IN THIS ISSUE

18 Professionalism when
dealing with parents
Advice from the field on
how to deal effectively
with parents who are
angry, overzealous,
uninvolved, unrealistic,
or questioning the rules.

26 Future training aimed

at professionalism
Professionalism is “the
skill or qualities required
or expected of members
of a profession.”
By Maj Serge Dubé

27 Local smoking
18 ‘policy’ teaches
damaging lessons
27 26 If we teach cadets that a
rule can be ignored, they
will start ignoring rules.
By Maj Stephen Case

33 Clarification on
fees, dues and
other assessments
No child will be turned
away from the Cadet
Program—or otherwise
be disadvantaged—
because their family is
not able or is unwilling
to pay a league or spon-
sor-initiated assessment.
By Col Robert Perron

33

2 CADENCE Issue 17, Fall 2005

 UPCOMING
10 A specialized application of the CF profession It is becoming more difficult each year to find quali-
Canadian Defence Academy head explains how ‘military fied gliding instructors to train cadets. In our next
professionalism’ applies to CIC officers. issue, regional cadet air operations officers give rea-
sons why and advise on how local officers can help.
11 Where does CIC professionalism start?
Also, a variety of cadet summer training centre com-
12 Making your ‘work’ relationships run smoothly manding officers discuss their staffing problems and
Training specialist Mary Bartlett of New York explains how to respond potential solutions.
appropriately to difficult behaviours to create better working relationships.
By the time our Winter issue is published, a year will
14 Point your moral compass in an ethical direction
have passed since CIC officers were included in the
“Moral ambiguity is fine if you are cooking hamburgers, but not if you
are leading youths,” says London, Ont., lawyer and university instructor national computerized pay system for Reserve offi-
Philip King. cers. Our next issue will look at the transition.
16 Remaining competitive The Winter issue will also provide a forum for CIC
Adapting to the needs of our cadet ‘clientele’. officers from across the country to express their views
By LCol Pierre Labelle on our awards and recognition program. Are we
17 Communicate more effectively doing enough or could we do more?
Military-style discipline lends itself to a one-way form of communication; Don't miss these articles and more—including an
however, when used exclusively, it becomes redundant and ineffective.
article on the value of competitive shooting for
By Maj Paul Tambeau
young people—in our next issue of Cadence.
22 Conflict resolution skills enhance professionalism
The escalation of conflict is like a tornado—the stronger it gets, the more
Copy deadlines are Nov. 30 for the Winter issue,
damage it can cause. Your success in helping cadets handle conflict published in January 2006 and Jan. 21 for the
more efficiently will depend on your inherent leadership skills. Spring/Summer issue, published next April.
By Denise Moore Please advise the editor in advance at (905)468-9371,
or [email protected], if you wish to contribute
24 Learning from mistakes
an article.
28 Online trials of first new courses
Unit administration officer and supply officer course trials underway.
By Lt(N) Paul Fraser
FRONT COVER
29 Officers to benefit from new training organization
30 Communicating with cadets
Recent work in the field of neuropsychology shows youths and adults
use different parts of their brain to take in and process information.
By Capt Catherine Griffin
31 Cadet Program Update Project
January 2007 target for updated first-year training activities for corps
and squadrons.
By Maj Russ Francis
32 Joint recruiting reaps rewards
Corps and squadrons in Thunder Bay, Ont., enjoy cadet recruiting ben-
efits from tri-service promotion of the Cadet Program.
By Capt Daniel Guay In the 1970s, Jonathan Livingstone Seagull became a
34 Retrospective—schools for CIC officers symbol of the quest for perfection. As we strive for
Two CIC officers look back more than 30 years. professionalism as leaders of youth, we—like
Jonathan—“can learn to fly excellently.”

IN EVERY ISSUE
4 Opening notes 5 Letters 6 News and Notes 36 Viewpoint

Professional Development for Leaders of the Cadet Program 3

OPENING NOTES By Marsha Scott

Whatever
you do, Issue 17 Fall 2005
Cadence is a professional development tool for
do it as a officers of the Cadet Instructors Cadre (CIC)
and civilian instructors of the Cadet Program.
Secondary audiences include: senior cadets;
professional sponsoring, parent and civilian committees;
members of the leagues; and CF members,
including CIC officers working at the regional
and national levels.

P rofessionalism is
‘hot’ these days, par-
ticularly as it relates to
on dealing effectively with parents in
a variety of common local situations.
The magazine is published three times a year.
We welcome submissions of not more than
1000 words and in line with the editorial policy.
health-care providers, In addition, a civilian specialist dis- We reserve the right to edit all submissions for

lawyers, teachers, the cusses how we can work on four length and style. We encourage the submission
of photos that relate to articles submitted or that
military and other behaviours in particular to improve represent the leaders of the Cadet Program.
careers of public interest. the professionalism of our ‘work’ Views expressed in this publication do not
Professions everywhere, relationships. For all Cadet Program necessarily reflect official opinion or policy.

including the Canadian military, are leaders, an understanding of proper The editorial policy and back issues of
professional behaviour is essential to Cadence in electronic version are available
striving to define and foster profes- online at www.cadets.forces.gc.ca/support.
sionalism within their ranks. Some fostering respect and trust among
are even teaching and measuring cadets, parents and society. Contact information
professionalism. Regular mail:
In another take on professionalism, Editor, Cadence
Can professionalism apply to the an officer from Eastern Region talks Directorate Cadets
National Defence Headquarters
Cadet Instructors Cadre, when, for about enhancing our professional- 101 Colonel By Drive
most CIC officers, their work with ism by taking a client-service Ottawa ON, K1A 0K2

the Cadet Program is a “calling”, approach to our cadets. Email:

[email protected], or
rather than the full-time career that One article, entitled “Local smoking [email protected]
earns their living? ‘policy’ teaches damaging lessons” Phone:
invites us to think closely about what Tel: 1-800-627-0828
The seagull on this issue’s cover rep- Fax: 613-996-1618
resents Jonathan Livingstone we might be teaching our cadets and
Seagull—the main character in a book junior officers; others provide Distribution
of that same name by Richard Bach, updates on new online courses and Cadence is distributed by the Directorate Technical
the new CIC training organization. Information and Codification Services (DTICS)
first published in 1973. Jonathan Publications Depot to cadet corps and squadrons,
quickly became an icon for the tire- regional cadet support units and their sub-units,
For those readers who also like to senior National Defence/CF officials and selected
less pursuit of an ideal. For Jonathan, look back, we carry a retrospective members of the leagues.
that ideal was his perfection of flight. on schools for CIC officers—told Cadet corps and squadrons not receiving
For CIC officers, an ideal worthy of from the perspective of two CIC Cadence or wanting to update their distribution
pursuit is professionalism, leading to information should contact their Area Cadet
officers who witnessed the beginning Officer/Cadet Adviser.
ever higher standards and higher lev- of the Cadet Instructor Training
els of performance in a program that System in 1974. Editorial staff
provides an important service to Editor:
Canada and its youth. When researching professionalism, Marsha Scott
we found that it is common to con- Managing editor:
This issue examines professionalism sider the concept of altruism or “call- Capt Ian Lambert
in the CIC—how it applies to offi- Chief Reserves and Cadets—Public Affairs
ing” as core to it. Certainly, in that
cers, where it starts, its values and Published by:
context, professionalism in the CIC Chief Reserves and Cadets—Public Affairs,
behaviours, including willing com- cannot be questioned. on behalf of Director Cadets
pliance with the highest ethical stan- Translation:
dards. It discusses professionalism in In that same context, we ask you to Translation Bureau
communications, conflict resolution view each issue of Cadence as an addi- Public Works and Government Services Canada
and interactions with parents. In one tional call to develop the frame of mind Art direction:
ADM (PA) Directorate Marketing and
article, seven CIC officers who are that whatever you do in the Cadet Creative Services CS05-0234
also educators share their expertise Program, do it as a professional. A-CR-007-000/JP-001

4 CADENCE Issue 17, Fall 2005

 LETTERS
PROUD OF CIC CAP BADGE

I have always been proud of my cap tatives, directors and command- As such, they are not entitled to wear
badge. I believe that the maple leaf is ing officers at National Defence the CIC cap badge. Having these offi-
an excellent symbol that best Headquarters. It would enhance cers as guiding partners in our organi-
describes what is best about the CIC our pride and branch recognition. zation lends great strength and credibil-
and our proud heritage. ity to all that we do. Every individual
SLt Paul Simas who works in support of cadets, at any
Our cap badge is the only cap badge Executive officer level, brings their own expertise and
in the entire CF that is distinctively 139 Sea Cadet Corps ILLUSTRIOUS passion to the table.
Canadian; however, I am always Brampton, ON.
slightly disappointed to see that I have seen many Regular Force retirees
some of the senior officers appointed Maj Roman Ciecwiercz, CIC re-badge as CIC officers when they come
to work, direct or command the CIC Branch Adviser, responds: to the Cadet Program. However, pride,
and the cadet movement do not recognition and credibility go far beyond
wear our proud cap badge. Pride is a great thing—the cornerstone what we wear on our hats, and it is
of the CIC and the whole Cadet clear to me that if these didn't exist in
Although I understand that these Program. The thing to remember is the extremes that they do at all levels,
senior officers may not be CIC by that the cap badge is representative of the Cadet Program would not have
trade, I think that wearing our proud one's branch and many of our senior survived all these years.
cap badge would allow for better officers are Regular or Primary
recognition as our branch represen- Reserve officers, not CIC officers.

ONE OF THE MOST INTERESTING JOBS IN THE CADET MOVEMENT

When someone enrols as a CIC offi- that same instructor was himself must know the right moment to take
cer, it’s because they want to get working towards a pilot’s licence. over the controls. And I’m not refer-
involved or continue working with At the start, he knows the flying ring only to safety here but also to
young people in the cadet move- manœuvres but still hasn’t gained maturity and responsibility. No mat-
ment. This is equally true of pilots, the necessary experience to teach ter what their experience and years
who want to continue flying as well. them. He takes his Glider of seniority, flying instructors must
And there’s no better way to do this Instructor Course and acquires have quick minds that will enable
than by getting involved at various the skills he needs to effectively them to intervene at the proper time.
flying locations during the year and teach the cadets who will be our This is a major responsibility.
teaching at the gliding schools across future pilots. So a lot of prepara- Having seen them at work at various
Canada during the summer. tion is needed before an instruc- flying sites, I can confirm that they
tor can do the job properly. are passionate about their jobs and
When it comes time for summer always work as a team. They know
camp, most officers holding pilot’s I find this work commendable that their mission is important, since
wings get involved in the gliding because in addition to teaching in they are moulding the next genera-
schools. For them, it’s a bit like com- the air and on the ground, these tion of pilots!
ing back home, since it was at camp flying instructors must constantly
The work of the flight instructor is,
that they earned their pilot’s licence be aware of the activities going on
in my opinion, one of the most inter-
as cadets. around them. After a few lessons,
the cadet will pilot the aircraft, esting jobs offered by the cadet
The flying instructor has one of the but the instructor must maintain movement.
most interesting and demanding jobs vigilance concerning air traffic
there is. On occasion, a beginning and manœuvres, properly correct- Capt Evelyne Lemire
flying instructor will be a civilian ing and guiding the cadet. The Public affairs
who is still in the process of instructor must also display good Regional Gliding School (Eastern)
enrolling. And not that long before, judgment; in other words, he St-Jean, QC.

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 5

NEWS AND NOTES
REAL LIFE REINFORCES TEACHING POINTS

There’s nothing like Jean Jeoffrion had been out riding his
a practical demon- dirt bike on the recreation trails of
stration to reinforce 4 Wing Cold Lake when he lost con-
a teaching point. But trol and flew off his bike. A passing
the practical demon- jogger saw the accident and stopped
stration that 12 CIC to help. Immediately after, so did the
officers received CIC officers and their instructor.
while taking wilder-
ness first-aid train- “The jogger was already assisting the
ing at the Cadet victim when I arrived, so I helped
Summer Training assess the injuries and apply first aid,
Centre (CSTC) in says OCdt Jamie Blois, one of the
Cold Lake, Alta., in ‘students’ and the summer camp’s
June was completely sports officer. “He had an injured
‘accidental’. shoulder and some minor abrasions
across his chest. The military police
The 12 CSTC staff responded shortly after we arrived
members and Fred and took over from there.”
Tyrell, a wilderness
first-aid instructor According to Mr. Tyrell, his students
A mock accident scenario ended the officers’ wilderness first-
for the province of Alberta, were experienced first-hand what should
aid training on July 2. Here, from left, Capt Luke Persaud,
actually on their way to lunch when happen upon arrival at an accident
SLt Gene Slager, Lt Laura George and 2Lt Ron Arnold
they received the first-aid demonstra- scene.
apply first aid to 2Lt Matt Paslawski—a ‘hiker’ with ‘possibly
a broken leg’. (Photo by Capt Undiks) tion—just metres away from where Submitted by Capt Judy Undiks,
they had been training. CSTC Cold Lake public affairs

NEW FRENCH-LANGUAGE SQUADRON IN ONTARIO

Retired CWO Gilles Arpin, a mem- language squadron that would allow and a course-mate of Dr. Garneau
ber of the French Language School the many unilingual French and at the CF Command and Staff
Board in London, Ont., was the French immersion youths there to College in Toronto in 1982—asked
driving force behind the stand up in receive their training entirely in Dr. Garneau if he would consent
September of a new French-language French. There were not enough cadets to the squadron’s use of his name.
air cadet squadron in Ontario. at the time to create a separate Dr. Garneau said he was honoured by
squadron, so a francophone flight was the request.
As far back as 2000, Mr. Arpin saw a
created within an already existing
need in the London area for a French- According to Mr. Arpin, London
squadron—27 Air Cadet Squadron.
received bilingual status in 2001. In
When the flight grew from 12 cadets 2003, a statistical profile of the fran-
to 42, it was decided to create a sepa- cophone population in the London
rate squadron—599 Air Cadet area showed that 7095 youths between
Squadron. Mr. Arpin was on the spon- 10 and 19 could carry on a conversa-
soring committee for 27 Squadron for tion in either English or French.
two years and will now chair the new Canadian Parents for French, an
squadron’s sponsoring committee. organization dedicated to having
The new squadron is named after children learn two languages, is the
astronaut Dr. Marc Garneau, cur- squadron’s official sponsor. “With
rently president of the Canadian their assistance, we recruited quite a
Space Agency. few cadets from the French immer-
sion system,” says Mr. Arpin. “The
Sgt Jake Clark and LAC Bobby Genest brief new recruits to Capt Al Szawara, Area Cadet Officer parents are excited that their chil-
the new 599 Squadron. (Photo by L'Action London) (Air) with Regional Cadet Support dren will have an additional oppor-
Unit (Central), Detachment London— tunity to use their French.”

6 CADENCE Issue 17, Fall 2005

 ‘FOWL PLAY’—NOT!

Lt Ken Holden, training officer with half of the CAP team are junior
514 Air Cadet Squadron in St. cadets,” says Lt Holden.
John’s, Nfld., believes his squadron
has developed an innovative way to Maj Bob Nolan, Area CIC Officer
build life skills among cadets and (Air), described the activity as an
raise funds at the same time. innovative, fun optional activity to
teach cadets communication, team
For the past three years, the building, problem solving, time
squadron’s Cadets Acting and management and a host of other life
Performing (CAP) team has organ- skills, as well as build their confi- Cadets from 514 Squadron's CAP team build life skills and
ized and produced plays for the pub- dence and self-esteem. raise funds during a performance of "Murder Most Fowl".
lic. This year’s performances of two
plays, entitled Murder Most Fowl and The inspiration for the CAP team
Snow White and the Seven Dwarfs Local grew from the creative minds of two Capt Roger Miller, squadron CO,
412 involved 24 cadets in the roles squadron cadets—the team’s creative says the successful program will con-
of director, cast and backstage sup- director WO2 Teresita Tucker and tinue as it “just keeps getting better
port. “What’s amazing is that about Danielle Price. and better as each year passes.”

REGION FOCUSSES ON CADET RETENTION

LCol Marcel Chevarie, commander training should deal with the con- and activities offered in corps/
of Regional Cadet Support Unit cepts of flexibility and adaptability squadrons. The RCSU(E) website,
(Eastern), recently met with the as they relate to the Cadet Program www.cadets.net/est, will become a
region’s corps/squadron COs. His and the concept of risk manage- major communications tool.
main message was on the need to ment relative to the challenges and • Tailor-made support and advice:
improve cadet retention. enjoyment we offer cadets. Headquarters personnel and
In particular, he highlighted the • An ongoing information campaign: detachments will offer custom-
following objectives for the region: throughout the year, send out info- designed support and guidance
rmation, ideas on initiatives and aimed at meeting the specific
• Adequate CIC officer training: suggestions to improve the program needs of each corps/squadron.

NEW ARMY CADET HISTORY WEBSITE

After 10 years of research, the Army

Cadet League has an army cadet his-
tory website. The website covers 126
years of history, says league histori-
an Francois Arseneault in Calgary.
Mr. Arseneault invites leaders and
cadets to visit www.armycadethisto-
ry.com for a wealth of information.
At the end of August, the site
included histories of 227 corps and
photos from 34 corps. It also
includes information on summer
camps, shoulder flashes and hat
badges—including many rare pre-
First World War and Second World
War badges—biographies of key
The new army cadet history website covers 126 years of history. Here, the 323
individuals, trophies, medals,
(Provencher School) Army Cadet Corps rifle team in 1950 after winning the Earl
archived news stories, expeditions,
Roberts Imperial Cadet Trophy competition. (Photo courtesy Army Cadet League)
exchanges and much more.

Professional Development for Leaders of the Cadet Program 7

NEWS AND NOTES
NEW WAVE IN GUIDE TO MANAGING A
COMMUNICATIONS CADET MUSIC ENSEMBLE

The Navy League has launched Proper management of both human

a new electronic newsletter called and material resources at
@ the helm. Its intent is to reach corps/squadrons will improve not
more members for less money with only the operation of the ensemble,
national, branch and division news. but more importantly, will greatly
Printed copies of the newsletter will benefit the musicians.
still be available by calling the
national Navy League office at One doesn’t have to be a music spe-
1-800-375-NAVY. cialist to administer and run a band.
Assigning key positions and duties
Although the newsletter’s primary will assist any band officer. Some
audience is Navy League members regions have developed music
across the country, CIC officers, sea ensemble management guides—avail-
cadets and their parents are also able from regional cadet music advis-
encouraged to subscribe and send ers, through the appropriate confer-
in their story ideas. To subscribe, ences on CadetNet, or through
visit the Navy League website at regional cadet websites.
www.navyleague.ca.

IMPROVED VOLUNTEER SCREENING PROGRAM HIGH SCHOOL CREDITS

FOR CADETS
The Navy League has introduced a to be supervised by a corps officer or
new volunteer screening program by another screened league volun- If you want to help your cadets pursue
that will greatly enhance cadet safe- teer, just like any other corps guest. high school credits for their cadet expe-
ty. The key new feature is a photo rience, visit www.aircadetleague.com,
Further enhancing their program,
identification (ID) card, which click your language of choice and
the Navy League has teamed up
league volunteers must display at then click on Cadets, followed by
with the Army Cadet League, and is
local corps. This empowers corps Education Credits.
negotiating with the Air Cadet
officers and cadets to ensure that any
League, to develop a common For the first time, says Grant Fabes,
Navy League member working with
approach and establish information- chair of the Air Cadet League’s
the corps has been approved by the
sharing for volunteer screening. national education and high school
league and is cleared to work with
This will prevent individuals that credits committee, this one-stop
cadets. If a league volunteer does not
have been dismissed by one organi- resource provides an overview of the
have an ID card, then they will have
zation from joining another league high school credit situation across
or sponsoring committee anywhere Canada, a summary of the current
in the country. status in each province/territory and
a summary of web-based resources
The new program is being rolled out
for further information.
nationwide. Formerly screened
members are required to renew The site lists the number of credits
their screening status. More cadets can obtain and application
detailed information is available procedures. An email contact is also
at www.navyleague.ca. provided for each province/territory.

LOOKING FOR CADET STORIES

Stephanie Williams, a civilian instruc- says CI Williams. “At the end of the She asks that other Cadet Program
tor (CI) with 2051 Army Cadet Corps book, the author commented on leaders not only submit their own
in Edmonton is collecting cadet stories how it would be wonderful if there cadet stories, but also encourage
for a book she hopes to publish. was a collection of cadet stories their cadets to send stories to her at
available for others to read. I would [email protected].
“I recently read a book titled Stand by like to take this task on.”
Your Beds, written by a former cadet,”

8 CADENCE Issue 17, Fall 2005

 STAFF CADET PAY

Cadet Program leaders who were (chief warrant officer/warrant

not involved in summer training this officer, class one) received a
year may be interested to know that daily pay of $81, based on a
staff cadet pay rates are now tied to higher percentage of the Reserve
the basic pay rate of Reserve Force Force officer cadet’s pay.
officer cadets.
According to Maj Paul
Staff cadet pay rates were once tied to Dionne, staff officer cadet poli-
the pay rates of Reserve Force pri- cies at Directorate Cadets, the
vates and corporals; then, when new system is administratively
incentives disappeared and staff cadet easier. By no longer being tied
pay adjustments became more diffi- to the student summer employ-
cult, they were tied to the average pay ment program, cadet staff pay
of students taking part in the govern- adjustments will occur auto-
ment’s student employment program. matically in line with Reserve
officer cadet basic pay changes,
This past summer, staff cadet daily rather than requiring yearly
rates of pay varied from $60 to $81. Treasury Board approval.
Those rates were based on a fixed per-
centage of a Reserve Force officer Current pay rates can
cadet’s basic pay. For instance, a petty be accessed by visiting
officer, 1st class (warrant officer/flight www.forces.gc.ca/hr/engraph/ Staff cadet summer pay rates are now a fixed percentage of the basic
sergeant) received a daily pay of $71, pay_e.asp and following the pay rate of Reserve Force officer cadets. Here, a staff cadet gives a knots
while a chief petty officer, 1st class appropriate links. lesson to a cadet at Vernon CSTC. (Photo by CI Wayne Emde, public affairs)

CIC BRANCH ADVISORY COUNCIL NEWS

Two members of the CIC Branch The new regional advisers are
Advisory Council (BAC) have Maj James Barnes, Prairie, and
received Chief Reserves and Cadets Maj Harry McCabe, Central.
certificates of appreciation for their
Other current BAC members
efforts and contributions on behalf
are LCdr Ben Douglas, Pacific;
of the branch. Recipients are Maj
Maj Steve Daniels, Northern;
John Torneby, former Prairie Region
Maj Hratch Adjemian, Eastern; Maj John Torneby LCdr Nairn McQueen
adviser, and LCdr Nairn McQueen,
and LCol Tom McGrath, Atlantic.
former Central Region adviser.

OTHER BAC NEWS EVENTS

CIC Branch Adviser Maj Roman council intends to review these pack- 50th anniversary reunion HMCS
Ciecwiercz has met with the ages and recommend the inclusion of ACADIA: In Cornwallis, N.S., from
Canadian Forces Liaison Council CIC-specific components into them. Aug. 4 to 6, 2006. Registration will
(CFLC) chair to clarify its support begin in January 2006. Anyone inter-
to the CIC. The BAC is reviewing ongoing poli- ested can go to www.acadiareunion.ca
cy issues and providing guidelines for further information.
The council has agreed to accept for future promotion policy and such
CIC officer requests for employer issues as universality of service, fit- 18th annual tri-service Cadet Ball:
support. According to Maj ness, medical and educational stan- This approved cadet activity, spon-
Ciecwiercz, the CFLC website at dards related to the Military sored by 706 Air Cadet Squadron in
www.cflc.forces.gc.ca should be a Occupational Specification Change Ottawa, is usually attended by cadets
CIC officer’s point of reference when Management Project. By sitting as a from across Canada, according to
looking for employer support infor- member of the new training man- Capt Jake Banaszkiewicz, squadron
mation. The CFLC will provide basic agement board, it is also offering CO. This year’s event will be held
advice and send out information advice on the new CIC training on Dec. 29 at the Congress Centre
packages, if requested. The advisory structure. in Ottawa. For more information,
visit www.cadets.net/est/706aviation.

Professional Development for Leaders of the Cadet Program 9

PROFESSIONALISM IN THE CIC >

A specialized application
of the CF profession
Can military professionalism apply to the Cadet Instructors Cadre?

MGen Hussey says there was logic in

“
“
Y es,” says MGen Paul Hussey,
commander for the past year of
the Canadian Defence Academy
making the CF responsible for the
Canadian Cadet Movement. The CF
(CDA) in Kingston, Ont. The CDA is responsible for remaining closely
champions professional development connected with Canadian society and
and lifelong learning in the CF and is linked to communities in many
among other things, oversees the ways. Because the CF didn’t have all
Canadian Forces Leadership Institute the local infrastructure it needed to
(CFLI), charged with strengthening run a national youth organization,
the foundations of CF leadership and however, it counted on the help of its
military professionalism. partners—the leagues. CIC officers
are the military representatives in that
But how can the ‘profession of arms’ partnership and in their contact with
and ‘military professionalism’ apply the many local sponsors and commu-
to CIC officers when they don’t bear nity organizations that support cadet
arms? For CIC officers, the unwritten corps and squadrons.
contract of unlimited liability does
not apply as it does to the Regular In many cases, CIC officers are the
Force and Primary Reserve and only CF presence in a community
according to MGen Hussey, CIC and must therefore demonstrate the
officers are not developed with the standards of professionalism required
same kind of discipline and fighting of CF members.
spirit required for military operations. “CIC officers wear the same ranks
Instead, they are developed to train, and the same uniform, says MGen
administer and supervise cadets. Hussey. “To the public, a different hat
This may pose a quandary to some, badge means nothing.” He adds that
but from MGen Hussey’s unique per- CIC officers use some military train-
spective—not only in his current posi- ing methodology—drill, for instance—
tion but also in his former position as to develop in youth such life skills as
Director General Reserves and teamwork and self-discipline. CIC
Cadets—‘military professionalism’ officers also represent and try to teach
does apply to CIC officers in a some- youth many of the CF values (partic-
what limited but very important way. ularly those grounded in the Defence
Residents of Vernon, B.C., would likely see CIC officer ethics framework) to make them good
“The CIC is a very specialized appli- citizens. “There’s nothing wrong with
Capt Graham Brunskill in the same light as any CF
cation of the CF profession,” says that, especially since CF members are
member. (Photo by CI Wayne Emde, public affairs, Vernon CSTC)
MGen Hussey. “The government of striving to be model citizens, as well as
Canada has handed the CF the job model soldiers,” says MGen Hussey.
of running its only federally spon- “But this affects the public perception
sored youth organization. The CF of the CIC. The public says, ‘They
does that through its CIC officers— dress the same, they must be the
the key functionaries of the federal same’. And you can imagine what
youth movement in this country. expectations and perceptions that gen-
And I would expect—as would any erates, however incorrectly.”
parent in the country—a degree of
professionalism within the CIC.” Continued on page 15

10 CADENCE Issue 17, Fall 2005

Where does CIC
professionalism start?
The CIC ethos states that “CIC
officers are youth development
practitioners with high standards
of professionalism.”

n recent years, many Cadet CIC ethos CIC officers impart in Canadian youth a sense of community involvement during
I Program changes—particularly
those related to training CIC offi-
The CIC ethos is
local and summer training. Cadets at Blackdown CSTC this past summer built a
walking bridge span for the Ganaraska Hiking Trail—used by more than 4000
part of the CIC’s
cers—have aimed at enhancing the hikers and families in the area.
raison d’etre and
professionalism of the CIC. But
contains several
where does professionalism start? of Canadian society, without regard
guiding principles for CIC officers
For CIC officers, professionalism striving for high standards of profes- to cultural, ethnic, religious or socio-
starts with adhering to both the sionalism. Though not yet approved, economic background.
Canadian military ethos and the the new CIC occupational training CIC officers are youth development
CIC ethos. course gives us some insight into practitioners with high standards of
what a description of CIC ethos professionalism. They satisfy the high
Ethos is described in the new CIC might look like:
basic officer training course (BOTC) societal expectations that are natural-
as, “The character, disposition, or CIC officers are members of an occu- ly imposed on an individual responsi-
basic values peculiar to a specific peo- pation that renders a service to ble for the well-being, support, pro-
ple, culture or movement. It derives Canadian society. As leaders of sea, tection, administration, training and
from a sense of belonging and reflects army and air cadets, they ensure development of our nation’s most
the principles in which a group their safety and well-being and precious resource: Canada’s youth.
believes. Ethos is also defined as a set develop in them leadership, citizen- In many cases CIC officers are the
of convictions, which guide and dic- ship and physical fitness, while stim- only CF presence in communities
tate the behaviour of a group and indi- ulating an interest in the CF. CIC and therefore demonstrate the stan-
viduals which make up the group.” officers impart in Canadian youth a dards of professionalism required of
sense of community involvement, members of the CF, reflecting credit
promote life skills and moral charac- on the CF and the Cadet Program.
For CIC officers, profession- ter and enable them to develop
alism starts with adhering to social values and ethical standards. CIC officers bring to the Cadet
Program varied backgrounds in terms
both the Canadian military CIC officers are the military repre- of education, skills and experience.
ethos and the CIC ethos. sentatives in the partnership between CIC officers undergo formal occupa-
the CF, the leagues and the many tional training and ongoing profes-
local sponsors and community organ- sional development, which provides
Military ethos
izations that support cadet corps and the structure for their employment.
During the new BOTC, candidates squadrons. They assist leagues and
are familiarized with the CF military local sponsors in recruiting cadets Adhering to these guiding principles
ethos—beliefs and expectations and adult leaders. They also assist in will go a long way towards ensuring
about military service; Canadian promoting corps, squadrons and the high standards of professionalism in
values, which distinguish us as a Cadet Program as a whole. the CIC.
people; and the Canadian military
values of duty, loyalty, integrity and CIC officers promote acceptance and
courage. As CF officers, CIC offi- respect for others, both within the
cers must be mindful of the military movement and within society in gen-
ethos and aware that they are part of eral, as the Cadet Program recruits
the larger CF community. from and reflects the broad diversity

Professional Development for Leaders of the Cadet Program 11

PROFESSIONALISM IN THE CIC > By Mary Bartlett

Make your ‘work’

relationships run smoothly
In his book, The Four Agreements, Don Miguel Ruiz gives us
direction about what we can do to respond appropriately
to difficult behaviours and make our work relationships
run smoothly.

knew his colleague was angry and

H e advises us to adopt four
essential codes of conduct, which
appear simple, but are rather
questions and be who you say you
are, they are more willing to hear
you out and work through any real
threatened that he had been hired.
And the colleague was a good train-
difficult. However, with mindful and or imagined slight or conflict. You’re er with mastery of the content that
diligent practice, they are utterly someone who people want to stay in the new trainer was learning.
effective. relationship with, and they're willing
to do the work to do so when it gets Nothing brings out the
a little rough.
You can use mindfulness ‘gators’ more at work than
(our capacity to be aware of Don’t take anything someone who says one
our behaviour) to watch personally thing and does another.
yourself and catch yourself While none of us likes to admit it,
most of us think we’re the centre of Did it resolve the conflict? Well, they
in the act of making the universe. When something nega- never became friends, but they were
assumptions, taking things tive happens, our first thoughts able to work together productively
personally, stretching relate to something we said or didn’t after about six months. By not react-
say, did or didn’t do that caused the
the truth, putting forth negativity or conflict. We replay the
ing, the new trainer made the most of
a difficult situation. Even more to the
a half-baked effort. mental ‘tape’ to find out if we’re to point, he didn’t make it worse. And
blame. In the process, we forget our today, that trainer is able to rest con-
learning from Psychology 101, fident that he behaved well, rather
Be impeccable which says that when someone
with your word than doing something he regrets.
reacts negatively to us, or to a situa-
Nothing brings out the ‘gators’ more tion, it is a mirror of some unre- Make no assumptions
at work than someone who says one solved issue that person is dealing
thing and does another. So yes, of We usually assume the worst, and
with themselves.
course, you’re not going to lie, cheat, because our thoughts create our
steal, gossip, backstab, or rummage But what if a colleague’s negative moment-to-moment reality, we act as
through someone’s desk—are you? behaviour is meant as a personal though our assumptions are the
assault? All the more reason to not truth. We all know not to, but do we
But, this agreement goes deeper than take it personally! ever consciously try to catch our-
that. It also means honour your selves making assumptions and cor-
word literally. Being mindful of the A case in point: A newly hired trainer rect them?
words you speak means making I once worked with worked for
statements in the positive, being who months with a colleague who did To understand the impact of
you say you are and letting go of any everything possible to make his life assumptions on conflict, we have to
fake persona you may be presenting miserable. The colleague gave ask ourselves where assumptions
to the world. unhelpful feedback, undermined come from and why we make them.
him in front of trainees and shot When we assume, we’re working
When your colleagues know you are down all his ideas. But the new train- only with the data we have in our
on the ‘up and up’, that you’re willing er just smiled and focussed on the own mind, and quite frequently that
to own up to your mistakes, ask positive. He didn’t react because he data is incomplete—if not flat out

12 CADENCE Issue 17, Fall 2005

 < When something negative happens, we
replay the ‘mental tape’ to find out if
we’re to blame. We take it personally, but
chances are, it has nothing to do with us.

You wouldn’t lie, cheat, steal, gossip,

backstab or rummage through someone’s
desk while they are away, would you?

<
wrong. And because that data leads like work! Doing our best brings out
us to assume a conflict, we imagine the best in others and that’s a sure-fire
a conversation directed at clarifying recipe for innovation.
that data as one leading to a conflict.
So, we avoid the conversation, and How to get there
behave as if our incomplete and from here
unverified data is reality. This is If you have roadblocks lurking
another case of ‘thought creating around every corner you may think
reality’, even when that reality could it’s impossible or even naïve to prac-
be radically altered by a different tise these four behaviours. And it
(more complete) data set. may be true that all four—all at
How simple this could be, but how once—is a pretty big stretch. So how
risky to admit to and initiate the con- about taking it one at a time?
versation. You might be surprised at You can use mindfulness (our capac-
how receptive people can be to some- ity to be aware of our behaviour) to
one who—from a genuine place of catch yourself in the act of making
"here’s what I was thinking"—is will- assumptions, taking things personally,
ing to admit to their assumptions stretching the truth and putting forth
and be willing to move on. a half-baked effort.
I once worked with an organization Focus on one behaviour for one day.
where a managing leader was mak- When you catch yourself—and you
ing some rather negative and wrong will—take a mental step back and
assumptions about the staff. During think, "In what ways might I remedy
a staff debriefing—when these
this situation?" Sometimes, it’s a
assumptions came to light and the
relatively simple thing to adjust
staff had a safe place to discuss it—
your behaviour.
the manager was able to apologize
and gained new respect from her As you become more proficient in
staff. Will it always turn out this your behaviour change, you might
way? Probably not, but who are we be amazed to notice all those diffi-
to assume? Why not just ask? And to that we say a genuine
cult, conflict-filled time wasters
“good luck!”
becoming fewer and fewer and your
Always do your best productive, innovative, idea-generat- Mary Bartlett is an independent trainer
When we put forward our best effort, ing sessions becoming greater and and consultant in training design, facilita-
and our colleagues know they can greater. Better yet, it gives you some- tion and program development. She has
rely on us, they are much more likely thing productive to do: rather than studied extensively in the areas of group
to hear us out. When we’re doing our trying to change the other person process, stress management, communication
best, we are fully engaged in our task, (good luck!), you’re able to make an skills and conflict management and resolu-
we have passion for the work and impact on something you can really tion. She lives in rural central New York.
best of all, it doesn’t even really feel change. You.

Professional Development for Leaders of the Cadet Program 13

PROFESSIONALISM IN THE CIC >

Point your E thics are important in any kind of

professional leadership situation,

moral compass be it Cadets, business, or even within

a family or group of friends, says
Philip King, a London, Ont. lawyer
and instructor in business law at the

in an ethical University of Western Ontario. “In

any organization, members look to
the top for moral cues,” says King,
“and there is a certain pride in adher-

direction
ing to a set of well-enshrined values.”
The Cadet Program has a clear state-
ment of values, and all CF members,
Regular and Reserve, are subject to
the Canadian Defence Code of Ethics.
‘Professionalism’ in the Cadet Instructors Ethics is discussed in current basic offi-
Cadre requires officers at every level to point cer training and in even more detail,
on the future basic officer course.
their moral compasses in an ethical direction.
Morality and ethics are inextricably linked to
professionalism—which, along with loyalty, “In any organization,
mutual respect and integrity, is one of the members look to the top
Cadet Program’s core values. for moral cues and there is
a certain pride in adhering
to a set of well-enshrined
values.”…Philip King

The Canadian Defence Ethics pock-

et card outlines our ethics principles,
obligations (such as integrity, loyalty,
courage, honesty, fairness and
responsibility), how to deal with
ethical dilemmas and so on. “I am
a proponent of setting out your
beliefs and values in writing,” says
Mr. King. “It gives more certainty,
more predictability and better con-
sistency, and this, in turn, makes
beliefs and values more accessible
and easier to embrace.”
Organizations benefit tremendously
from having shared beliefs and values,
he says, and the stronger they are
shared, the stronger the organization’s

14 CADENCE Issue 17, Fall 2005

 Dealing with
ethical dilemmas
culture. “I think that people—being An ethical dilemma is a
social by nature—gravitate towards situation in which:
organizations with strong culture. • the right thing to do is not
And they are happier when they clear from the circumstances;
know the rules and what is expected • two or more values compete
of them.” or are in conflict; or
• or, some harm will result, no
Moral ambiguity is fine matter what you do.
if you are cooking When faced with an ethical
hamburgers, but not if dilemma, use this guide:
• Ethics is about right and wrong
you are leading youth. and doing what is right.
• Consider your obligation to act.
This being said, carrying the • Ask yourself, “What are the
Defence ethics card in your pocket issues? What are the facts?”
will not ensure you behave ethically; • Weigh the options, including
it is simply a reminder that you have ethical principles and
a choice regarding the kind of orga- obligations. A specialized application
nizational behaviour you spawn. • Choose the best option with of the CF profession
due consideration for rules, …Continued from page 10
King cautions that leaders must not consequences, values and
just talk ethics. “They must also walk care for others. Clearly CIC officers are not the
ethics. You must be seen by your
• If unsure, talk to others—those same. Although they share a number
people embracing ethical values as you trust: friends, superiors, or of values and beliefs in common
intrinsic to your organizational val- authorities. Someone is pre- with full-time military professionals
ues and you must have lots of time to pared to listen and help. and are expected to perform their
observe,” he says. “If all you do is • Accept responsibility for your duty honourably, this does not
talk about it (posting codes of ethical actions. extend to a 24/7 commitment and
conduct, giving workshops on ethics,
How can we all improve full awareness that they are subject
scolding people for unethical behav-
ethical behaviour? to being ordered into harm’s way
iour), the people you lead will figure
• Ensure that decisions and anywhere in the world.
out that these are not real shared val-
ues, but rather values which are actions are ethically acceptable. Still MGen Hussey believes CIC
expected of some and not others.” • Speak out when you recognize officers are an important part of the
manifestly unlawful or inappro- CF team with a specialized role that
King adds that you can’t lead if you priate orders, since you are not
required to obey them. must be communicated and carried
don’t embrace your organization’s
out with professionalism. “By doing
beliefs and values. People will spot • Speak out and act when you
things to add to their own individual
it—maybe not immediately and are a witness to, or being vic-
timized by, unethical behaviour. professionalism, CIC officers will
maybe not everyone, but enough
add to the collective professionalism
people will spot it over time. “That How do leaders foster an ethi- of the CIC,” he says.
will weaken your integrity as a cal environment?
leader and the integrity of the • Make expectations very clear. In his words, “Professionalism is a
Cadet Program,” he says. “Moral component of running any efficient
• Provide opportunities to discuss
ambiguity is fine if you are cooking ethical concerns. and effective organization and the
hamburgers, but not if you are Canadian Cadet Movement is no
• Do what is necessary to deal
leading youths.” exception as it strives for excellence.”
with ethical risks.
• Ensure confidentiality and a
reprisal-free environment.
Adapted from the Canadian Defence
Ethics pocket card.

Professional Development for Leaders of the Cadet Program 15

PROFESSIONALISM IN THE CIC > By LCol Pierre Labelle

Remaining competitive
Adapting to the needs of our cadet ‘clientele’
These days, young consumers are seeking products and services tailored to their needs.
Every day, it is brought home to us through advertising that the choices open to us are
increasingly varied and accessible.

T he Cadet Program is not the only

program to offer activities, chal-
lenges and adventures for young
challenges adapted to specific age
groups and community values. And
we must put greater or lesser stress on
To produce results, the client-centred
approach should value the concepts
of adaptation, flexibility and continu-
people between the ages of 12 and certain activities depending on where ous information. We must pay close
18. Competition is fierce and this they take place—the city or the country. heed to our target audiences and be
client group now has free access to all able to fulfill their needs; most
sorts of new activities and experi- Adapting to our clientele also means importantly, however, we must hon-
ences designed to give them a good understanding and accepting the pos- our our promises. By adapting this
shot of adrenaline. sibility that a young person may be approach, the Cadet Program will be
interested in the Cadet Program capable of meeting the needs of its
We also know that our customer base while participating in other activities young people while at the same time
has changed substantially over the or working at the same time. preserving its aims and objectives.
past few years. One could, in fact, call Consequently, we should avoid over-
it a total transformation. Young people loading our cadets’ schedules and LCol Labelle is the chief of staff, Regional
have both the capacity and the desire instead introduce a healthy dose of Cadet Support Unit (Eastern).
to do a number of things at the same flexibility. It is becoming increasingly
time. When they are very young, they important for us to give cadets
are exposed to an array of stimulating (particularly those 15 and
challenges. So just “being a cadet” is older) enough time to do
no longer sufficient. We see this same other things.
phenomenon among candidates who
want to become CIC officers, civilian Adapting to our clientele also
instructors and volunteers. means listening to the cadets’
primary caregivers. For par-
ents, we offer training, activi-
We must also improve the
ties and development services.
way we serve our service- If we want to gain their confi-
providers—officers, civilian dence and support, we will
instructors and volunteers. have to consult them regu-
larly concerning their expec-
tations. We should never for-
Values relating to motivation, results, get that they constitute a key
independence and balance between element in retention.
work/home force us to ask the ques-
tion: How can we remain competitive We must also improve the way
to attract the interest of young people we serve our service-providers—
and keep them in the program? officers, civilian instructors and
volunteers. This means adequate We should avoid overloading our cadets’
The response to this challenge can be and continuous training, an effec- schedules to give them (particularly those
found in a single action: adaptation. 15 and older) enough time to do other
tive and fully accessible internal
We can no longer base our manage- communications network, and things—other youth activities, part-time
ment of the program and its related support and coaching based on jobs and schoolwork.
activities on tradition. We must imme- individual corps/squadron needs.
diately give corps/squadrons the tools In short, this means promoting a
they need to select and implement feeling of belonging and showing
stimulating activities that pose our concern and ability to adapt.

16 CADENCE Issue 17, Fall 2005

By Maj Paul Tambeau

Communicate
more
effectively
To be effective communicators,
we need to develop a broad
repertoire of communication
behaviours appropriate to the
type of discussion at hand.

T he interactions between staff, par-

ents, cadets, sponsors, and the
many other movement stakeholders
demand a much more flexible

<
approach. Just as one style of leader-
ship does not serve every task, neither all, but treat them as objects; they bag person’s perspective, beliefs, Self-esteem can be
does one style of communication. We our groceries, direct us around high- thoughts, or feelings. To meet fragile, especially
can increase our professionalism by way construction, and so forth. So it is another person in genuine dia- in many young
choosing the appropriate style. the desire to enrich our communica- logue, we must be able to realize people. We should
tion beyond merely speaking and lis- how that person views himself or always consider
Behavioural scientists have studied tening that sets interpersonal commu- herself, the situation, and his or her the impact our
communication for the past several nication apart from merely exchang- thoughts and feelings. Put another words may have
decades, and countless articles and ing or acting upon information. way it means keeping our own on the listener.
books have been published in an biases and perceptions in check.
attempt to provide us with a better • Self-monitoring. This capacity to
understanding of what constitutes Through all life's stages, our
observe and regulate our own
effective versus ineffective communica- self-esteem is shaped by how communication is important. Low
tion. Nonetheless, many of us continue others communicate with us. self-monitors use inner beliefs and
to regard communication as a process values in deciding how to com-
of ‘I speak, you listen’ or vice versa, municate, likely reverting to the
with little regard for the ‘interpersonal’ Some of the key principles that
should guide our communication communication style they are
aspect of the interaction and what is most comfortable with; on the
going on against the backdrop of with others include:
other hand, high self-monitors
words, body language, and emotions. • Maintaining or enhancing self- tend to monitor their surround-
The military-style discipline of the esteem. Through all life’s stages, ings and choose the communica-
cadet world lends itself to this ‘one- our self-esteem is shaped by how tion style that is most appropriate
way’ form of communication; how- others communicate with us. We for the situation at hand.
ever, when used exclusively it want others to respect us, and we
want to respect ourselves. Self- Keeping these principles in mind will
becomes redundant and ineffective. enhance the professionalism of any
esteem can be fragile, especially in
When individuals speak to one many young people, and since we of our communications.
another they are acting on an interper- can’t take back what we say, our Maj Tambeau is the CO of 27 Air Cadet
sonal level, so as the term suggests, goal in communicating should Squadron in London, Ont. He is a former
interpersonal communication is communi- always be to consider the impact Regional Cadet Adviser in Central
cation between people. In one sense, our words may have on the listener. Region and recently retired from teaching
all communication happens between • Engaging in a dual perspective. in the management studies program at
people, yet many interactions don’t This requires the ability to under- Conestoga College in Kitchener, Ont.
involve us personally. Sometimes we stand both our own and another
don’t acknowledge others as people at

Professional Development for Leaders of the Cadet Program 17

PROFESSIONALISM IN THE CIC >

Professionalism
when dealing
with parents
Demonstrating professionalism when interacting with parents is vital to the credibility of
CIC officers entrusted with developing their children.

e approached seven CIC officers

W who, as educators, have devel-
oped expertise in parent interactions.
• the parent who doesn’t get
involved;
especially when they are agitated. The
challenge is not to get caught up in the
emotion of the moment. Answer
• the parent who thinks his/her
The officers include Maj Don Duthie of child can do not wrong; and questions honestly, understanding
Trenton, Ont., Capt Kel Smith of • the parent who questions the that parents want what is best for their
Virden, Man., Capt Natalie Hull of enforcement of regulations. child and more often than not, proof
Waterloo, Ont., Rob Vanderlee of of equitable treatment.”
Canmore, Alta., Paul Dowling of The parent who On initial contact with an angry par-
Oromocto, N. B., Lt(N) Arnold Wick approaches you ent, Maj Duthie recommends lower-
of Prince Rupert, B.C., and Lt(N) Ryan in anger ing your voice and staying calm
Graham of Dryden, Ont. All have local
This is potentially one of the most of when you speak—this usually helps
and summer CIC experience.
the most stressful situations at local defuse the anger.
corps and squadrons, says Lt(N)
The challenge is not to He also offers the following advice:
Graham. It may come out of nowhere,
get caught up in the or it may relate to a commanding offi- Reassure the parent that you too are
cer’s decision. In the latter case, he concerned and that you fully want to
emotion of the moment. adds, irrefutable documentation is key understand what has transpired to
to justifying why decisions were made. make the parent angry.
We asked these instructors how they
Most of all, he says, parents want to If there is an audience, explain that
would deal effectively with:
voice their concerns and know that the place and time to discuss the mat-
• the parent who approaches you in someone is willing to listen to their ter might not be appropriate. Offer to
anger; problem. “The barrage of questions go to a more private location, or set
• the overzealous parent who wants that parents can ask sometimes is up a convenient time and place to sit
to talk to you every parade night; quite numbing and intimidating, down and calmly discuss the matter.

18 CADENCE Issue 17, Fall 2005

 Our Advisers
Maj Don Duthie: 35 years as an elementary and high school
teacher; 25 years as a CIC officer; currently CO designate of
123 Air Cadet Squadron in Bowmanville, Ont.; and Regional
Cadet Adviser, Central Region, for four years.

Capt Natalie Hull: a teacher for eight years and currently

teaching special education in Kitchener, Ont.; 13 years as a
CIC officer; an instructor with Regional Cadet Instructors
School (Central); and a volunteer instructor with 1596 Army
Cadet Corps in Kitchener, Ont.

Capt Paul Dowling: Retired after 32 years as a teacher and

principal in Oromocto, N.B.; CIC officer for 26 years; Area
Cadet Officer (Air) New Brunswick, Prince Edward Island
Detachment, Atlantic Region.

Maj Rob Vanderlee: A teacher for nine years and currently

teaching Grades 7 and 8 in Canmore, Alta.; training officer with
878 Air Cadet Squadron in Canmore; 19 years as a CIC officer;
Suggest that to give the matter full and selected by the Air Cadet League in 2004 as the top CIC
credence, you would like more officer (air) in Canada.
details and an opportunity to investi-
gate. Suggest that you would like to
sit down together when you have as
many facts as possible. Capt Kel Smith: 35 years as an educator in Virden, Man.;
34 years as a CIC officer; currently supply officer, unit
Let the parent talk. If they become agi- information officer and sports officer with 2528 Army
tated again, speak softly, let the parent Cadet Corps in Virden.
know that you really do want to listen.
However, if the parent continues to
shout or be abusive, terminate the dis-
cussion. Be firm, but not challenging. Lt(N) Arnold Wick: 34 years as an elementary school teacher
in Prince Rupert, B. C.; 26 years as a CIC officer. Currently
Do not patronize the parent. To CO of 7 Sea Cadet Corps in Prince Rupert.
them, this is very important and
involves their child.
Do not make rash/hasty decisions or
Lt(N) Ryan Graham, fourth year as a highschool teacher in
promises—you have to live with
these after. Dryden, Ont.; 14 years as a CIC officer; CO of the Kenora
Sail Centre; and after two years with 2072 Army Cadet Corps,
Make sure you respond to the parent he’s trying to restart a sea cadet corps in Dryden.
after you investigate. If you find the
parent was justified in being upset,
apologize for the upset and let the
parent know you are taking steps to

Professional Development for Leaders of the Cadet Program 19

 ensure this particular situation does for the upcoming year. At that time,
not occur again. Thank the parent they identify together what activities
for bringing it to your attention. need outside funding and parent
Even if your investigation shows that involvement in one way or another.
the parent was totally out of line and He invites league representatives to
misinformed, you must still speak to the his first two major events in
parent and explain why the situation September—the introductory night
occurred and was correct. This should for former cadets and parents; and a
come across in a win/win manner. The parent who couple of days later, registration
doesn’t get involved night for new cadets where parent
Capt Hull adds, “Remember that most
parents are passionate about their chil- If Maj Vanderlee sees a parent who attendance is mandatory. This way,
dren and they get angry because they isn’t getting involved, the first ques- the league has full access to every
care about them. They also tend to get tion he asks is “Why?” parent to ask for help and specific
only one side of the story, and if you parent commitments, while provid-
had heard what they had heard, you “I find that a parent who doesn’t get ing all options and timeframes avail-
probably would be angry too.” involved usually has some pretty able. The league asks parents out-
decent reasons for it. Find out what right, “Which activities would you
you can about the parent,” he says. like to sign up for?”
“Perhaps they don’t want to get
involved because they don’t want to “It’s seldom that a parent refuses,”
leave their other children at home, or says Lt(N) Wick. “Perhaps because
feel they can’t bring them along to it’s a public commitment, it has a cas-
activities. Or, maybe you just need to cading effect.”
adjust how you or the corps/ Also, the league calls every parent
squadron is perceived. Many parents before an event to remind them of
just don’t understand. Communicate their commitment. If the parent says
with them.” during the call that they cannot fulfill
As a teacher, Maj Vanderlee tends to the commitment, they are asked to
exchange places with another parent
know more about families and can
at a later date.
sometimes better explain their situa-
tion to the commanding officer or The parent who
The overzealous parent sponsor, clarifying that these are not
who wants to talk to thinks his/her child
‘deadbeat’ parents and that they can do no wrong.
you every parade night really just don’t have the time, or
whatever, to help. Being confronted by unrealistic parents
Capt Hull believes these parents are is difficult and requires a great deal of
often in need of involvement. They What about the parents who just skill to handle, says Capt Dowling.
may want to learn more about what don’t seem to want to get involved?
their child is doing and increase He advises not to “break their bub-
involvement in their child’s life. In these cases, Maj Vanderlee spends ble” in the opening minutes of the
a little more personal time with meeting. If you do, you could ruin
Parents showing this level of inter- them, calling them more often and any chance you might have at arriv-
est—even though it may be misdirect- informing them of the many options ing at a successful conclusion.
ed interest that is taking your time for getting involved. “Calling or vis-
away from tasks—can help the unit He explains that these parents are usu-
iting them gives me the opportunity
and at the same time, answer many ally very defensive and will tell you
to apply subtle persuasion,” he says.
of their own questions. right up front that their child did not
“When I have done this, I have
do something. “You have to be careful
found that once they get involved,
When a parent is noted as repeatedly not to get into a verbal battle with
they stay involved.”
needing to talk to you, suggest they them over the issues, making it a
watch opening parade or help with Lt(N) Wick’s proactive strategy for “you” versus “them” situation. The
supervision of the canteen at break parental involvement works well— important thing to keep in mind is that
times so they can see for themselves particularly for fundraising. He calls whatever the accusations are, the par-
what is going on. In this way, they on his Navy League partners early ent will more than likely look at it as a
will have less need to talk to you. each summer to go over the program personal attack on their parenting.

20 CADENCE Issue 17, Fall 2005

Keep strictly to the facts, he says,
avoid innuendos and unsubstantiated
on paper so I can be specific. The
face-to-face meeting would take
Ombudsman:
accusations. “Your goal is to bring the place at my request.” Try to resolve
parent around to recognizing that
both of you are on the same side and If a parent questions regulations,
says Capt Smith, inform the parent
disputes locally
that they, as parents, are not to
blame.” Guide them through the facts that the cadet has been warned twice
Since the Department of National Defence/CF
so that they conclude that your evi- that their dress was not part of a
cadet’s regular dress. Then advise ombudsman’s office was created seven
dence does indeed prove that their
child did whatever. The operative that if the cadet wants to belong to years ago, it has received 19 complaints
word here is “they”. They must come the unit, he/she must follow Cadet from cadets or their family members.
to the conclusion themselves; you Program rules and regulations.
cannot impose this decision on them. The majority of the disputes have been
“Explain the importance of these to
between parents and CIC officers regarding
the operation of a corps/squadron
and that letting the cadet wear what decisions that officers have made, says the
Being confronted by
he/she wants could lead to a break- office. Complaints vary from abuse of power
unrealistic parents is difficult down of corps/squadron discipline,” to training (including the selection process
and requires a great deal of he adds. “Rules cannot apply to for summer camps) and harassment.
skill to handle. Don’t “break some cadets and not to others.”
their bubble” in the opening “CIC officers have the power to resolve dis-
Perhaps more importantly, however,
minutes of the meeting. explain that the Cadet Program uses putes at the earliest stages,” says Yves Côté,
discipline as a teaching process. the new ombudsman appointed in August.
Rules, limits and realistic conse- “Carefully listening to parents and respond-
Finally, ensure the parents that their quences help young people develop ing to their concerns in a clear and complete
child is not a bad individual, but has the self-discipline they need to cope
just made a bad decision and that you manner will enable CIC officers to effectively
with the challenges they will face in
understand it is natural for them to life and to persevere until their goals explain the reasons behind their decisions.”
stick up for their child. Then add that are accomplished. Self-discipline is
supporting our children can require He believes that through their leadership,
important in everything from study-
“tough love”—teaching them to take ing for an exam to doing a good job. officers can do a lot to resolve issues locally
responsibility for their actions. and defuse situations before they escalate
It may help to add that choosing to
“In my experience, even the most to his office. He adds, “However, if issues
follow regulations will allow the cadet
defensive parent will eventually come to continue to enjoy cadet activities. are brought to us, I assure you that we
around when you take this approach,” will deal with them fairly and diligently.”
says Capt Dowling. “By treating the Understanding this bigger-picture per-
parent with respect and keeping in spective can help a parent convince Mr. Côté brings almost 30 years of public
mind that parents cherish their chil- their child of the value of following service experience to the ombudsman’s
dren, you can reach a successful con- rules and regulations, he points out.
office. He began his career as a military
clusion to a difficult situation.
legal officer in 1977 and until he left the
The parent who military in 1981, he provided opinions and
questions the advice on a wide range of issues concerning
enforcement of military law and discipline. Before accepting
(dress) regulations
this new position, he was counsel to the
This interaction would take place Clerk of the Privy Council.
after the cadet has had two verbal
warnings not to wear chains, rings, For more on the ombudsman’s office
excess makeup or a specific hairdo visit www.ombudsman.forces.gc.ca,
to Cadets, says Capt Smith. “The
or call 1-888-828-3626 toll free.
verbal warnings would be recorded

Professional Development for Leaders of the Cadet Program 21

PROFESSIONALISM IN THE CIC > By Denise Moore

Conflict resolution skills

Professionalism requires try and deal with conflicts at the low-
Sources of conflict…include
CIC officers to use various est and earliest possible level if possi-
ble. Alternative dispute resolution unprofessional behaviour;
interpersonal skills—among (ADR) techniques are best used at gossip/rumours/office politics;
them, conflict resolution skills. this more informal level. ADR
requires dialogue about the conflict
the lack of acceptance of ‘dif-
n the past, the Cadet Program has
I taken a reactive approach to conflict
—dealing with conflict case by case.
situation, with the parties working
together to understand each other’s
ferences’ in culture, gender,
race, age, language and work-
Now, the program is taking a systemic concerns before working towards a place ethics; a lack of respect,
common solution.
approach—using a model that incor- poor planning or ineffective
porates all possible approaches to
conflict resolution. It’s a more practi-
Nature of conflict management; and break-
cal tool that will help cadets handle Understanding the nature and causes downs in communication.
conflict more efficiently. The success of conflict can help officers identify,
of this system will depend on the assess and determine the best age, language and workplace ethics;
inherent leadership skills of CIC approach to resolving it. It is impor- a lack of respect; poor planning or
officers, who will be responsible for tant to understand how conflict arises, ineffective management; and break-
supporting the cadets to ensure the escalates and influences our percep- downs in communication.
tions of other people.
system is working the way it is sup-
Escalation
posed to. More on this will be dis- How conflict arises
cussed in future issues of Cadence. The escalation of conflict is like a
Sources of conflict within the work tornado—the stronger it gets, the
The conflict resolution spectrum environment include unprofessional more damage it can cause.
ranges from formal to informal behaviour; gossip/rumours/office
approaches. The Department of politics; the lack of acceptance of Characteristics such as relationships,
National Defence/CF approach is to ‘differences’ in culture, gender, race, values, structures, facts (information)

The escalation of Hurt before being hurt

conflict is like a tornado— ‘Group think’ and scapegoat
the stronger it gets, the
more damage it can cause. Beliefs feed observation
Assume deliberate action from the ‘other’
Draw pre-conceived conclusions
Make assumptions
Shift to competitive environment
Co-operation

22 CADENCE Issue 17, Fall 2005

enhance professionalism
and interests (what motivates you) By developing a working knowledge Take the initiative—it’s
can contribute to the shift from a co- of conflict theory and interest-based your responsibility
operative to a competitive work envi- communications, you could acquire Develop the skills, knowledge and
ronment. People are quicker to make the necessary confidence to solve confidence to help those around you
assumptions and draw pre-conceived conflicts at the lowest level possible solve their conflicts in an interest-
conclusions. At this point, actions in a win-win manner. Look for an based fashion.
from the ‘other’ are viewed as delib- approach encouraging honesty of
erate. Our belief system feeds our participants and avoiding confronta- It is the responsibility of officers to
observations, and we begin to devel- tions that could potentially wound deal with conflicts when they arise.
op ‘group think’ or even identify the dignity of those involved. Demonstrate professionalism by tak-
scapegoats. At this point the conflict ing ownership of a situation and
is out of hand as we focus on hurting handling it to the best of your ability.
before being hurt. Understanding the nature
and causes of conflict can Ask for assistance
Perceptions of others
help officers identify, assess Often, a conflict situation has many
Although we observe through our components to it. You may be able to
five senses, not everyone has access and determine the best help resolve some of these compo-
to the same information. As a result, approach to resolving it. nents but not all. Another skill is deter-
we interpret through our ‘filters’–our mining when to ask for help and when
personal experiences, our culture, it is appropriate to refer the conflict sit-
religion, gender and so on. The con- Some tips
uation up the chain of command.
clusions we draw about others have • Try to see both sides of conflict,
impacts on us. We evaluate them the positive—the opportunity for ADR is the preferred approach to
without reliable data. We blame positive change, as well as the resolving conflict; however, it is
them rather than consider their con- negative—unpleasantness, disrup- important to understand how ADR
tributions and our own. tion and so on. complements other more formal res-
olution mechanisms, such as the
• View conflict as a potential oppor-
Development of ADR DND/CF grievance process or the
tunity for collaboration, rather
communication skills harassment policy.
than as a call to adversarial strug-
Role-playing is a great way to learn gle or avoidance. For more information about the
what ADR techniques work well for • Recognize signs of conflict before conflict management program, see
you. It also helps to identify areas it reaches an unmanageable or http://www.forces.gc.ca/hr/adr-marc/
you need to spend more time work- escalated stage.
ing on. You can hone your ADR Denise Moore, a senior mediator with
skills, knowledge and mindset • Develop skills to handle a variety Director Cadets, represents the conflict
through dialogues with your peers, of conflict styles. management program for Director
chain of command or even staff at • Acquire a measure of comfort and General Reserves and Cadets.
Dispute Resolution Centres. confidence in dealing with conflict.
• Acquire a genuine curiosity and
enthusiasm about turning conflict
around. It’s an opportunity for
creativity!

Professional Development for Leaders of the Cadet Program 23

PROFESSIONALISM IN THE CIC >

Learning
from
mistakes
Do you consider
mistakes as
learning
opportunities
or
failures?

eadership experts agree that our one acknowledges it—including the discussed, but they seem to hap-
L own mistakes (and the mistakes of
others) can provide significant learning
supervisor. People are more wor-
ried about creating unproductive
pen again. This makes everyone
frustrated. There is a tendency
opportunities if we know how to deal tension and resentment. not to see when mistakes are just
with them. One way is to avoid “learn- • People avoid blame for mistakes. symptoms of deeper problems.
ing traps” that can prevent us from Team members express dissatis- No one wants to take the time to
learning from mistakes. Another is to faction when mistakes are made. delve deeper and discover the
know what we should and should not There is a lot of pressure not to root causes of mistakes.
do when mistakes are made. make errors. Everyone recognizes
when mistakes are made, but the Everyone recognizes when
The Canada School of Public tendency is to avoid blame and
Service website at www.myschool-
mistakes are made, but the
criticize others for erring.
monecole.gc.ca/research/publica- tendency is to avoid blame
• Mistakes are buried. There is a fear
tions/html lists these learning traps: that mistakes will hurt a person’s and criticize others for erring.
• Mistakes are not discussible. When career or the team’s reputation.
someone makes a mistake, we just Mistakes tend to be covered up, Avoiding these traps may be easier if
assume they learn from it and do or treated as unimportant. These you follow these useful do’s and
not discuss it openly. When the mistakes sometimes build up and don’t’s in dealing with mistakes, as set
team makes a mistake, we some- create a crisis later on. Or they out in “Leadership Passages: The Personal
times have a post-mortem meeting, surface and become an irritant. and Professional Transitions That Make or
but that is about all. And when the • Mistakes are discussed, but no one Break a Leader”, by David Dotlich,
supervisor makes a mistake, no gets to the root cause. Mistakes are James Noel and Norman Walker.

24 CADENCE Issue 17, Fall 2005

 the mistake. You may even convince need the benefit of an outside per-
yourself that you had nothing to do spective—it can offer insight about
with it. Blaming others discourages who you are as a leader, and how
self-examination and the acceptance you need to develop.
of responsibility—two critical leader-
ship traits. Avoid this blaming reflex If you respond defensively
and absorb the blame. Admit what
you did wrong, explain the context (to a mistake), you’re
for the mistake and make a commit- likely to waste this
ment not to let it happen again. teachable moment.
3. Don’t limit your thinking to the
event itself. Even though it’s impor- 3. Reflect on what you might do
tant to learn from what went wrong differently in the future. After you
and act differently if the same analyze why you did what you did
circumstances present themselves in and talk about it, reflect on how you
the future (external learning), it’s might respond in a more effective
also important for internal learning. way when facing a similar situation
Ask yourself what it says about you in the future. Consider what you
as a leader that you did X instead have learned from the mistake that
of Y. Consider how your approach might serve you well in other posi-
or values may have caused you to tions and when you are faced with
contribute to the mistake. Did your other decisions. To help you reflect
arrogance, or mercurial nature con- on what you’ve learned, ask your-
The worst thing you can is dwell on the tribute to making it? self the following questions: If you
mistake and beat yourself up for whatever encountered exactly the same situa-
mistake you made (or think you made). Four do’s in dealing tion in the future, what would you
with mistakes do differently? What would have to
1. Examine your decisions that change inside you to do it different-
Three don’t’s in catalyzed the mistake. More specif- ly? Would you have to adopt new
dealing with mistakes ically, look at your attitudes, as well values, become more flexible,
1. Don’t let your mistake define you as your actions, that may have change your traditional approach?
as a person. Separate the event from caused, or influenced it. Ask your-
4. Summon the energy to perse-
who you are. Even if you made a self why you decided what you
vere. Mistakes can leave you feeling
stupid mistake, you aren’t stupid. The decided. Were you afraid of taking a
defeated, but great leaders obtain the
worst thing you can do is dwell on the risk? Were you taking too much of
psychological resiliency that comes
mistake and beat yourself up for one? Were you too stubborn and
with this passage. There’s no secret to
whatever mistake you made (or think didn’t listen to your team’s advice?
acquiring this resiliency—it’s simply a
you made). After you acknowledge matter of digging deep inside yourself
2. Talk to a coach, mentor, or
your mistake and accept responsibility,
trusted adviser about the incident. and deciding you’re not going to be
let go of it and move on. Making a
Many people cannot discuss their defeated. Focus on the job that needs
mistake is natural and predictable.
mistakes. This type of swagger is not to be done. Discipline your thinking
Refuse to allow your mistake to
leadership; it is denial. Discussing to avoid dwelling on your mistakes or
dominate how you lead.
how things went wrong is painful the mistakes of others. Give yourself
2. Don’t seek scapegoats. Realistically and it requires courage to expose a pep talk.
and naturally, most leaders react your vulnerabilities. You don’t want
By avoiding learning traps and
defensively to mistakes. However, if someone to think less of you.
applying these do’s and don’t’s, you
you respond defensively, you’re like- However, these conversations allow
can learn from your mistakes and
ly to waste this teachable moment. If you to obtain feedback, examine
you blame someone else, you’re not your assumptions and come to terms become a more successful leader.
likely to examine your own role in with yourself and your role. You

Professional Development for Leaders of the Cadet Program 25

PROFESSIONALISM IN THE CIC By Maj Serge Dubé

Future training aimed at professionalism

As defined by the Canadian Oxford Dictionary, professionalism is “the skill or qualities
required or expected of members of a profession.”

he occupational specification for But a common theme of their CIC officer’s responsibility for cadet
T the CIC states that “CIC officers
are youth development practitioners
responses was the need for more
training in the areas of youth devel-
supervision and leadership develop-
ment, mentoring and coaching, devel-
with high standards of professional- opment and leadership. oping cadets through coaching, iden-
ism. They satisfy the high societal tifying barriers to learning, addressing
expectations that are naturally Based on these responses, officers cadets’ personal concerns and aiding
imposed on an individual responsi- from all levels of the organization in the resolution of rudimentary inter-
ble for the well-being, support, pro- wrote job descriptions, and training and intra-personal conflicts.
tection, administration, training and was created to prepare CIC officers
development of our nation’s most for these jobs. Care was taken to (Officers from the field
precious resource: Canada’s youth.” ensure that entry-level officers will
receive the tools they need to prop- have identified) the need for
The CIC training being developed as erly lead and understand youth more training in the areas
part of the CIC Military Occupational (cadets) early in their careers, as
Specification Change Management of youth development
opposed to receiving them over a
Project is integral to high standards of
three- to four-year period. This is
and leadership.
professionalism within the CIC.
expected to help them lead more
When CIC officers from the field and In addition to the training officers will
professionally.
headquarters were asked during the receive when they join the CIC, anoth-
project what they did in their jobs, Here are some of the subjects incor- er course is currently being developed
their answers varied depending on the porated into future entry-level train- to prepare them for the increased
job they were performing at the time. ing: adolescent development, the responsibilities they will have on pro-
motion to captain or lieutenant (navy)
and entry into Developmental Period
Officers, such as SLt David Lang who instructed at Regional Gliding School
(DP) 2. This training will take the
(Eastern) this past summer, will receive the tools they need early in their careers
skills and knowledge gained during
to properly lead and understand youth.
DP 1 to an even higher level.
Job-specific training to be delivered
when personnel require it is also
being developed. For instance, when
you are appointed training officer
you will take your training officer
course, or when you are appointed
platoon commander at a cadet sum-
mer training centre, you will take
your platoon commander course.
This method of qualifying officers
when they actually require it—not
years before—will ensure they receive
the most up-to-date information.
This in itself will make them more
professional members of the branch.
Keep your eyes open and your ears
to the ground for updates on the new
CIC training program.
Maj Dubé is the staff officer responsible
for CIC professional development at
Directorate Cadets

26 CADENCE Issue 17, Fall 2005

By Maj Stephen Case OFFICER DEVELOPMENT

Local smoking ‘policy’ teaches damaging lessons

While visiting a local unit, I was stunned as the
sergeant beamed at me proudly. When asked the
question, “What is the best thing about being a
senior cadet?” he immediately responded that
once you’re a senior cadet, you are allowed to
smoke during breaks at Cadets.

T he sergeant was very proud of his

rank and the privileges it brought.
In his unit, junior cadets were not
rules, they would not need to follow
them later. They learned that orders
are relative to rank—a very dangerous
allowed to smoke, but senior cadets and undesirable idea to develop. It is
were. When an inquiry was made as also natural for junior cadets to emu-
to why the unit had this ‘policy’, an late those they admire—in this case,
officer cadet explained the reason- the senior cadets. If being senior
ing—the senior cadets were leaders, so cadets meant they could smoke, I
were allowed to smoke as officers do. would argue that the senior cadets
Besides, the officer explained, it was were actually encouraged to smoke—not
good for morale: kids worked hard to only to fit in with those that did, but
become senior cadets so they could also to assert their new privilege.
have the privileges of leadership.
The sergeant learned that the higher
the rank, the less rules apply; orders
When a senior cadet is lean more towards suggestions as
granted a privilege unavail- your rank goes up; promotion is not
about gaining more responsibility,
able to others, it should be but gaining more advantage; and
to recognize and use the rank is not about what cadets can do
cadet’s greater responsibili- for the unit, but what they get for
themselves. As senior cadets develop
ty, experience and judgment. the impression that rank alleviates
accountability to orders, other orders
The officers were convinced that will come into question. If we teach
their method was sound. Not only cadets that a rule can be ignored,
did it reward senior cadets and they will start ignoring rules.
encourage juniors to excel, but it also Perhaps the people who learned the
solved the smoking problem. The most damaging lessons in this situa-
officers reasoned that the cadets were tion were the junior officers, who and policies of the Cadet Program
going to smoke whether they were learned that this is how a unit is run, and encourage positive character
allowed to or not. With this local ‘pol- or how leadership is built in young development. When a senior cadet
icy’, the seniors would police smok- people. These officers will not only is granted a privilege unavailable to
ing because it was their privilege. The allow such behaviours in their own others, it should be to recognize and
staff did not have to worry about jun- corps and squadrons, but will also use the cadet’s greater responsibility,
ior cadets smoking because the sen- migrate the ideas to others thinking experience and judgment.
iors would not let them smoke. it is the right thing to do.
Maj Case is the Regional Cadet
The problem was in what this hope- Should senior cadets have privileges Adviser (Air) with Regional Cadet
fully isolated local ‘policy’ taught the that recruits and juniors do not? Of Support Unit (Central).
cadets. The junior cadets learned that course they should, but those privi-
if they worked hard and followed the leges should be in line with the aims

Professional Development for Leaders of the Cadet Program 27

OFFICER DEVELOPMENT By Lt(N) Paul Fraser

This fall, the new

online unit adminis-
tration officer and
supply officer courses
are being trialled!

Online trials of first new courses

hese are the first two courses through CadetNet, officers wishing The CIC Learning Centre will
T under the CIC military occupa-
tional structure change management
to take a Distributed Learning (DL)
course will require a CadetNet
become a unique tool for local officers
to gain access to training; as well, it will
project to become available online. account to access the training. Each act as a resource for documents and
Trials are being conducted through corps/squadron has been allocated references used by the Department of
regional cadet instructor schools 14 accounts for its staff. If you plan National Defence/CF to administer
across the country using CadetNet. to take CIC training in the future and deliver the Cadet Program.
Course details are available through and do not already have an account,
DL will give local officers the ability
your regional school and officers talk with your commanding officer
to attend courses without having to
should consult regional directives on about setting one up.
travel to a training school and the
how to apply for these courses.
You will access this training through flexibility to complete training, while
the Cadet Instructors Cadre accommodating personal schedules.
Course content and all Learning Centre portal (conference) However, officers will still be expect-
training references/resources on CadetNet. ed to complete course assignments
will be available to anyone within course timelines. In most
Course content and all training cases, assignments will be due by
having a CadetNet account; references/resources will be available midnight on Mondays (in your time
however, you need to be to anyone having a CadetNet zone). Pay for these courses will not
loaded on a course to access account; however, you need to be be issued until they have been com-
loaded on a course to access the pleted successfully.
the course conferences, chats course conferences, chats and
and assignments. More information on DL will be
assignments. The conferencing and
available in the future through
chats will be available only to candi-
Cadence and the CIC Learning
In the Spring/Summer 2005 issue of dates who have registered through
Centre within CadetNet.
Cadence, we provided a basic outline their CadetNet Client. Course con-
of how these courses will be con- tent will be provided in an HTML LT(N) Fraser is the staff officer for CIC
ducted. As they are being delivered format for easier accessibility. DL development at Directorate Cadets.

28 CADENCE Issue 17, Fall 2005

Officers to benefit
from new training
organization
Our last issue updated readers on the new CIC training
organization that stood up in September. In this issue,
LCol Tom McNeil, responsible for CIC training at
Directorate Cadets, answers some additional questions.

Q: The new training organization critiques and several specialist cours- recognize the training officers
seems to have fewer resources devot- es running in multiple locations—all received in another region because
ed to delivery and more resources under-loaded! Over time, a national of safety concerns. One region that
devoted to oversight. Will this affect training plan will eliminate such appointed its commanding officers
training quality? duplication and inefficiencies. By (COs) decided not to offer the CO’s
eliminating duplication in our devel- course because it felt the course was-
A: The premise of the question is opment of distributed learning, for n’t needed. That meant that an offi-
flawed. There will not be fewer example, we will be able to offer cer from that region would have a
resources dedicated to delivery. local instructors an increased selec- problem becoming CO in another.
There will be fewer full-time staff offi- tion of online courses more quickly.
cers at each regional cadet instructors Q: You said that when the new
school and more staff officers to Q: Was there not already a CIC organization stood up, officers
develop and update training and the training cell at Directorate Cadets? would see “very little”. Does this
tools instructors require. As leaders of mean little will change?
A: In theory, yes; however, insuffi-
a youth development program, it is
cient resources—three officers only— A: Our goal is to make all of this as
important that we provide the most
made it ineffective. In the absence of transparent as possible to local offi-
up-to-date training possible.
staff offering timely information, the cers. These changes should not be a
We believe that training quality will regions—to their credit—did it them- source of distraction to local instruc-
increase. We will have succeeded in selves. They had to act independent- tors. They should be aware of what is
maintaining the student-instructor ly to get on with training. The future
happening and need to know that
ratio while dedicating more organization will ensure that the
ultimately these changes will result in
resources to development. Ensuring regions no longer have to “impro-
better training for them. As a mem-
that instructors have the tools and vise” in this way.
ber of the CIC, I would not be lead-
support necessary is key to deliver- ing this change if I did not feel
Q: You say that you will “finally
ing a high-quality product.
have standardized training that is that the CIC would benefit.
Q: Can you provide some examples transportable”. Wasn’t it always this
The changes will become more
of duplication and how training will way? Did regional variances really
obvious when we begin to roll out
become more efficient? make that much difference?
the new training over the next few
A: Distributed learning was being A: Training was not always trans- years—new courses and training
developed for the same course in portable and in some instances, plans, new training aids and instruc-
two regions simultaneously. We had regional variances made an acute tor guides. All of this will take a lot
five different systems of course difference. Some regions would not of work and co-ordination.

Professional Development for Leaders of the Cadet Program 29

OFFICER DEVELOPMENT By Capt Catherine Griffin

Communicating with cadets

Have you ever communicated something to a cadet—something you felt was
very important—but the cadet did not respond in the way you expected?
Asked to interpret the emotions dis- or communicating in generalities.
T he cadet was probably not defying
or ignoring you. More likely, it was
a simple case of miscommunication.
played on the faces in the pictures,
all of the adults correctly identified
Remember, cadets won’t always
interpret signals and nuances, like
fear, but many of the youths identi- body language, as adults will.
Recent work in the field of neu- fied shock, anger, confusion or sad- Assumptions lead to frustrations
ropsychology has shown that ness. The adults and youths saw and on both sides.
youths and adults use different parts interpreted different emotions. • Review with the cadet what you
of their brain to take in and process When examining the brain scans, have said. Ask the cadet to sum-
information. This means that what Todd found that the adults had used marize your message or explain
you think you are communicating the pre-frontal area of their brain what he/she believes is expected
and what your cadets think you are (associated with executive or higher- as a result of this communication.
communicating can be very differ- level thinking) to interpret the This will inform you of the
ent. The good news is you can take images, while the teens had used the cadet’s ‘take’ on things and give
steps to ensure that you and your emotional areas of their brain. both of you an opportunity to ask
cadets are ‘on the same page’.
questions if necessary.
Adult brains and teen Teen brains respond • Listen actively. This involves
brains—distinctly differently than adult brains hearing the cadet’s words and
different to the outside world. focussing on what is being said.
Lt Ken Russell In a recent study mapping the differ- Refrain from thinking about your
ensures that a ences between the brains of adults What can we grocery list or responding to an e-
cadet understands and teens, Deborah Yurgelun-Todd learn from this? mail on your BlackBerry. Use all
exactly what he (director of neuropsychology and of your senses to take in the infor-
Teen brains respond differently than mation and respond as required.
is communicating cognitive neuroimaging at Mclean adult brains to the outside world. Dr.
by being specific. Hospital in Belmont, Mass.) used • Know your audience. The better
Yurgelun-Todd says the research sug-
(Photo by CI Wayne magnetic resonance imaging to mon- you know your cadets, the better
Emde, CSTC Vernon gests “…that the teenager is not going
public affairs)
itor how adult and teen volunteers to take the information that is in the your chances are of communicating
responded to a series of pictures. outside world and organize it and with them effectively. It helps to
<

understand it the same way we know that one cadet responds best
(adults) do.” if he/she takes notes when you com-
municate, while another responds
This poses a unique challenge to best to simple verbal, rather than
people who work with youth, but written, communication.
following these tips when communi- • Just do it. Skill development
cating with your cadets may help: requires practice. The more you
• Know your message. Ask your- communicate with your cadets, the
self, “What do I want to pass on more likely you are to discover
and why?” If you are unsure of what works best for everyone.
your point, you may tend to over- Capt Griffin is the educational development
explain. Giving too much unnec- staff officer at Directorate Cadets. This article
essary information can be confus- includes information from an interview with
ing for a cadet, who may become Dr. Yurgelun-Todd at http://www.pbs.org/
frustrated and just stop listening. wgbh/pages/frontline/shows/teenbrain/inter-
• Be specific. Include information views.todd.html. If you would like to submit
that makes your point clear, such a youth-related article to Cadence (either
as dates, times, names or your own, or one you have read), please
situations. Avoid being vague contact Capt Griffin at [email protected]

30 CADENCE Issue 17, Fall 2005

By Maj Russ Francis CADET TRAINING

< Updating sea, army and air cadet train-

ing activities and defining “pathways”
cadets will take as they progress through
the Cadet Program is ongoing.

The project’s third phase—develop-

ing and deploying updated
corps/squadron and summer training
programs—will take place over the
next five years from 2006 to 2011.
Between January and the end of
May 2006, and between each
September and May thereafter, writ-
ing boards will convene to develop
the updated training. These boards
are made up of staff from D Cdts
and other headquarters, as well as
instructors from corps/squadrons
and cadet summer training centres.

Hopes are to release (updated

first-year training activities)
to...corps/squadrons in
January 2007 for implemen-
Cadet Program Update Project— tation in September 2007.

making progress The first boards will develop first-

year training activities for corps/
squadrons. Hopes are to release
these to regional headquarters and
corps/squadrons in January 2007 for
Since 2003, the Cadet Program has been engaged in a significant implementation in September 2007.
renewal initiative—the Cadet Program Update Project.
The CPU Project goals are to
improve the management and
Now in the second phase of the proj-
W here do we stand right now
with this three-phase modern-
ization project? As previously
ect, we are developing a macro-level
view of the cadet program—updating
administration of the cadet program;
improve connectivity between the
sea, army and air cadet programs so
reported, we completed the first how it is organized and structured, that high quality training is sustain-
phase with the development of cadet updating the sea, army and air cadet able within current resource levels;
program parameters which were training activities and defining “path- and to incorporate contemporary
approved in May. A Cadet ways” cadets will take as they progress professional practices from the fields
Administration and Training Order through the six-year program. In of education and youth development
(CATO) outlining these parameters essence, a blueprint for the cadet pro- into the cadet program.
should be released during the 2005- gram is being created that incorporates
2006 training year. the changes and other recommenda- Maj Francis is the staff officer responsible
tions received over several years. for cadet program development at D Cdts.

Professional Development for Leaders of the Cadet Program 31

 By Capt Daniel Guay

Joint recruiting reaps rewards

For the past three years, six corps and squadrons in Thunder Bay, Ont., have conducted a joint tri-
service recruiting campaign that has helped them all increase recruit numbers over previous years.
“By promoting the Cadet Program as a whole—instead of each individual corps/squadron—we have
all come out winners,” says Capt Luis Santos, commanding officer (CO) of 84 Air Cadet Squadron.

A t the end of last year’s campaign,

CIC officers from each unit
noted increases, and although results
Capt Santos was project manager for
the fair recruiting drive this year. His
staff prepared and advanced
the fair. In addition, we used the full-
size wall backdrop, provided by
Cadet Detachment Winnipeg.
were not yet available from this year’s the necessary paperwork to the
campaign, officers were optimistic. region for event approval and We also created a local handout to
ensured that each corps/squadron supplement national promotional
For the past two years, the campaign submitted their respective requests material. It listed the six local units
has consisted of a recruiting drive for authorization and certificates of by name, address, contact number,
during the Canadian Lakehead insurance. The team also arranged and parade night, as well as offering
Exhibition and Fair—three weeks for booth space, refreshments and additional information on a sea
before the return to school, as well set-up of the display/booth. cadet corps in Nipigon, Ont., about
as school recruiting drives. The fair an hour away.
offers an oppor- Because of timing, the team’s great-
tunity to pro- est challenge was arranging for peo- To ensure the handout’s effective-
mote the Cadet ple to work the booth during the ness for its target audience, it was
Program to four-day event. The ideal was to reviewed by the regional public
the more than have one CIC officer and two cadets affairs officer. After several rendi-
10 000 people in uniform at all times to answer tions, it was approved, printed in
who attend it. questions. We emphasized the colour and distributed—along with
importance of promoting the Cadet “The Cadet Experience” national
Program and not information booklet.
their local corps/ In any shared event—when everyone
squadrons, or pulls together—the workload and
specific elements, costs are a lot easier to manage. We
when answering have been fortunate to have officers
questions. Each in these corps/squadrons that are
corps/squadron willing to promote a complete pro-
was responsible gram. This allows all of us to benefit
for providing offi- from our recruiting effort.
cer and cadet vol-
unteers, but because Recruiting is not the only joint effort
many were taking for Thunder Bay’s corps and
part in summer squadrons. “We stimulate esprit de
training, or had corps and social interaction through
other summer com- a tri-service cadet ball, competitive
mitments, volunteers sports and drill competitions,” says
were harder to find. Capt Santos. “These stimulate
cadets to excel individually and col-
As the campaign is
lectively and most importantly,
tri-service, we used
showcase the Cadet Program in
recruiting materials
our community.”
provided by Directorate Cadets.
These included the newly designed Capt Guay is the training officer
pamphlets and posters, as well as the for 2511 Army Cadet Corps
recruiting videos of each element in Thunder Bay, Ont.
that played continuously throughout

32 CADENCE Issue 17, Fall 2005

By Col Robert Perron

Clarification Furthermore, no child may be shown

favouritism because of extra parental
support. Any funds paid to the league

on fees, dues or or sponsors are a voluntary and free-

will gift without obligation. Because
the leagues and many of the local
sponsors are registered charities, such
other assessments donations may be eligible for a tax
deduction depending upon the nature
of the gift. Parents who are unable or
unwilling to participate by way of cash
support are encouraged to participate
in fundraising activities by providing
their time and talent. It is important
for parents to understand that without
their contribution—financial or other-
wise—there would not be such an elab-
During the 2004-2005 orate program.
training year, we received
several telephone calls and
While there is no cost to
emails from parents who join the Cadet Program,
did not understand why it is not correct to say that
they were being asked to the program is “free”.
pay a fee to have their
child in the Cadet Program It is important to ensure that youth
when cadet websites and joining the program and their parents
do not lose interest because of misin-
information brochures formation. As such, you have a vest-
clearly stated that there ed interest in correcting any informa-
was no registration fee or tion circulated contrary or inconsis-
dues, or any cost for the tent with the direction detailed above.
cadet uniform. Consequently, you must work with
your local sponsor to ensure your
unit’s website and any locally-pro-
duced parent information handouts

W hile there is no cost to join the

Cadet Program, it is not correct
to say that the program is “free”.
That being the case, no direct appeal
to parents can be characterized as a
registration or enrolment fee where
reflect this common position.
Similarly, parents are to be assured
Local sponsors need to raise funds to non-payment would preclude a child that there has been no negative
support the league/sponsor contribu- from joining the Cadet Program change in CF support to the cadet
tion to the program—to pay for or participating in its activities. No organizations. In other words, the
accommodation, insurance, utilities, child will be turned away from the requirement to raise funds is not
optional training equipment and train- program—or otherwise be disadvan- because of a drop in CF support.
ing aids, as well as local transporta- taged—because their family is not Any parent who requires further
tion. In addition, for Air Cadets, local able or is unwilling to pay a league or information regarding a league/spon-
sponsors are required to contribute sponsor-initiated assessment. Certain sor assessment or tariff—or a spon-
towards the airplanes and tow aircraft discretion is left with the local unit sor’s contribution to the program—
provided by the Air Cadet League for commanding officer and sponsor for should be directed first to the local
the gliding and flying programs. It is optional non-training activities where sponsoring committee and then to
the sponsor’s prerogative as to how a cadet may be asked to contribute a the appropriate supervisory league.
these funds are raised—whether by small amount to cover costs that
public fundraising activities, commu- have not been fundraised. Col Perron is the Director Cadets.
nity service group sponsorships, or by
a direct appeal to parents of cadets.

Professional Development for Leaders of the Cadet Program 33

Retrospective—schools for CIC officers
<

Capt Mallette, On December 30, 1974, a National Defence Headquarters action directive, signed by the
right, correcting Deputy Chief of the Defence Staff, recommended that a Cadet Instructor Training System
course papers
this year, began
be established to train cadet movement officers.
teaching at
RCIS (Eastern)
in 1978. P ar Dévouement, a history of the
CIC by Capt Marie-Claude
Joubert, states that in 1974, Eastern
For two weeks, he studied leadership,
instructional techniques, drill courses,
officer protocol and behaviour—and
Beginning with his initial contact
with the school in the mid-1970s and
his work at the school, which began
Region was the only region with a even how to use a projector. “It was a in 1982, Capt Fleming was
school for Cadet Instructors List lot of what I’d learned as a senior impressed with the professionalism
(CIL) officers. Courses had been cadet, but with a different ‘vision’,” of long-time ‘true or pure’ CIC offi-
conducted for CIL officers in says Capt Mallette. “For many of us, cers who had no Regular Force or
Central Region in 1973 and 1974, it was our first contact with ‘regulars’, Primary Reserve experience to fall
but it was not until 1975 that the and being an officer cadet then was back on. “These officers were from
Central Region CIL School was no easier than it is today.” all walks of life and were able to pass
formed. In 1976, Ottawa officially on an extensive amount of knowl-
recognized regional cadet instructor In 1976, Ottawa officially edge and skills, using both their
schools, giving them training pro- Cadet Program and civilian experi-
recognized regional cadet ences,” he says.
grams and standards. Other regional
schools soon followed. instructor schools, giving
There were few pure CIC officers at
them training programs RCIS (Central) in the beginning,
Few officers are likely to know what
CIC training was like more than 30 and standards. however. “Most positions were filled,
years ago, so we asked two CIC offi- it seemed, using the ‘old boy net’—
cers who were there from the begin- In 1971 in Montreal, he learned he retired/released Royal Canadian
ning—Eastern Region’s Capt Pierre was no longer a CS of C officer, but Regiment personnel, including
Mallette (a ‘pure’ CIC officer) and rather a CIL officer. “Our ‘reward’ myself,” says Capt Fleming. That
Central Region’s Capt Ray Fleming was to leave the old 100 percent began to change in 1983 when a
(a former Regular Force/Reserve wool ‘battle dress’ behind and buy pure CIC was hired full time as the
officer)—for their perspectives. new uniforms for $60 (a lot of school’s resource officer.
Coincidentally, both were cadets money for students then),” he says.
“But we had an identity and learned Full-time staff, says Capt Fleming,
and both continue to be involved
that we were officers with a special- aimed training towards what was
with the schools today.
ized task: leading teenagers.” needed at cadet corps or squadrons,
rather than towards what had been
Two perspectives
Capt Fleming and other retired taught in the Regular Force or
In 1970, two months after turning 18, Regular Force and Primary Reserve Primary Reserve. These people, he
Pierre Mallette took a Basic Instructor officers affiliated with RCIS (Central) says, had to learn—just as he did—
Course at the Quebec Citadelle with were also aware that CIL officers that while CIC officers were wearing
the goal of becoming a Cadet Service (later renamed Cadet Instructors the same uniform, they did not have
of Canada (CS of C) officer. Cadre (CIC) officers) were ‘CF the extensive training and back-
Reserve officers with a difference’. ground military knowledge the others

34 CADENCE Issue 17, Fall 2005

 to 1993, while helping cadet corps in The evolution of
the areas in which he lived. teaching aids
“The BOQ, lieutenant qualifying Capt Mallette claims that one of the
(LTQ) and CQ courses saw many biggest challenges over the years has
changes in format and methodology been producing quality teaching
over the years,” says Capt Mallette. aids. Teaching aids must follow the
evolution of the message being
“Since 1982, I think there have been taught,’ he says. “This adaptability is
at least six iterations of the training possible now because of the Internet
courses,” adds Capt Fleming. “Now and other electronic tools.”
courses have much more material
had. The school’s first commandant packed into them, and we are According to Capt Fleming, equip-
was particularly concerned that CIC expecting and getting, I think, a ment for early training mostly
officers be taught things to help better CIC product as a result.” revolved around a 35-mm overhead
them lead, administer and train slide projector, the blackboard and a
cadets at the pointy end, rather than At one time, the only environmental flip chart. “When I first started, I
things that would help them become exposure to sea, land and air was a think the yearly budget on repairs
sailors, soldiers or airmen. two-day section of the LTQ course. and new equipment was about
$5000 to $10 000,” he says. “That
Another thing that has changed is that
(Instructors) had little guid- has risen quite a bit. We’ve come a
there must now be more time in rank
long way from stick-on letters and
ance, produced their own and experience between courses.
slides for presentations. The original
teaching aids and used the Teaching standards
training aids and graphic art work
teaching methods they were required people with great talent and
In Eastern Region, the early 1980s artistic sense. Now computers and
most comfortable with. were witness to the first Guides clipart save hours of work.”
Pédagogiques, offering more specific
Early courses teaching direction. Some perceived The value of better
these as a direct intrusion into their CIC training
Back in Eastern Region, when Capt
own teaching styles and of no value,
Mallette qualified as a captain in 1978 Capt Mallette believes the instructor
says Capt Mallette. “To understand
and for many years after, the captain schools have provided officers with a
the evolution of teaching within
qualifying (CQ) course had four two- menu of services and opportunities
Eastern Region requires an under-
day sections: training, administration, that have helped strengthen the qual-
standing of the growth of this guide
supply and command. After the grad- ity of leadership that cadets receive.
from a vague guideline to a means of
uation parade, he was promoted and assuring teaching/learning standards With increased expectations and bet-
asked if he would join RCIS and a quality of instruction that were ter training, Capt Fleming says he
(Eastern) as an instructor. He started once unthinkable.” has seen a vast improvement in CIC
teaching the basic officer qualification officers coming out of RCIS
course (BOQ) the next day! Until the early 1990s, says Capt
(Central) over the years.
Mallette, the majority of Eastern
At that time, instructors managed Region instructors were male and The challenge remaining, he con-
their own courses, armed with only a from the land element. He believes cludes, is getting CIC officers to be
course training plan. They had little that the “better mix” today offers a proud of what they are. “They are
guidance, produced their own teach- better training program. leaders/mentors of youth—more pre-
ing aids and used the teaching meth- pared than any Regular Force or
ods they were most comfortable with. Currently, the CIC officer of 33 Primary Reserve member to lead,
years teaches mainly the CQ course administer and train cadets. They/we
As a rare bilingual instructor, Capt in both languages—but never at the should be justly proud of that fact.”
Mallette taught courses in both French same time. He believes that the
and English—and once or twice, in school now uses the “best quality
both languages at the same time. He control tools” that an organization
taught courses at all levels from 1978 can produce.

Professional Development for Leaders of the Cadet Program 35

VIEWPOINT By Terence Whitty

An Army Cadet League

perspective on CIC
professionalism
When discussing CIC professionalism, the trend seems to
be to do it in military terms—assessing an individual’s
personal deportment, military credentials, and the ability
to run a cadet corps or squadron.

rom the perspective of the Army The officers do everything, and this
F Cadet League, a professionalism
standard is hard to define. While
affects the external perception of
professionalism. There are a few sen-
there are many opinions on how pro- ior NCMs enrolled in some cadet
fessionalism within the CIC can be units, who wear the rank and uni-
improved, it is important to look first form of their last unit and who are
at the two elements that most influ- invaluable to their cadet corps. Their
<

ence the nature of what CIC officers relationship has a magical impact on
CIC officer Maj Dan Davies, army do. First, cadet corps are composed of the cadets and the cadet corps.
cadet exchange co-ordinator, and youths who are not members of the
Terence Whitty, right, have a cup of CF. Second, the operation of the The diverse personal qualifications
coffee at Cadet Summer Training Cadet Program is a CF responsibility. of CIC candidates also impacts the
Centre Connaught in Ottawa while training the CF provides to new
discussing international exchanges. Whether you have prior military expe- enrollees. Each individual must
rience, or were recruited right off the develop their personal style of mili-
street, it is easy to see the challenges in tary professionalism. No course can
operating a teen youth movement completely prepare either the old-
within a military framework. hand or the new enrollee for the task
of working with teenage cadets.
In the first element, leaders of the
Some form of mentorship can help,
Cadet Program—above all—must be
and here the affiliated units can play
sensitive to youth. Not everyone
a major role. Where the cadet corps
is cut out to do this. For some
is located close to a unit, mentorship
members of the professional military
can be relatively easy. In rural areas
that have become involved, this
reality has required a major shift in it becomes problematic.
how they approach the work. Cadets In the end, CIC officers are and
decide at the end of each training remain commissioned officers who
session on whether or not they willingly accept the charge from
will return, so there is the ongoing Canada to “diligently discharge their
challenge to maximize local resources duty… to maintain good order and
to maintain interest. discipline”—in other words, to lead
The second element, management of and provide an example. While CIC
the program, has been given to the officers do have to come to terms
CF simply because they are good at with the military/civilian juxtaposi-
it and have the resources to do it effi- tion of the Canadian Cadet
ciently. However, when it comes to Movement, they do end up with the
the CIC, the time-tested manage- best of both worlds. They get the
ment structure—the relationship rewards of camaraderie, honour and
between commissioned officers and the satisfaction—as well as the dis-
non-commissioned members tinction—of serving as CF officers.
(NCMs)—becomes blurred. There
are virtually no senior NCMs Mr. Whitty is the executive director of the
involved with the Cadet Program. Army Cadet League.

36 CADENCE Issue 17, Fall 2005