CTM Training Series: Developing Room standards
As of: 20 May 2014
Lesson Plan
CTM Training Series – Room standards
I. Preparation Required:
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Coordinate between TAC and cadet command team
Review lesson plan & slides
II. Materials Required:
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Suitable training space – computer projection & space for practice is ideal
Computer & projection capability
Lesson plan
Slides
Hard-copy of The Citadel Training Manual
III. Lesson Objectives:
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Improve skills for building cadet recruit’s ability to succeed with room standards during
challenge week and beyond
Demonstrate proficiency in prescribed room standards
Rehearse training evolutions using CTM principles so as to be ready to do it next week
IV: Introduction/Attention Step: [***THE BIG IDEA(S) IN INTRO***]: Like any other skill, training or
leading others improves with practice and experience. If we want to “win” at anything, we must be
committed to practice. This lesson is part of a series of lessons designed to get cadets using CTM, not
just talking about it (like in the introduction lessons we’ve already had). By practicing CTM, and doing so
routinely, the cadets are developing the sound habits that will make them successful with knobs next
week, other cadets during their time at The Citadel, and with those they work with in our future careers.
One other key point to be made with this lesson: Cadet recruit/4C performance is a direct reflection on
leader and trainer performance.
Specifically, with this lesson, we’re setting cadets up for success by practicing skills they need in order to
“do right by the recruits” next week with regard to room standards.
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HONOR – DUTY – RESPECT
CTM Training Series: Developing Room standards
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As of: 20 May 2014
Welcome to a discussion – and I mean discussion – on how we’re going to apply CTM principles to
our training with cadet recruits.
This lesson is designed to get us applying CTM, and in a way that prepares us for success next week.
Before we get started, what’s the biggest concept you took away from the CTM academic training?
o Possible answers:
 “Capital A” accountability: we feel responsible for the well-being and success of
every recruit
 Good organizations value training because it leads to success and develops the
future leaders of the team
 The five steps: expectations, skills, feedback, consequences, growth
 Training can be demanding and positive, purposeful, professional
I’d like us all also to consider this concept: a recruit’s performance is a direct reflection of the
trainer/leader performance.
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For this lesson, our focus is room standards.
o Specifically, how do we develop our recruits so they
learn and value/embrace room standards?
o We’ll make sure we have the right level of proficiency
ourselves
o We’ll do some practice training.
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We’ll follow this overview:
o Review of CTM
o Review of the regulation
o Practice
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HONOR – DUTY – RESPECT
CTM Training Series: Developing Room standards
As of: 20 May 2014
V: Main Point 1: CTM is a five-step process, but success with CTM requires more than just memorizing
the steps. The key to success is the CTM mindset.
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As a reminder, the mindset items on this slide are in the inside cover of the manual.
Instructor(s) should briefly reinforce that strong organizations value training and that successful
leaders, supervisors, trainers genuinely care about their people and will set conditions for their
success
o Recommend personal story: For example, the boss I
learned the most from was also the most demanding
one I ever had. He possessed the highest standards
and his passion for the mission was awe inspiring.
He was great at setting expectations and routine
with feedback, some of which wasn’t so welcome at
the time. That said, I never doubted that he
genuinely wanted me to “get it” and to get better. Everything he asked me to do was
consistent with the highest standards of the organization, would clearly help the
organization succeed, and would be something he would also do himself. At the end of the
day, he was demanding because he held me to those high standards every second of every
day. He was a walking CTM-er, though I didn’t realize it at the time. He was demanding but
professional and purposeful with positive intent in everything he did.
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With next slide (slide 6), instructor should emphasize the
“boundaries.” As the personal story above indicates, simply
doing everything that’s expected to the best of one’s ability is
extremely demanding. There is no need to “invent” things to
increase demands or stress on an individual
o Critical to emphasize that an individual who
operates outside the envelope within any
organization has lost trust. It’s tough, probably
impossible, to lead anyone when there is no trust.
VI. Main point 2: Before we can be effective trainers, we have to be experts on the subject, to
include the rules. That’s the price of admission to leadership.
 Before we can train to room standards, we have to know the guidance and direction given to us by
the regulations
 The next two slides (slides 7-8) provide guidance on room standards. All the guidance comes from
the White Book, Chapter 9
 On first slide (slide 7), instructor should emphasize at least the following points:
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HONOR – DUTY – RESPECT
CTM Training Series: Developing Room standards
As of: 20 May 2014
o
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Corps wide standardization. Pictures are provided in
the white book which are to be used in training and
inspecting. There is only one standard, not 21
different standards. These standards are to be
learned during the cadre training period and no later
than SMI 1.
o How will we do that? Room standards are one part of
a recruit’s transition to The Citadel. An effective
training team phases in the learning to improve the
chances for success. Through this, the effective training team helps a recruit prioritize and
balance all the learning and skills
With slides 8, instructor should review the prescribed room standards and highlight the first phase
of learning.
o Know and Model.
o Demonstrate and apply the standards in your own
room. After all, be the example/model the behavior is
LEADERSHIP 101.
VII. Main point 3: If we want our recruits to succeed, we have to
prepare and practice our training skills. We have to practice both the skill and CTM.
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Instructor should guide the learning for each step of CTM.
Slide deck built to allow instructor to:
o Use first slide of each CTM step to generate discussion and new ideas
o Use second slide of each CTM step to solidify or add to the cadet’s technique toolkit.
o Note: for each CTM step, two-three areas are selected for discussion. This does not prevent
an instructor for expanding the list.
In addition to what’s on slides, instructor should emphasize the “QUICK-GOUGE CHECKLIST” items
on each slide. Reasons are two-fold:
o First, the checklist represents the key points for each step of CTM. We want cadets to
understand what each step on the one-page checklist means.
o Second, the checklist is testable material for CTM certification.
IMPORTANTLY, THIS LESSON IS MOSTLY ABOUT PRACTICE. The training from here on out ought to
emphasize cadets practicing the skills. A “discuss – let’s see a demo – let’s debrief the demo”
construct is recommended.
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HONOR – DUTY – RESPECT
CTM Training Series: Developing Room standards
As of: 20 May 2014
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EXPECTATIONS: See slides, but also remind cadets about CAPT Abrashoff’s warning (CTM, p. 11),
“Whenever I could not get the results I wanted, I swallowed my temper and turned inward to see if I
was part of the problem.”
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SKILLS: See slides, but also remind cadets about MAJ Larson’s story (CTM, p. 22), “people do what
you do, not what you say you do.” Modelling is a powerful leadership/training tool.
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HONOR – DUTY – RESPECT
CTM Training Series: Developing Room standards
As of: 20 May 2014
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FEEDBACK: See slides, but also remind cadets about Alina Tugend’s wisdom regarding feedback
(CTM, p. 27): “Those who have studied the issue have found that negative feedback isn’t always bad
and positive feedback isn’t always good. Too often, they say, we forget the purpose of feedback —
it’s not to make people feel better, it’s to help them do better.”
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CONSEQUENCES: See slides, but also remind cadets about what makes negative consequences or
punishment effective (CTM, p 33):
o “Effective leaders, supervisors, and trainers establish over time an environment that
demonstrates genuine care for the organization and the well-being of every person in the
organization. They do this through individualized leadership, gaining a unique bond with
everyone on the team, through presence and commitment, by perseverance, and by
embracing standards. When the team knows we care, they know the motivation for
punishment is pure and positive and purposeful.”
o “Negative consequences or punishments can be helpful reducing undesired behavior.
However, punishment only does half the job. Effective punishment needs to be combined
with instruction, training, or rehearsal of the desired behavior.”
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HONOR – DUTY – RESPECT
CTM Training Series: Developing Room standards
As of: 20 May 2014
consequences cont.
GROWTH: See slides, but also remind cadets about Patton’s quote, some pretty good guidance when it
comes to growth (CTM, p 41): "Never tell people how to do things. Tell them what to do and they will
surprise you with their ingenuity."
VIII. Summary/Take-Aways: See slide but emphasize OUR OBLIGATIONS AS TRAINERS. IT IS A SPECIAL
TRUST.
IX. Closure: Leaders/trainers have a sense of accountability,
for themselves and others. That’s “Big A” accountability.
Part of the personal accountability is to keep learning and
maturing as a leader and trainer.
Part of the responsibility to others is being prepared and
ready.
Cadet recruit/4C performance will be a direct reflection on our performance as leaders and trainers.
Let’s be ready for the recruits next week.
Attachments/Handouts/Supplement Reading (As Required)
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HONOR – DUTY – RESPECT