...TA 600-BNCOC/05-002 THE ARMY TRAINING SYSTEM (TATS) COURSEWARE BNCOC SOLUTION TO PRACTICAL EXERCISES BASIC NONCOMMSSIONED COURSE PHASE I PREPARED BY UNITED STATES ARMY SERGEANTS MAJOR ACADEMY FORT BLISS, TEXAS 79918-8002 FOR THE ARMYY SCHOOL SYSTEM (TASS) INSTITUTIONS FIELDING DATE: OCT 04 THIS PAGE INTENTIONALLY LEFT BLANK BNCOC SOLUTION TO PRACTICAL EXERCISES PFN T321 T342 L327 L326 L330 L335 L328 L333 L336 L324 L338 L340 T323 W326 W332 T341 W323 W325 W321 W322 Table of Contents The Risk Management Process Cultural Awareness Considerations Enforce the Equal Opportunity Program Communicate Effectively in a Given Situation The Army Writing Style Develop Subordinate Leaders in a Unit Counsel Subordinates The Noncommissioned Officer Evaluation Reporting System Motivate Subordinates to Accomplish Unit Mission Ethical Behavior Apply the Ethical Decision-Making Method at Small Unit Level Develop a Cohesive Team Training Management at the Squad Level Intelligence and Electronic Warfare (IEW) Operations Establishment of a Check Point Casualty Evacuation Troop Leading Procedures Squad Tactical Operations Graphics and Overlays Plans, Orders, and Annexes THIS PAGE INTENTIONALLY LEFT BLANK U.S. ARMY SERGEANTS MAJOR ACADEMY (BNCOC) OCT 04 BNCOC SOLUTION TO PRACTICAL EXERCISES BNCOC BNCOC Stand Alone Common Core THIS PAGE INTENTIONALLY LEFT BLANK T321 PRACTICAL EXERCISE SHEET T321 Title Lesson Number/Title Introduction OCT 04 THE...
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...U.S. ARMY SERGEANTS MAJOR ACADEMY (FSC) P661 1 June 06 MONITOR UNIT AND INDIVIDUAL FITNESS TRAINING PROGRAMS PRERESIDENT TRAINING SUPPORT PACKAGE THIS PAGE LEFT BLANK INTENTIONALLY PRERESIDENT TRAINING SUPPORT PACKAGE (TSP) TSP Number / Title Effective Date Supersedes TSP(s) / Lesson(s) TSP Users Proponent Improvement Comments P661 / MONITOR UNIT AND INDIVIDUAL FITNESS TRAINING PROGRAMS 01 Jun 2006 P661, Monitor unit and individual fitness training programs, Jun 05 521-SQIM (DL), First Sergeant 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 DCF 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 student with a standardized lesson plan for presenting instruction for: Task Number Task Title 071-990-0007...
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...INSTRUCTION: 1.5 Hours NOTE: Near the end of this block is Practical Exercise #1. The purpose of this exercise is to allow soldiers the chance to think about and make decisions about what constitutes examples of prejudice, racism, sexism and discrimination by selecting various behaviors and categorizing them. You should have enough copies of the exercise for each student. If you wish - depending upon group size - you may want to break them into groups and allow the groups to work together. The Star Power Exercise is also recommended to reinforce this block of instruction. You should plan on allowing three hours for this exercise. If you do not possess the Star Power exercise, then you should find another exercise that will demonstrate the concept of power to your students. You may find a suitable video or film at your local TASC that would demonstrate the principles of power or the abuse of power that would serve well. However, Star Power is strongly recommended as the best means to reinforce this block of instruction to the group. LEAD-IN: Hopefully, blatant incidents of discrimination in the Army today are a rare occurrence, rather than a common one as in times past. However, recognizing isolated incidents may still occur, and to fully safeguard against discrimination, we must understand some of the factors involved in discrimination. As the EOL for your unit, you should always be alert to what types of behaviors can directly and indirectly...
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...Basic Noncommissioned Officer Course (BNCOC) L326 Communicate Effectively in a Given Situation Training Support Package |TRAINING SUPPORT PACKAGE (TSP) | | | [pic] |TSP |L326 / COMMUNICATE EFFECTIVELY IN A GIVEN SITUATION | |Number/ | | |Title | | [pic] |Effective |20 Jul 2015 | |Date | | [pic] |Supersedes |C303, Communicate Effectively in a Given Situation, Oct 03. | |TSP(s) / | | |Lesson(s) ...
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...OPERATIONS Offense Offense Stability Stability Defense Defense Offense Stability Defense Offense Stability Defense Aim point for Army training and leader development Slide 3 Meeting the Challenges • Challenges: – Where Army forces will operate? – What the mission will be? • Core METLs or CMETLs Slide 4 Change in Mindset • Step one – Cdr to Cdr dialog to discuss: – Training condition & corresponding – – – resources Proportion of efforts (Offense, defense, stability, and civil support) Risk to readiness Training focus to prepare for directed mission Slide 5 Change in Mindset (cont) • Step two - Training briefing during which the senior commander enters into a “contract” with subordinate commanders addressing: – Task to be trained – Training conditions – Risk associated with training – Resource requirements Slide 6 Stability Tasks • Provide essential services and support • Sustaining proficiency in offensive and defensive operations • Collecting accurate bottom-up intelligence • Receiving and acting on top-down intelligence at the tactical level Slide 7 Unit Training Conditions • Realistically replicate the projected operational environment • OPFOR conditions should incorporate – Cultures – Languages – key leaders in the projected AO...
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...Values, Attitudes, Behaviors and Beliefs. 2. Explain the importance of beliefs, values and norms. 3. Explain the value system and the significance of the socialization process. 4. Explain Louis Rath’s seven value criteria. 5. Explain cognitive dissonance and ways to reduce it. TYPE OF INSTRUCTION: Instruction and Small Group Discussion TIME OF INSTRUCTION: 2 Hours LEAD IN: The Army is probably the largest and most diverse organization in the country with an ethnic and racial makeup most reflective of American society. Each individual brings a set of values and attitudes that have been cultivated over many years. Additionally, these values and attitudes are still being shaped and refined with each new experience. Many of you have strong memories about recent events in your lives, such as promotion, schooling, a new baby, or a transfer. These events and ones yet to come, serve to shape your values and attitudes for the future. However, values and attitudes do not automatically change just because someone puts on an Army uniform. Some values and attitudes, when coupled with a lack of awareness, or insensitivity about others that are different from ourselves, can produce confrontations, anger, and even violence. It is imperative all soldiers and civilian employees recognize and manage their differences so they do not interfere with the Army's mission effectiveness or ability to fight and win on the battlefield. PART I. VALUES ...
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...What Makes an Army Leader Practical Exercise Student Handout Extracted Material from Task 158-C-1230 | |This student handout contains one page of extracted material from the following publication: | | |Task 158-C-1230, Apply the Ethical Decision Making Method at Small Unit Level | | | | | | |Disclaimer: The training developer downloaded the extracted material from the General Dennis J. Reimer Training and| | |Doctrine Digital Library (https://atiam.train.army.mil). The text may contain passive voice, misspellings, | | |grammatical errors, etc., and may not be in compliance with the Army Writing Style Program. | Apply the Ethical Decision Making Method at Small Unit Level 158-C-1230 Conditions: As a leader faced with a situation which requires you to make an ethical decision. Standards: Resolved the situation ethically by appropriately applying the Ethical Decision Making Method FM-1 FM 6-22 AR 600-100. Training and Evaluation Guide Performance Steps: 1. Clearly define the ethical problem. 2. Employ applicable laws and regulations. 3. Reflect on the ethical values and their ramifications. 4. Consider...
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...Army Aviation, are we truly a Profession? More Than a Title It would seem on the surface a silly question to ask if Army Aviation is a profession. After all, Army Doctrine Reference Publication (ADRP) number 1 is “The Army Profession.” Perhaps, the Army title of “profession” is simply a self-nominated descriptor, like someone giving themselves their own nickname. If we call ourselves professionals than maybe, that is what we will be perceived to be? However, just like self-given nicknames, they do not stick if the name does not suit one's personality. Perhaps the Army and Army Aviation calling itself a profession merely masks its own true bureaucratic personality. Ideally, if we think of ourselves as professionals, we will act like...
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...DEPARTMENT OF THE ARMY ENTER UNIT NAME AFVB-XB-F 15 January 2012 MEMORANDUM FOR SUBJECT: Initial Counseling/ Philosophy 1. The purpose of this counseling is to provide you with the information about my philosophy on leadership, standards and expectations. I have tremendous expectations of you as a Bradley Gunner in this platoon. I am confident that you will not have any difficulty implementing and accomplishing what is expected as long as we work together as a team. Always remember, there is no “I” in “TEAM”! As a leader, I owe you the opportunity to perform to the best of your abilities. By the same token, I will not do your job for you. Always do what is right not what is easy and when no one is looking. 2. I am proud and honored to be your Section Leader. My goal is to ensure this section is the best Infantry Section in the Army (and I mean it)! Your job as a Bradley Gunner is tough and demanding. I understand this because I once was where you are today. 3. LEADERSHIP: Effective leadership can sometimes appear strange because there are no set rules or formula to guide you. Every soldier’s (regardless of rank) personality is different. Therefore, I place the utmost trust and confidence (until proven lost) in the abilities of my leaders and charge them to effectively lead, develop and take care of soldiers entrusted to them. I will delegate and give as much responsibility as any soldier can handle and is willing to accept. I manage by observing; asking questions...
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...DEPARTMENT OF THE ARMY YOUR UNIT YOUR BASE AFVB-XB-F 26 March 2012 MEMORANDUM FOR SGT SMITH SUBJECT: Motor SGT Initial Counseling/ Philosophy 1. The purpose of this counseling is to provide you with the information about my philosophy on leadership, standards and expectations. I have tremendous expectations of you as a Motor sergeant in this company. I am confident that you will not have any difficulty implementing and accomplishing what is expected as long as we work together as a team. Always remember, there is no “I” in “TEAM”! As a leader, I owe you the opportunity to perform to the best of your abilities. By the same token, I will not do your job for you. Always do what is right not what is easy and when no one is looking. 2. I am proud and honored to be your Motor Sergeant. My goal is to ensure this Team is the best MST in the Army (and I mean it)! Your job as a Squad Leader is tough and demanding. I understand this because I once was where you are today. 3. LEADERSHIP: Effective leadership can sometimes appear strange because there are no set rules or formula to guide you. Every soldier’s (regardless of rank) personality is different. Therefore, I place the utmost trust and confidence (until proven lost) in the abilities of my leaders and charge them to effectively lead, develop and take care of soldiers entrusted to them. I will delegate and give as much responsibility as any soldier can handle and is willing to accept...
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...yet confusing. Over the years I have participated in many informal and formal courses that have introduced leadership, intelligence and personality tools that were to access ones style, attribute and I.Q. Needless to say, most of these tools were point on and at other times way off base. What I confidently state is that reflecting back from the start of this class to now, I have gained and reaffirmed some beliefs about management, leadership and my style of performing both those task. My initial belief of my leadership/management style was to treat individuals as the way you would like to be treated or observe and do exactly as the manager before you to continue status quo. That was the thought of a young inexperienced manager. This reflects back on a previous assignment asked in the course, “ Can management be taught”? From here my answer was derived from that management can be taught but also it takes on practical observance and operation to fully implement and develop a style. My personal definition for management is to help others to achieve their outcomes and to put them in the position possible to do it. Managers have the ability to assist employees, control or filter situation, make judgments and overall steer the unit through the turbulent its process and procedures to achieve its desired organizational goals. Managers also when given the latitude can be responsible for providing mentoring, motivation, candid and forthright...
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...Harassment Checklist. 7. Explain the Techniques to Deal with Sexual Harassment. 8. Explain the Administrative Actions. TYPE OF INSTRUCTION: Instruction and Small Group Discussion TIME OF INSTRUCTION: 4 Hours NOTE: You must ensure you have a video player and monitor to show the video on the prevention of sexual harassment (Pin Number 170876, ICN: TVT-20-1996) produced by the Department of the Army in 1996. This tape is available from your EOA or TASC. It is recommended this video be shown at the beginning of the block of instruction, but stop it before showing the vignettes. By showing the first portion of the video at the beginning, the students will already be familiar with many of the concepts and terms you are going to be instructing. This should make the learning process easier for them during your instruction. After the block of instruction, and the practice exercise is completed, then show the vignettes. The responses from the group while stopping after each vignette for discussion will ensure learning occurred, and serve to clarify what constitutes sexual harassment in the student’s minds. The video facilitating guide is located enclosed immediately following this lesson plan. LEAD-IN: During recent years, the controversial subject of sexual harassment has been brought to the public’s attention by such events as the Clarence Thomas-Anita Hill hearings, the Tailhook Convention incident, Aberdeen Proving Grounds and reported incidents at various...
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...Army Regulation 350–1 Training Army Training and Leader Development Rapid Action Revision (RAR) Issue Date: 4 August 2011 Headquarters Department of the Army Washington, DC 18 December 2009 UNCLASSIFIED SUMMARY of CHANGE AR 350–1 Army Training and Leader Development This rapid action revision, 4 September 2011-o Implements the Don’t Ask, Don’t Tell Repeal Act of 2010 by deleting all references to developing and conducting training concerning the Army’s Homosexual Conduct Policy (paras 2-21p and 2-22k.) o Rescinds paragraphs 2-6r, 2-46ac, and G-14e.) o Makes administrative changes (app A: marked obsolete forms and publications; corrected forms and publication titles; and corrected Web site addresses; glossary: deleted unused acronyms and corrected titles/abbreviations as prescribed by Army Records Management and Declassification Agency). *Army Regulation 350–1 Headquarters Department of the Army Washington, DC 18 December 2009 Effective 18 January 2010 Training Army Training and Leader Development History. This publication is a rapid action revision (RAR). This RAR is effective 20 September 2011. The portions affected by this RAR are listed in the summary of change. Summary. This regulation consolidates policy and guidance for Army training and leader development and supports a full-spectrum, force protection, expeditionary Army. Applicability. This regulation applies to the active Army, the Army National ...
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...art of war aims to impose so much stress on enemy soldiers that they lose their will to fight. Both sides try to do this and at times accept severe stress themselves in order to inflict greater stress on the enemy. To win, you must control combat stress. The word “control” is better than the word “manage” to emphasize the active steps that leaders, supporting personnel, and individual Soldiers must take to keep stress within an acceptable range. This does not mean that control and management are mutually exclusive terms. Management is, by definition, the exercise of control. Within common usage, however, and especially within Army usage, management has the connotation of being a somewhat detached, number–driven, higher echelon process rather than a direct, inspirational, leadership process. Stress is the body’s and mind’s process for dealing with uncertain change and danger. Elimination of stress is both impossible and undesirable in either the Army’s combat or peacetime missions Combat and Operational Stressors Combat and operational stress will affect you and your Soldiers throughout your military careers. But, as a leader you must learn and teach your Soldiers to recognize the symptoms, and take steps to prevent or reduce the disruptive...
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...* DRILL SERGEANT PROGRAM Standardized Physical Training (SPT) and Drill & Ceremonies (D&C) Module Book Prepared by: Drill Sergeant Program Proponent Fort Jackson, SC 29207 * * This Module Book supersedes the version dated 26 April 2003. 1 March 2005 TABLE OF CONTENTS PAGE Preface ………………………………………………………………………............ 5 History of the Drill Sergeant...................................................................................... 6 History of the Campaign Hats................................................................................... 7 Drill Sergeant Identification Badge........................................................................... 8 Drill Sergeant Creed...................................................................................................9 Soldiers Creed………………………………………………………………………. 10 FORMATIONS 11 Instructional Formation..............................................................................................12 U-Formation………………………………………………………………………... 13 Extended Rectangular Formation............................................................................... 15 STANDARDIZED PHYSICAL TRAINING 17 Conditioning Drill I Bend and Reach...
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