MILITARY INSTRUCTIONAL

TRAINING METHODOLOGY
 Consists of 5 chapters

1. Fundamentals of military training methodology

2. Core domains of military training methodology

3. Military training methodology instruction

4. Conduct and evaluation of military training methodology

5. Introduction to training plan and program

 CHAPTER ONE

Fundamentals Of Military Training Methodology

 Including 4 parts

Part one:
Definition of military training methodology and its importance
Part two:
principles of military training methodology
Part three:
Leaders and commanders situation analysis in military training
Part four :
guidelines for military training
 Part one:
Definition of military training methodology and its
importance
 What is the difference between
• Education
• Training
• Teaching
• Learning
• development
• Methodology ?
• Education - What a person has mentally learned from their
high school and college courses.
• Training - the specific skills they learned or specific skills which
were covered during the training process.
• Teaching: an attempt to help the trainee acquire some new
information, skill attitude and value.
• Learning: is a permanent change of behaviour.
• Development - After the education and training process,
development is building upon the basic knowledge and skill the
person has with the purpose of improving their performance
• Methodology :-a set of methods, rules, or ideas that are
important in a science or art : a particular procedure or set of
procedures
 The Importance Of Military Training
Methodology

• To create competent, confident, adaptive soldiers, leaders and

units trained and ready to fight and win our future battles.
• It is a sound investment for the challenges of tomorrow

• To create mutual respect and trust between trainee and trainer.

• It develops Individuals, Groups, and formations so that they can

contribute to that success in the fullest possible way.
 PART TWO:

Principles Of Military Training

Methodology
1. Commanders are Responsible for Training.

2. NCOs Train Individuals, Crews, and Small Teams.

3. Train as a Combined Arms and Joint Team.

4. Train for Combat Proficiency.

• Realistic Conditions

• Performance-Oriented.
 cont...

5. Train to Standard Using Appropriate Doctrine.

6. Train to Adapt.

7. Train to Maintain and Sustain.

8. Train Using Multi echelon Techniques.

9. Train to Sustain combat Proficiency.

10. Train and Develop Leaders.

 1. Commanders are Responsible for Training.
To accomplish their training responsibility, commanders must:
• Be present at training to maximum extent possible.
• Base training on mission requirements.
• Train to applicable Army standards.

• Assess current levels of proficiency.

• Provide the required resources.

• Develop and execute training plans that result in proficient

individuals, leaders, and units.
2. NCOs Train Individuals, Crews, and Small Teams
• NCOs are responsible for conducting standards based,
performance-oriented, battle focused training.
support the unit’ s
collective mission essential tasks.

plan, prepare, rehearse, and execute training; and

evaluate training and conduct after action reviews to provide
feedback to the commander on individual, crew, and small team
3. Train as a Combined Arms and Joint Team
• Seize areas previously denied by the enemy.
• Dominate land operations.
• Provide support to civil authorities.
• Army forces seldom operate unilaterally.

Joint interdependence from the individual, crew, and small team to the
operational level requires.

Training to develop experienced, adaptive leaders, soldiers, and

organizations prepared to operate with joint and multinational forces
and to provide interagency unity of effort.
4. Train for Combat Proficiency
• Units must train to standard under realistic conditions.
• Requires hard work by commanders, staff officers, unit leaders,
and soldiers.

• Commanders and leaders must be willing to accept less than

perfect results initially and demand realism in training.

 A. Realistic conditions
• physically challenging training excite and motivates soldiers and
leaders.
• Realistic training builds competence and confidence by
developing and honing skills, and inspires excellence by fostering
initiative, enthusiasm, and eagerness to learn.
B. Performance-Oriented
• Units become proficient in the performance of critical tasks and
missions by practicing the tasks and missions.

• Soldiers learn best by doing, using an experiential, hands-on

approach.
 5. Train to Standard Using Appropriate Doctrine
• Training must be done to the Army standard and conform to
Army doctrine.
• mission tasks involve emerging doctrine .
• commanders establish the tasks, conditions and standards
using mission orders and guidance, lessons learned from
similar operations, and their professional judgment.
6. Train to Adapt
• Commanders train and develop adaptive leaders and units,
and prepare their subordinates to operate in positions of
increased responsibility.
• Competence, confidence and discipline promote ,initiative and
enable leaders to adapt to changing situations and conditions.
7. Train to Maintain and Sustain
.Soldier and equipment maintenance is a vital part of every
training program.

.Soldiers must become experts in both the operation and

maintenance of their equipment
8. Train Using Multi Echelon Techniques
• Train leaders, battle staffs, units, and individuals at each echelon
of the organization simultaneously.
• Maximize use of allocated resources and available time.
• Reduce the effects of personnel turbulence.
9. Train to Sustain Proficiency
• Individuals and units have trained to a required level of
proficiency.
• Leaders must structure individual and collective training plans to
retrain critical tasks at the minimum frequency necessary to
sustain proficiency.
. Sustainment training must occur often enough to train new soldiers
and minimize skill decay.
10. Train and Develop Leaders
- Commanders have a duty and execute a vital role in leader training
and leader development.
- Leaders teach subordinates how to fight and how to train.
- They mentor, guide, listen to, and “think with” subordinates
 Part Three:
Leaders and commanders role in terms of military

training situation
 Develop METL on Sequence

A. Analyse assigned mission and identify specified and implied tasks.

B. Analyse operation environment and external guidance.

C. Review next higher commander’s mission and METL (Mission
Essentials Task List) followed by restating op mission.
D. Identify collective tasks that support higher organization's
restated mission.
– Select tasks critical for mission accomplishment.

– These tasks become METLs.

E. Sequence METL tasks as they are expected to occur during
mission execution.
Brief next higher commander and obtain approval of METL.
F. Provide approved METL to lower unit / sub unit and
commanders.
 Commanders and Training
Effectively commanders contribute the following significant

A. Develop and communicate a clear vision

• based on a comprehensive understanding of the following:-
a) Mission, doctrine, and history.
b) Enemy/threat capabilities.
c) Operational environment.
d) Organizational and personnel strengths and weaknesses.
B. Train one Echelon below and evaluate two Echelons below
• Commanders are responsible for training their own unit and one
echelon below, Commanders evaluate unit’s two echelons below.

C. Require Subordinates to understand and perform their

roles in Training
• teach subordinate trainers how to train and how to fight
and focuses on the organization’s wartime mission.
D. Train all elements to be proficient on their mission essential tasks
•Commanders must integrate and train to Army standard all BOS, within
selected mission essential tasks.

• Training plans to coordinate resources with sufficient lead-time.

E. Develop Subordinates
• Competent and confident leaders build cohesive organizations with
a strong chain of command, high morale, and good discipline.
F. Personal Involvement
• Senior commanders are present during the conduct of
training as much as possible.
• provide experienced feedback to all participants.
G. Demand Training standards are achieved

some tasks may not be performed to standard, Therefore,

they design time into training events to allow additional
training on tasks not performed to standard.
 H. Ensure proper task and event discipline
• Senior leaders ensure junior leaders plan the correct task-to-
time ratio.
I. Foster a command climate that is conducive to good Training

Commanders create a climate that rewards subordinates who are

bold and innovative trainers.
 J. Eliminate Training distractions
• Administrative support burdens cannot be ignored; however, they can be

managed using an effective time management system.

k. Top-Down/Bottom-Up Approach to Training

Guidance, based on wartime mission and priorities, flows from the

top-down and results Input from the bottom up.

Centralize planning to provide a consistent training focus from the

top to the bottom of the organization. However, they decentralize

execution to ensure.
 PART FOUR :
Guidelines For Military Training
 Guiding rules for Military Training
Methodology

• Responsibility for success on the future battlefield rests on the

shoulders of today’s Army leaders at all levels.

• To ensure this success, all leaders must focus training on war

fighting skills, and make that training the priority.

 Case study

summery

end