Section 3 EO M503.03 – CONDUCT AN EXERCISE
Resources needed for the delivery of this lesson are listed in the lesson specification located in A-CR-CCP-805/PG-001, Proficiency Level Five Qualification Standard and Plan, Chapter 4. Specific uses for said resources are identified throughout the instructional guide within the TP for which they are required.
Review the lesson content and become familiar with the material prior to delivering the lesson.
Nil.
A group discussion was chosen for TPs 1 and 3 as it allows the cadets to interact with their peers and share their knowledge, experiences, and opinions about beginning and ending activities and supervision an activity.
An interactive lecture was chosen for TPs 2 and 4 to orient the cadets to how to begin and end an exercise and how to supervise an exercise.
QUESTIONS:
What is a project audience?
What is the approach of dividing an item into its component parts to describe the details of a project?
What is an important guideline to follow when assigning people tasks?
What information needs to be included in a pre-exercise meeting?
What are ways to encourage motivation?
A project audience is any person or group that supports, is affected by, or is interested in a project.
A work-breakdown-structure (WBS) is the approach of dividing an item into its component parts to describe the details of a project.
An important guideline to follow when assigning tasks is "Leaders should never assign other people tasks that they cannot clearly define themselves."
The information in a pre-activity meeting must include:
what has to be done;
when it has to be done;
how it has to be done;
by whom it has to be done; and
available resources.
Motivation can be encouraged through:
desirability,
feasibility,
progress, and
recognition.
By the end of this lesson the cadet shall be expected to conduct an exercise.
It is important for cadets to know how to conduct an exercise because monitoring and making changes as necessary are important steps in ensuring an exercise meets its goals. Also, announcing the activity at the appropriate time and holding a successful pre-exercise meeting allows people to prepare for the exercise.
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Teaching point 1
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Have the cadets discuss how to begin and end an activity.
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Time: 10 min
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Method: Group Discussion
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The point of the group discussion is to draw the following information from the group using the tips for answering / facilitating discussion and the suggested questions provided. |
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Always have the area set up, including placement of resources, prior to the arrival of participants. Ask the following questions before participants arrive: •
Are all the required resources in place? •
Does everyone involved in conducting the activity have a clear understanding of their responsibilities? •
Is there sufficient space? •
If applicable, can the weather be relied on? If not, is the backup plan ready and achievable? |
Getting the team’s attention. To introduce an activity, the leader first gets the attention of the team. The leader gets the team’s attention before continuing to introduce the activity. If one cadet is not paying attention, they could miss an important point that could affect their participation in the activity or the activity’s outcome.
Explaining the goal of the activity. The goal of the activity should be explained to the team in general terms of what will be learned or accomplished. The context of the activity should be explained so the cadets know why their participation is essential and why the activity is a part of the day’s agenda. It is important not to give too much detail at this point, as the leader should draw some points on the purpose of the activity from the cadets after the activity’s completion.
Explaining the activity. The activity must be explained to the team prior to participating in the activity. The rules of the activity must be clearly outlined and understood by all cadets prior to commencement. The leader should ensure the activity is clearly understood.
Assigning tasks as necessary. If any specific tasks need to be performed throughout the activity, the leader should assign cadets to these tasks during the introduction of the activity.
Setting time limits. The leader is to set a time limit for the cadets to participate in the activity. The leader must factor in time for debriefing the cadets after completion of the activity.
Relaying safety concerns as necessary. If there are any safety concerns, the leader must pass these on to the team prior to the start of the activity.
Motivating the team. Prior to the start of the activity, the leader must motivate the team. The leader should be enthusiastic and share this enthusiasm with the cadets. The goal of the activity is important and there is a reason the activity is being performed. The cadets should be informed of this reason and be motivated toward achieving the goal.
Reviewing the goal. After the completion of an activity, it is important to review what the goal of that activity was with the cadets. Cadets always want to know why they had to participate in an activity or learn about a specific topic, so reinforce why the learning was important.
Providing feedback. The leader should first ask for feedback from the group on the activity. This can be done through some preset questions, specifically about the activity. It is important to find out how the cadets felt about the activity (eg, did they feel it was useful, did they learn anything from participating in the activity, etc). The leader gains valuable insight from the cadets on the activity itself (eg, if they would use it again, how it could be conducted differently, what elements of the activity they would not change if they did the activity again, etc). The most important information to elicit from the cadets is if they felt the activity was worthwhile. The leader must also give feedback to the cadets. Whether the goal was met is an important point to focus on during this stage. Why was the goal met or why not? Was the activity completed and did this have an effect on the goal being met? The leader should also give and get feedback on how the group interacted throughout the duration of the activity. The leader tells the cadets how they viewed the groups’ interactions and ask how the cadets felt they interacted with each other.
Re-motivating the team. The final step in debriefing a group after an activity has been completed is to re-motivate the cadets.
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TIPS FOR ANSWERING / FACILITATING DISCUSSION: •
Establish ground rules for discussion, eg, everyone should listen respectfully; don't interrupt; only one person speaks at a time; no one's ideas should be made fun of; you can disagree with ideas but not with the person; try to understand others as much as you hope they understand you; etc. •
Sit the group in a circle, making sure all cadets can be seen by everyone else. •
Ask questions that will provoke thought; in other words avoid questions with yes or no answers. •
Manage time by ensuring the cadets stay on topic. •
Listen and respond in a way that indicates you have heard and understood the cadet. This can be done by paraphrasing their ideas. •
Give the cadets time to respond to your questions. •
Ensure every cadet has an opportunity to participate. One option is to go around the group and have each cadet answer the question with a short answer. Cadets must also have the option to pass if they wish. •
Additional questions should be prepared ahead of time. |
What is the first thing you should do when starting an activity? Why?
Should the goal of the activity be explained prior to commencing the activity? Why or why not? How will the activity be affected if the goal is not explained?
What other considerations should be passed on during an introduction? Should safety concerns be passed on to the team or should they be left to figure them out as they proceed through the activity?
What is the purpose of reviewing the goal of the activity after the completion of the activity?
What feedback should be given from the group to the leader? How can this information be obtained? What feedback should the leader give to the group?
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Other questions and answers will develop throughout the group discussion. The group discussion should not be limited to only those suggested. |
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Reinforce those answers given and comments made during the group discussion, ensuring the teaching point has been covered. |
The cadets' participation in the group discussion will serve as the confirmation of this TP.
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Teaching point 2
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Explain how to begin and end an exercise.
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Time: 5 min
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Method: Interactive Lecture
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Beginning and ending an exercise is very similar to beginning and ending an activity.
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Ask the cadets to list actions that should be taken before cadets arrive. |
Before cadets arrive, leaders should:
inspect the exercise area for any damage or safety concerns;
set up the exercise area; and
ensure everyone involved has a clear understanding of their responsibilities.
When cadets arrive on grounds, leaders should hold an introductory meeting with the entire group to cover information that will be important throughout the exercise.
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Ask the cadets to list information that should be included in an introductory meeting. |
The introductory meeting should include information, such as:
welcome to the participants,
introduction of staff members,
general outline of the exercise,
safety concerns (eg, slippery floor, out-of bound areas, etc.),
location of facilities (eg, washrooms, canteen, classes, gym, etc.),
muster area in case of emergency, and
first aid station.
At the end of the exercise, leaders should hold a conclusion meeting with the entire group to cover information that was relevant to the exercise.
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Ask the cadets what information could be included in a conclusion meeting. |
The conclusion meeting should include information, such as:
conduct of the exercise (eg, competition winners);
feedback from the instructors;
feedback from the cadets; and
recognition to individual or group contribution.
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If leaders want more detailed feedback, they could get the cadets to write their feedback and submit it at the next training session. |
After the cadets have left, leaders should:
inspect the exercise area for any damage or safety concerns;
tear down the exercise area;
return stores.
Any damage to the exercise area or to the equipment need to be reported to the appropriate authority (eg, Training Officer, Commanding Officer, building management, Supply Officer, school administration, etc.).
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One way to simplify the conclusion of an exercise is to include it in the WBS because it allows people to observe the importance of the final steps and maintain focus to the tasks that need to be carried out. It also ensures sufficient time and resources have been allocated for those activities to be performed. |
What are things that should be completed prior to the cadets' arrival?
What information should be included in an introductory meeting?
What information could be included in a conclusion meeting?
Prior to the cadets' arrival, leaders should:
inspect the exercise area has for any damage or safety concerns;
set up the exercise area; and
ensure everyone involved has a clear understanding of their responsibilities.
The introductory meeting should include information, such as:
welcome to the participants,
introduction of staff members,
general outline of the exercise,
safety concerns (eg, slippery floor, out-of bound areas, etc.),
location of facilities (eg, washrooms, canteen, classes, gym, etc.),
muster area in case of emergency, and
first aid station.
The conclusion meeting should include information, such as:
conduct of the exercise (eg, competition winners);
feedback from the instructors;
feedback from the cadets; and
recognition to individual or group contribution.
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Teaching point 3
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Have the cadets review supervising an activity.
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Time: 5 min
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Method: Group Discussion
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The point of the group discussion is to draw the following information from the group using the tips for answering / facilitating discussion and the suggested questions provided. |
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Cadets should have previous knowledge on the subject as this was taught in EO M303.05 (Supervise Cadets). |
There are three main purposes of supervision.
To provide protection. Supervision ensures the safety and well-being of personnel. Safety is the number one issue in every aspect of the Cadet Program. When situations are not safe, they are stopped immediately. CATO 14-31, Director Cadets and Junior Canadian Rangers General Safety Program, outlines the requirements for a general safety program that must be incorporated in every aspect of cadet activities.
To provide support. Supervision ensures that all members of the team are assisted, provided for and encouraged during tasks. If cadets are not practicing intrapersonal management, interpersonal management, teamwork and effective communication, the supervisor must act on the situation.
To provide quality assurance. Supervision ensures the outcomes of a task meet expectations for that task. If cadets are not meeting their responsibilities in completing the task, the supervisor must act on the situation. No one likes to be over-supervised. It is important not to micromanage the team.
As leaders, cadets are expected to supervise others. Supervision takes place during the entire task, not just at the beginning or end of the task. Although each situation where supervision takes place is unique, there are some common responsibilities that must be fulfilled. Leaders shall meet these responsibilities by:
Ensuring safety. Ensuring that every situation in the Cadet Program is carried out in a safe manner is the primary concern of all members involved.
Ensuring the well-being of cadets. The welfare of cadets within the Cadet Program is a primary concern in the execution of all training and administrative tasks.
Encouraging cadets. Encourage cadets to produce satisfactory work because they want to. Inspiring results through praise creates a positive outcome.
Adjusting responsibilities as required. Being able to adjust a cadet’s responsibilities during tasks is important. Cadets with experience may need less supervision and may be given extra responsibilities.
Maintaining control of cadets. Keep cadets on task while they are producing satisfactory work. An effective supervisor is able to keep cadets focused.
Correcting errors as required. If mistakes are made, effective supervisors communicate this. They revise what and how it needs to be done and remedy errors.
Reporting misconduct as required. When cadets behave in a manner that is in inconsistent with the core leadership qualities of a cadet, these behaviours should be reported up the chain of command.
Ensuring completion of responsibilities assigned to cadets as required. When supervisors delegate or assign tasks to others, it is the supervisor’s responsibility to ensure all delegated tasks are completed.
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Successful supervisors are usually successful leaders. |
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TIPS FOR ANSWERING / FACILITATING DISCUSSION: •
Establish ground rules for discussion, eg, everyone should listen respectfully; don't interrupt; only one person speaks at a time; no one's ideas should be made fun of; you can disagree with ideas but not with the person; try to understand others as much as you hope they understand you; etc. •
Sit the group in a circle, making sure all cadets can be seen by everyone else. •
Ask questions that will provoke thought; in other words avoid questions with yes or no answers. •
Manage time by ensuring the cadets stay on topic. •
Listen and respond in a way that indicates you have heard and understood the cadet. This can be done by paraphrasing their ideas. •
Give the cadets time to respond to your questions. •
Ensure every cadet has an opportunity to participate. One option is to go around the group and have each cadet answer the question with a short answer. Cadets must also have the option to pass if they wish. •
Additional questions should be prepared ahead of time. |
What are the purposes of supervision? When does supervision take place?
What do you think the responsibilities of an effective supervisor are?
Which responsibility do you find the most important? Why?
Which responsibility do you find the most difficult to apply? Why?
List some examples where you have seen leaders use various responsibilities.
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Other questions and answers will develop throughout the group discussion. The group discussion should not be limited to only those suggested. |
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Reinforce those answers given and comments made during the group discussion, ensuring the teaching point has been covered. |
The cadets' participation in the group discussion will serve as the confirmation of this TP.
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Teaching point 4
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Explain how to supervise an exercise.
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Time: 5 min
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Method: Interactive Lecture
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Supervising an exercise is very similar to supervising an activity.
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Ask the cadets to list the three main purposes of supervision. |
There are three main purposes to supervision:
to provide protection;
to provide support; and
to provide quality assurance.
The same way cadets are supervised by activity leaders, activity leaders should be supervised by exercise leaders. When exercise leaders are supervising, they should:
ensure completion of tasks;
ensure the activity leaders are providing challenging, fun and safe training;
stop an activity when it is deemed unsafe; and
provide guidance to activity leaders.
Guidance should be provided to activity leaders at the appropriate time and in an appropriate manner.
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Ask the cadets to list the principles of effective feedback. The material was taught in more details during EO M403.04 (Provide Feedback to Team Members). |
Feedback may be given to the team as a whole or it may be given to individual team members. Giving feedback well is a skill. When giving feedback, it should be:
frequent,
accurate,
specific,
timely.
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Ask cadets to list the ground rules for providing feedback. The material was taught in more details during EO M403.04 (Provide Feedback to Team Members). |
The following ground rules for providing feedback may enable the team leader to give helpful, constructive feedback, without creating conflict or confrontational behaviour with team members.
The ground rules are:
focusing on what is observed;
focusing on behaviour;
keeping it neutral;
using it to inform;
making it supportive; and
keeping it simple.
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Ask cadets to list the steps for providing feedback. The material was taught in more details during EO M403.04 (Provide Feedback to Team Members). |
The purpose for providing feedback is to let team members know how they are doing and when they are not meeting expectations. Leaders should ensure that feedback is given when team members meet and / or exceed their commitments, as well as when team members do not meet their commitments. There are five steps for providing feedback:
planning what to say;
providing examples of behaviours;
allowing time for feedback;
motivating; and
setting a timeline for action and follow-up.
What are the three main purposes to supervision?
What should exercise leaders do when supervising?
What are the ground rules to providing feedback?
There are three main purposes to supervision:
to provide protection;
to provide support; and
to provide quality assurance.
When exercise leaders are supervising, they should:
ensure completion of tasks;
ensure the activity leaders are providing challenging, fun and safe training;
stop an activity when it is deemed unsafe; and
provide guidance to activity leaders.
The ground rules are:
focusing on what is observed;
focusing on behaviour;
keeping it neutral;
using it to inform;
making it supportive; and
keeping it simple.
What elements should be included in an activity introduction?
What are actions leaders should take prior to cadets' arrival on an exercise?
What are the five steps for providing feedback?
Elements that should be included in an activity introduction are:
getting the team's attention;
explaining the goal of the activity;
explaining the activity;
assigning tasks as necessary;
setting time limits;
relaying safety concerns as necessary; and
motivating the team.
Prior to cadets' arrival, leaders should:
inspect the exercise area for any damage or safety concerns;
set up the exercise area; and
ensure everyone involved has a clear understanding of their responsibilities.
The five steps for providing feedback are:
planning what to say;
providing examples of behaviours;
allowing time for feedback;
motivating; and
setting a timeline for action and follow-up.
Nil.
This EO is evaluated IAW A-CR-CCP-805/PG-001, Proficiency Level Five Qualification Standard and Plan, Chapter 3, Annex B, 503 PC.
Once an exercise begins, there may be changes that need to be made. It is important for cadets to recognize the importance of supervising the activity to ensure it reaches its goals, goes as planned, and if not, that the appropriate changes are made.
Cadets shall be given the opportunity to conduct an exercise, as a member of a group, as part of their OJT.
Nil.
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