unit 7 united nations peacekeeping situational training...

UNIT 7: UN Peacekeeping Situational Training Exercises •

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Unit 7 United Nations Peacekeeping Situational Training Exercise (STX)

Table of Contents Preparatory Notes to Instructor 02 Session Notes 06 Introduction 06 US Trainer Learning Objectives 07 Agenda 07 References Available 08 Soldier and Leader Skills 09 Training Design Implications 10 STX Defined 11 STX Objectives 12 Exercise 1: Training Impact of the Army Learning Model 12 STX Lane Characteristics 13 Lane Training Principles 17 Lane Training Phases 21 Exercise 2: Lane Training Planning Considerations 22 After Action Reviews (AARs) 23 STX Lane Overview and Orientation 25 STX Lane 1: Patrolling 26

Overview Briefing 26 Leppko Provincial Study 30 STX Lane Situation Maps 31 Scenario Overview 32 Scenario Maps 32 Rules of Engagement 33 Role Player Instructions 34

STX Lane 2: Checkpoint 35 STX Lane 3: Convoy and Escort 36 Exercise 3: Lane Development 36 Learning Objective Review 37 Summary & Conclusion 38


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Preparatory Notes to Instructor

Introduction The Introduction to Situational Training Exercises (STXs) is designed to arm US military trainers with the knowledge and skills to design, develop and deliver STX lanes which enhance the abilities of partner battalions who will be executing UN peacekeeping missions. It describes the organization, structure, dynamics, aims and objectives of the STX. It also describes planning procedures and methodologies, responsibilities, and analysis for those who plan and control STXs. The objective of exercise design is to structure a training event that establishes the conditions to facilitate performance-oriented training.

Aim The aim of this module is to provide US military trainers with the necessary information to understand how to design, develop and deliver a STX lane that trains critical training objectives for UN peacekeeping missions.

Learning Outcomes On completion of this Module, participants will:

Be familiar with the principles of the Army Learning Model

Understand lane training characteristics and principles and be able to apply them to UN peacekeeping training

Be familiar with the lane training process and understand how to design a STX lane

Be familiar with the STX lane packages provided

Be prepared to partner with counterparts to deliver STX lanes or train counterparts to deliver STX lanes

Training Sequence

This module is intended to be completed in a single session; however it could be delivered over multiple training sessions, depending on the learning activities used and the level of participants’ comprehension of the process.

Note to Instructor: It is highly recommended for this module to be delivered after PKSOI-RAF UN Peacekeeping Training Units 1-6.

Preparatory Notes to Instructor


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Duration

Minimum Session Time

Lecture/Presentation Questions/Assessment Session Activities

180 Minutes 105 min 25 min. 50 min

Methodology

The delivery of this module should be based on participatory learning principles in order to keep participants engaged. The facilitation team should use as many of the learning activities as time allows and keep them tailored to the target audience. Participants should be fully involved in the learning process through practical exercises, brainstorming sessions, scenario-based case studies, working in small groups on specific tasks, etc.

It is advisable to distribute all handouts prior to the session, to give participants enough time to prepare for an interactive lesson.

Structure of the presentation • References • Army Learning Model • STX Purpose and Objectives • Lane Training Characteristics and Principles • Lane Training Process • After Action Review • STX Lane Overview & Orientation • Lane Development • Summary/Conclusion

Note to Instructor: Instructors are encouraged to use examples and mission-specific information related to the specific deployment of participants during training delivery.

Instructor Profile This training package is best presented by instructors who have a general knowledge of the UN peacekeeping history, purposes and principles, as well as specific knowledge on the particular mission the unit is training to support. The instructor ideally will have participated in UN peacekeeping operations, so they are able to bring their experience into classroom discussions. When this is not possible, a Subject Matter Expert (SME) should be used to provide the experiential component. The instructor should have previous experience designing, developing and delivering STX lanes for units.


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Instructor Preparations

General Sources

The material contained in this module draws on training manuals, doctrine, concepts, and best practices provided by the UN Departments of Peacekeeping Operations and Field Services, as well as US Army doctrine.

Required Readings

The material listed below form the basis of the guidance material on which this module is based. Instructors should familiarise themselves with these documents prior to preparing their presentations:

United Nations Peacekeeping Operations: Principles and Guidelines (Capstone) United Nations Infantry Battalion Manual (Volume 1) (AUG 2012) United Nations Infantry Battalion Manual (Volume 2) (AUG 2012) TC 25-10: A Leader’s Guide to Lane Training (26 AUG 1996) TC 7-98-1: Stability and Support Operations Training Support Package (5 JUN

1997) TRADOC Pam 525-3-0: The U.S. Army Capstone Concept (19 DEC 2012) TRADOC Pam 525-8-2: The U.S. Army Learning Concept for 2015 (referred to

as ALC 2015) (20 JAN 2011) (Excerpt) US Protection of Civilians Military Reference Guide (JAN 2013) UN DPKO-DFS Specialized Training Materials on PoC and Prevention and

Response to Conflict-Related Sexual Violence (NOV 2011) (can be found at: http://peacekeepingbestpractices.unlb.org/PBPS/Pages/Public/Home.aspx)

General Preparations Equipment: 1. Computers 2. Projector and Screen 3. Flip Chart Materials: 1. TC 25-10: A Leader’s Guide to Lane Training (26 AUG 1996)(one copy each) 2. United Nations Infantry Battalion Manual (Volume 1) (AUG 2012) (one per

syndicate) 3. United Nations Infantry Battalion Manual (Volume 2) (AUG 2012) one per

syndicate) 4. Copies of handouts and exercises (one copy each)


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Mission Specific If this module is being presented to prepare participants to conduct STX lane training in preparation for a particular UN peacekeeping mission, then gather mission specific information from UN ITS Community of Practice platform (cop.dfs.un.org), or the specific mission’s website http://www.un.org/Depts/dpko/dpko/index.asp. Additional mission specific information is available at the UN DPKO Policy and Training internet website: http://peacekeepingresourcehub.unlb.org/PBPS/Pages/Public/Home.aspx

Symbols Legend

Note to the Instructor (Some background information for consideration)

Speaking Points (The main points to cover on the topic. Ideally the speaking points are presented in the instructor’s own words versus being read to participants)

Mission Specific (A point where the session will benefit from mission specific information)

Example (Stories that illustrate a point or key message)

Sample questions (A list of potential questions to pose to participants)

Handout (Indicates a handout is provided to participants at this point)

Film (A film that is recommended as a core part of the training or an option)

Core Learning Activity (An activity that is strongly recommended for inclusion)

Optional Learning Activity (An activity that can be used if there is time and it is appropriate for the participant group. Guidelines for these activities are provided at the end of the unit, section or part – as indicated in the text)

Key summary points (Key messages that are worth repeating at the end of the session.)

http://www.un.org/Depts/dpko/dpko/index.asp

http://peacekeepingresourcehub.unlb.org/PBPS/Pages/Public/Home.aspx


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Session Notes

Peacekeeping and Stability

Operations Institute

The Army’s only organization for Peace and Stability

Operations at the strategic and operational level

UN Peacekeeping Training Unit 7:

Situational Training Exercises (STX)

Classroom Instructional Briefing

Slide 01

Note to Instructor: Provide the participants a brief orientation to the training module. Highlight that the classroom instruction is intended to introduce US trainers to designing, developing and delivering STX lanes, in conjunction with their counterparts, using applicable United Nations developed resources, augmented with US training doctrine references, as applicable.

United Nations Troop Contributing Countries (TCC) have to be prepared to face a very complex operational environment, usually different from the national one, where a range of other actors is also operating under their own mandates and objectives. As a trainer with the Regionally Aligned Force (RAF), you will be working with your counterparts to train their leaders and soldiers to operate effectively in their area of operations.

Lane training is one way to get at this task, as it is a systematic, mission-focused, performance-oriented training process used to plan, execute, and assess unit training to achieve maximum training results with limited time and resources.

Session Notes


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Learning Objectives

At the conclusions of the session, US trainers will:

• Be familiar with the principles of the Army Learning

Model

• Understand lane training characteristics and principles

& be able to apply them to UN peacekeeping training

• Be familiar with the lane training process & understand

how to design a STX lane

• Be familiar with the STX lane packages provided

• Be prepared to partner with counterparts to deliver STX

lanes or train counterparts to deliver STX lanes

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Slide 02

On completion of this module, US trainers will:






Agenda

• References

• Army Learning Model

• STX Purpose & Objective

• Lane Training Characteristics & Principles

• Lane Training Phases

• After Action Review

• STX Lane Overview & Orientation

• Lane Development

• Summary/Conclusion

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Slide 03

To accomplish this, particants will first review the references available, then discuss the Army Learning Model and how it applies to the design and development of Situational Training Exercises (STX). Next will be a discussion


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of the purpose and characteristics of STX, followed by a discussion of lane training characteristics, principles and the lane training phases. Briefly, After Action Reviews (AARs) will be covered. Finally there will be an overview and orientation to the exportable STX training lanes. As participants move through the training, they will conduct several practical exercises.

References Available

UN DPKO DFS References/Resources:

• UN Infantry Battalion Manual (Volume 1) August 2012

• UN Infantry Battalion Manual (Volume 2) August 2012

• Protection of Civilians Military Reference Guide (January 2013)

• DPKO-DFS Specialized Training Materials on PoC and Prevention and Response to Conflict-Related Sexual Violence (November 2011)

• UN Core Pre-deployment Training Materials (CPTM)

US Army References/Resources:

• TC 25-10 A Leader’s Guide to Lane Training (August 1996)

• TRADOC PAM 525-8-2 The Army Learning Concept for 2015 (January 2011)

• TC 7-98-1 Stability and Support Operations Training Support Package (June 1997)

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Slide 04

While no UN training modules currently exist that identify common standards for Situational Training Exercises (STX), peacekeeping pre-deployment training materials do exist. The UN developed standards will serve as the starting point for discussion today, incorporating the appropriate UN terminology and references, which are slightly different than US Army terminology.

The basic/minimum capabilities standards UN Infantry Battalions are expected to meet can be found in the UN Infantry Battalion Manual (Volumes I and II). Trainers of UN Infantry Battalions should be thoroughly familiar with these manuals, as well as the national standards of their counterparts. This can sometimes be challenging, given geographic dispersion or linguistic differences, for example.

The Protection of Civilians Military Reference Guide is primarily intended for military commanders and staffs who must consider the Protection of Civilians (PoC) during multi-dimensional Peace Support Operations (PSO) or Military Operations during Armed Conflict (MOAC). It is designed as a supplement to existing doctrine and other relevant guidance so military forces can meet their obligations to ensure PoC. This is a key reference, given the primacy PoC has in most UN missions.

TRADOC PAM 525-8-2, The Army Learning Concept, identifies the way ahead for developing Army training, which has particular relevance for lane training. A key shift is moving away from instructor-led, time-driven training and including more collaborative problem-solving.


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Training Circular (TC) 25-10, A Leader’s Guide to Lane Training, lays out the process of lane training design. This reference will be used as a guide as to work through the exercise design process.

In order to design effective training, it is imperative trainers understand the standards and the process of their counterparts as well as the UN standard to which they will be held.

Soldier & Leader Skills

As a RAF trainer, you must assist your counterparts prepare

their soldiers & leaders to:

• Learn to transition between offensive, defensive, and

stability operations or civil support

• Develop operational adaptability through critical thinking,

willingness to accept risk, and the ability to adjustments

• Be comfortable with ambiguity and quickly adapt to the

dynamics of evolving operations

• Think independently and act decisively, morally, and

ethically

• Learn general cultural skills that may be applied to any

environment as well as information specific to their AO5

Slide 05

In your advisory role, you will be working with your counterparts to assist them in developing their soldiers and leaders for the missions they will execute. Their preparation must include the complexity, uncertainty, continuous transitions between operations, protracted time, information complexity, and adaptive enemies the training unit can anticipate facing. Developing the critical thinking and problem solving capacity required will demand that training is designed to provide a collaborative adult learning environment. Students and facilitators will construct knowledge by sharing prior knowledge and experiences, and by examining what works and what does not work. Note to Instructor: An example to illustrate the teaching point: Training must be designed so that it focuses less on traditional “task, conditions, standards” “go/no go” criteria and becomes more of a problem solving exercise that results in a discussion of the critical path, analysis and cause and effect of actions. One possible example is training the task “don chemical protective suit”. The difference would be having the trainee don the suit on the command of “Gas! Gas! Gas!” versus having the trainee traverse a lane, where they begin to see simulated dead animals and smoke in low-lying areas, which should prompt them analyze the situation and take appropriate action.


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Training Design Implications

When designing & developing training:

• Recognize past experience [alone] is not sufficient

preparation for the complexity of future operational

challenges

• Account for prior knowledge and experience and adjust

training to meet the needs of the training audience

• Engage learners to think and understand the relevance

and context of what they learn

• Convert learning experiences into collaborative problem-

solving events led by facilitators rather than instructor-led,

time-driven exercises

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Slide 06

As you work with your counterparts to design and develop training, recognize that past experience [alone] is not sufficient preparation for the complexity of future operations. Past experience should be examined to understand what lessons and skills can and should be applied to the current situation. Different missions and mandate can significantly impact the manner in which a task is to be executed. Training development must take into account prior knowledge and experience, assessed competencies. Training must be tailored to the soldier’s and leader’s existing experience levels. In this regard, training assessments and collaboration with your counterparts is going to be invaluable. Learning experiences should be facilitated collaborative problem-solving events, as the ultimate goal is to engage the trainees to think and understand the relevance and context of what they learn.

Currently much of the training and instruction designed is instructor-led, too often time-driven, and not synchronized to meet individual learner needs. It’s based on individual tasks, conditions and standards, which may or may not reflect the reality of what a soldier or a leader may be facing on the ground. Note to instructor: Ask the training audience what the implications are for trainers who are getting ready to plan training with their counterparts. What information might they need? (Possible answers: an accurate training assessment; thorough analysis of the mission; understanding of the operational environment; understanding of national standards and caveats; clearly defined training tasks)


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STX Defined

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• A Situational Training Exercise is a short, scenario-

driven, mission-oriented, limited exercise designed to

train one collective task or a group of related tasks or

battle drills, through practice.

• Designed using the lane training process

• Often conducted under conditions replicating the

unit’s operational mission and environment.

• Usually conducted as a live training simulation; but

can be conducted as a constructive or virtual

simulation

Slide 06

One tool which is a prime vehicle for delivering impactful training which incorporates these ideas is a situational training exercise (STX). An STX is a short, scenario-driven, mission-oriented, limited exercise designed to train one collective task, or a group of related tasks or battle drills, through practice. STX usually contain multiple collective tasks linked to form a realistic scenario of a military operation, sometimes incorporating free play. STX are used for training and evaluation, especially sustainment of task proficiency.

STX are designed using the lane training process and are often conducted under conditions replicating the unit’s operational mission and environment.

Although lane training is defined as a technique for training primarily company-size and smaller units (e.g., platoons, sections, squads, crews, and teams), the emphasis is on the size unit, not the unit echelon. Lane training can be used to train small groups, elements, or staffs of any organization.


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STX Objectives

The primary objectives of STX lanes

are to develop, maintain, regain, or

enhance proficiency for mission-

essential task list-driven soldier and

leader individual tasks, collective

tasks and battle drills

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Slide 07

The introduction touched on the very complex operational environment a unit deploying in support of a UN peacekeeping mission has to be prepared to face. The photos here are reflective of some of the missions which your counterparts may find themselves engaged in, and the environments in which they may operate. A STX lane represents an important opportunity for the units preparing to deploy to support peacekeeping missions to develop, maintain, regain or enhance proficiency for mission-essential task list-driven soldier and leader individual tasks, collective tasks and battle drills.

Note to instructor: Highlight the mission events and associated tasks reflected by the photographs. Solicit input from the training audience to determine if they have experiences which are similar to those pictured. Ask if those events were ones they had trained on prior to executing the associated tasks.

Exercise 1: Training Impact

of the Army Learning Model • Scenario: You are a RAF planner. You will be designing and

developing training for your counterparts. You have the following information:– Excerpts from TRADOC Pam 525-8-2: The U.S. Army Learning Concept for

2015 (referred to as ALC 2015) (20 JAN 2011)

– TC 25-10: A Leader’s Guide to Lane Training (26 AUG 1996)

• Task: Review the Army Learning Model (ALM) information provided, reflect on STX lanes you have designed or participated in, and identify how the dynamics of legacy lane training could be adapted to incorporate the new learning principles identified (i.e. How will the new principles change the nature of lane training? How will they change the nature of the AAR?)

• Purpose: To assist trainers in adapting training development processes to encompass new training models

• Time: 15 minutes9

Slide 09


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CPX Exercise 1

Exercise 1: Training Impact of the Army Learning Model

Note to Instructor: Give the participants instructions on completing the exercise. The intent of the exercise is to make attendees conscious of the impact the Army Learning Model will have on training design and to highlight the impact based on their own experiences. The participants should work individually for approximately 5-7 minutes and then discuss their findings with a partner for 5-7 minutes. Process the results with the participants.

You are a RAF planner. You will be designing and developing training with your counterparts. You have excerpts from TRADOC Pam 525-8-2: The U.S. Army Learning Concept for 2015 and TC 25-10: A Leader’s Guide to Lane Training. Review the Army Learning Model (ALM) information provided, and reflecting on STX lanes you have designed or participated in, identify how the dynamics of legacy lane training could be adapted to incorporate the principles identified.

Note to Instructor: After approximately 15 minutes, ask the participants if they were able to identify ways to incorporate the Army Learning Model into lane training. Call on volunteers to discuss how this will impact training effectiveness. (Some examples might be: The lane can be designed to reflect the complexity of the particular operating environment the unit will be deploying to and incorporate multiple situations the training audience might face. This will allow the trainees to think through the complexity of the situation and determine how they might respond.)

STX Lane Characteristics

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• Small Unit Focus

• Disciplined Scenario

• Battle-Focus

• Validated Tasks

• Controlled Tasks &

Events

• Trained O/Cs

• Trained OPFOR

• Support from Outside

Unit Trained

• STX Lane

• Pre-STX Leader Training

• Pre-STX Unit Training

• Pre-STX Rehearsals

• Pre-STX Validation

• Leader & Unit Rehearsals

• Lane

• Training Multipliers

• Task Performance

Evaluation

• After Action Reviews

(AARs)

• Retraining Opportunity

• Post-STX Validation

Slide 10

STX Handout 1

Handout 1: STX Lane Characteristics


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Note to Instructor: Walk the participants briefly through the STX Lane Characteristics, highlighting the individual characteristics. The STX Lane Characteristics, along with other handouts and references, will guide participants through practical exercises. TC 25-10: A Leader’s Guide to Lane Training discusses the lane training process in depth.

Characteristic Description: Lane Training Has …

Small Unit Focus

A training unit of company size or below, although its focus is on units of platoon size or below (including staffs and small groups)

Disciplined Scenario

A disciplined scenario concentrating on mission-focused tasks and providing structured stimuli to prompt friendly force behavior

Mission-Focus A mission focus on a limited number of collective tasks for each situational training exercise to improve effectiveness. These key or primary tasks are supported by prerequisite soldier and leader individual tasks, collective tasks, and battle drills that support the commander’s training assessment and the unit’s approved METL.

Validated Tasks Doctrinally and technically correct tasks and training objectives which have been validated against current doctrine and standards. Sources of doctrinally correct training information include: National military field manuals & training circulars, UN Infantry Battalion Manuals (Volume 1s & 2), Protection of Civilians Military Reference Guide, DPKO-DFS Specialized Training Materials on PoC and Prevention and Response to Conflict-Related Sexual Violence, UN Core Pre-deployment Training Materials (CPTM)

Controlled Tasks & Events

Highly controlled tasks, counter-tasks, and events which are structured to provide specific stimuli and elicit specific responses from the unit being trained

Trained O/Cs Observer-Controllers (O/Cs) trained and verified on specific O/C and STX tasks

Trained OPFOR Opposing forces (OPFOR) trained and verified on the specific counter-tasks required for the STX in appropriate ratios

Support from Outside Unit Trained

Support (includes O/Cs, OPFOR and resources) provided from sources other than the unit being trained.

STX A STX conducted using lane training principles and techniques.

Pre-STX Leader Training

A pre-STX leader training program to develop and verify the unit leaders’ task proficiency and ability to execute the lane. Pre-STX means pre-exercise or prior to arrival at the STX area.

Pre-STX Unit Training

A pre-STX unit training and verification period, after the leader training period, during which the unit’s subordinate elements and personnel develop proficiency (i.e. through training and rehearsals) on the prerequisite soldier, leader and collective tasks and battle drills required for the lane.

Pre-STX O/C, OPFOR, leader and unit rehearsals prior to the exercise


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Rehearsals

Pre-STX Validation

Tentative validation of training plans and materials prior to the exercise

Leader & Unit Rehearsals

Leader and unit rehearsals in the LTX area (e.g., assembly area, rehearsal area) just prior to lane execution

Lane A task execution lane which focuses on one collective task or a group of related or supporting collective tasks which are conducted to the task performance standard under conditions replicating the unit’s mission and environment. The lane is located or conducted in a specific training area.

Training Multipliers

Lane preparation and execution supported by appropriate training multipliers such as training aids, devices, simulators, and simulations. Simulations may be designed and used to conduct preparatory training, rehearsals, lane execution or retraining.

Task Performance Evaluation

An evaluation of whether tasks were performed to standard. The performance evaluation is conducted by the senior O/C in coordination with the leader of the unit being trained.

After Action Reviews (AARs)

AARs conducted immediately following lane execution to provide feedback. AARs are conducted or facilitated by O/Cs, supported by the unit’s leaders and OPFOR, and involve all unit participants. The unit may conduct lower level informal AARs before or after a formal AAR.

Retraining Opportunity

An opportunity after the AAR to conduct retraining until standards can be achieved. After retraining, the unit should have an opportunity to re-execute the same tasks on a different lane, possibly with additional tasks or different conditions.

Post-STX Validation

Subsequent validation of training and training materials after each iteration of the STX lane.

Lane training enables leaders to: • Conduct initial, developmental, sustainment, refresher, and enhancement

training and assessment for METL-driven tactical and technical tasks. • Train similar units to the Army standard, simultaneously or sequentially,

using mission-related scenarios. • Test, standardize, and train tactics, techniques, and procedures (TTP). • Develop and refine unit standing operating procedures (SOP) that

adequately support the METL. • Efficiently control training objectives (e.g., tasks, conditions, and standards

(TCS)) during training and both formal and informal assessment. • Vary training conditions to the training level of the unit (i. e., initial,

refresher, sustainment) and to support prerequisite training and retraining. • Integrate (both vertically and horizontally) METL-driven common or branch-

specific task training, battle drills, and exercises from different functional areas (i.e., CA, CS, CSS) into unit training programs.


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• Achieve proficiency on multi-echelon, multi-unit, combined, joint, and multinational procedures or other difficult, infrequent, or teamwork-based tasks.

• Achieve maximum results when training soldiers and units to Army standards while efficiently leveraging limited resources (e.g., land, facilities, personnel, equipment).

• Prepare for internal and external evaluations • Conduct competitions

Note to Instructor: The instructor could pose questions to participants regarding when lane training can be used. The instructor might frame the question in terms of when participants have seen lane training used or when participants think lane training could prove beneficial. Some sample responses (from TC 25-10: A Leader’s Guide to Lane Training):

• Training assessment determines there may be changes or performance deficiencies in team, squad, section, platoon, or company collective critical tasks. Potential situations or indicators include changes in doctrine, organization; materiel; personnel; training; leader development; or task performance

• There is a need to prepare units for missions or environments of military operations.

• There is a need to prepare soldiers and units for major training events (e.g., annual tank gunnery, combat training center (CTC) rotation, other exercises, annual training).

• Sustainment training is needed; i.e., when task proficiency is perishable. • There is a need to further evaluate performance on collective and supporting

individual tasks. • There is a need for integrated multi-echelon or multifunctional training • Training requires significant planning, management, or resource support • The use of other training techniques would be more expensive • Required training time, planning time, training areas, training equipment, and

other resources are expected to be available • Lane training is directed by higher headquarters


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Lane Training Principles

• Plan long range to resource training

• Select appropriate tasks

• Design progressive and structured training

• Make training realistic

• Apply the Crawl-Walk-Run training technique

• Employ the Over-Training technique

• Use Observer/Controllers & Opposing Forces

• Train Leaders First

• Use a training and proficiency verification process

• Validate training, plans and materials

• Employ a multi-functional & multi-echelon training strategy

• Rehearse training prior to execution

• Train to the respective standard

• Provide feedback on training proficiency using an AAR

• Institutionalize Lessons Learned 11

Slide 11

Successful lane training relies on application of fifteen lane training principles. Each of these principles is discussed in depth in Chapter 2, TC 25-10. A brief description of each of the principles follows.

Note to Instructor: The important aspect of this discussion is for the US Trainers to understand the complexities that planning with a multi-national counterpart, who may have different processes, etc., add to training development. Advise participants to follow along in TC 25-10.

Plan Long Range to Resource Training: Lane training is resource intensive. Commanders and planners must maximize its benefit. Long-range planning is essential to permit adequate time for resource acquisition, support scheduling, and training material development. Commit resources for training well in advance of planned LTXs. Success lies in planning and resourcing effectively.

Note to Instructor: The instructor could pose questions to participants regarding some of the challenges associated with long range planning when working with a multi-national counterpart. (Some examples: Geographic dispersion; language and cultural differences; time constraints, demand for scarce training resources).

Select Appropriate Tasks: Although a STX is mission-oriented, it may not train all tasks required for a mission. Since a STX is resource-intensive, leaders must limit task selection to a realistic number of high-payoff tasks which support their most important mission essential task. Commanders select only the most essential tasks for training. They train for the appropriate proficiency or skill level.

Note to Instructor: The instructor could pose questions to participants asking them to identify some of the factors that may come into play when selecting an appropriate task. (Some examples: Unit training assessments; mission analysis;


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pre-deployment site surveys (if appropriate); review of the UN and unit mission-essential tasks; implication of conducting tasks in a peacekeeping environment.)

Design Progressive and Structured Training: Design progressive training; i.e., use the “building block” approach. Train prerequisite tasks and skills before proceeding to higher-level tasks and skills. This, of course, requires that STX lanes are part of a comprehensive training plan. In order to of the most assistance to counterparts, US Trainers must have a thorough understanding of both the training unit’s national tasks and the UN mandated tasks.

Note to Instructor: The instructor could pose questions to participants asking them to discuss, in brief, how this training process would unfold for a US training audience, as well as any challenges associated with participating in the training design process from a distance.

Make Training Realistic: The goal of lane training is to achieve realistic training replicating the unit’s operational missions and environments. Although STXs strive for realism, realism can be delayed until the unit has achieved the desired standard under less demanding conditions.

Note to Instructor: The instructor could pose questions to participants asking them to identify some of the aspects of the operational environment they may want to replicate for a STX and the challenges associated with representing the operational environment. (Some examples: crowded urban environments; crowds; women and children. Training facilities might not be available to replicate a crowded urban environment; women and children might not be available for training.)

Apply the Crawl-Walk-Run training technique: This process is an effective method of training to standard for individual tasks, battle drills, collective tasks, and lane training. It produces well-trained soldiers, leaders, and units. This is closely related to designing progressive and structured training.

Employ the Over-Training technique: Over-training is a training technique which uses task repetition to increase task proficiency; i.e., accuracy, speed of execution, and skill retention. Over-training is employed by having soldiers repeat task performance several times. For example, a unit may conduct several repetitions of an STX (on one or more lanes) or perform the same task in several different STXs (i.e., as a supporting task).

Note to Instructor: The instructor could pose questions to participants asking them to discuss, in brief, how US trainers use both the Crawl-Walk-Run training techniques and the Over-Training Techniques. Ask how they might advise their counterparts to employ these techniques.


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Use Observer/Controllers & Opposing Forces: An Observer-controller (OC) is an individual tasked to provide administrative control, evaluate task performance, and provide constructive feedback to participants during a training exercise. OCs are trainers. As trainers, they serve as planners, controllers, observers, umpires, evaluators, coaches, mentors, facilitators, and subject-matter experts. OCs have a responsibility to observe, evaluate, and provide feedback on task performance to unit commanders (so unit commanders can assess their units). Opposing forces (OPFOR) are an organized force trained, organized, and equipped to portray the doctrine, tactics, and configuration of a potential adversary armed force during training.

Note to Instructor: The instructor could pose questions to participants asking them to discuss how they might go about certifying OCs on UN peacekeeping tasks or on national tasks? Also, discuss what form opposing forces might take during peacekeeping training? (Some examples: conduct home station training on UN peacekeeping tasks for OCs; become familiar with national tasks)

Train Leaders First: Verify the training proficiency of leaders and trainers to the appropriate standard before they train their subordinates.

Note to Instructor: The instructor could pose questions to participants asking them to discuss how this might be accomplished given time constraints, geographic separation, etc.

Use a training and proficiency verification process: Training verification is the act of confirming that a soldier (or leader) can perform a task to standard by demonstration and comparison of performance with the standard or by examination of recent performance. With regard to training proficiency, the Troop Contributing Country (TCC) is responsible for their own verification/certification. This is an area which should be discussed with counterparts to understand the national process and intent.

Validate training, plans and materials: Validation involves evaluating training, plans, and materials to determine if training accomplishes its intended purpose. In the lane training context, validation is the process used by the exercise director to evaluate training objectives, sequence, materials, plans, and training for completeness, compliance with doctrine, and technical accuracy.

Note to Instructor: The instructor could pose questions to participants asking them to discuss why training validation is important.

Employ a Multi-Functional & Multi-Echelon Training Strategy: Use multi-functional and multi-echelon training strategies to maximize efficient use of time and resources; control conditions for formal or informal evaluations and simultaneously train leaders at all levels.


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Rehearse Training Prior to Execution: A rehearsal is a training technique used to ensure each member of a team understands what they and other members of the team must accomplish to perform a task successfully.

Note to Instructor: The instructor could pose questions to participants asking them to discuss the importance of rehearsals for both those being trained and those conducting the training? (Some examples: rehearsals allow individuals to gain proficiency on the required tasks and highlights shortfalls)

Train to the Respective Standard: Use national and UN peacekeeping doctrine to train tasks to the appropriate task performance standard, not to the time available. Resources discussed earlier provided various sources of UN standards; however, an in-depth discussion with counterparts regarding national standards is required. Although the goal is to achieve at least minimum standards, the lane training process uses over-training (repetitions) and AARs to achieve consistent improvement in performance and attain task mastery.

Provide feedback on training proficiency using an After Action Review (AAR): An After-action review (AAR) is a professional discussion of an event, focused on performance standards, that enables soldiers to discover for themselves what happened, why it happened, and how to sustain strengths and improve on weaknesses. It is a tool leaders, trainers, and units can use to get maximum benefit from every mission or task. AARs will be touched on in more depth later in the training.

Note to Instructor: The instructor could pose questions to participants asking them to discuss why AARs are important. (Sample response: AARs identify deficiencies, explain how to correct deficiencies, describe how to sustain strengths, and focus on performance of specific STX lane training objectives. This feedback is used after the AAR to revise or improve SOPs, battle drills, and task execution.)

Institutionalize Lessons Learned: Many lessons are learned by all personnel involved during the planning, execution, and assessment of the lane training process. These lessons may be lost and have to be relearned through trial and error unless appropriate personnel take corrective action, then record and report the lessons learned. Discuss with your counterpart how their nation institutionalizes lessons learned.

Note to Instructor: The instructor could pose questions to participants asking them to discuss how institutionalizing lessons learned is important to both their mission and to their counterpart’s mission.


21

Lane Training Phases

11

• Planning: Actions involving unit assessment, training

assessment, analysis, design, development,

scheduling, resource acquisition, support

coordination, pre-training and preparation for training

• Execution: Actions involving preparation,

presentation and performance of collective tasks to

desired standards

• Assessment: AARs and follow-up actions (e.g.

updating standing operating procedures, etc.)

Slide 12

While Training Circular 25-10, Chapter 2 focuses on the characteristics and principles of lane training, Chapter 3 (Planning Phase: Process and Procedure) provides the procedures for the lane training planning process.

STX Handout 2

Handout 2: STX Lane Training Process

Note to Instructor: Walk the participants briefly through the STX Lane Training Process, highlighting the various phases. The STX Lane Process, along with other handouts and references, will guide participants through practical exercises. TC 25-10: A Leader’s Guide to Lane Training discusses the lane training process in depth.

The planning phase includes: Long-range planning; short-range planning and near-term planning. Long range planning activities involve unit assessments; training strategies; exercise directives; planning guidance and calendars. Short-range planning activities involve training assessments, requirements and plans; exercise guidance; plan refinement; supporting plans and materials.

Planning links the unit METL with execution of mission-focused training. It ensures training supports the required missions. The lane training planning phase begins with a commander’s decision to use the lane training process to satisfy a training requirement. The decision may be provided as training guidance or a requirement before specific tasks have been identified or it could be developed as part of a training strategy after the commander has conducted a unit or training assessment.

The execution phases include all the actions associated with actually conducting the STX: assembly, rehearsal, lane execution, AAR and retraining. Assembly includes actions involving unit in-briefing, leader preparation, and troop leading


22

procedures (TLP) (Including issuance of the unit’s operations order (OPORD)). Rehearsal includes actions involving rehearsal of unit tasks to be performed on the lane (or to execute the OPORD); normally at a “crawl” or “walk” speed. These activities may take place in a rehearsal area, assembly area, or on a lane (i.e. rehearsal lane). Lane execution, which includes actions required to perform specific collective tasks on the lane (or to execute the OPORD); normally at a “run” speed. These activities take place on a lane. AARs which include actions required to provide a structured, interactive, group-oriented review and evaluation of the unit’s task performance on the execution lane, as well as suggestions on how to improve future performances. Finally, retraining, which involves actions required to enable the unit to perform lane tasks to desired standards.

The assessment phase includes all actions associated with conducting an After Action Review: Planning, preparation, conduct and follow up. Planning involves all Actions involving supporting the conduct of AARs during the execution phase of the lane training process. It includes the AAR planning that takes place during development of outline plans. Preparation involves actions involving performing AAR preparation procedures, including reviewing all STX exercise support documents; preparing selected AAR sites, evaluating task proficiency, preparing the AAR and rehearsing. Conduct involves all actions associated with physically conducting an AAR. And finally, follow up, which involves the follow up actions taken after the AAR to institutionalize the needed changes identified or to capture lessons learned.

Exercise 2:

Lane Planning Considerations

• Scenario: You are a RAF planner. You will be meeting your counterparts to discuss

setting up a STX lane on Cordon and Search. You have the following information:

– TC 25-10 A Leader’s Guide to Lane Training (August 1996)

– UN Infantry Battalion Manual (Volume 1) August 2012

– UN Infantry Battalion Manual (Volume 2) August 2012

– Letter from the training unit commander with a rough troop list, requested

conditions, training assessment and exercise director’s initial guidance.

• Task: Successful lane training relies on understanding lane characteristics and

applying lane training principles. Working within a syndicate, using the resources

provided, review the lane training characteristics and principles, then identify the

tasks and challenges associated with each phase of the lane training process. (e.g.

Designing STX lanes for PKO will involve adapting tactical tasks to account for the

operational environment dynamics in the AO).

• Purpose: To identify the tasks and challenges associated with designing and

developing appropriate STX lane training for peacekeeping training.


Slide 13

Exercise 2: Lane Planning Considerations

Handout for Exercise 2: STX Lane Training Process Worksheet

Note to Instructor: Give the participants instructions on completing the exercise. The intent of the exercise is to make attendees conscious of the tasks and challenges associated with designing and developing appropriate STX lane


23

training for peacekeeping trainings. The participants should be divided into three syndicates; with each syndicate responsible for one phase of the lane training process. Syndicates should work together for approximately 20 minutes. Process the results with the participants.

You are a RAF planner. You will be meeting your counterparts to discuss setting up a STX lane on Cordon and Search. You have the following information: TC 25-10, A Leader’s Guide to Lane Training; UN Infantry Battalion Manual (Volumes 1 & 2); and a letter from the training unit commander with a rough troop list, requested conditions, training assessment and exercise director’s initial guidance. Working within a syndicate, using the resources provided, review the lane training characteristics and principles then identify the tasks and challenges associated with each phase of the lane training process. (e.g. During the planning phase, designing STX lanes for PKO will involve adapting tactical tasks to account for the operational environment dynamics in the unit’s area of operations).

Note to Instructor: After approximately 20 minutes, ask the various syndicates to discuss the tasks and challenges they identified for their particular phase.

After Action Review (AAR)

• Professional discussion of an event, focused on

performance standards

• Enables soldier to discover for themselves what

happened; why it happened; how to sustain strengths

and improve on weaknesses

• Provides:

– Candid insights into specific soldier, leader and unit

strengths and weaknesses, from various perspectives

– Feedback and insight critical to battle-focused training

– Details often lacking in evaluation reports alone

• Can be formal or informal

14

Slide 14

An after-action review (AAR) is a professional discussion of an event, focused on performance standards, that enables soldiers to discover for themselves what happened, why it happened, and how to sustain strengths and improve on weaknesses. It is a tool leaders and units can use to get maximum benefit from every mission or task. It provides: • Candid insights into specific soldier, leader, and unit strengths and

weaknesses from various perspectives. • Feedback and insight critical to mission-focused training. • Details often lacking in evaluation reports alone.


24

Note to Instructor: Ask the participants what an AAR is, what types of AARs they have experienced, and if they have participated in AARs with units from another culture. Ask them to share their experience was and discuss what issues there might be when conducting an AAR with a unit from a different culture.

After-action reviews (AARs) help provide soldiers and units feedback on mission and task performances in training and in combat. After-action reviews identify how to correct deficiencies, sustain strengths, and focus on performance of specific mission essential tasks list (METL) training objectives. The STM CPX Module provides the administrative format for an AAR; however TC 25-20 (A Leader’s Guide to After Action Reviews) provides additional guidance on AARs that is useful in planning, preparing and setting the conditions for After Action Reviews.

The environment and climate surrounding an AAR must be one in which the soldiers and leaders openly and honestly discuss what actually transpired in sufficient detail and clarity that not only will everyone understand what did and did not occur and why, but most importantly will have a strong desire to seek the opportunity to practice the task again.

Evaluation is the basis for the commander's unit-training assessment. No commander, no matter how skilled, will see as much as the individual soldiers and leaders who actually conduct the training. Leaders can better correct deficiencies and sustain strengths by carefully evaluating and comparing soldier, leader, and unit performance against the standard. The AAR is the keystone of the evaluation process.

Feedback compares the actual output of a process with the intended outcome. By focusing on the task's standards and by describing specific observations, leaders and soldiers identify strengths and weaknesses and together decide how to improve their performances. This shared learning improves task proficiency and promotes unit bonding and esprit. Squad and platoon leaders will use the information to develop input for unit training plans. The AAR is a valid and valuable technique regardless of branch, echelon, or training task.

Because soldiers and leaders participating in an AAR actively discover what happened and why, they learn and remember more than they would from a critique alone. A critique only gives one viewpoint and frequently provides little opportunity for discussion of events by participants. Soldier observations and comments may not be encouraged. The climate of the critique, focusing only on what is wrong, prevents candid discussion of training events and stifles learning and team building.

All AARs follow the same general format, involve the exchange of ideas and observations, and focus on improving training proficiency. How leaders conduct a particular AAR determines whether it is formal or informal. A formal AAR is


25

resource intensive and involves the planning, coordination, and preparation of supporting training aids, the AAR site, and support personnel. Informal AARs (usually for soldier, crew, squad, and platoon training) require less preparation and planning.

Note to Instructor: Ask the participants how they might highlight training themes that are more subtle during an AAR. For example, how could they introduce or discuss the impact of women’s roles in peace and security (sample response: by discussing whether there were women represented in leadership positions or within government organizations; whether they are likely to encounter women in leadership roles during deployment).

STX Lane

Overview & Orientation• Squad/Section level STX lanes

• Incorporate primary, support or other tasks identified

in the United Nations Infantry Battalion Manual

(Volumes 1 & 2)

• Incorporate tasks identified in Protection of Civilians

Military Reference Guide (JAN 2013)

• Nests with the Carana Scenario Battalion CPX

• Based on the fictitious environment created for UN

Module 6: Scenario-based Exercises on Protection

of Civilians

17

Slide 15

Three STX Training Support Packages (TSPs) have been created as examples. The lane tasks are based on the primary tasks which form part of routine infantry battalion mission to maintain visibility, observations and monitoring of activities (as identified in UNIBAM Volume 1) and incorporate mainstream themes (Protection of Civilians, Medical Escalation of Force, Reporting, Troop Leading, etc.). Focus is on the total outcome of a task or event, rather than on the execution of a particular task to a standard, under a given set of conditions. Objective is to grow the decision-maker by explaining the reason for the task & teaching in the context of a problem-solving exercise.

Although the Training Support Packages have been developed based on UN tasks, a thorough review of the national standards for task execution, as well as supporting tasks, will have to be conducted with your counterpart, in order to adapt the training to your particular training audience.


26

STX Lane 1

(Patrolling)• Situation: In response to a developing internally displaced person (IDP)

situation, the Squad/Section is tasked to conduct a short range patrol.

They will be directed to liaise with local police agencies and IO/NGOs

operating in the area and to interact with locals to understand the ongoing

issues and concerns. The Squad/ Section will react to an informal

checkpoint, a mechanical break down and the need to conduct crowd

control

• UNIBAM Tasks:

– Primary: Patrolling

– Supporting/Other: Outreach and Engagement, Situational Awareness

• Protection of Civilian (PoC) Tasks:

– Primary: Conduct Patrols

– Supporting/Other: Understand the Operating Environment; Manage &

Share Multi-Source Information; Manage Expectations; Establish &

Maintain a Safe & Secure Environment; Conduct Engagements with

Key Leaders & the Population; Conduct Risk Mitigation

18

Slide 16

Note to Instructor: Walk the participants briefly through STX Lane Training Support Package (Lane 1: Patrolling), highlighting the various elements. Start with the lane overview briefing.




Operations at the strategic and operational level.

UN Peacekeeping Training

STX Training Support Package

UNIBAM Task 2.1: Patrolling

Overview Briefing (Slide 1)

Each Training Support Package includes a lane overview briefing, a scenario overview, scenario maps, rules of engagements, role player instructions (by engagement area), and an after action review (AAR) template. The TSP is a framework which will have to be tailored to reflect the needs of the unit being trained and the resources available.


27

STX Lane: Patrolling

Task: UNIBAM task 2,1 Patrolling

References: UNIBAM Volumes I & II

Appropriate National Standards

Conditions: The unit is conducting operations as

part of a higher headquarters and has received an

operation order (OPORD) or fragmentary order

(FRAGO) to conduct patrols in order to ensure the

safety of Internally Displaced Persons (IDPs)

arriving in their area of operations. Communications

have been established, and information is being

passed in accordance with (IAW) the Standing

Operating Procedures (SOP). The unit has received

guidance on the rules of engagement (ROE). United

Nations (UN) partners, civilians, government

agencies, nongovernmental organizations, and the

international media may be present in the area.

Contact is possible. Unit operates from a Company

Operating Base (COB) and will travel along local

routes.

Standard: The unit reacts appropriately to

challenges on the patrol. TCO conducts proper TC3,

integrates enablers, communicates with their higher

HQs and uses sound TTPs Unit moves tactically

from the COB and interacts with local nationals and

counterparts as required. Unit complies with the

ROE, mission instructions, higher headquarters

order, and other special orders. Unit treats local

inhabitants with respect.

Roe Player Requirements:

Two Squads (18 personnel) to represent UN and

National Police personnel; civilians/IDPs in the area

4 HRS

Conduct

Crowd Control

Liaise With

Local Police

1 HR 1 HR

Negotiate

Checkpoint

1 HR

Conduct Crowd

Control

1 HR

Perform Vehicle

Recovery

1 HR 1 HR

AAR

1100 1200 1300 1400 1500 1600

RPLD

TLPs

0600 1000


Each of the training support packages (TSPs) has an overview slide which identifies the basic UNIBAM task and provides a snapshot of the crucial elements of the training lane. The task and appropriate references are identified. While the appropriate UN tasks have been identified on the TSPs, the applicable national standards should be used and references when actually conducting training.

The scenario conditions are laid out. This particular lane, as written, the unit is tasked to conduct a patrol as a result of increased Internally Displaced Person (IDP) traffic into town, in order to ensure a safe and secure environment. This situation was derived from the Carana scenario and is nested in the CPX events which will be discussed during the Unit 8. The conditions should replicate as closely as possible, the operational environment where the unit being trained will conduct their mission.

The standards will have to be tailored to reflect the national military standards and the UNIBAM task capability and performance standards.

Role player requirements can be adapted based on resources available.

The graphics shown are based on the fictitious towns developed for the Carana scenario. These can be adapted as necessary to reflect the training area or the operational area, as appropriate.

The timeline is an estimate of the time necessary to execute the lane, including time allocated for troop leading procedures and after action reviews (AARs).


28

• Role Player Task Organization and Resources by Engagement Area

EA 1: Liaise with Carana National Police (CNP) & Non-Governmental

Organization/International Organization (NGO/IO) Representative

2 x CNP personnel; 1 x NGO/IO Representative

EA 2: Liaise with local population (displaced civilians on road impeding

movement) to gain a better understanding of the local environment

13 x Civilians to impede movement

EA 3: Negotiate unofficial police checkpoint;

2 x National Police personnel, armed, with barrier material

EA 4: Liaise with local population (displaced civilians on road impeding

movement) to gain a better understanding of the local environment; practice

MEDROE

13x Civilians (2 with medical requirements: 1 x right shoulder flesh wound in

need of stitches and bandages, 1 x shrapnel in right face and right neck

requiring urgent care possible loss of right eye)

EA 5: Unit vehicle experiences mechanical breakdown; conduct recovery of a

wheeled vehicle

13 x Civilians

• Mission-specific training unit products:

– Patrol order

– Concept of Medical Support

– Risk Assessment

• O/C-T Task Requirements

– 1 x CO O/C-T

– 4 x PLT O/C-Ts

– ALL Enabler O/C-Ts

• Concept of Medical Support (Lane)

– IAW Unit SOP

• Risk Assessment (Lane)

– IAW Unit SOP

• Recommended Unit CL I, III, V, VIII

– Per Unit SOP

• Role Player Requirements

– 4 x National Police

– 1 x NGO/IO Rep

– 13 x Civilians

– 0 x Media

• Resource Requirements:

– 1 x vehicle

– Appropriate weapons

– Appropriate baggage

– Barrier materials

UNIBAM Task 2.1: PatrollingSTX Lane Resource Requirements


The lane resource requirement slide identifies all resources which are required to execute the training lane. Some elements, to include the concept of medical support, risk assessment and recommended classes of supply will be based on national military standards or standard operating procedures (SOPs) of the unit being trained and the training environment. The unit conducting the training should produce appropriate operations order directing the execution of lane training.

Role player task organization and resources are laid out by engagement area. These can be adapted, as necessary, to reflect both the resources available for training and the real-world operational environment of the unit being trained.

The unit leadership of the unit being trained, should produce appropriate patrol orders, a concept of medical support and a risk assessment to provide to the Squad/Section which will be participating in the lane training.

This should be done once the unit leadership is familiar with the Leppko Provincial Study, which is provided in the lane training packet, and all lane training materials.


29

4

Supporting Collective Tasks:• Conduct Troop-Leading Procedures

• Conduct Tactical Movement

• Conduct Action on Contact

Supporting Individual Tasks:• Conduct Troop Leading Procedures

• Prepare a Situation Report (SITREP)

• Comply with the Law of War and the Geneva and Hague Conventions

• Perform Preventive Maintenance Checks

• Integrate Threat Capabilities Into Mission Planning

• Perform a Map Reconnaissance

• Use a Map Overlay

• Read Strip Maps

UNIBAM Task 2.1: Patrolling Supporting Collective & Individual Tasks


Slide 4 is a placeholder slide. It identifies the supporting collective and individual tasks. The tasks shown are the types of tasks that are found in US military doctrine. Comparable tasks should be identified in the national military standards of the unit being trained. If no standard exists for the task, US doctrine can be used as a guide.

5

UNIBAM Task 2.1: Patrolling Capability and Performance Standards

(1 of 3)

Capability Standards

Force Protection • QRF is prepared to support patrol defense/extraction. Patrol reviews ROE and route

and rehearses actions if attacked prior to initiation of patrol.

• Patrol personnel provide for all around 360 degrees defensible security, 24 hour

a day, under all weather and light conditions.

• Patrol has rehearsed SOPs for defense and evacuation.

Sustainment • Patrol personnel have adequate supplies, potable water, ammunition, fuel, and

transportation to sustain itself for the duration of the patrol and in all threat levels.

Command,

Control &

Communication

• Company commander determines requirements for the patrol and verifies

requirements with the battalion staff.

• Progress of patrol is monitored utilizing patrol boundaries, phase lines,

key terrain, and contact points.

• Patrol has an established chain of command with clear lines of c2.

• Patrol maintains constant, reliable, redundant, and secure communication with the next

superior authority and other adjacent battalion patrols as the situation dictates.

• Radio and telephone transmissions are encrypted or encoded as required. interpreters

are attached to the patrol who can communicate in the local language and dialect, and the

patrolling units language.

Protect

Environment

• Patrols should not degrade the environment or living conditions of the local population

through containment of oil spills, water, wastewater and proper waste management.

• Wildlife is prohibited to buy/sell. Bring empty (plastic) water bottles used during patrols

back to camps for proper disposal (Do not throw away bottles/wraps directly into

nature).


The next portion of the overview briefing identifies the capability and performance standards for the particular UN task being trained. These can be found in UNIBAM Volume II. The capability and performance standards are a minimum guideline and are more theoretical, in application.


30

8

1. Perform the required troop-leading procedures (TLPs). TLPs are a series of eight interrelated, overlapping

processes that are often accomplished concurrently and do not follow a rigid sequence. Use the procedures

as outlined below, if only in abbreviated form, to ensure that nothing is left out of planning and preparation

and that Soldiers understand the mission and prepare adequately.

(1) Receive the mission in the company operation order (OPORD).

(2) Issue the warning order to subordinate leaders. Include location, special equipment required,

and the earliest time for movement.

(3) Make a tentative plan for conducting the patrol, based on the estimate of the situation and an

analysis of mission, enemy, terrain and weather, troops and support available, time available,

civil considerations (METT-TC). Your plan must support the company patrol plan.

(4) Start necessary movement. Movement might need to start while you are still planning.

Movement can occur anytime during the TLP.

(5) Reconnoiter the patrol route. The situation might prohibit this. At least conduct a map

reconnaissance to confirm or deny assumptions made during the estimate of the situation.

(6) Complete the plan.

(7) Issue the order to subordinate leaders. Use the standard OPORD format. At a minimum,

include—

(a) Situation.

(b) Mission and purpose for the patrol

(c) The squad/section's position (left, right, center) in the platoon sector.

(d) Security plan (passwords, OPs, percent of personnel on alert).

(e) Times for movement.

(f) Other pertinent information such as location of the command post, methods of

waste disposal, and plan for dealing with environmental hazards.

(8) Supervise continuously.

Conduct a PatrolTask and Performance Measures

(1 of 3)


If national task and performance measures exist for the task being trained, these should be identified and included in the overview briefing. Trainers should be sure to identify appropriate supporting individual and collective training tasks and performance measures, as well as critical leader tasks and performance measures. If no national tasks and performance measures exist, refer to applicable US doctrine to serve as a guide.

Note to Instructor: Have the participants turn to the Leppko Provincial Study, which is included in the lane TSP.

Leppko Provincial Study (Page 1)

The Leppko Provincial Study provides in-depth background on the Carana scenario province that is being replicated in the training lane operational environment. Trainers may find the information useful to get a fuller picture of the


31

operational environment used to develop the training lane. The scenario background information can be adapted, as necessary, to meet training needs.

The information should be provided to company leadership who will be preparing patrol orders, risk assessments, etc. Trainers may want to provide the information to role players as well so the role players have a better understanding of the broader context of the operational environment.

Note to Instructor: Have the participants turn to the situation maps for the lane.

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Barum

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Spatoka

Polli

Vorbuk

Pifke

Fonskoll

MalzekSalbu

Apo

RosskurLillek

Edu

Pillo

Hixop

Ykso

Molle

Speko

Bondallo

BalladMiskek

Soda

Ikallu

Fekosa

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Gwisek

Pukka

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SigelPellet

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Suppo

Melleri

Lixpet

Batto

Perolo

Saraleb

Sorso

Muka

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Lora

Tekkla

Kalei

Lisbo

Jumi

Lora

Norke Torta

Karo

Mia

Arum

Balkro

Xalksa

Maki

Kika

Maui

Lurok

Akkabar

Perkes

GalasiMaroni

Cereni

Amsan

Turen

Maldosa

Corma

Alur

Folsa

Sureen

Faron

Koloni

Tereni Mahbek

Hanno

Barin

Fellari

Guthar

Leppko

Kilu Dam

Salobo Dam

Kaso

CaranaElevation

0 to 200 m

200 to 400 m

400 to 600 m

600 to 800 m

800 to 1000 m

International Border

Provincial Boundary

GalasiMaroni

Capital

Provincial Capital

1million

100,000 to 1,000,000

10,000 to 100,000

< 10,000.Paved Roads

Unpaved Roads

Track

Railway

River

Airport

Harbor

DamLake

0 50 km 100 km

CARANA

Galasi

Cereni

Turen

Maldosa

Eres

Lorat

STX Situation Maps

STX Situation Maps (Slide 1)

The Situation Maps support the information provided in the Leppko Provincial Study and provide a visual framework for the information being replicated in the training lane operational environment. Trainers may find the information useful to get a fuller picture of the operational environment used to develop the training lane. The situation maps can be adapted, as necessary, to meet training needs, as well.

As with the Leppko study, the situation maps should be provided to company leadership who will be preparing patrol orders, risk assessments, etc.

Note to Instructor: Have the participants turn to the scenario overview for the lane.


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Scenario Overview (Page 1)

A scenario overview is provided for each lane. It is meant to be provided to the Squad/Section executing the lane, in order to make them familiar with the situation and their mission. It also provides important details about their operating environment. This can be adapted to suit the lane conditions, and augmented as necessary. The information included in the scenario overview can be included in the patrol order.

Note to Instructor: Have the participants turn to the scenario maps for the lane.

1 13 1

4 1

2 1

UNMO

UNPOL

SUP

E

HQ

x

1 3HQII

3

1 Battalion

Disposition of Forces

Scenario Maps (Slide 1)

Basic maps are provided to be given to the Squad/Section. These support the Carana scenario lanes, showing both the disposition of the battalion and the area the Squad/Section will be operating in.


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Xalksa

Track

Unpaved Road

Stream

Truck Stop

Central Market

Proposed IDP Camp

Village Administration

1 1

UN Operating Base

Buildings

Population: 10,000Elevation: 110 m

0 1Km 2Km

IOMOffice

Xalksa

Scenario Maps (Slide 2)

If maps of the local training area are being used instead, they should be adapted to show the battalion disposition of forces and the lane environment.

Note to Instructor: Have the participants turn to the rules of engagement for the lane.

Rules of Engagement (Page 1)

Rules of engagement are provided, which are consistent with the Carana scenario. These can be adapted to reflect the national caveats the unit being trained will be operating under while deployed.

Note to Instructor: Have the participants turn to the role player instructions for the lane.


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Role Player Instructions (Page 1)

Role player instructions have been created for each of the training lanes. General guidance is given for the types of role and then specific guidance is given for each of the engagement areas. Adaptations can and should be made to reflect resources available in the training area and any change in scenario.

After Action Review (AAR) templates are included in all the packets. These AAR templates were taken from UN Specialized Training Materials (STM) Mission Specific Infantry Battalion CPX Training. Once again, it is important to highlight that AARs are a key venue to discuss lessons and concepts unique to peacekeeping which the unit being trained my encounter in their missions.

Note to Instructor: Using the tactical task “Patrolling” as an example, discuss with participants how the operational environment affects the execution of a particular task. This is illustrated by the excerpt from the UN publication “An Analytical Inventory of Peacekeeping Practice”. Use this example to illustrate how the operational environment affects design and development of a training lane.

US Training audiences are familiar with the US training standard for conducting patrols; however, when planning peacekeeping training, the UN standards for the task, the national standards for the task and the operational environment have to be taken into account.

Note to Instructor: Refer participants to the UNIBAM task “Patrolling” (UNIBAM Volume 1, page 81).


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Patrolling by multiple means (foot, mounted, vessels and heli-borne) is a core peacekeeping task. It is a means and method to promote UN visibility by robust posturing, to generate confidence in the peace process by establishing a rapport and bridging the gap with the local people, to provide wide area mission security and protection, to identify threats to civilians, to facilitate freedom of movement and to support wider mandate implementation. The varied conditions under which UN forces have been called on to “patrol” has resulted in some practical approaches which can be used as a basis for discussion.

STX Handout 3

Handout 3: Excerpt from An Analytical Inventory of Peacekeeping Practice

Note to Instructor: Walk the participants briefly through the excerpt from An Analytical Inventory of Peacekeeping Practice (Part 2). The handout highlights the task “Armed Patrols and Escorts”. The patrols have been classified as “firewood patrols”, “water patrols”, etc. for purposes of discussion, although, at their core, they are all “patrols”.

An Analytical Inventory of Peacekeeping Practice (Part 2) selects traditional tactical tasks, then discusses how (and why) the tasks have been adapted by units conducting particular UN missions, based on the operational environment and circumstances. The excerpt, in particular, focuses on “patrolling”.

Note to Instructor: Have the participants read over the excerpt, briefly. The instructor could pose questions to participants asking them to discuss the implications of task conditions on designing and developing lane training.

STX Lane 2

(Checkpoint)• Situation: In response to reports of a rebel splinter group forcibly

conscripting men and boys, the Squad/Section is tasked to establish a

temporary checkpoint, in conjunction with local police agencies. The

Squad/Section should be prepared to coordinate with local police and civil

administration officials. They should determine if other elements of the

mission should be co-located. .The Squad/Section will react to a small group

of armed personnel attempting to move through the checkpoint, to reports of

abduction, and to conduct crowd control.

• UNIBAM Tasks:

– Primary: Checkpoint

– Supporting/Other: Outreach and Engagement, Situational Awareness,

Crowd Management, Detention


– Primary: Establish Checkpoints, Guard Posts & Observation Posts

– Supporting/Other: Understand the Operating Environment; Manage &

Share Multi-Source Information; Manage Expectations; Establish &

Maintain a Safe & Secure Environment; Conduct Engagements with Key

Leaders & the Population; Conduct Risk Mitigation19

Slide 17

Note to Instructor: Walk the participants briefly through STX Lane Training Package (Lane 2: Checkpoint), highlighting the various elements.


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Lane 2 (Checkpoint) is based on the Checkpoint task identified on Page 43 of UNIBAM Volume 1. A checkpoint is a manned and self-contained position deployed on a road or track to observe/check, inspect/search personnel or vehicles and control movement into and out of a designated area (e.g. buffer zone or demilitarized zone, or a specific area in a company area of operations). A CP can be either permanent or temporary. They are set up to display UN will and capacity to exercise control and facilitate various activities.

Note to Instructor: Have participants turn to page 44 of UNIBAM Volume II and review the planning considerations for Checkpoints. Ask them to identify ways that a checkpoint may be conducted differently during peacekeeping operations than it might be during counter-insurgency operations. Ask them to identify the implications of grouping on lane design and development.

STX Lane 3

(Convoy & Escort)• Situation: As a result of worsening security conditions, the Squad/Section is

tasked to organize a convoy to escort UNHCR elements. The Squad/Section

should be prepared to coordinate with local police and civil administration

officials as well as their UNHCR counterparts. The Squad/Section will react to an

obstacle (unattended), negotiate a checkpoint (held by local police), deal with a

mechanical break down, have the convoy penetrated by other unauthorized

vehicles, and have to conduct crowd control at the destination to avoid plunder.

• UNIBAM Tasks:

– Primary: Convoy & Escort

– Supporting/Other: Outreach and Engagement, Situational Awareness, Crowd

Management


– Primary: Support Humanitarian Assistance

– Supporting/Other: Coordinate with Other Actors, Understand the Operating

Environment; Manage & Share Multi-Source Information; Manage

Expectations; Establish & Maintain a Safe & Secure Environment; Conduct

Engagements with Key Leaders & the Population; Conduct Risk Mitigation

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Slide 18

Note to Instructor: Walk the participants briefly through STX Lane Training Package (Lane 3: Convoy & Escort), highlighting the various elements.

Exercise 3: Lane Development

• Scenario: You are a RAF planner. You will be meeting your counterparts to

discuss setting up a STX lane on Cordon and Search. You have the

following information:

– TC 25-10 A Leader’s Guide to Lane Training (August 1996)

– UN Infantry Battalion Manual (Volumes 1 & 2) (August 2012)

– Protection of Civilians Military Reference Guide (JAN 2013)

– Letter from the training unit commander requesting training support

• Task: Using the resources provided as guides, begin the initial planning for

the STX lane. Identify task implications in a PKO environment. Develop a

lane diagram. Identify major tasks and subtasks; tasks for opposing forces.

and required training aids and enablers. Create a list of RFIs for your

counterpart.

• Purpose: To ensure trainers have a working understanding of designing a

STX lane to support PKO training


Slide 19


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Exercise 3: Training Lane Development

Note to Instructor: Give the participants instructions on completing the exercise. The intent of the exercise is to make participants conscious of the intricacies of designing a STX lane to support PKO training. Syndicates should work together for approximately 15 minutes. Process the results with the participants.

You are a RAF planner. You will be meeting your counterparts to discuss setting up a STX lane on Cordon and Search. Using the resources provided as guides, begin the initial planning for the STX lane. Identify task implications in a PKO environment. Develop a lane diagram. Identify major tasks and subtasks; tasks for opposing forces, and required training aids and enablers. Create a list of RFIs for your counterpart.

Note to Instructor: instructor could pose questions to participants asking them to discuss the implications of task conditions on designing and developing lane training. Highlight how tasks might be conducted differently during PKO than counter-insurgency and identify the training implications.

Learning Objectives

At the conclusions of the session, US trainers will:

• Be familiar with the principles of the Army Learning

Model

• Understand lane training characteristics and principles

& be able to apply them to UN peacekeeping training

• Be familiar with the lane training process & understand

how to design a STX lane

• Be familiar with the STX lane packages provided

• Be prepared to partner with counterparts to deliver STX

lanes or train counterparts to deliver STX lanes

2

Slide 20

Training conducted today was designed so US trainers will:







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Operations at the strategic and operational level

UN Peacekeeping Training Unit 7:

Situational Training Exercises (STX)

Classroom Instructional Briefing

Slide 21

unit 7 united nations peacekeeping situational training...

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