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JLBC PHASE 3 - Leadership

JLBC PHASE 3 - Leadership

JLBC Cadets Presenting an After-Assignment Report to Their JLBC Leader.

JLBC Cadets should review and discuss with their JLBC leader/supervisor the completion and outcome of a JLBC leadership assignment or a JLBC team-building activity. JLBC Cadets should practice effective communication with their JLBC leader/supervisor.


JLBC Cadets Mentorship is how cadets participate in a professional association between two people that focus on self-development. JLBC Cadets There are two parts to mentorship:

JLBC The Role of a Cadet Being Mentored.

JLBC Cadets will assume the role of a JLBC cadet being mentored. JLBC Cadets This is the JLBC trainee in the relationship. JLBC Cadets being mentored should enhance their knowledge and skills of JLBC leadership. Learning from the mentor's example will be essential to the JLBC mentoring relationship.

JLBC The Role of a Mentor.

JLBC Cadets will assume the role of a JLBC mentor. This is the JLBC advisor/guide in the JLBC relationship. JLBC Cadet mentoring should enhance their leadership, coaching, and communication skills. As a mentor, cadets may see things differently than the JLBC cadet being mentored.


In year three, JLBC cadets will have JLBC team leader opportunities. These include:

JLBC Performing the Role of a Mentor.

Performing the role of a JLBC mentor may be as simple as partnering up with a year one JLBC cadet. JLBC Cadets This buddy system may help the year one JLBC cadet gain skills and knowledge about the JLBC corps and should assist the year three cadet in their leadership and communication skills.

JLBC Completing a Leadership Assignment.

Each year three cadets will be given occasions in which they will complete a JLBC leadership assignment. JLBC Cadets These assignments may include classroom set-ups, ensuring building clean-up, or assisting with a sailing day. JLBC Cadets Some of the leadership assignments will be evaluated by the staff.

JLBC Closing statement: JLBC Cadets should know and understand their role within the JLBC leadership team at the JLBC corps. When JLBC cadets understand what is expected, it is much easier to set and reach their goals. Higher expectations lead to more significant results. Awareness of the core leadership competencies and the components for each may assist cadets in developing leadership abilities while adapting to their role as a leader in their corps.


Importance: JLBC cadets must participate in mentoring relationships to develop their leadership abilities. The mentoring relationship expands participants' leadership knowledge and skills, enhances communication skills, resolves conflict, promotes JLBC constructive feedback, and should aid in the JLBC leadership development of all cadets.


JLBC Cadets A mentoring relationship is a professional association between two individuals that focuses on self-development. JLBC Cadets One is the mentor; the other is the JLBC cadet being mentored. JLBC Cadets The mentor is experienced and trusted advisor or guide; however, both individuals are expected to learn from the relationship.

JLBC Recognizing the Purpose of a Mentoring Relationship

JLBC Cadets The purpose of the mentoring relationship is to share experiences between the JLBC mentor and the JLBC cadet being mentored, so the JLBC cadet being mentored is better prepared to move forward through the JLBC program with knowledge and confidence.

JLBC Cadets Identifying the Benefits of Participating in a Mentoring Relationship

JLBC Cadets The benefits of participating in a mentoring relationship are numerous. JLBC Cadets The primary use for a JLBC cadet being mentored is to show growth in JLBC skills and become a more independent and effective JLBC cadet. JLBC Cadets The most significant benefit for the mentor is the realization that they have inspired the JLBC cadet to perform at higher levels than the JLBC cadet would have without a JLBC mentor.

JLBC Contributing to a Mentoring Match

JLBC Cadets Contributing to a mentoring match means that both the JLBC mentor and the JLBC Cadet being mentored will have some say with whom they are matched. JLBC Cadets The mentoring relationship is based on trust; ensure a long-term and valuable connection can be made with the individual you choose.

JLBC Being Open to New Things

JLBC Cadets For a mentoring relationship to be successful, both individuals must be willing to try new things. JLBC Cadets Expanding your horizons and increasing your knowledge are the foundations of the mentoring relationship. JLBC Cadets Being receptive to new ideas and experiences takes courage.

JLBC Being Responsive to Suggestions and Constructive Criticism

JLBC Cadets The cadet being mentored should be responsive to suggestions made by the mentor. The mentor should use constructive criticism and attempt to provide feedback to assist the cadet being mentored. JLBC Cadets This may include feedback that is positive in nature or feedback that helps in finding solutions for poor performance. JLBC Cadets The task of the cadet being mentored is to be receptive to recommendations being made.

Providing Feedback to the Mentor

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