Chapter 10: MENTORING PROGRAM

    1. Overview. The mentoring program is a method for seniors to use to guide cadets along in their development. Seniors have long held the philosophy "let the cadets run the activity" or "the cadets should do it while the seniors observe." The same philosophy drives mentoring. Unfortunately, it’s not really applied at most encampments. For small or big encampments, the biggest change with this refreshed approach is the addition of the structured executive staff.
    2. This chapter is to guide the seniors to developing and applying the mentoring program that has made such a positive impact in New York.

    3. Recent History.
      1. In 1990, Major Barbara Cardell-Burns, as encampment commander at the New York Wing ES Encampment, first formalized the mentoring program. New York Wing has since been applying these principles and refining them at all of their encampments. The addition of the executive staff has given more cadets an opportunity to participate on cadet staff, and also understand the true mechanisms behind operating an encampment. The end result: better equipped and more informed senior members, and people more aware of the need for support staff. And once the "second generation" kicks in, the process only gets better when those cadets become the senior mentors.
      2. How many seniors out there recognize this situation at encampment: one or two cadet executive staff members, sort of helping the seniors and sort of doing their own thing, with the one or two senior admin personnel working from 6 am to 9 p.m. on encampment paperwork? Also, how many cadets out there really know how an encampment operates, outside of the flights? This was the modus operandi in New York for many years, and still is for many other wings. However, once the mentoring program and the executive staff behind it were put in place, that situation was never seen again.

    4. Implementation Suggestions.
      1. What is mentoring, anyway?
        1. Mentoring is the process of applying the principle stated in 11-1: to have the cadets run the encampment. This means that the senior, once having done most of the support functions of encampment (for whatever reason) now acts as a mentor or guide for the appropriate cadet staff. Of course, there are some things that cadets simply cannot do, such as drive off post to purchase supplies, or drive CAP vans. But outside of those rules, the cadets are responsible for everything. The role of the mentor is to assist the cadet in training them to do the job.
        2. The mentor role involves helping the cadet plan for the activities before the encampment starts, and then acting as only a helping hand. You, as the mentor, like a TAC officer, do not tell the cadet what to do, (except of course, safety situations) but instead offer feedback after the cadet has tried what they have done. If the cadet is "floundering" for a day or two, then offer advice. Also, make yourself available to help. Let the cadet know to ask for assistance. And when you help, it is critical that you do not begin to take over (which can be hard).

      2. Reactions when it begins. It is initially difficult for many seniors to "pass the buck." The common and first reaction to this (has and will be) "This is stupid! Cadets don’t know/can’t be trusted/ won’t do it right!" Roles such as creating the training schedule, administration and running the logistical needs of the encampment once owned by seniors is now passed to cadets. It may take two years for the program to hit full stride, because the seniors haven’t taught themselves to pass the work to cadets. Opponents will see the cadet make the first mistake or oversight and instantly assume their theory is supported and mentoring is a failure. Of course, cadets will make mistakes and cadets will have oversights. This is the learning process for them.
      3. Why should we implement this? It is amazing what the cadets can accomplish! For the first ten encampments using mentoring in New York from 1990 to 1997, the Honor Staff member was from the executive staff seven times. Since not everyone gets to be flight commander, there is a real opportunity for more cadets to shine and perform in a leadership role with this program.
      4. What does the Senior do during encampment?
        1. The senior member is responsible for providing a "safety net" for the cadets. It is terribly difficult for most seniors to resist the temptation to explain to them "the way it’s supposed to be done." The senior is there at the beginning to offer assistance and direction for the cadets. The cadet Officer In Charge (OIC) is the person responsible for the actions of that executive staff department. Offer guidance and suggestions for the cadets. Avoid telling them what to do, except in cases where they would not fulfill a regulatory requirement or be able to finish work by the end of encampment. Use the position descriptions in Chapter 2 for guidance.
        2. During encampment, the senior is there to offer a helping hand, such as assisting the cadet admin staff type up Certificates of Accomplishment. However, don’t do their work for them unless invited. The senior shouldn’t be taking the pictures for the PAO staff, unless the cadets request your help. Of course this doesn’t exclude the senior from saying "I can help with taking pictures." Answer any questions the cadet asks about the job. Offer counseling for their role in the staff (example- the OIC might have a question about leading his/her staff). Most of all, let the cadet know for sure that you’re there for assistance.

      5. Who mentors whom? Mentors are assigned to mentees by similar duties. This structure offers the cadet in a similar position as the senior mentor someone who is familiar with the kinds of issues or problems related to the cadet’s duty. As TAC officers are matched to flight staff, the senior PAO is matched to the cadet PAO staff. The same is applied to the remainder of the staff- Cadet Commander to Encampment Commander, XO to XO, Admin to Admin, etc. If a cadet executive staff department doesn’t have a corresponding senior, the senior XO is then the next in line. Likewise, the First Sergeants can either have a senior TAC or the COC as a mentor. The mentoring structure does NOT mean a cadet may break the chain of command; nor does it replace old roles (ex: the COC still offers advice to the C/CC). Occasionally, cadets will inadvertently (or sometimes intentionally) use their senior mentor to get their complaints heard by the "higher ups." It is the responsibility of the senior to recognize when the cadet is raising issues that must be brought through their chain of command.
      6. When does mentoring occur? Mentoring is a continuous process that happens through the duration of the encampment. But at least once every two or three days, if the cadet does not initiate discussions, the senior should sit down and have a chat with them. Offer some compliments and suggestions, or ask the cadet questions if there is nothing to talk about. Availability is the most important aspect. If the cadet feels the senior is not available, then mentoring will not work.
      7. Conclusion. Mentoring is a wise step in the development of the cadet program. Easily applied at encampments, mentoring can even be extended to the home unit. The Air Force also promotes its own mentoring program. The key to mentoring, Air Force or CAP, is for the mentor to offer their assistance, and let the mentee know they’re available for guidance. These same principles have been used by TAC officers in CAP for hundreds of encampments, and have worked flawlessly. The same happens when mentoring is applied towards the cadet staff as a whole.

 

 

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