...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 RISK MANAGEMENT PROCESS...
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...VERIFICATION OF MILITARY EXPERIENCE AND TRAINING VERIFICATION OF MILITARY EXPERIENCE AND TRAINING | | | | 1. LAST NAME - FIRST NAME - MIDDLE NAMEAPPEL LUKE EDWARD | 2. PAY GRADEE-4 | 3. YEAR(S) IN SERVICE3 | 4. MILITARY SERVICE AND COMPONENTMARINE CORPS, ACTIVE | 5. DATE OF INFORMATION2011 JAN 01 | 6. EXPERIENCE AND TRAINING HISTORY (In reverse chronological order) AND RELATED INFORMATION | EXPERIENCE HISTORY: | | OCCUPATION: 0811, Field Artillery Cannoneer PRIMARY OCCUPATION: MARINE CORPS, ACTIVE: CORPORAL, Pay Grade E-4 OCT 2010 - JAN 2011 (3 Months) MARINE CORPS, ACTIVE: LANCE CORPORAL, Pay Grade E-3 AUG 2008 - OCT 2010 (2 Years 2 Months) MARINE CORPS, ACTIVE: PRIVATE FIRST CLASS, Pay Grade E-2 DEC 2007 - AUG 2008 (8 Months) DUTY OCCUPATION: MARINE CORPS, ACTIVE: CORPORAL, Pay Grade E-4 OCT 2010 - JAN 2011 (3 Months) MARINE CORPS, ACTIVE: LANCE CORPORAL, Pay Grade E-3 AUG 2008 - OCT 2010 (2 Years 2 Months) MARINE CORPS, ACTIVE: PRIVATE FIRST CLASS, Pay Grade E-2 DEC 2007 - AUG 2008 (8 Months) OCCUPATION DESCRIPTION FROM SERVICE FILE FOR: 0811 (Description dates SEP 1975 - JAN 2011) As a member of a field artillery howitzer battery, cannoneers prepare artillery pieces and equipment for movement, combat, and firing. They inspect and prepare ammunition for firing, and perform the various jobs incident to firing such as, laying for elevation and deflection, loading the piece, and handling ammunition. Field artillery cannoneers...
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...1.4 THE PHASES OF SYSTEM DEVELOPMENT LIFE CYCLE Before get on to the phases of the System Development Life Cycle (SDLC), come we make clear our-self on the definition of the System Development Life Cycle (SDLC). System is a wide and a common term and is an exercise of mutually beneficial or interacting elements forming an integrated whole which a term that can be utilized in different industries. Hence, System Development Life Cycle (SDLC) is a constricted term that states the of six main stages to creating hardware system only, a software element only or that mixes with other software components to create the whole system of both to meet or exceed customer’s expected values. From the below figure 1 we can understand on the basic six phases...
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...of Managers & Trainers in TNA Upper Level Managers Organizational Analysis Middle Level Managers Trainers Do I have the budget to buy training services? Will managers support training? Is training important Do I want to spend to achieve our money on training? business objectives? How much? How does training support our business strategy? Person Analysis What functions or business units need training? Does the organization have the people with the knowledge, skills, and ability need to compete? Who should be trained? Managers? Professionals? Core employees? For what jobs can training make the biggest difference in product quality or customer service? How will I identify which employees need training? What tasks should be trained? What knowledge, skills, ability, or other characteristics are necessary? Task Analysis TRAINING INITIATIVES AT GODREJ Phase 1: NEED FOR CHANGE • • • • • Entire distribution of Godrej transferred to P&G 1995-Break-up of the joint venture between Godrej & P&G Rebuilding exercise 1995-TQM workshop Switch from a family-run business to a professionally managed company • Changed the earlier model of management hierarchy • Adopted a participative management model – team spirit – employee improvement programmers. Phase 2: Design (Instructional Objectives) ● Total Quality Management (TQM) workshop: for all its 5000 employees to help them connect to their job. 2)Parivartan: to train new as well as existing employees on various...
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...TRAINING SUPPORT PACKAGE (TSP) TSP Number / Title|805-W-0053 / Advanced Rifle Marksmanship 4 (Reflexive Fire - Day & Night)| Effective Date |01 Aug 2009 | Supersedes TSP(s) / Lesson(s) |This Training Support Package (TSP) supersedes all previous versions of this TSP.| TSP Users |All units conducting Warrior Transition Course. | Proponent |The proponent for this document is the U.S. Army Basic Combat Training Center of Excellence. | Improvement Comments |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: Director Basic Combat Training Doctrine and Training Development ATTN: Drill Sergeant Proponent USATC&FJ 4325 Jackson Blvd Fort Jackson, SC 29207- Telephone (Comm): (803) 751-6511 Telephone (DSN): 734-6511 e-mail: james.walthes@jackson.army.mil| Security Clearance / Access | Unclassified | Foreign Disclosure Restrictions|FD6. This product/publication has been reviewed by the product developers in coordination with the US Infantry School foreign disclosure authority. This product is releasable to students from foreign countries on a case-by-case basis.| PrefacePREFACE Purpose|This Training Support Package provides the instructor with a standardized lesson plan for presenting instruction for:| |Task Number Task Title Individual 071-311-2007 Engage Targets...
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...disrupts or interferes with the accomplishment of a unit’s mission. Any uncontrolled combat stress can impair mission performance and may bring disgrace, disaster, and defeat. The art of war aims to impose so much stress on enemy soldiers that they lose their will to fight. Both sides try to do this and at times accept severe stress themselves in order to inflict greater stress on the enemy. To win, you must control combat stress. The word “control” is better than the word “manage” to emphasize the active steps that leaders, supporting personnel, and individual Soldiers must take to keep stress within an acceptable range. This does not mean that control and management are mutually exclusive terms. Management is, by definition, the exercise of control. Within common usage, however, and especially within Army usage, management has the connotation of being a somewhat detached, number–driven, higher echelon process rather than a direct, inspirational, leadership process. Stress is the body’s and mind’s process for dealing with uncertain change and danger. Elimination of stress is both impossible and undesirable in either the Army’s combat or peacetime missions Combat and Operational Stressors Combat and operational stress will affect you and your Soldiers throughout your military careers. But, as a leader you must learn and teach your Soldiers to recognize the symptoms, and take steps to prevent or reduce the disruptive...
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...CAREERS What do psychologists do? If you are one of the thousands of new psychology students receiving this issue free, read on as Jon Sutton illustrates some potential career paths ahead of you psychological well-being. It’s demanding work. You would deal with a wide range of psychological difficulties and serious mental illnesses. Clinical psychologists work largely in health and social care settings, including hospitals, health centres, community mental health teams, child and adolescent mental health services, and social services. They usually work as part of a team with, for example, social workers, medical practitioners and other health professionals. Most clinical psychologists work in the NHS, but some work in private practice. Others work as teachers and researchers in universities, adding to the evidence base of the profession. The work is often directly with people, assessing their needs and providing therapy based on psychological theories and research. But as Glenda Wallace (a UK psychologist now working with Otago District health Board in Dunedin, New Zealand) explains, these people can be a great resource themselves: You are face to face with another human being who can bring you richness, and if you are lucky you can give them something back. This is not dismissing our profession, but acknowledging that people are a wonderful resource even without the wealth of theory under their belt that we are supposed to have. A lthough this may be the first step...
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...Chapter 3: Leading Situations 110 Lesson 3: Decision Making and Problem Solving Unit 2: Leadership Theory and Application LESSON 3: DECISION MAKING AND PROBLEM SOLVING INTRODUCTION — PUTTING YOUR LEADERSHIP SKILLS IN PERSPECTIVE As we have indicated throughout your previous JROTC lessons, leadership is the process of influencing others by providing purpose, direction, and motivation while operating to accomplish the mission and improving the organization. Purpose gives subordinates a reason why they should do different things, sometimes under stressful circumstances. Direction shows what must be done. Through motivation, leaders give subordinates the will to do everything they are capable of doing to accomplish a mission. LEADERSHIP FRAMEWORK Recall the fundamentals of BE, KNOW, and DO. As you can clearly see, they are deeply embedded throughout the leadership framework illustrated below. The top of this framework shows the four categories of things that leaders must BE, KNOW, and DO. They are values, attributes, skills, and actions. The bottom lists the dimensions of leadership, grouped under these four categories. The dimensions consist of the seven values and 15 subcategories under attributes, skills, and actions. Leadership starts at the top, with the character of the leader, with your character. In order to lead others, you must first ensure your own house is in order. Leadership begins with what the leader must BE, the values and attributes...
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...BTEC Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diplomas in Sport For first teaching from September 2006 Issue 2 March 2007 Specification Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diplomas in Sport Edexcel, a Pearson company, is the UK’s largest awarding body offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning here and in over 100 countries worldwide. We deliver 9.4 million exam scripts each year, with 3 million marked onscreen in 2005. Our qualifications include GCSE, AS and A Level, GNVQ, NVQ and the BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas and Foundation Degrees. We also manage the data collection, marking and distribution of the National Curriculum Tests at Key Stages 2 and 3, and the Year 7 Progress Tests. References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Jim Dobson Prepared by Dominic Sutton Publications Code BF017349 All the material in this publication is copyright © Edexcel Limited 2007 Essential principles for delivering a BTEC This specification contains the rules...
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...Project aims and Objectives This proposal is aimed at providing ways of developing the Major three ‘three’ places which stands of Inspired facilities, Iconic Facilities, and the Protecting Playing Field representing Sports England. The objectives are to be achieved through various strategies depending on each place and the through the market research. The following methods are to be used to develop the above objectives(McLeish, 2011, pg44-65) 1. Event management 2. Opinion pieces 3. Feature articles 4. Journalist briefing 5. Email newsletters 6. Press release 7. Press conference 8. Interviews and editorial contributions Project Deliverables Its mandatory for a company to follow basic rules and techniques of supplier as a way of evaluating better plans for holding an event in a recommended place. The project is to deliver services according to the required specifications in the tender as required by the company(Mcginn, 2008, pp. 110-115). a) Inspired Facilities This involves the availability and the ease of individual as being part of the local community activities and being part of the volunteer groups as a way of improving and developing of clubs, and at the same time modify the non supporting events int o modern sporting facilities(Matthews, 1996, pp. 35-50). b) Iconic Facilities This was developed dependimg on the basis of the London 2012 inspiratioal extract extract as a way of improving the local upcoming teams from the...
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...The Quantity vs. Quality in Special Forces Review of Literature Carlos Falcón Saldaña MBA 525 Abstract Special Forces (SF), or more comely called “Green Berets” have a long and prestigious historical roots that stem from the elite Army formations of World War II and the Office of Strategic Service (OSS). In fiscal year 2015, the Army is looking for about 3,000 candidates to attend Special Forces Assessment and Selection, officials from the Special Operations Recruiting Battalion (SORB) said. Recruiters are seeking about 2,000 active-duty enlisted soldiers, 1,540 new recruits (for the 18X program), and about 400 active-duty officers. (Tan, 2015) With the US Army’s draw down and many SF Soldiers getting out for various reasons (Retirement, Medical Discharge, Career Opportunities) the US Army had to do something and something quick to keep the number of SF soldiers in the ranks. The re-birth of an old program seem to be the solution for this problem. This paper will identify the Quantity vs. Quality in Special Forces and in the SF Soldiers and identify why this program was “Moth-Balled” in the first place. Chapter I Introduction Introduction Special Forces (SF), Green Berets were first formed from the Office of Strategic Service (OSS) back from WWII. The OSS was formed in World War II to gather strategic intelligence and conduct operations behind enemy lines in support of resistance groups in Europe and the Far East. After the war, individuals such as Colonel Aaron...
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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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...OPENING & CLOSING LINES OPENING STATEMENTS - My best staff sergeant; his performance is often characterized by unmatched excellence...promote! - Clearly a superior Element Leader--his sought after abilities greatly impact beyond his career field! - Stellar performer, whose duty performance and job knowledge continually set the example for his peers! - Dynamic, take-charge leader who motivates subordinates to achieve their highest levels of performance - Natural leader who inspires his subordinates to excel--can be relied on to execute any mission flawlessly! - Superb NCO whose advanced expertise and myriad accomplishments are an invaluable asset to the wing! - SSgt Dribble is a first-rate patrol leader who can be relied upon to execute any mission flawlessly - Superior Airman in a class of her own; her many accomplishments sets the example for others to emulate - Competence and professionalism highlight this Airman’s character, duty performance and drive to excel - Top performer; duty performance and job knowledge continually set the example for his peers - Stellar performer for whom not task is too difficult--simply give him a goal or a challenge and get out of his way! - Talented professional for whom no task is too difficult, she sets the tone for excellence amongst her peers! - Exemplifies leadership--demonstrates the ability to handle the most difficult and challenging tasks - Dynamic, take-charge NCO inspiring and empowering...
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...(Last updated April 2010) Königinstraße 5 80539 München Tel.: (089)2888-0 http://munich.usconsulate.gov DOCTORS AND MEDICAL SERVICES – MUNICH The U.S. Consulate General Munich, Germany, assumes no responsibility or liability for the professional ability or reputation of, or the quality of services provided by, the following persons or clinics. Inclusion on this list is in no way an endorsement by the Department of State or the U.S. Consulate. Names are listed alphabetically, and the order in which they appear has no other significance. The information in the list on professional credentials, areas of expertise and language ability are provided directly by the physicians. You may receive additional information about individuals by contacting the local medical association (or its equivalent) or the local licensing authorities. NOTE: Medical service in Germany is of a high standard. Charges for private patients can be approximately the same as those assessed in the United States but vary from physician to physician. University professors are likely to charge higher fees than other doctors on the list. These fees, however, in view of the physicians’ standing in the medical community are not considered excessive. Tourists should be prepared to pay in cash when they visit a doctor. For hospital admittance, except in emergency cases, a deposit is usually required to cover a five day stay. All cities, town and rural areas in Bavaria will have University, City...
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...LEADERSHIP AND EXPECTATIONS: PYGMALION EFFECTS AND OTHER SELF-FULFILLING PROPHECIES IN ORGANIZATIONS Dov Eden Tel Aviv University The Pygmalion effect is a type of self-fulfilling prophecy (SFP) in which raising manager expectations regarding subordinate performance boosts subordinate performance. Managers who are led to expect more of their subordinates lead them to greater achievement. Programmatic research findings from field experiments are reviewed, and our present knowledge about the Pygmalion effect in the management of industrial, sales, and military organizations is summarized. A model is presented in which leadership is hypothesized to be the key mediator through which manager expectations influence motivation, effort, and performance. The subordinate self-efficacy, performance expectations, behaviors that comprise the Pygmalion Leadership Style are described. Besides creating the one-onone Pygmalion effect, additional ways for managers to assert their leadership by creating productive organizationwide SFP are suggested. An agenda for research on SFP applications is proposed. Expectations play an important role in determining leadership effectiveness. Scholars and practitioners have assumed for a long time that leaders who expect more get more (e.g., Likert, 1961, 1967; McGregor, 1960). Despite this general awareness, until recently there was little empirical research illuminating how and why leader expectation effects operate...
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