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June 23, 2018, 02:19:35 AM
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 on: Yesterday at 12:37:27 AM 
Started by RiChArD7032 - Last post by lordmonar
One of the requirements:

"Develop and implement an annual emergency services training plan."

Maybe I'm overlooking something simple and obvious, but not sure what they are asking for here. This is the only thing I'm lacking.
Your annual ES traiing plan is just the basic long term planning to meet your ES needs.

You start with identifing your ES needs......We need to have 8 GTMs, 2 GTLs, 3 MSL, 1 CUL, 4 MRO, etc and so forth.

Now you see what your currently got.
Then you check to see how much attrition you get....."We loose 50% per year"

So your training plan should focus first on your immediate short falls.
Then the plan should focus on staying in front of your attrition.   Half of your GTMS disappear each year you need to make sure you are holding enough GTM courses.
Finally the plan should also include currency training/events.

Now....here's the fun part.  You don't have to do all of this yourself.

Your wing should also have an annual training plan.   That would help cover your currency training needs...and you would only have to do training that wing does not provide.
Also...if you have other nearby squadrons.....cross deck with their ESO's to see if there is any way you can share the load.   Say you are doing quarterly GT training....Squadron X can do it first and third quarter and Squadron Y does it 2nd and 4th quarter.

Remember the whole point of the training plan is to make sure you have enough trained ES personnel to meet your ES needs/taskings.   So that is your first and most important task right now.   You will definitely need to coordinate with wing/group ES to find out what your squadron's share of that burden is.

Good Luck

 on: Yesterday at 12:35:58 AM 
Started by RiChArD7032 - Last post by etodd

Don't over think it - it is simple and obvious. Identify your ES goals and the training required to achieve them. Set quarterly objectives for the next year: there's your annual training plan.

Well yes,  its right in front of my face. I have two members asking me about training them for AP. So I'll get going making up a schedule. Thanks. :)

 on: June 21, 2018, 11:21:12 PM 
Started by RiChArD7032 - Last post by EMT-83
One of the requirements:

"Develop and implement an annual emergency services training plan."

Maybe I'm overlooking something simple and obvious, but not sure what they are asking for here. This is the only thing I'm lacking.

Don't over think it - it is simple and obvious. Identify your ES goals and the training required to achieve them. Set quarterly objectives for the next year: there's your annual training plan.

 on: June 21, 2018, 10:39:35 PM 
Started by RiChArD7032 - Last post by etodd
One of the requirements:

"Develop and implement an annual emergency services training plan."

Maybe I'm overlooking something simple and obvious, but not sure what they are asking for here. This is the only thing I'm lacking.

 on: June 21, 2018, 10:24:37 PM 
Started by RiChArD7032 - Last post by Sriracha
Hi there!

I'm not an ESO, so you may want to take what I say with a grain of salt, but I am a cadet ESNCO, and have worked with my ESO and others. First off, as previously mentioned, get IS-100, 200, 700, and 800 done. Also, make sure youve done all your online testing. This includes Aircraft Ground Handling, all ORM, and all GES. Make sure you get ICUT out of the way and get that done. If you're not already qualified in at least one ES qualification, you should try to do that. Once that's out of the way, your most frequent duty will be to ensure your squadron is up to date on ES. Make sure you and other ES involved individuals know your regulations (60-3, 173-3 are pretty important to know). Push people to do ICUT (required for many ES quals) and GES, if people are interested in getting qualified, try to put them in contact with a SET.

Generally, push your people to work with ES, and make sure they have the resources to be successful with it. Good luck, and congratulations on your appointment to the position!

Sent from my HTC U11 life using Tapatalk

 on: June 21, 2018, 10:02:38 PM 
Started by Jester - Last post by Eclipse
The majority are interested and invested in the military aspects, not necessarily because of
career aspirations, however the fallacy is that "military discipline = yelling".

It doesn't.

Yelling is intended, generally, for one purpose - intimidation.  If you have to intimidate people
into following you, you're no much of a leader, and won't last long in CAP.

That also doesn't mean that every moment in uniform is a pizza party, and that there aren't
aspects that are less "fun" then others, even downright unpleasant at times, but a good leader,
military or otherwise, is able to characterize the end goals and purpose behind activities, actions,
and even disciple, so that intimidation isn't necessary, or at the least the intimidation comes
from the real threat of being denied access to a desired opportunity, vs. some hollow threat
that comes from yelling.

 on: June 21, 2018, 08:36:11 PM 
Started by RiChArD7032 - Last post by etodd
Do you have IS-100, 200, 700, and 800 knocked out? If not, start there. Its all online. That'll take you some time.

 on: June 21, 2018, 08:33:26 PM 
Started by Jester - Last post by etodd
What percentage of Cadets "desire" the military aspects of CAP, because they are planning on military careers ... vs ... those Cadets who "tolerate" the military aspects of CAP on drill night so they can enjoy aerospace and other things on the other days? My guess is the percentage of the former is rather small(?)

 on: June 21, 2018, 06:01:22 PM 
Started by Jester - Last post by Spam
I think that every proposal to "add intensity" needs to go through a review process including an appropriate level of senior officer oversight.

I appreciate your mention of time limits/time management, which I think is a good idea, IF very carefully set out and monitored. The 10 second showers and so forth are a symptom of runaway intensity addiction in our junior leadership, as are the old trope of successive layers of command subtracting 15 minutes from their superiors time on target, to the point where junior NCOs are waking people up at oh dark thirty to sit and wait - thus "proving" their ability as leaders. ("Ooo-rah, we're first out to PT/first finished at DFACS/etc.").

You think that's not a big thing, at age 17, or 24. Its not a big thing if you've mastered the art of the "hack" and can hack life.  Then, later in life, you think differently after you've had to deal with multiple 13 year olds who through lack of hygiene time haven't had a shower in 3 days and have developed open bleeding sores on their thighs, or who finally present at sick call on THU AM with painfully impacted bowels due to not having had personal time to take a crap in days (while eating MREs!), or who had an unusual/unexpected period due to induced stress and were too intimidated by "intense" cadet leadership to ask for help until they were overwhelmed.

Hey, if these are outside your experiences, be thankful. If that sort of thing is present in an active duty situation with adults, that's one thing (still unsat) but with our youngest volunteers, that's abuse that we can and must avoid. The old approach of molding 13 and 15 year olds using the ancient draftee "break them all the way down first, to remake them" mold is not just gone with the old CAP - it is gone from the active military, who are no longer involuntary draftees, but rather motivated volunteer professionals.

Our unpaid, youngest volunteers deserve a balanced, carefully monitored experience filled with Eustress - not Distress. Take a couple moments and look those terms up...


 on: June 21, 2018, 04:55:05 PM 
Started by Jester - Last post by LGM30GMCC
I have seen this debate since I was a cadet, which was now more time ago than I usually care to admit to myself...

That being said, I can see the arguments for building an intensity into an activity like encampment though I think what people are often really going after is challenge. Challenge is one of the key traits of cadet life so I'm on board with that. Fun is also one of the traits so it's finding a balance since one is not supposed to supersede the other, they are all equal.

So if we want to add elements of a military training model without the use of voice-based intensity (yelling, etc) how do we go about doing that?

I would argue I am in a career field that has zero yelling involved, but very high standards and expectations. (It goes along with the territory.) Much of the stress in our training was based on time constraints (very short ones in some cases), excessive information overwhelming us and forcing us to sift through what was presented to pick out what we needed, and a lack of information from which we had to extrapolate what to do in a given situation. I would also argue these are much greater challenges than "Can I put up with someone yelling at me for X number of days?" I put up with some of that for 4 weeks at field training...and 2 years off and on in college. It was neither particularly effective at training, nor productive in developing me as a leader. In fact, of the incident I remember most where it was used against me there was some amount of embarrassment on my part for screwing up, but the AFROTC cadet officers doing the grilling actually had other cadets (from the Army ROTC) looking down at them with a view of "Who are you to tear into that guy? You really don't know much more about anything than he does." I have also met both of those cadet officers since my commission, work with one of them now, and they have both expressed that it was inappropriate, ineffective, and really just perpetuating a stupid stereotype they expected.

How then to increase intensity at an encampment without the crutches of 'yelling' 'raising voices' or whatever you want to call it? I offer the following as ways to do so.
1 - Give time limits and remind people of them. I'm not talking silly limits like 10 second showers, but times to get out the door, make sure they're organized and on their way. If you want to increase stress on cadet NCOs in an appropriate way I'll talk a bit more about that later.

2 - Grade/evaluate people. If someone knows their performance is being evaluated and graded it can add some level of stress. Now since we haven't set a national standard by which you could "fail" encampment the metrics have to be appropriate. Feedback can actually be beneficial for students if it's gone over with them, but a constant hum of inspectors just watching and evaluating all aspects can be stress inducing. If you don't think so...I invite you to watch a USAF unit effectiveness inspection or nuclear surety inspection sometime. Zero yelling...lots of stress.

3 - Question someone. "Cadet X, why did you do X?" In a normal speaking tone. Continue to press, find the limits of what considerations they are taking. Press on 2nd and 3rd order effects.

How to apply this even further? Traditionally cadre have been the ones leading and students largely just have to shut up and execute. This is often modeled on the basic training format but I propose using the Field Training or OTS format instead.

Namely the students be more responsible for leading students (which hits another key trait) and the cadre act as instructors. In this model the Flight Sergeants would act primarily as instructors/questioners of any student NCOs. The student NCOs would be the ones marching flights from point A to B, making sure the flight stays on time (at least in their minds, though to the extent it's permissible building in a couple minutes slush in the schedule for students to fail at something can be beneficial), ensuring their fellow students are ready for inspection, etc. The cadet officer cadre would act primarily as evaluators and picking which student NCOs are going to be assigned to what tasks next and that training objectives are being met. Additionally they are responsible for making sure the flight sergeant doesn't go over the line. The Senior Members with the flight are the ultimate backstop to ensure there is not total mission failure (keeping in contact with senior staff, ensuring CPP is followed, etc) and act as mentors to the cadet officer cadre primarily.

This would also add the intensity for the students that they are suddenly not in receive mode. They are actively responsible not only for themselves but for the success of others and their flight.

Just some food for thought.

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