Issue 14 Fall 2004

Professional Development for Leaders of the Cadet Program

TEAM BUILDING
Getting groups to
work together smoothly
and effectively

‘Employing’
your cadets
after summer training
Crisis
communications
When things go wrong
Changes at the regional
cadet instructor schools
What do they mean?

10
12
20
Cover: Teams—large and small—are what make the Cadet
Program work. Even a cadet and his flight instructor—like Cadet
James Severinsen and OCdt Tristan Thomas—are a collaborative
team with a common purpose: the cadet’s personal growth. Here,
OCdt Thomas debriefs the cadet following a flight at Regional
Gliding School (Pacific) in Comox, B.C. (Photo by WO Eileen
Redding, RGS (Pacific) public affairs)
2 CADENCE
Opening notes ..............................................................................................................................4
You have spoken and we have heard. Cadence has a ‘new look’, and this issue
also marks a new stage in our renewed commitment to make the magazine
even more relevant.
By Col Robert Perron
Letters ............................................................................................................................................5
News and notes............................................................................................................................6
FEATURE: TEAM BUILDING
The Cadet Program team
‘Travelling’ on the strengths of one another ..........................................................10
In the context of teamwork, keeping a team motivated is taking on greater
importance. In the omnibus survey, corps and squadron officers revealed
that personal growth is one factor that motivates them to continue.
Team-building activities ........................................................................................................11
Team-building activities should be interactive and fun. Here are two to
try at your local corps/squadron.
By Capt Catherine Griffin
How to get your group to perform like a team ............................................................12
High-performance teams share seven characteristics. These characteristics
are shaped by specific behaviours of team members. Practising these
behaviours will put your team on the road to success.
By Dr. Ken Blanchard
Building your leadership team ............................................................................................14
Equal contributors—different roles
Team building is not a once-a-year event. In the day-to-day activities
at your corps/squadron, there are two areas you can focus on to build
a strong leadership team.
By Lt Robert Craddock
Making parents and sponsors part of your team ........................................................15
Two CIC officers in Saskatchewan share pointers on how to build
a strong corps/squadron-parent-sponsor team.
The full-value contract ..........................................................................................................16
A team-building tool
Sometimes it’s hard to come up with ideas and tools to build team spirit.
Learn how to develop and use the ‘full-value contract’ at your corps/squadron.
By Capt Denis Lefebvre
Resolving conflict to build a stronger team ....................................................................18
A case study
Nothing impedes team building more than conflict within the team.
This case study provides insight into facilitating low-level resolution
when a conflict arises and managing group dynamics when doing so.
By Denise Moore
Air cadet training
‘Employing’ your cadets following summer training ........................................20
Your cadets have returned from summer training, you don’t yet have their
course reports, but they are ready and raring to go. What steps can you
take to ‘employ’ them? Also, how can you help your cadets decide about
what to take next summer?
By Capt Andrea Onchulenko
Communicating ........................................................................................................................22
Crisis communications
Following a few basic rules will help you deal effectively with media during
a crisis and ensure that the public is informed in a timely and accurate manner.
By LCdr Gerry Pash
Field clothing for local cadet training ..............................................................................23
It is ultimately up to corps/squadron commanding officers to determine the
appropriate dress for a field activity, without imposing a financial burden on
cadets or their parents.
Col Robert Perron
Issue 14, Fall 2004
Changes in CIC officer training ........................................................................................24 24
How will they affect you?
A comparison of current and future training programs and the impact of
future training on currently enrolled, as well as new officers.
By Lt(N) Paul Fraser
Changes coming to the regional cadet instructor schools ..........................................26
A functionally integrated training organization will be responsible for CIC
officer training by Sept. 1, 2005. Find out why changes are being made.
By LCol Tom McNeil
Communicating in a multicultural/multilingual context ..........................................27
An innovative approach to teaching.
By Lt(N) Kévin Dufault
Teaching ‘tricks of the trade’ to cadet instructors ........................................................28
One corps gives its cadet instructors some tips on identifying learning
styles and creating lessons that will keep all cadets interested.
By Sid Woolfrey
Teaching cadets with learning problems..........................................................................30
If we pay attention to learning styles, we can strengthen a cadet’s ability
to learn; if we ignore them, we can weaken that ability.
By Capt Ambrose Patterson
Army cadet training ................................................................................................................31 31
Special expertise isn’t always needed to lead adventure training
All it takes is a bit of creativity and imagination.
By Capt Denis Lefebvre
CIC omnibus survey results ................................................................................................32
A look at what motivates local officers to continue with the cadet movement and
what their awareness is of selected human resources policies in the organization.
By Maj Harold Mendes
Viewpoint ....................................................................................................................................33
Eternal vigilance
A responsibility—to ourselves and our cadets—to remember
We must never forget the great sacrifices of the past and must help
others understand why they were necessary.
By Maj Jesse Hollington
Getting corps/squadron photos into ‘the news’ ............................................................34
Quality image settings increase digital photo usability
Taking higher resolution photos is one way to get your photos into print.
By Lt Elisabeth Mills

T he team-building theme of this issue leads nicely into the theme of our
next issue—the evolving concept of discipline within the Cadet Program.
If you, as a leader, are going to be successful in helping your cadets learn,
Capt Bedford believes that push-ups were never an
effective disciplinary tool and needed to be replaced.
He asks, what are the alternatives?
you have to create the circumstances that make it possible to learn. At
times, you may need to call upon some form of discipline to effectively Indeed, what are the alternatives as you steer your
manage your cadets and build a stronger corps/squadron team. cadets down that road towards self-discipline? How
has discipline evolved? Is discipline concerned with
The concept of discipline has evolved over the years. At one time, discipline preventing misconduct or with punishing it? How can
and punishment were viewed as synonymous. Today, they are viewed quite officers at local corps and squadrons apply positive
differently, and more often than not, discipline is associated with guidance, discipline when needed? Can leaders engage in specific
mentoring and instruction. behaviours to prevent discipline problems? Our Winter
issue attempts to answer some of these questions.
In a viewpoint article by Capt Steve Bedford in the Winter 2002 issue of
Cadence, Capt Bedford said, “We seldom train our cadet leaders how to use Our Spring 2005 issue will look at “transition”—how
their authority. We give them a job to maintain good order and discipline… to deal with it and how to help others deal with it for
but they come to the job site not knowing what’s in the toolbox.” He discussed the good of the Cadet Program.
the fact that push-ups—once a common form of discipline in the Cadet Program
—are viewed now as physically abusive and are thus, forbidden. In fact, Copy deadlines are Oct. 15 for the Winter issue,
the Cadet Harassment and Abuse Prevention program clearly outlines published in January, and Jan. 14, 2005, for the
the difference between discipline and abuse in its staff training session. Spring/Summer issue, published in April.

Professional Development for Leaders of the Cadet Program 3


Cadence changes
to meet your needs
September marks the beginning
of a new training year with all that
this entails. September also marks
a new stage for Cadence, your pro-
fessional development magazine.
F ollowing discussion groups held
with Cadet Program instructors
across Canada last winter, we have
made quite a few adjustments to
your magazine.
You said you are interested in infor-
mation relevant to the jobs you do at
cadet corps/squadrons. You asked for
articles that are practical and offer
tools and tips that you can genuinely
use. You also said the design was not
as user friendly as it could be.
We have addressed many of the
points you brought forward: the
titles are clearer, the layout is easier
to read, and the table of contents
matches the flow of the articles. Over
the next few issues, we will continue
to work towards addressing your
other suggestions.
Some of those suggestions depend on
you for implementation. You asked
for more tips and ideas that come
from other corps/squadron officers.
Among the most popular articles
were those that dealt with the day-to-
day running of corps and squadrons.
A perfect example was the article on
organizing your training office in our
Winter 2003 issue.
You need not be a great writer to
share your way of doing business
with other corps/squadron officers.
Send your ideas along in point form
if you must.
This brings us to this issue’s theme of
team building. Being involved with
the Cadet Program means that you
4 CADENCE
By Col Robert Perron
are required to build teams with a
broad range of stakeholders to meet
your own goals and the goals of your
corps/squadron.
This issue looks at everything from
team-building activities to how to
resolve conflict when building a
team. In one article, a team-building
specialist from outside the Cadet
Program describes the characteris-
tics of high-performance teams.
Juxtaposed with that is an article—by
a corps commanding officer who is
also a team-building specialist—that
takes ‘building your leadership
team’ to a practical level.
In addition to theme-related articles,
another article pertinent to the local
level tells of one corps’ experience in
helping its cadet instructors to iden-
tify different learning styles and
build some ‘tricks of the trade’—for
dealing with those styles—into their
lessons.
Though the air cadet training article
on employing cadets following sum-
mer training and helping them decide
on courses for next summer speaks
about air cadets, the tips and practices
mentioned are equally applicable to
sea cadet and army cadet corps.
As we strive to ensure that this pub-
lication continues to evolve to meet
your needs, remember that Cadence
will only be as good as your ‘own-
ership’ of it as your professional
development magazine.
Col Perron is the director cadets
Issue 14 Fall 2004
Cadence is published by the director cadets.
It is a professional development tool for officers
of the Cadet Instructors Cadre (CIC) and civilian
instructors of the Cadet Program. Secondary
audiences include: senior cadets; sponsoring,
parent and civilian committees; members of the
leagues; and CF members, including CIC officers
working at the regional and national levels.
The editorial board is comprised of CIC Branch
Advisory Council members and key personnel
involved in CIC and cadet program development.
It is mandated to make recommendations to
the director cadets on the strategic direction
of Cadence and to provide oversight.
Views expressed in this publication do not
necessarily reflect official opinion or policy.
Cadence is published three times a year.
We welcome submissions of not more than
1000 words and in line with the editorial policy.
We reserve the right to edit all submissions for
length and style. We encourage photos that relate
to articles submitted or that represent the leaders
of the Cadet Program.
The editorial policy and back issues of Cadence are
available online at www.cadets.forces.gc.ca/support.
Contact information
Regular mail:
Editor, Cadence
Directorate Cadets
National Defence Headquarters
101 Colonel By Drive
Ottawa ON, K1A 0K2
Email:
cadence@forces.gc.ca, or marshascott@cogeco.ca
Phone:
Tel: 1-800-627-0828
Fax: 613-996-1618
Distribution
Cadence is distributed by the Directorate
Technical Information and Codification Services
(DTICS) Publications Depot to cadet corps and
squadrons, regional cadet support units and their
sub-units, senior National Defence/CF officials
and selected members of the leagues.
Cadet corps and squadrons not receiving
Cadence or wanting to update their distribution
information should contact their Area Cadet
Officer/Cadet Adviser.
Editorial staff
Editor:
Marsha Scott
Managing editor:
Capt Ian Lambert, cadet public affairs,
chief reserves and cadets.
Translation:
Translation Bureau
Public Works and Government Services Canada
Art direction:
ADM (PA) Directorate Marketing and
Creative Services CS03-0652
A-CR-007-000/JP-001
Issue 14, Fall 2004
Giving officers the tools to become better COs
I have just finished reading the
Spring/Summer 2004 issue of Cadence
and I was struck by the tone of “Do
you have the ‘right stuff’ to be a
commanding officer?”
Let me first say that as the past CO of
614 (Forest City) Air Cadet Squadron
in London, Ont., I agree with the
observations that author Maj Ann
Léveillé makes with respect to the
ideal attributes of a successful CO.
I also support her checklist of ques-
tions that a potential CO should ask
prior to accepting the appointment.
What concerns me, however, is the
central thrust of her argument that
COs who do not become CO for the
wrong reason—be it title, the illusion
Remembering ‘Rockin’ Rob’
With this letter, I hope to reach offi-
cers and cadets across the country
who knew Capt Robert Wilson, for-
mer CO of 89 (Pacific) Air Cadet
Squadron in Victoria, B.C. He passed
away May 31, 2004, from injuries
sustained two weeks before when
hit by a car in a tragic accident in
Victoria. He was 63.
Rob’s passion for flying and nurtur-
ing ways with young people were
well known across Canada, as he
enthusiastically fulfilled leadership
roles with the CIC.
He began as a civilian instructor,
teaching ground school to air cadets
at 89 Squadron for years before
enlisting as an officer and rising
through the ranks to training officer,
chief ground school instructor and
then CO.
Cadence reserves the right to edit for length and clarity. Please restrict your letters to 250 words.
Professional Development for Leaders of the Cadet Program
of power or the potential for a pro-
motion—are the exception. I believe this
sweeping generalization does a great
disservice to the hundreds of hard-
working COs across the Canadian
Cadet Movement.
Not by the mere fact of being born
are all people imbued with the attrib-
utes of the ideal leader and CO. Life
experiences, military training/educa-
tion, general personality characteris-
tics and other factors all combine to
forge a person who is willing to
assume the mantle of CO and suc-
ceed in that capacity.
For those who do not possess the
necessary skills when they join the
CIC, we have a responsibility to
He was also posted to CFB Comox on
Vancouver Island with the Regional
Gliding School to teach and co-ordi-
nate the ground school for many years.
Capt Wilson’s last posting was with
Regional Music School (Pacific) at
CFB Esquimalt, just outside Victoria,
co-ordinating musical tattoos and
travelling with and hosting other
cadet musical events throughout
British Columbia.
In his civilian life, he was an on-air
personality for local radio and televi-
sion stations in Victoria, and before
that, with stations in Barrie, Ont.,
and Red Deer, Alta.
Some of ‘Rockin’ Rob’s’ fondest
memories were of his time in the late
1950s in Germany where—on his
own radio program with the CF in
develop officer training programs,
mentoring strategies and so on—a
‘tool kit’ that will better position
them to become more effective COs.
The new officer training program
promises to meet this challenge.
That being said, I do not believe that—
in addition to dealing with the count-
less challenges associated with being a
CO of a cadet corps/squadron—insult
needs to be added to injury by gross
characterizations.
Capt Mike Anglin
Administration officer
Regional Cadet Instructor School (Central)
Borden, Ont.
Europe—he interviewed Buddy Holly
and Elvis Presley to name a few!
Friends, family and cadets he influ-
enced through all those years of con-
tinuous service will dearly miss Capt
Wilson.
In his memory, a scholarship has
been set up through 89 Squadron.
The ‘Captain Robert Wilson
Memorial Flying Scholarship’ will be
awarded to the most deserving cadet
on the squadron’s flying training pro-
gram to assist with the cadet’s future
aviation studies. The squadron also
dedicated its annual review on June
13 to his remembrance.
Capt Kim Hoath
Administration officer
135 (Challenger) Air Cadet Squadron
Vancouver
5
 Women’s CIC team recognized for international win
Chief of the Defence Staff General Ray Henault presents the
Paradis trophy to, from left, Lt Harvey, Lt Chebli and 2Lt
Tremblay during a ceremony in Ottawa last February.
Reservist Assistance Program
Individual CIC officers who need help
in obtaining time-off from an employ-
er to undergo military training or need
assistance in the prevention and reso-
lution of conflicts that are the result of
an employee being a reservist, may
take advantage of the Reservist
Assistance Program offered through
the Canadian Forces Liaison Council.
Requests for support from CIC
officers will be dealt with on a case-
by-case basis. CIC officers can
phone 1-800-567-9908 or send an
New pin for cadets
Cadets who are awarded the Cadet
Certificate of Commendation—for
outstanding deeds in attempting to
save the life or property of another
person—will now receive a new pin to
wear on their uniform, in addition to
a certificate.
6 CADENCE
Three Eastern Region CIC officers
—representing Canada last year at the
Interallied Confederation of Reserve
Officers (CIOR) competition in
Harskamp, Netherlands—received a
trophy in February for the best results
in military pentathlon competition.
Lt Geniève Harvey, 221 Army Cadet
Corps in Saguenay, Que., Lt Joëlle
Chebli, 2648 Army Cadet Corps in
Lévis, Que., and 2Lt Diana
Tremblay, 2864 Army Cadet Corps
in St-David de Falardeau, Que., won
gold medals in five events. It marked
the first time that Canada’s team con-
sisted exclusively of CIC officers.
The CIOR was founded in 1948 by
the Reserve officer associations of
Belgium, France and the Netherlands.
email through the Canadian
Forces Liaison Council website at
www.cflc.forces.gc.ca.
The Canadian Forces Liaison
Council (CFLC) is a group of
Canadian business leaders who
volunteer their time and effort to
assist the Primary Reserve in sup-
port of CF operations. They also
believe in the advantages employ-
ers can gain by recognizing the
valuable training that primary
reservists undertake.
The pin—a silver bar with one
maple leaf—should be worn in
accordance with current elemental
dress instructions.
Further details are available in an
updated Cadet Administration
and Training Order (CATO)
13-16, Annex C, available online
at www.cadets.ca/support.
The Confederation brings together
all existing Reserve officer associa-
tions in NATO countries—18 in total.
Among other objectives, the non-
political, non-governmental, non-
profit-making organization develops
international contacts between
Reserve officers to improve mutual
knowledge and understanding.
All sporting events are conducted in
teams and include pistol and rifle
shooting, orienteering, and land and
aquatic obstacle course racing. The
Canadians scored the best times in
the obstacle course races and orien-
teering.
Adapted from an article by Maj Carlo
De Ciccio, public affairs, Regional Cadet
Support Unit (Eastern).
CADENCE online
If you would like to know when each
issue of Cadence is posted online, sign-
up on our website www.cadets.ca,
under the Staff Resources and Tools
section, to receive automatic notifica-
tions by email.
Simply enter your email in the box
provided and click 'sign-up'. To stop
receiving notifications, click the
'Remove my email' link.
Regulations online
For the first time, Queen’s Regulations
and Orders for the Canadian Cadet
Organization are online. You can find
QR (Cadets) right above CATOs at
www.cadets.ca/support, under Orders
and Regulations.
Issue 14, Fall 2004
125th anniversary stamp

As part of the 125th anniversary of League, and Eleanor Smith of

Army Cadets this year, Canada Post
unveiled a commemorative stamp in
Ottawa last March. Satellite unveil-
ings of the stamp took place in loca-
tions across Canada. Here, Col
(ret’d) Gene Lake, president of the
B.C. Branch of the Army Cadet
Canada Post give a ‘presentation col-
lection’ of the commemorative stamps
to a cadet, following the unveiling of
a larger-than-life stamp replica in
British Columbia in May.

Changes to the cadet enrolment form

The cadet enrolment form, CF
1158—Application for Membership,
has been modified to incorporate
a more detailed explanation related
to the requirement for medical infor-
mation under part two of the enrol-
ment form.
Additionally, under part three,
the parent declaration includes a
statement related to using certain
information, including photos, “to
publicly recognize cadet accomplish-
ments and achievements while in the
Cadet Program and to promote the
Cadet Program.”
For those cadets already enrolled
in the program, a separate form is
to be completed by the cadet and
parent as an amendment to the
existing CF 1158.
Please ensure that you are using the
new form now. It can be obtained at
www.cadets.ca, under the “Staff
Resources & Tools” section; through
your regional cadet support unit
website; or by contacting your
cadet detachment.

Low-cost adventure activities

It’s easy to organize a wide variety of
low-cost adventure activities—even
without an adventure training centre,
says Capt Guillaume Paré, com-
manding officer (CO) of 2898 Army
Cadet Corps in Ste-Marie, Que.
Last year, he organized a bike trip
from corps’ headquarters to a nearby
waterfall for lunch. “At first I didn’t
think we’d be able to make it, but
my cadets really surprised me and
we managed to cycle both ways—a
total of 85.8 km—in less than five
hours,” he says.
The best part was it was easy to
organize, cost nothing and resulted
in free publicity for the corps. One
officer drove in front of the group;
another drove behind in a pick-up
truck to carry the bikes of cadets
who dropped out. Cadets brought
their own lunches.
This year, Capt Paré’s cadets took
part in an ‘unlimited sports plan’ at a
resort that included introductions to
river kayaking, rock climbing and self-awareness within the Army
acrobatic trampoline—for the low Cadet program.”
price of $8.99 per person.
For more on adventure training, turn
To make the activities even more to page 30.
adventurous, Capt Paré structures
them as ‘commander’s challenges’.
This year, he challenged the cadets
to climb higher than him and in less
time, do more somersaults on the
trampoline and beat him in a kayaking
race.
The cadets received a gold certificate
for meeting the challenge, a silver
certificate for completing more than
half of the activities, and a bronze
certificate for simply trying.
“Capt Paré has made effective
use of adventure activities to energize
his corps and apply the star pro-
gram,” says Capt Denis Lefebvre, the
staff officer responsible for army
cadet training at directorate cadets.
“Adventure training is intended to be Kayaking was just one low-cost adventure activity for cadets
the principal means of developing from 2898 Army Cadet Corps in Ste-Marie, Que.
leadership, team spirit, fitness and

Professional Development for Leaders of the Cadet Program 7

 Queen’s Medal of Bravery for corps CO

2Lt Brannen receives the Queen’s Medal of Bravery from
Governor General Adrienne Clarkson.
“You don’t know how you’re going
to react to an emergency situation
until you face one. You may panic,
you may just stand there and look
stupid, or you may do the right
thing,” says 2Lt Allan Brannen,
CO of 327 Sea Cadet Corps UNI-
CORN in Barrington Passage, N.S.
For doing the right thing, 2Lt Brannen
has received the Queen’s Medal of
Bravery from Governor General
Adrienne Clarkson. The medal is
awarded to those who selflessly risk
their own lives to save the lives of
others.
The electrician was performing main-
tenance on a wharf on Cape Sable
Island in August 2002 when an
explosion on a nearby fishing
vessel blew one man into the water
and left another clinging to the bow.
As the burning vessel began to drift
out of the harbour, 2Lt Brannen
reacted instantly. He dove into the
water and swam to the boat. “I knew
I had to be fast,” says 2Lt Brannen.
“The boat was a time bomb with all
that propane on the bow and the guy
was yelling for help. He wouldn’t
leave the boat because he couldn’t
swim.”
With a little help from others nearby
—including several fishermen who
also couldn’t swim—2Lt Brannen
was able to tether the boat, wrap a
rope around the fisherman on the
bow, get him off the boat and pull
him to safety.
The fisherman who was blown
out of the boat lost a hand; both
fishermen suffered from second-
and third-degree burns. Thanks
to 2Lt Brannen and others on the
scene, however, both were safe
onshore when the boat burned to
the water line within 10 minutes
of the explosion.
2Lt Brennan has been a CIC officer for
three years, starting with his corps four
years ago as a volunteer.

New army cadet service medal

Army cadets with five years of hon-
ourable service with their corps may
now apply for a new army cadet serv-
ice medal. The medal was expected to
be available at cadet corps by Sept. 15.
According to Army Cadet League
national director Terence Whitty, the
medal will recognize all cadets who
have served in their cadet corps for a
long period of time and as a result,
have contributed in a substantive
way to the success of the corps in
their communities.
The National Cadet Council author-
ized the League to establish the medal
last May.
The administration of the medal will
be handled completely by local corps.
Cadets with five years of honourable
service will qualify. The award is
issued on the authority of the local
sponsoring committee and on the
recommendation of the CO.
The onus is on individual cadets to
apply for the medal. An Army Cadet
League procedure has been written
to cover the application process.
Former cadets can apply to their
cadet corps if they satisfy the criteria,
but they will have to purchase the
medal for approximately $10.
According to Mr. Whitty, the long-
service medal will serve as a “trial
project” for the other two leagues,
which may wish to establish similar
awards for their cadets at a later date.

8 CADENCE Issue 14, Fall 2004

Biathlon Canada awards

Bruno St. Onge, a civilian instructor
with Eastern Region, received an
award in June for his significant con-
tribution to biathlon in Canada.
Biathlon Canada presented the
award to St. Onge for his outstanding
work over the past year in stabilizing
the biathlon organization in Quebec
and for his achievements in the organ-
ization of Biathlon Canada’s national
races.
St. Onge has been an integral part of
the cadet biathlon program for 14
years. He has been the ‘technical del-
egate’—responsible for race quality
assurance—at the national competi-
tion for years and in the past two
years, he has helped Atlantic Region
develop its biathlon program. He has
also been an instructor on numerous
coaching and officials courses for
CIC officers and civilian instructors.
Biathlon Canada also named civilian
instructor Jean-Philippe Le Guellec
as its ‘athlete of the year (male)’ for
his outstanding performance during
World Cup competition. He became
Canada’s first biathlon world cham-
pion last January during the
Junior/Youth World Championships
in Haute-Maurienne, France.
(Cadence, Spring/Summer 2004)
Another civilian instructor, Joanie
Haché, received the Myriam Bedard
Award for her extraordinary dedica-
tion and commitment in the achieve-
ment of excellence in the sport of
biathlon.
Both Le Guellec and Haché became
involved in biathlon as cadets.
Currently on staff at Eastern Region’s
Bruno St. Onge, a civilian instructor with Eastern Region,
biathlon training centres, they have
has been recognized by Biathlon Canada for his significant
revitalized biathlon with their world
contribution to biathlon in Canada.
championship performances.

Introduce your cadets to some local veterans

With Remembrance Day approach-
ing, local corps and squadrons are
reminded to take advantage of The
Memory Project, which offers cadets
the opportunity to meet military vet-
erans from their local communities.
The Memory Project is an innova-
tive program designed by the
Dominion Institute to bring veterans
and youth together in communities
across the country. The Dominion
Institute was founded in 1997 by a
group of young people concerned
about the decline of history as a core
subject in schools and by the public
perception of the country’s past as
academic and boring. The purpose
of The Memory Project is to broad-
en awareness of the richness and
complexity of Canadian history.
Corps and squadrons are invited to
call The Memory Project at 1-866-
701-1867 to arrange for a visit from a
local Second World War, Korean
Conflict, or peacekeeping veteran, or
from a currently serving CF member.
You may also make your request
through The Memory Project website
at www.MemoryProject.com, or by
email at staff@dominion.ca.
This resource is available free of
charge. The interaction between
cadets and veterans can be extreme-
ly rewarding as a citizenship activity.
Several citizenship opportunities are
available this year and next as
Canada commemorates the 60th
anniversary of its participation in
several Second World War mile-
stones. The 60th anniversary events
began with the commemoration of
D-Day this past June and will culmi-
nate in the celebration of the end of
the Second World War next May.
Each is an opportunity to help our
cadets ‘remember’ this important
part of Canada’s history.
(See Viewpoint on page 33).

Professional Development for Leaders of the Cadet Program 9

FEATURE: TEAM BUILDING >
‘Travelling’ on the
strengths of one another
The Cadet Program is a collaboration, requiring the efforts
of thousands working together to shape more than 55,000
Canadian youths into good leaders and citizens. Teamwork
is fundamental to the program’s success.
In the context of teamwork and collaboration, one issue
that is taking on greater importance, according to The Team
Building Supersite—www.teambuildinginc.com—is keeping
a team motivated.
A n article on this information-
packed site, “Team Motivation”
by site founder Peter Grazier, says “A
with youth” motivates them to con-
tinue serving. A majority said that the
work environment and co-worker
team whose members are aligned in attitudes contribute to their positive
purpose, feel a challenge in their task, intention to continue serving. And 70
have a strong sense of camaraderie, feel percent said they are motivated to
responsibility for the outcome and expe- continue by the training opportuni-
rience growth as a team and in their ties available to them.
personal lives will tend to sustain moti-
vation over the long haul.” Building your local Cadet Program
team, in particular, is a doorway to
CIC omnibus survey results (page personal growth. In team building,
32) give a clear picture of some of the you are called upon to blend the tal-
motivational factors affecting local ents, skills and inherent creativity of
corps/squadron officers. A sense of diverse people. You are called upon
purpose, camaraderie and personal to leverage skills, time and resources
growth were among them. A full 94 for the benefit of not only your corps/
percent said “the opportunity to work squadron, but also for the program.
By empowering your team,
you can also help others
grow. By asking a team
member, “What would you
do?” instead of assuming
that only you can provide
the perfect solution, you
may find “brilliantly simple”
solutions from the most
unlikely sources, says Mr.
Grazier.
By involving your officers,
civilian instructors, senior
cadets and volunteers in
meaningful thought about
how to improve things, you
For identical twins 2Lts Mike and Dan Leslie, instructors at Regional
Gliding School (Pacific) in Comox, B.C., collaboration comes naturally. will begin to create a pow-
erful form of recognition—
Here, the two instructors wax the underside of an L-19 towplane.
(Photo by WO Eileen Redding, RGS (Pacific) public affairs) important to team motiva-
tion—within your team. By
10
adopting involvement as your leader-
ship philosophy—involving team
members naturally in the thinking
and decision-making processes—you
will come to recognize the gifts people
bring to the Cadet Program.
Your leadership can help everyone on
your team understand how they are
greater collectively than individually.
Once they appreciate this, you will
have little need for team-building
courses.
Through teamwork, you can also
reinforce team behaviours in your
cadets so they can move into the
world of work as adults with their
team and collaborative skills—highly
valued in today’s workplace—already
in place. As cadets observe their
corps/squadron leadership team col-
laborating closely to co-ordinate
their learning experience, you’ll be
sending a powerful message. And like
you, they too will begin to experience
personal growth through their col-
laborative experience.
Even geese benefit from collaborative
experience, and The Team Building
Supersite suggests that we can learn
several team-building lessons from
geese. One that can apply to the
team at your local corps or squadron
follows:
Fact: As each goose flaps its
wings, it creates uplift for the bird
following. By flying in a ‘V’ for-
mation, the whole flock adds 71
percent greater flying range than
if one bird flew alone.
Lesson: People who share a com-
mon direction and sense of com-
munity can get where they are
going quicker and easier because
they are travelling on the strength
of one another.
Many of the ideas above are adapted from
articles on The Team Building Supersite.
CADENCE Issue 14, Fall 2004
By Capt Catherine Griffin
Team-building
activities
none of us is as smart as all of us
(Japanese proverb)
Y ou may understand what team
building and its benefits are, but
do you know how to actually build a
team?
Building a team means helping peo-
ple get to know one other and
preparing them to begin working
together, or continue working togeth-
er, in harmony.
Here are two team-building activities
that are interactive and fun.
Activity #1:
“Find someone who…”
The aim of this team-building activi-
ty is to name someone in the group
who matches the description in state-
ments provided. Here is an example
of a statement sheet:
Read the following statements
and find a person who matches
the descriptions. Fill in their name
on the line below. Have fun!!
Find someone who…
1) plays a musical instrument.
Which instrument?
________________________
2) enjoys playing tennis.
________________________
3) has a younger sibling.
Brother or sister?
________________________
4) has travelled outside
the country. Where?
________________________
5) likes chocolate cake.
________________________
Allow 10 minutes or so for people
to talk and find someone who
matches each description. Then,
Professional Development for Leaders of the Cadet Program
read the statements and
ask volunteers to share
the names they have col-
lected. Encourage the
individuals named to A staff cadet team has fun during a leadership tasking at HMCS
add something to their ONTARIO CSTC in Kingston, Ont. (Photo by HMCS ONTARIO CSTC
answers. For example, if public affairs)
the statement is, “Find
someone who is from a
foreign country”, ask the person might make an apple. Building these
what country he/she is from, or how individual symbols may take 20 to
long he/she has lived in your town.
I often use this activity with people
who are coming together for the first
time. However, it may also be used
for people who work together all the
time. I have used it for groups as large
as 30, but do not recommend using it
for groups of less than 12 to 15.
The number and type of statements
is your choice. Be sure that the state-
ments are relevant to the group.
Also, be sure to keep the questions
light, fun and not too personal. The
time you allow for finding names is
also up to you. I usually create 12 to
15 statements for groups of 20 to 30
people. I allow five to 10 minutes for
finding names and 15 to 20 minutes
for sharing answers as a group.
Activity #2:
“Pipe-cleaner
connection”
If you have a large group, divide it into
smaller groups of four or five people.
To start this activity, you will need
pipe cleaners in a variety of colours.
(You can get them dirt-cheap in dollar
stores). Each group member should
have two uniquely coloured pipe
cleaners. Ask each person to create a
symbol that describes or identifies
him or her. For example, a teacher
25 minutes.
Once completed, ask the group to
connect the individual symbols
(without changing any of them) to
form a group symbol that represents
the group’s collective strengths.
During this process, each member
explains his or her individual sym-
bol. Next, a group representative
explains the meaning of the group
symbol to the other groups. This
may take three to four minutes.
The nice thing about these and
many other team-building activities
is that you can adapt them for
almost any group.
The key to an activity’s success is
knowing the group you are working
with. Be sure the activities are fun
and appropriate for them. Also, choose
an activity to meet your outlined
objectives.
There are lots of activities to choose
from. Check out these websites for
more team-building ideas:
www.managers.gc.ca
www.ainc-inac.gc.ca/ai/ldr/tc_e.html
Capt Griffin is the educational
development staff officer with the
cadet training cell at directorate cadets.
11
URE: TEA
TEAM BUILDING >
How to get your group to perform like a team
A s I work in companies around the
country, I often ask people what
percent of their time do they spend in
groups. Although managers report
60 to 90 percent of their time is usu-
ally spent in group activities, they
also indicate that much of that time is
wasted or ineffectively used and that
they get little or no training in skills
needed to work efficiently in groups.
Getting groups to work as smoothly
and effectively together as possible
should be a goal of every leader.
Getting a group to perform like a
team initially means getting the
group to focus on producing results.
Once this is done, the group is apt to
feel good about itself as a unit, and
the climate will become more sup-
portive and encouraging for yet
more results to be obtained.
Lt Dan Emde, left, part of the wilderness training cadre at
the national army CSTC in Vernon, B.C., got his team of
cadets to focus on producing results during a five-day field
exercise. He supervised the collaborative construction of an
A-frame by cadets on the cadet instructors’ course. (Photo by
Wayne Emde, CSTC Vernon public affairs)
12
Seven characteristics of
high-performance teams
Team members will better be able to
produce results if they first are able
to visualize how the group will work
together.
Two of my colleagues at Blanchard
Training and Development—Drs. Don
Carew and Eunice Parisi-Carew—and
I have been studying what makes
groups effective for years. Seven char-
acteristics, depicted by the acronym
PERFORM, best summarize the
desired group behaviours we have
identified that are necessary for a
group to become a high-performance
team. The seven characteristics are:
purpose, empowerment, relationships
and communication, flexibility, opti-
mal productivity, recognition and
appreciation, and morale.
Purpose
Members of high-performance teams
share a sense of common purpose.
They are clear about what is the
team’s ‘work’ and why it is impor-
tant. They can describe a picture of
what the team intends to achieve.
They have developed mutually
agreed upon and challenging goals
that clearly relate to the team’s
vision. Strategies for achieving goals
are clear. Each member understands
his or her role in realizing the vision.
Empowerment
Members are confident about the
team’s ability to overcome obstacles
and to realize its vision. A sense of
mutual respect enables members to
share responsibilities, help each
other out and take initiative to meet
challenges. Policies, rules, and team
processes enable members to do
their jobs easily. Members have
opportunities to grow and learn new
skills. There is a sense of personal as
well as collective power.
CADENCE
By Dr. Ken Blanchard
Relationship and communication
The team is committed to open com-
munication, and group members feel
they can state their opinions,
thoughts and feelings without fear.
Listening is considered as important as
speaking. Differences of opinion and
perspective are valued, and methods
of managing conflict are understood.
Through honest and caring feedback,
members are aware of their strengths
and weaknesses as team members.
There is an atmosphere of trust and
acceptance and a sense of community.
Group cohesion is high.
Few behaviours underscore
the value you place on
another person as much
as the ability to listen.
Flexibility
Group members are flexible and per-
form different task and maintenance
functions as needed. The responsi-
bility for team development and
leadership is shared. The strengths
of each member are identified and
used, and individual efforts are co-
ordinated when necessary. The team
is fluid and open to both opinions
and feelings, hard work and fun.
Members recognize the inevitability
and desirability of change and adapt
to changing conditions.
Optimal productivity
High-performance teams produce sig-
nificant results. There is a commit-
ment to high standards and quality
results. They get the job done, meet
deadlines and achieve goals. The
team has developed effective decision-
making and problem-solving methods
that result in achieving optimum
results and encourage participation
and creativity. Members have devel-
oped strong skills in group process, as
well as task accomplishment.
Issue 14, Fall 2004
Recognition and appreciation
Individual and team accomplish-
ments are frequently recognized by
the team leader—as well as by team
members—by celebrating milestones,
accomplishments and events. Team
accomplishments are valued by the
larger organization. Members feel
highly regarded within the team and
experience a sense of personal
accomplishment in relation to their
team and task contributions.
Morale
Members are enthusiastic about the
work of the team, and each person
feels pride in being a team member.
Confident and committed, members
are optimistic about the future. There
is a sense of excitement about indi-
vidual and team accomplishments, as
well as the way team members work
together. Team spirit is high.
Of these seven characteristics, two
are most important: optimal produc-
tivity and morale. To be a successful
team, the group must have a strong
ability to produce results and a high
degree of satisfaction in working
with one another.
The overall group’s level of productiv-
ity and morale is shaped by specific
behaviours that may be performed
by any group member. The needed
behaviours must either provide
direction (to increase productivity) or
provide support (to increase morale).
Giving direction
Providing direction helps to increase
the productivity of a group. Direction
can best be given in three forms:
structure, control and supervision.
Structure. Groups need structure,
or a game plan, to make progress.
Structure can come from an agenda,
or from asking questions to help
clarify roles and goals of the group.
Professional Development for Leaders of the Cadet Program
Control. Once a plan is established,
the group needs to stick to it. This
involves helping the group to focus
and limit its activities—for example,
limiting interruptions so that mem-
bers can finish stating their ideas, or
putting time limits on the discussion
of various aspects of the agenda.
Supervision. Important in shaping
any behaviour is time for observation
and redirection of behaviours as
needed. For groups, this means mon-
itoring and evaluating how the group
is doing and what it needs to reach its
goal and then helping as appropriate.
Helping can include providing addi-
tional information, making a sugges-
tion, or summarizing and recasting
what yet needs to be done.
Giving support
It is also important—for a smoothly
functioning team—for members to pro-
vide support to each other. This sup-
port can best be given in three ways:
praising, listening and facilitating.
Praising. Sincere, specific praise given
in a timely manner has been proven
time and time again to be one of the Team spirit is high at Cap-Chat CSTC in Quebec. (Photo by Capt
most effective means of reinforcing Lisa Caron, CSTC Cap-Chat public affairs)
desired behaviours. In a group con-
text, praise can be given for productive
members to contribute to the group.
contributions such as new ideas, sug-
A facilitator helps move the group
gestions, or factual data. Praising
toward its goal in a way in which
encourages others to be involved with
participation and commitment to the
the group in a positive way.
group process are both high.
Listening. Few behaviours under-
score the value you place on another The responsibility for initiating
person as much as the ability to listen. behaviours that give direction and
Demonstrate that you have heard support to the group should be
and understood other members by shared by all members. With prac-
using both verbal cues (for example, tice, the timing of these behaviours
paraphrasing) and nonverbal cues will improve and they can become
(for example, head nods). routinely used by all members.
When this happens, the group can
Facilitating. This activity of assist- easily assume the other characteris-
ing with members’ interactions can tics needed to PERFORM and will
take many forms such as leading the be well on its way to becoming a
discussion or encouraging quiet high-performance team.
13
URE: TEA
TEAM BUILDING >
Building your leadership team
Equal contributors—different roles
T eam building is not a once-a-year
event. In the day-to-day activities
at your corps/squadron, you can do
many things to build a strong lead-
ership team. Here are two areas you
can focus on.
Relationship
What kind of leadership team do
you have at your corps/squadron?
Do you think of it as a team of equal
contributors with differing roles?
You probably should.
If your corps/squadron is like most,
you have a mix of officers, civilian
instructors and civilian volunteers.
Recognize that they have different
capabilities, play different roles, but
are all equal members.
If you view volunteers and civilian
instructors as lesser members, you are
inevitably going to treat them that
way. There’s an old saying, “What
you see is what you get.” Flip it around
and think of it, instead, as, “What you
get is what you see.” If you expect
everyone to act like an equal con-
tributing member, then remember to
see them that way and ensure that
your day-to-day actions are aligned
with your beliefs. Don’t put up with
politics at your corps/squadron.
Ensure there is no ‘in crowd’.
Purpose
We’re all clear about the mission of
the cadet movement, but that’s not
enough. The commanding officer
(CO) needs to ensure that there is a
visible and clear purpose behind
day-to-day corps/squadron operations
and training.
14
Lt Craddock, centre, directs his team
of equal—but different—contributors.
If you want a strong team, involve
all your staff in this process.
Think about the current status of
your corps/squadron, the mix of ages,
the mix of training levels and what
will happen in terms of growth and
turnover in the next one to two years.
For instance, are you going to experi-
ence a high turnover of senior cadets
in a year? If so, consider what your
focus should be—probably extra
attention on the leadership and skill
development of your junior cadet
leaders. Have you had a dramatic
change in recruit numbers? How
will you shift your focus?
Your corps/squadron situation
changes, so your team must respond
to changes. Get together and identify
the changes and then ask what the
team response should be. Ask your
team to speculate on the individual
changes this means for them and
guide those with less experience. Here
are some other things you can do:
Build a focus statement early each
year or at the end of the current
training year based on your team’s
assessment of the future.
Build clear ‘duties and responsibilities’
agreements with each team member.
The more experienced they are, the
CADENCE
By Lt Robert Craddock
more you should involve them in
building these agreements. Give
everyone specific accountabilities.
Review descriptions of your key
positions and adapt them to the
corps/squadron. It’s tough being a
new volunteer or officer—you’re not
sure whose toes you could be step-
ping on, or what is really yours to
do.
If you expect everyone to
act like an equal contribut-
ing member, then remember
to see them that way and
ensure that your day-to-day
actions are aligned with
your beliefs.
Build the agreements quickly.
There’s nothing wrong with reviewing
and revising them a month later—
they should be reviewed regularly
anyway. Use these agreements to
help your team get started.
If you worked one-on-one to build
the agreements, share them with
everyone. It’s equally essential that
everyone know about everyone
else’s responsibilities.
The best teams work smoothly and
adapt quickly to changing circum-
stances. Give yours the maximum
chance to do that by ensuring ongo-
ing clarity in directing your team of
equal—but different—contributors.
Lt Craddock is the CO of 1292 (Lord
Strathcona’s Horse (Royal Canadians))
Army Cadet Corps in Calgary, Alta.
He is also a partner in Key Consulting
Group Inc. “The Leadership Company”,
with offices in Calgary and Edmonton.
Issue 14, Fall 2004
Making parents and sponsors part of your team
T o give us a practical perspective
on building the corps/squadron-
parent-sponsor team, Prairie Region
directed us to two CIC officers in
Saskatchewan—LCol Lyle Johnson,
former commanding officer (CO) and
currently administration officer with
1856 Army Cadet Corps in Moose
Jaw, and Lt Bernadette Slager, CO of
888 Air Cadet Squadron in Wakaw.
The two excel at team building with
parents and sponsors. Coincidentally,
both are high school teachers with
experience in building relationships
with parents.
Although their civilian work experi-
ence may play some part in their suc-
cess, LCol Johnson is quick to point
out that many of the team-building
activities and theories he uses as an
educator are actually based on his
cadet experience.
LCol Johnson and Lt Slager gave five
pointers on how to build a strong corps/
squadron-parent-sponsor team: break
the ice with a team-building activity,
ignite a spark with goal-oriented
projects, build rapport, recognize
parent/sponsor contributions and be
open with information.
“Last time I tried this,” says LCol
Johnson, “we had a person who was
marooned on a south sea island for
three days, someone who danced with
Jean Chretien at a wedding and some-
one who had been charged with mur-
der—a trumped up charge, it turned
out. It was a great team builder.”
Working together on a
project is a “spark igniter”
for building a strong
corps/squadron-parent-
sponsor team.
Ignite a spark
LCol Johnson believes that working
together on a project is a “spark
igniter” for building a strong
corps/squadron-parent-sponsor
team. “Success is tangible and meas-
urable in projects that have specific
hard goals,” he says.
Officers should use the leadership
skills they’ve learned—as cadets and
officers at both the local level and
cadet summer training centres, as
well as in their civilian jobs—to create
goal-oriented projects to benefit the
corps/squadron and to foster interest
and pride in those activities among
team members. Goal-oriented projects
may be anything from improving
corps facilities and equipment to
acquiring a corps/squadron flag. “I’ve
seen all kinds of projects work over
the years,” says LCol Johnson.
The flag project ignites sparks
because it gets everyone—cadets,
instructors, parents and sponsors—
involved in learning more about the
corps/squadron history. Officers need
to supervise the flag design, convince
parents and sponsors of the project’s
importance and advise/support them
in fundraising to achieve the goal, he
says.
continued on page 36

Break the ice

Lead a ‘getting to know you’ team-
building activity with parents and
sponsors. Invite participants to tell
you (as organizer), in private, some
little-known fact about themselves.
List these facts on paper. Then ask
participants to track down the person
who matches the clue.
The value in this activity is the
‘questioning interaction’. Form com-
pletion is a bonus. Limiting people
to one question per person allows
the opportunity to interact many Part of team building is ensuring that those who support you are thanked and know they are appreciated.
times and become more comfortable Here, Lt Slager presents a token of thanks to supporters of her squadron—representing local airline
with the group. The ‘buzz’ of the Trans West—during the squadron’s annual review.
task is quite fun.

Professional Development for Leaders of the Cadet Program 15

URE: TEA
TEAM BUILDING >
The full-value contract: A team-building tool
• Choose some activities to promote
S ometimes it’s hard to come up
with ideas and tools to build team
spirit. Recently, I discovered a new
tool that can definitely help us out.
It’s called the full-value contract
(FVC), based on the book, “Adventure
in the Classroom” by Mary Henton.
An FVC respects the integrity and
diversity of individual group members,
as well as the group as a whole.
When instructors and cadets respect
each other, they are more likely to
want to work together and support
each other in the learning process.
This article will attempt to explain
the prerequisites for creating an FVC
at your local corps/squadron, as well
as how to develop the contract and
use it.
Before developing an FVC for a
group, you should do the following:
• Ensure that everyone understands
the meaning of the basic prerequi-
sites—be present, be safe, set goals,
be honest and be constructive.
When instructors and cadets respect each other, they are more
likely to want to work together and support each other in the
learning process. Here, Lt(N) Dan Graham evaluates a leader-
ship tasking at HMCS ONTARIO CSTC. (Photo by HMCS
ONTARIO CSTC public affairs)
16
By Capt Denis Lefebvre
• Ask everyone to set individual
interaction and facilitate getting to
know one another.
goals and then group goals. Ensure
they are clear to everyone.
PREREQUISITES
The contract requires each cadet to:
Be present
The FVC requires every cadet to be physically and mentally present.
It is understood that cadets have to participate fully and take complete
responsibility for their actions. Each cadet is expected to show an interest
in supporting other cadets in the group and commit to participating
actively in the learning process.
Be safe
To stimulate interest, promote participation and build team spirit among
group members, cadets have to feel safe. It is up to CIC officers to ensure
that cadets feel physically and emotionally safe so they can contribute
to their own learning process. The cadets themselves also have a
responsibility—through their own behaviour, attitude and participation—
to ensure they do not jeopardize anyone’s safety. A safe environment
allows each cadet to participate actively, ask questions without embar-
rassment and try to answer questions without fear of ridicule.
Set goals
It is crucial that all group members set their own goals. These goals
become—for individuals and the group—a reference point for making
choices and carrying out actions. As stated in my article on goal setting
in the last issue of Cadence, specific, measurable, appropriate, realistic and
trackable goals must be set in all learning processes so that individuals
and the group can assume responsibility for achieving them. The FVC
requires group members not only to contribute towards achieving group
goals, but also to support individuals in achieving their personal goals.
Be honest
Being honest presupposes that cadets in the group respect themselves and
each other. Instead of showing disappointment or aggressiveness, for
example, they should simply acknowledge their feelings in a particular
situation and say frankly and openly how they feel. In this type of
situation, everyone will then be able to work constructively. Being
honest means being responsible for their words and actions.
Be constructive
An FVC requires cadets to recognize that sometimes others may disagree
with them, that everyone has different opinions and ideas, and that they
should put aside these differences and work towards achieving goals.
If you understand these prerequisites, you’re ready to begin
developing a full-value contract.
CADENCE Issue 14, Fall 2004
 FVC Representation

Now… One group of cadets chose to represent ie Céline Sylvie

their values/qualities with a wheel. c Valer Isa
draw up Lu be
The wheel’s hub represents the ine lle
your FVC

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group’s goals. Each line leading h

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• Organize a brainstorming session.

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from the central hub to the

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Ask everyone what values or outside circle represents a

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qualities the group should follow

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chosen value, in this case

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to achieve its goals. Record these

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effort, respect, under-

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values/qualities on a flip chart. To standing, communication,

tale Marie Sim

ensure that everyone understands
them, ask the cadets to explain the
meaning of some of the values.
• Following discussion, ask the
willingness, enthusiasm,
Our
courage and optimism. Optimism objectives Communication
The outer circle repre-

Steph
sents the group as a
cadets to choose the values they whole and all members

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ag
want their group to adopt to

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as being of the same

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achieve its goals. It is possible for

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the group to keep all the

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said that unless everyone

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values/qualities that come out of

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accepted the values, the

the brainstorming session. Ask one
or more people to present their
results to the group. Then ask the
others to explain some of the val-
ues/qualities presented, to make
sure that everyone understands.
• Ask group members to create a
representation of their values/
qualities on a card or on the flip
chart. Make sure they have pencils,
rulers, glue, scissors, magazines,
and so on. Their representation
could be in the form of a picture
or a chart. The important thing is
that all values/qualities are be repre-
sented and that the illustration
representss or characterizess the
group.
• Ask the cadets to explain the repre-
sentation to ensure that everyone
has the same understanding of the
values and their representation.
• When they are all satisfied with
the results, ask the cadets to sign
their names on the representa-
tion. This will highlight both their
sense of belonging to the group
and their sense of responsibility
for themselves and for the group.
C
p his
So tin
group could not be united, or e
Ma sep
h
move forward to achieve its goals. rylise Jo
Michel René
Using the FVC
The FVC is an especially good tool about the things in the FVC that they
for group feedback and cohesiveness. did and did not follow!
You may refer to it after an activity, The FVC will have a positive effect
experience or situation, asking how on the discipline and behaviour of
the group behaved or acted. Group your cadets. It won’t be long before
members will usually refer to the you discover that they are honouring
FVC before you do and should be the contract—feeling responsible for
able to identify what was done well their attitudes (towards themselves
and what was not done well. They and the group) and for the achieve-
should identify the areas they need to ment of goals.
work on to honour their ‘contract’,
In other words, you’ll have a great
without which group goals cannot
team!
be achieved.
For even better results, implement an
In one actual situation—after imple- FVC with your personnel before you
menting the FVC with a group of try it with cadets.
cadets and after an activity—the person
in charge provided feedback on the Capt Lefebvre is the staff officer responsible
activity and asked the cadets to say for army cadet program development, as
what they did and did not like about well as for marksmanship and biathlon
the activity. Instead of discussing the program development, at directorate cadets
activity itself, the cadets began to talk

Professional Development for Leaders of the Cadet Program 17

URE: TEA
TEAM BUILDING
Resolving conflict to build a stronger team
A Case Study
N othing impedes team building
more than conflict within the team.
Here, we present a case study in
which an interest-based approach
was taken to resolve a conflict among
cadets in a local unit. An interest-
based resolution—which empowers
parties in conflict to resolve their
issues through voluntary dialogue—is
a low-level resolution. The chief of
the defence staff has directed that
conflicts should be resolved at the
lowest (or earliest) level possible.
The facilitators reframed neg-
ative or blaming statements
in a more neutral manner
and engaged the group in
focussing on the future.
This case study provides insight into
facilitating low-level resolution when
a conflict arises and managing group
dynamics when doing so.
In our example, the cadet unit experi-
enced conflict at different levels.
Officers were trying to deal with
their own issues, parent committee
members were dissatisfied with how
the unit was being run and cadets
were taking sides. Cadet retention
was a common concern.
While the adults explored what con-
flict resolution approach could work
for them, they agreed to ask an out-
side facilitator to help resolve the
cadets’ problems. In this case, the
officers did not feel their skills were
advanced enough to attempt facilita-
tion themselves.
Two facilitators accepted the invita-
tion to meet with the cadets. The
facilitators clarified that their role
would be to manage the process and
that the youths would be responsible
18
for finding a solution acceptable to
all—an interest-based approach to
resolving the conflict.
Preparation
The cadets were invited to attend a
group meeting facilitated by “neutral
and impartial third parties”. It was left
up to the parents/guardians and the
cadets to decide whether the cadets
would attend. Twenty-five cadets
showed up.
The meeting took place before the
regular parade time. As the meeting
ran through dinnertime, refreshments
were provided. This set the tone for
the meeting, allowing the cadets to
interact and become comfortable
with the situation. It also gave the
facilitators an opportunity to observe
group dynamics. They identified
cadets who formed alliances, outspoken
cadets, less outspoken cadets and
cadets perceived as leaders. They also
observed the interaction between
cadets (whose parents were most
vocal in voicing their dissatisfaction
with the unit’s operation) and the
other cadets.
Process
The facilitators began the discussion
by confirming that the goal was to
have an open and honest discussion
about the problems the local unit had
been facing and what suggestions
they had, in their power, towards a
resolution.
The cadets were then asked to list
the ground rules for discussion.
Their suggestions included:
• No interruptions while the other
person was speaking.
• Active listening.
• Respecting another person’s opinion
even if you didn’t necessarily
agree with it.
CADENCE
By Denise Moore
Before proceeding, each cadet was
asked if she/he could commit to
these rules. This established greater
buy-in to the process right from the
beginning, as well as a safe environ-
ment in which to discuss the conflict.
The facilitators and the cadets sat
in a circle to demonstrate equality.
Two questions were posed:
• Describe the current vibe in your
unit as you see it and reflect on
how it has affected you personally.
• To improve the situation, what can
you be responsible for? Cadets had
an opportunity to answer (or pass)
as they went around the circle.
The cadets expressed their expecta-
tions, assumptions, concerns and
hopes. The facilitators reframed neg-
ative or blaming statements in a
more neutral manner and engaged
the group in focussing on the future.
The facilitators got permission
from the large group to pursue side-
discussions with the cadets (whose
parents were most vocal in voicing
their dissatisfaction with the unit’s
operation) and some of the other
cadets. During these interactions,
the facilitators carefully monitored
the dialogue by focussing not only
on what was said but also on body
language and tone.
Managing group
dynamics
One cadet was unfocussed, disruptive
and at times, displayed disinterest in
the discussion. The facilitators simply
reminded her of the ground rules and
suggested that if anyone was unable
to abide by them, they would be
asked to leave the process. When the
cadet did not comply, it was another
cadet who raised the ground rule and
repercussion, and the facilitators
asked the cadet to leave.
Issue 14, Fall 2004
Sometimes emotions
took over and dialogue
began to break down.
At these times, the facil-
itators let the group
know what they were
observing —that every-
one felt passionate
about the subject and
wanted their point of
view understood. The
cadets were reminded
that in respecting opin-
ions, they did not have to agree but
must try to understand where the
other person was coming from. By
keeping an open mind and actively
listening, they could demonstrate
that they understood—building
bridges and trust.
Once this occurred, the group was
ready to brainstorm potential resolu-
tion options.
When the group went off topic, the
facilitators first reminded the cadets
of the agenda and timelines. Then
they gave the cadets some options
on how to continue. They were
asked if they wanted to proceed off-
topic and if it would achieve the
overall goal. They were also given
the option of ‘parking’ items not
directly related to the discussion in a
‘parking lot’—a chart in the room
where comments and questions
could be posted anonymously for
discussion at a more appropriate
time. Another option was to allow
group members—as owners of the
process—to make a decision about
where they wanted the conversation
to go. Checking this throughout the
process was crucial.
Resolution
The cadets’ solutions to their conflict
encompassed what they had author-
ity over.
Professional Development for Leaders of the Cadet Program
Everyone wrote their personal com-
mitment to the unit’s improvement on
a large sheet of paper that was posted
at the unit for the rest of the year. The
solutions ranged from how they
would interact with each other in the This case study shows that facilitation
future to ways they could change their and managing group dynamics can
unit’s image and increase recruitment. help resolve a conflict to improve rela-
tionships and build a stronger team.
The cadets said it was important to
present their resolutions to parents Denise Moore, a senior mediator with
and officers at the session’s end. In directorate cadets, represents the conflict
this way, parents and officers were management program for director general
able to see the impact of the conflict reserves and cadets.
on everyone.
Facilitation tips
Don’t do all the work. As a facilitator, transfer the onus to participants. You are simply
there to guide the process, not the content.
Do not influence, recommend or use judgmental statements. Recognize your role and
the cadets’ perception of you when it comes to impartiality and neutrality.
Recognize your limitations. If necessary, ask for help through your chain of command
or visit the nearest Dispute Resolution Centre.
Use two facilitators in groups of 15 or more. One guides the process and the other
monitors group dynamics—reactions, body language, participation level and so on.
Check in with the group during the process, as well as during breaks. Ask the group how
it is digesting the information, clarify points if there are questions, or speak to a cadet quietly
on the side if you have noticed negative body language or lack of participation. It’s also an
opportunity for the cadets to comment on how the process is—or is not—working for them
and discuss potential changes.
Follow up. Ensure that the group addresses how it will deal with future conflicts and include
this in the resolution. As a leader, you are in an ideal situation to monitor, have one-on-one
discussions, or call group meetings to discuss your observations and review commitments.
19

‘Employing’ your cadets following summer training
I t’s the end of August or the begin-
ning of September. Your cadets
have returned from summer training
and you face a fresh syllabus and new
training year at your local squadron.
About one-third of your cadets have
probably received summer training.
You may not yet have their course
reports, so how do you know what
they achieved during the summer?
Are your more senior cadets capable
of helping with training or instruction?
As a commanding officer (CO), training
officer, or level officer, what can you do?
Find out how
things went
It can be as simple as sitting down
with your cadets and finding out how
things went.
“The two important things are to
schedule the time so the conversation
actually happens and to find an
It’s often easy to get cadets—like these cadets on the range with Capt Ken Boyd at Albert Head CSTC in Victoria
—to talk about their summer training experience. (Photo by Capt Johane Andrews, Albert Head CSTC public affairs)
20
approach that doesn’t intimidate the
cadets,” suggests Capt Linda
Lohmaier, who worked as the chief
administration officer at the air cadet
summer training centre in Penhold,
Alta., this past summer. “The last
thing the cadets need at the start of a
new year is to face a ‘panel’ made up
of their CO, training officer and level
officer.”
Capt Shelley Sinkia- Cox adopts a
low-key approach at 540 (Golden
Hawks) Squadron in Oakville, Ont.,
where she is CO. Her training staff
simply engage the cadets in conversa-
tion, asking specific questions like,
“How did you find the training?
What did you like? What did you dis-
like? What do you want to do next?”
Setting goals
Asking cadets what they want to do
next is easy if you have helped them
set goals before their summer training.
CADENCE
By Capt Andrea Onchulenko
Don’t get hung up on
waiting for course reports.
Allow cadets to teach—with
close monitoring—before
course reports arrive.
However, with everything else going
on, it may be difficult for you to meet
with each cadet the month before
summer training begins. If this is the
case at your squadron, you may want
to try an approach that has worked for
other squadrons. Next year, if you or
your staff give the cadets a general
briefing on what to expect during the
summer, suggest at that time that the
cadets set personal goals. A good
reference for goal setting is the article
“Setting Goals” (Cadence, Spring/
Summer 2004). You may want to
touch on these points with the cadets.
Regardless of whether or not cadets
have set goals, it’s often easy to get
cadets to talk about their summer
training experience. They may have
their course handbooks or portfolio
materials with them and can explain
what they learned and liked. From
here, it’s usually easy to determine
what a cadet wants to focus on during
the upcoming year.
How to ‘employ’
the cadet
Based on what they have learned
during the summer, some cadets will
want to focus on instructing.
This sounds straightforward enough,
but what if you—like Capt Sinkia-
Cox—had to plan for this current train-
ing year before your cadets went on
summer training? Capt Sinkia-Cox’s
planning budget was due in the spring
to her sponsoring committee, and
adult staff members were going on
summer training. Her solution was to
assign officer instructors in the spring
and assign cadet instructors in the fall.
Issue 14, Fall 2004
 What about next summer…
But what if you haven’t yet seen the
helping cadets decide
course reports?
Don’t get hung up on waiting for
course reports. Capt Tami
Marchinko, a volunteer at 34 (Sabre)
Air Cadet Squadron in Regina, has
seen squadron staff allow cadets to
teach—with close monitoring—before
course reports arrive. Monitoring
allows adult staff to ensure that the
cadet performs well.
Capt Sinkia-Cox goes one step further
—organizing a special weekend to
give senior cadet leaders a chance to
talk about their summer experiences
and collaborate with training staff.
“It’s also about more than just teach-
ing,” she says. “You have to think ‘Employing’ your cadets following summer training is one thing. Helping
about the cadets’ specialist skills. If a
cadet returns from the Survival
your cadets decide what training they would like to take next summer is
Instructor Course, I want to include another. Application deadlines aren’t far off. How can you help?
him or her in the planning of upcoming
survival activities.”
Guiding your cadets in their choice of summer training goes a long way
to ensuring that they will get the most out of their experience and make
Fortunately, the updated course pro- valuable contributions to your squadron on their return.
grams lend themselves well to deter-
mining specialist skills, says Capt
Lohmaier. For example, a cadet Capt Sinkia-Cox, Capt Marchinko and Capt Lohmaier offer these suggestions:
returning from the Introduction to
• Ask cadets outright what they are interested in.
Leadership Course is probably well
suited to help with phone duties. • Offer some guidance. For more junior cadets, for instance, you might recommend the
Cadets who have completed the Introduction to Leadership Course.
Introduction to Rifle Coaching Course
or Athletic Instructor Course will obvi- • Know the prerequisites for summer courses, outlined in CATO 54-20.
ously have specific skills in those areas. • Help your cadets find courses for which they meet the necessary criteria—long before
Capts Lohmaier, Sinkia-Cox and application forms are available. At 34 Squadron, the CO met with cadets individually one year
Marchinko believe that asking your to make sure they were aware of the courses for which they were qualified.
cadets how summer training went, • Offer general interest briefings. Courses at 34 Squadron are grouped into categories
helping them set goals, discovering (scholarship, music and so on) for briefings.
what they would like to focus on
and allowing them to use the skills • Offer a more detailed information package for cadets who are interested.
they have acquired over the summer • Have up-to-date and accurate course information. Because of recent course changes, it’s
will go a long way towards ensuring important to check with your regional headquarters staff to ensure you have correct information.
that your cadets are well ‘employed’
during the training year. If you can • Plan ahead. Think down the road to positions that will be available over the next two years.
add to their suggestions, let us know Helping cadets decide on their summer training is really just one aspect of squadron planning.
and we’ll share them in Cadence.
Above: These air cadets—on the survival course at Albert Head CSTC this past summer—returned to their
Capt Onchulenko is the staff officer
squadrons in September with new skills they can use at the local level. (Photo by Capt Johane Andrews, Albert Head
responsible for air cadet training at CSTC public affairs)
directorate cadets.

Professional Development for Leaders of the Cadet Program 21


Crisis communications
When things go wrong, following a few basic rules will help
you deal effectively with media and ensure that the public
is informed in a timely and accurate manner.
D ND/CF public affairs policy is
found in Defence Administrative
Orders and Directive (DAOD) 2008.
DAOD 2008-3 in particular deals
with issue and crisis management.
Media relations must be consistent
with this policy.
Should a crisis occur, it is essential—
first and foremost—to inform your
higher headquarters and regional
cadet public affairs officer immediately.
If your regional cadet public affairs
officer is not available, inform the
nearest support base public affairs
office, formation public affairs office,
or DND public affairs office and
request their advice. Then inform
your sponsoring committee and
ensure a mechanism is in place to
inform parents.
It will also be useful to remember
these pointers:
Sometimes, getting to know media representatives before a
crisis occurs can be helpful. Here, reporters from CKY TV in
Winnipeg interview Capt Jimmy Lawson, the chief ground
school instructor at the regional gliding school (RGS) in
Gimli, Man. (Photo by Capt Judy Undiks, RGS Gimli public affairs)
22
• Designate a single spokesperson
to deal with media. The com-
manding officer should take per-
sonal charge, but may not be the
most appropriate spokesperson.
Depending on the circumstance, it
may be the regional cadet public
affairs officer, training officer or
other subject matter expert. In
very special circumstances the
president of the local sponsoring
committee may have a direct
involvement because the sponsor
owns the hall that burned down
or the vehicle involved.
• Prepare a simple but factual
news release. Include only factual
information. Review the news
release contents with the regional
cadet public affairs officer who will
take a final draft to the commanding
officer of the regional cadet support
unit (RCSU) as the approving
authority.
• Prepare some questions and
answers about the incident.
This will help the designated
spokesperson keep focussed on
the facts. Work with the public
affairs specialist.
• Respect personal privacy. Do not
release personal information like
home addresses or telephone num-
bers. Do not release names of vic-
tims until next of kin are informed.
Where there is a police investiga-
tion, you might leave it to the
police to deal with these questions.
• Respect the principles of judicial
process and federal laws such as
the Privacy Act, Access to
Information, and the Young
Offenders Act, which govern the dis-
closure of information to the public.
CADENCE
By LCdr Gerald Pash
• Never speculate about the cause of
the incident, the amount of damage,
or the effect on future activity.
These facts will be established by
the summary investigation, the
police and/or other officials and
should be released only after the
investigations are complete or on
the advice of higher authority.
• Keep a log of information that
has been released and the names
of reporters you have spoken to,
the media they represent, and
their telephone numbers.
• Be prepared to provide regular
updates and follow-up coverage.
• Provide clear and accurate infor-
mation as quickly as possible.
The media will check all their
sources, hospitals, fire, police,
ambulance, witnesses, neighbours,
former cadets and anyone who can
give impressions. You can prevent
hearsay information from being
reported.
When speaking to the media, stay
within your own area of responsibility
or expertise; never say “no com-
ment”; never lie; and if you don’t
know or can’t answer, say so and
why and/or offer to get the answer
and call back.
Be mindful of the essentials of secu-
rity, accuracy, policy, and propriety.
Security of the person and their pri-
vacy is paramount. The information
you relate must be accurate. Policy
issues must be adhered to (incidents
of sexual abuse and harassment have
very specific policy considerations
with regard to the release of infor-
mation). You must be concerned
about the propriety of releasing the
information and whether the spokes-
person is the right person to speak
about the issue.
Adhering to policy and following
these basic guidelines should help
you respond quickly, decisively and
openly when things go wrong.
LCdr Pash is the public affairs officer
for RCSU (Pacific).
Issue 14, Fall 2004
By Col Robert Perron

Field clothing for local cadet training

As you know, the Cadet Program does not provide a field uniform for local cadet
training. A question that comes up regularly is, “What should a cadet wear—or
what is the leadership expecting cadets to wear—during field training?”

N ationally, we will only provide

guidelines on what may be worn
during field training for such issues as
safety. It is ultimately up to corps/
squadron commanding officers (COs)
to determine the appropriate dress for
a field activity—ensuring that it meets
the criteria of safe, hygienic, respectable
(no clothing with obscene wording or
motifs for example), comfortable and
appropriate for the training.
We must all be careful not to impose
unneeded and unwarranted restric-
tions upon cadets. All of our rules
must be held against a measure of the
benefit they bring to the larger organi-
zation or to the cadets themselves.
In keeping with this principle,
corps/squadron COs or their staffs
should not impose the purchase of a
specific field clothing, such as combats
or CADPAT—the combat uniform
worn by CF members—on individual
cadets, junior or senior. Cadets
should also not be told that they
cannot wear what they, or their
parents, have purchased for field
wear—provided their clothing meets
the above criteria.
To ensure maximum access to the
Cadet Program, we must reduce
inadvertent economic barriers to par-
ticipation. If we tell cadets to purchase
specific kit for field training, we are
adding an extra financial burden on
their parents. Such instances must be
the rare exception. Many families
simply cannot afford such additional
expenses. Corps/squadron staffs and
sponsoring committees must make
every effort to limit unnecessary
expenses for cadets and their parents.
That being said, it is entirely possible
that sponsoring committees may
decide to purchase—at their expense
—field clothing for cadet use.
Neither field clothing nor ‘combats’
should be used as training dress for
regular weekly training, as the Cadet
If we do not provide the
field training uniform, it
would be unreasonable
for us to require that the
cadet show up in one.
Program does provide cadets with a
uniform for that purpose.
Over the last year or so, with the move
of the CF to the CADPAT uniform,
there has been much discussion
around field dress for the Cadet
Program at the local level. The deci-
sion not to introduce a uniform
specifically for field training means
that the organization will not mandate
a specific dress. In the end, all this
boiled down to one simple principle:
if we do not provide the field training
uniform, it would be unreasonable
for us to require that the cadets show
up in one.
Col Perron is director cadets.

Cadets from 151 (Chadburn) Air Cadet Squadron in Oshawa, Ont.—shown here on a field outing to the Ganaraska Forest Centre—are not required
to purchase special kit for field activities. Squadron leaders simply ask cadets to wear clothing that will keep them “warm and dry”.

Professional Development for Leaders of the Cadet Program 23

 By Lt(N) Paul Fraser

employed and given the opportunity

Changes to CIC Training
How will they affect you?
“The future of CIC training” is not
that far into the future for local officers.
ome local officers (at as yet unde-
S termined locations) will take part in
a trial of the new basic military officer
qualification (BMOQ) (CIC-common)
course in late 2005. This course will
eventually replace the current basic
officer qualification (BOQ) course.
Once the course is finely tuned, it
will be implemented across the board.
Many officers have been asking how
CIC training changes will affect
them.
The changes will have little effect on
the training and rank progression of
currently enrolled officers. Officers
loaded on the new BMOQ, however,
will enter a new training stream. For
a short time, training from both the
current and future training programs
will be conducted as old courses are
phased out and new courses are
phased in.
In the Winter 2003 issue of Cadence, we
outlined the design and development
of a new job-based training program
for CIC officers. This new approach
will reduce over-training and ensure
The changes will have little
effect on the training and
rank progression of currently
enrolled officers. Officers
loaded on the new BMOQ,
however, will enter a new
training stream.
that officers selected to fill specific
jobs in one of the three functional
employment areas—local corps/
squadron, cadet summer training
centre (CSTC) or headquarters—are
trained when required, rather than
years before they are required to use
the skills.
The table below compares current
and future training programs.
Four developmental
stages
In the future, CIC officers will have
four developmental periods (DPs)—
timeframes—in their careers. During
each, individuals will be trained,
to develop specific occupational or
professional skills and knowledge.
DP 1
Officers enter their first DP upon
entry into the CF. Training received
in this period prepares CIC officers
for effective performance as entry-
level officers and provides opportuni-
ties to develop functional leadership,
occupational and environmental
skills. Occupational training will
focus on the knowledge and skills
related to being a youth leader in the
Cadet Program. Environmental
training will focus on the knowledge
and skills required to implement sea,
army and air cadet training.
The sum of this training will enable
CIC officers to supervise, administer
and train cadets—in accordance with
Section 46 of the National Defence
Act. This training will also provide
the skills and knowledge required
for employment as divisional officer,
platoon commander or flight com-
mander at a cadet corps/squadron or
CSTC.
Officers appointed as supply or
administration officers will be
required to take a job-based course—
delivered mainly through distributed
learning.

CIC training progression – local headquarters

DP1 CIC basic common/occupational
and environmental training DP1 occupational jobs DP 2 common training and occupational training

Current Basic Military

Occupation Supply Administration Lieutenant Captain Commanding
training Officer Officer Officer qualification qualification Officer
program Qualification Classification
Sea/Land/Air (Sup O) (Admin O) (LTQ) (CQ) course
(BOQ) (COC)
(MOC)

Basic Basic
Military Junior Officer
Future Military BMOQ Supply Administration Training Commanding
Officer Qualification
training Occupational (CIC – Officer Officer Officer Officer
Qualification (JOQ)
program Qualification Sea/Land/Air) (Sup O) (Admin O) (Trg O) course
(BMOQ) (CIC –
(CIC – (COC)
(CIC – Common)
Common)
Common)

24 CADENCE Issue 14, Fall 2004

 During DP2, CIC officers
have the greatest range of
employment opportunities
available to them and are
ready for more specialized
employment.

DP 2
Officers enter the second DP on pro-
motion to lieutenant (navy) or captain.
In this period, CIC officers are pre-
pared for employment in leadership
and staff roles at cadet corps/
squadrons, CSTCs and regional/
national headquarters. During DP 2,
CIC officers have the greatest range
of employment opportunities avail-
able to them and are ready for more
specialized employment. They are in a
position to broaden their occupational
expertise and further develop their
leadership and supervisory skills.
Junior officer training will be developed
to provide officers with the common set
of tasks, skills and knowledge required
for the increased responsibilities associ-
ated with the jobs found in DP 2.
At corps/squadrons, training officers
and commanding officers will require
this training as a prerequisite to their
job-based training.

DP3 and DP4

Officers enter DP 3 on promotion to
lieutenant/commander or major. This
period involves increased levels of
responsibility and staff employment
within the occupation. Officers enter
DP 4 on promotion to captain (navy)
or colonel.
SLt Sadie Pelland coaches sail trade group III cadets Brenda Purdy and Kimberly Gerbrandt as they sail
rudderless in a Laser II sailboat at HMCS QU’APPELLE CSTC in Fort Qu’Appelle, Sask. The new
job-based training program for CIC officers is far from ‘rudderless’. It will ensure that officers are trained
when required to fill one of three functional employment areas—local corps/squadron, CSTC, or headquarters.
(Photo by Lt(N) Cory Titsing, HMCS QU’APPELLE CSTC public affairs)

Training requirements for these DPs

have not yet been addressed.
Developing
personnel and
training policies
In addition to designing and developing
new training, another important
aspect is developing personnel and
training policies. This will include
looking at issues related to recruiting,
promotion, compensation and benefits
to name a few.
At this time, directorate cadets
(D Cdts) staff, in conjunction with
staff from assistant deputy minister
(human resources–military), are
finalizing the CIC military occupa-
tional structure. Based on job
requirements, this structure will
facilitate the control, training and
management of the CIC as a sub-
component of the Reserve Force.
Lt(N) Fraser is the staff officer for CIC
training at D Cdts.

Professional Development for Leaders of the Cadet Program 25


Changes coming to the regional
cadet instructor schools
Many CIC officers may have heard about planned changes to
regional cadet instructor schools (RCISs). This article attempts
to explain those changes and why they are being undertaken.
T he intent is to have a functionally
integrated training organization—
the exact type and structure is still
being worked out—responsible for
CIC officer training by Sept. 1, 2005.
The new training organization will
have a national staff responsible for
the management and control of CIC
training. This national staff—reporting
to director cadets—will be the single
point of responsibility and accounta-
bility for CIC officer training, thus
ensuring that a single national training
standard is enforced and that training
policy is uniformly applied.
In the future, the regions will no
longer develop training. The regional
schools will be responsible for only
the delivery of CIC training in their
geographic area of responsibility.
The training given at the regional cadet instructor schools
that we have today—including RCIS (Atlantic) where
this photo was taken—will be standardized for all CIC
officers across the country.
26
By LCol Tom McNeil
They too are doing a very good job;
however, three officers are insuffi-
cient to properly support the schools,
while simultaneously progressing
the analysis, design and development
The striking weakness
with today’s CIC training
of the future CIC officer training
program. Indeed, this insufficiency
has contributed to the differences that
structure is the absence of exist between the various schools.
a single national standard The striking weakness with today’s
for both training and training CIC training structure is the absence
of a single national standard for both
policy. The planned changes
training and training policy. The
are…intended to remedy planned changes are first and fore-
this fault. most intended to remedy this fault.
Why is a single
Why are we making
training standard
these changes?
so important?
Today, we have RCISs in five
Over the past several years, we have
different regions—responsible to five
invested considerable resources in
regional cadet support unit (RCSU)
identifying the tasks, knowledge and
commanding officers (COs) for the
skills CIC officers require to deliver
delivery of CIC officer training. By a vibrant Cadet Program, as well
and large, the schools are doing a very as designing a new CIC training
good job of delivering program to achieve that end. This
training; however, money will be wasted unless we put
they are separate and a training structure into place that is
distinct from each capable of projecting and enforcing
other, using different the national standards associated
business processes with that new program. This is
and, all too frequently, demonstrably not the case today, and
different training poli- the absence of such national stan-
cies and standards. dards exposes the Cadet Program to
a variety of unnecessary risks.
Supporting those
schools are three per- Equally important, the creation of a
sonnel at directorate functionally integrated organization
cadets (D Cdts) who will achieve economies of scale and
are responsible for effort that will allow us to optimize
maintaining the exist- resources allocated to the CIC training
ing training program effort. For example, in our current
that the schools deliv- state, regional schools independently
er and progressing generate courseware—lesson plans,
the training-related training aids and so on—to support
aspects of the CIC ‘their version’ of each CIC course.
Military Occupation With a single standard, we will need
Structure Change to create these materials only once.
Management Project. continued on page 36
CADENCE Issue 14, Fall 2004
By Lt(N) Kévin Dufault
Communicating in a multicultural/
multilingual context
At local corps and squadrons, we are sometimes called
upon to communicate in a multicultural and multilingual
context. Many of our cadets may have trouble under-
standing the language of the majority, and this requires
us to be innovative in our approach to teaching.
H ere, we look at some of the unique
challenges faced by the Regional
Cadet School of Music (Eastern) in St-
Sacrement, Que., this summer when
it offered its advanced military band
course in English for the second year
in a row. Although it speaks of the
challenges of teaching an English ver-
sion of a course that has been well
established in French for a number of
years, any instructor in a multicultur-
al/multilingual context might face
similar challenges.
Our teaching team—comprising one
officer and one staff cadet—wel-
comed four English cadets to the
course. The Francophone instruc-
tors were selected, in part, because
of their knowledge of English.
The summer was full of surprises and
a few pitfalls. We learned many
things, including it was not good
enough to provide a rough transla-
tion of lesson plans and instructional
material; important teaching princi-
ples—such as linking new material
with what the cadets already knew—
were more difficult to apply; and the
tricks we use to teach in one language
may not work in another language.
We faced significant obstacles to
effective communication with our
cadets: we lacked not only the
vocabulary to communicate, but also
the different language tools.
Obstacle: Limited
vocabulary
When we communicate, we use both
passive and active vocabularies. Our
passive vocabulary includes all the
Professional Development for Leaders of the Cadet Program
ered that a literal translation of
words often failed to accurately con-
vey an idea.
If you look at the English phrase jam
session, for example, you can see the dif-
ficulties that a literal translation would
create. After all, an improvisational
music session doesn’t have anything to
do with the jam you put on your toast!
Lesson:
terms we recognize when deciphering
a message in a language. It always
exceeds one’s active vocabulary. Our
Don’t depend on literal translations.
Such problems must be considered
in all communication situations—not
active vocabulary, on the other hand, just when teaching.
refers to the terms we can use in our
language to explain what we mean. Obstacle: ‘Tricks’ of
teaching may work
For example, typical Francophones
from Montreal hear a lot of English in one language,
in their environment. Their passive but not in another
vocabulary might allow them to fol-
An important teaching principle is to
low instructions in English, under-
try to link new material with what
stand some television programs, or
cadets already know—linking new
react to military orders in English.
However, their active vocabulary is and abstract concepts with things that
more limited, making it difficult for are familiar and concrete. However,
an instructor to explain to a cadet in making this connection from the
English how to play a musical scale. familiar to the unknown takes on a
The same would apply to whole new dimension in a multicul-
Anglophones’ passive and active tural and multilingual context.
French vocabularies. continued on page 29
Lesson:
If we were at a loss for words as
instructors, we found that it was bet-
ter to state the idea in French and
ask the cadets for their translation to
ensure that they had understood.
This avoided the risk of confusing
matters with our own poor rendi-
tion. We often found that the
Anglophone cadets knew more
French than they thought.
Fortunately, our active vocabulary
grew quickly with practice, so that
these situations occurred less often.
Obstacle: Literal
translation
Throughout the summer we had a Cadets from the advanced military band course—French and
few real laughs at how awkwardly English—at the Regional Cadet School of Music (Eastern) in
our ideas were translated from St-Sacrement. (Photo by RCSM (Eastern) public affairs)
French into English. We also discov-
27
 By Sid Woolfrey

Teaching
‘tricks of the trade’
to cadet instructors

“How do we keep everyone interested and learning at the same time?” This became the
primary question facing my frustrated corps training team when they realized that even
though they were teaching the same lesson to everyone, only some cadets were ‘getting it’.

M uch useful information has been
written already on teaching
teens, as well as the diversity of
learners and different learning styles.
(Cadence, Summer 2003). However,
reaching all cadets—including those
who have difficulty learning—is a little
more complex than just recognizing
that they have different learning styles
and strengths.
Our corps undertook a project to give
our petty officer (PO) instructors the
tools to identify—at least on the surface
—learning styles, as well as some
‘tricks of the trade’ to integrate into
their lessons.
During phase three and four instruc-
tional techniques classes, we drilled
the following basics into our cadet
instructors:
• Involve cadets physically in some
parts of every class
• Build variety into each lesson to
increase attention
• Vary the working group size
• Include as many sensory inputs
into the class as possible
Physical
participation
All cadets benefit from direct physical
participation in class. Participation
can mean anything from holding a
chart or teaching aid during instruc-
tion to arranging items before class
start-up or collecting them after.

Above: During the annual inspection of 83 Sea Cadet Corps, Sid Woolfrey asked these cadets to pose in front of a display shelter to
make his point about engaging the five senses when teaching cadets to build a real outdoor shelter. Cadets can engage sight—to check
the shelter for holes and watch for boiling water; sound—to listen for fresh running water and the crackle of the fire catching; smell—to
detect whether the branches are spruce or fir; touch—to differentiate tree boughs, check if the boughs are attached firmly and find dry
wood; and taste—to enjoy water and the food they cook when the shelter is built.

28 CADENCE Issue 14, Fall 2004

Role-playing or demonstrations during
classes draw cadets in and command
attention. For cadets who learn
through written notes, there is the
handbook or handouts after class.
No learning style seems to lose when
participation is a factor (Rethinking
Teaching Strategies, Collins, Stead &
Woolfrey, Modern Language Review,
Vol.60, No.3, Feb. 2004). Everyone
learns, everyone has fun and every-
one wins.
Variety
Variety is a must for effective
instructional technique. We taught
our POs to determine their allotted
time for a lesson and then break the
lesson down into 15- to 20-minute
segments. Each segment should
present information in a different
way, including poster displays, over-
heads, brief oral presentation of main
ideas, quick and frequent reviews,
short non-intimidating class checks
for learning, games and videos, role
playing, paired quizzing and so on.
We also taught our instructors to
watch for signs of when a cadet is most
responsive. This provided important
information when the PO planned
other activities for the same class.
Working group size
We encouraged our instructors to
vary the ways in which work is done
in a classroom, or project. Work may
be done individually, in pairs, small
groups, or as a whole group with
assigned roles. Varying the group
size gave instructors a unique chance
to observe where each cadet worked
best and to observe the emergence of
natural leaders and natural followers.
Sensory inputs
Research has found that senses play
an amazing role in learning, and
smell is listed as the sense most
linked to memory.
If at all possible, lessons should
include sensory input for sight,
sound, touch, taste and smell.
Professional Development for Leaders of the Cadet Program
Instructors who keep in mind
physical participation, vari-
ety, group size and the sense
will experience greater satis-
faction from their classroom
instruction and increased
learning by the cadets.
One of our POs accomplished this
during a class on preparing a survival
kit for outdoor adventure training.
Cadets sat in a circle around a large
table and were asked to remember kit
items, among them a waterproof
flashlight, a whistle, a foil thermal
sheet, a chocolate bar and waterproof
matches. The end-of-class confirma-
tion quiz showed these were the top
five items remembered because they
involved the cadets’ senses. The PO
let students attempt to send an SOS
signal with the flashlight; compete to
see who could blow the whistle loud-
est; wrap themselves in the thermal
sheet to experience how quickly heat
built up; taste a piece of chocolate;
and remove the matches from their
container, so cadets could smell the
paraffin wax that covered them.
Research has found that
senses play an amazing
role in learning, and smell
is listed as the sense most
linked to memory.
Instructors who keep in mind physical
participation, variety, group size and
the senses (PVGS) will experience
greater satisfaction from their class-
room instruction and increased
learning by the cadets.
Sid Woolfrey is a civilian instructor
with 83 Sea Cadet Corps BRITON
in Twillingate, Newfoundland and
Labrador. His experience as a teacher
and time spent developing new teaching
methods for second language learners
were assets to his corps’ project.
Communicating in a multicultural/
multilingual context
continued from page 27
The tricks, games and parallels that
we had accumulated in our teacher’s
toolbox over the years did not
always work.
For instance, the “Italian food” game
—a rhythm game that is very popular
with young people—is based on the
pronunciation of terms such as
“pizza” and “ravioli”. At first glance,
we thought there would be no prob-
lem, since the words are spelled the
same way in both languages. The
surprise came when we realized that
the pronunciation and stressed sylla-
bles are different in English and
French. The game no longer worked.
These different emphases actually
created problems for the instructors
and interfered with the message we
were trying to convey.
Lesson:
To deal with this problem, we adapt-
ed our material for our Anglophone
cadets. We used examples from
Anglophone culture to replace the
examples from Francophone culture.
We also developed tools based on
visual cues. As well, the cadets them-
selves created a number of instruc-
tional tools that worked for them.
Teaching a course in another lan-
guage is no mean feat! We had to
examine our teaching methods and
absorb the cadets’ culture. It forced
us to hone our translation skills and
greatly improved our second lan-
guage skills, as well as the second
language skills of our cadets.
It was a rewarding learning experi-
ence. Perhaps you can learn from
our lessons.
Lt(N) Dufault was the conductor
of I band at the school of music
over the summer.
29

Teaching cadets with learning problems
A s a training officer at my local
headquarters, and more often as
a teacher in civilian life, I see youths
who are having trouble learning. I
often ask, “How many of these
young people in our Cadet Program
are going unnoticed and slipping
through the cracks?” Secondly, how
can we as officers identify the problem
and deal with it?
Most of us know that we all learn
and express ourselves differently.
Lately, the buzz words “multiple
intelligences” and “diverse learners”
have come into the realm of education
and learning.
Whatever terminology we use, it’s
important to understand that if we
pay attention to these learning styles,
we can strengthen a cadet’s ability to
learn; if we ignore them, we can
weaken a cadet’s ability to learn.
Learning disabilities are life long and
range in severity. Lesser disabilities
can be difficult to identify, but may be
severe enough to hamper a cadet’s
progress in the Cadet Program.
As leaders we should try to identify
these problems as early as we can.
It is useful to use both audio and visual teaching. Here, air cadets from 617 Air
Cadet Squadron teach local sea cadets the parts of a glider by making paper gliders
and having a best flight contest.
30
Learning disabilities are life
long and range in severity.
Lesser disabilities can be
difficult to identify, but may
be severe enough to hamper
a cadet’s progress in the
Cadet Program.
You can often spot learning difficulties
by observing a cadet’s behaviour.
Cadets may become introverted, or
‘act out’ in their frustration over their
inability to learn as quickly as other
cadets. Confirming the problem may
be as simple as talking to the cadet pri-
vately, or talking to the cadet’s parents.
With the permission of the cadet or
parents, be sure to pass on what you
know to the cadet’s other instructors.
A few years ago, a colleague
approached me while I was serving
as an assistant flight commander at a
cadet summer training centre. He
told me that a cadet from his
squadron would be in my flight for
two weeks and that the cadet had
difficulty reading.
CADENCE
By Capt Ambrose Patterson
This gave me the ‘heads up’ I needed.
I asked myself, “What can I do to
make this cadet’s experience success-
ful?” Among other things, I read to
him and broke information down
into smaller fragments.
If you have a cadet that is having
trouble learning, you may want to
follow some of these suggestions:
• Cadets who have challenges with
learning related to perception
decode language at a slower pace.
Give them more time to complete
tasks.
• Focus attention and clarify the
meaning of written text with pic-
tures.
• Often, cadets can learn from each
other. However, under-performing
cadets may feel embarrassed
about their challenges. Make sure
they work with someone they feel
comfortable with.
• Try to use both audio and visual
teaching aids so cadets can use the
one that works for them.
• Repeat key words and phrases.
• Add gestures, facial expressions and
vocal intonation during class. They
help focus a student’s attention.
• Ensure classroom participation,
and ask more open-ended questions
because it encourages students to
respond when there is more than
one right answer. Wait a while after
asking a question to give students
with a learning difficulty time to
process what is being asked and
prepare a response.
Capt Patterson is the training officer at
617 (Dambusters) Air Cadet Squadron
in Lewisporte, Newfoundland and
Labrador. He also teaches core French
to Grades 4 to 9 students.
Issue 14, Fall 2004
By Capt Denis Lefebvre
Adventure training…the path to take!
Leading adventure training does not always require special expertise
or talents. Sometimes, all it takes is a bit of creativity and imagination!
T he adventure program came
about when a number of people
and regions pointed out that army
cadet training lacked vitality and stim-
ulating challenges. They all agreed
that the problem did not lie with the
content of the program, but rather
with the methods used to apply it.
This realization—together with the
success of certain corps and regions
in applying army cadet training—has
helped us launch numerous initiatives
over the past few years to implement
the adventure program.
Quite simply, the adventure program
was developed to revitalize army
cadet training and contribute to cadet
retention. Essentially, it is one means
of applying current training and the
principal means of developing leader-
ship, team spirit, fitness and self-
awareness.
The examples given by Capt
Guillaume Paré (commanding officer,
2898 Army Cadet Corps in Ste-Marie,
Que.,) in this issue’s News and Notes
show how his cadet corps made
effective use of adventure activities
to energize and apply the star pro-
gram. These activities helped his
cadets in the areas of topography,
leadership, self-confidence, team
spirit, self-competition and fitness.
Professional Development for Leaders of the Cadet Program
For decades now, quite a few cadet
corps—and groups—have been using
adventure activities to enliven their
training, promote their cadets’ devel-
opment and advancement, and
awaken and hold their cadets’ interest
in the program.
Eastern Region has several examples
of successful adventure activities,
including Operation Castor-Gelé and
Défi-Rawdon—winter and summer
topographic rallies, respectively,
developed by a number of cadet
corps from Montérégie, Que. Three
Quebec cadet corps—1 Army Cadet
Corps in St-Hyacinthe, 2425 Army
Cadet Corps in Salaberry-de-
Valleyfield, and 2972 Army Cadet
Corps in Mercier—jointly organized
an adventure expedition to Mount
Washington a few years ago.
We strongly encourage army cadet
corps to promote adventure training,
just as Capt Paré and several others
have done. It is encouraging to see
how Capt Paré and his corps—and
probably other corps as well—are
starting to redefine their activities in
accordance with the adventure pro-
gram. This is a path we have to take!
Keep in mind, however, that the
activities carried out must be appro-
priate and correspond to the cadets’
abilities and knowledge—based on their
age and star level. Advancement
Cadets from 2898 Army Cadet Corps in Ste-
Marie, Que., took part in a cycling adventure
organized by commanding officer Capt Guillaume
Paré last year. They cycled 85.5 km in less than
five hours. The event was easy to organize, cost
nothing and garnered free publicity.
should be guaranteed. For example,
cadets with green and red stars are
generally able to participate in famil-
iarization and elementary-level adven-
ture activities. At adventure training
centres, cadets with a silver star or
higher can participate in intermediate-
and advanced-level activities. Training
or activities at the centres must have
the same complementary link with
local training as they do with summer
training.
The adventure program was
developed to revitalize army
cadet training and contribute
to cadet retention.
Although special expertise is not
always needed to lead adventure
training, specific qualifications and
expertise are needed in some
instances. With this in mind, we refer
you to the Adventure Training Safety
Standards publication A-CR-CCP-
951/PT-002 for authorized activities.
Both this publication and CATO 41-
05 guidelines on the adventure pro-
gram are on the website at
www.cadets.ca/support/intro_e.asp.
Capt Lefebvre is the staff officer
responsible for army cadet training
at directorate cadets.
31
 By Maj Harold Mendes

CIC omnibus survey results

T he Fall 2003 issue of Cadence
provided a picture of the response
rate by region for the CIC omnibus
survey. Of the 1745 officers who
completed the survey, 1236 were
CIC officers who devote their time
to local corps/squadron activities.
This article looks at those local offi-
cers’ views on what motivates them
to continue with the cadet move-
ment and their level of awareness of
selected human resources policies in
the organization.
Motivations to stay
Given the complex recruiting
process and difficulties in retaining
CIC officers, the survey asked CIC
officers what motivates them to con-
tinue serving with the organization.
When we asked local officers why
they continue with the cadet move-
ment, the vast majority—94 percent—
said they value the opportunity to
work with youth. This is very encour-
aging, since this responsibility is direct-
ly related to their primary duty to
supervise, administer and train cadets.
Another important reason for con-
tinued service—cited by 80 percent of
those officers—was the privilege of
being a commissioned CF member.
An equally important survey finding
was that CIC officers are motivated to
continue by the training opportunities
available to them. Almost 70 percent
of the respondents answered positive-
ly to questions that would support
developing training to maximize the
employability of CIC officers.
Finally, it is well known that work
environment and co-worker atti-
tudes are factors that affect people’s
intentions to stay in or leave an
organization. In the case of local
CIC officers, 60 percent reported
that this factor alone contributes to
their positive intention to continue
serving in the cadet movement.
Awareness of policy
The assessment of the respondents’
awareness of human resources poli-
cies for CIC officers was done using
a four-point response scale, ranging
from “I was not aware” to “I was
fully aware”.
The findings indicate that CIC officers
operating at the corps/squadron level
are partially aware of only a small
number of policies and procedures.
The policies and procedures that
were most commonly known—by
more than 70 percent of respondents
—are outlined in the table below.
These findings suggest that CIC
officers working at the corps/
squadron level are not generally aware
of policy issues managed by a higher
level of administration. However,
they are fully aware of basic entry
standards such as age and citizenship
requirements, as well as first-level
promotion requirements.
Respondents were keen to express
their opinions on how policies and
procedures should apply at their
corps/squadrons. These findings
confirm the need to develop a com-
prehensive package that will clearly
communicate policy changes to
those operating at the grass roots
level of the cadet movement.
Another important reason
for continued service…was
the privilege of being a
commissioned CF member.
Survey usefulness
The omnibus survey was developed
to provide senior leaders with useful
information to guide the development
and implementation of CIC policies
and procedures. These views from the
field provide a wealth of information
that senior leaders can now use to
refine, develop and implement poli-
cies that will effectively reposition the
CIC in its rightful place within the
National Defence/CF organization.
Maj Mendes is the CIC human resources
adviser at directorate cadets.

Percentage of responses fully aware of the policies and procedures:

An applicant to the Canadian Forces (CF) must be a Canadian citizen. 78%

A CIC applicant must have reached the minimum enrolment age of 18. 72%
For promotion from rank of naval cadet/officer cadet to the rank of 2Lt in
the CIC, the member must serve one year as an OCdt.
71%

Are you aware of the clothing the CIC officers are entitled to? (Yes). 70%

32 CADENCE Issue 14, Fall 2004

By Maj Jesse Hollington
Eternal vigilance
A responsibility—to ourselves and our cadets—to remember
The price of freedom is
eternal vigilance —Thomas Jefferson
Those who cannot remember
the past are condemned to
repeat it. —George Santayana
f there is a fundamental responsibili-
I ty for us as members of a military
organization and citizens of a free
country, it is to ensure that we never
allow ourselves to forget the great
sacrifices of the past.
On June 6, 1944, hundreds of
Canadian soldiers participated in the
Allied invasion at Normandy Beach.
This invasion was conducted against
heavily fortified German positions
and against incredible odds. This
was the turning point in a war that
had ravaged most of Europe and was
the first significant victory against the
German war machine.
But this victory came with a price—
most of these soldiers did not come
back. The sacrifices of these solders
have become almost legendary, but
we must never lose sight of the fact
that these soldiers were not super-
heroes. Rather, they were normal
everyday men, who believed in the
cause of freedom for which they were
fighting and committed themselves to
drawing a line against the darkness
that had plagued most of Europe.
Most of these soldiers were boys—
younger than our senior cadets.
In the intervening 60 years, it seems
that we as a society have collectively
forgotten or downplayed these con-
tributions as being of little signifi-
cance. Today we have the luxury of
living in a free society that seems
untouched by the tyranny of the past
and have fallen into a comfortable
Professional Development for Leaders of the Cadet Program
routine of assuming that
it can never happen again.
In such a mindset, we find
ourselves forgetting that we
enjoy these comforts because of the
sacrifices made by thousands of men
and women during not one, but two
world wars.
Further, the ideological complications
of the many conflicts on the interna-
tional scene have produced a genera-
tion of individuals who would have us
believe that by remembering these
sacrifices we are only glorifying war.
The result is that many in society con-
tinue to lose their memory in a wash
of misguided social consciousness.
In 1990, I was selected to participate
in an international air cadet exchange
to the Netherlands. One single defin-
ing memory of that experience is the
total strangers who, upon realizing
that I was Canadian, came up to me
and thanked me for the sacrifices of
my nation and my ancestors. It was a
sobering experience to realize that
these were people who had lived
through a fascist occupation and who
genuinely saw our Canadian soldiers
as the liberators of their country. One
elderly Dutch man said to me in halt-
ing English, “We owe your people a
debt that can never be repaid.”
The Netherlands is a place that
remembers—that does not allow its
sons and daughters to forget the great
sacrifices that ensured its people
could enjoy freedom. It understands
the price that was paid—and the
reason that price had to be paid—
because its people lived through it.
We are the inheritors of this legacy
and should do ourselves and our
forefathers proud by ensuring that
we remember their sacrifices with
the same pride.
Each Nov. 11, we take time to
remember those who gave every-
thing to preserve our freedom. As
Cadet Program leaders, we have an
opportunity to ensure that our cadets
not only remember, but also help
others understand the sacrifices
made and why they were necessary. I
believe it is this duty to which John
McCrae speaks in this line from his
famous poem “In Flanders Fields”—
“To you from failing hands we throw,
the torch; be yours to hold it high….”
To remember these sacrifices is not
to glorify war, but to celebrate peace
by ensuring that we prize freedom
and remain always ready to draw the
line against oppression.
Maj Hollington is the commanding
officer of 707 Air Cadet Squadron
in Etobicoke, Ont.
33

Getting corps/squadron photos into ‘the news’
Quality image settings increase digital photo usability
W hen I once asked a local photog-
rapher how he adjusted his digi-
tal camera settings to handle shooting
a cadet parade into the setting sun,
his answer was, “Adobe Photoshop”.
Although using software is one way
to manipulate digital photos, you
can control many things before you
take photos to increase their usability
in local media.
In the last issue, we looked at pre-
ferred features in a digital camera.
Now I will touch on how to use some
of those features to your advantage.
It is important to remember that dif-
ferent brands of cameras handle situa-
tions differently. Consulting your
user’s manual and experimentation
are the best ways to learn what to
expect from your camera. The most
common features you should be aware
of on an average digital camera (3.2
megapixels) are image resolution,
white balance, shooting modes and
exposure control.
Image resolution
One of the most common difficulties
that publications encounter is receiving
photos (compressed jpeg files specifi-
cally) that are too low in resolution.
People tend to take lower resolution
photos because the photos take up
less storage space on the camera and
they can then take more photos.
However, you can choose quality
rather than quantity in your image
setting and increase the usability of
your photos in media that require a
higher printed resolution.
A photo is made up of tiny little
dots. When printed on paper, the
photo’s resolution is measured by
the number of dots in a horizontal or
vertical inch; when displayed on a
screen, the photo’s resolution is
measured by the number of electronic
pixels in a horizontal or vertical inch.
34
By Lt Elisabeth Mills
Generally, the more dots in a picture,
the clearer the picture—and the larger
the size of the graphic file.
Most digital cameras take
photos at 72 pixels per inch
Most digital cameras take photos at
(ppi). These photos look great
on a computer monitor and
72 pixels per inch (ppi). These photos
look great on a computer monitor are ideal for viewing on web-
and are ideal for viewing on websites. sites. However you should
However, you should never submit a
72-ppi image for high-resolution never submit a 72-ppi image
printing. The reason for this is that for high-resolution printing.
when pixels per inch on a monitor
are converted to dots per inch on a When the image is resized to the
printer, the image’s size changes. resolution required for a 300-dpi
printed image, however, its actual
The chart below from Megapixel.net at
www.megapixel.net, a digital camera size will become 6 x 4 inches.
magazine, offers an understanding of This means setting your camera at
how large an image you can print at 1800 x 1200 pixels (effectively 2.3
300 dots per inch (dpi) based on your megapixels) when you want a 6 x 4
camera’s image resolution of 72 ppi. inches printed image at a resolution
of 300 dpi for publication.
If you look at line F in the chart, for
instance, you will see that a typical This is the setting you would use if
72-ppi digital photo will have a ‘real you were taking a photo for the
size’ of 25 x 16 inches when you inside pages of Cadence, for example.
look at the measurements in a photo This is the lowest resolution that will
program or on a computer monitor. ensure a smooth print that does not
Camera Screen image Printed image
Image = at 72 ppi = size at 300 dpi
Resolution (pixels per inch) (dots per inch)
A 640 x 480 = 22.58 cm x 16.93 cm = 5.42 cm x 4.06 cm
(8.889 in. x 6.667 in.) (2.133 in. x 1.6 in.)
B 800 x 600 = 28.22 cm x 21.17 cm = 6.77 cm x 5.08 cm
(11.111 in. x 8.333 in.) (2.667 in. x 2 in.)
C 1024 x 768 = 36.12 cm x 27.09 cm = 8.67 cm x 6.5 cm
(14.222 in. x 10.667 in.) (3.413 in. x 2.56 in.)
D 1280 x 960 = 45.16 cm x 33.87 cm = 10.84 cm x 8.13 cm
(1.3 megapixel) (17.778 in. x 13.333 in.) (4.267 in. x 3.2 in.)
E 1600 x 1200 = 56.44 cm x 42.33 cm = 13.55 cm x 10.16 cm
(2.1 megapixel) (22.22 in. x 16.665 in.) (5.333 in. x 4 in.)
F 1800 x 1200 = 63.5 cm x 42.33 cm = 15.24 cm x 10.16 cm
(2.3 megapixel) (25 in. x 16.665 in.) (6 in. x 4 in.)
G 2048 x 1536 = 72.25 cm x 54.19 cm = 17.34 cm x 13 cm
(3 megapixel) (28.444 in. x 21.333 in.) (6.827 in. x 5.12 in.)
H 2400 x 1600 = 84.67 cm x 56.44 cm = 20.32 cm x 13.55 cm
(4 megapixel) (33.333 in. x 22.22 in.) (8 in. x 5.33 in.)
CADENCE Issue 14, Fall 2004
 Media normally prefer action shots like this biathlon photo taken by Lt Mills on her digital camera. When you are shooting a snow scene, digital cameras
may overexpose the shot. Many cameras allow you to adjust the exposure manually.
appear jagged to the human eye in
the publication.
Vince Federoff works in the photogra-
phy department for the Whitehorse Star
newspaper in the Yukon. He suggests
“the more megapixels, the better”
when sending anything to a local
newspaper. If you remember 300 dpi
as a general rule for publications, you
can’t go wrong.
White balance
White balance provides control over
the way a camera perceives white.
Some types of light such as fluorescent
lighting throw the white balance off
and alter other colours in the image.
If you find your photos have an
unusual tint in a certain light source,
try adjusting the white balance instead
of leaving the camera on its auto set-
ting. A variety of software programs
will also allow you to correct the
white balance of photos.
Shooting modes
Media normally prefer to receive
action shots; however, it is often dif-
Professional Development for Leaders of the Cadet Program
ficult to capture quick action with an
average digital camera due to delays.
By understanding your camera’s
‘refresh’ rate—the time from when
you press the button to when the
camera actually captures the image—
you can often anticipate the action
and take the shot before it occurs.
Your camera may also have something
called burst, continuous or sequential
mode that will allow you to take
more than one shot at a time.
Exposure
If it is too bright or if you are shooting
a snow scene, digital cameras may
overexpose the shot. In this case,
many cameras allow you to adjust
the exposure manually.
Find out what your
newspaper wants
Before you bombard a local newspaper
with photos, find out minimum file
sizes and what staff look for in a
photograph and captions. Also, it is
best to send the original file and not
a modified file. Normally, the photo
Before you bombard a local
newspaper with photographs,
find out minimum file sizes
and what staff look for in
a photo and captions.
editors will take care of any small
adjustments, since every time you
re-save a jpeg, it will compress.
Before you touch your camera settings,
think about the obvious. “A clear,
concise, well-framed photo helps,”
says Federof. “Make sure it is tight
with no extra stuff, and concentrate
on what is going on in the photo.”
The digital camera is a wonderful
way to get your photos into print
quickly and easily. By taking the
time to understand how your cam-
era works and the photos it takes,
you will be on your way to getting
the publicity you want for your
cadet unit.
Lt Mills is the public affairs officer,
Regional Cadet Support Unit (Northern).
35
 Making parents and sponsors
part of your team
continued from page 15
“It can be fun and increases cohesive-
ness between corps/squadron mem-
bers and their support component.”
He adds that a goal-oriented activity
is also helpful in sorting out group
dynamics—important to team building.
Build rapport
Build a rapport with parents and spon-
sors, reinforcing why they should be
involved. “Unless we keep sponsors
aware and involved, they will take
their sponsorship dollars elsewhere,”
says LCol Johnson. Remember:
knowledge is power and a knowledge-
able team is a powerful team.
Recognize
contributions
Recognition is key to making par-
ents and sponsors feel part of the
team. Thank everyone involved in
projects. A little can go a long way—
a token, certificate or other acknowl-
edgement will almost certainly
assure you of a friendly face the next
time a project comes along.
Be open with
informAtion
As CO, Lt Slager has been able to
delegate many of her tasks to staff
officers, giving her more time to build
the team. She believes “openness of
information” is the most important
factor in building an effective
corps/squadron-parent-sponsor team.
“Making parents and sponsors feel
like they are an integral part of the
Cadet Program goes a long way
towards creating a team that can
work well together,” she says.
She does this in a number of ways:
• Meets with her parent committee
once a month to brief parents on
how things have gone in the past
month and on upcoming events.
36
Following this, she answers parents’
questions. By making herself acces-
sible, she sets the stage for a positive
parent response when she asks for
help—perhaps to provide additional
adult supervision when needed.
• Meets with a sponsor represen-
tative once a month to inform
the sponsor about squadron activ-
ities, how sponsor funding has
been used and how that funding
has helped the corps.
• Sends the monthly activities calen-
dar to both parents and sponsors.
• Maintains a parent bulletin
board, where anything of interest to
parents—for example, information
on essay and photo contests for the
cadets—is posted. “Knowing what
opportunities are open to their chil-
dren enables them to become
stronger team members,” she says.
• Makes herself ‘visible’ to par-
ents as much as possible, especial-
ly after parades. When parents
pick up their cadets, Lt Slager
greets them and tells them how
their child is progressing. “We are
both there for their children—a
common interest that already
helps bind us as a team,” she says.
• Asks detachment or headquar-
ters staff when they visit to say
a few words to parents, particu-
larly to help parents understand
the reasons for certain decisions.
“As much as possible, we should let
parents and sponsors know how the
Cadet Program operates,” says Lt
Slager. “They’ll be more valuable
team members because of it.”
LCol Johnson has held every position
with 1856 Corps—including CO on
three different occasions—in his 35 years
as a CIC officer. He was CO at Rocky
Mountain National Army Cadet Summer
Training Centre (NACSTC) for four
years and worked with the marksmanship
program at NACSTC Connaught this
past summer. Lt Slager has been CO of
888 Squadron since September of 2003
and has held every squadron position
since she became a CIC officer in 1996.
CADENCE
Changes coming to the regional
cadet instructor schools
continued from page 26
This is just one example of several
efficiencies that can be generated by
a single school.
These economies of scale and effort
could allow the number of personnel
required to be marginally smaller than
the number of personnel dedicated
to the CIC training effort today.
Monies saved could be reinvested
elsewhere in CIC training or in the
cadet program.
Although details relating to the
reporting structure of the new train-
ing organization still have to be
worked out, the new organization
must remain responsive to the
requirements of the RCSU COs.
A priority for the national and
regional staffs will be satisfying
RCSUs by providing sufficient
trained personnel (CIC officers and
in some cases, civilian instructors) to
deliver cadet training regionally.
The RCSUs (in co-operation with
the national staff responsible for CIC
training) will continue to be heavily
involved in identifying regional
training needs, forecasting produc-
tion requirements, nominating and
matching candidates, occasionally
visiting trainees, providing guest
lecturers and offering feedback on
the quality and quantity of training
provided by the national school.
Every change initiative requires a
succinct vision of the desired end
state. In this case, we seek a national
CIC training organization that will
achieve the decentralized delivery of
a centrally managed and controlled
CIC officer training program.
LCol McNeil is the senior staff officer
responsible for program development
at D Cdts
Issue 14, Fall 2004