Introduction to the Promotion SOP

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Introduction to the Promotion SOP

Having aligned Program Objectives across the Fulton County Schools with JROTC programs the 2021

Promotion Exams and going forward will be based on established Mastery Skills mostly found at the

front of the Cadet Notebooks for Each LET Level in Global Resources. See Graphic below.

Promotion of Position will be based on:

1. Recommendation of the Army Instructor or Senior Army Instructor

2. Recommendation by the Cadet Chain of Command

Promotions of Rank will be based on attainment of Mastery Skills and Recommendation for Promotion

to a position of higher rank and responsibility by either/and:

1. Recommendation of the Army Instructor or Senior Army Instructor

2. Recommendation by the Cadet Chain of Command

3. Requesting to challenge a Promotion exam and attain a higher rank.

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Promotions of Rank are determined by Position within the Battalion and cumulative in knowledge of the

previous ranks. Example to attain the Rank of Sergeant you will need to demonstrate mastery of the

skills for a Private, Private First Class and Corporal as well as the Mastery skills of a Sergeant

Private-LET 1 Mastery Skills 1, 2 & 8

Private First Class-LET 1 Mastery Skills 1, 2, 6 & 8

Corporal-LET 1 Mastery Skills 1, 2, 3, 6, 7 & 8

Sergeant-LET Mastery Skills 1, 2, 3, 4, 5, 6, 7, 8, 9 & 10

Staff Sergeant- LET 1 Mastery Skills 1 through 10 and LET 2 Mastery skills 1 & 4

Sergeant First Class- LET 1 Mastery Skills 1 through 10 and LET 2 Mastery skills 1 , 3, 4, & 6

Master Sergeant-LET 1 Mastery Skills 1 through 10, LET 2 Mastery Skills 1 through 10 and LET 3 Mastery

Skills 1 through 10

First Sergeant- LET 1 Mastery Skills 1 through 10, LET 2 Mastery Skills 1 through 10, LET 3 Mastery Skills 1

through 10 and LET 4 Mastery Skills 3 & 4

Sergeant Major- All Mastery Skills

Command Sergeant Major- All Mastery Skills

Second Lieutenant- All LET 1 and LET 2 Mastery Skills

First Lieutenant-All LET 1, LET 2, LET 3 Mastery Skills and LET 4 Mastery Skills 3 & 4

Captain-All Mastery Skills

Major-All Mastery Skills

Lieutenant Colonel-All Mastery Skills

Colonel-All Mastery Skills

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Table of Contents

LET 1 Mastery Skill 1 Army JROTC Creed……………………………………………………… 4

LET 1 Mastery Skill 2 Army JROTC Rank Structure (Grade and Insignia)……… 5

LET 1 Mastery Skill 3 Army JROTC Battalion Organization Structure…………. 6

LET 1 Mastery Skill 4 Army JROTC Badges and Devices…………………………….. 7

LET 1 Mastery Skill 5 Army JROTC Uniform and Appearance……………………. 8

LET 1 Mastery Skill 6 Stationary Movements………………………………………….. 11

LET 1 Mastery Skill 7 Extended Rectangular Formation………………………….. 13

LET 1 Mastery Skill 8 Winning Colors……………………………………………………… 14

LET 1 Mastery Skill 9 How to fold the flag/Proper Display of the Flag…….. 15

LET 1 Mastery Skill 10 SMART Goals………………………………………………………. 18

LET 2 Mastery Skill 1 Drill (Squad, Platoon, Company)…………………………… 19

LET 2 Mastery Skill 2 Steps in Effective Communication………………………… 25

LET 2 Mastery Skill 3 Battalion Organization Structure…………………………. 25

LET 2 Mastery Skill 4 Army Leadership Model……………………………………… 26

LET 2 Mastery Skill 5 Seven Life Saving Steps………………………………………. 26

LET 2 Mastery Skill 6 Presentation/Briefing…………………………………………. 28

LET 2 Mastery Skill 7 Thinking Maps…………………………………………………….. 29

LET 2 Mastery Skill 8 Goal setting Checklist/SMART Goal………………………. 29

LET 2 Mastery Skill 9 Essay Writing……………………………………………………….. 30

LET 2 Mastery Skill 10 Cadet Challenge Description/PRT……………………….. 30

LET 3 Mastery Skill 1 Army Leadership Model……………………………………….. 33

LET 3 Mastery Skill 2 Steps for Effective Communication………………………. 33

LET 3 Mastery Skill 3 Career Clusters…………………………………………………….. 34

LET 3 Mastery Skill 4 Making Ethical Choices………………………………………… 35

LET 3 Mastery Skill 5 Elements of Effective Meeting……………………………… 35

LET 3 Mastery Skill 6 Memorandum of Instruction Checklist…………………. 36

LET 3 Mastery Skill 7 Interviewing for a Job………………………………………….. 37

LET 3 Mastery Skill 8 Platoon Formations and Positions………………………. 38

LET 3 Mastery Skill 9 Impromptu Speaking Tips…………………………………… 38

LET 3 Mastery Skill 10 Decision Making Checklist………………………………… 39

LET 4 Mastery Skill 1 Ground Rules for Feedback………………………………… 39

LET 4 Mastery Skill 2 Managing Stress and Preventing Burnout….………. 39

LET 4 Mastery Skill 3 Motivational Tactics………………………………………….. 41

LET 4 Mastery Skill 4 Company Drills………………………………………………….. 41

LET 4 Mastery Skill 5 Battalion Drills………………………………………………….. 42

Exams

LET 1 Exam……………………………………………………………………………………….. 44

LET 2 Exam……………………………………………………………………………………….. 57

LET 3 Exam……………………………………………………………………………………….. 67

LET 4 Exam……………………………………………………………………………………….. 79

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LET 1 Mastery Skill 1. U1C1L1 The Cadet Creed. Cadets will be able to recite the Cadet Creed from

Memory

I am an Army Junior ROTC Cadet.

I will always conduct myself to bring credit to my family, country, school and the Corps of Cadets.

I am loyal and patriotic.

I am the future of the United States of America.

I do not lie, cheat or steal and will always be accountable for my actions and deeds.

I will always practice good citizenship and patriotism.

I will work hard to improve my mind and strengthen my body.

I will seek the mantle of leadership and stand prepared to uphold the Constitution and the American

way of life.

May God grant me the strength to always live by this creed.

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LET 1 Master Skill 2. U1C1L2 Army JROTC Cadet Insignia. Cadet will be able to identify the ranks

correctly.

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LET 1 Mastery Skill 3. U1C1L2 Army JROTC Battalion Organizational Structure. Cadet will be able to

draw and identify the Battalion Organizational Structure.

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LET 1 Mastery Skill 4. U1C1L2 Army JROTC Badges and Devices. Cadets will describe where to find

information on the Army JROTC Badges and Devices and place them correctly on a uniform

Information about Uniforms and Insignia can be found in the CCR 145-2 Chap 11

http://www.usarmyjrotc.com/instructor/doc/instructor/library/ccregs/CCR145-2_1Feb2012.pdf

Other information can be found in the Global resource section of the Cadet Notebooks LET 1-4

http://www.usarmyjrotc.com/instructor/doc/instructor/library/ccregs/CCR145-2_1Feb2012.pdf

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LET 1 Mastery Skill 5. U1C1L2 Army JROTC Uniform wear and Appearance. Cadet will properly wear the

Uniform and pass a uniform Inspection.

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LET 1 Mastery Skill 6. U1C3L2 Stationary Movements. Cadet will properly respond to and execute the

lesson objectives of U1C3L2

Describe and respond to the position of attention

Describe and respond to the position of parade rest

Describe and respond to the position of stand at ease

Describe how to respond to positions of rest commands

Describe how to respond to and execute facing commands

Describe the correct way to salute in a variety of situations

Define key words: at ease, attention, double time, facing, halt, hand salute, parade rest, quick time,

rest, rest movements, steps.

Information for the Stationary Movements is found in Chapter 3 Lesson 2 of the LET 1 Manual. Starts

on Page 208.

Position of Attention, bring your heels together sharply on line; with your toes pointing out equally in a

45-degree angle. Rest the weight of your body evenly on the heels and balls of both your feet. Keep your

legs straight without locking your knees. Hold your body straight with the level of your hips, chest lifted

and arched, and shoulders square. Keep your head and face straight to the front, with your chin drawn

in so that your head and neck are on a vertical line. Let your arms hang straight without being stiff. Curl

your fingers so that the tips of your thumbs are alongside and touching the first joint of your forefingers.

Keep your thumbs straight along the seams of your trouser leg, with the first joint of your fingers

touching your trousers. While you are in this position, stand still and remain silent unless otherwise

directed.

Parade Rest. Parade rest is commanded only from the position of attention. The command for this

movement is Parade, REST. On the command of execution REST, move the left foot about 10 inches to

the left of the right foot. Keep the legs straight without locking the knees, resting the weight of the body

equally on the heels and balls of the feet. Simultaneously, place the hands at the small of the back and

centered on the belt. Keep the fingers of both hands extended and joined, interlocking the thumbs so

that the palm of the right hand is outward. Keep the head and eyes as in the position of attention.

Remain silent and do not move unless otherwise directed.

Stand At Ease. The command for this movement is Stand at, EASE. On the command of execution EASE,

execute parade rest, but turn the head and eyes directly toward the person in charge of the formation

Rest. The command for this movement is REST. On the command REST, the cadet may move, talk, or

drink unless otherwise directed. He must remain standing with his right foot in place.

Facing at the Halt. Facing to the flank is a two-count movement. The command is Left (Right), FACE. On

the command of execution FACE, slightly raise the right heel and left toe, and turn 90 degrees to the left

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on the left heel, assisted by a slight pressure on the ball of the right foot. Keep the left leg straight

without stiffness and allow the right leg to bend naturally.

On the second count, place the right foot beside the left. foot, resuming the position of attention. Arms

remain at the sides, as in the position of attention, throughout this movement.

Facing to the Rear. Facing to the rear is a two-count movement. The command is About, FACE. On the

command of execution FACE, move the toe of the right foot to a point touching the marching surface

about half the length of the foot to the rear and slightly to the left of the left heel. Rest most of the

weight of the body on the heel of the left foot and allow the right knee to bend naturally.

On the second count, turn to the right 180 degrees on the left heel and ball of the right foot, resuming

the position of attention. Arms remain at the sides, as in the position of attention, throughout this

movement.

Hand Salute. The hand salute is a one-count movement. The command is Present, ARMS. When wearing

headgear with a visor (with or withoutHand Salute glasses), on the command of execution ARMS, raise

the right hand sharply, fingers and thumb extended and joined, palm facing down, and place the tip of

the right forefinger on the rim of the visor slightly to the right of the right eye. The outer edge of the

hand is barely canted downward so that neither the back of the hand nor the palm is clearly visible from

the front. The hand and wrist are straight, the elbow inclined slightly forward, and the upper arm

horizontal.

When wearing headgear without a visor (or uncovered) and not wearing glasses, execute the hand

salute in the same manner as previously described in subparagraph a, except touch the tip of the right

forefinger to the forehead near and slightly to the right of the right eyebrow.

When wearing headgear without a visor (or uncovered) and wearing glasses, execute the hand salute in

the same manner as described in subparagraph a, except touch the tip of the right forefinger to that

point on the glasses where the temple piece of the frame meets the right edge of the right brow.

Order arms from the hand salute is a one-count movement. The command is Order, ARMS. On the

command of execution ARMS, return the hand sharply to the side, resuming the position of attention.

When reporting or rendering courtesy to an individual, turn the head and eyes toward the person

addressed and simultaneously salute. In this situation, the actions are executed without command. The

salute is initiated by the subordinate at the appropriate time and terminated upon acknowledgment.

The hand salute may be executed while marching. When double timing, a cadet must come to quick

time before saluting

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LET 1 Mastery Skill 7. TC 3.22.20 Physical Fitness Cadet will properly conduct an extended rectangular

formation

STEP 1: EXTEND TO THE LEFT, MARCH On this command, cadets in the right flank file stand fast with

arms extended sideward at shoulder level. All other cadets turn to the left and run forward at double

time. L After taking a sufficient number of steps, all cadets face the front with both arms extended

sideward at shoulder level. The distance between fingertips is about 12 inches, and dress is right.

STEP 2: ARMS DOWNWARD, MOVE On this command, the arms are lowered smartly to the side.

STEP 3: LEFT, FACE

STEP 4: EXTEND TO THE LEFT, MARCH On this command, cadets in the right flank file stand fast with

arms extended sideward. All other cadets turn to the left and run forward at double time. Spacing is the

same as above, and dress is right.

STEP 5: ARMS DOWNWARD, MOVE Same as above.

STEP 6: RIGHT, FACE

STEP 7: FROM FRONT TO REAR, COUNT-OFF On this command, cadets in the first rank, will turn their

heads to the right rear and count “one” and turn their heads sharply to the front. Each squad will then

repeat calling numbers such as “two”, “three”, “four”, etc.

STEP 8: EVEN NUMBERS ONE STEP TO THE LEFT, UNCOVER On this command, each even numbered

cadet takes one step to the left, squarely in the center of the interval, bringing his/her feet together.

BRINGING FORMATION BACK TO NORMAL To take the formation from an extended PT Formation, to a

regular formation the command is: ASSEMBLE TO THE RIGHT, MARCH.

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LET 1 Mastery Skill 8. U1C2L2 and U1C2L3 Winning Colors. Cadets will correctly identify the winning

colors and describe at least two related vocabulary.

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LET 1 Mastery Skill 9. U1C1L3 Properly fold and display the U.S. Flag. Cadets will properly fold the flag

and correctly explain the rules for displaying the U.S. Flag

RULES FOR DISPLAYING THE U.S. FLAG

When displaying the flag, you should always raise it briskly and lower it ceremoniously. It is customary to

display the flag from sunrise to sunset, but you can display all-weather flags at all times if properly lit at

night. The use of the flag at night, as well as during the day, should follow rules of custom.

Presidential proclamations contain the rules for displaying the flag at half-staff—for example, on

Memorial Day, display the flag at half-staff until noon, and then raise it to the top of the staff. State and

federal governments also fly the flag at half-staff when there is death of a president, former president,

principal official, or foreign dignitary.

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When flying the flag at half-staff, raise it to its peak and then lower it to the half-staff position. When

lowering the flag for the day after it has been flown at half-staff, raise it to its peak and then lower it

ceremoniously.

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LET 1 Mastery Skill 10. SMART Goals Checklist. Cadet will explain the proper use of the SMART Goal

process.

What Does the SMART Acronym Stand For?

The acronym stands for:

S – Specific When setting a goal, be specific about what you want to accomplish. Think about this as the

mission statement for your goal. This isn’t a detailed list of how you’re going to meet a goal, but it

should include an answer to the 5 Ws to the extent possible (Who, What, When, Where and Why)

M – Measurable What metrics are you going to use to determine if you meet the goal? This makes a goal

more tangible because it provides a way to measure progress. If it’s a project that’s going to take a few

months to complete, then set some milestones by considering specific tasks to accomplish.

A – Achievable This focuses on how important a goal is to you and what you can do to make it attainable

and may require developing new skills and changing attitudes. The goal is meant to inspire motivation,

not discouragement. Think about how to accomplish the goal and if you have the tools/skills needed. If

you don’t currently possess those tools/skills, consider what it would take to attain them.

R – Relevant Relevance refers focusing on something that makes sense with the broader business goals.

For example, if the goal is to launch a new product, it should be something that’s in alignment with the

overall business objectives. Your team may be able to launch a new consumer product, but if your

company is a B2B that is not expanding into the consumer market, then the goal wouldn’t be relevant.

T – Time-Bound Anyone can set goals, but if it lacks realistic timing, chances are you’re not going to

succeed. Providing a target date for deliverables is imperative. Ask specific questions about the goal

deadline and what can be accomplished within that time period. If the goal will take three months to

complete, it’s useful to define what should be achieved half-way through the process. Providing time

constraints also creates a sense of urgency.

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LET 2 Mastery Skill 1. Drill (Squad, Platoon, Company) Cadets will be able to discuss falling in as squad,

platoon and company and understand the different formations of each.

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Unit 3: U3 C3 L2

• For the most part, platoon drill provides the procedures for executing movements in conjunction with

other squads formed in the same formation.

• The platoon has two prescribed formations: line and column. However, your platoon leader may also

form the platoon in a column of twos from a column.

• When a platoon forms in a line, its squads are numbered from front to rear; in a column, its squads are

numbered from left to right.

• When the platoon drills as a separate unit and is in a line formation, the platoon leader takes a

position six steps in front of, and centered on, the platoon. The platoon sergeant’s position is centered

on the platoon and one step to the rear of the last rank.

• When it drills as a separate unit and is in a column formation, the platoon leader’s position is six steps

on the left flank, and centered on the platoon. The platoon sergeant’s position is onestep behind, and

centered between the second and third squads.

• When the platoon drills as part of a larger unit and is in: o A line formation, the platoon leader’s

position is six steps in front of, and centered on, the platoon. The platoon sergeant’s position is one step

to the rear, and centered on, the platoon.

o A column formation, the platoon leader’s position is one arm’s length plus six inches in front of, and

centered between, the second and third squad leaders. The platoon sergeant’s position is one step

behind, and centered between, the second and third squads.

• The first squad leader serves as the base when the platoon is in a line formation.

• The fourth squad leader serves as the base when in a column.

PLATOON FORMATION

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U4C3L3

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U4C3L4

Cadets will execute the following as the leader on a Squad or Platoon

LET 2 Mastery Skill 2. U2C2L1 Steps for Effective Communication. Cadet will recall and explain the steps

to Effective Communication.

Use these steps to communicate effectively:

1. Analyze your purpose and your audience. Make sure you know why you are communicating and to

whom you are addressing your ideas. Knowing about the receivers of your communication is called an

audience analysis.

2. Conduct the research. Use a variety of resources.

3. Support your ideas. Find facts, figures, data, statistics, and explanations that give credibility to your

ideas. The more you can back up your ideas, the more your audience will understand what you are

communicating.

4. Get organized. Use an outline or notes to organize your ideas into a logical sequence. A logical

sequence helps your audience follow along with you.

5. Draft and edit. Use language to your best advantage. There may be many ways to express the same

idea. Look for the best way. If you are unclear about what you are saying, you may be sending mixed

messages.

6. Get feedback. Test your work with one or more people. Testing your communication with others will

ensure that you are not the only one that can make sense out of what you are saying.

LET 2 Mastery Skill 3 Not Applicable Covered in LET 1 Mastery Skill 3

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LET 2 Master Skill 4. U2C1L1, U2C1L2, U2C1L3 Army Leadership Model. Cadet will describe the three

Leadership Attributes and the three leadership Competencies

LET 2 Master Skill 5. U2C4L1 The Seven Life Saving Steps

1. Check to see if the victim is conscious. Ask in a loud but calm voice, “Are you okay?” Gently shake or

tap the victim on the shoulder. Watch for a response. If the victim is awake and appears to be choking,

first aid involves clearing the person’s airway. If the victim does not respond, go to Step 2. If the person

is not conscious, do not leave, unless you are also in danger. Ask someone to go for help. Check for any

medical identification, such as a bracelet, or card. The identification will tell you if the person has any

medical problems or allergies to medicines. If the victim is conscious, ask where he or she feels different

than usual or where it hurts. Go to Step 3.

2. Check for breathing and heartbeat. Look for rise and fall of the victim’s chest. Listen for breathing by

placing your ear about one inch from the victim’s mouth and nose. Feel for breathing by placing your

hand or cheek about one inch from the victim’s mouth and nose. Check for a pulse on the victim’s neck.

• First aid for non-breathing victims with a pulse: Restore breathing.

• First aid for victims with no pulse: Perform CPR – cardio pulmonary resuscitation.

3. Check for bleeding. Look for spurts of blood and blood-soaked clothing. Look for entry and exit

wounds.

• First aid for bleeding victims: Stop the bleeding.

4. Check for signs of shock. Shock is a serious condition that can be caused by heatstroke, blood loss, an

allergic reaction, severe infection, poisoning, severe burns, or other causes. When a person is in shock,

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his or her organs aren't getting enough blood or oxygen. If untreated, this can lead to permanent organ

damage or even death. The signs of shock include: sweaty, but cool skin; paleness; enlarged pupils; rapid

breathing; rapid pulse; weakness or fatigue; dizziness or fainting; vomiting or nausea; changes in mental

status, such as agitation or nervousness.

• First aid for shock: Call for help immediately. Don’t move the person; don’t give the person

food or water.

5. Check for fractures. Ask the injured person where it hurts and if he or she can move. Check the

location of the pain. There may be bruising or swelling if there is a fracture. In some cases, a broken arm

or leg might look deformed.

• First aid for fractures: Don’t move the person. Attempt to immobilize the injured area. If the

injured person cannot move, check for a neck or back injury. Neck or back injuries can cause

paralysis and numbness in the arms or legs. Moving someone with a neck or back injury can

cause permanent damage.

• First aid for neck or back injuries: Tell the victim not to move. Call for emergency help.

6. Check for burns. Determine the seriousness of the burn. Burns are described as first-degree, second-

degree, or third degree.

• First aid for burns: Evaluate the burn and treat it based on the degree of the burn.

7. Check for head injury. Some possible signs of serious head injury are: pupils of eyes are unequal in

size, slurred speech, confusion or sleepiness, loss of memory or consciousness, headache, dizziness,

vomiting, paralysis, twitching, or fluid drainage from ear(s), nose, or mouth, or wounds to the head or

face.

• First aid for head injuries: Keep the person still. Check for changes in breathing and alertness.

Call for help.

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LET 2 Master Skill 6. U2C2L3 Presentation/Briefing. Cadet will present a briefing using the below

Checklist as a guide.

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LET 2 Mastery Skill 7. U1C2L1 Thinking Maps. Cadet will recall the 8 Thinking Maps and What they are

used for.

LET 2 Mastery Skill 8. Not Applicable. Covered in LET 1 Mastery Skill 10.

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LET 2 Mastery Skill 9. Essay Writing. Cadet will write an essay on leadership using the below Checklist as

a guide.

LET 2 Mastery Skill 10. U1C5L2 Cadet Challenge. Cadet will correctly describe the 5 events of the Cadet

Challenge and what scores qualify for the ROTC Physical Fitness Ribbon (N-2-2) and the JROTC Athletic

Ribbon (N-2-3).

The Cadet Challenge requires each Cadet to participate in the physical fitness test, which is conducted

two times each school year. Cadets can receive ribbons for their performance on the Challenge.

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LET 3 Mastery Skill 3. U2C2L4 Career Clusters. Given 10 Careers the Cadet will place the Career in the

Correct Cluster Category.

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LET 3 Mastery Skill 4. U2C2L5 Making Ethical Choices. Cadets will recall at least 5 Questions to ask of

oneself when trying to make an ethical choice.

Ask yourself these questions when trying to make ethical choices:

• If I do what I’m thinking of doing, would I be willing to have my action made into a law that requires

everyone to act in the same way?

• If I’m considering using someone else for my own personal gain, would I allow myself to be used in the

same way?

• Would I be willing to explain to a jury why I chose this action?

• Would I do this if I knew it would be on the television news tonight or the internet tomorrow?

• What would I think of this action if someone I disliked did it?

• If my reason for acting this way is that everyone else does it, would I do it if no one else did it?

• Would I do this if I knew I would have to explain my reasons to my family?

• Would I be content to have each of my followers behave exactly as I intend to in this situation?

• My team could win the game by violating rule. Before I call this play, would I be upset if the losing

team took the same action?

• If what I do hurts no one very much, would I be willing to let everyone do the same thing?

• If there is very little hard work in what I want to do, what kind of person will I become if it gets to be a

habit?

LET 3 Mastery Skill 5. U3C1L2 Elements of Effective Meetings. Cadet will describe the 5 main steps and

two talking points for each of the main steps correctly.

Use these steps to create effective meetings:

1. Planning

• Clarify the purpose of the meeting

• Define the outcomes

• Create the agenda

• Invite attendees

• Prepare the meeting presentation

• Prepare the meeting room

2. Starting the meeting

• Welcome and introductions (roll call and ice breaker)

• Statement of the purpose/task

• Meeting outcomes/goals

• Provide background

• Review or develop the agenda (use chart paper or a chalk board to list or revise the agenda)

• List or set ground rules

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• Clarify roles (define who is the timekeeper, recorder, etc.)

3. Focusing

• Stay focused on the meeting’s purpose

• Work toward desired outcomes

• Follow agenda items

• Obey ground rules

• Respect member’s roles

• Keep track of time limits

4. Facilitating

• Get input from lower level people first

• Ask open-ended questions

• Use active listening, paraphrase, and be attentive

• Acknowledge positive participation

• Allow opportunities for everyone to speak

• Be supportive of new ideas and minority views—seek first to understand before agreement or

disagreement

• Distinguish the differences between assumptions and facts

5. Concluding

• Summarize the meeting outcomes

• Identify unfinished business

• Evaluate the meeting and ways to improve in the future Unit

LET 3 Mastery Skill 6. U3C1L3 Memorandum of Instruction Checklist. Cadet will describe the 7 main

paragraphs of an Memorandum of Instruction and describe what information they cover.

Mission Statement:

What is the mission? For example: “On November 11th, the JROTC battalion will

conduct a Veterans’ Day program in the main gymnasium to honor our Veterans and

educate our student body on the meaning of Veterans’ Day.”

Situation:

Where will the mission take place? Will the event be affected by weather?

Concept of the Operation:

Brief narrative describing what will happen. Who, what, when, where, and how. This

can include sub-paragraphs (phases) for complex missions.

Tasks to staff and subordinates:

Be specific about what you expect everyone to do.

Coordinating Instructions:

Things that apply to everyone. Uniform, equipment, rules, etc.

Supply and Logistics:

Transportation plan, meals, water, personal hygiene, and equipment needed to

complete the mission.

Annexes:

Detailed information and forms. Packing List, Permission Form, Itinerary, Risk

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Assessments, etc.

LET 3 Mastery Skill 7. U3C2L3 Interviewing for a job. Cadet will discuss the 5 steps to ensure a

successful interview and answer questions about each of the steps

Use these steps as a guide to prepare for a job interview:

1. Preparation

• Become as familiar as you can with what the company does—its history, goals, mission, and

people. Go to the organization’s website. It should contain most of what you need to know. You

can also enter the organization’s name into a search engine and find out what people are

writing about it.

• Discover as much as you can about the people you will speak with during your interview. Some

company websites give a short biography of each of the company’s top executives. Or you can

ask the person who schedules your interview to send you bios of the people you’ll meet.

• Know the job requirements well. The interviewer won’t be impressed if you don’t even

understand the position you’re applying for. Practice for the interview by role playing. Get

together with a friend or relative and have them pretend to be your interviewer. Tell these

people to ask tough questions about your background, goals, and knowledge of the company

and industry. Chances are your role play Interviewer will be harder on you than the real one. But

if you practice, the questions that arise during the actual interview will be less likely to throw

you off balance.

• Know how to get to the interview site. If you arrive late at your interview, you’ll be in big

trouble. Being late to the interview tells the employer just one thing—you’ll probably be late to

work, too. So be sure you know how to get to the interview, where to park, and any rules for

visitors, such as getting a security badge to enter the building. Conduct a dry run beforehand if

you think it will help. Be sure to account for variations in traffic, especially during rush hours.

• Try to find out the salary range. If you can’t, don’t bring up salary in the interview. It will seem

like you are more interested in money than the job. But do come to the interview knowing the

lowest salary.

2. How to Dress

Do a little investigating to learn what to wear to the interview so you will look as though you “fit in” with

the company. Learn what to wear by:

• Calling the human resources office where you are interviewing

• Visiting the organization’s office to see if there is a dress code

• Watching people arriving and leaving work

3. During the Interview

• Arrive early.

• Don’t take notes unless the interviewer asks you to.

• Remember the interviewer’s name and title.

• Shake hands firmly, whether the interviewer is male or female.

• Do not smoke, chew gum, or drink anything during the interview.

• Wait for the interviewer to offer you a chair before you sit down.

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• Answer all questions truthfully and appropriately. Be prepared to answer questions

interviewers typically ask.

• Keep positive.

• Be enthusiastic and confident.

• Be aware of your body language.

• Project the traits employers are looking for: character, commitment, competence

• Be clear about your career direction and goals. Prepare a list of questions you want to

ask the interviewer.

4. Ending the Interview You will know the interview is ending when the interviewer asks if you have any questions. Ask your questions. Then reiterate the main points that make you a strong candidate. Ask the interviewer when they think the company will make its decision. Emphasize how much you would like the job, and thank the interviewer for spending time with you. 5. Follow-up As soon as you get home, make notes about your impressions. List any points you forgot to mention or questions you forgot to ask. Within two days of the interview, send a follow-up letter or note. Mention the points or questions that have come up since the interview ended. Stress again that you want the job and explain why you are qualified. Send separate notes to everyone who interviewed you. LET 3 Mastery Skill 8. Not Applicable. Covered in LET 2 Mastery Skill 1. LET 3 Mastery Skill 9. U2C2L3 Impromptu Speaking Tips. Cadet will discuss the 8 tips for Impromptu

Speaking.

• Stay knowledgeable on a variety of topics.

• Try a format such as “Past, Present, Future.”

• Support your ideas with examples or statistics.

• Add personal experiences.

• Do not rush; collect your thoughts.

• Concentrate on what you are saying.

• Stay on subject.

• Practice giving impromptu speeches.

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LET 3 Mastery Skill 10. Decision Making Checklist. Cadet will discuss the 7 Points for decision making.

LET 4 Mastery Skill 1. Ground Rules for Feedback. Cadet will explain the importance of providing feedback and 10 solid feedback techniques. Giving effective feedback is an important part of being a leader. Use these ground rules for working with people you manage and teach. Ground rules:

• Establish and maintain rapport with learners. • Cover the major strengths and weaknesses. Try to be specific; give examples if possible. • Avoid trying to discuss everything. A few well-made points may be more beneficial than numerous, inadequately developed points. • Try to avoid comments with “never” or “always”; most rules have exceptions. Your feedback may be incorrect or inappropriate for certain situations. • Do not criticize something that cannot be corrected. • Do not criticize when you cannot suggest an improvement. • Avoid being maneuvered into the unpleasant position of defending feedback. If the feedback is honest, objective, constructive, and supported, no defense should be necessary. • If part of the feedback is written, it should be consistent with the oral feedback. To ensure the learner takes your feedback in the most constructive manner possible and uses it in a positive way, the following tips can be helpful: • When learners do something right, let them know. This will reinforce their learning and give

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them motivation. Your encouragement and support means a great deal to your learners. • Make sure to base your feedback on the evaluation criteria. Don’t be arbitrary about your feedback. • When you see someone doing something differently than you would ordinarily do it, consider whether it matters. Ask yourself questions such as:

o Will it work the way they are doing it? o Is this a better way? o Will it cause problems for them later? o Is it safe?

• Allow for individual variations. Consider the learner’s openness to suggestions before recommending changes that are not based on the criteria. • Identify incorrect performance as early as possible. Give feedback as soon as you see the incorrect performance. • Try to provide feedback in the most constructive way possible. Help learners understand how to do a task correctly—do not just tell them what they are doing wrong. • Be aware of the learners’ sensitivity to correction, especially in front of other people (generally avoided whenever possible). Keep your voice down when providing individual feedback. Avoid the temptation to point out one person’s mistake to the whole group as an example. • Give feedback less often as learner’s progress.

LET 4 Mastery Skill 2. U4C2L1 Managing Stress and Preventing Burnout. Cadet will explain the importance of providing managing stress and preventing feedback, discuss by mitigations and list at least 3 questions one should be asking oneself each day. Stress and burnout are a risk for all busy people. These guidelines can help you avoid stress and stay on track with your goals.

• Maintain a balance among family, work, and play. • Find satisfying activities that take your mind off your schoolwork for a while—for example, join a campus service organization, play a sport, create art, play a musical instrument, or pursue a hobby. • Explore religion as a source of spiritual strength. • Don’t be reluctant to seek help—go to family members or trusted friends first. If that doesn’t work, seek professional assistance from the health or counseling center. • Ask yourself these questions each day:

o Have I had fun? This could be something as simple as enjoying a good meal or a great joke. o Have I done something hard but worthwhile? If you haven’t, you may be letting the hard things pile up—if you have to do all the hard things at once, your stress level will grow. o Have I helped someone? Doing something for someone else will give you a feeling of satisfaction. o Have I done something physically strenuous? Get some exercise every day—on a busy day; a quick walk around the block should do it. o Have I been close with someone? Spend time with someone you care about, even if it’s only a short phone call. o Have I been in touch with nature? Don’t just glance at the sunset or notice the wind—stop somewhere to appreciate the beauty around you, if only for a short time.

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LET 4 Mastery Skill 3. U4C3L1 Motivational Tactics. Cadet will explain the importance of the proper use of motivational tactics and discus 6 motivational tactics.

All effective leaders know how to motivate others. Use these strategies as you lead others toward a common goal. • Utilize both rewards and corrective actions as needed to motivate the team and/or individuals. • Satisfy individual and team needs by establishing short-term goals or tasks for individuals and teams to reach, leading to larger goal accomplishment. • Set the example for all team members to follow. • Make tasks within the unit assignment challenging, cooperative, and helpful in building team member’s capabilities. • Create a healthy culture within the unit—one that promotes trust and respect as well as an understanding and acceptance. • Create self-motivation in subordinates—this is the most powerful and lasting form of motivation. Most people can become self-motivated if taught leadership attributes. Unit

LET 4 Mastery Skill 4 Not Applicable Covered in LET 2 Mastery Skill 1

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LET 4 Mastery Skill 5. Battalion Drills. Cadet will describe Battalion Graphics and positions of Battalion Elements in a Formation

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LET 1

Mastery Skill 2 1. What is the difference between one diamond and two diamonds? a. two diamonds is the rank of Colonel and one diamond is a Lieutenant Colonel b. two diamonds is the rank of Major and one diamond is a Lieutenant Colonel c. two diamonds is the rank Major and one diamond is the rank of Colonel d. two diamonds is the rank of Lieutenant Colonel and one diamond is the rank of Major 2. What is the difference between one disc and three disc? a. one disc is a Second Lieutenant and three disc is a First Lieutenant b. one disc is a First Lieutenant and the three disc is Second Lieutenant c. one disc is a Captain and three disc is a Second Lieutenant d. one disc is a Second Lieutenant Colonel and three disc is a Captain 3. What is the difference is between a Command Sergeant Major insignia and Sergeant Major insignia. a. the Command Sergeant Major is three chevrons and three bars with a diamond in the center and the Sergeant Major is three chevrons and three bars with a star on the inset. b. the Command Sergeant Major is three chevrons and three bars with a star in the center and the Sergeant Major is three chevrons and three bars with a diamond on the inset. c. the Command Sergeant Major is three chevrons and three bars with a Star encircled by a wreath in the center and the Sergeant Major is three chevrons and three bars with a star in the center. 4. What is the difference between the Master Sergeant and First Sergeant Insignia. a. the First Sergeant has three chevrons and three bars with a diamond in the center and Master Sergeant is three chevrons and three bars. b. the First Sergeant has three chevrons and three bars with a diamond in the center and Master Sergeant is three chevrons and two bars. c. the Master Sergeant has three chevrons and three bars with a diamond in the center and First Sergeant is three chevrons and three bars. d. the Master Sergeant has three chevrons and three bars with a diamond in the center and First Sergeant is three chevrons and two bars. 5. Describe the rank of Sergeant First Class. a. three chevrons b. three chevrons, one bar c. three chevrons, two bars d. two chevrons

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6. Describe the rank of Corporal. a. three chevrons b. three chevrons, one bar c. three chevrons, two bars d. two chevrons 7. Describe the rank of Staff Sergeant. a. three chevrons b. three chevrons, one bar c. three chevrons, two bars d. two chevrons 8. Describe the rank of Sergeant. a. three chevrons b. three chevrons, one bar c. three chevrons, two bars d. two chevrons 9. Describe the rank of Private. a. one chevron b. one chevron,one bar c. two chevrons one bar d. two chevrons 10. Describe the rank of Private First Class. a. one chevron b. one chevron,one bar c. two chevrons one bar d. two chevrons Mastery Skill 3 11. Who is in charge of the Cadet Battalion and what rank are they? a. the Battalion Commander and they are a Colonel b. the Battalion Commander and they are a Major c. the Battalion Commander and they are a Lieutenant Colonel d. the Battlion Commander and they are a Captain

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12. What two positions in the Battalion work directly for the Battalion Commander? a. Executive Officer and the Command Sergeant Major b. Executive Officer and the S1 c. Command Sergeant Major and the S4 d. Command Sergeant Major and the S1 13. What is the smallest element we would discuss in the Battalion? a. Platoon b. Team c. Squad 14. Which of the following is the correct order for increasingly larger formations up to the Battalion? a. Squad, Team, Platoon, Company, Battalion b. Company, Squad, Team, Platoon Battalion c. Team, Squad, Platoon, Company, Battalion d. Platoon, Company, Squad, Team, Battalion 15. How many of any sized element is needed to create the formation of the next higher element? a. One b. Two c. Three d. Four 16. Which of the following is the correct rank for leaders in each of the elements? a. Team-Master Sergeant, Squad-Sergeant First Class & Captain, Platoon-Sergeant and First Lieutenant, Company-First Sergeant & Second Lieutenant, Battalion-Lieutenant Colonel & Command Sergeant Major b. Team-Staff Sergeant, Squad-Sergeant, Platoon-Sergeant First Class and Second Lieutenant, Company-First Sergeant & Captain, Battalion-Lieutenant Colonel and Command Sergeant Major c. Team-Sergeant, Squad-Staff Sergeant, Platoon-Sergeant First Class and Second Lieutenant, Company-First Sergeant & Captain, Battalion-Lieutenant Colonel and Command Sergeant Major 17. The Executive Officer of the Battalion is in charge of the staff. Typically, what rank is the Battalion Executive Officer? a. First Lieutenant b. Second Lieutenant c. Captain d. Major

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18. The Battalion staff is comprised of the Battalion Executive Officer and the S1, S2, S3, S4 and S5. What is the typical rank of the S1 through S5? a. First Lieutenant b. Second Lieutenant c. Captain d. Major 19. Company Headquarter elements are lead by the Company Commander and the First Sergeant. What rank is the Company Commander Typically? a. First Lieutenant b. Second Lieutenant c. Captain d. Major 20. Platoons are lead by the Platoon Leader and Platoon Sergeant. Typically what ranks are the Platoon Leader and Platoon Sergeant? a. First Lieutenant and Sergeant First Class b. Second Lieutenant and Sergeant First Class c. Captain and First Sergeant d. Major and Command Sergeant Major Mastery Skill 4 & 5 21. Where is the Nameplate worn on the Female ASU jacket? a. one to two inches above the top button of the coat and centered horizontally on the wearer’s right side. b. The nameplate is worn centered left to right on the flap of the right breast pocket and centered between the top of the button and the top of the pocket. 22. Where is the Nameplate worn on the Male ASU jacket? a. one to two inches above the top button of the coat and centered horizontally on the wearer’s right side. b. The nameplate is worn centered left to right on the flap of the right breast pocket and centered between the top of the button and the top of the pocket. 23. Where is the Pin-on Grade Insignia worn ASU jacket? a. Pin-on Grade Insignia are worn on the epaulets of the ASU Coat. Center the Rank Insignia on the shoulder loop 5/8 inch from the outside shoulder seam. b. Pin-on Grade Insignia are worn on the epaulets of the ASU Coat. Center the Rank Insignia on the shoulder loop 3/8 inch from the outside shoulder seam. c. Pin-on Grade Insignia are worn on the epaulets of the ASU Coat. Center the Rank Insignia on the shoulder loop 1 inch from the outside shoulder seam.

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24. Where are the Special Teams ARC pins worn on the Male ASU Jacket. a. Center the ARC pins between the bottom of the pocket flap and the bottom of the pocket. If more than ARC pin is worn, space them 1/8 inch apart. b. Worn parallel to the waistline of the coat. Placement of ARC pins may be adjusted to conform to the individual figure difference. If more than ARC pin is worn, space them 1/8 inch apart. 25. Where are the Special Teams ARC pins worn on the Female ASU Jacket. a. Center the ARC pins between the bottom of the pocket flap and the bottom of the pocket. If more than ARC pin is worn, space them 1/8 inch apart. b. Worn parallel to the waistline of the coat. Placement of ARC pins may be adjusted to conform to the individual figure difference. If more than ARC pin is worn, space them 1/8 inch apart. 26. Where is the HUD Insignia worn on the Male and Female ASU Jacket? a. Center the HUD insignia ¼ inch above the right breast pocket on the male uniform and ¼ inch above the name plate on the female uniform. b. Center the HUD insignia 1/8 inch above the right breast pocket on the male uniform and ¼ inch above the name plate on the female uniform. a. Center the HUD insignia1/8 inch above the right breast pocket on the male uniform and 1/8 inch above the name plate on the female uniform. 27. True or False: The black necktie (males) or the neck tab (females) are mandatory while wearing the ASU Coat. 28. Where are ribbons worn on the Male and Female ASU jacket? a. Females-center Ribbons on the left side with bottom row parallel to the bottom edge of the Nameplate. Third and subsequent rows be aligned to the left to present a better appearance. Males-center ribbons 1/8 of an inch above the top of the pocket flap. Third and subsequent rows be aligned to the left to present a better appearance. a. Females-center Ribbons on the left side with bottom row parallel to the bottom edge of the Nameplate. Third and subsequent rows be aligned to the left to present a better appearance. Males-center ribbons 1/4 of an inch above the top of the pocket flap. Third and subsequent rows be aligned to the left to present a better appearance. 29. Where is the Torch of Knowledge Insignia worn on the Male and Female Officer ASU jacket? a. Male-Center the Torch of Knowledge insignia on both lapels 1 ¼ inches below the ROTC Insignia with the centerline of the insignia bisecting the ROTC insignia and parallel to the inside edge of the lapel. b. Male-Center the Torch of Knowledge insignia on both lapels 1 1/2 inches below the ROTC Insignia with the centerline of the insignia bisecting the ROTC insignia and parallel to the inside edge of the lapel. c. Male-Center the Torch of Knowledge insignia on both lapels 5/8inches below the ROTC Insignia with the centerline of the insignia bisecting the ROTC insignia and parallel to the inside edge of the lapel.

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30. Where is the Torch of Knowledge insignia worn on the Male and Female Enlisted ASU jacket? a. Centered on the lapels of the coat, parallel to the inside edge of each lapel 5/8 of inch above the notch for the females and 1 inch above the notch for males. b. Centered on the lapels of the coat, parallel to the inside edge of each lapel 1 of inch above the notch for the females and 5/8 inch above the notch for males. Mastery Skill 6 31. At the position of attention: a. your feet are together at a 45 degree angle, your legs are straight, shoulder are squared, head and face are to the front in a vertical line, your arms are straight without being stiff and you fingers are curled so that the tips of your thumbs are alongside and touching the first joint of your forefingers and your thumbs straight along the seams of your trouser leg, with the first joint of your fingers touching your trousers. b. you move the left foot about 10 inches to the left of the right foot. Keep the legs straight without locking the knees, keep the fingers of both hands extended and joined, interlocking the thumbs so that the palm of the right hand is outward. Keep the head and eyes forward to the front an in a vertical line. c. your feet are together at a 30 degree angle, your legs are straight, shoulder are squared, head and face are to the front in a vertical line, your arms are straight without being stiff and you fingers are curled so that the tips of your thumbs are alongside and touching the first joint of your forefingers and your thumbs straight along the seams of your trouser leg, with the first joint of your fingers touching your trousers. 32. At the position of attention: a. your feet are together at a 45 degree angle, your legs are straight, shoulder are squared, head and face are to the front in a vertical line, your arms are straight without being stiff and you fingers are curled so that the tips of your thumbs are alongside and touching the first joint of your forefingers and your thumbs straight along the seams of your trouser leg, with the first joint of your fingers touching your trousers. b. you move the left foot about 10 inches to the left of the right foot. Keep the legs straight without locking the knees, keep the fingers of both hands extended and joined, interlocking the thumbs so that the palm of the right hand is outward. Keep the head and eyes forward to the front an in a vertical line. c. your feet are together at a 30 degree angle, your legs are straight, shoulder are squared, head and face are to the front in a vertical line, your arms are straight without being stiff and you fingers are curled so that the tips of your thumbs are alongside and touching the first joint of your forefingers and your thumbs straight along the seams of your trouser leg, with the first joint of your fingers touching your trousers. 33. The position of Stand at Ease. a. On the command of execution EASE, execute parade rest, but turn the head and eyes directly toward the person in charge of the formation. b. is identical to the position of attention except you turn the head and eyes directly toward the person in charge of the formation.

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34. What position may the cadet move about and talk. a. attention b. parade rest c. stand at ease d. rest 35. On the command of execution FACE, slightly raise the right heel and left toe, and turn 90 degrees to the on the left heel, assisted by a slight pressure on the ball of the right foot. Keep the left leg straight without stiffness and allow the right leg to bend naturally. On the second count, place the right foot beside the left. foot, resuming the position of attention. Arms remain at the sides, as in the position of attention, throughout this movement. This is a description of which facing movement? a. Left Face b. Right Face c. About Face d. Parade Rest 36. Which leg do you pivot on and which direction do you turn on an about face? a. pivot on the left leg and turn to the right b. pivot on the right leg and pivot to the right c. pivot on the right leg and pivot to the left d. pivot on the left leg and pivot to the left 37. Where to you bring your right hand sharply to when presenting arms? a. rim of the visor slightly below the right eye b. rim of the visor slightly to the right of the right eye c. rim of the visor slightly to the left of the left eye 38. True or False. When wearing headgear without a visor (or uncovered) and wearing glasses, execute the hand salute in the same manner as described in subparagraph a, except touch the tip of the right forefinger to that point on the glasses where the temple piece of the frame meets the right edge of the right brow. a. true b. false 39. True or False. When reporting or rendering courtesy to an individual, turn the head and eyes toward the person addressed and simultaneously salute. In this situation, the actions are executed without command. The salute is initiated by the subordinate at the appropriate time and terminated once rendered.

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40. True or False. The hand salute may be executed while marching. When double timing, a cadet is not required to come to quick time before saluting. a. true b. false Mastery Skill 7 41. True or False. The extended rectangular formation is executed from the position of At Ease. a. true b. false 42. The first command for the extended rectangular formation is: a. Extend to the right march b. Extend to the left march c. left face d. right face 43. The command of ___________________________ means to lower your arms smartly to the side. a. Assume, Attention b. As you, Were c. Arms Downward, Move 44. The third step in the extended rectangular formation is to give the command: a. right face b. left face c. about face d. Arms Downward, Move 45. The fourth step in the extended rectangular formation is to give the command: a. right face b. left face c. extend to the left, march d. extend to the right, march 46. The fifth step in the extended rectangular formation is to give the command: a. right face b. left face c. about face d. Arms Downward, Move

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47. The sixth step in the rectangular formation is to give the command: a. right face b. left face c. about face d. Arms Downward, Move 48. Finish the command FROM FRONT TO REAR ________________. a. Count down b. Count out c. Count up d. Count off 49. Finish the command EVEN NUMBERS ONE STEP TO THE LEFT _______________. a. Step over b. Step past c. Uncover d. Un-align 50. What command do you give to bring the formation back to normal in the extended rectangular formation? a. Fall, In b. Assemble to the right, march c. Assemble to the left, march d. Form, Up Mastery Skill 8 51. What are the four winning colors? a. Green, Brown, Blue, Yellow b. Green, Brown, Black, Red c. Green, Brown, Blue, Red d. Green, Brown, Blue, Black 52. A person whose Winning Color is Green is a _________________? a. Planner b. Builder c. Relater d. Adventurer

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53. A person whose Winning Color is Red is a _________________? a. Planner b. Builder c. Relater d. Adventurer 54. A person whose Winning Color is Blue is a _________________? a. Planner b. Builder c. Relater d. Adventurer 55. A person whose Winning Color is Brown is a _________________? a. Planner b. Builder c. Relater d. Adventurer 56. A person whose Winning Color is Green might be described by the following Vocabulary Words. a. Test the limits, excitement, fun, action, risk b. Always liking to be with people, friendly, giving, caring c. Changing and Improving, Details, Thinking, Planning, d. Always leading people, results, duty, control 57. A person whose Winning Color is Brown might be described by the following Vocabulary Words. a. Test the limits, excitement, fun, action, risk b. Always liking to be with people, friendly, giving, caring c. Changing and Improving, Details, Thinking, Planning, d. Always leading people, results, duty, control 58. A person whose Winning Color is Blue might be described by the following Vocabulary Words. a. Test the limits, excitement, fun, action, risk b. Always liking to be with people, friendly, giving, caring c. Changing and Improving, Details, Thinking, Planning, d. Always leading people, results, duty, control 59. A person whose Winning Color is Red might be described by the following Vocabulary Words. a. Test the limits, excitement, fun, action, risk b. Always liking to be with people, friendly, giving, caring c. Changing and Improving, Details, Thinking, Planning, d. Always leading people, results, duty, control

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60. True or False: The purpose of winning colors is to understand the people with whom you work so that you will have a better understanding of what drives another person’s behavior when seeking to accomplish a specific goal or objective. a. true b. false Mastery Skill 9 61. True or False: When displaying the U.S. Flag from a staff projecting from a windowsill, balcony, or front of a building, the union of the flag should be at the staff’s peak (unless at half- staff) a. true b. false 62. What is considered to be the union of the U.S. Flag? a. The stripes representing the 13 colonies b. The blue field with the 50 stars representing the 50 U.S. States c. The part of the flag with grommets that attach to a Lanyard d. The part opposite the grommets that attach to a Lanyard 63. When displaying the flag flat against a wall how should it be displayed? a. horizontally or vertically the union should be uppermost to the observers left b. horizontally or vertically the union should be uppermost to the observers right c. horizontally or vertically the union should be lowermost to the observers left d. horizontally or vertically the union should be lowermost to the observers right 64. How should the U.S. Flag be properly drapped over a casket? a. the union is at the head and over the right shoulder b. the union is at the head and over the left shoulder c. the union is at the foot and over the right shoulder d. the union is at the foot and over the left shoulder 65. True or False: When displaying the flags of two or more nations or states, fly them from separate flag staffs (or flagpoles) of the same height. The flags should be of similar size. a. true b. false 66. True or False: When grouping a number of flags and displaying them from staffs radiating from a central point, the U.S. flag should be at the center or placed at the lowest point of the group. a. true b. false

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67. How should the U.S. Flag be carried when in a procession of a row or a column? a. the U.S. flag should be to the far right in a row or if in a column the center point b. the U.S. flag should be to the far left in a row or if in a column the center point the U.S. flag should be to the far right in a row or if in a column the center point c. the U.S. flag should be to the far right in a row or if in a column the at the front d. the U.S. flag should be to the far left in a row or if in a column the at the front 68. When displaying the U.S. Flag from a crossed staff how should it be displayed? a. place the U.S. flag on its right with the staff in front of the other flag b. place the U.S. flag on its left with the staff behind of the other flag c. place the U.S. flag on it left with the staff in front of the other flag d. place the U.S. flag on its right with the staff behind the other flag 69. True or False: When displaying the U.S. flag from a staff in an auditorium, meeting hall or chapel, whether on the same floor level or on a platform, it should be in the position of honor at the speaker’s right facing the audience. Place other flags on the left of the speaker, that is to the right of the audience. a. true b. false 70. How many steps are there to folding the U.S. flag? a. 5 b. 6 c. 7 d. 8 Mastery Skill 10 71. When setting goals, we us the Acronym SMART. What does the S stand for? a. Soon b. Specific c. Scientific 72. When setting goals, we us the Acronym SMART. What does the M stand for? a. Manageable b. Meaningful c. Measurable

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73. When setting goals, we us the Acronym SMART. What does the A stand for? a. Achievable b. Accumulative c. Accountable 74. When setting goals, we us the Acronym SMART. What does the R stand for? a. Reliable b. Reversable c. Relevant 75. When setting goals, we us the Acronym SMART. What does the T stand for? a. Timeless b. Timebound c. Terse

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LET 2 Mastery Skill 1 1. How many steps is the Squad Leader from the Squad when in Line? a. 2 b. 3 c. 4 d. 10 2. When Marching a squad in Column where is the Squad Leader situated? a. at the front of the squad b. at the rear of the squad c. to the left side of the squad in the direction of travel and centered d. to the right side of the squad in the direction of travel and centered 3. Where is the Platoon Leader in a platoon formation that is in a line. a. the platoon leader takes a position six steps in front of and centered on the platoon b. the platoon leader takes a position three steps in front of and centered on the platoon c. the platoon leader takes a position four steps in front of and centered on the platoon d. the platoon leader takes a position five steps in front of and centered on the platoon 4. When the platoon drills as part of a larger unit and is in a line formation, the platoon leader’s position is_______________________________________________________________________________? a. three steps in front of, and centered on, the platoon. The platoon sergeant’s position is three steps to the rear, and centered on, the platoon b. six steps in front of, and centered on, the platoon. The platoon sergeant’s position is one step to the rear, and centered on, the platoon c. six steps in front of, and centered on, the platoon. The platoon sergeant’s position is six steps to the rear, and centered on, the platoon d. two steps in front of, and centered on, the platoon. The platoon sergeant’s position is one step to the rear, and centered on, the platoon. 5. When the platoon drills as part of a larger unit and is in a column formation, the platoon leader’s position is___________________________________________________________________________? a. the platoon leader’s position is one arm’s length plus six inches in front of, and centered between, the second and third squad leaders. The platoon sergeant’s position is one step behind, and centered between, the second and third squads. b. the platoon leader’s position is two arm’s length plus six inches in front of, and centered between, the second and third squad leaders. The platoon sergeant’s position is two steps behind, and centered between, the second and third squads.

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6. Which squad leader serves as base in a line formation and/or a column formation? a. The first squad leader serves as the base when the platoon is in a line formation. The fourth squad leader serves as the base when in a column. b. The fourth squad leader serves as the base when the platoon is in a line formation. The first squad leader serves as the base when in a column. 7. What is the correct way to Break Rank in a platoon formation? a. Step to the rear of the squad you are in and move to the furthest flank then double time to the front of the formation b. Step to the front of the squad you are in and move to the nearest flank then double time to the front of the formation c. Step to the rear of the squad you are in and move to the nearest flank then double time to the front of the formation 8. When opening ranks what do each of the squads do? a. 1st Squad-one step forward, 2nd Squad-stand fast, 3rd Squad-two 15in steps backward, 4th Squad-four 15in steps backward b. 1st Squad-two steps forward, 2nd Squad-one step forward, 3rd Squad-two 15in steps backward, 4th Squad-four 15in steps backward c. 1st Squad-two steps forward, 2nd Squad-one step forward, 3rd Squad-stand fast, 4th Squad-two 15in steps backward 8. When conducting a Column Left or Column right_________________________________________? a. the first squad makes a 90 degree turn, the second squad makes two 45 degree turns, the third squad makes three 30 degree turns, the fourth squad makes four 22.5 degree turns b. the first squad makes two 45 degree turns, the second squad makes three 30 degree turns, the third squad makes four 22.5 degree turns, the fourth squad makes six 15 degree turns c. the first squad makes a 90 degree turn, the second squad makes a 90 degree turn, the third squad makes two 45 degree turns, the fourth squad makes three 30 degree turns 9. How many steps are between platoons in a Company in line with platoon in line formation? a. 3 b. 5 c. 6 d. 12

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10. which picture depicts a company in column with platoons in column?

a.

b.

c. Mastery 2 11. Knowing about the receivers of your communication is called an___________________. a. audience scan b. audience analysis c. audience check d. audience survey 12. An effective way to conduct research is to ensure_______________________. a. you use only one source b. you use only Wikipedia generated sources c. you use a variety of resources d. you use multiple resource of only one type

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13. What is a great way to support your ideas when communicating effectively? a. find facts, figures, data, statistics and explanations to give credibility to your ideas. b. you use only Wikipedia generated sources c. don’t bog down your reader with facts, figures, data, statistics and explanations trying to give credibility to your ideas. 14. When communicating effectively what is a great way to get organized? a. be spontaneous and present information as you think about it b. Use an outline or notes to organize your ideas into a illogical sequence. c. Use an outline or notes to organize your ideas into a logical sequence. 15. True or False: A logical sequence helps your audience follow along with you. a. true b. false 16. When communicating effectively use language to your best advantage. There may be many ways to express the same idea. Look for the best way. If you are unclear about what you are saying, you may be sending mixed messages are all principles of_______________________? a. getting organized b. getting feedback c. draft and editing d. conducting research 17. When communicating effectively what is the best technique for getting feedback. a. Test your work with one or more people. Testing your communication with others will ensure that you are not the only one that can make sense out of what you are saying. b. Read and Re-read your work c. Only ask people who support your writing style and message Mastery Skill 4 18. In the Army Leadership Model what the three desirable attributes? a. Character, Presence and Intellect b. Character, Presence and Discipline c. Character, Presence and Bearing d. Leads, Develops and Achieves

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19. In the Army Leadership Model what the three desirable competencies? a. Leads, Develops and Achieves b. Character, Presence and Intellect c. Leads, Develops and Build Trust d. Leads, Develops and Communicates Mastery Skill 5 20. What are the Seven Life Steps in the Correct order? a. Check for Fractures, Check for Burns, Check for Head Injury, Check for consciousness, Check for Breathing, Check for Bleeding, Check for Signs of Shock, b. Check for consciousness, Check for Breathing, Check for Bleeding, Check for Signs of Shock, Check for Fractures, Check for Burns, Check for Head Injury c. Check for Bleeding, Check for Signs of Shock, Check for Fractures, Check for Burns, Check for Head Injury, Check for consciousness, Check for Breathing 21. When checking for consciousness and the victim is conscious what do you do? a. Go to step 2 b. Go to step 3 c. Go to step 4 d. Go to step 5 22. Where is the best place to check for a pulse? a. the wrist b. the ankle c. the elbow d. the neck 23. The signs of shock include: a. sweaty, but cool skin; paleness; enlarged pupils; rapid breathing; rapid pulse; weakness or fatigue; dizziness or fainting; vomiting or nausea; changes in mental status, such as agitation or nervousness. b. headache, dialated pupils, loss of hearing c. talkative or hyper reactions to the environment 24. True or False: Immediately move the person injured into a prone position when checking for fractures. a. true b. false

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25. How do you treat a 3rd degree burn. a. pour ice water or use an ice bag after uncovering the wound b. cover the wound with a clean dry cloth and seek medical attention c. put an ointment on the wound and tell the person to go the doctor the next day 26. The signs of a head injury include: a. sweaty, but cool skin; paleness; enlarged pupils; rapid breathing; rapid pulse; weakness or fatigue; dizziness or fainting; vomiting or nausea; changes in mental status, such as agitation or nervousness. b. pupils of eyes are unequal in size, slurred speech, confusion or sleepiness, loss of memory or consciousness, headache, dizziness, vomiting, paralysis, twitching, or fluid drainage from ear(s), nose, or mouth, or wounds to the head or face. Mastery Skill 7 27. What are the eight thinking maps a. Circle Map, Bubble Map, Double-Bubble Map, Tree Map, Brace Map, Flow Map, Multi-Flow Map, PERT Chart b. Circle Map, Bubble Map, Double-Bubble Map, Tree Map, Brace Map, Flow Map, Multi-Flow Map, Gannt Chart c. Circle Map, Bubble Map, Double-Bubble Map, Tree Map, Brace Map, Flow Map, Multi-Flow Map, Bridge Map d. Circle Map, Bubble Map, Double-Bubble Map, Tree Map, Brace Map, Flow Map 27. What is a Circle map used for? a. defining in context b. comparing and contrasting c. classifying d. describing qualities 28. What is a Tree map used for? a. defining in context b. comparing and contrasting c. classifying d. describing qualities 29. What is a Bubble map used for? a. defining in context b. comparing and contrasting c. classifying d. describing qualities

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30. What is a Double Bubble map used for? a. defining in context b. comparing and contrasting c. classifying d. describing qualities 31. What is a Brace map used for? a. seeing analogies b. sequencing c. part-whole d. cause and effect 32. What is a Bridge map used for? a. seeing analogies b. sequencing c. part-whole d. cause and effect 33. What is a Multi-Flow map used for? a. seeing analogies b. sequencing c. part-whole d. cause and effect 34. What is a Flow map used for? a. seeing analogies b. sequencing c. part-whole d. cause and effect Mastery Skill 8 35. When setting goals, we us the Acronym SMART. What does the S stand for? a. Soon b. Specific c. Scientific 36. When setting goals, we us the Acronym SMART. What does the M stand for? a. Manageable b. Meaningful c. Measurable

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37. When setting goals, we us the Acronym SMART. What does the A stand for? a. Achievable b. Accumulative c. Accountable 38. When setting goals, we us the Acronym SMART. What does the R stand for? a. Reliable b. Reversable c. Relevant 39. When setting goals, we us the Acronym SMART. What does the T stand for? a. Timeless b. Timebound c. Terse Mastery Skill 9 40. When writing an essay your opening paragraph should__________________________________? a. Provide a preview of the essay content b. Simply have a good hook c. Intrigue your reader into wanting to read more but not give many details d. Is written however you like 41. True or False: When writing an essay, the body of the essay should clearly explain the main points. a. true b. false 42. When writing an essay your closing statement should a. clarify any main points you didn’t in the body b. Simply have a good hook c. Intrigue your reader into wanting to read more but not give many details d. support the content of your essay 43. True or False: When writing an essay it is NOT important to be coherent with varied sentence structure. a. true b. false

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44. True or False: When writing an essay what is important is your content and critical thinking and not punctuation, grammar or spelling errors. a. true b. false Mastery Skill 10 45. The five events of the Cadet Challenge are: a. curl-ups, shuttle run, v-sit and reach, one mile run, push ups b. curl-ups, shuttle run, v-sit and reach, one mile run, pull ups c. curl-ups, shuttle run, v-sit and reach, two mile run, pull ups d. curl-ups, shuttle run, v-sit and reach, two mile run, push ups 46. True or False: For curl-ups the arms are held close to your chest through the entire exercise a. true b. false 47. The shuttle run is conducted on an area that has two parallel lines____________________. a. 25 feet apart b. 25 yards apart c. 30 feet apart d. 30 yards apart 48. For the V-sit and reach you remove your shoes and sit on the floor with the sole of feet along a baseline, your feet should be _________________apart. a. 24 inches apart b. 2 inches apart c. 12 to 24 inches apart d. 8 to 12 inches apart 49. True or False: To conduct a pull up you must fully lower yourself so that your arms are fully extended. a. true b. false 50. To be awarded the JROTC Physical Fitness Ribbon (N-2-2) a cadet must score in the _____ Percentile or above on all 5 events. a. 50 b. 75 c. 99 d. 85

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51. To be awarded the JROTC Athletic Ribbon (N-2-3) a cadet must score in the _____ Percentile or above on all 5 events. a. 50 b. 75 c. 99 d. 85 52. What two cadet challenge events have alternate events? a. The push up and the pull up. b. V sit and reach and the one mile run c. curl up and the pull up d. curl up and the shuttle run

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LET 3 Mastery Skill 1 1. In the Army Leadership Model what the three desirable attributes? a. Character, Presence and Intellect b. Character, Presence and Discipline c. Character, Presence and Bearing d. Leads, Develops and Achieves 2. In the Army Leadership Model what the three desirable competencies? a. Leads, Develops and Achieves b. Character, Presence and Intellect c. Leads, Develops and Build Trust d. Leads, Develops and Communicates Mastery Skill 2 3. Knowing about the receivers of your communication is called an___________________. a. audience scan b. audience analysis c. audience check d. audience survey 4. An effective way to conduct research is to ensure_______________________. a. you use only one source b. you use only Wikipedia generated sources c. you use a variety of resources d. you use multiple resource of only one type 5. What is a great way to support your ideas when communicating effectively? a. find facts, figures, data, statistics and explanations to give credibility to your ideas. b. you use only Wikipedia generated sources c. don’t bog down your reader with facts, figures, data, statistics and explanations trying to give credibility to your ideas. 6. When communicating effectively what is a great way to get organized? a. be spontaneous and present information as you think about it b. Use an outline or notes to organize your ideas into a illogical sequence. c. Use an outline or notes to organize your ideas into a logical sequence.

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7. True or False: A logical sequence helps your audience follow along with you. a. true b. false 8. When communicating effectively use language to your best advantage. There may be many ways to express the same idea. Look for the best way. If you are unclear about what you are saying, you may be sending mixed messages are all principles of_______________________? a. getting organized b. getting feedback c. draft and editing d. conducting research 9. When communicating effectively what is the best technique for getting feedback. a. Test your work with one or more people. Testing your communication with others will ensure that you are not the only one that can make sense out of what you are saying. b. Read and Re-read your work c. Only ask people who support your writing style and message Mastery Skill 3 10. What career cluster does Environmental Service Systems belong to? a. architecture & construction b. agriculture & natural resources c. arts, A/V technology & communications d. business management & administration 11. What career cluster does Journalism and Broadcasting belong to? a. architecture & construction b. agriculture & natural resources c. arts, A/V technology & communications d. business management & administration 12. What career cluster does Construction belong to? a. architecture & construction b. agriculture & natural resources c. arts, A/V technology & communications d. business management & administration

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13. What career cluster does Human Resources belong to? a. architecture & construction b. agriculture & natural resources c. arts, A/V technology & communications d. business management & administration 14. What career cluster does Professional Support Services belong to? a. health sciences b. finance c. education & training d. government & public administration 15. What career cluster does Professional Support Services belong to? a. health sciences b. finance c. education & training d. government & public administration 16. What career cluster does National Security belong to? a. health sciences b. finance c. education & training d. government & public administration 17. What career cluster does Therapeutic Services belong to? a. health sciences b. finance c. education & training d. government & public administration 18. What career cluster does Programming & Software Development belong to? a. human services b. hospitality & tourism c. information technology d. law, public safety, corrections & security 19. What career cluster does Consumer Services belong to? a. human services b. hospitality & tourism c. information technology d. law, public safety, corrections & security

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20. What career cluster does Legal Services belong to? a. human services b. hospitality & tourism c. information technology d. law, public safety, corrections & security 21. What career cluster does Lodging belong to? a. human services b. hospitality & tourism c. information technology d. law, public safety, corrections & security 22. What career cluster does Production belong to? a. manufacturing b. marketing c. science, technology, engineering & mathematics d. transportation, distribution & logistics 23. What career cluster does Professional Sales belong to? a. manufacturing b. marketing c. science, technology, engineering & mathematics d. transportation, distribution & logistics 24. What career cluster does Engineering & Technology belong to? a. manufacturing b. marketing c. science, technology, engineering & mathematics d. transportation, distribution & logistics 25. What career cluster does Facility & Mobile Equipment Maintenance belong to? a. manufacturing b. marketing c. science, technology, engineering & mathematics d. transportation, distribution & logistics

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Mastery Skill 4 26. Which one is NOT a question you would ask yourself when making an ethical choice? a. Would I be willing to explain to a jury why I chose this action? b. If I do what I’m thinking of doing, would I be willing to have my action made into a law that requires everyone to act in the same way? c. If I’m considering using someone else for my own personal gain, would I allow myself to be used in the same way? d. Can I get away with it? 27. Which one is NOT a question you would ask yourself when making an ethical choice? a. Would I do this if I knew it would be on the television news tonight or the internet tomorrow? b. What would I think of this action if someone I disliked did it? c. How can it do it and not get caught? d. If my reason for acting this way is that everyone else does it, would I do it if no one else did it? 28. Which one is NOT a question you would ask yourself when making an ethical choice? a. How am I going to benefit from doing this? b. Would I do this if I knew I would have to explain my reasons to my family? c. Would I be content to have each of my followers behave exactly as I intend to in this situation? d. My team could win the game by violating rule. Before I call this play, would I be upset if the losing team took the same action? 29. Which one is NOT a question you would ask yourself when making an ethical choice? a. If what I do hurts no one very much, would I be willing to let everyone do the same thing? b. If there is very little hard work in what I want to do, what kind of person will I become if it gets to be a habit? c. If I do what I’m thinking of doing, would I be willing to have my action made into a law that requires everyone to act in the same way? d. How I can do the bare minimum but still look good? Mastery Skill 5 30. What are the five main steps for conducting an effective meeting? a. Starting, Controlling, Directing, Expanding and Recording b. Controlling, Recording, Focusing, Facilitating and Directing c. Planning, Starting (the meeting), Focusing, Facilitating and Concluding d. Planning, Controlling, Directing, Facilitating and Recording

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31. Clarifying the purpose of the meeting, creating an agenda and defining the outcomes are part of which step for conducting an effective meeting? a. Planning b. Starting c. Directing d. Focusing 32. Stating the purpose/tasks and setting ground rules for the meeting are part of which step for conducting an effective meeting? a. Planning b. Starting c. Directing d. Focusing 33. Following agenda items and staying focused on the meeting’s purpose are part of which step for conducting an effective meeting? a. Planning b. Starting c. Directing d. Focusing 34. Allowing opportunities for everyone to speak, using active listening by paraphrasing, being attentive and being supportive of new ideas are part of which step for conducting an effective meeting? a. Planning b. Concluding c. Facilitating d. Focusing 35. Summarizing the meeting outcomes, identifying unfinished business and evaluating the meeting and ways to improve in the future are part of which step for conducting an effective meeting? a. Planning b. Concluding c. Facilitating d. Focusing

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Mastery Skill 6 36. What are the seven main paragraphs for conducting a memorandum of instruction? a. Mission statement, situation, concept of the operation, tasks to subordinates, coordinating instructions, supply & logistics and annexes b. Introductory paragraph, main body and conclusion c. Situation, concept of the operation, tasks to staff & subordinates, coordinating instructions, supply & logistics and annexes d. Who, What, When, Where, Why, How and additional details 37. What the mission is should be covered in the_____________________. a. situation b. tasks to staff and subordinates c. concept of the operation d. coordinating instructions 38. Which paragraph of the memorandum of instruction should contain where the mission will take place and if it will be affected by weather? a. situation b. tasks to staff and subordinates c. concept of the operation d. coordinating instructions 39. When writing a memorandum of instruction which paragraph should be specific about what everyone will do? a. situation b. tasks to staff and subordinates c. concept of the operation d. coordinating instructions 40. A brief narrative describing what will happen as well as who, what, when, where and how is covered in which paragraph of the memorandum of instruction? a. situation b. mission Statement c. concept of the operation d. tasks to staff and subordinates

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41. Which paragraph of the memorandum of instruction will include things that apply to everyone such as what uniform to wear and required equipment? a. situation b. tasks to staff and subordinates c. supply and logistics d. coordinating instructions 42. Which paragraph of the memorandum of instruction will include transportation plan, meals, water, personal hygiene, and equipment needed to complete the mission? a. situation b. tasks to staff and subordinates c. supply and logistics d. coordinating instructions 43. Which paragraph of a memorandum of instruction will include detailed information and forms such as a packing list, permission form, itinerary and risk? a. annexes b. tasks to staff and subordinates c. supply and logistics d. coordinating instructions Mastery Skill 7 44. True or False: When preparing for a job interview you should become as familiar as you can with what the company does using the internet if possible. a. true b. false 45. True or False: When preparing for a job interview you shouldn’t worry about who is interviewing or attempting to find out much about them because their intent is likely to see how you will react to new environments and people. a. true b. false 46. True or False: When going to job interview, arrive early and understand where to park and other 50 a. true b. false

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47. True or False: When interviewing for a job you should try to find out the salary range. If you can’t, don’t bring up salary in the interview. It will seem like you are more interested in money than the job. But do come to the interview knowing the lowest salary. a. true b. false 48. True or False: When interviewing for a job dressing for success is important and you should always dress formally for the interview. a. true b. false 49. True or False: When interviewing for a job be confident and you should not wait for the interviewer to offer you a chair before you sit down. a. true b. false 50. True or False: You will know the interview is ending when the interviewer asks if you have any questions. Ask your questions. Then reiterate the main points that make you a strong candidate. Ask the interviewer when they think the company will make its decision. Emphasize how much you would like the job, and thank the interviewer for spending time with you. a. true b. false 51. True or False: After interviewing for a job you should wait to hear from the company to see if you were selected. If you don’t hear from the company you should assume you were not selected. a. true b. false Mastery Skill 8 52. When the platoon drills as part of a larger unit and is in a column formation, the platoon leader’s position is___________________________________________________________________________? a. the platoon leader’s position is one arm’s length plus six inches in front of, and centered between, the second and third squad leaders. The platoon sergeant’s position is one step behind, and centered between, the second and third squads. b. the platoon leader’s position is two arm’s length plus six inches in front of, and centered between, the second and third squad leaders. The platoon sergeant’s position is two steps behind, and centered between, the second and third squads.

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53. Which squad leader serves as base in a line formation and/or a column formation? a. The first squad leader serves as the base when the platoon is in a line formation. The fourth squad leader serves as the base when in a column. b. The fourth squad leader serves as the base when the platoon is in a line formation. The first squad leader serves as the base when in a column. 54. What is the correct way to Break Rank in a platoon formation? a. Step to the rear of the squad you are in and move to the furthest flank then double time to the front of the formation b. Step to the front of the squad you are in and move to the nearest flank then double time to the front of the formation c. Step to the rear of the squad you are in and move to the nearest flank then double time to the front of the formation 55. When opening ranks what do each of the squads do? a. 1st Squad-one step forward, 2nd Squad-stand fast, 3rd Squad-two 15in steps backward, 4th Squad-four 15in steps backward b. 1st Squad-two steps forward, 2nd Squad-one step forward, 3rd Squad-two 15in steps backward, 4th Squad-four 15in steps backward c. 1st Squad-two steps forward, 2nd Squad-one step forward, 3rd Squad-stand fast, 4th Squad-two 15in steps backward 56. When conducting a Column Left or Column right_________________________________________? a. the first squad makes a 90 degree turn, the second squad makes two 45 degree turns, the third squad makes three 30 degree turns, the fourth squad makes four 22.5 degree turns b. the first squad makes two 45 degree turns, the second squad makes three 30 degree turns, the third squad makes four 22.5 degree turns, the fourth squad makes six 15 degree turns c. the first squad makes a 90 degree turn, the second squad makes a 90 degree turn, the third squad makes two 45 degree turns, the fourth squad makes three 30 degree turns 57. How many steps are between platoons in a Company in line with platoon in line formation? a. 3 b. 5 c. 6 d. 12

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58. which picture depicts a company in column with platoons in column?

a. b. c. Mastery Skill 9 59. What are the 8 tips for impromptu speaking? a. Try a format such as “Past, Present, Future.” Support your ideas with examples or statistics. Add personal experiences. Do not rush; collect your thoughts. Concentrate on what you are saying. Stay on subject. b. Stay knowledgeable on a variety of topics. Try a format such as “Past, Present, Future.” Support your ideas with examples or statistics. Add personal experiences. Do not rush; collect your thoughts. Concentrate on what you are saying. Stay on subject. Practice giving impromptu speeches. c. Be sure to be an expert on a few topics. Try to avoid a “Past, Present, Future.” Format. Avoid statistics. Avoid personal experiences. Be concise and brief. Watch your pauses between sentences. Watch your audience and adjust as needed.

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Mastery Skill 10 60. There are seven steps to decision making which of the following steps is incorrect. 1. State or identify the problem/situation clearly 2. Gather information, looking at facts and assumptions 3. You develop courses of action or solutions 4. Analyze and compare all of your potential solutions and weigh the value of each 5. Take a vote on the group choice of the best course of action or solution 6. You make your decision 7. Validate the group choice even if it wasn’t the best choice. 8. You make a plan to carry out decision or solution 9. You implement your plan or solution and assess the results a. 1 and 9 are incorrect b. 2 and 3 are incorrect c. 5 and 4 are incorrect d. 5 and 7 are incorrect

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LET 4 Mastery Skill 1 1. Giving effective feedback is an important part of being a leader. Use these ground rules for working with people you manage and teach. Select the incorrect rule. a. Establish and maintain rapport with learners. b. Cover the major strengths and weaknesses. Try to be specific; give examples if possible. c. Try to discuss everything. The points you can make the better. d. Try to avoid comments with “never” or “always”; most rules have exceptions. Your feedback may be incorrect or inappropriate for certain situations. 2. Giving effective feedback is an important part of being a leader. Use these ground rules for working with people you manage and teach. Select the incorrect rule. a. Try to avoid comments with “never” or “always”; most rules have exceptions. Your feedback may be incorrect or inappropriate for certain situations. b. Be sure to criticize something even if it cannot be corrected. c. Do not criticize when you cannot suggest an improvement. d. Avoid being maneuvered into the unpleasant position of defending feedback. If the feedback is honest, objective, constructive, and supported, no defense should be necessary.

3. Giving effective feedback is an important part of being a leader. Use these ground rules for working with people you manage and teach. Select the incorrect rule. a. Allow for individual variations. Consider the learner’s openness to suggestions before recommending changes that are not based on the criteria. b. Identify incorrect performance as early as possible. Give feedback as soon as you see the incorrect performance. c. Try to provide feedback in the most constructive way possible. Help learners understand how to do a task correctly—do not just tell them what they are doing wrong. d. A learner’s sensitivity to feedback is not something you should concern yourself with. Mastery Skill 2 4. Stress and burnout are a risk for all busy people. Which of the following is not a valid tip for managing stress and preventing burnout?

a. Maintain a balance among family, work, and play. b. Find satisfying activities that take your mind off your schoolwork for a while—for example, join a campus service organization, play a sport, create art, play a musical instrument, or pursue a hobby. c. Explore religion as a source of spiritual strength.

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d. Seeking help is a sign of weakness and should only be used as a last resort so when needed—go to family members or trusted friends first. If that doesn’t work, seek professional assistance from the health or counseling center. 5. Stress and burnout are a risk for all busy people. Of the questions you ask yourself daily, which on is NOT correct? a. Have I had fun? This could be something as simple as enjoying a good meal or a great joke. b. Have I avoided activities that are worthwhile? c. Have I helped someone? Doing something for someone else will give you a feeling of satisfaction. d. Have I done something physically strenuous? Get some exercise every day—on a busy day; a quick walk around the block should do it. 6. Stress and burnout are a risk for all busy people. Of the questions you ask yourself daily, which on is NOT correct? a. Have I avoided physical stress and exercise? b. Have I been close with someone? Spend time with someone you care about, even if it’s only a short phone call. c. Have I been in touch with nature? Don’t just glance at the sunset or notice the wind—stop somewhere to appreciate the beauty around you, if only for a short time. Mastery Skill 3 7. T or F: Rewarding team members who support unit tasks by giving them ribbons, medals, or certificates is effective because doing so satisfies social needs and serves as a motivator. a. True b. False

8. If a leader must counsel subordinates for negative behaviors, when and where should that counseling take place? a. Counseling should take place instantly and in public so the subordinate will learn the lesson immediately. b. Wait a week and then counsel the subordinate in private. c. Counseling should take place as soon as possible and in a small-group setting. d. It should take place as quickly as possible after an infraction, and it should take place in private to prevent public humiliation.

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9. Another name for a “power down” approach to authority is ______________. a. leading b. motivating c. delegating d. micromanaging 10. A complement is ___________.

a. to complete b. to relieve c. to form an opinion without knowing or in spite of the facts d. that which has a value not dependent on physical makeup 11. Intangible is ___________. a. to complete b. to relieve c. to form an opinion without knowing or in spite of the facts d. that which has a value not dependent on physical makeup 12. Motivational tactics are key to effective leadership. Which of the following is NOT and effective tactic? a. Utilize only corrective actions as needed to motivate the team and/or individuals. b. Satisfy individual and team needs by establishing short-term goals or tasks for individuals and teams to reach, leading to larger goal accomplishment. c. Set the example for all team members to follow. d. Make tasks within the unit assignment challenging, cooperative, and helpful in building team member’s capabilities. 13. Motivational tactics are key to effective leadership. Which of the following is NOT and effective tactic? a. Make tasks easy to complete and tailored only for individual achievement. b. Create a healthy culture within the unit—one that promotes trust and respect as well as an understanding and acceptance. c. Create self-motivation in subordinates—this is the most powerful and lasting form of motivation. Most people can become self-motivated if taught leadership attributes. d. Set the example for all team members to follow.

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Mastery Skill 4

14. When in a Company in line with Platoon in line formation, how many steps between platoons? a. 4 b. 5 c. 6 d. 7 15. When in a Company in line with Platoon in line formation, how is the Platoon Leader or Platoon Sergeant in front of the platoon? a. 4 b. 5 c. 6 d. 7 16. When in a Company in line with Platoon in line formation, how many steps is the Platoon Leader or Platoon Sergeant in front of the platoon? a. 4 b. 5 c. 6 d. 7 17. When in a Company in line with Platoon in line formation, how far is the Platoon Leader or Platoon Sergeant in rear of the platoon? a. one step plus 12 inches b. one step plus 6 inches c. one step b. two steps 18. When in a Company in line with Platoon in line formation, how many steps is the executive officer in rear of the platoons? a. 4 b. 5 c. 6 d. 7

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19. When in a Company in line with Platoon in line formation, how many steps is the commander or first sergeants in rear of the platoons? a. 4 b. 5 c. 6 d. 7 20. When in a Company in line with Platoon in line formation, how many steps is the commander or first sergeants in front of the platoon leaders? a. 4 b. 5 c. 6 d. 7 21. When in Company in column with Platoons in Column formation, how many steps is the Commander from the first platoon leader? a. 1 b. 2 c. 3 d. 4 22. When in Company in column with Platoons in Column formation, how many steps is the Platoon Leader or Platoon Sergeant from the Front or Rear of the Platoon? a. 1 b. 2 c. 3 d. 4 23. When in Company in column with Platoons in line formation, how many steps are between the platoons? a. 6 b. 8 c. 10 d. 12

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24. In a mass formation, how many steps from the formation to the Guidon Bearer? a. 6 b. 8 c. 10 d. 12 Mastery Skill 5

25. In a Battalion formation with companies in line or in mass how many steps between the two center companies to accommodate the colors and guidons? a. 10 b. 12 c. 20 d. 24 26. In a Battalion formation with companies in line or in mass how many steps between the other companies? a. 6 b. 8 c. 12 d. 16 27. In a Battalion formation with companies in line how many steps between the companies and the Battalion Commander? a. 12 b.24 c. 9 d. 18 28. In a Battalion formation with companies in mass how many steps between the companies and the Battalion Commander? a. 12 b.24 c. 9 d. 18

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29. In a Battalion formation with companies in line or in mass how many steps between the company commanders and companies? a. 6 b. 8 c. 12 d. 16 30. In a Battalion formation in mass how many steps between the company commanders and companies? a. 6 b. 8 c. 12 d. 16 32. In a battalion formation, your location is in one of two places. The first is one step behind the commissioned staff. The other, used during a mass formation, is one step to the rear of the color guard, centered on the colors. Who are you? a. The battalion command sergeant major b. The battalion S-1 c. The battalion XO d. An enlisted staff member 33. You are a company commander in a battalion formation. Your position is six steps in front of your company. If you are in the correct position, which of the following is not a formation you would be in? a. Battalion in column with companies in column b. Battalion in line with companies in line c. Battalion in line with companies in mass d. Battalion in mass formation 34. Your first sergeant formed the company, and then was commanded to “post” by the company commander. The platoon leaders then opened ranks and aligned the company. The commander then began the inspection by inspecting you first. Who are you? a. The company first sergeant b. The first platoon leader c. The first squad leader in the lead platoon d. The guidon bearer

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35. What is the definition of the term “en route”? a. To ease the accomplishment of a task b. Related, belonging, or assigned c. One that leads or directs another's way d. In motion towards a destination

Introduction to the Promotion SOP

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