EFFECTIVE BRIEFING SHOW SLIDE: EFFECTIVE BRIEFING Briefings are the most efficient and common means to present information to commanders, staffers, Soldiers, or other specified audiences. You conduct briefings when your listeners need information quickly, when they can get together conveniently, and when they need to decide how to act on that information. Briefings are often preferred to written or even electronic communication because they are direct, immediate, and interpersonal. When lives may be at stake and units must carry out the right decisions, most decision makers prefer the immediate physical setting of the military briefing.

TERMINAL LEARNING OBJECTIVE LESSON OUTCOME: This lesson provides an overview of doctrinal responsibilities, philosophies, and objectives for conducting information briefs. At the conclusion of this block of instruction, students will be able to properly construct and conduct an information brief. Army Learning Areas (ALAs) – General Learning Outcomes (GLOs) Mission Command – GLO 5 Human Dimension – GLO 7, 8 Professional Competence – GLO 13 & 14 TERMINAL LEARNING OBJECTIVE: Action: Prepare Information Brief Conditions: Given access to ADP 6-22 (Army Leadership), ST 22-2 (Writing and Speaking Skills for Leaders at the Organizational Level), DA Pam 600-67 (Effective Writing for Army Leaders) and awareness of Operational Environment (OE)/Contemporary Operational Environment (COE) variables and actors. Standard: Apply the principles of effective communication to written requirements and oral briefings in accordance with the SALT CGSC Rubric. SHOW SLIDE: TERMINAL LEARNING OBJECTIVE, LESSON OUTCOME, 21ST CENTURY COMPETENCIES NOTE: State Terminal Learning Objective (TLO) requirements, Lesson Outcomes, and 21st Century Competencies. SAFETY REQUIREMENTS. In a training environment, leaders must perform a risk assessment in accordance with DA PAM 385-30, Risk Management. Leaders will complete a DD Form 2977 DD Form 2977 DELIBERATE RISK ASSESMENT WORKSHEET during the planning and completion of each task and sub-task by assessing mission, enemy, terrain and weather, troops and support available-time available and civil considerations, (METT-TC). Local policies and procedures must be followed during times of increased heat category in order to avoid heat related injury. Consider the work/rest cycles and water replacement guidelines IAW TRADOC Regulation 350-29.   RISK ASSESSMENT LEVEL. Low. ENVIRONMENTAL STATEMENT. Environmental protection is not just the law but the right thing to do. It is a continual process and starts with deliberate planning. Always be alert to ways to protect our environment during training and missions. In doing so, you will contribute to the sustainment of our training resources while protecting people and the environment from harmful effects. Refer to FM 3-34.5 Environmental Considerations and GTA 05-08-002 ENVIRONMENTAL- RELATED RISK ASSESSMENT. Environmental protection is not just the law but the right thing to do. It is a continual process and starts with deliberate planning. Always be alert to ways to protect our environment during training and missions. In doing so, you will contribute to the sustainment of our training resources while protecting people and the environment from harmful effects. Refer to FM 3-34.5 Environmental Considerations and GTA 05-08-002 ENVIRONMENTAL-RELATED RISK. EVALUATION: You will be evaluated at the end of the block of instructions. INSTRUCTIONAL LEAD-IN. As an HR professional you will be called on to conduct many briefings. This lesson provides an overview of doctrinal responsibilities, philosophies, and objectives for conducting information briefs. NOTE: Army Learning Areas (ALA) are the baseline focal points Soldiers and Army Civilians must possess to prevail in the ambiguous environments that challenge the Army today. The four ALAs are: Army Profession and Leadership; Mission Command; Human Dimension; and Professional Competence. The Army Learning Area taxonomy provides a framework to assist in grouping the General Learning Outcomes (GLO). The four Army Learning Areas serve as the framework to catalogue the 14 General Learning Outcomes. The GLOs are essential outcomes resulting from training, education, and experience along a career continuum of learning. There are three primary purposes for the Army General Learning Outcomes. First, they provide trainers and educators a lens into how effective they are in conveying their support material. Second, it assists in improving instructional design and/or training support packages. Finally it places responsibility on training and education proponents to be nested with ALAs. ALA: Mission Command encompasses how Army commanders and leaders apply the foundational MC philosophy with the MC WfF. Together, the MC philosophy and MC WfF guide, integrate, and synchronize Army operations throughout the conduct of ULO. There are four GLOs for the Mission Command ALA. GLO 5: Soldiers and Army Civilians demonstrate proficiency in mission command staff tasks. This includes the Operations Process (Plan, Prepare, Execute, and Assess), Synchronize Information-related Capabilities, Knowledge/Information Management, and Cyber-Electromagnetic Activities. ALA: Human Dimension embodies the cognitive, physical, and social components of the Army’s trusted professionals and teams. There are five GLOs for the Human Dimension ALA. GLO 7: Soldiers and Army Civilians demonstrate capacity in critical thinking. This GLO includes Applied Critical Thinking and Groupthink Mitigation, Strategic Thinking, Problem Solving, and Decision Making. GLO 8: Soldiers and Army Civilians demonstrate proficiency in communications skills. This includes Verbal Communication, Written Communication, Active Listening, Facilitation, Negotiations, Social Media, and Digital Communications. ALA: Professional Competence is the demonstrated technical and tactical proficiency in Army and joint doctrine largely revolving around the concept of ULO codified in ADP 3-0. There are three GLOs for the Professional Competence ALA. GLO 13: Soldiers and Army Civilians support Army policies, programs and processes; includes Understanding and contributing to Army Systems that manage, develop, and transform the Army. GLO 14: Soldiers and Army Civilians are technically and tactically competent; includes Branch and Career Management Field proficiency, Career Programs, Series Technical Certifications, and Warfighting Skills.

CONDUCTING INFORMATION BRIEFS TOPICS SHOW SLIDE: CONDUCTING INFORMATION BRIEFS TOPICS NOTE: Instructor will inform students that they will be required to chose (26 listed) a topic from the topic roster for their briefing. It is imperative that you pay close attention during this block of instruction in order to successfully prepare and conduct your information brief. The briefings will be majority of this lesson ((36 students to brief).

OUTLINE Types of briefs Information brief requirements Slide construction Presentation and delivery Tips for success SHOW SLIDE: OUTLINE

TYPES OF MILITARY BRIEFINGS Information Mission Staff Decision SHOW SLIDE: TYPE OF MILITARY BRIEFING Learning Step / Activity 1. Identify the types of military briefings Method of Instruction: Conference / Discussion Instructor to Student Ratio: 1:36 Time of Instruction: 1 hr, 0 mins Media: Large Group Instruction NOTE: Instructor will inform students that they will be required to chose (26 listed) a topic from the topic roster for their briefing. Information: The information briefing delivers information in a form the audience can understand and use. It does not include conclusions or recommendations. It does not require decisions. Mission: A mission briefing’s goal is to secure a coordinated or unified effort toward accomplishing the mission. It often involves the exchange of information, the announcement of decisions within a command, the issuance of directives, or the presentation of guidance. Staff: The staff briefing may have characteristics of information briefings, decision briefings, and mission briefings. The purpose of a staff briefing is to coordinate unit efforts by informing the commander and staff of the current situation. Decision: A decision briefing obtains an answer to a question or results in a decision on a course of action. It presents the recommended solution resulting from analysis or study of a problem or problem area.

CHECK ON LEARNING Which of the following is NOT a type of military briefing? Staff Mission Decision Information None of the above SHOW SLIDE: CHECK ON LEARNING E-None of the above C-8-10 minutes

INFORMATION BRIEF FORMAT Introduction – greeting, purpose, outline, references Body – major points, transitions, BLUF Closing – Summary, questions, conclusion SHOW SLIDE: INFORMATION BRIEF FORMAT The information briefing focuses on the clear and useful communication of facts and information. The information will always have a background: how current it is, how reliable it is, and why you are communicating it—including how it meets the needs and expectations of those you are briefing. Examples of information appropriate for an information briefing include: • high-priority or time-sensitive information requiring immediate attention • complex information, including complicated plans, procedures, systems, situations, statistics, and charts requiring detailed explanation • controversial information requiring elaboration and explanation. Time: Between 8-10 Minutes

CHECK ON LEARNING How long should the information brief format be? 5-6 minutes 6-8 minutes 8-10 minutes 15-20 minutes SHOW SLIDE: CHECK ON LEARNING E-None of the above C-8-10 minutes

CONSTRUCTING SLIDES Background & font – use contrasting colors Slide titles & continuation slides How to construct bullets Use of text & animations SHOW SLIDE: CONSTRUCTING SLIDES

Bad Background Example of Poor Background Hard on Eyes Indistinguishable Text SHOW SLIDE: BAD BACKGROUND

BULLETS Use clear and concise bullets Bullets should guide the discussion Use no more than two lines per bullet Use san serif font Don’t use all caps SHOW SLIDE: BULLETS

36, ALL CAPS, BOLD, ARIAL Types/Font to be used during presentation: Major Bullet (Arial, 32, Upper/Lower) Sub bullet (Arial, 28, cap first word only) Second sub bullet (Arial, 24, cap first word only)

THIS IS A BAD TITLE THAT HAS FAR TOO MUCH TEXT AND RAMBLES ON AND ON WITHOUT TELLING THE AUDIENCE ANYTHING SHOW SLIDE: USING SLIDES EFFECTIVELY

Too Much Animation “BELOW THE ZONE” “PRIMARY ZONE” “ABOVE THE ZONE” 1st Time – Only Outstanding Officers “PRIMARY ZONE” 2d Time – Normal Career Progression “ABOVE THE ZONE” 3d Time – Last Chance SHOW SLIDE: TOO MUCH ANIMATION

CHECK ON LEARNING Which of the following is NOT true when constructing slides/briefings? Major Bullet (Arial, 32, Upper/Lower) Sub bullet (Arial, 28, cap first word only) Second sub bullet (Arial, 24, cap first word only) None of the above SHOW SLIDE: CHECK ON LEARNING D-None of the above

DELIVERY Avoid filler words Maintain eye contact (1 of 2) Avoid filler words Maintain eye contact Watch for audience reaction Stay confident and motivated Rehearse – key to success SHOW SLIDE: DELIVERY (1 OF 2)

DELIVERY Utilize classroom space – minimize hiding behind the podium (2 of 2) Utilize classroom space – minimize hiding behind the podium Use a pointer, not your hand Natural body movements Engage the audience SHOW SLIDE: DELIVERY (2 OF 2)

ADDRESSING QUESTIONS Anticipate questions Be courteous – listen & look Minimize interruptions Answer honestly and briefly SHOW SLIDE: ADDRESSING QUESTIONS

CHECK ON LEARNING Which of the following is / are delivery techniques? a. Avoid filler words (ONLY) b. Maintain eye contact (ONLY) c. Watch for audience reaction (ONLY) d. All of the above e. Both a and b SHOW SLIDE: CHECK ON LEARNING D - All of the above

TIPS FOR SUCCESS Use a time keeper Use notes, but don’t rely on them Pre-combat checks – be familiar with automation Rehearse! SHOW SLIDE: TIPS FOR SUCCESS

SUMMARY Types of briefs Information brief requirements Slide construction Presentation and delivery Tips for success SHOW SLIDE: SUMMARY

QUESTIONS/CONCLUSION SHOW SLIDE: QUESTIONS/CONCLUSION

TERMINAL LEARNING OBJECTIVE LESSON OUTCOME: This lesson provides an overview of doctrinal responsibilities, philosophies, and objectives for conducting information briefs. At the conclusion of this block of instruction, students will be able to properly construct and conduct an information brief. Army Learning Areas (ALAs) – General Learning Outcomes (GLOs) Mission Command – GLO 5 Human Dimension – GLO 7, 8 Professional Competence – GLO 13 & 14 TERMINAL LEARNING OBJECTIVE: Action: Prepare Information Brief Conditions: Given access to ADP 6-22 (Army Leadership), ST 22-2 (Writing and Speaking Skills for Leaders at the Organizational Level), DA Pam 600-67 (Effective Writing for Army Leaders) and awareness of Operational Environment (OE)/Contemporary Operational Environment (COE) variables and actors. Standard: Apply the principles of effective communication to written requirements and oral briefings in accordance with the SALT CGSC Rubric. SHOW SLIDE: TERMINAL LEARNING OBJECTIVE, LESSON OUTCOME, ALAs and GLOs NOTE: Restate Terminal Learning Objective (TLO) requirements, state Lesson Outcomes and ALAs and GLOs. Learning Step / Activity 2. Conduct military briefings Method of Instruction: Practical Exercise (Performance) Instructor to Student Ratio: 1:36 Time of Instruction: 18 hrs, 0 mins Media: Large Group Instruction