Approach to Training
These people are responsible for training their units.
Are the unit’s primary training manager and trainer.
Holds their subordinate leaders responsible for training their respective organizations.
Allows the unit to focus on training the collective tasks that enable the capability to conduct operations in any environment.
Commanders and other leaders are responsible for training
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Role models. To demonstrate good leadership is to teach good leadership. Influences the thoughts and attitudes of their subordinates.
Lead by example
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The unit focuses its training on those collective tasks that directly support the unit’s mission and the higher unit’s METL to ensure the higher unit can accomplish its mission.
Time is the final consideration
Determining the Tasks to Train
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Helps the organization synchronize training with times, places, and resources.
A simple walk-through or sand table exercise helps leaders visualize where and when individuals are supposed to be to perform a coordinated action.
Rehearsals
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Is deliberate, continuous, and progressive; spanning a leader's entire career.
The Army Leader Development Model
Are the primary trainers of enlisted Soldiers, crews, and small teams. Their experience and knowledge are critical to determining the right collective tasks for the unit to train.
Noncommissioned officers (NCOs)
Noncommissioned officers train individuals, crews, and small teams
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Occurs best in environments that provide subordinates with opportunities to overcome obstacles and make difficult decisions.
Must be willing to accept constructive criticism from not only their leaders but also their peers and subordinates.
Create a learning environment for subordinate leaders.
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Shares responsibility between the higher headquarters and the installation. The higher headquarters establishes training priorities and provides resources, such as evaluators, equipment, and Soldiers.
Support Requirements for Training
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Is the transition from planning to execution. Effective training execution—regardless of the specific collective, leader, and individual tasks being executed— requires adequate preparation, effective presentation and rehearsals, and thorough evaluation.
PREPARE
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Is a contract between commanders.
The unit commander publishes the training and leader development guidance for the long-range plan to subordinates.
Training briefing
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Is a measurable action performed by individuals or organizations.
Is the accepted proficiency level required to accomplish a task.
Mastery, not just minimum proficiency
Train to standard
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Open-minded; considering alternative and sometimes non-conformist solutions as well as the second and third order effects of those solutions.
Train leaders to think critically and creatively
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Acknowledges the current proficiency of the unit in all collective tasks that are essential to the mission and charts a course to achieve proficiency in those collective tasks. Is the roadmap for attaining that proficiency goal.
Long-range Planning
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Identifies successes and challenges and to apply observations, insights, and lessons to future training and operations.
After Action Reviews
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Contains Leadership philosophy and expectations of subordinate leaders. Leader development objectives in scheduled unit training events. Subordinate leader development plans—addressing training, education, and experience goals. Recommended reading (to include ADRP 6-22, Army Leadership) and plans to discuss the reading. Scheduled leader professional development opportunities.
Unit leader development plan
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Training for the mission under the conditions of expected, anticipated, or plausible operational environments.
Train as you will fight
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Directly observe, assess and provide honest feedback to their subordinates.
Uses feedback through counseling, coaching, teaching, and in some cases, mentoring is critical to leader development.
Take responsibility for developing subordinate leaders
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Commanders identify them and ensure they are trained to standard and rehearsed before training begins.
Commanders ensure that trainers and evaluators are not only tactically and technically competent on the training tasks, but also understand how the training supports the training objectives, and the training objectives support achievement of METL proficiency.
Train the Trainers
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Evaluates all aspects of training management, including the planning, preparation, and execution; the recovery; and the conducting of AARs.
ASSESS
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States the task to be trained, the conditions under which training is conducted, and the standard. Executed to standard.
Meeting Training Objectives
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Refers to resiliency and endurance. Integrates short-term objectives with long-term goals. Soldiers must be capable of operating over long stretches of time while deployed.
Train to sustain
The exercise of authority and direction by the commander using mission orders to enable disciplined initiative within the commander’s intent to empower agile and adaptive leaders in the conduct of unified land operations.
Train leaders in the exercise of mission command
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includes— Leadership philosophy and expectations of subordinate leaders. Leader development objectives in scheduled unit training events. Subordinate leader development plans—addressing training, education, and experience goals. Recommended reading (to include ADRP 6-22, Army Leadership) and plans to discuss the reading. Scheduled leader professional development opportunities
Leader Development Planning
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Includes— Inspecting and maintaining equipment and personnel.
Accounting for equipment, training support items, and ammunition.
Gaining insights on how to make the next exercise better.
Recovery from Training
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Three aspects of leader development—training, education, and experience. Experience is the most direct and powerful. Subordinates learn by doing.
Experiential Learning
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