UNIT 4 - Text

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LEADERSHIP
Education and Training
UNIT 4 : LET 4
The Managing Leader
U.S. Army Cadet Command – Fort Knox, Kentucky

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UNIT 4
Table of Contents
CHAPTER 1 – Leadership
LESSON 1: LEADERSHIP ACCOMPLISHMENT

Introduction ........................................................................................... 5
Revisiting Continuous Improvement ..................................................... 6
Leadership in Continuous Improvement ............................................... 7
Attitudes for Successful Continuous Improvement ............................... 8
Connecting to the “Big Picture” ............................................................. 9
Capstone Projects ................................................................................10
Conclusion ............................................................................................11
LESSON 2: STRATEGIES FOR TEACHING

Introduction .........................................................................................13
Lesson Plans .........................................................................................13
The Four Phase Lesson Plan .................................................................14
Using Cooperative Learning Strategies with Groups ...........................16
Benefits of Cooperative Learning.........................................................20
Conclusion ............................................................................................21
LESSON 3: USING FEEDBACK WITH LEARNERS

Introduction .........................................................................................23
Types of Feedback................................................................................23
Characteristics of Effective Feedback ..................................................24
Ground Rules for Giving Feedback .......................................................26
Conclusion ............................................................................................27
CHAPTER 2 – Personal Growth and Behaviors
LESSON 1: LIFE AFTER HIGH SCHOOL

Introduction .........................................................................................31
Life Skills and Abilities ..........................................................................31
Aspects of Campus or Post-Secondary Living ......................................33
Campus Resources ...............................................................................37
Personal Independence – Pros and Cons .............................................40
UNIT 4 – The Managing Leader iii

LESSON 1: LIFE AFTER HIGH SCHOOL (cont’d)
Making Healthy Lifestyle Choices ........................................................43
The Importance of Personal Accountability.........................................48
Conclusion............................................................................................49
LESSON 2: PROFESSIONAL DEVELOPMENT

Introduction .........................................................................................51
Professional and Personal Development .............................................52
Professional Development ...................................................................53
Personal Development .........................................................................55
Conclusion............................................................................................61
CHAPTER 3 – Team Building
LESSON 1: MOTIVATING OTHERS

Introduction .........................................................................................65
Motivation............................................................................................65
Using Rewards and Corrective Action ..................................................67
Establish Goals and Tasks.....................................................................67
Set the Example ...................................................................................68
Make Tasks Challenging Yet Achievable ..............................................68
Create a Healthy Culture ......................................................................69
Create Self-Motivation .........................................................................70
Conclusion............................................................................................71
LESSON 2: COMMUNICATING TO LEAD

Introduction .........................................................................................73
The Communication Process................................................................74
Effective Communication .....................................................................75
Conclusion............................................................................................83
LESSON 3: COMPANY DRILL

Introduction .........................................................................................85
Company in Line with Platoons in Line ................................................85
Company in Column with Platoons in Column ....................................89
Company in a Mass Formation ............................................................91
Company in Column with Platoons in Line ..........................................94
iv UNIT 4 – The Managing Leader

LESSON 3: COMPANY DRILL (cont’d)
Dismissing the Company ......................................................................96
Conclusion ............................................................................................97
LESSON 4: BATTALION DRILL

Introduction .........................................................................................99
Formations ...........................................................................................99
Forming and Dismissing the Battalion ...............................................101
Inspecting the Battalion .....................................................................102
Completing the Battalion Inspection .................................................104
Conclusion ..........................................................................................105
CHAPTER 4 – Service Learning
LESSON 1: MANAGING A SERVICE LEARNING PROJECT

Introduction .......................................................................................109
The Stages of Project Management ...................................................109
Tools for Project Management ..........................................................110
Conclusion ..........................................................................................113
CHAPTER 5 – Citizenship and Government
LESSON 1: CHALLENGES TO FUNDAMENTAL PRINCIPLES

Introduction .......................................................................................117
The Importance of Fundamental Principles .......................................117
A Common Theme: Individual Rights v. Rights of Society .................119
Individual Rights .................................................................................119
Consent of the Governed ...................................................................122
Representative Government..............................................................123
Rule of Law .........................................................................................124
Role and Size of Government.............................................................125
Conclusion ..........................................................................................127
LESSON 2: THE FUTURE OF CITIZEN RIGHTS

Introduction .......................................................................................129
Diversity and Social Change ...............................................................129
Technological Impacts on Citizenship ................................................130
Terrorism and International Relations ...............................................132
UNIT 4 – The Managing Leader v

LESSON 2: THE FUTURE OF CITIZEN RIGHTS (cont’d)
Economic Instability ...........................................................................133
Conclusion..........................................................................................137
Glossary .......................................................................................... 139
vi UNIT 4 – The Managing Leader

UNIT 4
Preface
Unit 4 - Leadership Education and Training (LET) 4: The Managing Leader is the final of four
courses in the Army Junior Reserve Officers’ Training Corps (JROTC) program. This textbook
supports twelve lessons, and is designed and written just for you, a leader in your school,
community, and in your JROTC program. It will be an invaluable resource of content as you
work on your learning activities.
The JROTC program is designed to help develop strong leaders and model citizens. As a
fourth-year Cadet, you'll continue to build on the Units 1-3 knowledge and skills, and find
yourself being introduced to new content that will help you continue to lead others in your
battalion.
The knowledge, skills, and abilities you will acquire in this unit are covered in five chapters:
Chapter 1: Leadership learning experiences provide you with a unique
opportunity to look at the role of leadership in continuous improvement. You’ll
take a look at the big picture of the JROTC program and how its outcomes relate
to leadership. Additionally, you’ll explore strategies for teaching and mentoring
others.
Chapter 2: Personal Growth and Behaviors continues to help you think and plan
for your future with topics such as personal independence, the importance of
personal accountability, and professional development.
Chapter 3: Team Building continues to build on drill and ceremony protocol. In

this chapter, you look at the tactics for motivating others and how they translate
into other areas of leadership. Additionally, you’ll explore the elements of a
communication model and how to overcome barriers of communication.
Chapter 4: Service Learning is a required element of the JROTC program. In this

chapter, you will manage a service learning project within a unit or the entire
battalion. You’ll be introduced to project management processes and
management tools.
Chapter 5: Citizenship and Government exposes you to the challenges that face
fundamental principles of society today. Topics in this chapter will encourage you,
as a citizen, to think about the future of citizen rights.
Textbook Organization
Chapters are divided into several lessons, which correlate with Student Learning Plans that
are provided in your Unit 4 Cadet Notebook. Each lesson identifies a lesson competency
called What You Will Learn to Do and the lesson’s Learning Objectives. Section headings
and sub-headings throughout the lesson text clearly point to each learning objective in the
lesson.
Key Words are vocabulary identified on the lesson cover page. These are highlighted and
defined throughout the lesson text.
Every lesson asks an Essential Question requiring a thoughtful written response about the
purpose of the lesson. Answer the question at the beginning of the lesson and then check
your response again at the lesson conclusion. It may change as you build your knowledge
and skills!
UNIT 4 - Preface vii

Content Enhancements and Content Highlights are bonus text sections that support the
lesson, and are there to provide additional information of interest about the lesson topic.
At the end of each lesson text is a Conclusion, which serves as a concise wrap up and
stepping stone to the next lesson in the text. Within the conclusion is the Lesson Check-up,
which includes a few questions to check your knowledge of content presented, and consider
how you will apply what you learned to your own life.
viii UNIT 4 - Preface

UNIT 4
Acknowledgements
The Unit 4 - Leadership and Education Training: The Managing Leader textbook is a
collaborative effort overseen by Army JROTC Education and Curriculum Division Chief of
Cadet Command at Fort Knox, Kentucky. This text supports a new four-year core
framework of Leadership Education and Training (LET). While Unit 1: The Emerging
Leader provides content for skills and ability essential for a LET 1 Cadet, Unit 2: The
Developing Leader will provide deeper content and additional outcomes for the LET 2
Cadet. Unit 3: The Supervising Leader continues to build on previous leadership learning
outcomes by presenting content and activities that supports the LET 3 Cadet. Finally, LET 4
Cadets have unique opportunities and challenges and Unit 4: The Managing Leader will
help prepare them for successful launch into their post-high school career.
A project of this magnitude and quality cannot be developed without the subject matter
expertise of AJROTC instructors and contracted education consultants. A special thanks for
their valuable contribution to this quality project goes to: 1SG (retired) Mona Venning,
PhD from Coretta Scott King Young Women’s Leadership Academy in Atlanta, Georgia;
COL (retired) Jimmie Sizemore from Clay County High School in Manchester, Kentucky;
COL (retired) Jonathan Robinson from Batesburg Leesville High School in Batesburg, South
Carolina; SSG (retired) Jerry Washington and 1SG (retired) Martin Telles from Ganesha
High School, Pomona, California; MAJ (retired) Tiburcio Macias, Jr. from Highlands High
School in San Antonio, Texas; MAJ (retired) John Cook from Pemberton High School in
Pemberton, New Jersey; SFC (retired) Robert Kujawa from Lawrence High School, in
Lawrence, Massachusetts; CSM (retired) Terry Watts from Charlotte Mecklenburg Schools
in Charlotte, North Carolina; MAJ (retired) Michael Farley from Calumet High School in
Calumet, Michigan; LTC (retired) Teresa Galgano Deputy from Lee County School District
JROTC in Fort Meyers, Florida; SFC (retired) David Myers, Jr. from MacArthur High School
in Houston, Texas; 1SG (retired) Brian Edwards from Mallard Creek High School in
Charlotte, North Carolina; COL (retired) Steven Scioneaux from Southwest High School in
Fort Worth, Texas; MAJ (retired) Bruce Daniel and SGM (retired) Paulette Nash from
Diamond Hill High School in Fort Worth, Texas; CSM (retired) James Esters from O.D.
Wyatt High School in Fort Worth, Texas; CSM (retired) Dennis Floden from West Creek
High School in Clarksville, Tennessee; 1SG (retired) Larry Lepkowski from Montgomery-
Central High School in Cunningham, Tennessee; LTC (retired) Scott Maryott Director of
Army Instruction from Washoe County School District in Reno, Nevada; LTC (retired) Harry
Cunningham from Smith-Cotton High School in Sedalia, Missouri; and SGM (retired) Arthur
Hayes, Jr. from District of Columbia Public Schools in Washington, D.C.; COL (retired) Tim
Swann from San Diego Unified School District in San Diego, CA.
UNIT 4 - Acknowledgements 1
Figure 1.0
2 Chapter 1: Leadership
Chapter Outline
LESSON 1: Leadership Accomplishment (p.4)

How can you improve your personal leadership and battalion skills?
LESSON 2: Strategies for Teaching (p.12)

How can you develop an effective lesson plan?
LESSON 3: Using Feedback with Learners (p.22)

How can you give effective feedback to people you are teaching and leading?
Chapter 1: Leadership 3
LESSON 1
Leadership Accomplishment
What You Will Learn to Do

Apply leadership skills to continuous improvement and program
Key words outcomes
Linked Core Abilities

• Apply critical thinking techniques
• capstone
• Build your capacity for life-long learning
• Communicate using verbal, non-verbal, visual, and
written techniques
• Do your share as a good citizen in your school,
community, country, and the world
• Take responsibility for your actions and choices
• Treat self and others with respect
Learning Objectives
• Examine the role of leadership in continuous
improvement
• Identify team attitudes that foster continuous
improvement
4 Leadership Accomplishment
Essential Question
How can you improve your
personal leadership and
battalion skills?
Learning Objectives (cont’d)

• Relate Army JROTC program outcomes to leadership
• Plan personal and battalion goals
• Define key words: capstone
Introduction
By the time you reach your fourth and final year of JROTC, you’ve been involved with
many projects. You’ve worked with and led other Cadets. You’ve learned how to act
with integrity, engage in civic activities, value the role of the military, and many other
things. In this lesson, you’ll consider ways to expand and apply your leadership skills in
continuous improvement. You’ll also look ahead to your goals for your final year.
Figure 1.1.1
Leadership Accomplishment 5
Revisiting Continuous Improvement
In an earlier lesson you learned the basics of

the continuous improvement (CI) process.
Different versions of this process are used in
all sorts of organizations, not just the
military. Business, industry, education,
healthcare, non-profit agencies, and even
volunteer groups may have processes to
improve their efforts and help them reach
their goals. You may see these processes
described with different names, such as Six
Sigma, Statistical Process Control, Total
Quality Management, or Lean
Manufacturing.
The Army uses a model with three phases: Figure 1.1.2
Plan, Do/Act, and Evaluate.
In the PLAN phase, In the DO/ACT phase, In the EVALUATE phase

you: you: (AAR), you:
• Identify the problem • Decide • Assess the results by

• Gather information • Plan (develop the using an After Action
• Develop solutions Memorandum of Review (AAR) process.
Instruction [MOI] and The AAR addresses:
• Analyze and compare
briefing) o What happened?
options
• Implement the plan o Why did it happen?
o How can we do this
better?
Figure 1.1.3
All continuous improvement programs—even those with a different name—include some

form of these basic principles. Throughout your career, you will see these basics and be
asked to implement them again and again. If you want to progress in life, you will often find
yourself applying these principles to your own personal growth challenges. Doing so
requires reflection, honesty, and integrity about achieving your goals. Using written
documentation can help you stay on track with your goals for improvement—whether your
project is work-related or personal.
Content Highlight:
WHAT HAS WORKED FOR YOU?
From your experience, which part of continuous improvement is the most difficult?
Has it varied from project to project? Are difficulties related more to the goals of
the project or to the people involved?
Leadership in Continuous Improvement
As a project leader, you may be quite comfortable with the steps of Plan, Do/Act, and
Evaluate. The process is easy to learn, but can often be difficult to excel at. People who
are new to continuous improvement naturally tend to focus on the steps. However, the
more beginners work with the steps, the more it becomes apparent that the continuous
improvement process can be seen as a management task. This view, however, misses
something important. Successful continuous improvement happens with leadership skills.
Leaders can give team members a sense of the larger goals and be a motivating force for
improvement.
Consider the leadership skills you learned about from the Army Leadership model. See
Figure 1.1.4.
Can you see how the competencies of the model relate to continuous improvement? For
example, if you do not build trust among team members, how well do you think they will
implement your plan? How honest do you think they will be in an After Action Review
session?
Figure 1.1.4
Ideally, leaders understand the strengths and weaknesses of team members, as well as
their own strength and weaknesses. In the context of continuous improvement, leaders
need to apply their people skills, as well as management skills. A subtle point of
leadership in continuous improvement is that successful leaders must work to foster
attitudes that support the continuous improvement process. This is not an easy task!
Your team members may be focused on just “doing their job.” They may be reluctant to
reflect because their personalities are more action-oriented. They may feel that they are
not that important if they are new Cadets and have a lower status.
Your job as a leader is to work with others to change those attitudes, so that your team is
committed to improvement and understands how to be innovative.
Attitudes for Successful Continuous Improvement
Think of teams you’ve worked with in the past. What types of behaviors and attitudes do
you wish they would demonstrate? Answering this question is a key part of being a leader
for continuous improvement. Consider these answers:
• All team members know exactly what to do and understand how their task
supports the larger project.
• All team members use the same decision-making process.
• All team members make suggestions on how to improve.
While these answers are important for
any continuous improvement plan,
they only address a portion of your
leadership role. As a leader, you want
to build the desire for improvement.
This can happen by giving team
members an understanding of “What’s
In It For Me?” The way you handle this
will depend on your project and your
individual team members. It won’t be
the same every time—but “What’s In It
For Me?” is an important motivator for
many people.
Experts who looked at attitudes and behaviors in successful continuous improvement
organizations have found that employees (team members) have the following attitudes:
• They view problem-solving as a
way of life; they are trained to
seek improvements and ensure
that things run smoothly.
• They allow for mistakes.
Mistakes that are made—rather
than talked about in the
abstract—can be mistakes that
will be remembered and avoided.
• They acknowledge problems
without assigning guilt. They can
focus on fixing the problem
instead of blaming someone.
• They encourage collaboration to
foster confidence and comradery.
They make good use of training.
• They allow for experimentation
and openness to new approaches.
Some new efforts might fail, but
not all. Using team members’
ideas and solutions increases
motivation, pride, and a sense of
ownership.
Figure 1.1.5
Successful team attitudes (cont’d):
• They are not satisfied for long with the status quo. They can celebrate successes
without resting on their accomplishments. They strive for improvements without
focusing on perfection.
One of the challenges you’ll face in JROTC is the short time period you have to work with
the same group of people. Changing attitudes can take years—especially if attitudes
among long-time team members are very entrenched. This is often the case in large
commercial organizations.
Connecting to the “Big Picture”
Successful leaders know how to inspire and motivate. This can be a challenge on some
projects you lead. Team members might view the project as irrelevant and their particular
task as busywork. Even people who are generally motivated will not always be
enthusiastic about every project that comes along. It’s only natural!
Figure 1.1.6
As an Army JROTC leader, your challenge is to help team members keep program
outcomes in mind. Army JROTC program outcomes are:
• Act with integrity and personal accountability as you lead others to succeed in a
diverse and global workforce
• Engage in civic and social concerns in the community, government, and society
• Graduate prepared to succeed in post-secondary options and career pathways
• Make decisions that promote positive social, emotional, and physical health
• Value the role of the military and other service organizations
Program outcomes are not a task or a step in the continuous improvement process.
Instead, they are the foundation that supports your “big picture” goals. On any given
project, remind team members that their small tasks contribute to these larger goals. For
example, if some team members are unenthusiastic about your service project to clean up
trash in a city park, remind them that their experience isn’t just about
trash. It’s about being involved and helping their community. It’s about
being disciplined to work through unpleasant tasks efficiently, which will
be expected of them on any job. It’s also about being part of a team and
using social communication skills to get along with others. All of these are
part of preparing Cadets for life after high school.
Capstone Projects
As you think about Army JROTC program outcomes in your final year as a
Cadet, take some time to look ahead at what will be expected of you
when you complete the program. All senior Cadets are expected to
complete a capstone project. A capstone project is one that demon-
strates your abilities to use what you’ve learned over the course of the
capstone:
program. The term comes from architecture, where the capstone (or
A project that demonstrates
keystone) is the center piece of an arch. After all of the lower arch stones
skills developed at the end
are in place, the capstone is added. The pressure on the capstone holds
of a course or program the arch in place.
Figure 1.1.7
Capstone projects are similar. After you’ve completed most of your

JROTC coursework, you’ll create a project that ties what you’ve learned
into place.
Throughout your time in JROTC, you’ve worked on program outcomes—
directly or indirectly. In your final year, it is time to think back to what
you’ve done to address these outcomes and to look forward to your
remaining time in the program. You’ll also want to look ahead to life after
high school. Personal growth and self-improvement continue throughout
adulthood. This helps you to become the best person you can be.
Conclusion
In this lesson, you consider how your role as a leader can impact the continuous
improvement process. You learned that the process is more than just managing a series
of steps. It is also about developing yourself as a leader and motivating others on your
team. Finally, you learned about your capstone project. Throughout the remainder of
this year, you should make notes on how your past and present experiences in the Army
JROTC program can contribute to your capstone project.
Lesson Check-up
• Why is leadership such an
important part of continuous
improvement?
• What attitudes are found in
teams that are successful at
continuous improvement?
LESSON 2
Strategies for Teaching

Apply teaching strategies to a lesson plan or mentoring project
Key words Linked Core Abilities
• group dynamics • Build your capacity for life-long learning
• lesson competency • Communicate using verbal, non-verbal, visual, and

written techniques
• lesson plan
Learning Objectives
• Explain the purpose of a lesson plan
• Describe the four phases of a lesson plan
• Relate teaching and learning to the four phase lesson
plan model
12 Strategies for Teaching

Essential Question
How can you develop an
effective lesson plan?

• Explore cooperative learning strategies
• Define key words: group dynamics, lesson competency, lesson plan
Introduction
During your life, both in school and out, you may be in a position to teach
others. In your role as a Cadet leader, you’ll also be in a position to
mentor and coach younger Cadets. In this lesson, you’ll learn the basics
about how to organize what you want to teach and how to engage
learners in the process. You’ll also see that solid teaching strategies can
help learners remember and apply what they’ve learned.
Lesson Plans
One of a teacher’s most essential tools is a lesson plan. A lesson plan is

an outline teachers use to organize their thoughts and the information
they plan to present to a class. A lesson plan tells teachers the:
• Specific skill or concept they are teaching—the competency
• Supporting ideas for the skill or concept
• Sequence they should teach the content lesson plan:
• Performance standards of the lesson—how the instructor will The outline used to teach
know students have learned the content content
In general, a lesson plan teaches one competency. The lesson lesson competency:
competency should be a one-sentence statement that describes what the A one-sentence statement
learner will be able to do or what they will accomplish in this lesson. Be about what learners will
specific in writing a competency. Don’t use words like “understand” or accomplish in the lesson
“know.” Instead, use action words that indicate an observable skill or
measurable knowledge. Writing competencies like this helps teachers
define how they want to assess learners.
Different instructors who use the same lesson plan will teach the same
content to students. However, each instructor may use different
Strategies for Teaching 13

strategies for teaching the content. For example, some might lecture while others have
students research and read on their own.
If this sounds familiar, it is because your JROTC instructors also use lesson plans. The JROTC
lesson plans ensure that all JROTC students have the same curriculum. As a JROTC leader,
learning about lesson plans will help you think about how to teach Cadets you are
mentoring, coaching, or supervising.
The Four Phase Lesson Plan
Learning occurs in chunks. You have probably noticed that

JROTC Student Learning Plans are divided into four
phases. These phases support “how learners learn.”
The phases are Inquire, Gather, Process, and Apply.
INQUIRE PHASE
The purpose of the Inquire Phase is to
define the lesson’s starting point.
Teachers want to determine what
students already know, or don’t know,
about the lesson content. The Inquire Phase
answers “what” questions. Knowing the
answers to these “what” questions will help you
and your students understand students’ current level
of knowledge.
• What do learners know?
Figure 1.2.1
• What prior knowledge do they have about the content?
• What is the purpose of the lesson?
• How motivated are the learners to learn the content?
• What are some practical reasons for learners to participate in the lesson?
There is another reason teachers want to get
learners thinking about the content before they
have actually learned anything new. When students
think, they may generate their own questions. They
may think of similar things they already know. They
build an expectation in themselves about what they
want to learn. In short, the inquire phase primes
students to learn—just as you might prime an old
gasoline lawnmower before starting it!
During this phase, teachers might use an icebreaker
or energizer as a motivating activity. These
activities are often physically active games or other
activities that increase group interaction, promote a
Figure 1.2.2 sense of team, generate laughter and a sense of
fun, and introduce the concept or lesson objectives.
Based on the time and the complexity of the content within a lesson, it’s not always feasible
to offer an energizer or icebreaker.

Typical teaching strategies for the Inquire Phase include:
• Agree/disagree worksheets
• K-W-L Charts
• Pre-quizzes or pre-tests
• Brainstorming
GATHER PHASE
Once a teacher determines the lesson’s starting
point, they can help learners gather information
about the subject matter. During the Gather
Phase, students research and collect
information, synthesize information, evaluate
ideas, or observe new skills. The Gather Phase
answers “so what” questions. Some important
“so what” questions to ask during this phase are:
• What is the new and essential
information?
• What are the new concepts or skills?
• What connections or associations can
learners make?
• What can students do to make sense of Figure 1.2.3
the new information?
• What new understandings can students construct?
Typical teaching strategies for this phase of learning include:
• Instructor lecture
• Student reading
• Team jigsaw readings and presenting
• Computer searches
• Viewing video presentations
• Reinforcing questions—are the learners “getting it”
• Thinking Maps®
• Note-taking
PROCESS PHASE
The Process Phase is the third phase of learning. The purpose
of this phase is to use the new information, practice new
skills, and engage in different activities. It’s also a place to
check for comprehension of the material presented during
the Gather Phase. Prior to practicing a new skill, allow time
for some question and answer assessments.
The Process Phase asks “now what” questions. Teachers can
ask the following “now what” questions during the Process
Phase:
• How can students explore concepts through a variety
of learning activities?
Figure 1.2.4

Process Phase asks “now what” questions (cont’d):
• What ways can students make relationships among the
information, concepts, or skills?
• What can students do to reinforce what they’ve learned in the Gather Phase?
• How can students practice and improve their ability to apply the new knowledge
and skills?
• What feedback will help students improve their competence?
• What feedback will help the instructor continue teaching the rest of the lesson?
Some teaching strategies for this phase of learning include:
• Skills practice
• Comprehension activities—worksheets, quizzes, games
• Discussion
• Thinking Maps®
• Examining case studies or scenarios
• Role playing
APPLY PHASE
In the Apply Phase, learners try to make real-life
applications of the new information, ideas, or skills.
This phase will include some type of assessment
or performance that shows that the
student has learned the content.
The Apply Phase asks “what
else” questions. The questions
that can help both the
instructor and students during
this phase are:
• What else can be done
with the information? Figure 1.2.5
• What else is needed to

make the information usable?
• How can students demonstrate their ability to apply their new knowledge and skills
in ways that are different from those experienced in the lesson?
• How can students demonstrate their ability to apply what they’ve learned in their
lives?
Some strategies for this phase of learning include:
• Creating a written, oral, or multimedia product
• Solving a problem or set of problems
• Demonstrating a skill or procedure
Using Cooperative Learning Strategies with Groups
A cooperative learning strategy is one where a team of learners work with and depend upon
each other to accomplish a common goal. These strategies are effective in the classroom,
and in planning projects and events for JROTC Cadet teams.

Each team member is responsible for:
• Achieving an individual goal
• Instructing the other team members
• Receiving information from the other members
• Helping their teammates achieve their individual goals
• Reaching the group goal
The team members work both independently and as a group to
gather, disseminate, discuss, and incorporate information into a
single cohesive element.
Cooperative learning is based on the belief that all people are good
at something, have the ability to help others, and can benefit from
others help. This cooperation among all students leads to an exciting
and far-reaching way of including all students with different abilities.
The best uses of a cooperative learning strategy are when the
learning goals are important, the task is complex or conceptual,
and when mastery and retention of the lesson are essential. These
strategies include team building, team questioning, and team Figure 1.2.6
information gathering and sharing. As you read about these
strategies, think about how you can use them in the four phases of learning.
TEAM-BUILDING STRATEGIES
Ideally, a team is a cohesive group of people. Since you are going to form teams when
using a cooperative learning strategy, it makes sense to try to have the best teams
possible. In Figure 1.2.7 are a few team-building exercises to help you build team spirit.
Team-Building Exercises
The team creates a cheer for when they have completed a task
Team Cheer
and are celebrating.
The team chooses a color to represent the personalities of the

Team Color
group members.
The team decides on a physical symbol formed by the group

Team Excellence
that indicates they have finished an assigned task and have
Symbol
fulfilled the requirements of the task.
The team selects food (candy, fruit, gum, etc.) that the whole
Team Food
group enjoys and can be used as part of their celebrations.
Team Logo The team designs a logo that visually represents the team.
Team Name The group decides on an appropriate name for the team.
The team creates a song or selects a song that reflects the

Team Song
team’s personality.
Figure 1.2.7

QUESTION STRATEGIES
In a classroom, a teacher calls on students to answer the question. When a student wants
to ask a question, they will raise a hand and wait for teacher recognition before speaking.
This question and answer format doesn’t work the same way with teams. However, teams
can still facilitate questions, responses, and discussions. See Figure 1.2.9 for effective ideas.
Figure 1.2.8
Question Strategies
Pairs of students get together to answer a question, solve

Heads Together a problem, review an assignment, react to a video,
generate a discussion, etc.
Partners take turns interviewing each other to determine

Partner Interview
their level of understanding of a concept.
Each team member takes a turn adding information or

sharing an idea; each class member shares an insight or
Round Robin
new learning; each team member contributes to the
creation of a writing project, etc.
Round Robin Brainstorm Team members take turns adding to a group brainstorm.
Individually, students think about a question, pair with

Think-Pair-Share another student to discuss their thoughts, then shares
their thoughts with a larger group or with the class.
Team members randomly and rapidly contribute many

Team Brainstorm
ideas.
Figure 1.2.9

GATHER, SHARE, AND LEARN STRATEGIES
Anyone who has ever taught knows that time flies when brains are working! In a
classroom, a teacher often struggles to do everything they planned during the class
period. However, with a team approach, learners can sometimes save time by dividing
information-gathering tasks and sharing what they learned. See Figure 1.2.10 for
exercises.
Gather, Share, and Learn Exercises
Teams work together to respond to different

problems by moving from station to station.
Carousel Alternatively, groups send their problem around to
other groups so those groups can contribute to the
solution by responding on a chart or piece of paper.
Form two circles with one circle inside the other.

One student from each circle faces another student.
In these pairs, students discuss questions posed by
Conversation Circles
the teacher. Circles rotate two to four times in
opposite directions so students discuss questions
with new partners.
Divide content into segments. Each team member is

assigned a segment of a book chapter, website,
Jigsaw research topic, etc. Team members return to share
what they learned about their segment with the rest
of the group.
Each team member has an assigned segment of

information. Each member studies the assigned
section independently. Members then find others
from different groups who studied the same
Jigsaw and Expert Groups material. Together they review what they learned
and reinforce the learning, clarify any
misunderstandings, and fill in gaps. They become
experts. They return to their original group and
share their expertise.
Together, a team prepares a single graphic organizer

Team Graphic Organizer
of information.
Teams produce a product or engage in a project as a

Team Product or Project
culminating activity.
Teams prepare a performance or presentation based

Team Performance
on a synthesis of what they learned.
Figure 1.2.10

Benefits of Cooperative Learning
group dynamics:
The attitudes and behaviors
of people in a group
situation
Figure 1.2.11
There are real benefits for using a

cooperative learning strategy in the
classroom. The group dynamics of
cooperative learning requires a large
amount of social interaction. Students
share ideas and feelings. Team members
get to know one another and develop a
better understanding of other individuals.
The students learn to trust, depend upon,
and respect one another as they strive to
achieve a common goal. Teammates get
appreciation for what they can do; they are
not rejected or ignored for what they
cannot do. In this way, cooperative
learning promotes positive relationships
and attitudes among students.
Cooperative learning groups tend to be
more creative than individual students or
non-cooperative learning groups. Group
dynamics encourage all team members to
participate actively. Therefore, as the team
generates more ideas, the quality and
originality of the ideas can improve. If the
team is trying to solve a problem, they
generate more ideas for creative problem-
solving activities.
Figure 1.1.12

Conclusion
You’ve seen that the four phase lesson plan is a tool for organizing what is taught.
Learners benefit from this well-organized approach. Learners also benefit from specific
activities in each phase of learning. Learning activities along with strategies such as
cooperative learning can enrich the learning experience for students of all abilities.
Lesson Check-up
• What is the importance of the
sequence of the four phases of
learning?
• What are the benefits of
cooperative learning strategies?

LESSON 3
Using Feedback with Learners

Use feedback to enhance your effectiveness as a leader
• conviction • Build your capacity for life-long learning
• preconceived • Communicate using verbal, non-verbal, visual, and

written techniques
• rapport
Learning Objectives
• Explain why feedback is important in the learning
process
• Describe the characteristics of effective feedback
22 Using Feedback with Learners

Essential Question
How can you give effective
feedback to people you
are teaching and leading?

• Identify the basic ground rules and tips for giving effective feedback
• Define key words: conviction, preconceived, rapport
Introduction
All students get feedback from their teachers. Sometimes the feedback is limited to
comments or grades on papers, quizzes, exams, and the final grade. However, teachers
can also give feedback while students are in the process of learning. This type of feedback
gives learners an opportunity to correct their mistakes and/or improve their performance
before they are graded. As a Cadet leader, you’ll often be in a position to give feedback to
less experienced Cadets. Feedback is also an important part of projects and continuous
improvement. You’ll use it in the After Action Review (AAR) process. This lesson
examines how you can give feedback that is objective, acceptable, constructive, flexible,
and comprehensive.
Types of Feedback
In general, feedback is information about improving the results of a process or

performance. For example, if a coach finds that the football team is weak in defense
tactics, the coach schedules the team for more tackling practice. Then he can give players
practice, advice, and demonstrations on how to improve their skills. Similarly, when your
unit completes a project, the executive officer will coordinate an AAR, which includes
feedback and seeks to improve team member’s performance.
In school, feedback is information learners receive from their instructor about their
performance. This information may cause learners to take self-corrective action and
guide them in attaining the goals of their schoolwork more effectively. Learners can
receive feedback from at least five sources:
• Themselves • The instructor
• The learning task • School administration
• Fellow Cadets/students
Using Feedback with Learners 23

People mainly give feedback for informational
and/or motivational purposes. Informational
feedback attempts to correct learner errors
and should always be motivating.
Motivational feedback motivates the learner
to try harder but does not always provide
information. A pat on the back or a word of
encouragement may motivate a learner, but
will not necessarily point out the errors in the
learner’s performance. As a Cadet leader, you
will be in a position to provide both corrective
and motivational feedback to Cadets you are
Figure 1.3.1 coaching or mentoring.
Ideally, feedback provides constructive advice, direction, and guidance so that learners
can improve. The feedback should be specific, so that learners are clear about how to
improve. Feedback that is overly general can leave learners confused about what they are
supposed to do. Learners must understand the purpose and role of feedback in the
learning process; otherwise, they may reject it and make little or no effort to improve.
You can also give feedback to reinforce learning. Not all feedback can be used like this,
but teachers and mentors should take advantage of opportunities to reinforce instruction.
For example, if you see a first-year Cadet help another student you might say “What you
just did shows you know how to practice the Army value of respect. There are many ways
to do this, and you just gave us an example!”
Characteristics of Effective Feedback
As a Cadet leader, you want your

team to be its best. Giving
effective feedback is one way to
accomplish that. Effective
feedback includes statements
about the learner’s strengths as
well as weaknesses and suggestions
for improvement. The most
significant characteristics of
effective feedback are objectivity,
acceptability, constructiveness,
flexibility, and comprehensiveness.
Let’s take a closer look at each of
these characteristics. Figure 1.3.2
OBJECTIVITY
Effective feedback uses objectivity—it is fair-minded and unbiased. It focuses on the
learner and the learner’s performance. It does not include personal opinions, likes, or
biases. For example, suppose someone you are mentoring does not complete a task for a
team project. To give objective feedback, you’d tell the person the task remains
incomplete and seek completion or corrective action.
DO: “I noticed you haven’t finished your task. Let’s create a schedule for completing it.”
DON’T: “You are always late getting things done. If you weren’t so lazy and disorganized,
you’d be finished by now.”

Ideally, you have documented criteria for evaluating a learner’s
performance. If learners know the criteria in advance, they’ll understand
what you expect of them. They’ll also understand that the feedback is not
personal—you are using criteria.
To be objective, feedback must be honest. It must be based on factual
performance—not performance as it could have been or as you and the conviction:
learner wish it had been. A strong belief or opinion
ACCEPTABILITY rapport:
A friendly relationship
Give feedback in a way that learners will accept it. Give feedback with
conviction and sincerity. Ideally, you have established rapport and preconceived:
mutual respect with learners before giving feedback. If not, you must rely To form an opinion
on your manner, attitude, and knowledge to make the feedback before actual knowledge
acceptable to the learner. or experience
Feedback that is acceptable to the learner respects the learner’s personal
feelings. This works both ways. Don’t give hollow compliments. Don’t
criticize in a way that hurts someone’s feelings. Effective feedback
reflects your consideration of the learner’s need for self-esteem,
recognition, confidence, and the approval of others. Ridicule, anger, or
making fun of someone has no place in effective feedback.
CONSTRUCTIVENESS
Constructive feedback focuses on information, issues, and observations.
Constructive feedback avoids assumptions and interpretations. Give
feedback based on what you’ve noticed or seen, not what you think
about it. For example if you observed the person with an
incomplete assignment goofing off in study hall, you can state this
as a non-judgmental fact: “I noticed you were not working on your
project in study hall last week.” This is a non-judgmental way to
make an observation. The judgmental way would be to say
something that would make the learner more defensive: “
Maybe you would be done with the assignment if you
hadn’t been goofing off in study hall last week.” A
comment like this also lacks constructiveness. There’s
nothing the learner can do to change the past. In a case
like this, it might be useful to listen to the learner’s
reasons and move forward on how they can complete the
task as soon as possible.
Constructive feedback should also include attempts to get
at the learner’s weaknesses. What kind of help does
the learner need to be successful? Is the help
cognitive, skill-based, or motivational?
Figure 1.3.3
FLEXIBILITY
You should always remain flexible in giving feedback by avoiding
mechanical, predetermined techniques, and preconceived opinions
regarding content, subject matter, and learner capability. Not all learners
are the same, nor should your feedback to them be the same. This
requires that you know something about the person you are giving
feedback to.

If you don’t know the person, ask questions:
• Have you done this before?
• What part of the task seems confusing to you?
• Is this something you like to do or do you need some motivation?
COMPREHENSIVENESS
Comprehensive feedback is complete. It does not need to be extremely long, nor must it
treat every detail of the learner’s performance. You’ll have to decide whether you can
achieve the best results by discussing a few major points or several minor points. You
should base your feedback either on what needs improvement or on what you can
reasonably expect the learner to improve.
Finally, remember that feedback includes both strengths and weaknesses. Only you can
determine a proper balance between the two. It is a disservice to learners to dwell on the
excellence of their performance and neglect areas that need improving (or vice versa).
Ground Rules for Giving Feedback
There are some basic ground rules for giving feedback so it is constructive and helpful to
the learner. These rules include:
• Establish and maintain
rapport with learners.
• Cover the major
strengths and
weaknesses. Try to be
specific; give examples if
possible.
• Avoid trying to discuss
everything. A few well-
made points may be
more beneficial than
numerous, inadequately
Figure 1.3.4
developed points.
• Try to avoid comments with “never” or “always”; most rules have exceptions.
Your feedback may be incorrect or inappropriate for certain situations.
• Do not criticize something that cannot be corrected.
• Do not criticize when you cannot suggest an improvement.
• Avoid being maneuvered into the unpleasant position of defending feedback. If
the feedback is honest, objective, constructive, and supported, no defense should
be necessary.
• If part of the feedback is written, it should be consistent with the oral feedback.
To ensure the learner takes your feedback in the most constructive manner possible and
uses it in a positive way, the following tips can be helpful:
• When learners do something right, let them know. This will reinforce their learning
and give them motivation. Your encouragement and support means a great deal to
your learners.
• Make sure to base your feedback on the evaluation criteria. Don’t be arbitrary
about your feedback.

• When you see someone doing something differently than you would ordinarily do
it, consider whether it matters. Ask yourself questions such as:
o Will it work the way they are doing it?
o Is this a better way?
o Will it cause problems for them later?
o Is it safe?
• Allow for individual variations. Consider the learner’s openness to suggestions
before recommending changes that are not based on the criteria.
• Identify incorrect performance as early as possible. Give feedback as soon as you
see the incorrect performance.
• Try to provide feedback in the most constructive way possible. Help learners
understand how to do a task correctly—do not just tell them what they are doing
wrong.
• Be aware of the learners’ sensitivity to correction, especially in front of other
people (generally avoided whenever possible). Keep your voice down when
providing individual feedback. Avoid the temptation to point out one person’s
mistake to the whole group as an example.
• Give feedback less often as learner’s progress.
Conclusion
It is important to realize that feedback need not always be negative or destructive. In

fact, positive feedback is almost always seen as warmer and more sincere than negative
feedback given in identical ways. As a potential instructor, coach, and mentor in JROTC,
you must be able to give effective, positive feedback. By improving the way that you give
feedback, you are improving the future performances of your teammates and classmates.
Lesson Check-up
• Why is feedback generally
given?
• What are the characteristics of
effective feedback?
• Choose one tip for giving
feedback and discuss it?

Figure 2.0
28 Chapter 2: Personal Growth and Behaviors

Chapter Outline
LESSON 1: Life After High School (p.30)

How will you manage the challenges in life after high school?
LESSON 2: Professional Development (p.50)

What are the three basic areas of your life that you must identify and develop for
your professional and personal success?
Chapter 2: Personal Growth and Behaviors 29

LESSON 1
Life After High School

Determine how to successfully manage yourself after high
Key words school

• academic adviser
• academic organization
• academic probation written techniques
• accountability • Take responsibility for your actions and choices
• credit • Treat self and others with respect
• fraternity
• hazing Learning Objectives
• international • Identify how core abilities relate to life beyond high
organization school
• intramural athletics • Analyze the pros and cons of personal independence
• off-campus housing • Explore aspects of a post-high school life
• Evaluate the importance of personal accountability
30 Life After High School

Essential Question
How will you manage the
challenges in life after high
school?
Key words
Learning Objectives (cont’d) • on-campus housing
• Define key words: academic adviser, academic organization, • political organization
academic probation, accountability, credit, fraternity, hazing, • professional organization
international organization, intramural athletics, off-campus
housing, on-campus housing, political organization, • religious organization
professional organization, religious organization, residential • residential adviser
adviser, rush, service organization, social organization, sorority
• service organization
• social organization
• sorority
Introduction
Life as an adult sounds great, doesn’t it? It should! Upon high school graduation, you’ll be
faced with new opportunities and experiences. But, with each new experience you’ll need
to make decisions. Some decisions may challenge you. Just remember what your goals
are. You already have what it takes to make good decisions.
Life Skills and Abilities
As you begin to develop your career path with knowledge and skills pertaining to your
desired profession or career goal, think about it. If you’ve been accepted into college,
then you’ve met the criteria for acceptance by acquiring the grades in specific courses
you’ve taken and that appear on your transcript. If you’ve taken four years of high school
English and received a C-grade or better for each course, then it is understood that you
have the skills necessary to be successful in college English classes. You’re competent in
the writing process, types of essay formats, and the research process and paper. These
are skills you’ll need to successfully meet your college general education courses, and if
you plan to pursue a degree in liberal arts, then you’ll absolutely need those skills for your
career path. In fact, even if you choose to go right into the work place or join the military,
you’ll need to be able to write. Writing is a necessary skill.
But, there are other skills—life skills that you’ve been developing and will always be
important, regardless your role in life. Whether you’re an employee, a student, an
employer, or a teacher, life skills are important too. These are skills you’ve been using
and developing throughout the JROTC program. They are called core abilities.
Life After High School 31

JROTC CORE ABILITIES
The JROTC Core Abilities describe the broad, life-long skills that every Cadet needs for
success in all career and life roles. They are drawn from the overall goals and values that
drive the JROTC program. Core abilities are not learned in one lesson or LET, but rather they
are linked to lesson competencies in order to integrate or thread them throughout the
JROTC curriculum.
The JROTC Core Abilities are outlined below.
Figure 2.1.1
How have you used these core abilities in the JROTC program the past few years? How have
you used them in your life as a student? How important do you believe them to be to your
life as an adult?

There are many aspects to responsible adulthood. You’ve explored and developed many
skills and abilities in leadership, personal growth, decision-making, health and fitness,
service learning, team building, and citizenship.
You have a good start on the necessary skills and abilities to take that next step of
independence and responsibility.
Aspects of Campus or Post-Secondary Living
You may be living away from home for the first time. You will have to make new friends.
You may face great academic demands than you did in high school. You’ll be exposed to
activities, lifestyles, and temptations that you may not have encountered before. Perhaps
most important, you will have to make many decisions for yourself. This may sound ideal
because you have probably
wanted more independence
for a long time.
But there’s a catch – you
will also have to face the
consequences of your
decisions. Your parents,
guardian, or a favorite
teacher won’t be there to
cushion the blow if you
make mistakes. You’ll be on
your own. Many college
students get into trouble
because they love the
freedom of college life but
don’t realize that freedom
carries responsibilities.
The more you know about
the options, the better
prepared you’ll be to make Figure 2.1.2
good decisions.
CAMPUS ORGANIZATIONS
Whether you go away to college or live at home and attend a nearby university,
community, or technical college, you’ll have options to attend class, study, work, and
socialize.
Among the decisions you will make in college is what to do other than study. Colleges
offer a variety of organizations and activities in which you can become involved.
Participating in them can expose you to new experiences, broaden your perspective, and
teach you skills that you’ll find helpful when you enter the workplace.
For information on specific groups or activities at the college or colleges you’re interested
in, check each institution’s catalog or website.
In the following sections, we will look at typical types of organizations that are available to
college students.

Academic Organization
An academic organization is a group that helps members learn about an
academic subject and meet other people with a similar interest. These
organizations are similar to the Math club or other groups in high school.
College will offer a broader choice of organizations and a wider range of
experiences than high school can offer.
academic organization:
A group that helps members
learn about an academic
subject and meet other
people with a similar
interest
professional organization:
A group that helps its
members learn about
careers in a particular field
Figure 2.1.3
Other academic organizations on your campus may range from
international groups such as a German club or an Asian studies society, to
science groups such as a horticulture club or a women-in-science group,
or cultural organizations such as the American Academic & Cultural
Exchange. They may invite guest speakers, host educational events for
the entire campus, and produce publications you can read and write for.
Some even sponsor tours that include travel to other countries. Joining
such an organization is a great way to deepen an existing interest or
explore a new one.
Professional Organizations
A professional organization
is one that helps its
members learn about
careers in a particular field.
These organizations will
often overlap with an
academic counterpart. For
example, science is both an
academic subject and a
profession. The difference
is that the professional
organization focuses
exclusively on careers in
Figure 2.1.4
science.

Political and Religious Organizations
If you are interested in politics, you will probably find on your campus
an appropriate political organization, or group of people with similar
political interests. This may range from a traditional group such as Young
Republicans or Young Democrats to an activist group focused on
controversial issues, such as climate change or immigration.
political organization:
A group of people with
similar political interests
religious organization:
A group of people with a
similar religious faith or
interest
social organization:
Focuses on bringing a
group of people together
for social activities like a
fraternity or sorority
fraternity:
Men’s student
organization for
Figure 2.1.5
scholastic, professional,
A religious organization unites students with a similar religious faith or or extracurricular
interest. There are many such groups, like Korean Catholic Students’ activities
Ministry, International Christian Fellowship, Episcopal Campus Ministry,
Hindu Students Council, Jews in Greek Life, Muslim Student Association, sorority:
and more. It’s not uncommon for a large university to have 50 or more Women's student
such organizations. organization for
scholastic, professional,
Social Organizations or extracurricular
A social organization focuses on bringing a group of people together for activities
social activities. It may be a group with a specific interest, such as hazing:
ballroom dancing or skiing. Or it might be a fraternity, a men’s student Any act that inflicts
organization for scholastic, professional, or extracurricular activities, and extreme physical,
having a name consisting of Greek letters. It could also be a sorority, a emotional, or
women’s student organization formed chiefly for social or extracurricular
psychological pressure or
purposes, and having a name consisting of Greek letters.
injury on an individual or
Fraternities and sororities offer opportunities to have fun, make friends, that purposely demeans,
and do good things for the college and community. Many have their own degrades, or disgraces an
“houses” where many of the members live. Fraternities and sororities individual
play major roles in social life on some campuses. Many are national
organizations; they establish chapters at campuses throughout the
country. Some also have alumni groups.
But fraternities and sororities don’t always have the best of reputations.
Some are known for giving wild parties. Though most commonly
associated with sororities and fraternities, hazing can occur in any student
organization. Hazing is any act that inflicts extreme physical, emotional,

or psychological pressure or injury on an individual, or that purposely
demeans, degrades, or disgraces an individual.
Fraternities and sororities can provide wonderful experiences. However,
they have some drawbacks. Consider everything membership entails
before you decide to participate.
Recreational Organizations and Intramural Athletics

If you like to be physically active, you’ll certainly find a recreational
organization, a group focused on a specific activity that you can join and
enjoy. Recreational organizations can be based on anything from a sport
(fencing, tae kwon do, and squash) to the arts (dance and theater
companies, comedy groups) to hobbies (photography, cars). If you enjoy
intramural athletics: competitive athletics but are not skilled enough to join a college varsity
Sports competition between team, most schools offer a program in intramural athletics, which is
teams within the college sports competition between teams within the college, such as a dormitory
service organization: or fraternity team. Intramurals are a great way to expand your base of
friends on campus, to divert your attention (for a while) from the
A group that performs social
pressures of the classroom, and, of course, to help keep fit and healthy.
or educational services for
the community
international organization:
A group composed of people
from a certain nation or part
of the world or of students
who have a special interest
in such a place
Figure 2.1.6
Service Organizations
A service organization is one that performs social or educational services
for the community. Most campus social organizations also perform
community service as part of their larger mission. For example, a
fraternity may sponsor a car wash, or a sorority may give proceeds from a
dance to a charity. A service organization is different from these because,
as the name implies, its sole purpose is to serve. Service organizations
can range from groups whose members provide tutoring or recreational
opportunities for disadvantaged children to groups such as the campus
American Red Cross club, which works with adults and families. Some
campus service organizations are local; others have a national affiliation.
Being part of such a group can provide some of the most satisfying
activities at college.
International Organizations
An international organization is a group composed of people from a
certain nation or part of the world or of students who have a special
interest in such a place. Depending on the diversity of the student body

at your college, you could find international groups formed around countries from
Australia to Zambia. Topics of discussion at these groups’ meetings might include
anything from international trade to international health to diplomacy. As we become
more of a global society, joining an international organization while attending college may
create more career opportunities after graduation.
College can be a confusing place. Deciding on which campus organization(s) to join might
be challenging because of the number of options available. But you may face other
decisions at college that will be even more difficult because they will affect your future in
a big way. Fortunately, most colleges offer resources to help you overcome these
difficulties. For new students, these resources provide real support when you need it.
Figure 2.1.7
Campus Resources
ACADEMIC SUCCESS CENTERS

An academic success center provides one-on-one or group study sessions, tutoring,
specialized instruction, and self-paced tutorials. These centers can help if you start to fall
behind in a certain subject. Maybe you want to understand a class better or you need to
enhance your study skills. At most colleges, your tuition fee will cover the cost for these
services. Some of these academic success centers may include:
• Computer labs • Tutoring centers
• Writing centers • Language labs
• Math centers • Academic advising
Colleges encourage students to use these centers, because they want all students to
succeed. Many campuses also provide online resources for study, including assistance
from tutors.
LIBRARIES
One of the great benefits of
college is access to books in
the college library. Large
universities often have several
libraries. Some include a main
library and smaller, specialized
libraries in fields such as
chemistry, mathematics,
astronomy, and fine arts. In
these libraries, you will find
highly skilled, specially
educated librarians who can
help you find books and gain
access to online information or
other resources. Figure 2.1.8

Libraries are also great places to study, undisturbed by music, loud
talking, or other distractions Many college/university libraries are now
available online, providing 24/7 access to books, journal articles,
magazines, and other reference materials needed for research.
ACADEMIC ADVISERS
Your academic adviser, the person who helps you make decisions about
your collegiate education, is one of the most important people you’ll meet
at college. A good adviser can help you choose classes, organize your
academic adviser: schedule, find resources, or suggest ways to get the most out of your
A person who helps you college experience. Although your adviser may also teach one or more of
make decisions about your the courses you take, it’s possible that you will see your adviser only when
collegiate education you register for classes each semester. Some colleges provide academic
advising in their academic success centers.
Figure 2.1.9
On most campuses, the college assigns an adviser to each student; a few
colleges, however, allow students to select their own advisers. Once
you’ve chosen your college, find out your adviser’s name as soon as you
can. When you get there, make an appointment, and stop by to get
acquainted. Usually these relationships work out well; most advisers are
knowledgeable faculty members as well as experienced counselors.
But personal compatibility and comfort are also important. If you find
that you and your adviser are not compatible, you can go to the dean of
students, who holds primary responsibility for student affairs, and request
a reassignment.
SUPPORT, HEALTH, CAREER, SAFETY, AND OTHER SERVICES

College is not just a place for intellectual challenges. Many students face
social, personal, physical, career, and spiritual challenges as well.
Recognizing that students will sometimes need extra help, colleges
provide a number of special services.

Support Services for Special Needs Students
International students, minority students, those with
disabilities, or others with special needs can usually
find sources for help in adjusting to campus
life. These might range from individual
counseling to group sessions. College
support services can also provide academic
accommodations necessary to meet individual
learning disabilities.
Career Services
Most colleges offer career advisement to students or help
them identify summer jobs or work-study programs, as well as
full-time employment following graduation. Staff members of
these offices sometimes help students set up job
interviews.
At large universities, corporate interviewers will
conduct interviews right at the career center. Companies Figure 2.1.10
looking to hire may also participate in some form of college-
sponsored “career day” or other large event where students may
meet company representatives and drop off resumes or do on-the-spot interviews.
Health Services
Most students receive health services
through the campus health center.
Physical and mental health services you
receive from the campus center should
remain confidential. In other words, the
center will not share any health-related
information with other campus offices
or with organizations and individuals off
campus unless you provide consent. If
you are particularly concerned about
confidentiality, ask about the health
center’s privacy policies.
Campus Safety and Security Services

All campuses have some type of security
or police service provided to protect
students and other members of the
campus community. For example, if you
are working at the library late at night,
the campus police or an after-hours
escort might walk you to your car. They
will make sure that drinking doesn’t
become a problem for drivers,
pedestrians, or anyone else. They also
provide crowd control services during
sports events or concerts.
Figure 2.1.11

Content Enhancement:
OTHER COLLEGE RESOURCES
• Child care center—Offers day care for students’ young children

• Registrar—Oversees the office where students register for
courses
• Student newspaper—Source of news and information about
campus events and issues
• Student government—Student-elected body that discusses and
helps resolve campus issues and serves as a liaison to the
college administration
• Student radio station—Provides information and
entertainment, as well as practical experience for students who
are interested in media careers
• College website—Provides up-to-date information on campus
news and policies
• Recreation center—Physical activity is a key component of a
healthy lifestyle. Incorporating exercise and recreation into
your daily routine can increase your energy and improve your
confidence.
Personal Independence – Pros and Cons
A campus is a community. Like all communities, campuses have rules and

regulations. Members of the campus community must be aware of these
rules and policies and follow them. It’s your responsibility as a student to
learn about them. Unlike in high school, no parent, guardian, or teacher
will be there to make sure you follow all the rules, meet all the deadlines,
and fulfill all the requirements you will face as a college student.
RESIDENTIAL POLICIES
Some colleges require that all their
students live on campus; others do
on-campus housing: not. Some campuses require
Dormitories or residence freshmen or sophomores to live on
halls owned and operated campus but permit upperclassmen
by the college to live off campus. On-campus
housing includes dormitories or
residential adviser: residence halls owned and
An adult or upperclassman operated by the college. If you live
who lives in your dormitory in such a facility, you will be
and helps you solve living subject to its policies. You’ll have a
residential adviser, or an RA, who Figure 2.1.12
problems
is an adult or upper-classman that lives in your
dormitory and helps you solve living problems.

Many colleges now have co-ed dorms, meaning that men and women live
in the same building. In some cases they share the same floor and even
share bathrooms. If you do not want to live in a dorm with the opposite
sex, find out what options your college offers and request a situation that
is comfortable for you. Most colleges also offer “quiet” dorms or floors, in
which students agree not to engage in rowdy behavior so that residents
can concentrate on studying. off-campus housing:
Apartments, houses, or
As a first-year student, you may have the opportunity to choose a rooms in someone else’s
dormitory, or even a room in a dormitory. But you must sign up by a home located off the
deadline. If you’ve visited the campus and have your heart set on living in college campus
a certain building, don’t miss out by forgetting the deadline for
registration. credit:
Point value that the
Off-campus housing includes apartments, houses, or rooms in someone
college assigns to a
else’s home located off the college campus. Many of these are located
next to or near the campus. If you plan to live quite a distance off certain course
campus, however, you may need a car, bike, or take public transportation
you can easily access. Some large colleges and universities offer bus
service for students living off campus.
ACADEMIC POLICIES
Every college has written academic
policies. It is up to you to become familiar
with the policies and procedures of your
college. You can find them in the college
catalog or on the school’s website.
Academic policies cover a wide variety of
matters, including how many semesters
you have to live on campus to graduate,
deadlines for adding or dropping a course,
and how many courses you have to take
during a semester to be considered a full- Figure 2.1.13
time student. They also cover social issues, such as the use of illegal drugs
or alcohol. And they cover academic problems such as dishonesty and
plagiarism.
Plagiarism is passing off someone else’s work as your own. Plagiarism is
considered a violation of academic integrity and in some cases can lead to
dismissal from the college or university.
In order to graduate, you must earn a certain number of credits and fulfill
requirements of your major. A credit is a point that the college assigns to
a certain course. Every student must earn a certain number of credits to
graduate. Colleges have different systems of credits. Most systems are
based on the number of hours a class meets per week. For example, if
your English class meets every Tuesday and Thursday, an hour each time,
the class would probably be worth two credits. But this can vary. When
you meet with your academic adviser, be sure to clarify the college’s
credit system. Then each time you register, make sure you are collecting
enough credits to graduate on schedule. If not, you may have to remain
in college for another term or two to earn the required number of credits
to graduate and earn a degree.

Colleges will also require that you maintain a minimum grade point
average (GPA) to graduate. If you consistently get poor grades, you may
not be able to graduate—or graduate on time. If your grades are very
poor, the college may place you on academic probation; this means your
grades have fallen below the minimum needed GPA to graduate. If you
still do not raise your grades enough during this probation period, the
academic probation: school may refuse to let you return to take any further classes.
Grades have fallen below
the minimum needed GPA
to graduate and you are in
threat of losing the privilege
to attend college until
grades have been increased
Figure 2.1.14
DEADLINES
Colleges set deadlines to ensure that things run smoothly. They are strict
about enforcing them. These deadlines cover both residential and
academic policies.
REGISTRATION FOR CLASSES

While you are still in your first semester, you will have to register for
second-semester classes. The school will give a deadline. Don’t miss it! If
you want to register for a class that has 35 spaces, and 45 people want to
take that course, the registrar will accept only the first 35 students who
sign up. If that course is required for your major, you may be in trouble.
Don’t jeopardize your chance of completing all your required courses
because you missed a registration deadline. Remember, the school does
not offer all courses every semester.
DROP/ADD
What if you start a class and then decide that you don’t like it? Maybe the
course covers material that you’re already familiar with. Maybe it’s too
challenging. Maybe the professor or teacher does not meet your
expectations. Or maybe you have more course work than you can handle.
To cover these possibilities, a college may have a drop/add option. Under
drop/add, a student can attend a course for a week or two before
deciding whether to take it or to drop it and substitute another course in
its place. This is a significant opportunity. Colleges offer many courses—
far too many for a single student to take in four years. It’s a waste of time
and money to take a course that’s uninteresting, redundant, or over your
head. Use the drop/add option if you feel it’s appropriate.

Make sure you have an alternate course in mind when you use drop/add. Some students
don’t think through this process. They just drop a course without adding another. This
may put them behind in acquiring the credits needed to graduate on time, or forces them
to make up for the lost credits by having to attend a summer session. It may also cause
you to fall below the required number of courses to be considered a full-time student.
This may affect your ability to receive
scholarship or tuition assistance
funding.
EXAMS
Colleges post final-exam schedules
each term. The exam may not be
held in the room where your class
met; it may also be scheduled on a
different day of the week or time.
Double-check the schedule, and
then be there on time. Scheduling
makeup exams is difficult. Figure 2.1.15
Making Healthy Lifestyle Choices
In college, a healthy lifestyle, like a healthy GPA, requires making some choices. Staying
physically fit keeps you alert for your classes. You’ll also need to deal with interpersonal
relationships, such as getting along with roommates.
STAY HEALTHY
College will put many demands on you—you cannot afford the time to be sick! So don’t
take good health for granted. You cannot make the most of your college experience if
your body is not functioning well.
EAT WELL
Eating a well-balanced diet
can be hard once you’re on
your own. Constant snacking
is a temptation for some
people, because at college
you are always studying or
running somewhere. People
talk about the “Freshman
15,” meaning the 10–15
pounds that the typical
freshman puts on because of
all the snack food they
consume. Try to eat three
well-balanced meals every
day. It will help you stay alert
and energetic. Figure 2.1.16
Do not depend on caffeine from coffee or energy drinks to get through the down times—
caffeine is addictive. Keep your intakes of salt, fat, and sugar at moderate levels.

EXERCISE REGULARLY
If you are used to working
out, keep doing so. Find a
regular time to go to the gym,
and write it down in your
schedule. Working out can
also help you keep your
weight down.
As a general goal, you should
aim for at least 60 minutes of
physical activity every day.
The number of calories you
burn may vary widely
depending on the exercise,
intensity level, and your
Figure 2.1.17 individual situation.
If you haven’t usually worked out in a gym, this might be a good time to start. However,
you don’t need a gym workout to keep physically fit. If you walk to class each day,
especially if you are on a large campus, that’s probably enough. Bicycling, running,
swimming, or just getting on a treadmill are also great ways to exercise.
TOBACCO, ALCOHOL, AND ILLEGAL

DRUGS
If you do not smoke now, don’t let the
stresses of college be the reason for
starting. Although partying and
alcohol are part of life on most
college campuses, do not feel you
have to join in the drinking. You
can have a great time
without it.
Drinking alcohol is a bad idea.
First, underage drinking is
illegal. Second, excessive
drinking is a health risk. Finally,
getting drunk can cause you, at
best, to do things that will
embarrass you the next day. At
worst, it can cause you to do things
that put your life, or maybe someone
else’s, at risk. Alcohol abuse is a major Figure 2.1.18
factor in campus sexual assaults and rapes.
According to one study, as many as 1,400 college
student deaths a year are linked to alcohol.
As for illegal drugs, the answer is simple: Don’t use them, ever! If you think you need drugs
to get through college, you need to seek professional medical assistance, and you probably
are not ready for college!

RELATIONSHIP PROBLEMS: COPING WITH ROOMMATES
One of the biggest challenges for college students is relationships, and one of the first
and most important relationship challenges involves roommates. Think about it, for
many years you have probably lived with the same people—your family. They may not
be perfect, but you know their quirks. You have adjusted to them, and they have
adjusted to you.
Figure 2.1.19
Suddenly, you have to live with a stranger whose habits, likes, and dislikes may be quite
different from your own. A roommate may want to listen to music when you want to
sleep, entertain visitors when you want to study, or sleep when you finally have a chance
to relax and talk.
As noted earlier, your college will select your first roommate. It will make this decision
based on information you provide regarding your likes and dislikes. So the first step in
finding a compatible roommate is to give this information frankly and in enough detail
so it will not be misinterpreted. Don’t try to be cool—just be honest. If, hoping to
sound impressive, you say you are a bodybuilder because you lifted weights once a year
ago, you might end up with someone who seems to live in the gym.
If the college sends you your
roommate’s name ahead
of time, make contact in
person or over the phone.
If you do not seem
compatible, ask for a
change. It is better to do it
early rather than waiting
until school starts, when the
pressures of college life will
be on top of you. You don’t
want to have to pack up and
move to another room once
classes have started.
Figure 2.1.20

TIPS FOR GOOD RELATIONS WITH ROOMMATES
• Wait until all your roommates arrive before dividing up space. Claiming space
because you were there first is not a good way to start a relationship.
• Respect pet peeves. If a roommate hates to see toothpaste in the sink, be
courteous and don’t leave messes. Little things can strengthen or destroy
relationships.
• Air grievances politely. If your roommate does something that annoys you,
bring it up in a nice way. They may not even be aware of what’s bothering you.
• Don’t buy things jointly. If you need a toaster oven for your room, one of you
should buy and own it. Don’t split the cost. This will make it easier to divide
possessions at the end of the year.
• Be careful about rooming with friends from high school. Unless you know your
lifestyles are compatible, you could ruin a perfectly good friendship.
• Divide housekeeping tasks fairly. Develop and agree on a schedule for cleaning,
cooking, and other chores.
• Work out a study and sleeping schedule that everyone in the room can live with.
If necessary, do your studying in a quiet place such as a library rather than in
your room.
MANAGING STRESS AND PREVENTING BURNOUT

Adjusting to college life is exciting, but it can also be difficult—no doubt about it. You need
to protect your mental as well as physical health during your college experience. Here are
some ideas on how to prevent two common, related threats to a college student’s well-
being: stress and burnout.
Stress
Stress is a mentally or an
emotionally upsetting
condition that occurs in
response to outside
influences. Stress can have
both physical and
psychological effects.
For many college students,
the greatest source of
physical stress is fatigue.
You will have a lot to do at
college. You may have to
stay up all night at times
during a term to study for Figure 2.1.21

an exam or to write a paper. You may also stay up late for parties or other social events.
You may travel home some weekends. You may not eat as well as you should, and this
reduces your energy level.
Psychological stress comes from being away from home, feeling pressured to accomplish a
lot in a little time, preparing for exams and writing papers, and dealing with social
pressures.
Other sources of stress might include family emergencies, financial problems, difficulties
with a boyfriend or girlfriend, or problems with a job. Though not related to school, they
can complicate your already stressful college life.
The first step in dealing with stress is to identify exactly what’s causing it. For example, if
relationship problems are causing the stress, what is the real source? Is it your
roommate? Or is your boyfriend or girlfriend making you irritable, and you’re just taking
it out on your roommate? Is the source of stress an overly demanding professor? On the
other hand, is it the ineffective use of time management and poor study habits?
Burnout
One common result of stress in college is
burnout, the feeling of being worn out and
unable to carry on usual activities. A person with
burnout often forces themselves to keep going
to the point of physical and emotional
exhaustion. Symptoms of
burnout include irritability,
anxiety, feelings of
hopelessness, and lack of
motivation and enthusiasm.
You may feel burnout if you
believe that you’ve put more into
something than you have received in
return, whether it is a course, a job, or a
relationship. In its most severe forms,
burnout can lead to depression and Figure 2.1.22
suicide attempts.
Taking some preventive measures will reduce
your risk of burnout. For example, it might
not be wise to be a full-time student while
holding a full-time job. That’s a big load for
anyone to carry. Don’t take more courses, or
harder courses, than you can handle. Set
high expectations for yourself, but be
realistic.
A small amount of anxiety is normal. It’s
even beneficial. For example, if you are
totally relaxed before a test, you may not
perform as well as you otherwise would. On
the other hand, too much anxiety is
disruptive. It interferes with your
concentration. The campus health center
will have one or more experts to help you
deal with stress, depression, and burnout.
Figure 2.1.23

TIPS FOR MANAGING STRESS AND PREVENTING
BURNOUT
• Maintain a balance among family, work, and play.

• Find satisfying activities that take your mind off your schoolwork
for a while—for example, join a campus service organization,
play a sport, create art, play a musical instrument, or pursue a
hobby.
• Explore religion as a source of spiritual strength.
• Don’t be reluctant to seek help—go to family members or
trusted friends first. If that doesn’t work, seek professional
assistance from the health or counseling center.
• Ask yourself these questions each day:
o Have I had fun? This could be something as simple as
enjoying a good meal or a great joke.
o Have I done something hard but worthwhile? If you haven’t,
you may be letting the hard things pile up—if you have to do
all the hard things at once, your stress level will grow.
o Have I helped someone? Doing something for someone else
will give you a feeling of satisfaction.
o Have I done something physically strenuous? Get some
exercise every day—on a busy day; a quick walk around the
block should do it.
o Have I been close with someone? Spend time with someone
you care about, even if it’s only a short phone call.
o Have I been in touch with nature? Don’t just glance at the
sunset or notice the wind—stop somewhere to appreciate
the beauty around you, if only for a short time.
The Importance of Personal Accountability
When it comes to meeting deadlines, following campus policies, being

academically honest, or maintaining a healthy lifestyle, personal
accountability is key. Accountability is being answerable for the
outcomes of your words and actions. No one expects small children to be
accountability: accountable; they’re too young. Adolescence involves a growing sense of
Being answerable for the accountability. Being an adult, however, means being fully accountable,
outcomes of your words and accepting responsibility and consequences of an action.
actions The importance of being accountable is a hard lesson for many students
to learn. If you sign up for a course and then skip classes or don’t study
enough, you will do poorly on exams. You might even fail. You are
responsible for that failure. Don’t expect your professor to be sympa-

thetic to your excuses. You may have been able to talk your way out of trouble in high
school, but that strategy won’t work in college.
Other adults in positions of authority on campus will also expect you to be accountable.
For example, your academic adviser will expect you to prepare for meetings. You’ll need
to become familiar with the course offerings for the next term, know the requirements for
graduation, and come to your appointment with a list of courses you want to take. Your
residential adviser will expect you to be accountable for your actions in the dorm. If you
have a scholarship, the organization giving you the scholarship will hold you accountable
for any requirements connected with it, such as maintaining a certain GPA.
Conclusion
Think about all the decisions you will make for yourself and your life after you graduate
from high school. You may head off to college and perhaps move away from home. You
will have choices to make regarding courses you will take, friends you’ll make, organi-
zations you may join, and how you will spend your time. All these decisions will have
consequences. Enjoy the beginning of your adult life by making mature decisions, and
take pride in the results of your efforts.
Lesson Check-up
• List three types of resources on
campus available to help and
protect students.
• Why should you have a good
relationship with your academic
adviser?
• List some of the deadlines you
must be aware of at college.
• Explain ways to maintain your physical and mental health in college.
• What are some questions that you should ask yourself every day to make
sure you are not becoming a victim of stress or burnout?

LESSON 2
Professional Development

Appraise your plans for the future
• appraise • Build your capacity for life-long learning
• attitudes • Communicate using verbal, non-verbal, visual, and

written techniques
• career ladder
• compassion
• courtesy Learning Objectives
• dependability
• Distinguish between professional and personal goals
• equity
• Determine how personal goals and values affect
• fruition professional success
• loyalty • Explore aspects of professional development
• mutual trust • Identify your professional and personal goals for the
• organizational values next 10 years
50 Professional Development
Essential Question
What are the three basic areas
of your life that you must identify
and develop for your professional
and personal success?
Key words
Learning Objectives (cont’d) • perseverance
• Define key words: appraise, attitudes, career ladder, • professional
compassion, courtesy, dependability, equity, fruition,
loyalty, mutual trust, organizational values, perseverance, development
professional development, risk-taking, work ethic • risk-taking
• work ethic
Introduction
Hopefully by now, you’ve set some long-term goals for yourself. You may
have a career in mind and college will help you see it to fruition. You may
have already been accepted to a college or university and feel you’re well
on your way to obtaining your future goals. But, just as you’ve undoubt-
edly put effort into what you plan to do next year or even the next four fruition:
years, you still have a future and goal-setting doesn’t end upon graduating An accomplishment,
from high school or college. realization, or attainment
of something, like reaching
a goal
Figure 2.2.1
Professional Development 51
Your career is one of the most important parts of your life. You’ll
depend on it to earn a living. If you choose the right career, it will
also give you great professional and personal satisfaction.
Your high school curriculum has helped you acquire and build upon skills
necessary for academic success, whether math skills, writing abilities, or
critical thinking skills developed through reading and application of
knowledge. The JROTC curriculum has helped you develop knowledge,
skills, and abilities in leadership, personal growth, and team building.
Your entire high school career has been an investment in building and
equipping you. But, now it’s up to you to determine what you need to
continue growing as a professional, as a citizen, as a spouse one day, or
appraise: even as a parent.
To estimate the value of
worth, quality, or In this lesson, you’ll look ten years down the road of your life and
importance of something; to appraise what you have now and determine what other knowledge, skills,
assess and abilities you might need to develop for your professional and
personal growth.
professional development:
The process, plans, and
achieved credentials that Professional and Personal Development
help you grow
professionally Think 10 years down the road of your life. What do you suppose your life
will be like? You might respond with, “I’ll be in sales making $60,000 a
year.” That statement says a lot about your professional and personal
goals. The statement indicates that you have a professional goal to be in
sales. On the other hand, the statement implies that you have a salary
that will be personally satisfying to you, therefore making it a personal
goal. But, where do these goals fit on your timeline? How will you attain
the goals?
You may want a career in sales. Some sales
representatives enjoy their work so much that
they prefer to remain in that role, and they may be
content with the same salary for years upon years. If
so, then that person’s personal and career goals may
be fulfilled. Others aspire to become sales managers,
supervising the work of several sales representatives.
Or, if they work for a large organization, they may
want to become zone sales managers, regional sales
managers, or sales vice presidents. These progressive
moves require professional development, all while
maintaining a career goal in sales.
Your future employer may offer training programs
that will allow you to acquire new skills that you’ll
need in your current job and for future advancement.
The company may provide opportunities to move on
to higher-level jobs. Many large companies have also
Figure 2.2.2 invested money in formal training programs in order
to keep employees from moving to another company,
especially a competitor.
With smaller companies, however, formal training isn’t always available. In fact, more
often than not, you are in charge of your own professional development. In your
grandparents’ day, an employee often spent their whole working life with one
organization. That organization took care of professional development for its employees.
Today, most people work for several organizations over the course of a lifetime. They
should not depend on their employers to help them grow their careers. Therefore, if you
want to advance within an organization, it must come from your own efforts. You will
have to do a lot of your own research to find good opportunities for professional
development.
Similarly look at your personal
goals too. Will the salary you
desire to achieve meet your
lifestyle needs in five or 10
years? If you have a family in
that time span, the original
salary you wished for may not be
as sufficient as you thought.
Even if family is not a personal
goal, you may have other
personal goals such as leisure
travel or material possessions
Figure 2.2.3 that you wish to acquire.
The goals you have set for your future are ultimately up to you. You set them and
continually appraise where you are in achieving them. Consider some very long-term
goals you have professionally and personally. What kind of plans for development will be
necessary for you to achieve them in the next 10 years?
Professional Development
Planning your professional development includes two main activities:

1. Identifying the knowledge, skills, and attitudes you need for success in your
career.
2. Developing that knowledge and those skills and attitudes. Suppose your goal is to
be a corporate executive. First, you have to identify the knowledge, skills, and
attitudes you will need to do well in that career. Some of these might be:
Knowledge Skills Attitudes

• How to sell things • Sales and marketing • Concern for pleasing
• How to manage money • Financial planning customers
• How to manage people • Management/ • Conscientious money-
leadership handling
• Commitment to
professional growth of
subordinates
How to manage a company Organizational ability Desire to promote company
welfare
To rise to the top in business, you’ll eventually need to know more,
acquire more skills, and cultivate other attitudes. But this list is a good
starting point. You can make a similar list for any other career that you
want to pursue.
How do you develop the knowledge, skills, and attitudes you need? You
begin by becoming educated. You complete high school with a good
grade point average. You learn as much as you can in subjects like
History, English, Math, and Science. These will help you in any job or
career.
If you go to college, you will extend your education by majoring in a
subject that coincides with your career ambitions. Graduate school
choices should enable you to further deepen your knowledge, skills, and
attitudes.
If your career goal is to be a
journalist, for example, you
will study subjects that will
give you the knowledge
necessary to write about
many subjects. In your
classes, you will perform
exercises and write articles
that will help you acquire
the skills to write news
stories the way a pro-
Figure 2.2.4 fessional journalist does.
You might do an internship to get on-the-job experience. You will also
bring certain attitudes, such as curiosity, inquisitiveness, objectivity, and
love of language to stories you write about that will help make you a good
journalist. College will help you refine those attitudes to the point where
they become second nature. You’ll be able to express them constantly in
attitudes: your work, giving your articles a distinctive writing style.
A tendency, manner,
disposition, or position on a High school, college, and graduate
person or thing school are only the start of your
professional development. Developing
career ladder: new knowledge, skills, and attitudes
A series of jobs that one will continue throughout your
progresses through as they career. The organization you
build toward their career work for may give you the
goals opportunity to enroll in a
training program to
improve your skills. It may
pay tuition fees that will
enable you to attend an
adult education program in a
community college or even enroll in Figure 2.2.5
classes at a university. It may offer you a chance
to take part in career-testing programs to identify attitudes that you must
develop to be successful. Some organizations may offer a career ladder, a
series of jobs that, over time, will take you higher and higher in the
organization.
You will want to take advantage of as many of these career-developing opportunities as
possible. Self-learning, however, is just as important. Self-education opportunities are
everywhere, once you start looking.
IMPROVE YOUR KNOWLEDGE
Keep up with your areas of interest
by reading books, magazines, and
journals to improve your know-
ledge— or even by watching quality
television programs. Attend lectures
by well-known people in your field.
Take advantage of opportunities to
travel and meet “as many different
kinds of people as you can.” You can
also write articles for professional
journals. Writing is one of the best
ways to learn about a subject,
because in order to explain it to
others you have to know it well Figure 2.2.6
yourself.
EXPAND YOUR SKILLS

Practice and expand your skills by doing volunteer work. For example, if you are in the
computer field, volunteer to help a community nonprofit organization maintain its
computers. Teach computer skills at a local senior citizens’ home. You’ll have the
satisfaction of helping others while improving your skills.
DEVELOP GOOD ATTITUDES

Attitudes may seem more abstract than skills. But those, too, take work. A positive “can
do” attitude will help you become a better person—and a better professional. You can
develop good attitudes on the job, in a volunteer program, when you are out with your
friends, or at home with your family. Make it a conscientious effort to look for the
opportunity behind every challenge.
Personal Development
Your personal development is also up to you. It is just as important as your professional

development. Remember, if you desire to earn a certain salary, or learn how to play
tennis, or be a volunteer, you get to choose that. You get to pursue those and in so,
develop personally.
What you value will also make a difference in your personal development. If you
value helping others, then finding opportunities to volunteer or serve will contri-
bute to personal growth.
Good personal values are a key to your success in life. The good news is that you do not
have to work on your personal goals and professional goals independent from one
another. Personal values, personal goals, and professional goals are all interrelated and
will contribute to your definition of success.
PERSONAL VALUES IN THE WORKPLACE
The values of a workplace start with each individual’s personal values.
How do you measure up in these areas?
A Positive Attitude
A positive attitude is a
fundamental
requirement in any work
setting—in a classroom,
on an assembly line, at a
construction site, or in an
office. If you want to
succeed, you must keep a
positive attitude toward
yourself, your coworkers,
your boss, and even your
boss’s boss. This isn’t
always easy. It can be Figure 2.2.7
especially hard when you feel your team member in a class exercise or a
coworker, for example, isn’t pulling their share of the load, or when you
think your boss is unfair.
Being a complainer is never the solution. The most popular and
productive people in any work environment are usually those with the
best attitudes. These people inject humor into work. They bolster team
spirit. This makes everyone happier and more productive. An upbeat
attitude is contagious. Being negative all the time, on the other hand, will
turn people off. It will eventually affect your success on the job.
courtesy:
Consideration and Courtesy and Enthusiasm
cooperation in dealing with Being courteous is more than saying “Please” and “Thank you.” It’s more
others than being polite. Courtesy is consideration and cooperation in dealing
with others. Being courteous means always being helpful to other
people—customers, coworkers, subordinates, supervisors, and anyone
else you deal with.
Enthusiasm ties in both
with a positive attitude
and courtesy. Each of
these traits can create
success or spell failure for
an organization. Can you
remember a time when a
worker in a store, a bank,
or another business was
not courteous to you or
seemed bored? Did you
feel like going back? How
about a phone conver-
sation with a customer
service representative who
did not know how to deal
Figure 2.2.8
with your problem?
Courtesy and enthusiasm, like a positive attitude, are contagious. You
should practice them wherever you are or go, and you will build a
successful career.
Compassion and Caring

compassion:
Compassion is a feeling for and understanding of another person’s A feeling or
situation. To show compassion is to put yourself in the other person’s understanding of another
shoes. How does this person feel? Your organization and your coworkers person’s situation
will judge you based on how you treat people. When employees treat
one another poorly, they create poor morale. Poor morale leads to poor dependability:
performance. The quality of being
reliable or dependable
Dependability and Reliability
perseverance:
Dependability is the quality of being dependable or reliable. It means The quality of sticking to
showing up on time, but it’s more than that. A dependable person will be
something until you
trusted.
achieve it; persistence
Employers can count on people who are dependable and reliable to get
work ethic:
the job done well and to get it done on time—even in tough times.
Whether you are a boss or an employee, you always want to be Taking into consideration
dependable and reliable. the effects of your
decisions and actions on
Perseverance all people connected with
your organization—
Perseverance is the
quality of sticking employees, customers,
to something until owners, suppliers, and
you achieve it. It’s competitors
persistence. A
person who
perseveres learns
from mistakes.
Perseverance is one
of the most impor-
tant factors in
personal success,
Figure 2.2.9
whether it’s finishing
a project due in science class, or making the school track team when most
of your friends thought you did not have a chance. It’s about not quitting.
No one achieves success without a lot of hard work. And no organization
gets to the top without employees who keep working hard to reach their
goals, and those of the organization.
PERSONAL AND ORGANIZATIONAL VALUES

Successful individuals and successful organizations share many of the
same values. Among them are the following:
Work Ethics
Ethics are the basic values or standards that govern people and
organizations. Showing a good work ethic means taking into
consideration the effects of your decisions and actions on all people
connected with your organization—employees, customers, owners,
suppliers, and competitors. Ethics come into play when you have to make
a difficult decision. When you face a decision at work, ask yourself the
questions below:
1. Is it legal? Will I be violating either civil law or company policy?

2. Is it fair and balanced to all concerned in the short-term as well as
the long-term? Does it promote win-win relationships?
3. How will it make me feel about myself? Will this decision make me
proud? Will I feel good if a newspaper publishes my decision? Will
I feel good if my family knows about it?
Making the decision, although challenging, is just the first step. The most
difficult part of being ethical is doing what is right, not simply deciding
what is right.
Honesty and Integrity

Honesty strengthens an organization. Even when the truth hurts, it is best
in the long run to be open and honest.
Integrity is commitment to a code of values or beliefs that results in a
unified, positive attitude and approach to life. It is a sense of wholeness
loyalty: in your actions and beliefs. A person with integrity “walks the talk.”
Being faithful to someone or
something Honesty and integrity in making business decisions have significant long-
term effects. A lack of honesty and integrity, by contrast, eventually
mutual trust: drives away customers and demoralizes employees.
Trust that develops when
people and organizations Loyalty
know that they can rely on Loyalty is being faithful to someone or something. Loyalty is a two-way
one another to do the right street. If you tell an organization or a supervisor you will do something,
thing you must follow through and do it. If you do not, you are being disloyal.
Likewise, if an organization makes you a promise, it must follow through
on that promise.
In today’s work environment,
where people may change jobs
many times, loyalty is often in
short supply. Being loyal helps
make personal and organizational
relationships successful.
Mutual Trust and Respect

Mutual trust develops when
people and organizations know
that they can rely on one another
to do the right thing. Trusting
someone does not mean that you
Figure 2.2.10 necessarily agree with that person.
It simply means that you know where they stand. You know that such
people mean what they say. As a result, you respect them. Trust and
respect don’t happen overnight; you must earn them over time.
Personal and organizational trust are based on dependability, faith, and
ongoing communication.
Competitiveness
Have you competed in a
sports event, a spelling
bee, a debate, or any
other type of contest? If
so, you know what
competition means. In
the workplace, the
objective is sometimes
more complex, but the organizational values:
Figure 2.2.11 purpose of competition The values that a
is the same—winning, company or organization
beating a competitor to a new product or source of customers.
states and displays as
Competitiveness is essential in a business environment. Your employer
evidence
will value you if you can help the organization do well against the
competition. equity:
The quality of being fair
Patience or impartial; fair or just
In a work environment, you may often be under pressure to get things
done as quickly as possible. That won’t always happen. Delays and
problems will come up, despite your efforts. When they do, you’ll have to
be patient. Patience is the ability to bear difficulty, delay, frustration, or
pain without complaint. People who are patient have a calming effect on
those around them. Once people calm down, everyone can focus on
getting an essential task done.
ORGANIZATIONAL VALUES
From a career perspective, some values apply more
to organizations as a whole than to their individual
employees. Organizational values include the
combined personal values of the people in an
organization and the values of the organization
itself.
Strong organizational values such as the
following can make the difference between
a good organization and a great one.
Equity
People want to work for an
organization that has equity. Equity is
equal justice or fairness. For example, an
organization that pays its employees fairly
based on skill and experience is a firm that Figure 2.2.12
practices equity. It promotes people according
to accepted practices that it sets forth in writing.
Leaders of an equitable organization don’t play
favorites.
Risk-Taking
Risk-taking is taking chances. An organization usually needs to take risks
if it wants to get ahead—otherwise it can get stuck in a rut or in outdated
ways of doing things. It should not, however, take foolish risks.
An organization that is a healthy risk-taker is an exciting place to work. Its
risk-taking: employees are stimulating people because they, too, have adventurous
Taking chances spirits.
Cooperation
A spirit of cooperation stands out in organizations whose employees excel
at teamwork. Teamwork is as important in the workplace as it is on the
basketball court or football field.
Figure 2.2.13
Visionary Leadership
Visionary leadership is leadership exercised by people who have a clear
sense of where they are guiding their organizations and who can persuade
others to follow them. Visionary leaders see into the future. Most people
find it satisfying to work for an organization with visionary leaders
because they feel they are participating in an important effort.
Conclusion
Your future is just that—your future! You may have a distinct plan for your life, both
professionally and personally. Goal setting and planning are key to helping you achieve
your dreams for success. As you think ahead to the next 10 years of your great life,
consider the professional and personal opportunities you may need to pursue, to learn
about, and build upon.
Lesson Check-up
• What are three organizational
values that any successful
organization should have?
• Why are your personal values
and goals important to your
professional development?
• What are three values that are
common to successful people
and to successful organizations?
• How do knowledge, skills, and abilities relate to professional
development?
Figure 3.0
62 Chapter 3: Team Building

Chapter Outline
LESSON 1: Motivating Others (p.64)

How will I motivate my teammates?
LESSON 2: Communicating to Lead (p.72)

How can communication skills help me lead and motivate more effectively?
LESSON 3: Company Drill (p.84)

How do you properly execute company formations and movement?
LESSON 4: Battalion Drill (p.98)

What are the specifics involved in the formations and inspection procedures
for battalion drill?
Chapter 3: Team Building 63

LESSON 1
Motivating Others

Apply motivation strategies to teams
Key words
• complement • Treat self and others with respect
• intangible
Learning Objectives
• Identify how individual performance within a team is
influenced by the leader
• Explain the six tactics to motivate others
• Define key words: complement, intangible
64 Motivating Others
Essential Question
How will I motivate my
teammates?
Introduction
Leaders spend a great deal of time and effort studying the technical
aspects of their jobs. However, in order to lead effectively, they must also
know what makes people “tick.” By studying human behavior, leaders
learn why people act and react in certain ways. Plus, leaders who care
about their subordinates and are attentive to their needs are better able
to motivate them in accomplishing unit goals. This lesson explores the
role of motivation in accomplishing team goals and how individuals are
motivated by various methods including the satisfaction of personal
needs.
It is important that leaders learn why human beings act and react in complement:
certain ways and to identify various types of behavior. They also must To complete
learn how to influence the behavior of subordinates so that their personal
goals complement, or reinforce the goals of management.
Motivation
ARMY DOCTRINE AND TRAINING PUBLICATION
(ADRP) 6-22
Motivation supplies the will and initiative to do what is necessary

to accomplish a goal. Ultimately individual motivation comes from
within a person, however, a leader’s actions and words affect it. A
leader’s role in motivation is to recognize the needs and desires of
their team members, to align and raise the team member’s
individual desires into team goals, all the while inspiring them to
accomplish the organization’s larger goals. Some people have high
levels of internal motivation to get a job done, while others need
more reassurance, positive reinforcement, and feedback.
Motivation is the reason for doing something or the level of
enthusiasm for doing it. Army leaders use the knowledge of what
motivates others to influence those they lead. Understanding how
motivation works provides insight into why people may take action
and how strongly they are driven to act.
Motivating Others 65
Although there is no simple formula for motivation, we can provide a basic view of what
motivates people. Keep in mind that this view is a simplification for you to use as a guide. It
assumes that needs motivate people and that a person’s motivation to reach a goal
depends on whether the person perceives that the goal will satisfy any of those needs.
Realizing that different people react to varying needs will allow you to arrive at appropriate
decisions and actions in a particular situation.
Figure 3.1.1
People are motivated by forces such as values, self-interest, kindness, worthy causes, and
others. Some of these forces are internal—such as fears and beliefs; and some are
external—such as danger, the environment, a chance for promotion, or pressures from a
senior, subordinates, or one’s family. Forces combine to determine what a person is
motivated to do in a given situation.
Remember, since needs form the basis for actions and leaders must motivate by
understanding these needs, leaders must understand how needs drive individuals, people,
or teams to action. The major areas on which a leader should focus include the thorough
understanding of human needs and staying directed toward satisfying them.
Keep a broad point of view on human nature and motivation. Focus on the following
motivational tactics:
• Utilize both rewards and corrective actions as needed to motivate the team and/or
individuals.
• Satisfy individual and team needs by establishing short-term goals or tasks for
individuals and teams to reach, leading to larger goal accomplishment.
• Set the example for all team members to follow.
• Make tasks within the unit assignment challenging, cooperative, and helpful in
building team member’s capabilities.
• Create a healthy culture within the unit—one that promotes trust and respect as
well as an understanding and acceptance.
• Create self-motivation in subordinates—this is the most powerful and lasting form
of motivation. Most people can become self-motivated if taught leadership
attributes.
The following sections review each one of these tactics in more detail.
Using Rewards and Corrective Action
The opportunity to win a reward is a sound

motivator. A ribbon, a medal, a certificate, or a
letter are only small tangible objects, but they
mean a great deal to someone psychologically.
These rewards have motivating power because
they are a way of satisfying social and higher
needs. Awards symbolize a proud achievement.
Intangible rewards (such as praise or
recognition) can also enhance motivation.
Rewards can also include a simple “well done”
or a “pat on the back,” a promotion, or a
favorable evaluation. If leaders recognize and
confirm each person’s importance and value to
the organization, motivation will be strong.
Highly motivated teams with high morale
usually have leaders who take a personal
interest in them and are understanding.
Figure 3.1.2
Corrective action or punishment can be used
when there is an immediate need to discontinue dangerous or otherwise
undesirable behavior. It can send a clear message about behavioral
expectations and the consequences of violating those expectations. Use
this principle only when it is necessary to motivate people who do not
respond to positive motivation. However, before resorting to this intangible:
approach, be certain that the task, mission, or standard was clearly
That which has a value not
communicated prior to the infraction.
dependent on physical
makeup
Establish Goals and Tasks
Leaders must provide purpose and goals for the group. By selecting the
best course of action to reach a goal, they provide purpose. By explaining
the reasoning behind decisions and demonstrating their own enthusiasm
for the task, they provide direction and
assistance in accomplishing the goal. This
direction should also include information on
the required standards of performance.
Goal setting is a way of shaping motivation.
The key is to set achievable goals. Larger
goals can be broken into smaller goals to
keep individuals engaged. To work, the
individual must have the necessary skills and
abilities to perform the task, have some
reason to be committed to the goal, and
receive feedback to gauge progress. Task
assignment and goal setting should account
for the characteristics and limitations of
those performing the task.
Figure 3.1.3
It is important for the leader to define “what” and “why” clearly. Subordinates should be
able to start the process with the end in mind by knowing what success looks like and how
they can track progress. Motivation increases when subordinates understand how their role
relates to larger and more important outcomes. This is important because such links are
not always obvious to subordinates.
Another way of leveraging this motivational tactic is to include team members in the
planning process. Participating in the planning of tasks can be a highly motivating
experience. By contributing ideas to a plan, subordinates then have a personal interest in
seeing the plan succeed. Plus, it improves communication, which improves teamwork.
Improved communication also gives everyone a clearer picture of the objective so that they
can use their initiative to achieve it.
Set the Example
If leaders show their subordinates how to

act, they are teaching them at the same
time. If leaders follow regulations and
unit operating procedures, they are
demonstrating the expected policies to
be followed. By doing these actions,
leaders are also proving their own degree
of self-discipline.
A word of caution is in order here. No
one is superhuman, and subordinates do
not expect that. While they want leaders
to set the example in all things and to
share hardships with them, they do not
want their leaders to take unnecessary
risks. If they see leaders taking
unnecessary risks, they may lose
confidence in their judgment, affecting
the morale, cohesion, and discipline of
Figure 3.1.4
the unit.
Make Tasks Challenging Yet Achievable
People will have little motivation to do something if they

believe they cannot succeed. Likewise, if they are not
convinced that good performance is the best way to satisfy
their needs, their motivation will be low and they will have
little or no interest in doing their best. However, when
subordinates are convinced that their chances for success are
good enough to warrant the effort, this belief will help them
to achieve their own goals (or needs) as well as those of the
team. Therefore, leaders must know their subordinates’
capabilities, establish challenging goals within those
capabilities, and employ them in accordance with those
capabilities. Leaders can also build confidence by offering
support, encouragement, and assistance.
Figure 3.1.5
Experience and study have proven that people need meaningful work. They need to
believe that what they are doing, even if it is tiring and unpleasant, is necessary and
important. When people feel that their jobs are important and that they have
responsibility, they feel needed and motivated. This principle encourages the delegation
of authority. This “power down” approach helps leaders get the best out of their
subordinates. Leaders give responsibility to subordinates who have the skill and will to
handle it, and they strive to make subordinates feel that they are as responsible as them
for achieving unit standards and goals.
Create a Healthy Culture
A healthy culture is a powerful motivational tool. Strategic leaders use culture to guide
and inspire large and diverse organizations. They employ culture to support vision,
accomplish the mission, and improve the organization.
Morale is the mental, emotional, and spiritual state of an individual. It is how a person
feels—happy, hopeful, confident, appreciated, worthless, sad, unrecognized, or
depressed. Morale has a tremendous impact on motivation. High morale strengthens
courage, energy, and the will to get things done. Since everything a leader does affects
morale in one way or another, a leader must always be aware of how their actions and
decisions affect it. Give subordinates something to hope for, because hope builds morale.
Esprit de corps means team spirit—it is the spirit, soul, and state of mind of the unit. It is
a product of cohesion; the overall consciousness of the unit that the subordinate identifies
with and feels a part of.
Figure 3.1.6
Leaders must realize that, although they are recognized as leaders because of their
position, they will not be accepted and the culture will not be healthy until they earn the
respect and confidence of the group by satisfying its needs. Therefore, successful leaders
must be more concerned with the well-being of their people than they are with them-
selves. They must go out of their way to give time, energy, and counsel to help their
subordinates live up to their potential. By constantly showing this level of concern, these
leaders receive a high degree of respect and loyalty from their subordinates along with their
desire to accomplish team goals.
Create Self-Motivation
People often want the opportunity to be responsible for their own work and to be
creative—they want to be empowered. This empowerment naturally leads to self-
motivation. Leaders empower subordinates by training them to do a job and providing
them with necessary task strategies; give them the necessary resources, authority, and clear
intent; and then step aside to let them accomplish the mission. Empowering subordinates is
a forceful statement of trust and one of the best ways of developing leaders.
Coach subordinates on problem-solving, decision-making, planning, and implementing skills
to help lead them to opportunities where you can empower them. This principle:
• Encourages (by teaching and coaching) the development of junior leaders
• Motivates people who must carry out the plan
• Makes communication clearer—giving everyone a better understanding of the
mission and what they must do as individuals and as a team to achieve it
• Creates an open, trusting communication bond between the members of the chain
of command
Figure 3.1.7
Conclusion
This lesson explained one of the most important aspects that you, as a leader, must know
in order to do your job properly—the understanding of human nature and how that
understanding impacts what you must know about yourself, your job, your subordinates,
and your unit. This knowledge will give you a stronger foundation for what you must be
and what you must do.
Invisible threads weave together many of the techniques and attributes of leadership.
Throughout this lesson, you explored how understanding needs is intertwined with a
leader’s values, ethics, and character and with various leadership traits and principles.
Your knowledge and proper application of human nature is essential; it is the bedrock of
your character as a leader.
Lesson Check-up
• Provide an example of tangible
and intangible rewards.
• What motivational technique
challenges you as a JROTC
leader? Explain.
• Why is it important to establish
and maintain loyalty and
teamwork with the unit?
LESSON 2
Communicating to Lead

Give feedback and direction to team members
• communication • Treat self and others with respect
• decode
Learning Objectives
• emotional intelligence
• encode
• Determine how communication is important for
effective leadership
• feedback
• Explain the basic flow and purpose of informal
• message communication
• transference • Review the major elements of a communication model
• transmitted • Determine how to overcome barriers of effective
communication
• Define key words: communication, decode, emotional
intelligence, encode, feedback, message, transference,
transmitted
72 Communicating to Lead
Essential Question
How can communication
skills help me lead and
motivate more effectively?
Introduction
It's not what you say, but what you do. This statement highlights the
philosophy that actions speak louder than words. You are a model for
others. They watch what you do and, if they admire you, will imitate your
actions. Communicating is sending a message through a process that
allows the receiver to understand the message as you intended. Many
things affect this process. In this lesson, you will learn about the process
of communication, the barriers to that process, the power of emotional emotional intelligence:
intelligence, and the process of exchanging feedback. The ability for one to
monitor their emotions
and use information about
those emotions to guide
one’s thinking and actions
feedback:
Verification that a
message was received in
the manner it was
intended
communication:
Transference and
understanding of a
meaning; sharing of
information
Figure 3.2.1
transference:
Even though your actions speak louder than the words you use, words still The act of moving from
influence others. To be effective, there must be an understanding of
one place to another
what is heard and an alignment of actions with what you are saying.
Effective communication is important in our lives. It is the number one
cause of interpersonal conflict, and we spend over 70 percent of our
waking hours communicating through writing, reading, listening, and
speaking.
Communication is defined as the transference and understanding of a
meaning. Note the two words transference AND understanding. It is not
enough to just send a message. For the communication to be successful,
it must be understood. This is no easy task.
Communicating to Lead 73
The Communication Process
Message Encodes
Transmitted
Feedback Decodes
Figure 3.2.2
First, someone has something they want to say, a message to be sent.

Then the sender encodes this message. That means the sender puts it
into some symbolic form to be transmitted. Once the message is
encoded, it is transmitted through some medium. This could be written,
spoken, nonverbal gestures or expressions, paper, television, audiotape,
etc. The receiver then decodes the message. They must put the message
message: in some symbolic form that they understand. Finally, through feedback,
the sender determines whether the message was received as intended.
Communication transmitted
between persons by written Sounds easy, doesn’t it? Well, it is much more complicated than you
or spoken words, or other might think. That’s why most communication is not understood and often
signals creates conflict. There are many hidden barriers affecting the process.
encode: ENCODING AND DECODING
Converting words or
messages into symbolic For example, the encoding and decoding process is greatly affected by the
sender and receiver’s skills, attitude, and knowledge. Their skills in
form to send
reading, writing, listening, and reasoning influence of what is said, how
transmitted: well it is said, and with what meaning it is sent or received. Attitudes can
Transfer from one person to affect your behavior. When you are communicating, your attitude can
another affect the tone of your voice, the words you choose to use, and the
readiness to listen. Finally, your knowledge about the topic has an impact
decode: on how well you can communicate about the message.
Translates words or
messages received into Additional barriers exist. We often filter what we say. Meaning, we drop
symbolic form for things out of the message based on what we think the listener needs to
understanding know or wants to know. We choose what to say. We listen selectively. In
other words, we listen for what we want to hear. We are overloaded with
information to the point of not knowing how to organize or use all this
information. We might be defensive or apprehensive about the message
and not want to hear what is being said. Languages, accents, and jargon
affect what we hear and what we think it means. Is it any wonder we
have difficulty being understood?
Effective Communication
Our emotions are real. They create a need to

“react” in a situation that faces us. When
faced with a dangerous situation, it is the
brain quickly telling the rest of your body
that something is not right and it is time to
either run away or stand and fight. Emotions
cannot be checked at the door and forgotten
until the day is over. If you have a
disagreement with your parents before
school, the emotions around that
disagreement are influencing your behavior
the rest of the day, possibly the week. They
will influence what you hear, what you say,
and how you behave. They will become Figure 3.2.3
barriers to understanding or sending a
message.
People who have a high degree of emotional intelligence have a greater degree of
influence. Their behaviors reflect that they are aware of what the emotion is that is
present, understand why that emotion is there, and are able to separate the emotion and
the reaction so they can manage the emotion rather than the emotion managing them.
There are five competencies or skills to managing your emotions: self-awareness, self-
regulation, self-motivation, empathy, and effective relationships.
1. Self-awareness
Self-awareness is the ability to “feel” the emotion and understand where it is
coming from. Read the list below. What would you feel if you were in the
following situations?
• A slow line at the grocery store
• Making a presentation in class
• A surprise birthday party
• Being told on Friday that you cannot go to the ballgame on Saturday
• Receiving a phone call from
an old friend
Different emotions can happen in
similar situations. The slow line may
not be a problem if you are not in a
hurry. However, add to that situation
that you have only a few minutes to
get home on time or your parent will
be grounding you for a week.
Now that you have identified the
“feeling” that is going on inside you in
those situations, think about the
consequences those feelings might
bring. For example, the slow line and
Figure 3.2.4
your need to be home on time could bring about your making comments to the
people in front of you if they are not ready to ring up their purchase. Or it might make
you moody and be abrupt with your friends who are waiting in the car for you.
The emotion will drive different “actions” or consequences. You need to know what
the emotion is (fear, frustration, anger, disappointment) and why it exists (what
consequences the situation might bring, therefore how you might react to the
emotion).
2. Self-regulation
Self-regulation is the ability to control that emotion. While you don’t ignore or push
aside the emotion, you do recognize it and deal with it effectively. In order to self-
regulate an emotion, you might take pause between the emotion and your reaction
to it. You also might use self-talk to identify the emotion and talk yourself through it.
What you tell yourself goes immediately to your
subconscious where it increases or decreases your anger
or other emotions; repeated negative self-talk leads to
exaggerated and irrational thinking. Have you ever
said these things to yourself?
• They always take me for granted
• I’m always late
• No one ever helps me
• No one ever listens to me
• It will always be this way
• Everything I do is wrong
• I never get a passing grade
Now think about why you say those things to

yourself. For example, if you are always late, why are
you late? Are you only late at certain times? Be more
specific about your being late. Once you have identified
why you say those things to yourself, you can begin to
Figure 3.2.5 identify the emotions around the reasons you are late, which
is driving the behavior to be late. It could be that you are not
getting to bed early enough to get a good night sleep. It could be that you are not
prepared for that class. It could be that you don’t like that particular teacher.
Whatever the reason, once you have identified it, you can change the self-talk from
“I’m always late” to “I am late because I do not get enough sleep.” The next question
would be, “why don’t I get enough sleep?” I don’t start my homework until after
dinner. What can I do to start my homework earlier so I can get a good night sleep?
You see, it is a series of questions getting to the root of the problem, which is creating
in you an emotion that is driving negative self-talk and negative behaviors.
3. Self-motivation
Self-motivation is the ability to change the way you think about things in order to get
them done. There are things about our lives, school, family, and community that we
don’t enjoy doing. But they must be done. Learning to connect to those things in a
positive way is a big part of emotional intelligence. Can you identify a few things
about school that make you feel uncomfortable or bored? Now answer the next two
questions. Why are these things important? How might you think about these
things differently so that you can take greater satisfaction in them?
4. Empathy
Empathy is the ability to understand and share
the feelings of another. This improves overall
communication and trust. Think of someone
you are close to—someone you tell everything.
Do you trust that person? Do they trust you?
Then think of someone you tell very little.
What is your trust level with them? Each
relationship will build a different trust level.
However, it begins with you. The greater the
trust, the more open the communication. The
more open the communication, the greater the
trust.
With some people, you never get past the first
two levels. To open the trust and communication you Figure 3.2.6
will want to reach the fourth level.
LEVELS OF COMMUNICATION
There are four levels of communication:

• Superficial (Hi, how you doing?)
• Fact (It is raining.)
• Thought (I think you are good at that.)
• Feeling (I feel you don’t care about your homework.)
5. Effective relationships
Effective relationships are about what occurs from your ability to self-regulate, self-
motivate, to be self-aware, and to create empathy with others. It is about creating
an enthusiasm, which is contagious. It is about finding those things you love and
creating such an energy level around those things that dealing with those things you
don’t like can be easier. Earlier we thought about things you did not like about
school. Now think about things you like best in school. What makes those things so
appealing?
Remember, the communication process of sending and receiving a message is
successful when the message is understood. Many barriers exist that get in the way
of our message being understood. Our behaviors speak louder than our words. Our
overall communication is increased by our ability to engage in our emotions, rather
than keep them at bay. Emotional intelligence allows us to be aware of the
emotions, regulate their consequences, find ways to motivate ourselves to
complete tasks we may not like, feel empathy with others, and build effective
relationships—increasing the likelihood that the message sent is the message
received.
EXCHANGING FEEDBACK
Although feedback is seen as the final loop back to the sender, it is present throughout the
process; how and when to give feedback is important to the process. Having a high degree
of emotional intelligence increases the effectiveness of providing and receiving feedback.
Figure 3.2.7
Feedback is something we give as well as receive. Whether the gift is welcome or not
depends on knowing when and how to share our reflections so that others accept, value,
and seek out our point of view. When we give feedback in a caring and skillful way, we
open a window on the world.
In the give and take of effective feedback, you need the skills to create a zone of safety in
which honest and constructive information can be exchanged. Those who are people smart
are adept at inviting others to give them constructive feedback. They are also talented at
getting invited by others to give them feedback. They are able to give feedback that is
constructive and enlightening.
Many of us have had bad experiences with feedback. Perhaps we were on the receiving end
of too much criticism from people in authority (parents, teachers, supervisors), or felt put
down by peers when we were most vulnerable. However, we can structure the feedback
process in ways that create a sense of safety for ourselves and for others.
In order to receive feedback we need to let others know that we want it; that we are
receptive to hearing both the positive and negative story. To avoid being overburdened by
too much feedback, we need to be specific in our request for feedback. Specify why you
want the feedback; in what areas you want feedback; and how much feedback you want.
Read the following example of how to ask for feedback.
Compare the requests for feedback in EXAMPLE #1 and EXAMPLE #2 on the next page.
Getting feedback from only one source could lead you down the wrong corrective road.
Receiving feedback and agreeing with it are two separate things. That is why you want to
broaden your circle of feedback sources. Your Success Profiler® is a good tool to use to
receive feedback from any sources around the same questions. Also posing the same
questions to a number of people can validate what you are told. If most of the people you
ask have similar input, you can assume there is some validity in their comments, even if you
are uncomfortable with that input.
REQUESTING FEEDBACK
EXAMPLE #1:
“Sarah, the more I’m learning about leadership, the more I’m coming to understand
that receiving feedback is important to making me a better leader, and specifically,
listening to others’ ideas. I really want to make a difference in our unit and I want
to understand how my behavior affects the team. I’d like you to help me with this
by sharing your honest opinions with me. Would you be willing to do that?”
OR
“You can help me today by answering two questions. What are some things I do
that make it easier for you to convey your ideas?
What is one thing I could do differently?”
EXAMPLE #2:
“Sarah, the team leader told me I needed to
get some feedback from others about my
listening skills. I listen to others don’t I?”
Finding the right time and the right level of receptivity will enhance the likelihood the
feedback will be heard. That is the same for you as the receiver. If it is not a good time
for you to receive feedback, let them know that, and agree to a better time and place.
If you want or need to give feedback to someone who has not asked for it, consider the
following questions to get you going:
• Would you be open to hearing some input about _____?
• I have some input on how you handled _____? Would you like to hear it?
• May I share some reactions with you about _____?
Share your feedback in a form of a hypothesis rather than to insist that it is a fact. There
might be a reason behind the behavior for which you were not aware. By not insisting you
are right, you help your recipient trust you and feel safe. Here is an example:
GIVING FEEDBACK
Sarah accepted your offer to share your feedback about her presentation to the
class. You noticed that Sarah was speaking very fast and seemed to cram in too
much information into the presentation. You
ask, “I was wondering if you felt pressured
to cover every aspect of the topic in your
presentation?” When Sarah agrees that
this was the case, you ask, “If you could
only address three main points, what
would they be and why?”
Timing of feedback is essential to that
feedback being heard! Feedback is most
effective when it is immediate. Old stuff
is not relevant. Memories fade quickly.
Whenever possible, go for an instant replay
while the behavior in question is fresh.
However, be sensitive to the circumstances.
Providing feedback in public can be embar-
rassing. Think through the impact that the
time and setting have so you can reduce
distractions and increase the usefulness of
Figure 3.2.8
your input.
Checking the recipient’s perceptions about your feedback is a final closing point to the
feedback process. Ask them how they felt about what you said. Was there agreement
or disagreement, was your input helpful or confusing, and/or does the person need
more information? It helps to use effective listening skills, like paying attention to
people’s words and body language, and clarifying the meaning of their reactions. If
there is a miscommunication or hurt feelings, often clarification can help the situation.
Feedback is most useful if it
is constructive, concise, and
specific. People are more
open to positive feedback
than negative feedback. If
you can tell them what they
are doing right, they will most
likely listen and repeat the
behavior in the future.
Informative feedback includes
specific behaviors, is limited,
and provides suggestions.
Global statements are not
correctable; specific behaviors
are. Compare these two
statements:
Figure 3.2.9
GLOBAL vs. SPECIFIC
Global: You have an attitude problem.
Specific: You sounded rather impatient

at the team meeting today.
Behaviors lead us to conclusions about personal values that can be misinterpreted. Be
sure you avoid being personal and dig deep to find the behavior that needs to be
challenged. Look at the following examples:
PERSONAL VALUE vs. BEHAVIOR
Personal Value: You are sloppy and disorganized.

Behavior: There is a lot of clutter in your locker. How do you find what you need?
Personal Value: You are lazy.

Behavior: You often procrastinate, don’t finish the task,
and return late from breaks. Why do you think
you do this?
Personal Value: You are well organized.

Behavior: You are consistent in your prioriti-
zing of assignments, setting deadlines, and
keeping materials readily available.
In each of these examples, the specific behaviors convey more information than the
personal statements. People can hear the message more easily, can see the behaviors
you are speaking about, and are not confronted with labels that provide no direction—
either good or bad.
Have you ever been confronted with a list of things you do wrong? You might start off
with a high degree of listening, but after a while, it gets difficult. Keep your feedback
focused on the main point.
Show your concern for the recipient’s growth by suggesting ways they can build on their
strengths and overcome deficits. Your suggestions should be specific, realistic, positive,
and tactful.
OFFER SUGGESTIONS
“You often interrupt when others are speaking. When you do that to me, it makes
me feel you do not value what I have to say. I think you would be a more effective
team member if you practiced better listening skills. Would you be willing to work
on this during the next team meeting? When you
feel yourself ready to speak before the other
person is finished, could you take a deep
breath and hear them out? If you would
like, I can sit next to you and if you begin
to interrupt someone, I can gently tap
your arm so you are aware of your
behavior.”
When you follow-up on your feedback, the recipient feels you care. In the example you just
read, you could continue the feedback process after the team meeting by asking:
OBSERVED FOLLOW-UP
“I saw you really working at this today. You caught yourself the first time and
stopped, apologized, and took a deep breath. When I tapped your arm, you were
able to sit back in your seat and let the team talk through the problem. By the end
of the meeting you seemed much more comfortable
in waiting your turn to speak. You also did a
great job summarizing what others said.
How did it feel to you when you were able
to stop yourself and let the others finish?
Was it helpful to have me tap your arm?
What would you like to do next?”
If you were not at the meeting, you could follow up by asking them:
FOLLOW-UP QUESTION
“How did the meeting go? Were you able

to practice your deep breathing? How did
that work for you? What do you think you
need to do next?”
Conclusion
Feedback is an important part of the communication process. Emotional intelligence is an

important part of feedback. Being able to manage your emotions and give and receive
informative feedback reduces many of the barriers to effective communication.
Lesson Check-up
• Describe the five skills for
managing emotion.
• Why is it important to ask
permission to provide feedback?
• How can feedback that requires
correction be delivered
positively and constructively?
LESSON 3
Company Drill

Execute company drills
written techniques
• arc
• base
• double time Learning Objectives
• guide
• Describe the correct responses to commands when
• mark time forming and marching the company
• mass formation • Identify the different types of company formations and
• post related specific drill commands
• Identify the locations of the key platoon and company
personnel in company formations
• Define key words: arc, base, double time, guide, mark
time, mass formation, post
84 Company Drill
Essential Question
How do you properly execute
company formations and
movement?
This lesson uses content from “U.S. Army TC 3-21.5” dated 20 January 2012.
Refer to this Training Circular for more information on Company Drill.
Introduction
This lesson covers company drill formations and movements “without

arms.” Your knowledge and recall of squad and platoon drill from
previous lessons will be vitally important in understanding this
information. Pay special attention to the differences between platoon
and company drill and to the roles of key personnel in company drill.
Company drill provides the procedures for executing platoon drill in
conjunction with other platoons in the same formation. For drill
purposes, a company consists of a company headquarters and two or
more platoons.
FORMING THE COMPANY

mass formation:
The company has four prescribed formations:
Where Cadets are not
• Company in line with platoons in line separated by being in a line
• Company in column with platoons in column or column formation
• Company in a mass formation
• Company in column with platoons in line (used primarily for
ceremonies)
Company in Line with Platoons in Line
The company may be formed

into a column of twos in the “FALL IN”
same manner as the platoon. “At Close Interval, FALL IN”
The company normally forms in a
line formation; however, it may re-
form in column when each man can identify his exact position (equipment
grounded) in the formation.
The company forms basically the same as the platoon. On the command
“FALL IN; (At Close Interval), FALL IN,” the platoons form in line, centered
on and facing the person forming the unit, with five-step intervals
between platoons. (See Figure 3.3.1)
The company may be formed by the first sergeant and platoon sergeants
or by the company commander and platoon leaders. When possible, the
Company Drill 85
platoons assemble near the formation site before the arrival of the first
sergeant or company commander. If the company is formed by the
noncommissioned officers, the platoon leaders normally observe the
procedures from a position to the rear of their platoons.
Company in line formation with platoons in line. Figure 3.3.1
When the company is formed by the noncommissioned officers, the

following procedures apply:
• The first sergeant posts himself nine steps in front of (center) and
facing the line where the front rank of each platoon is to form. He
then commands “FALL IN; (At Close Interval), FALL IN.”
post: • On the command of execution, the platoons form in the same
The correct place for an manner prescribed in platoon drill. Each platoon sergeant faces his
officer or noncommissioned platoon while the platoons are forming and directs his platoon to
officer to stand in a adjust (if necessary) and align on the platoon to its right, at the
prescribed formation correct interval. Once the platoon is formed, the platoon
sergeants face about.
• When all of the platoon sergeants are facing to the front, the first
sergeant commands (if appropriate) “Inspection, ARMS”; “Ready,
Port, ARMS”; “Order (Sling), ARMS.” He then directs (if
appropriate) “RECEIVE THE REPORT.” The platoon sergeants face
about and command “REPORT.” Having received the report, the
platoon sergeants face about. When all platoon sergeants are
facing to the front, the first sergeant commands “REPORT.” The
platoon sergeants turn their head and eyes toward the first
sergeant. The first sergeant turns his head and eyes toward the
reporting platoon sergeant and returns each salute individually.
Having received the report from the platoon sergeants, the first
sergeant faces about and awaits the arrival of the company
commander, if the commander is scheduled to receive the
company.
86 Company Drill
• When the company commander has halted at his post, the first sergeant salutes
and reports, “Sir, all present,” or “Sir, all accounted for,” or “Sir, (so many) men
absent.” The company commander returns the salute and commands “POST.”
The first sergeant faces about and marches to their post three steps to the rear
and at the center of the company, halts, and faces about. The guidon bearer
steps forward three steps. The platoon sergeants face to the right in marching
and assume their posts to the rear of their platoons (if the platoon leader is not
present, they step forward three steps). The platoon leaders march around the
left flank of their platoons and assume their posts by inclining facing to the front.
The company executive officer assumes his post two steps to the rear of the first
sergeant.
When the company is formed by the company commander, the procedures are the same
as forming with the noncommissioned officers except that the platoon leaders form their
platoons and the first sergeant, platoon sergeants, and guidon bearer fall in at their posts.
The command “POST” is not necessary. If a platoon sergeant is to fill the post of platoon
leader, he takes a position six steps in front of and centered on the platoon.
CHANGING INTERVAL
“CLOSE ON THE BASE PLATOON AT
The company changes interval in
CLOSE INTERVAL”
the same manner as prescribed for
the platoon. When the company “EXTEND ON THE BASE PLATOON AT
commander wants the company to NORMAL INTERVAL”
obtain close interval in a line
formation while maintaining a five-
step interval, the company commander directs “CLOSE ON THE BASE PLATOON AT CLOSE
INTERVAL.” The platoon leaders face about and command “Count, OFF.” After the
platoons have counted off, the platoon leaders command “Close Interval, MARCH.” The
second, third, and fourth platoon leaders command “Right, FACE” and in succession,
command “Half Step, MARCH.” They halt at the five-step interval and face the platoon to
the left.
If the company commander gives “CLOSE ON THE THIRD PLATOON AT CLOSE INTERVAL,”
the platoon leaders on the right of the designated platoon have their platoons obtain
close interval, face their platoons to the left, march (at the half step) forward until they
obtain the five-step interval, halt, and face their platoons to the right.
When the company commander wants the company to obtain normal interval from close
interval in a line formation while maintaining a five-step interval, the company
commander directs “EXTEND ON THE
BASE PLATOON AT NORMAL INTERVAL.”
The platoon leaders face about and
march (at the half step) their platoons
to a position that ensures the five-step
interval between platoons after they
have obtained normal interval.
After halting and facing the platoons to
the left, the platoon leaders command
“Count, OFF.” The platoon leaders then
command “Normal Interval, MARCH.” If
necessary, the platoon leader verifies
the interval as described in the “Opening
and Closing Ranks” section. Figure 3.3.2
Company Drill 87
ALIGNING THE COMPANY
“HAVE YOUR PLATOONS
To align the company in a line formation, the
DRESS RIGHT”
company commander directs “HAVE YOUR
PLATOONS DRESS RIGHT.” On the directive, all
platoon leaders face about. The right flank platoon leader commands “Dress Right, DRESS”
and aligns the platoon as described in platoon drill.
After the right flank platoon leader has verified the alignment of the first rank, the platoon
leader to the left commands “Dress Right, DRESS.” That left platoon leader then faces to
the half right in marching, moves to a position on line with and one step to the left of the
left flank Cadet of the first
rank, and faces left down the
line. After aligning the first
rank, that platoon leader
center themselves on the first
rank, faces to the right in
marching, takes two short
steps, halts, executes left face,
and aligns the second rank.
The platoon leader aligns the
last two ranks in the same
manner as the second. After
aligning the last rank, the
platoon leader faces to the left
in marching, returns to a
position at the center of the
platoon, halts perpendicular to
the formation, faces to the
right, commands “Ready,
FRONT,” and faces about. All
platoon leaders to the left of
the second platoon take the
same actions as the second
platoon leader. Figure 3.3.3
OPENING AND CLOSING RANKS

To open ranks, the company commander directs
OPEN RANKS AND DRESS
“HAVE YOUR PLATOONS OPEN RANKS AND
RIGHT”
DRESS RIGHT.” On the directive, all platoon
leaders face about. The right flank platoon
leader commands “Open Ranks, MARCH.” When the platoon has completed the
movement, the right flank platoon leader then commands “Dress Right, DRESS” and aligns
the platoon the same as in platoon drill. After the right flank platoon leader aligns the first
rank, the platoon leader to the left commands “Open Ranks, MARCH” and “Dress Right,
DRESS.” All platoon leaders to the left of the second platoon take the same actions as the
second platoon leader.
To close ranks, the commander directs “Have Your Platoons Close Ranks.” On the directive,
all platoon leaders face about and in sequence from right to left command “Close Ranks,
MARCH.” The platoons execute the movement the same as in platoon drill. After the
platoons have completed the movement, the platoon leaders face about.
88 Company Drill
Company in Column with Platoons in Column
ALIGNING THE COMPANY

To align the company in column, the company COVER”
commander directs “HAVE YOUR PLATOONS
COVER.” On this directive, the first platoon
leader faces about and commands “COVER.” The
other platoon leaders command “STAND FAST.”
The first platoon covers as in platoon drill. The
other platoons then execute the movement in
succession as soon as the platoon to their front
has completed the movement. (See Figure 3.3.4)
CHANGING THE DIRECTION OF MARCH OF

A COLUMN
The company changes
the direction of march “Column Right
basically the same as (Left), MARCH”
the squad and platoon. “Column Half
The commands are Right (Half Left),
“Column Right (Left), MARCH”
MARCH” or “Column Half
Right (Half Left),
MARCH.” The base element during a column
movement is the lead platoon and the squad on
the flank, in the direction of the turn.
When at the halt, the lead platoon leader repeats
the company commander’s preparatory command.
Succeeding platoon leaders give the supplemen-
tary command “Forward.” On the command of
execution “MARCH,” the lead platoon executes the
movement as described in platoon drill; succeeding
platoons execute the movement on their platoon
leader’s command at approximately the same
location.
While marching, units execute the movement as
described from the halt except that the succeeding
platoon leaders give the supplementary command
“Continue to March” rather than “Forward.”
The company executes rear march and inclines in
the same manner as the platoon.
When executing counter column march from the
halt, the lead platoon leader repeats the
preparatory command. Succeeding platoon
leaders give the supplementary command
“Forward.” On the command of execution
“MARCH,” the lead platoon executes the Figure 3.3.4
movement as described in platoon drill, and Company in column with platoons in column.
marches through the other platoons. Succeeding
Company Drill 89
platoons execute the movement on the platoon leader’s command at
approximately the same location.
When units execute the movement while marching, the leader gives the
command of execution as the left foot strikes the marching surface.
Platoons execute the movement basically the same as from the halt
except that the succeeding platoon leaders give the supplementary
command “Continue To March” rather than “Forward.” The guidon
bearer faces to the left in marching from the halt or executes a column
left in marching, marches by the most direct route outside of the
formation, and moves to a position in front of the lead platoon as it clears
the rear of the company.
CORRECTING THE DISTANCE

“CORRECT ON
BETWEEN PLATOONS
LEADING PLATOON”
To obtain correct distance (five steps) when
the company is marching in column or is in a “Forward, MARCH;
column at the halt, the company commander (HALT)”
directs “CORRECT ON LEADING PLATOON.”
When at the halt and on the
directive “CORRECT ON LEADING
PLATOON,” the platoon leader of
the lead platoon commands (over
the right shoulder) “STAND FAST.”
The succeeding platoon leaders
command (over the right shoulder)
“Forward, MARCH,” “Mark Time,
MARCH,” and “Platoon, HALT” when
they obtain correct distance.
While marching, and on the
mark time: directive “CORRECT ON LEADING
Drill command for Cadets to PLATOON,” the platoon leader of
march in place the lead platoon commands (over
the right shoulder) “Half Step,
MARCH.” The succeeding platoon
leaders command (over the right
shoulder) “CONTINUE TO MARCH”
and “Half Step, MARCH” as soon as
they obtain the correct distance.
The company commander
commands “Forward, MARCH; Figure 3.3.5
(HALT)” as soon as all platoons have
obtained the correct distance and are marching at the half step.
FORMING A COLUMN OF
“Column of twos from the
TWOS AND RE-FORMING
right (left), MARCH”
The company forms a column of
“Column of fours from the
twos basically the same as the
right (left), MARCH”
platoon. The company commander
must allow sufficient time for the
90 Company Drill
platoon leaders and the squad leaders of the lead platoon to give supplementary
commands before giving the command of execution. The command for this movement
is “Column of twos from the right (left), MARCH.” The lead platoon leader repeats the
preparatory command.
Other platoon leaders give the supplementary command “Stand Fast.” On the company
commander’s command of execution “MARCH,” the lead platoon executes the movement
as in platoon drill. Other platoons execute the movement on their leader’s command.
Succeeding platoon leaders give their commands in order to follow with the prescribed
five-step distance between platoons.
Re-forming into a column of fours is executed only at the halt. The command for this
movement is “Column of fours to the left (right), MARCH.” On the company commander’s
command of execution, all platoons execute the movement simultaneously as described
in platoon drill. As soon as the platoons are re-formed, the platoon leaders march the
platoons forward and obtain the five-step distance between platoons.
Company in a Mass Formation
FORMING A COMPANY MASS

“Company Mass Left,
The company may form in mass from a company in MARCH”
column (platoons in column) when halted or while
marching. The company must be at close interval “Mark Time, MARCH”
(“Close Interval, MARCH”) before the commander can
give “Company Mass Left, MARCH.” (See Figure 3.3.6)
Figure 3.3.6
Company in mass, officers present
Company Drill 91
On the preparatory command “Company Mass Left,” given at the halt, the
lead platoon leader commands “Stand Fast.” The platoon leaders of the
succeeding platoons command “Column Half Left.”
On the command of execution “MARCH,” the lead platoon stands fast.
The other platoons execute the column half left and then execute a
column half right on the command of the platoon leaders to a point (line)
that ensures the platoons will be at close interval alongside the platoon to
their right when halted.
As the platoons come abreast of the base platoon, the platoon leaders
command “Mark Time, MARCH.” On the command of execution
“MARCH,” the company commander and guidon bearer halt and
immediately face to the right (left) in marching and reposition themselves
centered on the company. While the platoon marks time, the members
adjust their positions to ensure alignment on the Cadet to their right. The
platoon leaders allow their platoons to mark time for about eight counts
and then command “Platoon, HALT.”
Content Highlight:
COMPANY MASS FORMATION
To have the company assemble in a company mass formation, the

command is “Mass Formation, FALL IN.” Before giving the commands,
the person forming the unit announces the interval and the number
of personnel in the front and designates the base man. In this
base:
situation, the first sergeant and platoon sergeants travel around the
The element on which a
right flank of the formation when moving from post to post. The
movement is planned or
commander and platoon leaders travel around the left flank of the
regulated
formation when moving from post to post.
ALIGNING A COMPANY MASS “At Close Interval, Dress

As soon as the company commander Right, DRESS”
forms the company in mass, he or
“Ready, FRONT”
she gives the command “At Close
Interval, Dress Right, DRESS.”
On the command of execution “DRESS:”
1. The platoon leader of the right platoon marches by the most
direct route to the right flank and verifies the alignment of as
many ranks as necessary to ensure proper alignment, in the
same manner as aligning the platoon; when finished, the right
platoon leader returns to a position one step in front of, and
centered on, the third squad, halts and faces to the right.
2. The platoon leaders and platoon sergeants position themselves
in line with the third squad of their platoon by executing one
15-inch step to the right.
When the right platoon leader has returned to that position, the company
commander commands “Ready, FRONT.”
92 Company Drill
CHANGING THE DIRECTION OF
MARCH OF A MASS FORMATION “Right (Left) Turn,
MARCH”
The company changes the direction of march
in mass basically the same as a platoon “Forward, MARCH”
column movement. When executed from the
(Left) Turn, MARCH.”
On the command of execution “MARCH,” the platoon leaders face to the
half right (left) in marching and continue to march in an arc until parallel
to the new direction of march. Then they begin marching with the half
step, dressing on the right (left) flank platoon leader until the leader
commands “Forward, MARCH.”
arc:
The right (left) guide (the base squad leader in the direction of turn) faces To move with a curving
to the right (left) in marching and immediately takes up the half step. All trajectory
other squad leaders (front rank) face to the half right (left) in marching
and continue to march in an arc until they come on line with the guide. guide:
One that leads or directs
At this time, they begin marching with the half step and dress (glancing another’s way
out of the corner of the eye) in the direction of the turn until the leader
commands “Forward, MARCH.” On that command, the dress is
automatically to the right. All other members march forward and execute
the movement in the same manner as their squad leaders.
When executed while
marching, the movement is in
the same manner as from the
halt except that the company
commander faces about
(marching backward) to give
the command “Right (Left)
Turn, MARCH.” The
commander then faces about
and completes the turning
movement. After the
company has completed the
turn, the company
commander faces about,
commands “Forward, Figure 3.3.7
MARCH,” and again faces
about.
FORMING A COLUMN FROM A COMPANY MASS

To form a company in column
from a company mass at the
halt, the command is “Column of Platoons, Right
“Column of Platoons, Right Platoon, Column Right (Column
Platoon, Column Right Half Right), MARCH”
(Column Half Right), MARCH.” “Column of Platoons, Right
The right platoon leader gives the Platoon, Double Time, MARCH”
supplementary command of
“Forward (Column Right or
Company Drill 93
Column Half Right),” and the other platoon leaders command “Stand
Fast.” On the command of execution “MARCH,” the right platoon
marches in the direction indicated. All other platoons follow (in
sequence) in column, executing column half right and column half left on
the commands of the platoon leaders.
To execute the movement when marching, the company commander
commands “Column of Platoons, Right Platoon, Double Time, MARCH.”
On the preparatory command, the right platoon leader gives the
supplementary command “Double Time,” and the other platoon leaders
double time: give the supplementary command “Continue to March.” On the
March in the cadence of 180 command of execution “MARCH,” the right platoon marches in double
steps or counts per minute time. Other platoon leaders (in sequence) command “Column Half Right,
with a 30-inch step Double Time, MARCH” and “Column Half Left, MARCH” to bring the
succeeding platoons in columns with the lead platoon.
The platoon leader and the platoon sergeant reposition themselves after
the supplementary command, but before the command of execution.
Company in Column with Platoons in Line
To form a company in
column with platoons in “Column of Platoons in Line,
line from a column MARCH”
formation at the halt, “Left, FACE”
the command is “Column of
Platoons in Line, MARCH.” “Right, Face; Column of Platoons,
(See Figure 3.3.8) Left Platoon, MARCH”
The platoon leader of the
lead platoon commands “Column Right.”
All other platoon leaders command “Forward.”
On the command of execution “MARCH,” the lead platoon stands fast,
and the second platoon executes a column right, marches 12 steps past
the right file of the first platoon, and executes a column left. As they
come in line with the base platoon, the platoon leader commands “Mark
Time, MARCH.” After the platoon has marched in place for eight counts,
the platoon leader commands “Platoon, HALT.”
The succeeding platoons execute a column right at approximately the
same location as the platoon to their front; execute a column left and
then half in the same manner as the second platoon. When the platoons
have halted in position, the company commander commands “Left,
FACE.” On that command, the platoon leaders and platoon sergeants face
in marching and assume their posts.
When executed while marching, the movements are basically the same as
from the halt except that the commander gives the command of
execution as the right foot strikes the marching surface. The lead platoon
leader commands “Mark Time.” On the preparatory command, the
second platoon leader commands “Column Right,” and the succeeding
platoon leaders command “Continue to March.”
On the command of execution “MARCH,” the lead platoon executes mark
time and marches in place (approximately eight counts) until the platoon
94 Company Drill
leader commands “Platoon, HALT.” The other platoons execute the movement in the
same manner as from the halt.
To re-form in column with platoons in column, the company commander commands
“Right, Face; Column of Platoons, Left Platoon, MARCH.” On the command “Right, Face,”
the platoon leaders and platoon sergeants face in marching and resume their posts in
column. On the preparatory command “Column of Platoons, Left Platoon,” the left
platoon leader commands “Forward, (Column Left [Half Left]).” All other platoon leaders
command “Column Half Left.”
On the command of execution “MARCH,” the left platoon executes the movement. The
other platoon leaders give the appropriate commands for following the lead platoon at
the correct distance. If necessary, the platoons following the second platoon
automatically adjust the length of their step to ensure correct distance from the platoon
to their front.
Figure 3.3.8
Company in column with platoons in line
Company Drill 95
Content Highlight:
DRILL TIPS
• The company has four prescribed formations: company in line with platoons in
line, company in column with platoons in column, company in column with
platoons in line (used primarily for ceremonies), and a company in a mass
formation. However, the company may form into a column of twos in the same
manner as the platoon.
• The company normally forms in a line formation; however, it may re-form in
column when all personnel can identify their exact position in the formation.
• The company forms basically the same as the platoon. On the command “FALL
IN,” platoons form in line, centered on, and facing the person forming the unit,
with five-step intervals between platoons.
• When in a line or a mass formation, the right platoon serves as the base; when
in a column formation, the lead platoon serves as the base.
• The first sergeant assumes the position of the company commander if there are
no officers present.
• Members of a company break ranks in the same manner as in platoon drill
except that the individuals called from the formation form on the company
commander rather than on the platoon leader.
• The company marches, rests, and executes eyes right in the same manner as the
platoon.
Dismissing the Company
The company is dismissed while at Attention. It is

usually dismissed by the first sergeant. “TAKE CHARGE OF YOUR
The first sergeant commands “TAKE CHARGE OF PLATOONS”
YOUR PLATOONS”. The platoon sergeants salute.
The first sergeant returns all Salutes with one Salute.
After Salutes are exchanged, the first sergeant and guidon bearer leave the
formation. The platoon sergeants then dismiss their platoons as in platoon drill.
When the company is dismissed by the company commander, he commands “TAKE
CHARGE OF YOUR PLATOONS.” The platoon leaders salute. The company commander
returns all Salutes with one Salute. After the Salutes are exchanged, the company
commander, guidon bearer, first sergeant, and executive officer leave the formation.
The platoon leader(s) faces about and commands “PLATOON SERGEANT.” The platoon
sergeant faces to the right in marching and marches (inclines) around the squad leader(s),
halts three steps in front of and centered on the platoon leader, and faces to theright.
Each platoon leader then directs “TAKE CHARGE OF THE PLATOON.” Salutes are
exchanged. The platoon leaders leave the formation.
The platoon sergeants step forward three steps, face about, and dismiss the platoons as
in platoon drill.
96 Company Drill
Conclusion
Company drill is yet another link in the chain of drill movements of Leadership Lab. A
weak link can break a chain, so make certain that you have reviewed this information well.
It is important that you are familiar with all of the positions and formations of company
drill before you can move on to leadership responsibilities at the company and battalion
levels, as well as battalion drill level.
Lesson Check-up
• Describe the four types of
company formation.
• Distinguish between forming a
column of twos and forming a
company mass.
• What is the standard formation
when commanded to “FALL IN?”
Company Drill 97
LESSON 4
Battalion Drill

Execute battalion drills
written techniques
• en route
• facilitate
• respective Learning Objectives
• Identify the different types of battalion formations and
related specific drill commands
• Describe the correct responses to battalion drill
commands
• Describe the correct responses to inspection commands
• Identify the locations of the key platoon, company, and
battalion personnel in battalion formations
• Define key words: en route, facilitate, respective
98 Battalion Drill
Essential Question
What are the specifics involved
in the formations and
inspection procedures for
battalion drill?
This lesson uses content from “U.S. Army TC 3-21.5” dated 20 January 2012.
Refer to this Training Circular for more information on Battalion Drill.
Introduction
This lesson covers battalion drill

formations “without arms” and
inspections. Your knowledge and
recall of company drill from previous
lessons will be vitally important in
understanding this lesson. Pay
special attention to the differences
between the roles of key
personnel—at the platoon,
company, and battalion levels—in
battalion drill.
This lesson teaches you the
Figure 3.4.1
formations and inspection
procedures for battalion drill. Battalion drill provides the procedures for executing
company drill in conjunction with other companies in the same formation. For drill
purposes, a battalion consists of a headquarters section, or the battalion staff, Colors, and
two or more companies.
Formations
The battalion has two basic formations – a line and a column. Separate elements may be
arranged in several variations within either formation.
Options for battalion line formation (See Figure 3.4.3 for an example of the battalion in
line formation):
• The battalion in line with the companies in line with platoons in line
• The battalion in line with the companies in column with platoons in line
Options for battalion column formation line (See Figure 3.4.4 for an example of the
battalion in column formation):
• The battalion in column with companies in column, or companies in mass
• The battalion in column with companies in column with platoons in line
When the battalion participates as a separate element of a larger formation, or if space is
limited, the battalion can form in a mass formation. (See Figure 3.4.5 for an example of
the battalion in mass formation)
Battalion Drill 99
Figure 3.4.2
Key to Battalion Graphics
Figure 3.4.3
Battalion in line with companies in line or mass
Figure 3.4.4
Battalion in mass formation
Figure 3.4.5
Battalion in column with companies in column or mass
100 Battalion Drill

Forming and Dismissing the Battalion
To facilitate the forming of a larger unit, the commander normally alerts

the component units as to the desired formation, time, place, route,
uniform, and the sequence in which the units will form. Unless the right
guide’s position at the formation site has been previously marked, the
guides report to the site and receive instructions before the arrival of the facilitate:
troops. To ease the
The commissioned staff forms in one rank, at normal interval and accomplishment of a task
centered on the commander. Staff members are normally arranged in respective:
their numerical order from right to left. When enlisted staff personnel
Related, belonging, or
form as part of the officer staff, they form two steps to the rear of their
assigned to
respective staff officer. The command sergeant major forms one step to
the rear and centered on the Colors.
FORMING THE BATTALION

The adjutant is responsible for the “ATTENTION”
formation of troops. He takes a “Sir, the battalion is formed”
position at the right flank of the line
on which the units are to form and
faces down the line. He remains facing down the line until all units are
formed and then marches to his post midway between the line of troops
and the proposed position of the commander. As the battalion
commander and his staff approach, the adjutant commands (directs) the
units to “ATTENTION”, faces the commander, salutes, and reports, “Sir,
the battalion is formed.”
The battalion commander returns the
salute and commands “POST.” The
adjutant marches forward, passes to the
commander’s right, and takes his post as
the right flank staff officer. The battalion
commander then commands actions as
desired.
Normally, the Colors are positioned at
the center of the battalion when formed
in line or column and four steps to the
rear of the staff when formed in mass.
Figure 3.4.6
DISMISSING THE BATTALION

To dismiss the battalion, the “TAKE CHARGE OF YOUR
battalion commander directs “TAKE UNITS”
CHARGE OF YOUR UNITS.” The
company commanders and battalion
commander exchange salutes. The battalion commander returns all
salutes with one salute then dismisses the staff. In a battalion mass
formation, the platoon leaders form as the first rank of Cadets. The right
flank platoon leader serves as the guide.
Battalion Drill 101

Inspecting the Battalion
Figure 3.4.7
When inspecting the battalion, the adjutant

forms the battalion in line with companies in line “PREPARE FOR INSPECTION”
and platoons in line. “AT EASE”
The adjutant forms the Cadets, reports, and takes
a position with the staff as previously described.
After the adjutant joins the staff, the battalion commander directs “PREPARE FOR
INSPECTION.” Unit commanders face about and give the same directive. The platoon
leaders prepare their platoons for inspection in the same manner as in company drill.
When all platoons in each company have completed open ranks and dress right, the
company commanders face the battalion commander. When all company commanders are
again facing the battalion commander, the battalion commander commands “AT EASE.”
Because of the time involved in inspecting a battalion, the battalion commander normally
directs the staff to inspect the companies, while they inspect the Colors and make a general
inspection of the battalion.
As the battalion commander (or the designated staff officer) approaches a company, the
company commander faces about, salutes, and reports “Sir, ___ Company is prepared for
inspection.” The inspecting officer then proceeds to the first platoon to be inspected. The
company commander takes a position to the left of the inspecting officer.
NOTE:
In the event a platoon has already been inspected, or it is still
waiting to be inspected, and the battalion commander approaches,
invite him/her to inspect the platoon.
Conducting an in-ranks inspection of units in battalion drill involves the same procedures as
in company drill. However, since we did not cover those procedures previously, the
following sections on company drill inspection apply.
102 Battalion Drill

COMPANY DRILL PROCEDURES (for review purposes)
Forming for Inspection
The formation for inspecting personnel and equipment in-ranks is company in line with
platoons in line. With the company in a line formation, the company commander directs
“PREPARE FOR INSPECTION.” Platoon leaders (or Platoon Sergeants if First Sergeant is
conducting the inspection) then face about, open ranks, and align the company. When all
platoon leaders are facing the front, the company commander commands “AT EASE.”
The company commander may direct the first sergeant and executive officer to
accompany them during the inspection. If they do so, they take a position at normal
interval (close interval if the company is at close interval) to the left of the company
commander.
Inspecting the Cadets

During the inspection, the guidon
bearer, officers, and noncommis-
sioned officers who are not in ranks
assume the position of attention as
the inspecting officer approaches
their positions. They resume the At
Ease position after being inspected
(if armed, they do not execute
Inspection Arms).
The company commander begins
the inspection by stepping forward
and inspecting the guidon bearer.
The company commander then Figure 3.4.8
faces to the half left in marching
and proceeds to the right of the line. While approaching the right flank platoon, the
platoon leader commands, over the right shoulder, “Platoon, ATTENTION.” After the
company commander halts directly in front of the platoon leader, the platoon leader
salutes and reports, “Sir, the platoon is prepared for inspection.” The company
commander returns the salute and inspects the platoon leader.
The company commander then directs the platoon leader to lead them through the
inspection, faces to the half left in marching, and halts directly in front of the squad leader
of the first squad. As the company commander faces to the half left in marching, the
platoon leader faces to the right in marching, inclines, and halts directly in front of the
second Cadet in the first squad and on line with and at normal interval (close interval) to
the right of the company commander. The other platoon leaders execute the same
actions as the company commander approaches their platoons.
As soon as the platoon leader and company commander have halted in front of the first
two Cadets, the platoon leader commands “Second, Third, and Fourth Squads, AT EASE.”
When moving from Cadet to Cadet during the inspection, the company commander and
platoon leader (as well as the executive officer and first sergeant) simultaneously face to
the right in marching, take two short steps (one step if the company is at close interval),
halt, and face to the left.
After the company commander has inspected the last Cadet in the front rank, the platoon
leader hesitates momentarily and allows the company commander to walk in front while
inspecting the front rank from the rear. As the company commander inspects the rear of
each rank, the platoon leader commands the next squad to attention. Then, as they begin
Battalion Drill 103

to inspect the next rank, the platoon leader commands the last rank
inspected to stand At Ease.
Normally, when inspecting the rear of each rank, the company
commander conducts a walking inspection. As the commander inspects
the rear of the last Cadet in each rank, they turn and halt directly in front
of the squad leader of the next rank. The platoon leader turns and halts
directly in front of the second Cadet. The executive officer and first
sergeant march past (behind) the company commander and assume their
positions to the left.
Inspection with Arms

As the company commander halts directly in
front of, and facing, the individual being
inspected, the individual executes Inspection
Arms. If the company commander wants to
inspect the individual’s weapon, they will
inspect it first, then the individual’s uniform
and appearance. As soon as the company
commander grasps the weapon, the individual
releases it and resumes the Position of
Attention. When the company commander
finishes inspecting the weapon, they return it
Figure 3.4.9 in the same manner as receiving it.
In the event the company commander does not inspect the weapon, the
Cadet remains at Inspection Arms until the company commander moves
to, and is facing, the next Cadet. Then, the previously inspected Cadet
executes Ready, Port Arms, and Order Arms.
Completing the Company/Platoon Inspections

When the company commander finishes inspecting the platoon, the
platoon leader commands the platoon to Attention and overtakes the
company commander en route back to the front of the platoon. The
platoon leader halts at his post (six steps in front and centered on the
en route: platoon), faces the front, and exchanges salutes with the company
In motion towards a commander. The company commander (executive officer and first
destination sergeant) faces to the right in marching and moves to the next platoon.
As soon as the company commander clears the first platoon, the platoon
leader faces about, commands “Close Ranks, MARCH” and “AT EASE,”
then faces about and executes At Ease. After the company commander
completes the inspection of the last platoon, he/she returns to the post at
the center of the company and commands the company to Attention.
Completing the Battalion Inspection
When the battalion commander and staff officers have completed their
inspections and are en route back to their posts, the company
commanders bring their units to Attention, Close Ranks, and At Ease.
When the battalion commander and staff reach the front of the
formation, the inspection is complete.
104 Battalion Drill

Content Highlight:
DRILL TIPS
• The right flank unit serves as base when in a line formation, whereas the lead
element is the base when in column.
• To facilitate the forming of a larger unit, the commander normally alerts the
subordinate units of the desired formation, time, place, route, uniform, and
the sequence in which the units will form.
• Unless the S-3 has previously marked the position of the right guides at the
formation site, the right guards report to the site and receive instructions prior
to the arrival of the Cadets.
• The commissioned staff forms in one rank at normal interval and centered on
the commander. The commander-of-troops normally arranges the staff
members in numerical order (S-1, S-2, S-3, S-4, etc.) from right to left as they
face the battalion.
• When enlisted staff personnel form as part of the officer staff, they form two
steps to the rear of their respective staff officer.
• The command sergeant major forms one step to the rear of the commissioned
staff, and centered on the commander, or one step to the rear, and centered
on the Colors when in a battalion mass formation.
Conclusion
Now that you have reviewed battalion formations and inspections, you can see how each
echelon continues to build upon previously learned skills. These new skills will enable you
to perform drill in larger units. Study and practice will make your drill performance
outstanding.
Lesson Check-up
• What is the correct procedure
for forming the battalion for
inspection?
• What is the correct procedure
for inspecting arms in ranks?
• Distinguish among the purpose
for forming, inspecting, and
dismissing a battalion.
Battalion Drill 105

Figure 4.0
106 Chapter 4: Service Learning

Chapter Outline
LESSON 1: Managing a Service Learning Project (p.108)

What management functions and planning tools can you use to help
you manage a successful service learning project?
Chapter 4: Service Learning 107

LESSON 1
Managing a Service Learning Project

Manage a service learning project
• Gantt Chart • Communicate using verbal, non-verbal, visual, and
written techniques
• implementation
• PERT Chart community, country, and the world
• project management • Take responsibility for your actions and choices
Learning Objectives
• Describe the four project management phases
• Identify the critical components needed for successful
project management
• Identify the key features of Gantt and PERT charts
• Define key words: Gantt Chart, implementation, PERT
Chart, project management
108 Managing a Service Learning Project

Essential Question
What management functions and
planning tools can you use to help
you manage a successful service
learning project?
Introduction
Projects, like your service learning project, have definite beginnings and
endings. That makes them somewhat different from ongoing work and
requires special management skills. Your project team may be composed
of people outside those you directly supervise; however, you will be
responsible for supervising their work on the team. All the knowledge
and skills you have learned thus far in your JROTC program will come to project management:
play when you need to manage the entire service learning project as a The authority to plan,
member of the management team or as the project team leader. organize, and direct tasks
towards a specific goal
This lesson helps you identify critical issues associated with project
management stages, understand how to use appropriate tools in implementation
managing a project, and learn and practice a variety of techniques To put into action
required to manage projects, like your service learning project,
successfully.
The Stages of Project Management
Figure 4.1.1
By now, you’ve learned about the five functions of managing resources:
planning, organizing, coordinating, directing, and controlling. Managing a
project like service learning is actually an extension of the five
management functions. The four-stage model for project management
includes the definition, planning, implementation, and follow-up stages.
Managing a Service Learning Project 109

In the definition stage, you organize the data, sort complex information,
and clarify the goals in consideration of the organization’s goals. In the
planning stage, you think ahead, seek expert advice, maintain objectivity,
and identify subdivisions of the project. The implementation stage is
where you monitor the performance, establish contingencies, and plan for
prevention. Finally, the follow-up stage requires you to evaluate the
results and make recommendations.
The following management functions are used in various stages of project
management.
PROJECT MANAGEMENT
MANAGEMENT STAGE FUNCTIONS USED
Definition Planning
Planning Planning / Organizing
Implementation Coordinating / Directing / Controlling
Follow-up Controlling
Tools for Project Management

Gantt Chart:
It is important for you to set objectives and establish a basic strategy for
A chart showing the flow of achieving the objectives with regard to issues like time, cost, etc. It is also
activities in sequence important for you to break the project down into subunits or steps once
the extent of the project’s goals is determined. You will need to develop a
project schedule and identify the sequence in which actions should take
place.
GANTT CHART
One way of displaying the time relationship of the steps in the project is
by using a Gantt Chart (see Figure 4.1.2). Henry Gantt, an industrial
engineer, introduced this procedure in the early 1900s. The chart shows
the flow of activities in sequence.
Figure 4.1.2

To create a Gantt Chart you must list the steps required to complete the
project and the estimated time for each step. The steps are listed down
the left side with time intervals given along the bottom. When the chart
is finished, one can see the minimum total time for the project, the
sequence of steps, and the possible overlapping of steps. You will need to
watch for overuse of resources. This chart is more detailed than the
planning chart used in the lesson: Planning for Service Learning.
PERT CHART
Figure 4.1.3
Another useful tool in project management is PERT Chart (see Figure

4.1.3). PERT stands for Program Evaluation and Review Technique, and
this planning method helps the project team to:
• Be mutually aware of the process and sub-goals
• Contribute to and share in the decision made about how, when, PERT Chart:
and by whom activities are done A chart identifying
• Make more efficient use of resources by concentrating effort and sequences of dependent
time on critical tasks rather than devoting time to subtasks while activities
tasks of greater priority lack hands
• Re-evaluate the project while it is underway
• Reallocate resources to cope with unexpected blocks to task
accomplishment or to take advantage of unanticipated success in
meeting some sub-goals

PERT is a group-analysis flowchart procedure that begins with identifying the sequences
of dependent activities. Take a look at the following example for planning a picnic.
Content Highlight:
IDENTIFYING SEQUENCE
You begin at the end, such as:

1. Before we can arrive at the picnic grounds, we must travel there in the car.
2. Before we can travel in the car, we must
fill up the gas tank and check the oil.
3. Before we do that, we must have traveled
to the service station.
4. Before we can start out for the service
station, we must have loaded all the
supplies in the car—except ice, which
we can get at the gas station.
So we draw a network of activities, each of which
ends in an event.
Figure 4.1.4
Another example of this is you’re getting up each morning to “get to school.” Suppose
you need to be at school no later than 8 a.m. You would list all the events that need to
take place from the time you wake up to the time you arrive—AND the length of time it
takes you to do each event. You would then back out from 8 a.m. to determine what time
you would need to set your alarm clock.
Putting all this together is
your responsibility as project
team leader. You will need a
working knowledge of these
tools, your communication
skills, your skills for setting
expectations, provide
continual evaluation, and
follow-up using the
appropriate leadership style.
Your knowledge in leading
meetings will also come in
handy here. You see, it is
time to put it all together so
you can lead your project
team and manage the service
learning project.
Figure 4.1.5

Conclusion
In this lesson, you learned to identify critical issues associated with project management
stages, understand how to use appropriate tools in managing a service learning project,
and practice using a variety of techniques required to manage projects successfully.
Lesson Check-up
• What are the four stages of
project management?
• How are the stages of project
management and functions of
management related?
• How is a PERT Chart different
than a Gantt Chart?

Figure 5.0
114 Chapter 5: Citizenship and Government

Chapter Outline
LESSON 1: Challenges to Fundamental Principles (p.116)

How do our nation’s fundamental principles affect debates about current
issues?
LESSON 2: The Future of Citizen Rights (p.128)

How might current trends impact citizenship and democracy in the future?
Chapter 5: Citizenship and Government 115

LESSON 1
Challenges to Fundamental Principles

Examine how competing principles and values challenge the
Key words fundamental principles of our society

• fundamental
• principle
• surveillance written techniques
• transparency • Do your share as a good citizen in your school,
Learning Objectives
• Explain the importance of fundamental principles
• Compare positions on issues related to the fundamental
principles and values of government and individual
rights in American society
116 Challenges to Fundamental Principles

Essential Question
How do our nation’s
fundamental principles affect
debates about current issues?

• Define key words: fundamental, principle, surveillance, transparency
Introduction
When you’ve studied American history, have you ever wondered how it
relates to our society and our government today? In many ways, the
history of our nation shows the building blocks for where our society is
today. In this lesson, you will see how fundamental principles from our
own history and values of our government relate to contemporary issues. fundamental:
You’ll also consider the difficulty in balancing different principles and Basic, primary, or of
values in specific situations. central importance
This lesson is a little different from other lessons. Here you’ll be asked to principle:
consider different viewpoints. To have an informed viewpoint, you may
A basic truth or idea that
need to research a topic on your own. However, facts alone won’t always
serves as the foundation
help resolve the challenges confronting fundamental principles.
The Importance of Fundamental Principles
Fundamental principles are the ideas that

guide our government. In theory, they
are the foundation for new laws and
regulations that are created and
enforced. In this lesson, we’ll
look at five fundamental
principles:
• Consent of the governed
• Representative
government
• Limited government
• Individual freedom
• Rule of law Figure 5.1.1
Challenges to Fundamental Principles 117

These principles are based on fundamental values—our most basic ideas about what is
important. While individuals have different values, historians mostly agree that the
founding principles of our nation rest on the values of patriotism, truth, diversity, equality of
opportunity, justice, the common good, and individual rights to life, liberty, and the pursuit
of happiness. These values can also conflict with each other.
Many of the debates lawmakers have about whether to vote for a proposed law have to do
with these basic values and principles. While the founders considered these principles the
basis for our federal government, you’ll see that these ideas are so powerful they carry into
debates about state and local legislation.
“SUPER-SIZED” SUGARY DRINKS
In 2012 the New York City Board of Health approved a ban on the sale of “super-
sized” sugary drinks. The Mayor at that time, Michael Bloomberg, wanted the
ban as a way to combat obesity and deadly health problems associated with over-
consumption of sugary drinks. He argued that the public supported it and it would
save lives. Supporters of the “super-size” rule also pointed out that if people
wanted more sugary drinks, they could still buy two or three smaller containers.
This may not seem like an important issue—but many people and businesses were
outraged by the proposal. They said the government shouldn’t be able to decide
what size drink they can buy. They were reacting to the principle of individual
freedom.
Eventually the courts struck down the rule, but not on
the grounds of individual freedom. The courts ruled that
the Board of Health did not have the authority to make
such a rule: “By choosing among competing policy goals,
without any legislative delegation or guidance, the Board
engaged in law-making and thus infringed upon
the legislative jurisdiction of the City Council.” In
short, the Board of Health exceeded its powers.
This touches on the principles of limited
government and consent of the governed.
However, the courts did not address another
fundamental idea about government—that
government shall serve the public good.
Figure 5.1.2
Fundamental principles remind us of our government’s role and purpose. They keep our
society from straying too far from the ideas that our nation is based upon. Our nation’s
founders were aware that circumstances of their era would change in the future. And
indeed, we have added amendments to the Constitution as our principles were challenged.
For example, amendments put an end to voting bans based on race, color, gender, or age
over 18. These changes to the Constitution are based on the fundamental principle of
individual rights. People who consider our Constitution a “living document” often point to
amendments as an example of how our nation can adapt to changes in society without
betraying fundamental principles.

A Common Theme: Individual Rights v. Rights of Society
The tension between the rights of indivi-

duals (personal liberty) and the rights of
society (safety, obeying laws, etc.) is one
that you will see again and again.
Frequently, as the rights of the individual
increases, the rights of society decrease.
Likewise, as society’s rights increase,
individuals lose rights.
Consider airport security. In 1960, airports
did not routinely check passengers for an
ID or search luggage. As threats to safety
increased, so did security requirements.
After the terrorist attacks in 2001, the govern- Figure 5.1.3
ment created an agency to be in charge of airport security. Now, air travelers must
display ID, walk through body scans, and have their luggage searched. If you ask air
travelers about security, they may complain about the process, but the vast majority
understands that security screens are balanced by the need for safety.
As you read conflicting principles, consider how many issues touch on the rights of the
individual versus the rights of society.
Individual Rights
Figure 5.1.4
Individual rights are protected by the Bill of Rights in our Constitution. For example, no
one can take away your right to practice the religion of your choice. The value of
individual rights to “life, liberty, and the pursuit of happiness” comes from our Declaration
of Independence. It’s one of the core values of our society. However, individual rights
can be interpreted differently and can also be in conflict with other fundamental values
and principles.

YOUR RIGHTS WITH POLICE
The job of police is to protect society—and individuals—
from lawbreakers. Do you know what your rights are if a
police officer wants to talk to you? If an officer stops you
and questions you? If you are arrested? Let’s look at a
few situations.
• Police have the power to approach people
and ask questions. It doesn’t mean they
necessarily think you have done some-
thing wrong. They might just be seeking
information about a reported suspect.
Remember, their job is to enforce laws
and keep the community safe from
criminals. So it’s reasonable to answer
their questions honestly. If you answer
dishonestly, you can get into trouble for
obstructing justice. However, legally you Figure 5.1.5
have the right to remain silent.
• Suppose an officer stops you using a show of force or authority—the police
literally say “Stop. I need to ask you questions.” They may also show their
badges or pull out a weapon. In general, if police stop you in this way, they
have to be able to justify (possibly in court at a later date) that there was a
legitimate reason to stop you or suspect you in some way. If police recite
your rights (such as the right to remain silent), it means they suspect you of
committing a crime. Again, you have the right to remain silent. You also
have the right to refuse a search of your home or car, unless the officer has
a search warrant. You also have the right to ask if you are free to go.
• If you are stopped for a traffic violation, such as speeding, stay in your car
until approached. The police will tell you why you were stopped. Never run
from police, touch a police officer, or argue. Resisting arrest is a crime.
• If you are arrested, you have the right to remain silent, to refuse to answer
questions, to refuse to sign documents, and to speak with an attorney that will be
appointed to you if you request it. You also have the right to make one phone call.
BALANCING FREEDOM
Balancing individual rights and society’s rights is not a new problem. The Founders
of our nation grappled with this problem when they drafted the Constitution.
Consider the following quotes.
“They that can give up essential liberty, to obtain a little temporary safety,
deserve neither liberty nor safety.” – Benjamin Franklin
“Liberty, too, must be limited in order to be possessed.” – Edmund Burke
“Since the general civilization of mankind, I believe there are more
instances of the abridgment of the freedom of the people by gradual
and silent encroachments of those in power, than by violent and sudden
usurpation.” – James Madison

Now imagine you are a police officer trying to stop a drug dealer or apprehend a robber.
How do the rights of the individual hamper your job? If there was widespread crime, how
free would you feel to walk down the street, drive your car, or conduct other daily
activities?
WEAPONS RIGHTS
The right to own weapons is found in the Second Amendment to the Constitution. It
states: “A well-regulated Militia, being necessary to the security of a Free State, the right
of the people to keep and bear Arms, shall not be infringed.” For many decades our
nation has debated gun rights. One side of the debate argues against any regulation of
gun ownership. The other side calls for gun registration, background checks, and bans on
military-type assault
weapons. The debate over
guns has become more
inflamed as the number of
mass shootings has increased
in our nation. How would
you balance the right of
citizens to own weapons with
public safety rights? If you
were a police officer, would
you want more citizens or
fewer citizens to have guns?
Figure 5.1.6
RELIGIOUS FREEDOMS AND SOCIAL CUSTOMS

No one questions the right of individuals to
practice their religion. However, if you
belong to a religion other than Christianity,
you might feel that your religious
holidays are not treated the same as
Christian holidays such as Christmas
or Easter. Should our society
acknowledge all religious holidays,
by allowing students and employees
to stay home on those days? What
do you think about the low age for
marriage in some religions and
cultures? Should the government
allow that because of religion or
culture? Or is society best served by
not allowing children and teenagers to
marry?
Here’s another question about freedom of
religion. Suppose you are a Christian City Clerk whose Figure 5.1.7
job it is to issue marriage licenses. Should the law force you to
marry people who don’t have your religious beliefs? What about the rights of the people
who want to get married? Are they being discriminated against based on religion? If your
job requires you to do something your religion does not agree with, should you get
another job or be accommodated? How would you balance the rights of the two sides?

Consent of the Governed
Consent of the governed is not explicitly part of our Constitution.

However, the Declaration of Independence states: “Governments are
instituted among Men, deriving their just powers from the consent of the
governed.” In other words, government is created by the people and for
the people. The government gets its power from the people because
people consent. If enough people don’t like the government, they can
change it. Consent of the governed is the most basic principle of a
democracy. It is closely tied to the idea of democracy and the right to
vote.
Consider the topics listed below. How do the issues they raise challenge
the principle of the consent of the governed?
VOTING LAWS
Several states have passed laws requiring voters to present a
photo ID in order to vote to prevent voter impersonation.
Critics of these laws say they place a burden on people
who don’t have a driver’s license, such as the poor,
young, elderly, and urban residents. Some states have
also reduced the number of hours available for people to
vote and have made it very difficult for ex-felons to vote.
How do you think these laws affect voter participation and
the consent of the governed? How would you balance this
Figure 5.1.8 principal with the value of truth and the potential for voter
impersonation? Should voting be mandatory? If so, how
would it be enforced?
SURVEILLANCE AND SECURITY

Government has the right to protect its
citizens from foreign or domestic attacks by
surveillance: terrorists. This has been often done by
Close observation or data surveillance – close observation of suspects.
collection of a suspect Should the government be allowed to collect
Figure 5.1.9
transparency: “private” data on all citizens from their phones and
In this case, openness and internet accounts? How does this compare with security checks and body
visibility about what the scans at airports, where there is implied consent from travelers?
government is doing or
plans to do
TRANSPARENCY AND SECRECY
Transparency in government has to do with
citizen’s ability to know what our
government is doing. In this meaning of the
word, transparency is the opposite of
secrecy. However, sometimes secrecy
makes sense. People have come to expect
that governments have “top secret”
information in times of conflict or war. This is
information that could harm our troops or
Figure 5.1.10
our nation if our enemies knew about it.

Consider the secret drone mission used to attack terrorists in other countries, or secret
prisons used to detain suspected terrorists. What would happen if terrorists found out
about this? Clearly, it would expose our troops and citizens to attack.
Now consider treaties made with other nations about trade. Congress must approve the
treaties. If the content of the treaties is kept secret, how can citizens consent or even
have an opinion about it? Should proposed treaties be transparent to the public before
Congress votes on them?
Representative Government
The Articles of the U.S. Constitution created a

representative government. In a representative
government, people choose leaders to make laws on
their behalf. Because citizens have the power of the
vote, they can choose or reject candidates who want
to represent them. This is one way citizens have
indirect power over government.
CAMPAIGN FINANCING
Since modern times, money has been part of politics.
Candidates running for office collect money from
their supporters to pay for the cost of running a
campaign, such as advertising their positions and
Figure 5.1.11 qualifications, travel, and staff.
In recent years, we have seen a huge growth in the amount of money spent on campaigns.
At the time of this writing, much of the money comes from groups that are not required
to disclose their contributors. The Supreme Court ruled in 1976 that laws limiting
campaign spending violate constitutional rights to free
speech and association. More recently in 2010, the
Supreme Court ruled that corporate money spent on an
election’s political broadcasts cannot be restricted. Do you
think these rulings have had an effect on candidates
running for office? On representative
government? Would you think about
this issue differently if candidates were
required to publicly disclose all of their
contributions? Would you favor a
constitutional amendment to address
campaign financing?
What other issues do you think
challenge representative
government? Is the Electoral
College truly representative or
should presidential elections
be based purely on popular
votes? What about primary
elections, do party caucuses
support representative
government?
Figure 5.1.12

Rule of Law
The idea of rule of law states that people, including those who govern, are bound by the
law. Everyone—the president, generals, police officers, rich, and poor alike—must follow
the law.
EXECUTIVE ACTIONS
One of our principles is that proposed laws are made by Congress and signed into law by
the president. So what happens when a president issues an executive action and makes a
new rule about the way something is done?
For example, because there was not a
feasible way to enforce immigration
laws on undocumented immigrants
who arrived in the U.S. as children, an
executive order was issued to agencies
that they should postpone enforcing
the law against these immigrants.
Does this executive order challenge the
rule of law? What happens to respect
for laws, when laws are not enforced
or not able to be enforced? Or was
this a practical move by the president,
because the current law was outdated
for the social realities, there was not
enough staffing to enforce laws, and
Congress was unable to pass legislation
Figure 5.1.13
on this issue?
WHAT IS A LAW?
You know what a law is. However, have you considered how laws can be undone?
Or how some things that are NOT laws, are so embedded in our society that they
seem to be law? For example, in the past people who married outside of their
religion were ostracized, even though there was no law against it. The following
quotes illustrate different perspectives on law.
“No written law has ever been more binding than unwritten custom supported by
popular opinion.” – Carrie Chapman Catt
“The people made the Constitution and the

people can unmake it. It is the creature of their
own will, and lives only by their will.” – John
Marshall
“When I refuse to obey an unjust law, I do not

contest the right of the majority to command, but I simply
appeal from the sovereignty of the people to the sovereignty
of the mankind.” – Alexis de Tocqueville
Figure 5.1.14

NEW LAWS
If people think a law is bad, how
do they change it? In some cases,
people have protested unjust laws
by intentionally breaking them.
During the Civil Rights movement
of the 1960s, African Americans
were arrested for sitting in “whites-
only” sections of a restaurant. Do
you think we have current laws
that are unjust? If so, how would
you protest?
Consider another example. In
1971, the Public Health Cigarette
Smoking Act went into effect
banning cigarette ads on television
and radio. Did this law conflict
with individual freedom? Did
government over step its “limited” Figure 5.1.15
authority by outlawing cigarette manufacturer’s
electronic advertising on public airwaves?
Role and Size of Government
The idea of limited government comes from the Ninth and Tenth Amendment to our
Constitution. The Ninth Amendment says people retain rights not expressly written in the
Constitution. The Tenth Amendment says the powers of the federal government are
expressed in the Constitution; all remaining powers are reserved for the states.
Figure 5.1.16

Government has often expanded to meet the needs of citizens or “the common good.” For
example, government expanded to provide healthcare coverage for the elderly and disabled
through Medicare. Our nation has had free, mandatory education since the late 1800s, and
extended it across the nation by the 1920s. While public education was an enormous
benefit to citizens in countless ways, it also expanded government in ways that were not
defined by the constitution. With the tax money collected for public education, local
governments could build schools, hire teachers, and make rules about what was taught in
school. The federal role in education is limited. Because of the Tenth Amendment, most
education policy is decided at the state and local levels.
Figure 5.1.17
In reality, government also expands to address problems to other aspects of our democracy.
Consider the Internal Revenue Service. The IRS is responsible for collecting federal taxes
from citizens. Because some people cheat on their taxes, IRS employees have the
responsibility to look for and prosecute tax fraud. Just finding instances of fraud or identity
theft is a huge job and the IRS has employed thousands of people for this reason—an
expansion of government. However, between 2010 and 2015, the budget for the IRS was
cut, leading to almost 10,000 fewer employees to enforce tax laws.
This tension between the size of government agencies and its ability to stop fraud is not
limited to the IRS. Government programs like Medicare also need thousands of employees
to process payments, send letters, look for fraud, and so on. Has the challenge to limit
government spending in certain agencies been a detriment to the functioning of the
government as a whole? Or is it better to limit the role of government in these areas and
have less regulation in the first place? How can government balance its function and size
with the need for honesty and rule of law?
For example, in the early part of this century our nation went to war in Iraq without drafting
citizens. It was able to do this in part because it made contracts with private companies to
take on some of the roles that soldiers would normally take. By 2008, the government
employed 155,826 private contractors in Iraq—and 152,275 troops. This degree of
privatization is unprecedented in modern warfare. How do you think using private
companies in war zone affects the role of government? How do you think it affects public
opinion about a war? Who is accountable if a private contractor does something wrong,
and creates more conflict in another nation?

Conclusion
In this lesson, you’ve considered some of the challenges in balancing conflicts between
fundamental principles. You’ve seen that the questions about fundamental principles
are not easy ones to answer. In our system of government, these questions are often
answered after much debate. And sometimes, the answers change as our society
changes. As you grow older and live through more decades, you will see how our nation
addresses some of the challenges mentioned in this lesson.
Lesson Check-up
• Why are fundamental principles
important?
• Explain why the rights of the
individual are often in conflict
with the rights of society.
• Do you think some fundamental
principles are more important
than others?

LESSON 2
The Future of Citizen Rights

Develop solutions for future challenges to citizen rights
• automation • Build your capacity for life-long learning
• cyberattack • Communicate using verbal, non-verbal, visual, and

written techniques
• infrastructure
• instability community, country, and the world
• social cohesion • Take responsibility for your actions and choices
Learning Objectives
• Describe the potential impacts of increased diversity
• Explain some of the ways developments in technology
might impact direct democracy, privacy, and free speech
• Explain how terrorism and cyberattacks can limit citizen
freedoms
128 The Future of Citizen Rights

Essential Question
How might current trends
impact citizenship and
democracy in the future?

• Explain why economic instability can pose a threat to democracy and citizen
rights
• Define key words: automation, cyberattack, infrastructure, instability, social
cohesion
Introduction
The world changes every day.

More people are born, new
products are invented, new
conflicts arise, and new ideas
spread. Change often happens
faster than our laws can
respond. In addition, these
changes can have an enormous
effect on citizen rights. In this
lesson, you’ll look toward the
future and speculate how
trends we are seeing today may
pose questions for citizen rights
in the future. You’ll examine
the impact of diversity,
technology, terrorism, and
economic trends on citizenship
and democracy. Figure 5.2.1
Diversity and Social Change
Our nation is becoming more diverse. Population experts predict that the United States
will have more people of different races, ethnic backgrounds, and religions in the future.
To some, future diversity is no different from what has been going on throughout our
The Future of Citizen Rights 129

nation’s history. We started out as a nation of immigrants, and we
continue to be. The diversity of our population has strengthened the
ideals that are important to all humans, regardless of their background.
Diversity can also enrich our culture and make us more understanding of
people who aren’t like us or live in another country.
social cohesion:
The ability of society’s Others worry that too much diversity will cause us to lose the common
members to cooperate with ties that bind us as a nation. They fear that social cohesion will erode if
one group is pitted against another. This could also damage our ideas
each other and acknowledge
about the common good, as people become more focused on their own
shared interests
self-interests. What obligations do you think you have toward people
who have social, religious, or political beliefs with which you disagree? Is
there such a thing as too much diversity?
BEING AN AMERICAN
In 1915, President Woodrow Wilson addressed a group of 4,000

newly naturalized citizens. Read the quote below. Do you think it
has meaning for immigrants who are becoming
naturalized citizens today? Why or why not?
“You cannot become thorough Americans if
you think of yourselves in groups. America
does not consist of groups. A man who
thinks of himself as belonging to a parti-
cular national group in America has
not yet become an American, and the
man who goes among you to trade
upon your nationality is no worthy
son to live under the Stars and Stripes.
My urgent advice to you would be, not
only always to think first of America, but
always, also, to think first of humanity. You
do not love humanity if you seek to divide
humanity into jealous camps.”
Figure 5.2.2
Technological Impacts on Citizenship
Thousands of science fiction novels speculate how technology may

change society—how humans work, interact with each other,
communicate, and so on. Some of this speculation has been accurate.
For example, computer technology now dominates our lives. Many
people describe feeling lost without their phones or Internet access.
Some of the speculation is positive—technology could improve citizen
participation in our democracy. People have more information, faster
communication, and better tools for communicating with each other.
Consider political candidates who are able to campaign and raise money

on the Internet. They don’t have to go through news organizations or buy television ads
to spread their messages. Ordinary citizens can also use websites and social media to
organize others who share their ideas. However, not all of this is for the good. What
happens when criminals or terrorists use technology for recruiting new followers? Should
the government shut down their websites, or is that a violation of free speech?
Technology could also bring more direct democracy. Instead of citizens voting for elected
representatives, they could vote directly for or against legislation. Going to the polls to
vote and using paper ballots could become a thing of the past. Do you think this is a good
idea? How might direct democracy affect the rights of those in the minority? Under a
direct democracy, what additional responsibilities would citizens have? If there were no
paper trail, how would we know if someone “hacked” the vote—tampered with the
technology to cheat on the outcome?
Technology has already raised huge questions about privacy.
Social media and other websites can track a user’s location,
interests, friends, family, etc. They can also share your
personal information with other companies or with the
government. In addition, technology allows police or
individuals to set up mobile cell phone towers—
enabling them to listen to phone conversations and
more. Do you think citizens have a right to electronic
privacy? Who owns your personal information—you,
the government, or anyone who collects it? What
makes information about a citizen public or private?
Would you give up your privacy for access to free, easy
communication with your friends?
Electronic communication also has implications for free
speech and personal safety. Social media makes it easy for
people to bully others—they don’t even have to confront a Figure 5.2.3
person face-to-face. In some cases, social media bullying
has led to teen suicides. Should social media platforms and other websites monitor and
remove comments when there are complaints about cyberbullying? Who gets to decide
when something online has crossed the line from being a rude comment to being
harassment?
The Internet also makes it possible to
start rumors about people or create false
statements about a law or political
situation. In the case of rumors, it can be
hard to track the source of the rumor—
making it almost impossible to take legal
action against someone for libel. If a
rumor catches on, it can seriously
damage a person’s reputation.
The ugly side of the Internet is filled with
hate speeches and messages, by
terrorists who want to attack our nation
and other nations, and by “pirates” who
steal copyrighted content and post it on
Figure 5.2.4
a website. The government has the
ability to block these sites.

It has blocked “pirate” sites that are in clear
violation of copyright law. However, there are
problems in blocking sites that encourage hatred.
Where do you draw the line between free speech
and government suppression of ideas it disagrees
with? How would you answer this question?
Some governments have blocked websites of
many writers and political opponents. They have
also blocked search results, so that if someone is
searching for different opinions, they won’t find it
on the Internet. In this case, the government has
acted to protect its power, not the free speech of
Figure 5.2.5 its citizens. Do you think blocking websites is the
same as censorship?
Terrorism and International Relations
Technology also plays a

role in broader issues,
such as terrorism and
international relations.
The terrorist attacks on
our nation in 2001 led to
extraordinary measures
to prevent additional
attacks and monitor
potential suspects. In
2013, an employee
leaked information to Figure 5.2.6
show that the National
Security Agency (NSA) was conducting massive surveillance of Internet
communication and phone records of U.S. citizens and citizens of other
nations. Technology and the cooperation of private technology
companies made this government surveillance possible. Many people
were outraged by the news of our government collecting data on citizens.
However, others argued the government did what was needed for
national security. The debate on this issue may grow in the future, as
technology becomes more sophisticated—and if more people plot attacks
against large groups of people.
Fear of terrorism can also affect other aspects of daily life. What happens
cyberattack:
if people become more fearful of travelling within and outside of the U.S.?
An attack that causes Fear can also divide citizens and make them less tolerant of fellow
computer systems or Americans who have a different religion or ethnic background. How
computer programs to might that affect our trust in strangers and other nations? Some
malfunction observers have said the goal of terrorists is to make us afraid and less
infrastructure: free. How do you think citizens react to world events when they are
The basic physical and afraid and feel less free in their daily lives? Do you think it makes a nation
organizational structures a more likely to go to war?
society needs to operate Cyberwarfare is another threat our nation faces. Cyberattacks on compu-
ter systems can shut down huge segments of our infrastructure which rely
on computers: energy, water, transportation, telecommunications, and

finance. Because we are so dependent on computer systems for
electricity and water, daily purchases, and transportation, a cyberattack
could be devastating. Potentially, people would not have electricity,
water, or phone service. Banks might be closed if they don’t have a way
to determine account information through computer systems. Stores
would struggle to sell goods on a cash basis. Do you think we’ll see more
cyberattacks in the future? What are the implications of nations fighting
each other by attacking computer systems instead of killing people and
destroying buildings? What impact could this have on the armed forces
and the idea of citizen soldiers?
Economic Instability
As we look ahead to the near future, global and national economic issues
loom large in the daily lives of citizens. In 2015, Fortune magazine noted
that while the U.S. is the wealthiest nation in the world—as a percentage
of total global personal wealth—it is also the most unequal in how wealth
is distributed among citizens. The U.S. had the greatest concentration of
overall wealth in the hands of the proportionately fewest people. There
are a number of reasons for this dramatic change—some of it has to do
with financial regulations and some has to do with technological changes.
Figure 5.2.7
Historically, we have seen that economic inequality leads to instability,

distrust, lack of social cohesion, and sometimes unrest. When people
feel that the economic system is not treating them fairly, it can also instability:
erode trust in government—which is in charge of regulating the system The tendency for
and businesses in it. What impact do you think economic inequality has unpredictable outcomes
on citizen rights and democracy? Do you think economic inequality in or actions
our nation will get better or worse in the future?

Another economic trend that also has
implications for the future is
decreased competition in business.
For example in the U.S., there are a
small number of very large companies
that offer phone service, Internet
search, social media platforms, and
online shopping. Some economists
warn that having just a few large
companies control one part of the
market is a threat to competition, fair
prices, and quality products/services.
It also reduces citizen choices in the
marketplace and makes it difficult for
anyone else to start a business. Does
your community have many locally
owned businesses? Do you have
many national-chain restaurants?
How much control do you think a
small number of companies should
Figure 5.2.8 have in one industry? How do you
think the dominance of large,
national, or multi-national companies
affects communities and their
citizens?
THE INFORMATION ECONOMY vs. JOBS
Technologist Jaron Lanier writes: “At the height of its power, the
photography company Kodak employed more than 140,000
people and was worth 28 billion dollars. They even invented the
first digital camera. But today, Kodak is bankrupt, and the new
face of digital photography has become Instagram. When
Instagram was sold to Facebook for a billion dollars in 2012, it
employed only 13 people.”
Where did all those jobs disappear?
And what happened to the wealth that all those middle-class jobs
created?
In the last century, our economy was dominated by manufacturing.

Hundreds of thousands of people worked in factories, farms, and mines.
automation: As Figure 5.2.9 shows, this has changed radically in the last 100 years with
The use of automatic the rise of automation.
machines or computer
programs to perform tasks

Figure 5.2.9
Machines have replaced millions of jobs. Machines

combined with computers, will replace even more
skilled jobs. As our machines get smarter and
smarter, companies are using them more and more
to replace people. When compared with a machine,
human workers can be more expensive. Robotic
machines can work 24 hours a day, they don’t take
Figure 5.2.10

vacations or get sick, and they don’t complain about working conditions. It’s true that some
jobs lost to robots mean new jobs for people who design and build the robots. But it takes
far fewer people to do this work. When you add the number of jobs gained to the number
lost, there is still a very large loss of jobs due to automation.
Manufacturing is not the only
segment of the economy
technology has disrupted.
Software can now take raw
financial data and “write”
understandable reports.
Robots have been assisting
surgeons for years. For
example, robotic machines can
sew blood vessels connecting
donor kidneys much more
quickly than humans. This is a
Figure 5.2.11 factor in the success of a kidney
transplant.
In 2013, some experts estimated that 47% of U.S. jobs could be computerized in the next 10
to 20 years. This could lead to massive unemployment. High unemployment means that
there are few people to purchase goods and services—which can bring the economy to a
standstill. How do you think this will affect citizenship? Should the government create and
pay for new jobs for people to survive—perhaps jobs that currently aren’t being done or
could be done better by humans? What jobs do you think humans will always be better at
than robots?
Figure 5.2.12

Conclusion
In this lesson, you looked at trends that may affect your role as a citizen in the future. You
learned about the ways diversity, technology, terrorism, and economic instability could
have a dramatic impact on your life as a citizen. No one can predict the future. However,
as an informed citizen you are in a better position to understand changes that may
happen in your lifetime and determine how you will respond to them.
Lesson Check-up
• In what ways does diversity
benefit society? In what ways
might it have a negative impact?
• How has technology affected
citizen privacy? Overall, do you
think technology has been good
for our democracy?

138
UNIT 4
Glossary
academic adviser - A person who helps you make decisions about your collegiate
education
academic organization - A group that helps members learn about an academic subject
and meet other people with a similar interest
academic probation - Grades have fallen below the minimum needed GPA to graduate
and you are in threat of losing the privilege to attend college until grades have been
increased
accountability - Being answerable for the outcomes of your words and actions
appraise - To estimate the value of worth, quality, or importance of something; to assess
arc - To move with a curving trajectory
attitudes - A tendency, manner, disposition, or position on a person or thing
automation - The use of automatic machines or computer programs to perform tasks
base - The element on which a movement is planned or regulated
career ladder - A series of jobs that one progresses through as they build toward their
career goals
communication - Transference and understanding of a meaning; sharing of information
compassion - A feeling or understanding of another person’s situation
complement - To complete
conviction - A strong belief or opinion
courtesy - Consideration and cooperation in dealing with others
credit - Point value that the college assigns to a certain course
cyberattack - An attack that causes computer systems or computer programs to

malfunction
UNIT 4 - Glossary 139

decode - Translates words or messages received into symbolic form for understanding
dependability - The quality of being reliable or dependable
emotional intelligence - The ability for one to monitor their emotions and use information
about those emotions to guide one’s thinking and actions
en route - In motion towards a destination
encode - Converting words or messages into symbolic form to send
equity - The quality of being fair or impartial; fair or just
facilitate - To ease the accomplishment of a task
feedback - Verification that a message was received in the manner it was intended
fraternity - Men’s student organization for scholastic, professional, or extracurricular

activities
fruition - An accomplishment, realization, or attainment of something, like reaching a goal
fundamental - Basic, primary, or of central importance
Gantt Chart - A chart showing the flow of activities in sequence
group dynamics - The attitudes and behaviors of people in a group situation
guide - One that leads or directs another’s way
hazing - Any act that inflicts extreme physical, emotional, or psychological pressure or injury
on an individual or that purposely demeans, degrades, or disgraces an individual
140 UNIT 4 - Glossary

implementation - To put into action
infrastructure - The basic physical and organizational structures a society needs to

operate
instability - The tendency for unpredictable outcomes or actions
intangible - That which has a value not dependent on physical makeup
international organization - A group composed of people from a certain nation or part of

the world or of students who have a special interest in such a place
intramural athletics - Sports competition between teams within the college
lesson competency - A one-sentence statement about what learners will accomplish in

the lesson
lesson plan - The outline used to teach content
loyalty - Being faithful to someone or something
mark time - Drill command for Cadets to march in place
mass formation - Where Cadets are not separated by being in a line or column formation
message - Communication transmitted between persons by written or spoken words, or

other signals
mutual trust - Trust that develops when people and organizations know that they can rely
on one another to do the right thing
off-campus housing - Apartments, houses, or rooms in someone else’s home located off
the college campus
on-campus housing - Dormitories or residence halls owned and operated by the college
organizational values - The values that a company or organization states and displays as
evidence

perseverance - The quality of sticking to something until you achieve it; persistence
PERT Chart - A chart identifying sequences of dependent activities
political organization - A group of people with similar political interests
post - The correct place for an officer or noncommissioned officer to stand in a prescribed
formation
preconceived - To form an opinion before actual knowledge or experience
principle - A basic truth or idea that serves as the foundation
professional development - The process, plans, and achieved credentials that help you
grow professionally
professional organization - A group that helps its members learn about careers in a
particular field
project management - The authority to plan, organize, and direct tasks towards a specific
goal
rapport - A friendly relationship
religious organization - A group of people with a similar religious faith or interest
residential adviser - An adult or upperclassman who lives in your dormitory and helps you
solve living problems
respective - Related, belonging, or assigned to
risk-taking - Taking chances
service organization - A group that performs social or educational services for the
community
social cohesion - The ability of society’s members to cooperate with each other and
acknowledge shared interests
social organization - Focuses on bringing a group of people together for social

activities like a fraternity or sorority
142 UNIT 4 - Glossary

sorority - Women's student organization for scholastic, professional, or extracurricular
activities
surveillance - Close observation or data collection of a suspect
transference - The act of moving from one place to another
transmitted - Transfer from one person to another
transparency - In this case, openness and visibility about what the government is doing
or plans to do
work ethic - Taking into consideration the effects of your decisions and actions on all
people connected with your organization—employees, customers, owners, suppliers, and
competitors


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U.S. Army Cadet Command – Fort Knox, Kentucky

LESSON 1: LEADERSHIP ACCOMPLISHMENT

LESSON 2: STRATEGIES FOR TEACHING

LESSON 3: USING FEEDBACK WITH LEARNERS

CHAPTER 2 – Personal Growth and Behaviors

LESSON 1: LIFE AFTER HIGH SCHOOL

UNIT 4 – The Managing Leader iii

LESSON 2: PROFESSIONAL DEVELOPMENT

CHAPTER 3 – Team Building

LESSON 1: MOTIVATING OTHERS

LESSON 2: COMMUNICATING TO LEAD

LESSON 3: COMPANY DRILL

iv UNIT 4 – The Managing Leader

LESSON 4: BATTALION DRILL

CHAPTER 4 – Service Learning

LESSON 1: MANAGING A SERVICE LEARNING PROJECT

CHAPTER 5 – Citizenship and Government

LESSON 1: CHALLENGES TO FUNDAMENTAL PRINCIPLES

LESSON 2: THE FUTURE OF CITIZEN RIGHTS

UNIT 4 – The Managing Leader v

Glossary .......................................................................................... 139

vi UNIT 4 – The Managing Leader

Chapter 3: Team Building continues to build on drill and ceremony protocol. In

Chapter 4: Service Learning is a required element of the JROTC program. In this

UNIT 4 - Preface vii

viii UNIT 4 - Preface

LESSON 1: Leadership Accomplishment (p.4)

LESSON 2: Strategies for Teaching (p.12)

LESSON 3: Using Feedback with Learners (p.22)

What You Will Learn to Do

Linked Core Abilities

Learning Objectives (cont’d)

In an earlier lesson you learned the basics of

In the PLAN phase, In the DO/ACT phase, In the EVALUATE phase

• Identify the problem • Decide • Assess the results by

All continuous improvement programs—even those with a different name—include some

Connecting to the “Big Picture”

Capstone projects are similar. After you’ve completed most of your

Strategies for Teaching

What You Will Learn to Do

• lesson competency • Communicate using verbal, non-verbal, visual, and

12 Strategies for Teaching

Learning Objectives (cont’d)

One of a teacher’s most essential tools is a lesson plan. A lesson plan is

Strategies for Teaching 13

The Four Phase Lesson Plan

Learning occurs in chunks. You have probably noticed that

14 Strategies for Teaching

Strategies for Teaching 15

• What else is needed to

Using Cooperative Learning Strategies with Groups

16 Strategies for Teaching

The team chooses a color to represent the personalities of the

The team decides on a physical symbol formed by the group

The team creates a song or selects a song that reflects the

Strategies for Teaching 17

Pairs of students get together to answer a question, solve

Partners take turns interviewing each other to determine