Download LD 4-2C Lesson Plan

DEPARTMENTAL TRAINING OUTLINE
COVER SHEET
CLASS TITLE:
Followership
LESSON PLAN #:
LD4-2c
TRAINING DEPARTMENT:
TIME ALLOCATION:
Office of the Commandant
PRIMARY INSTRUCTOR:
STATUS (New/Revised):
Revised
1 hr.
ALT. INSTRUCTOR:
Cadre Platoon Leader
LESSON PREPARED BY:
LTC Glenn Remsen
DATE LESSON PLAN PREPARED:
20 July 2016
LESSON PLAN PURPOSE:
To demonstrate to Fourth Class Cadets that Followership is the foundation for leadership and that the
qualities of a good follower are the same qualities as a good leader.
EVALUATION PROCEDURES:
Fourth Class Cadets will be evaluated in their understanding of followership by identifying the qualities of
being a successful follower
TRAINING AIDS, SUPPLIES, EQUIPMENT, SPECIAL CLASSROOM/INSTRUCTIONAL REQUIREMENTS:
Slide Package “Followership: The First Step in The Citadel Leadership Model”
Fourth Class Cadets must bring with them pens and paper.
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TRAINING PERFORMANCE OBJECTIVES
CLASS TITLE:
Followership
LESSON PLAN #:
TRAINING DEPARTMENT:
INSTRUCTOR:
4-2cError!
Reference
source not found.
Office of the CommandantOffice of the Commandant
STATUS (New/Revised):
Revised
Cadre Platoon LeaderCadre Platoon Leader
PERFORMANCE OBJECTIVES:
1. Understand the qualities of a good follower
2. Understand that the qualities of a good follower are the qualities of an effective servant leader.
3. Understand how the Fourth Class System helps to refine the qualities of a good follower.
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TRAINING OFFICER
INSTRUCTIONAL OUTLINE
CLASS TITLE:
LESSON PLAN #:
STATUS (New/Revised):
4-2cError!
Reference
Revised
source not found.
Followership
TRAINING DEPARTMENT:
INSTRUCTOR:
Office of the CommandantOffice of the Commandant Cadre Platoon LeaderCadre Platoon Leader
I.
Introduction
A.
Introduce yourself and your position.
B.
Explain that the purpose of the Fourth Class year and that the first step in The Citadel Leadership
model is followership.
C.
Emphasize that good followers eventually become effective leaders.
II. Followership – What is It?
A. Before showing the 3rd slide that defines followership, engage the class by asking them what they
think followership is.
B. After discussion, show the 3rd slide. Remind them of what they learned in the class on
leadership and that for there to be leadership there must be a leader, subordinate, and a situation.
C. Emphasize the examples of followership and remind them that at the most basic level, even
leaders are followers because they are responsible for executing the directives of a higher
headquarters.
III. Followership – A Definition
A. From this slide, choose a Fourth Class Cadet to read the written definition of Followership.
B. Point out that followers place the needs of others before themselves. After this is pointed out,
explain to them that effective leaders place the needs of their subordinates before their own
personal desires. Effective leaders train, equip, and care for their subordinates so the
subordinates can effectively carry out the mission of the unit. This is the very essence of servant
leadership.
C. Emphasize the importance of the concepts of loyalty and trust between a leader and their team.
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IV. Group Work
A. Break up the class into groups. Give them 5-10 minutes to develop a list of qualities they think a
person should have to be a successful follower.
B. After the groups have completed their lists, have them share their lists. If possible, write their
findings on the white-board.
D. After capturing the thoughts of the class, compare their findings to the qualities that are listed on
slide 5.
E. Transition to slide 6 and explain how to apply followership and share that by applying these
principles, they will not only become better followers but have a more solid foundation for
leadership.
1. Always improving self… Tell the class that after each day they should reflect
upon their performance and think of ways that they can improve. This is
something that good leaders do as well.
2. Seeing examples of good/bad leadership and adjusting themselves accordingly.
This year they will be developing their own leadership style. It is likely that some
things that they thought were good leadership traits are not. Don’t be afraid to
change your thinking after you see different examples of leadership.
3. Reactions to stress…remaining calm. The fourth class system is intended to be
stressful, you will feel stressed. Just because you feel stressed does not mean that
you will not be good at something. Stress often times is mental growth. Just as
you stress muscles and your heart when you exercise to get stronger, your mind
will become stressed to become a better person.
4. Use of constructive ways to combat stress and fatigue…
5. Transition to slide 7 and ask them what are some ways they think are constructive
ways to battle stress and fatigue. Often times when people become stressed they
become angry or turn to alcohol. These are not constructive ways of dealing with
stress.
6. Slide 8 is Extremely Important. Illustrate to the class that “All of the qualities of
good followership and applications of followership are characteristics of effective
servant leaders.” Everything that they learn this year as a follower (i.e. placing
other’s needs before their own, developing trust and loyalty) are all things they
will need to do to become effective servant leaders.
V. What is the Fourth Class System
A. Explain that the Fourth Class System is what is outlined in the Blue Book and Cadet Regulations,
nothing more, nothing less.
1. This is a good time to neutralize any pre-conceived notions that the Fourth Class System
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is about being hazed and abused.
2. They need to take the stories of Alumni with a grain of salt because in most instances the
stories are just that…stories which are often times exaggerated.
B. Discuss the principles of the Fourth Class System listed on slides 8-9. Remind them this is what
they are to expect this year.
C. Slide 10-5 lists the objectives of the Fourth Class System. Explain this is what the Fourth Class
system is intended to teach them to do. This year will teach them to abide by the Honor Code,
understand and respect the regulations set forth in the Blue Book, and show proper respect to the
military rank structure.
1. Explain to them why they all have the same haircut and why they are not
permitted to have cars. It is to give each an equal chance, regardless of previous
station or status in life, to be successful.
VI. Summary
D. Explain that their experiences that they had prior to arriving at The Citadel have helped prepare
them for followership and leadership. Now that they are at The Citadel, we will help them refine
what they already learned.
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INSTRUCTIONAL CONTENT
BIBLIOGRAPHY
CLASS TITLE:
LESSON PLAN #:
STATUS (New/Revised):
LD 4-2cError! Reference
Revised
source not found.
Followership
TRAINING DEPARTMENT:
INSTRUCTOR:
Office of the CommandantOffice of the Commandant Cadre Platoon LeaderCadre Platoon Leader
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LESSON PLAN CHECKLIST
Class Title:
Followership
Instructor(s):
Proposed Implementation Date:
Cadre Platoon Leader
Please check off the following as you complete them, if applicable, to ensure your lesson plan is ready for
submission:
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_____ Cover sheet.
_____ Performance Objectives.
_____ Lesson plan narrative in proper three-step format.
_____ Bibliography sheet reflecting research sources.
_____ Paper copies of all handouts, PowerPoint presentations, and overhead transparencies.
_____ Copies of manuals (if applicable).
_____ Test Question Submittal/Change/Deletion forms:
_____ Correct answers indicated.
_____ Indication of performance objective it supports (there must be at least one test question
for each performance objective).
_____ Pre-test and post-test for all accredited instructional areas.
_____ Copy of all practical problem scenarios (if applicable).
_____ Safety rules/regulations (Ranges, PR-24, etc.).
_____ A class schedule identifying instructor name, title of Unit lesson plans, and instructor contact
hours.
_____ All new, unapproved lesson plans submitted together.
_____ Checklist attached to front of lesson plan/package.
___________________________________________________________________________________
Signature of Primary Instructor
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