NCO RESOURCE MANUAL Et Deinceps Sursum!

Version 5(P) No 19 (Auckland) Squadron Air Training Corps WEF: September 18

FOREWORD

This manual is a creation of past, present, and future members of the Non-commissioned Officer’s Corps of No 19 (Auckland) Squadron Air Training Corps.

It has been compiled from various NZCF and NZDF manuals, overseas military sources, and previous Squadron publications, and from the experience of past NCOs. Its purpose is to provide a concise resource of the most commonly required and useful information for NCOs of all levels.

Great effort has gone into providing information crucial to the operation of the NCO Corps. However, because of its compact format, it cannot provide all the detail on any subject. Therefore, it must be used in conjunction with other resources when you require more information or precise details.

It is also not an alternative to experience. The best ways to improve your skills as an NCO are to watch your superiors in action, practice yourself by attending as many activities and courses as possible, and then to seek feedback on your performance so you can improve. Never forget, if you need help, ask for it.

“If you treat a person the way you see them, they’ll stay that way; but if you treat that person the way you want them to be, then chances are they’ll change” – SMA Gene C. McKinney

NCO Creed

As a Non-Commissioned officer in the New Zealand Cadet Forces I understand and accept that I am responsible for those charged to me.

As a Non-Commissioned Officer my duty is to faithfully and diligently carry out any orders or instructions given to me by my superiors, and at all times act in a professional and kind way towards my subordinates.

My subordinates will never fear me, nor will I act in a way in which encourages fear. I will be an example that my unit is proud of, and by doing this I will prove I’m worthy of leading others.

I understand that the way I carry myself and act will be reflected by that subordinate to me, and that at the minimum I will treat all personnel within the New Zealand Cadet Forces how I would like to be treated. At the maximum, and at my best, I will treat those above and below me in my chain of command they way in which in a way in which, if reflected would better them.

At all times my duty is to keep those under my command safe, aptly trained, and happy, in that order.

Those Officers and New Zealand Cadet Force staff members which I serve under will come to know me as an effective and useful tool to which they may employ to better the organisation as a whole.

I will not do my best, but at all times be my best. In doing so I will successfully execute the role of Non-Commissioned Officer in this New Zealand Cadet Forces.

Table of Contents NZCF ADMINISTRATION ...... 7 NZCF VISION...... 7 NZCF MISSION ...... 7 NZCF VALUES ...... 7 NZCF ABBREVIATIONS, ACRONYMS AND DESIGNATIONS ...... 7 AWARDS RANKS AND COURSES ...... 8 NZCF MANUALS ...... 10 NZCF FORMS ...... 10 CADET FORCE ORDERS ...... 11 NZCF VISUAL IDENTITY SYSTEM ...... 12

LEADERSHIP ...... 13 11 PRINCIPLES OF LEADERSHIP ...... 13 LEADING IN A MILITARY ENVIRONMENT ...... 13 POWER ...... 13 FUNCTIONAL LEADERSHIP ...... 14 LEADERSHIP VENN DIAGRAM ...... 16

THE RANKS ...... 17 LEADING AIR CADET ...... 17 CORPORAL ...... 19 SERGEANT...... 21 FLIGHT SERGEANT ...... 23 WARRANT OFFICER ...... 25

POSITIONS IN A FLIGHT ...... 26 SQUAD LEADER ...... 26 SQUAD MEETING ...... 26 SECTION LEADER ...... 27 NON-COMMISSIONED OFFICER IN CHARGE ...... 27

PROFESSIONALISM ...... 28 QUALITIES ESSENTIAL TO ALL NCOs ...... 28 4 Fs ...... 28 BEING PROFESSIONAL ...... 28 THE NCO VOICE ...... 29

DRILL ...... 30 PARTS OF A COMMAND ...... 30 DIRECTING FLANKS ...... 30 DRILL INSTRUCTION ...... 32 DRILL LESSON PLAN ...... 33 SQUADRON PARADE ROUTINE ...... 34 REFERENCE OF COMMONLY CONFUSED COMMANDS ...... 36 FOOT REFERENCE FOR DRILL ON THE MARCH ...... 36 DRILL TIMINGS ...... 37 PACE LENGTHS ...... 38 CADENCES ...... 38

ANZAC DAY PROCEDURES ...... 39 NEW LYNN WAR MEMORIAL PROCEDURE ...... 39 MT ALBERT MEMORIAL PROCEDURE ...... 40

DRESS STANDARDS...... 41 HEAD DRESS ...... 41 NO. 6 GP UNIFORM ...... 41 WORKING DRESS ...... 42 GENERAL PURPOSE UNIFORM INSTRUCTIONS FOR WEAR ...... 43 JERSEY GUIDELINES ...... 45 BRASSARD GUIDELINES ...... 46 19 SQN GROOMING STANDARD ...... 48 MALE UNIFORM INSPECTION GUIDE ...... 49 FEMALE UNIFORM INSPECION GUIDE ...... 50

INSTRUCTIONAL TECHNIQUE ...... 51 PLANNING A LESSON ...... 51 LESSON STRUCTURE ...... 51 KEEPING INTEREST ...... 52 QUESTIONING ...... 52 TRAINING AIDS ...... 53 DEALING WITH PROBLEM STUDENTS ...... 53 DEALING WITH ANXIETY ...... 54 SUCCESS 6 DISCIPLINE PHILOSOPHY ...... 54 VISUAL, AUDIO, KINESTHETIC TESTING ...... 55

DISCIPLINE ...... 59 EFFECTIVE DISCIPLINE ...... 59 NZCF DISCIPLINE POLICY ...... 60 CADET FORCES CODE OF CONDUCT ...... 60 ENFORCEMENT OF THE CODE OF CONDUCT ...... 62 PENALTIES FOR BREACHES OF THE CODE OF CONDUCT ...... 62 19 SQN DISCIPLINE POLICY...... 66

PHYSICAL TRAINING ...... 67 PHYSICAL TRAINING STANDARDS ...... 67 19 SQN REQURED FITNESS LEVEL RULES AND REGULATIONS ...... 68 2.4KM RUN ...... 69 PRESS UP ...... 70 CURL UP ...... 71

MANAGEMENT ...... 72 MISSION APPRECIATION ...... 72 GSMEAC ...... 73 TOWNEY ...... 74 PLANNING A CAMP ...... 75 ASSESSING...... 78 COUNSELLING ...... 79 19 SQUADRON LEAVE PROCEDURE ...... 80 EMAIL FORMAT AND HELPFUL EMAIL ADDRESSES AND WEBSITE LINKS ...... 81

ORGANISATION AND FORMATIONS ...... 82 NZCF ORGANISATION ...... 82 NZCF COMPOSITION ...... 84 TACTICAL FORMATIONS ...... 85

RADIO TELEPHONE PROCEDURE ...... 86 19 SQUADRONCALL SIGNS...... 86 CALL SIGN TRACKER ...... 87

CAMOUFLAGE AND CONCEALMENT ...... 88 SHAPE, SHINE, SHADOW, SOUND, MOVEMENT, COLOUR ...... 88 CAM PAINT ...... 89 CAMOFLAUGE PATTERNNS EMPLOYED BY NEW ZEALAND ...... 89

NCO MESS ...... 90 OVERVIEW ...... 90 POSITIONS IN THE MESS ...... 90 PARADE NIGHT ACTIVITIES ...... 91 OPERATION, EXERCISE, AND CAMP ACTIVITIES ...... 91

EXAMPLE DIRECTIVES ...... 92 JNCO ...... 92 SNCO ...... 93 SNCOIC ...... 94 SWO ...... 95

DUTY TEAM ...... 96 DCPL CAMP AND EXERCISE DUTIES ...... 96 DNCO CAMP AND EXERCISE DUTIES ...... 97 DCPL PARADE NIGHT DUTIES ...... 98 DNCO PARADE DUTIES ...... 99

PARADE NIGHT ROUTINE ...... 100 ORDER NO. 5A ...... 100

NZCF ADMINISTRATION REFERENCES: NZCF 160 COMPETITIONS AND AWARDS MANUAL, NZCF 3822 RECORD OF SERVICE BOOK, CADET FORCE ORDERS NZCF VISION Preparing New Zealand’s successful leaders of tomorrow. NZCF MISSION To develop and enable self-disciplined, confident and responsible young New Zealanders. NZCF VALUES 1. Courage: Confronting challenges, both physical and moral, to overcome any adversity;

2. Commitment: Being reliable and loyally serving and supporting the NZCF, local communities and New Zealand

3. Comradeship: Looking out for each other, having respect for all, and championing the benefits of friendship, teamwork and diversity.

4. Integrity: Having self-discipline and always being honest, trustworthy and responsible.

NZCF ABBREVIATIONS ACRONYMS AND DESIGNATIONS (GLOSSARY) ATC Air Training Corps ATCANZ Air Training Corps Association of New Zealand ATP Annual Training Plan CCANZ Cadet Corps Association of New Zealand CUCDR Cadet Unit Commander COMDT NZCF Commandant New Zealand Cadet Forces CFTSU Cadet Forces Training and Support Unit DFO Defence Force Orders DGRFYD Director General Reserve Forces and Youth Development DPTA Drill Purpose Training Aid DPM Disruptive Pattern Material MSC Mountain Safety Council NCO Non-commissioned Officer NZCC New Zealand Cadet Corps NZCF New Zealand Cadet Forces NZDF New Zealand Defence Force RNZAF Royal New Zealand Air Force RNZN Royal New Zealand Navy RCO Range Conducting Officer SCANZ Sea Cadet Association of New Zealand SCC Sea Cadet Corps SDAR Service Dress All Ranks TOETS Test of Elementary Training Skills

7 Awards, Ranks, and Courses

NZCF Equivalent Ranks

Air Training Corps: Cadet Corps: Sea Cadet Corps:

Leading Air Cadet (LAC) Lance Corporal (LCPL) Able Cadet (ABCDT)

Corporal (CPL) Corporal (CPL) Leading Cadet (LCDT)

Sergeant (SGT) Sergeant (SGT) Petty Officer (PO)

Flight Sergeant (F/S) Staff Sergeant (SSGT) Chief Petty Officer (CPO)

Warrant Officer (W/O) Warrant Officer Class II (WOII) Warrant Officer (WO)

Air Training Corps and NZCF Awards

Award: Description:

Basic 1 Badge (1st year) Awarded after successfully completing the Basic 1 syllabus

Basic 2 Badge (2nd year) Awarded after successfully completing the Basic 2 syllabus

Proficiency Badge (3rd year) Awarded after successfully completing the Proficiency syllabus

Advanced Badge (4th year) Awarded after successfully completing the Advanced syllabus Pass TOET on first attempt, attain at least 60% in two separate Wallingford style Rifle Competency shoots Pass TOET on first attempt, attain at least 70% in two separate Wallingford style First Class Shot Badge shoots Pass TOET on first attempt, attain at least 80% in the Wallingford national Marksman Badge shooting competition. Or the Eden Roskill Auckland ATC competition David Culverwell Memorial Trophy Achieve the highest individual score from all of the NZCF national shooting (NZCF Top Shot) competitions: Wallingford Cup, Smit Trophy, and Gunson Cup Navigation Badge Awarded upon successful completion of National Navigation Course Awarded for solo flight in a glider or powered aircraft on a national course (Power Flying Brevet Flying or National Gliding Activity) Successfully complete the Bronze section of the Duke of Edinburgh’s Hillary Duke of Edinburgh Bronze Pin award Duke of Edinburgh Silver Pin Successfully complete the Silver section of the Duke of Edinburgh’s Hillary award

Duke of Edinburgh Gold Pin Successfully complete the Gold section of the Duke of Edinburgh’s Hillary award Chief of Defence (CDF) Available to NZCF personnel and units whose contributions to the NZDF or NZCF Commendation deserve formal recognition, but may not meet the criteria for more formal awards Chief of Air Force (CAF) Available to ATC personnel and cadet units whose contributions to the RNZAF or Commendation ATC deserve formal recognition but does not warrant higher level awards This commendation recognises special contributions to the NZCF deemed worth Commandant NZCF Commendation by the Commandant NZCF deserving formal recognition

8 19 Squadron Unit Awards Award: Description: Top of Basic Flight Awarded for best performance in Basic Flight Top of Proficiency Flight Awarded for best performance in Proficiency Flight Top of Advanced Flight Awarded for best performance in Advanced Flight Junior NCO Leadership Trophy Awarded for most outstanding JNCO Senior NCO Leadership Trophy Awarded for most outstanding SNCO Awarded for Cadet or NCO with the highest all-round Commanding Officer’s trophy for best attendance attendance Awarded to the most dedicate and enthusiastic Cadet or Kevin O’Brien Trophy for Endeavour NCO Awarded to the Cadet who has shown the greatest level Most improved cadet trophy of improvement over the past year Awarded to the Cadet or NCO who has given the most to Wally Geard Trophy for Community Service the community (awarded by the New Lynn RSA) NZCF National Competitions Competitions Description: Air Training Corps national drill competition with winners Davy Memorial Drill Competition of area drill competitions ATC Wallingford Cup Air Training Corps National shooting competition

National Skills competition with winners of area skills Cadet Corps National Skills Competition competition

NZCC Smit Cup Cadet Corps National shooting competition

National Skills competition with winners of area skills Sea Cadet National Skills Competition competition

NZSCC Gunson Trophy Sea Cadet Corps National shooting competition Tri National and Commonwealth wide shooting competition Ffennell Cup Commonwealth Shooting Corps competing in the Match B section of the competition NZCF Cadet Courses Courses: Course Aim: Provide NZCF Cadets with the knowledge and skills to perform the duties of Junior NCO Course a Junior Non-Commissioned Officer within an NZCF Unit Provide NZCF Cadets with the knowledge and skills to perform the duties of Senior NCO Course a Senior Non- Commissioned Officer within a NZCF Cadet Unit Provide Cadets with the knowledge and skills required to perform the duties Under Officer Course of an Under Officer Provide cadets with a practical experience in Bushcraft in order to further Cadet Fieldcraft Experience assimilate the Bushcraft component of the NZCF Training Syllabus National Aviation (Power) Provide ATC cadets with power flying experience National Aviation (Navigation) Provide ATC cadets with Practical & Theoretical air navigation training Cadet Gliding Activity Provide ATC cadets with glider flying experience This is a five-day residential course involving NZDF trade skills, leadership Defence Careers Experience exercises, & displays

9 NZCF MANUALS Below is a list of manuals relevant to the NZCF, their name, and a brief overview. Be advised that manual designations and their contents change often. So, this list is more of a guide than fact and is not an official source:

MANUAL NAME DESCRIPTION BRD 1834 Royal Navy Drill manual, used by the NZSCC NZ 6 NZ Army Drill Manual NZ Army Drill manual used by the NZCC NZAP 818 RNZAF Drill Manual RNZAF Drill Manual used by the ATC NZAP 207 RNZAF Dress Instructions ATC guide for dress NZCF 142 Aviation Studies Manual Resource for aviation studies NZCF 150 Instructional Technique Manual Resource for instructors to teach theory of instruction NZCF 151 Firearms Training Manual Resource for firearms training NZCF 153 Leadership Manual How to both be, and teach good leadership NZCF 158 Navigation Manual Resources for teaching Navigation NZCF 159 RATEL Manual Radio Telephone procedures in the NZCF NZCF 160 Competitions and Awards Manual A detailed list of competitions in the NZCF NZCF 161 Risk Management Manual What staff members use when planning camps NZCF 163 Health and Safety in Employment Manual A guide to keeping personnel in good health NZCF 164 EEO and AHA Manual Equal opportunities and anti-harassment NZCF 165 Life Skills Manual How to get the best out of your subordinates NZCF 166 NZCF Drill Manual Tri-Corps Drill Manual NZCF 167 GSK and CFK Manual General and Cadet Force Knowledge for the NZCF and NZDF CFO 00 NZCF Charter of support NZDF, RNZRSA, ATCANZ, CCANZ, SCANZ roles in the NZCF NZCF FORMS In the following table is the list of the forms used in the NZCF. All forms are preceded by ‘NZCF’ so NZCF 8. Like the Manuals this is more of a guide than fact and is not an official record of all forms: 1A – Request NZCF 1 Application Template 26 – RNZAF Flying Scholarship and NAC Application 2 – Cadet Enrolment Form 26B – National Gliding Course Application Form 2A – Cadet Terms and Conditions of Membership 27 – NZCF Unit Assurance inspection 4A – Expressions of Interest for HQ NZCF and ASO 33 – General range instruction 5A – Under Officer Personal History Sheet 34 – Unit Ammunition Request Form 6 – Cadet Officer Personal Information Statement 35 – Rifle Transfer and Defect Recording Form 7 – Supplementary Staff Security Clearance Application 36 – Unit Ammunition Register 8 – Course Nomination and Medical History 38 – Cadet Weekly Firearms Check 10 – Clothing Request 41 – Microlight Flying Consent Form and Medical 11 – Unit Activity Intention 43 – Cadet Clothing issues card 12 – Risk Management Form 44 – Record of a Breach of the NZCF Code of Conduct 13 – Unit Routine Visit Report 45 – William Robert Friar Memorial Prize Nomination 13A – ASO Advisor Random Checks Form 46 – Regular Force Recruit Return 14 – Unit Temporary Loan Record 47 – Cadet Discharge 16 – Record of Service Form 49 – NZCF Cadet Unit Boat Inspection Sheet 17 – Base Camp Visit Request Form 52 – NZCF Unit Key Register 18 – Under Officer and Cadet Transfer Form 52 - Medications Record 18A – UO Request to Promote Minute Template 56A - Medications Administration Record 19 – Permission to use Norinco Ceremonial Rifle 104 - COTY Nomination Form 20 – Cadet Unit Monthly Return 163 – Immediate Incident Report 20A – HQ and ASO Monthly Record 163A – NZCF Incident Report 20B – Aide Memoire 201 – Firing Point Register 24 – Air Force Experience Application form 601 – NZCF Charge Report 25A – Initial Enlistment and Change of Particulars form

10 CADET FORCE ORDERS These are the documents that make up the rules and policies of the organisation. They correspond with the appropriate person on the NZCF Organisational Structure, so the NZCF S1 – Personnel Support is responsible for Cadet Force Order 1.

CADET FORCE ORDER LIST MAINTAINED BY Cadet Force Order 0 – Command NZCF Executive Officer The first of nine cadet force orders, the topics covered in this order are an overview of the NZCF, including definitions of who the Air Training Corps, Sea Cadet Corps, and the New Zealand Cadet Corps are. It also covers the complaints process, and Unit administration and policy. Most importantly it covers and details the rank structure of the NZCF Cadet Force Order 1 – Personnel S1 This order covers the terms and conditions of membership of the NZCF, including the full commissioning process and all promotions, both NCO and Officer in the NZCF, from LAC (e) upwards. It also includes a detailed look at what harassment and discrimination is, and how the NZCF deal with it. It also has how much you get paid for staffing courses. Cadet Force Order 2 – Security, Organisational Information and History S2 Order No. 2 covers the security policy of the NZCF, including material classifications, the privacy act, and NZCF and NZDF issued identification cards. It also details policy of NZDF issued weapons, ammunition, and firearm safety and storage. Finally it sets policy on honours, awards, and commendation. This includes awards and honours available to NZCF personnel. Cadet Force Order 3 – Cadet Operations S3 This covers the administration side of units and exchanges. Including terms of membership, enrolment, personal files. It also defines what forms and policies apply to NZCF units and how to effectively use them. Being the largest branch of HQNZCF it also outlines the composition of the NZCF and has a list of all NZCF units, and what area (NA, CA, and SA) they belong to. It also outlines the grading system used to define allocations of resources to units. Cadet Force Order 4 – Logistics and Equipment S4 Covers how NZDF equipment is distributed to NZCF units and policy on how to employ that equipment. It also includes the policy on assets disposal, the NZCFs insurance policy. As well it defines what can and can’t be worn on a NZCF uniform and how to wear uniforms. CFO 4 has the scale of entitlements for all three Corps Cadet Force Order 5 – Planning and Reporting S5 This Cadet Force Order contains all the policies around planning camps and activities. It also outlines policies regarding reporting accidents, incidents, and events in which NZCF personnel have been, or were close to being injured. Lastly covered is the process for who is to be contacted if a member of NZCF is injured or killed. Cadet Force Order 6 – Communications and Information Systems S6 Covers all policy relating to NZCF websites, cadet unit’s personal websites, and most importantly the social media policy. The social media policy (of which should be high on all cadets list of things to familiarise themselves with). Finally, it outlines the NZCF branding policy, how and when to use the NZCF, ATC, NZCC, or NZSCC logos. Cadet Force Order 7 – Training and Education S7 This manual defines the NZCF policy surrounding training, including different types of training exercise, and how the NZCF expects units to conduct them. It has the policy regarding chaperones and how Cadet Units are expected to keep their personnel safe. It also contains the guidelines for conducting ceremonial activities and firearms training Cadet Force Order 8 – Assurance and Inspector General S8 CFO 8 outlines the steps all personnel take to keep them and the people under their command safe. Including the steps of risk management, incident reporting, and health and safety guidelines. Also covered are the policies on auditing (ensuring relevant policies are followed by Units) and validation of practises (making sure an idea is a good one). Cadet Force Order 9 – Finance and Civic Liaison S9 This CFO contains the policies surrounding money. Main topics in this CFO are: Private fund use, locally raised funds, and NZCF insurance coverage (not much). It also covers how the NZCF plan to develop funding streams to better the organisation. Also covered are the policies of how the NZCF supports public events i.e. ANZAC/Poppy day. Cadet Force Order 10 – Guides HQNZCF The final CFO contains the policies surrounding ceremony. Main topics in this CFO are: Wearing the uniform, parading colours, Cadet force medal presentation, review of cadet force orders, formation of new NZCF units, and the design, wearing and approval of NZCF Unit Recognition Patches (URP).

11 NZCF VISUAL IDENTITY SYSTEM On the 3rd of August 2018 the NZCF introduced its new branding and logos for the organisation. The following guidelines give an overview of the application of the New Zealand Cadet Forces brand. The new NZCF logo is an opportunity to refresh and modernise the NZCF brand. It is a clean and modern visual representation of the three component organisations which comprise the NZCF. Having a clearly identifiable brand is important for NZCF in making itself heard in the contemporary information environment where so many voluntary organisations are working hard to engage with, recruit and involve young people. It is very important to note that a brand is much more than just a logo. It is how we communicate and present NZCF to different target audiences.

Working in a service environment, it is easy to lapse into jargon-heavy language and the excessive use of acronyms. We must actively work to prevent this in external communications. All NZCF publicity must be clear, simple and use plain English. To assist units to ensure that this is the case, approved messaging to be used in NZCF can be found in the NZCF message house on CadetNet. This is a common communications industry tool that aims to help you clearly and logically communicate the value of NZCF through using approved key messages that ensure a common approach to how units talk about NZCF wherever they are in the country.

SCALE The minimum size that the logo should be reproduced is 35mm wide. Do not compress it any smaller than this.

UNIT IDENTITY Individual cadet units can utilise their individual corps logo in certain circumstances. For example, it would be acceptable for members of No. 1 (City of Wellington) Squadron ATC to use the specific Air Cadets logo on their letterheads and event publicity. However, if they are involved in a cross-cadet initiative, even if they are leading it, then the NZCF logo should be used.

12 LEADERSHIP REFERENCES: NZCF 153 LEADERSHIP MANUAL 11 PRINCIPLES OF LEADERSHIP 1. Know yourself and seek self-improvement. 2. Be technically and tactically proficient. 3. Seek and accept responsibility. 4. Make sound and timely decisions. 5. Set the example. 6. Know your people and look after their welfare. 7. Keep your people informed. 8. Develop a sense of responsibility in your subordinates. 9. Ensure that the task is understood, supervised and accomplished. 10. Train your cadets as a team. 11. Employ your team in accordance with its capabilities. LEADING IN A MILITARY ENVIRONMENT Too much discipline can be counterproductive. Allow your subordinates to make decisions and learn from their mistakes without being excessively harsh. If subordinates need to become more effective in some areas, ensure they are given the necessary extra training. If leaders are too overbearing people will become afraid to ask questions because they are fearful of being humiliated or berated should they make a mistake. This method of leadership causes people to avoid the leaders, ask no questions and the unit suffers because people are so afraid of making a mistake and getting harassed that they lose focus on trying to become better at their jobs.

The most respected leaders are always with their team. By doing what their subordinates are doing, they gain respect because the team knows that the leader is doing just as much as they are. They are not ‘one of the boys’ because they retain their bearing that shows that they are in command. They know everything that needs to be known, know the names of every cadet, and can talk and joke with people but remain professional. They counsel any cadet in need of adjustment, and then seek them out later to praise them if they have improved. POWER Authority over others and respect can come three ways:

Command authority. This is the power you gain over cadets by wearing your NCO rank slides. This gives some power but it is ultimately derived from the fact that you have a signature in your 3822 next to a promotion. Using this alone to make subordinates do something is ‘pulling rank’ and does not gain respect.

Knowledge. Subordinates and superiors will follow people who know more than them and give them more respect. As NCOs, you must have proficiency in all subject areas to keep your higher knowledge power. It will also help in your confidence when dealing with cadets and giving lessons.

Charisma. This is the ‘x-factor’ that makes people want to follow someone. You can improve your charismatic power by maintaining a sharp, military appearance, appearing confident and in control, having an authoritative voice and manner, and maintaining a balance between approachability and enforcing necessary discipline.

13 FUNCTIONAL LEADERSHIP

TASK FUNCTIONS

Determine the Aim. In determining the team's aim, the leader must understand: 1. Superior and intentions, and how their particular task fits into the superior’s overall plan 2. What limitations are placed on their method of accomplishing the task?

Find All Courses of Action. To determine the best possible course of action you must first be aware of all courses of action.

Develop a Plan. From the best course of action develop a plan and brief the group. The plan needs to be detailed as is commensurate with its complexity and the ability of the group.

Check Understanding. It is essential that the understanding of important facts are checked.

Allocate Work and Resources. The issuing of orders achieves allocation of work and resources. In allocating work and resources ensure: 3. The work load is fairly shared. 4. The equipment is available to do the work. 5. The time to carry out the work is reasonable. 6. The subordinate can do the work.

Controlling the Quality and Tempo of Work. To maintain a consistent standard of work performance, the leader must establish how standards are to be assessed and then supervise performance. If necessary, they must be able to instil a sense of urgency. Finally, they must coordinate the work of the various subgroups in their team.

Check Performance against the Plan. The leader must evaluate actual performance against planned performance in terms of achievement and resources used. If necessary, the leader must change the plan.

Adjust the Plan. Frequently it may be necessary, in other than simple tasks completed over a short period, to amend the original plan.

14 TEAM FUNCTIONS

Brief/Debrief. The leader must brief their team using the GSMEAC format.

Set Procedures and Standards. For repetitive or critical sub-tasks set procedures and the standard to which you expect them to be carried out. Ensure procedures are clearly stated and understood by all.

Maintain Discipline. The maintenance of team discipline and the development of self-discipline are very important functions of the military leader.

Build Team Spirit. Team spirit is a state of mind in a team that indicates that cohesiveness has been achieved and that internal friction has been reduced to a minimum. This may be achieved by: 1. Fostering pride in achievement by reminding the team of its past successes and traditions. 2. Developing a feeling of belonging to an honourable and unique organisation. 3. Reducing competition within the team by showing how each individual's work is complemented. 4. Encouraging group participation in decision making. 5. Avoiding unequal treatment of members of the groups. 6. Respecting the team's interests.

Encourage, Motivate and Give a Sense of Purpose. Good team spirit alone is not enough. The group exists to perform tasks and its motivation must be channelled toward this. The leader can encourage team members by stressing how they are contributing towards the aims of the organisation. The use of praise or rewards may reinforce success. However, insincere or excessive praise can have a detrimental effect on the team. The team’s sense of purpose can be reinforced by keeping them fully informed, including the implications, of changes in the situation, and the plans and long-term objectives of the organisation. This information helps to give meaning to the group's work, making the members better able to contribute ideas and suggestions, and facilitate better reception to change.

Appoint Sub-Leaders. If the team is a large one, the leader can maintain a manageable span of control by appointing sub- leaders. This may also permit an efficient organisational structure, arranged by sub-functions. Sub-leaders may also be used to develop potential leaders within the team.

Ensure Communication Within the Group. The leader must ensure that their downward communications are clear and accurate and encourage upward information and suggestions. They must also encourage open communication between subgroups or individuals.

Training the Group. In performing this function, the leader must arrange team practice in situations that simulate tasks, aiming at the development of team knowledge, skill and attitudes. The leader should also periodically review team equipment and procedures.

15 INDIVIDUAL FUNCTIONS

Attended to Personal Problems. Personal problems may affect an individual’s motivation adversely. The leader’s first individual function is to remove these problems either by direct action, if it is within their authority, or by representing the problem to the appropriate authority.

Encourage Individuals. Praise, as a means of recognising successful performances, can be a positive motivating factor if handled correctly.

Give Status. People need status because it is a measure of their achievement in comparison with other people and because it bolsters their self-esteem.

Recognise and Use Individual Abilities. An important function of a leader is to assess individual expectations and abilities, and to give individuals appropriate opportunities and responsibilities.

Train the Individual. Before collective or team training can be undertaken it is necessary to ensure that team members are adequately trained in their individual tasks and responsibilities.

Task Needs

SLACK PERIOD Team Needs Individual Needs - Focus on the Team and individual needs.

Individual Needs

Task Needs INTENSIVE TRAINING - Focus on Group needs. Team Needs

Individual Needs

PRIORITY TASK Team Needs - Focus on the Task needs. Task Needs

16 THE RANKS

LEADING AIR CADET (LACDT) Leading Air Cadets must always supervise cadets and make every effort to better themselves in preparation to become a Corporal. As of December 2016, with the introduction of ‘Cadet Force Order 0 – Command Directive’ this rank, and its equivalents, are no longer Non-commissioned Officers of the NZCF. However, this guide has been produced due to the common practice of placing Leading Air Cadets in Junior NCO positions.

Parade Night Duties ❖ Inspection. This must be done in a logical way so that anyone can see who has been inspected and who has not. Don’t let cadets get on parade without being inspected! Note down faults that need correction so that you can follow up on the next parade night. ❖ Parade duties. Take up the marker position and corner guide positions. ❖ Duty Corporal and Reserve duties, including marking rolls, giving timings. ❖ Keeping cadets under control during break. Impose silence after two warnings. ❖ Sitting in on lessons. You must attend your squad’s lessons unless allowed to leave by the instructor.

Between Parade Nights ❖ Administration as required by SNCOs or Flight Commanders, including following up on absent cadets. ❖ Phone around of sections or persons as detailed by a higher rank. Any phone around must be completed on time and the results relayed back immediately. If you have any problems with a phone-around you must inform your SNCO as soon as possible. If a cadet is not at home, the phone is engaged or unanswered, keep trying. If need be phone back the next day at varying times until contact is made. If you are still unable to make contact inform your SNCO.

Weekend Activity Duties Leading Air Cadets must stay close enough to their section that they can stop cadets from doing something dangerous, such as burning themselves on gas cookers. They eat and sleep with their squads. ❖ Have a squad list, and always know where every member of your team is. ❖ Ensure that your cadets eat and drink properly. ❖ Monitor the health of your cadets. If there is a problem, see a SNCO then Medical Officer. ❖ Ensure that your cadets keep everything hygienic and look after Squadron equipment. ❖ Have a training programme and ensure that your cadets are on time. ❖ Ensure that your cadets have the right equipment, and if not, that they get loan gear. ❖ Conduct loading and unloading of vehicles. ❖ Assist with pack/equipment checks. ❖ Give lessons and individual training when the need arises. ❖ Sit in on all activities your squad is doing. ❖ Parade duties. ❖ Be ready faster than the cadets so that you can supervise, especially preparing for inspections.

Disciplinary Actions Leading Air Cadets must be approachable if cadets have problems. Therefore, they must not be as harsh as SNCOs. A Leading Air Cadet should be guiding cadets to keep them out of trouble, but if there is an infringement, then the LAC should be there to give immediate adjustment. LACs can call cadets to Attention and impose silence.

Equivalent NZCF Ranks New Zealand Cadet Corps = Lance Corporal (CDTLCPL) New Zealand Sea Cadet Corps = Able Cadet (ABCDT)

Equivalent NZDF Ranks New Zealand Army = Lance Corporal / Lance Bombardier Royal New Zealand Navy = Able Rating Royal New Zealand Air Force = Leading Air Craftsman

17 LEADING AIR CADET COMPETENCY CHECKLIST

Version: 0.1 WEF: 03 August 2015

This form provides a quick reference to check if a Cadet has the skills and knowledge required to be a Leading Air Cadet. While this form is a good indicator, it should not be the sole determining factor for a Cadet' readiness for promotion.

This form does not cover the behaviours required for a Leading Air Cadet.

Drill Leadership Parade procedure Leadership theory Marker General concepts Ensign Qualities of a leader Squad handling Factors of leadership Words of command Theory of needs Drill at the halt Discipline Drill on the march Reward and recognition Coaching* Briefing techniques Fault checking TOWNEY Identification of faults Practical leadership Corrective feedback for faults Lead a small team to complete a Corrective action for faults small task

Instruction Coordination and Management Presentation Administration Plan a presentation* Leave process* Deliver a presentation* Uniform - fault checking Practical skill Identification of faults Develop a practical skill lesson plan* Corrective feedback for faults Teach a practical skill* Corrective action for faults Duty roles DCPL*

Total checked: Preferred minimum (75%): 20/26

* = indicates new skill/knowledge required for this rank

Air Training Corps Cadet Corps Sea Cadets 18 CORPORAL (CDTCPL) Corporals are responsible for the first-hand control of cadets. Corporals must always supervise cadets.

Parade Night Duties ❖ Inspection. This must be done in a logical way so that anyone can see who has been inspected and who has not. Don’t let cadets get on parade without being inspected! Note down faults that need correction so that you can follow up on the next parade night. ❖ Parade duties. Take up the marker position and corner guide positions. ❖ Duty Corporal and Reserve duties, including raising the ensign, marking rolls, giving timings, running the NCO mess, being scribe during briefing, and helping the DNCO with fatigues. ❖ Keeping cadets under control during break. Impose silence after two warnings. ❖ Sitting in on lessons. You must attend your squad’s lessons unless allowed to leave by the instructor. Check with them if they want you to provide class control.

Between Parade Nights ❖ Administration as required by SNCOs or Flight Commanders, including following up on absent cadets. ❖ Phone around of squads or persons as detailed by a higher rank. Any phone around must be completed on time and the results relayed back immediately. If you have any problems with a phone-around, you must inform your SNCO as soon as possible. If a cadet is not at home, the phone is engaged or unanswered, keep trying. If need be phone back the next day at varying times until contact is made. If you are still unable to make contact inform your SNCO.

Operations and Exercise Responsibilities Corporals must stay close enough to their section that they can stop cadets from doing something dangerous, such as burning themselves on gas cookers. They eat and sleep with their squads. ❖ Have a squad list, and always know where every member of your team is. ❖ Ensure that your cadets eat and drink properly. ❖ Monitor the health of your cadets. If there is a problem, see a SNCO then the Medical Officer. ❖ Ensure that your cadets keep everything hygienic and look after Squadron equipment. ❖ Have a training programme and ensure that your cadets are on time. ❖ Ensure that your cadets have the right equipment, and if not, that they get loan gear. ❖ Conduct loading and unloading of vehicles. ❖ Assist with pack/equipment checks. ❖ Give individual training when the need arises. ❖ Sit in on all activities your squad is doing. ❖ Parade duties. ❖ Be ready faster than the cadets so that you can supervise, especially preparing for inspections.

Disciplinary Actions Corporals must be approachable if cadets have problems. Therefore, they must not be as harsh as SNCOs. A Corporal should be guiding cadets to keep them out of trouble, but if there is an infringement, then the Corporal should be there to give immediate adjustment. Corporals can call cadets to Attention and impose silence. Corporals are the bigger brothers and sisters of the Corps.

Equivalent NZCF Ranks New Zealand Cadet Corps = Corporal (CDTCPL) New Zealand Sea Cadet Corps = Leading Cadet (LCDT)

Equivalent NZDF Ranks New Zealand Army = Corporal Royal New Zealand Navy = Leading Rating Royal New Zealand Air Force = Corporal

19 CORPORAL COMPETENCY CHECKLIST

Version: 0.1 WEF: 03 August 2015

This form provides a quick reference to check if a Cadet/Leading Air Cadet has the skills and knowledge required to be a Corporal. While this form is a good indicator, it should not be the sole determining factor for a Cadet/Leading Air Cadet’s readiness for promotion.

This form does not cover the behaviours required for a Corporal.

Total checked: Preferred minimum (75%): 20/26

* = indicates new skill/knowledge required for this rank

20 SERGEANT (CDTSGT) Sergeants are with the cadets nearly all the time, don’t deal directly with them. You must use your JNCOs to ensure cadet welfare and accomplishment of the mission. You must also look after your JNCOs and give them guidance and teaching as necessary.

Parade Night Duties ❖ Inspection. Sergeants inspect the JNCOs and ensure that they are inspecting cadets properly. Sergeants can also inspect cadets. ❖ Parade duties. Take up Flight Sergeant and supernumerary NCO positions. ❖ DNCO duties, including calling parade, making sure all flights are in the correct rooms and the instructors are present, taking fatigues and performing DNCO checks at the end of the night. ❖ Taking lessons and giving individual training to JNCOs. ❖ Supervising JNCOs. ❖ Updating the flight Skills Register.

Operations and Exercise Responsibilities Sergeants look after 2-4 Junior NCOs (JNCOs) so that the Flight Sergeant doesn’t have to check on ten. ❖ Know where your JNCOs are, who is in their squad, and make sure they know where their cadets are. ❖ Look after the well-being of your JNCOs. ❖ Ensure that your JNCOs eat and drink properly, and that they ensure the cadets eat and drink properly. ❖ Ensure that your JNCOs make the cadets keep everything hygienic. ❖ Have a training programme and ensure that your subordinates get their cadets to the right place at the right time. ❖ Know when you and your JNCOs and their squads are on picket duty. ❖ Take physical training sessions. ❖ Ensure that your JNCOs have the right equipment, and that they ensure their cadets are well equipped. ❖ Ensure that JNCOs and cadets look after Squadron equipment properly. ❖ Give lessons and individual training as required. ❖ Perform DNCO duty as required. ❖ Conduct loading and unloading of vehicles. ❖ Perform and supervise pack/equipment checks. ❖ Sit in on activities your sections are doing. ❖ Help your JNCOs by doing duties that would stop them from supervising their squads, such as filling and emptying the washing sinks.

Disciplinary Actions Since you are not in direct contact with cadets, you can be more of a disciplinarian. If a Corporal is having trouble disciplining cadets, you step in and provide the greater firepower of three chevrons. However, Sergeants can only give the same measures as Corporals – give immediate adjustment, call cadets to Attention, and impose silence.

Equivalent NZCF Ranks New Zealand Cadet Corps = Sergeant (CDTSGT) New Zealand Sea Cadet Corps = Petty Officer (POCDT)

Equivalent NZDF Ranks New Zealand Army = Sergeant Royal New Zealand Navy = Petty Officer Royal New Zealand Air Force = Sergeant

21 SERGEANT COMPETENCY CHECKLIST

Version: 0.1 WEF: 03 August 2015

This form provides a quick reference to check if a Corporal has the skills and knowledge required to be a Sergeant. While this form is a good indicator, it should not be the sole determining factor for a Corporal’s readiness for promotion.

This form does not cover the behaviours required for a Sergeant.

Drill Leadership Parade procedure Leadership theory Marker General concepts Ensign Qualities of a leader Flight Sergeant* Factors of leadership Supernumerary NCO* Theory of needs Squad handling Delegation* Words of command Prioritisation* Drill at the halt Discipline Drill on the march Reward and recognition Coaching Briefing techniques Fault checking TOWNEY Identification of faults GSMEAC* Corrective feedback for faults Practical leadership Corrective action for faults Lead multiple small teams to complete multiple small tasks* Instruction Presentation Coordination and Management Plan a presentation Administration Deliver a presentation Roll books* Practical skill AWOL cadet register* Develop a practical skill lesson plan Leave process Teach a practical skill Uniform - fault checking Drill instruction Identification of faults Develop a drill lesson plan* Corrective feedback for faults Teach a drill lesson* Corrective action for faults Theory instruction Duty roles Develop a theory lesson plan* DCPL Teach a theory lesson* DNCO*

Total checked: Preferred minimum (90%): 34/38

* = indicates new skill/knowledge required for this rank

22 FLIGHT SERGEANT (CDTF/S) Flight Sergeants are responsible for the administration of a whole flight. They are much more involved in arranging training and administration. Flight Sergeants may have administrative positions such as Assistant Training Officer, Equipment Assistant or Administration Assistant.

Parade Night Activities ❖ Inspection. Flight Sergeants ensure that the operation is running effectively and may inspect cadets if it is busy. ❖ Parade duties, taking up Flight Sergeant or supernumerary positions, or the Warrant Officer position if the Warrant Officer is absent. ❖ Supervising or updating the flight Skills Register. ❖ Flight administration and planning. This is done with the Flight Commander, and can involve allocating NCO lessons, planning training programmes for weekend activities, and planning exams. ❖ Giving and assessing lessons. ❖ Monitoring the progress of flight NCOs and giving training and counselling as required. ❖ Ensure NCOs prepare for their lessons. ❖ Perform DNCO duties. ❖ Following up on absent cadets. ❖ Ensuring the discipline of flight cadets.

Between Parade Nights ❖ Administering phone around and reporting the results to the Flight Commander. ❖ Completing flight administration, including progression charts and cadet discipline logs. ❖ Planning activities.

Operations and Exercise Responsibilities ❖ Write the squad and section organisation of the flight. ❖ Look after the well-being of NCOs and cadets. ❖ Conduct inspections. ❖ Give lessons as required and assess NCO lessons. ❖ Prepare model room or tent. ❖ Take physical training sessions. ❖ Perform and supervise pack/equipment checks. ❖ Conduct loading and unloading of vehicles. ❖ Supervise the overall running of training. ❖ Parade duties as required. ❖ Perform DNCO duties as required. ❖ Ensure that Corporals and Sergeants are doing their jobs and give counselling to flight NCOs. ❖ NCO Mess duties as required.

Disciplinary Actions Flight Sergeants are in positions of responsibility and are not seen as often by cadets. Therefore, they can administer greater disciplinary measures. Flight Sergeants can give disciplinary counselling to individuals, administer non-punitive measures, and give physical re-motivation and refocussing. Flight Sergeants may also make recommendations to the Squadron Warrant Officer and request greater disciplinary measures. They can also call cadets to attention and impose silence.

Equivalent NZCF Ranks New Zealand Cadet Corps = Staff Sergeant (CDTSSGT) New Zealand Sea Cadet Corps = Chief Petty Officer (CPOCDT)

Equivalent NZDF Ranks New Zealand Army = Staff Sergeant Royal New Zealand Navy = Chief Petty Officer Royal New Zealand Air Force = Flight Sergeant

23 FLIGHT SERGEANT COMPETENCY CHECKLIST

Version: 0.1 WEF: 03 August 2015

This form provides a quick reference to check if a Sergeant has the skills and knowledge required to be a Flight Sergeant. While this form is a good indicator, it should not be the sole determining factor for a Sergeant’s readiness for promotion.

This form does not cover the behaviours required for a Flight Sergeant.

Drill Leadership Parade procedure Leadership theory Marker General concepts Ensign Qualities of a leader Flight Sergeant Factors of leadership Supernumerary NCO Theory of needs SWO* Delegation Squad handling Prioritisation Words of command Discipline Drill at the halt Reward and recognition Drill on the march Mentoring* Coaching Briefing techniques Fault checking TOWNEY Identification of faults GSMEAC Corrective feedback for faults Practical leadership Corrective action for faults Lead a large team to complete a complex task* Instruction Presentation Plan a presentation Coordination and Management Deliver a presentation Administration Practical skill Roll books Develop a practical skill lesson plan AWOL cadet register Teach a practical skill Leave process Drill instruction Uniform - fault checking Develop a drill lesson plan Identification of faults Teach a drill lesson Corrective feedback for faults Theory instruction Corrective action for faults Develop a theory lesson plan Duty roles Teach a theory lesson DCPL DNCO

Total checked: Preferred minimum (90%): 36/40 * = indicates new skill/knowledge required for this rank

24 WARRANT OFFICER (CDTW/O) The Warrant Officer is the model NCO. The Standard that everyone strives to live up to. They must set the example in all areas: uniform, drill, Cadet Force and General Service knowledge, attendance, and authority. They must have the presence that demands respect. Warrant Officers supervise the overall discipline of the whole unit: especially the NCO Corps and the NCO Mess. When things go wrong they are the ones with the knowledge and experience to fix any situation.

Parade Night Activities ❖ Responsible to the Adjutant for disciplinary matters. ❖ Maintaining high standards of discipline, dress, and drill of all cadets and NCOs. ❖ Supervising NCOs. ❖ Monitoring the DNCO roster. ❖ Supervising fire evacuations. ❖ Manage the physical performance of the NCO Corps. ❖ Take physical training sessions. ❖ Ensuring ALL personnel are conversant with orders and standards. ❖ The overall quality of parade night running. ❖ Maintaining the sanctity of the parade ground. ❖ Maintaining the team spirit of the NCO Corps. ❖ Individual training of NCOs. ❖ Corrective training of unit personnel. ❖ Conducting NCO meetings. ❖ Supervise pack/equipment checks. Air Training Corps

Between Parade Nights ❖ Follows up on any disciplinary measures. ❖ Corresponds with SNCOs and ensures there are no unresolved problems. ❖ Corresponds with Adjutant and/or Unit Commander. ❖ Writing, implementing and monitoring the DNCO roster. ❖ Liaison with other users of the NCO Room.

Operations and Exercise Responsibilities ❖ Look after the well-being of NCOs and Cadets. ❖ Initiate/supervise inspections. ❖ Give lessons as required and assess NCO lessons. ❖ Take physical training sessions. Cadet Corps ❖ Initiate/conduct pack checks. ❖ Initiate/supervise loading and unloading of vehicles. ❖ Supervise the overall running of training. ❖ Parade duties as required. ❖ Ensure that Corporals and Sergeants are doing their jobs and give counselling to SNCOs.

Disciplinary Actions [REDACTED]

Equivalent NZCF Ranks New Zealand Cadet Corps = Warrant Officer Class II (CDTWOII) New Zealand Sea Cadet Corps = Warrant Officer (WOCDT)

Equivalent NZDF Ranks Sea Cadet Corps New Zealand Army = Warrant Officer Class I Royal New Zealand Navy = Warrant Officer Royal New Zealand Air Force = Warrant Officer

Warrant Officers do not have a published competency checklist. If you’re questioning the competency of a Warrant Officer or equivalent, get used to doing push-ups until the Warrant Officer is tired.

25 POSITIONS IN A FLIGHT

SQUAD LEADER (SQDLDR) Squad leaders are usually JNCO positions and are the direct line of support for cadets. At the beginning of a parade night or activity they will immediately report to their Section leader or NCOIC.

Squad Meetings Meeting with your squad during a parade night provides numerous advantages that include. - An opportunity to collect or distribute permission forms. - Allows an NCO to interact with personnel of their charge. - Enables NCOs to become familiar with how their squad behaves.

Format of a Squad Meeting A squad meeting begins with a role call to ensure all members are present. The squad leader reads a list of names of personnel in the squad. Personnel will sit at the position of room and answer with “Yes *Rank*”. After a while squad members may become more relaxed during squad meetings. Squad leaders are to remember the 4 Fs (Firm, fair, friendly, not familiar)

Note: Money transfers will happen at break, Cadets should be escorted to the support committee room to do so. If the support committee is not available, then personnel are directed to the Adjutant.

The Squad Leader will then 1. Collect forms and ensure they are filled out correctly! (these go to the Adjutant after the meeting) 2. Ensure everyone has everything they need for lessons (Pens, paper, handouts). 3. Give out forms/handouts from previous lessons and parade nights that personnel were absent for. 4. Check in with personnel and build rapport (Encourage squad spirit). 5. Sum up meeting and send cadets off their lessons. 6. Note attendance and report to Section Leader or NCOIC.

For reporting to a SNCO, an example of a good format you can use is below. It may be written on a piece of paper or using a prepared document. The report must be to your respective SNCO by the beginning of break, or a time agreed upon by you and the SNCO.

ALPHA SQUAD REPORT 01/02/17 – CPL J. Jones

ABSENT PERSONNEL REASON

LAC S. Smith Has a cold (Leave Approved)

CDT J. Doe Has a cold (AWOL)

26 SECTION LEADER (SECLDR) A Section Leader is the middle management of the Flight. They are there to provide feedback and guidance to the Squad Leader and help the NCOIC in ensuring the efficient running of the flight they are crucial to the efficiency of the flight. At the beginning of a parade night or activity they should immediately report to their NCOIC.

Parade Night Activities During a Parade Night a Section Leader is responsible for the following; ❖ Ensuring that Squad Leaders arrive on time. ❖ Inspecting Squad Leaders. ❖ Collecting squad reports, collating them, and reporting to the NCOIC. ❖ Supervising Squad Meetings and ensuring Squad Leaders are effective and efficient. ❖ Training the Squad Leaders.

Operation, Exercise, and Camp Activities While on an activity a section leader is responsible for the following; ❖ Ensuring Squad Leaders are briefed and prepared. ❖ Ensuring that cadets are briefed and prepared. ❖ Monitoring the health of Squad Leaders. ❖ Providing guidance and corrective training to cadets and Squad Leaders. ❖ Help the NCOIC with the administration of the Flight.

Flight Non-Commissioned Officer in Charge (NCOIC) The NCOIC is the veteran NCO of a flight. With experience and wisdom giving them a cool, calm, and professional demeanour. Working with the FLTCDR, an NCOIC is responsible for all the personnel in a flight or their respective element. At the beginning of a parade night or activity they should immediately report to their Flight Commander.

Parade Night Activities During a Parade Night an NCOIC is responsible for the following; ❖ Ensuring that Section Leaders arrive on time. ❖ Inspecting Section Leaders. ❖ Collecting section/squad reports, collating them, and reporting to the Flight Commander. ❖ Flight administration, such as maintaining the flight skills register. ❖ Ensuring the Section leaders are creating adequate lesson plans. ❖ Training the Section Leaders. ❖ Collaborating with the Flight Commander as to how the flight is operating and how it can be improved.

Operation, Exercise, and Camp Activities While on an activity an NCOIC is responsible for the following; ❖ Ensuring Section Leaders are briefed and prepared. ❖ Ensuring that flight is briefed and prepared. ❖ Monitoring the health of Flight personnel. ❖ Providing guidance and corrective training to Section and Squad Leaders. ❖ Helping the Flight Commander with the administration of the Flight.

27 PROFESSIONALISM

QUALITIES ESSENTIAL TO ALL NCOs ❖ An exemplary standard of personal dress, behaviour and drill. ❖ Wear a watch at all ATC activities. ❖ Always be looking for things to do. ❖ Always carry at least 3 pens (One for you, one for your subordinate, and one for your officer) and paper, both on parade nights and in the field.

4 Fs Firm - Your word is law. Don’t let cadets change your mind. Fair - Treat all cadets the same, and deliver the same rewards and discipline to each cadet. Friendly - Be approachable. There is no need to be angry, and a hostile manner does not lead to greater respect from cadets. NOT Familiar - This means that you must maintain a degree of separation from the cadets. As an NCO you should not be socialising with the cadets at ATC, and should not become a part of the cadet groups while on activities. No first names should be used by either the cadets or yourself. As above, you should always ensure that cadets are giving all NCOs the respect due by standing to attention and addressing them by their rank. Some NCOs may become involved with cadets or other NCOs on a personal level. This is only tolerated outside ATC. Therefore, no displays of affection, favouritism or excessive attention are acceptable while on any activity.

BEING PROFESSIONAL MEANS BEING:

Proficient. Tactically and technically proficient, and setting the example.

Respectful. Give the greeting for the day to superiors. Accept peers and treat everyone with dignity. Be courteous to members of the public.

On time. Aim to be five minutes early to all timings.

Well-groomed and physically fit.

Committed to selfless-service. Have the courage to put others first.

Excellent. Strive to be the best at everything you do.

Self-disciplined. Keep a military bearing - don’t swear, become familiar or act stupidly.

Moral. Always do what is morally right.

Optimistic. Be a positive problem-solver. Don’t grumble.

Well organised. Don’t let your private life overly affect your ATC commitments.

Calm. Don’t get hot-headed under pressure.

Loyal. Stay committed to the Corps, the Unit and most importantly, your subordinates.

28 THE NCO VOICE You must have a range of voices available for different situations. If you start shouting at cadets immediately, then you have no reserve to use if the situation gets worse. Excessive yelling can also lead to unnecessary and counterproductive stress on the cadets, or a loss of respect from mockery.

You must never sound angry, shout, or have a voice that sounds strained, because that shows a loss of control. Cadets will respond more to your orders if you sound in control, despite how much they may try to push you.

Volume

1. 2. 3. 4. 5. 6.

1. Very quiet. Sometimes the best thing to bring a cadet in to line is a very quiet word at very close range.

2. Normal talking volume. This is what you should use most of the time.

3. Slightly louder than normal. This is what you should use when giving a lesson.

4. Louder and usually sterner. Use this when cadets have not responded to a normal order.

5. The most rarely used. This is the loud, totally authoritative voice that you use to snap anyone in to line. If you use it too often it loses its power, so it is only for the worst situations.

6. A very loud voice for talking over loud noises such as aircraft engines. Use this when background noise prevents you from being heard.

29 DRILL REFERENCES: NZAP 818 MANUAL OF DRILL AND CEREMONIAL, NZCF 166 NZCF DRILL MANUAL

PARTS OF A COMMAND

Executive

Volume Cautionary

Pre-cautionary

Time

The precautionary is given at a moderate volume and pace. There is then a pause of one second, and then the cautionary follows. This increases in volume but is still drawn out and pronounced. There is then a further pause of one second before giving the executive. The executive is a sharp noise, as loud and as short as possible, forced out from the diaphragm. It does not need to be pronounced because the required information has already been given in the precautionary and cautionary parts of the command.

For example: Precautionary: “FLIGHT WILL MOVE TO THE RIGHT IN THREES” Cautionary: “RIIIIIIIIGHT” Executive: “TN!”

DIRECTING FLANKS

ADVANCE

LEFT RIGHT

RETIRE When giving commands you must use the correct directing flanks. This is the term used to describe the names of the sides of a flight or squad.

30 DIRECTING FLANKS (continued) When a flight is given a Right Dress, the direction the front rank is facing becomes the Advance. The back becomes the Retire, their left becomes the Left and their right becomes the Right. When giving turns you must use the name of the flank that the flight will turn to face. For example: ❖ Doing an About Turn from the Advance: “FLIGHT WILL RETIRE, ABOUT TURN”. ❖ Doing an About Turn from the Left: “FLIGHT WILL MOVE TO THE RIGHT IN THREES, ABOUT TURN”. ❖ Doing a Left Turn from the Right: “FLIGHT WILL ADVANCE, LEFT TURN”.

Flanks are also used when marching. The front rank is always the one from which the flight takes its dressing. Therefore, the side that the front rank is on is given in the precautionary of the command to march. For example: ❖ If the flight is facing the Left, the front rank would be on the right-hand side of the flight. The command to march would be: “BY THE RIGHT, QUICK MARCH”.

❖ If the flight is facing the Right, the front rank would be on the left. The command to march would be: “BY THE LEFT QUICK MARCH”

❖ However, if the flight is facing the advance or retire the command is always: BY THE CENTRE, QUICK MARCH!

COACHING AND FAULT CHECKING Coaching and fault checking are vital to teaching drill. When used correctly, the instructor is always talking to the flight - either coaching, commanding, or fault checking. They ensure that the flight is receiving reactions to their progress throughout the drill session, allowing greater improvement in the time available.

Coaching is the reminder given to the flight before you give the command. Emphasise common mistakes and main points to remember. Start with “On the next command” and then give one or two coaching points, then the command. For example: “On the next command, flick the head and eyes over the right shoulder, pause for a count of left right then move in to position. FLIGHT, RIGHT DRESS”.

Examples of coaching points: ❖ Brace up - Force the arms straight down, shoulders down heads up ❖ Attention - Pick the left foot up 15cm and drive it in by the right, pick the left foot up in line with the right leg, don’t cow-kick, look your own height straight in front of you ❖ Turns - Keep the back leg straight, keep the arms locked in by the sides, move a full 90 degrees, pause for a count of left right between the two parts of the movement ❖ Right Dress - Look for the chin of the person two away from you, pause for a count of left right then move in to position, flick the left arms up in the front rank ❖ Eyes Front - Flick the head and eyes back to the front, snap the arms down in the front rank ❖ Paces - Maintain the dressing using your peripheral vision, take a full 75 cm pace, and keep the arms locked in by the sides ❖ Marching - Step off with a full 75cm pace, swing the arms waist height front and rear, and maintain the dressing using your peripheral vision ❖ Wheeling - 6 paces inside the wheel, keep the files in line through the wheel, don’t look at the wheeling point, wheel immediately on the command ❖ Halt - Pick it up drive it in, ready for the standstill

Fault checking is the observation you make after each drill movement. Tell the flight what they did wrong or right. Fault checking has no set format because the instructor must give a response unique to the performance of that flight for that drill movement. Watch for common faults such as fidgeting, bent arms or legs, dressing errors, or movements that are not snappy enough. If you feel that the flight has not made any errors, praise them.

31 DRILL INSTRUCTION Drill is a powerful aid to discipline, and must therefore be taught and revised correctly and frequently.

Qualities of a Good Drill Instructor ❖ Excellent personal drill and bearing. The instructor must immediately set the standard. ❖ Control and supervision of the class. The instructor must insist on silence, immediate obedience and absolute cleanliness of each cadet’s uniform. ❖ Thorough knowledge of the subject they are teaching ❖ Confidence. A confident instructor will have fewer control problems

Considerations When Preparing a Drill Lesson ❖ Possible distractions around the drill square such as roads or runways. ❖ Class comfort. ❖ Direction of sun and wind. Don’t give commands against wind or have the flight or yourself facing the sun. ❖ Type of lesson - marching or static. ❖ Formation. - Flight - best for revision. - Rear ranks up/single file - best for teaching static drill and turns on the march. - Hollow Square - best for weapon training. - Open order inclined - best for salutes.

Language The language you use when giving drill must emphasise the sharpness needed for drill.

Don’t use ❖ try/have a go at ❖ hold ❖ place ❖ jerk

Do use ❖ grip, grasp ❖ strike, force, punch, drive ❖ flick, cut ❖ calling the time ❖ judging the time

Although it is mentioned below, a couple of frequently used commands that are incorrect or used incorrectly are:

❖ “Wheeling” – this is an incorrect term in both the NZAP 818 (RNZAF drill manual) and the NZCF 166 (Tri-corps drill manual) and should never be used. The correct term is “Wheel”, e.g. “Flight will change direction left… Left Wheel!”

❖ “Stepping off cleanly” – As of making this manual (2017) I have no clue where this comes from. It’s not in any manual, anywhere and repeated internet searches yield nothing. Stop using it.

32 DRILL LESSON PLAN

INTRODUCTION Acting under my word of command; FLIGHT; Atten-TION; Right DRESS; Eyes FRONT; Stand at EASE; Stand Easy.

My name is ______This lesson is ______The objective of this lesson is that by the end of this lesson you the cadet will be able to demonstrate the ______as set out in the NZAP 818 Manual of Drill and Ceremonial. You need to know this so that ______

Revision as appropriate

DEVELOPMENT Complete demonstration

I - INTRODUCTION For ease of instruction this movement can be broken down in to __ component parts. I will now demonstrate the first component part.

D - DEMONSTRATION Demonstrate the first part of the movement.

E - EXPLANATION Explain the movement.

E - EXECUTION the counting for this movement is _____. On the command CARRY ON you will call out the counting. CARRY ON; CARRY ON; CARRY ON. On the command MOVE fall out in to the immediate area and practice this in your own time, MOVE; OR You will now practice this movement as a Flight.

R - REPETITION Practice as a Flight.

Repeat the sequence as necessary for successive parts of the movement, and when combining the component parts. When drilling by numbers, remember that the commands are given in the format FLIGHT WILL MOVE TO THE RIGHT IN THREES, RIGHT TURN, BY NUMBERS, ONE. Spend least time on execution and repetition of the component parts and give more attention to practising the whole movement

CONCLUSION Questions from/to class. The objective of this lesson was ______. State whether they have achieved the objective. Summary - Cover main points about the movement and things to remember. Your next lesson is ______with ______.

33 SQUADRON PARADE ROUTINE Laid out below is the correct procedure to get an unarmed squadron onto the parade ground for an Ensign hoisting and inspection. The layout in this guide is for the RNZAF parade ground with three flights being on parade. The below version has been modified to make it more suited to 19 Squadron.

Pre-Parade Duties The flights should be formed up on the left flank of the parade ground and prior to the Squadron formally marching onto the parade. The DNCO details the F/Ss to call their rolls, once this is done the SWO gets the details from the DNCO. They need to know the following: a. The Flight number b. Number of cadets in flight c. Number of cadets on leave d. Number of cadet’s AWOL Once this has been done, the SWO can start formal parade procedure. The SWO works out the frontage of No. 1 Flight, halves the number and adds two. They march around the back of the parade ground coming a halt three paces away from where they want No. 1 Marker, facing the left flank of the parade ground and gives the following commands: a. Squadron! b. Markers. The Markers take the most direct route, and do not arrive together. No. 1 Marker halts immediately in front of the SWO, No’s 2 and 3 Markers align to the right of No. 1 in order of flights. Markers will automatically stand at ease once reaching their position.

Commands to Identify Flight Markers SWO states in a loud voice: a. Markers, attention. b. Without interval, left dress. c. Eyes front. d. From the left number. All markers call out their flight number starting with No 1 Marker.

Placing Markers Out SWO gives the following commands: Markers, outwards turn (No 1 turns left, 2 and 3 turn right). b. No. 1 Marker stand fast. a. No. 2 Marker 11 paces or 13 paces. a. No. 3 Marker 21 paces or 25 Paces b. Into close column distance, quick march. On the command quick march, the markers march out their respective number of paces and halt facing the retire until the last marker is in position. Working together and in time with the rear marker, all markers about turn. The SWO at the same time positions themselves three paces in front of No. 1 Marker and covers off the markers front to rear. If the SWO needs to adjust the dressing he gives the following commands: a. No. 2 Marker, move to your left/right, steady. b. No. 3 Marker, move to your left/right, steady. c. Markers, stand at ease.

34 Marching the Squadron On The SWO moves to a position six paces forward and to the side of No 1 Marker and gives the command: a. Squadron. b. March on, OR Once the command March On has been given, F/Ss come to attention, observe a pause of left, right and turn about to face their flights.

Action of the F/S F/Ss give the following commands to their respective flights: e. No * Flight, attention. f. No * Flight, move to the right in threes, right turn. g. No * Flight, left wheel, by the left, marching onto your marker. Quick march. On the command quick march, the F/Ss march their flights directly onto their respective markers. On the approach of the flights markers come to attention individually. When flights have marched out to their markers the F/S halts the flight, advances them and stands them ease. F/S halts their flight and gives the command to advance whilst facing the blank. They turn with the flight to face them. If a F/S does not march their flight onto a marker correctly. Then paces should be given to get the flight close to the marker.

The Squadron Right Dress At this stage the SWO gives the following commands: a. Squadron, attention. b. Squadron, right dress (F/Ss about turn and supervise). c. Eyes front (F/Ss about turn to face the advance). The SWO may stand the Squadron at ease. The SWO then marches to a position six paces in front and centre of the Squadron where they face the Squadron and stands at ease.

Handover to the Adjutant SWO does an about turn and hands the parade over to the Adjutant by: a. Saluting. b. Giving the total number of cadets on parade (including themselves). c. Number of cadet’s AWOL. d. Salutes again. SWO then does a right turn and marches to a position two paces to the rear of the right-hand marker file of No 1 Flight.

Officers Taking Post Adjutant gives the following commands: a. Squadron. b. Stand at ease. c. Attention. d. Fall in the officers. Officers march to their respective flights for handover. F/S salutes the officer, turns left and marches to a position two paces to the rear and centre of their flight, wheel into position facing the rear. All officers and F/Ss wait for the last F/S to march into position and observe a pause of left, right, then about turn together. Adjutant then salutes CUCDR. If the relieving officer is not commissioned, either an Officer Cadet or an Under Officer the F/S does not salute when handing over a flight.

Raising the Ensign CUCDR gives the following commands: a. Squadron, stand at ease. b. Attention. c. Stand fast. (If a flight has DPTAs then they will bring them to Present Arms) d. Duty CPL raise the ensign. e. Carry on.

35 Inspection of Flights May be done by CUCDR or delegated to Flight Commanders. If the CUCDR is inspecting, the SWO turns right and marches out to a position between the CUCDR and the Adjutant in the inspecting group. If the FLTCMDRs are inspecting their own flights the CUCDR the FLTCMDRs will salute the CUCDR to acknowledge the order, right turn, and march to the right edge of the flight, about turn, and await the Flight Sergeant. At the same time the F/S will left turn and march around to the front of the flight until they are two paces in front of the FLTCMDR, no salutes are exchanged. The FLTCMDR will then carry out the inspection of their flight accompanied by the F/S. The F/S positions themselves one pace to the right front of the flight commander during the inspection. After the inspection the F/S Sergeant returns to their normal position. No salutes are exchanged. When the inspection has been completed, Flight Commanders will return to the front of their flight, stand them at ease, then about turn and stand at ease.

Handover for Dismissal CUCDR gives the following commands: a. “Squadron stand at ease.” b. “Fall out the officers” (officers come to attention left turn, march out to the front). Officers depart. At the same time F/Ss turn left and march back to their positions at the front of the flight. c. “Squadron Warrant Officer.” SWO marches out and halts in front of the CUCDR. CUCDR tells SWO that parade may now be dismissed. SWO salutes CUCDR who departs. SWO turns about to face the Squadron and gives the commands: a. Duty NCO! b. Duty NCO then marches out and relieves the SWO, then reads the routine orders out to the parade. The DNCO then gives the following commands: c. F/Ss dismiss your Flights. d. Carry on. After this order has been given, each F/S will come to attention. They will wait for the DNCO to dismiss before dismissing their flights. This will be done by about turning, bringing the flight to attention, then giving the command “Dismiss” The F/S will also right turn and march three paces before assuming a position in column of route.

REFERENCE OF COMMONLY CONFUSED COMMANDS Turns FLIGHT WILL MOVE TO THE LEFT/RIGHT IN THREES, LEFT/RIGHT TURN SQUAD WILL MOVE TO THE LEFT/RIGHT IN TWOS, LEFT/RIGHT TURN SQUAD WILL MOVE TO THE LEFT/RIGHT IN FILE, LEFT/RIGHT TURN Paces FLIGHT WILL FORWARDS/BACKWARDS/SIDEWAYS MARCH 1/2/3/4 PACES FORWARDS/BACKWARDS/SIDEWAYS MARCH Wheels FLIGHT WILL CHANGE DIRECTION LEFT/RIGHT, LEFT/RIGHT WHEEL Quick March BY THE LEFT/RIGHT, QUICK MARCH Double March BY THE LEFT/RIGHT, DOUBLE MARCH

FOOT REFERENCE FOR DRILL ON THE MARCH Command Which Foot the Executive is Given On HALT RIGHT

ABOUT TURN LEFT

RIGHT TURN RIGHT INCLINE LEFT

LEFT TURN LEFT INCLINE RIGHT

MARK TIME LEFT

HALT (Marking time) RIGHT 36

FORWARD (Marking time) LEFT

CHANGE STEP RIGHT

STEP OUT LEFT

STEP SHORT RIGHT

INTO SLOW TIME, SLOW MARCH RIGHT

INTO QUICK TIME, QUICK MARCH RIGHT

INTO DOUBLE TIME, DOUBLE MARCH LEFT

TO THE LEFT SALUTE TO THE RIGHT SALUTE LEFT

EYES RIGHT EYES LEFT LEFT

INTO QUICK TIME, QUICK MARCH (from the double) LEFT

HALT (in double time) RIGHT

DRILL TIMINGS Foot Drill at the Halt ATTENTION, STAND AT EASE ONE

FLIGHT (Brace Up) ONE

OPEN/CLOSE ORDER MARCH ONE, ONE-TWO

PACES FORWARD AND BACKWARD (e.g. 3 paces forwards) ONE, TWO, ONE-TWO

RIGHT DRESS (Including without intervals) UP, LEFT-RIGHT, MOVE

SIDEWAYS MARCH ONE, TWO etc.

TURNS/INCLINES AT THE HALT ONE, LEFT-RIGHT, TWO

SALUTING AT THE HALT UP, LEFT-RIGHT, DOWN

DISMISS ONE, LEFT-RIGHT, TWO, LEFT-RIGHT, 1, 2, 3

OFFICER ON PARADE, DISMISS ONE, LEFT-RIGHT, TWO, LEFT-RIGHT, UP, LEFT-RIGHT, DOWN, LEFT-RIGHT, 1, 2, 3

37 Foot Drill on the March

HALT ONE-TWO

CHANGE STEP LEFT-RIGHT-LEFT

MARK TIME FROM MARCH CHECK

HALT FROM MARK TIME ONE-TWO

CHANGE STEP (whilst marking time) LEFT, LEFT, RIGHT

FORWARD FROM MARK TIME DOWN, LEFT

TURNS LEFT/RIGHT CHECK, BLOCK, LEFT/RIGHT

ABOUT TURN CHECK, 1, 2, 3, RIGHT

EYES LEFT/RIGHT/FRONT CHECK ROUND

SALUTING ON THE MARCH CHECK UP, 2, 3, 4, 5, DOWN, SWING

DOUBLE MARCH FROM QUICK MARCH CHECK, LEFT

QUICK MARCH FROM DOUBLE MARCH CHECK-LEFT-RIGHT, LEFT

HALT FROM THE DOUBLE MARCH ONE, TWO, ONE-TWO

STEP SHORT/OUT CHECK LEFT

QUICK TO SLOW MARCH ONE, TWO, LEFT-RIGHT-LEFT

SLOW TO QUICK MARCH ONE, TWO, LEFT-RIGHT-LEFT

PACE LENGTHS Slow March 75 cm Quick March 75 cm Sideways March 30 cm Double march 100 cm Stepping short 50 cm Stepping out 80 cm Paces forward and backward 75 cm Stepping Off 60 cm Open/Close Order 40 cm CADENCES Slow time 60 paces per minute Quick time 120 paces per minute Double time 180 paces per minute Sideways Marching To the cadence of ONE – TWO Stepping Forward and Backward 120 paces per minute

38 ANZAC DAY PROCEDURES

New Lynn War Memorial Procedure

The New Lynn procedure is quite difference to the rest due to the different design of the memorial.

March On ❖ The catafalque guard Slow Marches between the two centre columns, starting from the rear. ❖ From there the commands are the same.

March Off ❖ Standard command of “Inwards Turn” is given. All guards will turn to face the middle of the memorial. ❖ On the command “Quick March” the sentries move together and quick march away from the memorial, the Guard Commander Follows and takes position behind the Party.

= Sentry

= Guard Commander

= Reserve Guard

39 Mt Albert Memorial Procedure

The Mt Albert Procedure is the standard procedure for war memorials and Cenotaphs.

March On ❖ The catafalque guard Slow Marches from the side before performing a right wheel and splitting and marching to positions at the flag pole. ❖ From there the commands are the same as a standard procedure.

March Off ❖ Standard command of “Inwards Turn” is given. All guards will turn to face the direction indicated. ❖ On the command “Quick March” the sentries move together and quick march away from the memorial, the Guard Commander follows and takes position behind the Party and marches them around to the car park on the opposite side of the hall. Before Halting and Dismissing the Party. ❖ The Reserve Guard moves out of the way and follows around to be dismissed.

= Sentry

= Guard Commander

= Reserve Guard

Inwards turn and March off this way

Flag pole (Squad Splits without command) Mt Albert Hall below This Line Starting Position

40 DRESS STANDARDS REFERENCE: NZAP 207 RNZAF DRESS INSTRUCTIONS Head Dress Head-dress is to be worn outdoors, or indoors if compliments are likely to be paid, but the SD hat and FS cap are not otherwise to be worn in working areas. The ATC sun hat, ATC baseball cap and ATC blue beanie may be worn in working areas subject to Unit Standing Orders.

The following lists and describes the wearing of the authorized head-dress in the NZCF are to be worn:

a. Males Field Service (FS) Cap - Males are to wear the FS cap with the front edge 25 mm or two finger-widths above the highest part of the right eyebrow. The cap is placed on the head with the lower button aligned with the centre of the forehead, and then pulled down to the right by the required amount.

b. Females Field Service (FS) Cap - Females are to wear the FS cap straight across the forehead with no hair showing on the brow. The badge is to be positioned above the left eye with the front edge of the cap 15 mm above the highest point of the left eyebrow.

c. Baseball Caps – The NZCF issue ATC baseball cap is to be worn, peak facing forwards, straight on the head, and with no hair showing on the brow. The adjustable rear strap is to be fastened securely. It can be worn with No.8 Field Service Dress (FSD), flying clothing and protective clothing, both inside and outside NZCF and NZDF establishments. The ATC baseball cap is to be in good condition when worn outside the NZDF/NZCF establishment.

d. ATC Blue Beanie - When wearing the ATC branded beanie as part of ATC uniform, compliments are to be given in the normal manner. The issue ATC branded beanie is to be worn with no hair showing on the brow. The ATC identifier is to be positioned at the front with 15mm of clear material under the logo and donned as tight as practical. The ATC branded beanie may be worn as part of sporting or recreational clothing, with No.8 FSD on base and in the field and with flying overalls, however it must not be worn when its wearing could bring the NZCF/NZDF into disrepute or bring the service adverse publicity.

e. ATC Sun Hat – The Air Training Corps Sun Hat is to be worn when ordered to by a SNCO or an Officer. The hat is to worn square on the head, with the logo at the front. The chin strap is to be worn unless ordered not to, at which point it is to be stowed above the head, and is to be tightened so as not to allow the hat to fly away in windy circumstances. ATC Sun Hats are property of No. 19 Squadron and are not issued to personnel as part of their standard ‘uniform package’ and care must be taken to ensure it is kept in good condition.

No. 6 General Purpose Uniform Short Sleeve Shirt Creases will only appear in the following places ❖ On both sleeves running from the top of the sleeve to the bottom. The crease will be centred relative to the epaulette so that if the crease were to continue onto the epaulette it would run down its centre. ❖ On the back of the shirt. Creases will be an equal distance apart from the sides of the shirt and not continue more than the width of a hand down the shirt. This crease will originate from the top of the shirt and will proceed vertically downwards.

Otherwise no creases should exist on the shirt.

Shirts will be washed at a regular interval and will be maintained with a clean and tidy appearance.

Only rank slides you have earned may be worn (as indicated in your record of service book). Shirts are to remain tucked into an individual’s trousers (or skirt).

41 Trousers Creases are to be only in the following locations ❖ Front left and right side. Beginning at the top, they will originate halfway between the closest side of the pocket and the fly and continue in a vertical and uniform fashion all the way to the bottom. ❖ Back right and left. Beginning at the top, both sides will originate directly underneath the vertical stitching in the trouser leg.

Working Dress The working dress for each Corps is as follows: 1. New Zealand Sea Cadet Corps – General Working Dress (GWDs) 2. New Zealand Cadet Corps – No. 3 Field and Fatigue Dress 3. Air Training Corps – No. 9 General Purpose Uniform (GPU)

Air Training Corps Working Dress in details.

The general-purpose uniform is comprised of the following elements.

Head Dress ❖ Field Service Cap (Standard FS Head Dress) ❖ ATC Baseball Cap (May only be worn with permission) ❖ ATC Beanie (May only be worn with permission) ❖ Boonie Hat (May only be worn with permission)

Upper Garment ❖ Unit T-Shirt or a black T-Shirt ❖ GPU Blue Shirt ❖ Black Raincoat ❖ Blue Windbreaker ❖ GPU Flee

Lower Garment ❖ GPU Blue Trousers ❖ Black Combat Style Boots

List of approved accessories ❖ Smock Liner Thermal, Khaki ❖ Jersey, Cold Weather ❖ Gloves, Cold Weather ❖ Sweater, Heavy Weight, Green ❖ Balaclava (Worn only in the field) ❖ Under Shirt Merino ❖ Rank Badge, dark blue ❖ RNZAF name tag, embroidered ❖ Under Trouser Merino

42 INSTRUCTIONS FOR WEARING NO.9 GENERAL PURPORSE UNIFORM

Head Dress

❖ FS Cap. While wearing the Field Service Cap it will be worn in the same manner as with the No. 6 GP Uniform.

❖ Baseball Cap. If wearing the baseball cap. It will be worn centred on the head with the front pulled down so the cap sits square on one’s head. When not wearing the baseball cap it is to be stored in your left legs outside pocket.

❖ Beanie, if wearing the beanie, the ATC logo will be centred on the forehead and positioned so there is 15mm of material beneath the logo. When not in use the beanie is to be stored in your left legs outside pocket.

General Purpose Uniform Shirt

❖ Achievement Badges (e.g. Qualified Parachutists Badge and Marksman Badge) are not to be affixed to GPU. The following are the only approved types and locations for badges and patches to be affixed to the GPU shirt: a. Left Chest. AIR FORCE identifier. Sewn directly above horizontal chest seam. Garment should come from the Clothing Contractor with this identifier already affixed.

b. Right Chest. One of the following tags or badges are to be worn at all times: 1. RNZAF Embroidered name tag, velcro. 2. Black material, cream writing and coloured roundels. 3. An Aircrew Brevet or PJI name badge may be worn.

c. Left Sleeve: 1. Upper Arm. New Zealand Flag – garment should come from the Clothing Contractor with this already affixed. 2. Lower Velcro Patch. One of the following patches or badges may be worn: i. RNZAF Roundel, left facing badge, kiwi, black ii. Approved Trade patch

d. Right Sleeve. One of the following patches or badges may be worn: 1. Approved Squadron or Unit patch 2. Approved Squadron badge in accordance with NZAP 3327 3. Approved Trade patch if not able to be worn on left Sleeve 4. RNZAF Roundel, right facing.

❖ The collars of shirts are to be ironed flat against the body of the shirt. The collar is to have the protective flap behind the zip ironed back from the collar to the horizontal seam above the Velcro patch for rank badge.

❖ The shirt sleeves are to be ironed flat or with an optional single crease from the shoulder seam to the outside centre of the hem of the sleeve. Sleeves may be ironed up to form a roll four fingers in width with lower edge of roll to sit one hand width up from the elbow.

❖ The yoke of the shirt is to be ironed flat in context with the back of the shirt. No other creases are to be ironed into shirts.

General Purpose Uniform Trousers

❖ Trousers are to be ironed flat with no creases

43 General Purpose Uniform Wet Weather Jacket The following are the only approved types and locations for badges and patches to be affixed to the GPU wet weather jacket: a. Left Sleeve: 1. Upper Velcro patch New Zealand Flag. 2. Lower Velcro patch One of the following patches or badges may be worn: i. badge, kiwi, black ii. Approved Trade patch iii. Badge Geneva Convention Protection – entitled personnel only. b. Chest. Central Velcro patch 1. Badge, Rank, blue.

Care Instructions The GPU care instructions are stated on the care label attached to the garments. Personnel are to follow the following care instructions in order to ensure longevity of the anti-static capability of the GPU shirt and trousers. These care instructions are as follows: a. Wash garments with similar colours or wash separately. b. Machine wash in warm or cold water (warm water is preferable) inside out, with all zips fastened. c. Wash in standard detergent. d. Rinse garments well. e. Do not bleach. f. May be tumble dried on a warm setting. g. May be line dried. h. Warm steam iron may be used. i. The garments can be dry-cleaned.

Occasions for Wear The GPU is primarily designed to be worn when employed in activities, or in areas, that are inherently dirty and unsuitable for the wearing of the No. 4, 5, 6 and 7 uniforms, but not such as to warrant the wearing of blue overalls or other suitable Personal Protective Equipment (PPE). The GPU is not a replacement for overalls or PPE. Subject to these guidelines, the GPU may be worn in place of No. 4, 5, 6 and 7 in all working environments, including office environments on a regular basis.

The GPU may be worn in all environments the No. 8 FSD was used. The GPU may be worn whilst conducting core military skills (CMS) training, base-wide orderly duties, during controlled exercises overseas and domestically, and any other capacity where RNZAF identity is required, and the wearing of this uniform is the most practical solution.

The GPU may be worn in public by personnel travelling to and from work. This also includes instances where personnel are visiting Base Headquarter (HQ) elements, respective Messes, attending medical appointments, or situations where they are required to carry out duties in the public view. The GPU may be worn on military and civilian aircraft when appropriate – the guiding principle being the activity the individual is scheduled to undertake once the flight arrives.

Dress of the day is at the discretion of the Senior Officer present. When making the decision, the extra protection afforded by the GPU is to be weighed against any reduction in comfort due to the occasion. The GPU may be worn during ceremonial parade practices but is not intended to be a replacement for any ceremonial uniform.

44 Jersey Worn from the first parade after ANZAC day to the Tuesday WITH TIE WITHOUT TIE before Labour Weekend. Iron with creases from the centre of the epaulette to the cuff. When worn, rank slides, brassard and nametag are put on the jersey. The nametag is worn straight at the equivalent position to on the shirt. The bottom of the jersey is folded up so that it is only just longer than the shirt. Collar is tucked Collar is unbuttoned Underneath the jersey and is over the top Black Bomber Jacket The Black Bomber Jacket. The black bomber jacket may be worn with Dress No. 4 SD, 5 GP, 6 GP, or 9 GPU. No embellishments, such as name tags, brevets, medals or medal ribbons are to be worn on the jacket. Black rank insignia is to be worn on the jacket. The black bomber jacket is to be worn zipped up to at least the third from top shirt button. The exception to this being when the jacket is worn inside where it may be worn unzipped. Only SNCOs and up are authorised to wear bomber jackets, and it must be purchased individually. The estimated cost is $85. If you would like to order one then you must speak to the adjutant

UNIFORM CARE SHIRT - Wash after every use in a normal cycle Take off rank slides, nametag and brassard when washing Iron on Cotton setting

RANKSLIDES - Dry-clean if dirty Iron back on Wool setting, covered with a damp tea towel

BRASSARD - Hand wash or dry-clean - do not tumble dry Iron on Wool setting covered with a damp tea towel

JERSEY - Dry-clean if dirty Do not hang Iron on Cotton setting with maximum steam covered with a damp tea towel

TIE - Dry-clean if dirty Iron back at knot part (not the wide end) on Wool setting covered with a damp tea towel

TROUSERS/SKIRT - Dry-clean if dirty Iron on Wool setting covered with a damp tea towel

SHOES - Polish to highest standard possible Blacken eyelets and stitching with a permanent felt Blacken soles with paint or polish

STOCKINGS/SOCKS Wash after every use in a normal cycle

ALL ITEMS Get new items if they are worn out or no longer fit

45 Brassard The brassard is worn on the right sleeve over the sweater or shirt. The epaulette of the sweater or shirt is passed through the small loop on the brassard to hold it in place. It is to be creased from the centre of the small loop to a central point at the bottom edge.

19 SQN ATC

Centred Spaced evenly between flash and year badge

Top of the badge 65mm from the top of the brassard

20mm above, 60mm to the left of the brassard crease

20mm above, 60mm to the right of the brassard crease 5mm above and parallel with, the bottom of the brassard

Cadet Unit Title. A badge showing the squadron number and name is worn centrally with the top of the badge coincident with the top of the brassard;

Basic I Badge. The four-pointed star is worn centrally with one point uppermost. The bottom of the badge is 65mm from the bottom of the brassard; To qualify for the Basic One Badge, all cadets must: 1. Attend one Squadron Camp or Tramp. 2. Pass the Basic One exam with a minimum of 75%. 3. Pass a drill TOET.

Basic II Badge. The Basic II badge comprises of two Basic I Badges. One badge is worn 5mm to the rear of the brassard centre-line with one point uppermost and the other badge is worn 5mm to the front of the brassard centre-line with one point uppermost. The bottom of both badges is 65mm from the bottom of the brassard. To qualify for the Basic Two Badge, all cadets must: 1. Obtain the Basic One badge. 2. Pass the Weapon Training TOET and participate in a full shoot. 3. Pass the Basic Two exam with a minimum of 75%. 4. Attend a second Squadron Camp. * 5. Attend special parades (Anzac/BoB Day). * 7. Contribute to fundraising events. *

*Those personnel who do not qualify for their respective badge can continue to gain these qualifications the following year. For example, if a cadet passes a proficiency level qualification, it will count towards a Basic level qualification as well.

46 Proficiency Badge. The four bladed propeller is worn centrally with one blade uppermost and 65mm from the bottom of the brassard. The Basic I and II badges are to be removed. To qualify for the Proficiency Badge, all cadets must: 1. Obtain the Basic Two badge. 2. Attend at least two Squadron camps. 3. Pass the Proficiency Exam with a minimum of 75%. 4. Pass a drill TOET. 5. Attend special parades (Anzac/BoB Day). * 6. Contribute to fundraising events. * 7. Give a 10-minute presentation. * 8. Apply for a JNCO Course. *

Advanced Badge. The four bladed propeller, superimposed with a four pointed star, is worn centrally with one blade of the propeller uppermost. The bottom of the badge is 65mm from the bottom of the brassard. The proficiency badge is to be removed. To qualify for the Advanced Badge, all cadets must: 1. Obtain the Proficiency badge. 2. Attend at least two Squadron camps. 3. Pass the Advanced exam with a minimum of 75%. 4. Pass a drill TOET. 5. Attend special parades (Anzac/BoB Day). * 6. Contribute to fundraising events. * 7. Apply for a JNCO Course. *

Shooting Badge - Rifle Competency. It is worn centrally, with the bottom of the badge 5mm above and parallel with the bottom of the brassard. Awarded upon scoring at least 60 in a Wallingford Style Shoot. At all times the highest achieved shooting badge should be worn;

Shooting Badge - First Class Shot. It is worn centrally, with the bottom of the badge 5mm above and parallel with the bottom of the brassard. Awarded upon scoring at least 70 in a Wallingford Style Shoot. At all times the highest achieved shooting badge should be worn;

Shooting Badge - Marksman. It is worn centrally, with the bottom of the badge 5mm above and parallel with the bottom of the brassard. Awarded upon scoring at least 80 in the Wallingford Shooting Competition. At all times the highest achieved shooting badge should be worn;

Duke of Edinburgh Award. The bottom of the badge is worn 20mm above the bottom of the brassard. The left-hand edge of the badge is 60 to the left of the brassard crease. This badge is now a pin and is awarded upon successfully completing the Duke of Edinburgh programme;

Navigation Badge. The bottom of the badge is worn 20mm above and parallel with, the bottom of the brassard. The left-hand edge of the badge is 60mm to the right of the brassard crease. This badge is obtained by passing the Navigation phase of the Aviation course;

Flying Badge (RNZAF Scholarship or Power Flying). Is worn centrally with the bottom of the badge 140mm from the bottom of the brassard. Awarded for solo flight in glider or powered aircraft – National courses (Gliding or Power Flying).

47 19 SQUADRON GROOMING POLICY

References: NZCF Policy and Administration Manual, Chapter 14

Males

Hair ❖ Must not extend within 13 mm of the collar. ❖ Must not be ragged, excessive in bulk or length, or overlap the eyes or ears. ❖ Must not interfere with the wearing of the service cap. ❖ If hair is tinted or dyed it is to be in single tone and a natural hair colour ❖ Sideburns, if worn, are to be neatly trimmed and not increase in width towards the bottom

Off the ears and off the collar is a permissible alternative for parade nights if the hair is not excessive in bulk or length, nor interfere with the wearing of the service cap.

Shaving ❖ The face and underside of the jaw are to be clean shaven above the collar.

Jewellery ❖ Wedding, engagement or plain signet rings only are to be worn. ❖ Males are not permitted to wear earrings or studs. ❖ Any other body rings or studs must not be visible.

Females

Hair ❖ Must not show on the forehead under the service cap. ❖ Combs, pins and hairnets are to be of a plain design and of similar colour to the hair. ❖ If dyed, hair is to be a single tone of a natural colour. ❖ If hair is short, it must be neatly styled and sit naturally above the shoulders. ❖ If hair is not short, it must be worn in a bun with a bun net so that it rests no lower than 2 cm above the collar.

Cosmetics ❖ A moderate amount of facial cosmetics may be worn. ❖ Clear or pale nail polish may be worn.

Jewellery ❖ Wedding, engagement or plain signet rings only are to be worn. ❖ One pair of plain earrings or studs may be worn in the ear lobe only. ❖ Any other body rings or studs must not be visible.

48 MALE UNIFROM STANDARDS

MALE UNIFORM INSPECTION GUIDE

3 = EXEMPLARY STANDARD

2 = CONSISTENT STANDARD 1 = MNIMUM STANDARD 0 = NOT YET ACCEPTABLE

Cap – Clean and ironed Cap – Worn correctly Hairstyle Clean Shaven Rank slides – Clean and ironed Shirt – Ironed correctly Shirt – Pockets fastened * Tie – Knot and cleanliness * Tie – Length (down to belt) Nametag * Jersey – Clean and lint free * Jersey – Ironed Brassard – Ironed Brassard – Badges correct Belt – Buckle polished Belt – Proper length (1st Loop) Trousers – Clean and lint free Trousers – Length Trousers – Ironed correctly 3822 – On person No jewellery No bulky items in pockets Socks – Correct Shoes – Polished

49 FEMALE UNIFROM STANDARDS

FEMALE UNIFORM INSPECTION GUIDE

3 = EXEMPLARY STANDARD

2 = CONSISTENT STANDARD 1 = MNIMUM STANDARD 0 = NOT YET ACCEPTABLE

Cap – Clean and ironed Cap – Worn correctly Hairstyle Earrings – Stud Rank slides – Clean and ironed Shirt – Ironed * Tie – Knot and cleanliness * Tie – Length (down to belt) Nametag – Correct position * Jersey – Clean and lint free * Jersey – Ironed Brassard – Ironed Brassard – Badges correct Belt – Buckle polished Belt – Proper length (1st Loop) Trousers – Clean and lint free Trousers – Length Trousers – Ironed correctly 3822 – On person * Skirt – Clean and lint free * Skirt – Correctly ironed No bulky items in pockets Pantyhose Shoes – Polished

50 INSTRUCTIONAL TECHNIQUE REFERENCE: NZAP 150 INSTRUCTIONAL TECHNIQUE MANUAL

PLANNING A LESSON (ORBIT RAR) 1. Establish the Objectives - must be clearly defined 2. Conduct Research 3. Decide the Best learning sequence, e.g. theory to practical, simple to complex, top to bottom 4. Choose an Instructional method 5. Make Training aids 6. Run the lesson 7. Assess the lesson - was it a success? How could I improve? 8. Revise the plan - immediately while it is still fresh

LESSON STRUCTURE Introduction - 5% of your lesson time Follow the INTROSH format. [INTROSH is the pneumonic used for remembering the process – the list below reflects the operating order.] ❖ I – Interest. You must gain the interest of the cadets within the first 90 seconds of the lesson; otherwise you will have lost them. Various techniques can be used: ❖ An anecdote or story. ❖ Humour. ❖ Questioning techniques (Open ended, rhetorical). ❖ A shock statement, for example “The NZCF could cease weapon training next year! . . . If firearm safety procedures were not followed correctly”. ❖ Video – keep it short or cadets will fall asleep. Follow it up with questions. ❖ It is important that your interest relates to your lesson subject, even if this link is somewhat tenuous. ❖ T – Title. Give the lesson a title to focus the cadet’s interest. State it and display it throughout the lesson. This should not be the same as your objective without the verbs. It should reflect your own instructional style and relate to the overall subject of the lesson. ❖ O – Objective. Clearly state the objectives and have them displayed throughout the lesson. ❖ N – Need. Offer a reason for why the cadets need to know what is being taught ❖ S – Scope (Also known as Range). List (display) what will be covered during the lesson. This should not be a repeat of the objective but the key points of the lesson. The ‘road-map’ of how the lesson will be conducted. ❖ H – Handouts. State whether handouts will be given and give any instructions on using a write-on handout ❖ R – Revision – It is not always possible or necessary to do revision but if you can/do, have the cadets recall their previous knowledge so it can be built on during the lesson. Body - 90% of your lesson time ❖ The body of the lesson plan contains the key teaching points. These are laid out in the sequence determined in the Steps of Planning and will be conveyed to the cadet by the chosen method of instruction. Ensure you include questions, training aids as well as when they are used. Over-plan - just in case things go well! Make little notes to yourself - it is your own individual lesson plan after all! Conclusion - 5% of your lesson time Follow the TENSION format. ❖ T – Title. Restate the title of the lesson. ❖ O – Objective. Restate the objective and make a statement with regards to student achievement. ❖ N – Need. Restate the reason why the cadets needed to learn the information taught. ❖ S – Scope. Briefly recap the main teaching points. ❖ E – Extra Help. Restate references and any other places that cadets can go for extra help. ❖ N – Next lesson. Quick statement of what is up next for those in the session. ❖ I – Interest (Reflection). Provide a thinking point for reflection and/or a point for application for the material taught.

51 KEEPING INTEREST To keep cadets interested in what you are teaching use the following techniques: Gesture Don’t keep your arms locked to your sides or the podium. Fidgeting is a distraction you must avoid Voice Cadets will be more interested if you have an exciting voice. Alter your rhythm, speed, volume and style. They will not listen to a muffled monotone. Frequent ums, errs or oks will distract cadets so train yourself out of using them. Knowledge Cadets will be more likely to listen to what you are teaching if you are obviously an expert. Focussing Make the cadets focus on what you are talking about. Say “Look at this”, or “This is important” Pause A silent point can assist in emphasising key ideas or statements Movement Cadets will follow you if you move around the room. This is different from restless pacing. Interaction Change the way you interact with the class. Alternate between Styles instructor/group, instructor/student and student/student

QUESTIONING Questioning is vital in a lesson. It assists in keeping class interest, and it shows which students are distracted, which have not understood what you have taught, and which are competent.

New instructors have a tendency not to question their students because they are afraid that the students will not answer correctly, and that this would reflect badly on them for not being able to instruct well enough. However, it is worse for the students because no one would know whether they have learned or not.

You should give five questions to the class of revision at the start of each lesson, five at the end of each of your main scope points during your lesson, and five at the end as a final check of understanding.

Questions must be clear, relevant, and require an exact answer. For example: Not “Where is RNZAF Ohakea?” but “Which town is closest to RNZAF Ohakea?”

Questions not to use ❖ Leading. Don’t lead them to the answer. ❖ Too long. Students will forget what was in the question. ❖ Trick questions, for example “What is the forth north?” If the cadet does not know much about the subject giving them a question they can only get wrong will damage their confidence. ❖ Delayed or missing interrogative. You must start with a questioning word so students know you are asking a question. ❖ Prenominating. Don’t say whom you want to answer the question until the end. ❖ Questions on physical skills. This is best assessed by getting the cadet to demonstrate. ❖ Questions while cadets are doing a task. They are focussing on something else.

PPP Style of Questioning This is the best method to use when giving questions. Pose the question to the whole class. This way everyone will think about it. Pause. Let them think about it. Pounce. Pick a cadet, by name or pointing.

52 TRAINING AIDS Projector - Readily available. Gives good visibility and slides are easily transportable ❖ Stand to side and face audience ❖ Don’t face the screen ❖ Turn off when not using ❖ Focus on key points by using PowerPoint and staging slides to move at an appropriate time. Whiteboard - In every classroom but can take time to write on. ❖ Writing must be neat, consistent, methodical, and visible ❖ Write up large amounts of text or diagrams before the lesson and cover them with paper. ❖ Get a JNCO to write for you. Video - Can be an interesting change or deliver information more clearly ❖ Keep students active during long videos - use a worksheet or discuss what they are seeing ❖ Avoid turning classroom lights off - students tend to fall asleep in the dark Models - Useful but not widely available ❖ Must be well made to avoid embarrassing breakages during your lesson Computers - Becoming more widely available but subject to failures due to compatibility issues. ❖ Ensure you test before the lesson to ensure it works. Posters/charts - Not good at a distance but are quick to put up and take down

DEALING WITH COMMON PROBLEM STUDENTS Fast - finished first, says how easy it is, can be disruptive ❖ use to peer tutor ❖ extra work to extend, not fill in time Slow - last to finish, can be a problem if they drop behind ❖ check if they have the background knowledge or vocabulary ❖ give extra tuition Silent - sits alone, finds answering questions difficult ❖ ask short, easy questions ❖ don’t make it obvious that you are giving them the easy questions Talkers - wait for them to finish and give them a look ❖ restate - only one talker at a time ❖ invade their personal space ❖ stand behind them while talking ❖ shift them Side tracker - tries to waste time by getting you off topic ❖ be aware of where questions are leading you, state that their questions or comments need to wait until after the lesson Know-all - freely expresses views ❖ check if they know or are lying - question them ❖ counsel them - attitude may be a barrier to promotion Faultfinder - nit-picks your lesson ❖ settle grievances ❖ don’t get in an argument

53 DEALING WITH ANXIETY Organise – Lack of organisation is one of the major causes of anxiety. Knowing that your lesson is well organised will give you more confidence, which will allow you to focus energy into your lesson.

Visualise – Imagine walking into a room, looking at your trainees, delivering your lesson with enthusiasm, answering questions with confidence and leaving the room knowing you did a great job. Mentally rehearse this sequence with all the details to the presentation you will give. It will help you focus on what you need to do to be successful. Practice – Many instructors rehearse their lessons mentally or just with their lips. Instead you should practice standing up, as if the class were in front of you, and use your visual aids. If possible, have somebody critique you and or have it videotaped. Watch the playback, listen to the critique and incorporate any changes you feel are required. There is no better preparation than this.

Breathe – When your muscles tighten and you feel nervous, you may not be breathing deeply enough. The first thing to do is to sit up, straight but relaxed, inhale deeply and repeat a couple of times.

Focus on relaxing – Instead of thinking about the tension focus on relaxing. As you breathe, tell yourself on the inhale, “I am” and on the exhale “relaxed’. Then on the inhale “this will be” and on the exhale “a success”. Try to clear your mind of everything except “I am - relaxed” and ‘This will be - a success’. Continue this breathing exercise for several minutes.

Release Tension – As tension increases and your muscles tighten up nervous energy can get locked into the limbs. This unreleased energy may cause your hands to shake and your knees to knock. Before giving a lesson, it is a good idea to try to release this tension by exercising your muscles. - Starting with your toes and calf muscles, tighten your muscles up through your body finally making a fist (i.e. Toes, calves. thighs, stomach, chest, Shoulders arms and fingers). Immediately realise all the tension and take a deep breath Repeat this exercise until you feel all the tension start to drain away. This exercise is so quiet no one knows you’re relaxing.

Move – Speakers who stand in one spot and never gesture experience tension. In order to relax, you need to release tension by allowing your muscles to flex. If you find you are locking your arms in one position to speak, then practice releasing them so that they do the same thing as if you were in an exciting two-way conversation. You can’t gesture too much if it is natural.

Eye Contact with Audience – Relate with your trainees as individuals. Look in peoples’ eyes as you speak. Connect with them. Make it personal. The eye contact should help you relax because you become less isolated from the trainees and learn to react to their interest in you.

SUCCESSFUL 6 DISCIPLINE PHILOSOPHY

1. Disruptions are normal – don’t let them affect your lesson.

2. A more relaxed class will learn more easily.

3. At the same time, make sure they are actively engaged in your lesson.

4. The best discipline is the kind no one notices - stay cool and calm - the more outraged you get the more problems you will have.

5. Remember the four “F”s – (firm, fair, friendly but not familiar).

6. Be proactive and take initiative by dealing with problems before they become significant. Remember, prevention is better than cure.

54 19 SQUADRON VAK TEST This learning style questionnaire is only a guide to find out your preferred style of learning be it auditable visual or kinaesthetic. Circle or tick the answer that most represents how you generally behave:

1. When I operate new equipment I generally: a) read the instructions first b) listen to an explanation from someone who has used it before c) go ahead and have a go, I can figure it out as I use it

2. When I need directions for travelling I usually: a) look at a map b) ask for spoken directions c) follow my nose and maybe use a compass

3. When I cook a new dish, I like to: a) follow a written recipe b) call a friend for an explanation c) follow my instincts, testing as I cook

4. If I am teaching someone something new, I tend to: a) write instructions down for them b) give them a verbal explanation c) demonstrate first and then let them have a go

5. I tend to say: a) watch how I do it b) listen to me explain c) you have a go

6. During my free time I most enjoy: a) going to museums and galleries b) listening to music and talking to my friends c) playing sport or doing DIY

7. When I go shopping for clothes, I tend to: a) imagine what they would look like on b) discuss them with the shop staff c) try them on and test them out

8. When I am choosing a holiday I usually: a) read lots of brochures b) listen to recommendations from friends c) imagine what it would be like to be there

9. If I was buying a new car, I would: a) read reviews in newspapers and magazines b) discuss what I need with my friends c) test-drive lots of different types

10. When I am learning a new skill, I am most comfortable: a) watching what the teacher is doing b) talking through with the teacher exactly what I’m supposed to do c) giving it a try myself and work it out as I go

55 11. If I am choosing food off a menu, I tend to: a) imagine what the food will look like b) talk through the options in my head or with my partner c) imagine what the food will taste like

12. When I listen to a band, I can’t help: a) watching the band members and other people in the audience b) listening to the lyrics and the beats c) moving in time with the music

13. When I concentrate, I most often: a) focus on the words or the pictures in front of me b) discuss the problem and the possible solutions in my head c) move around a lot, fiddle with pens and pencils and touch things

14. I choose household furnishings because I like: a) their colours and how they look b) the descriptions the sales-people give me c) their textures and what it feels like to touch them

15. My first memory is of: a) looking at something b) being spoken to c) doing something

16. When I am anxious, I: a) visualise the worst-case scenarios b) talk over in my head what worries me most c) can’t sit still, fiddle and move around constantly

17. I feel especially connected to other people because of: a) how they look b) what they say to me c) how they make me feel

18. When I have to revise for an exam, I generally: a) write lots of revision notes and diagrams b) talk over my notes, alone or with other people c) imagine making the movement or creating the formula

19. If I am explaining to someone I tend to: a) show them what I mean b) explain to them in different ways until they understand c) encourage them to try and talk them through my idea as they do it

20. I really love: a) watching films, photography, looking at art or people watching b) listening to music, the radio or talking to friends c) taking part in sporting activities, eating fine foods and wines or dancing

21. Most of my free time is spent: a) watching television b) talking to friends c) doing physical activity or making things

56 22. When I first contact a new person, I usually: a) arrange a face to face meeting b) talk to them on the telephone c) try to get together whilst doing something else, such as an activity or a meal

23. I first notice how people: a) look and dress b) sound and speak c) stand and move

24. If I am angry, I tend to: a) keep replaying in my mind what it is that has upset me b) raise my voice and tell people how I feel c) stamp about, slam doors and physically demonstrate my anger

25. I find it easiest to remember: a) faces b) names c) things I have done

26. I think that you can tell if someone is lying if: a) they avoid looking at you b) their voices changes c) they give me funny vibes

27. When I meet an old friend: a) I say, “it’s great to see you!” b) I say, “it’s great to hear from you!” c) I give them a hug or a handshake

28. I remember things best by: a) writing notes or keeping printed details b) saying them aloud or repeating words and key points in my head c) doing and practising the activity or imagining it being done

29. If I have to complain about faulty goods, I am most comfortable: a) writing a letter b) complaining over the phone c) taking the item back to the store or posting it to head office

30. I tend to say: a) I see what you mean b) I hear what you are saying c) I know how you feel

57 Now add up how many A’s, B’s and C’s you selected.

A’s =______B’s =______C’s =______

If you chose mostly A’s you have a VISUAL learning style.

If you chose mostly B’s you have an AUDITORY learning style.

If you chose mostly C’s you have a KINAESTHETIC learning style.

VAK LEARNING STYLE EXPLANATION The VAK learning styles model suggests that most people can be divided into one of three preferred styles of learning. These three styles are as follows, (and there is no right or wrong learning style):

❖ Someone with a Visual learning style prefers seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions.

❖ Someone with an Auditory learning style prefers the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone and can remember all the words to songs that they hear!

❖ Someone with a Kinaesthetic learning style prefers physical experience - touching, feeling, holding, doing, and practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first!

People commonly have a main preferred learning style, but this will be part of a blend of all three. Some people have a very strong preference; other people have a more even mixture of two or less commonly, three styles. When you know your preferred learning style(s) you understand the type of learning that best suits you. This enables you to choose the types of learning that work best for you. There is no right or wrong learning style. The point is that there are types of learning that are right for your own preferred learning style.

58 DISCIPLINE

EFFECTIVE DISCIPLINE Discipline doesn’t just mean barking orders and demanding an instant response. It’s more complex than that. You build discipline by training to standards, using rewards and punishment sensibly, instilling confidence in and building trust among team members, and creating a knowledgeable collective will.

NCOs use non-punitive measures to maintain discipline through corrective actions. Your use of corrective actions allows you to emphasize correction and not punishment. You use corrective action because it implies that the cadet, with proper guidance, will become efficient and competent.

Points for Effective Discipline Standards ❖ Set high standards ❖ Do not have double standards between yourself and your subordinates or they will never respect you Communication ❖ Make sure everyone knows the standards and what will happen to them if they fail to attain the standard ❖ Cadets must know rules and reasons Must be enforced fairly Gather facts THEN make a decision Personal example ❖ Discipline begins with the leader - before you tackle difficult people get your own act together first ❖ Be consistent Senior/Subordinate relationships ❖ Don’t become one of the group ❖ Don’t try to buy your way in to the group ❖ Earn the respect of your cadets - you have no right to demand it

Praise Reprimand

Dos Dos Be immediate Be immediate Be Specific – Tell them what they did Do your homework – don’t make false accusations Tell the person how you feel Be specific Encourage the behaviour Affirm their past performance in this area

Do Nots Do Nots Yes…. But Make personal attacks Criticise No witnesses Assign more work No road to improvement Save it up Harass Be insincere Touch Store it up Reprimand in public Reprimand a beginner or learner Hold a grudge after corrective training is over

59 NZCF DISCIPLINE POLICY REFERENCE: NZCF CODE OF CONDUCT CADET FORCES CODE OF CONDUCT From the Commandant of the NZCF regarding the NZCF Code of Conduct:

As members of the NZCF we are individually and collectively responsible for how we conduct ourselves.

We are regularly in the public eye within our communities. At these times we represent not only the NZCF but, in many cases, we are also seen as representatives of the NZDF. How we carry ourselves, what we say and what we do are scrutinised continuously, even when we think no one is watching. As such, how we go about our business is sometimes just as important as the outcomes we achieve.

All of us in the NZCF, wherever we are, are also entitled to expect a certain level of behaviour from others in our organisation. Our values are more than just words. They form the fundamental foundation of why we are here and dictate the necessary high standards and expectations of our organisation.

No Code can detail every behaviour expected of us. However, the NZCF Code of Conduct does provide an easy tool for interpreting, understanding and applying our values day to day. It serves as the guiding document that provides common standards of agreed behaviour for us all. It shapes our judgement, choices and actions, regardless of our role, and it holds us accountable for those decisions. It guides me as the Commandant, and it guides you, whatever rank or position you may hold.

I am proud of the part our organisation plays in developing young New Zealanders. I am equally proud to work with you, the Officers, NCOs and cadets of the NZCF, who are committed to upholding the values and high standards of conduct New Zealand expects from us, and we expect from each other.

Lieutenant Colonel Grant Morris Commandant New Zealand Cadet Forces Introduction ➢ Who does it apply to and when? This Code applies to anyone who is engaged by New Zealand Cadet Forces, regardless of the position or rank held. This includes Supplementary Staff who are permanent, temporary or casual within an NZCF unit, volunteers and any other groups or individuals we have advised this Code applies to.

This Code also applies to what we do outside of the NZCF environment where our actions may bring NZCF or NZDF into disrepute or may damage the trust and confidence that the NZCF or NZDF has in us.

➢ How can we be sure our conduct complies with the code and policies? The Code provides general guidance and minimum expectations of the behaviour NZCF expects from us. No code or policy can cover every situation, so we need to consider our values, apply our common sense and act with self-respect, and consider the reputation of NZCF and NZDF in our decision making.

The individual circumstances of each situation will determine how the misconduct is treated. These examples are intended as guidance only. They are not an exhaustive list of breaches of the Code of Conduct. Please use the SELF test to guide your decision making, or if you need further clarity talk to your Cadet Unit Commander or Area Support Officer before you take a course of action you think may fall outside the guidance outlined in this Code. If in doubt, it may help to consider the SELF test questions:

60 SCRUTINY – would your decision or behaviour withstand scrutiny and be seen as appropriate by others?

ENSURE COMPLIANCE – does your decision or behaviour comply with the Code and other NZCF policy, Cadet Force Orders and procedural expectations?

LAWFUL – is your decision or behaviour lawful?

FAIR – is your decision or behaviour fair and reasonable?

NZCF prides itself in being one of the most trusted youth organisations in New Zealand. By being consistently honest and ethical, and applying SELF to our behaviour and decision making, we help bring our vision and values to life

Reputation and Safety ➢ Our Reputation We act professionally, exercise good judgement and are accountable for our behaviour. We must not do anything that may bring the NZCF into disrepute. We consider the impact of our behaviour on the NZCF and NZDF at all times, including online and in social media, and outside of the NZCF environment. We protect the NZCF’s integrity and reputation by speaking up about any inappropriate behaviour we see and hear. By addressing inappropriate behaviour either directly or through our command chain, we make the NZCF a safer and happier environment.

➢ Our influence and conflicts of interest A conflict of interest is a situation where our personal, professional or NZCF interests may conflict with our position, obligations or responsibilities as a member of the NZCF. Sometimes the appearance or perception of such a conflict of interest can be just as damaging as an actual conflict.

We must not act in a way that uses our influence, role, rank or position to personal advantage or to the advantage of others we are associated with. It includes never entering into a sexual or intimate relationship with someone we have met in the NZCF environment if an imbalance of power exists, or if that person is vulnerable.

Instead, we raise potential conflicts of interest with our command chain. By being open and honest as soon as we see a potential conflict of interest, we can be supported to ensure it doesn’t become a problem.

➢ Our Duty of Care As a youth focussed organisation we all have a responsibility to lead, train and mentor young persons and have a duty of care to take reasonable steps to protect and safeguard Cadets from harm, both physical and emotional.

➢ Our Safety The safety and wellbeing of Cadets is paramount. Regardless of our role, we all have responsibility for promoting and maintaining a safe NZCF environment. This includes ensuring we are fit and trained to safely perform our roles. We keep ourselves, each other and the organisation safe, by appropriately managing and reporting any safety issues as soon as we are aware of them. Everyone involved with the NZCF can expect a safe environment at all times.

61 Resources and Diversity ➢ Our resources We have an obligation to properly manage and use resources appropriately and in a way, that ensures our working environment is safe. We take care of the equipment, tools and resources provided to us (including making sure they are fit for use by others) and make sure we use them appropriately, safely and for their designated purpose.

➢ Our diversity The NZCF is strengthened by diversity. Our differences equip us to be more effective in our approach to engaging youth across a wide range of communities. We are committed to having a diverse organisation that is inclusive and respectful of each other’s differences.

This means we treat all people respectfully, with empathy and dignity. We do so whether they are members of the NZCF or not, and regardless of the circumstances.

➢ Our acceptance of others We ensure a healthy work environment that does not tolerate discrimination, harassment, bullying, victimisation or any other unacceptable or offensive behaviour. There is no place in the NZCF for racial or sexual harassment, or discrimination against anyone for any reason including gender, marital status, religious belief, ethical belief, colour, race, ethnicity, nationality, disability, age, political opinion, employment status, family status, or sexual orientation. We are all responsible for ensuring this type of behaviour does not occur.

➢ Our history The NZCF has a close and unique relationship with the NZDF. We wear a uniform which illustrates this special link and signifies the public’s trust and confidence in us. This involves certain traditions and obligations which form the foundation of our service, and which must be adhered to.

When we choose to join the NZCF we choose to be responsible for consistently demonstrating our values, behaving in a manner consistent with this Code, and seeking help when we are unsure. This is required of us all.

Consequence ➢ What will happen if you breach the Code of Conduct If your behaviour or decisions fall short of the required standard set out in this Code and NZCF orders or policies, the circumstances and actions that have led to the situation will be determined by investigation.

What happens next and any consequences will depend on these circumstances. The NZCF has a disciplinary policy which outlines the process to be followed. If you are found to have breached our Code of Conduct you may face disciplinary action which could include termination of your association with the NZCF. Final outcomes will depend on the seriousness of the situation.

The principles of natural justice and procedural fairness will be applied in dealing with any breaches of the Code. 62

Performance Shortfall - Repeated instances of poor performance can add up to Misconduct

➢ What is a performance shortfall? This is trivial infractions that do not warrant an investigation.

Minor discipline infractions at unit level dealt with on a routine basis, these maybe performance managed. Multiple infractions by the same member can be misconduct.

Performance management issues must be addressed with a member as soon as possible after they are identified. The first step is to have an informal meeting to discuss general performance and specific areas in need of improvement.

The objective of the informal discussion is to encourage dialogue and to try and identify if there are any underlying causes that are contributing to the performance issues. The command role is to encourage, support and to try to help the member to improve. It is also important to provide the member with a real opportunity to explain and talk about the issues and their causes, and to make suggestions for how issues might be resolved.

Examples of poor performance

❖ Not bringing all listed equipment on a unit camp ❖ Dirty shoes or uniform on parade ❖ Poor attitude and bearing ❖ Minor disrespectful behaviour

63 Misconduct - Depending on the circumstances, misconduct may be considered serious misconduct, and vice versa. Misconduct and serious misconduct can apply to behaviour that has occurred outside of the NZCF environment.

➢ What is Misconduct? This is behaviour or actions that breach this Code of Conduct or other NZCF policies or orders.

While misconduct may not justify discharge, it may result in formal disciplinary action.

Examples of Misconduct:

❖ Breaching NZCF policies, orders or procedures ❖ Using abusive or offensive language ❖ Misuse of NZCF internet or email systems

❖ Being absent from NZCF activities or late without proper reason ❖ Failure to declare a conflict of interest

❖ Misuse, mistreatment or not taking reasonable care of NZCF or NZDF related property

❖ Not complying with a lawful and reasonable commands without a good and sufficient reason

❖ Bringing NZCF or NZDF into disrepute through any actions or behaviour ❖ Failure to divulge any conviction.

❖ Minor Theft, unauthorised possession or dishonesty of any kind

Serious Misconduct - Depending on the circumstances, misconduct may be considered serious misconduct, and vice versa. Misconduct and serious misconduct can apply to behaviour that has occurred outside of the NZCF environment.

➢ What is serious Misconduct? This is behaviour or actions that breach this Code of Conduct or other NZCF policies or orders and seriously undermine or damage the trust and confidence the NZCF has in you, calling into question if the relationship can continue.

It is behaviour or actions that may justify discharge.

EXAMPLES OF SERIOUS MISCONDUCT

❖ Being convicted of or pleading guilty to an offence of any type ❖ Corruption – accepting a bribe, inducement or reward

❖ Sexual misconduct of any nature including adolescent grooming

❖ Unauthorised access to, or disclosure of any matter or information related to NZCF or NZDF business ❖ Repeated misconduct (including breach of a warning)

❖ Knowingly making a false declaration or statement (including incorrectly recording data) ❖ Bullying or harassment ❖ Supply and consumption of alcohol or illegal substances ❖ Any violent behaviour ❖ Serious Dishonesty

64 How Misconduct is determined

SELF test to guide your decision making, or if you need further clarity talk to your Cadet Unit Commander or Area Support Officer before you take a course of action you think may fall outside the guidance outlined in this Code.

If you would like to talk about the code of conduct please contact your Area Coordinator.

Frequently Asked Questions Why did things change from our old Code of Conduct? The Existing Code of Conduct was reviewed and it was determined that it did not meet best practice guidelines for organisations made up primarily of volunteers.

When does the new Code of Conduct take effect? The new Code of Conduct takes effect 23 December 2016.

Who exactly does it apply to? This Code applies to anyone who is engaged by New Zealand Cadet Forces, regardless of the position or rank held. This includes Supplementary Staff who are permanent, temporary or casual within an NZCF unit, volunteers and any other groups or individuals we have advised this Code applies to.

How will it be implemented? All NZCF Officers will receive an email with a link to a video about the changes with a brief questionnaire to complete at the end. Training packages are being developed at HQ NZCF and Cadet Unit Commanders will be responsible for delivering these to cadets and others in their unit.

How long do NZCF officers have to complete the online questionnaire? The online training MUST be completed by 6 February 2017

What is the major change? The old disciplinary process based on the NZDF system has been removed and replaced with a five step Disciplinary Investigation Process which provides greater clarity and transparency on how decisions are made and how outcomes are decided.

When must CUCDRs have delivered the new Code of Conduct to their units? All CUCDRs are to ensure that all personnel in their units are familiar with the new Code of Conduct and inform HQ NZCF (S7 & S8) prior to 28 April 2017. This includes Cadets, Under Officers, Supplementary Staff and Officer Cadets.

Does this Code of Conduct also apply to Unit Support Committee personnel? No, but CUCDRs are to brief their respective USC on the implementation of the new Code of Conduct.

Does this Code of Conduct also apply to the Regular Force members attached to Cadets? Yes and No. NZCF RF staff remain subject to the Armed Forces Disciplinary Act however are required to follow the intent of the Code whilst posted to the NZCF.

65 If I make a mistake will I be discharged from the NZCF? Not necessarily. If your behaviour or decisions fall short of the required standard set out in this Code and NZCF orders or policies, the circumstances and actions that have led to the situation will be determined by investigation.

Repeated incidents or serious misconduct can lead to personnel being suspended or discharged from the NZCF however.

If I get a speeding ticket does that mean I get disciplined by the NZCF? No, however you are required to report any events such as this to your CUCDR, or if you are the CUCDR, to your ASO.

Will past convictions count against me now or in the future? Each disciplinary decision will be determined on a case by case basis. If, for example you have received a conviction in the past and have reported it then it will not count against you. If you have received a conviction and have not reported it then your integrity is compromised and you may be disciplined.

What are Performance Issues? These are minor issues that can be dealt with at unit level without the need for a formal investigation.

What is Misconduct? This is behaviour or actions that breach this Code of Conduct or other NZCF policies or orders.

What is Serious Misconduct? This is behaviour or actions that breach this Code of Conduct or other NZCF policies or orders and seriously undermine or damage the trust and confidence the NZCF has in you, calling into question if the relationship can continue.

What about NZCF Courses – will the Code of Conduct training be included in them? Yes, a package on the Code of Conduct will be included in all future JNCO, SNCO, Under Officer, Commissioning and Command Courses.

If I want to talk to someone about this to make sure I understand it correctly, who do I talk to? You should talk to your CUCDR in the first instance, then your ASO. If you are still unsure, you may discuss with your Area Advisor or Area Coordinator

19 Squadron ATC Discipline Policy 19 Squadron operates on a ‘positive discipline approach’. What this means is that instead of jumping straight to punishment, NCOs should ensure that personnel are trained correctly instead of simply punishing them for a mistake. An NCO has the authority to make a subordinate reach a standard. However, in the first instance training should be the first response.

It’s the job of an NCO to ensure that his or her subordinates are trained correctly. If an individual is not meeting a standard it is as much a reflection on the NCO as it is on the subordinate.

66 PHYSICAL TRAINING STANDARDS REFERENCE: NZDF FITNESS TESTING STANDARDS

OVERVIEW NCOs are expected to be able to not only keep up with their superiors and subordinates but have the capability to outmatch them. This gives both an individual, and the NCO Corps as a whole, the ability to set a high standard and be able to stay on top of the situation, when others may not be up to the task. What follows is a guide for the minimum standard and what an NCO should be at in terms of physical capability, as well as the ideal level, and the ‘100 club’, something all NCOs should make their goal to belong to.

Although a physical training routine and schedule is something that is the responsibility of the SWO. All NCOs should make it a priority to maintain their fitness and physical capabilities.

Score Criteria Male Female

2.4km Run 8min <10min Strong Pass Press Ups >30 >15 Curl Ups >66 >55

2.4km Run <9min <11min Ideal Press Ups 20 8 Curl Ups 50 40

2.4km Run <10min <12min Minimum Press Ups 5 1 Curl Ups 35 25

2.4km Run >13.46 >16.31 Fail Press Ups <5 <1 Curl Ups <35 <25

Score Criteria Male Female

2.4km Run ≥10min ≥10min ‘100 Club’ Press Ups ≥100 ≥100 Curl Ups ≥100 ≥100

67 19 SQUADRON REQUIRED FITNESS LEVEL RULES AND REGULATIONS The following is a guide for how to operate a RFL test. NCOs will be expected to be conversant with these guidelines and may be tasked with operating one.

Prerequisites

❖ Before attempting any of the tests. All potential participants are to be asked if there are any medical conditions that will or may prevent them from participating.

❖ All potential participants are to be advised that these tests are voluntary and are not compulsory.

❖ All participants are to be advised that they are able to fall out of the tests at any time during any test without expecting punishment of any kind.

❖ Participants are to be advised this is a maximum effort exercise.

Warm up

❖ Once prerequisites are complete, all participants are to be advised that they have 10 minutes to warm up. In colder conditions participants should be given longer.

❖ If possible an NCO or Officer should take a group warm up session.

❖ Warm up should consist of: a. Low intensity jogging, forward and backward. b. Dynamic, full body movements and stretches. c. Lunging and twisting motions. d. Bending. e. Shuffling from side to side.

Activities preparation

❖ While participants are warming up, all setup that can be done for the three activities should be being completed by non-essential personnel.

❖ Before all activities participants MUST be read all the rules and have an opportunity to ask any questions they have.

❖ Rules and conditions should be read out before the specific activity, not all at the beginning.

68 2.4km Run

Equipment Needed: 1. Stable surface. 2. Water for contestants 3. Medical kit

Setup: 1. Designate and map the course 2. Tape a start and finish line on the ground 3. Brief personnel on course and lost procedures 4. Explain rules to all participants.

Rules: ❖ Personnel are to line up on the start line. ❖ On command, the participants are to complete the allocated course in as short a time as possible. ❖ If lost personnel are to immediately make their way back to HQ. ❖ Personnel caught cheating will be disqualified without appeal.

69 PRESS UP

Equipment Needed: 1. Flat, even, and consistent surface e.g. Lino or turf. 2. If available a foam roll mat.

Setup: 1. Participant lies on their stomach on the ground, arms completely outstretched in front of them. 2. Slide hands back, keeping your elbows tucked in, until your shoulders and elbows have 90-degree bends. 3. Hands should be situated around where the shoulder is but may not be forward of the shoulder. 4. Hand width may be at most one hand width either in or out of initial hand placement. 5. Hands may be rotated inwards or outwards for comfort. 6. Feet are not be wider than hips apart.

Rules: Once Participant is comfortable and signals they are ready, a command is to be given for them to go on to their knees, keeping their hands in the same position. Once on their knees they may begin at will. This is done by them locking their knees and doing the first press up.

Personnel can fail this evolution in three ways: 1. Moving their hand position after beginning. 2. Stopping for more than three counts (Counted out loud for the participant to hear).

❖ For a push up to count it must meet the following criteria: a. On the down the participant must lower until there is a 90-degree bend in the elbow. b. On the up the participant must lock their elbow before continuing.

❖ Participants are to be notified if their previous press up does not count and why.

❖ Assessor is to keep an ‘out loud’ count for the participant.

❖ Even if a press up is not to standard and does not count in the final tally, it still counts as an attempt, therefore a participant could do multiple consecutive below standard push ups for longer than three counts and still not fail.

❖ Common Problems a. Participant does not keep their back or knees locked. b. Lowered head (to combat this the assessor may offer a pen to look at in front of their face to keep their head raised).

70 CURL UP

Equipment Needed: 1. Flat, even surface. Preferably either gym mat, turf, or roll mat. 2. Masking tape. 3. Ruler/Measuring tape.

Setup: 1. On the mat or turf, mark out 7.62cm (3in). 2. This can be done with either one or two pieces of tape, either way is acceptable. 3. Lie down and bend your knees to approximately 90 degrees. 4. Pull your shoulders away from your ears and fully extend your arms, locking your elbows. 5. Rest your hand palm down so your fingertip is at the start of the measured distance.

Rules: A participant may start when they have met all the prerequisites. To complete a curl up a participant tucks their chin into their chest and raises their head off the ground and curls up until their fingertip meets the other side of the measured distance, then lower back down until you’re back in the starting position. Shoulders must touch the ground and palms must stay facing down. This should be a controlled, continuous movement.

Personnel can fail this evolution in 2 ways: 1. They stop for longer than 5 counts (Counted out loud for the participant to hear). 2. If no part of either foot is touching the ground for more than 5 seconds (They may have only one foot touching during that 5 seconds).

❖ Participants are to stop if they complete 130 in the interest of time.

❖ Even if a curl up is not to standard and does not count in the final tally, it still counts as an attempt, therefore a participant could do multiple consecutive below standard curl ups for longer than five counts and still not fail. After 10 unsuccessful attempts the participant is to be stopped and the score is to be recorded, as of the last successful curl up.

❖ Common Faults: a. Sliding backwards - will mean the starting position is further away, requiring a larger curl up to meet the standard. Participants may move, provided they do so before the 5 counts, and at least part of one foot remains in contact with the floor. b. Breathing - Participants will find it easier if they breathe out while curling up.

❖ Test is complete either when the participant meets the score limit, or when they decide to fall out.

71 MANAGEMENT REFERENCE: NZCF 153 LEADERSHIP MANUAL

MISSION APPRECIATION When given a complex task, it is sometimes difficult to decide how to approach it. The mission appreciation process has been developed to overcome this problem by giving you a logical set of steps to carry out to ensure that you attack the task in the most efficient way. You may find it useful to carry a copy of this with you so that you will have it when you need it.

Mission Analysis ❖ Review of the Situation - Time now - Time to execute - Time available for planning - Time available to make my decision - 1/3 planning and 2/3 preparation ❖ Intention of Higher Commanders - One up - detailed - Two up - Outline ❖ Tasks - Essential task/Mission - Other tasks ❖ Identify Constraints and Freedoms ❖ Has the Situation Changed?

Grouping of Factors ❖ What problems may affect the completion of the task? ❖ What personnel do I have available? ❖ What is the ground that I will be doing this activity on?

Assessment of the Task 1. Identify Tasks 2. Phases

Ways of Doing the Task ❖ Options: look at different ways of doing the task - Identify advantages and disadvantages

Produce a Plan Mission - from the Mission Analysis Essential Tasks

Execution 1. General Outline - taken from the Grouping of Factors - number of phases 2. Specific Tasks - taken from the Grouping of Factors - personnel available

72 GSMEAC ORDERS The GSMEAC order format is an efficient way of delivering orders, either verbally or in writing. If writing orders for a camp or other large activity, master copies are on the Unit computer in the Training files. However, you may be required to give orders in the field, with little time for preparation. It is therefore useful to carry an outline of the GSMEAC orders format, to prevent you from overlooking anything.

Preliminaries Evaluate the ENTIRE circumstance before making a plan Explain all the raw data to your team and gather ideas (Don’t leave anything out no matter how small) Once you have ideas, appoint a 2IC and isolate yourself so you may focus on your planning. Ensure that if there are time constraints that they are adhered to.

Ground Describe the ground where the activity will take place

Situation Brief outline of the situation and background leading up to the activity. Include the reason.

Mission Statement of intent. “(Who) IS TO (What) IN (Where) AT (When) IN ORDER TO (Reason)” Must be stated twice.

Execution Explain how the activity will be conducted a. General Outline b. Specific tasks for people or subgroups c. Coordinating instructions - timings, routes, contingency plans, actions on

Administration and Logistics ❖ Equipment ❖ Medical ❖ Personnel ❖ Transport ❖ Rationing ❖ Dress

Command and Signals ❖ Chain of command ❖ Location of HQ and commanders ❖ Radios, call signs and frequencies ❖ Timings ❖ Points of contact

Ask for questions

Check understanding with questions

Summary

Synchronise watches

Execute

73 TOWNEY Unlike GSMEAC, TOWNEY can be used as either an abbreviated briefing format or a technique to gather information. TOWNEY should be used as a briefing format where time is a critical factor where as GSMEAC should be your standard briefing format. The difference between the two is that TOWNEY will only focus on the main parts of the plan and will neglect minor details. It should be the standard method of an after action report. Used when something goes bad, or good to establish what needs to change or not change next time.

Who As a briefing format ❖ Describe the chain of command ❖ Outline what each individuals job is ❖ Assign key positions like medic As an information gathering technique ❖ Establish exactly what personnel were present ❖ Find out whether anybody was away or AWOL What As a briefing format ❖ Establish what the objective is ❖ Go into as much detail as you need to ensure your team understand As an information gathering technique ❖ What lead up to the event ❖ What happened during the event ❖ What was the outcome When As a briefing format ❖ Establish how long you have ❖ Describe how long you want each part of the ‘how’ to take ❖ Make sure if you have allocated enough time to each part of the ‘how’ As an information gathering technique ❖ When the event happened ❖ How long the event occurred for ❖ How long it took the relevant party to respond Where As a briefing format ❖ Establish HQ and fall back point ❖ Outline where the location of the objective is ❖ Ensure your team knows the location of any side objectives As an information gathering technique ❖ Where did the event happen How As a briefing format ❖ This is where you outline your plan for meeting the what ❖ Ensure your plan is developed enough, or simple enough for your team to understand As an information gathering technique ❖ How did the event occur ❖ How did personnel react ❖ How could we improve in the future Why As a briefing format ❖ This is essentially the ‘mission’ from GSMEAC ❖ Establish the reason for the objective As an information gathering technique ❖ Find out why the event occurred ❖ Find out motives behind how personnel reacted

74 PLANNING A CAMP Below is a timeline for how a camp is usually planned. This is to give you an idea of the standard process Staff and Officers’ go through and to allow NCOs to contribute. However while this is the template, in reality this process can differ substantially and as such should be used as a guide only.

8 Weeks before Camp 1. Camp Objectives ❖ Who is able to participate? ❖ What is each flight going to do? ❖ What leadership and special skills are required? ❖ What do you want to achieve from the camp? ❖ Exercise Name 2. Draft Training Programme ❖ Check notes from previous camps. ❖ Ask Flight Commanders to start writing training programmes. ❖ Ask for tramping route plan if required. ❖ Start work on GSMEAC.

6 Weeks before Camp 3. Equipment Support Request (base needs 6 weeks). 4. Location - Where is the camp going to be held? ❖ Obtain permission to use the area. ❖ Costs. ❖ Get a contact name and phone number. 5. Accommodation ❖ What is everyone staying in? ❖ Costs. 6. Food ❖ What is the food for the activity? ❖ Costs. 7. Transport ❖ How are we going to get there? ❖ Who will drive? ❖ Costs. 8. Draft Training Programme ❖ Collect completed draft training programmes from Flight Commanders. Give a copy to the Training Officer to check.

5 Weeks before Camp Unit Commander Authority - Give completed form to CUCDR to check and sign. Full Training Programme - Collate individual training programmes. Squadron Warning Order - Notify Cadets of dates for camp and briefing.

4 Weeks before Camp 9. Staff Positions - Confirm staff attendance and positions. 10. Full Training Programme - Distribute full and final training programme. 11. NACFTSU Forms - Complete the following forms as required: ❖ Unit Activity Intention - you will need the name of the officer who will take responsibility for the activity, a non-participating person who will be the Auckland contact, and the approximate number of cadets who will attend. ❖ Tramp Route Plan (if tramping). ❖ RAMS Forms (available from Squadron Database and Google Drive). - Give two copies to CUCDR to check and sign - Give a signed copy to CUCDR and send a signed copy to Area Office (done through the CUCDR).

75 3 Weeks before Camp 15. Lesson Allocations - Confirm instructors for lessons. 16. Warning Order ❖ Issue briefing warning order to appropriate staff. ❖ Remind Cadets of dates and briefing next week. 17. Chain of Command - Issue chain of command for camp. 18. Squadron Equipment - Give Squadron equipment list to EO. 19. Briefing Sheets. ❖ Issue briefing sheets to Cadets and NCOs. ❖ Give a copy to the Adj. along with a blank nominal roll list. The Adj. will collect forms and money. 20. Personal Equipment List - Issue equipment and food lists to Cadets and NCOs.

2 Weeks before Camp 21. Cadet Briefing - Conduct full cadet and NCO briefing. 22. Staff GSMEAC - Conduct full staff GSMEAC briefing. 23. Collect Forms and Money - Adjutant to begin collection of forms and money.

1 Week before Camp 24. Finalise collection of permission and medical forms and money. 25. Obtain a tentative nominal list and numbers from Adjutant. 26. Phone around if needed.

Start of Camp 27. Produce a complete nominal list. 28. Leave a copy of nominal list, route plan and emergency policy document behind.

After Camp 29. Pass on any cadet reports to appropriate personnel. 30. Give a copy of nominal list to Adjutant and Flight Commanders. 31. Incident/Accident Reports - Give a copy, if any, to Unit Commander. 32. After Activity Report - Give a copy of completed form to CUCDR and TO.

NCO Activities NCOs are encourage to try planning an exercise for themselves. This will give you a greater understanding of what staff members are doing when they plan them. Also if your plan is well developed and you’ve planned accordingly, you may get the greenlight for your exercise.

However due to the nature of exercise planning it’s advised that it’s not to be attempted until at least the SNCO course has been successfully completed, or ideally the Under Officer’s course. THE SEVEN Ps As an NCO you will have many tasks to complete for ATC, in addition to work or school assignments. However, if you fail to give enough attention to tasks such as lessons or activity planning you will not give adequate performance. Therefore you must remember the following:

PROPER

PLANNING AND

PREPARATION

PREVENTS

PISS

POOR

PERFORMANCE

As an NCO you are expected to be fully prepared for everything required or asked of you. This includes: ❖ Being fully prepared for both drill and classroom lessons, with complete lesson plans and high quality training aids. ❖ Managing your time to ensure you have enough time for your needs and those of your cadets. You must be ready before the cadets, therefore being able to get the cadets ready on time. ❖ Being prepared for unexpected situations, and being flexible. This can include changes of plan, or being given a lesson with short notice.

77 ASSESSING As you gain positions of higher responsibility, you may be required to critique a subordinate’s performance in a lesson or other activity. The following is a guide to assist you, and should be used in conjunction with the appropriate critique sheet. These are filed in the bottom drawer of the Training Office filing cabinet, in the drawer labelled ‘Forms’. Once the assessment is complete, file the form in the Training Office ‘In’ tray.

Observing Make sure you are always observing, and have enough paper to write sufficient notes. Note down behaviours - be as specific as possible - give a description, not an interpretation - look at the resulting actions in the audience Be as unobtrusive as possible – try to reduce your influence.

Perceptual Biases These are what can cause you to give an incorrect interpretation of what you observed. ❖ Halo effect - The tendency to rate an overall performance based on one or two positive attributes ❖ Central tendency - The natural psychological bias against making extreme judgements ❖ Harshness/leniency - The tendency by individual assessors ❖ Similarity/dissimilarity - The tendency to rate people similar to us more highly ❖ Bias/Prejudice - Conscious or unconscious discrimination ❖ Contrast - The distortion of ratings by comparing individuals ❖ Attribution Error - The tendency to attribute the shortcomings of others to their ability, and our own shortcomings to situational factors

Feedback Process Ensure that you can give feedback as soon as possible after the lesson or activity. Sometimes, feedback may be given within a group. a. Select a suitable location - away from distractions, in a neutral area. b. Lay down ground rules - for example, no put downs, one person talks at a time, everyone must give ideas, etc. c. Get the person being assessed to talk about their areas for improvement d. Use the DESC model to give feedback on areas for improvement Describe - objective - what needs to change Express - what you perceived Suggest - ways of improving Consequences - of the improvement. Reason for change e. Feedback - make it specific and link it to examples. Be descriptive, not judgmental. Focus on behaviour the person can change. f. Get the person being assessed to talk about their strengths g. Use the DESC model to give feedback on their strengths h. State whether they passed or failed i. Take questions j. Sign the assessment sheet k. File the assessment

78 COUNSELLING Counselling helps people to talk about things that are bothering them. By talking about problems, people admit that they do exist. By openly discussing problems, people may be able to solve them on their own, and can sort out real problems from unnecessary worries.

This type of counselling is different from the counselling given to someone who has breached the Code of Behaviour. Ensure that the person being counselled knows that it is not a punishment, and do what you can to relax them. Let them know that solving their problem is important to you. Set the room up in a nonthreatening manner, allowing them to sit comfortably, and let them bring a drink in to the room if they wish. Ensure that no distractions are in the room, and place a ‘Do Not Disturb’ sign on the door. Remember the door must stay ajar.

Making a plan Make a sheet listing their problems and how you will deal with them, then go through this during your discussion. Prior achievements - List things that they have done well. Allow them to add items to this list. Prior shortcomings - What you think their problems are. Allow them to add or remove items. Objectives - What you want to happen. Strategy - How you will achieve the objectives. Prepare this with their ideas and suggestions.

For motivational problems Give positive reinforcement (praise) Give incentives or rewards Analyse the consequences of various performance levels

For confidence problems Set short term, small step goals Reassure and support task improvement efforts Give reinforcing feedback on growth in task accomplishment Encourage personal experimentation in achieving the task

For task problems Give extra training Reintroduce the task Observe the task frequently Give clear feedback on outcomes

79 19 SQUADRON LEAVE PROCEDURE – WEF:21JAN18

Planned Leave Process

• Cadet/NCO fills out Google Form 1

• Adjutant emails acknowledgement to the sender. Note: this is NOT leave 2 approval

• Adjutant inputs ‘leave applied’ status into ring-around register 3 • Full details available in Google Sheet response form

• Squad leaders to contact their Squad member as per standard ring-around 4 procedure

• Following a conversation about their leave, Squad leader changes status to ‘leave approved’ • If leave is not approved, change to ‘leave pending’ and take it up the Chain of 5 Command

• NLT 2100hrs on Mondays. Between 2100 Mondays and 1800 Tuesdays use Unplanned Leave Process • If planned leave is applied for within this time-frame it will be denied and marked 6 AWOL

• Adjutant sends FYI email to parents/caregiver of the Cadet who has applied for 7 leave

80 Unplanned Leave Process For use when a cadet/NCO falls ill or other exceptional circumstance Between Monday 2100hrs and Tuesday 1800hrs • Cadet/NCO fills out Google Form 1

• Leave is approved at Flight Staff discretion 2

• Adjutant inputs ‘leave approved’ into the ring around register, with comment of 3 unplanned leave

After 1800hrs Tuesdays

• Phone 19SQN Headquarters (09 846 5373) to contact the Adjutant 1

• Adjutant to pass on message to DNCO 2

• DNCO to ensure leave is marked in the roll and Squad Leader informed 3

EMAIL FORMAT AND HELPFUL EMAIL ADDRESSES AND WEBSITES All 19 Squadron issued email addresses use the format: [email protected]

All NZCF Officers have their own email issued to them from NZCFHQ which follows the format: [email protected]

Helpful Email Addresses

19 Squadron General Administration Account [email protected]

Helpful Website Links

19 Squadron Links Main Website www.19squadron.org.nz Facebook Page www.facebook.com/19SQNATC

New Zealand Cadet Force Links NZCF Website www.cadetforces.org.nz Cadet Net www.cadetnet.org.nz Moodle www.moodle.cadetnet.org.nz

New Zealand Defence Force Links Recruiting www.defencecareers.mil.nz Royal New Zealand Air Force www.airforce.mil.nz Royal New Zealand Navy www.navy.mil.nz New Zealand Army www.army.mil.nz

81 ORGANISATION AND FORMATION REFERENCE: NZCF ORGANISATIONAL STRUCTURE NZCF ORGANISATION OVERVIEW Since 2016 the NZCF have adopted the NATO Continental Staff System, sometimes referred to as the general staff system, and adapted it for NZCF purpose. The following is an explanation of the system. Note that this does not cover all positions in HQNZCF. Each branch has multiple personnel attached to it which follow a logical ‘S1-1’ system, due to the large scope of HQNZCFs structure only the top of the branch is listed below. Each member of the main branch (S1 – S9) is also responsible for the relevant Cadet force Order, meaning the S1 is responsible for the maintenance of ‘Cadet Force Order 1 – Personnel’.

In this system each staff position in a headquarters or unit is assigned a letter-prefix corresponding to the formation's element and one or more numbers specifying a role. The staff numbers are assigned according to custom, not hierarchy; i.e., 1 is not "higher ranking" than 2. This list reflects the changes made to adapt it to the NZCF:

S1 – Business Support Manager S2 – NZCF Information and History Officer S3 – NZCF Current Operations Officer S4 – Logistics S5 – NZCF Future Operations Officer S6 – NZCF Communications and Information Systems Officer S7 – Training and Education S8 – NZCF Inspector General S9 – NZCF Civic Liaison Officer

S1 – Business Support Manager The manpower or personnel officer supervises personnel and administration systems. This department functions as the essential administrative liaison between the subordinate units and the headquarters, handling personnel actions coming from the bottom up (such as a request for an award to be given to a particular soldier) or from the top down (such as orders being received from the army level directing that a particular soldier be reassigned to a new unit outside the command). In army units, this person is often called the Adjutant. The S1 also works with the postal mailing office. S-1 deals with awards and ranks as well.

S2 – NZCF Information and History Officer The intelligence section is responsible for collecting and analysing intelligence information about the enemy to determine what the enemy is doing, or might do, to prevent the accomplishment of the unit's mission. This office may also control maps and geographical information systems and data. At the unit level, the S2 is the unit's security officer, and the S2 section manages all security clearance issues for the unit's personnel. Other duties of the S2 often include intelligence oversight and physical security.

S3 – NZCF Current Operations Officer The operations office may include plans and training. The operations office plans and coordinates operations, and all things necessary to enable the formation to operate and accomplish its mission. In most units, the operations office is the largest of the staff sections and considered the most important. All aspects of sustaining the unit's operations, planning future operations, and additionally planning and executing all unit training, fall under the responsibility of operations. The operations office is also tasked with keeping track of the weekly training schedules. In most military units (i.e. battalion, regiment, and brigade), the operations officer carries the same rank as the executive officer (XO), but would obviously rank third in the unit's chain of command while the other staff officers are one rank lower. For example, in a battalion, the S3 would hold the rank of major (like the battalion XO), while the remaining staff officers are captains or lieutenants.

82 S4 – Logistics The logistics office is responsible for managing the wide scope of materiel, transport, facilities, services and medical/health support: • Design, development, acquisition, storage, distribution, maintenance, evacuation, and disposition of materiel. • Transport of personnel and materiel. • Acquisition or construction, maintenance, operation, and disposition of facilities. • Acquisition or furnishing of services. • Medical and health service support.

S5 – NZCF Future Operations Officer The plans & strategy office is responsible for civil military operations (CMO) strategy planning. At the unit level, the S5 is the primary adviser to the Commander on the civilian-to-military and military-to-civilian impact of the mission/operation within the Host Nation's (HN) Area of Interest (AOI), Area of Operations (AO) or the Target area of Interest (TAOI). The G5 serves as the Mission Support Office (MSO) at the Division level and HHC for civil military plans and strategy.

S6 – NZCF Communications and Information Systems Officer The signal office directs all communications and is the point of contact for the issue of communications instructions and protocol during operations as well as for communications troubleshooting, issue, and preventative maintenance. Communications at this level is paired with digital as well as voice (radio, computer, etc.). At the unit level, S6 is also usually responsible for all electronic systems within a unit to include computers, faxes, copy machines, and phone systems.

S7 – Training and Education The training branch will organise and coordinate training activity conducted by a Headquarters and also supervise and support subordinate units.

S8 – NZCF Inspector General The finance branch, not to be confused with Administration from which it has split, sets the finance policy for the operation. Operationally, the Administration and Finance may be interlinked, but have separate reporting chains.

S9 – NZCF Civic Liaison Officer Civil-Military Co-operation or Civil Affairs are the activities that establish, maintain, influence, or exploit relations between the military forces, the government or non-government civilian organisations and authorities, and the civilian populace in a friendly, neutral, or hostile area of operations in order to facilitate military operations and consolidate and achieve mission objective.

Cadet Warrant Officer – New Zealand Cadet Forces The Cadet Warrant Officer NZCF is a member of the HQ NZCF leadership team. They are mandated to render advice on any matters within the NZCF environment, but with particular focus on strategic matters affecting personnel, training and welfare. The CDTWO NZCF is the senior CDTWO appointment in the NZCF.

Cadet Warrant Officer – Northern Area The Cadet Warrant Officer (Northern Area) is a supplementary member of the Northern Area Cadet Forces Training and Support Unit. They are mandated to render advice on any matters within the NZCF environment, but with particular focus on matters affecting personnel, training and welfare in the Northern Area. They work in partnership with the Area Coordinators and the Area Support Officers in their region. The CFTWO (NA) is the senior CDTWO appointment in the Northern Area.

Cadet Warrant Officer – Central Area The Cadet Warrant Officer (Central Area) is a supplementary member of the Central Area Cadet Forces Training and Support Unit. They are mandated to render advice on any matters within the NZCF environment, but with particular focus on matters affecting personnel, training and welfare in the Central Area. They work in partnership with the Area Coordinators and the Area Support Officers in their region. The CFTWO (CA) is the senior CDTWO appointment in the Central Area.

Cadet Warrant Officer – Southern Area The Cadet Warrant Officer (Southern Area) is a supplementary member of the Southern Area Cadet Forces Training and Support Unit. They are mandated to render advice on any matters within the NZCF environment, but with particular focus on matters affecting personnel, training and welfare in the Southern Area. They work in partnership with the Area Coordinators and the Area Support Officers in their region. The CFTWO (SA) is the senior CDTWO appointment in the Southern Area. 83 NZCF COMPOSITION OVERVIEW Because the military use the chain of command as their standard method of both issuing orders and receiving information, the higher up the chain of command you go the higher the quantity of personnel involved. The formation you are part of depends on your assignment. Outlined below are the standard sizes of each formation, and a description. AIR TRAINING CORPS FORMATIONS Squadron – 10 – 200 personnel A Squadron is the nominal designation for every unit in the Air Training Corps. Commanded by a Squadron Leader or Flight Lieutenant, these are the largest formations in the corps and are what all cadets belong to. They normally consist of two or three standard flights and an administration team comprised of, Executive Officer, Adjutant, Stores/Equipment Officer, and Medical Officer.

NZCF Equivalents: Sea Cadet Corps: Ships Company (Referred to in NZCF as “Training Ship) Cadet Corps: Company (Not a commonly used phrase, shortened in NZCF to “Unit”)

Flight – 5 – 50 personnel A standard ATC squadron will be made up of at least three flights (Basic, Proficiency, Advanced), which are normally commanded by a commissioned officer with a senior Non-commissioned Officer acting as flight NCOIC. In the ATC they are used to denote level of training and tenure. The majority of any ATC Unit will be attached to flights in either a cadet or staff capacity. Flights will be made up of either two or three Sections, or any number of Squads, dependent on unit composition.

NZCF Equivalents: Sea Cadet Corps: Task Group Cadet Corps: Platoon

Section – 5 – 20 personnel Not so common among smaller squadrons and units, but can effective in larger ones, sections are the middle of a flight. Commanded by a Sergeant who reports either to the SNCOIC or the Flight Commander, they are responsible for

NZCF Equivalents: Sea Cadet Corps: Squadron Cadet Corps: Section

Squad – 1 – 7 Personnel A squad is what most cadets will be placed in on their arrival to a unit. Typically commanded by a Corporal, Leading Air Cadet, or in some cases a Sergeant, a squad is used to keep track of cadets’ performance without staff personnel being spread too thin. With a small amount of personnel per NCO it allows the NCO to be trained in a relatively low risk environment and allows the NCO to keep track of all their cadets’ performance easily.

NZCF Equivalents: Sea Cadet Corps: Task Unit Cadet Corps: Squad

Detail – 1 – 3 Personnel The smallest possible formation in the Air Training Corps, this particular formation and its equivalents are not used very commonly in the NZCF, however it can have its uses when only small amounts (1 – 3) personnel are needed. Typically commanded by a Leading Air Cadet or a capable Cadet.

NZCF Equivalents: Sea Cadet Corps: Task Element Cadet Corps: Fire-team

84 TACTICAL FORMATIONS A tactical formation (or order) is the arrangement or deployment of moving military forces such as infantry, cavalry, AFVs, military aircraft, or naval vessels. Formations were found in tribal societies such as the "pua rere" of the Māori, and ancient or medieval formations which include shield walls (skjaldborg in Old Norse), phalanxes (lines of battle in close order), Testudo formation and skirmishers. Tactical formations include: ❖ Column A military column is a formation of soldiers marching together in one or more files in which the file is significantly longer than the width of ranks in the formation. The column formation allowed the unit rapid movement, a very effective charge (due to weight of numbers) or it could quickly form square to resist cavalry attacks, but by its nature only a fraction of its muskets would be able to open fire. ______❖ Line The line formation is a standard tactical formation which was used in early modern warfare. It continued the phalanx formation or shield wall of infantry armed with polearms in use during antiquity and the middle ages.

______❖ Square Historically an infantry square, also known as a hollow square, is a combat formation an infantry unit forms in close order usually when threatened with cavalry attack. With the development of modern firearms and the demise of cavalry this formation is now considered obsolete. ______❖ Wedge and inverted wedge A flying wedge (also called flying V or wedge formation, or simply wedge) is a Or configuration created from a body moving forward in a triangular formation.

______❖ Echelon An echelon formation is a (usually military) formation in which its units are arranged diagonally. Each unit is stationed behind and to the right (a "right echelon"), or behind and to Or the left ("left echelon"), of the unit ahead

______❖ Staggered column Staggered column is a military formation often used for walking along roads where squad members will walk in a zig-zag pattern.

______❖ Coil The platoon coil provides all-round security during halts. Each vehicle has a particular position to occupy in the coil. The platoon leader designates the orientation of the coil using a cardinal direction. (In the absence of orders, the direction of travel becomes 12 o'clock.) ______❖ Herringbone A Herringbone is one type of military formation (named after the Herringbone pattern). When in a Herringbone formation, the person at the front of the squad faces forward, while the rest of the squad lines up behind them, facing left and right, alternating as such. The final member of the squad in the herringbone formation faces backwards. When the squad decides to relocate, the person next to the member facing backwards will tap them on the shoulder to make sure they are not left behind. This formation is performed commonly after crossing obstacles.

85 RADIO TELEPHONE PROCEDURE REFERENCES: NZCF 159 RATEL MANUAL 19 Squadron (Auckland) ATC Call-Signs

Appointments in the ATC

APPOINTMENT TITLE Unit Commander SUNRAY Executive Officer MOONBEAM Adjutant SEAGULL Training Officer KNOWLEDGE Medical STARLIGHT Aviation HAWKEYE Squadron Warrant Officer PACESTICK

19 SQN Flight Call-Signs

Basic Flight SPITFIRE Proficiency Flight VAMPIRE Advanced Flight SKYHAWK Non Commissioned Officers DRAGON Staff/Commissioned Officers PYRAMID

Field Camp Call-Signs

Base Camp BASE / OVERLORD Tramping Party NOMAD Search and Rescue ANGEL Quick Reaction Force One LIGHTNING Quick Reaction Force Two THUNDER

Sub Units – Personnel attached to a unit are designated using a numerical system with the ranking Officer being designated “Actual”. The ranking NCO is designated “Zulu”.

If a Unit has more than one type of formation, i.e. two sections then use the following procedure – ‘Flight’>’Section’ or ‘Flight’>’Squad’ With the assumption that Sections are numerical and squads are alphabetical, the following call could be made. “ELMO this is SKYHAWK TWO ALPHA radio check, over”. The squad is Advanced Flight > Two Section > Alpha Squad talking to the Base Station (Elmo).

In Order to make keeping track of call signs easier, use the reverse side.

86 CALL-SIGN TRACKER

Appointments

SUNRAY

MOONBEAM

SEAGULL

KNOWLEDGE

STARLIGHT

HAWKEYE

PACESTICK

Field Camp Call-Signs

BASE / ELMO

NOMAD

ANGEL

COWBOY

RODEO

Flight Commanders

HURRICANE

SPITFIRE

VAMPIRE

SKYHAWK

DRAGON

PYRAMID

87 CAMOUFLAGE AND CONCEALMENT REFERENCES: VARIOUS INTERNET ARTICLES

SHAPE, SHINE, SHADOW, SOUND, MOVEMENT, COLOUR

Shape: Complete absence in some man-made shapes, e.g. triangles and squares. Almost nothing in nature is symmetrical, or contains straight lines. To a human being, the single most distinguishable object in the world, is another human being. Break up your shape and blend in with the background use DPM to help to break up shape.

Tie some string around uneven distances on your arms, put grass and twigs etc. – natural material from surroundings you’ll be in. Remember what it’ll look like when you’re lying down. Ideally when everything should be sticking up, as it would be in nature. Put as much natural foliage on you as possible.

Never, ever go along the top of hills or ridges, if you need to walk near the top of a hill then stay 5- 10 meters off the peak. If you walk along the top of a hill then you will stick out like a sore thumb. This is called silhouetting.

Shine: Skin emits a shine reflected from the sun or moon, that the human eye can detect quite easily. Trousers, boots, long-sleeved top, some kind of scarf or scrim netting, a hat and gloves will cover a very large proportion of your skin, usually leaving only your face. To eliminate the shine from your face you can either, dunk your head in mud or put on camo paint. Take off jewellery and anything else shiny or reflective. Cover your boots in mud etc.

Shadow: Constantly be aware of where your shadow is, or it will betray you. Get as low as possible. And remember to think about what your enemy will see rather than what you can.

Sound: Keep sound to an absolute minimum. Anything you have on you that rattles, or squeaks or thuds and bangs when you walk or run must be sorted out. Don't talk. Use hand signals or an arranged code. If you must talk then talk quietly in a low voice using as much bass as you can. Don’t whisper as the sharp tone can give you away whereas a low tone does not travel as far.

Movement: Stay as still as possible. Take long, deep, controlled breaths, move absolutely nothing. The human eye will immediately pick up movement. Get comfortable before you settle down. No scratching or itching, suck it up. There are different types of tactical movement. - Low crawl: Lying flat on the ground, keep your face sideways on the ground and slowly and carefully pull yourself along. This is best used when you have no concealment to hide so provides the smallest silhouette. - High crawl: Hands and knees. For moving quickly while in a low concealment environment. - Leopard Crawl. Essentially running on your hands and feet while crouched over. - Patrolling: Walking… Keep your knees slightly bent and place your feet so as to make minimal noise. - Bound. Running, not recommended unless situation dire.

Colour: The last and probably most obvious point. If you are in a jungle environment wear greens and browns, if you are in the desert, wear yellows, pinks (yes pink- the SAS paint their land rovers pink in the desert) and whites. Arctic conditions call for mainly white. It's pretty obvious.

88 CAM PAINT

The first thing to do is to make sure you have the right type of camo face paint. To begin with it has to be waterproof, otherwise you’d have to re-apply it after every time it rained. Second, you have to make sure you have the right colours.

Black is no good at all (unless you are applying urban camo), as it does not occur naturally in the wild. The two colours you will need for the majority of the time are brown and green.

Firstly you need to eliminate shine. The way you do this is with a thin layer of brown all over you face, neck (don’t forget the back) and ears. Get some of the brown and put it in your palm, in order to make a thinner layer you must then spit on the paint in your palm. After spitting on start to apply it to your face, not too thickly, it should be a nice even layer of light brown. Don’t forget to do your eyelids, and rub some into your eyebrows and the beginning of your hairline as well. When done properly this completely eliminates the natural shine produced by your face.

Now to get rid of the shape of your face. The most distinguishable features on your face are your mouth, your eyes and your nose. You want to break these shapes up, so do not put circles around your eyes, a line down your nose, and a line along your mouth, not only will you be more obvious you will also look like a sick panda. Draw lines with your fingers in the different greens and a few in brown. They need to cut down the eyes vertically or diagonally, across the nose horizontally or diagonally and down the mouth vertically or horizontally, this is so the shape of your face is broken up.

Do one or two lines on each of your ears, and a couple going down and across your neck. Do three or four on each cheek going downwards. Make all of the stripes small, you don’t want massive tiger stripes going right down your face, though it looks quite cool, it can make you quite obvious.

The only thing you can do about shadow is to adjust the amount or the darkness of cam on your face according to how much shadow is around.

CAMOUFLAGE PATTERNS EMPLOYED BY NEW ZEALAND

NZ MCU (Multi-Terrain Camouflage Uniform) NZ DPM (Disruptive Pattern Material)

(Only employed by NZCF and YDU) 89 NCO MESS REFERENCES: 19 SQUADRON NCO MANUAL V 3.0 Along with the Officers Mess, the NCO Mess has existed almost as long as the Squadron has. Both messes exist with the aim to promote socialising within the respective ranks, outside the context of normal Squadron training. The NCO mess has three positions; the President of the Mess Committee (PMC), The Mess Non-Commissioned Officer in Charge (MNCOIC), and the Assistant Mess NCO. The remaining NCOs make up the Committee.

THE PRESIDENT OF THE MESS COMMITTEE (PMC) By default the Squadron Warrant Officer holds this position but may delegate it to a SNCO. In general, the PMC coordinates the activities of the mess. This includes both the social and business side of the mess. The PMC is also responsible for maintaining the mess standards. This includes the following: - Briefing all NCOs as to the mess rules and standards, (e.g. dress, behaviour etc.). - Imposing $1 fines for overly-ambitious actions or breaches of discipline or standards. - Organising the pizza shouts etc. - Organising or delegating the organisation of social outings etc. - Liaising with the Officers mess for joint mess activities. - Looking after the cash box. (This can also be done by the Mess NCOIC). - Collaborates with Mess NCOIC to determine mess prices.

MESS NON-COMMISSIONED OFFICER IN CHARGE (MNCOIC) This position is normally held by a SNCO and chosen by the Squadron Warrant Officer. The Mess NCO has several responsibilities: - Choosing the Assistant Mess NCO (With correspondence with the SWO and the PMC). - Buying the mess stock for sale, (e.g. soft drinks, chips, chocolate etc.). - Looking after the cash box. (This can also be done by the PMC). - Maintaining a record of purchases and sales. - Monitoring the financial status of the mess, i.e.: how much money is in the bank and cash float. - Recording and collecting the $1 fines. - Collecting the $15 new member fee from new NCOs. - Collecting the $10 mess fee from every NCO at the beginning of each year. - Supervising the Assistant Mess NCO in selling the stock to cadets at break and during activities. - Collaborates with PMC to determine mess prices.

ASSISTANT MESS NON-COMMISSIONED OFFICER (MNCO) This position is normally held by a JNCO. The Assistant Mess NCO has several responsibilities: - Assuming the responsibilities of the NCO Mess when the Mess NCOIC is absent. - Being a representative of the NCO Mess on operations, activities, and camps. - Maintaining a record of purchases and sales. - Selling the stock to cadets at break. - Scribe during NCO meetings. - Other duties as directed by the Mess NCOIC in support of the NCO Mess.

THE COMMITTEE OF NCOs The committee is comprised of all the remaining NCOs, who have the following duties: - Selling the mess stock to cadets at break or other activities. - Persuading the cadets to buy the stock. - Monitoring each other for breaches of mess rules for fines. - Maintaining the cultures of the mess. - Taking initiative and assisting with the operation of the NCO Corps.

The fines, mess fees and proceeds from sales are usually used to subsidise a mess event or purchase mess and NCO Corps assets.

90 PARADE NIGHT ACTIVITES During Parade nights the NCO Mess is responsible for the following. - Selling the mess stock to cadets at break. - Monitoring each other for breaches of mess rules for fines. - Initiation ceremonies for new members of the NCO Mess. - Administration of the NCO mess and planning for upcoming activities.

OPERATION, EXERCISE, AND CAMP ACTIVITIES At the discretion of the PMC and the Mess NCOIC the NCO Mess can operate during activities in the following aspects: - Providing NCOs with food for a camp, or providing a way for NCOs to collaborate on a menu. - Ensuring that NCOs have the necacery equipment for mess facilities on an activity. - Delegating mess positions for activities such as ‘Cook’, ‘Prep’, ‘acting Mess NCO’. - Selling the mess stock to cadets at break. - Monitoring each other for breaches of mess rules for fines. It’s always best to check with the OIC of the activity before setting up a ‘store’ for cadets to purchase from.

SOCIAL EVENTS, GATHERINGS, AND SHOUTS Outside of more traditional NCO Mess roles, the NCO Committee should have regular meetings and social events. This is to facilitate team bonding and encourage co-operation. All members of the NCO Mess will be invited and none should intentionally be excluded. Ever. - The PMC is responsible for deciding the location and date of a get together. - All NCOs should make every reasonable effort to attend. - If an NCO cannot attend then they should immediately inform the PMC. - While social gatherings should never be the largest expenditure of the NCO Mess, the profit made may contribute to either a subsidy or a re-imbursement of the cost of an activity.

Some examples of reasons for gatherings are: - An initiation into the NCO Mess and NCO Corps. - A member of the NCO Mess has a birthday. - If a member of the NCO Mess is promoted. - If a member holds the trophy for more than 6 months (it’s their shout). - Gatherings may be serious in nature. If a meeting is needed to complete administration or complete any other goal, a gathering is appropriate.

Some examples of gatherings are: - A gathering at a member of the NCO Mess’s house. - A meeting at 19 SQN HQ (Will need to have a Commissioned Officer Present) - Bowling, LAZER Tag, Paintball.

91 EXAMPLE DIRECTIVES EXAMPLE JNCO DIRECTIVE

As a JNCO you are responsible to the Flight NCO in Charge (NCOIC)/SNCO for:

1. The leadership and guidance of your section. 2. Ensuring Cadet attendance / following up and reporting absent Cadets. 3. Reporting any Breaches of the Code of Conduct. 4. Maintaining your personal dress, bearing, discipline and professionalism at the highest standard it can be. 5. Ensuring a high level of Cadet dress and bearing. 6. Maintaining a high standard of enthusiasm and morale, and that your example is emulated by your subordinates. 7. Any phone around required to your section. Upon completion you will then report with the results to the NCOIC. 8. Operating in a manner that is consistent with both the NZCF, and Unit Vision and Mission. 9. Any other tasks as required by the Training Officer, Flight Commander, Warrant Officer, Flight SNCOs from time to time.

Signed: ………………..………………… Date: ……………………..

NCOIC/SNCO Rank & Name: ………………….…………………………

Filling the role of Flight JNCO I have read and understand the duties I am required to carry out. I also agree to fulfil these duties to the best of my ability and endeavour to protect those under my care.

Signed: ………………………………….. Date: ……………………..

Rank & Name: ……………………………………………………. ______Approved: Signed: ………………..………………… Date: ……………………..

Flight Commander Rank & Name: ………………….…………………………

Version 8 – January 2016

92 EXAMPLE SNCO DIRECTIVE

As a SNCO you are responsible to the Flight NCOIC for:

1. The direction and leadership of the flight JNCO staff. 2. Assisting with the running and supervision of your Flight 3. Reporting any Breaches of the Code of Conduct. 4. The preparation and delivery of lessons on parade nights & camps/activities as required. 5. Your personal dress, bearing, discipline and professionalism will be of the highest standard, as will that of the flight NCOs and cadets. 6. Maintain a high standard of enthusiasm and morale, and ensure your example is emulated by your subordinates. 7. You are to ensure that any phone around organised are completed when requested and that the results are reported back. 8. You will operate in a manner that is consistent with the vision and mission as set out in the Squadron strategic plan. 9. Any other tasks as required by the Training Officer, Flight Commander, NCOIC or the Warrant Officer from time to time.

Signed: ………………..………………… Date: ……………………..

NCOIC Rank & Name: ………………….…………………………

Filling the role of Flight SNCO I have read and understand the duties I am required to carry out. I also agree to fulfil these duties to the best of my ability and endeavour to protect those under my care.

Signed: ………………………………….. Date: ……………………..

Rank & Name: ……………………………………………………. ______Approved: Signed: ………………..………………… Date: ……………………..

Flight Commander Rank & Name: ………………….…………………………

Version 7 – January 2015

93 EXAMPLE SNCOIC DIRECTIVE

As SNCOIC you are responsible to the Flight Commander for:

1. The command and control of the flight NCO staff. 2. Assisting with the running and supervision of your Flight 3. Reporting any Breaches of the Code of Conduct. 4. The preparation and delivery of lessons on parade nights & camps/activities as required. 5. Your personal dress, bearing, discipline and professionalism will be of the highest standard, as will that of the flight NCOs and cadets. 6. Maintain a high standard of enthusiasm and morale, and ensure that your example is emulated by your subordinates. 7. You are to ensure that any phone around organised are completed when requested and that the results are reported back. 8. You will operate in a manner that is consistent with the vision and mission as set out in the Squadron strategic plan. 9. Any other tasks as required by the Training Officer, Flight Commander or the Warrant Officer from time to time.

Signed: ………………..………………… Date: ……………………..

Flight Commander Rank & Name: ………………….…………………………

Filling the role of Flight SNCOIC I have read and understand the duties I am required to carry out. I also agree to fulfil these duties to the best of my ability and endeavour to protect those under my care.

Signed: ………………………………….. Date: ……………………..

Rank & Name: …………………………………………………….

Version 7 - January 2015

94 EXAMPLE SQUADRON WARRANT OFFICER DIRECTIVE

The Squadron Warrant Officer is responsible to the Unit Commander and will report to the Adjutant for the following duties:

1. The highest standard of personal dress, bearing, drill, attendance, and esprit de corps. 2. The maintenance of a high standard of discipline, behavior and dress of all Squadron NCOs and Cadets. 3. General supervision of NCOs and Cadets. 4. Organizing the format and running the Squadron Parades on time. 5. Maintaining a high standard of drill within the Unit. a. The SWO should be fully conversant with the NZCF 166 and NZAP 818. 6. Ensuring that all NCOs and Cadets are conversant with the Squadron Standing Orders. 7. Report to the Adjutant any disciplinary action that has been taken and any matters which require further disciplinary action by the Unit Commander. 8. Training of the NCOs, in particular the SNCOs. 9. In the event of a fire, to supervise the parading of evacuated personnel unit until relived by an Officer. 10. Maintaining the sanctity of the Parade Ground. 11. Maintaining the high esprit de corps of the NCOs. 12. Organizing and training of NCOs and Cadets for community parades. 13. Conducting NCO meetings. 14. Ensuring the NCO room is left in a tidy state, respecting the nature of shared space. 15. Any other duties as may be assigned to you from time to time by the Adjutant, Training Officer, or Unit Commander.

Signed: ………………..………………… Date: ……………………..

Unit Commander Rank and Name: ………………….………………………… Unit Commander No. 19 (Auckland) Squadron ATC

As Warrant Officer I have read and understand the duties that I am required to carry out. I also agree to fulfil these duties to the best of my ability and endeavour to protect those under my care.

Signed: ………………………………….. Date: ……………………..

Rank & Name: …………………………………………………….

Version 8 - August 2016

95 DUTY TEAM

DUTY CORPORAL (DCPL) OPERATIONS AND EXERCISE DUTIES

Roles and Responsibilities of the Duty Corporal during an activity The DCPL is responsible to the DNCO in assisting in the execution of an Operation, Exercise, or Camp.

1. Check in with the DNCO by 0600hrs each day. Run through the daily training programme with them. Find out if there is anything that you need to be aware of, or if there is any extra tasks that need to be performed.

2. Ensure cadets are awake at revile. Cadets are to be awoken by either the DCPL or the DNCO at the DNCOs discretion.

3. Assist with morning PT.

4. Retrieve ensign (If it is likely to rain use wet weather alternative)

5. Wait for parade

6. Fall in for ensign duties

7. After parade, report appropriate briefing

8. Assist DNCO in ensuring timings are kept across the activity. Give timings and warnings under the direction of the DNCO.

9. Ensure breaks and meal periods are supervised

10. Assist in ensuring fatigue duties are performed. Such as filling and emptying the sink for dishes.

11. Report to DNCO and await dismissal

12. Report to relevant briefing

13. Check in with the DNCO throughout the duty shift. 2- 3 times a shift, to get an update if anything has changed, or any new tasks have arisen.

96 DUTY NON-COMMISSIONED OFFICER (DNCO) OPERATIONS AND EXERCISE DUTIES

Roles and Responsibilities of the Duty NCO during an activity The DNCO is responsible to the Orderly Officer for the direct execution of an Operation, Exercise, or Camp.

1. Report to the Orderly Officer 5 minutes before beginning of shift. Run through the days training programme with them. Find out if there is anything different for the shift that you need to be aware of, or if there is any extra tasks that need to be performed.

2. Take morning PT. At the discretion of the SWO.

3. Ensure briefing areas and field ‘classroom’ are prepared for instructors. To expedite the morning briefing and ensure the effective utilization of the training programme

4. Ensure JNCOs are managing their cadets. I.e. making sure their squads have had an appropriate meal and are hydrating.

5. Assign a JNCO to ensign duties. Usually DCPL.

6. Call “Squadron on Parade”.

7. Ensure rolls are called. This needs to happen around meal times. With a minimum of 3 rolls being called a day during breakfast, lunch, and dinner.

8. After parade, ensure cadets move off to lessons/briefings

9. Ensure timings are kept as according to the training programme. Ensure timing warnings are delivered, that people are where they are meant to be, when they are meant to be there. Utilize your DCPL to ensure timings are accurate.

10. Ensure breaks and meals are supervised

11. Ensure fatigue duties are performed. Such as filling and emptying the sink for dishes.

12. Ensure campsites are kept in an inspection standard state

13. Manage the Duty CPL and DCPL Reserve. Their job is to assist you in the smooth running of the night. Timings, rolls, etc.

14. Check in with the OO throughout the shift. 2- 3 times a night, to get an update if anything has changed, or any new tasks have arisen.

15. Report to the OO and await dismissal

97 DUTY CORPORAL (DCPL) PARADE NIGHT DUTIES

Roles and Responsibilities of the Duty Corporal on a Parade Night The DCPL is responsible to the DNCO in assisting in the execution of a Parade Night:

1. Check in with the DNCO. Run through the night’s training programme with them. Find out if there is anything different for the night that you need to be aware of, or if there is any extra tasks that need to be performed.

2. Ensure classrooms are available for pre-parade activity. Cadets arrive straight into No.2 for inspection and then into No.1 to wait for parade after uniform have been signed off.

3. Manage any uniform discrepancies. I.e. any ironing, polishing, fixing of hair etc. that cadets may need to do before parade.

4. Retrieve ensign (If it is likely to rain use wet weather alternative).

5. Wait for “Squadron On Parade”.

6. Fall in for ensign duties.

7. After parade, report to squad meeting.

8. Assist DNCO in ensuring timings are kept across the unit. Give timings and warnings under the direction of the DNCO

9. Ensure break is supervised.

10. Assist in preparing fatigue list.

11. Fall in for ensign duties (again).

12. Report to DNCO and await dismissal.

13. Report to relevant meeting, either Flight or NCO meeting.

14. Check in with the DNCO throughout the night. 2- 3 times a night, to get an update if anything has changed, or any new tasks have arisen.

98 DUTY NON-COMMISSIONED OFFICER (DNCO) PARADE NIGHT DUTIES

Roles and Responsibilities of the Duty NCO on a Parade Night The DNCO is responsible to the Orderly Officer for the direct execution of a Parade Night:

1. Check in with the Orderly Officer. Run through the night’s training programme with them. Find out if there is anything different for the night that you need to be aware of, or if there is any extra tasks that need to be performed.

2. Ensure classrooms are available for pre-parade activity. Cadets arrive straight into No.2 for inspection and then into No.1 to wait for parade after uniform have been signed off.

3. Ensure JNCOs are inspecting cadets and managing pre-parade activity. i.e. any ironing, polishing, fixing of hair etc. that cadets may need to do before parade.

4. Ensure classrooms are open and set up for lessons.

5. Call “Squadron on Parade”.

6. Ensure rolls are called.

7. Collect Ensign and fall in for Ensign Duties

8. Read out Routine Orders on command of SWO. Dismiss Parade.

9. After parade, ensure cadets move off to squad meetings.

10. Ensure timings are kept across the unit. Ensure timing warnings are delivered, that people are where they are meant to be, when they are meant to be there.

11. Ensure break is supervised.

12. Confirm fatigues. Communicate with relevant section/squad leaders to ensure adequate numbers for assigned squads.

13. Oversee briefing. Call room when the Orderly Officer arrives and leaves the room.

14. Execute fatigues. Note fatigues must be dismissed by 2130hrs.

15. Ensure all cadets are dismissed by 2135hrs. This includes from any other meetings. If cadets are milling around in the foyer, find out what they are waiting for, and see if you can assist at all.

16. Present the building to the OO for fatigues sign off.

17. Manage the Duty CPL and DCPL Reserve. Their job is to assist you in the smooth running of the night. Canteen, timings, rolls, phone-arounds etc.

18. Check in with the OO throughout the night. 2- 3 times a night, to get an update if anything has changed, or any new tasks have arisen.

99 ORDER No. 5(a) 19 SQUADRON PARADE ROUTINE (detailed version for DNCO and OO) – WEF:2017 1810 Building opens. Cadet’s uniform is inspected on arrival.

1830 Parade is called (Flight Sergeants are already on parade). Rolls are called by Flight Sergeants.

1840 W/O marches onto parade.

1845 Officers march onto parade. Raise the Ensign. Uniform Inspection. Officers March Off. Warrant Officer Marches Off. DNCO reads Routine Orders. Flight Sergeants Dismiss Parade.

1900 Squad Meetings. Squad Leaders collect any forms that need to go to the ADJ.

1915 Period One.

1945 Ten minute warning.

1955 DNCO announces end of period. Break and small meetings commence, any money to be handed in to USC. During break downstairs, any food and drink must be consumed up in the mezzanine classroom area.

2010 End of Break called in order to get cadets to lessons by the below start time.

2015 Period Two.

2045 Ten minute warning.

2055 DNCO announces end of period.

2100 Briefing.

2110 Final Parade, Ensign lowered and Squadron Drill Practice Fatigues Squads fall out and form up.

2125 Parade Dismisses. Fatigues are dismissed by DNCO. OO and DNCO check building. If OO is unavailable, DNCO hands folder to W/O, and OO checks building on their own.

2130 All Cadets must be gone. NCO Meeting biweekly, alternating with Flight Staff Meeting. On an NCO meeting night the OO ensures cadets are gone by this time, on a Flight Staff meeting night, the W/O takes this role.

2140 All NCOs must be gone.

2145 Staff Meeting Commences.

100