Cadence Winter 2010

Professional Development for Cadet Program Leaders
First-year CPU
Officers speak out on challenges and rewards
Issue 30
Winter 2009 / 2010
Beyond basic flight training
Civilian knowledge and skills
Healthy living challenge
IN THIS ISSUE
11 Updated sea cadet training Officers say it represents a radical change in philosophy and teaching material. 13 Updated army cadet training Officers weigh in on the updated program. 16 Updated air cadet training Four squadrons review the ups and downs of first-year implementation. 19 CPU best practices What contributed to their corps/squadron success? 20 Positive results from first-year CPU evaluation Official evaluation report makes recommendations for updated year-one training. Capt Donnie Oulton 22 Ongoing review of cadet program publications Keeping cadet program publications current and relevant. Capt Rick Butson 24 Leadership team model Leadership applies to cadets at every level. Capt Andrea Onchulenko 28 Healthy living challenge Whether you are in a corps or squadron or at a cadet summer training centre, you can follow this model when issuing a Healthy Living Challenge to your staff. Capt Eileen Chiasson 36 Duty to accommodatePart 3 Our duty to accommodate cadets on the protected grounds of sexual orientation, family status and gender under the Canadian Human Rights Act. Capt Cynthia Munro
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One squadrons successful experiment with an innovative alternative for cadets not selected for the power flying scholarship. Civilian Instructor Jim OConnor
Bringing professional skills to the Cadet ProgramPart I
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CIC officers from a multitude of professions and occupations bring their educational qualifications and experience into the Cadet Program to benefit cadets. Six professionals offer their perspectives.
CADENCE
Issue 30, Winter 2009/2010
DEADLINES
The copy deadlines for the Spring/Summer 2010 and Fall 2010 issues are Feb. 5 and June 4 respectively. The Fall 2010 issue will be a commemorative issue celebrating the Centennaire CIC Centennial. If you are interested in writing for Cadence , or have a story idea, please contact the editor in advance by email at marshascott@cogeco.ca or marshascott@cadets.gc.ca or by phone at 905-468-9371.
BRAVO!
FRONT COVER
CPU: Insights from the field Looking back on the first year
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Bravo! is a Cadence feature that recognizes leaders whose innovation, dedication and service are making a difference in the Cadet Program. In this issue, we turn the spotlight on Capt Karine LeBlanc, Training Officer at 650 (Governor General Georges P. Vanier) Air Cadet Squadron in Moncton, N. B., whose dedication, energy and positive thinking have contributed to revitalizing the squadron. I wish I could clone her, says Commanding Officer Capt Bernard Gallant. We invite you to submit your Bravo! nominations to bravo@cadets.gc.ca .
Several CIC officers discuss the challenges and rewards of delivering the first-year updated cadet program in 2008-2009. On the cover, OCdt Alex Walsh teaches the main components of an airplane to firstyear cadets from 690 (Lakeshore) Air Cadet Squadron in Beaconsfield, Que. As part of the updated program, cadets have fun making their own model aircraft to reinforce what they learn about components. (Cadence photo by OCdt Dimitri Papadopoulos)
o! v a Br
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Courses/certifications for army expedition officers
Civilian moving water courses for expedition leaders who seek higher-level skills. Lt Diego Alvarez-Ossa
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IN EVERY ISSUE
4 5 6 Opening notes Letters News and notes
38 Viewpoint
OPENING NOTES
Marsha Scott
adventure attitude philosophy

What could a famous mountain climber possibly have to say to leaders of the Cadet Program? As it turns out, a lot!
John Amatt was the leader of Canadas first successful ascent in 1982 of the worlds largest mountainMount Everest. Today, he is an internationally recognized author and professional keynote speaker. He has translated his climbing experience and training into a series of seminars designed to help people conquer their own mountains and encourage them to believe in themselves. Mr. Amatt says, Adventure isnt hanging on a rope on the side of a mountain. Adventure is an attitude that we must apply to the day-to-day obstacles of lifefacing new challenges, seizing new opportunities, testing our resources against the unknown and, in the process, discovering our own unique potential. (www.adventureattitude.com/aaphil.htm) When we began to receive insights from the field on the implementation of the first-year Cadet Program Update (CPU) for this issues feature section, it was easy to relate Mr. Amatts message to Cadet Program leaders. As several officers shared their experiences in implementing the updated program, none called their experience an adventure. It did seem, however, that many faced the mountain with an adventurous attitude and in doing so, were better able to manage their challenges. Mr. Amatt knows a lot about facing challenges. His Everest team suffered four tragic deaths in two accidents that happened over a two-day period early in the climb. Through the struggles on Everest, he says he learned that it takes courage, resourcefulness and endurance to meet the challenges of changethe courage to try, to commit and to take a risk; the resourcefulness to be innovative and creative in finding new ways of doing old things; and the endurance to keep going when the going gets tough. He hopes that the challenge of change today will hopefully rekindle in people the spirit of adventure. As you continue to implement the updated program, it may be inspiring to remember that. Other CPU articles in this issue discuss the official first-year CPU evaluation report and its recommendations; the ongoing review of cadet program publications; and the leadership team model. Readers have asked a number of times for an article on the civilian professions of some of our officers. In response, we publish in this issue the first part of a two-part series on the civilian knowledge and skills that 12 officers bring into the Cadet Program. In another skills-related article, an officer outlines some civilian moving water courses for expedition leaders who want to develop higher-level skills. Finally, if you are looking for success stories, read about one squadrons experiment to take selected cadets beyond basic flight training and, in Viewpoint, one officers tips on how to juggle the demands of a CIC career with the demands of your civilian life.
The

Cadence is a professional development tool for officers of the Cadet Instructors Cadre (CIC) and civilian instructors of the Cadet Program. Secondary audiences include others involved with or interested in the Cadet Program. The magazine is published three times a year by Chief Reserves and CadetsPublic Affairs, on behalf of Directorate Cadets and Junior Canadian Rangers. Views expressed do not necessarily reflect official opinion or policy. Cadence reserves the right to edit submissions. For the editorial policy, submission guidelines, the current issue and back issues, please visit the national website at www.cadets.ca. Select Library from the left-hand menu, followed by CIC Training, then Cadence, and click on the option you prefer. Managing editor: Capt Kimberley Banaszkiewicz National Youth Public Affairs Officer Directorate Cadets and Junior Canadian Rangers Editor: Marsha Scott, Antian Professional Services Contact information Editor, Cadence Directorate Cadets and Junior Canadian Rangers National Defence Headquarters 101 Colonel By Drive Ottawa ON, K1A 0K2 Email: marshascott@cogeco.ca cadence@cadets.gc.ca or marsha.scott@cadets.gc.ca Phone: Tel: 1-800-627-0828 Fax: 613-996-1618 Distribution Cadence is distributed by the Directorate Supply Chain Operation (DSCO) Publications Depot to cadet corps and squadrons, regional cadet support units and their sub-units, senior National Defence/CF officials and selected league members. Cadet corps and squadrons not receiving Cadence or wanting to update their distribution information should contact their Area Cadet Officer/Cadet Advisor. Translation: Translation Bureau Public Works and Government Services Canada Art direction: ADM(PA) Director Public Affairs Products and Services CS09-0370 A-CR-007-000/JP-001
CADENCE
Thank you
As a follow-up to your article League/ Industry Partnerships: Benefits for Air Cadets (Cadence, Spring/Summer 2009), I would like to thank you for the fantastic article and the great interest it has generated among the Air Cadet League publicsLeague members; squadron commanding officers and training officers; cadets; parents; and industry representatives. The League and Canadas aviation and aerospace industry view these partnerships as a win-win situation. Since the publication of this issue, two new Memoranda of Understanding have been signed: one with the Aerospace Industries Association of Canada (AIAC) and the other with Sennheiser Canada. Two others are in the draft stage. For the most up-to-date information on the benefits for cadets contained in these agreements, I would encourage all of your readers to visit: www. aircadetleague.com/en/abouttheleague/ ourpartners/. Grant Fabes National 1st Vice-President Executive Committee Air Cadet League of Canada Chairman League/Industry Partnerships Committee Anjou, Que.
LETTERS
Were getting it!

The Spring/Summer 2009 edition of Cadence is great! I love the cover! I think that most of us are starting to get that Cadence is about cadet instructors and not about cadets. That cover says it all! Bravo! Capt Paul Simas 618 (Queen City) Air Cadet Squadron Toronto
Photographer responds
I shot that particular cover page among other biathlon photos inside. Thanks for the memories: polar freezing temperatures. My fully charged camera batteries had a lifespan of something like three minutes. During a conversation I had with Capt LeGuellec after the photo shoot, she told me that she has been with Cadets since the organization first allowed female cadetsin 1976! OCdt Dimitri Papadopoulos Administration Officer 11 Sea Cadet Corps SIOUX Laval, Que. Cadence magazine contributing photographer (East)
er 2009
Editors note: On July 30, 1975 Parliament passed Bill C16, which amended the word boy to person in all legislation pertaining to cadets. Females were officially allowed to join the program at this point. Females began summer training in Vernon, B. C., on a trial basis in 1974, and in 1975 segregated platoons were formed for purposes of training female cadets. By 1976 all courses were open to female cadets.
CIC officer recognition Cadets and conflict Literacy and leadersh ip
Professional
Developm
ent for
Accommo dating or not?
Cadet diversity
Cadet Pro gram Leader s
Coping tip
Parent backlash
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League-in dustry partnership s

Benefits for air cadets
Spring / Summ
Looking for Lise

I have just received the Spring/Summer issue of Cadence with the front page photo of Capt Lise Le Guellec. I just competed alongside Capt Le Guellec at the Canadian National Smallbore Championships in Calgary, where I had the pleasure of speaking to her briefly as one coach to another. But I had no idea she was also a CIC officer. Can you tell me how to contact her so we can discuss her coaching methods for biathlon and the common ground we share? On page 15 of the same issue, there is a picture of myself on the biathlon range, but the caption identifies me as Capt Bill Pernitsky. He was there that day, but the photo is not of him. 2Lt Pat Landals Administration Officer 204 (Black Maria) Air Cadet Squadron Kamloops, B. C.
EML9036
Issue 28
Building a team for compet ition and fun
Coaching biathlon
Cadence
Spring E.indd
6/30/09
1:22:45 PM
Editors note: In her article on regeneration and recovery, Capt Le Guellec gave her email address as liseleguellec@videotron.ca. Capt Landals has since connected with Capt Le Guellec. (Cadence apologizes for the mistaken identity.)
NEWS AND NOTES
Monumental project
The squadron took its design concept to the City of Yellowknife and the Territorial Government for approval. It then looked for sponsors. A local architect created the design specifications for the bronze casting and a drilling company installed it. The estimated value of the sign is $12 000, but more than half of the cost was donated. The squadron and its sponsor raised the rest. The sign is in the shape of an airfoil representing flight. The dedication appears in English and French. The plaque also bears the logos of 825 Squadron, its sponsor and the centennial of flight anniversary, as well as the names of every cadet who took part in the project. Capt Dale Crouch, former squadron commanding officer, spoke to those gathered for the dedication about how aviation shaped Yellowknife, the significance of 100 years of powered flight, the importance of landmarks to the community and about the squadron and its projects.
Yellowknife Mayor Gordon Van Tighem addresses onlookers following the unveiling and presentation of the sign by WO2 Charles Jensen. Monumenta national historical monument rising six stories above the original townsite of Yellowknife, N. W. T. Dedicated in 1967, it honours the pilots who opened up the Far North and still provide essential transportation and delivery services to remote northern communities. For decades, nothing at the foot of the stairs indicated what was at the top of them.
National Biathlon Competition Quebec City Contact: Capt Normand Gonthier normand.gonthier@forces.gc.ca
National Marksmanship Competition Alberta (city to be chosen) Contact: Capt Cameron Thompson cameron.thompson@forces.gc.ca
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In commemoration of 100 years of flight in Canada last year, 825 (Yellowknife Elks) Air Cadet Squadron wanted to choose a worthwhile community project, bring attention to flying and create something that would last a long time. The squadron came up with the idea to place a sign at the bottom of several flights of stairs to lead people to the Bush Pilots
March 13-20
Aug. 23-27 (tentative)

National Sea Cadet Regatta Kingston, Ont. Contact: LCdr Peter Kay peter.kay@forces.gc.ca
2010
Canadian Navy Centennial Commemorate, Celebrate and Commit Major activities across the country include: Naval Assemblies Esquimalt, June 10-13 Halifax, July 1-3 Travelling Road Show A musical tribute to 100 years of naval service to Canada May-November Additional information: www.canadiannavy100.forces.gc.ca
May 9-15
Late August/early September

National-Domestic Army Cadet Expedition Along the south shore of Newfoundland National-International Army Cadet Expedition Nepal (Mount Everest Base Camp)
CADENCE
NEWS AND NOTES
2009 Officer of the Year

The Air Cadet League has named Maj Pierre Giroux as the 2009 Officer of the Year. Maj Giroux has been the National Air Cadet Co-ordinator at the Directorate Cadets and Junior Canadian Rangers since 2001. The annual award is given to a CF member whose service is considered to be above the expected norm. It recognizes the commitment, dedication and initiative that a CF member has made to support the Canadian Cadet Movement at national, provincial or local levels. Maj Girouxa CIC officer since 1974 and a civilian instructor for two and a half years before thathas contributed at every level. He filled a number of positions at three different air cadet squadrons in the Montreal region and at cadet summer training centres. He also worked full-time for Regional Cadet Support Unit (Eastern) before transferring to Ottawa. Maj Giroux has dedicated a significant amount of time and effort (with some significant personal sacrifice) to leading Air Cadet Program initiatives in recent years, says LCol Franois Gaboury, a senior staff officer at D Cdts & JCR. He has admirably balanced the perspectives of a wide cross-section of Air Cadet Program stakeholders during that time.
Maj Giroux, left, receives the award from then Air Cadet League National President, Jan Reidulff.
Former air cadet is new astronaut

Former air cadet Maj Jeremy Hansen is learning to be an astronaut. He was one of two Canadians chosen from more than 5000 applicants during a National Astronaut Recruitment Campaign in 2009. He and David Saint-Jacques are the first new Canadian astronauts in 17 years. Maj Hansen is now at NASAs Johnsons Space Centre in Houston, Texas, to learn how to live and work in a space station. Following two years of training, he will become eligible for spaceflight assignments. He hopes to work at the International Space Station, conducting research that cannot be done on earth. Maj Hansen earned his glider pilot licence at the age of 16 and private pilot licence a year later as a cadet with 614 (Forest City) Air Cadet Squadron in London, Ont. He received a Bachelor of Science degree in space science from Royal Military College (RMC) in Kingston, Ont. As the top Air Force graduate in 1999, he received the Air Cadet League of Canada Award. A year later, he obtained a Master of Science in physics from RMC. Before joining the Canadian Space Program, Maj Hansen served as a CF-18 fighter pilot and held the position of Combat Operations Officer at 4 Wing Operations in Cold Lake, Alta. For more visit the Canadian Space Agency (CSA) website at www.asc-csa.gc.ca/eng/ default.asp
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Maj Hansen during an event to introduce NASAs 2009 class of astronauts to NASA employees at the NASAs Space Vehicle Mock-up Facility in Houston, Texas. (NASA photo courtesy of CSA)
Jacques vid Sainta D d n a , right, tions in y Hansen ing Opera rophy Maj Jerem ing flight at 4 W B ain Pte Laura during a tr lta. (CF photo by e, A Cold Lak SA) f C courtesy o
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CSA as tro trauma nauts Saint-Ja cques (le response ft) tra Simulati on Centr ining at McGil and Hansen du e in Mo l r ntreal. ( Universitys M ing CSA ph edical oto)
NEWS AND NOTES
Education activist and business innovator

CIC officer 2Lt Sally Ng has been called a post-secondary education activist and a business innovator. Thats quite a reputation for someone who graduated as recently as last May from Mount Allison University. You have to put yourself out there, get as much experience as possible in as many different settings as possible and go for what you want no matter what the odds are, she says. If you dont know what to do, try everything. For the past two years, 2Lt Ng has been a post-secondary ambassador with Future to Discovera joint pilot project of the governments of New Brunswick and Manitoba and the Canada Millennium Foundation. In that capacity, she has visited students in Grade 10 classrooms (along with alternative education sites dealing with students at risk) to speak about the range of occupational and post-secondary choices available to themas well as her own personal experiencesto try to help them make meaningful decisions about their future. Until last year, she was a CIC officer with 681 (Tantramar) Air Cadet Squadron in Sackville, N. B. She has been a glider instructor at the Regional Gliding School (Atlantic) for the last two summers and is now a glider check instructor. She holds a Bachelor of Commerce, with minors in psychology and international economics in business. As a commerce student, she was on a team that came up with a business plan for a company called ChemGreen Innovation, which developed a process for manufacturing eco-friendly plastic. The ChemGreen Innovation team placed first in a New Brunswick Innovation Foundation Breakthru Business competition, winning $125 000. At the same time, 2Lt Ng took parttime classes at Moncton Flight College and held part-time jobs. (See The Juggling Actthis issues Viewpoint.) Last fall, 2Lt Ng participated in the 2009-2010 Canada World Youth Exchange in Peterborough, Ont. before leaving in December for three months in Tanzania, Africa. Before she left, she taught ground school classes for flying scholarship candidates with 534 Air Cadet Squadron in Peterborough, Ont. She will be on the New Brunswick-Prince Edward Island holding list until she re-
2Lt Ng at Debert, N. S. (Photo by Sandor Fizli, for Progress Magazine, a Halifaxbased magazine that promotes entrepreneurs)
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turns from Tanzania in March. At that time, she will return to work with 681 Squadron and RGS(A). She also hopes to complete the 15 remaining hours she needs for her commercial pilots licence at Moncton Flight College. 2Lt Ng believes that many aspects of being a CIC officer complement her civilian lifeeverything from logistics planning to supervisor responsibilities and most of all, people skills. You get a lot of practice working efficiently with cadets, parents, other CIC officers and civilian instructors, she says.
New League website

The Air Cadet League has launched a new user-friendly website. Why not take a look? The site is still located at www.aircadetleague.com. The site allows squadrons, provincial committees and members to log in and update their own information, which should keep it fresh and up-to-date. The site has a great look and is easy to navigate. And you can read the most recent news in either capsule, or full-text format. The League welcomes your feedback at webadmin@aircadetleague.com.
CADENCE
NEWS AND NOTES
Citizenship personified
811 Air Cadet Squadron in LaPrairie, Que. chose a unique way to engage cadets in a citizenship activity in 2009. In collaboration with Citizenship and Immigration Canada, the cadets organized a citizenship ceremony that welcomed close to 40 new citizens to Canada. George Springate, Canadas Senior Citizenship Judge, presided over the ceremony. This highly dynamic individual spoke of the benefits of being a citizen of a democratic country where everyone enjoys freedom of speech and religion, says 2Lt Michel Berub, the squadrons Training Officer. The event was emotional for everyone. Immigrants from Columbia, the United States, Libya, Morocco, Peru, Sweden and France were among those who received citizenship. Each adult was required to live in Canada for three years (1095 days) in the four years before applying. Prior to the event, they also had to demonstrate knowledge of the rights and responsibilities of Canadians, including the right to vote. In addition, they had to be familiar with the basic history, geography and political system of Canada. After declaring the Pledge of Allegiance and their commitment to observe Canadian law, they received their new citizenship certificates. The cadets helped representatives of various levels of government to hand out commemorative items to the new Canadians. One cadet accompanied them on the drum and two were flag bearers, adding a special Cadets touch. At the end of the ceremony, the cadets warmly welcomed the new Canadians to Canada and asked them about their lives in their countries of origin, as well as their reasons for wanting to settle in Canada, the province and region. The cadets eyes still light up when they talk about this ceremony, says
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Cadets from 811 Squadron welcomed close to 40 new Canadian citizens to Canada.
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2Lt Berub, and the happiness in the faces of those new Canadians will forever be a part of their memories. Submitted by Suzanne Bonin, a volunteer with the squadrons Parents Committee.
CIC musician now CF vocalist

Former CIC officer Capt David Grenon says he will always be proud of having been a cadet and a CIC officer. But he gave up his CIC rank to become a recruit in the Regular Force, where hes now singing for his supper. Cpl Grenon was selected from 50 Canadian vocalists who auditioned for a position as the first official vocalist in a CF band. I am extremely proud to have been chosen from among all those professionals, he says. Cpl Grenon is currently performing with Air Command Band in Winnipeg, one of six CF bands across Canada (each with 35 professional musicians). The position of vocalist was created in 2008 to respond to the Forces new vision for band shows and performances. Female vocalist Pte Janine BremaultBamford has since been chosen as well. Cpl Grenon was a cadet with 839 (Lions) Air Cadet Squadron in Chibougamau, Que., where he discovered and developed his passion for music. He was a CIC officer for nine years, serving with many local corps. He worked summers with the Regional Cadet School of Music (Eastern) as a band officer and in the Eastern Region Cadet Band. In the fall of 2006, he became the Regional Music Training Officer at Regional Cadet Support Unit (Eastern). In addition to his musical experiences in Cadets, he studied music at the Campus Notre-Dame-de-Foy (saxophone and vocals), at the Universit du Qubec in Montreal (Education), and at the Universit de Montral (Performance). Click on www.myspace.com/davidgrenon to listen to some of the wonderful vocals of this former cadet and CIC officer.
Cpl Grenon performs with the Air Command Show Band during a Festival international de Musiques militaires de Qubec concert last August.
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CPU: INSIGHTS FROM THE FIELD
Marsha Scott
Looking back on the first year:
Cadet Program Update

OCdt Alex Walsh teaches the main components of an airplane to first-year cadets from 690 (Lakeshore) Air Cadet Squadron in Beaconsfield, Que. Instead of having a pen in their hands, the cadets have a model plane in their hands. Small things like this make a world of difference in learning, says OCdt Walsh. (Cadence photo by OCdt Dimitri Papadopoulos)
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Charles Darwin is credited with saying, It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change. He would be impressed by leaders of cadets.
Those involved in delivering the first-year updated cadet program in 2008-2009 have survived. But dont take our word for it. Read what several CIC officers from Port Moody, B. C., to St. Johns, Nfld., have to say about their experience. Make no bones about itthe year wasnt easy. Nevertheless, overwhelmingly, the officers claim the updated year-one program has had a positive impact on their corps/squadrons. Some say it has increased cadet retention. Most describe the new approach to training as dynamic, hands-on, participatory, active, interesting and fun. Most are also genuinely thrilled with the flexibility of the complementary training. Many think the courses are more age-appropriate. But the year was not without its challenges! At least seven officers commented on the problems of the learning curve for instructorsofficers, senior cadets and volunteers. The greatest concern of these officers was the ramp-up time for instructors to learn material and deliver lessons. Almost half of the officers cited lack of tools as an issue. Some remarked on the lack of funding for their needs. Three officers mentioned culture change and breaking old habits as Issue 30, Winter 2009/2010
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CADENCE
Change is inevitable. Suffering is optional.

hurdles. Two officers were concerned about their ability to evaluate cadets in the updated program. Others commented on staffing (not having enough staff, or enough trained staff), and one mentioned the complexity of teaching two programs at the same time. The good news isas you will see in the page 20 article on the official evaluation report of first-year training (the result of the feedback that many of you provided)these challenges come as no surprise. And recommendations have already been made to try to address many of them. In this issues Cadet Program Update feature section, you will read both positive and negative feedback; you may identify with some. To round out the section, we include the evaluation report article mentioned above; an article on how cadet program publications will be amended and updated to keep the program current; and a story on the new CPU leadership team model for cadets. We congratulate you on your positive attitude towards making the updated first-year program a success. As you immerse yourselves now in delivering the updated second-year program, remember: Change is inevitable. Suffering is optional. If you feel strongly that something in the updated program is not working to the point of suffering, your best weapon is feedback. Provide it freely through your chain of command, or directly through the CSTC [cadet summer training centre] General Training and Year-Two training evaluation plan (posted in the Resources folder on CadetNet). Your honest feedback will contribute greatly to positive change.
Updated sea cadet training

Sea Cadet Corps LA HULLOISE, Gatineau, Que.
Todays teens want stimulating activities, says Lt(N) Vincent Giroux, Commanding Officer (CO), who really appreciates the more up-to-date training approach for sea cadets. In todays era of Internet, intelligent phones and incredible technological advances, we have no choice but to adapt to young peoples realities to continue to keep them interested. The Cadet Program Update connects with these realities. Lt(N) Giroux and his staff like the nautical emphasis on activities, the easier (but still effective), less theoretical and more practical courses for young sea cadets. The material taught in first year is fundamentally the same, he says, but the radical change in philosophy and teaching material has helped us to teach and the cadets to retain the material. The corps finds the instructor resources much more detailed and accurate now, which makes instruction more consistent. And staff members love the flexibility and personal touches they can add when teaching the complementary program.
SLt Sabourin teaches the updated program to first-year cadets from Sea Cadet Corps La Hulloise in Gatineau, Que.
As with many corps and squadrons, training the trainers was an issue.
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Some activities, previously organized for a fraction of the corps, are now offered to the whole corps. We chose underwater diving, rafting, the sea challenge and emergency ocean simulations because they represent our regional uniqueness and challenge our young cadets, he says. Eastern Region has the installations and facilities for these activities.
Challenges
As with many corps and squadrons, training the trainers was an issue. Executive Officer SLt Adam Gagnon explains that many staff members had not had practical experience in areas such as semaphore or the phonetic alphabet. He says that instructors are
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often specialists in the trade associated to their group (for example, seamanship for boatswains), which was okay for the old program but they did not have the knowledge for the updated program. It wasnt easy to train staff for courses, in addition to carrying out the daily
tasks of the corps, he admits. They had to learn to teach content they had not mastered. To complicate matters, he said, many young CIC officers do not have the knowledge to teach certain CPU notions. Everyone had to get out of their old routine and dive into the new update.
SLt Vronique Sabourin, the corps Training Officer, believes that a certain adaptation period is required for everyone to integrate what they learn, but her feedback on the updated training included a recommendation that junior officers, who do not have all the training they need to teach the material, be trained.
Sea Cadet Corps GRILSE, Port Moody, B.C.

On the West Coast, SLt Aaron Merrall, GRILSE Training Officer last year and currently Operations Officer, says the corps had the same problem with instructors having to learn some material from scratch to deliver relatively new training. No-one had received the training, he said, which was a valuable challenge to some instructors who tend to stick to their specialty.
From a training officers point of view, SLt Merrall says he also likes the increased flexibility of complementary training. Being able to tailor parts of the program to specific abilities and needs of the corps, as well as to the specializations of the instructors, makes planning and executing a training plan much easier. As far as the cadets were concerned, they found the Inter-Divisional Seamanship Competition great, bringing more hands-on seamanship into the program and providing competitionbased confirmation of learning.
Being able to tailor parts Like most sea cadet corps, GRILSE caof the program to specific dets didnt want to lose their Outdoor Training-style weekend for abilities and needs of the Adventure lack of funding. So, they helped the corpsmakes planning Navy League Branch raise funds so they and executing a training could enjoy a similar weekend outing. plan much easier. Challenges SLt Merrall The corps main challenge was another
funding issue. The corps planned its Like the sea cadet corps in Gatineau, the Port Moody corps was impressed with the completeness of resources. According to CO Lt(N) Kevin Deck, the Qualification Standard and Plan (QSP) and Instructional Guides (IGs) were well thought out and laid out. The IGs in particular have good suggestions for methods of delivery and confirmation of learning was more fun. Some suggestions help spark our own instructors creative process for coming up with interesting and effective learning aids that will hold young cadets attention, he says. The way the subject matter is delivered is definitely geared towards the age group more than the outgoing program, adds SLt Merrall.
exercises according to the QSP, but implementation had to be significantly different because of the way funding was delivered and managed. The QSP indicates five DND-supported weekends, instead of the four under the old program. Because no new money was given to the regions to fund the additional weekend, they had to manage existing funds carefully to fund all five. We submitted support requests based on what the QSP said, but found out compromises had to be made here and there, says Lt(N) Deck. It was challenging and at times a little frustrating sorting out what could be allocated by the region. On a positive note, Lt(N) Deck says they have a better understanding now of what to expect in terms of support now. Regional staff members worked patiently with corps to help everyone understand what was available and how it was being managed. It was just part of the learning curve for all of us in the region.
NEED PHOTO
PO2 Quinn Lessing, Sea Cadet Corps GRILSE, teaches junior cadets how to do a back splice during a ropework class. CADENCE Issue 30, Winter 2009/2010
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Updated army cadet training

2729 Army Cadet Corps, Terrebonne, Que.
The addition of Instructional Guides that include lesson plans and proposed activities makes teaching much more effective, easy and practical when something unexpected happens, says Capt Patrick Roy, corps CO. He believes the updated first-year program syllabus was well chosen and remains pertinent. He says, however, that some performance objectives (such as Citizenship and Community Life) should have remained together for teaching. Being so subdivided gives the impression that there is more to teach, he claims. He likes the idea of cadets being active in the learning process, helping them better understand the material. He enjoys the more diverse choice of complementary courses, giving the instructor and cadets the chance to choose which specialty the corps wants to develop. Capt Roy says most of his instructors found the transition easy. We have many teachers in our corps with experience teaching program reforms. He says material is more or less agerelevant, but thinks some courses, such as Demonstrate knowledge of the organization and traditions of the CF is heavy for 12-13-year-old cadets. Most of all, his staff is concerned that removing the evaluation system from the first-year program may have negative repercussions on the personal development of young cadets. They will miss important objectives and reference points, he says. Many teens put less effort into learning when there is no evaluation. Our instructors have noticed a decrease in course motivation over the last year. He clarifies that by evaluation, he means a way to see what the cadet knows, what he/she has difficulties with and what instructors have to do to ensure the material is properly understood.
WO Audrey Horth takes advantage of a field exercise to teach first-year cadets from 2729 Army Cadet Corps how to make a sun dial. The hands-on approach is also good for optional training.
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Staff is concerned that removing the evaluation system from the first-year program may have negative repercussions on the personal development of young cadets. Capt Roy
Still, Capt Roy believes the updated first-year program has had a positive impact on the corps. We have a system at our corps that made integrating the update easier. The division system fit in perfectly with the objectives and vision of the CPU.
ChallengeS
The biggest challenge the corps experienced was the lack of teaching aids including posters, reference books for cadets, audio and video materialsfor many of the courses. Capt White believes the corps had more recruits last September because they learned from the previous years new cadets how much fun Cadets is.
3037 Army Cadet Corps, Miramichi, N. B. to be holding their interest and hopeThe updated program sure gets away from the old-style chalk and talk classrooms, says CO Capt Gary White about the updated first-year program. If cadets are in school all day, they shouldnt be in a school-like environment all evening. Our cadets are excited, participating more and having more fun. On top of that, staff members think the cadets are paying more attention and there have been fewer problems in class because the cadets are more involved. The Cadet Program Update has had a positive impact on our corps. The cadets are much more receptive. We seem fully, keeping them in the Cadet Program, says Capt White. Because they are having fun, they dont even realize they are learning new skills and completing new challenges.
challenges
One of the only challenges the corps faced was a lack of training aids for instructors to teach the program. Some training aids (Historica, for instance) were unavailable due to monetary restrictions at some corps, says Capt White. He also misses the former Green Star/ Red Star reference manuals, which he viewed as valuable tools for the cadets.
Staff members think the cadets are paying more attention and there have been fewer problems in class because the cadets are more involved. Capt White
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2972 Army Cadet Corps, Mercier, Que.

The program is finally being adapted to the realities of young people today, says Commanding Officer (CO) Capt Sbastien Boucher. The tools are wonderful: they allow instructors to offer interesting courses without having to wrack their brains for ideas. It makes teaching easier and more fun to prepare and deliver. He says the update has had a positive impact on his corps because as a CO, he now has the tools to give his instructors to deliver dynamic coursescourses that the cadets know will be interesting and fun. Each course is designed to give instructors a clear idea of how to deliver it and of the tools they need to do it. Because of this, the cadets benefit from better courses and rare classroom in-
struction, says Capt Boucher. We can develop and deliver courses in the context of previously scheduled cadet activities. We have more latitude in choosing complementary courses. This is extremely exciting, since we can adapt them based on the type of cadets we have.
courses. Some courses dont appeal to all young people; now we can adjust the program to the young people sitting in front of us.
challenges
The biggest challenge, says Capt Boucher, was getting staff cadets and former cadets (who have become instructors) to accept the change. They started out as extremely resistant, but have a better grasp now. The CO admits that fears preceding the update were worse than the reality, but acknowledges that understanding and getting acquainted with the material was challenging, as was making do when instructors did not receive their teaching aids. With those now in hand, however, everything is running smoothly.
Fears preceding the update were worse than the reality. Capt Boucher
Capt Boucher thinks the Green Star and Red Star updates are really well suited to the realities of 12- and 13-year-olds. He claims that what he appreciates most is having the leeway for additional
The program update is better set up to engage youths appropriately for their age, catering to their learning style, she says. But like Capt Woods in Montreal, she says it can be difficult to handle 12- and 13-year-olds in a guided discussion.
It would be beneficial to offer a course on how to teach the updated program. Capt Sun
Capt Sun agrees, however, that the updated program is more relevant for first-year cadets and better suited to the learning styles of youth in that age range. More fun and excitement piques their interest, so hopefully this will keep the program more interesting for them she says.
OCdt Caroline Pellerin instructs first year-cadets from 2137 Corps on the parts of a stove and how to light it.
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2137 Army Cadet Corps, Calgary

Capt Julie Sun,corps CO, shares to a degree Capt Roys concern about instructors capability to confirm what cadets are learning in the updated pro-
gram. The more hands-on approach to the Green and Red Star program is definitely a bonus, she says, but some of the strategies for delivering the material make it harder for staff to ensure the cadets are actually learning something.
challenges
The new methodology in delivering the program was the corps biggest challenge. A lecture-based lesson is a bit Issue 30, Winter 2009/2010
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easier to pick up, especially if someone is new to the program, says Capt Sun. Most of the senior cadets and staff had to learn more on alternate methods of instruction to teach effectively. Most are not teachers in their professional lives. Like SLt Vronique Sabourin, Sea Cadet Corps LA HULLOISE in Gatineau, Que., Capt Sun and her staff believe it would be beneficial to offer a course on how to teach the updated program.
1231 Army Cadet Corps, Kensington, P. E. I.

CO Tracy Enman believes that the updated program had a positive impact on the corps, which is strong and doing well. She likes the flexibility of complementary training. Once you have mandatory and complementary training scheduled, you can schedule optional activities such as team-building exercises, field trips and fun social events, she says. I like the Instructional Guides, she says. They are clear and accented with colour and nice diagrams. She also believes the program is more relevant, thinks more emphasis on citizenship is positive and likes the less militaristic approach. She
If [a piece of equipment] is a requirement, it should be provided, or funding should be provided to purchase it. Capt Enman
also likes the idea that orienteering is now considered a sport, encouraging cadets to be more physically active.
new Red Star CPU implements the Pacer Test for fitness, but because it is copyrighted, the detachments cannot copy the disks and pass them on. Its up to each corps to purchase them. I feel if it is a requirement, it should be provided, or funding should be provided to purchase it, says Capt Enman. Understanding the mandatory and complementary training options and their execution and placement in the training plan was challenging at first, as was breaking old habits. For example, Instructional Guides are not Master Lesson Plans, she says. Instructors have to put more time and effort into preparing their lessons.
Challenges
Getting staff to accept the new program and teaching without the proper equipment were challenges. The
Capt Jeff Warwick, CO of 107 New Haven cadet corps, shows first-year cadets from 1231 Army Cadet Corps how to erect an arctic tent. Corps on the island often share resources
A cadet from 1231 Corps enjoys rations during a field exercise. Even a hands-on experience like this makes Cadets fun.
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Lt(N) Mark Phillips
Updated air cadet training

6 (Jim Whitecross) Air Cadet Squadron, Winnipeg
Our retention went through the roof, says CO Capt Ian Coupland. Of approximately 40 level-one cadets, 36 of them came back this yearan unprecedented retention rate. Capt Coupland, who is also Air Training Officer (Prairie), says the cadets were engaged, it was easier for the instructors to move through the material and the cadets learned more. Some of our senior cadets in the current stream are disappointed they are not doing the new program because it looks like so much fun, he says. We are working hard with our older cadets to get them involved in leading and instructing the new program. He believes the updated program has had a positive effect on his squadron because the experiential approach is more aligned with how youth learn in todays society. We may have to find something larger than our current armoury to parade in, but the rewritten program is worth the effort, he says enthusiastically. Capt Coupland says taking the developmental level of a cadet into account when designing how to teach the program only makes sense. The way the program is deliveredeven more than content changeis the larger contributor to the positive change.
Of approximately 40 level-one cadets, 36 of them came back this yearan unprecedented retention rate. Capt Coupland
Challenges
Capt Coupland claims that some of the preparation work took longer with his squadrons decision that alternate methods of instruction were to be used almost exclusively; however, the payoff is again, well worth the effort.
He is also happy about the division of the program into mandatory and complementary activities and about more hands-on activities for the cadets.
CHALLENGES
Maj Beck has major concerns about the volume of information in the lesson plans and the complementary part of the program. The comprehensive format for activities seems to be better suited to full-time teachers working for the Ministry of Education, rather than staff teaching one night a week, he says. The POs [performance objectives] and lesson plans for the first-year program are two to three inches thick, he grumbles. Someone forgot this is a part-time activity for staff. Maj Beck says its difficult with a big squadron [163 cadets enrolled with 60 recruits] to accomplish all of the complementary programs in a timely manner, while including the extra programs the cadets have asked for. An example, he says, is a complementary activity where a visit is required. We have to do the visit two or three
Blackboards and chalk still have a place in the updated program to supplement more hands-on activities. Here, Sgt Anika Morson uses the blackboard in combination with a model to teach a first-year cadet from 845 Squadron about aircraft parts. (Photo by 2Lt Jamie Larner)
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845 Air Cadet Squadron, Mississauga, Ont.

CO Maj Bob Beck is pleased about various aspects of the updated firstyear program. The CPU has identified many of the training problems we
have had in the past and has come up with some good alternatives, he says. There has been a huge effort to provide squadrons with instructor information and lesson plans to make the program much better.
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times to ensure all of the cadets have completed that particular subjectif they want to participate (which is another issue). He says that because a lot of the complementary activities are done away from the local headquarters, there never seems to be enough time to accomplish everything. Maj Beck believes that his training officer is doing an excellent job of trying to comply with the CPU, but admits it is a real challenge. His squadron has an optional training activity on Mondays, parade night on Tuesdays, drill team on
Thursdays, ground school and air rifle team on Saturdays and band (60 cadets) on Sundays. Weekend field training exercises and parades are added to that. The program is so extensive, its almost impossible to accomplish, he says. By the time we get through the mandatory program, theres not much wiggle room. We have to tweak other activities to get the complementary activities in. Maj Beck acknowledges that the squadrons accommodation in a school causes pressure. On parade nights, training
By the time we get through the mandatory program, theres not much wiggle room. Maj Beck
supplies have to be brought in and taken home after; as well, the squadron loses some training nights because of school activities.
690 (Lakeshore) Air Cadet Squadron, Beaconsfield, Que.

Capt Valerie Woods, currently CO of 690 Squadron, is a training officer at heart and so delayed becoming squadron CO because she wanted to put the first-year updated program in place first. I am one of the biggest supporters of the updated program, she says. It is so dynamic and has such great content that you can provide the best possible program to all first-year cadets. She especially enjoys the flexibility and being able to choose which complementary courses the cadets are more interested in. On the whole, she finds the updated approach more relevant to first-year cadets; however, she is nonplussed with the idea of discussions with 12-yearolds and of trying to get them to create a personal activity plan. It may work with a small squadron, but when you try to get 30 12- to 13-year-olds in a classroom for a group discussion, all you get is a bunch of deadpan faces. Ask a Cadet Harassment and Abuse Prevention instructor how easy it was to get cadets to participate in discussions at that age, she states.
F/Sgt Anthony Nolin (who works at the Cosmodome in Montreal on weekends and in the summer) instructs rocketry to first-year 690 Squadron cadets as part of the new Aerospace Course. required to accomplish the PACER for all of her cadets removes periods for the fun complementary courses she would rather offer.
<
challengeS
Time is also Capt Woods main concern. Overall, the CPU seems to be designed with a small squadron in mind; or, those who wrote it are simply
not familiar with the logistics of trying to run a PACER [the new fitness testing] in 30 minutes for 35 cadets, she says. Adding in the extra periods
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I am one of the biggest supporters of the updated program. Capt Woods

squadron had a hard time finding senior cadets who were familiar with and able to teach knots to first-year cadets during the May Aircrew Survival course. As well, instructors found the course plans (for example, Level 1 Aircrew Survival) so detailed and overcomplicated that it took them much longer to understand course material. First-year cadets from 690 Squadron learn how to build, light and maintain a fire, as part of the Aircrew Survival Course, taught by Sgt Liam Carroll (orange hat) and Sgt Francois Daoust, seated right. Like Maj Beck, she is concerned about having enough staff to teach the updated program. We require two officers for Level 1, two for Level 2, two for Level 3 and even if we need only one officer for Level 4-5, that makes seven officers. With our quota of 111 cadets, we are entitled to only eight officers. What about the CO, administration and supply officers she questions? Other challenges the squadron faced included having no training aids. They created power point presentations from scratch and could not access online references (outside of CadetNet). The Nevertheless, Capt Woods says she has been involved with Cadets since 1980, and this is the best update she has been part of. She says the level-one cadets, when surveyed, said they loved the sports tabloid, marksmanship, rocket launching and more. We came back in September with a large group of level-two cadets because of the great implementation of the updated program by our team, she says.
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10 (Lions) Air Cadet Squadron, St. Johns, Nfld.

The favourite aspect of the updated first-year program for CO Capt Michael Crawford is replacing lectures with more hands-on activities. He is not sure that the relevance of the content has increased, but he believes the cadets interest in learning has. For the cadets, he says, it represents a big increase in learning. The updated program has had a positive impact on the squadronwith challenges.
and the updated) are so different. The new program is light years ahead of the old. Running them both at the same time poses challenges and makes the transition difficult. Capt Crawford says instructors found adapting to the new approach difficult and preparation time was an issue. Instructors had to learn the new program, the new material and the new teaching approach. This was a big hurdle for some of the volunteers especially. The biggest thing for instructors, he says, is to understand the experiential learning part of the updated program. People make it more complicated than it needs to be. The learning cycle can be very simple, but its important to get all the elements. Learning how to apply training in real terms is the biggest challenge.
For the cadets, it represents a big increase in learning. Capt Crawford

The program is not always relevant to the day-to-day life of a 12-year-old, he admits. Building lean-tos really doesnt have a practical application at the mall. Nevertheless, Capt Crawford believes the new style of teaching makes learning so much fun that cadets will learn even if what they are learning doesnt relate to their daily lives.
challengeS
The greatest challenge is running two programs at the same time, says Capt Crawford. The two programs (the old
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Best practices
Capt Enman Kensington, P. E. I.
I often organize field trips to accomplish training for 1231 Army Cadet Corps. When completing the training schedule, I dont fill it. I leave room for optional training and the chance to participate in activities that may arise. Because the CPU, particularly Green Star level, is identical in all three elements, we can take advantage with our neighbouring corps and squadrons to participate in tri-service activities. This fosters positive relationships among cadets, friendly competition and important friendships.
Capt Woods BEACONSFIELD (QC)

690 Squadron held a drill competition night, with five flights competing. Each flights commander and flight sergeant helped out the first-year cadets during practice earlier in the night before the competition began. The flight sergeant was their commander. The fourth-year cadets helped staff the event, while officers and cadets with Senior Leaders Course experience were judges. Parents came and it was a great night.
ing, we got the majority of our cadets at 3037 Army Cadet Corps to show up. We get lots of input from the junior and senior cadets which we put into action. My staff comes up with fresh and fun ideas to keep the cadets involved.
Lt(N) Deck Port Moody, B. C.

Approaching the change proactively, GRILSE called senior cadets, officers and Navy League Branch executive members together well before the new training year began for a detailed briefing about changes. Focusing on the positive points and placing changes in the overall national picture helped dispel concerns. The CPU generated a lot of excitement among senior cadets and translated into more imaginative lessons. First-year cadets automatically picked up on the enthusiasm of their instructors.
Cadets from 3037 Army Cadet Corps went geo-cachinglooking for hidden treasure using a navigational aidon weekends. This made practising their compass skills fun!
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SLt Merrall Port Moody, B. C.

We built our weekend training schedule at the same time as the annual training plan (planning mandatory and complementary training days in near detail). GRILSE staff members were able to identify weekend training days when they could deliver a lot of classes more suited to a weekend exercise and plan more fun evening activities (like sports nights) for regular training sessions.
Capt White Miramichi, N. B.

We went geo-caching on weekends (with geo-cache prizes) so the cadets could practise their compass skills, invited a variety of interesting guest speakers to the corps, or took the cadets on hikes where they had the fun of cooking individual meal packs. There was always something to hold the cadets interest. By incorporating the fun aspects into the complementary train-
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CPU: EVALUATION REPORT
Capt Donnie Oulton
Positive results from first year
CPU evaluation
The results of a report on the evaluation of updated year-one training (conducted in 20082009) are extremely positive. The final report, prepared by the new Research and Evaluation section of Directorate Cadets and Junior Canadian Rangers (D Cdts & JCR), is available in the CPU folder in the Resources conference on CadetNet. A presentation and critique are also posted there. < Instructors who delivered the first-year
updated training last year thought cadets were very satisfied. Certainly, these first-year cadets from 690 Air Cadet Squadron in Beaconsfield, Que. appear happy with what they are learning.
The report states that those involved in conducting the updated training were very satisfied with the first-year program overall. They were also very satisfied with the new Qualification Standard and Plan (QSP) and Instructional Guides (IGs). In addition, from their perspective, cadets were very satisfied with the updated program. Notwithstanding the positive results, the report made a number of recommendations in the following areas:
Cadet assessment
Those concerned about the lack of testing in updated year-one training should remember that year-one and year-two training are intentionally experience-based, and the related assessments are deliberately participatory in nature. However, as cadets progress to higher levels of training, they will be exposed to advanced learning and assessment activities.
the email addresses at the front of each publication or through the chain of command. This type of feedback is essential to the effective upkeep and maintenance of updated training, as highlighted in Capt Rick Butsons article on page 22 in this issue of Cadence.
Lesson planning
Instructors need to be reminded that despite the availability of the IGs, they still need to take sufficient time to properly plan and prepare for lesson delivery.
Amendments to training
To address the issue of possible time allocation inaccuracies in updated trainingfor enabling objectives and teaching points, for examplethose concerned should submit concrete examples and specific recommendations to
Instructors need to be reminded that despite the availability of the [Instructional Guides], sufficient time is still required to properly plan and prepare for lesson delivery.
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The report states that those involved in conducting the updated training were very satisfied with the updated first-year program overall.
Replacement of cadet handbooks
The Program Development section of D Cdts & JCR continues to work with those involved in training to consider the options available for a cadet handbook replacement.
Pat yourself
on the
Ongoing research and evaluation

This report represents the first outcome of better training research and evaluation activities. This is just the beginning, however. The Research and Evaluation section is currently developing a strategic plan aimed at fostering continuous improvement, while celebrating ongoing successes. The section is also building the capacity to conduct research, outreach and training evaluation activities for both Cadets and Junior Canadian Rangers. At the same time, we are continuing to carry out the CSTC General Training and Year-Two training evaluation plans (also posted in the Resources folder on CadetNet), which include gathering feedback directly from training staff, instructors and cadets undergoing the updated training. This will help us keep our training updated as we go along, rather than going through another CPU project of such magnitude. Let us pat ourselves on the back and celebrate our collective success with the updated year-one training and with our amazing program overall! Capt Oulton is the former Staff Officer, Common Cadet Program Development at D Cdts & JCR. He is now the Staff Officer, Youth Programs Research, in the new Research and Evaluation section.
back
The success of the implementation of the first year of the Cadet Program Update is a result of the hard work and dedication of everyone involved in the Cadet Program. Included are those who contributed to the training research and evaluation reflected in this first report, especially those involved with the regional cadet instructors school candidate questionnaire. Although many of you are extremely busy conducting the second-year updated corps and squadron program in addition to other training activities, take time to reflect on your contributions to the success of yearone training and find a way to celebrate with your staff and cadets.
Cadet retention
Based on positive experiences with cadet retention, additional research may be conducted to determine the extent of the impact that the updated training program has had on cadet retention, both at the participant and instructor levels.
Resource availability
Although the evaluation findings related to resource availability were satisfactory (79.07 percent availability for mandatory training and 75.74 percent for complementary training), regional cadet support unit commanding officers (accountable for providing training aids supplied by the CF) and Leagues/supervisory sponsors (accountable for providing training aids not supplied by the CF) should strive to improve resource availability as required.
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CPU: PUBLICATION AMENDMENTS
Capt Rick Butson
Ongoing review of cadet
program publications
To manage these demands, cadet program development staff members have put in place a flexible and thorough process (see diagram on page 23) to receive, review and action recommendations: Cadet program development staff officers, who have sea, army, air and common program responsibilities, vet recommendations for change. These might range from a mistake on the caption below a diagram, noted by a corps officer, to a suggestion to add a new cadet rank from a senior staff officer. Each recommendation is reviewed for its validity, urgency and relevance to the overall cadet program. As staffing and financial resources allow, items are tackled in order of priority. Work may take a few hours or a few months, depending on the scope of the change. Where applicable, we prepare an interim amendment for posting on CadetNet. This is intended to alert stakeholders to a significant change that requires more immediate communication. At the end of the process, the amendment will make its way into the various cadet program publications.
Last Aug. 13 marked a milestone in the development of a new process to respond to stakeholder recommendations for updates and changes to the cadet program: We posted the first Interim Amendment, A09-001an amendment to the cadet air rifle handling testto CadetNet (Resources / CPU / Interim Amendments).
Each year a variety of stakeholders request changes to the cadet program through emails, working groups, afteraction reports, staff assistance visits, evaluation reports, etc. This requires amending the more than 225 publications that guide and govern the cadet program. This updated amendment process for cadet publications is part of the Directorate Cadets and Junior Canadian Rangers (D Cdts & JCR) strategy to keep the cadet program up-to-date and relevant. The ongoing review of cadet program publications will allow them to be as dynamic as the cadet program itself. All inputs and suggestions are welcome and contribute to shaping the cadet program as a program of choice for Canadas youth. Capt Butson is the former staff officer responsible for the development of the army cadet program at D Cdts & JCR. He is now Staff Officer, Personnel Training Development.
The ongoing review of cadet program publications will allow them to be as dynamic as the cadet program itself.
Want to suggest a change?

Have you noticed something that you think needs to be changed in a cadet program publication? Do you have an idea that you think will improve the program? Advise your chain of command or send an email to the address located in the front of all updated publications. Ensure that the new cadets.gc.ca address format is used on any emails.
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AMENDMENT PROCESS
Receive amendment recommendation Data capture/ entry Yes Immediate Requirement? No No Yes Amendment Recommendation Queue (database) Yes
Valid?
Note database (no action) Inform Stakeholder (If applicable)
No
Return to Queue?
D Cdts (Cadet Program Development)
No
No
Proceed? Yes
Proceed?
Reviewed by Applicable Stakeholders
Yes
Consultation Required? No
Yes
Resource Review (ie, work required)
Proceed? Yes Working Group / Writing Board
No
Secretarial Work
Final Verification / Impact Review
No
Proceed? Yes
No
Liaise with stakeholders (as required) with regard to impacts in their area of responsibility
No
Interim Amendment Required?
Yes
Submission Queue (database)
Translation & Preparation of Amendment Notification
Submit to Director Supply Chain Operation for regular process
Regular Distribution
Post Interim Ammendment (CadetNet)
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Cadet leadership
Capt Andrea Lt(N)Onchulenko Paul Fraser
Leadership team model

One of the aims of the Cadet Program is to develop in youth the attributes of good leadership. This is further explained in CATO 11-03 (Cadet Program Mandate). But how can leadership apply to cadets at every level?
Leadership opportunities exist for all cadets during all facets of cadet training. (Cadet Summer Training Centre Valcartier photo). A leadership team model has been created that demonstrates, at a glance, how you can achieve the leadership aim described in the above CATO. In other words, the model shows how cadets should develop as leaders and when their skills can be applied. It is designed to help you think and plan how you will assign cadets to lead various activities in the updated cadet program. Every cadet has a role in the new leadership team model: All cadets will learn about and practise being good followers and team members. This is where good leadership starts. In time, they will have opportunities to lead in a peer setting. As they become capable of accepting more responsibilities, all cadets will have to demonstrate proficiency in performing as team leaders and then, as activity leaders. The role of activity managersat the peak of the model on page 25will be fulfilled largely by adult staff. The mentoring relationship spectrum along the side of the model accounts for the ongoing mentoring that takes place in Cadets. There is some formal instruction in the updated program on how to successfully mentor; however, senior cadets also have many informal opportunities to coach or work one-onone with junior cadets. It is also inherent for senior cadets to guide and assist junior cadets.
What is the significant shift?

Leadership for cadets in the current program is mainly an individual pursuit. Think, for example, of the emphasis placed on attaining certain ranks and/ or parade appointments. We do provide some leadership programming for all cadets. However, cadets are mostly responsible for their own success, depending on whether they are naturally inclined to lead or whether they actively pursue improving their leadership capacity. Leadership opportunities for all cadets are not as available as they might be. In the updated program, leadership is a team or group pursuit. Leadership
<
The leadership team model describes the philosophy of how we want youth to develop as leaders in Cadets.
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CADENCE Issue 30, Winter 2009/2010
opportunities exist for all cadets during all facets of cadet training. Becoming a leader will happen through experience in the program and not just through the achievement of a promotion or appointment. Leadership training focuses on preparing cadets to effectively organize and lead cadet activities. Cadets will be given leadership assignments that will allow them to apply their leadership knowledge and display the core leadership qualities. These leadership assignments are intended to be authentic and therefore are programmed to coincide with the naturally occurring leadership opportunities that exist during the conduct of most cadet activities.
targeted to meet the specific needs of the younger learner and leader. Not all cadets will be equally successful in attaining leadership competency in Cadets. However, it is likely that all cadets will continue to develop as leaders after they leave the program, and as adults, they will continue to use skills they learned as cadets.
Promotions recognize cadets formally for their capability. However, cadets must first demonstrate their potential for leadership. The corps/squadron training program, augmented by the CSTC program, will allow cadets to practise the skills necessary for all leadership roles. Opportunities for recognizing cadets for their achievementswithin the new reward and recognition framework will come from giving all cadets equal opportunities for leadership.
When is it in effect?
The new model is being introduced in phases as each corps/squadron and summer training program is implemented. So, year-one and year-two cadets in corps/squadrons have already been introduced to it. The same for first-year cadets at cadet summer training centres (CSTCs).
Why do we need it?

The leadership team model describes the philosophy of how we want youth to develop as leaders in Cadets. It is a bridge that links hard programming for leadership in the corps/squadron and summer training with the applicable program aim, participant outcomes and related learning objectives. It provides the framework for our leadership programming. In your role as corps/squadron staff and activity managers, you will be responsible for selecting activities, assigning team and activity leaders and mentoring individual cadets as they develop as leaders. The new model will help you do this. Capt Onchulenko is the Staff Officer, Air Cadet Program Development at Directorate Cadets and Junior Canadian Rangers.
To whom does it apply?
Where does the Every cadet will have the same oppor- new model fit?
tunities to develop and make the most of their leadership potential. In the team model approach, there is an expectation that any cadet can perform leadership skills to a baseline capacity at given points in the program. The model and subsequent programming are tailored specifically to the needs of young leaders. The core principles of leadership are not different, but how leadership is programmed and how we create leadership opportunities is The leadership team model is not a stand-alone aspect of the updated cadet program. It is linked closely to Positive Social Relations for Youth, CATO 13-02 (Cadet Rank Promotions) and the upcoming reward and recognition framework for cadets. The two formal training modules of Positive Social Relations for Youth are built in concert with the expectations we have of cadets in year one (follower, team member) and year four (leader).
Leadership team model
Leadership Roles
Staff Members Target Population for Leadership Training
ru m
ec t
ACTIVITY MANAGER DP3 Years 5+ Ages 17-18
Sp
at
io ns
ACTIVITY LEADERS
hi
rin g
M en
to
TEAM LEADERS
DP2 Years 3-4 Ages 15-16
Re l
DP1 Years 1-2 Ages 12-14 TEAM MEMBERS / FOLLOWERS / PEER LEADERS
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BRAVO!
Dedicated, energetic, positive and humble
I wish I could clone Karine and send a clone to every cadet corps and squadronand have several on staff for ourselves, says Capt Bernard Gallant, who nominated Capt Karine LeBlanc for this issues Bravo!
Capt LeBlanc is the Training Officer at 650 (Governor General Georges P. Vanier) Air Cadet Squadron in Moncton, N. B., where Capt Gallant is commanding officer (CO). As Capt LeBlanc holds both a glider and private pilots licence, it seems appropriate that Capt Gallant praises her to the skies. So does friend Capt Christine Cutten-Chass, CO of 681 (Tantramar) Air Cadet Squadron in Sackville, N. B. She says Capt LeBlanc brings to mind the descriptors achiever, dedicated, energetic, intelligent, positive, spirited, personable and humble. Capt Gallant easily cites several examples of Capt LeBlancs dedication, service and innovation, even though she is likely the youngest officer ever nominated for Bravo! She certainly brings great energy to our squadron, says Capt Gallant, which seems even more remarkable since it was only six years ago that Capt LeBlanc was diagnosed with Hodgkins Lymphoma. At the end of 2003, Capt LeBlanc planned to move to Yellowknife, N. W. T. with her boyfriend (now husband). Following her diagnosis, however, she moved back to New Brunswick to live with her parents. She decided to visit 640 (Chaleur) Air Cadet Squadron in Bathurst, N. B., where she had been a cadet and learned to fly. I wanted to help the squadron to the best of my capacity during my treatments from February to December of 2004, she says. I had been giving back to the Cadet Program for a few years at this point, but my experience at Chaleur felt like Cadets was giving back to me. The cadets and staff probably didnt realize their positive effect on me. They kept me motivated and goal-oriented throughout my chemotherapy. Working with cadets, while concentrating on getting healthier, helped me maintain good spirits through the ordeal. When she regained her health and passed her aviation medical, Capt LeBlanc moved to Moncton, joined 650 Squadron and returned to the Miramichi gliding site, where she had volunteered her weekends from the time she received her licence in 1996.
Dedication and Service

Her love of flying and Cadets is a big part of who Capt LeBlanc is. As a staff
The cadets and staff probably didnt realize their positive effect on me. They kept me motivated and goal-oriented throughout my chemotherapy. Capt LeBlanc
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cadet (glider familiarization) at the cadet summer training centre in Greenwood, N. S., she ensured that camp cadets went gliding. While serving with 101 Air Cadet Squadron in Moncton and attending university in 1998-1999 she became a CIC officer. One of her role models, Capt Chris Cormier, currently with 101 Squadron, got her excited about becoming an officer. She wanted to continue working in the gliding program, so agreed and soon realized that working with Cadets brought her so much more. I developed practical leadership, communication and mentoring skills, she says. She held a number of positions with the squadron while completing her Bachelor of Science degree at the Universit de Moncton. In the summers, she was a gliding instructor at the Regional Gliding School (Atlantic) in Debert, N. S. On spring and fall weekends, she worked as staff at the Miramichi gliding site. Deciding to take a post-graduate course at Niagara College in Niagara-on-theLake, Ont., she moved and planned to take a break from the Cadet Program to concentrate on her studies. In a bit of serendipity, her apartment turned out to be close to an air cadet gliding site. When I looked out my apartment window, I could see gliders and a tow plane. My heart told me I had to continue my work with cadets. It would have been torture to look at the gliders every weekend and not be able to participate in the program! So Capt LeBlanc joined 23 (Optimist) Air Cadet Squadron in St. Catharines, Ont., helping out there and at the Southern Ontario Gliding Site until her studies were over. At 650 Squadron, Capt Gallant says Capt LeBlancs enthusiasm trickles down to the cadets. She was so great at motivating our new cadets to participate in the ground school classes to prepare for their entrance exams for the flying scholarship program last year that we ended up with an overflowing classroom, he says. We are looking now at developing a junior program for the cadets who are too young to write the qualification exams. The squadron has grown from 21 cadets four years ago to its current size of 75 cadets. It is thanks to Capt LeBlanc
that we have been able to retain so many cadets, says Capt Gallant. She does an outstanding job of motivating the cadets to participate in activities and of keeping parents informed through her weekly newsletter.
Innovation
According to Capt Gallant, Capt LeBlanc is great at coming up with new ideas for activities, which has also led to increased retention. We rarely repeat the same special activities, he says. Sometimes, the activities seem to be an odd fit with the program, but Capt LeBlanc says, Why not? After a bit of thought, we also come to say, Why not? and go ahead and do it. The cadets always have a good time. To promote healthy living at the squadron, she brings fresh fruit and vegetables at least once a month to regular training nights. She also ensures that the canteen is stocked with healthy alternatives to pop and chips.
activities to promote and fundraise for the award. Capt LeBlanc earned her Duke of Edinburgh gold award as a cadet with 640 Squadron. She travelled to Asia and England as a participant (2002) and leader (2005) at international conferences. She also sat on the International Council of the Duke of Edinburgh as a youth representative (2003-2006), representing the Americas, along with two others. In addition, Capt LeBlanc and her husband try to do something different every year as volunteers within their communityeverything from cancer fundraisers to helping out with the local Christmas food banks. What inspires Capt LeBlanc to continue with the Cadet Program? I am constantly inspired by the cadets themselves, she says. I love to see them progress from a new cadet to a mature, responsible young person who is passionate about life. I cherish the time I spend with my fellow CIC officers and volunteer friends. I love the fact that Cadets is free and available for anyone to join and achieve their best. Capt LeBlanc adds: I would not be the person I am today without the Cadet Program. What would she like to say to other instructors? Go on, have fun! Think outside the box. Its worth it! And always put the cadets first.
Beyond Cadets
In her civilian job, Capt LeBlanc works for the New Brunswick Health Council as an information analyst. She is President of the Board of Directors for the New Brunswick Division of the Duke of Edinburgh Award. With volunteers and staff, the board organizes
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All it takes is a banana! Capt LeBlanc can even make healthy living fun!
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Sharing best practices
Capt Eileen Chiasson
Healthy living challenge

Like most of us, I have seen family members, friends and co-workers struggle over the years with personal weight challenges. Some of them have even died from weight-related health issues. So last summer, while working at the air cadet summer training centre (ACSTC) in Greenwood, N. S., I asked Commanding Officer LCol Noel Hand if I could implement a Healthy Living Challenge for staff.
The purpose of the challenge was to increase awareness of the choices made at meal/snack times, as well as to encourage staff to become more active. Participation was optional, but 25 percent of adult staff and 42 percent of staff cadets took part. They lost a grand total of 146 pounds (about 66 kilograms) between July 17 and Aug. 20! You may want to try something similar at your corps/ squadron, or CSTC. Support Unit (Atlantic), instructed aerobic workouts. Capt Heather Dupuis, 517 (Flt/Lt Graham) Air Cadet Squadron in Greenwood, booked facilities and scheduled swims. The work was not time-consuming. Activity dates for the entire summer were scheduled ahead of time. Activities were open to all adult staff, but werent mandatory. No extra recreational activities were scheduled for staff cadets, who were already taking part in directed recreational training in the evening. Each week before or after the commanding officers parade, participating staff members weighed in for a cost of two dollars. Depending on which way the scales tipped, they could end up digging deeper into their pockets because each gained pound cost an extra dollar. Those who did not want to pay for the challenge could still weigh in, but could not compete for prizes. As the challenge co-ordinator, I conducted confidential weigh-ins. If participants were on leave or had a day off on weigh-in day, they arranged to weigh in the day before. Weekly, we posted the names of adult staff members who maintained or lost weight. Their names were submitted for a weekly draw (funded from the adult mess committee) for a $10 Subway gift card. [Subway is well-known as the fastfood restaurant where Jared Fogel lost 245 pounds eating nothing but Subway sandwiches twice a day for almost a year. He went from 425 pounds to 180 pounds.] I also posted
How we did it
We organized recreational activities ranging from walking to aerobics classesfour nights a week. Various walking distances were pre-measured, so participants knew how far they were walking. Cpl Helen Malo, a fitness instructor specialist employed in the supply section at Regional Cadet
Each week before or after the commanding officers parade, participating staff members would weigh in for a cost of two dollars.
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25 percent of adult staff and 42 percent of staff cadets took part in the [Healthy Living] challenge.
the following formula, so everyone could keep track of their individual weight-loss percentage: (IW-AW) IW) x 100 = weight loss percentage. Its as easy as one, two, three: 1) subtract your actual weight (weight at the time of each weigh-in) from your initial weight; 2) divide the number by your initial weight; and then 3) multiply the result by 100. Our first-place winner, with a weight loss percentage of 8.91, was civilian Chaplain Judy Adams, who received a certificate and cheque for $578 the total amount collected during the challenge. Second place went to 2Lt Lloyd Francis, 591 (Dunlap) Air Cadet Squadron in Sydney Mines, N.S., who received a certificate and the famous weigh-in scale for a weight loss percentage of 8.67. Padre Adams generously shared her firstprize winnings with 2Lt Francis. And finally, Staff Cadet F/Sgt Elizabeth Button, 840 (Indian Bay) Air Cadet Squadron in Indian Bay, N. L., won the staff cadet challenge with a weight loss percentage of 5.97. Along with a certificate, she received a personalized box filled with various items for university, funded from staff cadet not-for-profit funds. Greenwood ACSTC staff has promoted a healthy lifestyle for some time. Several years ago, canteen hours were altered,
Chaplain Adams receives her certificate and a cheque from Capt Chiasson, who served in a major position (Officer Commanding A Squadron) at the ACSTC last summer. Capt Chiasson lives in Campbellton, N. B., and is the training officer for 866 (Dalhousie) Air Cadet Squadron in Dalhousie. She is a zone coordinator for the Canadian Cadet Movements biathlon program and has held many positions for provincial and national biathlon competition. She is a stay-at-home mom, has done weight/ cardio training for the past 11 years and was the Program Director of Recreation at Greenwood ACSTC for four summers. She developed alternative eating and training habits in the weightloss program Simply for Life.
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choices were limited and cadets received a nutritional snack during the training day. This summer, in addition to the Healthy Living Challenge initiative, only healthy options were offered in the cadet canteen. I was thrilled with the idea of the challenge, says LCol Hand. I believe that understanding the benefits of healthy living has gone a long way towards improving our quality of life. Doing the right thing and being a good role model has a big payoff for our cadetsit can teach them how to live a healthy and happy life.
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RECOGNITION Innovation
CI Jim OConnor
FSgt Kok prepares for launch in a Smyk PW-5.

Some air cadets want to advance in flying after they receive their glider pilots licence, but are not selected for the highly coveted power flying scholarship. This means they have to finance their own advancement. In some instances, squadrons may want to provide an innovative alternative to cadets.
This year, 296 Air Cadet Squadron in Cambridge, Ont., experimented with its own advanced gliding program for one enthusiastic cadet in the squadron. The idea of taking some of our cadets beyond basic flight training was born when we learned that one of our cadet glider pilots received a Youth Flight Canada (YFC) bursary. This bursary recognizes that many high school and university students quit flying because of cost. It is intended to maintain the interest of youth pilots by providing funding for students to continue flying. YFC (www.youthflight.ca) has provided bursaries since 2001 to young deserving pilots who demonstrate an infectious enthusiasm for aviation. The Soaring Association of Canada (SAC) (www.sac.ca) also funds bursaries. We sorted out the details of our new advanced gliding program during discussions with Commanding Officer Maj Chris Mitchell, the cadet FSgt Chris Kok and a member of the YFC. Branch 121 of the Royal Canadian Legion, a long-time supporter of cadet aviation in our squadron, agreed to assist with funding. In the past, when we had a viable candidate who was not selected for Central Region Gliding School (CRGS), Branch 121 paid the cost for the cadet to get their glider pilot licence. Without a candidate this year, we proposed the alternative. This is our first attempt at flight training beyond the basic licence requirement, and we feel it was successful. We plan to promote this program to our cadets who want to get into soaring or competition gliding and cadets who are not successful in their quest for a power flying scholarship.
The terms
FSgt Kok was checked out in three types of higher performance single-seat gliders, qualified for front and back seat
[Youth Flight Canada] has provided bursaries since 2001 to young deserving pilots who demonstrate an infectious enthusiasm for aviation.
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This is our first attempt at flight training beyond the basic licence requirement, and we feel it was successful.
and earned a bronze badge before the summer ended. He also got a start on his silver badge with a 3000-foot altitude gain after release. The cadet did a one-week stint at CRGS for conversion to cadet standard toward the end of the summer. This was all accomplished using the $1500 Legion donation. The training for his instructors rating, which was part of the original program, was moved to this spring because of poor flying weather in southern Ontario last summer. The cost of achieving his instructors rating will be paid from the $500 YFC bursary and another $500 SAC bursary from the York Soaring Association (www.yorksoaring.com). In return for this training opportunity, the cadet agreed to our standard list of expectations for cadets in flying programs. He will: Attend a minimum 95 percent of mandatory training activities. Accept a higher sales quota of Air Cadet League Ontario Provincial Committee fundraising lottery tickets than non-flying cadets. Volunteer a reasonable amount of time at a cadet gliding centre. Frequent follow-up on these expectations has resulted in 22 of our glider pilots volunteering significant amounts of their time to the gliding centre over the past 10 years. Funding by 121 Branch of the Legion cannot be guaranteed every year, but the Branch has agreed to support the program if funding is available. Discussions with an instructor last summer determined the $2500 cost of the program, including the instructors rating. On average, half the cadets who join our squadron say they did so because they want to fly. The more cadets we can involve in flying (and the more we can get the media to cover it), the better our recruitment numbers are. Civilian Instructor OConnor has been teaching the flying scholarship program to 296 Squadron cadets for 14 years. He has also taught cadets from four other squadrons. In that time, cadets from his class have received 76 scholarships. CI OConnor received his pilots licence when he was a cadet with 296 Squadron.
Next year
Running the new program depends on having a viable candidate, plus funding each year. In the past, any 296 Squadron cadet who has applied for a YFC or SAC bursary has received one. Across Canada in 2008, YFC awarded 19 bursaries and SAC awarded 20.
FSgt Kok prepares a Smyk for the days flying.
Bronze Badge requirements

1. Glider pilot licence 2. Pilot in command time of 10 hours 3. Soaring flight of two hours 1st flight 4. Soaring flight of two hours 2nd flight 5. Three consecutive spot landings in a marked area 6. Offfield landings, dual field selection exercises 7. Offfield landings, dual circuit planning exercises 8. Map-reading exercises during dual flight 9. Final glide exercise during dual flight 10. Rigging/derigging/trailering 11. Club requirements for cross-country flying 12. Basics of advanced instrumentation 13. Bronze Badge verbal exam 14. Advanced thermaling
More information about badge requirements and bursaries can be found at the various websites in the main article.
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Transferable skills
LCdr Darin McRae
Bringing professional skills to the Cadet ProgramPart 1

What do a pilot, registered social worker, physical education teacher, music teacher, conservation officer and leadership/organizational effectiveness consultant have in common? They are all CIC officers.
These CIC officers are among 12 from British Columbia to New Brunswick who volunteered to discuss how their civilian skills benefit the Cadet Programthe flip side of our usual transferable skills story. Instead of discussing what skills CIC officers can acquire in the Cadet Program to benefit their personal lives, we aim the spotlight on the wealth of skills CIC officers bring from their personal lives to benefit the Cadet Program. In the words of one officer, Capt Robert Craddock, You bring your entire self to any situation. Whatever your background and skills, you need to consider how you can bring that to bear in the Cadet Program.
Capt Robert Craddock Area CIC Officer (Land) for southern Alberta Former CO of 2137 (Calgary Highlanders) and 1292 (Lord Strathconas Horse (Royal Canadians) Army Cadet Corps, Calgary Leadership/organizational effectiveness consultant
The leadership skills I have developed in civilian life are directly applicable to teaching cadets and to modeling these skills for staff and cadets, says Capt Craddock. Experience in teaching adults in universities and colleges, as well as in corporate settings, has taught me a different way to look at teaching cadets. As a result, he uses case studies, group discussion, skill practice and alternate methods of instruction quite readily and naturally. His 35 years working with Scouts Canada has also honed his teaching skills. Scouts Canada has a long history of using alternate methods of instruction for youth, he says, adding that he has applied these methods since he started instructing cadets.
Being a manager has helped him with the budgeting and planning side of being a CO. It has also helped him identify and engage the many stakeholder groups in the Canadian Cadet Organizations. His education and 10-year experience as a registered social worker also helped Capt Craddock understand the dynamics of individuals and groups, how cadets and staff interact and what needs to be present for corps/squadrons to be successful. He has shared his leadership expertise in Cadence articles.
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My work in Cadets and my civilian work are linked together in so many ways, says Capt Hamelin. Cadets are the same as my studentsthey have the same difficulties, goals and challenges, so my job has prepared me well to help them. At the Outaouais Expedition Centre, it was easy for Capt Hamelin to organize outdoor activities and share her knowledge of the outdoor world with cadets. She knew where to go for activities or who to contact for the information she needed. As a physical education instructor, I have always taken part in sports, especially outdoor activities such
as hiking, winter and summer camping, climbing, kayaking, canoeing, mountain biking, orienteering, cross-country and downhill skiing, says Capt Hamelin. It also led to my being named expedition leader for the International Army Cadet Expedition in the Pyrenees in August 2008. Capt Hamelin adds, Cadets can benefit from our skills when we make the most of them in the Cadet Program. The new approach being taken by the expedition program pushes adolescents to try and excel in activities they have never had the opportunity or privilege to practise every day.
Capt Julie Hamelin Instructor (since 2003) and Director, Outaouais Expedition Centre (2007 to last June) Former CO, 2644 (Rgiment de Hull) Army Cadet Corps, Hull, Que. Physical education teacher, specializing in outdoor education Currently on leave to teach English as a second language in Japan
Capt Hamel in and teachin brings her expertise in g to the Cad outdoor spor et Program. ts
As a registered social worker, Capt Libby has learned to understand people, from children to seniors. My career has developed my listening skills for sure, says Capt Libby. I pick up subtle cues from key words and/or actions when Im listening to a cadet. It allows me to talk to them, find out if they are having problems in their personal life. And it helps me direct them to the proper place for assistance.
Capt Aaron Libby CO, 2509 (Royal Canadian Signals) Army Cadet Corps, Calgary Registered social worker
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the Cadet Harassment and Abuse Prevention program to cadets, staff and parents, for instance, I could provide great examples and up-to-date statistics. Capt Libby has learned how to switch his civilian and CIC hats, so that he doesnt overstep his boundaries as a CIC officer. The bottom line, he says, is, We are here to provide the best training and experience for cadets. We provide a disservice if we dont do that to the best of our abilities.
He says his work gives him knowledge of programs and assistance available in the community. When I was teaching
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Lt Heywood has drawn upon her extensive education and music experience to teach music to cadets. We are given certain aptitudes to develop and share for the betterment of those around us, says Lt Heywood. In the Cadet Program, I make use of my years of music experience, performing experience, child-rearing experience and life experience.
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Lt Brenda Heywood Standards Officer, School of Music, Vernon Army Cadet Summer Training Centre, Vernon, B. C. Music specialist, Regional Cadet Support Unit (Pacific) Civilian distance education music teacher
Educated at the Royal Conservatory of Music in Canada and Trinity College of Music in London, Eng., she taught music privately in Canada and Australia, eventually developing (with her husband) an extremely successful video learning program serving outback private students in Australia. Lt Heywood has used her musical skills as the former band officer at
222 (Shuswap) Air Cadet Squadron in Salmon Arm, B. C. and 3063 (Rocky Mountain Rangers) Army Cadet Corps in Enderby, B. C. She also worked as a zone band development officer. However, her burning zeal is teaching music to individuals, especially cadets. I believe that when you lift individual cadets, you lift the whole program, she says. I believe you build individuals, and a strong band/group/team follows. In her current position, Lt Heywood examines all cadet music levels. She also uses her music expertise to instruct and examine during band clinics and the regions spring music concentration. Her skills have also helped her serve as the standards officer at Vernon for the past 10 years.
Lt Ken Floyd Deputy Commanding Officer, 155 (Borden Gray G.C.) Air Cadet Squadron, Sault Ste. Marie, Ont. Captain, Air Canada Jazz
Lt Floyd says the most enjoyable part of his flying career has been the time he has spent instructing. In the airline business we do a lot of trainingreinforcing interpersonal skills, among them how to communicate clearly in the cockpit or as crew, he says. I have found many of these tool-box skills to be useful in the Cadet Programfrom being able to verbally communicate to being able to see a problem and identify issues to find the cause as well as the solution. This has helped me interact with cadets and other staff. It has also helped me plan activities and functions, as well as develop operations plans and orders.
During his basic officer qualification (BOQ) course, Lt Floyd discovered he already knew much of what he was being taught because he had learned it while training for his civilian flight instructor rating. Ironically, when he returned from his BOQ , he pulled out his old flight instructor handbook and discovered that the section on how to instruct had been written by a former staff member of a regional cadet instructors school. Lt Floyd also brings to cadets his great love of aviation and aeroplanes. On occasion, he says he even passes on his knowledge of mechanical things, which he learned as an apprentice auto mechanic. I built a cardboard engine cylinder once (with several moving parts) to teach cadets how a piston engine works and was able to show them things that were not in their books.
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As a captain for Air Cana da, Lt Floyd communicati has learned a ng clearly. lot abou
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CADENCE
Transferable skills
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2Lt Abbott is involved with planning and directing field patrol duties and investigations of Natural Resources-related violations. These violations are related to public safety, habitat damage and poaching violations. Public safety includes alcohol violations, safe boating and forest fire emergencies, to name a few. So much time spent in various small aircraft during his civilian career has given him knowledge that is useful in Cadets, particularly during training related to aircraft identification, airport layout, safety around aircraft and radio communications. His outdoor skills, woodsman skills and education in fish, wildlife, and forestry
are a good fit for other skills that cadets use during their cadet experience. His contacts with the MNR Air Service have enabled him to take cadets to the local MNR hangar for pilot tours of aircraft and explanations of career opportunities available. Also, during air survival weekends, his knowledge of bush craft (how and where to establish a shelter, identify habitat types for snaring wildlife for survival and identifying plants for human consumption among other things) has been useful. His firearms instruction qualification enables him to instruct cadets in the safe use of pellet rifles and help out with the squadrons new biathlon team. His training and experience have also helped him in his position as UHRA, particularly where inclusiveness and understanding challenges are concerned. I feel that conservation officers, especially in northern and smaller communities that have cadets, have a lot to offer youth, says 2Lt Abbott. In some communities we are the only law enforcement officers young people know, and we can have a long-lasting effect on them.
2Lt Jim Abbott Assistant Training Officer, Biathlon and Range Coach, Unit Human Rights Advisor (UHRA), 10 (Kiwanis) Air Cadet Squadron, Timmins, Ont. Conservation Officer and supervisor of conservation officers, Ontario Ministry of Natural Resources (MNR)
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OFFICER DEVELOPMENT
Capt Cynthia Munro
Duty to accommodate part three

We cannot terminate a cadets membership simply because she is pregnant.
In the last two issues, we have discussed our duty to accommodate cadets under the Canadian Human Rights Act. This duty (also known as reasonable accommodation) obliges us to examine policies and practices that may limit the opportunities of cadets based on the protected grounds of race, national or ethnic origin, colour, religion, age, sex, sexual orientation, marital status, family status, disability and pardoned conviction. This final article in our series examines our duty to accommodate cadets in the areas of sexual orientation, family status and gender.
First, lets review justifiable discrimination and the legal test for the duty to accommodate. conditions from attending certain summer courses for safety and health reasons. The allocation of summer course availability by gender, due to the housing facilities available. Academic standards for performance that may be difficult for cadets with learning disabilities or mobility issues to meet.
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The legal test

As soon as a Cadet Program leader becomes aware of a potentially discriminatory practice, they need to assess whether: There is a rational reason for the practice related to cadet training. The practice is justified and based on a good faith requirement. Accommodation is not possible without causing undue hardship.
Justifiable discrimination
Some discrimination is justifiable in the Cadet Program, based on bona fide (Latin for good faith) requirements such as: Medical requirements that may restrict cadets with some medical
Maximum communication and sensitivity will go a long way.

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Put yourself in your cadets shoes and ask yourself how you would want to be treated in the same situation.
All three of these conditions are the legal test for the duty to accommodate. When looking at options for accommodation, some hardship is to be expected; however, undue hardshipincluding an extreme cost, major disruption in training, or a requirement for personnel or support that would affect morale and/or compromise the safety, rights and/or health of othersis not. Now, let us look at the three protected grounds of sexual orientation, family status and gender. she had said and asked her to repeat it quite a few times before I finally clued in. Needless to say she was quite embarrassed. Not my finest moment. Some cadets live with one parent one week and the other parent (and possibly a step-parent) the next. Do you have a mechanism to collect the contact information for all the people who care for the child, including when they care for them and where? A cadet coping with a teenage pregnancy should be encouraged to pursue her goals as a cadet, which can lead to a successful future. The alternative is to send her out into the community to fend for herself. These are a few examples of ways that cadets with a variety of characteristics can be accommodated. Put yourself in your cadets shoes and ask yourself how you would want to be treated in the same situation. When in doubt, Dial before you dig and phone your detachment or Regional Human Rights Advisor and ask for advice. With a little compassion and understanding, all cadets can enjoy the best the Cadet Program has to offer. Capt Munro is the commanding officer of 810 Air Cadet Squadron in Edmonton. The content and opinions expressed are those of the author and do not necessarily reflect the views of the Canadian Forces. A cadet with gender identity issues or differing sexual orientation may feel awkward.
Gender
While we hope that our instruction on Sensible Living and the values instilled in the Cadet Program will prevent cadets from making choices that lead to pregnancy, it still happens. If the act that caused the pregnancy did not happen at a cadet activity, we cannot terminate a cadets membership simply because she is pregnant. In fact, ask yourself the following questions, to see if accommodation of the cadet is reasonable within the following areas:
Sexual orientation
We often wont know about a cadets sexual orientation until there is an incident of harassment or abuse. While freedom from harassment and abuse should be part of our culture at the corps/squadron, the question of accommodation is more challenging. We most often group our cadets by gender. This can leave a cadet with gender identity issues or differing sexual orientation feeling very awkward. Many kids who have gender identity issues may eventually undergo sexual reassignment, but their adolescence will be excruciating. A cadet may choose to dress as the opposite gender. Can we accommodate this cadet? Can you give them the uniform of their gender of choice? Can you provide sleeping, changing and bathing/hygiene arrangements that will offer privacy for all cadets so that no one is singled out? Summer training arrangements will be particularly difficult. Maximum communication and sensitivity will go a long way.
A cadet may choose to dress as the opposite gender. Can we accommodate this cadet?
Can you control the activities that the pregnant cadet engages in, with her consent and involvement? Can you provide a uniform to accommodate her body? Can you excuse her from some activities like sports or drill due to pregnancy-related illness, and eventually, childbirth? Once the baby is born, can you welcome her return to cadet training (provided the little one is looked after)? Can you be flexible so she can fulfil some child-care needs, including breast-feeding.
Family status
The forms cadets are required to fill out when they join limit the amount of information they can provide on their family. I remember once, when I was an officer cadet, I was filling out a clothing card with a cadets contact information. I asked her fathers name, and she said, Unknown. I didnt understand what
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VIEWPOINT
2Lt Sally Ng
2Lt Ng at Regional Gliding School (Atlantic) in Debert, N. S. (Photo by WO Jerry Kean, Land Force Atlantic Area Public Affairs)
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My goal for the past four years has been to juggle everything that is going on in my life without crashing and burning. Being a student is busy enough. Being a CIC officer at the same time is even busier. I want to enjoy success in my CIC officer career, but not at the expense of my civilian pursuits. To do this, I have found some rules to live by that create balance in my life.
I have worked with a squadron for the past four years and have helped out regularly during gliding season at the New Brunswick gliding site since 2005. On the civilian side, I recently graduated from Mount Allison University and will soon complete my commercial pilots license at Moncton Flight College. During this time, I have also worked two part-time jobs and have participated in many extra-curricular activities, including competing nationally on the universitys varsity badminton team. When I first started university, many aspects of my life were colliding. I couldnt quite make it all work, but I did not want to cut out any activity. My schedule needed an extensive overhaul. The first thing I did was review my priorities, as well as my personal goals and intentions. School had always been my priority and would continue to be so. At the same time, I knew I wanted to continue to work with cadets.
Identify and share your intentions

Having clear ideas of my intentions and making those intentions known to others helped a lot! When I started working regularly with a squadron, I talked to my commanding officer (CO) about my busy schedule and the time I thought I was able to commit to Cadets. I decided to commit at least one to two days per week to the squadron. On weekends, my commitment would be to the gliding site.
The first thing I did was review my priorities, as well as my personal goals and intentions.
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Knowing the extent of my availability and making it clear to others made my life easier.
At the squadron, I took on the responsibilities of the administration officer, the flying scholarship ground school instructor and the unit human rights advisor. Because I made my personal commitments clear in the beginning, my CO was a lot more understanding and knew exactly what to expect from me. Taking on the administration position also gave me the flexibility to work on my own time. Knowing the extent of my availability and making it clear to others made my life easier, but it was also appreciated by others.
Dont be afraid to ask for help

As a young CIC officer, I often feel I am being put to the test. The pressure is on and others are waiting to see what I can do. With so much to accomplish, I sometimes feel pushed into a corner. When this happens, I need to remind myself that others are not there to test me; rather, they are there to support me when I need it. It is expected that young officers will look for guidance from more experienced personnel. Dont be afraid to ask for it. Others will respect you a lot more for having the guts to ask for help than to have something turn out badly. Also, dont ever feel as if you are the only one who needs help; many of us do, and many officers will lend a helping hand if asked.
And consider other perspectives. Remember that negative attitudes are highly contagious. While you may dislike something, others may love it. Ultimately, someone else may be better for the job. When it comes to balance in your life, your health is the bottom line. You can fill your plate to overflowing, but if it threatens your physical and mental health, you wont be able to do anything. Take time to reflect on the things you must do and add the things you really want to do. Then evaluate how things are going. Exercise, eat well and vent when you need to. I also try to schedule some Sally time to keep myself sane. These are some easy rules I try to live by to accomplish my goals. If you are a student and a CIC officer, you may find some of these suggestions helpful to reduce the stress in your life. They certainly work for me. 2Lt Ng was an officer with 681 (Tantramar) Air Cadet Squadron in Sackville, N. B., and helped out at the gliding site until last fall when she began to participate in the 2009-2010 Canada World Youth Exchange in Peterborough, Ont. and Tanzania, Africa. (See News and Notes)
Dont procrastinate
Procrastination is one of the most common challenges people face. Not only does it make you inefficient, it also stresses you and others around you. We all have our moments of leaving things until the last minute, but I have learned that it is best to just do things nowas often as I can! Prioritizing is key, and a list of priorities does wonders for me. Procrastinating is one of the biggest barriers to balance in life. If you dont finish one thing, you cant move on to the rest.
Do the things you love

Your interest in something plays a big part in whether or not you are productive and efficient. Do the things you love. When you are engaged, productivity and efficiency follow. If you are having fun doing something then you are less likely to think of it as work and less likely to procrastinate.
2Lt Ng and this issues Bravo! nomination, Capt Karine LeBlanc, prepare the tow rope and rings for a gliding trip from Debert, N. S. to Miramichi, N. B.
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39
OFFICER TRAINING
Lt Diego Alvarez-Ossa
Courses/certifications for Army expedition officers

As Army expedition officers, we are fortunate that much of our training is provided through the military. Regional cadet instructors schools give us many of the necessary skills through the land environmental training course, abseil instructor, basic canoe instructor, canoe trip leader and moving water leader courses. In Central Region, the regional cadet support unit also offers us the mountain bike instructor and mountain bike mechanic level 1 courses.
As we progress through expedition training beyond the zone level to regional and national expeditions, however, higherlevel skills are valuable to conduct the training and, especially, to ensure the safety of officers and cadets. Fortunately, a number of recognized courses/certificates are available through reputable civilian providers. The focus here is mostly on courses that pertain to moving water, as that is a particularly strong discipline in Central Region expeditions. If you are interested in moving water, here are some courses you might want to consider taking. The prices and duration discussed below pertained to the courses I took. Swiftwater Rescue Technician/ Whitewater Rescue Technician Levels 1 and 2 SRT / WRT 1, $375, three days SRT / WRT 2, $250, two days Certified by Rescue 3 International Wilderness Advanced First Aid or Wilderness First Responder WAFA, $475, four days WFR, $675, nine days WAFA to WFR bridge, $475, four days Certified by Wilderness Medical Associates
Students on a WRT 1 course last May carry a casualty during a shallow water group crossing in rapids of the Lower Madawaska River, near Renfrew, Ont. If you are new to expedition and/or are having difficulty funding civilian courses, strongly consider starting out with the military courses to gain employment as a specialist at a local corps/squadron, a cadet summer training centre, or an expedition centre. Perhaps this employment will help you fund civilian courses! Having taken the above courses, I can attest to their tremendous personal and professional value in terms of skill development and, ultimately, safety. Lt Alvarez-Ossa is an active member of the Regional Expedition Centres in Central Region, as well as a Gold Star instructor and Unit Human Rights Advisor for 2814 (Hamilton Service Battalion) Army Cadet Corps in Hamilton, Ont.
As we progress through expedition training beyond the zone level to regional and national expeditionshigher-level skills become necessary.
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Also keep in mind transportation and the following additional costs: $10/nightcamping (bring your own tent) $50/dayfood $25/dayequipment (helmet, portable flotation device and full wetsuit) My experience is limited to Eastern Ontario and Western Quebec; however, the above courses represent North American standards and are available throughout Canada. Contact your regional expedition training officer for information on course providers in your region. Considerable cost is associated with these civilian courses. However, I hope the costs wont deter you from developing your expedition skills in these areas.

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