VIEWS: 52 PAGES: 5 CATEGORY: Science & Technology POSTED ON: 6/11/2010
CSMMoyer 's article succinctly identified key challenges facing our FA leaders - skills atrophy due to multiple nonstandard missions and limited time to reset in the Army Force Generation (ARFORGEN) cycle.1 In direct support of the Chief of FA's FA Campaign Plan to Sustain Soldiers, Leaders, and Families, Win the Current Fight, Reset, and Transform for Future Operations, this article highlights how the officer and WO professional military education (PME) courses are adapting to balance the training and education requirements to produce a competent, confident and technically and tactically proficient FA leader.2 Outcomes Based Training and Education Environment (OBTE) - the How. [...] the students' last requirement in the Targeting Phase is a seminar on contemporary topics dealing with today's Army and its future.
1LT Paul Keller (Foreground), a Student at the Field Artillery Captain’s Career Course (FACCC), Fort Sill, Oklahoma, listens to a description of the Reset block of the FACCC, 8 April 2009. (Photo by Jason Scott Kelly) PME for FA Officers and Warrant Officers fires” during the past year from Task, By LTC Christopher P. Talcott, MAJ Cornelius L. Morgan Condition and Standards training focused and CW3 Scott W. McKnight, all FA on teaching our leaders “what to think” to the OBTE philosophy, using the Adap- T tive Leader Methodology (ALM), which he “how” and “what” of educat- to reset in the Army Force Generation educates our leaders on the “how to think.” ing Field Artillery (FA) officers (ARFORGEN) cycle.1 Major (R) Don Vandergriff’s instructional and warrant officers (WO) is a In direct support of the Chief of FA’s ALM focuses the learner on the “why” hot topic within Training and Doctrine FA Campaign Plan to Sustain Soldiers, and encourages an interactive student- Command (TRADOC) and the US Leaders, and Families, Win the Current centered learning environment vice the Army FA School (USAFAS) at Fort Fight, Reset, and Transform for Future traditional instructor-centered one. Sill, Oklahoma. The article “MTTs— Operations, this article highlights how Traditional instructor-centered learn- Resetting FA Core Competencies” by the officer and WO professional military ing (such as PowerPoint learning) uses CSM (R) Jeffrey L. Moyer written for education (PME) courses are adapting demonstrations and lectures as the basis the July-September 2008 edition of Fires to balance the training and education to impart knowledge.3 In contrast, ALM Bulletin appropriately highlighted a need requirements to produce a competent, focuses the instructor to use techniques to restore core-competency training confident and technically and tactically that require the learner to participate in our professional military education proficient FA leader.2 actively in this process. Techniques like courses. CSM Moyer’s article succinctly Outcomes Based Training and Educa- case studies, discovery learning, simula- identified key challenges facing our FA tion Environment (OBTE)—the How. tions, Problem-Based Learning (PBL) leaders—skills atrophy due to multiple PME for the Officer Education System and Inquiry Learning are used in the nonstandard missions and limited time (OES) at USAFAS has been “shifting classroom. The “product” we produce, 34 March-April 2009 • using ALM, are leaders whose learning (manual gunnery, automated, ballistics that fight as well with officers from Fort creates higher cognitive level outputs and troubleshooting). Following gunnery, Riley, Kansas, coming to Fort Sill. The (creating, evaluating and analyzing) vice the captains spend four weeks resetting “product” of our FACCC is a captain lower cognitive levels (remembering and their core-competency Artillery skills in ready to execute his job as a battalion fire understanding). fire direction, delivery systems and fire support officer, battalion fire direction With that, USAFAS and the institutional support. Battery command and leader- officer or battery commander. training that occurs at the Fires Center ship instruction are also a part of the core FACCC Initiatives. FACCC education of Excellence at Fort Sill is commit- competency block and are taught early includes a greater emphasis on cultural ted to providing the best educational in the course as a foundation. The last understanding. Fort Sill employs outside practices available to produce the Field focus of the core competency block is university professors to educate captains. Artilleryman who is military occupational nonlethal operations which includes the Most recently, a Middle East expert from specialty (MOS)-qualified and ready to embedded Tactical Information Opera- Cameron University, Lawton, Oklahoma, provide lethal and nonlethal expertise to tions Course. conducted a lecture for FACCC. A second your unit. The rest of this article highlights The lethal and nonlethal integration initiative includes media training. Stu- FA OES courses as we evolve and develop block incorporates command and control, dents have the opportunity, in cooperation the techniques necessary to incorporate current hybrid combat operat
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