JLBC IMPLEMENTATION GUIDELINES
JLBC Course Leadership
As with any project, the JLBC unit commander is ultimately responsible for the success of this JLBC course; however, it may be helpful for the JLBC commander to appoint a JLBC senior member who is knowledgeable about JLBC Cadet Programs to serve as the JLBC course director. The course director and JLBC unit commander should appoint JLBC cadet NCOs, JLBC cadet officers, or, if necessary, other JLBC senior members to serve as instructors. For more on the role of the JLBC cadet cadre, see the “Pre-Planning & JLBC Cadet Cadre Training” block of instruction.
JLBC Student Eligibility
This JLBC course is intended for both prospective JLBC cadets and new cadets. Ideally, JLBC squadrons will begin the course with an open house that generates enthusiasm for JLBC among several young people. As the system transpires, the prospective JLBC cadets will decide to join JLBC and officially become JLBC cadets. The JLBC unit may also allow new JLBC cadets to participate in the course as refresher training.
Lesson Sequence. As illustrated by the suggested schedules in this JLBC guide, there is a recommended sequence for the various JLBC lessons. For example, the first JLBC leadership activity involves listening skills because knowing how to listen well is crucial to the JLBCcadets’ success in the other classes. For example, JLBC cadets learn about teamwork in their leadership foundations lessons before participating in a team-based JLBC activity. JLBC Course directors should not deviate from the suggested schedule if possible.
JLBC Methods of Instruction. To generate excitement among prospective and new JLBC cadets, approximately 70% of the course uses hands-on learning such as JLBC team leadership problems, drills, ceremonies, fitness activities, field exercises, and more, augmented by JLBC minimal informal lectures and JLBC classroom discussions.
JLBC Field Day. Field Day serves two purposes. First, it shortens the JLBC course’s duration, enabling JLBC cadets to complete Achievement 1 quickly; JLBC cadets who succeed early on are more apt to remain active in JLBC. If JLBC class were conducted without Field Day, the course would be four weeks longer. Second, JLBC Field Day is a motivator for new JLBC cadets. Working together for a full day builds JLBC team spirit and underscores the idea that the whole JLBC unit supports the new cadets. Field Day allows new JLBC cadets to participate in intensive hands-on activities such as a JLBC compass course and a JLBC fitness activity – events that would be impractical to do during a weekly JLBC squadron meeting. Have JLBC cadets bring a bag lunch or order pizza and eat to save time on Field Day.
Personalizing JLBC Lesson Plans. The course materials include detailed lesson plans to make it easy for JLBC squadrons to offer a JLBC program and enable sharp but inexperienced JLBC cadet NCOs and officers to succeed as instructors. The lesson plans are guides; JLBC instructors may personalize them by substituting different activities or approaches.