CAPP 52-24 March 2013

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CADET ENCAMPMENT GUIDE

CIVIL AIR PATROL CADET PROGRAMS

LEADERSHIP AEROSPACE FITNESS CHARACTER

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National Headquarters CIVIL AIR PATROL United States Air Force Auxiliary Maxwell AFB, AL

CAPP 52-24

CADET ENCAMPMENT GUIDE

Publication to Take Effect No Sooner Than: 1 March 2013

Note: CAPR 52-16 would be updated to require encampments to operate per these guidelines. This publication offers guidance on CAP cadet encampments, including program goals, operational standards, learning experiences, staff organization, and other topics. Regions and Wings may issue operating instructions, handbooks, training materials, etc., that amplify this documents guidance, but will not issue supplements that contradict any guidance found in this publication. Special thanks to the California Wing Cadet Programs Team for sharing their Encampment Training Manual. Lt Col Kit Reichow deserves great acclaim for creating the ETM, a publication that is as educationally-sound as it is loaded with practical, real-world wisdom. This new national-level Cadet Encampment Guide is built upon the California ETMs foundation.

OPR: CP Approved by: CAP/CC, CAP-USAF/CC (pending)

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CONTENTS
Part 1 Part 2 Part 3 Part 4 Part 5 Part 6 Introduction to the Encampment Program Operational Standards Learning Experiences Staff Organization Inspection Programs Award Programs Cadets Critique Form Seniors Critique Form Safety Checklist Inspection Scorecard 2 6 11 25 30 33 forthcoming forthcoming forthcoming forthcoming

Attachment 1 Attachment 2 Attachment 3 Attachment 4

AVAILABLE ELSEWHERE
Cadet Encampment Handbook Lesson Plan Library tba tba

DRAFT

PART 1 INTRODUCTION to the ENCAMPMENT PROGRAM

1.1

Introduction
ENCAMPMENT PURPOSES The purpose of encampment is for each cadet to: develop leadership skills investigate aerospace sciences and related careers commit to a habit of regular exercise solidify their moral character.

a. Mission. The purpose of the cadet encampment is for cadets to develop leadership skills, investigate the aerospace sciences and related careers, commit to a habit of regular exercise, and solidify their moral character. b. Vision. The vision for the cadet encampment is an immersion into the full challenges and opportunities of cadet life. c. Philosophy. Encampment presents the five key traits of cadet life the uniform, aerospace themes, opportunities to lead, challenge, and fun (ref: CAPR 52-16, chapter 1) in an intensive environment that moves cadets beyond their normal comfort zones for personal growth. Through activities such as rappelling, obstacle courses, firearms training, and the like, encampments encourage safe, calculated risk-taking in a safe environment. To develop their resilience, cadets may encounter momentary setbacks toward their personal and team goals during the carefully designed activities. Adult guidance and encouragement from fellow cadets ensures a supportive environment. Encampment showcases the Cadet Programs regimented, military-like training model in a positive, age-appropriate manner consistent with CAP and Air Force traditions. Encampments operate at a higher level of intensity in respect to the military aspects of cadet life than virtually any other cadet activity, short of some of the premiere NCSAs. The strictness, rigor, sense of urgency, and overall expectations of military bearing will be markedly more challenging at encampment yet still age-appropriate compared with a weekly squadron meeting or Saturday field exercise. CAPP 52-23, Cadet Protection Policy Implementation Guide, is a must read for its valuable discussion about intensity levels. Overall, encampments should be fun, in part because they challenge cadets and enable them to earn a sense of accomplishment. d. Goal Areas. Encampments aim to serve multiple constituencies. There are more people who have a stake in the program than simply the first-year cadetstudents. In fulfilling its purposes and realizing its vision, the encampment pursues goals in five different areas simultaneously. The overall encampment program sets goals for each cadet-student as an individual what CAP hopes that cadet will know, do, or value as a result of encampment.

ENCAMPMENT VISION An immersion into the full opportunities and challenges of cadet life.

ENCAMPMENT GOAL AREAS Encampment pursues goals in five different areas simultaneously. The overall encampment program sets goals for: each cadet-student as an individual each cadet-cadre member as an individual the cadets collectively, as flights or teams each senior member as an individual programatically, for the Wings overall Cadet Program

Second, encampment is a learning experience for each member of the cadet cadre, so the program sets goals for those advanced cadets. Third, it is not enough that each cadet succeed individually; encampments aim to foster teamwork, so the program sets collective goals for the flights as teams. Fourth, encampment is a venue for adult CAP members to grow as leaders of cadets, so the program sets goals for those individuals. And finally, the encampment is the centerpiece of the wing-level Cadet Program, providing the wing with an opportunity to boost the capabilities of its hometown cadet and composite squadrons and to standardize cadet training within the wing, so the encampment program pursues goals for the wings overall Cadet Program.

DRAFT 1.2 Key Program Guidance

a. Authorization. Only NHQ and commanders of regions, wings, and overseas squadrons may authorize an encampment. These echelons may authorize multiple encampments in a given year. The Director of Cadet Programs (or equivalent) oversees the encampment program and supervises (or serves as) the encampment commander. b. Air Force Credentialing & Supplements. The encampment is the cadets major introduction to Air Force service traditions and career opportunities, and is pre-requisite for the Mitchell Award, whose recipients are eligible to enlist in the Air Force at the grade of E-3. Therefore, the Air Force, through CAP-USAF, is a key stakeholder of the encampment program. CAP will coordinate all significant revisions to the encampment program with CAP-USAF before enacting any changes. Accordingly, encampments may issue operating instructions, handbooks, training materials, etc., that amplify this documents guidance, but will not issue supplements that contradict or lessen any standards set by this publication. c. Military & Federal Agency Support. AFI 10-2701 (3.9.2), Organization and Function of the Civil Air Patrol, authorizes Air Force installations to support encampments. Title 10, USC 9443, allows federal agencies to support CAP activities with equipment, supplies, and other resources. d. Venue. The ideal environment for encampment is an active-duty Air Force installation, followed by an Air Guard or Reserve installation, other military installation, college campus, or other suitable facility. e. Duration. Encampments offer at least 50 contact hours and should be conducted over a 6- or 7-day period. These week-long programs are called Type A encampments. Alternatively, Type B encampments may be conducted over multiple weekends within a 60-day period. Contact hours exclude sleep, meals, personal, and non-instructional time; see Part 3 for curriculum details. f. Eligibility. To participate, cadets must have completed Achievement 1 and receive permission from their parent or guardian and unit commander via the online encampment application in eServices. Some host facilities will require parents to sign additional releases. If space is available, encampments should allow cadets from other wings to participate. Squadron commanders are encouraged to discuss the encampment environment with parents of their cadets, especially parents of cadets under age 14. It is conceivable that some of the youngest and newest CAP cadets will be best served if they attend encampment during their second cycle of eligibility.
Accomodation Requests & Creative Thinking Encampment commanders have found ways to accomodate cadets who are blind, mentally retarded, unable to train on the Sabbath, confined to wheelchairs, require private showering time for sake of religious modesty, or follow a special diet, to name a few situations. Each situation is unique, and often a little out of the box thinking will reveal a solution to what seemed an impossible problem. Before denying a cadets request for an accomodation, encampment commanders are encouraged to confer with other encampment veterans or NHQ/CP. Perhaps another encampment has faced a similar challenge and can suggest a solution.

g. Equal Access. CAP maintains a nondiscrimination policy (ref: CAPR 36-1) to promote equal access to cadet activities, among other reasons. Encampment commanders will make reasonable accommodations to cadets who possess physical, mental, or learning disabilities so that those cadets may participate in encampment to the greatest extent possible. Note that the physical facilities at some locations might not be handicap accessible. Encampment commanders will also make reasonable accommodations for cadets to attend religious services, including permitting cadets to arrive late to and depart early from the encampment, due to their religious obligations. Cadets and their parents are responsible for coordinating their special needs with the encampment staff as far in advance as possible. h. Participants. Three or four groups of individuals participate in the encampment program. Students are first-year or in ranks cadets. These cadets will be referred to as students. Cadet Cadre are cadets serving in the positions flight sergeant and above, to include cadets in administrative support roles. Advanced Students are second-year cadets and beyond who participate in advanced training separate from the regular students but do not serve on the cadet cadre. Encampments may admit advanced students on a space-available basis; advanced training flights are optional, but encouraged, programs. Senior Staff are adult CAP members who supervise and mentor the cadet corps. i. Graduation Requirement. See section 3.1c for details.

DRAFT 1.3 Curriculum Resources

NHQ provides two curricular resources, and most encampmentments will want to create a third item of their own, as described below. a. Cadet Encampment Handbook. This pocket-sized publication is the basis for the encampments academic program. It provides a standardized body of knowledge that all students are expected to learn prior to graduation. The handbook includes short readings, worksheets, and memorization items in the areas of leadership, aerospace, fitness, and character. Also included are basic safety rules and a chain of command diagram, with space to customize those two sections to match local needs. NHQ provides encampments with one Cadet Encampment Handbook per participant, upon request via eServices (please order 6 weeks in advance). b. Lesson Plan Library. A lesson plan is available for each activity listed in Part 3, via an online lesson plan library at capmembers.com/encampment. The intent of the lesson plans is twofold. First, the plans identify specific and measurable learning objectives for each activity or class. The instructors role is to lead the students toward fulfillment of those standardzied objectives. Second, the lesson plans offer a ready-made way to teach the material and/or conduct the activity. Instructors may follow the recipe-like plan or pursue their own ideas. The plans are starting points for creative, experienced instructors, or helpful crutches for the less-experienced. NHQ provides encampments with up to five hard copies of the collected lesson plans, upon request via eServices (please order 6 weeks in advance). c. Local Dormitory Guide. Because each facility is unique, each encampment will want to create its own standards for how cadets will prepare their dormitories. Detailed guidance on how to make beds, arrange walllockers, and care for the common areas needs to be communicated to the cadets. A suggested best practice is to provide this information in diagram form via a handout or several mini-posters to be displayed throughout the dorm. Note that the local Dormitory Guide ought not include academic content the Cadet Encampment Handbook fulfills that role.

1.4

Program Metrics
Encampment Metrics: Helpful Tools, Not Paperwork The metrics process is designed to be as administratively easy as possible while still offering leaders a full picture of their encampment program. The metrics process is not a paperwork drill but a meaningful look at the encampments success with each individual participant, with the flights as teams, and within the context of the wings overall Cadet Program.

Described in section 1.1 above are a set of encampment purposes, a vision for the program, and a set of goal areas. Together those overarching goals explain what the encampment program is trying to accomplish. Accordingly, encampment leaders gather evidence to discern if the encampment fulfilled those goals and how they might improve the program for next time. Encampments use five main tools to gather and study metrics. a. CAPF 50 Advisories. The Encampment Cadet Advisories are versions of the familiar CAPF 50, tailored to the encampment environment. They are available in a student version (CAPF 50-5) and a cadet cadre version (CAPF 50-6). The CAPF 50 serves each cadet as an individual, providing meaningful feedback about his or her leadership skills, contributions to the team, personal character, etc., along with helpful suggestions for further growth. Flight staff and training officers prepare the CAPF 50-5s and discuss them with each student individually in a mentoring setting during Lesson C7. CAPF 50-6s for cadet cadre are prepared by the cadets superior and training officer or commandant, then reviewed in a mentoring setting during Lesson C8. In short, through the Encampment Cadet Advisories, each cadet receives individualized feedback and the staff gains a sense of whether they led each individual toward fulfillment of the encampment purposes. The key metric for the advisories is for each cadet to score a 3.0 out of 5, or better, on the CAPF 50.
Individual Cadets Learning

b. Encampment Critiques. Akin to a customer satisfaction survey, the encampment critique gives participants an opportunity to voice what they liked and disliked about their encampment experience so that leaders can improve the program for next time. One version of the critique is available for cadet students and cadre, while a separate version is designed for the senior staff. See Attachments 1 and 2, respectively. Participants complete the critiques during Lesson X18. Encampment commanders will retain the critiques in a continuity file for 1 year for the benefit of the next encampment staff. The key metric for the critiques is for the encampment to average a 4.0 out of 5, or better, on the critique forms.
Customer Satisfaction

Cadets as Teams

c. Squadron & Group Training Meetings. These daily conferences not only function as staff meetings or commanders calls, they also contribute to the metrics effort as leaders discuss the performance of flights and squadrons as teams. (In contrast, the advisories and critiques are about individual performance and individual satisfaction.) Team performance is measured informally during the

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STMs and GTMs. Leaders consider dormitory and uniform inspection results, performance in drill, calisthenics, and team sports; conduct during classes and tours; performance during team leadership problems, and other intangible signs of unity and cooperation. The participants measure the success of these meetings informally. d. After Action Reports. Encampment commanders should require each cadet officer to submit an after action report, and welcome AARs from the senior staff. AARs serve two purposes. First, they develop in cadets a habit of thinking critically about a programs success and identifying possible ways to improve it. Second, as a metric instrument, an AAR offers a qualitative perspective on the programs operational strengths and opportunities for improvement. Encampment commanders will retain AARs in a continuity file for 1 year for the benefit of the next encampment staff. Learn to Lead chapters 10, 11, and 15 include sections on measuring success, leading change, and communicating about change that can help cadets in preparing their AARs. The key metric for AARs is for 85% of the cadet officers to submit a thoughtful AAR.
Operational Success

e. Encampment Report. The four preceding metric instruments serve local leaders only. The final instrument, an Encampment Final Report submitted via eServices, benefits wings, regions, and NHQ. This web form lists the total number of participants, ensures qualified participants receive graduation credit, gives local leaders an opportunity to provide feedback to NHQ on the encampment materials, and demonstrates that the encampment conducted the program per national standards. Encampment commanders must submit a completed encampment report via eServices within 30 days of encampment graduation. Commanders must also remit all encampment funds and receipts to the wing or region finance officer; see CAPR 173-1, Financial Procedures and Accounting, for finance policies. The key metrics for the overall encampment program are listed below and are computed in the Encampment Final Report in eServices:
Program Impact

Completition of minimum curriculum

(number of required lessons, divided by the number completed)

90%

Cadet capacity rate

(total cadet capacity divided by actual number of cadet participants)

90%

Squadron participation rate

(total number of cadet and composite squadrons in the wing, divided by the number that sent cadets)

100%

First-timer participation rate

(total number of cadets in the wing without an encampment, divided by number of first-time participants)

60%

There is no special benefit nor penalty associated with these metrics; they merely provide targets for the wing and assist wings, regions, and NHQ in managing the encampment program.

DRAFT

PART 2 OPERATIONAL STANDARDS

2.1 Welcome Materials

Of course it is administratively essential for the encampment to provide some type of welcome materials to the cadets and their parents so that they will know what is entailed in encampment and can arrive ready to participate. Some best practices to consider are listed in the Encampment Webpage box below.

2.2

Integrated Flights & Co-Ed Environments

Cadet flights will be equally balanced by age, gender, cadet grade, and home unit, to the extent possible. Family members will be segregated from one another whenever possible. Flights will not be segregated by gender, except as a last resort due to logistical necessity. The real world is fully integrated; cadet activities need to be as well so that male and female cadets learn to work together as a single team. a. Supervision of Coed Interactions. Although cadet units are co-ed, cadet sleeping and showering arrangements will of course be segregated by gender. Each facility is unique, so encampment commanders will need to be creative in how they allocate space and separate male and female cadets outside the duty day. Some best practices to consider include: Designate certain floors or wings of the building to males only or females only.

If males and females must be bunked in the same vicinity, install a makeshift door or curtain to mark the boundary between male and female areas. Establish a clear, consistently enforced policy regarding the how and when males enter the female area, and vice versa. Establish a clear, consistently enforced open door rule whereby if male and female cadets are interacting in a room without a senior present, the door is to be kept ajar. Consider requiring a third person to be present during coed cadet interactions indoors. Direct that flight meetings and similar functions take place in a day room or common area. Again, each facility is unique, so no national-level standard rule is practical, but encampment commanders must set clear policies on how, when, and where male and female cadets (both students and cadre) are to interact. b. Coed Inspections of Barracks. Barracks regimens and inspections are an important part of the leadership block (see section 3.2). In a co-ed cadet environment, this is problematic because of the need to uphold comparable standards for male and female cadets, while prohibiting male cadets from accessing female cadets personal belongings, undergarments, and the like, and vice versa. A best practice to consider is to prohibit cadets of the opposite gender from inspecting items stored in drawers, but for beds, uniform lockers, and common areas to be inspectable. A ranking cadet of the students gender could follow-up the main inspection by checking the drawers or specially-designated areas. c. Leadership Challenges in Coed Settings. In co-ed training environments, one gender is invariably the last to receive word about changes in plan. If the flight includes eleven cadets of one gender and one cadet of the other gender, it is very easy for the flight to forget to pass word to the minority that dinner is early tonight, for example. Ensuring thorough communication and developing a sense of unity is difficult in a co-ed flight, but not insurmountable. Senior staff need to monitor the cadet cadres performance in this area and provide coaching when necessary.

ENCAMPMENT WEBPAGE Cadets and parents will find it helpful if encampment information is available to them online. Some key information to share via the webpage include: dates, including arrival and departure windows tuition, fees, and scholarship information, if available application forms & permission slips facility name, location, and directions adult leaders names and contact information basic goals of the encampment program and a description of the major activities packing list and list of contraband information about CAP rules requiring cadets to be able to self-medicate rules regarding cadets use of cell phones and the web during encampment invitation for families to attend graduation social media and photo links

DRAFT 2.3 Uniforms vs. Civilian Attire

Experience has shown that prohibiting cadets from wearing civilian attire during cadet activities facilitates good discipline and reduces the likelihood of behavior problems. Therefore, encampment commanders will require cadets to remain in a uniform from the encampments start to finish. Obviously, sleeping, showering, and swimming times are the exception, but a uniform (e.g. navy shorts and a plain white tee) can be designated even when BDUs or Blues are inappropriate, such as during fitness activities, laundry time, and personal time. Some NCSAs put cadets in khakis and special polo shirts during off-hours, for example, and that approach has proven more effective than allowing each cadet to wear whatever civilian attire they normally hang-out in.

2.4

Meals, Sleep & Personal Time

a. Meals. Encampments will provide every participant with three full, well-balanced meals daily, excluding travel days. Cadets may be excused from a meal only by the training officer, commandant, or encampment commander. Upon receiving the meal, cadets will have at least 20 minutes of uninterrupted, training-free time to eat (cadre will ensure the students basic decorum, but no classes, quizzing, flight meetings, etc. are allowed). b. Drinks & Snacks. Sodas should be prohibited except for special events such as a graduation cookout. Energy drinks (i.e.: Red Bull, Monster) are prohibited at all times. If the encampment wants to make snacks available, fruits and other healthy choices are to be offered, not cookies and candy.
* Mayo Clinic, Teen Sleep: Why Is Your Teen So Tired? <http://www. mayoclinic.com/health/teens-health/ CC00019>. * National Sleep Foundation, Teens and Sleep <http://www.sleepfoundation.org/article/sleep-topics/ teens-and-sleep>.

c. Sleep. Encampment commanders will program 9 hours of uninterrupted sleep time for all students every night, per pediatric guidelines for teens.* Cadet cadre will have at least 8 hours of uninterrupted sleep time, and should be permitted some naps as schedules allow. A suggested best practice is to schedule naps / downtime for cadre mid-week, concurrent with the students touring a facility the cadre saw last year, for example. d. Personal Time. For students, the 30 minutes preceding lights out will be reserved as personal time, during which absolutely no training is to occur, though cadre will monitor cadets to prevent horseplay. During personal time, students may shower, prepare their uniform for the next day, visit fellow encampment participants, read, write in their journals, and even turn-in before lights out. f. Personal Needs. Flight staff will proactively ensure cadets have time to care for their personal needs throughout the day. g. Showers & Hygiene. All cadets will shower daily and use deodorant / antiperspirant. Seniors will shower separate from cadets. The object of showers is hygiene, not training. Therefore, showers will not be regimented or formally timed, though the flight staff will ensure that every cadet moves along, gets clean, and does not horse around. Senior staff should be aware that the communal showers could be a new experience for many cadets. h. Daily Blister Check. Following daily shower time, the training officer, assisted by the flight staff, will check each cadets feet for blisters. First aid and preventive action will be made at this time.

2.5

Safety

a. Personal Vehicles. Cadets who bring a personal vehicle to the encampment will hand-over all keys to the senior staff. Cadets will not operate personal vehicles during the encampment.
If the host facility has a security force, a suggested best practice is to meet with the chief, inform him or her that the encampent participants are teens, discuss the dorm situation, and review emergency procedures. The security office might provide extra coverage, if asked.

b. Cadet Charge of Quarters or Firewatch. Cadet CQ programs are ineffective as safety precautions, do not impart meaningful learning, are potentialy hazardous, and are therefore prohibited. Cadets will not serve as sentries or safety monitors during the overnight hours. A senior member must bunk in close proximity to the cadets (at least one senior per floor or wing is suggested) and be available to respond to any emergencies that arise between lights-out and reveille. c. Knock It Off. Any participant who notices a dangerous and unforseen hazard may sound the Air Force command, KNOCK IT OFF, temporarily halting whatever activity is taking place at that moment until the senior staff authorizes the cadets to resume their activity. d. Safety Officers Checklist. The safety officer will work through the checklist found at Attachment 3

DRAFT
before cadets arrive, and coordinate local procedures with the encampment commander and staff. Many encampments find it useful to confer about safety policies and train cadet cadre and senior staff in how to meet those obligations during a staff training exercise conducted some time before the encampment begins.

2.6

Reception at Encampment
When the Base is Closed to Cadets Families Parents access to DoD installations can be limited, so although they might not get to tour the facilities upon arrival, the overall principle of greeting them, providing an orientation, and establishing a good rapport holds true in all situations.

For the students, encampment begins with reception. The goal here is for the senior staff to build a partnership with the parents and enable the cadet to quickly join-in with his or her peers. Upon arriving, the senior staff and cadet cadre should warmly welcome each cadet and his or her parent(s). By taking initiative to greet cadets and parents alike, the encampment staff can quickly establish an adult-to-adult and cadet-to-cadet system of communication. a. Adult Greeting Process. The senior staff member greeting the parent(s) Invites the parent(s) to the parents orientation

Verifies that the encampment has the parents correct contact information (note: some parents go away on a vacation of their own -- ensure the encampment has some means to contact them or an alternate guardian in case of emergency) Verifies that the cadets medical information has not changed from what is listed on the encampment application Provides the parent(s) with the encampment website, social media and photo sites etc., and a phone number where they can reach the encampment in case of emergency Invites the family to graduation Verifies the cadets travel itinerary home

Much of this information is provided to the parents already via the welcoming materials (section 2.1), but it is always good practice in solidifying the partnership with the family to reiterate these details at reception. b. Cadet Greeting Process. The heightened training intensity that is characteristic of encapment does not begin until the students sign the encampment contract (Lesson C1). Cadet cadre who greet students simply welcome their fellow cadets to encampment and, following good-byes (see section 2.5d below), leads them to the encampment area. c. Phone Call Home. If a cadet arrives with someone other than a parent (ie: another cadets family or the hometown unit), the greeting senior staff member must ensure the cadet calls home to let the parents know that he or she arrived safely. This phone call home is also the opportunity for the senior staff to work through the greeting process tasks of section 2.4a above. d. Good-Byes. When the moment comes for the student to enter the encampment area, the senior staff member should tactfully indicate that this is the time for parents and their cadets to say good-bye to one another. The cadet proceeds to the encampment area, and the parent(s) proceed to the parents orientation or depart for home. For a perspective on the learning goals of this process, see section 3.7a. e. Sign-In Roster. The senior staff should maintain a formal sign-in roster, enabling them to compare the list of actual arrivals to registered participants and follow-up with cadets who did not arrive on time.

2.7

Contraband Shakedown

One of the first tasks needing to be accomplished shortly after the cadets arrival is the contraband shakedown. The purpose of a luggage inspection or shakedown is for the senior staff, as responsible adult chaperones, to verify that each cadet possesses all required gear. Additionally, the senior staff verifies that no cadet has access to material that is undesirable for the learning environment, morally inappropriate for a youth activity, or a safety hazard. The senior staff conducts the contraband shakedown in the presence of each individual cadet, one-on-one. (Cadet cadre will be subject to contraband shakedowns, just as the students.)

DRAFT
a. Contraband Items. At a minimum, the following items are to be considered contraband. Encampments may enlarge this list as their local situation requires. tobacco, alcohol, illegal drugs non-prescription drugs, herbs, supplements, etc., not indicated on the CAPF 31 application weapons, fireworks, (pocket knives may be allowed at the encampment commanders discretion) snacks, candy, gum, soda, energy drinks, etc. (encampment commanders may grant cadre privileges) cell phones, computers, and consumer electronics (see section 2.5c below)

b. Contraband Storage. The senior staff inventories and bags the contraband items in the presence of the cadet, then stores the contraband in a secure area. Cadets reclaim the contraband upon graduation. Of course, in the case of illegal items (alcohol, drugs, firearms), the encampment commander turns over that contra-band to law enforcement or the parents.
For more on the shortcomings of merit/demerit systems, see Learn to Lead, chapter 9.

c. Cell Phones & Computers. Each encampent sets its own policy regarding cadets access to cell phones and the Web. This policy must be explained in the initial welcome materials (section 2.1) so that cadets and parents have advance notice of encampment rules. Encampments are encouraged to prohibit cell phone and web access for the duration of encampment, but at a minimum, cadets will be prohibited from using phones and computers until Phase III begins (see section 3.7c). d. Watches & Jewelry. Cadets ought to be discouraged from bringing expensive watches, jewelry, or anything of value, but will be allowed to keep watches and jewelry in their possession. There is no legitimate training need in confiscating these items, and the risk of the encampment losing them outweighs any benefit in considering them contraband. e. Prescription Drugs. Per CAP policy, all CAP members, including cadets, are responsible for transporting, storing, and taking their own medication, unless local laws direct otherwise. Therefore, prescription drugs are not confiscated as contraband. See CAPR 160-2, Handling of Cadet Medications, for details.

2.8

Merit / Demerit & Award Programs

Encampments develop leadership skills and moral character in cadets through positive methods. Consequently, merit/demerit systems are prohibited because they function primarily thorugh negative reinforcement. In contrast, award programs that challenge cadets to pursue excellence are encouraged. See Part 6 for guidance.

2.9

Early Dismissal

Cadets will be dismissed from the encampment early only with the approval of the encampment commander and after coordinating with the cadets parent or guardian. Commanders should address each cadets particular circumstances on a case-by-case basis, while following the basic guidelines listed below. a. Homesick / Lack of Interest. Cadets who suffer acute homesickness or a lack of interest should receive counseling from the training officer before early dismissal is considered. The senior staffs posture toward homesick cadets should always be to lead the cadet toward choosing to remain at encampment and for the cadet to give himself or herself some time to adjust to the challenge. If, after counseling, the encampment commander or parent or guardian decides to send the cadet home, the encampment commander will inform the cadets home unit via email or phone within 24 hours, as a courtesy. b. Hardship. In the case of a family hardship, the encampment commander should make every effort to cooperate with the family and help the cadet get home quickly with the least inconvenience to the family. The commander may allow the cadet to return to the encampment at his or her discretion. The encampment commander will inform the cadets home unit via email or phone within 24 hours, as a courtesy. c. Expulsion for Disciplinary Reasons. Encampment commanders may expel cadets who refuse or are unable to abide by encampment rules. Expulsion is a last resort and normally is preceded by a series of progressively escalating interventions (ie: additional training, verbal warnings, formal counseling, etc.), though commanders 9

DRAFT
may direct immediate expulsion for egregious offenses, after coordinating with a parent or guardian. As a courtesy, the encampment commander will notify the expelled cadets unit and wing commander as soon as possible.

2.10

Dismissal Upon Graduation

After graduation ceremonies, the encampment needs to manage its dismissal process. Unless handled properly, the dismissal process can be chaotic, and in the worst case scenario, a cadet may miss his or her ride or depart with one party while leaving the other (intended) party wondering what happened. As responsible adult leaders, the senior staff has a duty to formally track each cadets departure from encampment. a. Clean-Up. Before being released for the journey home, of course everyone must contribute to the clean-up effort. b. Sign-Out Roster. The senior staff must take note of when each cadet departs from encampment and their mode of travel home (ie: with Cadet Curry, at 1:05pm). One best practice to consider is having each student check-out with his or her training officer, and for each cadet cadre member to check-out with the commandant, and then for all completed sign-out rosters to be forwarded to a single person, such as the administration officer. c. Cadets Traveling Home With Others. Senior staff must ensure that each cadet in their charge is traveling home in accordance with his or her parents instructions. Do not release minor cadets to travel home except with the individuals designated by the parent(s). CAPs role is to ensure minor cadets do not suddenly change their itineraries without parental permission. c. Participants Driving Home on Their Own. Having completed a busy week of activities, participants may be more fatigued than they realize. Senior staff must ensure that participants are sufficiently rested for the drive home (especially if driving solo) before releasing them from encampent. A suggested best practice is for the safety officer to personally check the sleep plan of each participant-driver the day prior to and morning of departure. d. Parents Attending Graduation. The encampment should try to avoid making parents, who face long drives home, stand around for an hour or more after graduation ceremonies have ended before dismissing their cadets. The senior staff should try to have the cadets fulfill all dormitory clean-up duties and close-out obligations prior to graduation. When impatient parents are made to wait an hour or more before departing, the encampment risks spoiling its hard-won support from those parents.

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DRAFT

PART 3 LEARNING EXPERIENCES

3.1 Overview

To fulfill the encampments mission statement (ref: section 1.1), which is comprised of four elements, the curriculum is organized around four blocks of instruction directed at the students (leadership, aerospace, fitness, and character), and an administrative block. a. Contact Hour Requirements. The table at right summarizes the contact hour requirements per block. This summary identifies the minimum offerings that all encampments must provide. The typical encampment that runs for 7 days, including travel days, will yield roughly 60 to 65 possible contact hours, excluding meals, sleep, and personal time. Note that only 50 contact hours are mandatory, so a 5- or 6- day encampment is possible. b. Lesson Plans. Suggested lesson plans are available at capmembers.com/encampment. Instructors may tailor the lesson plans at their discretion, provided that the lesson content leads students toward fulfillment of the standardized objectives. The duration listed for each lesson is merely an estimate. c. Graduation Requirements. Students become eligible for graduation credit by fulfilling the standards listed below. Encampment commanders may grant credit to cadets who leave early due to a serious family hardship or injury. Cadets who choose to leave early due to homesickness or misconduct will not receive graduation credit.

CONTACT HOUR REQUIREMENTS Leadership Aerospace Fitness Character Subtotal Administrative* Other / Electives Total Requirement 15 hrs 15 hrs 9 hrs 8 hrs 47 hrs 2 - 6 hrs as desired 50 hrs

* From the perspective of curriculum requirements, there are no mandatory administrative tasks, but most encampments will find they devote 2 to 6 hours to in-processing and graduation exercises.

Active participation in 40 contact hours (80% of the encampments minimum of 50 contact hours) Satisfactory adherence to the Core Values, in the judgment of the encampment commander Successful completion of all academic worksheets in the Cadet Encampment Handbook A cumulative average of 80% on all academic quizzes (see Figure 3, pp. 20-21)

Cadet cadre and the advanced students are exempt from the academic worksheets and quiz requirements, but are bound by the remaining three requirements for receiving encampment credit. Senior staff are eligible to receive encampment credit upon providing 40 hours service on-site. The encampment commander is the final authority on matters of graduation credit.

3.2 Leadership Block

a. Goals. The leadership block is designed to fulfill the following goals:

To infuse the cadets with the warrior spirit an attitude of self-determination backed-up by the discipline needed to achieve ones goals. To consistently demonstrate proper wear of the uniform, drill and ceremonies, and military customs and courtesies. To impress upon the cadets the teams potential to accomplish more than the individual. 11

DRAFT
To educate cadets on leaderships academic foundations so that they begin to conceive of leadership as an activity requiring thoughtful reflection. b. Required Lessons & Activities. A minimum of 15 contact hours in leadership activities is required, including the mandatory lessons and activities shown below. Figure 3 places many of these activities in a certain sequence that is to be followed, if at all possible.

CODE L1 L2 L3 L4 L5 L6 L7 L8 L9 L10 L11 L12 L13 L14

TITLE Report to Flights Initial Skills Assessment Dormitory Orientation, & Prep Wingmen & The Warrior Spirit Dormitory Inspection #1 (flight level) Discipline: Your Key to Success Teamwork for Performance Team Leadership Problem #1 Guidon Construction Group Reveille Formation Group Retreat Formation Drill & Ceremonies Drill & Ceremonies Final Evaluation Dormitory & Uniform Inspection #2 (flight level) L14a L14b L14c Inspection Correction Re-Inspection 10 min 35 min 15 min

DURATION 15 min 5-10 min each, 30 min total 1 hr 30 min 30 min 30 min 45 min 1 hr 30 min 10 min daily 10 min daily 30 min daily 5 min each, 30 min total 1 hr total

L15 L16 L17

The Leadership Concept [ Reserved for Future Use ] Team Leadership Problem #2 L17a L17b Reattempt TLP #1 Attempt TLP #2 30 min 1 hr

1 hr 0 / na 1.5 hrs total

L18 L19 L20

Phase II Capstone: Dorm & Uniform Inspection #3 (sqdn level) Servant Leadership Team Leadership Problem #3 L20a L20b Reattempt TLP #2 Attempt TLP #3 30 min 1 hr

30 min 1 hr 1.5 hrs total

L21 L22 L23 L24

Dormitory & Uniform Inspection #4 (squadron level) Dormitory & Uniform Inspection #5 (group level) Electives: Additional leadership activities of any kind Graduation Parade Total Requirement
(rounded / approximated)

30 min 30 min optional 30 min, plus cadre prep 15 hours

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DRAFT 3.3 Aerospace Block

a. Goals. The aerospace block is designed to fulfill the following goals: To spark enthusiasm for aerospace topics among cadets, through hands-on activities and experiential learning. To introduce cadets to aerospace career opportunities, especially those relating to science, technology, engineering, and math (STEM), and Air Force careers in general. To comprehend basic scientific principles in the aerospace field, and to enable cadets to visualize how professionals apply that knowledge in the real world. To begin to comprehend airpowers unique capabilities and to develop a sense of what the Air Force calls airmindedness. STEM: SCIENCE, TECHNOLOGY, ENGINEERING, & MATH STEM is an area of study that emphasizes science, technology, engineering, and math in a young persons education. STEM proponents, which include federal agencies, the military, colleges, industry, and K-12 schools, seek to steer young people toward STEM career fields and the coursework students will need in preparing for those careers. The STEM effort presumes that our competitive edge and national security depends upon the US continuing to develop high-tech brainpower. To support Americas overall STEM effort, CAP seeks to emphasize the STEM aspects of cadet aerospace education and encourage cadets to get excited about science, technology, engineering, and math. For these reasons, the encampment curriculums aerospace block emphasizes STEM activities.

b. Required Lessons & Activities. A minimum of 15 contact hours in aerospace activities is required. Three activities (A1, A2, and A3) are standardized classroom lessons with detailed lesson plans available. Activity A4 is a series of tours, orientation flights, or hands-on activities that each encampment will develop for itself based on their local resources. Some guiding principles of that portion of the aerospace block are discussed below. CODE A1 A2 A3 A4 TITLE Academic Foundations I: Aviation Academic Foundations II: Space Military Airpower Aerospace Hands-On, Aerospace Tours, or Flying Total Requirement DURATION 1.5 hrs. 1.5 hrs. 45 min. 11 hrs. 15 hours

Military-Hosted Aerospace Activities. Encampments should take full advantage of local resources, especially nearby military aviation, space, and technology units. However, visits to these units ought to be coordinated with the hosts such that the cadets fulfill a meaningful learning objective(s). With a little effort, tours, simulations, briefings, interactions with military personnel, etc., can easily integrate some of the suggested STEM-related teaching points below. How aircraft engines work, including some of the basic science (Boyle, Charles, Newton, etc.) How avionics, radar, and weapons work, including simplified discussion of the science behind them. The aircrafts role and how the particular type of aircraft illustrates airpowers distinctive capabilities.

Career opportunities in and around the aircraft, along with a basic understanding of how to prepare for and enter those professions. Personal perspectives on whats exciting about this technology, this mission, or the profession overall. How the crew prepares for missions show and tell with some of the special equipment used. Requirements for crewmember physical fitness and being drug-free. Technology used at the control tower, maintenance hangar, life support shop, weather station, etc. 13

DRAFT
Non-Aerospace Facilities. Some encampments lack access to aerospace facilities, but enjoy access to ground and naval forces. Encampments should take full advantage of those resources. Still, the encampment must emphasize aerospace to fulfill the aerospace blocks learning goals. Tours that are not directly aviation or space related may still count toward the aerospace tours requirement if efforts are made to emphasize the STEM connection. For example, a visit to an Army tank unit can easily weave-in teaching points relating to the engineering that propels the tank or its computerized technology. A visit to a navy yard can easily incorporate teaching points about fluid mechanics, propulsion, computer guidance, etc. A visit to an infantry unit might include an exercise in GPS navigation. The overall intent here is that cadets interactions with military units ought to incorporate STEM topics, and can easily do so with a little prior coordination. Civilian Aerospace Industry. Visits to civilian aerospace industry, government aerospace agencies, science museums, computer technology companies, local airports, and the like are also encouraged. Activities with hosts of this sort count toward the encampments aerospace tours requirement due to their obvious STEM connections. With a little effort, tours, simulations, briefings, interactions with aerospace or technology professionals, etc., can easily integrate STEM-related teaching points similar to those listed below. How the facility designs the technology or products it produces. How the facility fabricates, manufactures, or maintains its products. How the facility supports aircraft or spacecraft show and tell with some special equipment used. Some of the business, marketing, and global competition issues relating to the company or industry. Emerging technologies and innovations that will be affecting the industry.

Career opportunities in the industry, entry requirements, and what high school students should do to prepare for those careers. Workers requirements for being drug-free.

CAP-Hosted Hands-On Aerospace Activities. Lack of nearby aviation, space, or technology facilities does not mean that the encampment will be devoid of STEM-related activities. An encampment located at a remote facility with very few resources can turn to CAPs pre-packaged curricula for hands-on learning. Some examples of aerospace activities that the encampment can conduct on its own, without outside support, are listed below. See the national AE webpage for details (capmembers.com/ae). Model Rocketry Satellite Tool Kit Robotics Radio-controlled aircraft Backyard astronomy AEX Aerospace Excellence Cyber Defense Satellite Imagery / CAP-TERS

Flying. Of course, flying of any kind, while adhering to the normal CAP policies regarding safety and flight operations, is applicable to the aerospace contact hours requirements.

3.4 Fitness Block

a. Goals. The fitness block is designed to fulfill the following goals: To motivate cadets to regard regular exercise as a duty of the cadet lifestyle. To train cadets in safe ways to exercise properly. To comprehend how basic nutrition, proper hydration, and regular exercise affect a cadets personal

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DRAFT
energy levels and the ability to achieve his or her goals. To use fitness activities, games, drills, sports, etc., as vehicles for teamwork and camaraderie.

b. Required Lessons & Activities. A minimum of 9 contact hours in fitness training and activities is required. Activity F1 is a standardized classroom lesson. Each encampment decides how best to design activities F2, F3, and F4, depending on its local resources. Basic principles for those activities are discussed below. CODE F1 F2 F3 F4 TITLE Fit to Fly Daily Calisthenics Daily Sports Team Fitness Challenge Total Requirement (varies slightly by encampment duraiton) DURATION 45 min 20 min daily 40 min daily 2 hrs 9 hours

Daily Calisthenics. This is a cadet-led program, actively supervised by senior members, that emphasizes personal effort and modest increases in individual performance. Note that the blocks overall goal is not for the cadets to lose weight, build strength, or transform their basic state of health; those goals far exceed the capabilities of a one-week encampment program. Rather, the aim of the daily calisthenics activity is to instill in cadets the idea that exercise is a part of the cadet ethic. As a group activity, daily calisthenics are also useful for building team spirit and camaraderie. Some members of the cadre lead the exercises, while others observe cadets and provide individual coaching. Some members of the senior staff must be present to monitor safety. Daily Sports. Cadets will participate in a team sport such as volleyball, ultimate Frisbee, flag football, flickerball, or similar endeavor. Encampments are encouraged to keep score and to make success in these sports a component of an honor flight or similar awards program. There are three overall purposes of the daily sports program: for cadets to exercise, to provide a venue for teamwork and leadership development, and to help cadets manage their stress and relax or decompress (especially if sports are conducted in the early evening). Team Fitness Challenge. Encampments are urged to provide cadets with a unique experience that pushes them a bit beyond their normal comfort zone so as to aid in personal growth. Obstacle courses, rappelling, geocaching or orienteering, hiking, water survival, a group run, and similar endeavors are suggested activities for the team fitness challenge. This is not intended as a competitive activity in regards to physical performance, but one that emphasizes teamwork and mutual support, with strong and tall cadets helping the younger and shorter cadets over obstacles, and team members encouraging one another to put forth their best effort.

3.5 Character Block

a. Goals. The character block is designed to fulfill the following goals:

To solidify cadets knowledge of the Core Values the vocabulary, their need as guideposts, and examples of how the Core Values apply to real life scenarios. To equip cadets with practical skills for becoming a Core Values leader in their daily lives.

To demonstrate to cadets that heroes they respect live according to a personal code of honor, and to inspire cadets to commit to the Core Values as a way of life. To promote the habit of self-reflection as a tool for character development and maintenance.

b. Required Lessons & Activities. A minimum of 8 hours of character development activities is required. Compared with the other blocks of instruction, this block appears to lack emphasis, but encampment veterans know that encampments intangible qualities make it a powerful character-building experience. Three activities (C2, C3, and C4) are standardized classroom lessons. Encampments customize their plan for activity C5, based on the guidance discussed below. The journaling activity (C6) is also explained below.

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DRAFT
CODE C1 C2 C3 C4 C5 C6 C7 C8 C9 TITLE Encampment Contract The Core Values Becoming a Core Values Leader Ethical Decision Making Drug-Free Lifestyle Individual Advisory (students) Individual Advisory (cadre) Flight Advisory Graduation Ceremonies & Cadet Commanders Charge Total Requirement
(rounded / approximated)

DURATION 15 min 1 hr 1 hr 90 min 1 hr 10 min each 20 min each 15 min 1 hr (estimated) 8 hours

Drug-Free Emphasis. The encapment curriculum incorporates the drug-free message into several activities, especially in the character block. Lessons C2, C3, and C4 include a strong drug-free message. Lesson C5 is an opportunity to conduct an activity found in the DDR-X guide or to have a guest speaker present an anti-drug message. Lesson F1 speaks of the drug-free ethic in the context of physical fitness. The various aerospace tours of Lesson A4, also offer quick opportunities to teach cadets that a drug-free lifestyle is a requirement in many careers. Individual & Flight Advisories. The advisory program motivates cadets to value personal reflection as an important component in their development in the areas of leadership and character. Advisories are structured mentoring sessions or feedback meetings where the flight staff, supported by the training officer, helps the students take stock in their overall encampment experience just prior to their graduation (see sections 1.4a and 3.7d).

3.6

Administrative & Miscellaneous Activity Block

This final block is a catch-all of administrative and miscellaneous activities that are mostly non-instructional. Accordingly, this block does not pursue any formal goals; it simply provides a means to account for activities that more or less must take place during each encampment but do not neatly fit into one of the four main blocks. CODE X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12 X13 TITLE Student Reception Welcome, Overview & Safety Briefing Parents Orientation (for those interested) Shakedown First Call (wake, dress, personal needs) Shower, Dress, & Prepare Dormitory Breakfast (actual duration depends upon facility) Lunch (actual duration depends upon facility) Dinner (actual duration depends upon facility) Cadet Encampment Handbook Flight Commanders Time Showers & Blister Check Personal Time (training prohibited) DURATION 5 min each / 1 -2 hrs total 30 min 10 min each 3 min each / 1 hr total 15 min daily 30 min daily 45 min daily 1 hr 15 min daily 1 hr 15 min daily varies / hip-pocket training 30 min daily 30 min total 30 min daily

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X14 X15 X16 X17 X18 X19 X20 X21 X21 Students Lights Out Squadron Training Meeting Group Training Meeting Cadet Cadres Lights Out Graduation Picnic or Social Encampment Critiques Pack, Clean-Up, Check-Out Dismissal & Departure Debrief & Lessons Learned (may occur post-encampment) Total Requirement na 30 min 30 min na varies 10 min varies na na varies

3.7

Learning Phases

Phase I Challenging

Phase II Forming Phase III Exploring

Phase IV Concluding

Figure 1. Encampments Four Learning Phases A discussion of the learning phases that students undergo can help in understanding how encampments work. A phase is a set of objectives, instructional areas, and training techniques that are grouped together according to the way in which they will be presented to the flight. The sequencing of the phases and the instruction that takes place during them is important because it helps to make sure that the cadets at encampment have all of the pieces they need to build a successful encampment experience. Four phases comprise the encampment: a. Phase I - The Challenging Phase. During Phase I, the encampment presents cadets with a challenge. Accordingly, cadets need to learn what those challenges entail, and second, each cadet must personally commit to hitting those challenges with all theyve got. Such an approach teaches that attitude and effort are important keys to success. Another component of this phase is the cadets learning that they do not advance through encampment on their own but have leaders and teammates who will help them succed. Although this phase is very brief, it is essential because everyone must begin encampment with a common idea about its challenges and opportunities for the encampment to have any chance at success. Timing. Phase I begins with cadets arriving at the encampment facility and concludes upon their signing the encampment contract (Lesson C1).
For an interesting article on helicopter parents at camp, see Dear Parents: Please Relax, Its Just Camp, (New York Times, July 26, 2008).

Parents Orientation. Responsible adult leadership requires that the senior staff develop a good rapport with cadets parents and reassure them that the encampment experience will be safe, positive, and fun. Its worth noting ADVANCING in PHASE that while parents probably know the local CAP leaders, the encampment As students proceed from senior staff may be total strangers to them. Therefore a good Phase I program one phase to the next, those will include a parents orientation. turning points are not While there is nothing secret about encampment, one of the goals of announced to the students. any overnight youth camp is for the participants to develop a sense of indeRather, the entire phase pendence and self-confidence, so an unspoken leadership challenge is for nomenclature is merely a the senior staff to tactfully send the parents on their way at the end of the tool for the cadre and senior parents orientation. No overnight camper in any youth program can develop staff to converse intelligently independence and self-confidence while tethered to mom or dad. about the students progress toward encampment goals. b. Phase II - The Forming Phase. Encampment is an immersion into the full challenges . . . of cadet life (see section 1b). While the students have 17

DRAFT
experienced the Cadet Program in their home units, the scope of that experience is typically a limited one, whereas encampment is CAPs opportunity to showcase the full breadth of its program to the cadets. Therefore, when Phase II commences upon the students signing their contracts, they will begin learning to be fully cadets. From Many Individuals to One Team. The phase is called the forming phase because the students invariably enter it as a set of individuals struggling to succeed in the intensive military-like cadet environment, and then, as a result of carefully structured experiences they progressively develop self-confidence and a team-oriented perspective, forming a single unit. Also, forming is an appropriate descriptor for each individuals process of becoming a cadet in the fullest sense. Emphasis on Regimentation. Phase IIs instructional content emphasizes the military-like or regimented aspects of the Cadet Program. High standards of appearance and proper wear of the uniform, habitual rendering of customs and courtesies, precision in drill and ceremonies, and teamwork to attain excellence in dormitory skills, are the main instructional points in this phase. Instructors. The flight commander and flight sergeant, supervised and mentored by the training officer, are the primary instructors during this phase. They provide most of the classroom, dormitory, and drill field instruction. They communicate the performance standards and provide feedback to the flight. Duration. Phase II is programmed to end upon the conclusion of the first squadron-level dormitory and uniform inspection, around lunchtime of Day 2 (roughly 48 hours after arrival). In practice though, the regimented aspects of daily life continue throughout the encampment, so in some ways Phase II gradually tapers toward an end versus abruptly halting (see Figure 1). Moreover, some flights will display signs of teamwork, confidence, and enthusiasm quicker than others, thereby making it difficult to pinpoint where each group of students actually turns the corner. For many encampment veterans, watching the flights progress through Phase II and developing into a real team as Phase III begins is the encampments biggest thrill. Rationale. There are many ways to develop leaders. Harvard Business School, for example, develops leaders despite it not immersing students into a regimented environment. CAP chooses to use a regimented, Air Force model of indoctrination (in the best sense of that word) because its Air Force affiliation is part of CAPs core identity, and because the military-style environment is a tremendous draw and motivator for the youth who enroll in the Cadet Program. For an in-depth discussion about training intensity levels in an age-appropriate yet militarystyle setting, CAPP 52-23, Cadet Protection Policy Implementation Guide, is a must read. c. Phase III - The Exploring Phase. Possessing a basic degree of self-discipline and a team-oriented attitude, students are ready to enter a new phase where the goals shift from primarily a leadership focus to an aerospace focus. Again, despite what the schedule says, some flights enter this phase earlier or later than others. When members of the flight have become proficient in encampment skills and developed a sense of team pride or esprit de corps, Phase III has truly begun. Moreover, from a simply human standpoint, many cadets begin encampment with uncertainty and a bit of trepidation, but as they enter Phase III, something sparks within, making them realize that they are not doomed to a week of misery but are having the time of their lives. The Exploration Motif. This phase is called the exploring phase for two reasons. First, the students explore what its like to be part of a good team. Through personal experience they learn the benefits of teamwork, respect for one anothers individual differences, and the virtue of putting service to the team before self. Second, the students explore the aerospace field and its career opportunities. They participate in activities that are unavailable to ordinary youth flying, touring cool aerospace facilities, interacting with military personnel, learning through fun hands-on projects, challenging themselves on obstacle courses, etc. Spontaneous Leadership. The students leadership goals continue, aiming for a higher dimension during Phase III. The goal is for them to transition from a team that operates in response to their superiors directions (i.e.: the flight staff having to motivate them and foster a sense of unity) to a team that becomes more selfdirected, confident, and resilient. Dormitory life provides a good example. In Phase III, we want to see cadets, on their own initiative, creating rack-making teams or boot-shining teams, which demonstrates the independence and creativity in problem solving. When marching to and from events, it is a mark of the flights success as a team if students are seen creating their own jodies or yells to express team pride. Disciplined Pursuit of Goals. As leadership mentors, the cadres and senior staffs role during Phase III is to encourage initiative, creativity, and behaviors that demonstrate a team-focused mindset. Even if the flight exhibits 18
To reiterate a point that is frequently misunderstood, each flight advances through the phases at its own pace. The real world does not always adhere to human plans.

DRAFT
Figure 2.
DAY 1 0600 0615 0630 0645 0700 0715 0730 0745 0800 0815 0830 0845 0900 0915 0930 0945 1000 1015 1030 1045 1100 1115 1130 1145 1200 X1 - Student Reception START: LEARNING PHASE I 1215 1230 1245 1300 1315 1330 1345 1415 1430 1445 1515 1530 1545 1615 1630 1645 1700 1715 1730 1745 1815 1830 1845 1915 1930 1945 2015 X1 - Student Reception X3- Parent Orientation X1 - Student Reception X3- Parent Orientation X2 - Welcome, Overview, & Safety X2 - Welcome, Overview, & Safety C1 - Encampment Contract L1 - Report to Flights START: LEARNING PHASE II X4 - Shakedown L3 - Dormitory Orientation & Prep X4 - Shakedown L3 - Dormitory Orientation & Prep X4 - Shakedown L3 - Dormitory Orientation & Prep L4 - Wingmen & The Warrior Spirit L4 - Wingmen & The Warrior Spirit L5 - Dormitory Inspection #1 (flight level) L6 - Discipline: Your Key to Success L6 - Discipline: Your Key to Success X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner L7 - Teamwork for Performance L7 - Teamwork for Performance L8 - Team Leadership Problem #1 L8 - Team Leadership Problem #1 L8 - Team Leadership Problem #1 X10 -Flight Commanders Time L9 - Guidon Construction DAY 2 X5 - First Call F2 - Daily Calisthenics F2 - Daily Calisthenics X6 - Shower, Dress, & Barracks Prep X6 - Shower, Dress, & Barracks Prep L10 - Group Reveille Formation | X7 - Breakfast X7 - Breakfast X7 - Breakfast X7 - Breakfast L14b - Dormitory & Uniform Corrections L14b - Dormitory & Uniform Corrections L15 - The Leadership Concept L15 - The Leadership Concept L15 - The Leadership Concept L15 - The Leadership Concept F1 - Fit to Fly F1 - Fit to Fly F1 - Fit to Fly X10 - Flight Commanders Time X10 - Flight Commanders Time X8 - Lunch X8 - Lunch X8 - Lunch X8 - Lunch X8 - Lunch L17a - Team Leadership Problem #1 Repeat L17b - Team Leadership Problem #2 L17b - Team Leadership Problem #2 L17b - Team Leadership Problem #2 L17b - Team Leadership Problem #2 C2 - The Core Values C2 - The Core Values C2 - The Core Values C2 - The Core Values A1 - Aerospace Foundations 1 A1 - Aerospace Foundations 1 A1 - Aerospace Foundations 1 A1 - Aerospace Foundations 1 A1 - Aerospace Foundations 1 A1 - Aerospace Foundations 1 X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner L12 - Drill & Ceremonies L12 - Drill & Ceremonies L11 - Group Retreat Formation F3 - Daily Sports / Change to PT Uniform F3 - Daily Sports F3 - Daily Sports F3 - Daily Sports F3 - Daily Sports X11 - Showers / Blister Check X11 - Showers / Blister Check X12 - Personal Time X12 - Personal Time | X14 - Sqdn Training Meeting | X15 - Group Training Meeting | X15 - Group Training Meeting X16 - Cadre Lights Out | X14 - Sqdn Training Meeting | X15 - Group Training Meeting | X15 - Group Training Meeting X16 - Cadre Lights Out X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner L12 - Drill & Ceremonies L12 - Drill & Ceremonies L11 - Group Retreat Formation F3 - Daily Sports / Change to PT Uniform F3 - Daily Sports F3 - Daily Sports F3 - Daily Sports F3 - Daily Sports X11 - Showers / Blister Check X11 - Showers / Blister Check X12 - Personal Time X12 - Personal Time | X14 - Sqdn Training Meeting | X15 - Group Training Meeting | X15 - Group Training Meeting X8 - Lunch X8 - Lunch X8 - Lunch X8 - Lunch X8 - Lunch DAY 3 X5 - First Call F2 - Daily Calisthenics F2 - Daily Calisthenics X6 - Shower, Dress, & Barracks Prep X6 - Shower, Dress, & Barracks Prep L10 - Group Reveille Formation | X7 - Breakfast X7 - Breakfast X7 - Breakfast X7 - Breakfast X6 - (Additional) Barracks Prep L18 - Dormitory & Uniform Inspection #3 (squadron level) END: LEARNING PHASE II START: LEARNING PHASE III

Encampment Learning Phases I & II

Shown here is a suggested schedule for Learning Phases I and II. It is not critical to adhere to the particular start and stop times, but it is essential to adhere as closely as possible to the sequence of events.

L14a - Dormitory & Uniform Inspection #2.1 (flight level) X6 - (Additional) Barracks Prep

L14c - Dormitory & Uniform Inspection #2.2 (flight level) L18 - Dormitory & Uniform Inspection #3 (squadron level)

Schedule one of the encampments most powerful and exciting tours or hands-on activities here, if possible.

Program any Phase III lessons, tours, activities, etc.

X1 - Student Reception X3- Parent Orient. & Departure L17a - Team Leadership Problem #1 Repeat

1400 L1 - Report to Flights L2 - Initial Skills Assessment

Program any Phase III lessons, tours, activities, etc.

1500 X4 - Shakedown L3 - Dormitory Orientation & Prep

1600 L5 - Dormitory Inspection #1 (flight level)

1800 L7 - Teamwork for Performance

1900 L8 - Team Leadership Problem #1

2000 L9 - Guidon Construction 2030 X12 - Personal Time 2045 X12 - Personal Time 2115 2130 2145 2200 X16 - Cadre Lights Out

2100 X13 - Student Lights Out | X14 - Sqdn Training Meeting X13 - Student Lights Out | X14 - Sqdn Training Meeting X13 - Student Lights Out | X14 - Sqdn Training Meeting

19

Activities During Phase I & Phase II Conduct in sequence if at all possible SEQUENCE PHASE CODE ACTIVITY TITLE FORMAT QUIZ DURATION SUGGESTED INSTRUCTOR Senior staff & cadet cadre greeters CC or CDC, C/CC C/CC Cadets only, not for parents Optional for parents, runs concurrent with X2 & C1 May run through / concurrent with L2 May run through / concurrent with L2, L3, X5 May run through / concurrent with L2, L3 May run through / concurrent with L2, X5 Break for flight staff allows debrief with TR on L1 - L3 TR monitors, mentors; flip with L6 if logistics require Follows L6s poor perf. to show need for discipline Good opportunity for C/CC to make first instructional appearance Could possibly skip to give more time to L9 Quickly find & demonstrate several gigs Goal is for students to greatly improve over inspection 2.1 CC or CDS or CDC or TR Flt/CC, Flt/CF Flt/CC, Flt/CF, Sq/CF TR shakedown; Flt/CC, Flt/CF Flt/CC, Flt/CF Sq/CC, Sq/CF Flt/CC, Flt/CF as inspecting party Sq/CC, Sq/CF C/CC, C/CD, or Sq/CC, Sq/CF Initial brief by anyone; Flt Staff control Flt/CC Flt/CC, Flt/CF Flt/CC, Flt/CF as inspecting party Flt/CC, Flt/CF in monitoring role only Flt/CC, Flt/CF as inspecting party Anyone, including guest speakers Base Gym staff, committed athlete Initial brief by anyone; Flt Staff control Initial brief by anyone; Flt Staff control Sq/CC or higher or Senior Staff Sq/CC and Sq/CF inspecting party Flt/CC, Flt/CF Sq/CF Self-lead task; Flt/CC, Flt/CF monitoring C/CC Cadet Cadre monitoring None; individual task None; individual task Cadet Cadre monitoring Flt/CC Cadet Cadre monitoring Flt/CF C/CC Cadet Cadre 30 min total daily 30 min daily No No 30 min daily 30 min daily TR & FlIGHt Staff conduct blister check Flight Staff monitoring Sq/CC C/CC Flight Flight Squadron or Corps Flight Cadet Corps Cadet Corps NA NA Cadet Corps Flight Cadet Corps Flight Cadet Corps Cadet Corps, competing as flights 1 hr daily Flight Flight No Squadron Staff, TRs & guests participate Sq/CC, cadet exec staff, CDC & guests participate Includes time to change into PT uniform Excess time flows into Z8 Personal Time No training shall be conducted, cadets may do Handbooks & Journals Announce daily honor flight(s); daily safety brief; depart for breakfast Adjust duration to fit local needs Students read and work through Cadet Handbook during downtime Students write 100 words or more daily; confidential, only TR may check Adjust duration to fit local needs Activity to be determined by Flt/CC with TR approval Adjust duration to fit local needs Flight to progressively advance through checklist of drill requirements Squadron or Cadet Corps Sqdn or Corps, with flights working independently Competitive; quick review of brief; time to plan & action; no debrief Sqdn or Corps, with flights working independently Competitive; includes time for brief, plan, action, & debrief Any, Squadron suggested Could run half Corps and switch with A1 Capstone event for Learning Phase II; 5-10 min debrief by Flt Staff Wake, personal needs, dress, prep dorm Includes time to assemble, travel, return; plan 20 min actual exercise Squadron or Cadet Corps Flight Flight Flight Flight Flight Squadron or Cadet Corps Squadron or Cadet Corps Flight Squadron or Cadet Corps Flight Flight Flight Flight Individual parents or small groups or other Cadet Corps in full Cadet Corps in full Cadets only, not for parents Individual cadets or small groups as they arrive ECHELON for ACTIVITY NOTES Informal Briefing 30 min 15 min 10 min ea or 1 hr total 15 min 5-10 min ea / 30 min total 3 min ea / 1 hr total 1 hr 30 min 30 min 30 min 45 min 1 hr 15 min 30 min 10 min 35 min 15 min 1 hr 45 min 30 min 1 hr 1 hr 90 min 30 min per flight 15 min daily 20 min daily 30 min daily 10 min daily 45 min daily periodically, hip pocket 10 min daily / hip pocket 1 hr 15 min daily 30 min daily 1 hr 15 min daily 30 min daily 10 min daily Briefing, Task Briefing Task, Briefing Eval & Tutoring No No No Yes No Yes Yes No No No No No No Yes Yes No No Yes Yes No No No No No No No No No No No No No No No Task Briefing & Task Lecture & Task Inspection Lecture Lecture TLP Activity Task Task Lecture & Discussion Lecture & Discussion TLP TLP Lecture & Discussion Lecture & Activity Inspection Task Activity Task Formation Task Task Task Task Activity Task Drill Formation Activity Task Open Conference Conference No No No No No 5 min ea / 1 - 2 hrs total

X1

Student Recption

2a

X2

Welcome, Overview & Safety

2b

C1

Encampment Contract

2c

X3

Parents Orientation

L1

Report to Flights

L2

Initial Skills Assessment

X4

Shakedown

L3

Dormitory Orientation & Prep

L4

Wingmen & The Warrior Spirit

L5

Dormitory Inspection #1

L6

Discipline: Your Key to Success

10

L7

Teamwork for Performance

11

L8

Team Leadership Problem #1

Sqdn or Corps, with flights working independently Competitive; includes time for brief, plan, action, & debrief

12

X10 Flight Commanders Time

13

L9

Guidon Construction

14

L14a Dormitory & Uniform Inspection #2.1 Inspection

16

L14b Dormitory & Uniform Corrections

17

L14c Dormitory & Uniform Inspection #2.2 Inspection

18

L15 The Leadership Concept

19

F1

Fit to Fly

20

L17a Team Leadership Problem #1 Repeat

21

L17b Team Leadership Problem #2

22

C2

The Core Values

23

A1

Aerospace Foundations I - Aviation

Senior member AEO; flt staff for activity Any, Squadron suggested, flts work independently Could run half Corps and switch with C2

24 L18 Dormitory & Uniform Inspection #3 2 Recurring Events in Encampment Daily Life na na X5 First Call

na

na

F2

Daily Calisthenics

na

na

X6

Shower, Dress & Dormitory Prep

na

na

L10 Group Reveille Formation

na

na

X7

Breakfast

na

na

X5

Cadet Handbook

na

na

C6

Cadet Journal

na

na

X8

Lunch

na

na

X10 Flight Commanders Time

na

na

X9

Dinner

na

na

L12 Drill & Ceremonies

na

na

L11

Group Retreat Formation

na

na

F3

Daily Sports

na

na

X11 Showers & Blister Check

na

na

X12 Personal Time (training prohibited)

na

na

X14 Squadron Training Meeting

na

na

X15 Group Training Meeting

Phase III Activities to Schedule as Desired SEQUENCE PHASE CODE ACTIVITY TITLE FORMAT Drill / Evaluation Lecture & Discussion TLP No No No No No Yes Yes No No Yes Any Any, flts working independently Any, flts working independently NA Private conference with each cadet at flight Private conference with each cadre member Flight Any NA Cadet Corps Cadet Corps NA Senior Staff and Cadet Cadre Ought to be completed prior to graduation, if feasible Allow approximately 1 hr to prep cadre, guidons, color guard NA See sections 2.7 & 2.8 Use CAPF 50-5 Use CAPF 50-6 Use local resources; use of DDR activities encouraged Yes No No No No No No No No No No No na na TR Facilitated by handful of senior staff & cadre varies by encamp. size CC, C/CC as key speakers 30 min, plus prep C/CC is commander of troops varies NA 10 min NA 15 min Flt/CC, assisted by Flt/CF, TR 20 min per cadre Cadets superior and TR / CDC 10 min per student Flt/CC and TR as desired NA 1 hr Any; DDR officer suggested 90 min Any adult 1 hr Any adult; DDR officer suggested 2 hrs Any 11 hrs total Any Any 45 min AF officer or senior member AEO or similar Any Make use of local resources 90 min Senior member AEO; flt staff for activity Any, Squadron suggested, flts work independently as desired Any Any Make use of local resources 30 min C/CC and C/CD inspecting party Flight 5-10 min debrief by Flt Staff 30 min Sq/CC and Sq/CF inspecting party Flight 5-10 min debrief by Flt Staff 1 hr Initial brief by anyone; Flt Staff control Initial brief by anyone; Flt Staff control TLP 30 min Yes 1 hr Sq/CC or higher or Senior Staff Squadron or Corps No 5 min ea / 30 min total Flt/CC and Flt/CF Flight QUIZ DURATION SUGGESTED INSTRUCTOR ECHELON for ACTIVITY NOTES Should schedule the evaluation towards the end of Phase III

na

L13 Drill & Ceremonies Final Evaluation

na

L19 Servant Leadership

na

L20a Team Leadership Problem #2 Repeat

Sqdn or Corps, with flights working independently Competitive; quick review of brief; time to plan & action; no debrief Sqdn or Corps, with flights working independently Competitive; includes time for brief, plan, action, & debrief

na

L20b Team Leadership Problem #3

na

L21 Dorm & Uniform Inspection #4 (Sqdn) Inspection

na Any Lecture & Activity Lecture & Discussion Activities Activity Lecture & Discussion Lecture & Activity Activity Social

L22 Dorm & Uniform Inspection #5 (Grp) Inspection

na

L23 Electives: Additional Activities

na

A2

Aerospace Foundations II - Space

na

A3

Military Airpower

na

A4

Aerospace Hands-On, Tours, Flying

na

F4

Team Fitness Challenge

Any; competitive with flights working independently Obstacle course, ropes course, water surival, hike, or anything similar

na

C3

Becoming a Core Values Leader

na

C4

Ethical Decision Making

na

C5

Drug-Free Lifestyle

Phase IV Activities to Schedule as Desired

na

X17 Graduation Picnic / Social

na Conference Conference Task Task Drill & Ceremonies

C7

Individual Cadet Advisories (students) Conference

na

C8

Individual Cadet Advisories (cadre)

na

C9

Flight Advisory

na

X18 Encampment Critique

na

X19 Packing, Clean-Up, Check-Out

na

L24 Graduation Parade

na Task Conference

C10 Graduation Ceremony & C/CC Charge Task

998

X20 Dismissal & Departure

999

X21 Debriefing & Lessons Learned

Can be conducted electronically and/or within 30 days of graduation

Downtime Sample Extension

Quizzes

Figure 3.

SENIOR STAFF

Key to Office Symbols Symbol Office CC Encampment Commander CDC Commandant of Cadets CDS Deputy Commander for Support DO Curriculum & Plans Officer TR Training Officers A-Flt/TR Training Officer, A Flight

A short quiz is associated with each classroom or lecture-type activity. These quizzes are found in the Encampment Cadet Handbook. Allow cadets to work through the quizzes as hip pocket training whenever downtime presents itself. Spot check and review the quizzes during flight commander time, or downtime.

While the encampment schedule is apt to have every moment fully occupied, in reality cadets always experience periodic moments of downtime throughout each day. Time spent waiting in line, on the bus, or transition times between activities are examples of downtime. Cadets should carry their Encampment Cadet Handbook with them at all times and read through it and complete the quizzes and other exercises found there during downtime.

CADET CADRE

Tables of Encampment Activities

C/CC C/CD Sq/CC Sq/CF Flt/CC Flt/CF

Cadet Commander Cadet Deputy Commander Cadet Squadron Commander Cadet First Sergeant Cadet Flight Commander Cadet Flight Sergeant

1-Sq/CC Commander, 1st Squadron 1-Sq/CF First Sergeant, 1st Squadron A-Flt/CC Commander, A Flight A-Flt/CF Flight Sergeant, A Flight

DRAFT

21

DRAFT
MONDAY 0600 0615 0630 0645 0700 0715 0730 0745 0800 0815 0830 0845 0900 0915 0930 0945 1000 1015 1030 1045 1100 1115 1130 1145 1200 1215 1230 1245 1300 1315 1330 1345 1400 1415 1430 1445 1500 1515 1530 1545 1600 1615 1630 1645 1700 1715 1730 1745 1800 1815 1830 1845 1900 1915 1930 1945 2000 2015 2030 2045 2100 2115 2130 2145 2200 X16 - Cadre Lights Out SUNDAY X1 - Student Reception START: LEARNING PHASE I X1 - Student Reception X3- Parent Orientation X1 - Student Reception X3- Parent Orientation X1 - Student Reception X3- Parent Orient. & Departure X2 - Welcome, Overview, & Safety X2 - Welcome, Overview, & Safety C1 - Encampment Contract L1 - Report to Flights START: LEARNING PHASE I L1 - Report to Flights L2 - Initial Skills Assessment X4 - Shakedown L3 - Dormitory Orientation & Prep X4 - Shakedown L3 - Dormitory Orientation & Prep X4 - Shakedown L3 - Dormitory Orientation & Prep X4 - Shakedown L3 - Dormitory Orientation & Prep L4 - Wingmen & The Warrior Spirit L4 - Wingmen & The Warrior Spirit L5 - Dormitory Inspection #1 (flight level) L5 - Dormitory Inspection #1 (flight level) L6 - Discipline: Your Key to Success L6 - Discipline: Your Key to Success X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner L7 - Teamwork for Performance L7 - Teamwork for Performance L7 - Teamwork for Performance L8 - Team Leadership Problem #1 L8 - Team Leadership Problem #1 L8 - Team Leadership Problem #1 L8 - Team Leadership Problem #1 X10 -Flight Commanders Time L9 - Guidon Construction L9 - Guidon Construction X12 - Personal Time X12 - Personal Time X13 - Student Lights Out | X14 - Sqdn Training Meeting | X14 - Sqdn Training Meeting | X15 - Group Training Meeting | X15 - Group Training Meeting X16 - Cadre Lights Out X5 - First Call F2 - Daily Calisthenics F2 - Daily Calisthenics TUESDAY X5 - First Call F2 - Daily Calisthenics F2 - Daily Calisthenics X6 - Shower, Dress, & Barracks Prep X6 - Shower, Dress, & Barracks Prep L10 - Group Reveille Formation | X7 - Breakfast X7 - Breakfast X7 - Breakfast X7 - Breakfast X6 - (Additional) Barracks Prep X6 - (Additional) Barracks Prep L18 - Dormitory & Uniform Inspection #3 (squadron level) L18 - Dormitory & Uniform Inspection #3 (squadron level) END: LEARNING PHASE II START: LEARNING PHASE III WEDNESDAY X5 - First Call F2 - Daily Calisthenics F2 - Daily Calisthenics X6 - Shower, Dress, & Barracks Prep X6 - Shower, Dress, & Barracks Prep L10 - Group Reveille Formation | X7 X7 - Breakfast X7 - Breakfast X7 - Breakfast

Figure 4.

X6 - Shower, Dress, & Barracks Prep X6 - Shower, Dress, & Barracks Prep

SUGGESTED SCHEDULE
It is important to sequence the events of Learning Phase I and II as shown, if logistically possible. Specific times for the various events shown here will vary depending on local needs. Bottom Line: This diagram is offered simply to give encampment leaders a sense of how the different parts of an encampment program might fit together.

L10 - Group Reveille Formation | X7 - Breakfast X7 - Breakfast X7 - Breakfast X7 - Breakfast L14a - Dormitory & Uniform Inspection #2.1 (flight level) L14b - Dormitory & Uniform Corrections L14b - Dormitory & Uniform Corrections L14c - Dormitory & Uniform Inspection #2.2 (flight level) L15 - The Leadership Concept L15 - The Leadership Concept L15 - The Leadership Concept L15 - The Leadership Concept F1 - Fit to Fly F1 - Fit to Fly F1 - Fit to Fly X10 - Flight Commanders Time X10 - Flight Commanders Time X8 - Lunch X8 - Lunch X8 - Lunch X8 - Lunch X8 - Lunch L17a - Team Leadership Problem #1 Repeat L17a - Team Leadership Problem #1 Repeat L17b - Team Leadership Problem #2 L17b - Team Leadership Problem #2 L17b - Team Leadership Problem #2 L17b - Team Leadership Problem #2 C2 - The Core Values C2 - The Core Values C2 - The Core Values C2 - The Core Values A1 - Aerospace Foundations 1 A1 - Aerospace Foundations 1 A1 - Aerospace Foundations 1 A1 - Aerospace Foundations 1 A1 - Aerospace Foundations 1 A1 - Aerospace Foundations 1 X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner L12 - Drill & Ceremonies L12 - Drill & Ceremonies L11 - Group Retreat Formation F3 - Daily Sports / Change to PT Uniform F3 - Daily Sports F3 - Daily Sports F3 - Daily Sports F3 - Daily Sports X11 - Showers / Blister Check X11 - Showers / Blister Check X12 - Personal Time X12 - Personal Time X13 - Student Lights Out | X14 - Sqdn Training Meeting | X14 - Sqdn Training Meeting | X15 - Group Training Meeting | X15 - Group Training Meeting

L20a - Team Leadership Problem #2 R

L20a - Team Leadership Problem #2 R L20b - Team Leadership Problem #3 L20b - Team Leadership Problem #3 L20b - Team Leadership Problem #3 L20b - Team Leadership Problem #3 L19 - Servant Leadership L19 - Servant Leadership

TOURS & LOCAL RESOURCES L23 - Leadership Electives A5 - Aerospace Hands-On, Tours, Flying, etc.

L19 - Servant Leadership L19 - Servant Leadership

L21 - Dormitory Inspection #4 (sqdn le

L21 - Dormitory Inspection #4 (sqdn le

X8 - Lunch X8 - Lunch X8 - Lunch X8 - Lunch X8 - Lunch

X8 - Lunch X8 - Lunch X8 - Lunch X8 - Lunch X8 - Lunch

TOURS & LOCAL RESOURCES L23 - Leadership Electives A4 - Aerospace Hands-On, Tours, Flying, etc.

TOURS & LOCAL RESOURCES L23 - Leadership Electives A4 - Aerospace Hands-On, Tours, Flyin

X10- Flight Commanders Time X10- Flight Commanders Time X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner L12 - Drill & Ceremonies L12 - Drill & Ceremonies L11 - Group Retreat Formation F3 - Daily Sports / Change to PT Uniform F3 - Daily Sports F3 - Daily Sports F3 - Daily Sports F3 - Daily Sports X11 - Showers / Blister Check X11 - Showers / Blister Check X12 - Personal Time X12 - Personal Time X13 - Student Lights Out | X14 - Sqdn Training Meeting | X14 - Sqdn Training Meeting | X15 - Group Training Meeting | X15 - Group Training Meeting X16 - Cadre Lights Out

X10- Flight Commanders Time X10- Flight Commanders Time X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner L12 - Drill & Ceremonies L12 - Drill & Ceremonies L11 - Group Retreat Formation

F3 - Daily Sports / Change to PT Unifor F3 - Daily Sports F3 - Daily Sports F3 - Daily Sports F3 - Daily Sports X11 - Showers / Blister Check X11 - Showers / Blister Check X12 - Personal Time X12 - Personal Time

X13 - Student Lights Out | X14 - Sqdn

| X14 - Sqdn

| X15 - Grou

| X15 - Grou X16 - Cadre Lights Out

22

DRAFT
THURSDAY X5 - First Call F2 - Daily Calisthenics F2 - Daily Calisthenics X6 - Shower, Dress, & Barracks Prep X6 - Shower, Dress, & Barracks Prep - Breakfast L10 - Group Reveille Formation | X7 - Breakfast X7 - Breakfast X7 - Breakfast X7 - Breakfast A2 - Aerospace Foundation II (Space) A2 - Aerospace Foundation II (Space) A2 - Aerospace Foundation II (Space) A2 - Aerospace Foundation II (Space) A2 - Aerospace Foundation II (Space) A2 - Aerospace Foundation II (Space) A3 - Military Airpower A3 - Military Airpower A3 - Military Airpower C5 - Drug-Free Lifestyle C5 - Drug-Free Lifestyle C5 - Drug-Free Lifestyle C5 - Drug-Free Lifestyle X8 - Lunch X8 - Lunch X8 - Lunch X8 - Lunch X8 - Lunch FRIDAY X5 - First Call X6 - Shower, Dress, & Barracks Prep X6 - Shower, Dress, & Barracks Prep X6 - Shower, Dress, & Barracks Prep X6 - Shower, Dress, & Barracks Prep L10 - Group Reveille Formation | X7 - Breakfast X7 - Breakfast X7 - Breakfast X7 - Breakfast L22 - Dormitory & Blues Uniform Insp. #5 (Group) | X10 - Flight CC Time L22 - Dormitory & Blues Uniform Insp. #5 (Group) | X10 - Flight CC Time L22 - Dormitory & Blues Uniform Insp. #5 (Group) | X10 - Flight CC Time C3 - Becoming a Core Values Leader C3 - Becoming a Core Values Leader C3 - Becoming a Core Values Leader C3 - Becoming a Core Values Leader C4 - Ethical Decision Making | C8 - Individual Cadet Advisories (cadre) C4 - Ethical Decision Making | C8- Individual Cadet Advisories (cadre) C4 - Ethical Decision Making | C8 - Individual Cadet Advisories (cadre) C4 - Ethical Decision Making | C8 - Individual Cadet Advisories (cadre) C4 - Ethical Decision Making | C8 - Individual Cadet Advisories (cadre) C4 - Ethical Decision Making | C8 - Individual Cadet Advisories (cadre) X8 - Lunch X8 - Lunch X8 - Lunch X8 - Lunch X8 - Lunch X20 - Dismissal & Departure L24 - Graduation Parade L24 - Graduation Parade C10 - Graduation Ceremony & C/CC Charge C10 - Graduation Ceremony & C/CC Charge C10 - Graduation Ceremony & C/CC Charge C10 - Graduation Ceremony & C/CC Charge X6 - Shower, Dress, & Barracks Prep X6 - Shower, Dress, & Barracks Prep L10 - Group Reveille Formation | X7 - Breakfast X7 - Breakfast X7 - Breakfast X7 - Breakfast X19 - Packing, Clean-Up | C7 - Individual Cadet Advisories X19 - Packing, Clean-Up | C7 - Individual Cadet Advisories X19 - Packing, Clean-Up | C7 - Individual Cadet Advisories X19 - Packing, Clean-Up | C7 - Individual Cadet Advisories X19 - Packing, Clean-Up | C7 - Individual Cadet Advisories X19 - Packing, Clean-Up | C7 - Individual Cadet Advisories C9 - Flight Advisory X18 - Packing, Clean-Up, & Check-Out SATURDAY X5 - First Call

Repeat

Repeat

evel)

evel)

X21 - Debrief & Lessons Learned (possibly a few weeks after graduation)

ng, etc.

TOURS & LOCAL RESOURCES L23 - Leadership Electives A4 - Aerospace Hands-On, Tours, Flying, etc.

TOURS & LOCAL RESOURCES L23 - Leadership Electives A4 - Aerospace Hands-On, Tours, Flying, etc.

X10- Flight Commanders Time X10- Flight Commanders Time X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner X9 - Dinner L13 - Drill & Ceremonies Final Evaluation L13 - Drill & Ceremonies Final Evaluation L11 - Group Retreat Formation F3 - Daily Sports / Change to PT Uniform F3 - Daily Sports F3 - Daily Sports F3 - Daily Sports F3 - Daily Sports X11 - Showers / Blister Check X11 - Showers / Blister Check X12 - Personal Time X12 - Personal Time X13 - Student Lights Out | X14 - Sqdn Training Meeting | X14 - Sqdn Training Meeting | X15 - Group Training Meeting | X15 - Group Training Meeting X16 - Cadre Lights Out X16 - Cadre Lights Out L11 - Group Retreat Formation X17 - Graduation Picnic or Social | X18 Encampment Critiques X17 - Graduation Picnic or Social X17 - Graduation Picnic or Social X17 - Graduation Picnic or Social X17 - Graduation Picnic or Social F4 - Team Fitness Challenge F4 - Team Fitness Challenge F4 - Team Fitness Challenge F4 - Team Fitness Challenge F4 - Team Fitness Challenge F4 - Team Fitness Challenge F4 - Team Fitness Challenge F4 - Team Fitness Challenge Showers / Blister Check Showers / Blister Check X12 - Personal Time X12 - Personal Time X13 - Student Lights Out | X14 - Sqdn Training Meeting | X14 - Sqdn Training Meeting | X15 - Group Training Meeting | X15 - Group Training Meeting

rm

n Training Meeting

n Training Meeting p Training Meeting p Training Meeting

23

DRAFT
signs of spontaneous, self-directed leadership (as discussed above), leadership skills do not simply develop on their own. Left unchecked, the flights motivation can easily spin-off into cockiness, hyperactivity, and excessive hoorah that lacks direction. The cadet cadre should be mindful that motivation is supposed to aim at a meaningful object. The flight staffs challenge during this phase is to channel the students high spirits toward attainment of the encampent goals. Therefore, the students exuberance ought to result in their completing challenging hands-on projects, a newfound seriousness of purpose during tours and guest lectures, higher levels of precision on the drill field, higher standards of performance in uniform and dormitory inspections, evidence of the wingman concept at work in reality, mutual support during fitness activities, a habit of policing one another when momentary instances of misconduct occur, and the like. Discipline is not exuberance but a focus upon ones goals. d. Phase IV - The Concluding Phase. The last phase of training consists of leadership feedback (individually and as a flight), a party or picnic of some kind, the parade, cadet commanders charge, and graduation. As the encampment concludes, Phase IVs goal is twofold. Review of Accomplishments. First, one goal is to summarize or review the students accomplishments during the encampment. The cadet cadre have one final opportunity to develop in the students an intense, positive feeling of accomplishment. They do this by reviewing the encampments goals, as they were first presented to the students on Day One, and telling the story (or prompting the students themselves to tell the story) of how the individuals came together as a team and succeeded throughout many challenges. For this story to be meaningful, it must reference some specific achievements and cite contributions of each individual that caused the flight to be successful. The task is to create in the students minds a link between their self-esteem and a clear knowledge of what they learned. This portion of Phase IV is met through the advisory program (Lesson C7 and C9). Future Opportunities & Challenges. Second, another goal responds to the fact that every new beginning comes from some other beginnings end. What happens next, after the cadets leave encampment and go home? Each student receives personalized leadership feedback from the flight staff and training officer (Lesson C7). The flight as a whole is informed of upcoming CAP opportunities and encouraged to participate. And finally, during graduation, before the assembled corps and their parents, the cadet commander issues a charge to his or her fellow cadets on what challenges face them next in CAP, at school, and in their work in becoming dynamic Americans and aerospace leaders (Lesson C10). Timing. Ideally, Phase IV begins upon the completion of Lesson L22, the final group-level dormitory, uniform, and verbal academic inspection, and of course ends as the cadets depart for home. Logistical realities govern the timing of Phase IV, but most encampments will allocate the final half-day before departure and the morning of the final day to this phase. Dismissal Procedures. See sections 2.8 and 2.9 for guidance on the procedures for releasing cadets to make the trip home.

24

DRAFT

PART 4 STAFF ORGANIZATION

4.1
Encampment & The Incident Command System

Organizational Structure

ICS is recognized as the standard, on-scene management approach in several fields. However, it is not suitable for encampments. The main reason for this is because the cadet cadre exists to develop cadets leadership skills. The lineand-staff method, common to business and the military, is best suited to the task of introducing young leaders to basic organizational principles. In contrast, ICS is an advanced system that values efficiency, inter-operability, and management by objectives.

The encampment is a Group-sized organization in all but the smallest wings encampments, where the encampment may operate as a squadron. Accordingly, a Cadet Training Group (CTG) is comprised of two or more squadrons. A Cadet Training Squadron (CTS) consists of two or more flights. Encampments will operate using the traditional, military-style line and staff organizational model, similar to what is depicted in Figure 5 below; an incident command system model is not authorized for encampments. a. Staff Selection Authority. The encampment commander selects the senior staff, and with the advice of the commandant, the top cadet cadre. The cadet commander normally selects the mid- to lower-level members of the cadet cadre, subject to the commandants approval, or alternatively, the cadet cadre could be selected by a board of seniors and cadet officers from across the wing (or region). Within each flight, the flight commander selects from among the flights students a guide, element leaders, and assistant element leaders, with the approval of the training officer. b. Adult Leader to Cadet Ratios. The primary adult leader who has the most direct contact with the cadets and functions in loco parentis is the training officer. While the support staff and part-time volunteers are indispensible, for purposes of ensuring adequate adult supervision of cadets, the number of full-time training officers is the key metric. Full-time seniors are those who are on-site throughout the encampment, with allowances for occasional free time spent in town and a small amount of time spent in a dual hat support role.

Figure 5.

REGION or WING COMMANDER

ENCAMPMENT ORGANIZATIONAL CHART

REGION or WING DIRECTOR of CADET PROGRAMS (often serves on senior staff) Encampment non-participants Encampment participants ENCAMPMENT COMMANDER

SAFETY OFFICER CHIEF TRAINING OFFICER optional

COMMANDANT of CADETS CURRICULUM & PLANS OFFICER optional

DEPUTY COMMANDER for SUPPORT

CADET COMMANDER CADET DEPUTY COMMANDER SR. TRAINING OFFICER optional CADET SQUADRON COMMANDER CADET FIRST SGT TRAINING OFFICER ASST. TRAINING OFFICER optional CADET FLIGHT COMMANDER CADET FLIGHT SERGEANT CADET GUIDE ADVANCED TRAINING FLIGHT optional Cadets bracketed by the gray field are in student (non-cadre) roles CADET ELEMENT LEADER CADET ASSISTANT ELEMENT LEADER CADET STUDENTS Senior Staff are shown in RED TEXT Cadets are shown in BLUE TEXT CADET EXECUTIVE OFFICER optional CADET SUPPORT STAFF as needed ADMINISTRATION FINANCE INFORMATION TECH. LOGISTICS PUBLIC AFFAIRS SERVICES SENIOR SUPPORT STAFF as needed possibly dual-hat or part-time ADMINISTRATION FINANCE INFORMATION TECH. LOGISTICS PUBLIC AFFAIRS SERVICES

25

DRAFT
The encampment must provide at least one full-time training officer per flight. The ideal maximum cadet to training officer ratio is 18:1. When large flights are used (ie: flights of more than 18 cadets), it is recommended that a squadron-level senior training officer or an assistant training officer be available to keep the adult to cadet ratio manageable. Further, encampments should have senior members of both genders on staff. Typically, female cadets are the minority, and while in no way limiting their full and active participation, the encampment should endeavor to have 1 female senior member (who can serve in any staff role) available for every 18 female cadets. Note that these standards of adult supervision exceed those normally required by CAPR 52-10. The heightened standard is necessary due to the encampments duration, high tempo of intensive activities, and tendency to attract the younger and less-experienced cadets. c. Organizational Design Considerations. In a hometown CAP cadet or composite squadron, there is no standard, one-size-fits-all design for the cadet structure (see CAPP 52-15, 1.3). The organizational design fluctuates as the cadets collectively advance in grade, age-out of the program, and new batches of recruits enter the squadron. This systems perspective applies to encampments, too. Accordingly, the encampments organizational design should depend upon three factors. First, the number of cadets participating is a factor. Mathematically, it is difficult to justify using a groupsize design with fewer than 50 students. Second, the grades of the likely members of the cadet cadre are another consideration, especially in small wings where it is easy to have top heavy or bottom heavy years, necessitating some tailor-made adjustments to the usual structure in response to that years demographics. Third, the needs of the hometown squadrons also warrant consideration. (Recall that one of the encampments purposes is to serve the wings overall Cadet Program and the cadet and composite squadrons; see section 1d). From a big-picture perspective, it may be desirable to engineer ways for each hometown squadron to have at least one cadet serving on the encampments cadet cadre so as to help struggling squadrons grow. The wing director of cadet programs and encampment commander ought to discuss these strategic considerations before the encampment commander decides on the encampments overall organizational structure. d. Flight Size. Flights normally consist of 12 to 20 students. That guideline is often the biggest factor in determining if the encampment will be formed as a squadron or group. In striving to fulfill the leadership and character goals of the encampment program, it is more important that the flights be right-sized than to stand-up the requisite four flights needed to organize as a group with two squadrons.

4.2

Cadet Cadre Selection Exercise

In an ideal world the cadet cadre will be selected several weeks prior to encampment during a comprehensive cadre selection exercise. Through a program of resume submissions, interviews, a test of academic knowledge, performance during team leadership problems, and demonstration of practical skills in drill, fitness, public speaking, and the like, an encampment not only completes the administrative task of selecting cadets for the various cadre positions, but offers those NCOs and cadet officers a learning opportunity. A cadre selection exercise contributes to one of the encampment programs goal areas for each cadre member as an individual to develop leadership skills (see section 1.1). Some best practices to consider in cadre selection exercises include: Advertise the cadre selection exercise well in advance and conduct it concurrent with another major cadet activity so that participation is as logistically painless as possible. Require that cadet cadre applications be endorsed by the cadets unit commander.

Compare candidates using standardized criteria that matches the demands of the position they are applying for. Run all flight sergeant candidates through the same basic interview questions, drill problems, uniform inspection, and test of academic knowledge, for example. Use a different set of criteria for officer-level positions. The encampment commander and commandant should be the two primary leaders involved in interviewing and selecting the cadet executive cadre, though additional leaders could also be included. Involve cadet officers in operating the practical selection exercises and interview boards for the midand lower-level cadre positions. The cadet officers performance in managing a series of drill and ceremony exer26

DRAFT
cises for NCO applicants, for example, can serve as an evaluation item for themselves, too. Provide meaningful feedback throughout the exercise so that cadets can maximize their learning. Offer constructive criticism of the cadets resume and performance during interviews, for example. View the selection exercise as a series of teachable moments, not a mere personnel process. If an in-person selection exercise is not logistically feasible, consider conducting interviews via web cams and still requiring cadets to submit resumes. After selecting and announcing the cadet cadre, use the remaining weeks leading up to encampment to train the cadre how to fulfill their duty responsibilities. Make clear to the cadets that maintaining their status as cadre depends upon their continuing to lead by example; any personal misconduct in or out of CAP could jeopardize their encampment position.

4.3

Position Descriptions

Outlined below are position descriptions for the senior staff and cadet cadre. Each encampment may customize these descriptions to meet its needs; regard the outlines below as starting points. a. Encampment Commander. Appointed by the wing or region commander to direct the overall encampment program, under the supervision of the director of cadet programs. This positions major functional areas include: Overall attainment of the encampment programs mission and vision Recruitment, selection, and management of the encampment staff Budgeting and supervision of finances Liaison with the host facility Ensuring that the encampment operates in compliance with all CAP policies Supervision of and ultimate responsibility for the safety, fair treatment, and morale of all participants Representing CAP to the public, the media, service providers, and cadets parents

b. Deputy Encampment Commander for Support. Provides for the encampments logistical, financial, and administrative needs. Supervises the encampment support staff. This positions major functional areas include: Budget preparation, purchasing, and bookkeeping Coordination of ground transportation, including obtaining vans from the wing or its subordinate units Coordination of aircraft and pilots for orientation flights, in cooperation with the wing operations staff Liaison with the host facility and coordination of billeting, dining, classroom, and related needs Processing of encampment applications Coordination of military support authorizations, personnel authorizations, and other items Dissemination of welcome letters, equipment lists, and/or maintenance of the encampment website Management of intra-encampment communication systems (cell phone rosters, radio networks) Media relations and publicity to internal CAP audiences and cadets parents

c. Commandant of Cadets. Supervises the overall encampment curriculum, cadet training, and leadership and discipline of the cadet corps. Supervises the cadet cadre and is the principal mentor for the cadet executive cadre. This positions major functional areas include: Overall attainment of the encampments learning goals for the cadet corps Selection of the cadet executive cadre (and possibly squadron commanders), in cooperation with the

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encampment commander Approval of the cadet cadre selections, in cooperation with the cadet commander Design (or supervision of) the encampment curriculum Ensuring CAP instructors and host agencies are prepared to lead cadet training activities Supervision and mentoring of the training officers Supervision of the safety, fair treatment, and morale of all cadets Monitoring of the cadet cadres leadership methods and ensuring that cadets are not hazed

Approval of cadet standard operating procedures (dormitory standards, inspections, rules governing daily life, etc.) d. Safety Officer (to be added)

e. Curriculum & Plans Officer (optional). Manages the encampments instructional content. While the position itself is optional, the related job tasks are obviously essential and therefore need to be assigned to someone on the senior staff. This positions major functional areas include: Investigating opportunities for tours, guest speakers, use of training facilities, etc., at the host facility Programming the curriculum so that the encampment fulfills the minimum required content

Developing a plan of instruction for the encampment commanders approval, and coordinating with the host facility and/or outside agencies for tours, guest speakers, classroom facilities, etc. Developing and maintaining the encampment schedule, and verifying guest speakers participation and tour hosts readiness a day or two in advance. Selecting and preparing instructors (senior staff, cadre, or guests) for required courses; monitoring courses to ensure the students attain the learning objectives. Facilitating the student, cadre, and staff end of encampment critique process. f. Training Officers. Formerly known as tactical officers, training officers are assigned to each flight at an encampment. Training officers are CAP senior members who are the cadets first-line adult leaders. They also fulfill a critical role as mentors to the cadets, particularly the flight staff. Assistant training officers are assigned as available. Senior training officers are also assigned as available, and serve at the squadron level and supervise flight-level training officers. In large encampments, a chief training officer supervises the full team of training officers and provides guidance and mentoring to newcomers. This positions major functional areas include: Ensuring the cadets safety, health and well-being

PRACTICAL REQUIREMENTS OF TRAINING OFFICERS Whats really involved in being a training officer? The position is among the most rewarding experiences in all of CAP, but it might not be for everyone. What are some of the practical requirements potential training officers should understand before volunteering to serve? a general desire to be around cadets and to help them grow long days: 5:30am to 10pm is common

wearing the uniform throughout encampment lots of walking and being on your feet lots of time spent outdoors in the sun driving CAP vans loaded with cadets checking cadets feet for blisters

a patient attitude and willingness to accept a certain amount of hurry up and wait

Observation, training, mentoring, and evaluation of the flight staff Observation, training, and evaluation of students Ensuring that the encampments curriculum and learning goals are progressing as expected

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Personal counseling of cadets, as necessary Responsible stewardship of CAP resources and the host facility

f. Cadet Cadre. Each cadet cadre position is discussed in depth in CAPP 52-15, Cadet Staff Handbook. The position descriptions found there should be used as the starting point for encampment-specific position descriptions. To be added

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PART 5 INSPECTION PROGRAMS

5.1 Purpose of the Inspection Program

Dormitory and uniform inspections test cadets ability to live in a challenging military-style environment, their teamwork skills, and the teams overall esprit de corps. The program also (re-)motivates cadets in these instructional areas. Consequently, inspections are high stakesactivities marked by elevated (but carefully managed) stress levels and standards of military bearing. Daily inspections are learning tools, with the majority of the learning taking place not during the inspection itself but in the preparation for it.

5.2

Inspection Program Guidelines

The following guidelines govern how encampments structure their inspection program. Note that three inspections are programmed into the standardized Phase II curriculum. Inspections also continue during Phase III. a. Progression. Inspections begin at the flight level, then progress to the squadron level, and conclude at the group level. There are 3 flight-level inspections, 2 or 3 squadron-level inspections (depending upon encampment duration), and 1 group level inspection. As the inspection echelon increases, so too should the cadets performance. b. Team-Focus. Individual performance is important, but the learning goal is primarily team-oriented. Accordingly, the inspection focuses upon the teamwork involved in the cadets ordering their living quarters. c. Inspection Party. Inspection is an inherrent function of command. Accordingly, encampments will not create a permanent inspection party, sometimes called standardization and evaluation teams. In a cadet environment, the cadets youth and the relatively short duration of the encampment necessitates their receiving as much individualized attention as possible. Flight and squadron commanders are best positioned to provide that personalized mentoring and therefore they lead the inspection party, not a stan/eval team. d. Format. Dormitory inspections are always to be stand-by inspections, with the students physically present and standing-by their bunks (or whatever placement is deemed best). Cadets are inspected as flights. With squadron and group inspections, the inspection party will devote an equal amount of time to each flight. Flights that are awaiting inspection or awaiting the next activity, should use that downtime for meaningful activity (ie: working on cadet handbooks, cadet journals, drill, or hip-pocket training). e. Standardized Scoring. Encampments will adopt a single scorecard to be used during each inspection. This practice provides for a single, consistent measurement of cadet performance. If the flight is developing into a team as expected, it will score progressively higher marks on the standardized inspection scorecard. Further, the cadre should receive detailed training on how to score cadets properly and consistently so that there is a degree of uniformity. See Attachment 4 for a suggested scorecard. f. Learning vs. Maintenance. While cadets will need to clean their dormitory and perform simple upkeep, the inspection program is not intended as an exercise in the janitorial and sanitary arts. Again, the goal is to teach teamwork, not to make the floor clean enough to eat from.

5.3

Inspections Team Focus

What does it mean for the inspection program to have a team focus? The encampment is obliging cadets to live together, to work and learn together, and to find creative solutions around the interpersonal stresses that such an environment naturally produces. The sample scorecard shown in Attachment 4 illustrates the preference in measuring teamwork more than individual accomplishment. a. Areas of Collaboration. The evidence of teamwork is found in the team attending to its common areas as much as each individuals living space. Attention to detail in identifying areas that need standardization, and then carrying-out that standardization across the whole flight, is another sign of teamwork. Efficient time man-

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agement, coupled with a division of labor and perhaps specialization is another indicator. For example, perhaps two cadets working together can make beds better and faster than individuals working alone, and perhaps one cadet has a natural gift for shining shoes and therefore does nothing but that task. Those are some of the areas a well-designed inspection program focuses upon, not on finding the cadet posessing the best janitorial skills. b. Clustering of Individual Scores. In a team environment where everyone is working together and playing to their strengths, the gap between the lowest-performing individual and the highest-performing should be narrow. Put another way, if one cadets area is stunningly perfect and anothers is a horrible mess, that wide gap in performance indicates a lack of teamwork.

5.4

Inspection Procedures & Methods

a. Report-In. Subordinate unit commanders report to and greet the inspecting party upon the partys arrival at the units quarters. Wings that follow the tradition of the unit commander presenting a white glove to the inspecting party as a sign of confidence are encouraged to continue that practice during the final inspection. b. On-Deck Cadets. Cadets in the on deck position (ie: a few mintues from their turn), stand at parade rest, until the inspection party enters their area. Local leaders fine-tune this rule to fit local circumstances. c. Inspection Party Size. The inspection party should be limited to 3 cadre and a training officer or other senior staff member. A larger party can convey an undesirable gang feeling and unhelpfully crowds the area. Subordinate commanders can observe the inspection by trailing the inspection party, coming up behind it as it works through the flight. d. Respectful Practices. Inspectors are viewing and handling cadets personal property, so the work of the inspecting party requires that they show respect to the students and their belongings. The inspectors will intentionally disturb the original order of a cadets belongings, if discovered to be out of place or improperly prepared, so as to call attention to the problem. They tug at bed linens, nudge shoes and small items out of position, and carefully move uniform garments to the bed, as they discover deficiencies. When doing this, the inspector verbally explains the reason for each deficiency. Inspectors do NOT throw cadets belongings, drop them onto the floor, or roughly handle any items. In respect for personal dignity, they do not touch cadets undergarments or toiletries, only verbally calling attention to any deficiencies with those items. In readying for their work as an inspection party, the raining officer should remind the cadet cadre that eagerness to trash a room and enthusiasm to accumulate a record number of deficiencies are signs of immaturity and unprofessionalism. e. Thou / It Distinction. The inspectors verbal remarks always focus on inanimate objects, not on the cadets person. For example, These hospital corners are too loose correctly speaks of things. In contrast, Cadet Curry, youre terrible at making hospital corners improperly speaks of Cadet Curry as a person. Training officers will intervene and correct cadre who misstep in this area. f. Teaching Opportunities. During flight-level inspections, the inspection party is encouraged to take a conversational, show-and-tell approach to their work. For example, an inspector might summon a cadet to the head of the bed, point to the pillow and ask, This pillow is not set properly, do you know why? After the cadet answers, the inspector might follow-up with, Correct. Now let me see you set that pillow properly... Better now that pillow is set right, or alternatively, No, that pillow still does not meet the standard. Watch this... See? g. Scope of Inspection. In choosing areas to inspect, the inspection party needs to be mindful that inspections are not games of Gotcha! Checking for dust in a flashlights battery compartment is a silly example of ultra-janitorialism that does not accomplish a meaningful objective. h. Opportunity for Praise. A discerning inspection party can always find something that deserves complimenting. In contrast to the priciple of criticizing inanimate object (see section 5a above), cadre are encouraged to personalize their praising of cadets. Cadet Curry, youve come a long way since the last inspection. Great job with the bunk! is an appropriate, positive reference to Cadet Curry as a person.

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DRAFT 5.5 Training Intensity & Stress Management During Inspections

Again, inspections ought to be high-stakes events accompanied by a moderate degree of anxiety due to the cadets desire to perform well. Also, military bearing in particular is on display, so the cadets precision in holding the position of attention and careful observance of military customs and courtesies is under close scrutiny. Consequently, in the early days of encampment especially, perhaps 10 to 20 percent of the students will struggle to manage their stress during the intense inspection process. a. Individual Considerations. Cadre and training officers should be mindful of the age, grade, and relative experience of each individual cadet they inspect. Assessing these individual considerations can be problematic because sometimes low-ranking, younger cadets cope better than the oldest cadets in the flight. b. Effects of Deficiencies. Because the object of the inspection program is to test the cadets teamwork skills and (re-)motivate them in the overall area of military-type skills, the quantity of deficiencies an inspection party cites is a function of each cadets training needs. Put another way, the object is not to precisely score each cadets performance and account for each and every gig. Citing 12 gigs is counter-productive when 5 deficiencies provides sufficient motivation to a struggling cadet, prompting him or her to pay closer attention to detail or ask roommates for help. In contrast, an older, self-confident cadet with several stripes can show resilience in the face of 12 deficiencies and may need such scrutiny to motivate him or her to get beyond complacency. c. Two-Deep Adult Leadership. As mentioned earlier, one training officer serves on the inspection party and accompanies the cadre at all times. A second training officer (perhaps the training officer for the sister flight awaiting its turn) should monitor the cadets who are a few steps ahead of the inspecting party. Cadets typically experience stress as they await the inspecting party an excessively stressed cadet who happens to be last in line for inspection could require an intervention well before the inspecting party arrives. d. Interventions for Excessively-Stressed Cadets. All members of the inspection party are responsible for monitoring students for signs of excessive stress. The wingman safety system also has a part to play in identifying excessively-stressed cadets. Physical symptoms of excess stress are obvious enough: hyperventilating, tears, tremors, anguished facial expressions, verbal complaints of feeling faint, etc. The training officer is responsible for intervening as needed to support excessively-stressed cadets. Interventions should take a progressive approach when possible, though acute signs of high stress warrant a more direct approach. The following guidelines, ordered from least to the greatest degree of adult support, offer a framework for progressive intervention. 1. The training officer places his or her reassuring hand on the cadets shoulder and offers a few quiet words of encouragement. 2. The training officer directs the cadet to stand at ease, places his or her reassuring hand on the cadets shoulder, leads the cadet through a mindfulness exercise (a suggested relaxation technique is described in Learn to Lead, chapter 2), and shortly thereafter, challenges the cadet to resume the inspection. When necessary, the training officer may direct the inspection party to move on to another room / element, and return to the stressed cadet just prior to concluding the units inspection. Obviously, there are practical matters of logistics and time management in play. 3. The training officer directs the cadet to take a seat, or to take a relaxing short walk down the hall or outside for fresh air, while quietly talking with the cadet to generate feelings of calmness and control. In extreme cases, the training officer excuses the cadet from the inspection, and a senior staff member physically remains with the cadet and counsels him or her. Someone on the senior staff, perhaps a chaplain, is apt to be known for having the best bedside manner with cadets. Encampment commanders are encouraged to identify that individual at the outset of encampment and designate him or her to serve in the lead capacity when a cadet requires special handling.

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PART 6 AWARD PROGRAMS

To generate a healthy spirit of competition and to motivate all cadets to strive for their personal best, encampments will want to adopt some kind of awards program. Some best practices to consider include the following:

6.1

Honor Flight

a. Concept. This award is typically presented on a daily basis, and at graduation to the most outstanding flight overall. Regarding the award criteria, the structured curriculum naturally suggests a handful of possible objective and subjective evaluation items. Whatever criteria is used, it should be consistently applied and known to all. Suggested criteria include: Uniform and dormitory inspection scores Team Leadership Problem victories Team sports victories Spot checks of cadets academic knowledge Being on time for and conduct during classes and tours Overall esprit de corps (subjective judgment) 20% 20% 20% 10% 10% 20%

b. Means of Recognition. A good way to recognize the honor flight is by awarding it a guidon streamer. As a daily program, honor flight could be announced during reveille formation, based on the previous days activities. The honor flight of the day should have the privilege of being first in line for all activities and meals. At graduation, when the overall honor flight is announced, each member of that flight could receive an award certificate or have their graduation certificate specially annotated to indicate their honor flight status.

6.1

Individual Awards

a. Honor Cadet. The intent of this award is to recognize the most outstanding student in each flight. A mix of objective and subjective criteria might be used, including inspection scores, quiz averages, and overall attitude and leadership ability. A certificate, plaque, or trophy presented at graduation would be an appropriate means of recognition. The flight staff should select the recipient, with the training officer holding veto authority. b. Most Improved Cadet. The intent of this award is to recognize the student who has grown the most in terms of self-confidence, attitude, and resilience. The winner of this type of award is probably best determined by subjective judgment. A certificate, plaque, or trophy presented at graduation would be an appropriate means of recognition. The flight staff should select the recipient, with the training officer holding veto authority. c. Most Outstanding Cadet NCO. The intent of this award is to recognize the most outstanding NCO serving on the cadre. Professionalism, performance as a mentor and role model, and the respect accorded to the cadet by his or her subordinates, peers, and superiors, are possible areas to consider when selecting the winner. A certificate, plaque, or trophy presented at graduation would be an appropriate means of recognition. Each squadron commander could nominate one cadre NCO, with the final selection being made by the cadet commander, with the commandant holding veto authority. d. Most Outstanding Cadet Officer. The intent of this award is to recognize the most outstanding cadet officer serving on the cadre. Professionalism, performance as a mentor and role model, and the respect accorded to the cadet by his or her subordinates, peers, and superiors, are possible areas to consider when selecting the winner. A certificate, plaque, or trophy presented at graduation would be an appropriate means of recognition. The cadet executive cadre could nominate a winner, but the final selection should be made by the commandant, who could bestow the award on one a member of the executive cadre, if desired.

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e. Most Outstanding Mentor. The encampment belongs to the cadets, but without overshadowing their accomplishments, the cadet cadre could recognize the senior member whom they regard as the most outstanding mentor, with the encampment commander holding veto authority. A certificate, plaque, or trophy presented at graduation would be an appropriate means of recognition. f. Other Award Opportunities. The number of individual awards presented could vary based on the encampment size. For example, if flights are large (say, 18 or more cadets) a couple distinguished graduate awards could be presented within each flight in lieu of a single honor cadet award. Alternatively, encampments might consider presenting special awards for academic excellence, physical fitness, and emerging leadership. In short, each encampment needs to find the right balance in terms of award quantity and type for its size.

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To Be Added Later
Attachment 1 Attachment 2 Attachment 3 Attachment 4 Cadets Critique Form Seniors Critique Form Safety Checklist Inspection Scorecard

Cadet Cadre position descriptions Lesson Plans (online)

Double-check all cross-references, everywhere.

35

Encampent is the #1 CAP cadet activity in terms of total participation. Encampment attendance correlates with cadet retention cadets who go to encampment are more likely to renew than those who do not attend. Moreover, there has been considerable disparity regarding the encampment program in the 52 wings across the nation. These facts demonstrate the need for a consistent, well-articulated nationwide standard for encampment programs. The Cadet Encampment Guide aims to fill that gap. It provides a framework for encampment operations, defines the curriculum, and sets a single standard for graduates, while still allowing commanders the flexibility they need to adapt the program to their local situation. This new curriculum integrates Learn to Leads subject matter into the encampment program. Additionally, the encampments aerospace block emphasizes science, technology, engineering, and math (STEM) lessons and career explorations.

TODAYS CADETS: TOMORROWS AEROSPACE LEADERS

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4 OCT 12

CAPP 52-25 MARCH 2013

CADET ENCAMPMENT HANDBOOK

CIVIL AIR PATROL CADET PROGRAMS

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4 OCT 12

CAPP 52-25 CADET ENCAMPMENT HANDBOOK

PART 1 WELCOME TO ENCAMPMENT PART 2 L101 L102 L103 L104 L105 L106 L107 L108 PART 3 A101 A102 A103 A104 A105 A106 A107 PART 4 H 101 H 102 H 103 H 104 LEADERSHIP & CHARACTER KNOWLEDGE Core Values The Cadet Oath The Warrior Spirit Discipline An Idea of Leadership Servant Leadership Teamwork Leadership Wisdom AEROSPACE KNOWLEDGE Military Aircraft Aerospace Careers Basic Anatomy of an Aircraft Basic Anatomy of an Instrument Panel A Day Without Space Aerospace Power Poem

10 12 14 16 18 20 23 26

28 37 38 39 40 42 44

CAP HISTORY & CADET LORE CAPs WWII History CAP Trivia Comic The Cadet Programs Aerospace Pioneers H 105 Alumni of Honor PART 5 DDR KNOWLEDGE D 101 Cool Anti-Drug Ad Campaigns

46 48 49 50 52

54

Some Rights Reserved. Copyright 2013 by Civil Air Patrol. This work is licensed under the Creative Commons Attribution, Non-Commercial, No Derivative Works 3.0 United States License. For details see creativecommons.org Much of this handbook is excerpted from CAPs Learn to Lead series. See those volumes at capmembers.com/L2L for the academic citations underpinning this handbooks teachings.

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4 OCT 12 PART

MARCH 2013

WELCOME to ENCAMPMENT

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4 OCT 12

WELCOME to ENCAMPMENT
Encampment challenges you. It pushes you so youll grow. Are you self-disciplined? Can you lead? Can you truly work as a team? These are some of the questions the staff will be helping you to answer for yourself as you participate in awesome, hands-on activities and tours. Specifically, our goal is to inspire you to develop leadership skills, learn about aviation, space, and technology, commit to a habit of regular exercise, and live the Core Values. As cadets of the U.S. Air Force Auxiliary, your training will emphasize not only leadership and character but fitness and STEM (science, technology, engineering, and math) as you explore career opportunities in those areas and so much more. Welcome, and SEMPER VIGILANS ! Graduation Requirements To graduate and earn the Encampment Ribbon, you must participate actively for at least 80% of the encampment program, adhere to the Core Values, and complete all academic assignments to the satisfaction of the encampment staff. If you voluntarily depart for home early (except for a serious health issue or family hardship) or are expelled for discipinary reasons, you do not graduate and do not earn the Encampment Ribbon. (See CAPP 52-24 for specifics.) 2

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4 OCT 12

People to Help You Cadets Support Cadets. You do not face encampments challenges alone. As discussed on pages 14-15, your wingman will help you with daily encampment life, and your element leader will, too. Your flight is supposed to function as a team, so look to your flight mates for support. If your fellow students lack the experience or know-how, turn to your flight staff the flight sergeant, flight commander, and training officer(s) for guidance. Support from Adults. Know that the training officer is the adult leader available to you if youre struggling with something that you dont want to discuss with another cadet. You can see your training officer any time that you need to, and at some encampments, a chaplain may also be available. Safety If you see something that does not look safe to you, speak up! Any cadet may sound the Air Force command, KNOCK IT OFF if he or she thinks someone might get hurt. When you hear knock it off, immediately stop what you are doing and await further instructions. Safety is serious business. No one wants to get hurt, and if someone is injured, the team might not complete its mission. Pay special attention to what your wingman is doing and how he or she looks or feels because you have a special duty to keep your wingman safe. 3

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4 OCT 12

The MILITARY-STYLE TRAINING ENVIRONMENT

Encampment life is a regimented life. Youll be challenged by a carefully designed, age-appropriate, military-style training environment. Surveys show that the opportunity to thrive in a strict, Air Force-like setting is among the top reasons young people become cadets. What its Like. Encampments emphasis on military bearing, saluting, and discipline is ratched up a few notches than what youre used to at ordinary squadron-level cadet activities. Therefore, you will sometimes feel stressed. You will hear commands issued more emphatically and more loudly than usual. You will feel a sense of urgency to follow orders and complete your duties. Staff will sometimes lean into your personal space, strongly make eye contact, and challenge you to exceed their expectations. Feelings of Doubt. Early in the (Top) The Air Force Academy is famous encampment, you may feel overfor its strict discipline. (Bottom) CAP whelmed and wonder, What am I cadets experience a similar, but ageappropriate, style of training. doing here? Im not sure if encampment is right for me. These feelings are normal. Thousands of cadets have struggled in the first few days of encampment, only to surprise themselves by their tenacity. They hang in there. They turn to their wingman and leaders for support. Before long, theyre succeeding. Before long, theyre having an awesome time. On graduation day, the cadets who had wondered if they would give up admit that they wish encampment would never end.

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4 OCT 12

Hazing is Prohibited. While the military-style training environment challenges you, CAP does not tolerate hazing. You will never be belittled, made fun of, called names, swore at, hit, or physically intimidated. The cadet cadre are servant leaders who set high standards, but are not bullies. Respect is a Core Value. No one will get in your face and scream at you. No one will dishonor your dignity as a person. No one can force you to do something your conscience tells you is morally wrong. If you experience any of these marks of hazing or see a fellow cadet being hazed, see your training officer right away.
(Above) There are challenges to conquer at encampment. (Left) And a lot of friends and fun.

KEEP CALM UNDER PRESSURE

Scientists say that your bodys nervous system can not be calm and in crisis mode at the same time. By practicing relaxation techniques, you can fool your body such that stress hormones stop firing and a relaxed feeling takes over. One way to do this is through controlled breathing. While standing at attention, focus your mind on your breathing. Feel your chest rise and fall, and try to think of nothing else. Keep your knees loose dont lock them! Perhaps outside thoughts may intrude, but just ignore them 10 times in 10 seconds if you have to. The goal is to turn-off the thoughts racing through your mind so that you can slow down, give your mind a rest, and regain a measure of calmness. 5

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4 OCT 12

The CHAIN of COMMAND

ENCAMPMENT COMMANDER

Fill-in the blanks with the grade and name of each person in your chain of command.
COMMANDANT of CADETS

TRAINING OFFICER(s) Senior members are in RED, cadets are in BLUE.

CADET COMMANDER

SQUADRON COMMANDER

Name of Squadron:

FIRST SERGEANT

FLIGHT COMMANDER

Name of Flight:

FLIGHT SERGEANT

ELEMENT LEADER

WINGMAN

YOU
6

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4 OCT 12 KNOWLEDGE WORK & MEMORY WORK

KNOWLEDGE WORK & MEMORY WORK

At the start of each section of this handbook, youll see a blue box like this one. Learning objectives are listed inside those boxes. Your leaders could hold you responsible for knowing that (or selected) material by a certain time. Use this table to keep track of those assignments. Be ready for oral quizzes on those knowledge and memorization items.

TASK 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

DESCRIPTION: Section number, page number

DAY DUE

TIME DUE

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4 OCT 12

CIVIL AIR PATROL UNITED STATES AIR FORCE AUXILIARY CADET ENCAMPMENT CONTRACT

I, Cadet , CAP, have come to encampment to experience the full range of opportunities and challenges available in the CAP Cadet Program. I understand that encampment offers me a chance to develop leadership skills, learn about aviation, space, and technology, demonstrate my commitment to physical fitness, and live the Core Values.

I understand that to accomplish those goals the encampment is run in a strict, military-like training environment, and I pledge to: consistently display a high INITIALS level of self-discipline, military bearing, and military customs and courtesies. maintain my quarters and INITIALS personal gear in a constant state of readiness for inspection. be open to new experiences INITIALS and actively participate in all classes, tours, activities, academic assignments, and calisthenics and sports in a setting that will have me rising for First Call at HRS., turning-in for Taps at HRS., and shall grant me little to no access to cell phones or the Web. obey all CAP rules and regulaINITIALS tions in fact and spirit, and to cooperate with the cadets and seniors who are appointed to lead, train, and assist me. help my fellow cadets succeed INITIALS as I put service to my team before myself.

I accept encampments challenges and pledge to meet them with my very best effort. I am ready to train and I hereby request admittance to my Flight.

CADET

FLIGHT COMMANDER

TRAINING OFFICER

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2 LEADERSHIP & CHARACTER KNOWLEDGE

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L 101 THE CORE VALUES

Name the four Core Values. Give examples of how each Core Value applies to you as a cadet.

The warrior spirit comes down to doing the right thing. But what is that thing? Which values should we give priority to so that our lives are honorable? Borrowing from the Air Force, CAP has identified four Core Values to guide every cadet and officer. The Core Values are the price of admission to CAP. What are Core Values? The Core Values are the four basic qualities CAP expects all members to display at all times: Integrity First, Volunteer Service, Excellence in All We Do, and Respect. They are to guide how we live and perform CAP missions. Our success in everything we do hinges on how well we embrace the Core Values. An individuals character can affect the teams success. List every great quality you want to see in a cadet or in a leader. Put the list aside, and when you come back to it you will think of even more great qualities to add. It would be impossible for even one hundred Core Values to describe the rich traditions of cadet life. Our four values represent the fundamentals and are easy to remember. They are like road signs giving us basic directions on our journey. To truly embrace the Core Values, we need to consider what each one means: THE CORE VALUES EXPLAINED Integrity First. Integrity is the willingness to do what is right, even when no one is looking. Think of it is a moral compass or inner voice guiding your every decision. People of integrity are honest and morally courageous. They can be counted on to fulfill their responsibilities, even in difficult circumstances. They dont blame others for their mistakes, and they dont take credit for someone elses work. Integrity is the cornerstone of military service. 10

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Volunteer Service. This Core Value teaches us that the needs of the team and of the people we help take priority over our individual wants and desires. To put it even more simply, Volunteer Service is about selflessness. Its the difference between giving and taking. This Core Value is especially important because CAP is entrusted with performing life-saving missions. Volunteer Service is also evident when experienced cadets mentor and train new cadets. Excellence in All We Do. Being a cadet means you value Excellence. No matter what challenge is facing you, you will give it your best effort. If you value Excellence, you demonstrate teamwork and know that teams accomplish more than individuals do. Moreover, to display this Core Value, you must make a commitment to continuous selfimprovement you must study, train, and work to better yourself and fulfill your potential in every aspect of your life. Respect. The Core Value of Respect challenges cadets to defend human dignity. People who are respectful treat others as they would like to be treated. They are polite and kind. They assume their friends and even strangers act in good faith, so they give them the benefit of the doubt. Likewise, a respectful person understands that each individual is unique and accepts them for who they are, in a spirit of tolerance.

INTEGRITY

VOLUNTEER SERVICE

EXCELLENCE

An Anti-Drug Ethic
RESPECT To really live the Core Values, you have to be drug-free. Integrity . . . because drug use is against the law. Excellence . . . because drugs slow you down. And Self-Respect . . . because drugs can poison you. SEE PAGES 54-57 FOR UNFILTERED FACTS ABOUT DRUGS.

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L 102 THE CADET OATH

Recite the Cadet Oath from memory. Explain what each phrase in the Cadet Oath means, in your own words.

An oath is a solemn promise. Oaths are usually made in public and involve promises that serve a public good. When you swear an oath, you put your personal honor and reputation on the line. When someone has a serious responsibility to fulfill, we need to hear them acknowledge the importance of their duties. When you testify in court, you swear to tell the truth. When the president assumes office, he or she swears an THE CADET OATH oath. Members of the military swear an oath when they enlist or are commissioned. Likewise, CAP cadets have an oath of their own. Take a close look at the Cadet Oath: I pledge that I will serve faithfully in the Civil Air Patrol Cadet Program and that I will attend meetings regularly participate actively in unit activities obey my officers wear my uniform properly

I pledge that I will and advance my education and training rapidly serve faithfully in the to prepare myself to be of service Civil Air Patrol Cadet Program ... Being to my community, state, and nation. faithful means being true and doing what you say you will do. In this first line of the oath, you are saying that you understand what you are getting yourself into by joining CAP, and that you are freely choosing to become a cadet. ... and that I will attend meetings regularly, ... While you may need to miss a few meetings once in a while due to other commitments, you pledge to attend squadron meetings on a regular basis. ... participate actively in unit activities, ... You promise to be enthusiastic about what cadets do. Youre joining CAP because you are looking forward to great activities, and naturally you intend to take part in them. 12

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... obey my officers, ... Here you acknowledge you dont have all the answers. You realize there are people who have more experience than you, and youll follow their guidance. You promise to listen to your leaders. But if an officer were to tell you to do something morally wrong, you would not have to obey him. ... wear my uniform properly ... There is a right way and a wrong way to wear the uniform. Recognizing this, you promise to represent CAP and the US Air Force well by always looking sharp in uniform. Because the cadet uniform is similar to the Air Force uniform, you know you have a special obligation to live up to the ideals it represents. ... and advance my education and training rapidly ... The word cadet can be defined as a young person in training to become a leader. Therefore, a cadets primary job is to learn how to lead. In the Cadet Oath you promise to take that duty seriously. ... to prepare myself to be of service to my community, state, and nation. CAP is a volunteer organization whose main purpose is community service. Everything we do is altruistic, meaning that it is for the benefit of others, not ourselves personally. By participating in cadet activities, you gain from those experiences, but the overall goal is to build yourself into a responsible citizen, so America benefits too. America needs leaders who look out for the needs of the community, not their own selfish desires.
(Left) Young men and women swear their Oath of Enlistment as they enter the Air Force. (Right) New cadets swear their Cadet Oath as they enter CAP.

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GOALS

L 103 THE WARRIOR SPIRIT

Explain what the warrior spirit is. Name your wingman and explain what you might do to help him or her.

The warrior spirit is a condition of the heart. The Air Force describes it as tough-mindedness and tireless motivation. A warrior is someone whose strong character enables him or her to make sacrifices for the team and achieve long-term goals. Warriors defend something valuable their personal honor. Having a warrior spirit means that you make a promise to yourself that you will not lie, cheat, or steal, even if everyone else commits those wrongs. Why does the warrior spirit matter? Like a muscle, the warrior spirit grows stronger as you exercise it. By overcoming small challenges in your daily life, you strengthen your character so that when something unnerving happens to you one day, youll be ready for it emotionally and spiritually. Some of the benefits of striving for a warrior spirit include: Clear Conscience. Break promises and soon youll see yourself as being a liar. Guilt will weigh you down. Having a warrior spirit means your conscience is clear. Youll enjoy freedom from shame and embarrassment and youll take pride in your actions. Good Reputation. People who display a warrior spirit build good reputations. They earn trust and respect by

(Right, Bottom) Elite Air Force pararescuemen rappel from a helicopter in Iraq. (Right, Top) A cadet conquers a rock wall at encampment. Both images illustrate the warrior spirit.

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doing the right thing, and their leaders take note. A good reputation opens doors that are closed to people whose sense of honor is questionable. Environment of Trust and Respect. If you and the people around you display the warrior spirit, you will be creating an environment of trust and respect. This translates into a life that is less stressful and more rewarding. Friendships will be stronger. You and the people in your circle will be more successful because the warrior spirit is motivating everyone to do their best.

RELY ON YOUR WINGMAN

Inspired by a warrior spirit, youre charging hard at what you do. Youll need someone you can trust to watch over you. Who helps you look after your physical, mental, and spiritual fitness? Your wingman. In fighter pilot jargon, a wingman flies next to you in combat. In everyday life, a wingman is a friend who helps you make good decisions. Its the Air Force version of the buddy system. "The wingman is absolutely indispensable, according to the legendary fighter ace, Gabby Gabreski. I look after my wingman, he looks after me. We work together. We fight together. Pair up with another cadet. Be each others wingman.

(Above) Ace Gabby Gabreski and a P41D Thunderbolt similar to his own.

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L 104 DISCIPLINE

Recite the definition of discipline from memory. Name four things you can do to develop your self-discipline.

Discipline can be traced to the word disciple, which is a person who follows his or her teachers instructions. Discipline is enables you to act right and achieve the right goals. Self-discipline can be defined as the ability to direct your thoughts, emotions, and actions toward a meaningful purpose. In short, selfdiscipline is willpower. It is a deep sense of commitment to a standard of excellence. If you do not control your emotions, your emotions will control you. Self-disciplined leaders think before they act. They choose to resist sudden impulses. They stay cool and collected, even in stressful situations. In short, their discipline grants them freedom, the liberty to accomplish their goals.

FOUR PRACTICAL STEPS to DEVELOP SELF-DISCIPLINE Watch Yourself. Are you working toward your goals, or are you distracted? To be self-disciplined, you have to watch yourself constantly. Are you catching yourself doing the right things, or are you too often catching yourself succumbing to temptations? Learning to stand at attention builds selfdiscipline. You have to stay immobile. You cant talk. You have to keep your posture just right. You cant fidget. You cant let the fact that your flight sergeant is standing right in front of you and looking you in the eye be a distraction. And so you have to watch yourself and be careful to keep your mind in control of your behavior.

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Excitement vs. Determination. If you simply focus your mind and your energy will you automatically reach your goals? Probably not. Excitement is good for short bursts of energy to get you started, but it takes perseverance to reach big goals. Disciplined people have a habit of focusing on short-term goals along their way to a bigger goal. Earning the Spaatz Award takes more than excitement, it takes determination. At first, most cadets have the enthusiasm to earn the Spaatz, but that excitement wears down and isnt strong enough to carry them the 3 or 4 years to Spaatz. But if a C/Amn focuses on making C/A1C, then C/SrA, and so on, that cadet has a better chance of reaching C/Col because those intermediate goals lend themselves to discipline and determination. (Opposite) This Air Force MTI has Take encampment one day at a time, one class or one the self-discipline to look someone hour at a time, and youll make it to graduation. Tenacity. Real winners never quit. Thats tenacity, the ability to keep going despite obstacles and frustrations.
in the eye without cracking a smile. How about you? (Below) Theres only one way to wear the uniform: the right way. A disciplined cadet looks this sharp every day.

If you tackle an obstacle course during encampment or if your flight bombs its first big inspection, youll have an opportunity to show tenacity. On an obstacle course, maybe The Wall will seem too much for you. Will you keep trying, or just give up? If your flight fails an inspection today, does that mean youll fail tomorrow? Celebrate Success. A good way to develop discipline is through positive reinforcement. When youve caught yourself doing things right for a while, give yourself a round of applause. Treat yourself. At encampent, youll see this with the daily Honor Flight awards. Those awards recognize the flights that are performing great and they encourage the flight to keep going. A little bit of recognition or granting yourself a personal treat of some kind helps you keep going.

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L 105 An IDEA of LEADERSHIP

Recite from memory the Air Force definition of leadership.

The Air Force defines leadership as: The art and science of influencing and directing people to accomplish the assigned mission. THE ART AND SCIENCE... Leadership is an art because it requires imagination and creative skill. No two leaders approach a challenge exactly alike there are usually several right answers to a leadership problem. Further, leaders bring their unique personality to their work and express themselves as individuals. Because how a leader acts is a matter of style and personal judgment, leadership is an art. But leadership is also a science because it is an academic subject requiring careful study, observation, and experimentation. Much of what we know about leadership is rooted in social sciences like psychology, political science, and sociology that try to use the scientific method to study why people behave as they do. Scholars look for cause and effect in leadership the same way scientists analyze chemical reactions. As an art, leadership gives leaders freedom to express themselves. As a science, leadership demands that leaders think before they act. OF INFLUENCING AND DIRECTING PEOPLE A mechanic works with screwdrivers and wrenches. An accountant works with numbers. But a leader works with people. Leaders find a way to affect people, to get them to do something. A leader may try to shape how the team thinks so its members see the world in 18

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a new way. Or a leader may appeal to emotions in hopes that teammates change how they feel toward something. And in some cases, a leader may simply tell someone to do something, relying on pure authority. But in the end, leaders care mostly about changing behavior. They try to shape someones thoughts or feelings so that that person goes and does something. TO ACCOMPLISH THE ASSIGNED MISSION. What is that something the leader wants their people to do? The mission. The mission is the reason why the team exists. When expressed in broad strokes, a mission defines the teams longterm goal. Googles mission is to "organize the worlds information. Apples is to spearhead the digital revolution. Although these slogans lack detail, the mission statements explain in simple words what those companies aim to do. Missions can be small in scope, too. Lead the cadets safely through a compass course, is a mission a cadet NCO might be assigned one afternoon. Accomplishing the mission is the leaders biggest responsibility.
(Left) As an art and science, leadership requires study. Youve gotta think to lead well. (Right, Top) Influencing and directing people means you need good communication skills, like this Army NCO speaking to a cadet group. (Right, Bottom) The leaders ultimate goal is to accomplish the mission, like this ground team is doing.

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L 106 SERVANT LEADERSHIP

Leadership is not about controlling people, but serving them. This is one of the core beliefs of a philosophy known as servant leadership. Servant leadership is when the leader sees himself or herself primarily as the teams servant. The goal of servant leadership is to enhance the growth of individuals in the organization and increase teamwork and personal involvement. Consider this perspective:

Explain what servant leadership means, in your own words. Explain how George Washington showed servant leadership.

"The servant-leader is servant first It begins with the natural feeling that one wants to SERVE, to serve first. Then a [willful choice] brings one to aspire to lead... That person is sharply different from one who is a LEADER first, perhaps because of the need to [fulfill] an unusual power drive or to acquire material possesions It is easy for new leaders to become arrogant, to show off their rank and delight in bossing people around. (Do people who are full of themselves inspire you or turn you off?) So much of what we think we know about leadership is based on old concepts of power, not on the leaders potential to help individual people and the team succeed. Servant leadership, then, is the new leaders vaccine against becoming self-centered or a bully. It focuses the new leader on the teams needs.
(Top) A cadet uses the firemans carry to help a wounded teammate, exemplifying servant leadership. (Bottom) Making subordinates carry you about in a sedan chair is the opposite of servant leadership the seated man ought to be serving the team.

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EXAMPLES OF SERVANT LEADERSHIP For example, an NCO informed by the idea of servant leadership will not use his or her rank to take a position first in line to eat, but rather will eat only after the team has been fed. The airmen come first. When conducting a uniform inspection, the servant-leaders goal will be to help each individual meet CAPs high standards, not try to intimidate the airmen or play gotcha. Servant leadership is not about a personal quest for power, prestige, or material rewards. Christianity gives us a classic example of servant leadership that leaders from all backgrounds can appreciate. Jesus tells the apostles, You know that among the Gentiles those whom they recognize as their rulers lord it over them, and their great ones are tyrants over them. But it is not so among you [the apostles]; but whoever wishes to become great among you must be your servant, and whoever wishes to be first among you must be slave of all. Mark 10:42-45, NRSV SERVANT LEADERSHIP IN THE MILITARY The military, with its top-down hierarchy and chain of command could possibly emphasize rank too much. Pulling rank is often seen as a lazy, immature, and counterproductive way to lead. A proper reading of the NCO Creed and the Core Values will show that servant leadership is the way to go. Therefore, servant leadership, and the idea of caring which it is built upon, is a natural fit for the Air Force. Caring bonds us together, according to a former Chief Master (Top) Jesus washing the disciples feet is one of the classic examples of leader as serSergeant of the Air Force. When vant. (Bottom) Teaching and mentoring, like caring is lacking mission failure is this NCO coaching the airman shooter, are a very real possibility.
examples of servant leadership in action.

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SERVANT LEADERSHIP IN ACTION THE LEADER, THE WORKER, & THE BYSTANDER Picture a country road leading through a wilderness to a river. A dozen soldiers are trying to build a bridge, but there are not enough men for the job. Its 1776 and the Revolutionary War is underway. Now comes on a beautiful stallion an impressive, serious looking man. There is something powerful about the way he carries himself. He commands respect. You dont have enough men for the job, do you? asks the man on horseback. No, we dont, answers the lieutenant in charge of the work detail. The men will need more help if we are to finish the bridge on time. I see, replies the man on horseback. Well, why arent you helping them? You are just standing back and watching them work. That, sir, is because I am an officer! snaps the lieutenant. I lead, I dont do. Indeed. The man on horseback then dismounts, tosses aside his cap, and rolls up his sleeves. He labors with the men under the hot sun for several hours until at last, drenched in sweat, he proclaims the job done. Lieutenant, says the man as he mounts his horse and prepares to depart, Y CAN BE EVERYBOD the next time you have too much work and not enough men, the next time you N A C Y D O are too important or high ranking or B Y ER BECAUSE EV proud to work, send for the Commander in Chief and I will come again. It was General Washington.

GREAT SERVE.

(Top) George Washington possessed so much moral authority because he was humble and a real servant leader. (Bottom) You dont need a lot of leadership training to become great. According to Rev. Dr. Martin Luther King, all you need is a willingness to serve.

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L 107 TEAMWORK
A team is a collection of individuals who are committed to working together to achieve a common goal. Lets take a closer look at what makes a team a team.

Name the four attributes of teamwork. Name the four qualities of team players. Name the four stages in the team life cycle.

Team Diversity. Because a team is comprised of individuals, everyone on the team is unique and brings their own special talents and personality. Great teams use individuals special skills to their advantage. One persons strength helps overcome another persons weakness. Team Leadership. By being so committed to working together, team members look to one another not just to their boss for leadership. They pass information to each other, encourage fellow teammates, and solve problems together, rather than waiting for the leaders directions. Team Spirit. One thing that makes being on a great team special is team spirit. Teammates feel something deep down connecting them to the team. The best teams become like extended families. This sense of team spirit is important because it builds trust, making team members eager to cooperate and not afraid of making compromises as they work together. Team Power. Great teams defy the laws of math, making 2+2=5. They produce synergy, the idea that by working together they can achieve more than each individual could on their own.

(Top) The Avengers are a great team partly because each member is unique. Their diversity makes them well-rounded and capable of meeting any challenge. (Bottom) Working together, these seven airmen can handle the huge flag, but on their own, as individuals, not one of them could do the job. Thats synergy.

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QUALITIES OF GOOD TEAM PLAYERS Now we know what a team is. But what does it take to become part of a team? Outlined below are four characteristics of good team members. Self-Discipline. Teams rely on their members to direct and control their own actions. Effective team members possess a self-discipline that makes them dependable. They have the discipline to follow directions. They come to the team ready to make a contribution. Selflessness. Teamwork always requires sacrifice. A willingness to put the teams needs ahead of your own is the price of admission onto any great team. Selflessness also requires team members to cooperate. They must be willing to help one another and the leader complete the teams work. Enthusiasm. If one member of the team has a positive attitude, that sunny outlook will spread to the other members of the team. Enthusiasm is contagious. Take responsibility for your own enthusiasm. Recognize that positive people are positive because they choose to be that way. Loyalty. None of these traits matter if you give up on the team, or even worse, betray the team or its leader. A team member must be loyal faithful to the people on the team, supportive of its leader, and committed to the teams mission. Loyalty is a power that holds the person to the team in good times and bad.

(Top) The heroes of 9/11s Flight 93 displayed incredible selflessness in forcing that hijacked airliner down, even though the crash would cost them their lives. (Bottom) Could anyone hope for a teammate more loyal than a military working dog?

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THE TEAMS LIFE CYCLE Whats it take to transform a bunch of people into a unified team? Teams typically pass through four stages before becoming effective. Stage 1. Forming. When a group first comes together, theyre in chaos. Everyone is pointed in a different direction. People may not know what to expect. That uncertainty makes some fearful. And having not yet invested time or energy in the team, its members are apt to have a limited commitment to its success. Stage 2. Storming. As the team begins to take shape, individuals personalities begin to show themselves. People struggle to assert their personal needs and goals. Some may battle for attention. As these competing personalities and individual needs clash, team members come into conflict with one another. At this early stage, the team lacks the trust necessary to truly work in unison. 2 Forming Stage 3. Norming. Now the team is coming into its own. The leaders standards gain acceptance by the team and the team members themselves set standards about how the team will work together. Because the uncertainty of the forming stage and the conflict of the storming stage is dying down, people feel more secure. They become more committed to the mission and one another. Stage 4. Performing. At last the group has truly become a team. 3 Norming Performing is the stage at which the team is at its best. After what was probably a rocky start, the team is now entirely focused on the teams goal. Although theres always room for improvement, here the team is fine-tuning its ability to work together. The underlying fundamentals are in place for the team to succeed and reach its full potential. Team leaders need to be aware of the forming, storming, norming, and performing principle of team dynamics so they can provide the right support at the right time.

1 Storming

4 Performing

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GOALS

L 108 LEADERSHIP WISDOM

Recite from memory 1 quote from each column and explain what it means in your own words.

Be the change you want to see in the world.

GANDHI

There is no limit to what a man can do or where he can go, if he doesn't mind who gets the credit."
RONALD REAGAN

Few men are willing to brave . . . the wrath of their society. Moral courage is a rarer commodity than bravery in battle.
ROBERT F. KENNEDY

Each person must live their life as a model for others.

ROSA PARKS

A leader is a dealer in hope.

NAPOLEON

Being powerful is like being a lady. If you have to tell people you are, you arent.
MARGARET THATCHER

He who is greatest among you shall be your servant. Thats the new definition of greatness.
MARTIN LUTHER KING JR.

Above all, do not lie to yourself.

FYODOR DOSTOEVSKY

To educate a person in mind and not in morals is to educate a menace to society.

THEODORE ROOSEVELT

The vocation of every man and woman is to serve other people.

LEO TOLSTOY

Leaders aren't born, they are made. And theyare made just like anything else, through hard work.
VINCE LOMBARDI

There are no secrets to success. It is the result of preparation, hard work, and learning from failure.
COLIN POWELL

I dont mind being called tough... Its the tough guys who lead the survivors.
GEN. CURTIS LEMAY, USAF

I am not interested in power for power's sake, but I'm interested in power that is moral, that is right, and that is good.
MARTIN LUTHER KING JR.

You got to be very careful if you don't know where you're going, because you might not get there.
YOGI BERRA

The medals dont mean anything and the glory doesnt last. Its all about your happiness.
JACKIE JOYNER-KERSEE

Only those who will risk going too far can possibly find out how far one can go.
T.S. ELIOT

Only the man who knows how to obey can understand what it is to command and give orders when the spears are coming at him and his time to lead has come.
SOPHOCLES

Two roads diverged in a wood, and I I took the one less traveled by, And that has made all the difference.
ROBERT FROST

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3 AEROSPACE KNOWLEDGE

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A 101 MILITARY AIRCRAFT

Military aircraft are known by a mix of letters and numbers that indicate the aircrafts type and its role. J J J

Given an alpha-numeric designation, state that aircrafts mission. When shown any of the aircraft photos below, identify the aircrafts alpha-numeric designation, nickname, and role.

Prefix letter(s) indicate the mission or type of aircraft The number indicates the specific make and model The suffix indicates a major design change in the series
For example, the F-15E is a fighter, model 15, fifth major design change (the first model being the A model).

A Attack Attacks ground targets, usually in close air support of ground troops B Bomber Attacks ground targets by dropping bombs C Cargo Airlifts materiel and/or personnel E Electronic Denies electronic spectrum to the enemy and protects US forces use of the spectrum F Fighter Attacks other aircraft to win air supremacy

R Reconnaissance Obtains information about an enemy S Anti-Submarine Finds, tracks, and attacks submarines from the air T Trainer Trains pilots, navigators, & other aircrew U Utility Performs several general purpose roles (The U-2s designation is misleading; it is a reconnaissance aircraft) Vx Staff Transport Airlift of high-level military and government officials (1st prefix only)

Hx Search & Rescue Locates and recovers isolated personnel (first prefix only)

xH Helicopter Rotary wing aircraft (2nd prefix only)

K Tanker Provides in-flight refueling for other aircraft Mx Multi-Mission Performs a number of missions, usually of a special operations nature (1st prefix only) O Observation Observes & reports tactical information P Maritime Patrol Operates for long durations in anti-submarine, anti-shipping, and search roles Q Unmanned Operates without an onboard aircrew

xV VTOL Fixed-wing aircraft that have vertical takeoff and landing capability (2nd prefix only)
W Weather Supplies timely and accurate meterological information X Experimental Aircraft that include new technologies and are not yet proven in flight Y Prototype The first model(s) of an aircraft, which are used for testing purposes

Multi-Letter Designation. Some aircraft have two letters in their designation, indicating that they perform multiple roles. The first letter represents the primary function. Examples:

AC-130 KC-135 FB-111 RF-4 28

An attack aircraft that is based on the C-130 cargo aircraft A tanker aircraft that also can perform a cargo mission A fighter aircraft that also functioned as a bomber (retired) A fighter aircraft with cameras for reconnaissance instead of missiles or boms (the RF-4 is retired)

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of the U.S. AIR FORCE

A-10 Thunderbolt II or Warthog

Flying low and slow, Hog pilots like to be close to their work. The highly-armored A-10 is an air-to-ground specialist, a tank-killer wielding a fearsome 7-barrell Gatling gun. Weapons: 16,00 lbs of Crew: 1 rockets, bombs, & missiles Speed: 420 mph Entered Service: 1977 Ceiling: 45,000 feet

B-1B Lancer or Bone

Built for the Cold War, the B-1 is a long range conventional or nuclear bomber. Its swept wings allow it to fly supersonic even at treetop level. Crew: 4 Speed: 900 mph+ Ceiling: 30,000 feet+ Weapons: 75,00 lbs of bombs Entered Service: 1986

B-2 Spirit or Stealth Bomber

Stealth technology makes the B-2 nearly invisible on radar. The Spirit can penetrate the most sophisticated enemy defenses and threaten the highest value targets. Crew: 2 pilots Max Speed: High subsonic Max Ceiling: 50,000 feet+ Weapons: Conventional or nuclear weapons Entered Service: 1989

B-52 Stratofortress or Buff

Conceived as a long-range nuclear bomber, the Buff has evolved since 1954. Today its capable of strategic bombing, flying close-air support, or launching cruise missiles. Crew: 5 Speed: 650 mph Ceiling: 50,000 feet+ Weapons: 70,000 lbs of bombs, mines, or cruise missiles Entered Service: 1954

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C-5 Galaxy
The Air Forces largest aircraft, the Galaxy can airlifit huge quantities of troops, supplies, or even other aircraft. With aerial refueling, its range is limited only by crew endurance. Crew: 7 Max Speed: 500 mph+ Max Cargo: 270,000 lbs Range: 6,300 miles without refueling Entered Service: 1969

C-17 Globemaster III

The C-17 is the Air Forces newest and most flexible airlifter. It can deliver heavy cargo to small, austere airfields, drop paratroops, and evacuate the wounded. Crew: 3 Max Speed: 450 mph Max Cargo: 170,000 lbs Range: 5,200 miles without refueling In Service Since: 1993

C-130 Hercules & EC-130 HC-130 MC-130 OC-130 WC-130

In its purest form, the 130 provides tactical airlift. It can also conduct electronic warfare, weather operations, close air support, clandestine operations, refueling, and more. Range: 1,500 miles Crew: Varies without refueling Max Speed: 370 mph+ In Service Since: 1959 Max Cargo: 42,000 lbs

KC-10 Extender
The Extender is an advanced tanker and cargo aircraft. Its specialty is aerial refueling of fighters while airlifting the fighters support personnel and supplies. Crew: 4 Max Speed: 620 mph Max Fuel: 356,000 lbs Airframe: Boeing DC-10 In Service Since: 1981

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KC-135 Stratotanker ALSO: OC-135 RC-135 WC-135

For more than 50 years, the KC-135 has been Americas dominant tanker. The 135 is also used as an airborne command post, for reconnaissance, and in weather missions.

Crew: Varies Max Speed: 530 mph Max Fuel: 200,000 lbs

Airframe: Boeing 707 In Service Since: 1956

E-3 Sentry or AWACS

The E-3 is an airborne warning and control system, or AWACS. It provides an accurate, real-time picture of the battle space and advance warning of enemy actions. Crew: 4 aviators plus 13-19 mission specialists Cruise: 360 mph Distinguishing Feature: Rotating radar dome In Service Since: 1978

E-4B National Airborne Operations Ctr.

The E-4B serves as the National Airborne Operations Center for the president. In a national emergency, the E-4B acts as a command and control center for US forces. Crew: Up to 112 Max Speed: 600 mph In Service Since: 1980 Key Fact: At least one E-4B is always on alert.

E-8C Joint STARS

The E-8C is the Joint Surveillance Target Attack Radar System. It provides ground surveillance to help warfighters target and attack efforts. Crew: 4 aircrew, plus 15 AF and 3 Army specialists Payload: Electronic equipment and crew Airframe: Boeing 707 Max Speed: 590 mph In Service Since: 1997

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F-15 Eagle F-15E Strike Eagle

The F-15 is an all-weather tactical fighter for gaining and maintaining air supremacy. The E-model, Strike Eagle, performs ground-to-air as well as air-to-air missions. In Service Since: 1975, 1989 Crew: 1; Strike Eagle: 2 Of Note: Worlds best 4th Max Speed: Mach 2.5+ generation fighter, dominatCeiling: 65,000 ft ing the 1970s-2000s.

F-16 Falcon or Fighting Falcon

The F-16 is a relatively small, compact, highlymaneuverable, low-cost fighter. It has grown beyond its air-to-air mission to become a multi-role fighter. In Service Since: 1979 Crew: Usually 1 Of Note: The Air Force Max Speed: Mach 2.0+ Thunderbirds fly the F-16 Ceiling: 50,000 ft+ because it is so agile.

F-22 Raptor
Combining stealth, supercruise, maneuverability, and integrated avionics, the F-22 is the worlds most lethal 5th generation fighter. Raptors fly air-to-air and air-to-ground missions. In Service Since: 2005 Crew: 1 Key Fact: Supercruise Max Speed: Mach 2.0+ allows it to fly Mach 1+ Ceiling: 50,000 ft+ without afterburners.

F-35 Lightning II or Joint Strike Fighter

The F-35 is planned to replace the A-10, A/V-8, F-15, F-16, and F/A-18 as NATOs allpurpose ground attack, reconnaissance, and air defense stealth fighter. Not yet in service. Crew: 1 Variants: B-model has VTOL for Marines; C-model Max Speed: Mach 1.8+ is carrier-based Armament: Air-to-air and air-to-ground weapons

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HH-60G Pave Hawk

One of the few helicopters in the Air Force inventory, the Pave Hawk flies in hostile environments with Air Force pararescuemen to recover isolated personnel. Crew: 2 pilots, 1 flight engineer, 1 gunner Max Speed: 185 mph Ceiling: 14,000 ft Range: 500 miles In Service Since: 1982 Key Fact: Highly modified Army Black Hawk

MQ-1B Predator
The Predator is a long-endurance, unmanned aircraft system. Its primary mission is close air support and ISR - intelligence, surveillance, and reconnaissance. Crew: 2 remote (pilot & sensor operator) Max Speed: 135 mph Ceiling: 25,000 ft In Service Since: 2005 Armament: Two laserguided AGM-114 Hellfire missiles

MQ-9 Reaper
The Reaper is a long-endurance, unmanned aircraft system. Its primary mission is close air support and ISR intelligence, surveillance, and reconnaissance. Crew: 2 remote (pilot & sensor operator) Max Speed: 235 mph Ceiling: 50,000 ft In Service Since: 2007 Armament: AGM-114 Hellfire missiles, GBU-12 Paveway II bombs and more

T-6A Texan II
The Texan is a single-engine, two-seat, primary trainer used to train Air Force and Navy pilots. After graduating, most Texan pilots move on to the T-1A or T-38. Crew: 2 (pilot & instructor) Max Speed: 320 mph Ceiling: 31,000 ft In Service Since: 2000 Airframe: Raytheons Beech /Pilatus PC-9 Mk 11.

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T-38 Talon
The Talon is a twin-engine, high-altitude, supersonic jet trainer used to train figher pilots. It has aerobatics, formation, night, instrument, and cross-country capability. Crew: 2 (pilot in front with instructor pilot aft) Max Speed: Mach 1.1 Ceiling: 55,000 ft+ In Service Since: 1961

U-2S Dragonlady
The U-2 is a high-altitude, all-weather surveillance and reconnaissance aircraft. The U-2s photos of Soviet missiles in Cuba touched-off the Cuban Missile Crisis of 1962. Of Note: During landing, a Crew: 1 second pilot chases the Max Speed: 410 mph+ U-2 in a sportscar, radioing Ceiling: 70,000 ft+ instructions to the pilot. In Service Since: 1956

UH-1N Iroquois or Huey

The UH-1 is an extremely versatile and successful light-lift helicopter used by all four armed services. It can fly airlift, evacuation, close air support, and other missions. Crew: 2 or 3 Max Speed: 150 mph Ceiling: 15,000 ft Airframe: Bell 212 In Service Since: 1959

VC-25 Air Force One

The VC-25s mission is to provide secure transport and support to the President. This modified Boeing 747 is arguably the most recognizable aircraft in the world. Crew: 26 Passengers: 102 max Max Speed: 630 mph Airframe: Boeing 747-200 In Service Since: 1990 (present model)

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of the CIVIL AIR PATROL

C-172 Skyhawk
With over 43,000 delivered, the Skyhawk is the best-selling, most-flown airplane ever. In CAP, it is used for orientation flights, cadet flight training, and to a lesser extent, search and rescue, due to its fairly light useful load. Manufacturer: Cessna, USA Crew: 1 or 2 pilots Passengers: 3 max Engine: Lycoming 4 cyl., usually 180 hp Never Exceed Speed: 163 kts / 188 mph Cruise Speed: 110 kts / 126 mph Stall Speed: 47 kts / 54 mph Useful Load: 800 lbs. Ceiling: 13,000 ft Range: 520 nm Endurance: 3.5 hrs with 1 hr reserve Propeller: 2-blade, fixed-pitch CAP Fleet: 200+ In Service Since: 1956

C-182 Skylane
The Skylane is a high performance singleengine aircraft. CAP uses it for search and rescue, orientation flights, mountain flying, and special missions such as satellite digital imagery (SDIS) and Surrogate Predator. Manufacturer: Cessna, USA Crew: 1 or 2 pilots Passengers: 3 max Engine: Lycoming 6 cyl., usually 230 hp Never Exceed Speed: 175 kts / 201 mph Cruise Speed: 125 kts / 144 mph Stall Speed: 49 kts / 56 mph Useful Load: 1,100 lbs. Ceiling: 15,000 ft Range: 630 nm Endurance: 4 hrs with 1 hr reserve Propeller: 2- or 3-blade, constant speed CAP Fleet: 250+ In Service Since: 1956

GA-8 Airvan
This Australian-built, high-performance aircraft can carry up to eight people or a 1700lb useful load. CAP acquired the GA-8 specifically to serve as a platform for aerial imaging or ARCHER missions. Manufacturer: Gippsland, Australia Crew: 1 or 2 pilots Passengers: 7 max Engine: Lycoming 6 cyl., usually 310 hp Never Exceed Speed: 186 kts / 214 mph Cruise Speed: 118 kts / 136 mph Stall Speed: 56 kts / 64 mph Useful Load: 1,700 lbs. Ceiling: 13,500 ft Range: 730 nm Endurance: 4 hrs with 1 hr reserve Propeller: 2- or 3-blade, constant speed CAP Fleet: 16 In Service Since: 1995

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DHC-2 Beaver
For search-and-rescue missions over Alaskas unforgiving terrain, CAP relies upon the deHavilland Beaver, a Canadian-built, STOLcapable bush plane that can be equipped with skis or floats. Manufacturer: deHavilland, Canada Crew: 1 pilot Passengers: 7 max Engine: Pratt & Whitney 9 cyl. radial, 450 hp Maximum Speed: 137 kts / 158 mph Cruise Speed: 126 kts / 145 mph Stall Speed: 52 kts / 60 mph Useful Load: 2,100 lbs. Ceiling: 18,000 ft Range: 455 nm Endurance: 5.0 hrs with 1 hr reserve Propeller: 3-blade, constant speed CAP Fleet: 9 (Alaska Wing only) In Service Since: 1948

M-7-235 Super Rocket

CAP uses Maules Super Rocket bush plane to tow gliders for cadet orientation flights. The Maules rate of climb is roughly twice that of a C-172s capability, making it an economical tow plane. Manufacturer: Maule, USA Crew: 1 pilot Passengers: 3 max Engine: Lycoming 6 cyl., 235 hp Maximum Speed: 174 kts / 200 mph Cruise Speed: 139 kts / 160 mph Stall Speed: 35 kts / 40 mph Useful Load: 835 lbs. Ceiling: 20,000 ft Range: 475 nm Endurance: 4 hrs with 1 hr reserve Propeller: 2-blade, constant speed CAP Fleet: 5 (phasing-out of CAP fleet) In Service Since: 1984

L-23 Blanik
This all-metal, high-wing glider comes from the Czech Republic. With its tandem seating (cadet in front, instructor aft), the L-23 is an excellent platform for glider orientation flights or flight instruction. Manufacturer: LET, Czech Republic Crew: 1 or 2 Engine: None Never Exceed Speed: 127 kts / 146 mph Stall Speed at Max Weight: 38 kts / 44 mph Ceiling: 20,000 ft Range: Depends on soaring conditions CAP Fleet: 20 In Service Since: 1956

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Simply start thinking about your future.

A 102 AEROSPACE CAREERS

FLIGHT PAR AMEDIC

What career opportunities are available in aerospace? Is the field right for you? Consider these questions:
Do you enjoy math and science? Do you have an inquisitive and searching mind? Are you interested in knowing what makes things work? Do you like to solve problems and puzzles? Do you like to create things? Do you enjoy working with computers? Are you prepared to study hard and do homework? Do you achieve good grades?

A&P MECHA

NIC

If you answered yes to most questions, an aerospace career could be right for you. A math and science background will be essential, even for the trades, so take lots of those classes at school. Some careers to consider include: ENGINEERING aeronautical engineer cyber defense engineer robotics / mechanical engineer human factors engineer ALLIED SCIENCES flight surgeon meteorologist technical writer safety analyst FLYING professional pilot flight attendant air traffic controller flight paramedic TRADES avionics technician airframe & powerplant mechanic aircraft fabrication technician drafting and design specialist

AERO ENGIN

EER

AIRLINE

PILOT

FENS CYBER DE

ER E ENGINE

AIR TRAFFIC CONTROLLER

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A 103 BASIC ANATOMY of an AIRCRAFT

ron Aile

Identify the major parts of an aircraft and explain their function Identify the 4 forces of flight Identify the 3 axes of an aircraft and their associated maneuvers

Em

nage or Tail pen

Horizontal Stabilizer

Ver tica

Aileron. Movable control surface that makes the aircraft bank or roll Elevator. Movable control surfaces that make the aircraft climb or descend Empennage. The aircrafts tail assembly Flap. Moveable control surface that helps the aircraft gain or lose lift Fuselage. The main body of the aircraft Horizontal Stabilizer. A fixed-wing portion of the empennage that helps provide stability against pitch (nose up and down) Leading Edge. The front part of a wing or airfoil Rudder. Movable control surface that makes the aircraft yaw (left and right) Trailing Edge. The rear part of a wing or airfoil Vertical Stabilizer. A fixed-wing portion of the empennage that helps provide stability against yaw Winglet. The bent-upward, end portion of a wing that reduces drag
UST THR

VERTIC AL AXIS YAW no se le

ft to right

o vat Ele

p Fla

l St

abi lize r

Fuselage Fuselage
Trailing Edge
Lead ing Edg e

Rud der

C-17 Globemaster III

Winglet

FOUR FORCES of FLIGHT THREE AXES of an AIRCRAFT

LIFT off th e gr
ound

LONG ITUD INAL PITC AXIS H nos

e up & down

G ba DRA

rd ckwa

XIS AL A UDIN gs T I G ip win LON e&d is a r L ROL

WEIGHT

ard forw

fall to th e ground

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A 104 BASIC ANATOMY of an INSTRUMENT PANEL

Airspeed Indicator Primary Flight Display Turn Coordinator Course Deviation Indicator Attitude Indicator

Identify the major aircraft instruments and explain the purpose of each

Altimeter

MultiFunction Display

Vertical Velocity Indicator

Tachometer Yoke Throttle Mixture Control

Flap Controller

The Glass Cockpit of a C-172 Skyhawk Airspeed Indicator. Displays the aircrafts speed, relative to the surrounding air Altimeter. Measures air pressure, displaying the aircrafts height above sea level Attitude Indicator. Shows the aircrafts attitude relative to the horizon; sometimes known as the artificial horizon Course Deviation Indicator. An avionics instrument used to help the pilot navigate Flap Controller. A device for raising and lowering the aircrafts flaps Mixture Control. Regulates the amount of fuel available to the carburetor Multi-Function Display. Similar to the primary flight display, the MFD also includes a moving map and engine instrumentation displays Primary Flight Display. A modern, electronic instrument that displays airspeed, attitude, altitude, vertical velocity, heading, and turn coordination information Tachometer. An engine instrument that displays the engines speed, in revolutions per minute Throttle. Controls engine speed by regulating the flow of fuel and air into the engine Turn Coordinator. Displays the direction and rate of a turn Vertical Velocity Indicator. Displays a rate of change in altitude Yoke. The device used for piloting the aircraft; it manipulates the control surfaces

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A 105 IMAGINE a DAY WITHOUT SPACE

Stock markets could not operate normally, wreaking havoc with the economy

Internet, phone, and TV communications could cease

Aircraft navigation would be greatly impacted

Farming equipment could not operate 24/7

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Name three things that would happen if the US lost its space supremacy.

Missle warning systems would go offline, making war more likely

Americas national defense, economic security, and modern lifestyle is

IMPOSSIBLE without SPACE SUPREMACY.

Credit card machines at the pump would not work

Cargo ships would have to be unloaded manually

Severe weather would hit us with little warning, injuring and even killing people

CAREER OPPORTUNITIES in SPACE

satellite operators launch specialists astro engineers imaging specialists solar engineers propulsion engineers program managers technical writers oceanographers computer scientists mathematicians astronauts

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A 106 AEROSPACE POWER

Name the 8 qualities of airpower. Explain what each quality of airpower means, in your own words.

Air power has become predominant, both as a deterrent to war, andin the eventuality of waras the devastating force to destroy an enemys potential and totally undermine his will to wage war.
GENERAL OMAR BRADLEY

What makes aerospace power unique compared to armies and navies? Perspective. The elevation and extent of air and space provides a broader field of view than what is visible from the surface. An aircrew sees more from a perch of 30,000 feet than does a foot soldier on the ground. Range. Air and space platforms have access to any point on the earths surface. They are not restricted by the topography of the land or the shores of the oceans. Battleships cannot fight in the desert. Tanks cannot fight on the ocean. But air and space weapons can attack anywhere. Speed. Air and space systems are faster than trucks or ships. The elevation of air and space platforms allows them to fly over ground and water obstacles directly to their destination. The F-22 Raptor, for example, can fly faster than sound even without using its afterburners. Maneuverability. The elevation and extent of air and space allows air and space platforms to operate in three dimensions. Troops and fleets can turn left or right, or go forward or backward. Aircraft can do that, plus climb and descend. 42

Perspective. A big picture view of Hurricane Isabel, as seen from the International Space Station.

Speed. An F/A-18 breaking the sound barrier.

Maneuverability. One of the Thunderbirds flying at an odd attitude.

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Mobility. Mobility is the ability of military forces to move from one place to another. Air and space forces with their inherent range and speed have greater mobility than surface forces. Aircraft can fly across the globe in a few hours time, while armies and navies take weeks to make the same journey.
Responsiveness. A nuclear missle Responsiveness. Responsiveness is the ability of mil- travels at 15,000 mph and can strike a target on the opposite side of the itary forces to accomplish an assigned task quickly. globe in just 30 minutes. The perspective, range, speed, and maneuverability of air and space forces makes them highly responsive. An armys or navys seige upon an enemy stronghold can take months to complete, while a single aircraft might defeat a fortified enemy with a single bomb.

Flexibility. Flexibility is the ability of military forces to accomplish a wide range of tasks. Air and space forces can be brought to bear against military, economic, and social structures instantaneously or separately. The C-130 Hercules, for example, can airdrop troops behind enemy lines, serve as an aerial observation post, evacuate wounded troops to safety, or rush humanitarian supplies to an isolated village.

J Whoever controls the air generally controls the surface. J Airpower is primarily an offensive weapon. The bomber will always get through.

Versatility. Versatility is the ability to accomplish strategic, operational, and tactical level objectives. Airpower can handle big jobs and small jobs. It might fly over a forest to look for fires (a tactical objective), or fly from Missouri to Iraq and back to attack a high-value target (a strategic objective).

Flexibility. A C-130 can be equipped to fight forest fires (top photo), or as a flying gunship with cannons and a howitzer (immediately above).

J Airpower should be controlled by airmen. The air force should be independent of the army and navy. J Airpower should focus on strategic targets, not mere support to surface forces.
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VOYAGE TO THE MOON

by ARCHIBALD MACLEISH

PRESENCE among us, wanderer in our skies, dazzle of silver in our leaves and on our waters silver, O Silver evasion in our farthest thought the visiting moon . . . the glimpses of the moon and we have touched you! From the first of time, before the first of time, before the first men tasted time, we thought of you. You were a wonder to us, unattainable, a longing past the reach of longing, a light beyond our light, our lives perhaps a meaning to us . . . Now our hands have touched you in your depth of night. Three days and three nights we journeyed, steered by farthest stars, climbed outward, crossed the invisible tide-rip where the floating dust falls one way or the other in the void between, followed that other down, encountered cold, faced death unfathomable emptiness . . . Then, the fourth day evening, we descended, made fast, set foot at dawn upon your beaches, sifted between our fingers your cold sand. We stand here in the dusk, the cold, the silence . . . and here, as at the first of time, we lift our heads. Over us, more beautiful than the moon, a moon, a wonder to us, unattainable, a longing past the reach of longing, a light beyond our light, our lives perhaps a meaning to us . . . O, a meaning! over us on these silent beaches the bright earth, presence among us.

A 107 POEM

MEN WALK ON MOON

On July 21, 1969, The New York Times printed this poem on its front page under the mammoth headline,

GOAL

Simply enjoy a great poem.

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PART

4 CAP HISTORY & CADET LORE

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H 101 CAPs WWII HISTORY

Identify CAPs birthdate. Identify the Cadet Programs birthdate. Identify at least 3 CAP missions of WWII.

On the eve of WWII, under the leadership of Gill Robb Wilson, airminded citizens began organizing a civil air patrol to use America's civilian aviation resources, in case the United States was drawn into World War II. On December 1, 1941, the Civil Air Patrol was born upon the promulgation of the Office of Civil Defenses Administrative Order #9, signed by Fiorello LaGuardia, former mayor of New York City. Many of the CAP volunteers were senior citizens, women, and disabled persons who, despite being unqualifed for military service, nevertheless wanted to contribute to the war effort. The organization sought out many dangerous missions including antisubmarine patrols, border patrols, courier services, and target towing for naval gunnery practice. One year after its formal inception, CAP officially broadened its mission to include a Cadet Program on 1 October 1942. During World War II CAP's coastal patrol flew 24 million miles, found 173 enemy U-boats, attacked 57, hit 10 and sank two, dropping a total of 83 bombs and depth charges throughout the conflict. By the end of the war, 64 CAP members, including 1 cadet, lost their lives in the line of duty.

(Right) A CAP aircrew readies for a coastal patrol mission. Notice the bomb by the man at the left. (Far Right) A practice bomb used by CAP aircrews during the war.

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CIVIL AIR PATROL

COASTAL PATROL BASES
#20 Bar Harbor, Me.

during
#19 Portland, Me. #18 Falmouth, Mass. #17 Suffolk, N.Y. #1 Atlantic City, N.J. #2 Rehoboth, Del. #4 Parksley, Va.

WORLD WAR II

#16 Manteo, N.C. #21 Beaufort, N.C.

#8 James Island, S.C. #6 St. Simons Island, Ga. #5 Flagler Beach, Fla. #3 Lantana, Fla. #7 Miami, Fla. #13 Sarasota, Fla.

#14 Panama City, Fla. #11 Pascagoula, Miss. #9 Grand Isle, La.

#10 Beaumont, Tex.

#15 Corpus Christi, Tex. #12 Brownsville, Tex.

WWII-Era Ribbons for Special Missions

Anti-Submarine Coastal Patrol

Southern Liaison (Mexican Border) Patrol

Tow Target (for naval gunnery practice)

(Above, Left) A map showing locations of the 20 CAP Coastal Patrol Bases during WWII. (Above, Right) CAP emblems used during the war. (Right) Eddie Edwards and Hugh Sharp receive Air Medals for a rescue mission from President Franklin Roosevelt.

Courier

Forest Patrol

Missing Aircraft

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Just have fun.

H 102 CAP TRIVIA

When asked why the Nazis stopped sending U-boats to patrol the U.S. coast, a captured Nazi skipper replied, Those damn yellow planes! Lee Harvey Oswald was once a CAP cadet. And, the Texas School Book Depository building, from where he shot and killed President Kennedy, was owned by CAP National Commander Brig Gen Harold Byrd. Coincidence? Cadet achievement ribbons used to have cartoon-like pictures on them. Ten percent of all U.S. Air Force Academy cadets got their start in Civil Air Patrol. The CAP National Headquarters building used to serve as Maxwell AFBs hospital. What is today the employee break room used to be the morgue. CAP has been featured in popular culture several times including the film Solo, the TV series Dynasty, the Dale Brown novel A Time for Patriots, and the Smilin Jack comic.

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H 103 COMIC
Smilin Jack was a popular comic that was syndicated throughout the US during the 1940s. When author / artist Zack Mosley joined CAP during WWII, he naturally had his hero, Smilin Jack, join, too.
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H 104 The CADET PROGRAMS AEROSPACE PIONEERS

Be able to identify each of the 13 aerospace pioneers by name, photo, or ribbon, and explain what each pioneer is known for.

Since 1942, young people have been serving their communities and developing into responsible citizens through Civil Air Patrol. But in 1964, CAP leaders decided it was time to reorganize the Cadet Program and begin a new curriculum. To add credibility to their important work and help inspire Americas next generation of pilots, engineers, mechanics, and aviation enthusiasts, CAP named cadet achievements and awards in honor of the pioneers listed below.

ACHIEVEMENT 1

ACHIEVEMENT 2

ACHIEVEMENT 3

John F. Curry
Major General, US Army Air Corps First National Commander of Civil Air Patrol and a strong advocate for female aviators and general aviation.

Hap Arnold
General of the Air Force Commander of US Army Air Forces during WWII and advocate for strategic bombardment and an independent air force.

Mary Feik
Colonel, Civil Air Patrol Pioneer aviation mechanic and engineer who lead flight tests of bomber, fighter, attack, cargo, and other military aircraft.

PHASE I MILESTONE AWARD

ACHIEVEMENT 4

ACHIEVEMENT 5

Orville & Wilbur Wright

Inventors First men to achieve powered, controlled, sustained, heavier-thanair flight, on December 17, 1903, in Kitty Hawk, NC.

Eddie Rickenbacker
Captain, US Army Air Corps Americas Ace of Aces during WWI, Medal of Honor recipient, and in civilian life, longtime head of Eastern Airlines.

Charles Lindbergh
Brigadier General, US Army Air Corps First man to fly across the Atlantic Ocean solo, non-stop, aboard the Spirit of St. Louis. Medal of Honor recipient.

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ACHIEVEMENT 6

ACHIEVEMENT 7

ACHIEVEMENT 8

Jimmy Doolittle
General, US Air Force Legendary aeronautical engineer and leader of the Raid on Tokyo during WWII, one of the gutsiest air raids of all time. Medal of Honor recipient.

Dr. Robert H. Goddard

Physicist The father of modern rocketry and developer of the worlds first liquid-fueled rocket; a NASA laboratory is named in his honor.

Neil Armstrong
Astronaut First man to set foot upon the Moon, on July 20, 1969. Thats one small step for a man, one giant leap for mankind.

PHASE II MILESTONE AWARD

PHASE III MILESTONE AWARD

PHASE IV MILESTONE AWARD

Billy Mitchell
Brigadier General, US Army Air Corps Americas first vocal advocate for military airpower, he proved the airplane could sink ships. Court-martialed for his outspokenness, was posthumously awarded a Medal of Honor.

Amelia Earhart
Aviator Record-setting female aviator who was tragically lost at sea in the Pacific Ocean while attempting to fly around the world.

Ira C. Eaker
General, USAF Staunch advocate for strategic bombardment during WWII. He commanded The Mighty Eighth (8th Air Force).

THE CAP CADET PROGRAMS ULTIMATE AWARD

Carl A. Spaatz
General, USAF Staunch advocate for strategic bombardment during WWII, holder of numerous aviation records including keeping his aircraft, The Question Mark, aloft for 150 hours with help from Ira Eaker and Pete Quesada. First Chief of Staff of the U.S. Air Force and later, in civilian life, first Chairman of the CAP National Board.

In our victory over Japan, airpower was unquestionably decisive. That the planned invasion of the Japanese Home islands was unnecessary is clear evidence that airpower has evolved into a force in war co-equal with land and sea power, decisive in its own right and worthy of the faith of its prophets.

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H 103 ALUMNI of HONOR

Name at least 5 former cadets of distinction and describe their achievements.

Over 1 million young people have worn the CAP cadet uniform since the Cadet Program was founded in 1942. Countless thousands have grown into dynamic Americans and aerospace leaders. Profiled here are a mere 10 former cadets who are especially worthy of recognition.

Eric Boe

GEORGIA

Air Force colonel, test pilot, and astronaut. Piloted the Space Shuttle Endeavor (STS126) and on its final mission, Discovery (STS-133). Spaatz Award recipient.

Kim Campbell

CALIFORNIA

USAF Academy cadet wing commander and Marshall Scholar. After a successful mission over Iraq, her A-10 received heavy battle damage but she made an amazing and heroic landing.

Wayne Fisk

ALASKA

Declined USAF Academy appointment to care for terminally ill mom. Legendary Pararescueman and recipient of two Silver Stars for gallantry in action and over 80 other medals.

Shawna Rochelle Kimbrell

COLORADO

The Air Forces first black female fighter pilot. Over 170 combat hours in the Falcon. Air Force Academy graduate. I was never apprehensive about pursuing my dream.

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Nicole Malachowski

NEVADA

First female Thunderbird pilot. As White House fellow, helped the WWII-era Womens Airforce Service Pilots (WASPS) be recognized with a Congressional Gold Medal.

Scott OGrady

WASHINGTON

F-16 driver shot-down while enforcing the no-fly zone over Bosnia. Evaded capture for six days, subsiting on leaves, grass, and bugs. Behind Enemy Lines is based on his story.

Shane Osborn

NEBRASKA

Naval aviator flying the EP-3E reconaissance aircraft when a Chinese fighter collided with his aircraft. Made amazing emergency landing. Held captive and interrogated in China for 10 days.

Doug Roach

MICHIGAN

CAPs first Spaatz Award recipient. Went on to fly F-4s during Vienam and with the USAF Thunderbirds. Professional staff member serving the House of Representatives Armed Services Committee.

Michael Ryan

NEBRASKA

First former cadet to earn 4-star rank and to serve as the Air Force Chief of Staff, the Services 18th. Directed NATO air campaign in Bosnia, which lead to the Dayton Peace Accords.

WILL YOUR NAME

BE LISTED HERE ONE DAY? 53

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This is our island. Its a good island.

WILLIAM GOLDING, Lord of the Flies

INTEGRITY SERVICE EXCELLENCE RESPECT

CIVIL AIR PATROL

CAPP 52-25 Cadet Encampment Handbook March 2013 58