Developing And Presenting Professional Military Education Basic NCO Course Effective Training: Developing And Presenting Lesson Plans

Effective Training REFERENCES FM 7-22.7: Army Noncommissioned Officer Guide (Chapter 4) FM 7-0: Training for Full Spectrum Operations AR 350-1: Army Training and Leader Development TP 350-70-7: Army Educational Processes Army Basic Instructor Course (ABIC)

Overview Training Roles Training Domains Mission-essential Task List (METL) Assessment Training Objectives Training Strategies Planning Preparation

Overview Execution Standards Characteristics of Effective Training ADDIE Process Lesson Plan Presentation

Training Roles Commanders: Ultimately responsible for the training, performance, and readiness of their Soldiers All leaders are responsible for training units Leaders ensure their organizations are trained and mission-ready.

Training Roles NCOs: Responsible for care and training of Soldiers Command sergeants major, first sergeants, and other key NCOs select and train specific individual and small-unit tasks Help identify unit collective tasks All these tasks support the organization’s mission-essential tasks

Training Roles NCOs: Supervise and evaluate training Focus on the skills and knowledge Soldiers need to develop fundamental competencies Integrate new Soldiers into organizations and develop them professionally First-line leaders train Soldiers to conduct individual tasks

Training Roles NCOs: Emphasize standards-based, performance- oriented training Cross-train subordinates to reduce the effects of unit losses and develop future leaders CSMs, 1SGs, and other senior NCOs coach junior NCOs and junior officers to help them master a wide range of individual tasks

Training Roles NCO Training Tenents: Training is a primary duty of NCOs Identify Soldier, crew, and team tasks Provide and enforce standards-based, performance-oriented, mission-focused training Sustain strengths and improve weaknesses Develop junior NCOs and help officers develop junior officers.

Training Domains: Institutional Operational Self-Development

Training Domains Institutional: Schools and training centers Train on individual tasks that support unit’s core mission-essential tasks. Train on critical tasks in full spectrum operations Only then begin training in the operational training domain.

Training Domains Operational: Assignments build on individual skills Introduce skills required by specialty Master collective tasks that support the unit’s mission-essential tasks Multiple unit training assemblies (MUTA) exercises, and operational deployments provide additional experiences

Training Domains Self-Development As important as other individual training Allows individuals to expand knowledge and experience to supplement training Enhance skills needed for a current position or prepare for future positions Individuals are responsible for their own professional growth and opportunities.

Mission Essential Task List Mission Essential Task List (METL) Focal point for planning, execution and assessment of training NCOs link the collective METLS and the leader and soldier tasks that support them NCOs responsible for training soldier tasks

Mission Essential Task List Mission Essential Task List (METL) Commanders and staffs assess the unit’s state of training in terms of the METL After the commander designates the collective METL, CSM and senior NCOs develop supporting individual task list for each mission essential task.

Mission Essential Task List

Assessment Training assessments provide focus and direction to planning by identifying training tasks that are new, where performance needs improvement, or where performance needs to be sustained. Training assessments provide commanders with a starting point for describing their training strategy.

Assessment Unit assessment : Developed using evaluations, reports, leader books, or records. Continuous process Formal assessment is usually conducted at start of planning phases and after MUTAs Used to update unit goals and objectives Influenced by future events, e.g. turnover

Assessment Training assessment: Required for each METL task, team collective task, and each mission task Snapshot of the unit's current soldier, leader and collective task proficiency. Comparison of task proficiency with VDF standards

Training Objectives Task: clearly defined and measurable activity by individuals and organizations. Conditions: variables of operational environment or situation in which a unit or individual is expected to operate and may affect performance Standard: quantitative or qualitative measure for specifying the levels of performance of a task

Training Strategies Tasks to be trained. Training audience. Training objectives. Order in which the tasks are to be trained, given limited time and other resources. Frequency at which tasks are trained.

Training Strategies Types of events used to create conditions for training tasks. Conditions under which the tasks are to be trained. Resources required to execute the training strategy. Alternative ways of training tasks.

Planning Units develop plans to attain proficiency in the mission-essential tasks Commanders determine a training strategy for the unit and prepare training plans. Includes training events, allocating time and resources, and coordinating support. Commanders perform long-range, short-range, and near-term planning.

Planning Links the METL with the preparation, execution, and assessment of training. Centralized, coordinated planning develops METL-based training at all unit echelons. Involves continuous coordination from long- range planning, through short-range and near- term planning.

Preparation Publication of the training schedule. Detailed coordination and pre-execution checks continue until the training is performed. Prepare personnel, facilities, equipment and materials. Trainers rehearse preparations and review tasks and subtasks to be covered during training.

Preparation Trainer: Review references and lesson plan Prepare a Task & Evaluation Outline Gather and prepare training support items, equipment and supplies, and Training Aids Conduct a reconnaissance of training site. Prepare the soldiers for training.

Preparation Commanders and leaders: Identify weak points in the training plan. Teach effective training techniques and coach Ensure all safety and environmental considerations are met. Determine how trainer will evaluate soldiers' or unit's performance at the end of training for compliance with the training objective.

Preparation Commanders and leaders: Assess subordinate trainer competencies and provide developmental feedback to them throughout the training preparation and execution process. Give them confidence in their ability to train.

Execution Senior NCOs: Get soldiers, subordinate leaders and units to the training sites Pre-training inspections and checks Prerequisite training is completed Leaders are trained and prepared to train teams Train the trainers

Execution Senior NCOs: Ensure training has realistic number of tasks Train to standard and meet training objectives Allow schedule time to repeat tasks not performed to standard the first time. Ensure soldiers properly motivated and well led Soldiers are present and accounted for.

Execution NCOs are the primary trainers: Account for their soldiers Plan appropriate time to train tasks to standard Conduct a rehearsal Conduct appropriate prerequisite training. Ensure training is conducted to standard. Retrain soldiers when standards are not met.

Standards Leaders emphasize accomplishing training to standard by identifying the standard and demanding that soldiers meet those standards Leaders ensure soldiers understand when they have not performed training to standard. Leaders must allow sufficient time to retrain the task until it can be performed correctly. Leaders challenge individuals and units by varying training conditions.

Standards Standards-based training: Leaders know and enforce standards. Leaders define success where standards have not been established. Leaders train to standard, not to time.

Effective Training Characteristics of Effective Training: Standards-Based Well-structured Efficient Effective Challenging

Effective Training Standards-Based: Complies with doctrine and is correct Not stifle innovation and prudent risk taking Field manuals and other training publications provide information Evaluate training results Support collective training objectives

Effective Training Well-Structured: Contains a mixture of initial, sustainment, and improvement training events Consists of a mix of individual and leader tasks incorporated into collective tasks Organizes and sequences training events to allow units to meet their training objectives

Effective Training Efficient: Makes the best use of training resources. Makes the best use of everyone’s time.

Effective Training Effective: Builds proficiency, teamwork, confidence, and cohesiveness Allows commanders and their organizations to achieve their training objectives

Effective Training Challenging: Competitive Compete to achieve the prescribed standard Alter conditions to make the task more challenging. If the standard is not achieved, trainers take corrective actions and repeat the training Training is done to standard, not to time

A-D-D-I-E-: Analysis Design Development Implementation Evaluation ADDIE Process A-D-D-I-E-: Analysis Design Development Implementation Evaluation

ADDIE Process Analysis Link between identifying the educational requirements and developing the instruction. Curriculum developer determines what must be taught and how the content can be taught effectively with the available resources.

ADDIE Process Design: Uses the results of the analysis phase to help identify the lesson components. Topic lists are translated into major topics which become terminal learning objectives (TLOs) and minor topics which become enabling learning objectives (ELOs).

ADDIE Process Development: ELO standards and lesson content outline are converted into an actual lesson plan Gather references and materials and select or develop media and methods of instruction Before developing any materials, review the goals and learning objectives to ensure the course or lesson meets the learning outcomes

ADDIE Process Implementation: Emphasizes the planning components required to teach the course Two components: 1. Ensure instructors/facilitators understand the course vision, content, and delivery methodology, and are ready to teach. 2. Actual conduct of the course.

ADDIE Process Evaluation: Continuous analysis to determine the effectiveness and value of course or program Not same as student assessment Consists of both formative and program evaluations Formative evaluation is the internal look at the process during course development

Lesson Plan

Lesson Plan When Will Training Be Given: Be specific or indicate “to be determined” Who Will Be Trained: Tailored to audience Training Location: Be specific or indicate TBD. Prep the location. Principal And Assistant Trainers: Be specific or indicate TBD. Trainers will need all necessary materials and need to practice and coordinate

Lesson Plan Training Aids: May include a MS PowerPoint presentation, flip chart, actual equipment or supplies to be used, displayed items, flash cards for practice, hand-outs, and a test References: Cite Army field manuals, training publications, VDF regulations, commander’s memos, or other definitive source End Of Block Test: Indicate whether students will have a practical, oral, or written exam.

Lesson Plan Task: Identify from the METL Conditions: Method, whether as a lecture with MS PowerPoint, equipment or a FTX Training Standard: Desired level of ability Intermediate Training Objectives: Identify stepping-stone skill that will be required in order to reach the Training Standard

Lesson Plan Sequence of Activity and Estimated Time: Indicate each section of outline and time required for each section. Add individual times for total time, including breaks and tests Safety Instructions: Indicate how any safety concerns may be mitigated or handled Additional Comments and Information: Provide any other note that may be required and was not included in any other section

Presentation Adults as Learners: Adults are autonomous and self-directed: actively involve them in the learning process and serve as facilitators for them Adults need to connect learning to work and family experiences and knowledge Adults are goal-oriented: want a program that is organized and has clearly defined elements

Presentation Adults as Learners: Adults are relevancy-oriented: must see a reason for learning something and be applicable to work or responsibilities Adults are practical, focusing on the aspects of a lesson most useful to them in their work Adults need respect: acknowledge their experiences and allow to voice their opinions

Presentation Handling Your Anxiety: Be prepared: know your content and your audience, do your homework up-front. Practice, practice, practice: practice on feet, in mirror, with aids, and time your presentation Don’t rush on the day of your presentation: Make sure your uniform is squared away and that you have all of the materials you need.

Presentation Handling Your Anxiety: Do run-through in morning: rehearse your opening and close, or anything complicated Arrive early: scope out room, greet people, and check your audio visual equipment Drink water not caffeine: helps vocal cords Take deep breaths: eliminate the adrenalin rush that makes you feel nervous.

Presentation Handling Your Anxiety: Release nervous energy: head rolls. Have notes available: not in your hand Picture success: do not rush to get through Open with a joke: this will relax you. Be yourself: most successful speakers are genuine and real.

Presentation Verbal Presentation: Pitch Pace Pauses Projection Pronunciation No crutch words ( “like” and “you know”)

Presentation

Evaluation Content (Substance and Organization) Introduction: Greeting, Purpose, References, Procedure / Outline Body: Accuracy/completeness, support/significance, sequence, transition Closing: summary, questions, conclusion

Evaluation Delivery (Style) Physical behavior: eye contact, movement, gestures Speaking voice Vocabulary Enthusiasm/Confidence

Correctness Visuals/Slides/Graphics Format Content Handouts Evaluation Correctness Visuals/Slides/Graphics Format Content Handouts

Effective Training Questions?

Assignment of Lesson Plan Topics Effective Training Assignment of Lesson Plan Topics