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Regtl.JLS3A: Training Outlines

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                     Before You Hold a Leadership School, 

               whether it be a Junior or Senior Leadership School, 
                                    YOU MUST Request 
                 "ACCREDITATION FOR LOCAL SCHOOLS"
     from Young Marine National Headquarters Training Department. 

      If you do not request and receive Accreditation from National
  Headquarters, then you have WASTED YOUR YOUNG MARINE'S
TIME AND MONEY as their participation in your leadership school will not
 be recognized and they may not participate in higher level schools, and,
  once National Headquarters updates their Data Base procedures, your 
               Young Marine's promotion may not be allowed. 

      You must submit the following to National Headquarters:

i. Notice of Intent to Seek Accreditation.
ii. Dates of the school.
iii. Training Plan.
iv. Proposed Training Schedule.
v. Outline of the training area (barracks, chow hall, classrooms, etc.).
vi. Proposed adult staff.
vii. Proposed YM staff (YM GySgt or above & ALS graduate of the 
      National School only).
viii If running a Senior Leadership School, a request for a 7 Habits
      Facilitator is required.
ix. Planned student attendance.

                  Go to Chapter 7, Leadership Schools SOP
                 Training Officers Manual for examples and
                              additional requirements.

Page 3A, Training Outlines Used for 1st Texas Regimental Junior Leadership School

Training Outlines for Basic Classes
1. Welcome Aboard, Class
2. Basic First Aid, Class
3. Interior Guard and Young Marine General Orders, Class
4. Leadership Evaluation Forms (LEF), Class
5. Preparing for and Performing Physical Fitness Training, Class
6. Young Marine Creed and Hymn, Class

2. Training Outline: Basic First Aid, Part 1

                                                                     1st Texas Young Marine Regiment 
                                                                           Junior Leadership School 
                                                               Day 4, July 11th, 2006, Time: 1330-1530 

                                                                 Lesson Outline

Lesson Title: Basic First Aid, Part 1
Training
Step 		ElementTraining Outline
      1Training
Statement		Memorize the four life-saving steps and learn the simple methods
for carrying them out.
      2ConditionsIn a Classroom or in any activity for which an injury may occur,
systematically assess the situation using the four life-saving methods
and take proper action to aid the injured.
Sixty minute instructional period, sixty minute practice period.
      3 StandardsRecite the four life-saving steps.
Take the appropriate action for each step.
      4Caution
Statement		Prompt correct action will not only speed healing, but will often
save a life.
      5PretestProvide a pre-test to evaluate the average knowledge of the class.
Use those who are qualified corpsman to assist assistant instructors.
      6Orientation
Statement		The four life-saving steps are:
1. Restore breathing
2. Stop the bleeding
3. Prevent shock
4. Protect the wound
Ask the students if the order of the steps are important and ask for
an explanation.
      7 DemonstrationWith the help of one student acting as an injured party, demonstrate
how the four life-saving steps are used to evaluate the condition of
the injured.
      8 Task StepsDemonstrate the action taken for each of the steps:
Restore breathing (Open the airway/remove obstructions):
1. Two methods to assist breathing: 
      a. Mouth-to-mouth (preferable) 
      b. Chest-pressure arm lift
2. Stop the bleeding: 
      a. Pressure dressing (best method) 
      b. Elevation (would above the heart) 
      c. Pressure points 
      d. Tourniquets (all else fails - limbs only)
3. Treat for shock (describe symptoms) 
      a. Maintain adequate respiration and heartbeat 
      b. Control bleeding 
      c. Loosen restrictive clothing 
      d. Reassure the injured
    8ATask Steps      e. Apply splint (if necessary) 
      f. Position injured 
            1) if conscious and injury permit, lay flat back and elevate 
                 legs 6 to 8 inches. 
            2) If unconscious and injury permit, lie on side or stomach
                 with head turned to side. 
      g. Keep injured comfortably warm
      9PracticeWith the assistance of a buddy, rehearse the evaluation of the
injured using the four life-saving steps. Call out situations requiring
the appropriate first aid measures.
     10EvaluationEvaluate the student's knowledge through written examination and
practical application.
     11ResourcesThe Marine Guide, Marine Corps Association, Quantico, VA, 1988,
Chapter 11
American Heart Association, Heartsaver, First Aid, With CPR and
AED, 2002


3. Interior Guard and Young Marine General Orders

                                                                    1st Texas Young Marine Regiment 
                                                                              Junior Leadership School 
                                                                Day 1, July 8th, 2006, Time: 2010-2100 
                                                                                    Lesson Outline

Lesson Title: Interior Guard & Fire Watch Duties 
Training
  Step		ElementTraining Outline
     1Training
Statement		Explain Interior Guard requirements and tghe duties of Fire Watch.
     2  ConditionsIn a Classroom environment and with theaid of an adult Instructor.
Sixty-minute instruction Period.
     3Standards1. Identify the requirements of Interior Guard.
2. Identify positions and duties for Interior Guard.
3. Identify the duties for Fire Watch.
4. Identify the Young Marines Four General Orders.
     4Caution Statement1. Describe each Interior Guard billet and duties precisely.
2. Describe the duties of Fire Watch precisely.
3. Describe the Young Marines Fore General Orders.
     5PretestReview the description of each billet. Ask students what is the difference between the billets. Let the students carry the discussion.
     6Orientation StatementExplain to the students that each of the billets provides an important role to the success and safety of the unit, by means of safety, health, training, and leadership.
     7DemonstrationGive examples of the duties, assignments, or orders to be carries outby each billet.
     8Task Steps1. Discuss the duties of Officer of the Day.
2. Discuss the duties of Sergeant of the Guard.
3. Discuss the duties of Corporal of the Guard.
4. Discuss the duties of Fire Watch.
5. Discuss the Four General Orders for Young Marines.
     9Practice1. Students will be performing in these billets throughout the school.
2. Have students cite from personal experience how the Four General Orders affect each Young Marine.
    10EvaluationBefore concluding the period of instruction, ask students the following questions:
Q1. What are the Interior Guard Billets?
A1. Officer of the Day, Sergeant of the Guard, Corporal of the Guard, and Fire Watch.
Q2. Describe the duties of each of the billets for Interior Guard.
A2. Officer of the Day, Registered Adult in charge of Interior Guard, insure that Sergeant and Corporal of Guard are designated and briefed before going on duty. Sergeant of the Guard, assignment of students to Fire Watch and verification that they have been informed of time(s) of Fire Watch duty. Corporal of the Guard, To monitor performance of Fire Watch and respond to requests from Fire Watch during their watch.
Q3. State the Four Young Marine General Orders.
A3. YMGO #1 - While on firewatch, I will remain awake and alert until relieved by my 
                             replacement or authorized adult.
       YMGO #2 - I will enforce all orders given by the adult in charge.
       YMGO #3 - I will report all dangerous activity immediately to the adult in charge.
       YMGO #4 - I will never forget that I am a Young Marine and will perform my duties to
                             the best of my ability.
    11ResourcesYoung Marine Guide, 1998, 2001, Chapter 5
Basic Young Marine Guide, 2005, Performance Objective 7


4. Training Outline for Leadership Evaluation Forms (LEF)

                                                                  1st Texas Young Marine Regiment 
                                                                        Junior Leadership School 
                                                             Day 1, July 8th, 2006, Time: 1900-2000

Lesson Outline Title: Young Marine Leader's Evaluation Form
Training
Step 		ElementTraining Outline
     1 Training
Statement		Properly complete the Young Marine Leader's Evaluation Form (LEF)
     2ConditionsIn a Classroom environment and with the aid of an adult instructor,
each student shall have 8 copies of the LEF.
Sixty minute instruction Period.
     3Standards1. Each student shall use this form to evaluate the student squad 
     leaders during the course of instruction.
2. Each Adult Instructor and Young Marine Platoon Sergeant shall 
     evaluate student leaders using the LEF.
3. Adult Instructor and Platoon Sergeant shall counsel students each 
     day with the LEF.
4. The Compilation of scores using the LEF shall be used as a
quantitative measure of the students success.
     4Caution
 Statement		Ensure each student learns to complete the LEF properly.
Instruct the students on the importance of the LEF as an evaluation tool.
     5PretestReview the leadership definition, traits and principles.
     6Orientation
Statement		Focus discussion of above to the leadership principles of "integrity"
and "knowledge", and to the leadership trait of "know yourself and
seek self-improvement", "develop your subordinates", and "know
your Young Marines and look after their welfare.
     7 DemonstrationCarry the discussion to the importance of self-evaluation and the
evaluation of others. Discuss the difference between constructive
criticism and the criticisms and put-downs. Transition to the LEF.
     8 Task Steps1. Complete the top portion of the LEF. Leave the date black.
2. Explain to the students that the LEF is divided into three 
     Categories: 
         a. Leadership Qualities 
         b. Leadership Traits 
         c. Leadership Principles
3. Discuss the Matrix and give descriptions of what an Outstanding, 
     Excellent, Average, Below Average, and Needs Improvement 
     are.
4. Reinforce that the LEF is a tool to teach the student how to 
     organize and evaluation and how to quantify evaluations.
5. Explain the difference between a quantified evaluation and a 
     subjective evaluation. Explain the advantages and disadvantage
     of both.
6. Explain the importance of signing one's name to an evaluation -
     "if you don't want to put your name (signature) on it you 
     probably shouldn't say or write it."
7. Explain how the evaluation will be used during the course of the 
     school.
     9 Practice1. With a hypothetical student, go through the process of 
     completing the form to the point where the evaluator signs the
     document.
2. Explain how the LEF is used to determine a quantifiable score.
    10 Evaluation1. Students shall conduct daily evaluations of their squad leaders 
     each day.
2. The Platoon Sergeants shall conduct daily evaluation s of their 
     squad leaders each day.
3. The Platoon Sergeants shall tally scores for each evaluation.
4. The Adult Instructor shall use the evaluation to counsel each 
     squad leader upon conclusion of their tenure.
5. The squad leader in each platoon with the highest score for 
     the day shall be the platoon guide for the next day.
    11ResourcesYoung Marine Training Officers Manual, Chapter 7


5. Training Outline for Physical Fitness Training

                                                               1st Texas Young Marine Regiment 
                                                                      Junior Leadership School 
                                                          Day 2, July 9th, 2006, Time: 0550-0625 

                                                            Lesson Outline

Training Outline Title: Daily Physical Fitness Training
Training Step ElementTraining Outline
      1Training
Statement		1. Correctly execute to Daily Exercises (Daily 7)
2. Introduce and properly execute the Daily 16
3. Pass the PFT with a score of 250
      2 Conditions1. Each morning will begin with physical training routine consisting 
    of a warm-up, stretching, exercise (endurance and strength), and 
    cool-down.
2. Physical conditioning will be measured by physical fitness test.
      3Standards1. Properly execute each exercise of the Daily 7 & 16.
2. Pass the PFT with a score of 250 by executing each exercise 
    properly.
      4 Caution
Statement		1. All students must arrive in good physical condition.
2. Adult Instructors must supervise all physical training activities.
3. Adult with certified first aid training must be present with a 
    designed emergency vehicle and driver.
4. In hotter climates, stress the importance hydration to the students.
      5PretestCommanding Officers from each unit shall provide Winter (Final)
PFT scores to the Director as part of the application process.
      6Orientation
Statement		Physical fitness means the maintenance of a healthy body. Being
physically fit makes you look better and perform better. It is also a
life-long requirement that must be continued throughout your life.
The components of physical fitness are:
1. Strength
2. Endurance
3. Agility
4. Coordination
The factors that influence each component are heredity, mental and
emotional health, nutrition, rest and exercise.
      7Demonstration1. Workout Summary
2. Warm-up (2 minutes)
3. Stretch (Hold each stretch for 10 seconds)
4. Exercise (Daily 7 or 16: 5 reps each)
5. Main Event (min 20 minutes, run, or stretch work.
6. Exercise (Daily 7 or 16: 10 reps each)
7. Stretch/Cool down (Hold each stretch for 30 seconds)
8. Before conducting each physical movement, name the exercise, 
    demonstrate the exercise, and announce the number of 
    repetitions. Have adult instructors immediately correct improper 
    execution to avoid injury.
      8 Task Steps1. Warm ups (2 minutes) 
    Start running in place 
    Punch to the front 
    Punch to the sky 
    Arm circle 
    End running in place 
    Neck Rotations 
    Trunk Rotations 
    Knee and Ankle rotations
2. Stretch Card 1 (2) (Hold each stretch to 10 seconds)
3. Daily 7 or 16: Exercise Card 1 (2) (3) (5 reps each)
4. Main Event: Calisthenics, Obstacle Course, Stamina Course, 
    Circuit Course, Weight training, Running, Hiking, etc.
5. Daily 7 or 16: Exercise Card 2 (3) (1) (10 reps each)
6. Stretch Card 2 (1) (Hold each stretch for 30 seconds)
      9 PracticeAdult Instructors must insure that each exercise is conducted
properly.
     10EvaluationTake the PFT/HFT and pass with a score of 250 or better.
     11 ResourcesYoung Marine Basic Guidebook, Performance Objective 9

6. Training Outline for YM Creed & Hymn

                                                   1st Texas Young Marine Regiment 
                                                         Junior Leadership School 
                                             Day 2, July 9th, 2006, Time: 1945-2030 

                                                Lesson Outline
 
Lesson Title: Young Marine Creed, Hymn, Obligation, and first verse of National Anthem.
Training
Step		ElementTraining Outline
      1Training
Statement		All Young Marines will know the Young Marine Creed and
Obligation, plus the Young Marine Hymn and the U.S. Marine
Corps Hymn (first verse).
      2 ConditionsIn a Classroom environment and with the aid of an adult instructor.Sixty minute instruction period.
      3 Standards1. Recite the Young Marine Creed.
2. Recite the Young Marine Obligation.
3. Sing the Young Marine Hymn.
4. Sing the first verse of the U.S. National Anthem.
      4Caution StatementEnsure each student knows each item so that they can correct junior Young Marines
      5PretestAsk students to explain the Young Marine Creed and the Young Marine Obligation.
      6Orientation
Statement		Explain to the students why it is so important to know and remember the four standards.
      7DemonstrationHave senior Young Marines present positive images of the Creed and Obligation.
      8 Task
Steps		1. Have students identify the specifics of the Young Marine Creed.
2. Have students identify the specifics of the Young Marine Obligation.
3. Have students identify the specifics of the Young Marine Hymn.
      9 PracticeSelect students to recite or sing the four standards.
     10EvaluationWithout the help of aids, have all students recite or sing the four standards.
     11ResourcesYoung Marine Guide, 1998, 2001, Chapter One
Basic Young Marine Guide, 2005, Performance Objective 2

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