethical leadership is leadership that is involved in leading in a manner that respects the rights and dignity of others. As leaders are by nature in a position of power, ethical leadership focuses on how leaders use their power in the decisions they make, actions they engage in, and ways they influence others [4]. Leaders who are ethical demonstrate a level of integrity that is important for stimulating a sense of leader trustworthiness [5], which is important for followers to accept the vision of the leader [4]. These are critical and direct components to leading ethically [6]. The character and integrity of the leader provide the basis for personal characteristics that direct a leader's ethical beliefs, values, and decisions [4]. Individual values and beliefs impact the ethical decisions of a leader [7]. Leaders who are ethical are people-oriented, [4] aware of how their decisions impact others [8], and use their power to serve the greater good instead of self-serving interests [4]. In ethical leadership it is important for the leader to consider how decisions impact others [4]. Motivating followers to put the needs or interests of the group ahead of their own is another quality of ethical leaders [9]. Motivating involves

engaging others in an intellectual and emotional commitment between leaders and followers that makes both parties equally responsible in the pursuit of a common goal [6]. Ethical leaders assist followers in gaining a sense of personal competence that allows them to be self-sufficient by encouraging and empowering them [4]. In addition, ethics in leadership are very important in organizational communications as leaders must make decisions that will not only benefit them, but they must also think about how other people will be effected [10]. The best leaders make known their values and their ethics and promote them in their leadership style and actions. It consists of communicating complete and accurate information, where there is a personal, professional, ethical, or legal obligation to do so [11]. When practicing ethics, one gains the respect and admiration of others, with the satisfaction of knowing the right thing was done. [For further discussion on this topic refer to the Ethics lesson of this course]. There is a difference in the way leaders approach others. Positive leaders use rewards, such as education, independence, etc. to motivate individuals; while negative leaders emphasize penalties. While the negative approach has a place in a leader's repertoire of tools, it must be used carefully due to its high cost on the human spirit. Negative leaders act domineering and superior with people. They believe the only way to get things done is through penalties, such as loss of position, reprimanding individuals in front of others, withholding awards and/or promotions, etc. They believe their authority is increased by frightening everyone into a higher level of productivity. Yet what generally happens when this approach is used wrongly is that morale falls; which of course leads to lower productivity, and in the case of volunteers, often a loss of the individual to the unit, or to Civil Air Patrol. Case Study - You may come to an answer on your own; discuss it with other members of the course or with other members of your unit. No written response is required. How do the above qualities of a leader, relate to CAP's Core Values? [See the Core Values lesson in this course]. Factors that influence the style to be used include: A. The leader 1. The habits and behavior patterns of the leader and others in working with people. 2. The leader's confidence in his followers. 3. The attitude of the leader toward participation, sharing the decision-making process, and group decision-making. 4. The leader's need for certainty and predictability. 5. Who has the information - you (the leader), your fellow volunteers, or both?

B. The subordinates/followers. 1. Their level of knowledge and experience. 2. Their desire to do independent work. 3. Their ability to assume responsibility. 4. Their interest in the problem or the overall program. 5. How well others are trained and how well the leader knows the task. C. The situation. 1. How much time is available? 2. The values, traditions, and policies of the organization. 3. The unity, cohesiveness, and spirit of the group. 4. The nature of the problem itself. D. Other possible factors. 1. Are relationships based on respect and trust or on disrespect? 2. Internal conflicts. 3. Stress levels. 4. Type of task--is it structured, unstructured, complicated, or simple? 5. Regulations or established procedures or training plans. 3. The Path-Goal Theory and how to use it to choose the type of leadership style for the situation. The path-goal theory of leadership was developed by Robert House in 1971[12] and describes the way that leaders encourage and support their followers in achieving the goals that have been set by making the path that should be taken clear and easy. In particular, leaders clarify the path so subordinates know which way to go; remove roadblocks that stop them going there; and increase the rewards along the route. Leaders can take a strong or limited approach in these. In clarifying the path, they may be directive or give vague hints. In removing roadblocks, they may clear the path or help the follower move the bigger blocks. In increasing rewards, they may give occasional encouragement or pave the way with awards, promotions, or more

responsibility in the unit. This variation in approach will depend on the situation, including the follower's capability and motivation, as well as the difficulty of the job and other factors. According to House, the essence of the theory is the proposition that leaders, to be effective, engage in behaviors that complement the environments and abilities of subordinates in a manner that compensates for deficiencies in individual and work unit performance, and is instrumental to subordinate satisfaction [13]. The theory identifies four leader behaviors, (1) achievement-oriented, (2) directive, (3) participative, and (4) supportive, which are dependent on situation factors and follower characteristics. The path-goal model states that the four leadership behaviors are fluid, and that leaders can adopt any of the four depending on what the situation demands. The path-goal model can be classified both as a contingency theory, as it depends on the circumstances, but also as a transactional leadership theory, as the theory emphasizes the give-and-take behavior between the leader and the followers. House and Mitchell [13] further expanded on these four behaviors as follows: Achievement-oriented leadership sets goals, both in work and in self-improvement; high standards are demonstrated and expected; and the leader shows faith in the capabilities of the follower to succeed. This approach is best when the task is complex. Directive leadership, where the followers are told what needs to be done and are given appropriate guidance along the way by the leader. This includes giving them schedules of specific work to be done at specific times. Rewards may also be increased as needed and role ambiguity decreased (by telling them what they should be doing). This may be used when the task is unstructured and complex or the follower is inexperienced. This increases the follower's sense of security and control and hence is appropriate to the situation. Participative leadership, in which the leader consults with followers and takes their ideas into account when making decisions and taking particular actions. This approach is best when the followers are expert and their advice is both needed and they expect to be able to give it. Supportive leadership, which considers the needs of the follower, shows concern for their welfare and creates a friendly work environment. This includes increasing the follower's self-esteem and making the job more interesting. This approach is best when the work is stressful, boring or hazardous. Later House and Podsakoff [14] attempted to summarize the behaviors and approaches of "outstanding leaders". The listed leadership behaviors cover: (1) Vision: outstanding leaders express a vision which matches with the deeply-held values of followers, a vision that describes a better future to which the followers have an alleged moral right.

(2) Passion and self-sacrifice: leaders display a passion for, and have a strong conviction of, what they regard as the moral correctness of their vision. They engage in outstanding or extraordinary behavior and make remarkable self-sacrifices in the interest of their vision and mission. (3) Confidence, determination, and persistence: outstanding leaders display a high degree of faith in themselves and in the attainment of the vision they articulate. Theoretically, such leaders need to have a very high degree of self-confidence and moral conviction because their mission frequently challenges the status quo and, therefore, may offend those who have a stake in preserving the established order. (4) Image-building: House and Podsakoff regard outstanding leaders as selfconscious about their own image. They recognize the desirability of followers perceiving them as competent, credible, and trustworthy. (5) Role-modeling: leader-image-building sets the stage for effective role-modeling because followers identify with the values of role models whom they perceive in positive terms. (6) External representation: outstanding leaders often act as spokespersons for their respective organizations and symbolically represent those organizations to external constituencies, and (7) Expectations of and confidence in followers: outstanding leaders communicate expectations of high performance from their followers and strong confidence in their followers' ability to meet such expectations. Lesson Summary and Closure Case Study - You may come to conclusions on your own or discuss it with other students in the course or with other members. No written response is required. There is a good likelihood you are familiar with the show M*A*S*H*. Take a moment and think about the leadership style of the 4077's leaders. Was the leadership style of Lt Col Henry Blake, Maj. Frank Burns, Col Sherman Potter, Maj. Margaret Houlihan, or even Captain "Hawkeye" Pierce appropriate for the situation and the followers they had? Did they use the path goal theory effectively? If you are not familiar with M*A*S*H* any other show/movie that is set in a working environment will do. A good leader must be capable of a wide range of behavior. Today, whether in industry, or in a volunteer organization, a leader will be called upon to function in a wide variety of situations and to work with all kinds of people. Leaders who are concerned about the human needs of their fellow members build teamwork, help others with their problems, and provide emotional support. There is evidence that leaders who are considerate in their leadership style are higher performers and are more satisfied with their job. If a leader becomes more considerate, it does not necessarily mean that the leader has become less structured (task oriented) [15]. Further, leadership is most

effective when a leader tries to satisfy group goals and individual goals simultaneously [16]. While leadership is the art of influencing and directing people to accomplish an assigned mission, the manner in which that is done is dependent on many factors: the leader, the followers, the situation, and the style of leadership used by the leader. Most leaders do not strictly use one or another approach, but are somewhere on a continuum ranging from extremely positive to extremely negative. People who continuously work at the negative end are bosses, while those who primarily work near the positive end are considered real leaders. Leaders who show the way and help followers along a path are effectively 'leading'. This section of the CAP Officer Basic Course has provided material on leadership styles, when and how they can be effectively used, as well as a brief introduction to the path-goal theory on leader behavior actions which can assist individuals develop into effective Civil Air Patrol leaders. Knowledge of what factors could affect which style of leadership was best to use, depending on the circumstances, plus information on positive and negative leader traits should also be useful for members in understanding how decisions are made.

Works Cited [1] U.S. Army Handbook, 1973 [2] Barnard, C. I. (1938) The function of the executive. Cambridge: Harvard University Press. [3] Reilly, E. C. (2006). The future entering: Reflections on and challenges to ethical leadership. Educational Leadership and Administration, 18, 163-173. [4] Resick, C. J., Hanges, P. J., Dickson, M. W., & Mitchelson, J. K. (2006). A crosscultural examination of the endorsement of ethical leadership. Journal of Business Ethics, 63, 345-359. [5] Organizational Behavior: The State of the Science, Hillsdale, NJ, England: Erlbaum Associates, Inc, 1994 312 pp. [6] Brown, M. E., Trevino, L. K., & Harrison, D. A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organizational Behavior and Human Decision Processes, 97, 117-134. [7] Watts, T. (2008) Business Leaders Values and Beliefs Regarding Decision Making Ethics. Los Angeles, CA: LULU.

[8] Trevino, L. K., Brown, M., & Hartman, L. P. (2003). A qualitative investigation of perceived executive ethical leadership: Perceptions from inside and outside the executive suite. Human Relations, 56(1), 5-37. [9] Bonner, W. (2007) Locating a space for ethics to appear in decision-making: Privacy as an exemplar. Journal of Business Ethics, 70, 221-234 [10] Standsbury, J. (2009). Reasoned Moral Agreement: Applying discourse ethics within organizations. Business Ethics Quarterly. 19(1), 33-56. [11] McQueeny, E. (2006). Making Ethics Come Alive. Business Communication Quarterly, 69(2), 158-170 [12] House, R.J. (1971) A path-goal theory of leader effectiveness. Administrative Science Quarterly, 16, 321-339 [13] House, R.J. and Mitchell, T.R. (1974) Path-goal theory of leadership. Contemporary Business, 3, Fall, 81-98 [14] Robert House and Philip M. Podsakoff, (1976) "Leadership Effectiveness: Past Perspectives and Future Directions for Research", pp. 45-82 [15] Schriesheim, Chester A. The Great High Consideration- High Initiating Structure Leadership Myth: Evidence on its Generalizability. The Journal of Social Psychology , April 1982, 116, pp. 221-228 [16] Professional Development Phases, Level II, Block IV Foundation for Leadership, seminar 4.1Introduction to Leadership; on NHQ e-services, online exams.

Group Dynamics The purpose of this lesson is for students to describe the types of groups junior officers will work in and how an organization's structure determines its use, function, and procedures. Desired Learning Outcomes 1. List three types of organization members used in CAP. 2. Describe the structure of a group, identify the status and norms of a group. 3. Identify the causes of conflicts in a group and ways to resolve them. Scheduled Lesson Time: 30 minutes

Introduction This lesson discusses groups and how people interact within a group. By definition, every organization is a group unto itself. Most of the time, there are smaller formal and informal groups contained within. For the purpose of this lesson, we will confine our discussion to formal groups. Regardless of the size or the purpose, every group has similar characteristics. All groups are formed around a goal, and all groups share formal and informal roles; thought titles may differ. All groups share a common structure and have status conveyed and norms contained within. Finally, all groups have some level of conflict. This lesson examines each of these areas. 1. List three types of organization members used in CAP. Junior officers usually organized into one of three types, line officers, staff officers and committees. These terms are not "official," but are used here to differentiate between the functions they serve. Line officers are those in the chain of command, and who can direct others. They range from the cadet element leader to the National Commander. Line officers usually have the word commander or leader in their title. They have been given the title and authority to do something, and the role they play is that of a formal leader. This is the person who is appointed by those higher up in the organization hierarchy to lead a team or group towards the desired goal(s). The authority for the formal leader derives from the structure of the organization itself, and flows from the top down. An example might be Deputy Commander for Cadets (DCC). The Cadet Commander, Leadership, Aerospace and Testing Officers likely report to the DCC. S/He has been given the

authority to give direction and discipline subordinates as well as the responsibility to carry out all five components of the cadet program. S/He can give direction to those below him/her in the chain of command (the Testing Officer for example) but not those in other parts of the organization (like the Administration Officer). This contrasts to the staff officer who has the role of providing assistance, counsel or service to others (solicited or not). It does not come with the right to direct or discipline. They help line officers who rely on the staff officer's level of expertise and ability to make, or prevent things from happening. The Personnel Officer (DP) is a good example. If the squadron commander wants to promote the AEO then the paperwork is processed by the DP. The DP will ensure that the AEO is qualified for promotion and advise the squadron commander. If the AEO is not qualified, the DP will advise the commander on what the AEO needs to do to become qualified. The third role for a member is that of a committee member. One might be assigned to the Awards and Decorations Committee which makes recommendations on who should be the Cadet of the Year. Or one might be on a functional committee like the one planning and running the squadron open house. Committees can have a lot of value if the members are qualified, informed and interested. They access a variety of experts, they can solve problems the line officers cannot, they make a good deal of manpower available and they give the members a feeling like they are contributing to the success of the organization or activity. On the other hand sometimes one person could make a better decision, conflicts within committees often mean that the committee compromises to reach a "good-enough" answer, and they take time away from time spent on primary duties. Care should be taken when deciding whether to form a committee to achieve a goal. 2. Describe the structure of a group, identify status and norms of a group. In this lesson, a group is three or more people collected together for a common purpose and with the members recognizing they are part of the group. Within groups members each have formal and informal roles, and there are status ranks and norms which form the structure of the group. ROLES Roles are functions people perform in the group, and can either be formal or informal. Formal roles have rigid expectations on behavior and limits on authority. Formal roles typically also carry titles which make it easy for group members to discern the role other members play. In CAP examples include, commander, operations officer, cadet first sergeant, incident commander, ground branch director. Formal roles in CAP are often shown in organizational charts, or described in its regulations. In addition to formal roles, each member of a group also has an informal role, having nothing to do with their formal title, but having everything to do with how they are perceived by their fellow members.

For example the initiator is the person that gets things started. Often this is the formal leader who is giving a task to the group. But it can also be the person who says things like "I know how to do that, what we need to do is …" or "What if we …" or "How about…" Every group needs an initiator to get things started and set a goal. The initiator is often an informal leader. The informal leader is someone within the group who is perceived by their peers (and others) as a person who is worthy of having attention paid to them and/or to follow them. Often, the informal leader is unaware that they even have the role. It is important to remember that this person does not hold a formal position of power or have formal authority over those in the group who choose to follow him or her. It behooves the formal leader to quickly identify the informal leaders and make sure they are working toward the attainment of the group's goals. If they are not, they can quickly lead the group astray. Work with the informal leaders to achieve a unified approach. With practice the formal leader will be able to develop the appropriate approach and work together with the informal leaders to attain the assigned goal(s). The know-it-all has an opinion on everything, sometimes it is even an informed opinion. This person wants to be paid attention to and wishes to be taken seriously. A skilled leader will channel the know-it-all's energy and provide boundaries within which the member will contribute. The expert has the technical knowledge, experience or skills required, but sometimes does not have the communications skills to express the idea well. Seek the expert out and make sure his/her ideas get to the table. The informal leader may be employed to help with this task. The mediator tries to build consensus. They can build common ground with expressions like "You seem to agree with …" or "So if she agrees to … then you will agree to…" or "We are agreed that…" The mediator helps keep the team together and prevents arguments and gets people give up their entrenched position. They take care of the group feelings. When paired with the synergizer who is focused on the task they can be a powerful pair. A synergizer would say, "Remember, we are trying to…" or " So we will …" or "By our next meeting I will … and you will …" By turning to the mediator or synergizer and asking for their help the leader can keep things on track. The gate keeper wants to get everyone in the conversation. They are particularly valuable when there is a mix of outgoing and quiet members, or new members and veteran members, or senior and junior ranking members. They say things like, "Let's hear what … has to say.", or "We have not heard from…" and “What do you think". They are very helpful in getting the new guy into the conversation and making them part of the group. They can also contain the know-it-all. The leader of the group must establish the formal role of each member of the group. To be effective the role of each individual in the group must interlock with the role(s) of the

other members and the groups goals. Failure to accomplish this usually leads to failure to meet the group's objectives. Role confusion can take many forms. The most common is staff officers acting like line officer and vice-versa. To avoid this, and know the difference between line and staff officers and ask your commander/mentor/supervisor where you fit in the organization. Consider this as well, sometimes the situation and role(s) played combine to make behavior expectations. For instance, the way you speak to your spouse at home is different than how you speak when you are both at the squadron meeting. There are societal expectations such as "boys don't cry" or "all First Sergeants are in your face leaders". A good officer can play any of these roles when needed and deal with the expectations. STATUS AND NORMS Status is one's social rank within the group. Status in CAP is not typically defined by dress, home address, outside occupation, relatives or pay. You would think awards and decorations would but they have little effect on the officers. Grade and decorations play some role, particularly the grades of colonel or general officer. These grades transcend the traditional communities within CAP, like Cadet Programs, Emergency Services, region and wing staffs, etc. Additionally, one's status may be high in one community but low in another. For example, a member may be Mr. Cadet Programs in your wing but the ES guys can't pick him/her out of a line up. But the great thing about CAP is to remember that no matter one's title, community or grade, what seems to imbue a member with the most status in CAP is the ability to get the job done effectively, efficiently and on time. Norms are the standards of behavior a group puts on their members. They could be the most important part of group dynamics. How does CAP impress its norms on the members? It does it with things like: uniform, regulations, core values, training, discipline, peer pressure, or even the threat of dismissal. Some norms represent positive reinforcement, some negative. The wearing of a uniform makes members feel part of a special group. Regulations attempt to ensure equity, professionalism and safety. The goal of core values speaks for itself. Training ensures interoperability, professionalism and common experience. CAP uses discipline and peer pressure in a positive way to enforce standards of professionalism and integrity. Norms can also be defined as mutual expectations that make it possible to predict one another's behavior. Being predictable makes it easier for the member to know what is expected of them. That increases their comfort and confidence. Consequently it allows them to improve their status. Being predictable is also vital to mission accomplishment. Knowing that the Character Development Officer is going to be ready to lead their discussion on the third week of every month allows for planning and the other officers

time to work. In the ES world, being able to rely on what other people are going to do on an operational mission can be a matter of life and death. Even at the level of a junior officer you have a responsibility to uphold and improve norms. You must not let the norm be hangar flying, missed reports and questionable ethics. Potential safety or integrity issues should not be left to “slide.” You have the responsibility to yourself, your unit and CAP to continually strive for, and encourage others to strive for excellence. 3. Identify the causes of conflicts in a group and ways to resolve them. Anytime two or more people have to function together the potential for conflict arises. Conflict arises whenever two or more people choose goals or actions that are incompatible. It is an obstruction within the group. Conflict can occur in both cooperative and competitive situations. CONFLICT IN COOPERATIVE SITUATIONS Much conflict within a small group takes place in a cooperative environment, where everyone in the group desires to attain the same goal but each person has a different course of action as to how to reach that goal. In task oriented groups, conflict can be constructive. Conflict almost always increases the involvement level of the group members. It is not unusual for arguments within the group to result in the group eventually reaching better decisions. When a conflict is successfully resolved, it is not unusual to find an increase in the satisfaction of the members and an increase in the cohesiveness of the group. It therefore, falls to the group members to be able to quickly, respectfully and effectively resolve conflicts and guide the group members back toward attaining the assigned goal(s) of the group. One way to cause anger and conflict in the group is for a member to fail to perform his/her role. When a member doesn't perform well (and doesn't ask for help or for another assignment) people feel like they are letting them down and must compensate for the lost member. Nobody likes to do more than their share. They see it as unfair. The underperforming member will not be accepted into the group and their status will drop. To avoid this in a line or staff situation, learn the job. Get the job description from the CAPR 20-1, Organization of Civil Air Patrol, and if the job has a specialty track; obtain the study guide. On the opposite end of the spectrum is the member who tries to take someone else's role. They are seen as a usurper, trying to "move in". This is a variation on overstepping one's role or authority. It is seen as presumptuous or egotistical. It is better to ask other members to use their role to accomplish the task.

CONFLICT IN COMPETITIVE SITUATIONS On the other hand, conflict is, by nature, competitive. Competitive situations arise when members of a group have different goals that are mutually exclusive. Some members may fight to gain control over the group's decision. Others may compete for friendship and acceptance by other members of the same group. Others may compete for status. The list goes on. What's common to dissimilar goals is that focus is shifted away from the original purpose of the group's formation. The leader must shift focus back to the group's purpose, while addressing the personal issues. This may require compromise where not everyone gets what they want. The leader must decide if the conflict's resolution is worth the compromise. An example here would be a pilot who wants to fly. Owning a small airplane is beyond his economic reach and renting a plane is a strain on his budget. Let's say the pilot joins "for the cheap flying". He does not fulfill a duty at the squadron nor does he fly any category of mission. All he does is "proficiency fly". The pilot is annoyed at the additional training and restrictions put on him. The unit sees him as dead weight. Conflict will arise. (This problem could have been avoided by clearer expectations during the recruiting phase of the pilot's membership.) The best solution is to get the pilot's goals and the unit's goals aligned. If the pilot can see that the added training and restrictions required to become a mission pilot or orientation pilot will lead to better flying and a feeling of accomplishment, then the organization and member have symbiotic goals. Once that is done the relationship can be expanded. If the organization and member have conflicting goals that cannot be brought into alignment the two should go their separate ways. One way to cause conflict in a competitive situation is to go outside of the chain of command. It is unprofessional, embarrassing and impedes discipline. Members who go outside of their chain of command embarrass their group, their commander, and themselves. There can be “professional" consequences as well as social consequences. Micromanagement is potentially corrosive to the integrity of a group. Members feel it is a sign of lack of confidence in their abilities, a lack of trust. Most people want to be left alone to do their job, and can do their job well. It can be that a person who micromanages is insecure in their position or lacks confidence in their subordinate(s). It's important however to distinguish between micromanagement and healthy oversight. When a project needs adjustment the leader needs to step in. Members should communicate openly with their commanders and leaders and "walk a mile" in their leader's shoes. This communication should be about their perceptions of the group’s interactions as well as the progress of the project. RISK SHIFT Risk shift can be thought of as the tendency for a group to accept a solution or make a decision with a higher level of risk than would a single decision-maker (Napier, 1981).

The key to this phenomenon is diffusion, or the perceived spreading of responsibility (and perceived risk) among the members of the group. This is dangerous in a group environment because: (Senger, 1980, 176) • •

• • •

The nature of the group provides protection against consequences from the decision “the group agreed," or, "I was only one vote." Discussion of the problem among the group (even if the quality of discussion or assumptions is poor) makes the problem seem more familiar and less challenging. Risk taking is valued in American culture. Leaders tend to be risk-takers. Once a risky decision is proposed and there is interest, peer pressure builds to continue down the road. This leads to what Guberman calls an "escalation of commitment," where a group will press a bad position rather than cut their losses and regroup.

There are some buzzwords and phrases that can be heard when a group is risk-shifting, such as “bending the rules," "not getting caught," "just this once," or “let’s tell the boss after." In CAP it tends to happen when a group focuses so much on mission accomplishment that they believe the ends justify the means. In the end, most of the time, a poorly thought plan does more to hurt the mission than it could ever do to forward the mission. As one can imagine, risk-shift can be a great source of conflict in a group where one or more members can see the risk inherent in a course of action but cannot persuade their fellow members to rethink their solution. Utilizing Risk Management (RM) techniques can be helpful in developing and swaying opinion. A simple, but effective question to ask is, "Would you want to see this on CNN?" POOR COMMUNICATION Finally, poor communication is a primary reason for conflict in groups. Group members must be sensitive to how they communicate with each other, whether they listen, how they are received, as well as the quality of their message. Being an effective communicator is to be an effective listener and speaker. This will be discussed in more depth in the communications lesson of this course. For more information on dealing with the conflict see the Conflict Management lesson of this course. Lesson Summary and Closure As a junior officer you will work either as a line officer and a staff officer. Know the difference. At times you will get to work on committees. Everyone has a role in the group. Those roles will also come into play at the weekly meeting but in a less intense way. Knowing how to capitalize on those roles will make the group successful.

Each group has its structure (roles, status and norms). Coming to understand and fulfill your role, and adopting the (positive) norms of the group will increase your status. But nothing increases your status like success. Conflict is inevitable in a group, and it can be constructive. It can bring out new and improved ideas. It is caused by many reasons, all of which can be overcome if you are observant and responsive. But failure to accomplish the important task of conflict resolution results in chaos and mayhem becoming the rule. The goal(s) and objective(s) of the group become forgotten. Works Cited Napier, Rodney W, and Gershenfeld, Matti K., Groups, Theory and Experience, Houghton Mifflen Co. Boston, MA, 1981 Senger, John, Individuals, Groups, and the Organization, Winthrop Publishers, Inc, Cambridge, MA. 1980.

Team Building The purpose of this lesson is for students to comprehend the concepts of teambuilding, and show how team building can pay huge dividends in meeting organizational goals. Desired Learning Outcomes 1. Describe the concept of team building. 2. Explain the "12 Cs" for creating successful teams. 3. Describe motivational concepts as they apply to team achievement. 4. Explain Tuckerman's Group Development Model. 5. Discuss considerations in creating successful team projects. Scheduled Lesson Time: 30 minutes

Introduction Most significant results today are achieved by teams. Teams with members that work cooperatively and with the proper skills can produce amazing results. This lesson will show you how to transform a group of individuals into a highly effective team with proper motivation, communication, oversight, and rewards. Building a team takes effort. It will also require courage and trust, not only from the leader but also from the team members. Teamwork is hard because it requires emotional energy. The work is difficult to measure because it impacts the organization in complex manners that make it impossible to isolate as a single factor. Getting individuals to let go of their own ambitions for the good of the team is a leadership challenge. This lesson will discuss the concept of team building. Good construction of the team helps in getting and keeping the team motivated. The search for motivational factors that will work for a particular team takes time. Keeping the team focused on results bolsters their spirits as they experience goals being completed.

1. Describe the concept of team building. CAP members feel that they are a member of a special team. Squadron, Group and Wing commanders desire to have their unit function as a team. At CAP everyone adds their individual skills to the success of the organization. However, as a group it can be a struggle to get the job done. A group is not a team, nor will a team magically appear. There are several human obstacles to overcome in developing a team. A team, as used in this lesson, is a small group of people with complementary skills who will work together to accomplish a defined purpose. A team will develop a cohesion that allows the team members to self-manage. Team members hold each other accountable for their performance. It is easier for a group of people to evolve into a team if the group is small, generally less than ten. Teamwork is the process of people actively working together to accomplish the team's task. Your task as a team builder is to direct the group's individuals from their individual jobs towards the team's goals. An effective team can achieve remarkable results; a synergy that makes the team greater than the sum of the individuals. Creating this high performing team takes time, effort and trust. It is well worth the investment. Team building represents much more than asking for a group of volunteers and assigning a task. People have to be motivated to give up their individual motives and work towards the goal of the team. This means that the team goal must be well defined and clearly communicated to the team. 2. Explain the "12 Cs" for creating successful teams. There are many reasons for CAP to create teams. Reasons range from developing a fund raising event, planning the yearly awards ceremony, or evaluating training scenarios. Finding people willing to become part of a team may be easy, or it can be difficult depending upon the task and how the task is sold. The first task of a team builder is to be clear about the goal… the reason the team is to be formed. If the team builder is fuzzy on the goal, there is little likelihood the team will be successful when formed. The clearly defined task allows perspective team members to determine if they have the time and a contributing skill set to be an effective member of the team. The next task is to select the members of the team. The primary key assisting team participant selection is to be very clear about the purpose of the team when asking for volunteers, or "voluntelling" someone, to be on the team (see above). Members who don't want to be a part of the team will stifle productivity.

Key components in selecting the team composition include: does this person have the time to participate, or is s/he someone who overextends him/herself everywhere? Is this person committed to the team till the end, or is s/he someone who will find a new interest in a couple of weeks? Is this person committed to the team's goals, or does s/he have his/her own agenda and will attempt to steer the team off course? Not everything is directed towards only getting the best people. The desire to have someone learn from the team experience is also important. Tips for successful team development are known as the twelve 'C's. Clear Expectations: The team builder with clearly defined goals has a head start in getting the team members selected. As you begin the process of developing your team the first task is to establish clear expectations. Work with the team creating all the expectations. Primary are the team goals, but there are other expectations. Let them know how often you expect the team to meet and if you're expecting interim reports. Do team members understand why the team was created? Not only is a final product expected, but how and when is it to be delivered? Let the team know their autonomy in making decisions. Team negotiations begin probably before the team is even announced. A team kickoff meeting is strongly suggested to start working out the details. List the goals of the team. Then work with the team to establish the priorities of the goals. Assist the team in clarifying real goals with nice to have items. Charter: A team charter establishes the area of responsibility and the vision to accomplish the mission. A good team charter benefits the team builder because it provides guidance to the team in helping it make decisions. When everybody knows the goals, priorities and deadlines decisions can be made at lower levels and the decisions are easier to understand. The team charter provides identity to the team. Outsiders looking at the team know what the team is to accomplish. The charter shows the team's fit with the organization's goals and mission. Context: The team builder should help the team understand the context of the team. Team members benefit from knowing how their effort contributes to the organization. You should highlight the importance of their work with the organization's goals. Some may be obvious but others need to be spelled out. For example, explain how good training scenarios help with retention of CAP members. Commitment: Mutual commitments make for a successful team. You, as a team builder, recognize that team members are now working on a team and your responsibility is to allow them to serve on the team. Members make a stronger commitment to the team if they feel the team task is important, their service is valuable to CAP and they will be recognized. Team members expect their skills to grow by their

participation on the team and the team builder should make the commitment that the individuals have learning opportunities. Competence: Balance expectations of the team members for a challenging opportunity to develop their skills against the team need to believe that the appropriate people are participating on the team. In other words, the combination of all the team members' knowledge must be sufficient to accomplish the task, or at least support the development of the needed skills. If additional skills are needed for the team, make sure to provide support for skill development. An example of competence is ensuring that at least someone on the team developing training scenarios understands radios well enough to pick communications sites appropriate for the training. If the knowledge is not on the team, is a resource available to provide the needed information? Preferably the resource is a person and not a tour of several websites. Collaboration: Development of the team improves if the individuals understand team and group processes. There are several roles to be filled on the team. Known roles include a team leader and a recorder. Other rolls contributing to success include: a promoter who champions ideas after they're initiated; an assessor to offer insightful analysis, perhaps to be the devil’s advocate; an advocate is someone who will fight the external battles for the team. A set of group rules of conduct benefits collaboration within the team. The team builder improves internal collaboration by making sure each team member knows what the other team members are doing. A leader improves external team collaboration by getting all parts of the organization to support the team goals. The team leader assists the team by introducing team members to the appropriate people, or at a minimum, provides a list of correct phone numbers. Coordination: Coordination is the partner of collaboration. Coordination is the relationship of the team with external parts of the organization. Does the organization assist the group in obtaining what they need for success? Is the team able to work across boundaries in the organization? Ensure that the team understands the customers of their product. A simple thing of making sure that the team meeting place is always available when needed shows support for the team. In contrast, a team constantly having to make concessions to the organization may be shown a lack of support by the organization. Control: The team needs to have enough empowerment to carry out their task. They should know if they are making recommendations and someone else will have the final say, or is the team expected to make decisions and implement them. Will there be a review process? Team members must understand their boundaries. The limits individuals have to achieve their goals must be made clear. Often the real boundary is cost. Although

one of the benefits of a team is its ability to work around organizational politics, the team should be aware of political limits. The other aspect of control is team members holding other members accountable to their commitments and timeliness. Generally peer pressure works; however, the team leader or commander may need to step in to resolve issues when they appear. Consequences: A team is cognizant of the consequences of its actions. Members must know if they are to accept more risk than normal for the organization. In a volunteer organization very little can be done about being late, but there are impacts for exceeding cost or risking safety. Inside the team, the individuals should work together and be supportive, not pointing fingers and determining who is going to be the fall guy or gal. The nice side to consequences is making sure successes and improvements are recognized. Communication: Communication shows up several times in the Officer Basic Course. The communication considerations for team building are both external and internal. The external factors include making sure the team understands their tasks and the priority of those tasks. Communication lines must remain open to provide needed business information to the team so they won't be making bad decisions. The ability to give and receive honest feedback keeps the team moving forward. Remember, CAP is, at its heart, also part of a larger organization. Internal communication is vital. As the team evolves, team members will increasingly be able to communicate openly and honestly with each other. For the team to be effective team members must know what each other is doing. A team cannot cooperate and help out if they don't know the real status of everybody's progress. If Able is struggling on his task and Charlie has some extra time, Charlie can help out, but Able must communicate that he is falling behind. Visibility is a communication trait that the team develops. Everything must be open and aboveboard. The team leader needs to be alert to private assignments and hidden agendas. The human desire to conceal failure to meet expectations has to be countered with emphasis on honest openness. A characteristic of great communicators is the ability to listen. Say less and listen more. Only after a team leader has listened and truly understands what team members are saying can she react to the real issues. Many people fall into the trap of only hearing parts of a conversation and switch their brains to thinking what they are going to say next instead of continuing to listen. Listen with the intent to understand. Periodically repeat what you believe is being said. If you don't take the time to understand the message then you will be working with only partial knowledge. The freedom to express ideas and have those ideas valued by the team is a requirement if creative and unique solutions are being sought. Good decisions are the result of critical analysis of all ideas. Resolving the differences among ideas requires

negotiating. Principled negotiation is the effective way to amicably achieve a smart outcome. You need to separate the people from the problem and focus on their interests, not their positions. Insist on objective criteria to select from multiple options. Most people are reasonable and will be satisfied if their ideas are heard and objectively evaluated. Creative innovation: One of the boundaries the team needs to know is if the team builder is expecting new ideas. Team members should know if creative ideas are anticipated or if the team was established just to nudge the status quo. The team builder may unintentionally indicate to the team not to investigate new ideas by setting deadlines that don't allow time for information gathering on possible new solutions. An honest appraisal of how much risk the team leader is willing to accept provides the foundation for creative innovation. The team also needs to know expectations the leaders have for evaluating the risk. Cultural change: The team builder should convey the climate in which the team and future teams will operate. Perhaps squadron cadets have progressed in leadership where the commander wants to transition to a team based empowering culture. Or, the squadron commander is currently overwhelmed and he/she is using the team to temporarily offload some work. The cultural environment may be a motivational factor for the current team, and also affects individuals after the team assignment is done and the team disbanded. Successful team building requires attention to several factors known as the twelve Cs. These attributes are interrelated and feed upon each other. The two vital factors are clear expectations and communications. Although these factors also apply in getting your entire unit to function as a team, they are focused towards getting a small group of people to work at accomplishing a well defined set of goals. 3. Describe motivational concepts as they apply to team achievement. As team builder, you should know what you want from the team. The team developed a charter with goals and a timetable to meet. The previous section contains tips on how to create a successful team. This section describes how to motivate the team to achieve. Motivating a group of people takes effort, an emotional energy. Fortunately you will have help from some team members. These team members are participating because they already believe in the goals of the team. Their inner drive to produce a great result serves you well. The catch is: will their drive help unite the team, or will it cause some friction? It will take time to find the right factors to motivate the team. There will be mistakes along the way. The team builder and team leader will work to unite the team and work

to keep the team together. However, if an individual is not working out for the team, it is appropriate to remove the hindering member. The most important motivational factor is trust. To have a high performing team, members must have a fundamental trust of one another. They must be comfortable in being vulnerable with each other. If not, unique ideas are not even suggested. Wariness interferes with healthy criticism. A team leader needs to have the right fuel to drive the team. That fuel is motivation. Like fossil fuel; motivation takes many forms: approval, awards, more responsibility, or the feeling of being needed. In CAP it is not going to be a bigger paycheck. Some members are content to work behind the scenes for the betterment of the organization. Showing your appreciation for their efforts is still required. Do the paperwork for certificates of appreciation or an appropriate award, particularly for the high performers. Other unit members will learn the type of performance you expect to earn an award. Use awards to motivate your teams. Proper development of a team assists the motivation. By selecting appropriate team members and carefully selecting a team leader you are starting in the right direction. Don't make the team too large. Not everyone has to participate on the team. Large teams have issues such as finding a meeting time which can slow down the effort. Large teams also suffer from members believing that someone else is going to do a job. Team cohesion is important to motivation and is easier to achieve with a smaller team size. If necessary, cohesion can also be improved by increasing membership homogeneity and more interaction. Give the team assignments that require members to cooperatively work together to complete the tasks. Continue to develop opportunities for team members to assist each other in getting the job done. One of the challenges in maintaining motivation lies in how you introduce changes to the team's goals, especially when unpopular changes have to be incorporated. A good team leader will react quickly. Procrastinating rarely yields good results. Keep the team informed. And remember that it's the leadership's responsibility to communicate bad news to the team. Don't let members learn of bad news through the rumor mill. Focus on results. A teams' reason for being is the accomplishment of a goal. Keeping the team focused on results will also keep them from expanding their assignments and delving into areas they don't need to. CHALLENGES FOR TEAMS Teams that have a fear of conflict will not produce the best results. Ideas need to be constructively questioned in the attempt to find the best solution. The team should have some rules of conduct so everyone knows the boundaries of the team's healthy confrontation mode.

A lack of commitment occurs if the team does not thoroughly discuss all the ideas. Everyone needs to understand and buy into the team's decisions. This gives confidence to the team that they made the best decision. Additionally, team members feel they can defend the decision outside the team. A team builder will not get the desired results unless he keeps the team motivated. Because it is a human undertaking, discovering what "buttons to push" to get the team going will take time. As discussed in the next section, the team builder is responsible for motivating the team at startup. As the team develops it will build its own momentum. 4. Explain Tuckman's Group Development Model. A small group of people who work together over a period of time evolve their manners of interacting with each other. Numerous models exist about the developmental states of a team. One of the most popular was proposed by Bruce Tuckman in 1965. The Tuckman model consists of four stages: Forming, storming, norming and performing. The Forming state exists when the team is created. The team wants to know the objective for which it has been assembled. Each member wants to know something about the other team members. This is an orientation phase in many ways. Individuals are testing relationships with the leaders and each other. They are working with the scope of the goals of the team. The forming stage is where the team and team members are discovering and defining their roles. As a team builder, your tasks during the forming state are directed by necessity. The team members are generally motivated but need guidance to the objectives of the team and the issues to overcome. It's a good time to observe who the emerging leaders of the team will be and provide corrections if the team steers off course. The output during the formation state is generally low as the individuals on the team are concentrating on defining goals, how to approach the tasks and what additional knowledge or skills are needed. This stage is important because the team members get to know each other, share some personal information and create new friendships. Successful team building requires this phase because the team members are people who need to cooperate. After the somewhat artificial polite forming stage differences among group members emerge during the next stage, known as the Storming stage. Individual ideas compete for consideration as members have their own concepts of what the group is supposed to do. Team leadership, individual commitment, and differences in personalities are some of the issues on the floor for discussion, sometimes heated. Members confront the perspectives and values of others. It's a natural stage when people are gathered to get a task done. During these series of generally minor conflicts some team members become frustrated with the team and the team's task.

The maturity of some team members usually determines the length of this phase. Generally the storming stage is relatively short, but it could become the stage from which the team never emerges. Tolerance of every team member and their ideas must be stressed by the team builder. Every idea presented has some importance to the team. It is important for team builders to remain professional during this phase. The storming phase is a necessity to the development of the team. You should let the team work through their differences. Your focus is to make sure they do it professionally. This way the group becomes more comfortable with each other and will allow mangers to step back. Letting the team become more autonomous allows members to share opinions without feeling judged. The next stage in team development is the Norming stage. At this point team members conform their behavior to each other. Team members modify the way they work to make teamwork a more natural way of working. Team roles become comfortable as members learn more about each other, thus how to work with each other. Teams in the norming stage generally create group policies, shared procedures, team values, and perhaps taboos. The team builder does less leading and more participation. It is time for the group to make their own decisions, build trust with each other and feed everyone's motivation. The team builder must still monitor the team's activities being aware of two pitfalls. The first is the team loses its diversity and starts to groupthink. Ideas are not challenged. The not so funny phrase "None of us is as dumb as all of us" should not apply to your team's outcome. This trait could appear if healthy dissent is suppressed. The other situation to look out for is some team members may become overwhelmed with the responsibilities they have been given. Their resistance to the workload may result into a renewal of the Storming stage. A team reaches its stride in the Performing Stage. It is accomplishing work effectively. Tasks are done smoothly in a positive climate. Disagreements are expected and handled through processes the team developed in the norming stage. Team members are motivated and confident in the outcome of the team's tasks. The team supervisor's task has been successfully accomplished. Members of the team are interdependent, competent and make decisions without supervision. The team accomplishes tasks effectively. Expect that the team may briefly redo the storming stage, particularly if team members change, but it should be relatively short lived as team norms and momentum are reestablished. Over a period of time a group of people will go through recognizable stages of development as they form a team. Popular naming conventions for the stages are: Forming, Storming, Norming, and Performing. As the team progresses through these

stages team members learn how to get along with each other, establish agreed upon methods for conducting their business and improve their productivity. 5. Discuss considerations in creating successful team projects. One of the first questions a team has is: why are we here? If you are going to put a team together to achieve something what factors should you be looking at? In order for the team to be successful, the project they were assigned should be successful. The team builder must consider three items for the people involved in the team: authority, responsibility and accountability. Project considerations include available resources, time, constraints, products and customers. Many CAP projects need a team to complete them. Obviously, running a cadet encampment takes a team effort. Arranging a parents' night could be done by a single person, but having a team will make it easier to get all the coordination done. Some projects simply require digging out what was done last time and updating the plans while other projects may start from scratch. As team builder, let the creative innovation be a deciding factor. Does the team have the authority and the resources needed to get the project done? Resources include budget. Is enough money allocated for a successful project? Generally the most valuable resource is people. Assemble the team with enough time so they can come up to speed, get organized and get the job done. Is the team aware of the applicable CAP regulations under which they must operate? The team needs to know who the customers of their products are. Does the team need access to the customers to be successful? Assigning the team to a project makes them somewhat responsible for the project's success. The degree of that responsibility aligns with where decisions are being made. Will the team be making decisions on its own, or will there be almost constant oversight? Is the team going to be held accountable for the success of the project? Are there possible repercussions for unsuccessful or overdue products? How important is it for the team to deliver a correct product the first time? For a cadet team learning exercise, the team builder may be happy with anything being delivered since that was the real goal of the team. Other team products may be subject to a review and they get a second chance to improve their product. A team could be in competition with other teams and their product may not be the one selected for future use. There are many considerations with deciding which projects to hand over to a team. The project size and effort should match the skill set of the team. A small task may be an ideal team project giving individuals the opportunity to learn how to function as a team. There may be a project for which you desire some creativity.

Lesson Summary and Closure There is more involved in team building then assembling a group of people together and handing over an assignment. A team is constructed considering several factors. The team develops itself through four stages. A performing team builds a synergy that has it out performing what one would expect from all the individuals. The team shares common goals as well as the rewards and responsibilities for achieving them. The team experience will benefit the individuals of the team as well as the organization. Works Cited Buchholz, Steve. Creating the High-Performance Team. New York: John Wiley and Sons, Inc, 1987. Heathfield, Susan M. "Twelve tips for Team building: How to Build Successful Work Teams". 23 July 2009. < http://humanresources.about.com/od/involvementteams/a/twelve_tip_team.htm>. Humphrey, Watts S. Introduction to the Team Software Process SM. Reading, MA: Addison-Wesley, 2000. Lencionii, Patrick. Overcoming the Five Dysfunctions of a TEAM. San Francisco, CA: Jossey Bass, 2005. Tuckman, Bruce W. "Developmental Sequence in Small Groups", Psychological Bulletin, 1965, 384-399. “Forming-storming-norming-performing." 27 July 2009. < http://en.wikipedia.org/wiki/Forming-stroming-norming-perfroming >. "Stages of Group Development." 27 Jul. 2009. < http://www.teambuildinginc.com/tps/020b.htm >. "Types of Teams." 27 Jul. 2009. < http://www.teambuildinginc.com/tps/020a.htm >.

Counseling The purpose of this lesson is for students to describe how to counsel senior and cadet members during their training progression. Desired Learning Outcomes 1. Explain the four types of counseling commonly used in Civil Air Patrol. 2. Discuss areas where counseling issues arise among CAP members, and when it is appropriate to counsel or refer members to professionals. 3. Identify counseling methods or techniques that CAP members may use for positive effects. Scheduled Lesson Time: 30 minutes

Introduction There are many types of counseling. When one thinks of counseling, one might think of say, Dr. Joyce Brothers, Dr. John Gray, even Dr. Phil. That's not the type of counseling we're talking about here. The goal of this lesson is to introduce you to the types of counseling you will give and receive as a CAP member. We will focus on four types of counseling common to CAP situations; personal problems, disciplinary issues, career and performance. As a CAP member, situations may arise where counseling is appropriate. This lesson is only a brief introduction to what can be considered work-related counseling issues. While members may come to one another with personal problems on occasion, counseling, in the context of this lesson is NOT emotional or behavioral counseling. Those types of counseling must be left to professionals. Counseling is a process whereby a qualified person purposefully assists another person to solve a problem, critique an event or performance; or plan for the future. Counseling is not just giving advice, it's mutual trust and understanding. Ideally, counseling is an opportunity for you to help your people intelligently adjust to different situations. Counseling is a skill gained through knowledge and practice of time-tested fundamentals or traits. Although most of us are not inclined to invest the time to become a professional counselor, all of us can and should work to attain the characteristics of a good counselor.

1. Explain the four types of counseling commonly used in Civil Air Patrol. In CAP, there are no specialty tracks specific to counseling. Counseling in CAP is a skill that leaders employ in the context of leading members and accomplishing the mission. There are a few roles where members will have had some special training and certification such as Chaplains. The CAP Critical Incident and Stress Management (CISM) Teams are also specially trained to counsel in traumatic situations. Some members may have professional training as part of their non-CAP responsibilities such as doctors, therapists, etc. However, unless you are a chaplain, or a CISM team member performing in specific situations covered by those roles, you need to be very careful of when and to what extent you counsel others. This caution is not only because of legal liability concerns for the corporation but also for concerns that the member being counseled is getting the most appropriate assistance for their situation. Never hesitate to elevate a situation to higher headquarters for advice on appropriate methods or referrals. Some examples will be provided later in this lesson. The right approach depends on the situation or issue, your role and responsibility in the unit or activity, and the people involved, among other possible factors. CAP counseling is confined to four areas: personal counseling, disciplinary counseling, career counseling, and performance counseling. PERSONAL COUNSELING Personal problems counseling is the area members need to exercise the most caution and probably refer the individuals to professionals in most cases. In this area, situations or issues arise where a member has either come to the individual seeking advice or the member has displayed some sign of "having a problem." The issues are generally non-CAP in nature and may be anything from marital problems to job-related issues. As CAP members, we should have concern, compassion, and respect for each other as human beings. As concerned teammates, we should acknowledge that a personal problem may exist, and even recognize that it may be affecting their participation in CAP activities. Offer sympathy, listen, but resist giving advice. Be prepared to refer the individual to the appropriate professional for in-depth counseling. DISCIPLINARY COUNSELING Disciplinary Counseling is another area in which the member doing the counseling must exercise caution. This area often deals with anger, control issues, infractions of the rules, etc. The timing, method, and who will be doing the counseling must all be carefully considered. These issues usually involve incorrect behaviors during CAP activities. Typically, the counseling for these situations should be done by the unit commander or other person delegated the responsibility for the activity.

CAREER COUNSELING Career counseling is a review of what training and experience you have had and what training and experience you need in order to achieve your CAP career goals. Related to this is mentoring and there are number of CAP publications on mentoring available under "Publications" on the national web page and through the Chaplain Corps. Career Counseling may be provided informally by just about any CAP member with the right knowledge of the areas of interest. Typically, however, career counseling is done by the unit Commander, Deputy Commander or the Professional Development Officer. These individuals have in-depth knowledge of the various opportunities and requirements for progression with the CAP programs. PERFORMANCE COUNSELING Performance counseling is a review of the quality of work. You will give and receive performance counseling numerous times in your civilian and CAP careers. Doing this well is the topic of a number of lectures, articles and course available from numerous sources. All CAP members from Cadets to Officers may be involved in this type of counseling. 2. Discuss areas where counseling may arise among CAP members, and when it is appropriate to counsel or refer members to professionals. In this section, for the personal counseling and disciplinary counseling types, we will provide several examples of counseling situations, identify the type of counseling needed and who should provide the counseling. For the career counseling and performance counseling types, we will outline when situations would occur and their framework. PERSONAL COUNSELING SITUATIONS In most personal counseling situations, members who confide in each other are also friends. These are delicate issues which are not spoken of publicly and require the utmost discretion by anyone who does know. Having said that, remind the member that you will be discrete but you do not offer privacy protection unless you are a professional counselor or chaplain. •

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A member/friend comes to you with a personal problem in his/her marriage. If your unit has one, refer the member to the CAP Chaplain. You should let the individual know you care about them as a person and are willing to listen, but that you are not qualified to give them advice. You notice a member you are friendly with is missing a lot of meetings, arrives late, is not as engaged as in previous activities and, in general, doesn't seem to care about the activity. You know this is not the member's usual behavior. You should take the individual aside and acknowledge that something is amiss. "Are you okay?" is a nonthreatening start. The member confides he is having some

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critical financial difficulties and is considering bankruptcy. First, assure the member of complete discretion and do not share this information with others. If the personal problem is between two CAP members and it is affecting their ability to effectively participate in unit activities, you should refer the situation to the unit commander. If you are the Commander, offer to mediate a discussion with both parties. Let the members know you are concerned for them as individuals and for the health of the organization. Your goal is to help clear the air so they can get back to being productive team members. You may want to have the Chaplain or Deputy Commander sit in for another set of ears. If the issue is too complex or large, refer them to outside counseling or to higher authorities within the organization if appropriate.

During a long CAP career someone will share a typical personal problem with you. As adults we have all had this experience before. Here are some ways to make the situation more comfortable for all involved. • •

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Do not judge, and do not give in to the temptation to take sides if there is a conflict. Listen with compassion (caring), with empathy (trying to see things from their point of view and how they feel), acceptance (an understanding that what they share is important to them and a problem for them) and respect (for them as a person). (Allaboutcounseling.com July 2009) Understand the problem as they see it, again, without being judgmental. Find out what the confider wants from you. Often it is just an ear to bend. Sometimes it's advice. Frequently they want sympathy. Sometimes they want something else. The way to find out what they want is to ask. Sometimes the problem is too personal or too big. When this is the case, do not be afraid to refer the confider to the chaplain, commander, or professional whenever appropriate.

NOTE: There are extremely rare instances when you must report a confider's personal issue, such as a Cadet Protection issue (see CAPR 52-10), report of criminal behavior, or safety issue. In these instances, if you are unsure, talk to the chaplain, commander, or legal officer. DISCIPLINARY COUNSELING SITUATIONS At this point in your career you shouldn't be involved in a lot of disciplinary counseling, unless you are already a commander or in a position such as Deputy Commander for Cadets or Leadership Officer. However, you will be asked to participate later in your CAP career, particularly as you enter leadership roles. The situations below assume you are in a leadership role. When reading the scenarios always remember that public admonitions are to be avoided. Do not discipline in public. •

A member has repeatedly come to meetings or activities wearing the uniform incorrectly. As a unit commander, you should point out the discrepancies immediately and identify the required corrective actions. Repeated infractions

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should be followed with written counseling and further consequences. If you are not a commander, you may discreetly point out the discrepancies but, any actual disciplinary counseling should be done by the commanders. Two members are arguing loudly in front of other members. Call the members into a private room to address the behavior. The actual topic of the argument is secondary to the behavior. Arguing in front of team members or cadets undermines morale, unit cohesion, and leadership credibility. The members should be reminded that they are role models for cadets and that their behavior in unacceptable in this environment. You discover a flight crew member has knowingly accepted a flight assignment without having had the minimum amount of crew rest. Refer the matter to the appropriate official, Incident commander, unit commander, etc. If you are the commander, discuss with the member what the infraction is, what guidance was violated (FARs, AFIs, CAPRs, etc.). Discuss the logic for the rule, the dangers of ignoring the rule, and the consequences of continued infractions.

CAREER COUNSELING Career counseling looks at the "big picture" of a CAP member's career. Look at where the member is now and where they would like to be in the future. Then develop a plan to get there. Career counseling should occur periodically and because CAP meetings tend to be full, these sessions need to be scheduled into a workable routine. Career counseling sessions are between the member, their mentor, their supervisor and the Professional Development Officer (PDO). This is not an evaluation, it is a planning session. The purpose of the session is make sure the member getting/going to get the right training and experience for their duty assignment and long term plans. Having the member's mentor or flight leader/commander join the discussion will add the strengths and weakness discussion to the meeting and plan. The session should start with making sure the member has had the right training for their duty assignment. If the training is incomplete arrangements should be made on the spot to correct any deficiencies. The next step is to develop a plan that will get the member the training and experience they need for their long term goal. Gaining the right experience may mean taking on an additional duty or doing an activity outside the squadron. The plan should also encourage the member to be involved in all three of CAP's missions in some way. The plan should be specific and written. There are plenty of good books and articles on goal setting so we won't go into it here. As a member and as a CAP leader you should regularly be involved in career counseling - at this stage as the member being counseled. A career counseling meeting takes preparation by all those involved. The subject needs to know what they have done, what they want to do and draft out a plan. The PDO needs to review the subject's record and draft out a plan that is consistent with the member's goals, the unit's needs/goals, and the CAP Professional Development program. The supervisor

and mentor need to be able to articulate the strengths and weakness of the member and how they will continue to contribute to the member's growth. PERFORMANCE COUNSELING Performance counseling is often called feedback. A look at the dictionary definitions of feedback and criticism will show that it is a precise review of things done well and not so well. A good example in the corporate world would be an annual or biennial performance review. Performance counseling done well improves morale, self-esteem and identifies appropriate behavior we want to continue. It should be scheduled regularly. This sort of counseling can be done by the person's mentor, supervisor or commander. The goal of this discussion is to improve the member and organization. The best way to phrase feedback during performance counseling is to use descriptive phrases, like "Those directions were unclear.", or "You were very efficient in finding the target". You should avoid evaluative terms like "good" or "bad". The person knows whether "unclear" or "efficient" was good or bad. Furthermore, descriptive terms help the person to know exactly what to build on or work on, rather than trying to guess why something was good or bad. Performance counseling should follow a schedule, or in the case of an event-related session follow the event as soon as possible. This is why there are debriefings at the end of missions and major activities. When done promptly the event is clear in everyone's mind, it helps with goal setting, and it prevents people from wasting time and developing bad habits. A good technique to use in performance counseling is to share good news and bad news, then end the session with goal planning. When using this technique, cover the good news first. It gets the session off to a positive beginning and allows the counselee to ease their defenses. Start this section with "What was done well?" This gives the member a chance to brag, you a chance to agree and they may point out things you missed. It also shifts the emphasis to the positive. In this way, they will receive any bad news more openly. Caution: earned praise does improve self-image, so beware of padding the good news section. When broaching the bad news, you may start out with "What could have been done better?" It shows respect for the member's opinion, put the onus on the member, develops the self-evaluation skills and gives you material for the goal setting section. Then go on to the good news. Research suggests that false praise does not improve self-esteem and diminishes giver's integrity. Finish with the goal setting section. This is where all present agree on what they are going to do to improve and what standards will be used to measure success. This focuses everyone on the future and gives them a sense of control. It also gets a commitment from everyone to be part of the growth of the member.

This sort of critique can be given to people at any level and applied to any situation. It works with a cadet, "Sergeant, your flanking movements are performed in unison and are constant. But, a little work is needed on the columns because during execution the flight's pace speeds up. We can work on the column movements next week." During a SAREX, the feedback may sound like, "Six of the tasks performed today we done quite well, professionally and expeditiously. But it seems that you didn't have the resources to complete the other 6 tasks. I'm also curious why you didn't call another wing for help. When we resume tomorrow let's see what other resources we can find." Learning to give this type of critique takes practice. Most of us don't have a lot of practice, it can be hard to find the right words, you have to pay close attention and do logical thinking beforehand. Even though it is hard to do, the rewards are greater. You leave with a plan for improvement, there are standards to measure by, and the subject feels that the evaluation was fairer and that their interests were vital to the conversation. Personal goals can be matched to unit goals and it is part of the planning process. 3. Identify counseling characteristics, methods or techniques CAP members may use for a positive effect. CHARACTERISTICS OF A GOOD COUNSELOR A competent counselor should display sincerity, good listening skills, and integrity to successfully assist people in gaining a better understanding of themselves and their problems. A good counselor, above all, will be sincerely interested in the person and the problem. Insincerity is very easy for most people to detect, and it can seriously degrade the effectiveness of any counseling session. A sincere counselor will make time for the counselee and schedule the session so both parties have enough time to speak/listen. Next, a good counselor will listen attentively to what is being said and perceptively hear what the individual really means. Most of us are very good at talking but need to consciously make an effort to actively listen. Finally, integrity is a fundamental character trait for any successful counselor. As previously discussed under personal leadership qualities, integrity is the quality of being of sound moral principal, upright, and honest. A counselee is more likely to confide in a counselor of obvious integrity. PLANNING AND TIMING Prepare a plan to effectively use the time and location. Personal problems cannot be scheduled, and they should be dealt with quickly, but also in a deliberate manner. If you delay it is certainly stressful to the people involved, a distraction to the organization, and they often get worse. You cannot rush a compassionate, empathetic, accepting, respectful conversation. You will also need to make time for follow-up with the person or time to get a professional involved.

Disciplinary counseling must be done as quickly as possible to prevent repeating the negative behavior. Be sure the location is appropriate as well. Most of these should be done behind closed doors. The person doing the counseling must be in the proper position of authority to discipline. Career counseling can be scheduled ahead of time. But it should happen at least when the member completes a training requirement, or when the member is about to enter/leave a duty assignment. You will know when this is going to happen several weeks in advance and should plan for it. It may take place at a squadron meeting or require some time outside the meeting. Another time to do career counseling is when a member has not progressed beyond a certain grade for quite some time. This may suggest that they may have wandered off their career path or need to be guided toward the next steps in the program. Performance counseling can frequently be anticipated as well. There are several good times to hold a planned, performance counseling session: several months before being eligible for promotion, or when it is time to renew a membership. These can be scheduled months in advance. There are opportunities for performance counseling that arise during the course of duty. They include when the member attempts something new, makes noticeable deviation above or below the standard, or a deviation from past performances. Take advantage of this as a “teaching moment." In the hectic pace of a squadron, and life in general, it is easy to forget to schedule counseling. But there are a couple of things you can do to help yourself. Put it in your appointment book/PDA/Blackberry and have it scheduled for every year at that time. You can put a reminder in a folder that you go into periodically such as the supply of forms used to evaluate cadets, or another form you use for periodic reports or a file you keep for planning some annual event. Tie it to some periodic event like your birthday or membership renewal or both. It could be something as simple as you participate in some counseling session on the first or fifth meeting of the month. The point is, as a CAP leader and as member you need to be giving and getting feedback. METHODS The method a counselor chooses may be either direct approach (counselor-centered) or indirect approach (counselee-centered)-although a combination of both is often appropriate. Direct approach When the counselor assumes the initiative and carries a major part of the responsibility for problem identification and resolution he or she is using the direct approach. This approach has a long and honored history. James Carroll, in his book Face to Face calls this approach, "I talk, you listen". Traditionally, people faced with problems and personal crisis turn for guidance to those they consider wiser and more experienced this approach is useful in those cases. This direct approach to counseling might also be called the problem-solving approach. The counselor collects pertinent information with

aims to determine the problem and cause. This may happen to some degree before the counseling session begins. During the session, the counselor discusses the problem with the counselee and sparingly makes recommendations or suggestions. Carroll also warns that the counselor must not stifle counselee input even though the directive approach is being used. Disciplinary counseling is another example of when directive approach may be appropriate. Non-directive The non-directive method (also called counselee-centered) was developed primarily by psychologist Dr. Carl B. Rogers. As the name would suggest, the counselor's participation is minimal, and the techniques of reflection and acceptance are used to encourage the counselee to freely express himself. The counselor pays particular attention to the emotion and attitudes associated with the problem. Additionally, the counselee is encouraged to choose the goals, make the decisions, and take responsibility for those decisions. The counselor should genuinely have faith in the counselee to work out the problem. This method is limited by the ability and intelligence of the counselee. It is also limited by the desire of the individual to change for the better. Despite these limitations, the non-directive method of counseling is most appropriate more often than the directive. TECHNIQUES Counseling techniques are a series of questions, or the process, to help the counselor conduct an effective session. Just as the counselor must determine the best overall method for handling each situation, the counselor should also selectively employ effective counseling techniques (questioning, encouragement, and non-verbal behavior) to ensure a successful session. First, when questioning, the counselor should ask questions to encourage the counselee's participation. The questions should be few, but steer the counselee toward a solution. Avoid "why" questions because they can cause the counselee to become defensive. Also, avoid questions where the counselee could simply answer "yes" or "no." The counselor should strive to keep the counselee talking. Next, practice encouragement by making simple statements of support that reassure the counselee that the counselor is genuinely there to help. This can include sympathizing, like the statement, "I see this is a difficult subject for you." This technique will help keep the session from stalling if the counselee becomes angry or withdraws. Finally, the counselor should be aware of the nonverbal behavior-body language (actions, gestures, or even tone of voice) can distract the counselee. Crossing your arms or frowning can cause the counselee to withdraw or become angry. Sitting behind a desk, a counselor can come across as domineering or adversarial. Instead, sit at two chairs on the same side of the table. A comfortable setting goes a long way toward an effective counseling session. Additionally, the counselor should be aware of the body language coming from the counselee. For example, clenched fists may indicate unwillingness to open up. These techniques are best employed as part of a counseling plan.

COUNSELING PLANS A counseling plan should be developed for every session and should include a meeting objective, method of counseling, and an opening statement. First, according to Carroll, the objective needs to be focused-not to, "improve his performance" but perhaps to advise him on your expectations. If you cannot leave the session with your objective being met, it is not an appropriate objective. Next, your objective should lead you to a decision on the method of counseling to be used. If, again, your objective is to advise the counselee of your expectations, then at least a portion of your session must be directive. Finally, opening the session by defining the problem and letting the counselee know what observations you have made is key to setting the tone for the session. The tone you set is dependent on your objectives and the method you have selected based on that objective. The opening statement should clearly define the purpose of the session and describe the situation as you, the counselor, see it. By doing these things you are off on a good step toward solving the problem. After your opening statement, however, you are on uncharted territory and must depend on the techniques discussed, your sincerity, and experience to guide both you and the counselee to an acceptable conclusion. Lesson Summary and Closure Counseling does not have to be a negative event. It is simply one of many methods to communicate with your folks in order to accomplish an objective. This lesson is designed to give you a framework from which to learn, not to make you a professional counselor. Although no one can tell you when it will occur, it is important for you to realize your limitations and not try to fix problems you are not qualified to fix. Referring someone to a professional (i.e. a financial expert or other specialist) is one of the most appropriate actions you could take to assist someone in trouble. With time and practice counseling will become a skill that will serve you and those who serve with you for years to come. Works Cited Counseling and Social Issues: http://allaboutcounseling.com CAP Professional Development Modules Online: http://members.gocivilairpatrol.com/Prof_Dev_Modules/cap_lesson_15/lesson15_html/l esson15.htm

Conflict Management The purpose of this lesson in to introduce the member to issues surrounding conflict management. It will show how CAP leaders can utilize selected techniques for conflict resolution in a CAP setting. Desired Learning Outcomes: 1. Describe the concepts of conflict and conflict management. 2. Explain typical approaches to dealing with conflict. 3. Apply conflict resolution techniques in constructive ways. Scheduled Lesson Time: 30 minutes

Introduction "Conflict Management" is defined by the American Management Association "as recognizing the potential value of conflict for driving change and innovation. This means knowing when to confront, and when to avoid a conflict and understanding the issues around which conflict revolve". It means looking for those win/win solutions and seeking agreement on a solution while eliciting commitment to making it work effectively in points). 1. Describe the concepts of conflict and conflict management. WHAT IS CONFLICT? Webster's New World Dictionary defines Conflict as follows: 1. a fight or struggle, especially a protracted one; war 2. a sharp disagreement or opposition, as of interests or ideas; clash 3. an emotional disturbance resulting from a clash of opposing impulses or from an inability to reconcile impulses with realistic or moral considerations 4. [Rare] a collision of moving bodies Synonyms for the word conflict are fight, struggle, contention, and contest. Antonyms for the word conflict are accord and harmony ©1995 Zane Publishing, Inc. ©1994, 1991, 1988 Simon & Schuster, Inc.

For the purpose of this lesson, individuals or groups are in conflict when one or both parties are not now getting what they need or want and are actively pursuing their own goals. Conflict is the difference in perspective that is inherent in every organization. Diversity of perspective approaches with an organization help generate ideas and facilitate change. In other words, conflict can be considered as an opportunity, if it is managed wisely. Therefore, effective CAP leaders often see conflict as a source of vitality and impetus for changes. By recognizing and accepting disagreement, CAP leaders not only model ways to analyze the conflict, they can also model strategies for managing and resolving the conflict. Effectively managing and resolving conflicts, however, requires a safe and supportive organizational climate, where relationships are based on trust and mutual respect. Only then will CAP members feel safe to express differences of opinion, and jointly develop strategies for resolving conflict so that everyone wins. How do CAP leaders recognize that conflict exists? By understanding and discussing the symptoms and the sources of conflict, individuals can truly grasp the underlying themes that create conflict situations. Following are examples: •

Symptoms of conflict include: • o o o o

•

Increased tension among members. Increased disagreement and complaints. Avoidance among members. Increased blaming. Sources of conflict may include. • o o o o o o o

Misunderstanding or communication failures. Values in goal differences. Differences in methods and approaches to work. Conflict in job roles and responsibilities. Lack of cooperation. Authority issues. Noncompliance issues are differences in the interpretation of rules, policies, or standards.

2. Explain typical approaches to dealing with conflict. Conflict can be a creative force or a disruptive one, depending on how it is managed. There are three critical steps that can be taken to manage conflict constructively. a. First is understanding the patterns and appearances of conflict, how it looks when it rears its ugly head, as well as knowing what options and alternatives are for dealing with conflict. b. Second is assessing and understanding one's own natural or most typical approach to dealing with conflict. c. Third, and most difficult, is developing skills and methods that are needed to apply effectively one's knowledge of how to make conflict work in constructive ways. How do leaders recognize when conflict is constructive? Conflict is constructive when it: • • • • • • •

Results in clarification of important problems and issues Results in solutions to problems Involves people in resolving issues important to them Causes authentic communication Helps release emotional anxiety, and stress Builds cooperation among people through learning more about each other; joining in resolving the conflict Helps individuals develop understanding and skills

While there are many skills and methods for dealing with conflict, and reaching a resolution, we are providing a group of five methods to consider. This group recognizes Five (5) Strategies and Techniques of Conflict Resolution (with their advantages and disadvantages). All five methods can be used on any one conflict, but with differing results. Therefore, it is important to know your preference in choice of style, and the use of others. See the chart below.

5 Strategies and Techniques of Conflict Resolution (In Suggested Order of Use) Direct (Direct Discussion): Individuals involved in a conflict talk openly with one another about their perception of the problem, their feelings about it, and possible solutions. Disadvantage: Involved individuals Advantage: The conflict is clear and may not have the skills to engage in understood by the involved people. Resolution of the conflict is supported constructive confrontation and they feel worse after it. Time and by the participants, since they came commitment to this process may be up with it. lacking. Policy and Procedures (Power or Authority): An authority, position, majority rule, or a persuasive minority settles the conflict. Power is used to impose a solution. Advantage: When speed or efficiency Disadvantage: The people who "lose" is most important, this style may be the conflict may feel devalued and/they effective. It also demonstrates the may cause disruptions in the future to status of the person or group in "get even". authority. Group Consensus: Using a group to share ideas about resolving a conflict and coming to a group decision on action that is agreed to by the whole group. Advantage: A group may come up with Disadvantage: This style is usually better ideas for resolving the conflict very time-consuming. The group may than an individual alone. Agreement of avoid facing the difficult issues and the whole group to a resolution is a concentrate on a relatively powerful, non-authoritarian influence unimportant aspect of the conflict. on the people in the conflict. Third Party Intermediary: Two are more people who are having a conflict use a third person as a "go-between" to convey messages to each other. Direct mention of the problem to involved people is avoided, but go-between is aware of everyone's position. Disadvantage: The conflict may Advantage: This style allows the become confused and more preservation of surface harmony while complicated because of misinterpretations by the third-person still addressing the conflict and intermediary. Persons involved in the possibly resolving it. conflict may not feel their feelings have been sufficiently understood. Do Nothing (Denial or Suppression): Person tries to solve problem by denying its existence. Differences are played down and surface harmony is preserved. Advantage: If issue is relatively Disadvantage: If the issue is important, unimportant, this style allows a this style allows problem to build into cooling off period or simply lets time a more severe situation that is more "heal" the problem. difficult to resolve.

Remember our goal in conflict management is three fold: To drive change and innovation which benefits the unit/mission. Create those win/win solutions and eliciting commitment to making the solutions work effectively. EXERCISE Describe (not give an example) the type of situation in which each of the above methods should be applied. Describe a situation when each method should not be applied. Some methods will be more effective with some people than with others. The "most effective method" may be different because of the maturity, personality, relationship, skill level, and the amount of experience in CAP that the individuals involved have. Describe the type of person you should/would not use each of the methods with. 3. Apply conflict resolution techniques in constructive ways. EXERCISE In order to fully understand the concepts described in Objective No. 2, please apply the concept to the case below. In the case, the aforementioned Strategies and Techniques can be utilized by placing the appropriate initial next to the narrative (D -Direct, PP Policy and Procedure, GC -Group Consensus, TP -Third Party, and DN -Do Nothing) that meets the identified criteria. Note that this exercise does not provide a "school solution." Your task is to evaluate each strategy based on the case presented to see how strategies work in different situations. CASE: Major Raul Martinez, Squadron Commander, has observed that Captain Ted Kelly (Deputy Commander for Cadets) seems depressed. He is concerned about Ted's mental welfare, and about the potential impact of his performance in dealing with cadet leaders. As Major Martinez, correctly identify the strategies listed below: Ignore the situation at this time; it's Major Kelly's private business. In the form of a memo, tell Major Kelly he is heading for a deep depression, and that he better "get a grip". Enlist the aid of a designated "mentor" in the squadron to offer counseling. Discuss the issue in a staff meeting. Share your observations with Major Kelly, and invite him to talk about his problems with you. (Answers: DN, PP, TP, GC, D)

How would you handle this conflict? Why did you choose this method? In your opinion, which of the above methods would be the best method to use? What are the advantages (other than those listed above) to that method? How might they play out in this situation? What are the disadvantages (other than those listed above) for that method? How might that play out in this situation? How would you know if the conflict is beyond your abilities? Example Example CASE 2: Lt Colonel Tom Smith (Wing Chief of Staff) has developed a plan for providing feedback to improve work performance of the wing staff members. Wing Public Affairs Officer, Major Van Tran (who reports to Tom) believes that the plan may offend some of the members. As Major Tran, correctly identify the strategies listed below: Talk to your family and friends about how to handle this situation. Just keep quiet. It probably won't be much of a problem. Go to a person in authority and tell her/him your concerns about this possibly insulting project. Talk to Lt Colonel Smith and tell him honestly about your concerns. Tell him you can help him work out a better solution. Go to an older friend who is a friend of Tom's and explain your concern. Maybe he/she can talk to Lt Colonel Smith about this problem. (Answers: GC, DN, PP, D and TP) How would you handle this conflict? Why did you choose this method? In your opinion, which of the above methods would be the best method to use? What are the advantages (other than those listed above) to that method? How might they play out in this situation? What are the disadvantages (other than those listed above) for that method? How might that play out in this situation? How would you know if the conflict is beyond your abilities?

Example Example C ASE 3: Captain Janice Jones, Composite Squadron Commander, has noticed that several of her adult members have been arriving late to meetings. The tardiness is being noticed by the cadets. As Captain Jones, correctly identify the strategies listed below: Discuss this matter with each of the latecomers separately. File a written reprimand, warning them of the consequences of their behavior. Ask the whole senior member staff to meet together to consider a general method for ensuring timeliness. Since most of the work is getting done anyway, don't make an issue of this minor matter. Mention your frustration to your vice-commander, and suggest that she/he might pass it along. (Answers: D, PP, GC, DN and TP) How would you handle this conflict? Why did you choose this method? In your opinion, which of the above methods would be the best method to use? What are the advantages (other than those listed above) to that method? How might they play out in this situation? What are the disadvantages (other than those listed above) for that method? How might that play out in this situation? How would you know if the conflict is beyond your abilities?

Lesson Summary and Closure There are many approaches to conflict management, depending on the nature of the conflict, and the people involved in the conflict. This lesson introduced members to a process for both assessing and being successful in conflict managements. The conflict management method chosen sometimes reflects the leader's leadership style. For more on that, see the Leadership Style lesson in this course. Should you feel that you are not in an appropriate position to handle a conflict or that it is beyond your ability to handle to the betterment of your unit and the individuals involved you can call on your unit chaplain. Many chaplains are trained in conflict management and coupling. For more information on how chaplains can help see the Chaplain Corps lesson in this course or speak to a chaplain. It is hoped that this lesson leaves the CAP member with the ability to: • • • •

Understand another person's perspective during a discussion or disagreement Confront and facilitate conflict in a way that helps people engage in conversation to yield a better solution Identify the likely source of conflict before taking action Coach others on how to resolve conflict in a constructive manner

Works Cited 1. The AMA Guide to Management Development, AMACOM Publications, Tobin and Petingell, www.amacombooks.org/go/AMAGuideMgmtDevelop, 2008.

Problem Solving The purpose of this lesson is to introduce the member to a sequential process for assessing and resolving problems Desired Learning Outcomes: 1. Clarify a description of the problem and its causes. 2. Identify alternatives and select and implement the best alternative. 3. Evaluate whether the problem was solved or not. Scheduled Lesson Time: 30 minutes

Introduction There are many approaches to problem solving, depending on the nature of the problem, and the people involved in the problem. Every problem is unique. It is important leaders understand the issues surrounding problem solving, and how they can utilize certain principles and techniques for problem solving in the CAP setting. "Problem Solving" is defined by the American Management Association "as identifying work-related problems, analyzing problems in a systematic but timely manner, drawing correct and realistic conclusions based on data and information, and accurately assessing root causes before moving to solutions." WHAT IS PROBLEM SOLVING? Webster's New World Dictionary defines Conflict as follows: Problem: 1. a question proposed for solution or consideration 2. a question, matter, situation, or person that is perplexing or difficult Solving: 1. to find or provide a satisfactory answer or explanation for; make clear; explain 2. to find or provide the correct or a satisfactory solution to (a problem) ©1995 Zane Publishing, Inc. ©1994, 1991, 1988 Simon & Schuster, Inc.

For the purpose of this lesson, a problem is defined as the difference between an actual, and a desired state of affairs. Most of us are very good at identifying the problem. We say things like "I want to _________ but I can't because ________." But we seldom take the time to clearly

identify what the ideal solution would be. Without knowing what exact "desired state of affairs" is, it is much harder to select the proper solution to the problem and you may spend a lot of resources on a "solution" that does not bring about the real "desired state of affairs." For example a cadet might say "I want to learn to fly, but I don't have the money." The cadet could get a job on nights and weekends to earn the money but then would not have the time to learn to fly or stay active in CAP. Had the cadet said, "I would like to have enough money so that I could learn to fly without giving up everything else I enjoy doing." the solution here might be a CAP Flight Scholarship. A descriptive statement of "the desired state of affairs" will prove valuable in the end. In problem solving, we are always looking for the facts. A statement is a fact if it can be verified by checking its source. What we often look at and try to solve are inferences. A statement is an inference if it is a statement about the unknown based on what is known. This means that we are always looking for "what IS Actual and what IS NOT Actual." While each problem and resolution process will be different, leaders can use a standardized sequential process for both assessing and resolving any problem. Tobin and Petingell suggest you employ the 6-Step Sequence Process (Tobin, 2008). What follows is a description of the different stages of the process, and the questions that individuals/ leaders need to ask during each stage of problem solving. The 6-Stage sequence provides the member with four (4) distinct processes: 1. Problem Identification: A general understanding of the concerns, and some depth of appreciation of those concerns. 2. Problem Clarification: Looking at the probable cause of each issue (through use of the "WHY?" process - in the form of questions). 3. Decision Analysis: Taking the Concerns/Causes, and then deciding how to solve them through the use of alternatives. 4. Potential Problem Analysis: Taking the Best Balanced Alternatives, and developing an Action Plan and Timetables.

1. Clarify a description of the problem and its causes. Let's apply the Six Step Process to a common problem. "We want our cadets to participate in wing encampments, but aren't sure if we can afford it." Stage 1: Define the problem The first part of the process involves clearly defining the problem, the nature of the problem, and the fundamental issues on the table. Problem Identification: A general understanding of the concerns, and some depth of appreciation of those concerns.

For Example: We want our cadets to participate in wing encampments, but aren't sure if we can afford it. Problem Clarification: Looking at the probable cause of each issue (through use of the "WHY?" process - in the form of questions). We generally deal with symptoms and not the actual cause when we try to solve problems. Only by asking a series of why-type questions do we get to the cause. Keeping with the aforementioned example: We believe that we can't afford to send several cadets to an encampment. WHY…. we don't have the funds. Why…..We haven't had a fund raising event to support the activity. WHY…..No one has agreed to plan and organize such an event. WHY…..We haven't taken the time to discuss the issue and select someone……This is the possible cause, and what should be dealt with in the decision analysis phase. In order to define the problem, you must ask yourself the following questions: 1. Why is change or action necessary? What could be the consequences if no action is taken? (see problem identification above) 2. What is the triggering event that set off the problem? 3. Are the issues on the table real fundamental issues, or are they an indication of some other issue that has not been raised? (see problem clarification above) 4. Will this be a recurring problem? 5. How would each individual like things to be? 6. What are the differences of perceptions among the members? 7. How do people relate differently (as a result of the problem)? How will these actions/feelings affect the overall characteristic of culture, norms, values, philosophies, rules, and climate?

2. Identify alternatives and select and implement the best alternative. Stage 2: Clarify the needs After defining the problem, you must clearly identify the needs of everyone involved. Then, taking everyone's perspective into account, you'll be more likely to develop solutions that are beneficial for all. In order to identify needs, you will need to ask the following: 1. What is each member's statement, or interpretation, of what he or she wants most as a group goal? 2. Do all the statements reflect an understanding of the nature of the problem?

Stage 3: Generate possible options Generating a range of possible solutions will help everyone involved analyze the plausibility of different options, and their possible effectiveness. In order to identify possible options, ask the following: 1. What are the possible solutions? 2. How would each member prioritize the solution? Stage 4: Evaluate proposed options Decision Analysis: Taking the Concerns/Causes, and then deciding how to solve them through the use of alternatives. We should be able to meet, and select someone who is capable of planning and organizing to the event for the squadron. We also should empower them to utilize any resources that the squadron has. They will, with the help of a committee, be able to generate viable solutions, and come up with a best balanced alternative. After identifying possible solutions, develop criteria that can be used to examine and evaluate each option. In order to test proposed options, asked these questions for each option: 1. Is there a common understanding of the solution? 2. Is it realistic (for example does the program have the resources, which are money, personnel and time necessary for implementation)? 3. Are all members of the team committed to the idea? 4. What could go wrong? 5. What are the possible benefits? Stage 5: Develop an action plan Once you have evaluated the different options based on possible benefits and barriers, you are now in a good position to choose an effective solution. Once a solution is agreed upon, ask these questions to develop an action plan: 1. 2. 3. 4.

What are the small steps that the team can take to achieve the best results? Who will take the lead for each step? Who else will be involved? What is a time frame for each step? What criteria will be used to evaluate the plan's effectiveness?

Stage 6: Develop a contingency plan Potential Problem Analysis: Taking the Best Balanced Alternatives, and developing an Action Plan and Timetables. What could go wrong is always an outcome that must be dealt with, and a contingency plan for their best balanced alternative should be in place.

Even when a plan is developed, situations may arise which make it difficult to carry out the plan. It is important to develop well thought out and organized written contingency plans in advance. In order to develop a contingency plan, ask the following questions: 1. What will be the backup plan if the first plan does not work? 2. Is it realistic? Does the program have the resources, money, personnel, and time, necessary to implementation? 3. Are all members of the team committed to the idea? 4. What could go wrong? 5. What are the possible benefits?

3. Evaluate whether a problem is solved or not. After identifying and clarifying the problem, identifying and implementing the best alternative (and the contingency plan if needed) we can evaluate our solution to see if the problem was solved. We do that by asking the following questions: 1. Did we achieve the “desired state of affairs"? (see the introduction) 2. Did we find a permanent or temporary solution? (see the problem clarification) We can evaluate the quality of our solution by asking a few more questions. 1. Did the solution cause problems of its own? 2. What is the likelihood that the same or similar problem will occur again? 3. Would I use the same solution, modify the solution or do something completely different if I was in the same situation again? PRACTICE Below are two problems you can apply the 6 step method to. You can do them by yourself, with other members of the course or with the members of your unit. Problem 1: The squadron had quite a successful fund raiser last weekend. The officers of the squadron got to clean out the junk from their basement and the squadron received half of the money raised from the yard sale ($315). The cadets raised $321 at the car wash and sale of the "hurricane preparedness kits" raised $250. Now it is time to decide what to do with the $886. The cadet commander tells you the cadets are asking for each cadet get a $50 scholarship to the encampment for a total of $800. The pilots would like the squadron to pay for 5 of them to attend the ARCHER training and 2 hours of practice flying with the ARCHER equipment. The total cost is $825. The communications officer is saying the money should be used to pay for the conversion of the squadron's 12 radios to the "new frequencies" before the deadline in 6 months. He claims it will only cost $780. The Logistics Officer is saying it is time to replace the contents of the first aid kit and the fire extinguisher in the van, he also suggests you set

aside $300 for gas for the upcoming squadron activities. Then he would like to place an order for $326 for uniform items for both cadets and seniors. When you ask the finance officer for some advice, she said "Leave me out of this. You make the decisions, I just request the checks." Problem 2: NASA created a widely published problem solving scenario called "LostOn-The-Moon". The scenario below allows a group of individuals to work collaboratively together toward a common and shared problem solving goal. Stop and think (without reading beyond the scenario) about how you would solve this scenario as the leader of a group. Lost on the Moon You are in a space crew originally scheduled to rendezvous with the Command Module on the lighted surface of the moon. Mechanical difficulties, however, have forced your ship to crash-land at a spot some 200 miles from the rendezvous point. The rough landing damaged much of the equipment aboard. Since survival depends on reaching the Command Module, the most critical items available must be chosen for the 200 mile trip. The Command Module cannot come after you, and will depart in 48 hours (with or without your group). Below are 15 items left intact after landing.

Nbr

Items Box of matches

Nbr

Items Solar-powered FM receivertransmitter

Food concentrate 50 feet of nylon rope Two .45 caliber pistols One case of dehydrated milk

Rubber Life-Raft Magnetic compass 5 gallons of water Signal flares

Two 100-pounds tanks of oxygen

First aid kit (containing injection needles) Portable Heating Unit

Stellar Map of the moon's constellations Parachute Silk Your task is to rank them in terms of their "importance to you", "the group's priorities, and ultimately your group's attempt to reach the rendezvous point. How did you do yourself? If you had to problem-solve with a group, what do you think would happen? What could have made the process of solving the problem easier? Primarily, the exercise is intended to help define the needs, clarify the problem,

generate proposed options, evaluate possible options, develop and action plan, develop a contingency plan. An individual can do the problem solving alone, but diversity and input from others is essential to have a balanced outcome to any problem. Ultimately, the group will be able to agree on a solution, but there will be both revelations and awareness to completely solve the problem at hand. Input from others is always a viable course of action in problem solving. These examples should provide an understanding of the concept of problem solving by allowing members to analyze both causes and alternatives to problem solving. Try using it at a meeting sometime.

Lesson Summary and Closure There are many approaches to problem solving, depending on the nature of the problem, and the people involved in the problem. This lesson introduced members to a sequential process for both assessing and being successful in resolving problems. Taken together, the sequence described in this lesson represents a comprehensive process that will allow you to determine the nature of any problem, propose a range of possible solutions that takes into account everyone's needs, identify criteria for evaluating the benefit and barriers of proposed solutions, and develop both an action plan and a backup plan.

Works Cited 1. The AMA Guide to Management Development, AMACOM Publications, Tobin and Petingell, www.amacombooks.org/go/AMAGuideMgmtDevelop, 2008. 2. NASA has published the order of importance of the objects, and the rationale for each can be found at many websites by typing in "Lost on the Moon exercise" a few such listed sites are. 3. www.nasa.perbang.dk. 4. www.uiowa.edu/~c034220/lostmoon.html 5. www.kathimitchell.com/moonans.htm

Implementing Change The purpose of this lesson is for students to comprehend change management. Desired Learning Outcomes 1. Determine when change is necessary. 2. Select the best method for implementing change. 3. Determine the best way to monitor the progress of implementing change. 4. Describe how to train others in implementing change. Scheduled Lesson Time: 30 minutes

Introduction Have you ever heard of the phrase, "The only thing constant is change."? We grow cells die and are replaced by new ones. Chemical reactions occur - heat changes the viscosity of oil in our cars and we need to replace the oil to keep the engine running. Salt corrodes the metal in our cars, boats, and airplanes. Seeds become flowers and plants. Babies take their first steps and form their first words. The point is that change is an inescapable part of our lives… of nature itself. There are two types of change: uncontrolled change and controlled change. Uncontrolled change is change created by nature (like the examples above). This change is perceived as either positive or negative based on one's perspective. As the name implies, this is the type of change over which people have no control. Controlled change, for the purpose of this lesson, is change that is man-made. The actions are intentional and intended to achieve a specific result (whether the desired result is achieved is a different matter). To gain the intended result requires a thorough understanding of the present state, the desired state, the variables involved, and the mechanics of change itself. This lesson is about designing and implementing controlled change. Questions such as, "Why do we need to change?", "What is the desired end-state?", "What do we need to change?", "How and when do we need to change?" as well as others will be examined. We will also examine how to measure the changes we implement, as well as train other members to implement change.

1. How to determine when change is necessary. Change may, or may not be an option. Sometimes change is imposed from above and the member's task is to implement the change. When change is an option, the first thing to decide is whether change, in general, is the best course of action. What is the reason for change? Is it because a condition/operation is unsatisfactory? Is it because "it's time to shake things up"? Is it forced from above? CONTINUOUS QUALITY IMPROVEMENT The Continuous Quality Improvement management theory posits that one should always look to make improvements in everything one does. For instance, you are conducting a fund raising event whereby you and other members donate your time serving customers at a local fast-food restaurant in exchange for a percentage of the proceeds from sales. You and your group work incredibly hard for 4 hours and at the end of the evening you realize that your entire proceeds for the evening are $80.00. You might ask yourself if there is a better way to spend 4 hours of your group's time for a better return. You might want to change the way you conduct fund raising events in order to improve the outcome. COMPELLED CHANGE FROM ABOVE Levels higher up the organization may deem a change necessary for reasons you may or may not agree with. Compelled change is one of the most challenging changes to implement, particularly when there is insufficient buy-in from the group. The task for the leader is to promote buy-in and make the change more palatable; or at least provide reasons all members can understand. Even if a change has been compelled and the timelines have been established, you often have control over exactly how these changes will be implemented. For instance, National Headquarters has mandated that all units will move to a consolidated banking system by the end of the calendar year. In fact, they may even dictate how this change is to be implemented. Ultimately however it is up to the members to initiate such change within their units, and to ensure the implementation goes well. CREATIVE DISSATISFACTION Another type of change you might decide to make is when you simply want to do something differently, even though what you are currently doing is going fairly well. You may want to "shake things up a bit" to see if tapping into the creativity of your group will yield a better way of doing something that you thought was going well, then you will have to inform the group about the uncertainty of the outcome. This is similar to "experimenting" in order to seek a better way to do things, and is known as Creative Dissatisfaction. It essentially forces people out of their comfort zone and turns on the creative juices to explore all options for doing something differently. For instance, you always have the adult person in charge of outdoor activities plan the meals for the cadets and other adults attending the activity. It has always gone well, and everyone seems pleased with the choices of menu items. But you want to see if handing over this

responsibility to the cadets would improve the meal planning process. So for a designated activity you delegate meal planning entirely to the cadets, with no or minimal involvement by the adults. You are experimenting with something that has gone well to see if things done differently are worth the effort. GROUPTHINK AS A BARRIER TO CHANGE One barrier to identifying the need to change is groupthink. Simply stated, groupthink refers to the "tendency of the members of a group to yield to the desire for consensus or unanimity at the cost of considering alternative courses of action." (Businessdictionary.com) Groupthink is an easy thing for teams to succumb, as often teams believe that they are thinking critically when in fact they are not. Bringing in an outsider to ask some questions is one way to break the cycle of "group think." In fact, asking new members, whether they are adults or cadets, about their thoughts on the way you do things can often shed some light on outdated processes. When soliciting outside opinions, it’s important to be sincere and carefully consider the comments made. It's not enough to say that opinions were solicited… if members feel that they haven't been taken seriously trust will be lost. Trust is the key to change. Consider this simple example: promotions are conducted at the end of the weekly meetings. Everyone agrees this is the best time to recognize members and the ceremony has been conducted this way for years. Then a transferring cadet NCO arrives at the unit and suggests that promotions would be better at the start of the meeting because 1) most parents are there after dropping off cadets, 2) the adults are present at that time but often depart before the end of the meeting, and 3) meetings often go over the allotted time on the schedule making it late for members who have to work or go to school the next day. The unit's leadership has a choice of looking at the precocious 14-year old and dismissing her as lacking knowledge of " the way we have always done things around here," or they could consider the suggestion seriously and contemplate making a change, at least trying it a few time to see the outcome. The process of soliciting/welcoming/ considering the proposal overcomes the groupthink barrier. 2. Selecting the best method for making a change Some changes are minor and can be made quickly with minimal disruption to existing processes, whereas, other changes are large-scale and can affect everyone, or a majority of the group. As a leader, you will likely be confronted with three types of changes; 1) those you make unilaterally with little or no input from your group, 2) those you make after consulting with your group and gathering input for your decision, and 3) those you make on a consensus basis by having input from a large number of members and taking a vote to make the decision. The degree to which you successfully implement the change and the approach you use to implement this change has a bearing on the type of decision you make with regards to change. The bigger the change the harder it is to implement unless you have almost everyone on board (a type

3 decision). Now let's explore methods for implementing change, and when one approach may be more effective than another one. There are two steps to creating a change; 1) selecting the best change model and 2) developing logic models. By examining several Theories of Change you can find the ideal approach to making a change. The change model is used to help explain why and how this change will take place. Logic models are used to illustrate the components of the program in a stepwise fashion, and ensure each stakeholder clearly understands the activities and their role. There are several Theories of Change that have been developed over the years. Most theories are concerned with larger changes that need to be implemented and likely to impact many people in an organization. The best way to select a change model is to start with a goal. What are you trying to change or achieve with the change, and why? Part of this goal should be the justification of why you believe making this change will result in a desired outcome, and why making this change will ultimately add value to the organization. In other words, why does making this change really matter? THE "LEWIN" MODEL In 1951 Kurt Lewin developed a three-stage model of change that became known as the “unfreezing-change-refreeze" model. The unfreezing stage is simply people becoming motivated to change and move beyond the status quo. When change is misunderstood, or the impact of the result is unclear, change can be frightening. But as Dennis Waitley put it in his book, "Empires of the Mind," fear really stands for False Education Appearing Real. We are shaped by our preconceptions of how things work and how things should be. When we have false information about a situation or process, we are likely to resist change. Therefore, the "unfreezing" stage of the Lewin model relates to overcoming our false preconceptions about the way things should be. The thought of learning a new way of doing something differently can cause defensiveness and resistance, and unfreezing is necessary to overcome group conformity. In this way, unfreezing also addresses reducing the learning anxiety. In the change stage, the method of change is outlined and processes are executed. 1. Define the current state and develop a concise view of the new state (unfreeze). 2. Conduct a gap analysis between the old state and the new one. This helps clarify exactly what needs to be changed. a. Design change b. Implement change 3. Refreeze; the new change becomes permanent and new behaviors become habitual.

Refreezing is key as it is likely that the change will not be sustained and people will revert back to their old ways of doing things. You can ensure changes will stick over time by developing a set of formal policies and procedures. For instance, to have a unit's members begin to use e-forms instead of paper forms, the first thing to do is "unfreeze" them from using the old paper forms by educating them on how to create an e-form. Initiate the change by demonstrating the time and effort saved by going to this new way of submitting forms. And lastly, "refreeze" everyone by creating a policy that states paper forms will not be accepted or processed after a certain date. THE "LIPPETT" MODEL Another change model, developed by Lippitt called Phases of Change Theory, takes into account the role and responsibility of the change agent rather than on the process of change. There are seven steps to this model: 1. Diagnose the problem. 2. Assess the motivation and capacity for change. 3. Assess the resources and motivation of the change agent. 4. Choose progressive change objects. Develop strategies and action plans. 5. Define the role of the change agents to be clearly understood by all stakeholders. 6. Maintain the change. Communication, feedback, and group coordination are critical in this step. 7. Gradually withdraw the change agents when the change becomes part of the organizational culture. THE "CHANGE THEORY" MODEL Another change model, developed by Prochaska and DiClements, is simply called the Change Theory. It recognizes that people go through a series of stages as a change occurs within an organization (pre-contemplation, contemplation, preparation, action, and maintenance). The pre-contemplation stage is when someone is not even aware a problem exists until they become engaged in the change process, and then they believe everything is fine. Contemplation occurs when someone is thinking of changing but is not yet committed to the idea of changing. Preparation is when the person is actually ready to make a change in their behavior, and action is when they actually make that change. Maintenance is the last stage when actions are taken by the individual to reinforce the change. This is a cyclical model, as opposed to a linear model, whereby people may relapse to a previous stage (i.e. pre-contemplation) several times before they are ready to move onto another stage.

THE "COMMITMENT TO CHANGE" MODEL A change model developed by the United States Army is the Commitment to Change model. This model has three development phases; 1) Inform, 2) Educate, and 3) Commit. In the Inform Phase, members are made aware of the change and why it is happening. Next, members are educated to make sure they understand what the change means to them. And the last phase is all about making the change happen and ensuring everyone is committed to it. Notice that this model works well when the change is being handed down from higher up the organization, with little room for negotiation. In this approach, command is simply informing and educating everyone that the change is taking place, and requires a solid commitment from everyone in the group. SOCIAL COGNITIVE THEORY And finally, the last change model discussed here is the Social Cognitive Theory. This model proposes that behavior change by someone is affected by environmental influences, personal factors, and attributes of their behavior. In this theory, the individual must possess self-efficacy. That is, they must truly believe in their ability to change behavior based on their buy-in that the change is really necessary. Their positive expectations of the outcome of this change must outweigh the negative expectations of the outcomes. For instance, if we keep the issue of e-forms over paper forms, the person must believe that the quick turnaround time for approvals of the e-form must be worth the trouble of learning to complete these forms on-line. Each change model has some strengths and weaknesses and is suited to different situations. Notice that self-efficacy, having the confidence in one's ability to take action and sustain the behavioral change, is a very important component of any model. What is important is to select a model that is workable for the degree of change you are attempting to make with the group. When the change is obvious to most people in the group and resistance is minimal then Lewin's three-step change model works well. But when people's feelings are likely to be high and resistance is likely to be equally high, then using than the Change Theory or the Social Cognitive Theory model may work better, since it takes into account the feelings and experiences of people. DEVELOPING A LOGIC MODEL The next step in implementing a change after selecting a good change model is to develop a logic model. Logic models are nothing more than flow maps of what you intend to do to make this change happen. Logic models clearly illustrate the program elements so that everyone can see the intended outcomes and how the changes will impact them. Define the inputs and activities to make sure the outcomes will be achieved during the implementation phase. A logic model will examine all the factors that will likely impact the program and allow you to identify the information and resources needed to make this change successful.

A good logic model will: 1. State the problem or issue which is the impetus to change. 2. Move to identifying the needs that lead to the decision to make a change, such as the information used to realize a change was necessary, or what specifically has happened to force this change. 3. Define the desired results and what goals are expected for this program to achieve in the short-term and in the long-term. 4. Identify the support factors or potential barriers that could influence the outcome of this change. 5. Development of your specific strategy that you believe will make your program work. Be sure to explain the reason for selecting this strategy of other alternatives you considered in your analysis. 6. Finally, prepare a list of factors for success that are critical to the success of your program. These success factors can be used to measure the effectiveness of your change program. Here is an example of a Logic model that you can use to implement change in your organization:

There are five basic principles of change management that should be considered when implementing change: 1. Different people react differently to change. 2. Meet the fundamental needs of those impacted by the change. 3. Change often involves the loss of something, and be aware of people going through the "loss curve." 4. Manage expectations realistically. 5. Deal with people's fears. If anything, over-communicate with your group. Provide everyone with open and honest information frequently. For large changes that will impact a large number of people in the group develop a specific communications plan. If the change involves a loss for some of the stakeholders, try to find what could substitute for that loss. When planning to implement a change in your organization that is likely to impact a large percentage of your people develop a change model and logic model appropriate to the magnitude of the change and communicate the change program to everyone, preferably at the same time. As the change process is implemented, the next vital step in the process is monitoring the progress of the program.

3. Monitoring the progress of change. Effective change management entails not only careful and thoughtful planning, but also diligent monitoring of the program's progress. As the old expression goes, "what gets measured gets done." Change must be SMART (Specific, Measurable, Achievable, Realistic, and Timely). Therefore, it is imperative that you set goals that can be measured and achievable in order to monitor the progress of the program. Depending on the magnitude of the change program, issue a periodic progress report, or establish a monitoring team with responsibility for interacting with key players in the implementation plan on a regular basis. As mentioned earlier, one of the most critical success factors to any change management program is communication. While it is important to obtain buy-in from the group at the onset of the program, it is even more important to inform everyone of the progress. If people feel that no one else is making the change, they will revert back to old behaviors, and the success of the program will be either delayed or doomed. Even when people are committed to making a change, it is easy to fall back into old practices. Constant communication as to the progress of the program will solidify the change behaviors sought from the group. If you measure success factors that are meaningless to the stakeholders, the program will be deemed unimportant or not credible. John Kotter in his two famous books on change management, "Leading Change" and "The Heart of Change" emphasizes the importance of creating some short-term wins. Just as important as monitoring progress, so is setting achievable goals as part of the total program. Set some of the goals that are easy to achieve in a short period of time.

People like to see that their efforts are successful. Celebrate victories by recognizing and rewarding people for their progress and achievements. It is always good to create a lot of smaller, achievable initiatives early in the program to encourage people to move onto the larger ones. Encourage everyone to report on progress however small an accomplishment might be. Set larger milestones that everyone can celebrate. In order to make these changes a permanent part of the culture, it is necessary to reinforce the value of success. Let everyone know how each success brings everyone closer to the goal. The United Way has organizations involved in their fund raising campaign construct a large image of a thermometer with contribution milestones added on weekly to show everyone the progress. This effect has two purposes; 1) to let everyone know where they stand against the goals, and 2) encourages those who have not yet make their contribution to "get on with it." Peer pressure can be a wonderful motivator to drive success. Empower change agents to make decisions at various points along the way of the implementation plan. During the early stages it is best to have only a few key players making critical decisions since early victories are important to the long-term success of the program. As the implementation plan moves on you can expand the decision making to a wider circle of stakeholders. Another important aspect of any change management program is flexibility. Not everything will go as planned, and when unexpected barriers spring up, be flexible. Adapt to unexpected obstacles that challenge plans. Allow people to find creative solutions to problems that arise that might slow progress. Committed individuals with a desire to succeed will do whatever it takes to be a part of a winning strategy. Remember, success has many participants; failures have but one. In conclusion, establish SMART goals, define early wins, monitor progress often, communicate and celebrate successes, empower people to overcome obstacles, and never lose sight of the end goal.

4. Train others in change management. A sign of a good leader is one who trains others to take over the job. Change is a natural process, and so having good change agents to implement new programs will always be in demand. Once you have gone through the stages of developing a change model and a logic model, and have successfully implemented a change program of sufficient magnitude to gain sound working knowledge of the principles of change management, it is time to train others. The easiest way to begin is to identify those individuals from the existing group that were instrumental in supporting efforts to implement a change. It is likely that during development and implementation of a new program assistants or deputies played a significant part in one or more aspects of the change. These are candidates to assign to the next new change evolution. But remember, delegation does not equate to abdication. Coach the trainee carefully by 1) communicating your needs, 2) defining general goals and timelines, 3) checking on the development of the change model and logic model (planning stage), 4) reviewing the

implementation plan (and communication plan, if there is one), and 5) monitoring progress frequently. It is always best to start someone new to change management with a small project, especially one where there is a high probability of success and a low likelihood of a resistance from the other members. Reward victories along the way and praise success in public. Try to show how taking on responsibility for a change program is sufficiently rewarded so others will be encouraged to volunteer next time. Sometimes a change program is large enough to warrant a team approach. Creating a team to implement a new program can be valuable when trying to train a group of people at the same time. However, beware of personalities that may conflict with one another and try to mitigate conflicts. Never have more than one chairperson to head the team, or allow team members to come to you for decisions. There are several personality assessment techniques available to determine which styles complement one another. If there is a choice, assemble an ideal working team that will coalesce and achieve the desired results in a timely manner. Despite efforts to bring an optimal team together, remember all teams must go through the four stages of 1) forming, 2) storming, 3) norming, and 4) performing. It is important to realize that delegating responsibility to a team requires the same degree of diligence and follow-up as it does in working with one person, so heed the coaching techniques mentioned above.

Lesson Summary and Closure An important element of leadership and management is knowing when to make a change. Changes could be to an overall strategy or direction of an organization, changes to a process or activity, or changes to people or structures. But all change requires careful planning and implementation. Deciding to make a change is only the beginning. As Albert Einstein once declared, "All changes are created twice; once in your mind, and secondly in the real world." To implement a change it is valuable to select a change model that best fits the scale of the change you are trying to accomplish with your group or organization. Then develop a logic model that defines the steps you will use to implement your new program. After you have completed these first two steps, it is vital to monitor all progress against your goals, and communicate this progress to all stakeholders. Reward all victories, large and small. And lastly, since you will always be confronted with a need to change things, train as many other people as you can to implement new programs.

In the Civil Air Patrol, you will have ample opportunities to implement changes. Several of these changes will come from National, Regional, or Wing headquarters and will be mandated. Oftentimes, clear implementation plans will be included with the demand for such changes, and they might even be formalized in regulations and policies. But there will be other occasions where you will either initiate a new program, or will be asked to lead a change initiative. Whether deciding to be the sole change agent, or establishing a change management team, you will have to ensure the change you make is implemented well and success is achieved. You must rely on your ability to sell your ideas to your group, motivate them to want to make changes, and encourage them to change their behaviors. Having a sound plan to develop and implement a change will go a long way to convincing your members to follow you down a new path. So, while change may feel uncomfortable at times, armed with effective techniques and careful planning, you can become an effective change agent for your organization. For further information CAP National Web Page http://members.gocivilairpatrol.com/Prof_Dev_Modules/cap_lesson_03/lesson3_html/le sson3.htm Works Cited The following articles were used in the preparation of this article: Clark, H. and Anderson, A. " Theories of Change and Logic models: Telling Then Apart." Presentation taken from the Internet: www.theoryofchange.org/ppt/TOCs_and_Logic_Models_forAEA.ppt Wirth. R.A. "Lewin/Schein's Change Theory" Document taken from Internet: www.entarga.com/orgchange/lewinschein.pdf . Kritsonis, A. "Comparisons of Change Theories" International Journal of Scholarly Academic Intellectual Diversity: Vol 8 (1), 2004-2005. Untied States Army Business Transformation Knowledge Center. "Commitment to Change Model" taken from Communication Initiative website, October 14, 2008. "Developing a Theory-of-Change Logic model for Your Program" article taken from the Internet produced by the W.K. Kellog Foundation; www.publichealth.arizona.edu/chwtoolkit/pdfs/Logicmod/chapter3.pdf . Waitley, D. "Empires of the Mind." Published by William Morrow and Company, Inc. New York. 1995. Maxwell, J.C. "The 21 Irrefutable Laws of Leadership." Published by Thomas Nelson, Inc. Nashville, 2007. "Five Basic Principles, and How to Apply Them" published on-line by Teamtechnology.co.uk http://www.businessdictionary.com

Effective Decision-Making The purpose of this lesson is for students to comprehend issues surrounding decision making, and the preferred model for making decisions. Desired Learning Outcomes 1. Define the term "decision." 2. Describe the decision-making process. 3. Discuss the implications of making (or not making) a decision. Scheduled Lesson Time: 30 minutes

Introduction Whether you are working alone or with others, many of the decisions you make are related to achieving the goals and performing the tasks of the team. As such, you should be concerned with the effectiveness of your decision-making, That is, whether or not the decision will solve the problem on which you are working. 1. Describe the definitions and concepts of decision and decision making. Wikipedia defines Decision making as an outcome of mental processes (cognitive process) leading to the selection of a course of action among several alternatives. Every decision making process produces a final choice. The output can be an action or an opinion of choice.

What is a decision? Webster's New World Dictionary defines decision as follows: 1. the act of deciding or settling a dispute or question by giving a judgment. 2. the act of making up one's mind. 3. a judgment or conclusion reached or given. 4. determination; firmness of mind [a man of decision]. 5. Boxing a victory on points instead of by a knockout. ©1995 Zane Publishing, Inc. ©1994, 1991, 1988 Simon & Schuster, Inc.

While there are many definitions of decision, for the purpose of this lesson, a "decision" is defined as a determination arrived at after careful and systematic consideration. Therefore, a decision becomes the best choice of a course of action to achieve objectives. Making that choice requires some form of decision analysis. Many decisions made in life can be categorized as major (greater in importance) or minor (lesser in importance).

Types of Decisions 1.

Major Emergency Discrepancies

Components of Major Emergency Decisions

Greater in Importance Emergency is defined as: "An unforeseen combination of circumstances that call for immediate action"…and has: • Implications • Ramifications and therefore Consequences

Implication • • • •

an implicating or being implicated an implying or being implied something implied, from which an inference may be drawn Logic a formal relationship between two propositions such that if the first is true then the second is necessarily or logically true

Ramification • •

a ramifying or being ramified; specif., the arrangement of branches or offshoots, as on a plant the result of ramifying; specif., a) a branch or offshoot b) a derived effect, consequence, or result [the ramifications of an act]

Consequence • • • • •

a result of an action, process, etc.; outcome; effect a logical result or conclusion; inference the relation of effect to cause importance as a cause or influence [a matter of slight consequence] importance in rank; influence [a person of consequence]

The outcome of implications, ramifications, and therefore The definition of liability is: • • •

•

the state of being liable anything for which a person is liable [ pl.] Accounting a) the debts of a person or business, as notes payable or long-term debentures b) the accounts on a balance sheet showing these something that works to one's disadvantage

The primary consequence of any decision is a liability of some sort. For an individual, liable means: • • •

legally bound or obligated, as to make good any loss or damage that occurs in a transaction; responsible likely to have, suffer from, etc.; exposed to or subject to [ liable to heart attacks]

subject to the possibility of; likely (

to do, have, get, etc. something unpleasant or unwanted) [ liable to cause hard feelings] 2.

Minor (Non-Emergency) Decisions

Components of Minor Decisions

Lesser in importance

Although it has some implications and ramifications…..they need no immediate action… and therefore… No big thing in terms of consequences

CAP has provided regulations surrounding most major decisions that are to be made by leaders in the organization. In doing so, there has been adequate attention given to the liability of those decisions. The aforementioned chart provided a look at the components of a decision, and the fact that there are implications to any decision we make, and therefore consequences.

Example: Captain Rudder PROBLEM SOLVING HYPOTHETICAL You are the mission base commander at an emergency services mission base at the Earthquake County Airport in the great State of Distress. You report to the CAP Mission Coordinator who in turn reports to the Distress Wing Commander. The scenario below has been presented to you by Cadet Tom Jones, who has been manning the sign in desk since the base opened early on Day Two. The base was opened following an earthquake which severely weakened an earthen dam. Floodgates were opened to prevent collapse of the dam and accidental flooding. The dam eventually collapsed, flooding hundreds of homes and forcing evacuation of the families that lived in the area downstream from the dam. DAY ONE - THE DAY OF THE DAM COLLAPSE Capt. Roger Rudder, Commander Squadron 4077, was part of a work party at his Squadron Headquarters, a 4 ½ hour flight from Flood River Junction, the epicenter of the earthquake, when radio traffic went out alerting all emergency services personnel. His work party included ten cadets and two male senior members. Without further request by radio or otherwise, Rudder obtained a flight release to the

anticipated mission base at Flood River Junction. He and three cadets, dressed in tshirts, blue jeans, combat boots and field jackets, boarded the Squadron 4077 Cessna 182 and flew to the anticipated mission base. Lt. Fred Fibbs agreed to contact the parents of Rudder's passengers regarding the mission and drive to the mission base the next day. He intends to bring with him whatever ES rated personnel available, along with uniforms for Rudder's passengers. It was dark when Rudder and his passengers, Cadets Kaye Dett (age 18), Serge Sergeant (age 17) and Wayne Wolfe (age 15) arrived at Flood River Junction and the base had not been set up. There was no telephone accessible when they arrived. He and the cadets slept under the airplane, utilizing the survival blankets from the aircraft survival kit. DAY TWO The following morning there were no additional CAP personnel at the airport. Capt. Rudder used the telephone at the FBO as soon as it opened to call the Mission Control Officer. He learned that traffic has been issued requesting that all available emergency services personnel report to the mission base at Earthquake County Airport (instead of Flood River Junction), a 20 minute flight away.

The FBO graciously allowed the cadets the opportunity to call home and advise their parents of their whereabouts. The parents asked to speak with Rudder and expressed their being upset at not having been consulted before their children flew off to a disaster area, but also expressed their gratitude that their children had an opportunity to play a role in helping the disaster victims. The FBO advised Rudder that there was no fuel available because the earthquake cracked his fuel tanks and the flood waters have contaminated his fuel supply. Furthermore, electrical power has been disrupted which prevents the use of the fuel pumps. Rudder and his cadets boarded the Cessna 182 and flew to Earthquake County Airport. As Cadet Fleagle directed the aircraft to a parking place the engine died from fuel exhaustion. Rudder and his cadets signed into the mission base and were immediately put to work. Rudder and the aircraft were dispatched to take officials from the Distress Emergency and Disaster Service, a State agency, on a flight over the flood stricken area to survey the damage and take aerial photographs. The Air Force had not approved any MOU with the State agency. The cadets were assigned to distribute food and water to the lines of flood victims,

load supplies onto vehicles for transport to remote areas, man telephones and provide security for the mission base. On the evening of Day Two, Rudder was summoned home due to a family emergency. He explained that he would return the next evening. Lt. Fibbs has had difficulty navigating around the flood plane to get to the mission base and is expected to arrive early on the morning of Day Three. In the course of Day Two, Serge and Kaye work side by side for 16 hours and develop a deep affection for one another. That evening they talked softly late into the night and eventually take the blankets from their cots in the base and seek privacy in the hanger used for storage of the relief supplies.

DAY THREE Upon rising in the morning, Cadet Jones notices the absence of Serge and Kaye and then observes their bleary-eyed arrival, walking into headquarters with their blankets in hand. At lunch, Jones discussed his observations with Fleagle who mentions the fuel exhaustion issue. You have just convened a de-briefing meeting with the bulk of the mission staff and Jones informs you of all of the above. Upon learning of these details the Wing Commander immediately suspends Rudder pending investigation for purposes of membership termination. Unable to reach Rudder at home, he leaves word with Rudder's employer of the suspension. (Created by Colonel Theodore Chavez, National Legal Advisor)

In the chart provided on the next page, utilize the Captain Rudder case to practice distinguishing between Major Emergency Decisions and Minor Decisions, as well as identifying the components of the Major Decisions (following the example given)

Example: Captain Rudder Worksheet (using your general knowledge of CAP Regs) Major Emergency Decision 1: Radio communication goes out….. Component: Implications

Communication will be down Guidance from base will be gone 2 male adults, and 10 cadets (mixed)

Component: Ramifications Base will have no communication with site The crew at the site will be operating on their own Supervision of cadets could be very loose

Minor Decisions

Component: Consequences

Component: Liabilities

Base will have no knowledge of decisions made at the site Base will have to rely on Captain Rudder's judgment There is not enough Senior Members there to adequately supervise Cadets

Whatever goes on is still the responsibility of base How reliable is Capt Rudder's training and judgment CAP Regulations are precise as to the ratio of Seniors to Cadets.

None is this decision!

Major Emergency Decision 2: Implications

Ramifications

Minor Decisions Major Emergency Decision 3:

Consequences

Liabilities

Implications

Ramifications

Consequences

Liabilities

Consequences

Liabilities

Minor Decisions Major Emergency Decision 4: Implications

Ramifications

Minor Decisions

2. Describe the decision-making process. As a CAP leader, there are many instances that we are called upon to make the simplest decision. With people, decisions become a complex mine field. What must be avoided are some common causes of bad decisions, and they are: a. Uncertainty - There is a lack of conviction, and some question and doubt. b. Ambiguity - The decision is capable of being interpreted in more than one way. c. Conflict - There is a clash of opposing ideas and interests. When you encounter difficulty in making a decision, follow this decision-making process to avoid bad decisions: a. WHAT exactly are you trying to decide? When you are in a group, spend some time checking to see if everyone has the same interpretation of the decision the team is working on.

b. WHO needs to be involved? Ask yourself who has the necessary and valid information to make the decision so that it is logically sound? Make sure that those who have to carry out the decision are involved in some way also so that they will be committed to it. c. HOW should people be involved? In order to most effectively manage the involvement of people in decision making, it is useful to consider several different levels of involvement: i) Directly - They actually make a decision. ii) Consulted - They are involved before the decision is made so that they can give needed information and opinions. iii) Informed - They are told about a decision so that it will not come as a surprise to them later on. (Note: See the chart below - DLO3) 3. When will the decision be made? Set up a timetable so people know when to expect a decision. Give one person the responsibility to manage the decision-making process. If you were the Wing Commander in the Captain Rudder case, would the above process have helped in your decision making? 4. Discuss the implications of making (or not making) a decision. Although all decisions are not the same, here is a guide that will make your job easier.

Types of Decision-Making Styles Type

Your Choice

Your Your Responsibility Subordinates

A1 (Autocratic)

You make the decision yourself using information available to you at the time.

You do not tell subordinates what the concern or issue is.

You make the decision which solely reflects how you think.

A2 (Autocratic)

You obtain necessary information from subordinate(s), and then decide

You may or may not tell subordinates what the concern or issue is when

The role played by your subordinates is clearly one of providing the necessary information to you, rather than

on a solution yourself.

getting information from them.

generating or evaluating alternative solutions.

C1 (Consultation)

You share the concern or issue with relevant subordinates individually

You are getting their ideas and suggestions, including possible solutions, without bringing them together as a group.

Then you make the decision which may or may not reflect your subordinates' influence.

C2 (Consultation)

You share the concern or issue with your subordinates as a group.

You are collectively obtaining their ideas, suggestions, and possible solutions.

Then you make the decision which may or may not reflect your subordinates' influence.

You share the concern or issue with your subordinates as a group.

Together you generate and evaluate alternatives and attempt to reach agreement (consensus) on a solution.

Your role is much like that of a chairperson. You do not try to influence the group to adopt "your" solution, and are willing to accept and implement any solution which has the support of the entire group.

G1 (Group)

Note: None of the five styles on the subordinate participation continuum is universally best. A "perfect" leader would assess the situation at hand, and select the style which will be most effective. Reasons for selecting a style that is associated with higher or lower subordinate's participation level. •

Higher •

Leads to an increased number of ideas being considered, because different alternatives likely will be introduced by different subordinates; hence, the belief that the best alternatives will have been considered. Creates greater acceptance of decisions which results in better

•

•

Lower

• •

implementation. That is, "people support what they help build". Leads to growth and development of subordinates. Involving subordinates in discussions is costly in terms of time. That is, autocratic decision making styles are faster than group decision making, and thus, are of value in emergency and crisis situations. Relevant information needs to be distributed to the participants so that they are knowledgeable about the situation which, again, takes time. Participants with different interests in or goals for the decision situation will be in conflict with each other.

Note: The five styles can be placed on a continuum that measures the degree to which, ranging from low to high, as a leader allows/permits/encourages subordinate participation in decision making. Adapted from: Victor H Vroom, " Leadership Revisited." In The Organizational Behavior Reader, 6 th edition, David A. Kolb, Joyce S. Osland, and Irwin M. Rubin, editors, 1995, Englewood Cliffs, New Jersey: Prentice Hall. Pp. 453-464.

Lesson Summary and Closure Whether you are working alone or with others, many of the decisions you make are related to achieving the goals and performing the tasks of the team. This lesson introduced the member to issues surrounding decision making, and provided methods of making sound decisions.

Effective Communication The purpose of this lesson is for students to comprehend selected techniques to improve their communications skills at the squadron level. Desired Learning Outcomes: 1. Give clear, simple and multi-step directions/instructions. 2. Provide clear and useful written and oral information. 3. Select the right media for the right situation. Scheduled Lesson Time: 20-30 minutes

Introduction Effective communication is a vital competency for every member of an organization. The benefits to an organization whose members employ effective communication include improved interpersonal relationships, morale, and motivation that are founded on mutual understanding and trust. At the group level, teams employing effective communication achieve synergy sooner, are more easily formed, better managed, and better able to respond to changing situations and mission needs. Effective communication allows plans to become more effective through clarity and commitment. This allows increased productivity as skills and processes are better applied. In essence, effective communication means increased results. Effective communication is a "life-skill" upon which sound relationships are established. (1)

1. Giving directions/instructions. You might ask "What is so difficult about giving directions/instructions?” We have been practicing communication skills since before we learned to walk. To effectively communicate a complex idea though, requires skills beyond elementary conversation. There are two basic rules to remember. Rule 1: Organize your thoughts. In order to share your ideas, you must first organize them in a sequential and coherent manner. Organization is critical, because it creates a logical pattern for the listeners, allowing them to grasp the big picture intuitively. The listener can then focus on the details of the message without struggling to understand how you got from point A to point B.

A case in point: imagine that a colleague has asked you for directions to wing headquarters. If you write the instructions out, your instructions will probably look something like: •

Drive west on 6th Avenue for about 3 miles.

•

Take a left on Airport Road.

•

At the second stop sign, turn left.

•

Proceed to the end of road.

•

Turn right into parking lot.

•

Entry door is on east side of building.

Now take these directions and cut each one into a small strip of paper. Jumble the strips up and arrange them randomly. Give them to a colleague. Even with mixed-up directions they should have no trouble reaching wing headquarters, right? The problem is that the directions are complete, but they are also completely unorganized. Rule 2: Effective communication is collaborative, not competitive. Communication is a two-way process involving an exchange of ideas. If you try to force your ideas, you will prevent the exchange of ideas and will eventually frustrate or alienate the other person. (2) By observing these two rules, you will minimize the possibility of miscommunication and misunderstanding. To help reinforce the concepts presented in the above section, prepare written instructions for how to get to wing headquarters and have a fellow squadron member try to arrange the instructions into a logical sequence. What was the member's response to the order of the instructions? An alternative activity is to write an announcement for a squadron event. The instructions to be given in the announcement might contain the following: the name of the event or activity, the date, the day, the start and end times, where the event will be conducted, the name of the point-of-contact (POC) with phone number, the facility or location, and directions on how to get there as described from several strategic or wellknown geographical points of interest, i.e., wing headquarters, town hall, the local airport, etc. Have a squadron member review the announcement to ensure the instructions are clear and concise before the announcement is made. Remember, practice makes perfect.

2. Giving oral/written directions/instructions. In the communication process there are basically two forms of giving directions/instruction. They are either oral (verbal) or written. ORAL ANNOUNCEMENTS/DIRECTIONS Suppose you are a unit commander or a member of senior command staff and you are trying to explain a new concept. You know you have one opportunity to really get the message across. You also know that in order to be effective you are going to have to help the audience identify with something that will get the squadron members' interest; to actively engage them. You must then ask yourself, what makes people listen? There are three basic factors that engage people. They are: • • •

Self-interest (what's in it for me) Who is speaking; and How the message is delivered

Understanding the basic principles of how we communicate and why we listen helps you to realistically evaluate what you want to say and how you want to say it. The best way to engage the squadron members' self-interest is to show the importance of the issue to the members and what is in it for them. This will demonstrate that you understand their self-interest by focusing on their point of view at the very start. This will generate an interest in them to actively listen. The next factor that determines whether people listen is who is speaking. Do not rely on your position to establish your credibility. What makes the difference is their perception of the speaker. If you project competence, your audience will consciously think about what you have to say and will take it more seriously. The last factor, and probably most importantly, is how you deliver the subject. Without going into a detailed discussion on public speaking, there are some simple techniques that you can use to make your delivery more effective. These are: Connect with individuals. Look directly at one person in the group while delivering each phrase. Never sweep the audience in an attempt to look at everyone. This may come off as being insincere. •

Use the word "You" frequently. When a speaker says "You" listeners feel that the speaker is speaking directly to them.

•

Open your presentation with topics that resonate with the audience. If you do not see agreement in the audience do not move on to more controversial topics. Incorporate current issues into your topic that your audience can relate to.

•

Frequently reference names of well known members of the squadron, group or wing. This creates the sense of having common acquaintances, forming a personal connection.

•

Vocally punctuate phrases. Divide your presentation into phrases, each of which conveys a single complete idea. Pause for a moment before starting the next phrase. Think and clarify your thought before speaking.

•

Restrain your body language. Gestures should be slight, but purposeful. Stand straight, shoulders back and head up. This will give the impression of being poised and confident. (3)

How do these tips relate to the AF Style Briefing lesson in this course? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

WRITTEN ANNOUNCEMENTS/DIRECTIONS The written form can be either formal or informal. Written direction/instruction can be in numerous formats. These formats may be a formal or informal letter, a newsletter, a flyer, a proposal for grants, an expenditure request, a mission procedure, an e-mail, or a web page item. These various formats generally have a specific objective. These objectives may be to inform members of upcoming events, solicit volunteer participation or explain changes in regulations or policies. Many of these formats are defined by who you are addressing or the office or agency to whom your communication is being directed. In the case of a formal type of communication (i.e., administrative authorizations), generally, these formats are covered under a CAP regulation. Business letters and CAP Memos usually fit a different format, although the objective may be the same. Flyers, web pages and emails are a less formal means of communication as is a telephone call. Administrative Authorizations are official, published documents that authorize specific services and actions. Administrative Authorizations include Transportation Authorization (TA), Military Support Authorization (MSA), and Personnel Authorization (PA). The purpose of a Transportation Authorization is to authenticate eligibility to travel on Department of Defense (DoD) aircraft and use of military facilities, services and military vehicle transportation in accordance with DoD directives, CAP-USAF and CAP programs as approved by CAP-USAF personnel. Military Support Authorization authenticates a CAP activity as an approved program and specifies type activity, date, location and military installation support in accordance with USAF support that has been requested and approved and is approved by CAP-USAF personnel. A Personnel

Authorization appoints individuals or groups to serve on boards and committees, and/or makes special assignments as approved by the unit commander or his designate (appointed on a PA). A Participation Letter identifies individuals who have participated and are authorized to participate in a specific event. Administrative Authorizations are covered by CAPR 10-3. Two styles of letters are authorized for use by CAP units. These are MemorandumStyle Letters and Business-Style Letters. The Memorandum-Style Letter will be used for communications between CAP units and when communicating with military agencies. The Business-Style Letter will be used for communications with private concerns and individuals not connected with CAP. These two styles of correspondence are covered by CAPR 10-1. (Also see the AF Style Correspondence lesson in this course for more details on the memos, letters and emails.) Whatever form of communication you use, written or verbal, the message must be clear, concise and unambiguous if it is to be effective. It should have a logical sequence or progression, and there should be no misspelled words or improper grammar. If you are giving directions, you should plan out your starting point and your ending point. Arrange the directions in a logical and sequential order and keep the instructions concise and short. Trying to include too many facts or specific details into one statement could confuse and mislead the reader. It is best to group the directions into a multi-step approach. This leads to better comprehension. Even though the degree of formality of the written message may vary, thoughtful consideration still needs to be given to the content of the message or idea you wish to communicate as well as spelling and grammar.

3. Selecting the right media. Each of the different forms of media has strengths and weaknesses. Picking the right form of communication depends on the message you are trying to convey. A very powerful form of communication in business today is the e-mail. Text and images can be sent almost instantaneously to virtually anywhere in the world. E-mails do not require a response, although, if properly tagged, a receipt will be sent automatically to the sender when the email is opened. In many regards an e-mail is like a "one-way" conversation. The problem with this type of communication is that there is no indication that the person who received the e-mail actually understood the content of the e-mail or even received it if there is no tag attached to it. When sending an e-mail you are doing it for a specific reason. That reason could be multi-faceted in that you could be giving a status of where your project is, work yet to be completed, and projected date for completion. The e-mail could also include a request for information needed, but not yet received, or support from other members of the team. Unless you are specific about exactly what information you need, who you need

it from, and when you need it; it would be like hollering down a well. The only response you will get is an echo. However, if you are specific, the response you get back should include the information requested in the time frame you specified, or a response of when you might expect to receive the information requested. The support team member requested will probably begin to correspond with you directly by e-mail. Ultimately, the information and support should be available to you. If you do not get a response in a reasonable time frame you should presume your intended receivers did not receive your initial e-mail request. In that case, you could pull the sent e-mail from your "Sent Items" file and resend the email again. You might consider using "Tools" from the task bar to tag "Request Read Receipt" before you send the e-mail. This will initiate a message back to you indicating that your message has been received by the persons in the "To" and "Cc" blocks. This way you will know who received your message. Whether they read it is another question. Some e-mail editors can be quite quirky. It is not unusual for some e-mails to be deleted from the "Inbox" before they can be opened. To recover the message you can go to the "Deleted Items" file and drag the e-mail back into the "Inbox". The rule is, never assume the receiver actually got your message. What types of information might you send using e-mail as the communication venue? Actually, since you can append all manner of file types, you can send virtually any kind of information; text or graphics, or both. The main point to remember is that each email should have an intended purpose and the purpose more than the type of data will dictate what is communicated. As in writing or speaking, keep the subject relevant to a few key issues and keep each issue separate from the other issues. Clarity and separation of the issues is important. The web page is another very powerful means of communicating information to a large group of people. Information on unit and wing training schedules can be posted to a web page. Any member who has access to the internet can view the information day or night. One problem with this type of communication is that if there are any facts missing from the information posted, mass confusion could result. It is essential that careful thought be given to the content of any information being posted on the web page. Credibility of information is paramount. Also, there is no assurance that everyone will see the information or use it as you intended. The web page can be an effective tool to communicate schedules, tiered calendars, descriptive information about personnel, and programs, or events. Information posted on a web page can contain a "link" to another application or site that will connect you to more specific instructions or content. Generally, a web page is a one-way communication, but not necessarily. For example, on the web page could be a link to another application that would allow authorized members to review a proposal such as a request for or approval of expenditure. The linked-to application could allow you to

approve or disapprove the request, append your electronic signature, and send the signed form to a specific individual. In another instance, a web page could have a "link" for a conference that would allow you to register for the conference and use your credit card information to pay for the conference on-line. Can you think of other possibilities? Make a list of your ideas and share them with a squadron member. Ask them for their feedback of your ideas. Newsletters are another important form of effective communication. Newsletters convey information about accomplishments of some unit, member, or support organization. The newsletter could also include photographs along with text. Newsletters may be one or several pages long. Again, correctness of information is very important. What type of information do you think might be most effective when using this venue? Make a list and share it with a squadron member and ask their feedback. Flyers are similar to newsletters, but are generally restricted to one page. The flyer generally focuses on a specific activity or event. It conveys information about who, what when, where, why, and how of the event. For example, this might be a flyer on a wing-wide summer encampment for cadets. A problem with a flyer is getting all the necessary information included in the flyer while keeping it to one page. Generate a flyer for a squadron activity and share it with a squadron member. Ask for their feedback. Take note of the points made and evaluate how you could improve on the information content. Remember, you want the content to be precise and accurate, and as informative as you can make it. Phone calls are a more personal form of communication that allows two-way conversation. Information can be exchanged, requests can be made, and if there are any questions, they can be addressed. Due to our very busy schedules, often the person we call is not available to answer the phone. You are left with the option of leaving a voice-mail message or just hanging up and calling again at another time. The reasons for using various forms of communication are as numerous as the choices. Selecting the appropriate form is, in many regards, a personal choice. In some regards the form is already established by precedent. Knowing what form of communication works best for a given situation comes from experience and guidance from higher command.

Lesson Summary and Closure Effective communication is an essential skill that everyone should develop. It is a "lifeskill" upon which all sound relationships are established. The benefit to an organization of effective communication is that teams achieve synergy, and become more effective as a result. There are two rules to consider when giving directions/instructions. Organization of thought is essential, and effective communication is collaborative. Oral announcements should encompass these three factors: (1) Self interest, (2) Who is

speaking, and (3) How the message is delivered. Written announcements can be either formal or informal. Effective communication must be clear, concise and unambiguous. Thoughtful consideration should be given to the content of any written message. Various forms of communication have their strengths and weaknesses. Careful consideration needs to be given when selecting the best form of communication you can use to meet the task. It is important to consider who your audience is and what their needs are. Employing many of the principles and concepts presented in this lesson should be helpful in improving effective communication at the squadron level and above. Effective communication is something we should all strive for.

Works Cited 1. Tracy, Brian. "The Meaning of Communication Is The Response You Get". Effective Communications - Core Competency. 7 Mar 2009.
Mentoring The purpose of this lesson is for students to comprehend the importance of mentoring new units, senior members, and cadets. Desired Learning Outcomes: 1. Define mentoring. 2. Identify resources available to mentors. 3. Explain mentoring as it applies to cadets and senior members. 4. Discuss the role of unit commanders in the mentoring process. Scheduled Lesson Time: 30 minutes

Introduction Civil Air Patrol is a collection of volunteer professionals dedicated to our missions, our core values, and most importantly, each other. At its core, mentoring is making an investment in the future of our organization by sharing our knowledge, expertise, and experience with a younger generation of CAP members. Mentorship can take on many forms and complexities, and is a vital component of our growth as individuals and an organization by helping our members to reach their full potential. Most importantly, it is our duty and responsibility to our fellow volunteers. This lesson will provide an introduction to mentoring in the Civil Air Patrol, resources available to members, attributes and benefits of mentoring, and the role of the unit commander. 1. Define mentoring. Mentor means "a trusted counselor or guide, tutor, or coach." Mentors are helpers. Mentoring is a relationship in which a person with greater experience guides another person in personal and professional development. It is one of the broadest methods available today to develop the talent pool for today's and tomorrow's CAP. Mentoring can be an informal relationship because it fosters among superiors and subordinates free communication about performance and duties, without fear of reprisal. Mentoring can also be a highly structured formal relationship like one might see with senior members investing a year or more with a cadet providing formal training and counsel, or among seniors as part of command and specialty track training. (CAPP 50-7) Overall, mentoring enhances morale and discipline and improves the operational environment while maintaining respect for authority.

CAP mentoring covers a wide range of areas, such as guiding a member through the steps of the Professional Development Program; clarifying a member's understanding of aerospace education, emergency services, and cadet programs; and setting a leadership example for new members. It also includes sharing knowledge of the organization and an understanding of CAP's core values of Integrity, Volunteer Service, Excellence, and Respect. (CAPP 50-7) Mentoring helps prepare members for the increased responsibilities they will assume as they progress in the program. Mentoring is not a promotion enhancement program, rather it is a professional development program designed to help each individual reach his or her maximum potential. Professional development is not a new concept. It occurs at every echelon and activity. In reality, mentoring is one aspect of a professional relationship because it fosters free communication by subordinates with superiors concerning their careers, performance, duties and missions. Approaching mentoring as a professional relationship helps enhance morale and discipline and improves the operational environment while maintaining respect for authority. (CAPP 50-7) Mentoring a cadet takes certain skills. Those skills are defined for you in CAPP 52-6. To read more about those skills click on the copy of CAPP 52-6 provided. 2. Identify resources available to mentors. As a community of volunteers, Civil Air Patrol goes out of its way to provide resources for its members to ensure member growth and mission success. Listed below are three potential resources to turn to for advice and information on mentorship. The first and usually best resource for members and potential mentors in CAP is other members. Your squadron, group, and wing staff contain experienced officers whose primary role is to provide assistance. This is often the best place to start because these individuals have firsthand knowledge of local operations and often have access to other resources not listed here. Civil Air Patrol has a multitude of official and unofficial online forums, chat rooms, websites and other useful tools that members can use. One benefit is that it provides you access to members of other wings and regions and is a wonderful tool to bring in outside ideas on how CAP functions in other areas of the country and around the world. CAP Pamphlet 50-7 Mentoring: Building our Members, CAP Pamphlet 50-8, Civil Air Patrol Mentor’s Guide, and CAP Pamphlet 52-6 Cadet Programs, Mentoring are wonderful tools built specifically with you in mind. They provide general guidance on the process of mentorship and offer many valuable tips. These are attached to the lesson. Please click on them to learn more. A list of suggested reading material has been devised by the Air Force Historian for the Chief of Staff to promote professional and self-development of Air Force people by enhancing the knowledge of the civilian work force on the history of air and space

power. Designed for civilians and divided into grade range categories, the reading list was created to mirror the reading list of officers and enlisted. A complete reading list for all grades is available on the Air Force web site, "Air Force Link", under "library". The books are also available for commercial purchase or through the local base library. The suggested reading list is a part of the Air Force Chief of Staff Reading Program. (AFI 36-401) CAP's Read to Lead program is designed to be a companion to the Air Force Chief of Staff's Reading Program and has additional offerings. It can be found at: http://members.gocivilairpatrol.com/media/cms/Read_to_Lead_Brochure_1EEFA62F4A E30.pdf. There are many private organizations that seek to develop professional skills and associations for individuals in many career fields and technical specialties. Membership in such associations may provide additional opportunities for mentoring as well as broadening technical expertise. AFI 36-3401 Air Force Mentoring contains a partial list of associations to which members can reach out. Units may even decide to coordinate with some of these organizations to conduct joint activities or to have them visit their unit and provide presentations to unit members. Remember, these are only a few suggestions. It is recommended that you reach out into other areas of your life as well for good examples and ideas for mentorship as well. Work, church group and other community or faith based groups, as well as friends and other volunteer organizations are all potential resources to help you become a better mentor. 3. Explain mentoring as it applies to cadets and senior members. (CAPP 50-7) Mentors should influence the behavior of fellow members in a positive way. A mentoring partnership should build expectations for success and positive outcomes; it can be a powerful force in helping the member to succeed. There are two vital components that must be present in order for mentorship to be successful. 1. The mentor. The mentor should have experience or knowledge in the aspects of the program they are guiding a member through. What is more important than technical knowledge is that the mentor must be dedicated to the mentorship process? While some forms of mentorship are short term (helping to recruit someone) and others long term (guiding a member through a specialty track), the mentor must make a commitment to see the process through. 2. The member. Whether the member being mentored is a cadet or a senior member has very little impact on the success of the mentorship process. What is very important is that the member takes an active role in the process. Ask questions, be attentive, present ideas, but most important of all is staying involved.

If both the mentor and the member are actively involved in the mentorship process and committed to its success, both stand to gain from it. The mentorship process cannot be forced. Mentorship is a rewarding process because the member learns new skills and grows as an individual both professionally and personally. It is also very rewarding for the mentor in that they get to see their student grow and develop, increasing their effectiveness within the organization and often making positive impacts in their community as a result. CAPP 50-7, CAPP 50-8, and CAPP 52-6, all contain lists of appropriate and inappropriate mentor behaviors that serve as successful guides to potential mentors. APPROPRIATE MENTOR BEHAVIORS: 1. Providing a sense of vision 2. Active listening (without assuming their problem, providing advice or joining them in self pity) 3. Tactful Confrontation (be respectful and honest) 4. Providing information (or assist them in finding information) 5. Empowering (delegate responsibility and trust them) 6. Encouraging INAPPROPRIATE MENTOR BEHAVIORS: 1. Criticism 2. Giving Advice (help them form their own conclusions) 3. Rescuing (teach them how to work through their problems, don't just remove obstacles) At this time go to CAPP 50-7, and read part 3 (pages 5 to 9) for a more detailed description of the above behaviors. It is important for mentors to distinguish between individual goals, professional development aspirations, and realistic expectations. Each individual defines a successful career differently--there are numerous paths to meet individual career and success goals. Foremost, however, individuals during the mentorship process must focus on CAP institutional needs. We must develop people who are skilled in the employment and support of CAP's Missions for America. While there is nothing wrong with lofty goals, mentors must ensure their people realize what high, but achievable, goals are.

4. Discuss the role of unit commanders in the mentoring process. (CAPP 50-7) Unit commanders are responsible for establishing mentoring partnerships in their squadron. The most common style of mentoring, informal and short-term, is relatively easy to initiate. Below are some examples about how to establish this type of mentoring. 1. The unit commander should begin with an awareness session with those who express interest in becoming a mentor. The unit commander may call upon experienced senior members to discuss this guide with the potential mentors. This could be a group effort or one-on-one. The purpose of the awareness meeting is to discuss the potential pitfalls and rewards of becoming a mentor. 2. The unit commander should appoint an experienced senior member to mentor a senior member recruit (or a senior cadet to mentor a cadet recruit). This authority may be delegated. The purpose here is to provide the new recruit with a person who would be available to answer any questions and to guide the recruit towards fulfillment of his or her membership responsibilities. 3. In addition to mentoring recruits, the unit commander should identify senior members to serve as professional development mentors. The purpose here is to guide the members towards mastery of the organizational structure, the professional development program, and technical specialties. This relationship should last longer than just one course or one requirement for promotion, otherwise the mentor would be functioning more like a "substitute teacher." 4. The unit commander should appoint senior members serving in functional staff positions (such as administrative officer, public affairs officer, aerospace education officer, etc.) to also act as mentors to the seniors selecting those specialty tracks. The members studying their specialty should learn the staff duties from experienced counterparts as they work. Lesson Summary and Closure In this lesson we covered the definition of mentoring, the resources available to our members, attributes and benefits of mentoring as well as commander involvement. Mentoring is an ongoing process that focuses on our greatest asset in Civil Air Patrol people. Staying involved and investing ourselves in mentoring others is investing in our future. Works Cited: AFI 36-401, Employee Training and Development. Air Force Publishing, 28 June 2002 CAPP 50-7, Mentoring: Building our Members. Civil Air Patrol, Maxwell AFB, AL, 1 December 2004

Source Materials CAPP 50-7, Mentoring: Building our Members. 1 December 2004 OPR: CAP/DP 105 S. Hansell St., Maxwell AFB, AL 36112-6332 CAPP 50-8, Civil Air Patrol Mentor’s Guide, 13 April 2013, OPR: CAP/PD 105 S. Hansell St., Maxwell AFB, AL 36112-6332 CAPP 52-6, Cadet Programs: Mentoring. 15 April 1999 OPR: CAP/CP 105 S. Hansell St., Maxwell AFB, AL 36112-6332 GoCivilAirPatrol.com, 2009. Civil Air Patrol http://members.gocivilairpatrol.com AFI 36-3401, Air Force Mentoring. 1 June 2000 OPR: HQ USAF/DPDE (Major Latour); http:www.e-publishing.af.mil AFI 36-401, Employee Training and Development. 28 June 2002 OPR: HQ USAF/DPDE (Robert M. Wied); http:www.e-publishing.af.mil

Professionalism The purpose of this lesson is for students to comprehend the concept of professionalism at the squadron level. Desired Learning Outcomes: 1. Describe the traits and characteristics of professional officers. 2. Explain why the CAP officer (senior member) should present a professional image and strive for professionalism in all CAP activities. 3. Initiate steps towards becoming a professional CAP officer though the use of traits and characteristics indicative of professionalism. Scheduled Lesson Time: 20 - 30 minutes

Introduction What does it mean to be a Professional? We use phrases such as, "Take it to a professional," or, "That was a very professional job," or, on the negative side, "He acted very unprofessionally, when…" All of these phrases refer to our belief that a professional should not only be an expert in a particular field but is also held to high standards of behavior. How does this apply to the Civil Air Patrol member? Why is it important? How does the member's professionalism reflect on the organization? What are the responsibilities of the individual for his or her own professional conduct and that of the members in their unit? These are some of the questions we will address in this lesson. 1. Describe the traits and characteristics of professional officers. There are several words derived from the word profession. Here are their definitions from The American College Dictionary: A profession is "a vocation requiring knowledge of some department of learning or science." A professional is one who follows "an occupation as a means of livelihood or gain," or one who is "engaged in one of the learned professions." Professionalism is exhibited by one of the “professional character, spirit or methods” or the "standing, practice, or methods of a professional as distinguished from an amateur.”

In these definitions, there are some key words to note: Knowledge, an occupation, and character. These are the essence of professionalism. In an article from the Small Library Management Training Program at Texas State Library, author Julie Todaro outlines five basic elements of Professionalism: Philosophy; Body of Knowledge; Leaders or Philosophers; Guidelines for Behavior; and Admission Requirements. Let's examine each of these and how it applies to Civil Air Patrol. Philosophy. Professions have their own philosophy, which must be communicated in both written and oral form. In Civil Air Patrol, we use Mission and Vision Statements to define our purpose. An example is the CAP Vision Statement: "Civil Air Patrol, America's Air Force Auxiliary, building the Nation's finest force of citizen volunteersperforming Missions for America." Body of Knowledge. Professions must have a body of professional literature of research, study and comment. In Civil Air Patrol, we have regulations, manuals, and pamphlets on how to carry out our program. We also reference and use many publications on Aerospace knowledge, Leadership, and Emergency Services. Throughout your CAP career you will add to that body of knowledge. Right now you are taking this course. You are also probably working on your Technician rating in your specialty by reading and studying the material listed in your Specialty Track Study guide (CAPP 200 series) and applying what you have learned at squadron. (For more information see the Specialty Tracks lesson of this course or your squadron Professional Development Officer.) In your future there are all the other training listed in the Professional Development program (for more information see CAPR 50-17 and the Professional Development lesson of this course), specialty related training and Emergency Services training. All of this is provided to help you become "an expert in the field" and help your unit accomplish its mission professionally. Leaders or Philosophers. Professions have those who write about, research and teach the profession. Leaders can be writers, role models, and active participants. Examples of role modeling are particularly evident with the Civil Air Patrol Officers active in the Cadet Program. CAP Officers who use their skills and experience to conduct Search and Rescue exercises and training are another excellent example of role modeling and active participation. Guidelines for Behavior. Professions have codes of conduct, guidelines, creeds, oaths, core values, and other statements on ethics. Civil Air Patrol models its organizational behavior after the U.S. Air Force. Our hierarchy, uniforms, customs and courtesies, awards, oaths, mottos, core values, etc. all are guidelines for how we conduct ourselves. These also provide a system of accountability to measure our conduct against a traditional standard. How you conduct yourself at CAP meetings, activities and missions is incredibly important. All members should conduct themselves with focus and attitude toward getting the mission accomplished. That “mission" may be teaching cadets at a meeting, attending an aerospace conference, or finding a lost, downed aircraft.

2. Explain why the CAP officer should present a professional image and strive for professionalism in all CAP activities. A professional looks the part. You do not have to use big words or special jargon to be professional. These are communication barriers. Professionals choose language appropriate to their audience. Think about it this way: If you entered a doctor's office, and that office was not sanitary, the doctor was dressed in a t-shirt and shorts without explanation, the nurse had a bad attitude, and neither one explained your prognosis in a way you could understand it, you wouldn't want to go back, right? And, you'd want another opinion, too. As CAP members, we have to have professional conduct, aims, and qualities. This means wearing the uniform properly, speaking clearly and consistently using language appropriate to audience and situation, learning all we can about our job, and accomplishing our job with a proper attitude. When we wear the Air Force uniform, it marks us as a professional organization that is affiliated with the Air Force. What we do and say in public affects how the general population thinks about the Air Force and the military in general. From a distance, we look like Air Force members, not CAP members. Remember this adage: "You never have a second chance to make a first impression." You will be continuously making "first impressions" in CAP. Make any impression the best you possibly can. Admission Requirements. Professionals are often licensed, certified, and have specific education requirements, both initially and continuing. Most professions have testing requirements for admission or renewal of licensing. To be an Officer in Civil Air Patrol or to be promoted to higher grades, the CAP member must meet certain requirements either of previous professional certification or through participation, demonstrating skills in various specialty tracks, and service. The CAP member must demonstrate continued dedication to self-improvement in his or her knowledge of leadership philosophy through attendance in professional development courses such as this one, Squadron Leadership School and the many others offered through CAP (See CAPR 50-17 and the Professional Development Lesson of this course). Members also develop their skills through constant practice. They attend practice missions, fly for proficiency and perform their primary duty functions at the squadron meetings. Even when members have “finished" all the training in the Professional Development program there will be changes in their specialties, changes in technology and changes in procedures that will require continued training to maintain that professional edge. Some of the benefits of being professional have already been discussed, such as the impact of our uniform in public, accomplishing the mission, etc. But, there is another purpose: that of enhancing or advancing your personal CAP career.

Many times, during CAP activities, we may relax a little. This is a great time for networking, and camaraderie, but we still should have a professional attitude. "Downtime" does little to get the mission accomplished, but is necessary for members to recharge and renew their spirit. It also may allow your superior to see the "real you," if you are in fact putting up a facade. This works in the leadership quality of integrity. Integrity means having consistency in your actions, values, methods, measures, principles, expectations and outcomes. Maintaining that integrity even during downtime is part of professionalism. Simply wearing the uniform properly also doesn't make you professional. How you look demonstrates how you feel and defines how others see your professional being, inside and out. If you "lose your cool" and have an emotional outburst while wearing the uniform, that reflects badly on CAP, and possibly the Air Force. So, what's the proper attitude to have? You leave out the outbursts and emotional thralls that accompany stressful situations and successes. Maintain focus with a sense of urgency, and accept responsibilities on a path toward a specific goal. In the process, you'll gain and maintain respect for your superiors, peers and subordinates. Now just a quick word about gossip and rumors. They simply have no place in CAP. Passing gossip and rumors violates the very core of being professional. Report anything suspicious through your chain of command. 3. Initiate steps toward becoming a professional CAP officer through the use of traits and characteristics indicative of professionalism. In volunteer organizations, accountability is based more on personal integrity and values. Our organizational need to continually recruit and retain skilled members sometimes affects our acceptance of less than professional conduct. On one hand a unit leader might not want to lose a skilled pilot and be willing to put up with some lapses in professionalism regarding uniform appearance or customs. On the other hand, even minor lapses can reflect badly on the entire organization. Such lapses have, in certain cases, led to restrictions or loss of privileges by CAP members on military installations. When and where to draw the line is a leadership decision but holding ourselves accountable is a matter of professionalism. Dealing with professional situations without emotion, and basing CAP-related interactions on intellect, industry and experience provides a common foundation from which professional relations can flourish. As CAP members, we all have received training on proper uniform wear, customs and courtesies, and core values. Competency in our CAP missions provides a relatively linear basis of understanding. This creates a level playing field from which everyone can function and exercise power appropriate to their position and responsibilities. By submitting an application and paying our dues we are committing to act professionally and conduct ourselves according to those customs.

W hen we are assigned a duty in CAP, we commit to learning the rules and skills of the relevant specialty tracks. As we achieve higher levels; Technician, Senior, and Master, we are demonstrating professionalism through continued education and selfimprovement and, ultimately, by teaching others those skills. In Emergency Services, we attain and practice complex skills in aeronautical activities, disaster relief, communications, and leadership. The professional CAP member continually hones his or her skills and abides to a high level of safety requirements in the execution of those activities. The professional CAP member does not engage in unsafe acts nor tolerate unsafe conduct by other CAP members. Understand that in CAP, we have a purpose and a goal in all we do. Jocularity has no place when it takes away from time spent moving forward to mission accomplishment. Having a sense of humor is important, we're all human! But when that humor takes away from the mission, all team members suffer. Too much jocularity can get you labeled as "a jester among knights" and not being a "team player." There are times to have fun and times to be serious. Professionals know the difference. Don't think of professionalism as being subjective based on a hidden set of standards. CAP's standards are clear. Our culture in CAP plays a considerable role in our professionalism. If you treat professionalism as an add-on to your being, you will become the "team player" we need to get the mission accomplished. As you gain confidence advancing in CAP, your professionalism will improve based on experience, position, and direction. CAP officers are CAP cadets' role models. Working with cadets or not, cadets watch seniors. As role models in the Cadet Program, the CAP Officer must demonstrate professional bearing in appearance, attitude and integrity. You can be certain; the slightest falter will be noticed by at least ten cadets! Lesson Summary and Closure Professionalism can be described as having five elements: A Philosophy; A Body of Knowledge; Leaders or Philosophers; Guidelines for Behavior; and Admission Requirements. If you've been to cadet meetings, you may have heard them recite the CAP Cadet Oath:

"I pledge that I will serve faithfully in the Civil Air Patrol Cadet Program, attend meetings regularly, participate actively in unit activities, obey my officers, wear my uniform properly, and advance

my education and training rapidly to prepare myself to be of service to my community, state and nation."

Every part of the cadet oath reflects professionalism in the cadet program. The Civil Air Patrol Officer's conduct reflects not only on his or her own professionalism but the professionalism of the entire organization. The CAP member has a duty to continually improve himself through education, practice, and participation in the activities of the Civil Air Patrol. Doing so with pride and in accordance with the established guidelines reflect professionalism not only upon the individual but to the entire organization. In summary, remember that accomplishing the missions of CAP relies on the proper professional attitude from all members. For more information and additional readings about professionalism, click on "Read to Lead" at the top of the lesson. Works Cited The following articles were used in the preparation of this article: Professionalism. (n.d.). The American Heritage® Dictionary of the English Language, Fourth Edition. Retrieved April 12, 2009, from Dictionary.com website: http://dictionary.reference.com/browse/professionalism Professionalism. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved April 12, 2009, from Dictionary.com website: http://dictionary.reference.com/browse/professionalism Professionalism. (n.d.). Webster's Revised Unabridged Dictionary. Retrieved April 12, 2009, from Dictionary.com website: http://dictionary.reference.com/browse/ Professionalism. (n.d.). American College Dictionary. Retrieved April 12, 2009, from Dictionary.com website: http://dictionary.reference.com/browse/professionalism Texas State Library, Small Library Management Training Program. Julie B. Todaro, 2000. www.merriam-webster.com/dictionary/professionalism www.selfgrowth.com/articles/Toupin14.html

en.wikipedia.org/wiki/Integrity members.gocivilairpatrol.com www.amazon.com

CAP Core Values The purpose of this lesson is for students to comprehend the CAP Core Values. Desired Learning Outcomes: 1. State the history/origin of the CAP Core Values. 2. Define the CAP Core Values in your own words. 3. Discuss the importance of and relevance of CAP Core Values to its members. Scheduled Lesson Time: 20 minutes

Introduction According to the John Templeton Foundation, "The vast majority of Americans share a common set of core values: honesty, self-control, perseverance, respect, compassion, and service to those less fortunate." CAP believes that most would agree that people should be honest, help one another and strive for excellence in all that they do. "Core values establish a common set of expectations of conduct for all members. The meaning and power of the values CAP has chosen: INTEGRITY, VOLUNTEER SERVICE, EXCELLENCE, and RESPECT are easily inferred by all who read them. These words effectively replace dozens of pages of directives, and simply articulate what's right and what's wrong, and form a tool by which conduct is measured. They are the embodiment of how CAP members are expected to treat each other and the people they come in contact with -- of man's expectations of fellow man. " (Making Core Values Make Sense, Bobbie Tourville ). 1. State the History/Origin of the CAP Core Values The concept of "Core Values" has permeated the military culture for centuries. Essentially, the challenge has been a continual one of striving to develop an ethical framework to govern personal and professional conduct of military members. Since its creation in 1947, the Air Force has always had a basic set of "beliefs," or as referred to today, a set of core values. The most recent set of core values for the United States Air Force was published in 1997. These values: "Integrity First", "Service Before Self", and "Excellence in All We Do" were designed to be more than just a slogan. The Air Force described them as the common bond among all comrades in arms -- "the glue that unifies the force and ties it to the great warriors and public servants of the past" (Gen. Ronald Fogleman, former USAF Chief of Staff). The Air Force took great strides to infuse its culture with these values, in spirit and in application, at all levels. All Air

Force members, officers and enlisted personnel, were asked to incorporate core values into their daily lives. As the auxiliary of the U.S. Air Force, the Civil Air Patrol embraced the concept of core values and began work on defining those values believed to be of greatest importance to the organization. CAP's core values essentially mirror the U.S. Air Force core values of Integrity, Excellence in All We Do, and Service Before Self. CAP and the Air Force share the core values of Integrity and Excellence but because of the volunteer nature of CAP's humanitarian missions, the Air Force core value of "Service Before Self" was inherently included in CAP's core value of "Volunteer Service." The National Board, recognizing the need for our diverse membership to treat each other with fairness and dignity, added the core value of Respect. In February 1999, the following core values were formally approved by the National Board: Integrity, Volunteer Service, Excellence, and Respect. The Civil Air Patrol has developed a three-pronged strategy for implementing core values. The first step is to educate all members so they understand core values and how these values support the mission (known as "The Schoolhouse Weave"). Over time, the CAP has integrated these core values into all professional development programs for senior members and cadets. This process is a continuous one that never ends. Secondly, commanders and supervisors must serve as the primary advocates in encouraging the implementation of core values as a part of daily routines. Lastly, the members must accept and internalize core values. (Ref: CAPP 50-2) 2. Define the CAP Core Values THE FOUR CORE VALUES OF CAP The core values of the Civil Air Patrol establish a common set of behavioral expectations as well as a set of standards to assess member conduct. The values of Integrity, Volunteer Service, Excellence, and Respect serve as the ethical framework for CAP's service to America. 1. INTEGRITY: Integrity is the very fiber of all core values, without it all other core values cannot prevail. It is the cornerstone for all that is moral and just in our society. Integrity is a character trait. It is the willingness to do what is right even when no one is looking. It is the "moral compass"- the inner voice; the voice of self-control; the basis for the trust imperative in today's military. Integrity has also been described as "the ability to hold together and properly regulate all of the elements of a personality." A person of integrity, for example, is capable of acting on conviction. A person of integrity can control impulses and appetites. Integrity also involves accepting responsibility for one's actions, and being a morally upright person. Former Air Force Chief of Staff, General Charles A. Gabriel said, "Integrity is the fundamental premise of service in a free society. Without integrity, the moral pillars of our military strength--public trust and selfrespect--are lost."

2. VOLUNTEER SERVICE: This core value speaks of "voluntarily giving of oneself, over personal desires, to provide for the welfare of others." We embrace this core value and reflect it in our spirit of volunteerism. To serve is to satisfy the needs or requirements of an organization and, in the case of the CAP; it is to render service to one's nation. A fundamental part of serving involves following rules, showing respect for others, and enforcing discipline and self-control. As a volunteer force, it is especially important that each member internalize these character traits in order to ensure success. On a more practical level, one traditional aspect of the CAP drives home the concept of service: wearing the CAP uniform and modeling what it represents. One might say that in a war, uniforms help separate friend from foe and help focus on who is a legitimate target on the battlefield. Uniform wear in a war also helps to separate soldiers from civilians and again, helps soldiers to focus on legitimate targets. Identification with fellow soldiers (or in our case CAP volunteer professionals) may help all members feel like a legitimate part of the team and the uniform is the obvious visible evidence of this. But most importantly the uniform signifies that the wearer is a member of a professional organization and reinforces the notion that "here is a person dedicated to service before self." 3. EXCELLENCE: Excellence ordinarily means accomplishing the mission well and that's a good place to start breaking down this concept. In the CAP, the nature of our mission demands we focus on the results and get the job done right the first time and on time. Mission failure can have disastrous consequences and must not be tolerated. As a moral ideal, however, excellence demands more than mission accomplishment. To excel is to surpass, to go beyond what is expected and we must constantly strive for such results. Brigadier General (Ret.) Malham M. Wakin, wrote in an article on AF Core Values, "Why Strive For Excellence, Anyway?" One answer to that question may seem wonderfully simple, "If I settle for less than my best effort, then I must live with less than my best self, and I won't then like myself very much. I shall fall short of the kind of being I could have become; I may even be what modern psychiatrists suggest is very unhealthy--I may be ashamed of what I become." We should always be in continual pursuit of excellence; there is no room for the "good enough" mentality in the CAP. Good enough is never good enough and anything less violates the sacred trust the American public has placed in us. 4. RESPECT: The effectiveness of any organization is greatly dependent upon the environment in which people work. We must create an atmosphere in the CAP where mutual respect abounds, making way for prosperity, innovation and excellence in serving this great nation. Respect means we value our diverse membership. We treat each other with fairness, dignity, and compassion. We work as a team. Genuine respect involves viewing another person as an individual of fundamental worth. Obviously, this means that a person is never judged on the basis of his/her

possession of an attribute that places him or her in some racial, ethic, economic, or gender-based category. Working hand in glove with respect is that attitude which says that all co-workers are "innocent until proven guilty." Before rushing to judgment about a person or his/her behavior, it is important to have the whole story. Why CAP recognizes these core values The core values outlined above serve as the foundation for how CAP members treat one another; how they treat the recipients of CAP's humanitarian service; and how they care for the corporate assets under their control. These basic commandments form CAP's ethical centerline - a moral compass for the organization. If one member fails to uphold these values, then, the entire organization suffers. There are four reasons why we recognize the Core Values and have developed a strategy to implement them. The first reason is that the Core Values tell us the price of admission to the Civil Air Patrol. Core values make the organization what it is; without them, we cannot succeed. They are the values that instill confidence, earn lasting respect, and create willing followers. They are the values that anchor resolve in the most difficult situations. They are the values that buttress mental and physical courage when we face our missions. In essence, they are the four pillars of professionalism that provide the foundation for leadership at every level within the CAP. The second reason for recognizing the Core Values is that they point to what is universal and unchanging in the CAP service. The values are road signs inviting us to consider key features of the requirements of professional service, but they cannot hope to point to or pick out everything. By examining Integrity, Volunteer Service, Excellence, and Respect we also eventually discover the importance of duty, honor, country, dedication, fidelity, competence, and a host of other professional requirements and attributes. The important thing is not the four road signs our leaders choose, the important thing is that they have selected road signs, and it is our obligation to understand the ethical demands these road signs pick out. The third reason for recognizing the Core Values is that they help us get a fix on the ethical climate of the organization. How successful are we in trying to live by the Core Values? Our answer to this question may not be the one we'd like to give. All of us have heard about the sensational scandals within government, branches of the service, or in the community. We all have read about these incidents and experienced the shame associated with them. But these big ticket scandals don't just happen in a vacuum, and they aren't always caused by evil people acting on impulse. The people involved knew the difference between right and wrong, and they knew what professionalism demands in these situations. These big ticket scandals grew out of a climate of ethical corrosion. If we believe our operating procedures or the requirements levied upon us from above are absurd, we tend to 'cut corners', 'skate by', and 'get over'.

As time goes by, these actions become easier and they become habitual until one morning we wake up and can no longer distinguish between the 'important' taskings, or rules, and the 'stupid' ones. Lying on official forms becomes second nature. Placing personal interests ahead of the mission seems sensible. And we develop a 'good enough for government work' mentality. In such a climate of corrosion the Core Values are like a slap in the face. Fortunately, there is a fourth reason for recognizing the Core Values: just as they help us to evaluate the climate of our organization, they also serve as beacons vectoring us back to the path of professional conduct; the Core Values allow us to transform a climate of corrosion into a climate of ethical commitment. (This section was adapted from the USAF "Little Blue Book") 3. Discuss the Importance and Relevance of CAP Core Values to its Members The Core Values of CAP are those values we hold which form the foundation on which we perform work and conduct ourselves. The Core Values are not descriptions of the work we do or the strategies we employ to accomplish our mission. The values underlie our work and how we interact with each other as we fulfill our mission. The Core Values are the basic elements of how we go about our work. They are the practices we use (or should be using) every day in everything we do. It is not enough to articulate values and to publish them into our publications. Every cadet and senior member should be able to recite them, and to live them. For the Core Values to work they need to be "living values" that show up in the day to day operations. The Core Values should provide a common vision for each and every member of CAP, and should be equally applied and followed at all times. Consistency in Core Values proves to the membership and those we serve that the CAP is committed to its vision of providing outstanding volunteer service to America. Case Study: The following case study is designed to see if you correctly understand CAP's Core Values and test to see if apply them. The discussion questions may be done by yourself or in a group. If you decide you will do them on your own you should read the case study. In the "answer" section of this lesson are some items that should have been considered. (Don't skip ahead to the answer paragraph now. Wait until after you have formulated your response.) If you decide to discuss them in a group of CAP OBC students or with members of your unit, you should read the cases and prepare your point of view. Do not read the "answer" paragraph yet. Hold the discussion. After reaching a group decision, compare your observations in the "answer" section. A group discussion will cause you to think of things you had not previously thought of and tell you a good deal about the core values of the group members and the culture of the group.

Cadet 2Lt Martin is summoned to the unit commander's office and informed of the Commander's decision to nominate her for a local volunteer award at the end of the next quarter. "This should give you enough time to study the awards packages of past winners to figure out what the board wants," says the Commander. "Think seriously about volunteering a few extra hours in the community to beef that package up."

Cadet Martin does as the Commander suggests and, at the appropriate time, provides to the Commander a list of accomplishments for the quarter. A week later, she is again summoned to the Commander's office and given the awards package to read. "Piece of cake," says the Commander. " I think you have more than a fighting chance to bring home the bacon!" At first the Commander's enthusiasm is unavoidably infectious, but then Cadet Martin begins to look closely at the specific points made in the awards package. There is no doubt the Commander has "massaged" the truth on some of the bullet statements and, in one or two cases, the truth has been stretched to the ripping point. She points out these problems to the Commander, and he assures her "everything will be taken care of."

Cadet Martin goes into the interview for the local volunteer award believing the Commander cleaned up the problems in the nomination package, but that belief is quickly destroyed when one of the board members asks her a question based on one of the problematic bullet statements.

After the interview, Cadet Martin reports this persistent problem to the Commander, who again promises to "take care of it." Two days later, the Commander relays the information that Cadet Martin won at the local level and will compete, the following week, at the state level. "Good luck," he says to Cadet Martin, "it's all up to you now."

The next week, Cadet Martin wins at the state level, but this time it is impossible to tell from the questions whether or not the package still contains the problematic bullet statements.

DISCUSSION QUESTIONS: #1) What was the primary CAP Core Value not being adhered to in this case?

#2) Who was not adhering to this CAP Core Value and why? #3) Did this case bring the other CAP Core Values into question? How? #4) What will happen in the squadron if others find out about the lack of Integrity and Excellence demonstrated? #5) What should Cadet Martin do if she wins the state- level award and realizes her package may still have contained problematic bullet statements? ANTICIPATED RESPONSES: #1)

Integrity

#2) Neither the commander nor Cadet Martin was adhering to this CAP Core Value. The commander demonstrated a lack of integrity by trying to give Cadet Martin an unfair advantage through asking her to study the packages of past award winners and massaging (pencil- whipping) the truth on some of the bullet statements. Cadet Martin also demonstrated a lack of integrity by not saying anything in the beginning about her commander's suggestion to study the packages of past award winners. Also, she didn't try and take herself out of the running for the state level award, knowing the problems that were occurring. #3) Yes, Excellence in all We Do. There is a distinct lack of excellence in the way events were handled. Interestingly, the commander sacrificed excellence by the unprofessional and dishonest attempt to recognize the excellence of one of his people. #4) Drop in morale, loss of respect and trust for the commander and Cadet Martin, more situations disregarding CAP Core Values, degraded mission effectiveness. #5) Pursue the truth since there is a question as to the integrity of the situation. Ignoring the situation makes Martin just as guilty if the package still contained problematic bullets. Lesson Summary and Closure The Core Values are timeless. Throughout history, no matter what the country or culture, they have been identified as self-evident guides to right behavior. Core values act as a compass. Just as a compass needle always points north from our location, core values point in the right direction and help us make right decisions no matter what the circumstances. They are "true north" principles. The Core Values represent the baseline of moral character expected of all Air Force and Civil Air Patrol personnel. They are not a list of lofty ideals you are supposed to shoot for some day in the future. Rather, they are the standards of behavior you need to embrace and live by on a day-to-day basis. Core Values require that you do the best

you can to embody its principles, even, as former Air Force Chief of Staff General Ronald Fogleman said ,"when no one else is watching." ( Making Core Values Make Sense, Bobbie Tourville). Works Cited "The Senior Trainer" newsletter, Vol. 4.2, April 2000. Used with permission Making Core Values Make Sense By Bobbie Tourville, Education Manager Cadets & Senior Member Professional Development Division Leadership and Membership Services Directorate Civil Air Patrol National Headquarters The USAF Little Blue Book on Values: http://www.usafa.af.mil/core-value/cvmastr.html Civil Air Patrol Core Values - CAPP 50-2 (E) CAP Senior Member Professional Development Course - Lessons 5 and 6 http://members.gocivilairpatrol.com/Prof_Dev_Modules/cap_lesson_05/Lesson5_html/L esson5.htm http://members.gocivilairpatrol.com/Prof_Dev_Modules/cap_lesson_06/Lesson6_html/L esson6.htm

CAP Ethics The purpose of this lesson is for students to apply CAP's ethics policy. Desired Learning Outcomes: 1. Define ethics. 2. Summarize CAP ethical standards and policies according to CAP regulations, Interim Change Letters, and other CAP documents. 3. State the reasons for CAP ethical standards and policy. 4. Identify behaviors that comply with CAP ethical standards when faced with typical CAP situations. Scheduled Lesson Time: 30 minutes

Introduction When we are gone, all that is left behind is our good name. That is true whether we have just gone through a door, or through the door from which there is no return. It is true of people and organizations. 1. Define Ethics. According to the dictionary ethics are, "the rules of conduct recognized in respect to a particular class of human's actions or a particular group, culture, etc." (Webster) 2. Summarize CAP ethical standards and policies according to CAP regulations, policy letters, and other CAP documents. CAP is "a particular group" which has established and published a code of conduct. The CAP ethics policy can be found in CAP Regulation1-1, Ethics Policy. As of this writing the latest version was published on 15 March 2012. Other Interim Change Letters and statements on the topic of ethics appear in the "Forms and Pubs" section of the CAP website ( http://members.gocivilairpatrol.com/forms_publications__regulations/indexes_regulation s_and_manuals.cfm). At this time, acquire a copy of CAPP 50-2, The CAPR 1-Series, CAPR 35-3, CAPR 361 and any "Interim Change Letters", and read, for their content may be testable. Numerous regulations including Cadet Protection, Finance, Safety, and Logistics series have material on CAP Ethics or are an application of those ethics.

Reflection Part 1 - By reading through the manuals and regulations that apply to your duty assignment find and list below 3 to 5 passages that specifically address, reflect or are implementations of CAP Ethics and Core Values. 3. State the reasons for CAP ethics and ethics policy. There are several reasons CAP has an ethics policy. They include: Public Trust - The public has entrusted us with tax dollars, government property, and their children. When we act on behalf of CAP or the government, we affect the reputation of those we represent. Behavior perceived as unethical will result in the loss of the public's trust, or even a loss of lives. Fiduciary Responsibility - When entrusted with property or power by another, members have a legal responsibility to act for their benefit. CAP has been entrusted with property, authority and responsibility to act in the public's best interest in the areas covered by our three missions. CAP members can be called upon to prove that they have acted in the community's, state's or nations best interest during the performance of their duties. If we have acted ethically and responsibly, this will not be a problem. Moral Duty - Members wish to be trusted, respected, treated fairly, recognized for their contributions, have confidences kept and be protected from unfair consequences. If we wish to be treated that way, we must treat others that way. The "Golden Rule" is not only good morals, it is good leadership. Good Leadership - People are attracted to organizations that profess to share their objectives and values. If they find that the organization or its members do not share their values they leave the organization. Bosses and commanders do not lead groups of one. Particularly in a volunteer organization, members will not follow leaders who do not adhere to the organization's ethics. A leader's effectiveness and opportunities generated will be severely limited if the members do not feel they can trust them. Good Followership - If a member cannot be trusted to live up to CAP's ethical standards s/he will have limited opportunities for advancement. If one's ethics are questioned s/he will not be entrusted with equipment or responsibility or authority. Without those tools one cannot accomplish a task. If you can't do a task by yourself, you will work under the supervision of others who will receive the credit for accomplishing the task. It will prevent you from showing what you can accomplish, which is the basis for advancement. Integration into a group - Adoption of a group's ethics hastens integration into the group. The more members are integrated into the group, the more friends and supportive peers they have. CAP is a volunteer organization. Members accomplish things by the willing assistance of friends, peers and trusting subordinates. The more support one gets, the more success one has; the more success, the more enjoyment is realized. By contrast, if superiors cannot trust a member, they have to provide more supervision than they have the desire or ability to provide. In that case they may avoid having the member in their group.

Safety - Particularly in operational situations it can be physically dangerous to fall short of the CAP ethical standard. If a member has been entrusted with an aircraft or vehicle, other people trust their lives to the fact that s/he has acted in CAP's and their best interest by maintaining it in a safe condition. Further, the driver or pilot trusts their health and safety to the actions of others involved in the operation. It is the mutual reliance on comrades, adherence to the core values and ethical standards, which makes accomplishing the mission and returning home safely possible. Reflection Part 2 - There are several more and personal reasons to adhere to CAP ethics. They might include personal moral beliefs, religious beliefs, reputation, etc. List three other reasons you would want to adhere to CAP's Ethics Policy. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Reflection Part 3 - Of all the reasons for having and adhering to CAP's Ethics Policy which three are the most important to you? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Core Values - CAP Core Values are covered in several publications and in other lessons in this course, and are closely related to the CAP Ethics policy. If you cannot recall and describe CAP's core values you should review that material at this time. (You may need to go to http://members.gocivilairpatrol.com/forms_publications__regulations/indexes_regulation s_and_manuals.cfm , and then go to Forms and Publications on the right, then Pamphlets, then CAPP 50-2.) Reflection - In 50 to 100 words explain the connection between CAP's Core Values and CAP's Ethics Policy. 4. Identify behaviors that comply with CAP ethical standards when faced with typical CAP situations. CASE STUDIES Below are a number of case studies. They are designed to see if you correctly understand CAP' s ethics policy, can correctly apply the policy and test to see if your personal ethics are in alignment with CAP's ethics policy. They may be done by yourself or in a group. If you decide you will do them on your own, you should read the case study and decide specifically what you would do. Then compare your intended action to CAP's Ethics Policy. In the "answer" section of this lesson are some items that should have been

considered in your intended action. (Don't skip ahead to the answer paragraph now. Wait until after you have formulated your response.) If you decide to discuss them in a group of students or members of your unit, you should read the cases and prepare your point of view. Do not read the " answer" paragraph yet. Hold the discussion. After you have come to a group decision, compare your decision to CAP's Ethics Policy and the items to consider in the " answer" section. A group discussion will cause you to think of things you had not previously thought of and tell you a good deal about the ethics and core values of the group members and the culture of the group. Case Study A - You have been assigned the squadron vehicle. You are returning home from a unit activity/meeting. You need to get 13 items at the grocery store for home. The detour will take you an extra 8 miles and 30 minutes out of your way. Do you go to the store on the way home? Case Study B - You have been assigned the squadron vehicle. You are returning home from a unit activity/meeting. You need to get a gallon of milk for home. You can stop at the convenience store you drive past. Do you get the milk? Case Study C - You have been assigned a CAP vehicle. You do the required safety inspection every time you drive the vehicle. You did a safety inspection two days ago. Everything is in good condition. You are going to be late for the meeting. Do you take ten minutes to do the inspection or do you jump in, sign the inspection log and drive off? Case Study D - You need to do some proficiency flying (periodic flying required by CAP to maintain your skills and your pilot license). You need to take your brother a birthday gift. He lives 150 miles away and near a small airport. Do you take a CAP aircraft and do your CAP proficiency flying by delivering your brother's gift? Case Study E - You are the group commander. There is a complaint filed with the IG about Lt. Smith, the Western Squadron Commander. Lt. Smith and you have been friends for 6 years. Who should hear the complaint? Case Study F - You are the Ground Operations Officer for a disaster relief mission. The county Emergency Management Agency has asked CAP to fill and place 10,000 sandbags on three levies over the next three days. You know that by the end of day 1 a levy that is not reinforced " might break". By the end of day 2 any levy without reinforcement "has a fair chance of breaking" and by day three a levy without reinforcement "is likely to break". Your home, along with 1000 others, is behind levy A. Your place of employment and 30 other businesses employing 1500 people are behind levy B. Levy C protects the sewage treatment plant for the next county and 400 homes in your county. Assuming all available resources at your disposal will allow you to get the mission done over the next three days, what action do you take?

Case Study G - You are the group commander. Your group has been given $800 in Emergency Services (ES) training money. This is to support eight squadrons. You also support 1 wing wide ES Training mission and hold two group wide training missions. Parkville Squadron has numerous qualified ES personnel but seldom attends the group practice missions. They do however participate in 7 or 8 actual missions a year. They have recently purchased some of the latest ES equipment out of squadron funds. They have declined to let other units borrow/train on the new equipment. Parkville Squadron has filed a CAPF 10 requesting $110 in ES Training funds for a practice mission. What action do you take? Case Studies Answers should include : Case Study A CAPM 39-1, page 6 table 1-1 next to last item CAPR 1-1- "No CAP member may use corporate property, information, or their position for improper personal gain or benefit." CAPR 77-1 Sept 03 paragraph 7a1 - Corporate vehicles are for the " Use for official CAP purposes only. Official purposes include direct and indirect support of programs and missions." This is clearly not CAP business and you are going out of your way while using a corporate asset. As such you are receiving "improper personal gain". Case Study B CAPR 1-1: "No CAP member may use corporate property, information, or their position for improper personal gain or benefit." CAPR 77-1 Sept 03 paragraph 7a1 - Corporate vehicles are for the " Use for official CAP purposes only. Official purposes include direct and indirect support of programs and missions." This is a matter of degree. While you are receiving infinitesimal personal gain, and CAP is not injured in any way, it is not CAP business. Case Study C CAPP 50-2 Core Values Fiduciary responsibility This is a matter of integrity. It is a lie. You are signing that the inspection was done. You are putting yourself and others at risk.

Case Study D The key question is why you decided to travel to a particular airport. If you're primary reason for going was to deliver the present then this is not CAP business and you should not use a CAP aircraft. (However you may use a non-CAP aircraft of the same "type" and maintain your proficiency.) If you were to travel to that particular airport for some CAP business (i.e. practicing a particular type of approach, delivering CAP equipment to a CAP unit/member, attending a CAP meeting or it is the only refueling stop on your route) then the meeting with your brother for a few minutes would be within CAP Ethics. If you had to justify your actions what would you say? Case Study E CAPR 1-4 While you may be able to review the case with an impartial eye and may not influence the work of your IG it is a bad idea. If it goes for Lt. Smith it is because you are his buddy. While you are within the regulations it gives the appearance of a conflict of interest and should be avoided. It is recommended that you let the next higher headquarters conduct/supervise the investigation or review the complaint. Case Study F This is a no win for you. If you act and it has a benefit for you there "was a conflict of interest". If you don't act and there is a benefit you were " lucky" or you constantly are asked "why didn't you …" If you don't act and there is a loss for you, the question of "why didn't you …" will dog you. Here there are several conflicts of interest. It would be better to let the EMA or other officer set the priorities. Case Study G CAPR 1-4 The amount of money you do or do/not authorize is immaterial and within your discretion as group commander. If asked to explain your decision, what would you say? The question is why you made the decision. If you find yourself saying things like "I would just tell them …" or "I don't have to justify my decision" (which is true) or "I would say something about …" it means that you are being evasive or you have not thought it through. This should warn you that you are hiding your reasons from yourself. If it was to punish the squadron for not supporting the group events or not supporting other units it is an abuse of authority. The purpose of training funds is to pay for training.

Lesson Summary CAP's long term success and your personal success is dependent on our ability to convince the government and the public that we are performing valuable missions for America in a responsible way. The impression that the government and the public has of CAP is not based on our reports to Congress or statistics researched on the internet. It is based upon the stories it hears about and the people it knows. For the vast majority of the public, you are CAP. Your reputation and the organization's reputation are inextricably linked. It is therefore important that CAP, and you, have a reputation that earns America's trust and confidence. For More Information http://members.gocivilairpatrol.com/Prof_Dev_Modules/cap_lesson_04/Lesson4_html/L esson4.htm References Civil Air Patrol, CAPR 1-1, Ethics Policy, Maxwell AFB, AL, 15 March 2012 Civil Air Patrol, CAPR 1-4, Conflict of Interest, Maxwell AFB, AL, 20 June 2013 Civil Air Patrol, CAPR 35-3, Membership Termination, Maxwell AFB, AL, 27 December 2012 Civil Air Patrol, CAPP 50-2, Core Values, Maxwell AFB, AL, April 2010

CAP Chain of Command The purpose of this lesson is for students to comprehend the concept of the CAP chain of command Desired Learning Outcomes 1. State why CAP uses the chain of command it does. 2. Explain the difference between staff and line authority. 3. Explain how the Chaplain, Safety Officers, and Inspector relate to the chain of command in respect to matters of Core Values and public trust. 4. State the consequences of violations of the chain of command. Scheduled Lesson Time: 30 minutes

Introduction The Level 1/Foundations Course described the chain of command as shown by the chart below. Our organizational plan is published in The Organization of Civil Air Patrol, CAPR 20-1, which has detailed organizational charts for every level of command along with job descriptions for every duty assignment. Your official job description and where you fit on the organizational chart. It can be found at http://members.gocivilairpatrol.com/media/cms/R020_001.pdf Very few units have exactly the right number of people, and the right people to fill out organizational charts perfectly. So in this lesson we will talk about the theory (CAPR 201) and the reality (temporary chains of command and wearing multiple hats) of the CAP Chain of Command.

1. State why CAP uses the chain of command it does.

CAP uses this organizational design in part because it subscribes to the management concept called Span of Control. It describes the maximum size of an efficient working group. Most people cannot effectively supervise more than five to eight people. Using this concept allows the eight Region Commanders to supervise five to nine Wing Commanders. In a case when a wing has numerous squadrons, they are "grouped" geographically into Groups so the Group Commander can typically supervise five to eight squadron commanders. This concept is applied in cadet and composite squadrons who often have deputy commanders for cadets and seniors who supervise members of the staff which probably includes you. If you have not already done so, get a copy of the 20-1 (see above for web address) and see where you fit in your squadron's organizational chart. The composition of the regions stems from the original Department of the Army organizational plan set forth during WWII. The Department of the Army formed Armies

(First Army, Second Army, etc) geographically. We were grouped that way for coordination and have stayed that way ever since. Our wings are organized by states for better liaisons with state government, particularly legislatures, emergency management agencies and National Guard commands. Groups are formed to improve span of control in large geographic areas or population centers. The squadron is a functional unit. It gets the missions done. It is organized in a community and draws people from the surrounding areas. Volunteers tend to join a unit close to home and work to better the community in which they live. This organization plan also enables CAP to efficiently utilize resources, accomplish missions, ensure quality of service and solve problems at the lowest level possible. Can you imagine trying to run all ES missions from National Headquarters or decide which units get the new van? They just don't have the local knowledge of people, geography, and needs, to do it effectively. Delegating those responsibilities to Wings and Groups makes effective use of Span of Control. Regions provide assistance on larger issues such as training at the level of Region Staff College, executing a multiwing practice SAR mission or coordinating the equitable allocation of resources across a region. People don't relocate hundreds of miles to "take a job" with CAP so we often do not have units at the ideal personnel strength to produce the perfect organization chart. CAP has adapted to fit the reality of our existence. One way we have adapted is the use of "temporary" chains of command. Members of several units may go on a disaster relief mission or may spend a week serving on a cadet encampment staff. Because these activities are so short it makes no sense to charter a unit and transfer members only to have to undo the paperwork in a few days. Essentially, the member is on loan to the activity and they report (through a chain of command that only exists until the end of the activity) to the IC or Encampment Commander. The activity commander has authority over the "loaned" member solely for the purpose of completing the activity. When the activity is over, the loaned member returns to their home squadron and that chain of command without the necessity of any paperwork changing hands. The other common adaptation is having more than one job (dual-hatted). In many units the Administration Officer and Personnel Officer are the same person. Ideally, the Logistics Officer would supervise the Transportation Officer and the Supply Officer. In many units one person does all three jobs. It is also common to see a person on wing staff that has a job in the local squadron. A mission pilot may also be a squadron Aerospace Education Officer. It is admirable when members contribute so much to CAP and ensure we accomplish our missions for America. It is for these historical, political, and practical reasons CAP is organized the way it is. 2. Explain the difference between line and staff officers. Line officers hold a position in the chain of command. Their titles usually end in the word commander. They have the right to direct and discipline subordinates. Their authority does not extend beyond their part of the organization (Cote, 1977). They set policy and

make decisions for their command within the parameters of CAP regulations. In business these people would be the president or department head. Staff officers provide assistance, counsel or services to others but do not have the right to direct and discipline. (Cote, 1977) The commander cannot be involved in the routine work in all departments nor can they be expected to be experts in all areas. Staff officers are expected to do those things in their department only. Staff officers are in the position to recommend policy and influence decisions through expertise and persuasions. In a business these people would be the accountant or programmer. A CAP example of this would be the group Public Affairs Officer (PAO) wanting to see all press releases before they go out to the press. He can recommend it to the squadron PAOs but not require it. He can also recommend the policy to the Wing or Group Commander who has the authority to order it/make it policy. If the Wing or Group Commander sets the policy, the Squadron Commanders in that wing/group (but not neighboring groups) are compelled to tell their PAO of the new policy and require them to follow it. Any staff member may consult with their counterpart at the next higher headquarters for assistance, guidance, counsel, advice, training, or services directly but they cannot order others to do something. You should be mindful that they will tell you how things get done (the policy or regulation) and most likely will be the person who will process the task you want to accomplish. So let's say you are the Squadron Finance Officer and the Wing Director of Finance says, "Wing only processes requests for reimbursement on Tuesdays." (He is advising you of the policy set by the Wing Commander.) You can ask them how long it takes to get things to them by mail or why Tuesdays, but if it arrives on Wednesday you will wait a week. There are three ways officers often get themselves into trouble with authority. First, they try to extend line authority beyond their area of command. They give direction to people who are not under their authority or direct them to violate some regulation or policy. For example, a Ground Team Leader and his team are filling sandbags outside a power plant in order to protect it from rising waters. When asked if CAP can provide more help, he thinks about the three ground teams that had yet to be dispatched when his team left two hours ago. He says, "Sure I can get three more teams here in an hour". The decision to accept a mission is up to the Incident Commander (IC) and which resources to commit to the mission are made by the IC in consultation with the staff. The Ground Team Leader overstepped his authority. You only have authority over those who report to you on the organizational chart and their subordinates (CAPR 201). No member has the authority to order others to violate the regulations. The second most common way to get in trouble is when staff officers try to use line officer authority. They try to reassign resources or make policy without approval of their commander or order commanders from subordinate units to do something. For example, the Operations Officer reassigns an aircraft to a different unit and orders the losing commander to fly it 50 miles to the new airport and drive back. The Operations

Officer is misusing line authority. It is the Wing Commander who assigns aircraft to units and the Operations Officer then coordinates between the losing and gaining commanders for the delivery of the aircraft. The last way officers get in trouble is when they try to do something outside their area. A classic example is when the Communications Officer tells the Finance Officer to write a check so she can be reimbursed for batteries for the radio. It is the Commander's job to tell the Finance Officer they have pre-approved the expenditure and the Supply Officer's job to buy the batteries. Remember, staff officers advise; line officers exercise authority and that authority has limits. Know your role and its limits. 3. Discuss how the Chaplain, Safety Officer and Inspector relate to the chain of command in respect to matters of Core Values and public trust. There are a few people you can go to directly even if they are not your counterpart at the higher headquarters. They are the Chaplain (HC), the Safety Officer (SE) and the Inspector (IG). Any member can approach their chaplain (or the next higher headquarters chaplain if their unit does not have one) on matters of core values, ethics, integrity, morale or spirituality without going through their commander. The Chaplain may give advice and while exercising confidentiality, go directly to the appropriate person or commander to address the issue. (For a more detailed discussion of the Chaplain's duties, go to the Chaplain Lesson in this course.) You can go to the Chaplain when you believe the commander is not being truthful (integrity is a core value) about the availability of the aircraft, but not because the commander has chosen to let someone else fly it that day (a command choice). Any person, at any time can go to the Safety Officer (SE) to point out a potential safety hazard. A hazard may be an item, policy or practice. The SE can stop the use of an item, temporarily suspend a dangerous policy or stop a dangerous practice while it is reviewed by the appropriate commander. In this very limited way they can exercise their commander's line authority. A unit Administration Officer can go to the Safety Officer and recommend that members not be allowed to drive more than four hours at time without a thirty minute break, but it would be the commander who makes it policy. On the other hand, if the Administration Officer sees the Transportation Officer starting to fall asleep while driving, she can make him pull over. In fact any member can stop any activity, at any time, when they feel the risk is too high. (See the Safety Lesson of this course for more information.) The final person any member may approach outside of the chain of command is the Inspector (IG). Squadrons and Groups do not have Inspectors while wings and regions do. If a member has knowledge of fraud, waste, or abuse (of members or authority) they are obligated to advise the IG or file a complaint. The terms fraud, waste, abuse and complaint are technical terms covered in the Inspector Lesson of this course. The IG has the authority to launch an investigation anywhere in their area of jurisdiction

without the approval of the unit commander. In some cases they can even pass the case up to the next higher headquarters without their commander's approval. (For more on this, see the IG Lesson in this Course.) For example, if the Finance Officer is pocketing half of the squadron dues you could file an (IG) complaint. You cannot complain to the IG that you don't like that half the dues are spent buying cadets uniforms. In the cases of the IG, SE, and HC you can go directly to them about matters directly related to their job and with the knowledge that you have regulations protecting you from reprisal or being accused of breaking the chain of command. 4. State consequences of violations of the chain of command. This lesson has stated how you can go to your counterpart at the next higher headquarters for guidance. It has also noted that you can go to the IG, SE and HC directly in matters of public trust, safety and core values. But those are the exceptions. Other than that you follow the chain of command. The chain of command is there to efficiently execute the mission, solve problems and exercise span of control. Each commander has been given the authority to do those things. Going outside the chain of command creates a number of problems, is unprofessional, embarrassing and reduces discipline. Finally, there are consequences. Going outside the chain of command usually takes two forms; going over someone's head or going around them. At work you would not go to the company president to complain about the head of a different department or to get authorization to spend money when the department head could authorize it. The same is true in CAP. If you are the Squadron AE, you would not complain to the Wing Cadet Programs Officer (CP) about the Squadron CP having the cadets drill too much. Nor would you go to the Wing Transportation Officer (LGT) to request a van be assigned to the unit. When you go around a commander or over their head you are saying things about the commander, your unit and yourself. You are saying the commander is incompetent to make the correct decision, unaware of the situation or lacks the nerve/ability to take the correct action. Nobody likes to have those things said about them. You are also saying your judgment is better than the commanders. Commanders are in that position because their superiors trust their judgment and commanders are often in possession of the bigger picture and you may not be. By calling into question your commander's judgment you are calling into question the superior who put them there. You have not made any friends by doing this. You are also saying things about yourself. You say that you lack training. You should know the difference between authority of a staff officer and line officer. You are suggesting you lack self-discipline. It is a matter of discipline to work on a task within the unit, within the rules set by the squadron commander. In many of our missions you will not have the big picture and if you do not have the self-discipline to follow instructions, you can put yourself, others and success of the mission at risk. You are calling into question your loyalty to the unit and the commander by disparaging the

commander's and unit's abilities. When you do all these things it makes a commander wonder if you act without considering all the consequences. These things reflect badly on you. Going outside the chain of command creates a lot of problems. In the field it can put people and the mission in danger. It can embarrass your unit and CAP in the public eye. It can create situations that have to be undone or waste resources. Let's take a look at two quick examples. The Squadron AE requests the Wing LGT to permanently assign a van to your squadron, and for some reason it does get transferred to your unit. The reaction is, of course, the losing squadron commander complains to the Group Commander who is going to be tied up doing this instead of things he had planned; he will likely end up upset with the Wing LGT; the Group LGT is upset because he was not in the loop; the group Director of Operations (DO) is upset because of degraded mission capability; your Squadron Commander is embarrassed because she did not know about the request. The Wing LGT has some explaining to do, the Wing Commander is distracted by something that should have been handled by Group and everyone loses. In all likelihood, volunteers from both units will have to spend their time to return the van, and much time and effort is wasted. Hopefully, there are no losses on a mission because the other unit could not effectively respond to a mission while the wrong squadron had the van. This could be avoided by following the chain of command and making the request through the squadron commander. In our second case, the poor Squadron AE also complained to the Wing CP that the Squadron CP drills the cadets for hours. The Wing CP is concerned for all aspects of the program and is worried about Cadet Protection issues if the cadets are being pushed too far. The Wing CP asks the Squadron Commander about the drill practice. The Squadron Commander tells him that a local dignitary has asked the unit to provide an honor guard for some local event and only gave them five weeks notice. Thinking this was a good opportunity to develop support in the community, the squadron has been practicing drill an hour a week at the squadron meeting (40% of the meeting) and one other night a week for an hour. The cadets are enjoying it and are talking about competing in the Wing Drill Competition in several months. The Wing CP thinks this is reasonable and suggests that the squadron might want to spend some extra time on AE when the event is over. In this case the Wing CP limited the effect of the Squadron AE going outside the chain of command with a simple question. Had they gotten the Wing AE involved, started talking about cadet abuse, had the Wing Commander ask questions and put it on the IG radar; it could have blown up into a time consuming, embarrassing, resource draining, and stress inducing mess. Had the AE shared her concern with the Squadron CP or Squadron Commander first, all of this could have been avoided. There are a range of consequences for going outside the chain of command. The consequence will depend on how many levels of command are "jumped", the severity of accusations or actions, the amount of animosity involved and the amount of time and training the perpetrator has had in the program. The act can be ignored, but the member's reputation can be damaged even if no action is taken. This could lead directly or indirectly to promotions in grade or position being affected. The member

could get a verbal or written reprimand. Privileges could be suspended. In extreme cases membership could be suspended or terminated. Lesson Summary and Closure There are historical, political, geographical, and practical reasons that CAP has the chain of command that it does. There are sensible reasons for line and staff authority. Going outside the chain of command creates problems, is unprofessional, reduces discipline, and reflects badly on you, your commander and, indirectly, on your unit. As such it can lead to negative consequences. There are ethical and mission critical reasons the HC, IG, and SE are exceptions to the rules. The structure of CAP is there for good reasons. Use it, follow it, be part of it Works Cited Cote , Ronald, Maj. USAF, presentation (April 1977) Organization of Civil Air Patrol, CAPR 20-1, Civil Air Patrol, Maxwell AFB, AL 29 May 2000.

CAP Uniform Wear The purpose of this lesson is for students to comprehend CAP uniform policy and demonstrate knowledge of selected uniform combinations. Desired Learning Outcomes 1. Explain the purpose and function of uniforms. 2. Describe various uniform combinations commonly worn in CAP. 3. Discuss the importance of proper uniform wear to the function an image of CAP. 4. Distinguish among proper times to wear CAP uniforms. Scheduled Lesson Time: 30 minutes NOTE: PLEASE DOWNLOAD CAP MANUAL 39-1, CAP UNIFORM MANUAL, CHAPTERS 1, 2, AND 4 BEFORE CONTINUING THIS LESSON http://members.gocivilairpatrol.com/forms_publications__regulations/indexes_regulations_and_manuals.cfm

Introduction Why do people wear uniforms? To be identified? To feel like they belong to a unique team? For protection against the elements and threats? Actually, people wear uniforms for all of these reasons. In Level I, you learned that CAP wears uniforms, and the basics about wear. In this lesson, we'll delve more into why CAP chooses to use uniforms, and how your proper wear of the uniform enhances CAP's image; as well as protects you. 1. Explain the purpose and functions of uniforms. What is the first thing, for instance, that you identify with the Girl Scouts… I mean besides the cookies? I'll bet it's the green uniform and its badges. How about the Marines? I'll bet it's the dress blue. Uniforms provide identity and functionality. Proper wear of the Civil Air Patrol (CAP) uniform is a not only shows that you belong to CAP, but it is also gives the viewer a first impression of your (and by default the organization's) professionalism. Uniforms also meet a certain standard for functionality and safety for the environment they are designed for. The Battle Dress Uniform (BDU) is uniquely suited for operating safely in a field environment and a Flight Suit meets minimum fire resistant criteria for the safety of the aircrew. In short, uniforms help CAP members identify with one another and the fine organization to which we are so proud to belong. Taking the time and effort to assemble and wear our uniforms correctly directly reflect on us, our unit, the whole of the Civil Air Patrol, and the US Air Force. It is a matter of pride and professionalism. In

order to do it right you will need to have a personal copy of CAP Manual 39-1, CAP Uniform Manual, which governs dress and appearance standards for CAP personnel. If you do not have a copy you will want to download one now. Not only will it be useful every week but you will need it for this lesson, you will need to refer to the photos and the wear descriptions. It can be found at: http://members.gocivilairpatrol.com/forms_publications__regulations/indexes_regulation s_and_manuals.cfm Another resource you might find useful is the uniform mini-posters at http://members.gocivilairpatrol.com/media/cms/Uniform_Mini_Posters_FFEA1A0DBEC3 8.pdf . (Note: If you joined CAP after 2006, you will have received a copy of the miniposters in your new member binder.) The CAP Uniform Manual isn't meant to be read like a book. It is a technical manual made so you can look things up. To use it, begin by choosing the uniform you wear to the meeting every week. Find that uniform combination in the manual. Put your uniform together PROPERLY following the manual. Bring the manual with you to the meeting. Ask someone knowledgeable, like the personnel officer or a cadet officer, to check that you got it right. If they tell you something is wrong ask them to show you where in the uniform manual you can find the correct instructions, in this way you can find it again. Once you get your weekly meeting uniform correct and don't need to look things up anymore, follow the same pattern with your alternative (utility or flying) uniform. When that is second nature, move on to the weekly meeting uniform worn by others (cadets or opposite gender) until you are knowledgeable about them. Should you find something you think is not in accordance with the uniform manual, ask politely to have the member show you the correct instructions in the manual. The other thing you need to know about the uniform manual is that it changes; not a lot, but some new (if you will pardon the expression) wrinkle will be added or changed. It's a good idea to download the manual once a year to keep up. With all this in mind, let's build on what you learned in Level I. 2. Describe various uniform combinations for CAP. Let's examine four of the most commonly worn CAP uniforms. We will briefly discuss some others later. For now you are going to decide whether it's appropriate to wear an Air Force or corporate uniform style. How do you know which one is appropriate? To wear the AF style uniform you must conform to the weight requirements and grooming standards. They can be found on pages 129 and 130 in your uniform manual. Please check them now. If you do not or choose to not meet the weight or grooming standards you must wear the corporate or aviator shirt equivalent uniform. The next deciding factor is what you are going to be doing. In the discussion below you will find comments on when it is appropriate to wear each of the uniforms. As we discuss four categories of uniforms, we will discuss the options in that category, when they are worn, and things that require special attention when putting the uniform together. In order to be successful in this lesson you will need to turn to the page/figure

indicated in the uniform manual and read the appropriate page. As we go through this part of the lesson you should prepare or check the uniform you are going to wear to the next CAP activity. Service uniform - Short sleeve, minimum/typical uniform worn by officers. - Worn when office attire is appropriate. •

Male AF Style - Figure 2-5: Items to pay attention to: nameplate, and ribbons (if worn) rest on top edge of the pocket.

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Female AF Style - Figure 2-13: Items to pay attention to: Bottom of nameplate, and ribbons (if worn) are roughly equal with the second button (good taste prevails). Women also have a tuck-in blouse option.

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Male and Female AF Style: Ties may be added to short-sleeve and must be added to long-sleeve, hats are worn outside, epaulets (grade) and nameplate are gray, shirts are light blue and pants dark blue. Traditionally AF officers do not wear ribbons on this uniform, but CAP Officers have the option.

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Male Aviator Shirt Style - Figure 4-2: Items to pay attention to: nameplate, and ribbons (if worn) rest on top edge of the pocket. Ties may be added to shortsleeve and must be added to long-sleeve, epaulets (grade) and nameplate are gray, shirts are white and pants gray.

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Female Aviator Shirt Style - Figure 4-2: Items to pay attention to: nameplate, and ribbons (if worn) rest on top edge of the pocket. Ties may be added to shortsleeve and must be added to long-sleeve, epaulet covers (grade) and nameplate are gray, shirts are white and pants gray.

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Male and Female Golf Shirt Style - Figure 4-3: Items to pay attention to: Pants are gray and shirt is dark blue. No indication of grade is on this shirt so it is not a saluteable uniform.

Utility/BDU uniform - Worn when work clothes are appropriate or on operational mission. •

Male and Female AF Style Battle Dress Uniform (BDU) - figure 2-17: Items of note: Position and direction of cloth grade, position of name and breast (CAP) tapes. Hat is added when outside. Insignia is ultramarine blue and white (not subdued).

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Male and Female Corporate Utility Uniform - Figure 4-6: Items of note: Pants and shirt are blue. Position and direction of cloth grade, position of name and breast (CAP) tapes. Hat is added when outside. Insignia is ultramarine blue and white (not subdued).

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Male and Female Golf Shirt Style - Figure 4-3: Items to pay attention to: Not very functional outside of buildings in good condition.

Flying uniforms - Worn while flying in CAP aircraft (corporate and member-owned aircraft used in CAP flight activity). •

Male and Female AF Style Flight Suit - Figure 2-19: Items to note: Male uniform is the same. Olive drab in color. Plastic encased grade on the shoulders and placement of leather name/qualification patch, flag. Hat is added when outside.

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Male and Female Corporate Style Flight Suit - Figure 4-4: Items to note: Male uniform is the same. Blue in color. Plastic encased grade on the shoulders and leather name/qualification patch, flag.

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Male and Female Golf Shirt Style - Figure 4-3: Items to note: Pants are gray and shirt is dark blue. No indication of grade is on this shirt so it is not a saluteable uniform.

These combinations will get you through most CAP activities. As you progress through the program you will start to attend more formal meetings and ceremonies. At that time you will want to add a Service Dress or Blazer combination shown below Service Dress - Appropriate for participating in formal meetings and ceremonies or when more formal office attire is appropriate. Formal meetings would include participating in the National Board Meeting and meeting with government officials. Male AF Style - Figure 2-1 Female AF Style - Figure 2-9 Male and Female AF Style Items to note: Single breasted., pants and jacket materials match, light blue shirt blue officer braid on the sleeve, both tie and ribbons are required. Hat is worn outdoors. Male and Female Blazer Style - Figure 4-1 Items to note: Blue blazer, white shirt, gray pants, black name plate with grade, embroidered CAP crest, lots of tricky tie choices. The basic uniforms outlined in this lesson become fairly straightforward and easy to assemble with practice. It is recommended that you continue your uniform education as you advance in the program. There are a multitude of other authorized uniforms and combinations that we did not cover here. They include: ties/no tie, long/short sleeves, jacket, sweater, rain gear, accessories (purses, cell phones), items for warmth (sweaters, ear muffs, scarves, and parkas), head gear, safety items, cadet variation or the mess dress/tuxedo version and combinations of all of them. The uniforms and variations are detailed in CAPM 39-1 The Civil Air Patrol Uniform Manual. When assembling your uniform prior to wearing it, it is always a good idea to have a copy of the manual open to help ensure you are meeting all standards. Take the time to skim through the manual (even the portions that don't apply to you) so you know

enough about the uniform standards to assist other members of your unit. One of the most common issues found with improper uniform wear is that members are either illinformed through word of mouth or they don't know where to find the answer to their uniform questions. Having a working knowledge of this pivotal document will make you a more effective team member and will help your unit to present a more professional image. You may also find additional uniform information in Air Force Instruction (AFI) 36-2903, Dress and Appearance of Air Force Personnel. This document sets the standards from which CAP bases its uniform manual. Finally, don't be afraid to ask for assistance in preparing a uniform. One of the greatest points of reference new members have at their disposal are cadets. The cadet program places greater emphasis on uniform knowledge and presentation making cadets a great source of uniform knowledge. By asking the question, you will also have the added benefit of increasing dialogue, teamwork, and ultimately trust between the cadet program members and the senior officers. 3. Discuss the importance of proper uniform wear to the function and image of CAP. As the authors of the lesson on Professionalism said, "A professional looks the part. …When we wear the Air Force uniform, it marks us as a professional organization that is affiliated with the Air Force. What we do and say in public affects how the general population thinks about the Air Force and the military in general. From a distance, we look like Air Force members, not CAP members. Remember this adage: "You never have a second chance to make a first impression." You will be continuously making " first impressions" in CAP. Make any impression the best you possibly can." In the lesson on Customs and Courtesies the author said: "It is professional. CAP wears the uniform of a military professional. We want to act that way even though we are " unpaid professionals". This is related to the core value of excellence. It builds esprit-de-corps. The display of respect for one another and our common purpose makes us feel a part of the group. The restrictive use of these courtesies make us part of a special group. Those groups are more than just CAP. They include the AF, all uniformed branches and the veterans and heroes of previous generations. … The same is true of the uniform. "It makes us part of something far larger than ourselves." (Spenser, 2009) Think about it this way: who would you rather have cook you meal at a restaurant: someone in a soiled shirt, unshaven, with food on his shoes; or someone in sparkling

cook whites and clean, shined shoes? Even if the cook with the soiled shirt is the better chef, the perception people likely have of him is that he, his food, and his restaurant are poor. How we look contributes mightily to our customer's perception of us and our organization. While the Unit Personnel Officer is charged by regulation to insure that members of that unit wear the uniform properly, it also falls to each member to not only wear the uniform properly but to point out incorrect wear to fellow members. Wearing the uniform properly says a lot about you as well. The way you wear your uniform is a reflection of your attention to detail, your self-discipline, your self-respect, it is a measure of your espritde-corps, your desire to do things professionally and achieve excellence. How do you want to be thought of? Does your uniform project that image? 4. Distinguish among proper times to wear the CAP uniform. Let's look at some situations to see when it is appropriate to wear the CAP uniform and when it is not. Answer YES, for it is appropriate, or NO, for it is not appropriate, to wear a CAP uniform for each statement below. After, turn to pages 6 and 7 of the uniform manual. Read Table 1-1 and see how you did. SITUATIONS: 1. When at a CAP meeting. 2. More than 1 hour following the close of a CAP event or meeting except for travel time. 3. When participating in a picket line. 4. When going to a public demonstration or speech not approved by the US Air force. 5. When engaged/furthering private employment or commercial interests. 6. When going to a dinner or event on a military installation. 7. When visiting a military installation. ANSWERS: 1. Yes 2. No 3. No 4. No 5. No 6. Yes 7. Yes

Lesson Summary and Closure You have a lot of choices about what to wear. You only have one choice on how to wear it, correctly and proudly. The manual is there to help you do that. Use it and look professional and proud. Works Cited CAPM 39-1, Civil Air Patrol Uniform Manual. 1 March 2012 OPR: CAP/DP 105 S. Hansell St., Maxwell AFB, AL 36112-6332

Rank Promotions Awards and Decorations The purpose of this lesson is for students to comprehend the CAP awards and promotions processes. Desired Learning Outcomes 1. Describe the purpose of grade and procedures for promotion in CAP. 2. Explain the purpose of and procedures for award of decorations. 3. Explain the purpose of and procedures for nomination and selection of awards. Scheduled Lesson Time: 20 minutes

Introduction Promotions, Decorations, and Awards are the "pay" we receive for being personally successful in CAP. They also say something positive about our work and dedication to the organization. They indicate that we have reached a certain level of professionalism and are ready to accept greater challenges, responsibilities and possibly new roles in CAP. This section will make you familiar with the procedures involved with being promoted or receiving an award. Your unit Personnel Officer is the expert in promotions, awards, and decorations. Your role in promotions, awards and decorations is to make the Personnel Officer aware that a member has become eligible for promotion or an award and possibly help recommend them, so that all members can be recognized for their achievements. 1. Describe the purpose of grade and procedures for promotion in CAP. The attainment of grade is an excellent source of motivation for many cadets and seniors alike. It encourages members to train, serve, strive for excellence and take on more responsibility. That said, it is more than that. Grade is recognition that they have demonstrated a particular level of management and leadership ability. It is also a statement by their superiors that they have obtained a certain level of professionalism. Be aware there is a difference between rank and grade. The terms "grade" and "rank" are used interchangeably but that is not correct. Your grade, for instance, is Lt or Capt or General. Rank is determined by the order in which people of the same grade were promoted. The person who has been in that grade the longest is the ranking officer. If 1Lt Jones was promoted on 15 January 2009 and 1Lt Smith was promoted on 1 February 2009, they are the same grade but Lt Jones is the ranking officer.

The purpose of grade is to denote a member's status within the organization. Obviously the more experienced members will usually have a higher grade reflecting their longevity in CAP, their greater ability to manage resources and successfully lead others in the accomplishment of CAP's missions. INITIAL APPOINTMENTS All senior members (excepting Aerospace Education Members, Cadet Sponsor Members, Retired Members, and Patron Members) can be promoted if they meet the requirements and are approved. Some members may be appointed to a higher grade in recognition of their previous service, educational background, or professional skill. The criteria for regular duty performance promotions (the most common in CAP), for special appointments, and some subsequent special promotions can be found in CAPR 35-5. PROMOTIONS Webster defines promotion as "to advance in rank or position." The procedures for getting promoted are found in CAPR 35-5, CAP Officer and NCO Appointments and Promotions. Promotions recognize a combination of training, experience, expertise and successful leadership. Subsequent promotions are based upon a combination of training, experience, expertise and successful leadership. A good summary of the requirements for duty performance promotions can be found in CAP Senior Member Professional Development Program Progression and Awards chart in the CAPR 50-17, Attachment 1, and is attached to this lesson. Each duty performance promotion through Lt Colonel is tied to some form of training. Early in the program it is focused on specialty training and work at the unit. As members progress it shifts more to management and leadership. In other words, Attachment 1 outlines the requirements for the award levels in the Professional Development program. These awards, such as the Davis Award, are also requirements (among others, such as time-in-grade, performance in present grade, performance potential, etc); for promotion. The chart at the bottom of Attachment 1 also shows the minimum time in grade required for promotion to the next higher grade. Just because a member has been a particular grade X years and has the professional development award required does not mean one is automatically promoted. Participation, experience, and performance are also essential. The measure of professional duty performance is not on diagram 1. Have a look at CAPR 35-5, Section B - Duty Performance Promotions (currently on page 4), paragraph 11(a) (5) and says, "…be performing in an exemplary manner meriting promotion to the grade recommended." The term " exemplary manner" is a pretty high standard. That means members have to be performing their duties professionally and in complete

accordance with the training they received. Their personal conduct should be commendable. The quality of decisions they make, and the amount of guidance they require should be appropriate for their level of experience in the program. It is also shows a commander's faith that a member will continue to perform at this level and will develop their potential further in the future. PROMOTION REQUEST PROCEDURES There are two ways to initiate a duty performance promotion recommendation: either on-line or by using a CAP Form 2, Recommendation for Promotion. On-line promotions (duty performance) can be submitted by the unit Personnel Officer or by any member designated by the commander and granted on-line permissions to do so. Once initiated on-line, the promotion request will be automatically forwarded to the unit commander for approval. On approval of the unit commander, the request will be automatically forwarded up the chain of command to the approving authority for final action. If approved, the member's record will be automatically updated by NHQ and a new card sent to the unit. For promotions other than duty performance promotions, or if the unit wishes not to use the on-line utility for a duty performance promotion, one can submit a paper- CAP Form 2 through channels. The key to the successful recommendation is in section IX Remarks block. This is where the nominator proves the recommended person is "performing in an exemplary manner". Take a moment and think about what the word exemplary means. Simply, average performance does not meet the standard. Answer these questions: why does this member warrant promotion? What is the member's potential for success in the next higher grade? Finally, why should they be promoted NOW? In most cases this space is not big enough and you will want to put "see attached" in the block. On an additional sheet, a narrative is provided to demonstrate how the member is "performing in an exemplary manner meriting a promotion to the grade recommended." The completed form is given to the unit personnel officer (who checks it and makes the necessary copies) and forwards it to the unit commander for approval. The commander receives the request for promotion that proves the member is "eligible for consideration" for promotion. It does not mean that they are required to promote the member. By approving the request each commander is putting their reputation on the line that the member has met the training and time in grade criteria and that they are performing in an exemplary manner. The form is then passed up the chain of command to the approving authority (see Figure 1 of CAPR 35-5). At each level of command the request for promotion can be approved, sent back for more information or denied. Once the approving authority signs it, the information is sent to NHQ who enters the promotion into the database and produces a new membership card for the newly promoted member.

SPECIAL GRADES There are a few grades that are reserved for the purpose of denoting particular positions. They include Major General (national commander only), Brigadier General (national vice commander only) and Colonel (wing commander, region vice commander, region commander and some national staff officers). These grades are temporary until the member completes their term. The NCO grades are reserved for CAP members with prior military service as an NCO and have chosen to be CAP NCOs. Flight Officers are reserved for members between the ages of 18 and 21. 2. Explain the purpose of and procedures for award of decorations. Decorations and awards recognize achievement and skill. The outward symbols of these achievements are typically ribbons that we wear on our uniforms. Awards and decorations represent your "resume." They instantly let other members know what you have done over your CAP career. As we progress through this portion of the lesson you should refer to the following CAP publications: •

CAPM 39-1, CAP Uniform Manual

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CAPR 39-3, Award of CAP Medals, Ribbons and Certificates

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CAPR 50-17, Professional Development Program

As noted earlier decorations are designed to recognize heroism, extraordinary achievements or performance. One of the most rewarding experiences that a member can have is to receive a decoration for service to the organization. Within CAP there are 10 decorations given in CAP, they are (from highest to lowest): •

Silver Medal of Valor

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Bronze Medal of Valor

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Distinguished Service Medal

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Exceptional Service Award

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Meritorious Service Award

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Commanders Commendation Award

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Achievement Award

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Certificate of Recognition for Lifesaving

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National Commander's Unit Citation

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Unit Citation Award

Each of these has their own criteria which is set forth in CAPR 39-3. Take a moment and scan the criteria for these decorations.

There are some key terms used when explaining the criteria for these decorations. Words like " outstanding" and "unmistakably exceptional" mean the member performance is an example for the nation to follow. Other terms like "great responsibility" and " greatly benefit" mean not just the usual responsibilities inherent in the duty assigned. These terms describe the expectation that a member's performance goes well beyond the standard even for jobs that normally have a lot of responsibility. They are to recognize those members whose actions will have a great and lasting impact on the organization or have shown great heroism. They are not earned easily. Anyone who believes that a member has met the criteria for the decoration may nominate them by submitting two copies of a CAP Form 120 through the chain of command, to the approving authority. The higher the decoration, the higher the echelon required for approval. In this, the approval process for decorations is similar to that of promotion. Take a moment and look at the procedure. It can be found on page 4 of the CAPR 39-3. Extreme care should be exercised to ensure that all items are completed properly, and moreover that the award selected is the award deserved. The critical portion of the form is the narrative, as this is where the action or achievement is documented and the request is defended. Most decorations are denied because the narrative did not clearly portray how the unit's or member's achievement met or exceed the criteria for the award selected. 3. Explain the purpose of and procedures for nomination and selection of awards.

Awards are different than decorations, they do not speak to quality of performance, or a singular act but rather to meeting some criteria achieved through participation or sustained performance over a long period of time. PROFESSIONAL DEVELOPMENT AWARDS Professional Development awards in the context of this lesson refer to award ribbons in professional development or aerospace. These include Professional Development Awards (from lowest to highest) •

Membership Ribbon (given on completion of Level I)

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Leadership Ribbon

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Gen Benjamin O Davis Award (Level II, no ribbon)

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Grover Loening Aerospace Award (Level III)

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Paul E. Garber Award (Level IV)

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Gill Robb Wilson Award (Level V) NOTE: This is the highest award for senior member training achievement in CAP, and less than 1 percent of senior members attain this distinction.

Aerospace Award Ribbons •

Brig Gen Charles E "Chuck" Yeager Award (Aerospace Education Program for Senior Members)

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A. Scott Crossfield Aerospace Award (for attaining the Master Rating in the AE specialty)

Professional Development Awards are guided by the provisions in CAPR 50-17, and are requested though the chain of command on a CAP Form 24. Aerospace Awards are guided by the provisions outlined in CAPR 280-2. ACTIVITY AND SERVICE AWARDS There are a variety of service award ribbons denoting service in mission or command areas or community service. These include (from highest to lowest): •

Command Service Ribbon

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Red Service Ribbon

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Find Ribbon

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Search and Rescue Ribbon

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Counterdrug Ribbon

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Disaster Relief Ribbon

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Homeland Security Ribbon

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Cadet Orientation Pilot Ribbon

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Community Service Ribbon

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Senior Recruiter Ribbon

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Wartime Service Ribbon

There are also a variety of activity award ribbons denoting participation in a particular or group of CAP activities. These include (from highest to lowest): •

International Air Cadet Exchange Ribbon

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National Cadet Competition Ribbon

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National Color Guard Competition Ribbon

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Cadet Advisory Council Ribbon (earned as a cadet)

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National Cadet Special Activities Ribbon

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Encampment Ribbon

Service Awards are normally requested using a CAP Form 2a. Take a moment now and see if you meet the criteria for any training or service awards by skimming the criteria in CAPR 39-3. ANNUAL CAP AWARDS There are annual national awards such as Senior of the Year and the Bud Payton PAO of the Year that recognize individuals. There are also awards such as the Squadron of Distinction and the Paul W. Turner Safety Award that recognize units. These are intended to recognize superior performance by individuals and units. You can read more about this in Section G of CAPR 39-3. There are also numerous equivalents at the wing and region levels. Anybody can nominate a person or unit for these awards, the nomination goes through the chain of command. You should check with your DP for a complete list, their criteria and due dates. These awards usually come with a plaque or certificate rather than a ribbon. It would be extremely embarrassing to earn an award or decoration and then wear it incorrectly. Please take a moment now and find out exactly where your awards and decorations should be worn on your uniform. CAP decorations will be worn in the order of precedence as outlined in CAPR 39-3. Another good place to go for help with the order and orientation of your ribbons is McChord Composite Squadron web page and click on "rack builder" on the left. The uniform manual (CAPM 39-1) will describe in detail where your ribbons are worn. It should be noted that AF officers do not wear ribbons but only their badges on their shirt. However CAP officers have the choice of wearing none, some or all of their ribbons and badges on their shirt. Lesson Summary and Closure Awards, decorations, and grade are all inter-related. Training awards are requirements for promotion. The training, volunteer service and the proficiency demonstrated to earn service awards, activity awards and decorations help prove that members are performing in an exemplary manner and ready for promotion. Grade is a vote of confidence in the member and moreover a signal of their potential to do more. It is marks the member as a person who is ready and able to take on more responsibility in CAP. It elevates the member into a position where people of lesser grade can look up to them. But it also raises the standards by which the member will be judged. Works Cited CAPR 39-1, CAP Uniform Manual, Civil Air Patrol, Maxwell AFB, AL CAPR 35-5, CAP Officer and NCO Appointments and Promotions, Civil Air Patrol, Maxwell AFB, AL

CAPR 35-6, Aeronautical Ratings, ES Patches and Badges and Ground Team Badges, Civil Air Patrol, Maxwell AFB, AL CAPR 39-3, Awards of CAP Medals, Ribbons and Certificates, Civil Air Patrol, Maxwell AFB, AL

Standards Customs Courtesies Flags Emblems and Seals The purpose of this lesson is for students to comprehend the etiquette surrounding military protocol, flags, and use of CAP emblems and seals. Please click on the topic to begin. Desired Learning Outcomes 1. Discuss why we observe customs and courtesies, and how they affect discipline, morale, and esprit-de-corps. 2. Describe common customs and courtesies regarding grade and rank, places of honor, and protocol. 3. Identify proper use of the corporate seal, emblem, and logos. 4. State proper Flag protocol for common ceremonies. Scheduled Lesson Time: 30 minutes

Introduction The use of military customs and courtesies is a mark of respect and professionalismwhether in a military or CAP uniform. It also pays respect to the history and traditions of the Civil Air Patrol. Doing them well reflects on you. Air Force-style customs and courtesies are especially important in CAP because they re-enforce CAP's Core Values and bring us closer to our parent service. Executing the customs correctly and skillfully, particularly in unusual situations, develops a sense of pride. CAP believes that all persons have dignity simply by their being human. That dignity is what makes all persons worthy of respect, regardless of their age, race, gender, religion or position in CAP. Military customs and courtesies are never marks of inferiority because they do not aim to humiliate. Air Force traditions symbolize our commitment to a sense of teamwork that is built on a foundation of mutual respect. Great things are possible when we combine the Core Values with discipline, moral and esprit-de-corps. 1. Discuss why we observe customs and courtesies; and how they affect discipline, morale and esprit-de-corps. We observe customs and courtesies for a number of reasons. It is a sign of Respect. CAP Members deserve respect because they volunteer to serve their community, state

and nation. We also display respect for grade, for position, for CAP, for the USAF, and for our country. It is professional. CAP wears the uniform of a military professional. We want to act that way even though we are "unpaid professionals". This is related to the core value of Excellence. It builds esprit-de-corps. The display of respect for one another and our common purpose makes us feel a part of the group. The restrictive use of these courtesies make us part of a special group. Those groups are more than just CAP. They include the AF, all uniformed branches and the veterans and heroes of previous generations. For senior members, the rendering of customs and courtesies is expected when wearing a military-style uniform (all uniform combinations except the polo shirt and blazer.) The exercise of military customs makes us part of something far larger than ourselves. 2. Describe common customs and courtesies that regarding grade and rank, places of honor and protocol. Back in the Foundations Course, also known as Level 1, you were taught some basic military customs and courtesies. In this part of the lesson we want to build on the customs and courtesies you have already learned. For more information, see the "Air Force Drill and Ceremonies Manual", available at the CAP website. Another source is CAP Pamphlet 151, Respect on Display. GRADE AND RANK Grade is the symbol you wear or are called and rank is your seniority in the grade. For instance, your grade is Lt or Capt or General. Rank is determined by the order in which people of the same grade were promoted. The person who has been in that grade the longest is the ranking officer. If 1Lt Jones was promoted on 15 January 2009 and 1Lt Smith was promoted on 1 February 2009, they are the same grade but Lt Jones is the ranking officer. SALUTING GUIDELINES •

When outdoors and in uniform, salute military officers and other CAP officers higher in rank. NOTE: Military members DO NOT have to salute CAP members, regardless of rank.

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Who salutes first if both are of the same grade? It is not necessary to salute but it is encouraged as a sign of mutual respect and a courtesy (and keeps you in the habit.)

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The junior person initiates the salute a fair distance from the senior person, so that the senior has time to return the salute.

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Indoors, salute officers only when formally reporting (such as when called forward to receive an award). Offer a greeting such as, "Good morning, ma'am," when exchanging salutes.

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When in formation, do not salute unless commanded to present arms. The commander salutes for the unit if an officer approaches.

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When in uniform, salute senior officers upon recognition. While not required, it's nice if you also do so if the senior officer isn't in uniform, just as a sign of respect. For example, uniformed cadets salute their squadron commander even if that commander is in civilian attire. In such instances, the commander typically would verbally acknowledge the salute, but not return it.

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On a military installation, salute international officers as a sign of goodwill.

POSITION OF ATTENTION •

It is customary for all members to come to attention when the commander enters the room.

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If only senior members or officers are present, the first to notice the commander uses the more cordial, "Ladies and gentlemen, the commander."

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If an officer who is higher ranking than anyone present enters the room, the first person to notice commands, "Room, ATTENTION".

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Stay at attention until told to do otherwise by person in charge. The commander's exit works the same way. When the commander stands to leave, everyone stands until the commander does leave. When being called forward to receive an award, it is customary to report to the officer and then turn to face the audience as photos are taken. Accept certificates with your left hand, and shake with your right.

The table below outlines basic rules for honoring the colors when the "National Anthem" or "To The Colors" plays: MILITARY-STYLE UNIFORM

CIVILIAN ATTIRE

INDOORS

Face the flag or music, and stand at attention

Face the flag or music, stand at attention, place right hand over heart

OUTDOORS

Face the flag or music, and salute

Face the flag or music, stand at attention, place right hand over heart.

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If the colors march by, stand at attention and salute, when wearing a militarystyle uniform. If wearing civilian attire, stand at attention and place your right hand over your heart.

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When driving a vehicle on a military base, halt the car as a sign of respect when " Retreat", the "National Anthem", or "To The Colors" plays.

PLACES OF HONOR •

The lower ranking officer walks on the higher ranking officer's left side.

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During uniform inspections, the senior walks on the left. This positions the senior closest to the troops, with the best vantage point for conducting the inspection.

PROTOCOL More information on customs and courtesies can be found in CAPP 3, Guide to CAP Protocol. CAPP 3 covers ceremonies, official CAP social functions, honors accorded distinguished visitors and funeral ceremonies. Protocol, as defined by Webster's Dictionary, "is a code prescribing strict adherence to correct etiquette and procedure (as in diplomatic exchange and in the military services)." It not only requires knowledge and awareness of regulations and numerous other references, but good common sense and a lot of flexibility on the part of the protocol officer. Commanders and unit members usually are involved in four major types of ceremonies which are addressed in CAPP 3: awards, promotions, retirements and change of command activities. Many CAP events will honor several individuals and will require additional attention to detail. It is not possible to cover all situations, but most are covered. Remember, common sense and courtesy should prevail, and when a problem arises which project officers cannot resolve, they should seek a command decision. SEATING For official dinners, the protocol officer determines the seating arrangements for the head table and other VIP tables. Just prior to dinner, the head table, host and guests will line up outside the banquet hall in appropriate sequence and march to their seats at the direction of the protocol officer/aide who will call the room to attention. This method of bringing in the head table may also be used at the general assembly. Other distinguished guests and spouses and/or friends of head table guests should be seated at tables immediately in front of and near the middle of the head table. These people should be escorted to their seats by the activity staff personnel.

DISTINGUISHED VISITORS Many distinguished visitors attend Civil Air Patrol functions. They may be military or civilian, foreign or domestic, therefore, the honors accorded may also vary. When exiting a vehicle as part of an official party the ranking officer gets out first so they can be greeted first or can lead the way in the building. In order to do so, they are the last of the official party to get in the car, so that when the car pulls up to the curb they are next to the curb. The junior officer should open/close the building/car door for the senior officer. The senior officer slows down before they get to the door and says " thank you" as they go through. PLEDGE OF ALLEGIANCE •

When in civilian attire, the CAP polo shirt, or blazer combination, stand at attention and place your right hand over your heart while reciting the pledge. If outdoors, remove your hat.

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When in military-style uniform, stand at attention and remain silent.

INTRODUCTIONS •

Lower ranking officers are introduced to higher ranking officers.

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Men are introduced to women.

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CAP members are introduced to distinguished visitors.

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Cadets are introduced to senior members.

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Offer a firm handshake when meeting someone new.

DISTINCTIVE CAP SITUATIONS Unlike the AF where the commander of a group is always the person with the highest grade (and rank) that is not always true in CAP. (CAPP 151) People may join a CAP squadron and receive a special appointment (advanced rank because of special skills such as CFI or MD. See CAPR 35-5 for more details on special appointments) and have a higher grade than the commander. An aircraft maybe commanded by a 1Lt who recently came into CAP as a pilot and the observer may be a Major who became involved in emergency services after several years in CAP. The question is who renders what courtesy to whom? As a general rule we use "position over grade" in matters of authority. The squadron commander is always the position of authority over those in his unit. A teacher is always in charge of a class even if they are of inferior grade to the students. Still, the lower ranking officer should initiate the salute. And looking at the matter from the other side, the higher ranking officer should respect the junior officer's position. In

matters of courtesy, it is grade that holds the key. "Sir" or "Ma'am" is a sign of respect for the person or position. Addressing a person by grade is a sign of respect for the grade. MANNERS OF ADDRESS: •

Address superior officers as "Sir" or "Ma'am"

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Senior members may address cadets by grade or simply by the title "Cadet".

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Air Force and CAP senior member non-commissioned officers (NCOs) and airmen are addressed by grade and last name.

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Chaplains are commonly referred to by the title "Chaplain" and last name.

3. Identify the proper use of the Corporate Seal, Corporate Emblem and logos.

CAPR 900-2 describes the Corporate Seal as: 1) Crest. The crest includes the American eagle, which is symbolic of the United States and air-striking power; the cloud formation behind the eagle depicts the creation of a new firmament; and the twists of the wreaths beneath the eagle incorporate the colors of the basic shield design 2) Shield. The basic CAP emblem is superimposed on the shield. 3) Encircling Stars. The encircling 13 stars represent the original 13 colonies of the United States, and the three set apart at the top of the design portray the three departments within the Department of Defense-the Army, Navy and Air Force. 4) Encircling Band. On the band encircling the design are the inscriptions "United States Air Force Auxiliary" and "Civil Air Patrol." 5) Colors. When the seal is reproduced in color, the background will be silver gray; the shield will be dark blue; the triangle will be white; and the three-bladed propeller will be red. The twists of the wreaths will be alternately white and dark blue, and the eagle will

be gold in front of a white cloud. The 13 stars will be white edged in dark blue. The wide encircling band will be white and surrounded by a small gold band edged in dark blue on the inside and two small gold bands edged in dark blue on the outside. The lettering on the wide white band will be ultramarine blue. The Civil Air Patrol Emblem consists of an ultramarine blue disc on which a white triangle is superimposed. Within the disc in white are the words "USAF Auxiliary." Centered above is a red stripe on which the words "Civil Air Patrol" are superimposed. The use of the seal and emblem is limited to official CAP business, and may not be used for personal gain. Additionally, the name, seal and/or emblem will not be used for any commercial purpose, except under licensing agreement as approved by the Executive Director after review by General Counsel. Any unique item such as coins, mugs, brochures, etc., containing the name, seal or emblem must be approved by the region or wing commander. Signs identifying CAP units at all levels should be attractively painted and well maintained. The CAP seal, if used, is always placed on the left side of the stationary with any other graphic placed on the right. The chart below shows when the corporate seal and emblem may be properly used: RESOURCE

CORPORATE SEAL EMBLEM

Corporate Aircraft

No

Yes

Member Provided Aircraft

No

No

Corporate Vehicle

Yes

No

Member Provided Vehicle

No

Yes*

CAP Publications

Yes

Yes

CAP Web Pages

Yes

Yes

CAP Stationary, Signs, Business Cards

Yes

Yes

Personal Stationary, Business Cards

No

Yes

*Only during an official CAP activity or written authority by wing commander. The Air Force "Hap Arnold" symbol (on left) may be used to "cradle" some organizational emblems, but no other artwork or logotype may be used. Also notice the words "US Air Force are not used. (on right).

CAP programs and activities have several logos.. They include program logos such as DDR, Cadet Programs and Aerospace Education and activity logos such as National Staff College, encampments, National SAR School and Cadet Officer School. The Chaplain Corps even has its own logo. These logos are used in training materials and on badges and patches. They are used in conjunction with that particular program or activity. They are used with discretion.

Use of the Civil Air Patrol Command Patch is covered in the CAP Uniform Manual, CAPM 39-1 and Interim change letter dated 12 March 2012.

4. State proper Flag protocol for common ceremonies. Our flag is the symbol of our nation. By showing respect for our flag we show respect for our nation. As patriots it is easy to show our love and respect for our nation. CAPR 900-2 contains information on proper use and display of the US and CAP flags. The term "US flag" means the flag of the United States of America. It includes both the " all-purpose flag" and the "ceremonial or organizational flag." The all-purpose flag is made of cotton, nylon, printed or embroidered. It does not have fringe or cord with tassels. The ceremonial or organizational flag is made of rayon banner cloth or heavyweight nylon, trimmed on three sides with or without golden yellow fringe. A

golden yellow cord and tassels will be used if flag has fringe. This flag will be displayed or carried with unit and/or state flags of equal or smaller size. Civil Air Patrol flags include: 1. CAP Organizational flag 2. CAP General Officers flag 3. CAP Regional and Wing flags 4. Group and Squadron flags 5. Guidons The US flag always holds the position of prominence when displayed. It is placed in the position of honor to the speaker's right as he/she faces the audience (observer's left.) If other flags are to be displayed with the US flag, they will be kept as a grouping and be displayed in the following order: The US flag, the organizational flag(s), and the general officer's flag. If region, wing and/or squadron flags are displayed they will be placed in rank order with the US flag first (to the observer's left) and the general officer's flag last (or to the right of the grouping.) The following signs of respect will be shown to the US flag at all times: 1) It will not be dipped to any person or thing. Military organizational flags, state flags, and civilian organizational and institutional flags are dipped as a mark of honor. 2) It will not be displayed with the union down, except as a signal of distress. 3) It will not be permitted to touch anything beneath it such as the ground, the floor, water, or any object. 4) It will not be carried flat or horizontally, but always aloft and free. 5) It will not be used as a drapery of any sort. It is never festooned, but always allowed to hang free. Bunting of blue, white, and red, always arranged with the blue above, the white in the middle, and the red below, should be used for covering a speaker's desk, for draping the front of a platform, and for decorating in general. 6) It will not be used as a covering for a ceiling. 7) No mark, insignia, lettering, emblem, figure, or design will be placed on the flag. 8) It will not be used as a receptacle for receiving or carrying any object. 9) It may form a distinctive feature of the ceremony of unveiling a statue or monument, but will not be used as the covering for the statue or monument. 10) Nothing will be placed on top of it when it is used to cover a casket. It will not be lowered into the grave. 11) It will not be fastened, displayed, used, or stored in a manner that will permit it to be easily torn, soiled, or damaged in any way.

Lesson Summary and Closure Customs and courtesies should be extended freely and cheerfully, regardless of how unusual a situation may seem. We observe customs and courtesies for several reasons, primarily as a reflection of our Core Value of respect for each other, CAP, USAF and our country. We want to perform these customs and courtesies well because it is a matter of professionalism and excellence. We built upon your knowledge of when to salute, when to come to attention, where to walk, how to address members, and some of the unique situations in CAP. We discussed protocol at CAP social functions. We covered the major concepts of how to use CAP seals, logos and emblems as well as respect for the flag. Works Cited CAPP 151, Respect on Display, Civil Air Patrol National Headquarters, Maxwell AFB, AL, 15 April 2009 CAPR 900-2, Civil Air Patrol, Seal, Emblems and Flag Etiquette, Civil Air Patrol National Headquarters, Maxwell AFB, AL, 12 November 2003 CAPP 3, Guide to Civil Air Patrol Protocol, Civil Air Patrol National Headquarters, Maxwell AFB, AL, 2 July 1990.

Professional Development of Senior Members The purpose of this lesson is for students to comprehend the CAP Senior Member Professional Development Program. Please click on the topic to begin. Desired Learning Outcomes: 1. Explain the differences between technical, management, command and executive levels of training. 2. Discuss the relationship between the professional development program and related awards. 3. State how the Civil Air Patrol ensures the organization has a trained cadre of officers. Scheduled Lesson Time: 20 minutes

Introduction Professional development is the education and training a person works through to become a more technically competent, independent, and contributing member of the organization to which they belong. Every organization needs a strong professional development program to ensure its employees, or in Civil Air Patrol's case, its members can perform the duties that are required of them. The backbone of any successful organization or company is the quality of those entrusted in carrying out its missions. In the Civil Air Patrol the missions of Aerospace Education, Emergency Services and Cadet Programs need dedicated and well-trained individuals. Civil Air Patrol has designed its professional development program to meet the needs of the organization and to make our members the best trained professional volunteers in the nation. 1. Explain the difference between the technical, management, command and executive levels of training. People come to Civil Air Patrol (CAP) with a vast array of interests, experiences, and expertise. CAP then utilizes these experiences and expertise to professionally carry out its missions. CAP's professional development program has been developed to maximize this personal expertise by bringing these professionals into the organization and then refining these skills to enhance the program. To maximize its member's knowledge the professional development program consists of five levels where a member gains increasing levels of knowledge and experience in the program. The program consists of orientation, technical, management, command and executive

levels, where each level is designed to build upon the expertise gained in the previous level. Read professional development matrix here. Level I – Orientation Course is to be the most crucial level in that it grounds the member in what Civil Air Patrol's goals and missions are. A new member will learn how they might fit into the organization, how they can contribute and what program areas they may want to specialize in. Most importantly, new members will equate the quality of their experience at this level to the quality of Civil Air Patrol as a whole. In short, first impressions are made here. Level I consists of three major blocks of instruction: Who We Are, What We Value, and Your Future. These blocks contain lessons about CAP History and Missions, Core Values, Cadet Protection, Safety, Equal Opportunity, CAP Organization, Customs and Courtesies, the Professional Development Program, and other subjects vital to the new member. This course is a hybrid online/in-residence course, which encourages new member/ squadron interaction. Once the member has completed Level I they are ready to move on to Level II or the Technical Training level where they will begin to work in their chosen specialty areas. Level II - Technical Training is the first level where a member begins to actually learn new skills and gain new experiences. Criteria for completion of this level are: completing Level I, attaining a technician rating in any specialty track, completion of the CAP Officer Basic Course (which you are taking now), and completing the Squadron Leadership School. Technical training is just what is says, a member is assigned to a specialty area where they will assist the unit in its day to day operations, and learning as they go. The specialty area might be in finance or logistics or public affairs or any one of 22 possible choices that CAP provides for its members. CAP has developed Specialty Track Study Guides which outline each of the specialty training areas that a new member may choose from. Specialty Track Study Guides are CAP pamphlets that outline what duties, requirements, tasks, and regulations/manuals a member needs to become knowledgeable about and proficient in as they perform their duties. A member may choose to use their professional expertise as a way of assisting their unit, for instance, a person who is an attorney by trade may be a Legal Officer for CAP. By its very structure CAP needs qualified legal officers who not only know the law but also know how the law applies to the Civil Air Patrol Corporation. There are many instances when knowledge in interpreting legal documents such as leases or contracts is required by our units and their commanders. Another area is our need for professional pilots since many of CAP's taskings require the expertise of pilots who not only make their livelihood in the air but also perform these same functions for our organization. Members may also choose to work in an area that they do not have any professional expertise but where they have an interest such as the cadet program.

Many members are interested in the cadet program because of the many personal rewards gained by teaching as our cadet members grow into strong young adults. One of the great strengths of the CAP is the ability to work in many different areas where you have professional background or where you have a passion. To learn about specialty tracks you can ask your Professional Development Officer or go to http://members.gocivilairpatrol.com/forms_publications__regulations/pamphlets.cfm and look through CAP pamphlets 200 to 229). CAP encourages its members to be well rounded in all facets of the program. To help accomplish this we provide a 12-hour course called Squadron Leadership School (SLS). During SLS the member will learn skills critical to working in a squadron. This course will enhance the member's ability to do their job and more importantly discover ways to help their fellow members in the unit. Squadrons depend on each functional area operating both independently and in conjunction with other areas. For example, Cadet Programs needs a well functioning recruiting program to bring in new members, recruiting needs a strong aerospace education section to educate our members in the aerospace world and the aerospace program needs pilots and observers to give practical experience when instructing cadets. The CAP Officer Basic Course is included in Level II Technical Training and focuses on three main dimensions of leadership, they are; 1) the personal/interpersonal dimension of leadership, 2) the professional dimension of leadership and, 3) the organizational dimension of leadership. Module I expounds upon not only how we develop out leaders in CAP but also how we can become good followers. Every organization needs a cadre of well trained and motivated technicians to accomplish their missions. Lessons found in Module I teach the member how to work together as a team to be more efficient in their work for CAP. The professional dimension of leadership or Module II discusses specifically what makes CAP different in its professional development versus other organizations. The third section Module III is where it discusses the organizational dimension of leadership and delves into the vision of CAP and how the organization is structured to accomplish its missions. Members learn about everything from how the organization functions from a legal standpoint to how it partners with the Air Force and others. Level III - Management Training is designed to develop a member's experience and expertise beyond working within a squadron to eventually commanding a squadron or working at the group or wing level. Criteria for completion of this level are: completing Level II, one year of experience in a command or staff position, attaining a senior rating in any specialty track, attending two conferences and completing the Corporate Learning Course. At the Management Training level a member is challenged to learn about the CAP Corporation and how the corporation fulfills its missions beyond its own community. A member is asked to interact with members of other units in the Wing or Region. Members that have gone through at least one annual cycle performing the staff duties of

their chosen specialty may be eligible for the Senior Rating. The Senior Rating denotes proficiency and the ability to work without direct supervision. To help broaden a member's corporate experience it is required that they attend either two national, region or wing conferences which can include aerospace conferences. Members who attend any of these conferences become more knowledgeable about the CAP Corporation. Conferences provide the opportunity not only to learn through attending seminars but also provide valuable networking opportunities. These networking opportunities allow members to discuss better ways to perform their duties with other professionals in their specialty. When a member attends the 12-hour Corporate Learning Course (CLC) they will learn how a wing operates in each of CAP's major mission elements, as well as how mission support functions support these major mission elements. For example, if the squadron finance officer performs their duties correctly then this will help ensure that the wing finances are recorded and balanced in accordance with the appropriate regulations. It is important for every member to understand how they fit into the larger picture and how their actions and work affects the corporation as a whole. Level IV - Command and Staff Training is for unit commanders and staff members who will be leading their respective areas and training others. Criteria for completion of Level IV is two years of service as a commander or staff member, attain a master rating in any specialty track, conduct a public presentation or aerospace education program, complete the Region Staff College and serve as a staff member for a professional development course or at an approved conference. Members who have reached this level are considered high-level leaders in CAP. When a member has served in a staff or command position for two years or more they have shown a serious commitment to the organization. These members are the ' journeymen' of their specialties and do the day-to-day work in the program that makes CAP so successful. Unit commanders at all levels seek out these trained individuals to solve the issues facing our organization on a day-to-day basis. Attaining a master rating in a specialty track proves that the member is an expert in a particular area. Earning the master rating is the pinnacle in any functional area. Leading and mentoring others, training new members and assisting in making improvements to the program are all characteristics of a master rated member. It is a given that a master rated member has achieved technical expertise in their area but it also signifies that they have decided to take on a leadership role in CAP. As a member grows in their leadership role in the organization we ask them to promote CAP by making a public presentation or teaching on an aerospace related subject. This task has two main benefits; first the organization realizes a greater presence in the community and second the member grows in their knowledge and expertise about CAP as a whole.

Aerospace Education is one of CAP's main missions, in fact, CAP is the only organization chartered by Congress to teach aerospace education to the public. This charge by Congress should be considered very significant and worthy of every members' time and effort. To grow and prosper CAP must educate the public, which includes the greater aviation community. Region Staff College is a week-long in-residence course that prepares members to better execute the duties and responsibilities associated with CAP command and senior staff positions. The course objective is to build on the leadership skills that our members already have exhibited. Each of the eight regions conducts a Region Staff College once a year with the expectation that graduates of this course will become our future leaders and mentors. As members progress in the program they start giving back by using their expertise to train others and enhance the program as a whole. Members who have completed Level IV have developed a greater understanding and awareness of not only what CAP does for their community but also what they as individuals can do for the CAP. Level V - Executive Training is the highest level of CAP training and is for members who wish to lead the organization at the Wing, Region and National levels. Criteria for completion of Level V is to serve a total of three years in a command or senior staff assignment, attend National Staff College, serve as a staff member for Region Staff College or National Staff College or be a director of an approved professional development course and conduct a Foundations Course Summary Conversation for a new member completing their Level I. Members who have completed Level V have earned the highest level of training that CAP offers. National Staff College is a week-long in-residence course that prepares members for executive leadership roles with the intent of carrying out the missions of CAP. The course objective is to tackle the issues facing Civil Air Patrol in today's global climate with a strategic view. National Staff College is held annually at Maxwell Air Force Base, Alabama. Students participate in lectures, seminars, and practical exercises led by highly qualified personnel. Speakers include professors and instructors from Air University as well as senior-executive leaders from private industry, the United States Air Force, and Civil Air Patrol. The National Staff College curriculum includes executive leadership, principles of organization, problem solving, group dynamics, interpersonal communications, strategic planning, executive management of resources and CAP mission accomplishment at the national level. When a member has served in a staff or command position for three years or more they have shown the highest commitment to the organization. These members are the experts of their specialties and ensure the policies and vision of the organization is carried out which makes CAP one of the best group of professional volunteers in the nation.

2. Discuss the relationship between the professional development program and related awards. CAP's professional development program is based on an increasing level of experience and expertise. As a member advances through the professional development program and completes the different levels of training they are eligible for corresponding awards. For example, when a member completes the Level I s/he will be awarded the Membership Award Ribbon. CAP's awards program helps demonstrate to the members and others that they are mastering the program and becoming increasingly more knowledgeable in how the organization operates. CAP has named all its senior professional development awards after prominent leaders in aerospace. By doing this, CAP recognizes the contributions made by these aerospace pioneers and lends credence to the work and effort put forth by its own members. Completion of Level II will make a member eligible for the Benjamin O Davis Jr. Award. General Davis was a West Point graduate and the first black pilot to solo in an Army Air Corps aircraft. He was the leader of the Tuskegee Airmen during World War II and the first African American to become a General Officer in the United States Air Force. A member who completes Level II has demonstrated dedication to the program and a willingness to enhance their personal development. The Grover Loening Aerospace Award is given to a member who completes Level III of the program. Mr. Loening was an aviation pioneer who was the first civilian member to the National Air and Space Museum's Advisory Board. He was the first ever to be awarded a degree in aeronautical engineering in addition to managing the Wright Brothers factory, becoming a published author and forming the Grover Loening Aircraft Company. A member who achieves the Grover Loening Award proves that they are committed to making the organization a strong advocate for aerospace education. A Level III recipient has also gone beyond their local unit to become a part of the larger organization. Level IV is known as the Paul E. Garber Award; Mr. Garber was the curator emeritus of the National Air and Space Museum and an early champion of Civil Air Patrol. Mr. Garber joined the Army in World War I and became a Navy Commander in World War II. He was instrumental in ensuring the most complete collection of historical aircraft were preserved and displayed at the Smithsonian National Air & space Museum. Members who earn the Garber Award have shown their commitment to the organization beyond their own development by assisting others to become better members. The pinnacle of the senior professional development program is the Gill Robb Wilson Award which has a special number for each recipient. Less than 5% of all members earn this award named after the man who is considered the founder of Civil Air Patrol. A few of Mr. Wilson's accomplishments include being a correspondent for the 'The Herald

Tribune', a published author and the New Jersey Director of Aviation. Members who have earned the Wilson Award know the importance of setting an example, being good mentors and practicing sound leadership principles. Level V recipients have shown the ability to go beyond personal goals by assisting the corporation in accomplishing organizational goals. As we can see, Civil Air Patrol believes very strongly that rewarding members for their hard work and dedication is vitally important. As professional volunteers, Civil Air Patrol members work long hours and show great dedication to the organization and to the communities that they serve. The five-level award system is the organizations way of showing how appreciative it is to its members for this dedication. Each award shows a major milestone in the professional development of our members and should be justly recognized. 3. State how the Civil Air Patrol ensures the organization has a trained cadre of officers. Civil Air Patrol understands that to carry out its three missions of Aerospace Education, Emergency Service and Cadet Programs it needs to have a well trained cadre of professional volunteers. A volunteer can be defined as a 'person who offers to do something' or 'a person who offers to perform a service voluntarily'. A professional is generally defined as 'a person who is paid to do a job or perform a service'. In CAP we know that to do our missions effectively we need not just volunteers but professional volunteers that although they may be unpaid they are well trained individuals. Many of the jobs or tasks that are required of our members could not be done by someone who does not have formal professional training. Many of CAP's members come into the organization already trained in a professional field such as: certified pilots, lawyers, educators, accountants and the clergy. These professions are utilized throughout each of the three missions extensively. You cannot be a legal officer in CAP if you are not a qualified attorney nor can you be a chaplain if you do not have an ecclesiastical endorsement from an approved religious organization. In addition, CAP has many jobs that can be trained internally within the organization such as cadet programs officer, administrative officer or emergency services officer. CAP realizes it is just as important to have a well trained cadet programs officer as it is to have a well trained legal officer and the professional development program is where this training takes place. Through a series of training opportunities which includes classroom and on-line courses, mentoring and on the job training CAP guides a member by exposing them to increasing levels of experiences and opportunities. Whether members have formal training or are internally trained, CAP realizes that all members need to have a firm foundation in the organization's policies and procedures. Specific core competencies such as ethics, accountability, safety and leadership are woven throughout every facet of the professional development program.

The majority of training that takes place in Civil Air Patrol is developed and conducted by its members. This process ensures that the unique nature of the organization in addition to its goals and objectives are fully integrated in every aspect of the professional development program. CAP also takes advantage of its relationship with the United States Air Force by utilizing many excellent training opportunities and resources. One of those resources is the Air University online course system (AUA4/6) which provides both correspondence and on-line courses that are available to our membership. There are many specialty courses that are offered to members depending on the job or position they are asked to fulfill for the organization. A few of the many specialty courses are the Unit Commanders Course which trains new squadron commanders how to effectively manage their squadrons, the Region and Wing Commanders Course which trains new Wing and Region commanders about their responsibilities as corporate officers and the Inspector General College where members are taught how to effectively manage the Inspector General program. Progression up through the various leadership positions in CAP requires members to also progress through the professional development program. CAP understands the importance of its leaders having a well rounded education in how CAP operates and all aspects of the program. For example, a member cannot advance to Level III until they have completed Level II. Consequently, once a member has completed Level V then they should be able to perform the most advanced functions of the organization. Lesson Summary and Closure Civil Air Patrol uses fives levels of training to ensure it has a trained workforce to carry out its three missions of Aerospace Education, Emergency Services and Cadet Programs. Each level builds on upon the previous level to ensure continuity of experience, expertise and opportunity for the membership. Members are expected to progress through the program in a systematic way to ensure they take full advantage of all the training opportunities that CAP has to offer. Completion of the various levels allows members to earn awards which recognize their dedication and service to the organization. Members who achieve these awards should feel proud as it truly demonstrates their commitment to the Civil Air Patrol, their community and the nation. Works Cited CAP Regulation 50-17: CAP Senior Member Professional Development Program, HQ CAP, Maxwell AFB, AL 19 August, 2013 CAP VA 176 June 2002 Images of CAP ribbons comes from http://www.mcchord.org/rack_builder/check_sr.html

Professional Development of Cadets The purpose of this lesson is for students to comprehend the structure of Cadet Program. Desired Learning Outcomes: 1. Identify the mission, goals, and five elements of the Cadet Program. 2. Be familiar with the management of the cadet program and accompanying cadet records and tests. 3. Discuss progression through the cadet program, including the significance of milestone awards. 4. Describe the importance of national cadet special activities. Scheduled Lesson Time: 30 minutes

Introduction The CAP Cadet Program presents a unique opportunity for America's youth to learn leadership skills, gain knowledge and understanding of aerospace science, develop an appreciation for the importance of life-long physical fitness, and gain reinforcement of their core values through character development. CAP senior members are important to the Cadet Program through their management of the program, supervision of cadet activities, and mentoring of cadet members. Even though you may be a member of a unit with no cadets assigned, all members are responsible for being familiar with and providing support to the Cadet Program as it is one of the three missions of Civil Air Patrol. Today, former CAP cadets fill leadership positions in business, government, nonprofit organizations and the military. Many former cadets continue their association with CAP by transitioning to CAP senior membership. You will meet these former cadets at all levels of leadership within CAP. 1. Identify the mission, goals, and five elements of the Cadet Program The mission of the Cadet Program is to provide the youth of our nation with a quality program that enhances their leadership skills through an interest in aviation, and simultaneously provide service to the United States Air Force and the local community. The Cadet Program seeks to provide America with a pool of young, dynamic aerospace leaders for the future. United States citizens or aliens admitted for permanent residence between the ages of 12 and 18 years of age are eligible for initial cadet membership. Individuals who join CAP as a cadet prior to their 18th birthday may remain cadets until their 21st birthday.

The goals of the Cadet Program are to: 1. Provide an environment where cadets learn teamwork, refine their communications skills, become self-disciplined and develop self-confidence; 2. Develop the cadet's knowledge, skills, and attitudes necessary for understanding aerospace principles and the total impact of aerospace power upon society; 3. Assist the cadet develop a personal ethical foundation and an understanding of the moral issues through discussion and debate; 4. Guide cadets in how to become physically fit and develop a lifelong habit of regular exercise; 5. Encourage cadets to participate in a variety of special activities and programs to enhance their learning of leadership principles and aerospace science.

Through study and performance, cadets work through a series of achievements and milestone awards. As cadets progress, they advance in grade, increase the scope of their leadership responsibilities, earn awards, and become eligible for nationallysponsored special activities and scholarships. Five Elements of the Cadet Program The Cadet Program accomplishes its mission of developing young, dynamic aerospace leaders through the application of the program's five elements. The Cadet Program elements are: 1. Leadership 2. Aerospace Education 3. Character Development 4. Physical Fitness 5. Activities

Leadership - The goal of the Leadership program element is to develop in cadets the ability to think independently and lead others in an atmosphere of teamwork and mutual respect. CAP introduces youth to Air Force perspectives on leadership through selfpaced study, classroom instruction and hands-on opportunities to apply leadership principles to real-world challenges within the Cadet Corps. Senior members, acting as mentors and instructors, help the cadets develop their leadership potential. Cadets must pass multiple-choice tests of their leadership knowledge to complete most achievements and earn milestone awards. Some tests require cadets to perform drill and ceremonies. Other achievements include speech, essay assignments, reports and service in various staff assignments. Aerospace Education - The aerospace education element inspires in youth a love of aviation, space, and technology; provides them with a foundation in aerospace's scientific principles; and introduces them to aerospace career opportunities. Cadets are

introduced to aviation, space and technology through self-study and group-study methods. Cadets' use specially designed educational materials to expand their knowledge and understanding of aerospace science related topics. Senior members and experienced cadets act as aerospace instructors and mentors. Cadets also have opportunities for hands-on learning through the model rocketry, Satellite Tool-Kit and Aerospace Excellence (AEX) programs. Cadets must demonstrate their proficiency by passing a multiple-choice test of their aerospace knowledge for most achievements. Some milestone awards require the completion of a comprehensive aerospace test. Character Development - Character Development (formerly known as Moral Leadership) develops in cadets a commitment to live CAP's Core Values, and the ability to think critically about moral and ethical issues. CAP develops character in cadets through mentoring, character education and activities that promote a drug-free ethic. Commanders are required to provide a character development program for cadets. A CAP Chaplain or Character Development Instructor (CDI) should coordinate the program. In units without a chaplain or CDI, the commander may appoint a senior member to conduct the character development program. The senior member conducting the forum does not formally evaluate or test the cadets, but facilitates the forums to ensure all cadets participate in the discussion. Although normally coordinated by chaplain corps personnel, this is not a religious meeting, but a forum for cadets to examine their own moral standards and values in the framework of a guided discussion. Civilian clergy and other community leaders may be invited to participate when accompanied by a CAP senior member. The character development program will be conducted at least once per month for approximately 1 hour. All cadets present should participate. Physical Fitness - Physical Fitness is important to the overall growth and development of the individual. In recognition of this fact, the physical fitness element is designed to develop in cadets a habit of regular exercise. The fitness program encourages units to provide drills, games and other activities that promote physical fitness. Commanders should schedule time for cadet fitness training; simply administering the required fitness tests is not sufficient to meet this element's purpose. The Cadet Physical Fitness Test (CPFT) consists of four events: the sit and reach, curl-ups, push-ups, and a mile run or a shuttle run. For the performance standards required of each event, see CAPP 52-18, Cadet Physical Fitness Program. The CPFT is usually administered by a senior member (who does not need to be the unit's testing officer). In some instances, the test may be administered by CAP-USAF personnel or a physical fitness instructor approved in advance by the unit commander. Cadets may assist in proctoring the CPFT under the supervision of the test administrator. Physical exercise in the Cadet Program will be used only to improve cadets' physical fitness while increasing confidence, teamwork and determination. Fitness training shall never be used as a form of punishment or as a vehicle to teach remedial discipline. Activities - Cadet Program's activities element is designed for cadets to apply their leadership skills, explore aerospace careers and display their overall enthusiasm for the cadet ethic. Each squadron decides what activities it undertakes based on the

interests of its leaders and members. All units should strive to be well-rounded and offer activities encompassing all three CAP missions. The cadet staff should help plan and lead unit activities. Cadet activities should be "hands-on," enabling cadets to apply what they have learned in the other four program elements. Activities may be conducted locally, regionally and at the national level. All activities must emphasize safety. Units may establish an activities committee to help manage cadet events. Advanced cadets serve as mentors and instructors, helping junior cadets advance in leadership, aerospace education or physical fitness. Each activity should have an educational or training goal and at least one objective that is specific and measurable, but there is no standard, formal test instrument for cadet activities. Commanders should always seek feedback from cadets and staff on ways to improve local activities. For major events, activity directors should provide their commander with an "after action report" that discusses the activity's successes and lessons learned. Units should keep these reports on file to aid in planning subsequent activities. 2. Be familiar with the management of the Cadet Program and accompanying cadet records and tests Senior Member Involvement in the Cadet Program Since the Cadet Program is one of the three missions of the Civil Air Patrol it is incumbent upon all senior members, regardless of the unit to which they are assigned or their specific interest in CAP, to support the program. Support may be as involved as enrollment in the Cadet Programs Specialty Training Track (See CAPP 216, Specialty Track Study Guide - Cadet Programs Officer) or working beside a cadet during an emergency services mission, or perhaps providing a cadet orientation flight. Senior member support and guidance is essential for the conduct of a successful Cadet Program. All aspects of the program rely upon senior members to act as commanders, directors, supervisors, administrators, escorts, instructors, trainers, advisors, chaperones, and mentors. Many senior members with prior military service find that they are able to share the benefits of their experiences with cadets. Those members without military experience also make important contributors to the cadets' leadership and aerospace development by sharing their managerial and leadership experience in other professions. Prior military experience is not a requirement for participation as a senior member in the Cadet Program. A sincere interest in the development of our nation's youth, willingness to guide and mentor cadets and the ability to learn are all that is required of a cadet programs officer. The Commander must appoint senior member staff to support the conduct of the Cadet Program at the unit level and ensure the program elements are effectively managed. Generally, it is necessary to staff the following positions 1. Leadership Officer 2. Aerospace Education Officer

3. Chaplain or Character Development Instructor 4.

Activities Officer

5. Testing Officer

All senior member Cadet Program staff officers report directly to the squadron commander in cadet squadrons or to the squadron deputy commander for cadets in composite squadrons (See CAPR 20-1, Organization of Civil Air Patrol). In addition to the senior member staff, commanders should appoint a cadet staff to provide leadership opportunities to cadets as they progress through the Cadet Program achievements. Commanders may keep cadet command and staff positions vacant until such time as cadets obtain appropriate grades and maturity to handle the responsibilities commensurate with these assignments. Cadets may not serve in any senior member staff position but they may serve as assistants to senior staff officers. Appointed by the squadron commander, the senior cadet in a unit is known as the cadet commander. In cadet squadrons, the cadet commander reports directly to the squadron commander whereas in composite squadrons the cadet commander reports to the squadron deputy commander for cadets. The cadet commander is responsible for managing and supervising the cadet staff and those cadets assigned to the squadron. Commanders should maximize the use of their cadets both in planning and conducting the Cadet Program. Cadets should be encouraged to plan and conduct the unit's weekly meetings and other activities. Senior members shall mentor and supervise the cadets to ensure the Cadet Program's mission and goals are being fulfilled and all program elements are being conducted in accordance with CAP policies and procedures (See CAPP 52-6, Mentoring, for further information). Most squadrons meet weekly for 2 1/2 hours. The cadet staff, with senior member guidance, plans the program. Units should organize their weekly meetings around a master schedule based on a 13-week quarter. This system ensures the unit fulfills the minimum training requirements, and allows ample time for other special training opportunities. Cadets are required to participate actively in their local unit if they are to progress in the Cadet Program. Excessive, unexcused absences may be cause for termination from CAP. Any school-related activity is considered an excused absence. Cadets are responsible for notifying the unit about school activities in advance. School-related absences do not excuse cadets from the prerequisites needed to earn promotions. 3. Discuss progression through the Cadet Program, including the significance of milestone awards Youth become CAP cadets through a two-step process of orientation and membership. During orientation, prospective cadets receive an introduction to CAP's missions, and the benefits of the Cadet Program in particular. During the membership process,

prospective cadets apply for membership in CAP. Units are encouraged to spend at least 3 weeks introducing prospective cadets to CAP and the Cadet Program prior to membership. Many units have discovered that such an orientation period increases member retention. Commanders should pair each prospective cadet with another cadet, who will serve as a mentor. Mentors accompany prospective cadets during meetings, introduce them around the squadron, assist in their orientation and generally share their excitement for being a cadet and make them feel welcome. Parents (or guardians) should be invited to the first meeting. The squadron commander (or deputy commander for cadets) should personally meet with the parents to discuss the goals and benefits of the Cadet Program, as well as the financial costs of membership, meeting schedules, contact information and cadet protection policies. Upon joining CAP, new cadets receive a Member Kit, which includes cadet texts and other resources specially designed for new cadets. Prospective cadets officially become members of CAP when National Headquarters adds their name to the unit roster in CAP e-Services. New cadets are eligible to receive an Air Force-style blues uniform at no cost, depending on the availability of federal funding through the Air Force. Cadets who leave CAP within their first year of membership are expected to return the uniform items to the unit so the commander may issue the uniform to another cadet. Cadet Program Achievement Structure - The Cadet Program is comprised of sixteen achievements divided into four phases. The completion of each phase is marked by the awarding of a milestone award. There are five milestone awards in the Cadet Program. 1. Wright Brothers Award marks completion of Phase I 2. General Billy Mitchell Award marks completion of Phase II 3. Amelia Earhart Award marks completion of Phase III 4. General Ira C. Eaker Award marks completion of Phase IV 5. Carl A. Spaatz Award is the highest award in the Cadet Program

The milestone awards mark the cadet's transition from one phase of the Cadet Program into another phase where he or she will assume new leadership roles commensurate with his/her increased maturity and development as a cadet. The Wright Brothers Award signifies completion of Phase I of the Cadet Program and promotion to the grade of Cadet Staff Sergeant. It is at this level where cadets really begin to exercise the leadership education they've been given, as they become eligible for staff positions within the unit with increased responsibility and authority. The General Billy Mitchell Award is a significant milestone award as it not only signifies the completion of Phase II and promotion to the grade of cadet second lieutenant but also entitles the recipient to additional special benefits. These benefits include eligibility for CAP scholarships, participation in Air University distance learning programs, credit

towards AFROTC's General Military Course, and advancement to the grade of E-3 (Airman First Class) upon enlistment in the USAF. Service academies also look favorably upon cadets who have achieved the Mitchell Award. The Amelia Earhart Award signifies completion of Phase III of the Cadet Program and promotion to the grade of Cadet Captain. On top of the benefits awarded for the Mitchell, Earhart cadets become eligible to participate in the International Air Cadet Exchange, and to compete to become a CAP Cadet of the Year. The winner of the National Cadet of the Year Award receives special recognition at the CAP annual Summer National Board and Conference and receives a cash award from given in the name of the Air Force Association. The fourth milestone award is the General Ira C. Eaker Award, signifying completion of Phase IV of the Cadet Program. Cadets receiving this award promote to Cadet Lieutenant Colonel and become eligible to test to receive the General Carl A. Spaatz Award. The fifth and final milestone award, General Carl A. Spaatz Award, is conferred upon a cadet who completes the entire Cadet Program and successfully passes the Spaatz Award Examination. Less than one half of one percent of all cadets achieve this prestigious award named in honor of the first Chief of Staff of the US Air Force and first Chairman of the CAP National Board. Recipients of the Mitchell, Earhart, Eaker and Spaatz milestone awards are also entitled to advanced grade and achievement in the CAP Senior Member Professional Development Program (See CAPR 50-17, CAP Senior Member Professional Development Program). Cadets complete achievements and milestone awards sequentially. Cadets may complete Achievement 1 any time after joining CAP. They may attempt the Spaatz Award exam any time after completing Phase IV. All other achievements require a minimum separation of 2 months (approximately 8 weeks) between each achievement and milestone award. Cadets who fail to progress in the Cadet Program by completing at least two achievements per year may be terminated from the program. To progress in the Cadet Program cadets must complete the specified learning requirements for each achievement. In general, each achievement requires completion of leadership and aerospace tests, monthly character development session attendance and regular participation in unit activities. Specific requirements for completion on each achievement and milestone award are listed in CAPR 52-16, Cadet Program Management. To see a graphic representation of the requirements for cadet achievements and promotion, click on Cadet Path of Progression at the top of the lesson. Recording Training Progression

Cadet Records - CAPF 66, Cadet Master Record, is the permanent record of cadet accomplishments. The personnel or administrative officer establishes and maintains a CAPF 66 for each cadet upon joining CAP. Units may record CAPF 66 data using a database or spreadsheet in lieu of using a hard copy. Each cadet's personnel file also must include a CAPF 52 series, Phase Certification Form (CAPF 52-1, 52-2, 52-3, or 52-4 as appropriate for each applicable phase). The CAPF 52 series forms are temporary records charting a cadet's progress within each phase of the Cadet Program. When a cadet completes a phase, he/she forwards the completed CAPF 52 to National Headquarters for validation and processing of the milestone award. Cadet achievement completion and promotion may also be documented using the "Cadet Promotion" module of CAP e-Services. Cadets, and their parents, may inspect their files at any time. It will be freely given to the gaining unit commander if the cadet transfers units. During a transfer, the old and new commanders must ensure the cadet's records are complete and up-to-date. Commanders must ensure all records are treated in accordance with CAPR 10-2, Files Maintenance and Records Disposition, and CAPR 39-2, Civil Air Patrol Membership. Achievement and Milestone Tests - Commanders will provide opportunities for cadets to test for their achievements at least every 30 days. Cadets may not test beyond their next achievement. Some leadership achievement tests require cadets to perform drill and ceremonies. Cadets who are unable to drill due to a disability or injury will complete drill tests to the extent possible. The commander may waive all or part of a drill test for cadets in restricted physical fitness categories. Testing officers must provide feedback to cadets who fail tests. If a cadet fails a test, the testing officer will consult the test's answer key and inform the cadet which sections of the textbook he/she needs to review. Cadets should be assigned mentors to help them study and better understand the material. In special circumstances, commanders may grant oral testing, using common sense and good judgment. CAPR 50-4, Test Administration and Security, governs all tests. To order cadet tests, mail, fax or e-mail a request to National Headquarters. Requests must be signed by the testing officer or unit commander, or originate from the commander's e-mail address. Units may make a reasonable number of copies of the cadet test booklets and answer keys, but must inventory and number the copies. 4. Describe the importance of National Cadet Special Activities National Cadet Special Activities (NCSAs) enable cadets to explore civilian and military aerospace careers, receive flight training, and develop leadership skills. National Headquarters announces NCSAs and their prerequisites and application procedures each fall, on-line at http://members.gocivilairpatrol.com/cadet_programs/activities/.

Cadets must have graduated from an encampment, and received the endorsement of their wing commander, before attending an NCSA. Wings may hold a "Special Activities Selection Board" to allow their commander to gain a better understanding of the cadets who are applying for cadet activities. Cadets must complete 80% of the NCSA to be eligible to graduate. The activity director determines if a cadet successfully completes an activity and receives credit for the NCSA. Cadets who successfully complete one of the NCSAs become eligible for the NCSA ribbon (see CAPR 39-3, Award of CAP Ribbons, Medals, and Certificates). If due to medical or disciplinary reasons a cadet must be sent home early from a NCSA it shall be the obligation of the parent(s) or legal guardian(s) to pay for transportation and/or related costs. Parents acknowledge this obligation by signing their cadet's CAPF 31, Application for CAP Encampment or Special Activity. Lesson Summary and Closure This module has presented to you a survey of the CAP Cadet Program mission and goals, the five elements of the Cadet Program, an overview of how to manage and administer the program, the significance of various cadet milestone awards, and how you can contribute to the development of our nation's youth. While the individual cadet's active participation is essential for success, without the guidance and mentoring of committed senior members the cadet is not able to achieve his or her fullest potential. Senior members who choose to volunteer their time to support the Cadet Program will find the experience extremely rewarding. Long time cadet program officers can tell you about the pride they have shared with the cadets they have mentored as they witnessed them receive milestone awards, been invited to their graduations from universities and service academies, and been present at other significant moments of accomplishment. Whether you have chosen to specialize as a cadet programs officer, conduct cadet flight orientation rides, attend a wing awards ceremony or find yourself working beside a cadet at a mission base the information you have learned here will provide you with a better understanding of the training and abilities of CAP's cadet members. You may also find that your fellow senior member with whom you work is a former CAP cadet. Works Cited CAPR 10-2, Files Maintenance and Records Disposition CAPR 20-1, Organization of Civil Air Patrol CAPR 39-2, Civil Air Patrol Membership CAPR 39-3, Award of CAP Ribbons, Medals, and Certificates CAPR 50-4, Test Administration and Security CAPR 50-17, CAP Senior Member Professional Development Program CAPP 52-6, Mentoring CAPR 52-16, Cadet Program Management

CAPP 52-18, Cadet Physical Fitness Program CAPP 216, Specialty Track Study Guide - Cadet Programs Officer

Understanding Specialty Training Tracks The purpose of this lesson is for students to comprehend the use of CAP's specialty training tracks. Desired Learning Outcomes 1. Describe the organizational structure of the specialty track training program. 2. Identify basic training qualifications for each of the specialty tracks. 3. Describe the reporting process for entering, changing, or completing a specialty rating. 4. State how the specialties affect grade promotions. Scheduled Lesson Time: 30 minutes

Introduction This lesson will provide an introduction to the Senior Member Professional Development Specialty Track Program. This program is established by regulation as part of the Professional Development (PD) Program in order to allow members to train in areas of personal interest or areas pertinent to the unit in order to develop proficiency specific to CAP tasks and missions. Obtaining certain ratings within a specialty is also required for progression within the Senior Member Professional Development Program, except for professionally appointed officers. 1. Describe the structure of the Specialty Track Program. Specialty tracks were developed to allow senior members the opportunity to train and develop proficiency in areas of personal interest or in areas that are needed to support unit operations. The structure of the Specialty Track Program can be found in CAP Regulation 50-17, Senior Member Professional Development Program. As part of the PD program you are required to earn specialty track ratings at three levels, in Level II -- Technical Training, in Level III -- Management, and in Level IV -- Command and Staff. Refer to paragraph 4-2 of CAPR 50-17 for more information. SELECTING YOUR SPECIALTY

There are prerequisites before enrolling in a specialty track. To enroll in a specialty track, you must be a CAP member in good standing, must have completed Level I of the Professional Development Program in accordance with CAPR 50-17, and must also be

approved by your unit commander before enrollment. After reviewing the information provided in CAPR 50-17, Senior Member Professional Development Program regarding specialty tracks and considering the list of available specialty tracks, it is time to select tracks that are of personal interest to you. Generally, the two most basic considerations are what your interests are related to your professional career experience or your specific hobbies or personal interests; and what is best for the unit. You should try to identify at least two tracks that are of interest to you. Each specialty track is assigned a code. That code designates the specialty and also identifies which CAP pamphlet contains information about that track. For example, the Professional Development Specialty Track is assigned code 204. Therefore, information about the track and its ratings are found in CAP Pamphlet 204, Specialty Track Study Guide-Senior Professional Development Officer. The current specialty track codes are: 200 Personnel

215 Aerospace Education

201 Public Affairs

216 Cadet Program

202 Finance

217 Safety

203 Inspector General

219 Legal

204 Professional Development

220 Health Services

205 Administration

221 Chaplain

206 Logistics

222 Command

211 Operations

223 Historian

212 Standardization - Evaluation

225 Moral Leadership (Character Development)

213 Emergency Services

226 Recruiting and Retention

214 Communication

227 Information Technology

1

Specialty codes 219, 220, and 221 are used to designate professional appointments. A CAP Pamphlet may not exist for these specialties.

Click above at Specialty Track Pamphlets for a complete list of pamphlets and related publications. Obtain the CAP pamphlets for the tracks you have selected and review the study guide information. You should pay particular attention to information about the duties and

responsibilities of members holding that specialty and any prerequisites that may exist. Meet with your unit Professional Development Officer (PDO) and Commander to determine if your selections match the unit's needs. The unit commander will determine the appropriate track based on the member's input and unit needs (cadets are not assigned specialty tracks and do not train using this program). Three primary factors are used by the unit commander to determine the initial selection for a specialty track: 1. Member's current duty position in the unit. 2. Unit's manning requirements, which duty assignments are available and the needs to be filled in the unit. 3. Member's capabilities, interests, and achievements.

At this meeting you will agree on one specialty track in which to enroll. Each track is associated with a duty assignment. The duty assignment is the actual job you will do for the unit. The unit commander should assign a specialty track trainer. This is another unit member who has already achieved the rating you are seeking or has sufficient experience to help guide you through your learning. If no one at the unit qualifies, ask the unit commander to seek out a trainer from another unit or the wing. Ask the commander or PDO to record your specialty track in e-Services and your CAPF45 with a rating of NONE. This notes on eServices that you are in training for that specialty and starts the clock for any service requirements. That's it! You're ready to begin your training. 2. Identify the basic training qualification for each of the specialty tracks. Each specialty track has specific requirements to complete before a member is awarded the Technician, Senior, or Master rating. Specific requirements vary widely depending on the publication date of the pamphlet and specialty. Older publications tend to be less uniform in format and procedures. All pamphlets are planned for rewrite in order to standardize to the newest format and procedures. This section is intended to provide a general overview of the procedures and requirements using a recently published pamphlet. For specific details, please consult the appropriate CAP Pamphlet for your specialty. Each specialty track consists of three skill ratings: Technician, Senior, and Master. Each rating is obtained through self-study and on-the-job training (OJT). Some specialty tracks including Cadet Programs, Communications, and Information Technology Officer also require successful completion of online exams for each rating level. Each specialty track pamphlet identifies appropriate schools, courses, and suggested readings. As a member progresses through each rating, the unit commander approves and assigns the rating to the member in eServices. This becomes a permanent part of the member's record.

Generally requirements for each skill level rating are divided into three areas: (1) Reading Lists, (2) Knowledge, Training and Performance (3) and Service. After completing all requirements then you may apply for the rating. Upon enrollment, you can begin work on the knowledge, training, and performance requirements for your specialty. Read the publications listed on the reading list. Focus on the sections pertaining to the knowledge requirements for your specialty. Discuss the readings with your trainer to ensure that your general understanding of them is accurate. Knowledge Requirements are objectives describing what each student is expected to know and should be able to demonstrate before attaining the rating. Shadow your trainer and watch how they perform tasks related to the knowledge requirements. Seek opportunities to perform tasks that are related to the knowledge and service requirements, under your trainer's guidance. Finally you should review the knowledge and service requirements with your trainer to ensure that you have fulfilled each. Make sure you fully understand the emphasis items listed in the knowledge requirements section of the pamphlet. Service Requirements are objectives describing what each student is expected to complete through active participation before attaining the rating. Typically the service requirements for a given specialty are cumulative. For example, 6 months service in a specialty-related unit position is required for a Technician rating, another year of service for a Senior rating, and another two years of service for a Master rating. These requirements vary from specialty to specialty. Another service requirement may be the completion of an online test for the rating. If your specialty requires an online test, you can access the test via the website. Upon completion of the test, you will be given the opportunity to print a certificate of completion. The test results become a permanent part of your eServices records. For each specialty there are four levels of experience and expertise. They include unrated, Technician, Senior and Master ratings. Those who have declared a specialty, but are yet un-rated, are in training. As with all people in a new job they have a lot to learn and require supervision, experience and education. They should work closely with their mentor, OJT supervisor and PDO to earn their Technician rating. Once you have earned your Technician rating, you can handle routine paperwork and handle routine matters in your specialty/duty assignment. At the Senior level you handle all facets of the specialty/duty assignment with little or no supervision. You can accomplish short and moderate length tasks in your duty assignment with little or no supervision. Those with a Master rating can handle uncommon events, comfortably interact with other officers in the same duty assignment up and down your chain of command, provide mentoring and training to those with lower ratings, make long term plans

regarding your assigned duties, provide advice, and suggest improvements and policy in their area of expertise to commanders. 3. Describe the reporting procedures for entering, changing, or completing a specialty rating. Specialty track ratings are recorded locally and at HQ CAP. Locally, the Commander's Evaluation and Rating Certification Checklist provided in the specialty track pamphlet provides written verification by the commander of activities performed, tasks accomplished, positions held, knowledge possessed, and program familiarity acquired by the specialty track candidate. It is the responsibility of the candidate to inform the commander of achievement of the evaluation items. Once completed, the original checklist is placed in the member's personnel file and annotated on the member’s CAPF 45, Senior Member Professional Development Record which documents progression through specialty tracks. Members' progress is also listed on the Professional Development Report (PDR), which is available on-line under eServices (http://members.gocivilairpatrol.com). After a student satisfies all requirements for a specialty track rating, the unit Professional Development, Personnel or Administration Officer will log onto e-Services and update the specialty rating using the "Senior Member Specialty Track" application. Once the specialty track is entered into the system, the unit commander will be notified and must approve on-line. When students complete all knowledge and service requirements, as certified by their unit commander (or designee), they attain a new specialty track rating. After you have completed all of the requirements for your specialty as set forth in the appropriate CAP pamphlet and your unit commander has approved your rating, he will have it entered into eServices. You are then authorized to wear the associated specialty badge. Each specialty has a specific badge for each skill rating. Specialty badges when worn on the service uniform by men are worn centered below the pocket flap on the left breast pocket of the service coat or shirt when worn as an outer garment. Badges may also be worn centered on the right breast of the new style service coat, ½ inch above your nameplate. For women the badge will be worn on the service coat centered 1½ inches below the top of the welt pocket on the left breast, and/or on the right side, centered between the arm seam and lapel, ½ inch above your nameplate and/or ½ inch above the top row of ribbons; for blouses, badges are worn ½ inch above ribbons and/or ½ inch above your name plate. No more than two specialty badges may be worn on the uniform at once (not including professional badges such as lawyer, clergy, medical and operational badges such as ground team badge or wings.). For more information, see CAPR 39-3, Award of CAP Medals, Ribbons and Certificates, and CAPM 39-1, CAP Uniform Manual.

4. State how specialty ratings affect promotions. Duty performance is key to success as an individual, as a unit, as an organization, in all parts of Civil Air Patrol. It is no wonder that specialty ratings are part of the requirements for promotion in CAP. Before your next promotion you will need to receive credit for your Technician rating in at least one specialty. Your technician rating is also required for you to complete Level II of the Professional Development Program and receive your Davis Award. Your Senior rating is needed for completion of Level III of the Professional Development Program which makes you eligible for the Loening Award and promotion to Major. A Master rating is needed in at least one specialty for the Garber Award and to be eligible for promotion to Lt Col. For more details on the relation between training and promotion see CAPM 50-17, CAPM 35-5, the Professional Development lesson of this course and your unit PDO. Lesson Summary and Closure The Specialty Track Program is an integral part of the Senior Member Professional Development Program as outlined in CAP Regulation 50-17. Members should use the program to obtain on-the-job training and experience in areas of personal interest or areas in which their unit has specific needs. Specialty tracks have designated skill ratings of Technician, Senior, and Master. Each specialty track is well-defined and the procedures for obtaining each rating in the CAP Pamphlet for each specialty. Members are also authorized to display and be recognized for their skill level in a specialty by wearing the appropriate badge on their uniforms. All members should identify and progress through the various ratings of their chosen specialty. As you work toward this goal, work with your unit Professional Development Officer and unit commander for assistance and for answers to any questions. Works Cited CAPR 50-17, Senior Member Professional Development Program CAPR 39-3, Award of CAP Medals, Ribbons, and Certificates CAPM 39-1, CAP Uniform Manual

Air Force Style Correspondence The purpose of this lesson is for students to produce Air Force-style correspondence in formats they are most likely to use. Desired Learning Outcomes 1. State the qualities of a good CAP memo; evaluate and produce high-quality memos in a CAP format. 2. State the qualities of a good CAP e-mail, evaluate and produce high-quality e-mails in a CAP format Scheduled lesson time: 30 minutes

Introduction How long does it take to make a first impression? The average time is about 5 seconds. Would you like to be thought of as an example of the core values? Most likely you would like to be thought of as a person who exhibits "Integrity" and "Excellence" as well as gives and receives "Respect". One of the ways we work toward that reputation is by communicating well. Structured CAP communications are done most familiarly through briefings, (covered in other lessons of this course), e-mail, and when formal communications are required, in a CAP memo. For many people outside the unit (parents, higher headquarters, other organizations, etc) the e-mails and memos you send will be the basis by which people form their first impression of you. 1. State the qualities of a good CAP memo, evaluate and produce high quality memos in a CAP format. Everything you need to know about formatting a CAP memo but were afraid to ask about is found in CAPR 10-1, Preparing and Processing Correspondence. To make sure you have the latest copy you can go to the National Headquarters web page and find it under forms and publications/indexes, regulations, and manuals. As of the writing of this lesson the link is http://members.gocivilairpatrol.com/media/cms/u_081503073427.pdf . This should be the first regulation you read. The reg contains 2 pages of guidance and 10 pages of examples to follow. Pay particular attention to the pages that describe the layout. Later in this lesson you will be given some memos to evaluate. If you are a Personnel Officer you should also read CAPR 10-3, Administrative Authorizations, figure 4.

CAP memos can accomplish several things. They provide information, give direction, introduce attached documents, ask for support, promise support or announce policy. Most of your CAP memos will likely be in the first four categories. As an author of a CAP memo you have several responsibilities which are listed below. Being Clear - In all cases, the information in your memo needs to be easily understood by the reader. Clarity is helped by an appropriate organizational pattern. The 5 Ws are good for announcements, who, what, where, when, & why; sequential patterns are good for instructions and so forth. (Organizational patterns are discussed in other lessons in this course and other CAP training) As with all written forms of communication, tone is hard to convey. CAP memos are not the place for sarcasm, witty parenthetical expressions or emotions. Clarity is best achieved by using short declarative statements. This is particularly true when giving directions. A word of caution: word selection can work both ways. Some jargon/technical terms have specific means to people in a particular field. When writing to people in that field, jargon can be used. For the purposes of most CAP memos, clear, concise and commonly understood language is best. Being concise - Get to the point. CAP memos are not personal letters or prose. They contain a message. CAP memos should have one point/topic, use short declarative sentences, have short paragraphs and be less than a page. The memo can serve as a cover page for a larger package. It can encourage the recipient to read the entire package or serve as a summary of the package. If used as a summary it should have a brief introductory paragraph (2 to 4 sentences), a concise summary of package content in a paragraph or using bullets, and a brief conclusion (2 to 4 sentences). In all cases it should be less than a page. Again, brief declarative statements are best. Appropriate topic - Anything you write on CAP letterhead or you sign using your CAP title must be CAP business, for the benefit of CAP and its members, and consistent with the CAP regulations. At this point in your CAP career you are likely to write a memo announcing a squadron activity, a letter of recommendation for a cadet, responding to other CAP correspondence, requesting assistance. These topics are appropriate. Inappropriateness most occurs in conjunction with handling with adverse personnel actions, resource accountability, and fund raising. The topic may be appropriate, but the language used and the emotions conveyed may not be. Before you put anything in writing regarding these matters please read the appropriate sections of this course, CAP regulations, and consult with your superior and possibly the legal officer. Once written and sent communications cannot be retracted. They can come up years later. They may fall into unintended hands. They may come up in conversation or in court. When in anger or in doubt, think before you write, ask (a superior) before you act, and then wait a day before you mail.

Professional Appearance - CAP memos (used internally) and CAP business letters (used externally) should be in the correct format, and use proper grammar and spelling. Make sure the message is confined to CAP business (See the Ethics Lesson in this course.), and reflect credit upon CAP and the author. There are three easy things that will help you achieve a professional appearance. Proofreading is important, particularly if you are rushed, or make several revisions. It is easy for the author to see what they expect and not what is there. Second, use spell check. We have all seed (I mean seen) absolutely correctly spelled words that are not the correct word. We all no (I mean know) spell check helps but a critical eye is what is needed. Even better is a second set of eyes. Having someone else read the memo before it is sent out can help catch errors, improve clarity, and let cooler heads prevail. Using CAPR 10-1 and the content of this lesson you should be able to evaluate CAP memos. At the end of this lesson are three CAP memos. Please review their format and content, based on what you have learned. The first page of the file shows the original memo. The second page of the file shows the same memo with the mistakes identified. Review them at this time. While it would be valuable to require you to write a memo and send it for evaluation it is not possible. Therefore, it is recommended that you prepare a CAP style memo and have it critiqued using CAPR 10-1, by your squadron DA or PD or your mentor for format and content. 2. State the qualities of a good CAP e-mail, evaluate and produce high quality emails in a CAP format. Author responsibilities - Very much like the CAP memo, a CAP e-mail should be clear, concise, on CAP appropriate topics and present a professional appearance. Format - E-mail can be less formal when used for quick, informal contact about routine things like arranging a ride. But it can be used for formal CAP business (announce information, give direction, introduce attached documents, ask for support, promise support or announce policy) and be just as formal. It already has a "Memo for" line it is just called "to". The "From" and "Subject" lines have the same name and are automatically generated along with the date. The exception is that we may add in a greeting. If you want to more formal you can format the e-mail to look like a CAP memo or attach a CAP memo. Attachments are one of the big advantages to e-mail. You can send documents, words, graphs, charts, pictures etc. These greatly enhance communication. When the bulk of the communication is in the attachment(s) the e-mail serves a cover page/to introduce the attachments. When conducting business (rather than having an "e-conversation") emails should be short, like memos. (See above.) Security - You should never discuss personal information, negative personnel information (suspected or actual) causes of an accident or the details of operational

(ES, CD, SAR) missions in e-mails. While it is easy and tempting to send confidential information such as social security numbers, dates of birth, combinations (to buildings, lockers, gates, etc) and the location of the "hidden key", this should never be done. Once on the internet the confidentiality of the information can easily be compromised by internal misjudgment or carelessness and external security threats. As you learned in your OPSEC training, e-mail is not a secure means of communication. The release of proprietary information, even unintentionally can have severe repercussions on you and CAP. Appropriateness - A special word must be said about appropriateness and professional appearance. The same possibilities and pitfalls that can occur with memos can happen with e-mails but at the speed of light. Jokes may be funny and create camaraderie, and are part of many people's e-mail. But they should not be mixed in with CAP business. You would not send a memo/e-mail to your boss at work with a joke in it. Copies of controversial, gossipy or embarrassing things multiply faster than mold in a teenager's gym locker. Once an e-mail gets on the internet they cannot be retracted. Prevention is the only "cure". At this point rather than have you read simulated e-mail attached to this lesson, go to your e-mail account and review three e-mails you have sent/received about "formal" CAP business. Evaluate them based on the criteria above. Lesson Summary and Closure AF Style correspondence should be clear, concise, appropriate and professional. When in doubt use CAPR 10-1. You only get one chance to make a first impression and it only takes on "oh darn" to wipe out ten good ones. It may seem funny that CAP has a ten page regulation on how to write a one page memo. In this instance, as in many others, the guidance exists to show you how to be safe, professional, and successful. Use it when you do something the first three or four times. Read it before you develop an opinion. And generally speaking, when somebody says “It is in the regulations." ask "Where? I need to read about that?" It is a good training opportunity for you and you will be surprised how often you (or they) can't find it in the regulation. In a fairly short time you can be the "expert on the regulations" and a leader in your unit. Works Cited 1. CAPR 10-1, Preparing and Processing Correspondence, Civil Air Patrol, Maxwell AFB, AL, 1 November 2012. 2. CAPR 10-3, Administrative Authorizations, Civil Air Patrol, Maxwell AFB, AL, 26 January 09.

The Air Force Style Briefing The purpose of this lesson is for students to comprehend the role and composition of an Air Force-style briefing. Desired Learning Outcomes: 1. Describe common types of briefings. 2. Describe common delivery formats. 3. Explain the selection and use of visual aids. 4. State the qualities of a good Air Force style briefing; produce a high-quality briefing on a CAP topic. Scheduled lesson time: 30 minutes. Introduction Sooner or later, you will have to speak in public. It comes with being in the Civil Air Patrol and the requirements will increase as you climb the ranks. If the thought makes you nervous, you’re not alone! Research shows that most people place fear of public speaking second only to fear of dying. If you are inexperienced, the fundamentals and tips for polished speaking in this chapter will help you overcome this fear. If you are an accomplished speaker, use this as a review. Your goal should be to improve your self-concept as a speaker. Think positively, and focus on improvement, not perfection. Like writing and listening, speaking is a skill; once you grasp the basics, the rest is practice, polish and style. You may be embarrassed by your initial mistakes, but you’ll survive. Few of us will become expert speakers, but all of us can become more effective if we practice the basics. Learn all you can from your contemporaries; some of them are accomplished speakers. If you are already a speaker extraordinaire, share your views, tips and personal hang-ups about speaking with others. Everyone improves when they receive timely and objective feedback. Briefings are BRIEF (short and concise), hence the term briefings. They may only last two to ten minutes but may last longer if the topic requires. Briefings cover a single topic. A key rule in verbal communication is to keep it short and sweet. Have your stuff together before you speak. Know what you want to say and then say it with your purpose and the audience in mind. (See DLO 1 in the AF Style Correspondence class of this course for more on being concise.) Briefings are informative. They pass along the key and vital information that the recipients need to know. They do not go into details or related topics the person being

briefed cannot use. The information should be organized in a way that is easy to follow and easy for them to use. Briefings are focused. They address one topic. If you have more than one topic you may need to have a series of briefings. An example of this can be found during an emergency services mission when the Incident Commander will brief the mission objective and the Communications Director will brief on what frequencies everyone is to use and so forth. Key here is to remember that each person talks about one topic, and each briefing taking only enough time to deliver the information. Briefings are only for the people who have a need to know. This doesn’t mean that CAP secrets information, but consider this: the Professional Development Officer likely does not need the details on the cadet orientation rides unless s/he is giving some of them. They could be spending their time on other things. The ground teams on a mission usually don’t get invited to briefings highlighting current NOTAMs for the same reason. This does not mean that people who want to come to the briefing should be prevented from coming in most cases. It does mean that the people who need to know about the topic being briefed should be accommodated first. There are instances however, when briefings are “closed-door.” This may be for operational security reasons, to guard the privacy of involved CAP members in a confidential situation, to guard the privacy of family members of subjects of search or disaster relief efforts, or to protect proprietary information concerning the CAP Corporation (a practice common to all organizations of all sizes). 1. Describe common types of briefings. Briefings can be grouped into four types: informational, debriefings, situational reports (SITREPS), and the planning brief. Informational briefings talk about what has been done, what is being done, and what will be done. Informational briefings contain information that you need to know but may not use right this minute. A safety briefing is a good example. Other examples are minor changes routine things such as the addition of a new staff member at group, a new phone number, a change in the schedule or Standard Operating Procedure (SOP). Frequently briefings might cover what has been done. These are called “debriefings”. The purpose of this type of briefing is to inform those that need to know what has happened that will affect them or the mission as a whole. A professional will be able to pick out what the recipient needs to know and present it in an order that is easy for the recipient to use. Newer briefers may try to present too much or too little information, and this is normal until the briefer becomes more skilled. If in doubt about topic, scale, or audience, never be afraid to ask for assistance. Debriefings talk about what happened. They can also discuss success, failure, what worked, and what didn’t. It’s important that the briefings be tailored to the audience. You

may attend the National Board and be asked to brief people on what happened there. While everyone may need to know that there is a change to the uniform only the Finance Officer needs to know about the new way to process membership dues. On a mission the Air Operations Officer will need to know what grids you covered, what your probability of detection was, the areas of interest you found (if any) and weather conditions. This effects his planning. He does not need to know that you were third in line to taxi when you departed. It has no effect on doing his job. On occasion, you will give a briefing on what is going on now. In ES circles this is called a SITREP (Situation Report). Typically this is done in changeable situations. For example, the Incident Commander needs to know the current situation and what resources are currently engaged, what resources are available and the progress toward the mission objective. They need to know this for planning the next step or reacting to an unanticipated situation. You should see this type of briefing scheduled periodically at large activities like an air show or at long activities like an encampment or disaster relief mission. Picking out what they need to know about the current situation and what information they might need to know for situations you anticipate happening come from practicing empathy and also comes with experience. Selecting the appropriate information is something a mentor or more experienced officer can help you with. Finally, planning briefings discuss what is going to happen. Or at least what is planned to happen. The information you need to put out here is:  The clearly stated goal - How will you know when the goal is reached?  Safety – This is a list of hazards people can expect to encounter, what to do to avoid/deal with the hazard and what are the reporting procedures.  Emergency procedures -These are sometimes called back-up plans, plan b, or contingency plans. This is what should happen if the unexpected happens.  The roles people will play in the success of the mission.  Limits of authority – Most people will know this by the job titles and experience. However if you are doing something new, have inexperienced people, you may need to go over this.  Deadlines and time-lines – Applications are due on …, we will depart at …and the drive should be around x hours, we should be back at …, lunch will be at … and last for x minutes. If you don’t list this information everyone will be on their own schedule and it will cause disappointment, wasted resources, and crises.  The resources available - The location of the resources, how you can access those resources, the limits on the resources. Remember to be complete, but do not waste time. Be concise. Remember not to combine topics or areas. Use additional briefings if necessary.

2. Describe common delivery formats. Delivery is usually determined by the content, briefer's style and the situation. You need to use the format that is best for that particular situation. Content – Some briefings are general in content. Some are specific. Some briefings have a lot of information and some have little information. Some briefings are simple some are complex. Some briefings will contain information that is acted on right away; and other times contain information not acted on for months. Some briefings are a combination. In general if you are going to have a lot of information, very specific information or easily confused information or information with a long shelf life, use a handout. Let’s look at an example. There have been changes to the frequencies CAP uses. For most people telling them what the new frequency is, when it is to be used and how the change to their radio will be made is likely all they need to know. They probably should know why there was a change too. This briefing may take only a couple of minutes. On the other hand, if you are the Communications Officer who will be responsible for making sure all the radios are converted to the new frequency over the next three months, the briefing you receive will need to contain more detail. You need to know exactly what frequencies (they often go out to four places to the right of the decimal) and what tones need to be installed, what modifications to the radio may need to be made, what reporting needs to be done an so forth. This briefing likely would contain hand-outs, or may come in a series of smaller briefings over time. Briefer’s Style – Style is really an individual thing. You need to play to your strengths that are applicable to the content and situation. The wider variety of skills and more experience you have the more styles you can draw on. Good briefings have one more thing in common besides being BRIEF, informative, focused and for those who need to know. They are professional in their delivery.  They show respect for and take into consideration the recipient’s age, education, expertise, experience, position and time. (See the Professionalism class in this course.)  They are logically organized. (See Effective Communication class in this course)  They are appropriate for the audience. It is an appropriate topic whether it is a self-selected or a given topic. (See AF Style Correspondence class in this course).  They are appropriate in terms of vocabulary and levity.  They are well delivered in terms of tone, rate, volume, clarity, and stay within the allotted time, etc.

Most briefings lead to questions. There are several ways to handle questions. Many briefers have adopted the tactic of anticipating questions and including the answers in the briefing or visual aids. Some people like to deal with questions when they come up. This has the advantage of clarifying things as you go, but for some people it throws them off their pace, or they lose their place. If you plan to use this method and don’t mind interruptions you should announce the procedure at the beginning. It will encourage questions. Some people like to ask for questions between each point. This allows people to get clarification as they go but it is harder for the briefer to maintain their train of thought. Some people like to take all the questions at the end. This is good if the briefer easily loses their place or has a complex topic that will become clearer as the briefing continues. If this is your plan you need to announce this at the beginning. 3. Explain the selection and use of visual aids. If you remember only one thing about visual aids, it should be that the visual aid is there to support you; you are not there to support the visual aid. While they can be extremely helpful at emphasizing a point, they can also distract the audience. Visual aids serve two purposes. They are there to provide information that is too long or complex to give verbally. This can be done with a chart, graph or list. Visual aids are there to help the recipients identify the important points. This means that the only thing on the visual aid should be the important information. Visual aids are not required at briefings. If the information is simple or you have few points to make, visual aids may not be appropriate. This brings up one of the most common errors, death by PowerPoint. PowerPoint has been a blessing and a curse in the briefing business. It can help the briefer deliver a mountain of information in a very short period of time. It can also thoroughly confuse the issue at hand. The difference is the skill of the briefer at knowing when, how, and how much to use PowerPoint in any situation. To help you, here are six tips that will help you successfully use PowerPoint to support you in a CAP briefing.  Plan for a duration of to three to five minutes per slide and no more than 50 words on a slide (this is typically a list of your main points). If you have a several points, some points have a lot of detail or expect a lot of questions then plan on five minutes a slide. If you are just giving the facts then three minutes a slide. If you have a graphic such as a chart, graph or picture plan on displaying less than eight words describing the graphic for about two to three minutes. The words typically identify the chart or picture which is an example or clarification of what you are talking about. If you have done the

math, a typical CAP briefing that lasts 2 to 10 minutes (at the most) should have 1 to 5 slides. Choose slide contents wisely.  It is not a script to be read! If the audience can read the slide and get what they need to know, you are irrelevant.  Use a plain medium color background (white works fine) with contrasting color words. A bright background is often hard on the eyes and dark backgrounds force you to use bright letters which become fuzzy in the back of the room. It is tempting to put a picture in the background but it is distracting for many and if it has a lot of colors, a variety of colors or a complex picture it will be hard to find a color for the font that will contrast. Simple is better.  Slides should all be in the same layout. If you have a logo it should always be in the same place, all the backgrounds should be the same color, the graphic should always be in the same place, the font style and sizes should always be standardized. Recommended font sizes are as follows: title-40, sub-title– 30, text-22 to 26.  Try projecting it before the big day. The colors often look different on the monitor than when they are projected.  Limit animation and other tricks. Try and keep the presentation to the information you want them to remember most. Sometimes the participant only needs a portion of the information to effectively do their part in the mission. In that case you want to tell them where to look and a chart or list can be posted somewhere. The same idea applies to handouts. Above we talked about when you have a lot of information, very specific information or easily confused information or information with a long shelf life it is good to use a handout. Public speaking will be discussed in more detail in the Effective Communications lesson of this course so we will limit discussion to three things that will help your delivery when you are using visual aids during a briefing.  Visual aids should be big enough for everyone to see. Obviously if you are going to post it and people can walk up to it (later) it can be smaller. If they are too small people will tune out while you are talking about it and it will be hard to get them back.  Look at it or point at it, pause so that you have enough time to read/absorb the point it, then look back at the audience and talk about it. If the audience is still trying to look at the visual aid they are not listening to you. Or if they have switched to you talking before finishing looking at the aid, they have lost the point of the aid.

 Don’t stand in front of the visual aids. This error is more common than you might guess. Some speakers get caught up in the VA themselves and lose their situational awareness. Situation – If you are giving a mission briefing you could easily be standing at a distant airport or in a field. In this case you will be in a utility uniform, Audio & Visual (AV) support will likely be non-existent and time may be very short. On the other hand you may be giving a briefing at Commander’s Call and have been allotted 10 minutes (more than most briefings need) on stage with the built in PowerPoint projector. In that case you will likely be in blues and you may want to take advantage of the AV. 4. State the qualities of a good Air Force style briefing; produce a high-quality briefing on a CAP topic. This topic can be summed up in one word, preparation. Mark Twain said “If you want me to speak for an hour I am ready right now. If you want me to speak for 10 minutes I need a week to prepare”. While funny, there is also much truth to the statement. The qualities of a good briefing include the following: a specific topic, an organized delivery plan, solid preparation to include visual aids as required, practice, appropriate use of vocal characteristics such as rate, volume, pitch and pause to enhance the impact of their message, and awareness of non-verbal cues from the audience to ensure they are receiving the message. As you conduct a briefing make eye contact and look for feedback. Play your audience. Let them know you are looking at and talking to them. It holds their attention. If you look only at your notes, you may lose your listeners—and you can’t wake them up if you don’t know they’re asleep! Making eye contact with your audience will allow you to read their non-verbal actions and provide you with the opportunity to make immediate adjustments to you briefing to ensure its effectiveness. Arrange an opportunity to give a briefing at one of the next few squadron meetings. You can self-select a topic or you can be given the topic. Brief more than a handful of people. Ask your mentor or one of the other members to critique your briefing using the criteria below. You will want to print out this page so they have it to work with. Once that is set up, go through this lesson and look for ideas you can use to prepare your briefing. You should also mentally evaluate briefings you receive and think about how you would have given those briefings. It is a good way to get practice on wide variety of topics and techniques. Some questions to ask are:  Was it brief (short & concise)?  Did it cover all the information I/the audience needed to know? (Who, what, where, when, how, why).  Was it focused on one topic?

 Was the briefing logical and easy to follow?  How did the briefer handle questions? (Were the answers clear, concise, correct and quick in coming? Did they throw the briefer off their pace?)  Was the topic appropriate for the people at the briefing? (Did they have a need to know, was it given at a level of understanding for the recipients age, education, background, experience, etc.?)  Was the vocabulary and levity appropriate for the topic?  How would you describe the briefer’s tone, rate, volume and clarity of speaking?  Other comments about delivery (gestures, posture, eye contact)  Was the use of visual aids appropriate? Some briefings would benefit from slides or handouts or items posted on a wall for later review. If visual aids were used, were they of an appropriate size, did they distract from the presentation, were they well positioned, did they supplement what the briefer was saying? Did the visual aid support the briefer or did the briefer support the visual aid? Lesson Summary and Closure A briefing is a BRIEF presentation of information the recipients need to know. The information is organized in a way that is useful to the recipient. Briefings can provide general information or information about activities in the past, present or future. Their exact structure is dependent on the content, briefer’s style and the situations. Works Cited: AFH 33-337, Tongue & Quill AU-24, Concepts for Air Force Leadership Kline, John A, Speaking Effectively: A Guide for Air Force Speaker

The CAP Chaplain Corps The purpose of this lesson is for students to comprehend the mission, history, and role of the CAP Chaplain Corps. Desired Learning Outcomes: 1. Explain the mission of the CAP Chaplain Corps. 2. Describe the history/origin of the CAP Chaplain Corps. 3. Discuss the two categories of assignment within the CAP Chaplain Corps and summarize personnel duties/responsibilities. Scheduled Lesson Time: 30 minutes

Introduction Freedom of religion is a constitutional right of US citizens. CAP provides opportunities for CAP members to exercise this right by providing Chaplain Corps personnel and allocating required resources. Chaplain Corps personnel are endorsed and supplied by the religious bodies of the United States to assist the moral, religious, and spiritual growth of CAP members. Furthermore, the Chaplain Corps is based upon recognition that religion plays a positive role in developing the moral character of the nation and its people. Standards for appointment as a CAP chaplain are high, as one must meet the same educational, ecclesiastical and professional standards as active duty and reserve chaplains. 1. Explain the Mission of the CAP Chaplain Corps. CAP fields the largest volunteer chaplaincy in the world, numbering close to 900 chaplains and character development instructors. The Chaplain Corps is committed to: the free exercise of religion for all CAP members; promoting spiritual care, moral leadership, and character development; responding as trained crisis responders to community and military contingencies such as disasters, aircraft accidents, or acts of terrorism. The CAP Chaplain Corps regularly supports active duty, reserve and Guard components as a volunteer component of the USAF Chaplain Corps. 2. Describe the history/origin of the CAP Chaplain Corps. EARLY DAYS From its establishment in 1941 through the rest of the decade, Civil Air Patrol units were served by Army Air Corps chaplains as part of their pastoral mission. Air Force Maj

Gen Lucas V. Beau, the CAP national commander and CAP-U.S. Air Force commander from October 1947 to December 1955, and then-Colonel D. Harold Byrd, Chairman of the CAP Board from April 1959 to April 1960, joined the CAP founder, Gill Robb Wilson, in 1949 when he visited with the Air Force Chief of Chaplains, Maj Gen Charles Carpenter, asking for help in organizing a chaplain program. A few months later, in January 1950, Chaplain (Lt. Col.) Robert Preston Taylor was appointed by the Chief of USAF Chaplains as the first National Chaplain to CAP National Headquarters with a mandate to develop a professional model for ministry that resembled that of the Air Force. Assisting him were one Air Force enlisted member and one secretary. The primary task of the National Chaplain's office was to be the single liaison point between the CAP volunteers and the Air Force Chaplain Service. This relationship continued until the 21st Century when the Air Force decided that providing an active duty Chaplain was no longer feasible. However, the Air Force Chaplain Corps continues to exercise direction and interest in the CAP Chaplain Corps. CAP Chaplains who qualify are named in AFI 52-101 and AFI 52-102 and may be authorized to augment the Air Force Chaplain Corps as "force multipliers". Growth brought other changes as well. In the early days Extension Course Institute (ECI) courses relating to active duty Air Force chaplains were used for CAP chaplains as well. As the Air Force chaplaincy grew and professional growth and development courses improved, specialized CAP chaplain training courses were developed to match the quality and focus of Air Force programs while emphasizing the special needs of Civil Air Patrol. The first Civil Air Patrol chaplain conference brought together 144 CAP chaplains from all 48 states, plus Alaska, Hawaii, and Puerto Rico. This March 1951 event at Bolling AFB, Washington, DC, was the forerunner of the annual regional Chaplain Corps staff colleges today. Then as now, USAF chaplain resources supplemented CAP resources to insure the volunteers received the best possible training. In many ways, this relationship has benefited both the Air Force and CAP. 1960s CAP Headquarters moved from Ellington AFB, Texas, to Maxwell AFB, Alabama, in 1967. This year also saw another major change. CAP Regulation 35-5 brought the initial appointment rank of CAP chaplains in line with Air Force appointment policy. This meant that chaplains with both seminary education and pastoral experience were appointed in the rank of captain. By December 1968, almost 1000 chaplains served CAP. In addition, some Air Force Reserve chaplains earned retirement points without pay by ministering to CAP units. Chaplain Clarence Hobgood, the National Chaplain (as the office was then known), recognized that the special needs of the CAP Chaplaincy required a special "think tank." He spearheaded the creation of the National Chaplain Committee to do advance planning and work as required fulfilling the potential of the CAP chaplains. Chaplain Hobgood also appointed the first female chaplain for Civil Air Patrol. The Rev. Phyllis Keller Ingram, of the Congregational Church, was appointed in 1969.

1970s The seventies were a decade of continued major change. The first Sunday in December was designated as CAP Sunday in 1971. Chaplain Ralph Pace gained approval for CAP chaplains to join the Military Chaplains' Association in 1972. That same year he published "Values for Living," Part 1. In 1974 the Freedom Foundation, Valley Forge, PA, awarded their Honor Award to CAP for its "Values for Living" character development curriculum. That same year, Air Reserve Personnel Center assigned five reserve chaplains to the National Chaplain's office to write the "Values for Living" curriculum. Chaplain, Lt Col (later Colonel), Frank Ebner chaired this group for the next twenty years. 1980s and 1990s By the end of the seventies, the National Chaplain Committee proved so valuable that the National Board approved changing the titles of the chairman and vice chairman. In 1980 these positions became the Chief of Chaplains, CAP, and Deputy Chief of Chaplains, CAP, respectively. The 1990s brought new challenges. The Air Force began shrinking to a size smaller than it had ever been in its history. Consequently, many of the humanitarian missions formerly performed by active duty and reserve components are now conducted by CAP and other civilian relief organizations. At the same time, the emphasis on quality forced changes in the established ways of doing things. Chaplains at every level of responsibility became more proactive in planning and executing their ministry. In December 1993 the first chaplain from a non-Judeo-Christian faith group entered the US Armed Forces Chaplaincy. The Civil Air Patrol Chaplain Service made similar adaptations as the nation became more pluralistic in religious composition. The concept that non-clergy officers could teach moral leadership emerged and then developed. CAP members who met the 2-year educational requirement and had a letter of recommendation from a leader in their church (synagogue, mosque, stake, etc.) were given the opportunity to lead character development lessons. They do not function as chaplains and they do not have confidentiality privileges. The name Moral Leadership Officer (MLO) was chosen. The MLO was to be supervised by the chaplain in the unit or by the Wing Chaplain. The National Chaplain Committee approved the Moral Leadership Officer program at their meeting in August of 1995. The responsibility of administrating this program was given to the Chaplain Service, not the squadron commanders, and specific oversight went to the Wing Chaplain. All applicants were to send their applications through the Wing Chaplain to the National Chaplain at national headquarters. The MLO badges for all three levels of the specialty track were quickly developed and approved for use by qualified recipients. During the late '90s the National Chaplain Committee was renamed the Chaplain Service Advisory Committee. CHAPLAINCY FOR THE 21ST CENTURY

Significant changes have taken place with the Civil Air Patrol Chaplain Corps since 2000. In 2001 our nation entered into a "War on Terror" following the attacks on the World Trade Center and the Pentagon by terrorists which took place on September 11th. With the downsizing of the military in the ' 90s and the frequent deployments of military personnel (including chaplains), many Civil Air Patrol chaplains have served as "force multipliers." They have offered counseling, officiated at weddings and military funerals, visited military hospitals, performed chapel services, prayed for soldiers leaving the country, performed flight line and deployment visitation and conducted services for returning troops. Organizational changes took place at National Headquarters which have seen the day to day oversight of the Civil Air Patrol Chaplain Service shift from an active duty USAF Chaplain to a Corporate Director (2002) to the volunteer National Chief of CAP Chaplain Service (2005). In November, 2007, the National Executive Council (NEC) changed the name of the moral leadership program to character development. Moral leadership officers (MLOs) were renamed character development instructors (CDIs). The program itself was not altered. The change was patterned after the character development program at the Air Force Academy, and provided greater flexibility for the use of the character development material. The USAF Chaplain Service was renamed the USAF Chaplain Corps in 2009. In keeping with the MOA with the Air Force that the CAP Chaplain Service has enjoyed since 1950, it followed suit and was renamed the CAP Chaplain Corps. 3. Describe the Two Categories of Assignment of the Chaplain Corps and Summarize Personnel Duties/Responsibilities. The CAP Chaplain Corps is designed to provide pastoral care and support to CAP members throughout a senior or cadet membership. This ministry is extended to the member's family when appropriate. The Chaplain Corps conducts religious services at CAP activities, assists CAP personnel when making death/serious injury notifications, acts as a moral and spiritual example/influence for cadets, conducts the CAP character development program for cadets and provides spiritual assistance during CAP SAR, DR and other missions. CATEGORIES OF ASSIGNMENT There are two categories of assignment of membership within the CAP Chaplain Corps. Both must meet the full standards for senior (adult) membership in CAP as a starting point. Chaplains have the more demanding qualifications and, therefore, have the greater responsibility. In essence, CAP chaplains must meet the same academic and ecclesiastical standards as active duty Air Force chaplains. Character development instructors (CDIs) have more limited qualifications and, therefore, more limited responsibilities. "Limited" certainly does not mean unimportant, however. CDIs assist chaplains by facilitating character development classes when chaplains cannot be present. Character development instructors (CDIs) are valuable members of the

CAP Chaplain Corps team, but they may not use the title "Chaplain" nor wear chaplain insignia. Finally, as stated, CDIs do not have confidentiality privileges. DUTIES/RESPONSIBILITIES The commander is responsible for the operation and welfare of the entire unit, including the chaplain program. The chaplain is the specialist who ensures this work is done. Only certified/endorsed chaplains are authorized to provide clerical ministry within CAP. Clerical ministry includes: religious ministrations (baptisms, communion, funerals, worship services), solemnizing of events, and confidential counseling. Any CAP member may provide non-clergy support for chaplain ministry when working under the guidance of a chaplain. CORE PROCESSES OF THE CAP CHAPLAIN CORPS There are five core processes that members of the CAP chaplain corps are responsible for fulfilling : 1) Conducting religious observances, 2) Providing pastoral care, 3) Modeling ethical leadership, 4) Advising leadership, and 5) Providing training, involvement and recognition. These core processes are carried out with considerations to the mission of the unit, the needs of the unit's people, and the resources of the unit chaplain. Every chaplain is responsible for implementing all the processes within his/her unit. Precisely how the chaplain does that is determined in consultation with the commander. The heart of the chaplain's job as a staff officer is to provide advice on religious, ethical, moral and quality of life concerns. Because of the chaplain's complex network of relationships with all members of the unit, the chaplain is uniquely qualified to assess concerns within the unit. The chaplain's job is to provide the commander this information as accurately as possible as often as necessary. The commander's job is to address these concerns. Typically, chaplains and character development instructors fulfill the responsibilities set forth in the five core processes by: a. Offering to open/close unit meetings with prayer. Chaplains can choose to have a moment of silent prayer and encourage the members to search for creative ways to express their innermost feelings. If they choose to pray aloud, Chaplains are encouraged to offer a non-sectarian prayer. Any senior member may offer non-sectarian prayers in the absence of a unit chaplain. Within the limits allowed by their denominational authority, CDIs, like all CAP Senior members and cadets, are most welcome to assist chaplains with worship leadership when requested. b. Personally interviewing each new member who wishes and maintaining a confidential CAP Form 48, Religious Interview Guide. This form contains data that is pertinent to the chaplain's counseling program. It is confidential information given only to the chaplain conducting it and is not to be transferred. The interview is conducted in a private setting where the content of the interview cannot be overheard

by others. Once completed, the CAP Form 48 cards are kept in a secure manner (i.e. locked file; a computer file that is password protected, etc). When a member leaves the unit, that member's card is destroyed by either burning or shredding. When the chaplain leaves the unit, ALL completed CAP Forms 48 are destroyed by either shredding or burning. CDIs may not grant the privilege of confidential communication or clergy/penitent relationship, nor may they complete the CAP Form 48 or maintain the CAP Form 48 file. This restriction also applies to ordained ministers who are assigned as a CDI. c. Actively encouraging regular church or synagogue attendance by unit members. In 1972 the CAP National Board designated the first Sunday in December as CAP Sunday. Soon after that, the Saturday before was added to the celebration for those whose day of worship is Saturday. This event commemorates the fact that CAP was chartered by the U.S. Congress on December 1, 1941. It gives members of the Chaplain Corps an opportunity to acquaint their churches with their service within CAP and the three-fold mission of CAP. Members of CAP are encouraged to wear their uniforms to their worship services. Often members of the local squadron will attend the church where their Chaplain is pastor or where the CDI attends. d. Conducting the character development portion of the cadet training program. Chaplain Corps personnel (chaplains and character development instructors) are also assigned to facilitate the character development portion of the cadet training program. The office of the CAP Chief of Chaplain Corps publishes a new edition of CAPP 265-2, " FLIGHT TIME: Values for Living" periodically. Each new edition contains suggestions for discussing dozens of timely topics. The National Chaplain Corps office provides the necessary resources and guidance pertaining to the conduct of the character development class. As the job title suggests, the function of the CDI in the unit is to facilitate the character development forums of cadets. They are responsible to provide a meaningful, inclusive and interesting exploration of moral reasoning for the cadets. CDIs use the same character development material that chaplains do and are expected to be as effective. If both a chaplain and a CDI are assigned to a unit, the CDI reports to the chaplain to develop a teaching schedule. When no chaplain is assigned to the unit, the CDI is responsible to the Wing Chaplain. e. Certifies that all cadets participate in and complete the character development training. The character development lessons are to be offered every four weeks and satisfactory attendance and participation are a requirement for this portion of the cadet program. There should be no confusion. This is a cadet program. Cadets are learning to take moral responsibility by trying on different roles and situations. They are the ones who are learning leadership. However, the chaplain or character development instructor's role is both key and essential. This is not a religion class - nor is it a time for the chaplain to rehearse or rehash his/her Sunday sermon. Their primary job is to facilitate (i.e., make easier) the cadets' experience. The chaplain or CDI does this by setting up the situations and establishing the boundaries within which cadet discussion can take place. In other words, the chaplain or CDI guides the process, while the cadets take responsibility for the content.

f. Participating in unit exercises or actual missions. Chaplains provide pastoral support for CAP members and other relief workers at a mission base. Chaplains offer pastoral care for families of missing persons and disaster victims. Though there is no specific role for a CDI in an Emergency Services mission other than performing their ES specialty. Familiarity with the Chaplain Corps may lead them to recognize potential problems and bring them to the attention of the mission chaplain. g. Conducting or arranging for worship services in the field when the unit is deployed during times of worship or religious observances. Frequently, the easiest way to accomplish this accommodation is to provide an interfaith worship to which all unit members may be invited. When specific religious needs exist that the chaplain cannot meet, the chaplain must take all reasonable steps to ensure they are met through religious resources from a nearby community. h. Completing required written reports of chaplain activities in accordance with CAP Regulation 265-1 (i.e. Form 34, After-Action reports, etc.). i. Developing personal relationships. It is important that chaplains be equally available to all members of the unit as pastor, priest, or rabbi, while giving all due respect to grade and position among unit members. Successful chaplains will be equally comfortable with the commander and with the newest senior member or cadet. Likewise, since CDIs work with cadets, it would be to their advantage to nurture relationships with cadets. j. Providing Chaplain services to local USAF installations when requested. As operations tempo continues to rise in the Air Force, many bases do not have enough chaplains to serve remaining personnel and their families. CAP Chaplains (who also meet additional requirements) may be invited by installation commanders to provide chaplain services, such as ministry. Wing chaplains and wing commanders play a role in gaining NHQ approval for such assignments through WMIRS, and CAPR 265-1, Section E provides detailed guidance. k. Providing training, involvement, and recognition. The need to supply training and recognition for people who voluntarily support the chaplain program is a pressing matter for CAP chaplains. Cadet discussion leaders and recorders for character development classes need training. So do cadets and seniors who may assist the chaplain with field services. Some may provide the chaplain genuine service by keeping the chaplain appraised of ministry opportunities. Public recognition and/or letters of appreciation help keep these volunteers involved and motivated. Besides the personal sense of satisfaction from a job well done, the certificates, ribbons and/or awards are in essence the only "paycheck" that members of CAP receive. There are some duties outside the normal sphere of the clergy which the chaplain MAY NOT perform. CAP regulations follow the pattern and policy set by the Air Force in regard to these assignments. Chaplains are strictly prohibited from any activity which is incompatible with the chaplain's function and status as a clergy. Even voluntary service in such duties is prohibited. CAP chaplains must be free to perform the services and ministry of their calling. The question is one of propriety, not ability. Prohibited non-chaplain duties include, but are not limited to, those of commander, executive

officer, deputy commander for cadets, testing officer, inspector, investigating officer, or member of any grievance committee (CAPR 123-1, paragraph 5. e). Should a chaplain desire to accept any such position, that chaplain must immediately notify the National Chief of the CAP Chaplain Corps, who will notify the chaplain's endorser and request the chaplain's endorsement be withdrawn without prejudice to that person's continued CAP senior membership. Character development instructors, on the other hand, may serve as a commander, executive officer, deputy commander for cadets, or a testing officer. CDIs will not serve as inspectors general or investigating officers. However, chaplains and CDIs may serve as inspectors on an assessment team. Lesson Summary and Closure CAP volunteers serve across the length and breadth of this nation. The CAP Chaplain Corps provides support and encouragement for these volunteers. Presence at and participation in unit meetings, cadet activities, training events, search and rescue exercises/missions are essential to the overall mission of CAP. The counsel and expertise offered by members of the Chaplain Corps contribute to the well being of the units they serve. For over 60 years, as members of a multicultural community, CAP Chaplain Corps personnel have provided ministry to persons of their own faith group, yet have acted as guardians of the free exercise of religion for all CAP members and their families. That is an objective that remains unchanged. Works Cited CAPP 265-1, Want To Be Part Of A Select Group Of Civic-Minded Religious Leaders? CAPP 265-4, Civil Air Patrol Chaplain Service Handbook CAPR 265-1, The Civil Air Patrol Chaplain Service Colton , Chaplain, Lt Col, Kenneth, "Gill Robb Wilson - CAP's Founder, First Chaplain." Civil Air Patrol News, June 2000, Vogt, Col George, “Civil Air Patrol - US Air Force." In Air University Catalog, Academic Year 2004-2005 : Maxwell Air Force Base, Montgomery, AL: http://www.au.af.mil/au/au_catalog/cap.pdf (Accessed 5 May 2009)

Diversity The purpose of this lesson is for students to comprehend diversity issues in CAP. Desired Learning Outcomes 1. Define diversity. 2. Identify the advantages of applying diversity within CAP. 3. Analyze situations where diversity is a central factor in the dynamics of a group. Scheduled Lesson Time: 30 minutes

Introduction From an Air Command and Staff College research paper, “The military forces of the United States recognized the need to address and embrace the diversity of the men and women in the Armed Forces. Over the last two decades [Varvel, 2000] the military has evolved from an organization of predominately single white males (many of whom without a high school diploma) to an ethnically and multi-culturally diverse organization of men and women. Because of this transformation, the leaders of the Armed Forces have learned to manage that diversity and take advantage of its benefits." Embracing diversity as an asset provides a myriad of advantages. Among them are: •

Full utilization of human capital

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Reduced interpersonal conflict

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Greater innovation and flexibility

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Improved productivity

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Reduced employee turnover

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Improved recruiting opportunities

"There are, however, difficulties involved in managing diversity. The United States Armed Forces have not yet totally created a culture that is able to take full advantage of diversity. There is no tried and true method of changing organizational culture; suffice it to say that it is a difficult and time-consuming process that may take years to accomplish. Diversity is not a quota system, but rather a way of achieving synergy within an organization. The only way to achieve the synergistic effects of diversity is through commitment and education." (1)

Diversity within the Civil Air Patrol presents many of the same opportunities for increased growth, innovation, and productivity. Since the Varvel paper was written Civil Air Patrol has faced some of the same practical challenges in implementation as within the Air Force. CAP has done a good job of embracing diversity in most units. Yet we must be "Always Vigilant" for ways to improve. The differences between the Air Force and CAP lie in the purely volunteer nature of CAP, the dispersal of CAP units throughout the country and in some cases the world, and in that CAP units tend to be much smaller than a typical Air Force unit. Volunteerism and unit dispersal play to diversity's strengths, in that more people from more backgrounds can be exposed to CAP and be drawn to it as an option for service. Small units can sometimes unintentionally create challenges to diversity in that small, tight-knit groups tend to treat new members - from whatever background - as outsiders. This self-generated seclusion repels diversity. This short lesson is designed to define and understand diversity and where it fits into our society today. It is not meant to address every issue of diversity, but rather to acquaint future CAP leaders with diversity as a management concept and illustrate its advantages. 1. Define diversity. A Merriam-Webster's On-line Dictionary definition of diversity is, "The inclusion of diverse people (such as people of different races or cultures) in a group or organization." By embracing the differences in people and matching those differences to the needs of an organization, that organization becomes more responsive to its own goals and the needs of its customers. Diversity enriches our performance and services, the communities where we live and work, and the lives of our members. These are concepts that have served the U. S. military, Fortune 500 companies, and volunteer organizations well. The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and helps us recognize our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or life experiences, among others. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual. In Civil Air Patrol, diversity creates an organization enriched with people from different cultures with different experiences, lifestyles, backgrounds, perspectives, and ideas. A diverse organization: •

Recognizes and values differences.

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Eliminates barriers and ensures that all members are treated fairly and have the chance to reach their maximum potential.

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Encourages the exchange of ideas, which not only broadens the scope of problem solving, but also improves the possibility that the problems will be solved and that the solutions will be more successful.

The richness and texture of Civil Air Patrol stems from the fact that our members come from every walk of life. We have skilled, talented people of every age, color, ethnicity, and educational level. The key in mastering diversity as a management concept is for units to take advantage of the diverse backgrounds of their members and potential members to build the best units possible. 2. Identify the advantages of applying Diversity within CAP. To begin to understand where diversity fits into Civil Air Patrol it is paramount that the student be familiar CAP's Core Values of Integrity, Volunteer Service, Excellence and Respect (CAPP 50-2). As you know, CAP's core values illustrate how CAP desires to do business. Note how diversity dovetails quite nicely with CAP's core values. Diversity speaks to Integrity and Excellence in that participation, inclusion, and progression is based on performance and merit, not on the absence or presence of arbitrary attributes such as race, color, ethnicity, religion, gender, or physical ability, among others. Diversity also speaks to Volunteer Service, by allowing all members the opportunity to serve their community in a way that suits their unique talents and abilities. Finally, diversity equates to Respect in that respect is earned through objective criteria, and not on the basis of one's hair color, for example, or the job one holds. DIVERSITY BEYOND PHYSICAL OR ETHNIC AND RELIGIOUS ROOTS We often think of diversity in terms of expanding the demographic of a particular group. A classic example would be a unit striving to recruit more female members or to recruit more people of color. However, to limit our examination of diversity to a census-based discussion would also limit diversity's potential within the unit. Diversity takes several forms. At the unit level, where CAP accomplishes the mission and is most in touch with surrounding communities, striving for diversity means looking outside the traditional "markets" to find member recruits, as well as ways to bring more units into communities using different programs. For instance: units often look to local airports to find members. This makes sense as we are a pilot-based organization. A unit can become more diverse in its experiences and skills sets if it recruits from other areas as well: schools, police and fire, financial institutions, skilled labor, from Kiwanis, Rotary, VFW or American Legion, former Scouts, etc. The more varied the background and skills of the members, the more the unit has the potential to accomplish. It can branch out into different areas within ES for example, launch into a model rocketry program, or expand its color guard program. Another example would be to try to introduce CAP into the local schools, and using the infrastructure of the school itself to help support the unit. This has been tried with great

success in dozens of communities. The cadets entering the program through schools come from a wide-variety of backgrounds. For at-risk youth, the advantage is exposure to an organization and lifestyle that rewards achievement, promotes hard work and integrity, and may inspire kids to dream of a future which they had not considered. Diversity removes self-imposed limits on the number of people a unit can recruit, because when a unit thinks about who they can recruit based on a perception of "who would fit" into the unit; the unit by definition severely inhibits the number of people it would consider to be "fit" for inclusion. It's an artificial limitation. 3. Analyze situations where diversity is a central factor in the dynamics of a given group. To help understand diversity, examples of those definitions are broken down into sections on Race, Ethnicity, Gender, Sexual Orientation, Socio-Economics Status, Age, Physical Abilities, Religious Beliefs, Point of View and Political Beliefs. After reading each definition, think about how a particular situation may have touched your life. Would you change your thoughts after reading the definition? After each section is a case. It may be done by yourself or in a group. If you decide you will do them on your own you should read the case study. Formulate your answer, then in the "things to consider" section of this lesson are some leading questions you may reflect on. (Don't skip ahead to the "things to consider" now. Wait until after you have formulated your response.) If you decide to discuss them in a group of students or with members of your unit, you should read the cases and prepare your point of view. Do not read the "things to consider" paragraph yet. Hold the discussion. After reaching a group decision, compare your observations in the "answer" section. A group discussion will cause you to think of things you had not previously thought of and tell you a good deal about the core values of the group members and the culture of the group. GENDER Encyclopedia Britannica notes gender identity as "an individual's self-conception as being male or female, as distinguished from actual biological sex." (6) Case 1 - Let's say you have a female member who has had tons of training and experience in lots of areas in CAP. She is definitely command material. The previous commander had her doing the jobs of testing, personnel, administration and the squadron newsletter. However, six out of the nine seniors tell you that if she is put in as squadron commander they will quit or transfer. They want you to sign the petition requesting a male that is obviously less qualified be put in as squadron commander. What would you say if you wanted to persuade those petitioners that having a female commander can be a positive experience for the unit?

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

SEXUAL ORIENTATION Sexual orientation is defined as the direction of one's sexual interest toward members of the same, opposite, or both sexes. In recent years, there has been much discussion in the US military about "Don't ask, don't tell." Some people don't realize the subject is about sexual orientation. Can this topic arise in Civil Air Patrol? Yes. If a person of responsibility in CAP is aware of a person's sexual orientation and they are uncomfortable with it, they are not allowed to hold that member back from participation, promotion or assignments because of that orientation. Peers should not ridicule the member. Case 2 - You are a Tactical Officer at encampment. Walking around the courtyard, you overhear a group of cadets having a "bull session," outside on the steps before "Lights Out". During the conversation, you hear one of the cadets call another cadet a derogatory name implying something about the cadet's sexual orientation. How do you respond to this situation? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

SOCIO-ECONOMICS STATUS The definition: Socio-economic status is commonly known as a person's rank in society based upon their class. In the U.S., class is primarily defined by a person's education and employment. For the most part, people with higher incomes have higher status, but not always. Lower income people in white collar occupations are often considered higher status than blue collar people who earn more money; i.e. a librarian is usually perceived to have greater status than an interstate bus driver. On the other hand, a self-employed journeyman plumber will not only have greater income than an elementary school teacher, but also may have higher status. How does all this apply to Civil Air Patrol?

Case 3 - Capt. Wayne Lloyd runs his own little one-man car repair shop. His hands are permanently stained black from the oil and grease. He attends every meeting, often leading the safety discussion for the month. He flies the squadron's airplane every five to six weeks for about an hour. He tries to make sure that the flight is also an orientation flight or a mission sortie or other reimbursed flight to keep his expenses down. He has logged about 300 hours as pilot in command. Capt Mathew Swiss is a partner in a large law firm. He also attends every meeting. He helps out with some of the operations paperwork and often does presentations on the latest technology or Notice To Airmen (bulletins put out by the FAA on new or temporary conditions that may be dangerous to aircraft or air crews). Matt flies his own twin every couple of weeks. As a result he has 800 hours as Pilot in Command. Often he takes another officer along as guest when he is "burning holes in the sky." The job of Squadron Operations Officer is open and these two members are the only ones to voice interest in the position. How would you use the principles of Diversity in making the selection for the new Operations Officer? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

AGE The age dynamic of our membership is currently from 12 to almost 100! In the diversity question, age can definitely become an issue. Too young? Too old? Where do we draw the line? The answer is always the safety of the participants in a given situation! Many of our pilots are retired men and women. Of course, all pilots have to pass a physical to obtain or maintain their pilot's license. Some pilots are jolted with the news from the doctor they are no longer healthy enough to fly an aircraft safely according to FAA regulations. This can be devastating news to interested, dedicated members. If they are wise, they accept the fact and simply find another facet of Civil Air Patrol to pursue and continue to work in the organization, perhaps by taking up another position on the aircrew or transitioning to a ground job. Units committed to diversity recognize that these members' experiences and perceptions are valuable to the unit. Too young? Yes, there are some things our senior members are too young to do. For instance, in Transportation, there is a regulation stating that senior members under the age of 25 cannot drive a CAP van with other members aboard (they can transport cargo). However, while there are regulatory limitations on member activity due to age, this does not mean that these members do not have experiences and an understanding that could be used to address questions/problems in any CAP functional activity.

Case 4 - A 24-year old Captain (former Earhart cadet) with a seven-year membership in CAP transfers to a new state because of a job. When the member locates a squadron within his new town, he goes to the meeting, but finds a cool reception. The squadron commander seems only mildly interested in the Captain's desire to join the unit as well as the Captain's description of his experiences. You are a member of this unit and during the break, you hear the squadron commander say to her deputy that she's unsure whether "someone young enough to be everyone's son" would fit in. You do you respond: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

PHYSICAL ABILITIES The Americans with Disabilities Act of 1990 mandated that organizations "reasonably accommodate" employees or members with physical disabilities. What does this mean in CAP? It means that we have members in CAP who are missing limbs, who are deaf, who are blind, who are in wheelchairs, who have had traumatic brain injury, or who have other physical or mental disabilities. And all contribute to Civil Air Patrol. Several serve on mission staffs, some have become wing commander. Case 5 - A young senior member has Attention Deficit Disorder (ADD) and is in a small squadron. She is only allowed to do menial tasks for the squadron even though she has skills beyond many of the other squadron members. Some members of the squadron are rude to her and do not include her in squadron plans. What they do not realize is that the young woman has outstanding qualifications in the communications area. She had studied, attended training, practiced and is quite accomplished in the field….all on her own. To their amazement, she was invited by the Wing ES Director to participate in many SAREX's and was the "Comm. guy" during two SAREVALs for the Wing. On her return to the unit after the second SAREVAL, she is "put in the back room to do her comm. thing" which is very little and shut her out of the other squadron activities and social aspects of the unit (talking on break, hanging out for a few minutes after the meeting...) or only associate with her when they need something from comm. What do you think is happening here? How do you respond? _________________________________________________________________

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RELIGIOUS BELIEFS The MAJOR world's religions (listed in the order they are believed to originate) are: Hinduism, Judaism, Zoroastrianism, Buddhism, Shinto, Confucianism, Jainism, Taoism, Christianity, Islam, Sikhism, and Baha'i.(7) Religious beliefs are among the most sensitive beliefs members of a society have. Religion talks to the most basic assumptions about life and what happens after life. The idea that one's religious beliefs could be wrong, or could be disrespected by others generates powerful emotions. And yet, most societies contain members who hold different religious beliefs with the society's values based on the similar mores and norms contained in those religions. It is not always easy for people to accept that others believe differently than they do. This unease can stem from unfamiliarity or insecurity. We must be sensitive, especially today, to these differences and do our very best to accommodate them. Case in point: Two of the International Air Cadet Exchange (IACE) cadets were from Israel. They were Orthodox, which meant they could not travel after sunset on Friday night. The travel group was able to change their plans to accommodate the travel restrictions of the two cadets and the cadets were able to participate in the activity. This resulted in the group benefitting from these cadets' unique points of view developed while growing up in a uniquely different country. Case 6 - Your wing runs an SLS twice a year. It is always Sat and Sun. The SLS's are held 400 miles apart. Students often drive 200 miles to attend. You usually have 15 to 20 students at each. You have one (to three) student who cannot participate on Saturdays for religious reasons. How could the principles of Diversity be used to find a solution to this problem? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

POLITICAL BELIEFS Civil Air Patrol is apolitical, meaning as an organization we have no political viewpoint, endorse no political candidate or party, and feel institutionally that it's not CAP's business to advocate or restrict any member's political beliefs. Case 7 - One of your squadron members had decided to run for town counsel. On the campaign trail they have been quite vocal about following the party line. You have several members that are active supporters of the other party's line. While they have never said anything you can feel the tension is thick. How could you use the Diversity principles to bring about a decrease in the tensions within the unit? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

RACE Racial diversity is sometimes as easy to spot as gender diversity. CAP is quite clear that it does not discriminate based on race. Diversity is supported in CAP. Discrimination, Equal Opportunity and Diversity are not the same things. We are aware of the advantages of diversity. Case 8 - You are the Group Vice Commander. You have a group where all eight squadron commanders are white males. A squadron commander slot comes open. You have a qualified white male and a less qualified minority male applying for the job. The Group Commander tells you that he is really considering putting the minority male in because the wing commander has brought up the fact that your group has few women or minorities in leadership positions, and we are trying to recruit minorities in to the program and it would send a positive message to have a minority commander in that town, and he believes in diversity. What advice do you give? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Point of View Sometimes changing your point of view makes a difficult problem seem easy or an obvious choice seem not so good. In CAP we tend to go to the same people all the time for answers. We often go to the colonels, or the pilots, or officers. We leave out the lieutenant, ground teams and cadets when decision making is being done. We also tend to seek the opinion of "the knowledgeable group" rather than the affected group. You want to include the "stake holders". Case 9 - You are on the National Board. There is 3½ million dollars to spend on communications purchases this year. Over the next three years CAP will have to switch to "the new frequencies." This necessitates new radios. The proposal is to spend the entire $3½M to purchase and install radios in all the aircraft this year. How could the principles of diversity be used to help determine whether this is the best course of action? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Case 1 - Gender •

State that you wouldn't like to sign the petition. Ask if you can talk it over, and then bring up the following questions:

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What are the qualities of a good squadron commander?

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What are the qualities of a good follower? (See the Followership Lesson in this course.)

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What is the culture in the unit?

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What do her previous assignments say about how she is perceived?

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Why do you think the guys have employed the tactic of the petition?

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How does your answer reflect the core values?

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This case could be about gender or it could be about keeping that particular person out of the "good old boys club". In either case your answer should be what is best for CAP in the long run and what based on the core values.

Case 2 - Sexual Orientation •

The name caller should be taken aside and counseled, and should also apologize to the cadet.

•

•

This question is about appropriate behavior as a cadet. Name calling of any sort, and using slurs in particular is contrary to Core Values and erodes unit cohesion. Also, it just plain hurts the cadet picked on. This situation may provide you with an opportunity to teach about diversity, non-discrimination, acceptance, CAP policy, appropriate behavior in and out of CAP, core values, criteria used for evaluating team/flight members, discretion and a host of other things. Some questions to ask the group during this larger discussion include: o

What is appropriate conduct by a cadet at an encampment or in the barracks?

o

What are the goals of the encampment?

o

How does the group get beyond this to work as a team?

Other considerations: o

What are the likely consequences for the cadet who was called the name and for the other cadets in the group after this incident?

Case 3- Economics and Operations Officer •

What are the qualities of a good operations officer?

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Once we put on our uniforms, our "class" is that of Civil Air Patrol member. That is the idea of "uniform" … standardized and consistent. Social status and wealth are not factors in progression of inclusion into CAP. It would not be appropriate to elevate the value of a member in a squadron because they have a loftier income. By the same token, it would not be acceptable to hold back a member because of the lack of social standing.

Case 4- Age and the 24 year old transfer •

What advantages does the transfer bring to the unit?

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What disadvantages does the transfer bring to the unit?

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What qualities do you look for in a "good member"?

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Whose decision is it, as to whether the transfer is happy or not?

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What values are being shown by the squadron commander? Are they the core values?

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What makes a "good member" or “happy member" is a shared sense of purpose and belong. People do not "fit in" because of demographics.

Case 5 - Physical Abilities and ADD •

Is the unit missing out on one of the advantages of diversity?

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Has the squadron embraced the concept of diversity?

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How hard is it to change a culture?

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What could you as an individual do to change the culture?

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Is this case about the woman or the squadron's ability to feel comfortable?

Case 6 - Religious accommodation and the SLS •

Does the way we have always done it mean it is the way we always must do it?

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What options does the wing have?

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What are the obvious benefits of the options?

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What other unintended benefits might occur from these options?

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Through Civil Air Patrol's Chaplain Program, all religions are considered when activities are planned. CAP's leadership is sensitive to the religious beliefs of all its members and makes every effort to reasonably accommodate the respective laws of the different religions. It is our responsibility to be aware of the differences of each of us in regard to our religions and religion must never be a subject that is minimized in any regard.

Case 7 - Political beliefs and the position •

Has any CAP tenant been violated?

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Is the unit being affected?

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Is there a way to minimize the effect? Should it be done inside or outside CAP?

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Are there advantages to having people active in both parties?

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Discussions concerning political beliefs are best left for venues outside of CAP, and take place with the mutual consent of all parties and in an atmosphere of mutual respect.

Case 8 - Race and the Group Commander •

Is diversity an end in and of itself?

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Could this be a matter of discrimination?

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Are there other factors at play?

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What is your most important priority in this decision?

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You must take the most qualified. It is the best thing to do for CAP and the members. To take a less qualified person because of race is also discrimination. The goal of diversity may be achieved by other means.

Case 9 - Point of View •

Who are the stake holders?

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If you spend all the money on the aircraft how do they talk to the mission base or ground teams?

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What is the purpose of the Cadet Advisory Council, the Chaplain Corps Executive Committee and staff officers?

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Insight and solutions are not limited to people of a particular grade, certain abilities, age, race, gender, etc. When decisions are to be made, get the stake holders involved, get a broad range of opinions, and even consider someone who has not heard the issue before. They may have a fresh view point that makes the answer obvious.

All Cases - Sometimes it looks like a diversity issue and it is really a leadership issue or power struggle or some other issue disguised as diversity. Sometimes diversity is a factor in a situation. In some cases diversity is the issue. But discrimination in the name of diversity is not acceptable either. A Little Story with a BIG Lesson - A Janitor's 10 Lessons in Leadership William "Bill" Crawford was certainly an unimpressive figure, one you could easily overlook during a hectic day at the US Air Force Academy. Mr. Crawford, as most of us referred to him back in the late 1970s, was our squadron janitor. While we cadets busied ourselves preparing for academic exams, athletic events, Saturday morning parades and room inspections, or never-ending leadership classes, Bill quietly moved about the squadron mopping and buffing floors, emptying trash cans, cleaning toilets, or just tidying up the mess 100 college-age kids can leave in a dormitory. Sadly, and for many years, few of us gave him much notice, rendering little more than a passing nod or throwing a curt, "G'morning!" in his direction as we hurried off to our daily duties. Why? Perhaps it was because of the way he did his job-he always kept the squadron area spotlessly clean, even the toilets and showers gleamed. Frankly, he did his job so well, none of us had to notice or get involved. After all, cleaning toilets was his job, not ours. Maybe it was his physical appearance that made him disappear into the background. Bill didn't move very quickly and, in fact, you could say he even shuffled a bit, as if he suffered from some sort of injury. His gray hair and wrinkled face made him appear ancient to a group of young cadets. And his crooked smile, well, it looked a little funny. Face it, Bill was an old man working in a young person's world. What did he have to offer us on a personal level? Finally, maybe it was Mr. Crawford's personality that rendered him almost invisible to the young people around him. Bill was shy, almost painfully so. He seldom spoke to a

cadet unless they addressed him first, and that didn't happen very often. Our janitor always buried himself in his work, moving about with stooped shoulders, a quiet gait, and an averted gaze. If he noticed the hustle and bustle of cadet life around him, it was hard to tell. So, for whatever reason, Bill blended into the woodwork and became just another fixture around the squadron. The Academy, one of our nation's premier leadership laboratories, kept us busy from dawn till dusk. And Mr. Crawford...well, he was just a janitor. That changed one fall Saturday afternoon in 1976. I was reading a book about World War II and the tough Allied ground campaign in Italy, when I stumbled across an incredible story. On Sept. 13, 1943, a Private William Crawford from Colorado, assigned to the 36th Infantry Division, had been involved in some bloody fighting on Hill 424 near Altavilla, Italy. The words on the page leapt out at me: "in the face of intense and overwhelming hostile fire ... with no regard for personal safety ... on his own initiative, Private Crawford single-handedly attacked fortified enemy positions." It continued, "... for conspicuous gallantry and intrepidity at risk of life above and beyond the call of duty, the President of the United States ..." "Holy cow," I said to my roommate, "you're not going to believe this, but I think our janitor is a Medal of Honor recipient." We all knew Mr. Crawford was a WWII Army vet, but that didn't keep my friend from looking at me as if I was some sort of alien being. Nonetheless, we couldn't wait to ask Bill about the story on Monday. We met Mr. Crawford bright and early Monday and showed him the page in question from the book, anticipation and doubt on our faces. He starred at it for a few silent moments and then quietly uttered something like, "Yep, that's me." Mouths agape, my roommate and I looked at one another, then at the book, and quickly back at our janitor. Almost at once we both stuttered, "Why didn't you ever tell us about it?" He slowly replied after some thought, "That was one day in my life and it happened a long time ago." I guess we were all at a loss for words after that. We had to hurry off to class and Bill, well; he had chores to attend to. However, after that brief exchange, things were never again the same around our squadron. Word spread like wildfire among the cadets that we had a hero in our midstMr. Crawford, our janitor, had earned The Medal! Cadets who had once passed by Bill with hardly a glance, now greeted him with a smile and a respectful, "Good morning, Mr. Crawford." Those who had before left a mess for the "janitor" to clean up started taking it upon themselves to put things in order. Most cadets routinely stopped to talk to Bill throughout the day and we even began inviting him to our formal squadron functions. He'd show up dressed in a conservative dark suit and quietly talk to those who

approached him, the only sign of his heroics being a simple blue, star-spangled lapel pin. Almost overnight, Bill went from being a simple fixture in our squadron to one of our teammates. Mr. Crawford changed too, but you had to look closely to notice the difference. After that fall day in 1976, he seemed to move with more purpose, his shoulders didn't seem to be as stooped, he met our greetings with a direct gaze and a stronger "good morning" in return, and he flashed his crooked smile more often. The squadron gleamed as always, but everyone now seemed to notice it more. Bill even got to know most of us by our first names, something that didn't happen often at the Academy. While no one ever formally acknowledged the change, I think we became Bill's cadets and his squadron. As it often happens in life, events sweep us away from those in our past. The last time I saw Bill was on graduation day in June 1977. As I walked out of the squadron for the last time, he shook my hand and simply said, "Good luck, young man." With that, I embarked on a career that has been truly lucky and blessed. Mr. Crawford continued to work at the Academy and eventually retired in his native Colorado where he resides today, one of four Medal of Honor recipients living in a small town. A wise person once said, "It's not life that's important, but those you meet along the way that make the difference." Bill was one who made a difference for me. While I haven't seen Mr. Crawford in over twenty years, he'd probably be surprised to know I think of him often. Bill Crawford, our janitor, taught me many valuable, unforgettable leadership lessons. Here are ten I'd like to share with you. •

Be Cautious of Labels. Labels you place on people may define your relationship to them and bound their potential. Sadly, and for a long time, we labeled Bill as just a janitor, but he was so much more. Therefore, be cautious of a leader who callously says, "Hey, he’s just an Airman." Likewise, don't tolerate the O-1, who says, "I can't do that, I'm just a lieutenant."

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Everyone Deserves Respect. Because we hung the "janitor" label on Mr. Crawford, we often wrongly treated him with less respect than others around us. He deserved much more, and not just because he was a Medal of Honor recipient. Bill deserved respect because he was a janitor, walked among us, and was a part of our team

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Courtesy Makes a Difference. Be courteous to all around you, regardless of rank or position. Military customs, as well as common courtesies, help bond a team. When our daily words to Mr. Crawford turned from perfunctory "hellos" to heartfelt greetings, his demeanor and personality outwardly changed. It made a difference for all of us.

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Take Time to Know Your People. Life in the military is hectic, but that's no excuse for not knowing the people you work for and with. For years a hero

walked among us at the Academy and we never knew it. Who are the heroes that walk in your midst? •

Anyone Can Be a Hero. Mr. Crawford certainly didn't fit anyone's standard definition of a hero. Moreover, he was just a private on the day he earned his Medal. Don't sell your people short, for any one of them may be the hero who rises to the occasion when duty calls. On the other hand, it's easy to turn to your proven performers when the chips are down, but don't ignore the rest of the team. Today's rookie could and should be tomorrow's superstar.

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Leaders Should Be Humble. Most modern day heroes and some leaders are anything but humble, especially if you calibrate your "hero meter" on today's athletic fields. End zone celebrations and self-aggrandizement are what we've come to expect from sports greats. Not Mr. Crawford-he was too busy working to celebrate his past heroics. Leaders would be well-served to do the same.

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Life Won't Always Hand You What You Think You Deserve. We in the military work hard and, dang it, we deserve recognition, right? However, sometimes you just have to persevere, even when accolades don't come your way. Perhaps you weren't nominated for junior officer or airman of the quarter as you thought you should - don't let that stop you. Don't pursue glory; pursue excellence. Private Bill Crawford didn't pursue glory; he did his duty and then swept floors for a living.

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No Job is Beneath a Leader. If Bill Crawford, a Medal of Honor recipient, could clean latrines and smile, is there a job beneath your dignity? Think about it.

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Pursue Excellence. No matter what task life hands you, do it well. Dr. Martin Luther King said, "If life makes you a street sweeper, be the best street sweeper you can be." Mr. Crawford modeled that philosophy and helped make our dormitory area a home.

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Life is a Leadership Laboratory. All too often we look to some school or PME class to teach us about leadership when, in fact, life is a leadership laboratory. Those you meet every day will teach you enduring lessons if you just take time to stop, look and listen. I spent four years at the Air Force Academy, took dozens of classes, read hundreds of books, and met thousands of great people. I gleaned leadership skills from all of them, but one of the people I remember most is Mr. Bill Crawford and the lessons he unknowingly taught. Don't miss your opportunity to learn.

Bill Crawford was a janitor. However, he was also a teacher, friend, role model and one great American hero. Thanks, Mr. Crawford, for some valuable leadership lessons. (Added note by Col Moschgat: Unbeknownst to Col Moschgat, Mr. Crawford passed away in 2000, just months before this article was originally published. Mr. Crawford was interred at the United States Air Force Academy cemetery, the only Medal of Honor recipient and one of the few US Army veterans to rest there.) (3) After reading this story, do you feel:

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Lesson Summary and Closure "To my way of thinking "Diversity in Civil Air Patrol" is a proactive organization, command and leadership, policy of inclusion, applicable to each individual member, making use of their culture, education and skills, leading to team work and mission effectiveness." (Col. George M. Boyd, CAP) One last thought: For a long time America was thought of as a melting pot. The problem is that in a melting pot everything gets mixed together and becomes the same. I think of America as more of a salad. Everyone contributes to the whole, but everyone is different. It is because of the differences that the salad is better. CAP is the same way. As long as they want to contribute in a positive way to the salad we should have a place for them in the bowl. (Col. Bryan W. Cooper, CAP) Works Cited Air University - Diversity - Air University website http://www.au.af.mil/au/awc/awcgate/awc-dvrs.htm#general Keral, Professor Michael C.

Gender and Society

Department of Sociology & Anthropology, Trinity University, San Antonio, Texas. Further Gender research references can be viewed at http://www.trinity.edu/~mkearl/gender.html Moschgat USAF (Ret.), Col. James A Janitor's 10 Lessons in Leadership Commandant of the National Security Space Institute, Peterson AFB, CO , graduate USAFA class of 1977 - Used with Permission. To read of Bill Crawford's heroism, go to http://en.wikipedia.org/wiki/William_J._Crawford O'Neil, PhD, Dennis Ethnicity and Race - A n Introduction to the Nature of Social Group Differentiation and Inequality The website and content was created and is maintained by Behavioral Sciences Department, Palomar College, San Marcos, California anthro.palomar.edu/ethnicity/ethnic_1.htm

Smith, Huston

The World's Religions: Our Great Wisdom Traditions

Basis of web page Major Religions of the World http://www.omsakthi.org/religions.html Tourville, Bobbie Making Core Values Make Sense CAP Education Manager http://level2.cap.gov/index.cfm?nodeID=5453 USAF Diversity document http://www.au.af.mil/au/awc/awcgate/acsc/00-180.pdf CAP REGULATION REFERENCES FOR STUDY: CAPR 35-10, CAPR 36-01 , CAPR 36-02, CAPR 50-17, CAPP 50-02 FOR MORE READING WAYS TO INCREASE DIVERSITY THROUGH RECRUITING GO TO Santiago Rodriguez , Diversity and Volunteerism: Deriving Advantage from Difference Presentation at the 1996 International Conference on Volunteer Administration. Posted with permission of THE JOURNAL OF VOLUNTEER ADMINISTRATION from its Spring 1997 issue, Volume XV, No. 3, pp. 18-20. http://www.brightonhovevolunteers.org.uk/goodpractice/content.asp?filename=1x1x5

Discipline Versus Abuse The purpose of this lesson is for students to discuss the difference between discipline and abuse in a CAP setting. Desired Learning Outcomes 1. Explain Civil Air Patrol's position on abuse within the organization. 2. Define discipline and abuse, and distinguish between them. 3. Identify the forms of abuse that may occur within the unit, group, or wing. 4. Identify the reporting requirements. Scheduled Lesson Time: 30 minutes

Introduction There is a fine line between discipline and abuse. The perceptions of the disciplinarian, the receiver, and an observer can all be different. What one might perceive as simple discipline, another may consider abuse. Maintaining good order and discipline in military organizations is essential; however, discipline in a volunteer organization such as Civil Air Patrol is a sensitive subject which requires that members need to understand how to determine appropriate discipline in a situation, while avoiding areas that may be construed as abuse. At the same time there is a need to recognize that discipline should never cross the line to become abusive. CAP Senior Members, as well as older cadet officers, must set the example, provide guidance to younger cadets, and take positive, relevant disciplinary action when appropriate. When misconduct necessitates discipline, all alternatives should be considered. The leader in charge should remain objective, impartial, and choose an action which will best correct the problem and prevent its recurrence. It is imperative that CAP Senior Members understand what tools are available for discipline, and what actions may be considered too harsh or abusive. This section will deal with explaining Civil Air Patrol’s position on abuse within the organization; discuss the differences between discipline and abuse; recognize the forms of abuse that may occur within the unit, group, or wing; and identify the reporting requirements. 1. Explain Civil Air Patrol’s position on abuse within the organization. There is no clear-cut, written Civil Air Patrol directive establishing a specific policy which declares that, “Abuse of any nature, perpetrated by any CAP member, whether senior or cadet, on any other CAP member, whether senior or cadet, will not be tolerated”. However, there are a number of CAP publications [1], regulations [2 & 3], pamphlets [4],

and course materials [5], which infer that abuse will not be tolerated, saying that cadets will not be subjected to, exposed to, or suffer certain forms of abuse. With few exceptions, however, most of these materials address the issue of actions against cadets, imply that the abuser is a senior, and ignore the fact that seniors can also be abused by other seniors, and sometimes by cadets. For example, guidance for Legal Officers includes: Cadet Protection-- Monitoring the implementation of, and assuring compliance with, the policy and procedures for cadet protection set forth in CAPR 52-10, CAP Cadet Protection Program, is potentially the most difficult and sensitive area of activity for the serving legal officer. From a liability and public relations point of view, protection of the cadet member from abuse of any nature must be considered of paramount importance. Notwithstanding that stated priority, the occasion for enormous damage or harm to be worked against an accused requires the highest level of sensitivity and good judgment in handling allegations of cadet abuse. The accused member may easily become the ultimate victim if care is not taken and sensitivity exercised. Further, CAPR 52-10, CAP Cadet Protection Policy states that “CAP is committed to doing everything reasonably possible to combat the “potential for child abuse within our organization……” “CAP members are expected to avoid even the appearance of impropriety involving cadets and report suspected abuse immediately”. The Cadet Protection Program Training (CPPT) program states that CAP cadets deserve a safe and healthy environment. In addition, the following statements are made: •

Sexual Abuse--Cadets will not be subjected to sexual molestation, touching, contact, exposure, suggestions, or other incidents of a sexually oriented nature.

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Physical Abuse--Cadets will not be physically struck or assaulted in any way. Corporal punishment is prohibited.

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Hazing--Cadets will not suffer or be exposed to any activity that is cruel, abusive, humiliating, oppressive, demeaning, or harmful.

Some of the policies that have been adopted specifically to protect cadets from potential abuse, and found in regulations or pamphlets [2 & 3], and [4] are: •

Screening: Senior members and Cadet Sponsor Members must be fingerprinted.

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Training: Prior to working with cadets, senior members, Cadet Sponsor Members and cadets age 18 and older must complete CAP’s Cadet Protection Program Training.

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Supervision: Unit commanders will take all reasonable measures necessary to protect cadets from harm while under CAP supervision. Properly trained adult members will be present at all activities involving cadets.

Because adults have intrinsic supervisory authority over cadets, adult members will not date or have intimate romantic relationships with cadets at any time, regardless of the circumstances. There are no regulations, or any other CAP directives, which address abuse of senior members except perhaps by inference in the regulations on ethics, [6], discrimination [7, 8, & 9], complaints [10], and section 1-4 h in CAPR 52-10—“respect for others”. However, details on what penalties may be exacted against an abuser are much more explicit in the regulations on cadet protection. An accusation of abuse alone will result in suspension of the alleged abuser. As you can imagine physical abuse, sexual abuse and hazing of senior members is not permissible either. 2. Define and distinguish between discipline and abuse. Discipline may be defined as "training expected to produce a specific type or pattern of behavior; training that produces moral or mental improvement" [11]. To discipline thus means to instruct a person to follow a particular code of conduct, or to adhere to a certain "order." Discipline refers to methods of modeling character and of teaching selfcontrol and acceptable behavior" [Papalia]. More often than not, the phrase 'to discipline' carries a negative connotation. This is because enforcement of order (i.e. ensuring that instructions are carried out) is often regulated through punishment [Douglas]. What is discipline? First, discipline is not punishment, although punishment is a type of discipline. In fact, punishment is probably the type of discipline many experienced in childhood. Punishment often involves unpleasant, possibly even painful, consequences for misbehavior or failure to perform a task to a superior’s satisfaction. It can be physical (“give me 20 pushups”) or psychological, as in shaming and name-calling. These types of actions are neither positive nor appropriate discipline, but fall into the hazing category, which is considered abuse. In the end, the inappropriate use of discipline does not result in effective, long term behavior modification. More positive types of discipline teach self-control and confidence. Appropriate actions focus on present and future behavior, teach which behaviors are okay and what is not okay. Discipline helps cadets learn self-control and take responsibility for their own behavior. Positive discipline shows them what they did wrong, gives them ownership of the problem, and gives them ways to solve the problem. Positive reinforcement is about preventing misbehavior by praising the desirable behavior. People tend to function better under these circumstances. Humans, generally, want to know that they are doing a good job. It is important to praise children/cadets when they do the right thing because they will be more likely to repeat it again in the future.

So, in what instances, and how, should discipline be applied to a cadet in CAP? If the primary purpose of discipline is training to create an improved behavior pattern, or conversely to correct an unacceptable behavior or attitude, then the answer to what instances it should be applied, is: ALL and ALWAYS. That is, when a transgression has occurred, and as soon as possible after it is discovered. The second part of that question, the how, is more involved and to some extent will depend on the unacceptable behavior. Regardless of the severity of the unacceptable behavior, any discipline should be done in private, be positive, and appropriate to the offense. If, for example, a cadet is heard to make a derogatory comment to or about a senior, an appropriate discipline might include instructions by the commander for the offender to not only apologize, but an assignment to prepare and deliver a short briefing to the unit’s cadets on why such an action is not acceptable citing CAPR 52-16, paragraph 1-4 h Respect for Others: “CAP cadets require an environment of mutual respect and courtesy to learn and grow as leaders. Accordingly, CAP cadets must treat each other and their senior member leaders with common courtesy and respect. CAP cadets will not intentionally insult or mock other members, and will not use racial, cultural, or ethnic slurs at any time.” For a senior member, discipline might include correcting and resubmitting improperly filled out paperwork or being required to fly with a CFI until they can demonstrate safe procedures. A second example of unacceptable cadet behavior would be a cadet leaving a mess in the latrine at an encampment. Appropriate discipline would be to have the offending cadet clean up the mess, and perhaps given an assignment to make a five minute presentation to explain to other cadets why leaving a mess could be a health or safety hazard. In either of these examples, having the cadet do pushups, or cleaning the latrine floor with a toothbrush (as was often done in the past) would be inappropriate discipline, and could be considered abusive. A second example for a senior member might be withholding a rating in a specialty track until they can routinely perform a required duty related activity correctly and without supervision. The delay may cause a delay in an award and promotion but is appropriate because it improves the performance of the member. Which leads us to the following: Abuse is defined "to use wrongly or improperly; a corrupt practice or custom; maltreatment of an individual". (Webster) While the focus of this lesson is abuse of cadets, consider that abuse also applies to misuse of power or position as a CAP member against any CAP member, senior or cadet. [6] 3. Identify the forms of abuse that may occur within the unit, group, or wing. Abuse can be sexual, physical, emotional, verbal, or a combination of any or all of those. Sexual abuse is any type of sexual contact between an adult and anyone

younger than 18, or between a significantly older child/cadet and a younger child/cadet. With CAP cadets ranging in age from 12 to 21, this age difference presents a challenge as the needs of young cadets, cadets in puberty, and cadets entering adulthood can vary greatly. Physical abuse is often the most easily detected form of abuse. It may be any kind of hitting, shaking, burning, pinching, choking, throwing, biting, beating, and other actions that cause physical injury, leave marks, or produce significant physical pain. Emotional abuse can be difficult to identify because there may not be physical signs. Emotional abuse happens when yelling and anger go too far or when an individual is constantly criticized, threatened, or dismissed until their self-esteem and feelings of selfworth are damaged. Emotional abuse can hurt and cause damage just as physical abuse does. For the purpose of this lesson and CAP policy, abuse is defined in three categories: sexual abuse, physical abuse and hazing. [2 & 4] •

Sexual abuse is defined as sexual molestation, touching, contact, exposure, suggestions, or other incidents of a sexually oriented nature. Cadets will not be subjected to sexual molestation, touching, contact, exposure, suggestions, or other incidents of a sexually oriented nature.

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Physical abuse is defined as any conduct whereby someone physically strikes or assaults another in any way. Cadets will not be physically struck, hazed, or assaulted in any way.

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Hazing is defined as any conduct whereby someone causes another to suffer or to be exposed to any activity that is cruel, abusive, humiliating, oppressive, demeaning, or harmful. Actual or implied consent to acts of hazing does not eliminate the culpability of the perpetrator.

Examples of hazing include using exercise as punishment or assigning remedial training that does not fit the deficiency (such as making a cadet do pushups for having poorly shined shoes or having a senior member fall in with cadets because they are habitually late). According to the Air Force Judge Advocate General, physical contact is not necessary – verbal or psychological abuse will suffice. Soliciting or encouraging another to engage in such activity is also considered hazing. Hazing may be an actual or implied act. It may be verbal or psychological. The job of a senior member or older cadet, as a leader of cadets, is to help cadets develop good qualities like self-discipline and teamwork, as well as being alert to potential or suspected cases of abuse. Leaders fall into the “hazing trap” when their training methods harm the very youth they are intended to benefit, or conversely, when their approach is so soft that the training goals are not met. Like the proverb: “For want of a nail…the kingdom was lost”, the consequences of allowing hazing to occur within a unit can be disastrous: morale will go down; accused abusers will be suspended (thereby decreasing the number of individuals who can work with cadets); cadets may

quit; the commander may be relieved; and the unit may fail and perhaps lose its charter. Thus it is important that unit commanders take all reasonable measures necessary to protect members from harm while under CAP supervision. When dealing with suspected cases of abuse, or when cadet abuse is alleged and/or verified, the commander must suspend the member from all CAP activities, make immediate notification, and take appropriate personnel actions in accordance with the provisions in CAPR 52-10. 4. Identify the reporting requirements [2] Senior members, cadets, and parents/guardians should immediately report incidents of observed or suspected abuse to the unit commander or commander at the next higher level of command. Whenever a commander has received a report of abuse, suspects that abuse has occurred or may occur, or believes there is an appearance of impropriety in the nature of cadet abuse by a member of CAP, the commander will immediately suspend the member from CAP and will report the abuse. Members, parents and guardians should also immediately report incidents of observed or suspected abuse to the unit commander or commander at the next higher level of command. [4] Reporting Process The reporting process will depend on which type of abuse is involved. Commanders will initiate appropriate personnel actions when they determine there is cause to separate any member (cadet or senior) from contact with cadets. Personnel actions involving sexual abuse cases must be coordinated in advance with the General Counsel. The personnel action will depend on the nature and seriousness of the incident. Available options include suspended status (CAPR 35-1, Assignment and Duty Status) or) membership termination (CAPR 35-3, Membership Termination). 1. Sexual Abuse. The unit commander will immediately notify the wing commander who will immediately notify the wing legal officer, and the General Counsel (at 877-227-9142 x 234) during business hours or the National Operations Center (NOC) at 888-211-1812 after hours, weekends, and holidays) or the Chief Operating Officer (at 334-834-2236). No investigation will be conducted nor statements taken until specifically directed by the General Counsel. The General Counsel will notify the region commander, the National Commander, other appropriate officials, and state agencies as required. 2. Physical Abuse. The unit commander will immediately notify the wing commander who will immediately notify the region commander, the wing legal officer, and the General Counsel. The wing commander will consult with the wing legal officer before directing an investigation or administrative action. In cases where physical injuries are involved, follow the notification and reporting

procedures in CAPR 62-2, Mishap Reporting and Investigation. Members who have observed or believe they have been subject to physical abuse may file a complaint in accordance with CAPR 123-2, Complaints. 3. Hazing. Actual or implied consent to acts of hazing does not eliminate the culpability of the perpetrator. Hazing, as defined in this policy, is considered a form of physical abuse and the reporting procedures for physical abuse must be followed. 4. Reporting to State Agency. There may be a mandatory requirement to report certain types of physical, sexual or emotional abuse to a designated state agency. Requirements vary from state to state. Members having knowledge of abuse must follow reporting requirements under their state’s laws. Your wing legal officer can help you to know what laws apply. Lesson Summary and Closure CAP views abuse allegations seriously and will fulfill its statutory obligations to contact appropriate child protection and law enforcement agencies for investigation and prosecution. CAP will impose severe disciplinary action on its members if these allegations prove true, which may include membership termination. Commanders must be sensitive to the potential for cadet abuse and carry out the policies and procedures set forth in CAPR 52-10. Commanders must always be alert to situations of potential abuse of cadet members. Those leaders, who are concerned about the human needs of their fellow members, build teamwork, help others with their problems, and provide emotional support, are likely to dodge falling into the “Hazing trap”. This section of the CAP Officer Basic Course has provided material on the position of CAP with regard to abuse of cadets; identified the forms of abuse that might occur within all levels of CAP; and covered the procedures for reporting suspected, alleged, or actual incidents of abuse. Further, that portion on definitions of both discipline and abuse will provide the reader with some basic ideas of what constitutes discipline and what is abuse, and point out how thin the line is between the two. In all situations using good judgment is the key when applying discipline and creating an environment free of abuse. Works cited: CAP Legal Officers Handbook, 1995 CAPR 1-1, Ethics Policy CAPR 52-10 CAP Cadet Protection Policy CAPR 52-16 Cadet Program Management CAPP 50-3 CPPT Student Guide Unit Commander’s Course, Hazing lesson Civil Air Patrol Constitution and Bylaws, Article VII—Discrimination Prohibited

CAPR 36-1 CAP Non-discrimination Program (Reprisal) CAPR 36-2 Complaints under Non-discrimination Policy CAPR 123-2 Complaints Wikipedia, the free encyclopedia Papalia, D. E.; Wendkos-Olds, S.; Duskin-Feldman, R. (2006), "A Child's World: Infancy Through Adolescence" (10th ed.), New York: McGraw-Hill. Douglas, Murray A.; Strauss (2007), "Discipline by Parents and Child Psychopathology", in Felthous, A.; Sass, H., International Handbook of Psychopathology and the Law, New York: Wiley, pp. 1-2. Webster’s dictionary

Cadet Protection The purpose of this lesson is for members to discuss the member behaviors and actions necessary to maintain the safety and well-being of CAP cadets. Desired Learning Outcomes: 1. Assess personal characteristics and attributes shaping one's values, beliefs and experiences related to child abuse/mistreatment and substance abuse. 2. List the warning signs related to potential abuse/mistreatment, alcohol and illegal drug use. 3. Choose appropriate actions needed to manage actual or potential breaches of cadet protection. Scheduled Lesson Time: 30 minutes

Introduction This module will provide the learner with an opportunity to experience the challenges and responsibilities of a CAP Senior Member, responsible for protecting the health and well being of CAP cadets. Using personal reflection, scenarios and experiential learning, the CAP senior member will learn to navigate the challenges of this vital responsibility. Getting Started The mission of the Civil Air Patrol begins with the statement “To serve America by developing our nation's youth...". The challenge of developing our nation's youth brings with it great responsibility for all CAP officers. Adult leaders are called upon to model positive behaviors and demonstrate heightened situational awareness to assure that all cadets are free of threats of their health and well being.

Activity A: Read the paragraph below regarding the "Standards of Leadership". Source: CAPR 52-10 CAP Cadet Protection Policy, Section 3. Standards for Leadership.

a. Senior members, cadets, and persons who supervise cadet activities or serve in leadership positions must possess high moral and ethical standards, be emotionally stable, and demonstrate leadership qualities necessary to serve as positive role models. b. All senior members must be screened in accordance with CAPM 39-2 and undergo Cadet Protection Program Training (CPPT) before working with cadets (CAPR 50-17, CAP Senior Member Professional Development Program). Members who have not completed the screening process and received their FBI “approved" status will not be permitted to act as the primary supervisor at cadet activities or associate with cadets in any way without the in-person supervision of a senior member who is currently in FBI "approved" status. FBI approved status is defined by a leadership code of "A" on the monthly membership listing and the issuance of a membership card that does not reflect the word "temporary." c. All cadets, within 6 months following their eighteenth birthday, must undergo the same Cadet Protection Program Training (CPPT) that senior members must complete. If a cadet promotion is due during that 6-month period, then this CPPT must be completed prior to the promotion. Optional: To review all of CAPR 52-10, follow the link below: http://members.gocivilairpatrol.com/media/cms/R052_010_C5B73B2B78712.pdf

1. Assess personal characteristics and attributes shaping one's values, beliefs and experiences related to child abuse/mistreatment and substance abuse. Although it is vital for a CAP officer/NCO to become familiar with the information contained in the Cadet Protection Policy, it is likewise essential for the member to recognize that life experiences, personal beliefs and attitudes shape and influence a person's response to situational experiences. Personal experience (such as a cultural reluctance to talk about sex and child sexual abuse 6) will factor into a person's response to a given situation. An adult who was raised with the "spare the rod, spoil the child" belief may not realize that a gentle slap on the hand is inappropriate discipline. The Center for Disease Control (CDC) advises that because values, beliefs and cultural influences are difficult to discuss, it is most important to make sure these issues get discussed regularly in the organization, especially in training.

Teen behaviors and beliefs are also influenced by a variety of factors. Teen influences are identified below 6.

Source: 4US Department of Health and Human Services, Center for Disease Control.

CAP Core Values

Integrity Service Respect Excellence

When interacting with others, it is important to recognize that the differences shaping our individuality influences and shapes our interactions with others. The role of the CAP officer/NCO is to: a) Recognize that differences do exist (such as attitudes about discipline, respect, suitable behavior and communication). b) Utilize the CAP core values of integrity, volunteer service, excellence and respect as the foundation of interactions with others (both adults and teens).

Activity B The importance of this reflection is to recognize the impact of life experiences that shape a person's beliefs and attitudes and consider the connection between the CAP core values as the foundation of one's behavior. Respond to the question: What color are these words? Did you respond blue, aqua, or turquoise? If you responded "blue" and another person responded "turquoise," who is correct?

Respond to the question: Is this a picture of a book opening or closing? If you responded opening and another person responded closing, who is "right"? The importance of this reflection is to recognize that others may possess differing opinions and beliefs that are not necessarily right or wrong. As a CAP officer it is critical to recognize that the CAP core values provide the foundation of all behavior in all situations, especially cadet protection. What one might see as a harmless response may be considered by another to be inappropriate. Reflect on the following question: How would a CAP officer model respect for those who differ from their own personal attitudes and beliefs in the scenarios below. o A parent advises the CAP officer, "If my son/daughter is out of line, I give you permission to yell at him/her. I do it all the time." o Another CAP officer remarks, "That cadet needs a lot more discipline. My parents used to take a yardstick to me and I turned out OK". o A parent remarks to the CAP officer, "In our house, we never raise a hand to our children. I don't believe in any form of punishment. Do you?"

2. List warning signs related to potential abuse/maltreatment and alcohol and illegal drug use. Young people face many challenges as they grow and mature in today's society. These challenges include negative influences related to alcohol abuse, drug abuse (illegal and prescription drugs), physical and sexual abuse, hazing and bullying. The challenge posed to educators, parents, community groups and organizations (such as Civil Air Patrol) is to create an environment that eliminates these negative behaviors. In the event negative behaviors are present, CAP officers/NCOs are charged with early identification and mitigation of the unacceptable activities/behaviors. The statistics are alarming: •

Maltreatment of children ages 0-17 is reported by 12 children for every 1,000 children.

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Approximately 46% of all high school students report that they are sexually active.

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The CDC reports that 1 in every 11 students reported being a victim of physical dating abuse (abuse by the person they are dating).

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Alcohol use (defined as students who reported having five or more alcoholic beverages in a row in the last two weeks) is reported to affect 17% of all 10th grade students and 21% of all 12th grade students.

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7%-14% of surveyed young people reported being both a victim and a perpetrator of electronic aggression or cyber bullying.

Activity C Review the cadet protection training power point training slides: Slides 3 -21 required. Source: 3Smith, Robert. Civil Air Patrol. Cadet Protection Training. May 2007. Link: http://members.gocivilairpatrol.com/media/cms/CPPTSlides_E722B29EFB5CA.ppt 3. Choose appropriate actions needed to manage actual or potential breaches of cadet protection. One of the barriers to early identification is that those suffering from abuse (physical, mental, emotional) may be reluctant to come forward. A victim of abuse is often fearful to bring the behavior to the attention of authorities, fearing retaliation, labeling and ridicule. In addition, victims commonly exhibit fear that prevents them from identifying the perpetrator. Cadets making general statements about acts of abuse, bullying or neglect are often cues that should lead to further discussion.

The first step in managing an actual or potential breach in cadet protection is to seek out appropriate resources. Allegations such as these require swift action, through research and fact finding. At times, local police authorities may be involved. The first resource for the senior member officer/NCO is notification of their immediate chain of command (Squadron Commander). In addition, a number of CAP resources are located in CAPR 52-10, Cadet Protection Policy. The Squadron commander will utilize CAPR 52-10 to guide their actions following the first report of an incident. New senior member officers/NCOs are required to balance appropriate caution with over-protection. Senior members must be ever vigilant to avoid situations which may render a potential for negative allegations and continuously observe cadets for behaviors indicative of concern. Though caution is warranted, it is important to balance the need for prevention and detection with an appropriate level of engagement in a variety of CAP activities.

Activity D After reviewing CAPR 52-10, consider the following scenario and respond to the issue presented. A new CAP cadet has joined the squadron. You notice that the cadet is inordinately quiet, shy and reluctant to speak at CAP meetings. The new cadet avoids interaction with the other cadets. Eventually, the cadet reports that he is receiving inappropriate messages (via Instant Messaging: IM) from a person he believe s to be another squadron cadet (screen name: pipes). (See "Cyber bullying" below and click the file.)After viewing the video scenario, respond to the question below: Cyber Bullying What actions would you take in this circumstance? Open the document below and compare your responses.

Cadet Protection Notes Lesson Summary and Closure This lesson identified the responsibilities and challenges of a CAP Senior Member officer/NCO entrusted with the duty to protect the health and well being of CAP cadets. Having completed a variety of scenarios and experiential learning activities, the learner now has a heightened sense of awareness need to identify and respond to actual or potential threats to cadet protection.

Learners are encouraged to seek out additional learning experiences and continually seek to engage in activities that identify evolving trends that threaten the welfare of cadets. Cadets and senior members should seek to develop respectful and trusting relationships that foster the development of individuals who demonstrate the CAP core values in all of their interactions with others.

Works Cited Civil Air Patrol. CAPR 52-10 CAP Cadet Protection Policy. 2008. April 16, 2009. http://members.gocivilairpatrol.com/media/cms/R052_010_C5B73B2B78712.pdf Federal Interagency Forum on Child and Family Statistics, America's Children: Key National Indicators of Well-Being, 2008. April 19, 2009. http://www.childstats.gov/pdf/ac2008/ac_08.pdf Smith, Robert. Civil Air Patrol. Cadet Protection Training. May 2007. April 19, 2009. http://members.gocivilairpatrol.com/media/cms/CPPTSlides_E722B29EFB5CA.ppt US Department of Health and Human Services, Center for Disease Control. National Center for Chronic Disease Prevention and Health Promotion. Healthy Youth! Adolescent Health. 2009. April 16, 2009. http://www.cdc.gov/HealthyYouth/AdolescentHealth/index.htm US Department of Health and Human Services, Center for Disease Control. Electronic Media and Youth Violence : A CDC Issue Brief for Researchers. 2008. April 16, 2009. http://www.cdc.gov/ViolencePrevention/pdf/Electronic_Aggression_Researcher_Briefa.pdf US Department of Health and Human Services, Center for Disease Control. Preventing Child Abuse within Youth Serving Organization, Getting Started on Policies and Procedures. 2007. April 20, 2009. http://www.cdc.gov/ncipc/dvp/PreventingChildAbuse.htm

Resource Accountability The purpose of this lesson is for students to comprehend the necessity of using CAP and appropriated funds and assets within CAP's guidelines. Desired Learning Outcomes: 1. Identify sources of funding in CAP. 2. Summarize the responsibility for managing and safeguarding all CAP assets. 3. Explain why people handling assets need certain qualifications, regular evaluation, and authority to do their job. Scheduled Lesson Time: 30 minutes

Introduction Funding is necessary to function for all organizations. This is most certainly true for the Civil Air Patrol. In order to perform the three congressional mandated missions, assets such as aircraft, radios, vehicles, and other specialized equipment are necessary. On a national scale, these assets add up into the tens of millions of dollars. In this section, you will learn about the sources and accountability of Civil Air Patrol resources. As a member of the organization, you will be responsible for safeguarding funds and assets during your CAP career. You may have already begun and not recognized your actions as part of the safeguarding process. 1. Identify the sources of funding for CAP. In order to have a healthy respect for the accountability for Civil Air Patrol funds and assets, it is important to know where CAP receives its monies. In general, funding for CAP comes from six major sources. FEDERAL APPROPRIATIONS The Civil Air Patrol was chartered by Congress as a nonprofit corporation with a mandate to perform specific missions set forth by congressional charter. Since 1985, CAP has received a congressional appropriation in the form of a grant. CAP requests the grant from Congress each year, along with all other federal corporations and agencies. The grant is administered through the Department of Defense and the USAF. The amount of federal funding the CAP receives can greatly fluctuate for any number of reasons. Regardless, this has traditionally been the primary source of funding. Additional congressional funding may also be appropriated for very specific

purposes such as to purchase radios as part of a larger national plan to integrate communications amongst differing agencies. STATE APPROPRIATIONS Wing Commanders may request additional funds from their respective state governments. In many wings, the state government has a need for the Civil Air Patrol to perform various duties that are specific to the state government. For example, the State of Hawaii funds the CAP to perform tsunami warning missions. For many states, funding the CAP to perform local missions is the best buy for their dollar. SPECIALIZED FUNDING In cases where a federal, state, or local agency may need specialized services or assistance, the Civil Air Patrol may be called upon. In such situations, the agency will fund the operations performed. An example may be the US Forestry Service requesting an aerial survey of an area, or a county sheriff's office requesting the use of the ARCHER system to find a missing truck. DUES Membership dues are another source of funding. These dues tend to be budgeted towards internal administrative operations at all levels. Local unit fund raisers are also a source of funding. These funds are typically used by the local unit for administrative costs and activities. SALE OF ASSETS The last source of CAP funding is through the sale of vehicles and aircraft that are no longer deemed service worthy for the types of operations performed. Funds received from these sales are likely to be put towards the allocation of replacement vehicles or aircraft. Sales of assets are managed by National Headquarters. 2. Describe the responsibility for managing and safeguarding all CAP assets. Regardless of the funding source for Civil Air Patrol activities, all funds must be accounted for, thus a goal of the Civil Air Patrol is to promote and to insure the integrity of financial management practices and financial reporting (CAPR 173-1, paragraph 4). Due to the complexity of funding, accounting, and the distribution of funds, the Civil Air Patrol completed the institution of the Wing Banker Program in 2009. The Wing Banker Program is designed to centralize accounting activities for groups and squadrons at the Wing level. This assists the Wing in providing accurate financial reporting to National Headquarters and helps foster the continued trust of CAP's funding sources. In the Wing Banker Program the wing financial directorate acts as the bank, accountant, reporter, and check-writer service for the groups and local units. (CAPR 173-1, paragraph 4) These subordinate units continue to maintain control of the obligation and

transference of their funds without the imposition of the wing, unless requested by the unit. Even though these functions are performed at the wing level, units are still responsible for practicing sound financial management practices. Financial management practices include cash accountability, verification, documentation and segregation of duties. CASH ACCOUNTABILITY The foundation of sound financial management practices starts with a strong focus on cash accountability. Units contribute to this effort by ensuring that any cash received is immediately deposited into the bank. The deposit of monies into the bank must also include notification to the Wing Banker Program to ensure that deposited funds are properly accounted and credited to the unit. Units must also make sure that no cash is maintained at the unit as a petty cash account. All monies are to be deposited promptly and expenditures must be made using the approved cash disbursement process. The unit commander is responsible for establishing a finance committee, in writing, on a yearly basis. The finance committee in turn is charged with the review and pre-approval of all reasonable and proper expenditures over $500.00. The committee must also preapprove reoccurring unit expenditures. This review must occur prior to committing to the expense. One method of ensuring this review actually occurs and that the approval of reasonable expenses is secured prior to commitment is the use of an annual unit budget. During the year, expenditures can then be compared to the annual budget. Other methods of ensuring cash accountability include internal accounting controls put in place by the unit finance committee. These controls must include policies such as ensuring that checks are not made payable to persons signing the checks or to members of the same household. VERIFICATION Once processes are in place to ensure good cash accountability it then becomes important to gain feedback on the effectiveness of the financial process. This is accomplished through verification. Verification of unit financial activity typically occurs at the unit's quarterly finance committee meetings. The finance committee is composed of at least three officers, including the unit commander as chair, the finance officer, and at least one other staff officer. All financial activity is reviewed and verified at these meetings including: the review of the prior finance committee meeting minutes, ensuring expenses over $500.00 and reoccurring expenses were approved prior to their expenditure, and approval of financial reports. To ensure proper verification of the unit's financial activity the finance committee must put in place policies that establish proper financial control of unit funds. These policies include a requirement that all checks require two signatures.

DOCUMENTATION Several examples of properly documenting the unit's financial activities includes the recording of the following in unit records: finance committee meeting minutes, all deposit slips and expenditure requests, fiscal year budgets including a quarterly budget versus actual comparison and the maintenance of appointment letters for the finance committee. Proper documentation provides a mechanism for units to properly plan for future financial needs. The review of previous years' budgets, both planned and actual, are a useful planning tool for drafting a budget for the new fiscal year. Past invoices and receipts provide an indication of the reasonableness of like expenses. An additional document, or form, that you should become familiar with is the CAP Form 108. This form is designed to be used by members who are seeking reimbursement for approved expenditures. An example could be a member who purchased gas for a CAP vehicle while on an assigned Air Force mission. In this case, since the need and use for the gas was related to an Air Force assigned mission, the funds are reimbursable. The member requesting reimbursement should follow all applicable National and local procedures when submitting their request. For more information about reimbursements, review CAPR 173-3, Payment for Civil Air Patrol Support. SEGREGATION OF DUTIES Segregation of duties involves the assignment of different portions of the financial process to different individuals. Utilizing more than one individual reduces the opportunity for errors and also reduces the potential for misappropriation of unit funds. Some examples of this include: the pre-approval of expenditures by the finance committee (a group of at least three CAP officers), the establishment of financial policies by the finance committee, not allowing the same person signing checks to perform the reconciliation, not allowing a person to sign a check to themselves or to a member of their household. There are many sources of funding for the Civil Air Patrol. From the primary source, the government, to the local unit fund raiser. The source of funding can greatly depend on what the monies will be used for, such as state funding to assist with tsunami alerts or federal funding for the Forestry Service to assist with land surveying. Regardless of the source of funds, it's the responsibility of every member of CAP to follow proper procedures as outlined by National Headquarters and subordinate unit's publications. This includes the excellent financial management and financial reporting practices. 3. Explain why people handing assets need certain qualifications, regular evaluation, and authority to do their job. MANAGING AND SAFEGUARDING ASSETS

At this point, you should be gaining an understanding that taxpayers play a large role in the funding of Civil Air Patrol assets and maintenance of those assets. In return, the CAP is accountable to the taxpayers. You can think of the accountability the CAP and its members have to taxpayers as a solemn promise. This promise is to ensure that funds are not wasted, equipment is well maintained, and equipment is not abused or lost. (For more on this see the Ethics Lesson in this course.) To assure that this promise to the American Taxpayer is met, the Air Force and the Civil Air Patrol have instituted a set of internal controls that are designed to safeguard the assets we use. These safeguards include you as an active and vigilant participant in the protection of CAP assets. You will then learn the accountability and oversight process that is set in place to safeguard assets. INTERNAL CONTROLS TO SAFEGUARD ASSETS Civil Air Patrol property received from Federal sources or purchased with federal funds is held in trust for the beneficiaries of the CAP Cooperative Agreement with the US Air Force − the taxpayers of the United States of America. Because CAP property and funds are obtained from both public (governmental) and private sources, there are a great many legal restrictions and conditions for their care and use. To ensure CAP's continuing eligibility to receive federal funds and property, commanders and their logistics staff must be thoroughly familiar with these control parameters and pay particular attention to the management of all CAP property entrusted to their care. (CAPR 174-1) In the event CAP-USAF or CAP leadership determines that a wing has inadequate control over its resources, that wing may be restricted from receiving Department of Defense (DoD)-excess property or any property purchased with Federal appropriated funds until the deficiencies are corrected. In addition, if CAP makes its own determination that a wing has inadequate control over its property the CAP National Commander may freeze or suspend CAP wings from receiving property purchased with corporate funds. (CAPR 174-1) Thus accountability for assets at all levels by all persons is imperative to maintain a continuous continuity of operations. The accountability for assets is completed through a set of internal controls. You will learn the basic level of individual responsibility and how it relates to the larger picture. Your goal is to gain a general impression of internal controls and to understand the process for safeguarding assets. TERMS To begin, you'll need to learn a few basic terms: real property, expendable, and nonexpendable as it relates to an asset. Understanding these terms will assist you in understanding how CAP categorizes assets and the associated internal controls that are in place to safeguard them.

Real property is any land and all things attached to it, such as a building. Many people refer to it as real estate. The Civil Air Patrol may own or lease real property. Leasing real property can be as simple as an agreement between a DoD installation or local government to a more traditional monthly payment for use of a facility. In all cases, it is up to each individual to make sure the facilities we use are cleaned and maintained regularly. For more information about CAP Real Property Management, refer to CAPR 174-1. The next terms are expendable and non-expendable. Expendable property is property that is normally consumed either partially or completely during its use. Property is expendable if it has no further value after usage or loses its original identity during periods of use. Items of relatively low value or that are technically outdated are considered expendable property. Aircraft fuel and office supplies are examples of expendable property. (CAPR 174-1) Non-expendable Property consists of items of a durable nature that are neither consumed nor lose their identity during periods of use. (CAPR 174-1) CAP defines non-expendable property as: •

Is complete in itself.

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Is of a durable nature.

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Has a continuing use.

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Is not consumed in use.

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Does not become a fixture or lose its identity as a component of another item.

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Has an expected service life of one or more years.

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Has an initial acquisition cost of more than $500.

ISSUANCE OF NON-EXPENDABLE EQUIPMENT After you received proper training and permission, you may be assigned nonexpendable equipment such as a transceiver (two-way radio). Before it is handed over to you, you will need to sign documentation stating that you are taking custody of the property, you will safeguard and maintain it, you will only use if for CAP activities, and you will return the property to the issuing authority on demand. From the date of issuance, you will be required to return the equipment for inspection at a minimum of once a year. The documentation you signed is now filed locally and electronically by the issuing authority, typically by your unit's logistics or supply officer. The information on the document is transferred to a central database called ORMS, which stands for Operational Resource Management System. As the name implies, all non-expendable assets are tracked. This tracking system will include your name as the responsible custodian.

AIRCRAFT AND VEHICLES Other types of non-expendable equipment to consider are aircraft and vehicles. Aircraft and vehicles are assigned to units such as your squadron or wing. They are not assigned to individuals; however, individuals may be appointed the duty as custodian, or chief person to contact, regarding the use and maintenance of the aircraft or vehicle. Typically, the unit's transportation or logistics officer is the custodian for the unit's assigned vehicle. An aircraft custodian is typically the aircraft maintenance officer or the unit commander. In either case, you will need to contact the proper custodian prior to the use of either asset. When you use a vehicle or aircraft, you assume the responsibility for its care-in-use. The first step is to review any vehicle inspection or pre-flight checklist. This is your opportunity to report any missing parts, damage or mechanical problems with the equipment. If you were to skip this step and not report any discrepancies, you then assume the accountability for those discrepancies. Typical wear and tear on any equipment, but especially aircraft and vehicles is expected. This should not, however, be considered an opportunity to behave recklessly. As the principal user (i.e. driver, pilot), you will need to make a concerted effort to remind passengers to take care of the equipment as well. After all, you are ultimately responsible. Prior to the turning in of the aircraft or vehicle, make sure that it is cleaned and refueled in accordance with local policies. This is to ensure operational readiness of the equipment. All seat belts should be visible, radios and other equipment properly stored, and paperwork completed. Don't forget to lock the doors and turn in the keys as directed. Should a mishap take place, do not panic. Your primary responsibility is for your safety and the safety of any passengers. If necessary, such as in a vehicle accident, contact the local authorities (911). As soon as all immediate dangers and/or injuries are managed, contact someone within your chain of command starting with your immediate commander. You may have additional local guidance on this topic, so consult with the aircraft/vehicle custodian prior to using any equipment. In general, report any equipment damage that may have occurred as soon as practical. IMPROVEMENTS TO EQUIPMENT It's important to note that any improvements you make to CAP property will become the property of CAP. For example, if you add at your expense a hard drive to an issued laptop (assuming you have permission to do so first), you cannot demand to have your hard drive back when you turn in the laptop. The hard drive is an improvement to the equipment and is now part of its make-up. To further illustrate this concept, if you were to attach a self purchased microphone that plugs into a jack on an issued transceiver, it does not become a permanent part of the equipment. The microphone is an accessory,

not an improvement to the quality of existing equipment. Unplugging the microphone will not change the make-up of the transceiver. Please note that items purchased with personal funds that become property of CAP may be deductible from your income tax. Before you make any improvements, you must first gain permission to do such with the appropriate authority. You should begin by contacting the issuing authority. If you are not sure what may be considered an improvement, contact the issuing authority for clarification. LOST, STOLEN, OR DAMAGED EQUIPMENT Should the assigned equipment become lost, stolen, or damaged your responsibility is to report such to the issuing officer, or your commander, as soon as possible. You should expect an officer to be appointed to conduct an investigation of the matter. This should not intimidate you, nor cause hesitation in reporting the incident. The intent of an investigation is to develop an unbiased report determining the level of negligence, if any, on the part of the member who was issued the equipment. If the member is found negligent, s/he may be liable for an assessment up to the cost of reimbursement, replacement, or repair of the equipment. However, if all reasonable effort was taken to protect the property, then the investigation will determine that to be the case. Upon determination of any negligence in which assessment is determined, the member will make arrangements with HQ CAP/FM to arrange payment of the assessment. CAP members who feel the imposition of assessment is unjust or unfair may appeal to the national commander through their region commander. Such appeals must be submitted within 30 days after the member's notification and will be limited to a review of the investigation report and any other documents the member may submit. The decision of the national commander is final. (CAPR 174-1) For further guidance and details related to the process of lost, stolen, or damaged equipment, refer to CAPR 174-1, Property Management. FRAUD, WASTE, AND/OR ABUSE Fraud, Waste and/or Abuse (FWA) are a drain on the time, effort and resources of the Civil Air Patrol and all of its members. Fraud, waste or abuse can occur through an unintentional act or can occur by deliberate action. Regardless of the intent, fraud, waste and/or abuse cannot be tolerated. It is the responsibility of all members to report such actions. First, you will need to know the definitions of fraud, waste, and abuse. • Fraud is any intentional deception (including attempts and conspiracies to effect such deception) for the purpose of: inducing CAP action, inaction or reliance on that deception; depriving CAP of something of value; securing from CAP a benefit, privilege, or consideration to which the party is not entitled. Such practices

include, but are not limited to: offer of payment, acceptance of bribes or gratuities; making false statements, submission of false claims, use of false weights or measures, evasion or corruption of inspectors and other officials, deceit by suppression of the truth or misrepresentation of a material fact, adulteration or substitution of materials, falsification of records and books of account, arrangements for secret profits, kickbacks, or commissions, and conspiracy to use any of these devices. • Waste is the extravagant, careless, or needless expenditure of CAP funds or consumption of CAP property that results from deficient practices, system controls, or decisions. • Abuse is the intentional, wrongful, or improper use of CAP resources such as the misuse of rank, position, or authority that causes the loss or misuse of resources such as tools, vehicles, computers, copy machines, etc If you suspect or know of a potential FWA situation within the Civil Air Patrol, you should contact your commander, wing Inspector General or you may use the Fraud, Waste and Abuse Hotline. The FWA hotlines allow you to leave confidential, password protected information at National Headquarters. When using the FWA Hotline, please leave your name, phone number and/or e-mail address, and a short description of the potential FWA situation which you are concerned about. You will be contacted within 3 working days. • •

FWA HOTLINE E-MAIL : [email protected] FWA HOTLINE TELEPHONE: (877) 227-9142 and select option #4

ANNUAL ACCOUNTABILITY REPORTS Each year, all unit commanders are responsible to ensure the completion of a physical inventory report. These annual reports are intended to demonstrate to both the CAP and CAP-USAF management teams that CAP is meeting its responsibilities for the stewardship of assigned CAP assets. This, in turn, helps CAP earn the public trust of the American taxpayers. Everyone in the unit who is assigned equipment will take part in this annual report. Often the supply or logistics officer will use this as an opportunity to inspect any personal equipment assigned to you as discussed earlier. These reports are executed in ORMS. Managing and safeguarding Civil Air Patrol assets is equally as important to financial accountability. It is the responsibility of all members to safeguard our equipment in order to maintain public trust and to be prepared in the event the equipment is needed. The Civil Air Patrol recognizes that some equipment (expendable) has limited use while others (non-expendable) have long term use and need to be properly maintained. Regardless, the CAP needs all members to be vigilant and to report any lost, stolen or damaged assets as well as any suspected or known fraud, waste, and abuse. Each

year, unit commanders will review all inventory to ensure that all equipment, vehicles, and real property are in good serviceable condition ready for any mission. TRAINING AND PERMISSION FIRST Before you are assigned any CAP equipment, you must first be trained in its operation, maintenance, and proper handling. Perhaps this sounds obvious; however, in moments of zeal we can forget the obvious. So it's important to make the conscious effort to ask yourself, "Have I been trained to handle this equipment?" If the answer is "no", then it is best to leave it alone. To illustrate the importance of this subject, consider this scenario. A CAP aircraft with specialized reconnaissance equipment called ARCHER lands at the airport where your unit meets. You walk out to the aircraft and decide to step in the back where the ARCHER equipment is installed. You've only heard about the system but have never seen one up close, so you take a close look. In your excitement your foot accidentally pulls a cable. The ARCHER Operator notices you inside and quickly comes over to ask what you are doing only to find you trying to replace the cable you just pulled off. The ARCHER Operator asks you to step out and upon inspection notices you just damaged a $10,000 custom cable that is not something you can run down to the local electronics store to replace. In this scenario, can you be found negligent? monetary loss? The answer to is, YES!

Can you be found responsible for the

As mentioned before, you will need training prior to handling any equipment. Training for the use of equipment can vary from an orientation and demonstration at the local unit to a complex in-residence training conducted over several days. Those that are more difficult usually require certification. An example may be certification in the use of a glass cockpit equipped aircraft or the ARCHER system as discussed in the previous scenario. In addition to any initial training you receive, you will need to have periodic training to assure that you continue to retain the knowledge needed to operate and maintain the equipment. Often this can be done in conjunction with a training exercise to save money. The frequency of secondary training and evaluation will depend on the type of equipment, regulations, and any local policies. The final consideration in handling any equipment is the authority to do so. In cases where you've been trained to handle a specific type of equipment you now have to ask yourself a second question, "Do I have proper authority to handle it?" As in the prior question, if the answer is “no", then leave it alone. It is important to understand that just because you are trained to handle equipment does not imply that you have permission to handle or use it.

You should now have a strong understanding that before you touch any CAP equipment, you should ask yourself two questions, "Have I been trained to handle this equipment?" and "Do I have proper authority to handle this equipment?" If the answer to either question is "no", then leave it alone. Lesson Summary and Closure In this section, you should now have an understanding that the Civil Air Patrol is funded from many different sources with the largest entity being the American Taxpayer. In return, it is the responsibility of every individual to take an active part in maintaining the confidence of those who fund our operations by subscribing to appropriate actions when accounting and safeguarding the monies and equipment we use. Failure to meet any accountability standards can result in the loss of public trust and for the individual member, who is found negligent, responsible for the reimbursement, repair or replacement of assets. Works Cited CAPR 123-2, Complaints, and Civil Air Patrol National Website, Fraud, Waste and Abuse web page http://members.gocivilairpatrol.com/cap_national_hq/inspector_general/fraud_waste_and_ab use.cfm> CAPR 173-1, Financial Procedures and Accounting Report for Units Below Wing Level. Maxwell AFB, AL: Civil Air Patrol National Headquarters, 15 Nov 2012. CAPR 173-3, Payment for Civil Air Patrol Support, Maxwell AFB, AL: National Headquarters, 1 Jul 2013.

Civil Air Patrol

CAPR 174-1, Property Management, Maxwell AFB, AL: Civil Air Patrol National Headquarters, 26 Dec 2012.

Safety The purpose of this lesson is for students to comprehend the basic requirements for CAP safety management. Desired Learning Outcomes 1. Describe the three components of CAP's safety philosophy. 2. Explain the interplay between regulated procedures, Risk Management (RM), and individual responsibility. 3. Describe the application of regulated procedures, RM, and individual responsibility to CAP activities. Scheduled Lesson Time: 30 minutes

Introduction In your Level I Orientation Course you received a basic orientation to the CAP safety program and how Risk Management (RM) provides a critically important tool for minimizing risks to our members in performing their volunteer duties. Now you are advancing and will be directly participating in accomplishing the CAP mission where you will be exposed to varying degrees of risk. Your training and participation opportunities will be many, and with them comes a very important responsibility for you to be actively engaged in the CAP Safety Program. It is through your active safety participation that you will help keep yourself, your fellow CAP members, and our valuable equipment in mission ready shape. In this lesson we will provide a very brief overview of a the aspects of the formal CAP safety program, but more importantly introduce three very critical aspects of the practical safety program and how you, as a new CAP officer, will become a key part of accomplishing CAP missions while keeping risks to a minimum. The formal CAP safety program is outlined in CAPR 62-1, Civil Air Patrol Safety Responsibilities and Procedures, and can be reviewed at your convenience. This regulation provides program specific guidance for running the safety program and is very important for commanders and safety officers. As an active member, you may already have benefited from participation in unit safety meetings or received a specialized safety briefing when attending certain CAP activities like encampments, field training exercises (FTX), or anywhere members face risk. These briefings are all part of the CAP formal safety program. Additionally CAPR 62-1 requires each member receive annual training on Risk Management (RM). The reason for this annual training is to emphasize the importance of using RM as our primary tool to reducing risks. Its use is truly part of the CAP safety culture and becomes one of the three components of a safety philosophy that keep our risk at an acceptable level.

1. Describe the three components of CAP's safety philosophy. The practical application of the CAP safety program is simply an extension of the formal safety program and relies on three integrated components. These components are regulated procedures, RM, and finally the individual CAP member's responsibility in carrying out the safety program in a continual and effective fashion. Let's address each of these separately. REGULATED PROCEDURES Regulated procedures is an overarching term that includes all applicable laws (including federal, state and local) and also other publications (i.e. rules, regulations, manuals, and pamphlets). They directly impact how we do our business. In some cases they may identify and prohibit certain unsafe activities or actions. In other cases, they may set reasonable limits or parameters that must be adhered to in order to keep risks at an acceptable level when carrying out certain tasks. Speed limits on our roads, or how close a CAP pilot should fly to the terrain when searching for a missing airplane both provide examples of regulatory guidance that are meant to keep us safe. Some members when first learning of certain regulatory guidance may consider it overly restrictive or limiting. What is important to understand is that much of the safety related regulatory guidance has developed over time and occurred from either near mishaps or actual mishaps that caused serious injury or significant property damage. The history leading up to the regulatory guidance isn't typically documented in that guidance, but is often stored in the mishap and investigation files. Needless to say, many people may have suffered greatly for the protection being established in the regulatory guidance that is now protecting our members and equipment. RISK MANAGEMENT The second component is RM. From your Level I training you may recall RM is a systematic 6 step process to identify and manage risks. It is based on the premise that we must deal with hazards every day, and that by carefully analyzing them and reducing the resultant risks we can increase overall mission effectiveness. In the process of reducing risks, we also reduce the number and severity of mishaps. Mishap is a general term used by CAP that covers any unplanned event where injury or property damage occurs. It covers the full range in severity from something that is really minor up to a serious accident. CAP then categorizes each mishap has an "accident," "incident", or "minor mishap" depending on the dollars involved or the severity of the injuries. CAPR 62-2, Mishap Reporting and Investigation, provides all the details. Obviously mishaps hurt us in several ways. The pain, suffering and time to heal from even minor injuries can be quite high and while a member is recuperating we lose a valuable asset. Equipment that is ruined or damaged, like people, is a loss to the mission not to mention the actual cost for repair or replacement. Therefore every mishap, even the minor ones, take a negative toll on being able to complete our missions and need to be prevented.

Most people perform a level of unconscious RM every day without even realizing it. Evaluating the hazards of winter roads and buying snow tires or a four-wheel vehicle can be part of RM. Delaying travel when roads are icy and unsafe is also a form of RM. But to really reap the benefits of RM requires one to fully understand the details of each ORM step and allot adequate time to work good and complete risk mitigation measures. Therefore RM should be consciously applied in all CAP activities. To enhance our members' understanding and application of RM, CAP offers RM courses. Completing these courses gives members a much better understanding of what is involved with each step and various risk control measure options that can be synergistically applied to lower risks. While we won't duplicate the level of detail of the RM courses here, there are a few aspects of RM you should understand for this lesson. The first is that RM is based on four key principles. •

Accept no unnecessary risk

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Make risk decisions at the appropriate organizational level

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Accept risk when benefits outweigh cost

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Integrate RM at all levels.

Inherent in the principles is the realization that even after applying risk control measures there will still be some residual risk. At every point in the RM process, it is important to measure the benefit of completing the tasks with those remaining risks clearly outweighs the cost if something were to go wrong.

The second RM aspect worth mentioning is that RM can, and should, be accomplished in three levels: •

Strategic RM - long term planning of complex or large operations

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Deliberate RM - e.g. by an experienced group coming together and brainstorming

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Time Critical RM - done on the fly to deal with unplanned or quickly changing events

INDIVIDUAL RESPONSIBILITY The final component of our CAP Safety Philosophy is the responsibility of each and every member to actively engage in the safety program. Our team effort is comprised of individuals who understand how safety is carefully integrated into activities from early event planning all the way through post event review. No matter how well our regulatory guidance is developed or RM accomplished, the safety program hinges on individuals continually being alert to hazards and taking action to prevent mishaps. This includes each member understanding that they have the responsibility to stop or modify an unsafe act that can prevent a mishap from occurring. Each member comes into CAP with varied backgrounds, education and experience level. That background will continue to grow with experiences gained internal and external to CAP. Each member must then use their talents to the safety program for the benefit of themselves and their fellow volunteers. So even as new member to CAP you are expected to contribute to a positive safety culture within the organization. 2. Explain the interplay between Operational Risk Management, regulated procedures and individual responsibility. The three safety components all work together to ensure our members can accomplish their mission in a low risk environment. This section takes a closer look at some of the regulatory guidance that pertains to CAP and how the ORM process helps modify those procedures over time. Then it will look at how individual responsibility ties in to keep our members and equipment safe. As previously presented, regulatory guidance comes both from outside CAP as well is internally. It provides the first level of safety oversight in guiding our members in CAP activities by providing information on what activities may be unacceptable or in some cases acceptable only under specific conditions. CAP, like all organizations and citizens, is required to follow federal, state and local laws. This includes the Federal Aviation Regulations (commonly called "FARs") for flight operations as well as state and local traffic laws. CAP also has its own set of regulatory guidance, commonly referred to as "publications" which guide us in planning and carrying out CAP activities. It is very appropriate to look at how these CAP publications impact our safety and how RM helps in the establishment and changes to the publications.

As safety is integrated throughout our CAP activities, it quickly becomes apparent that portions of different regulations pertain to items that reduce risk. There is no single document that covers everything safety related. Therefore to effectively understand all regulatory guidance when it comes to safety involves doing a little research into several different functional areas. At first the number of publications may seem overwhelming to a new member, but once you learn that they are broken down by series and there are also indexes readily available, it is a little easier to navigate and find what you need. A publication series is simply a way of grouping related publications, like regulations and manuals, with a similar number scheme. From a safety perspective, there are a few key publications series that deal with higher risk activities and therefore potentially contain important safety related information. They are: •

Series 52…Cadet Programs

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Series 60…Operations

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Series 62…Safety

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Series 66…Aircraft Maintenance

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Series 77…Motor Vehicles

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Series 100..Communications

To apply these publications, CAP members need to know where to find them. National level publications can typically be found on-line in the members section at http://members.gocivilairpatrol.com. CAP publications are sometimes supplemented at lower levels and members need to check each echelon below National Headquarters to ensure compliance with all the publications. Using today's technology most regions and wings make these documents available via web sites or by other means, and they are equally important because they may address regional or local issues that are unique to the local area. Your unit administrative officer should be able to help you find specific publications. To understand how RM interplays with regulatory guidance one must keep in mind that RM is a continual cycle, done at different levels, with the last step including a review of the success of the process. Sometimes even the best efforts in risk reduction don't succeed and we experience one or more mishaps. By tracking these mishaps at the national level, CAP can identify trends and conditions that may need attention at the regulatory level. In reality, tracking mishaps is performing the RM Step 6 at the strategic level. To help in this RM review process, the mishap reporting and investigation process covered in CAPR 62-2 comes into play. Even minor mishaps that don't require formal investigation are reported for statistical and trending purposes through an on-line reporting system. Through a process of gaining experience in certain activities and reviewing our successes (and occasional failures), our leadership can cycle through the RM process at the strategic level when necessary and consider if

changes to our regulatory guidance is in order. These changes can then be introduced in existing publications or possibly formed in new ones. A presentation of safety and regulatory guidance would not be complete without considering the possibilities of different regulatory guidance that may exist in different sources. From time to time, there may be more than one piece of regulatory guidance that pertains to a certain activity. One regulation may be more stringent than another, or occasionally two pieces of guidance may actually conflict. From a safety perspective, the normal procedure is to consider all the applicable guidance and take the course of action with the safest outcome or lowest risk. This follows the RM concept of reducing risks to the lowest possible level and the RM principle of accepting no unnecessary risk. A perfect example of two regulations applying at the same time is the Federal Aviation Regulation Part 91.151 and CAPR 60-1, CAP Flight Management. Part 91.151 prohibits a pilot from starting a day, visual flight rule flight unless they have at least 30 minutes of extra fuel on board. Our current CAP flight regulation that has evolved over time requires CAP pilots to plan and fly a flight so that there is one hour of fuel remaining at landing. Not only has CAP required additional fuel reserve based on time, but also slightly changed the FAA concept by requiring CAP pilots to adjust a flight when necessary to land with the right amount of fuel reserve. Obviously the CAP regulatory guidance is more restrictive (and includes a safer margin of fuel reserve) than the minimum requirements set by the FAA. It is therefore incumbent on CAP pilots in this case to use the more restrictive CAP requirements over the FAA requirement. Most of the time CAP regulatory guidance will be at least as restrictive as federal, state and local laws; but if for some reason it is not, our members are expected to follow the most restrictive and safest guidance. Recall that two principles of RM included making risk decisions at the appropriate level and then to ensure the benefits of taking the risk clearly outweigh the cost if a mishap occurs. The principle is sound, but occasionally the practical answer of "what is the right level" may not be clear. When possible, the decision making level, including the introduction and approval of risk mitigation and acceptance of residual risk is pushed down to the lowest practical level. This may be down to an Incident Commander or encampment commander. However, regulatory guidance on occasion specifically establishes the lowest acceptable level certain risk decisions can be made. An example of that is found in CAPR 52-16, Cadet Program Management, paragraph 14 that covers Safety Policies Related to the Cadet Program when it comes to rappelling. By regulation, cadets are normally only allowed to rappel on DoD installations, using DoD equipment and under direct supervision of current and qualified DoD rappelmasters. However the regulation also allows region commanders to authorize the use of commercial instructors, facilities, and/or equipment, if they give a waiver in writing prior to the activity and after being satisfied that all aspects of the activity (installation, instructors, equipment, etc.) meet or exceed established DoD standards. Regulatory guidance in this case requires the RM approval level for a non-DoD rappelling activity

be presented by a CAP staff officer identifying whether the benefits exceed the residual risk. While RM feeds into the regulatory guidance process, the regulatory guidance process then frequently feeds back into the local RM process by providing certain minimum levels of risk mitigation. Early on in event planning a check of appropriate regulatory guidance is critical because it may set certain parameters or require obtaining a certain level of approval to meet safety guidelines. By design, CAP regulations try and set the minimum guidance necessary for effective management, and that also means they provide only the uppermost level of safety protection. For example, national level publications may be somewhat general in nature and may not take into account all the local hazards faced by a particular wing or local unit in different parts of the country. Therefore, it is always important to follow a regulatory guidance check with a full RM process to meet the full principles of RM. Just because regulatory guidance was established at the strategic RM level it does not mean higher echelons did a complete RM review and take into account every hazard that could apply. It is only after one or more full RM cycles has been done that we can be reasonably assured that an activity has been properly risk analyzed. CAP places great inherent responsibility on you, as a CAP officer/NCO, to work all regulatory guidance and RM into your activities, regardless of your formal position. Even as a relatively new member of the CAP team, you need to take this responsibility seriously and begin both a formal and informal training program to live up to it. For starters, early in your CAP career is a good time to begin reading and understanding various CAP publications that pertain to high risk areas where you will be participating. When reading them, look for regulatory guidance where CAP has introduced risk reduction measures. Keep in mind that the regulations should become a reference tool for you. You don't have to memorize every detail, but instead should gain a working knowledge of what generally is in them and where to find detail when needed. After, spend an hour to complete the on-line RM basic course. Certain activities in the future may require this course, and the sooner you get it completed the sooner you will better contribute to fully applying RM to your activities. Another area to consider is your participation in unit and event safety training and education. While the unit commander and activity safety officer may have the overall responsibility to ensure this training is done, they may not always have the most experience in specific hazards or techniques to get the message across in a lively and practical manner. Safety involves a significant amount of human involvement to work, and we get results through continued formal and informal leadership. As a CAP officer/NCO you are expected to both follow and lead. When you demonstrate good safety practices and reject unsafe actions, you are leading by example. As you are placed in various leadership roles, you can also provide your own safety "briefs" as required. Safety briefings don't always need to be formally prepared and structured. An unplanned situation may provide the opportunity for a quick safety review or training

session that may involve only one or two people and last as short as 30 seconds. This is especially true when dealing with young adults (cadets) where the safety education transferred may have a very long and positive impact. An optional (unless you are a safety officer) on-line course you may want to take is the Basic Safety Officer Course and open-book exam. Even if you don't plan to be a safety officer, there is information that may benefit you while participating in CAP activities. Most important of all is to NOT underestimate the important responsibility you have to stop an unsafe act; regardless of the role you are formally assigned. Every CAP member in essence is a pseudo safety officer when it comes to preventing a mishap and therefore should be continually running through the time critical RM cycle. Sometimes all it takes when observing an unsafe act or identifying a new hazard is to say, "that looks really unsafe" or "we shouldn't do that." It's amazing how people may quickly agree and change their actions to prevent a mishap. Sitting back and passively letting an unsafe activity progress without interceding is NOT acceptable in any CAP activity. Another tie between individual responsibility and RM is the appreciation that using experienced or specially trained people is often a risk reduction tool that can be applied during the RM process. The more experience and training you achieve in relation to the activities you'll be involved with can actually make you more valuable in completing these activities in both a safe and professional manner. For example using current, qualified and proficient instrument rated flight crew when the weather is marginal (marginal VFR for the pilot types) may be an RM risk control measure. CAP cadets take an oath which in part reads “advance my education and training rapidly to prepare myself to be of service to my community, state and nation." That same preparation is no less important for our CAP officers/NCOs and the enhanced education and training in some areas can and will contribute to the overall safety of CAP activities. At this point you can see the three components of regulated policy, RM and personal responsibility all interplay in keeping our programs and activities safe. Each piece alone is not enough. It is the active combination of all three that allows us to prosecute our missions without undue risk. 3. Describe the application of regulated procedures, ORM and individual responsibility during CAP activities At this point you should have a fairly good understanding of the three safety components. It is through their carefully orchestrated application we achieve positive results. Since regulated procedures can provide the first level safety protection every CAP staff officer facing a new situation should allot some time to research any publications that may impact the upcoming activity. This is especially important if the CAP officer/NCO

is responsible for the overall planning of the activity. Keep in mind that more than one regulation or pamphlet may pertain. For example if you are planning an outdoor cadet field activity it may include using both CAP vehicles and communications equipment. Guidance from 52, 77, and 100 series publications may all apply. Don't be afraid to ask questions and receive input from other unit staff specialists, but also make sure they are providing the most recent and current guidance. Your research should also include any supplements published by your region, wing, group or unit. As you gain more familiarity with the publications they will become easier to apply and the time required to check them out goes down. Armed with current and accurate knowledge of regulated procedures, the application of deliberate RM during the planning process is appropriate. The sooner RM is started during the planning process, the more time risk reduction options can be explored and implemented. An indicator of poor planning is waiting until most (or all) of the event decisions are made AND THEN beginning to consider risks and risk reduction. When RM is worked in concert with planning, risk mitigation actions can be developed in parallel and prevent having to rework portions of the original plan. And don't forget the team approach. While you have individual responsibilities, that does not mean you have all the answers and have to do everything on your own. Safety is a teamwork activity and getting help, whether in the form of advice, resources and/or people, may be just what is needed in turning a high risk activity into one with relatively low risk. Finally, don't forget that RM is a continuous cycle and can operate at the strategic, deliberate and time critical levels. Regulatory guidance can take months or years to effectively develop, and is often done at the strategic level. In contrast, time critical RM can be done in seconds when needed. Even as the activity is underway, every individual has a responsibility to keep cycling through the 6 step RM process and take real time action to lower risks. A member may not always have time or immediate access to reference regulatory publications at that point, but there is always time to apply common sense life experience to intervene with an unsafe activity. Lesson Summary and Closure Through the integration of regulated procedures, RM and personal involvement CAP is able to complete its missions in a relatively safe environment. Regulatory guidance often provides the first level of risk reduction that is then further enhanced by application of deliberate and time critical RM by our dedicated members. This is effectively accomplished by dedicated members integrating safety at all levels by actively applying the 4 principles of RM and actively cycling through the 6 Step RM process. Work Cited: CAPR 62-1, CAP Safety Responsibilities and Procedures, 19 Dec 2012

CAP Vision and Mission The purpose of this lesson is for students to comprehend how CAP's mission and vision statements form the basis for all that CAP does. Please click on the topic to begin. Desired Learning Outcomes 1. State the purpose of a vision and mission statement. 2. Discuss CAP vision and mission statements in the context of CAP's Core Values. 3. Describe how the vision and mission statements are unifying to an organization. Scheduled Lesson Time: 30 minutes

Introduction CAP's vision and mission statements explain why our organization exists, what we seek to accomplish, how we intend to accomplish those missions, and what we want to mean to our communities, states, and nation. DEFINITIONS CAP'S Vision Statement: "Civil Air Patrol, America's Air Force Auxiliary, building the nation's finest force of citizen volunteers performing Missions for America." (3) CAP'S Mission Statement : "Supporting America's communities with emergency response, diverse aviation and ground services, youth development, and promotion of air, space and cyber power." (3) CAP'S CORE Values: Integrity, Volunteer Service, Excellence, Respect (15) CAP'S MOTTO: Semper Vigilans (3) CAP'S Three Missions: 1. Aerospace Education 2. Cadet Programs 3. Emergency Services (2&3)

"A vision statement can be described in a number of ways; for instance: It is a vivid idealized description of a desired outcome that inspires, energizes and helps members of an organization create a mental picture of the target."(14) It could be a vision of a part of the organization, or the outcome of a project or goal. It is sometimes called a picture of the organization in the future; but it's so much more than that. A vision statement is your inspiration, the framework for all your strategic planning. It answers the question, "Where do we want to go?" CAP's vision is succinctly stated in the statement performing Missions for America. 1. State the purpose of a vision and mission statement. Some of the key components of a vision statement are to incorporate one's beliefs and value systems: "It must meet the organization's objectives as well as community goals, given beliefs are a declaration of the organization's values, beliefs are a public, visible statement of the organization's anticipated outcomes, beliefs must be focused and practical, beliefs will guide the actions of all involved, beliefs reflect the knowledge, philosophy, and actions of all, beliefs are a key component of strategic planning." (4) A mission statement tells members the fundamental purpose of the organization. It focuses on the present. It defines the customs and the control process. It informs members of the desired level of performance. After the organization has formulated its beliefs, it needs to build on them to articulate the mission statement, which is a statement of purpose and function. 1. A mission statement draws on the organization’s values and belief statements. 2. The mission statement must be oriented to the future and describe the organization as you hope it will be, as though it already exists. 3. The mission statement should concern itself with one common purpose. 4. The mission statement must be precise and specific to the organization and not generalized or generic. 5. The mission statement should be short, to the point and not in excess of two sentences. (4) What is the difference between a vision and a mission statement? Think of these two words: VisionARY and MissionARY. We know what these two words mean. A visionary is someone who sees into the future - thinks about the possible. A missionary is someone who actually carries out the vision -they do the work. 2. Discuss CAP vision and mission statements in the context of their value systems. What are these core values?

1. Integrity means soundness of and adherence to moral principles and character; uprightness; honesty. 2. Volunteer Service means one who volunteers himself/herself for a service of his own free will. 3. Excellence means the continuing effort to be the very best. 4. Respect means fairness and dignity and worthy of esteem. These are CAP's Core Values and as concepts are expanded on and explained in more detail in CAP's core values lesson of this course. For this lesson, let's discuss how they underlie both CAP's mission and vision statements. (3) & (15) What comes first in CAP? It has to be a belief or value system. For CAP, we have our Core Values briefly recited. It's from these values that we build our mission and vision statements. Let's look at CAP's mission statement to understand how our value system comes into play. What is the first line of our mission statement? "To serve America." That suggests Volunteer Service, one of our core values. This also ties in with CAP's vision statement where it says "…building the nation's finest force of citizen volunteers…" So, volunteerism, one of the core values, is volunteers dedicating their own time, efforts and skills to CAP's mission and vision. CAP's mission statement additionally states: "To serve America by performing Homeland Security and humanitarian missions for our communities, states and nation…" Another tie-in with our vision statement of "performing Missions for America." All kinds of missions, too many to enumerate-from emergency services, disaster relief to blood transport and many others. What is another value in CAP's core? Integrity. Members are asked to practice the highest standards of self-discipline. What is self-discipline? It's the correction or regulation of oneself for the sake of improvement. The tie in with CAP's vision statement is "…building the nation's finest force of citizen volunteers…" You can't be a fine force unless you have integrity - a high value standard that is beyond reproach or criticism. Where does Excellence, another of CAP's core values, come into play? Let's look at the CAP definition. It means "a continuous effort to be the very best, and to consistently improve its humanitarian services to America. From personal appearance to resource management, excellence must be the goal of all CAP members." CAP's vision statement is almost a restatement of this core value where it mentions: "To serve America by performing Homeland Security and humanitarian missions for our communities, states, and nation…" If you are going to serve these goals, it seems natural that you should do it in the best possible way, with excellence as our performance guide to fulfill this task.

Respect, another of CAP's core values is defined this way: "CAP members come from all walks of life. Therefore, it is extremely important that members treat each other with fairness and dignity, and work together as a team. To do otherwise would seriously impair CAP's capability to accomplish the mission." Again this ties back to CAP's vision statement "…building the finest force of citizen volunteers." It could not happen unless all members work together, which implies we need to respect each other to complete the mission. (2) 3.

Describe how vision and mission statements are unifying to an organization.

While it is nice for an organization's headquarters to have a mission and vision it does not matter if the local units are off doing their own thing. Middle management/regional offices cannot effectively allocate resources, provide needed support if they don't have the same goals as the national or local organizations. Different chapters or levels of the organization cannot support each other if they are all doing something different. To understand how the vision and mission statements are unifying to CAP, we will see how the mission and vision statements are supported by the day to day missions that CAP's members perform. Remember our mission is to: 1. To serve America, 2. Perform Homeland Security missions and humanitarian missions for our communities, states and nation, 3. Develop our country's youth, 4. Educate our citizens on the importance of air and space. (3) CAP squadrons and flights are in every state, the District of Columbia, the Commonwealth of Puerto Rico, plus on US military bases in Japan and Germany. So, CAP's physical presence is all over the US, in a US territory, and in two countries where there is a large American presence. Thus, CAP is serving America. Aircrews from your wing perform Homeland Security missions for our communities; states and nation through aerial reconnaissance or communication capabilities for border security; assistance in a collective response effort such as damage assessment; search and rescue; evacuations; and other tasks. The local cadet squadron develops our country's youth by CAP's Cadet Program and Aerospace Education Programs, which instill America's youth with goals, objectives and understanding in leadership and Aerospace education to comprehend more about flight and America's objectives and methods in space exploration. It also supports Emergency Services and disaster relief by contributing trained members to ground teams, mission bases, and other activities. AEOs educate our citizens on the importance of air and space power by programs such as the Aerospace Education Excellence (AEX), rocketry and orientation flight programs for cadets in powered and glider aircraft, the aerospace education programs for seniors

such as the Yeager, and the Scott Crossfield and Brewer Award programs educate our adult members. The Aerospace Education Member (AEM) program for teachers from kindergarten through twelfth grade promotes aerospace education in schools using CAP educational products and resources through the Aerospace Education program. Both the Aerospace Education internal and external programs further educate both cadets and seniors in the ongoing programs and roles that America plays on a global basis in aviation and aerospace: too include new aircraft, new modalities of space exploration, and competence in conjunction with others to understand our world and the universe we live in. CAP's vision statement summarizes CAP's mission statement but goes further. It looks over the horizon, to the future and answers the question, "where are we going?" It tells us who we are: "America's Air Force Auxiliary, Civil Air Patrol. Whose uniform do we wear? A modified Air Force uniform including the corporate uniform distinguishing CAP as a component of the US Air Force. Building the finest force of citizen volunteers summarizes what CAP volunteers do for their home towns, communities, states and America. We are well represented in our thousands of members across the land, doing daily missions for America. Thus, the day to day missions we undertake are consistent with CAP's vision of performing tasks that support our patriotic status as volunteers in service to America. Mission and vision statements give CAP its current and future roadmap. Lesson Summary and Closure In wrapping up, we need to know first the purpose of a vision and mission statement. To do this let's look at strategies of organizations. All strategic planning is concerned with at least one of three questions: 1. What do we do? 2. For whom do we do it? 3. How do we excel? (12) Every organization, CAP included, needs to know where it stands, then determine where it wants to go and the method it will use to get there. The resulting statements or document is called the plan or the vision statement, which is how CAP arrived at "Missions for America" as its best summation of purpose. This is the distillation the U.S. Congress has codified as the role CAP will perform. And, it is a reflection of CAP's mission statement. In detail, the Congress has stated the purposes of the corporation (the Civil Air Patrol) are as follows:

1. Encourage and aid citizens of the United States in contributing their efforts, services and resources in developing aviation and in monitoring air supremacy, 2. Encourage and develop by example the voluntary contribution of private citizens to the public welfare. 3. To provide aviation education and training especially to its senior and cadet members. 4. To encourage and foster civil aviation in local communities; and 5. To provide an organization of private citizens with adequate facilities to assist in meeting local and national emergencies. 6. To assist the Department of the Air Force in fulfilling it non-combat programs and missions. (10) All of these roles are further included in the core values of CAP. Its core values define it mission statement and its vision statement. Volunteers with integrity that respect each other and strive for excellence in everything that they do exemplify the best of the Civil Air Patrol. It is under the shield of these values and goals that CAP members will perform to their best ability. Works Cited (1) Angelica, Emil. Crafting Effective Mission and Vision Statements. Amherst H. Wilder Foundation St. Paul, MN. 2001. (2) CAP Pamphlet 50-2, "Civil Air Patrol Core Values." Professional Development Division, Aerospace Education and Training Directorate, NHQ, Civil Air Patrol. Montgomery, AL 2000. (3) "CAP Vision, Mission Statements, Motto." CAP Knowledgebase. http://capnhq.custhelp.com/cgi-bin/capnhq.cfg/php/enduser/std-adp.php?pfaqid+415&p. (4) "Creating a Vision." http://www.nbsa.org/sbot/toolkit/cav.html. (5) Fahey, Liam. The Strategic Planning Management Reader. Englewood Cliffs, NJ: Prentice-Hall, 1989. (6) Gottlieb, Hilda. "3 Statements That Can Change the World: Mission/Vision/Values." Community Driven Institute. 2009. http://www.help4nonprofits.com/NP_Bd_MissionVision/Values_Art.htm. (7) Kouzes, James, and Barry Posner. The Leadership Challenge: How to Get Extraordinary Things Done in Organizations. San Francisco: Jossey-Bass Publishers, 1990. (8) McNamara, Carter. "Basics of Developing Mission, Vision and Value Statements." Adapted from: Field Guide to Nonprofit Strategic Planning and Facilitation. 1997. http://www.managementhelp.org/plan_dec/str_plan/stmats.htm.

(9) Olsen, Erica. Strategic Planning for Dummies. Hoboken: Wiley Publishing, 2007. (10) "Purposes and Objectives of CAP." Section 40302 of 36 USC, Title 36, Subtitle II, Part B, Chapter 403-Civil Air Patrol. http://capnhq.custhelp.com/cfibin/capnhq.cfg/php/enduser/popup_adp?p_faqid=575. (11) "Sample Mission Statements, Vision Statements and Guiding Principles." Time Thoughts: Resources for Personal and Career Success. 2009. http://www.Timethoughts.com/goalsetting/SampleMissionVisionStatements.htm. (12) "Strategic Planning." Wikipedia-The Free Encyclopedia. 2009. http://en.wikipedia.org/wiki/Vision_statement. (13) Ward, Susan. "Vision Statement." About.com Small Business: Canada. 2009. http://sbinfocanada.abut.com/od/businessplanning/g/visionstatement.htm. (14) "Writing a Compelling Vision Statement," Time Thoughts for Personal and Career Success. 2009. http://www.Timethoughts.com/goalsetting/vision_statements.htm. (15) Random House Dictionary of the English Language - Wikipedia, the Free Dictionary

Highlights of CAP and USAF History The purpose of this lesson is for students to describe the major events, dates, and highlights of the common history between CAP and the USAF. Desired Learning Outcomes 1. Describe key historic events that affected the relationship between CAP and the USAF. 2. Describe highlights from CAP history that changed the organization. 3. Outline highlights from CAP's recent service history. Scheduled Lesson Time: 30 minutes

Introduction Civil Air Patrol (CAP) and the US Air Force (USAF) have enjoyed a mutually beneficial relationship from the inception of both organizations. While there is a significant amount of historical facts and stories about both CAP and the USAF, in this module we will focus on the historical highlights of CAP's relationship with the USAF and recent events that have impacted the organization. Like any dynamic organization, CAP has evolved over the decades in both its missions and its relationship with its primary partner, the USAF. In part one of this module, the member will learn, briefly, how CAP came into existence and became aligned with the USAF. The remainder of the module will focus on the historical events that have changed and shaped the organization and its relationship with the USAF. 1. Describe key historic events that affected the relationship between CAP and the USAF. The birth of the CAP is officially recorded as 1 December, 1941. However, several key events prior to December 1941 laid the foundation of the organization. In the pre-World War II years, 1938-1941, several aviation advocates helped create the New Jersey Civil Defense Services made up of civilian aircraft, pilots and mechanics. Several other states followed suit over the next few years. The primary purposes of the CDS units were to protect the ability for private pilots to fly once war began and to •

Utilize small planes to fly liaison missions

•

Fly missions over sensitive areas to guard against enemy sabotage

•

To provide flight training for civilian pilots to increase the pool of trained pilots for later military service.

The visionaries responsible for pioneering the inception of this organization included both civilian and military leaders such as Gill Rob Wilson, General Hap Arnold, General John F. Curry, and several others. These men knew that if the U.S. entered WWII, civilian aviation would be severely restricted. These determined pioneers worked together to convince President Roosevelt and Congress of the need for a National Civil Air Patrol. Under the newly created Office of Civil Defense (OCD), in May 1941, OCD Director LaGuardia established an aviation committee to draft the plans for a civilian aviation force. The results of that effort led to the birth of CAP on 1 December, 1941. CAP's mission was to partner with the military to patrol the homeland and provide various flight services to the Army, thereby freeing more active duty pilots for combat duty. During World War II, CAP was an integral part of North American defense, patrolling the 1,200 miles of coastline from Halifax, Nova Scotia, to the Florida Keys searching for enemy submarines and other signs of enemy activity. CAP pilots logged over 500,000 flight hours and are credited with sinking two submarines. WWII CAP pilots located and directed rescue teams to numerous sinking vessels saving hundreds of American lives as a result. Cap flew border patrol along the Mexican border and was instrumental in the disruption of German spying activities. It also flew target towing, cargo and human transport for the Army, and entered into the search and rescue arena. In 1943 CAP was transferred to the Army Air Forces. In 1946 CAP was chartered by congressional act as a nonprofit, benevolent organization devoted to humanitarian activities. The National Security Act of 1947 established the Air Force as a separate armed service and most Air units and assets were transferred from the US Army to the new Air Force. By another act of Congress in May 1948, shortly after the creation of the new USAF, Public Law 557, made the organization the official auxiliary of the US Air Force. This law authorized the Secretary of the Air Force to assign military and civilian personnel to liaison offices at all levels of CAP. 2. Describe recent highlights in CAP history that changed the organization. In 1985 Congress passed what became known as the CAP Supply Bill, which authorized direct federal funding and procurement for the Civil Air Patrol through the US Air Force. It also authorized members to be reimbursed for certain mission-related expenses. In 1995, CAP stood up a fully corporate staff to serve the organization; with the USAF drawing back to an advice, liaison, and oversight role. Where the USAF had administered the day to day operations of CAP and had developed its training regimen, this work became a corporate function.

Under Public Law 106-398, in October 2000, Congress again fundamentally modified the organization. Congress clarified auxiliary status as a conditional state dependent on CAP performing actual services for a Federal department or agency while reaffirming strong Federal budgetary support to the organization. Also known as the National Defense Authorization Act of FY01, Congress created the CAP Board of Governors to serve as the principal governing body of the organization. This 11-member Board of Governors (BOG) is made up of members appointed by the Secretary of the Air Force and senior CAP volunteers. The BOG provides much needed strategic direction and guidance to CAP, while delegating many day-to-day operations of CAP to the CAP National Commander and policy decisions to the National Board and National Executive Committee (see the Legal Basis for CAP lesson as well as the Organization of CAP lesson). Air Force Instruction (AFI) 10-2702 outlines the official relationship between the CAP, the USAF and the BOG. The Board of Governors has no authority to establish, or exercise authority over, any Air Force policy, mission, or activity. The Board of Governors will report, at least annually, to the Secretary of the Air Force on the status of CAP as the auxiliary of the Air Force. Such reports will include CAP's performance in conducting Air Force programs and missions assigned during the preceding twelve month period and CAP's ability to execute Air Force assigned programs and missions. In July 2000, a Cooperative Agreement (CA) between CAP and the USAF was executed which outlined the financial arrangements between the two organizations. The draft of the Statement of Work described below was originally an attachment to the 2000 CA. In October 2001, a Statement of Work (SOW) was finalized. The purpose of the SOW is to specify Air Force requirements for services that CAP is to perform in furtherance of the noncombat missions of the Air Force. In accordance with the SOW, CAP shall develop regulations, policies, plans, and programs to govern the safety, training, qualification, conduct, and performance of all CAP personnel in the accomplishment of Air Force-assigned missions. These documents and waivers to same are subject to approval by the Air Force. In August 2012, the Board of Governors changed the governance structure of Civil Air Patrol, as well as the Constitution and Bylaws which covered governance. In this reorganization (generally speaking) •

The National Board and National Executive Committee were abolished.

•

The National Commander became the Chief Executive Officer

•

The Executive Director became the Chief Operating Officer.

•

The wing commanders ceased to be corporate officers, but retained command of their states as the senior officer within their states.

•

The region commanders, the CAP Inspector General, the CAP Chief of Staff, the Chief of the Chaplain Corps, the National Legal Officer, and other national officers also ceased to be corporate officers. The region commanders retained command of their regions as the senior officer within the region.

•

The wing and region commanders formed a new body called the CAP Command Council, whose job it is to advise the National Commander.

•

The region commanders also form a unique body called the CAP Senior Advisory Group, whose job it is to advise the national commander as well as to recommend changes for decision by the Board of Governors.

Several Air Force Instructions provide guidance to the Civil Air Patrol and the Air Force units directly responsible for oversight. AFPD 10-27, Civil Air Patrol explains the organization and function of the Civil Air Patrol (CAP). This policy document details the procedures, standards, and responsibilities of Air Force organizations that support and employ CAP. It applies to all Air Force personnel and organizations, including the Air Force Reserve and the Air Force National Guard. AFI 10-2701, Organization and Function of the Civil Air Patrol, details the responsibilities and procedures of the Civil Air Patrol - United States Air Force (CAPUSAF) in supporting and employing the Civil Air Patrol. This AFI describes the Air Force CAP-USAF program and the active duty personnel assigned to it as well as the Reserve Assistance Program, CAP-RAP, and the AF reservist volunteer members assigned therein that provide countless hours of liaison assistance to the CAP. AFI 10-2702, Board of Governors of the Civil Air Patrol, Public Law 106-398 and further guidance by the President of the United States regarding the Civil Air Patrol (CAP) Board of Governors describes the role, functions, and structure of the Board of Governors for Air Force personnel. It describes the relationship and responsibility of the Board to the Secretary of the Air Force (SECAF) and its relationship to other Air Force activities. It also prescribes general procedures for selecting Board members and Air Force Support to the Board. In 2009, the Air Force announced a restructuring of USAF Air University. The changes include moving CAP-USAF under the Major General Jeanne Holm Center for Officer Training and Accessions. This will generate synergies for CAP and programs such as Air Force Junior ROTC, as well as provide CAP with an Air Force general officer as CAP's advocate to the Air University Commander. 3. Outline highlights of CAP's recent service history. Events in the last two decades have kept CAP busy. From notable firsts, high profile Emergency Service missions, to new programs, every quarter's Volunteer magazine highlights just a few of the many dynamic achievements of this very active organization.

NOTABLE MEMBERS CAP members from every Wing are achieving great things every month. Just a few of the most notable recent ones are listed here. In 1993, Richard Anderson became the first CAP cadet to rise to the rank of Brigadier General as the CAP's National Commander. Anderson also served in the USAF, retiring in 2009 at the grade of Colonel. In 2003, former CAP cadet and then Air Force Captain Nichole Malakowski became the first woman to be assigned as a demonstration pilot with the USAF Thunderbirds. 2006 ushered in CAP's first woman National vice-commander with Brig. Gen Amy S. Courter. Two years later, in 2008, she took the lead position as the first female National Commander as a Major General. In 2008, Puerto Rico Wing's Hila Levy, 2004 Cadet of the Year and recipient of CAP's highest cadet award, the Spaatz Award, graduated from the USAF Academy. While a notable achievement in itself, she was not the first CAP cadet to do so. She was, however, the first to earn top of her class honors and then went on to be CAP's first Rhode's Scholar. Levy aspires to be a NASA astronaut. (Note: Approximately ten percent of the incoming freshmen each year at the USAF Academy are CAP cadets.) In 2008 then Air Force Lt Colonel Eric Boe became the first CAP Spaatz cadet to pilot the Space Shuttle. (Frank Borman, commander of Apollo 8 was the first former CAP cadet to become a NASA astronaut.) HIGH PROFILE EMERGENCY SERVICES MISSIONS Responding to disasters and performing Search and Rescue missions watched by the nation, CAP demonstrates one of its core competencies: Emergency Services. Aerial reconnaissance and photography of disaster areas is one of the high tech services CAP provides to the nation. In 1993 CAP covered the Missouri floods, in 2001, Civil Air Patrol documented the devastation following the 9/11 terrorist attacks. In 2002, CAP provided aerial security over the 2002 Winter Olympics in Salt Lake City. In 2005, Hurricane Katrina tested the abilities of numerous agencies. CAP pilots flew over 670 missions in support of the relief efforts. CAP ground team members spent countless hours locating ELTs on boats and going door-to-door searching for stranded citizens. The California Wildfires in 2007 brought CAP members out again as they searched for stranded residents, staffed command centers, and provided aerial documentation of the aftermath. In 2010, CAP responded to the Deepwater Horizon oil disaster along the Gulf Coast and in 2012 responded to Hurricane Sandy which devastated the Northeast; many members responding were also severely affected by the storm, but continued to serve their neighbors.

Every year, CAP performs approximately 95% of inland aerial search and rescue missions as directed by the USAF. Searching for missing airplanes and lost hikers, CAP saves roughly 100 lives every year. Three of the most covered searches in the last decade profiled CAP's capability to conduct searches over an extensive area while coordinating with multiple other agencies. In 1999, CAP assisted with the search for John F. Kennedy Jr.'s airplane, which crashed at sea off the Massachusetts coast. In February 2003, the nation watched while CAP, the USAF, and several other agencies searched for wreckage from the space shuttle Columbia. The disappearance of famous aviation pioneer and millionaire Steve Fossett in September 2007 led to the largest search in CAP history involving several CAP wings and lasting nearly a month. CAP Emergency Services pilots continually assist the Air Force in another special role of cat and mouse as they help test AF pilot interceptor skills. OTHER NOTABLE EVENTS As with highly effective commercial corporations, CAP continues to evolve as an organization by continually examining and improving its programs. Three new programs initiated recently include Wreaths Across America, The Volunteer Support to the AF program, and the Organizational Excellence program. Wreaths Across America started as one CAP squadron's community service idea and within only a few years has grown to hundreds of CAP units at National cemeteries across the nation participating in an annual remembrance ceremony of our military veterans. The event has fostered joint cooperation between the CAP and representatives from all branches of the Armed Forces as they pay tribute to our fallen servicemen and women. In May 2008, another milestone event in CAP-USAF relationship occurred with the establishment of the Volunteer Support to the Air Force (VSAF). VSAF meshes the skills and interests of CAP volunteers with quality-of-life needs on Air Force bases. CAP volunteers participating in VSAF perform support functions that may otherwise be reduced or eliminated because of a lack of Air Force personnel to perform these tasks. VSAF may even resurrect services that have been eliminated. The specific volunteer taskings are determined on a base-by-base basis. VSAF builds on an already wellestablished auxiliary partnership with the Air Force while boosting wartime and peacetime capabilities. Following 9/11, many Americans felt compelled to volunteer in defense of the nation, but the Department of Defense did not have a structure in place. VSAF provides that structure. Conceived at the highest levels of the U.S. Air Force by Assistant Secretary of the Air Force for Manpower and Reserve Affairs Craig W. Duehring, a former CAP cadet, the program is initially being offered by the 12 th Flying Training Wing at Randolph Air Force Base in Texas and the 88th Air Base Wing at Wright-Patterson Air Force Base in Ohio. Lesson Summary and Closure

Civil Air Patrol history is indelibly intertwined with the history of the US Air Force. To understand CAP history, members must learn and appreciate the origins of both organizations and how each impacts the other. The partnership is a proud one that has served both organizations well. For More Information There are great books written on the history of Civil Air Patrol and the CAP/USAF relationship. Members that are interested in learning more about the USAF history other than in a Civil Air Patrol context are referred to the first two websites below. Several publications specific to Civil Air Patrol history are also listed below. Reference List: Air Force Historical Research Agency: http://afhra.maxwell.af.mil/ Air Force History Program Publications: http://www.airforce.com/learn-about/history/ CAP Website: http://www.gocivilairpatrol.com CAP Fact sheet (available on the website under Other Publications) CAP Volunteer Magazine, issued quarterly: http://www.capchannel.com/volunteer_magazine CAPR 20-1, Organization of Civil Air Patrol CAPP 50-5, Introduction to Civil Air Patrol Publications available from the CAP Historical Foundation: http://www.caphistory.org/ Duck Club, by Col. L. E. Hopper, CAP Air Medals, by Col. L. E. Hopper, CAP Propwash, by Robert E. Neprud Author of Flying Minute Men Uniform Plates, by Lt. Col. Lee Ragan, CAP Anti-Submarine Warfare, by Lt. John R. Henningan, USN CAP in Song and Verse, by Lt. Col. Allan F. Pogorzelski, CAP History of CAP Coastal Patrol Base 6, by Col. John H. Batten, CAP Civil Air Patrol 1941-1991 A Chronological Bibliography, by Lt. Col. Donald C. Bortor, CAP Other publications on Civil Air Patrol: Flying Minute Men: The Story of the Civil Air Patrol by Robert E. Neprud. Cartoons by Zack Mosley, 1948 From Maine to Mexico by Louis E. Keefer, September 1997

Hero Next Door: Story of the Civilian Volunteers of the Civil Air Patrol by Frank A Burnham ( Hardcover - 1974) The All- Volunteer Force: Thirty Years of Service by Curtis L. Gilroy, Barbara A. Bicksler, and John T. Warner ( Paperback - Nov 29, 2004) Civil Air Patrol: Missions for America-- For 65 Years by Drew Steketee ( Hardcover Jan 2006) Minutemen of the Air;: The valiant exploits of the Civil Air Patrol in peace and war, by Carroll V Glines ( Unknown Binding - 1966) Aerial Search, the CAP Story by Frank Burnham (Dec 1982) Works Cited The following references were used in the preparation of this module: CAPR 20-1, Organization of the Civil Air Patrol, AFI 2701, Organization and Function of the Civil Air Patrol, 29 July 05 A FPD 10-27 Civil Air Patrol, 29 Jul 05 AFPD 10-27 includes the following two documents: - Cooperative Agreement between Civil Air Patrol and United States Air Force, 10 Jul 00 - Statement of Work, Oct 2001 AFI 10-2701 Organization and Function of Civil Air Patrol, 29 Jul 05 AFI 10-2702 Board of Governors of the Civil Air Patrol, 27 Feb 01

Legal Basis for CAP The purpose of this lesson is for students to comprehend the legal basis of CAP and of its relationship to the USAF. Desired Learning Outcomes 1. Identify the purposes of the documents and public laws that affect CAP. 2. Describe the different governing bodies of Civil Air Patrol to include how they interact. 3. Describe the implementing documents covering CAP. Scheduled Lesson Time: 20 minutes

Introduction The Civil Air Patrol (CAP) finds its roots before WW II in the idea that civilians can save general aviation while serving their county by playing a role in domestic aerial security as envisioned by Mr. Gill Robb Wilson, founder of the Civil Air Patrol. This idea was fostered by aviation pioneers, military leaders, and politicians alike while the threat of impending war loomed over the nation. 1. Identify the purposes of the documents and public laws that affect CAP. With the help of Gen. Henry "Hap" Arnold and a timely conversation of the subject with Mrs. Eleanor Roosevelt, the idea of a Civil Air Patrol gained political favor. Located in Washington D.C., the recently established Office of Civilian Defense, headed by Director Fiorello La Guardia received notice of the Civil Air Patrol concept. By the signing of Administrative Order No. 9 on December 1, 1941 by Director La Guardia, the Civil Air Patrol became a reality and was to be lead by Brig Gen John F. Curry, USAAC.

Gill Robb Wilson, Founder of Civil Air Patrol

With the early dedication of staff at National Headquarters, to the men and women assigned to local air fields, the Civil Air Patrol succeeded in its immediate assignments (see Highlights in CAP and USAF History lesson). In recognition of CAP's success and its paramilitary establishment, President Franklin D. Roosevelt on April 29, 1943 signed Executive Order 9339. This order transferred the command of the Civil Air Patrol from the Office of Civilian Defense to the War Department and gave it the status as the auxiliary to the Army Air Forces. Just a few days later, on May 4, 1943, the War Department issued Memorandum W95-12-43, assigning to the Army Air Forces the responsibility for supervising and directing operations of the Civil Air Patrol. With national recognition and support, the Civil Air Patrol was eventually woven into the fabric of American citizen service with the passing of several US congressional laws. These laws set forth the legal bases for our organization, including its definition, role, missions, and governing structure. (CAPP 50-5) FEDERAL LAWS ESTABLISHING & DEFINING THE CIVIL AIR PATROL With the passing of the second world war, the original role as sub chasers, border patrol, and target towers no longer were in the future of the Civil Air Patrol. Additionally, the post war military budget cuts threatened CAP funding. Gen Henry "Hap" Arnold, a long proponent and friend of the CAP called a conference of CAP wing commanders to discuss the usefulness and feasibility of a postwar Civil Air Patrol. From the efforts of the post war flying minute men, new roles were defined. Public Law 476 On July 1, 1946, a little over five years from Civil Air Patrol's inception, the 79th Congress passed and President Harry S. Truman signed into law Public Law 79-476. The law stated that the objects and purposes of the corporation were to be "solely of a

benevolent character." Simply stated, Civil Air Patrol would never again participate in combat operations. The objects and purposes stated: •

To provide an organization to encourage and aid American citizens in the contribution of their efforts, services, and resources in the development of aviation and in the maintenance of air supremacy, and to encourage and develop by example the voluntary contribution of private citizens to the public welfare;

•

To provide aviation education and training especially to the senior and cadet members; to encourage and foster civil aviation in local communities and to provide an organization of private citizens with adequate facilities to assist in meeting local and national facilities.

President Harry S. Truman, Signer of PL 476 and PL 557

As a newly federally chartered corporation of the U.S. Congress, the Civil Air Patrol established its Constitution and By-Laws. These documents have been amended over the years; however the core essence is the same today. One of the important roles of the Constitution and By-Laws is the defining of the National Board, terms of office, and major committees. (CAPP 50-5) Public Law 557 The United States Air Force (USAF) was officially established on July 26, 1947. Steps were soon taken to study the relationship between the Civil Air Patrol and the USAF. In October 1947, a special CAP board convened to meet with USAF officials and plan the establishment of the Civil Air Patrol as the USAF auxiliary. After several meetings between CAP and USAF officials, certain agreements were reached concerning CAP and USAF objectives; and a plan was adopted to legalize US Air Force assistance to Civil Air Patrol. Shortly thereafter, a bill introduced in the US House of Representatives permanently established CAP as the official auxiliary of the US Air Force and authorized the

Secretary of the Air Force to extend aid to CAP. On 26 May 1948, this legislation became Public Law 80-557 as approved by the 80th Congress and signed by President Harry S. Truman. The new law known as the CAP Supply Bill states: •

CAP is the official auxiliary of the United States Air Force;

•

The Secretary of the Air Force has the authority to assign military and civilian personnel to liaison offices at all levels of CAP. (CAPP 50-5)

Public Law 398

President William J. Clinton, Signer of PL 398

The start of a new millennium offered more changes to the Civil Air Patrol. The 106th Congress passed the National Defense Authorization Act and on October 30, 2000 it was signed by President William J. Clinton. The new law changed fundamental elements of the Civil Air Patrol. It addressed a few specific items. It: •

Clarified the status of auxiliary as a conditional state dependent on CAP performing actual services for a federal department or agency;

•

Specified the funding mechanisms the US Air Force must use to provide funds to CAP for operations, maintenance, and procurement of property;

•

Identified funds for the Civil Air Patrol as being only available for the Civil Air Patrol;

•

Created the CAP Board of Governors to serve as the principal governing body of the organization.

The three public laws outlined have had the largest impact in the definition, role, and structure of the Civil Air Patrol. Public Laws 476 and 557 are considered as the foundation of CAP whereas Public Law 398 clarifies the auxiliary status, funding, and

creates a Board of Governors. With these laws today, the Civil Air Patrol's national definition, role, missions, and governing structure are well defined. (CAPP 50-5) Having a sound understanding of these laws is important for all member of the Civil Air Patrol. They set the legal bases for our actions in serving America. 2. Describe the different governing bodies of Civil Air Patrol to include how they interact. GOVERNING BODIES The Civil Air Patrol consists of three primary governing bodies. Each of these bodies plays an essential role in the successful operations of CAP. Following, we will discuss these bodies, their authority, and purpose. Board of Governors (BoG) The chief governing body is the Board of Governors. The BoG gains its authority as directed by Public Law 398. The Board provides strategic direction and guidance to CAP and delegates many of the day-to-day operations of CAP to the CAP National Commander and his/her staff. They also oversee the Chief Operating Officer and through them the NHQ paid staff. The BOG can direct programs, set policy (regulations) acquire and dispose of corporate assets, "Do any other act necessary and proper to carry out the purposes of the corporation." (AFI 10-2701) but in most cases they review policy and procedure to make sure it is consistent with the strategic direction. The one specific item they must approve is the budget. The Board of Governors is comprised of eleven members. Four members are appointed by the Secretary of the Air Force, four members are Civil Air Patrol volunteers as defined by the Constitution and By-Laws, and three members agreed upon by the Secretary of the Air Force and CAP, are from among personnel of any Federal Government agencies, public corporations, nonprofit associations, or other organizations that have an interest and expertise in civil aviation and the Civil Air Patrol. CAP Senior Advisory Group (CSAG) The CSAG advises the National Commander and recommends policy and proposes Constitution and Bylaws changes to the BoG. Additionally, the CSAG can be tasked by the BoG or National Commander to tackle issues. It is comprised of the National Commander, the National Vice-Commander, the Chief of Staff, the 8 region commanders, as well as two non-voting members, the Chief Operating Officer and the Commander of CAP-USAF, Since this is an advisory body it is not in the organizational chain or the chain of command.

CAP Command Council The Command Council advises the National Commander on operational issues. It consists of the members of the CSAG as well as the wing commanders. Again, this is an advisory body and not in the organizational structure or chain of command. CAP National Headquarters: The National Headquarters consists of the National Commander (who functions here as the Chief Executive Officer, or CEO), the Chief Operating Officer, or CO (who oversees the paid professional staff component located at Maxwell AFB, AL), the national staff (paid and volunteer member) and NHQ chartered units. The CEO is responsible for the operational missions of CAP. The CO administers the day-to-day affairs of CAP. More information on how this works can be found in CAPR 20-1, Organization of Civil Air Patrol 3. Describe the implementing documents covering the Civil Air Patrol. CIVIL AIR PATROL DOCUMENTS The Civil Air Patrol has several documents that assist in guiding day-to-day operations. The primary documents are the Constitution and By-Laws. However, other documents such as a Statement of Work, and Cooperative Agreements have been drafted to further define the details in the relationship between the Civil Air Patrol and United States Air Force. Constitution and Bylaws When congress created the federal corporation, Civil Air Patrol, a set of documents called the Constitution and Bylaws were created. A constitution contains the fundamental principles that outline the purpose, structure, and limits of an organization. Essentially, the constitution provides a foundation upon which an organization operates. Bylaws are secondary principles that govern the internal affairs of an organization. Bylaws are essentially an expansion of the articles or sections of the constitution. They describe in detail the procedures and steps the organization must follow in order to conduct business effectively and efficiently. The Constitution contains several elements typical in corporate documents such as the object and purpose, powers, setup of the governing body, selection of officers, terms of office, and rules for amending any portion of the documents. Some key elements worth noting in CAP's constitution are: • CAP is a private nonprofit corporation chartered by Congress; • CAP is a volunteer civilian auxiliary of the US Air Force; • National Headquarters shall be located at Maxwell AFB, AL; • CAP shall have perpetual existence;

• Membership is a privilege and not a right • Establish and maintain regulations which are applicable to all members The last two items are the ones you are most interested in. Membership privileges are discussed in other lessons in this course. The Board of Governors sets "strategic direction". The National Board sets policy on how the direction will be achieved/implemented. This gets turned into the regulations, by the NHQ staff, and implemented by the staff and members. As a member of the Civil Air Patrol, we are obligated to abide by CAP regulations. The Bylaws describe the internal affairs of CAP and are adopted as outlined in the Constitution. Although most of the internal affairs are defined in CAP regulations, some are specifically defined in the bylaws as well. Some of the key elements in the bylaws are: • Membership Categories • Membership Dues • Units • Unit Meetings • Unit Funds and Property • Unit Records • Indemnification • Resolutions • Termination and Nonrenewal of Membership • Corporate Officers • Committees Statement of Work (SoW) A statement of work is a description of contracted work required to complete a project or task. The purpose of the Civil Air Patrol's Statement of Work is describing the working relationship between the US Air Force and the Civil Air Patrol. The SoW is required in accordance with Air Force Policy Directive 10-27, Civil Air Patrol. The SoW describes the responsibility for CAP to develop regulations, policies, plans, and programs to govern the safety, training, qualification, conduct, and performance of all CAP personnel in the accomplishment of Air Force-assigned missions. These documents and waivers to same are subject to approval by the Air Force.

The SOW also outlines the details for: •

CAP support to the USAF - The Air Force may use CAP units and personnel in fulfilling Air Force non-combat missions. (Also see CAPR 77-1)

•

USAF support to the CAP - The Air Force may provide personnel, materiel, and financial support for CAP, in accordance with applicable law and Air Force personnel, fiscal, and material restraints. The items provided must support AF missions and may remain AF property or be loaned or sold or given to CAP. Common examples of things assigned or loaned to CAP are personnel, aircraft, vehicles, radios and computers.

•

CAP structure, status, and uniforms - CAP's grade structure, grade titles, and grade insignia will comply with AFI 10-2701, Organization and Function of the Civil Air Patrol. CAP members are authorized to wear Air Force-style or other CAP uniforms in accordance with CAP regulations.

•

Logistics o

Aircraft and Vehicles - CAP shall request, through CAP-USAF, federally appropriated funds for the acquisition of aircraft for use in support of Air Force-assigned missions. The Air Force will have approval authority for all aircraft and vehicle acquisitions for use in support of Air Force-assigned missions.

o

CAP Cadet Uniform Program - CAP shall operate a program for the acquisition and distribution of CAP Cadet uniforms. The Air Force will have approval authority over policy and procedures of the program.

o

Defense Reutilization and Marketing Office (DRMO) - CAP may screen certain excess personal property materiel from the DRMO system.

•

Finance - In order to allow Air Force to fund CAP programs, CAP shall provide to CAP-USAF a Program Objective Memorandum (POM) request, a Financial Plan, and a Budget Execution Report annually in accordance with CAP-USAF established timeframes, guidelines, and formats.

•

Inspector General - CAP shall operate an inspector general program similar to the Air Force program described in the 90 series of Air Force publications. CAPUSAF/CC will first attempt to resolve all concerns with the CAP leadership. If further review is necessary, concerns will be passed to the CAP Board of Governors, which has the final authority over the CAP IG program.

•

Safety - CAP shall maintain a safety program that complies with all applicable sections of the following regulations/directives, as determined by HQ CAP-USAF: Air Force safety publications, Occupational Health and Safety Administration guidelines, and Department of Defense Explosives Safety Board regulations.

•

Flight Operations - CAP shall operate a flight management program governing all CAP flight activities. CAP-USAF will have approval authority over all flight management programs and activities in support of Air Force-assigned missions.

•

Strategic Planning - CAP shall develop a strategic plan that will be used to form the basis for planning and programming near-term goals and future mission requirements. (Statement of Work)

Cooperative Agreement (CA) A cooperative agreement is an assistance agreement that is used when there is substantial federal involvement with the recipient during the performance of an activity/project. The CA addresses programmatic requirements and outlines the responsibilities of both the CAP and USAF. The CA is required in accordance with Air Force Policy Directive 10-27, Civil Air Patrol. CAP Members should have a working knowledge of the Constitution and Bylaws governing the internal business of CAP including the appointment of national volunteer staff, boards, committees, and authorized powers of regulations. Members should also have an understanding of the relationship between CAP and the USAF being defined in detail by the Civil Air Patrol Statement of Work and Cooperative Agreement. Lesson Summary and Closure In this section, you should now have an understanding of the legal basis that allows for the existence of the Civil Air Patrol. You also should know how the CAP has come to be defined as the United States Air Force Auxiliary, the limitations as an auxiliary, and the specific roles approved by Congress. The documents outlining the specific governing bodies of the Civil Air Patrol as well as a well defined relationship between the CAP and USAF should also be recognized by all CAP members. Works Cited Gill Robb Wilson. I Walked with Giants. Vantage Press, 1968 Introduction to Civil Air Patrol (CAPP 50-5). Maxwell AFB, AL: Civil Air Patrol National Headquarters, April 2013. Civil Air Patrol Constitution and By-Laws . Maxwell AFB, AL: Civil Air Patrol National Headquarters, 1 July 1946 as amended 1 October 2013. Statement of Work for Civil Air Patrol. Headquarters, 1 September 2001.

Maxwell AFB, AL:

Civil Air Patrol National

Civil Air Patrol (AFPD 10-27), Washington D.C.: United States Air Force Headquarters, 29 July 2005 Title 36, United States Code §§ 20 (P.L. 79-476)

Title 10, United States Code §§ 9441 - 9448 (P.L. 80-557) Title 36, United States Code §§ 40301 - 40307 (P.L. 106-398)

Organization of CAP The purpose of this lesson is for students to describe how CAP is organized from the Board of Governors down to the individual member. Desired Learning Outcomes 1. Summarize the roles of Civil Air Patrol's organizational echelons. 2. Discuss appropriate interaction for the member with each of the higher headquarters. 3. Describe the relationship between a headquarters and the HQs above and below it in the chain of command. Scheduled Lesson Time: 25 minutes

Introduction Civil Air Patrol was first established in 1941, and many of its objectives in existence then are still current today: to educate American citizens, encourage volunteer service, and provide aerospace and aviation training. In order to accomplish all this, Civil Air Patrol uses a chain of command, which, by definition, is the order of authority by which command is exercised. Every corporation has a chain of command, and CAP is no exception. A chain of command gives each individual involved a clear path by which to pass information up and down, carry out orders, and to accomplish the mission. The lack of a clear chain of command causes miscommunication, loss of information, confusion, and greatly hinders the organization as a whole. In short, the chain of command makes CAP work. Since the passage of Public Law 557 on May 26th, 1948, Civil Air Patrol has been the auxiliary of the U.S. Air Force. It is a civilian corporation made up of volunteers, and its organizational structure and chain of command are patterned after the Air Force. Members wear an adapted version of the Air Force uniform. CAP is organized into eight regions. The regions are subdivided into 52 wings, which are the 50 U.S. states plus the National Capital and the Commonwealth of Puerto Rico. Each wing is then further divided into groups, squadrons, and flights, as necessary. 1. Summarize the roles of CAP's organizational echelons. CAP's chain of command is organized into five basic levels of command: the Squadron level, the Group level, the Wing level, the Region level, and the National level. Each work together in order for CAP to work smoothly, from the National Commander down to you. All of them are equally necessary (however the Group level is optional, as it is

mainly used only to subdivide large wings). Let's start by taking a look at CAP's basic organizational structure. Below are parallel diagrams that depict CAP's organizational structure. Each level contains its command and support staff that it needs in order to function properly. That is how CAP, for the most part, is organized. Later in this lesson we will have the opportunity to go more in depth on how they relate to one another. CAP flights are not included in the levels of command, as they may be assigned to squadrons, groups or wings. Note that both groups and flights are optional (you'll find out more about why they are later). Organizational Structure

*Flights may be assigned to squadrons, groups or wings If you want a more comprehensive look at CAP organization, go to Part II of CAP Regulation 20-1, Organization of Civil Air Patrol, to see the full organizational charts for all levels of CAP headquarters.

Now let's take a look at the different parts that make up CAP advisory and governance. As you recall, there are four distinct bodies at the National level: The Board of Governors, the CAP Senior Advisory Group, the Command Council, and National Headquarters. •

Board of Governors (BoG): The BoG is the primary governing body of Civil Air Patrol, and as such shall “govern, direct and manage the affairs of the Corporation.” Simply stated, they write the rules, prioritize CAP’s myriad programs on a national scale and determine how to allocate CAP’s budget. The BoG consists of 11 members, 4 selected by the Secretary of the Air Force, 4 selected by Civil Air Patrol, and 4 selected jointly by the Secretary of the Air Force and the Civil Air Patrol National Commander. Additionally, the CAP National Commander serves as an advisor to the BoG.

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CAP Senior Advisory Group (CSAG): The CSAG advises the National Commander and recommends policy and proposes Constitution and Bylaws changes to the BoG. Additionally, the CSAG can be tasked by the BoG or National Commander to tackle issues. It is comprised of the National Commander, the National Vice-Commander, the Chief of Staff, the 8 region commanders, as well as two non-voting members, the Chief Operating Officer and the Commander of CAP-USAF, Since this is an advisory body it is not in the organizational chain or the chain of command.

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CAP Command Council: The Command Council advises the National Commander on operational issues. It consists of the members of the CSAG as well as the wing commanders. Again, this is an advisory body and not in the organizational structure or chain of command.

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CAP National Headquarters: The National Headquarters consists of the National Commander (who functions here as the Chief Executive Officer, or CEO), the Chief Operating Officer, or CO (who oversees the paid professional staff component located at Maxwell AFB, AL), the national staff (paid and volunteer member) and NHQ chartered units. The CEO is responsible for the operational missions of CAP. The CO administers the day-to-day affairs of CAP. More information on how this works can be found in CAPR 20-1, Organization of Civil Air Patrol.

Below the National level are the Region, Wing, Group, Squadron and Flight levels. Regions The Region Commander, holding the grade of Colonel, is appointed by the National Commander. He or she has authority over all CAP units and members within his/her region. His or her job is to represent the National Commander, promote CAP objectives and purposes throughout the region, and ensure the region fulfills the goals that are set. The eight CAP regions are as follows: •

Northeast

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Middle East

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Great Lakes

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Southeast

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North Central

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Southwest

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Rocky Mountain

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Pacific

Wings It is the job of the Wing Commander to command all units in its wing, promote CAP objectives and purposes throughout the wing, and ensure the wing fulfills the goals that are passed down by the region, and to set goals of its own and fulfill those as well. Wing Commanders are appointed by the region commander and hold the grade of Colonel. The Wing Commander forms groups if necessary, and appoints group, squadron and flight commanders as necessary. Groups When the geographic area of a wing is too large or if there are too many units for the wing commander to directly supervise, he or she is permitted to form groups, which take on the responsibility of supervising the squadrons that are assigned. There must be a minimum of five squadrons within each group formed. Squadrons The squadron is the basic unit by which CAP achieves its goals. They consist of a minimum of fifteen members, three of whom must be senior members. If a squadron falls below these numbers, it is re-designated as a flight (see below). There are three types of squadrons, senior, cadet and composite. •

Senior squadrons are solely made up of senior members.

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Cadet squadrons are primarily composed of cadets, with at least three senior members who oversee the training and administration.

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Composite squadrons consist of both cadets and senior members, and they have two separate programs, one for senior members, and one for cadets.

Flights If a unit is too small to be classified as a squadron, then it is designated a flight. It must consist of a minimum of eight members, three of whom must be senior members. If enough members join to reach the minimum requirements, it can be reclassified as a squadron.

2. Discuss appropriate interaction for the member with each of the higher headquarters. The chain of command exists in order for CAP to function. That is why it is vital that it is used properly. As a member of a squadron, you should know whom you have to report to. You, for the most part, will be interacting with the closest person on your chain of command: Your squadron commander. If you are a squadron commander, the next person in line would be your group or wing commander. If you are directly in the chain of command, which is a "line" position, this is the path you should strictly follow. If, however, you have a "staff" position, such as logistics officer and public affairs officer, you can and should communicate with the person who holds the same position as you at the next level. More on that topic is covered in the Chain of Command lesson. Civil Air Patrol's organizational structure is similar on all levels from the region down, and so are the position descriptions for all "staff" positions. They are similar enough to use the same description for all levels of that position. You can find them in Part III of CAP Regulation 20-1, Organization of Civil Air Patrol. Here are some examples of improper interaction: a squadron logistics officer going straight to the wing commander in order to discuss planning for an activity unless he or she was directed to do so. Another would be a squadron commander who decides to skip the wing commander/group commander and contact Region Headquarters directly in order to request supplies for his or her squadron. Both of these actions violate the chain of command, and they break down the clear path of communication between levels of command. These actions could be detrimental for the squadron's success in their missions. However, it is totally acceptable for a squadron public affairs officer to communicate with the wing public affairs officer. Although the proper chain of command should be followed nearly all of the time, there are a few very important exceptions to the rule: In the case of a safety hazard, anyone may approach the Safety Officer. If there is a moral issue, the Chaplain can be approached. Lastly, if there is any issue of fraud, waste or abuse, the Inspector General should be informed. These three positions are covered more thoroughly in the Legal Basis for CAP chapter. Special Readings: The USAF-CAP Relationship Below is a passage from CAP Pamphlet 50-5, Introduction to Civil Air Patrol, pages 1920. The Civil Air Patrol and the United States Air Force maintain a civilian-military relationship which is based upon the Civil Air Patrol's status as the USAF Auxiliary. As such, CAP's services to the nation and the USAF are: (1) voluntary, (2) benevolent, and (3) noncombatant. Finally, these services are to be employed both in times of peace and war. It is the responsibility of the US Air Force to provide technical information and advice to those CAP members who organize, train and direct CAP members and who develop

CAP resources. In CAP-USAF lingo, this is called advice, liaison, and oversight. We'll discuss these terms later. In addition to these functions, the Air Force also makes available certain services and facilities required by CAP to carry out its mission. Such assistance, however, is restricted to specific areas by act of Congress, and cannot interfere or conflict with the performance of the Air Force mission. Finally, in part because of its relationship to the Air Force, the government provides some level of protection to CAP members and their families in the event a member is killed or injured while participating in a qualifying Air Force sponsored mission. In return, Civil Air Patrol assists the Air Force through the performance of its three faceted missions: Emergency Services, Aerospace Education, and the Cadet Program. While we will discuss each of these missions in Chapter three, we'll briefly introduce them here as a means to show CAP's contributions to the USAF. Emergency Services (ES) may be CAP's best known of the three-faceted mission; itself having several components. Since 1948, the Air Force controls the inland search and rescue (SAR) activities within the United States. CAP's role in this mission provides the bulk of the operational SAR services, primarily through flying and ground team activities. CAP's personnel and aircraft fly thousands of hours each year flying SAR missions, as well as mercy flights and disaster relief assistance. In addition, CAP's ES activities also include performing civil defense activities and other missions, such as: crashed aircraft spotting and marking, route surveys, counterdrug reconnaissance, courier services, light transport duty, post-attack recovery duty, and similar activities within the capabilities of CAP light aircraft and other equipment. Civil Air Patrol also maintains a nation-wide radio network. It is used for domestic or military emergencies, CAP activities of all types, search and rescue support, and training communications personnel. The CAP Chaplain Corps provides over 700 chaplains and (character development) officers. Serving in squadrons, they teach the character development curriculum while providing spiritual assistance to all unit personnel. Many chaplains are also pilots, while others are involved in search and rescue teams and emergency services. Under Title 10, CAP Chaplain Corps personnel can be called upon by the Air Force to perform certain USAF chaplain functions. One other area of valuable assistance given to the Air Force and other Federal agencies is the CAP Aerospace Education Program. Through its "internal" program of aerospace education given to both cadet and senior members, and the "external" aerospace education services to schools, colleges and the general public (through workshops, conferences and a variety of free materials), the knowledge, skills, and attitudes necessary for living successfully in the aerospace age are imparted, not only to CAP members, but to educators, students and, most importantly, to the general public. To help present and carry out the aerospace education program, CAP develops lesson plans, videos, and other educational materials. CAP also encourages and helps to plan

guided tours of aerospace-related facilities such as airports, Air Force bases and aerospace manufacturing facilities. All these things help to instill in the American people an appreciation of the importance of what the Air Force does, how the aerospace industry contributes to American society on a daily basis, and how everyday people can get more involved. Finally, a most important example of CAP's reciprocal service to the Air Force is found in the number of CAP cadets and senior members who have become officers and airmen in the United States Air Force. Every year, thousands of CAP cadets and former cadets enter the Air Force Academy, other service academies, Reserve Officer Training Corps programs at colleges and universities across the country, and basic training programs of all services. For more information on CAP's relationship to the Air Force, read Air Force Instruction 10-2701, Organization and Function of the Civil Air Patrol. 3. Describe the relationship between a headquarters and the HQs above and below it in the chain of command. Let's get a clearer picture of how the chain of command works. It is similar to a calldown list: Instead of one person having to call everyone, each person along the list is assigned people to call in order to distribute the workload and establish clear communication down the line. The chain of command works in a similar fashion.

The chain of command is a two-way street, and as such, there are two directions to it: Up and down. The orders, directives, regulations and so forth come from the top and flow down, and information moves up, as the diagram above illustrates. The reason that the chain of command functions in this manner is because the higher levels on the chain need information in order to plan out the organization's goals, and the lower levels need directives in order to be able to achieve those goals given from above in the most effective way possible. If there is a break in the chain of command, the higher levels cannot issue orders, directives and the like because there is no information coming up from the lower levels on which to base decisions. As a result the lower levels do not have the necessary instruction and resources in order to accomplish their missions which means that CAP, as an organization, fails.

Let's take a closer look at the chain of command relationship. Higher Headquarters: Passes down orders, directives and sets goals for headquarters of interest, receives information about results. Headquarters of Interest: Carries out orders and directives and achieves goals set by higher headquarters, creates its own orders, directives and goals to pass down, receives information about results from lower headquarters. Lower Headquarters: Carries out orders and directives, achieves goals, sends up information and results. As you can see, although each headquarters has its own unique role to play, the pattern is similar throughout the chain of command: information goes up, and orders, directives, regulations and the like go down, as we have determined earlier in this section. Each headquarters is responsible for the lower one and accountable to the higher one. While using the chain of command, there are a few important things to keep in mind: No matter how high a person is in the chain of command, no one has authority to disregard or ignore CAP regulations, policies or procedures. Everyone is subject to the same rules, regardless of position, and no one is above the chain of command. Lesson Summary and Closure Through this lesson you have learned how Civil Air Patrol is organized, how it uses organization in order accomplish its missions in the most effective manner, and its relationship with the U.S. Air Force. You have also learned the necessity of following the proper chain of command and why it is a very important factor in this organization, and how it makes CAP work. Works Cited CAPM 20-1, Organization of Civil Air Patrol, Civil Air Patrol, Maxwell AFB, AL 2 January 2013. Civil Air Patrol Senior Officer Course, 00013, Volume 1. History, Mission, and Organization, Maxwell Air Force Base, AL CAPP 50-5, Introduction to Civil Air Patrol, Civil Air Patrol, Maxwell AFB, AL April 2013. AFI 10-2701, Organization and Function of the Civil Air Patrol, 29 July 2005 Civil Air Patrol National Website, www.gocivilairpatrol.com

Membership Categories The purpose of this lesson is for students to identify the different membership categories used in Civil Air Patrol. Desired Learning Outcomes: 1. Identify the current membership categories used in CAP. 2. Describe the processes and procedures of personnel records and actions. 3. Explain the concepts of assignment and duty status. Scheduled Lesson Time: 20 minutes

Introduction This lesson will provide an introduction to the various membership categories used in Civil Air Patrol. Important information detailing facts, processes and procedures about membership, membership renewal, and the concepts of assignment and duty status will be covered. The intervals for membership application and renewal is on an annual basis. There are specific requirements for renewal. These and additional points relating to the membership process and procedures will be explained. MEMBERSHIP INFORMATION Membership in Civil Air Patrol is a privilege and not a right. Membership is reserved for those individuals who desire to promote the objectives and purposes of CAP and who meet the eligibility requirements outlined in CAPR 39-2. Membership is on an annual basis. Initial membership commences on the date the membership application is processed by National Headquarters and is not official until the individual's name appears in the official membership database. Initial membership terminates one year later on the last day of the month in which the application was processed at National Headquarters. Following the initial one year membership, subsequent membership for members may be renewed annually. CAP publications, regulations and forms may be found on the eServices web site at www.members.gocivilairpatrol.com. Adult members must reconfirm their Oath of Membership upon renewal. On the renewal date, or as close to it as possible, it would be appropriate for each adult member to review with the unit commander the Oath of Membership, as outlined on page 2 of CAPF 12. This reaffirms the member's commitment to his/her unit and Civil Air Patrol. This could/should be done at a unit's regularly scheduled meeting or as a group at a wing meeting or conference. The oath of membership affirms the following:

• The understanding that membership in CAP is a privilege, not a right, and that membership is on a year-to-year basis subject to the recurring renewal guidelines by CAP. Failure to meet the membership eligibility criteria can result in automatic termination at any time. • Members voluntarily subscribe to the objectives and purpose of the Civil Air Patrol and agree to be guided by CAP Core Values*, Ethics* Policies, Constitution & Bylaws*, Regulations and all applicable Federal, State, and Local Laws. (*see other lessons in this course for more information on this topic) • An understanding that only Civil Air Patrol corporate officers are authorized to obligate funds, equipment or services. • An understanding that Civil Air Patrol is not liable for loss or damage to member's personal property when operated for or by the Civil Air Patrol. Further, an understanding that safety is critical for the protection of all members and protection of CAP resources. That members will at all times follow safe practices and take an active role in the safety of one’s own self and others. • An agreement to abide by the decisions of those in authority of Civil Air Patrol. • A confirmation that all information on the initial application is presently correct and any false statement may be cause to deny continued membership. Also, an understanding that members are obligated to notify Civil Air Patrol if there are any changes pertaining to the information on the front of the CAPF 12 and that failure to report such changes may be grounds for membership termination. • An understanding that the Oath of Membership is an integral part of senior membership in Civil Air Patrol and that one's signature or affirmation constitutes an agreement to comply with all the contents of this Oath of Membership. Civil Air Patrol members are volunteers who provide their services for the public good without expectation of salary, pay, remuneration or expectation of compensation of any kind. Federal Employees Compensation Act (FECA) and Federal Tort Claims Act (FTCA) liability coverage are only extended to mission qualified CAP Senior or Cadet members engaged in the scope of authorized Air Force-assigned missions. Cadets find it particularly motivational to "raise their right hand" and have the cadet first sergeant or cadet commander "administer the cadet oath" when they apply for membership or renew their membership. All unit commanders should appoint a unit membership board comprised of a minimum of three members to assist the commander in determining the eligibility of new applicants (applicable to cadets, cadet sponsors, patrons and senior members only). The various membership categories are listed below. 1. Identify current membership categories used in CAP. Civil Air Patrol membership is divided into the following categories:

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Cadets

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Seniors - Active - Patron - Retired

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Cadet Sponsor Members

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Aerospace education members (AEMs) - Student aerospace education members - Organizational aerospace education members

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Business members

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Affiliate members

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State Legislative members

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Congressional members

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Honorary members

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Fifty year members

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Life members

MEMBERSHIP CONDITIONS FOR ALL MEMBERSHIP CATEGORIES People who wish to become members of Civil Air Patrol must abide by certain conditions in order to apply or renew their membership. These conditions are: 1. To obey the decisions of those in authority and to follow and adhere to the appropriate regulations and the Constitution and Bylaws of the Civil Air Patrol. 2. Only corporate officers as defined by the Constitution and Bylaws are authorized to obligate the corporation. This includes the signing of contracts and commitment of corporate funds or corporate property. 3. The corporation will not be liable for loss of or damages to personal property when utilized for, or on behalf of CAP. The Civil Air Patrol nondiscrimination policy is that no member shall be excluded from participation, be denied benefits, or be subject to discrimination in any CAP program or activity on the basis of age, sex, religion, race, color, national origin or disability. CADET MEMBERSHIP Cadet membership in CAP is available to all young men and women who meet the eligibility requirements. The initial eligibility requirements are as follows:

1. Being between the ages of 12 years of age through 18 years of age. Cadets may serve until their 21 st birthday. 2. Enrolled in or graduated from a private, public, home school, or college program with a satisfactory record of academic achievement. 3. Single, or married and under the age of 18 years. 4. Not a member of the active duty Armed Forces. 5. Be a citizen of the United States of America or an alien lawfully admitted for permanent residence to the United States of America and its territories and possessions or any lawfully admitted non-citizen residing in the United States specifically approved by the National Commander's designee (NHQ CAP/MDV). 6. Good moral character. 7. If a cadet was a former member of CAP, they must not have been terminated for misconduct. 8. Be accepted by the unit headquarters and higher headquarters. SENIOR MEMBERSHIP Senior membership in CAP is a privilege for those individuals who are 18 years of age or older and conscientiously desire to promote the objectives and purposes of CAP and who meet the eligibility requirements. See CAPR 39-2 for specific eligibility requirements for senior member enrollment. The following describes the basic senior member categories: 1. An active senior member regularly attends meetings, performs a specific duty assignment, meets training requirements, and participates in the activities of his or her unit. 2. A patron member is a financial supporter and who maintains current membership through payment of annual membership dues and participates in a limited capacity. 3. A retired member is a member in good standing with a minimum of 20 years service as a senior member, not necessarily continuous, who has submitted a CAPF 2a requesting his or her status be changed to that of retired. CADET SPONSOR MEMBERSHIP Cadet Sponsor Member (CSM) is a membership category established to allow parents, grandparents and guardians of current CAP cadets to assist their unit's cadet program by providing adult supervision, transportation, overnight chaperons, and any other cadet related tasks deemed necessary and proper by the unit commander. CSMs must complete all portions of Level I Training before participating in any activities. These members are a good source of manpower to small units. It is also a good way to get a parent involved before becoming an active member.

AEROSPACE EDUCATION MEMBERSHIP Aerospace education (AE) membership is a special category of membership for members of the educational community and any reputable individual or organization, that has a desire to promote the objectives and purpose of CAP, but who does not desire to participate in the active membership program. Typically these members are teachers that help with the external AE mission. They can help with the internal mission. It is also a good way to get them involved before they become active members. OTHER TYPES OF MEMBERSHIP Other types of memberships are as follows: 1. Affiliate Members. Affiliate membership is a membership category for organizations or special groups of individuals who support CAP financially, but who are not required to attend regular meetings and have limited privileges. 2. Congressional Members. Members of the United States Congress and federally appointed officials are eligible to become Congressional Members of Civil Air Patrol. These members often assist Civil Air Patrol with funding, congressional oversight, dealing with the AF and other matters. If you know a member of Congress please go through channels and contact the Wing Legislative Officer to help them become a Congressional Member. 3. State Legislative Members. Membership in this category is open to state legislators and elected state officials as well as key staff members. These members often assist Civil Air Patrol with state funding for the wing, dealing with state agencies and other matters. If you know a member of the state legislature please go through channels and contact the Wing Legislative Officer to help them become a Legislative Member. 4. Fifty-Year Members. Individuals who have 50 years of service with Civil Air Patrol are eligible for membership without dues. A letter of request can be sent with the Fifty-Year Member's renewal through channels to NHQ. Fifty year members have the same benefits and privileges as active senior members. 5. Life Members. In recognition of outstanding contributions to CAP, and as one of its highest honors, the National Board may create a life membership for any CAP member. 6. Business Member. A business member is any US corporation, partnership, proprietorship, or organization that applies for CAP membership in the name of the corporation, partnership, proprietorship, or organization. This is typically organizations that provide support to CAP on the whole or to specific units, or to specific activities or would like to support CAP's missions. 7. Honorary Members. Honorary membership is a term of reference, not a category of membership. It is an effective means by which to enhance the image of CAP by associating the CAP with outstanding citizens. The Wing

Commander must recommend a person for Honorary Membership. No membership privileges or benefits are extended to these individuals. 2. Describe the processes and procedures used in upkeep of personnel records. National Headquarters assigns each member a unique CAP identification number. This number is used within CAP as necessary to conduct CAP business. The social security number is also required for each individual member. These numbers are used primarily for screening purposes and are not released outside CAP unless required for official or legal purposes. Any other use of the social security number must be with the members consent. Personnel records consist of training records (CAPF 66, Cadet Master Record, prescribed by CAPR 52-16, CAP Cadet Program Management for cadets; CAPF 45 , Senior Member Master Record, prescribed by CAPR 50-17, CAP Senior Member Professional Development Program) for seniors; a copy of the initial application form (CAPF 15, Application for Cadet Membership in Civil Air Patrol, for cadets, or CAPF 12, Application for Senior Membership in Civil Air Patrol); and all personnel actions pertaining to the member in the form of published personnel actions, CAPF 2, Request for Promotion Action, CAPF 2a, Request for and Approval of Personnel Actions, CAPF 120, Recommendation for Decoration, and CAPF 83, CAP Counterdrug Application. Any additional information pertaining to the member's service and performance should also be made a part of the personnel records. The member's unit of assignment will maintain these records. The unit personnel officer normally maintains personnel records. It is recommended that each member maintain their own copy of personnel records in the event there is a discrepancy in information maintained by the unit or the CAP National database. Many achievements/training are recorded in the member's online membership record available for review through the e-services section of the CAP website. Units may use this information to supplement the information maintained in the physical file at the unit level. The online record cannot be used as the only personnel file since all information concerning the member is not currently tracked online. Personnel files should be protected and remain in the custody of CAP at all times. Members should be granted regular access to their records at reasonable times during normal unit meetings, in addition to such other times as may be agreed to between the member and the record's custodian. MEMBERSHIP RENEWAL Starting about 60 days before your membership is due to expire you will receive an email reminding you to renew. This assumes that the email you provided NHQ is correct and current. This will happen again at 30 days before your membership expires and 30 and 60 days after the expiration date if renewal dues have not been received. During this time your unit will also receive reminders. You can renew through the US mail with a check/money order or on line at eServices at http://members.gocivilairpatrol.com with

a credit card. This is a good time to check and see if your contact information, training record, photo and other data is up to date on the web page. TRANSFER OF MEMBERSHIP Members may transfer from one unit to another as long as they are members in good standing in their current unit of assignment. Members may not transfer in order to preclude an adverse action or when placed in suspended status. Membership transfer must follow the requirements as stated below: 1. A member who moves from one locality to another may transfer to another unit in the new community. A member may also transfer from one unit to another in the same locality upon approval of the unit commander concerned. 2. Commanders may initiate transfers for those members under their command to another unit under their command. 3. Members do not lose their membership by virtue of a unit deactivation. The following procedure explains the transfer process: When a member transfers to another unit, the gaining unit will normally initiate the transfer through the online transfer application. Once the gaining commander has approved the transfer action the member's record will immediately be updated to reflect the new unit of assignment. A notification of the transfer action will then appear in the losing Unit Commander's online Commanders Corner. If there is any reason why the transfer is not acceptable to the losing unit, the commander may simply deny the transfer. Losing commanders must deny the transfer action within 2 months of the notification. Commanders not wishing to use the online application may submit a CAPF 2a, Request for and Approval of Personnel Actions (Section IV, Transfer). The personnel officer initiates the personnel action which is approved by the unit commander and forwards the form to NHQ CAP/DP. If there is any reason why the transfer is not acceptable to the losing unit, the losing unit commander must notify NHQ CAP/DP within 2 months. The transfer will then be declared void and the member returned to the losing unit until the problem can be resolved. When a member transfers, the transferring member will hand carry his or her records to the gaining unit. 3. Explain the concepts of assignment and duty status. A unit commander is authorized to assign personnel to specific duties and positions within his or her unit. They may remove personnel from specific duties and positions within his or her unit, reassign personnel from one duty position to another within his or her unit, or appoint and remove commanders of subordinate units. Any member who maintains current membership in the active senior member, fifty year or life member category is entitled to attend meetings, hold a duty position, participate in CAP activities,

wear the CAP uniform, and exercise other privileges of membership. An individual who belongs to CAP in other membership categories such as patron, cadet sponsor, aerospace education, retired, etc., are not eligible for duty assignments. ELIGIBILITY FOR ASSIGNMENT To be eligible for assignment to a CAP duty position, members must have completed Level I training. Senior members who are former cadets that completed the Billy Mitchell Award are exempt from most of Level I, but must still complete all other portions of the training. NOTE: This exemption does not apply if the member has had a break in service of 2 years or longer. Additionally, when assigned to an authorized duty position, the member will also enroll in the appropriate specialty track of the CAP Senior Member Professional Development Program unless he or she has already earned the master's rating in that specialty. When a member is assigned to more than one duty position, he or she will enroll in the specialty track for the primary duty. Training in remaining specialties is encouraged. NOTE: For promotion purposes, the highest skill rating earned, in any specialty, will be considered, regardless of the member's skill level in his or her primary duty. ASSIGNMENT ACTIONS Duty positions are normally assigned by using the online duty assignment application available in eServices. Only the basic duty positions outlined in CAPR 20-1, Organization of Civil Air Patrol, are reflected in the online application. Duty assignments may be initiated by the Personnel Officer or any member designated by the unit commander and provided permission by the Web Security Administrator. The individual's record will be automatically updated to reflect the new position. An automatic email will be forwarded to both the individual assuming the new duty position and the individual leaving the position reminding them of the responsibility to properly account for the records, property and assets of this position. A copy of the online duty assignment screen may be printed to place in the member's personnel file. Commanders not wishing to use the online application submit a CAPF 2a, Request for and Approval of Personnel Actions (Section II, Duty Assignment Change). The personnel officer initiates the personnel action which is approved by the unit commander and forwards the form to NHQ CAP/DP. Both the individual assuming the new duty position and the individual leaving the position must sign the Form 2a signifying that the records, property and assets for this position are property accounted for. A copy will be filed in the individual member's personnel file and a copy retained by the personnel officer. As an option to the preparation of separate CAPFs 2a for each duty position assigned, duty assignment changes may be reflected in published personnel authorizations in

accordance with CAPR 10-3, Administrative Authorizations. A copy of the personnel authorization should be filed in each individual's personnel file. Commanders choosing to use this option must ensure that the individuals concerned are aware of their responsibility to properly account for the records, property and assets of the position. Members can also have something called an Additional Duty Assignment (ADY). This means that members have been given an extra assignment beyond their primary duty. Typically this is an appointment to a committee or board, such as the Membership Board (mentioned above) or when one person is filing two rolls such as Personnel Officer (primary duty) and Administration Officer (ADY). Lesson Summary and Closure The current membership categories were discussed. All membership categories and membership conditions were identified. These conditions were reviewed and the nondiscrimination policy of Civil Air Patrol was presented. Member transfer processes and procedures were reviewed. Assignment and duty status were reviewed. This should give the student a broad understanding of the membership categories, membership requirements, and common actions regarding membership. For specific details about specific membership categories, refer to the relevant CAP regulations and forms on eServices at http://members.gocivilairpatrol.com. For more Information Additional and detailed information on Civil Air Patrol Membership, Membership Termination, and Membership Action Review Board can be found in the following CAP publications: •

CAPR 39-2 Civil Air Patrol Membership

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CAPF 12 Application for Senior Membership in Civil Air Patrol

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CAPF 66 Cadet Master Record

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CAPR 52-16 CAP Cadet Program Management

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CAPF 45 Senior Member Master Record

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CAPR 50-17 CAP Senior Member Professional Development Program

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CAPF 15 Application for Cadet Membership in Civil Air Patrol

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CAPF 2 Request for Promotion Action

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CAPF 2a Request and Approval of Personnel Actions

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CAPF 120 Recommendation for Decoration

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CAPF 83 CAP Counterdrug Application

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CAPR 20-1 Organization of Civil Air Patrol

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CAPR 10-3 Administrative Authorizations

Works Cited No additional reference materials were used.

Accomplishing the Mission Elements The purpose of this lesson is for students to state what role/roles they play/could play in accomplishing CAP's mission elements. Desired Learning Outcomes 1. State the responsibilities in units and members in accomplishing the missions of CAP. 2. Describe the available resources and methods of access to resources, to support units and members in accomplishing CAP's missions. Scheduled Lesson Time: 20 minutes

Introduction CAP is designed along the idea that every unit at every level - will support each of CAP's primary missions. Indeed, staff positions in the areas of Aerospace Education, Cadet Programs, and Emergency Services are mandated at each of the levels above Squadrons. These positions are designed to provide assistance to each subordinate unit and their members to accomplish those three CAP missions. Comparable positions at the squadron level may or may not be required by the manning tables found in CAPR 20-1 [1] depending on the type of squadron. Even though, for instance, a senior squadron doesn't have cadets, it doesn't mean that the members of the squadron and the unit itself can't help cadets. To some extent every squadron and its members should contribute to every mission. This lesson is about discussing ways that units and members work together to accomplish CAP's missions. 1. State the responsibilities of units and members in accomplishing the missions of CAP. Every squadron and every member has a responsibility to accomplish the primary CAP missions. Having said that, it's true that units and members each have interests and talents which lead to them concentrating more on, or being "better" at, some missions over others. That can happen due to staffing, resource limitations, as well as member interests, strengths and weaknesses. Regardless, every squadron has a responsibility to accomplish the missions of CAP, and will have some members who are: •

Willing to work with cadets;

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Qualified and participating in ES missions; and/or

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Able to provide AE information to its members and possibly the community.

More specifically, each type of squadron - senior, composite, or cadet- has different manning requirements, and its members will stress each of the missions differently. Each squadron should have a Professional Development (PD) officer assigned as well. The individual occupying this slot can provide both the unit and its members with assistance in gaining knowledge in all CAP missions, thus increasing the unit and members potential accomplishment of each mission. Let's examine the three types of squadrons to see how they are organized and determine how they can each work in all three mission areas. THE SQUADRONS Senior squadrons: are composed exclusively of senior members, and have staff requirements for AE, ES (Operations), and PD. There is no requirement for a CP staff position. The main squadron emphasis will probably be concentrated on operations and flying (ES), as well as Homeland Security (HS), and/or Counterdrug missions. Senior squadrons can support the cadet mission by providing cadet orientation flights or using their pilots to conduct aerospace education classes for cadets at neighboring units or activities. If the unit has a CFI, then teaching cadets to fly is also possible, and aids in carrying out the CP mission as well. Senior squadrons can also participate in the "Fly a Teacher" program [1][2] or perhaps teach about aviation in schools, to support the AE mission. And if the CAPabilities demo is shown to a local Emergency Management Agency, that too supports the external aspects of AE. Composite squadrons: are composed of both seniors and cadets, and have staff requirements for AE, ES, CP, and PD positions. Thus a composite squadron certainly carries out the cadet program, while at the same time performing AE and ES missions. As always, the extent of support to each area will depend on the interests and abilities of the members in the unit. The cadet program aspect has a high participation in internal AE, but also is involved in external AE, for the cadets are often an entree into schools and other organizations. For example, the Boy Scouts have an aviation merit badge and most of it can be done through Civil Air Patrol. Let's not forget ES. A large percentage of the seniors in a composite squadron take part in ES missions. But many of the ground rescue personnel can come from the cadet section and cadets often make great mission base personnel. What a great thing for cadets and seniors alike to learn about leadership and service, for instance, when a unit's air crew directs cadets into the target.

Cadet squadrons: are composed primarily of cadets, with almost all of the seniors assisting in that area. The required manning positions will be AE and CP, with ES not being a requirement. And again PD should be staffed. Like the composite squadron, the CP portion can support both the internal and external elements of the AE mission. And without a doubt the greatest emphasis in a cadet unit is placed on accomplishing the CP, with lesser attention to AE and ES. Once again cadets may play a role in ES, with qualified senior members to lead them. In fact, there is nothing to prevent the seniors from doing ES on their own, or using their expertise in ES to train cadets in that area. This brings us to an exception to participation in ES missions. Individuals who are members of an overseas unit [2] are precluded by CAPR 35-4 from active participation in any emergency services missions [3]. Nonetheless, overseas units can do limited inhouse training in ES. By doing so, their knowledge will be increased, and their utilization upon return to a unit in the United States is improved. THE MEMBERS What responsibilities do members have? First, all members, senior and cadet, must follow the regulations, obey the lawful orders of superiors, and live up to the core values. To paraphrase John F. Kennedy, "Ask not what your squadron/CAP can do for you, but what you can do for your squadron/CAP". Familiarize yourself with the basics of each of the three missions. Get involved. Senior members should undertake a duty assignment in the squadron. Find out what assignments need to be filled in the squadron, and agree on which area is best served in to assist the unit achieve goals in AE, CP, and ES. Then enter the appropriate specialty track; learn what is required by a review of CAPR 20-1 and the associated specialty track pamphlet, and do the job. Each duty assignment is primarily related to one of the three missions. By continuously studying and advancing in the selected specialty, a member becomes more proficient, thus helping the unit to "accomplish CAP's missions". With increased proficiency in a duty assignment or specialty, one can become active in one of the other missions/specialties further augmenting the success of the unit in mission accomplishments. The key then, to a member's responsibility to ensure that unit achievements continually improve, is to steadily advance one's own knowledge and training. This can be done by taking advantage of the multiple sources of information and courses provided by CAP. By enrolling in, and advancing to this point in the CAP Officer's Basic Course, you obviously are doing that!

Cadet members also have a responsibility to support the missions, and can do so by active participation in unit functions, and by progressing through the cadet achievements in a steady manner. An additional squadron and member responsibility, one which cannot be avoided if the unit is to remain viable and progress in accomplishing missions, is ensuring the proper reporting of activities and events; in other words -- doing the paperwork. Each duty assignment has reporting responsibilities. Why do we need all those reports? The key word is accountability. Many of the required reports are justification for the money Civil Air Patrol is given by the Federal Government through congress and the Air Force, or in some cases received from state governments. Naturally those entities want to know what the funds were spent for, and if monies were used appropriately. So if NHQ, regions and wings can say this many hours were flown, this many lives saved, this many teachers trained, or a cadet program provided for so many young persons, then value for the taxpayers money can be shown. The only way higher headquarters can know what was done is through reports received from squadrons. Some reports present data to higher headquarters which aid in their planning and providing things the unit needs. For example, if the logistics folks don't know how old a vehicle is, or how many miles are on it, then it would be unreasonable to believe they should know if or when it needs to be replaced. Similarly, orientation flights cannot be credited and reimbursement paid to the units without the missions being approved and sorties recorded. The mission was accomplished, so why not get credit for it? In addition to reports which provide information on expenditures or unit needs, it is also necessary to have reports which can show accountability in the proper use of equipment as well as member protection. There are also reports telling higher headquarters what functions have been done well, or an action by a member which is above and beyond what others have done-and therefore merits an award. 2. State the available resources, and methods of access to resources, to support units and members in accomplishing the missions of CAP. It's true that a key members and their passion are key to mission accomplishment. It's also true that another key to mission accomplishment is resources: facilities, money, equipment, and supplies. There are many available resources to support squadrons toward mission accomplishment. Knowing how to access them takes some effort, some imagination, and a little thinking "outside the box". First look around the room you are sitting in. There may be some items one can lend or donate for squadron use-equipment, text books, office supplies, extra uniforms, and so on. Talk to other members, they (or somebody they know) may also have things around the house that they no longer use or need, but which might be useful to the unit.

People sometimes have old, but still useful furniture in the basement, flight suits that "the cleaner shrunk", and so on. Second, look around your squadron. Does the squadron have a store room? Could there be long forgotten things accumulated there and not of use? Check with other squadrons-they may have excess items to give away or trade. Have the squadron Supply Officer inquire or requisition the next higher headquarters for what the squadron needs. Transferring material from one unit to another is just a form (and a van ride) away. Many squadrons have things donated by non-members. People and organizations often donate money or items to CAP because it is a "non-profit and benevolent" organization. Squadrons ought to check out community resources for grants and utilize the Foundations Directory in their local library for sources of assistance. If all else fails, and the unit has sufficient funds available, needed materials can be purchased. And if there isn't enough money, perhaps a fund raiser event can be arranged, being careful to follow the rules set forth in CAPR 173-4 [4]. Wings have resources too. They can get items from other wings with a bit of effort. Some even have substantial budgets. Did you know that thirty-eight of the wings get some money from their state legislature? (Report to Congress, 2008) [5]. Could your wing be one of them? Often that money is budgeted to perform specific missions. But if your unit could perform the mission, it could possibly benefit from the funds. In addition, each wing gets ES training money from NHQ, and squadrons are eligible to receive some of that money for ES training. The squadron commander, ES or Finance Officer should talk to their counterpart at wing to find out how the money is budgeted in your wing. Certain wing members have access to the Defense Reutilization Management Office (D.R.M.O.) When DOD units have no further use for serviceable equipment they turn it in to DRMO. CAP can then acquire it at no charge if it is on our approved list. This list includes things like: uniforms, office supplies/equipment, backpacks, furniture, etc. The squadron logistics officer should have more details on what and how to obtain items from DRMO. A member of the CAP staff, known as the Region Coordinator, can help CAP obtain use of DOD facilities. CAP may get the use of a training area at an army base or the use of barracks and a classroom for an encampment or even an empty building for a squadron meeting place. National has resources too-in addition to obtaining members dues, NHQ is given Federally appropriated funds through the Air Force, and occasionally receives donations of money and materials from individuals and other businesses/organizations--all of which are usually budgeted for specific purposes. But the budget does include buying

equipment for units. Over the last several years every squadron received computers and printers. [3] In the last few years NHQ bought, and for the next few years, will continue to buy a large quantity of communication equipment (radios and repeaters) as we change over to new frequencies. And in 2009, NHQ bought and distributed 35 vehicles and several aircraft to regions and/or wings, which in turn dispersed most of them to squadrons. In addition, National funds are available for numerous vehicle and aircraft maintenance items, orientation rides, AE activities, ES training, and uniform items for new cadets. TRAINING AS A RESOURCE All the equipment and money CAP has would be wasted if they aren't used by welltrained people. A member's increased ability to execute any mission is based on the acquisition of knowledge from two main sources: 1. Other members within CAP: many seniors are experts in a given field, and can provide information on a variety of subjects, and assist in specific job training. These members need not be assigned to your unit, but can come from neighboring units or the wing. Cadet Officers, who have completed their Staff Duty Analysis (SDA) achievements, can also be useful in helping with staff jobs. 2. "Formal" classroom type instruction. A vast amount of training information is available within CAP and the Air Force through written material, on-line material, residence courses, distance learning, other individuals associated with CAP and courses offered by other organizations, such as FEMA. Enrollees in the OBC are experiencing on-line training now. When the CAP OBC is finished, one might take a look at the other courses and informational material on AE, CP, ES, regulations, and more, to be found on the CAP web site [4]. CAP members can also take many Air Force courses through AU Distance Learning also known by its old names: Air Force Institute for Advanced Distributed Learning (AFIADL) and before that the Extension Course Institute (E.C.I.). No matter what it is called, it is the correspondence school for the AF. And all of this is free. Enrolling in a Specialty Track As discussed before, for almost every job in the squadron there is specialty training, with service, knowledge, and performance requirements. The requirements for each level of each specialty track can be found in the related "specialty track study guide" under Civil Air Patrol Pamphlets on the NHQ web site [5]. (See the Professional Development Lesson of this course and your unit PD for more information on specialty track guides). In addition to becoming a better officer, having a rating is required for promotion and completion of various requirements as one proceeds in the PD program.

In-Residence Courses The first in-residence course members are likely to take is Squadron Leadership School (SLS). It is a 12 hour course normally completed over a day and a half. Each wing offers at least one every year. SLS is designed to help members learn how their job and different specialties relate to each other in a squadron, as well as other things helpful to know at the squadron level. SLS is also needed for completion of Level II and promotion to Captain. New members should plan to take SLS within one year of joining CAP. Other in-residence courses are Corporate Learning Course (CLC), the Unit Commander's Course (UCC), and Training Leaders of Cadets (TLC) which are 12 - 16 hour courses taken later in your CAP career. There may be a nominal fee for these courses to cover materials and refreshments. In Level IV and V of the PD program there are week long course called Region Staff College (RSC) and National Staff College (NSC). Both these course focus on leadership and management, and have specific prerequisites for attendance (see CAPR 50-17) [6]. Additionally, there are weeklong specialty courses like the Inspector General College, the Legal Officers College, and the Chaplain Staff College. There are also ES schools like National Ground Search and Rescue School and the National ES Academy (NESA). The list goes on and on. Talk to your PD Officer for more information on all of them. When taking any of these courses it's important to remember that, no matter what the subject matter, the basic objective for the course is to help the member accomplish CAP's missions more effectively. Lesson Summary and Closure Civil Air Patrol, as chartered by the U.S. Congress, performs three main missionsAerospace Education, Cadet Programs, and Emergency Services. All CAP units are expected to help CAP as a whole accomplish those missions on a daily basis. Obviously the degree to which each squadron will contribute to the missions depends on many factors. However, every squadron, and every member, has a responsibility to accomplish these primary missions. There are numerous resources available to assist squadrons obtain equipment, supplies, and money. There are also resources available to aid members obtain knowledge, experience, and training to increase their ability to carry out missions. This lesson has provided a number of methods for accessing available resources to support squadrons and members in accomplishing the CAP missions. The better informed and trained members are, the better a squadron will be equipped to contribute to a high level of mission accomplishment.

Works Cited [1]

CAPR 20-1 Organization of Civil Air Patrol, 2 January 2013

[2] http://members.gocivilairpatrol.com Aerospace section [3] CAPR 35-4 Overseas Cadet Squadrons, 27 December 2012 [4] CAPR 173-4 Fund Raising/Donations, 26 December 2012 [5] Civil Air Patrol's Report to Congress, 2008, Civil Air Patrol, Maxwell AFB, Montgomery, AL [6] CAPR 50-17 CAP Senior Member Professional Development Program, 19 August 2013

[1] Details may be found in the Aerospace Education section of NHQ web page [2] Overseas units are assigned to NHQ rather than a wing, and may only be cadet squadrons [3] Except for the overseas units which did not receive any. [4] Access on the internet through http:/members.gocivilairpatrol.com [5] Find in e-services with regulations and pamphlets

Support to Civil and Military Authorities The purpose of this lesson is for students to state what support the federal/state governments, CAP and the Department of Defense MAY provide to each other and the procedures to request that support. Desired Learning Outcomes 1. State common types of civil and military missions and how those authorities request support from CAP. 2. Identify the benefits of being properly authorized to support civil and military authorities and the possible consequences if done incorrectly. 3. Describe what support the Air Force may (vs. must) give CAP. Scheduled Lesson Time: 20 minutes

Introduction Support from CAP to organizations and government agencies, including the military could range from staging a simple color guard presentation to thousands of members participating in a major disaster relief operation. As CAP members we must be sure we follow policies put in place to protect our members and Civil Air Patrol as we serve America. With this in mind, for all activities, proper authorization must be obtained from the appropriate level of command. When you complete this presentation, you will understand the benefit of obtaining authorization for all functions that CAP may be asked to participate in as well as how to follow the Chain of Command to obtain the needed permissions. 1. State common types of civil and military aviation missions and how those authorities request support from CAP Civil Air Patrol assistance to Civil Authorities, including airborne imagery and communications support for counterdrug, homeland security, and disaster operations; and Support to Military Commanders, including low level surveys and range support, are coordinated by the National Operations Center. When a CAP member is asked for assistance, they should contact the next person up the chain of command to obtain proper authorization and approval to support.

As an auxiliary of the Air Force, CAP priority for employing CAP resources is first, the Air Force, then other DoD departments and agencies, other federal departments and agencies, state civil agencies, and finally, local agencies. SEARCH AND RESCUE CAP may - conduct inland search and rescue when called upon. CAP is known for its Air Search capabilities and is most often called upon to search for missing aircraft. However, CAP is also well qualified and often called upon to search for missing children, hikers, boats, hospital patients or others believed to be lost and in potential danger. This can be a rewarding experience. You are encouraged to become involved in this type of CAP mission. CAP may not - Search for missing or suspected criminals, runaways, suspected murder victims or other persons or objects that are likely to result in criminal prosecution. How CAP gets involved - The search and rescue coordinator (SC) ensures SAR operations are coordinated with federal, state, local, and private agencies, as provided by law in each jurisdiction. Generally speaking, the Air Force Rescue Coordination Center (AFRCC) commander is the responsible Search Coordinator for search and rescue of the Inland Region of the Continental United States. For other areas see CAPR 60-3. When the AFRCC commander wants to access CAP resources they call a CAP Incident Commander (IC) in the search area. A list of ICs is provided to them annually by each wing. The IC is to manage a SAR mission for CAP. For CAP, the on-scene commander is commonly the IC. An on-scene commander conducts the SAR mission on location using available resources and resources made available by the IC and/or SC. The final decision to use CAP resources remains within the CAP at all times. (CAPR 60-3) You will notice that we cannot volunteer our services; those services must be requested. DISASTER RELIEF CAP often responds to a peacetime disaster resulting from manmade or natural conditions including floods, storms, tornadoes, drought, fire, earthquakes, loss of control over radioactive or hazardous materials, oil spills, toxic release of materials, or similar catastrophes. As used here, the term does not include emergencies resulting from enemy attack or unlawful violence by civilians. CAP may provide air lift of vital personnel, equipment, and supplies. During 9/11, CAP airlifted blood from around the northeast to New York City. They also airlifted sensitive listening devices during the recovery period and provided photography. CAP can provide aerial communications relay, search and rescue, damage assessment, and transmit live video to various agencies. On the ground CAP can control landing zones, fill sandbags, search door to door for people in distress, help run shelters, provide

communication, serve meals and many other services. This is an exciting and rewarding mission you are encouraged to become involved in. CAP may not go beyond those disaster relief duties and into law enforcement duties. (See the Support to Law Enforcement section of this lesson.) CAP may not volunteer its services for law enforcement operations. How CAP gets involved : According to CAPR 60-3 "The primary responsibility of alleviating the conditions created by a peacetime disaster rests with individuals, families, private industry, local and state governments, the American Red Cross, and various nonmilitary federal agencies having resources available. However, when civil resources are inadequate, inappropriate, or unavailable to cope with the disaster, military resources may be used to assist local authorities in their efforts to save lives, prevent starvation and extreme suffering, and to minimize damage and property loss. The Federal Emergency Management Agency (FEMA) is responsible for coordinating all federal resources in the event of a disaster. They may request support from the Department of Defense (DOD). Federal statutes under Military Support to Civil Authorities (MSCA) rules govern DR operations. DoD Directive 3025.1 assigns the primary responsibility for MSCA within the CONUS to the Department of the Army, who delegated duties to the other branches. Air Force Disaster Relief (DR) operations is the purview of the Air Force National Security Emergency Preparedness (AFNSEP) . Any of these agencies may request support of CAP. When done this way it is considered to be an Air Force mission and is conducted under Air Force-assigned mission numbers. In certain cases, a CAP wing commander, after obtaining approval from the region commander, may authorize use of CAP resources in a state or local disaster situation when no Air Force mission number is available or an existing Air Force authorization has expired. (More on why AF mission numbers are important later.) Local authorities (city, county, etc.) should direct their initial request for assistance to the appropriate state civil authority (emergency management office). The state civil authority then contacts AFNSEP to request Air Force mission authorization. ASSISTANCE TO LAW ENFORCEMENT OFFICIALS CAP may provide passive assistance to law enforcement officers and agencies; according to CAP 900-3 "Civil Air Patrol units and CAP members engaged in CAP activities may provide passive assistance to law enforcement officers and agencies." CAP assistance to law enforcement agencies which may lead to criminal prosecution is restricted to patrol, reconnaissance, and reporting only. Assistance may also be a byproduct of the normal conduct of the CAP mission. In some instances, such as during an airborne search, CAP members may observe suspicious activities and as concerned citizens, should report those activities to proper authorities. When requested by proper authorities, CAP members may provide crash site surveillance and/or crowd control

duties during an emergency/disaster situation. When on such a mission, the senior CAP member present will ensure the above restrictions are understood and will contact the nearest law enforcement officer if assistance is required. CAP may not- CAP members may not be deputized nor may they take an active part in arrest or detention activities and have no authority to restrict persons by means of force, actual or implied. CAP members may not carry firearms. (Exceptions for Law Enforcement Officials and survival gear may be found in CAPR 900-3) How CAP gets involved: Requests for such assistance, unless of an emergency nature, must be approved in advance by the Wing and Region Commanders and coordinated with HQ CAP/DO through the National Operations Center. All CAP flights will be in accordance with CAPR 60-1. COUNTER DRUG Because of the impact drugs have had on the US, Congress has authorized the DoD to provide support for counter-drug operations. However CAP cannot become involved directly in law enforcement because of the Posse Comitatus Act. The Posse Comitatus Act directly limits CAP's support to civilian law enforcement. There are statutory exceptions that provide for limited indirect support to civilian law enforcement agencies that are charged with implementing the anti-drug laws. (CAPR 60-6) CAP may provide detection, monitoring and communication of movement of air and sea traffic. CAP may perform aerial reconnaissance of property but not surveillance of people. CAP may operate equipment to facilitate communications in connection with counterdrug law enforcement operations. CAP may provide repeater aircraft, operate CAP radio equipment in support of counterdrug activities, and transport civilian law enforcement agents in support of counterdrug operations (CAPR 60-6). To participate in this type of operations requires additional applications, training and background checks. Contact your group or wing CDO.) "CAP may not give direct law enforcement assistance to civil authorities and may not be used to execute the laws of, or to perform civilian enforcement functions within, the United States directly, such as in arrest, search and seizure, stop and frisk, or interdiction of vessels, aircraft, or vehicles. CAP may not conduct surveillance or pursuit of individuals. CAP personnel may not act as informants, undercover agents, or investigators." (CAPR 60-6) How CAP Gets involved - CAP has established relationships with DEA, Customs and other agencies through Memorandums of Understanding (MOUs) discussed below. Each MOU details how a mission is activated and who is to be involved. Generally speaking only those actually on the mission and the Operations Officer and Wing Commander will know about a mission.

CHAPLAIN CORPS CAP chaplains may supplement, or replace DoD chaplains in non-combat areas. A base chaplain may be deployed and a CAP chaplain may fill in for them. CAP chaplains can provide services, visitations, advice to the commander and all the normal chaplain duties to the base personnel and their families. During this time CAP chaplains wear their CAP uniform, clerical vestments or other clothes as appropriate for the situation. CAP Chaplains may not perform any duties for which they are not normally qualified (counseling for example) or duties outside those normally provided by the chaplain or which are against their religious vows. How a chaplain becomes involved - Technically the DoD contacts the CAP Chief of Chaplains that "assigns" a chaplain. Most of the time the base or unit chaplain knows a CAP chaplain and they contact them. The CAP chaplain then walks through the steps and volunteers to be assigned to the task. The chaplain is typically not compensated for this service but can be provided with meals, lodging, and transportation. As you can imagine these things do not happen without a great deal of coordination ahead of time. CAP interacts with communities, state and federal agencies and USAF, through agreements and Memorandums Of Understanding (MOUs). Most agreements have been arranged at the National HQ level. Some agencies and groups with which CAP has MOUs include: •

American Red Cross

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Salvation Army

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Federal Emergency Management Agency (FEMA)

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Federal Aviation Administration (FAA)

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USCG Auxiliary

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Drug Enforcement Agency (DEA)/ US Forest Service (USFS)

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US Customs Service

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Dept. of the Interior

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Dept. of Transportation

The MOU is an agreement signed by officials from both sides (usually the National Commander for national MOUs and the Wing Commander for state and local MOUs.) stating what each will provide, what the chain of command is, how often the organizations will train together, what training will be provided by both sides, who will pay for what and how it will be processed and who is providing insurance. MOUs need to be reviewed regularly for currency; reviews also provide an opportunity to authorize more support for each other. It is also a good opportunity to brief local officials on new capabilities and keep CAP in their mind.

To assist with the process CAP has produced a book and DVD called Civil Air Patrol's CAPABILITIES HANDBOOK. This publication provides the members from an agency with a need for help with the necessary contact information for all of the emergency mission activity that CAP can provide. It does not include information for local service needs like Color Guards, Honor Guards, or presentations. MOUs may take as long as a year to complete. If your unit is not covered by local MOUs with the above agencies or other local agencies you should suggest that your squadron commander contact your wing Government Relations Officer, Legal Officer, Operations Officer, or Commander and ask for advice on how to begin the process in your wing. If you have a relationship with people in federal, state or local agencies that CAP has, or would like to have an MOU with, you should tell your squadron commander that as well. Notice that in each of the above missions CAP must be requested to participate by the appropriate agency. If local or state agencies want CAP to participate as the USAF Aux they must go through that agency. If there is a local Memorandum Of Understanding in place they may request CAP participate in a mission under that MOU but the only person who can commit CAP is a corporate officer. In your wing the only corporate officer is the wing commander. Should an agency contact you directly, your task is to help them get in touch with the people authorized to give a mission number. 2. State the benefits of being properly authorized to support civil and military authorities and state the possible consequences if done incorrectly. In general terms, while on an AF authorized mission adults (senior members and cadets over the age of 18) are covered by the Federal Employees Compensation Act (FECA). Should a member be injured or killed while on an Air Force-authorized mission, they or their survivors can be eligible for benefits. Should there be an accident while on an AF authorized mission, you, the AF and CAP are protected by the Federal Tort Claims Act (FTCA), which limits liability. You may also be protected by CAP Corporate insurance. As an instrumentality of the federal government (on an Air Force-assigned mission) you can continue the mission outside your home wing without permission of the state you are entering. (If a search that started in OK expands into TX you do not have to get permission from the State of TX to enter. As a federal resource you may also travel to another state in support of that state's government or a federal agency). When operating under an AF mission number you may be reimbursed for authorized expenses. When operating under a Memorandum of Understanding (MOU) you would be protected and reimbursed in accordance with the MOU but would also have access to CAP Corporate insurance. On corporate missions (those that are in support of a CAP mission), such as an AE trip, unit field trip or while attending some ES training, as well as missions authorized by a competent authority (such as a wing commander) you

would be covered by CAP insurance and may even be reimbursed. However, you would not be covered under FECA/FTCA unless it is an Air Force-authorized mission. Should you not be on a recognized CAP mission or on a AF authorized mission, which has been authorized by a competent authority you have no protection beyond your personal insurance, you may be liable to CAP and you should not expect reimbursement. For example, you decide to take three cadets to your local rifle range in a CAP van and don't get permission. On the way back you fall asleep at the wheel and hit a pole. Since this is not an authorized CAP activity, you would be personally liable for any injuries to the cadets, the damage to the van (and pole) and you would not be eligible for reimbursement. There is a chance that you are also in violation of several other regulations. In addition to the financial costs, your membership is likely to be terminated. 3. Describe what support the Air Force may (vs. must) give to CAP. AIR FORCE INSTRUCTION 10-2701 provides the Civil Air Patrol with information as directed by the Secretary of the Air Force as to what CAP can and cannot do in support of each other. The Air Force is required by law to provide "assistance and oversight" for CAP activities, What does that mean? Assist - The AF can assist CAP to receive funding through the AF Budget and Congress. It can assist CAP with purchasing equipment under government contracts. It can assist CAP with establishing, maintaining and growing our relationships with other federal agencies. It can help CAP access federal resources while on AF missions. It administers AF funds assigned to CAP for mission, training and logistics. It also administers USAFR "man-days" (days AF Reservists get paid/are on duty to support CAP). It does this through the Senior AF Advisor a.k.a. CAP-USAF Commander and his staff as well as members on the BOG (see structure of CAP lesson in this course). CAP-USAF also provides management advice to the national employed and volunteer staff. On the local level this is called a Staff Assistance Visit. Oversight - The AF must make sure CAP is operating within the law, its regulations and any agreements it has entered into. It also conducts regular audits of CAP's spending of AF dollars. It conducts audits to make sure CAP can account for assets the AF has bought and assigned to CAP. Many of the assets you think of as CAP's (such as most planes, vehicles, radios, computers, etc.) were purchased with AF funds and assigned to CAP. The AF is required to account for all those assets and ensure they are being used only for CAP and AF business. That is why you cannot take the CAP van to work or fly your family in CAP aircraft. Oversight also involves conducting inspections and evaluations to ensure compliance and safety. How does the Air Force do all that across the nation? At HQ CAP there are many CAPUSAF personnel assigned to help with purchases, reimbursement, legal issues and other support which is provided to CAP. At the region level, there are Liaison Region Commanders who represent CAP-USAF to the CAP Region Commander and his staff.

They also administer many of the SAR/DR/CD evaluations and conduct inspections and audits of the wings. Beyond assistance and oversight, what support may the Air Force provide to CAP? A popular support item is airlift. CAP personnel may fly aboard federal aircraft when space, aircraft, crews and funding are available, if they are participating in a CAP function. Typically this takes two forms, orientation rides and airlift. Orientation rides are short round trip rides in federal aircraft for the purpose of the experience and to encourage joining the appropriate service. Orientation flights typically happen at encampments or are otherwise arranged by the wing. Common examples include rides in Blackhawks, C-130s, KC-135, USCG Sea Kings, and various other airlift aircraft. Rare examples have included rides in fighter aircraft, training aircraft, gliders and other vehicles. Airlift is transporting personnel (and on rare occasions vehicles and other heavy equipment) to training or other events. Typical events that get airlift support are encampments, National Special Activities, National Congress on Aviation and Space and National Board meetings. More often CAP may access base facilities during CAP events hosted by a base. Accessing these facilities requires a Military Support Authorization (MSA). The MSA lists the people who are participating in an authorized CAP activity and the base that has agreed to host it. Frequently this means that we can live and eat on base while we are on an official CAP activity. Examples include encampments, cadet competitions, ES training and alike. Often CAP also makes use of DoD or Guard classrooms and meeting rooms for training such as Squadron Leadership School (SLS). Base privileges for CAP members does not mean one can stay there on personal or family business. While on MSAs members have access to the base exchange (for necessities), the dining hall, and lodging where available. And of course members can purchase uniform items at any time. If you are injured on a CAP Activity on base you have access to the base hospital or whatever local hospital the base uses. Purchases of gasoline, alcohol, tobacco products or luxury items (electronics, etc) are prohibited. CAP also has standing agreements with many DoD and National Guard bases that allow squadrons to meet on base without producing MSAs for every meeting. MSA are obtained through your Region Coordinator. Lesson Summary and Closure Civil Air Patrol provides much support to civil and military authorities. CAP's local emphasis, breadth of units across the country, access to resources and a highly-trained membership provide agencies at all levels with an important force-multiplier and a great value. The key to employment of CAP to civil and military authorities is the proper use of Memorandums Of Understanding, public awareness of CAP's capabilities, comprehension of procedures used to request CAP assistance, and an understanding of CAP's unique relationship with the USAF.

Works Cited Squadron Leadership School 2008 Capabilities Handbook AIR FORCE INSTRUCTION 10-2701 CAPR 900-3 CAPR 60-3 CAPR 76-1 CAPR 147-1 CAPR 60-6 CAPR 265-1 CAPR 900-5 CAPP 265-4 CAPP 50-5

CAP Insurance and Benefits Program The purpose of this lesson is for students to state the insurance and benefits available through the CAP Insurance Program. Desired Learning Outcomes: 1. Identify the publications governing CAP insurance and benefits. 2. Explain under what conditions insurance benefits are available. 3. Describe common exceptions to coverage. Schedule Lesson Time: 30 minutes Introduction CAP members perform vital services to America. Occasionally, members are injured or property is damaged while performing these services. For those occasions when our risk management efforts fail, CAP has important insurance and benefit programs to offset loss of property to CAP, and offset injury to its members. 1. Identify the CAP publications governing CAP insurance and benefits CAP members enjoy several different types of insurance coverage. These coverages are covered in detail in CAPR 900-5, The CAP Insurance/Benefits Program. The coverage changes from time to time, so to make sure you have the latest information, you should download a copy of CAPR 900-5 from the Publications section of the national web page. 2. Explain under what conditions Insurance benefits are available National Headquarters maintains liability insurance policies, which provide liability coverage for CAP organizations. Those policies are: (1) general liability insurance (2) vehicle liability insurance and (3) aviation liability insurance. These policies provide liability protection for CAP members while engaged in CAP duties other than Air Forceassigned missions. Speaking generally, Air Force coverage applies when CAP is engaged in a mission certified by CAP-USAF as Air Force-assigned. CAP coverage applies when CAP is engaged in corporate activities or missions. There are exceptions to coverage, and CAP's risk management coverage, in itself, does not constitute a contractual relationship or guarantee between CAP and its members.

TYPES OF INSURANCE The following provisions are covered in CAPR 900-5: Liability insurance protects against claims for negligence, but will not pay for the repair or replacement of member's property damaged or destroyed on CAP activities. Members are encouraged to provide their own property insurance on property. General Liability Insurance. This policy provides liability protection for CAP and CAP members while performing official CAP activities, including the ground activities on "Corporate Missions" (a.k.a. non-Air Force missions). This means you are covered at unit meetings, encampments, and general CAP activities. It also provides liability protection for CAP's use of meeting places, buildings, or airport facilities. This also provides coverage to CAP officials for claims of libel and slander alleged to have occurred while performing their official duties. Accident Coverage - CAP provides a self-insured accident coverage for both senior members and cadets, which provides benefits in the event of reportable injury or death that occur during CAP- authorized activities. The CAP medical expense benefit is excess to any existing medical coverage available to senior or cadet members including family or employer type "Blue Cross" or HMO coverages. This provides a further $8,000 less a $50 deductible of coverage per claim. Death Benefits (CAP) - The accidental death benefit of $10,000 is payable regardless of the availability of other insurance. No CAP accidental death or medical benefit is payable if: Injuries or death is self inflicted or caused by intoxication, drug use or gross misconduct. This is a self-insured program paid out of CAP's general fund and not a commercial insurance policy. AF Missions - When on Air Force-assigned missions coverage is provided by the United States as CAP is deemed to be an instrumentality under title 10 United States Code section 9442(b)(2). Typically, such claims are handled under the Federal Tort Claims Act (FTCA)). Death Benefits (when on an Air Force-assigned mission) - Members 18 years of age and above who are killed or injured while on an Air Force-assigned mission (A or Bmission status) are covered under the Federal Employees Compensation Act (FECA). CAP members are considered to be "employees" (a special provision valid only for FECA benefits), and are eligible for death benefits, disability benefits, burial benefits, and medical coverage. CAP members' death benefits are computed as a percentage of salary as if the member was employed by the Federal government as a GS-9, Step 1 of the General Schedule pay system. Benefits can be paid to spouses and minor children, or to parents of members who are dependent on the member. See CAPR 900-5 for complete details.

HOW TO PROCESS INSURANCE BENEFITS Understanding the importance of filling out the correct forms ensures that the proper actions will be taken within a timely manner. However, CAP has gone to great levels of training safety personnel to assist in avoiding accidents, although they will still occur from time to time, knowing where to find the information needed to report this is crucial. Mishap Classification There are several types of mishaps that need to be reported, the following is a brief description of them. a. Aircraft accident (requires reporting into the Safety Management System as required by CAPR 62-2, Mishap Reporting and Review) means an occurrence associated with the operation of an aircraft authorized to participate in CAP activities. b. Aircraft incident (requires reporting into the Safety Management System as required by CAPR 62-2, Mishap Reporting and Review) means an occurrence associated with the operation of an aircraft authorized to participate in CAP activities that does not meet the criteria for an accident. c. Aircraft minor mishap (requires reporting into the Safety Management System as required by CAPR 62-2, Mishap Reporting and Review) means a mishap associated with the operation of an aircraft authorized to participate in CAP activities which does not meet the minimum criteria to be classified as an accident or incident. d. Vehicle accident (requires reporting into the Safety Management System as required by CAPR 62-2, Mishap Reporting and Review) means an occurrence associated with the operation of a CAP vehicle authorized to participate in CAP activities. e. Vehicle incident (requires reporting into the Safety Management System as required by CAPR 62-2, Mishap Reporting and Review) means an occurrence associated with the operation of a CAP vehicle authorized to participate in CAP activities that does not meet the criteria for an accident. f. Vehicle minor mishap (requires reporting into the Safety Management System as required by CAPR 62-2, Mishap Reporting and Review) means a mishap associated with the operation of a vehicle authorized to participate in CAP activities which does not meet the minimum criteria to be classified as an accident or incident. g. Bodily injury accident (requires reporting into the Safety Management System as required by CAPR 62-2, Mishap Reporting and Review) means an occurrence involving bodily injury, where an aircraft or vehicle is not involved. h. Bodily injury incident (requires reporting into the Safety Management System as required by CAPR 62-2, Mishap Reporting and Review) means non-serious injuries. i. Bodily injury minor mishap (requires reporting into the Safety Management

System as required by CAPR 62-2, Mishap Reporting and Review) means a bodily

injury which does not meet the minimum criteria to be classified as an accident or incident. ***This is a good time to familiarize yourself with CAPR 62-2*** It is vitally important that the CAPF 78, CAP Mishap Report Form, be submitted promptly in all cases involving reportable CAP mishaps, and that the CAPF 79, CAP Mishap Investigation Form be submitted as soon as possible. See CAPR 62-2, Mishap Reporting and Investigation. REPORT ALL MISHAPS involving property damage or reportable bodily injury. Failure to do so could result in a member being held personally responsible for the damages or medical expenses incurred as a result of a mishap. The contents of CAPF's 78 and CAPF's 79 involving death or serious injury cases should be coordinated in advance with the General Counsel at National Headquarters. Also, no CAPF 78 or 79 should be submitted in cases involving member-owned vehicles without prior coordination with the General Counsel. CLAIMS PROCEDURES All claims for CAP medical or death benefits must be submitted on a CAPF 80, Civil Air Patrol Death Benefit/Medical Expense Claim Form, (reproducible copy at attachment 2) together with the online Mishap Report in the Safety Management System and such other documents that pertain to the incident. The claim documents must be submitted to National Headquarters: NHQ CAP /GC Building 714, 105 South Hansell Street Maxwell AFB AL 36112-6332 3. Describe common exceptions to coverage CAP and Air Force insurance coverages do have limitations beyond monetary sums available. Insurance will not pay for certain actions or for losses incurred under certain circumstances. It's important to understand these common exceptions so that members will know when their own personal coverage will have to be accessed in the event of a loss. This list is not all-inclusive. NEGLIGENCE CAP and/or insurers/federal government will not pay in instances of gross negligence (as an example, driving/flying under the influence of alcohol, illegal drugs, etc., or flying in violation of the FARs). Obviously this list is not all-inclusive. ENGAGING IN ILLEGAL ACTIVITY If member activity breaks the law, the member will not be covered.

PROHIBITED ACTIVITIES DURING AIR SHOWS CAP can be used to support air shows (see CAPR 900-5). That said, there are several activities that CAP or its members acting as CAP members cannot engage in:  Sponsor  Accept  Be

or cosponsor an air show

plane rides in an air show as part of any official activity

used as security guards or damage control

 Taxi

non-CAP aircraft before, during, or after an air show

 Direct

parking of aircraft unless having received training on aircraft marshalling and having flight line authorization on CAPF 101 or CAPF101T.

TRAVEL CAP does not normally cover transportation to/from CAP meetings, events, or activities in privately-owned vehicles. This is commonly known as the "home-to-work" rule. For instance, cadets traveling to the summer encampment in a privately-owned vehicle are not covered. There are exceptions for official travel on military airlift or for travel while engaged in an Air Force-assigned mission. One may be covered driving to a SAR mission in their POV. DAMAGE TO MEMBER-OWNED VEHICLES OR AIRCRAFT CAP assumes no responsibility for loss or damage to member-owned or furnished vehicles and aircraft. LOST OR STOLEN ITEMS CAP normally assumes no liability for lost or stolen personal or privately-owned items used for CAP. Exceptions to corporate property exist. Contact NHQ CAP/GC for more information. Lesson Summary and Closure In this section, you should have a greater understating of what types of Insurances are available to CAP members, and where to locate information about the CAP publications governing insurance and benefits. While Insurance is vital to all organizations, knowing what forms and procedures to follow is critical, and how they need to be filled out and in the time period required. Works Cited Civil Air Patrol National Headquarters. The CAP Insurance/Benefits Program CAPR 900-5. Civil Air Patrol, Maxwell AFB AL: 26 Dec 2012. http://capmembers.com/media/cms/R900_005_8F2514161E982.pdf

Civil Air Patrol National Headquarters. Mishap Reporting and Investigation (CAPR 622). Civil Air Patrol, Maxwell AFB AL: 19 December 2012, http://capmembers.com/media/cms/R062_002_211E97E99C6A4.pdf

Recruiting and Retention The purpose of this lesson is for students to comprehend the concept of recruiting and retention at the squadron level. Desired Learning Outcomes 1. Describe CAP's recruiting and retention program. 2. Discuss the differences between recruiting members and retaining members. 3. Discuss the elements of an effective unit recruiting program. 4. Discuss the elements of an effective unit retention program. Scheduled Lesson Time: 30 minutes

Introduction Active Duty, Reservists, and Guard members have recruiting offices, professional recruiters, budgets, structured events, and established tools and processes to conduct a highly successful recruiting program. Civil Air Patrol uses volunteers, innovation, opportunities, and unit resources to recruit members. Retaining members requires professional leadership and knowledge of some basic concepts on why volunteers stay and why they leave. In this lesson we will describe some of the current practices and trends in Civil Air Patrol. We will look at the importance of retention and provide you with some examples, tips and guidelines to get started on developing an effective unit recruiting and retention program. 1. Describe CAP's recruiting and retention program. CAP units at National, Region, and Wing have designated staff positions for Recruiting and Retention Officers. At Group and Squadron level, this role is often an additional duty depending on staffing availability. The duties of the Recruiting and Retention Officer are found in CAPP 226, Specialty Track Study Guide for Recruiting and Retention Officer, and include: •

Planning and Conducting membership drives;

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Making presentations to outside groups;

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Placing recruiting posters and materials in strategic locations;

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Staging display booths at high schools, shopping centers, air shows, and other public events.

There are a number of resources available to the Recruiting and Retention Officer. First and foremost are the members themselves. From staffing booths to inviting friends to meetings, but the best recruiting resource is the member himself. The CAP Public Affairs office can provide recruiting materials, posters, brochures, etc. Materials can be ordered on the CAP website. A CAP 101 Power Point presentation is also available for speaking to non-CAP groups. Developing a network of contacts with local and state community leaders can also be a valuable resource for attracting new members. COMMON RECRUITING METHODS Over the years, CAP units have found several common methods to generate interest in CAP: •

Information booths at local public events. This is a low cost, and highly effective method of recruiting.

•

The National Headquarters (NHQ) inquiry list. This list is generated at NHQ and contains information on persons who have actually contacted CAP either by telephone, mail or internet asking about the organization and seeking more information on how to join. The lists are forwarded to Wings and are accessible to Commanders at all levels.

•

CAP visibility at public events, etc. This is probably the single most effective recruiting tool and the most underused. Local parades, veteran appreciation days, community picnics, aerospace events, etc. are ways successful CAP units are getting the word out about CAP.

•

Other methods used include writing news articles in local papers, fundraising events, inviting friends, and word-of-mouth recruiting.

RETENTION TRENDS IN CAP As of October 2013, CAP membership was around 60,000. Of these, approximately 26,000 are cadets. Retention rates are mediocre for adults and worse for Cadets. An estimated 20-30% of senior members do not renew after their first year. For cadets, 50-55% of them do not return after the first year. In 2006, CAP NHQ conducted a Recruiting and Retention survey of current and former CAP members. The most common reasons senior members gave for joining the program were: flight opportunities, support a son or daughter in the program, and desire to perform community service. Cadet responses were: invited by a friend, flight opportunities, and military training. When asked the reasons they chose not to stay in CAP, the most common response from both Cadets and Senior Members was lack of professional leadership. 2. Discuss the differences between recruiting members and retaining members. Recruiting is defined as attracting new members to join the organization. This may be accomplished through a variety of methods described above. Recruiting efforts target

the people who may have little to no knowledge of CAP. Focus is placed on the activities of CAP. Our three mission elements are: Aerospace Education, Cadet Programs, and Emergency Services. Fun, the uniform, a sense of belonging, opportunities to fly, etc. are all attractions to potential recruits. The opportunity to fly or to serve the community is a common reason for new senior members. Military appearance, opportunity to fly and a variety of activities attract cadet recruits. Retention is defined as keeping volunteers coming back year after year, and this is where the most effort should be placed. The best recruiting drives are of no use if the members do not return for a second year. A lot of effort and expense is poured into the recruiting effort. If an equal amount were spent on retention, our numbers would be increasing rather than decreasing. The reasons that attracted a new member are vastly different from the reasons he or she will stay or leave the organization. Members must be given meaningful roles, and solid leadership. A member spending all his or her time at meetings standing around with nothing to do, or with the perception that the unit commander isn't providing adequate direction may not renew his/her membership. 3. Discuss the elements of an effective unit recruiting program. Before a unit can keep its members, it needs to have a good program in place to get members through the door. The first step is to have a healthy sense of pride both in CAP and in the unit itself. A unit with good morale and proud of its programs and accomplishments will want to tell others about it. Another important attribute for a unit with a strong recruiting program is that it isn't afraid of rejection. Sales people will tell you that they are rejected up to 70% of the time. And yet, the best sales people keep on "truckin." In a town of 50,000 people, if a unit can get 1/10 th of one percent of the townspeople to join, that's 50 members. Doesn't seem that hard when we put it that way, does it? GUIDELINES FOR RECRUITING Develop an annual plan for recruiting events. Get commitment from senior members to participate and help with planning and staffing events. The annual plan should include community events; military events; speaking to other organizations, community leaders, and schools; and getting flyers and articles out into the media. Examples of effective events include: •

Information booths at community fairs;

•

Recruiting and information booth at local air shows. This type of event is one of the most visible and effective for recruiting;

•

Recurring advertisements in local and military base newspapers as well as targeted ads in places frequented by teenagers such as pre-movie ads at the theater;

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Participation in annual parades where volunteers hand out brochures;

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Volunteering to help at other organizational events to gain exposure and recognition, i.e. the base picnic;

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Partnering with other organizations with similar interests at large events, i.e. Red Cross, Boy Scouts, AOPA, etc.

4. Discuss the elements of an effective unit retention program. Once you get new members in the door, the challenge changes into keeping them. Every time a new member is lost from CAP, it's not just that member; it's also the goodwill the member generated for CAP to his/her friends and family. Have a look at the principles below, developed by "Campaign Consultation, Inc." If a unit adheres to these principles, members are more likely to stay. Principle: Volunteers stay if their tasks and procedures are clear. •

How do you train volunteers?

•

What materials do they receive to clarify their tasks and procedures?

•

What areas of confusion exist? How do you know?

Principle: Volunteers stay if they feel welcome and appreciated. •

What do you do to ensure that staff and sites welcome volunteers?

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What do you do to recognize and reward them?

Principle: Volunteers stay if they bond to someone within the organization. •

What opportunities do members have to get to know staff and other volunteers do your assignments offer?

•

Do you use teams or buddy systems to accomplish goals?

•

How can you ensure that volunteers feel connected to others?

•

Does your unit socialize outside of meeting times?

Principle: Volunteers stay if they receive feedback that connects their job to program success. •

How does staff monitor and help develop volunteer competencies?

•

Does your unit employ mentoring?

Principle: Volunteers stay if they have a voice in the organization. •

Are you open to suggestions and feedback from your volunteers?

•

What opportunities do you create to receive feedback?

•

How do you involve volunteers in planning new initiatives?

•

How do you know they are invested?

Principle: Volunteers are motivated by opportunities to learn new skills. •

What are the skills volunteers can learn from your assignments?

•

How can you identify the skills your volunteers want to learn and continually allow them these opportunities?

Principle: Volunteers are motivated by opportunities to "change the world." •

How can you design volunteer assignments so that they see the opportunity to create change and make a difference?

•

What ways can you identify and recognize volunteers' ability and progress in creating change?

EFFECTIVE METHODS FOR RETENTION: How can the principles mentioned above be employed practically, especially to get a member through their first year? Here are some thoughts for senior retention: During an initial orientation, find out what skills or interests the new member has. •

Fully embrace the Level I Orientation curriculum and process.

•

Assign a mentor to the new member.

•

Suggest a specialty track related to the interest area.

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Assign a role (even if it is assistant to the "assistant something"). The role does not have to be related to the specialty track. It does need to be something meaningful that the unit needs and the new member can do or learn.

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Make sure the new member is invited to informal gatherings your staff normally goes to, such as going for burgers after the weekly meetings.

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Schedule a follow-up meeting within 90 days to see how the new member is progressing and integrating.

For Cadet Members: An excellent approach to Cadet Retention is presented in a paper entitled "How to Increase Cadet Retention, A four-pronged Approach" by Curt LaFond, NHQ Director of Cadet Programs. The four areas LaFond emphasizes are Curriculum, Awards, Technology, and Policy. LaFond encourages CAP leaders to make sure each of these areas are adequately addressed and appropriately used in the unit's program plan. (See reference list at end of this lesson.)

•

Every Cadet Squadron or Composite Squadron should have a Cadet Recruiting and Retention Officer to work closely with the Senior Recruiting and Retention Officer to coordinate events and policies.

Suggested policies for cadet retention include: •

Use the "Cadet Great Start" program.

•

Assign a cadet mentor. The mentor's role will be to make sure the new cadet is welcomed at each meeting, knows where he or she is to go each meeting, and to provide encouragement and tips on progressing through the program.

•

Ensure the cadet is properly enrolled to receive program materials and uniforms. Provide loaner books until his arrive.

•

Ensure the cadet knows where to go for additional uniform items, forms, etc.

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Fly the new cadet as soon as possible.

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Ensure the cadet has the financial capability to fully participate in unit activities. If finances are a problem, consider a unit assistance policy for first year cadets.

•

Ensure the cadet gets to one encampment in their first year.

For both Seniors and Cadets: •

Plan and conduct frequent activities and events. In addition to weekly meetings, one special event per month is suggested as a minimum.

•

Organize and follow a productive meeting agenda that is consistent with the CAP Program.

•

Ensure testing opportunities, promotions and awards are given in timely manner.

•

Obtain feedback from all levels, internally (members) and externally (parents).

•

Monitor effectiveness of leaders and replace if necessary. Remember the number one reason for losing members is lack of effective/professional leadership.

SELF-ASSESSMENT CHECKLIST Below is a checklist of things you can and maybe should be doing to have a positive effect on recruiting and retention in your squadron. Read the checklist and give yourself the appropriate points for each time you can say yes. Keep track of your total and we will see how you scored in the end. Recruiting portion •

I have recruited someone this year (5 points). I have ensured they have completed the Orietnation Course, have been assigned a duty, have a copy of

the job description from CAPM 20-1, and have the specialty track guide. (6 additional points) •

I have not recruited someone in the last year. (0 points) Call someone right now and invite them to a meeting, (2 points for the call, 5 points if they agree to come) or call your squadron commander right now and volunteer to make an appearance on behalf of CAP, suggest a group you already belong to. (5 points)

Retention portion (2 points each) •

At least two members of my squadron can list three things I have done to help the unit. My supervisor does not count as one of the two.

•

I have taken the time to involve a new cadet/senior in something I am doing at three meetings over the last 90 days.

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I have nominated someone for an award (maybe for completing Level 1) or have personally recognized (made note of good work in front of peers or bought them a soda, or …) the good work of another member of the squadron.

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I have had some social interaction (had something to eat or drink before or after a meeting, car pooled, talked for more than 30 minutes after the duty day, or …) with a peer or subordinate outside of CAP in the last 60 days.

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I have helped another member (cadet or senior) accomplish a goal or task in the last 60 days.

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I have been part of a career counseling session in the last 90 days. (See the Counseling lesson of this course).

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I know another member of CAP (maybe outside your unit) who is taking this course. I have checked on their progress.

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I have ensured the (ES or PD) training of a subordinate is progressing in the last 60 days.

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I have participated in a planning session for a squadron activity in the last 60 days.

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I have participated in a debriefing of a squadron activity in the last 60 days (See the AF Style Briefing lesson of this course).

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I have participated in a squadron activity outside of the regular meeting in the last 60 days.

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I have facilitated someone else participating in a squadron activity outside the squadron meeting in the last 60 days.

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I have accomplished a requirement in my specialty track study guide in the last 30 days.

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I have helped someone else accomplish a requirement in their specialty track in the last 30 days.

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I have learned a new skill in one of CAP's three missions that I am not usually involved in, in the last 30 days.

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I have made a difference to a member of CAP or member of the community through my CAP activities.

It is time to total your score. If you got less than 20 points take a look at the list of thing you did not check off. It is obvious how you can earn those points. Most of those points can be earned with very little time, money or effort. Take a moment right now and call, text or email someone and arrange to earn your next points. What is not immediately obvious is how you will contribute to the growth and retention of your squadron. It is also true that many hands make light work in a unit. It is also true that a successful unit attracts more members. If you earned 21 to 29 points you are significantly contributing to recruiting and retention. You should be proud of yourself and think of yourself as a leader and start to plan a path to a higher leadership role in CAP. Keep up the good work. If you earned more than 29 points you are a recruiting and retention example to be followed. You need to help others develop their recruiting and retention skills. Continue to use those subtle techniques to provide an example and help others turn those recruiting and retention techniques into a habit. If you would like a little extra credit go back and look at the principles and examples in part four of this lesson. Give yourself two extra points for each new example of a recruiting and retention activity you can come up with that you actually accomplished. Lesson Summary and Closure An effective recruiting program is just the beginning. There are many highly successful ways to bring new members into the program. Bringing that "newbie" on board may be the result of a one-time event. Keeping him or her, however, will require the recurring efforts of your entire staff. A well-structured retention plan executed with professional leadership will guarantee strong retention results of your most qualified members. For More Information There are several resources written on recruiting and retention. The CAP Public Affairs office provides several items available to members on the web. The Great Start guides for both Senior Members and Cadets have many useful tips. When researching reading material, it is recommended that you concentrate on publications that focus on volunteer organizations. While there are several overlapping concepts with non-volunteer programs, the motivations, techniques and implementations are typically quite different than for an all-volunteer force. The list below is just a few of the many resources available.

LaFond, Curt. "How to Increase Cadet Retention." 13 Mar 2009. http://www.capmembers.com/cadet_programs/index.cfm/how_to_increase_cadet_retent ion?show=entry&blogID=15 Harvard Business Series: Retention in the Workforce. http://harvardbusiness.org CAP Recruiting and Informational videos: http://www.capchannel.com/video CAP 101 Power Point presentation http://members.gocivilairpatrol.com/media/cms/CAP_101__Generic_48AE191B48A39.p df Additional Websites for Recruiting and Retention articles: http://www.volunteertoday.com/ http://www.thevolunteercenter.net/assets/VP_F6-RetentionTipSheet.pdf http://www.casanet.org/program-management/volunteer-manage/retenrec.htm http://www.nationalserviceresources.org/node/17598 http://www.urban.org/UploadedPDF/411005_VolunteerManagement.pdf http://www2.guidestar.org/rxa/news/articles/2007/volunteers-part-1-what-makes-themstay.aspx?articleId=1117\ http://agweb.okstate.edu/fourh/focus/2007/may/attachments/VIA_brief_retention.pdf http://origin.ih.constantcontact.com/fs065/1101277684786/img/125.jpg?a=11025798567 72 Works Cited The following resources were used in the preparation of this module: Civil Air Patrol Website: http://www.gocivilairpatrol.com/html/index.htm CAPR 20-1, Organization of Civil Air Patrol CAPP 226, Recruiting and Retention Officer, Specialty Track Study Guide Campaign Consultation, Inc. ASK to Sustain Institute. "Volunteer Retention Principles." San Diego, CA, Oct, 2003. http://www.nationalserviceresources.org/practices/17598

CAP Nondiscrimination Policy The purpose of this lesson is for students to comprehend CAP's Nondiscrimination policy. Desired Learning Outcomes 1. State the history of CAP's Nondiscrimination Policy. 2. Discuss important terminology and concepts. 3. Explain CAP's Nondiscrimination Policy. 4. Identify behavior contrary to the CAP Nondiscrimination Policy. Scheduled Lesson Time: 30 minutes

Introduction From its inception, Civil Air Patrol has dedicated itself to service - to its country, and its fellow man. When called upon, it responds quickly, professionally, and with compassion. It does not see the color of the skin of those who it helps or who seek to serve with CAP, it does not ask the background, it does not care from where they come. These things don't matter. CAP believes that strength comes from diversity. If you have already taken the lesson on diversity, you know that promoting a corporate culture that is open and accepting of people from diverse backgrounds and circumstances is key to effective leadership; and in fact is a manifestation of CAP's Core Values of Integrity, Excellence, Volunteer Service, and Respect. The issue to which nondiscrimination is tied (creating a culture of inclusion and appreciation for the skills and experiences of members) can be likened to a coin, with diversity and its relationship to leadership being one side. The other side is the policy side and its relationship with current federal law and accompanying directives. This lesson will explore the policy side. 1. State the history of CAP's Nondiscrimination Policy PERTINENT LAWS In 1964, the Congress of the United States passed, and the President signed, the Civil Rights Act. This law, which has been amended on a number of occasions, was the first of a series of laws enacted to ensure that employees and beneficiaries of federally funded programs are treated fairly; that they are not denied opportunities based upon

their membership in a protected class (group). The Civil Rights Act defines a protected class as one based on race, color, or national origin. Most people are familiar with the idea, if not the specifics of, Title VII of the Civil Rights Act, which covers workplace discrimination and harassment. Title VI of the Act covers volunteer organizations which receive federal financial assistance. Though the volunteer-side of Civil Air Patrol is not a workplace, it is an organization which receives federal financial assistance. Title III of the Age Discrimination Act of 1975 prohibits discrimination based on age. As an organization receiving federal monies, CAP is covered under this Act. The Americans with Disabilities Act (ADA) of 1990 is a wide-ranging law that prohibits, under certain circumstances, discrimination based on disability. It affords similar protections against Americans with disabilities as those guaranteed by the Civil Rights Act of 1964. DoD AND AIR FORCE DIRECTIVES Speaking broadly, directives and regulations issued by government agencies have the force of law. This means that compliance with a directive or regulation (called an Instruction by the USAF) is mandatory, and that noncompliance can trigger action by the issuing agency. There are several directives and instructions from DoD and the United States Air Force (USAF) concerning nondiscrimination that affect Civil Air Patrol. Shortly after the Civil Rights Act was passed, the Department of Defense (DoD) issued a directive mandating the implementation of the Act's principles within the Defense Department. While many types/classes of organizations and agencies were covered by this directive, Civil Air Patrol was mentioned by name. Shortly thereafter, the Air Force issued a regulation to implement the DoD directive within Air Force programs. Once again, Civil Air Patrol was mentioned specifically. Today, there are two DoD Directives that deal with Nondiscrimination in organizations like CAP. DoDD 5500.11 deals with the provisions of the Civil Rights Act of 1964 (as amended). DoDD 1020.1 addresses the provisions in the Americans with Disabilities Act (ADA). Air Force Instruction (AFI) 36-2707 addresses implementation of both DoD Directives within Air Force programs. A CAP directive on Nondiscrimination has existed for almost as long as the Air Force's and DoD's directives, and Article VII of CAP's Constitution states that “Discrimination based on race, sex, age, color, religion, national origin, or disability is prohibited." EVOLUTION OF POLICY For over 30 years, Air Force and CAP leaders interpreted the language in the laws and DoD directives to mean that it was the Air Force's responsibility to address allegations of discrimination emanating from CAP. That is why CAPR 39-1 (not to be confused with the CAP uniform manual, which is CAP M 39-1) called for all discrimination allegations to be sent to Personnel at National Headquarters, who forwarded them to

the CAP-USAF staff judge advocate (CAP-USAF/JA) for investigation. However, a review by the Secretary of the Air Force General Counsel's office (SAF/GC) in 2002 determined that it was not the Air Force's job to handle discrimination allegations. The Air Force's task was only to be sure that CAP programs met the mandates of those directives. A single, full-time employee was initially appointed to be the CAP Equal Opportunity Officer (EOO) for both volunteers and employees in May 2002. This was when CAP first issued CAP Regulation 36-2, Civil Air Patrol Nondiscrimination Program, to address violations of the Nondiscrimination Policy. In 2006, CAP's leadership elected to have volunteer discrimination issues handled by a volunteer with the title of CAP Equal Opportunity Officer. The person assigned to this job changes from time to time. To find out who currently is assigned to the duty you can find it in the CAP and CAP-USAF Key Personnel Directory available in e-Services. 2. Discuss important terminology and concepts. Discrimination refers to making a distinction for or against a person or thing; making a choice. The truth is we all discriminate; we all make choices. One person prefers skim milk over 2%. Another person is a "GM man" and won't allow a Ford to be parked in his driveway. Employers discriminate by requiring specific educational levels and skill sets. They do this to cull the potential pool of applicants for an open position so that they can make the best choice for the company. Some customers won't buy from anyone on EBay who has below a 98% positive seller rating. Discrimination, in the broadest sense is healthy. Most of the time, it signals thought, knowledge of the issues at hand, and a willingness to make a decision. Discrimination is not healthy when it is used to exclude people because of the color of their skin, the fact that they may be missing a limb, have an accent, or have different religious beliefs, or no religious beliefs. Before discussing CAP's Nondiscrimination policy, it's important to discuss some concepts and terminology concerning the issues of discrimination and harassment. This will help you as you work with the scenarios later in the lesson. IMPORTANT TERMS Terms such as "racial profiling," "color," "ethnic background," and "religion," are often used in the public discourse. But when used in the context of the CAP Nondiscrimination policy, they have distinct definitions. •

Race is a group of persons related by a common descent or heredity.

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Color refers to the complexion of the skin. People may have the same color of skin, but may be from a different race.

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Ethnicity refers to people who share a common culture and sometimes physical or racial characteristics.

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National origin refers to the country in which a person was born.

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Sex (Gender) refers to the male and female division of the human species.

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Religion refers to a set of spiritual beliefs or a set of beliefs relating to the cause, nature, or purpose of the universe.

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Disability refers to a lack of competent power, strength, or physical or mental ability. May be naturally occurring or the result of an accident or other event.

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Racial or ethnic profiling commonly refers to the practice of taking an action (positive or negative) based on the perception of what a person represents because of their race or ethnicity. For instance, a police officer pulling over a person of color because the neighborhood they happen to be driving through has few people of color is racial profiling. Another example would be assigning people of a certain ethnic group to tasks because they are perceived to be better at the task is racial profiling. Speaking more broadly, profiling could also be as simple as saying that all people of a (pick a protected class) for instance, are smart, or play sports well, or cook well, etc. Profiling is contrary to the Nondiscrimination policy.

EXERCISE To me, racial or ethnic profiling means ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ CONCEPTS TO CONSIDER Personal discrimination are actions taken by an individual to deprive a person or group of a right because of race, sex, age, color, religion, national origin, or disability. No one wants to think, in Civil Air Patrol, a person is discriminated against for any of these reasons. But sometimes they are. It is our duty, as good leaders, to be vigilant and watch for these biases and correct them. For example, providing less support or on-the-job training to individuals of a particular group sets them up for failure by limiting their ability to progress in training. It is a disservice to squadron members not to inform them of important training. When they discover (and they will) CAP training was offered and it was denied them because they are in a protected class, they will be angry, disappointed and may leave CAP. That is everyone's loss. They may also file complaints, contact elected officials, or air their grievances in the media. Any of these actions would negate the efforts of many members who have worked so hard to improve CAP's image in the eyes of the public. Another example of personal discrimination is placing a targeted group member in a job that does not provide progression recognition or an increased level of responsibility.

Again, holding a person back in their progression in CAP is discrimination. Everyone should be given the opportunity to train and progress in areas of interest to them. To deny a person those opportunities is a signal of disrespect and prejudice. QUESTION Have you ever seen or have been the target of personal discrimination? How did it make you feel? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Systemic discrimination are actions by an organization that, through its policies or procedures, deprives a person or group of a right because of race, sex, age, color, religion, national origin, or disability, whether intentional or not. One example of systemic discrimination is creating a job description that unfairly or unjustly eliminates certain individuals from a position or assignment. These positions may or may not be outlined in CAPR 20-1, and can also include assignments such as pilots, ground team leaders, incident commanders or branch directors, etc. To deny a person that job or to intentionally make that job more difficult than it needs to be could be considered discrimination. That said, there are exceptions. In the Cadet Program, physical fitness standards are differentiated for males and females. The question may be asked: "Is having a lower fitness standard for females discriminatory?" The correct answer is no, it is not. It is recognized in the medical arena that females have different physical tolerances. Our female cadets are measured by those tolerances rather than a blanket "Everybody does the same PT." By creating a different standard, females were given an equal opportunity to pass the PT test and be promoted. Sexual harassment in the traditional workplace is considered discrimination. It does not specifically say that in the Civil Rights Act. A legal action brought by a citizen allowed the courts to interpret that the sexual (gender) protections of the Act included Sexual Harassment. The courts said that Sexual Harassment in the workplace could make it impossible for a victim to do the work they are being paid for and that could, in turn, deprive the victim of a means to feed, clothe and house his or her family. However, Sexual Harassment does not fall into the category of discrimination in a voluntary environment such as Civil Air Patrol. This is because CAP membership is a personal choice and such actions between CAP members do not deprive anyone of a livelihood. This should not be misinterpreted. Sexual Harassment is a violation of CAP policies and directives, and CAP does not condone it. If a member is a victim of, or becomes aware of, acts of Sexual Harassment, they have the right and obligation to

file a complaint under the CAP Complaints program described in CAPR 123-2, Complaints. That said, we will discuss Sexual Harassment at this point in our training because of its importance. Sexual Harassment involves unwelcome sexual advances, requests for sexual favors and other verbal or physical conduct of a physical nature. Today, the subject of sexual harassment is a hot-button topic in every human resource office in the country. Civil Air Patrol is no different. Sexual Harassment applies to both males and females. No one can be made to tolerate such conduct that is made either explicitly or implicitly a term or condition of a person's job, promotion or participation in Civil Air Patrol. Some examples of conduct considered to be Sexual Harassment in nature include: •

Verbal--Pressure for dates with harsh sexual messages

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Non-Verbal--Leering, ogling, cartoons, notes

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Physical--Touches or brushes, hugging or patting, or other unwanted touching

Why must a leader in CAP be concerned with Sexual Harassment in their organization? First, it is a matter of applying the core values. Secondly, you have an obligation to follow CAP policy. Third, you may have legal liability. Finally, failure to do so could result in: •

Creating a hostile environment.

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Creating an intimidating and offensive environment.

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Negatively impacting productivity and/or mission accomplishment.

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Negatively affecting the well being and personal security of our members.

Sexual Harassment will not be tolerated and leaders in CAP are the "front line" to prevent this harassment. Always talk with your Commander or person of authority at an activity if you witness this behavior. If the Commander or person of authority is the problem, take it up the chain of command. In CAP, reasonable accommodation is any modification or adjustment to a job that will enable a qualified member with a disability to participate in activities or perform essential job functions. Reasonable accommodation also includes adjustments to assure that a qualified member with a disability has rights and privileges equal to those members without disabilities. The "reasonable" part of reasonable accommodation means that the expense or effort involved in the accommodation does not inflict an undue burden on the organization. It also means that accommodating the member with a disability does not endanger the safety of the member, other members, or endanger equipment/resources of the organization. For example:

A member confined to a wheelchair wishes to be a mission communications director. The member is a licensed HAM radio operator with many years of experience in managing radio communications operations. Building a ramp so this member can get in and out of a communications facility is likely a reasonable accommodation. A member confined to a wheelchair wishes to be a mission scanner. The member has completed the ground portion of scanner training and has the visual and verbal skills required. However, the member cannot move without a wheelchair and the wheelchair will not fit in the cargo area of the aircraft. Since others would have to help this member in and out of the aircraft during an emergency, and this member would inhibit the ability of others to get out of the aircraft during an emergency, allowing this member to qualify as a scanner would likely not be a reasonable accommodation. Remember that these examples above are used to illustrate the concept of reasonable accommodation. Each case must be evaluated on its own merits, and it's always a good idea to contact the CAP Equal Opportunity Officer or the CAP Equal Opportunity Administrator at NHQ with questions. 3. Explain CAP's Nondiscrimination Policy "It is Civil Air Patrol policy that no member shall be excluded from participation in, denied the benefits of, or subjected to discrimination in any CAP program or activity on the basis of race, sex, age, color, religion, national origin, or disability (formerly handicap). It is Civil Air Patrol policy that no applicant meeting CAP's minimum age requirement will be denied membership in CAP on the basis of race, sex, age, color, religion, national origin, or disability (formerly handicap)." - CAPR 36-1, paragraph 2 It's pretty simple in concept. Anyone who meets CAP's eligibility requirements should be allowed the opportunity to join. Does this mean you have to accept everyone who walks in the door to your meeting? No, there are many good reasons not to allow someone to join the unit. This is why having a membership committee is so important. It means that they should not be excluded because they might come from a protected class. If you find yourself saying to a prospective member for instance, "I don't think you'd be comfortable here," the reason had better not be because they're "different." At its core, it's about Integrity and Respect. Let's talk a little more about reasonable accommodation, as it regards to CAP's Nondiscrimination Policy. Reasonable accommodation is about providing members with physical or medical issues the opportunity to succeed. Let's consider some examples in which as the wing commander, you may find yourself involved as a decision maker or as a mediator: •

Let's say that the wing planning a wing conference. Two weeks before the event, a member has told the project officer that because of a medical condition they cannot eat the entrée which is planned for the banquet, yet they want to go to the banquet. They say they can eat a vegetarian entrée. A reasonable

accommodation would be to work with the caterer to get the member the entrée they can digest. In fact, nearly all caterers will be happy to make a special meal, given enough time (normally a few days). •

The wing is planning to hold its summer encampment in two weeks. A squadron commander contacts you and says one of their cadets who was planning to go has recently broken her leg. They say she can get around on crutches, but may need help carrying their books, and would need a ground-floor room. The squadron commander says that the encampment commander has told him the cadet cannot attend. Somewhat more difficult because of the time constraints, but potentially solvable. In discussing the problem with the encampment commander, perhaps he can ask the other students to rotate helping the member, perhaps driving them to meals and carrying their books. If you can get a ground-floor room, fine, but if not and the lodging facility has an elevator, additional assistance may be offered to the cadet to the student to ensure her safety. Normally, lodging facilities will switch rooms around to get the student a ground-floor. On the other hand, physical fitness and drill are parts of the encampment curriculum. Will she miss too much? It’s not easy.

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The Director of Operations for the Wing comes to you with a problem. A squadron commander called with a question. A 10-year member has recently returned to meetings after having been paralyzed from the waist-down in a vehicle accident. Before the accident he was a mission observer, and frankly, the best in the wing. He wants to re-qualify and fly as a mission observer again. His ability to do the tasks of the mission observer is unaffected. The squadron commander wants to know what to do. In this case, the situation is more complex. The driving factor in this case is not the ability of the member to perform the task, but the safety of the member and the rest of the aircrew in the event of an emergency. If the aircrew had to evacuate the aircraft in an emergency, would they all be able to get out safely? If the wheelchair could not be stowed and they had to put down in an unfamiliar area, could the aircrew get the member to shelter? Is the member asking the unit and wing to do something which is beyond their capability? Yourself, the Director of Operations and the squadron commander would be wise to work with the CAP Equal Opportunity Officer or the CAP Equal Opportunity Administrator to present a solution that could allow the member to participate in ES without jeopardizing safety.

Reasonable accommodation means that you make an authentic, reasonable effort to meet the member's need, if the need is based on an issue covered by the nondiscrimination policy and the various laws and directives. It does not mean you have to give them exactly what they want, if what they want presents an insurmountable business or safety hazard. How can you reduce unlawful discrimination and sexual harassment in your CAP environment? •

Enforce the "Zero Tolerance" policy.

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Ensure the policy is known and understood.

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Welcome diversity.

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Set the example by your own actions.

4. Identify behavior contrary to CAP's Nondiscrimination policy. Below is a series of short scenarios which may or may not violate CAP's Nondiscrimination Policy. Which ones have the potential to be violations of CAP's policy? 1. A Cadet First Class (two-striper) comes to the squadron commander and says the cadet commander won't let him join the drill team. He says he thinks it's because he's too short to fit in with the rest of the team. 2. You hear that a female pilot wishes to join a senior squadron. Some members of the unit membership committee want to vote her down because she "wouldn't fit in." 3. You are on the awards review committee at the wing. Several members from one squadron have been nominated for a Commander's Commendation for their work at the local air show. You notice that two members who had worked as planners for the event were not nominated for an award. 4. A special committee has been formed to select a new squadron commander. The last three commanders have been males, and they have done well. Three members have applied for the position… one female Lt Col, and two Majors. Of the two majors, one is also female. Based upon all criteria used by the review board, the two majors score higher than the female Lt Col, and the male scores higher than everyone. A majority of the board, however, wants to hire the Lt Col because she's the highest ranking; and, they say, "It's time we gave a woman a shot." Answers: 1. Likely not discrimination. Height does not meet the criteria of a protected class, unless it’s due to a medical condition. Nothing was mentioned about that in this case. 2. This might be discrimination. There are relatively few female pilots. It would be important to ask in what manner the perspective applicant would be an ill fit for the unit. 3. You don't have enough information, the circumstances surrounding the nominations, or the quality of their performance. Nothing in the case study suggests that they are from a protected class or that they were not nominated because they were in a protected class. 4. Tricky question. It is discrimination in that the male was denied a legitimate opportunity for which he was most qualified.

Lesson Summary and Closure In this lesson, we discussed the history of CAP's nondiscrimination policy, the concepts and terms related to the policy, and the application of the policy. However, this lesson is intended to be more than an antiseptic discussion of rules and policy. It's designed to get you to think more about the decisions you make as a commander CAP and how you interact with your fellow members and potential members; as well as how those actions can translate into how CAP is perceived by its primary customer, the American public. REFERENCES The Random House College Dictionary, 1980, Random House Publishing Air Force Instruction 36-2707, dated 1 MAY 1998 http://www.epublishing.af.mil/shared/media/epubs/AFI36-2707.pdf Department of Defense Directive 5500.11, Nondiscrimination in Federally Assisted Programs, http://www.dtic.mil/whs/directives/corres/html/550011.htm Department of Defense Directive 1020.1, Nondiscrimination on the Basis of Handicap in Programs and Activities Assisted or Conducted by the Department of Defense, http://www.dtic.mil/whs/directives/corres/html/102001.htm CAPR 1-1 CAPR 20-1 CAPR 36-1 CAPR 36-2 CAPR 39-2 CAPP 50-2

Officer Basic Course Authors/Contributors Our sincere thanks to the following members who designed, authored, edited, or contributed to the creation of the Civil Air Patrol Officer Basic Course: Col Col Col Col Col Col Col Col Lt Col Lt Col Lt Col Lt Col Lt Col Lt Col Lt Col Lt Col Lt Col Lt Col Lt Col Lt Col Lt Col Lt Col Lt Col Lt Col Lt Col Lt Col Ch (Lt Col) Maj Maj Maj Maj Maj Maj Maj Maj Maj Capt Capt Capt Capt Capt Capt Capt Capt Capt

Robert E Bryan W Roy John James Kenneth W Jack Richard Jessica C Johnnie Melvin B. Wilma Borden W Tom Sharon Raymond John Paul D Peggy A Francisco Tracy D Robert A Debora C Shirley M Bruce Jeffrey W Paul L William Bertrum W Bartholomew Henry William T Grant W David B Frank C David W Patrick L Barbara Bernard W. Richard E Robert Carol L John Christine C Brian C

Cook Cooper Douglass Lehr Linker Parris Schupp Probst Black Cain Cassell Cochran Corruthers Kettell Lane Lantz Lierenz Meade Myrick Ortiz Scantland Sims Spencer Timm Tresz Wolff Ward Bryant Corzacian Covens Irizarry Lynam Meadows Jr Siemiet Warner Wolfe Benoit Carpenter Carpenter Courtney Gilbert Lynn McCollum, Jr Richmond Williams

1Lt C/Col Mr Ms

Linda A Vincent P Gerry Susan

Johnson Van Dintel Rosenzweig Parker