...U.S. ARMY SERGEANTS MAJOR ACADEMY (FSC) P661 1 June 06 MONITOR UNIT AND INDIVIDUAL FITNESS TRAINING PROGRAMS PRERESIDENT TRAINING SUPPORT PACKAGE THIS PAGE LEFT BLANK INTENTIONALLY PRERESIDENT TRAINING SUPPORT PACKAGE (TSP) TSP Number / Title Effective Date Supersedes TSP(s) / Lesson(s) TSP Users Proponent Improvement Comments P661 / MONITOR UNIT AND INDIVIDUAL FITNESS TRAINING PROGRAMS 01 Jun 2006 P661, Monitor unit and individual fitness training programs, Jun 05 521-SQIM (DL), First Sergeant Course The proponent for this document is the Sergeants Major Academy. Users are invited to send comments and suggested improvements on DA Form 2028, Recommended Changes to Publications and Blank Forms. Completed forms, or equivalent response, will be mailed or attached to electronic e-mail and transmitted to: COMDT USASMA ATTN ATSS DCF BLDG 11291 BIGGS FIELD FORT BLISS TX 79918-8002 Telephone (Comm) (915) 568-8875 Telephone (DSN) 978-8875 E-mail: atss-dcd@bliss.army.mil Security Clearance / Access Foreign Disclosure Restrictions Unclassified FD5. This product/publication has been reviewed by the product developers in coordination with the USASMA foreign disclosure authority. This product is releasable to students from all requesting foreign countries without restrictions. 1 PREFACE Purpose This Training Support Package provides the student with a standardized lesson plan for presenting instruction for: Task Number Task Title 071-990-0007...
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...Makes an Army Leader Practical Exercise Student Handout Extracted Material from Task 158-C-1230 This student handout contains one page of extracted material from the following publication: Task 158-C-1230, Apply the Ethical Decision Making Method at Small Unit Level Disclaimer: The training developer downloaded the extracted material from the General Dennis J. Reimer Training and Doctrine Digital Library (https://atiam.train.army.mil). The text may contain passive voice, misspellings, grammatical errors, etc., and may not be in compliance with the Army Writing Style Program. Clearly define the problem: SFC Sharp has violated AR 380-5 Department of the Army Information Security Program by not destroying the secret document scheduled to be destroyed. SGT Day implied that SFC Sharp was the only one present when destroying the classified material. AR 380-5 states that there must be two witnesses present at the destruction of any material classified higher than confidential. SFC Sharp has also violated Article 107 of the UCMJ (False Official Statements). SFC Sharp may have become complacent and in-turn allowed his soldiers to become complacent in the proper procedures in the handling of classified material. As a result of the mishandling of classified documents not one person in the section could be sure the document was not copied in anyway. The mission of the section could halted just on the speculation of leaked classified documents. Employ the applicable...
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...Basic Noncommissioned Officer Course (BNCOC) L326 Communicate Effectively in a Given Situation Training Support Package |TRAINING SUPPORT PACKAGE (TSP) | | | [pic] |TSP |L326 / COMMUNICATE EFFECTIVELY IN A GIVEN SITUATION | |Number/ | | |Title | | [pic] |Effective |20 Jul 2015 | |Date | | [pic] |Supersedes |C303, Communicate Effectively in a Given Situation, Oct 03. | |TSP(s) / | | |Lesson(s) ...
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...TA 600-BNCOC/05-002 THE ARMY TRAINING SYSTEM (TATS) COURSEWARE BNCOC SOLUTION TO PRACTICAL EXERCISES BASIC NONCOMMSSIONED COURSE PHASE I PREPARED BY UNITED STATES ARMY SERGEANTS MAJOR ACADEMY FORT BLISS, TEXAS 79918-8002 FOR THE ARMYY SCHOOL SYSTEM (TASS) INSTITUTIONS FIELDING DATE: OCT 04 THIS PAGE INTENTIONALLY LEFT BLANK BNCOC SOLUTION TO PRACTICAL EXERCISES PFN T321 T342 L327 L326 L330 L335 L328 L333 L336 L324 L338 L340 T323 W326 W332 T341 W323 W325 W321 W322 Table of Contents The Risk Management Process Cultural Awareness Considerations Enforce the Equal Opportunity Program Communicate Effectively in a Given Situation The Army Writing Style Develop Subordinate Leaders in a Unit Counsel Subordinates The Noncommissioned Officer Evaluation Reporting System Motivate Subordinates to Accomplish Unit Mission Ethical Behavior Apply the Ethical Decision-Making Method at Small Unit Level Develop a Cohesive Team Training Management at the Squad Level Intelligence and Electronic Warfare (IEW) Operations Establishment of a Check Point Casualty Evacuation Troop Leading Procedures Squad Tactical Operations Graphics and Overlays Plans, Orders, and Annexes THIS PAGE INTENTIONALLY LEFT BLANK U.S. ARMY SERGEANTS MAJOR ACADEMY (BNCOC) OCT 04 BNCOC SOLUTION TO PRACTICAL EXERCISES BNCOC BNCOC Stand Alone Common Core THIS PAGE INTENTIONALLY LEFT BLANK T321 PRACTICAL EXERCISE SHEET T321 Title Lesson Number/Title Introduction OCT 04 THE...
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...News Shopping More Newport News, VA Change location Search Options Show search tools Search Results Army Leadership Practical Exercise - College Essay - Leftover www.termpaperwarehouse.com/essay-on/Army-Leadership.../37617 Jul 25, 2011 – 3. Reflect on the ethical values and their ramifications. There are seven core Army values. I don't believe that all seven apply to this situation, ... [PDF] TSG 158-C-1230 Title Apply the Ethical Decision-Making Method at ... tsg3.us/tnsg_lib/pldc_school/adv_nco/.../tnsg_158_1230.pdf File Format: PDF/Adobe Acrobat - Quick View acknowledge that there are no significant ethical ramifications to consider. In other ... Step 3: DEVELOP AND EVALUATE COURSES OF ACTION. Step 4: CHOOSE .... Now that we have identified the Army's values we need to reflect on how they apply ... minimum, all Military leaders are expected to fulfill their obligations. 4. Ncoes Leader Course - College Essays - Nemui247 www.termpaperwarehouse.com/essay-on/Ncoes-Leader.../58741 Feb 19, 2012 – Clearly define the ethical problem. 2. Employ applicable laws and regulations. 3. Reflect on the ethical values and their ramifications. 4. University of Phoenix : ALC ALC : L304_PE_handout www.coursehero.com › Arizona Clearly define the ethical problem. 2. Employ applicable laws and regulations. 3. Reflect on the ethical values and their...
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...and search for beliefs, values, traits and personality styles. We have also learned how the brain plays a part in the reaction or direction one gives and receives, thus in my opinion has made the learning of management worthwhile, yet confusing. Over the years I have participated in many informal and formal courses that have introduced leadership, intelligence and personality tools that were to access ones style, attribute and I.Q. Needless to say, most of these tools were point on and at other times way off base. What I confidently state is that reflecting back from the start of this class to now, I have gained and reaffirmed some beliefs about management, leadership and my style of performing both those task. My initial belief of my leadership/management style was to treat individuals as the way you would like to be treated or observe and do exactly as the manager before you to continue status quo. That was the thought of a young inexperienced manager. This reflects back on a previous assignment asked in the course, “ Can management be taught”? From here my answer was derived from that management can be taught but also it takes on practical observance and operation to fully implement and develop a style. My personal definition for management is to help others to achieve their outcomes and to put them in the position possible to do it. Managers have the ability to assist employees, control or filter situation, make judgments and overall steer the unit through the turbulent...
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...question in each paper shall be NINE. 3. 4. Student will have to attempt one question from each unit. All these (Four) questions will be of equal marks and will carry 60% marks of the total marks. 5. The minimum passing marks in each paper shall be 33% of the total marks. The candidate has to pass theory and practical separately. Total passing percentage (aggregate) to obtain the degree shall be 36%. 6. In the part I and II, there shall be two theory papers and one practical. Maximum marks shall be 35/50 for B.A. and B.Sc. respectively. For practical, it shall be 30/50 marks for BA and B.Sc. respectively. 7. In Part III there shall be three theory papers and one practical maximum marks shall be 35/50 for B.A. and B.Sc. respectively. For Practical, its shall be 45/75 marks for B.A. and B.Sc. respectively. PAGE 2 DR. BHIM RAO AMBEDKAR UNIVERSITY, AGRA . B.A. (MILITARY STUDIES) COURSE STRUCTURE FIRST YEAR PAPER – 101 : Art of war in India (upto 1947) PAPER – 102 : Evolution of Armament and Western Art of Warfare PAPER – 103 : Practical- Map Reading SECOND YEAR PAPER – 201 : Art of war in India (after 1947) PAPER – 202 : National Security PAPER – 203 : Practical - TEWT THIRD YEAR PAPER – 301 : Evolution of Strategic Thought PAPER – 302 :...
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...What Makes an Army Leader Practical Exercise Student Handout Extracted Material from Task 158-C-1230 | |This student handout contains one page of extracted material from the following publication: | | |Task 158-C-1230, Apply the Ethical Decision Making Method at Small Unit Level | | | | | | |Disclaimer: The training developer downloaded the extracted material from the General Dennis J. Reimer Training and| | |Doctrine Digital Library (https://atiam.train.army.mil). The text may contain passive voice, misspellings, | | |grammatical errors, etc., and may not be in compliance with the Army Writing Style Program. | Apply the Ethical Decision Making Method at Small Unit Level 158-C-1230 Conditions: As a leader faced with a situation which requires you to make an ethical decision. Standards: Resolved the situation ethically by appropriately applying the Ethical Decision Making Method FM-1 FM 6-22 AR 600-100. Training and Evaluation Guide Performance Steps: 1. Clearly define the ethical problem. 2. Employ applicable laws and regulations. 3. Reflect on the ethical values and their ramifications. 4. Consider...
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...Following the Vietnam War, the Army suffered from an evident depression, particularly within the officer corps and noncommissioned officer corps, that led to a revamping of our professional institutions and doctrine. Observing this process, the late sociologist Charles Moskos theorized that the decline resulted from the Army seeming to develop the characteristics of a civilian occupation rather than the profession it had always considered itself to be. The basic distinction between these two concep-tions of the military lies in their relationship to, and legitimization by, American society. Moskos noted that society legitimizes an institution “in terms of norms and values, a purpose transcending individual self-interest in favor of a presumed higher good. Members of a professional institution are often seen as following a calling captured in words like duty, honor, country.” Conversely, an occupational model receives its legitimacy in terms of the marketplace, where supply and demand are paramount and self-interest takes priority over communal interests.1 A generation later, we find similarities as we assess the impacts of a decade of persistent conflict on the all-volunteer Army. Our Army's senior leaders believe that, in adapting to the demands of combat in Iraq and Afghanistan as well as to the new strategic realities of the 21st century, we have been so busy that we have not consistently thought through how these challenges have affected the Army as a profession of arms. ...
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...Strengths and Opportunities For Improvement Introduction The first chapter of our text outlines who is a leader and continues to review different leadership roles as well as some theories of leadership. In chapter two, we find what traits and characteristics constitute effective leaders. From these readings, and performing the exercises found on page 64 of the text, this report will give the strengths and opportunities for improvement based upon those exercises. Strengths Most of my strengths come from my service in the Marines. Furthermore, the concepts that were taught in classes were not just for study, but practical applications of those concepts in real world scenarios. These concepts were most important and driven to the extreme when I joined the Teams (Force Reconnaissance); so, as a result, my primary influence for being an effective leader was in Force Recon. The first strength that was assessed was my decisiveness in making quick and correct decisions in a crisis situation. Decisiveness, from the military definition, reflects a range of possible outcomes. From Exacerbated to Resolution; this is not to be confused with Achievement. In Achievement, the basic concept considers the performance on how someone would execute a strategy; basically, how someone performs in combat. These same characteristics found in decisiveness, can be transferred to business as well. This is one reason for my success in my current business. The second trait I possess is...
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...Unit 1 – AO1 – Investigate the roles and responsibilities of two contrasting public services and describe their purpose AO2 – Investigate the internal structure and functional areas for two chosen public services The two public services I am going to speak about are the prison service and the army. The reason is because both have a very important part of the keeping Britain safe. The prisons vision is to provide the very best prison service as possible and to help secure the following points. * Hold prisoners securely and safely * Reduce the risk of any prisoners from re-offending * Providing safe and well-ordered establishments in which we treat prisoners humanely, decently and lawfully To make sure the prison service actually completes their objectives they work in * close partnership with our commissioners and others in the Criminal Justice System to achieve common objectives * Obtain best value from the resources available using research to ensure effective correctional practice * Promote diversity, equality of opportunity and combat unlawful discrimination, and * Ensure our staff have the right leadership, organisation, support and preparation to carry out their work effectively. This is what the prison set out to achieve and how they plan to do it but there is a lot more involved in running a successful prison because a prison is a business. The prison has it goals but the prison needs top security to complete the goals. No...
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...ethics within an organization, corporation, or enterprise. I must say that one of the good things I enjoyed about this book is how it teaches professionals (primarily the leaders of any big corporations) different approaches and techniques to encompasses business values to the daily lives of the main effort that drives the business to achieve success and meeting the company’s intent, which are the employees … the driving force of any corporation. The various ways in which this book outlines in examples rest on an assumption that the ultimate enablers of any business that values ethics and morality are its employees and subordinates that make things happen. I’ve been employed by several different companies to include the United States Army. I have to say that none of these companies and organizations that I have worked for thus far; were perfect when it comes to exercising ethical values that have been set forth in their core company and organizational values or ethics plans. In fact, I don’t think any one company is perfect. However, there are those who try to the best of their ability to maintain a pleasant and comfortable working environment. Personally, I like how the book was written. It’s a combination of implied theories as well as short stories that allows the reader to incorporate the message. It focuses on...
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...Army Regulation 350–1 Training Army Training and Leader Development Rapid Action Revision (RAR) Issue Date: 4 August 2011 Headquarters Department of the Army Washington, DC 18 December 2009 UNCLASSIFIED SUMMARY of CHANGE AR 350–1 Army Training and Leader Development This rapid action revision, 4 September 2011-o Implements the Don’t Ask, Don’t Tell Repeal Act of 2010 by deleting all references to developing and conducting training concerning the Army’s Homosexual Conduct Policy (paras 2-21p and 2-22k.) o Rescinds paragraphs 2-6r, 2-46ac, and G-14e.) o Makes administrative changes (app A: marked obsolete forms and publications; corrected forms and publication titles; and corrected Web site addresses; glossary: deleted unused acronyms and corrected titles/abbreviations as prescribed by Army Records Management and Declassification Agency). *Army Regulation 350–1 Headquarters Department of the Army Washington, DC 18 December 2009 Effective 18 January 2010 Training Army Training and Leader Development History. This publication is a rapid action revision (RAR). This RAR is effective 20 September 2011. The portions affected by this RAR are listed in the summary of change. Summary. This regulation consolidates policy and guidance for Army training and leader development and supports a full-spectrum, force protection, expeditionary Army. Applicability. This regulation applies to the active Army, the Army National ...
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...What Makes an Army Leader Practical Exercise Student Handout Extracted Material from Task 158-C-1230 | |This student handout contains one page of extracted material from the following publication: | | |Task 158-C-1230, Apply the Ethical Decision Making Method at Small Unit Level | | | | | | |Disclaimer: The training developer downloaded the extracted material from the General Dennis J. Reimer Training and| | |Doctrine Digital Library (https://atiam.train.army.mil). The text may contain passive voice, misspellings, | | |grammatical errors, etc., and may not be in compliance with the Army Writing Style Program. | Apply the Ethical Decision Making Method at Small Unit Level 158-C-1230 Conditions: As a leader faced with a situation which requires you to make an ethical decision. Standards: Resolved the situation ethically by appropriately applying the Ethical Decision Making Method FM-1 FM 6-22 AR 600-100. Training and Evaluation Guide Performance Steps: 1. Clearly define the ethical problem. 2. Employ applicable laws and regulations. 3. Reflect on the ethical values and their ramifications. 4. Consider other applicable moral principles...
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...DEPARTMENT OF THE ARMY ENTER UNIT NAME AFVB-XB-F 15 January 2012 MEMORANDUM FOR SUBJECT: Initial Counseling/ Philosophy 1. The purpose of this counseling is to provide you with the information about my philosophy on leadership, standards and expectations. I have tremendous expectations of you as a Bradley Gunner in this platoon. I am confident that you will not have any difficulty implementing and accomplishing what is expected as long as we work together as a team. Always remember, there is no “I” in “TEAM”! As a leader, I owe you the opportunity to perform to the best of your abilities. By the same token, I will not do your job for you. Always do what is right not what is easy and when no one is looking. 2. I am proud and honored to be your Section Leader. My goal is to ensure this section is the best Infantry Section in the Army (and I mean it)! Your job as a Bradley Gunner is tough and demanding. I understand this because I once was where you are today. 3. LEADERSHIP: Effective leadership can sometimes appear strange because there are no set rules or formula to guide you. Every soldier’s (regardless of rank) personality is different. Therefore, I place the utmost trust and confidence (until proven lost) in the abilities of my leaders and charge them to effectively lead, develop and take care of soldiers entrusted to them. I will delegate and give as much responsibility as any soldier can handle and is willing to accept. I manage by observing; asking questions...
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