Cadence Magazine Fall 2008 issue by Dimitri Papadopoulos

,IFELONG LEARNING s 0OLICY IMPACT ON CIVILIAN INSTRUCTORS s "RAVO #APT 2OY (ERRINGTON

/2#! TRAINING A CHALLENGE CIC officers need 42 days at sea

)MPROVING #)# TRAINING Looking for subject matter experts

Issue 26

Fall 2008

Insid CENTE e NAIRE s #)# #%.4% s .. Insert )!, an calend d ar

-AKING CADETS SMARTER

-USIC PROGRAM CONTRIBUTES TO SUCCESS AND INTELLIGENCE

IN THIS ISSUE 13 Music training in an updated cadet program A look at local and regional support to the updated music program, updated music courses at cadet summer training centres and new music training publications. Capt Donnie Oulton

Risk awareness for outdoor cadet activities Assessing and handling risk when planning and carrying out outdoor cadet activities ultimately relies heavily on the skill and common sense of the leader. But you can take specific steps to reduce risk. Capt Rick Butson

16 Leagues support local cadet bands The leagues will continue to be the main source of funding for the 671 active cadet bands at corps and squadrons across Canada. 18 How to start a cadet pipe band A professional’s tips on the best way to start a local pipe band. Maj Vincent Steeves 19 Music school In Eastern Region, approximately 3000 cadets are enrolled in the music program. The location there of the Cadet Program’s only music school is a major factor in the region’s success. Capt Sébastien Laporte 20 Music in the regions Most regions support cadet musicians through activities like training clinics, music level testing, instrument loan programs, regional bands and special music activities. 22 Challenging conversion to the Navy’s new tenders Lt(N) Pat Cardinell is the first CIC officer to qualify as Tender Officer in Charge (OIC) on the new ORCA Class ships.A new Tender OIC course is available to CIC officers, who, once they have taken the course, need an additional 42 days at sea before sitting the board. LCdr Gerry Pash

Blueprint for the updated cadet program Read about the big changes to the four main components of the updated cadet program. The blueprint for the updated program, CATO 11-04, is essential reading for anyone involved in training and support to the Cadet Program. Capt Catherine Griffin

32 Lifelong learning Leadership means embracing lifelong learning, both formal and selfdirected. The best way to educate yourself about the updated training philosophy and instruction methods is to use A Leader’s Guide to Learning in the Cadet Program. Maj Robert Gignac 34 Writing for Cadence 10 tips on writing for Cadence Lt Diego Alvarez-Ossa 35 We want you! Help us improve CIC training CIC training staff at Directorate of Cadets and Junior Canadian Rangers are looking for ‘subject matter experts’ to help improve and develop CIC courses. Lt(N) Brenna Campbell, Lt(N) Darin McRae and Capt Kony Trudel

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Issue 26, Fall 2008

DEADLINES The copy deadlines for the Winter and Spring/ Summer issues are Oct. 3 and Jan. 6 respectively. If you are interested in writing for an upcoming issue, or have a story idea, please contact the editor in advance by email at marshascott@cogeco.ca or scott.mk@cadets.net, or call 905-468-9371. In the new year, the CadetNet email address will change to marsha.scott@cadets.gc.ca.

BRAVO! Bravo! is a new Cadence feature that recognizes leaders whose innovation, dedication and service are making a difference in the Cadet Program.

FRONT COVER

Developing youth through music Experts say that music education for young people leads to success in society, success in school and learning, success in developing intelligence and ultimately, to success in life. Fortunately, music education is alive and well in the Cadet Program at local corps and squadrons and in regional initiatives like the annual Provincial Cadet Music Festival in Eastern Region. Here, a cadet performs during the festival in Trois RiviĂ¨res last March. (Photo by Dimitri Papadopoulos, a civilian instructor with 643 Army Cadet Corps in St-Hubert, Que.)

In this issue, we showcase Capt Roy Herrington, 205 Air Cadet Squadron in Nanaimo, B.C. He has been active in the Cadet Program as a CIC officer for 32 years and has worked in almost every capacity at the local level. We invite you to submit your Bravo! nominations to bravo@cadets.net (until the end of 2008) and to bravo@cadets.gc.ca (in the new year).

o! v a r B

26 New policy affects civilian instructors

How does the new CATO 23-05 affect civilian instructors now and in the future? Pay, training and standards of dress are the main changes. SLt Bettina McCulloch Morden

Professional Development for Leaders of the Cadet Program

IN EVERY ISSUE 4

Opening notes

Letters

News and Notes

28 Test your knowledge 36 Viewpoint

OPENING NOTES

Marsha Scott Advisory Council, in cooperation with DCdts & JCR. If you wish to become involved in planning these activities, we have included contact information in the insert. Local celebrations will depend on you. This is a golden opportunity to showcase the Canadian Cadet Movement and your continuing contributions to the development of young people in communities large and small across this great land.

Lt(N) Clint Kraft, commanding officer of 42 VINDICTIVE Sea Cadet Corps in Thunder Bay, Ont., sent Cadence this 1959 archive photo of Lt(N) Lars Westerback with cadets. The corps celebrates its 90th anniversary next May, which is also the 100th anniversary of CIC officers.

Join in celebration

“Be proud of your achievements. Stand up and be recognized!”

As we celebrate your role as youth development leaders, you may be interested in this issue’s feature about the Cadet Program’s contribution to developing youth through music. The lead article discusses some new research on the benefits to youth of music education.

As you begin this new training year with an updated first-year cadet program, it will be important for you to read the article “Blueprint for the updated cadet program” on page 30. And if you are interested in helping to improve CIC training, be sure to read “We want you!” on page 35.

Cadet instructors have influenced the lives and success of hundreds of thousands of young people over the past 100 years. It will soon be time to celebrate that significant milestone. On April 1, 2009, the celebrations will begin officially.

Other articles are as varied as the challenge for CIC officers in training for the new ORCA class ships that have replaced the yard auxiliary general vessels; risk awareness during outdoor cadet activities and a synopsis of the major impacts of policy on civilian instructors. One CIC officer has even written an article on how to write for Cadence.

A special insert in this issue will give you insight into some of the plans for provincial, regional and national events, organized by the CIC Branch

Cadence continues to welcome any contributions that help the magazine meet its purpose of contributing to your professional development.

ol Craig Fletcher, Director of Cadets and Junior Canadian Rangers (D Cdts & JCR), sends this message to CIC officers, who continue to fulfill a commitment to the youth of this nation that began almost a century ago.

The insert invites you to participate in two special Centenaire • CIC • Centennial activities—a photography contest and a “history project” to help preserve the long history of Cadet Program leaders in Canada. It also names some significant milestones through the years and probably, most important to you, offers suggestions for activities in your communities. The calendar tear-out of provincial, regional and national events provides a framework for local events.

Issue 26, Fall 2008 Cadence is a professional development tool for officers of the Cadet Instructors Cadre (CIC) and civilian instructors of the Cadet Program. Secondary audiences include others involved with or interested in the Cadet Program. The magazine is published three times a year by Chief Reserves and Cadets—Public Affairs, on behalf of Directorate of Cadets and Junior Canadian Rangers. Views expressed do not necessarily reflect official opinion or policy. Cadence reserves the right to edit submissions. Please visit www.cadets.ca/support/cadence/ sub_e.asp or contact the editor for submission guidelines. Editorial policy and back issues of Cadence are available online at http://cadets.ca/ support/cadence/intro_e.asp. Managing editor: SLt Bettina Morden Chief Reserves and Cadets—Public Affairs Editor: Marsha Scott, Antian Professional Services Contact information Editor, Cadence Directorate of Cadets and Junior Canadian Rangers National Defence Headquarters 101 Colonel By Drive Ottawa ON, K1A 0K2 Email: marshascott@cogeco.ca cadence@cadets.net or scott.mk@cadets.net Phone: Tel: 1-800-627-0828 Fax: 613-996-1618 Distribution Cadence is distributed by the Directorate of Supply Chain Operation (DSCO) Publications Depot to cadet corps and squadrons, regional cadet support units and their sub-units, senior National Defence/CF officials and selected league members. Cadet corps and squadrons not receiving Cadence or wanting to update their distribution information should contact their Area Cadet Officer/Cadet Advisor. Translation: Translation Bureau Public Works and Government Services Canada Art direction: ADM(PA) Director Public Affairs Products and Services CS08-0170 A-CR-007-000/JP-001

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LETTERS Healthy stand easy As a follow-up to your feature on “Nutrition in the Cadet Program, Can we do better?” (Cadence, Spring/Summer 2006), we have introduced healthy snacks, fruits and beverages to cadets during ‘stand easy’ (canteen breaks) at 229 VIKING Sea Cadet Corps. Although we are always open to new healthy menu ideas, some of our current menu items include: sliced meats, cheeses, pickles and cracker assort-

ments; a variety of fresh fruits (grapes, melon and cut apples with strawberry yogurt dip for example); fresh vegetables and dips; and mini-pizzas, made with English muffins. Drinks include water, chocolate milk and V-8 juice. We charge the cadets and officers $2 each for a plate full of healthy food and a drink. The money raised is used towards the next stand easy.

“Cadets have to be warned to leave some for the officers,” says corps commanding officer Lt(N) Russell Forde. Johanna Comeau Parent and volunteer 229 Sea Cadet Corps Bancroft, ON

Entitlement clarification I was wondering if Cadence could provide information on the issue of CADPAT [Canadian Disruptive Pattern] combat clothing to CIC officers (Navy). Are we entitled to it? I am told that only those employed full-time will be issued CADPAT. This does not seem right. Why would issue be based on employment? Lt(N) Evelyn Ashley Regional Cadet Instructors School (Prairie) Edmonton, AB

The Directorate of Cadets and Junior Canadian Rangers responds: Naval CIC officers are issued naval combats on Scale D01-505 Operational Clothing. They are not entitled to CADPAT, but can draw it on temporary issue on Scale D01-301 if employed at an army cadet summer training centre for the summer or on course at one of our regional cadet instructors schools. These items must be returned on completion of employment or training. Chief of Maritime Staff determines the dress for all Regular Force and Reserve

Force Navy personnel. Because CIC officers are Reserve Force officers, entitlement is reflected according to those scales.

Order of Merit of the Police Forces

I was present at the same ceremony in Ottawa in May 2007, when both Inspector [CIC LCol] Terry Kopan and Chief [retired CIC Capt] Joseph Browne received their awards. I was also inducted as a Member of the Order of Merit of the Police Forces by Governor General Michaëlle Jean. I was a sergeant with the Stellarton Police Service at that time and have since been promoted to inspector. My 37 years in policing have been split

between the Toronto Police Force and Stellarton. N.S.

I had intended to respond to the article “Prestigious award for CIC officers” (Cadence, Fall 2007), but was a little reluctant to ‘beat my own drum’, so to speak. I wasn’t aware that Cadence was keeping track of such happenings, or I would have contacted you sooner.

Inspector Lt(N) Muir with Governor General Jean.

I joined 87 ADMIRAL MURRAY Sea Cadet Corps in New Glasgow, N.S. as a civilian instructor in 1986 and became a member of the CIC in June 1987. I eventually became commanding officer of the corps. I have since transferred to the Nova Scotia Holding List, but continue to volunteer with the corps on a regular basis. I guess this is just to let you know there are at least three CIC officers with this award, and it wouldn’t surprise me if there are more. Lt(N) Hugh Muir Stellarton, NS

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

NEWS AND NOTES

Cadet saves life < Cpl Gillett, left, receives the silver and gold medals from the Honourable Steven Point, lieutenant governor of British Columbia.

Fourteen-year-old Cpl Caleb Gillett, 2316 Army Cadet Corps in New Westminster, B.C., received the Royal Life Saving Society silver and gold medals for bravery earlier this year for aiding a 13-year-old playmate who was trapped at the bottom of a swimming pool in June 2007. The silver medal acknowledges a significant act of bravery; the gold medal

recognizes “the most heroic rescue of the year”—recommended by the Governor of the Life Saving Society of British Columbia. Cpl Gillett was swimming in his apartment complex pool with several friends when they noticed that one of their companions was missing. The nonswimmer was located unconscious at

the bottom of the pool. His swimsuit had become caught in the pool filter system. Cpl Gillett dove down to the boy twice, finally ripping him out of his bathing suit and pulling him to the surface. The boy had been submerged for about four minutes. He was resuscitated by an adult at poolside and survived.

Glider flight milestones LCol (ret’d) Gordon Hatch of Comox, B.C. and Capt Debra Vucko of Victoria, B.C., both instructors at Regional Gliding School (Pacific) in Comox, received certificates of achievement last June for completing their 4000th and 3000th glider flights, respectively.

LCol Hatch and 2Lt Kent Pearce prepare for a glider flight at RGS (P).

LCol Hatch has worked at the gliding school since 1990 and was deputy commanding officer there for 10 years. Currently, he works as a civilian instructor, teaching junior officers to become gliding instructors. He also volunteers with 386 Air Cadet Squadron in Comox. LCol Hatch has spent approximately 900 hours in gliders. He also has more than 5500 hours of powered flight, having served with the Regular Force for 27 years and then the Reserve Force until he retired last May.

Capt Vucko and Lt Tim Challen get set for takeoff.

According to LCol ‘Kip’ Kippel, the school’s commanding officer who presented the certificates, 4000 gliding flights is a “rare accomplishment”. Capt Vucko, a former air cadet, became a CIC officer in 1980 with 135 Air Cadet Squadron in Vancouver. She has been an instructor at the gliding school since 1985. Capt Vucko’s flying career began when she was selected to attend the gliding scholarship program in 1976. A year later, she participated in the private power pilot scholarship program (only the second year that females were allowed to apply and participate in both courses). She has more than 620 hours of powered flight and 225 hours in gliders to her credit. Capt Vucko is a medical laboratory technologist and plans to continue flying for as long as she can. CADENCE

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NEWS AND NOTES

Partnerships to help air cadets The Air Cadet League signed two memoranda of understanding (MOU) last June that will improve opportunities for air cadets.

CAE will provide directly to one cadet a power pilot scholarship, as well as access to material support for current air cadet training programs.

At the national level, the league signed a MOU with CAE—a world leader in simulation and training equipment and services. The signing is a significant step to encourage cadets to choose careers in aviation and aerospace.

Michael Fedele, CAE vice-presidentpilot provisioning, said, “Many of today’s top commercial pilots were once air cadets themselves. The air cadet program is very good at introducing Canada’s youth to the exciting world of aviation.”

The Air Cadet League (British Columbia) signed an MOU with the Aerospace Industry Association of British Columbia (AIABC) to work together with B.C.-based training institutions to promote career opportunities in aeronautics and aviation to cadets. Activities may include career days, industry tours, introductory training and orientation.

First Employer’s Certificate of Appreciation The CIC Branch Advisory Council (BAC) has awarded its first ever Employer’s Certificate of Appreciation. The recipient is Jane Smith, director of client services at the Beaufort-Delta Health and Social Services Authority in Inuvik, N.W.T. She received the award for supporting employee 2Lt Paul MacDonald, who was able to take time off without penalty to attend training and summer employment in various parts of Canada. Her support allowed him to take

over as commanding officer of 2749 Army Cadet Corps in Inuvik and become an instructor at the Whitehorse Cadet Summer Training Centre. Ms Smith says the Cadet Program is very important to the community of Inuvik. “I’m pleased to support the CIC in their efforts to create tomorrow’s leaders and a more dynamic program for our youth.”

2Lt (then OCdt) MacDonald presents the certificate to Jane Smith.

Nov. 1

March 1–7, 2009

May 10–16, 2009

40th anniversary of 2824 Army Cadet Corps in Brampton, Ont.

National Biathlon Championship in Quebec City.

Gala dinner and dance at the Pearson Convention Centre, 2638 Steeles Ave. E., Brampton. Guests will include past commanding officers, a memorable photo presentation spanning the entire 40 years and more.

Contact Capt Normand Gonthier at gonthier.jrn@forces.gc.ca.

National Marksmanship Championship in Charlottetown, P.E.I. (Location and date to be confirmed.)

For the latest information and to purchase tickets, visit www.2824Cops.com, www.ticketbreak.com/event_ details/2069, or call 1-866-9-GET-TIX.

Professional Development for Leaders of the Cadet Program

May 1, 2009 100th anniversary of the CIC. See insert for more.

Contact Capt Bruce Jarvis at jarvis.bm@forces.gc.ca.

August, 2009 National Sea Cadet Regatta in Kingston, Ont. Exact date to be confirmed. Contact LCdr Neil Martin at martin.jn@forces.gc.ca.

NEWS AND NOTES

Cadet breaks world records < Natalie, during her swim across Lake Erie.

LC Natalie Lambert, 33 Sai nt Lawrence Sea Cadet Corps in Kingston, Ont., has broken three world records for marathon swimming. Last July 6, when she was 14 years old, the cadet became the youngest and fastest swimmer to cross Lake Erie (20 kilometres from Crystal Beach, Fort Erie to Sturgeon Point, N.Y.), setting two records. She swam for seven hours and 47 minutes, using only the butterfly stroke—setting another world record. In August 2007, Natalie also became the youngest and fastest swimmer to swim the eastern end of Lake Ontario (54 kilometres from Sackett’s Harbour,

N. Y. to Kingston, Ont.) in 23 hours and 15 minutes. So far, however, the cadet has been unable to complete the 52-kilometre swim across the western end of Lake Ontario (Niagara-on-the-Lake to Toronto). Roughly three dozen swimmers have crossed Lake Ontario using this route since 16-year-old Marilyn Bell did it in 1954. In August of 2007 and again last July, during two attempted crossings, weather conditions forced Natalie out of the water. The first time, she was forced out nine kilometres from shore by pounding, three-metre waves that made her

seasick. When she tried again last July, a thunderstorm ended her swim when she was only seven kilometres from shore. She is determined to try again. LC Lambert says all of her swims are to support the Y Knot Abilities Program—a YMCA program that allows young people with physical disabilities and their able-bodied siblings to participate side-by-side in sport and recreational opportunities. Her sister Jenna, who has cerebral palsy, swam 34 kilometres across Lake Ontario using only her upper body. At 15, she became the first female athlete with a physical disability to swim across Lake Ontario. “There is no higher calling than to use our God-given talents and abilities to better the lives of others,” says LC Lambert. Cadets has been great, she says, in understanding how important swimming is in her life. “I swim five times a week, but on Tuesdays, I leave swimming a little early to be ready for Cadets. I’m a real speedy changer.” “There is so much to like about Cadets,” says LC Lambert, “but meeting new people and making new friends is the best part—although drill runs a close second.”

Natalie with friends LC Harley Bolton (left), and QPO1 Kelly Bolton (right), who “got her into Cadets.” CADENCE

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NEWS AND NOTES

Annual grants for Manitoba army corps Donald Mackey of Winnipeg, a life member of the Army Cadet League in Manitoba, is well known in Manitoba where he campaigned to establish an army cadet corps in Winnipeg’s inner city to offer youths living there an alternative to youth gangs.

Another legacy of Mr. Mackey, thanks to an anonymous donor who has supported all of his projects since 1997, is an annual grant to be awarded to army

The first recipients in 2007 were 38 Army Cadet Corps in Cross Lake, 2328 Army Cadet Corps in Flin Flon, 2528 Army Cadet Corps in Virden and 1226 Army Cadet Corps in Winnipeg. The grants are to be used to help the corps attain their recruiting, training and community involvement objectives. The selection committee is comprised of the president of the Manitoba Branch of the Army Cadet League, a representative of the donor and two members of the league executive in Manitoba.

Mr. Mackey, left, received a Minister of Veterans Affairs commendation in 2008 for being “an excellent role model for those who wish to honour and remember all of Canada’s veterans and servicemen and servicewomen. During the training year, the selection committee reviews the accomplishments of each Manitoba army cadet corps against the criteria set for the grant. The five corps which best meet those criteria receive the grant.

A retired CF veteran, he found accommodation, funding and a list of potential cadets, as well as suggested a name “Sgt Tommy Prince, MM (Military Medal)” in honour of an army friend. Sgt Prince is the most decorated Canadian aboriginal veteran and one of the most decorated non-commissioned members in Canadian military history. In 1999, 553 Army Cadet Corps became a reality.

cadet corps in Manitoba that have shown leadership in recruiting and retention, visible results from their annual training plan, and a positive visible role in community activities. The Sgt. Tommy Prince, MM, Annual Achievement Grant awards $1000 per corps, to a maximum of five corps.

Cadets raise money for Afghan students ghanistan. She was killed during a firefight with Taliban insurgents in May 2006.

The cadets from 46 Sea Cadet Corps, 2310 Army Cadet Corps, 166 Air Cadet Squadron and Navy League Cadet Corps NEWMAN raised $1058 to purchase highly prized school bags and supplies.

Capt Felix Tachie, a padre with the Kandahar Provincial Reconstruction Team that organizes these initiatives in Afghanistan, wrote a thank-you letter to the cadets, saying that the funds were used to assist deaf Afghan students. (Blind students benefit from the Military Blind Children’s Fund.)

The cadets raised the money by buying “Support our Troops” car magnets from the local CF Personnel Support Agency’s (CFPSA) Canex store and selling them to the general public. The magnets were soon visible on cars throughout the city. The funds, dedicated in the name of Capt Nicola Goddard, whose grandparents live in Sault Ste. Marie, went to the Assistance to Afghanistan (ATA) Trust Fund administered through the CFPSA. Capt Goddard, 26, was the first female CF soldier to die in Af-

to distribute photos that showed the Padre Capt Felix students’ teachers in the background Tachie with the only female student to because of fear for their safety.” attend the picnic. CIC officers interested in organiz- Here, she clutches ing projects to raise money for the another present— ATA Trust Fund may contact Capt her first ever teddy Harten at 705-542-9245 or by email at bear. roy.harten@bell.ca.

Forty-six cadets from Sault Ste. Marie, Ont., helped raise funds for school supplies for Afghan students last spring.

The Afghan students received their gifts at a picnic, where they were treated to a Canadian-style meal, including ice cream, which many tasted for the first time. “We take this freedom of movement, equality and basic meals for granted in Canada,” said Capt Tachie. “We do take a lot for granted in Canada,” agrees Capt Roy Harten, commanding officer of 2310 Army Cadet Corps, who conceived of and organized the fundraiser. “I was asked not News and Notes continues on page 38

Professional Development for Leaders of the Cadet Program

FEATURE

Marsha Scott

Developing youth through music Music training and education in the Cadet Program has two basic aims: to provide skilled cadet musicians for corps and squadron music programs; and to use music as a vehicle to develop youth as cadets and members of society. There is a growing body of convincing research to show that music education for young people leads to success in society, success in school and learning, success in developing intelligence and ultimately, to success in life, says The National Association for Music Education (MENC)—the largest arts education organization in the world (www.menc.org). The organization has

been working since 1907 to ensure that American students have access to a well-balanced, comprehensive and high-quality program of music instruction from qualified teachers. “Every human culture uses music to carry forward its ideas and ideals,” says MENC. “The value of music in shaping individual abilities and character is evident.” MENC claims there is a burgeoning range of data to support the idea that music education makes kids smarter. Especially new and compelling, however, is a combination of tightly controlled behavioural studies and groundbreaking neurological research that shows how music study can actively contribute to brain development.

Canadian research One study in particular, co-led by Dr. Laurel Trainor, a professor of Psychology, Neuroscience and Behaviour at McMaster University in Hamilton, Ont., looked at (among other things) how music training affected normal brain development in young children. “It is very interesting that the children taking music lessons improved more over the year on general memory skills that are correlated with general intelligence skills such as literacy, verbal memory, visiospatial processing, mathematics and IQ than the children not taking lessons,” she told Science Daily (www.sciencedaily.com/releases/ 2006/09/060920093024.htm).

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“The value of music in shaping individual abilities and character is evident.” ...The National Association for Music Education

M I M M is asking these kinds of questions: At the individual level, does music make a child smarter? At the cultural level, does music help form good communities? Does music help teenagers bond with each other and promote positive experiences for them?

Dr. David Gerry, an adjunct professor at the McMaster School of Arts, works with researchers at MIMM. When the internationally known music educator and performer was interviewed for the McMaster Times article, he spoke of the benefits of playing an instrument. “You’re not just learning to play notes, you’re learning how to work with others, be a team player and problem solve,” he says. “Performing in public gives you confidence and poise. There’s a direct connection between your effort and what your efforts bring.” If this is true, then thousands of cadets in 671 cadet bands are reaping these benefits and more.

More research The MENC website details substantial research to support the benefits of mu-

Professional Development for Leaders of the Cadet Program

Dr. Trainor is the Director of the McMaster Institute for Music and the Mind (MIMM), created in January of 2006 to conduct and promote the scientific study of music. In an article on MIMM in the Fall 2006 issue of McMaster Times, Dr. Trainor said the importance of music in individual development and in the health of communities has really sparked public interest in the last decade.

sic education. A few of these studies, Music will continue along with others, are listed below: to be a significant A two-year study in Switzerland con- part of the CSTC ducted with 1200 children in more program so that than 50 classes conclusively showed cadets like these in 1993 that playing music improved at CSTC HMCS children’s reading and verbal skills ACADIA can through improved concentration, continue to fine-tune their music skills. memory and self-expression. A 1998 report of the Texas Commission on Drug and Alcohol Abuse showed that secondary students who participated in band or orchestra reported the lowest lifetime and current use of all substances (alcohol, tobacco and illicit drugs). Harvard, Stanford and Columbia universities research—in particular a longitudinal study called “Champions of Change”—concluded that students involved in music programs

Especially new and compelling… is a combination of tightly controlled behavioural studies and groundbreaking neurological research that shows how music study can actively contribute to brain development. are far less likely to be involved with drugs or crime, or to have behavioural problems. Dr. Martin F. Gardiner of Brown University said in an article for the Journal for Learning through Music (Second Issue, Summer 2003) that research shows that when children learn music, they stretch themselves men-

tally in a variety of ways. “What we are finding is that the kind of mental stretching that takes place can be of value more generally, that is, to help children in learning other things.” (www.music-in-education.org/journal.html) The science journal Nature reported that studies have found that schoolchildren who had music lessons were generally more successful in school overall than those who did not. It reported that music encouraged and developed self-discipline, problem-solving skills, co-operative and social skills and sensitivity to one’s environment. A Stanford University study showed that mastering a musical instrument improved the way the human brain processes parts of spoken language. (http://news-service.stanford.edu, Nov. 2005)

A Northwestern University study showed in 2007 that audiovisual processing was much enhanced in musicians’ brains compared to their nonmusician counterparts. The study suggested that musical training could conceivably help children develop literacy skills and combat literacy disorders. (www.sciencedaily.com/releases/ 2007/03/070312152003.htm) It has been said that if we want our youth to be happier—and more connected with and more active in our communities—music and the experience of sharing and performing music together can help. As you will see in the articles to follow, cadets are connecting with their communities across Canada through music. Undoubtedly, they are benefiting in the process as cadets and members of society.

”You’re not just learning to play notes, you’re learning how to work with others, be a team player and problem solve.” … Dr. David Gerry, adjunct professor at the McMaster School of Arts.

< Music will continue to be part of the optional program for corps/ squadrons and draw on local resources for support.

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FEATURE

Capt Donnie Oulton

Music training in an updated cadet program

The updated music program—and support to it—will be similar to what we have now in that: Music training and education will continue to be part of the corps/squadron optional program. Music may be included in regionally directed activities. Music will continue to be a significant part of the cadet summer training centre (CSTC) program. Music is not among nationally directed activities.

Local support Corps and squadrons will continue to draw on local resources (sponsoring committees, parent committees and local fundraisers) to support music training.

Funding will be more flexible, however. All corps and squadrons can take advantage of the local support allocation (CATO 17-34) for music training. This is great news for corps/squadrons that do not conduct music training currently, but want to add it to their optional program. Furthermore, the Department of National Defence/Canadian Forces may continue to provide equipment, as well as instructional and technical expertise, to local music training programs.

Regional support Currently, regional support to musicrelated activities (such as training sessions and clinics, band performances and band competitions) varies from region to region. This regional flexibility will continue, allowing regions to support any combination of music-

Professional Development for Leaders of the Cadet Program

“Music education and training is an important part of the overall cadet program,” says Maj Alain Thibault, common programs co-ordinator for Cadets at Directorate of Cadets and Junior Canadian Rangers (D Cdts & JCR). “It promotes military traditions, provides visibility within the community and is an excellent way to build esprit de corps. We are confident that the transition to the updated music program will be seamless and allow us to provide even higher quality music training to cadets interested in music.”

Capt Mike Dominy directs a flute lesson at the CSTC in Vernon, B.C. (Photo by Francois Arseneault)

related activities. Regional cadet music advisors are responsible for these regionally directed activities and will continue to share best practices with their regional and national colleagues.

CSTC support Support to CSTC music training will remain as it is now, with an increased focus on identifying the resources needed to conduct music training. Support will go beyond musical instruments to specific music references, such as music scores and method books. “These music references will be outlined in the training control and support publications that are being designed and developed for each music course. Capt Oulton is the staff officer, common cadet program development for Cadets at DCdts & JCR.

FEATURE

Capt Donnie Oulton

Updated

summer music courses Updated music courses at cadet summer training centres (CSTCs) will have two significant enhancements: they will be 100 percent common across all three elements and will focus specifically on the music specialty. Currently, we conduct up to 15 CSTC music courses spread over three elemental programs. This has become difficult to manage, particularly for CSTCs that train cadets from different elements. Updated music training will consist of only six courses, listed below. They will be phased in over three summers beginning in 2010.

Military band courses • Military Band–Basic Musician (three weeks)—starting in the summer of 2010 • Military Band–Intermediate Musician (six weeks)—starting in the summer of 2011 • Military Band–Advanced Musician (six weeks)—starting in the summer of 2012

Pipe band courses • Pipe Band–Basic Musician (three weeks)—starting in the summer of 2010 • Pipe Band–Intermediate Musician (six weeks)—starting in the summer of 2011 • Pipe Band–Advanced Musician (six weeks)—starting in the summer of 2012 The updated courses blend the best practices of current elemental music training while capitalizing on the experience of many music subject matter experts to ensure we design and develop music training of the highest quality.

Tri-service music training? Does this mean that CSTC music courses will be tri-service? Not necessarily. Many factors must be considered when making decisions on CSTC course location, co-location and whether common courses will be conducted with cadets from different elements. The Directorate of Cadets and Junior Canadian Rangers, in collaboration with the regions, manages these long-term decisions, which are formalized when the CSTC training vacancies are distributed annually. Nonetheless, those CSTCs that conduct music training for cadets from different elements will have a much easier time managing and administering this training in the future.

< Updated CSTC music courses will focus on the music specialty. Cadet Dylan MacDonald’s specialty is the French horn. (CSTC Greenwood photo)

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New music

training publications The Cadet Program is reviewing existing training control and support documents that deal with music training, including the Technical Standards for Cadet Musicians publication. Based on feedback and with the collaboration of many music subject matter experts (including region cadet music advisors), this publication will be replaced with two publications: • Military Band–Music Proficiency Levels Qualification Standard (QS) • Pipe Band–Music Proficiency Levels Qualification Standard The new publications will provide a robust set of standards for individual music proficiency and a comprehensive set of assessment tools designed to determine to what extent cadets have achieved these standards. The individual music proficiency topic areas covered in the new QSs have not changed significantly from what appears in the current publication. In addition to these two new QSs, each CSTC music course will have two other support publications—a Qualification Standard and Plan (QSP) and a set of Instructional Guides (IGs).

Military Band and Pipe Band CSTC music courses These following topic areas will be included in some or all of the CSTC music courses: • Drill & Ceremonial (Band Drill) • Ensemble Music (Performing in a Military Band / Pipe Band Repertoire (Performing in a Pipe Band) • Leadership • Music History and Traditions • Military Highland Dancing (Pipe Bands only)

The fact that we are designing and developing only one set of training control and support documents (a QSP and IG) for each course will significantly improve the management and administration of music training at CSTCs.

• Instructional Techniques

The new publications will provide a robust set of standards for individual music proficiency. (Photo by Dimitri Papadopoulis)

When will these publications be available? Directorate of Supply Chain Operation is currently formatting and translating the material, which can take up to one year. Region cadet music advisors already have an English draft of the two QSs, as well as the QSP and IGs for the two Basic Musician courses for implementation planning purposes. The intent is to distribute these new publications to everyone who needs them by the fall of 2009, well ahead of the first updated CSTC music course that will be conducted in the summer of 2010.

Professional Development for Leaders of the Cadet Program

FEATURE

Leagues support local cadet bands There are 671 active cadet bands, representing more than half the corps and squadrons in Canada. Of these, 254 are in Eastern Region, 180 in Atlantic Region, 148 in Central Region, 61 in Prairie Region and 28 in Pacific Region. Most of these bands are brass and reed, glockenspiel and drums, or pipes and drums. The three leagues will continue to be the main source of funding for these bands as long as music remains an optional local activity.

Navy League support Of 244 sea cadet corps, 161 have bands. “The Navy League is very supportive of cadet bands,” says Jerrod Riley, the league’s national deputy director. “We feel they are an invaluable public relations resource and an excellent complement to the mandatory training program. We also know that children who learn to play music tend to do

much better in school, so in addition to the benefits cadet music activities bring to the corps, they also provide a two-fold benefit to communities.” The Navy League recently created a Royal Canadian Sea Cadet National Music Award to recognize the efforts of a sea cadet “in the pursuit of music excellence”. The award will be given to a sea cadet who has, among other things, been a member of an authorized sea cadet band for at least two years, is a Level IV instrumentalist (at a minimum) and whose participation in cadet parades, engagements or performances has been outstanding. The deadline for applications is March 31. Applications are available online at www.navyleague.ca/admin/ forms/NL_104c.pdf.

Most of these bands are brass and reed, glockenspiel and drums, or pipes and drums.

WO Audrey Brown of 2497 Army Cadet Corps in Montreal was this year’s winner of the LGen Quinn Award in the Army Cadet Pipe Band Musician category.

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The three leagues will continue to be the main source of funding for these bands… Army Cadet League support With 225 army cadet bands, the Army Cadet League is also very much engaged in and supportive of the music program. Every year since 1989, the league has presented four talented army cadets with the Lieutenant-General J. W. Quinn Music Award for Excellence in two categories: military music and pipes and drums. LGen Quinn, former colonel commandant of the Army Cadet League, established the award to promote music among army cadets. For more information on the award, go to http://armycadetleague.ca/ Templates/pdf/ RefManual/ English/ pol_13_8.pdf

According to Terry Whitty, the league’s national executive director, the league

will distribute a music survey this fall to army cadet corps to “get a sense of where the army cadet music program stands across the country.”

Air Cadet League support To promote music among air cadets and recognize outstanding air cadet musicians from 285 air cadet bands across the country, the Air Cadet League has established two annual music awards for excellence: the Air Force Association Pipe Band Award and the Air Cadet Military Band Musician Award. To be eligible for nomination for either of these awards, air cadets must have completed a minimum of two years continuous service as a member of an air cadet pipe band or military band

by the date of nomination and be at least a Level V instrumentalist. They must have outstanding participation in parades, engagements, squadron/community activities and so on, as well as shown obvious dedication to band and musician training. They must also meet other criteria. The period of consideration for nomination is from Sept. 1 to Aug. 31 in any training year. “Commanding officers, through their region cadet music advisors, may nominate as many air cadets as they wish, providing the musicians meet the selection criteria,” says Jean-Marc Lanoue, the league’s national executive director. The closing date for nominations is Oct. 31 of each year. A copy of the application can be found at www.aircadetleague.com/pdf/P-P/part4/ musicaward_app_2008.pdf.

Local cadet bands raise the profile of the Cadet Program in communities across Canada in parades and performances like this one by the band of 263 BEACON HILL Sea Cadet Corps in Victoria. (Photo by Gary Webster, Navy League)

Professional Development for Leaders of the Cadet Program

FEATURE

Maj Vincent Steeves

How to start a cadet pipe band The goal of the Cadet Pipe Band Musician (CPBM) program is to promote the aims of the Cadet Program through music by preparing cadets to play for parades and social functions. At the same time, cadets learn leadership qualities, teamwork, co-operation and self-discipline.

If you are interested in starting a cadet pipe band, follow the steps below: • Contact your region cadet music advisor and/or staff officer pipes and drums to learn the exact regional requirements, as they differ slightly across the country. These regional contacts will offer you information on instructors, an instrument loan program, highland kit availability, regional clinics, competitions, composite band opportunities, summer training and provide an example of a corps/squadron pipe band schedule.

If your region has an instrument loan program, tap into it. • Create a list of short- and longterm goals for training, instrument purchases and performances and convey these goals to your cadets. In doing so, they will expend all their energy towards reaching these goals and guarantee a better chance of success.

• If you are unable to develop a standalone program, find another corps/ squadron that has an established program and train with its musicians. A solid program will include repertoire, theory, pipe band drill and maintenance. Instruments and highland kit are very expensive to purchase. If your region has an instrument loan program, tap into it! Your region may be able to offer you anything from a practice chanter, practice pad and drums to bagpipes for free.

As a guide, I would suggest that with proper instruction, a cadet musician may be ready to play at the most basic stage in about a year to a year-and-a-half. Pushing cadets too quickly will frustrate them and may cause them to be embarrassed or ultimately, quit. By following the tips above, you can soon be on your way to creating a successful pipe band with thriving cadet musicians. Maj Steeves was officer commanding the Blackdown Cadet School of Pipes and Drums in Borden, Ont. last summer and has been the national co-ordinator of the Cadet Pipes and Drums. He teaches at regional clinics, judges contests and is an instructor with 142 Army Cadet Corps in Aurora, Ont. As a cadet, he was selected to attend the Army School of Piping at Edinburgh Castle in 1988.

These are meant to be a temporary solution. Keep in mind that corps/ squadrons are expected to purchase instruments in the long term. If you do decide to purchase, find qualified folks who know what to look for in a quality instrument and highland kit. Remember, it takes time to learn an instrument well enough to play on parade with a corps/squadron. Think of it as a four-year learning progression, where the musician completes beginner and learner stages in the first year, basic stage in the second year, intermediate stage in the third year and advanced stage in the fourth.

• Find qualified instructors who can provide meaningful training to your cadets. Start by developing a relationship with the pipe majors and/ or drum majors of the Regular Force and Reserve Force pipe bands in your community. They will be able to provide qualified instructors who understand the requirements of a ‘military’ environment

and structure local training accordingly. If no local military pipe band is available, look for a police pipe band or civilian pipe band. Keep in mind that varying skill levels exist within pipe bands. An instructor may be available, but may not have the right skill set or knowledge to teach your musicians.

Maj Steeves has 25 years of experience in the CPBM program.

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FEATURE

Capt Sébastien Laporte

Music school

RCSME, near Valcartier, Que., is the Cadet Program’s only school of music.

Music plays a significant role in attracting and retaining cadets in all regions. In Eastern Region, this is especially evident, where approximately 3000 cadets are enrolled in the music program. Unquestionably, the location in Eastern Region of the Cadet Program’s only school of music is a major reason for the music program’s success there. The Regional Cadet School of Music (Eastern) (RCSME) was founded in 1982 to bring together the key components of musical training. The school gives cadets from all three elements an opportunity to come together in a nurturing environment where all the human and material resources have but one goal: the advancement of cadet musicians. RCSME is recognized as a centre of excellence that trains cadet musicians during three- and six-week courses, as well as during advanced courses. Nearly 400 sea, land and air cadets attend the school annually. Eighty staff cadets, as well as 50 officers and instructors, work at the school’s home at École secondaire du Mont Saint-Sacrement, located near Valcartier, Que. RCSME is also the home base for the Eastern Region Cadet Honour Band that crisscrosses the province to promote the Cadet Program. The success and strength of RCSME lie in its distinctive elements: • Staff expertise. A number of officers are studying in the field of music. It is not unusual to see a musical director, who is also employed

as a high school music teacher, or alternatively, working on a master’s degree in music interpretation at university. • Student numbers. Bringing together hundreds of cadets on similar courses allows the formation of structured ensembles that are wellbalanced instrumentally. • Private music lessons. Instructors who are instrument specialists give private music lessons to the cadets, enabling them to improve quickly on their instruments. • Immersion in a music environment. Music is everywhere. The entire staff fosters the musical growth and development of the cadet musicians. • Reference centre. In the past two years, the school has established a reference centre, including many music books and well over 500 CDs and DVDs on Quebec, Canadian and international music. The cadets may borrow these references, as can band members at other music camps in the region.

Professional Development for Leaders of the Cadet Program

During evening activities, the cadet musicians have access to other arts activities, including choral music, dance, painting, stage band (jazz), theatre and even percussion activities (drum tattoo). Proof of the school’s success is the fact that barely three percent of the students are returned to unit. RCSME is the place to train young musicians—a place where they can “grow in harmony”, the school’s motto. For more information, visit www.cadets. ca/est/ciec/emcre/intro_e.asp. Capt Laporte is the administration officer for music, Regional Cadet Support Unit (Eastern).

RCSME is recognized as a centre of excellence that trains cadet musicians during three- and six-week courses, as well as during advanced courses. Nearly 400 sea, land and air cadets attend the school annually.

FEATURE

Music in the regions Every region—with the exception of Northern Region, which does not have a formal music program—supports cadet musicians through regionally directed activities such as training clinics, music level testing, an instrument loan program, regional bands and special music activities. Music clinics < Lt(N) Bouchard conducts Pacific Region’s cadet honour band during a concert in Victoria last March. (Photo by Gary Webster)

Regions fund music clinics to provide expert instruction on military and pipe band instruments. Clinics may be offered at zone, detachment or regional levels, giving corps/squadron cadets an opportunity to receive expert instruction on their own instruments. This is especially important in situations where the corps/squadron band officer plays only one instrument, or has limited musical knowledge. In Prairie Region, music clinics (called music concentrations) are held on weekends in October/November in Thunder Bay, Ont.; Gimli, Man.; Regina, Sask.; and Red Deer, Alta. In conjunction with these music concentrations, the region also holds band officer seminars. These seminars give local band officers—who may not be musicians or who have a limited knowledge of military and pipe bands—an opportunity to learn more about administering and managing a corps/squadron band program. Most regions have similar seminars. Over and above these, Central Region runs a formal two-weekend Band Officer Course through its regional cadet instructors school.

Atlantic Region’s three detachments (through direct communication with the corps and squadrons) offer detachment music clinics, as well as an outreach music program. The music workshops are designed to give custom support to corps and squadrons in starting bands, developing music within existing bands and preparing for music level testing. The region is hiring Primary Reservists as music instructors for detachment workshops, while the Land Forces Atlantic Band has held workshops for CSTCs HMCS ACADIA and Greenwood. Atlantic Region’s outreach program uses regional directed activity funds, as well as specialty day funding, to send subject matter experts to help corps/squadrons develop local music programs. Central Region also sends subject matter experts to corps/squadrons to assist with music training. Corps/squadrons in the same general geographic area group together to make the most of these resources.

Music level testing All of the regions do music level testing. Cadet musicians can be tested for various music qualification levels throughout the year, often during the music clinics. National standards exist for every level, starting from basic to the highest level five (V). In Prairie Region, detachment-level testing is offered as a one-day activity in Thunder Bay, Winnipeg, Regina, Saskatoon, Calgary and Edmonton in April/May. This allows cadets who

did not complete their level qualification during previous summer training to complete it so they can move on to higher training. It also enables cadets who are taking non-music courses to advance in their music levels.

Regional Cadet Honour Bands Most regions have a Cadet Honour Band. These bands vary in size and congregate for different periods of time. One of the largest cadet honour bands is in Eastern Region, which has 3000 cadet musicians to draw from. This regional band usually performs across the province every summer. This past summer, however, a lot of the band’s activities were concentrated around Quebec City, which is celebrating its 400th anniversary this year. Nearly 85 of the region’s cadet musicians—the ‘cream of the crop’—took part in the Festival International des Musiques Militaires last August in Quebec City. “This was an unforgettable experience for the cadets, who played in front of thousands and met professional bands from around the world,” says the region’s music administration officer Capt Sébastien Laporte. In Pacific Region, being selected for the Cadet Honour Band is a coveted prize among the 1400 cadets who populate cadet bands in 70 communities in British Columbia. Fifty-five cadet musicians who have reached a minimum of level III music are chosen each year to form the concert band showcased in the province during the annual school spring break. CADENCE

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In 2008, during performances in Victoria, Mission and Chilliwack, B.C., the band performed for approximately 1500 people. Every cadet musician in Prairie Region is eligible to audition for the Prairie Region Cadet Honour Band. According to region cadet music advisor Capt Al Cann, cadets prepare video-taped auditions in their hometowns, which are then reviewed by detachment cadet common training officers. During a 10-day music activity in March, selected cadets receive instruction in band drill, situational leadership, effective communications, conducting, pipe band management, instrument maintenance, second instruments and developing an advanced music repertoire. The primary focus of this activity is to give the cadets music leadership skills they can take back to their corps/squadrons to assist in managing and instructing their local bands. They also practise a concert repertoire and perform in a charity benefit concert.

Instrument loan program Music resources vary across the regions. To assist ‘needier’ corps and squadrons with their music programs, Central Region provides a pool of core instruments they can borrow. Other regions have similar pools, created with instruments bought by CSTCs. This is particularly useful for new bands and corps/squadrons that have less money.

Special events, competitions, concerts and more Eastern Region has an annual music festival that brings together about 500 cadet musicians. During the weekend, young

people compete in various ensembles, but also perform as soloists, dancers and in jazz and classical ensembles. Each of the region’s elements integrate music into their competitions as well. For example, the army cadet corps’ mini-Olympics competition includes a musical demonstration event, allowing cadet musicians to earn points towards the banner. Eastern Region is the only region that has a jazz ensemble of some 20 cadets who perform at different festivals, including, until this year, the International Jazz Festival in Rimouski, Que. The Atlantic Provinces hold band competitions, giving cadets opportunities to share ideas and learn from each other. The competitions are also “real motivators”, according to Lt(N) Wes Mackey, region cadet music advisor. In Atlantic Region, the Royal Nova Scotia International Tattoo is a worldclass event that offers an excellent opportunity for cadet musicians in the Atlantic Tri-Service Pipes and Drums Band to raise the profile of the Cadet Program before an audience of as many as 60 000 people. This year, Atlantic Region cadets were joined by cadets from Central Region, giving cadets from both regions an opportunity to perform with professional musicians from around the world.

Regions fund music clinics to provide expert instruction on military and pipe band instruments. is given to the top corps/squadron bands in military/drum and bugle/pipes and drums, as well as to the best band and best drum major in each area. A highlight of Central Region’s music program last year was the Young Canada on Parade Tattoo at the Stratford Summer Music Festival. The bands of Blackdown, Trenton and HMCS ONTARIO CSTCs performed for an audience of about 4000 people. “The integrated approach that all regions take to music is designed to challenge, lead and motivate our cadet musicians,” says Lt(N) Chris Abram, Central Region’s cadet music advisor. “We recognize music as an invaluable training and retention tool, worthy of sound support to foster music excellence in our cadets.”

One of Eastern Region’s 3000 cadet musicians performs during the Provincial Cadet Music Festival in Trois Rivières, Que., last March. (Photo by Dimitri Papadopoulos, a civilian instructor with 643 Army Cadet Corps in St-Hubert, Que.)

“This event is well received by the cadets and serves as a motivational tool to encourage cadets to achieve higher levels of music qualification,” says Lt(N) Camil Bouchard, who directs the band and is a former music director of the Canadian Navy’s Pacific Fleet Band.

The region’s cadet musicians are fortunate to have a unique relationship with The Stadacona Band of Maritime Forces Atlantic—one of six Regular Force bands in the CF. According to Lt(N) Mackey, the cadets took part in the band’s ‘Til we meet again’ concert in 2008, performing on non-traditional instruments to create sound effects for a re-enactment of the HMCS CHICOUTIMI fire. Cadet musicians from Halifax also performed the ‘opening act’ in a combined concert with the band. In Central Region, registered bands take part in an area competition every year, usually on weekends between the end of March and mid-May. Each band performs a mandatory music and drill routine, as well as a freestyle routine. Recognition

Professional Development for Leaders of the Cadet Program

OFFICER TRAINING

LCdr Gerry Pash

Challenging conversion to the Navy’s new tenders

Lt(N) Silvester, a CIC officer at Regional Cadet Instructors School (Pacific), gets ‘time on the plates’ during his conversion course training.

With the Navy’s acceptance this fall of the last of eight new Patrol Class Training (PCT) tenders, the work continues to qualify operators—including CIC officers—to use the new ORCA Class vessels. The new tenders have the latest technology. Most operations, including engineering functions, can be done from the bridge. There is a huge challenge in learning the systems, not to mention the requirement for navigation proficiency and a broader experience in damage control, flood, and fire fighting

“The ORCA Class is much more complex than the YAG. It is clear that most will require ‘time on the plates’ in the new ship to become proficient enough to pass the board.” ...Lt(N) Pat Cardinell, the first CIC officer to qualify as Tender OIC for the new vessels. 22

proficiency. Not having this broader experience has made the conversion more challenging for CIC officers and Class ‘A’ Primary Reservists who lack the hands-on day-by-day exposure or have not had the specific training. “The technology that comes with the new tenders is a quantum leap when compared to the craft they replace,” says Lt(N) Tim Raasch, officer in charge of the Naval Tender Section at Esquimalt, B.C. “The PCT is 35 feet longer than the yard auxiliary general vessel (YAG), goes twice as fast and with a steel hull is three times greater in displacement.” For those who are “Tender Command qualified” or “Tender Charge qualified”, there is a two-week Tender Officer in Charge (OIC) Class pack-

age conversion course specific to the ORCA Class. The course involves five days of classroom work (done aboard the ship alongside), followed by five days at sea doing all the required drills. Successful candidates move to the third stage to serve as secondin-command for 10 days at sea. The candidates then sit an OIC Board to be assessed as ready for the three-hour assessment ‘check ride.’

CIC officers comment on course “It’s a very challenging course,” says Lt(N) Pat Cardinell, the first CIC officer to qualify as Tender OIC for the new ships. “The ORCA Class is much more complex than the YAG,” says the commanding officer of 109 Sea Cadet CADENCE

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Corps in Port Alberni, B.C. “It is clear that most will require ‘time on the plates’ in the new ship to become proficient enough to pass the board.” The initial training has proven insufficient for some who have previously qualified to drive the YAG. That observation particularly applies to CIC officers and Primary Reserve Maritime Surface and Sub-Surface (MARS) officers who serve part time. Lt(N) Tim Silvester, a CIC officer who is “Tender Command qualified” in the YAG, has completed the conversion course and is anticipating sailing as second-in-command in preparation for sitting the OIC Board and then the final check ride assessment. He says, “CIC officers and Class ‘A’ Primary Reserve members have served well in the old boats. Our skills are well known, understood and applauded. However, those skills are not necessarily easily translatable in operating the new PCT tenders and their technology. The first step for those who are interested is to make the commitment to learn with a full understanding that it is a new world of responsibility. That has a special meaning to CIC officers, who may have 20 teenaged sea cadets aboard.”

Initial training An initial cadre training package came with the contract for the new vessels. The aim of this training, provided by Victoria Shipyards Limited, was to train the trainers by endorsing previously “Tender Command qualified” and “Tender Charge qualified” personnel to receive the “ORCA Class endorsement.”

The new ORCA PCT is performing as advertised. In the coming months it will become the primary introductory training platform. The 50-year-old YAGs will become the topic of legend and nostalgia. LCdr Pash is the public affairs officer for Regional Cadet Support Unit (Pacific).

The ORCA OIC training is designed to provide sufficient training for junior officers, senior boatswains and clearance divers to safely navigate, manoeuvre and exploit the expanded capability of the new ships, as well as provide leadership to a small crew in both normal and emergency situations.

The training is stringent and the standard for success is very high.

Looking for course candidates To build and maintain a pool of qualified ORCA-endorsed personnel to sail the new ship, the Navy has cast a net across all user groups, encouraging personnel to request Tender OIC Training and/or the ORCA-Specific Training package and challenge the Tender OIC Board. Regular and Reserve Force Bridge Watchkeepers and Reserve officers with previous Tender Charge or Command qualifications are required to take the ORCA-specific training and successfully pass the board and ‘check ride’. A new stand-alone Tender OIC Course is available to CIC officers, as well as to qualification level six boatswains and clearance divers. This eight-week course is run by NOTC VENTURE. In addition to the course qualification, candidates need an additional 42 days at sea before sitting the board. Cdr Tony Evans, deputy commander of Maritime Operations Group Four says, “The PCT OIC Course truly exemplifies ‘Total Force.’ The training assessment and check ride is identical for everyone, including full-time and part-time Primary Reserve members, CIC officers, as well as full-time Regular Force members.” He adds, however, “Not everyone will be afforded the opportunity or the privilege of commanding a PCT. The training is stringent and the standard for success is very high.”

Professional Development for Leaders of the Cadet Program

These courses were filled by a mixture of Naval Officer Training Centre (NOTC) VENTURE and Canadian Forces Fleet School (Esquimalt) staff— who will be generating courses—as well as personnel from the Naval Tender Section, Maritime Operations Group Four, Naval Reserve Divisions, Cadet Program instructors and Regular Force and Reserve Force MARS officers. Subsequently, NOTC VENTURE introduced the Tender OIC Course to begin to meet the OIC requirement. Fleet School is offering the ORCA Class Engineer Course and Senior Boatswains Course.

The initial contractor-led training and subsequent instruction has generated a small group of ORCA-endorsed officers, Marine Engineering Systems Operators (MESOs) and senior boatswains. The majority are Regular Force personnel with nine Primary Reserve officers (seven Class ‘B’ and two Class ‘A’), one CIC officer and the first naval reserve MESO.

Most operations can be done from the bridge of the new ORCA Class tenders. Here, Lt(N) Cardinell, the first CIC officer endorsed to operate the new tenders, surveys the state-of-the-art bridge.

RISK AWARENESS

Capt Rick Butson

Risk awareness for outdoor cadet activities In March of 1999 I stumbled across an article on a 1978 canoeing accident that resulted in the deaths of one adult and 12 youths from St. John’s Anglican Boarding School in Claremont, Ont. The shock and tragic nature of this accident really hits home for instructors involved in designing, planning and conducting outdoor cadet activities. <

In the St. John’s canoeing tragedy of 1978, weather and water conditions were a risk factor. Here, a qualified instructor accompanies a cadet canoeing in white water at the Vernon Army Cadet Summer Training Centre in British Columbia. This helps mitigate the risk factor. (Photo by Capt Chris Gerbrandt)

The article, in Canoe & Kayak magazine, read like many case studies of accidents resulting from outdoor activities: everything was going well until a number of factors combined to result in tragedy. In the case of St. John’s, four, 6.7-metre canoes capsized in the frigid June waters of Lake Temiskaming in Northern Ontario in rapid, domino-like succession on the first day of what would have been an 800-kilometer canoe trip. Even though the Cadet Program has formalized risk-reduction policies, practices and procedures in documents such as the Water Safety Orders, Royal

Judging and dealing with risk ultimately relies heavily on the skill and common sense of the leader conducting the activity. 24

Canadian Army Cadet Adventure Training Safety Standards, CATOs, regional orders and so on, judging and dealing with risk ultimately relies heavily on the skill and common sense of the leader conducting the activity. In addition to being familiar with policies, a leader must be diligent at the planning and conducting stages in both analyzing activities for dangerous conditions and establishing procedures to remedy them. Remedies might include reducing the risks of the activity itself, bringing in additional skilled leaders to help conduct the activity, or deciding to cancel the activity because the risk is too high.

Reducing risks In the St. John’s canoeing tragedy, a number of risk factors contributed to the accident:

• a lack of sleep the previous night • little food the day of the accident • a weak canoeist in the stern • weather and water conditions Reducing risks is a process of analyzing the risk factors of an activity and taking steps to offset, reduce or eliminate those factors. When faced with increasing risks, it is critical that you take proportional steps to increase safety. Your goal is to maintain a balance between risk and safety. If you cannot maintain that balance by either reducing the risk factors, or increasing the safety factors, then the activity should be cancelled.

Ensuring skilled staff While the St. John’s group had a number of skilled staff, they also had one weak canoeist in the critical stern position. CADENCE

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The certifications and skill levels of instructional staff must be proportional to the risk of the activity being planned. If, when planning an activity, you find you lack experienced officers or a sufficient ratio of officers to cadets, you can go outside your corps/squadron to enlist help in conducting it.

No officer wants to be the one to cancel a training activity. Commonly, disappointed staff, parents and cadets will react negatively; however, if risk factors make the activity unsafe, leaders must be prepared to choose that option—not only during planning, but also when an activity is already under way.

Through regional cadet instructors schools and regional cadet support units, the Cadet Program has certified a pool of officers to work as specialist instructors for such activities. It may also be possible to gain regional approval to hire external instructors by contracting out such high-end adventure activities as caving or high ropes. While costly, this option may reduce risk to an acceptable level and open the door to some excellent training opportunities for your cadets.

Making decisions about the risks of an outdoor activity can be intimidating, even for experienced officers. For this reason it is wise to gather occasionally with staff to develop standard operating procedures for your corps/squadron activities. This exercise develops a junior officer’s awareness of risk and gives him/her the tools and knowledge to make an informed judgment when faced with unexpected risk factors.

Deciding to cancel The St. John’s canoe tragedy is a sobering illustration of what can happen when an activity continues in spite of numerous risk factors.

For corps/squadrons, good communication is the key to dealing with initial dissatisfaction caused by cancelling an event. Most people will support the decision when they realize it was made to ensure the safety of cadets and officers.

The certifications and skill levels of instructional staff must be proportional to the risk of the activity being planned. We must all take a proactive approach to risk—take steps to remedy risky activities and have plans to deal with risk. Policy documents exist to help you mitigate risk by prescribing instructor to cadet ratios, intensity levels, lists of safety equipment and so on. Becoming risk-wise places you in a good position to maintain a proactive approach to outdoor activities and ensure we keep participants safe and avoid tragedies. Capt Butson is the staff officer, army cadet program development for Cadets at Directorate of Cadets and Junior Canadian Rangers.

Safety first Sometimes, instructors are required to cancel a trip in the interest of safety— even though the trip may already be under way. Due to concerns for cadet health and weather conditions (temperatures of up to 35 degrees Celsius, severe thunderstorms and tornado warnings), instructors were forced to cancel a canoe expedition involving 28 cadets from HMCS ONTARIO’s Granby Division in July of 2007— part way through the expedition. Thirty cadets from Grandmere Division continued the trip two weeks later, ending the expedition without incident at Parliament Hill in Ottawa. The expedition was planned to celebrate the 175th anniversary of the Rideau Canal. Here, cadets depart from Rideau River Provincial Park—the end point for Granby and the start point for Grandmere.

(Photo by Lt Diego Alvarez-Ossa, a canoe trip leader for both legs)

Professional Development for Leaders of the Cadet Program

BRAVO!

He can juggle live ducks while walking on water “Capt Roy Herrington has the most amazing ability to connect individually with each cadet. He can rapidly assess their interests, strengths and weaknesses and use this information to inspire each to achieve their potential.” These few words were among many words of praise from 2Lt Bil Derby, the administration officer for 205 Air Cadet Squadron in Nanaimo, B.C., when he nominated Capt Herrington for recognition in Bravo! This new Cadence feature showcases leaders, whose innovation, dedication and service are making a difference in the Cadet Program. 2Lt Derby’s nomination caught our attention when he claimed that Capt Herrington can “juggle live ducks while walking on water”. 2Lt Derby should

Capt Herrington counts taking this provincial team of biathletes to national competition in 2007 and bringing home medals as one of the highlights of his career. Here, he and co-coaches Mindy Meyer of Prince George, left, and Beth Devlin of Victoria, share a happy moment.

know. Capt Herrington was his band and survival officer in the 1980s and is “the reason I am in uniform now and the type of officer I strive to be.” What is that kind of officer? According to 2Lt Derby, Capt Herrington sets such a high standard for himself that cadets feel compelled to follow him and live up to his confidence in them. His former cadets consistently say that Capt Herrington always delivers what he demanded from them: personal excellence and professionalism.

Dedication Capt Herrington has taken a vast number of courses, including technical shooting, band, outdoor survival,

abseiling, supply and orienteering. He has also been a Duke of Edinburgh trip leader. All of these experiences, he believes, have given him greater confidence in his abilities and made him a more well-rounded person. He has even been a Duke of Edinburgh trip leader. All of these experiences, he believes, have given him greater confidence in his abilities and made him a more wellrounded person.“Capt Herrington is the person we can always count on to step up when everyone else is ‘busy’,” says 2Lt Derby. “Rumours abound that he has been on cadet exercises for all but two of his wedding anniversaries.” His wife of 35 years, Cathy, understood his passion for Cadets before she

CADENCE

Issue 26, Fall 2008

“Rumours abound that [Capt Herrington] has been on cadet exercises for all but two of his wedding anniversaries.” ...2Lt Derby

Service When he became an officer cadet in 1972, Capt Herrington says he viewed it simply as an extension to “being a cadet”. “I don’t know if you could say that I was inspired to become an officer,” he says. “At the time it was just a means to an end for me. It was fun, truly.” He loved small-bore rifle and band, so he led the band at 676 Air Cadet Squadron in Sidney, B.C., where he had started as a cadet. Shortly after he moved to Nanaimo, he took over the 205 Squadron band and continued, on and off, for the next 23 years. “We had some outstanding musicians. Some became Pacific Region instructors and are still in the system,” he says. With maturity, he realized that cadets really “dug the stuff” he was teaching and that he was a good teacher. “Gradually, it seemed to be a duty or calling I was good at,” he adds. Capt Herrington wasn’t just good at band and small-bore rifle, however. He has held almost every position with the squadron, including two terms as commanding officer (CO). During his second term, there was a waiting list to join the squadron because it had grown too large. Capt Herrington is perhaps most comfortable with cadets in Vancouver Island’s outdoors. “I have taken many hundreds of cadets to dozens of mountain tops, explored dozens of

river valleys with them and camped in locations and conditions that most sane people would avoid,” he admits. “Some of my fondest memories are being with cadets, fighting for a common goal in the wilderness environment. Most difficulties are forgotten when the goal is reached.” One event that stands out was a daylong brutal snowstorm he and his senior cadets endured on a hike to Mount Arrowsmith on Vancouver Island. “Late at night the sky cleared, the temperature dropped and we stood on that mountain top in rapture. We looked down at the west coast of the island, with the Pacific Ocean beyond and east to the lights of the city. It was -15 degrees Celsius, but we thought life doesn’t get much better than this.” Another incredible experience, he says, was taking the provincial biathlon team to CFB Valcartier last winter and bringing home medals. His Nanaimo team made up half the provincial team.

Views on officer development and leadership Capt Herrington has taken a vast number of courses, including technical shooting, band, outdoor survival, abseiling, supply and orienteering. He has also been a Duke of Edinburgh trip leader. All of these experiences, he believes, have given him greater confidence in his abilities and made him a more well-rounded person.

“You have to get to know your people, either through direct questions, or—if they are slow to give up personal information—by watching them over time to see how they react to their training and winning their confidence slowly.” Capt Herrington believes that everyone has to develop their own leadership style and consciously practise it. “I’m always wary about what I say and how I say it,” he states. “We are paid to look after other people’s children after all.” “New cadets are so easily intimidated by older people in uniforms to begin with, so there is no need to add any ‘attitude’ to the mix,” he says. “All good officers recognize this and will leave their attitude and egos at the door. The point is to show a cadet that they can operate in a comfortable, welcoming atmosphere, while learning that there are rules and consequences for poor behaviour. Whether they realize it or not, I think all teenagers want to know what their boundaries are.” Capt Herrington has recently retired from his civilian job, but shows no signs of slowing down with Cadets. He does hope, however, to spend a lot more time with his five grandchildren and his two grown children, both former cadets and band members. Capt Herrington received the Queen’s Golden Jubilee Medal in 2003 for contributions to the community and will receive his second bar to his Canadian Forces Decoration in December.

Capt Herrington (right) and another former CO of 205 Squadron, LCol Doug Slowski (left), attend an event honouring Capt Sean Morris, a former cadet with the squadron. Capt Morris and his Cormorant crew received an international award for bravery and technical expertise following a daring rescue of three survivors of a helicopter crash.

married him. It began in 1966 when he became a cadet. At 17, he received his power wings—one of the most important events in his life. “When I went to attend my final wings parade for power, I forgot to pick up my girlfriend who was supposed to attend with me,” says Capt Herrington. “I was so keyed up, it wasn’t until after the awards were handed out that I realized Cathy wasn’t there.” Cathy obviously forgave him.

He has also taken courses in his civilian job that have helped him with Cadets, including firstaid and professional driver training. Of his ability to “connect” with cadets, he believes every good officer has to have that ability.

Professional Development for Leaders of the Cadet Program

Submitted by Regional Cadet Instructors School (Prairie)

OFFICER DEVELOPMENT

The compulsory components of the updated corps/squadron program are: a) Mandatory, optional, and directed optional training. b) Mandatory training, optional training, and local options. c) Complementary and optional training. d) Mandatory and complementary training.

The updated corps/squadron program consists of parade night sessions along with supported training days. The number of supported training days for year one of the updated program is: a) 8 days, exactly the same as the existing local program. b) 10 days: 4 days mandatory and 6 days complementary training.

5. (f) Reference: Chapter 4, Performance Objectives and Lesson Specifications

c) 10 days: 6 days mandatory and 4 days complementary training.

4. (a) Reference: Chapter 2, paragraph 3 of elemental year one QSP

d) 8 days: 4 days complementary and 4 days optional training.

3. (b) Reference: Chapter 2, paragraph 2 of elemental year one QSP 2. (c) Reference: Chapter 2, paragraph 3 of elemental year one QSP

a) Is exactly the same as optional training in the existing program.

1. (d) Reference: Chapter 2, paragraph 2 of elemental year one Qualification Standard and Plan (QSP)

Complementary training:

b) Is required training in that the prescribed amount must be completed, but corps and squadrons can choose from a range of available content.

d) Is simply the updated programâ&#x20AC;&#x2122;s term for recreational trips.

Corps and squadron parade night training sessions in the updated program will contain: a) 60 periods of mandatory training and 30 periods of complementary training. b) 78 periods of mandatory training and 48 periods of complementary training. c) 60 periods of complementary training and 30 periods of optional training. d) 78 periods of mandatory training and 48 periods of optional training.

ANSWERS

c) Replaces directed optional training such as music, biathlon or marksmanship training.

Which of the following statements regarding complementary training performance objectives (POs) and enabling objectives (EOs) are true? a) If you select a PO for complementary training, you must complete all the EOs in that PO. b) If you want to include EO C104.03, then you must also select EOs C104.01 and C104.02. c) You can select all, some, or none of the complementary content for a PO. d) Each complementary EO is a stand-alone event. The complementary EOs for a PO do not have to be taught in the sequential order in the training plan; for example, if you want to select C104.03, you do not have to select C104.01 or C104.2 first. e) Both a and b are true. f) Both c and d are true.

CADENCE

Issue 26, Fall 2008

SLt Bettina McCulloch Morden

POLICY

New policy affects civilian instructors

But what, if anything, has changed and how will these changes affect CIs now and in the future?

Pay Perhaps one of the biggest changes in the CI terms of service is pay. Except when CIs are employed at cadet summer training centres (CSTCs), CIs will be paid at the officer cadet (basic) pay rate for the first three years of employment. After that, CIs will be paid at the maximum rate of second lieutenant (basic). As of last April 1, the pay rates are $91.28 and $100.44, respectively, as per Table B to Compensation and Benefits Instructions 204.52—General Service Officers other than pilots.

occurs, CIs can expect to be paid at the lowest basic pay rate for the position. For example, if the position in which the CI is working is a captain or lieutenant (Navy) position, the CI will only be paid at the rate of lieutenant (basic), which currently amounts to $159.68. The maximum number of days that a CI can be paid for local, regional or national training activities is 20 days. All days worked in support of a regional or national activity will be paid, regardless of how many days have been worked at the corps/squadron—unless the CI is participating as a volunteer.

Training Another change that has come about under CATO 23-05 relates to training. As “CIs are employed because they already possess the ability or knowledge required by the cadet organization”, they are not normally eligible for further training. Yet, if the needs of the Cadet Program warrant it, CIs may be allowed to attend, on a case-by-case basis, specialized courses limited to:

When there is no qualified CF member available to fill a position, CIs may also be employed at a CSTC. If this situation Professional Development for Leaders of the Cadet Program

• Cadet Unit Supply Officer • Cadet Unit Administration Officer • Range Safety Officer (Air Rifle) • Glider Instructor / Tow Pilot • Unit Biathlon Coach. CIs authorized to attend training are entitled to pay, in addition to the 20 days they are allocated at their corps/ squadron. They will be paid at either the officer cadet (basic) or the second lieutenant (basic) pay rate depending on their time in and previous experience with the Cadet Program. CIs are also entitled to reimbursement of travel expenses as set out in the Canadian Forces Temporary Duty Instruction located at www.forces.gc.ca/ dgcb/dcba/engraph/download_e.asp?docid =164&sidesection=2&sidecat=7. It must be understood, however, that CIs will not be entitled to incidental expenses or any other financial benefits not clearly set out in their employment agreements.

Even if all things are created equal, civilian instructors (CIs) will continue to be a distinct group employed in support of the Cadet Program. As such, CIs have their own terms of employment, detailed in CATO 23-05 and updated last April.

Pier Alexandre Guimond, a civilian instructor at 643 Air Cadet Squadron in St-Hubert, Que. and a pilot at the Regional Gliding School (Eastern), shows 643 Squadron cadets a jet engine. The maximum number of days that a CI can be paid for local, regional or national training activities is 20 days. (Photo by Dimitri Papadopoulos)

Perhaps one of the biggest changes in the CI terms of service is pay. New policy... continues on page 38

CADET TRAINING

Capt Catherine Capt Catherine Griffin Griffin the supervision of the RCSU (for example, additional drill and ceremonial activities and leadership training activities).

< Anyone involved in training cadets— including Capt Simon Laquerre, who instructs cadets at 643 Air Cadet Squadron in St-Hubert, Que.— should read CATO 11-04 carefully, as it is the blueprint for the updated cadet program. (Photo by Dimitri Papadopoulos)

Blueprint for the updated cadet program If you want to see a blueprint for the updated cadet program, take a long, hard look at CATO 11-04. Sixteen CATOs will be cancelled or amended as a result of this new CATO, which says a lot about its importance. The new CATO defines key terms that will help you understand the structure of the updated program and how it works. In fact, it is essential reading for anyone involved in training and support of the Cadet Program. More than just reading the CATO, however, you need to understand it. This article is meant to shed some light on the big changes within the four major components of the updated program—the Corps/Squadron Program, Regionally Directed Activities (RDAs), the Cadet Summer Training Centre (CSTC) Program and Nationally Directed Activities (NDAs). The adjacent chart provides the highlights. You may find these references useful in helping you explain CATO 11-04 to others.

What will I find in the CATO?

In addition to providing key definitions, CATO 11-04 explains the “developmental periods” that training is structured around, lists training activities and explains the updated program’s four major components.

Corps/Squadron Program: Formerly known as local headquarters training, the Star/Phase/Proficiency Level Program is still composed of 30 training sessions (each with three 30-minute periods) and 10 training days/weekends. The big news is that there is a fifth level of training for cadets in years five and six of the program; secondly, you have a lot of choice within the compulsory program. Mandatory Activities must be completed as outlined in the Qualification Standard and Plans (QSPs), but commanding officers (COs) can choose from a long list of Complementary Activities to complete one-third of compulsory training. Regionally Directed Activities: RDAs fall into two categories: discretionary and non-discretionary. Discretionary activities are those chosen by COs of the regional cadet support units (RCSUs), based on regional resources and opportunities (for example, air rifle marksmanship championships and biathlon championships). Nondiscretionary activities are those in direct support of NDAs. These are organized, funded and conducted under

CSTC Program: We now have established definitions for standard training period, day and week. These provide parameters for how long, and what types of training are expected to occur at specified times. Some elemental courses will cease to exist and others will change names. There is also a common approach to content in courses common to all three elements, such as music, and fitness and sports. Second-year courses in the updated program will last for three weeks. This is a change for the army cadet program in particular. Nationally Directed Activities: The Directorate of Cadets and Junior Canadian Rangers (D Cdts & JCR), as well as elemental senior staff officers, may augment corps/squadron and/or CSTC programs with national activities. Some examples are international exchange programs and national air rifle marksmanship championships.

[CATO 11-04] is essential reading for anyone involved in training and support of the Cadet Program. Want more information? More charts and documents explaining CATO 11-04 may be found in the CPU folder of the “resources conference” on CadetNet, or by using the Cadet Program Update link in the “staff resources and tools” section at www.cadets.ca.

Capt Griffin is the officer responsible for Cadet and Junior Canadian Ranger programs educational outreach at D Cdts & JCR. CADENCE

Issue 26, Fall 2008

Professional Development for Leaders of the Cadet Program

• Possible, but not compulsory for any cadet to participate in activities • Supports the aim of the Cadet Program • Financed by the sponsoring committee and/or CATO 17-34

Optional Program

• These activities complement mandatory activities • Corps/squadron COs have the discretion to select complementary activities from a range of choices • Taking into account regional circumstances and requirements • 10 out of 30 training sessions • Four days comprised of training days and weekends

Complementary Activities

• 20 out of 30 training sessions • Six days comprised of training days and weekends

Mandatory Activities

(Additional drill and ceremonial activities, leadership training activities, effective speaking competitions, recreational sports activities, marksmanship activities, biathlon activities, musical training activities, first aid activities, CF familiarization activities, etc.)

• Organized, funded and conducted under RCSU supervision as determined by RCSU CO • Training courses and/or competitions

Discretionary

(Air rifle marksmanship championships, biathlon championships, inter-provincial exchanges, regattas and expeditions)

• Organized, funded and conducted under regional cadet support unit (RCSU) supervision

Non Discretionary

• The purpose of RDAs is to augment the corps/squadron program • To tailor the overall Cadet Program to match regional interests • RDAs are needed to support the NDAs • RDAs are sub-divided into two categories:

Phase Training / Star Program / Proficiency Level Program

• Two compulsory components that must be conducted by corps/ squadrons and completed by all cadets

REGIONALLY DIRECTED ACTIVITIES (RDAs)

CORPS/SQUADRON PROGRAM

• Opportunities offered to cadets after formal training and during “Sunday routine” • Extra-curricular activities enhance what is learned during the day, offering fun recreational opportunities that allow for recuperation, encourage socialization, and allow cadets to pursue personal interests

Extra-Curricular Activities

(2) Specialty training (Performance Objectives)

(1) Standard components (Administrative)

Activities outlined in the Qualification Standard and Plan (QSP) that are requisite for CSTCs to conduct:

Mandatory Training

The CSTC program shall be developed and conducted based on two primary components:

• Seven days; including six training days and one day dedicated to extra-curricular activities

A standard training week:

• Eight 40-minute periods conducted during the daytime • Evenings dedicated to extra-curricular activities

A standard training day:

• Two weeks (14 days) • Three weeks (21 days) • Six weeks (42 days)

Program course durations:

• The CSTC program is integral to the overall Cadet Program • Opportunities to develop advanced knowledge and skills in specialized activities and to develop instructors for these activities

CADET SUMMER TRAINING CENTRE (CSTC) PROGRAM

(National air rifle marksmanship championships, biathlon championships, international exchange programs, ship deployments, national regattas, tall ship deployments and seamanship concentration, domestic and international expeditions, Oshkosh Trip, York Soaring Awards, etc.)

• The purpose of NDAs is to augment the corps/squadron program • To tailor the overall Cadet Program to match elemental interests and capitalize on national and international opportunities and resources

NATIONALLY DIRECTED ACTIVITIES (NDAs)

CA DET PR OGRAM OU T LI NE S UM M A R Y

OFFICER DEVELOPMENT

Maj Robert Gignac

Lifelong learning

Maj Gignac teaches students at the Flight Training School in Gander.

For leaders of this great youth program, leadership means embracing lifelong learning, both formal and informal. Warren Bennis, a distinguished professor of Business Administration at the University of Southern California and a pioneer in the field of leadership studies, claims in his book, On Being a Leader, “You are your own best teacher.” Keep this in mind as you begin to implement the updated cadet program this fall. If you are a new CIC officer, you will learn a lot about the new approach to cadet training during updated CIC officer courses. However, many of you will not take these courses because you have already completed your formal training, are a civilian instructor, or are a senior cadet. For you, the best way to educate yourself about the updated training philosophy and instructional methods is to direct your own learning by using A Leader’s Guide to Learning in the Cadet Program, available at www.cadets.ca/support/docs/ Leaders%20Guide%20Eng.pdf. This invaluable resource provides a smart and simple start to your development as a better instructor and leader. Reading it will give you an excellent overview of the new approach and how to apply it when you teach cadets.

The guide is short, snappy and discusses how to create an effective learning environment taking into account the following: • how youth develop and learn • the tools that help them learn • how factors like safety, stress, movement, sleep and nutrition affect their learning • how to instruct cadets through experience-based activities Understanding these things will help you deliver training that is good for cadets. At the same time, it will help you improve your communication, instruction and presentation skills. No matter how effective the Leader’s Guide may be, however, it is only one step in your lifelong learning journey. Self-directed learning, in particular, takes commitment, time and the courage to look into the mirror to see who you really are—blemishes and all. To expect perfection is unnatural, but to strive for it isn’t. In this hectic world, finding time to do this can be especially challenging,

Learning...lies at the very core of all human potential.

particularly when you are already stretched to the limit by commitments to work or school, as well as to the Cadet Program, family, friends and your community. You will discover, however, that whatever efforts you make towards lifelong learning—whether it’s reading and practising the Leader’s Guide, considering my tips and ideas on the next page, or finding your own resources—you will improve every area of your life. According to the Canadian Council on Learning (CCL) at www.ccl-cca.ca, research shows that although formal learning is vital, informal learning— in the workplace, at home and in the community—is also important and can improve technical skills, impart specific knowledge and develop the softer skills increasingly demanded by today’s workplace. “Learning…lies at the very core of all human potential,” says the CCL. “It fosters our ability to create, think and solve problems and allows us to envision the kind of lives we want for ourselves.” Maj Gignac, who lives in Lewisporte, N.L., is the chief ground flight instructor at the Flight Training School in Gander, N.L. and is a retired teacher and principal. Maj Gignac is the former commanding officer of a local squadron and of the cadet summer training centre in Greenwood, N.S.

CADENCE

Issue 26, Fall 2008

Consider reading, studying and assessing the following viewpoints, many supported by the Leader’s Guide: • Listen. Get into the habit of paying attention to your own words and listen carefully to the words of your staff during group discussions. This will lessen your chance of misinterpreting things. • Develop the problem-solving skills that are necessary for lifelong learning. Accept the fact that there is no ‘best plan’ that will eliminate or solve all problems. However, you can become proficient in real-life problem solving. (Problem-based learning) • Discover your own learning style. We all learn in different ways. Refer to the Leader’s Guide to determine your best learning style. • Learn from your peers/on-job training. Shadow a community leader for a day or longer. Pick his/her brains and ask many questions. Leadership observed in one sector of your community can be practised in your corps/squadron because most leadership practices are transferable. • Learn new things. All leaders—novice or experienced—reach a point where they realize they must learn new things and discard old patterns. • Develop ‘soft’ skills. “Great leadership works through the emotions,” say Daniel Goleman, Annie McKee and Richard Boyatrzis in Primal Leadership: Realizing the Power of Emotional Intelligence. Learn and practise ‘soft’ skills like empathy, integrity, loyalty and magnanimity. These kinds of interpersonal skills are essential to understanding another officer, cadet, and/or parent. • Determine your greatest leadership strength and improve on it. In their book, Now, Discover your strengths, co-authors Marcus Buckingham and Donald O. Clifton very clearly illustrate that anyone can identify their greatest talents and build them into strengths. They offer a practical how-to guide. • Learn from experience (experiential learning). Learning from experience takes place in an ongoing cycle of experiences; it starts with the concrete, says David Kolb in The Dance of Change: The Challenges of Sustaining Momentum in Learning Organizations. (www.infed.org/biblio/b-explrn.htm). Mr. Kolb’s theory is that most of us learn by participating in everyday experiences and reflecting on them. In other words, we sponsor our own self-education. • Address your own shortcomings. Accomplished leaders do not focus attention on their co-workers’ shortcomings and their own needs; rather, they first address their own shortcomings and their co-workers’ needs. • Care for your people. This is not a cliché, nor is it out of style. From ancient times to today, effective leaders have practised ‘servant’ leadership. Read as many biographies of successful leaders as you have time for. • Don’t complain. Complaining will only discredit you. When you need to bring up criticism, be prepared to offer one or more solutions. • Learn from everyone. At the end of the game, the king and the pawn return to the same box. • Don’t be afraid to make mistakes. Senator Robert Kennedy contended that those who are exalted as extraordinary leaders make extraordinary mistakes. Babe Ruth not only set a record for home runs, but he also set a strikeout record. Failures—if you learn from them—are only stepping stones to success.

Maj Gignac was the commanding officer of the cadet summer training centre (CSTC) in Greenwood, N.S., from 2002 to 2004. He says his leadership style is “unorthodox”, which is evident here: he asked a cadet and teddy bear to co-conduct when he conducted a musical selection at the CSTC.

Professional Development for Leaders of the Cadet Program

SHARING IDEAS

< “You never know when there will be space available for that awesome photo you thought should be on the front cover,” says Lt Alvarez-Ossa. He submitted this photo of cadets from HMCS ONTARIO on Parliament Hill.

Lt Diego Alvarez-Ossa

Writing for Cadence Do you have experience inside or outside the Cadet Program that would help other CIC officers and civilian instructors (CIs)? Share your knowledge through Cadence. But before you invest your energy and time to write and submit an article, you should know some things about Cadence. Recently I submitted an article on a great canoe expedition that took cadets up the Rideau Canal right to Parliament Hill. I thought for sure that it would be published in Cadence. I was disappointed when the article was not published and so I asked what it was missing. The answer was simple; I didn’t consider the following guidelines:

10 tips on writing for Cadence • Space. Limit your article to around 450 words if you can. If you are writing for the News and Notes section, it should be less than 250 words. Remember, every article cannot be published. • Audience. Cadence is primarily for CIC officers, Civilian Instructors and volunteers; it is not a cadet magazine. • Purpose. Write interesting articles that help, teach, inspire and guide. • Balance. Most of the magazine is devoted to articles that contribute to the professional development of our adult leaders. The News and Notes section carries articles that are “newsy”, or have some public relations value— usually on a national scale.

• Feedback. Email your article idea to the editor (marshascott@cogeco.ca) to solicit feedback well before the copy deadline. There may be reasons for not publishing it: the timing may be wrong, there may not be space or the subject may have been covered in a previous issue. The editor will work with you to develop your ideas. • Timing. Be mindful of submission deadlines and the relevancy of your article at the time of publication. Copy deadlines and publication targets are published in every issue of the magazine on page three and on the website at www.cadets.ca. • Focus. Remember your main reason for writing the article. Don’t veer off into other subject areas. • Framework. Use your experience as a tool to illustrate concepts and ideas. Use quotes from others and where possible, examples. • Appeal. Write articles that readers can identify with and find useful. Share best practices. Write about what your corps/squadron does best. • Photos. Include action-oriented, high resolution photographs to supple-

Email your article idea to the editor (marshascott@cogeco.ca) to solicit feedback well before the copy deadline. 34

ment your text and capture attention. Avoid shots that show a group of people standing for a picture, or do not clearly show faces. You can find submission guidelines for Cadence at www.cadets.ca. Information can also be found on the Cadence conference on CadetNet. A note on page three of every issue of the magazine requests that potential authors contact the editor if they are interested in writing, or have an idea for an article. Again, keep in mind that Cadence is aimed at providing “Professional development for leaders of the Cadet Program.” Often overlooked, all of the points provided in this article are important considerations when writing for Cadence. Remember that Cadence is not the only medium interested in articles or photographs. Consider sending your article to your league, your regional webmaster through your detachment, or to national and local newspapers, through your regional public affairs officers. Lt Alvarez-Ossa is involved in Central Region’s army cadet expedition training program at zone, regional and national levels. He is also involved in canoe training and administration at cadet summer training centres and with local corps.

CADENCE

Issue 26, Fall 2008

We want you! Help us improve CIC training CIC training staff at the Directorate of Cadets and Junior Canadian Rangers (D Cdts & JCR) are looking for ‘subject matter experts’ to help improve and develop CIC courses. As past issues of Cadence have indicated, CIC training is undergoing a major change—some courses are being improved and updated while others are being developed from scratch. These changes will ensure that CIC training not only meets the needs of the new cadet program, but also that there is one national standard for CIC training. So far, writing boards have been convened to develop the following courses: • Basic Officer Training Course • CIC Occupational Training Course • Sea, Land, and Air Environmental Training Courses

Local officers from across Canada are joining CIC officers from D Cdts & JCR to create training materials (including lesson specifications and instructional guides) that regional cadet instructors schools and other training establishments will use to deliver the updated CIC training program. Perhaps you would like to become involved in one of these upcoming boards.

Course development boards Fall 2008 • Unit Conflict Management Advisor • Small Boat Operator and Safety Boat Operator • Sailing Coach • Expedition Leader January 2009 • Cold Weather course Fall 2009

• Senior Instructor Course

• Basic Canoe Instructor

• Intermediate Officer Training Course (to replace the Captain Qualification Course)

• Canoe Trip Leader

As well, specialty training writing boards were convened last January for the Abseil Instructor and Range Safety Officer (Air Rifle and Small-bore-Biathlon) courses.

• Moving Water Leader 2010 • Training Officer • Commanding Officer (Corps/ Squadron)

NCdt Ian Hood took his small craft operators program instructor certification at CSTC HMCS QUADRA last summer. Small Boat Operator and Safety Boat Operator courses are being redesigned this fall. (HMCS QUADRA photo by Lt(N) Ann Beresford)

OFFICER TRAINING

Lt(N) Brenna Campbell, Lt(N) Darin McRae and Capt Kony Trudel

Subject matter experts are needed to help develop all of these courses during boards that last from four to eight weeks. If you would like to participate, watch for employment messages posted under “Employment Opportunities” on www.cadets.ca. Candidates should have a broad range of experience with the Cadet Program, or with CIC training, at the corps/squadron, zone, regional or national levels. Equivalent civilian experience is welcome. Writing teams are made up of a mixture of regional staff and corps/squadron officers who apply and compete for employment. The selection process includes a file review, interviews, assignments and a reference check. Ensure you meet the prerequisites and submit a résumé and covering letter clearly outlining how you meet the employment requirements. The names of the selected candidates are then placed on a national merit list. Based on your expertise and availability, you may be chosen for a specific writing board or other class ‘A’ employment opportunities that stem from writing board results. When a writing board concludes, subject matter experts are often hired to refine the work. This could be you! Lt(N) Campbell, Lt(N) McRae and Capt Trudel are CIC courseware development officers for Cadets at D Cdts & JCR.

Tips for selection • Read the employment opportunity announcement carefully to ensure you meet the prerequisites. • Ensure your covering letter and résumé adequately address the preferred and desired qualifications. Be detailed and accurate in your letter, providing examples and descriptions of your experience. Many times, covering letters are far too brief and résumés do not clearly illustrate the aspects of a candidate’s background. Include corps/squadron and cadet summer training centre experience, as well as specialty courses you have taken. It is hard to consider you for selection if you do not submit sufficient information. • Note the point of contact provided in the employment opportunity announcement so you can get answers to any questions you may have about your submission or the hiring process. • Prepare for the interview as you would for any other job. Become familiar with the organization’s mission, aim and vision. Be prepared to discuss and give examples of your pertinent work experience.

Professional Development for Leaders of the Cadet Program

VIEWPOINT

Lt Ben Feist Quality of life at CSTCs themselves is also a topic of serious concern. The most pressing issues are not economic— no staff member expects a five-star resort. Staff are mainly concerned with personal treatment and working conditions. Although I have been fortunate in the CSTCs I have personally attended, stories abound of CSTCs where, among other things, individuals work long hours with little to no time off, adults cannot cross quarters, married quarters do not exist, members live in rundown buildings, and members have limited access to personal Internet and phone. Why would people repeatedly return to this kind of poor treatment and substandard conditions?

Recommendations <

The quality and efficiency of all CSTCs are reviewed every year in an effort to get best value out of them. Based on a review of Albert Head Cadet Summer Training Centre in Victoria, new staff accommodations have been built.

Summer employment and selection—the best we can do? Quality of life was the theme of a 2003 Cadence issue. Nearly five years later, has quality of life improved? At a time when many cadet summer training centres (CSTCs) are desperate for staff, can anything be done to attract, and more importantly, retain CSTC staff over a period of several years? The CF defines “quality of life” as follows: “Quality of life in the CF is the degree to which the well-being, work environment and living conditions of our people and their families are consistent with evolving standards, while recognizing the unique demands of military service in accomplishing the mission of the CF.” 1 Although CSTC employment is a unique type of CF employment, it is no less important. In a CF Directorate of Quality of Life study, 4000 CF members were asked to evaluate the statement “Senior leadership truly cares about my quality of life”. More than 50 percent somewhat disagreed.2 How would CSTC adult staff and staff cadets respond to a similar question?

Change needed A 2008 study on psychological climate and job satisfaction determined a strong negative correlation between autonomy and individual attrition.3 “Autonomy is the degree to which individuals can set their own work procedures, goals, and priorities.”4 If members of an organization feel they can set their own goals and priorities, they are more likely to remain in the organization. It is imperative that we consider this reality within the Cadet Program if we want to reduce staff turnover at CSTCs or in the CIC nationally. Nationwide, the summer staffing process is outdated and arbitrary. Individuals, particularly at the junior officer and staff cadet level, are slotted into positions and given limited choice. Placing individuals into staff positions on the sole basis of element or immediate vacancy at a particular CSTC is ineffective and unfair.

A first step would be to set a base-level standard for appropriate staff accommodation and access to amenities such as phone, Internet, fitness facilities, and messing. At the very least, this would provide guidelines for CSTCs and assist in identifying those that require infrastructure upgrades. A second step would be to develop a national, centralized demographic cell to determine trends and attitudes concerning quality of life at CSTCs and the summer staffing process. Comparatively reviewing staff turnover among CSTCs would provide valuable insights on which CSTCs and regions retain staff at a high rate. An annual CSTC quality of life survey would allow a clearer perspective on the attitudes and perceptions of staff. Open access to this information on the national website would also be helpful. A third step would be to create a national CSTC staffing and quality of life cell and to remove this responsibility from the regions. Alternatively, a national policy could clearly delineate responsible summer staffing procedures. Individual preferences, previous experience, and academic qualifications should be held above all concerns, and modified only when a clear and defensible need exists. Alternatively, the responsibility for staffing could be shifted to CSTCs themselves. CSTC staffing procedures would also benefit from transparency. Publishing CSTC slates and waiting lists on CadetNet weekly would reduce the CADENCE

Issue 26, Fall 2008

”Like any employer, CSTCs must reduce turnover to the lowest possible level.”

mysterious nature of staff selection. A centralized summer staffing section on the national website would identify CSTCs with staffing vacancies. Both adult staff and staff cadets should have a clear and accessible chain of command for summer staff selection inquiries. An inclusive, people-first approach must be taken to summer staff selection.

Moving ahead The Canadian Cadet Movement (CCM) faces undeniable difficulty in staff retention. The problem seems to lie in a fundamental lack of concern with CSTC staffing and quality of life. Sprawling bureaucracy and the stop-

gap procedure of filling vacancies on a list provides no demographic picture of CSTC staff, no meaningful understanding of quality of life issues, and no ability to track demographics or issues. Substantial and systemic issues cannot be effectively identified and communicated, regionally or nationally. It would be cost-effective for the CCM to carefully consider the quality of life at CSTCs. Staff turnover is directly related to the “strength of people’s desires to continue working for an organization because they agree with its underlying goals and values.”5 If people perceive CSTC staffing authorities and CSTC hierarchy as detached and uninterest-

ed in their well-being and autonomy, people will continue to avoid staffing CSTCs, or leave the program entirely. Like any employer, CSTCs must reduce turnover to the lowest possible level. Rather than treating individuals as if they are ‘lucky’ to receive a summer posting, we must realize that happy, well-treated, valued employees are effective employees. This shift in philosophy will ultimately lead to a happier, healthier, more efficient workforce during summer training and a stronger summer training program for our cadets. Lt Feist is the training officer with 2293 Army Cadet Corps in Saskatoon, Sask.

References: 1 Craig Dowden. The Action Group. (2001). Quality of Life in the Canadian Forces: Results from the National Survey. Retrieved from: http://www. forces.gc.ca/qol/pdf/01_13_e.pdf. 2

Ibid.

3 O’Neill, Bonnie S. & Arendt, Lucy A. (2008). Psychological Climate and Work Attitudes: The Importance of Telling the Right Story. Journal of Leadership and Organizational Studies. 14.4 (May 2008): Pg 353(18). 4 Koys, D. J., & DeCotiis, T. A. (1991). Inductive Measures of Psychological Climate. Human Relations: 44(3), 265-285. 5 Perry, Ronald W. & Mankin, Lawrence D. (2007). Organizational Trust, Trust in the Chief Executive and Work Satisfaction. Public Personnel Management. 36.2 (Summer 2007): Pg 165(15).

a work in progress The Directorate of Cadets and Junior Canadian Rangers (D Cdts & JCR) responds: The Canadian Cadet Organization supports 24 CSTCs across the country, from St. John’s, N.L., to Victoria, B.C., with a detour north to Whitehorse, Yukon. At most of these installations, staff is accommodated in various types of buildings; elsewhere, staff spends the summer sleeping in tents. CSTCs are intended to provide temporary accommodation for six to eight weeks. This reality is well known by those who apply to serve at CSTCs. Annually, D Cdts & JCR staff review the quality and efficiency of all CSTCs in an effort to get best value out of them. In the past few years, Argonaut (in Gagetown, N.B.) has received new recreation shelters for officers; Blackdown (in Trenton, Ont.) has received a new kitchen and dining hall; Cold Lake (in Alberta) has received a new ablution building; and Albert Head (in Victoria) has received new staff accommodations, to name a few. Other infrastructure improvement projects—such as a new ablution building in Bagotville, Que., improved laundry facilities at HMCS QUADRA in Comox, B.C., and a new accommodation block in Whitehorse—are at various stages of realization. We are aware that the quality of life varies from one CSTC to another and could vary within the same CSTC, depending on the assignment and duties of each member. Some CSTCs are located on a CF base, where additional services such as access to a gym and pool and/or to married quarters can be offered; others are located in more remote locations that have limited access to Internet and phone lines, or where cell phone service is simply not available. Nevertheless, all CSTCs do provide basic services. The CSTC staff selection process is a regional responsibility based on CATO 23-10, Annex B. This policy was developed to guide the regions in establishing a fair and equitable selection process. As this is a new policy—in place for less than a year—regions have not applied it to the same extent. But in the near future, we expect all regions to have a fair and transparent CSTC selection process in place.

Professional Development for Leaders of the Cadet Program

CIs authorized to attend training are entitled to pay, in addition to the 20 days they are allocated at their corps/squadron. New Policy …continued from page 29

Standards of dress The third significant change to CATO 23-05 is the express detailing of CI standards of dress. When participating in corps or squadron activities, CIs are to wear the civilian equivalent of the uniform that their unit officers are wearing. Similarly, when participating in parades or public presentations, CIs are expected to dress in appropriate business attire.

When CIs participate in specialized training activities (field training, sailing or flying for example), they may ask for a temporary loan of safety clothing from the corps/squadron, CSTC or school stores if available. Safety clothing should not have any insignia and be worn only in the exercise area. When travelling to and from the training area, CIs are to wear civilian clothing.

As a whole, CATO 23-05 clearly outlines the terms of service for CIs. For those CIs wishing to get more out of their experiences with the Cadet Program, it is highly recommended that they give the Cadet Instructors Cadre a try. SLt McCulloch Morden is a public affairs officer with Directorate General Reserves and Cadets.

NEWS AND NOTES

Former CDS Gen Hillier endeared himself to cadets in New Glasgow just before he retired. (Photo courtesy of The News, Pictou County’s Daily Newspaper)

continued from page 9

Cadets and the CDS There’s no better way for cadets to become familiar with the CF than to meet its top soldiers. Some cadets did just that last May and June.

“Yes, that great big smile is genuine,” says Capt Loyd Olson, who sent this photo of LGen Natynczyk. Capt Olson is the commanding officer of 220 Squadron. (Photo by 17 Wing Imaging)

Last May 26, then Vice-Chief of the Defence Staff LGen Walter Natynczyk was the reviewing officer for cadets of 220 Air Cadet Squadron in Winnipeg, Man. The former cadet with 220 Squadron joined the CF in 1975 and officially replaced Gen Rick Hillier as the new CDS at a change of command parade in Ottawa on July 2. A little more than a week before, while he was still CDS, Gen Hillier addressed cadets from five local corps and squadrons in New Glasgow, N.S. He was visiting New Glasgow to support a local fundraiser, sponsored by the Chamber of Commerce and supported by local cadets and CIC officers. Proceeds as-

sisted the Military Families Resource Centre, with a percentage going to local corps and squadrons.

about his youth, school days, reasons for joining the military, as well as its rewards.

Gen Hillier asked the cadets to gather around him for a personal talk.

Gen. Hillier personally congratulated the cadets on their successes and thanked the CIC officers there for all they do.

“Displaying the personality that has endeared him to so many over the past three years, Gen. Hillier stressed to the cadets the importance of high marks in school,” says Lt David Avery, supply officer with 219 Army Cadet Corps. The general also talked

CADENCE

Issue 26, Fall 2008