2012/13

MINSTERY OF NATIONAL DEFENSE

FORCE
TRAINING MAIN DEPARTMENT

MILITARY TRAINING
MGHAMA METHODOLOGY
MODULE

BY DANA DESTA (2nd LT& B.A)

 Course Description
The method of military instruction course is offered to the officer cadets
to equip with the methodology of training members of the unit they
command as officers. In the instruction course the officer cadets will be
enabled to grasp basic principles of training and use the basic principles
as guidelines for successful training. The training processes they are
expected to go through will be from simple to difficult tasks and
permitting development. The trainers themselves, there should be
scenarios that simulate real life battle and fighting situations. The
instruction method depending on the lesson contents and learning and
training situation that appropriate methods to use can be lecture.
Discussion, Demonstration practical activates, before getting in to
teaching and training sit-upon, a leader should identity the necessary
teaching aids to be used. The leader should be providing with knowledge
and skills of identifying, Preparing and improving training.
Course Objectives
The overall objective of this course is to acquire officer cadets with the
basic component of military teaching and instruction method. It signifies
with particular reference to tactics, Physical exercise, Drill and Weapon.
Thus, after successfully covering this course, officer cadets will be able
to:-

Help military instructor to select his teaching methods, devices and

technique if he considers the various conditions under which learning and
training takes place.
Gain the basic military knowledge and training background essential for
officers.
Acquire the mental, moral, physical and leadership attribute essential to his
progressive and continued development as an officer.
Course Outline
Chapter one: The Aim and importance of Military Training
1.1 Military Training
1.2 The Importance of Training
1.3 Principles of Military Training
Chapter Two: Categories of Military Training
2.1 Principles of Military Training
2.2 Individual Training
2.3 Team Training
2.4 Collective Training
2.5 Operationally Specific Training
2.6 Command Training
2.7 Training progression
Chapter Three: Methods and Stage of Instruction
3.1 Purpose of Military Instruction
3.2 Value of Instructions in the Army
3.3 Lesson Chapter and Training Program
3.4 Methods Military Instruction
3.5 Classification of Methods of Instruction
3.6 Stages of Instructions
Chapter Four: Training Program
4.1 Fundamentals Influencing Training Program
4.2 Method of Drawing up a Training Program
Chapter Five: The Conduct of Training
5.1 Conduct and Evaluation
5.2 Confirming and Validating Training Effectiveness and
Efficiency
Chapter Six: The Concept of Training
6.1 The Training Environment
6.2 Training process
6.3 Training Aids
6.4 Elements of Training
6.4.1 Instructor
6.4.2 Trains

Chapter Seven: Training Safety

7.1 Range and Training Area Safety
7.2 Weapon and Ammunition and Explosive Safety Training
7.3 Medical Consideration
 MILITARY TRAINING METHODOLOGY

CHAPTER ONE

THE IMPORTANCE OF MILITARY TRAINING METHODOLOGY

1. General In some walks of life Military Training can be a minor activity

to which relatively little time is allocated. The main preoccupation is often with the
core business, manufacturing goods or providing professional services. In the Army
on the other hand, the core business is fighting wars or keeping the peace. The
Main aim of this Discipline is to give you an insight in the methodology of Military
Training. Any army exists for one reason to serve the Nation. From the earliest days
of its creation, the Army has embodied and defended the countrys way of life and its
constitutional system of government.
2. The most important element in a training situation is the Trainer. The Trainer
who is enthusiastic, energetic and genuinely interested in both the subject and
getting his or her message across will evoke the greatest response from the trainees.
The trainer who lacks interest in training, who has little or no enthusiasm for the
subject of the training and who merely goes through the motions of training is a
failure. Such a trainer wastes not only his or her own time but also that of the
trainees. The inept trainer is quickly identified by the trainees, who react with
inattention, lassitude, undisciplined behavior and absence from training sessions.

3. Successful training that which produces the desired result - lies almost entirely in the
hands of the trainer. In the trainer's hands lies the heavy responsibility for ensuring that the
trainees achieve the maximum possible from the training.
4. A measure of the success of training is the relationship that develops between trainer
and trainees. In a sound, productive training situation there is mutual respect and trust
between them, with the trainer taking care to ensure that even the weakest trainee performs
to the highest possible level, and the trainees feeling a desire within them to achieve. In this
situation the trainer is the motivator and the trainees are the motivated.

THE AIM OF MILITARY TRAINING METHODOLOGY

5. General The ultimate object of all Training is to ensure Military success.

Training provides the means to practice develop and validate, within constraints, the
practical application of a common doctrine. Equally importantly, it provides the basis
for schooling Commanders and Staffs in the exercise of command and control
respectively. Training should be stimulating, rewarding, and inspire Subordinates to
achieve greater heights.

6. A valuable by-product of good Training is the fostering of team work and the
generation of the forces confidence in 1-3 Commanders, Organizations, and in
doctrine, a necessary pre-requisite of achieving high morale before Troops is
committed to operations. Military Training develops Individuals, Groups, and
formations so that they can contribute to that success in the fullest possible way. The
Training should reflect the ethos and doctrine to which the Army subscribes.

7. Definition of Military Training Methodology. There is sometimes confusion in

peoples minds about what Military Training means and encompasses, and what is
relationship is to education. Training is distinct from education. Although the two overlap.
Most Training contains an element of education and vice versa. Both contribute to
development. The Oxford English Dictionary defines these key elements as:
a) Military Training: a discipline and instruction directed to the
development of powers or formation of character systematic
instruction and exercise in some artprofession or occupation,
with a view to proficiency in itmilitary drill.
b) Education culture or development of powers, formation of
character, as contrasted with the imparting of mere knowledge or
skills.
 c) Developmentthe bringing out of latent capabilitiesgradual
advancement through progressive stages, growth from within
OED 1989Ed (The Oxford English Dictionary) there is a great merging
of these concepts in the Military sphere than elsewhere, and the
term Training is used here to cover Military Training Education in
support of Training, and Development.
Military Training focuses on developing and enhancing performance
within its particular environment. The performance may be an
individual or a group. The environment may be general or specific i.e.
the Army or a particular Arm or Service, or appointment. The effect of
Training should be assessed against pre- determined standards, and
the outcome of Training can be usually be measured in terms of
competence.

8. Military Training Methodology in Context. Training is fundamental to the

three inter-related components of fighting power. It is an element of the conceptual
component, in that Training should be conducted in accordance with doctrine and
develops an ability in Officers and Soldiers to cope with stress and uncertainty.
It should provide a means, through the collation and dissemination of lessons
learned, by which the Army can learn from the experience. In addition,
Training and thus readiness contribute directly to the physical components of
fighting power. Though Training is not specifically represented as an element
of the moral component, it has an important part to play in the development of
confidence, motivation, and leadership throughout the Army.
 Look at the following diagram

9. The Hierarchy of Military Training Effectiveness

Fighting power

(The ability to fight)

Conceptual Concept

(The thought process)

(The thought process)

Principles of War Military Doctrine Development
Principle of War Military Doctrine Development

Moral Component

(The ability to get people to fight)

Physical Component

(The means to fight)

=Combat

Manpower Equipment Motivation Leadership

Logistics Training
Management

Command The basis for success Organization and system

Training essential
in fighting a war Development

Matching doctrine
The environment
Level of conflict requirements Development analysis
guiding principle Copying with stress
The operational The exercise of and uncertainty
level command Requirements
Learning from
The operational art The maneuvers route experience
Standardization
The Command Ground
philosophy Ease of use
Surprise
Reliability
 PRINCIPLES OF TRAINING

10. General. Commanders train their units to be combat ready. Training is their
number one priority. Commanders achieve this using tough, realistic, and
challenging training. At every echelon, commanders must train their unit to the Army
standard. Battle focus enables the commander to train units for success on the
battlefield. The commander continuously plans, executes, and assesses the state of
training in the unit. This cycle provides the framework for commanders to develop
their units Mission Essential Task List (METL), establish training priorities, and
allocate resources. Commanders and leaders at all echelons use the Principles of
Training to develop and execute effective training. As commanders train their units
on METL tasks, senior commanders reinforce training by approving and protecting
training priorities and providing resources.

11. There are twelve principles of Military training Methodology as under:-

a) Commanders are Responsible for Training.
b) NCOs Train Individuals, Crews, and Small Teams.
c) Train as a Combined Arms and Joint Team.
d) Train for Combat Proficiency.
e) Realistic Conditions.
f) Performance-Oriented.
g) Train to Standard Using Appropriate Doctrine.
h) Train to Adapt.
(j) Train to Maintain and Sustain.
(k) Train Using Multi echelon Techniques.
(l) Train to Sustain Proficiency.
(m) Train and Develop Leaders.

12. Commanders are Responsible for Training. Commanders are responsible for
the training and performance of their soldiers and units. They are the primary
training managers and trainers for their organization, are actively engaged in the
training process, and adhere to the principles mentioned above. To accomplish their
training responsibility, commanders must:
(a) Be present at training to maximum extent possible.
(b) Base training on mission requirements.
(c) Train to applicable Army standards.
(d) Assess current levels of proficiency.
(e) Provide the required resources.
(f) Develop and execute training plans that result in proficient
individuals, leaders, and units.

13. Commanders delegate authority to NCOs in the support channel as the

primary trainers of individual, crews, and small teams. Commanders hold NCOs
responsible for conducting standards based, performance-oriented, battle focused
training and provide feedback on individual, crew, and team proficiency.

14. NCOs Train Individuals, Crews, and Small Teams. NCOs continue the
soldierization process of newly assigned enlisted soldiers, and begin their professional
development. NCOs are responsible for conducting standards based, performance-
oriented, battle focused training. They identify specific individual, crew, and small
team tasks that support the unit s collective mission essential tasks; plan, prepare,
rehearse, and execute training; and evaluate training and conduct after action
reviews to provide feedback to the commander on individual, crew, and small team
proficiency.

15. Train as a Combined Arms and Joint Team. The Army provides a Joint
Force Commander (JFC) with trained and ready forces that expand the commands
range of military options in full spectrum operations. Army commanders tailor and
train forces to react quickly to any crisis. Army forces provide a JFC the capability
to:-
 a. Seize areas previously denied by the enemy.
b. Dominate land operations.
c. Provide support to civil authorities.

16. Army forces seldom operate unilaterally. Joint interdependence from the
individual, crew, and small team to the operational level requires training to develop
experienced, adaptive leaders, soldiers, and organizations prepared to operate with
joint, and multinational forces and to provide interagency unity of effort. The
fundamental basis for the organization and operation of Army forces is combined
arms. Combined arms are the integrated application of several arms to achieve an
effect on the enemy that is greater than if each arm was used against the enemy
separately or in sequence. Integration involves arrangement of battlefield actions in
time, space, and purpose to produce maximum relative effects of combat power at a
decisive place and time. Through force tailored organizations, commanders and their
staffs integrate and synchronize the Battlefield Operating Systems (BOS) to achieve
combined arms effects and accomplish the mission.

17. Today's Army doctrine requires teamwork at all echelons. Well-trained Army
combined arms teams can readily perform in joint, multinational, and interagency
environments. When committed to battle, each unit must be prepared to execute
operations without additional training or lengthy adjustment periods. Leaders must
regularly practice task organization of habitually associated combat arms, combat
support, and combat service support capabilities. Teams can only achieve combined
arms proficiency and cohesiveness when they train together. Similarly, peacetime
relationships must mirror wartime task organization to the greatest extent possible.

18. 18. Commanders are responsible for training all war fighting systems. The
full integration of the combined arms team is attained through the task organization
approach to training management. Task organizing is a temporary grouping of forces
designed to accomplish a particular mission. This approach acknowledges that the
maneuvers commander integrates and synchronizes the BOS. In short, the maneuver
commander, assisted by higher echelon leaders, forges the combined arms team.
19. 19. The commander of the "task organized" force must develop a
19training plan that addresses two complementary challenges. The commanders
training plan must achieve combined arms proficiency and ensure functional training
proficiency of the combat arms, combat support, and combat service support units of
the task force. Combined arms proficiency requires effective integration of BOS
functions. Effective integration of BOS results in synchronization. Functional BOS
proficiency is fundamental for effective BOS integration. The commanders training
plan must integrate combined arms and functional training events.
20.
20. Combined arms training is standards based. The independent training of
functional tasks and combined arms tasks to standard will not guarantee the desired
effects of applying combat power at a decisive place and time. The standard for
effective combined arms training requires a sequenced and continuous execution of
functional tasks and combined arms tasks to standard in order to achieve
integrated relative combat power at a decisive place and time.

21. The role of commanders and NCOs in combined arms training cannot be
overemphasized. Commanders have training responsibilities that encompass both
BOS functional task proficiency and special staff officer combined arms task
proficiency. Likewise, NCOs have similar training responsibilities to ensure BOS
related individual and crew functional task proficiency, as well as, individual and
staff section related combined arms task proficiency. Combined arms training
requires commanders and NCOs active involvement in all phases of training.
Functional proficiency requires expertise in a particular BOS function, its
capabilities, and its requirements. Organizations that provide elements of a specific
BOS function, such as corps support command, divisional air defense artillery
battalion, etc., must train to maintain their functional proficiency. Integration
involves expertise in coordination among functional troop unit commanders and
staffs, and other functional commanders and staffs.

22. The combined arms training challenge is the same for all echelons of
command. The complexity, however, increases at each higher echelon of command.
The tempo, scope, and scale of operations at higher command echelons increase
coordination requirements for planning and executing staff, joint, multinational, and
interagency training. Commanders, at every echelon, focus combined arms training
on specific integration and synchronization tasks based on their METL. Figure 2-3
illustrates the scope and scale of the combined arms training challenge.

23. Train for Combat Proficiency. The goal of all training is to achieve the
standard. This develops and sustains combat capable war fighting organizations. To
achieve this, units must train to standard under realistic conditions. Achieving
standards requires hard work by commanders, staff officers, unit leaders, and
soldiers. Within the confines of safety and common sense, commanders and leaders
must be willing to accept less than perfect results initially and demand realism in
training. They must integrate such realistic conditions as imperfect intelligence;
reduced communications; smoke; noise; rules of engagement; simulated nuclear,
biological, and chemical environments; battlefield debris; loss of key leaders; civilians
on the battlefield; joint, multinational, and interagency requirements; and varying
extremes in weather. They must seize every opportunity to move soldiers out of the
classroom into the field; fire weapons; maneuver as a combined arms team; and
incorporate protective measures against enemy actions.

24. Realistic. Tough, realistic, and intellectually and physically

challenging training excites and motivates soldiers and leaders. Realistic
training builds competence and confidence by developing and honing skills,
and inspires excellence by fostering initiative, enthusiasm, and eagerness to
learn. Successful completion of each training phase increases the capability
 and motivation of individuals and units for more sophisticated and
challenging achievement. This is the commanders continuous quest.

25. Performance-Oriented. Units become proficient in the performance of

critical tasks and missions by practicing the tasks and missions. Soldiers learn best
by doing, using an experiential, hands-on approach. Commanders and subordinate
leaders are responsible to plan training that will provide these opportunities. All
training assets and resources, to include training aids, devices, simulators, and
simulations (TADSS), must be included in the units training strategy.

26. Train to Standard Using Appropriate Doctrine. Training must be done to

the Army standard and conform to Army doctrine. In cases where mission tasks
involve emerging doctrine or non-standard tasks, commanders establish the tasks,
conditions and standards using mission orders and guidance, lessons learned from
similar operations, and their professional judgment. The next higher commander
approves the creation of the standards for these tasks. Doctrine provides a basis for a
common vocabulary across the force. In units, new soldiers will have little time to
learn non-standard procedures. Therefore, units must train to the Army standard
contained in the Mission Training Plan (MTP) and soldier training publications, while
applying Army doctrine and current regulatory guidance. Joint doctrine establishes
the fundamentals of joint operations and provides guidance on how best to employ
joint forces.

27. Train to Adapt. Commanders train and develop adaptive leaders and units,
and prepare their subordinates to operate in positions of increased responsibility.
Repetitive, standards-based training provides relevant experience. Commanders
intensify training experiences by varying training conditions. Training experiences
coupled with timely feedback builds competence. Leaders build unit, staff and soldier
confidence when they consistently demonstrate competence. Competence,
confidence, and discipline promote initiative and enable leaders to adapt to changing
situations and conditions. They improvise with the resources at hand, exploit
 opportunities and accomplish their assigned mission in the absence of orders.
Commanders, at every echelon, integrate training events in their training plans to
develop and train imaginative, adaptive leaders and units.

28. Train to Maintain and Sustain. Soldier and equipment maintenance is a

vital part of every training program. Soldiers and leaders are responsible for
maintaining all assigned equipment and supplies in a high state of readiness to
support training or operational missions. Units must be capable of fighting for
sustained periods of time with the equipment they are issued. Soldiers must become
experts in both the operation and maintenance of their equipment. This link between
training and sustainment is vital to mission success.

29. Train Using Multi Echelon Techniques. Multi echelon training is the most
effective and efficient way of sustaining proficiency on mission essential tasks with
limited time and resources. Commanders use multi echelon training to:-

a. Train leaders, battle staffs, units, and individuals at each echelon

of the organization simultaneously.
b. Maximize use of allocated resources and available time.
c. Reduce the effects of personnel turbulence.

30. Large-scale training events provide an excellent opportunity for valuable

individual, leader, crew, and small unit training. Multi echelon training can occur
when an entire organization is training on one single METL task or when different
echelons of an organization conduct training on related METL tasks simultaneously.
All multi-echelon training techniques have these distinct characteristics:-

a. They require detailed planning and coordination by commanders

and leaders at each echelon.
 b. They maintain battle focus by linking individual and collective
battle tasks with unit METL tasks, within large-scale training event
METL tasks.
c. They habitually train at least two echelons simultaneously on
selected METL tasks.

31. Train to Sustain Proficiency. Once individuals and units have trained to a
required level of proficiency, leaders must structure individual and collective training
plans to retrain critical tasks at the minimum frequency necessary to sustain
proficiency. Sustainment training is the key to maintaining unit proficiency through
personnel turbulence and operational deployments. MTP and individual training
plans are tools to help achieve and sustain collective and individual proficiency.
Sustainment training must occur often enough to train new soldiers and minimize
skill decay. Army units train to accomplish their missions by frequent sustainment
training on critical tasks. Infrequent "peaking" of training for an event does not
sustain wartime proficiency.

32. Battle focused training is training on wartime tasks. Many of the

METL tasks that a unit trains on for its wartime mission are the same as required for
a stability operation or support operation that they might execute. Personnel
turbulence and availability of resources pose a continuous challenge to maintaining
METL proficiency within the Band of Excellence. The Army provides combat ready
forces on short notice to combatant commanders. Units transition from training
locations to operational theatres using the train-alert-deploy sequence. Commanders
recognize that crises rarely allow sufficient time to correct training deficiencies
between alert and deployment. They strive to ensure their units are prepared to
accomplish their METL tasks before alert and refine mission specific training in the
time available afterwards.

33. Commander conducts training to sustain proficiency on METL tasks within

the Band of Excellence to ensure mission readiness. Mission specific training can be
conducted as organizations are alerted and deployed based on time available. RC
units require post mobilization training to achieve proficiency at level organized. Post
mobilization training time can be minimized by focusing on MOS qualification, and
crew, squad, section and platoon proficiency for combat arms, and company, battery,
and troop proficiency for CS/CSS units during pre mobilization training.

34. Train and Develop Leaders. Commanders have a duty and execute a vital
role in leader training and leader development. They teach subordinates how to fight
and how to train. They mentor, guide, listen to, and think with subordinates. They
train leaders to plan training in detail, prepare for training thoroughly, execute
training aggressively, and evaluate short-term training proficiency in terms of desired
long term results. Training and developing leaders is an embedded component of
every training event. Nothing is more important to the Army than building confident,
competent, adaptive leaders for tomorrow.

35. Commanders Analysis. To identify mission essential tasks, commander

conducts analysis of units op mission based on units op plan. Mission analysis
results in identification of specified and implied tasks unit must perform for units
mission. To provide battle focus commander identifies tasks critical for mission
accomplishment which constitute organisations METL which are approved by next
higher commander. METL development process reduces No of tasks on which
organisation must train and focuses training effort on important collective training
tasks required to accomplish the mission.

36. METL Development Fundamentals. The following fundamentals apply to

METL development :-

a. The METL is derived from the organisations war plans and related tasks
in external guidance.
 b. Mission essential tasks must apply to the entire organisation. METL does
not include tasks assigned solely to subordinate organisations.

c. Each organisations METL must support and complement the METL of

higher HQ or the supported unit.

d. The availability of resources does not affect METL development. The

METL is an unconstrained statement of tasks required to accomplish
wartime missions.

e. METL is not prioritized; however, all tasks may not require equal training
time.

f. Commanders direct ops and integrate the battlefield op system (BOS)

through plans and orders. The BOS are used to systematically ensure
that the interdependent organisational tasks necessary to generate,
sustain, and apply combat power are directed towards accomplishing the
overall mission.

37. METL Development Sequence. Commanders involve subordinate

commanders and key officers in METL development to create a team approach to
battle focused training. Subordinate participation develops common understanding
of organisations critical op mission requirement. This ensures METL throughout the
organisation are mutually supporting. Subordinate commander can subsequently
develop their METL. Platoon commander and squad commander must understand
the METL so that they can identify individual tasks for each collective METL. The
development of METL in a sequential manner is done as follows :-

a. Analyse assigned mission and identify specified and implied tasks.

b. Analyse op environment and external guidance.
 c. Review next higher commanders mission and METL followed by restating
op mission.
d. Identify collective tasks that support higher organisations restated
mission. Select tasks critical for mission accomplishment. These tasks
become METLs.
e. Sequence METL tasks as they are expected to occur during mission
execution. Back brief next higher commander and obtain approval of
METL. Higher commander designates selected METL task as his battle
task.
f. Provide approved METL to lower unit / sub unit and commanders.

38. Battle Tasks. After review and approval of subordinate organisations METL
the senior commander selects battle task which is a mission essential task that is so
critical that its accomplishment determines the success of the next higher
organisations mission essential task. Battle tasks are selected down to the coy
level. Coy commanders are the lowest echelon commander that selects battle tasks.

39. Conclusion. The priority of training in units is to train to standard on

the wartime mission. Battle focus guides the planning, preparation,
execution, and assessment of each organization's training program to
ensure its members train as they are going to fight. Battle focus is critical
throughout the entire training process and is used by commanders to
allocate resources for training based on wartime and operational mission
requirements. Battle Focus enables commanders and staffs at all echelons
to structure a training program that copes with non-mission related
requirements while focusing on mission essential training activities. It is
recognition that a unit cannot attain proficiency to standard on every task
whether due to time or other resource constraints. However, commanders
can achieve a successful training program by consciously focusing on a
 reduced number of critical tasks that are essential to mission
accomplishment.

40. Importance of Military Training Methodology. Every Soldier,

NCO, and Officer has one primary mission to be trained and be ready to fight and win
our nations wars. Success in battle does not happen by accident; it is a direct result
of tough, realistic, and challenging training.
(a) The Training Imperative: Training is a team effort and the entire
Army duty. The importance of training is the technical skills to develop competent
soldiers and leaders must be directly linked to creating confident soldiers, leaders,
and units with the will and warrior spirit to dominate in any environment.
(b) The Strategic Environment: In an era of complex national
security requirements, the Army's strategic responsibilities now embrace a wider
range of missions that present even greater challenges in our training environment.
To "train the way we fight", commanders and leaders at all levels must conduct
training with respect to a wide variety of operational missions across the full
spectrum of operations. These operations may include combined arms, joint,
multinational, and interagency considerations, and span the entire breadth of
terrain and environmental possibilities.
(c) Mission Focused Training: Units train to be ready for war based
on the requirements of a precise and specific mission; in the process they develop a
foundation of combat skills, which can be refined based on the requirements of the
assigned mission. Upon alert, commanders assess and refine from this foundation of
skills. Training continues during time available between alert notification and
deployment between deployment and employment, and even during employment as
units adapt to the specific battlefield environment and assimilate combat
replacements.
(d) Resources and Priority: Resources for training are not unconstrained
and compete with other missions and activities. Time is the inelastic resource, there
is not enough and it cannot be increased. We cannot do everything; we must forge
and sustain trained and ready forces. Training for the war fight, training to maintain
near term readiness is the priority. The key to winning on the battlefield is the
understanding of "how we fight" and the demonstrated confidence, competence, and
initiative of our soldiers and leaders. Training is the means to achieve the tactical
and technical proficiency that soldiers, leaders, and units must have to enable them
to accomplish their missions.
(e) Joint Training: The purpose of joint training is to prepare the Army to
execute missions as part of a joint force in the conduct of joint military operations
and across the full spectrum of conflict. Employing Army forces at the right place
and time allows combatant commanders to conduct decisive land operations along
with air, sea, and space-based operations. To perform these assignments
organizations conduct joint training. Joint Training uses joint doctrine, tactics,
techniques, and procedures, and the training involves more than one Service
component.

41. Guiding Rules for Training Methodology. Responsibility for

success on the future battlefield rests on the shoulders of todays Army leaders at all
levels. To ensure this success, all leaders must focus training on war fighting skills,
and make that training the priority.
a. Maintenance of Aim: All forms of training must keep in view the ultimate
aim, which is to achieve success in battle. Commanders at all levels must, however,
lay down the aim to be achieved in their respective formations or units in accordance
with the policy of the higher commander and their own requirements.
b. Training Policy: Those who formulate training policy and those who carry
it out must be quite clear about the aim of training. Lack of thought or change in
training policy, like lack of preparation or indecision in operations, will lead to
confusion and undermine confidence of officers and men.
c. Offensive Spirit: Training must aim at fostering offensive spirit. This can
be achieved by introduction of hazardous and difficult situations. Casualties of men
and material must, therefore, be accepted during training.
d. Enthusiasm: Enthusiasm must be maintained by making training,
practical, lively and progressive. Whenever possible, troops should be made to face
conditions or kind of situations that will confront them in war. In war, two situations
will seldom be alike. It is, therefore, necessary that as much variety as possible is
introduced in training.

e. Purpose: Every single man must know the purpose of training he is

undergoing. Explanation during training is as important as briefing for operations.

f. Delegation: Each commander should train his own command. In

particular, a commanding officer should be given as free a hand as possible in
training his own unit. The higher commander, although responsible for the overall
efficiency of his formation, will best achieve results by first issuing a clear directive,
and then assisting his subordinates by supervision, help, advice and coordination.

42. Conclusion Some of the basic considerations and guiding rules for training
have been highlighted. All officers concerned with the planning and conduct of
training should be fully conversant with them. There is no substitute for imagination
and practical approach during training at all levels. Set reasonable aims and achieve
them so that aggressive spirit is created and confidence is built up.

CHAPTER TWO

CATAGORIESOF MILITARY TRAINING METHODOLOGY

43. General. In practice there is, or should be, overlap, and in some cases
integration between categories. Training should be cohesive whole. There is, however
a temptation to focus only on one category at a time and to disregard the others. For
example, individual and team training aspects are often neglected in collective
training, yet they are interdependent. Commanders link training strategies to
executable training plans by designing and scheduling training events. During long-
range planning, commanders and their staffs make a broad assessment of the
number, type, and duration of training events required to accomplish the desired
training standards. In this class we will learn about them in detail. There are
various categories of training being followed in the army. In this part we will learn
about them in some detail. They are as follows:-

40. Initial Training. Initial Training (Re-socialization) is an important aspect of

inducting a civilian into a military. Re-socialization is a sociological concept dealing
with the process of mentally and emotionally "re-training" a person so they can
operate in an environment other than what they are accustomed to. Successful re-
socialization into a total institution involves changes to an individual's personality.
Initial Training is a Training presented to new enlistees with no prior military service.
It is designed to produce disciplined, motivated, physically fit soldiers ready to take
their place in the Army in the field.

41. Individual Training. Fundamental to the adaptability of the force is

the maintenance of individual skills yielding technically and tactically competent
soldiers who are confident in their abilities. The individual soldier is the heart of any
units ability to conduct its mission. The ability to perform individual/leader skills to
standard is founded in the institutional training base, but it is honed and maintained
by effective, periodic repetition of tasks. Training devices, simulators, and web-based
training can be used to facilitate the training of individual tasks. Individual Training
has two elements:

a) Skill Training. May be equipment related or aimed at personal or

physical attitude. Some skills are considered as core or mandatory,
which all should possess. These and the standard require, are governed
by Army Training Directives. The number of core skills and the standards
to be achieved in each should be reviewed regularly.
b) More general Training. Individual Training of more general nature
is aimed at developing the potential of the individual to fulfill his or her
role as a Commander or as a Solider in a Team or a Unit. It is a long
term investment. Such Training may be carried out both on an individual
and a group basis, on formal courses or informally, and be voluntary or
prescribed.
 c) Team Training It is the development of the adaptability and the
proficiency to work with the team and effectively use the
equipment/weapon to achieve the desired results in the battlefield.
NCOs are responsible for this type of training and commanders are
accountable for the desired standards to be achieved in any mission.
Team or Crew Training provides an immediate context for most individual skills
Training. It when, for example, the specialist and complementary or skills of
the individual members of the Gun detachment or Tank crew are brought
together. The output is team skills and proficiency which no individual alone
achieve. The Team or Crew is the basic Unit in all low-level operations. Hence
Training at this level should be revisited regularly, and particularly when there
has been a change in Team composition.

42. Collective Training. Collective Training involves the Training of two

or more Crews or detachments, sub-Units, Units and formations in the conduct of
tactical operations. There is no limit in theory to the size of formation which may
engage in collective Training. There are three kinds of collective Training:
a) Special to Arm Training. Is a collective Training on a single Arm or
functional basis. It provides the immediate context for Team or Crew
Training.
b) Combined Arms Training. Is a collective Training of several Arms
together such as Infantry, Armor, Artillery and Aviation. Such Training
will normally be at sub-Unit level and above and involve more than one
Arm. It provides the immediate context for special to Arm collective
Training.
c) Joint Interagency Multinational (JIM) will normally take place at Unit
level and above and involve two or more services or nations. Training
requires different considerations. Joint training is conducted using
approved joint doctrines and must be consistent with assigned joint
missions and priorities. When assigned as a JFC, Army commanders
 establish joint training objectives and plans, execute and evaluate joint
training, and assess training proficiency.
Multinational training optimizes contributions of member forces by
matching their missions with their capabilities, and uses available
training assistance programs. Joint training publications are available to
multinational partners. Interagency training is of growing importance.
JIM training is as rigorous as any other training the Army conducts. This
training also results in mutual appreciation for other capabilities, and
the development of valuable personal and professional relationships
among those who will operate together.

43. Operationally Specific Training. Since the Army is a capability-based force

in trained in general war-fighting skills, and one which tends to be expeditionary in
nature, there may be a requirement for some additional Training for specific
operations to reflect the particular circumstances of that deployment. Such Training
may take place before deployment or once the force has been deployed, or both. It
should:
a) Ensure that those being committed to operation are prepared fully, both
mentally and physically, for the conditions which they might encounter.
b) Be completely relevant and reflect the most recent Military experience.
Garrison commanders training plans incorporate Mobilization, post
mobilization, deployment, redeployment, and demobilization requirements.
Garrison commanders plan and schedule periodic mobilization exercises,
emergency deployment readiness exercises, and other contingency plan
exercises to sustain proficiency.

44. Garrison commanders coordinate their training plans with their supported
corps, divisional, and tenant organizations. Garrisons routinely support scheduled
unit training deployments and exercise certain deployment tasks such as "operating
departure/ arrival airfield control groups and seaports of embarkation and
debarkation." They all form part of administrative training required to be conducted
in the garrison so that the task force hone up their administrative skills and not found
wanting at the time of need in the battlefield.
Operationally specific Training often has to encompass the whole range of
Training categories. Few Units are likely to be permanently at an operationally ready
state, and most will require reinforcement and Training prior to operations.

45. Command Training. The effective Training of Commanders and Staff is the
key stone of operational success and must therefore be given a high priority on a
continuous basis. The potential to command is innate. But it needs to be developed,
and may require specific Training if the individual is to perform effectively. Especially
within the context of the Armys doctrine. All Commanders and staffs from division
through battalion participate in an exercise that thoroughly rehearses wartime
operations plans. Division (training support) provides controllers, operates the battle
board, and simulates the company level chain of command.

46. Leaders spend virtually all available training time supervising the training of
subordinates. Often, they do not increase their own understanding of how to fight as
combat or support leaders. Therefore, senior commanders view leader training as a
continuous process that encompasses more than periodic officer and NCO
professional development classes.

47. Senior commanders establish a positive training environment that encourages

subordinates to become adaptive leaders capable of independent thinking on the
move, and of timely decision making based on broad, effects-based intent guidance,
mission orders, and a shared vision of the battlefield. Growing and maturing leaders
is a vital part of an effective training program. Leader training, when properly
conducted, produces competent, confident, adaptable leaders, and ultimately
produces soldiers who are confident in the abilities of their leaders. Battle staff
training develops and sustains planning, coordination, execution, and other staff
functions related to wartime mission requirements.
48. Battle staff training objectives are derived from the staff METL. Commanders
train battle staffs primarily through a mix of constructive and virtual simulations.
They maximize the use of information technology systems to enhance leader skills
and to develop the adaptiveness necessary to leverage developing information
technology. Battle staffs train to integrate and coordinate the BOS internally within
their something own headquarters, horizontally with other staffs at the same
organizational level, and vertically with higher and subordinate organizational staffs.
The result of this training produces commanders and staffs capable of synchronizing
the BOS across the full spectrum of operations. A well-trained battle staff is a combat
force multiplier. An Individual assuming a higher level of command will require
development, and possibly refresher or additional Training, to enable him to master
the specific skills involved. A key part of command is its moral component, which
includes Leadership. Every opportunity should be used to enable Officers and NCO to
develop their leadership potential through study and practical activity both Military
and non Military, such as adventurous Training, Sport and battlefield tours.

Commanders and Training

49. General. Effective training is the number one priority of commanders. The
commander is the primary trainer and responsible for the wartime readiness of their
formation. In wartime, training continues with a priority second only to combat or to
the support of combat operations. Commanders and senior leaders must extract the
greatest training value from every training opportunity. Effective training requires the
commander's continuous personal time and energy to accomplish the issues
mentioned in succeeding paragraphs.
 Commanders Contribution to Effective Training

50. Develop and Communicate a clear vision. The senior leader's training
vision provides the direction, purpose, and motivation necessary to prepare
individuals and organizations to win in battle. It is based on a comprehensive
understanding of the following:-
a. Mission, doctrine, and history.
b. Enemy/threat capabilities.
c. Operational environment.
d. Organizational and personnel strengths and weaknesses.
e. Training environment.

51. Train one Echelon below and Evaluate two Echelons below. Commanders
are responsible for training their own unit and one echelon below. Commanders
evaluate units two echelons below. For example, brigade commanders train
battalions and evaluate companies; battalion commanders train companies and
evaluate platoons.

52. Require Subordinates to understand and perform their roles in Training.

Since good training results from leader involvement, one of the commanders
principal roles in training is to teach subordinate trainers how to train and how to
fight. The commander provides the continuing leadership that focuses on the
organizations wartime mission. The commander assigns officers the primary
responsibility for collective training and NCOs the primary responsibility for
individual, crew, and small team training. The commander, as the primary trainer,
uses multi echelon techniques to meld leader, battle staff, and individual training
requirements into collective training events, while recognizing the overlap in training
responsibilities (figure). Commanders teach, coach, and mentor subordinates
throughout.
53. Train all elements to be proficient on their mission essential tasks.
Commanders must integrate and train to Army standard all BOS, within and
supporting their command, on their selected mission essential tasks. An important
requirement for all leaders is to project training plans far enough into the future and
to coordinate resources with sufficient lead-time.
54. Develop Subordinates. Competent and confident leaders build cohesive
organizations with a strong chain of command, high morale, and good discipline.
Therefore, commanders create leader development programs that develop war fighter
professionalism--skills and knowledge. They develop their subordinates confidence
and empower them to make independent, situational based decisions on the
battlefield. Commanders assist subordinates with a self development program and
share experienced insights that encourage subordinates to study and learn their
profession. They train leaders to plan training in detail, prepare for training
thoroughly, execute aggressively, and evaluate short-term training proficiency in
terms of desired long-term results. Effective leader development programs will
continuously influence the Army as junior leaders progress to higher levels of
responsibility.

55. Personal Involvement. The senior commander resources training and protects
subordinate commanders training time. They are actively involved in planning for
future training. They create a sense of stability throughout the organization by
protecting approved training plans from training distracters. Senior commanders
protect the time of subordinate commanders allowing them to be present at training
as much as possible. Subordinate commanders are responsible for executing the
approved training to standard. Senior commanders are present during the conduct of
training as much as possible and provide experienced feedback to all participants.

56. Demand Training standards are achieved. Leaders anticipate that some
tasks will not be performed to standard. Therefore, they design time into training
events to allow additional training on tasks not performed to standard. It is more
important to train to standard on a limited number of critical tasks, rather than
attempting and failing to achieve the standard on too many tasks, rationalizing that
corrective action will occur during some later training period. Soldiers will remember
the enforced standard, not the one that was discussed.
57. Ensure proper task and event discipline. Senior leaders ensure junior
leaders plan the correct task-to-time ratio. Too many tasks guarantee nothing will get
trained to standard and no time is allocated for retraining. Too many events result in
improper preparation and recovery.

58. Foster a command climate that is conducive to good Training.

Commanders create a climate that rewards subordinates who are bold and innovative
trainers. They challenge the organization and each individual to train to full
potential. Patience and coaching are essential ingredients to ultimate achievement of
the Army standard.

59. Eliminate Training distractions. The commander who has planned and
resourced a training event is responsible to ensure participation by the maximum
number of soldiers. Administrative support burdens cannot be ignored, however, they
can be managed using an effective time management system. Senior commanders
must support subordinate commanders efforts to train effectively by eliminating
training distracters and reinforcing the requirement for all assigned personnel to be
present during training.

60. Top-Down/Bottom-Up Approach To Training The Top-Down/Bottom-Up

approach to training is a team efforts in which senior leaders provide training focus,
direction and resources, and junior leaders provide feedback on unit training
proficiency, identify specific unit training needs, and execute training to standard in
accordance with the approved plan. It is a team effort that maintains training focus,
establishes training priorities, and enables effective communication between
command echelons.

61. Guidance, based on wartime mission and priorities, flows from the top-down
and results in subordinate units identification of specific collective and individual
tasks that support the higher unit s mission. Input from the bottom up is essential
because it identifies training needs to achieve task proficiency on identified collective
and individual tasks. Leaders at all echelons communicate with each other about
requirements, and planning, preparing, executing, and evaluating training.

62. Senior leaders centralize planning to provide a consistent training focus from
the top to the bottom of the organization. However, they decentralize execution to
ensure that the conduct of mission related training sustains strengths and overcomes
the weaknesses unique to each unit. Decentralized execution promotes subordinate
leaders initiative to train their units, but does not mean senior leaders give up their
responsibilities to supervise training, develop leaders, and provide feedback.

63. Battle Focus. Battle focus is a concept used to derive peacetime training
requirements from assigned and anticipated missions. The priority of training in
units is to train to standard on the wartime mission. Battle focus guides the
planning, preparation, execution, and assessment of each organization's training
program to ensure its members train as they are going to fight. Battle focus is critical
throughout the entire training process and is used by commanders to allocate
resources for training based on wartime and operational mission requirements. Battle
Focus enables commanders and staffs at all echelons to structure a training program
that copes with non-mission related requirements while focusing on mission essential
training activities. It is recognition that a unit cannot attain proficiency to standard
on every task whether due to time or other resource constraints. However,
commanders can achieve a successful training program by consciously focusing on a
reduced number of critical tasks that are essential to mission accomplishment.

64. A critical aspect of the battle focus concept is to understand the responsibility
for and the linkage between the collective mission essential tasks and the individual
tasks that support them. The commander must coordinate the collective mission
essential tasks and individual training tasks on which the unit will concentrate its
efforts during a given period. Although NCOs have the primary role in training and
sustaining individual soldier skills, officers at every echelon remain responsible for
training to established standards during both individual and collective training.
Battle focus is applied to all missions across the full spectrum of operations.

65. Evaluation. Senior commanders ensure that evaluations take place at

each echelon in the organization. Commanders use this feedback to teach, coach,
and mentor their subordinates. They ensure that every training event is evaluated as
part of training execution and that every trainer conducts evaluations. Senior
commanders use evaluations to focus command attention by requiring evaluation of
specific mission essential and battle tasks. They also take advantage of evaluation
information to develop appropriate lessons learned for distribution throughout their
commands. The use of evaluation data can have a strong effect on the command
climate of the organization. Therefore, senior commanders make on-the-spot
corrections, underwrite honest mistakes, and create an environment for aggressive
action to correct training deficiencies, through retraining.

66. Senior commanders use training evaluations as one component of a feedback

system. To keep the training system dynamic, they use feedback to determine the
effectiveness of the planning, execution, and assessment portions of the training
management cycle. These feedback systems allow the senior commander to make
changes that lead to superior training results and to teach, coach and mentor
subordinate leaders. To be effective, this feedback flows between senior and
subordinate headquarters, within each command echelon, and among a network of
trainers that may cross several command lines.

67. Conclusion. Responsibility for success on the future battlefield rests on

the shoulders of todays Army leaders at all levels. To ensure this success, all leaders
must focus training on war fighting skills, and make that training the priority. The
unit commander is responsible for the wartime readiness of all elements in the
formation. The commander is therefore the primary trainer of the organization and is
responsible for ensuring that all training is conducted in accordance with the Army
standard. This is the commander's number one priority. The command climate must
reflect this priority. The senior commander is responsible for resourcing, ensuring
stability and predictability, protecting training from interference, executing and
assessing training. Key to effective unit training is the commanders involvement and
presence in planning, preparing, executing, and assessing unit training.

68. Types of Military Training Methodology Events

There are various types of training events being followed in the modern
armies:-

(a) Structured Training in Units/Formations. Each echelon

from division through battalion publishes short-range training guidance
that enables the commander and staff to prioritize and refine mission
essential training guidance contained in the long-range CTG.
Commanders must publish the short-range training guidance with
sufficient lead time to ensure subordinate units have time to develop
their own short range training plans. After receiving guidance from
higher headquarters, subordinate units down to battalion sequentially
publish their QTG. Additionally, RC unit commanders are required to
develop a post mobilization training plan to complete training to the level
organized. This plan should be updated concurrently with the yearly
training plan.

(b) Cloth/Sand model Exercise. These are conducted to visualize,

practice, rehearse and execute war plans. It also enable to plan, prepare
and execute assigned mission. It can be one sided/two sided and can be
effectively controlled by the controlling authority situating the
requirements. It is an effective method of training being followed in the
army.

(c) Map Exercise. A training exercise that portrays military situations

on maps and overlays that may be supplemented with terrain models
and sand tables. It enables commanders to train their staffs in
performing essential integrating and control functions under simulated
wartime conditions.

(d) Tactical Exercise With/Without Troops. An exercise conducted

in the field on actual terrain suitable for training units for specific
missions. It is used to train subordinate leaders and battle staffs on
terrain analysis, unit and weapons emplacement, and planning the
execution of the unit mission. It can be with/without troops depending
the requirement.

(e) Deployment Exercise. An exercise that provides training for

individual soldiers, units, and support agencies in the tasks and
procedures for deploying from home stations or installations to potential
areas of hostilities.

(f) Combined Arms Live Fire Exercise. High-cost, resource intensive

exercises in which player units move or maneuver and employ organic
and supporting weapon systems using full-service ammunition with
attendant integration of all CA, CS, and CSS functions.
(g) Field Training Exercise. An exercise conducted under simulated
combat conditions in the field. It exercises command and control of all
echelons in battle functions against actual or simulated opposing forces.

(h) Logistics Exercise. Training exercise that concentrates on

training tasks associated with the combat service support battlefield
operating system. CS and CSS units support combined arms unit
training every day through execution of core war fighting functional
tasks. Combat arms unit commanders recognize their units cannot
conduct combined arms training without their task organized CS and
CSS units. For example, combat arms unit commanders recognize their
 units cannot train without operational equipment, fuel, rations, water,
and other supplies and services provided by their supporting CSS units.

69. CS and CSS unit commanders integrate their unit training plans with their
supported combat arms units. CS and CSS units daily perform their core war fighting
functional tasks, at the squad, team, and individual technical level. For example,
maintenance support teams routinely perform organizational and direct support
automotive, turret, armament, and communications-electronic maintenance and
periodic services, as well as provide repair parts support to their supported combat
arms units. CS and CSS unit commanders look for opportunities elsewhere on the
installation to train these soldiers on their individual technical tasks. For example, a
corps support group (CSG) commander may design an exercise that provides an
opportunity for a subordinate engineer battalion (combat heavy), a quartermaster
company (water supply) (direct support/general support [DS/GS]) and a
quartermaster tactical water distribution team (Houseline) to practice selected
wartime METL tasks while participating in a support operations training exercise. In
this exercise, these units provide water supply and distribution, and restore vital
infrastructure to a host country devastated by a natural or man-made disaster. All
these effort part of logistics exercises being conducted.

70. Training Progression. Training should develop logically from Individual

Training through Team Training to progressively more sophisticated and challenging
Collective Training. This may be followed by operationally specific Training prior to or
after deployment to an operational theatre. Within each of these categories there will
be Initial Training during which skills are learned, refreshers Training to maintain
Troops at a certain level of capability, and continuation Training to develop further
those skills in which a degree of competence has already been achieved. To achieve a
progression in Training standards, units and formations should be competent in
special to arm skills before Combined Arms Training is undertaken, and competent
in single-service operations before undertaking joint or multinational Training.
71. Conclusion. Army training has one purpose to produce competent, confident,
adaptive soldiers, leaders and units, trained and ready to fight and win our Nation's
battles. Commanders are responsible for the wartime readiness of every aspect of
their unit, while NCOs train individual soldiers, crews, and teams. All training
focuses on unit readiness. Training is the Armys number one priority. Training is
WHAT we do, not SOMETHING we do.

CHAPTER THREE

METHODS AND STAGES OF INSTRUCTION

72. General. The aim of this Chapter is to give you an insight in the
methodology of conduct of IP. Instructional Practice (IP) is the most important form
by which the instructor gauges the level of any student in terms of instructional
abilities. It also infuses confidence and enables the student to achieve the desired
technique as well as to master the art of instructorship. The IP is conducted in most
of the training institutes, both civil and military; to inculcate the best teaching
methods and it improves the skills of imparting instructions. Determining which
Method of Instruction to use in a training program can sometimes be difficult,
because there are many different instructional methods which may be used in a
training environment. Each method has certain advantages and disadvantages; some
are more suited for certain kinds of instruction than others. Each of the different
methods requires greater or lesser participation by students. One method, or perhaps
a combination of methods, is usually most appropriate for most subject matter and
objectives.

73. The common methods of instruction are the instructor-lead, lecturer,

demonstrator, practical exercise, and the self-study, with each of these methods it
will have someone doing something to teach whatever it is you there to learn, only
exception is the self-study independent method.
Based on your subject matter, you will need to determine which instructional
method's will best showcase the information you will be teaching.

74. Purpose of Military Instruction. Military Instruction is concerned with the

acquisition of information and the development of the attributes of the body and of
the character require by soldiers in order to perform their duties in times of War and
Peace. Military Instruction is to be carried out efficiently, and so as to ensure that the
Solider will know how to use properly what he has learnt, in the different conditions
prevailing in Combat and in the Service when not in Combat.

75. Values of Instructions in the Army. The task of Officer in the Army is
not limited to the Command of his Troops in the Battle. It is his duty to prepare his
Troops (each according to his occupational specialty) and his Unit (as an integral
whole) for the execution of their duties in Combat. No one else, other than their
immediate Officers, will Train the Troops and the Units. The fighter Officer who
knows how to deploy his Unit in Battle but who is incapable of carrying out its
Training, unprepared for Battle. We shall find that Training in the Army is not a
subject or a profession for exerts of various types, but is the essential pre-requisite of
every Officer, from the lowest to highest level.

76. Lesson, Chapter and Program. The importance of planning in our day-to-
day life, in our professional and routine affairs needs no elaboration. For successful
completion of a task, be it of any nature, a detailed planning / forethought defining
the procedure of going about doing that thing is very essential. Likewise for an
instructor it is very essential to formulate a lesson plan before taking a lecture. A
lesson plan can be defined as the planning by an instructor to run the class in a
simple, logical and sequential manner with a view to introduce the subject gradually
ensuring assimilation by the class at each stage within a given time.
77. Lesson. A lesson is the smallest basic study Unit. It may be defined thus:
a lesson is a small amount of study material itself constituting any time. This entity
must be complete from the points of view of the study material, the Training method,
and the period of time in which it is imparted.

78. The purpose of Chapter. The aim of chapter is to impart the

fundamentals of study in Military Training, to unify the technique of Training in the
Army, and to serve as a guide to the various Officers and Instructors in their
practical work in the preparation of a Training program.
79. Training Program. A Training program is an exact program specifying the
subjects of the Training and the lessons which are to be given to the Student in order
to bring him to the appointed level. Those with the direct responsibility for
implementing Training should produce programs covering in detail the Training that
is to take place in a particular period. Training program should be properly
structured with the various elements sensibly integrated.
Unit commanders carry the major burden of organizing Training, and they
should plan well ahead in order to secure resources, or to prepare for the
effective use of limited or scarce resources.
Training should generally follow a logical sequence,(individual...command)
although benefit may be derived on occasion from participation in a particular
Training event that might be otherwise regarded as being out of phase.
Training need not be cyclical, particularly in the regular Army, except perhaps
in terms of advanced collective Training when there are only limited
opportunities to Train. It is often more a matter of sustaining proficiency.

80. Appreciation before Making a Lesson Plan. Any mental appreciation

involves the answer to certain questions like what, why, when, where, whom, who
and how etc. Likewise the answers to all these would provide us with the basis to
formulate a lesson plan. Thus before setting out to formulate a lesson plan we ought
to have found the answers to the following:
a) What is to be taught: What is the subject and the aim of the lecture
 b) Day, Time and Location: When and where is Weather the lesson is to be
conducted for recruits, young soldiers or trained soldiers? If for trained soldiers,
then for privates, NCOs or Officers.
c) Method of Instruction: How the lesson to be conducted.
d) Standard of the Students: ? Lecture, demonstration.
e) Training Aids Required. Charts, models, equipment or ppt slides
f) Administrative Arrangements Required: Is there any requirement for food,
water, vehicles etc
g) Time Planning: Proper sub allocation of allocated time.
h) Weaknesses / doubts, pertaining to the subject, noticed on earlier occasions.
It is amply clear now that the above exercise would provide us
with the basic essentials of a lesson plan.

81. Preparation for Making a Lesson Plan. Before we set out explaining the
preparations required for making a lesson plan, it is important to understand the
difference between a lesson plan and a detailed script. A detailed script as the name
suggests, gives out all the details pertaining to the subject keeping in view the scope
of training being imparted by the institution. A lesson plan involves extraction of the
relevant material from the detailed script keeping in view the factors.

82. To formulate a lesson plan one should proceed in the following manner:
(a) Sift out material from the detailed script keeping in view the time
available and standard of the class in the following categories:
i. Must know.
ii. Should know.
iii. Could know.
(b) Divide the lesson in adequate parts/ phases keeping in view the
aim and time. These phases could be the same as given in the detailed
script
 (c) Include certain pertinent questions and answers to ascertain the
level of assimilation at the end of each part and leading to the next part.
(d) Include details of training aids at appropriate places.
(e) Time taken to cover each phase to be given.
(f) Demonstration if any to be given, either in the end or immediately
after that part / phase.
(g) Prepare a rough lesson plan.
(h) Carry out rehearsal.
(j) Prepare a fair lesson plan allocating the required time for each
part/ phase.
83. Having seen the various ingredients of a lesson plan, let us now see the layout
of a lesson plan.

(a) File cover / Folder for the lesson plan.

(b) DS Comments. One page on the left inner side of the file (only for test).
(c) Training Aids. Quantity and type of training aids to be mentioned.
(d) Time Plan. Under this column time taken to cover a particular phase/
sub phase is given (in whole minutes) .
(i) Actual Time This shows the actual time taken to cover that particular
phase.
(ii) Running Time. This gives out the total time taken to cover the lecture
till that phase.
(iii) Total Time. This shows the total time taken to cover the entire lecture.
(e) Layout of Class. This could be attached in the form of an sketch
showing layout of the class.
(f) Lesson Plan. A lesson plan gives out combined details of
teaching points, training aids and time plan. Besides it may also give out
necessary guidelines for the instructor to run the class in a particular
manner.
84. Important Points. The following points must be borne in mind while
making a lesson plan.
a) Make the lesson plan in point form.
b) Training aids required should be mentioned in sequence under different
heads.
c) Include the time plan (adequate time for questions by students to be
kept)
d. Write all questions/ answers in full.
e. Rehearse as per time plan.
f. Introduction and conclusion to be in full.
g. Use of training aids and instructors activities to be mentioned at the
correct places.
h. Keep minor staff duties (SD) in mind.

85. Advantages of a Lesson Plan. Making a lesson plan, initially, is quite tedious
and time consuming. Yet once made it assists us in many ways. Certain advantages
of a lesson plan are as given below:
(a) Saves time.
(b) One sequence can be followed.
(c) Any instructor can conduct the class at short notice.
(d) Complete subject is covered.
(e) Important aspects can be emphasized upon.
(f) Correct use of training aids.

86. Conclusion To run a class in a given sequence and to cover the entire lecture
in allotted time is of utmost importance. This can be easily achieved by making a
good lesson plan.

87. Methods of Military Instruction

A. Instructor-led method: This is the most common used method of

 instruction, where the instructor becomes the sole disseminator of information.
The Instructor presents information to the student systematically in this
method. This approach is consider the best method to use because the
instructor interfaces with the students by presenting segments of instruction,
question the students frequently, and provides periodic summaries or logical
points of development.
B. Lecturer method: The lecture method is also a widely used method of
instruction, with this method the lecture becomes the sole disseminator of
information. Interaction with the students is often limited by the lectures
when presenting segments of instruction, questions the students frequently
have only the choice of listening to what is being presented.
The Lecture is the Instruction method in which the material is imparted
to the trainees by the Instructors only, orally. This method of Instruction
is not favored by the majority of the Trainees and it is as well to use it as
little as possible.
A Lecture is a very efficient method of an Instruction for imparting
theoretical material. A Lecture method is a well prepared oral
presentation of a subject by a qualified person. The Lecture method is a
process of delivering knowledge to adult Trainers verbally. It is mostly a
one way communication approach.

88. There are three types of Lecture methods:

a) Formal (un unified) Lecture methods is characterized by the lack of
discussion or interaction in between the Trainer and the Trainees. The
educator Lectures continuously for a long time being uninterrupted.
b) Informal (modified) Lecture method Lecture takes in to account
the participation of the Trainees like asking, giving suggestions, and
answering to the questions. Here there is an interaction.
c) Short Lecture Methods is a brief talk, used to introduce a session
or topic or provide new information. It can be used to summarize ideas given
by participants after a group discussion or assignment. However, such talks
 by Trainers should be kept to a minimum to allow participants as much time
as possible to participate and share their own ideas.
The purpose of a Lecture is to clarify information to a large group
in a short period of time.

C. Discussion: The Discussion is the exchange of views between

Trainees among each other and with the Instructor, on specified problems
and with intent to study a particular subject.
Discussion is an activity in which people talk together in order to share
information about a given topic, problem based on all possible available
evidence. Discussion provides for participation, makes participants
tolerant and broad-minded, encourages good listening, and provides a
cooperative means of bringing together facts and opinions.
This is a two-way verbal interaction that is Trainer to Trainee or Trainee
to Trainee. In the discussion group, the participants are usually seated
in a circle or semi-circle and where possible they may sit around a Table
or Tables.

89. There are two types of discussion methods:

a) The whole Class discussion In this method the entire class
participates in the discussion. This approach is used in cases where Trainees
have no background or experience in conducting discussion. In such,
situation the Trainer must be the leader of the discussion group.
The Trainer states a problem, initiates discussion, direct
discussion among Trainees and ensures that the flow of ideas
proceeds towards the desired goals. In the end the Trainer finishes
the discussion by giving summary of the main points expressed.
b) Small group discussion method In the case of this discussion a big
class may be divided into small groups each with a leader and secretary or
recorder. The leader for each group directs the discussion throughout. The
Trainer moves from one group to another finding out what progress is being
 made. His contribution to the discussion in each group may add some life to
the whole discussion. As soon as the time is over all Trainees come together
to hear reports from various groups.

D. Demonstration Method: The Demonstration method is one where the

student observes the portrayal of a procedure, technique, or operation.
The demonstration method shows how to do something or how something
works. A Demonstration is a way of showing the group how something is
done.
90. There are two types of demonstration methods:
a) Formal Demonstration Method In this method the demonstration is
made only by the Trainer and is used where there is shortage of material for
each Trainee and when the materials are dangerous to be handled by
Trainees.
b) Informal Demonstration Methods In this method there is a
demonstration by a Trainer.
The purpose of demonstration method is to teach skills. Therefore,
the condition necessitating the use of demonstration is when skills
are taught: for example, Swimming and Typing. The Trainer
assembles all the needed equipment and materials, demonstrates
how the skill is performed to the participants, advising them to
observe carefully each step of the procedure.

E. Practical Exercise: A practical exercise (PE) may take many forms.

Basically, it is a method of training in which the student actively participates,
either individually or as a team member. He or she does this by applying
previously learned knowledge or skills. All students actively participate
although they may work at their own rate. Students may or may not be
required to follow a set sequence. The various forms of the PE are explained
in detail below:
a. Play let: The Play let is a partial and live presentation of a series of actions
accompanying an explanation by the performers (during the presentation). It
may in many cases replace the Lecture or the Display.
b. Display: The display is the presentation by way of examples, complete and
exact, of an activity or a series of activities in the subject being studied. Display
may be performed in the Field, in the Lecture room, on a Sand table and so on.
c. Training Films: a Training Film is really a display on the screen its
Instructional value is therefore the same as that of the display.
d. Practice Method: Students (alone or as part of a team effort) repeatedly
perform previously learned actions, sequences, operations, or procedures.

F. Case Study or Team Practice: The student performs as a member of a

group to solve a text book problem with a team solution or practice
completing a sequenced task. A Case study is an example of a situation or
person that is similar to what the class is learning. It is also presentation
that could be analyzed for many purposes such as, problem solving or
interpreting behavior.
In addition to this it is agreed that case study method appears to testing
learners ability to apply acquired knowledge and principles to actual
problems. It is discovered that some aspects of learning, especially key
concepts and issues can be better achieved through case studies. For
this method, participants are the opportunity to share real life incidents
from the community with others in the class room.

G. Coach and Pupil: In this method, the student performs individually

while being observed by the coach. The coach's responsibility is to ensure
that the student performs the action or process correctly. When the
student then completes a given task, he assumes the role of the coach and
the coach becomes the pupil.
H. Independent: The student independently, applies prior skills or
knowledge gained in either an actual or training situation. He practices by
 himself although he may ask for instructor advice if necessary.
Remember, as you consider which method or methods of instruction you
are going use and incorporate into your instructional training program.
You must pay carefully attention to developing your objectives and the
development of your teaching points. They must be realistic, logical, and
achievable by not only you but the students as well. And attempts to cut
corners here could result in an ineffective training program, in other words
a complete "failure." During the course we will examine more closely the
advantages and disadvantages of each method of instruction, and how
they can be used to reinforce your teaching points and reach your
objectives effectively.

91. Conclusion. Determining which Method of Instruction to use in a training

program can sometimes be difficult, because there are many different instructional methods
like Drama, Brainstorming, Panel discussion, Debate, Field Trips, Role Plays,
Scenario/Situation analysis and Games which may be used in a training environment. Each
method has certain advantages and disadvantages; some are more suited for certain kinds of
instruction than others. Each of the different methods requires greater or lesser participation
by Trainees. One method, or perhaps a combination of methods, is usually most appropriate
for most subject matter and objectives. During the course we will examine more closely the
advantages and disadvantages of each method of instruction, and how they can be used to
reinforce your teaching points and reach your objectives effectively .

92. Classification of Methods of Instruction. The Methods of Instruction

may be classified into two categories.
a. Lecture, Display, Training Film, and Play let: These Methods of
Instruction require the Instructor to be very active. The Instructor endeavors
to present the material to his Trainees in the most lively manner, so that they
will learn by the coordinated use of the faculties of sight and hearing.
The limitation of these methods of instruction is that they do not oblige
the Trainees to think. The Trainee is at liberty (according to the degree
 of interest he/she shows) to absorb the material or not. On the other
hand, the advantages of this method of instruction is that there is full
supervision over all that will be heard, and the Trainees hear only
correct things in orderly form.
b. Discussion, Exercise (all types of exercise) In these methods of
Instruction the Instructor makes the Trainees work by presenting them, from
time to time, with various other practical problems which they must solve
(and the solutions of which they have sometimes also to execute). By thinking
about the solution and execution the Trainees become deeply absorbed in the
material being studied and take it in properly.

93. These two categories do not contradict each other but complement each other.
A good Instructor seeks as far as possible to use exercises and discussions and to
use sparingly methods of instruction which do not ensure that the Trainee will be
exercised to the maximum. At any rate when using methods of instruction of the first
category, preference should be given to display, play let, and training films.
In most lessons two or more of the methods of instruction are
combined. The characteristic combination is a short
lecture,(explanation) a short display and a short exercise which
combination will be repeated in various forms during the lesson. For
simple lessons the combination of short display and short exercise
(explanation) is characteristic.

94. Stages of Military Instruction. Proper instruction of every subject is

carried out by means of the following four fundamental stages:
a) Presentation of the subject.
b) Study by stages.
c) Practice.
d) Summary.
95. Stage 1 Presentation of the subject. First of all the students must be
given a clear and complete picture of what it is intended to teach them and
why , so that they should understand the purpose of the training in the lesson
or subject being given before they approach the essence of their study .

If the student does not understand the purpose of his training, there is
apprehension that he will perform it mechanically but without putting in
to it his personal initiative and energy . the presentation of the subject is
therefore an effective method of enlisting the students cooperation in the
study of the material.

Example:

a. Attack (in a course for squad leaders).

(1) Lecture on the subject_ attack.
(2) Display of an attack of squad on an enemy

Objective (a squad of instructors will demonstrate the execution before

all the students).

(3) Performance of a squad attack exercise ,with the instructor

commanding the squad and demonstrating the considerations, the
commands, and the manner of execution
b. first plan in defense ( officers advanced course )
(1) Reading in the booklet by the students on the planning and
direction of fire.
(2) Play let on fire planning in defense.
(3) Discussion on fire planning defense.

A second method of carrying out presentation of the subject is:

(1) Reading in the booklet by the students on the planning the direction
of fire.
(2) Lecture on fire planning in defense.
 (3) Display of fire planning in defense (instructors demonstration on a
sand table),
Where in lies the difference between these two presentations of subject?
the first uses the methods of instruction: reading, play let, and
discussion, whereas the second uses reading, lecture and display;
obviously the first is better than the second in that the discussion
exercises the students , whereas in the three methods specified in
the second way the students are passive. presentation of

The subject has as its purpose the clarification for the student of two things :
what he has to learn and why .

96. Stage 2: study by stages. At this stage , the good instructor breaks up
the subject in to subject in to subsections (parts of the training subjects and
parts of the lesson) as clear and simple as possible, feeds his students section
after section and in this way helps them to absorb the subject more easily and
thoroughly.

The more compound the subject _the greater is the importance of the study
by stages. An instructor who, very rashly, seeks to skip this stage (by
commencing to exercise his students in all the material immediately after
presentation of the subject ) does a grave wrong to his students, for he
obliges them to exercise in a subject which they have not yet adequately
taken in. Premature practice of all the material usually causes:

(a) The necessity for additional practice many times, so that the student
can take in the material during the practice.
(b) Over _fatigue.
(c) Non _absorption of parts of the material.
The good instructor , before starting to give instruction on a
particular subject, will consider well how properly to give the study
by stages, will break up the subject into subsections according to
the nature of the material, will remember that each sub section is to
 be taught in its entirety before passing on to the following section,
and will take care that every subsection will be given in accordance
with the fundamental stages of instruction:
(a) Presentation of the subsection ;
(b) Its study;
(c) Its practice;
(d) It s summarizing.

Example of study by stages

a. attack (in a squad leaders course)

(1)single _sided exercises and simple and short fire exercises dealing with
only one of the phases of the attack (such as: assault, fighting on the
objective).

(2)initiated exercises) which commence in an opening position which

determines that we have already discovered the enemy but there is not much
time for planning . Every exercise must emphasis a limited number (1_3) of
special tactical points.

In these exercises problem in the following spheres will be emphasized, in the

main:

(a) Utilization of terrain for enveloping movement of the riflemen and for
covering positions for the machinegun.
(b) Directions of the enveloping movement.
(c) Positioning of the machine gun.
(d) The size of the enemy.
b. The fire plan in defense(officers advanced course). The study by
stages will be carried out by one TEWT in the field which will deal
only with a fire plan (the tactical solution, except for the fire plan,
will be given and the student will have to plan only the fire plan).
The TEWT will be conducted stage by stage, in accordance with
 the correct order of the fire plan, study by stage is always
study from the simple to the complex and from the known to
the unknown.

97. Stage 3 Practices. Only when the student has completed studying
the sub_ section, can he be given problems the solution of which requires the
use of all the material being studied . At the stage of practice the instructor must:

a. Collect up what has been learnt in the subsections in to one complete

whole.
b. To perfect details, while practicing them in the framework of the whole
subject.
c. Give the student a more realistic picture of the subject being studied.

Practice examples

A.Attack (in course for squad leaders).

(1)exercises in more complex problems of attack subjects (such as :attack

and house mopping up attack in a built up area, raids.)

(2) exercises in the solving of tactical problems under pressure of time.

(3) Double sided exercises in the field.

B. fire plan in defense(officers advanced course ).

Practice of the subject fire plan in defense will be performed by study

by stages and by the practice of the whole subject of defense never begin
to practice unless you have finished studying.

98. 4. Summary. At the summary stage the instructor must achieve two things:
 a. To impart to the students ,finally ,a clear comprehensive, and
fundamental picture of the subject being studied .
b. To examine the degree to which the material being studied has been
absorbed (has instructor achieved his aim?). the summary stage
should :

Example of summary

a. attack (in course for squad leaders). The summary of this subject
might be as follows:

(1) Summing up discussion on the subject attack.

(2) Display or film of an advanced offensive fire exercise.

(3) Double sided attack exercises in the framework of the section Patrols.

b. fire plane in defense (in an advanced course for officers ).the

summary in this subject will be made within a summary of the whole
subject of defense:

(1) Summing up discussion on the subject defense(including fire plan in

defense).

(2) An examination exercise in which the student must also detail the fire
plan.

(3) A display of the planning and bringing down of the fire may also be
performed (by means of pyrotechnics or a real fire ).

99. Every stage of the instruction may be taught by one or more methods of
instruction. the lesson should be given in all the stages of instruction and it should
be divided up in to smaller study parts (sub-sections or lesson stages), which
should also be given by stages of instruction.
 It should not be forgotten that instruction in the army determines to a very
great extent the mould of the personality of the soldier and of the
commander. The good instructor is not necessarily an excellent lecturer or
demonstrator. The good instructor must have the ability of analysis, so that
he will know how to apportion the material in to sub-sections and how to
teach sub-section (by the stage of instruction); he must have initiative and
the knack of creating a live and imaginative atmosphere in lessons. The art
in instruction is not necessarily the display of the presentation of the
subject but the study by stages and the practice and the integration of
all the stages. It is not enough that the instructor be proficient in the
material. He must know how to import the material to his students in such
manner that they will be able to use it in the various condition which they
will encounter in combat or in their army life.

CHAPTER FOUR

TRAINING PROGRAM

100. General. The Training Main Department is overall responsible for resourcing
the Army to train. Training is a continuous, lifelong endeavor that produces
competent, confident, disciplined, and adaptive soldiers and leaders with the warrior
ethos in our Army. Commanders have the ultimate responsibility to train soldiers and
develop leaders who can adjust to change with confidence and exploit new situations,
technology, and developments to their advantage. Effective training produces the
force soldiers, leaders, and units that can successfully execute any assignment
mission.

101. Fundamental Influencing of Training Program. A Training program is

the precise program detailing the subjects of Training and the lessons to he/she
given to the Trainees so as to bring his/her to the appointed level of Training. The
stages of work in drawing up a Training program are:
a) First Stage: determination of the aim and duration of Training.
i. Determination of the standard required from the Trainees at the
end of the Training period (the aim).
ii. Determination of the Initial standard required from the Trainees
(data on the Candidates for Courses).
iii. Determination of the period of duration.
b) Second Stage: Determination of the framework of the program including
the Training subjects to be instructed. This stage contains four basic
operations:
i. Determination of the subjects to be included in the program and
the reasons for their inclusion in the Training program.
ii. Detail of the material to be studied in each subject.
iii. Allocation of time to each subject. Sometimes an exact allocation of
time will given, but mostly only a general allocation of the time will
be determined at this stage.
iv. Determination of the location of the Training.
v. Allocation of means such as: Transportation, Petrol, Ammunition
and so on.
c) Third Stage: Detail of the lessons in every Training Subject. In this stage
method of instruction at every Training subject is determined exactly.
Exact determination means a clear division into lessons and the
determination of the principal Training methods for the Instruction of
each single subject.
The program of Training must be given in detail up to the indication of
every lesson in each Training subject; the detailing will aid not only the
planning of Training but mainly its execution. Detailing into lessons is an
organizational, professional and instructional pre-condition facilitating
the insertion of the daily, weekly and monthly of the Training program
and ensuring that the lessons will be given in the correct order.
 Detail of the lesson must include in addition to the name of the lesion
and the time allocated to it, also a short description of what will be
studied in the lesson and how to give the lesson(method of Training).the
detail must be such that the instructor who is about to prepare a lesson
plan will be able to draw from the Training program the basic directions
for preparing the his lesson. Every lesson which is scheduled in the
Training program requires a lesson.

102. Methods of Drawing up a Training Program For each course have a

written training programme identifying the stages of the programme, the location, the
training content and methods used and trainer. Draw up an achievable training brief
with the trainer. The Training programs contain six basic parts:

i. Introduction.
ii. Table for collation of Training subjects and methods of
instruction.
iii. Subject schedule.
iv. Training program.
v. Insertion table.
vi. Table of means.
i. Introduction. This part of program always contain four things: name
the program, the aim, the time allocated for covering the program,
week or day, the number of hours of Training will also be indicated.
And particulars of the candidates, that is to say: previous standard of
training required from the Trainees (only in the planning of courses).
ii. Table for collation of Training subjects and methods of instruction.

103. While training program drawing up it should consider training guidelines.

These guidelines serve as a model for trainers to use in developing, organizing,
evaluating, and editing their training programs.
 A. Determining if training is needed. You first have to determine if a
situation can be solved using training. Training, or retraining as the case
may be, could be required standard. Training is an effective solution to
problems such as employee lack of understanding, unfamiliarity with
equipment, incorrect execution of a task, lack of attention, or lack of
motivation. Sometimes, however, the situation cannot be mitigated through
the use of training and other methods, such as the establishment of
engineering controls, may be needed to ensure worker safety.

B. Identifying training needs. A job safety analysis and/or a job hazard

analysis should be conducted with every employee so that it is understood
what is needed to do the job safely and what hazards are associated with
the job. A trainer may observe the worker in his/her environment to
adequately assess the worker's training needs. Certain trainees may need
extra training due to the hazards associated with their particular job. These
trainees should be trained not only on how to perform their job safely but
also on how to operate within a hazardous environment.

C. Identifying Goals and Objectives. It is important for the Trainer to

identify necessary training material. It is equally important that the trainer
identify training material that is not needed to avoid unnecessary training and
frustration from their trainees.

At the beginning of every training session the trainer should clearly iterate the
objectives of the class. The objectives should be delivered using action oriented
words like: the trainee... "will be able to demonstrate" or "will know when to"...
which will help the audience understand what he/she should know by the end
of the class or what to information to assimilate during the class. Clearly
established objectives also help focus the evaluation process on those skill sets
and knowledge requirements necessary to perform the job safely.
D. Developing Learning Activities. Training should be hands-on and simulate
the job as closely as possible. Trainers can use instructional aids such as
charts, manuals, PowerPoint presentations, and films. Trainers can also
include role-playing, live demonstrations, and round-table group discussions to
stimulate trainees participation. Games like "what's wrong with this picture" (it
is usually good to use pictures of situations found at their specific location)" or
"safety jeopardy" can be useful ways to make the training fun yet educational.

E. Conducting the Training Program. Trainers should provide trainees

with an overview of the material to be learned and relate the training to the
trainees' experiences. Trainers should also reinforce what the employees have
learned by summarizing the program's objectives and key points of training. At
the beginning of the training program, the trainer should show the trainees
why the material is important and relevant to their jobs. Trainees are more
likely to pay attention and apply what they've learned if they know the benefits
of the training.

F. Evaluating Program Effectiveness. Evaluation will help trainers or

supervisors determine the amount of learning achieved and whether a trainees
performance has improved on the job. Among the methods of evaluating
training are

(1) Student opinion. Questionnaires or informal discussions with trainees can

help trainers determine the relevance and appropriateness of the training
program

(2) Supervisors observations. Supervisors are in good positions to observe an

trainees performance both before and after the training and note
improvements or changes.
(3) Workplace improvements. The ultimate success of a training program may
be changes throughout the workplace that result in reduced injury or accident
rates.

(4) Formal assessments. Practical and written exams also assist in evaluating
understanding of training material. For example, for a lift-truck operator, a
written and a practical exam would identify areas of training that may need to
be revisited. Furthermore administering a pre-test and post-test will establish a
knowledge base line or reference point to measure training effectiveness.

G. Improving the Program. As evaluations are reviewed, it may be evident

the training was not adequate and that the employees did not reach the
expected level of knowledge and skill. As the program is evaluated, the trainer
should as

Were the instructional objectives presented clearly and concretely?

Did the objectives state the level of acceptable performance that was expected
of trainees?

Did the learning activity simulate the actual job?

Was the learning activity appropriate for the kinds of knowledge and skills
required on the job?

Were the trainees motivated to learn?

Were the trainees allowed to participate actively in the training process?

 CHAPTER FIVE

CONDUCT OF MILITARY TRAINING METHODOLOGY

104. General. Training of subordinates is an important responsibility of an

officer. There are various methods of imparting instructions such as Tutorial
Discussions (TD), Outdoor Exercises (OD) and Tactical Exercises without Troops
(TEWT). It is important that the instructors are well prepared for the activity at hand
so that they can teach confidently and impart quality instructions. To achieve this,
the instructor must establish a good rapport with his class and understand his
students well. It is also important for the instructor to set goals for teaching, which
will assist him in assessing whether he has been able to impart the required
knowledge or not.

105. Qualities of a Good Instructor a good instructor must possess the

following qualities:-
(a) Thorough knowledge of the subject.
(b) Confident communicator.
(c) Alert and energetic.
(d) Relaxed and friendly.
(e) Sense of humour.

106. Conduct of Tutorial Discussions (TD) the important aspects to be born in

mind for conducts of a TD are as under: -
(a) Class Arrangements.
(b) Time Plan.
(c) Training Aids.
(d) Conduct of the Class.

106. Class room Arrangements. The points to be kept in mind are as under:-
 (a) The board outside the class room is neatly, correctly and legibly filled in
by the senior student.
(b) Ensure that the class room is clean and free from litter.
(c) Class room doors and windows to be kept open to ensure adequate
ventilation.
(d) Seating arrangements for visitors to be catered for behind the last row of
students attending the class. Instructors folder containing time plan, copy of
the script and students seating plan should be placed on the table in front of
the visitors chair.
(e) The instructor should ensure that the desks/chairs are arranged neatly
in rows.
f) Parade state, course details and date should be written legibly on the
right, top corner of the board.
(g) The topic of the class should be written on the top centre of the board in
block letters and underlined.
(h) Adequate lighting arrangements should be ensured.
(j) Ensure that the black board is clean before the start of the class.

107. Time Plan The points to be kept in mind are as under:-

(a) Ensure that the class is conducted as per the time plan and which must
cater for spare time.
(b) Keep the copy of the time plan in Instructor folder.
(c) The time plan should be reasonable and in detail.

108. Training Aids The points to be kept in mind are as under:-

(a) Ensure that all training aids are checked for suitability and correctness
well before the start of the class.
(b) Ensure that all the training aids are taken to the class and placed
appropriately.
(c) Check spellings/other errors in the training aids and rectify them.
(d) If using slides, ensure relevant facilities are available.
 (e) Make maximum use of training aids.

109. Conduct of the Class

(a) Engage class in a confident and relaxed manner.
(b) Avoid mannerisms such as leaning forward, folding hands, holding
pointer when not required.
(c) Make maximum use of training aids. Training aids should be simple,
relevant and facilitate better understanding
(d) Avoid referring to scripts and notes.
(e) Keep time available in mind or you may not be able to do justice to the
lesson.
(f) Go well prepared for the class. Identify must know, should know and
could know of the subject content.
g) Do not give wrong information; if you do not know the answer, state that
you will check and get back to the class (and do it at the earliest appropriate
occasion).
(h) Encourage students to participate and ask doubts. Never snub the
students.
(j) Ask leading questions to introduce the topic. Ask probing questions to
develop the topic and ask confirmatory questions to confirm assimilation.
(k) Real life examples/ personal experiences will help in better assimilation.

110. Conduct of Outdoor Exercises (OD) The duration of Outdoor Exercises

may vary from a period or two to the whole day. These outdoors are normally
conducted for Map Reading, Field Craft, Battle Drills, Mine Laying and Radio
Telephony classes. Important Points While Conducting OD Classes:
(a) Check the time and venue for the class.
(b) Go through the script/interrelated scripts of classes held earlier. Go to
the class area and carry out reconnaissance as to how exactly you intend
taking the class. Carry out rehearsals if required.
 (c) Pass instructions about the dress and equipment that you want the
students to carry at least a day prior to the conduct of the class if it is not
specified in the training programme.
(d) Pass instructions to the concerned store holder about additional training
aids/demonstration troops you require. These can be coordinated during the
training conference.
(e) Arrive well in time to check training aids and brief demonstration troops.
(f) Carry your own equipment and do not borrow Maps, Binoculars, and
Compass etc. from the class.
(g) Be properly turned out and ensure that the equipment carried is
complete and serviceable.
(h) Ensure that the training aids are available and serviceable
(l) Re-emphasise important points already identified during the theory
classes.
(j) Divide the class into groups.
(k) Carry out rehearsals/practice giving opportunity to maximum students
to participate and be exercised
(l) Be well prepared for the class.
(m) Note down weaknesses observed by you and inform the class. Also give
out strong points noticed.

CODUCT OF DRILL PERIOD

111. General. Gentleman, Gen Dral of Germany was the first one who introduced
Drill in Army in 1666 AD. It has proved time and again in history that drill is only
way to ensure discipline, turnout and team spirit in peace and as well as in war.
Drill produces a quality of smartness, steadiness, and coordination among the
soldiers. Drill is the bedrock of discipline in the armed forces and discipline is the
main element of success and strength of any organization. The aim of the discipline
in the armed forces is to ensure that all members behave and conduct themselves in
the desired manner, both during normal and adverse circumstances. The aim of this
lecture and demonstration is to conduct of drill period and drill square test
procedure.

112. Definition. Doing a procedure in a systematic and correct manner is known

as drill.

113. Effects of Drill. Drill has the following effect on individuals and
organization:-
(a) Drill is a foundation of discipline.
(b) Drill teaches us how to work with coordination as well as to obey
the orders.
(c) Drill teaches us how to dress up, and how to walk smartly.
(d) Drill teaches Officers, NCOs how to exercise command and control
over their troops.
(e) We can easily judge the morale & discipline of the unit by their
standard of drills.

114. Scope This demonstration will be cover in two parts

Part I Conduct of Drill Period.
Part- II Conduct of Drill Square Test.

Conduct of Drill Period

115. Teaching Points of Drill. Following are the teaching points of Drill:-
(a) Squad should be in semi circle in front of the Instructor.
(b) The face of squad should not be towards the sun or the road.
(c) Instructor should stand 15 steps in front of the squad.
(d) Training aids should be near the squad.
(e) Revise question and answers from the last lesson.
(f) Aim/Needs of the lesson.
(g) Correct demonstration
 (h) Demonstration with counting.
(j) Demonstration with counting and explanation.
(k) If there is no counting then give demonstration with explanation.
(l) If lesson is long then give a demonstration of one part and after
that practice of that part
(m) Practice with counting word of command of the Instructor.
(n) Instructor shall tell the word of command and squad should do
practice with own word of command.
(o) Practice with time shouting word of command of the Instructor.
(p) Time practice without shouting word of command of the Instructor.
(q) Demonstration of good soldiers.
(r) Any question and answer.
(s) Conclusion.
116. Parade State Conduct of parade state should be very appropriate
method because if presence of the cadets is good with systematically method then
every cadets mind has a phobia about their presence in the parade.

117. Turnout Inspection Instructor check the turnout of cadets first and collect
I-slip of those cadets who has not well turnout that day and also write offence
backside of the I-slip and put this I-slip for the consideration of the Adjutant and
Adjutant award punishment according the offence.

118. Report Sick. Report Sick cadets should be fallen near the saluting Dias
when parade start then Adjutant/Assistant Adjutant, do interview of cadets and then
they went to clinic under the supervision of Duty Sgt. Duty Sgt have responsibility to
give feedback and remark given by the Doctor of the report sic k cadets.

119. Warm up. Gentleman there is so many drill exercise of warm up mark time,
changing march, right turn, left turn, about turn, continue open form and continue
close form etc.
 RIGHT SALUTE WHILE IN QUICK MARCH

120. Requirement When we are marching in quick time and if superior officer is
onto our right side, then right salute in quick time is done to give them respect in
accordance with military discipline. Look correct demonstration of right salute.

121. Demonstration Word of command By front quick march forward, do salute

right salute, salute blank one, two, three, four, five ,six ,down, blank, swing, squad,
halt blank one two. As it was. See this movement with counting.

122. Demonstration with Counting. Word of command By front quick march

forward, with counting do salute right salute one, blank up. Squad two, two three
four five six. Squad three down. Squad four, blank swing squad halt blank one
two.As it was.

123. Demonstration with Counting and Explanation. From quick march when
you get word of command with counting do salute right salute one, which you will
get on the left foot, leave your right foot blank and when your left foot touches the
ground do the movement of right salute and stop the movement of marching and
shout one blank up. Word of command by front quick march forward, with counting
do salute right salute one, blank up. Things to watch in this position.
(a) Right foot full flat on the ground body weight on the right foot.
(b) Left foot 30 inch ahead from the right foot.
(c) Both knees are tight.
(d) Movement of right salute.
(e) Face to be the right side as well as the eyes
(f) Other positions are same as in attention.

124. When you get word of command squad two then start marching with right
foot and count two three four five six and stop your movement. Squad two, two
three four five six. Things to watch in this position are as under:-
 (a). Six step distance completed from the prior place.
(b). Other positions are same as number first movement.
When you get the word of command squad three then stamp your left
foot 30 inch ahead, down your salute and bring your face to front side, these
three movements are to be done at the same time and shout down. Squad
three, down. Things to watch in this position:-
(a) Right foot full flat on the ground body weight on the right foot.
(b) Left foot 30 inch ahead of the right foot.
(c) Movement of salute down.
(d) Other positions are same as in attention.
When you get the word of command squad four then start marching
with right foot and shout blank swing squad halt blank one two. Squad four
blank swing squad halt blank one two. As it was
125. Practice
(a) Practice with counting word of command by Instructor.
(b) Instructor gives word of command and squad does practice
themselves with own word of command.
(c) On Instructors word of command squad will do practice with time
shouting.
(d) On Instructors word of command squad will do practice without
shouting.

PART- II : CONDUCT OF DRILL SQUARE TEST

126. Introduction After completed the syllabus there is one Drill Square Test
(DST) is organized in which all movements of the cadets are checked, which is learnt
by them during their syllabus.
127. Preparation of Drill Square Test. The following point to be observed During:
DST:-
(a) Cadets prepare their turnout like dress, shoes and beret cap etc.
Those cadets who are fails in turnout are not given a chance for Drill
Square Test (DST) that day and also punishment is awarded to them like
extra drill.
(b) It is responsibility of the Instructor to check the turnout of cadets
one day prior and give report to Adjutant according the preparation of
turnout.
(c) Ground should be marked one day prior to the test like turnout
inspection according to the strength of the course and also the place of
DST stand where presenting officer stand and where cadets will start
their test.
(d) Drill staff should be very clear that how much stands are used
during the Drill Square Test (DST) and instructor have responsibility to
provide nominal roll of the cadets according to the test like foot drill, rifle
drill, cane drill and sword drill.

(e) Turnout Inspection should be organized before the drill square

test, those cadets who are failed in turnout will not participate in drill
test that day and also liable of punishment.

(f) After inspection instructor warm up the cadets for a few minute
and take first three cadets with him towards the stands after attention
instructor gives report to the presiding officer and stands left side of the
presiding officer and gives order stand at ease to the cadets and also
gives order No -1 carry on. On this word of command No-1 cadets start
their test and No-2 and 3 cadets take place of No-1 and 2 and one cadet
from class join backside of No -1 and 2, this process will continue till the
last cadet of the coy or pl.
128. Separate Instructor should be detailed to control over the fail and pass cadets
care must be taken that no one cadet joins with the pass type cadets.

129. Procedure of Individual Foot Drill Test for 1st year 1st semester.

The procedure for the Foot Drill Test for the cadets of 1st Year 1st Semester will
be shown to you by Drill Instructor:-

Ser Action / Remarks

No
(a) Instructors will give the word of command No 1 Carry on.
(b) Cadet come in attention positions and march fifteen step forward (one,
two---------eleven twelve halt blank one two)
(c) Salute to Presiding officers.
(d) Give Report like this Good Morning Sir No---------- Gentleman cadet ----
-----------------present for drill square test sir.
(e) Open form, Close form.
(f) Right turn march twelve step forward , about turn, one two three four
cut blank , Right salute, sixteen step forward march, About turn one
two three four cut blank, left salute, halt.
(g) Left turn, left turn, about turn, left turn, salute.
(h) Instructor will give the word of command No. Right/Left turn, both
arms lock forward march.
(j) Cadet join in their PL.

NOTE:-
1. Cadet should be reach on inspection line twenty minute before arrival of
the Presiding officers.
 2. Dress will be checked by the Instructor before one day evening the Drill
Square Test.

PT LECTURE AND DEMONSTRATION (SCRIPT)

130. General. Good morning Ladies and Gentlemen, welcome to the lecture and
demonstration of conduct of PT period and PT test. Physical Training in Army is
conducted in a way that all motor abilities that is Strength, Endurance, Speed,
Coordination, and Flexibility, are addressed based on scientific principles. A soldier
has to perform his duties in difficult conditions so a soldier needs to be very strong
not only physically but also mentally. Physical Training in Army is imparted to
strengthen soldier not only physically but mentally so that a soldier can endure the
challenges that he has to face in his daily routine life. With this brief introduction,
coming to the aim of this demonstration.

PART I: PT REPORTING PROCEDURE

131. General. Ladies and Gentleman now you will see how reporting procedure is
conducted. Assume that PT fall in is taking place. Senior Platoon leader blows the
whistle. As the whistle goes on the cadets platoon leader make his group attention
and bring them to PT fall in area to his respective place which is already marked.
Cadet platoon leader make his platoon stand properly then he gives report to his
instr. Then Instructor take parade state of the platoon from cadet platoon leader and
check all details of parade state if they are all correct He physically count the cadets.
He first gives order to platoon for open form. Then he checks the turnout of all
cadets. If any cadet found improper turn out, Instructor gives him physical
punishment. After checking of turnout Instructor gives order for close form and make
the platoon stand properly. Then Instructor make his platoon attention and gives
report to senior platoon leader. Senior platoon leader takes permission from senior
most officers who are present there to march up the PT.
 PART II: DEMOSTRATION OF PT CLASS

132. Ladies and Gentlemen, Now you will see the conduct of PT period. How
the PT class is conducted. How the Instructor handle the class. This part has
been divided in three parts.

(a) Warming Up Group 10 minutes

(b) Strengthening Group 20 minutes

(c) Cooling Down Group 10 minutes

(a) Warming Up Group. Our body must be warmed up before we go
for any rigorous physical activity. Before start of PT Instructor should
make some stretching exercises done to class to warm the body of the
cadets. This is must to increase the blood circulation of body. If body
is proper warmed up cadets can mould their body the way instructor
wants and they can work best to their potential. Here are some
exercises which can be done before running. These are:-

(i). Shoulder Stretch.

(ii). Trunk Stretch

(iii). Calf Stretch.

(iv). Hamstring Stretch etc.

133. After stretching light jogging is done to awake the muscle and then running is
follows. Warm up differs for program to program. Various kind of warming up is done
according to the PT program. Here we can see warming up is being done for the
strength training.

134. Ladies and Gentleman you can see after doing some stretching exercise now
Instructor is taking class for running. As a PT Instructor it is responsibility of the
instructor to make sure that all cadets follow his instruction. To keep close eyes on
all cadets Instructor run last to second or third file. Assume they have finished their
2 km run now classes enter in the ground. After running you can see how he forms
up the class for the exercises.

(b) Strengthen Group While performing strengthening exercises

Instructor keeps few points in his mind.
(i) Instructor first gives the demonstration then asks the class to
follow the exercise. So you can see how first he gives demonstration
for all exercises then he asks class to do the same.
(ii) While handling the class he observes the class and who is not
doing properly he first indicate for whole class and then he indicates
the name of individual to do the exercise properly.

(iii) After each exercise Instructor change the place to maintain the
intensity of the class. You can see after each exercise he changes the
place of exercise. This always keeps the cadets active in the class and
also helps to maintain the intensity of the class.

iv. He stands at the place from where he can observe the whole class.
v. Word of command should be audible to all cadets so that they can
follow it properly.

(c) Cooling down Cooling down is most important part of physical

training. After rigorous physical activity temperature of our body goes up.
Because of this our body releases lactic acid. If this lactic acid is not
properly disposed it freezes in our muscles and joints which leads to pain
in our joints and muscles. To avoid this pain we should do stretching
exercise.

135. We should gradually bring down temperature of our body by doing cooling
down exercises. Now you can see how Instructor made the class done stretching
exercises. Stretching exercises should be given to all parts of our body that is upper
part, middle part and lower part of our body. After cooling down he first make the
class fall in and ask if any of the cadet has any problem.

PART III: DEMONSTRATION OF BREAK OFF

136. Ladies and Gentleman Break Off of PT parade in proper manner is one of the
important drill of the Army. This is done after finish of PT. This gives an opportunity
to instructor to know about state of the cadets. How they are feeling after training
and at the same time instructor can count the cadets. Break Off in proper manner
also strengthens the military discipline by bringing the uniformity in parade. You can
see how Break Off is performed. Senior platoon leader blows the whistle, all cadets
and instructors take attention position. After that senior platoon leader takes
permission from senior most officer who is present there to break of the PT. After
taking permission he again blows the whistle to break off the PT. Then instr of the
platoon take charge of their platoon and they hand over their platoon to the cadets
platoon leader.

PART IV: DEMONSTRAION OF PT TEST

137. Ladies and Gentlemen, Now you will see how proper PT test is
conducted. The Instructor first takes the parade state from the platoon senior. Then
he physically counts the squad, inspect the squad that all the cadets are in proper
dress. Then he briefs the squad about the test after that he warmed up the class.
Ladies and Gentlemen you will see how the class move from one place to another,
how they stand behind the apparatus, how they go for the test. Instructor should give
word of command loudly so that all the class can hear it clearly.
 PART II: DEMONSTRATION OF TESTS

138. Now coming to the tests, we will see about the PT b tests, you can see a squad
of cadets coming to line up in front for appearing in the test. Please note the manner
in which they are formed up. On the right is the officer conducting the test. Please
listen to the orders given by him. In a short while he will give the word of command
for Toe touch and you will see the how this test is conducted.

(a) PT Test

(i) Toe Touch. You can see how cadets are standing in proper two
files Instructor gives clear word of command to the cadets. How cadets
come behind the bar. Counting is done so that testing officer can easily
indicate the grading of cadets with number. Now you can see how, cadet
hangs on the bar, hands over grasp, arms straight. Lifting his legs up
and touching the bar with toes in a proper manner. Lowering the legs
and coming down to straight position with arms straight. You can see
how after finishing their test cadets join their group with high knee
action. It does not matter in which group cadet has passed the test the
thing that matter is discipline and morale.

Now you see instructor is taking the class for another test. Thing to
notice is how they is moving from one place to another. They are moving
in group and Instructor is leading them for another test.

(ii) Chin Ups. You can see how cadets are standing in proper two
files Instructor gives clear word of command to the cadets. How cadets
come behind the bar. Counting is done so that testing officer can easily
indicate the grading of cadets with number.
 (iii) Meter Shuttle. Now take your attention to the white line
markings, here you will see how the 5 Meter shuttle is done. How
counting is done and how instructor control the cadets. Touch line with
right hand and left hand. Remember when you are touching line with left
hand your right leg should be leading leg and when you are touching the
line with right hand your left leg should be leading leg. Do not circle. In
one minute you have to do maximum18 times.

Confirming and Validating Training Effectiveness and Efficiency

139. Validation. Simply implies determining whether one has done what one set out
to do. The validation of training is a process in which a series of tests and other
means of assessment are used to determine whether:
a. A course of training has achieved the training objective specified for the
course (internal validation)
b. The Training objective for the course are realistically based on accurate
identification of the current requirements of the job (external validation).
Continual and systematic validation of training and the gaining of feedback for
subsequent changes and/or improvement of training is necessary to ensure
that training is sound and that the training system adjusts automatically to
change in equipment and techniques.

140. Need for Validation. Validation should never be haphazard or intuitive, it

must be carried out systematically, using methods which are sound, otherwise, the
process of validation may appear to take place while little is actually achieved.
Systematic validation does much to ensure that training produces max benefits.

141. Internal Validation. Internal validation is the process of determining how

successfully training has achieved specified training objectives. This process is
concerned with deciding when the validation should take place, the criteria that
should be used, the sources from which information is obtained and the methods to
be adopted to obtain this information. Internal validation can take place at the three
major stages of training:-

a. Before training starts.

b. During training.
c. At the end of training.
142. Validation before training starts. If trainees can already perform certain
tasks, or have certain knowledge, training content which does not take these factors
into account will be inefficient or irrelevant. When specifying the content of the
training programme, it is necessary to establish what the trainees already know or
can do. This can be established by means of appropriate tests.

143. Validation During Training. During training it is necessary to ensure, by

appropriate tests, that trainee performance is leading towards a satisfactory final
performance. If there is no validation until the end of the course, and some trainees
fail, there is little that can be done except have them repeat all or part of the training.
There is therefore a need to assess the training as it progresses so that any problems
can be identified and dealt with as they arise. This may involve diagnostic tests,
phase or progress tests, interviews, questionnaires and observation.

144. Validation of the end of Training. At the conclusion of formal training, there
is some form of test or assessment. At the same time questionnaires, discussions
and interviews can provide further info which will indicate how satisfactory the
training has been, from the trainees point of view, in achieving the specified
objectives. If trainees are dissatisfied, the training designer will need to investigate
the causes in order to establish how the training can be improved.

145. Method of Internal Validation. The methods most generally available and
most frequently use are :-

a. Tests and test item analysis.

 b. Questionnaires.
c. Interviews.
d. Reports.
e. Observation of procedures.
f. Examination of the finished product.

146. External Validation. External validation is the process designed to ascertain

whether the training objectives of an internally valid training programme are
realistically based on the current requirements of the job. The ultimate purpose of
training is to produce a man who can do the job for which he has been trained.

Theoretically, the conduct of MET / METL, job analysis and the production
of a job specification should ensure that the training objectives do reflect the
requirements of the job. However, most jobs are liable to change and job
analysis is not infallible.
It is essential therefore to check that ex-trainees are successful in the
job. Steps must be taken to find out how ex-trainees are performing
in units after training thus enabling the soundness of the training
objectives themselves to be judged against the external standard of
job performance and to ensure the Training Gap is not wider than
first thought.

147. When performance on the job is examined by external validation the

quality of performance may be influenced by a number of factors besides the
relevance of the objectives; for eg, the effectiveness of the training, the degree of
decay of learning and the influence of on-job training and experience.

Other external factors may also affect performance such as working

conditions, mgmt policies, personal circumstances and individual motivation.
The main task of external validation is to determine the relevance of the
 training objectives to the job and, if necessary, to separate their influence on
job performance from any of these other factors.

External validation is vital to answer the following questions:-

a. Are the training objectives still relevant?

b. If they are not relevant, why not?
c. What changes, if any, need to be made to the training objectives?

148. Modify or Update Training. The main important aspect of the systems
approach is the concept of a closed loop. The loop is closed by studying the
feedback and using it to modify or update subsequent training within the system. To
modify any training requires close scrutiny of existing training objective in relation to
the present job requirement (external validation).

149. Validation may lead to one or more or a No of conclusion as follows:-

a. The job specification may require revision, even to the extent that a fresh
job analysis becomes necessary.
b. Training objective may need modifying, updating or rewriting, for instance,
because :-
a) External validation has shown that they have decreased in importance or
have lost their relevance to the job.
b) Internal validation has demonstrated the impracticability of achieving
them during training.
c. The trainee specification, and/or selection of trainees may need revision.
d. Aspects of the actual training may need to be redesigned.
e. Tests, both during and at the end of the training, may require to be
improved.
Training is a continuous process which must be adaptable. It must respond
quickly and easily to the introduction of new military equipments, techniques,
 op requirements and changes in tactical thinking by carrying out necessary
modification / update to the training.

150. Evaluation. Effective collective, leader, and individual training

are guided by the use of training and evaluation outline. It provides
summary information concerning collective training objectives as well as
individual and leader training tasks that support the collective training
objectives. They also provide information concerning resource
requirements and evaluation standards applicable to a training situation.

151. Objective. To introduce Trainees to both the need and methods for measuring
the effectiveness of their and others' training, as well as evaluating their own
personal performance as trainers and to improve training by discovering which
training processes are successful in achieving their objectives (to "sort out the good
from the bad").The Trainees should be aware of the importance of evaluation in
training and of methods that can be used to evaluate the effectiveness of training.

152. The need for Evaluation. It is not good enough for a trainer to feel self-
satisfied with his or her training performance without evaluating it. All effective
trainers not only evaluate or measure the degree of success of their course; they also
evaluate their personal performance at the conclusion of each session or at least at
the end of each training day. Neglecting to make any attempt at evaluation reflects
disinterest and lack of professionalism and is symptomatic of a non-caring attitude.
Evaluation is a must; it is an integral part of effective training. Two aspects of
evaluation are Course evaluation and Trainer evaluation (self-evaluation)

153. Evaluations can be informal, formal, internal, external, or any combination.

a) Informal evaluations take place when a leader conducts training with
his unit, for example when a squad leader trains his squad to assault an
objective. Another example would be whenever a leader visits ongoing
training, for instance when a battalion commander observes company
 training. This type of evaluation provides real time feedback on the
training environment and the proficiency resulting from training.
b) Formal evaluations are resourced with dedicated evaluators and are
generally scheduled in the long-range or short-range training plans.
Formal evaluations are normally highlighted during short-range training
briefings.
To the maximum extent possible, headquarters two echelons higher
conduct formal external evaluations; for example, division commanders
evaluate battalions, brigade commanders evaluate companies, and
battalion commanders evaluate platoons.
c. Internal evaluations are planned, resourced, and conducted by the
organization undergoing the evaluation.
d. External evaluations are planned, resourced, and conducted by a
headquarters at an echelon higher in the chain of command than the
organization undergoing the evaluation or a headquarters outside the
chain of command. Evaluation of individual and small unit training
normally includes every soldier and leader involved in the training. For
large-scale training events, evaluators sample a number of individuals
and subordinate organizations to determine the likelihood of the entire
organization to be able to perform specific mission essential tasks to
standard. During and after formal evaluation, evaluators prepare their
findings and recommendations. They provide these reports to the
evaluated unit commander and higher commanders as required by the
headquarters directing the evaluation.
e. Evaluation of Training
Training evaluations are a critical component of any training
assessment.
154. Evaluation measures the demonstrated ability of soldiers, commanders,
leaders, battle staffs, and units against the Army standard. Evaluation of training is
integral to standards-based training and is the cornerstone of leader training and
leader development.
 All training must be evaluated to measure performance levels against the
established Army standard. The evaluation can be as fundamental as an
informal, internal evaluation performed by the leader conducting the
training.
Evaluation is conducted specifically to enable the unit or individual
undergoing the training to know whether the training standard has been
achieved. Commanders must establish a climate that encourages candid
and accurate feedback for the purpose of developing leaders and trained
units. Evaluation of training is not a test; it is not used to find reasons to
punish leaders and soldiers.
155. Evaluation tells the unit or the soldier whether or not they achieved the Army
standard and, therefore, assists them in determining the overall effectiveness of their
training plans. Evaluation produces disciplined soldiers, leaders and units. Training
without evaluation is a waste of time and resources. Leaders use evaluations as an
opportunity to coach and mentor subordinates.
A key element in developing leaders is immediate, positive feedback that
coaches and leads subordinate leaders to achieve the Army standard. This
is a tested and proven path to develop competent, confident adaptive
leaders.

156. Guidelines for Course Evaluation. Break evaluation into clear, achievable
steps:

A. Evaluating reaction

a) How well did the trainees enjoy the session(s)/course?

b) Find out how well the trainees liked a particular training session or
sessions or the course as a whole.

B. Evaluating Learning

What principles, facts and techniques were learned?

 a) Written test questions, oral test questions, skill tests.
b) Avoid questions like "Have you learned anything?"

C. Evaluating behavior

What changes in job behavior resulted from the training?

a) Best evaluated through appraisal by on-the-job supervisors

b) Remember: good trainers have on-the-job experience; they know the
best way of doing things.

D. Evaluating results

What were the tangible results of the training in terms of improved job
performance?

a) Some types of training results are easily measured (e.g. typing).

b) Others are not easily measured (where management and attitudes are
involved).

157. Course Evaluation questionnaires

a) Determine what you want to find out.

b) Use a written comment sheet covering the steps above.
c) Obtain honest reactions by making the form anonymous.
d) Allow trainees to write additional comments not covered by questions.

158. Trainer Self-assessment Questionnaire for use before the Course

a) Do the notes show clearly the limited, definite scope of this training
session?
b) Is my session planned to enable my specific purpose to be fully
accomplished?
 c) Have I allowed for an adequate introduction; a presentation with
participant activity; and a recapitulation which will clinch the chief
points?
d) Have I arranged for all necessary equipment/materials and teaching
aids?

159. Trainer Self-Assessment Questionnaire for use after the Course

a) Was my voice clearly audible in all parts of room?

b) Was it restrained enough not to irritate trainees or disturb other
session leaders?
c) Did I vary the speed, pitch, volume and tone so as to give
maximum interest to whatever I said?
d) Was my manner reasonable, brisk and alert?
e) Did I sincerely convey a sense of earnestness and enthusiasm for
what I was instructing?
f) Was my manner reasonably pleasant and general without being
affectedly so?
160. Commander's Evaluation Guide. Through the active and aggressive
leadership of the chain of command, a perpetual base of expertise is established and
maintained. The unit's esprit de corps is significantly raised through the trainers'
desire to improve and demonstrate they are the best. The goal of a progressive train-
the-trainer program is to achieve a high state of combat readiness. The following is
an example of a commander's evaluation guide. Commanders can use this guide not
only to assess their unit's marksmanship proficiency, but to assess the leaders of
their units and their ability to effectively implement a marksmanship program. They
can also use it to develop the NCOs into subject matter experts within the unit.

a) Have you clearly stated the priority of rifle (small-arms) proficiency in

your unit? What is it? Do the staff and subordinates support this
priority? Is it based on your METL?
b) Have you clearly stated the intent of higher? Are leaders accurately
evaluating Training performance, based on accurately recorded data and
results?
c) During individual and collective training, do soldiers demonstrate their
ability to manage allocated ammunition and to engage all targets? Do
they fire several rounds at one target? Which targets? Why?

161. Conclusion. To sum up the aspects of system approach to training (SAT),

briefly it would entail analysis to determine mission essential task and mission
essential task lists. Based on these, training objective will be derived and training
designed to include method, media. Conduct of training will be validated through
quantifiable objective assessment and mod / updated as required.
 CHAPTER SIX

CONCEPT OF MILITARY TRAINING METHODOLOGY

162. The Training Environment. One of the most important features of

military training is constructing an environment that physically, psychologically and
socially facilities learning. There are two areas of environment the physical and the
psychological environment.

163. The Physical Environment. The physical environment includes all the
necessary materials used to deliver a specific lesson for trainees. Some basic
components of a physical environment are the class room or any other specific place,
writing aids, lighting, seating and so on. Some suggestions to how to arrange the
physical environment are;

a. Keep it organized.

b. Check if trainees has a comfortable place for writing.

c. Check if all the necessary supplies are in hand.

d. Make sure that the lighting system is functional.

e. Be sure the class rooms or the learning environment is accessible.

f. Keep the temperature comfortable not too hot or not too cold.

g. If interaction is needed within the class, check the seating arrangement.

164. The Psychological Environment. At the psychological level, safety and trust
are keys to creating a good place to learn. People learn best when they feel safe
enough to take some risks, to expose, and confront what they do not know. Teachers
should take great care in creating a safe productive environment. We place special
emphasis on the need for learners to feed safe or unthreatened when they receive
possibly critical feedback. How such feedback is worded and delivered may affect the
learning environment profoundly.
Picking the right kind of feedback. How such feedback hinges on what the person is
ready to hear and what challenges they can face. Respect each other is the key to
creating a safe environment. This includes respect ones cultural identity, religious
heritage, values and beliefs.

165. Some selective positive conditions which create a climate for conducive learning
are;

In all times acknowledge trainees whether it is correct or incorrect.

Provide instruction in increments that will allow success most of the time.

Treat the trainees as a person.

166. General tips for Training Environment

a. Training should seek to increase the competence of an individual or group

thereby building confidence.

b. It is a positive activity which should be conducted in an encouraging

atmosphere. As such it should be geared to building a trainee's confidence.

c. Within any training environment it is important to create an atmosphere which

is conducive to learning and improvement, and which is permissive of acceptable
error so that individuals or groups are not fearful of the consequences of mistakes in
any particular activity.

d. In a training environment all trainees should be treated equally. Individuals or

groups should not be selected to perform the more important roles or tasks on the
premise that they are less likely to fail.

167. Training Process. The training execution process is applicable at all

echelons, from a high level staff participating in a joint training exercise to a first line
leader's individual training of his team. The execution of training includes
preparation for training, conduct of training, and recovery from training.

168. Preparation for training Coordination, and preparation for executing the
training continue until the training is performed. Commanders and other trainers
use training meetings to assign responsibility for preparation of all scheduled
training.
Preparation for training includes selecting tasks to be trained, planning the
conduct of the training, training the trainers, reconnaissance of the site,
issuing the training execution plan, and conducting rehearsals and pre-
execution checks.
Pre-execution checks are preliminary actions commanders and trainers use to
identify responsibility for these and other training support tasks. They are used
to monitor preparation activities and to follow-up to ensure planned training is
conducted to standard. Pre-execution checks are a critical portion of any
training meeting. During preparation for training, battalion and company
commanders identify and eliminate potential training distracters that develop
within their organizations. They also stress personnel accountability to ensure
maximum attendance at training.

169. Conduct of training Ideally, training is executed using the crawl-

walk-run approach. This allows and promotes an objective, standards-based
approach to training. Training starts at the basic level. Crawl events are
relatively simple to conduct and require minimum support from the unit.
After the crawl stage, training becomes incrementally more difficult, requiring more
resources from the unit and home station, and increasing the level of realism. At
the run stage, the level of difficulty for the training event intensifies. Run stage
training requires optimum resources and ideally approaches the level of realism
expected in combat. Progression from the walk to the run stage for a particular
task may occur during a one day training exercise or may require a succession of
training periods over time.
 Achievement of the Army standard determines progression between stages.
In crawl-walk-run training, the tasks and the standards remain the same,
However, the conditions under which they are trained change. Commanders
may change the conditions for example, by increasing the difficulty of the
conditions under which the task is being performed, increasing the tempo of
the task training, increasing the number of tasks being trained, or by
increasing the number of personnel involved in the training.
Whichever approach is used, it is important that all leaders and soldiers
involved understand which stage they are currently training and understand
the Army standard.

b) Recovery from training The recovery process is an extension of training

and, once completed, it signifies the end of the training event. At a minimum,
recovery includes conduct of maintenance training, turn-in of training support items
that review the overall effectiveness of the training.

170. Training Aids. Proper use of instructional aides saves time, adds interest,
helps trainees learn and makes your job easier. But remember that aids to training
are aids only. They are not substitutes for training. Trainers should use training aids
to supplement their training rather than to replace all or part of it.

The trainer who shows a chart or illustration without any explanation, or who shows
slides, videos or films without preparing the trainees to receive them, is guilty of not
doing his or her job. Training aids in broad sense may include everything that assist
in training. However training aids should be distinguished from training equipment
and training facilities. Training aids are:

Motion Pictures, Film strips and recordings.

Graphic Aids (Charts, Posters, Transparencies).

Training Devices (Models, Miniatures).

Selection of aids to be used for any lesson should be done wisely. Each has certain
advantages and disadvantages, depending upon the mission of the lesson and the
nature of the subject matter. Instructor should constantly examine the subjects they
teach with a view to developing additional training aids that will help trainees to
learn.

171. In hands of a good instructor the training aids are powerful tools for effective
instruction. The use of training aids helps the instructor to:

a. Develop understanding and helps trainees.

b. Appeal to senses.

c. Save time.

d. Interest trainees.

172. Characteristic of Training Aids

For an aid to serve its purpose effectively, it must have certain desirable
characteristics: Appropriate, Simple, Accurate, Durable Manageable, Attractive and
Necessary.

173. Techniques in use of Training Aids

a. Select the appropriate aid.

b. Prepare for the use of Training Aid.

c. Explain aid to the trainees.

d. Keep the aid covered when not being used Show aid, so all trainees.

e. Talk to the trainees not to the aid.

f. Use a pointer.

g. Use assistants to the best advantage.

h. Display aids smoothly.

174. Classification of Instructional Aids
a. Projective: Motion pictures, Videos, Color slides, Overhead projector
transparencies, Computer pallet.
b. Non-projective: Chalkboard Whiteboard, Charts and diagrams, Models,
Exhibits, Handouts, Tape recorder.

175. Elements of Military Training The fundamental elements of military

training are trainees and instructors.

a. Trainees The instructor must know his trainees, to enable him to

successful impart instruction. As far as possible the instructors should know their
trainees as individuals appreciate their learning problems and make every effort to
help each trainee to learn. The instructors must see the course of action from the
point of view of learner and plan accordingly.

176. Characteristics of common Trainees: With few exceptions they are mentally,
physically and emotionally mature.

All are serious to learn if motivated properly.

They are eager in the practical application of their learning.

They are quick to judge their instructors as able or incompetent.

They vary in their background, intelligence, general education, desire and

Determination and emotional ability.

a) Instructor Responsibility for success on the future battlefield rests on

the shoulders of todays Army leaders at all levels. To ensure this success, all
leaders must focus training on war fighting skills, and make that training the
priority. The unit commander is responsible for the wartime readiness of all
elements in the formation.
 The commander is therefore the primary trainer of the organization and
is responsible for ensuring that all training is conducted in accordance
with the Army standard. This is the commander's number one priority.
The command climate must reflect this priority.

177. The senior commander is responsible for resourcing, ensuring stability and
predictability, protecting training from interference, executing and assessing training.
Key to effective unit training is the commanders involvement and presence in
planning, preparing, executing, and assessing unit training.

178. Qualification of a good Instructor.

a. Knowledge of the subject: As far as possible should have field experience as

well as knowledge and application of training literature. As Instructor must not
entirely depend on field experience. Field experience must enable him to evaluate the
material in training manuals to make training more realistic.

b. Knowledge of Techniques of Instruction: Knowledge of how to instruct is a

definite pre-requisite to good instruction and is the reason for conducting instructor
training in the army.

c. Personality of the Instructor: A good personality one which gets a favorable

response is not a mysterious inborn quality. It can be developed by concentrating
upon and improving specific features of the personality, by observing successful
instructors.

d. Leadership: By maintaining proper control and discipline they can develop

proper habits, attitudes, and character traits among their trainees. He should
properly manage the class, keep proper control, and check on the training aids or
materials.

e. Professional attitude: The instructor must be genuine and sincere in his

interest to teach. This will be discernable in his knowledge and method he applies.
Must have sympathetic attitudes in trainees problems. Must constantly strive to
improve his knowledge.

179. Consideration points to Instructors

a. Never bluff to cover lack of knowledge. If you dont know answers admit it, then
find the correct answer and give it to the class as soon as it is practicable.

b. Never use bad language. If you do, you lose dignity and class respect.

Never use ridicule. Since Trainees are helpless to retort, they become resentful, his
mind is closed to learning.

c. Never lose patience. Slowness or inability to grasp a meaning may mean that
the instructor has failed to teach, not that the student has failed to learn.

d. Use every opportunity to un press students with the battle importance of what
they are learning.

CHAPTER SEVEN

TRAINING SAFETY

180. General. An effective training program can reduce the number of injuries
and deaths, property damage, legal liability, illnesses, workers' compensation claims,
and missed time from work. A safety training program can also help a trainer keep
the required safety training courses organized and up-to-date. Army must have an
overall safety program including relative site specific safety information where
applicable.

181. Significance of training safety. Weapon safety measures help prevents

soldiers from accidentally shooting themselves, their peers or innocent individuals.
You cannot undo shooting a round; therefore military personnel must ensure that in
their high-paced and high-stressed job they do everything to get their job done
correctly. These safety rules and measures also help protect an individual's body
from defects resulting from shooting, such as loss of hearing or sight as well as other
defects from lead exposure. The safety training program should cover topics such as

182. Ranges and Training Area Safety. Ranging of Weapons will be effected
following 7the dry run, as close as possible to the time of the Fire exercise. The
maximum time which can elapse from the ranging to the fire exercise is four hours.
Should the Weather data change substantially especially cold and heat, between the
range and the execution, the ranging must be repeated. The Ranging for night Fire
exercises will be carried out in the day light and will be re checked before execution
at night. The Range and Weapons Safety Toolbox is a collection of resources to help
commanders and leaders establish and maintain effective range and weapons safety
programs. The site hosts reference materials, such as publications, training support
packages and a variety of training aids. Explosives Safety Toolbox and the Ground
Risk Assessment Tool (GRAT), which is designed to assist in identifying hazards and
controls for various missions.

183. Weapon ,Ammunition and Explosive Safety. Training Soldiers constantly

learn the importance of caring and respecting their firearms from the beginning of
their basic training in the military. This education brings about a greater awareness
of their safety as it relates to the use of firearms both on and off duty. While most
people would assume that military personnel would be the safest possessors of guns
in the home soldiers have actually lost their lives off duty as a result of mishandling
of their weapons or ignoring safety rules.

From the moment Soldiers enter basic training, they receive constant instruction on
how to care for and respect their firearms. Since Soldiers work with weapons nearly
every day, its easy to assume no one would be better equipped to handle a gun at
home. However, the reality is that on average, the Army has lost five Soldiers each of
the past three years to off-duty weapons handling accidents.
184. According to Tracey Russell, a weapons safety expert at the U.S. Army Combat
Readiness/Safety Center, the answer to why these seemingly proficient Soldiers die
from unintentional shootings is attributed to several different factors.

In the majority of Army firearm accidents, its clear the basic fundamentals of
safe weapons handling are ignored, Russell said. The most prevalent
mistakes that lead to these accidents are horseplay, improper clearing
procedures and failure to keep the weapon on safe and finger off the trigger
when theres no intent to fire.

Overconfidence and complacency are primary contributors to these mistakes,

Russell said. Many Soldiers seem to think that because they frequently handle
weapons without incident while on duty, they should have no problem with
their firearms at home. Sadly, this is a deadly assumption. Off duty, there isnt
a supervisor nearby to enforce the standard, and past negligent discharge
accidents prove its all too easy for Soldiers to neglect the basics of firearm
safety.

It cannot be stressed enough that every weapon should always be treated as if

its loaded, even if you know it isnt, Russell said. Weve lost too many
Soldiers in accidents involving unloaded weapons.

185. Rules. In an effort to practice weapon safety, the military teaches the
simple acronym THINK: Treat each weapon like it is loaded; Handle all weapons with
care; Identify the intended target before pulling the trigger; Never point the muzzle of
the gun on anything that you don't plan on shooting; and Keep the weapon's safety
on and remove your fingers from the trigger until you plan to fire.

a. While Handling a Gun. After picking up a gun, check whether it is

loaded. In addition, when handing someone a gun, first take out the magazine,
then check the cylinder and chamber to ensure it's not loaded. Hand the gun to
the individual with the cylinder open and the muzzle pointing away from the
 recipient. The person receiving the gun should also check to ensure it's not
loaded. If the gun is returned to you, perform the same check again.

b. While Storing Weapons. Store all ammunition and guns out of the
reach of untrained adults, children and anyone who would use the gun
wrongfully. Keep guns locked in a gun safe that potential thieves cannot easily
steal or break into. If this is not possible, use a trigger lock or a cable lock and
store the gun in a safe place. Keep the keys to the safe for the guns and locks
properly hidden. Store weapons unloaded with the safety on. For further safety,
keep the gun cleaned, dry and oiled while in storage. Always store weapons in a
cool, dry place far from any heat or fire.

Warnings. Continuous exposure to the loud noise from shooting can result in
some amount of hearing loss, which can become permanent if the exposure is
constant. Guard yourself by wearing earmuff-type protection or ear plugs. Wear
shooting glasses to protect your eyes against any carbon residue, powder,
metallic particles, lubricant or any other debris produced from the firing of a
gun. In addition, have any bystanders protect themselves similarly by wearing
the necessary eye and ear protection. Ensure that you have adequate
ventilation when discharging or cleaning a firearm, or dealing with
ammunition, which can cause exposure to lead. Also thoroughly wash your
hands after exposure

186. Medical Consideration. Maintain the force by preventing disease Non

battle injury (NBI) casualties; clearing the battlefield of casualties; providing forward
medical treatment; providing en route care during medical evacuation; ensuring
adequate Class supplies and medical equipment are available; and providing
veterinary, dental, and laboratory services.

The size, composition and mission of the medical units depend on the size of
the mission/force, the threat against these forces, the medical infrastructure of
the country or territory, the quality of available civilian medical services,
 distances between levels of care, time constraints in evacuation, the contingent
providing the support, and the level of self-sufficiency in each of the units. The
structure of the units and their configuration follow international definitions of
levels of care, and capacities at each of these levels.

187. The structure of the unit depends on the ability to provide proper medical care
to a casualty. Lines of communication, transport resource availability/response,
including air, and the distances involved between levels of care determine the medical
capability requirements, as follows.
(a) Field surgical units.
(b) Field ambulances and a hospital to hold patients requiring temporary or
extended keeping.
(c) Medical clinics for minor ailments/injuries not requiring long-term
rehabilitation.
(d) Psychiatric services.
(e) Preventive medicine services (hygiene/sanitation and disease surveillance).
(f) Dental services.
(g) Medical Logistic Support (provision of medical stores; equipment repair).
(h) Blood banking.
(i) Other special services if not available in the country.
 Methods of Delivery

Lectures as a form of instruction

Demonstration as a form of instruction
Discussion as a form of instruction
Technique of practical instruction
Speech technique

Methods of Evaluation

Exercises and test ... 10%

Practical Instruction ....30%
Paper work and Presentation.... 20%
Mid Exam. 20%
Final-Exam..20%

References

MoND (1994). Teaching Method. (Amharic edition). Addis Ababa: Training

Main Department.
 Military Training Methodology Glossary

Active component (AC): That portion of the U.S. Army in which organizations
are comprised of personnel on full time duty in the active military service of the
United States.
After action review (AAR): A method of providing feedback to units by
involving participants in the training diagnostic process in order to increase
and reinforce learning. The
AAR leader guides participants in identifying deficiencies and seeking
solutions.
Air Defense Battlefield Operating System: Air defense protects the force from
air and missile attack and aerial surveillance. The weapons of mass destruction
threat and proliferation of missile technology increase the importance of the air
defense system.
Annual training (AT): The minimal period of annual active duty training a
member performs to satisfy the annual training requirements associated with a
reserve component assignment.
It may be performed during one consecutive period or in increments of one or
more days depending upon mission requirements.
Army Culture: The Army Culture is the Armys shared set of beliefs, values,
and assumptions about what is important.
Army Service Ethic: The Army Service Ethic is commitment to serve
honorably the nation, the Army, its soldiers, and their families above self. This
commitment is expressed by the willingness to perform ones duty at all times
and to subordinate personal welfare for the welfare of others, without the
expectation of reward or recognition. The Army is equally committed to
providing values-based leadership and for the well-being of soldiers and their
families.
Army Training and Evaluation Program (ARTEP): The cornerstone of unit
training.
It is the umbrella program to be used by the trainer and training manager in
the training evaluation of units. The ARTEP is a complete program enabling
commanders to evaluate and develop collective training based on unit
weaknesses, then train the unit to overcome those weaknesses and reevaluate.
Success on the battlefield depends on the coordinated performance of collective
and individual skills that are taught through the ARTEP mission training plan
(MTP).
Army Training Management Cycle: The cyclic process of managing and
executing training used by Army leaders to identify training requirements and
sequentially plan, resource, execute, and evaluate training.
Army Universal Task List (AUTL): The AUTL is a comprehensive listing of
Army tactical- level tasks, missions, and operations. The AUTL complements
CJCSM 3500.04B, The Universal Joint Task List, by providing tactical-level
Army-specific tasks.
Associate AC: Chain of command: The AC/RC Association Program
establishes formal linkages between select RC units and an AC MTOE and TDA
organization.
Band of excellence: The range of proficiency within which a unit is capable of
executing its critical wartime tasks, with minimal refresher training, using
appropriate repetitions of critical task training.
Battlefield operating system (BOS): The physical means used to accomplish
the mission.
Commanders use BOSs to direct operations. Specifically, commanders arrange
BOSs through synchronization to mass effects of combat power at the chosen
place or time to overwhelm an enemy or dominate a situation.
Battle focus: A concept used to derive peacetime training requirements from
assigned and anticipated missions.
Battle roster: A listing of individuals, crews, or elements that reflect
capabilities, proficiencies in critical tasks, or other information concerning war
fighting abilities.
Battle task: A task that must be accomplished by a subordinate organization if
the next higher organization is to accomplish a mission essential task. The
senior commander selects battle tasks from the subordinate organizations'
METL.
Brigade Command Battle Staff Training Program (BCBST). This is a Title XI
program that provides Enhanced, Divisional, and Strategic Brigades of the
Army National
Guard the opportunity to sharpen the battle command and battle staff skills.
BCBST Program centers on a unit rotation consisting of two major training
events: a Battle Command Seminar and a Brigade War fighter Exercise (BWFX).
Combined Arms Training Strategy (CATS): The Armys overarching strategy
for current and future training of the force. It establishes unit, soldier, and
leader training requirements and describes how the Army will train and sustain
the Army standard in the institution, in units, and through self-development
Combat Service Support Battlefield Operating System: Provides the
physical means with which forces operate, from the production base and
replacement centers in the continental
U.S. to soldiers engaged in close combat. CSS includes many technical
specialties and functional activities. It includes maximizing the use of host
nation infrastructure(s) and contracted support.
Combat Training Center Program: An Army program established to provide
realistic joint service and combined arms training in accordance with Army
doctrine. It is designed to provide training units opportunities to increase
collective proficiency on the most realistic battlefield available during
peacetime.
Combined arms live fire exercises (CALFEX): High-cost, resource intensive
exercises in which player units move or maneuver and employ organic and
supporting weapon systems using full-service ammunition with attendant
integration of all CA, CS, and CSS functions.
Combined arms and services training: Collective training that is jointly
conducted by associated combat, combat support, and combat service support
units.
Combined training exercise (CTX): A multinational training event undertaken
to enhance
U. S. security interests. The exercise is designed to train and evaluate U.S.
Forces interoperability with participating Allied nations. The exercise involves
planning, preparation, and execution of military maneuvers or simulated
wartime and other contingency operations among the United States and other
participating Allied nations.
Command and Control (C2) Battlefield Operating System: Command and
control has two components the commander and the C2 system. The C2
system supports the commanders ability to make informed decisions, delegate
authority, and synchronize the BOS. Moreover, the C2 system supports
commanders ability to adjust plans for future operations, even while focusing
on current operations. Staffs work within the commanders intent to direct
units and control resource allocations. Through C2, commanders initiate and
integrate all BOS toward a common goalmission accomplishment.
Command field exercise (CFX): A field training exercise with reduced troop
and vehicle density, but with full command and control and CSS units.
Command post exercise (CPX): An exercise in which the forces are simulated
and may be conducted from garrison locations or in between participating
headquarters.
Command training guidance (CTG): The long-range planning document
published by division and brigades (or equivalents) in the active and reserve
components to prescribe future training and related activities.
Commander/leader assessment: Commanders assessments are subjective in
nature and use all available evaluation data and subunit leader input to
develop an assessment of the organizations overall capability to accomplish the
task. Commanders use the following ratings:
(1) T Trained. The unit is trained and has demonstrated its proficiency in
accomplishing the task to wartime standards.
(2) P Needs practice. The unit needs to practice the task. Performance has
demonstrated that the unit does not achieve the standard without some
difficulty or has failed to perform some task steps to standard.
(3) U Untrained. The unit cannot demonstrate an ability to achieve wartime
proficiency.
Condition(s): The circumstances and environment in which a task is to be
performed.
Crawl-walk-run: An objective, incremental, standards-based approach to
training. Tasks are initially trained at a very basic level in the crawl stage.
Training becomes increasingly difficult in the walk stage. Training approaches
the level of realism expected in combat during the run stage.
Deployment exercise (DEPEX): An exercise that provides training for
individual soldiers, units, and support agencies in the tasks and procedures for
deploying from home stations or installations to potential areas of hostilities.
Discovery learning: Process that provides opportunity for input and feedback
to identify systemic problems and share insights that offer effective solutions.
Distributed learning: The delivery of standardized individual, collective, and
self development training to soldiers, civilians, units, and organizations at the
right place and time through the use of multiple means and technology.
Distributed learning may involve student-instructor interaction in real time
and non-real time. It may also involve self-paced student instruction without
the benefit of access to an instructor (AR 350-1).
Doctrine: Concise expression of how Army forces contribute to unified action
in campaigns, major operations, battles and engagements; describes the
Armys approach and contributions to full spectrum operations on land;
authoritative but requires judgment in its application; rooted in time-tested
principles but is adaptable to changing technologies, threats and missions;
detailed enough to guide operations, yet flexible enough to allow commanders
to exercise initiative within the specific tactical and operational situation; to be
useful, doctrine must be well known and commonly understood.
Education: Instruction with increased knowledge, skill, and/or experience as
the desired outcome for the student. This is in contrast to training, which is
based on task performance, and in which specific conditions and standards are
used to assess individual and unit proficiency
(AR 350-1).
Effects coordinator (ECOORD): The field artillery battalion commander serves
as the
SBCT effects coordinator (ECOORD). He is responsible for all fires and effects
planning and coordination for the SBCT. He advises the SBCT commander on
the capabilities and employment of fires and effects and is responsible for
obtaining the commanders guidance for desired effects and their purpose. The
ECOORD is part of the command group and locates where he can best execute
the SBCT commanders intent for fires and effects.
Engineer coordinator (ENCOORD): The engineer coordinator is the special
staff officer for coordinating engineer assets and operations for the command.
The ENCOORD is usually the senior engineer officer in the force.
Field training exercise (FTX): An exercise conducted under simulated combat
conditions in the field. It exercises command and control of all echelons in
battle functions against actual or simulated opposing forces.
Fire coordination exercise (FCX): An exercise that can be conducted at the
platoon, company/team, or battalion/task force level. It exercises command
and control skills through the integration of all organic weapon systems, as
well as indirect and supporting fires. Weapon densities may be reduced for
participating units, and sub-caliber devices substituted for service
ammunition.
Fire Support Battlefield Operating System: Fire support consists of fires that
directly support land, maritime, amphibious, and special operations forces in
engaging enemy forces, combat formations and facilities in pursuit of tactical
and operational objectives.
Fire support integrates and synchronizes fires and effects to delay, disrupt, of
destroy enemy forces, systems, and facilities.
Fire support coordinator (FSCOORD): The fire support coordinator is the
special staff officer for coordinating fire support and field artillery assets and
operations in the command.
The FSCOORD is the senior field artillery officer in the force.
Force integration: The process of incorporating new doctrine, equipment, and
force structure into an organization while simultaneously sustaining the
highest possible levels of combat readiness.
Fighting power: an Armys ability to fight; a combination of 3 inter-related
components(conceptual, physical, and moral).
Inactive duty training (IDT): Authorized training performed by an RC member
not on active duty or active duty for training, and consisting of regularly
scheduled unit training assemblies, additional training assemblies, or
equivalent training periods.
Initial military training: Training presented to new enlistees with no prior
military service.
It is designed to produce disciplined, motivated, physically fit soldiers ready to
take their place in the Army in the field. This training consists of BCT, AIT,
OSUT, and pre-basic training courses.
Intelligence Battlefield Operating System: A system that plans, directs,
collects, processes, produces, and disseminates intelligence on the threat and
the environment; performs intelligence preparation of the battlefield (IPB) and
other intelligence tasks. Developed as a part of a continuous process and is
fundamental to Army operations.
Intelligence preparation of the battlefield (IPB): A systematic approach to
analyzing the enemy, weather, and terrain in a specific geographic area. It
integrates enemy doctrine with the weather and terrain as they relate to the
mission and the specific battlefield environment.
This is done to determine and evaluate enemy capabilities, vulnerabilities, and
probable courses of actions.
Interagency coordination: Within the context of Department of Defense (DOD)
involvement, the coordination that occurs between elements of DOD, and
engaged U.S. Government agencies, nongovernmental organizations, and
regional and international organizations for the purpose of accomplishing an
objective.
Joint mission essential task list (JMETL): A list of joint tasks considered
essential to the accomplishment of an assigned or anticipated mission.
Leader development: The deliberate, continuous, sequential and progressive
process, grounded in Army values,that grows soldiers and civilians into
competent and confident leaders capable of decisive action. Leader
development is achieved through the life-long synthesis of the knowledge,
skills, and experiences gained through the developmental domains of
institutional training and education, operational assignments, and self
development.
Leader training: Leader training is the expansion of basic soldier skills that
qualifies soldiers to lead other soldiers.
Leadership: Leadership is influencing peopleby providing purpose, direction,
and motivation while operating to accomplish the mission and improving the
organization.
Learning organization: An organization that is continually expanding its
capacity to create its future. It requires a lifelong commitment to learning and
requires all members of the organization, at all levels, to contribute.
Lifelong learning: The individual life long choice to actively and overtly pursue
knowledge, the comprehension of ideas, and the expansion of depth in any area
in order to progress beyond a known state of development and competency.
Logistics exercise (LOGEX): Training exercise that concentrates on training
tasks associated with the combat service support battlefield operating system.
Map exercise (MAPEX): A training exercise that portrays military situations on
maps and overlays that may be supplemented with terrain models and sand
tables. It enables commanders to train their staffs in performing essential
integrating and control functions under simulated wartime conditions.
Mentorship: Mentorship refers to the voluntary developmental relationship
that exists between a person of greater experience and a person of lesser
experience that is characterized by mutual trust and respect.
Military operations other than war (MOOTW): Operations that encompass
the use military capabilities across the range of military operations short of
war. These military actions can be applied to complement any combination of
the other instruments of national power, and occur before, during, and after
war.
Military Effectiveness: is the standard by which the Army is judged in peace
and war.
Mission, enemy, terrain and weather, troops and support available, time
available and civil considerations (METT-TC): Used to describe the factors
that must be considered during the planning, preparation, and execution of full
spectrum operations.
Mission: The commanders expression of what the unit must accomplish and
for what purpose. The primary task assigned to an individual, unit, or force.
Mission command: is a designed to achieve unity of effort at all levels; it is
dependent on centralization. It requires mutual understanding between
Commanders and Subordinates throughout the chain of command.
Mission essential task: A collective task in which an organization must be
proficient to accomplish an appropriate portion of its wartime mission(s).
Mission essential task list (METL): A compilation of collective mission
essential tasks an organization must perform successfully to accomplish its
wartime mission(s).
Mission rehearsal exercise (MRE): A type of full dress rehearsal that involves
every soldier and system participating in the operation and replicates the
conditions that the force will encounter during the actual operation; this type
of rehearsal produces the most detailed understanding of the mission.
Mission training plan (MTP): Descriptive doctrinal training document that
provides units a clear description of "what" and "how" to train to achieve
wartime mission proficiency.
MTPs elaborate on wartime missions in terms of comprehensive training and
evaluation outlines, and provide exercise concepts and related training
management aids to assist field commanders in the planning and execution of
effective unit training.
Mobility/Counter mobility/Survivability Battlefield Operating System:
Mobility operations preserve the freedom of maneuver for friendly forces.
Mobility missions include breaching obstacles, increasing battlefield
circulation, improving or building roads, providing bridge and raft support, and
identifying routes around contaminated areas. Counter mobility denies mobility
to enemy forces. Survivability operations protect friendly forces from the effects
of enemy weapons systems and from natural occurrences. Nuclear, biological,
and chemical defense measures are essential survivability tasks.
Multi-Echelon training: A training technique to train more than one echelon
on different tasks simultaneously.
Multinational operation: an operation conducted by forces of two or more
nations acting together for the accomplishment of a single mission.
Noncommissioned Officer Education System (NCOES): Prepares
noncommissioned officers to lead and train soldiers who work and fight under
their supervision and assist their assigned leaders to execute unit missions.
NCOES courses provide noncommissioned officers with progressive and
sequential leader, technical, and tactical training that is relevant to duties,
responsibilities, and missions they will perform in operational units after
graduation. Training builds on existing skills, knowledge, behaviors, and
experience.
Officer Education System (OES): Produces a corps of broadly-based officer
leaders who are fully competent in technical, tactical, and leader skills,
knowledge, and behaviors; are knowledgeable of "how the Army runs";
demonstrate confidence, integrity, critical judgment, and responsibility; can
operate in an environment of complexity, ambiguity, and rapid change; can
build effective teams amid continuous organizational and technological change;
and can adapt and solve problems creatively. Officer leader development is a
continuous process beginning with pre-commission training and education.
Officer ship: is the practice of being a commissioned Army leader, inspired by
a unique professional identity that is shaped by what an officer must Know and
Do, but most importantly, by a deeply held personal understanding and
acceptance of what an officer must Be. This unique self-concept incorporates
our interrelated roles: War fighter, Servant to the Nation, Member of the time-
honored Army Profession, and Leader of Character.
Operation: A Military action or the carrying out of a strategic, operational and
tactical service, Training, or administrative Military mission, the process of
carrying on combat, including( attack, defense and so on)
Operating Tempo (OPTEMPO) : The annual operating miles or hours for the
major equipment system in a battalion-level or equivalent organization.
Commanders use OPTEMPO to forecast and allocate funds for fuel and repair
parts for training events and programs.
Organizational assessment: A process used by Army senior leaders to analyze
and correlate evaluations of various functional systems, such as training,
logistics, personnel, and force integration to determine an organization's
capability to accomplish its wartime mission.
Profession of Arms: The fundamental characteristics of Army professionalism
are a service focus, an expert knowledge, a unique culture, and a professional
military ethos. Army professionalism is intellectual, physical, and moral in
nature; intellectual because of the unique and extensive body of expertise
required in military operations; physical because of the physical demands of
the application of force and the requirement to communicate this real
capability to an adversary; moral because the capability to wield tools of
destruction in a brutal environment carries with it a moral responsibility.
Program Budget Advisory Committee (PBAC): A committee comprised of the
principal staff officers of a command, agency, or installation headquarters, and
established for the purpose of coordinating program and budget actions within
the command.
Pre-execution checks: The informal planning and detailed coordination
conducted during preparation for training.
Quarterly training brief (QTB): A conference conducted by AC division
commanders to approve the short-range plans of battalion commanders.
Quarterly training guidance (QTG): An active component training
management document published at each level from battalion to division that
addresses a three-month planning period. The QTG adjusts, as required, and
further develops the training guidance contained in long-range plans, to
include specific training objectives for each major training event.
Readiness: The time within which a unit can be made ready at the appropriate
location.
Refresher Training: The Training required to maintain Troops at a certain
level of capability over a period of time.
Risk management: The process of identifying, assessing, and controlling risks
arising from operational factors and making decisions that balance risk costs
with mission training benefits.
Reserve component (RC): Individuals and units assigned to the Army
National Guard or the U.S. Army Reserve, who are not in active service, but
who are subject to call to active duty.
Round out: RC units that are designated to fill the organizational structure of
AC divisions.
Self-development: A self-directed, competency-based, progressive, life-long
process soldiers use to augment institutional training and unit experience to
attain proficiency at their current rank/assignment, and to prepare for
promotion and higher-level responsibilities.
Self-development is an individual responsibility, assisted by first line leaders
and commanders, to identify requirements based on self-assessment and
feedback. Development activities are planned to meet specific individual
training goals and needs.
Simulation: A means of representing dynamically the operating conditions of a
real system.
Situational training exercise (STX): A mission-related, limited exercise
designed to train one collective task, or a group of related tasks or drills,
through practice.
Standard: The minimum acceptable proficiency required in the performance of
a particular training task under a specified set of conditions.
Standards in Training Commission (STRAC): Provides coordination and
synchronization of resources for CATS. Issues between CATS and STRAC
resourcing of strategies are resolved through the Training and Leader
Development General Officer Steering Committee (TLGOSC) process.
Tactical exercise without troops (TEWT): An exercise conducted in the field
on actual terrain suitable for training units for specific missions. It is used to
train subordinate leaders and battle staffs on terrain analysis, unit and
weapons emplacement, and planning the execution of the unit mission.
Training aids, devices, simulators, and simulations (TADSS): A general term
that includes combat training centers and training range instrumentation;
tactical engagement simulation (TES); battle simulations; trajectory; training-
unique ammunition; dummy, drill, and inert munitions; casualty assessment
systems; graphic training aids; and other training support devices.
Task: A clearly defined and measurable activity accomplished by individuals
and organizations.
Tasks are specific activities that contribute to the accomplishment of
encompassing missions or other requirements.
Task organization: A temporary grouping of forces designed to accomplish a
particular mission.
Training: The instruction of personnel to increase their capacity to perform
specific military functions and associated individual and collective tasks.
Training and evaluation outline (T&EO): A summary document prepared for
each training activity that provides information on collective training objectives,
related individual training objectives, resource requirements, and applicable
evaluation procedures.
Training assessment: This is a commanders responsibility. It is the
commanders judgment of the organizations ability to accomplish its wartime
mission. An analytical process used by the Army. The commander bases the
training assessment on an analysis of evaluations and other sources of
feedback to determine an organization's current levels of training proficiency on
mission essential tasks.
Training evaluation: The process used to measure the demonstrated ability of
individuals and units to accomplish specified training objectives.
Training management: The process used by Army leaders to identify training
requirements and to subsequently plan, resource, execute, and evaluate
training.
Training meeting: A periodic meeting conducted by platoon, company, and
battalion key leaders to review past training, plan and prepare future training,
and exchange timely training information between participants.
Training objective: A statement that describes the desired outcome of a
training activity.
A training objective consists of the following three parts:
(1) Task. A clearly defined and measurable activity accomplished by individuals
or organizations.
(2) Condition(s). Describes the circumstances and environment in which a task
is to be performed.
(3) Standard. The minimum acceptable proficiency required in the performance
of a particular training task.
Training requirements: The difference between demonstrated performance
and the Army standard of proficiency for mission essential or battle tasks.
Training resources: Those resources (human, physical, financial, and time)
used to support training. They may be internally controlled by an organization
or externally controlled by a headquarters that allocates their use to units as
required.
Training schedule: A document prepared at company level that specifies the
who, what, when, and where of training to be conducted by the unit.
Training strategy: The method(s) used to attain the Army standard of training
proficiency on mission essential tasks.
Training Support System (TSS) : A system of systems that include
information technologies; training aids, devices, simulations, and simulators
(TADSS); and training support products, services, and facilities. These
components are linked by architectures and standards that enable their
interconnectivity and interoperability to ensure operationally relevant training
experiences for war fighters. The TSS employs management, evaluation, and
resource processes to ensure the entire system is assessed, funded, and
managed for optimum benefit.
Universal Joint Task List (UJTL): A structured listing of tasks that describe
the functional capabilities those joint force commanders may require to execute
their assigned missions.
Warrant Officer Education System (WOES): Develops a corps of highly
specialized experts and trainers who are fully competent in technical, tactical,
and leader skills, knowledge, and behaviors; who are creative problem solvers
able to function in highly complex and dynamic environments; and who are
proficient operators, maintainers, administrators, and managers of the Army's
equipment, support activities, and technical systems. Warrant officer leader
development is a continuous process beginning with pre-appointment training
and education.
Warrior Ethos: Warrior Ethos compels soldiers to fight through all conditions
to victory no matter how much effort is required. It is the soldiers selfless
commitment to the nation, mission, unit, and fellow soldiers. It is the
professional attitude that inspires every American soldier. Warrior Ethos is
grounded in refusal to accept failure. It is developed and sustained through
discipline, commitment to the Army values, and pride in the Armys heritage.
Well-being: Well-being is the personal, physical, material, mental, and spiritual
state of soldiers, civilians, and their families that contributes to their
preparedness to perform the Armys mission.
Yearly training brief (YTB): A conference conducted by reserve component
division commanders to approve the short-range plans of battalion
commanders.
Yearly training guidance (YTG): A reserve component training management
document published at each level from battalion to division that addresses a
one-year planning period.
The YTG adjusts, as required, and further develops the training guidance
contained in long-range plans, to include specific training objectives for each
major training event.
Validation: The collection and processing of information regarding the
effectiveness of Training so that appropriate corrective action may be taken.
 Training Methodology Appendices

Appendix A(refer to para

STEPS IN PLANNING PROCESS

DEFINE TRAINING OBJECTIVES

METHODS
TRAINING
SUBJECTS TOPICS ASSESSMENT

DEFINE COURSE DURATION

TOTAL AVAILABLE
PERIODS
START AND END DATE HOLIDAYS AVAILABLE DAYS DAY /AFTERNOON
/NIGHT

PREPARE BLOCK SYLLABUS AND DETAILED SYLLABUS

ELIMINATION /
SUB ALLOTMENT OF
ADDITION OF TOPICS DEFINE TEACHING
TIME TO VARIOUS SEQUENCING OF
IN ACCORDANCE METHODOLOGY FOR TRAINING CYCLES
SUBJECTS AND TOPICS
WITH AVAILABLE EACH TOPIC
TOPICS
TIME

PREPARE TRAINING PROGRAMME

INCORPORATE CHANGES DUE TO
generally week basis MICRO DETAILS UNFORESEEN CHANGES
 Appendix B

SAMPLE BLOCK SYLLABUS

Sr Subject TYPE PERIODS TOTAL

No ALLOTTED
LEC TD BBE SMD TWET/VI DEMO/CBT DAY AN
S /PRAC

OPERATIONS
1 OF WAR 27 08 06 47 48 0 118 18 136
MECHANISED
2 FORCES 4 5 7 2 14 4 18
INTELLIGENCE
3 & SECURITY 1 1 1
SERVICE
4 WRITING 15 12 15 12 27
ASSESSMENT
5 TESTS & EX 20 20

6 MISC 25 25
TOTAL 46 14 06 47 55 14 193 34 227
 Appendix C

SAMPLE DETAILED SYLLABUS

SR SUBJECT TYPE PERIODS TOTAL

No ALLOTTED
LEC TD BBE SM TWET/VI DEMO/CB DAY AN
D S T/PRAC

PATROLLING,
1 AMBUSH & 4 3 6 13 196
RAID

2 DEFENCE 4 2 12 12 26 4 18
3 ATTACK 4 2 12 12 26 4 1

ADVANCE &
4 WITHDRAWAL 4 2 3 9 27

DESERT
5 WARFARE 4 12 12 24 4 20

6 MISC 7 2 5 12 20 6 25
TOTAL 27 08 06 47 48 118 18 136
 Appendix D

SAMPLE TIME PLAN

FACTOR VALUE

Duration of Course 8 weeks

No of days 56 days

Holidays 07
Sundays 01
National holidays 02
Breaks 10
Total

No of working days available (56-10) 46

No of periods per day 07

No of day periods available 46 x 7 322

an/Night periods 109

Total periods 431

 Appendix E

TRAINING CALENDAR

1 2 3 4 5 6 7 8
1-Aug-10 8-Aug-10 15-Aug-10 22-Aug-10 29-Aug-10 5-Sep-10 12-Sep-10 19-Se

2-Aug-10 9-Aug-10 16-Aug-10 23-Aug-10 30-Aug-10 6-Sep-10 13-Sep-10 20-Se

Holiday
mences

3-Aug-10 10-Aug-10 17-Aug-10 24-Aug-10 31-Aug-10 7-Sep-10 14-Sep-10 21-Se

mandants
Inter coy Boxing
ess

4-Aug-10 11-Aug-10 18-Aug-10 25-Aug-10 1-Sep-10 8-Sep-10 15-Sep-10 22-Se

5-Aug-10 12-Aug-10 19-Aug-10 26-Aug-10 2-Sep-10 9-Sep-10 16-Sep-10 23-Se

n sports
cine

6-Aug-10 13-Aug-10 20-Aug-10 27-Aug-10 3-Sep-10 10-Sep-10 17-Sep-10 24-Se

 Appendix F
Appx

1st Year : 1st semester Sample of Training Program

13th Week

M/G/H/A/M/ACADEMY

Degree 2nd Cadet Weekly Program Week Ending 19 Dec 09

Reference /
Study
No Week day Time Subject Group Teaching Assignments# Teaching Dressing Instructors* Remarks&
title Method place

0600- Drill 3-5 Lec Drill Ranger Platoon leader

0700 square
1 Monday PT 6-8 Demo Dangree Platoon leader
0600- @ Football with
14/12/2009 0700 Ground
Ex Sports
Academy- 3-8 Shoe Aca.Ins
class* Study
0815- 3-8 Class Ranger Aca.Ins
1230 Academy room
class 3-8 Ranger Platoon leader
1400- Class
1600 Individual room Ranger
study
1830- Class
2000 room

Tuesday 0600- PT 3-5 Football Dangree Platoon leader

0700 Ground with
2 15/12/2009
Sports
Drill 6-8 Shoe Platoon leader
0600- Drill
0700 Academy 3-8 square Ranger Aca Ins
class
0815- Class Ranger Platoon
1230 Foot room leader
March 10 Working
1400-- km Outdoors fatigue Platoon
1600 leader
Individual Class Ranger
1830- study room
2000

0600 - Campus 3-8 Living Working Platoon leader

0700 Cleaning area Fatigue
3 Wednesday Aca.Ins
0815- Academy- Class Ranger
16/12/2009 1230 class room Platoon leader
Sport
 1400- A.F sport Sport wear Platoon leader
1600 day place
Ranger Platoon leader
1600- Pair Class
1800 discussion room
(topic)$
Ranger
Group
1830- study Class
2000 room

0600- Drill 3-5 Drill Ranger Platoon leader

0700 square
4 Thursday 6-8 Dangree Platoon leader
Football with
17/12/2009 PT Test Ground
0600- Sports
0700 Academy 3-8 Shoe Aca.Ins
class
0815- Class Ranger Aca.Ins
1230 Academy room
class Ranger Platoon
1400- Class leader
1600 Individual room Ranger
study
1830- Class
2000 room

Friday 0600- PT Test 3-5 Football Dangree Platoon leader

0700 Ground with
5 18/12/2009
Sports
Drill 6-8 Shoe Platoon leader
0600- Drill
0700 Academy 3-8 square Ranger Aca.Ins
class
0815- Class Ranger Aca.Ins
1230 Academy room
class Ranger Platoon leader
1400- Class
1600 Individual room Ranger
study
1830- Class
2000 room

6 Saturday 0600- Campus 3-8 Living Working Platoon leader

0700 cleaning area fatigue
19/12/2009 Course Com/
0830- Course Living Ranger
1230 com area Coy
period/ commander

Coy com
period

Note: @ The teaching method should be specified.

# The Study assignments / Reference material should be specified.

* The Academic classes program and the instructors along with code to be incorporated in the training
program.
 & the additional details like distribution of fields for sports to be given by PT Section and any other
remarks to be included in this column. $ Topics for Pair discussion to be given in the training program.

Appendix G

DEGREE 4 COURSE (ABAY)

TENTATIVE SCHEDULE

Subject Monday Tuesday Wednesday Thursday Friday

1 2 3 4 1 2 3 4 5 6 1 2 3 4 1 2 3 4 5 6 1 2 3 4
Chemistry H H H

Physics H H H

CSS H H H

Research H H H
Methods

Staff Duty H H H

Training H H H
Methodology
CS H H H
French H H H

Note:

1st Period - 0815h-0915h

2nd Period - 0915h-1015h
3rd Period - 1030h-1130h
4th Period - 1130h-1230h
5th Period - 1400h-1500h
6th Period - 1500h-1600h
 Appendix H

FORM OF LESSON PLAN

Course: Degree 1 Syllabus: Training Methodology

Subject: Method of Instruction Reference: Handout

Periods Allotted: One Instructor: 2nd Lt DANA DESTA

Ser Teaching Points Training Time Remark

No Aids s
Actual Running

1. Introduction

The importance of planning in our day-to-day

life, in our professional and routine affairs
needs no elaboration. For successful
completion of a task, be it of any nature, a
detailed planning / forethought defining the
procedure of going about doing that thing is
very essential. Likewise for an instructor it is
very essential to formulate a lesson plan
before taking a lecture. A lesson plan can be
defined as the planning by an instructor to
run the class in a simple, logical and
sequential manner with a view to introduce
the subject gradually ensuring assimilation by
the class at each stage within a given time.

03 03
2. Aim Power-

To teach the mechanics of making a lesson point

plan. Slide
01 04

3. Preview Power-
point
For better assimilation the lecture would be Slide
conducted in following parts:-

(a) Part I - Appreciation Before Making a

Lesson Plan.

(b) Part II - Preparation for Making a Lesson

Plan.

(c) Part III - Layout of Lesson Plan.

01 05

4. Part I : Appreciation Before Making a Lesson

Plan.

Power-
(a) What is to be taught? point
Slides
(b) Date, Time and Location.

(c) Standard of Students.

(d) Method of Instruction.

(e) Training Aids and Administrative

Arrangements Required.

(f) Time Planning.

 10 15

Ser Teaching Points Training Time Remark

No Aids s
Actual Running

5. Part II : Preparation for Making a Lesson Plan.

Power-
point
(a) Detailed Script. slides

(b) Must Know, Should Know and Could

Know.

(c) Divide the lesson.

(d) Rehearsal.
15 30

6. Part III :Layout of a Lesson Plan. Power-

point
slides

(a) File Cover and DS Comments Sheet.

Specimen
Lesson
(b) Teaching Points.
Plan

(c) Training Aids.

(d) Time Plan.

 (e) Confirmatory Questions. 15 45

7. Conclusion.

To run a class in a given sequence and to

cover the entire lecture in allotted time is of
utmost importance. This can be easily
achieved by making a good lesson plan.

05 50