slide 1 effective training: developing and presenting lesson plans professional military education...
TRANSCRIPT
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Slide 1
Effective Training: Developing And Presenting
Lesson Plans
Professional Military EducationBasic NCO Course
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Slide 2
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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Slide 3
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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Slide 4
Overview
9. Execution
10. Standards
11. Characteristics of Effective Training
12. ADDIE Process
13. Lesson Plan
14. Presentation
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Slide 5
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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Slide 6
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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Slide 7
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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Slide 8
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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Slide 9
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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Slide 10
Training Domains
Training Domains:
•Institutional
•Operational
•Self-Development
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Slide 11
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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Slide 12
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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Slide 13
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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Slide 14
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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Slide 15
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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Slide 16
Mission Essential Task List
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Slide 17
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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Slide 18
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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Slide 19
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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Slide 20
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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Slide 21
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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Slide 22
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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Slide 23
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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Slide 24
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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Slide 25
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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Slide 26
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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Slide 27
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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Slide 28
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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Slide 29
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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Slide 30
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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Slide 31
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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Slide 32
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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Slide 33
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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Slide 34
Effective Training
Characteristics of Effective Training:
• Standards-Based
• Well-structured
• Efficient
• Effective
• Challenging
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Slide 35
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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Slide 36
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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Slide 37
Effective Training
Efficient:
• Makes the best use of training resources.
• Makes the best use of everyone’s time.
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Slide 38
Effective Training
Effective:
• Builds proficiency, teamwork, confidence, and cohesiveness
• Allows commanders and their organizations to achieve their training objectives
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Slide 39
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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Slide 40
ADDIE Process
A-D-D-I-E-:
• Analysis
• Design
• Development
• Implementation
• Evaluation
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Slide 41
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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Slide 42
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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Slide 43
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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Slide 44
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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Slide 45
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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Slide 46
Lesson Plan
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Slide 47
• 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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Slide 48
• 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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Slide 49
• 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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Slide 50
• 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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Slide 51
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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Slide 52
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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Slide 53
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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Slide 54
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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Slide 55
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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Slide 56
Verbal Presentation:
• Pitch
• Pace
• Pauses
• Projection
• Pronunciation
• No crutch words ( “like” and “you know”)
Presentation
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Slide 57
Presentation
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Slide 58
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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Slide 59
Delivery (Style)
• Physical behavior: eye contact, movement, gestures
• Speaking voice
• Vocabulary
• Enthusiasm/Confidence
Evaluation
![Page 60: Slide 1 Effective Training: Developing And Presenting Lesson Plans Professional Military Education Basic NCO Course](https://reader035.vdocuments.us/reader035/viewer/2022062407/56649e185503460f94b0462b/html5/thumbnails/60.jpg)
Slide 60
Correctness
• Visuals/Slides/Graphics
• Format
• Content
• Handouts
Evaluation
![Page 61: Slide 1 Effective Training: Developing And Presenting Lesson Plans Professional Military Education Basic NCO Course](https://reader035.vdocuments.us/reader035/viewer/2022062407/56649e185503460f94b0462b/html5/thumbnails/61.jpg)
Slide 61
Questions?
Effective Training
![Page 62: Slide 1 Effective Training: Developing And Presenting Lesson Plans Professional Military Education Basic NCO Course](https://reader035.vdocuments.us/reader035/viewer/2022062407/56649e185503460f94b0462b/html5/thumbnails/62.jpg)
Slide 62
Assignment of Lesson Plan Topics
Effective Training