ED 132 374

TITLE

INSTITUTIONSIGNS AGENCYPUB DATENOTE

EDRS PRICEDESCRIPTORS

ILENTIFIERS

ABSTRACT

DOCUMENT RESUME

CE 009 121

How to PrEpare and Conduct Military Training. Fi,eldManual No. 21-6.Army Infantry School, Fort Benning, Ga.Army Combat Arms Training Board, Ft. Benning, Ga.Nov 75180p.

MF-$0.83 HC-$10.03 Plus Postage.Equipment; Evaluation; Group Instruction; LessonPlans; Military Science; *Military Training; TeachingGuides; Teaching Methods; Teaching Procedures;Training Objectives; *Training TechniquesArmy

Designed to apply to any unit regardless of strength,mission, organization, or equipment, this field manual providestrainers with methods and techniques of preparing and conductingindividual and collective training. Chapter 1 discusses the purposeand scope of this publication and explains the duties arc:relationship between the trainer (for whom this manual id. = vritten)and the training manager. Chapter 2 discusses the purpcsrtraining. Chapter 3 describes a three-step, backward plahning processto prepare, conduct, and evaluate training of individuals to performtheir duty assignment. Chapter 4 is an introduction to collectivetraining, which prepares soldiers to perform those team or unit tasksessential to the accomplishment of a unit's operational missions.Chapter 5 offers examples which show company level trainers how thefundamentals of collective training are used to prepare and conductequipment-oriented collective training. Chapter 6 deals with tacticalcollective training. The eight appendixes include: TrainingPublications; Practical Exercises in Writing Training Objectives;Training Techniques, Aids, and Devices; Evaluating (Inspecting)Training; Tactical Exercises; Training Trainers to Train; SampleLesson Plans; and an Index and Glossary of Training Terms. (HD)

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This 1.)trtrIrcation was written oy the U.S. Army hilantry Schcol IndrtuNished by the U.S. Army Combat Arms Training Board.

Users of this 111d1111,11 ate ericoirraged to submit recirnmtaldedchanges or comments to Improve the publication. Key your commentsto specific pages and explain fully to help evaluation of the change. Itpossible, ace DA Form 2028 for recommended changes. Forward yoursuggestions to the Commandant, U.S. Army Infantry ScTol,ATSH-I-V, Fort tienning, Georgia 31905.

"The best form of "Welfare" for the troops s first class training."

General Erwin Rommel

This field manual provides trainers with proven methods and techniqt.ws ofpreparing and conducting individual and collective training. The former FM 21-6,Techniques of Military Instruction (January 1967), was written primarily forinstructors in service schools who traditionally relied on lectures, conferences, anddemonstrations as their primary training methods. T.-tis manual focuses on trainingtechniques and methods that are more efficieht, more effective, and better suited tothe needs of all trainers, particularly those in field units.

As you read this manual, you should consider the following:

The Critical Importance of T:aining

Military leaders have long recognized training as the most 'mportant unit activity inpeacetime. Training is the one activity which enables a unit to acccmplish its mission.

A trainer must do his job properly if he is to meet his respons;bilities to hissubordinates and the other members of the unit.

Effective Training Solves Other Unit Problems

Preparing and conducting training properly is the peacetime leader's most difficult,

but most important, job. He must constantly strive to provide training that willchallenge his soldiers physically and mentally so they can derive a real sense ofaccomplishment and satisfaction. This sense of satisfaction helps overcome problems

associated with low morale, poor discipline, and other nontraining matters.

Training is The Key to Professionalism

The core of professionalism is expertise. Expertise is acquired through a soldpersonal efforts and the training he receives. However, personal efforts and trainingcan build a soldier's expertise only when he is working toward, or is being directedtoward, standards of performance that he can understand. The true professionaltrainer insures his soldiers can meet established standards of performance.

Good Training Builds From the Basics

.A well.trained unit is made up of individuals and subunits (teams, crews andsquads) fully drilled in the fundamentals. Consequently, regardless of the level oftraining being conducted, the trainer should never forget thdt accomplishment of hisunit's missions depends on how well his soldiers execute the fundamentals.

4

Preface

Flo Id Mdiuldl

N. 21

FM 21-6'

HEADQUARTERSDEPARTMENT OF THE ARMY

Washington, D.0 , 3 Novernbor 1975

HOW TO PREPARE AND CONDUCT MILITARY TRAINING

Table of Contents

PAGE

Ii

Ch:Iptcr I. Purpose and Scope

1. Performance-Oriented Training 4

3. How to Prepare and ConductIndirhlual Training 8

4. Introduction to Collective Training

5. Equipment-Oriented Collective Training

6. Tactical (ollectire Training 51

Appendix A Training Publications 77

B Practical Exercises in WritingTraining Objectives 86

C Training Techniques, Aids, and Devices 98

I) Evaluating ( Inspecting) Training 117

Ii Tactical Exercises 115

F Training Trainers to Train

3(G Saple Lesson Plans 1 6))m

11 Index and Glossary of Training Terms

FA4 21 6 2() .1d/it/dry 166/ aml IC 21 ti /. A696,4 19/4

1

CHAPTER 1

Purpose and Scope

This manual explains how to prepare and conduct training. Itapplies to any unit regardless of strength, mission, organizationor equipment. Before proceeding, it is important to understandthe relationship between the trainer (for whom this manual hasbeer written) and the training manager.

TRAINING MANAGERS are responsible for theplanning, organization, conduct, P.nd evaluation oftraining. Tmining managers include thr commanderswho devulc,:) a training program or who providetraining guidance to other commanders. Underpresent Army policies (AR 350-1), battalion com-manders dnd separate company commanders are theprincipal training managers. However, companycommanders and the operations/training officers ofcommands developing training programs are alsotraining managers. The manager's purpose is toemploy limited resources (human, physical, financial,and time) in a manner that permits efficient andeffective development of individuals and units so theycan successfully accomplish their peacetime andwartime missions. Training Circular 21-5-1, "TrainingManagement: An Overview," (April 1973), and TC21-5-2, "Performance-Oriented Training," (June1974), have been written for those who managetraining. Eventually, the doctrine expressed in theseTCs will become part of the new FM 21-5, "TheManagement of Military Training."

TRAINERS are those whose duties include therequirement to prepare, conduct, and evaluatetraining (e.g., an infantry platoon sergeant whoprepares, conducts, and evaluates mortar training forhis fellow NCOs in the company).

Although the process that both the trainer and thetraining manager use to meet their responsibilitiesappear quite similar, it differs significantly inpractice. Whereas the training manager establishes orselects the training objectives which are critical to theaccomplis ment of his mission, the trainer isresponsible for accomplishing one or more of theseobjectives. Therefore, the trainer's scope is narrower,more concentrated, and more exacting.

2

Tiaining is hard work. The trainer cannot affordsubstitutes or r,hort cuts during preparation. As youread, study, and apply the principles and techniquescontained in this manual to specific trainingsituations I your unit, look for the answers to threequestions:

1. WHERE AM I GOINGwhat must my soldiersdo as a result of their training? (The desired results

of training.)

2. WHERE AM I NOWwhat can my soldiers donow compared to what I want them to be able todo as a result of training? (Current level of trainingversus desired level of training.)

3. HOW CAN I BEST GET FROM WHERE I AMTO WHERE I SHOULD BEMat techniques,training methods and organization offer the mosteffective and efficient use of available resources?(How to conduct training.)

Chapter 2 discusses the purpose of training.Training should prepare personnel for job perfor-mance. 1his purpose must guide the trainer as heprepares and evaluates training. Yet, perhaps becauseit is so obvious, this idea of "training = preparationfor performa,Ice" is often forgotten, ignored, or lost.Such an approach requires the trainer to think interms of "what must my soldiers do as a result oftraining?" It also facditateseven forcesclear andprecise thinking about training as preparation for jobperformance.

Chapter 3 describes a 3-step, backward planningprocess to prepare, oonduct, and evaluate training ofindividuals to perform their duty assignment. Theprocess begins by describing the desired results oftraining and continues with the preparation andconduct of training. since a trainer's job does not endwith the completion of training, chapter 3 alsodescribes the post-training evaluation necessary toimpr we the preparation and conduct of futuretra

7

CHAPTER 1---

Chapter 4 is an introduction to collective namingwhich prepares soldiers to perform those team or unittasks essential to the accomplishment of a unit's TOEor operational missions. Whereas chapters 2 and 3discuss training fundamentals that apply to individualtraining, chapter 4 explains the fundamentals for twotypes of collective training: equipment-orientedcollective training and tactical collective training.

Chapter 5 offers examples which show companylevel trainers how the fundamentals of collectivetraining (chapter 4) are used to prepare and conductequipment-oriented collective training (e.g., trainingfor 13i1k crews, artillery gun sections and batteries,engineer bridge companies, mortar pla:oons, etc.).Although the examples in chapter 5 pertain toinfantry and armor equipment-oriented collectivetraining, the process for preparing and conducting thetraining applies equally well to any combat, combatsupport, or combat service support teim or unitwhich conducts equipment.oriented collective train-ing.

Chapter 6 deals with the second type of collectivetrainingtactical collec'ive training. Unlike theequipment-oriented training discussed in chapter 5,tactical collective training does not focus on a pieceof equipment, but rather on trainino tactical teamsand units whose missions require them to seize terrainand kill or capture enemy soldiers.

To further assist the trainer, the six appendixesinclude information which amplifies and enhances thetraining process. The appendixes are:

Training Publications Appendix A

Practical Exercises in WritingTraining Objectives Appendix B

Training Techniques, Aids and Devices Appendix C

Evaluating (Inspecting) Training

Tactical Exercises

Training Trainers To Train

Sample Lesson Plans

Index and Glossary ofTraining T9rms

. Appendix 0

Appendix E

Appendix F

Appendix G

Appendix H

Next: performance oriented training

CHAPTER 2

Performance-OrientedTraining

This chapter explains what performance-oriented training is,shows why it is such an effective approach to training, andemphasizes establishing a properly prepared training objective asthe key to the approach. This approach must be understoodbefore it can be surcess'-ully applied.

4

---

THE PURPOSE OF TRAINING

purpose of training is to prepare soldiers,teams, and units for job performance. This purposeshould guide the traer as he prepares, conducts, andevaluates training. Yet, perhaps because this purposeis so obvious, it is frequently forgotten, and "eyewash" takes over. Our lecture techniques, lessonplans, and skitsimportant as they rnay he aresecondary to what the soldier it to do during and atthe end of training. How, then, are you to avoidgetting bogged down in the "eye wash" and insteadfix your sight on the objectives of your training?

The crucial, first step is to con dnually rememberthe purpose of training: Preparation for perfor-mance. question, "Does this training reallyprepare the soldiers to do their jobs?" should becomeyour guide as you prepare training.

The performance-oriented approach to training, asoutlined throughout this chapter, facilitatesevenfoi-cesclear and precise thinking about training aspreparation for job performance. This clarity andprecision results from the structure and content oftraining objectives.

THE OBJECTIVE IS THE KEY

It is but a slight exaggeration to state that theperformance-oriented approach begins and ends withthe training objective. For a given skill, a properlystructured and complete training objective is both thetraining and the test. Such an objective can alsocontribute to the evaluation of the training neededand the training conducted for that skill. Thisperformance approach can be roughly described in anequation:

Training Objective = Training = Test = Evaluation

8

Keep this equation in mind as ,2.1 continue to readchaptei 2: its meaning will become clearer in thefollowing paragraphs.

A properly constructed training objective consistsof three elements: (1) Task to be performed,(2) Conditions of performance, (3) A trainingstandard of acceptable performance.

Stated differently, a complete training objectiveanswers three questions:

1. What skill do sou want the soldiers beingtrained to acquire (TASK to he performed)?

2. Under what CONDITIONS do you wishthese soldiers to demonstrate the skill to beacqui red?

3. How well do you expect these soldiers toperform (TRAINING STANDARDS)?

.111MIIIMMI

For example, cl commander is concerned with theability o h loncommissioned officers (NC0s) tonavigate cross-country using a map and compass. Ithas long been common practice to write an objectivesuch as the following:

To insure that the NCOs arc pro-ficient in the use of map and compassfor cross-country navigation.

By contrast, a performance-oriented trainingobjective would read as follows:

TASK: Each NCO must be able to navigatecross country,

CONDITION: on foot, in daylight for 5,000meters over hilly, wooded terrain, givena lensetic compass and 1:50,000 mapwhich shows both the start point andthe objective,

TRAINING STANDARD: to arrive within 250meters of the objective in 3 hours orless (4 hours or less in extremelyadverse weather) from the time themap and compass are provided at thestart point.'

CHAPTER 2

As stated earlier, a training objective can servetriple duty--for the conduct, testing, and evaluationof training. The map and compass example illustr atesthis point.

How should the map and compass training of theNCOs be conducted? For the most part, it should bein the form of practical exercises which progress indifficulty to the level of the conditions and trainingstandards set forth in the ob-ttive.

How should these NCOs be t&ft.e? They should berequired to navigate a mai., and compass course underthe conditions and to the standards set forth in theobjective.

How should the training needed be determinedand the training conducted be evaluated? Apretraining test is one method of determining theamount of training needed. Using the map andcompass training objective as a test will indic te thosesoldiers who already possess the desired level ofproficiency. These soldiers can then assist in theconduct of the map and compass training or can beshifted to some other training or activity. The resultsof the pretraining test (using the training objective)will also provide a basis for establishing the level ofcomplexity at which the map and compass trainingcan profitably be taught. It will also assist you indetermining the amount of time which will probablybe needed to bring the NCOs up to the desired levelof proficiency.

Finally, with the training structured in the form ofpractical exercises building up to full performance ofthe training objective, a continuous evaluation of theconduct of training is possible. lf, at the end ofscheduled training, n significant number of the NCOsdo not meet the to...ning standards of the objective,the map and compass training can hardly be judgedsuccessful. The trainer must then examine thecorrectness of the training objective, or determinehow the training must continue to insure mastery. Heshould also determine what adjustments or modifica.tions must be made to the training objective.

'Appendix li. Case I. uses thi; e -.Ample to describe TASK, CONDITIONS and TRAINING STANDARDS. For a complete discussion

on t hi; training objective, turn to page M.

9

--CHAPTER 2

LEARNING AND MOTIVATIDN

TraiMng should increase a soldier's knowledge aridskill. If the training is to meet that purpose, certainconditions must be present. The soldier must:

1. Realize he needs training.

2. Understand what he is expected to learn.

3. Have an opportunity to practice what he haslearned.

4. Get reinforcement that he is learning.

5. Progress through training presented in a logicalsequence.

6. Be willing to learn.

If the first five conditions are present, anenvironment conducive to learning by motivatedsoldiers is created. The characteristics and advantagesof performance-oriented training help to establishthose conditions.

CHARACTERISTICS DFPERFORMANCE-ORIENTED TRAINING

Precise

Training Objectives

6

Performance-oriented training is characterized bytraining objectives which state precisely what thesoldier must be able to do upon completion oftraining. A properly structured training objectivecontains three elements:1. TASK to be accomplished.

2. CONDITIONS under which the task is tobe accomplished.

3. TRAINING STANDARDS of acceptableperformance.

With the precise expression of task, conditions, andstandards, the soldier understands that if he canalready perform the task to acceptable standards,fine; if not, he knows what he must learn to achievethe standard. Thug 'r. first two conditions oflearning are esta:'H 1 ti-ough the use of trainingobjectives. In alc on, !.-e training maaager andtrainer readil, jnderstand le purpose of training bythe explic n Jre of trai ng objectives.

Job/Duty RedTraining Objec !-

Since trail . preparation for job/duty perfor-mance, the training objectives must relate to thejob/duty requirements of the soldiers being trained.For example, the objectives for first aid training ofinfantrymen km:mid not be identical with the

1 0

objectives established for medical personnel. Trainingobjectives for medical personnel would probablyrequire more difficult conditions and more sophisti-cated training stand, rds.

Personnel Undergoing Trainingare Active in a Job/Duty Environment

In performance-oriented tra:,ling, lectures andconferences are held to a minimum. The great bulk oftraining time is devoted to what could be referred toas controlled practice of a task. Such practice isdesigned to insure that soldiers being trained becomecapable of performing the tasks required by theirjobs. Because the bulk of training time is devoted tosoldier practice, the third condition of learning isbetter met. Further, because the training objectivesrelate to specific job of a soldier he will be better ableto understand that he needs training.

Evaluation of Trainingis a Continuous Process

As a result of emphasis on "learning by doing" thetrainer receives continuous feedback on the progressof those being trained and consequently on theefficiency of the trairing. This reduces the need towait for the end of training test results. The very endof a training session is a poor time to discover thatlittle or no learning has taken place. Just asimportant, by virtue of the active role, soldiers bein5trained receive a steady flow of indicator: on howwell they are progressing. Just like yc., nt ad notwriit until training is over to discovar huw well theycan do something. Because each objective has atraining standard, the soldier can receive immediatefeedback and reinforcement that he has accomplishedhis objective, thus satisfying the fourth objective forlearning and motivation. If the ultimate trainingobjective is reached by a progression from simple todifficult tasks, the fifth condition is met.

ADVANTAGES OFPERFORMANCE-DRIENTED TRAINING

Training Objectivesare Clear and Explicit

By having precise training objectives, the trainersand the soldiers being trained share an understand-able, common focus for their efforts. This reduces toa minimum the varied, occasionally conflictinginterpretations which arise when terms such as"proficiency," "familiarity," and "working know-

ledge" are i.rsed to desclibe the desired results oftrami ng.

Training Resourcesare Employed Efficiently

Because training objectives are written in precise,measurable terms, the trainers and those they trainunderstand exactly what their training is designed todo. Thus, training resources (human, physical, andtime) necessary to accomplish each traininj objectivecan be more accurately estimated and planned for.This factJr becomes inci ,asingly important as youprepare training, request training aids ard devices,write lesson outlines and conduct rehearsals.

Training is SoldieAriented.Rather thanTrainer-Oriented

In performance-oriented training, soldiers performjob/duty related tasks under the conditions specifieduntil they demonstrate the level of proficiencyestablished by the training standards. Those personnelwho quickly master a particular training objective canbe shifted to help slower learners (a form of peerinstruction) or continue their own skill developmentin other areas. The training focus is toward soldierperformance rather than a trainer's ability to presentinstruction.

DIFFERENCES BETWEENPERFORMANCE-ORIENTED AND

CONVENTIONAL TRAINING

Conventional training relies on the lecture as itschief method of instruction. Performance traininguses short demonstrations and "learning by doing" asits main means of instruction.

Conventional training places the instructor in thecentral active role. Performance training makes thesoldier active and centers training around himgivinghim the time and support he needs to learn.

Conventional training selects content in relation towhat the instructor can present or cover in a certainamount of thne. Performance training digests contentinto a set of high priority skills that are important forsoldiers to learn in the time allotted for training.

Conventional training uses "grades" to rate whatthe soldier has learned. Performance training setsstandards all soldiers must meet. When soldiers do notmeet the standards, they practice until they can.

CHAPTER 2

SUMMARY

The purpose of training is preparation forperformance. Thus, training must relate to eachsoldier's job. Performance-oriented training requiresprecise training objectives, permits efficient use ofresources, orients on the soldier, and creates anenvironment for faster learning. The key is adefinitive training objective that specifies the task tobe performed, the conditions under which it will beperfoimed, and the standards for acceptable perfor-mance. Remember, training objectives serve as thebasis for preparing, conducting, and evaluatingtraining.

TILIMIER©DOEffilling5 Q:CF83cirgrtr MIMED +1PNEEKTLV EKPLCMllgORMEgA MAGNIFICENT IPERFORMANCE III

Next: how to prepare and conduct training

1 1

CHAPTER 3

8

How to Prepare and ConductIndividual Training

This chapter discusses a 3-step, backward planning ptocess atrainer can use to insure he properly prepares and conductsindividual training in the most effective and efficient manner.This 3-step process is based on the performance-orientedtraining concepts discussed in chapter 2 and stresses the needfor soldiers to meet established training standards. Befoteproceeding with a detailed discussion of each step, a brief

AC H overview cf the entire process should be helpful.LEV&L

OVERVIEW OF THE THREE STEPBACKWARD PLANNING PROCESS

STEP 1:

Desaibe the Desired Results of Training

The trainer obtains the commander's guidancewhich describes precisely what the soldier must beable to do at the completion of tra,.r..j (thecommander's training objective). This Quidanceshould include the standards of performalce thesoldiers must meet. If the commander's gu!dance isincomplete, the trainer must develop this informatit.3himself.

STEP 2:

Prepare to Conduct Training

The trainer develops those intermediate trainingobjectives which his soldiers must perform if they areto accomplish the commander's training o'Djective.The..e intermediate objectives are then organized in alogical, progressive sequence. Finally, all administra-tive requirements (lesson plans, rehearsals, etc.) arecompleted.

STEP 3:

uonduct Training to Standards

The trainer supervises, continuously mcn;tors, adevaluates the conduct of training to insure kis.oldiers' performance meets the trainhig sl.andardsestablished by the commande,.

1 2

The overview should give you the big picture ofthe process. Now let's proceed with a detaileddiscussion of each step.

STEP 1: DESCRIBE THEDESIRED RESULTS OF TRAINING

Start With the

Guidance Received

What is the starting for preparing training?Normally, your job trairwr begins with thecommander's guidance, which is given to you in Oneof two ways:

1. You receive one (or more) specifictraining objective(s) and other guidance fromyour con mender to conduct formal training.

2. You receive a vaguely stated missiontypeorder to conduct formal training in a particularsubject.

Let's take the first situation, the case in whichyour commander ijives you sjwcific training guidance,

CHAPTER 3

Specific training guidance should consistof the following elements:

THE COMMANDER'S TRAINING OBJEC-TIVE(s).

To WHOM the training will be given.

The DATE(S) AND TIME the training is tobe conducted.

WHERE the training will take place.

The REASONS WHY THE COMMANDERDECIDED THAT TRAINING WASNEEDED.

In addition to this specific guidance, thecommander may offer other information pertainingto the training resources you may rwed, but which f !beyond you! atithotity to Obtain directly, Forexample, if troop support, If ifillenlj MINA, 14611 I If!'1,and/or special MilllpfTWIlt 111Mt LW 01001111,d by

coordinating with other 1.1111h, you! commandeishould make the necessiey Itfl til coonlination.

'the following is an example of complete andspeci I commander's guidance:

The Commander's Training GuidanceTRAINING OBJECTIVE:TASK: Each squad leader will request and ndlust 4,2 inch mortar fire,

CONDITIONS: as d ground observer, given n / .60,000 map, a Willem: cm-ipass,binoculars, a radio, and ii designated, observable point target (begets may vat yrange froni 1,000 to 4,000 MIltnr$), using the grid coordinates/direction methodnnd the bracketing method of adjustment,

WINING STANDARD: The Initial request for fire must be made within 3minutes after the target has been designated, Adjustments must be made within16 seconds after the round impacts, Observer must achieve ffect on targetwithin 4 adjustments after he obtains a positive range sensing, (Note. Nominally o4.2 inch mor tor round must land within 2f, meters of it beget to Achieve el letton forget.)

WIIO: Best estimate of number of soldiers to be trained 13 squad leaders.

1300.1700 hours, 26 September ( hmtu w.uiI 11,011 110w).

WIITHE: Training Area K.rge. I pop'

1 3

--CHAPTER 3

RE ASONS FOR I RAINING During the platoon test, most of the squadleaders were unable to correctly call for and adiust indirect fire. Those who wereable to correctly call for and adiust indirect fire were too slow,

Additional Resources Obtainedor Coordinated for by the Commander:

flilIpment Fifteen 1:50,000 maps of Training Area K!;))

dio,pwr,au I. Two 2-1/2 ton trucks I liom !;/1 ,,cctiorl

A..wsr,nol rainpv, SGT Baker, SGT Evans and SGT Holden from the forwardobserver section of the 4,2 inch mortar platoon. 4.2 out, platoon leader 11 I',with) will be the safety officer.

Imftin.fInti% Pick up maps from battalion S2; wordimite with LTSmith, 4,2 inch mortar itlatoon leader, for tnortar support requirements; tell thebattalion S4 when and where you want the transportation; check with rangecontrol prior to Looducting lIvft iri, ol 4.2 ,lich mortars; have the companytraining NCO stuff board from Ole training ids center; and see thecompany commo rv:() r radio requirements,

,V,V, NO ill 411 %PI NW I ()1111111111111.1

liy1111111q wthil Ito Want', Ili lie

!honing hilir lid% minimum(who, when, where) and to,ide dieI )101111101111f1 hit 01041111111g

111%11111 Ilf11111%1111111111, 1.1111/111111.111 .if III hp1)11,1Iiiii /111111111.1111.1110 Whit I, ,It I uitiiiIIy vow.11111iiiiity duo, ily

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illo ip,itiiiiIti rihiy lJiv will lilt1,11.1t, I/1 V.IIII/1. 111/11141111 it Willi Ii..,1)41( f()him 01/11,1 UW1111111111 Ifloi/i11,81 111101111A11141 tyV110, whI1191), I HI 1.,.111101t, yi)11 ttioytrivivvy1111.11111.111.1.

I want wilt frit InItIou tioutIltw bit(II oflppd 1101,01

I/it I LI.,1 :I firstlitIml 1111 thy dIfottumn vI." ',op(itmliot I I.( 'no litlw.1o0111111) V,II 11,1011

11,01ve voyitf, tom Iii I i, 1 ( 11'10.10iii

Ail 011,, you Sh011id analy/a this guidance and111011 atk 4i,iiiti which willhetiv Iii,tli t,f will ii lot lit tit, wlial hidi ,.s,iII isuI thet

1 0

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soldiers to be able to do at dm completion oftraining 1111",1. 1111IM11% '111011Iii 1111:111111! liii 1(/111/VV11111

1. WHAT SPECIFIC TRAINING OBJECTIVE1/0 YOU WANT ACCOMPLISHEIthommil Illoochve IiiiiIi iiiII hn taiA thatIhtt ttlhholl Itim1 hit &It totmulthinis linoltim which Out %Odium minI1111111/111 hut IWO!, 111111 116 ftammu slatidaldMich lunIfn Ihn pm !dummy ihnititi%t attain.

7. TO WHOM WII I. THE TRAINING IliIHVIN? (wo., 13 soilaillibillost.)

3. WHIN WILL THE TRAINING TAKEPI ACE'? Itt u., I 311(1 1 /00 hoots, 7!i Soolionlou,

wunkl !mom iliw )

4. WHERE WII.1 TH1 TRAINING TAKIPI ACE'? lo qj , Ild11111111 AmHl K

IL WHY IMF COMMANDER DI C1111 D 10COW/ I/C I THE TRAINING? Whal wetto hotummo 110 hi% litititlull7

If after asking the commander these questions,you still lain< complete and specific guidance (or youwish to conduct informal refresher training for yoursoldiers), you must develop the specific trainingobjectives and other information yourself. If you findyourself in this situation, don't panic! There are anumber of publications which provide or describehow to develop performance-oriented training objec-tives. Among these publications are TC 21-5-1,Training Management: An Overview, April 1973; TC21-5-2, Performance-Oriented Training, June 1974;and when completed, FM 21-5, The Management ofMilitary Training, Several publications now underdcvelopment will contain the complete objectives,Among these are Soldier's Manuals, a series ofMOS related pamphlets designed to provide eachsoldier with the specific performance; required by hisMOS skill level. Also the Training Extension CourseI rrci, a wries of multi-media self-paced instructionalmaterials, is designed to teach a soldier specific tasks

STEP 2: PREPARE TOCONDUCT TRAINING

Ibis step discusses indetail what der trainermust do arid consider as

piepares In conducttraining. liii follnwingoutline is purvidedan overview of whatwill be coveied in this

CHAPTER 3

of his MOS, Iii addition, appendix B of this manual,together with the concepts presented in Step 2 of thischapter, will assist you in learning how to developtraining objectives from scratch.

Remember, if you must develop training objec-tives, first determine precisely wh3t the soldier mustbe able to do at the completion of training beforeyou continue your preparation. Then show yourcommander what you plan to do. Your commanderwill then be able to evaluate each training objectiveand make any changes he feels is necessary. Further,he will acquire a better idea of what resources youwill need.

Once the commander has approved the trainingobjective and its performance standards, you cancontinue with the backward planning process,confident you understand precisely what yourcommander expects the soldiers to be able to do atcompletion of trHning.

PREPARE TO CONDUCT TRAINING

Establish Intermediate Training Objectives by:

Developing tasks required to accomplish thecommander's training objective.

Establishing the conditions under which eachtask must be accomplished.

Establishing a training standard of performancefor each task.

Onterimnn nd Omani/n training liequirml by:

Determining which intermediate training objec-

tives the soldiers cannot successfully performwithout further training.

Organizing the intermediate training objectivesinto a progressive sequence (simple to complex)consistent with the available resources.

Estimating the training resources, trainertechniques, aids and devices needed to ac .complish each objective.

Completing administrative requirements (e.g.,obtaining equipment, writing the lesson plan,rehearsing training, etc.).

Establish qui littoriturdiatitTrainino Objactives (ITO)

What tc a,, Intormmliatn I raining Ohloctivn? I ikethe commandin's training nIgectivii, all intermediatetraining objective contains three elements:

1. A task statement describing the action tobe performed.

2. A conditions statement describing underwhat conditions the task will be performed.

3. A training standards statement describinghow well the task must be performed underths given conditions,

Ihe intermediate training objective is determinedand used by you, the trainer, to prepare and comluctthe training which enables your soldiers to performthe commander's objective. In 15";0111;1!,objectives become your means to insure a soldier iscapable of meetiy, inaabliOwd ,,tandardr, nt pe, l(nmance.

III Why Must Yon Es tah/ish I,, turtliciliato TrathirngObjnctivn0 Although you have a training objectivedescribing what the commander expects the soldier tobe able to do at the completion ol training, you hoveroil yinl ill!Iffrffill11111 how yon are going to train the'aildiers to accomplish the objective. Nor have you

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1 5

--CHAPTER 3

1 2

d termined what the soldiers must do, step by step,L., reach that objective. Intermediate objectives areoften needed to answer the how and the what oftraining.

Ile How to Establish Intermediate Objectives. Theneed for intermediate objectives will depend on thecomplexity of the commander's objective. If hisobjective is simple, then how you train the soldiers isrelatively easy to determine. But, if the commander'sobjective is complex, then what the soldiers must do,and how you will train them to do it, becomes farmore dif ficult.

The need to develop intermediate objectivesbecomes obvious as you examine the commander'sobjective and ask yourself thr following question:"What must the soldiers do to successfully perform

e commander's objective?" By answering this.luestion you can "talk" your;elf through how toperform the objective, to include identifying the ta-,ksnecessary to accomplish the comr.ianuer's objective.The number and complexity of these tasks will giveyou a sound basis for determining if intermediateobjectives are required. Remember, you are notconcerned, for the moment, v ; . how to teach thesubject matter inherent in this )bjectivc you are onlydetermining all the separate tasks a told i must do toperform the commander's objective.

If you know how to perform the objecme or ifthe objective is very simple, then talking yourselfthrough it should not be too difficult. But, if there isany doubt how to perform the commander'sobjective, then you need to obtain the trainingliterature appropriate to the objective. Admittedly,obtaining this literature is sometimes a problem. Themanuals, circulars, and pamphlets available are sonumerous that it is often difficult to find exactlywhat you need. Appendix A of this manual can helpyou find the appropriate training literature. Fromyour knowledge, experience, and the appropriatereferences, you can determine the tasks required toaccomplish the commander's objective, and therebydetermine if intermediate objectives aro required.

To illustrate the above, consider this commander'ssimple training objective:

[TASK.' Each soldier will don his protective mask,

CONDITIONS.' given the alarm, "Gas."

TRAINING STANDARD: Earl soldier must ob-tain a proper fit within 9 seconds after the alarmhas been given.

1 6

Your own experience will quickly confirm thatthis objective is relatively simple and does not requireestablishing any intermediate objectives.

Unfortunately, most commander's objectives are agreat deal more complex. Recall the commander'straining objective discussed in Step 1. That objectivewas stated:

TASK: Each -quad leader will request and adjust4.2 inch mortar fire,

CONDITIONS: as a ground observer, given a1:50,000 map, a lensatir compass, binoculars, aradio, and a designated, observable point target(targets may vary in range from 1,000 to 4,000meters), using the grid coordinates/directionmethod and the bracketing method oi adjustment.

TRAINING STANDARD: The initial request forfire must be made within 3 minutes after the targethas Irvin designated. Adjustments must be madewithin 15 seconds after the round impacts.Observer must achieve effect on target within 4adjustments after he obtains a positive rangesensing. (Note: Normally a 4.2 inch mortar roundmust land within 25 meters of a target to achieveeffi :t on tarja.)

Based on your own experience, expertise, or studyof FM 23-91, "Mortar Gunnery," (December 1971)(specifically, chapter 3, p. 3-2, chapter 5, pp. 5.1through (7-4, and chapter 6, pp 6-1 through 6-11),you will Jiscover that to accomplish this objective, asoldier must be able to apply skills and knowledgefrom several subject areas. These subject areasinclude: Map reading, land navigation, communica-tions and indirect fire procedures. In other words, torequest and adjust 4.2 inch mortar fire properly, asoldier must be able to perform several tasks. Youwould, therefore, need to establish intermediatetraining objectives for this commander's objective.

Develop the List of Tasks Requiredto Accomplish the Commander's Objectives

When your analysis of the commander's objectivesindicates that intermediate objectives are needed, youmust first identify the specific tasks required toaccomplish the commander's objective, As previouslymentioned, you can do this by using your ownexperience, expertise and/or by consulting theappropriar, references. TC 21-5.4, Catalog of TECLessons, is d good start point. Then as an example,for the request and adjustment of mortar fire

objective, you could study FM 23-91. Based on yourstudy of this reference, you should identify thefollowing tasks:

TASK 1: Each squad leader will determine themagnetic azimuth (direction) from hislocation (observer) to a target.*

TASK 2: Each squad leader will estimate a target'sgrid coordinate loi,.tion.*

TASK 3: Each squad P r will rnke an initialfire requ ,. t r(jr fire)-- --

TASK 4. Each squat, irluer will aLlc 4.''. inchmortar firi

'Far the purpose of this example, the target'slocation wigs deterrnimd by enlploying gridcoordinates/direction niethod and omitted theshift from II known point and polar coordinatesmethods. This is in keeping with the conditions ofthe commander's training objective.

In developing your task list, yol inust identifyonly those tasks essential to the soldier's accomplish-ment of the commander's training objective. Expertise in judging how detailed you should make the tasklist will improve with experience. Toe task list alsorelies on how well you know the subject, i.e., itshould neither break down tasks excessively norretain tasks which are too complex.

Establish the ConditionsUnder Which Each Task Must be Performed

The conditions element of a training objective isnecessary to communicate clearly how soldiers mustperform a task while on the job. Conditions specifythe personnel, equipment, and procedures used, andthe environment in which soldiers must work whileperforming a specific task. To better understand this,consider the following task: Each soldier will splint abroken leg. There are many different types of splintswhich could be used (e.g., plastiG, inflatable, ortraction splints). However, on the battlefield (oranywhere other than a medical facility), access to anyof these splints is ur Ilkely. In most cases the soldierwould have to we fcld expedients (e.g., sticks, rifles,belts, and rifle slings). Therefore, the conditions forour task (splint a broken leg) should not only specifyusing field expedients, but should ako specify whichexpOient splints are to be used, The conditions inyour objective, then, should be as close as possible tothose the soldiers undergoing the training are likely tofind when required to perform the task on the job.

17

CHAPTER 3

As a trainer, the conditions you develop should beconsistent with those specified in the commander'sobjective. For example, the first task you developedfor locating a target by the grid coordinates/directionmethod was: Each squad leader will determine themagnetic azimuth (direction) from his location to atarget. The commander specified in his conditionstatement that each individual be provided a lensaticcompass; therefore, this equipment should beprovided to each squad leader when he performs yourfirst intermediate objective. Finally, the commander'sconditions specify that observable, point targets,varying in range from 1,000 to 4,000 meters, will bedesignated. This should also become part of yourconditions for the first task (i.e., the squad leadershould be required to determine the magneticazimuth to a target located 1,000 to 4,000 metersfrom his position).

Establish a Training Standardfor Each Task

The last element of the training objective whichyou must develop is the training standard. These areneeded to insure that the soldiers undergoing trainingwill be able to perform the commander's objectives(i.e., the suldiers must be able to meet or exceed thrtraining standard established by the commander in hobjective if training is to be termed successful).

Training standards are normally expressed in termsof measurement (e.g., time, distance, accuracy) or interms of specific procedures which must be followed.The following examples illustrate these types oftraining standards:

MEASUREMENT

Mortar rounds must impact within 25 meters ofthe target.

The riflemen must hit 47 targets with 50rounds fired within 15 minutes.

PROCEDURES

The gunner must prepare the M72A2 LAW forfiring following the sequence specified inASubjScd 23-74, "66mm HEAT Rocket,M72A2," appendix B, pp. 1819, (September1973). The sequence must be followed withouterror or omission.

13

CHAPTER 3

INTERMEDIATE TRAINING OBJECTIVE 4

TASK: Each squad leader will adjust 4.2 inchmortar fire,

CONDITIONS: as a ground observer, given aradio, binoculars, a designated target (target mayvary from 1,000 to 4,000 meters),

and a spottingof a round which has just landed which requiresadjustment,

employing the bracketing method ofadjustment.

TRAINING STANDARD: Subsequent correctionmast be mode within 15 seconds after the initialround lands (spotting). Observer mast place effecton target (e.g., round must land within 26 metersof target) in not more than 4 adjustments afterobserver has olytairced a positive range sensing.

FROM THECOMMANDER'S

OBJECTIVE

FROM YOUREXPERIENCE OR

FROM THE MANUAL

FROM THECOMMANDER'S

OBJECTIVE

Determine and OrganizeTraining Required

With the commander's training objective in hand,and the appropriate intermediate objectives estab-lished, your job is to translate them into orderly,progressive training. This is accomplished by (1)determining how much training is required, and (2)organizing the training required. This will enable thesoldiers undergoing ti aining to progress from easier tomore difficult tasks in a manner which uses theavailable resources efficiently.

1 6

DETERMINE HOW MUCH TRAINING IS REQUIRED

The intermediate objectives you have establishedspecify what the soldiers must he able to do tosuccessfully perform the commander's objective. Nowyou should determine how well the soldiers canperform the intermediate objectives prior to be-ginning training. This determination will allow you to(1) select for training only those objectives which thesoldiers cannot perform without further training, and(2) make a determination of how mncli training willlxi required to insure the soldiers can meet thestandards of your intermediate training objectives(e.g., the soldiers may require only ii brief"refresher/brush-up" or they may require extensivepractice to Ixtcome proficient), To determine how

1:1(11111.; I.

well the soldiers can perform each intermediatetraining objective (i.e., their current proficiency) youcan obtain and evaluate past performance results oryou can conduct diagnostic testing. Let's examine thefirst method, obtaining and evaluating past perfor-manc.e results.

You can obtain information about the pastperformance of the soldiers to be trained byexamining the following sources of information:

The commander's evaluation of the currentlevel of proficiency of the soldiers to be trainedwith respect to his training objoctivo (i.e., thecommander's reasons for assigning you thetraining objective).

Discussions With unit leaders and other trainers.

Provious, rolatod training.

eIndividual test results: Military OccupationalSpecialty (MOS) or Skill Qualification Test(SOT), Expert Infantry Badge (EIB), ExportMedical Badge (EMB), and Military Stakes.

Unit test results: Army Training and Evalua-tion Program (ARTEP)" or Army TrainingTests (ATT), Operational Readiness Training

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18

Tests (ORTT), crew tests (mortar crew, TOWcrew, etc.).

Personnel records.

"' Weapons qualification records.

Unit Training Records and Training AfterAction Reports.

By consulting one or more of these souices ofinformation, you may be able to decide whether you:soldiers can already perform one or more of theintermediate traimng ohjectives or whether they needadditional training.

When the information obtained from these sourcesapimars uilretiabte (i.e., it is outdated, incomplete orinap)ropriate for corlsideration), you may use asecond approach -diagnostic testing. A diagnostic testis designed to determine how well soldiers canperform a specified objective (task, conditions, andtraining standard) prior to the start of training. (TEClessons, for example, contain a pretest whichindicates a soldier's proficiwicy in each task.) Thiswill assist a trainer in determining how much, if any,training is required to insure that soldiers can performan intermediate objective and meet its trainingstandard.

Intermediate training objectives may be used as adiagnostic test by randomly selecting a few of thesoldiers you me to train zind having them jou himieach inteimediate tiaining objective. The results willgive you a wod indication whethei Ow soldiers canIneet the established training standard or how closethey am to meeting the tiaining standard of eachobjective. Random selection means that you don'trequire all the soldiers to perform each Objective;only few of the soldiers are picked, in a minim!'similar to drawing names out of a hat. This will insurea valid crir,s section of the soldiers to be trained areeviduatod rather than evaluating only the mmtproficient or least proficient. (Appwidix B, Case 2,discusses diagnostic testing and random selection ofsoldiers in gieat (l etail.)

If most of the soldiers randomly selected cansuccessfully perform WI intermediate training objecfive, no further (or vety little) formal training isrequired for the objective.

Conversely, if most of tlw soldiers fail to meet thetraining standard establiThed for a particular objec.five, you will have determined a gap between currentproficWncy and desired proficiency. -111kteprwanits the Dinning requited,

o illustrate how to apply these two metiiods past perfornonce results and diagnostic tost

1 9

CHAPTER 3-----

ing the following exmnples use two intermediatetraining objectives developed for indirect filetraining:

EXAMPLE 1: Obtaining and Evaluating PastPerformance Results

ITO 1

TASK: Each squad leader will determine themagnetic azimuth (direction) from his location to atarget,

CONOITIONS: as a ground observer, given adesignated, observable point target (range may varyfrom 1,000 to 4,000 meters), and a lensaticcompass.

TRAINING STANOARO: The correct magneticazimuth (+ 3 deglues) must be reported within 30seconds after the target has been designated.

Past Performance Results: Company training records indicate that land navigation training wasconducted three weeks ago. One objective requiredall squad leaden to determine the magneticazimuth from their location to a television towerand report the azimuth within +3 degrees of thecorrect azimuth. All squad leaders met this trainingstandard.

Conclusion: The land navigation training was veryrecently conducted with similar objectives. Becausethe squad leaders met the established trainingstandard, no further training for ITO 1 is requiredat this time. (However, this does not preclude arefresher course if time permits.)

17

CHAPTER 3

18

EXAMPLE 2: C. ing Diagnostic Testing(Pretraining Test)

ITO 3

TASK: Each squad leader will make an initial firerequest (call for fire),

CO NOI ONS: as a ground observer, given a1:50,000 map, lensatic compass, radio, and adesignated, observable point target (target mayvary in range from 1,000 to 4,000 meters),employing the grid coordinates/direction method.

TRAlIVING STAIVOARO:

1. Request for fire must be made within 3minutes after the target has been designated.

2. Request must include all six elements of thefire request.

3. Radio procedures must adhere to theprocedures specified in FM 23-91, "MortarGunnery," (Oecember 1971), pp. 5-1 through5-4 ("The Call for Fire").

4. Target location must be reported to thefollowing accuracy: Actual 8-digit location ofpoint target, +15 percent of the grounddistance from the observer to the target.

5. Observed target's magnetic azimuth (direc-tion) must be reported within +3 degrees of theactual magnetic azimuth.

Procedures: You randomly select four of the 13squad leaders who are scheduled to receive therequest and adjustment of mortar fire training andrequire them to perform the above objective.

Results: Only one of the four squad leaders couldmeet the established training standards for theobjective. The other three NCOs demonstratedwry low proficiency.

Conclusion: The training standard was deemed tobe realistic (neither too relaxed nor too stringent);theref ore, further training for thk objective isrequired.

Hi; (IR t

2 0

By using past performance results or diagnostictesting, you could similarly determine if the squadleaders required further training for intermediatetraining objectives two and four. Once thisdetermination was made, you would next organizethe training required.

ORGANIZE TRAINING REQUIRED

A trainer organizes training by:

1111 Determining the order in which the objectives aretaught.

Estimating the resources required and selecting thetraining techniques appropriate to the training foreach objective.

Completing administrative requirements (obtainingequipment, preparing lesson plan, rehearsing training,etc.).

Let's examine how you can accomplish each of theabove.

ElOetermine Order in Which

the Intermediate Objectives

are Taught

Once you have determined how much training isrequired, you are ready to arrange the intermediatetraining objectives into the order in which trainingwill be conducted (i.e., a sequence which will result inan orderly, progressive training session).

Two overriding considerations must be taken intoaccount as you determine how to organize training.The first consideration is expressed in the ques-tion: "Is one or more of the intermediate obiectivesa prerequisite to beginning training In the others?" Ifthe answer is yes, that objective must be taught first.For example, intermediate training objective 2 (locatethe target) must be completed before a squad leadercan perform intermediate training objective 3 (initialrequest for fire). This is because the location of thetarget is one of the six elements of a request for fire.Therefore, you should complete training in inter-mediate training objective 2 prior to beginningtraining in intermediate training objective 3.

Occasionally, your arrangement of intermediateobjectives will bdve no impact on the conduct oftraining. For example, if intermediate trainingobjective 1 (determine observer.target azimuth) hadrequired training, it would make little differencewhether training was conducted for objective 1before training Imgan for objective 2 (locate target).

The second consideration is based on resourcelimi tat ons: Do your resources dictate how you nuistorganize the intermediate training objectives? Forexample, both intermediate training objective 3 (therequest for fire) and intermediate training objective 4(the adjustment of fire) require the use of radios.Although the order of training for these intermediatetraining objectives is not critical, the number ofradios available may dictate that training becompleted for interme.e training objective 4before intermediate train.ng objective 3 for someindividuals. Men this situation occurs, you can oftendivide the soldiers undergoing training into smallergroups based on the available resources. Each groupwould receive training in a different objective. Whentraining for each objective is completed, the groupswould rotate stations. For example, one group canreceive training for intermediate training objective 2while a second group, under one of your assistanttrainers, can receive training for intermediate trainingobjective 4. (Note: ITO 2 is not a prerequisite toperforming ITO 4.) When training is completed, thegroups rotate stations. The number of maps andlensatic compasses required to conduct training usingthis approach will he onehalf of the amount requiredto train all the squad leaders to perform eachintermediate training objective at the same time.

You can see, then, that as you complete the mxtstep in organi/ing your training (estimating theresources required), you roust keep the matter ofavailable resources in mind because they may requireyou to modify the order in which the objective-, aretaught.

Before discussing the selection and allocation ofresources, you should understand the perfor-roanceonented approach to training lends itself to atraining session (i.e., a (:lass or block of instruction)consisting of three phases.

PHASE I: The trairwr states the purpose of thetraining and explains or demonstrates how theobjectives will bi! 1)erf ()dried. Essentially, the traineris transmitting information to the soldiers, Becausethk part of the training session is what the trainerdoes (not what the soldiers undergoing training roustdo), it should be as brief as possible. It should provideonly essential information, thereby conserving timewhich can he better devoted to insuring that soldiersare able to perform the objectives and moat tlwestablished standards.

PHASE II: The soldiers practice th( bjectivw, toacquire the degree of proficiency required by thetraining standard. 1)11ring this phase the soldier isig:quiring skills through per formance, Onco thw,e

21

CHAPTER 3-

skills are acquired, the soldiers may need to continuepracticing them in order to develop the necessarydegree of proficiency. The trainer must providesufficient time and other resources (training aids,devices, equipment, assistant trainers, etc,) to insurethe solthers attain an acceptable level of proficiencyprior to moving into Phase III.

PHASE I I I: The soldiers are tested by performing theobjective. The results show whether the sokliers canor cannot meet the established training standard.

Select Best Available Aids/Devices and Techniques for aTraining Session: Allocate the Time Required for Each

Phase of a Training Session

To select the best possible aids, devices, andtechniques for each phase of a training session, thctrainer must know what is available. Appendix C,"Training Techniques, Aids and Devices," has beenwritten for this purpose. This appendix indicateswhat techniques, aids, and devices are available andhow to obtain and use them.

From the training objectives, you know whatneeds to be practiced until the desired level ofproficiency is reached, and finally, tested. You needonly to select from the available techniques, aids, anddevices those which best serve to accomplish thistraining,

Allocating the time for each phase is not easilyexplained in specific terms. This is because of thefactors the trainer must consider while allocating thetime. Although these factors can be categodied andlisted, they remain variable, that is, they change withevery training situation, These factors are:

The current proficiency of the soldiers to betrained.

The complexity of the commander's trainingobjective or your intermediate training objec-tives.

The number of soldiers to be trained versus theaids, devices, and techniques available.

Additionally, you should koop in mind the humanelemont (motivation, intelligence, physical coordina .tion, morale, etc.) when you are allocating thedvailable training time,

19

---CHAPTER 3

The following chart (figure 4) portrays the threephases of a training session and their correspondingfactors for consideration in allocating and selectingthe resources required for training, Remember, thesefactors must be considered with respect to yourtraining session.

Allocating the Amount of Timeand Selecting the Resources Required for a Training Session

PHASES OF A PERFORMANCE-ORIENTED TRAINING SESSION FACTORS FOR CONSIDERATION

PHASE I.

The trainer states the trainingobjective and explains or demonstrates (if necessary) how theobjectives will be performed.

PHASE II.

The soldiers practice theobjectives to acquire the degree ofproficiency required by thetraining standards.

PHASE III.

The soldiers are tested byperforming the objective toestablished training standards.

The Objective Equals the Test.

1. Current proficiency of soldiersinfluences the time needed forexplanation and demonstration.

2. Number and complexity of objectivesinfluences the time neededfor explanation and demonstration.

3. Number of soldiers to be trained versus resources availablere-sources you are given or which you obtain include training aids,devices, equipment, facilities, number of assistant trainers.

1. Current proficiency of soldiers with respect to the objectivein-fluences the time he will need to learn the skill. Other factors,difficult to determine, which influence how quickly the soldierslearn are motivation, intelligence, physical coordination, morale, etc.

2. Number and complexity of objectivesinfluence the time necessaryto acquire proficiency. How quickly soldiers acquire proficiency alsodepends on their current proficiency.

3. Number of soldiers to be trained versus resources availablehowmany soldiers can practke simultaneously depends on the ratio ofavailable resources to the number of soldieis to be trained (e.g., oneaid or device per man to practice with versus one aid or device perten men). Resources include training aids, devices, facilities,equipment, and the number of assistant trainers.

1. Current proficiency of sokliers.

2. Complexity of objective.

3. Number of soldiers to be trained versus resources available.

NG (IRE 1

20

2 2

Estimate ResourcesRequired & SelectAppropriate Techniques

The resources in Phase I can be estimated andallocated relatively accurately because you arecontrolling most of the factors which influence thedecision. Specifically, your intermediate objectivesenable you to reduce a complex task to a logicalseries of smaller, simpler tasks. You are using the aidsand devices and facilities. By rehearsing, you candetermine the time you need to explain theobjectives. You can even allow time for students'questions. And with diagnostic testing, you also havedetermined the current level of proficiency of thesoldiers.

Determining the resources (to include time) inPhase II is the most difficult of the three phases. Thisis becavse the soldiers are performing (practicing).Becaus,.i you have little control over these factors, theamount of time the soldiers need to learn andpnctiue (Phase II) cannot be determined until after

hove determined the time for Phase III.

The resources required for Phase III are relativelyfixed because after sufficient practice, the soldiersshould be able to perform the objective to theestablished training standards. Because the objectivestates what the soldier will use in performing the task,and usually the amount of time he must do it in, youcan datermine the resources accurately.

Based on this discussion you now have a relativelyaccurate method for estimating the amount of timefor Phase I and III. To better estimate the amount oftime for Phase II, do the following:

Start with the total amount of time provided bythe commander for the training session. P..btract theestimated time required for your explanation (PhaseI) and the testing (Phase III). You must also considerthe administrative time required to conduct thetraining. Don't forget the time necessary to movetroops between stations, rest or break periods, timedelays peculiar to your training, and any otheradditional events that will keep your troops fromtraining. The amount of time remaining will be thetime available for Phase II (soldiers' practice).

CHAPTER 3

1. Reduce the time expended in Phase I.One way to save time is to use homeworkassignments. These assignments should providesoldiers with the purpose of training (i.e.,training objectives and reasons for the training),and explanation, if necessary, (i.e., proceduresthey are to follow during Phase II and III), andthe knowledge they will use during Phase II andIII (i.e., characteristics of a weaponmaximumeffective range, minimum range, types ofammunition, etc.). Cautionhomework assign-ments may work well for training leaders, butmay not be appropriate for troops.

2. Acquire more aids, devices or equipmentwhich will reduce the time for practice.

3. Return to your commander with yourestimate and request more time and/or othertraining resources.

The overriding consideration is the realization thatthe soldiers should not be tested on the commander'sobjective until they have been properly trained to doall the intermediate objectives inherent in thecommander's objective.

Once the resources have been estimated andallocated, you should take the following informationto the commander who assigned you the trainingobjective:

The intermediate training objectives youhave developed to accomplish the com-mander's training objectives.

The intermediate training objectives thatneed training and the justification fordeletion of specific intermediate trainingobjectives.

The estimated training resources youneed to accomplish the training, toinclude any shortages.

The order in which the training will beconducted.

The training methods and techniques youplan to use.

If this amount of time is, in your judgment, too Armed with this information, the commander candecide if your preparation has been adequate, if thereshort, then you must consider the following:

2 3

21

-CHAPTER 3

22

are problems he should solve, and if he cansignificantly improve the training by offering moreresources (provided they are within his capabilities asa training manager).

INComplete AdministrativeRequirements

Once your commander has approved yourarr.,-..h, you next develop a lesson plan.

The performa,ce-nii-ni,n training approach in-dicates that the m ihehil lesson plan shouldcontain the followiTio h.inents:

The commander's training objective (orfinal training objective)

The intermediate training objectives, ifany

When, where, to whom, and by whom thetraining is given

Time-phased sequence of how training isto be conducted

Safety restrictions and measures

Other administrative information re-quired by local SOPs

These elements should provide you, your com-mander, and other interested persons with the type ofinformation required to evaluate the training. Anexample of a lesson plan is at appendix G.

There are still two things which you must dobefore you actually conduct your trainingcheck theadministrative support requirements and conductyour rehearsal.

With respect to administrative support require-ments, a good rule of thumb is, "don't take anythingfor granted--check on everything." The number ofadministrative requirements varies with each trainingperiod. Most of the administrative support require-ments should already have been taken care of by thecommander, but don't feel restircted by his allocationof resources. If you need a chalkboard, then requestit or make one yourself. This is not the time to belimited in your thinking and preparation.

The following checklist may be helpful in insuringthat you do not overlook anything.

2 4

EJ Check ranges or training facilities (arranged bycommander)

EJ Obtain or make training aids

EJ Notify your assistant trainen

O Pass out word on uniform arid equipment

O Reproduce handouts, if appt opriate

EJ Coordinate for special items such as watertrailers, aid vehicles, etc. (arranged by com-mander)

EJ Coordinate troop support for demonstrationsor skits (arranged by commander)

When possible you should conduct a rehearsalprior to actually conducting your training. Arehearsal provides a final check of your trainingpreparati ons.

You nay have already done a lot of work toproperly plan and prepare your training, but thefollowing areas can turn into real problems if you failto rehearse:

All skits or demonstrations.

All practice periods which are controlled by yourassistant trainers. You cannot afford to give this itemjust a quick onceover a few minutes prior to the startof your training. Your assistant trainers have to be real"experts." If they are not, you must train them beforeyou begin training for the soldiers. Therefore, requireyour assistant trainers to rehearse. During rehearsalyou can make necessary adjustments and corrections.

eAll performance tests.

All films or other audiovisual aids that are

integrated into your training.

Just prior to the conduct of your training, butwith sufficient time to take corrective action,personally check:

EJ Arrangement of the classroom or training area.

EJ Arrival of special equipment such as lister bags,vehicles, etc.

0 Cold or hot weather restrictions specified inlocal training SOP.

Arrival of assistant trainers and support troopsif required.

EJ Working order of projection and sound system(if needed).

STEP 3: CDNDUCT TRAINING

TO STANDARDS

Step 3 consists of conducting, monitoring, and

evaluating the training to insure the soldiers can

perform the commander's objective.

The benefits of the hard work you have done in

Steps 1 and 2 can be realized if you remember to:

Be an

Effective Leader

If you want the soldiers to enthusiastically "get

with" their training, you must approach the conduct

of training in a professional manner. You expertise

in the subject, your bearing, appearance, manner, and

the desire to help soldiers learn are extremely

important to creating the kind of training environ

ment that will cause soldiers to want to learn.

Insure 'that Established

Staiubds Are Mei

Training is the key to professionalism. You and

your commander have taken great care to establish

realistic, attainable training standards that the soldiers

are expected to meet. You must be contMually

involved in the training, supervision and critiquing to

insure the soldiers meet these standards. To assist

you, use the faster learners to help the slower

learners.

Make Sure the Soldiers

Can Execute the Fundamentals

II the soldiers undergoing training cannot perform

each intermediate objective and meet the established

standards, it does little good to "press on" with the

training. Only by insuring the soldiers are well drilled

in the fundamentals can you insure they will be able

to perform the commander's objective.

To illustrate how the actual conduct of training

would look for the request and adjustment of 4.2

inch mortar fire that has been discussed in Steps 1

and 2, the following scenario lfigure 51 is offered for

your study and consideration. Note the special

emphasis the trainer places on insuring established

standards are met. In addition, compare the time the

trainer would spend explaining the purpose of

training and demonstrating how to perform each

objective 115 minutes) versus the time devoted to

having the soldiers practice each objective and testing

them on their proficiency 1225 minutes).

CHAPTER 3

REQUESTING AND ADJUSTING 4.2" MORTAR FIRE

SEQUENCE ACTIVITY TIME TRAINING STANDARDS

Slate the commander's training objective

and then state the intermediate training

objectives while demonstrating how to request

and adjust 4.2 inch mortar lire. Point out each

step and intermediate training objective in the

process as j:)11 LOW to it.

15 min(2) Make adjustment within IS sec(nid

impacts,

(3) Achieve effect on target within 4 adjustments.

Demonstrator will meet the following standards:

(II Make initial fire request within 3 inimmin after thetarget ;las been designated.

he round

Insure that students can determine target

location. If not, practice this until they can.

Squad leaders m ist mee 3 following standards:

(1) Report the correct magnetic azimuth (13 degrees)

within 30 seconds after the target has been designated.

15 min (2) Report an 8.digit grid coordinate location of thetarget within 1 minute after the target has beendesignated and to the following accuracy: Actual 8.digit

location of target 115 percent of the ground distance

from the observer to the target (e.g., if target is 1,000meters from the observer, the location must be reported

within ISO meters of the actual location).

Explain the elements uf the call for lire.

Then break class into three groups (maintain

imit integrity if possible). Have each groupnosier fire requests on chalkboards with the

groups competing against each other by calling

Mr lire on a radio to a simulated PDC.°

77 min

Explain how to spot rounds and calculate

corrections. Then break class into three groups.

Ilave each group spot rounds, make range

changes and correct deviations using a puff

board,* Have the groups practice requesting

and adjusting 4.2 inch mortar fire on a puff

hoard until each NCO can meet the prescribed

standards of the commander's training objec-

tive.

(1) Request fire within 3 minutes after the target lasbeen designated.

121 Include all six elements of the fire request.

(3) Adhere to radio procedures specified in FM 23.91,"Mortar Gunnery," (December 1971), pages 5.1through 54 (1he Call for Fire").

(41 Report target location to the following accuracy;Actual 8.digit location of point target, 115 percent ofground distance from the observer to the target.

(S) Report observed target's magnetic azimuth (direc

don) within 3 degrees of the actual magnetic azimuth.

01 Make subsequent corrections within 5 secondsafter the initial rotund lands (sporting).

52 min (2) Place effect on target (e.g., round must land within25 meters of target) in not more than 4 adjustmentsafter observer has obtained a positive range sensing.

Test NCO's proficiency using live mortar

lire. Once this has been accomplished, release

the class or keep working on speed and

precision,

(1) Make initial lire request Within 3 ndnutes after the

70 min target has been designated.

(2) Make adjustments within IS seconds after theround impacts.

(3) Achieve effect on target within 4 adjustments.

Total movement time between concurrent stations. 11 min

?AO min or 4 hours

Ilavt i;)UpS compete with each other once they have grasped the procedure. FIGURE S.

23

26

CHAPTER 3

ConductPost-Training Evaluation

24

"How am I doing?" Both the trainer and thesoldiers being trained need to know the answer to thisquestion. Using the performance-oriented approachto training, this evaluation is fairly simple for thesoldiers. Because the soldiers know what they mustdo, the soldiers have an established benchmark fromwhich they can evaluate their performance through-out the training session.

Trainers must also supervise and evaluate training.Supervising training helps determine soldier performance of the intermediate training objectives. This isessential to insure that the soldiers can properlyexecute the fundamentals and meet the establishedstandards before they perform the comrnander'sobjective.

Evaluation is more comprehensive and concernstwo important aspects of the training process: train-ing effectiveness and training efficiency.

Training effectiveness is concerned with how wellthe soldiers perform the commander's objective.Training efficiency is concerned with how well thetrainer uses the available training resources.

If the soldiers can meet the training standard ofthe commander's ol jective, the effectiveness oftraining can be judged a success. If the soldiers fail tomeet the established standard, the trainer must try topinpoint the reasons.

To assist in evaluating the effectiventefficiency, see appendix D. The appendix contai- ;many of the questions you should ask yourself todetermine the efficiency and effectiveness of yourtraining.

By answering those questions you can provide thecommander with the information he needs to modifyor continue the training program. Just as importantly,you win gain useful information of the "lessonslearned" variety. With respect to lessons learned, it isrecommended that you give the unit training NCO acopy of the commander's objectives, his otherguidance, and the lesson plan (which includes theintermediate objectives you developed and thetime-phased sequence of the training). Finally, youshould provide the training NCO with the results ofyour training. A penciled, readable copy is sufficient;no need to make elaborate, "pretty" file copies. Theimportant point is to save the objectives and otherinformation you have so carefully prepared. Wittminor modification, this information can save a greatdeal of time and effort when you or other trainers are

27

called upon to prepare and conduct similar training inthe future.

In summary, trainers should evaluate training interms of its effectiveness and efficiency. Theevaluation process is not designed to assess blame. Itspurpose is to continually improve training in the mostconstructive fashion possible. Therefore, each evalua-tion must be a candid and "eyes open" process whichassists the commander and his trainers to dischargetheir critical training manager and trainer responsibil-ities.

Preparing Individual TrainingUsing Soldier's Manuals

Now that you have id chapter 3, you may beasking yourself "If the Army wants performance-ori-ecited training, why can't the service schools give usthe kind of training literature that will make thepreparation of training easier?" In fact, the serviceschools are hard at work to do just that. They aredeveloping and field testing a new series ofpublications called Soldier's Manuals. Each Soldier'sManual specifies the critical performances essential tosuccess in combat for a given MOS, duty position,and skill level. These performances are written interms of a series of training and evaluation outlines.Each outline contains a training objective thatspeoes the task to be performed, thP conditions ofperformance, and the standard of acceptableperformance. You win, of course, recognize that thisinfcrm.tion largely completes Step 1, "Describe thedesired results of training" for you.

To aid in the completion of Step 2, "Prepare toconduct training," each training and evaluationoutline also includes helpful "how to" informationand lists key references to simplify additional study.An example of one training and evaluation outlinefrom the 11B Soldier's Manual is on pgs. 25-26. Byconsulting the Soldier's Manual for each MOS in yourunit, the preparation and conduct of individualtraining will be greatly simplified. At this point, aword of caution is in order. The development of eachSolidier's Manual takes time. Each manual must bewritten and field tested to insure it is valid and meetsyour needs. With the large number of MOS in theArmy, it will take several years before all the Soldier'sManuals are completed. However, many of theperformances listed in the initial group of Soldier'sManuals will apply equally to other career fields andduty positions. Among the first group of manualsbeing produced are those for the 11B, 11C, 11D,

11E, 13B, 13E, 16R, and 16P MOS. Look them overas they become available. It may save you a lot of

CHAPTER 37--

time and effort, and help make your training moreefficient and effective.

TRAINING AND EVALUATION OUTLINE

EVALUATION:

TASK: Construct individual defensive position.

CONDITIONS:

In daylight, given: (1) load bearing equipmentw/bayonet, scabbard, entrenching tool, poncho andM16A1 rifle, (2) the specific location and sector offire of the position to be constructed (NOTE: posi-tion should afford natural cover such as mounds ofearth, stumps, trees, rocks, etc., and observation andfields of fire), (3) logs to construct overhead coverand (4) four hours to complete construction(NOTE: time may be adjusted when soil and weatherconditions make construction of positions particular-ly difficult).

STAND,iiDS:

Within time specified, completed position mustmeet or exceed the following specifications:

(1) Coo.r Affords protection from direct frontalsmall arms fire (e.g., a natural or man-made frontalparapet (earth) 1 helmet high and at least 1 M16A1length deep or its equivalent) and from effects ofindirect fire (shrapnel) (normally requires at lest 12inches of dirt/log overhead protection).

(2) Concealment - Position cannot be easilydetected from front (e.g., blends with surroundingswell enough that approaching soldier approximately35 meters tc front (hand grenade range) who doesnot know position's location cannot detect it).

(3) Fields of Fire - Limiting stakes are emplacedand c .:rrectly define sector of fire. Occupant in firingposition has observation in sectrr and fields of firewhich have been cleared suffic t.:y, but which havenot destroyed natural camou' that position canbe detected as speciried in par..

(4) Size/Shape - Position is aimpit deep and atleast shoulder with (of occupant); provides a cave-likecompartment with overhead cover big enough foroccupant to get under.

(5) Optional - Position includes: (1) grenadesump, (2) sloping floor with shallow trench tofacilitate drainage, (3) elbow holes to stabilize firingposition and to lower silhouette when firing, (4)range card (5) night firing stakes:

TRAINING:

1. Recommended Construction Procedure. Seefigure. Construction of an individual defensiveposition should generally follow this sequence:

(a) Obtain position location and sector of firefrom your squad leader. Put in sector of fire stakes.

(b) Partially clear fields of fire within your sectorand dig a hasty hole for minimum protection. Becareful not to destroy natural camouflage aroundyour position. Save grass clumps, etc., for camouflagelater.

(c) Next dig in. Make hole armpit deep. If youhave a natural frontal parapet carry away andcamouflage dirt from hole, if not, make frontalparapet with the hole dirt as shown in figure .

(d) Complete clearing fields of fire. Clear onlywhat is absolutely necessary. Get in firing positionand check observation of fields of fire. Save any cutfoliage, dirt, grass clumps, etc., for camouflage ofpwition.

(e) Camouflage position using available materials(e.g., grass clumps, foliage, etc.). Make your positionblend into surroundings. Check camouflage bymoving 35 meters tO front and observe position. Ifyou can spot your position easily, you need morework on camouflage.

(f) Construct overhead cover. Use logs, planks,etc., which will support at least 12 inches of dirt. Digcavelike area big enough to get under (see figure).

(g) Improve position. Dig grenade sump at 45degree angle and at least 2 feet deep. Slope floor offoxhole and dig shallow trench to allow for drainage.Dig elbow holes to stabilize firing position and to

28

25

--CHAPTER 3

lower your firing silhouette. Put in n;ght firing stakesand make a range card. Improve camouflage.Construct alternate and secondary positions asdirected by your squad leader. Replace dead foliageas needed to maintain camouflage. Remember, youcan always improve your position.

REFERENCE:

TC 7-50, "Fighting Positions for Infantry Sol-diers."

BERM PARAPET ONE M16 WIDEONE HELMET AT TOP

ORONE BAVO

=

LEFT LIMITSTAKE

..414,14

26

4.

2 9

o

t.oNG

toio

Next: introduction to collective training

CHAPTER 4

Introduction to CollectiveTraining

In chapters 2 and 3, you read how to prepare and conductperformance-oriented INDIVIDUAL training. The 3-step,backward planning process (describe desired results, preparetraining, and conduct training to standards) is also applicable tocollective training. Collective training refers to training teams(fire teams, crews, and sections) and units (squads, platoons,and companies). This chapter defines collective training anddiscusses fundamentals which will help you understand theconcepts and examples shown in the following chapters.

Collective training prepares soldiers to performthose team or unit tasks essential to the accomplish-ment of a unit's TOE or operational mission. In manyrespects collective training for soldiers is like traininga football team. In fact, many successful militarytrainers have recognized and made reference to thesimilarities between preparing a football team for agame, and training teams and units for combat.

Like a military team or unit, a football team iscomprised of individuals who possess certain abilitiesThe coach (the training manager) and his assistants(the trainers) seek to develop those abilities through acombination of individual and collective trainingThey do this by understanding and stressing certaintraining fundamentals. Chapters 2 and 3 discussedtraining fundamentals that apply to individualtraining. The following paragraphs explain thefundamentals of collective training.

27

30

CHAPTER 4

FUNDAMENTALS OF COLLECTIVE TRAINING

Develop Precise Training Objectives andInsure that Established Standards are Met

In collective training, as with individual traininci.the training objective is the key to conductingefficient and effective training. Collective trainingobjectives specify:

1. the TEAM OR UNIT task to beperformed.

2. the CONDITIONS under which the taskwill be performed.

3. the TEAM OR UNIT TRAINING STAN-DARD that must be met.

28

Only by having precise training objectives can thetrainers and the team or unit clearly understand whatthey are expected to accomplish. (If you do notunderstand what is meant by precise trainingobjectives, reread chaptea 2 and 3 and appendix B.)

To further illustrate this point, consider how asuccessful coach trains a football team. Prior to thepreseason practice period, the coach and his assistants

carefully prepare the offensive and defensive playswhich they feel will insure the team's ability toaccomplish its mission (win football games). In effect,these plays are collective training tasks. For example,consider the passing play diagrammed in figure 6.This diagram describes how the offensive lineman willprovide pass protection for the ruarterback (i.e., itspecifies the tasks to be performed cy the lineman)and shows the patterns that the ends and backs willrun to get the left set back (LSB) open so the passcan be completed (i.e., tasks to be performed by theends and backs). Further, the play specifies the typeof defense that the play will be run against(conditions).

To complete the training objective for the passplay, the conditions and training standard must beestablished. Specifically, the conditions are: the rulesof football (e.g., size of the field, number of players,infractions, etc.), the down, yardage required for afirst down, the offensive team's field position, and

1st DOWN MUST PLAYProset, strong left, flanker (FB) runs a "postpattern," split end (SE) runs a "down and out"and left set back (LSB) runs a "sideline." Primaryreceiver is the LSB.

X XX X

X X X X

NLS11

FIGURE 6.

`1 1

the alinement of the defensive team. The teamtraining standard is a completed pass which gainsenough yardage for the first down. This standardspecifies what the entire team must achieve.

The coach