1. Introduction. Our encampment model has objectives, phases, and a training plan. Like bones, objectives give structure and support to the "body"; they support encampment by giving us direction and telling us where we are going and what we need to do. The thyroid gland regulates growth and development in the body, just as the AFROTC Training Guide (see Chap. 3) regulates our training program. The training program includes the material we teach at encampment.
2. Objectives. "It’s difficult to know that you’ve reached your destination if you have no idea where you’re going." Probably nobody will argue with this quote; it’s just common sense. That being the case, it’s important the encampment staff, i.e., YOU have an idea of the encampment’s "destination."

The encampment provides a challenge with objectives: trying to define them! It seems that there are countless opinions about what encampment is for, what training is most important, what should be taught when, and so on. The reason is, an encampment trains on so many different levels and with many different objectives. At this point, rather than trying to provide an exhaustive list of objectives, it is more productive to understand the kinds of objectives there are to help in creating your list. This process of defining or discovering objectives and then determining and implementing strategies to accomplish them is really what your job as a staff member at encampment is all about. Let’s begin to build our model (or establish your reference for decision making) by looking at the kinds of objectives at encampment. This process should be done by the cadet staff in preparation for the encampment- even before anyone arrives to the encampment site. A clear objective ahead of time provides focus and unity of purpose.

0. Encampment Skills. The first group or category of objectives we need to understand relates to those things we expect cadets to be able to do to succeed in the encampment environment. We provide a detailed set of behaviors (things to do) for cadets in the Basic Cadet Operating Instruction (OI). The OI, along with the Uniform Manual (CAPM 39-1), the Drill & Ceremonies Manual (AFMAN 36-2203) and Leadership: 2000 and Beyond provides the specific information about what we expect a cadet to do, and to a great degree, how it is to be done. Although we are calling this category "encampment skills," many of these objectives also relate to a cadet’s regular training at his home unit. As examples, objectives in this category relate to:

0. Performance of drill and ceremonies precisely, and in accordance with (IAW) definitions and procedures outlined in AFR50-14.
1. Maintaining individual barracks appearance IAW the encampment OI.
2. Behaving with proper decorum IAW the OI in the dining hall.
3. Wearing the CAP uniform IAW CAPM 39-1.
4. Participating in encampment activities on time and in proper uniform.
5. Attending academic classes at the encampment.
6. Learning (and being able to demonstrate that learning) the material presented in those classes.

The list above is intended to give you an idea of what behaviors and objectives fall into this category, not to limit your thinking or ideas about the category.

0. Please note that behaviors relating to the Encampment Skills objectives are observed and measured easily, and this evaluation can take place during the encampment itself. As an example, standing at attention is clearly defined in AFMAN 36-2203; any staff member (or other cadet) can observe someone standing at attention and critique his performance against the published standard. One of the individual skills we are trying to teach is "attention to detail." Again an example: the cadet is expected to arrange his personal equipment according to the encampment OI. While the concept of "attention to detail" may be difficult to observe or measure, we can easily and objectively measure the results of his effort at maintaining his equipment with the published standard. This "indicator behavior" (careful arrangement of equipment in drawers, buttons all fastened, hangars equally spaced, etc.) tells us how well the cadet has achieved the objective of paying "attention to detail." Perhaps encampment skills can best be defined as those behaviors that define the daily individual routine of the cadet at encampment.

1. Flight Objectives. This category of objectives includes behaviors having to do with the flight as a group of individuals who relate to, respect, and depend on one another. Esprit de corps, teamwork, loyalty to the group, and interdependence are all examples of the results of meeting flight objectives.

1. It’s easy to set flight objectives and then assume that they are being met at encampment. It’s more difficult to measure and assess their achievement objectively. As there is no standard scale for "teamwork" or "group interdependence," we have to rely on indicator behaviors to help make evaluations about how well the members of the flight are doing at forming a good, cooperative group. Flight staff, and the TAC officers should notice how the group is interacting.
2. There are observable group dynamics that the flight staff and TAC officers can take note of. Every group of humans follow these general behavioral patterns- seminars, flights, co-workers, and they can be used to measure the group’s cohesiveness.

0. Forming: this is the initial "polite" phase where the group gets to know one another. Members are inhibited in behavior. People ask themselves "How will I contribute? How do I want to be perceived?" Little is accomplished at this stage, and attachment to the team is tentative. Excitement is the highest, but fear and anxiety about the task lying ahead will be prevalent. People will either try to block progress, withdraw, seek recognition or attempt to dominate.
1. Storming: this phase is when everyone gets on each others’ nerves. This is characterized by petty arguments and infighting, trying to influence and control, forming subgroups, being defensive and competitive, and resisting leadership. This stage occurs because the activity or task is different and more difficult than expected. People grow impatient because of the lack of progress. Questions like "Will I be able to influence others? Will I be a respected member of the group?" will be thought of. This is the phase where the flight begins "rebelling" against the flight staff (and when flight staff usually yell the most). Careful direction in the initial stages reduces the impact of this stage. The group seems to "fall apart" when the opposite is happening.
2. Norming: when the group begins to make behavioral boundaries- developing "norms." The team ground rules and roles of each individual are laid here. This is characterized by the flight testing their behavior within the framework of the encampment rules, adopting stereotypic roles (comic, bully, leader, etc.), attempting to harmonize. Although arguments might ensue, they are often less individually charged. People will ask themselves "Will I be liked? Will I like the others? What do we and don’t we discuss? What roles do I know others play in the group?" People will feel relief that everything will work out.
3. Performing: This is the stage where the flight reaches "realization." They perform as a group, know their limitations and abilities, and achieve maximum performance. Unity and pride are spin-offs of this stage. It is characterized by the group being able to perform their best with minimal (or no) instruction, having flexible roles and relationships, a close attachment to the team, ability to avoid or work through group problems and constructive self-change.
4. Separation: this occurs when the group is going to break up or lose a portion of their team. At an encampment, separation is similar in nature to storming. The loss of the closeness of the unit when it reached the performing stage is what really hurts inside. Knowing that separation is imminent, individuals will attempt to reduce the pain by lashing out at others, consciously or not.

3. The duration of each stage depends on individual and team maturity, task complexity, leadership, and organizational climate. Trying to skip steps is dysfunctional; group dynamics are a growth process. Much as a child does, a group must go through each step. One cannot expect a five year old boy to suddenly grow two feet and have a beard overnight.
4. It is important to realize a few things with regards to group dynamics: First, these dynamics apply to ALL groups, no matter the situation, be it a flight, squadron, executive staff department, the cadet staff as a whole, senior staff or the encampment staff as a whole, seminar or whatever. These behaviors are observable within any given group.
5. Second, the stages overlap, and they are not definite, as each group is unique. Groups may in some aspects be in the performing stage, while still in the norming stage in others. An example with a flight would be drill versus their personal time in the barracks. While they may be lousy at drill, fighting all the time as a result, the flight could be cohesive and unified when using their personal time to better themselves and their flight’s performance.
6. Third, as a leader or commander, you are not a "failure" if your group doesn’t reach the performing stage. This is a learning experience, and with the short duration of encampment, one must understand that some groups or individuals take longer to reach the performing stages. The separation phase sometimes overshadows the fact that the group has actually reached the performance stage.

2. Personal Objectives. These are the skills and techniques a person acquires at the encampment that contributes toward his or her own development. Examples of this would be self-confidence, self-reliance, and a better self-image. Encampment offers a unique opportunity for meeting a challenge and personal growth. Creating an environment that calls for great effort from the cadets can be accomplished with safety (psychological and physical). If the cadets have the support of the staff, and more importantly their peers, with a good chance of achieving success, the job of preparing the cadets to meet their "personal objectives" at encampment is accomplished.
3. Definition of Encampment Objectives. It is the responsibility of the staff, from top to bottom to define the objectives of their encampment at the earliest stage possible. Doing so provides focus and unity of purpose in accomplishing the objectives.
4. Program of Instruction. The training program at encampment includes material in three areas: Academics, Encampment Skills Instruction, and Personal Development and Counseling. Based on material found in the training program, we can define most of the objectives for the encampment.

0. Academics. These include most formal (classroom) material presented to the basic cadets as required by this manual. We will evaluate the basic cadets learning of material in this area through written and oral tests and quizzes.
1. Encampment Skills Instruction. These are skills that are closely related to the encampment objectives we talked about in the previous section. The primary sources for this material are the encampment Operating Instructions and AFMAN 36-2203. This area includes both formal instruction and "barracks practice" (or drill practice)--the things we expect cadets to DO to learn at encampment. The evaluation tools to use are quizzes (written and oral), "spot checks" and inspections. For those cadets with in-flight positions, timely feedback is paramount- otherwise they learn little.
2. Personal Development and Counseling. These are areas of the encampment training program devoted to the individual cadet, his character, and maturation. Any counseling, guidance, or personal instruction given to the basic cadets will fall into this area.

5. Summary. There is one important organ that we have not mentioned in our discussion. This organ is the dedicated staff members. This organ is the one that keeps everything alive, moving, and circulating enthusiasm and experience to every individual in attendance. The staff is the heart of encampment.

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