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Operate Sustainment Tactical Network

U.S. Army Soldier Support Institute

Adjutant General School




Sustainment Tactical Network


Version 2.0

January 2020


Human Resource Planning and

Operations Course

Operate Sustainment Tactical Network

Lesson Plan

Lesson: 2.50 Hours

Lesson Author: AGS, ITED

Last Review: January 2020

Date prepared: January 2020

1. SCOPE: Sustainment Tactical Network. The Sustainment Tactical Network (STN) is a software-driven, small-dish, transportable, satellite terminal used for reliable connectivity. Used in conjunction with CAISI, it permits the receipt and transmission of data and voice over internet protocol via the NIPRNET from anywhere in the world to anyplace in the world. Together with CAISI, STN has given the TSC the communication asset it needs to manage and maintain mission command sustainment support across the theater. STN provides forward deployed sustainment units a communication capability for sustainment automated systems that is substantially the same as in the garrison environment. .

This lesson supports multiple desired educational outcomes, preparing students to be confident leaders who are able to effectively apply doctrinal concepts and sound judgment.

The brigade S-1 section relies on non-secure, secure, and continuous digital information systems. Their success depends on the availability of both secure and non-secure data and voice systems which requires close coordination with the brigade signal staff officer (S-6). NIPRNET connectivity is provided by either Sustainment Tactical Network (STN), Combat-Service-Support Automated Information Systems Interface (CAISI) , or with the Joint Network Node. The brigade S-1 section requires access to the Force XXI Battle Command Brigade and Below (FBCB2), Blue Force Tracker, and similar systems that provide a common operational picture (COP) through the Army battle command system (ABCS) infrastructure.

Army Learning Areas and General Learning Outcomes:

Army Learning Areas (ALA) are the baseline focal points Soldiers and Army Civilians must possess to prevail in the ambiguous environments that challenge the Army today. The four ALAs are: Army Profession and Leadership; Mission Command; Human Dimension; and Professional Competence. The Army Learning Area taxonomy provides a framework to assist in grouping the General Learning Outcomes. The four Army Learning Areas serve as the framework to catalogue the 14 General Learning Outcomes.

General Learning Outcomes (GLO) are essential outcomes resulting from training, education, and experience along a career continuum of learning. There are three primary purposes for the Army General Learning Outcomes. First, they provide trainers and educators a lens into how effective they are in conveying their support material. Second, it assists in improving instructional design and/or training support packages. Finally it places responsibility on training and education proponents to be nested with ALAs.

This lesson covers the following ALAs and associated GLOs:

Army Profession and Leadership ALA. The Army Profession is a unique vocation of experts certified in the ethical design, generation, support, and application of land power, serving under civilian authority and entrusted to defend the Constitution and the rights and interests of the American people. Leadership is the process of influencing people by providing purpose, direction, and motivation to accomplish the mission and improve the organization.

ALA: Mission Command GLOs

GLO 4:

Soldiers and Army Civilians demonstrate proficiency in mission command leader and commander tasks.

Professional Competence ALA. Professional Competence is the demonstrated technical and tactical proficiency in Army and joint doctrine largely revolving around the concept of ULO codified in ADP 3-0.

ALA: Professional Competence GLOs

GLO 12:

Soldiers and Army Civilians demonstrate proficiency in Army and joint doctrine.

GLO 13:

Soldiers and Army Civilians support Army policies, programs, and processes.

GLO 14:

Soldiers and Army Civilians are technically and tactically competent.


Study Requirements:

· AR 600-8-101, Dated 6 March 2018

· DA PAM 600-8-101


· FM 1-0 (April 2014) Human Resources Support, Conduct HR Planning, Para 1-25 thru 1-26; Core Competencies, Chapter 3 through 6

· (2) JP 5-0 (16 June 2017) Pg. II-4 G1/AG S-1 Operations, Chapter 3, paragraph 3- 4 through 3-22 (4 pages) and Appendix D, pages D-1 through D-5 (5 pages)

· Campaign Planning Handbook - Campaign and Contingency Planning, 5-1, Combatant Command Campaign Plan, Chapter 2 para 5 and 6 EXORD 165-16 ISO FY16-19 Active Component Manning Guidance (ACMG) (24 pages).


(1) FM 1-0, Chapter 1, 1-3 Enduring Principles

(2) ADP 1-01 Doctrine Primer

(3) JP 5-0, Chapter III Purpose of the CCDRs’ Campaign Plans

(4) Campaign Planning Handbook Academic Year 2019


(1) Army G-1 Personnel Policy Guidance (PPG) (208 pages)

(2) Bring to Class: NA.

Be prepared to discuss the following in class:

(1) FM 3-0 (Operations),

(2) ADP 3-0 (Operations)

(3) ADP 6-0 (Mission Command)

(4) FM 6-0 (Commander and Staff Organization and Operations)



This lesson is taught in a small group classroom setting with the ability to project PowerPoint slides and play video/audio files. Additional resources are available digitally for students to reference on their laptops without having the need to print.

Appendix A: Assessment Plan

Appendix B: List of Slides


Lesson Timeline:

10 minutes Concrete Experience -

20 minutes Publish and Process

10 minutes Break

20 minutes Generalize New Information -Chapter III Strategy and Campaign Development

30 minutes Practical Exercise #1 – CCDRs’ Campaign Plans

10 minutes Break

20 minutes Generalize New Information - PRM Tasks and Responsibilities

10 minutes Break

15 minutes Generalize New Information – Army G-1/HRC, PPG, ACMG

20 minutes Practical Exercise #3 – PIM Concerns

10 minutes Break

25 minutes Generalize New Information – Enduring Principles

SHOW SLIDE 1: Operate Sustainment Tactical Network.

Slide 1: Sustainment Tactical Network (STN)


Show Slide 2: Terminal Learning Objective

Slide 2: Terminal Learning Objective


Show Slide 3: Terminal Learning Objective

Slide 3: Terminal Learning Objective


Show Slide 4: Terminal Learning Objective

Slide 4: Terminal Learning Objective


Publish and Process (20 minutes): This phase is student-centered and instructor facilitated.

Instructor Note: The “publish” portion is a short discussion on how group members felt during their experience of generating data. This phase is NOT intended to be a discussion of the content generated. This can be kept short; once the group moves to “process,” they will likely continue to add to “publishing” type information. Do not let the group jump straight to content. When well facilitated, publishing is a good method to relate a discussion of interpersonal communication and group dynamics to the broader topic of leader competencies described in FM 6-22, Army Leadership

NOTE: Questions the instructor may ask to assist in the publishing phase:

· What happened? How did you feel about that?

· How did you form your initial thoughts/responses?

· Who had a similar or different experience, and why? Were there any surprises?

· Did anyone have a hard time coming up with any examples? Why? (Knowledge, group dynamics, etc.)

The “processing” phase now allows the group to talk about the data they generated. Discussion and questions are directed toward making sense of the data for the individual and the group. Since the CE question is the same for each student, one technique for discussing information may be to go back and forth to see if related items were generated.

Questions the instructor may ask to assist in publishing: (Intent is to push critical thinking. Push students to defend their answers – allow students to hash out ideas).

· Why did you site “Item X” as an example? What does it mean to you? (This gets at affective learning and how students find the material relevant from their experiences).

· Did you find that once you got one idea down, it triggered related ideas? (If yes, have them show examples. This shows the interrelatedness of the materials in a larger process).

· Would you say you saw any themes or pattern as you developed your examples? (e.g., events vs. processes).

· Can you prioritize examples like this? (There may be no right answer, but the more interesting development would be if there is a disagreement between students. Have them discuss their differences in thought).

· After having talked about this, can you think of additional examples?

Show Slide 5: Safety

Slide 5: Safety


The first thing that we will