Training Sgt's Course Part 1

Systems Approach to Training The SAT Process The systems approach to training (SAT) is a comprehensive methodology for analyzing, designing, developing, implementing, and evaluating the total process of training. The SAT ensures that: • Learning objectives are identified. • Students are evaluated on their ability to meet the objectives. • The tasks most critical to successful job performance are being instructed. • The chosen instructional method is most time efficient and cost effective. • Revisions to instruction are identified and implemented. Sometimes referred to as the ADDIE process or model, the SAT process is made up of five distinct phases, each serving a specific purpose. The five phases are: • Analyze • Design • Develop • Implement • Evaluate Each phase involves inputs, a process, and outputs. The successive phases of the SAT build upon the outcomes of the previous phase(s). Analyze This phase is critical for the entire training program. During this phase: • Identify the goals to be achieved. • Identify the material to be taught. • Identify the current capabilities of the Marines. Scenario: Sergeant Gold is the squad leader for his squad. Most of his Marines have spent the past several months deployed to Afghanistan, and he wants to apply the phases of the SAT process to improve their CFT scores and overall physical fitness. • The goal is to improve the overall physical fitness of the Marines. • The materials needed are ammo cans, cones, practice grenades, stop watches, a safety vehicle, and references. • Capabilities are identified by conducting a mock CFT. Design The output from the analysis phase becomes the basis for the design phase. During this phase: • Specify learning or training objectives. • Develop a detailed plan to accomplish the objectives. Scenario: During this phase, Sergeant Gold identifies the specific training objectives needed to improve the squad's average score. He identifies which Marines need improvement on the movement to contact, ammo can lift, and the maneuver under fire. He then identifies the best methods for increasing those scores and formulates a training strategy. Development The development phase builds on the outcomes of the analyze and design phases. During this phase: • Develop materials and coordinate resources needed for training. • Develop training plans and schedules. • Incorporate rehearsals and safety measures into the plans. • Ensure the trainers are prepared. • Establish control measures to ensure safe training. Scenario: Implement During this phase, Sergeant Gold develops a physical training schedule. The squad is divided into ability groups, and the fireteam leaders are utilized as the trainers. The schedule and safety measures are discussed with the fireteam leaders to ensure clear understanding. The training plan and schedule are put into action during the implementation phase. All Marines should have a clear understanding of the training objectives, standards, required tasks, and the conditions under which training will occur. Scenario: Sergeant Gold implements the physical training schedule and makes sure his Marines understand the objectives, standards, tasks, and conditions. Another mock CFT should be conducted to assess improvement. Evaluate The evaluation phase measures the training program for effectiveness and efficiency. Evaluation and feedback should be conducted during each phase of the SAT process. Ask these questions during the evaluation phase: 1. Were the desired skills mastered? 2. How can training be improved? Scenario: Throughout the SAT process, Sergeant Gold conducted evaluations of his training plan. During the implementation phase, he looked for benchmarks to determine if training objectives and goals were achieved. In the evaluation phase, he compared each individual's CFT scores. Unit Readiness Planning Process Marine Corps Training Philosophy The Marine Corps' philosophy of training is derived from the mandate to provide combat ready units to the nation. • Combat ready units are manned with motivated, disciplined, and proficient Marines led by tactically and technically competent leaders; and conditioned through physically tough and mentally demanding training. • Successful combat units train as they intend to fight and fight as they were trained. Combat ready units and Marines have been, and always will be, essential as the Marine Corps is often the first to the fight. Marine Corps Training Principles Certain fundamental principles that are applicable to all levels of Marine Corps training were developed from the Marine Corps' philosophy of training. Train as you Fight. Train as you fight is the fundamental principle upon which all Marine Corps training based. Peacetime training must reflect battlefield requirements. Training must be focused on the skills the Marines will likely need during their next deployment. Don’t allow yourself or your Marines to cut corners during training. In complex, stressful situation Marines will execute as they have been trained. Ensure that you train Marines as you intend for them to fight. Make Commanders Responsible for Training. Commanders are responsible for training their unit. The commander’s personal presence and involvement demonstrates that training is the first priority. Commanders personally train their subordinate leaders to ensure a focused effort throughout the unit. Make it clear that training is precious, that once it is lost it cannot be regained. Commanders must constantly monitor training. Ensure that all Marines are present and training schedule is being executed. Do not allow training time to be wasted. Use Standards-Based Training. Standards-based training is the use of common procedures uniform operational methods to create a common perspective within the Marine Corps T&R Program. The Training and Readiness (T&R) Program is the Marine Corps’ primary tool for planning, conducting, and evaluating training. Use Performance-Oriented Training. Marines must be proficient in the basic skills required to perform their jobs under battlefield conditions. To achieve desired results, all training should be performanceoriented. Marines are trained to meet published standards, not merely to occupy time designated for training. Whenever feasible, field training and practical application should be used instead of classroom instruction to train Marines. Marines learn best by doing. Get your Marines out in the field performing the actual task to be trained. Use Mission-Oriented Training. Commanders develop training programs based on an analysis of possible warfighting missions. Training plans should be developed to accomplish the tasks that directly support the unit mission essential task list (METL). Training is not a haphazard process. Don’t randomly choose training events to fill your schedule. Never forget that the primary purpose of unit training is to ensure that you are prepared to fight and win in combat. Anything that does not support that goal is secondary. Train the MAGTF to Fight as a Combined-Arms Team. The combined-arms team is the cornerstone of today’s MAGTF. Combined arms proficiency develops only when teams train together on a regular basis. This included regularly practicing the full spectrum of combat, combat support, and combat service support function. Train to Sustain Proficiency. Commanders must continuously evaluate performance and training programs that correct weaknesses and reinforce strengths. Marines must train continuously, not merely focusing on key events once or twice a year. The training and readiness (T&R) manual identifies sustainment intervals required to maintain proficiency. Train to Challenge. Challenging training builds competence and confidence; inspires excellence; and fosters initiative, enthusiasm, and eagerness to learn. The rigorous demands of a combat environment should be replicated in training. Nothing increases unit performance and morale more than consistent, challenging, realistic training. “The more we sweat in peace, the less we bleed in war.” – Vijaya Lakshmi Pandit Leadership and Mentorship During Training During training, leaders must take the opportunity to impart their knowledge and wisdom onto their junior Marines. The sole purpose of training is to teach or refine skills that will make Marines successful on the battlefield. • If a Marine does not master a training event, it is not the Marine who has failed to learn but the leader who failed to impart knowledge. • Not all Marines learn at the same rate or through the same method. • Remember: If Marines do not demonstrate mastery during training, they cannot be expected to perform at the desired level in a combat situation. Unit Readiness Planning Process Steps Steps One through Eleven Step One: Develop a Mission Essectial Task List (METL) The Battalion Commander’s analysis of the primary inputs, as well as input from the higher and subordinate commander’s mission analysis, supports the development of the unit’s METL. Once approved by the higher commander, the unit's METL links the unit’s wartime mission with its training. Step Two: Conduct Commander’s TrainingAssessment To gain a better understanding of the unit's overall combat readiness, leaders must be able to conduct assessments at any time. Assessments are conducted by getting input from sources such as: • Small unit leaders • Staff members • After action reports • Marine Corps lessons learned • Combat readiness percentage A unit's performance is assessed by asking: • Can the unit do what they are required to based on the METL? • What are the unit's proficiencies? • What are the unit's deficiencies? Step Three: Develop a Commander’s Training Strategy Once the overall unit assessment is complete, an effective training strategy must be deployed. The training strategy is critical to ensure proper training. The commander must: • Select training tasks that support training objectives. • Allocate sufficient time to retain critical collective and individual tasks. • Maximize the training value of each training event. • Allow decentralized training decisionmaking. • Emphasize sustainment training. • Allocate resources. Step Four: Develop Commander’s Training Guide and Philosophy The commander's training guidance (CTG) and philosophy are developed from the training strategy. It is published in the form of regulations, SOPs, memoranda, or written letters of instruction on training. The CTG tells subordinate leaders what is important to the commander, what commanders expect of their leaders, and what capabilities the Marines need to possess. It should include: • METL • Combined-arms training • Major training events • Leader training • Individual training • Mandatory training • New equipment training • Resource allocation guidance • Training management Step Five: Develop Long, Mid, and Short Range Plans The three types of training plans that are vital to successful unit training are: • Long-range - Covers a period of one to five years • Mid-range - Identifies training from the long-range plan that will take place during the next four to twelve months • Short-range - Covers a period of one to four months Step Six: Create a Training Schedule The training schedule is the unit's primary management tool used to ensure that training is conducted to standard, in a timely manner, and with necessary resources. • Be mindful of the training objectives when selecting training events. • Have short-range training plans and T&R manuals on-hand when developing the training schedule. • Write the training schedule according to unit SOP. • Ensure it is easily understood by all members of the unit. Step Seven: Coordinate Training Commanders must coordinate with both internal and external agencies to create a training environment that provides real world relevance. To establish sound coordination: • Issue well-written letters of instruction (LOI). • Issue a well-designed training support request (TSR). • Complete a thorough operational risk assessment (ORA) of the training. Step 9: Conduct a Confirmation Brief Prior to a unit's training event, a confirmation brief is presented to the unit's commanding officer or senior leaders. • The purpose is to provide key information and to confirm final preparations for the event. • Use the LOI as a script for the confirmation brief Step Ten: Conduct an Evaluation Evaluations should be continuous at all levels to ensure commanders have the most accurate information regarding the ability of their units to perform assigned missions. • Record observations for later review. This allows the commander to identify weaknesses or deficiencies and take the necessary steps to correct them. Step Eleven: Conduct an After Action Review The purpose of an after action review (AAR) is to identify strengths and weaknesses across the entire URP process. The AAR: • Is a professional discussion focused on performance standards and major trends • Highlights lessons learned and identifies alternate courses of action • Is used to plan for re-training and assigning responsibilities • Helps to develop a plan to correct deficiencies A good AAR answers three basic questions. • What happened? (Identify strengths and weaknesses.) • Why did it happen? • How can it be done better? Training and Readiness Program Overview The Training and Readiness (T&R) Program is the Marine Corps' primary tool for planning, conducting, and evaluating training; and for assessing training readiness. The T&R program should: • Help to improve combat readiness by training more efficiently and effectively. • Focus on expected combat missions. • Apply a building block approach to training. • Focus on individual skills and unit capabilities. • Organize tasks into executable events. • Sustain training. Training and Readiness Manuals Training and readiness (T&R) manuals provide commanders with standardized training outlines for all occupational fields and units throughout the Marine Corps. • They help plan, execute, and evaluate training by providing guidance on equipment, ammunition, ranges, and support requirements. The T&R Program is comprised of best practices from: • Individual Training Standards (ITS) • Marine Corps Combat Readiness Evaluation System (MCCRES) • Existing T&R programs Structure of T&R Manuals All T&R manuals have the same basic structure for consistency. However, each manual is unique and has information that is MOS specific. Core competencies are comprehensive measures of a unit's ability to accomplish its assigned tasks. • Foundation of the T&R Program • Made up of individual and collective events • Skills range from 1000-level to 8000- level • 1000-2000 level events are individual • 3000-8000 level events are collective Two measures of training are established in the T&R Program: • Proficiency - The accomplishment of a skill that is measured against a standard. These are periodically demonstrated and evaluated. • Currency - The period wherein skills must be refreshed or reevaluated (sustainment interval). By periodically demonstrating these skills within the given time limit, proficiency is also maintained. Location and Organization of T&R Manuals The Training and Education Command (TECOM) website provides both completed and draft T&R manuals. • https://www.intranet.tecom.usmc.mil/sites/gtb/default.aspx • A common access card (CAC) is required. T&R manuals are organized by one of the following methods: • Unit-based - Written to support a type of unit (infantry, artillery, tanks) and contains individual and collective training standards. • Community-based - Written to support an occupational field, a group of related MOS's, or billets within an organization (administrative, supply, intelligence). Composition of T&R Events T&R events are coded for ease of reference. Event Code - A three-part, alpha-numeric coding • MOS or community - These can be letters or numbers. The example here is a Marine Corps common skills (MCCS) task. • Functional or duty area - In the example, the task is within the functional area called conditioning. Other functional areas for MCCS are: - Core values - CORE - Marine Corps history - HIST - Marine Corps leadership - LDR - Marine Corps martial Arts - MCMA • Sequence level - A numerical code is assigned to each training event. The higher the number, the more advanced the skill. The example shows a 2000-level event. Event Title - The name of the event is listed next to the event code. It is usually a brief description of the task. Evaluation Coded (E-Coded) - This is a yes/no category to indicate if the event will be formally evaluated. Sustainment Interval - This is the number of months between evaluations or retraining requirements. Grade - Training events will list the rank(s) that are required to learn or sustain the event. Initial Training Setting - The location of the initial instruction of the training (formal school, managed on- the-job training, distance learning).