Slide 1

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 Roles

2. Training Domains

3. Mission-essential Task List (METL)

4. Assessment

5. Training Objectives

6. Training Strategies

7. Planning

8. Preparation

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Overview

9. Execution

10. Standards

11. Characteristics of Effective Training

12. ADDIE Process

13. Lesson Plan

14. 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