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U.S. ARMY SERGEANTS MAJOR ACADEMY (FSC-TATS) L667 JUN 06 NONCOMMISSIONED OFFICER DEVELOPMENT PROGRAM (NCODP)

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PRERESIDENT TRAINING SUPPORT PACKAGE (TSP)

TSP Number / Title

L667 / NONCOMMISSIONED OFFICER DEVELOPMENT PROGRAM (NCODP)

Effective Date 01 Jun 2006

Supersedes TSP(s) / Lesson(s)

L667, Noncommissioned Officer Development Program (NCODP), Jun 05.

TSP Users 521-SQIM (DL), First Sergeant Course

Proponent The proponent for this document is the Sergeants Major Academy.

Improvement Comments

Users are invited to send comments and suggested improvements on DA Form 2028, Recommended Changes to Publications and Blank Forms. Completed forms, or equivalent response, will be mailed or attached to electronic e-mail and transmitted to: COMDT USASMA ATTN ATSS DCF BLDG 11291 BIGGS FIELD FORT BLISS TX 79918-8002 Telephone (Comm) (915) 568-8875 Telephone (DSN) 978-8875 E-mail: [email protected]

Security Clearance / Access

Unclassified

Foreign Disclosure Restrictions

FD5. This product/publication has been reviewed by the product developers in coordination with the USASMA foreign disclosure authority. This product is releasable to students from all requesting foreign countries without restrictions.

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PREFACE

Purpose This Training Support Package provides the student with a standardized lesson plan of instruction for:

Task Number Task Title

158-100-1240 Communicate Effectively as a Leader

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This TSP Contains

TABLE OF CONTENTS

PAGE

Preface............................................................................................................................................. 2 Lesson Section I Administrative Data ...................................................................................... 4

Section II Introduction.................................................................................................. 6 Terminal Learning Objective - Advise unit leaders on NCO

development program (NCODP).................................................................... 6 Section III Presentation ................................................................................................ 7

Enabling Learning Objective A - Identify the goal and objectives of NCODP. ......................................................................................................... 7

Enabling Learning Objective B - Identify the responsibilities of commanders and leaders in NCO development. ........................................... 7

Enabling Learning Objective C - Identify the policy of NCODP........................ 8 Enabling Learning Objective D - Identify successful elements of

NCODP. ......................................................................................................... 9 Section IV Summary................................................................................................... 11 Section V Student Evaluation.................................................................................... 12

Appendix A - Viewgraph Masters (N/A) A - ................................................................................ 1 Appendix B - Test(s) and Test Solution(s) (N/A) B -................................................................... 1 Appendix C - Practical Exercises and Solutions C - .................................................................... 1 Appendix D - Student Handouts D -............................................................................................. 1

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NONCOMMISSIONED OFFICER DEVELOPMENT PROGRAM L667 / Version 1

01 Jun 2006

SECTION I. ADMINISTRATIVE DATA

All Courses Including This Lesson

Course Number Version Course Title

521-SQIM (DL) 1 First Sergeant Course

Task(s) Taught(*) or Supported


158-100-1240 (*) Communicate Effectively as a Leader

Reinforced Task(s)


None

Academic Hours

The academic hours required to teach this lesson are as follows:

Distance Learning Hours/Methods 1 hr /Study Assignment 1 hr /Practical Exercise (Performance) Test 0 hrs Test Review 0 hrs

Total Hours: 2 hrs

Test Lesson Number

Hours Lesson No.

Testing (to include test review) 3 hrs E516 version 1

Prerequisite Lesson(s)

Lesson Number Lesson Title

None

Clearance Access

Security Level: Unclassified Requirements: There are no clearance or access requirements for the lesson.

Foreign Disclosure Restrictions

FD5. This product/publication has been reviewed by the product developers in coordination with the USASMA foreign disclosure authority. This product is releasable to students from all requesting foreign countries without restrictions.

References Number

Title

Date

Additional Information

AR 350-1 ARMY TRAINING and LEADER DEVELOPMENT

13 January 2006

FM 7-1 BATTLE FOCUSED TRAINING

15 Sept 2003

Student Study Assignments

All material included in this Training Support Package (TSP).

Instructor Requirements

None

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Additional Support

Name Stu Ratio

Qty Man Hours

Personnel Requirements MSG, FSC graduate, ITC, and SGITC graduate

(Enlisted) 1:14 1 2 hrs

Equipment Required

Id Name

Stu Ratio

Instr Ratio

Spt Qty Exp

for Instruction None

* Before Id indicates a TADSS

Materials Required

Instructor Materials: None Student Materials:

• TSP. • Pen or pencil and paper.

Classroom, Training Area, and Range Requirements

None

Ammunition Requirements

Id Name Exp Stu Ratio

Instr Ratio Spt Qty

None

Instructional Guidance

None

Proponent Lesson Plan Approvals

Name Gaskin, John.

Rank CIV

Position Training Specialist

Date

Smith, Sandra

SGM

Chief Instructor, FSC

Estrada, Manuel

SGM

USASMA, CI

Salcido, Benjamin

GS-09

Chief, FSC

Todd, Raymond L.

SGM

Chief, Functional Course

Bennett-Green, Agnes

SGM

Chief, CMDD

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SECTION II. INTRODUCTION

Method of Instruction: Study Assignment Technique of Delivery: Individualized, self-paced Instruction Instructor to Student Ratio is: 1:500 Time of Instruction: 5 mins Media: None

Motivator Administering NCO development is a responsibility of the NCO support channel. Instilling professional ideals and standards in NCOs and the Soldiers serving with them is a continuous process. NCODP must provide progressive and sequential training which supports the unit’s wartime mission. The purpose of this lesson is the enhance your ability to improve an existing program and to help you develop a Noncommissioned Officer Development Program (NCODP) for a unit not having one, using the latest doctrine.

Terminal Learning Objective

At the completion of this lesson, you [the student] will:

Action: Advise unit leaders on NCO development program (NCODP).

Conditions: As a first sergeant in a self-study environment given an extract of AR 350-1 (SH-1) and FM 7-1 (SH-2).

Standards: Advise unit leaders on NCO development program (NCODP) IAW AR 350-1 and FM 7-1 (SH-2).

Safety Requirements

None

Risk Assessment Level

Low

Environmental Considerations

NOTE: It is the responsibility of all Soldiers and DA civilians to protect the environment from damage.

None

Evaluation At the end of your Phase I training and before entering Phase II, you will take an on-line, multiple choice examination. It will test your comprehension of the learning objectives from this and other lessons in Phase I. You must correctly answer 70 percent or more of the questions on the examination to receive a GO. Failure to achieve a GO on the examination will result in a retest. Failure on the retest could result in you dismissal from the course.

Instructional Lead-In

Ensuring personnel in your unit receive the proper NCODP training is the responsibility of the unit first sergeant.

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SECTION III. PRESENTATION

A. ENABLING LEARNING OBJECTIVE

ACTION: Identify the goal and objectives of NCODP.

CONDITIONS: As a first sergeant in a self-study environment given AR 350-1 (SH-1).

STANDARDS: Identify the goal and objectives of NCODP IAW AR 350-1.

1. Learning Step / Activity 1. The Goal and Objectives of NCODP

Method of Instruction: Study Assignment Technique of Delivery: Individualized, self-paced Instruction Instructor to Student Ratio: 1:500 Time of Instruction: 10 mins Media: None

To complete this learning step activity, you are to--

• Read the above ELO.

• Read AR 350-1, para 4-10b (SH-1).

2. Learning Step / Activity 2. The Goal and Objectives of NCODP

Method of Instruction: Practical Exercise (Performance) Technique of Delivery: Individualized, self-paced Instruction Instructor to Student Ratio: 1:500 Time of Instruction: 15 mins Media: None

Complete the questions in the practical exercise without referring to the student handout. Write your answer in the space provided.

• This is a self-graded exercise. • It should take you approximately 15 minutes to complete the questions. • Complete questions 1 and 2 in PE-1, p C-2. • Compare your responses with the solutions on p C-4. • If your response does not agree, review the appropriate reference/lesson material.

CHECK ON LEARNING: The practical exercise serves as the check on learning for ELO A.

B. ENABLING LEARNING OBJECTIVE

ACTION: Identify the responsibilities of commanders and leaders in NCO development.

CONDITIONS: As a first sergeant in a self-study environment given AR 350-1 (SH-1) and FM 7-1 (SH-2).

STANDARDS: Identify the responsibilities of commanders and leaders in NCO development IAW AR 350-1 and FM 7-1.

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1. Learning Step / Activity 1. Responsibilities of Commanders and Leaders in NCO development




• Read AR 350-1 (SH-1), p 36, para 2-35 and FM 7-1 (SH-2), Appendix A.

2. Learning Step / Activity 2. Responsibilities of Commanders and Leaders in NCO development



• This is a self-graded exercise. • It should take you approximately 10 minutes to complete the questions. • Complete questions 3 and 4 of PE-1, p C-2. • Compare your responses with the solutions on p C-4. • If your response does not agree, review the appropriate reference/lesson material.

CHECK ON LEARNING: The practical exercise serves as a check on learning for ELO B.

C. ENABLING LEARNING OBJECTIVE

ACTION: Identify the policy of NCODP.


STANDARDS: Identify the policy of NCODP IAW AR 350-1.

1. Learning Step / Activity 1. NCODP Policy




• Read AR 350-1, para 4-10a (SH-1).

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2. Learning Step / Activity 2. NCODP Policy



• This is a self-graded exercise. • It should take you approximately 10 minutes to complete the questions. • Complete questions 5 and 6 of PE-1, p C-3. • Compare your responses with the solutions on pp C-4 and C-5. • If your response does not agree, review the appropriate reference/lesson material.

CHECK ON LEARNING: The practical exercise serves as a check on learning for ELO C.

D. ENABLING LEARNING OBJECTIVE

ACTION: Identify successful elements of NCODP.


STANDARDS: Identify successful elements of NCODP IAW AR 350-1.

1. Learning Step / Activity 1. Successful elements of NCODP




• Read AR 350-1, p 75 para 4-10 (SH-1).

2. Learning Step / Activity 2. Suggested Procedures of NCODP


10


• This is a self-graded exercise. • It should take you approximately 15 minutes to complete the questions. • Complete questions 7 and 8 of PE-1, p C-3. • Compare your responses with the solutions on p C-5. • If your response does not agree, review the appropriate reference/lesson material.

CHECK ON LEARNING: The practical exercise serves as a check on learning for ELO D.

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SECTION IV. SUMMARY

Method of Instruction: Study Assignment Technique of Delivery: Individualized, self-paced Instruction Instructor to Student Ratio is: 1:500 Time of Instruction: 5 mins Media: None

Check on Learning

PE-1 serves as the check on learning for this lesson.

Review / Summarize Lesson

You need to know how to maintain a viable, useful, and credible NCODP within your unit. Accomplishing this requires your direct involvement and concise knowledge of the regulations, pamphlets, training circulars and the topic areas that you must include in your training. Also, your continued attention to detail in this area will enhance the overall knowledge of the personnel within your unit.

Transition to Next Lesson

None

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SECTION V. STUDENT EVALUATION

Testing Requirements

At the end of your Phase I training and before entering Phase II, you will take an on-line, multiple choice examination. It will test your comprehension of the learning objectives from this and other lessons in Phase I. You must correctly answer 70 percent or more of the questions on the examination to receive a GO. Failure to achieve a GO on the examination will result in a retest. Failure on the retest could result in you dismissal from the course.

Feedback Requirements

NOTE: Feedback is essential to effective learning.

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STUDENT QUESTIONAIRE L667

Directions • Enter your name, your rank, and the date you complete this questionnaire.

Rank:_____ Name: ____________________________

Date: _______

• Answer items 1 through 6 below in the space provided. • Fold the questionnaire so the address for USASMA is visible. • Print your return address, add postage, and mail. Note: Your response to this questionnaire will assist USASMA in refining and improving this course. While completing the questionnaire, answer each question frankly. Your assistance helps build and maintain the best curriculum possible.

Item 1 Do you believe you have met the learning objectives of this lesson?

Item 2 Was the material covered in this lesson new to you?

Item 3 Which parts of the lesson were most helpful to you in learning the objectives?

Item 4 How could we improve the format of this lesson?

Item 5 How could we improve the content of this lesson?

Item 6 Do you have additional questions or comments? If you do, please list them here. You may add additional pages if necessary.

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_____________________ _____________________ _____________________ ATTN ATSS DCF COMDT USASMA BLDG 11291 BIGGS FLD FORT BLISS TX 79918-8002

----------------------------------------(Fold Here)-------------------------------------------

A-1

Appendix A - Viewgraph Masters (N/A)

B-1

Appendix B - Test(s) and Test Solution(s) (N/A)

C-1

Appendix C

PRACTICAL EXERCISE 1

Title NONCOMMISSIONED OFFICER DEVELOPMENT PROGRAM (NCODP)

Lesson Number / Title

L667 version 1 / NONCOMMISSIONED OFFICER DEVELOPMENT PROGRAM

Introduction None

Motivator None

Terminal Learning Objective

At the completion of this lesson, you [the student] will:

Action: Advise unit leaders on NCO development program (NCODP).

Conditions: As a first sergeant in a self-study environment given an extract of AR 350-1 (SH-1) and FM 7-1 (SH-2).

Standards: Advise unit leaders on NCO development program (NCODP), IAW AR 350-1 and FM 7-1 (SH-2).

Safety Requirements

None

Risk Assessment

Low

Environmental Considerations

None

Evaluation At the end of your Phase I training and before entering Phase II, you will take an on-line, multiple choice examination. It will test your comprehension of the learning objectives from this and other lessons in Phase I. You must correctly answer 70 percent or more of the questions on the examination to receive a GO. Failure to achieve a GO on the examination will result in a retest. Failure on the retest could result in you dismissal from the course.

Instructional Lead-In

None

Resource Requirements

Instructor Materials:

None Student Materials:

• TSP. • Pen or pencil and paper.

Special Instructions

None

C-2

Procedures This is a self-graded exercise. Circle the letter on the following questions. Upon completion, compare your response to the correct response in the Solution for Practical Exercise 1, pp C-4 and C-5.

Question 1: AR 350-1 states that the goal of the NCODP is to increase combat readiness during peacetime only.

A. True

B. False

Question 2: One of the objectives of NCODP is to:

A. Link NCO development to a current skill level and/or duty assignment.

B. Maintain transmitting, instilling, and efficacy of the professional ethic.

C. Realize the full potential of the NCO support channel.

D. Maintain unit cohesion through periodic training on combat skills.

Question 3: Which of the following is one of the responsibilities of the commander with regards to NCODP?

A. Provide feedback to the next higher command concerning training requirements.

B. Incorporate the unit Mission Essential Task List (METL) as the vehicle in training each NCOs daily activity.

C. Develop subordinate NCOs to attain that level of professionalism required for currently assigned duties, and to increase their skills for subsequent duties.

D. Provide a valuable foundation for the development of NCOs through the application of

an effective unit environment.

Question 4: What are the three phases of a formal leader development action plan?

A. Assess the NCODP utilizing the program goal and objectives stated in AR 350-17.

B. Provide guidance to the commander on incorporating the unit Mission Essential Task List (METL) as the vehicle in training each NCO’s daily activities.

C. Provide one-on-one coaching, as well as instruction, for the development of NCOs in the unit.

D. Reception and integration, basic competency training, and leader development and training sustainment.

C-3

Question 5: The unit’s NCODP will be tailored to the unique requirements of the unit and will--

A. transmit and instill efficacy of the professional Army ethic.

B. ensure support for the unit mission and enhancement of NCOs.

C. establish a viable unit level NCODP using unit METL as the vehicle to incorporate the SKAs into each NCOs daily activities.

D. support the unit commanders Leader Training and Leader Development (LT/LD) program.

Question 6: AR 350-1 states the “The NCODP_______________________________ of the unit.” Choose the correct answer to fill in the blank.

A. is a self-development demonstration of skills and knowledge necessary in support

B. will be tailored to the unique requirements

C. is a command program jointly determined by unit mission and the commander’s directives and guidance for the good

D. is a program to synchronize battle-focused training as a component of operational competencies for the next higher rank in support

Question 7: A successful NCODP will result in NCOs who can--

A. provide necessary support to promote effective training in all units and activities.

B. accept the duties and responsibilities of current rank and duty position.

C. teach Soldiers the mission of the unit, and developing individual training programs to support the mission.

D. provide small unit standard procedures essential for building strong, aggressive Soldiers and leaders.

Question 8: Which reference contains suggested procedures that leaders should follow to ensure they accomplish a successful NCOPD?

A. FM 22-100.

B. DA Pam 350-58.

C. AR 350-1.

D. Leader Development Guide for America’s Army.

C-4

SOLUTION FOR PRACTICAL EXERCISE 1

Question 1: The correct response is:

B. False Ref: AR 350-1 (SH-1), p 75, para 4-10b1


C. Realize the full potential of the NCO support channel. Ref: AR 350-1 (SH-1), p 75, para 40-1b(2)c


C. Develop subordinate NCOs to attain that level of professionalism required for currently assigned duties, and to increase their skills for subsequent duties.

Ref: AR 350-1 (SH-1), p 36, para 2-35f (3)


D. Reception and integration, basic competency training, and leader development and training sustainment.

Ref: Ref: FM 7-1 (SH-2), p A-7, Figure A-2


D. support the unit commanders LT/LD program. Ref: AR 350-1 (SH-1), p 74, para 4-10a

C-5


B. will be tailored to the unique requirements.

Ref: AR 350-1 (SH-1), p 74, para 4-10a


B. accept the duties and responsibilities of current rank and duty position Ref: AR 350-1 (SH-1), p 75, para 4-10d(2)


B. DA Pam 350-58 Ref: AR 350-1 (SH-1), p 75, para 4-10c

D-1

Appendix D

HANDOUTS FOR LESSON 1: L667 version 1 This appendix contains the items listed in this table--

Title/Synopsis Pages

SH-1, Extracted Material from AR 350-1 SH-1-1

SH-2, Extracted Material from FM 7-1 SH-2-1

SH-1-1

Student Handout 1 Extracted Material from AR 350-1

This student handout contains three pages of extracted material from the following publication: AR 350-1, Army Training and Leader Development, 13 Jan 2006

Chapter 2 and 4 pages 36, 74 and 75

Disclaimer: The training developer downloaded the extracted material from the United States Army Publishing Agency Home Page. The text may contain passive voice, misspellings, grammatical errors, etc., and may not be in compliance with the Army Writing Style Program.

l. Coordinate the AT requirements for WLC, BNCOC, and ANCOC with the MACOM commanders.m. Schedule active duty Soldiers to attend BNCOC and ANCOC.n. Support the SMC selection system and manage active duty quotas and class input for the SMC.o. Develop policy governing the Academic Evaluation Reporting System (AERS) for officer and enlisted students.p. Exercise responsibility for AR 611–6 and—(1) Develop personnel management systems and procedures for the Army Linguist Program.(2) Coordinate with the DCS, G–2, and users to manage the career program for WOs and enlisted linguist personnel.q. Develop, coordinate, and issue technical and regulatory guidance concerning management of the ALC and APT

programs.

2–34. Director, Installation Management AgencyUnder the General Staff supervision of the HQDA, Assistant Chief of Staff for Installation Management, the Director,Installation Management Agency will—

a. Execute training support (range operations, ITAM, training support center and battle simulation center operations)at CONUS AA and USAR installations.

b. Provide BASOPS/SRM to support the execution of institutional and unit training strategies by MACOM MissionCommanders.

c. Coordinate with mission commanders to ensure their readiness requirements and priorities are understood andmet.

2–35. Other major commanders, unit commanders, and leadersa. Installation, division, State Adjutants General, and USAR major command commanders will exercise training and

readiness oversight responsibilities by: assigning missions; developing training guidance and master training plans;allocating the necessary resources to effectively implement these plans; evaluating the conduct of training; reducingtraining detractors; reducing personnel and unit turbulence; and providing subordinate commanders maximum time totrain. To improve training, commanders will employ the Army–approved software program for managing training (forexample, the Digital Training Management System) and, when appropriate, other techniques, such as scheduling primetraining time or cyclical periods for training and support.

b. Brigade–level commanders will provide training guidance; set training objectives; suballocate resources; reducetraining detractors and personnel and unit turbulence; and evaluate training.

c. Battalion–level commanders are the principal training managers and will develop, coordinate, implement, super-vise, and evaluate performance–oriented training programs within the guidance and resources provided by higherheadquarters; develop specific training plans to correct training deficiencies; reduce training detractors and personneland unit turbulence; and coordinate resources for subordinate units.

d. Company–level commanders are the primary trainers. As such, they assist the training managers in developingtraining plans, and prepare and execute the training program.

e. Noncommissioned officers are the principal trainers of individual Soldiers. Each NCO (and junior officer) mustbe capable of performing every task required of his or her immediate subordinates and understand the relationshipbetween individual job requirements, SMs, and job books.

f. All commanders and leaders will—(1) Ensure Soldiers train and maintain required SM task proficiency.(2) Continually assess military and DA civilian individual, unit, and organizational training status; provide timely

feedback to subordinates; and make appropriate adjustments to the training program.(3) Develop subordinate officers and NCOs to attain that level of professionalism required for currently assigned

duties, and to increase their skills for subsequent duties.(4) Ensure that, consistent with individual duty and unit mission requirements, DA civilian and military subordinates

are given opportunities for professional development through available education programs supplemented by unit andorganizational programs.

(5) Ensure the training program includes preparation for overseas movement, and that Soldiers and units can deployand fight as combined arms teams.

(6) Provide feedback to higher headquarters and the institutional training base by recommending improvements toexisting training doctrine, literature, and training techniques.

(7) Insist that all training be performance oriented and designed to correct weaknesses and maintain strengths.(8) Conduct continuous individual and collective training throughout the training year.(9) Identify and reduce training detractors.(10) Ensure that Army–approved management tools are used, such as the Digital Training Management System and

the Total Ammunition Management Information System.(11) Implement CMT within their commands.

36 AR 350–1 • 13 January 2006

e. The CTTs are scored locally for rapid feedback to Soldiers. Results should be retained by the Soldier’s first lineleader in their leader book as the basis for input to the commander’s assessment of Soldier and leader proficiency.

Section IILeader Training and Leader Development in Units

4–7. General policya. In order to maintain combat ready units, the Army must develop technically and tactically competent leaders who

have confidence in themselves and their subordinates. Commanders are responsible for leader training and leaderdevelopment (LT/LD) programs in their units, and for providing a climate in which learning can take place. They mustdeliberately plan, prepare, execute, and assess LT/LD as part of their overall unit training program.

b. The FM 7–1 describes the components of a unit LT/LD program. The commander’s LT/LD program addressesofficers, WOs, NCOs, and DA civilians. The AR 600–100 provides background on the Army’s leadership philosophyand policies. The FM 22–100 (being revised as FM 6–22) is the basic manual for Army Leadership. The DA PAM350–58 establishes doctrine for development and implementation of leader development programs.

c. The commander’s primary responsibility is to ensure his unit can perform its directed mission or, if none, canperform core tasks across the full range of military operations. Accordingly, the commander primarily focuses trainingactivities on mission performance, to include Officer Professional Development Program sessions, NoncommissionedOfficer Development Program (NCODP) sessions, and SGT’s time training. Once commanders are confident thatleaders can perform mission essential tasks to standard, leader training for current positions can shift to leaderdevelopment for increased responsibilities in the future.

d. Leader training ensures leaders can perform currently assigned responsibilities. Leader development preparesthem for increased responsibilities in the future. The shared goal of LT/LD is to produce self–aware, adaptive,competent, and confident leaders that will enhance unit readiness and mission accomplishment.

4–8. Leader Training and Leader Development Action PlansA central element of a unit’s LT/LD program is individually–structured LT/LD action plans. Each individual assignedto a leadership position within the unit should have an LT/LD Action Plan that is an individual assessment andimplementation plan, created jointly by the individual and his/her rater and documented in counseling and evaluationsupport forms.

a. Near–term goals in the LT/LD Action Plan should focus on weaknesses and reinforce strengths associated withcurrent duty assignments.

b. Short–term goals in the LT/LD Action Plan should focus on developing skills, knowledge, abilities and experi-ence needed for the next assignment.

c. Long–term goals in the LT/LD Action Plan should focus on preparing the officer or NCO for more complexduties beyond his/her operational assignments.

4–9. Officer professional developmenta. Commanders should assign officers progressively more complex and demanding duties based on their level of

development and demonstrated potential.b. Commanders also assess officers’ performance against leader competencies and provide information on strengths,

weaknesses, and developmental needs.c. Commanders should allow time for officers to attend continuing education and professional development courses

as operational requirements permit.d. Officers should:(1) Develop self–development action plans in coordination with their commander.( 2 ) C o n d u c t s e l f – s t u d y a n d p r a c t i c e c r i t i c a l f u n c t i o n a l l e a d e r t a s k s f r e q u e n t l y e n o u g h t o a t t a i n a n d s u s t a i n

proficiency.(3) Expand their knowledge by studying history, doctrine, professional manuals and publications, and analyzing

current events in view of their impact with their functional area.(4) Seek assistance and guidance from supervisors, and more experienced leaders and peers.(5) Seek challenging assignments that provide opportunities to grow in tactical and technical abilities.e. The DA PAM 600–3 is the Army’s Professional Development Guide for Officers and should be referred to for

branch and functional area information.

4–10. Noncommissioned Officer Development programa. The unit’s NCODP will be tailored to the unique requirements of the unit and will support the unit commander’s

LT/LD program.(1) As with all leader training and leader develop, the NCODP is a command responsibility. The program reflects

74 AR 350–1 • 13 January 2006

command priorities and expectations for LT/LD and is typically managed by the CSM or senior NCO in theorganization.

(2) The program is equally applicable to both table of organization and equipment units and TDAs units.(3) The NCODP consists of training programs, formal and informal, one–on–one or groups, involving coaching as

well as instruction, and will be fully integrated into the unit’s overall training program.(4) The NCODP builds upon the contributions of the Army’s EPMS and the sequential and progressive design of

the NCOES. These 2 systems provide a valuable foundation for the development of NCOs; however, it is through theapplication of skills, knowledge, and abilities in the unit that soldiers become quality NCOs.

b. The NCODP goals and objectives include—(1) The goal of the NCODP is to increase and sustain NCO combat readiness and compliment the overarching Army

Noncommissioned Officer Professional Development Program.(2) Objectives of the NCODP are:(a) Develop and strengthen the skills, knowledge, and abilities to train, deploy, and lead soldiers in combat through

battle focused training.(b) Develop NCOs who are self–aware, adaptive, competent, and confident.(c) Realize the full potential of the NCO support channel.(d) Foster a unit environment that enhances continued NCO leader development and encourages self–development

as part of a lifelong learning process.c. In order to accomplish a successful NCODP, commanders and unit NCOs should follow the suggested procedures

in DA PAM 350–58, chapter 7.d. A successful NCODP will result in NCOs who can—(1) Demonstrate the skills of current skill level and duty position per AR 611–21 and DA Pam 600–25.(2) Accept the duties and responsibilities of current rank and duty position per AR 600–20, AR 611–21, and FM

7–22.7.(3) Enhance combat performance for the current and next higher rank and duty position per AR 600–20 and FM

22–100 (being revised as FM 6–22).(4) Enhance combat leadership competencies for the current and next higher rank per FM 22–100 (being revised as

FM 6–22).(5) Train themselves and subordinates to be proficient in METL tasks and associated critical tasks per FM 7–0, FM

7–1, and FM 7–22.7.(6) Coach subordinates to be totally committed to U.S. Army professional ethics, Warrior Ethos, and the Soldier’s

Creed per FM 22–100 (being revised as FM 6–22).e. The DA PAM 600–25 is the Army’s Professional Development Guide for NCOs and should be referred to for

branch and functional area information. See Part 4, Section III, Part 5, Military Training Programs.

Section IIIMilitary Training Programs

4–11. Sergeant’s time traininga. Commanders emphasize individual Soldier training in support of collective METL training by allocating dedi-

cated training time for NCOs using sergeant’s training time (STT). The STT recognizes the NCO’s primary role inconducting individual, crew, and small team training. The STT develops junior leaders and builds cohesive teams.

b. The STT requires dedicated time on the training schedule and must be planned, resourced, rehearsed, andexecuted with no external distracters. The NCOs select specific individual, crew, and small team tasks that support theunit’s METL, based on their training assessment and platoon leader guidance. Commanders approve the selected tasks,provide the resources, allocate time to prepare, and monitor the training.

4–12. Combatives traininga. The Army Combatives Training Program recognizes that Soldiers who possess discipline, confidence, and

personal courage enhance units’ readiness. Commanders must therefore implement combatives training as a regular partof the unit’s training strategy. For Soldiers to achieve and sustain proficiency levels, units must incorporate combativesinto an organized training program, including situational training exercises and unit collective training.

b. Command emphasis is the key to a successful combatives program and should be posted on the unit trainingschedules at company and platoon level.

c. Commanders will ensure instructors are properly trained to conduct safe and professional combatives training andcompetitions. See FM 3–25.150, which serves as the instructional guide for combatives training.

d. Commanders will determine the appropriate frequency of training to support mission readiness.

75AR 350–1 • 13 January 2006

SH-2-1

Student Handout 2 Extracted Material from FM 7-1

This student handout contains eight pages of extracted material from the following publication: FM 7-1, Battle Focused Training, 15 Sep 2003

Appendix A pp A-1 thru A-8

Disclaimer: The training developer downloaded the extracted material from the General Dennis J. Reimer Training and Doctrine Digital Library Home Page. The text may contain passive voice, misspellings, grammatical errors, etc., and may not be in compliance with the Army Writing Style Program.

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Appendix A

Leader Training and Leader Development in Units

Leaders are made by the day-to-day practice and fine tuning of leadership talents, because leading is an art as well as a science and is best developed by application. Leaders are made by the steady acquisition of professional knowledge and by the development of 24-karat character during the course of a career.

General John Wickham, Jr.

PURPOSE A-1. The purpose of this appendix is to provide integrated leader training and leader development guidance to all Army leaders. It describes the concepts that apply to leader training and leader development, and builds on the training and leader development concepts discussed in Chapter 1 and Chapter 2 of FM 7-0 and FM 7-1—specifically, the ten principles of training. For complete coverage of leader training and leader development, see FM 22-100.

OVERVIEW A-2. Because it deals directly with soldiers, leadership is the most dynamic element of combat power. Confident, audacious, and competent leadership focuses the other elements of combat power and serves as the catalyst that creates conditions for success. Leaders who embody the warrior ethos inspire soldiers to succeed. They provide purpose, direction, and motivation in all operations. Leadership is key, and the actions of leaders often make the difference between success and failure, particularly in small teams, staffs, and units.

A-3. The continuously changing operating environment has major implications for the Army’s leader training and leader development requirements. Full spectrum operations, non-linear and non-contiguous battlefields, asymmetric threats, technological advances in C4ISR and changes in Army organizations demand higher order cognitive skills, including the rapid synthesis of information, intuitive assessments of situations, and rapid conceptualization of friendly courses of action. On the battlefield, leaders are geographically distributed, heightening the need for a shared understanding of the commander’s intent, and teamwork built on trust. Operation orders are intent centric; rehearsals are both physical and virtual; and static CPs give way to battle command on the move. In this type of operational environment, leaders must be able to think critically, define their information requirements clearly, and, most importantly, develop and effectively communicate their intent. Integration within JIIM and with SOF teams are expected requirements that place further demands on leaders at all levels.

A-4. Commanders are responsible for training and developing subordinate leaders. This responsibility is important to the collective

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readiness and warfighting competence of their teams, staffs, and units, as well as to the individual’s long-term development. Army warfighting doctrine recognizes leadership as an essential element of combat power. Commanders cannot leave leader training and leader development to chance. They must deliberately plan, prepare, execute, and assess leader training and leader development, just as they do for collective tactical and technical training and other individual training.

A-5. Leader training and leader development occur in the institutional, operational, and self-development domains. Leader training focuses on attaining the competence (knowledge, skills, and abilities) required for a leader’s current duty position and level of responsibility, whereas leader development focuses on attaining the competencies required to perform increased responsibilities in the future. Leader training is just one portion of leader development. Leader training is driven by specific requirements and competency development.

A-6. The ultimate goal of the Army’s leader training and leader development programs is to develop leaders who are self-aware, adaptive, competent, and confident. Figure A-1 shows a path for changing the way commanders must think as they train and develop leaders, in order to obtain the desired leaders of the future.

Figure A-1. The Goal

A-7. Leader training and leader development programs are successful when commanders effectively communicate the purpose and intended outcome to subordinate leaders. A critical component of that communication process is imparting the terms of reference for leader training and leader development. Understanding the meaning of the concepts and definitions the Army uses to describe leader training and

_________________________________________ Leader Training and Leader Development in Units

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leader development is essential for planning and executing a unit development plan that trains leaders while simultaneously developing them for future responsibilities.

DEFINITIONS A-8. Leadership: Influencing people—by providing purpose, direction, and motivation—while operating to accomplish the mission and improve the organization.

A-9. Leader training: The expansion of basic soldier skills that qualify soldiers to lead other soldiers.

A-10. Leader development: The deliberate, continuous, sequential, and progressive process, grounded in Army values, that grows soldiers into competent and confident leaders capable of decisive action. It is the developmental process oriented on teaching leaders how to think in complex environments. It is achieved through the lifelong synthesis of the knowledge, skills, and experiences gained through the synergy of the three domains of the Army Leader Training and Development Model— institutional, operational, and self-development.

A-11. Competency: The knowledge, skills, and abilities that impact leader behavior and performance.

CONCEPTS A-12. Developing agile and adaptive leaders: Leaders must develop an agile and adaptive mindset. Developing agile and adaptive leaders requires scenarios, opposing forces, and supporting training aids, devices, simulators, and simulations (TADSS) to fight realistically in a training environment. This mindset can be achieved by—

Conducting leader training and leader development focused on executing fewer events with more complexity.

Training combined arms at the lowest level. Empowering junior leaders to plan and conduct more training,

and allowing them to develop creative solutions and ideas through decentralized execution.

Leaders should add uncertainty and friction throughout all training events. The essence of leader success is being able to identify and adjust to completely new conditions rapidly, and to accomplish the mission with minimum disruption in the operation.

A-13. Competencies: Competencies are not the technical requirements or specific knowledge and skills needed to perform a particular job. Rather, they are characteristics that indicate performance success across a variety of tasks and environments in an organization. Competencies are usually not directly observable—they show themselves through actions and behavior. Leaders lead soldiers and units into uncertain, ill-defined, and ever-changing operating environments using the foundation of broad-based leader competencies.

A-14. Self-awareness and adaptability: The ambiguous nature of the operational environment requires Army leaders who are self-aware and adaptive. Self-aware leaders understand their operational environment; they can assess their own capabilities, determine their own strengths and

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weaknesses, and actively learn to overcome their weaknesses. Adaptive leaders must first be self-aware; then have the additional ability to recognize change in their operating environment, identify those changes, and learn how to adapt to succeed in their new environment. Self-awareness and adaptability are linked. A self-aware leader who is not adaptive cannot learn to accept change and modify behavior brought about by changes in the environment. However, adapting without self-awareness is changing for change’s sake—without understanding the relationship between abilities, duties, and the environment.

A-15. Inculcation of the warrior ethos: Leaders have the responsibility to embody the warrior ethos and to instill that disposition in their subordinates. The warrior ethos forms the foundation for the American soldier’s spirit and total commitment to victory, in peace and war, always exemplifying ethical behavior and Army Values. Soldiers put the mission first, refuse to accept defeat, never quit, and never leave behind a fellow American. Their absolute faith in themselves and their comrades makes the United States Army invariably persuasive in peace and invincible in war.

A-16. Self-development: The self-development domain in the Army Training and Leader Development Model (ATLDM) defines a critical area where self-development training occurs. Understanding how the self-development process occurs focuses on creating professionals who are constantly challenging and improving themselves. This domain is a self-directed, competency-based, progressive, lifelong process leaders 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 training requirements based on assessment and feedback. Development activities are planned to meet specific individual training goals and needs. The Army also assists the individual in his or her self-development by providing the training and education products for the individual to learn—specifically, TSPs, assessment tools, reach-back and reach-forward capabilities, professional reading programs, and tuition assistance.

A-17. Lifelong learning: Lifelong learning is the individual, lifelong choice to pursue knowledge, the comprehension of ideas, and the expansion of depth in any area actively in order to progress beyond a known state of development and competency.

A-18. Leaders—as members of the profession of arms—are responsible for maintaining and expanding their professional knowledge. They must accept and commit to lifelong learning as a key leader development strategy. This strategy must integrate training and education content and materials with operational experiences, assessments, and feedback to ensure effective learning of required skills, knowledge, and abilities. The singlemost critical element of lifelong learning is feedback. Feedback sets the basis for increasing self-awareness and identifying individual leader development needs.

A-19. Assessment and feedback: Assessment and feedback are key to developing competent, confident, self-aware, and adaptive leaders who can see first, understand first, act first, and finish decisively. An


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important factor in growing leaders is implementing and sustaining an assessment and feedback process at all levels of leadership and in the three domains of leader development (institutional, operational, and self-development). To be effective, this assessment and feedback process must be formal and informal and must be reinforced with feedback through counseling and coaching. It must also include situational exercises and experiential learning. Formal assessment and feedback tools help improve leader skills, facilitate leader development, promote self-awareness and adaptability in leaders, and enhance leaders’ skill in building morale, teamwork, and cohesion. The results support improvement in the individual, the organization, and the Army.

COMMANDER’S RESPONSIBILITY FOR LEADER TRAINING AND LEADER DEVELOPMENT PROGRAMS IN UNITS

A-20. Commanders are responsible for leader training and leader development programs in their units. They alone are responsible for providing a climate in which learning can take place. These programs are for all officers, noncommissioned officers, and civilians in leadership positions. They help ensure that leaders are trained for current assignments, are exposed to a variety of perspectives, and are prepared for future positions.

A-21. Commanders enhance leader development by evaluating unit training plans and ensuring that leaders are first trained to execute leader tasks to standard before they engage in collective events. Operational demands require leaders at all levels to apply their individually-developed competence to enable teamwork. Very-high-performing leader teams must develop teamwork, team decisionmaking, and team leadership. The development of these abilities starts with comprehensive leader training and leader development programs in units that create confident leaders and soldiers.

A-22. Commanders are also responsible for the safety of their units. They are obligated to embed safety into the conduct of all operations and to ensure that subordinates execute risk management. The commanders fulfill this responsibility during the preparation phase of training by conducting a leader’s reconnaissance and risk assessments, and by following the risk management process. During the training execution phase, continual assessment and management of risk helps the commander make informed decisions.

A-23. Requirements ultimately drive a commander’s decision regarding a leader’s assignment. However, the commander should progressively prepare the leader for new assignments by assigning him or her more complex and demanding duties—but should not overwhelm him or her. The commander should base reassignment on the leader’s level of development and demonstrated potential. Commanders also assess leader performance against the Army standard and leader competencies, and provide the leaders with information on strengths, weaknesses, and development needs. Finally, commanders create conditions for success and assist leaders in their preparation to achieve maximum growth.

A-24. Leader training programs are mission-focused and consist of individual or position-level (for example, all platoon leader) training plans that ensure that leaders are competent in their current duty

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positions. Units may want to focus leader training on specific designated tasks. Leader training can include OPD, NCODP, and training programs that are based on an evaluation of supporting leader tasks for METL tasks that will be trained in the future.

A-25. Leader development programs, such as officer professional development (OPD) and noncommissioned officer professional development (NCOPD), prepare leaders for increased responsibilities. The central element of a leader development program is an individually structured leader development action plan. The leader development action plan should be an individual assessment and implementation plan created jointly by the individual and the rater. Counseling and evaluation support forms are used to document this process. The leader development action plan should have a process to adapt to the changing needs of the leaders being developed. The commander should assess and provide feedback in accordance with counseling guidelines. Commanders should design leader development programs with the following characteristics:

Battle focused. Focus on the leaders’ abilities to train, deploy, and lead their soldiers and units in combat. Consider the future and systematically develop skills and attributes successful leaders require in follow-on assignments.

Comprehensive. Include more than tactical and technical competence. Although these skills are essential, a program to develop leadership potential should also enhance self-awareness; adaptability; conceptual, interpersonal, physical, mental, and emotional competence; and it should clarify and enrich the expected values for leaders of character.

Inclusive. Apply to all leaders in the unit, from the newest corporal to the unit commander and CSM. Regardless of the level of expertise and experience, leaders are never completely developed—they are continually developing.

Supportive. Include individual self-developmental goals. Support individual goals identified (and linked to unit training and readiness) in developmental action plans whenever possible. Leaders commit more readily to unit goals that also satisfy their personal goals.

LEADER TRAINING AND LEADER DEVELOPMENT ACTION PLAN A-26. The leader training and leader development action plan consists of three phases: reception and integration, basic competency development, and leader development and sustainment. Figure A-2 is an example of a phased individual leader training and development action plan. The plan can be expanded or modified in order to conform to the organization’s METL or individual requirements.


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Key Elements of a Leader Training and Leader Development Action Plan

Reception & Integration Phase ♦ Record review prior to arrival. ♦ Initial interview—

♦ Discuss duty position. ♦ Discuss previous training & experience. ♦ Discuss individual desires. ♦ Discuss possible future duty positions.

♦ Inprocess/personal affairs. ♦ Chain of command interviews and

introductions. ♦ Meet subordinates.

♦ Unit orientation. ♦ Unit history, mission, SOPs, special equipment,

available TADSS. ♦ Unit certification program and diagnostic

evaluation. ♦ Identify strengths & weaknesses. ♦ Focus initial training on duty position

competencies . ♦ Identify near-term training requirements

Basic Competency Training Phase ♦ Complete applicable unit certification. ♦ Meet standards for all duty position skills and

tasks. ♦ Establish C2 relationships with higher and lower

individuals/units. ♦ Review progress of near-term training

objectives.

♦ Prioritize training needs for skills and tasks requiring improvement .

♦ Identify additional or advanced competencies required for duty position.

♦ Draft projected self-development needs.

Leader Development and Training Sustainment Phase ♦ Establish sustainment plan for critical skills

mastered. ♦ Establish training plan for individual proficiency

in areas requiring improvement. ♦ Establish plan for future development—

♦ Special/additional duties progression. ♦ Schools or courses required. ♦ Exposure to new tactical or technical

procedures.

♦ Create self-development program— ♦ Near-, short-, and long-term objectives. ♦ Current and future duty positions. ♦ Military and civilian schools.

Figure A-2. Key Elements of Leader Training and Leader Development Action Plan

RECEPTION AND INTEGRATION PHASE A-27. Prior to the arrival of new leaders, the commander or key NCOs review the officer record brief (ORB) or the enlisted record brief (ERB) and DA Form 2-1 (Personnel Qualification Record-Part II). The commander or CSM/1SG interviews the new leader as soon as the leader arrives to define the training and developmental requirements clearly. They discuss the leader's assigned duty position, previous experience, training, education, personal desires, and possible future assignments.

A-28. In addition to the records review and interview, the commander or CSM/1SG may use a diagnostic test to identify the new leader’s strengths and weaknesses. Units also use training programs to ensure that leaders are trained to the Army standard to serve in potentially hazardous and high-impact leadership positions. An example is certifying a leader to perform the duties of a range OIC or NCOIC. The information gathered during the reception and integration phase is used to design a formal training and developmental program tailored to the individual leader's requirements. After the interview with the commander or CSM/1SG, the leader participates in the unit orientation and the development of the leader training and leader development action plans.

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BASIC COMPETENCY TRAINING PHASE

A-29. The leader then progresses to the second phase of the program, the basic competency training phase. This phase occurs within the first few months. It ensures that the new leader attains a minimum acceptable level of competency in the critical skills and tasks necessary to perform the mission. The responsibility for this phase lies with the rater, assisted by other key officers and NCOs in the unit.

LEADER DEVELOPMENT AND TRAINING SUSTAINMENT PHASE

A-30. The last phase is the leader development and training sustainment phase. This phase involves sustaining those tasks already mastered and developing proficiency in new competencies. The commander develops the leader by using additional duty assignments, and technical and professional courses to broaden the leader’s perspective and skills for future duties.

A-31. Also during this phase, the leader starts a self-development program. It is designed with the assistance of the commander and senior NCOs. Together, they prioritize self-development goals and determine courses of action to improve individual performance. Self-development starts with a competency-based assessment of previously acquired skills, knowledge, and experience. The leader then identifies his or her strengths, weaknesses, and development needs. Goals are categorized into near-term, short-range, and long-range actions and efforts. Near-term goals are remedial and focus on correcting weaknesses that adversely affect performance of current duty assignment requirements. Short-range goals focus on acquiring skills, knowledge, and experience needed for the next operational assignment. Long-range goals focus on preparing soldiers and leaders for more complex duties beyond their next operational assignment.

A-32. Future assignments are important in a leader’s action plan. The commander uses assigned duties to assess performance and provide junior leaders with the experience and feedback required for professional and personal development. The commander should know his or her leaders so well that the commander can identify when they have mastered their current assignment responsibilities and either increase their responsibilities, expose them to developmental activities, or move them to positions of greater responsibility, as appropriate.

SUMMARY A-33. Every leader has a professional responsibility to train and develop subordinates and himself or herself continually. All leaders should deliberately plan and execute subordinate leader training and leader development. Training and developing leaders requires investing in their long-term professional development while balancing the short-term mission essential operational requirements of the unit. The long-term development of leaders is the focus. It is a responsibility shared by the leader, the direct supervisor, the commander, and the Army. There is no greater or longer-lasting contribution a commander can make to improve the unit and shape the future of the Army than to train and develop future leaders.

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