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Citadel Training Manual for 4C

CTM 4-2

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Training Objective

• Task: Understand the basic concepts of CTM with a particular emphasis on how it impacts you as a fourthclass cadet

• Condition: Having successfully completed an on-line introductory LTP on CTM and given a block of instruction that includes a review and two case studies in a classroom environment

• Standard: As part of a group, correctly apply CTM to a fourthclass-specific scenario

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What is CTM and why is it important?

• The Citadel Training Model (CTM) – guides each cadet on the path to being a

principled leader– provides some practical guidelines on how to

behave as a leader, supervisor, or trainer in order to maximize a mutually respectful relationship with subordinates

– is not only applicable to upperclass interaction with fourthclass cadets, but also provides guidance for all training at The Citadel and beyond

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5 Steps of CTM

• Set expectations• Build basic skills• Give feedback– INPUT+

• Follow through with consequences– PRIDE

• Work for growth in others

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Expectations

• Clearly spell out in advance what is required of subordinates so they have every possible chance of doing the task correctly– Introduce yourself– Set a positive atmosphere– State the obligations of the subordinate– Explain the rationale behind the task– Provide an overview of what is going to happen

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Expectations Example• Introduce yourself

– “Hi. Welcome to Bob’s All-You-Can -Eat Buffet Restaurant. My name is Fred and I’ll be your waiter.”

• Set a positive atmosphere– “Even though the buffet line is self-serve, I’ll take your drink orders and help you out

anyway I can. I’d like to tell you now about a couple special items we have tonight.”• State the obligations of the subordinate and Explain the rationale behind the

task (in this case, these two steps have been combined)– “By all means, eat as much as you’d like but we’d ask you to help us keep costs low

by only taking what you can eat. Also, to help keep things neat and healthy, we require diners to get a clean plate with each trip to the buffet.”

• Provide an overview of what is going to happen– “So I’ll go get your drinks and, whenever you’re ready, just start at the left side of

the buffet line, grab your plate and silverware, and enjoy! I’ll be back to check on you periodically.”

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Skills

• Teaching, training, and developing subordinates to succeed at the task we assign– “Teaching” involves giving

the desired information in an understandable manner

– “Training” is perfecting performance through repetition

How did your cadre use the “build basic skills” step to teach drill and ceremony?

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Feedback

• Providing regular, routine information regarding performance

• Includes both positive and corrective feedback, but is always constructive

• Uses “INPUT+”– Immediate; No name

calling; Proper person; Uniquely specific; Talk behavior; End positively

Describe how your professors give feedback. What type of feedback helps you improve as a student? What type is less helpful?

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Consequences

• Add action to the words expressed in the Feedback step

• Use “PRIDE”– Progressive,

Relevant, Immediate, Directed at behavior; Even handed

What consequences are represented in these images and how were they achieved?

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Growth

• Ability/confidence to get the job done even when unsupervised

• Increase self-esteem, set a performance goal, assign homework, give realistic challenges

When the first string player gets injured, how does previous adherence to “growth” allow the team to continue winning?

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Case Study: Knob Year in CTM

Expectations Skills

Consequences

Feedback

Growth

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Case Study: Physical Fitness in CTM• Expectations:

– You review your last CPFT and decide you want to improve from 65 to 75 pushups on the next CFPT

• Skills:– You get with the Athletic Officer, your ROTC instructor, and one of your classmates who is

good at push-ups and get some push-up improvement exercises from them– You work on those exercises three or four times a week

• Feedback:– Every other week you have your roommate grade you on push-ups according to CPFT

standards and you note the results• Consequences

– On the next CPFT, you score 78 push-ups• Growth

– You transition to a sustainment program for your push-ups and begin a new workout program designed to improve your two-mile run score next CPFT

– You also help a classmate who sees your success and asks you to help him improve on his push-ups

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Practical Exercise #1

• Divide up into the number of groups designated by the TAC

• Appoint a group leader, recorder, time keeper, spokesman, and devil’s advocate

• Take ten minutes to develop how the five steps of CTM (expectations, skills, feedback, consequences, growth) can be applied to learning knob knowledge

• Be prepared to report your results to the class

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Practical Exercise #2

• Divide up into the number of groups designated by the TAC

• Appoint a group leader, recorder, time keeper, spokesman, and devil’s advocate

• Take ten minutes to develop how the five steps of CTM (expectations, skills, feedback, consequences, growth) can be applied to excelling academically

• Be prepared to report your results to the class

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Open Discussion

• Identify and discuss positive examples of CTM you have observed in your company or around campus

• Identify and discuss negative examples of CTM you have observed in your company or around campus

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Conclusion

• Any ideas for improving this class?• Next semester you’ll have another LTP on CTM

that will be focused on how CTM helps you transition from a freshman to a sophomore principled leader