Enclosure
1
Vignette
Title:
Conduct
Movement to Contact (011)
Echelon: Infantry
Battalion
Leader
Skill: Tactical
Target
Audience: Company-
and Platoon-Level Leaders
Methodology: Seminar/Small-Group
Discussion
Vignette
Instructor Guide
1.
References:
-
FM
22-100, Army
Leadership,
August
1999, Chapter 4, Subj: Direct Leadership Skills, pp.4-47 to 4-48, Tactical.
-
FM
71-3, The
Armored and Mechanized Infantry Brigade,
January
1996.
-
ARTEP
7-94-MTP, Mission
Training Plan for the Infantry Battalion,
October
1989.
-
IBCT O&O, 30 June 2000 (Final).
-
IBCT SOP(s).
-
IBCT Tactical References.
2.
Purpose.
This
vignette is designed to stimulate leader discussions on conducting a movement
to contact. Additionally, it highlights coordination requirements in a joint
coalition and asymmetric environment.
3.
Instructions
for Leader.
a.
This vignette is designed to assist in the development of sound judgment, understanding
decision parameters of the higher commander, using creative thinking in problem-solving
and recognizing the underlying short- and long-term issues that may impact
a unit in this scenario. Small and large group discussions should develop innovative
ideas and concepts to address the "non-standard" and/or "non-doctrinal" situations
surrounding the situation presented in this vignette. b.
Prior to conducting this training, familiarize yourself with the contents of
this vignette and the listed references. As appropriate, provide your training
groups copies of excerpts from those references that you feel are especially
relevant to your particular training objectives. As a minimum, have at least
one copy of all appropriate references at your training location. You will
also need to provide students copies of the training support material contained
in the appendices accompanying this vignette. c.
Determine the training support materials you will need for your training, such
as butcher paper, magic markers, overhead projectors, and ensure that all support
materials are available at the training location. d.
Explain the purpose of the vignette and provide copies of Appendix A (Soldier
Support Material), the reference list and/or appropriate excerpts to your audience.
Using an overhead projector, butcher paper, or chalkboard, provide the scenario
to your audience. Ensure that you provide them copies of appropriate supporting
materials or that those materials are available for them to view. Read the
first requirement to your audience, clearly stating the expected outcome(s)
of their small group discussions. Provide the groups with start and end times
for the requirement (can be adjusted if required). Issue points designed to
generate discussion on this topic are provided in the requirement paragraph.
The instructor has the option of either assigning selected points to specific
groups, pick specific points for each group to address, or have each group
address all discussion points (time available may be a factor). Concluding
large group discussions should highlight innovative concepts and/or strategies
to properly address the issues presented by this vignette. This is an excellent
opportunity for junior leaders to address leader issues one to two echelons
above their positions. e.
Divide your training audience into small groups of leaders of equal rank or
positions. Each group should discuss issues surrounding the situation presented
in this vignette. In some cases, identification of 2d and 3d level effects
is appropriate. It may be appropriate to appoint an individual within each
group to be responsible for guiding the group through the discussion points
and analysis of the situation presented by the vignette. (NOTE: This is a suggestion,
NOT a requirement.) f.
After an appropriate time, reconvene into one large group and have a representative
of each small group present its concept or approach for resolving the issue
highlighted by the vignette and discuss the pros and cons of each group's concept.
Concluding large group discussions should highlight the leader challenges embedded
in this vignette and the dynamics of developing new and innovative solutions.
The IBCT leader may use these discussions to enhance subordinates' understanding
of his leadership style and preferences. g.
KEY TALKING POINTS. These talking points are provided to the instructor to
supplement ideas and discussion points addressed by the small groups related
to the issues embedded within this vignette. - Is
each COA suitable, feasible, acceptable, distinguishable, and complete?
- What
are the C2issues
associated with the SMARC support to this mission?
- Which
COA supports the integration of the SMARC considering the C2issues?
- Did
you identify a reconnaissance objective for your Scouts?
- Does
the restated mission statement support the higher commander's intent?
- Did
you provide an initial intent to include decisive point?
- Did
groups identify critical tasks and endstate (success)?
- Did
each concept describe or provide guidance for the scheme(s) of maneuver?
- Did
groups look at the deep, close (security and reserve), and rear integration
of fires: task, target, effect, and purpose, anticipated decision points with
related commander's critical information requirements (CCIRs)?
- Did
groups identify requirements for a deception plan?
- Were
tasks and priorities identified by a battlefield operating system (BOS)?
h.
Optional Requirement. After the large group discussion, and if time is available,
pick one course of action and conduct a rock drill of this operation per the
task organization and scheme of maneuver that was developed. At a minimum,
we recommend you do the following: - Walk
through the selected course of action. Allow leaders to learn by demonstrating.
- Address
the roles and positioning of elements of the BOSs during your operation.
- Trainers
can utilize a chalkboard or sand table. Check with the local TASC office to
support other innovative Rock Drill ideas.
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