CRM LESSON PLAN REPORT MANAGE TRAINING AT PLATOON LEVEL 150-LO10030 / 2.0. Approved 15 Mar Effective Date: 15 Mar 2017

Transcription

1 CRM LESSON PLAN REPORT MANAGE TRAINING AT PLATOON LEVEL 150-LO10030 / 2.0 Approved 15 Mar 2017 Effective Date: 15 Mar 2017 SCOPE: This lesson plan is intended for programmed instruction in the Basic Officer Leadership Course (BOLC-A and BOLC-B), Warrant Officer Candidate School (WOCS), and should be integrated in the Warrant Officer Basic Course (WOBC) by authority of the DCG-IMT. This lesson includes an examination with solutions. The password for both can be found in the Testing Requirements (page 33) of this lesson plan. Distribution Restriction: Approved for public release; distribution is unlimited. Destruction Notice: None Foreign Disclosure: FD1 - This training product has been reviewed by the training developers in coordination with the Combined Arms Center (CAC) foreign disclosure officer. This training product can be used to instruct international military students from all approved countries without restrictions. 1

2 SECTION I. ADMINISTRATIVE DATA All Course Masters/POIs Including This Lesson Courses Course Number None Version Title Phase Status POIs POI Number Version Title Phase Status 6-8-C20B (USUHS) 1.0 USUHS-BASIC OFFICER LEADER 3 Analysis 7-19-C20B 16.0 Military Police Basic Officer Leader- Branch 6-8-C20B (HPSP/RC/VC64) 1.0 HPSP RC VC64-BASIC OFFICER LEADER 7-12-C20B 7.0 Adjutant General Basic Officer Leader Branch 6-8-C20B (HPSP RC) 0 Commandant Approved 2 Analysis 0 Approved 1.0 HPSP-BASIC OFFICER LEADER 1 Analysis Task(s) Taught(*) or Supported Task Number Task Title Status Individual 150-COM-7500 (*) Manage Training at Platoon Level Approved Reinforced Task(s) Task Number Task Title Status 150-COM-7110 Conduct a Training Event Approved Knowledge Knowledge Id Title Taught Required K How to conduct platoon training Yes Yes K Conduct of an AAR (discuss leader mistakes, training aids, summarize AAR) K Conduct of a training meeting No Yes K7593 Army training doctrine Yes Yes K1264 Training and Evaluation Outline (T&EO) Yes Yes K1267 Army Training Network (ATN) Yes Yes K23633 Know Leader Responsibilities in Unit Training Management Yes Yes Yes Yes Skill Skill Id Title Taught Required S3162 Ability to Apply the Principles Unit Training Management Yes Yes S Assess team/individual training Yes Yes S Apply Army Leadership Doctrine Yes Yes S Conduct Platoon Training Yes No Administrative/ Academic Hours The administrative/academic (50 min) hours required to teach this lesson are as follows: Academic Resident Hours / Methods Yes 0 hrs 5 mins Lecture Yes 2 hrs 30 mins ELM - Generalize New Information Yes 0 hrs 20 mins Test Total Hours(50 min): 3 hrs 5 mins 2

3 Instructor Action Hours The instructor action (60 min) hours required to teach this lesson are as follows: Hours/Actions 0 hrs 10 mins Classroom Setup 0 hrs 30 mins Grade Test 0 hrs 20 mins Training Rehearsal Total Hours (60 min): 1 hrs 0 mins Test Lesson(s) Hours Lesson Number Version Lesson Title None Prerequisite Lesson(s) Hours Lesson Number Version Lesson Title None Training Material Classification Foreign Disclosure Restrictions References Security Level: This course/lesson will present information that has a Security Classification of: U - Unclassified. FD1. This training product has been reviewed by the training developers in coordination with the Combined Arms Center (CAC) foreign disclosure officer. This training product can be used to instruct international military students from all approved countries without restrictions. Number Title Date ADP 7-0 Training Units and Developing Leaders 23 Aug 2012 ADRP 7-0 Training Units and Developing Leaders 23 Aug 2012 FM 7-0 Train to win in a Complex World 05 Oct 2016 Student Study Assignment Study: FM 7-0 Training to Win in a Complex World Read: FM 7-0, CH 1-3 Read: ADRP 7-0 Training Units and Developing Leaders (30 pages) Scan: ADP 7-0 Training Units and Developing Leaders (10 pages) Scan: FM 6-0 COMMANDER AND STAFF ORGANIZATION AND OPERATIONS, Chapter 10 Instructor Requirements O-3 that has served in a company command or primary staff position. CW3 with unit training management experience. Support Personnel Requirements No support personnel required for this lesson. Additional Support Personnel Requirements Name None Student Ratio Qty Man Hours 3

4 Equipment Required for Instruction ID - Name Student Ratio Instructor Ratio Spt Qty Exp Projector, LCD Remarks: C Computer, Personal Workstation: Dell Optiplex SX270 Remarks: 0:0 0:0 No 1 No 0:0 0:0 No 1 No Smart Card Reader Remarks: 0:0 0:0 No 1 No (Note: Asterisk before ID indicates a TADSS.) Materials Required Instructor Materials: Access to ATN (CAC enabled computer required) Student Materials: Access to ATN (CAC enabled computer required) Handout 1 - Finding Tasks on ATN (In Class) Handout 2 - Reading and Using Training and Evaluation Outlines (T&EO) Handout 3 - Planning information for platoon live situational training exercise (STX) Classroom, Training Area, and Range Requirements ID - Name Quantity Student Ratio X Classroom XXI Remarks: Setup Mins Cleanup Mins 1: Ammunition Requirements DODIC - Name Exp Student Ratio Instruct Ratio Spt Qty None Instructional Guidance/ Conduct of Lesson NOTE: Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified reference material. Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified reference material. Study: FM 7-0 Training to Win in a Complex World Read: ADP 7-0 Training Units and Developing Leaders (10 pages) Read: ADRP 7-0 Training Units and Developing Leaders (30 pages) Proponent Lesson Plan Approvals Name Rank Position Date thomas.ryan Not available Approver 15 Mar

5 SECTION II. INTRODUCTION Method of Instruction: Lecture Mode of Delivery: Resident Instruction Instr Type (I:S Ratio): Military - ICH (1:24) Time of Instruction: 5 mins Motivator Excerpt from ADP 7-0, paragraph 43. "The purpose of unit training is to build and maintain ready units to conduct unified land operations for combatant commanders. Good training gives Soldiers confidence in their abilities and the abilities of their leaders, forges trust, and allows the unit to adapt readily to new and different missions. Unit training is the primary means for developing leaders. Leaders use training events to train, educate, and give experience to subordinates." Terminal Learning Objective NOTE. Inform the students of the following Terminal Learning Objective requirements. At the completion of this lesson, you [the student] will: Action: Conditions: Standards: Learning Domain - Level: No JPME Learning Areas Supported: Manage Training at Platoon Level. In a classroom environment, the leader is required to manage training at the platoon level in order to achieve and sustain training proficiency. Given the Mission Essential Tasks (METs) to train, training objectives, commander's guidance, time available to train, the operational environment (OE) to replicate during training, in garrison or deployed; and with access to the Army Training Network (ATN), the Combined Arms Training Strategies (CATS), and the Digital Training Management System (DTMS). The leader will plan training, prepare training, execute training, and assess training by completing all four performance measures IAW guidelines in the supporting references. Cognitive - Applying None Safety Requirements In a training environment, leaders must perform a risk assessment in accordance with ATP 5-19, Risk management. Risk Assessment Level Low - Classroom/office hazards such as hitting extremity on desk or table. Assessment: Typically this hazard results in small bumps and bruises with no loss of academic/work time. Controls: Ensure sufficient space is available between desk and chairs in the room. Leader Actions: Instructor cautions students to use care when moving in and around the classroom. Environmental NOTE: Instructor should conduct a risk assessment to include environmental considerations 5

6 Considerations IAW the current environmental considerations publication, and ensure students are briefed on hazards and control measures.. Environmental protection is a continual process and starts with deliberate planning. Always remain alert for opportunities to protect our environment during training and operations. Instructional Lead-in Show Slide 1 - Manage Training at the Platoon Level Instructor Notes: This lesson plan was designed for 3 hours of Basic Officer Leaders Course (BOLC-A/B) instruction and 2 hours of Warrant Officer Candidate School (WOCS) instruction. Show Slide 2 - Lesson Plan INSTRUCTOR ONLY: It is important for the instructor to use examples of what platoon leaders will experience when they are assigned leadership positions and are responsible for planning and conducting training. This can be for platoon tasks such as planning a live or virtual platoon training event. This block of instruction should be tailored so it is relevant to the branch school where it is taught. BOLC-B and WOCS students should have a Common Access Card (CAC) for access to the Army Training Network (ATN) during this lesson plan. The instructor may download ADP 7-0, ADRP 7-0, FM 6-0, FM 7-0 and the video on How to Conduct a Company Training Meeting referenced in the Instructor Notes in these slides. This lesson plan was written using training missions and tasks assigned to a mechanized infantry platoon leader in an armored brigade combat team (ABCT). This is one of the most difficult leadership positions for a new second lieutenant in a maneuver unit. The Infantry, Armor, Aviation and Fires branches have major weapons systems and have developed individual and collective tasks and crew drills for gunnery from stabilized and unstabilized platforms for each weapon system. These tasks and drills are supporting collective tasks for conducting operations from platoon to battalion level (attack, defend, security operations, etc.) and will be used as examples in this lesson plan. Other branch schools may modify this lesson plan using a different company MTOE, likely missions, and Mission Essential Tasks (METs) to train. The process is the same but the missions, tasks, conditions, and standards for training proficiency will be different. Show Slide 3 - Plan Training This block of instruction is about how leaders plan training. The Operations Process consists of Plan, Prepare, Execute and Assess. Just as in operations, leaders develop a unit training plan (UTP) that is published as an Operations Order (OPORD) 6

7 and consists of a series of increasingly difficult training events. Show Slide 4 - Unit Training Management INSTRUCTOR ONLY: Take a few minutes to walk the students through the process of planning, preparing and executing a unit training plan. It starts with a new training mission and mission analysis and ends with the unit achieving Mission Essential Task (MET) proficiency on all METs. The stars illustrate the key milestones. This is the unit training management (UTM) process slide that demonstrates how the company commander receives the battalion unit training plan and develops a company unit training plan. This plan is executed to achieve unit essential task, or Mission Essential Task (MET), proficiency. It is important for Lieutenants and Warrant Officers to understand how they contribute to the process and support the commander. The next few slides demonstrate the company level process, then we ll explore the platoon leader s role throughout planning, preparing, executing, and assessing training. We ll show this graphic again as we go through the UTP planning process to reinforce the concept. *You ll notice that Unit Training Management uses the operations process to plan, prepare, execute, and assess. Show Slide 5 - TLP for Developing a Company UTP REFERENCES: FM 7-0 and FM 6-0, Chapter 10 (TLP) A central idea to training management is that leaders use the same process for training and operations. At the company level, leaders use troop leading procedures to plan, prepare, execute, and assess both training and operations. This slide and the following slide describe how each step of troop leading procedures are used to develop the company Unit Training Plan (UTP). The process begins when receiving a new training mission from higher headquarters. We ll understanding the company commander s role in developing a UTP, and the platoon leaders role in assisting the commander. STEP 1 (Receive the Mission) The company commander receives a WARNORD from the battalion commander. The company commander conducts an initial assessment of the training mission using METT-TC. They also gather the tools necessary to perform the mission analysis as part of Step 3. Knowing the higher headquarters (battalion) METs stated in the WARNORD 7

8 the company commander and subordinate leaders can begin researching supporting collective tasks and supporting drills using the Combined Arms Training Strategies (CATS) in DTMS or on ATN. The commander develops a mission statement and WARNORD and allocates time for planning and preparation of the Commanders Dialogue using the 1/3 2/3 rule. We ll go over each of these elements of the WARNORD later in this LS/A. STEP 2 (Issue a WARNORD) - The commander then issues the WARNORD to subordinate leaders so they can begin collaborative planning. *STEP 3 (Make a Tentative Plan) The mission analysis is the most time consuming part of this step. The company commander participates in the MDMP process with the battalion to validate the assigned METs and keep abreast of any running estimate changes that might affect development of the company UTP. The second important task in Step 3 is COA development. But before developing a training COA the company commander will have a Commanders Dialogue with the battalion commander to gain approval of the training mission, METs, and other planning variables. We will walk through each of these steps. Company leadership team conducts a mission analysis to: - Identify METs - identify collective supporting tasks and drills to train to support each MET - determine how to train to support each MET, the types of training events - assess and report collective task/drill proficiency - identify required training resources (facilities, TADSS, etc.) Company commander completes the Commanders Dialogue (Training Management Specific task similar to MA briefing or confirmation briefing. Brainstorm different ways to accomplish the mission. - Determine when and how (events) to train on mission essential tasks. - Develop a training COA (array events on a calendar) Establish training objectives for training events. Prepare the training calendar and COA statement. Company commander conducts a training briefing with higher HQ commander. (Training management specific briefing similar to a COA Decision Briefing.) Show Slide 6 - TLP for Developing a Company UTP (Cont.) REFERENCES: FM 7-0 and FM 6-0, Chapter 10 (TLP) 8

9 STEPS 4 (Initiate Movement) & 5 (Conduct Reconnaissance) can be omitted during the development of the UTP. Steps 4 and 5 allow the commander to gather additional information in order to complete the plan, and can be as routine as contacting the G3 Training or Range Control to validate training resources on the installation. STEP 6 (Complete the Plan) The company commander completes the plan by publishing a training calendar that includes higher headquarters events in which they must participate as well as company-level training events. The plan should also include training objectives for company-level training events. STEP 7 (Issue the Order) After the training plan is approved by the battalion commander during the training briefing the order to execute is issued to subordinates via a UTP OPORD. STEP 8 (Supervise and Refine) This step involves executing and assessing the plan. Show Slide 7 - Identify Unit Tasks to Train REFERENCES: FM 7-0, Chapters 1 & 2, and FM 6-0, Chapter 10 (TLP) During the mission analysis, the commander will determine which tasks the unit should train. The commander will consider input from subordinate leaders when doing so. 4 Steps In order to determine what tasks a unit must train, commanders analyze the higher WARNORD or OPORD just as they would during operations. Step 1: First, Identify the specified tasks. - A specified task is a task specifically assigned to a unit by its higher headquarters. Paragraphs 2 and 3 of the higher headquarters WARNORD and estimates state specified tasks. Some tasks may be in paragraphs 4 and 5. Specified tasks may be listed in annexes and other attachments. They may also be assigned verbally during collaborative planning sessions or in directives from the higher commander. Step 2: Further analysis is required to identify implied tasks - An implied task is a task that must be performed to accomplish a specified task or mission but is not stated in the higher headquarters order. Implied tasks are derived from a detailed analysis of the higher headquarters order, the projected operational environment, the terrain, and civil considerations. Additionally, analysis of doctrinal requirements for each specified task might disclose implied tasks. Step 3: Once staff members have identified specified and implied tasks, they ensure they understand each task s requirements and purpose. Once accomplished, the staff then looks for 9

10 essential tasks. An essential task is a specified or implied task that must be executed to accomplish the mission. Essential tasks are always included in the unit s mission statement. Step 4: *Essential tasks now become the unit s Mission Essential Tasks (MET) and are used to focus training and achieve the proficiencies required for mission success. It is important to note that the remaining specified and implied tasks must be dealt with in the unit s order, in the tasks to subordinate units, coordinating instructions, etc.., but also serve well as supportive tasks to the METs. Show Slide 8 - Company Commander's Role in Developing the Company UTP REFERENCES: FM 7-0, Chapters 2 and 3 Platoon leaders have two responsibilities, to support the company commander in the development of the company UTP and to develop their plan to train their platoon. To fulfill the first responsibility they need to understand the company commander s role in developing the company UTP. After receiving the new training mission the company commander analyzes the mission, specified tasks, OE to train, the planning horizon (TRAIN/READY cycle) and unique resources required to achieve MET proficiency. The commander must assess current MET proficiency and report the assessment to the battalion commander during the Commander s Dialogue. The commander should gather assessment data from subordinate leaders to provide an overall assessment of each MET. There are seven topics of discussion during the Commanders Dialogue. Platoon leaders contribute information for the development of four of them: - Current and future projected MET assessments - Any unique or scarce resource the unit will need to train that require the higher commander s support to obtain - Potential training risks (time/resources) and mitigation actions - Significant training readiness issues As part of the mission analysis the commander and subordinate leaders must identify the supporting collective tasks and drills required to demonstrate MET proficiency. This task list will drive the type of training events needed at each collective level (company, platoon, section, squad, team, and crew.) The commander must then identify the company-level training events that will allow the unit to train to MET proficiency and support higher headquarters training objectives. Lastly, the commander must develop the unit training calendar for RESET and TRAIN/READY. 10

11 Show Slide 9 - Platoon Leader in Development of a Company UTP REFERENCES: FM 7-0, Chapters 2 and 3 *Platoon leaders play an important role in developing the company UTP. They support the mission analysis and help the commander prepare for the Commanders Dialogue. *Platoon leaders support the commander in the development of a COA to train their platoons. This includes identifying the platoon, section, squad, crew and collective and individual leader tasks and drills that support the METs. They must review the Training and Evaluation Outline (T&EO) for each MET and select the collective supporting tasks and drills important to mission success. For example, gunnery is not listed as a Performance Step or Performance Measure, yet the unit cannot execute the attack without being proficient in gunnery on all weapons systems. Engaging targets using gunnery procedures and techniques are supporting individual tasks. Platoon leaders assist the commander in identifying major resource requirements such as training areas, live-fire ranges, simulations and simulators, taking from the experience of their platoon and section sergeants. They assist in developing a company training calendar that shows company-level training events and provides sufficient white space during green and amber training cycles for platoon, section and squad collective training. They also assist in developing training objectives for company training events that are realistic, measurable, and achievable. Lastly, they use CATS and DTMS online tools to create unit rosters, identify collective tasks, report training assessments, and develop training schedules. CATS doesn t require CAC access but DTMS does, so all platoon leaders, platoon sergeants, and even section leaders should have DTMS accounts. Show Slide 10 - Troop Leading Procedures (TLP) (Training Event) REFERENCES: FM 7-0 and FM 6-0, Chapter 10. We will explore the necessary activities and considerations to conduct a training event, beginning with the planning phase. Shown here are key points on the use of TLP to conduct training. Troop leading procedures are a dynamic process used by small-unit leaders to analyze a mission, develop a plan, and 11

12 prepare for an operation (ADP 5-0). These procedures enable leaders to maximize available planning time while developing effective plans and preparing their units for an operation. Leaders use TLP when working alone or with a small group to solve problems. For example, a company commander may use the executive officer, first sergeant, fire support officer, supply sergeant, and communications sergeant to assist during TLP. 12

13 SECTION III. PRESENTATION NOTE: Inform the students of the Enabling Learning Objective requirements. A. ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: STANDARDS: LEARNING DOMAIN - LEVEL: No JPME LEARNING AREAS SUPPORTED: Plan Training. In a classroom environment, the leader is required to manage training at platoon level in order to achieve and sustain training proficiency. Given the Mission Essential Tasks (METs) to train, training objectives, commander's guidance, time available to train, the operational environment (OE) to replicate during training, in garrison or deployed; and with access to the Army Training Network (ATN), the Combined Arms Training Strategies (CATS), and the Digital Training Management System (DTMS). The leader will receive the mission and conduct the initial assessment, issue a warning order (WARNORD) to subordinate leaders and supporting units and include any risk management information and guidance, develop a tentative plan, and initiate movement. Cognitive - Applying None ELO A - LSA 1. Learning Step / Activity ELO A - LSA 1. Receive the mission and conduct the initial assessment. Method of Instruction: ELM - Generalize New Information Mode of Delivery: Resident Instruction Instr Type (I:S Ratio): Civilian - ICH (1:24) Time of Instruction: 20 mins Media Type: PowerPoint Presentation Other Media: Unassigned Security Classification: This course/lesson will present information that has a Security Classification of: U - Unclassified. Show Slide 11 - Step 1. Receive the Mission REFERENCES: FM 7-0 and FM 6-0, Chapter 10. The first step is to receive the mission and conduct the initial assessment: -Review the training mission, training guidance, training objectives, time available to train, mandatory training requirements, and operational environment (OE) to replicate. -Review any risk guidance, hazard identification, and controls issued by higher echelons. -Determine the specified, implied, and essential tasks. -Identify multiechelon training events and use a backward planning approach to ensure supporting individual tasks and collective tasks/drills are trained in logical sequence. 13

14 -Determine the collective task(s), supporting individual tasks, and/or drills for each training event. -Identify supporting units to be included in the planning of the training event, e.g., engineers, indirect fires, surveillance, medical, etc. -Identify the leader tasks, if any, within each collective task. -Gather training and evaluation outlines (T&EO) for the tasks/drills to train. -Review the task conditions, standards, and performance steps in each T&EO. -Use assessment information discussed during training meetings, AARs, and feedback from subordinate leaders to identify training weaknesses and sustain demonstrated strengths that may determine training focus. -Identify prerequisite training, i.e. weapons qualification, drivers training, leader certification; and certification on training aids, devices, simulations, or simulators (TADSS). Check on Learning: Review Summary: Check on Learning is conducted at the ELO level. Review Summary is conducted at the ELO level. ELO A - LSA 2. Learning Step / Activity ELO A - LSA 2. Issue a warning order (WARNORD) to subordinate leaders and supporting units and include any risk management information and guidance. Method of Instruction: ELM - Generalize New Information Mode of Delivery: Resident Instruction Instr Type (I:S Ratio): Civilian - ICH (1:24) Time of Instruction: 5 mins Media Type: PowerPoint Presentation Other Media: Unassigned Security Classification: This course/lesson will present information that has a Security Classification of: U - Unclassified. Show Slide 12 - Step 2. Issue a WARNORD REFERENCES: FM 7-0 and FM 6-0, Chapter 10 Issue the WARNORD to alert your subordinates to the new mission and provides them all the details you received, plus any additional/ amplifying information you need to provide, such as when to gather for planning sessions or risk management guidance. NOTE: For platoon and higher training events, schedule the event on the unit training calendar in DTMS. As preparation progresses add documents to the event. Check on Learning: Review Summary: Check on Learning is conducted at the ELO level. Review Summary is conducted at the ELO level. ELO A - LSA 3. Learning Step / Activity ELO A - LSA 3. Develop a tentative plan. Method of Instruction: ELM - Generalize New Information Mode of Delivery: Resident Instruction Instr Type (I:S Ratio): Civilian - ICH (1:24) 14

15 Time of Instruction: 10 mins Media Type: PowerPoint Presentation Other Media: Unassigned Security Classification: This course/lesson will present information that has a Security Classification of: U - Unclassified. Show Slide 13 - Step 3. Make a Tentative Plan REFERENCES: FM 7-0 and FM 6-0, Chapter 10. The tentative plan is your Course of Action. Determine the desired outcome for each task, drill, and leader task with respect for the larger training event objectives. Determine the TADSS that could be used to train and verify TADSS availability. (The Combined Arms Training Strategies (CATS) can provide approved TADSS suggestions.) Identify and submit requests for major resources (land, ranges, facilities, class III, and class IV). NOTE: Requests for training resources are presented during companylevel training meetings where resource requirements can be consolidated and submitted to higher headquarters. Refer to the CATS Report for recommended resource requirements. Develop an evaluation/assessment plan for each training event. Consider live, virtual, or constructive (LVC) training enablers. INSTRUCTOR NOTE - Ask students: What tasks are to be trained? What supporting individual tasks will be trained? How do the commander s training objectives influence the initial training event outline? Why is it important to identify the training resources and prerequisite training requirements? Show Slide 14 - Live, Virtual, Constructive-Gaming (LVC-G) REFERENCES: FM 7-0. *Time, fuel, ammunition and live training facilities (ranges and maneuver areas) are resources that are in short supply. *The use of LVC-G training enablers allows units to train more iterations on more tasks, and in some cases a more realistic operational environment, such as the use of IEDs and incoming mortar or artillery fire. In most cases it also takes less time to plan, prepare for, execute and assess virtual 15

16 or simulated training events. Installation simulation centers (SIMCEN) and Mission Training Centers (MTC) have full-time staff who can do much of the planning and preparation and assist in preparing for AARs. Simulated events are recorded and can be replayed so Soldiers learn from their actions. More events can be executed in a shorter period of time, such as the Call for Fire Trainer (CFFT), Engagement Skills Trainer (EST), Close Combat Tactical Trainer (CCTT) and Dismounted Soldier Training System (DSTS) in preparation for gunnery table VII. This table illustrates the options available at from brigade down to individual level. The Combined Arms Training Strategies (CATS) Combined Report available on ATN provides planners the types of LVC-G enables that support each collective task. These are reviewed during Step 3 of TLP, Make a Tentative Plan. Show Slide 15 - Step 3. Make a Tentative Plan (COA Development) REFERENCES: FM 7-0, TC 7-101, and FM 6-0, Chapter 10. Shown here is the mission, commander s intent and concept of the operation for the live STX. Take a moment to review the concept of the operation. This is just one way to show a COA Sketch and Statement, but the matrix format is particularly useful at the Company and below. Check on Learning: Review Summary: Check on Learning is conducted at the ELO level. Review Summary is conducted at the ELO level. ELO A - LSA 4. Learning Step / Activity ELO A - LSA 4. Initiate movement. Method of Instruction: ELM - Generalize New Information Mode of Delivery: Resident Instruction Instr Type (I:S Ratio): Civilian - ICH (1:24) Time of Instruction: 10 mins Media Type: PowerPoint Presentation Other Media: Unassigned Security Classification: This course/lesson will present information that has a Security Classification of: U - Unclassified. Show Slide 16 - Step 4. Initiate Movement REFERENCES: FM 7-0, TC 7-101, and FM 6-0, Chapter 10. Initiate movement begins after the Commander approves a COA. The initiate movement step is where you coordinate your required resources. The amount of time available in planning the training event may drive resource coordination to occur simultaneous with COA development. If a required resource is not available, the COA is not feasible. 16

17 -Direct subordinates to begin actions that facilitate execution of the plan. -Ensure all certification requirements are met for upcoming training events, e.g. range OIC, range safety officers and certification for use of TADSS. -Ensure requests for outside support are submitted (O/Cs, role players, OPFOR). -Develop controls and make risk decisions Instructor Note - Ask students: - Can you think of other tasks that might be included in Step 4? How about coordinating with the TADSS issuing facility to find out when MILES can be drawn so there s enough time to test all simulators before the unit departs for the STX? Check on Learning: Review Summary: Check on Learning is conducted at the ELO level. Review Summary is conducted at the ELO level. CHECK ON LEARNING (ELO A): Question: What are the Platoon leader s roles in development of a company UTP? Suggested Answer: Support the commander s mission analysis Identify supporting collective tasks and drills Assist in identifying major training resource requirements Assist in identifying company training events and training objectives Assist in developing the unit training calendar Assess and report collective task proficiency REVIEW SUMMARY(ELO A): Instructor engages students in a summary discussion for the following steps: Step 1 - Receive the Mission. We emphasized the first step to start this process is to receive the mission and conduct the initial assessment. We discussed the pertient steps that the leader must complete during this process. Next we discussed Step 2 Issue the WARNORD, and how important it is for leaders to ensure subordinates are provided all the details plus any additional / amplifying information. Next we discussed Step 3 Make a Tentative Plan, and emphasized that the plan is your course of action (COA). We discussed the steps the leader must do to complete the plan. We also emphasized the importance of submitting requests for major resources early in the process. Next we discussed Step 4 Initiate Movement, and how it begins after the 17

18 Commander approves the COA. We emphasized if the resources are not available the COA is not feasible. During this step we want to ensure any requests for outside support are submitted such as Observers Controllers / Trainers (OC/Ts). B. ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: STANDARDS: LEARNING DOMAIN - LEVEL: No JPME LEARNING AREAS SUPPORTED: Prepare Training. In a classroom environment, the leader is required to manage training at the platoon level in order to achieve and sustain training proficiency. Given the Mission Essential Tasks (METs) to train, training objectives, commander's guidance, time available to train, the operational environment (OE) to replicate during training, in garrison or deployed; and with access to the Army Training Network (ATN), the Combined Arms Training Strategies (CATS), and the Digital Training Management System (DTMS). The leader will conduct reconnaissance of training sites, and other areas such as MEDEVAC landing zones (LZs) and rearm/refuel points; complete the plan; issue the order to subordinate leaders, supporting units, and units in the OPORD coordinating instructions; and conduct preparation activities. Cognitive - Applying None ELO B - LSA 1. Learning Step / Activity ELO B - LSA 1. Conduct reconnaissance of training sites, and other areas such as MEDEVAC landing zones (LZs) and rearm/refuel points. Method of Instruction: ELM - Generalize New Information Mode of Delivery: Resident Instruction Instr Type (I:S Ratio): Military - ICH (1:24) Time of Instruction: 5 mins Media Type: PowerPoint Presentation Other Media: Unassigned Security Classification: This course/lesson will present information that has a Security Classification of: U - Unclassified. Show Slide 17 - Prepare Training Now we are going to review how a platoon leader would prepare for training. Show Slide 18 - Step 5 Conduct Reconnaissance REFERENCES: FM 7-0, TC 7-101, and FM 6-0, Chapter 10. Conducting the reconnaissance provided important information for the conduct of the training event. Going to the actual site may also provide additional insight into risks 18

19 associated with the training event. Completing the Risk Assessment for the training event is part of the next step: complete the plan. NOTE: Use weekly training meetings to facilitate the top-down/bottom-up flow of information for resource planning and coordination. Check on Learning: Review Summary: Check on Learning is conducted at the ELO level. Review Summary is conducted at the ELO level. ELO B - LSA 2. Learning Step / Activity ELO B - LSA 2. Complete the plan. Method of Instruction: ELM - Generalize New Information Mode of Delivery: Resident Instruction Instr Type (I:S Ratio): Military - ICH (1:24) Time of Instruction: 5 mins Media Type: PowerPoint Presentation Other Media: Unassigned Security Classification: This course/lesson will present information that has a Security Classification of: U - Unclassified. Show Slide 19 - Step 6. Complete the Plan REFERENCES: FM 7-0, TC 7-101, and FM 6-0, Chapter 10. Complete the plan: Develop the mission statement and concept of operation. Assign responsibility to subordinate leaders to: coordinate sustainment, final preparation for the use of training areas, facilities, or TADSS, coordinate for convoy clearance, and identify MEDEVAC procedures and communications frequencies. Prepare final COA statement and sketch, if required, based on the tasks and OE. Develop a tactical scenario for the training event. Products from the TRADOC training scenarios and OE/OPFOR website available through ATN (see slide 21) may help develop the tactical scenario. Prepare the operations order (OPORD) in a standard five-paragraph format. Show Slide 20 - ATN OPFOR Training Scenarios The Army Training Network s OPFOR Site is an excellent resource for training scenarios, available simulations, and OE/OPFOR guides. 19

20 Check on Learning: Review Summary: Check on Learning is conducted at the ELO level. Review Summary is conducted at the ELO level. ELO B - LSA 3. Learning Step / Activity ELO B - LSA 3. Issue the order to subordinate leaders, supporting units, and units in the OPORD coordinating instructions. Method of Instruction: ELM - Generalize New Information Mode of Delivery: Resident Instruction Instr Type (I:S Ratio): Military - ICH (1:24) Time of Instruction: 10 mins Media Type: PowerPoint Presentation Other Media: Unassigned Security Classification: This course/lesson will present information that has a Security Classification of: U - Unclassified. Show Slide 21 - Step 7. Issue the Order REFERENCES: FM 7-0, TC 7-101, and FM 6-0, Chapter 10. Issue the Order. The base OPORD for the training event is administrative, coordinating the actions necessary to manage the execution of the event. This does not include the tactical plan and Master Scenario Events List (MSEL). A major component of the OPORD is the identification of the collective and individual tasks to be trained and the desired levels of task proficiency expected to be reached by the conclusion of training. The OPORD should also address the actions to be taken to retrain the collective/individual tasks during the event if the desired end-state is not achieved. - Schedule training events in DTMS and update the training calendar. - Publish the OPORD for the training event in DTMS. - Create or associate a personnel roster in DTMS with the training event. - Verify certifications in DTMS. - Verify prerequisite training in DTMS. i.e., weapon qualification rosters, military vehicle licenses. - Verify tasks to train, checklists, and resources in DTMS Instructor Note: Ask students: Question: What is the format for the training event OPORD? Answer: The same as a operational order, the standard five paragraph order. Question: What is included in a completed plan for a training event? Answer: Prerequisite training and/or certifications, time for rehearsals, OPFOR troop list, trainers, evaluators, observers/controllers, evaluation plan, leader development plan. 20

21 Check on Learning: Review Summary: Check on Learning is conducted at the ELO level. Review Summary is conducted at the ELO level. ELO B - LSA 4. Learning Step / Activity ELO B - LSA 4. Conduct preparation activities. Method of Instruction: ELM - Generalize New Information Mode of Delivery: Resident Instruction Instr Type (I:S Ratio): Military - ICH (1:24) Time of Instruction: 15 mins Media Type: PowerPoint Presentation Other Media: Unassigned Security Classification: This course/lesson will present information that has a Security Classification of: U - Unclassified. Show Slide 22 - Training Schedules REFERENCE: FM 7-0, Appendix C, C-45. Conduct preparation activities: - Train the trainers - Complete prerequisite training. - Conduct rehearsals - Conduct pre-execution checks. - Review the risk management plan. - Review the evaluation plan and assessment plan in the OPORD. When the order is published, training calendars and schedules are updated in DTMS. Platoon leaders are constantly developing training schedules. Some training will be AR requirements scheduled by the company, and company-level training developed by the commander working toward achieving MET proficiency. Most training will be developed by platoon leaders, platoon sergeants, section leaders, and squad leaders. Once the training plan for a week is approved by the commander, or designated assistant, it is entered as a training schedule into DTMS. Permissions are normally set within DTMS so that changes to the schedule can only be approved by the higher commander or designated subordinate, such as the XO or S-3. The unit training management SOP should describe the process for submitting training schedules for approval and change authority. Show Slide 23 - Managing Events via Training Meetings REFERENCE: FM 7-0, Appendix C. 21

22 We ve discussed planning and preparing for the training event. A key component to planning, preparing, and monitoring progress for training events is the training meeting. Training events are the backbone of the commander s training strategy and treated as operations using TLP for each event at every level. Training events that build individual skills are prerequisites to the, squad and section collective training events. This is the Crawl-Walk-Run strategy. The planning and preparation for each training event occurs during weekly training meetings. The results of completed training is discussed at training meetings and are the basis for the development of future training events. Weekly training meetings help ensure the company UTP is on track. Show Slide 24 - Training Meeting Goals REFERENCE: FM 7-0, Appendix C. *Here are the four goals of a training meeting. The Leader s Guide to Company Training Meetings is an excellent source for the conduct of training meetings. Show Slide 25 - Company Training Meetings Resources REFERENCE: Army Training Network (ATN) The ATN provides many resources for TTPs discussed in the UTM, such as how to conduct training meetings, and how to conduct AARs. There are also tutorials for key concepts in the UTM. Besides FM 7-0, Appendix C you can also find helpful Unit Training Management videos on ATN at - How to Conduct a Company Training Meeting - How to Conduct a Training Meeting Check on Learning: Review Summary: Check on Learning is conducted at the ELO level. Review Summary is conducted at the ELO level. CHECK ON LEARNING (ELO B): Question 1: What are the compoenets of Completing the Plan in step 6 of the TLP? 22

23 Best answer: Develop the mission statement and concept of operation. Assign responsibility to subordinate leaders to: coordinate sustainment, final preparation for the use of training areas, facilities, or TADSS, coordinate for convoy clearance, and identify MEDEVAC procedures and communications frequencies. Prepare final COA statement and sketch, if required, based on the tasks and OE. Develop a tactical scenario for the training event. Products from the TRADOC training scenarios and OE/OPFOR website available through ATN (see slide 28) may help develop the tactical scenario. Prepare the operations order (OPORD) in a standard five-paragraph format. Question 2: What is the format for the training event OPORD? Answer: The same as a operational order, the standard five paragraph order. Question 3: What is included in a completed plan for a training event? Answer: Prerequisite training and/or certifications, time for rehearsals, OPFOR troop list, trainers, evaluators, observers/controllers, evaluation plan, leader development plan. REVIEW SUMMARY(ELO B): Instructor engages students in a summary discussion on how to prepare training: We discussed the importance of conducting a reconnaissance of the site and how it may provided important information for the conduct of the training event. We discussed the plan by developing the mission statement and concept of operation. We assigned responsibilities to subordinate leaders and they had additional responsibilities to carryout. We discussed the final COA statement and sketch based on the tasks and OE. We discussed the tactical scenario for the training event. And finally we prepared the operations order (OPORD) in a standard five-paragraph format. We discussed the major component of the OPORD, we emphasized that the identification of the collective and individual tasks to be trained and the desired levels of task proficiency expected to be reached by the conclusion of training. 23

24 We also discussed how we would conduct preparation activities and noted the steps to complete. Note that when the order is published, the training claendars and schedules are updated in DTMS. Note that the unit training management SOP should describe the process for submitting training schedules for approval and change authority. C. ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: STANDARDS: LEARNING DOMAIN - LEVEL: No JPME LEARNING AREAS SUPPORTED: Execute Training. In a classroom environment, the leader is required to manage training at the platoon level in order to achieve and sustain training proficiency. Given the Mission Essential Tasks (METs) to train, training objectives, commander's guidance, time available to train, the operational environment (OE) to replicate during training, in garrison or deployed; and with access to the Army Training Network (ATN), the Combined Arms Training Strategies (CATS), and the Digital Training Management System (DTMS). The leader will supervise and refine, and execute the tactical plan and issue FRAGORDs as necessary. Cognitive - Applying None ELO C - LSA 1. Learning Step / Activity ELO C - LSA 1. Supervise and refine. Method of Instruction: ELM - Generalize New Information Mode of Delivery: Resident Instruction Instr Type (I:S Ratio): Military - ICH (1:24) Time of Instruction: 5 mins Media Type: PowerPoint Presentation Other Media: Unassigned Security Classification: This course/lesson will present information that has a Security Classification of: U - Unclassified. Show Slide 26 - Execute Training How a training event will be executed is usually described in a FRAGORD to the unit UTP OPORD. Specific tasks and/or drills will be trained and evaluated in support of the training mission. Leaders should have the T&EOs for each task being trained and evaluated. Show Slide 27 - TLP Step 8. Supervise & Refine REFERENCES: FM 7-0, TC 7-101, and FM 6-0, Chapter 10. Supervise and Refine: With the planning and preparation complete, leaders continue to monitor to ensure safety and the training objectives are achieved. 24

25 - Conduct pre-combat checks (PCCs) and pre-combat inspections (PCIs). NOTE: PCIs validate that the pre-combat checks have been performed. - Conduct safety briefs. - Prepare for AARs. Execute the tactical plan and issue FRAGORDs as necessary. - Train and evaluate Soldiers. - Supervise execution to ensure training objectives are met. - Retrain/retry and evaluate tasks that received a NO GO. - Implement risk management controls throughout the training event. - Conduct AARs. - Conduct recovery operations by clearing ranges or facilities; inspecting, maintaining, and accounting for personnel, equipment, training support items, and ammunition. Check on Learning: Review Summary: Check on Learning is conducted at the ELO level. Review Summary is conducted at the ELO level. ELO C - LSA 2. Learning Step / Activity ELO C - LSA 2. Execute the tactical plan and issue FRAGORDs as necessary. Method of Instruction: ELM - Generalize New Information Mode of Delivery: Resident Instruction Instr Type (I:S Ratio): Military - ICH (1:24) Time of Instruction: 15 mins Media Type: PowerPoint Presentation Other Media: Unassigned Security Classification: This course/lesson will present information that has a Security Classification of: U - Unclassified. Show Slide 28 - Leader's Role During Execution REFERENCE: FM 7-0. This is a summary of important areas for leader focus during events as they execute the tactical plan and issue FRAGORDs as necessary. Execute the tactical plan and issue FRAGORDs as necessary. - Train and evaluate Soldiers. - Supervise execution to ensure training objectives are met. - Retrain/retry and evaluate tasks that received a NO GO. - Implement risk management controls throughout the training event. - Conduct AARs. - Conduct recovery operations by clearing ranges or facilities; inspecting, maintaining, and accounting for personnel, equipment, training support items, and ammunition. Check on Learning: Check on Learning is conducted at the ELO level. 25

26 Review Summary: Review Summary is conducted at the ELO level. CHECK ON LEARNING (ELO C): Question: What are the Leader's roles during execution? Best Answer: Train and evaluate Soldiers Supervise execution to accomplish training objectives Retrain/retry tasks that received a NO GO Implement risk management controls Conduct AARs Supervise recovery operations -Clear ranges or facilities -Inspecting, maintaining, and accounting equipment REVIEW SUMMARY(ELO C): Instructor engages students in a summary discussion on the following topics: 1. Precombat checks (PCCs). Have students to discuss the differece between preexecution checks and precombat checks. 2. Precombat inspections (PCIs). Have students to discuss the difference between Precombat inspections and precombat checks. 3. After Action Review (AAR). Elaborate on the importance of conducting AARs. Leaders conduct informal AAR to record observations, insights, and lessons for future use to identy trends and prevent reoccurrences of bad practices. D. ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: STANDARDS: Assess Training. In a classroom environment, the leader is required to manage training at the platoon level in order to achieve and sustain training proficiency. Given the Mission Essential Tasks (METs) to train, training objectives, commander's guidance, time available to train, the operational environment (OE) to replicate during training, in garrison or deployed; and with access to the Army Training Network (ATN), the Combined Arms Training Strategies (CATS), and the Digital Training Management System (DTMS). The leader will conduct AARs; report T (fully trained), T- (trained), P (practiced), P- (marginally practiced), or U (untrained) assessments for each task/drill and leader task to the unit commander/leader; and ensure assessment results are recorded in DTMS with evaluation data attached to the event and Soldier training data are updated [Army physical fitness test (APFT) scorecards, weapons scorecards, attendance rosters, etc.]. 26