United States Air Force - DET 027 INSPECTOR GENERAL

Basic Military Skills. Each cadet going to FT must achieve the following objectives:#135622232434LLAB Lesson ObjectiveKnow the Air Force and AFROTC grade structure and insignia.Know the AFROTC Honor Code.Apply individual and flight drill positions.Apply basic individual and flight drill movements.Know the principles of Air Force Health and Wellness.Apply proper Air Force customs and courtesies.Apply proper Air Force dress and grooming standards.Know the expeditionary requirements of FT.Basic FT Skills. Once basic military skills have been achieved, the next step is to develop skillsdirectly related to the FT environment:#121314151618LLAB Lesson ObjectiveKnow road guard procedures.Apply proper individual drill evaluation procedures.Know dorm maintenance procedures and requirements.Know the mental, physical, and administrative requirements for FT.Apply proper open ranks inspection procedures.Know FT military decorum.Advanced FT Skills. After basic FT skills are learned, the final advanced objectives can bedeveloped:#91017LLAB Lesson ObjectiveApply correct guidon procedures during drill and ceremonies practice and officialfunctions.Apply principles of advanced individual and flight drill movements.Know key personnel parade procedures.Intermediate Cadet Leader (ICL) -- Leadership Development and FeedbackLLAB provides our intermediate cadet leaders, typically AS300 cadets, the opportunity to furtherdevelop the leadership and followership skills learned at FT. Every cadet position should provide theintermediate cadet leaders the opportunity to sharpen their planning, organizational, andcommunication skills, as well as their ability to effectively use resources to accomplish a mission ina constructive learning environment. Remember, LLAB is a practicum where mistakes are toleratedand expected.Every cadet should benefit from the program, not just those in key leadership positions. Continual,constructive feedback is necessary to ensure cadets develop their leadership abilities. For this reason,every cadet corps must establish an evaluation/feedback system to ensure every cadet, including IMTand FTP cadets, receive feedback on their performance at least once each term. (Lesson Objective29, Feedback and Performance Evaluation, provides a step-by-step approach for developing anddelivering feedback.)When assigning leadership positions to the cadets, non-AFROTC leadership positions, such asArnold Air Society commander, cadet government leaders, and community leadership should be

considered and credited provided the OFC ensures the position provides the same opportunity forgrowth as that of an AFROTC cadet corps position. The Detachment Commander and OFC shouldbe judicious in awarding leadership credit for non-AFROTC cadet wing positions.Senior Cadet Leader (SCL) -- Leadership Development/Active Duty PreparationLLAB for SCLs, typically AS400 cadets, provides pre-commissioning cadets with additionalopportunities to develop leadership and supervisory capabilities and prepares them for their firstactive duty assignment. Like the ICL development program, they should be provided ampleopportunity to develop and receive feedback on those leadership skills they will be expected topossess when they arrive at their first duty station.The SCL LLAB program is also designed to provide prospective officers with the basic active duty“survival skills.” This part of LLAB is an extension of the AS400 academic curriculum; cadre shouldensure these LLAB sessions expand rather than duplicate AS400 curriculum. This phase of LLABis the responsibility of the Detachment Commander and is to be planned and led by cadre members.To have the most impact, this training should be conducted during the term immediately precedingcommissioning. Ideally, during this semester, the ICLs run the cadet corps with minimumsupervision so SCLs can spend time in these survival skills sessions.LLAB activities can take many forms to include briefings, seminars, guest speakers, base visits,social gatherings, and/or informal get-togethers. Be creative and make it an enjoyable experience.Extended Cadet Leader (ECL) – Professional and Self-DevelopmentLLAB for ECLs, typically AS700 cadets, provides cadets with 1 to 2 remaining academic terms theopportunity to continue developing critical leadership, managerial and communication skills alongwith maintaining an active, physical lifestyle needed in today’s Air Force.It is up to the discretion of the Detachment Commander and OFC what jobs, duties, or positions theECL holds during this timeframe.

LLAB ObjectivesThe following is a list of mandatory objectives that must be presented to the appropriate cadet 1222324252627282930313233343536LLAB Lesson ObjectiveKnow the Air Force and AFROTC grade structure and insigniaKnow the Air Force and AFROTC chain of commandKnow the AFROTC Honor CodeApply proper courtesies and procedures associated with the US flagApply individual and flight drill positionsApply basic individual flight drill movementsApply effective followership and teamwork skillsKnow the environment of an Air Force officerApply correct guidon procedures during drill practice & official functionsApply advanced individual and flight drill movementsApply skills to be an effective flight commanderKnow road guard proceduresApply proper individual drill evaluation proceduresKnow proper dorm maintenance procedures and requirementsKnow the mental, physical, & administrative requirements of FTApply proper open ranks inspection proceduresKnow key personnel parade proceduresKnow FT military decorumApply learned information during esprit de corps activitiesHolm Center Training Manual (HCTM)Apply leadership & followership skills through the cadet mentoring programKnow the principles of Air Force health and wellnessApply the proper Air Force customs and courtesiesApply proper Air Force dress and appearance standardsKnow the proper procedures and history behind the Air Force dining-in/outKnow functions associated with reveille/retreat ceremonies and paradeApply AFROTC awards/decorations program in a formal awards ceremonyApply leadership/management skills in supervising cadet corpsApply proper feedback and performance evaluation skillsKnow the process for evaluating bullet statementsApply leadership/management/problem solving skills in special projectsKnow issues and topics in a commander’s call environmentDemonstrate level of physical fitness through training and assessmentsKnow the expeditionary requirements for FTExecute wargame utilizing the Air Force Employment Exercise (AFEX)Value sister services’ customs and XXXXXXXXXXXXXXXXXXXX

Time RequirementsLLAB is designed as an informative and motivational experience for all cadets. For IMT cadets,LLAB is a recruiting and retention tool; one that inspires cadets to continue to pursue the AFROTCprogram and an Air Force commission. For the FTP cadets, it should mentally and physicallyprepare them for FT. For the ICL, it provides the opportunity to further develop their leadershipand followership skills. For the SCL and ECL, LLAB provides the continued opportunity to honetheir leadership skill and prepare them for active duty. This curriculum reflects that design,allowing cadets more time to participate in esprit de corps/problem-solving activities designed tobuild leadership, followership, and teamwork and serve as recruiting and retention tools.In accordance with AFROTCI 36-2011, Detachment Commanders ensure detachmentrequirements for activities that count towards Leadership Laboratory (LLAB) credit (to includePT) do not exceed five total hours per week for GMC cadets and six total hours per week for POCcadets. These hours are in addition to classroom academics.The only steadfast time requirement is Objective 19, Esprit de Corps Activities. Twenty-fivepercent of the LLAB program for IMT cadets must be allotted to the achievement of Objective 19.The lesson plan for Objective 19 describes activities your detachment can use to meet this timerequirement.We have incorporated into the lesson plans a variety of options or activities to ensure you achievethe objectives. Many of these activities have been tried at various detachments and have proven tobe effective. The cadet corps commander should work with the OFC to select which of theactivities the detachment will accomplish during a particular term. The selection of appropriateactivities is especially important for the hours dedicated to building the esprit de corps andteamwork skills of the IMT (AS100) cadets. If the activities listed in the attached lesson plans aredeemed inappropriate or unattainable for your particular detachment, your DetachmentCommander can approve other events as long as the LLAB objectives are achieved and the intentof the LLAB objective, as described in the lesson plan, is not violated.You should not complete all objectives in one semester. When you use the activities in the lessonplans and/or develop your own activities to present all the objectives, you should be able to preventcompleting all objectives during the first semester and then merely repeating them during thesecond semester. The suggested hours in this plan are specifically set to be less than the maximumLLAB times allowed by AFROTCI 36-2011 (2 hours/week for GMC and 3 hours/week forProfessional Officer Course (POC). This is to allow each detachment to have flexibility in makingsure all cadets are proficient in all areas. The overall layout of the LLAB plan is to enable flexibilityat the detachment level and give a good balance of objectives between semesters/trimesters.NOTE: Every cadet who teaches a LLAB lesson objective must read the next section,“Reading and Teaching a Lesson Plan”

Lesson PlansFor each objective, we have provided a lesson plan. The lesson plans are designed to help youachieve the LLAB objectives. Read the lesson plans before deciding how to meet each objective;each lesson plan explains the intent of the objective and provides example activities that can beused to meet the objective.The lesson plans are guides for you, the cadets to personalize—include individual creativity, apersonal approach to the lesson, and detachment limitations. The key is not to follow the lessonplan to the letter but ensure you achieve the lesson objectives. See the final section in this prefaceon how to read and teach the lesson plans.If you’re viewing the electronic copy, you’ll be able to click on underlined sections in the instructornotes to go directly to that portion of the teaching plan or to the relevant document on the webpage.Reading and Teaching a Lesson PlanGiving a military briefing and teaching a lesson are two very different things. The styles, words,and approach you take with the audience will differ drastically. This guide will help you tounderstand what’s what in a lesson plan, why things are included and how to prepare for yourLLAB.Just as the lesson objective times are flexible to allow detachments to adapt their LLAB programsto individual needs, so are the lesson plans within these objectives. The lesson plans are notconcrete entities that must be followed verbatim. The lesson plans provided are basic – designedso that many people in different locations, with different backgrounds and experiences can usethem. To make the most of the experience, it is suggested that you take the standard lesson planand you make it fit you – you personalize it. You are responsible to teach the material within thelesson objective, but how you teach it is up to you and your OFC.A few lessons have handouts and PowerPoint slides to go with them but for the most part, it isyour responsibility as the “instructor” for that LLAB to come up with interesting visual aids andactivities. When you give a briefing, whether it is to a general officer, to your boss or to yoursubordinates, you are responsible for supplying the visual aids. This task will help you familiarizeyourself with PowerPoint along with increasing your creative thought processes dealing withorganization, time management, and the task at hand.Parts of a Lesson PlanBefore you begin personalizing the lesson plan, you must know the makeup of the lesson planitself. There are two main parts to a lesson plan. Part I gives the instructor all the basic informationhe/she needs to prepare for the lesson. This is strictly informative and should be followed for themost part. Part II contains all the teachable material to include the introduction, body andconclusion. This area will need to be adjusted as necessary to personalize material to theinstructor’s abilities and the needs of the audience.

PART IThe first section gives overall information regarding the lesson. For example the following isincluded for Objective 9. Some of this information is self-explanatory; like the lesson title and whois instructing the lesson.Lesson Title: Guidon Procedures Instructor: POC CadetTeaching Method: Demonstration/PerformanceTime Required: 1.5 hours (FTP/AS200)Interrelated Information: AFMAN 36-2203, Drill and CeremoniesVisual Aids: GuidonThe “Teaching Method” refers to the manner in which you will present the lesson (this can changeif approved by the OFC). A Demonstration/Performance method means you will demonstrate whatyou want the cadets to do and then let them perform it. Sometimes there will be some lectureinvolved as well. Other methods are Informal Lecture (you lecture and cadets are free to askquestions throughout); Guided Discussion (cadets do most of the talking but you as instructor makesure they stay focused on the specific task—you can also ask questions for cadets to answer andtalk about); Case Study (teach a task and then have cadets read a scenario or watch a video clipand discuss how it is relevant to your topic); Teaching Interview (pairing an instructor, usuallyknowledgeable on the subject, with a recognized expert to ask dynamic questions in front of thecadets); or Experiential (interactive teaching usually with games, role play situations, puzzles,etc.). You will find that most times, you are going to have a combination of one or more of theaforementioned methods to best utilize your talents and the information in the lesson.The “Time Required” block is the minimum time for the entire year. Therefore, you shoulddetermine with your OFC if you will teach the entire lesson in the first semester or split the timebetween the two semesters. Usually this will be done by the Cadet Commander, Ops GroupCommander and the OFC before the school year starts.“Interrelated Information” gives you an idea of where the information in the lesson plan came fromor where you can find additional/supporting information. It’s highly recommended you find theinformation (usually the OFC will have access to it) and review it before teaching the lesson.The “Visual Aids” section will tell you some of the visual aids you can use to enhance the lesson.Again, this is an area where you should use your imagination to enhance the lesson. Things likePowerPoint, dry erase boards, pictures, video clips, and equipment are just a few examples ofvisual aids you are encouraged to use.

PART IAThis section includes the objectives and samples of behavior for the lesson. An objective is a broadand general statement that conveys to the cadet what he/she is supposed to learn. This also tellsthe instructor what needs to be taught in order for the cadet to learn the information. A sample ofbehavior is a simple performance statement specifying an observable, measurable, and verifiablebehavior a cadet should be able to demonstrate at the end of instruction. This means it is a morespecific action that will lead to the overall understanding of the objective.There are two types of objectives and samples of behavior: cognitive and affective. Cognitive dealswith the thinking aspect of learning. The cognitive objectives you teach will fall into the followingcategories: knowledge (simple remembering of previously learned material in the same form itwas taught—regurgitation of facts); comprehension (ability to grasp the meaning of material,express it in other terms or predict consequences or effects because of an action); and application(using the information learned in concrete applications). The samples of behavior will follow thesame format; only more specific in nature.PART IBThe final section of Part I includes the Strategy Statement, Lesson Outline and SuggestedTimelines for the lesson. The strategy statement serves an important function for you as theinstructor—it is your roadmap. You must read the strategy statement before you attempt topersonalize the lesson plan. It tells you why the curriculum developer arranged information in aspecific way or why certain things should be taught. It is an overview of the entire lesson and givesyou a “plan of attack” to teach the lesson. The lesson outline is another quick overview of how theinformation will be presented. And finally, the suggested timeline is included to help youdetermine how much time should be spent on each part of the lesson.PART IIPart II of the lesson plan includes the actual information you will teach and is divided up into threesections: Introduction, Body and Conclusion. Most of you will be familiar with this format as it issimilar to giving a briefing or writing a paper.INTRODUCTIONThe introduction is made up of three distinct sections: the attention step, motivation and overview.This is your time as the instructor to capture the audience’s attention. If you complete yourintroduction half-heartedly, you will lose half your audience from the start.Teaching is tough, especially early in the morning, right after lunch or late in the afternoon. It willbe your responsibility to energize your cadets – to make them want to learn about the subjectmatter. Without a doubt, the material being presented is only as energizing or as boring as theperson who is presenting it. Therefore, it is imperative that you spend some time to come up witha hard hitting and applicable attention step. For example, a clip from The Patriot showing MelGibson leading the charge against the British with the American flag in hand can be an outstanding

attention step to prepare the audience to learn about proper procedures and courtesies when dealingwith the flag.After the clip (or other attention step) is over, next you need to motiva

2) Air Force Manual (AFMAN) 36-2203, Drill and Ceremonies, 19 June 2018 (multiple objectives). 3) Air Force Guidance Memorandum (AFGM) 2018-02, for AFI 36-2903, Dress and Personal Appearance of Air Force Personnel, 13 July 2018 (Objectives 1, 2, and 24). 4) Air Force Reserve Officer Training Corps Supplement