The Citadel Training Manual – Operationalizing Leader Development

1. DRAFT The Citadel Training Manual – Operationalizing Leader Development April 2014 CAO: 9 Apr 2014

2. CONGRATULATIONS

3. Be a Leader…

4. All the Time… Commitment

5. Why Do We Lead? Success ($$$, Winning, Contributing) Degrees & Leader Development Achieve Results

6. Why Do We Lead? Success ($$$, Winning, Contributing) Degrees & Leader Development Achieve Results Improving people accelerates and sustains success for long haul

7. How Do We Develop People? Get a little better every day…ALL OF US -- CAPT (USN, Ret) Russ Keller, in remarks to junior cadet leaders on 1 April 2014 “EXCELLENCE was part of my [pitch] at every…teachable moment.  Perfection is unachievable, and those who strive for it eventually will fail and become discouraged.  EXCELLENCE, on the other hand, is the proper standard to pursue.  It is reflective of a commitment to PROCESS – learn a little more EVERY DAY.  Practice your craft a little EVERY DAY.  Get a little better EVERY DAY.  That’s achievable, and those leaders who can instill that commitment and sustain it over the long haul will be successful.”

8. So We Agree…We Want to be Successful It’s about guiding people toward success Achieve Results Develop People

9. Why Are We Here Today? “Organizations take on the character of their leader” -- Mr Doug Van Scoy • Increase our effectiveness as leaders, supervisors, trainers, & trainees • We demonstrate “what right looks like” in the developing people business • Prepare for August 2014 • Our leadership makes all the difference • We set MINDSET, business rules for our units

10. The Citadel Experience Four pillars

11. The Citadel Experience It’s not just a military thing • Four pillars • Military pillar is about practical leadership • Build professional skills of personal discipline, team skills, and leader skills • “Nobody does leadership like the U.S. military”—Bill Powers, President, The University of Texas

12. The Citadel Experience It’s not just a military thing What We Do Here Applies Everywhere • Four pillars • Military pillar is about practical leadership • Build professional skills of personal discipline, team skills, and leader skills • “Nobody does leadership like the U.S. military”—Bill Powers, President, The University of Texas • It’s a four-year process (…forever process) • Prepare-Serve-Lead-Command to gain experience in how best to achieve results & develop people

13. Setting Conditions for Success - “The Manual” CTM operationalizes Leader Development Posted On Line Success = developing all cadets Developing cadets = training Training = healthy command climate Healthy command climate = CTM

14. Mindset – Essential Elements (1) 4C System: As Much About Training UC as Knobs “The Fourth Class System represents the foundation of The Citadel’s signature four-year leadership development programs. It creates the discipline and instills the core values of Honor, Duty, and Respect which are expected of principled leaders for all walks of life.” “The system provides Upper Class cadets with the opportunity to practice and demonstrate leadership characteristics as they set the example, motivate, train, and mentor new cadets.” CTM, p. 7, Blue Book, p. 39

15. Mindset – Essential Elements (2) See CTM, p 6 Principles in The Manual establish a climate where success for the unit becomes more likely “Capital A” accountability means the leader feels a responsibility for and an obligation to ensure the well-being and success of everyone entrusted to the leader’s care Trainer-trainee relationship depends on trust Organizations that place a premium on training, accountability, and trust are also organizations that have high standards and high expectations CTM, p. 5-6

16. Point to Ponder “People don’t care how much you know until they know how much you care” Effective leaders, supervisors, and trainers establish over time an environment that demonstrates genuine care for the organization and the well-being of every person in the organization. They do this through individualized leadership, gaining an unique bond with everyone on the team, through presence and commitment, by perseverance, and by embracing standards. When the team knows we care, they know the motivation for punishment is pure and positive and purposeful CTM, p. 33

17. Point to Ponder “You are not going to succeed if you are not open, if are not respectful and if you are not modest. Modesty, for me, is about knowing the limits of your own knowledge. It’s not about being humble; it’s about having the confidence to ask questions, and the confidence to understand that you don’t know everything…” -- CEO, Clarizen Co CTM, p. 9 “Being successful as a leader always comes down to relationships and trust.” -- Ms Heather Walker, Principal, Booz Allen CTM, p. 8

18. Mindset – The Big 5 --CTM, Inside Cover-- The Manual provides the practical tips for developing people It’s universally applicable for all leaders, supervisors, trainers Embrace culture of training to achieve results and develop people Be Capital A accountable – genuinely care for the well-being and success of all other cadets Be trusting and be trustworthy Be a world-class trainer and a world-class trainee Start every interaction with others from a perspective of mutual respect

19. Mort Mindset LEAD PEOPLE THE WAY THEY DESERVE TO BE LED BE A LEADER … ALL THE TIME Be on Time (STANDARDS – EMBRACE THEM) We…Us…Our (THIS IS OUR TEAM) We win…They Lose (EXCELLENCE) Know Where We Come From (UNIT PRIDE)

20. TRANSITION TRAINING – THE NEAR ROCKS CTM & Transition Training

21. CTM Training Flow [ Scenario-based Success hinges on everyone embracing new mindset • Wed, 9 Apr:  Rising Command Team (all CDRs, XOs, SGMs, 1SGs) • Citadel Training Model (CTM) training • Intent: EDUCATE & DEMONSTRATE CTM • Tue, 15 Apr: Rising Command Team – goal setting seminar • Wed, 16 Apr:  Rising CADRE (PLs, PSGs, SLs) – CTM training • Tue, 22 Apr:  at Bn level, Rising Command Team presents goals to Bn/Co TACs • Wed, 23 Apr:  Practicum, at company level

22. Training Outline 23 April Event At Company Level With Key Leaders Five steps – instruct, demo, practicum • Expectations • Skills • Feedback • Consequences • Growth

23. Expectations What are expectations? Why are they important? What happens when we fail to set expectations for others?

24. The Tough Reality Regarding Others’ Failures It’s Funny How Often the Problem is You“Whenever I could not get the results I wanted, I swallowed my temper and turned inward to see if I was part of the problem. I asked myself three questions: Did I clearly articulate the goals? Did I give people enough time and resources to accomplish the task? Did I give them enough training? I discovered that 90 percent of the time, I was at least as much a part of the problem as my people were.”-- CAPT (USN, Ret) D. Michael Abrashoff, from his book, It’s Your Ship: Management Techniques from the Best Damn Ship in the Navy CTM, p. 11

25. Setting Expectations Demonstration #1 Good, Bad, Ugly? Why? Demonstration #2 Good, Bad, Ugly? Why?

26. Expectations State position State background State values CTM, p 12 “…I am Cadet Sergeant PT Barracks, your Platoon Sergeant. Consider me your immediate supervisor. I am in charge of how well you perform during this Cadre Training Period. If you have any concerns, I will be the one who will help you… This is my second year as a cadre member. I’m from Greenville. Last summer I was a Cadre Corporal, so I am familiar with what we will have to do to be successful. I have learned by experience some things that can help us come out on top...” I expect you will make some mistakes, and we can work with that; but I simply will not tolerate hiding from the mistakes or blaming others or making excuses. If you have done something wrong, admit it. You might have to face some consequences, but your integrity will be intact. And, by knowing about the mistake, I can be sure that you – and maybe the rest of us – learn from that mistake…” CTM, p. 12 Introduce the trainer Set positive atmosphere State obligations of subordinate Explain rationale behind the task Provide overview of what is going to happen

27. Expectations I will help you I won’t carry you I appreciate you I need feedback & so do you I will show commitment to you CTM, p 12-13 “I want you to succeed. We are on the same team, and I will be here to help you. I genuinely want you to be good at what you do… I will be with you every step of the way, but I will not carry you a single step. You can do this… You have a lot of strengths...I now want you to apply those strengths for our team… You need my feedback concerning your performance in order to improve. Likewise, I need your feedback on what you do not understand so we can be effective in working together. Do not be thin-skinned about hearing feedback from me. I give it because I want you to succeed… This is a great program and I am committed to it. I am committed to you as well. If you work hard, this can be a rewarding experience for you, too…” Introduce the trainer Set positive atmosphere State obligations of subordinate Explain rationale behind the task Provide overview of what is going to happen CTM, p. 12-13

28. Expectations Respecting authority Complying with standards Giving maximum effort CTM, p 13-14 “We’re both interested in you and the whole squad being successful…A few rules of the road are important between as trainer and trainees… First, as your trainer, I’ve been given responsibilities. I am responsible for your success. I’m never going to ask you do anything I would not do. Everything I ask you to will be purposeful. To achieve my responsibilities, I’ve been given authority. Respect it, and we’ll be successful together… Our Citadel standards breed success. They represent who we are. Comply with them and embrace them. I do…every second of every day… None of us ‘win’ every time but we can give maximum effort every time…that’s how we get a bit better every day…” CTM, p. 13-14 Introduce the trainer Set positive atmosphere State obligations of subordinate Explain rationale behind the task Provide overview of what is going to happen

29. Expectations How is task relevant? Why important? CTM, p 14 “Now, I know some of you commanders wonder why I expect so much from you as leaders on SMIs…here’s the deal… Inspections afford you as commanders great opportunity to set expectations, provide guidance, prepare for success, thank the team for their hard work, provide a sense of unit morale and effectiveness… Inspections are an opportunity to show the boss more than just compliance with standards…it’s also an opportunity to demonstrate the pride in the organization… Units characterized as proud, standardized, detailed, wanting to earn the respect of guests usually perform well in all other things as well. Show me a team with pride, I’ll show you winners…” CTM, p. 16 Introduce the trainer Set positive atmosphere State obligations of subordinate Explain rationale behind the task Provide overview of what is going to happen

30. Expectations Explain future Give realistic expectations Seek feedback from subordinate CTM, p 14-15 “OK, gang, here’s what’s going to happen…You’re going to go to bed tonight and get some rest…you’re going to hydrate today, as tomorrow is supposed to be a hot one… We’ll get you up – maybe a bit early – and we’re going to give you a chance to reflect on your year as knobs with the chain of command… We’re going to give you an opportunity to work with your classmates on some team building and physical exercises… Many have done this before you…you’re prepared…work hard and work together and you will succeed as a class… Do we understand it’s about pulling together and working as a team? CTM, p. 14-15 Introduce the trainer Set positive atmosphere State obligations of subordinate Explain rationale behind the task Provide overview of what is going to happen

31. CEO Perspective “…I’ve learned is that you’ve got to assume the best intent of people, and that they’re really trying to do a good job. I’ve seen organizations that are based more on fear than trust because senior management really thinks people are trying to get one over on them, that they’re just punching a clock. People really are trying to do a good job, and they want to be proud of where they work. Understanding that helped make me a bit more patient…” --Don Knauss, CEO, Clorox Company CTM, p. 16

32. Expectations Practice Homework • Focus on: • Positive • Why important • Develop introduction • Practice expectation setting for: • Saluting & Greeting • Second-drawer half press • Teamwork on Rec Day

33. Training Outline Five steps – instruct, demo, practicum • Expectations • Skills • Feedback • Consequences • Growth

34. Skills • Why do we develop skills? • How do we build skills in our people? TEACH – TRAIN – INDIVIDUAL PRACTICE – EXPERIENCE • What is our obligation as trainers, supervisors, commanders regarding the skills we’re developing in subordinates? • Better than them? • Walk the walk?

35. Why Skills? SUCCESS…AND MAYBE LIFE OR DEATH… In battle, shortcuts during training create more combat losses. In team sports, poor practice adds notches in the “wrong” column—the loss column. On 21 October 2013, SFC Leroy A. Petry spoke to the South Carolina Corps of Cadets. Regarding the goodness of training, he left us with a personal example from the battle in which he was wounded and earned the Medal of Honor. In that crucial moment, when his right hand was blown clean off, he unhesitatingly and calmly applied the life-saving tourniquet to his arm. In his words, it was “instinct” and only possible because of “great medic training I got.” SFC Petry’s not dead because he took his training seriously. His example should guide our approach to every bit of training we get – from CPR to self-aid buddy care to fire drills to infield practice and two-minute drills. We fight the way we train!

36. Building Skills • Teach • Model desired skill • Teach rehearsal skills Know our stuff Explain & set stage for training Choose right environment CTM, p 18 “Today’s topic is basic manual of arms…the position of attention, port arms, left and right shoulder arms, and present arms… Rifle manual is important for a few reasons: (1) precision in rifle manual communicates our company pride; (2) it connects us with graduates from 1842 forward; (3) by being proficient at it, we’ll win parade competitions, one of our company goals… Here’s how we’re going to get you up to speed…I’m going to walk you through each of the proper positions with C/CPL Smitty demonstrating… Then we’ll give you a chance to practice each of the proper movements…”

37. Building Skills • Teach • Model desired skill • Teach rehearsal skills Lead by example Show them, Don’t tell them CTM, p 19-20 PEOPLE DO WHAT WE DO, NOT WHAT WE SAY WE DO Do precise rifle manual at every parade practice and parade – it’s contagious Walking the Walk is the best way to communicate to subordinates that what we’re asking them to do matters

38. Building Skills • Teach • Model desired skill • Teach rehearsal skills Covert Rehearsal (Imagine) Overt Rehearsal (Do) CTM, p 20-21 “Cadet recruits, I want you to know something about my prep for today’s session… I stood in front of my mirror for an hour last nightpracticing my rifle manual…I wanted to be on my A-game today, and we all need practice to stay proficient… The message…to learn rifle manual, we all have to put in some rehearsal time…” READ“18 Holes in His Mind” CTM, p. 20-21

39. Building Skills Practice • Formations, Parade Practice What priority skills will we ask cadet to use rehearsals? Recruits need to sleep… Through training, supervisors carry out obligation to guide subordinates to success • Practice – and commit to – modeling for: • Every training evolution • Practice how to encourage rehearsals for: • Customs & Courtesies • Knob knowledge • Rifle manual

40. BREAK…BREAK

41. Training Outline Five steps – instruct, demo, practicum • Expectations • Skills • Feedback • Consequences • Growth

42. Providing Feedback Demonstration #1 Good, Bad, Ugly? Why? Demonstration #2 Good, Bad, Ugly? Why?

43. Why Feedback? From leader, trainer role, why is feedback important? Which is more important – positive or negative feedback? Why?

44. Purpose of Feedback--Positive & Negative, Always Constructive-- • From a leader or supervisor perspective, feedback is always about developing people • “Those who have studied the issue have found that negative feedback isn’t always bad and positive feedback isn’t always good. Too often, they say, we forget the purpose of feedback — it’s not to make people feel better, it’s to help them do better.” • -- The New York Times, 5 Apr 2013, by Alina Tugend

45. Feedback--Positive & Negative, Always Constructive-- Make feedback a habit • INPUT+ • Immediate; • No name calling; • Proper person; • Uniquely specific; • Talk behavior; • +, plus end positively Think of it this way… If we’re interested in developing people, we want to reinforce good behavior or change bad behavior as quickly as possible CTM p. 24

46. Feedback--Positive & Negative, Always Constructive-- • INPUT+ • Immediate; • No name calling; • Proper person; • Uniquely specific; • Talk behavior; • +, plus end positively Name calling destroys trust & mutual respect It’s also prohibited (Blue Book, p. 39) CTM p. 24

47. Feedback--Positive & Negative, Always Constructive-- • INPUT+ • Immediate; • No name calling; • Proper person; • Uniquely specific; • Talk behavior; • +, plus end positively Name calling destroys trust & mutual respect It’s also prohibited in Blue Book, p. 39 CTM p. 24 Name calling destroys trust & mutual respect It’s also prohibited in Blue Book, p. 39 CTM p. 24 Deliver feedback to person who earned it Be as precise as possible Address behavior, not the person CTM, p.25

48. Examples--Positive & Negative, Always Constructive-- POSITIVE: Rule of thumb: Be primed to say “thank you” or “I appreciate your effort” or “I noticed the hard work” (when appropriate) We might say to the guard, “thanks for being squared away…I notice, and you are setting the tone for the whole battalion.” Good Example - ENDING POSITIVE: “We had a rough day today, but we improved. When I faced some similar situations last year, I used to look at the Upper Class and say to myself, ‘If they can do it, I can do it.’ It gave me confidence and it motivated me to work harder. Try it, see if it works for you. We’ll get back after it after chow.” Good Example - NEGATIVE/CORRECTIVE: “Mary, after our previous talk, I’m surprised these reports were turned in late again. The whole unit is counting on you to get this stuff done on time. I expect this won’t happen again, but I want you to understand that if it does, I’m going to document failure to perform your duty and recommend confinements for the weekend. I won’t enjoy doing it, but if that’s what it takes, I’ll gladly do it for the good of the unit. Do you understand what I am saying?”

49. Feedback Follow Up--Positive & Negative, Always Constructive-- WARNING Follow upis a way of demonstrating that we genuinely care about our people. On the other hand, failing to follow up results in lost credibility for the leader, supervisor, or trainer. When it comes to follow up, do what we say we will do. CTM, p. 29

50. Feedback--Positive & Negative, Always Constructive-- What will we say to the next guard we see? How will we address the next cadet we find not following MRI standards? • Practice positive feedback for: • Guard Duty • Practice constructive feedback for: • Non-compliance with room standards