Training Reserve Force Original Document of US Army

7/28/2019 Training Reserve Force Original Document of US Army

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2012/13

MINSTERY OF NATIONAL DEFENSE

FORCE

TRAINING MAIN DEPARTMENT

BY DANA DESTA (2nd LT& B.A)

MGHAMA

MILIT RYTR INING

METHODOLOGY

MODULE


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Course Description

The method of military instruction course is offered to the officer cadets

to equip with the methodology of training members of the unit they

command as officers. In the instruction course the officer cadets will be

enabled to grasp basic principles of training and use the basic principles

as guidelines for successful training. The training processes they are

expected to go through will be from simple to difficult tasks and

permitting development. The trainers themselves, there should be

scenarios that simulate real life battle and fighting situations. The

instruction method depending on the lesson contents and learning and

training situation that appropriate methods to use can be lecture.

Discussion, Demonstration practical activates, before getting in to

teaching and training sit-upon, a leader should identity the necessary

teaching aids to be used. The leader should be providing with knowledge

and skills of identifying, Preparing and improving training.

Course Objectives

The overall objective of this course is to acquire officer cadets with the

basic component of military teaching and instruction method. It signifies

with particular reference to tactics, Physical exercise, Drill and Weapon.

Thus, after successfully covering this course, officer cadets will be able

to:-

Help military instructor to select his teaching methods, devices and

technique if he considers the various conditions under which learning and

training takes place.

Gain the basic military knowledge and training background essential for

officers.

Acquire the mental, moral, physical and leadership attribute essential to his

progressive and continued development as an officer.


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Course Outline

Chapter one: The Aim and importance of Military Training

1.1 Military Training

1.2

The Importance of Training

1.3 Principles of Military Training

Chapter Two: Categories of Military Training

2.1

Principles of Military Training

2.2 Individual Training

2.3 Team Training

2.4

Collective Training

2.5 Operationally Specific Training

2.6

Command Training

2.7

Training progression

Chapter Three: Methods and Stage of Instruction

3.1

Purpose of Military Instruction

3.2

Value of Instructions in the Army

3.3 Lesson Chapter and Training Program

3.4 Methods Military Instruction

3.5

Classification of Methods of Instruction

3.6 Stages of Instructions

Chapter Four: Training Program

4.1 Fundamentals Influencing Training Program

4.2 Method of Drawing up a Training Program

Chapter Five: The Conduct of Training

5.1

Conduct and Evaluation

5.2

Confirming and Validating Training Effectiveness andEfficiency


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Chapter Six: The Concept of Training

6.1

The Training Environment

6.2 Training process

6.3

Training Aids

6.4 Elements of Training

6.4.1 Instructor

6.4.2

Trains

Chapter Seven: Training Safety

7.1

Range and Training Area Safety

7.2 Weapon and Ammunition and Explosive Safety Training

7.3

Medical Consideration


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MILITARY TRAINING METHODOLOGY

CHAPTER ONE

THE IMPORTANCE OF MILITARY TRAINING METHODOLOGY

1. General In some walks of life Military Training can be a minor activity

to which relatively little time is allocated. The main preoccupation is often with the

core business, manufacturing goods or providing professional services. In the Army

on the other hand, the core business is fighting wars or keeping the peace. TheMain aim of this Discipline is to give you an insight in the methodology of Military

Training. Any army exists for one reason to serve the Nation. From the earliest days

of its creation, the Army has embodied and defended the countrys way of life and its

constitutional system of government.

2.

The most important element in a training situation is the Trainer. The Trainer

who is enthusiastic, energetic and genuinely interested in both the subject and

getting his or her message across will evoke the greatest response from the trainees.

The trainer who lacks interest in training, who has little or no enthusiasm for the

subject of the training and who merely goes through the motions of training is a

failure. Such a trainer wastes not only his or her own time but also that of the

trainees. The inept trainer is quickly identified by the trainees, who react with

inattention, lassitude, undisciplined behavior and absence from training sessions.

3. Successful training that which produces the desired result - lies almost entirely in the

hands of the trainer. In the trainer's hands lies the heavy responsibility for ensuring that the

trainees achieve the maximum possible from the training.

4. A measure of the success of training is the relationship that develops between trainer

and trainees. In a sound, productive training situation there is mutual respect and trust

between them, with the trainer taking care to ensure that even the weakest trainee performs


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to the highest possible level, and the trainees feeling a desire within them to achieve. In this

situation the trainer is the motivator and the trainees are the motivated.

THE AIM OF MILITARY TRAINING METHODOLOGY

5. General The ultimate object of all Training is to ensure Military success.

Training provides the means to practice develop and validate, within constraints, the

practical application of a common doctrine. Equally importantly, it provides the basis

for schooling Commanders and Staffs in the exercise of command and control

respectively. Training should be stimulating, rewarding, and inspire Subordinates to

achieve greater heights.

6.

A valuable by-product of good Training is the fostering of team work and the

generation of the forces confidence in 1-3 Commanders, Organizations, and in

doctrine, a necessary pre-requisite of achieving high morale before Troops is

committed to operations. Military Training develops Individuals, Groups, and

formations so that they can contribute to that success in the fullest possible way. The

Training should reflect the ethos and doctrine to which the Army subscribes.

7. Definition of Military Training Methodology. There is sometimes confusion in

peoples minds about what Military Training means and encompasses, and what is

relationship is to education. Training is distinct from education. Although the two overlap.

Most Training contains an element of education and vice versa. Both contribute to

development. The Oxford English Dictionary defines these key elements as:

a)

Military Training:a discipline and instruction directed to the

development of powers or formation of character systematic

instruction and exercise in some artprofession or occupation,

with a view to proficiency in itmilitary drill.

b) Education culture or development of powers, formation of

character, as contrasted with the imparting of mere knowledge or

skills.


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c)

Developmentthe bringing out of latent capabilitiesgradual

advancement through progressive stages, growth from within

OED 1989Ed (The Oxford English Dictionary) there is a great merging

of these concepts in the Military sphere than elsewhere, and the

term Training is used here to cover Military Training Education in

support of Training, and Development.

Military Training focuses on developing and enhancing performance

within its particular environment. The performance may be an

individual or a group. The environment may be general or specific i.e.

the Army or a particular Arm or Service, or appointment. The effect of

Training should be assessed against pre- determined standards, and

the outcome of Training can be usually be measured in terms of

competence.

8. Military Training Methodology in Context. Training is fundamental to the

three inter-related components of fighting power. It is an element of the conceptual

component, in that Training should be conducted in accordance with doctrine and

develops an ability in Officers and Soldiers to cope with stress and uncertainty.

It should provide a means, through the collation and dissemination of lessons

learned, by which the Army can learn from the experience. In addition,

Training and thus readiness contribute directly to the physical components of

fighting power. Though Training is not specifically represented as an element

of the moral component, it has an important part to play in the development of

confidence, motivation, and leadership throughout the Army.


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Look at the following diagram

9. The Hierarchy of Military Training Effectiveness

Fighting power

(The ability to fight)

Conceptual Concept

(The thought process)

(The thought process)

Principle of War Military Doctrine Development

Moral Component

(The ability to get people to fight)

Physical Component

(The means to fight)

=Combat

Principles of War Military Doctrine Development

Manpower Equipment

Logistics Training

Motivation Leadership

Management

ommand The basis for success

in fighting a war

Organization and systemDevelopment

Training essen

evel of conflict

he operationalvel

he operational art

he Command

hilosophy

The environmentrequirements

The exercise ofcommand

The maneuvers route

Ground

Sur rise

Development analysis

guiding principle

Requirements

Standardization

Ease of use

Reliability

Matching doct

Copying with

and uncertaint

Learning from

experience


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PRINCIPLES OF TRAINING

10.

General. Commanders train their units to be combat ready. Training is their

number one priority. Commanders achieve this using tough, realistic, and

challenging training. At every echelon, commanders must train their unit to the Army

standard. Battle focus enables the commander to train units for success on the

battlefield. The commander continuously plans, executes, and assesses the state of

training in the unit. This cycle provides the framework for commanders to develop

their units Mission Essential Task List (METL), establish training priorities, and

allocate resources. Commanders and leaders at all echelons use the Principles of

Training to develop and execute effective training. As commanders train their units

on METL tasks, senior commanders reinforce training by approving and protecting

training priorities and providing resources.

11.

There are twelve principles of Military training Methodology as under:-

a) Commanders are Responsible for Training.

b) NCOs Train Individuals, Crews, and Small Teams.

c)

Train as a Combined Arms and Joint Team.

d)Train for Combat Proficiency.

e)

Realistic Conditions.

f) Performance-Oriented.

g)Train to Standard Using Appropriate Doctrine.

h)

Train to Adapt.

(j) Train to Maintain and Sustain.

(k) Train Using Multi echelon Techniques.(l) Train to Sustain Proficiency.

(m) Train and Develop Leaders.

12. Commanders are Responsible for Training. Commanders are responsible for

the training and performance of their soldiers and units. They are the primary


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training managers and trainers for their organization, are actively engaged in the

training process, and adhere to the principles mentioned above. To accomplish their

training responsibility, commanders must:

(a) Be present at training to maximum extent possible.

(b) Base training on mission requirements.

(c)

Train to applicable Army standards.

(d) Assess current levels of proficiency.

(e)

Provide the required resources.

(f)

Develop and execute training plans that result in proficient

individuals, leaders, and units.

13.

Commanders delegate authority to NCOs in the support channel as the

primary trainers of individual, crews, and small teams. Commanders hold NCOs

responsible for conducting standards based, performance-oriented, battle focused

training and provide feedback on individual, crew, and team proficiency.

14.

NCOs Train Individuals, Crews, and Small Teams. NCOs continue the

soldierization process of newly assigned enlisted soldiers, and begin their professional

development. NCOs are responsible for conducting standards based, performance-oriented, battle focused training. They identify specific individual, crew, and small

team tasks that support the unit s collective mission essential tasks; plan, prepare,

rehearse, and execute training; and evaluate training and conduct after action

reviews to provide feedback to the commander on individual, crew, and small team

proficiency.

15.

Train as a Combined Arms and Joint Team. The Army provides a Joint

Force Commander (JFC) with trained and ready forces that expand the commands

range of military options in full spectrum operations. Army commanders tailor and

train forces to react quickly to any crisis. Army forces provide a JFC the capability

to:-


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a.

Seize areas previously denied by the enemy.

b. Dominate land operations.

c.

Provide support to civil authorities.

16. Army forces seldom operate unilaterally. Joint interdependence from the

individual, crew, and small team to the operational level requires training to develop

experienced, adaptive leaders, soldiers, and organizations prepared to operate with

joint, and multinational forces and to provide interagency unity of effort. The

fundamental basis for the organization and operation of Army forces is combined

arms. Combined arms are the integrated application of several arms to achieve an

effect on the enemy that is greater than if each arm was used against the enemy

separately or in sequence. Integration involves arrangement of battlefield actions in

time, space, and purpose to produce maximum relative effects of combat power at a

decisive place and time. Through force tailored organizations, commanders and their

staffs integrate and synchronize the Battlefield Operating Systems (BOS) to achieve

combined arms effects and accomplish the mission.

17.

Today's Army doctrine requires teamwork at all echelons. Well-trained Army

combined arms teams can readily perform in joint, multinational, and interagency

environments. When committed to battle, each unit must be prepared to execute

operations without additional training or lengthy adjustment periods. Leaders must

regularly practice task organization of habitually associated combat arms, combat

support, and combat service support capabilities. Teams can only achieve combined

arms proficiency and cohesiveness when they train together. Similarly, peacetime

relationships must mirror wartime task organization to the greatest extent possible.

18.

18. Commanders are responsible for training all war fighting systems. The

full integration of the combined arms team is attained through the task organization

approach to training management. Task organizing is a temporary grouping of forces


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designed to accomplish a particular mission. This approach acknowledges that the

maneuvers commander integrates and synchronizes the BOS. In short, the maneuver

commander, assisted by higher echelon leaders, forges the combined arms team.

19.

19. The commander of the "task organized" force must develop a19training plan that addresses two complementary challenges. The commanders

training plan must achieve combined arms proficiency and ensure functional training

proficiency of the combat arms, combat support, and combat service support units of

the task force. Combined arms proficiency requires effective integration of BOS

functions. Effective integration of BOS results in synchronization. Functional BOS

proficiency is fundamental for effective BOS integration. The commanders training

plan must integrate combined arms and functional training events.

20.

20.

Combined arms training is standards based. The independent training of

functional tasks and combined arms tasks to standard will not guarantee the desired

effects of applying combat power at a decisive place and time. The standard for

effective combined arms training requires a sequenced and continuous execution of

functional tasks and combined arms tasks to standard in order to achieve

integrated relative combat power at a decisive place and time.

21.

The role of commanders and NCOs in combined arms training cannot be

overemphasized. Commanders have training responsibilities that encompass both

BOS functional task proficiency and special staff officer combined arms task

proficiency. Likewise, NCOs have similar training responsibilities to ensure BOS

related individual and crew functional task proficiency, as well as, individual and

staff section related combined arms task proficiency. Combined arms training

requires commanders and NCOs active involvement in all phases of training.

Functional proficiency requires expertise in a particular BOS function, its

capabilities, and its requirements. Organizations that provide elements of a specific

BOS function, such as corps support command, divisional air defense artillery

battalion, etc., must train to maintain their functional proficiency. Integration


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involves expertise in coordination among functional troop unit commanders and

staffs, and other functional commanders and staffs.

22.

The combined arms training challenge is the same for all echelons ofcommand. The complexity, however, increases at each higher echelon of command.

The tempo, scope, and scale of operations at higher command echelons increase

coordination requirements for planning and executing staff, joint, multinational, and

interagency training. Commanders, at every echelon, focus combined arms training

on specific integration and synchronization tasks based on their METL. Figure 2-3

illustrates the scope and scale of the combined arms training challenge.

23. Train for Combat Proficiency. The goal of all training is to achieve the

standard. This develops and sustains combat capable war fighting organizations. To

achieve this, units must train to standard under realistic conditions. Achieving

standards requires hard work by commanders, staff officers, unit leaders, and

soldiers. Within the confines of safety and common sense, commanders and leaders

must be willing to accept less than perfect results initially and demand realism in

training. They must integrate such realistic conditions as imperfect intelligence;

reduced communications; smoke; noise; rules of engagement; simulated nuclear,

biological, and chemical environments; battlefield debris; loss of key leaders; civilians

on the battlefield; joint, multinational, and interagency requirements; and varying

extremes in weather. They must seize every opportunity to move soldiers out of the

classroom into the field; fire weapons; maneuver as a combined arms team; and

incorporate protective measures against enemy actions.

24. Realistic. Tough, realistic, and intellectually and physically

challenging training excites and motivates soldiers and leaders. Realistic

training builds competence and confidence by developing and honing skills,

and inspires excellence by fostering initiative, enthusiasm, and eagerness to

learn. Successful completion of each training phase increases the capability


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and motivation of individuals and units for more sophisticated and

challenging achievement. This is the commanders continuous quest.

25.

Performance-Oriented . Units become proficient in the performance of

critical tasks and missions by practicing the tasks and missions. Soldiers learn best

by doing, using an experiential, hands-on approach. Commanders and subordinate

leaders are responsible to plan training that will provide these opportunities. All

training assets and resources, to include training aids, devices, simulators, and

simulations (TADSS), must be included in the units training strategy.

26. Train to Standard Using Appropriate Doctrine. Training must be done to

the Army standard and conform to Army doctrine. In cases where mission tasks

involve emerging doctrine or non-standard tasks, commanders establish the tasks,

conditions and standards using mission orders and guidance, lessons learned from

similar operations, and their professional judgment. The next higher commander

approves the creation of the standards for these tasks. Doctrine provides a basis for a

common vocabulary across the force. In units, new soldiers will have little time to

learn non-standard procedures. Therefore, units must train to the Army standard

contained in the Mission Training Plan (MTP) and soldier training publications, while

applying Army doctrine and current regulatory guidance. Joint doctrine establishes

the fundamentals of joint operations and provides guidance on how best to employ

joint forces.

27.

Train to Adapt. Commanders train and develop adaptive leaders and units,

and prepare their subordinates to operate in positions of increased responsibility.

Repetitive, standards-based training provides relevant experience.

Commandersintensify training experiences by varying training conditions. Training experiences

coupled with timely feedback builds competence. Leaders build unit, staff and soldier

confidence when they consistently demonstrate competence. Competence,

confidence, and discipline promote initiative and enable leaders to adapt to changing

situations and conditions. They improvise with the resources at hand, exploit


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opportunities and accomplish their assigned mission in the absence of orders.

Commanders, at every echelon, integrate training events in their training plans to

develop and train imaginative, adaptive leaders and units.

28. Train to Maintain and Sustain. Soldier and equipment maintenance is a

vital part of every training program. Soldiers and leaders are responsible for

maintaining all assigned equipment and supplies in a high state of readiness to

support training or operational missions. Units must be capable of fighting for

sustained periods of time with the equipment they are issued. Soldiers must become

experts in both the operation and maintenance of their equipment. This link between

training and sustainment is vital to mission success.

29.

Train Using Multi Echelon Techniques. Multi echelon training is the most

effective and efficient way of sustaining proficiency on mission essential tasks with

limited time and resources. Commanders use multi echelon training to:-

a.Train leaders, battle staffs, units, and individuals at each echelon

of the organization simultaneously.b.

Maximize use of allocated resources and available time.

c. Reduce the effects of personnel turbulence.

30.

Large-scale training events provide an excellent opportunity for valuable

individual, leader, crew, and small unit training. Multi echelon training can occur

when an entire organization is training on one single METL task or when different

echelons of an organization conduct training on related METL tasks simultaneously.

All multi-echelon training techniques have these distinct characteristics:-

a.

They require detailed planning and coordination by commanders

and leaders at each echelon.


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b.

They maintain battle focus by linking individual and collective

battle tasks with unit METL tasks, within large-scale training event

METL tasks.

c.

They habitually train at least two echelons simultaneously on

selected METL tasks.

31.

Train to Sustain Proficiency. Once individuals and units have trained to a

required level of proficiency, leaders must structure individual and collective training

plans to retrain critical tasks at the minimum frequency necessary to sustain

proficiency. Sustainment training is the key to maintaining unit proficiency through

personnel turbulence and operational deployments. MTP and individual training

plans are tools to help achieve and sustain collective and individual proficiency.

Sustainment training must occur often enough to train new soldiers and minimize

skill decay. Army units train to accomplish their missions by frequent sustainment

training on critical tasks. Infrequent "peaking" of training for an event does not

sustain wartime proficiency.

32. Battle focused training is training on wartime tasks. Many of the

METL tasks that a unit trains on for its wartime mission are the same as required for

a stability operation or support operation that they might execute. Personnel

turbulence and availability of resources pose a continuous challenge to maintaining

METL proficiency within the Band of Excellence. The Army provides combat ready

forces on short notice to combatant commanders. Units transition from training

locations to operational theatres using the train-alert-deploy sequence. Commanders

recognize that crises rarely allow sufficient time to correct training deficiencies

between alert and deployment. They strive to ensure their units are prepared toaccomplish their METL tasks before alert and refine mission specific training in the

time available afterwards.

33.

Commander conducts training to sustain proficiency on METL tasks within

the Band of Excellence to ensure mission readiness. Mission specific training can be


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conducted as organizations are alerted and deployed based on time available. RC

units require post mobilization training to achieve proficiency at level organized. Post

mobilization training time can be minimized by focusing on MOS qualification, and

crew, squad, section and platoon proficiency for combat arms, and company, battery,

and troop proficiency for CS/CSS units during pre mobilization training.

34.

Train and Develop Leaders. Commanders have a duty and execute a vital

role in leader training and leader development. They teach subordinates how to fight

and how to train. They mentor, guide, listen to, and think with subordinates. They

train leaders to plan training in detail, prepare for training thoroughly, execute

training aggressively, and evaluate short-term training proficiency in terms of desired

long term results. Training and developing leaders is an embedded component of

every training event. Nothing is more important to the Army than building confident,

competent, adaptive leaders for tomorrow.

35. Commanders Analysis. To identify mission essential tasks, commander

conducts analysis of units op mission based on units op plan. Mission analysis

results in identification of specified and implied tasks unit must perform for units

mission. To provide battle focus commander identifies tasks critical for mission

accomplishment which constitute organisations METL which are approved by next

higher commander. METL development process reduces No of tasks on which

organisation must train and focuses training effort on important collective training

tasks required to accomplish the mission.

36.

METL Development Fundamentals. The following fundamentals apply to

METL development :-

a.

The METL is derived from the organisations war plans and related tasks

in external guidance.


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b. Mission essential tasks must apply to the entire organisation. METL does

not include tasks assigned solely to subordinate organisations.

c.

Each organisations METL must support and complement the METL ofhigher HQ or the supported unit.

d.

The availability of resources does not affect METL development. The

METL is an unconstrained statement of tasks required to accomplish

wartime missions.

e.

METL is not prioritized; however, all tasks may not require equal training

time.

f. Commanders direct ops and integrate the battlefield op system (BOS)

through plans and orders. The BOS are used to systematically ensure

that the interdependent organisational tasks necessary to generate,

sustain, and apply combat power are directed towards accomplishing the

overall mission.

37. METL Development Sequence. Commanders involve subordinate

commanders and key officers in METL development to create a team approach to

battle focused training. Subordinate participation develops common understanding

of organisations critical op mission requirement. This ensures METL throughout the

organisation are mutually supporting. Subordinate commander can subsequently

develop their METL. Platoon commander and squad commander must understand

the METL so that they can identify individual tasks for each collective METL. The

development of METL in a sequential manner is done as follows :-

a. Analyse assigned mission and identify specified and implied tasks.

b.

Analyse op environment and external guidance.


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c.

Review next higher commanders mission and METL followed by restating

op mission.

d. Identify collective tasks that support higher organisations restated

mission. Select tasks critical for mission accomplishment. These tasks

become METLs.

e. Sequence METL tasks as they are expected to occur during mission

execution. Back brief next higher commander and obtain approval of

METL. Higher commander designates selected METL task as his battle

task.

f.

Provide approved METL to lower unit / sub unit and commanders.

38. Battle Tasks. After review and approval of subordinate organisations METL

the senior commander selects battle task which is a mission essential task that is so

critical that its accomplishment determines the success of the next higher

organisations mission essential task. Battle tasks are selected down to the coy

level. Coy commanders are the lowest echelon commander that selects battle tasks.

39. Conclusion. The priority of training in units is to train to standard on

the wartime mission. Battle focus guides the planning, preparation,

execution, and assessment of each organization's training program to

ensure its members train as they are going to fight. Battle focus is critical

throughout the entire training process and is used by commanders to

allocate resources for training based on wartime and operational mission

requirements. Battle Focus enables commanders and staffs at all echelons

to structure a training program that copes with non-mission relatedrequirements while focusing on mission essential training activities. It is

recognition that a unit cannot attain proficiency to standard on every task

whether due to time or other resource constraints. However, commanders

can achieve a successful training program by consciously focusing on a


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reduced number of critical tasks that are essential to mission

accomplishment.

40. Importance of Military Training Methodology. Every Soldier,

NCO, and Officer has one primary mission to be trained and be ready to fight and win

our nations wars. Success in battle does not happen by accident; it is a direct result

of tough, realistic, and challenging training.

(a)

The Training Imperative: Training is a team effort and the entire

Army duty. The importance of training is the technical skills to develop competent

soldiers and leaders must be directly linked to creating confident soldiers, leaders,

and units with the will and warrior spirit to dominate in any environment.

(b)

The Strategic Environment: In an era of complex national

security requirements, the Army's strategic responsibilities now embrace a wider

range of missions that present even greater challenges in our training environment.

To "train the way we fight", commanders and leaders at all levels must conduct

training with respect to a wide variety of operational missions across the full

spectrum of operations. These operations may include combined arms, joint,

multinational, and interagency considerations, and span the entire breadth of

terrain and environmental possibilities.(c)

Mission Focused Training: Units train to be ready for war based

on the requirements of a precise and specific mission; in the process they develop a

foundation of combat skills, which can be refined based on the requirements of the

assigned mission. Upon alert, commanders assess and refine from this foundation of

skills. Training continues during time available between alert notification and

deployment between deployment and employment, and even during employment as

units adapt to the specific battlefield environment and assimilate combat

replacements.

(d)

Resources and Priority: Resources for training are not unconstrained

and compete with other missions and activities. Time is the inelastic resource, there

is not enough and it cannot be increased. We cannot do everything; we must forge

and sustain trained and ready forces. Training for the war fight, training to maintain


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near term readiness is the priority. The key to winning on the battlefield is the

understanding of "how we fight" and the demonstrated confidence, competence, and

initiative of our soldiers and leaders. Training is the means to achieve the tactical

and technical proficiency that soldiers, leaders, and units must have to enable them

to accomplish their missions.

(e) Joint Training: The purpose of joint training is to prepare the Army to

execute missions as part of a joint force in the conduct of joint military operations

and across the full spectrum of conflict. Employing Army forces at the right place

and time allows combatant commanders to conduct decisive land operations along

with air, sea, and space-based operations. To perform these assignments

organizations conduct joint training. Joint Training uses joint doctrine, tactics,

techniques, and procedures, and the training involves more than one Service

component.

41. Guiding Rules for Training Methodology. Responsibility for

success on the future battlefield rests on the shoulders of todays Army leaders at all

levels. To ensure this success, all leaders must focus training on war fighting skills,

and make that training the priority.

a.

Maintenance of Aim: All forms of training must keep in view the ultimate

aim, which is to achieve success in battle. Commanders at all levels must, however,

lay down the aim to be achieved in their respective formations or units in accordance

with the policy of the higher commander and their own requirements.

b. Training Policy: Those who formulate training policy and those who carry

it out must be quite clear about the aim of training. Lack of thought or change in

training policy, like lack of preparation or indecision in operations, will lead to

confusion and undermine confidence of officers and men.c.

Offensive Spirit: Training must aim at fostering offensive spirit. This can

be achieved by introduction of hazardous and difficult situations. Casualties of men

and material must, therefore, be accepted during training.

d.

Enthusiasm: Enthusiasm must be maintained by making training,

practical, lively and progressive. Whenever possible, troops should be made to face


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conditions or kind of situations that will confront them in war. In war, two situations

will seldom be alike. It is, therefore, necessary that as much variety as possible is

introduced in training.

e. Purpose: Every single man must know the purpose of training he is

undergoing. Explanation during training is as important as briefing for operations.

f. Delegation: Each commander should train his own command. In

particular, a commanding officer should be given as free a hand as possible in

training his own unit. The higher commander, although responsible for the overall

efficiency of his formation, will best achieve results by first issuing a clear directive,

and then assisting his subordinates by supervision, help, advice and coordination.

42. Conclusion Some of the basic considerations and guiding rules for training

have been highlighted. All officers concerned with the planning and conduct of

training should be fully conversant with them. There is no substitute for imagination

and practical approach during training at all levels. Set reasonable aims and achieve

them so that aggressive spirit is created and confidence is built up.

CHAPTER TWO

CATAGORIESOF MILITARY TRAINING METHODOLOGY

43. General. In practice there is, or should be, overlap, and in some cases

integration between categories. Training should be cohesive whole. There is, however

a temptation to focus only on one category at a time and to disregard the others. For

example, individual and team training aspects are often neglected in collective

training, yet they are interdependent. Commanders link training strategies to

executable training plans by designing and scheduling training events. During long-


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range planning, commanders and their staffs make a broad assessment of the

number, type, and duration of training events required to accomplish the desired

training standards. In this class we will learn about them in detail. There are

various categories of training being followed in the army. In this part we will learn

about them in some detail. They are as follows:-

40. Initial Training. Initial Training (Re-socialization) is an important aspect of

inducting a civilian into a military. Re-socialization is a sociological concept dealing

with the process of mentally and emotionally "re-training" a person so they can

operate in an environment other than what they are accustomed to. Successful re-

socialization into a total institution involves changes to an individual's personality.

Initial Training is a Training presented to new enlistees with no prior military service.

It is designed to produce disciplined, motivated, physically fit soldiers ready to take

their place in the Army in the field.

41. Individual Training. Fundamental to the adaptability of the force is

the maintenance of individual skills yielding technically and tactically competent

soldiers who are confident in their abilities. The individual soldier is the heart of any

units ability to conduct its mission. The ability to perform individual/leader skills to

standard is founded in the institutional training base, but it is honed and maintained

by effective, periodic repetition of tasks. Training devices, simulators, and web-based

training can be used to facilitate the training of individual tasks. Individual Traininghas two elements:

a) Skill Training. May be equipment related or aimed at personal or

physical attitude. Some skills are considered as core or mandatory,

which all should possess. These and the standard require, are governed

by Army Training Directives. The number of core skills and the standards

to be achieved in each should be reviewed regularly.

b)

More general Training. Individual Training of more general nature

is aimed at developing the potential of the individual to fulfill his or her

role as a Commander or as a Solider in a Team or a Unit. It is a long

term investment. Such Training may be carried out both on an individual

and a group basis, on formal courses or informally, and be voluntary or

prescribed.
http://en.wikipedia.org/wiki/Personality_typehttp://en.wikipedia.org/wiki/Personality_type


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c)Team Training It is the development of the adaptability and the

proficiency to work with the team and effectively use the

equipment/weapon to achieve the desired results in the battlefield.

NCOs are responsible for this type of training and commanders areaccountable for the desired standards to be achieved in any mission.

Team or Crew Training provides an immediate context for most individual skills

Training. It when, for example, the specialist and complementary or skills of

the individual members of the Gun detachment or Tank crew are brought

together. The output is team skills and proficiency which no individual alone

achieve. The Team or Crew is the basic Unit in all low-level operations. Hence

Training at this level should be revisited regularly, and particularly when there

has been a change in Team composition.

42. Collective Training. Collective Training involves the Training of two

or more Crews or detachments, sub-Units, Units and formations in the conduct of

tactical operations. There is no limit in theory to the size of formation which may

engage in collective Training. There are three kinds of collective Training:

a) Special to Arm Training. Is a collective Training on a single Arm or

functional basis. It provides the immediate context for Team or Crew

Training.

b) Combined Arms Training. Is a collective Training of several Arms

together such as Infantry, Armor, Artillery and Aviation. Such Training

will normally be at sub-Unit level and above and involve more than one

Arm. It provides the immediate context for special to Arm collective

Training.

c)

Joint Interagency Multinational (JIM) will normally take place at Unit

level and above and involve two or more services or nations. Training

requires different considerations. Joint training is conducted using

approved joint doctrines and must be consistent with assigned joint

missions and priorities. When assigned as a JFC, Army commanders


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establish joint training objectives and plans, execute and evaluate joint

training, and assess training proficiency.

Multinational training optimizes contributions of member forces by

matching their missions with their capabilities, and uses available

training assistance programs. Joint training publications are available to

multinational partners. Interagency training is of growing importance.

JIM training is as rigorous as any other training the Army conducts. This

training also results in mutual appreciation for other capabilities, and

the development of valuable personal and professional relationships

among those who will operate together.

43. Operationally Specific Training. Since the Army is a capability-based force

in trained in general war-fighting skills, and one which tends to be expeditionary in

nature, there may be a requirement for some additional Training for specific

operations to reflect the particular circumstances of that deployment. Such Training

may take place before deployment or once the force has been deployed, or both. It

should:

a) Ensure that those being committed to operation are prepared fully, both

mentally and physically, for the conditions which they might encounter.

b) Be completely relevant and reflect the most recent Military experience.

Garrison commanders training plans incorporate Mobilization, post

mobilization, deployment, redeployment, and demobilization requirements.

Garrison commanders plan and schedule periodic mobilization exercises,

emergency deployment readiness exercises, and other contingency plan

exercises to sustain proficiency.

44.

Garrison commanders coordinate their training plans with their supported

corps, divisional, and tenant organizations. Garrisons routinely support scheduled

unit training deployments and exercise certain deployment tasks such as "operating

departure/ arrival airfield control groups and seaports of embarkation and

debarkation." They all form part of administrative training required to be conducted


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in the garrison so that the task force hone up their administrative skills and not found

wanting at the time of need in the battlefield.

Operationally specific Training often has to encompass the whole range of

Training categories. Few Units are likely to be permanently at an operationally ready

state, and most will require reinforcement and Training prior to operations.

45.

Command Training. The effective Training of Commanders and Staff is the

key stone of operational success and must therefore be given a high priority on a

continuous basis. The potential to command is innate. But it needs to be developed,

and may require specific Training if the individual is to perform effectively. Especially

within the context of the Armys doctrine. All Commanders and staffs from division

through battalion participate in an exercise that thoroughly rehearses wartime

operations plans. Division (training support) provides controllers, operates the battle

board, and simulates the company level chain of command.

46.

Leaders spend virtually all available training time supervising the training of

subordinates. Often, they do not increase their own understanding of how to fight as

combat or support leaders. Therefore, senior commanders view leader training as a

continuous process that encompasses more than periodic officer and NCO

professional development classes.

47.

Senior commanders establish a positive training environment that encourages

subordinates to become adaptive leaders capable of independent thinking on the

move, and of timely decision making based on broad, effects-based intent guidance,

mission orders, and a shared vision of the battlefield. Growing and maturing leaders

is a vital part of an effective training program. Leader training, when properly

conducted, produces competent, confident, adaptable leaders, and ultimately

produces soldiers who are confident in the abilities of their leaders. Battle staff

training develops and sustains planning, coordination, execution, and other staff

functions related to wartime mission requirements.


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48.

Battle staff training objectives are derived from the staff METL. Commanders

train battle staffs primarily through a mix of constructive and virtual simulations.

They maximize the use of information technology systems to enhance leader skills

and to develop the adaptiveness necessary to leverage developing information

technology. Battle staffs train to integrate and coordinate the BOS internally within

their something own headquarters, horizontally with other staffs at the same

organizational level, and vertically with higher and subordinate organizational staffs.

The result of this training produces commanders and staffs capable of synchronizing

the BOS across the full spectrum of operations. A well-trained battle staff is a combat

force multiplier. An Individual assuming a higher level of command will require

development, and possibly refresher or additional Training, to enable him to master

the specific skills involved. A key part of command is its moral component, which

includes Leadership. Every opportunity should be used to enable Officers and NCO to

develop their leadership potential through study and practical activity both Military

and non Military, such as adventurous Training, Sport and battlefield tours.

Commanders and Training

49. General. Effective training is the number one priority of commanders. The

commander is the primary trainer and responsible for the wartime readiness of their

formation. In wartime, training continues with a priority second only to combat or to

the support of combat operations. Commanders and senior leaders must extract the

greatest training value from every training opportunity. Effective training requires the

commander's continuous personal time and energy to accomplish the issuesmentioned in succeeding paragraphs.


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Commanders Contribution to Effective Training

50.

Develop and Communicate a clear vision. The senior leader's trainingvision provides the direction, purpose, and motivation necessary to prepare

individuals and organizations to win in battle. It is based on a comprehensive

understanding of the following:-

a.

Mission, doctrine, and history.

b. Enemy/threat capabilities.

c.

Operational environment.

d.

Organizational and personnel strengths and weaknesses.

e.Training environment.

51.

Train one Echelon below and Evaluate two Echelons below. Commanders

are responsible for training their own unit and one echelon below. Commanders

evaluate units two echelons below. For example, brigade commanders train

battalions and evaluate companies; battalion commanders train companies and

evaluate platoons.

52.

Require Subordinates to understand and perform their roles in Training.

Since good training results from leader involvement, one of the commanders

principal roles in training is to teach subordinate trainers how to train and how to

fight. The commander provides the continuing leadership that focuses on the

organizations wartime mission. The commander assigns officers the primary

responsibility for collective training and NCOs the primary responsibility for

individual, crew, and small team training. The commander, as the primary trainer,

uses multi echelon techniques to meld leader, battle staff, and individual training

requirements into collective training events, while recognizing the overlap in training

responsibilities (figure). Commanders teach, coach, and mentor subordinates

throughout.


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53.

Train all elements to be proficient on their mission essential tasks.

Commanders must integrate and train to Army standard all BOS, within and

supporting their command, on their selected mission essential tasks. An important

requirement for all leaders is to project training plans far enough into the future and

to coordinate resources with sufficient lead-time.


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54.

Develop Subordinates. Competent and confident leaders build cohesive

organizations with a strong chain of command, high morale, and good discipline.

Therefore, commanders create leader development programs that develop war fighter

professionalism--skills and knowledge. They develop their subordinates confidence

and empower them to make independent, situational based decisions on the

battlefield. Commanders assist subordinates with a self development program and

share experienced insights that encourage subordinates to study and learn their

profession. They train leaders to plan training in detail, prepare for training

thoroughly, execute aggressively, and evaluate short-term training proficiency in

terms of desired long-term results. Effective leader development programs will

continuously influence the Army as junior leaders progress to higher levels of

responsibility.

55. Personal Involvement. The senior commander resources training and protects

subordinate commanders training time. They are actively involved in planning for

future training. They create a sense of stability throughout the organization by

protecting approved training plans from training distracters. Senior commanders

protect the time of subordinate commanders allowing them to be present at training

as much as possible. Subordinate commanders are responsible for executing the

approved training to standard. Senior commanders are present during the conduct of

training as much as possible and provide experienced feedback to all participants.

56.

Demand Training standards are achieved. Leaders anticipate that some

tasks will not be performed to standard. Therefore, they design time into training

events to allow additional training on tasks not performed to standard. It is moreimportant to train to standard on a limited number of critical tasks, rather than

attempting and failing to achieve the standard on too many tasks, rationalizing that

corrective action will occur during some later training period. Soldiers will remember

the enforced standard, not the one that was discussed.


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57.

Ensure proper task and event discipline. Senior leaders ensure junior

leaders plan the correct task-to-time ratio. Too many tasks guarantee nothing will get

trained to standard and no time is allocated for retraining. Too many events result in

improper preparation and recovery.

58. Foster a command climate that is conducive to good Training.

Commanders create a climate that rewards subordinates who are bold and innovative

trainers. They challenge the organization and each individual to train to full

potential. Patience and coaching are essential ingredients to ultimate achievement of

the Army standard.

59.

Eliminate Training distractions. The commander who has planned and

resourced a training event is responsible to ensure participation by the maximum

number of soldiers. Administrative support burdens cannot be ignored, however, they

can be managed using an effective time management system. Senior commanders

must support subordinate commanders efforts to train effectively by eliminating

training distracters and reinforcing the requirement for all assigned personnel to be

present during training.

60. Top-Down/Bottom-Up Approach To Training The Top-Down/Bottom-Up

approach to training is a team efforts in which senior leaders provide training focus,

direction and resources, and junior leaders provide feedback on unit training

proficiency, identify specific unit training needs, and execute training to standard in

accordance with the approved plan. It is a team effort that maintains training focus,

establishes training priorities, and enables effective communication between

command echelons.

61. Guidance, based on wartime mission and priorities, flows from the top-down

and results in subordinate units identification of specific collective and individual

tasks that support the higher unit s mission. Input from the bottom upis essential

because it identifies training needs to achieve task proficiency on identified collective


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and individual tasks. Leaders at all echelons communicate with each other about

requirements, and planning, preparing, executing, and evaluating training.

62.

Senior leaders centralize planning to provide a consistent training focus fromthe top to the bottom of the organization. However, they decentralize execution to

ensure that the conduct of mission related training sustains strengths and overcomes

the weaknesses unique to each unit. Decentralized execution promotes subordinate

leadersinitiative to train their units, but does not mean senior leaders give up their

responsibilities to supervise training, develop leaders, and provide feedback.

63. Battle Focus. Battle focus is a concept used to derive peacetime training

requirements from assigned and anticipated missions. The priority of training in

units is to train to standard on the wartime mission. Battle focus guides the

planning, preparation, execution, and assessment of each organization's training

program to ensure its members train as they are going to fight. Battle focus is critical

throughout the entire training process and is used by commanders to allocate

resources for training based on wartime and operational mission requirements. Battle

Focus enables commanders and staffs at all echelons to structure a training program

that copes with non-mission related requirements while focusing on mission essential

training activities. It is recognition that a unit cannot attain proficiency to standard

on every task whether due to time or other resource constraints. However,

commanders can achieve a successful training program by consciously focusing on a

reduced number of critical tasks that are essential to mission accomplishment.

64. A critical aspect of the battle focus concept is to understand the responsibility

for and the linkage between the collective mission essential tasks and the individual

tasks that support them. The commander must coordinate the collective mission

essential tasks and individual training tasks on which the unit will concentrate its

efforts during a given period. Although NCOs have the primary role in training and

sustaining individual soldier skills, officers at every echelon remain responsible for


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training to established standards during both individual and collective training.

Battle focus is applied to all missions across the full spectrum of operations.

65. Evaluation. Senior commanders ensure that evaluations take place at

each echelon in the organization. Commanders use this feedback to teach, coach,

and mentor their subordinates. They ensure that every training event is evaluated as

part of training execution and that every trainer conducts evaluations. Senior

commanders use evaluations to focus command attention by requiring evaluation of

specific mission essential and battle tasks. They also take advantage of evaluation

information to develop appropriate lessons learned for distribution throughout their

commands. The use of evaluation data can have a strong effect on the command

climate of the organization. Therefore, senior commanders make on-the-spot

corrections, underwrite honest mistakes, and create an environment for aggressive

action to correct training deficiencies, through retraining.

66.

Senior commanders use training evaluations as one component of a feedback

system. To keep the training system dynamic, they use feedback to determine the

effectiveness of the planning, execution, and assessment portions of the training

management cycle. These feedback systems allow the senior commander to makechanges that lead to superior training results and to teach, coach and mentor

subordinate leaders. To be effective, this feedback flows between senior and

subordinate headquarters, within each command echelon, and among a network of

trainers that may cross several command lines.

67.

Conclusion. Responsibility for success on the future battlefield rests on

the shoulders of todays Army leaders at all levels. To ensure this success, all leaders

must focus training on war fighting skills, and make that training the priority. The

unit commander is responsible for the wartime readiness of all elements in the

formation. The commander is therefore the primary trainer of the organization and is

responsible for ensuring that all training is conducted in accordance with the Army

standard. This is the commander's number one priority. The command climate must


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reflect this priority. The senior commander is responsible for resourcing, ensuring

stability and predictability, protecting training from interference, executing and

assessing training. Key to effective unit training is the commanders involvement and

presence in planning, preparing, executing, and assessing unit training.

68. Types of Military Training Methodology Events

There are various types of training events being followed in the modern

armies:-

(a) Structured Training in Units/Formations. Each echelon

from division through battalion publishes short-range training guidance

that enables the commander and staff to prioritize and refine missionessential training guidance contained in the long-range CTG.

Commanders must publish the short-range training guidance with

sufficient lead time to ensure subordinate units have time to develop

their own short range training plans. After receiving guidance from

higher headquarters, subordinate units down to battalion sequentially

publish their QTG. Additionally, RC unit commanders are required to

develop a post mobilization training plan to complete training to the level

organized. This plan should be updated concurrently with the yearly

training plan.

(b) Cloth/Sand model Exercise. These are conducted to visualize,

practice, rehearse and execute war plans. It also enable to plan, prepare

and execute assigned mission. It can be one sided/two sided and can be

effectively controlled by the controlling authority situating the

requirements. It is an effective method of training being followed in the

army.

(c) Map Exercise. A training exercise that portrays military situations

on maps and overlays that may be supplemented with terrain models


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and sand tables. It enables commanders to train their staffs in

performing essential integrating and control functions under simulated

wartime conditions.

(d) Tactical Exercise With/Without Troops. An exercise conducted

in the field on actual terrain suitable for training units for specific

missions. It is used to train subordinate leaders and battle staffs on

terrain analysis, unit and weapons emplacement, and planning the

execution of the unit mission. It can be with/without troops depending

the requirement.

(e) Deployment Exercise. An exercise that provides training for

individual soldiers, units, and support agencies in the tasks and

procedures for deploying from home stations or installations to potential

areas of hostilities.

(f) Combined Arms Live Fire Exercise. High-cost, resource intensive

exercises in which player units move or maneuver and employ organic

and supporting weapon systems using full-service ammunition with

attendant integration of all CA, CS, and CSS functions.

(g) Field Training Exercise. An exercise conducted under simulated

combat conditions in the field. It exercises command and control of all

echelons in battle functions against actual or simulated opposing forces.

(h) Logistics Exercise. Training exercise that concentrates on

training tasks associated with the combat service support battlefield

operating system. CS and CSS units support combined arms unit

training every day through execution of core war fighting functional

tasks. Combat arms unit commanders recognize their units cannot

conduct combined arms training without their task organized CS and

CSS units. For example, combat arms unit commanders recognize their


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units cannot train without operational equipment, fuel, rations, water,

and other supplies and services provided by their supporting CSS units.

69. CS and CSS unit commanders integrate their unit training plans with their

supported combat arms units. CS and CSS units daily perform their core war fighting

functional tasks, at the squad, team, and individual technical level. For example,

maintenance support teams routinely perform organizational and direct support

automotive, turret, armament, and communications-electronic maintenance and

periodic services, as well as provide repair parts support to their supported combat

arms units. CS and CSS unit commanders look for opportunities elsewhere on the

installation to train these soldiers on their individual technical tasks. For example, a

corps support group (CSG) commander may design an exercise that provides an

opportunity for a subordinate engineer battalion (combat heavy), a quartermaster

company (water supply) (direct support/general support [DS/GS]) and a

quartermaster tactical water distribution team (Houseline) to practice selected

wartime METL tasks while participating in a support operations training exercise. In

this exercise, these units provide water supply and distribution, and restore vital

infrastructure to a host country devastated by a natural or man-made disaster. All

these effort part of logistics exercises being conducted.

70. Training Progression. Training should develop logically from Individual

Training through Team Training to progressively more sophisticated and challenging

Collective Training. This may be followed by operationally specific Training prior to or

after deployment to an operational theatre. Within each of these categories there will

be Initial Training during which skills are learned, refreshers Training to maintain

Troops at a certain level of capability, and continuation Training to develop further

those skills in which a degree of competence has already been achieved. To achieve a

progression in Training standards, units and formations should be competent in

special to arm skills before Combined Arms Training is undertaken, and competent

in single-service operations before undertaking joint or multinational Training.


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71. Conclusion. Army training has one purpose to produce competent, confident,

adaptive soldiers, leaders and units, trained and ready to fight and win our Nation's

battles. Commanders are responsible for the wartime readiness of every aspect of

their unit, while NCOs train individual soldiers, crews, and teams. All training

focuses on unit readiness. Training is the Armys number one priority. Training is

WHAT we do, not SOMETHING we do.

CHAPTER THREE

METHODS AND STAGES OF INSTRUCTION

72. General. The aim of this Chapter is to give you an insight in the

methodology of conduct of IP. Instructional Practice (IP) is the most important form

by which the instructor gauges the level of any student in terms of instructional

abilities. It also infuses confidence and enables the student to achieve the desired

technique as well as to master the art of instructorship. The IP is conducted in most

of the training institutes, both civil and military; to inculcate the best teaching

methods and it improves the skills of imparting instructions. Determining which

Method of Instruction to use in a training program can sometimes be difficult,

because there are many different instructional methods which may be used in a

training environment. Each method has certain advantages and disadvantages; some

are more suited for certain kinds of instruction than others. Each of the different

methods requires greater or lesser participation by students. One method, or perhaps

a combination of methods, is usually most appropriate for most subject matter and

objectives.

73. The common methods of instruction are the instructor-lead, lecturer,

demonstrator, practical exercise, and the self-study, with each of these methods it


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will have someone doing something to teach whatever it is you there to learn, only

exception is the self-study independent method.

Based on your subject matter, you will need to determine which instructional

method's will best showcase the information you will be teaching.

74. Purpose of Military Instruction. Military Instruction is concerned with the

acquisition of information and the development of the attributes of the body and of

the character require by soldiers in order to perform their duties in times of War and

Peace. Military Instruction is to be carried out efficiently, and so as to ensure that the

Solider will know how to use properly what he has learnt, in the different conditions

prevailing in Combat and in the Service when not in Combat.

75. Values of Instructions in the Army. The task of Officer in the Army is

not limited to the Command of his Troops in the Battle. It is his duty to prepare his

Troops (each according to his occupational specialty) and his Unit (as an integral

whole) for the execution of their duties in Combat. No one else, other than their

immediate Officers, will Train the Troops and the Units. The fighter Officer who

knows how to deploy his Unit in Battle but who is incapable of carrying out its

Training, unprepared for Battle. We shall find that Training in the Army is not a

subject or a profession for exerts of various types, but is the essential pre-requisite of

every Officer, from the lowest to highest level.

76. Lesson, Chapter and Program. The importance of planning in our day-to-

day life, in our professional and routine affairs needs no elaboration. For successful

completion of a task, be it of any nature, a detailed planning / forethought defining

the procedure of going about doing that thing is very essential. Likewise for aninstructor it is very essential to formulate a lesson plan before taking a lecture. A

lesson plan can be defined as the planning by an instructor to run the class in a

simple, logical and sequential manner with a view to introduce the subject gradually

ensuring assimilation by the class at each stage within a given time.


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77. Lesson. A lesson is the smallest basic study Unit. It may be defined thus:

a lesson is a small amount of study material itself constituting any time. This entity

must be complete from the points of view of the study material, the Training method,

and the period of time in which it is imparted.

78. The purpose of Chapter. The aim of chapter is to impart the

fundamentals of study in Military Training, to unify the technique of Training in the

Army, and to serve as a guide to the various Officers and Instructors in their

practical work in the preparation of a Training program.

79. Training Program. A Training program is an exact program specifying the

subjects of the Training and the lessons which are to be given to the Student in order

to bring him to the appointed level. Those with the direct responsibility for

implementing Training should produce programs covering in detail the Training that

is to take place in a particular period. Training program should be properly

structured with the various elements sensibly integrated.

Unit commanders carry the major burden of organizing Training, and they

should plan well ahead in order to secure resources, or to prepare for the

effective use of limited or scarce resources.

Training should generally follow a logical sequence,(individual...command)

although benefit may be derived on occasion from participation in a particular

Training event that might be otherwise regarded as being out of phase.

Training need not be cyclical, particularly in the regular Army, except perhaps

in terms of advanced collective Training when there are only limited

opportunities to Train. It is often more a matter of sustaining proficiency.

80. Appreciation before Making a Lesson Plan. Any mental appreciationinvolves the answer to certain questions like what, why, when, where, whom, who

and how etc. Likewise the answers to all these would provide us with the basis to

formulate a lesson plan. Thus before setting out to formulate a lesson plan we ought

to have found the answers to the following:

a)What is to be taught: What is the subject and the aim of the lecture


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b)

Day, Time and Location: When and where is Weather the lesson is to be

conducted for recruits, young soldiers or trained soldiers? If for trained soldiers,

then for privates, NCOs or Officers.

c)

Method of Instruction: How the lesson to be conducted.

d)Standard of the Students: ? Lecture, demonstration.

e)Training Aids Required. Charts, models, equipment or ppt slides

f)

Administrative Arrangements Required: Is there any requirement for food,

water, vehicles etc

g)Time Planning: Proper sub allocation of allocated time.

h)

Weaknesses / doubts, pertaining to the subject, noticed on earlier occasions.

It is amply clear now that the above exercise would provide us

with the basic essentials of a lesson plan.

81. Preparation for Making a Lesson Plan. Before we set out explaining the

preparations required for making a lesson plan, it is important to understand the

difference between a lesson plan and a detailed script. A detailed script as the name

suggests, gives out all the details pertaining to the subject keeping in view the scope

of training being imparted by the institution. A lesson plan involves extraction of therelevant material from the detailed script keeping in view the factors.

82. To formulate a lesson plan one should proceed in the following manner:

(a) Sift out material from the detailed script keeping in view the time

available and standard of the class in the following categories:

i.

Must know.

ii.

Should know.

iii. Could know.

(b) Divide the lesson in adequate parts/ phases keeping in view the

aim and time. These phases could be the same as given in the detailed

script


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(c) Include certain pertinent questions and answers to ascertain the

level of assimilation at the end of each part and leading to the next part.

(d) Include details of training aids at appropriate places.

(e) Time taken to cover each phase to be given.(f) Demonstration if any to be given, either in the end or immediately

after that part / phase.

(g) Prepare a rough lesson plan.

(h) Carry out rehearsal.

(j) Prepare a fair lesson plan allocating the required time for each

part/ phase.

83. Having seen the various ingredients of a lesson plan, let us now see the layout

of a lesson plan.

(a) File cover / Folder for the lesson plan.

(b) DS Comments. One page on the left inner side of the file (only for test).

(c) Training Aids. Quantity and type of training aids to be mentioned.

(d) Time Plan. Under this column time taken to cover a particular phase/

sub phase is given (in whole minutes) .

(i) Actual Time This shows the actual time taken to cover that particular

phase.

(ii) Running Time. This gives out the total time taken to cover the lecture

till that phase.

(iii) Total Time. This shows the total time taken to cover the entire lecture.

(e) Layout of Class. This could be attached in the form of an sketch

showing layout of the class.

(f) Lesson Plan. A lesson plan gives out combined details of

teaching points, training aids and time plan. Besides it may also give out

necessary guidelines for the instructor to run the class in a particular

manner.


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84. Important Points. The following points must be borne in mind while

making a lesson plan.

a) Make the lesson plan in point form.

b)

Training aids required should be mentioned in sequence under different

heads.

c) Include the time plan (adequate time for questions by students to be

kept)

d. Write all questions/ answers in full.

e. Rehearse as per time plan.

f. Introduction and conclusion to be in full.

g. Use of training aids and instructors activities to be mentioned at the

correct places.

h.

Keep minor staff duties (SD) in mind.

85. Advantages of a Lesson Plan.Making a lesson plan, initially, is quite tedious

and time consuming. Yet once made it assists us in many ways. Certain advantages

of a lesson plan are as given below:

(a) Saves time.

(b)

One sequence can be followed.

(c) Any instructor can conduct the class at short notice.

(d)

Complete subject is covered.

(e) Important aspects can be emphasized upon.

(f) Correct use of training aids.

86. Conclusion To run a class in a given sequence and to cover the entire lecture

in allotted time is of utmost importance. This can be easily achieved by making agood lesson plan.

87. Methods of Military Instruction

A. Instructor-led method: This is the most common used method of


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instruction, where the instructor becomes the sole disseminator of information.

The Instructor presents information to the student systematically in this

method. This approach is consider the best method to use because the

instructor interfaces with the students by presenting segments of instruction,

question the students frequently, and provides periodic summaries or logical

points of development.

B.

Lecturer method: The lecture method is also a widely used method of

instruction, with this method the lecture becomes the sole disseminator of

information. Interaction with the students is often limited by the lectures

when presenting segments of instruction, questions the students frequently

have only the choice of listening to what is being presented.

The Lecture is the Instruction method in which the material is imparted

to the trainees by the Instructors only, orally. This method of Instruction

is not favored by the majority of the Trainees and it is as well to use it as

little as possible.

A Lecture is a very efficient method of an Instruction for imparting

theoretical material. A Lecture method is a well prepared oral

presentation of a subject by a qualified person. The Lecture method is a

process of delivering knowledge to adult Trainers verbally. It is mostly a

one way communication approach.

88. There are three types of Lecture methods:

a) Formal (un unified) Lecture methods is characterized by the lack of

discussion or interaction in between the Trainer and the Trainees. The

educator Lectures continuously for a long time being uninterrupted.

b)

Informal (modified) Lecture method Lecture takes in to accountthe participation of the Trainees like asking, giving suggestions, and

answering to the questions. Here there is an interaction.

c) Short Lecture Methods is a brief talk, used to introduce a session

or topic or provide new information. It can be used to summarize ideas given

by participants after a group discussion or assignment. However, such talks


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by Trainers should be kept to a minimum to allow participants as much time

as possible to participate and share their own ideas.

The purpose of a Lecture is to clarify information to a large group

in a short period of time.

C.Discussion: The Discussion is the exchange of views between

Trainees among each other and with the Instructor, on specified problems

and with intent to study a particular subject.

Discussion is an activity in which people talk together in order to share

information about a given topic, problem based on all possible available

evidence. Discussion provides for participation, makes participants

tolerant and broad-minded, encourages good listening, and provides a

cooperative means of bringing together facts and opinions.

This is a two-way verbal interaction that is Trainer to Trainee or Trainee

to Trainee. In the discussion group, the participants are usually seated

in a circle or semi-circle and where possible they may sit around a Table

or Tables.

89.

There are two types of discussion methods:

a) The whole Class discussion In this method the entire class

participates in the discussion. This approach is used in cases where Trainees

have no background or experience in conducting discussion. In such,

situation the Trainer must be the leader of the discussion group.

The Trainer states a problem, initiates discussion, direct

discussion among Trainees and ensures that the flow of ideas

proceeds towards the desired goals. In the end the Trainer finishesthe discussion by giving summary of the main points expressed.

b)

Small group discussion method In the case of this discussion a big

class may be divided into small groups each with a leader and secretary or

recorder. The leader for each group directs the discussion throughout. The

Trainer moves from one group to another finding out what progress is being


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made. His contribution to the discussion in each group may add some life to

the whole discussion. As soon as the time is over all Trainees come together

to hear reports from various groups.

D.

Demonstration Method:The Demonstration method is one where the

student observes the portrayal of a procedure, technique, or operation.

The demonstration method shows how to do something or how something

works. A Demonstration is a way of showing the group how something is

done.

90.

There are two types of demonstration methods:

a)

Formal Demonstration Method In this method the demonstration is

made only by the Trainer and is used where there is shortage of material for

each Trainee and when the materials are dangerous to be handled by

Trainees.

b) Informal Demonstration Methods In this method there is a

demonstration by a Trainer.

The purpose of demonstration method is to teach skills. Therefore,

the condition necessitating the use of demonstration is when skills

are taught: for example, Swimming and Typing. The Trainer

assembles all the needed equipment and materials, demonstrates

how the skill is performed to the participants, advising them to

observe carefully each step of the procedure.

E. Practical Exercise: A practical exercise (PE) may take many forms.

Basically, it is a method of training in which the student actively participates,

either individually or as a team member. He or she does this by applying

previously learned knowledge or skills. All students actively participate

although they may work at their own rate. Students may or may not be

required to follow a set sequence. The various forms of the PE are explained

in detail below:


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a. Play let: ThePlay let is a partial and live presentation of a series of actions

accompanying an explanation by the performers (during the presentation). It

may in many cases replace the Lecture or the Display.

b. Display: The display is the presentation by way of examples, complete and

exact, of an activity or a series of activities in the subject being studied. Display

may be performed in the Field, in the Lecture room, on a Sand table and so on.

c.Training Films: a Training Film is rea

Documents

Training Reserve Force Original Document of US Army