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Effective Training: Developing And Presenting

Lesson Plans

Professional Military EducationBasic NCO Course

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Effective Training

REFERENCES • FM 7-22.7: Army Noncommissioned

Officer Guide (Chapter 4)• FM 7-0: Training for Full Spectrum

Operations• AR 350-1: Army Training and Leader

Development • TP 350-70-7: Army Educational Processes • Army Basic Instructor Course (ABIC)

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Overview

1. Training Roles2. Training Domains3. Mission-essential Task List (METL)4. Assessment5. Training Objectives6. Training Strategies7. Planning8. Preparation

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Overview

9. Execution10. Standards11. Characteristics of Effective Training12. ADDIE Process13. Lesson Plan14. Presentation

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Training Roles

Commanders:

• Ultimately responsible for the training, performance, and readiness of their Soldiers

• All leaders are responsible for training units

• Leaders ensure their organizations are trained and mission-ready.

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Training Roles

NCOs:

• Responsible for care and training of Soldiers

• Command sergeants major, first sergeants, and other key NCOs select and train specific individual and small-unit tasks

• Help identify unit collective tasks

• All these tasks support the organization’s mission-essential tasks

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Training Roles

NCOs:

• Supervise and evaluate training

• Focus on the skills and knowledge Soldiers need to develop fundamental competencies

• Integrate new Soldiers into organizations and develop them professionally

• First-line leaders train Soldiers to conduct individual tasks

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Training Roles

NCOs:

• Emphasize standards-based, performance-oriented training

• Cross-train subordinates to reduce the effects of unit losses and develop future leaders

• CSMs, 1SGs, and other senior NCOs coach junior NCOs and junior officers to help them master a wide range of individual tasks

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Training Roles

NCO Training Tenents:

• Training is a primary duty of NCOs• Identify Soldier, crew, and team tasks• Provide and enforce standards-based,

performance-oriented, mission-focused training• Sustain strengths and improve weaknesses• Develop junior NCOs and help officers develop

junior officers.

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Training Domains

Training Domains:

•Institutional

•Operational

•Self-Development

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Training Domains

Institutional:

• Schools and training centers

• Train on individual tasks that support unit’s core mission-essential tasks.

• Train on critical tasks in full spectrum operations

• Only then begin training in the operational training domain.

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Training Domains

Operational:

• Assignments build on individual skills

• Introduce skills required by specialty

• Master collective tasks that support the unit’s mission-essential tasks

• Multiple unit training assemblies (MUTA) exercises, and operational deployments provide additional experiences

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Training Domains

Self-Development

• As important as other individual training

• Allows individuals to expand knowledge and experience to supplement training

• Enhance skills needed for a current position or prepare for future positions

• Individuals are responsible for their own professional growth and opportunities.

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Mission Essential Task List

Mission Essential Task List (METL)

• Focal point for planning, execution and assessment of training

• NCOs link the collective METLS and the leader and soldier tasks that support them

• NCOs responsible for training soldier tasks

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Mission Essential Task List

Mission Essential Task List (METL)

• Commanders and staffs assess the unit’s state of training in terms of the METL

• After the commander designates the collective METL, CSM and senior NCOs develop supporting individual task list for each mission essential task.

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Mission Essential Task List

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Assessment

• Training assessments provide focus and direction to planning by identifying training tasks that are new, where performance needs improvement, or where performance needs to be sustained.

• Training assessments provide commanders with a starting point for describing their training strategy.

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Assessment

Unit assessment :• Developed using evaluations, reports, leader

books, or records.• Continuous process • Formal assessment is usually conducted at

start of planning phases and after MUTAs• Used to update unit goals and objectives• Influenced by future events, e.g. turnover

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Assessment

Training assessment:• Required for each METL task, team

collective task, and each mission task• Snapshot of the unit's current soldier, leader

and collective task proficiency.• Comparison of task proficiency with VDF

standards

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Training Objectives

• Task: clearly defined and measurable activity by individuals and organizations.

• Conditions: variables of operational environment or situation in which a unit or individual is expected to operate and may affect performance

• Standard: quantitative or qualitative measure for specifying the levels of performance of a task

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Training Strategies

• Tasks to be trained.• Training audience.• Training objectives.• Order in which the tasks are to be trained, given

limited time and other resources.• Frequency at which tasks are trained.

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Training Strategies

• Types of events used to create conditions for training tasks.

• Conditions under which the tasks are to be trained.

• Resources required to execute the training strategy.

• Alternative ways of training tasks.

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Planning

• Units develop plans to attain proficiency in the mission-essential tasks

• Commanders determine a training strategy for the unit and prepare training plans.

• Includes training events, allocating time and resources, and coordinating support.

• Commanders perform long-range, short-range, and near-term planning.

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Planning

• Links the METL with the preparation, execution, and assessment of training.

• Centralized, coordinated planning develops METL-based training at all unit echelons.

• Involves continuous coordination from long-range planning, through short-range and near-term planning.

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Preparation

• Publication of the training schedule. • Detailed coordination and pre-execution checks

continue until the training is performed. • Prepare personnel, facilities, equipment and

materials.• Trainers rehearse preparations and review

tasks and subtasks to be covered during training.

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Preparation

Trainer:• Review references and lesson plan• Prepare a Task & Evaluation Outline• Gather and prepare training support items,

equipment and supplies, and Training Aids• Conduct a reconnaissance of training site.• Prepare the soldiers for training.

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Preparation

Commanders and leaders:• Identify weak points in the training plan.• Teach effective training techniques and coach• Ensure all safety and environmental

considerations are met.• Determine how trainer will evaluate soldiers' or

unit's performance at the end of training for compliance with the training objective.

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Preparation

Commanders and leaders:• Assess subordinate trainer competencies and

provide developmental feedback to them throughout the training preparation and execution process.

• Give them confidence in their ability to train.

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Execution

Senior NCOs:• Get soldiers, subordinate leaders and units to

the training sites• Pre-training inspections and checks• Prerequisite training is completed• Leaders are trained and prepared to train teams• Train the trainers

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Execution

Senior NCOs:• Ensure training has realistic number of tasks• Train to standard and meet training objectives• Allow schedule time to repeat tasks not

performed to standard the first time.• Ensure soldiers properly motivated and well led• Soldiers are present and accounted for.

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Execution

NCOs are the primary trainers:• Account for their soldiers• Plan appropriate time to train tasks to standard• Conduct a rehearsal• Conduct appropriate prerequisite training.• Ensure training is conducted to standard.• Retrain soldiers when standards are not met.

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Standards

• Leaders emphasize accomplishing training to standard by identifying the standard and demanding that soldiers meet those standards

• Leaders ensure soldiers understand when they have not performed training to standard.

• Leaders must allow sufficient time to retrain the task until it can be performed correctly.

• Leaders challenge individuals and units by varying training conditions.

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Standards

Standards-based training:• Leaders know and enforce standards.• Leaders define success where standards have

not been established.• Leaders train to standard, not to time.

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Effective Training

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

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Effective Training

Standards-Based: • Complies with doctrine and is correct• Not stifle innovation and prudent risk taking• Field manuals and other training publications

provide information• Evaluate training results• Support collective training objectives

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Effective Training

Well-Structured:• Contains a mixture of initial, sustainment, and

improvement training events• Consists of a mix of individual and leader tasks

incorporated into collective tasks• Organizes and sequences training events to

allow units to meet their training objectives

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Effective Training

Efficient: • Makes the best use of training resources. • Makes the best use of everyone’s time.

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Effective Training

Effective: • Builds proficiency, teamwork, confidence, and

cohesiveness• Allows commanders and their organizations to

achieve their training objectives

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Effective Training

Challenging: • Competitive• Compete to achieve the prescribed standard• Alter conditions to make the task more

challenging. • If the standard is not achieved, trainers take

corrective actions and repeat the training• Training is done to standard, not to time

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ADDIE Process

A-D-D-I-E-:

• Analysis

• Design

• Development

• Implementation

• Evaluation

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ADDIE Process

Analysis• Link between identifying the educational

requirements and developing the instruction. • Curriculum developer determines what must be

taught and how the content can be taught effectively with the available resources.

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ADDIE Process

Design:• Uses the results of the analysis phase to help

identify the lesson components. • Topic lists are translated into major topics

which become terminal learning objectives (TLOs) and minor topics which become enabling learning objectives (ELOs).

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ADDIE Process

Development:• ELO standards and lesson content outline are

converted into an actual lesson plan• Gather references and materials and select or

develop media and methods of instruction • Before developing any materials, review the

goals and learning objectives to ensure the course or lesson meets the learning outcomes

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ADDIE Process

Implementation:• Emphasizes the planning components required

to teach the course• Two components:

1. Ensure instructors/facilitators understand the course vision, content, and delivery

methodology, and are ready to teach. 2. Actual conduct of the course.

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ADDIE Process

Evaluation:• Continuous analysis to determine the

effectiveness and value of course or program• Not same as student assessment• Consists of both formative and program

evaluations • Formative evaluation is the internal look at the

process during course development

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Lesson Plan

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• When Will Training Be Given: Be specific or indicate “to be determined”

• Who Will Be Trained: Tailored to audience• Training Location: Be specific or indicate TBD.

Prep the location.• Principal And Assistant Trainers: Be specific

or indicate TBD. Trainers will need all necessary materials and need to practice and coordinate

Lesson Plan

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• Training Aids: May include a MS PowerPoint presentation, flip chart, actual equipment or supplies to be used, displayed items, flash cards for practice, hand-outs, and a test

• References: Cite Army field manuals, training publications, VDF regulations, commander’s memos, or other definitive source

• End Of Block Test: Indicate whether students will have a practical, oral, or written exam.

Lesson Plan

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• Task: Identify from the METL• Conditions: Method, whether as a lecture with

MS PowerPoint, equipment or a FTX• Training Standard: Desired level of ability• Intermediate Training Objectives: Identify

stepping-stone skill that will be required in order to reach the Training Standard

Lesson Plan

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• Sequence of Activity and Estimated Time: Indicate each section of outline and time required for each section. Add individual times for total time, including breaks and tests

• Safety Instructions: Indicate how any safety concerns may be mitigated or handled

• Additional Comments and Information: Provide any other note that may be required and was not included in any other section

Lesson Plan

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Adults as Learners:• Adults are autonomous and self-directed:

actively involve them in the learning process and serve as facilitators for them

• Adults need to connect learning to work and family experiences and knowledge

• Adults are goal-oriented: want a program that is organized and has clearly defined elements

Presentation

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Adults as Learners:• Adults are relevancy-oriented: must see a

reason for learning something and be applicable to work or responsibilities

• Adults are practical, focusing on the aspects of a lesson most useful to them in their work

• Adults need respect: acknowledge their experiences and allow to voice their opinions

Presentation

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Handling Your Anxiety:• Be prepared: know your content and your

audience, do your homework up-front.• Practice, practice, practice: practice on feet, in

mirror, with aids, and time your presentation• Don’t rush on the day of your presentation:

Make sure your uniform is squared away and that you have all of the materials you need.

Presentation

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Handling Your Anxiety:• Do run-through in morning: rehearse your

opening and close, or anything complicated• Arrive early: scope out room, greet people, and

check your audio visual equipment• Drink water not caffeine: helps vocal cords• Take deep breaths: eliminate the adrenalin rush

that makes you feel nervous.

Presentation

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Handling Your Anxiety:• Release nervous energy: head rolls.• Have notes available: not in your hand• Picture success: do not rush to get through• Open with a joke: this will relax you.• Be yourself: most successful speakers are

genuine and real.

Presentation

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

Presentation

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Presentation

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Content (Substance and Organization)• Introduction: Greeting, Purpose, References,

Procedure / Outline• Body: Accuracy/completeness,

support/significance, sequence, transition• Closing: summary, questions, conclusion

Evaluation

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Delivery (Style)• Physical behavior: eye contact, movement,

gestures• Speaking voice• Vocabulary• Enthusiasm/Confidence

Evaluation

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Correctness• Visuals/Slides/Graphics• Format• Content• Handouts

Evaluation

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Questions?

Effective Training

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Assignment of Lesson Plan Topics

Effective Training