ENCAMPMENT TRAINING MANUAL - Minnesota Wing

MINNESOTA WINGCADET ENCAMPMENTENCAMPMENTTRAINING MANUAL01 May 2002Cadet Programs Directorate, Minnesota WingUnited States Air Force AuxiliaryCivil Air PatrolPrevious editions are obsolete

Minnesota Wing ETM, 01 MAY 2002 1ForewordWelcome to the wonderful world of encampment! You are about to become part of an activity that has the ability to be oneof the most life affirming and altering events in a CAP cadet’s life. What we do at encampment is train. We train inleadership, followership, physical readiness, and many other areas. But most of all we strive to teach the cadets that whenthey work as a team they can accomplish anything. Encampment is the greatest single CAP cadet activity, but encampmentsare only as good as the staff whom dedicate their time and efforts to making the dream become a reality. So thank you forjoining in this adventure as we make this “the most significant week in our CAP cadets’ careers.”1-0 INTRODUCTION............................................41-1 GENERAL .......................................................41-2 PURPOSE OF ENCAMPMENT...........................41-3 PHILOSOPHY ..................................................41-4 AUTHORITY....................................................41-5 HISTORY.........................................................42-0 ORGANIZATION............................................62-1 CADET STAFF GENERAL................................62-2 RECOMMENDED GRADE STRUCTURE ...........62-3 SELECTION OF CADET FLIGHT POSITIONS ...62-4 CADET POSITION DESCRIPTIONS ..................62-5 SENIOR STAFF POSITION DESCRIPTIONS .....123-0 ENCAMPMENT MODEL ............................153-1 INTRODUCTION .............................................153-2 OBJECTIVES ..................................................153-3 PROGRAM OF INSTRUCTION.........................173-4 TRAINING PHASES ........................................183-5 SUMMARY .....................................................204-0 TRAINING ......................................................214-1 GENERAL ......................................................214-2 TRAINING METHODOLOGY ..........................214-3 IMPLEMENTATION OF TRAINING .................244-4 GRADUATION STANDARDS............................265-0 ACADEMIC INSTRUCTION & CURRICULUM.................................................................................275-1 CURRICULUM................................................275-2 LEARNING AND TEACHING...........................275-3 EXAMINATIONS.............................................286-0 DISCIPLINE....................................................296-1 DEFINITION...................................................296-2 TYPES OF DISCIPLINE...................................296-3 PURPOSE........................................................296-4 HISTORY........................................................296-5 MAINTAINING DISCIPLINE ...........................306-6 TOOLS ...........................................................306-7 CONCLUSION.................................................317-0 ACTIVITIES/SCHEDULING .......................327-1 ACTIVITIES ...................................................327-2 TIME MANAGEMENT ....................................327-3 SCHEDULING .................................................32Table of Contents7-4 DAILY FLIGHT PLAN ....................................337-5 DAILY MEETINGS .........................................338-0 STAFF SELECTION EXERCISE ................358-1 PURPOSE .......................................................358-2 SUMMARY .....................................................358-3 ENVIRONMENT..............................................358-4 EVALUATION PROCEDURES..........................358-5 FINAL EVALUATION MEETING.....................358-6 RESULTS........................................................358-7 POST SELECTION TRAINING.........................359-0 INSPECTION PROGRAM............................369-1 PURPOSE .......................................................369-2 GENERAL ......................................................369-3 MONITORING ................................................369-4 SHAKEDOWN INSPECTION ............................369-5 BARRACKS INSPECTION PROCEDURE ..........369-6 FLIGHT INSPECTION .....................................379-7 SQUADRON INSPECTION ...............................379-8 GROUP INSPECTION......................................3710-0 DRILL COMPETITION..............................3810-1 GENERAL ....................................................3810-4 SCORING .....................................................3810-5 RULES .........................................................3810-6 SEQUENCE OF COMMANDS.........................3911-0 VOLLEYBALL COMPETITION...............4011-1 PURPOSE .....................................................4011-2 SQUADRON COMPETITION .........................4011-3 GROUP COMPETITION................................4011-4 VOLLEYBALL TERMS .................................4011-5 VOLLEYBALL RULES ..................................4111-6 FOULS..........................................................4111-7 ERRORS.......................................................4111-8 SCORING .....................................................4112-0 PHYSICAL TRAINING...............................4212-1 OVERVIEW ..................................................4212-2 CONDUCT ....................................................4212-3 FORMATION ................................................4212-4 ROTATIONALS.............................................4212-5 STRETCHING ...............................................4212-6 CALISTHENICS ............................................4212-7 ACTIVITY ....................................................4312-8 COOL DOWN ...............................................43

Minnesota Wing ETM, 01 MAY 2002 213-0 AWARDS .......................................................4413-1 PURPOSE......................................................4413-2 FLIGHT AWARDS AND CRITERIA................4413-3 INDIVIDUAL AWARDS AND CRITERIA.........4414-0 FORMATIONS AND CEREMONIES .......4614-1 GENERAL ....................................................4614-2 FLIGHT FORMATIONS.................................4614-3 PHYSICAL TRAINING FORMATIONS ...........4614-4 SQUADRON FORMATION.............................4614-5 GROUP FORMATION ...................................4614-6 PARADE PRACTICE .....................................4615-0 HEALTH AND SAFETY .............................4715-1 GENERAL ....................................................4715-2 MEALS.........................................................4715-3 LAUNDRY ....................................................4715-4 PERSONAL TIME .........................................4715-5 BUILDING EVACUATION PROCEDURE........4715-6 TORNADO PROCEDURE...............................4815-7 ROAD GUARD PROCEDURE.........................4815-8 MEDICAL PROBLEMS..................................4816-0 CADET STAFF SOP ....................................5016-1 GENERAL ....................................................5016-2 DINING HALL..............................................5016-3 QUARTERS...................................................5016-4 CADET STAFF PERSONAL TIME..................5016-5 SLEEPING ....................................................5016-6 PRIVATE VEHICLES ....................................5016-7 RESPONSIBILITY .........................................5016-8 BEHAVIOR ...................................................5016-9 ENCAMPMENT FRATERNIZATION POLICY.5017-0 THE TACTICAL OFFICER .......................5217-1 GENERAL ....................................................5217-2 ASSIGNMENTS.............................................5217-3 EXCLUSIVE RESPONSIBILITIES ..................5217-4 SHARED RESPONSIBILITIES........................5217-5 TAC/CADET STAFF RELATIONSHIP............5217-6 PARTICIPATION INTRAINING.....................5217-7 TACTICAL OFFICER'S TASKS .....................5218-0 SENIOR STAFF............................................5418-1 UNIFORMS...................................................5418-2 LIVING QUARTERS .....................................5418-3 LEGAL RESPONSIBILITY.............................5418-4 STANDARD OF CARE ...................................5418-5 RESPONSIBILITY .........................................5418-6 COUNSELING...............................................5518-7 ACTIVE LISTENING SKILLS ........................5518-8 SENSITIVITY................................................5518-9 RESOLUTION...............................................5518-10 MENTORING..............................................55SUMMARY OF CHANGES ................................56ATTACHMENTS SECTION...............................57ATCH 1-FLIGHT CC'S CHECKLIST DAY 0..........57ATCH 2-FLIGHT CC'S CHECKLIST DAY 1..........57ATCH 3-FLIGHT CC’S CHECKLIST LAST DAY...58ATCH 4-TAC OFFICER'S BRIEFING CHECKLIST 58ATCH 5-SENIOR MEMBER EQUIPMENT LIST.....59ATCH 6-ENCAMPMENT ORG CHART..................60ATCH 7-CTG ORG CHART.................................61ATCH 8-POSITION DESIGNATORS.......................62ATCH 9-SUGGESTED SUPPLY LIST .....................63ATCH 10-GROUP FORMATION DIAGRAM...........64ATCH 11-SQUADRON FORMATION DIAGRAM ....65

Minnesota Wing ETM, 01 MAY 2002 3Official revisions, changes, or modifications to this manual must bedone with the express permission of the Minnesota Wing CadetPrograms Directorate. Special recognition is given to the efforts andcontributions of the California Wing Cadet Programs Directorate inthe creation of this manual. All staff should check with theirimmediate supervisor or the encampment website for official changesto the current edition of the MNWG Encampment Training Manual.

Minnesota Wing ETM, 01 MAY 2002 4Chapter OneINTRODUCTION1-1. General. We are provided with certain tools andconstraints to assist us in carrying out the mission ofencampment. National Headquarters provides us with acurriculum for the academic material to be covered, witha leadership training course, and with the opportunitiesoffered by the facility hosting the encampment. We alsohave regulations, policies, manuals, and guidelinesstructuring our use of the available resources. The mostessential ingredient to a successful encampment howeveris people: the people in attendance as flight members, andthe people responsible for them. For this reason, it iscritical to the success of encampment that the roles,duties, privileges and responsibilities of each personattending the encampment be carefully and thoroughlydefined. Each staff member must have a firmunderstanding of the goals and ideals of the encampmentprogram. Every participant must strive to meet and fulfillthe objectives and goals of the encampment.1-2. Purpose of Encampment..a. National Headquarters. As stated in CAPR 52-16 “CAP encampments are designed to provide CAPmembers an opportunity 1) to apply knowledge gained inthe cadet and senior programs to practical situations, 2) todevelop a greater understanding of the CAP mission andCAP capabilities, and 3) to develop their potential foraerospace leadership in an actual aerospace environment..b. Minnesota Wing. The goals of the encampmentprogram in Minnesota Wing are:(1) To standardize basic cadet training within thestate.(2) To develop skills in interpersonal relations.(3) To develop skills in time management,counseling, and teaching by the cadet staff.(4) To instill group cooperation and teamwork.(5) To instill a sense of discipline in the CadetCorps of Minnesota Wing.(6) To challenge each cadet to accomplish tasksand ensure they succeed.(7) To develop skills in time management andteamwork amongst basic cadets.1-3. Philosophy. Encampment can be the most significant,worthwhile training experience in a CAP cadet’s career.Training is what encampment is all about. Cadets aretrained. Staff members, cadet and senior, are trained. Eachperson at encampment is constantly learning and teaching.To achieve the overall goals, a positive attitude is essential.Each staff member has an obligation to learn as much asthey possibly can and to offer the highest quality of trainingpossible to others - subordinates and superiors alike. Thestaff must remember at all times that their first duty is to themembers of the basic flight. Each staff member mustconcentrate on providing the best possible training to thecadets in their charge.1-4. Authority. The Cadet Training Group is chargedwith conducting the encampment training for cadetsthroughout Minnesota Wing. The group is anorganization of its own, with it’s own internal structure. Itexists at the direction of the Commander, MinnesotaWing, and the Director of Cadet Programs. The Directorof Cadet Programs, or a designated representativeappoints the commander each year. The commander ofthe CTG is appointed on a wing personnel authorization,subordinate staff members may be appointed on CTGpersonnel authorizations. The CTG is a cadetorganization, subordinate to the Wing Commander,Director of Cadet Programs, and senior staff atencampment.1-5. History. The Civil Air Patrol Encampment programtraces its lineage to the basic training concepts of theUnited States Army. Prior to World War II, the commonpractice was for soldiers to join their unit of assignmentand receive their initial training there. During World WarII, basic training for Army personnel was consolidatedinto numerous training units for “Basic Training”.Personnel who were selected to follow a set trainingcurriculum conducted this training. The training wassomewhat similar to the type of training given to WestPoint Cadets, although the program was changed to suitthe needs of enlisted soldiers. At the conclusion of thistraining, soldiers were assigned to their units. Anothercontributor to the encampment program was the“Aviation Cadet” program. This system selectedcandidates for flight training. Since the majority of pilotsin the U.S. Army Air Corps (after September 1941 theU.S. Army Air Forces) were commissioned officers,training was also provided in military skills. Flighttraining in the Aviation Cadet program frequently tookadvantage of the availability of civilian flight instructors.To assist with military training, active duty officers wereassigned to training centers. Frequently, these officershad only recently been commissioned themselves. Theirpurpose was to teach customs and courtesies, drill andceremonies and other military skills, including militarytactics. This concept had originally been used at WestPoint, which had assigned officers to teach cadets. Bothat West Point and in the Aviation Cadet program, theseofficers were known as “Tactical Officers”. This title hasbeen retained in the CAP encampment program, eventhough the USAF no longer refers to similar positions bythat title.The military training programs now used by the U.S.Army, Navy, Air Force and Marine Corps is still similarto the type of training provided during the 1940’s and1950’s. Training philosophies have changed placingmore emphasis on preparing trainees to be able to acquire

Minnesota Wing ETM, 01 MAY 2002 5future skills and less emphasis on strict discipline for thepure sake of discipline.Military training provided to Reserve Officer TrainingCorps cadets and Officer Candidate School students alsoevolved from the same background, with added emphasison leadership development.During the 1950’s, CAP encampments were the highlightof a cadet’s training experience. Encampments weretypically two weeks long and frequently away from thecadet’s home state. Housing, mess and training facilitieswere abundant since many of the WWII facilities werestill being used by the Air Force. The grades of CadetLieutenant Colonel and Cadet Colonel were reserved foruse at encampment. Completion of encampment was aprerequisite to earning the Certificate of Proficiency(COP). When the Certificate of Proficiency was renamedto the” General Billy Mitchell Award” in 1965,encampment completion was retained as a requirement.In the 1960’s and 1970’s, encampment training wasmodified to accommodate more teenagers with summerjobs and also to adapt to changing Air Force trainingneeds. The Vietnam War occupied the attention of theAir Force, while modernization projects eliminate moreWWII facilities. Since the Air Force had standardizedbasic training to one facility (Lackland AFB, Texas),there was no longer any need for “Troop Housing” of thetype adaptable to CAP training needs.The encampment program of today manages toencompass realistic training goals in a well-organized, butcompressed time frame. Encampments may be held onmilitary facilities of any service and even on non-militaryfacilities if the need arises.1-6 Minnesota Wing CTG History. The MinnesotaWing Cadet Training Group was founded in 1999 with itsfirst encampment at Grand Forks Air Force Base. TheCTG model was adopted experimentally at first byMinnesota Wing Cadet Programs and modeled aftersuccessful programs being run in New York andCalifornia Wings. The first CTG encampment was highlysuccessful and the model was adopted for use in lateryears.

Minnesota Wing ETM, 01 MAY 2002 6Chapter TwoORGANIZATION2-1. Cadet Staff General. To establish an effectiveworking environment, it is necessary that relationshipsbetween the various participants be outlined. The CTG isorganized as a group with two or more subordinate cadettraining squadrons. These squadrons have subordinatecadet training flights. All cadet members at encampmentare assigned to the Cadet Training Group. Positions maybe modified or added to by the Cadet Training Group(CTG) commander, with the approval of the EncampmentCommander. (See figure 2.1)2.2. Recommended Grade Structure. Encampment is acontrolled leadership laboratory environment in which theoptimal structure is important. The following tableoutlines recommended grade levels for the correspondingstaff assignments. Nothing in this manual should beinterpreted as restricting any staff position to any specificgrade:CTG CommanderC/ColCTG Deputy CommanderC/LtCol*CTG Executive OfficerC/LtColCTG HQ StaffC/MajCTG Staff OfficersC/1st LtCTG Command Chief Master Sergeant C/CMSgt**CTG Duty NCOC/TSgt(Squadron Size Encampment)CTS CommanderCTS Executive OfficerCTS Staff OfficersCTS Staff NCO(Group Size Encampment)CTS CommanderCTS First SergeantFlight CommanderFlight SergeantC/MajC/1st LtC/2nd LtC/TSgtC/CaptC/MSgt***C/1st LtC/TSgt*Position only authorized at group level encampments**This position only exists in Minnesota Wing CTG. Aspecial position identifier is worn. This person isaddressed as “Command Chief Master Sergeant”***A diamond is worn with the grade insignia. Thisperson is addressed as “First Sergeant”The CTG Commander will be appointed/promoted by aMinnesota Wing Personnel Action. The balance of theCTG Staff and CTS staffs will be appointed by CTGPersonnel Action. Each cadet staff member will enterinto a contract with the Commander, CTG.2-3. Selection of Cadet Flight Positions. Within eachflight, the Flight Commander, with concurrence of theTactical Officer, will appoint cadets to the followingflight level positions: Guidon Bearer, Element Leaders,Knowledge Specialists, Standardization Specialists, andAssistant Element Leaders. Cadets will be appointed tothese positions in recognition of their performance in allencampment activities. Flight commanders areencouraged to take advantage of these positions carefullyin training their flights.2-4. Cadet Position Descriptions. The following areposition descriptions for staff members of the CadetTraining Group. They are presented to give a generaldirection and background of each cadet staff position.Cadet Support Staff positions will use the Senior Staffposition descriptions as modified by the Cadet ExecutiveOfficer. The position descriptions are divided into thecommon functional groups.Functional Group: Cadet Executive Staff.a. Cadet Training Group Commander.(1) Overview. The commander of the CTG isresponsible for the implementation and conduct of theencampment program as conducted by Minnesota Wing.He/she is responsible to the Director of Cadet Programsor his/her designated representative for the overallencampment program. The Commandant of Cadets is thesenior advisor to the Group Commander.(2) Objectives. The CTG Commander will:• Provide focus and direction to the officersof the CTG, to ensure properimplementation of the encampmentprogram..• .Assist in the selection of qualified cadetsfor service at the group staff level..• Ensure .the maintenance and consistency oftraining standards throughout the wingencampment program..• .Serves as a role model and example for allthe members of the Cadet TrainingGroup...• .Provide an appropriate forum for feedbackand criticism of the encampment program..• .Foster cohesiveness, teamwork and unityof purpose within the unit thereby creatingthe Cadet Training Group...(3) Examples of tasks:• .In consultation with appropriate seniorstaff, the selection of the Cadet DeputyCommander and the Cadet ExecutiveOfficer..

Minnesota Wing ETM, 01 MAY 2002 7• .Approve the Cadet OI and it’ssupplement(s) for each encampment..• .Conduct the group inspection at allMinnesota Wing encampments..• .In consultation with appropriate seniorstaff, assist in the creation and content ofthe encampment schedule.• Select CTG staff• Create performance benchmarks for staff.to meet during weekb. .Cadet Deputy Commander.(1) Overview. The Deputy Commander isprimarily responsible for coordinating, controlling anddirecting the training activities of the Cadet TrainingGroup. The Deputy Commander is directly responsible tothe Group Commander for the training and performanceof all line personnel at the encampment. Note:Authorized at group level encampment only..(2) Objectives. The CTG Deputy Commander will:• Ensure quality training of all CommandStaff personnel at the encampment..• Directly supervise and evaluate theperformance of the Cadet SquadronCommanders. (Group Level encampmentsonly.).• Adhere to the established cadet trainingschedule..• Comply with the established encampmentacademic, physical fitness and trainingprogram..(3) Examples of Tasks:.• Review the schedule with the SquadronCommanders each evening for the followingday...• Conduct the Group Training Meeting(GTM) and discuss training progress, theschedule or particular problems within thesquadrons..• Monitor exams, physical fitness, andtraining events in order to define the level ofeffectiveness of training. Advises SquadronCommanders on areas needing additionaltraining and meeting of benchmarks.• Assist in selection of Command Staff.c. .Cadet Executive Officer.(1) Overview. The Executive Officer is primarilyresponsible for coordinating, controlling and directing thesupport activities of the Cadet Training Group. TheExecutive Officer is directly responsible to the GroupCommander.Error! Bookmark not defined.(2) Objectives. The CTG Executive Officer will:• Ensure quality training of all the cadetSupport Staff personnel at the encampment..• Directly supervise and evaluate theperformance of the Support Staffmembers..• Adhere to the established cadettraining schedule..• Comply with the establishedencampment logistic, administrativeand training program..• Examples of Tasks:• Oversee the generation of the CTGPersonnel Authorization..• Conduct personnel evaluationsproviding feedback of performance..• Assist in the selection of supportpersonnel..• Develop training and supervise OJTfor Support Staff cadets to ensuremaximum efficiency.• Establish an in-processing plan forbasic cadets.• Establish an out-processing plan forthe encampment..d. Cadet Command Chief Master Sergeant.(1) Overview. The Cadet Command ChiefMaster Sergeant is responsible for ensuring the cadetnoncommissioned officers of the Cadet Training Groupare thoroughly familiar with their duties andresponsibilities. Note: Authorized at group levelencampment only.(2) Objectives. The Cadet Command ChiefMaster Sergeant will:• Maintain and reinforce the finest idealsand performance of the NCO..• Ensure successful administration of theencampment physical fitness program..• Provide feedback to the Group Staffregarding the effectiveness of the NCO’sof the CTG.• .Provide feedback and counsel to theSquadron First Sergeants regarding theireffectiveness and performance asNCO’s. .• Relieve the Group Staff of any routineadministrative or informational tasks.• Ensure implementation of the DiningFacility SOP and efficient use of theDining Facility.• Supervise the execution of the PhysicalTraining Program..(3) Examples of Tasks:• Personally supervise the execution of thePhysical Training Program..• Reinforce the image and performance ofthe NCO at all times..• Takes notes during all GroupInspections..

Minnesota Wing ETM, 01 MAY 2002 8• Organize the CTG Volleyball Competition..• Serve as Chief Judge during the CTGVolleyball Competition..• Perform all formation/ceremony duties withflawless execution.• Assist CTS First Sergeants with organizingVolleyball Competitions.• Serve as an “adjunct” member of the Stan/EvalTeam.• Ensure that the encampment CPFT iscompleted.• Organize, brief, and conduct oversight of theCharge of Quarters (CQ) program. if no DutyOfficer position exists.Functional Group: Cadet Command Staffe. .Cadet Squadron Commander.(1) Overview. The Cadet Training SquadronCommander is responsible for the coordination, controland direction of, the encampment program within theCadet Training Squadron. This includes academic,physical fitness and general training objectives.(2) Objectives. The CTS Commander will:• Evaluate the effectiveness of the trainingwithin the Cadet Training Squadron assistFlight Staff with necessary adjustments..• Coordinate necessary support for theSquadron..• Plan the activities of the CTS in accordancewith established Group trainingrequirements..• Foster cohesiveness, teamwork and unity ofpurpose within the unit thereby creating aCadet Training Squadron..(3) Examples of Tasks:• Conduct the Squadron Training Meetings(STM) each night in order to review andevaluate the effectiveness of the training..• Participate in the selection and recognition ofoutstanding personnel at the Squadron level(Squadron Honor Cadet etc.).• Evaluate the performance of the FlightCommanders..• Evaluate the performance of the flights inorder to establish level-of-training within thesquadron..• Counsel with the Flight Commanders toassist them in organizing and preparing theirFlights’ implementation of the encampmenttraining program..• Provide leadership and guidance to the FlightCommanders to ensure a coordinated effortbetween flights under his/her command.• Conduct squadron level academic instructionto include Customs & Courtesies; UniformWear; and Honor Code at a minimum..f. Cadet Flight Commander.(1) Overview. The Flight Commander is primarilyresponsible for the direction and implementation of theencampment program to the basic cadets within the flightand his/her flight staff. The Flight Commander reportsdirectly to the Squadron Commander.(2) Objectives. The Flight Commander will:• Foster cohesiveness, teamwork and unity ofpurpose within the unit creating a CadetTraining Flight..• Complete all flight-level classes andinstruction during the encampment. Propercompletion requires that the training beheard, demonstrated, practiced, andevaluated.• Familiarize the flight members with all rulesand procedures as outlined by the CadetStandard Operating Procedure (SOP)..• Measure proficiency of all drill movementsand procedures, ensuring successfulexecution of drill competition andformation/ceremony formalities..• Adhere to all required customs andcourtesies by the basic cadets and flight staffunder his/her direction..(3) Examples of Tasks:• Ensure completion the Cadet Workbooks tosatisfy the academic requirements..• Constantly train and review memory work..• Personally conduct instruction on the propermethod of folding/rolling of the T-shirt, etc.Follow-up attempts are solidified withreinforcement..• Instruct flight members on the properexecution of reporting procedure..• Practice the Command Sequence (54commands) with the flight on a regularbasis.g. Cadet First Sergeant.(1) Overview. The Cadet First Sergeant isresponsible for ensuring that the noncommissionedofficers of the CTS are familiar with their duties andresponsibilities. The Cadet First Sergeant reports to theSquadron Commander and receives advice and instructionfrom the Cadet Command Chief Master Sergeant. TheFirst Sergeant does not exercise direct authority orsupervision over the squadron’s Flight Commanders.However, the First Sergeant will carry out the directivesand instructions of the CTS Commander.(2) Objectives. The First Sergeant will:• Maintain and reinforce the ideals andperformance of the NCO..• Implement the Cadet Training Squadronphysical fitness program..

Minnesota Wing ETM, 01 MAY 2002 9• Provide feedback to the SquadronCommander regarding the effectiveness ofthe NCO’s of the CTS..• Provide feedback and counsel to the FlightSergeants regarding their effectiveness andperformance as NCO’s. .• Relieve the Squadron Commander of anyroutine administrative or informationaltasks..(3) Examples of Tasks:• Personally execute the squadron’s morningPT routine..• Reinforce the image and performance ofthe NCO at all times..• Serve as Chief judge during the squadronvolleyball competition..• Perform all formation/ceremony dutieswith flawless execution .• Forward schedule changes foracknowledgment to all FlightCommanders.• Assist the C/CCMSgt with monitoringadherence to the Dining Facility SOP andefficient use of the Dining Facility..• Assist in the training of the FlightSergeants..h. Cadet Flight Sergeant.(1)Overview. The Flight Sergeant is directlyresponsible for the personal implementation of theencampment training program. The Flight Sergeantreports to the Flight Commander and also receives adviceand instruction from the First Sergeant and the CadetCommand Chief Master Sergeant.(2) Objectives. The Flight Sergeant will:• Implement the flight-level academic,physical fitness and training programs.• Instruct and reinforce the Cadet StandardOperating Procedures..• Satisfy the daily training goals andobjectives established by the FlightCommander..(3) Examples of Tasks.• Teach the various drill movements..• Constantly reinforce the immediate tasks athand (e.g. the right way to fold a T-shirt)..• Constantly quiz the flight members on theirassigned memory work..• Practice drill and ceremonies..• Enforce customs and courtesies (“yes sir”and “no ma’am”)..i. Element Leader.(1) Overview. The Element Leader is responsiblefor the supervision of the members of his/her/her element.The Element Leader reports directly to the FlightSergeant. The Element Leader is selected from themembership of the flight.(2) Objectives. Element Leaders will:• Implement assignments and tasks delegatedby the Flight Staff..• Assist the element members to accomplishthe mission..• Provide additional assistance and instructionto the element members having difficulty..• Personally contribute to the motivation,teamwork and esprit de corps within theelement..• To develop leadership skills within the moreadvanced basic cadets.(3) Examples of Tasks:• After the standard amount of instruction,provide an element member with firsthanddemonstration of how to make a rack..• Quiz the members of the element onmemory work..• Coordinate the barracks routine to maximizeeffectiveness..• Lead songs and/or jodies while marching toand from locations.j. Standards Specialist(1) Overview. This cadet (or cadets) isresponsible for assisting the flight for barracks anduniform inspections. Initially it may be a good idea to usea more experienced cadet in this role.(2) Objectives:• Intricate knowledge and understanding ofthe SOP as it relates to standards andinspection• Assist flight staff with barracks anduniform inspection preparation• Meet with the Inspection team during thefeedback process.(3) Examples of Tasks:• Meeting daily with Inspection team at predesignatedtime• Assisting with and coordinating barrackspreparation for inspection• Providing one-on-one assistance to cadetswho need extra instructionk. Current Events Briefer(1) Overview. The Current Events Brieferprovides the flight with a daily update of aerospace andrelated news events in the world outside of theencampment.(2) Objectives:• Receive newspaper daily from Trainingstaff• Brief flight daily on pre-selected orpertinent current events information

Minnesota Wing ETM, 01 MAY 2002 10• Review with flight members key conceptsfrom previous day’s current events toensure they are able to answer questions(3) Examples of Tasks:• Brief the flight on the day’s current eventsduring the Flight Commander’s designatedtimesl. Knowledge Specialist(1) Overview. Quizzes flight on knowledge in theSOP and any extra knowledge as required.(2) Objectives:• To relieve flight staff of constantly quizzingthe flight on knowledge• To assist slower cadets on a one-to-onebasis with required knowledge(3) Examples of Tasks:• When flight is waiting for class, in line atthe Dining Facility, or resting momentarilyquiz the flight members (with permission)on daily knowledge requirements• To memorize required daily knowledge asfar ahead of time as possible, in order to beable to teach it to other cadetsm. Guidon Bearer(1) Overview. The guidon bearer represents theflight during formations and ceremonies. He/She carriesthe flight’s standard and keeps the standard in goodcondition.(2) Objectives:• Carries the guidon, observing properprocedures; making sure it is storedcorrectly and cared for.• Always marches in the proper guidonpositioning relative to flight.• Performs correctly in Pass-In-Reviewceremony.(3) Examples of Tasks:• March with guidon during drill.• Participate in parade practices.• Master “manual of the guidon” as outlinedin AFMAN 36-2203.Functional Group: Cadet Support Staffn. Cadet Administration Officer(1) Overview. The Cadet Administration Officeris responsible for providing administrative support for theCTG. This cadet will work closely with the SeniorAdministration Officer.(2) Objectives: The Cadet Administration Officerwill:• Provide fast and efficient service foradministrative requests• Ensure a fully functional administrativearea is available and operating• Provide a full range correspondence,drafting, and other services• Examples of tasks:• Create and fulfill a list of basic officesupplies• Draft and prepare thank you letters• Draft and prepare a CTG ParticipationLetter• Design and produce graduation certificateso. Cadet Logistics Officer(1) Overview. The Cadet Logistics Officerprovides support by supplying, procuring, and trackingnecessary materials. This cadet will work closely withthe Senior Logistics Officer.(2) Objectives: The Cadet Logistics Officer will:• Design and implement a system forreceiving and filling supply requests• Track and account for all CTG property• Anticipate and fulfill logistical needs ofCTG staff• Examples of tasks:• Network with flight staff to get basic needitems for flight members (soap, sunblock,etc)• Operate a Logistics Box selling smalluniform accouterments• Issue property to CTG staff• Ensure accountability and return of allproperty issued (clipboards, radios, etc)p. Cadet Public Affairs Officer(1) Overview. The Cadet Public Affairs Officerworks continuously with the Senior Public Affairs Officerin providing public affairs products for the encampment.Unlike other Cadet Support Staff positions, the CadetPublic Affairs Officer does not only concentrate on CTGrelated matters.(2) Objectives:• To work with the Senior Public AffairsOfficer and develop a public affairs strategyand plan• To implement the public affairs plan duringthe week• Examples of tasks• Coordinate with CTG staff to get articles,quotes, etc• Take action photos of the encampment• Write articles and digests for encampmentnewsletterq. Cadet Duty Officer/NCO(1) Overview. The Cadet Duty Officer/NCOprovides assistance to all members of the Cadet SupportStaff. This cadet works closely with all support staffmembers, cadet and senior.(2) Objectives: The Duty Officer/NCO will:• Assist other staff areas when duties exceedavailable manpower

Minnesota Wing ETM, 01 MAY 2002 11• Ensure constant monitoring ofcommunications during official duty hours• Ensure proper management of CurrentEvents Briefing program.(3) Examples of tasks:• Develop a plan for 24 hours staffing ofthe Orderly Room for incomingcommunications• Develop, implement and monitor thecommunications plan for efficient radiousage• Three times daily retrieve, broadcast,and post weather conditions• Deliver daily briefing on current eventsto Current Events Briefers from eachflight NLT 0800 hours daily.• Assist other staff as requestedr. Cadet Standardization/Evaluation Officer(This description also applies to the Stan/EvalAssistant)(1) Overview. The Stan/Eval Officer, and his/herassistant, is responsible for supervising and executing theencampment’s inspection and standards programming.The Stan/Eval Team reports to the CTG ExecutiveOfficer, but works closely with the CTG DeputyCommander in setting standards. During inspections theCommand Chief Master Sergeant and the CadetLeadership Officer will serve as “adjunct” members ofthe inspection team.(2) Objectives. The Stan/Eval Team will:• In conjunction with the CTG DeputyCommander, develop specific and precisestandards for the basic cadets to meet.• Design and implement an inspectionprogram that is efficient, quantitative, andaccurate.• The education of flight staff of theappropriate standards.• Serve as a reference tool for staff withquestions about inspection standards.• Ensure standardization of drill and drillinstruction(3) Examples of Tasks:• Conduct all inspections• Meet with Stan/Eval specialists fromflights to assist them in correctingdeficiencies.• Post inspection results within one-hour ofthe conclusion of inspection.• Assist the Leadership Officer withinstructing the Pass In Review as needed.• Develop the pre and post-tests for theAcademic Excellence and measuringpurposes.• Monitor drill and drill instruction, correctdeficiencies immediately• Conduct random walk-through inspectionss. Cadet Leadership Officer(1) Overview. The Cadet Leadership Officer isresponsible for ensuring that all staff meet the uniformand behavior standards expected of staff members. Thiscadet is also charged with planning, coordinating,teaching, and execution of the Graduation Parade.During inspections this cadet will serve as an “adjunct”member of the inspection team (see Stan/Evaldescription).(2) Objectives:• Establish benchmarks to ensure mastery ofparade commands and maneuvers by staffmembers• Maintain a high level of professionalismamongst cadet staff members• Monitor flight level drill for properexecution(3) Examples of Tasks:• Create/Distribute parade script prior toencampment• Teach specific parade maneuvers• Arrange squadron and group drillcompetitions• Monitor staff rooms for compliance withStaff SOPt. Commander of the Guard(1) Overview. The Commander of the Guard isresponsible for the operation and function of the Chargeof Quarters, physical security of encampment personneland assets, and serves as the Cadet Safety Officer.Overnight supervision of the CQ staff is required of thisposition.(2) Objectives:• Establish a fair, equitable and operationalCQ system• Devise plans to safeguard the safety andwell-being of personnel• Maintain a high-level of discipline andprofessionalism amongst CQ cadets• Provide a staff presence overnight(3) Examples of Tasks:• Create a CQ roster and schedule• Establish and implement patrol, reporting,and information collection functions withinthe CQ• Develop and implement emergency plansfor fire, severe weather, and othercontingencies• Serve as the emergency point of contactovernight• Supervise the CQ staff in person andcontinue to enforce the encampmentstandards

Minnesota Wing ETM, 01 MAY 2002 122-5 Senior Staff Position Descriptions. To establish aneffective working environment, it is necessary thatrelationships between the various participants be outlined.a. Assistant Tactical Officer. An Assistant TacticalOfficer is a senior member or Phase IV cadet who mayassigned to each flight at an encampment. As with theTactical Officers, the Commandant, with the approval ofthe Commander, selects the Assistant Tactical Officer fora pool of qualified applicants. The Assistant TacticalOfficer position is often considered a training position.The Assistant Tactical Officer is responsible to theTactical Officer. Assistant Tactical Officers areresponsible for assisting the Tactical Officer in:• Safety, health and well-being of the cadets.• Training, guidance and assistance to the flightstaff.• Ensuring that the encampment training programis progressing in a satisfactory manner.b. Tactical Officer A Tactical Officer is a seniormember assigned to each flight at an encampment. TheCommandant of Cadets, with the approval of theEncampment Commander, selects tactical officers fromqualified applicants. Tactical officers are responsible tothe Commandant of Cadets at the encampment. TheTactical Officer or Assistant Tactical Officer willaccompany the flight at all times. Responsible for:• Safety, health and well-being of the cadets.• Training, guidance and assistance to the flightstaff.• Ensuring that the encampment training programis progressing in a satisfactory manner.• Training and evaluating Assistant TacticalOfficers.c. Senior Tactical Officer An experienced TacticalOfficer may be selected from each Cadet TrainingSquadron to serve as Senior Tactical Officer. In additionto responsibilities as a Tactical Officer, the SeniorTactical Officer provides guidance and assistance to theSquadron Commander and First Sergeant. He also servesas a communications channel between the Chief TacticalOfficer or Commandant and the Tactical Officers in thatsquadron.d. Chief Tactical Officer An individual withextensive Tactical Officer experience may be selected bythe Commandant to supervise the tactical staff. The dutiesinclude training and evaluating Tactical Officers andAssistant Tactical Officers. The Chief Tactical Officer isresponsible for orienting individuals selected as AssistantTactical Officers that are new to the Minnesota WingEncampment Program. The Chief Tactical Officer may bedelegated the task of conducting the daily TacticalOfficers meeting.e. Administration Officer The AdministrationOfficer is responsible for ensuring the smooth operationof all administrative matters for the encampment. Thisincludes at a minimum:• In-processing of all cadets• Distribution of all MSA’s• Completion of participation letter• Flight Rosters• Schedule distributionf. Chaplain The Encampment Chaplain serves allmembers of the encampment. Any encampmentparticipant that requests to see the Chaplain will beimmediately allowed to do so, unless safety or otherreasons make it impossible to do so. However, therequest must be honored as soon as it is possible to do so.The Chaplain shall also be responsible for arranging andmonitoring necessary religious services.g. Logistics Officer The Logistics Officer will beresponsible for the following tasks:• Arranging all transportation issues prior toencampment.• Ensuring that daily vehicle inspections arecompleted prior to opening formation.• Inventory and accounting of all CAP andUSAF property used by the encampment.• Other duties as assigned.h. Public Affairs Officer The Public Affairs Officerwill be responsible for:• Producing a daily encampment newsletter• Preparing press releases for each participant• Photography• Creation of content for websitei. Training Officer The Training Officer willensure that all areas of academic instruction are coveredand that instructors have all necessary tools. TheTraining Officer will focus on the completion of thecurriculum as outlined in CAPR 52-16. The TrainingOfficer will be responsible for generating the dailyschedule. Schedules for the following day will becompleted no later than 1500 hours the day prior. TheTraining Officer will report to the Commandant ofCadets.j. Professional Development Officer TheProfessional Development Officer will be responsible forholding either a Corporate Learning Course or aSquadron Leadership School during the encampment (orboth if time permits). In addition the Senior MemberAerospace Examination should be made available withthe appropriate resources.k. Finance Officer The Finance Officer isresponsible for holding the encampment checkbook and

Minnesota Wing ETM, 01 MAY 2002 13distributing funds in accordance with CAP regulations.The Finance Officer will also create a final financialreport at the close of the encampment for theEncampment Commander. All reimbursement requestsduring encampment are the responsibility of the FinanceOfficer.l. Medical Officer The Medical Officer isresponsible for manning the Medical Room andmonitoring the health of the encampment personnel.These duties include, but are not limited to:• Ensuring sufficient staffing of Medical Room• Educating staff on preventative medicine suchas foot care and heat illnesses.• Logging time spent in Medical Room bycadets.• Interacting with base and local medicalproviders to ensure seamless treatmentoptions.• Maintaining sufficient supply of medicalequipment.• Logging and safekeeping all medicationsbrought by cadets.• Monitoring proper usage of medications.m. Safety Officer The Safety Officer will monitortraining conditions at all times to ensure the safe andefficient conduct of training. He/She shall immediatelyreport any unsafe conditions and /or direct personnel toimmediately cease activity if a serious safety threat isposed. The Safety Officer shall also be responsible forcompliance with safety regulations, base safetyrequirements, and mishap reporting.n. Commandant of Cadets The Commandant ofCadets implements, controls, and evaluates trainingactivities for cadets.Responsible for:• Implementation of the encampment curriculumprescribed by National Headquarters andMinnesota Wing. Reference CAPR 52-16.• Selection of the encampment Tactical Staff toinclude the Chief Tactical Officer, SeniorTactical Officers, Tactical Officers andAssistant Tactical Officers.• Select the CTG Deputy Commander and anyother positions deemed necessary for theencampment, in consultation with the CTGCommander• Coordinate with encampment staff to preparestanding operating instructions to accomplishcadet training.• Organize cadet activities not prescribed byNational Headquarters.• Supervise and manage subordinate staffofficers.o. Executive Officer The CAP executive officerassists the commander in the administration of theencampment. The executive officer relieves thecommander of supervisory details and performs dutiesassigned by the commander.• The principal responsibilities of the executiveofficer are:• The proper administration of the encampmentand its personnel to include supervision of:Personnel Authorizations, Military SupportAuthorizations, and other administrativerequirements deemed necessary by thecommander.• The efficient operation of the encampment, toinclude supervision of: communications,transportation, tours, and military sponsoredactivities, and other operational responsibilitiesdeemed necessary by the commander.• In consultation with the Cadet GroupCommander, selection of the Cadet ExecutiveOfficer for the encampment.To this end, the executive officer will select, organize andsupervise a headquarters staff to accomplish these duties.p. Encampment Commander The CAPEncampment Commander is responsible for the overalladministration, operation, and training program of theencampment. In addition, the Encampment Commanderis responsible for the actions of all CAP personnelattending the encampment and their compliance with bothCAP directives and instructions issued by the installation.Responsible for:• Selection of key senior member staff at least90 days prior to encampment.• Coordinating administrative and operationalmatters with appropriate installationauthorities prior to, during the operation of,and at the close of the encampment.• Supervision of the preparation of theencampment training schedule.• Appointing and supervising staff personnel asnecessary.• Completing encampment reports described inCAPR 52-16 at the close of the encampment• The Encampment Commander may elect toadd or remove staff positions from the abovelist depending upon the needs of theencampment.If, during the encampment, neither the Wing LiaisonOfficer nor Wing Reserve Assistance Coordinator areavailable, the commander will effect direct coordinationwith the base liaison officer regarding all encampmentrequirements.

Minnesota Wing ETM, 01 MAY 2002 14

Minnesota Wing ETM, 01 MAY 2002 15Chapter ThreeENCAMPMENT MODEL3-1. Introduction. The title of this chapter may be a littleconfusing. As you read this, you may be asking whatencampments have to do with models, and why are weworried about it anyway? Probably the best example wecan give is “George.” George was the anatomical modelin a seventh grade biology class. Every time there was aquestion relating to human anatomy, George wouldliterally “spill his guts.” Seriously, George was there sothat we could see how things worked inside the humanbody without the necessity of sacrificing one of ourclassmates. He was easy to take apart, was slightly“larger than life,” and had all of his parts convenientlylabeled. He made it simpler for students to see what theparts were and how they related to each other. To helpwith understanding how encampment works, we havebuilt a model. Like George, the model is just arepresentation of what encampment is about: it definesterms, identifies the various parts, and shows how theyrelate to each other. Our model is a tool to studyencampment, find out how it works, and help you to becomfortable with it.Our encampment model has objectives, phases, and atraining plan instead of bones, a thyroid, and a brain.Like bones, objectives give structure and support to the“body;” they support encampment by giving us directionand telling us where we’re going and what we need to do.The thyroid gland regulates growth and development inthe body, just as our phases regulate or pace our trainingprogram. The training program includes the material weteach at encampment. This program is really the “brains,”containing the body of encampment knowledge. To carrythe comparison almost too far, understanding the various“organs” of our encampment model and theirrelationships is necessary if we are to “operate” ascompetent professionals at the encampment.3-2. Objectives. “It’s pretty difficult to know that you’vereached your destination if you have no idea where you’regoing.” Probably nobody will argue with this sentence;it’s just common sense. That being the case, it’simportant that YOU, as a staff member, have an idea ofour encampment “destination.” A statement ofdestination is often called a “goal,” or “objective.”Statements about how to get there are called “strategies.”Before we can begin to establish and understandobjectives for encampment — that is, to agree on wherewe’re all headed as the Cadet Training Group, itsprobably worthwhile to have a short discussion on whatobjectives are, and how to build them.Our “destination,” at encampment is where we’re headedwith our training... what it is we’re trying to accomplishthrough our training. Another way of looking at this ideais to define the results of our training. The difference isan important one. If we look at what we’re trying toaccomplish, we might ask, “Did we follow all the steps?Have we covered all the bases? (Did I teach the class?Did I inspect the barracks?)” If we look at the results, weask, “Did the cadets get their workbooks completedcorrectly? Can the flight execute a column maneuvercorrectly? Did they learn the basic concepts in the classthat I taught? Do they know how to make a rack (Andcan they show me?).” One kind of objective focuses onwhat the staff is supposed to do. The other on the skillsand knowledge the cadets take with them fromencampment. Since the most important part ofencampment is what the basic cadet accomplishes, let’sdevelop our objectives according to the second idea.Notice that when we asked ourselves questions about thecadets’ accomplishments, we asked about things that thecadets could do as a result of their participation intraining. Our objectives should be phrased in the form ofa statement that tells what a cadet can do (or do better) asa result of training. This statement should describesomething that we can see, and if possible, measure (sothat we know how much learning took place). Words like“describe, demonstrate, perform, make, and recite,”should be used rather than words like “know, learn, ‘beaware of,’ or ‘be familiar with.’ “ (How do we know if acadet “is familiar with the SOP”? We ask her questionsabout specific points, and she answers them. Theobjective then should include “be able to answerquestions about...”) Psychologists and teachers call thiskind of objective a “behavioral objective”, because itdescribes an observable, measurable behavior we wouldlike the individual to be able to do as a result of training.As you will see, it is not always possible to define anobjective that describes the particular result that we aretrying to achieve. For example, if our training missionwere “to have the cadets learn the multiplication tables”, areasonable objective might be:“At the end of training, the cadets will be able to performmultiplication of any two given single digit numbers,arriving at the correct product.”This is a clear, complete statement of what we expect thecadets to be able to do, including a measurement(“arriving at the correct product.”) But what is a goodbehavioral objective for the training goal: “To developesprit de corps in the flight, develop a sense of flightidentity, and flight interdependence”? You can see it isdifficult to define the behavior “interdependence,” or“esprit de corps.” We have difficulty in watching peopledo “esprit de corps!” We know when they have it

Minnesota Wing ETM, 01 MAY 2002 16however, because we have learned that people in a groupwith “esprit” will behave in certain ways: they will helpone another voluntarily, they will take responsibility forthe group as well as themselves (picking up the barrackswhen not assigned to do so, cheering for their teammatesin a volleyball game), they will spontaneously begin tomake NOISE (jodies, etc.) in the barracks. We may notbe able to observe “esprit de corps” as a behavior, butthere are things that we can watch people do that will tellus they have it. These things are called “indicatorbehaviors” behaviors which we can observe, and whichthrough experience, we have learned are indicative, ordemonstrate that an individual has achieved a certaintraining objective.It should be clear now that objectives are importantbecause they tell us what we are to accomplish and alsogive us an idea of how to tell if it has been accomplished.Objectives establish the basic framework for our model.They help us to decide what things need to be done inorder to accomplish our mission effectively. In the caseof encampment, objectives define the behaviors weexpect from the cadets as a result of our training program.They help us to set training strategies or plans, and tomake all of the day-to-day decisions necessary in carryingout our training mission.The encampment provides a real challenge in terms ofobjectives however: trying to define them! It seems thatthere are countless opinions about what encampment isfor, what training is most important, what should betaught when, and so on. The reason for this is thatencampment trains on many different levels, and withmany different objectives. At this point then, rather thantrying to provide you with an exhaustive list ofobjectives, it might be more productive to understand thekinds of objectives that there are at encampment to helpyou in creating your own list. This process of defining ordiscovering objectives and then determining andimplementing strategies to accomplish them is really whatyour job as a staff member at encampment is all about.Let’s begin to build our model (or establish yourreference for decision making) by looking at the kinds ofobjectives at encampment.a. Encampment Skills Objectives. The first groupor category of objectives we need to understand relates tothose things we expect cadets to be able to do to succeedin the encampment environment. We provide a detailedset of behaviors (things to do) for cadets in the BasicCadet Standard Operating Procedure (SOP). The SOP,along with the Cadet Program Regulation (CAPR 52-16),the Uniform Regulation (CAPM 39-1), the Drill &Ceremonies Manual AFMAN 36-2203, and the Beyondtextbook provides the specific information about what weexpect a cadet to do and to a great degree, how it is to bedone. Although we’re calling this category “encampmentskills,” many of these objectives also relate to a cadet’sregular training at his/her home unit; some are ratherunique to encampment. As examples, objectives in thiscategory will relate to:(1) Performance of drill and ceremonies precisely, andin accordance with definitions and proceduresoutlined in AFRMAN 36-2203 and theencampment SOP.(2) Maintaining individual quarters and gear inaccordance with the encampment SOP.(3) Behaving with proper decorum in accordance withthe SOP in the dining hall.(3) Wearing the CAP uniform in accordance withCAPM 39-1.(4) Participating in encampment activities on time andin proper uniform.(5) Attending academic classes at the encampment.(6) Learning (and being able to demonstrate thatlearning) the material presented in those classes.The list above is intended to give you an idea of whatbehaviors and objectives fall into this category, not tolimit your thinking or ideas about the category.Please note that behaviors relating to the EncampmentSkills objectives can be easily observed and measured,and that this evaluation can take place during theencampment itself. As an example, standing at theposition of attention is very clearly defined in AFMAN36-2203 and any staff member (or other cadet for thatmatter), can observe someone standing at attention andcriticize his/her performance against the publishedstandard. One of the individual skills we are trying toteach is “attention to detail.” Again an example: the cadetis expected to arrange his/her personal equipmentaccording to the encampment SOP. While the concept of“attention to detail” may be difficult to observe ormeasure, we can easily and objectively measure theresults of his/her effort at maintaining his/her equipmentwith the published standard. This “indicator behavior”(careful arrangement of equipment in drawers, buttons allfastened, hangars equally spaced, etc.) tells us how wellthe cadet has achieved the objective of paying “attentionto detail.” Perhaps encampment skills can best be definedas those behaviors that define the daily individual routineof the cadet at encampment.b. Flight Objectives. This category of objectivesincludes behaviors having to do with the flight as a groupof individuals who relate to, respect, and depend on oneanother. These objectives can be thought of as describingthe results of the process where the individuals in theflight get to know, respect, and relate to each other asmembers of the same team. Esprit de corps, teamwork,loyalty to the group, and interdependence are allexamples of the results of meeting flight objectives.It’s easy to set flight objectives and then assume that theyare being met at encampment. It’s more difficult tomeasure and assess their achievement objectively. Asthere is no standard scale for “teamwork” or “group

Minnesota Wing ETM, 01 MAY 2002 17interdependence,” we have to rely on the indicatorbehaviors we spoke of earlier to help make evaluationsabout how well the members of the flight are doing atforming a good, cooperative group. We mentioned someexamples of these behaviors earlier when the topic ofindicator behaviors was introduced: voluntary orspontaneous cooperation during FTA time, and evenspontaneous singing while drilling. Staff members willwant to look for indicators of pride, high morale, andrespect between members of the flight in assessing flightobjectives.The important thing to know about flight objectives andtheir indicator behaviors is that the identity of the groupmust come from within the flight itself as a result of theindividual cadets’ experience in our training program.The point here is that these objectives cannot be “forced”by the flight training staff. The objectives will be met asa result of the cadets’ feelings of accomplishment andpride in their flight as they become more and moreproficient in the tasks associated with encampmentobjectives and are recognized for their achievement.Flight objectives cannot be met by having the flighttraining staff “order” the flight to become a team.c. Personal Objectives. The last category ofobjectives we will consider is probably the mostimportant. Personal objectives are those which refer tothe personal skills and techniques a person acquires at theencampment which contribute toward his/her or her owndevelopment. Included in this list would be selfconfidence,self-reliance, and a better self-image. Thereason that we say these are the most important is thatachieving these objectives makes a contribution to theperson himself and offers something of value that thecadet can not only “take home” from encampment, butfrom CAP as well. Encampment offers a uniqueopportunity for meeting a challenge and growingpersonally. Creating an environment that calls for a greatdeal of effort from the cadets, but in which “reaching forthat goal” can be accomplished with safety (psychologicalas well as physical), in which the cadets have the supportof the staff and more importantly their peers, and inwhich there is a high probability of achieving success, isour job in preparing the cadets to meet their “personalobjectives” at encampment.Assessing and measuring achievement of personalobjectives is a job that is really beyond what we can do atencampment. Real, valid measure of an individual’spersonal growth is a job for professionals. What we cando however, as staff members is to be alert to thebehaviors of the cadets in the flights. We need to look forindications of attitude; think about how we expect a cadetwith a good attitude to behave at encampment. Weexpect cadets to try very hard to succeed; we expect themto be courteous and carry themselves with good militarybearing; as time goes on, we expect them to be happy intheir flights; we expect enthusiasm. These indications ofgood attitude mean that we have built an environment thatwill help the cadets “grow in themselves,” achieving theirpersonal objectives. Where we don’t see indications of apositive attitude, serious attention needs to be given to thetraining methods or program in the flight, or perhaps forthe individual affected.d. Definition of Encampment Objectives. We saidearlier that it might be more useful to define categories ofobjectives than to just make a list. There are really tworeasons for this. One is that trying to create such a listwould take too much space in this manual; there areliterally hundreds and hundreds of objectives we try tomeet at encampment. The other reason is that not everybasic cadet or staff member’s “list of objectives” will bethe same from encampment to encampment. For thesereasons, defining objectives and devising andimplementing strategies to accomplish them is notsomething that can be accomplished here in a manual.These tasks fall on the individual flight training staffs atencampment. What we have tried to do in this section isto provide the background necessary to define thoseobjectives, and to give you ideas about how to actuallycreate them. Flight training staffs are encouraged todevelop and revise their own objectives before and duringthe actual encampment. The Squadron Commander andSquadron Training Meetings are excellent resources forthis process.3-3. Program of Instruction. The training program atencampment includes material in three different areas:Academics, Encampment Skills Instruction, and PersonalDevelopment and Counseling. Most of the objectives wecan define for encampment will be based on materialfound in the training program. This is to say that the jobof the flight training staff is to set their own specificobjectives as they determine how and when the materialin the training program is to be presented to their flight.The training program defines what we need to do—setting objectives describes how we are going to do it.a. Academic Instruction. These include mostformal (classroom) material presented to the basic cadetsas required by CAPR 52-16. This would include materialon the CAP-USAF Relationship, the functions of an AirForce Base, (i.e. tours, briefings, and orientations by hostbase personnel), the CAP Emergency Services mission,etc. We expect that all of the material in this area of thetraining program will be presented by lecture, seminar, orwhere appropriate briefing/tour. We will evaluate thebasic cadets learning of material in this area throughwritten and oral tests and quizzes.b. Encampment Skills Instruction. These are skillsthat are closely related to the Encampment Objectives wetalked about in the previous section. The primary sourcesfor this material are the encampment Standard OperatingProcedures and AFMAN 36-2203. This area includesboth formal instruction and “barracks practice” (or “drillfield practice”, for that matter), of the things we expectcadets to DO to succeed at encampment. Evaluation in

Minnesota Wing ETM, 01 MAY 2002 18this area will be accomplished through written and oralquizzes, “spot checks” and inspections.c. Personal Development and Counseling. Theseare areas of the encampment training program devoted tothe individual cadet, his/her character, and maturation.Any counseling, guidance, or personal instruction givento the basic cadets will fall into this area. Included in thisarea would be seminars on Attitude and Discipline, theCadet Honor Code, etc. In addition, any individual workby the Tactical Officer or other staff members with anindividual cadet that contribute to his/her or her personalgrowth would be included in this area. Evaluation in thisarea is very difficult. As mentioned earlier, measuringthe growth and maturation of an individual is verydifficult and requires professional skills. We can provideinstruction here, but aside from certain indicators,evaluation is simply not possible for the most part.d. Encampment Training Program. The actualcontent of the training program may vary fromencampment to encampment. Cadet Training Squadroncommanders are responsible for defining the trainingprogram for their flight commanders and working withthem to develop objectives, specific plans, and schedulesto implement the program within their squadrons.3-4. Training Phases. The last part of our model ofencampment describes the order or sequence in whichtraining takes place. By now you should have a goodidea of what kinds of objectives we try to accomplish atencampment, and what areas of instruction we try tocover. The framework that holds these pieces together isa phased training schedule. In this section, the wordschedule doesn’t mean a specific list of dates and timesthat things are to take place, but rather a definition of therelative order in which things happen. A “phase” is a setof objectives, instructional areas, and training techniquesthat are grouped together according to the way in whichthey will be presented to the flight. This order isimportant because it helps to make sure that the cadets atencampment have all of the “pieces” they need to “build”a successful encampment experience. Just as we cannotstart to put the roof on a house before it has a foundation,nor paint on the walls before there are walls, we have topresent our classes and challenges to the basic cadets atencampment in careful order.For purposes of this discussion, the ORDER of phases isimportant, the timing is not. This means that it is notcritical how long each phase takes, (remembering that weonly have a week or so to cover all of them). We shouldnot expect to complete the first phase no later than theend of the first day, the second phase by the end of thesecond day, and so on. Different groups, or evendifferent individuals within a group, will learn at differentrates and progress at different paces. The phasing of ourprogram will vary then from flight to flight and perhapseven from element to element within the flight. Keepingin mind the “flexibility” necessary in our phases, let’stake a look at what they are and why we’ve defined themthat way.To draw once more on the image of building our house,we can think of our training as needing a goodfoundation, some structure to hold it together, someprotection from the elements, and decorating andlandscaping to help the new owners feel “at home” andproud of their home. Our phases follow along the sameidea as this “plan.” We have four training phases atencampment, pictured here:Another way of looking at our phases parallels an oldprinciple of training:Tell ‘em what you’re gonna tell ‘em...Tell ‘emand Tell ‘em what you told ‘em.This means that we need to explain what our trainingprogram is about, present the material, and then be surethat each cadet understands the material presented. Ourphase one corresponds to “Tell ‘em what you’re gonnatell ‘em, phases two and three to “Tell ‘em,” and phasefour to “Tell ‘em what you told ‘em.”a. Phase I - Introduction. The introduction toencampment is where we “lay the foundation” for thebasic cadet’s successful experience. There are two partsto the introduction: the first is a careful explanation ofwhat the cadet will be expected to learn and accomplish;the second is having individual cadets make a personalcommitment to actually reach the goals set for them.Both of these parts are necessary. The explanations areimportant for the reasons we outlined in our discussionabout objectives: “you have to know where you’re goingif you’re ever going to get there.” The personalcommitment is important because if the encampment is tobe successful for the individual, he or she must besuccessful because of an individual commitment. Thestaff cannot “carry” a basic cadet to his or her ownsuccess.Staff members should be aware that the expectations or“goals” set for the basic cadets during the introductioninclude mostly general statements of encampment skillsand simple flight objectives that the cadets are expectedto accomplish. Note that they are given, and commit to,only things that we believe they can actually accomplishwhile at encampment. In this way everyone begins withcommon ideas about what we will be doing and expectedto accomplish over the course of the encampment.The introductory phase of training has the most clearlydefined “boundaries.” That is, it has a very specificstarting and ending point. The introductory phase beginsas soon as possible after a basic cadet arrives atencampment, and concludes with the end of the briefingand the signing of the cadet’s personal commitmentstatement.

Minnesota Wing ETM, 01 MAY 2002 19b. Phase II - Primary Training. Once theintroduction is completed, the flight training staff beginsinstruction and training in areas included in“Encampment Skills” objectives. The flight commanderand the flight sergeant become the primary instructors forthe flight during this primary training. The Flight Staffprovides most of the classroom, barracks, and drill fieldinstruction for the flight; sets performance standards andprovides feedback to the members of the flight, and to theflight as a whole. This will be the primary source ofmotivation for the flight and its members during theprimary training.There is a great deal of information and a large number ofskills to be developed during this phase of training. Forthis reason, the flight training staff will usually create anatmosphere of tension or stress as the trainingenvironment for the flight. This subject is discussed morethoroughly in Chapter 4, “Training.” The important thingto remember about this phase is not the stress or“pressure” that characterize the training however, but thefact that the flight training staff, especially the flightcommander and flight sergeant are the primary instructorsand motivators for the flight.Primary training begins immediately after theintroductory phase is concluded; hopefully within an hourof the time a basic cadet arrives at encampment. Thisphase will continue, to some degree, almost to the end ofThe flight becomes the most important source ofmotivation and direction for its members. To besuccessful, the flight must adopt the training goals ofencampment as its own and strive, as an organization, tomeet them. The job of the flight training staff during thisphase of training is to guide the flight both as a whole,and through the emerging basic cadet leaders within.The Flight Staff builds on the flight’s internal strengths,and supports it as it works as an organization to overcomeits weaknesses. It is important to recognize thatsecondary training is dependent on the flight recognizingitself as a whole. The flight training staff must guardagainst individual members being excluded from thegroup. The “wholeness” of the flight and sharedresponsibility by its members must be emphasized duringthis phase.If the flight training staff has been successful in givingthe flight a good foundation, and has helped the flightmembers to master the encampment skills in the StandardOperating Procedure, individual members of the flightwill begin to feel competent. Flight members will not feelthat they are “doomed to a week of misery,” but ratherthat they CAN meet the challenges presented to them andachieve the goals set for them at the introductory briefing.This foundation and attitude of competency can benurtured to grow into a sense of pride in the flight asmembers begin to respect the skills and competencies ofothers and share their talents in support of one another.Figure 3-1. Encampment Training Phasesthe encampment exercise, because there will probablyalways be some portion of the training or instruction forwhich the flight training staff is the primary instructor ormotivator. The diagram in Figure 3-1 shows this byhaving the segment called Phase II continue (although insmaller and smaller measure) all the way through the midportionof encampment.c. Phase III - Secondary Training. Secondarytraining is directed and motivated by the flight as a whole.When the members of the flight have achieved asatisfactory level of individual mastery of encampmentskills the flight training staff has taken an opportunity tobegin to foster an organizational pride and identity in theflight, the process of secondary training begins.The diagram in Figure 3-1 shows phases II and III of theprogram overlapping. This is because the transition from“staff directed” (external) to “member directed” (internal)

Minnesota Wing ETM, 01 MAY 2002 20training does not happen at one specific time. Rememberthat before phase 3 training can take place, twoimportant things must have happened. First, individualmembers of the flight must have mastered a particularskill (at least to a satisfactory level). Second, membersof the flight must have begun to recognize the masteryand competency of other members of their flight. Youshould note, as we mentioned earlier, not all members ofthe flight will learn and achieve at the same rate. Doesthis mean that all members must master the trainingprogram before phase 3 training takes place? Absolutelynot! When enough cadets have mastered a task or skillthat they can share it with the flight, they should beencouraged to do so. “Rack-making teams” are a goodexample of a “core” of competent cadets within the flightsharing their skills in this way. Ideally, these teams will“spring up” of their own accord within the flight, butpractically speaking, the flight training staff may need to“nudge” them into being. Also of note is that at sometime during the third phase of training, the motivation anddirection that comes from within the flight may not becorrect or sufficient. It may happen that the flight as awhole becomes over-confident and “cocky” or perhapsunder-confident and discouraged. In these situations, theflight training staff must assume responsibility formotivation and direction for the training of the flight, getthings back on course, and hopefully return responsibilityto the flight when it is again ready. This interplaybetween phases II and III is the reason for the overlap inthe diagram. You should notice though that our goal is tohave mostly phase 3 training (training that is motivatedand directed internally, by the flight itself) going on bythe end of the encampment exercise.d. Phase IV - Summary. The last phase of trainingconsists of the Parade, Graduation and a debriefing. Thepurpose of the summary phase of training is to create anintense and positive feeling of accomplishment and highself-esteem within the individual members of the flight byreviewing their specific accomplishments. We do this bytaking into consideration the goals that were set for themduring the introduction at he beginning of encampment.The timing of this review is important, because we aretrying to create a link for the cadets between their positivefeelings and their specific knowledge of what they haveaccomplished. We are trying to get them not only to feelgood and proud, but also to know why they feel good andwhat they are proud of. This linking will serve to makesure that the cadets remember the lessons they learned atencampment for a long time, and that they are able to putthose encampment skills to use at their home units. Ofcourse, we must remind the cadet that encampment andtheir home unit are different entities that operate ondifferent levels. What works at encampment may not beappropriate for a squadron. However, the skills theylearned as members of a group, and the things theylearned about themselves as individuals can be put togood use in their home squadrons and their lives ingeneral.The key to the summary phase is the flight leveldebriefing. The briefing should be conducted by theflight commander, and should include specific instanceswhere the members of the flight and the flight as a wholewere successful in meeting the goals laid out in theintroductory briefing. Recognition of specificachievements or contributions of individuals, and thehighlights of the flight’s growth and achievement as agroup is important. The goal of this briefing is to ensurethat each member of the flight understands what he or shelearned and accomplished at encampment. The guidelinefor this discussion is the commitment that each cadetmade at the beginning of encampment. The result of thisdiscussion should be a specific understanding of how thatcommitment was met.3-5. Summary. This model is designed to help the staffunderstand the encampment’s purpose, how the process isstructured, the training’s content, and how we go aboutputting all the pieces together. We began with George,talking about bones, brains, and a thyroid. There is oneimportant organ that we’ve not mentioned in ourdiscussion. The dedicated staff members who make ittheir primary duty and responsibility to assure thepersonal growth and development of the basic cadets whocome to encampment in Minnesota Wing represent thisorgan in our model. This organ is the one that keepseverything alive, keeps everything moving, and circulatesenthusiasm and experience, the life’s blood ofencampment to every part of our “body,” to everyindividual cadet in attendance. Our staff is the heart ofencampment.

Minnesota Wing ETM, 01 MAY 2002 21Chapter FourTRAINING“The reason for problems is to overcome them. Why, that’s the very nature of man… to press past limits, to provehis/her freedom. It isn’t the challenge that faces us, that determines who we are or what we are to become, but the waywe meet the challenge, whether we toss a match at the wreck, or work our way through.”-Richard BachNothing by Chance4-1. General. Encampment can be the one of the mostsignificant, worthwhile training experience in a CAPcadet’s career. Training is what encampment is about.Each person at encampment is constantly learning andteaching. The basic cadet relies on his/her flighttraining staff to provide him with guidance anddirection to help him or her meet the goal of achievinga meaningful, worthwhile, and fulfilling encampmentexperience. At the same time he or she offers andcontributes something of him or herself to the trainingexercise. In the same way, each staff must learn asmuch as he or she possibly can, and even moreimportantly, must offer the highest quality of trainingpossible to everyone, subordinates and superiors alike.Training in CAP is a unique situation. As the Air ForceAuxiliary, we follow certain customs and courtesiesthat have evolved from the military. We wear amilitary uniform and have the military’s respect fordiscipline, image, bearing, and attitudes. By the sametoken, we are NOT in the service. We have noLEGAL right to enforce our orders; our subordinatesare volunteers. This makes the responsibility ofleadership and training in CAP an even biggerchallenge than it is in the military service. Theeffective CAP leader must have the respect and“followership” of his/her subordinates, or he simplycannot succeed at his/her task.In training the basic cadets, staff members need toremember that we do not tolerate inconsiderate drivingof subordinates, making arbitrary decisions, orforgetting that importance of the contribution that eachperson on the team makes. As staff members, wecannot fall victim to the feeling of self-importance thatcomes with responsibility in this organization. Often,staff members forget that to serve and trainthe basic cadets is their purpose, instead of theother way around. Sometimes, in satisfying our ownneeds, we neglect the needs of our subordinates andfellow volunteers. Avoiding these pitfalls allows us toaccomplish our mission at encampment. Our authorityas staff members comes directly from the courtesy andrespect of the basic cadets. That respect accorded usmust be a reflection of the way we treat the cadets.Staff members should always remember that people donot join CAP to have their feelings hurt or to have theiregos abused. To train cadets effectively we mustdeserve their trust, their confidence, and their respect.4-2. Training Methodology. Different trainingmethods are used at encampment depending on thematerial presented. Classroom instruction, laboratoryand field exercises, and even discussions while on a buscan be training. Before discussing how we actuallyimplement training though, let’s first investigate someof the tools or methods we have available to us.a. Reinforcement and Punishment.Reinforcement is an increase in a desired behaviorwhen the behavior is immediately followed by aconsequence that may be positive or negative.Punishment is a decrease in an undesired behaviorwhen the behavior is immediately followed by anegative consequence. Reinforcement and punishmentare tools we can use in order to manage a person’sbehavior. There are positive and negative ways toapply both reinforcement and punishment. The chart inFigure 4.1 gives examples of this.ReinforcementPunishmentPositive(presenting to thecadet)• Present verbal praise(desired) for doinggood work (desiredbehavior)• Present grounding(undesired) for violatingcurfew (undesiredbehavior)Negative(removing from thecadet)• Seat belt buzzer turnsoff (the buzzer beingon is undesired) whenyou put your seat belton (the behavior wedesire)• Remove televisionprivileges (undesired)for not cleaning room(desired behavior)Figure 4.1 Positive/Negative Reinforcement &Punishment

Minnesota Wing ETM, 01 MAY 2002 22The first method is known as positive reinforcement.This is doing something that the individual findspleasant or desirable when he or she begins to exhibitthe desired behavior (doing what we want him/her todo). This reinforcing act may be telling someone theydid a good job, or may mean we award her honor cadetfor the flightNegative reinforcement is removing somethingunpleasant or undesirable once the cadet begins toexhibit the desired behavior. In any case, we use atencampment to teach people to DO something, toencourage a certain behavior or action. For example,the engineers that designed your car desire that youwear your seatbelt. Hence the engineers installed anannoying buzzer that does not turn off until you putyour seatbelt on. This is negative reinforcementbecause the engineers are removing something (thebuzzer) ONCE you do the desired behavior (puttingyour seatbelt on).Another tool we have available is punishment.Punishment can be positive or negative, likereinforcement can also be. Positive punishment isdoing or presenting something unpleasant orundesirable when a person exhibits an undesiredbehavior. For example, a parent may ground their childwhen the cadet comes home after curfew. Thegrounding is an undesired consequence because thechild performed an undesired behavior (coming homelate). The other side to this coin is negativepunishment. This is removing something the individualfinds pleasant or desirable once the person exhibits anundesired behavior. For example, a parent may takeaway television privileges from a child because thechild has not cleaned his room. Watching television issomething the child desires, and failing to clean hisroom is an undesired behavior.Most of us remember an unpleasant experience or twofrom our childhood when we were caught doingsomething our parents didn’t want us to. Theypunished us to make us stop doing what they didn’twant us to do. The important difference betweenreinforcement and punishment is that reinforcementhelps people to learn or continue TO DO things.Punishment, on the other hand, teaches people to stopdoing things, or NOT TO DO them. Our best toolremains reinforcement because our greatest concernlies in getting basic cadets to execute theirresponsibilities correctly.Remember that the major differences between positiveand negative reinforcement are that positivereinforcement is usually pleasant, negative is usuallyunpleasant. Furthermore we give positivereinforcement when a desired action or behavioroccurs, and negative reinforcement is removed once adesired action or behavior occurs. To help youunderstand these concepts here are two examples:The first involves a situation where a cadet is trying forthe first time to make her rack. The class has just beencompleted, and the cadet was paying very closeattention to the instruction. With a little bit of practiceshe has been able to make very good hospital corners,and although some work on the collar is still needed, therack is much better than would be expected for the firstattempt. The flight sergeant notices the work on therack and the unexpectedly good results. Seeing anopportunity for the cadet to share her skill, the flightsergeant calls the cadets from the neighboring rooms tolook at the rack, noting especially the superior hospitalcorners. He asks the cadet who made the rack toexplain and demonstrate how she made the rack. TheFlight Sergeant complements her work and encouragesher to share her skills.The second example involves a cadet who is havingdifficulty in getting his/her locker in order. The cadetattended the class taught by the flight commander thefirst day, and the flight sergeant and Tactical Officerhave both reviewed the SOP with this cadet to be surehe understands what is expected of him. Satisfied thatthe cadet understands the importance of putting his/herlocker in order, the flight commander and flight sergeantdecide on a plan of action. First they call the cadet intothe flight commander’s room and tell him in no uncertainterms that he needs to comply with the SOP in puttinghis/her locker in order. They give him a period of time todo so, promising him “close supervision” in performingthis task if he cannot do it on his/her own. As soon asthe time is up, the flight sergeant comes into the cadet’sroom and inspects the locker. Assuming it is notsatisfactory (if it were, the process would stop here), theflight sergeant proceeds to direct the cadet firmly anddirectly, step by step in cleaning and arranging his/herlocker. The cadet does not enjoy nor appreciate thisspecial attention. In an effort to reduce the “pressure”he feels the cadet decides to keep his/her locker ininspection order.In the first example, we see the flight sergeant usepositive reinforcement to make the cadet feel goodabout the work she has done and encourages her to domore of the same. In the second example, we see theflight sergeant use negative reinforcement because thecadet wanted to avoid more “special attention” whichhe found unpleasant, and decided to keep his lockerstraight. Notice that in both cases, the cadets wereurged TO DO something. In the second caseespecially, the cadet was not punished for a messylocker. Instead he was provided with an incentive tomeet the standards of the SOP. The emphasis was ondoing what was needed, not stopping what wasn’t.That last point is an important one. Often times in atraining situation, we will want to stop one behavior oraction so that we can begin something more desirable.The tendency is to stop the undesired behavior,

Minnesota Wing ETM, 01 MAY 2002 23horseplay in the barracks might be an example, throughpunishment and then begin instruction followed withreinforcement of the concepts taught. In practice, thiswould teach the cadets what not to do, then teach themto do something else, and then reinforce them whenthey do the new activity. A better use of the time mightbe to skip the first lesson and move right to the second.In other words, it is probably better to substitute adesirable activity for an undesirable one and reinforcethe new behavior instead of punishing and then startinga new behavior. In the case of the horseplay example,perhaps the energy of the cadets could be betterinvested in polishing the hallway floors, by havingsomeone sit on a blanket and dragging it across thehallway floor. This substitution would need to behandled well, as the cadets should not perceive that weare substituting a less interesting or pleasant activity forthe behavior we want stopped. We don’t want them tofeel punished.Staff members need to be constantly sensitive to whatthe cadets in their charge are doing and take everyopportunity to reinforce behaviors that meet the goalsset for the cadets during the introduction. Thereinforcement may be positive or negative, dependingon the situation, but the individual staff member muststay focused on those goals and reinforcing behaviorsthat meet them.b. Performance Measurement and Standards.Another tool we use in structuring and implementingthe encampment training process is performancestandards. Performance standards specify how well weexpect someone to perform a given task or behavior. Ifwe are going to have standards, we must have someway to measure performance. In academicsperformance measures are often called tests, and ourmeasure is how many questions a cadet answerscorrectly. Performance standards are often specified astest scores. For example a passing score is 70% or an“A” is 92% or better. At encampment, we areinterested in teaching people to do things, and to dothem well, so performance standards are important.Examples of performance measures and standards atencampment might be:We expect the wing patch to be sewn on the left sleevewithin 1/32" of the correct location. We could call within1/32" equal to 100% performance. If the cadets’ patchwere within 1/16 inch, or twice the amount allowed, wecould call that 50% performance, and so on.On the drill field, we might have the flight execute aseries of flanking movements. Having all flight memberspivot together, exactly 90°, and in the correct place, wecould call 100% performance. If only three-quarters ofthe flight executed the movement correctly, we could callthat 75% performance for the flight.In the example above, if we called the movement 10times and it was executed correctly six times, we couldcall that performance 60%.If we were inspecting a room, we could look for the rackto be exactly 6" from the wall, or we could look for allracks in a barracks to be 6" from the wall. If we foundone rack out of twenty to be three inches from the wall,and all others were at 6", we could say that one rackwas placed with a performance of 50% (an error of threeinches out of six), we could also say that the flight hadan overall performance of 95% — one rack in twentywas in error.From these examples, you can see that there are manydifferent ways to measure performance. In discussingperformance we will try to refer to goals and measureson a percentage basis. This way we can talkconsistently about performance and standards. Staffmembers need to be sure that they understand what thepercentage represents in each case and whether theperformance of an individual or a group is beingdiscussed. Squadron commanders will discussperformance measures and standards with the flighttraining staffs at squadron training meetings.c. Stress. A psychologist named Malmoconducted a study to see if there was any relationshipbetween someone’s level of arousal or anxiety and theirability to perform a given task. The results of his/herstudy are shown in Figure 4-1. Consider the far leftside of the horizontal axis, titled “Level of Arousal-Anxiety” to represent someone who is sound asleep.Notice their ability to perform is almost zero. Peoplewho are asleep cannot perform tasks they are asked todo. At the other extreme of the axis is the wordPerformanceOptimalPerformanceAsleep Level of Arousal-Anxiety TerrifiedFigure 4-1. Malmo’s Study

Minnesota Wing ETM, 01 MAY 2002 24“Terrified.” Imagine someone trapped in a burninghouse or a car in front of an oncoming train. Someonein that situation would probably not be very good atsolving equations or painting a picture. What we canconclude from Malmo’s study is that there is some levelof arousal or awakeness necessary for someone toperform a task. There is a best or optimal level wherethe best performance will be achieved.At encampment, we have many specific behaviors andtasks to teach basic cadets in a very short time.Remember that Encampment Skills need to be taughtearly in the week because the performance of thoseskills, both by individuals and by the flights as a whole,lays the foundation for the group and individual workthat lead to the accomplishment of flight and personalobjectives. In other words, we use encampment skillslike drill, barracks maintenance, and uniforminspections to create an environment where the cadetscan learn about the effectiveness of teamwork anddevelop their own self esteem. To teach these skills ina short time, we must establish some level of arousal oranxiety to get the cadets to perform at their best level.In the military, “pressure training” or “stress training”is used during basic training to teach recruits manyskills in a short time. This environment also teachespeople to follow orders and respond to superiorsquickly without question. At encampment, we haveadopted some of the military’s methodology to teachnecessary skills quickly. In implementing this traininghowever, it is critical that the staff remember that wedeal with Civil Air Patrol cadets, not military recruits.We must keep in mind that the cadets are volunteersand we depend on their respect rather than law to havethem follow and learn from us. Remember it ispossible to have too much stress, anxiety, or pressure ina given training situation, and that cadets will be just asunable to perform in this case as if there was notenough pressure, maybe even more so! We willdiscuss the use of stress in the next section,Implementation of Training.d. Specific Performance. Performance of a taskby an individual is dependent on two things: motivationor desire and ability. Someone may want very badly toget to the other side of a river, yet lack the ability toswim. In that case, it doesn’t matter how much theywant to get to the other side because without taking araft or boat they’ll probably never get there alive. Onthe other hand, you may be the world’s greatestgymnast, but if you don’t want to compete in theOlympics you probably won’t win any gold medalsthere. For our training at encampment to be successful,the basic cadets must accomplish certain tasks andachieve certain levels of competence. They cannot passthe group inspection without the knowledge and abilityto clean the barracks and arrange their gear anduniforms. They cannot win the group drill competitionwithout the knowledge, ability, and practice of drillmovements in the Drill & Ceremonies Manual AFMAN36-2203. Staff must remember to enable the cadets atencampment to be successful. We must train anddevelop their abilities, and we must motivate them touse those abilities once they have achieved them.e. Motivation. Motivation is the property ofcreating a need or desire within an individual. Theexistence of motivation implies that there is a need or a“hole” that needs to be filled within us. There areseveral tools you have to create or foster this need insomeone:(1) Tension or Concern - This will help increating motivation providing it exists only to areasonable degree. Too much tension may take awaysome of the person’s learning energy.(2) Feeling Tone - This is an expression used todescribe the feeling or mood developed during thelearning process. A moderate amount of pleasant orunpleasant feeling tone will increase motivation, whilean excessive amount may decrease it. The completeabsence of feeling tone or very neutral feeling tonestends to decrease motivation.(3) Interest - The more interest we can generate,the more will be learned.(4) Success - Unsuccessful effort, or taskswhich are too difficult, are not motivating. Success andthe right degree of difficulty will increase motivation.(5) Knowledge of results - The more specificfeedback you give your students on their performance,the more motivation should increase.The abilities to train and motivate effectively are thekey to being an effective staff member. Rememberreinforce always and punish only when necessary. Sethigh standards and then measure the performance,using an appropriate level of stress. Motivate thecadets to perform and allow their specific performanceto shine. As you progress through the encampment,your ability to use the tools discussed in this sectionwill determine your success and more importantly, thesuccess of the basic cadets in your charge.4-3. Implementation of Training. When the basiccadets arrive at encampment, they are given a briefing,telling them about the things that they will be expectedto learn and do during encampment. It is the job of theflight staff to structure the training process described inthe introduction, and to set and enforce a performancestandard within each flight. This means that the flightstaff must understand the specific standards for cadetsattending the encampment, be sure they set anappropriate example, and require the flight to meet thestandards. The standards are deliberately set highenough that the cadets cannot meet them individuallyand must join together to be successful. It is the job ofthe flight training staff to ensure that this happens.Individuals failing to meet standards must understandwhere they failed and what must be done to succeed.

Minnesota Wing ETM, 01 MAY 2002 25Learning to succeed is one of the most importantlessons encampment has to teach. It is important thatwhen a cadet meets a certain performance standard, orwhen the flight meets a given standard, they must betold about it and reinforced immediately. To beeffective, reinforcement must follow desiredperformance as closely as possible.In the early part of the encampment, most cadets will beunable to meet the performance standards. This isbecause the standard set for the cadets is not achievableusing the resources of an individual cadet. Certainlyeach cadet has the ability, with enough instruction, tomake a satisfactory rack. What he lacks however, isthe time to do that. The performance requirements atencampment are such that the cadets must depend onone another to do everything that they have beenassigned. They are even told this during introduction.The problem, at least early on, is that they don’t reallybelieve it and don’t really know how to count on oneanother. The job of the staff in the first part ofencampment then is to make sure the cadets understandhow to do the things asked of them and that they wantto succeed badly enough to come to trust one anotherquickly. The first task is achieved by conducting clear,understandable classes and training sessions, withplenty of time for questions and practice. The secondtask is accomplished in two ways. Making the cadetsfeel they are “all in the same boat” together, and alsorecognize individual abilities and suggest that they beshared within the flight.In establishing the training situation throughout theencampment, the flight staff must demand performancefrom the flight. The staff must be clear and explicit inits requirements. The cadets should not be guessingwhat is expected of them at any time. They shouldknow that the staff expects the cadet’s best at all times.There are two things to remember in accomplishingthis. First, the staff is never satisfied with performancethat does not meet the standard. Effort is important, butmerely trying does not meet the objective. Second, thestaff must always be ready to point out where thestandard has been reached so cadets understand thatthe staff is serious, consistent, and fair in their demandsfor performance.During the first few days of encampment, negativereinforcement becomes the primary tool of the staff.When the basic cadet’s performance does not meet thestandard set by the staff, the staff members are expectedto let the cadet know, in no uncertain terms, that thework that has been done is unsatisfactory. The mostfundamental rule for establishing the learning situationearly in encampment is that staff members must neverlose respect for the cadets. As mentioned above, staffmembers must demand performance that the cadetsunderstand is expected of competent basic cadets atencampment. We demand the performance that ourexcellent cadets can deliver! That means that staffmembers do not call cadets names or personallydegrade them in any way. In all cases where there isa problem of poor performance or failure to meet astandard, it is the PERFORMANCE orBEHAVIOR that is criticized, NEVER THEINDIVIDUAL. During this time it is also important toremember that sometimes cadets will meet the standardset. Staff members must always be ready to recognizeand reinforce such performance. The focus in the earlypart of encampment then is on learning and practicingnew skills to build on for a successful encampment.As the cadets begin to achieve some competency intheir encampment skills, the staff must reinforce themand urge them to share their talents with each other.Develop the team. Even when the flight begins toassume an identity of its own and has grown enough asa group to be responsible for some of its own training,some guidance and correction will still be necessaryfrom the flight staff. Individual cadets may need helpor direction, or the flight as a whole may try toundertake a task that it can’t handle at the time. Inthese cases, appropriate corrective action must betaken. Cadets must be corrected as often as isnecessary in order to obtain performance. Feedback isabsolutely necessary to obtain improvement. Cadetsmust be corrected in an objective, impersonal manner.Although we desire to create some degree of stressat the encampment, hazing and harassment areNEVER appropriate and will not be tolerated. Staffmembers violating this procedure will be subject tocorrective action that may include removal from theirassignment or dismissal from the encampment. Thestaff must ensure the corrections offered to the“maturing” flight are designed to build the strengths ofthe individuals and of the group. “Hands off” when theflight begins to grow is just as dangerous as continuingto direct the flight’s every action. The flight staff mustassess the capability of the group and its individualmembers to give them freedom to grow and yet guidethat growth.a. Late Encampment Training. The Parade andthe Graduation mark the end of encampment. Thetypical cadet feels about ten feet tall by the time theseare over, and is convinced that he or she can probably“leap tall buildings in a single bound.” This is as itshould be. As we mentioned at the beginning of thischapter, encampment can be one of the most gratifyingand rewarding experiences in a cadet’s career. Thecadets will have acquired new skills and overcomechallenges they thought were impossible. They willhave learned the value and power of a team, and havediscovered inner strengths and competencies they mightnot have known were inside them. We must make thecadet aware of what he/she has accomplished, and theimportance of it. During summary training, we want to

Minnesota Wing ETM, 01 MAY 2002 26review with the flights what they have accomplishedover the week, as compared with the training agreementthey signed on the first day. The flight commandershould review with the flight the specific objectivesthat the flight and its members met, giving as manyconcrete examples of individual and group performanceas possible. Each person should know and feel how hecontributed to the group’s success as well as his/her orher own. Our objective is to ensure that each personknows what he or she did at encampment, what waslearned, how they contributed to the mission and toeach other, and to at least feel that they have growninside themselves. We choose this time to make thesepoints with the cadets, because we are trying to link the“high” (positive feelings) they have from the paradewith the specific knowledge of what they accomplishedat encampment.The successful cadets from a Minnesota Wingencampment will not only feel successful they will alsounderstand why they were successful and what theyhad to do to achieve that success.4.4 Graduation Standards. To ensure that cadetshave mastered all of the expected training, cadets mustmeet a minimum performance level to automaticallyqualify for graduation.To automatically qualify for graduation a cadet mustmeet the following standards:• complete 80% of scheduled training• earn a 70% on the Final Examination• earn a 70% on the CTG inspection• receive a Satisfactory rating on their evaluationCadets who fail to meet these minimum standards mustappear before a Performance Review Board. TheBoard shall be chaired by the Encampment ExecutiveOfficer and will be comprised entirely of seniormembers. The Board will review the cadet’sperformance records, interview relevant staff members,and interview the cadet. The Board will forward arecommendation to the Commandant of Cadetsregarding whether encampment credit should begranted to the cadet. The Commandant is not bound bythe Board’s decision. The cadet may appeal thedecision of the Commandant to the EncampmentCommander. Should the Encampment Commandersupport the Commandant’s decision, the cadet will stillhave the right of appeal as outlined in CAPR 52-16.This Graduation Standard does not preclude thedismissal of a cadet for indifference to training or otherinfractions.

Minnesota Wing ETM, 01 MAY 2002 27Chapter FiveACADEMIC INSTRUCTION & CURRICULUM5-1. Curriculum. The academic training program atencampment is designed to provide the basic cadet witha broad base of information on the United States AirForce, the Civil Air Patrol and particularly the CAPCadet program. The academic program consists of thefollowing units of instruction (Ref. CAPR 52-16):Introduction to Encampment•USAF-CAP Relationship•The Cadet Honor Code•CAP Mission•CAP Moral Leadership•CAP OrganizationAttitude and Discipline•Search and Rescue•Customs and Courtesies•Civil Defense•Individual Drill and Ceremonies•USAF Aerospace Doctrine•Drill of the Flight•Opportunities in CAP•Squadron and Group Ceremonies•Conclusion to EncampmentUpon completion of these units of instruction, the cadetwill have a standardized foundation upon which tobuild his/her later experience.5-2. Learning and Teaching. As a member of thestaff of the Cadet Training Group you may beresponsible for the academic training of basic cadets.At encampment, we have found that instruction is bestaccomplished by involving cadets in the learningprocess, rather than just presenting the material. Cadetstaff members who are responsible for instruction atencampment should use the following system.a. Preparation. The first stage in the system,preparation, involves two steps. The first of these iscomplete mastery by the instructor of the material heintends to cover. He should become so familiar withthe material to be covered that he is capable ofexpressing its intent and content in clear, simplelanguage without having to resort to technical termsand confusing or complicated explanations. He shouldbe able to answer almost all questions from the cadetsconcerning the topic he is instructing as well as relatedsubjects. The second step in the preparation stage ispreparing the cadets to learn. This requires theinstructor to arouse the interest of the cadets in thematerial to be covered. With some cadets who arehighly motivated, this may be a simple matter becausethere is already a high level of interest. Others,however, may not be so motivated. With these cadets,the instructor must generate or enhance a desire tolearn. This can be accomplished through the use ofpositive incentives. Examples of such incentivesinclude:• Immediate recognition of progress.• Special privileges within the flight; and.• Assignment to assist other cadets with theacademic material.Preparation should include each of the following:• Plan the work for the instructional period..• Plan for the use of training aids.• Plan for the use of training space..• Plan an appropriate amount of material forthe time allotted..• Present an exceptional personal appearance..• Allow time between drill or class periods forthe cadets to think over and discuss the subjectmaterial among themselves..You must remember that motivation (the desire tolearn) must be present before the beginning of thelearning process.b. Explanation. After arousing the interest of thecadets, the instructor will probably use the early part ofthe drill or class period to explain the essential facts,principles, or maneuvers to be mastered. Thecharacteristics of a good explanation are:• The explanation is clearly stated in simple,understandable English..• It is illustrated wherever possible usingcharts, diagrams, and illustrative problems,prepared in advance..• It gains the attention of all of the cadets towhom it is presented..• It emphasizes and repeats the most importantpoints..The good explanation then, includes clear, simple, andemphatic presentation of the facts, and usesdemonstration materials. During the explanation stage,the effective instructor will guard against assuming thatall of the cadets are aware of the reason the subjectbeing presented should be mastered, or assuming thatsimply repeating the facts will make an effectiveinstructional presentation. Careful attention to voicecontrol and presentation skills is important during theexplanation, and clarity is critical.c. Demonstration. The third stage is frequentlycombined with the explanation stage. To make theprinciples of demonstration clear, however, it has beenisolated to a discussion of its own. Demonstrationreinforces and strengthens explanation, and is a soundprocedure in teaching and learning. An effectivedemonstration is timely; it relates specifically to thepoint just covered by the instructor. It is so clear thatthe cadets are able to grasp its significance as anillustration of what has gone on before. Thedemonstration must be presented at a sufficiently slow

Minnesota Wing ETM, 01 MAY 2002 28pace to afford each cadet an opportunity to observe theprocedures involved. However, it must remain livelyenough to prevent boredom or apathy. Lastly, thedemonstration must be well executed. To summarize:the instructor must plan and rehearse his/herdemonstrations. By so doing, he will neverdemonstrate too rapidly and will always know how todemonstrate what he has explained. He will alwaysexhibit a positive, patient, and helpful attitude towardcadets who are learning for the first time what helearned long ago. The effective instructor may alsomake use of assistants to aid in his/her demonstrations.d. Performance. The fourth stage in the system iscalled Performance. Each cadet is required to practicewhat has been explained and demonstrated to him. Incertain training situations, each cadet will doperformance of a particular skill, maneuver, ortechnique individually, and in rotation. In others, all ofthe cadets at one time will be engaged in the “trialperformance”of the skilled movements or problemsolving techniques related to the topic under discussion.The characteristics of a well executed performanceperiod include: First, it directly follows the instructor’sdemonstration. Second, the well planned performancerequires every cadet to practice what he has beentaught. Third, the performance period requires that theindividual cadet achieve an acceptable level of ability.Thus, the performance period has the greatest potentialfor real learning. In drill, the cadet will take thisopportunity to actually go out and physically practicethe movements taught; in a more academic class,practice may consist of discussion which allows thecadets to really understand the concepts presented. Aperformance period characterized by rapid learningmeans that previous instruction has been effective.Fourth, the properly controlled performance periodprovides each cadet with a feeling of accomplishment.The cadet must leave the first performance period witha feeling that he is progressing. The performance stepshould not be started until the class as a whole has abasic understanding of the material to be practiced at aparticular session. The performance period is one ofmastery and improvement, not of basic instruction.Cadets should be well versed in the material beforeattempting it. The instructor should avoid puttinghimself in a position to have to backtrack orconsistently repeat basic instructions during practiceperiods.To execute the performance step properly, there arecertain “pitfalls” to be avoided. An instructor, familiarwith the way in which drill, for example, should beskillfully performed, is often inclined to be “toohelpful” when a cadet first performs a particularmovement. To correct this tendency, the instructormust remember that improved discipline, morale, andself-reliance are all by-products of learning by doing.The instructor also must be careful to withhold some ofhis/her criticism early in the performance stage. Theinstructor who impatiently offers corrections (ratherthan suggestions ) to his/her cadets when mistakeshappen early in practice is robbing his/her cadets of thefeeling of progress so essential in enhancing theirdesire to learn. The best course of action is torecognize and emphasize that parts the cadet executescorrectly and coach the parts that need improvement.Also, early interference is likely to create a sense ofdependency upon the instructor by the cadets in his/hercharge.e. Evaluation. The fifth, and last stage in theinstruction system is Evaluation. The process is notcomplete until the instructor has determined if theobjectives for the instruction have been met. As withthe other stages, this stage must be planned for andexecuted in a timely manner. Format for this stage canbe critique, oral or written examination, or discussion.The quality and effectiveness of the evaluation will bein large part dependent on how well the goals andobjectives for instruction were originally defined.A common misconception among those who havenever instructed is that telling is teaching. This is nottrue. The instructor is always more than a teller oftales. He teaches his/her cadets what to do, why theyshould know a particular fact or movement, and how toacquire the information or skills. This means theprocess of instructing goes far beyond simple telling.First, as we have outlined here, he must apply amethodical system to his/her instruction. Second, heshould apply the principle of progressive training,arranging his/her subject matter from the simple to thecomplex, and following a carefully planned pattern ofachievements in his/her instruction. Third, he shouldensure that he himself is thoroughly knowledgeable inthe topic. He should become absolutely familiar withall parts of the material he intends to cover, and heshould have some background in related fields.5-3. Examinations. The purpose of examinations is toevaluate the training program: to check each cadet’smastery of the academic material presented, and toassess the quality and effectiveness of the trainingoffered. There will be two tests administered duringthe encampment:a. Pre-Test. A pretest will be given to every basiccadet upon arrival at encampment. This test whencompared to the final exam, will serve to measure theacademic success of the training effort.b. Final. The final exam should generally containquestions covering the same material as the pretest. Thepurpose of this exam is to measure the achievement ofthe students (basic cadets) since the beginning ofencampment. In addition, evaluating overall patterns oftest results on the final exam can assess theeffectiveness of the instruction program. This exam isthe basis of the Academic awards for encampment.

Minnesota Wing ETM, 01 MAY 2002 29“The arts of leadership and discipline aresynonymous. No man is worth his/her saltwithout self-discipline.”- John S. McCain Jr.“Self discipline is that which, next to virtue, trulyand essentially raises one man above another.”- John Addison6-1. Definition. According to the dictionary, disciplineis:a. Training that is expected to produce aspecific character or pattern of behavior, especiallytraining that produces moral or mentalimprovement.b. Controlled behavior resulting fromdisciplinary training.Chapter SixDISCIPLINEexercise self control and direction to accomplish thetask.b. Task Discipline. Task discipline is a measureof how well you meet the challenges of your job. Taskdiscipline requires that you have a strong sense ofresponsibility to do your job to the best of your ability.c. Group Discipline. Group discipline meansteamwork. Since most jobs in CAP require that severalpeople work effectively as a team, group discipline isvery important.d. Imposed Discipline. Imposed discipline is theenforced obedience to legal orders and regulations. Itis absolute in emergencies when there is no time toexplain or discuss an order. Much of your CAPtraining is to teach you to carry out orders quickly andefficiently. This type of discipline provides thestructure and good order necessary throughout yourunit to accomplish a task no matter the situation.c. A systematic method to obtain obedience.d. A state of order based upon submission torules and authority.e. To train by instruction and control.Discipline is a learned behavior. It is much more thanblind obedience and punishment. Rather, it is a state oforder and obedience that is a result of regulations andorders. You must be disciplined to achieve your goals.Discipline is training that develops, molds, strengthens,or perfects mental faculties and character. It involvesplacing group goals above your own, being willing toaccept orders from higher authority, and carrying outthose orders effectively. It is a state of mind, a positiveattitude. It is dedication and commitment. Part of yourjob as a cadet is to make your fellow cadets aware ofthe purpose and meaning of discipline.6-2. Types of Discipline.a. Self Discipline. Self discipline is a willing andinstinctive sense of responsibility that leads you toknow what needs to be done. Getting to work on time,knowing the job, setting priorities, and denyingpersonal preferences for more important ones allmeasure how self disciplined you are. This is thehighest order of all disciplines because it springs fromthe values you use to regulate and control your actions.Task discipline results from the challenging nature ofthe task. Group discipline is the result of peer pressureor pressure from within the group, and this type ofdiscipline is on the bottom of the hierarchy. Althoughimposed discipline is necessary in some situations, itshould only be used when other methods of disciplinefail to control subordinates. The ideal situation is tomotivate cadets to willingly discipline themselves, and6-3. Purpose. Discipline is required for any activitywhere people work together toward a commonobjective. The opposite of discipline is anarchy whereeach person does as he wants without concern forothers. Any organization, from a civilized state to afootball team to a brownie troop depends on groupcooperation, and cooperation cannot be achievedwithout discipline. Discipline is the structure and orderwithin an individual or within a group that allows fortrue cooperation, real support of the mission and themembers of the team or organization.6-4. History. Having established that discipline is anormal part of everyday life, what is the significance of“military” discipline? The term has gone through avariety of meanings and variations. It has meant thepractice of drill at handling arms. (Fact books publishedduring the seventeenth and eighteenth centuries withtitles of “Military Discipline” are now called “DrillRegulations.”) While punishment played a large role inmaintaining discipline, such usage was restrictedlargely to the church; military leaders knew that a manmotivated by fear would not perform very well underconditions of battle. During the time of Frederick theGreat, emphasis was placed on discipline or drill, inorder that greater firepower might be obtained from thecumbersome muskets of that period. At the same time,emphasis was placed on sense of obedience, sinceprompt response to orders was necessary for each partof the firing “team” to function effectively.With the improvement of weapons and the rise ofcitizen armies fighting for a cause in which theybelieved, there came a change in the character ofdiscipline. Greater initiative was required on the part ofjunior officers, and there was less necessity for themachinelike regularity of performing the motions of

Minnesota Wing ETM, 01 MAY 2002 31cleanly dressed and neat, with their equipment andfacilities in good order, is always superior to that of anorganization that is lax in these matters.6-7. Conclusion. As has been stated, discipline withina unit increases its effectiveness and gives it structure.At encampment, the development of discipline servestwo purposes. First, it gives the flight structure andincreases the effectiveness of the training program.Second, it provides to the cadet the advantage ofworking in a disciplined organization and helps him tounderstand how to build discipline in the unit. For thosereasons, the importance of setting of a good example,of developing and maintaining a well disciplinedorganization, and helping cadets to understand howdiscipline effects a group cannot be understated. Awell-disciplined flight will develop as a productiveteam with high morale, and is key in establishing aneducational, worthwhile encampment experience.

Minnesota Wing ETM, 01 MAY 2002 32Chapter SevenACTIVITIES/SCHEDULING7-1. Activities.a. Tours. Each host facility offers the Civil AirPatrol it’s own unique tours. This is an opportunity foreach CAP member to learn about a new environment.Staff members must encourage the basic cadets to “lookaround” and have fun. Tours are to be relaxed, butcontrolled. The staff should not discourage anyonefrom asking questions, while maintaining propercourtesies. The Flight Training Staff must anticipatethe needs of the basic cadet on the tours, prior to theirdeparture. This includes outer garments , sunscreen,workbooks, cameras, etc. The flight staff is encouragedto delegate authority to their element leaders,especially when the flight is split up. At the minimum,one flight staff member and one Tactical Officer willaccompany each flight on all tours. Staff membersshould take notes during tours and ask questions of thebasic cadets upon the tour completion. At the end ofstops during the tours, the staff must get a completeand accurate count of all cadets before proceeding onto the next stop. The cadet staff may need to remindcadets that at the end of the tours they are expectedonce again to conform to encampment structure. Whentours do not interfere with position responsibilities,efforts will be made to ensure that all staff, senior andcadet, are included in tours if desired.(1) Bus Rides/Long Waits. A bus ride isalso a tour. Cadets should be allowed to “look around”and out the windows. Staff members may encouragesongs and jodies with the permission of the vehicle'sdriver/commander. If the tour is not on time or theflight must wait for another flight to finish, the flightstaff should make good use of this time. The flight canpractice memory work, complete a section in theworkbook, or review a fundamental class.(2) Flight Line. When available, the hostunits may provide the encampment with a tour of theflight line area. This could include the flight servicecenter, the control tower, fire station, and various staticdisplays. Accountability during the flight line tour ismost important, so know where the cadets in yourcharge are at all times. Cadets should be allowed tointeract with other cadets and the host guides. AirForce regulations state that the flight line area isdesignated as a non -saluting area.b. Firing Range. When offered by the hostfacility the encampment may visit an active FiringRange. The staff should be at peak awareness for anyhorseplay or dangerous activities. It is important thatthe cadets are relaxed and in control when handlingweapons. Ensure that all cadets pay attention and obeyall Range Safety/Block personnel. If allowed to fire,cadets must realize that it is to familiarize them with aweapon and may not be for qualification badges.Cadets not wishing to fire, will not be forced to fire.The complexity of the range safety will require ALLstaff members to attend and assist in its control.c. Swim Night. Some encampments may have aswim night in lieu of one evening of PT. This activitywill only be held at a base swimming pool or otherpublic swimming area with adequate lifeguard staffing.Cadets who cannot swim will not be forced to, but mustattend the activity. The atmosphere can be somewhatrelaxed, but proper behavior should be maintained.Flight staff should check the swimsuits of their cadetsprior to leaving for the pool. Any cadet that is wearinga suit that is deemed inappropriate (i.e. bikinis,"speedos", etc.) will be required to wear a T-shirt overthe suit. If the pool is outside, special considerationwill be given to sunblock. It is advised to attempt toplace this event near the end of the week or to use as areward/motivating tool.d. Motivation Run. The motivation run isconducted on the last full training day of theencampment, and is the culmination of the PT program.The motivation run should be one mile in length, andgives the Group/Squadron a unique situation forestablishing unit identity and esprit de corps whilebuilding morale and teamwork. It is also a challengefor some, offering the flights an opportunity to help allindividuals meet the standard and achieve the commonobjective, which is to finish as a team. Unlike daily PTthe motivation run is lead by the cadet officers.e. Graduation Party. Most encampmentsconclude with a party for an evening of relaxation andfun . The party is for all the cadets to gather togetherin a social atmosphere. Uniform will be outlined bythe Encampment Commander. During the party cadetand senior staff are encouraged to participate while stillmaintaining supervision over the basic cadets.7-2. Time Management. A basic responsibility of allstaff members is to manage their time effectively. Thismeans that a plan should be established for every day.The plan must take into account training requirementsmeetings, meals and other scheduled activities. Theplan must be flexible to allow for the inevitableschedule change.7-3. Scheduling. A successful encampment offers thecadet a full schedule of activities ranging from formalclassroom training and tours to barracks activities anddrill. The schedule is carefully planned to permit thecadet an opportunity to experience many different areasof training. It is the delegated duty of each staffmember to assist in ensuring that the encampment stayson schedule. Deviations from the publishedencampment schedule will be permitted only by a

Minnesota Wing ETM, 01 MAY 2002 33schedule change approved by the EncampmentCommander or a designated representative.a. Master Schedule. The statements above havereferred to the encampment schedule, a block schedulewill be created prior to encampment beginning. Eachday a daily master schedule will published, using theblock schedule as the base point, by the encampmentheadquarters. This master schedule covers majoractivities that effect the entire encampment such asmeals and activities which include or depend onagencies outside the encampment itself. Becauseactivities on the schedule do depend on these outsideagencies and commitments have been made to them, itis critical that the encampment master schedule be met.b. Flight Training Activity (FTA). Within theencampment schedule, there are blocks of time that areallocated to the Flight Training Staff for the purpose offlight level training. This block of time is denoted onthe encampment schedule as a Flight Training Activityor FTA. It is the flight commander’s responsibility forplanning and scheduling this time. This time should beused to conduct classroom training, practice drill orvolleyball, prepare for inspections, perform barracksmaintenance, and other encampment activities.c. Squadron Training Activity (STA). Withinthe encampment schedule, there are blocks of time thatare allocated to the Squadron Commander for thepurpose of squadron level training. This block of timeis denoted on the encampment schedule as a SquadronTraining Activity or STA. It is the SquadronCommander’s responsibility for planning andscheduling this time. This time should be used toconduct squadron level classroom training to includedHonor Code; Customs & Courtesies; and UniformWear at a minimum.d. Personal Time. There are also blocks of timeset aside for the cadets’ personal use. This includestime allocated for sleeping, and the last half-hour ofeach day just before lights out. The cadets’ personaltime is reserved strictly for their own use. Cadet staffmembers are prohibited to allocate, use, or infringeupon this time. However, a staff member may directany cadet to discontinue any improper conduct duringpersonal time. The flight staff is responsible forensuring that all flight activities are completed beforethe cadets’ personal time begins. This includes showersand blister checks.e. Lights Out. The 15 minute period beforeLights Out is considered Call to Quarters. All cadetsmust be in their own rooms at this time and may notleave except for emergencies. At the designated timecadets will be expected to begin attempting to sleep.f. Charge of Quarters. The Duty Officer willestablish a CQ duty schedule. If no Duty Officer existsthen the Command Chief will be responsible for a CQduty schedule. Cadets are expected to be aware of thisschedule and to participate in CQ. There will be nospecial considerations made for CQ cadets (no naps,light duty the following day, etc.).7-4. Daily Flight Plan. This form is intended toobligate the flight staff to plan and organize theTraining Day as well as break down the allotted FTAtime into manageable chunks. It is not intended tocreate added administration or paperwork. This form isnot to be used as a “requirement”. It should becompleted before the STM for the following day. Flightstaff will keep one copy on hand at all times forreference purposes. A copy of this form can be foundin the Encampment Forms Directory.7-5. Daily Meetings. There are specific meetings thatwill take place during the course of encampment. It isimperative that all staff members contributeconstructively at these meetings. Each scheduledmeeting has a specific purpose and once that purpose ismet, the meeting is over. Too long or too manymeetings is not an effective use of time.a. Group Training Meeting (GTM). The CTGCommander, CTG Deputy Commander, CTGExecutive Officer, Squadron Commanders, CadetCommand Chief Master Sergeant, and other invitedguests will attend this meeting. This meeting is held toresolve problems , discuss the upcoming schedule, andto discuss each squadrons’ Daily Progress Report.Daily Progress Report includes: progress in drillinstruction; progress in barracks prep; evidence ofteamwork; morale; personnel issues; general comments;awards selection.b. Squadron Training Meeting (STM). TheSquadron Training Meeting occurs each evening. It isa forum to discuss the progress made toward meetingthe goals of encampment. CTS Commander, the CTSFirst Sergeant, the Flight Commanders, and the TacticalOfficers for that squadron attend it. The CTSCommander may also invite guests, as appropriate.The CTS Commander chairs this meeting. Since theCTS Commander is consistently evaluating theperformance of the flights, the STM provides anopportunity to give specific direction to the flighttraining staffs.The major purpose of the Squadron TrainingMeeting is to plan the next day’s training activities andgoals. It is important that the CTS Commander not just“go over the next day’s schedule”. Setting goals andthen analyzing the progress the flights have made is thekey to a successful STM.Detailing each flight’s progress is best done by theFlight Commander and Tactical Officer. They areaware of what the flight has achieved and how cohesivethe flight has become. They recognize the problemsthat have been encountered and the successes that havebeen achieved. This meeting allows the other FlightTraining Staffs an opportunity to learn from theseexperiences. This meeting offers an opportunity for the

Minnesota Wing ETM, 01 MAY 2002 34exchange of information. It also presents anopportunity for the exchange of information and forlearning from experiences of the other flights.Additionally this meeting gives the SquadronCommander more information for making evaluationsof progress. The following should be accomplished atthe STM:(1) Review the next day’s schedule/Flight Plan.(2) Evaluate the flights’ progress as it relates toencampment standards.(3) Set strategies for flight improvement.(4) Exchange Information.(5) Provide feedback of CTS staffs’performance.(6) Review of the thoughts and concerns ofCTS Commander.(7) Tactical Officers comments.It is important that the outcome of each SquadronTraining Meeting be a well informed staff with definiteplans and objectives for the next training day.c. Tactical Officers Meeting. The purpose of theTactical Officers meeting is to discuss progress,problems, and plans for the current and following day.The Commandant or Chief Tactical Officer conductsthe meeting. This meeting is traditionally scheduledduring the basic cadet's personal time.d. Support Staff MeetingThe purpose of this meeting is for the Executive Officerto review the results of the day, and plan with his/herstaff to meet future encampment needs. All SupportStaff will attend this meeting as will the CTGExecutive Officer. Other staff will attend as invited.f. Encampment Commander's Day Review.The purpose of this meeting is to review the following(1) Next day's schedule(2) Review sick call report(3) Brief changes in block schedule(4) Review logistic needs(5) Review transportation needs(6) Brief on overall training by cadet & seniortraining staffs.The meeting will consist of the following personnel:Commander, Commandant, Chief Tactical Officer,Executive Officer, CTG Commander and any staffmember whose duties require their attendance.g. 1500 Briefing.This meeting will be held to review the next day’sschedule as the Cadet Training Officer generates it.The Encampment Commander, Commandant, TrainingOfficer, and CTG Commander will attend the meeting.The meeting shall be held at or near 1500 hours as theschedule for the next day is required to be completed atthat time. This allows the Training Officer sufficienttime to make adjustments and have a new schedulegenerated by the timeframe of the other staff meetings.h Recommended scheduling.Scheduling all of the necessary meetings can be adifficult task. It is recommended that commanders ateach level keep their meetings to 30 minutes or less.Experience has shown that the following setup allowsfor maximum efficiency in training and time needs:• Support Staff meeting occurs during Showers• Tac Meeting occurs during Basic Cadet PersonalTime• STM’s occur beginning at Lights Out• GTM occurs simultaneously with Commander’sCall• ECDR occurs after GTM

Minnesota Wing ETM, 01 MAY 2002 35Chapter EightSTAFF SELECTION EXERCISE8-1. Purpose. To select and train the staff for eachMinnesota Wing encampment.8-2. Summary. Selection may occur over a 1-2 dayperiod of vigorous selection and training procedures.Applicants will be evaluated in the following areas:a. Drill & Ceremoniesb. Oral Communicationsc. Leadership Skillsd. Wear of the Uniforme. Basic CAP Knowledge8-3. Environment. The Staff Selection Exerciseshall be administered in a professional business likeatmosphere. Harassment and undue stress will not betolerated. SSE evaluators will demonstrate theprofessionalism demeanor expected of Cadet TrainingGroup staff members. Experience has shown thatsuccessful applicants display a disciplined bearing andmature attitude through out the evaluation.8-4. Evaluation Procedures.a. Drill & Ceremonies. The applicantsproficiency in drill of the flight, PT procedures, andcommand presence will be evaluated by a teamconsisting of a minimum of two qualified CAPmembers with a excellent understanding of AFMAN36-2203. This team will observe applicants duringpractical exercises on the parade ground. Applicantswill be evaluated in the following areas using thestandardized form.(1) Drill of the flight.(2) Command Voice.(3) Methods of Drill Instruction.(4) Knowledge of Environmental Safety.(5) Knowledge of AFMAN 36-2203.The Evaluation Team Leader, at the minimum, will bepresent at the Final Evaluation Meeting.b. Leadership Skills. During this exercise, theevaluation team will note occurrences of:(1) Team Building Skills(2) Initiative(3) Response to Resource Limitations(4) Time Management SkillsThe Evaluation Team Leader, at the minimum, will bepresent at the Final Evaluation Meeting.c. Written Knowledge Exam. Each applicantwill complete a written exam designed to access theapplicant’s knowledge of relevant portions of:(1) CAPM 39-1(2) AFMAN 36-2203(3) CAPR 52-16(4) Leadership: 2000 and Beyond(5) Encampment Training Manual(6) Encampment SOP(7) Aerospace Current EventsThe scores of this exam will be available at the FinalEvaluation Meeting.d. Uniform Wear. Each applicant will beevaluated upon their appearance and wear of the BlueService and Fatigue Uniforms (BDU).e. Oral Interview Board. The board willconsist of a combination of cadet and senior evaluatorswho will interview each applicant. Applicants will bequestioned concerning their:(1) Job Preference(2) Encampment Preparation(3) QualificationsDuring the interview, applicants will be evaluated onbearing, image, maturity level, communications skills,and general CAP knowledge. The Evaluation TeamLeader, at the minimum, will be present at the FinalEvaluation Meeting.8-5. Final Evaluation Meeting. At the conclusion ofthe Exercise, evaluators will assemble for the finalevaluation meeting. The objective scores from eacharea will be tallied and applicants will be placed inranked order for the desired position. Additionalconsiderations might include, but are not limited to:personnel compatibility, availability for trainingsessions and encampment needs. Only EvaluationTeam Leaders may raise an objection to the rankordering and must justify removing an applicant froman assigned list.8-6. Results. The Cadet Commander will announce thefinalized version of the cadet staff positions as soon aspossible after the Final Evaluation Meeting.8-7. Post Selection Training. At the conclusion of theselection portion of the exercise, the complete Cadetand Senior staffs will complete classes in:a. CTG Encampment Modelb. Encampment Academicsc. Encampment Objectivesd. Specific Encampment Training Procedurese. Cadet Protection Policyf. Health & Safety

Minnesota Wing ETM, 01 MAY 2002 36Chapter NineINSPECTION PROGRAM9-1. Purpose. The purpose of the inspection programis to evaluate cadets progress in the implementation ofbasic encampment skills. Inspections will be conductedat the flight, squadron, or group level. There will beuniform inspections, room inspections, or acombination of uniform and room inspections.9-2. General. The inspection program is a multifacetedtool to be used by the cadet staff to monitorprogression in the training phases. Nothing in thischapter should be construed to prohibit or interfere withflight or squadron staff from conducting impromptu orno-notice inspections of their personnel. In fact theStandardization/Evaluation personnel encourage suchunannounced inspections as a way for flight andsquadron staff to have first-hand knowledge of theircadets’ performance prior to a formal inspection. Inaddition, Stan/Eval personnel will, as time permits,conduct walk-through inspections leaving notes ofareas of concern.a. The squadron cadet staff will evaluate eachflight on encampment skills and how the flight isprogressing toward the encampment standards byconducting daily walk through room inspections.Written comments are to be left for the flight trainingstaff and progress notes to individual cadets areencouraged.b. Five formal standby inspections will beconducted. The Stan/Eval Team will conduct the firstfour standby inspections on Days 2-5 and the fifth willbe conducted on Day 7. The Stan/Eval Team will becomprised of the Stan/Eval Officer, Stan/EvalAssistant, Command Chief Master Sergeant, and theCadet Leadership Officer. The level of interaction withthe individual cadets during an inspection will dependon the size of the inspecting party, the time availablefor the inspection, and the level of interaction agreedupon with the chief inspector before the inspection.The first two inspections will focus exclusively on“flight level” mastery of the standards. In theseinspections the squadron common spaces will not berated. The next two inspections will occur on a“squadron level” whereby squadron spaces will berated, and the squadron will receive a rating as a whole.The final inspection, the group inspection, will have allareas rated. At each level the inspection team willbring attention to the concept of working within theunit level to be successful.c. The Stan/Eval Staff will rate each cadet, room,and area during the inspection. Results will be postedon flight bulletin boards for reference. Afterinspections are concluded and results posted, theStan/Eval Team will make themselves available forinstruction, comment, and advice on non-compliantareas. Flight and Squadron Commanders should utilizetheir Standardization Specialists for gathering thisinformation.d. The Stan/Eval Team will be responsible fortracking inspection results. Noticeable indifference totraining, consistent failure to meeting minimumstandards, or other unacceptable performance levelswill be referred to the flight and squadron commandersas well as to the CTG Executive Officer. These resultswill be used as part of the graduation standards system.9-3. Monitoring.a. Tactical Staff. The Tactical Staff will monitorALL inspections. The tactical staff will generallyparticipate in the flight level inspections. Duringsquadron and group inspections Tactical Officers willobserve the inspections in order to provide constructivecriticism and feedback to both the inspecting party andthe inspected cadets.b. Executive Staff. A member of the SeniorExecutive Staff, or their designate, will be present forALL Stan/Eval inspections. This authority may only bedelegated to either the Training Officer or the ChiefTactical Officer.9-4. Shakedown Inspection. Conducted by staffdesignated in the in-processing plan and supervised bymembers of the cadet and senior executive staffs. Thebasic cadet is required to process through a monitoringstation. At a station the cadet will be required to opentheir bags and any other closed items for inspection forcontraband. The inspector then looks through it foritems that are not appropriate for encampment or itemsthat may become lost or taken. Cadets withmedications (including over the counter) will bedirected to the Medical Station. At this station theMedical Officer will interview the cadet and prescribe acourse of action regarding the medications. If the cadethas money in excess of $20, the cadet will be directedto the Finance Officer. The Finance Officer willprovide the opportunity for the cadet to store the excessmoney in a secured storage area. Other items includingcredit cards, bus or plane tickets, car keys, weapons,candy, radios, computer games, magazines, etc. will becollected and then issue receipts for the items collected.Items will be stored in plastic bags with the cadet'sname written on them. All property taken will berecorded on a Member Property Log. Collected itemswill be stored in a secure place.9-5. Barracks Inspection Procedure. The CTGCommander and Commandant will decide upon theuniform for each inspection with serious considerationgiven to the training schedule. Every effort should bemade to have at least two inspections in blues uniformprior to the CTG inspection. All cadets will wear the

Minnesota Wing ETM, 01 MAY 2002 37same uniform. As with an in-ranks inspection, theelement, room, or bay that is about to be inspected willbe at the position of attention when the inspection teamarrives. Members of the unit not in view of theinspection team will be placed at parade rest. Thetactical staff will observe all inspections in order toprovide proper supervision and feedback. During allinspections, each staff member will monitor the cadets’stress and emotion level for problems. Cadet’spersonal equipment will not be thrown, torn, ordamaged by any member of an inspection team.Cadet’s personal property will be treated with respect atall times. The basic cadet Standard OperatingProcedure (SOP) and its supplements will be the basisfor these inspections.9-6. Flight InspectionThe flight training staff will conduct inspections asrequired by each flight’s training schedule. Using shortinspections as a measuring device of the flight’sperformance is encouraged. Emphasis should beplaced on encampment standards, roommate teamwork,and attention to detail. It is important to remember totalk to each flight member in terms of performance andnot in terms of personalities. Factual feedback isessential.9-7. Squadron Inspectiona. Squadron inspections should be conductedduring Training Days 3-5. The training schedule andthe encampment training staff will determine the timeand number of squadron inspections. Emphasis shouldbe placed on:(1) How well the flight worked as a team.(2) Individuals or articles which are superior.(3) Progression of the flight according to theencampment goals.(4) Major flight accomplishments.Squadron inspections should be mostly instructional,unless major discrepancies are apparent.b. All flights will conclude preparation forinspections at the same time. While a flight is not beinginspected, the cadets may work on their workbooks. Ifworkbooks have been completed, cadets will beallowed to work in small groups on motivational ideasor things not related to the inspection. (i.e.: jodies,chants, or yells). Cadets who continue to prepare for aninspection after the designated time will automaticallyfail the inspection. However, these cadets will beinspected so that deficiencies can be noted, but theywill receive a “0” for their score.c. Inspection time will be divided evenly betweeneach flight in the squadron. The CTS Commander willdetermine the inspection order. Inspections must notrun overtime because it is essential that all cadets haveequal recovery time.d. Daily walk through inspections by squadronstaff are recommended. Notes left for the flight staffcan be very helpful. The squadron staff should use thistool to establish the progress of each flight.e. Each Squadron Commander will determineinspection teams.9-8. Group Inspection.a. The Group inspection should be conductedduring Training Days 5-7 or just prior to the end ofencampment. This inspection is used both as aceremony and as a final examination. It is thepresentation of each flight’s performance to the CTGCommander. The Stan/Eval team should precede theCTG Commander’s team and conduct the actualinspection. The CTG Commander’s team should do abasic walk through with a brief statement ofcongratulations for meeting the encampment standards.b. All flights will conclude preparation forinspections at the same time. While a flight is not beinginspected, the cadets may work on their workbooks. Ifworkbooks have been completed, cadets will beallowed to work in small groups on motivational ideasor things not related to the inspection. (i.e.: jodies,chants, or yells)c. Inspection time will be divided evenly betweenflights and squadrons. The CTG commander willdetermine the inspection order. Inspections must notrun overtime.d. While flights or squadrons are not beinginspected, cadets may be involved in a flight activitydirected by the flight staff.

Minnesota Wing ETM, 01 MAY 2002 38Chapter TenDRILL COMPETITION10-1. General. The drill competition is to beconducted using the commands listed in paragraph 10-4.a. Only standard drill will be conducted for theactual competition.b. Innovative drill may be presented at the optionof unit commander, however it will not be scored.c. Emphasis will be placed on the performance ofthe flights and not on the flight commander’s ability.d. The Cadet Leadership Officer is responsible forensuring that proper areas are set for all drillcompetitions. In addition, the Leadership Officer willensure that the encampment host unit is notinconvenienced and that the areas are safe for teamdrill. The order of teams competing will be selected bycoin toss. The general line of march and the sequenceof commands are presented in figure 10-1.e. The CTG Commander will select judges for thecompetition.f. The CTG Commander will designate theuniform.g. Judging staff should be comprised of at leastthree impartial senior members who have a workingknowledge of CAP drill and the CTG commander.h. The top scoring flight will be the winner of the“Group Drill Competition” title and will win the“Squadron Drill Competition” title for the CTS they areassigned to.i. The top scoring flight out of the other CTS willbe awarded “Squadron Drill Competition” title for thatCTS.10-4. Scoring. Each judge will use the Cadet DrillCompetition Evaluation Form (found in the EFD) torecord each flight's performance. These sheets will becollected and double-checked by the Chief judge. TheCommandant of Cadets will confirm the results prior toany announcements of the results.10-5. Rules. Flight Commander may refer to this listwhile giving commands. Boundaries are placed on thedrill pad, but marching out of bounds will onlydeducted in case of a tie. Judges are to evaluate theflight’s drill performance of the commands below. Eachsection is worth 5 points for a total of 75.

Minnesota Wing ETM, 01 MAY 2002 3910-6. Sequence of commands.STATIONARY MOVEMENTSFACING MOVEMENTSRight, FaceAbout, FaceLeft, FaceAbout, FaceParade, RestFlight, AttentionOPEN RANKSOpen Ranks, MarchReady, FrontClose Ranks, MarchCLOSE MARCHRight, FaceClose, MarchExtend, MarchLeft, FaceEYES RIGHT/PRESENT ARMSEyes, RightReady, FrontPresent, ArmsOrder, ArmsCOUNT OFFCount, OffRight, FaceCount, OffDRESS & COVERCoverLeft, FaceDress Right, DressReady, FrontDress Left, DressReady, FrontMARCHING MOVEMENTSSIDE STEPLeft Step, MarchFlight, HaltRight Step, MarchFlight, HaltFLANKS & COLUMNSLeft Flank, MarchLeft Flank, MarchColumn Right, MarchForward, MarchCLOSE MARCHClose, MarchForward, MarchExtend, MarchForward, MarchTO THE REARTo the Rear, MarchCount Cadence, CountTo the Rear, MarchCOLUMNS & FLANKS FROM A HALTColumn Right, MarchForward, MarchFlight, HaltRight Flank, MarchFlight, HaltForward MarchLeft Flank, MarchFlight, HaltHALF STEP/CHANGE STEP/EYES RIGHTHalf Step, MarchForward, MarchChange Step, MarchColumn Right, MarchEyes, RightReady, FrontHALF COLUMNS & COUNTER MARCHColumn Half Right, MarchColumn Half Left, MarchFlight, HaltCounter, MarchCounter, MarchCONCLUSIONColumn Right, MarchForward, MarchFlight, HaltLeft, FacePresent, Arms (Flt CC salutes Chief Judge)COUNT CADENCE/CHANGE STEPRight, FaceForward, MarchCount Cadence, CountChange Step, MarchChange Step, MarchTo the Rear, March

Minnesota Wing ETM, 01 MAY 2002 40Chapter ElevenVOLLEYBALL COMPETITION11-1. Purpose. The encampment volleyball programis designed to encourage teamwork and sportsmanship.Competitive sports offer the flights an additional meansof interaction. The program is made to relieve stressand stimulate motivation. Cadets should be made tofeel that the teamwork they display is more importantthan winning or losing. Flight Training Staffs areencouraged to practice during any FTA time block. Itis vital that each cadet participates with a feeling thatthey have contributed to the team effort. The TacticalOfficer can only excuse cadets from play.11-2. Squadron Competition.a. Each squadron will have its own round robintournament. Flights will play two games against eachother flight. The flight with the best record wins. Inthe case of a two-way tie, a one game playoff will beheld. In the case of a three-way tie, the Chief judgewill add up the opponent's scores from each game. Thetwo teams with the lowest number of points allowedwill compete in a one game playoff.b. Chief judges for squadron competition are theFirst Sergeants.11-3. Group Competition.a. Each winning flight from all CTS’s willproceed to the Group Competition.b. Chief judge for the group competition will bethe Cadet Command Chief Master Sergeant.c. The Chief Judge will assign line judges.d. Best Two out of Three will determine the GroupVolleyball Champion.11-4. Volleyball Terms.a. Field of Play. The volleyball court isrectangular and measures 30 feet by 60 feet. The courtis divided by a center-line that extends to infinity inboth directions.b. Game Officials. The official’s responsibilitiesare to enforce the rules and to prevent fights. TheirServiceAreaNote: Server must not touch service area lines at time of service.7 ½feetNet is 8 Feet HighNote: Any player may spike behind this line. Only players who are in theforward row when the ball is served may spike in front of this line.30 Feet 30 FeetPlayers may line up anywhere so long as they maintain their relative positions anddo not overlap players on either side or front or back.30 FeetFigure 11-1. Volleyball Court

Minnesota Wing ETM, 01 MAY 2002 41decisions are final.c. Number of Players. There are nine players oneach side of the net as play begins. All players mustrotate during play.d. Time Outs. Each team is allowed two oneminutetime outs per game.e. Normal Play. Prior to the start of a match, theChair Official shall conduct a coin toss with thecaptains of the two teams to determine the choice ofserve or playing area. The winner has the choice ofserve of receive.f. Side Out. A side out is a term that denotes lossof serve. When a side out is called, the serve changesfrom one team to the other.g. Dead Ball. A ball is dead after a point, sideout, or any other decision temporarily suspending play.A ball is not dead until a whistle has been blown or theball strikes the ground or any other object outside thecourt. A dead ball ends when the ball is served.h. Game. A game is won when a team scores 15points, provided they have a two-point advantage atthat time. If a team does not have a two-point lead, thegame will continue until one team leads by two points,in which case that team will be declared the winner.i. Harassing. Any action by a player, visible oraudible, which interferes with an opponent’s attempt toplay the ball.j. Match. A match is two out of three games.k. Play-Over. A Play-over is the act of puttingthe ball in play again without awarding a point or a sideout.l. Side Out. A side out is a term that denotes lossof serve. When a side out is called, the serve changesfrom one team to the other.m. Unsportsmanlike Conduct. Any player whomakes derogatory remarks about or to opponents orofficials, persistently challenges the officials, orcommits acts derogatory to the officials or conteststheir decisions shall be guilty of unsportsmanlikeconduct. Only the Flight Commander may appeal anofficial's ruling by approaching the official andrequesting a discussion. The official's ruling is final.11-5. Volleyball Rules.a. The server must serve the ball from a positionbehind the end line and within the serving area. Theball may be struck with open or closed hand, under oroverhand, or with any part of the arm.b. After a side out, the team receiving the ball forserve shall rotate as indicated in figure 11-1 beforeserving. The player coming off the court shall enter theend of the rotation line. All members will rotate intoplay and no change of relative position in the rotationline is allowed.c. The ball may be hit by any part of the bodyabove and including the waist.d. A player shall not play the ball twice insuccession except when blocking or while making anattempt to play a hard driven spike.e. A team may not play the ball more than threetimes before returning it over the net.f. The ball may be played from the net.g. A ball striking the boundary is in bounds.h. Teams shall change courts after each game.11-6. Fouls. A foul is an act of violating a game rule.A foul is committed when a player:(1) Touches the net.(2) If out of position or overlaps another player, inthe same row, or between rows, when the ball is served.(3) While serving, touches the lines bounding theservice area or the ground outside this area at theinstant the ball is contacted when hit for the service.(4) Displays unsportsmanlike conduct.(5) Reenters the game in a position other thanoriginal relative position.(6) Commits any action that, in the opinion of theofficials, causes unnecessary delay of the game.(7) Harasses the opponents.(8)Change playing positions between front,middle, and back rows.(9) Is off the court at service impact.(10) Serves out of turn.11-7. Errors. An error is a lack of playing proficiency.a. A player commits an error when:(1) The ball visibly comes to rest on any part ofa player’s body so that it is held, thrown, caught, orrolled. The ball must be clearly hit so that the impactcauses a crisp rebound.(2) The ball is hit out of bounds.(3) The ball is not returned to the opponent’scourt in less than four hits.(4) A double hit occurs. A player cannot playthe ball more than once unless it has touched anotherplayer.(5) Failure to make a good serve. A side outshall be called if the ball touches the net; passes underthe net; lands outside the boundary lines without beingtouched by an opponent; touches a teammate, anofficial, or the net supports.(6) The ball is struck with any part of the bodybelow the waist.11-8. Scoringa. Point or Side Out. The penalty for a foul orerror shall be a point or side out, as applicable.b. Foul Takes Precedence. When a foul and anerror occur simultaneously, only the foul shall bepenalized.

Minnesota Wing ETM, 01 MAY 2002 42Chapter TwelvePHYSICAL TRAINING12-1 Overview. Physical training (PT), as one of thefive program elements of the Civil Air Patrol cadetprogram, has an important role at encampment. PT isthe springboard for health and fitness programs that arecritical to each cadet’s development. As such, PT is notdesigned as a punitive program, or intended to create ahigh pressure atmosphere for participants. The primarypurpose of PT is to increase fitness levels, emphasizethe importance of fitness, promote teamwork, anddevelop each cadet's self-discipline to participate infitness activities. PT provides an active beginning tothe encampment training day and provides a model forunit-level PT programs.12-2 Conduct. The cadet NCO staff conducts PT.Cadet officers participate in the rear of the formation,leading by example, and correcting poor performance.Perform PT in the following sequence: forming,rotationals, stretching, calisthenics, activity, and cooldown.12-3 Formation. Use the following sequence ofcommands to form an extended rectangular formationto conduct PT, the First Sergeants will direct “Formfor PT”. Flight Sergeants will command:Extend to the Left, MARCH. In line formation,element leaders stand fast. The remaining cadets faceto the left, double time to a position approximately adouble-arm interval from the cadet next to them, andthen face to the right with their arms out to their side atshoulder level. Dress is to the right.Arms Downward, MOVE. All cadets lower their armssharply to the sides.Left, FACE.Extend to the Left, MARCH. In line formation,element leaders stand fast. The remaining cadets faceto the left, double time to a position approximately adouble-arm interval from the cadet next to them, andthen face to the right with their arms out to their side atshoulder level. Dress is to the right.Arms Downward, MOVE.Right, FACE.From Front to Rear, COUNT OFF. All cadets in anelement turn their heads to the right, count off theirelement number over their shoulder (i.e.. First elementcounts “ONE” over their shoulder, second elementcounts “TW0", etc.), then return to the position ofattention.Even Numbers to the Left, UNCOVER. All cadets inan even numbered element take one large step to theleft, centering between the two cadets of the element infront.To re-form a flight in line, the command is Assembleto the Right, MARCH. All cadets double time to theiroriginal positions.12-4. Rotationals. After the flight is prepared for PT,the First Sergeant begins rotationals. Rotationals aredesigned to stretch the tendons, ligaments and musclesand to stimulate the production of synovial fluid. FirstSergeants will conduct rotationals in an organizedmanner without regimentation. In order to warm up thejoints, rotationals should start small, increasing to large.Rotationals that are listed in CAPR 52-18 will be used.12-5 Stretching. Flexibility is an important componentof fitness and can assist cadets in performing PT.Stretching is designed to increase muscle length andimprove tendon range of motion to prevent injury andto allow muscles to become stronger. Stretchsequentially from head to feet and use only staticstretches. Conduct stretches in an organized fashionwithout regimentation and hold each stretch forapproximately ten seconds. Stretch all major musclegroups. The First Sergeant should select a set group ofstretches from CAPR 52-18.12-6 Calisthenics. Calisthenics are conducted in aregimented fashion by the First Sergeant and aredesigned to increase the heart rate of the cadet andprepare for aerobic activity. During the first PT period,the First Sergeant should ask if cadets have questions,and should demonstrate the calisthenics if necessary.After cadets are familiar with the exercises, the FirstSergeant merely needs to say what the exercise is,command cadets to the start position and have thembegin exercising in cadence. A variety of calisthenicsshould be selected from CAPR 52-18.a. Sequence. Bring the unit to attention, namethe exercise, move cadets into the start position (ifdifferent from the position of attention), and then beginthe exercise in cadence. “The Cross County Ski.”[Cadets echo “Cross Country Ski”] “Start Position,READY. In Cadence, EXERCISE.” The cadetsmaintain a cumulative count while the First Sergeantcounts cadence. To halt the exercise, the First Sergeantcontrols the formation by using a rising vocal inflectionfor the final repetition of the exercise. After cadets havehalted, the First Sergeant commands “ATTENTION”[if necessary]. The First Sergeant may move directlyinto the next exercise, or may command AT EASE.

Minnesota Wing ETM, 01 MAY 2002 44Chapter ThirteenAWARDS13-1. Purpose. The awards program was designed torecognize achievement at encampment. Each staffmember should remember that the mission ofencampment is training CAP members, not to winawards. To this end, staff members are reminded that"working the system" to win awards should not beencouraged or tolerated.13-2. Flight Awards and Criteria.a. Honor Flight - Daily. Each day before theevening formation, the Squadron Commander(s) willmeet with the Cadet Deputy Commander to determinethe honor flight of the day. Each SquadronCommander will be prepared with a nomination and thesupporting evidence necessary for supporting hisnomination. A general consensus will be agreed uponby comparing reasons for nomination. Cadets will beevaluated on the following areas:• Drill Performance• Customs and Courtesies• Esprit de Corps/Morale/Attitude• Uniform Wear• Barracks condition• TeamworkThe Cadet Deputy Commander will immediatelyinform the Group Commander and the Commandant ofCadets of the decision. (Before the evening formationbegins.) Honor Flight will receive special liberties asapproved by the Commandant of Cadets. Honor Flightwill also eat first at meals. A ribbon will be presentedto the honor flight to display on their guidon pole.b. Honor Flight - Encampment. The SquadronCommanders and Cadet Deputy Commander will makethe decision. Squadron Commanders will activelysolicit Tactical Officer input prior to the meeting wheresquadron honor flights are compared. The decision willbe based on ranking the flights nominated from eachsquadron either 1, 2, or 3 in the following areas: (1being best)• Drill performance• Uniform wear• Group Inspection• Workbook scores• Level of Teamwork• Attitude and Customs and CourtesiesOnce each flight is ranked, the scores will be added up.The flight with the lowest score wins. If scores are tooclose between two flights, the flights will be re-ranked1 or 2 in each area with heavy emphasis placed onteamwork, attitude, and drill. The Cadet DeputyCommander will inform the Group Commander andCommandant of Cadets immediately following the finaldecision. A ribbon will be presented to the honor flightand a plaque will be presented to the honor flightcommander. A special notation will be made on thegraduation certificates of all Honor Flight members.c. Group Volleyball Competition.. A ribbon willbe presented to the flight that wins the volleyballcompetition to display on their guidon pole.d. Group Drill Competition. A ribbon will bepresented to the flight that wins the drill competition todisplay on their guidon pole.13-3. Individual Awards and Criteria.a. Encampment Commander’s Award forOutstanding Achievement. Selection of theOutstanding Basic Cadet (Honor Cadet) must be donecarefully and without prejudice. The basic criteria forselection follows:• Appearance• Attitude• Motivation• Character• Desire to excel• Progression at encampment• Leadership potential(1) The Outstanding Cadet should be the “best”cadet that the encampment has produced. It is importantto consider all factors. A 17 year old will be moremature than a 13 year old. A C/MSgt knew more thana C/A1C when he arrived at encampment. The flightstaff should look for the individual that has gained themost from encampment, while being a team player andmotivating the flight to excel. The encampment musthave been a positive and challenging experience for theindividual that is selected.(2) Candidates who average 90% between theirGroup Inspection and Final Exam, and who receive atleast an “Exceeded Standards” rating on theirevaluation will be considered Distinguished Graduates.A list of all the Distinguished Graduates willbe generated and disseminated to the FlightCommanders. In tandem with their Tactical Officer,the Flight Commander will review the list andrecommend removal of persons that they do not feelmeet the description of paragraph 1 above. EachFlight Commander also has the authority to add onename to the list if he/she feels that a truly deservingcadet did not meet the minimum standards due tocircumstances outside the control of the cadet. TheFlight Commander should include a brief reasoningbehind the decision to add the cadet. It is theresponsibility of the Squadron Commander to reviewthese "special additions" and certify them or removethem from the listing. Finally, it is the responsibility ofthe CTG Commander to review the remaining "specialadditions" and either certify them for DistinguishedGraduate status or to remove them from the list.

Minnesota Wing ETM, 01 MAY 2002 45(3) The Squadron Commander invites at leastone additional cadet staff member and an impartialsenior member to interview the distinguished graduatesfrom their squadron. These interviews should be donewith minimal fanfare so that the selectees remainlargely unaware of the process. Each SquadronCommander will interview the top three DistinguishedGraduates from their squadrons. Each SquadronCommander will forward one name to the GroupCommander for the Group Commander’s board.(4) The Group Commander’s board will consistof the CTG Commander, CTG Deputy Commander,Encampment Commander, Commandant and at leastone other staff member invited by the CTGCommander. The criterion is the same as previouslylisted.b. Wing Commander’s Award for AcademicExcellence. Awarded to the cadet with the highestfinal exam scores. In the event of a tie, the boardoutlined in paragraph 4 above will interview cadets.c. Commandant's Award for Leadership.Awarded to the cadet member (basic or staff) thatdemonstrated outstanding leadership skills during theencampment. The Commandant of Cadets selects thisindividual.d. Cadet Commander’s Award for CommandStaff Excellence. Awarded to the Cadet Staff memberthat performs their job in an outstanding fashion. TheCTG Commander selects this individual.e. Cadet Commander's Award for Support StaffExcellence. Awarded to the cadet Support Staffmember that performs their job in an outstandingfashion. The CTG Commander selects this individual.f. Field Leadership Excellence Award. Awardedto the Tactical Officer that sets the best example for thecadet and senior staff. They exhibit good uniformpractices, exemplary customs & courtesies, goodtraining techniques, and superior counseling skills. Theselection committee will include the EncampmentCommander, Commandant of Cadets, ExecutiveOfficer, and the CTG Commander.g. Encampment Commander's Award forOutstanding Senior Support. Awarded to the SeniorStaff member who performed their job in anoutstanding fashion. The Encampment Commanderselects this individual.

Minnesota Wing ETM, 01 MAY 2002 46Chapter FourteenFORMATIONS AND CEREMONIES14-1. General. Flight, squadron, and groupformations are used at various times throughout theday. For convention, a formation’s right or left is inrespect to the individuals in the formation. Forexample, when the flight commanders are facing theSquadron Commander, the formation’s right is to theirright. When the Squadron Commander is facing theformation, the formation’s right is to his/her left.14-2. Flight Formation. Flight formations are used atvarious times during the training day. Each flight willbe comprised of three elements. Four elements areauthorized for purposes of shortening formations or forflights having more than 25 cadets. Flights of 10 cadetsor less will be comprised of 2 elements14-3. Physical Training Formation. See Chapter 12.14-4. Squadron Formation. See diagram at end ofattachments section.14-5. Group Formation. See diagram at end ofattachments section.a. Opening Formation. Used to begin the formaltraining day, relay pertinent information, and ensureaccountability. All cadets, Tactical Officers, and theCommandant or his/her representative are expected tobe present for Opening Formation.a. Evening Formation. Used to assemble theGroup, publish the orders of the day, and highlight thenext day’s schedule. All personnel, with the exceptionof those conducting Flight Operations, are expected tobe present for Closing Formation.14-6. Parade Practice. At least two parade practiceswill be conducted with key personnel (Officers, Guides,etc.) in order to save time at the full rehearsal. TheCTG Commander will conduct at least one fullrehearsal with the entire Encampment component priorto the actual parade.

Minnesota Wing ETM, 01 MAY 2002 47Chapter FifteenHEALTH AND SAFETY15-1. General. The first responsibility of all encampmentstaff members (cadet and senior) is the health and safety ofall CAP members at the activity. The structured stressfulenvironment of encampment reduces a cadet’s ability to carefor his/her personal hygiene and bodily functions. Staffmembers must therefore fill this gap.a. Cadets will be observed and attended to at all timesduring inspections. They will be reminded not to lock theirknees, and will be allowed to sit down if they feel sick.b. Cadets will have time to care for their personal needs.Flight training staff members will provide time to use thelatrine. Do not force a cadet to ask to use the latrine.c. Living together in close proximity requires goodpersonal hygiene. Flight staff will encourage good hygiene ina positive, tactful, and diplomatic manner.d. Cadets will shower daily. The objective is hygiene nottraining. Showers are not to be timed or used as trainingtools. The flight staff will allocate enough time for the entireflight to shower. This time will be structured so that thecadets get clean and no horseplay takes place.e. The tactical staff will inspect the feet of each cadet after thec. Members of the flight staff will complete their meal beforehis/her flight so they can greet the cadets when they depart thedining hall.d. Each cadet is to eat a balanced meal to includemeat (or other high protein food), grains, vegetables, anddairy products. One glass of water will be consumed aswell. This paragraph will not be interpreted to limit thequantity of food or fluid consumed.e. No food will be removed from the dining hall.f. During meals, cadets will not be disturbed, exceptfor necessary corrections.15-3. Laundry. The flight staff is responsible forensuring that laundry is done in a timely manner. Thelaundry schedule should be arranged prior to the basiccadets arrival. Remember that personal time may not beallocated for this purpose. Some cadets have only oneuniform and limited underwear. It is the flight staff’sresponsibility that the basic cadets have and wear cleanclothes. Here is a list of laundry hints:a. Wash white clothes at least every other day.b. Mark all items prior to washing. This includesevening shower. Flight staff should assist. First aid and preventiveaction will be made at this time. Serious injuries will be reported to the underwear, fatigue pants (BDU), etc.encampment medical officer as soon as possible.c. Wash dark and light clothes separately.f. Each flight will walk through the fire evacuation route posted in d. Wash fatigues (BDU) in shifts. They take a longeach building before the first evening.time to dry.g. While drilling, the flight should be given 5 minutes per every 30 e. Do not launder blue wool pants or skirts, sendminutes of drill time for rest. Drilling consumes body fluids that must be these items to the dry cleaners.replaced. The flight staff will watch for swaying cadets while at f. Do not iron blue wool clothes without an ironingattention. Each staff member will review the encampment SOP for cloth.other safety rules. Health and safety does not stop with the items listed g. Make up your laundry schedule on day 1.above. All staff will be constantly alert for any safety or health problems h. Wash while on tours and dry while in the building.at all times. Remember, a sick or uncomfortable cadet is not going tolearn very much.15-4. Personal Time. Personal time is the cadets’ time.h. Things to Remember:Each night, 30 minutes is set aside for cadets to do as(1) Allocate adequate time each hour for latrine and water they wish-given the restrictions of encampment. Theybreaks.may write letters, talk to other flight members, take(2) Allow adequate time each morning for latrine prior to PT another shower, iron uniforms, polish shoes or just go toformation.bed early. The cadets will receive the entire half-hour.(3) All cadets shall be required to drink at least three glasses No of speeches, inspections, or any other training iswater with each meal in addition to other fluids.allowed; the training day is over. NO EXCEPTIONS!(4) Cadets will be tactfully reminded to use deodorant after There will be no horseplay allowed however, sinceshowers.control must be maintained. At the same time, the cadetsmust be allowed to relax15-5. Building Evacuation Procedure. Building15-2. Meals.evacuation routes shall be posted on bulletin boards ina. Cadets will be briefed on the encampment SOP as it relates building to and all cadets will be aware of their designatedmeals prior to attending their first meal. Only a Tactical Officer, routes and exits. For building evacuation during dutyMedical officer, the Commandant, or Encampment Commander, may hours, cadets will proceed quickly in appropriateexcuse cadets from a meal.uniform to nearest exit and then to the pre-designatedb. Seating and line flow coordination will be the responsibilities assembly of point. For building evacuation during sleepingthe Command Chief Master Sergeant and First Sergeants.hours, cadets will put on athletic shoes and tie them,proceed quickly without running to nearest exit and then

Minnesota Wing ETM, 01 MAY 2002 48to assembly point. Note: For some emergencies it may benecessary to keep the normal assembly area clear. Be awareof surrounding area and possible alternate assembly areas.15-6. Tornado Procedures. Note any warning signalinstructions posted on bulletin board. Find out where thenearest shelter is for your area. If in doubt, have allpersonnel proceed downstairs and remain in hallway withdoors closed, away from windows, and await furtherinstructions.15-7. Road Guard Procedures. It is important toremember that the purpose for road guards is to assure safecrossing of streets. A Senior Member will accompany anymarching unit and assist in stopping traffic in intersections.Be certain that road guard procedures are being followed andthat the road guards are safe. Specific road guard procedureswill be outlined in the Encampment SOP or set as policy byeach commander.15-8. Medical Problems. The flight training staff's firstresponsibility is preventive medicine. Remain sensitive toenvironmental conditions and situations that are likely tocause injury or illness. It is essential that sincere medicalproblems be handled immediately and judiciously.• Apply cool, wet cloths and fan the victimor take them to an air-conditioned room.b. Heat Stroke Heat stroke is an immediate, lifethreateningemergency for which medical care isurgently needed. Heat stroke is a response to heatcharacterized by extremely high body temperature anddisturbance of the sweating mechanism.(1) Symptoms:• Body temperature is high (may be106°F or higher).• The skin is characteristically hot, red,and dry. The sweating mechanism isblocked.• The pulse is rapid and strong.• Victim may be unconscious.(2) Treatment:• Victim needs medical attentionimmediately.• Move to shade.• Loosen clothing.• Apply cooling measures; ice, coldcloths, etc.(3) Prevention:• Same as heat exhaustion.Tactical Officers are responsible for double checking theCAPF-31 for any medical problems a cadet might have onarrival at the encampment. In the opening assessmentinterview ask each cadet for required medication, and checkwith the encampment medical officer if any question arises.(i.e., should medication be left with the cadet or should beheld by the Tactical Officer or Medical Officer.)Keep in mind basic emergency procedures:1. Identify the problem.2. Immobilize injured individual.3. Call for medical help by radio, phone, or runner.4. Provide immediate FIRST AID.5. Provide care only up to your level of training.15-9. Common Medical Problems.a. Heat Exhaustion Heat exhaustion is a response to heatcharacterized by fatigue, weakness, and collapse due to intake of waterinadequate to compensate for loss of fluids through sweating.(1) Symptoms:• Approximately normal body temperature.• Pale and clammy skin.• Profuse perspiration.• Tiredness, weakness.• Headache, perhaps cramps.• Nausea - dizziness (possible vomiting).• Possible fainting (The victim will probably regainconsciousness as the head is lowered.)(2) Treatment:• Remove person to shade.• Loosen clothing.c. Dehydration. Dehydration is one of the mostcommon encampment ailments. Symptoms are similarto Heat Exhaustion but less severe. Dehydration is thefirst step in the heat illness ladder. Ensure that yourpersonnel have water and adequate rest periods in coolor shaded areas.d. Hyperventilation. Hyperventilation is acondition brought about by over-breathing. Usuallythere is some degree of anxiety, tension, and emotionaldistress. Over-breathing begins without the person beingaware of it, until enough carbon dioxide is washed out tocause symptoms so alarming that the person begins tobreathe even more vigorously.(1) Symptoms:• Dizziness, faintness, numbness.• Rapid breathing.• Tingling, pounding of the heart,spasmodic muscle cramps.(2) Treatment:• Provide a relaxing, restful, calmatmosphere.• Reassure the patient.• Ensure slow, measured breathing.• Notify encampment medical officer.(3) Prevention:• Watch stress levele. Laryngitis (Loss of Voice). Inflammation of thelarynx or voice box is known as laryngitis. Simple acutelaryngitis is usually caused either by infection or byoveruse or strain of the voice.

Minnesota Wing ETM, 01 MAY 2002 49(1) Symptoms:• Hoarseness.• Voice cracks; unable to speak above awhisper.(2) Treatment:• Rest the voice.(3) Prevention:• Voice exercises.• Proper use of diaphragm. Reference“Leadership: 2000 & Beyond”.f. Sprain. A sprain is an injury to the soft tissue surroundingjoints, usually because of forcing a limb beyond the normal range ofa joint. The ligaments, muscles, tendons, and blood vessels arestretched or torn. The ankles, fingers, wrists, and knees are mostoften sprained.(1) Symptoms:• Swelling• Tenderness• Pain upon motion• Discoloration(2) Treatment:• Immobilize extremity and refer to medical.• Apply ice pack.(3) Prevention:• Keep from RUNNING and JUMPING.g. Strain Strains are injuries to muscles from overexertion. Thefibers are stretched and sometimes partially torn. Improper liftingcommonly causes back strains.(1) Symptoms:• Swelling• Tenderness• Pain upon motion• Discoloration(2) Treatment:• Immobilize extremity and refer to medical.• Apply heat, warm, wet applications, and rest.(3) Prevention:• Keep from RUNNING and JUMPING.• Avoid lifting from an awkward position.h. Blisters. Blisters caused by friction from shoes or boots appear onthe heels, toes, and tops of feet. If all pressure can be relieved until thefluid is absorbed, blisters are best left unbroken.(1) Symptoms:• Slight limp• Problems jogging.• Timing off when drilling; tendency to get out of step.(2) Treatment:• Cushion with band-aids/moleskin.• Keep clean• For open blisters, refer the cadet to themedical officer(3) Prevention:• Check for blisters daily.• Cushion red spots with moleskin.• Keep boots/shoes firmly laced.• Wear multiple pairs of socks.i. Sunburn(1) Symptoms:• Redness or blisters on exposed areasof skin.• Mild swelling and pain.(2) Treatment:• For minor sunburn, treat withsunburn preparations.• For blisters, get medical attention.(3) Prevention:• Use sun screen lotion. (MinimumSPF15)• Watch fair skinned individuals.j. Heat Rash (Jock Itch)(1) Symptoms:• Chafing or red areas on skin.• Irritation or pain. Skin may becracked or dry.(2) Treatment:• Apply lotion or baby powder to area.• Keep area open to air wheneverpossible.(3) Prevention:• Wear appropriate clothing.• Apply baby powder to possible areas.

Minnesota Wing ETM, 01 MAY 2002 50Chapter SixteenCADET STAFF STANDARD OPERATING PROCEDURES16-1. General. In the final analysis, it is the staff of the CTGthat will determine the success of an encampment. As such, it isimportant that all staff members maintain and display a positiveconstructive attitude in carrying out their assigned duties andresponsibilities. This attitude should form the foundation forevery decision made and every action taken by a staff member.a. All staff members will maintain an exemplary level ofdignity, self-discipline, and military bearing at all times.b. All staff members have the extra responsibility to set anoutstanding example for the cadets. Their quarters, uniforms,personal grooming, hygiene, customs and courtesies, theirattitude must meet or exceed encampment standards at alltimes.c. All staff members other than the cadet’s immediatesuperiors will not to interfere with a cadet’s performance ofhis/her duties, except in cases of possible injury or violation ofregulations. Exceptions are in order when the infraction is ofan immediate nature, such as failure to salute. Good judgmentis necessary by all staff members. All violations andinfractions not of an immediate nature should be referred to thechain of command.d. All CAP personnel share the responsibility to ensurethat the property of Civil Air Patrol and the host facility isrespected, properly maintained and accounted for. Items thatare broken or appear in substandard repair, should be reportedto the Tactical Officer and the Headquarters as soon aspossible.16-2. Dining Hall.a. Members of the staff may not arbitrarily cut into thedining hall line. Staff members may enter the line betweenflights. In cases of extreme time constraints a staff membermay break the line, but this should be avoided wheneverpossible.b. Cadets are not to be disturbed by staff members whileeating their meals. The Cadet Command Chief MasterSergeant and First Sergeants are responsible for supervisingcadets in the dining hall and will enforce the dining hallprocedures. No memory work will be recited. The diningfacility is not a social hall.16-3. Quarters. Staff shall maintain their quarters ininspection order at all times so as to set the example for theirsubordinates. Doors are to be left open during standard dutyhours. When occupying any room with a member of theopposite sex, the doors will remain open at all times.16-4. Cadet Staff Personal Time. At least one hour per nightwill be scheduled for Staff Personal Time. Staff members maydo the same things basic cadets do during that time. It is not tobe used for organized training, meetings or classes. Staffmembers may go to bed, read, iron uniforms or anything elsethat will help them prepare for the next day.16-5. Sleeping. Cadet Staff members will sleep aminimum of six (6) hours per night. The last 10 minutesof personal time will be considered Call to Quarters atwhich time staff will be in their rooms and may not leave.THERE ARE NO EXCEPTIONS TO THIS RULE. Napsare to be approved by the senior staff and are not a right,but a privilege.16-6. Private Vehicles. Cadet Staff members will parktheir vehicles in the designated parking areas. Aftersecuring the vehicle, they are to turn the keys into theappropriate Senior Member (i.e.: Tactical Officer, COC).POV's may not be operated without the permission of theCommandant of Cadets or Encampment Commander.16-7. Responsibility. Cadet Staff members will notifythe appropriate Senior Member in the followinginstances:a. If you need to leave the encampment area.b. If the flight is leaving the encampment area for atour, class, or any other reason.c. If you or any cadet injures themselves.16-8. Behavior.a. Cadet Staff will adhere to the Cadet Honor Code,Cadet Protection Policy and the EncampmentFraternization Policy at all times. Noncompliance willresult in expulsion from encampment and possibletermination from CAP.b. The use of alcohol, tobacco, or unauthorizedcontrolled substances by staff is prohibited. Failure tocomply with this requirement will result in immediatedismissal from the encampment.c. If a cadet receives an order or directive fromanother CAP member that is perceived illegal, unsafe, orcreates potential liability for the CAP, the staff memberreceiving the order will bring that order or directive toattention of the member issuing the orders superior.16-9. Encampment Fraternization Policy. To ensurethat cadets remain professional at all time, and focusedupon their training, fraternization shall not be allowed asoutlined in this policy. Cadets may not show "publicdisplays of affection" at any time prior to graduation.Anytime that a cadet of the opposite gender is in the roomof another cadet, the door MUST be opened fully. If aprivate matter must be discussed, the cadet shall ask aSenior Member to stay in the room while the door isclosed. Cadets must travel in groups of three or morewhenever there are members of the opposite genderpresent. Cadets of opposite gender are not allowed to be"alone" at any time with one another, this includessecluded areas outdoors, closet spaces, or remote areas ofthe base or training area. Noncompliance will result in

Minnesota Wing ETM, 01 MAY 2002 51expulsion from the encampment and possibletermination from CAP.

Minnesota Wing ETM, 01 MAY 2002 52Chapter SeventeenTHE TACTICAL OFFICER17-1. General. Tactical Officers are Senior Members of Civil AirPatrol who have been specially selected and trained for their role atencampment. Although many of them are former cadets, there is norequirement for a Tactical Officer to have been a CAP cadet. Generally,a minimum of one qualified and trained Tactical Officer is assigned tomonitor each Flight at encampment. Assistant Tactical Officers andTrainee Tactical Officers may be assigned as available.17-2. Assignments. It is important to remember that Tactical Officersare NOT part of the chain of command within the Cadet Training Group.Tactical Officers are appointed by the Encampment Commander at therecommendation of the Commandant of Cadets. They are directlysubordinate to the Commandant. A Chief Tactical Officer may beappointed at larger encampments, with the Tactical Officers beingplaced in a subordinate position to the Chief Tactical Officer at thediscretion of the Commandant.17-3. Exclusive Responsibilities. The following functions are theexclusive responsibility of the Tactical Officer. They may NOT bedelegated to cadet personnel:a. Custody of the barracks facilities.b. Supervise Cadet telephone calls to their home.c. Daily sick-call, blister checks, related health matters and MedicalOfficer referral.d Personal counseling and Chaplain referral.e. Custody and release of Cadet personnel to authorized persons.Cadet staff encountering matters that are considered to be exclusiveresponsibility of the Tactical Officer are to notify the appropriateTactical Officer immediately.17-4. Shared Responsibilities. Cadet Staff members and TacticalOfficers share the following responsibilities at the Flight level:a. Safety of all flight personnel.b. General welfare of cadets, including heat exhaustionobservation/prevention, fluid intake, availability and use of latrine, etc.c. Observation, training, and correction of military customs andcourtesies violations.17-5. Tactical Officer/Cadet Staff Relationship. Tactical Officersare considered to be advisors to Cadet Staff members. Whendealing with Flight Staff, Tactical Officers are expected to provideadvice and counsel when necessary, while allowing the cadet chainof command to remain intact. Immediate problems of a safetynature shall be corrected at any time when the judgement of theTactical Officer so dictates. Minor matters of technique, commandpresence etc. shall be handled in private whenever possible. TheTactical Officer is encouraged to discuss Flight Staff developmentwith the Cadet Squadron Commanders. Matters of concern dealingwith Cadet Squadron and Group staff should be referred to theCommandant of Cadets when possible.17-6. Participation in Encampment Training. In addition totheir general duties, Tactical Officers may be assigned to specifictraining assignments at the discretion of the Commandant of Cadets.Examples include academic classroom instructors, firingrange support, graduation parade support etc.At the flight level, Tactical Officers are assigned as partof the “Flight Training Staff”. They are asked toparticipate in Squadron Training Meetings and areconstantly evaluating the flight’s performance. Cadetstaff members should consider the Tactical Officers as avaluable resource for training feedback. Often, TacticalOfficers are able to draw on years of experience toprovide examples of solutions to problems that may arisein an encampment environment. The objective of theTactical Officer is to allow the cadet staff members anopportunity to solve problems first, but advice is alwaysavailable to cadet staff members merely by asking for it.17-7 Tactical Officer's Tasks.a. Flight Training Staff Meeting. Discussresponsibilities of the cadet flight staff as outlined in theEncampment Training Manual. Discuss daily/weeklyplanning. Each evening, review the schedule for the nextday. This is in addition to the STM. Discuss how goalsfor the next day will be achieved, and what plan theflight commander has for FTA time. Discuss the flightstaff safety procedures such as road guards, barracksprocedures and evacuation, and other general safetyrules. Check with flight commander to make sure thatworkbooks have been issued and that the cadets havereceived instructions on how to complete them. Theworkbooks are designed as study aids, therefore theyshould be completed after each appropriate class.Discuss selection of element leaders and guidon bearerwith flight staff. These positions offer leadershipexperience for cadets and should not be taken lightly.Permanent assignments will be made as soon aspossible. Review the Flight Commanders Check-lists toensure all items are completed in a timely manner. (SeeAttachments 1-4)b. Building Security. Any time the flight is not inthe building, all inside lights should be out, windowsclosed, and exterior building doors locked. At facilitieswhere the building cannot be locked, room doors will belocked. All items of value, belonging to the cadetsshould be collected by the tactical staff, a receipt issuedto the cadet, and stored securely.c. Cadet Interview. Review cadet applicationinformation, name, age, unit, and experience level ofcadets assigned to the flight. Review medical history andcheck with the medical officer if anything is present thatmight affect that cadet’s performance at encampment.Check for current ID card. Ask if the cadet needs to callhome to confirm their arrival to encampment. Inquirehow each cadet will be returning home.

Minnesota Wing ETM, 01 MAY 2002 53d. Tactical Officer Briefing. Only the Tactical Officerconducts this briefing. Reference Tactical Officer’s Briefing Outline(See Attachment 4).e. Walk-Through. At least once each day, walk through thebuilding to see the progress on racks, rooms, etc. Note anyunreported broken equipment. Check for potential safety hazards.Check latrines/supplies/trash.f. Medication. Ensure any required medications are given out.It is a good idea to keep a list and document any medicationdispensed.g. Blister Check. Each evening, preferably right after showersand before personal time, check for blisters. Watch for reddening onthe heel, etc. Hand out moleskin and Band-Aids liberally.h. Laundry. Ensure the flight staff has made provisions to getthe cadets’ laundry done. This is often an interesting timemanagement exercise as the time at encampment is very limited.i. No Credit. Watch for possible “no credit” cadets. By thispoint in the encampment you should have identified any candidatesfor “no credit”. This would be a cadet who does not participate at asatisfactory level. Watch this cadet’s progress and counsel at theearliest opportunity, allowing the cadet the chance to improve andsucceed. By Day 4 you must forward your recommendations to theCommandant so the he/she may conduct interviews to assess thesituation with each at-risk cadet.j. Basic Cadet Evaluations. By Day 4 you should have cadetevaluation forms. The Flight Training Staff should complete theseforms by day 7. The Flight Training Staff must review the completedform with each cadet before graduation. One copy of evaluation willbe given to cadet along with the graduation certificate, the othercopies will be returned to encampment HQ for distribution.k. Workbooks. Ensure that the Flight TrainingStaff has reviewed each cadet’s workbooks forcompleteness and accuracy by Day 6.l. Check-Out. Review checkout procedures. ByDay 6 an encampment plan should be in place forcheckout. This will include check-in of linen, and anyother equipment, restoring furniture to rooms as received,any special cleaning requirements, etc.m. Exit Interviews. Day 7-8. Do exit interviewswith flight staff. It is important that you debrief the flightstaff. Discuss individually each member’s strong points,the points on which he improved upon, and offersuggestions for further improvements and growth.Discuss the aspects of the encampment that wentparticularly well for the flight and what might beimproved.n. Graduation. Check with Commandant of Cadetsregarding your involvement in the Graduation ceremony.o. Debriefing. Day 8. Debrief the flight on theencampment. Point out the objectives and the trainingagreement that the cadets signed at the beginning of theencampment. Discuss how they can use the knowledgethat they have gained at the encampment for appropriateuse at the home unit.p. Departure. Do not leave until released by theEncampment Commander, Commandant of Cadets, orChief Tactical Officer. Do not forget to turn your keys tothe building in, before you depart.

Minnesota Wing ETM, 01 MAY 2002 54Chapter EighteenSENIOR STAFF18-1. Uniforms. The Senior Staff sets an example forthe cadet staff and the basic cadets. Their uniform mustalways be neat and clean and must fit properly. It isessential that uniforms be correct in accordance withCAPM 39-1.The duty uniform is generally the blue Service Uniformor appropriate Corporate Uniform. While theCommandant of Cadets will establish rules for aparticular encampment, accepted practice is duty uniformfrom morning meal until after evening meal, or after 1800hrs. Outside those hours other uniforms may beacceptable. The Fatigue Uniform (BDU) is appropriate atthe firing range, or certain field activities. Physicaltraining (PT) gear is acceptable only during athleticactivities. Time at encampment is limited. It is helpful tobring several duty uniforms to minimize laundry. Ribbonsare worn for the graduation ceremony only.18-2. Living Quarters. The Senior Staff's quarters mustbe kept in proper order. Often it is necessary to conductbusiness in these quarters. As with uniforms, the SeniorStaff sets an example for the cadet staff as well as thebasic cadets.18-3. Legal Responsibility. In today’s society wecannot afford to ignore our exposure to liability. Thefollowing is a lay interpretation offered as a basis for yourunderstanding of the legal responsibility as a member ofthe Senior Staff, especially a Tactical Officer. Should youhave any questions, they should be directed to competentlegal authority.As Senior Members, our legal position with respect tocadets is conceptualized in law by the doctrine of “in locoparentis,” that is, we are acting in the place of theparents. Thus we have a legal responsibility to act,nurture, protect and safeguard the cadets from harm, bothphysical and mental.Our exposure to liability as individuals may be foundunder the Law of Torts, which holds that a personalwrong is actionable for damages. This means that aSenior Member’s act, or failure to act, could expose theorganization as a whole, and the Senior Member as anindividual, to liability in a law suit. Further, individualexposure results not only from the wrong of theindividual in question, but may also result from the wrongof another, such as a subordinate or another SeniorMember.When we take on a position of authority or responsibility,the law brings along with that position a certain amountof legal responsibility. In common law, this responsibilityfalls into two areas, strict liability, and negligence. Strict liabilityis liability without regard to fault. In the normal course of eventsin CAP, this area would not usually apply.Of more importance to us is the area of negligence. This conceptimplies that we have a duty to behave as a reasonable person ofordinary prudence under the same or similar circumstances so asnot to expose others to an unreasonable risk of harm.18-4. Standard of Care. In a world fraught with risks, howmuch risk is reasonable? How must we behave and with what”standard of care” must we comply to create an atmosphere thatis reasonably free of risk? The final analysis of whether thatstandard has been met in each individual case would be in thehands of a jury.a. The law imparts to a person a certain amount of expertisebased solely on the position that he/she occupies. We as SeniorMembers are occupying positions of ostensible authority andexpertise, regardless of whether or not we actually possess thatexpertise.b. Considering the case of a Senior Member, the standard ofcare is much higher than an ordinary person by virtue of theposition that he/she holds. We set ourselves up as experts in ourarea and as a result the standard of care is shifted upward placingthe exposure closer to strict liability rather than merelynegligence. Thus the Senior Member is legally responsible to actwith expertise whether or not he actually possesses suchexpertise.18-5. Responsibility. It appears then, that we have the legalliability and responsibility of the parent. We have a duty to takecare of incidents as they occur and to foresee and protect thecadets from damage, both physical and mental. We areresponsible for the physical and the emotional and psychologicalwell-being of the cadet.a. We note that historically we have had few problemsbecause the people working at this level with cadets are usuallyhighly motivated. They care a great deal about the well-being ofthe cadets.b. Responsibility to protect the cadets from physical damageis obvious. The Senior Member must always be aware ofpotential environmental hazards or situations that could result ininjury. Less obvious is the responsibility to protect the cadet frompsychological damage.c. What can we do to reduce our potential for legalproblems? The encampment program must be planned andexecuted with a reasonable standard of care in mind. The SeniorMember must remain sensitive to areas of exposure. We must bevery conscious of the possible effect of our actions and the

Minnesota Wing ETM, 01 MAY 2002 55actions of others on the cadets. Always be conscious ofsafety and be aware of areas where injuries or distresscould occur. Beyond that, we must be sensitive toneutralizing the adverse consequences of any incident thatmight occur.18-6. Counseling. The Tactical Officer has an importantjob as a counselor both to the basic cadets and the cadetstaff. The role of the Tactical Officer as counselor is thatof advisor or coach.a. Arriving at the encampment, the basic cadets arecast into an environment that may be radically differentfrom anything they have ever encountered before.Encampment is highly structured, stressful, and demandsa high level of participation and concentration from eachcadet. Some cadets will have more difficulty coping thanothers will. Be alert to identify problems and providecounseling when appropriate.b. The responsibilities of the cadet staff place themin a similar situation. They too may benefit fromcounseling. Basic counseling skills include at least thefollowing.18-7. Active Listening Skills. Effective counselingrequires that the person being counseled feel that youhave a sincere interest in his/her problem. This is bestdone using active listening techniques such as thefollowing:a. Eye contactb. Body languagec. Reflectiond. Questions18-8. Sensitivity. Be sensitive to the emotional state of the cadetand his/her/her feelings. Always maintain respect for theindividual; criticize the behavior, not the person. Consider:a. Needsb. Self imagec. Personal worth18-9. Resolution. Resolution of problem or situations may takeone of several forms.a. Adviceb. Directionc. Suggestionsd. Explanation or clarificatione. Self-resolutionf. If you run into a difficult situation, share the problem withother senior staff members. We are not professional counselorsnor are we here to experiment with counseling skills. Anotherperspective might be helpful.18-10. Mentoring. Senior members at all levels of theencampment organization have a responsibility and opportunityto serve as mentors for cadet staff. Tactical Officers have theduty of mentoring their Flight Commanders and Flight Sergeants.Each Support Staff members should consider it their duty tomentor their corresponding cadet counterpart. Even theExecutive Staff serve as mentors for the Cadet Executive Staff.As mentors the senior members must always try to maintain apositive and trusting relationship. The cadet should feelcomfortable coming to you to ask for assistance and guidance.For more information on mentoring each senior should reviewCAPP 25-06 – Mentoring.

Minnesota Wing ETM, 01 MAY 2002 5601 May 2002 edition: Summary of changesRevised Distinguished Graduate selection system; revised Drill Competition system; removed Commander’s Call01 February 2001 edition: Summary of changesAll forms removed from Attachments section and placed in separate reference called the Encampment Forms Directory; Table ofContents updated and made accurate01 September 2000 edition: Summary of changesNumerous readability, grammar, and spelling corrections; Attachment correlations corrected; para 2-4(c) added Out-Processing planto CTG/CCE duties; para 2-4(d) added specific classes for STA periods; para 2-4(f) modified Stan/Eval description; added para 2-4(g) Cadet Leadership Officer job description; para 2-4(h) added CQ to CCM duties; para 2-4(i) removed Drill Competition dutiesfrom First Sergeant; added Cadet Administration, Logistics, Duty Officer/NCO job descriptions; grouped different job descriptionsinto functional group areas (Executive, Command, and Support) and redesigned paragraph lettering; para 2-5(d) change ChiefTactical Officer reporting authority; deleted para 2-5(i); para 2-5(j) changed 1700 hours to 1500 hours; added para 2-5(l) and split theTraining Officers job description into two separate descriptions - one for Cadet Training and one for Senior Training; added para 4-4explaining Graduation Standards; para 7-1(c) modified swimming locations to include public areas other than pools and encouragedswim nights be near end of week; added para 7-3(e) Lights Out; added para 7-4(d) Charge of Quarters; para 7-5(d) change SupportStaff meeting to include all support staff including cadets; deleted para 7-5(e); added para 75(g) Commander’s Call; added para 7-5(h)scheduling suggestions for meeting; para 7-5(g) changed 1700 briefing to 1500 briefing; changed para 13-3 to include DistinguishedGraduate criteria and modified Honor Cadet selection; modified Basic Cadet Evaluations to included an "Overall" category; addedAttachment 16 "In-Flight Positions Tracking Form"

Minnesota Wing ETM, 01 MAY 2002 57ATTACHMENT 1FLIGHT COMMANDER’S CHECKLIST DAY 0Pre-Arrival Move-in___Unpack and setup your room.___Attach required items to bulletin board.___Design floor plan of rooms for roomassignment.___Review encampment block schedule.___Prepare welcoming remarks___Secure extra paper and pencils for cadets.Pickup from headquarters:___Guidon and guidon pole___Road guard vests and flashlights (if available)___Basic cadet workbooks___Flight covers___Telephone roster with emergency numbersMake sure the following are in good workingorder:___Fire/Exit lights___Washer/dryer___Sink/shower faucets___Fire extinguisher (Check pressure gauge)___Room lights (ceiling)Check inventory of building for:___Toilet paper/paper towels___Cleaning materials___Laundry soap___Vacuum/floor buffer___Mops, brooms and dust pansInventory each room for the number of:___Student desk with chair (If appropriate)___Racks___Dressers/night stands___Desk lamps___Other government propertyATTACHMENT 2FLIGHT COMMANDER’S CHECKLIST DAY 1First Meeting:___Greet each cadet in correct/clean uniform___Review each cadet for appearance___Make a list of each cadet (name and serialnumber)___Start memorizing each cadets name___Assist the Tactical Officer in conducting ashake down inspection___Give welcoming speechIdentify the following for each Cadet:___Quantity of underwear and socks___Quantity of service uniforms___Quantity of Utility uniforms___Missing uniform items___Boot and shoe condition (are they broken in?)___Do they require a haircut?___ Have cadets laundry mark uniforms andunderwear.___Store extra luggage in locked storage room (ifavailable)___Send copy of flight roster to headquarters___Welcome cadets and introduce staff___Review fire exit procedures with cadets___Walk through fire exit procedure___Discuss health and safety as a flight___Instruct SOP dining hall procedures___Instruct rack and room procedure___Orient flight to bulletin board___Begin reviewing falling in.___Instruct road guard procedures.___Instruct PT formation (extended rectangular).___Begin looking for element leaders.___Instruct in chain of command.___Coordinate haircuts with TAC and HQ.___Instruct shower procedure.___Explain foot/blister check.___Explain personal time and lights out.___Explain PT uniform and wake-up___Explain next day’s schedule.___Conduct showers.___Assist with blister check___Go to sleep on time

Minnesota Wing ETM, 01 MAY 2002 58ATTACHMENT 3FLIGHT COMMANDER’S CHECKLIST LAST DAY___Pack all your personal gear prior to first call(night before)___Review information regarding out processing___Review out processing with cadets___Have cadets pack their personal gear, exceptuniform for parade___Replace all furniture to proper location accordingto your room inventory___Dispose of linen and blankets per the instructionsfrom HQAfter cadets have moved out:___Check each room for cleanliness and lost items.(closet, drawers and under beds)___Clean rest rooms and floors___Remove all encampment information frombulletin board___Empty ALL trash cans___Issue certificates to cadets___Report missing certificates or misspellings to HQ___Return all issued equipment to HQ___Assist Tactical Officer in disposition ofdeparting cadets___Inspect building for missed items or trash.___Out-process with Tactical Officer andCommandantATTACHMENT 4TACTICAL OFFICER’S BRIEFING CHECKLIST__First priority of all activities is always health andsafety.__No running inside the building.___Touch each step and maintain one hand on handrailwhile using stairs.__No “double-time” in the stairwells.__All furniture movement shall be supervised by aTactical Officer.__All accidents shall be reported to the Tactical Officerimmediately.__Review emergency phone numbers.__Review location of fire alarms, extinguishers, and thereporting procedure.__Safety hazard identification and reporting procedure.__Review Road Guard procedures. MNWG EncampmentCadet SOP.__Building evacuation briefing and practice.__Hot weather procedures and cautions.__Cold weather procedures and cautions.__Blister check required each night and must be done bya Tactical Officer.__Health problem reporting procedure.__Review laundry procedure.__Review shower procedure.__Review requirements for restroom and refreshmentbreaks.__Review procedure for sick cadets or minor injuries.__Review “personal time” and the expected behaviorduring that time.

Minnesota Wing ETM, 01 MAY 2002 59ATTACHMENT 5SENIOR MEMBER EQUIPMENT LISTSenior staff, with the following recommended additions,can use the encampment equipment list (Attachment 9):Duty Uniform – The USAF blue service or CAPcorporate uniform will be worn frequently. Recommendat least two sets.BDU Uniform – Recommend two setsBasic medical supplies• Band-Aids• Antiseptic• Foot protection• Foot Powder• Tape• Gauze pads• Coffee pot & cups• Soft drinksOffice supplies• Paper• Pens• Stapler• Tape• Clipboard• Ziploc bags• Envelopes• Padlocks (2)

Minnesota Wing ETM, 01 MAY 2002 60ATTACHMENT 6ENCAMPMENT ORGANIZATIONAL CHARTWing CommanderWing Director of Cadet ProgramsEncampment CommanderChaplainCommandant of CadetsExecutive OfficerCTG CommanderTraining OfficerChief TacFinanceLogisticsCadet StructureSenior TacSenior TacAdministrationFlight TacFlight TacMedicalFlight TacFlight TacPublic AffairsInformation ServicesProfessional DevelopmentAdditional HQ

Minnesota Wing ETM, 01 MAY 2002 61ATTACHMENT 7CADET TRAINING GROUP ORGANIZATIONAL CHARTMinnesota Wing Cadet Training GroupChain of CommandCommand Chief Master SergeantCTG CommanderCTG Executive OfficerCTG Deputy CommanderCadet LogisticsCTS CommanderCTS CommanderCadet LeadershipCTS First SergeantCTS First SergeantCadet Stan/EvalCadet AdministrationOther HQ PositionsFlight Commander (2-3)Flight Sergeant (2-3)Flight Commander (2-3)Flight Sergeant (2-3)

Minnesota Wing ETM, 01 MAY 2002 62ATTACHMENT 8POSITION DESIGNATORSThe following shoulder cords shall be worn on both the Blues and BDU uniforms to designatethe staff level of the cadet:Shoulder Cord Color Staff Level Position includedPurple with Black Executive Staff CTG Commander, CTGDeputy Commander, CTGExecutive Officer, CommandChief Master SergeantRoyal Blue with Black Squadron Staff CTS Commander, FirstSergeantRed with Black Flight Commander Flight CommanderYellow with Black Flight Sergeant Flight SergeantGrey with Black Support Staff Cadet Administration, CadetLogistics, Cadet Duty, CadetLeadership, Cadet Operations,Cadet Stan/Eval, CadetStan/Eval Assistant, CadetPublic AffairsAll shoulder cords will be worn IAW CAPM 39-1.

Minnesota Wing ETM, 01 MAY 2002 63ATTACHMENT 9SUGGESTED SUPPLY LISTLogistics ItemQuantityBase Station radio 1bulletin boards 6clipboards 12Colorguard equipment 1Colorguard rifles 2Computers 3-5Copier/printer 1guidon flags 6guidon poles 6laminator 1Paper, blue1 reamPaper, green1 reamPaper, red1 reamPaper, white copy1 case (5000 sheets)Pencils 100Pens1boxPost it notes, neon6 packPost it notes, pastel6 packPrinter cartridges 2Printers 2Pushpins1boxRulers 10Safety Pins (small, brass)2 boxesscissors 2Set of regulations & manuals 1stapler 1three hole punch 1Toner Cartridge 4Volleyballs 2Whistles 3Note: Does not include medical supplies

Minnesota Wing ETM, 01 MAY 2002 64ATTACHMENT 9GROUP FORMATION DIAGRAM

Minnesota Wing ETM, 01 MAY 2002 65ATTACHMENT 11SQUADRON FORMATION DIAGRAM