NOTE TO USER

Page@) not included in the original manuscript are unavailable from the author or university. The

manuscript was microfilmed as received.

Chapter Four

This is reproduction is the best copy available

"AN INVESTMENT IN OUR YOUTH"

A PROJECT TO ENHANCE SUMMER TRAINING FOR CADETS IN THE ROYAL CANADIAN ARMY CADET PROGRAM

BY

Linda Yvonne Hildebrandt

A ilissis siibniittcd in pnnial fulriliiicni of

[tic rcqitirciticnis for tIic dcgrcc or

MASTER OF ARTS in

LEADERSHIP AND TRAINING

ROYAL ROADS UNIVERSITY Apnl ZOO0

(' Lirid? Y vonnc Hildcbrandi. IO00

National Library 1*1 of Canada Bibliothèque nationale du Canada

Acquisitions and Acquisitions et Bibliographie Services services bibliographiques

395 Wellington Street 395. rue Wellington Ottawa ON K1A OW Ottawa ON K1A ON4 Canada Canada

The author has granted a non- L'auteur a accordé m e licence non exclusive licence aiiowing the exclusive permettant a la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sel1 reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la fome de microfichelfilm, de

reproduction sur papier ou sur format électronique.

The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neiiher the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fim it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation.

ACKNOWLEDGEMENTS

1 would like to express my sincere gratitude to al1 the officers and army cadets who took the tirne to contribute their thouçhts and ideas to this project. It was a very important aspect for me to çive voice to those who so generously contributed their comments during the data collection phase ofthe research.

1 would also liked to express a special thank you to my fellow CIC officers who believed in the worth of this undertaking and contributed çenerously of their tirne in helping me tabulate the survey results. In the mark of true friendship, it is they wlio listened patiently while 1 must have talked incessantly and perhaps somewhat annoyinyly about littlc else except anny cadet sumrner trainin2 and yet. this did ncit danipen tlieir enthusiasni in offering assistance. Thank you for believing and putting up with me.

TABLE OF CONTENTS

Guiding Philosophy

Glossary of Terms and Abbreviations

Chapter 1 - Study Background

The Organization The Problem/Opportunity

Chapter 2 - Literature Review

Rationale Review of Organization Documents Review of Supporting Literature

Chapter 3 - Conduct of the Research Study

Research Methods Data Gathering Tools Study Conduct

Chapter 4 - Research Study Results

Study Findings Study Conclusions Study Recomrnendations

Chapter 5 - Research Implications

Organization lmplementation Future Research

Paqe

i v

. . . 111

Pane

Chapter 6 - Lessons Learned

Research Project Lessons Learned Program Lessons Learned

References

Appendix A - Army Cadet Summer Training Program Appendix B - Summer Training Progression by Enrolment Age Appendix C - T'ne Three Stages of Adolescence Appendix D - Search Institute's 40 Developmental Assets for Adolescents Appendix E - Survey Questionnaire - Cadet Leader Cadets Appendix F - Survey Questionnaire - Cadet Leader lnstructor Cadets Appendix G - Survey Questionnaie - Staff Cadets Appendix H - Survey Questionnaire - Cadet Instructor Cadre Officers Appendix 1 - Proposed Summer Training Model Appendix J - Proposed Advanced Leadership Course

Guiding Philosophy

Most cadets look upon their sumrner training as one of the most profound learning expenences in their younç lives; one they are likely to retlect upon and rernernber fondly for rnany years. The summer training prograrn has such a significant role to play in enabling an arrny cadet to achieve al1 of the potential benefits the Canadian Cadet Organization can o f i r a young person.

To develop the attributes of çood citizenship, leadership and physical fitness lies at the foundation of the objectives for thc cadct program. Using a rnilitary environment, cadets are taught to nieet challenges, l e m about themselves and others, and employ personal skills which will serve thern well as they grow on into adulthood. .At such an impressionable period in their lives the potential for learning and personal growth are tmly enormous.

Lt is incurnbent on us. the leaders of the cadet organization, to provide a learning environrnent that is designed with the utmost care. In doing so, we rnust not hesitate to look critically at our own orçanization, our methods and the training we provide to determirie if i t is truly providing the maximum benefit possible. A wise investrnent in Our nation's youth today is a wisc invcstmcnt in Our coilective hture of toniorrow.

Acer Acerpori

ACSTC

GLOSSARY OF TERMS AND ABBREVIATIONS

CATO

CF

CIC

CL Course

CLI Course

CRS

CTP

DCdts

DCdts - Army

DND

€0

LHQ

NSCE

RCAC

Xrmy Cadet Surnmer Training Center also referred occasionally to as sumnier camp.

Cadet .Administrative and Traininç Orders - policy and directive issued by the Director of Cadets to guide cadet p rogam iniplementation.

Canadian Forces

Cadet Instructor Cadre - CF reserve otlicers who are dircctly responsible t'or the aditiinistration and training of cadets at the local cadet corps and stimmer training centers

Cadet Leader course

Cadet Leader Instructor Course

Chief of Keview Services

Course Trainin3 Plan

Director of Cadets or Directorate of Cadets - tlie national orgatiizational body overseeinç the cadet prograrti.

Part of the Director of Cadets which oversees the army cadet proçram.

Depannient of National Defence

Enabling Objective - the aniount of material iisually taught within the scopc of a lesson

Local Headquarters Training - training given at the locaI cadet corps

National Star Cenitkation Esaininatiori. the last training level of tlie star training program culniinating in a test on al1 star levels.

Royal Canadian Army Cadets

RTU Returned to Unit - term fiequently used to describe cadets that were returned from camp before their completion of training due to rnedical, disciplinary or other personal diftïculties.

Star Program Training proçrarn for arrny cadets representing qualification levels obtained. Cadets typically complete one level in a year. Star levels are green, red , silver, and çold.

Staff Cadet .A cadet who is appointed a rank by the comrnanding officer of a camp and employed as a member of the instructional, supervisory or administrative statTwithin thc paid establislinient for that camp. .fi staffcadets niust iiot be less t1ian 16 years of age as of the first day of Janiiary of the year of einployment.

CHAPTER 1 - STUDY BACKGROUND

The Organization - Royal Canadian Army Cadets

The Canadian Cadet Program is a federally funded national youth training program for

teenagers açed twelve to eighteen. Its main aim is to develop citizenship, leadership, and

physical fitness in Canadian youth, as well as to foster an interest in the Canadian Armed

Forces (CF). The Cadet Program is split into three main elemental branches - air cadets,

arniy cadets and sea cadets. Out of an a p p r o h a t e total of 57,000 cadets. army cadets

make up about 19,000 cadets enrolled in 453 army cadet corps across Canada. For army

cadets, the aims of the cadet projram are achieved by providinç a stmctured niilitary

eiivironiiient and challengiriç situations for persona1 gowth through the use of vutdoor

adventure and citizenship activities. The Royal Canadian Arniy Cadets (RCAC) can trace

their beginnings to as early as 186 1, when boys were first formed into drill associations

witliin schools. This gives tliem the proud distinction of being Canada's oldest youth

movement.

Cadet Corps Training

Youth in tlie army cadet program usually attend one parade night per week at their local

cadet corps and panicipate in several weekend activities throughout the training year.

wliicli lasts ti-oril Septeniber to Julie. At their cadet corps. cadets paiîicipate i n the srar

training program which is comprised of several s~bjec ts with a combined military,

citizenship. leadership and outdoor adventure focus. The star program is divided into

t'our levels - green star. red star. silver star and sold star. As cadets proçress ttirou$

these four training levels they are given increasinç responsibility to lead and teach the

newer, younger cadets in the program. Cadet star level trainin: culmiriates with the

accomplishnient of tlie National Star Certification Examination (NSCE) and siibseqiiently

a cadet mav receive the hiçhest qiialification possible as that of master cadet. provided

certain sunirtier course traininç pterequisites have been satisfied.

Normally, each army cadet completes one level of training within a given year. Subjects

taught at the cadet corps in the star program include: drill, hridamentals, fieldcraft,

bushcraî?, map and compass, firearms handling, rnarksmanship, instructional techniques,

public speaking, leadership, citizenship, physical fitness and sensible living. The star

p r o p m is augmented by a number of optional subjects such as abseiling, orienteering,

biathlon and music training.

To achieve the ainis of leadership. citizenship and an interest in the Canadian Forces

which make up the niain goals of the cadet prograni as a whole. tlie arniy cadet proyrani

has established its own training objectives listed in Cadet Administrative and Training

Order 43-0 1 (DCdts - Army, 1994) as follows:

a. to produce leaders for the RCAC movement;

b. devclop instnictional and lcadcrship skills;

c. stimulate an interest in the Canadian Army;

d. develop self-discipline;

e. protcct and prcscrvc the environment;

f. participate in activities that support the local community;

g. develop a higli standard of physical fitness;

h. teach fircarms safcty and devclop classification and compctition shooting

for sports and recreation;

i. promote sensible living habits; and

j. proniote the establishment of a band and the developnient of niusical

skills.

Cadet Summer Training

Arniy cadets have tlie opportunity to attend sumnier courses which are otTered at several

army cadet summer training centers during the months of July and Aiigust of each year.

These courses may last from two to sis weeks in duration. The majority of summer

training is carried out at four regional arniy cadet suninier training ceriters (XCSTCs)

located across Canada. These are:

a. Ar;onaut ACSTC. Gagetown, New Brunswick;

b. Valcartier ACSTC. Valcartier, Quebec;

c. Blackdown, Borden, Ontario; and

d. Vernon ACSTC, Vernon, British Columbia.

Sunimer training represents one component of the RCAC training system and can be a

highlight of a cadet's traininç experience. In the arniy cadet program, the attendance at

summer training is litiked to cadets being promoted to various rank levels witliin their

cadet corps. Sumrner training is divided into four categories:

a. Basic F;irniliarization - these courses are desigtied to introduce cadets,

who cornpleted their green star, to the summer training environment and

prepare cadets for hture summer training. Basic courses are two or tliree

weeks long,

b. Non-commissioned Olficer (NCO) Qualifying - these courses are

intetided for cadets who have completed their second level of star trainin%.

red star, and are sis weeks in length. Attendance on these courses is

normally required for a cadet to be promoted to the rank of sergeant;

c. Warrant Oficer (WO) Qualifying - senior cadets who have completed

thoir third level. silver star, attend ttiese sis week courses to prepare tlieni

to assume senior leadership positions at their cadet corps. Tliese courses

are a usual requirenient for the promotion to cadet warrant oficer; and

d. Advanced Trairiiiig - cadets, usuall y in their fourth summer. may be

eligible to attend advanced training courses consisting of international

excliançes, a national leadership and challenge course located near Banff.

Alberta, or parachute training, provided tliey successfully coniplered tlieir

NSCE.

For clarity, an ovenriew of cadet sumnier courses and their correspondirig age ranges is

located at Appendis A. A gIossary ofterms has also been included with this report to

help identify organizational terms and abbreviations.

The Problem

In 1994, a Chief of Review Services (CRS) study concluded that the cadet program is of

value in providing the youth of Canada with a meaninghl esperience to aid their own

personal growth. The CRS Study on the Cadet Program (p. ii) included the following in

their findings:

The rationale for the Program is valid, in ternis ofcontributing to youth

developnient, enhaiicing the image of the department, and increasing

DNDlCF presence in rural and remote locations. The Program also

contributes by reaching out to ethnic minorities and new Canadians,

exposing them in a beneticial way to DND and the CF. Cadets are very

enthusiastic about their experiences, and we found a hi;h degi-ee of

support for the program results during Our intemiews across Canada.

Due to its wide scope, the CRS study did not permit an in-depth investigation into

individual training ettèctiveness of the air, army and sea cadet program. 1-fowever, the

CRS Study did make the following key observations rcgarding the findings made on cadet

program irnplementation. "there are few perhrniance indicators and ric measurenient of

the overall program performance" (p 3-50) and regarding siimmer camps "the number of

camps and courses otTered at cacli lias not been rationalizcd. nor is the course content or

lerigth optinial" (p. 3-51)

The army cadet program's overall success in contribiitinç positively to youth dcvelopment

is not i n dispute. However, it is tlie contention orthis project tlial the changes i n the arniy

cadet program over the last decade, combincd with a lack of program performance

measures and rationalization of siimmer course length and content has contributed in part

or wliole to several problem areas worthy ofinvestigation. For instance. in 1989, tlie ariiiy

cadet training program content was subjected to a major re-write to renew the proçram

contents which had not been altered since 1977. The enrolment age for cadets was also

subsequently lowered fioni 13 to 17 years-of-age to increase the number ot'youth eligible

to enroll in the cadet program. As a consequence, a younger age-group of cadets are now

attending summer courses once intended for cadets who were once older and liad more

developrnental maturity. The following problem indicators have been noted based on the

individual experiences of cadets and observations by some Cadet instmctor Cadre {CIC)

oficers. These include:

> Cadets as young as 13 are now eliçible to attend sis-week courses in the

summer. This six-week course has a significant rate of cadets who are

subsequently sent home andlor do not successf~illy complete their sumrner

training (Vernon ACSTC Final Report, 1999). In coniparison, the sca and air

cadet programs ottèr a progression sequerice staning with a two week course

followed by a three week course the following summer. Sis-week courses are

reserved for cadets who are 14 or older.

i Cadets who are 15 and have already completed a sis-week tlrniy Cadet

Leadcr Instnictor (CLI) course rnay find themselvcs in a sititation in which

they are too young to attend further summer training and subsequenrly must

miss out on poing to surnmer camp for that year. Their choices for that

surnmcs arc limitcd to cither attending a similar course to the onc thcy just

completed the previous year or stayinç at honie. Preliminary. rough estiniates

of this phenomena place the affected population at approsiniatelv 70 to 3 O ' o

of cadets who joined cadets at an early age. This number was derived tiom a

survey of cadets, wlio were attending a second CL1 course at Vernon . A m y

Cadet Camp in the summer of 1995 (SO Army Cadet Training - Pacitic

Region. 1996).

r Conversely, cadets who join at older ages are affected as well. Cadets, ~ I i o

join at 14 or older, find they may have ditticiilty integratinç into the sutnrner

training system. Basic Cadet. the first summer training course. is now geared

towards 12 and 13 year-old cadets. Those who join at later apes, are faced

with a course prereqiiisite restriction that requires them to coniplete a Basic

Cadet course. Even if permitted a waiver, there is a reluctatice by corps

officers to send these cadets on a more senior course, i.e. Cadet Leader.

becnuse its sis week lenjth is viewed as too demanding for new cadets, who

have not been to camp before. In contrast, the air cadet program allows

enormous flexibility for cadets to choose their best summer training path

Beçinning in 1990, the sunimer training courses for army cadets were also subjected to

revision with a shift in focus and content precipitated by changes ai the local headqiianers

(LHQ) cadet corps program. The content of the Cadet Leader course was re-worked to

include lessoris in drill instruction. The generic Cadet Leader Lnstmctor course, ivas also

revised and split into several diî'tèrent CL[ caurses in favour oEadding a specialty

component such as rifle coach, storeman, physicaI education and training. marksmanship

and adventiire (patrolliriy). Ail coiirses with the exception of CL1 - Adventure

experienced a reduction in the nuinber of outdoor adventure activities to provide room for

the specialty component added to the course content. The fallowing problem indicators

have been noted:

Summcr training course coiitcnt is not aligncd with the ycarly training

progani taught at the horrie cadet corps. In some cases, niucii of' the summer

traininç course content appears to be a repeat or review of iilnterial already

covcrcd nt the corps lcvcl Convcrscly. cadets arc also bcing taught subjccts

duriny their summer training which are no[ normally presented until they are

into niore senior levels of tfieir training at the home unit , i e. drill instniction

on the Army Cadct Lcadcr Coursc. This appcars to bc drivcn by a nccd to fiil

available time as opposed to sliortening the course as noted in the CRS Stiidy

( 1994, p 3-47).

There is a perception that a signiticant amount of senior cadets (açes 16 to 18)

are no! achieviiiç a sufficient leve1 orprotïciency i n two iriiporiant areas of

their training: leadership and instnictional technique (SSO Army Cadets - Central Region. 1996). Many of these senior cadets will 20 on to serve i n staK

positions at summer training centers. where they must provide instruction and

appropriate leadership to younger course cadets. If the cadet training proyrani

lias not provided ttiem witli enough opportunity to achieve n relative level of

proticiency in these two important tasks this Ieads to a poor standard of

performance which is in turn passed on to the course cadets.

Upon retlecting on the probleni indicators above, a multifaceted research question

emerçed. This research question was used as a starting point for the inquiry to address

the problem indicators discussed above.

How do we make the summer training program for army cadets . . .

a. tailared to the characteristics, needs and interests of adolescents;

b. tlexible enouçh to account tbr di ttèrent cadet progression paths,

c. etl'ectively augment training received at the honie corps:

d. provide a worthy challenge to masiitiize personal developnient and

growth towards obtaining the main ainis O F the cadet proçrani; and

e. provide qiiality training to produce senior cadets capable of taking

leadership roles at the cadet corps and/or as statl'cadets for the

summer training centers7

Impact or Significance of the Problem

The impact of this probleni leads to the inference that suninier courses are riot

satisfactonly mccting thc training needs of arniy cadcts Cadets arc not dcrivin; the

maximuni beiiefits that caii be achieved through their summer training, wliich represelits

a lost opponunity in providing a tirtly nieaningfiil learning esperiencc. Cadet sumnicr

training is also not appropriately augmcntiny the star level training cadcts rcccivc at thcir

tionie cadet unit. Course content, that is nui correctly aligned witli the learniiig needs and

ability of the cadets, is likely to lose its impact and value in devclopin~ that Young

person.

Conversely, some subjects that are introduced may be beyond the espected skill level of

an average 13 year-old such as drill instruction on the Army Cadet Leader course. Sinre

these cadets are still tryiny to rnaster some of the basic subjects themselves it is not

clearly rationalized ivhy they should be cast into the role of an instnrctor at siicli an early

age. Previous to the lowering of the entrance aSe for cadets. 15 year-olds were likelv to

be first year cadets, and they would not encounter instructional duties until they were in

their third year of training (silver star). This would usually be at around açe 1 5 or older.

A result of introducinç a lowered enrollment age has moved what was normally a subject

taught to cadets in their third year into their second year. The appropriateness of this

move must be questioned, in light of the demands this may place on a young cadet.

With a combination of repetition of traininç already completed and subjccts best lefi to

cadets when they are more mature, an average cadet is likely to be cycling back and forth

between feelings of boredoni and feelings of beinç ovenvlielmed. The hrmy Cadet

Leader course seems to be panicularly affected by this and may be in part a contributing

factor to the high number of cadets who are sent home from this course during the

summer. A significant nuriiber of cadets returned to their cadet unit (RTU) from this

course were for disciplinary reasons (Vernon ACSTC Final Report, 1999).

tlowever, one of the most pressinç coiicertis is the unforeseen yap in the training

progression for sonie cadets, wlio enrolled in army cadets at age Il and subsequently

completed three consecutive sunimers of training. As noted earlier, this niay affect at

least 20 to 75Oh of cadets who join at an early age (SO Arniy Cadet Training - Pacitic

Region. 1996). Tliesc cadets achicvc their qualification for attendinç an Xrmy Cadct

Leader Instnictor course by açe 1.1. If these cadets are not selected to attend an advanced

training course. i.e. cadet international eschange, the following suninier, they are let1

with very limitcd summer training options. With no otlier courses availablc, thcy must

consider cornpleting another Army Cadet Leader Instnictor Course. Stüft'cadet

einploynient is not an option for tliese cadets, since they have not reached the required

age of 16 '4 neccssary to bc considered. ivlany of these cadets may not be interested in

attendinç another Army Cadet Leader instructor cuurse since much of the course content

is siniilar to training that they have already done. This phenomena can best be illustrated

by tracing an esamplc of a cadet who enrolls at açe 12 as presented in the following

chart.

Summer 1997 Age 12 (green star)

Basic Cadet

Surnmer 1998 Age 13 (red star)

Cadet Leader

Spring 2000 1

Age15 'attends NSCE

pass -L

qualifies for ,

Adv Trg?

dld notpass

# 777 does n o t quality

Surnmer 1999 Age 14 (silver star) a

Cadet Leader lnstuctor

qualifies - - -__Y - _ - _ _

Summer 2000 Age 15 (NSCE)

attends Advanced Training -

Note:

-- This cadet Is too young for staff and is left wlth the

option to return on another CL1 Course or not attend

summer tialnlng

Figure 1.1 Example case of a cadet born 1 September who joins the a m y cadet program on 30 September 1996

This type of situation may not be linlited to only those who attend their first sunlmer

course at agc 12 but also can include cadets who are 13 and whose birthdays faIl betwccn

January and June of the year they attend their first summer's training. Appendis B

contains a chart comparing nge sroups and attended courses to il!ustrate this point. :\

potential unfonunate consecluence is thnt cadets who are unwittingly caught i n this

situation may justifiably becorne quite discouraged by this systeniic tlaw leading to their

leaviny the cadet program entirely.

Anotiier area of concern is the cornpetence denionstratcd by the senior cadets who have

progessed throush this training system. A signiticant segment of tliese cadets show a

distinct lack of ability in their basic instructional or leadership skills. This conclusion is

based on the observations of statl'employed at sunimer trainin: centers and the results

achieved from threshold knowledge tests administered at Vernon ACSTC to staff cadets

prior to their empioynient A service paper (SSO Army Cadets - Central Reçion. 1996)

proposed that the training provided on Cadet Leader Iiistnictor courses did nui nieet the

needs of local cadet corps in providing trained cadet leaders and instmctors. This niay be

a result of n program that did not provide enough emphasis on achieving a basic level of

mastery of these particular skills, prior to casting them into supervisoq and instructional

roles.

.A built-in objective of the cadet program is to provide older cadets with the knowledge

and skills required for them to be effective leaders and instructors to the younger cadets

who are placed in their care. This reciprocal proçression is important to the interna1

perpetuation of the program as well as providing senior cadets opportunities to apply the

training which they have learned. It is through this 'passing on' of knowledge that cadets

learn valuable life skills which can serve thern weIl as they progres5 on to beconiing

adtilts in society. As well, the anticipated training cycle presumes tliat senior cadets are

also employed at the sumnier training centers in the capacity of staff cadets to provide

iristnictiori and leadership to the younçer course cadets. If tliese senior cadets are not

themselves in receipt of a quality training program, desiçned carefully to meet stated

needs, they are likely to pass on a diminished quality of training to tliose they are

assiçtied to lead aiid iristt-uct. 'Sliis results i t i a dowtiward spiral of quality training.

Senye (1991) refers to this as a 'reinforch5 feedbrrck' loop, characterizcd by small actions

which continue to grow to create larger and larser consequences.

A m y Cadet Summer Training Program

staff cadets teach oher course cadets

staff cadets teach at a low standard

cadets receive summer t g which 1s not manminng their leaming opporhinity

4

effective trg diminished

course cadets return b

as staff cadets course cadets receive mg the followng year - hughtby daff cadets

Figure 1.2 Downward spiral af quality training passed from staff cadets to course cadets.

In surnmary, the impact created by the curent structure of army cadet sunimer training is

having several undesired consequences, whicti were likely not envisioned durinç the

planning process of the new summer courses. It is incumbent on the leaders within the

Cadet Organization to not hesitate in looking at our situation through a critical lens. In

doing so, we may be able to discover the areas of sumrner training that are working well

and retain them, but also address those areas which would benefit from a detailed

analysis and positive change. This project was designed to investigate the occurrence of

the problems noted, to determine their potential cause and to se& suitable remedies to

address them.

CHAPTER 2 - LITERATURE REVIEW

Rationale

This project presents an evaluation of the current summer training curriculum with the

airn of making recommendations for a re-design of the surnrner courses for arrny cadets

As previously mentioned, the overall benefits and rationale of the cadet program are

considered sound. What is a concern, however, is whether the cadet program is overall

effective and optimized to achicve the best possible results Especially, in a climate

where fiscal responsibility is an increasing consideration, it is deerned tirnely to analyze

tlie ariiiy cadet training program to make sure i t is producing tlie most froni its frnanciat

investmcnt Areas idcntified as issucs to be esplored incliide a perception that the

sumrner training proyram for ariny cadets has somehow inadvertently becorne

disconnected froni the characteristics, needs and interests of its adolescent target group.

This occurs to the detrinicnt of particular age groups in spccific levels oftrainin; In

addition, there has been an inference that course content is not achieving the desired

result of producinç senior cadets with the skills and capabilities to provide a quality

standard of leadership and instruction to be passed on to newer and younger cadets in ihe

proçram. An evaluation of the current situation can assist in identifying ilbat paris of the

training plan are contributinç to this situation.

Shapiro ( 1995, p. 1 ) in Iiis Traininç Effectiveness Handbook cites tlie following:

The measure of a training program's quality is its effectiveness. Training

is effective to the deçreé that it produces the desired behavior in the

population beinç trained. In concise terms, total quality occurs wlien eacli

participant is able to use the knowledçe and skills tauglit in the program to

bring about a desired result on the job.

Shapiro focuses on how to acl~ieve quality traininç by the use of learning objectives.

performance evaluation systems and training etkctiveness evaluations. Mitchell ( 199-3,

p. 15) in The Trainer's Handbook States that "the sinçular fiinction of trainin2 is to W... product: ciiange. wnen i r does i r is success~ui, wiieri i r doesti'r i r Giiis. Keipdiess urtiit:

resuIts a trainer or training manager may accomplish, the bottom line is a measiirable

chançe in performance." Mitchell (1993, p. 129) goes on to describe the use of a needs

analysis, which performs three distinct functions: " (1 ) it establishes what the present

practices are, (2) it projects what the desired results sliould be, and (3) i t provides the

basis for cost justification of training." Similarly Shapiro (1995, p. 156) indicated that

"the absence of training standards, evaluation methods and leadership results in

duplication of effort, inetfective progranis, and inappropriate progranis. This wasies an

orçanization's resources and sacrifices the profits that motivated the training effort in the

first place."

The concepts as described by Shapiro and Mitchell are described in similar forrn in the

CF Manual of Individual Training and Education. There are many parallels in

approaches to achieve quality, etfcctive and cost-efficient training. Wit h the aini of

program iniprovement, the current army cadet sumrncr training proçram would likcly

benefit from a çritical review using these concepts as theoretical underpinnings.

An obvious source of information about a training program's level of success wotild be to

solicit t'eedback from its participants to deterniine their views and attitudes about their

training esperience. This is covered in chapter three of this document. tlowever, i t was

considered appropriate to also include in this inquiry a thorough esaniination of the

documents related to the summer training program. Of specitic interest were the course

training plans uscd to plan and cxcciite the army cadet summer training courses under

direct investigation in this project. With this in mind, various army cadet summer course

training plans, aîler action reports and other docunients relevant to army cadet training

were examined in detail. In particular the following were considercd:

a. evidence about course lençth and content and its inipact on its intended

cadet population:

b. evidence to support the contention about the repetitious content of some

simnier courses,

c. information to esplain the background behind the creatioii of the 'training

gap' and its potential etl'ects; and

d. information to support or refute the lack of leadership and instructional

ability of senior cadets.

In addition, it was considered appropriate to include in this literature review a brief

exploration of other areas of interest to the inquiry in the supportin-, documents section of

this chaprer. The review of cadet organization documents lends itseif towards explorin3

the problem areas of arn~y cadet summer training. However. an exploration of related

topics of particular interest was deenied help ful in establishinç the esistence of valuable

resources to develop strateyies which would assist in irnproving army cadet summer

training as a whole. ..\s a result, i t was deemed appropriate to includc an overview of

literature of the followiny:

a. the cIiaracieristics, iieeds and iiiterests of adolescents;

b youth program evaluation:

c. use of adventure training iri ciutdoor youth progrms, and

d. leadership development.

Each of tiiese areas could easily have been explored extensively. However. it was

necessary to confine tliis project to a brief overview with which to establish a baseline to

eiicourage furtlier researcti.

Review of Organization Documents

The review of orçanization documents consisted of the course traininç plans (CTP) for

the Cadet Leader (CL), Cadet Leader Instnictor (CLI) Drill and Cercmonial course, CL1

Adventure, CL1 Rifle Coach, CL1 Physical Education and Recreation Training. and CL1

Erpedition Storeman course. Also, a number of CTPs of compatible courses in the air

and sea cadet program were included for comparison purposes. Other documents

examined were the Chief of Review Services (CRS) study (1994), sumrner training center

final reports, training directives, army cadet wnting board sunimaries, and various related

documents.

Summer Course Length and Content

Since two of the problem indicators were related specifically to the Army Cadet Leader

(CL) course. the investiçation started with a review of the CL course training plan (CTP).

In accordancc with the CTP (DCdts 3 Army, 1995, p 1 -1 ) the aim ofthc CL coursc is to:

. . .train second year cadets in the skills. knowledge and the practice

necessary to deve1op (as) a section commander. Successful completion of

this course is one ofthe criteria for promotion to sergeant. Second, this

course is required in order to provide an indication as to the cadet's

suitability for further summer training e.g. For a Cadet Leader Instnictor

series of course.

It was noted that out of the tliree dements in the Canadian cadet rnovernent, which

include sea, ariiiy aiid air cadets, only the armv cadet proçram allows cadets as yourig as

13 to attend courses that are six weeks in duration, as listed in the prerequisites for tlie

Cadct Leader course in the Cadct Administrative and Traininç Ordcrs (DCdts 3 - Army,

1994). Discussion with o t'iicers who have worked with this course indicated that there

was a concem with both the course content and lençth. panicularly in terms of the impact

it had on young cadets. who hnd to stay away from home for such a long period of tinie

Further anecdotal evidence also sugçested that niuch of tlie suninier content is considered

to contain a substantial amount of material that is already taught at the cadet unit bringing

intn qiipstinn th^ ~ f f i r i ~ n t q f t i m ~ znd r--c!!-mc z!lcrgrtpd tc cccyr- R-nnrtc r --.-

such as the CRS Study (1994) articulated the need to rationalize the content and length of

summer courses. This draws attention to the rationale behind 13 year-old cadets staying

at the summer training center for six weeks when there may be littlc or no direct benefit

derived from this.

One of the indicators that suggests that a six week course may not be aligned with the

eiiiotional inaturity and learninç needs of young cadets is the number of cadets wlio are

sent home early and therefore do not complete their training. The conimon term used to

describe a cadet who has been retiirned early is RTU, which rneans 'retumed to unit'. The

Vernon ACSTC Final Report (1999, p. 10) outlined a chan indicatins the RTU rates from

this summer training center spanning the last foiir years. These have been reproduced as

follows:

Course

As this chart indicates, when the number of cadets attendinç various courses are

CL1 - Drill & Ceremonial

CL1 - Physical Education &

Recreation Training

CL1 - Expedition Storeman

cnmpared to the niimher of cadets who were stihsequently RT[ j'd over the coiirse rd the

Attended

1996 1 1997 1 1998 1 1999

RTU

1996 1997 ! 1998 i 1999

112

26

25

105

39

32

!

7 1 7 1 5 / 8

1 4 1 1 1 9 ! , l !

1 ( 4 1 ! 1

105

27

29

1 1 1

31

28

last four years, it becomes evident that an average of one in 16 CL1 cadets, and one in 12

CL cadets did not complete their training and were sent home early. This number was

then compared to the average RTU rate of basic cadets which was cne in 132 cadets, who

attended a Basic Cadet course. OfEicers who have worked with the Basic Cadet course

have remarked that the low number of cadets sent home from this course is due primarily

to the fact that cadets on the Basic Course are only at the ACSTC for two to three weeks.

Even tliough it is their first camp experie~ice and they are younger, by the time these

cadets may be experiencing behavioural problems or honiesickness they are already at

they end of their stay at the traininç center and soon on their way home.

The Vernon ACSTC Final Report further indicated that orthe 35 RTUs of cadets on the

CL course in 1999, 30 were for disciplinary reasons, tive were niedical, and ten were for

other reasons which may include homesickness, personal reasons and parental reqiiest.

An RTL! is likely a disappointiny end to a summer of training, and rnay have a harnifiil

impact on the cadet's self-esteem and continued interest in the cadet proyram. Its relation

to the CL and CL1 courses is worthy of further investigation to determine how best to

increase the number of cadets, who could have a positive summer training e'rperience. A

national review of RTU statistics î'roni each ASCTC as well as RTü rates calculated by

açe would likely provide fiirther valuable insight. but was beyond the scope of this stiidy.

To esplore ttiis area fiirther, a coniparison of compatible courses for the air and sea cadet

prograni was cornpletcd by refcrencing the Royal Canadian Air Cadet Siimnier Canip

Courses and International Eschançe Program (DCdts 4 - Air, 1997) and the Royal

Canadian Sea Cadets Qualitication Standard and Plan - Gunnery Trade Group 1 Course

(VCDS, 1999). In the air cadet program, the conipatible course to the CL coursc is thc

Air Cadet Introduction to Leadership course, which is aimed at level two cadets and is

three weeks long. The Gunnery Trade Group I Course for sea cadets is also aimed at

second year cadets as is the army cadet CL course. Both of these courses are also only

three weeks long. but they cover very sirnilar material to that otyered on the CL proçrani.

From this, it was learned that the air and sea cadet proçram althouçh faced with a siniilar

need to prepare level two cadets have opted to train them for a duration of three weeks.

When verifying the effectiveness and utiI i ty o f these courses with officers frorn the air

and sea cadet progarn, no evidence was discovered to show that these courses were

sornehow insufficient i n providing cadets with the required skills to progress in their

training.

To ascertain the validity o f the observation that the CL course contained material that

cadets had already learned at their cadet unit, the course training plan for the CL course

rvas reviewed i n detail by comparing it with the green and red star program. This was

done by cornparin; the enabling objectives (EO) taught in each. A n enabling objective

consists o f a nurnber o f teactiing points usuatly covered in the scope o f one lesson in a

given siibject. A direct cornparison o f enabling objectives (EO), provided the resiilt

illustrated i n Figure 3.3:

red star trainin

4401 - Drill

4402 - Fundamental Training

1 1 (p ractical on1 y) 4412 - Ci t rnsh ip

441 3 - Ph sical Fitness

4414 - Sensible Livin

441 5 - First Aid 1 O

4409 - Instructional Technique

14416 - Cornrnu;cation; 1 441 7 - Patrollin

441 8 - Field En ineerin

TOTAL 1

67 21

3

O

4403 - Bushcraft

4404 - Fieldcrafî

4

4

1

1

441 0 - Public Speaking

441 1 - Leadership 1

1

5

This review revealed that of the 67 enabling objectives taught on the Cadet Leader course

almost a hl1 third or, 2 1 enabling objectives, were also listed as enabling objectives in

either the green or red star training. Although, it is important and probably desirable to

include a review of previously learned material to ensure its ready retention, the reasons

for re-teaching much of the theory are unclear and may actually have been pronipted by a

need to f i I l the six week time frame, without due consideration of a course length

reduction. This conclusion was noted and suniniarized in the CRS study (1994, p. 3-47)

as follows:

The length of the courses, and thus the time at camp, is now driven, with

few exceptions. by the two, three or six week time slots without due

regard to the minimum time required to deliver the required training. The

solution in the past has bcen to include more into the course syllabus to fiIl

the available time rather than shorten the tinie fiame. The new army

suiiinier camp courses are a split of 40% mandatory training. 409h optioiial

training and 20SG adniiriistration aiid recreation.

Recent proposed changes to suninier training at Blackdown ACSTC Icrid f~irthcr siipport

to the f a t that the lençth and subject niatter of the CL course \vas being questioried. .A

Central Region proposal presented at the Arniy Cadet Traininç Review Board in

November 1999, shows thnt concerns rnised about the Cadet Leader coiirse were not

liniited to observations made at the Vernon ACSTC. The proposai esaniined options to

modify the siimmer trainin; program at Blackdown ACSTC by creating a two-week

Recruit Course for 13 year-olds, a tliree week Basic General Militas. Training course for

13 year-olds and restricting eiitrance to the Cadet Leader course to cadets aged 14 or

older. I t was assumed this mode1 would provide two advantages i e., it would cnsiirc a

more mature Cadet Leader candidate and it would provide greater emphasis on skill

development. On the disadvantage side, it could disrupt ciirrent sunimer training

vacancies. Another option considcred was to adjust the content of the CL course by

deleting the Performance Objective 1409 - Instructional Techniques and inserting in its

place a 2-day field exercise. Central Region also indicated a desire to reniove the CL1 -

iihysicai tducation and icecreation i raining ( P ~ K I ), and C'LL - storeman coiirse in

favour of shifling more training vacancies to the CL1 - Drill and Cerenionial and

Adventure courses. 'The perceived advantages of these modifications were to:

reinforce basic skills and leadership by practical application;

i increase the adventure content in the sunimer proçram;

have less classroorn instruction, and more fun;

complcment adjustments to the silver star program, and thus less rcpetition;

reduce frustration; and

reinforce success.

The second option to drop 4409 - lnstructional Technique for the CL course and replace

it with a 3-day exercise and to remove the CL1 - PERT and Storeman courses was

accepted by the Army Cadet Trainin$ Review Board subject to a two year pilot stiidy

rvhich would be monitored and validated. Althouçh the rationale beliind tliese decisions

is only brietly outlined in the Record of Decisions of the Army Cadet Training Review

Board (DCdts 3 Ariny, 1999) the move by Central Region to niodify suninier training

provides tùrther evidence that the CL course is considered unsuitable in meeting the

needs of its target population.

The appropnateness of the perforn~ance objective 4409 - lnstructional Technique lias

becn thc subject of some scrutiny sincc its introduction into thc CL course in 1990 Prior

to its inclusion in the CL course proçram. it was a subject reserved for CL1 courses,

because instnictional tecliniques are nornially niore suited for cadets in their tliird year of

training (silvcr star) once thcy havc gaincd the ncedcd esperiencc and rnatiirity Thc

focus ofthis subject in the Cadet Leader course ciirriculiini is to prepare cadets to become

drill instructors. This situation leads to the possibility of cadets as Young as 13 having

the challenge of instructing a subjcct thcy are only in the beginning stages of mastering

for ihernselves. The rationale behirid this decision is further cornplicated by the reality

ihat cadets will be introduced to drill instruction yet again as a nornial part of their silver

star training when they return to the cadet corps afler completing the CL course

The 'Training Gap'

Another area reviewed in the documents was the background surrounding the creation of

a 'traininç gap' which is experienced by some cadets as they approach their fourth

summer of traininç. As discussed in chapter one, this training çap occurs when cadets

enter the summer traininç program at age 12 or 13, and attend three consecutive summer

training courses including the Basic Cadet, CL and CLI courses at the youngest ages

possible. An inadvertent result of this progression is that some cadets in their fourtli

summer may tind themsclvcs tao yoiing to procced on to their next levcl of summcr

training uiiless thcy are fortunate enoiiyh to qualify for a limited nurnber of vacancies

available in the advanced training series courses.

This trainin$ yap !vas first investigatcd wlien it became apparent that sonie cadets were

returning to the summer trainin3 center io attend a second and in some estreme cases

their third CL1 course. This is considered undesirable Froni a training perspective,

because of the siniilar coiirse curriculuni contailied in the CL1 courses (SO Arniy Cadet

Training - Pacilic Region, 1996). An examination of the course traininç plans for the CL1

courses, concluded that niiich of the content O F the individuai CL1 courses is identical.

with the esception of the individual specialty subjects i e. storeman, riile coach etc.

Thcrcforc thosc attendin3 a sccond CL1 coursc arc in fact b c i n ~ re-traincd in as much as

50°4 of previously learned material. An approsiniate proportion of CL1 quaiitied cadets

in this repetitive training situation tvas placed at about one cadet in five (SO Army Cadet

Training - Pacific Reçion, 1996). However, it was conjectured that this nuniber couid

aciually be higher since tliere were no means available at the tinie to calculate the ~iurtiber

of cadets, who affected by the training Sap, stayed at home for the sumnier. It was

necessary to examine this situation in fiirther detail to discover its root cause, to

determine its impact, and to esplore various strategies to address it. A summary of the

arniy cadet training progression is prcsented in a niodel (DCdts 3 -.4rmy, 199 1 ) refcrrcd

to as a training pyrarnid. This model outlines the various stages ofstar level and suninier

training and the associated ideal agss in which cadets are to proyess tlirougti theni. This

model is presented in Fipure 2 , ;

Figure 2.3 Arrny Cadet Training Pyrarnid

Of particular interest i n this model, is tlic fact that i t shows that advanced training is

prcsumcd to occur after every cadct has completcd tlieir gold star level and National Star

Certification Examination (NSCE), when they are between 15 to 16 ycars olù.

Advanced training consists of opportunilies for cadets to aitcnd national courscs and

international cadct cxcbange programs. However, what this model does not adrquately

represent is thnt in rcality only a smnll pcrcentnge (approximately 10 to 15%) of al1

cadets cvho work tuward this lcvrl nctiially qiialify fur advanced tniinirig due to limiicd

vncancies for international cndct cxchnngcs and for the national leadership and challenge

coursc. For cxaniple, based on Army Crldet Summcr Vncancies - 1000 ( DCdts 3-3,

Züûû~, tiici-r rire 34 i udv;iiictxi training npporrunitics avaiiabit: naiiotiaiiy fur a rord ut'

19,03 1 army cadets in the cadet program. Assuming approsimately 15% of these cadets

are in the riçht star level and qualification açe. this means 2,854 cadets would be still be

competing for 34 1 vacancies. In effect, 85 to 90 Oh of cadets who have completed a CL1

course must pursue other summer trainin2 options. A portion of these cadets. if they are

16 95 or older, may apply to become staff cadets. Stat'fcadets are senior cadets employed

at summer training centers to provide leadership and instruction to course cadets.

However, those who are underage for a staff cadet position do not have this option. This

leaves a substantial segment of cadets, approsimately 20 to 25% of al1 who have

completed a Cadet Leader Instnictor course without a clear alternative on how to

continue their next suninier training. Atten~pts to fi'c a more precise estinlate of cadets

caught in this situation was one of the main purposes of the research study cornponent of

this project outlined in chapter three.

Although information is bascd niainly on anecdotal cvidence. therc has bccn a general

acknowledgement amongst those in the army cadet program that the 'training gap' is real

and that it poses a distinct problem for corps oficers trying to plan summer training

opportunities for their senior cadets. The training gap lias been described variously by

cadets and CIC ofticers who taken note of its occurrence as 'the açe gap', tlie 'age trap',

and 'the black hole'. However, unfortunately, it was dificult to locate any written

documentation discussing its occurrence. Therefore the impact and possible strategies to

address the trainin; Sap were lefi to the tÏeld rescarch portion of this project to investigate

Flexibility in Summer Training Options

An esaniination of CXTO 42-01 - Suiiimer Training Directive (DCdts 3 Arniy. 1994)

was conducted to provide more information on the structure and intent of the army cadet

sumnier training prograni. Unlike, ~ h e air cadet summer training prograni. wliich

provides the flesibility for cadets to niiss a surnmer course without penalty. the arniy

cadet courses are stronyly associated with a cadet receiving a rank proniotion at tlie cadet

unit. Cadets who do not attend sunirner courses may fiiid their proçress at the unit

irnpeded or even entirely jeopardized by ihis requirement to attend camp. This brings

fonvard the question of what happens to cadets who due to medical, faniily or other

reasons do not attend surnmer training as expected. This presents a dilemma, for those

cadets who must miss surnmer training for various reasons including those underage

cadets affected by the training sap. These cadets niay concliide that missing a summer is

a detriment to their advancement and thus become suitably discouraged, and opt to Ieave

the cadet program entirely. Some corps officers have reported that they have indeed lost

senior cadets from their corps, due to a dec!ininç interest in staying in the cadet unit

following a sumnier in whicli the cadet did not attend surnrner training

Parado'tically, this lack of tlexibility to continue in the surnrner training proçram is not

limited to underage cadets. It also affects individuals who join cadets at 14 years of açe

or older. The current structure of army cadet summer training is closely related to ideal

progression streams, as evidenced by the stringent course prerequisite and açe

requirements outlined in the CATO (DCdts 3 Arniy, 1994). Cadets are required to

complete training at these ideal ages or they niay f nd themselvcs too yoiing or too old to

progress effectively. It \vas noted in the CRS Study ( 1 994, p. 3-44) that:

The cadet training systern does not provide for those who join later than

II or 13 . . . The army cadet position is that sonic of thc training can bc

waived by RHQ (Regional Headquarters), but the staffdo not really want

the over-15 starters since the youngsters do not commit early and should

not gct the rewards.

Further exaniinatiori ofthis pherioiiieiia in increased detail was beyond the raiiçe of tliis

rcsearch project and could possibly be a wholc area of study in itsclf It was dctcrmined

tv be more niitable to restrict the irivestigatiori to the riiost pressing problenis areas sucti

as tliose presented by the training yap in the hope of providing at least a partial resolutioii

to açe-related summer training dilemmas affecting arniy cadets.

Senior Cadet Proficiency

As was the case with the lack of documentation addressinç the traininç Sap, very few

documents made specific reference to senior cadets' lack of proficiency. Observations in

Pacific Reçion where the Vernon ACSTC is located are mainly anecdotal, but were used

as a startinç point for tùrther inquiry. Some statistical evidence can be collected from the

passlfailure rates of senior army cadets who atternpted the National Star Certification

Examination (NSCE). For example, it was noted in the Pacific Rejion NSCE Alter

Action Report, (SO Army Cadet Training, 1998), that only 55% of senior cadets of al1

those who atternpted passed this national test. Previous year results ranged between 40 to

70 %. Central Reyion reported hSCE pass results uf66% iii 1996, 3944 in 1997, 52?/0 in

1998 and 44% in 1999 (DCdts 3 - Army, 1999). The National Star Certification

Examination is a comprehensive test of the entire star training cadets have learned in four

years of being an army cadet. The test consists of a written portion covering theoretical

knowledge of subjects in thc star program such as fundamentals and leadership. There

are also three practical tests, which rnust be successfully completed. The practical

portion tests army cadets in niap and cornpass use, fieldcraR and instructional technique.

The success rate can therefore be viewed as a valuable benchmark indicating to what

deçree senior cadets have deiiionslrated tlieir proficiency in arniy cadet subjects and

obtained the required national standard.

Anotlier source of information presented itself in a senice paper (SSO Arniy Cadets - Central Reçion, 1996) which cxprcsscd conccrn that thc rcvised Cadet Leader Instnictor

series of courses did not provide enough training and esperience for course cadets to

become effective leaders and instructors. This was attributed to the denlands placed on

cadets to master these two critical arcas, while also achievinç proficiency in a spccialty

subject during the same course. The proposa1 presented by Central Region at the Army

Cadet Training Review Board (1999, no paye) indicated that a 'large number of CL1 /

NSCE grads lack rnaturity and proticiency." Since a larse number of senior cadets are

espected to return to becorne staff cadets at the various regional and national arniy cadet

siimmer trainin2 centers. This lack of aptitude in core cadet subjects is of particular

concem, prirnarily because these senior cadets will be placed in instructional and

leadership roles in charge of younger course cadets. As expressed in the model

illustrated in Figure 1.2 presented in chapter one, this results in a proçressively declininç

standard with potentially increasing detrimental consequences.

Both the lowered standard of instruction and the potential negative impact of senior

cadets who do not posses adequate leadership skills are serious issues, because at the

summer training center these cadets are the firsr line of supervision îbr course cadets. .A

normal training platoon consists of approsiniately 30 to 35 course cadets and Four statT

cadets supervised by one platoon commander who is a Cadet Instntctor Cadre o t k e r .

Three of the staff cadets are employed as section commanders. while one more senior

staff cadet takes the role of platoon warrant officer. Each section commander can espect

to have 10 to 13 cadets under histher direct care, while the platoon warrant otllcer is

charged wit h the responsi bility of ensurinç the healt h, weltàre and discipline of the enrire

platoon in conjunction with the platoon commander. Staff cadet section commanders arc

expected to teach classrooni and drill lessons, nionitor trainin3 progress, provide

guidance, and supervise day to day routine incliidins physical fitness sessions. parades.

inspections and barrack cleanliness. An average training day cornniences at 5.45 a.ni.

wtieti statf'cadeis wake the cadets aiid ends when statt'cadets inake sure the cadets are

asleep at 10 p.ni. Ii is quite possible that few other non-tnilitar~ youth organizations

place such riyorous demands on their younç mernbers.

The reactions ofjunior and senior cadets to the rcccnt. iiitroduction of the Cadet

Harassrnent and Abuse Prevention (CHAP) program added an additional level of inqiriy

about senior cadet leadership The CHAP proyram is an awareness prograni consistins of

a two hour sensitization module for junior cadets and a tiirther one and half hour

leadership module for senior cadets. tts purpose is to address the occurrence of abuse and

harassrnent which may take place within the cadet program or to cadets oiitside of cadet

activities. Topics such as personal harassment. physical, emotiona1 and sesual abuse are

discussed with the aini increasing awareness, prevention and knowledge of reponing

procedures. The tirst CHAP briefings were administered at ail summer training centers

in 1999. Initially, the program seemed &O receive a ratlier favourable reception, tiowever,

as the summer proçressed it appeared the program created a friction point between senior

cadets employed as staff cadets and course cadets. A preliminary review of survey data

obtained at Vernon ACSTC indicated a Iarge number of negative comments directed at

the CHAP program by course cadets and staff cadets. The minutes of the a CHAP

meeting (D Cdts 2-4, 1999) indicated that some senior cadets were havinç difficulty

adjusting to the CHAP program, because of a strong perception on their part that it limits

their options in how to discipline junior cadets. Since the CHAP program's intent is to

curtail harassrnent and abuse issues, this observation is very troubiing. In addition, a

furher CHAP Program Sitrep Report (DCdts 2-4, 2000) made mention of the need to

clari t'y tiiat corporal punishrnent, Le., the use of physical punishrnent such ris push-ups.

was prohibited in the Canadian Cadet Movement (CCM). The view Iield by some senior

cadets that physical punishrnent and other harsh methods are required to instill discipline

over younger cadets brings into question the adequacy of the traininç they have received

to prepare them for their rcsponsibilities. Accordinjly, it became necessary to esaniine

hotv and what was taugtit in performance objective (PO) 4 1 t - Leadership beginning in

yreen star up to and including ~ o l d star. as well as what was taught to cadets at the

summer training ccnter. .A comprelicnsivc nnalysis was complered by csamiiiiiig in tletail

the subject of leadership as it is presented in the star level Ilandbooks and in seleçted

CTPs for the Basic Cadet. CL and CL1 series ofco~irses (DCdts 3 Army. 1990 to 1997).

The rcsiilts of this rcvicw arc surnmarized in Figure 2.4.

--

LEADERSHIP TRAINING OVERVIEW

Green Star

41 1 .O1 Discuss the duties of a follower

Basic Cadet Course

1 period

441 1.01 Duties of a follower (repeat from green star) 1 period 441 1.02 Develop self-confidence (participate in an obstacle course) 3 periods

Red Star

41 1 .O1 Discuss the qualities of a leader 1 period

Cadet Leader Course

341 1.01 Discuss the qualities of a leader (repeat from red star) 441 1.02 Define the terms leadership, management and command 441 1.03 Develop self-confidence (participate in a more adv obstacle course! 44 1 1.04 Solve a problem 44 11.05 Conduct small group activities

Silver Star

41 1 .O1 Define the tems leadership, management and command (repeat from CL)

41 1 .O2 List the 10 principles of leadership 41 1 .O3 List the lhree styles of leadership 41 1 .O4 Describe the process of communication 41 1 .O5 Supervise a cadet aclivity 41 1 .O6 Make a time appreciation 41 1 .O7 Solve a problem

Cadet Leader lnstructor (DdC, Rifie Coach)

34 11.01 Review the process of communication (repeat from silver star) 44 1 1.02 Supervise cadets (repeat from silver star) 44 11.03 Apply the elements of task procedure 44 1 1.04 Issue verbal orders 34 1 1.05 Lead a section in completion of a task

Cadet Leader lnstructor (Adventure)

44 1 1.01 Review the process of communication (repeat from silver star) 44 11.02 Review the supervision of cadets 44 11.03 Lead a section in the completion of a task

Gold Star

41 1 .O1 List the expectations of a follower 41 1 .O2 List the Iwo types of discipline 41 1 .O3 Define the leader's responsibilities as rote models

1 period 1 period 4 periods 3 periods 20 periods

1 period

1 period 1 period 1 period 1 period 2 periods 3 periods

1 period 1 period 6 periods 2 periods 18 periods

1 period 1 period 18 periods

1 period 1 period 1 period

Figure 2.4 Leadership Training Overview

I t sliould be noted that. despite tlie high number o f periods that appear to be devoted to

practical leadership, this represents a totai time segment. CL and CL1 course cadets are

actually only affordcd one or two opportunitics to be in c h a r ~ c o f a task in an assessed

environnient, tvithin those periods. Nevertheless. tlie niain h c u s o f this inquiry was to

g i n an ovewiew o f the nuniber o f instnictional leadership periods which are devoted to

leadership theoretical constnicts. organization. planning and other associated task

oriented behaviours as opposed to leadership skills which are more related to skills in

building positive relations with others. These skills include how to motivate, how to

develop esprit-de-corps, how to provide appropriate feedback or discipline, interviewing

and counseling, and team building. Of the total number of instructional leadership

periods only six periods are in any way related to these aspects. and this relationship is a

tenuous one. Excludinç the 38 periods devoted to leading a section in completion of a

task, the breakdown is as presented in Figure 3.5:

Leadership Focus Periods I

developrnent of self-confidence

1 TOTAL I j5 I

7

definitions and theory constructs. task procedure, problem solving, organization, planning, logical analysis, tirne appreciation, and

Figure 2.5 Leadership Focus of Star Level and Summer Training

I

22

In total, the Iollowing lessons lisied in the PO for leadership rire considered to be

somewhat related to building positive relations tvith others are:

a. discuss the qualities of a leader;

b list the 10 principles of lendership;

c supervise a cadet activity;

d. list the expectations of a follower;

e. list the two types of discipline; and

f dcfinc tlic leader's respoiisibilitics as rolc modcls.

However, the connection to actuallv providing a skill-set to army cadets so that they have

some means by which to perfortii activities such as how to motivate, build trust and

respect, and how to discipline are entirely missinç. Instead there is frequent enipliasis on

listing or deîïning theoretical concepts instead of learninç how to apply theni. It sliould

be noted. however, that cadets are given frequent opport~inity to be in leadership

positions both at riie i i m e corps ana as pan of a rotation ar the sunimer training center.

building positive relalions with others 1 6 /

In addition, they are also given guidance and direction by the CIC officers who supervise

them. Thus, cadets do learn various leadership approaches through esperience but these

are likely strongly influericed by personality, and acquired by emulating role-models,

whether they are good or bad. In summary, the bulk of leadership training in the army

cadet program appears to be lacking in a much needed area - the interpersonal side of

leadership. The resultant impact is emphnsized most dramatically when one considers

the number of senior cadets who have a pre-occupation with physical punishment as a

means of yaining compliance as identified most recently in the spin-offetfect of the

CHAP program. Senior cadets are sirnply resorting to these harsh methods because they

have not been taiiglit anythinç ditferent. Lt is regettable that it took the iniplcmentation

of the CHAP proçram to help focus attention on this serio~is issue. As a rcsult, the need

to provide niore appropriate lcadcrship training to arniy cadets has never beconie more

urgent than now.

Summary of Organization Documents Review

Overall, it was difficult to find docunients. which made a direct reference to the esistence

of the problem areas identified in this sludy. However, there was enough supponing

evidence presented by other sources to conclude that the current suninier training

structure for army cadets is havins a deleterious etYect on a fair segment of the army

cadet population. The RTU statistics for cadets on sis week courses are indicative that

summer training is an unsatisfactory csperience for one in 13 cadets on the CL and one in

16 cadcts on thc CL1 courscs. Tliis number is fairly Iiigli in comparison with army cadcts

attendiny two and three week courses. The underlyinç cause for this situation needs to

be investigated fiirther because of the potential connection this niay have to course length

and course content.

The comparison of the CL course trainin3 plan and star level training provided a clear

conclusion that about one third of the subject matter of the CL course is iiideed a repeat

of niaterial taught in the çreeli and red star prograni. Tliis was identitied by the CRS

study as a likely attempt to fil1 the sis week time slot allocated for this suninier training

course instead of giving due consideration to the option of shonening the course. The

modifications to summer training proposed by Central Region supported the inference

that 13 year-old cadets rnay not be niature enouçh to be attending six week courses,

which prompted tliem to consider other training alternatives for this ase group. In

addition, the removal of PO 4409 Instnictional Technique (drill instruction) as one of the

subjects on the CL course at Blackdown ACSTC is indicative that this subject is

considered unsuitable for this course. il review of star traininç revealed that Itistnictional

Technique will be introduced as a subject in silver star at the cadet corps, and tlierefore

its ren~oval from the CL course would have no parîicular neytive effect.

A thorough analysis of the trainin3 progression model for arniy cadets reveated that the

presumption that cadets proceed to advanced traininç after attendinç a CL1 is tlatved and

misleading. Advanced training according to vacancy rates is open to only a sniall

percentage of al1 army cadets in the prekrred age group. Those wlio start their army

cadet training at sligl~tly oldcr tlian thc idcal cntry aSc arc actually in a bcttcr position to

be at the mininiuni age to be employed as a statT cadet employed the following summer

once tliey have completed their CL1 course. Those who are too young to do so and do

not qualify for advanced training are let? without a summer training option. The stringent

reqtiirenients to coniplete suninier training to p i n raiik promotions at the cadet corps

compounds the etTect of this training predicament. Cadets attécted by the 'training g p '

may assume that a missed summer of training will be detrimentai to their continued

advancement. Disappointed and disillusioned, they may opt to leave the cadet program

cntirely The exact nunibcr of cadets atkcted by this predicament coiild only be

approsimated and was found to be an area tliat needed to be specifically investigated in

the research study portion of this project.

The inherent lack of flesibility in training options for cadets who do not proçress through

trainin2 within ideal age streams has been noted in the CRS study. An overview of

sumrner traininç for army cadets identified many prereqiiisites and requirements for

speciiied açes. This situation conibined with the deiiiand that suninier training be

completed to obtain promotions at the cadet corps creates a system that is not veiy

forgiving for cadets who proceed outside expected age ranges ancilor wlio lack specitic

prerequisites to appiy for other summer training. Obviously, this potential barrier to

training opportunities for youth in the army cadet proçrain could beconie a whole area of

investigation in itself; however, this project confined itself to onIy iwo main areas where

the ages of cadets has created specific detrimental circumstances.

As with othcr areas, it was difticult to find spccific cvidence to support the vicw that

senior cadets were lackins in instructional and leadership abilities. However. the low

pass rates t'or NSCE as noted in Pacific and Central Reçion reports provided sorne ~iseliil

insight as to how well scnior cadcts demonstrate tlicir proficiency in cadet subjects.

There was also one brief'conclusioiis ottèred by Central Reçion, which expressed the

opinion that CL1 1 NSCE cadets lack maturity and proticiency. Particiilarly noteworthy,

Iiowever, werc the foIlow up reports on the CHAP prograni wliich idcntificd that sornc

senior cadets saw the program as limiiinç and resiricting their abiiiiies to discipline

younger cadets. Given the proçram's subject rnatter centered around abuse and

harassmcnt, this conclusion by scnior cadcts was found to bc particularly iniercsting and

prompted the need to examine the leadership training offered io senior arrny cadets. This

overview discovered that there is a distinct lack of education and learning activiiies i n the

subject of leadership centered around the developnient of interpersonal skills aiid

building positive relations witli oihers. This rnissinç piece in the training ut'seriior cadets

is of particuhr concern and of al1 the issues related to summer training is considered the

niost urgent one to address due to its potential detrimental etfect.

Review of Supporting Literature

The inclusion of this level of inquiry was deerned important for the development of

strateçies to address the areas of army cadet summer training which would likely benefit

froni a revision. Furthermore. it is only fitting that a progam which has adolescents as

its main target population should seek to çain information on the nature, characteristics

and interests of this particular yroup. A deeper understanding about adolescents can help

facilitate a training design which will be able to cater more appropriately to their specific

needs and characteristics. Thus. a more positive and productive learning environrnent

can be created.

Other areas esamined included some of the available literatiire concerning youth program

curriculum and evaluation. lt lias been frequently mentioned i n the CRS Stiidy as well as

other documents that the cadet traininy program has seldom been tlie subject of an

intensive level of inqiiiry to judgc training program cffectiveness The main barricr in

deterrnining the overall success of army cadet training is that the achievenient of the

global airns of the cadet movenient - leadership and citizenship rire estraordinarily

di tlicult to mcasure If the prograin docs o f k some interesting dcvclopnicntal activ itics.

then it niay be assunied that, no matter to wliat deçree a cadet has developed their

leadership or citizenship, the prograni is deemed to be successful This has potential

implications on the army cadet program in the type of nppronch to training and the

activities which are sclected to achieve iis aiins U'itlioiit an ability to nieasiirc proçrani

outconies, it is dit'ficult for a youtli dzvelopnient proçrani sucli as arniy cadets to çain

feedback on the approprinteness of its training aciivities. nich as outdoor adventure

training and thereby justiî'y tlie resources which are espended. It is considered wortliy to

explore some of the rcscarch rclatcd to youth dcvclopment progranis and thcir cvaluation

to establish a framework on whicli to derive an appropriate rationale tor any new

initiatives or recornrnendations

The inclusion of sorne sources penaiiiing to leadership development was also deenied

iisehl as a domain of inqiiiry. As previously noted. recent observations associated with

the implementation of the CHAP program have brought to the forefront a concern about

the overall end result of leadership training for army cadets. in the course of this project

some valuable references were discovered which were considered appropriate to include.

It should be noted that it was not possible to cover these areas in particular detail.

However, an overview was considered fitting for its value in developing strategies to

address the identified problem areas in cadet summer training and its potential in

contributing to Our knowledge and understanding of the design of effective youth

proçrams.

The Characteristics, Needs and lnterests of Adolescents

The information and research available on adolescent learning, developnient and

psychology is vast. Thcre is much information available to help sain a n undcrstandinç of

adolescent physical. social, emotional and intellectual development. Sonie sources that

were reviewed included authors such as Mitchell ( 1989) Pruitt ( 1999), LVadswonh ( 1989)

and Wood ( 1988). Wadsworth rcvicwcd rcscarch conducted by Jcan Piaget who has

contributed tremendously to the understanding of the cogitive and aWective

development of children and adolescents. 1-Iaving the knowledge of how children and

iidolescence perceive the world, process information and use logic is of particular interest

to educators involved in tliose aye yroups. For example, one noted transition which

occurs about the time children enter into adolescents concerns their ability to use loçical

thought in solving problenis as their thinking moves from a concrete to a more abstract

means of analyzing information ( Wadswortli, 1989).

In regards to the cadet program, an understanding of the cognitive abilities of adolescerits

dong witli knowledge of their needs. motions and social and physical transitions can

help in providing a better pcrspcctive in the creation of a training prograni, dcsigncd for

youth betkveen the ages of 13 to 19. It has only been in the last rdiile that tliere has been

a recogition that training for Cadet Iristnictor Cadre officers should include more

comprehensive inforniation about the nature ofadolescents. I n so doiny, it is helpfiil not

to liniit oui understandin3 of adolescents to siniply tlieir iiitellectual and cognitive

capabilities but also include insisht into thrir emotional. physical and social development

since cadet training lias a way of involvinç a youtli on niany levels. Sonie aspects of

cadet training may actually push cadets to their emotional and physical limits in an effort

to build self-esteem and character.

A seminar conducted by A. Leschied on February 7 in Cornwall, Ontario was attended by

the researcher. .4 subject of particular interest which was brought fonvard at this

seminar is the concept of the three stages of adolescence. Instead of viewing

adolescents between the ages of 17 and 19 as a soniehow tiomoçenous çroup. these

stages help foster a deeper understanding of the dif'ference in character, ernotion and

thought of early adolescents versus later adolescents. blitchell (1989) also describes

adolescence to occur in three stages with adolescents at each stage having their own

predominatit characteristics. These stages are identified as early, late and iniddle

adolescence. Mitchell (p. 93) noted the following:

Adolescence covers too many years and too much yrowth to be properly

understood as only one developmental period. The differences between

the early and later year of adolescence are profound. The niost consistent

error that adults rnake is to treat early adolescents as if they were more

niature and self-directing than they are, and ro treat late adolescents as if

they were more juvenile tlian they are.

This linderstandin- of adolescence in terrns of these developniental stages is considcrcd

iniportant to assist those irivolved in designin2 training to develop activities in proper

alignment ~ v i t l i the differing characteristics and needs of youth in various stagss of

adolescence. For esample. it was noted by hlitchell. J (p. 100) when referring to early

adolescents that :

Junior high school teaçhers and principals have learned it is not wise to

have youngsters [referriny to early adolescents] judge their peers who

have broken a school rule. First their punishrnents is otlen vindictive and

far niore punitive that ttie violation warrants. second they olien allow a

guilty offender to escape punishnients if he or slie is Iiked by the judges.

hlitchell attributes this to a poorly developed sense ofjustice. Such observations, could L- h - 1 - c . 1 ... LA- 4--- -.-*--1- - - A - * - . .A- -+- -.:Il :- --+IV. + A * ! - - - - - - - --- 41.-.-. :-.- UL I I C I ~ I U I 1~11~11. LUI L.WIII~)IC. C C L U L L ~ r v l w UIC JLIII 111 ~ r u ~ ! <IUUIL>LLIILC CLIC L I I I U ~ L LIILU

leadership roles too quickly. A list of characteristics of adolescents in their various

stases has been compiled From the references offered by Leschied, Mitchell arnonçst

other sources and is attached at Appendix C to this document.

Measuring the Impact of Youth Programs

Some very interesting research material in this subject presented itself in the literature

made availablc by the Search Institute, which is a non-profit organization dedicated to

promoting the positive development of children and adolescents in the United States. A

Search institute Report (LeKert, Saito, Blythe and Kroenke, 1996) outlined the need to

evaluate youth progranis to justify the resources and funding they are çiven. A rneasure

of a proçrams effectiveness is provided by evidence that it has had a positive impact on

the lives of the young people involved. In speaking of the value that youth programs can

otYer to society LetTert, et al (p. 7) noted in their repon that:

Early adolescence is a timc of rapid change in young people's dcvclopmcnt

and developniental needs. Therefore, it is believed to represent the last and

best chance to have a positive impact upon the developnieiit of youtli.

High-quality yotith devclopmcnt programs at this agc, can significantly

intluence the decisions young people make arid the paths they choose.

However, in order for a program to be valid in its ainis this perceived impact must move

beyond an intuitive sense that the program is doing a çood thing. 'The Search Institute

has dcdicatcd much of its rcscarch to this arca. Bascd on a research of 250,000 youth

who completed suwey questionnaires, the Search Institute has identified wliat it

describes to be 40 'developmental assets' which are essential to "t'orniins a foundation for

the healthy development ofadolescents". For esample. these developrnental nssets

include positive farnily support, a conimunity that values youth, youth development

programs and the presence of adult role models. This list of 40 developmental assets has

been reproduced by kind permission of the Search institute and included at Appendis D

to this report. Accordin; to the Searcli Institute, adolescents wlio have a liiçli nurriber of

developniental assets are least likely to engage in destructive high risk behaviour such as

problem alcohol use. sexual activity, anti-social behaviour/violence or have problenis in

school. Youth with the most developmental assets are also most likely to volunteer in the

cornrnunity and have success in school (Leffert et al, 1996).

This research is of interest to those involved in the development in youth programs,

because it permits a level ofanalysis to judçe program effectiveness from the perspective

of how much the youth programs can impact a young person and create a 'resiliency'

asainst harmfùl and destructive anti-social behaviours. The Search Institute contends

that numerous studies have shown that the presence of a caring adult role mudel such as

someone who is a staff member at a youth proçram can have a trernendous impact on

building this 'resil iency' and therefore steer a youth ont0 a positive developniental patli.

This type of information and research is considered to be of particular interest to the

Canadian Cadet Moveriient in that it opens up an avenue in ivhich to examine the impact

that this ~ 0 ~ 1 t h program may have on adolescents in Canadian society. For esample, a

group of army cadets could be compared to a group of [ion-cadets in terms of their

acquisition of the 'developmental assets' as identified by the Search Institute. lliese

results would thcn providc empirical evidcnce on which to jiidge program ctTcctivcncss

This is an important staning point in further shaping and designing a youth pro, (rram to

better serve the needs of adolescents.

Although, this project sought to confine itself to some tangible problem areas related to

army cadet sumnier training, the discovery of this inforniation was found to be

particularly usehl in addrcssing an important issue that secnis to be at thc very bottoni of

the siiuation faced by arniy cadet suninier training today. That is: the design and

implementation of a training proçram without the benefit of empirical evidence to guide

what ivorks best in the development of youth. In essence, the army cadet training

program can been seen to lack a strong supported rationale on which it anchors its

training objectives. This has had an impact on the training approach, design of suninier

courses and the choice of training activities assigned to various age çroups.

The Use of Adventure Training as a Training Vehicle

It was noted in the report on Cadet Program Strategic Guidance FY 2000-100 1

(Department of National Defence, 2000, p. 7-3 to 7-4) that the army cadet proçram

should "irnprove the level of physical fitness of army cadets, and improvc the quality of

the Army Cadet Training Progranime by adding more adventure training". To date, the

inclusion of more adventure training has not taken effect in the cadet sumnier training

curriculum escept in sorne very recent initiatives such as a new experimental course, CL1

Expedition, introduced at Backdown ACSTC last sunimer. Thus. another source of

literature considered worth investigating was the experiences and evaluation of other

outdoor youth programs in which adventure training activities were used. This was in

keepinç with one cornponent of the research question of this project wliich was how to

makc siimmcr training for arniy cadets provide a wonhy challenge to maximize personal

development and growth towards obtaining the niain aims of the cadet proçram.

Information on what types of outdoor proçram activities for youth were considered to

have the most positive impact would be of assistancc in the planning of an appropriate

training course ciirriculum ivhich made the best of resource linlits. This level of inquiry

unfortiinateiy could not be approached in-deptti, but was considered an iniportani starting

point for further study.

Moote and Wodarski (1997) cornpleted a compreliensive review on the Iiterature

surrounding the use of outdoor adventure progranis. and tlieir value in contributing to

youth development in light of the amount of resources invested. Many outdoor

adventure prograrns arc bascd on a rnodel ofcspcriential lcarning goals whicli includc

seIr-contidence. mutual support. agility and physical CO-ordination and iiriprovenient in

the self-concept. Popular activities include the use of a ropes course, trust building

activities, orienteering and wilderness expeditions The conclusions offered indicated

that participation i n an adventure based proçrani inipacted positively on a participants

self-esteeni and self-concept. However, as noted hy Moote and Wodarski (1997). there is

a deticiency in the literature tliat provides precise research data to measure ivhether these

types of activities have an impact in shapins or changing the behaviour of group

participants.

ln a relaled context, Schoei, Prouty, and Radcliffe (1988) described ilie process and

experience of Project Adventure, which utilises outdoor adventure activities in ari attempt

to change the behaviour and self-concept of troubled youths. To achieve the overriding

goal of the program, the iniprovenient of t tie self-concept, a conibination of activities

which involved tnist excrcises, experiential games, problern solving escrcises, ropes

course, conimunity service and wilderness expeditions were used One of the main

components of the prograrn considered important ro its success \vas the use of goal

setting Establishcd goals contnincd spcci fic learning objectives which wcrc rclated to

central needs and values of the participants. Goals also had to have a detitiable patii to

their achievement, be realistic and yet high enougli io provide a worthy challenge. In

determining appropriate activities to use for the achievement of learning goals, a plan

containing the rat ionale. objective, practical corisiderat ions. retpired leadership and

training and evaluation !vas needed. Thus individual objectives could be established

froni the more global learning goals.

An ovcrvicw of the use of the Outward Bound cxpcriencc was providcd by conipcndiuni

ot'articlcs compiled by Meier, Morash and Wclion (1987) in Higii Adventure Outdoor

Pursuits. 4s with Project Adventure, the main thmst of Outward Bound adventure

programminç is the irnprovement of the 'self-conceptlself-esteeni' of an individual.

However otlier goals such as learriinç co-operation rviiliin çroups. ability to deal with

stress, appreciaiion of the environment, risk taking and meeting challenges are also

achieved. Harnion and Templin ( 1987) in an article on the role of theory in esperiential

education noted the following:

Without a thcory. therc is no way of prioriiiziny and csaniining tlic

various component techniques to determine which are most ettective. Nor

is there any rationai way to design neiv proyams t hat bui Id on the

strensths and eliminate the weaknssses of esisting programs.

As with Project Adventure, the importance of establishing definable learning goals was

considered an essential component in desiçninç a well-rounded and effective program.

When striving for youth developmcnt, the outdoor adventure program modcl as described

by Wright. A. (1987) includes a cornmitment to change, contract for personal

responsibility, an outward bound mastery experience, self-improvement, probleni-solving

skills, and responsible lifestyle. Outdoor living provides an excellent setting in which to

teach the impact of consequence. As described by Wright. the outdoors provides clear

and impartial feedback. When things are not planned for or addressed there is a clear

conseqiience., i.e., failure to plan for rain, can result in a cold and uncomfonable

experience. This sense of immediate consequence reinforces the impact of the

experiential learning atl'orded to group participants. However, according to Wright, For

experiential learning to be tnily etTective in producin; a change in an individual there

must be a transfer of learning. To assume this is an autonlatic process is a grave mistnke

The transfer of learninç to otlicr situations and ultimately to situations from the

participants own familiar environment retluires that the esperiential learning be folloimi

up frequently with de-briefs and discussions on what and why thinçs occurred. By tlicse

rneans. youth can be empowered to generalize their learninç esperience beyond the

situation in whicli i t just occurred and bring problein solving skills aiid copii i~ skills niore

readily into their day to day living.

The esperiences of progranis sucli as Project Adventure and Outward Bound. are useful

when considering the use of adventiirc training activitics as a lcarning vchicle for army

cadets. The siniple inclusion of adventure training activities should not be viewed as an

end in itself. For esample, it niay be considered appropriate to include two days of canoe

training for cadets to satisfy a necd to insert more outdoor activity into thcir sunimcr

training curriculum. Hoivever, the resultant benefit, ~vitli the exception of an iricrease in

paddliny ability, could be in dispute. If however, this activity was instead conducted as a

one-day session to develop paddling skill followed by a field esercise in \vtiicli cadets

needed to travel via canoe t'rom one destination to another as part of one leg ot'a

navigation and patrolling esercise, then more learning could be achieved. Associated

learnin; objectives in this scenario could include planning and organizing. leadership,

CO-operation, decision making, problern solving, navigation, endurance and meeting

challenges. In addition, it is considered prudent to follow-up esperiences frequently

with de-briefings and discussions to provide feedback and to assist cadets in being able to

process the value of their learning experience. Thus. they may be able to adapt this

knowledge to other situations.

The main value of examining tliese sources was to establish a suitable framework for the

appropriate use of adventure activities in summer training. The documents reviewed

earlier indicated that the ultimate value of adventure training and its suitable place in the

army cadet traininç curriculum has not been completely understood. For example, when

the new serics of summcr training courses were introduced startinç in 1990, many

adventure training activities such as canoeins had purposei y been removed froni the CL[

and CL course content because they rvere perceived by program planners as not adding

any value to learning leadership. Many CIC officers tvho have wurked with the old

courses espressed a sadness at the loss of tliese activities on the basis o t' this pliilusopliy.

Consequently, over the past few years, there has been a desire, where possible, to re-

insert adventure activities such as canoeing to re-capture cadet iriterest. I n Arçonaut

ACSTC, for esaniple, canoeing is still conducted as an activity during field training

escrciscs dcspitc its abscncc as an activity in tlic course training plans. Vcrnon X S T C .

last summer also attempted to re-introduce some aspects of adventure rrainins by adding

a nuniber of estra-c~irricular activities such as rock-clinibing, scuba divins, food safe and

cornputer training. However, these activities were added on weekcnds during what

would nornially have been the Iiee tinie away tioni reçular training for participating

cadets. This created problems witti motivation and attendance (Vernon ACSTC Final

Report, 1999).

Leadership Development

A brief revie~v on sources pertaining to leadership developnient was considered necessarq

to esplore a new approach to teaching this subject. As noted earlier, there is a concern

that a segment of senior cadets have not been provided with enouçh knowledse and skill

to apply effective levels of leadership to younger cadets, despite the fact that leadership is

a cornponent of al1 levels of army cadet training.

It should be noted that sources of information pertaining directly to developnient of

leadership in youth were extremely difficult to find. lnstead, it was necessarv to

extrapolate from other sources, items of information that rnay be considered of interest to

this inquiry. One such sources is provided by Rosebush (1984) in a handbook on

Motivational Leadership which was adopted as a training philosophy for the former

Royal Roads Military College (RRMC). Rosebush describes the methods by which

young and inexperienced leaders (such as cadets at RRMC) can learn how others niay

follow their leadership based on building mutual respect, conlmitment and taking pride in

what they may accomplisli together. Rosebush describes the 'Positive Motivation Model'

as a means with which to accornplish this. Presented metapliorically as five pieces of a

pie, the main components of this rnodcl include establishing espectations, providing

skills, giving suitable feedback, applyins consequences and enhancing grow~h.

Establishing espectations of what a leader desires of hislher subordinate is an important

staning point in creating a positive atmosphere of respect. Nest, Rosebush focuses on the

rnetliods witli ivliicli to help subordinates biiild their skills so tliat they acliieve a level of

mristery to meet these espectations. The third component, providing feedback, outlines

how to give proper guidance to enhance performance as well as insights as to how to deal

witli negative behaviour. In discussing the appropriate use of consequerices to yuide

behavioitr. Rosebush stresses the value of providing suitable rewards, but also discipline

for poor perîbmiance where warranted. The last component of the model discusses Iiow

to enhance the growth of subordinates. Rosebush provides insight on actions tliat niay

decrcasc a subordinates self-esteen] and actions that may enhance it within the rcalm of

providinç i-ealistic challenges.

Due to its eniphasis on motivation and the guidance it provides on Iiow to deal

appropriately witli subordinates, Rosebush's work rnay be a rather usefiil resource to

include in a re-thinkinç of the current leadership training given to arniy cadets, As

discussed earlier in this chapter, the bulk of leadership trainirig given arniy cadets appenrs

to be focused on the task-related behaviour vice interpersonal skills. Although, tinie

management, organization, and problem solving are considered extremely important

skills for cadets to learn in their leadership training, an emphasis on these skills to the

detriment of other skills related to building positive relations with others can have an

undesirable consequence. Many authors on leadership such as Bender (1997), Graham

(1997), Kouzes and Posner (1995) and Yukl(1998). support the need to strive for a good

balance between these two sides of desired leadership behaviours. Yukl referred to these

two components of leadership as task behaviour versus relations behaviour. Task

behaviour is rnainly concerned with the CO-ordination. organization, activity planning and

resource elernents associated in the achievenient of a particular objective. Relations

behaviour on the other hand is concemed more with establishing and maintainins CO-

operative relationships, devetoping trust, respect, showing support and using helping

behaviours such as coaching and nientoring. The effective leader is one who is able to

achieve proficiency in both of these key behaviours.

It is important to esamine not only what is taught to army cadets, but also the means by

wliich these subjects are presented to cadets In a review of the course training plans for

both the star level prograiii and sumniei- trainin- courses, it was round tliat inucli of the

leadership instruction given to arniy cadets consists of lecture/discussion riietliods. Sonie

lessons iitilize small group activities to probleni solve. but relatively few other

instnictional n-iethods are tised. There is a heavy reliarice on instnictional nietliods wliich

consist of providing thcory in instruction format and thcn having cadcts nssiyncd a

leadership role in which they need to complete a task whicli is then nssessed. Xssessed

leadership situations place a Iiigh eniphasis on the proper use of task procedure, verbal

ordcrs and planning and vcry littlc imponancc on intcipersonal relationsl~ips.

The subject of leadership lend; itself very well to alternative fornis of instniction, due to

the nature of its subject which incorporates problem solvins and human interaction. Yukl

( 1998) iridicated that effective leadership developrnent progranis stiould consider learning

tlieory, and incorporate the use of specific learning objectives, trainee cliaractcristics and

practical considerations. Yukl describes an erective learning esperience as one which

includes clear and meaningful content, appropriate sequencing. a mis of training

metliods, opportunities for active practice, relevant and timely feedback, enhancernent of

trainee sel f-confidence and appropriate follow-up activities. According to research cited

in YuK1, behaviour role-modelling was deemed as one of most eiTective training rnethods

for learning leadership in managers. Behaviour modelling coiisists of a small group of

trainees watching someone. Le.. an instnictor, dernonstrate how they would handle a

particular leadership situation. This method can be used to teach interpersonal skilIs suc11

as how to deal 14th a problem subordinate. Other instructional methods c m incliide role

plays by the trainees, case studies. games and simulations, and experiential learning.

There is a great potential for armv cadets to more effectively Iearn leadership skills if a

variety of instructional methods to lielp them grasp the value of appropriate interpersonal

skills could be added to their cumculum. For example. cadets could role play situations

in wliich they arc espcctcd to dcal witii a cadet eupcriencing a pcrsonal problcni. Case

studies coiild be utilizcd to generate discussion on the appropriate responsc io a panicular

situation in whicli they must discipline a cadet. Games and simulations can also be

lielpful in rein forcing concepts such as the value of CO-operation, communication.

compassion for others and teani work. Based on the simple preniise tliat we indeed leam

more by doiny, Kagan (1999) otlèrs a wealth of ideas on various esperiential learning

methods by which to teach associated behaviours reIated to leadership.

Althoiigh, this rcvicw of availablc literaturc on Icadersliip dcvclopmcnt was bricf. its

inclusion was considered critical iti fostering a diftérent approach from the one currently

employed in teachinç the subject of leadership to arniy cadets. It is seen as a lost

opportunity to provide truly meaningful training if we are rcluctant to rc-shape our

thinking on how this subject is currently presented to army cadets al tlieir corps and in

their sumrner training esperience. The consequence of an apparent failure to provide

adequate leadership skill lias been evidenced by the reactions of sonie senior cadets to the

Cadet Harassnient and Abuse Prevention. As previously mentioned. ihe view of these

senior cadets that this proçrani is somehow an impediment to their use of discipline and

being able to motivate cadets is puzzling and disturbing. Tiiere is niuch ro be gained in

fostering a new approach to the leadership training of senior cadets, which may help to

resolve this situation.

Summary

This literature review examined source documents froni the army cadet organization to

derive a factiial context for the problem indicators under investigation. Addirionally,

other areas of interest in the realrn of adolescent development, yoiith progranis, outdoor

adventure training and leadership developrnent were included because of the value rhey

offer in developing a theoretical backdrop on which to build the rationale for any

suçgested initiatives or recomnieridations for program revisioris. However, any project

that sought to suggest iniprovenients to army cadet surnmer training would be entirely

inconiplete if it did not include the opinions and perceptions of those who are niost

directly involved i i i i t ; these include the cadets wlio attend suriiriier training courses and

the statt'who supervise them. The nest two chapters will now focus on their perceptions

and vicws as obtained from the use of surveys, interviews and focus groups.

CHAPTER 3 - CONDUCT OF THE RESEARCH STUDY

Research Methods

The research methods, which were employed for this project were developed from a

blend of proven training evaluation methods currently utilized by the Canadian Forces

alonç with other applicable resources related to action research and training program

evaluation including Kirby and McKenna (1989). Palys (1997). and Stringer (1996). In

addition to a thorough a document review of previous course evaluations, afier action

reports, and related documents penaining to army cadet training, there was a prescribcd

need to obtain as much information as possible from those who were most profoundly

affected by the current state of the arrny cadet summer training program. These were the

cadets and the statt'responsible for their trainin;. For this purpose the following data

collection tools were employed:

a. survey questionnaires of cadets attendin9 summer training courses:

b. survey questionnaires of statl'employed at a summer training center;

c. focus groups, and

d. personal interviews.

A particularly useful resource for designing an appropriate approach to this phase of the

investigation was found in the Canadian Forces Manual of Individual Training and

Education (l997), which outlines some specific steps for eval~iating training. ~\lthoush,

this evaluation is relatrd to verifking the training activities of Canaciiaii Forces persmiel

in terni of satisfyiiig operational effectiveness, these steps may be adopted to iiivestigate

the Canadian Cadet Program in terms of its interna1 goals and its more global aims

regardirig the positive developnient of youth. Despite its ditTering orgaiiizational

purpose, the cadet program is still strongly rooted in Canadian Forces training principles.

Notwithstanding the existence of a proven evaluation process, it is unclear wliy a proper

evaluation oftraining of cadets is not a regular and consistent part of the training

development cycle. Written information related to the ettèctiveness of cadet summer

training consisted of evaluation forms completed by cadets at the end of their sumrner

training and to some extent afier action reports. However, these sources provided very

limited information about the overall effect of cadet training. The input provided by

cadets was based in large part on a satisfaction survey style of questionnaire focusing on

what the cadet did and did not enjoy about their training. Final reports generated by

sumrner training center staff were somewhat more focused on perceived shortcomings

with training delivery. Neverthclcss, neither of these sources was found to yield enough

information to provide an accurate assessrnent that the sumrner training prograrn was

meeting its aims, or that it was designed to best meet the needs of the cadet population. It

was deterniined that a more intensive research proccss was required to assess the

program's overall etTectiveness.

In addition, previous evaluations appeared to be focused on looking at one course or one

particular facet ofsumriier traininç rather than ttie wliole srirtinier prograni. No

docurnerits were found that could produce an entire picture spanning a nuniber of years of

e'cposure to cadet corps and summer training and the effect this rnay have on army cadets

as they proçress tlirough their cadet career. This lack of'a longitudinal data has created a

probleniatic lack of information on which IO base any type of Ion;-terni strateçic program

planning or direction for army cadet training. It was beyond the scope of this project to

nddress this specific issue. however, it was idenrilied as a clear barrier to proper

csamiriation of thc impact of cadet summcr training and disctisscd in morc dctail as onc

of the recomniendations included in this project.

In tcrms of this project, it was dctcrniincd that as n~ucli information ris possiblc was

needed to:

a. determine how course cadets perceive their training prepares theni for

their responsibilities at their home unit;

b. gain a perspective from the sumrner training staff as to how they view the

ettèctiveness of cadet sunlmer training to produce cadets capable of

functioning iri leadership andor instruction roles at their home unit;

c. determine if there were any problem areas in which summer training was

out-of-sync with the needs and characteristics of adolescents; and

d. determine the demographics of the course cadets to examine different

progression paths.

.Ml of the above helped determine the estent and impact of the problern indicators as

outlined in chapter one of this study.

In conductinç a proçram evaluation, the Canadian Forces Manual of Individual Training

and Education (1997, p. 6) outlines the following steps:

a. Scope and &: identify the aim and scope of the project, information

sources and instniments and methods of data collection;

b. Collect and analyze data: data is gathered though caretùl administration

of instninients such as questionnaires and interviews. Evaluatioii data is

analyzed in terms of the aim deîÏiied in planning;

c. Keport/recomniend: Findings and concliisions of the study are

documented. These arc focused on the fit between tlie actiial and the

desired outcornes currently being richieved. If shonconlings are identificd.

these will Irie siininiarized in a list of recomniendatioris. If necessary,

ariy potential new training initiatives will be dcsigncd fillowing an

appropriate needs assessment.

The methods and principles of action research described by Stringer (1996) were used to

augment the inbrmation reqiiired for a thorouçh and wll-developed researcli approach.

Stringer (p. 10) describes action research as follows:

Community-based action research works on the assumption, therefore, that

al1 stakeholders - those whose lives are al'fected by the probleni under

study - should be engaged in the process of investigation. Stakeholders

panicipate in a process of rigorous inquiry, acquiring information

(collecting data) and retlectinç on ttiat inforriiation (analysis) in order to

transforni their understanding about the nature of the probleni under

investigation (theorizing). This new set ofunderstandings is then applied

to plans for resolution ofthe problem (action), which, in turn, provides the

context for testing hypotheses derived fi-om group theorizing (evaluation).

Stringer (p. 15) summarized this approach into a "basic action research routine"

characterized by three important steps - "look, think, and act". Another resource used to

broaden the research perspective was Kirby and McKenna (1989). As with Stringer,

paraltels emerçcd i n the definition of stcps to be used for an appropriate problem inquiry

Kirby and McKenna (p. 54 to 62) described the steps to be used as a follows: begin to

focus. tind a research question, gather information, analyze the data you collect and

produce a report of your findings. Five data gathering methods described by Kirhy and

McKenna iiiclude interviews. surveys, participant observation, life histories and

unobtrusive recordinys. In addition, the writings of Kirby and McKenna ( 1989). Palys

( 1997) and Stringer ( 1996) provided helpful information on the ethical considerations

that need to be adliered to in the appropriate collection of data.

To ensure tliat rights of the individuals were respected and ethical considerations were

satisfied the following giiideliiies \vere used (Palys, 1997):

a. Qrie.v~rc~~licrir~es. Subjccts were provide with inforniation on the piirpose of

the study and its intended outcorne, and then encouraged to voluntarill; co-

operate and provide frank and Iionest responses to the questionnaire.

Narnes were not rcqiiired, to encouraçe candid responscs. Nonc of the

participants indicated any hesitancy to complete the questionnaires on this

basis. Most appeared to actually welcome the opponunity to provide their

comments in aid of improving training.

b. I.bcnv C;~.oirp.v. The participants for the focus groups were also assembled

on a voluntary basis. To promote an honest, active and open dialogue,

these focus çroiips were held in an atmosphere in which frank responses.

critical of the curreiit systeni, were not discouraçed.

c. Hnr./iu HetrlIfiis. Participants should have esperienced no risk associated

with the proposed research and the potential benefits would be treniendous

in identifying potential areas for improving the current summer traininç

opportunities available to army cadets.

d. C'orrJidetrfic~li~. The questionnaires were distnbuted and collected by the

chief researcher in this project and placed in I'olders. In some instances,

camp staff were employed to assist. Efforts were made to provide an

atmosphere in which lhe cadets did not feel judged on the responses tliey

gave or that their responses were being read by their staff when handing in

their questionnaire Although it was at times difficult for the cliief

researcher to supervise al1 areas at once, no panicular problems in this

area werc notcd.

e. Dehrief ( $ / ' n r / i ~ i p ~ t ~ ~ . s . All participants were thanked for their time and

the ef'fort they put forth in he lp in improve traininç. Participants were

advised of possible areas wherc the data may be applied in fiitiirc

recommendations tor improvements to surnmer traininç. The major

obsemations that were brouylit tonvard during the focus yroup session

were summarized to cnsurc clarity and to confirm that the infornlstion

provided had been properly recorded.

Data Gathering Tools

For the piirposes of this project, the data collection was divided into three phases. The

tint phase focused on the view of the cadets, thernselves, and employed the following

data collection tools:

a. survey qiiestionnaires of cadets on the Cadet Leader course;

b. survey questionnaires of cadets on the Cadet Leader Instructor courses;

and

c. t'ocus groups made up of course cadets.

Data Collection in phase I I was geared more towards those who were placed in charge of

implementing cadet traininç on the above mentioned courses and included.

a. survey questionnaires of stat'fcadets;

h survey questionnaires OFTIC: ofticers: and

individual interviews of CIC officers directly involved in the traininç of

course cadets.

of each questionnaire used for the inquiry lias been attached as an Appendix

to this document

Phase I I I consisted of an electronic focus group using a web site to solicit feedback based

on survey findings. Participants were chosen from individuals who espressed an interest

in further discussions via their responses provided on their completed survey

questionnaires.

Study Conduct

Phase I - Initial exploration - Cadet Perspectives

I t was considercd appropriate to focus the inquiry on only those cadets who were

attending the CL, CL1 Drill and Ceremonial. CL1 Physical Education and Recreation

Training, CL1 Rifle Coach and CL[ Expedition Storenian courses. These courses are

only one part of several ditl'erent courses norrnally otlèred at a regional summer training

center. The CL Band, CL Pipes and Drums. CL[ Band and CL1 Pipes and Drums that

were also conducted at the sumrner training center were not included in the research

project. This was due to the specialty content ofthese courses wliicli would require a

more specific analysis by a subject matter espert. The additional aniourit oî'survey data

that woiild require analysis also made the incliision of these courses pnrticiilarly

prohibitive. Similarly, the Basic Cadet course was not included due to the amount of

survey data, and because the problem indicators were priniarily connected to the CL and

CL1 courses

An opportunity to collect this data presented itself during the operation of the Vernon

Army Cadct Summcr Training Center (ACSTC) from 1 Jiily to 30 Auçiist 1999 Owinç

to the limited window of time available to coliect information froni cadets wliile tliey

were actively ençased in their siimmer traininç esperience, this phase was accelerated

and completed from 9-1 1 August durin= the researcher's visit to Vernon K S T C Figurc

3.1 sunimarizes the Phase 1 data.

Source Popu la t i on

Vernon ACSTC

Course cadets on the Cadet Leader Course (ages 13 to 16)

I

Vernon ACSTC

- a group of cadets were assernbled infomally as they were awaiting training

Course cadets on the Cadet Leader lnstructors courses (ages 14 Io 17)

Figure 3.1 Sumrnary of Phase 1 Data Collection

Remarks Nurnber 1 Method

24

4 1 SufveylQuestionnaire

Phase II - Follow-Up Data - Summer Training Staff Perspective

To furtlier explore the probleni situation from the perspective of the staff mcmbcrs, data

was collected from the s ta f f during the Vernon Army Cadet Summer Training program.

During the period o f 9-1 I August, statt'interviews wcre conducted with Cadet Instnictor

Cadre officers who werc direcily involved in the training o f cadets on thc Xrniy Cadet

Leader and Army Cadet Leader Instnictor coiirses. Fiyiire 3.2 summarizes the data

249

- groups were derived from cadets who had just completed the survey and were willing to participate in further discussion

i Approx.

distributed for volutitary conipletion in Phase LI

Survey Questionnaire

Focus Group

~

Method

20-25

Vernon ACSTC - Cadet lnstructor Cadre oficers (adult staff members working directly with course cadets) individual interviews

Vernon ACSTC - senior cadets employed as Staff Cadets (ages 16 to 18)

Number returnedl Remarks

Survey Questionnaire 68 returned

28 returned

- conducted al fa ndorn based on availability

Figure 3.2 Surnrnary of Phase II Data Collection

Staff cadets are the senior cadets who are in positions where they are instnicting course

cadets and occupying leadership roles, Le., section commander. .4 component of this

project was the exploration of staff cadet's ability to fiIl these roles effectively.

ConsequentIy, the staff cadet questionnaire focused on the perception of staff cadets

reçarding the training and preparation they have received, with an invitation to comment

on other areas of training they wished to see added to the prograrn.

Phase III - Electronic Discussion Group

An electronic discussion group forum was created using an internet site hosted by

Microsoîl Network Communities. The site was set-iip in early Novernber and invitations

were sent out t9 senior cadets and officers who had indicated their desire to participate in

this type of discussion on their survey forrn. The web site consisted of a home page and

bulletin board on which to post discussion thrcads. Further information pages werc

eventually added froni the tabulated survey results once the data on questionnaires was

suniniarized. Approxiniately. 60 invitations to participate in an electronic forum were

sent out. Of thcse, 22 participants signcd up as rncmbers.

The pirrpose of the web site was its utility as an additional retlection tool tvith which to

discuss topics which prescnted themsclvcs from thc survcy data. Postcd rernarks wcre

collected and siirnmarized along with the information collected from other focus groups.

The use of this type of tool was esperiniental and although it did yield sorne interestinç

comments, it was a somewhat mised success in generating sutlïcient discussion.

Data Limitations

Data collection was limited to only one regional cadet summer training centre although

there are several operating in other parts of Canada. Cadets attending Vernon ACSTC

included cadets tiorn Pacific, Prairie and Atlantic Reçion. The collection of data from

other reçional training centres, althouçti perhaps desirable, was considered to be roo

problcmatic to arrangc on short notice, considcring the li fe cycle of this rcsearch projcct.

However, the cadets attendin2 courses at Vernon ACSTC represent a valid sample of

cadet views regardiny training. It is expected that these wouid be fairly consistent with

the views that may have bcen obtained from cadets attending the same training courses in

other parts of Canada.

NOTE TO USER

Page(s) not included in the original manuscript are unavailable from the author or university. The

manuscript was microfilmed as received.

Chapter Four

This is reproduction is the best copy available

CHAPTER 5 - RESEARCH IMPLICATIONS

Organization lmplementation

The recommendations outlined in chapter four have a substantial implication on the

structure of the present Cadet Leader and Cadet Leader Instmctor Courses as taught at the

regional cadet summer training centers. The information gathered from written sources

and survey results, as reflected in chapter two and four, indicate that there are panicular

segments of the summer training program for army cadets that can most definitely benetit

from a program revision This has a potential etTect both on the content of current course

training plans and the current structure of surnmer training centers to support tliese

proçram revisions.

The most signiticant changes beinç prvposed arc the reduction in course length of the CL

course, the addition of more advcntiirc training activities into the CL and CL1 coiirse

curriculum, and the re-evaluation and/or renioval of the CLI-Storeniari course. I n

addition, an Xdvariced Leadership Course is reconiriietided to be insested as an available

course desiçned specitically for CLI-qualified cadets, wlio are not able to attend other

advanced training or seek eniployment as statt'cadets. To support these courses. an

adventure training cadre will be required to provide the staff and cspcrtisc to set-iip

rnt.aninçfiil outdoor advcntiirc activitics siich as canocing, rock climbing, absciling. long-

range hiking, and orienteering This represents a t~vo-tiered approacli to resolve

identified probleni areas by the changing the course content and the resource structures at

the cadet training centres to support tlic revised coursc curriculum

Tlie overriding philosophy behind this project was to allow a critical review of current

practices to tind a more cost-etkctive and efficient approach to achieve cadet training to

develop youth to their niasiniuni potential. Tlie identiticatiori of probleni areas alid the

proposa1 of recornmendations by whicli to remedy theiii, is but the tjrst step Evaliiating

the merits of these reconiniendations is the nest. As the espcrience in Central Region

demoiistrates, some flexibility seems to exists to introduce changes and new initiatives

for evaluation purposes on a trial basis at a reçional training ceiiter.

The esperiences at Vernon ACSTC were used as the main source of information althouçh

where possible it was found desirable to include information from other regions in an

attempt to obtain a sense of the surnmer training experience as generalized across other

regional cadet sumitier training centres. In structuring the inquiry. the contents of the

course training plans (CTP) of surnnier courses tauglit at rcgional ACSTCs fornied the

main focus of the project No attenipt was made to cvaluatc how cach of the rcgional

cadet sumrner training centres such as Vernon ACSTC operate except in relation to how

well the training plans, once applied in the execution of a summer course. produced

results. Thus, the CTPs and the overall design of army cadet sumnier training remained

the subject ot'scrutiny. I t was found, from interviews with CIC oflicers froni other

regions that indeed somê 'reçional flavoiir' seems to exist in the implementation of the

course training plans. which may influence the level of success in implementing them.

Overall. however. it is deerned desirable to have a national standard course training plan

t'or cach siimmcr coursc, which lias been optiniized for cadct dcveloprnent, siich that any

perceived shortcomirigs are not left to the regivns to fis.

This project \vas conducted with thc generous suppon and approval of the Rcgional

Cadet Ot'ficer i n Pacific Region. Xny recomniendations contained herein are subject to

his review and submission to other levels as deemed appropriate. AS part of the original

proposal, it was also deemed appropriate to submit any findings to Teani 7 of the Way-

Ahead Process. which is a volunteer orçanization made up of meinbers of the CCM wlio

are csaminin_s the cadct training program in ;cncral. Thc Way Xticad Process was

created spccitically to help identify areas within the Canadian Cadet hlovement requiring

change and to act as a forum by which to solicit feedback and ideas. Tliey also have a

nicchanism by wliich tn fonvard any reconirnendatioiis or plans to the appropriate

channels for funher consideration.

Future Research

As identified in the brief overview of supporting literaiure in chapter 2, there are several

areas that could benefit from a more in-depth exploration and analysis. These are listed

by category below:

Flexibility in Summer Training Options

I t was identified that the arrny cadet training prograni places a heavy eniphasis on the

completion of summer courses for cadets to receive promotions at the cadet unit. In facr,

the categories of summer training such as 'NCO Qualifying' and 'Warrant Officer

Qualifying' courses are labeled so. In most cases, cadets must complete otlier suninier

training coiii-ses as prerequisitcs to be able to apply for the ncst lcvel of courses the

following year. Cadets who do not have specified course prerequisites are placed at a

disadvantaçe. which usually means moving down the merit list for course loading.

Certaiiily, there are cadets who arc not able to attend summer training for various family,

personal or rnedical reasons. The demographics of some cadets surveyed in the course of

this project show that they are nioving through their cadet training outside of normal

progression patterns. Are cadets being penalized if they do not attend summer training'?

If they miss one surnnier, are they still able to continue witliout disadvantage? Wliat

Iiappens to cadets who are not at al1 able to attend camp at all? These are sortie questions

that would likely benetit î'roni a more in-depth review.

Adolescent Development and Learning

Few if any studies have ever been conipleted to deterniine any type of psycliological or

eniotional impact of cadets attendiny sumnier traininy. However. we do have a currcnt

system whcre cadets at yoiing ages spend many ivecks away frorn thcir hniilics Somc

cadets find this esperience ditficult and end their stay at the summer training centre due

to homesickness. It would be of interest to derive statistics of the ages of cadets who are

RTU'd and reasons for their RTU froni summer training centres to dcterminc if thcre is a

correlation to the developmental iiiaturiiy of cadets. Also, how sure are Ive that course

content is matched appropriately to the average capabilities of adolescents at particular

ages? Besidcs an intuitive sense. that sorne cadets seern to lack the necessary maturity to

are to avoid destructive, anti-social, or negative behaviours. The Search Institute has

used this research to help nieasure the impact of youth progranis. Most notably tliey have

been used to assess the youth progams offered by the YbICA to determine their

effectiveness in helping youth. The potential exists to utilize the assessrnent tools

established by the Search Institute to complete a cornparison study of non-cadets to

cadets to help deterinine the e'ctent and impact cadet training has on Canadian youth.

Summary

All of the areas reconimended for future research are likely to provide valuable

information in the aid of appropriate progsarn design. The frndings in this project have

lefi littlc doiibt about the potcntial ncgativc conscqucnce of a program that was designed

without the aid of such important research. If we are to obtain the goal of establishing a

program that is well desiçned to meet the needs of its adolescent target group and obtain

positive outcomes for Canadian society, it is pnident to gain the knowledge to make it so.

CHAPTER 6 - LESSONS LEARNED

"Visioii is ilic stuîîof oiir drcms. Passion is our cncrgy IO niakc it rcal. ïlic IWO go iogctlicr likc n Iiorsc end ridcr. In tlic rnind of oric is tlic go;il. In tlic potvcr of tlic orlicr

lics ilic nicans IO gci tlicrc."

Pctcr Urs Bcndcr. froiri Leoder.di~p /i.on Ilirlrrn

Researc h Project Lessons Learned

In a project primarily centered on how to improve the learninç opponunities of army

cadets, it is only appropriate for me to consider the learning that 1, rnyself, Iiave achieved.

As witli anytliinç we do in life, a backward glance at the conipletion of a riiajor project

can provide us with the clarity to see the tliinçs, we may not have been able to, while

imrnersed in the niiddle of it. There are certainly some areas, that if given the

opporturiity to rvork on a project o f a similar nature to this, 1 would like to Iiave dont:

differeritly. These have been siinirnarized below.

Timing of Research Phase versus Literature Review

Onc of thc dilcrnnlas in thc tirninç and spccitic nature of this project is that the collection

ofresearcli data had to be accelerated to accomniodate the tirne when cadets were in

attendance nt the regioiial suninier trainin-, center frorn July to Auç~ist 1999 .As a result,

the assessiiicnt siirvey tools had to be developcd vcry quickly withoiit thc bcnctit of a

coniplete literature review. The literature review was then simultaneoiisly curripleted as

researcli study results were analyzed. For esample, 1 would have liked to have included

more specitic questions on the CIC o t k e r survey questionnaires about their perceptions

coticerning the level of proîiciency of stnfl'cadets as displayed at the sumnier training

center. Fortunately, 1 did find that 1 had enouçh data froni other sources to enable nie to

draw conclusions about this area of the research study.

However, one of the iinpredicted benefits tliat 1 encountered in accelerating the data

collection phase was that, as th2 initial survey results Lvere tabulated. they clearly pointed

to further areas in need of investigation. The most unexpected of these were the

cornrnents made on survey questionnaires regarding the CHAP prosram. Initially, 1 inus?

concede 1 did not çrasp the significance of the number of negative comments about the

CHAP proçram, because an evaluation of this program had not been within the initial

intended scope of inquiry. However. on further reflection they provided one of the most

profound indicators, which prompted me to investiçate the subject of leadership as taught

to arniy cadets in more detail.

Electronic Discussion Group

Due to the geographically disperscd nature of many proçram participants, a websitc was

created to provide a forum for discussion. Discussion group participants were invited

based on those who wished to continue participation in the project by their indication on

their survcy sheet .A good mix of senior cadets and officers who had bccn cmploycd

recently at a summer training ccnter was dcsired. This creation of an on-line focus group

was purely experiniental and enjoyed a soniewhat niixed success. 'I'lie concept was valid,

liowevcr, sonie technical problems aniongst otliers hindercd its full potential. One of

these barriers was the need to obtain a secure website so as to engage in frec discussion

of the cadet organization without concern that the general public may be able to view any

frank nndtor critical dialoguc rcgarding thc cadet orçanization. 1 !vas concerned that

these cornments niay be misinterpreted and erode the level of regard ihe public niay have

of the cadet proçram. In the end. a secure site hosted by MSN communities lvas iised.

However, it was found that sonie participants did not have sufticiently advanced browser

capabilities to access the site properly. This inhibited their conipleie participation.

1 also found thot the number of participants needed to be çreater to c r e m a viable

discussion yroup. ln all, 33 otlicers and senior cadets sigiied up for the electsotiic

discussion group. It would have been better to have had perhaps 50 or more participants,

who were likely to have more diverse opinions to keep the dialope tlowing.

Project Deliverables

Initially, 1 had hoped to complete a draft course training plan (CTP) for the proposed

Arrny Cadet Advanced Leadership (ACAL) course and, if tirne permitted, a revised CTP

for the Cadet Leader course Neither of these were possible in the time frame allotted. 1

found that the research data tabulations were far more labour-intensive than initially

predicted and this placed me behind schedule. However, a proposed outline of the

ACAL course was completed and included at Appendis J to this document. It is perhaps

better that time was not devoted to the completion of these CTPs pnor to their actual

concept beinç approved by higher authority. Should the creation of these CTPs be

approved in principal, 1 would like to continue work in this area. In the course of doing

several informal briefings regarding this subject. 1 have had several ClC otlkers

approach me with an interest in Iielping develop the curriculum for the ACAL course I

found this level of response very encouraging and also took it as a sign that there was a

hi& leve1 of support aniongst CIC officers in the creation of an Advanced Leadership

course for army cadets.

Program Lessons Learned

The Mastcr of Arts prograni in Leadership and Training at Royal Roads L'niversity lias

providcd me with an escellcnt opponunity for personal growth, and I belicve. has givcn

me something of value to brinç back to niy organization. When 1 started my first

residency at Royal Roads Universitv, my initial Iiesitancy about the proqram evaporated

quickly when 1 çrasped the significance of the immcdiatc practical applications ofthis

programs teachings to tiiy work environment. 1 found the knowledçe and insiyht

provided on the dynaniics of or~anizational change very valuable and particularly tinicly

yiven the currcnt situation and changcs that have bccn recently transpiring witliin thc

Canadian Cadet h4ovement.

M y work ctivironmcnt is priniarily centcred aroiind leadership developniciit and training

in rny ciipacity as an instnictor at an ot'ficer training school, the opportunity to expand my

knowledge on both of these sub.jects has increased my abilities to contribute to the

ieüiriirg ui'u~iieis ~reirieriduusi~. Fiiui iu liiis piugiaiii, i iiaw iiui i i d ~iie uppuiiuiiiiy tu

engage in active inquiry in a formalized manner to the level required for this project. The

design of surveys, and the collection and summarizing of research data was a very

involved process in which 1 had to do much learninç, but ii has made me far more

confident should 1 ençage in such active inquiry açain.

Project Summary

This project was important to me both froni a personal sense of comrtiitment to the cadet

orçanization and the potentittl impact it has on thosc who are its niost important niembers

- the cadets. There is no doubt in my mind that the Canadian Cadet Organization is one

of the fiiiest youth orsanizations anywhere. As a former ariny cadet and someone who

has spent almost her entire adult life as a Cadet Instnictor Cadre ofticer, the choice of

subject for tliis research project was likely already pre-determined even prior to rny

acceptance into the Master of Ans Leadership and Training Program. 1 credit the army

cadet training program hlly for helpinç me become the person I am today. It is only

fitting that I should now have the opportunity to travel hl1 circle and give something

back to the arniy cadet prograni, wliicti 1 believe has dorie so riiuch for nie, to help shape

it into an even better expcrience for ttiose cadets who are just beginninç tlieir own

journey of learning and personal yrowth.

REFERENCES

Bender, P.U. (1997). Leadership from within. Toronto, ON: Stoddart Publishing Co.

Chief of Review Services (1994). Report on The Department of National Defencel Canadian Forces Cadet Proeram, Ottawa, ON: National Defence Headquarters.

Department of National Defence (2000). Cadet Program Strategic Guidance FY 2000- 200 1, Ottawa, ON: National Defence Headquarters. -

Departnicnt Of National DefenceICanadian Forces ( 1997). A-P9-000-00 I /PT-000, Manual of Individual Trainhg and Education. Volunies I throuçli I 1 , Ottawa, ON: Creative Services.

Department of National Defence ( I990) A-CR-CCP- I 1 81PT-00 1 , Roval Canadian Arniy Cadets: Green Star Cadet Handbook, Ottawa, ON: National Defence Headq~iarters.

Dcpartmcnt of National Dcfencc ( 1990). A-CR-CCP- 1 19lPT-00 1 , Roval Canadian Arniv Cadets: Red Star Cadet Handbook, Ottawa, ON: National Defence Headquarters.

Department of National Defence ( 1 990). A-CR-CCP- 120lPT-00 1 , Roval Canadian Armv Cadets: Silver Star Cadet Handbook , Ottawa. ON: National Defence Headquarters.

Department of National Defénce ( IWO). A-CR-CCP- 12 IIPT-O0 1. Royal Canadian Arniy Cadets: Gold Star Cadet Handbook, Ottawa. ON: National Defence Headquarters.

Departnient of National Det'ence ( 1990 j . A-CR-CCP-336lPT-00 1, Royal C a n a d i a m Cadet blanual: Proficiencv Level One Handbook, Ottawa. ON: National Defence Headquarters.

Departnient of National Defence ( 1990). A-CR-CCP-237/I'T-00 1. Royal Canadian Air Cadet Manual: Proficiencv Level Two Handbook, Ottawa, ON: National Defence Headquarters.

Department of National Defence ( 1990). A-CR-CCP-22SIPT-O0 1 , m a l Canadian Air Cadet bIanuaI.. Proficiency-L-cvg!airee i-Iandbooi;. Ottawa, ON: National Deknce Headquarters.

Department of National Defence { 1990). A-CR-CCP-739lPT-O0 1 , Roval Canadian .Air Cadet Manual: Proficiencv Level Four Handbook, Ottawa, ON: National Defence Headquarters.

Director Cadets (1999, April29) 1655-20. Summer Training Directive - Canadiari Cadet Ormnizations 1999 Ottawa. ON: Depannient of National Defence.

Director Cadets 2 - Sea (1993) Cadet Administrative and Trainine Orders Volume III, Ottawa, ON: Depanment of National Defence.

Director Cadets 2-4 (1999, December 8). 1085 23-4, CHAP Meetinç. Minutes. Ottawa, ON: Department of National Defence.

Director Cadets 2-4 (2000, January 13). 1085-23-4, CH.4P Program - SI'TREP. Ottawa, ON: Department of National Defence.

Director Cadets 3 - Army ( 1994). Cadet Administrative and Trainin- Orders Volume Vi, Ottawa, ON: Departmcnt of National Defence.

Director Cadets 3 - Army ( 199 1 ). Briefine Package. Ottawa, ON: Dcpartment of National Defence.

Director Cadets 3 - Army ( 1995). Basic Army Cadet Course Training Plan, 41h DraR. Ottawa. ON: Department or National Defence.

Director Cadets 3 - Arniy (1995). Armv Cadet Leader Course Trainiiiri Plan, 2nd Drafi. Ottawa, ON: Department of National Defence.

Director Cadets 3 - Army (Mar 1997). Armv Cadet Leader Instnictor - Adventure Course Training Plan, 2nd Draff. Ottawa, ON: Department of NationaI Deîènce.

Dircctor Cridcts 3 - Army ( 1995). hrmv Cadct Lcadcr instnicror - Drill and Ccrcmonial Course Training Plan, Ottawa, ON: Departnient of National Detènce.

Director Cadets 3 - .-\rmy ( 1997). Armv Cadet Leader Instnictor - Rifle Coach Course Training Pian, 1'' Draft, Ottawa. ON. Depanment of Kational Defence.

Director Cadets 5 - Army ( 1997). Arniv Cadet Leader Insttucior - Sioreman Course Trainint~ Plan, Ottawa. ON: Department of National Defcnce

Director Cadets 3 - Arniy (1997). Armv Cadet Leader Instnictor - Phvsical Ediication and Recreational Trainin? Course Training - Plan, Ottawa, ON: Department of National Defence.

Director Cadets 3 - Arniy (1999. December 8) . 1057-20, Record of Decisions Arin~; Cadet Training Review Board 15-1 8 Yovember 1999. Ottawa, ON Departmeni of National Defence.

Director Cadets 3-3 (2000. January 12). 1087-30. A m y Cadet Summer Training Vacancies - 2000. Ottawa. ON: Department of National Defence.

Director Cadets 1 - Air ( 1995). Cadet Administrative and Trainin? Orders Voliiiiic V.

Ottawa. ON: Department of National Defence.

Director Cadets 4 - Air (1997). A-CR-CCP-20 1PT-00 1 Royal Canadian Air Cadet Surnmer Camp Courses and International Exchanee Proerarn. Ottawa, ON: Department of National Defence.

Director Cadets 5-2 ( 1999). The Canadian Cadet Oreanization - Information Brief. Ottawa, ON: Department of National Defence.

Graham, J. ( 1997). Outdoor Leadership: technique, common sense and sel f-confidence. Seattle, WA: The Mountaineers.

Harmon, P. Rr Ternplin. C. (1987). Conceptualiziiig Esperiential Education. In J.F. Meier, T.W. Morash, Rr G.E. Welton (Eds.), High-adventure outdoor piirsuits. 3"" Edition. (pp. 69-77) Columbus, OH: Publishing Horizons. Inc.

Kaçan, S.S. ( 1999). Le,gd~~hipgames: espgiential Ieifrninq for orranitational develooment. Thousand Oaks, CA: Sage Publications.

Kirby, S. Rs McKenna, K. (1989). Ex~erience, research, social change: Methods from the marains. Toronto. OK: Garamond Press.

Kouzes, J .R . I . , & Postier, E3.Z. (1995). The leadership challenge San Francisco, CA Josey-Bass Inc.

Leschied, A. (3000, February 7) Svniuosium on the state of adolescence in the vear 7000. Cornwall, ON.

Leftèrt, N.. Saito, R.N.. Blythe, D.A. & Kroenke, CH. (1996) Making the case: bleasurins the impact of vouth development programs Minneapolis, MN. thc Scarcli Institute.

Meier, J.F., Morash, T.W. Rr Welton, G.E. ( 1987). 1-Ii$-adventiire outdoor pursuits. 2"" Edition. Columbus. OH: Publishing Horizons, Inc.

Mitchell. G. ( 1993). The trairier's Iiandbook: The Ak1A euide to el'fective trainins. 2"" Edition. New York: Amcrican bianapnent Association.

Mitchell, J.J. ( 1986). The nature of adolescence. Calgary, AB: Detselig Enterprises

hloote, G.T R: Wodarski, J.S. (1997). The .Acquisition of life skills tllrough adventlire- based activities and proçrams. a review of the fiterature .Adolescence, Voliinie 37, No 175. 143 - 167.

Palys, T. (1997). Research decisioiis: Quantitative and qualitative-perspectiw. 7"" Edition. Toronto. ON: Harcoun Brace & Company

Pruitt, D.B. (1999). Your adolescent: emotional, behavioral. and cognitive development fiom early adolescence thoueh the teen vears. New York, NY: Harper-Collins.

Rosebush, M A . (1985). Applving the positive motivation mode1 (Pm). United States Air Force Academy: Department of Behavioural Sciences and Leadership Cadet Counseling Center.

Schoel, J., Prouty, D. & Radcliffe, P. (1988). Islands of healin~: A guide to adventure based counseling. Hamilton: MA: Project Adventure Inc.

Shapiro, L.T. ( 1995). Training effectiveness handbook: A hidi-results systern for design. delivery. and evaluation. New York: McGraw-Mill, Inc.

SO A m y Cadet Training - Pacific Reçion Cadets (1998, April). 4500-3-2, National Star Certification Examination ?-\fier Action Report. Victorh, BC

SO Army Cadet Training - Pacific Reçion (1996. October) 1085-24, Service Paper. Victoria, BC.

S03 Training - Pacitic Rcyion (1999, May 18) 4935- 1 , Surnnier Training C)iiotas - 1999. Victoria. BC. Pacific Region Cadets.

SSO h r n y Cadets - Central Reyion (1996, September 18) 1085-24. Service Paper. Borden. ON.

Stririgr, E.T. ( 1996). Action Researçh: .A handbook for practitioners. Tliousand Oaks. CA: Sage Publications.

Vernon Army Cadet Siimmer Training Center Final Report ( 1999). Pncitic Region Cadets: Vernon, BC.

Vice Chief ot'Defense Stat'f ( 1999). Royal Canadian Sea Cadets Oualification Standard and Plan - Gunriery Trade Group I Course. Dralt. Ottawa, ON. National Defence Headquarters.

Vice Chief of Defense Staff( 1999) Royal Canadian Sea Cadets C)ualitïcation Standard and Plan - Gunnery Trade Group I I Coi=. Dra% Ottawa, ON: National Defence Headquarters.

Wadswonh, B.J. (1989). Piaget's theor? of cosnitive and atl'ective developrnent. 4"' Edition. New York: Lon= [=man.

Wood, D. (1988). Flow children think and leam. Oxford, UK: Basil Blackwell. Inc

Wright, A.N. (1987). Youth development through outdoor adventure progams. In J.F. Meier, T.W. klorash, & G.E. Wtlton (Eds.). High-adventure outdoor pursuits. 3"' Edition. {pp. 69-77) Columbus, OH: Publishing Horizons, Inc.

Yukl. G. (1998). Leadership in oraanizations. Upper Saddle River, NJ: Preriticc Hall.

ARMY CADET SUMMER TRAINING PROGRAM

Green Star Age 12- 13

Red Star Silver Star Age 13-1 4 Age 14 -15

Arrny Cadet Leader

Army Cdt Leader lnst - Drill and Ceremonial

l A m y Cdt Leader lnst - Adventure

Army Cdt Leader lnst - Rifle Coach

Army Cdt Leader lnst - Physed and Rec Trg

Arrny Cdt Leader Inst - Expedition Storernan

Army Cadet Army Cadet Leader lnstrudor - Leader - Band 1 Band

Amy Cadet Army Cadet Leader lnstructor - & Leader -Pipes B Pipes B Drums

Drums

Arrny Cadet Leader Instrudor - - Marksman Leader - Marksman

Gold StarlNSCE NSCUMaster Age 15 - 16

" A second CL1 Course g Advanced Trg:

Arrny Cadet Leadership and Challenge - Banff I A m y Cadet Parachutist (17 or older) I Army Cadet Outward Bound Exchange - Wales I Army Cadet Oulward Bound Exchange - Scotland I Army Cadet Maple Leaf Exchange I Army Cadet Gennany Exchange I Army Cadet France Exchange - Sports Parachute

Arrny Cadet Advanced Band

A m y Cadet Advanced Pipes & Drums National Army Cadet Pipes 8 Drums

Arrny Cadet National Shooting Team (Bisley)

Staff Cadet (min age16 112)

Staff Cadet Staff Cadet

Age at Enrolment

Age 12'

Age 13"

Age 14

Age 15

SUMMER TRAINING PROGRESSION BY ENROLMENT AGE

1st Yr 2nd Yr

Gn 12 Red 13

Baslc CL

Gn 14 Red 15

Basic CL

Baçk 1 CL

ir

GUldiNSCE 15 NSCE 16

rl l Adv l r y

CLI Adv Trg

S M

Para Skli

Adv Trg ~ t a t i

stsn

:'. Nilie: Cadets who are born bciween Jonuary and June of the year rhcy niund camp will be ioo young for siiiff in tiicir fifrh yeiu of summer uaining. SiaH Cadets musr hc 16 112 yrs old or 16 hy 1 Jan of ihe year aiey wkli tn hc eiiiplayed ils Siiiff C~iderb.

"' Note: Same as above. cadclr born bctwccn Jûnuiiry and !unc of ihr year ihcy attend camp will bt: ioo youiig for staff in rhzir foiirtli yeiir of siiriinier training.

Appendix C

The Three Stages Of Adolescence sumrnarized from Mitchell, J. (1986) and Leschied (2000).

Early Adolescence (1 2-1 4 years)

p e n d of significant growth - bodily changes begin

youth becomes very pre-occupied with appearance

rise of importance of the peer group

least bourid by concepts of justice (as compared to middle, late adolescence)

youth inclined to view world as something to be run and organized

thoughts and actions are locked into the present, little thought given to the future

can imagine only the immediate and direct outcome of a current event

friendships take on a more dccpcr meaning, but intcrcst in oppositc scx not yct

apparent

peer group confornity strong (peer rejection c m be traumatic)

mord outlook and religious beliefs still tend toward the conventional (usudly siill

share views prrsented by parents)

self-conscious 'and self-ccntercd

more social than philosophicd

more impulsive thûn reflective

rise of egocentrism

less attention s h o w to parents

tendency to ntum to childish behaviour, fought off by excessive activity

improved abilities to use speech to express oneself, but more likely to express

feelings by acting than by words

Appendix C

Middle Adolescence (1 5-16 years)

self-improvement, dternating between unrealistically high expectations and poor self-

concept

body is closer to becoming adult-like

increased capacity for nbstract tliought

develop a mental pre-occupation witb non-physical concepts i.e. the soul, cternity,

death ctc

future realities more important, invest themselves in planning for the future, goal

setting

thought becomes more comprehensive, and prepositional

less egocentric then the carly adolcsccnt, more able to appreciate other points of view

expanded etemal awarcness of the world

enriched intemal awareness

idealisrn is tested

self-doubt increases, corne to terms with personal limitations

etnotions increasc

start dating ,and expressing interest in the opposite scx

rise of identity confiision

Late Adolescence (17 - 19 years)

Hrmer identity

ability to delay gratification

ability to think ideas through

stable and deepening intcrcsis

need for pecr group acccptance lessens considerably

greater ernotional stability

niorc dcvclopcd scnse of humour

ability to m k e independent decisions

greater concern for others

Appendix C

pride in one's work, develop their own private and personal standards

more adept at perceiving the uniqueness of other individuais

self-reliance

ability to compromise

higher level of concern for the future, set goals and carry them through

thoughts about one's role in lifc

concerned with more scrious dating relationships, forming passionate love

relationships

c leu sexual identity

capable of useful insight

acceptance of social institutions and cultural traditions

self-regulation of self-esteem

Summary of the Fundamental Needs of Adolescents

(Mitchell, J. 1986, p. 166-168)

security, physical and psychologicai

sufficient order and cenainty to understand consequencc

opportunities to expand their experience

hope for the future

the ability to m&e choiccs

frccdom to exercise the choices they rire capable of makinp

opportunity to experience their own identity and integrity

cxperience a sense of their own worth

somc value or system of beIiefs to which they c m commit ihemselves

3 scnse of confidence thüt society holds a fair degree of hope and their aspirations

will be fulfilled

Appendix D

Soarrh Immuti hu iknWIOd th* folla*inO bulldlnl blo* of d O ~ l 0 ~ m i n t t b t h d r ywnp pioplm grow um hrdlhy, oilru, and ra#ponsibla. ?ircrmo(m ruir to 1110 #th- to 12ib-gndr ~ o d b *ho nprl mith asset, basid on e@nrnuniIv a u n q s 01 nur l y 1M,WIO yoitb in 218 ionni and citlma t c n a thi Unnid a l a h d u t l q tbt 1 W W rchod ysar. ASSET TYPE

support 1.

2.

Boiindarlet a i d Exprcialions

Fmliy mppiR-Fimlly lih p m l d r hinb lwals of lova and suppoil.

P u H h hml iy w m n ~ a l C d l r i r Y 0 ~ ~ pinam and bof or hl8 pmnt(a) cinnunlcato porltinly. and yooap p rnoa u rrilllng to sack rdrlce and c i i n a l h m pannt(o).

Olbrr id011 iil itkiuhlp-Voung p i m o r s c i h s u ~ p a l h m t h er m a n nenprnnt l u b .

Ciilmu nl1HoiLaod-Young ponoa e ipcr l rcœ carinu nmlghbon.

Ca i ln~ s m d cl imik-l lchod r rwldet 8 nring, a m o i n p l n ~ imvtmmo~rî.

Pinnt l n w l n m t n t In selwoilnp-ïsnnt(s) an id lv i l y l m l v e d In bolpino yaui( p n o i s iccad In cehool.

Cimrnaniîy v a l m youUt-YounO pifson rens lns b i t adulfr In lhe communib valui youth.

YwtL a8 mout i r -Yoong pooplo in oiwn i s o U r o l u In tR0 comunlly. S u r i t r 10 Min-Young pon in soma in t k smamunHy o ie hour or nion p i f woik.

& k t p Y w a @ p o n o i fcrls :al@ a l home. ac 6ebomI. and i n Vio oolgbbarhood.

h m l l y b ~ n l i r i i t - f a n i l l y h a clair rilos and mwcqrincra and raonlton t h yang r i n o a ' ~ whinahauh.

Schorl b u n d i i l i H c b o o l pttvldis r l i r r mloo and c o ~ i q u ~ c o i .

Ib[(LLoihoed bo i iadwkHi lobbom h i 0 mpomlblllty for rnonltolk( yomg p q l l ' s bobarkr.

M u I l i o l i modmb-Paront(a) and olhor adrlb nodal pisltlro, nsponslble bebador.

Wl lw p i w Inlluncm-Young ponon'i b a l Irltnds m d a l rapondblo babaviw.

Hlfih u p s t t i l l m - ü e t h paiint(s) and tsacbon awaiinga tbo viraf i panas to do wll.

C n i t l v i r c t l r l l h ~ Y o r r g psnDn rpcads Uliw or m i r i boun por weok In Iwrm or p W c a la muilr,, tb081er, of other irh

nrll pnmirnr-Young p w o n spi& l h n i or mon bin p i r week In #PO*. clubs. or orpanlzatlons at srho91 anblor ta m i commung. AeI~Ioua o i n m u n ~ ~ Y e u n o p o n o n rptnda on0 or mon hoiin p i r wsrk l m asUvllles In a rallgtoii losilbuon.

Cornmitmisnt to Loarnlng

PosHIve Values

n. 22.

23.

24.

2à.

PB. 21.

28. 29.

30. a i . 32.

33.

34.

35.

35.

P~sil ive 37.

Idenlily 38. 39.

40.

Achlmmont maihallan-Yomg p n o o b m o t i n t i l 10 do WII In achool. Sehoal rnpgimont-Vounp ponoa is ictirely ingrged In Ioamlnp.

~mmnwl -Youm person rrpoit i dolnn d Iind one bow il honowoik svary school day.

Bondlnp to t d w C Y o i n p pon in n r s s about h i r or hls school.

Unl in f i for pl@aem-Youau pir ion nad8 hi p lauun thmi or mm hoon p i r resk.

CirinpYounm permn pl8cm blgh n k o i n h lp lng otliir poopl@.

Eqa i l i t and roda i IUStlCl-YIIIf09 p inon pl i tes Mph vaho or promollng equallty and ndiclag hungir a i i pwerty.

lntiyity-Young w n o n aeb on çonvlciioni ml alinda up for b i r or his belirls.

Hono8îy-Yoing persq " lolk Ibs Imlh aven whim il Ir oot caq."

R o r p ~ u i b i i i ~ ~ o u n p p inon accoptt a id t a h pnona l ruponsiblllty.

Rsrtnlnl-Younp panon bi l lews II 1s irnpotîail nol Io I o $gmally a t t l ~ o or 10 us i alcobol or othi i drngs.

Pbnning a id dirialon makinm-Youiu p i n a i h o r r ho8 to p i in ohmad and maki cboion.

Inlofpenmtl ~ ~ i M ~ C l - Y i U n p panon bas ampthy, s8nrlllvity, and Iriendship lklUs.

Culhnl eompaonco-Youw ponon ha: knowledgi ol and comfotl wlm peopli of ditîoriit cultunllmlallithnic backgrounds.

Ral r la ics ahilIr-Yiunp paoon Gan rwisl negatlus pior prounir and dangerois sltuallom.

Percalul mnf l id rstilulion-Young panon seeks Io rssolva confllct ninviolinlly.

Perronal powir-Yorng person Ieels ho or the has conlrol ovur "lhlnps lhat happsn Io me. Sill-estaam-Youno peison rcporis havinp a high sell-asleem.

Sensa ol flurposo-Youn~ parson reporls lhat "mv lile has a purposc.

Posilivs riew of penonal lutuie-Young perron is oplimistic about her or his personal lulure.

Appendix E

Suwey Cadet Leader Course

The purpose of this survey is IO collect information to help irnprove the course content and the tnining opportunitics offercd to cadcts atknding summer training. Your responses will assist us greatly. Please mswer as rnany of the questions possible and fcel free to put down any information that you t h i d is important.

Myage is: 12 13 14 15 16 1 was boni: (monthfyear)

My completed star level is: Green - Red - Silver -

i have cornpleted a Basic Cadet Course: Yes - No -

The length of tirne 1 have k e n in cadets is:

My rank at my cadet corps is:

1 Cadet Leader Course Subjecîs:

4401 - Drill 4407 - Marksmanship 4414 - Sensible Living 4402 - Fundmcntal Training 4409 - Instructional Tcchniquc U15 - Firsi Aid 4 0 3 - Bushcraft 4410 - Public Speaking 4416 -- Communications 4404 - Firldcnft 441 I - Leadership 4417 -- Patrolling 4405 - Map and Cornpass JJ 12 - Citizenship 44 18 - Field Engineering 4406 - F i m Handling 441 3 - Physical Fitness

Questions: Using the iablc above for reference. please circle the answer you think matches best how you feel or please fiIl in an answer in the space provided.

1. Overall, how did you find the course content for the Cadet Leader Course?

Tao Easy Easy Just Right Sornewhat Difficult Difficult

2. Which subject(s) helped you the most?

3. Which subject(s) hclped you the least?

4. If you çould decide the length of the Cadet Leader Course. how miny weeks rvould you choose?

3 weeks 3 weeks 3 weeks 6 weeks

iiurn overj

Appendix E E-2

5. Are there any subjccts that you l e m e d this summer that yau wauld nther prefer leaming later on in your training instead of now?

6. This course is to prepare you to be a section commander at your home corps, on a scale of 1 to 5 do you feel this course has prepared you adequately for this role?

Not at al1 1 2 3 4 5 Very Prepiued

7. b therc any subject you would prefer leming more of or anything else that you would like to sce added to this course?

8. Would you recommend this course to 0 t h cadets'? Yes - No -

9. If your answcr was NO to the question above. why not?

10. Arc you planning on attending a CL1 course next sumrner? Yes - No -

Additional Comments:

Plrase write down my additional information that you fccl could make this a better coursc for other cadets.

... iiiüiiii i u u ïv i i&tiL: iilr iiiiir iu ci; hi ibis q~uiiviii i i ïe.

Your input wiU be used to Iiclp improve training for future cadets attending summcr training.

Appendix F

Survey Cadet Leader Instructor Course

The purpose of his survey is to collect information to help improve the course content and the training opportunities offered to cadets attending summer training. Your rcsponses will üssist us geatly. Please answer as many of the questions possible and feel free to put down any information that you think is important

Myage is: 13 14 15 16 17 18 I was born: (montwyear)

The length of time 1 have becn in cadets is:

My star lcvel is: Red Silver Gold NSCE

My rank at rny cadet corps is:

Please check off the course(s) you have already completed:

- Basic Cadet - Cadet Leader - CL1 - Drill & Ccrcnionial - Basic Marksman - CL - Marsknian - CL1 - Adventure - Basic Band - CL - Bmd - CL1 - Rifle Coach - Basic Pipes & Drums - CL - Pipes & Drums - CL1 - Storeman - Other: - CL1 - Physed & Rec

Which CL1 course arc you taking now?

1s this your sccond or third CL1 course that you have taken? Yes - No -

Questions: Please circle the wswcr you think k s t suits how you fecl or provide an answcr in the spacc providrd.

1. Ovcrall, how did you find the course content for the CL1 course you are takinç now?

Too Easy Eas y Just Right Somewhat Difficult Difficult

2. If you could clioose, how long do you think the CL[ course should be?

2 weeks 3 wee ks 4 weeks 6 weeks

3. Which subject(s) did you think helped you the most?

3. Which subject(s) did you think helped you the leust?

5. Woiild you reconirnend this coursc lo somcone else? Yes - No -

6. If you answered NO to the question above. why not?

(turn over)

Appendix F

On a scale of 1 to 5, pleasc indicate your agreement with the foiiowing:

1- Strongly Diiagree 4- Agree 2- Disngree 5- Strongly Agree 3- Neither Agree or Disagrec

7. 1 feel that the course contcnt for the CL1 course 1 am taking is relevant 1 2 3 4 5 IO what 1 nced to know to be a Wamnt Officer at my corps.

8. 1 feel that this course is trying to accomplish too much in a short period of time.

9. 1 think the arnount of outdoor field training for ihis course is adcquatc. 1 2 3 4 5

10. This course allows me a sufficirnt amount of hands-on practical training.

11. This course has adequately prepared me to be a leader at niy home corps. 1 2 3 4 5

12. This course has adzquüiely prepared me to be an instructur at my home 1 2 3 4 5 corps.

13. 1 would be interested in taking anothcr course to help me improve rny 1 2 3 4 5 overall ability to be a senior cadet or a stafTcadet.

13. 1 think a more advanced leadership course should be available 10 cadets who have completed a CL1 course but are too young to be staff cadets and didn't get the opportunity for other advünced training (Le. exchanges) 1 2 3 4 5

15 . What are your plans for next summer?

- not retuming to camp - do advanced training (exchanges etc) - staff cadet - not sure

Additional Comments:

Please write down any othcr things you would likc to see taught on this course or any additional information that you feel could makc this ri bettcr coursc for othcr cadcts.

'iïiank you for taking the tiiiie to fiil in this questionnaire. Your rcsponses will he uscd to Iiclp improve cadet training for futiirc cadcts sho are tnking CL1 courses.

Appendix G

Survey Staff Cadets

The purpose of this survey is to collect information to help improve the course content and the bahhg oppommities offered to cadets attending çummer training. Your responses wül mist y greatiy. PIease answer as many of the questions possible and feel firee to put down any information that you think is imponant.

Genernl Information:

Name & Rank (optional): Corps: Region:

Myageis: 16 17 18 My star level is: Red Silver Gold NSCE

The length of tirne i have been in cadets is:

My rank at my cadet corps is:

Please check off the course(s) you have already completed:

- Basic Cadet - Cadet Leader - CL1 - Drill & Ceremonial Basic Marksman - - CL - Marksman - CL1 - Adventure Basic Band - - CL - Band - CL1 - Rifle Coach Basic Pipes & ûrums - - CL - Pipes & Drums - CL1 - Storeman / /QM

CL1 - Physed & Rec - Other courses: - CL1 - Marksman

CL1 - Band - - - CL1 -- Pipes and Drums

What is your curent position this summer:

Questions: Please circle the onswer you think best suits how you feel.

On n scale of 1 to 5, pleruc indicatc your agreement with the following:

1- Strongly Disngree 4 Agrce 2- Dlsagree 5 Strongiy Agree 3- Neither Agree or Dbagree

1. The star Ievel and summer training 1 have received has prepared me well to be 1 2 3 4 5 staff cadet.

2 . Overall, being a staff cadet has been a valuable leming experience. 1 2 3 4 5

3. Thc main role of staff cadets is to give back to the cadet system by 1 2 3 4 5 guiding and developing the potential of the cadets currently undergoing summer training.

4. A more advanced leadership course should be available to cadets who have completed a CL1 courses but are too young to be staff cadets and didn't get the opportunity for other advanced training (Le. exchanges) 1 2 3 4 5

(turn over)

Appendix G

5 . 1 would have like to have received more specific ûaining in:

insûuctiond technique Y es- No - leadership Y es- No - disciplining cadets Y es- No- dealing with problem cadets Yes- No - field subjects Yes- No- map and compass Y es- NO -

6. What do you believe waç your most significant challenge this summer?

7. What changes in your training would you recommend to prepare you to be a bener staff cadet?

Additional Comments:

PI-e write down any additional information to help c ld& any responses indicnted above or you feel you wish to add.

Thank you Tor hking the Lime to Till in this questionnaire.

Would yau bc intcreated in participitiog further in a dlseussion group to hclp improvcsummer training opportuaitia for cadclr? Ycs - No - If ycs, pl- fil1 out the kllowing information: RankNme:

Addrws: Phnne #: Emall:

Appendix H

Survey Cadet Instructor Cadre

The purpose of this survey is to collect infomintion 10 help improve the course content and the training oppominities offered to cadets auendhg summer training. Your responses will assist us greatly. Please answer as many of the questions possible and feel f?ec to put down any information that you think is important.

General Information:

Narne & Rank (optional): Corps: Region:

Former Cadet: Yes - No - Leogth of experience with the cadd program:

What is your currcnt position this summer:

Questions: Piease circle the answer you think best suits how you feel.

On n ficale of 1 to 5, please indicate your agreement with the foiiowing:

1- Strongly Disagrec 4- Agree 2- Disagme 5- Strongly Agree 3- Neither Agree o r Disagrcc

Cadet Leader Coursa:

1. The ûaining taught on the Cadet Leader Course is overall effective in preparing cadets to be section commanders ai thcir cadet corps.

2. The CL Course has enough practical adventure training activities to develop thc cadet's ability in practical subjects ie. leadership, map and compas.

3. The course material for the CL Course is at just thc ri.@ level for the average nge g o u p of cadets who attend this course. (13-16 yrs)

4. Cadets on the Cadet Leader course should be taught how to become drill instnictors on the CL course.

5 . How long do you think the CL course çhould be?

2 weeks 3 weeks 4 wceks 6 weeks

6. Much of the CL course material is a repetition of material that cadets have already learned during their green and red star training.

Cadet 1,cader Instnictor Courses

7. Overall, the course content for the CL1 courses adequately preparcs cadets to be Warrant OEftcer at tlieir corps.

1 2 3 4 5

<lucri over)

Appendix H

8. The mount of handssn outdoor field training for the CL1 course is adequate.

9. The specialty training on the CL1 courses should be taught on a separate course to allow more tirne for cadets to develop and gain proficiency in their leaderçhip, lnsûuctional technique and field skills without having to master a specialty subject as well.

10. The CL1 course ndequately p r e p m cadcts to be effective leaders nt their home corps.

1 1. The CL1 coursc adequateiy prepares cadets Co be effective insûuctors at their home corps.

12. Cadcts should be taking another course &r CL1 and beforr: becorning a Staff Cadet to help improvc their overail ability to be senior cadets or staff cadets.

13. A more advanced leadership course should be available to cadets who have completed a CL1 course but are too young to be staff cadets and didn'î get the opportunity for other advanced bainmg (Le. exchanges)

Additional Comments:

Please write down any additional information to h I p cl&@ any responses indicnted above or you feel you could add help in irnproving training o f f d to cadets nttending summer training.

Thank you for hiking the tirne to fiil in thk quutionnairc

Woald you be interutcd in partieipaiing ïurlher in a discussioa gmup to help improve summer iraining opportunitics for cadets? Y u - No - I f ys , please f i I l out the following inrormatiun: RankIName:

Addrcu: phen? II:

ARMY CADET SUMMER TRAINING

Familiarization Training Courses

Baslc Cadet (2 weeks) Baslc Cadet Marksman (3 weeks)

Baslc Cadet Band (3 weeks) Baslc Cadet PLD (3 weeks)

Age 12- 14 Green Star

NCO Qualifying Courses

Warrant Officer Qualifying Courses

Cadet Leader (3 weeks) Cadet Leader Marksman (6 weeks)

Cadet Leader Band (6 weeks) Cadet Leader - Plpes & Drums (6 weeks)

v Cadet Leader lnstructor - Drill & Ceremonlal

Cadet Leader Instructor - Marksman Cadet Leader lnstructor - Adventure

Cadet Leader lnstructor - PERT Cadet Leader lnstructor - RHle Coach

Cadet Leader lnstructor Band Cadet Leader lnstructor - Plpea & Drums

(al1 courses 6 weeks)

1 Age 14- 17 Silver Star

~~e 1'5 - 18 SilverlGold StarINSCE

did not qualify for Advanced Training

I

I Age 16 112- 18 Gold Stan

I l

'NSCE

c"'"'I"'ii 7 1 Advanced Leadership Course 1 (6 weeks) 1 1 I 1 conducted at the 1 regtonal camps I

r

Age13-16 Red Star

Age 15 to 18 NSCE and/or meets special

course prerequisites

Advanced Training Courses

r -A-

1 Amy Cadet Leahshlp n d Challenge

i RCAC Natlonal Rlfle Team

Outward Bound Exchangr! - Wales !

Outward Bound Exchange - Scatland Mapls Liat Exchangc - UK

Germany Exchange

I l

Advanced Band Advanced Plpes & Drums

!

Aeroapace Course

Afmy Cadet Parachutlst

(ail courses are national except 1

Advanced Band) IL- - -

I I

7 Staft Cadet

i I_. r-

Appendix J

THE ARMY CADET

ADVANCED LEADERSHIP COURSE

OUTLINE OF TRAINING

1. Description of Need. The Advanced Leadership Course is designed for fourth year

cadets to furthcr prepare them to assume leadership and instructional positions as senior

cadets at their home unit andlor potential staff cadet positions at summer training ccntcrs.

The intcnt of this course is to build on the skills and knowledge provided in the Cadet Leader

Instructor series of courses and provide cadets, who are not eligible to attend Advanced

Training. with a training alternative.

Traincc Characteristics. The Advanced Leadcrship Course has bccn dcsigricd:

3. for a course cüdct bctwccn thc nges of 15 and 17 who has cornplcicd cinc of

the Cadet Leader Instructor courses and is at a minimum silver star qurilified.

or has succcssfully complctcd lcvcl4 gold star or NSCE:

b. assuming that the cadet has not bzeri able to qualil'y to atlcnd Advancd

Training such as the Leadcrship and Chdlengc Coursc or an Intciiintional

E.uch;inge; and

ç. assuming that the ciidet is planning on returning the hllowing surnnirr to bc

einployed as a Staff cadet:

3. Coursc Design. This cniirse hns been designcd to rnaximize thc expcricntial

Icarning uf course canclidatcs. In kccping with this. the use of outdoor adventure activities

wilI be used as a training vchiclc in which 10 teach leadership, outdoor skills and relatcd

subjecls in the army cadet training program. such as map iising. bushcraft. Llcldcraft. radio

coiiiriiiiriications and patrolling, whcrcvcr practicable. Al1 adventure activities will Se

designcd around spccificd learning objectives and ove~uching course lenrning goals, anci as

siicli will contain frequent sessions by which to debrief course cadets on their experiences to

allow Tor cliscussiori alid transkrability OC knowlcdge aiid skills learned to otlier situ;itioiis.

Appendix J J -2

3. in addition, the use of alternative mcthods of instruction will be used to rheir tù11est

advantage. To enhance lcaming value, leadership will bc taught using a combination of

methods such as case studies, bebaviuur madeling, trriinee rolc plays and sm;ill group

problem solving exercises. Course cadets will also have the opportunity to participntc in an

on-the-job (OJT) training session where they wiIl be temporürily assigned to ri junior training

Company ris a staff cadct in-training, Course cadcts on OJT Lraining will be superviscd by

another staff cadet, who has demonstratcd an above average proficiency in lheir role. This

individual will be responsible Tor rhc rncntoring ml assessment of the OJTcadet.

CONDUCT OF TRAINING

4. Scope. Thc folIowing is a summary of the perfurmrinçe objectives (PO) included i n

the Advanced Leadership Course.

a. PO 401 - Drill

( 1 1 Caders on the Advanced Leadership Course will revicw drill nt the

compriny and baitalion level with specific erriphasis on their rule ris

drill iristruccors. Coursc Candidates wiII demonstrritc they have a gour1

grasp of thc sequsnce nnd assesment nf a drill pcriod by prcpnring

and prcscnting a riiinin~urn of two 1 5-minute mutual instruction drill

pcriods, wliich will be scnrcd and de-briel'cd. They will also hnvc an

opporriinity to mess rit lcast onc driIl Icsson.

1). PO 402 - Fundamenial Training

( 1 j Previous knowlcdgc in this subject will be revicwcd and tested by

means of threshold knowlcdgc tcsts to solidify p s t knowledge. In

additionl c;idcts w i i l participatc in briefings on camp routine, ordcrs

and regulritions. Additionally, cadets will bc madc ktniililir on thc

camp disciplinary process and tlic tsrms of referencc for Sraft' cadet

posirions. Barrack inspection and inyout will atso bc standartlized.

Appendix J

c. PO 403 - Bushcraft

( 1 ) Course cadets will participatc in a minimum 4 day field training

exercise. Special crnphacis will bc placçd on the dutics and

rcsponsibilitics of Staff cadets in the field. Bivouac layout and

routine, rucksack packing, and shclter construction will be

standardized.

d. PO JO4 -Fieldcraft

(1) As per above, cadcis will participate in a niinimum of 4 training days

on a ficld training exercise. Subjcct knowlcdgc i n this PO will be

applied in conjunction with PO 417 - Patrulling to practice and solidify

past knowledgc. Whcrcvcr possiblc theory will be supportcd by in-

depth practical exercises to provide every opponuniiy for cadets io

apply correct fieldcraft skills.

e. PO 405 - Map and Cornpass

( 1) To cnsurc il good level of mastery of this subjcct, ail instniction in this

subject will be supported by prrictical application. Cadcts will

participate in a numbcr of oricntccririg exercises designcd to incrcasc

thcir rihility to correctly nrivigate, price, use the cornpass and map rcad

with increased iiccuracy. Bvih day and night navigation will be

eniphasized. Compctency level will be tested by ;I series or navigation

cxcrciscs diiring the ficld training exercise and conipetitions ut the

iearn and solo level.

f. PO 406 - Fircarm Handling

( 1 ) To rcrrcsh knowledge in tliis subject. course cadcts will have an

opportunity to participatc in a firing prnctice of the S53C Air Rille. the

23 Anschutz, 23 LCC Enlïcld rind C7.

Appendix J

g. PO 407 - Marksmanship

(1) This subjcct will be reviewcd briefiy in conjunction with PO 406 -

Fireams Handting.

h. PO 408 - Range Duties

( 1) Duties an3 rcsponsibilities of Range Personnel will bc tauglit dong

with coriching techniques to prepare fiiturc staff cadcts in thcir rolc as

coaches providing assistmce to coursc c:idets. Theory will be

suppor~cd by practicd cxperisnce during firing practiccs.

1. PO 409 - Instructional Technique

( 1 ) The riim o f this PO is to asscss thc level of instnictional ability of

coursc cadets and furthcr build on their skills. Correct prepar-ation and

lcsson planning will be ernphasizcd. After obscming a dernonstration

lcsson by a competent senior instructor. cadets will be required to

prcpare and present a minimum of two 15-minute mutual pcriod of

instruction to dctcrminc their instructioncil :ibility and rcceivc fiirthcr

guidancc as nccessary. A scgment of this PO will he devotecl io

providing cl~rection in how to kach field subjccts cffcctively. As with

othcr PO'S. theory will bc suppoi-ted by practicd e'rperiencc where

applicable. Course çadels will bc encouragcd to use alternate methods

iind training aids to enhancc thcir instnictional pcriotis.

j. PO 410 - Pul~lic Speaking

( 1 ) Cadets will bc rcqtiircd tu prcscnl a 5 niinutc spccch to their pccrs to

introduce chemselvcs [O their section/plaioon.

Appendix J

k. PO 411 - Leadership

(1) The aim of this PO is to cnhancc the leadership skills of course

candidates which thcy havc dcvcloped in the course of their p s t

training. Spccial emphasis will be placcd on concepts such as correct

supcrvision, motivation, the importance of being a proper role model

and team work. Course cadets will Iearn how to provide appropriate

feedback and conscquences to positive and ncgativc bchaviour. Cadets

will nlso receive instruction on how to deül wilh spccific leadership

situations particular to the surnnier camp environmcnt, such as conflict

resolution and barrack discipline. Cadets will bc continually placed in

leadership roles as section commanders and plamon 31C's and

assessrd on their pcrformancc.

(3) In addition, cadets will rrview problcm solving and logical analysis

and will participate in an intcnsivc overnight leadership exerçise LIS

part of the FTX. Eacli cadet will be pcrriiittcd tu Icnd the scction

during one portion of thc cxcrcisc. This is thc most cnicinl training

phase of this course and will includt: a scries of very challcngirig but

realistic leadership sccnarios which the cliosen section Ieiider iiiust

surmount.

(3) Thc starting point for this PO will bc iln opportunity for criurse catlcts

to draft thcir own code of conduct which they must ahide hy

throughout Lhc duration of the course. This is a critical componcnt of

ihc course uscd to dcnioristratc tlic importnncc of bcing a proper rolc

modcl and to instill a scnse of pride and self-discipline in oiic's own

conduct.

Appendix J

1. PO 412 - Citizenship

(1) Course cadets wi1l participate in ri minimum of one citizenship activity

conductcd on a wcekend.

m. PI) 4 13 - Physical Training

( 1 ) Each morning oi'lhe course. cadets will participate in a standard

warm-up, run and cool-down routinc of physical training. This will bc

the same routine and standard expected of course cadets. Cadets will

alsu parlicipak in tearri sports to proniote an active lifestyle. The

Cadet Fitness Test will be administered rit Iclist oncc during the course

to allow cadets tu quülitjr Tor their iïtness level.

n. PO 414 - Sensible Living

( 1 ) The aini of this PO is to cniphnsizc camp safcty rcçulatioris, and make

cadcts awarc of the policy governing the use of alcohol/drugs at thc

cadet sumier rraining ccntrc. Alsu inclucicd is a qiicstion and ariswttr

briefing on the elements of the Cadct I Iarassmcnt and Abuse

Prcvcniion pro, w m . ,

O. PO 41.5 - First Aid

CL1 cadcts havc bccri rriiiticti in slandard tirsi aid and tliiis this siibjcct

is not reqiiired for this course

p. PO 516 - Radio Conimunicatiuns

( 1) The nim of this PO is to practicc voicc prciccdurc and radio asscmbly.

A11 theoretical knuwled=c will be tcsted hy severnl practical radio

conirnunications c.ucrciscs and prricticd npplicaiiori of this subject

during the field rsrrcisr portion of the coiirse.

Appendix J J -7

q. PO 417 - Patrolling

(1) Cadets will be provided an opponunity to test their skills in this

subject during several short and long rangc patrols which will be

incorporated into the leadership assessrnent portion of thc 4day I T X .

5. Method of Achieving Objectives. This course is designed to be presented in two

phases covering a six wcck duration. Phase One will consist of the prcsentation of course

material, subsequent testin; and leadership rissessrncnt and will last a duration of 4 wecks.

Phase Two will consist of an on-thc-job training portion designed to permit cadets to gain

practicil experience as an OJT staff cadet. In this phase, cadets will bc assigncd to a junior

training company, where they will be intcgratcd into a platoon and assunic a limited nunibcr

of instnictional and supcrvisory dutics undcr the direct supervision nf ii ciirefully selected

staff cadet.

6. Cadcts who have done e~ceptionally well on P h m One iiiay bc assigned ri rolc of

slal'fcadet to fiIl ii vacancy which may have been crcatcd by another paid staff cridel unable

to linncilc rhc responsihilities of the position. Cadets will he coniinually asscsscd during this

portion and these assessmcnt will form part of their overtill coursc progress report.

7. It is another essential component of the course. that cadets recognize they are bring

continually prcparcd for potential rotes as senior cadetslstaff cadets. To set the correct

atmosphere for this, course cadcts are issued al1 of the iiniforni and cquipment issue normally

afforded to staff cadcts. This will assisi in idctitif'ying ACAL course cadcts and continually

rc-emphasizing thc highcr cxpcctstions placcd iipon thcm ovcr othcr course cadcts attending

the regional ACSTC.