Term
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Definition
| Training Units and Developing Leaders |
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Term
| What ADP Covers Training Units and Developing Leaders? |
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Definition
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Term
| What is the Army’s life-blood? |
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Definition
| Unit training and leader development |
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Term
| What are the three training domains the Army uses? |
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Definition
1. Institutional
2. Operational
3. Self-development |
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Term
| Who is responsible for training units and developing leaders? |
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Definition
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Term
| How do Commanders exercise the responsibility to train units and develop leaders? |
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Definition
| Commanders exercise this responsibility through formal and informal chains, assisted by other officers and noncommissioned officers, through the development and execution of progressive, challenging, and realistic training |
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Term
| Where does training begin for Soldiers? |
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Definition
| Training begins in the generating force |
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Term
| Soldiers and leaders should train to master what? |
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Definition
| both the individual and unit collective tasks that support the unit’s mission-essential tasks |
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Term
| Who must train as part of a combined arms team? |
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Definition
| Individuals, teams, sections, and units train to standard as part of a combined arms team |
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Term
| What Training Events or Events link together as a comprehensive progressive and sequential training and leader development program, providing the experiences necessary for building ready units? |
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Definition
| Major training events, combat training center exercises, and operational deployments |
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Term
| What must Commanders do to ensure leaders can meet the prerequisites to attend and get the most benefit from institutional training? |
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Definition
| Unit commanders must allocate time during operational assignments |
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Term
| Who supports both the operating and generating forces? |
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Definition
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Term
| What is the Major benefit to having Army Civilians supporting our forces? |
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Definition
| Army civilians provide the skills and continuity essential to the functioning of Army organizations and programs |
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Term
| What is considered as important as institutional training and operational assignments? |
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Definition
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Term
| Who is responsible for Self-development training? |
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Definition
| Self-development is a personal responsibility |
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Term
| What is the purpose of Self-development? |
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Definition
| Self-development enhances qualifications for a current position or helps prepare an individual for future positions |
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Term
| What must Soldiers and Civilians do to understand both personal strengths and gaps in skills, knowledge, and behaviors? |
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Definition
| all Soldiers and civilians must be completely honest with themselves to understand their strengths and weaknesses |
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Term
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Definition
| The Army trains to provide ready forces to combatant commanders worldwide |
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Term
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Definition
| Units train in garrison and while deployed to prepare for their mission and adapt their capabilities to any changes in an operational environment |
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Term
| What is the institutional training domain? |
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Definition
| The Army’s institutional training and education system which includes training base centers and schools that provide initial training and subsequent professional military education for Soldiers, Military Leaders and Army Civilians. |
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Term
| What is the Operational Training domain? |
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Definition
| training that organizations conduct at home stations, maneuver combat training centers, during joint exercises, at mobilization centers and while operationally deployed |
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Term
| What is the self-development training domain? |
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Definition
| goal oriented learning that reinforces and expands the knowledge base, self-awareness, and situational awareness and it compliments institutional and operational learning and enhances professional competence and professionalism |
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Term
| What does Individual training allow? |
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Definition
| Individual training allows individuals to master fundamental skills |
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Term
| What integrates and synchronizes the skills learned at the individual skill level? |
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Definition
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Term
| What is the basis for collective proficiency? |
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Definition
| Individual skill proficiency |
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Term
| What does Training in units focuses on? |
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Definition
| improving unit, Soldier, and leader proficiencies |
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Term
| Who ensures unit training plans are prioritized and collective training executed to maximize the operational performance of the unit? |
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Definition
| Commanders and other leaders |
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Term
| What do Soldiers and Army civilians cycle between throughout their careers? |
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Definition
| the institutional and operational training domains |
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Term
| What compliments training, education, and experiences gained in both schools and unit assignments? |
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Definition
| Structured, guided, and individualized self-development programs |
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Term
| What is critical in maintaining awareness of individual skills? |
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Definition
| Documentation of individual training in all venues |
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Term
| What is a continuous and progressive process, spanning a leader's entire career? |
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Definition
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Term
| What is the Army Committed to? |
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Definition
| The Army is committed to training, educating, and developing its leaders |
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Term
| What develops leaders and prepares them for assignments of increased responsibility? |
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Definition
| Training, education, and experience in the schools and units |
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Term
| What is essential to unit readiness and successful deployments? |
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Definition
| Competent and confident leaders |
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Term
| Who is responsible for ensuring their units are capable of performing their missions? |
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Definition
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Term
| Can commanders delegate the responsibility of ensuring units are capable of performing their missions? |
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Definition
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Term
| What makes a quantitative and qualitative difference in unit training and leader development? |
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Definition
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Term
| How do Commanders apply the operations process to training? |
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Definition
| they use the steps: plan, prepare, execute, and assess |
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Term
| How do Commanders Drive the process of Training? |
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Definition
| They drive the process by understanding, visualizing, describing, directing, leading, and assessing unit training and leader development |
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Term
| How do Commanders describe their end state? |
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Definition
| through guidance and orders |
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Term
| What does the Acronym TADSS stand for? |
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Definition
training aids, devices, simulators, and simulations
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Term
| What does the Acronym ITE Stand for? |
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Definition
| integrated training environment |
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Term
| Can the Army afford to conduct all training in a live environment? |
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Definition
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Term
| What must commanders do to save cost but still give Soldiers tough realistic training? |
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Definition
| They must use the ITE and TADSS to save costs and also ensure that the training is as realistic and tough as possible |
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Term
| How do Commanders build trust and initiative in subordinates? |
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Definition
| by giving subordinates latitude in determining how to train their units to achieve the desired end state |
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Term
| What Collective tasks should a unit train on? |
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Definition
| Only those collective tasks that are essential to that unit’s mission |
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Term
| How should Units employ effective collective training? |
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Definition
| based on the Army principles of unit training |
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Term
| What must Collective training be? |
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Definition
| Training must be relevant, rigorous, realistic, challenging, and properly resourced |
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Term
| Collective training provides the full range of experiences needed to produce what? |
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Definition
| agile, adaptive leaders and Soldiers, and versatile units |
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Term
| What are the 11 principles of unit training? |
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Definition
1. Commanders and other leaders are responsible for training
2. Noncommissioned officers train individuals, crews, and small teams
3. Train to standard
4. Train as you will fight
5. Train while operating
6. Train fundamentals first
7. Train to develop adaptability
8. Understand the operational environment
9. Train to sustain
10. Train to maintain
11. Conduct multi-echelon and concurrent training
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Term
| Who is responsible for the training proficiency of their respective organizations and subordinates? |
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Definition
| Subordinate leaders; NCO's |
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Term
| Who are the primary trainers of enlisted Soldiers, crews and small teams? |
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Definition
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Term
| Who helps officers train units? |
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Definition
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Term
| Who develops and conducts training for their subordinates that supports the unit training plan, coachs Junior NCOs, advise senior leaders, and helps develop junior officers? |
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Definition
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Term
| What do leaders need to establish and enforce to ensure their organizations meet mission requirements? |
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Definition
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Term
| What do Leaders need to ensure their organization meets mission requirements? |
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Definition
| Leaders need to know and enforce standards |
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Term
| If no Standard exists, what should happen? |
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Definition
| The Commander should establish one and the next higher Commander should approve it |
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Term
| What does Train as you will fight mean? |
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Definition
| means training under an expected operational environment for the mission |
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Term
| Commanders and other leaders should replicate cultural settings as much as possible during training how can they do that? |
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Definition
| using role players or actual mission partners |
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Term
| Why do you continue to train while you are deployed or in continuous operations? |
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Definition
| As units operate, they learn from formal and informal after action reviews and can address changes in tactics, techniques, and procedures that affect the operation |
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Term
| What fundamentals must units at every echelon master in order to accomplish their missions? |
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Definition
| Basic soldiering, the Warrior Tasks, battle drills, marksmanship, fitness and MOS proficiencies |
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Term
| Units proficient in fundamentals are more capable of accomplishing what? |
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Definition
| higher level, more complex collective tasks that support the unit’s mission-essential task list |
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Term
| How do Soldiers and Leaders develop Adaptability? |
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Definition
| from training under complex, changing conditions, with minimal information available to make decisions |
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Term
| What leaders attribute results from training under complex, changing conditions, with minimal information available to make decisions? |
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Definition
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Term
| What establishes the conditions that units must meet for training? |
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Definition
| The unit training management operation order |
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Term
| What programs must Unit training plans incorporate? |
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Definition
| programs that improve individual and collective mental and physical fitness |
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Term
| Why must Units conduct maintenance? |
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Definition
| to ensure equipment is serviceable and available for the conduct of training and for mission accomplishment |
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Term
| What training technique allows for simultaneous training of more than one echelon on different or complementary tasks known as? |
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Definition
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Term
| What does Training multiple tasks concurrently do? |
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Definition
| preserves valuable time while capitalizing on the opportunity to train related tasks at the same time |
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Term
| Why should Leaders follow the principles of leader development? |
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Definition
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Term
| What provides leaders with enough fundamental information to help them contribute to unit collective capabilities on the day they arrive in the unit? |
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Definition
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Term
| When does most Leader Development occur? |
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Definition
| during operational assignments |
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Term
| What do Leaders learn during operational assignments? |
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Definition
| leaders learn to adapt to new situations and develop on the job through training and education and they also develop through challenging, unfamiliar experiences that require them to adapt theory to reality |
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Term
| What happens when a Soldier or Leader makes a mistake? |
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Definition
| They Learn from the mistake |
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Term
| What is considered the crucible of leader development? |
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Definition
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Term
| What are the Army’s seven principles of leader development? |
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Definition
1. Lead by example
2. Develop subordinate leaders
3. Create a learning environment for subordinate leaders
4. Train leaders in the art and science of mission command 5. Train to develop adaptive leaders
6. Train leaders to think critically and creatively
7. Train your leaders to know their subordinates and their families |
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Term
| Which training principle prepares units and individuals to be resilient? |
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Definition
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Term
| Good leaders understand they are role models for others what is it they should reflect for subordinates and peers? |
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Definition
They should reflect the desired leader characteristics and Lead by Example
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Term
| What is one of the most important functions of a Leader? |
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Definition
| developing subordinate leaders by training subordinates to be successful tactically and technically and to be prepared to assume positions of greater responsibility |
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Term
| What type of Learning environment should Leaders create in their unit for their subordinates? |
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Definition
| an environment that allows subordinates to try different solutions to problems and that they can attempt innovative solutions to problems |
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Term
| What happens when Leaders in the unit create an environment where mistakes are not tolerated? |
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Definition
| Soldiers will not attempt to solve problems on their own out of fear of making mistakes |
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Term
| How should mistakes be handled by Leaders in a unit? |
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Definition
Leaders should establish an environment for subordinates that allows subordinate leaders to make honest mistakes without prejudice and remember that they will learn more from their mistakes
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Term
| Can Soldiers train on every task for every condition? |
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Definition
| No; They cannot train on every task for every condition, they should excel at a few tasks and then be able to adapt to new tasks |
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Term
| Training must enable leaders to respond to unexpected conditions in what type of way? |
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Definition
| in a positive and constructive way |
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Term
| What must Leaders be able to do for challenging problems? |
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Definition
| Leaders must be able to analyze challenging problems |
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Term
| How many levels down should All Leaders know their subordinates? |
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Definition
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Term
| What should all leaders know about their subordinates two levels down? |
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Definition
| their Strengths, weaknesses and capabilities |
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Term
| The Army trains Leaders to know and help not only their subordinates but who else? |
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Definition
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Term
| What is the primary focus of a unit when not deployed? |
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Definition
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Term
| What should the intensity of Training be when not deployed? |
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Definition
| It requires the same level of detail, intensity, and focus that a unit applies to deployed operations |
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Term
| What provides a common framework for units to plan, prepare, execute, and assess training and to integrate leader development into training plans? |
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Definition
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Term
| What Unit level uses military decision making process (MDMP) to develop unit training plans? |
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Definition
| Battalion Level and higher |
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Term
| What does Company Level use to develop unit training plans? |
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Definition
| Troop Leading Procedures (TLP’s) |
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Term
| What is the purpose of unit training? |
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Definition
| The purpose of unit training is to build and maintain ready units to conduct unified land operations for combatant commanders. |
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Term
| What do units build once they master individual and collective tasks under the conditions of their anticipated operational environment? |
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Definition
| Flexibility, integration, lethality, adaptability, depth and synchronization capabilities |
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Term
| What will Good Training do to Soldiers and Leaders confidence and abilities? |
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Definition
Good training gives Soldiers confidence in their abilities and the abilities of their leaders, forges trust, and allows the unit to adapt readily to new and different missions
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Term
| What do Leaders use training events for? |
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Definition
| to train, educate, and give experience to subordinates |
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Term
| Who’s Job is it to coach and teach, provide feedback on performance, make on-the-spot corrections, and conduct after action reviews? |
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Definition
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Term
| What is the primary means for developing leaders? |
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Definition
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Term
| What is the definition of a METL? |
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Definition
| METL is the doctrinal framework of fundamental tasks for which the unit was designed |
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Term
| What does METL stand for? |
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Definition
| Mission Essential Task List |
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Term
| What is the goal of METL proficiency? |
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Definition
The goal of METL proficiency is to enable the unit to adapt to unexpected situations during mission execution
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Term
| What unit level has a Standardized unit METL? |
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Definition
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Term
| Who standardized Brigade and above METL’s? |
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Definition
| The Department of the Army |
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Term
| What unit levels develop their own unit METL’s? |
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Definition
| Battalions and companies develop their own METL’s to support their higher headquarters |
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Term
| What drives the focus of its training? |
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Definition
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Term
| What does Collective task proficiency result from? |
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Definition
| from developing tactical and technical, individual, leader, and lower-level collective skills through instruction, experience, and repetitive practice |
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Term
| Why do Commanders develop a unit training plan? |
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Definition
| to develop collective task proficiency |
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Term
| How is The unit training plan is expressed to the Unit? |
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Definition
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Term
| What type of approach do unit training plans use that progressively and systematically builds on successful task performance before progressing to more complex tasks? |
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Definition
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Term
| What is The start point for training a task is based on? |
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Definition
| the leader’s assessment of current task proficiency |
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Term
| Does the start point for training have to be the crawl or walk only phase? |
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Definition
| No; start point can be at the crawl, walk, or run level |
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Term
| Once Soldiers have met the standards of a task, how do leaders challenge their Soldiers? |
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Definition
| by changing the conditions of the task to make it more challenging |
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Term
| What does changing the conditions of a task do? |
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Definition
| forces Soldiers and leaders to apply previous experience to the new problem |
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Term
| How long should Soldiers train on a task? |
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Definition
| until they master the task |
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Term
| Who can assess the readiness of a mission-essential task? |
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Definition
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Term
| What do subordinates provide in order to enable the Commander to assess the readiness of a mission-essential task? |
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Definition
| After Actions Reviews (AAR) |
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Term
| What does the Commander use to assess the unit’s readiness to conduct its mission? |
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Definition
| AAR’s, personal observations, and judgment |
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