PRIMARY LEADERSHIP DEVELOPMENT

PRIMARY LEADERSHIP DEVELOPMENT COURSE MOBILIZATION, NOV 2003 BOOK 2B Instructor Book, Training Support Packages PLDC MOBILIZATION COURSE "NO ONE IS MORE PROFESSIONAL THAN I" The Army Training System (TATS) Courseware Prepared by The United States Army Sergeants Major Academy Fort Bliss, Texas 79918-8002 FOR THE ARMY SCHOOL SYSTEM (TASS) INSTITUTIONS FIELDING DATE: As Directed INTRUCTOR / STUDENT RECOVERABLE MATERIAL This instruction material is ACCOUNTABLE/RECOVERABLE. Instructors and students MUST TURN IN this material upon course completion or upon reassignment to other duties. The Army School System (TASS) Institutions are responsible for the issue and control of this material. To receive additional or replacement material requires that a WRITTEN JUSTIFICATION be forwarded to ATSC through Command Channels. Instructor book 2 is broken down into six books (Book 2A, 2B, 2C, 2D, 2E, and 2F). This is Instructor Book 2B. This instructor book contains the following Training Support Packages: (NOTE) The order given below is in the same order as the recommended sequence found in the Course Map in the Course Management Plan. TSP# Title T222 Conduct an After Action Review T228 Drill and Ceremony L221 Introduction to Army Leadership L222 Be, Know, Do L223 The Human Dimension in Leadership Development L224 The Four Direct Leadership Skills L225 The Three Direct Leadership Actions Printed and distributed by: U.S. Army Training Support Center, Training Media Support Directorate, Training Medial Management Team, Fort Eustis, VA 23604-5168 T222 CONDUCT AND AFTER ACTION OCT 03 REVIEW U.S. ARMY SERGEANTS MAJOR ACADEMY Primary Leadership Development Course (PLDC) The Army Training System TRAINING SUPPORT PACKAGE "NO ONE IS MORE PROFESSIONAL THAN I" This page intentionally left blank TRAINING SUPPORT PACKAGE (TSP) TSP Number / Title Effective Date 03 Oct 2003 Supersedes TSP(s) / Lesson(s) TSP Users Proponent Improvement Comments T222 / AFTER ACTION REVIEW (AAR) T202, After Action Review (AAR), February 1999 T202-RC, After Action Review, June 2001 400-PLDC Primary Leadership Development Course The proponent for this document is the Sergeants Major Academy. Users are invited to send comments and suggested improvements on DA Form 2028, Recommended Changes to Publications and Blank Forms. Completed forms, or equivalent response, will be mailed or attached to electronic e-mail and transmitted to: COMDT USASMA ATTN ATSS DCP BLDG 11291 BIGGS FIELD FORT BLISS TX 79918-8002 Telephone (Comm) (915) 568-8875 Telephone (DSN) 978-8875 E-mail atss-dcd@bliss.army.mil Security Clearance / Access Foreign Disclosure Restrictions Unclassified FD5. This product/publication has been reviewed by the product developers in coordination with the USASMA foreign disclosure authority. This product is releasable to students from all requesting foreign countries without restrictions. 1 PREFACE Purpose This Training Support Package provides the instructor with a standardized lesson plan for presenting instruction for: Planning and Conducting an After Action Review (AAR). 2 This TSP Contains TABLE OF CONTENTS PAGE Preface............................................................................................................................................. 2 Lesson Section I Administrative Data ..................................................................................... 4 Section II Introduction.................................................................................................. 7 Terminal Learning Objective - Apply the after action review process.................................................................................................. 7 Section III Presentation ................................................................................................ 9 Enabling Learning Objective A - Define the After Action Review (AAR) and its purpose........................................................................... 9 Enabling Learning Objective B - Identify the After Action Review process................................................................................................ 12 Section IV Summary................................................................................................... 19 Section V Student Evaluation.................................................................................... 21 Appendix A Viewgraph Masters A - ............................................................................................ 1 Appendix B Test(s) and Test Solution(s) (N/A) B - .................................................................... 1 Appendix C Practical Exercises and Solutions C - ..................................................................... 1 Appendix D Student Handouts D -.............................................................................................. 1 3 AFTER ACTION REVIEW (AAR) T222 / Version 1 03 Oct 2003 SECTION I. ADMINISTRATIVE DATA All Courses Including This Lesson Task(s) Taught(*) or Supported Reinforced Task(s) Academic Hours Course Number Version Course Title 400-PLDC PHII 1 Primary Leadership Development Course, PHII Task Number Task Title Task Number Task Title The academic hours required to teach this lesson are as follows: Resident Hours/Methods 1 hr 5 mins / Conference / Discussion 45 mins / Practical Exercise (Performance) Test 0 hrs Test Review 0 hrs Total Hours: 2 hrs Test Lesson Number Hours Lesson No. Testing (to include test review) N/A Prerequisite Lesson(s) Clearance Access Foreign Disclosure Restrictions Lesson Number Lesson Title None Security Level: Unclassified Requirements: There are no clearance or access requirements for the lesson. FD5. This product/publication has been reviewed by the product developers in coordination with the USASMA foreign disclosure authority. This product is releasable to students from all requesting foreign countries without restrictions. References Number Title Date Additional Information FM 7-1 Battle Focused Training 06 Jun 2003 4 Student Study Assignments Before class-- • Read SH-1, Advance Sheet. • Read SH-2, Extracts from FM 7-1. • Read SH-3, Comparison of a Critique with an AAR. During class-- • Participate in classroom discussions. • Complete the practical exercise. After class-- • Turn in recoverable reference materials. Instructor Requirements 1:8, SSG, PLDC graduate, ITC, and SGITC qualified. None ID Name Additional Support Personnel Requirements Equipment Required for Instruction 441-06 LCD Projection System 559359 SCREEN PROJECTION 673000T101700 PROJECTOR, OVERHEAD, 3M 7110-00-132-6651 CHALKBOARD 7110-00-T81-1805 DRY ERASE BOARD 7510-01-424-4867 EASEL, (STAND ALONE) WITH PAPER Name Stu Qty Man Hours Ratio Stu Inst Spt Qty Exp Ratio Ratio 1:16 1:2 N 1 N 1:16 1:2 N 1 N 1:16 1:2 N 1 N 1:16 1:2 N 1 N 1:16 1:2 N 1 N 1:16 1:2 N 1 N Materials Required Instructor Materials: • TSP • Viewgraphs: 4 Student Materials: • SH-1, Advance Sheet. • SH-2, Extracts from FM 7-1. • SH-3, Comparison of a Critique with an AAR. • Pen or pencil and writing paper. 5 Classroom, Training Area, and Range Requirements Ammunition Requirements CLASSROOM INSTRUCTION 900 SF, 16 PN or Classroom Conducive to Small Group Instruction of 16 Students. Id Name Exp Stu Instr Spt Ratio Ratio Qty None Instructional Guidance NOTE: Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified reference material. Proponent Lesson Plan Approvals Name Rank Position Date Santa Barbara, Robert GS-09 Training Specialist Barnes, Ronnie G. MSG Chief, PLDC Lawson, Brian H. SGM Chief, NCOES Mays, Albert J. SGM Chief, CDDD 6 SECTION II. INTRODUCTION Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio is: 1:8 Time of Instruction: 5 mins Media: None Motivator One of your most important responsibilities as a leader is to train your subordinates. To do that effectively, you must use every means available to make sure your soldiers actually learn during training. Soldiers learn best when they “discover” an answer or solution on their own. Learning is most effective when you train and evaluate at the same time. You, as a leader and trainer, must learn how to do this. The best way to accomplish this is to use an after action review. Terminal Learning Objective NOTE: Inform the students of the following Terminal Learning Objective requirements. At the completion of this lesson, you [the student] will: Action: Apply the after action review process. Conditions: In a classroom environment and in a situational training exercise (STX) while serving as a leader. Standards: Applied the AAR process in accordance with FM 7-1. Safety Requirements None Risk Assessment Level Environmental Considerations Low NOTE: It is the responsibility of all soldiers and DA civilians to protect the environment from damage. None 7 Evaluation Throughout PLDC, your instructor will conduct after action reviews. Since you will also conduct training sessions, you must conduct an AAR at the end of each session. One of these training sessions will be during the Training the Force module. The AARs will not affect your academic rating for the course. Instructional Lead-In During the training lessons and the situational training exercise (STX), you will actually conduct training sessions. Once the training concludes, you will have to review what took place. If you understand what an AAR is and how to conduct one, your training review process will be beneficial and relatively easy to accomplish. During this lesson, you will learn-- • What an after action review (AAR) is and its purpose. • How to plan an AAR. • How to prepare for an AAR. • How to conduct an AAR. • How to use the results of an AAR. 8 SECTION III. PRESENTATION NOTE: Inform the students of the Enabling Learning Objective requirements. A. ENABLING LEARNING OBJECTIVE ACTION: Define the after action review (AAR) and its purpose. CONDITIONS: In a classroom environment given SH-2 (FM 7-1). STANDARDS: Identified what an after action review is and its purpose in accordance with FM 7-1. 1. Learning Step / Activity 1. What an after action review (AAR) is and its purpose. Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio: 1:8 Time of Instruction: 15 mins Media: None Definition and Purpose of an AAR NOTE: Have the students refer to SH-2 and follow along in the handout for this entire lesson. Let’s begin our discussion by defining an after action review (AAR). QUESTION: What is an after action review? ANSWER: A structured review process that allows soldiers, leaders, and units to discover for themselves what happened during the training, why it happened, and how they can perform the training better. Ref: SH-2, p SH-2-2 (FM 7-1) The purpose of the AAR is twofold. First, it allows soldiers to discover for themselves what happened during training and why. And second, it tells soldiers how to improve future performance. The AAR is a professional discussion that leaders conduct after each training event, and the discussion focuses directly on mission accomplishment. It stresses meeting standards and does not determine winners or losers. The AAR involves soldiers and leaders in the analysis of training, brings out and reinforces important learning points, and links the lessons learned to subsequent training. 9 AAR vs. Critique It is important to remember that an AAR is not a critique. A critique has only one viewpoint, usually that of the senior observer controller (O/C) or unit leader. This does not allow for soldiers’ observations, discussion of events, and comments. This means that critiques are less effective than AARs in getting the most from training. Moreover, the limited and often biased point of view of a critique prevents the open discussion of training events. A critique also prevents soldiers from learning from their mistakes. AARs are not critiques because they do not determine success or failure. When you use an AAR, you avoid lecturing your soldiers in what went wrong, and this makes it easier for them to learn. NOTE: Refer students to Student Handout 3 and compare the difference between an AAR and a critique. Take no more than 5 minutes and discuss the contents of the handout. Ask if there are any questions about the comparison of an AAR and a critique. Types of AARs Now that we’ve seen the difference between an AAR and a critique, let’s discuss the types of AARs which leaders may conduct. There are two types of AARs: formal and informal. The formal AAR is resource-intensive and requires more detailed planning, coordination, preparation, and resources. Units normally conduct formal AARs at company level and above. Leaders normally schedule and conduct formal AARs as a part of external and internal evaluations. At the close, the AAR leader summarizes comments from the observers, covering the strengths and weaknesses discussed during the AAR. This summary also covers what the unit needs to do to correct weaknesses. The AAR that you will participate in most of the time will be the informal AAR. Units usually conduct informal AARs for soldier and crew, squad, or platoon-level training or when resources are not available to conduct a formal review. Informal AARs require less preparation and are often on-the-spot reviews of soldier and 10 collective training performance. These AARs are important since they involve all soldiers and leaders in the participating unit. Leaders can have discussion comments recorded to use in follow-on AARs or can immediately apply the lessons learned as the soldiers repeat the exercise. The conduct of the two types of AARs are very similar. Ref: SH-2, p SH-2-5 (FM 7-1) Parts of an AAR Let’s discuss the parts of the AAR. QUESTION: What are the four parts of an AAR? ANSWER • Review what should have happened. • Establish what happened. • Determine what went right or wrong. • Determine how to do the task differently the next time. Ref: SH-2, p SH-2-2 (FM 7-1) First, you and your soldiers review the training plan to determine what should have happened in the training. Once you have done this, you identify what did happen during the training. Here, you must include the thoughts and points of view of not only your soldiers but the opposing force (OPFOR) as well. The third part of the AAR is very important because this is when you determine what went right and what went wrong with the training. This is when you as the leader must be careful and not let the AAR turn into a critique session. Finally, as a group, you and your soldiers must determine how you will perform the task or mission differently the next time you conduct training. You play a critical role in guiding the AAR discussion so that the conclusions reached are doctrinally sound. You will actually lead your soldiers in determining exactly how to perform differently the next time. That’s why you should plan AARs at the completion of each mission or phase of training. AARs provide immediate feedback to your soldiers and reinforce and increase the learning that takes place as a result of the training. 11 CHECK ON LEARNING: QUESTION: What is the purpose of the AAR? ANSWER: It allows soldiers to discover what happened during training, why it happened, and how they may improve future performance. Ref: SH-2, p SH-2-2 (FM 7-1) QUESTION: What are the four parts of an AAR? ANSWER: • Review what should have happened. • Establish what happened. • Determine what went right or wrong. • Determine how to do the task differently the next time. Ref: SH-2, p SH-2-2 (FM 7-1) B. ENABLING LEARNING OBJECTIVE ACTION: Identify the after action review process. CONDITIONS: In a classroom environment given SH-2 (FM 7-1). STANDARDS: Identified the AAR process in accordance with FM 7-1. 1. Learning Step / Activity 1. Identify the After Action Review (AAR) process. Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio: 1:8 Time of Instruction: 30 mins Media: VGT-1 thru VGT-4 AAR Executing Sequence So far, we have defined the AAR and looked at what comprises an AAR. Now let’s look at the steps for executing the after action review. QUESTION: What are the four steps in the execution sequence of an AAR? ANSWER: Planning, preparing, conducting, and following up (using AAR results). Ref: SH-2, p SH-2-6 (FM 7-1) Planning As a leader, you must know these steps in order to derive the maximum benefit from the AAR process. You need to remember that the objective of an AAR is to promote learning. The first thing you must do is develop a plan for your AAR. 12 Without one, you may fail to provide your squad with the feedback they need from the training. As a part of the planning stage, there are certain steps you must take. SHOW VGT-1, PLANNING PLANNING • Who will observe the training and who will conduct the AAR. • Reviewing the training and evaluation plan. • Schedule stopping points. • What trainers should evaluate. • Who attends. • When and where the AAR will occur. • What training aids will be used. T222/ OCT 03 / VGT-1 Ref: SH-2, pp SH-2-6 thru SH-2-8 (FM 7-1) It is important that you begin to plan by establishing what you want to accomplish in the AAR. You do this by establishing objectives. Determine who will observe the training and conduct the AAR for the element observed. You or the selected observer must have the qualifications to evaluate the training; that is, be able to perform the task, have the experience in the duties you are to evaluate and be knowledgeable in current doctrine. Provide the training and evaluation plan for review to the observers. You should also plan stopping points during the exercise for AARs. Since an observer can neither see everything each soldier does during an exercise nor review the entire exercise at one AAR, you should schedule stopping points at the end of each essential task or major event. You should also review the training and evaluation plan and identify who will attend the AAR. Ensure that, at a minimum, a representative from the evaluation team and OPFOR, and the soldiers who did the training are present. Select your location and ensure that it is large enough to accommodate the size of the group that will attend. 13 Determine whether or not you will require training aids, such as maps, sand tables, or easels. Draft the AAR plan. The final step in the planning process is to review the unit’s training objectives and plans. REMOVE VGT-1 NOTE: Take no more than 5 minutes to discuss the AAR plan. Ask if there are any questions concerning the planning phase and provide answers if necessary. Preparation SHOW VGT-2, PREPARING PREPARING • Review training objectives, orders and doctrine. • Identify key points. • Observe the training and take notes.. • Select the AAR site. • Collect observations from other observers and controllers. • Organize. • Rehearse. T222/ OCT 03/ VGT-2 Ref: SH-2, pp SH-2-8 thru SH-2-10 (FM 7-1) Once you plan the AAR, you then prepare to conduct it. As you prepare to observe and evaluate your squad, you should follow a series of steps to prepare your AAR. You must start before the training and continue to prepare up to the actual review. Ensure that you review FM 7-1, App C, before the start of training. Focus on actions and events related to the training objectives and take good notes. You must be tactically and technically proficient in the tasks evaluated and know the evaluation standards. Then you must prepare the AAR area and resources as you would for any other class or briefing. Finally, ensure that you organize and rehearse what you are going to say and do during the AAR. QUESTION: Within the preparation stage, what are the three techniques leaders use to organize AARs? 14 ANSWER: Chronological order of events, battlefield operating systems (BOS), or key events/themes/issues. Ref: SH-2, p SH-2-10 (FM 7-1) The purpose of discussion is for participants to discover strengths and weaknesses, propose solutions, and adopt a course of action to correct problems. OCs organize the AAR using one of three techniques: • Chronological Order of Events. This technique is logical, structured, and easy to understand. It follows the flow of training from start to finish. By covering actions in the order they took place, soldiers and leaders are better able to recall what happened. • Battlefield Operating Systems (BOS). This technique structures the AAR using the BOS. By focusing on each BOS and discussing it across all phases of the training exercise, participants can identify systemic strengths and weaknesses. This technique is useful in training staff sections. • Key Events/Themes/Issues. Key events discussion focuses on critical training events, which directly support training objectives identified by the chain of command before the exercise began. This technique is particularly effective when time is limited. REMOVE VGT-2 Conducting an AAR Now let’s look at the third step in executing an AAR--the conduct phase. Note: Ask several students what important points they should cover when conducting an AAR. After several responses, show the VGT. SHOW VGT-3, CONDUCTING CONDUCTING • Introduction and rules. • Generate discussions. • Review of objectives and intent. • Commander’s mission and intent. • OPFOR commander’s mission and intent. • Summary of events. • Closing comments. T222/ OCT 03 / VGT-3 Ref: SH-2, pp SH-2-10 thru SH-2-12 (FM 7-1) 15 The first thing you should do is give an introduction and state the rules governing the AAR. The introduction should include the following thoughts-- • An AAR is a dynamic, candid, professional discussion of training that focuses on unit performance measured against the Army standard. Everyone must participate if they have an insight, observation, or question which will help the unit identify and correct deficiencies or sustain strengths. • An AAR is not a critique. No one, regardless of rank, position, or strength of personality, has all of the information or answers. AARs maximize training benefits by allowing soldiers to learn from each other. • An AAR does not grade success or failure. There are always weaknesses to improve and strengths to sustain. Soldier participation will relate directly to the atmosphere created during the introduction. The AAR leader should make a concerted effort to draw in soldiers who seem reluctant to participate. The following techniques can help the OC create an atmosphere conducive to maximum participation. The OC should-- • Reinforce the fact that it is permissible to disagree. • Focus on learning and encourage people to give honest opinions. • Use open-ended and leading questions to guide the discussion of soldier, leader, and unit performance. • Enter the discussion only when necessary. The next step is to restate the objectives and intent of the exercise. The OC reviews unit training objectives the AAR will cover and restates the tasks to review, including the conditions and standards for the tasks. Using maps, operational graphics, terrain boards, etc., the commander/leader restates the mission and intent. The OC may guide the discussion to ensure everyone understands the plan and the commander's intent. Another technique is to have subordinate leaders restate the mission and discuss the commander's intent. In a formal AAR, the OPFOR commander explains his plan and actions. Using the same training aids as the friendly force commander, participants can understand the relationship of both plans. The next step is a summary of events during the exercise. This is where the OC discusses what actually happened during the exercise. As the discussion expands, 16 the OC guides the discussion by using open-ended questions. The OC does not tell the soldiers or leaders what was good or bad. The OC must ensure the unit addresses specific issues, both positive and negative. Skillful guidance of the discussion will ensure the AAR does not gloss over mistakes or unit weaknesses. The final step is the overall summary of the exercise. During the summary, the OC reviews and summarizes key points identified during the discussion. The OC ends the AAR on a positive note and links conclusions to future training. The OC then leaves the immediate area to allow unit leaders and soldiers time to discuss the training in private. REMOVE VGT-3 Next is the most important part of the AAR process--follow up using the AAR results. QUESTION: What is the main benefit of an AAR? ANSWER: They provide leaders a tool to plan soldier, leader, and unit training. Ref: SH-2, p SH-2-12 (FM 7-1) SHOW VGT-4, BENEFITS OF THE AAR BENEFITS OF THE AAR • Provides a critical assessment tool. • Helps plan soldier training. • Helps correct deficiencies. T222/ OCT 03 / VGT-4 Ref: SH-2, p SH-2-12 (FM 7-1) AARs are the dynamic link between task performance and execution to standard. They provide commanders a critical assessment tool to plan soldier, leader, and unit training. Through the professional and candid discussion of events, soldiers can compare their performance against the standard and identify specific ways to improve proficiency. 17 Leaders should not delay retraining except when absolutely necessary. If the leader delays retraining, the soldiers and unit must understand they did not perform the task to standard and that retraining will occur later. The real benefit of an AAR comes from applying results in developing future training. Leaders can use the information to assess performance and to plan future training to correct deficiencies and sustain demonstrated task proficiency. REMOVE VGT-4 Break Time: 00:50 to 01:00 2. Learning Step / Activity 2. PE-1 Method of Instruction: Practical Exercise (Performance) Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio: 1:8 Time of Instruction: 45 mins Media: PE-1 NOTE: Pass out the PE to all students. Give them 30 minutes to complete the requirements and then discuss the answers from each student. Remember, there is no single correct solution to this PE. CHECK ON LEARNING: QUESTION: What are the four steps in the execution sequence of an AAR? ANSWER: Planning, preparing, conducting, and following up (using AAR results). Ref: SH-2, p SH-2-6 (FM 7-1) QUESTION: What qualifications must an observer meet to evaluate training? ANSWER: Can demonstrate proficiency in the tasks the unit is practicing, are knowledgeable of the duties they are to observe, and are knowledgeable of current doctrine and TTPs. Ref: SH-2, p SH-2-6 (FM 7-1) 18 SECTION IV. SUMMARY Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio is: 1:8 Time of Instruction: 5 mins Media: None Check on Learning QUESTION: SGT Miller’s section did not perform it’s battle drill to standard during the training exercise. What should be SGT Miller’s first step to correct this deficiency? ANSWER: Provide evaluation feedback by conducting an AAR so the soldiers can discover what happened, why, and how to improve performance. Ref: SH-2, p SH-2-2 (FM 7-1) QUESTION: What two types of after action reviews can leaders conduct to review training? ANSWER: Formal and informal. Ref: SH-2, p SH-2-5 (FM 7-1) QUESTION: Your squad just completed a crew drill in preparation for next week’s training exercise and they did not perform the task to standard. You conduct an informal AAR as an on-the-spot review of the collective training. What should happen at the conclusion of the AAR? ANSWER: The crew should record the comments for use in follow-on AARs or apply the lessons learned immediately and perform the drill again. Ref: SH-2, p SH-2-5 (FM 7-1) QUESTION: You had difficulties conducting the AAR with your squad after they completed the battle drill since you had problems reviewing the entire drill. What should you plan for before the next AAR? ANSWER: Stopping points at the end of each essential task or major event. Ref: SH-2, p SH-2-7 (FM 7-1) 19 QUESTION: You are ready to conduct an AAR. What is the first thing you should do? ANSWER: Introduction and rules. Ref: SH-2, p SH-2-10 (FM 7-1) Review / Summarize Lesson The bottom line of an AAR is to determine how you will go about to improve your performance the next time you train. Using the results of the AAR is just as important as the AAR itself, and the AAR process doesn't end until you and your soldiers use the results to improve performance and combat readiness. You do this by follow-up training and implementing improvements discovered during the AAR. Use the AAR feedback to assess your squad's level of training readiness. The lessons learned from the AAR help to improve your squad's strengths and overcome its weaknesses in training. AARs give you an opportunity to implement lessons learned into future training and to plan training events that will improve the squad's overall performance. During the last two hours, we discussed the after action review. We looked at the definition of an AAR, its purpose, and the different parts of the AAR. We also discussed the steps in the AAR execution process--planning, preparing, and conducting. The AAR is a valuable tool for you to use to improve the combat readiness of your squads and teams. 20 SECTION V. STUDENT EVALUATION Testing Requirements NOTE: Describe how the student must demonstrate accomplishment of the TLO. Refer student to the Student Evaluation Plan. Feedback Requirements NOTE: Feedback is essential to effective learning. Provide remedial training as needed. 21 VIEWGRAPHS FOR LESSON 1: T222 version 1 Enabling Learning Objective B Learning Step 1 VGT-1, Planning PLANNING • Who will observe the training and who will conduct the AAR. • Reviewing the training and evaluation plan. • Schedule stopping points. • What trainers should evaluate. • Who attends. • When and where the AAR will occur. • What training aids will be used. T222/ OCT 03 / VGT-1 A-1 VGT-2, Preparing PREPARING • Review training objectives, orders and doctrine. • Identify key points. • Observe the training and take notes.. • Select the AAR site. • Collect observations from other observers and controllers. • Organize. • Rehearse. T222/ OCT 03/ VGT-2 A-2 VGT-3, Conducting CONDUCTING • Introduction and rules. • Review of objectives and intent. • Generate discussion. • Commander’s mission and intent. • OPFOR Commander’s mission and intent. • Summary of events. • Closing comments (summary). T222/ OCT 03 / VGT-3 A-3 VGT-4, Benefits of the AAR BENEFITS OF THE AAR • Provides a critical assessment tool. • Helps plan soldier training. • Helps correct deficiencies. T222/ OCT 03 / VGT-4 A-4 Appendix B Test(s) and Test Solution(s) (N/A) B-1 Appendix C Practical Exercises and Solutions This Appendix Contains This appendix contains the items listed in this table: Item/Title Pages PE-1, Conduct an Informal After Action Review C-1 and C-2 SPE-1, Conduct an Informal After Action Review C-3 C-0 This page intentionally left blank Title Lesson Number/Title Introduction Motivator Learning Step/Activity Safety Requirements Risk Assessment Level Environmental Considerations Evaluation Instructional Lead-In Resource Requirements Special Instructions PRACTICAL EXERCISE SHEET PE-1 Conduct an informal After Action Review (AAR) T222 version 1 / AFTER ACTION REVIEW (AAR) The emphasis of this practical exercise is to determine whether or not the students have the capability to perform an after action review. This practical exercise will provide students the hands-on experience needed to perform an after action review (AAR). NOTE: The instructor should inform the students of the following Learning Step/Activity requirements. (ELO B.1) At the completion of this lesson, you [the student] will: Action: Identify the After Action Review (AAR) process. None Low None This practical exercise will measure the level of competence for leading an after action review. This PE will not affect your academic rating for the course. None Instructor Materials: None Student Materials: None None C-1 Procedures Feedback Requirements Tell the students they have 30 minutes, plus or minus 10 minutes, to complete this practical exercise and during this time they must: • Read the vignette. • Develop an outline using the organization points in FM 7-1, SH-2 (Ensure the following points are in the discussion). • Determine the training plan. • Identify what happened during the training. • Identify why it happened during the training. • Identify what participants could have done differently to improve performance. • Develop three thought-provoking questions that will generate discussion about the training event. Vignette The unit’s mission was to provide transportation support to the Tactical Infantry Movement Bridge. One of the training objectives during the annual tactical evaluation was to demonstrate the ability to maneuver during night conditions to link up with the unit trains at a specific location. A young transportation section chief was leading a convoy of trucks on a night move to link up with the main convoy when a sudden rainstorm dropped visibility to nearly zero. The section chief became especially concerned because he had not briefed his drivers on what to do during low visibility. However, he had issued strip maps and made contingency plans. When he arrived at the checkpoint to join the main convoy, he got out to check on his vehicles and found three of them missing. Review and compare the results of the other students as a way of conducting an AAR. C-2 SOLUTION FOR PRACTICAL EXERCISE PE-1 The following points should be similar to the points that students developed. AAR Outline • Introduction Good morning, today we will review the training that we conducted during our Tac-Eval. • Presentation of the training plan. Our overall mission is to provide transportation for the Infantry Movement Bridge. During our annual evaluation one of the training objectives was to move during the night time and link up with the unit’s trains at a specific location. • Summary of the event. Just as the section moved out it began to rain reducing visibility to almost zero. The section chief did not brief the drivers on what to do under these conditions. As a result, when they arrived at the checkpoint three trucks were missing. • Analysis of key Battlefield Operation Systems (BOS). The only BOS in jeopardy was the C2 (command and control). • Discuss training to sustain or improve. Improve the C2 to ensure that everyone understands and can follow instructions to reach the objective taking in all considerations. • Conclusion. The unit failed to meet the standard and requires more training. Questions: 1. 2. 3. What are some of the main things the briefing should have included? What are some things the drivers should have done? If you were in charge, what would you have done? NOTE: There is no classroom solution to this PE, and the points could vary. The student solutions should cover the above listed information as a minimum. C-3 Appendix D Index of Student Handouts This appendix contains the items listed in this table— Title/Synopsis Pages SH-1, Advance Sheet SH-1-1 and SH-1-2 SH-2, Extract from FM 7-1 SH-2-1 thru SH-2-12 SH-3, Comparison of a Critique with an AAR SH-3-1 and SH-3-2 D-1 Student Handout 1 This student handout contains the Advance Sheet. SH-1-1 Student Handout 1 Advance Sheet Lesson Hours Overview This lesson consists of two hours of small group instruction. During this lesson you will learn how to use the after action review process as a way to make sure your soldiers actually learn during their training activities. As an NCO and a leader, you are responsible for training your subordinates. To do this effectively, you must make sure your soldiers discover for themselves what happened in the training and why. You must also evaluate the training to be sure it meets the established standards. The after action review will help you do this. Learning Objective Terminal Learning Objective (TLO). Action: Apply the after action review process. Conditions: In a classroom environment and in a Situational Training Exercise (STX) while serving as a leader. Standards: Applied the AAR process in accordance with FM 7-1. ELO A Define after action review (AAR) and its purpose. ELO B Identify the after action review (AAR) process. Assignment The student assignments for this lesson are: • Read Student Handouts 2 and 3. Additional Subject Area Resources Bring to Class None You must bring the following materials to class− • SH-2, Extract from FM 7-1. • SH-3, Comparison of a Critique with an AAR. • Pencil or pen and writing paper SH-1-2 Student Handout 2 This student handout contains eleven pages of an extract from FM 7-1. SH-2-1 AFTER ACTION REVIEW 6-36. The after-action review provides feedback for all training. The AAR is a structured review process that allows training participants to discover for themselves what happened, why it happened, and how it can be done better. The AAR is a professional discussion that requires the active participation of those being trained. The AAR is not a critique. It has the following advantages over a critique: • Focuses directly on key METL-derived training objectives. • Emphasizes meeting Army standards rather than pronouncing judgment of success or failure (AARs do not determine winners or losers). • Uses “leading questions” to encourage participants to self-discover important lessons from the training event. • Allows a large number of soldiers and leaders (including OPFOR) to participate so that more of the training can be recalled and more lessons learned can be shared. 6-36. The AAR consists of four parts: • Review what was supposed to happen (training plan). The evaluator, along with the participants, reviews what was supposed to happen based on the commander’s intent for the training event, unit training plan, training objectives, and applicable T&EOs. • Establish what happened. The evaluator and the participants determine what actually happened during performance of the training task. A factual and indisputable account is vital to the effectiveness of the discussion that follows. For force-on-force training, OPFOR members assist in describing the flow of the training event and discuss training outcomes from their points of view. • Determine what was right or wrong with what happened. The participants establish the strong and weak points of their performance. The evaluator plays a critical role in guiding the discussions so that conclusions reached by participants are doctrinally sound, consistent with Army standards, and relevant to the wartime mission. • Determine how the task should be done differently next time. The evaluator assists the chain of command undergoing the training to lead the group in determining exactly how participants will perform differently the next time the task is performed. This results in organizational and individual motivation to conduct future sustainment training to standard. 6-37. Leaders understand that not all tasks will be performed to standard and, in their initial planning, allocate time and other resources for retraining. Retraining allows the participants to apply the lessons learned during the AAR and implement corrective action. Retraining should be conducted at the earliest opportunity to translate observation and evaluation into training to standard. Commanders must ensure that units understand that training is incomplete until the Army standard is achieved. SH-2-2 6-39. The AAR is often “tiered” as a multiechelon leader development technique. Following an AAR with all participants, senior trainers may use the AAR for an extended professional discussion with selected leaders. These discussions usually include a more specific AAR of leader contributions to the observed training results. Commanders use this opportunity to teach, coach, and mentor subordinate leaders to master current skills and to prepare them for future responsibilities. 6-40. During the recovery phase of training execution, a final AAR is conducted. This AAR includes the evaluators or OCs, OPFOR, and unit leaders to review the training just performed and discuss the overall conduct of the exercise. Training weaknesses or shortcomings identified during AARs are included in future planned training. A detailed discussion and example of an AAR is at Appendix C. SH-2-3 APPENDIX C After Action Review (AAR) We would be much better served if we could do a better job of accentuating the positive. Pat that young NCO on the back when he does it right. Better yet, have the guts to underwrite NCO mistakes and back up our junior NCOs. Finally, look for solutions and suggest them instead of problems to our commanders SMA William A. Connelly Contents Definition and Purpose of After-Action Reviews C-1 Types of After-Action Reviews C-2 After-Action Review Planning and Execution Sequence C-3 Planning the After Action Review C-3 Preparing the After Action Review C-5 Conduct of the After-Action Review C-9 Benefits of the AAR C-12 Summary C-13 DEFINITION AND PURPOSE OF AFTER ACTION REVIEWS C-1. AARs are a professional discussion of an event that enables soldiers/units to discover for themselves what happened and. They provide candid insights into strengths and weaknesses from various perspectives and feedback, and focus directly on the training objectives. C-2. AAR’s are a key part of the training process and are not cure-alls for unit-training problems. Leaders must still make on-the-spot corrections and take responsibility for training soldiers and units. The goal is to improve soldier, leader, and unit performance. The result is a more cohesive and proficient fighting force. C-3. Because soldiers and leaders participating in an AAR actively discover what happened and why, they learn and remember more than they would from a critique alone. A critique only gives one viewpoint and frequently provides little opportunity for discussion of events by participants. The climate of the critique, focusing only on what is wrong, prevents candid discussion of training events and stifles learning and team building. C-4. The purpose of the AAR is to provide the feedback essential to correcting training deficiencies. Feedback should be direct and on-the-spot. Each time incorrect performance is observed it should be noted, and if it will not interfere with training, be corrected. During individual training this is easy to do. In collective training, such as STX, it may not be possible to interrupt the exercise just to correct a soldier who is performing an individual task improperly. This is why an AAR should be planned at the SH-2-4 completion of each mission or phase to provide immediate feedback to the soldiers being trained. TYPES OF AFTER ACTION REVIEWS C-5. There are two types of AARs, formal and informal. A formal AAR is resource- intensive and involves the planning, coordination, and preparation of the AAR site, supporting training aids, and support personnel. Informal AARs require less preparation and planning. Formal C-6. Leaders plan formal AAR’s at the same time they finalize the near-term training plan (six to eight weeks before execution). Formal AAR’s require more planning and preparation than informal AARs. They require site reconnaissance and selection, coordination for training aids (terrain models, map blow-ups), and selection, set up, and maintenance of the AAR site. C-7. During formal AARs, the AAR facilitator (unit leader or OC) provides an exercise overview, and focuses the discussion of events on the training objectives. At the end, the facilitator reviews key points and issues, and summarizes strengths and weaknesses discussed during the AAR. Informal C-8. Leaders and OCs use informal AAR’s as on-the-spot coaching tools while reviewing soldier and unit performances during training. The informal AAR is extremely important since all soldiers are involved. For example, after destroying an enemy observation post (OP) during a movement to contact, the squad leader conducts an informal AAR to make corrections and reinforce strengths. Using nothing more than pinecones to represent squad members, the squad leader and squad members discuss the contact from start to finish. The squad quickly— • Evaluates performance against the Army standard. Identifies strengths and weaknesses. • Decides how to improve performance when training continues. C-9. Informal AARs provide immediate feedback to soldiers, leaders, and units during training. Ideas and solutions the leader gathers during informal AARs can be immediately put to use as the unit continues its training. SH-2-5 AFTER ACTION REVIEW PLANNING AND EXECUTION SEQUENCE C-10. To maximize the effectiveness of AARs, formal or informal, leaders must plan and prepare. AAR planning is part of unit near-term planning (six to eight weeks out). During planning, commanders assign OC responsibilities and ensures the allocation of time and resources to conduct AARs. C-11. The amount and level of detail needed during the planning and preparation process depends on the type of AAR to be conducted and available resources. process has four steps— The AAR • Step 1. Planning • Step 2. Preparing • Step 3. Conducting • Step 4. Following up (using AAR results) PLANNING THE AFTER ACTION REVIEW C-12. Commanders are responsible for planning, preparing, executing, and evaluating, training. All training is evaluated. C-13. The AAR plan provides the foundation for a successful AAR. Commanders develop an AAR plan for each training event. It contains-- • Who will observe the training and who will conduct the AAR? • What trainers should evaluate. • Who attends? • When and where the AAR will occur? • What training aids will be used? C-14. OCs use the AAR plan to identify critical places and events they must observe to provide the unit a valid evaluation; examples include unit maintenance collection points, passage points, and unit aid stations. The AAR plan also includes who will observe and control a particular event. The OC is the individual tasked to observe training, provide control for the training, and lead the AAR. Selecting And Training Observers Controllers C-15. When planning an AAR, commanders should select OCs who— • Can demonstrate proficiency in the tasks to be trained. • Are knowledgeable of the duties they are to observe. • Are knowledgeable of current doctrine and TTPs. C-16. When using external OCs, commanders strive to have OCs who are at least equal in rank to the leader of the unit they will evaluate. If commanders must choose between experience and understanding of current TTPs or rank, they should go with experience. SH-2-6 A staff sergeant with experience as a tank platoon sergeant will be a better platoon OC than a sergeant first class who has no platoon sergeant experience. C-17. Commanders are responsible for training OCs to include training on how to conduct an AAR. Each OC leads AARs for the element the OC observes, and provides input to the OC for the next higher echelon. Ideally, inexperienced OCs should observe a properly conducted AARs beforehand. Reviewing The Training And Evaluation Plan C-18. The commander must specify what the training is intended to accomplish, and be specific on what is to be evaluated. T&EOs provide tasks, conditions, and standards for the unit's training as well as the standard by which leaders measure unit and soldier performance. C-19. T&EOs are extracted from the ARTEP-MTP or developed from the ARTEP-MTP and appropriate STPs. A copy of the T&EO is given to the senior OC. The senior OC distributes the T&EO to the OC team members who review and use it to focus their observations. Using the evaluation plan, OCs can concentrate on critical places and times to evaluate unit performance. Schedule Stopping Points C-20. Commanders schedule time to conduct AARs as an integral part of training events. Commanders plan for an AAR at the end of each critical phase or major training event. For example, a leader may plan a stopping point after issuing an OPORD, when the unit arrives at a new position, after consolidation on an objective, etc. C-21. Commanders should allow approximately 30-45 minutes for platoon-level AARs, 1 hour for company-level AARs, and about 2 hours for battalion-level and above. Soldiers will receive better feedback on their performance and remember the lessons longer as result of a quality AAR. Determining Attendance C-22. The AAR plan specifies who attends each AAR. At each echelon, an AAR has a primary set of participants. At squad and platoon levels, everyone should attend and participate. At company or higher levels, it may not be practical to have everyone attend because of continuing operations or training. In this case, unit and OPFOR commanders, unit leaders, and other key players may be the only participants. OCs may recommend additional participants based on specific observations Choosing Training Aids C-23. Training aids add to AAR effectiveness. Training aids should directly support discussion of the training and promote learning. Local training support center (TSC) catalogs list training aids available to each unit. Dry-erase boards, video equipment, terrain models, and enlarged maps are all worthwhile under the right conditions. For example, if reconnaissance reveals there are no sites which provided a view of the exercise area, the AAR facilitator may want to use a terrain table. SH-2-7 C-24. Terrain visibility, group size, suitability to task, and availability of electrical power are all things to consider when selecting training aids. The key is planning and coordination. The bottom line is only use a training aid if it makes the AAR better. C-25. See APPENDIX G for further discussion of home station TSC support and training aids available within the Army training support system (TSS). Reviewing The AAR Plan C-26. The AAR plan is only a guide. Commanders and OCs should review it regularly to make sure it is still on track and meets the training needs of the units. The plan may be adjusted as necessary, but changes take preparation and planning time away from subordinate OCs or leaders. The purpose of the AAR plan is to allow OCs and AAR leaders as much time as possible to prepare for the AAR. PREPARING THE AFTER ACTION REVIEW C-27. Preparation is the key to the effective execution of any plan. Preparing for an AAR begins before the training and continues until the actual event. Review Training Objectives, Orders, and Doctrine C-28. OCs must review the training objectives before training, and again immediately before the AAR. Training objectives are the basis for observations and the focus of the AAR. OCs review current doctrine, technical information, and applicable unit SOPs to ensure they have the tools to properly observe unit and individual performance. OCs read and understand all OPORDs and fragmentary orders (FRAGOs) the unit will issue before and during training in order to understand what is supposed to happen. The detailed knowledge OCs display as result of these reviews gives added credibility to their evaluations. Identify Key Events C-29. OCs identify which events are critical, and make sure they are positioned in the right place at the right time to observe the unit's actions. Examples of critical events include— • Issue of OPORDs and FRAGOs • TLPs • Contact with opposing forces • Resupply and reconstitution operations Passage of lines Observe The Training And Take Notes C-30. OCs must keep an accurate record of what they see and hear, and record events, actions, and observations by time sequence to prevent loss of valuable information and feedback. OCs use any recording system (notebook, prepared forms, 3x5 cards) as long SH-2-8 as it is reliable, sufficiently detailed (identifying times, places, and names), and consistent. C-31. OCs include the date-time group (DTG) of each observation so it can be easily integrated with observations of other OCs. This provides a comprehensive and detailed overview of what happened. When the OCs have more time, they review the notes and fill in any details not written down earlier. C-32. One of the most difficult OC task is to determine when and where to observe training. The OC does not always need to stay close to the unit leader. The best location is where one can observe the performance of critical tasks and the overall flow of unit actions. The position cannot be a training distracter; look and act like a member of the unit (using individual and vehicle camouflage, movement techniques, cover and concealment, etc.). The OC cannot compromise the unit's location or intent by being obvious. The OC should be professional, courteous, and as unobtrusive as possible at all times. Selecting AAR Sites C-33. AARs should occur at or near the training exercise site. Leaders should identify and inspect AAR sites and prepare a site diagram showing the placement of training aids and other equipment. Designated AAR sites also allow pre-positioning of training aids and rapid assembly of key personnel, minimizing wasted time. C-34. The AAR site should allow soldiers to see the terrain where the exercise took place. If this is not possible, the trainer finds a location that allows them to see the terrain where the most critical or significant actions occurred. The OC should have a terrain model or enlarged map or sketch and a copy of the unit's graphics so everyone can relate key events to the actual terrain. The OC should make soldiers attending the AAR as comfortable as possible by removing helmets, providing shelter from the elements, having refreshments (coffee, water), thereby creating an environment where participants can focus on the AAR without distractions. Participants should not face into the sun, and key leaders should have seats up front. Vehicle parking and equipment security areas should be far enough away from the AAR site to prevent distractions. Collect Observations From Other Observers And Controllers C-35. The senior OC needs a complete picture of what happened during the training to conduct an effective AAR. OCs for subordinate, supporting and adjacent units provide the senior OC a comprehensive review of the unit they observed and their impact on the higher units mission. C-36. The senior OC also receives input from OPFOR leaders, players, and OCs. The enemy's perspective is critical in identifying why a unit was or was not successful. During formal AARs, the OPFOR leader briefs his plan and intent to set the stage for a SH-2-9 discussion of what happened and why. Organize The AAR C-37. The OC gathers all the information, organizing notes in chronological sequence in order to understand the flow of events. The OC selects and sequences key events in terms of their relevance to training objectives, identifying key discussion and/or teaching points. C-38. The purpose of discussion is for participants to discover strengths and weaknesses, propose solutions, and adopt a course of action to correct problems. OCs organize the AAR using one of three techniques: • Chronological Order of Events. This technique is logical, structured, and easy to understand. It follows the flow of training from start to finish. By covering actions in the order they took place, soldiers and leaders are better able to recall what happened. • Battlefield Operating Systems (BOS). This technique structures the AAR using the BOS. By focusing on each BOS and discussing it across all phases of the training exercise, participants can identify systemic strengths and weaknesses. This technique is useful in training staff sections. • Key Events/Themes/Issues. Key events discussion focuses on critical training events, which directly support training objectives identified by the chain of command before the exercise began. This technique is particularly effective when time is limited. Rehearse C-39. After thorough preparation, the OC reviews the AAR format and gets ready to conduct the AAR. The OC then announces to unit leaders the AAR start time and location. This allows enough time for the OC’s to prepare and rehearse at the AAR site while unit leaders account for personnel and equipment, perform actions which their unit SOP requires, and move to the AAR site. CONDUCT OF THE AFTER ACTION REVIEW C-40. The training exercise has reached a stopping point, AAR preparation is complete, and key players are at the designated AAR site. If necessary, the OC reviews the purpose and sequence of the AAR to ensure everyone understands why an AAR is conducted. It is now time to conduct the AAR. Introduction And Rules C-41. The introduction should include the following thoughts-- • An AAR is a dynamic, candid, professional discussion of training that focuses on unit performance measured against the Army standard. Everyone must participate if they have an insight, observation, or question which will help the unit identify and correct deficiencies or sustain strengths. • An AAR is not a critique. No one, regardless of rank, position, or strength of SH-2-10 personality, has all of the information or answers. AARs maximize training benefits by allowing soldiers to learn from each other. • An AAR does not grade success or failure. There are always weaknesses to improve and strengths to sustain. C-42. Soldier participation is directly related to the atmosphere created during the introduction. The AAR leader should make a concerted effort to draw in soldiers who seem reluctant to participate. The following techniques can help the OC create an atmosphere conducive to maximum participation. The OC should-- • Reinforce the fact that it is permissible to disagree. • Focus on learning and encourage people to give honest opinions. • Use open-ended and leading questions to guide the discussion of soldier, leader, and unit performance. • Enter the discussion only when necessary. Review Of Objectives And Intent C-43. The OC reviews unit training objectives the AAR will cover and restates the tasks being reviewed, including the conditions and standards for the tasks. Commander’s Mission And Intent (What Was Supposed To Happen) C-44. Using maps, operational graphics, terrain boards, etc., the commander/leader restates the mission and intent. The OC may guide the discussion to ensure everyone understands the plan and the commander's intent. Another technique is to have subordinate leaders restate the mission and discuss the commander's intent. OPFOR Commander’s Mission And Intent C-45. In a formal AAR, the OPFOR commander explains his plan and actions. Using the same training aids as the friendly force commander, participants can understand the relationship of both plans. Summary Of Events (What Happened) C-46. The OC guides the review using a logical sequence of events to describe and discuss what happened. The OC does not ask yes or no questions, but encourages participation and guides discussion by using open-ended and leading questions. An open-ended question allows the person answering to reply based on what was significant to the soldier. Open-ended questions are also much less likely to put soldiers on the defensive; these questions are more effective in finding out what happened. For example, it is better to ask: "SGT Johnson, what happened when your Bradley crested the hill?" Rather than—. "SGT Johnson, why didn't you engage the enemy tanks to your front?" C-47. As the discussion expands and more soldiers add their perspectives, what really happened will become clear. The OC does not tell the soldiers or leaders what was good or bad. The OC must ensure specific issues are revealed, both positive and negative. SH-2-11 Skillful guidance of the discussion will ensure the AAR does not gloss over mistakes or unit weaknesses. Closing Comments (Summary) C-48. During the summary, the OC reviews and summarizes key points identified during the discussion. The OC ends the AAR on a positive note and links conclusions to future training. The OC then leaves the immediate area to allow unit leaders and soldiers time to discuss the training in private. BENEFITS OF THE AAR C-49. AARs are the dynamic link between task performance and execution to standard. They provide commanders a critical assessment tool to plan soldier, leader, and unit training. Through the professional and candid discussion of events, soldiers can compare their performance against the standard and identify specific ways to improve proficiency. C-50. Leaders should not delay retraining except when absolutely necessary. If the leader delays retraining, the soldiers and unit must understand they did not perform the task to standard and that retraining will occur later. C-51. The real benefits of AARs comes from applying results in developing future training. Leaders can use the information to assess performance and to plan future training to correct deficiencies and sustain demonstrated task proficiency. Retraining C-52. Time or complexity of the mission may prevent retraining on some tasks during the same exercise. When this happens, leaders must reschedule the mission or training in accordance with FM 7-0 and FM 7-1. As part of this process, leaders must ensure that deficient supporting tasks found during the AAR are also scheduled and retrained. Revised Standing Operating Procedures C-53. AARs may reveal problems with unit SOPs. If so, unit leaders must revise the SOP and ensure units implement the changes during future training. SUMMARY C-54. The After Action Review process makes our Army different than all others, and is a key component in giving our Nation the best trained Army in the World. SH-2-12 Student Handout 3 This student handout contains the Comparison of a Critique with an AAR. SH-3-1 Comparison of a Critique with an AAR This student handout consists of information on the comparison of a critique with an AAR. It does not contain any doctrine or regulatory guidance. This is a take home handout. Use this information to take care of your soldiers. Critique After Action Review “Can’t you people move any faster than that? You’ll never be the best section if you can’t get a round ready faster than third section. Jones, you’ve got to get the fuze cut quicker...” “But SGT...” “I don’t want to hear it. You were too slow. Smith, when you hear the deflection, I want you traversing immediately and not swinging back and forth.” “Chief, the net was in the way.” “Then get someone to hold the net. Jones, when you hear the mission, get the net and hold it out of the way. Now let’s get it right this time.” “Okay we were awfully slow that time. What happened?” “Well SGT, Jones didn’t get the fuze set fast enough.” “What happened Jones?” “I couldn’t find the M36 fuze setter, Chief.” “Where was it supposed to be?” “I don’t know.” “What tells you where to put the section equipment?” “Uh—the load plan?” “Right. That’s why we have one now. Smith, what was the problem in getting on the deflection?” “I wasn’t sure which way to go and the net was in the way, Chief.” “Well, the net we can fix by moving one support. Anybody know how to help the gunner?” “Hey SGT, doesn’t it go left add, right subtract?’ “Yeah so....” “Well, if the deflection goes up then Smith would have to traverse left wouldn’t he?” “That’s right, so let’s see what we’ve learned and try it again.” SH-3-2 T228 DRILL AND CEREMONY OCT 03 U.S. ARMY SERGEANTS MAJOR ACADEMY Primary Leadership Development Course (PLDC) The Army Training System TRAINING SUPPORT PACKAGE "NO ONE IS MORE PROFESSIONAL THAN I" This page intentionally left blank TRAINING SUPPORT PACKAGE (TSP) TSP Number / Title Effective Date 01 Oct 2003 Supersedes TSP(s) / Lesson(s) TSP Users T228 / CONDUCT DRILL AND CEREMONY P202, Drill and Ceremonies, Feb 99 P202-RC, Drill and Ceremonies, Jun 01 400-PLDC, Primary Leadership Development Course 400-PLDC PH II, Primary Leadership Development Course Phase II Proponent Improvement Comments The proponent for this document is the Sergeants Major Academy. Users are invited to send comments and suggested improvements on DA Form 2028, Recommended Changes to Publications and Blank Forms. Completed forms, or equivalent response, will be mailed or attached to electronic e-mail and transmitted to: COMDT USASMA ATTN ATSS D BLDG 11291 BIGGS FIELD FT BLISS TX 79918-8002 Telephone (Comm): (915) 568-8875 Telephone (DSN): 978-8875 e-mail: atss-dcd@bliss.army.mil Security Clearance / Access Foreign Disclosure Restrictions Unclassified FD5. This product/publication has been reviewed by the product developers in coordination with the USASMA foreign disclosure authority. This product is releasable to students from all requesting foreign countries without restrictions. 1 PREFACE Purpose This Training Support Package provides the instructor with a standardized lesson plan for presenting instruction for: Task Number Task Title 071-990-0006 Conduct Drill and Ceremonies 2 This TSP Contains TABLE OF CONTENTS PAGE Preface............................................................................................................................................. 2 Lesson Section I Administrative Data ..................................................................................... 4 Section II Introduction.................................................................................................. 7 Terminal Learning Objective - Conduct dismounted drill. ....................... 8 Section III Presentation .............................................................................................. 10 Enabling Learning Objective A - Identify common drill terms. .............. 10 Enabling Learning Objective B - Form and march a squad .................. 19 Section IV Summary................................................................................................... 21 Section V Student Evaluation.................................................................................... 22 Appendix A Viewgraph Masters (N/A) A -.................................................................................. 1 Appendix B Test(s) and Test Solution(s) B - .............................................................................. 1 Appendix C Practical Exercises and Solutions C - ..................................................................... 1 Appendix D Student Handouts D -.............................................................................................. 1 3 CONDUCT DRILL AND CEREMONY T228 / Version 1 01 Oct 2003 SECTION I. ADMINISTRATIVE DATA All Courses Including This Lesson Course Number Version Course Title 400-PLDC 1 Primary Leadership Development Course 400-PLDC PH II 1 Primary Leadership Development Course Phase II Task(s) Taught (*) or Supported Reinforced Task(s) Academic Hours Task Number Task Title 071-990-0006 (*) Conduct drill and ceremonies Task Number Task Title None The academic hours required to teach this lesson are as follows: Resident Hours/Methods 1 hrs /Conference / Discussion 3 hrs /Practical Exercise Test 1 hr Test Review 0 hrs Total Hours: 5 hrs Test Lesson Number Hours Lesson No. Testing (to include test review) N/A Prerequisite Lesson(s) Clearance Access Foreign Disclosure Restrictions References Lesson Number Lesson Title None Security Level: Unclassified Requirements: There are no clearance or access requirements for the lesson. FD5. This product/publication has been reviewed by the product developers in coordination with the USASMA foreign disclosure authority. This product is releasable to students from all requesting foreign countries without restrictions. Number Title Date Additional Information FM 3-21.5 DRILL AND CEREMONIES 7 July 2003 4 Student Study Assignments Before class-- • Read SH-1, Advance Sheet. • Read SH-2, Extracted Material from FM 3-21.5. During class-- • Participate in all classroom discussions. • Participate in a three-hour practical exercise. • Participate in a one-hour performance evaluation. • Complete the practical exercise. After class-- • Turn in recoverable references after the examination for this lesson. None Instructor Requirements Additional Support Personnel Requirements Equipment Required for Instruction 7110-00-T81-1805 DRY ERASE BOARD 7510-01-424-4867 EASEL, (STAND ALONE) WITH PAPER 1:8, SSG, PLDC graduate, ITC, and SGITC qualified Name Stu Qty Man Hours Ratio ID Stu Instr Spt Qty Exp Name Ratio Ratio 1:16 1:2 N 1 N 1:16 1:2 N 1 N Materials Required Instructor Materials: • TSP Student Materials: • Issued to student during inprocessing: – SH-1, Advance Sheet. – SH-2, Extracted Material from FM 3-21.5. • PE-1 and Drill and Ceremony Performance Test Sheet issued to student during class. • Pen or pencil and writing paper. Classroom, Training Area, and Range Requirements Ammunition Requirements CLASSROOM (40X40 PER 16 STUDENTS) PARADE OR DRILL FIELD Id Name Exp Stu Instr Spt Ratio Ratio Qty None 5 Instructional Guidance Proponent Lesson Plan Approvals NOTE: Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified reference material. Before class-- • Read and study all TSP material and be ready to conduct the class. • Study the PE and be ready to conduct the PE during the three hours of practical exercise. • Conduct the class in accordance with this TSP. During class-- • During PLDC, have each student complete PE-1. • Conduct Drill and Ceremony Performance Test, TE-1 during the time frame designated on the training schedule. • This TSP has questions throughout to check learning or generate discussion among the group members. You may add any questions you deem necessary to bring a point across to the group or expand on any matter discussed. • During class provide to the students PE-1 in Appendix C and the Drill and Ceremony Performance Test Sheet in App. B, page B-3. After class-- • Collect and turn in all recoverable materials. Name Rank Position Date /s/ Curtiss W. Garner /t/ Garner, Curtiss W. GS09 Training Specialist /s/ Frank W. Berta /t/ Berta, Frank W. GS09 Course Chief, PLDC /s / Brian H Lawson. /t/ Lawson, Brian H. SGM Chief, NCOES /s/ John W. Mayo /t/ Mays, Albert J. SGM Chief, CDDD 6 SECTION II. INTRODUCTION Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio is: 1:8 Time of Instruction: 5 mins Media: None Motivator Military history reveals that armies throughout the world have participated in some form of drill. The primary value of drill was to prepare the troops for battle. For the most part, the drill procedures practiced were identical to the tactical maneuvers employed on the battlefield. Drill in the United States Army goes back to Valley Forge on 23 February 1778, when Baron von Steuben wrote drill movements and regulations at night and taught them the following day to a model company of 120 men selected from the line. Discipline became a part of military life for these selected individuals as they learned to respond to command without hesitation. This new discipline instilled in the individual a sense of alertness, urgency, and attention to detail. Although the Army does not normally employ on the battlefield, the procedures taught in drill today, those objectives accomplished by drill—teamwork, confidence, pride, alertness, attention to detail, esprit de corps, and discipline—are just as important to our modern day Army as they were to the Continental Army. Traditionally, the Army seeks out noncommissioned officers for advice on drill and ceremonies, and now you have the opportunity to get the necessary training to carry on that proud tradition. The purpose of this lesson is not to make you an expert on drill and ceremonies but rather to provide you with a solid background in the subject. To become an expert requires more time, years of study, and experience. 7 Terminal Learning Objective Safety Requirements Risk Assessment Level Environmental Considerations Evaluation NOTE: Inform the students of the following Terminal Learning Objective requirements. At the completion of this lesson, you [the student] will: Action: Conduct dismounted drill. Conditions: As a team/squad/section leader, given a squad-sized element of soldiers and FM 3-21.5 (SH-2). Standards: Conducted dismounted drill by-- • Identifying common drill terms. • Forming and marching a squad. IAW FM 3-21.5 (SH-2). Instructors act as safety observers during the conduct of all training. Ensure students observe safe practices at all times. If conducting the practical exercise outside, take precautions dependent on the weather. The training area should be generally flat and free from debris. Low NOTE: It is the responsibility of all soldiers and DA civilians to protect the environment from damage. At the end of the Drill and Ceremony block of instruction, you will receive a three-hour practical exercise, followed by a one-hour performance evaluation. The practical exercise will not affect your academic rating for the course. For the performance evaluation, when conducting squad drill, you must correctly perform 16 out of the 23 performance steps in order to achieve a GO. NOTES: • Inform the students of where their examinations and performance evaluations will take place as posted on the training schedule and when they will receive feedback on the tests. • Include any retest information. • Inform the students that they must turn in all recoverable reference material after the examination. 8 Instructional Lead-In An army that drills well indicates a well-trained and disciplined army. Drill provides the building blocks for any army that has teamwork, confidence, pride, alertness, attention to detail, esprit de corps, and discipline. All of these elements are essential to an army that hopes to enter into battle and win. During this lesson we will discuss common drill terms, the types of commands, and the command voice. You will also have the opportunity to practice and conduct squad drill. 9 SECTION III. PRESENTATION NOTE: Inform the students of the Enabling Learning Objective requirements. A. ENABLING LEARNING OBJECTIVE ACTION: Identify common drill terms. CONDITIONS: As a student in a classroom environment given FM 3-21.5 (SH-2). STANDARDS: Identified common drill terms IAW FM 3-21.5 (SH-2). 1. Learning Step / Activity 1. Drill Terms and Definitions Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio: 1:8 Time of Instruction: 40 mins Media: None NOTE: Direct students to FM 3-21.5 (SH-2), Chap 2 thru 4, 6, and Glossary Let’s begin by discussing drill terms and definitions. QUESTION: How does FM 3-21.5 define drill? ANSWER: "Certain movements by which a unit (or individuals) is moved in a uniform manner from one formation to another, or from one place to another. Movements are executed in unison and with precision." Ref: FM 3-21.5 (SH-2), p glossary-2 As stated in the introduction to this lesson, most armies used drill in one form or another. The primary purpose of drill was to practice tactical formations to prepare soldiers for battle. Today, drill formations bear little resemblance to the tactical formations that we use on the modern battlefield. QUESTION: How does FM 3-21.5 define ceremonies? ANSWER: "Formations and movements in which a number of troops execute movements in unison and with precision just as in drill; however, their primary value is to render honors, preserve tradition, and stimulate esprit de corps." Ref: FM 3-21.5 (SH-2), p glossary-2 From ancient times, armies throughout the world conducted ceremonies to commemorate victory over the enemy, honor comrades in arms, celebrate special 10 occasions, or to honor the dead. Ceremonies take many forms but the most common are reviews and parades. NOTE: Ask the following questions and call on different students to answer. Clarify answers by having students turn to FM 3-21.5 (SH-2), Chap 6, and use students as demonstrators to explain each drill term. Then proceed to the next term. Element QUESTION: How does FM 3-21.5 define the term element? ANSWER: "An individual, squad, section, platoon, company, or larger unit forming as part of the next higher unit." Ref: FM 3-21.5 (SH-2), p glossary-2 QUESTION: What does the term interval mean? ANSWER: The lateral space between elements. Ref: FM 3-21.5 (SH-2), p glossary-3 There are three basic intervals we will discuss relating to drill terms. Normal interval is the lateral space between soldiers, measured from right to left by the soldier on the right holding his left arm shoulder high, fingers and thumb extended and joined, with the tip of his middle finger touching the right shoulder of the soldier to his left. Ref: FM 3-21.5 (SH-2), p glossary-3, p 6-4, para 6-5a, and p 6-5, Fig 6-2 Close interval is the lateral space between soldiers measured from right to left by the soldier on the right placing the heel of his left hand on his hip, even with the top of the belt line, fingers and thumb joined and extended downward, with his elbow in line with the body, and touching the arm of the soldier to his left. Ref: FM 3-21.5 (SH-2), p glossary-3, p 6-5, para 6-5b, and p 6-6, Fig 6-3 Double interval is the lateral space between soldiers, measured from right to left by raising both arms shoulder high with the fingers extended and joined (palms down) so that the fingertips are touching the fingertips of the soldier to the right and to the left. Ref: FM 3-21.5 (SH-2), p glossary-3, and p 6-6, para 6-5c 11 Distance QUESTION: How does FM 3-21.5 define the term distance? ANSWER: "The space between elements when the elements are one behind the other." Ref: FM 3-21.5 (SH-2), p glossary-2 Distance between units varies with the size of the formation. Distance between individuals is an arm's length to the front plus 6 inches, or approximately 36 inches, measured from the chest of one soldier to the back of the soldier immediately to the front. Formation QUESTION: How does FM 3-21.5 define the term formation? ANSWER: "The arrangement of elements of a unit in a prescribed manner." Ref: FM 3-21.5 (SH-2), p glossary-2 The squad has two prescribed formations--line and column. Let’s look at each of these. A line formation is a formation in which the elements are side by side or abreast of each other. In a platoon line, the members of each squad are abreast of each other with the squads one behind the other. A column formation is a formation in which the elements are one behind the other. When a platoon is in a column formation, members of each squad are one behind the other, with the squads abreast of each other. Ref: FM 3-21.5 (SH-2), p glossary-2 and p 6-2, Fig 6-1 Miscellaneous Terms QUESTION: How does FM 3-21.5 define the term rank? ANSWER: "A line that is one element in depth." Ref: FM 3-21.5 (SH-2), p glossary-3 and p 6-2, Fig 6-1 12 QUESTION: How does FM 3-21.5 define term file? ANSWER: "A column that has a front of one element." Ref: FM 3-21.5 (SH-2), p glossary-2 and p 6-2, Fig 6-1 QUESTION: How does FM 3-21.5 define alignment? ANSWER: "The arrangement of several elements on the same line." Ref: FM 3-21.5 (SH-2), p glossary-1 QUESTION: How does FM 3-21.5 define cover? ANSWER: maintaining correct distance." "Aligning oneself directly behind the man to one's immediate front while Ref: FM 3-21.5 (SH-2), p glossary-2 QUESTION: How does FM 3-21.5 define the term head? ANSWER: "The leading element of a column." Ref: FM 3-21.5 (SH-2), p glossary-3 and p 6-2, Fig 6-1 QUESTION: How does FM 3-21.5 define the term flank? ANSWER: that formation." "The right or left side of any formation as observed by an element within Ref: FM 3-21.5 (SH-2), p glossary-2 and p 6-2, Fig 6-1 QUESTION: How does FM 3-21.5 define front? ANSWER: elements." "The space from side to side of a formation, including the right and left Ref: FM 3-21.5 (SH-2), p glossary-3 and p 6-2, Fig 6-1 QUESTION: How does FM 3-21.5 define depth? ANSWER: element." "The space from front to rear of a formation, including the front and rear Ref: FM 3-21.5 (SH-2), p glossary-2 NOTE: Point out that the “Column of Twos” diagram indicates the soldiers in the front and rear are part of the “depth” of the formation. 13 QUESTION: How does FM 3-21.5 define the term base? ANSWER: "The element on which a movement is planned or regulated." Ref: FM 3-21.5 (SH-2), p glossary-1 and p 6-2, Fig 6-1 QUESTION: What does the term post mean? ANSWER: The correct place for an officer or noncommissioned officer to stand in a prescribed formation. Ref: FM 3-21.5 (SH-2), p glossary-3 and p 6-2, Fig 6-1 QUESTION: What does the term guide mean? ANSWER: The person responsible for maintaining the prescribed direction and rate of march. Ref: FM 3-21.5 (SH-2), p glossary-3 and p 6-2, Fig 6-1 QUESTION: What does the term cadence mean? ANSWER: The uniform rhythm in which a movement is executed, or the number of steps or counts per minute at which a movement is executed. Ref: FM 3-21.5 (SH-2), p glossary-2 QUESTION: What does the term step mean? ANSWER: The prescribed distance measured from one heel to the other heel of a marching soldier. Ref: FM 3-21.5 (SH-2), p glossary-3 Commands Let’s now discuss drill commands. QUESTION: What is a drill command? ANSWER: A drill command is an oral order of a commander or leader. Ref: FM 3-21.5 (SH-2), p 3-1 14 QUESTION: What are the rules for giving drill commands when a unit drills as a separate unit and not as part of a larger formation? ANSWER: • At the “halt,” the commander faces the troops when giving commands. On the commands that set the unit in motion (marching from one point to another), the leader moves simultaneously with the unit to maintain correct positioning within the formation. • When marching the leader turns his head in the direction of the troops to give commands. • Exceptions to these rules occur during ceremonies. • When elements drill as part of a larger unit, the rules for supplementary commands apply. • The commander gives the command AS YOU WERE to revoke a preparatory command that he has given. The command AS YOU WERE must be given before the command of execution. Ref: FM 3-21.5 (SH-2), p 3-1, para 3-1a thru e QUESTION: What are the four types of commands? ANSWER: and directives. Two-part commands, combined commands, supplementary commands, Ref: FM 3-21.5 (SH-2), p 3-1 thru 3-3, para 3-2 thru 3-5 Two-Part Commands Let’s discuss each of these commands. Most drill commands are two-part commands--the preparatory command and the command of execution. The preparatory command notifies you of the movement that you will execute and mentally prepares you to execute it. The command of execution tells when to execute the movement. An example of a two-part command is Forward, MARCH. Forward is the preparatory command and MARCH is the command of execution. Combined Commands When you give the preparatory command and the command of execution at the same time, they are combined commands. Give these commands without inflection and at a uniformly high pitch and loudness. Examples of combined commands are FALL IN, AT EASE, and REST. 15 Supplementary Commands Supplementary commands are oral orders given by a subordinate leader that reinforce and complement a commander’s order (echoing the command). These commands ensure that the soldiers understand and execute the movement. They extend down to the lowest subordinate leader in charge of an element required to accomplish the movement as part of a larger formation. Supplementary commands may be a preparatory command, a portion of a preparatory command, or a two-part command. An example of a supplementary command is FILE FROM THE LEFT, COLUMN LEFT, MARCH. After the preparatory command FILE FROM THE LEFT, COLUMN LEFT, the squad leaders simultaneously give the preparatory command. The first squad leader commands COLUMN LEFT and all other squad leaders command STAND FAST. Directives Directives are oral orders given by the commander that direct or cause a subordinate leader to take action. Directives are given in sentence form and normally prefaced by terms. An example of a directive is HAVE YOUR UNITS or BRING YOUR UNITS. Command Voice Let’s now discuss the command voice. QUESTION: What is command voice? ANSWER: Command voice is the method a leader uses to verbally deliver a command everyone in the unit can understand. Correct commands have tone, cadence, and snap that demand willing, correct, and immediate response. Ref: FM 3-21.5 (SH-2), p 3-4, para 3-6 NOTE: Have the students turn to FM 3-21.5 (SH-2), pp 3-4 and 3-5, para 3-6 thru 3- 9. Call on different students to explain and demonstrate voice control, distinctiveness, inflection, and cadence. Paraphrase any of the following points if not covered by student discussion. 16 Voice Control Ease in voice control comes through good posture, proper breathing, confidence, and correct adjustment of throat and mouth muscles. Normally, the commander is to the front and center of the unit and speaks facing the unit. The commander must adjust the loudness of his voice to reach everyone without applying unnecessary exertion. The best posture for giving commands is the position of attention. The most important muscle used to control breathing, when giving commands, is the diaphragm. The throat, mouth, and nose act as amplifiers and help to give fullness and projection to the voice. Distinctiveness Distinct commands are effective; you should pronounce commands correctly by enunciating clearly, making full use of the lips, tongue, and lower jaw. To develop the ability to give clear, distinct commands, first practice giving commands slowly. Then gradually increase the rate of delivery, still enunciating each syllable distinctly. Inflection Inflection is the rise and fall in pitch and tone changes of the voice when giving commands. The preparatory command is the command that indicates movement. Pronounce each preparatory command with a rising inflection (see FM 3-21.5 (SH-2), p 3-5, Fig 3-1). The most desirable pitch, when beginning a preparatory command, is near the level of the natural speaking voice. The command of execution is the command that indicates when to execute the movement. Give it with plenty of snap in a sharper tone and in a slightly higher pitch than the last syllable of the preparatory command. In combined commands, such as FALL IN and FALL OUT, give these commands without inflection and with the uniform high pitch and loudness of a normal command of execution. 17 Cadence Cadence, in commands, means a uniform and rhythmic flow of words. The interval between commands is uniform in length for any given troop unit. For the squad or platoon in March, except when supplementary commands are necessary, the interval of time is that which allows one step (or count) between the preparatory command and the command of execution. Use the same interval for commands given at the Halt. Start longer commands, such as Right flank, MARCH, so that the preparatory command will end on the proper foot, and leave a full count between the preparatory command and command of execution. CHECK ON LEARNING: QUESTION: What does the term formation mean? ANSWER: The arrangement of elements of a unit in a prescribed manner. Ref: FM 3-21.5 (SH-2), p glossary-2 QUESTION: What does the term head mean? ANSWER: The leading element of a column. Ref: FM 3-21.5 (SH-2), p glossary-3 and p 6-2, Fig 6-1 QUESTION: What does the term depth mean? ANSWER: The space from front to rear of a formation, including the front and rear element. Ref: FM 3-21.5 (SH-2), p glossary-2 and p 6-2, Fig 6-1 QUESTION: What does the term step mean? ANSWER: The prescribed distance measured from one heel to the other heel of a marching soldier. Ref: FM 3-21.5 (SH-2), p glossary-3 NOTE: ELO B consists of a three-hour practical exercise scheduled throughout the remainder of the course. You may skip to the summary and complete Sections IV and V now. Break TIME: 00:50 to 01:00 18 B. ENABLING LEARNING OBJECTIVE ACTION: Form and march a squad. CONDITIONS: Given a squad-sized element of soldiers and FM 3-21.5 (SH-2). STANDARDS: Formed and marched a squad while using proper cadence and command voice IAW FM 3-21.5 (SH-2). 1. Learning Step / Activity 1. Form and march a squad Method of Instruction: Practical Exercise Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio: 1:8 Time of Instruction: 3 hrs Media: PE-1 Practical Exercise The next three hours of this lesson consist of a practical exercise scheduled throughout the remainder of the course. During this part of the lesson, you will have the opportunity to serve in a leadership position. In this position, you will conduct squad drill, and practice drill, commands, and command voice. Your performance test will take place during the time frame designated on the training schedule. NOTES: • Pass out and explain the procedures outlined on the PE-1 (C-1 and C-2). • Pass out the Drill and Ceremony Performance Test Sheet. • Explain to the students that during the performance test they must perform to standard all the drill movements listed on the sheet. • Move the students to the drill area. • Conduct a demonstration to show students the proper use of command voice and drill commands. • Determine the drill capabilities of the group and gear practice time accordingly. Concentrate your efforts on weaker students. • Review FM 3-21.5 (SH-2) as appropriate for the practical exercise in squad drill to ensure that you cover all the material relating to squad drill. • Monitor student presentation at all times. guide to evaluate each presentation. Use the Drill and Ceremony Performance Test Sheet as a Make on-the-spot corrections (if student conducting drill fails to do so). • Time allotted for each student presentation will be at your discretion, but base this time on the needs of the individual student. • Critique each student individually after completion of the PE. Inform the student of any particularly strong or weak areas and recommend any necessary corrective action. NOTE: If you did not complete Sections IV and V, do so at this time. 19 2. Learning Step / Activity 2. Performance Evaluation, TE-1 Method of Instruction: Test Technique of delivery: Small Group Instruction (SGI) Instructor to Student Ratio is: 1:1 Time of Instruction: 1 hr Media: TE-1 Performance Test Conduct Performance Evaluation, TE-1, App B, p B-1 thru B-4. NOTE: Follow the guidelines for the Drill and Ceremony Performance Test Sheet (App B). Use the Drill and Ceremony Performance Test Sheet to evaluate each soldier’s ability to direct a squad in the execution of the drill movements while using proper cadence and command voice. CHECK ON LEARNING: The performance test serves as the check on learning for this ELO. 20 SECTION IV. SUMMARY Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio is: 1:8 Time of Instruction: 5 mins Media: None Check on Learning QUESTION: What does the term alignment mean? ANSWER: The arrangement of several elements on the same line. Ref: FM 3-21.5 (SH-2), p glossary-1 QUESTION: What does the term cover mean? ANSWER: Align yourself directly behind the man to your immediate front while maintaining correct distance. Ref: FM 3-21.5 (SH-2), p glossary-2 QUESTION: What does the term front mean? ANSWER: elements. The space from side to side of a formation including, the right and left Ref: FM 3-21.5 (SH-2), p glossary-3 QUESTION: What does the term post mean? ANSWER: The correct place for an officer or noncommissioned officer to stand in a prescribed formation. Ref: FM 3-21.5 (SH-2), p glossary-3 QUESTION: What are the parts of the two-part command? ANSWER: The preparatory command and the command of execution. Ref: FM 3-21.5 (SH-2), p 3-1, para 3-2 Review / Summarize Lesson During this lesson we discussed common drill terms, the types of commands, and the command voice. Having a good working knowledge of these items will allow you to move your soldiers in an organized manner. 21 SECTION V. STUDENT EVALUATION Testing Requirements NOTE: Describe how the student must demonstrate accomplishment of the TLO. Refer student to the Student Evaluation Plan. This lesson includes a performance test during the time frame designated on the training schedule to evaluate your ability to conduct squad drill while using proper cadence and command voice. You must correctly perform 16 out of the 23 performance steps in order to achieve a GO. Feedback Requirements NOTE: Feedback is essential to effective learning. Schedule and provide feedback on the evaluation and any information to help answer students' questions about the test. Provide remedial training as needed. 22 Appendix A Viewgraph Masters (N/A) A-1 Appendix B Test(s) and Test Solution(s) PERFORMANCE EVALUATION, TE-1 Overview This performance test measures the student’s ability to perform the minimum drill movements expected of a soldier in a squad leader position. Administrative Instructions Be sure you have resolved any problems you may have encountered during PE-1. Ensure you have adequate copies of SH-2, Extracted Material from FM 3-21.5. Personnel Requirements Number of students to evaluate: 8. Number of evaluators: 1 per group. Equipment Required Classroom or Training Area Evaluation Planning Time You will not need any equipment unless required by your local SOP for conduct of this examination. Parade or drill area large enough to accommodate a 1:8 instructor to student ratio with entire class size. Administrative: None. After Action Review: 5 minutes. Break According to local academy commandant’s time. Instructions to Students 1. Using proper cadence and command voice, you must perform to standard the drill movements listed on the Drill and Ceremony Performance Test sheet. You must correctly perform 16 or more of the 23 performance steps IAW FM 3-21.5 (SH-2) to achieve an overall “GO.” 2. You must: a. Form the squad (actions and commands listed on B-3). b. Conduct rest positions at the halt (positions listed on B-3). c. Conduct facing movements (movements listed on B-3). d. March the squad (commands listed on B-3). e. End performance (measures listed on B-3). 3. The following rating applies toward graduation and honors. Your academic score derives from dividing the number of correct performance steps and measures by the total number of performance steps and measures. A score of: a. 0-69 rates UNSATISFACTORY. b. 70-89 rates SATISFACTORY. c. 90-100 rates SUPERIOR. d. Retest is SATISFACTORY with a maximum score of 70 percent. Environmental Considerations You must comply with all appropriate environmental considerations IAW your local SOP. B-1 Safety Requirements You must comply with all appropriate safety considerations IAW your local SOP. Ensure students observe safe practices at all times. If conducting the performance evaluation outside, take precautions dependent on the weather. Training area should be generally flat and free from debris and obstacles. Evaluation Criteria The student must correctly perform 16 out of the 23 performance steps in order to achieve a “GO.” A “GO” is a graduation requirement IAW Course Management Plan, Chap 1, p 1-3. Retest There is only one retest authorized. The student must complete the performance steps in their entirety in the retest. B-2 Drill and Ceremony Performance Test Sheet (T228) STUDENT RANK & NAME (Last, First, MI): STUDENT NO: SGL RANK & NAME: SQUAD: CLASS NO: Performance Steps and Measures Initial Test Date: Retest Date: FORMING THE SQUAD: GO NO GO GO NO GO Assumes the position of attention 3 Steps in front and centered on squad. NA NA NA NA Commands, Fall In. Form the squad in line formation. Present Arms. Order Arms. REST POSITIONS AT THE HALT: GO NO GO GO NO GO Parade Rest. Stand-at-Ease. At Ease. Rest. FACING MOVEMENT: GO NO GO GO NO GO Left Face. Right Face. About Face. MARCH THE SQUAD: GO NO GO GO NO GO Column Left. Column Right. Column Half Right. Column Half Left. Left Flank. Right Flank. Rear March. Left Step. Right Step. END PERFORMANCE: GO NO GO GO NO GO Cadence. Command Voice. Dismiss the Squad. RATING: 0-69 = Unsatisfactory | 70-89 = Satisfactory | 90-100 = Superior Retest is satisfactory with a minimum score of 70 percent. Score Score Superior -0=100% -1=96% - Satisfactory -3=87% -4=83% -5=78% -6=74% -7=70% Unsatisfactory -8=65% 2=91% Strengths: Weaknesses: Remarks: SGL Signature Student Signature INITIAL TEST SGL Signature Student Signature RE- TEST B-3 ADDENDUM TO DEVELOPMENTAL COUNSELING FORM Student Name: ____________________ Student #: _____ SGL Name:_____________________________ DRILL AND CEREMONY PERFORMANCE EVALUATION TRAINING STRENGTHS: TRAINING WEAKNESSES: SGL DEVELOPMENTAL COUNSELING PLAN OF ACTION: STUDENT PLAN OF ACTION: ADDITIONAL COMMENTS: Soldier signature Rank Date SGL signature: I, _________________________________, _________, _________, acknowledge that I received formal counseling on my performance and understand the evaluation that I have received. I have discussed the recommendations for development with my SGL and have developed the plan of action indicated above. (REF: FM 22-100, APP C) Date: NOTE: Inform the students of where the examinations will take place as posted on the training schedule and when they will receive feedback on the tests. Include any retest information. Feedback Requirements B-4 This page intentionally left blank Appendix C Practical Exercises and Solutions This Appendix Contains This appendix contains the items listed in this table: Item/Title Pages PE-1, Conduct Drill and Ceremony C-1 and C-2 C-0 This page intentionally left blank Title Lesson Number/Title Introduction Motivator Learning Step/Activity Safety Requirements Risk Assessment Level Environmental Considerations Evaluation Instructional Lead-In Resource Requirements Practical Exercise Sheet Conduct Drill and Ceremony, PE-1 T228 version 1 / Conduct Drill and Ceremony The next three hours of this lesson consist of a practical exercise scheduled in blocks throughout the remainder of the course. You will practice drill commands, command voice, and squad drill. In a leadership position you must conduct dismounted drill. This practical exercise will illustrate just how important knowing proper drill commands is to you, the leader. These commands will allow you to move your squad in an organized manner. NOTE: The instructor should inform the students of the following Learning Step/Activity requirements. (ELO B.1). At the completion of this lesson, you [the student] will: Action: Form and march a squad. Conditions: Given a squad-sized element of soldiers and FM 3-21.5 (SH-2). Standards: Formed and marched a squad while using proper cadence and command voice IAW FM 3-21.5 (SH-2). Instructors act as safety observers during the conduct of all training. Ensure students observe safe practices at all times. If conducting the practical exercise outside, take precautions dependent on the weather. The training area should be generally flat and free from debris. Low None You will not receive a solution sheet for this practical exercise. However, your instructor will evaluate you on your ability to conduct all the performance steps and measures listed on the Drill and Ceremony Performance Test Sheet, (App B, p B-3). This PE requires you to apply the information you learned in this lesson to direct a squad in the execution of the drill movements while using proper cadence and command voice. Area large enough to conduct drill and ceremonies and FM 3-21.5 (SH-2). C-1 Procedures This practical exercise is three hours total scheduled in blocks throughout the remainder of the course. • You must conduct squad drill at selected intervals during this period. You accomplish this at the direction of your instructor. • Study the information provided in FM 3-21.5 (SH-2) that relates to squad drill. Feedback Requirements Using the Drill and Ceremony Performance Test Sheet as a guide, your instructor will provide you with a critique to inform you of your strong and weak points, and may recommend areas that require additional study to help you meet the Academy’s standards. C-2 HANDOUTS FOR LESSON 1: T228 version 1 This Appendix Contains This appendix contains the items listed in this table-- Title/Synopsis Pages SH-1, Advance Sheet SH-1-1 SH-2, Extracted Material from FM 3-21.5 SH-2-1 D-1 Student Handout 1 Advance Sheet Lesson Hours This lesson consists of one hour of small group instruction, three hours of practical exercises, and one hour of test. Overview As a leader, you will have to move your soldiers in an organized manner. For you to accomplish this task you must first know how to conduct drill movements and to use drill commands and command voice properly. Learning Objective Terminal Learning Objective (TLO). Action: Conduct dismounted drill. Conditions: As a team/squad/section leader, given a squad-sized element of soldiers and FM 3-21.5 (SH-2). Standards: Conducted dismounted drill by-- • Identifying common drill terms. • Forming and marching a squad. IAW FM 3-21.5 (SH-2). ELO A ELO B Identify common drill terms. Form and march a squad. Assignment The student assignments for this lesson are: • Read SH-1, Advance Sheet. • Read SH-2, Extracted Material from FM 3-21.5. Additional Subject Area Resources None Bring to Class • SH-1, Advance Sheet. • SH-2, Extracted Material from FM 3-21.5. • Pencil or pen and writing paper. Note to Students It is your responsibility to do the homework prior to class. We expect you to come to class prepared. We expect you to participate in the discussion by providing information you learned from your study and also your personal and observed experiences. Failure to study and read the assignments above will result in your inability to participate with the rest of the group. Not having your input affects the group's ability to fully discuss the information. SH-1-1 Student Handout 2 Extracted Material from FM 3-21.5 This Student Handout Contains This student handout contains 42 pages of extracted material from the following publication: FM 3-21.5, Drill and Ceremonies, 7 Jul 03 Preface p vii Chapter 1 p 1-1 thru 1-3 Chapter 2 p 2-1 thru 2-9 Chapter 3 p 3-1 thru 3-5 Chapter 4 p 4-1 thru 4-11 Chapter 6 p 6-1 thru 6-10 Glossary p 1 thru 3 Disclaimer: The developer downloaded the text in this student handout from the General Dennis J. Reimer Digital Library. The text may contain passive voice, misspellings, grammatical errors, etc., and may not conform to the Army Writing Style Program. RECOVERABLE PUBLICATION YOU RECEIVED THIS DOCUMENT IN A DAMAGE-FREE CONDITION. DAMAGE IN ANY WAY, TO INCLUDE HIGHLIGHTING, PENCIL MARKS, OR MISSING PAGES WILL SUBJECT YOU TO PECUNIARY LIABILITY (STATEMENT OF CHARGES, CASH COLLECTION, ETC.) TO RECOVER PRINTING COST. SH-2-1 FM 3-21.5(FM 22-5) PREFACE This field manual provides guidance for Armywide uniformity in the conduct of drill and ceremonies. It includes methods of instructing drill, teaching techniques, individual and unit drill, manual of arms for infantry weapons, and various other aspects of basic drill instruction. This manual is designed for use by soldiers of all military occupational skills, to include the new soldier in the initial entry training environment. Since all situations or eventualities pertaining to drill and ceremonies cannot be foreseen, commanders may find it necessary to adjust the procedures to local conditions. However, with the view toward maintaining consistency throughout the Army, the procedures prescribed herein should be followed as closely as possible. Personnel preparing to give drill instruction must be thoroughly familiar with Chapters 3 through 7 before attempting to teach material in Chapters 8 and 9. For ease in distinguishing a preparatory command from a command of execution, the commands of execution appear in BOLD CAP letters and preparatory commands appear in Bold Italic letters. Reference to positions and movements appear in Italics. AR 670-1 should be used as a reference for the proper wearing of uniforms and insignia. The proponent of this publication is the U.S. Army Infantry School. Send comments and recommendations to doctrine@benning.army.mil or on DA Form 2028 directly to Commandant, U.S. Army Infantry School, ATTN: ATSH-ATD, Fort Benning, Georgia 31905-5410. Unless this publication states otherwise, masculine nouns and pronouns do not refer exclusively to men. vii FM 3-21.5(FM 22-5) PART ONE DRILL “Gentlemen: you have now reached the last point. If anyone of you doesn’t mean business let him say so now. An hour from now will be too late to back out. Once in, you’ve got to see it through. You’ve got to perform without flinching whatever duty is assigned you, regardless of the difficulty or the danger attending it. If it is garrison duty, you must attend to it. If it is meeting fever, you must be willing. If it is the closest kind of fighting, anxious for it. You must know how to ride, how to shoot, how to live in the open. Absolute obedience to every command is your first lesson. No matter what comes you mustn’t squeal. Think it over - all of you. If any man wishes to withdraw he will be gladly excused, for others are ready to take his place.” Theodore Roosevelt, Remarks to Recruits, 1898 CHAPTER 1 INTRODUCTION The purpose of drill is to enable a commander or noncommissioned officer to move his unit from one place to another in an orderly manner; to aid in disciplinary training by instilling habits of precision and response to the leader’s orders; and to provide for the development of all soldiers in the practice of commanding troops. 1-1. HISTORY Military history reveals that armies throughout the world participated in some form of drill. The primary value of drill, historically, is to prepare troops for battle. For the most part, the drill procedures practiced are identical to the tactical maneuvers employed on the battlefield. Drill enables commanders to quickly move their forces from one point to another, mass their forces into a battle formation that affords maximum firepower, and maneuver those forces as the situation develops. a. In 1775, when this country was striving for independence and existence, the nation’s leaders were confronted with the problem of not only establishing a government but also of organizing an army that was already engaged in war. From the “shot heard around the world,” on 19 April 1775, until Valley Forge in 1778, Revolutionary forces were little more than a group of civilians fighting Indian-style against well-trained, highly disciplined British Redcoats. For three years, General George Washington’s troops had endured many hardships—lack of funds, rations, clothing, and equipment. In addition, they had suffered loss after loss to the superior British forces. These hardships and losses mostly stemmed from the lack of a military atmosphere in country. Thus, an army was created with little or no organization, control, discipline, or teamwork. b. Recognizing the crisis, General Washington, through Benjamin Franklin, the American Ambassador to France, enlisted the aid of a Prussian officer, Baron Friedrich 1-1 FM 3-21.5 von Steuben. Upon his arrival at Valley Forge on 23 February 1778, von Steuben, a former staff officer with Frederick the Great, met an army of several thousand half-starved, wretched men in rags. He commented that a European army could not be kept together in such a state. To correct the conditions that prevailed, he set to work immediately and wrote drill movements and regulations at night and taught them the following day to a model company of 120 men selected from the line. c. Discipline became a part of military life for these selected individuals as they learned to respond to command without hesitation. This new discipline instilled in the individual a sense of alertness, urgency, and attention to detail. Confidence in himself and his weapon grew as each man perfected the fifteen 1-second movements required to load and fire his musket. As the Americans mastered the art of drill, they began to work as a team and to develop a sense of pride in themselves and in their unit. d. Watching this model company drill, observers were amazed to see how quickly and orderly the troops could be massed and maneuvered into different battle formations. Officers observed that organization, chain of command, and control were improved as each man had a specific place and task within the formation. Later, the members of the model company were distributed throughout the Army to teach drill. Through drill, they improved the overall effectiveness and efficiency of the Army. e. To ensure continuity and uniformity, von Steuben, by then a major general and the Army Inspector General, wrote the first Army field manual in 1779, The Regulations for the Order and Discipline of the Troops of the United States, commonly referred to as the Blue Book. The drill procedures initiated at Valley Forge were not changed for 85 years, until the American Civil War, and many of the drill terms and procedures are still in effect today. f. Drill commands are about the same as at the time of the War of 1812, except that then the officers and noncommissioned officers began them by saying, “Take care to face to the right, right, face.” Also, during the American revolutionary period, troops marched at a cadence of 76 steps a minute instead of the current cadence of 120 steps. Then units performed precise movement on the battlefield, and the army that could perform them best was often able to get behind the enemy, or on his flank, and thus beat him. Speed spoiled the winning exactness. Also, firearms did not shoot far or accurately in 1776, so troop formations could take more time to approach the enemy. g. As armament and weaponry improved, drill had to adapt to new tactical concepts. Although the procedures taught in drill today are not normally employed on the battlefield, the objectives accomplished by drill—professionalism, teamwork, confidence, pride, alertness, attention to detail, esprit de corps, and discipline—are just as important to the modern Army as they were to the Continental Army. 1-2. MILITARY MUSIC The earliest surviving pictorial, sculptured, and written records show musical or quasimusical instruments employed in connection with military activity for signaling during encampments, parades, and combat. Because the sounds were produced in the open air, the instruments tended to be brass and percussion types. Oriental, Egyptian, Greek, Roman, and American Indian chronicles and pictorial remains show trumpets and drums of many varieties allied to soldiers and battles. 1-2 FM 3-21.5 a. Bugle Calls. Bugle calls are used in U.S. military service as the result of the Contintental Army’s contact with the soldiers and armies from Europe during the revolutionary period. After the American Revolution, many of the French (and English) bugle calls and drum beats were adopted by the United States Army. b. Attention. This is taken from the British “Alarm,” at which call the troops turned out under arms. c. Adjutant’s Call. The adjutant’s call indicates that the adjutant is about to form the guard, battalion, or regiment. d. To the Color. The old cavalry call, “To the Standard,” in use from about 1835, was replaced by the present call of “To the Color.” e. National Anthem. “The Star Spangled Banner” officially became the National Anthem by law on 3 March 1931, in Title 36, United States Code 170. f. Sound Off. The band, in place, plays “Sound Off’ (three chords). It then moves forward and, changing direction while playing a stirring march, troops the line and marches past the soldiers in formation, then returns to its post. Upon halting, the band again plays three chords. g. Retreat. Retreat is the ceremony that pays honors to the national flag when it is lowered in the evening. h. Official Army Song. The official Army song, “The Army Goes Rolling Along,” was formally dedicated by the Secretary of the Army on Veterans Day, 11 November 1956, and officially announced on 12 December 1957 (AR 220-90). In addition to standing while the National Anthem is played, Army personnel stand at attention whenever the official song is played. Although there is no Department of the Army directive in this regard, commanders, other officers, and other personnel can encourage the tribute to the Army by standing at attention when the band plays “The Army Goes Rolling Along.” 1-3 FM 3-21.5(FM 22-5) CHAPTER 2 DRILL INSTRUCTIONS “Troops who march in an irregular and disorderly manner are always in great danger of being defeated.” Vegetius: De Re Militari: A.D. 378 Section I. INSTRUCTIONAL METHODS The progress made by individuals and units in precise and unified action in drill is determined by the following: • The methods of instruction and the thoroughness of the instructor. • The organization of soldiers into units of the most effective instructional size. The three methods of instruction used to teach drill to soldiers are: step-by-step, talk-through, and by-the-numbers. The character of the particular movement being taught will indicate the most effective method to use. As a rule, marching movements are taught using the step-by-step method. Movements that require numerous or simultaneous actions by an individual or unit are best taught using the talk-through method. Movements that have two or more counts are taught using the by-the-numbers method. To ensure that a soldier develops satisfactory proficiency during the time allotted, and to ensure a complete and consistent presentation by the drill instructor, each movement (regardless of the method used) should be presented using three teaching stages: explanation, demonstration, and practice. 2-1. EXPLANATION In the explanation stage, the instructor must: • Give the name of the movement. • Give the practical use for the movement. • Give the command(s) for the movement and explain its elements: the preparatory command and the command of execution. He must also discuss the command(s) necessary to terminate the movement. (Supplementary commands are discussed where appropriate in the explanations.) This is how an instructor teaches a marching movement using the first teaching stage. “Platoon, ATTENTION. AT EASE. The next movement (position), which I will name, explain, and have demonstrated, and which you will conduct practical work on, is the 30-Inch Step From the Halt. This movement is used to march an element from point A to point B in a uniform manner. The command to execute this movement is Forward, MARCH. This is a two-part command: Forward is the preparatory command, and MARCH is the command of execution. The command to terminate this movement is HALT. HALT is also a two-part command when preceded by a preparatory command such as Squad or Platoon. I will use Demonstrator as the preparatory command and HALT as the command of execution. When given, these commands are as follows: Forward, MARCH; Demonstrator, HALT.” 2-1 FM 3-21.5 2-2. DEMONSTRATION In the demonstration stage, the instructor may use the step-by-step, talk-through, or by-the-numbers methods of instruction. NOTE: The instructor may demonstrate the movement himself, modifying his position when necessary to maintain eye-to-eye contact with personnel being instructed. a. Step-by-Step Method of Instruction. In the step-by-step method of instruction, the explanation and demonstration are combined, and the movements are taught one step at a time. NOTE: The letters P, I, C, or A have been added to the end of certain paragraphs to help the reader understand the five-step process used in all marching movements known as the PICAA effect. Put simply, the Preparatory command, the Command of execution and the Action step—executing the movement—are all given or executed when the same foot strikes the marching surface. The Intermediate step and Additional step are executed with the other foot. (1) The instructor explains that on the command of execution, the demonstrator takes only one step and then stops in position until the command Ready, STEP (for the next step) is given. While the demonstrator is stopped in position, the instructor makes on-the-spot corrections and explains the actions to be taken on the next step. The instructor then has the demonstrator execute the movement at normal cadence. (2) This is how an instructor teaches the demonstration stage when using the step-by-step method of instruction: • “Demonstrator, POST. I will use the step-by-step method of instruction. On the preparatory command Forward of Forward, MARCH, without noticeable movement, shift the weight of the body onto the right foot. Forward.” • “On the command of execution MARCH of Forward, MARCH, step forward 30 inches with the left foot. The head, eyes, and body remain as in the Position of Attention. The arms swing in natural motion, without exaggeration and without bending the elbows, about 9 inches straight to the front and 6 inches straight to the rear of the trouser seams. The fingers and thumbs are curled as in the Position of Attention, just barely clearing the trousers. MARCH.” • “On the command of execution STEP of Ready, STEP, execute a 30-inch step with the trail foot. Once again, ensure that the head, eyes, and body remain as in the Position of Attention, and that the arms swing naturally, without exaggeration and without bending the elbows, about 9 inches straight to the front and 6 inches straight to the rear of the trouser seams. The fingers 2-2 FM 3-21.5 and thumbs are curled, as in the Position of Attention, barely clearing the trousers. Ready, STEP. Notice that there are two steps explained: one from the Halt and one while marching.” • “The command to terminate this movement is HALT. The preparatory command Demonstrator of Demonstrator, HALT, may be given as either foot strikes the marching surface. However, the command of execution HALT of Demonstrator, HALT, must be given the next time that same foot strikes the marching surface. The Halt is executed in two counts.” • “On the command of execution STEP of Ready, STEP, execute a 30-inch step with the trail foot. When that foot strikes the marching surface, the demonstrator will receive the preparatory command Demonstrator of Demonstrator, HALT. Ready, STEP. Demonstrator.” (P—step 1 of the PICAA process) • “On the command of execution STEP of Ready, STEP, execute a 30-inch step with the trail foot. This is the intermediate (or thinking) step required between the preparatory command and the command of execution. Ready, STEP.” (I—step 2 of the PICAA process) • “On the command of execution STEP of Ready, STEP, execute a 30-inch step with the trail foot. When the foot strikes the marching surface, the demonstrator will receive the command of execution HALT of Demonstrator, HALT. Ready, STEP. HALT. The Halt is executed in two counts.” (C—step 3 of the PICAA process) • “On the command of execution STEP of Ready, STEP, execute a 30-inch step with the trail foot, this being the additional step required after the command of execution. Ready, STEP.” (A—step 4 of the PICAA process) • “On the command of execution STEP of Ready, STEP, bring the trail foot alongside the lead foot, reassuming the Position of Attention, thus terminating this movement. (Ready, STEP. RE-FORM.) At normal cadence, this movement would look as follows: Forward, MARCH. Demonstrator, HALT. AT EASE.” (A—step 5 of the PICAA process) • “Platoon, what are your questions pertaining to this movement when executed at normal cadence or when using the step-by-step method of instruction? (Clarify all questions.)” • “Demonstrator, ATTENTION. You will now become my assistant instructor. FALL OUT.” 2-3 FM 3-21.5 NOTE: Notice that when marching, there are five steps in the step-by-step method of instruction: 1 - Preparatory command step; 2 - Intermediate step; 3 - Command of execution step; 4 - Additional step; and 5 – Action step. b. Talk-Through Method of Instruction. In this method the explanation and demonstration are combined. Each movement. or action by the individual is executed as it is orally described. (1) The instructor simply tells the demonstrator how and what he wants him to do. The demonstrator executes the movement as the instructor describes it. Then the instructor has the demonstrator execute the movement at normal cadence. (2) This is how an instructor teaches the demonstration stage when using the talk-through method of instruction: • “Demonstrator, POST. I will use the talk-through method of instruction. On the command of execution ATTENTION or FALL IN, sharply bring the heels together and on line, with the toes forming a 45-degree angle. Rest the weight of the body equally on the heels and balls of both feet. The legs are straight without locking the knees; the body is erect; hips level; chest, lifted and arched; and shoulders, square and even. Keep the head erect and face straight to the front with the chin drawn in so that the alignment of the head and neck is vertical. The arms hang straight without stiffness. The fingers are curled so that the tips of the thumbs are alongside and touching the first joint of the forefingers. Keep the thumbs straight along the seams of the trousers with the first joint of the fingers touching the trouser legs. Remain silent and do not move unless otherwise directed.” • “AT EASE. This position, executed at normal cadence, is as follows: Demonstrator, ATTENTION. AT EASE. FALL IN. AT EASE.” • Platoon, what are your questions pertaining to the Position of Attention when executed at normal cadence or when executed using the talk-through method of instruction?” (Clarify all questions.) • Demonstrator, ATTENTION. You will be my assistant instructor, FALL OUT.” NOTE: When teaching squad, platoon, or company drills, this method should be modified so that individuals are talked into position rather than through the position. c. By-the-Numbers Method of Instruction. By-The-Numbers is the command used to begin instructing one count at a time. Without-The-Numbers is the command used to terminate single-count instruction and return to normal cadence. The explanation and demonstration are combined. Movements are explained and demonstrated one count at a time. 2-4 FM 3-21.5 (1) The instructor has the demonstrator execute the movement by the numbers (one count at a time). The instructor then has the demonstrator execute the movement at normal cadence. (2) This is how an instructor teaches the demonstration stage using the by-the- numbers method of instruction: • “Demonstrator, POST. I will use the by-the-numbers method of instruction. Port Arms from Order Arms is a two-count movement. On the command of execution ARMS of Port, ARMS, this being count one, grasp the barrel of the rifle with the right hand and raise the rifle diagonally across the body, ensuring that the right elbow remains down without strain. Simultaneously, grasp the rifle with the left hand at the handguard just forward of the slip ring, keeping the rifle about 4 inches from the belt. By-the-numbers, Port, ARMS.” • “On count two, release the grasp of the rifle with the right hand and regrasp the rifle at the small of the stock. Keep the rifle held diagonally across the body, about 4 inches from the belt, elbows drawn in at the sides, and ensure the right forearm is horizontal, thus assuming the position of Port Arms. Ready, TWO.” • “Order Arms from Port Arms is a three-count movement. On the command of execution ARMS of Order, ARMS, this being count one, release the grasp of the rifle with the right hand and move the right hand up and across the body, approaching the front sight assembly from the right front, and firmly grasp the barrel without moving the rifle. Ensure the right elbow remains down without strain. Order, ARMS.” • “On count two, release the grasp of the rifle with the left hand, and with the right hand lower the rifle to the right side until it is about 1 inch off the marching surface. At the same time, guide the rifle into place with the left hand at the flash suppressor, fingers and thumb extended and joined, palm facing the rear. Ready, TWO.” • “On count three, sharply move the left hand to the left side as in the Position of Attention and, at the same time, gently lower the rifle to the marching surface with the right hand, assuming the position of Order Arms. Ready, THREE.” • “At normal cadence, these commands (movements) are as follows: Without-the-numbers, Port, ARMS. Order, ARMS. AT EASE” • “Platoon, what are your questions pertaining to Port Arms from Order Arms and Order Arms from Port Arms when executed at normal cadence or when executed by-the-numbers?” (Clarify all questions.) 2-5 FM 3-21.5 • “Demonstrator, ATTENTION. You will be my assistant instructor. FALL OUT.” (Notice that there is no Ready, ONE command.) 2-3. PRACTICE The practice stage is executed in the same manner as the demonstration stage except that the instructor uses the proper designator for the size of his element. However, the instructor does not have his element execute the movement at normal cadence until his element has shown a satisfactory degree of proficiency executing the movement using the selected method of instruction. Section II. INSTRUCTIONAL TECHNIQUES Basic drill instruction includes line and U-formations, stationary and moving cadence counts, and dedicated instruction to units and individuals. 2-4. FORMATIONS Instruction and practical work, in all phases of drill, can best be presented by using the U-formation or line formation. As a rule, stationary movements are taught using the U-formation; marching movements, to include squad, platoon, and company drills, are best taught from the line formation. Soldiers should be taught in the smallest formation possible to ensure individual attention; however, squad drill, whenever possible, should be taught to squad-size units, platoon drill to platoon-size units, and company drill to company-size units. a. The U-formation is formed by the instructor commanding Count, OFF. (1) On the command of execution “OFF” of Count, OFF, all personnel, except the right flank personnel, turn their head and eyes to the right and the right flank personnel count off with “ONE.” After the right flank soldiers have counted their number, the soldiers to their left count off with the next higher number and simultaneously turn their head and eyes to the front. All other members of the formation count off in the same manner until the entire formation has counted off. The instructor then commands First and second squads, FALL OUT. (2) On the command of execution “FALL OUT,” the first squad faces to the right, and the second squad faces to the left. After the squads have faced, the instructor commands U-formation, FALL IN. (3) On the command of execution “FALL IN, ” the following actions happen simultaneously: • The first squad executes a Column Left and takes one more step than the highest number counted when the formation counted off; halts, and faces to the left without command. • The second squad marches forward until the lead man clears the last vacated position of the first squad and then executes a Column Right, taking three more steps than the highest number counted when the formation counted off; halts, and faces to the right without command. • The third squad stands fast, and the fourth squad executes one 15-Inch Step to the Left. The instructor ensures that the first and second squads are one step in 2-6 FM 3-21.5 front of and one step outside the flanks of the third squad before commanding AT EASE beginning the instruction. (4) To re-form the platoon in a line formation, the commands are: FALL OUT (pause); FALL IN. The members of the platoon execute in the reversre manner as prescibed above, taking the same number of steps. b. When instructing using the line formation at normal interval, it is recommended that the first rank kneels (right knee), second rank executes one 15-Inch Step to the Left and kneels (left knee), third rank stands fast, and the fourth rank takes one 15-Inch Step to the Left. The instructor adjusts any additional ranks as necessary to ensure they are uncovered. This formation can quickly be formed by commanding Instructional Formation, MARCH. To re-form the unit into a line formation, the command is FALL IN. The members of the platoon execute in the reverse manner as prescribed above. c. The instructor may find using the extended rectangular formation more suitable for use. (1) To form the extended rectangular formation, the instructor commands Extend to the left, MARCH. All right flank soldiers stand fast and extend their arms at shoulder level, elbows locked, fingers and thumbs extended and joined, palms facing down. All other soldiers turn to the left and double-time forward. After taking a sufficient number of steps, the soldiers stop and face to the front and extend their arms in the same manner as the right flank soldiers, ensuring that there is about 12 inches between all soldiers. Dress is to the right and cover is to the front. The remainder of the body is in the position of attention. (2) The instructor then commands Arms downward, MOVE. The soldiers lower their arms sharply to the sides as in the position of attention. (3) The instructor then commands Left, Face. All soldiers execute a left face. (4) The instructor then commands Extend to the left, MARCH. All soldiers execute as previosly described. (5) The instructor then commands Arms downward, MOVE. All soldiers execute as previously described. (6) The instructor then commands Right, FACE. All soldiers execute a right face. (7) The instructor then commands From front to rear, COUNT OFF. (COUNT OFF is the entire command of execution). Each member of the first rank turns their head and eyes to the right and counts off with “ONE,” then faces back to the front. The remaining ranks execute in the same manner as the first rank counting off in the same manner as the first rank until the entire formation has counted off. The members of the last (rear) rank do not turn their head and eyes. (8) The instructor then commands Even numbers to the left, UNCOVER. All even numbered soldiers jump squarely in the center of the interval, resuming the position of attention. The formation is now prepared for instruction. (9) To return the formation to the original configuration, the instructor commands Assemble to the right, MARCH. All soldiers double-time to their original position in formation. d. The instructor may find the circular formation more suitable for training. (1) The instructor positions himself in front of the lead soldier in the lead squad and commands Circle formation, FOLLOW ME. The instructor double-times in a circle large enough for the formation and moves to the center of the circle. The members of the 2-7 FM 3-21.5 lead squad follow at an arms length plus 6 inches (approximately 40 inches total). The squad leaders of the following squads begin double-timing at the correct distance from the last soldier in the preceding squad without command. After the entire formation is in a circle, the instructor comes to the position of attention and commands Quick time, MARCH. The soldiers begin marching normally. The instructor then gives directives to individual soldiers and corrects the distance between them until each member is at approximately double arm interval. (2) The instructor then commands the formation to Halt using the appropriate preparatory command. (3) The instructor then commands Left, FACE. All personnel face toward the instructor. The formation is now ready for instruction. (4) To return the formation to its original configuration, the instructor commands the formation to attention and commands FALL OUT, and then FALL IN. On the command FALL IN, all soldiers return to their original position in formation. NOTE: When conditions do not warrant this formation, soldiers may be directed to remain standing and to uncover. To assemble the unit, the command FALL IN is given. 2-5. INSTRUCTORS When acting as instructors or assistant instructors, officers and noncommissioned officers go wherever they are needed. They correct mistakes and ensure steadiness and proper performance in ranks. When an individual shows that he is unable to execute the proper movements or assume the proper position, the instructor may physically assist the soldier. 2-6. CADENCE COUNTING To enable soldiers to learn or maintain cadence and develop rhythm, the instructor should have them count cadence while marching. a. To count cadence while marching at quick time, the instructor gives the preparatory command, Count Cadence, as the left foot strikes the marching surface, and the command of execution, COUNT, the next time the left foot strikes the marching surface. The soldier begins to count the next time the left foot strikes the marching surface and counts as each foot strikes the marching surface—ONE, TWO, THREE, FOUR; ONE, TWO, THREE, FOUR. To count cadence while double-timing, the procedures are basically the same, except the soldier only counts each time the left foot strikes the marching surface. To maintain cadence when marching, soldiers will be allowed to sing, or a drummer’s beat may provide cadence. b. For stationary movements of two or more counts, the instructor commands In Cadence, Right, FACE. The soldier simultaneously executes the first count of the movement on the command of execution and sounds off, ONE; as he executes the second count he sounds off, TWO. NOTE: To halt execution of movements in cadence, the instructor commands Without Cadence, and resumes normal drill methods. For example, Without Cadence, MARCH when marching at Count Cadence or Without Cadence, Left, FACE for stationary movements. 2-8 FM 3-21.5 c. As soldiers begin to master the art of drill, instructors try to create a spirit of competition among individuals and between units. Although repetition is necessary when teaching drill, instructors use competitive drill exercises to ensure that drill does not become boring or monotonous. d. Mass commands are used to develop confidence and promote enthusiasm. They are effective in developing a command voice when instructing a leadership course. Procedures for using mass commands are discussed in Chapter 3. 2-9 FM 3-21.5(FM 22-5) CHAPTER 3 COMMANDS AND THE COMMAND VOICE “The spirit of discipline, as distinct from its outward and visible guises, is the result of association with martial traditions and their living embodiment.” B. H. Liddell Hart, Thoughts on War, 1944 Section I. COMMANDS A drill command is an oral order of a commander or leader. The precision with which a movement is executed is affected by the manner in which the command is given. 3-1. RULES The following rules for giving commands apply to the commander when the unit drills as a separate unit and not as part of a larger formation. a. When at the Halt, the commander faces the troops when giving commands. On commands that set the unit in motion (marching from one point to another), the commander moves simultaneously with the unit to maintain correct position within the formation. (See Chapter 4, paragraphs 4-5c and 4-14, for more information on facing in marching.) b. When marching, the commander turns his head in the direction of the troops to give commands. c. Exceptions to these rules occur during ceremonies, which are discussed in Chapter 10. d. When elements drill as part of a larger unit, the rules for supplementary commands apply (paragraph 3-4). e. The commander gives the command AS YOU WERE to revoke a preparatory command that he has given. The command AS YOU WERE must be given before the command of execution. The commander cannot cancel the command of execution with AS YOU WERE. If an improper command is not revoked, the personnel execute the movement in the best manner possible. 3-2. TWO-PART COMMANDS Most drill commands have two parts: the preparatory command and the command of execution. Neither part is a command by itself, but the parts are termed commands to simplify instruction. The commands Ready, Port, ARMS, and Ready, Aim, FIRE, are considered to be two-part commands even though they contain two preparatory commands. a. The preparatory command states the movement to be carried out and mentally prepares the soldier for its execution. In the command Forward, MARCH, the preparatory command is Forward. b. The command of execution tells when the movement is to be carried out. In Forward, MARCH, the command of execution is MARCH. 3-1 FM 3-21.5 c. To change direction of a unit when marching, the preparatory command and command of execution for each movement are given so they begin and end on the foot in the direction of the turn: Right Flank, MARCH is given as the right foot strikes the marching surface, and Left Flank, MARCH as the left foot strikes the marching surface. The interval between the preparatory command and the command of execution is always one step or count. The preparatory command and command of execution are always given when the same foot strikes the marching surface. 3-3. COMBINED COMMANDS In some commands, the preparatory command and the command of execution are combined; for example, FALL IN, AT EASE, and REST. These commands are given without inflection and at a uniformly high pitch and loudness comparable to that for a normal command of execution. 3-4. SUPPLEMENTARY COMMANDS Supplementary commands are oral orders given by a subordinate leader that reinforce and complement a commander’s order. They ensure proper understanding and execution of a movement. They extend to the lowest subordinate leader exercising control over an element affected by the command as a separate element within the same formation. a. A supplementary command may be a preparatory command, a portion of a preparatory command, or a two-part command. It is normally given between the preparatory command and the command of execution. However, when a command requires an element of a unit to execute a movement different from other elements within the same formation, or the same movement at a different time, subordinate leaders give their supplementary commands at the time prescribed by the procedures covering that particular movement. EXAMPLE: The platoon is in column formation, and the platoon leader commands Column of Twos From the Left (pause), MARCH. The first and second squad leaders command Forward; the third and fourth squad leaders command STAND FAST. On the command of execution MARCH, the first and second squads march forward. At the appropriate time, the squad leader (third squad) nearest the moving element commands Column Half Left, MARCH (for both remaining squads). As the third and fourth squad leaders reach the line of march, they automatically execute a Column Half Right and obtain normal distance behind the first and second squads. b. A subordinate leader gives all supplementary commands over his right shoulder except when his command is based on the actions of an element on his left or when the subelement is to execute a Column Left (Half Left) or Left Flank. Giving commands over the left shoulder occurs when changing configuration or a formation, such as forming a file or a column of fours and re-forming. (See Chapter 7, paragraph 7-14, for more information on forming a file and re-forming.) 3-2 FM 3-21.5 EXAMPLE: The platoon is in column formation and is going to form a file to the left. The left flank squad leader will give the supplementary command Column, LEFT over the left shoulder, since the movement will be to the left. The other squad leaders will give the supplementary command STAND FAST over the left shoulder as their movement will be to the left and is based on an element to the left. NOTE: When in formation at present arms and the preparatory command Order of Order, ARMS is given, subordinate leaders terminate their salute before giving their supplementary command. c. Supplementary commands are not given by a subordinate leader for the combined commands FALL IN, AT EASE, REST or for mass drill when his element forms as part of a massed formation. However, supplementary commands are given when forming a mass or when forming a column from a mass. (See Chapter 4, note following paragraph 4-3d.) d. Except for commands while in mass formation, platoon leaders give supplementary commands following all preparatory commands of the commander. When the preparatory command is Company, the platoon leaders immediately come to Attention and command Platoon. The company commander allows for all supplementary commands before giving the command of execution. e. When no direction is given, the response is understood to be Forward; when no rate of march is given, the response is Quick Time. Normally, when a direction or rate of march is included in the preparatory command, only the direction or rate of march is given as a supplementary command. 3-5. DIRECTIVES Directives are oral orders given by the commander that direct or cause a subordinate leader to take action. a. The commander gives directives rather than commands when it is more appropriate for subordinate elements to execute a movement or perform a task as independent elements of the same formation. b. Directives are given in sentence form and are normally prefaced by the terms HAVE YOUR UNITS or BRING YOUR UNITS. EXAMPLE: HAVE YOUR UNITS OPEN RANKS AND STACK ARMS; BRING YOUR UNITS TO PRESENT ARMS. c. TAKE CHARGE OF YOUR UNITS is the only directive on which a commander relinquishes his command and on which salutes are exchanged. 3-3 FM 3-21.5 Section II. THE COMMAND VOICE A correctly delivered command will be understood by everyone in the unit. Correct commands have a tone, cadence, and snap that demand willing, correct, and immediate response. 3-6. VOICE CONTROL The loudness of a command is adjusted to the number of soldiers in the unit. Normally, the commander is to the front and center of the unit and speaks facing the unit so that his voice reaches everyone. a. The voice must have carrying power, but excessive exertion is unnecessary and harmful. A typical result of trying too hard is the almost unconscious tightening of the neck muscles to force sound out. This produces strain, hoarseness, sore throat, and worst of all, indistinct and jumbled sounds instead of clear commands. Ease is achieved through good posture, proper breathing, correct adjustment of throat and mouth muscles, and confidence. b. The best posture for giving commands is the position of Attention. Soldiers in formation notice the posture of their leader. If his posture is unmilitary (relaxed, slouched, stiff, or uneasy), the subordinates will imitate it. c. The most important muscle used in breathing is the diaphragm—the large muscle that separates the chest cavity from the abdominal cavity. The diaphragm automatically controls normal breathing and is used to control the breath in giving commands. d. The throat, mouth, and nose act as amplifiers and help to give fullness (resonance) and projection to the voice. 3-7. DISTINCTIVENESS Distinctiveness depends on the correct use of the tongue, lips, and teeth, which form the separate sounds of a word and group the sounds into syllables. Distinct commands are effective; indistinct commands cause confusion. All commands can be pronounced correctly without loss of effect. Emphasize correct enunciation (distinctiveness). To enunciate clearly, make full use of the lips, tongue, and lower jaw. To develop the ability to give clear, distinct commands, practice giving commands slowly and carefully, prolonging the syllables. Then, gradually increase the rate of delivery to develop proper cadence, still enunciating each syllable distinctly. 3-8. INFLECTION Inflection is the rise and fall in pitch and the tone changes of the voice. a. The preparatory command is the command that indicates movement. Pronounce each preparatory command with a rising inflection. The most desirable pitch, when beginning a preparatory command, is near the level of the natural speaking voice. A common fault with beginners is to start the preparatory command in a pitch so high that, after employing a rising inflection for the preparatory command, it is impossible to give the command of execution with clarity or without strain. A good rule to remember is to begin a command near the natural pitch of the voice (Figure 3-1). b. The command of execution is the command that indicates when a movement is to be executed. Give it in a sharper tone and in a slightly higher pitch than the last syllable 3-4 FM 3-21.5 of the preparatory command. It must be given with plenty of snap. The best way to develop a command voice is to practice. c. In combined commands, such as FALL IN and FALL OUT, the preparatory command and command of execution are combined. Give these commands without inflection and with the uniform high pitch and loudness of a normal command of execution. Figure 3-1. Diagram of a command. 3-9. CADENCE Cadence, in commands, means a uniform and rhythmic flow of words. The interval between commands is uniform in length for any given troop unit. This is necessary so that everyone in the unit will be able to understand the preparatory command and will know when to expect the command of execution. a. For the squad or platoon in March, except when supplementary commands need to be given, the interval of time is that which allows one step (or count) between the preparatory command and the command of execution. The same interval is used for commands given at the Halt. Longer commands, such as Right flank, MARCH, must be started so that the preparatory command will end on the proper foot, and leave a full count between the preparatory command and command of execution. b. When supplementary commands are necessary, the commander should allow for one count between the preparatory command and the subordinate leader’s supplementary command, and an additional count after the subordinate command but before the command of execution. 3-5 FM 3-21.5(FM 22-5) CHAPTER 4 INDIVIDUAL DRILL “Maintain discipline and caution above all things, and be on the alert to obey the word of command. It is both the noblest and the safest thing for a great army to be visibly animated by one spirit.” Archidamus of Sparta: To the Lacaedaenwnian expeditionary force departing for Athens, 431 B.C. NOTE: The explanation of a movement that may be executed toward either flank is given in this chapter for only one flank. To execute the movement toward the opposite flank, substitute left for right or right for left in the explanation. Section I. STATIONARY MOVEMENTS This section contains most of the individual positions and stationary movements required in drill. These positions and the correct execution of the movement, in every detail, should be learned before proceeding to other drill movements. Movements are initiated from the position of attention. However, some rest movements may be executed from other rest positions. 4-1. POSITION OF ATTENTION Two commands can be used to put personnel at the Position of Attention: • FALL IN is used to assemble a formation or return it to its original configuration. • The two-part command for Attention is used for soldiers at a rest position. Assume the Position of Attention on the command FALL IN or the command Squad (Platoon), ATTENTION. a. To assume this position, bring the heels together sharply on line, with the toes pointing out equally, forming a 45-degree angle. Rest the weight of the body evenly on the heels and balls of both feet. Keep the legs straight without locking the knees. Hold the body erect with the hips level, chest lifted and arched, and the shoulders square. b. Keep the head erect and face straight to the front with the chin drawn in so that alignment of the head and neck is vertical. c. Let the arms hang straight without stiffness. Curl the fingers so that the tips of the thumbs are alongside and touching the first joint of the forefingers. Keep the thumbs straight along the seams of the trouser leg with the first joint of the fingers touching the trousers (Figure 4-1, page 4-2). d. Remain silent and do not move unless otherwise directed. NOTE: This position is assumed by enlisted soldiers when addressing officers, or when officers are addressing officers of superior rank. 4-1 FM 3-21.5 Figure 4-1. Position of Attention. 4-2. REST POSITIONS AT THE HALT Any of the positions of rest may be commanded and executed from the Position of Attention. a. Parade Rest. Parade Rest is commanded only from the Position of Attention. The command for this movement is Parade, REST. (1) On the command of execution REST, move the left foot about 10 inches to the left of the right foot. Keep the legs straight without locking the knees, resting the weight of the body equally on the heels and balls of the feet. (2) Simultaneously, place the hands at the small of the back and centered on the belt. Keep the fingers of both hands extended and joined, interlocking the thumbs so that the palm of the right hand is outward (Figure 4-2). 4-2 FM 3-21.5 (3) Keep the head and eyes as in the Position of Attention. Remain silent and do not move unless otherwise directed. Stand at Ease, At Ease, and Rest may be executed from this position. NOTE: Enlisted soldiers assume this position when addressing all noncommissioned officers or when noncommissioned officers address noncommissioned officers of superior rank. Figure 4-2. Parade Rest. b. Stand At Ease. The command for this movement is Stand at, EASE. On the command of execution EASE, execute Parade Rest, but turn the head and eyes directly toward the person in charge of the formation. At Ease or Rest may be executed from this position. c. At Ease. The command for this movement is AT EASE. On the command AT EASE, the soldier may move; however, he must remain standing and silent with his right foot in place. The soldier may relax his arms with the thumbs interlaced. Rest may be executed from this position. 4-3 FM 3-21.5 d. Rest. The command for this movement is REST. On the command REST, the soldier may move, talk, smoke, or drink unless otherwise directed. He must remain standing with his right foot in place. AT EASE must be executed from this position to allow soldiers to secure canteens, other equipment, and so forth. NOTE: On the preparatory command for Attention, immediately assume Parade Rest when at the position of Stand at Ease, At Ease, or Rest. If, for some reason, a subordinate element is already at attention, the members of the element remain so and do not execute parade rest on the preparatory command, nor does the subordinate leader give a supplementary command. 4-3. FACING AT THE HALT Five facing movements can be executed from the Position of Attention: Left (Right), FACE, Half Left (Half Right), FACE, and About, FACE. NOTE: Half Left (Half Right), FACE should only be used in situations when a 90-degree facing movement would not face an element in the desired direction (for example, for a stationary element to face the direction of the flag to render honors [reveille or retreat]). a. Facing to the Flank is a two-count movement. The command is Left (Right), FACE. (1) On the command of execution FACE, slightly raise the right heel and left toe, and turn 90 degrees to the left on the left heel, assisted by a slight pressure on the ball of the right foot. Keep the left leg straight without stiffness and allow the right leg to bend naturally. (2) On count two, place the right foot beside the left foot, resuming the Position of Attention. Arms remain at the sides, as in the Position of Attention, throughout this movement (Figure 4-3). 4-4 FM 3-21.5 Figure 4-3. Left Face. b. Facing to the Rear is a two-count movement. The command is About, FACE. (1) On the command of execution FACE, move the toe of the right foot to a point touching the marching surface about half the length of the foot to the rear and slightly to the left of the left heel. Rest most of the weight of the body on the heel of the left foot and allow the right knee to bend naturally. (2) On count two, turn to the right 180 degrees on the left heel and ball of the right foot, resuming the Position of Attention. Arms remain at the sides, as in the Position of Attention, throughout this movement (Figure 4-4, page 4-6). 4-5 FM 3-21.5 Figure 4-4. About Face. NOTE: Throughout these movements, the remainder of the body remains as in the Position of Attention. 4-4. HAND SALUTE The Hand Salute is a one-count movement. The command is Present, ARMS. The Hand Salute may be executed while marching. When marching, only the soldier in charge of the formation salutes and acknowledges salutes. When double-timing, an individual soldier must come to Quick Time before saluting. a. When wearing headgear with a visor (with or without glasses), on the command of execution ARMS, raise the right hand sharply, fingers and thumb extended and joined, palm facing down, and place the tip of the right forefinger on the rim of the visor slightly to the right of the right eye. The outer edge of the hand is barely canted downward so that neither the back of the hand nor the palm is clearly visible from the front. The hand and 4-6 FM 3-21.5 wrist are straight, the elbow inclined slightly forward, and the upper arm horizontal (1, Figure 4-5). b. When wearing headgear without a visor (or uncovered) and not wearing glasses, execute the Hand Salute in the same manner as previously described, except touch the tip of the right forefinger to the forehead near and slightly to the right of the right eyebrow (2, Figure 4-5). c. When wearing headgear without a visor (or uncovered) and wearing glasses, execute the Hand Salute in the same manner as previously described, except touch the tip of the right forefinger to that point on the glasses where the temple piece of the frame meets the right edge of the right brow (3, Figure 4-5). d. Order Arms from the Hand Salute is a one-count movement. The command is Order, ARMS. On the command of execution ARMS, return the hand sharply to the side, resuming the Position of Attention. e. When reporting or rendering courtesy to an individual, turn the head and eyes toward the person addressed and simultaneously salute. In this situation, the actions are executed without command. The Salute is initiated by the subordinate at the appropriate time (six paces) and terminated upon acknowledgment. (See Appendix A for more information on saluting.) Figure 4-5. Hand Salute. Section II. STEPS AND MARCHING This section contains all of the steps in marching of the individual soldier. These steps should be learned thoroughly before proceeding to unit drill. 4-5. BASIC MARCHING INFORMATION This basic marching information pertains to all marching movements. a. All marching movements executed from the Halt are initiated from the Position of Attention. b. Except for Route Step March and At Ease March, all marching movements are executed while marching at Attention. Marching at Attention is the combination of the Position of Attention and the procedures for the prescribed step executed simultaneously. c. When executed from the Halt, all steps except Right Step begin with the left foot. (See Chapter 3, paragraph 3-1a and paragraph 4-15a.) 4-7 FM 3-21.5 d. For short-distance marching movements, the commander may designate the number of steps forward, backward, or sideward by giving the appropriate command: One step to the right (left), MARCH; or, Two steps backward (forward), MARCH. On the command of execution MARCH, step off with the appropriate foot, and halt automatically after completing the number of steps designated. Unless otherwise specified, when directed to execute steps forward, the steps will be 30-inch steps. e. All marching movements are executed in the cadence of Quick Time (120 steps per minute), except the 30-inch step, which may be executed in the cadence of 180 steps per minute on the command Double Time, MARCH. f. A step is the prescribed distance from one heel to the other heel of a marching soldier. g. All 15-inch steps are executed for a short distance only. 4-6. THE 30-INCH STEP To march with a 30-inch step from the Halt, the command is Forward, MARCH. a. On the preparatory command Forward, shift the weight of the body to the right foot without noticeable movement. On the command of execution MARCH, step forward 30 inches with the left foot and continue marching with 30-inch steps, keeping the head and eyes fixed to the front. The arms swing in a natural motion, without exaggeration and without bending at the elbows, approximately 9 inches straight to the front and 6 inches straight to the rear of the trouser seams. Keep the fingers curled as in the Position of Attention so that the fingers just clear the trousers. b. To Halt while marching, the command Squad (Platoon), HALT is given. The preparatory command Squad (Platoon) is given as either foot strikes the marching surface as long as the command of execution HALT is given the next time that same foot strikes the marching surface. The Halt is executed in two counts. After HALT is commanded, execute the additional step required after the command of execution and then bring the trail foot alongside the lead foot, assuming the Position of Attention and terminating the movement. 4-7. CHANGE STEP This movement is executed automatically whenever a soldier finds himself out of step with all other members of the formation. It is only executed while marching forward with a 30-inch step. To change step, the command Change Step, MARCH is given as the right foot strikes the marching surface. On the command of execution MARCH, take one more step with the left foot, then in one count place the right toe near the heel of the left foot and step off again with the left foot. The arms swing naturally. This movement is executed automatically whenever a soldier finds himself out of step with all other members of the formation. 4-8. MARCHING TO THE REAR This movement is used to change the direction of a marching element 180 degrees in a uniform manner. It is only executed while marching forward with a 30-inch step. To March to the Rear, the command Rear, MARCH is given as the right foot strikes the marching surface. On the command of execution MARCH, take one more step with the left foot, pivot 180 degrees to the right on the balls of both feet, and step off in the new 4-8 FM 3-21.5 direction taking a 30-inch step with the trail foot. Do not allow the arms to swing outward while turning. 4-9. REST MOVEMENT, 30-INCH STEP Rest movements with the 30-inch step include At Ease March and Route Step March. a. At Ease March. The command At Ease, MARCH is given as either foot strikes the marching surface. On the command of execution MARCH, the soldier is no longer required to retain cadence; however, silence and the approximate interval and distance are maintained. Quick Time, MARCH and Route Step, MARCH are the only commands that can be given while marching at ease. b. Route Step March. Route Step March is executed exactly the same as At Ease March except that the soldier may drink from his canteen and talk. NOTE: To change the direction of march while marching at Route Step or At Ease March, the commander informally directs the lead element to turn in the desired direction. Before precision movements may be executed, the unit must resume marching in cadence. The troops automatically resume marching at Attention on the command Quick Time, MARCH, as the commander reestablishes the cadence by counting for eight steps. If necessary, soldiers individually execute change step to get back in step with the unit. 4-10. THE 15-INCH STEP, FORWARD/HALF STEP Use the following procedures to execute the 15-inch step, forward/half step. a. To march with a 15-inch step from the Halt, the command is Half step, MARCH. On the preparatory command Half step, shift the weight of the body to the right foot without noticeable movement. On the command of execution MARCH, step forward 15 inches with the left foot and continue marching with 15-inch steps. The arms swing as in marching with a 30-inch step. b. To alter the march to a 15-inch step while marching with a 30-inch step, the command is Half step, MARCH. This command may be given as either foot strikes the marching surface. On the command of execution MARCH, take one more 30-inch step and then begin marching with a 15-inch step. The arms swing as in marching with a 30-inch step. c. To resume marching with a 30-inch step, the command Forward, MARCH is given as either foot strikes the marching surface. On the command of execution MARCH, take one more 15-inch step and then begin marching with a 30-inch step. d. The Halt while marching at the Half Step is executed in two counts, the same as the Halt from the 30-inch step. e. While marching at the Half Step, the only commands that may be given are: Mark Time, MARCH; Forward, MARCH; Normal Interval, MARCH; and HALT. 4-11. MARCHING IN PLACE To march in place, use the following procedures. a. To march in place, the command Mark Time, MARCH is given as either foot strikes the marching surface and only while marching with a 30-inch or 15-inch step forward. On the command of execution MARCH, take one more step, bring the trailing 4-9 FM 3-21.5 foot alongside the leading foot, and begin to march in place. Raise each foot (alternately) 2 inches off the marching surface; the arms swing naturally, as in marching with a 30-inch step forward. NOTE: While marking time in formation, the soldier adjusts position to ensure proper alignment and cover. The proper distance between soldiers while marching is one arm’s length plus 6 inches (approximately 40 inches). b. To resume marching with a 30-inch step, the command Forward, MARCH is given as either foot strikes the marching surface. On the command of execution MARCH, take one more step in place and then step off with a 30-inch step. c. The Halt from Mark Time is executed in two counts, basically the same as the Halt from the 30-inch step. 4-12. THE 15-INCH STEP, RIGHT/LEFT To march with a 15-Inch Step Right (Left), use the following procedures: a. To march with a 15-Inch Step Right (Left), the command is Right (Left) Step, MARCH. The command is given only while at the halt. On the preparatory command of Right (Left) Step, shift the weight of the body without noticeable movement onto the left (right) foot. On the command of execution MARCH, bend the right knee slightly and raise the right foot only high enough to allow freedom of movement. Place the right foot 15 inches to the right of the left foot, and then move the left foot (keeping the left leg straight) alongside the right foot as in the Position of Attention. Continue this movement, keeping the arms at the sides as in the Position of Attention. b. To Halt when executing Right or Left Step, the command is Squad (Platoon), HALT. This movement is executed in two counts. The preparatory command is given when the heels are together; the command of execution HALT is given the next time the heels are together. On the command of execution HALT, take one more step with the lead foot and then place the trailing foot alongside the lead foot, resuming the Position of Attention. 4-13. THE 15-INCH STEP, BACKWARD To march backward using the 15-inch step, use the following procedures: a. To march with a 15-Inch Step Backward, the command is Backward, MARCH. The command is given only while at the Halt. On the preparatory command Backward, shift the weight of the body without noticeable movement onto the right foot. On the command of execution MARCH, take a 15-inch step backward with the left foot and continue marching backward with 15-inch steps. The arms swing naturally. b. The Halt from Backward March is executed in two counts, basically the same as the Halt from the 30-inch step. 4-14. THE 30-INCH STEP, DOUBLE TIME To Double-Time using the 30-inch step, use the following procedures: a. To march in the cadence of 180 steps per minute with a 30-inch step, the command is Double Time, MARCH. It may be commanded while at the Halt or while marching at Quick Time with a 30-inch step. 4-10 FM 3-21.5 b. When at the Halt and the preparatory command Double Time is given, shift the weight of the body to the right foot without noticeable movement. On the command of execution MARCH, raise the forearms to a horizontal position, with the fingers and thumbs closed, knuckles out, and simultaneously step off with the left foot. Continue to march with 30-inch steps at the cadence of Double Time. The arms swing naturally to the front and rear with the forearms kept horizontal. (When armed, soldiers will come to Port Arms on receiving the preparatory command of Double Time.) Guides, when at Sling Arms, will Double-Time with their weapons at Sling Arms upon receiving the directive GUIDE ON LINE. c. When marching with a 30-inch step in the cadence of Quick Time, the command Double Time, MARCH is given as either foot strikes the marching surface. On the command of execution MARCH, take one more 30-inch step at Quick Time, and step off with the trailing foot, double-timing as previously described. d. To resume marching with a 30-inch step at Quick Time, the command Quick time, MARCH is given as either foot strikes the marching surface. On the command of execution MARCH, take two more 30-inch steps at Double Time, lower the arms to the sides, and resume marching with a 30-inch step at Quick Time. NOTE: Quick Time, Column Half Left (Right), and Column Left (Right) are the only movements that can be executed while double-timing. Armed troops must be at Port Arms before the command Double Time, MARCH is given. 4-15. FACING IN MARCHING Facings in Marching from the Halt are important parts of the following movements: alignments, column movements, inspecting soldiers in ranks, and changing from Normal Interval to Double Interval or Double Interval to Normal Interval. a. For instructional purposes only, the command Face to the Right (Left) in Marching, MARCH may be used to teach the individual to execute the movement properly. On the preparatory command Face to the Right (Left) in Marching, shift the weight of the body without noticeable movement onto the right foot. On the command of execution MARCH, pivot to the right (left) on the ball of the right foot (90 degrees) and step off in the indicated direction with the left foot. Execute the pivot and step in one count, and continue marching in the new direction. (See paragraph 4-5c and Chapter 3, paragraph 3-1a.) b. Facing to the Half-Right (Half-Left) in Marching from the Halt is executed in the same manner as Facing to the Right (Left) in Marching from a Halt, except the facing movement is made at a 45-degree angle to the right (left). c. The Halt from Facing in Marching is executed in two counts, the same as the Halt from the 30-inch step. 4-11 FM 3-21.5(FM 22-5) CHAPTER 6 SQUAD DRILL The [soldiers] must learn to keep their ranks, to obey words of command, and signals by drum and trumpet, and to observe good order, whether they halt, advance, retreat, are upon a march, or engaged with an enemy. Niccolo Machiavelli: Arte della Guerra, 1520 Section I. FORMATIONS AND MOVEMENTS This section describes the formations and movements of a squad. Individual drill movements and the manual of arms are executed as previously prescribed while performing as a squad member. 6-1. BASIC INFORMATION The squad has two prescribed formations—line and column. However, the squad may be formed into a column of twos from a column formation. When the squad is in line, squad members are numbered from right to left; when in column, form front to rear. The squad normally marches in column, but for short distances it may march in line. When the squad drills as a separate unit, the squad leader carries his weapon at Sling Arms. When the squad is in a line formation, the squad leader assumes a post three steps in front of and centered on the squad; when in a column or a column of twos, three steps to the left and centered on the squad. When the squad drills as part of a larger unit, the squad leader occupies the number one (base) position of the squad. He carries his weapon in the same manner as prescribed for other riflemen in the squad. 6-2. FORMING THE SQUAD The squad normally forms in a line formation; however, it may re-form in column when each member can identify his exact position (equipment grounded) in the formation (Figure 6-1, page 6-2). a. To form at normal interval, the squad leader comes to the Position of Attention and commands FALL IN. On the command FALL IN, the following actions occur simultaneously: (1) Each member double-times to his position in the formation. (2) The right flank man positions himself so that when the squad is formed it is three steps in front of and centered on the squad leader. (3) The right flank man comes to the Position of Attention and raises his left arm laterally at shoulder level, elbow locked, fingers and thumb extended and joined, and palm facing down. He ensures that the left arm is in line with the body. (4) The man to the immediate left of the right flank man comes to the Position of Attention, turns his head and eyes to the right, and raises his left arm in the same manner as the right flank man. He obtains proper alignment by taking short steps forward or backward until he is on line with the right flank man. He then obtains exact interval by taking short steps left or right until his shoulder touches the extended fingertips of the right flank man. As soon as the man to the left has obtained Normal Interval, each man 6-1 FM 3-21.5 individually lowers his arm to his side, sharply turns his head and eyes to the front, and assumes the Position of Attention. (5) The right flank man then sharply returns to the Position of Attention. (6) All other members of the squad form in the same manner except that the left flank man does not raise his left arm. NOTE: The right flank man raises his arm and looks straight to the front unless the squad is to align on an element to its right. If he is to align on an element to the right he turns his head and eyes to the right and aligns himself with that element. b. To form at Close Interval, the formation is completed in the manner prescribed for Normal Interval, except that the command is At Close Interval, FALL IN. Squad members obtain Close Interval by placing the heel of the left hand on the left hip even with the waist, fingers and thumb joined and extended downward, and with the elbow in line with the body and touching the arm of the man to the left. Figure 6-1. Squad formation. 6-2 FM 3-21.5 c. To form in column, the squad leader faces the proposed flank of the column and commands In Column, FALL IN. On the command of execution FALL IN, squad members double-time to their original positions (grounded equipment) in formation and cover on the man to their front. NOTE: The correct distance between soldiers in column formation is approximately 36 inches. This distance is one arm’s length plus 6 inches d. When armed, squad members fall in at Order Arms or Sling Arms. For safety, the commands Inspection, ARMS; Ready, Port, ARMS; and Order (Sling), ARMS are commanded at the initial formation of the day or when the last command is DISMISSED (Figure 6-1). 6-3. COUNTING OFF The squad may count off in line or column formation. The command is Count, OFF. a. When the squad is in a line formation, the counting is executed from right to left. On the command of execution OFF, each member, except the right flank man, turns his head and eyes to the right, and the right flank man counts off “ONE.” After the man on the right counts off his number, the man to his left counts off with the next higher number and simultaneously turns his head and eyes to the front. All the other members execute count off in the same manner until the entire squad has counted off. b. When the squad is in column formation, the counting is executed from front to rear. On the command of execution OFF, the soldier at the head of the column turns his head and eyes to the right and counts over his shoulder, “ONE.” After counting off his number, he immediately comes to the Position of Attention. All other members count their numbers in sequence in the same manner as the number one man; the last man in the file does not turn his head and eyes to the right. 6-4. CHANGING INTERVAL WHILE IN LINE To change interval while in line, use the following procedures: NOTE: To ensure that each member understands the number of steps to take, the squad leader should command Count, OFF before giving any commands that cause the squad to change interval. Members do not raise their arms when changing interval. a. To obtain Close Interval from Normal Interval, the command is Close Interval, MARCH. On the command of execution MARCH, the right flank man (number one man) stands fast. All men to the left of the number one man execute Right Step March, take one step less than their number (for example, number five man takes four steps), and Halt. NOTE: The squad leader takes the correct number of steps to maintain his position of three steps in front of and centered on the squad. 6-3 FM 3-21.5 b. To obtain Normal Interval from Close Interval, the command is Normal Interval, MARCH. On the command of execution MARCH, the right flank man stands fast. All men to the left of number one man execute Left Step March, take one step less than their number (for example, number nine man takes eight steps), and Halt. c. To obtain Double Interval from Normal Interval, the command is Double Interval, MARCH. On the command of execution MARCH, the right flank man stands fast. All men to the left of number one man face to the left as in marching, take one 30-inch step less than their number (for example, number seven man takes six steps), Halt, and execute Right Face. d. To obtain Normal Interval from Double Interval, the command is Normal Interval, MARCH. On the command of execution MARCH, the right flank man stands fast. All men to the left of the number one man face to the right as in marching, take one 30-inch step less than their number (for example, number three man takes two steps), Halt, and execute Left Face. 6-5. ALIGNING THE SQUAD To align the squad, use the following procedures: NOTE: The squad leader commands the squad to the appropriate interval before giving the command for alignment. a. To align the squad at Normal Interval, the commands are Dress Right, DRESS and Ready, FRONT. These commands are given only when armed soldiers are at Order Arms or Sling Arms. On the command of execution DRESS, the right flank man stands fast. Each member, except the right flank man, turns his head and eyes to the right and aligns himself with the man on his right. Each member, except the left flank man, extends his left arm laterally at shoulder level, elbow locked, fingers and thumb extended and joined, palm facing down. He ensures his left arm is in line with his body and positions himself by short steps right or left until his right shoulder touches the fingertips of the man on his right. On the command of execution FRONT, each member returns sharply to the Position of Attention (Figure 6-2). 6-4 FM 3-21.5 Figure 6-2. Alignment (Normal Interval). NOTE: If the squad leader wants exact alignment, on the command of execution DRESS, he faces to the Half Left in marching and marches by the most direct route to a position on line with the squad, halts one step from the right flank man, and faces down the line. From his position, he verifies the alignment of the squad, directing the men to move forward or backward, as necessary, calling them by name or number: “Private Jones, forward 2 inches;” “Number eight, backward 4 inches.” The squad leader remains at attention, taking short steps to the right or left as necessary to see down the squad. Having aligned the squad, he centers himself on the right flank man by taking short steps left or right. He then faces to the Half Right in marching, returns to his position (center of the squad), halts perpendicular to the formation, faces to the left, and commands Ready, FRONT. These procedures also apply when aligning the squad at close or Double Interval. b. To align the squad at Close Interval, the commands are At Close Interval, Dress Right, DRESS and Ready, FRONT. The movement is executed in the same manner prescribed for alignment at Normal Interval except that the squad members obtain Close Interval (Figure 6-3, page 6-6). 6-5 FM 3-21.5 Figure 6-3. Alignment (Close Interval). c. To align the squad at Double Interval, the commands are At Double Interval, Dress Right, DRESS and Ready, FRONT. These commands are given only when the troops are unarmed or at Sling Arms. On the command of execution DRESS, each member (except the right flank man) turns his head and eyes to the right and aligns himself on the man on his right. At the same time, each member (except the right and left flank men) extends both arms and positions himself by short steps right or left until his fingertips are touching the fingertips of the members on his right and left. (The right flank man raises his left arm; the left flank man raises his right arm.) d. To align the squad in column, the commands are COVER and RECOVER. On the command COVER, each member (except the number one man) raises his left arm to a horizontal position, elbow locked, fingers and thumb extended and joined, palm facing down, and obtains an arm’s length plus about 6 inches (from the fingertips) to the back of the man to his front. At the same time, each man aligns himself directly behind the man to his front. To resume the Position of Attention, the command RECOVER is given. On this command, each member sharply returns to the Position of Attention. 6-6. MARCHING THE SQUAD To march the squad, use the following procedures: a. For short distances only, the squad may be marched forward while in a line formation. b. When marching long distances, the squad is marched in column. c. To form a column formation from a line formation, the command is Right, FACE. d. When a column formation is originated from a line formation at Close Interval, the squad may be marched for short distances at the Half Step with less than correct distance. To obtain correct distance while marching with less than correct distance, the 6-6 FM 3-21.5 command is Extend, MARCH. On the command of execution MARCH, the number one man takes one more 15-inch step and then steps off with a 30-inch step. Each squad member begins marching with a 30-inch step at the approximate point where the number one man stepped off, or as soon as correct distance has been obtained. NOTE: See Chapter 4 for more information on marching movements. 6-7. CHANGING THE DIRECTION OF A COLUMN To change the direction of a column, use the following procedures: a. From the Halt, the command to start the squad in motion and simultaneously change the direction of march 90 or 45 degrees is Column Right (Left), MARCH or Column Half Right (Left), MARCH. On the command of execution MARCH, the lead man faces to the right (left) as in marching by pivoting to the right (left) on the ball of the right foot and steps off in the indicated direction taking a 30-inch step with the left foot and continues to march. The number two man adjusts his step by lengthening or shortening as necessary to reach the approximate pivot point of the lead man. When he reaches the approximate pivot point of the lead man, he pivots to the right (left) on the ball of the lead foot taking a 30-inch step with the trail foot in the new direction. All other members step off with the left foot and continue to march forward taking 30-inch steps and execute in the same manner as the number two man in approximately the same place until the entire squad has executed the column movement. b. To change the direction of march 90 or 45 degrees when marching, the preparatory command Column Right (Left) or Column Half Right (Half Left) is given as the foot (in the desired direction) strikes the marching surface. The command of execution MARCH is given the next time the foot in the desired direction strikes the marching surface. On the command of execution MARCH, the lead man takes one additional step, pivots in the commanded direction as the pivot foot strikes the marching surface, and continues to march in the new direction. Other members continue to march forward and execute the pivot as prescribed from the Halt. c. To avoid an obstacle in the line of march, the squad leader directs, INCLINE LEFT(RIGHT). The lead man inclines left(right) around the obstacle and resumes the original direction. All other members follow the lead man. 6-8. MARCHING TO THE FLANK The squad may be marched to the flank (for short distances only) when marching in column. The command for this movement is Right (Left) Flank, MARCH. The preparatory command is given as the foot in the desired direction strikes the marching surface, and the command of execution is given the next time the foot in the desired direction strikes the marching surface. On the command of execution MARCH, all members take one more step, pivot 90 degrees in the commanded direction on the ball of the lead foot, and step off in the new direction with the trailing foot. As the members begin to march in the new direction, they glance out of the corner of the right eye and dress to the right. 6-9. FORMING A COLUMN OF TWOS AND RE-FORMING To form a column of twos and re-form, use the following procedures: 6-7 FM 3-21.5 a. Forming a column of twos from a file is executed only from the Halt. The command is Column of Twos to the Right (Left), MARCH. On the preparatory command, the lead team leader commands STAND FAST. The trailing team leader commands Column Half Right (Left). On the command of execution MARCH, the trailing team leader executes a Column Half Right (Left), inclines to the left or right when the correct interval is obtained, and commands Mark time, MARCH and Team, HALT to Halt abreast of the lead team leader. b. Forming a file from a column of twos is executed only from the Halt. The command is File from the Left (Right), MARCH. On the preparatory command, the lead team leader commands FORWARD. The trailing team leader commands STAND FAST. On the command of execution MARCH, the lead team marches forward. The trailing team leader commands Column Half Left (Right) when the second man from the rear of the lead team is abreast. He gives the command MARCH when the last man of the lead team is abreast of him and his right foot strikes the marching surface. He then inclines right or left to follow the lead team at the correct distance. NOTE: Commands are given over the team leader’s right shoulder if the direction of movement is to the right or if the team is following an element to its right. Commands are given over the left shoulder if the direction of movement is to the left or if the team is following an element to its left. 6-10. DISMISSING THE SQUAD The squad is dismissed with the members at Attention. With armed troops, the commands are Inspection, ARMS; Ready, Port, ARMS; Order (Sling), ARMS; and DISMISSED. With unarmed troops, the command is DISMISSED. NOTE: Unless otherwise stated (by the person in charge in his instructions before the command DISMISSED), the command DISMISSED terminates only the formation, not the duty day (AR 310-25). Section II. STACK AND TAKE ARMS (M16-SERIES RIFLE) The squad members execute Stack Arms from their positions in line formation (at Normal Interval) from Order Arms. When in line formation, the squad leader commands Count, OFF and then designates the stack men by numbers (2-5-8). NOTES: 1. M4-series carbines are not compatible with the M16-series rifles when stacking arms. The two types of weapons must be stacked separately or grounded in a manner that will not damage the sights. (See Appendix D for a detailed explanation of stack arms and take arms for the M4-series carbine.) 2. When the squad is part of a larger unit, stack arms may be executed in a column formation (when the formation consists of three or more files and the squads are at normal interval). Second or third squad is designated as the stack squad. 6-8 FM 3-21.5 6-11. PREPARE SLINGS After the stack men are designated, the squad leader commands Prepare, SLINGS. On the command of execution SLINGS, each stack man (or stack squad) grasps the barrel of his rifle with the right hand and raises the rifle vertically. With his left hand, he places the rifle butt on his right hip and cradles the rifle in the crook of his right arm. Using both hands, he adjusts the sling keeper so that a 2-inch loop is formed from the sling keeper to the upper sling swivel. As soon as the loop is prepared, he returns to Order Arms. 6-12. STACK ARMS When all stack men have returned to Order Arms, the squad leader commands Stack, ARMS. a. On the command of execution ARMS, each stack man grasps the barrel of his rifle with his right hand and places the rifle directly in front of and centered on his body with the sights to the rear. The rifle butt is placed on the marching surface so that the heel of the rifle butt is on line with the toes of his footgear. The stack man bends slightly forward at the waist and grasps his rifle with his left hand at the upper portion of the handguard (keeping the rifle vertical at all times). The first two fingers of the left hand hold the inner part of the loop against the rifle. The stack man reaches across the front of the rifle with his right hand, grasps the outer part of the loop, and holds it open for insertion of other rifles. b. On the command of execution ARMS, the men to the right and left of the stack man perform the following movements simultaneously: (1) The man on the stack man’s right grasps the barrel of his rifle with his right hand and raises and centers his rifle with the magazine well facing to the front, wrist held shoulder high, elbow locked. With his left hand, he then grasps the handguard (midway), releases his right hand, and regrasps the rifle at the small of the stock. He lowers both arms, with elbows locked (holding the rifle in a horizontal position with the muzzle to the left and the magazine well to the front). (2) The man on the stack man’s left grasps the barrel of the rifle with his right hand and raises and centers his rifle with magazine well facing to the front, wrist held shoulder high, elbow locked. Using his left hand, he then grasps the rifle at the small of the stock, releases the right hand, and regrasps the handguard midway. He then lowers both arms, with elbows locked holding the rifle in a horizontal position with the muzzle to the right and magazine well to the front. c. As soon as the stack man has placed his rifle in position, both men move the foot nearest the stack man half way (Half Right or Half Left) toward the stack man. The man on the stack man’s left inserts the muzzle of his rifle into the loop to a point about halfway between the flash suppressor and the front sight assembly. He holds his rifle in this position until the man on the stack man’s right inserts the muzzle of his rifle in a similar manner and above the other rifle muzzle. d. Without moving the feet, both riflemen swing the butt of their rifles out and then down to the marching surface, making the stack tight with the rifle butts on line and about 2 feet from the base line. When the stack has been completed, all three men resume the Position of Attention. e. Additional rifles are passed to the nearest stack on the right (right or left if stacked in column). The men with additional rifles grasp the rifle barrel with the right 6-9 FM 3-21.5 hand and raise the rifle vertically with the magazine well to the front, wrist held shoulder high, elbow locked, and right arm extended to the right front. Throughout the pass, the rifle is held vertical with the magazine well to the front. (1) The man to the left of the stack man then grasps the rifle midway at the handguard with his left hand. The man passing the additional rifle then releases the rifle and sharply returns to the Position of Attention. The man to the left of the stack man then moves the rifle to the right until it is centered on his body, and he grasps the rifle barrel with his right hand, wrist held shoulder high and elbow locked. He then releases the left hand and sharply returns his left hand to the left side as in the Position of Attention. He then moves the rifle to his right front. (2) The stack man receives the rifle and centers it in the same manner as previously described. The man to the left of the stack man sharply returns to the Position of Attention after he releases the rifle. Once the stack man has centered the rifle and grasped the barrel with the right hand, he bends forward at the waist and places the rifle in the stack so that it is secure (without damaging the front sight assembly). If there are two additional rifles, the second rifle is passed in the same manner as the first. NOTE: See Appendix B for a figure showing Stack Arms using the M4-series carbine. 6-13. TAKE ARMS To Take Arms, the command is Take, ARMS. On the command of execution ARMS, the men return the additional rifles in the same manner as the rifles were received. The stack man secures the stack and holds the loop in the same manner as for stacking rifles. The men on the left and right step toward the stack man in the same manner as when stacking arms. Each man reaches down and regrasps his rifle (one hand at the small of the stock and one hand midway of the hanguard) and brings it to the horizontal position. The man on the right frees his rifle first and resumes Order Arms. The man on the left frees his rifle and resumes Order Arms. The stack man cradles his rifle and adjusts the sling and sling keeper to its original position and then resumes Order Arms. 6-10 FM 3-21.5(FM 22-5) GLOSSARY Acronyms and Abbreviations AR Army Regulation ARNG Army National Guard AWOL absent without leave CAC Casualty Assistance Command CAO casualty assistance officer CD compact disk COT commander of troops CQ charge of quarters DOD Department of Defense FM field manual MOI memorandum of instruction NCO noncommissioned officer NCOIC noncommissioned officer in charge NOK next of kin (graphics only) OIC officer in charge OSD Office of the Secretary of Defense; over, short, and damaged report POC point of contact Pvt private RC Reserve Component RSC Regional Support Command SOP standing operating procedures STARC state area command U.S. United States USAR U.S. Army Reserve alignment base Definitions The arrangement of several elements on the same line The element on which a movement is planned or regulated. Glossary-1 FM 3-21.5 cadence The uniform rhythm in which a movement is executed, or the number of steps or counts per minute at which a movement is executed. Drill movements are normally executed at the cadence of quick time or double time. Quick time is the cadence of 120 counts or steps per minute; double time is the cadence of 180 counts or steps per minute. ceremonies Formations and movements in which a number of troops execute movements in unison and with precision just as in drill; however, their primary value is to render honors, preserve tradition, and stimulate esprit de corps. commander Person in charge. cordon A line of soldiers to honor a dignitary upon entering or exiting from a given place or vehicle. cover Aligning oneself directly behind the man to one's immediate front while maintaining correct distance. depth directive distance drill element file flank formation line column The space from front to rear of a formation, including the front and rear element. An oral order given by a commander to direct or cause a subordinate leader or lead element to take action. The space between elements when the elements are one behind the other. Between units, it varies with the size of the formation; between individuals, it is an arm's length to the front plus 6 inches, or about 36 inches, measured from the chest of one man to the back of the man immediately to his front. Certain movements by which a unit (or individuals) is moved in a uniform manner from one formation to another, or from one place to another. Movements are executed in unison and with precision. An individual, squad, section, platoon, company, or larger unit forming as part of the next higher unit. A column that has a front of one element. The right or left side of any formation as observed by an element within that formation. The arrangement of elements of a unit in a prescribed manner: A formation in which the elements are side by side or abreast of each other. In a platoon line, the members of each squad are abreast of each other with the squads one behind the other. A formation in which the elements are one behind the other. In a platoon column, the members of each squad are one behind the other, with the squads abreast of each other. To change a line formation to a column formation, the command is Right, FACE. To change a column formation to a line formation, the command is Left, FACE. Glossary-2 front guide head interval close double normal PICAA post rank re-form step FM 3-21.5 The space from side to side of a formation, including the right and left elements. The person responsible for maintaining the prescribed direction and rate of march. The leading element of a column. The lateral space between soldiers, measured from right to left by the soldier on the right placing the heel of his left hand on his hip, even with the top of the belt line, fingers and thumb joined and extended downward, with his elbow in line with the body and touching the arm of the soldier to his left. The lateral space between soldiers, measured from right to left by raising both arms shoulder high with the fingers extended and joined (palms down) so that fingertips are touching the fingertips of the soldiers to the right and to the left. The lateral space between soldiers, measured from right to left by the soldier on the right holding his left arm shoulder high, fingers and thumb extended and joined, with the tip of his middle finger touching the right shoulder of the soldier to his left. five-step process used in all marching movements: P-preparatory command, I-intermediate step, C-command of execution, A-action step, and A-additional step The correct place for an officer or noncommissioned officer to stand in a prescribed formation. A line that is one element in depth. A command to restore the previous element or formation (used only during drill instructions). The prescribed distance measured from one heel to the other heel of a marching soldier. Glossary-3 This page intentionally left blank L221 INTRODUCTION TO ARMY OCT 03 LEADERSHIP U.S. ARMY SERGEANTS MAJOR ACADEMY Primary Leadership Development Course (PLDC) The Army Training System TRAINING SUPPORT PACKAGE "NO ONE IS MORE PROFESSIONAL THAN I" This page intentionally left blank TRAINING SUPPORT PACKAGE (TSP) TSP Number / Title Effective Date 01 Oct 2003 Supersedes TSP(s) / Lesson(s) TSP Users Proponent Improvement Comments L221 / INTRODUCTION TO ARMY LEADERSHIP L201, Introduction to Army Leadership, Sep 99 400-PLDC, Primary Leadership Development Course The proponent for this document is the Sergeants Major Academy. Users are invited to send comments and suggested improvements on DA Form 2028, Recommended Changes to Publications and Blank Forms. Completed forms, or equivalent response, will be mailed or attached to electronic e-mail and transmitted to: COMDT USASMA ATTN ATSS D BLDG 11291 BIGGS FIELD FORT BLISS TX 79918-8002 Telephone (Comm): (915) 568-8875 Telephone (DSN): 978-8875 e-mail: atss-dcd@bliss.army.mil Security Clearance / Access Foreign Disclosure Restrictions Unclassified FD5. This product/publication has been reviewed by the product developers in coordination with the USASMA foreign disclosure authority. This product is releasable to students from all requesting foreign countries without restrictions. 1 PREFACE Purpose This Training Support Package provides the instructor with a standardized lesson plan for presenting instruction for: Task Number Task Title 158-100-1110 158-100-1183 Apply the Essential Elements of Army Leadership Doctrine to a Given Situation Identify Duties, Responsibilities, and Authority of Officers, Warrant Officers, Noncommissioned Officers, and DA Civilians 2 This TSP Contains TABLE OF CONTENTS PAGE Preface .......................................................................................................................................2 Lesson Section I Administrative Data..................................................................................4 Section II Introduction..............................................................................................7 Terminal Learning Objective - Develop a base of knowledge for Army leadership.................................................................................8 Section III Presentation.............................................................................................9 Enabling Learning Objective A - Describe the Army's leadership framework..........................................................................................9 Enabling Learning Objective B - Describe Army leadership................. 12 Enabling Learning Objective C - Identify the Army's three levels of leadership.................................................................................... 16 Enabling Learning Objective D - Describe the terms "leaders of leaders" and "subordinates. ............................................................. 18 Section IV Summary............................................................................................... 23 Section V Student Evaluation................................................................................. 24 Appendix A Viewgraph Masters A - .........................................................................................1 Appendix B Test(s) and Test Solution(s) (N/A) B - .................................................................1 Appendix C Practical Exercises and Solutions (N/A) C - ........................................................1 Appendix D Student Handouts D - ..........................................................................................1 3 Introduction to Army Leadership L221 / Version 1 01 Oct 2003 SECTION I. ADMINISTRATIVE DATA All Courses Including This Lesson Task(s) Taught (*) or Supported Course Number Version Course Title 400-PLDC 1 Primary Leadership Development Course Task Number Task Title 158-100-1110 (*) 158-100-1183 (*) Apply the Essential Elements of Army Leadership Doctrine to a Given Situation Identify Duties, Responsibilities, and Authority of Officers, Warrant Officers, Noncommissioned Officers, and DA Civilians Reinforced Task(s) Academic Hours Task Number Task Title The academic hours required to teach this lesson are as follows: Resident Hours/Methods 1 hr /Conference / Discussion Test 0 hrs Test Review 0 hrs Total Hours: 1 hr Test Lesson Number Hours Lesson No. Testing (to include test review) 2 hrs 30 mins WE01 version 1 Prerequisite Lesson(s) Clearance Access Foreign Disclosure Restrictions References Lesson Number Lesson Title None Security Level: Unclassified Requirements: There are no clearance or access requirements for the lesson. FD5. This product/publication has been reviewed by the product developers in coordination with the USASMA foreign disclosure authority. This product is releasable to students from all requesting foreign countries without restrictions. Number Title Date Additional Information FM 22-100 ARMY LEADERSHIP 31 Aug 1999 4 Student Study Assignments Before class-- l Read Student Handout 1, Appendix D, for reading and study assignments. During class-- l Participate in classroom discussion. After class-- l Turn in recoverable references after the examination for this lesson. None ID Name Instructor Requirements Additional Support Personnel Requirements Equipment Required for Instruction 441-06 LCD PROJECTION SYSTEM 6730-00-577-4813 SCREEN PROJECTION: BM-10 702101T134520 DELL CPU, MONITOR, MOUSE, KEYBOARD 7110-00-T81-1805 DRY ERASE BOARD 7510-01-424-4867 EASEL, (STAND ALONE) WITH PAPER PENS PENS, ALCOHOL OR WATER-BASED * Before Id indicates a TADSS 1:8, SSG, PLDC graduate, ITC, and SGITC qualified Name Stu Qty Man Hours Ratio Stu Instr Spt Qty Exp Ratio Ratio 1:16 1:2 No 1 No 1:16 1:2 No 1 No 1:16 1:2 No 1 No 1:16 1:2 No 1 No 1:16 1:2 No 1 No 1:16 1:2 No 1 No Materials Required Instructor Materials: l VGTs: 7. l TSP. l FM 22-100. Student Materials: l Advance sheet. l Pen or pencil and writing paper. l Any materials required by the NCOA's SOP. l FM 22-100 (issued to students during inprocessing). Classroom, Training Area, and Range Requirements GEN INSTRUCT BLDG (CLASSROOM SIZE 40X40 PER 16 STU) 5 Ammunition Requirements Id Name Exp Stu Instr Ratio Ratio Spt Qty None Instructional Guidance NOTE: Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified reference material. Before class-- l Read and study all TSP material and be ready to conduct the class. l This TSP has questions throughout to check on learning or generate discussion among the group members. You may add any questions you deem necessary to bring a point across to the group or expand on any matter discussed. l You must know the information in this TSP well enough to teach from it not read from it. During class-- l Conduct the class in accordance with this TSP. After class-- l Collect all recoverable materials after the examination for this lesson. Proponent Lesson Plan Approvals Name Rank Position Date /s/Donald J. Colyer /t/Colyer, Donald J. GS09 Training Specialist 3 Jul 03 /s/Ronnie G. Barnes /t/Barnes, Ronnie G. MSG Course Chief, PLDC 7 Jul 03 /s/Brian H. Lawson /t/Lawson, Brian H. SGM Chief, NCOES 18 Jul 03 /s/Albert J. Mays /t/Mays, Albert J. SGM Chief, CDDD 18 Jul 03 6 SECTION II. INTRODUCTION Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio is: 1:8 Time of Instruction: 5 mins Media: None Motivator You are probably wondering, "Why do I need an introduction to Army leadership?" As a squad or section leader, you are a leader already. The Army is a Total Force consisting of the active Army, National Guard, and Army Reserve. The foundation of the Army is confident and competent leaders of character. This lesson and the following leadership lessons address you and those you will train and develop. There are two reasons why leadership is important to you and the Army. The first is to win wars; the second is that your soldiers deserve nothing less than the best. When you took your oath and you agreed to be a leader, you entered into a pact with your subordinates and your nation to lead and train soldiers and win our nation’ s wars. 7 Terminal Learning Objective Safety Requirements Risk Assessment Level Environmental Considerations Evaluation Instructional Lead-In NOTE: Inform the students of the following Terminal Learning Objective requirements. At the completion of this lesson, you [the student] will: Action: Develop a base of knowledge for Army leadership. Conditions: As a squad leader in a classroom environment, given a squad, FM 22-100, and culminating in a situational training exercise. Standards: Developed a base of knowledge for Army leadership IAW FM 22-100 by: l Demonstrating the characteristics that makeup the Army leadership framework. l Applying the key concepts of Army Leadership to include influencing, operating, and improving. l Identifying values and attributes as the foundation for all forms of leadership to include direct, organizational, and strategic. l Recognizing that as a leader, soldiers are "leaders of leaders" as well as "subordinates." Pass a written examination (WE01) with a passing score of 70 percent or better to receive a GO IAW FM 22-100. None Low NOTE: It is the responsibility of all soldiers and DA civilians to protect the environment from damage. You will take a written examination. The examination will contain questions from this lesson. You must correctly answer 70 percent or more of the questions on the examination to receive a GO. You should use this lesson as a vehicle to help you develop your leadership skills. By the end of the Primary Leadership Development Course (PLDC), you will have a good foundation concerning Army leadership. You should know how to apply these leadership skills and ways to assess and improve your ability as a leader. 8 SECTION III. PRESENTATION NOTE: Inform the students of the Enabling Learning Objective requirements. A. ENABLING LEARNING OBJECTIVE ACTION: Describe the Army's leadership framework. CONDITIONS: As a squad leader in a classroom environment, given a squad, FM 22-100, and culminating in a situational training exercise. STANDARDS: Described the Army's leadership framework to include the four categories of things a leader must BE, KNOW, and DO IAW FM 22-100. 1. Learning Step / Activity 1. Responsibility/Framework Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio: 1:8 Time of Instruction: 10 mins Media: VGT-1 Ref: FM 22-100, pp 1-2 thru 1-4, para 1-1 thru 1-6. The Army’ s ultimate responsibility is to win the Nation’ s wars. As a leader, leadership in combat is your primary mission and most important challenge. To meet the challenge, you must develop character and competence while achieving excellence. This lesson and the leadership lessons later in this course focuses on character, competence, and excellence. Leadership is about accomplishing the mission and taking care of soldiers. It’ s about living up to your ultimate responsibility, leading your soldiers in combat, and winning our Nation’ s wars. 9 SHOW VGT-1, LEADERSHIP FRAMEWORK Leadership Framework L221/OCT03/VGT-1 THE LEADER VALUES of Character and BE ATTRIBUTES Competence Acts ACTIONS SKILLS KNOW DO to Achieve Excellence Loyalty Mental Duty Physical Respect Emotional Selfless Svc Honor Integrity Personal Courage Interpersonal Conceptual Technical Tactical Influencing •Communicating •Decision Making •Motivating Operating •Plan/Prep •Executing •Assessing Improving •Developing •Building •Learning The Army leadership framework consists of four categories of things leaders must BE, KNOW, and DO. The bottom of the framework lists dimensions of Army leadership, grouped under the four categories, values, attributes, skills, and actions. We will be covering these in detail in later lessons in this course. Leadership starts at the top, with the character of the leader, with YOUR character. In order for you to lead soldiers, you must first make sure “ your own house is in order.” NOTE: Ask the students to explain what they think the meaning of having “ your own house in order” means. Expect several answers ranging from tactical and technical proficiency in your job; to personal matters, conduct, living and displaying the dimensions listed under the four categories; to setting the example for subordinates to follow. If leaders cannot display the values, attributes, skills, and actions needed to lead, train, and set the example, then how can leaders expect their subordinates to follow them? Army leadership begins with what a leader must BE: the values and attributes that shape a leader’ s character. Think of the values and attributes as being internal qualities that you possess all the time, alone, and with others. They define who you are and provide you with a solid footing. Under the category of KNOW are skills a leader must possess. Skills are those things you know how to do, your competence in everything from the technical side of your job to the people skills you need as a leader. QUESTION: What are the four skill groups listed under KNOW? ANSWER: Interpersonal, conceptual, technical, and tactical Ref: FM 22-100, fig 1-1, p 1-3 10 Interpersonal skills: The knowledge you need to know about the soldiers you supervise and how to work with them. Conceptual skills: Skills you must have to be able to understand and apply the doctrine and other ideas required to do your job. Technical skills: Knowledge and experience leaders need in order to use their assigned equipment. Tactical skills: Skills leaders must possess giving them the ability to make decisions concerning employment of a unit in combat, and the knowledge of the art of squad tactics at the squad level. Under the last category of DO are the actions critical to being a leader. Character and knowledge are absolutely necessary; however, they are not enough. You cannot be effective as a leader until you apply what you know--until you act and DO what you must. REMOVE VGT-1 NOTE: Be ready to show the slide again during the check on learning. CHECK ON LEARNING: QUESTION: What are the four categories of things leaders must BE, KNOW, and DO? ANSWER: Values, attributes, skills, and actions. Ref: FM 22-100, p 1-2, para 1-2, and p 1-3, fig 1-1 QUESTION: framework? What are the three actions leaders must DO according to the leadership ANSWER: Influencing, operating, and improving. Ref: FM 22-100, p 1-3, fig 1-1 11 B. ENABLING LEARNING OBJECTIVE ACTION: Describe Army leadership. CONDITIONS: As a squad leader in a classroom environment, given a squad, FM 22-100, and culminating in a situational training exercise. STANDARDS: Described Army leadership to include influencing, operating, and improving IAW FM 22-100. 1. Learning Step / Activity 1. Leadership Defined Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio: 1:8 Time of Instruction: 10 mins Media: VGT-2 Ref: FM 22-100, pp 1-4 thru 1-6, para 1-7 thru 1-20 What is Army leadership? It is more than just doing your job on a day-to-day basis. Leaders have character and competence and act to achieve excellence in everything they do. They strive to develop a force that can fight as well as win and serve the common defense of the United States. Let’ s look at how the Army defines leadership. NOTE: When you show VGT-2, select a soldier to read the VGT. SHOW VGT-2, LEADERSHIP DEFINED Leadership Defined Leadership is INFLUENCING people--by providing purpose, direction, and motivation-- while OPERATING to accomplish the mission and IMPROVING the organization. L221/OCT03/VGT-2 The three key words in the definition are “ influencing,” “ operating,” and “ improving.” REMOVE VGT-2 Ref: FM 22-100, page 1-4, para 1-7 12 Let’ s discuss the first highlighted word, “ influencing.” You influence soldiers when you get them to do what you want them to do. It is the means or method to achieve two ends: operating and improving. Notice that the words “ operating” and “ improving” are the other two highlighted words you saw in the definition of leadership on VGT-2. You influence soldiers by setting the example, and the example you set is just as important as the words you speak. You set the example, good or bad, with every action you take and every word you say. There are three key concepts that you must communicate through your words and example. QUESTION: soldiers? What key leader concepts must you communicate to influence your ANSWER: Purpose, direction, and motivation. Ref: FM 22-100, p 1-4, para 1-7 Purpose provides soldiers a reason to do things. It means you must earn your subordinates’ trust. They must know from experience you care about them. They must also know you wouldn’ t put them in harm’ s way unless there was a good reason and the task was essential to mission accomplishment. NOTE: Have the class compare some of their experiences with the one in FM 22-100, p 1-4, para 1-9 and 1-10. You provide direction when you communicate how you want a mission accomplished. You prioritize tasks, assign responsibility for their completion, ensure resources are available, and ensure that your soldiers understand the standards. Soldiers want direction, challenging tasks, training, and resources. Once they have them, they want you to trust them to get the job done alone. You motivate soldiers so they will do everything they can to accomplish a mission. Proper motivation will result in their acting on their own initiative when they see something that someone needs to do. NOTE: Ask the students what they can do to motivate their soldiers. some examples. Expected responses: Have them give 13 • Challenge them. • Assign responsibility. • Allow them to work on their own. • Praise them. • Developmentally counsel them. • Set the example. Soldiers trained this way will accomplish the mission even when no one is watching. They will work harder, and when given praise, they will be ready to take on more responsibility. You will motivate your soldiers more by the example you set than by words. The example you set is at least as important as what you say and how well you manage the work. The second highlighted word in the leadership definition is “ operating.” In order to successfully accomplish the mission, take actions that will influence soldiers to accomplish their assigned tasks through planning, preparing, executing, and assessing. Planning and preparing mean laying out the work and making the necessary arrangements. Once done, then execute and follow up with an assessment of how the job went so you can work smarter the next time. As you assume positions of greater responsibility, these actions will become more complex. “ Improving” is the third highlighted word in the leadership definition. The Army expects you to strive to improve everything entrusted to you--your soldiers, facilities, equipment, training, and resources. You will get a new mission, but part of finishing the old one is improving the organization. 14 QUESTION: As an example of improving, once you complete a task, what can you conduct to discover what happened, why it happened, and how to sustain strengths and improve on weaknesses? ANSWER: Conduct an informal after-action review (AAR). Ref: FM 22-100, p 1-5, para 1-19 Based on the results of the AAR, take what you learned and improve on the action you need to take to accomplish the task. You may need to make changes to SOPs to achieve the mission more fluidly. Be sure to give praise to soldiers who deserve it, and conduct developmental counseling to help develop your soldiers as needed. CHECK ON LEARNING: QUESTION: What are the three key words in leadership? ANSWER: Influencing, operating, and improving. Ref: FM 22-100, pp 1-4 and 1-5 QUESTION: Why should you motivate your soldiers? ANSWER: To give them the will to do everything they can to accomplish a mission. Ref: FM 22-100, p 1-5, para 1-13 QUESTION: Why is it important to conduct an informal after-action review after the completion of an exercise/task? ANSWER: To discover what happened and how to sustain strengths and improve on weaknesses. Ref: FM 22-100, p 1-6, para 1-19 Remember the dimensions of the Army leadership framework: values, attributes, skills, and actions that support BE, KNOW, and DO. All the sub-components are interrelated; none stand-alone. You should think about the framework and the definition of leadership and how all the pieces work in combination to produce something bigger and better than the sum of the parts. BE the leader of character by embracing Army values and demonstrating leader attributes. Study and practice to have the skills to KNOW your job, and act. DO what is right to achieve excellence. 15 C. ENABLING LEARNING OBJECTIVE ACTION: Identify the Army's three levels of leadership. CONDITIONS: As a squad leader in a classroom environment, given a squad, FM 22-100, and culminating in a situational training exercise. STANDARDS: Recognized values and attributes as the foundation for leadership by identifying the three levels of leadership: direct, organizational, and strategic IAW FM 22-100. 1. Learning Step / Activity 1. Levels of Leadership Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio: 1:8 Time of Instruction: 5 mins Media: VGT-3 Ref: FM 22-100, p 1-10, para 1-36 There are three levels of leadership: SHOW VGT-3, THREE LEVELS OF LEADERSHIP direct, organizational, and strategic. Three Levels of Leadership Strategic Leadership Skills & Actions Organizational Leadership Skill & Actions Global/Regional National/Societal Perspective Organizational/Systems and Processes Perspective Individual/Small Group Task Oriented Perspective Direct Leadership Skills & Actions Values and Attributes L221/OCT03/VGT-3 A base of values and attributes supports them all. As you learned earlier, Army leadership begins with what the leader must BE, and values and attributes shape a leader’ s character. Therefore, all levels of leaders need a strong foundation of values and attributes. This VGT provides you a view of the three levels of Army leadership. Factors that determine a leader’ s level of leadership can include his span of control, headquarters level, and the extent of the influence the position exerts. Other factors include unit size or organization, type of operations, number of soldiers assigned, and 16 planning horizon. At this point in your career, your level of concern is direct leadership. This is your level, face-to-face, first-line leadership. Face-to-face, first-line leadership takes place in organizations where subordinates see their leaders all the time: teams, squads, sections, platoons, companies, batteries, and troops, even at squadrons and battalions. As you can see, there are a lot of levels where you can find direct leadership, and you are at two of the levels mentioned: the section and squad level. Therefore, your span of influence will range within the squad. At your level there is more certainty and less complexity. You are close enough to see quickly how things work, how things don’ t work, and how to address problems. Later in this lesson we will discuss actions and skills required at the direct leadership level. Leaders at the brigade through corps levels, to include Department of the Army (DA) civilians at the assistant through undersecretary of the Army levels, focus on planning and mission accomplishment over the next two to ten years. They influence several hundred to several thousand soldiers. They do this indirectly, generally through more levels of subordinates than do direct leaders. Organizational leaders have staffs to help them lead their people. The additional level of subordinates can make it more difficult for this type of leader to see results. Strategic leaders include military and DA civilian leaders at the major command through Department of Defense (DOD) levels. They are responsible for large organizations and influence several thousands to hundreds of thousands of people. They establish force structure, allocate resources, communicate strategic vision, and prepare their commands and the Army as a whole for their future roles. As you assume positions of increasing responsibility, you will need to develop additional attributes and master more skills. Remember, the more rank you hold, the more responsibilities you will have as a leader. It is imperative that you begin with a good base of values and attributes to be successful at all leadership levels. REMOVE VGT-3 17 CHECK ON LEARNING: QUESTION: What makes up the base of the three levels of leadership? Answer: Values and attributes. Ref: FM 22-100, p 1-10, fig 1-2 QUESTION: In what organizations will you find direct leadership? ANSWER: In teams, squads, sections, platoons, companies, batteries, and troops--even at squadrons and battalions. Ref: FM 22-100, p 1-11, para 1-39 D. ENABLING LEARNING OBJECTIVE ACTION: Describe the terms "leaders of leaders" and "subordinates." CONDITIONS: As a squad leader in a classroom environment, given a squad, FM 22-100, and culminating in a situational training exercise. STANDARDS: Described the terms "leaders of leaders" and "subordinates" IAW FM 22-100. 1. Learning Step / Activity 1. Leaders of Leaders Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio: 1:8 Time of Instruction: 15 mins Media: VGT-4 thru VGT-7 If you are responsible for supervising soldiers, accomplishing a mission that involves other soldiers, influencing others, motivating them to action, or influencing soldiers’ thinking or decision making, then you are a leader. On the other hand, you also fit into a chain of command; therefore, you are also a follower or subordinate. You don’ t just lead subordinates; you lead other leaders. Even at the lowest level, such as a squad leader, you are a leader of other leaders. You lead through your section leaders by allowing them to do their jobs. This decentralized execution trains your section leaders to prepare and perform their missions in combat in the absence of orders. They will continue to fight, no matter the circumstances. QUESTION: Does this type of decentralization mean that you will never have to step in and take direct control of a situation from your section leader? ANSWER: No. There may be times where a situation in combat is not looking good. You need to step in and set the example, or it may occur in training when a 18 subordinate is about to make a mistake that could result in injuries or death, and you must act to prevent an accident. Ref: FM 22-100, p 1-13, para 1-53 QUESTION: What does “ power down without powering off” mean? ANSWER: You give your subordinates tasks, delegate to them the necessary authority allowing them to do the work, while you check periodically to critique, coach, and evaluate. Ref: FM 22-100, p 1-13, para 1-54 and 1-55 One of the most important things you must do is to display personal courage and realize your subordinate leaders need room to work. Train them to succeed by empowering and coaching them. Train them to plan, prepare, execute, and assess well enough to operate independently or in your place. General Patton stated, “ We can expect some of us will be killed. We do not want the loss of one man to stop our killing the enemy. Always have a man trained and ready to take over in case you are killed. The test of your success is whether you could be killed and nothing would be lost!” (Patton’ s Principles by Porter B. Williamson, Simon and Shuster, NY, 1979). Finally, check and make corrections. Conduct AARs on your soldiers’ performances. Good soldiers learn from mistakes and a leader helps them grow by teaching, coaching, and developmental counseling. You do not want others to know you as the leader who makes the following statements: “ My squad can’ t do it without me,” or “ I can’ t take leave, everything will fall apart.” This is a sign of a weak leader--a leader who hasn’ t trained his subordinates to take charge when needed--a leader who may feel he is irreplaceable. With this type of attitude, you are failing in your duty to train your soldiers. If you go to war today, and you get killed, who in your squad will take your place? No one is only a leader. All of you are also subordinates, and all members of the total force are part of a team. NOTE: Ask the class if they know of anyone in the Army who is not a subordinate. Expected responses: Everyone in the Army is a subordinate to someone higher up. For example, the Army Chief of Staff is subordinate to the Secretary of the Army, who 19 is subordinate to the Secretary of Defense, who is subordinate to the President, who is subordinate to the people. So we all work for someone. As a subordinate you are responsible to support your chain of command, and as a leader it is your responsibility to make sure your squad supports the platoon. NOTE: Give the class the following situation (VGT-4) and ask them what actions they would take as squad leaders. Direct a student to the board to write the class responses and then show VGT-5, Expected Responses, to compare their responses. (Allow 3 minutes.) SHOW VGT-4, SQUAD LEADER SITUATION EXERCISE Squad Leader Situation Exercise You are a squad leader. The platoon sergeant made changes in how the platoon prepares to go to the field. You feel the changes will cause problems for your squad to prepare properly, and you don’ t agree with the changes. What are your responsibilities as a leader? L221/OCT03/VGT-4 REMOVE VGT-4, (NOTE: board.) Remove VGT once the student writes the notes on the SHOW VGT-5, EXPECTED RESPONSES TO SITUATION EXERCISE Expected Responses to Situation Exercise • Ensure PSG’ s changes are put into place. • Schedule a time to meet with the PSG to explain your reasons for disagreement. • Support the PSG and his decision as though it is your own, regardless of the outcome of the meeting and the decision made. • Show your subordinates that you support the PSG and his changes. L221/OCT03/VGT-5 REMOVE VGT-5 Now that we have finished discussing what you would do as a squad leader, let’ s turn our attention to the members of the squad. How will they react to the way you handle a situation if you handle it incorrectly? 20 NOTE: Show VGT-6, Squad’ s Reactions Situation Exercise. Read the situation and then direct a student to the board to write down the class members’ responses. (Allow three minutes.) SHOW VGT-6, SQUAD’ S REACTIONS SITUATION EXERCISE SQUAD’ S REACTIONS SITUATION EXERCISE The squad leader just returned from his meeting with the PSG. It is evident the squad leader is mad. He gathers the squad and tells them sarcastically, “Well guys, it’ s a dumb decision, but we have to do it anyway.” What will be the reactions to the squad leaders behavior, and what could the consequences be? L221/OCT03/VGT-6 REMOVE VGT-6, (NOTE: board.) Remove VGT once the student writes the notes on the SHOW VGT-7, EXPECTED RESPONSES TO SQUAD’ S REACTIONS EXPECTED RESPONSES TO SQUAD’ S REACTIONS The squad observes their leader: • Undermining the chain of command. • Not supporting the platoon sergeant (disloyalty). • Supporting decisions he favors and not those he doesn’ t. • Setting a bad example to the squad. Consequences: • Squad starts treating squad leader’ s orders in the same manner. • Squad may determine: “ If the squad leader is disloyal to the PSG, he is probably disloyal to us too.” (Mistrust). L221/OCT03/VGT-7 When soldiers see their leader’ s disloyalty to his boss, they start to think that their leader will be disloyal to them as well. When you execute your boss’ s decisions with energy and enthusiasm, your soldiers will believe that the platoon sergeant’ s decision is the best possible solution. However there is one exception; it involves your duty to disobey obviously illegal orders. We will cover this later in the course. 21 Loyalty to superiors and subordinates does more than ensure a smooth running peacetime organization. It prepares units for combat by building soldiers’ trust in leaders and leaders’ faith in soldiers. REMOVE VGT-7 CHECK ON LEARNING: QUESTION: As a squad leader, are you still a leader of leaders? ANSWER: Yes, I lead the team leaders in my squad. Ref: FM 22-100, p 1-13, para 1-52 QUESTION: What does "power down without powering off" mean? ANSWER: To empower your subordinate leaders to accomplish a task with the necessary authority, allowing them to do the work. Check on them frequently enough to keep track of what is going on, but not so often that you get in their way. Ref: FM 22-100, p 1-13, para 1-54 QUESTION: What is one way of identifying a weak leader? ANSWER: They are the ones who believe their organization can't get along without them because they failed to train their subordinates. Ref: FM 22-100, p 1-14, para 1-57 22 SECTION IV. SUMMARY Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio is: 1:8 Time of Instruction: 5 mins Media: Small Group Instruction (SGI) Check on Learning Review / Summarize Lesson None This lesson provided you with an introduction to Army leadership by providing you with the model of the Army leadership framework, the definition of leadership, the three levels of leadership, and finally what the terms "leaders of leaders" and "subordinates" mean. You will see these terms throughout the remainder of this course. Study the Army leadership framework; it is the Army's common basis for thinking about leadership. With all the day-to-day tasks you must do, it's easy to get lost in particulars. The leadership framework is a tool that allows you to step back and think about leadership as a whole. It is a canopy that covers the hundreds of things you do every day. The Army leadership framework gives you the big picture and can help you put your job, your people, and your organization in perspective. Transition to Next Lesson Now that you have an introduction to Army leadership, it is time to start more in-depth study about Army leadership. To start off with, we will begin our in-depth study with Lesson L222, What a Leader must Be, Know, and Do, and expand on some of the terminology we discussed. 23 SECTION V. STUDENT EVALUATION Testing Requirements NOTE: Describe how the student must demonstrate accomplishment of the TLO. student to the Student Evaluation Plan. Refer You will take a written examination. The examination will contain questions from this lesson. You must correctly answer 70 percent or more of the questions on the examination to receive a GO. Failure to achieve a GO on the examination will result in a retest. Failure of the retest could result in your dismissal from the course. Feedback Requirements NOTE: Feedback is essential to effective learning. Schedule and provide feedback on the evaluation and any information to help answer students' questions about the test. Provide remedial training as needed. Inform the students where their examination will take place, as posted on the training schedule, and when they will receive feedback on the test. Include any retest information. 24 VIEWGRAPHS FOR LESSON 1: L221 version 1 Enabling Learning Objective A Learning Step 1 VGT-1, Leadership Framework Leadership Framework THE LEADER VALUES of Character and BE ATTRIBUTES Competence Acts ACTIONS SKILLS KNOW DO to Achieve Excellence Loyalty Mental Duty Physical Respect Emotional Selfless Svc Honor Integrity Personal Courage Interpersonal Conceptual Technical Tactical Influencing •Communicating •Decision Making •Motivating Operating •Plan/Prep •Executing •Assessing Improving •Developing •Building •Learning L221/OCT03/VGT-1 A-1 Enabling Learning Objective B Learning Step 1 VGT-2, Leadership Defined Leadership Defined Leadership is INFLUENCING people--by providing purpose, direction, and motivation-- while OPERATING to accomplish the mission and IMPROVING the organization. L221/OCT03/VGT-2 A-2 Enabling Learning Objective C Learning Step 1 VGT-3, Three Levels of Leadership Three Levels of Leadership Strategic Leadership Skills & Actions Global/Regional National/Societal Perspective Organizational/Systems and Processes Perspective Organizational Leadership Skill & Actions Individual/Small Group Task Oriented Perspective Direct Leadership Skills & Actions Values and Attributes L221/OCT03/VGT-3 A-3 Enabling Learning Objective D Learning Step 1 VGT-4, Squad Leader Situation Exercise Squad Leader Situation Exercise You are a squad leader. The platoon sergeant made changes in how the platoon prepares to go to the field. You feel the changes will cause problems for your squad to prepare properly, and you don’ t agree with the changes. What are your responsibilities as a leader? L221/OCT03/VGT-4 A-4 VGT-5, Expected Response to Situation Exercise Expected Responses to Situation Exercise • Ensure PSG’ s changes are put into place. • Schedule a time to meet with the PSG to explain your reasons for disagreement. • Support the PSG and his decision as though it is your own, regardless of the outcome of the meeting and the decision made. • Show your subordinates that you support the PSG and his changes. L221/OCT03/VGT-5 A-5 VGT-6, Squad's Reactions to Situation Exercise SQUAD’ S REACTIONS SITUATION EXERCISE The squad leader just returned from his meeting with the PSG. It is evident the squad leader is mad. He gathers the squad and tells them sarcastically, “Well guys, it’ s a dumb decision, but we have to do it anyway.” What will be the reactions to the squad leaders behavior, and what could the consequences be? L221/OCT03/VGT-6 A-6 VGT-7, Expected Responses to Squad's Reactions EXPECTED RESPONSES TO SQUAD’ S REACTIONS The squad observes their leader: • Undermining the chain of command. • Not supporting the platoon sergeant (disloyalty). • Supporting decisions he favors and not those he doesn’ t. • Setting a bad example to the squad. Consequences: • Squad starts treating squad leader’ s orders in the same manner. • Squad may determine: “ If the squad leader is disloyal to the PSG, he is probably disloyal to us too.” (Mistrust). L221/OCT03/VGT-7 A-7 Appendix B Test(s) and Test Solution(s) (N/A) B-1 Appendix C Practical Exercises and Solutions (N/A) C-1 HANDOUTS FOR LESSON 1: L221 version 1 This Appendix Contains This appendix contains the item listed in this table-- Title/Synopsis Pages SH-1, Advance Sheet SH-1-1 and SH-1-2 D-1 Student Handout 1 Advance Sheet Lesson Hours Overview This lesson consists of one hour of small group instruction. During this lesson you will learn some basic information concerning Army leadership. You will learn the Army’ s leadership framework, its construction, the definition of leadership, the three levels of leadership, and you will be able to describe the terms “ leaders of leaders” and “ subordinates. ” Learning Objective Terminal Learning Objective (TLO). Action: Develop a base of knowledge for Army leadership. Conditions: As a squad leader in a classroom environment, given a squad, FM 22-100, and culminating in a situational training exercise. Standards: Developed a base of knowledge of Army leadership IAW FM 22-100 by: • Demonstrating the characteristics that makeup the Army leadership framework. • Applying the key concepts of Army leadership to include influencing, operating, and improving. • Identifying values and attributes as the foundation for all forms of leadership to include direct, organizational, and strategic. • Recognizing that as a leader, soldiers are “ leaders of leaders” as well as “ subordinates.” Pass a written examination (WE01) with a passing score of 70 percent or better to receive a GO IAW FM 22-100. ELO A Describe the Army’ s leadership framework. ELO B Describe Army leadership. ELO C Identify the Army’ s three levels of leadership. ELO D Describe the terms “ leaders of leaders” and “ subordinates.” Assignment The student assignments for this lesson are: • Study FM 22-100, Chapter 1: pp 1-2 thru 1-6, para 1-1 thru 1-20; pp 1-10 and 1-11, para 1-36 thru 1-39; pp 1-13 and 1-14, para 1-51 thru 1-59; and pp 1-15 and 1-16, para 1-62 thru 1-68. • Read FM 22-100, Chapter 1: pp 1-6 thru 1-8, para 1-21 thru 1-35; pp 1-11 and 1-12, para 1-42 thru 1-50; pp 1-14 and 1-15, para 1-60 and 1-61; and pp 1-17 thru 1-20, para 1-69 thru 1-88. SH-1-1 Bring to Class You must bring the following materials to class: • All reference material received. • Pencil or pen and writing paper. Note to Students It is your responsibility to do the homework prior to class. We expect you to come to class prepared. You will participate in small group discussion. We expect you to participate in the discussion by providing information you learned from your study, and also your personal and observed experiences. Failure to study and read the assignments above will result in your inability to participate properly with the rest of the group. Not having your input affects the group’ s ability to fully discuss the information. SH-1-2 L222 WHAT A LEADER MUST BE, KNOW, DO OCT 03 U.S. ARMY SERGEANTS MAJOR ACADEMY Primary Leadership Development Course (PLDC) The Army Training System TRAINING SUPPORT PACKAGE "NO ONE IS MORE PROFESSIONAL THAN I" This page intentionally left blank TRAINING SUPPORT PACKAGE (TSP) TSP Number / Title Effective Date 01 Oct 2003 Supersedes TSP(s) / Lesson(s) TSP Users L222 / WHAT A LEADER MUST BE, KNOW, DO L203, What a Leader must BE, KNOW, DO, Sep 99 400-PLDC, Primary Leadership Development Course Proponent Improvement Comments The proponent for this document is the Sergeants Major Academy. Users are invited to send comments and suggested improvements on DA Form 2028, Recommended Changes to Publications and Blank Forms. Completed forms, or equivalent response, will be mailed or attached to electronic e-mail and transmitted to: COMDT USASMA ATTN ATSS D BLDG 11291 BIGGS FIELD FORT BLISS TX 79918-8002 Telephone (Comm): (915) 568-8875 Telephone (DSN): 978-8875 e-mail: atss-dcd@bliss.army.mil Security Clearance / Access Foreign Disclosure Restrictions Unclassified FD5. This product/publication has been reviewed by the product developers in coordination with the USASMA foreign disclosure authority. This product is releasable to students from all requesting foreign countries without restrictions. 1 PREFACE Purpose This Training Support Package provides the instructor with a standardized lesson plan for presenting instruction for: Task Number Task Title 158-100-1110 Apply the Essential Elements of Army Leadership Doctrine to a Given Situation 158-100-1132 Identify Ways National, Army, and Individual Values and Professional Obligations Relate to Each Other 158-100-1134 Resolve an Ethical Problem 158-100-1135 Apply Leadership Fundamentals to Create a Climate that Fosters Ethical Behavior 158-100-1183 Identify Duties, Responsibilities, and Authority of Officers, Warrant Officers, Noncommissioned Officers, and Civilians 2 This TSP Contains TABLE OF CONTENTS PAGE Preface .......................................................................................................................................2 Lesson Section I Administrative Data..................................................................................4 Section II Introduction..............................................................................................7 Terminal Learning Objective - Demonstrate the BE, KNOW, DO characteristics necessary to provide effective military leadership..........................................................................................7 Section III Presentation.............................................................................................9 Enabling Learning Objective A - Interpret what a leader NCO must BE.............................................................................................9 Enabling Learning Objective B - Interpret what a leader must KNOW............................................................................................. 28 Enabling Learning Objective C - Interpret what a professional NCO must DO.................................................................................. 31 Section IV Summary............................................................................................... 35 Section V Student Evaluation................................................................................. 37 Appendix A Viewgraph Masters A - .........................................................................................1 Appendix B Test(s) and Test Solution(s) (N/A) B - .................................................................1 Appendix C Practical Exercises and Solutions (N/A) C - ........................................................1 Appendix D Student Handouts D - ..........................................................................................1 3 WHAT A LEADER MUST BE, KNOW, DO L222 / Version 1 01 Oct 2003 SECTION I. ADMINISTRATIVE DATA All Courses Including This Lesson Course Number Version Course Title 400-PLDC 1 Primary Leadership Development Course 400-PLDC (DL) PHI 1 Primary Leadership Development Course Phase I Task(s) Taught (*) or Supported Task Number Task Title 158-100-1110 (*) 158-100-1132 (*) 158-100-1134 (*) 158-100-1135 (*) 158-100-1183 (*) Apply the Essential Elements of Army Leadership Doctrine to a Given Situation Identify Ways National, Army, and Individual Values and Professional Obligations Relate to Each Other Resolve an Ethical Problem Apply Leadership Fundamentals to Create a Climate that Fosters Ethical Behavior Identify Duties, Responsibilities, and Authority of Officers, Warrant Officers, Noncommissioned Officers, and Civilians Reinforced Task(s) Academic Hours Task Number Task Title The academic hours required to teach this lesson are as follows: Resident Hours/Methods 3 hrs /Conference / Discussion Test 0 hrs Test Review 0 hrs Total Hours: 3 hrs Test Lesson Number Hours Lesson No. Testing (to include test review) 2 hrs 30 mins WE01 version 1 Prerequisite Lesson(s) Clearance Access Foreign Disclosure Restrictions Lesson Number Lesson Title L221 Introduction to Army Leadership Security Level: Unclassified Requirements: There are no clearance or access requirements for the lesson. FD5. This product/publication has been reviewed by the product developers in coordination with the USASMA foreign disclosure authority. This product is releasable to students from all requesting foreign countries without restrictions. 4 References Number Title Date Additional Information FM 22-100 ARMY LEADERSHIP 31 Aug 1999 Chap 2 and App E Student Study Assignments Before class-- l Read Student Handouts 1 and 2. During class-- l Participate in classroom discussion. After class-- l Turn in recoverable references after the examination for this lesson. None ID Name Instructor Requirements Additional Support Personnel Requirements Equipment Required for Instruction 441-06 LCD PROJECTION SYSTEM 559359 SCREEN PROJECTION 702101T134520 DELL CPU, MONITOR, MOUSE, KEYBOARD 7110-00-T81-1805 DRY ERASE BOARD 7510-01-424-4867 EASEL, (STAND ALONE) WITH PAPER * Before Id indicates a TADSS 1:8, SSG, PLDC graduate, ITC, and SGITC qualified Name Stu Qty Man Hours Ratio Stu Instr Ratio Ratio Spt Qty Exp 1:16 1:2 No 1 No 1:16 1:2 No 1 No 1:16 1:2 No 1 No 1:16 1:2 No 1 No 1:16 1:2 No 1 No Materials Required Instructor Materials: l VGTs: 15. l TSP. Student Materials: l Pen or pencil and writing paper. l FM 22-100, Army Leadership. (Issue to students during inprocessing.) l Student Handout 2, Leadership Vignettes. (Issue to students during inprocessing.) l Materials required by the NCOA's SOP. 5 Classroom, Training Area, and Range Requirements Ammunition Requirements Instructional Guidance Proponent Lesson Plan Approvals GEN INSTRUCT BLDG (CLASSROOM SIZE 40X40 PER 16 STU) Id Name Exp Stu Instr Ratio Ratio Spt Qty None NOTE: Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified reference material. Before class-- l You must know the information in this TSP well enough to teach from it, not read from it. l Read and study all TSP material and be ready to conduct the class. During class-- l Conduct the class in accordance with this TSP. l This TSP has questions and vignettes to help you generate discussion among the group members. You are encouraged to add any questions you deem necessary to bring a point across to the group or expand on any matter discussed. After class-- l Collect all recoverable materials after the examination for this lesson. Name Rank Position Date /s/Donald J. Colyer /t/Colyer, Donald J. GS09 Training Specialist 15 Jul 03 /s/Brian H. Lawson /t/Barnes, Ronnie G. MSG Course Chief, PLDC 16 Jul 03 /s/Brian H. Lawson /t/Lawson, Brian H. SGM Chief, NCOES 16 Jul 03 /s/Albert J. Mays /t/Mays, Albert J. SGM Chief, CDDD 16 Jul 03 6 SECTION II. INTRODUCTION Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio is: 1:8 Time of Instruction: 5 mins Media: None Motivator Obviously, you have shown your supervisors and chain of command that you have the necessary qualities to lead soldiers. So, ask yourself now, What type of leader do I want to become? What abilities must I have that will separate me from my subordinates? Will I just wear sergeant stripes because of the pay? How would I fare if someone asked my soldiers to evaluate my leadership abilities? The transition from an enlisted soldier to NCO is one of the toughest challenges you will face during your military career, you are no longer a follower, you are a leader. Terminal Learning Objective NOTE: Inform the students of the following Terminal Learning Objective requirements. At the completion of this lesson, you [the student] will: Action: Demonstrate the BE, KNOW, DO characteristics necessary to provide effective military leadership. Conditions: As a squad leader given a squad of soldiers in a garrison and field environment, FM 22-100, and student handouts. Standards: Demonstrated the Army values and attributes that a leader must BE, the skills a leader must KNOW, and the actions a leader must DO to lead soldiers IAW FM 22-100. Safety Requirements Risk Assessment Level Environmental Considerations None Low NOTE: It is the responsibility of all soldiers and DA civilians to protect the environment from damage. 7 Evaluation Instructional Lead-In You will take a written examination. The examination will contain questions from this lesson. You must correctly answer 70 percent or more of the questions to receive a GO. NOTES: • Inform the students where the examination will take place as posted on the training schedule and when they will receive feedback on the test. Include any retest information. • Inform the students that they must turn in all recoverable reference material after the examination. In Introduction to Army Leadership, we discussed what leadership is and how the Army supports the development of its leaders. During this lesson we will discuss in depth what characteristics an effective leader must have. You will learn the importance of doing a self-assessment. You will examine what it truly means to set the example. You will determine what a leader must BE, KNOW, DO about the job and soldiers. Finally, we will discuss why you must provide direction, motivation, and purpose for your soldiers and give you the chance to analyze how you measure up to "What a leader must BE, KNOW, DO." 8 SECTION III. PRESENTATION NOTE: Inform the students of the Enabling Learning Objective requirements. A. ENABLING LEARNING OBJECTIVE ACTION: Interpret what a leader NCO must BE. CONDITIONS: As a squad leader given a squad of soldiers in a garrison and field environment, FM 22-100, and student handouts. STANDARDS: Interpreted the seven Army values and three leader attributes of what a leader must BE IAW FM 22-100. 1. Learning Step / Activity 1. The Army Values Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio: 1:8 Time of Instruction: 45 mins Media: VGT-1 thru VGT-9 NOTE: Ask the students what is character and give them a few minutes to think about the question before soliciting their responses. Character describes a person’ s inner strength, the BE of BE, KNOW, DO. Your character helps you to determine what is right, and it links that knowledge to action. Regardless of the circumstances or the consequences you are facing, it gives you the courage you need to do the right thing. Your behavior reflects your character. A key responsibility of a leader is to teach the Army values to your subordinates and to demonstrate them through your actions and not just words. You must embrace the Army values and continuously develop your leader attributes. Ref: FM 22-100, p 1-6, para 1-22 thru 1-24 9 SHOW VGT-1, CHARACTER DEVELOPMENT CHARACTER CHARACTER DEVELOPMENT DEVELOPMENT Primary Leadership Development Course Primary Leadership Development Course L222/OCT03/VGT L222/OCT03/VGT- -1 1 Ref: FM 22-100, p E-1, Fig E-1 Using the pyramid, you can see that from the day you entered the Army, the Army began building on your character. While the Army emphasizes the relationship between character and competence, it is character that the Army deems more critical. You are responsible for refining the character of your soldiers. You teach and reinforce the Army values to every member in your squad. It is your duty to lead by example and ensure your soldiers adhere to the principles of Army values. Leaders teach moral principles, ethical theory, Army values, and leadership attributes. Leaders also reinforce values and they discipline behavior to guide subordinates’ development by enforcing rules, policies, and regulations. You promote Army values by setting the example and pointing out other examples of Army values in both normal and exceptional activities. Leaders shape the ethical climate by doing the right thing for the right reason. You must act ethically, no matter the situation, in order to maintain an ethical climate that supports development of character. You foster such a climate through role modeling, teaching, and coaching. Once soldiers believe and demonstrate the Army values, they are soldiers of character. As an Army leader, the Army charges you with the essential role of developing character in others. Ref: FM 22-100, p E-1, para E-1 thru E-11 REMOVE VGT-1 10 SHOW VGT-2, LEADERSHIP FRAMEWORK, VALUES NOTE: Call on a student to read the values on the VGT. Leadership Framework L222/OCT03/VGT L222/OCT03/VGT- -2 2 THE LEADER of Character and VALUES BE ATTRIBUTES Competence Acts ACTIONS SKILLS KNOW DO to Achieve Excellence Loyalty Duty Respect Selfless Service Honor Mental Physical Emotional Integrity Personal Courage Interpersonal Conceptual Technical Tactical Influencing •Communicating •Decision making •Motivating Operating •Planning/Preparing •Executing •Assessing Improving •Developing •Building •Learning Primary Leadership Development Course Primary Leadership Development Course Ref: FM 22-100, p 2-2, Fig 2-1 Former SMA Robert E. Hall said, "If you spell out leadership as LDRSHIP, each one of those letters spells out the Army values: Loyalty, Duty, Respect, Selfless service, Honor, Integrity, and Personal courage. The Army has always had values, dating back to Baron von Steuben at Valley Forge in 1778 when he established those attributes and traits that an NCO should have. The values apply to every soldier who wears the uniform, from E-1 through O-10, active, guard, and reserve. Army Chief of Staff General Eric Shinseki will live by the same set of values that he expects every private to live by, and I'll do the same. The Army values are leadership; leadership is Army values." Looking at VGT-2, you see that character consists of values and attributes and they are the BE of BE, KNOW, DO. The Army values remind us and tell the rest of the world (the government we serve, the nation we protect, and even our enemies) who we are and what we stand for. The trust soldiers have for each other and the trust the American people have in us depends on how well we live up to Army values. They are the fundamental building blocks that enable us to know right from wrong in any situation. Army values are consistent and support one another. You can’ t follow one value and ignore another. Remember this acronym LDRSHIP and you will always be able to recall the seven Army values. Let’ s discuss each of these values. Ref: FM 22-100, p 2-2, para 2-5 11 REMOVE VGT-2 NOTE: Tell the students to go to Student Handout 2 and call on a student to read Vignette 1, Duty – Honor – Country on page 2-2. For the next couple of minutes, generate a discussion on which Army values they can identify in GEN MacArthur’ s speech. NOTE: There is no right or wrong conclusion to the vignette; the purpose of the vignette is to stimulate the group’ s discussion on the Army values. SHOW VGT-3, LOYALTY NOTE: Call on a student to read the VGT. LOYALTY LOYALTY Bear true faith and allegiance to the Bear true faith and allegiance to the U.S. Constitution, the Army, your U.S. Constitution, the Army, your unit, and other soldiers. unit, and other soldiers. If I could tell soldiers one thing, it If I could tell soldiers one thing, it would be: have faith. Faith in the would be: have faith. Faith in the Army, the leadership, and their own Army, the leadership, and their own ability. ability. Former SMA Robert E. Hall Former SMA Robert E. Hall L222/OCT03/VGT L222/OCT03/VGT- -3 3 Primary Leadership Development Course Primary Leadership Development Course Ref: FM 22-100, p 2-3 The Army, since the beginning of this great country, has always respected its place in subordination to a civilian political leadership. This subordination is fundamental to preserving the liberty of all Americans. When you joined the Army, you took an oath and swore allegiance to the Constitution. Loyalty is a two way street, you should not expect loyalty if you do not give it as well. You can neither demand loyalty nor gain it from your soldiers by talking about it. The loyalty of your soldiers is a gift they’ ll give you when, and only when, you deserve it--when you train them well, treat them fairly, and live by the concepts you talk about. Leaders who are loyal to their subordinates never let anyone misuse them. Soldiers fight for each other; loyalty is commitment. Loyalty extends to all members of all components to include the Army National Guard and Army Reserve. They all play an increasingly active role in the Total Force’ s mission. Ref: FM 22-100, p 2-3, para 2-8 thru 2-12 12 REMOVE VGT-3 SHOW VGT-4, DUTY NOTE: Call on a student to read the VGT. DUTY DUTY Fulfill your obligations. Fulfill your obligations. It is difficult to be a good It is difficult to be a good noncommissioned officer. If it had been noncommissioned officer. If it had been easy, they would have given it to the easy, they would have given it to the officer corps. officer corps. Former SMA William A. Connelly Former SMA William A. Connelly L222/OCT03/VGT L222/OCT03/VGT- -4 4 Primary Leadership Development Course Primary Leadership Development Course Ref: FM 22-100, p 2-4 Duty begins with everything required of you by law, regulation, and orders; however, it includes much more than that. Professionals never settle for second best, they meet the standards by performing to the best of their abilities. Soldiers must commit to excellence in all aspects of their professional responsibilities so that when they finish the job, they can look back and say, “ I couldn’ t have given anymore.” You must take the initiative and determine what you need to do before someone tells you what to do. What’ s more, take full responsibility for your actions and those of your subordinates. You should never shade the truth to make your unit look good or even to make your subordinates feel good. By doing your duty, you set the example for your soldiers to follow. Ref: FM 22-100, p 2-4, para 2-13 and 2-14 13 NOTE: Tell the students to go to Student Handout 2 and call on a student to read Vignette 2, 9-11 hero recalls Pentagon tragedy on pages 2-3 and 2-4. For the next couple of minutes, generate a discussion on which Army values they can identify from SSG Braman’ s actions. NOTE: There is no right or wrong conclusion to the vignette; the purpose of the vignette is to stimulate the group’ s discussion on the Army values. REMOVE VGT-4 The next value we will talk about is respect. SHOW VGT-5, RESPECT NOTE: Call on a student to read the VGT. RESPECT RESPECT Treat people as they should be treated. Treat people as they should be treated. Never say "lower enlisted soldiers" Never say "lower enlisted soldiers"- - always always say "junior enlisted soldiers." Don't use the say "junior enlisted soldiers." Don't use the term "common soldier" term "common soldier"- - we are all soldiers in we are all soldiers in a common cause. a common cause. Former SMA Gene C. McKinney Former SMA Gene C. McKinney L222/OCT03/VGT L222/OCT03/VGT- -5 5 Primary Leadership Development Course Primary Leadership Development Course Ref: FM 22-100, p 2-5 Respect for individuals’ forms the basis for the rule of law, and the very essence of what makes America. In the Army, respect means recognizing and appreciating the inherent dignity and worth of all people. This value reminds you that your people are your greatest resource. You must honor everyone’ s individual worth by treating all people with dignity and respect. Also, realizing that you deal with people that have a wide range of ethnic, racial, and religious backgrounds. The Army tolerates the beliefs of others as long as they don’ t conflict with the Army values and they are not illegal or unethical. One of the ways to help avoid misunderstandings arising from cultural differences is to actively seek ways to learn about your soldiers. Learning about the background of your soldiers shows them that you care and you are sensitive to their feelings. In many cases, the respect you give them will provide your soldiers with a sense of appreciation. This appreciation can remove 14 many barriers and create an environment that challenges your subordinates and reduces discipline problems and equal opportunity issues. Always remember that respect is an essential component for the development of disciplined, cohesive, and effective warfighting teams. Ref: FM 22-100, pp 2-5 and 2-6, para 2-17 thru 2-21 NOTE: Ask the students why they think respect is important. Your objective is to have the students discuss how religious, ethnic, and racial issues play a role in the big picture of respect. Allow 2 minutes for discussion. REMOVE VGT-5 SHOW VGT-6, SELFLESS SERVICE NOTE: Call on a student to read the VGT. SELFLESS SERVICE SELFLESS SERVICE Put the welfare of the nation, Put the welfare of the nation, the Army, and your the Army, and your subordinates before your own. subordinates before your own. Are you truly doing what's best for the nation, what's Are you truly doing what's best for the nation, what's best for the Army, what's best for your unit, and what's best for the Army, what's best for your unit, and what's best for your soldiers and their families? Are you best for your soldiers and their families? Are you taking all of that into consideration, or are you looking taking all of that into consideration, or are you looking at what makes you as an individual look the best? at what makes you as an individual look the best? Former SMA Richard A. Kidd Former SMA Richard A. Kidd L222/OCT03/VGT L222/OCT03/VGT- -6 6 Primary Leadership Development Course Primary Leadership Development Course Ref: FM 22-100, 2-6 NOTE: Ask the group if they can put the well being of their country, the Army, their unit, and their subordinates ahead of their own. Selfless service means doing what’ s right for the Nation, the Army, your organization, and your people by putting these responsibilities above your own interests. This doesn’ t mean that you neglect your family or yourself. In fact, such neglect weakens a leader and can cause the Army more harm than good. Selfless service doesn’ t mean that you can’ t have a strong ego, high self-esteem, or even a healthy ambition. Rather, selfless service means that you don’ t make decisions or take actions that help your image or your career by hurting others or sabotaging the mission. A selfish superior will claim credit for the work his subordinates do; the selfless leader gives credit to those who earned it. The Army can only function as a 15 team, and for a team to work, the individual has to give up self-interest for the good of the whole. Ref: FM 22-100, p 2-6, para 2-22 NOTE: Tell the students to go to Student Handout 2 and call on a student to read Vignette 3, Special Forces soldier awarded Silver Star for heroism in Afghanistan on pages 2-5 and 2-6. For the next couple of minutes, generate a discussion on which Army values they can identify from MSG Pryor’ s actions. NOTE: There is no right or wrong conclusion to the vignette; the purpose of the vignette is to stimulate the group’ s discussion on the Army values. REMOVE VGT-6 SHOW VGT-7, HONOR NOTE: Call on a student to read the VGT. HONOR HONOR Live up to all the Army values. Live up to all the Army values. We build character in order for us to withstand the rigors We build character in order for us to withstand the rigors of combat and resist the temptations to compromise our of combat and resist the temptations to compromise our principles in peacetime. We must build character in principles in peacetime. We must build character in peacetime because there is no time in war. Character is peacetime because there is no time in war. Character is the most important quality you can find in any person, but the most important quality you can find in any person, but especially in a soldier. It is the foundation that will get especially in a soldier. It is the foundation that will get anybody through anything he may encounter. Reputation anybody through anything he may encounter. Reputation is what people think you are; character is what you are is what people think you are; character is what you are- - that is the staying power. that is the staying power. Former SMA Glen E. Morrell Former SMA Glen E. Morrell L222/OCT03/VGT L222/OCT03/VGT- -7 7 Primary Leadership Development Course Primary Leadership Development Course Ref: FM 22-100, p 2-7 You can identify individuals with honor because they display a keen sense of right and wrong. They live so that their words and deeds are above reproach. Honor holds the Army values together and at the same time is a value itself. Honor means demonstrating an understanding of what’ s right and taking pride in the community’ s acknowledgment of the reputation of understanding and doing what’ s right. How you conduct yourself and meet your obligations defines you as a person. Your honor means putting the Army values above your self-interest, career, comfort, and self-preservation. Honor is essential for creating a bond of trust among ourselves and between the Army and the Nation we serve. Ref: FM 22-100, pp 2-7 and 2-8, para 2-26 thru 2-29 REMOVE VGT-7 16 NOTE: Tell the students to go to Student Handout 2 and call on a student to read Vignette 4, 17 Heroes on page 2-7. For the next couple of minutes, generate a discussion on which Army values they can identify from the Ranger team’ s actions. NOTE: There is no right or wrong conclusion to the vignette; the purpose of the vignette is to stimulate the group’ s discussion on the Army values. SHOW VGT-8, INTEGRITY NOTE: Call on a student to read the VGT. INTEGRITY INTEGRITY Do what’ s right-- --legally and morally. legally and morally. Do what’ s right The core of a soldier is moral discipline. It is intertwined The core of a soldier is moral discipline. It is intertwined with the discipline of physical and mental achievement. with the discipline of physical and mental achievement. It motivates doing on your own what is right without It motivates doing on your own what is right without prodding. It is an inner critic that refuses to tolerate less prodding. It is an inner critic that refuses to tolerate less than your best. Total discipline overcomes adversity than your best. Total discipline overcomes adversity and physical stamina draws on an inner strength that and physical stamina draws on an inner strength that says "drive on." says "drive on." Former SMA William G. Bainbridge Former SMA William G. Bainbridge L222/OCT03/VGT L222/OCT03/VGT- -8 8 Primary Leadership Development Course Primary Leadership Development Course Ref: FM 22-100, p 2-8 America’ s Army requires leaders of integrity. Conducting yourself with integrity has three parts: • Separating what’ s right from what’ s wrong. • Always acting according to what you know to be right, even at personal cost. • Saying openly that you’ re acting on your understanding of right versus wrong. Have you ever noticed that leaders can’ t hide what they do? That’ s why you must carefully decide how you act because you are always on display; someone is always watching you. The best way to instill integrity in your soldiers is for you to demonstrate it. There is one thing to remember, and that is your personal values can’ t conflict with Army values; they should reinforce each other. Your soldiers will see if there is a problem, so start with yourself and your soldiers will follow. Ref: FM 22-100, pp 2-8 and 2-9, para 2-31 thru 2-33 REMOVE VGT-8 17 SHOW VGT-9, PERSONAL COURAGE NOTE: Call on a student to read the VGT. PERSONAL COURAGE PERSONAL COURAGE Face fear, danger, or adversity Face fear, danger, or adversity (physical or moral). (physical or moral). Professional courage is the steel fiber that makes an Professional courage is the steel fiber that makes an NCO unafraid and willing to tell it like it is. The concept NCO unafraid and willing to tell it like it is. The concept of professional courage does not always mean being as of professional courage does not always mean being as tough as nails, either. It also suggests a willingness to tough as nails, either. It also suggests a willingness to listen to the soldiers' problems, to go to bat for them in listen to the soldiers' problems, to go to bat for them in a tough situation and it means knowing just how far a tough situation and it means knowing just how far they can go. It also means being willing to tell the boss they can go. It also means being willing to tell the boss when he is wrong. when he is wrong. Former SMA William A. Connelly Former SMA William A. Connelly L222/OCT03/VGT L222/OCT03/VGT- -9 9 Primary Leadership Development Course Primary Leadership Development Course Ref: FM 22-100, p 2-9 There are two forms of personal courage, physical and moral. Physical Courage: To overcome the fear of bodily harm and doing your duty. It’ s the bravery that allows a soldier to take risks in combat in spite of the fear of wounds or death. NOTE: Ask students to give some examples of physical courage. Expect responses such as the following: assault a bunker to save buddies or an airborne trainee’ s first jump from a plane. Moral Courage: Is the willingness to stand firm on your values, principles, and convictions--even when threatened. It enables you to stand up for what you believe is right, regardless of the consequences. Good leaders display moral courage when they take responsibility for their decisions and actions, even when things go wrong. NOTE: displaying moral courage. Ask the group to share their experiences where they have observed leaders Moral courage often expresses itself as candor. Candor means being frank, honest, and sincere with others while keeping your words free from bias, prejudice, or malice. In other words, it’ s calling things as you see them, even when it’ s uncomfortable. Ref: FM 22-100, pp 2-9 and 2-10, para 2-34 thru 2-39 NOTE: Tell the students to go to Student Handout 2 and call on a student to read Vignette 5, Medals of Honor awarded for action in Somalia on pages 2-8 and 2-9. Ask the students to identify which Army values these two soldiers displayed. 18 2. NOTE: There is no right or wrong conclusion to the vignette; the purpose of the vignette is to stimulate the group’ s discussion on the Army values. REMOVE VGT-9 Break: TIME: 00:50 to 01:00 Learning Step / Activity 2. Leader Attributes Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio: 1:8 Time of Instruction: 1 hr Media: VGT-10 and VGT-11 At the beginning of the first hour, we discussed what a leader must BE, and that character consists of values and attributes. We just discussed the seven Army values, so now let’ s discuss leader attributes. SHOW VGT-10, LEADERSHIP FRAMEWORK, ATTRIBUTES NOTE: Call on a student to read the three leader attributes. Leadership Framework L222/OCT03/VGT L222/OCT03/VGT- -10 10 THE LEADER of Character and Competence Acts VALUES BE ATTRIBUTES SKILLS ACTIONS KNOW DO to Achieve Excellence Loyalty Duty Respect Selfless Service Honor Integrity Personal Courage Mental Physical Emotional Interpersonal Conceptual Technical Tactical Influencing •Communicating •Decision making •Motivating Operating •Planning/Preparing •Executing •Assessing Improving •Developing •Building •Learning Primary Leadership Development Course Primary Leadership Development Course Leader attributes influence leader actions. Leader actions always influence the unit. If you are physically fit, you’ re more likely to inspire your soldiers to be physically fit. Attributes are a person’ s fundamental qualities and characteristics. We are born with some attributes. For example, our genetic code determines our eye, hair, and skin color. On the other hand, you learn a majority of your other attributes, good or bad, including leader attributes from your childhood environment. The good thing is you can change learned attributes. This VGT shows us the three leader attributes and where they fit into the Army’ s leadership framework. 19 Successful leaders work to improve these attributes. We will discuss each of the major areas in detail of what a leader must BE. Ref: FM 22-100, p 2-10, para 2-40 REMOVE VGT-10 SHOW VGT-11, MENTAL ATTRIBUTES NOTE: Call on a student to read the mental attributes. MENTAL ATTRIBUTES MENTAL ATTRIBUTES • • Will Will • • Self Self- -Discipline Discipline • • Initiative Initiative • • Judgment Judgment • • Self Self- -Confidence Confidence • • Intelligence Intelligence • • Cultural Awareness Cultural Awareness Primary Leadership Development Course Primary Leadership Development Course L222/OCT03/VGT L222/OCT03/VGT- -11 11 Will is the inner drive that compels us to keep going when we’ re exhausted, hungry, afraid, cold, and wet. It enables soldiers to press the fight to its conclusion; it is an essential attribute for all members of the Army and will, without competence, is useless. Ref: FM 22-100, p 2-11, para 2-42 Self-discipline allows Army leaders to do the right thing regardless of the consequences for them or their subordinates. Under the extreme stress of combat, you and your team might be cut off and alone, fearing for your lives and having to act without guidance or knowledge of what’ s going on around you. Still, you must think clearly and act reasonably, self-discipline is the key to this kind of behavior. In peacetime, self-discipline gets you and your team out for the hard training. Self- discipline doesn’ t mean that you never get tired or discouraged; after all you’ re only human. It means that you do the things that need done regardless of your feelings. Ref: FM 22-100, p 2-12, para 2-46 20 Initiative is the ability to be a self-starter. You must act when there are no clear instructions or when the situation changes or the plan falls apart. Initiative should drive you to seek a better method, anticipate what to do, and perform without waiting for instructions. Initiative doesn’ t just appear; you must develop it in yourself and your soldiers. Judgment means making the best decision for the situation. It’ s a key attribute in the art of command and the transformation of knowledge into understanding. Judgment and initiative go hand in hand. You must weigh what you know during any situation, determine what is important, and make a decision. In some cases, you will have to make decisions under severe time constraints. However, always remember you must take responsibility for your actions. Self-confidence is the faith that you’ ll act correctly and properly in any situation, even one in which you’ re under stress and don’ t have all the information you want. Self-confidence is important for leaders and teams. Your squad wants you to be self- confident, understand the situation, know what they need to do, and demonstrate that understanding and knowledge. Remember, a self-confident leader instills self- confidence in his soldiers. Intelligence is more than knowledge. The ability to think isn’ t the same as book learning. All people have some intellectual ability that, when developed, allows them to analyze and understand a situation. Knowledge is only a part of the equation. Smart decisions, combined with professional skills, experience, and the ability to reason through a problem, make the leader intelligent. Ref: FM 22-100, pp 2-13 and 2-14, para 2-51 thru 2-57 Culture is a group’ s shared set of beliefs, values, and assumptions about what’ s important. You must be aware of cultural factors in three contexts: • Be sensitive to the different backgrounds of your people. • Be aware of the culture of the country in which your organization is operating. 21 • Take into account your partners’ customs and traditions when you’ re working with forces of other nations. Cultural awareness is crucial to the success of multinational operations. Take time to learn the customs and traditions of the partners’ cultures. Learn how and why others think and act as they do. In multi-national forces, effective leaders create a “ third culture” that is the bridge or the compromise among partners. REMOVE VGT-11 NOTE: Call on a student to read “ The Will to Persevere” on page 2-11 of FM 22-100. Ask the class to identify the attributes they can connect the reading to and explain why. Allow five minutes to discuss. The second attribute we will discuss is physical. There are three areas of physical attributes. QUESTION: What are the three areas of physical attributes? ANSWER: Health fitness, physical fitness, and military and professional bearing. Ref: FM 22-100, p 2-16, para 2-67 Health fitness is everything you do to maintain good health. Undergoing routine physical exams, practicing good dental hygiene, and maintaining deployability standards and personal grooming and cleanliness are good examples of physical attributes. Remember that a healthy soldier can out perform an unhealthy soldier in extreme temperatures, humidity, and other conditions. Unit readiness begins with physically fit soldiers and leaders. Combat drains soldiers physically, mentally, and emotionally. To minimize these effects, you and your soldiers must maintain physical fitness. Physically fit soldiers perform better in all areas, and physically fit leaders to think, decide, and act appropriately under pressure. Physical fitness provides a foundation for combat readiness fitness; therefore, you must train to exceed the standard. Keep in mind that the Army Physical Fitness Test only measures a baseline level of physical fitness; develop a program based on your unit’ s METL that will challenge your soldiers mentally and physically during PT sessions. 22 The Army expects you to know how to wear your uniform and to look like a soldier. You must show a sense of pride in yourself and your uniform at all times, and maintain your height and weight standards. Skillful use of your professional bearing-- fitness, courtesy, and military appearance--can often help you manage difficult situations. In doing so, your soldiers will emulate your standards. Ref: FM 22-100, pp 2-16 and 2-17, para 2-67 thru 2-73 The third leader attribute is “ emotional attributes.” As a leader, your emotional attributes are self-control, balance, and stability. These emotional attributes contribute to how you feel and, therefore, how you interact with others. When you understand that will and endurance come from emotional energy, you possess a powerful leadership tool. Self-control, balance, and stability also help you make the right ethical choices. Leaders who are emotionally mature also have a better awareness of their own strengths and weaknesses. Mature leaders spend their energy on self-improvement; immature leaders spend their energy denying there’ s anything wrong. Mature, less defensive leaders benefit from constructive criticism in ways that immature people cannot. Ref: FM 22-100, p 2-17, para 2-74 and 2-76 Self-control means controlling your emotions. No one wants to work for a hysterical leader who might lose control in a tough situation. This doesn’ t mean that you never show emotion. Instead, display the proper amount of emotion and passion--somewhere between too much and too little, in order to tap into your subordinates’ emotions. Don’ t forget that you’ re on a stage for all to see, and your subordinates are always watching you, so display self-control and inspire the same thing in your squad. Emotionally balanced leaders display the right emotion for the situation and can also read others’ emotional state. Balance is a state of being that allows you to draw 23 3. on your experiences and gives insight to your soldiers at the level of urgency required to keep them motivated to drive on. Stability means staying cool, levelheaded, and steady under pressure and fatigue. It allows you to stay calm in the face of danger and it helps keep your subordinates calm. Display the emotions you want your soldiers to display. Break: TIME: 01:50 to 02:00 Learning Step / Activity 3. Character and orders Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio: 1:8 Time of Instruction: 20 mins Media: VGT-12 and VGT-13 We discussed earlier that character consists of two interacting sets of characteristics--values and attributes. People enter the Army with values and attributes that they learned and developed over the years. The values and attributes that you bring with you into the Army is just the starting point for character development. Leaders continuously develop Army values and attributes in themselves and their soldiers. Ref: FM 22-100, p 2-19, para 2-80 Warrior ethos refers to the professional attitudes and beliefs that characterize the American soldier, his fundamental character or spirit. At its core, the warrior ethos grounds itself on the refusal to accept failure. America is a winner with a proud tradition. We fought, no matter the circumstances, and pulled victory out of the jaws of possible defeat. We did it by overcoming fear, hunger, deprivation, and fatigue. We won because we trained hard and that is the key to victory--hard training. So, warrior ethos is about more than persevering under the worst of conditions. Warrior ethos fuels the fire to fight through those conditions to victory, no matter how long it takes or the effort required. The warrior ethos has links to Army values such as personal courage, loyalty to comrades, and dedication to duty. 24 Loyalty and duty mean putting your life on the line, even when there’ s little chance of survival, for the good of a cause larger than yourself. QUESTION: What Army value is a soldier displaying when he is willing to put his life on the line for the good of the cause? ANSWER: Selfless service. Ref: FM 22-100, p 2-21, para 2-87 Warrior ethos is crucial and perishable, so we must continue to affirm, develop, and sustain it in our soldiers and ourselves. It’ s warrior ethos that connects American warriors today with those whose sacrifices have allowed our very existence. It’ s the warrior ethos that spurs the soldier to come up out of the foxhole and attack, even though he is “ dog-tired” and hungry. It presses and pushes him to accomplish the mission, to win the battle, to win the war. Such tireless motivation comes in part from the comradeship that springs from the warrior ethos. Soldiers fight for each other; they would rather die than let their buddies down. That loyalty runs front to rear as well as left to right. Mutual support marks Army culture regardless of who you are, where you are, or what you are doing. Ref: FM 22-100, pp 2-21 and 2-22, para 2-85 thru 2-90 You build and develop character in your subordinates by creating an organization in which Army values are not just words but are, for the lack of a better word, commandments for what soldiers do. You help develop your soldiers by the example you set and coaching. You hold yourself and your subordinates to the highest of standards so all will accept those standards as the norm. Ref: FM 22-100, p 2-22, para 2-91 Character is important in living a consistent and moral life, but it doesn’ t always provide the final answer to a specific question, “ What should I do now?” We can all find that answer through ethical reasoning. You will go through the ethical reasoning process later in the course, as part of the four leadership skills leaders must “ KNOW.” 25 Making the right choice and acting on it when faced with an ethical question can be difficult. Sometimes it means standing your ground and may mean telling your boss you think he is wrong. This tests your character and it can really get difficult if you believe that an order is illegal. You learned in “ Introduction to Army Leadership” that you execute the boss’ decision with energy and enthusiasm with the only exception being if the order is illegal. In fact, it is your duty to disobey illegal orders. Ref: FM 22-100, p 2-23, para 2-97 NOTE: Ask the class the following question and give the students a couple of minutes to discuss. Once done, show VGT-12. QUESTION: you take? If you receive what you believe to be an illegal order, what actions do ANSWER: See VGT-12. SHOW VGT-12, STEPS TO TAKE BEFORE DISOBEYING AN ORDER BELIEVED TO BE ILLEGAL STEPS TO TAKE BEFORE DISOBEYING STEPS TO TAKE BEFORE DISOBEYING AN ORDER BELIEVED TO BE ILLEGAL AN ORDER BELIEVED TO BE ILLEGAL • Be sure you understand the details and the original intent of the order. • Seek clarification from the person who gave the order by asking, for example: * Did you really want me to steal? * You don’ t really want me to submit a false report do you? * Do you really want us to shoot the prisoners? • Always seek legal advice if the question is complex or time permits. L222/OCT03/VGT L222/OCT03/VGT- -12 12 Primary Leadership Development Course Primary Leadership Development Course Ref: FM 22-100, p 2-23, para 2-98 REMOVE VGT-12 Now the question comes to mind: What do you do when you don’ t have time to seek legal advice? What do you do if you are in combat and you need to make a decision? NOTE: Give the class a moment to think and a couple of minutes to discuss and answer the question. Then, show VGT-13 and compare their answer to those on the VGT. 26 SHOW VGT-13, IMMEDIATE DECISION TO DISOBEY AN ILLEGAL ORDER IMMEDIATE DECISION TO IMMEDIATE DECISION TO DISOBEY AN ILLEGAL ORDER DISOBEY AN ILLEGAL ORDER Make the best judgment possible based on: Make the best judgment possible based on: • • Army values Army values • • Your experiences Your experiences • • Your previous study and reflection Your previous study and reflection L222/OCT03/VGT L222/OCT03/VGT- -13 13 Primary Leadership Development Course Primary Leadership Development Course Ref: FM 22-100, p 2-23, para 2-98 REMOVE VGT-13 Knowing the Army values and attributes, coupled with warrior ethos, will assist you when making a decision regarding a possible illegal order. Beliefs are those things people hold as true based on their upbringing, culture, heritage, families, and traditions. You serve a nation that believes in the notion that people are free to choose their own beliefs and the basis for those beliefs. The Army respects different moral backgrounds and personal convictions--as long as they don’ t conflict with Army values. Beliefs are crucial in preparing soldiers for battle. Soldiers often fight and win over tremendous odds when convinced the beliefs that they are fighting for are right. Commitment to beliefs such as justice, liberty, freedom, and not letting down their fellow soldiers can be essential in creating and sustaining the will to fight. Ref: FM 22-100, p 2-24, para 2-100 27 CHECK ON LEARNING: QUESTION: What are the three leader attributes? ANSWER: Mental, physical, and emotional. Ref: FM 22-100, p 2-10, Fig 2-2 QUESTION: SGT Johnson informed his squad that the upcoming mission would require them to keep going even though they may get exhausted, wet, and cold. What mental attribute was he asking them to display? ANSWER: Will. Ref: FM 22-100, p 2-11, para 2-43 QUESTION: attribute is he following? SGT Jones scheduled himself for a routine physical examination. What physical ANSWER: Health fitness. Ref: FM 22-100, p 2-16, para 2-68 QUESTION: When a leader is able to keep a cool head in a dangerous situation, he is maintaining what type of emotional attribute? ANSWER: Self-control. Ref: FM 22-100, p 2-18, para 2-77 Break: TIME: 01:50 to 02:00 B. ENABLING LEARNING OBJECTIVE ACTION: Interpret what a leader must KNOW. CONDITIONS: As a squad leader given a squad of soldiers in a garrison and field environment, FM 22-100, and student handouts. STANDARDS: Interpreted the four categories of skills: interpersonal, conceptual, technical, and tactical that a leader must KNOW IAW FM 22-100. 1. Learning Step / Activity 1. The four categories of skill Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio: 1:8 Time of Instruction: 10 mins Media: VGT-14 Army values and leader attributes form the foundation for the character of leaders. Character, in turn, serves as the basis of knowing (competence) and doing (leadership). FM 22-100 states, “ Competence means much more than being well- 28 trained.” It links character and leadership together. Leaders are responsible for the competence of themselves and their soldiers. Through self-discipline, leaders will constantly look for ways to improve their competence and their soldiers’ competence. Competence results from hard, realistic training. We will now briefly cover the four categories containing skills a leader must know. We will cover them in detail later in the course. Ref: FM 22-100, pp 2-24 thru 2-26, para 2-104 thru 2-108 QUESTION: KNOW? What are the four categories containing skills an Army leader must ANSWER: See VGT-14. NOTE: Allow the students to respond and then show VGT-14. SHOW VGT-14, LEADERSHIP FRAMEWORK, KNOW Leadership Framework L222/OCT03/VGT L222/OCT03/VGT- -14 14 THE LEADER of Character and VALUES BE ATTRIBUTES Competence Acts SKILLS KNOW ACTIONS DO to Achieve Excellence Loyalty Duty Respect Selfless Service Honor Integrity Personal Courage Mental Physical Emotional Interpersonal Conceptual Technical Tactical Influencing •Communicating •Decision making •Motivating Operating •Planning/Preparing •Executing •Assessing Improving •Developing •Building •Learning Primary Leadership Development Course Primary Leadership Development Course Ref: FM 22-100, p 2-25, Fig 2-3 Interpersonal skills affect how you deal with people. This includes coaching, teaching, counseling, motivating, and empowering. Conceptual skills enable you to handle ideas. They require sound judgment as well as the ability to think creatively and reason analytically, critically, and ethically. Ref: FM 22-100, p 2-25, para 2-107 Technical skills are job-related abilities. They include basic soldier skills. To lead your soldiers properly, you must possess the expertise necessary to accomplish all tasks and functions assigned to your section. 29 Tactical skills apply to solving tactical problems--problems concerning employment of units in combat. You enhance tactical skills when you combine them with interpersonal, conceptual, and technical skills to accomplish a mission. REMOVE VGT-14 In combat you combine interpersonal, conceptual, technical, and tactical skills to accomplish the mission. You use interpersonal skills to communicate your intent and motivate soldiers. You apply conceptual skills to determine viable concepts of operations, make the right decisions, and execute the mission. You use technical skills to properly employ the techniques and procedures necessary to accomplish the task. You employ tactical skills, combining skills from the other skill categories, with knowledge of the art of tactics appropriate to your level of responsibility to complete the mission. Ref: FM 22-100, p 2-25, para 2-108 CHECK ON LEARNING: QUESTION: Which skill category of what a leader must KNOW deals with job-related abilities to include basic soldier skills? ANSWER: Technical skills. Ref: FM 22-100, p 2-25, para 2-107 QUESTION: problems? Which skill category of what a leader must KNOW deals with solving tactical ANSWER: Tactical skills. Ref: FM 22-100, p 2-25, para 2-107 QUESTION: Which skill category of what a leader must KNOW deals with people? ANSWER: Interpersonal skills. Ref: FM 22-100, p 2-25, para 2-107 QUESTION: Which skill category of what a leader must KNOW deals with handling ideas and requires the ability to think creatively? ANSWER: Conceptual skills. Ref: FM 22-100, p 2-25, para 2-107 30 C. ENABLING LEARNING OBJECTIVE ACTION: Interpret what a professional NCO must DO. CONDITIONS: As a squad leader given a squad of soldiers in a garrison and field environment, FM 22-100, and student handouts. STANDARDS: Interpreted the three actions: influencing, operating, and improving that a leader must DO IAW FM 22-100. 1. Learning Step / Activity 1. What a leader must DO Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio: 1:8 Time of Instruction: 15 mins Media: VGT-15 When preparing to lead soldiers you need Army values, attributes, and skills. you live up to Army values, display leader attributes and competence and set the example; you’ ll succeed. On the other hand, if you talk a good game but can’ t produce when it’ s time, not only will you fail, your squad will also fail. Leadership begins when you act. Ref: FM 22-100, p 2-26, para 2-112 We will briefly discuss the three leadership actions and discuss them in detail later in the course. NOTE: Ask the following question and then show VGT-15. QUESTION: KNOW, DO? What three leader actions make up DO of what a leader must BE, ANSWER: See VGT-15. If 31 SHOW VGT-15, LEADERSHIP FRAMEWORK, DO Leadership Framework L222/OCT03/VGT L222/OCT03/VGT- -15 15 THE LEADER of Character and VALUES BE ATTRIBUTES Competence Acts SKILLS ACTIONS KNOW DO to Achieve Excellence Loyalty Duty Respect Selfless Service Honor Integrity Personal Courage Mental Physical Emotional Interpersonal Conceptual Technical Tactical Influencing •Communicating •Decision making •Motivating Operating •Planning/Preparing •Executing •Assessing Improving •Developing •Building •Learning Primary Leadership Development Course Primary Leadership Development Course Ref: FM 22-100, p 2-26, Fig 2-4 A leader influences, operates, and improves. You must bring together everything that you are, everything that you believe, and everything that you know how to do so you can provide purpose, direction, and motivation. You use interpersonal skills to guide others toward a goal. As a squad leader you often influence your subordinates face to face when you give instructions, recognize achievements, or encourage hard work. QUESTION: What three categories make up influencing? ANSWER: Communicating, decision making, motivating. Ref: FM 22-100, p 2-27, para 2-113 • Communicating involves displaying good oral, written, and listening skills for individuals and groups. • Decision making is using sound judgment, reasoning logically, managing resources wisely, and selecting the course of action most favorable to accomplishing the mission. • Motivating involves inspiring and guiding your soldiers toward mission accomplishment. Ref: FM 22-100, p 2-27, para 2-113 32 Operating is what you do to accomplish the immediate mission, to get the job done on time and to standard. QUESTION: What three actions make up operating? ANSWER: Planning and preparing, executing, assessing Ref: FM 22-100, p 2-27, para 2-114 • Planning and preparing involve developing detailed, executable plans that are feasible, acceptable, and suitable. They also involve arranging unit support for the operation and conducting rehearsals. During tactical operations, decision making and planning enhances two methodologies, the military decision-making process and troop leading procedures. • Executing involves meeting mission standards, taking care of people, and efficiently managing resources. • Assessing involves evaluating the efficiency and effectiveness of any system or plan in terms of its purpose and mission. The After Action Review (AAR) allows you to review the things done right, wrong, and how to improve them, which leads us into the next action, improving. Part of your job is to also try and leave your squad in better condition than when you took over. You do this by setting short and long-term goals all the while meeting requirements that may or may not contribute directly to achieving those goals. You must train your soldiers to perform their duties technically and tactically while being able to withstand the heat of battle. Improving actions fall into three categories: • Developing involves investing adequate time and effort to develop individual subordinates as leaders. This also includes mentoring. • Building involves spending time and resources to improve teams, groups, and units and to foster an ethical climate. 33 • Learning involves seeking self-improvement and organizational growth. It includes envisioning, adapting, and leading change. Ref: FM 22-100, p 2-28, para 2-116 REMOVE VGT-15 CHECK ON LEARNING: QUESTION: What are the three major functions of what a leader must DO? ANSWER: Influencing, operating, and improving. Ref: FM 22-100, p 2-26, Fig 2-4 QUESTION: What three categories make up influencing? ANSWER: Communicating, decision making, motivating. Ref: FM 22-100, p 2-27, para 2-113 QUESTION: action? Planning and preparing, executing, and assessing fall under which leadership ANSWER: Operating. Ref: FM 22-100, p 2-27, para 2-114 QUESTION: What leader action are you following if you strive to ensure your squad will be better off when you leave it than when you took charge? ANSWER: Improving. Ref: FM 22-100, p 2-28, para 2-116 34 SECTION IV. SUMMARY Method of Instruction: Conference / Discussion Technique of Delivery: Small Group Instruction (SGI) Instructor to Student Ratio is: 1:8 Time of Instruction: 5 mins Media: None Check on Learning QUESTION: If SGT Wilson is putting the welfare of the nation, the Army, and his subordinates before his own, what Army value is he demonstrating? ANSWER: Selfless service. Ref: FM 22-100, p 2-6, para 2-22 QUESTION: Which Army value forms the basis for the rule of law, the very essence of what makes America? ANSWER: Respect. Ref: FM 22-100, p 2-5, para 2-17 QUESTION: What are the three major categories under leader attributes? ANSWER: Mental, physical, and emotional. Ref: FM 22-100, p 2-10, Fig 2-2 QUESTION: SGT Johnson informed his squad that the upcoming mission would require them to keep going even though they may become exhausted, wet, and cold. What mental attribute was he asking them to display? ANSWER: Will. Ref: FM 22-100, p 2-11, para 2-43 QUESTION: SGT Jones discussed with her troops the importance of undergoing routine physical exams. What attribute would this topic fall under? ANSWER: Physical attributes. Ref: FM 22-100, p 2-16, para 2-67 and 2-68 35 Review / Summarize Lesson Transition to Next Lesson QUESTION: What are the four categories containing skills a leader must KNOW? ANSWER: Interpersonal, conceptual, technical, and tactical skills. Ref: FM 22-100, p 2-25, Fig 2-3 QUESTION: leader must DO. and assess? Influencing, operating, and improving make up the three actions a Under which action does a leader plan and prepare, execute, ANSWER: Operating. Ref: FM 22-100, p 2-27, para 2-114 In the last three hours we discussed what a leader must BE and established a base of knowledge on the skills and actions of what a leader must KNOW and DO. Remember that character is the combination of values and attributes that underlie your ability to see what you need to do, decide to do it, and influence others to follow you. You must be competent and possess the knowledge and skills required to do your job right. You must lead by taking the proper actions to accomplish the mission based on what your character tells you is ethically right and appropriate for the situation. Now that you know what you must BE, KNOW, and DO, we will continue to expand your knowledge of Army leadership during the next lesson, L223, The Human Dimension Role in Leader Development. 36 SECTION V. STUDENT EVALUATION Testing Requirements NOTE: Describe how the student must demonstrate accomplishment of the TLO. student to the Student Evaluation Plan. Refer You will take a written examination. The examination will contain questions from this lesson. You must correctly answer 70 percent or more of the questions on the examination to receive a GO. Failure to achieve a GO on the examination will result in a retest. Failure of the retest could result in your dismissal from the course. Feedback Requirements NOTE: Feedback is essential to effective learning. Schedule and provide feedback on the evaluation and any information to help answer students' questions about the test. Provide remedial training as needed. Inform the students where their examination will take place, as posted on the training schedule, and when they will receive feedback on the test. Include any retest information. 37 This page intentionally left blank VIEWGRAPHS FOR LESSON 1: L222 version 1 Enabling Learning Objective A Learning Step 1 VGT-1, Character Development CHARACTER CHARACTER DEVELOPMENT DEVELOPMENT L222/OCT03/VGT L222/OCT03/VGT- -1 1 Primary Leadership Development Course Primary Leadership Development Course A-1 VGT-2, Leadership Framework, Values Leadership Framework L222/OCT03/VGT L222/OCT03/VGT- -2 2 THE LEADER VALUES of Character and BE ATTRIBUTES Competence Acts ACTIONS SKILLS KNOW DO to Achieve Excellence Loyalty Duty Respect Selfless Service Honor Mental Physical Emotional Integrity Personal Courage Interpersonal Conceptual Technical Tactical Influencing •Communicating •Decision making •Motivating Operating •Planning/Preparing •Executing •Assessing Improving •Developing •Building •Learning Primary Leadership Development Course Primary Leadership Development Course A-2 VGT-3, Loyalty LOYALTY LOYALTY Bear true faith and allegiance to the Bear true faith and allegiance to the U.S. Constitution, the Army, your U.S. Constitution, the Army, your unit, and other soldiers. unit, and other soldiers. If I could tell soldiers one thing, it If I could tell soldiers one thing, it would be: have faith. Faith in the would be: have faith. Faith in the Army, the leadership, and their own Army, the leadership, and their own ability. ability. Former SMA Robert E. Hall Former SMA Robert E. Hall L222/OCT03/VGT L222/OCT03/VGT- -3 3 Primary Leadership Development Course Primary Leadership Development Course A-3 VGT-4, Duty DUTY DUTY Fulfill your obligations. Fulfill your obligations. It is difficult to be a good It is difficult to be a good noncommissioned officer. If it had been noncommissioned officer. If it had been easy, they would have given it to the easy, they would have given it to the officer corps. officer corps. Former SMA W […اقتُطع العرض هنا — النص الكامل في ملف التنزيل]