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

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

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

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

5. 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.

6. 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

7. 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

8. 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

9. 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.

10. Training Domains: Institutional Operational Self-Development

11. 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.

12. 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

13. 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.

14. 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

15. 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.

16. Mission Essential Task List

17. 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.

18. 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

19. 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

20. 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

21. 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.

22. 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.

23. 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.

24. 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.

25. 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.

26. 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.

27. 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.

28. 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.

29. 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

30. 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.

31. 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.

32. 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.

33. 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.

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

35. 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

36. 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

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

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

39. 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

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

41. 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.

42. 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).

43. 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

44. 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.

45. 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

46. Lesson Plan

47. 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

48. 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.

49. 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

50. 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

51. 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

52. 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

53. 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.

54. 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.

55. 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.

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

57. Presentation

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

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

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

61. Effective Training
Questions?

62. Assignment of Lesson Plan Topics
Effective Training
Assignment of
Lesson Plan Topics