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UNITED STATES ARMY SERGEANTS MAJOR ACADEMY
MASTER LEADER COURSE (MLC) (1-250-C6) RESIDENT
COURSE MANAGEMENT PLAN (CMP) Version 7
14 June 2017
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Table of Contents Preface ........................................................................................................................................................ 6
Chapter 1 ................................................................................................................................................... 7
Course Structure and Sequence
1-0. Master Leader Course (MLC) Overview:
1-1. The MLC Structure:
1-2. MLC Course Map and Training Schedule:
1-3. MLC Curriculum:
1-4. Curriculum Outcomes:
1-5. Safety/Risk Management:
1-6. Environmental Considerations:
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Chapter 2 ................................................................................................................................................. 13
Staff, and Faculty Guidance 13
2-0. MLC Course Manager:
2-1. Faculty Certification Requirements:
2-2. Faculty Certification:
2-3. Proponent Internal Assessment Review:
2-4. Staff Duties and Responsibilities:
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Chapter 3 ................................................................................................................................................. 15
Student Assessment Guidance
3-0. Purpose:
3-1. Academic Assessments:
3-2. Student Counseling:
3-3. Counseling Procedures:
3-4. Student Grading System:
3-5. Academic Ethics:
3-6. Academic Ethics Violations:
3-7. Plagiarism dismissal packet:
3-8. MLC Evaluation System:
3-9. DA Form 1059 Score Rating Guidelines:
3-10. DA Form 1059 Rating Standard Guidelines:
3-11. DA Form 1059 Referred Reports:
3-12. DA Form 1059 Student Release:
3-13. Student Academic Records:
3-14. Student Dismissal (Disciplinary or Academic reasons):
3-15. Student Grade Appeal:
3-16. Assessment Instruments:
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3-17. End of Course Critique (EOCC):
3-18. QAO Surveys:
3-19. Physical readiness requirements for military institutional training
3-20. Physical Profiles:
3-21. Writing Requirements:
3-22. Group Work:
3-23. Absenteeism:
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Chapter 4 ................................................................................................................................................. 24
Classroom Management 24
4-0. Overview: 24
4-1. Method of Instruction: 24
4-2. MLC Faculty Responsibility: 24
4-3. MLC Student Responsibility: 24
4-4. Lesson Presentation: 25
4-5. Visitor Folders: 25
4-6. Faculty Portfolio (Blue Book): 26
Chapter 5 ................................................................................................................................................. 27
Test Administration and Procedures 27
5-0. MLC Test Control:
5-1. Assessment Instruments:
5-2. Procedures:
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Chapter 6 ................................................................................................................................................. 28
The Army Enterprise Accreditation Standards (AEAS)
6-0. Standards:
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6-1. Regulatory Guidance: 28
Appendix A .............................................................................................................................................. 29
Individual Student Assessment Plan (ISAP)
A-0. Overview:
A-1. MLC Cumulative Summary Sheet:
A-2. Remedial Educational Assessment (REA):
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Appendix B .............................................................................................................................................. 32
Assessment Administration Guidance
B-0. Overvie,v:
B-1. Learning Competencies:
B-2. Assessment Form 1009 (C, R, S, W, W (Special), and L):
B-3. 1009C Contribution to Group Work Assess1nent:
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B-4. 1009R Research Ability Assessment:
B-5. 1009S Oral Communication Assessment:
B-6. 1009W Written Communication Assessment:
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B-8. 1009L Leadership Skills Assessment: The 52
Appendix C .............................................................................................................................................. 56
Dismissal, Disenrollment, and Course Failure 56
C-0. Dismissal References: 56
C-1. Dismissal and disenrollment procedures: 56
C-2. Course Failures and Referred Academic Evaluation Report Requirements and Procedures: 58
Appendix D .............................................................................................................................................. 60
Faculty Briefing 60
D-0. Purpose: 60
Appendix E .............................................................................................................................................. 61
21st Century Soldier Competencies 61
Appendix F ............................................................................................................................................... 63
Warfighter Challenges 63
Appendix G .............................................................................................................................................. 65
MLC Required References 65
Appendix H .............................................................................................................................................. 68
Lesson Scopes 68
Appendix 1 ................................................................................................................................................ 72
Student Counseling (Examples) 72
Appendix J ............................................................................................................................................... 80
Course Achievement Placement Program 80
,J-0. Purpose: 80
J-1. Category' Descriptions:
J-2. Qualification Criteria:
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Pref~1ce
! . Purpose: The Course Manageinent Plan (CMP) is the planning docuinent for the management of the Ur.iled States Anny Sergeants Major Academy (USASMA) Master Leader Course (MLC).
2. Applicability; This CtvIP applies to course number l-250-C6.
3. Course Title: Master Leader Course.
4. Progra1TI oflnstn1ction {POI) Approval Date: TBD
5. Supcrscssion Info1mation: This is the first edition of this CMP.
6. The proponent fur this CMP is USASlvlA.
7. Foreign Disclosure (FD) Restrictions: This training product !ins been revic\ved by the training developers in coordination with the USASMA S-2, Ft. Bliss, TX foreign disclos1u-e officer. This training product can be used to instruct international military Students v.'hen ihi:: country meet~ specific criteria: l) Must be n 1ncn1bcr of a specific group or coalition USASMA MLC Class-Student; 2) Must hnvc an accepted clcilrnncc {n1ust be authorized under an identified general security agreerncnt with the U.S.). The course overall foreign diselo:;ure: FD2
Note; Lessons M446 Operational and Mission Variables, M456 Military Decision Making Process, nnd M443 Joint Int ell igcncc of the Operational Environincnt are listed us FD2 - These products/publications have been reviewed by the product developers in coordinntion with the U.S. A.nny Sergeants Major Acadetny foreign disclosure authority. These prodt1cts are releasable to foreig11 Soldiers who have been cleared for access to contro~Jed unclassified inforrnation.
8. Gender Disclosure: Unless this public11tlon states otherwise, n1asculinc noun:; and pro11ouns do not refer exclusively to men.
9, The tOllo\ving individuuls rcvicvrcd this CMP:
Natnc Position Grcide
Dcnnis£a~c~lo~:;:::::c-~~~f"/11~2"',-'Goti.l~f--l~S0S':::-;-:::::c::cc~~~-f~~G~S~I~2'---J-::~~~,/;C-:;:.~:;-!__/ For!,c'. C_unnin han1 Course !\1ana er E-8 Pntricia Beal Editor GS09 Michael G. tvlontano GS09 Bctt BJ"a<lford Re istrar GS! J Miutha Liltlc Le a[ Office E-6
uentin Bro\vn . QA,_0. GS 11 Wil:ia1n F. Genlr CD&E SGtvf E-9 WiJ:ian1 0 lctree GS!J Charles Gu cttc Dean of Acuden1ics GS 14
10. CNIP Approval: The undersigned <ipprovcd this CMP for publication and implcincntation in the MLC.
QE~ CSM, USA
Vice President (Dcp11ty Con11nandant) President {Co1nntun<lant)
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Chapter 1 Course Structure and Sequence
1-0. Master Leader Course (MLC) Overvielv:
a. 1"he MLC contains 27 lessons \vhich total 112 acade1nic hours during a continuous 14-day program of instruction (POI). The MLC lessons are progressive and sequential and covered in four competency areas: communications, leadership, management and operations. AH pro1notable sergeants first class from the active-component Army, Army Reserve, and National Guard must attend the course at various NCO academy locations.
b. The MLC provides the Army \vith competent senior noncom1nissioned officers who 1naintain a positive presence and who are self-a\vare, adaptive, and able to shape the joint operational environ1nent. These NCOs will overcome the friction created by uncertainty and operate successfully in an a1nbiguous environtnent. Grounded in Army and joint doctrine, they will take advantage of challenges and threats by exploring oppoitunities and leveraging all available resources. The senior NCO of today must understand decisive action and mission con1n1and executed through co1nbined anns fonnations, and this course delivers operations-capable master sergeants who can lead a force to fight and \Vin in complex operational environ1nents fro1n battalion and brigade levels to echelons above corps (EAC).
1-1. The MLC Structure: The MLC provides the student \Vith the tools to develop critical reasoning and creative thinking co1nbined with decision 1naking skills. This course provides learning experiences that help Students gro\v their character, presence, self-expression, and teamwork abilities. Students analyze problems based on current or historical information to arrive at logical solutions. The course requires Students to com1nu11icate their reasoning orally and in writing. The course stresses intellectual honesty, integrity, professional values, and standards.
a. Com1nunications: This competency consists of five lessons that occur on the first two days of the course. The student will be able to apply communications principles to inspire, lead, and influence at the organizational level.
b. Leadership: This competency consists of two lessons that allow the students to gro\v as capable leaders who use creative and critical thinking techniques while appi)'ing the principles, attributes and applicability of servant leadership to overcome regular and irregular challenges in the operational environment.
c. Management: This competency consists of four lessons related to training 1nanagement, funda1nentals of management, critical thinking, problem solving, and organizational inanagement. Students \Viii be able to apply 1nanagen1ent principles and become agile (flexible/adaptable) senior NCOs at the organizational level.
d. Operations: This con1petency consists of 16 lessons relating to capabilities, operations, mission command, decisive action, planning, and decision 1naking. Students will be able to conduct research, think critically, solve problems, and plan for operations to achieve results by integrating principles of technical and tactical competencies, team\vork, collaboration, adaptability, and initiative.
1-2. MLC Course Map and Training Schedule: This course map shows the 1nandato1y training sequence for this course. The course map is followed by the training schedule:
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MLC Course Map
M400 MLC Course Overview 2 M401 Effective Listenino- 2
2 3 2
Total Hours 1 I
M420 Effective Leadershi M4 21 Servant Leadershi 2
Total Hours 3
Tota) Hours 11
M441 M442 4 M443 Joint Intelli ence Pre aration of the 0 erational Environment 2 M444 Introduction to Joint 0 erations Planninn- Process JOPP 2 M445 0 erational and I'vfission Variables 3 M447 Mission Command 2 M448 Mission Command: Understand 3 M449 Mission Comamnd: Visualize 2 M450 Mission Command: Describe 3 M451 Decisive Action: Offense 3 M452 Decisive Action: Defense 3 M453 Decisive Action; Stabili 3 M454 3 M446 Scenario Overview 2 M455 Militar Decision Makin Process/STAFFEX 20
Total Hours 60
Total Hours Commlll1ications 11 Total I-lours Leadershi 3
Total Hours Manaoement 11 Total Hours Unified Land O erations 60
Total I-lours Essa s 7 Total Hours Research Time 16
Reasearch Briefin s 4 Total Course Hours 112
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MASTER LEADER COURSE (RESIDENT) 14 DAY START END
ACTIVITY UNIFORM TRNG
NOTES TTME TIME HOURS
DAYO 0700 1700 fNP ROCESSING ACU 1700 1800 fNBRJEF ACU 1
DAYl ** Receive oroiect and instructions ** 0800 1000 M400 MLC OVERVIEW ACU 2 1000 1200 M401 EFFECTIVE LISTENfNG ACU 2 1200 1300 LUNCH 1300 1500 M402 PUBLIC SPEAKING ACU 2 1500 1800 M403 MILITARY BRlEFfNGS ACU 3 9
DAY2 0800 IOOO M404 ENGLISH WRJTING OVERVIEW ACU 2 1000 1100 M420 EFFECTIVE LEADERSHIP ACU I 1100 1200 M42 1 SERVANT LEADERSHIP ACU I 1200 1300 LUNCH 1300 1400 M421 SERVANT LEADERSHIP (cont) ACU I 1400 1600 M430 FUNDAMENTALS OF MANAGEMENT ACU 2 1600 1800 M400 RESEARCH TIME ACU 2 9
DAY 3 ** Submit Individua l O utline & T hesis ** 0500 0700 APFT& HT/Wf PFU 2 0700 0800 PERSONAL HYGIENE AND BREAKFAST 0800 1000 M43 l ORGANIZATIONAL MANAGEMENT ACU 2 1000 1200 M432 TRAfNfNG MANAGEMENT ACU 2 1200 1300 LUNCH 1300 1400 M432 TRAINING MANAGEMENT (cont) ACU I 1400 1600 M433 CRITICAL THINKING/ PROBLEM SOLYrNG ACU 2 1600 1800 M400 RESEARCH TlME ACU 2 9
DAY4 0800 1000 M433 CRITICAL THINKING/ PROBLEM SOLVJNG (cont) ACU 2
1000 1030 ESSAY OUESTTON ASSESSMENT- I <PE) ACU 0.5 1030 1200 ESSAY QUESTION ASSESSMENT (PE)(Peer & Facilitator ACU 1.5
Review) 1200 1300 LUNCH 1300 1600 M440 DOD STRATEGIES ACU 3 1600 1800 M400 RESEARCH TlME ACU 2 9
DAYS 0800 IOOO M44 l U.S. ARMY AND JOINT DOCTRINE ACU 2 1000 1200 M442 OPERATIONAL ART AND DESIGN ACU 2 1200 1300 LUNCH 1300 1500 M442 OPERATIONAL ART AND DES IGN (cont) ACU 2 1500 1800 M400 RESEARCH TlME ACU 3 9
DAY6 ** Submit Draft [ndividual Paver **
0800 1000 M443 (JlPOE) JOfNT INTELLIGE CE PREPARATION OF
ACU 2 THE OPERATIONAL ENVIRONMENT
1000 1200 M444 INTRODUCTION TO JOINT OPERATIONS
ACU 2 PLANNING PROCESS
1200 1300 LUNCH 1300 1600 M445 OPERATIONAL AND MISSION VARIABLES ACU 3 1600 1700 M400 RESEARCH TfME ACU I 8
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WEEK2 START END
ACTlVlTY UN IFORM TRNG
NOTES TIME TIME HOURS DAY? 0800 0930 ESSAY QUESTION ASSESSMENT-2 (GRADED) ACU l.5 0930 1000 ESSAY QUESTIONS ASSESSMENT REVIEW ACU 0.5 1000 1200 M447 MISS ION COMMAND ACU 2 1200 1300 LUNCII 1300 1600 M448 MISSION COMMAND: UNDERSTAND ACU 3 1600 1800 M400 RESEARCH TlME ACU 2 9
DAY8 ** Submit Final Individual Paoer **
0600 0730 R EMEDIAL EDUCATIONAL ASSESSMENT (REA) ACU 1.5 0800 1000 M449 MISS ION COMMAND: VISUALIZE ACU 2 1000 1200 M450 MISSION COMMAND: DESCRIBE ACU 2 l200 1300 LUNCH 1300 1400 M450 MISSION COMMAND: DESCRIBE (cont) ACU I 1400 1700 M45 I DECISIVE ACTION: OFFENSE ACU 3 1700 1800 M400 RESEARCH TlME ACU I 9
DAY9 **Submit Final G roup Presentation Slides **
0800 1100 M452 DECISIVE ACTION: DEFENSE ACU .., .>
1100 1200 M453 DECISIVE ACTION: STABLLITY ACU I 1200 1300 LUNCH 1300 1500 M453 DECISIVE ACTION: STABILITY (cont) ACU 2
1500 1600 M454 DECIS IVE ACTION: DEFENSE SUPPORT OF CIVIL ACU I AUTHOR ITIES
1600 1800 M400 RESEARCH TLME ACU 2 9 OAYIO
0500 0700 APFT & HT/ WT Retest PFU 2 0700 0800 PERSONAL HYGTENE AND BREAKFAST
0800 1000 M454 DECISIVE ACTlO : DEFENSE SUPPORT Of CfVLL ACU 2 AUTHORITIES (cont)
1000 1200 GROUP BRLEFINGS ACU 2 1200 1300 LUNCH 1300 1500 G RO UP BRJEFINGS ACU 2 1500 1700 M400 RESEARCH TIME ACU 2 8
DAY II 0800 0930 ESSAY Q UESTION ASSESSMENT-3 (GRADED) ACU l.5 0930 1000 ASSESSMENT REVIEW 0.5 1000 1200 M446 SCENARJO OVERVIEW ACU 2 1200 1300 LUNCH 1300 1700 M455 MILITARY DECISION MAKING PROCESS (MDMP) ACU 6 10
DAY 12 0600 0730 REMEDIAL EDUCATIONAL ASSESSMENT (REA) ACU l.5 0800 1200 M455 MILITARY DECISION MAKING PROCESS (MDMP) ACU 4 1200 1300 LUNCH 1300 1700 M455 MILITARY DECISION MAKING PROCESS (MDMP) ACU 4 8
DAY 13 0800 1200 M455 MILITARY DECISION MAKING PROCESS (MDMP) ACU 4 1200 1300 LUNCH 1300 1500 M455 MJLITARY DECISION MAKING PROCESS (MDMP) ACU 2 6
DAY 14 0800 0900 OUTPROCESS/ AAR ACU 1
0900 1000 GRADUATION REHEARSAL ACU I 1000 1100 GRADUATION A ACU 1 112
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Note: The above numbers in yellow represent ad1ninistrative time, \Vhile al! other times are considered academic hours. Research time is linked to M400, and allows Students to conduct research on their individual paper, group brief, etc. Students use research tin1e at locations of their choice. facilitators should be on standby in case Students need help.
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1-3. MLC Curriculum: The MLC curriculum educates promotable sergeants first class in accordance with the Select, Train, Educate, and Promote (STEP) policy to effectively acco1nplish the organization's mission.
1-4. Curriculum Outcomes: "[he 21st Century Soldier Co1npetencies and the Army Operating Concept warfighter challenges incorporate the fo!lo\ving:
a. Educate Students to become syste1natic and strategic thinkers through the inclusion of outco1ne-based learning activities.
b. Reinforce and evaluate leadership co1npetencies within the curriculum. c. Execute a curriculu1n that supports systematic and strategic thinking. d. Enable Students to understand the application of mission con1mand.
1-5. Safety/Risk Management: The staff, faculty, and Students -..vill adhere to risk management procedures as outlined in each lesson. Staff and faculty should also maintain awareness of Anny safety and occupational health objectives as found on the Anny Safety page (https://safety.army.mil).
1-6. Environmental Considerations: Eveiyone has the responsibility to protect the environment. Recycling -..viii occur at all levels. Staff and faculty -..viii adhere to environ1nental considerations as outlined in the lesson plans and in accordance with (IA W) TRADOC policy.
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Chapter 2 Staff, and Faculty Guidance
2-0. MLC Course Manager: The MLC Course Manager (CM) is certified to manage the assigned course and is the principal advisor to the chief and sergeant major of Curriculum Development and Education (CD&E) on curriculum issues relevant to the MLC. The CM coordinates cu1riculu1n updates and oversees its development to ensure course material is current, relevant, and adapts to 1neet operational and educational requirements by following two 1nodels: the Analysis, Design, Develop1nent, Implementation and Evaluation (ADDIE) 1nodel and the Doctrine, Organization, Training, Material, Leadership, Education, Personnel, Facilities, and Policy (DOTMl.-PF-P) 1nodel. The CM also recommends, manages, and implen1ents changes to the MLC POI and CMP.
2-1. Faculty Certification Requirements: In order to facilitate MLC the facilitators n1ust be graduates of MLC or the Sergeants Major Course (SMC), and must be either Faculty Developn1ent Program (FDP) 1 &2 certified or Co1nbined Faculty Development Program (CFDP) ce1tified. The Director of Education is the lead agent for staff and faculty professional development progra1ns and certification requirements IA W the guidance contained in the USASMA Instructor Certification Progra1n (lCP) (1 July 2015).
2-2. Faculty Certification: The success of small group instruction (SGI) depends on the individuals selected to serve as mentors, role models, and educators. Leaders ensure the MLC facilitators and assistant instructors meet the certification requirements per the USAS:MA ICP. Acade1nies will develop internal processes to conduct grading and norming training prior to the start of each class during facilitator train-up. Academies will maintain audit trail files shovl'ing the conduct of norming procedures.
2-3. Proponent Internal Assessment Rcvie,v: The Director of Education, Chief of CD&E, MLC manager, and academy Commandants will review grading criteria at the faculty level at least annually. The review allo\vs faculty and chief instructors the opportunity to identify abnormal grading patterns and adjust grading practices. This process enables the Chief of CD&E to develop and 1naintain an academic grading standard recognized and follo\ved by all acaden1y faculty n1e1nbers. This acade1nic review process allows acade1nies to:
a. Engage in periodic self-assessment evaluations. b. Evaluate the quality and effectiveness of the course assessment tools. c. Review and discuss course grade distributions. d. Develop strategies to improve future course\vare.
2-4. Staff Duties and Responsibilities: The staffs function is to help the academies accomplish their mission. It includes active-component, Reserve, and Guard senior NCOs as 've!I as professional civilian e1nployees fro1n diverse occupational specialties and with a wide range of expertise.
a. The Chief of CD&E provides the research, analysis, design, and development of educational curriculum \vhile assessing the implementation and evaluation of the MLC to determine the learning outcomes.
b. The Quality Assurance Office (QAO) conducts continuous and systematic internal evaluations of the MLC taught at each acaden1y and assists TRADOC with accreditation of I 0 NCO acaden1ies 'vorldwide that deliver the MLC against Anny Enterprise Accreditation Standards (AEAS) and TRADOC Regulation 11-21 ( 19 March 2014). The QAO provides feedback on Professional Military Education (PME) ofNCOs to ensure proficiency and relevancy for the Army.
c. The legal assistance office provides support to the Com1nandants by processing academic dismissals, suspensions, administrative actions, policy development, and general legal services for students, staff, and faculty.
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d. The Test Control Office provides all administrative and regulato1y oversight for test ad1ninistration JAW the test control policy. See Chapter 5 for MLC test control procedures.
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Chapter 3 Student Assessment Guidance
3-0. Purpose: This chapter provides the guidance for acadcn1ic assessments, graduation, class standing, and responsibilities for the preparation and sub1nission of assessment forn1s and reports. The processes in this chapter provide the following:
a. An overview of the MLC assessinent program and required activities. b. Student feedback and counseling used to repo1t a clear and concise assess1nent of each Student. c. Valid and reliable assessments to ensure Students achieve the learning outcon1es and 1neet graduation
requireinents.
3-1. Academic Assessments: The MLC assessments validate the tenninal learning objectives (TLO) achieved and include/accomplish the following:
a. MLC assess1nent tools (1009 series). b. Feedback to Students on learning and academic performance. c. Infonn the faculty about what Students have and have not lea111ed. d. Establish quality assurance measllres for graduation requiretnents.
3-2. Student Counseling: Counseling provides essential feedback and is mandatory for NCOs attending the MLC. Faculty men1bers offer Students continuous perfonnance and course standing feedback, and Students are evaluated daily to identify capabilities and/or !imitations which are considered for future assigntnents. MLC Students receive the follo\ving types of counseling;
a. Initial reception and integration counseling. This counseling includes the standards of conduct during the course and the contents of the Individual Student Assessment Plan (ISAP). 'fhis counseling takes place on day one to ensure the standards for the APFT and height and weight screening are addressed prior to those events on day three. See appendix I for DA Form 4856, Developmental Counseling Fann, satnples.
b. Event oriented counseling (positive or negative). c. Perfonnance oriented counseling. d. Sexual Harass1nent/Assault Response and Prevention (Sl·IARP) counseling.
3-3. Counseling Procedures: The faculty records the counseling using the DA Fann 4856 and 1naintains the counseling records and assessment files. The student receives a paper copy of each counseling form. The faculty provides a copy of any negative counseling to the Senior MLC facilitator or the Chief of Training (if the Chief of Training is a Master Sergeant or a MLC graduate). The Senior MLC facilitator or Chief of Training (if the Chief of Training is a Master Sergeant or a MLC graduate) provides the academy Registrar \Vith the original copy of any negative counseling statements.
3-4. Student Grading System: The Chief of CD&E ensures the grading system confonns to the MLC assessn1ents. The Master Leader Course uses a "\veighted" grading syste1n to calculate the student GPA. MLC has three assign1nents that collectively contribute towards the possible student GPA of 1 OOo/o. The \Vritten "Group Project" research paper is \\'eightcd at 50%, and Short Answer Essays (SAEs) l and 2 are each weighted at 25o/o. The grading rubrics provide a clear and com1non basis for Student assessn1ent (see appendix 8). !1nbedded in the Cu1n1nu[ative Su1n1nary Sheet (Appendix A) is a fon11ula which calculates student GPA based on the \veighted values. Students n1ust achieve an overall GI>A of70o/o to graduate
from the MLC.
3-5. Academic Ethics: Academic ethics are para1nount to Anny leader develop1nent and education. Acadeinic ethics include the application of ethical principles in an acade1nic environment, giving and receiving only authorized assistance, conducting legitin1ate research, and properly crediting sources.
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b. Video recording is not authorized in the classroon1. Any unauthorized use, online posting, distribution, publication, or sale of course material is prohibited. Students are prohibited from photographing, dictating, copying, emailing, or otherwise reproducing faculty 1nateria!s not intended for Student use.
c. Cheating is to act dishonestly or to co1nmit fraud. The acts of stealing, lying, and plagiarizing are referred to as cheating. Exa1nples include but are not limited to: copying answers from another Student during tests, copying examination ans\vers fi·om another mode of the course, removing test booklets fro1n the exa1nination roo1n after completion of the test (unless approved by the exa1nination proctor), and using unauthorized materials \.vhen taking examinations.
d. Students \.vill not \York together during assessments or work jointly \.Vith others for the sole purpose of acting dishonestly. This may include, but is not limited to: cooperating or a!lo\ving another Student to copy one's answers during an exa1nination, openly passing notes or discussing answers/solutions during the examination, or receiving unauthorized assistance in preparing out-of-class assignments (e.g., having work reviewed and/or edited by another person \Vhen not specifically authorized to do so).
e. Students will not transfer any of the material listed above unless specifically authorized to do so.
3-7. Plagiarism dismissal packet: Students should consult the faculty regarding the citing of researched 1naterial if they have questions. Adverse actions and punish1nent for plagiarism could include dismissal from the course and adverse ad1ninistrative or UCMJ action by the unit chain of co1nmand. The Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) conducts an investigation concerning plagiaris1n and for\vards the disposition and reco1nmendation to the Deputy Con11nandant. The Deputy Commandant or designated representative determines the final disposition. The acade1ny Commandant is the appeal authority for any dis1nissal. Students will re1nain in class until the investigation is complete. If a Student is recommended for dismissal due to plagiarism the dismissal packet will contain the following:
a. Original and a copy of each paper in question (Student sub1nission and suspected plagiarized paper). b. Originality Report c. Print screen which shows the Word document properties (details showing author and last save). d. DA Form 4856 counseling \Vith AR 635-200 statement (Active Duty Enlisted Ad1ninistrativc
Separations), 6 September 2011, para 1-16, (original and copy). e. DA Fann 3881, Rights Warning, (original and copy). f. DA Form 2823, Sworn Statement, (original and copy).
3-8. MLC Evaluation System: The MLC evaluation syste1n assesses each Student throughout the course and culminates \Vith the submission of a DA Form 1059, Service School Academic Evaluation Report (AER). The process consists of performance evaluations, appraisals, and observations. The faculty submits all co1npleted evaluation forms through the Chief of Training or designated representative. The Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) must review all completed evaluations to ensure faculty compliance with rating guidance. The MLC taculty completes a DA Form 1059 for each Student at the end of the course, upon successful graduation, disn1issal, or disenrollment. The facul1)' has overall responsibility for con1piling and reporting the total assessment on the AER. Each classroom faculty me1nber is responsible for preparing the final AER. Contract civilian facilitators will not sign any DA Form 1059 repo1ts on any of the students. The faculty 1nembers ensure that individual Student records are co1nplete. Referred DA Form 1059 reports are only signed by the Commandant or his/her designated representative.
3-9. DA Form 1059 Score Rating Guidelines: The follo\ving guidelines assist the faculty in preparing the end of course assessn1ents. The DA Form l 059 requires specific input from the faculty. All Students will receive a completed DA Form 1059 JAW AR 623-3 (dated 4 Nove1nber 2015) and DA Pam 623-3 (dated 10
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November 2015) regardless of \Vhether the student completes the course or not. The Depart1nent of the Army (DA) pro1notion boards use DA Form I 059 to help determine the best Soldiers for promotion.
1. Each DA Forn1 1059 must give an accurate assess1nent of the student without requiring pro1notion boards to decipher the content. Entries will reflect the student's acade1nic performance, intellectual qualities, communication skills and abilities, acadeinic potential for selection to higher levels schooling/training, and potential for petforming more complex duties with greater responsibilities. Co1nmandants ensure the accuracy of AER ratings and supporting comments.
2. Standard computer generated entries are not authorized. Con1n1ents on DA Form I 059s will 1natch those found on the Soldier's develop1nental counseling form 1naintained by the acade1ny. The DA Fo1m 1059 addresses at a 111inhnu1n: written communication, oral co1n1nunication, leadership skills, contribution to group work, and evaluation of Student's research ability.
a. Written com1nunication assessments evaluate the student's \vriting ability. The I 009W is the tool used, and the average score from all the 1 009Ws is used to derive the rating for the DA Form l 059. The l009W is located in appendix B.
( l) Superior rating is 90o/o to I 00%. (2) Satisfactory rating is 70% to 89.99%. (3) Unsatisfactory rating is 69.99% or belo\v.
b. Oral co1nmunication assessments evaluate the student's oral presentation ability. The 1009S is the tool used to evaluate the student's speaking ability. The average score from all of the 1009$ is used to derive the rating for the DA Fonn 1059. The I 009S is located in appendix B.
(I) Superior rating is 90% to 100%. (2) Satisfactory rating is 70% to 89.99o/o. (3) Unsatisfactory rating is 69.99% or below.
c. Leadership assessn1ents evaluate the student's ability to lead. The I 009L is the tool used to evaluate the student's leadership ability. The 1009L is used to derive the rating for the DA Form 1059. The l009L is located in appendix B.
(1) Superior rating is 90% to 100%. (2) Satisfactory rating is 70% to 89.99%. (3) Unsatisfactory rating is 69.99% or below.
d. Contribution to group work evaluates the student's daily contribution to the group's learning outco1nes and participation in group \vork. The 1009C is the tool used to evaluate the student's ability and participation and the average score fro1n a!! of the l 009Cs is used to derive the rating for the DA Form 1059. The 1009C is located in appendix B.
(1) Superior rating is 90% to 100%. (2) Satisfactory rating is 70% to 89.99. (3) Unsatisfactory rating is 69.99% or belov.'.
e. Research ability evaluates the student's ability to conduct research to support their thesis. The 1009R is the tool used to evaluate the student's research ability. The average score from all of the I 009Rs is used to derive the rating for the DA Forn1 1059. The l009R is located in appendix B.
(I) Superior rating is 90% to 100%. (2) Satisfactory rating is 70% to 89.99%.
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(3) Unsatisfactory rating is 69.99% or belovv.
f. The MLC Army Physical Fitness l'est (APFT) follows the same graduation requirements IA WAR 350-1 (19 August 2014) and DA Pam 623-3 (10 November 2015), paras 4-3c(l) and 4-6g. The faculty enters the graduation APFT results (PASS/FAIL/PROFILE) with the test date (YYYYMMDD), the height and weight screening data, and "YES" or "NO" to indicate compliance \Vith the body fat standards of AR 600-9 (28 June 2013) in the narrative section of block 14 of the DA Fonn 1059. Soldiers who fail to meet the APFT and/or height and weight requirements are dismissed from the course IA WAR 350-1, para 3-13. The APFT will be ad1ninistered and graded IA W FM 7-22 (26 October 2012).
3-10. DA Form 1059 Rating Standard Guidelines: The faculty indicates the student's rating in one of the boxes in block 11 (performance summary) with the final ratings froin the cumulative summary sheet. The faculty \Vill use the cumulative summary sheet to indicate the student rating in the five areas listed in block 12 (demonstrated abilities). In block 11 (performance summary) the four standards are:
a. Exceeded Course Rating Standards (Limited to no more than 20°/.i of the class): The faculty inay assign this evaluation to a Student who consistently demonstrated superior competence and leadership abilities. The student 1nust receive a Superior rating in all five demonstrated abilities in block 12 of the AER, have an overall average of90% achieve1nent or higher, and receive no negative counseling (includes APFT and height and \veight standards). The performance summary in Block 14 must contain suppo11ing comments of exceeding course standards. The acade1ny Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) and/or Registrar \Vill determine the top 20o/o according to GPA and rank ordering.
b. Achieved Course Standards: The faculty 1nay assign this evaluation to a Student who consistently demonstrated satisfactory competence and leadership abilities. The student must receive eitJ1er Superior or Satisfactory ratings or a co1nbination of the five de1nonstrated abilities rated areas from block 12 of the AER, successfully pass three examinations, and pass all fitness requirements. If a Student receives any negative counseling the highest rating he/she can receive is "Achieved Course Standards."
c. Marginally Achieved Course Standards: The faculty may assign this evaluation to a Student who demonstrated marginal con1petence or leadership abilities. If a Student receives an "Unsatisfactory"' rating in any of the demonstrated abilities in block 12 of the AER, then block 11 is rated as "Marginally Achieved Course Standards'" IAW with this CMP and DA Pam 623-3 (10 Nove1nber 2015), para 4-3a(3). Students counseled for 1nisconduct, insubordination, lack of integrity, failure to adhere to SI-IA RP, or violation of the Anny values may be considered for a refe1Ted report. Some additional notes apply:
(I) Acadeiny Chiefs of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) or Registrars maintain acade1nic records and a consolidated list of Students \\'ho fail firsttime examinations and assessments. This consolidated list will be forwarded to the designated representative at the end of the course to aid in the completion of Students' DA Fonn 1059.
(2) The faculty recom1nends a rating of"Marginally Achieved Course Standards" for a Student receiving counseling on individual qualities or traits not expected of a senior noncon1missioned officer (e.g. apathy, misconduct, and/or violations to: published policies, SI-IA RP, Anny values, and UCMJ).
d. Failed to Achieve Course Standards: This rating applies to academic performance or personal conduct in which continuance in the course is not appropriate (e.g., Student violates regulations, comtnand policies, established discipline standards, shows disrespect, shows apathy with regards to his/her academic responsibilities and requirements in the MLC, UCMJ violations, plagiaris1n, ignoring written or oral orders, domestic violence/abuse, child abuse, failure to adhere to Sl-IARP, or any alcohol related incident). Students who fail to pass requirements IA WAR 350-1 for physical fitness and AR 600-9 for height and '\veight for professional military education also receive a "Failed to Achieve Course Standards" rating on their AER. Students that meet the criteria outlined above are referred to the Deputy Commandant or designated
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representative for academic dismissal (see appendix C).
3-11. DA Form 1059 Referred Reports: The Chief of Training (or Senior TvfLC facilitator if the Chief of Training is not an MLC or SMC graduate) or Registrar processes referred reports in accordance with AR 623-3 (4 Noveinber 2015). The student receives a referred report when, in the opinion of the Deputy Commandant or designated representative, the report contains comments so derogatory that it will have an adverse in1pact on the student's career. The Deputy Com1nandant \Viii use a inemoranduin and refer the AER to the student when it contains:
a. An "Unsatisfactory" rating. b. A ·'Marginally Achieved Course Standards" rating in block 11. c. A "Failed to Achieve Course Standards" rating in block 11. d. All blocks in 12 are not evaluated. e. A "NO" response in block 13. f. A "FAIL" for the APFT. g. A "NO" for height and \Veight standards, indicating noncornpliance with AR 600-9.
3-12. DA Form 1059 Student Release: The Deputy Com1nandant may release Students from the course before co1npletion for several reasons. The Deputy Co1nmandant provides written notification to the ordersissuing authority for those Students denied enrolhnent. Students who fail to complete the course or who are dismissed from the course receive a DA Fo1111 1059 \vith a rating indicator in blocks 11-13 based on their situation. Some of the reasons for release are academic, disciplinaiy, lack of motivation, apathy, illness, injury, and con1passionate. Block 14 is used to provide the supporting remarks needed for clarity to the given ratings on the AER. DA Pam 623-3 (IO November 2015) para 4-2 and 4-6 provide additional guidance for the preparation of the released Student's AER.
3-13. Student Academic Records: The Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) or Registrar will input all Student data into the An11y Training Requirements and Resource System (ATRRS) within 2 working days of course start date and within 2 '\VOrking days of the end of course. The Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) or Registrar maintains individual records for each Student for 12 rnonths. Each Student's record will contain the following documents:
a. Temporary Duty (TDY) orders. b. All evaluations. c. All perforn1ance apprrtisal scores and assessment fonns. d. All counseling documents. e. DA Form 1059 (Academic Evaluation Repo11). f. DA Fann 705 (Scorecard, Army Physical Fitness Test). g. DA Forn13349 with MOS/Medical Retention Board (M1vfRB) results if applicable. h. DA Fann 5500/5501 height/weight records (as appropriate).
Note: 1'he Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) or Registrar removes the DA Form ! 059 fi·om the individual records after the 12-n1onth retention period and keeps it on file IA \VAR 25-400-2 (2 October 2007). The Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) or Registrar destroys suppo11ing documentation after 12 months. The Chief of Training (or Senior MLC facilitator if the Chief of'fraining is not an MLC or SMC graduate) or Registrar maintains the entire record of dis1nissed Students for 2 years.
3-14. Student Dismissal (Disciplinary or Academic reasons): If a Student is being considered for disinissal for disciplinary or academic reasons, refer to appendix C for guidance and procedures.
3-15. Student Grade Appeal: A Student may appeal a failing grade. The appeal 1nay be submitted after the assessment has been graded by the assigned facilitator, the Chief of Training (or Senior MLC facilitator if
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the Chief of Training is not an MLC or SMC graduate), and an assigned third party person (example, paper is graded three separate titnes to verify it is actually a failed assess1nent). The order of the appeal procedure:
a. The faculty counsels the student on the sa1ne day of the failed assessment. The next duty day the student submits \vritten request for appeal.
b. The written appeal must state the following:
(\)The student's name. (2) Rank. (3) Lea1ning assessment title. ( 4) Definitive reason for the appeal request. (5) Date and time period involved. (6) Nan1e of the facilitator \vho assigned the grade.
c. The student subn1its the appeal packet to the facilitator who, after revie\ving the packet, submits it to the Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) or equivalent within one day. The Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) \viii assign one or more facilitator(s) from MLC to independently assess the student.
d. The independent assessment may take several forn1s as determined by the Deputy Con11nandant or designated representative in consultation \Vith the Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate). Exa1nple: may consist of reevaluating the assess1nent tool in question (i.e., essay or assessment).
e. During the appeals process, if it is determined the student actually met the standards, the Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) will notify the Deputy Co1nmandant, or designated representative, \Vho is the final approval authority for grade changes. The Chief of Training (or Senior MLC facilitator ifthe Chief of Training is not an MLC or SMC graduate) notifies the student of the ne\v grade assigned and then notifies the original grading facilitator of the grade change. The original grading facilitator will make appropriate changes with the Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) or Registrar. The facilitator will also make appropriate annotations on the counseling fonn used in the follow-up portion of the DA Form 4856.
f. If the appeals process confinns the student's original grade is correct, or the independent facilitator(s) finds the student should receive a lower grade, the Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) will communicate the findings to the student. 1"he independent facilitator \viii provide suggestions for i1nprovement and formally close out the assessment tool used. The facilitator \viii also make appropriate annotations on the counseling form used in the follow-up portion of the DA Fann 4856.
g. If more than two independent facilitators review the appeal and disagree on their findings, the Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) will 1nake a final determination on the student's appeal.
h. The student's signature confinns the matter has been reviewed by the acade1ny and considered closed. If a Student refuses or fails to sign the appeals findings document, the Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) will send a Me1norandum for Record (MFR) to the Deputy Commandant, or designated representative. Copies of the supporting documents are fonvarded to the student and the student's facilitator and kept on file within the academy. The Commandant is the final appeal authority.
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i. Students are not authorized an appeal for failing the initial Army Physical Fitness Test (APFT) andJor the retest because of acclimatization to altitude at the school location. AR 350-1 does not address an acclirnatization period for PME courses, especially courses 15 training days in length. The APFT in the MLC is a graduation requirement.
3-16. Assessment Instruments: San1ple assessinent forms are located in appendix B. Actual assessment forms are located in the Module Advance Sheet.
a. Assessing Contribution to Group Work, Form 1009C. b. Assessing Speaking and Oral Presentations, Form l 009S. c. Assessing Research Ability, Form 1009R. d. Assessing Writing, Form 1009W. e. Assessing Leadership, Fann 1009L.
3-17. End of Course Critique (EOCC): Each Student \Vil\ be given the opportunity to complete an "Endof Course Critique" prior to graduation to solicit feedback that 1nay help improve the presentation of the learning material.
3-18. QAO Surveys: Each Student \Vill be given the opportunity to complete the following on!ine surveys:
a. In-processing survey. b. Orientation survey. c. End-of-course survey.
Note: Master Leader Course post graduates and their supervisors \.vill be given the opportunity to co1nplete a post graduate or post graduate supervisor survey at least 6 months after graduation.
3-19. Physical readiness requirements for military institutional training
a. This paragraph provides policy concerning physical readiness and body fat standards applicable to the Master Leader Course. All Soldiers attending the MLC are expected to meet the physical readiness standards found in AR 3 50-1 and body fat standards in accordance \vith AR 600-9.
b. Soldiers flagged for Army Physical Fitness Test (APFT) failure or body fat co1nposition will not be selected, scheduled, or attend the Master Leader Course. Once Soldiers meet standards, they will be considered eligible for attendance to the MLC.
c. Army Physical Fitness Test. Soldiers attending the MLC will be administered the APFT as a course requirement.
(l) Successful cotnpletion of the APFT is mandatory for course graduation. Soldiers attending the MLC will be administered an initial APFT. The MLC initial APFT will be administered on training day number three.
(2) One APF"f retest is al!o\ved during the MLC and it will be administered on training day nun1ber ten after the initial failure of the APFT. Soldiers \vho subsequently fail to 1neet the physical fitness standards will be removed from the course.
(3) School Co1nmandants \.Vill ensure Soldiers returning from combat operations/overseas contingency operations deployment, reporting directly to a PME course meet the APFT standards prior to graduation.
d. 1-Ieight and weight screening and body co1nposition standards.
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(1) The MLC Students \vi!I adhere to the policy for height and weight screening standards and body co1nposition standards as contained in AR 600-9.
(2) Soldiers attending the MLC will be ad1ninistered height and \Veight screening as a 1nandatory course requirement. The initial height and weight screening will be ad1ninistered on training day number three.
(3) One re-screening is allowed during the MLC. It will be administered on training day nu1nber ten after the initial failure to meet body co1nposition standards.
(4) Soldiers who subsequently fail to meet the body composition standards of AR 600-9 \viii be removed from the course.
3-20. Physical Profiles: All profiles must be in the physical profile record format and Soldiers 1nust present a copy of the profile to their facilitator. Students n1ust 1neet the following require1nents during the course:
a. Soldiers with medical profiles due to operational deploy1nent \Vil! be per1nitted by their imtnediate commanders to attend appropriate courses (to include PME) \Vithin the guidelines of their profile. Soldiers must arrive at the aforementioned courses of instruction \Vith a copy of their cun·ent profile and a 1ne1norandu1n signed by their co1nmander stating the profile is a result of injuries sustained due to operational deploy1nent. Soldiers \Vith medical profiles due to operational deployments 1nay be considered for a rating of exceeding course standards as long as they meet the APFT graduation require1nent. The APFT requirement is based on the Soldiers profile but n1ust meet the regulatory requirements listed in accordance \Vith AR 3 50-1.
b. Soldiers with temporary profiles that are not a result of operational deployinent and prevent full participation in a course \viii be re1noved or defe1Ted from school attendance consideration by their immediate unit commander in corUunction with the Human Resources Command (HRC) until the temporary profile is removed.
c. Soldiers with a permanent designator of "2" in the physical protile must include a copy of DA Form 3349 (Physical Profile) as part of the course application. They will be eligible to at1end courses (to include PME) and train \Vithin the limits of their profile provided they can meet course graduation require1nents. Soldiers with a pennanent designator of "3" or "4" in their physical profile must include a copy of DA Form 3349 and the results of their MOS Administrative Retention Revie\v as part of the course application.
d. Soldiers who have been before an tv10S Administrative Retention Review and retained in their MOS or reclassified into another MOS are eligible to attend appropriate courses (to include PME) and train within the li1nits of their physical profile (DA Fo1m 3349). Co1nmandants will not disenroll nor deny enrolln1ent of Soldiers into training based on physical Jiiniting conditions on their physical profile in accordance with MOS Administrative Retention Review adjudication.
e. Soldiers retained through the Continuation on Active Duty/Continuation on Active Reserve process are eligible to attend courses (to include PME) and train within the limits of their physical profile (DA Form 3349).
f. Soldiers receiving temporary or permanent physical profile \imitations after sta1ting resident training courses \Vill be evaluated by school Comn1andants or their designated representative for continued enrollment. Soldiers who:
(I) Have met, or will be able to meet graduation requirements, will continue to train \Vithin the li111its of their profile.
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(2) Are unable to 1neet graduation requirernents will return to their unit and n1ay, if eligible, be enrolled in a later course.
(3) Soldiers \Vho have met or can meet graduation requirements, will continue to train within the limits of their profile. AR 350-1 will be used to determine disposition of these cases.
g. Jn order for students to \Vear braces or other devices during the APFT they must have an approved and authorized profile indicating they are authorized to \Vear a brace during the APFT.
3-21. Writing Requirements: Students will \vrite in accordance with American Psychological Association (APA) Style, 6th Edition unless specifically told otherwise by their faculty (or as listed in the rubric assigned for that particular lesson).
3-22. Group Work: Group work is observed throughout the course. Brainstonning, the sharing of ideas, joint authorship, and critiquing each other's work is important to the class. Each me1nber of the group will do his/her fair share of the group ¥.1ork. Groups will not delegate all or most of the vvork on a project to one or two individuals. All group members will participate equally in the project.
3-23. Absenteeism: AR 600-8-10 (Leaves and Passes) governs all absences. Students missing 1nore than four hours of instruction may be considered for dismissal. Students \vho receive approval from the Deputy Comn1andant for leaves/absences remain responsible for co1npleting all assign1nents, projects, assessments.
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Chapter 4 Classroom Management
4-0. Overview: The small group process of instruction differs fro1n the traditional pedagogic method of teaching in that it incorporates the Socratic/dialectic method to stimulate critical thinking. The MLC uses facilitator-to-Student ratio IAW the progra1n of instruction and the course ad1ninistrative data.
a. The faculty inust familiarize the1nselves with TRADOC Pan1 525-8-2 (The U.S. Army Learning Concept for 2015) (5 June 2011), the Ar1ny Operating Concept, and related materials which address the Socratic/dialectic method of instruction.
b. Prior to the course sta1i date, the Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) sorts the class by demographics and assigns the students to their classrooms.
c. Students are assigned various responsibilities throughout the course and mixed with a variety of MOSs to better share experiences fro1n the various cultures in the Army.
d. The faculty maintains the proper lesson plan book \vhich includes the course material necessary to facilitate the lessons. Students will not possess the lesson plans, slides, or related course 1naterial. The lesson plan book includes additional nlaterial so the facilitator can access in depth information about the lesson subject. The facilitator must know the content of the lesson plan, advance sheet, practical exercises (PE), lesson objectives, and how to effectively facilitate the material during the course of the lesson. The facilitator tnanages ti1ne require1nents in order to facilitate the TLOs/ELOs.
e. Each classroo1n contains equip1nent used in the educational process. The facilitator ensures the operability of all equipment prior to the start of the class. Students are allov,ied to use the media provided strictly for class purposes.
f. The physical environment iinpacts the dynamics of the small group process. The facilitator must determine how the physical condition of his/her classroom will impact the student. Correct lighting, temperature, seating arrangements, and noise play a significant role in the student's educational experience. Faculty members 1nust mitigate the classroom environment to ensure the best conditions are available for the students. Individual Student Assessment Plans and the training schedule need to be accessible to the students. Name placards are placed appropriately and visible to the entire group. The name placards incorporate the use of the student's first nmne at a minimum. A neat, clean, and orderly roo1n enhances the learning process.
4-1. Method of Instruction: The facilitator-to-Student ratio (2: 16) facilitates successful education using s1nall group instruction (SGl). Small group instruction serves as the foundation and design of the MLC. Small group instruction shifts the teaching methodology from "what to think" to "ho\V to think" and places the learning responsibility on the student through group participation. This approach creates an at1nosphere where the students can exchange ideas, use collective reasoning, intellectual reasoning and critical thinking to solve problen1s. The small group process fosters tea1n building and provides training reinforcement based on a wide range of Student backgrounds and professional experience.
4-2. MLC Faculty Responsibility: Thorough preparation lends itself to presenting effective, quality instruction in the small group process. The facilitator is responsible for identifying errors or inconsistencies in the lesson plans. The faculty reports such errors and inconsistencies as well as noted changes in doctrine to the Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or S1'1C graduate) prior to the start of the lesson.
4-3. MLC Student Responsibility: The MLC cun·iculum is Student centric. Students have a very important role in their educational experience. During the MLC each Student will strive to:
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a. Conduct theinselves in a professional manner at all times. b. Be on thne at the appointed place of duty. c. Perform all assigned \vork on their own unless othenvise instructed. d. Meet or exceed course graduation requirements. e. Recognize their shortco1nings and request assistance as needed. f. Avoid actions that are prejudicial to others in the class. g. Continuously progress academically. h. Demonstrate motivation and a positive attitude. i. Be personally responsible.
4-4. Lesson Presentation: The Army Leaming Concept (ALC) Student-centric environment revolves around Student participation during lesson presentation. This Socratic/dialectic method of learning and interactive dialogue requires critical thinking and the application of intellectual standards. The lesson plan structure uses the experiential learning nlodel (ELM) to generate discussion and facilitate the s1nall group method. By following the lesson plans, faculty nlembers allow Students to participate, ensuring they reach the learning objectives. The faculty must keep in mind the following points \vhen presenting the lesson:
a. Concrete experience is critical in gaining the students attention and getting them into a learning domain quick!)'.
b. Involve the students in the class by asking effective and thought provoking open-ended questions.
c. Do not read the lesson to the students, but educate through facilitation and discussion to stimulate the !earning process.
d. Do not have the students read the slides to you, but use a contextual real life experience or historical occurrence to stimulate material linkages.
e. Keep the lesson flowing and meet all requirements outlined in each lesson.
f. Do not abruptly halt or cut off a Student making a valid point or expressing relevant viewpoints that supports the lesson and the learning experience.
g. Periodically suinmarize the lesson and tie it back into the concrete experience to ensure all the students understand the lesson content up to that point.
h. Re1nain focused on the lesson, especially the TLO, ELOs, discussion points, and Learning Step Activity (LSA).
i. Allow the students to discuss the solution and learn fro1n practical exercises.
j. Conclude lessons by summarizing and conducting a check on lea1ning and revie\v any information \vhich provides the students a better oppo11unity to comprehend the lesson.
k. Address how the 21st Centul}' Soldier Co111petencies apply to any given lesson (see appendix F).
I. Address how the Arn1y Operating Concept \Varfighter challenges applies to any given lesson (see appendix G).
4-5. Visitor Folders: Every classroom \viii have one visitor folder at the visitor table. These folders include, at a mini1num (refer to TRADOC Regulation 350~18, para 4-5, 21 July 2010):
a. Visitor sign in log.
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b. Class roster (ATRRS R2 report minus SSNs),
c. The current training schedule.
d. The course POl/CMP and current lesson plan (POI requirement is v,iaived as long as the POI is accessible in the faculty folder and the MLC resident drive).
e. Faculty credentials, to include a copy of the facilitator's acaden1y certification or a copy of the memorandum requesting ce11ification. These docu1nents can be maintained in the blue faculty portfolio and in such cases, the page in the visitor's book should indicate where docun1ents are located.
f. Critique sheets (JA-6) for classroo1n visitors.
g. Daily risk assessment worksheet as necessary. If conducting classroo1n instruction where the conditions do not change, the risk assessment in the lesson plan \Viii suffice (posted in classroom and briefed by the facilitator).
4-6. Faculty Portfolio (Blue Book): Faculty folders will be current and contain the following (refer to TRADOC Regulation 350-18, para 4-6, 21 July 2010):
a. Facilitator's proponent certification.
b. Facilitator training certificate(s) (or DA Form(s) 1059) for ABIC (FIFC), SGITC (IFSC), Faculty Development Program (FDP) 1 and 2 as appropriate.
c. Copy of orders or request for orders assigning ASI SK or SQI 8, as appropriate.
d. Copy of certificates for any civilian training related to the course being taught.
e. Docutnentary evidence of graduation from the course being taught as appropriate.
f. Docutnentary evidence of appropriate training for the level of the course being taught, as specified by the USASMA Instructor Certification Program (ICP).
g. Valid DA Form 705.
h. Copies of facilitator evaluations from the previous 12 months.
i. Appropriate security clearance as annoLLted on ERB.
j. Documentary evidence of the award of the basic, senior, or 1naster instructor badge.
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Chapter 5 Test Administration and Procedures
5-0. MLC Test Control: Academies designated to deliver the MLC \Viii adhere to the Test Control and Administration SOP \.vhich establishes policy for ad1ninistering fonnal and informal objective assesstnent instruments (i.e., assessments, I 009s, etc.) to the Anny.
5-1. Assessment Instruments: The MLC uses various assessment instru1nents identified in the associated lesson plans to measure the student's mastery of the learning objectives. This includes: papers, essays, 1009 assessments, and practical exercises. The acade1nies will neither post grades nor surrender grades to other Students lAW Federal Educational Rights and Privacy Act (FERPA). To preclude compro1nising the evaluation process (to include the content of individual assessment instruments), Students and faculty will not discuss or otherwise exchange information on examinations or quizzes within the audible range of unauthorized personnel.
5·2. Procedures: The Test Control and Administration SOP contains the procedures for proper recording, storing and safeguarding all assessment instruments. The Test Control Office (TCO) directs internal test control procedures and 1neasures (TCO, ATCO, scheduling, administration, scoring of tests, loss or co1npro1nise oftest material), grading responsibilities, AARs, Test lte1n Certification Committee (TICC), and security oftest co1nponents.
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Chapter 6 The Army Enterprise Accreditation Standards (AEAS)
6-0. Standards: Approved AEAS reflect changes approved by the TRADOC CG on 2 May 2016. As a result, the number of accreditation standards and the size of accreditation teams has been reduced to seven.
6-1. Regulatory Guidance: In accordance with TRADOC Pam 350-70-14, Accreditation is the forn1al authority to conduct (or continue to conduct) training and education. Formal accreditation certifies that an institution's administration, operations, and logistical suppo11 are adequate to support training to course standards. It certifies that all training and education follows approved acaden1ic processes and n1ethods. The MLC is assessed annually and accredited every three years utilizing the Army Enterprise Accreditation Standards.
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MLCCMP Appendix A
Individual Student Assessment Plan (ISAP)
A-0. Overview: This appendix emphasizes grading criteria and expectations (70% of each assessment) and serves as a guide plan. It supports the comprehensive assessments and desired learning outcomes of the MLC lA W TRADOC Regu lation 350-70 (6 December 2011). This Individual Student Assessment Plan (ISAP) contains the information pertaining to the MLC assessment criteria. The !SAP lists the course requirements the student must meet in order to graduate from this course.
A-1. MLC Cumulative Summary Sheet: The diagram below is the cumulative summary sheet used for the MLC. Students must achieve a cumulative GPA of 70% to graduate from MLC .
.\"'H•hlo Com" <;mdo p.,;,,, '""'"' •
Contributions to Grou Work Ml00-M325 1009C 0-100 100% 100
100 Pro ·ect Prese ntation 10095 10095 0-100 50%
Course of Action Brief 10095 10095 0-100 50%
Leaders hi 1009L 0-100 100% 100 1009R 0-1 00 100% 100
1009W 0-100 100% 100 DA 705 PASS/FAlL
l>emonstmh•ll .\hilitil•s 500
29
MLCCMP A-2. Remedial Educational Assessment (REA):
a. There are three assess1nents in the MLC that contribute to the overall GPA. Students who fail to achieve a 70o/o GPA by failing an assessment may participate in a Remedial Educational Assessment (REA). The purpose of the REA is to provide an opportunity for the student to improve their GPA to the graduation requirement of 70o/o. The REA is not n1andatory for the student. The facilitator 1nust counsel the student on the availability of the REA and receive in writing the decision from the student to participate in the REA or not to in1prove their GPA. The facilitator counsels the student for failing the assessn1ent and oversees a study hall at the end of day. Students \vho elect to participate in the REA will take the REA on the 1norning after notification of the initial failed assessment prior to the start of the day's schedule.
b. Students are allowed no more then two REA during their enrolln1ent in the MLC, additional REA are not authorized. If the REA is applied, the initial score is added to the REA score and the stun is then divided by tv·.'O. 1st Example: 60 + 71 = 131. 131-c-2 = 65.5o/o. '!"he student GPA is now annotated as 65.5 for the assess1nent. 2"d Exa1nple: 69 + 72 = 141. 141 -c-2 = 70.5. The student GPA for this example is 70.5. Note that the first exa1nple is belo\v the 70% minilnum for graduation requirements. The second example is above the 70% 1ninimun1 for graduation requirements.
c. Based on the five examples below, the facilitator will take the appropriate action. One of five actions apply for the assessments and the use of the REA. Appendix C covers the dis1nissal procedure actions for the student.
(Example #1): The student receives a 1niniinum passing score of at least 70% during an assessn1ent. Because the student passed the assessment, the student wi!l continue in the course. No additional facilitator actions are required for this example.
(Example #2): The student receives a score of 65o/o on an initial assessment which is below the 70% 1ninimum GPA. The student takes advantage of the REA and achieves a passing score of80% on the REA. 65 + 80 = 145. 145 -c- 2 = 72.5. Because the GPA is above 70o/o the student has met the minimum course requiretnents to this point.
(1) Because the student passed the REA and earned a GPA above 70%, the student \vill continue on in the course.
(2) The student \viii be counseled on failing an initial assessment and passing the REA. The student cannot achieve a rating higher than "Achieved Course Standards" because they failed the initial assessment.
(Example #3): The student receives an initial score of 50% on an initial assess1nent. The student elects to take advantage of the REA and scores a 69% on the REA. 50 + 69 = 119. l 19 + 2 = 59.5. A score of 59.5 is belo\V the minimu1n graduation GPA score of70%.
(1) Because the student failed the initial assessment and the REA, the student will be counseled on failing to maintain the miniinun1 70% GPA and provided opportunities of peer and facilitator assistance as needed. The student will continue on in the course.
(2) The student \viii continue in the course as long as they pass the other t\vo assessments. If the student's final GPA is bet\veen 70 - 89.99% at the end of all assessments, the student will graduate the course \Vith "Achieved Course Standards" marked on their DA Fann 1059. Because the student failed an assessn1ent and a REA, they \Vil! not receive a rating of "Exceeded Course Standards" rating after taking all assessments.
(Example #4): The student receives a score of 50% on an initial assess1nent. The student elects not to take advantage of the REA. The current student GPA is 50o/o.
30
MLCCMP (1) Because the student failed the initial assessment, the student will be counseled on failing to
1naintain the 70o/o GPA. The facilitator will also counsel the student on not electing to participate in the REA. Facilitators will offer peer or facilitator assistance to the student as needed. The student \.Vi!l continue in the course.
(2) Because the student failed the initial assessment and elected not to take advantage of the REA, facilitators \viii submit a supporting com1nent on the DA Form 1059 stating that the student elected not to take advantage of the REA.
(3) The student \Vi!! continue in the course as long as they pass the other two assess1nents. If the student's GPA falls to 69.99 or below after taking the remaining assessinents. the student 1nay be dismissed from the course. If the student's final GPA is between 70 - 89.99% at the end of all assessn1ents, the student \Vill graduate the course with "Achieved Course Standards" 1narked on their DA Form 1059. Because the student tailed an assessment, they will not receive a rating of"Exceeded Course Standards" rating after taking all assessments.
(Example #5): If a Student fails t\vo assessments (not including the REA) they may be dis1nissed from the course.
d. In order to graduate from the MLC, students must: 1. Have not failed more then t\VO initial assessments. The initial assessment is defined as an
assessment that is not a REA. 2. Have not failed two REA. 3. Possess a su1n1native GPA of 70% or higher after all assess1nent grades have posted. 4. Pass the APFT or one retest. 5. Pass the Height and Weight screening IA WAR 600-9 or one rescreening. 6. Be in good standings on all other areas of this CMP.
e. The appropriate authority may initiate a dis1nissal packet for students for the following reasons: I. The sum1native GPA falls belo\V 70o/o after failing an initial assessment and failing the REA, and
not scoring well enough on the ren1aining assessinents. The Deputy Commandant or designated representative \Vill assess the Soldier's perfonnance and su1Tounding circumstances to apply the leadership required for the situation.
2. The su1n1native GPA falls below 70% after failing the third assessinent and participating in the REA.
3. The student fails two REA. 4. The student fails l>Vo initial assessments. Passing the first assessment and failing the second and
third assess1nent may result in the student being considered for dismissal. 5. The student fails the APFT retest. 6. The student fails the Height and Weight rescreening. 7. The student violates honor standards of this CtvtP.
f. The Academy Deputy Commandant or designated representative may initiate a dismissal packet if the student's grade on any assessment is so poor that they cannot achieve the required 70o/o GPA. This action is by exception, at the discretion of the Deputy Commandant, using the \vhole Soldier concept concerning the student's academic achievement and performance.
31
MLCCMP Appendix B
Assessment Administration Guidance
B-0. Overvie\\': l"his appendix contains the MLC administration and assess1nent fonns for the :MLC.
B-1. Learning Competencies:
a. Co1n1nunications: This con1petency consists of five lessons that occur the first two days of the course. The student will be able to apply com1nunication principles to inspire, lead, and influence at the organizational level.
b. Leadership: This competency consists of two lessons that allow the student to grow as a capable leader who uses creative and critical thinking techniques while applying the principles, attributes, and applicability of se1vant leadership to overco1ne regular and irregular challenges in the operational environment.
c. Manage1nent: This co1npetency consists of four lessons related to training manage1nent, fundamentals of management, critical thinking/problem solving and organizational management. Students will be able to apply management principles and become agile (flexible/adaptable) senior NCOs.
d. Operations: This co1npetency consists of 16 lessons relating to capabilities, operations, mission coinmand, decisive action, planning, and decision making. Students will be able to conduct research, think critically, solve proble1ns, and plan for operations to achieve results by integrating principles of technical and tactical co1npetencies, team\York and collaboration, and adaptability and initiative.
B-2. Assessment Form 1009 (C, R, S, W, W (Special), and L): 'fhe following diagrams and descriptions are established for the grading rubrics used for the MLC. The diagra1ns include the example 1009 series (C, R, S, W, W (Special), and L) used during the course assessments. In grading any of the assess1nents, faculty \Viii use the following guidance:
a. If a Student n1isses an assessment due to an unauthorized absence, the score for that assessn1ent is 0.
b. Students who miss a group assessment due to an excused absence are required to present their portion of that assessment and will be given their individual score in addition to the score that their group earned.
c. Regardless of the type of absence, it is the student's responsibility to n1ake up 1nissed lessons with the faculty during breaks, study halls, or during administrative time. Failure to make up missed lessons may be considered apathy and is grounds for dismissal fro1n the MLC. All other I 009s (10098, I 009R, and 1009W etc.) will be graded lA W MLC rubric standards.
B-3. 1009C Contribution to Group Work Assessment: The I 009C is used to assess the student's contribution to group work. The MLC Student \Viii receive four I 009C assessments during the course. The \veight of these assessments per !earning competency is as follo\vs: communications, management, operations and leadership. The course grade \Vill determine the student's Superior, Satisfactory, or Unsatisfactory standing in the contribution to group \vork demonstrated ability. The \vritten rubric in this docu1nent serves as instructions for all four 1009Cs displayed.
32
MLCCMP
MLC 1009C Contribution to Group Work NAME:
ASSIGNMEN"f TITLE: DATE:
l\'lODULE:
FACILITATOR:
RATING: UNSATISFACTORY SATISFACTORY SUPERIOR
RANGE: 0- 69.9 70- 89.9 90. 100
SCORE:
Some learners must be coached a little to participate and emphasis must be placed on how important it is to the group process. The MLC is a short course so the FlNAL
GRADE learners will only be counseled on participation once at the end.
Facilitator Comments:
Facilitator Signature:
Student Comments:
Student Signature:
33
MLCCMP
1\iLC 1009C Rubric
Cate1>:on: [Tnsatis factorv Satisfactorv Suncrior Points Given
0 -li.9 7 ·8.9 9 -10
Rarely anticipates oradapls to Usually anticipates or adapts lo F.asily anticipates, appraises, and then uncertain or changing situations. uncertain orchangmg situations ,, adapts to Uncertam or changing Rarely is able to identify, let alone, able to recognize problem; and usually situations. ls able to rapidly recognize
define the problem Not interested in can drJw from constructive dialogue to and accurately define problems to multiple perspectives and approaches. fixthcm Appreciates multiple controls1tuat,ons. Readily seek!; out
Opinions and guesses are often perspectives and approaches. Usually multiple pcrspecli>es and approaches SllSpecl. Does not ll) to solve shows the ability to form sound Easily formulates sound opinion' and problems or help other; solve opunons and occasionally rmkes willingly ma~es reliable suggestions.
problems. Let others d" the ""'k. relwblc giicsscs Usually will develop Actively l"oks for and <uggcsts
r.-o1i1emSuhing Fails t" apply ur dues nut cuns1der the and suggest a solutmn to a problem solutions tu problems despite lack of
clemmls and standards ofcnl1cal despite lack ofsom: facts_ !v!any tilrns som:.i facts Significantly dc1mnslrale> rem;onmg_ Unable to identify second will de\ clop solutions suggested by corq:ilote intcgrnli()n of the ele1n::nts order effects let alone third order others_ Solutions usually take into and standards or cntical reasoning.
effects. Displays limited capacity for account and employ the clements and Readily idenllfles second and third creative or innovative thmking_ standards of cn!1cal reasoning. order effects of proposed solutions.
Usually can 1dcn11fy the second order Creative or innovative capacity is effect but struggles with d1scovel)· of evident in nuny proposed solutions. third order effects_ Solutions proposed arc somewhat creative or innovative.
Disrespectful of other pomts of \iew_ Respectful, supported, relevant debate. Creates respectful, well-supported,
Does "" partidpate. Comments "" Class discussion is organized, msighlful debate. Class discussion is logical "' relevant lo the debate. engaging, and usually connected lo astute, relevant, and interesting.
Dehne and Cl>1ss Unable 10 connect topic to assigned assigned readings, previ"us topics, Readily connects the topic to readmgs,
readings, previous topics, current current e,·ents, or personal c:..pcriencc. previous topics, current events, or Discussiun
events, or personal e>;perience. Hardly Usually const111ct1vcly incorporates or personal c>;pcriences Appm,,e; and
ever incorp"rates or builds off ideas o builds off others incorporates the idea; of others, builds others new and valid infomntion that inspires
new ideas
Rarely provides useful ideas when Combines the useful ideas of others Routmely rccomrriends useful ideas participating in a group. Rclt1ctan1 to when participating in a group A strong when participating in a group. A
participate Often publ1cally critical of gfOllp member who participates wholly definite leader who contributes a lot of the work of others. Often has a and tries hard. Rarely publically critical effort Never p11blically entical of negative att1tudc. Rarely focuses on oflhe work of others_ Oflen has a "thers work Always has a positive
Cullaborathc the task and what needs to be done positive allitudc Focuses on the task attitude. Consistently stays focused on \Vork Skills Rllrcly shares with and supports the and what needs to be done most of the the task and what needs to be done_
efforts of others Often is not a good time Usually shares w1tl1 and supports Always shares with and supports the team player_ Grudging!} or does not the efforts of others. DIJes not cause efforts ofo!h~rs Tnes lo keep people a~sist e'en when asked. Finds ways issue "waves'" \Vlthin the group_ Offers working together. Supports without out of tasks. assistance by asking ··what can l do?" bcmg asked_
Interactions arc ineffective. Docs not Usuall)' recognizes the character, Deduces the character, motlves of interact \\Cll with others. Unaware of moti,es of otheri;, and typically others, and adjusts intcrac11v1ty for how others see them. Unaware ofthe mtcracts appropnately to the situation approprtate >•llmt1on Olllcorres. ls self. clmractcr and 1mtives of others. May Generally aware ofhow otben; see aware and relates how others see the1n
h1tcrpersonat require warnings uhout conduct. Very them and usually mtemcts \>1th other Is able !o interact with 01hers very
Characteristics often is imp"hte ordiscouncous. Does emcuvcl}-. lJsmtlly enthu;ias!ic and effectively. Always cnthusmstic and
not listen when others are speaking pos•tive. Consistently polite and positive as "ell as polite und Often mtcrnipts. Possesses courteous Listens when others talk courteous. An attentive and active confrontational style ofdmlogue that is listener of others ideas constrnets new off putting to the team eximples for consideration.
Routinely fails to demonstrate nustery Routinely dcm:mstratcs ma~!ery of the Routinely de1mnslrates mistery of the
Cognithl! Lewi oflhc daily subject at least at the daily su bjcct at the co1111rehens ion daily ;ubject at !lie application level
i\las!ercd comprehensi"n level level imd occasionally dcmonstmtes and occasionally dem:mstrates 1ms1cry mastery at the application le\· el at the analysis level.
There arc 5{1 points avdilable. toeum[llltc the percentage take the points a\\11rdeda11d cfi,ide by TOTAL points possible i.~. 35 point1 ror tile student then 35/5(1=7llo/o
34
MLCCMP
B-4. 1009R Research Ability Assessment: The 1009R is used to assess the student's research ability. The 1009R assessment is a course cu1nulative grade. The \veight of this assessment counts towards the final grade for the course. The final course grade will determine the student's Superior, Satisfactory, or Unsatisfactory standing in the research de1nonstrated ability.
35
MLCCMP
MLC 1009R Research Ability NA.'1E:
ASSIGNMENT TITLE: Group Research Project !DATE:
FACILfl'ATOR:
RATII\'G L'NSATISFACTORY SATISFACTORY SUPERIOR
RANGE 0-69.9 70 - 89.9 90-100
GR.\.DE
Category Unsatisfactory Satisfactory Superior Total
Failed to identify a Identified research questions, Identillcd focused, clear, Identify and research question, key a sufficient nun1bcr ofkey and coinpletc rcsean:h
determine extent of concepts or Ideas to the concepts, and acceptable questions; many key information needed eAtent and depth of ideas to the extent and depth concepts; and clear ideas of
infonnation needed. needed. extent and depth of
Failed to retrieve relevant Retrieved a 1nini1nal nu1nber Retrieved a variety of Accessed needed sources ofinfonnation to ofrelevant sources of relevant sources of information using fulfill the information information that fulfilled the infonnation that directly effective and need. Ignored inforrnation needed using fulfilled the infonnation efficient search appropriate search tools search tools and methods. need using appropriate strategies and methods. search tools and niethods.
Failed to evaluate Evaluated and analyzed Critically evaluated and
Critically ewluated information from a limited information from a mininml analyzes information and its
information and its nuinber of questionable number of sources. niany and diverse sources.
Sources sources. Evaluation was sulflcient. Evaluation was consistent and thoughtful.
Failed to use relevant Used inforrnation to De1110nstrated inforniation. Did not acco1nplish purpose. Drew understanding ofbrcadth accomplish intended relevant conclusions. and depth ofresearch.
Effectively used purpose. Did not draw Synthesi7_ed information fro1n Synthesi7..ed and integrated information to conclusions. Failed to a 111inima\ly sufficient nun1ber in fomiation from a variety accomplish a elfective!y co111111unicate of sources. Effectively of sources. Drew specific purpose ideas. co1mnunicatcd ideas. nlCaningful conclusions.
Clearly conimunicatcd ideas.
Effectiwly used Did not incorporate Mostly incorporated Consistently, incorporated 1ni!itary terms \vhen doctrinal military tenns \vhen doctrinal inililary tenns
proper doctrinal writing and or discussing writing and or discussing when writing and or terminology IA W Army and Joint doctrinal Army and Joint doctrinal discussing Anny and Joint Army and Joint temi.s. terms. doctrinal lci1Yl.'i. Doctrine in the conduct ofv.riting and discussion.
Total points awilable are 50. Take points ami.rdcddi\oi.dcd by total points to Total
get the percentage x/50=x
Facilitator Comments:
Facilitator Signature:
Student Comments:
Student Signature:
36
MLCCMP
B-5. 10098 Oral Communication Assessment: The 1009S is used to assess briefing and speaking ability. Each Student will receive two 1009S assess1nents of equal weight during the course: one for the course of action analysis brief and one for the research project brief. The average grade will determine the student's Superior, Satisfactory, or Unsatisfactory standing in the oral communication demonstrated ability.
MLC 1009S Speaking and Presentations NAJ\iIE:
ASSIGNJ.\.1ENT 'flTLE: DATE:
FACILITATOR:
RATING lJNSATISFACTORY SATISFACTORY SUPERIOR
RANGE 0- 69.9 70- 89.9 90-100
GRADE COGNITIVE LEVFL A IT A IN ED: Higher levels include characteristics oflo\ver levels.
Breaking niaterial into constituent parts, determining ho\V the parts
ANAL\'ZING: relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Carrying out or using a procedure through executh1g, or APPL'\lNG: implen:ienting.
Constructing meaning fron1 oral, \vritten, and graphic messages
UNDERSTANDING: through interpreting, exe1nplifying, classifying, Sullllnarizing, inferring, comparing, and explaining.
RE\f£.'\18ERING: Retrieving, recognizing, and recalling relevant knowledge from !ong-tenn memory.
ASSIGJ"il\1ENT:
Facilitator Comments: (Emphasis on opportunities for growth, development, character, and presence)
Facilitator Signature:
Student Comments:
Student Signature:
37
MLCCMP
MLC 1009S Rubric Performance Lc\CI
Unsatisfactory Satisfactory I su .... rior
0-6.9 7-8.9 I 9 -10
Assessment Areas
Introduction Total No attention step. Attention step was vague or Attention step grabbed
not tied to presentation. audience's attention and was apnropriate.
No clear purpose. Purpose \Vas presented, but Purpose was clearly stated, not focused or co1npletely focused, and relevant to the relevant. presentation.
No stated classification. Stated classification but it was Stated classification and is it not appropriate for purpose. was appropriate for the
presentation.
No stated type. Stated type ofbriefing, but Stated type ofbriefing and it the type chosen was not was appropriate. appropriate for the task and purpose.
No introduction ofniajor Vague introduction ofmajor Clearly introduced major points. points. points that were relevant to
the purpose/thesis.
Dewlopment Total
tv1ajorpoints did not support t.fajor points partially Major points fully supported purpose. supported purpose. purpose.
Failed to consider different Presented multiple Clearly and fairly discussed viewpoints. viewpoints, but did not all vie"'Points.
completely reason through the1n
Failed to show how evidence Analysis partially supported Clear analysis supported supports 1nain points or main points. main points/purpose. purpose.
Speaker fui!ed to consider Generally considered the Considered the audience's audience's prior knowledge. audience's prior knowledge o prior knowledge, biases, and
the topic, talked above or agendas. below that knowlede:e.
Did not address implications Partially addressed Fully developed implications or consequences of the implications and and consequences ofthe assertions or consequences ofthe assertions or recommendations. assertions or recommendations.
recommendations.
Contained t\VO or more One fallacies or the Presentation \Vas free of fallacies within the appearance of one existed fallacies. presentation. within the presentation.
No transitions. Transitions were not clear or Transitions \Vere smooth and smooth. connected major points.
Automation distracted from Automation partially Automation effectively the speaker's main supported the speaker's main supported the speaker's
points/assertion or points/assertion. main points/assertion. overloaded the audience.
38
MLCCMP
Conclusion
Unsatisfacto...,. Satisfact,.....1 Su ..... rior Total Conclusion did not support Conclusion partially Conclusion is clear,
purpose. supported purpose. reinforces purpose, and major parts of the briefing.
No conclusion. Conclusion \Vas not strongly Conclusion was fully linked to the evidence and justified by the evidence and
reasoning or it was not the reasoning, and it was concise. concise.
No transition to next speaker. Transition to the next speaker Wei! defined transition to \Vas vague or inconiplete. next speaker.
Style and Mechanics
Diction or tone was not Diction and tone \Vere Diction and tone were clear, appropriate for audience or generally appropriate for articulate and drew the
purpose Body language \Vas audience and purpose. Body audience into the inappropriate language did not always presentation. Body language
enhance the presentation. enhanced the presentation.
Did not anticipate or respond Did not fully answer the Anticipated questions and to questions. questions that \Vere asked. answered questions with
clarity, accuracy, and precision.
Inappropriate setting, Demonstrated sonle difficultly Completely managed the classroom, or use of managing the setting, setting, classroom, or equipment. classroom, or equipment. equipment.
Tinre
Clearly did not meet the time Met the tilne within i'v1et the time standard well standard by the approved parameters however, there \Vithin the parameters and para1neters were times the speaker was the flow of the speech \\'as
rushed to the point where without confusion hitting all theirco1nposure caused the key areas appearance of confusion or the speech organization became confusing
There are 200 points possible fQr this assessment So if you Sub Total
awarded140 points 140/200=70 °/o
Total
39
MLCCMP
MLC Fonn 10098 Course of Action Briefing NAME: ASSIGNMENT TITLE: Course Of Action Brief !DATE: FACILITATOR:
RATING: UNSATISFACTORY SATISFACTORY SUPERIOR
RANGE: 0 - 69.9 70 - 89.9 90 - 100
EARNED: COGNITIVE LEVEL ATTAINED: Hig/1er levels include cliartlcteristics of lower
Breaking material into constituent parls, detennining ho\v the parts
ANALYZING: relate to each other and to an overall structure or purpose through differentiating, organizing, attributing.
APPLYING: Carrying out or using a procedure through executing, or implementing.
Constructing meaning from oral, written, and graphic messages through
UNDERSTANDING: interpreting, exemplifying, classifying, summarizing, inferring,
comparing, and e)',j)laining.
REMEMBERING: Retrieving, recognizing, and recalling relevant knowledge from long-
tenn memory.
Briefing Assignment As part ofa small group, you \vill analyze a complex tactical scenario in order to develop and present a Course of Action Briefing that \>·ill demonstrate your analytical skills and understanding of Army doctrine. Individually,
you must demonstrate your kno\vlcd~, skill. and ability through the quality and focus of your discussion. You must demonstrate your critical reasoning through your comrnents, questions, and preparation of your presentation. Every member of the small group is expected to take a significant role in the presentation and the proccding qucstion"and- ans\ver session. Your instructor \Viii provide you feedback.
Facilitator Comments:
Facilitator Signature:
Student Conrrnents:
Student Signature:
40
MLCCMP
MLC 1009S COA Brief Rubric
Group Performance (An-al)
Introduction
rnsatisfaetory I Satisfactory Superior
0-6.9 7 -8.9 9-10 Tutal Points
No agenda presented, No stated Agenda presented but nol !A VI' format. Correctly fonnatted agenda presented_ Slated classification or type No overview or lvlis sing elenicnts. Stated classification or class1lkation and type and 1s appropriate for orientation to i\O_ type bul nol appropriate for purpose (1 purpose. Dctn1led and approprulle overview
Point) o~·crv1ewor AOoricntat1on lacked and AO orientation condttcted_ detail.
An updated IPR (Af'~a, 2}
0-6.9 7- 8.9 9 -10 Total Points
Only included t\vo oflhc five terrain products Only rncluded three of the five terrain Included terrain products and weather and weather prodLicts: modified conibined products and \VCatherproducts. 111odified products to include the nwdijied con1bi11ed obstacle overlay, likely enemy CO As; high- conibined obstacle overlay, likely e11e1ny obstacle overlay. likely enemy COA.r; high-val11e target lists; and expl11nations of how COAs; high-value target lists; and v11/11e target list.\'; and expf11n11ti1nu· of how key ch•il co1rsiderutions ajfecl the explanatirnv.· of how key civil kl!)• civil considerations affect the operutio1~ Add1tiom11ly, the initial IPll eo11sider11tio11s affect the operatio11. operalion. Additionally, the inittul lPB
identified gaps ill i11/01111atio11 lhot the Additionally, the initial lPBide11tified gaps identified gaps i11 ilifo11natio11 thut the co11ut1Underuses to est11bfis/1 initial i11 infornwtio11 that the co111ma111/er uses to co1111111111der uses to est11blish initial priority priority intelligence req11iren1e11tJ· a11d establish initial priority intellige11ce inteflige1rce req11ire1nents and requests for requests for ilifor111ation. requirentenls and reque.<ts fi1r information. i1ifonnation.
the most iikel" andmostd.na"erou.s threat COA 'AreaJJ
Stute the enemy most likely and most dangerous cotir:.es of action and employment of enemy assets. A staff more easily understands these enemy courses of action when they arc depicted m sketches_
0-6.9 7- 8.9 9-10 Total Points
COA ans..er three of six ha.sic q11esti1.m.1; COA ans"er four of six basic questions; COA ansm:r fht to six basic questions:
Who-the organi2.1t1onal structure of the Who-the organizational structure of the \Vho-the organizational structure of the threat or adversary organ1nit1on, mcludmg threat or adversary organ1zat1on, including threat or adversary organization, including e\tcmal organizations providing support_ c;;temal organizations pro\·1ding support. external organizations providing support_
Whal-lhe type of operation· attack, defend, \\/hat-the type of operation. attack, defend, What-the type of opcrat1011: attack,defond, other other other.
When-the earliest time the action can begin_ \\'hen-the earliest time lhe action can begin_ When-the earliest t11nc the action can begin.
Where-the battlcficld/battlcspacc geometry Where-the bat!lcficld1battlcspacc geometry Where-the battlefieldlbuttlc~pacc geornell)' that frames the COA {boundaries, objectives, that frames the COA {boundaries. ob.1ectives, that frames the COA (boundunes, objectives, routes, other). routes, other) routeg, other)
How--thc threat/adversary will employ '" How-the threat/advcrsal)' will employ ils 1-fo;v-the thrcat/advernmy will employ its assets to achieve its objectives assets to achieve its objectives assets to achieve its objectives.
Why-tile threat's/adversary's objectives. Why-the thrcat's/adversul)·'s ob;ccllves Why-the lhreut's/adverum)' 's objectives.
41
MLCCMP
The approl~d problem nod missino statement {Area 4)
ll-6.9 7 - 8.9 9-10 Total Points
The problem .<tat~men! a statement that 'ilb'llcly The prohl"m statemem- a statement that The proh/cm 1·1meme,,l-a statement that clearly des en bes the problem to be solved. A nnssion p;nerally describes the probkm to be solved. A describes the problem to he ool,ed. A 1mssion statement is a short sentence m paragraph that truss ion slalcm~'Tlt is a short sentence or paragraph statement is a short sentence or paragraph that doscribes the organization's essctitial task(s), thal dcscril>c:; the organization's essential task(s ), describes the O'fl"'izatton · 5 csscnti1J 1nsk(s ), purpose, and action contamingthe elements of purpose, and action contammgthc element> of purpose, and action containing the elements of who, whal, ""lien, \>here, and why Included \\ho, what, when, where. and why. Included who, what, "hen, where, and why Thcfhe three of the lhe clemen!s ofa mis•iou four of the fiH' clements ofn mhsion clcmcnfs ofa mission statement an;wer these statement to answer these questions: statement to answer these ques1ions: questions:
\\'ho Wlll e:-:ecute the operation (uni! or Who 1•ill e1ccute the operat,on (unit or Of!'ffilZation )' or!'ffii7almnj? \Vho will cxe<:utc the operation (umt or
orgmization)" \Vhat is the umt's essential task (t3Ctlcal mission \\1rnt is the unit's essentEal task (tacllcal mission taskP task)'' \Vhm •s the 1u11t's essential task (rnc11cal mission
task)? \Vhcn "ill the opcratmn bcgm (by time or event) \\11en \\ill the operation begm (by time or event) or what is the duration oft he operation? or I' hilt is the durntion oft he operation' When will the operation befOn (by time or .. .,,cnt)
Qr what 1s the durnt ion oft lie op erntion° \\~1crc will !he operation occur (urea of operations, \\'here will the operation occur (area of operations, objective, grid coordinates j?- objective, grid coordinates)?· Where will the operation occur (area of operations,
object i>c, grid coordinates)'.'· \Vhy wrll the force conduct the opcrntions (for \'v'hy will the force conduct the opcrntions (for "hal purpose)? what purpose)? \Vhy 1•ill the force conduct the opcrntions (for
wllat purpose)?
Jlle ((Ontmandcr's andhigber comman~r'$ i!lte:nt (Ar~.5)
0-6.9 7-8,9 9-10 Total Points
Identified one of the t"o the higher Correctly identified the hlgher headquarter.;' Correctly identified the higher headquarters headquarters' Commander's intent: (two Conunandcr's intent (t\~O levels up). The Commander's intent (two levels up) The levels up)_ The higher headquarter.;' higher headquarters· Commander's intent higher headquarters' Conunandcr's intent Commander's mtcnt (one level up) Did not (one level up) Vaguely identified the task, (one level up) Correctly identified the task, include the task_ purpose, and end state purpose, and cndstate. purpose, and endstatc_
COA snuements and sketclles (Atea 6)
0-6,9 7- 8,9 9 - JO Total Points
The COA sketch includes at least 8 of the 13 The COA sketch includes at least 9 of the 13 The COA sketch includes the array of array of generic forces and control measures, array of generic forces and control measures, generic forces mid control measures, such such as- such as- ,,_
•The unit and subordinate unit boundaries - TI1e unit and suburdinate unit boundaries. •The u11it and subordinate unit boundaries_ •Unit movement formations (but not • C111t movement fonnations (but nnt •Unit movement fonnations (but not ~ubordinate unit formations). subordmatc tm1l fonnations) subordinate unit fonnations). •The line of departure or line of contact and •The line of departure or line ofcontacl and •The hne of departure or line ofconrnct and phase lines, if used. phase lines, ifuscd phase lines, if used_ • lnfurmation collection graphics • lnfomuit1on collect1011 gruphlcs. •Information collection graphics_ •Ground mid air axi::s of advance. •Ground and a'r a>.es of advance •Ground and mr axes of advance •Assembly areas, battle positions, strong • A~scmbly areas, battle positions, strong ·Assembly areas, battle positions, strong points, engagement areas, and objectives. points, engagement areas, and objectives. pomls, ongagcmcnt areas, and obJeCtl\CS. - Obstacle control measures and tactical •Obstacle control mea,ures and tact•cal •Obstacle control measures and rncucal mission graphics. llllSSIOn graphlCS. mu;sion graphics •Fire support coordination and airspace ·fire support coordmahon and a1r:;pace •Fire support coordination and airspace coordmat1ng measures. coordinating measures_ coordinating measures. • l\.1ain effort. •Main effort • )l..1ain effort. •Location of command posts and critical • Locauon of command posts and critical •Location of command posts and cnllcal communications nodes_ commulllcations nodes. communicnt10ns node,_ ·Known or tcmplmcd enemy locations • Knov.n ur temp lated enenry locutions_ •Known or templatcd enemy locattons_ •Population concentrations • P(>pulution concentrations. •Population concentrations
The COA statement briefly e:-q:ircsscs how The COA statement briefly e>:jlresscs ho'"' The COA statement briefly expresses how the unit will conduct the combined arm<; the unit will conduct the combmcd unns the unit wj[\ conduct the combi11cd arm<; concept concept. concept
42
MLCCMP
The rationale for euh COA (Area 7'
0-6.9 7 - 8.9 9 -10 Total PCJints
The rationale 111cluded 6 ofthc following The m11onule mcludcd 7 of the fbllo\;ing nine The rationale included the following: nine items: items:
•Considerations that might affect enemy • Considc!<llions that mlght affect enemy •Considerations that might affe<:t c11emy
CO As. COAs_ CO As. •Critical events for each COA. •Critical events for each COA •Critical events for each COA. •Deductions rcsulti11g from the relative •Deductions resulting from the rebtivc • Deductions resulting from the relative combat po\\cr analysis. combat power analysis. combat power analysis.
•The reason units are arrayed as shown on •The reason units arc arrayed as shown on •The reason units are arrayed as shown on the sketch. (See ADRI' 1-02 for doctrine on the sketch. (See ADRP 1-02 for doctrine on the sketch. (Sec ADRP 1-02 fnr doctnne 011
COA sketches) COA sketches) COA sketches)
•The reason the stalTused the selected •The reason the staff used the selected •The reason the staff used the selected
control measures control n~asures. contrul measures_
•The impact on ci;-ihans. -The impact on civilians. •The impact on civilians
•How the COA accou11ts for minimum •How the COA accounts for minnnum •How the COA account~ for min1m1.1rn
essential s1ab1lity tasks essential stability tasks essential stability tasks
•New facts and new or updated ussumptions •New facts and new or updated assumptions - New facts and new or updated assumptions
(if needed). (if needed) (rfnceded)
•Refined COA evaluation criteria (1fnceded) •~fined COA evaluation criteria (if needed)_ •Refined COA e\'aluation criteria (if needed)_
TOTALGROl.'P POli\'TS (IWA.'XSCOKEJiORAREAS 1-7=70)
Jndh_idufll. Perfurrnance (aru 8)
0-6.9 7-8.9 9- HI Total Points
Speake(s \\urds/tonc was not appropriate for The speaker's words/tone was generally Speaker's \\Ur<ls/tone drew the audience into
audience and/or purpose. No 1rans1t1on to appropriate 10 audience and/or purpose. the pICsentation_ Well defined transitmn to
next speaker. Transition ""~S ~ague next speaker
Did not anticipate or was unable to respond Did not fully llllS\\'er questions. Did 11ot have Anticipated questions. \Vas able to answer
lo questions. Exllibitcd a large degree of depth m the re&ponse to questions_ E'<l1ibilcd the question& V>-1th claril}', accumcy,
discomfort and difficulty dllring briefing (oral a degree of discomfort and difficulty during precision, and depth. Blsily conducted
skills/ body language/no rehearsals)_ briefing (oral skills/body language/limited briefing (oral skill.~/body
rehearsals} language/rehearsals)
Use ofautormt1on/training aids detracted Use ofautomat1011/training aids 11ns adequate Use of automation/training aids enhanced the
from the presentation. for the presentation. rescntation_
Name:
Group Total Points: Total points possible for group arc 70
lndhidtml Points: Total po111ts possible for individual arc 30
TOTAL POJ;'<TS In this instance, where grollp points plt15 individual points arc 70 Total therefore 70 f1{)(F70'/o
43
MLCCMP
B-6. 1009\V Written Communication Assessment: The l009W is used to assess the student's writing ability in the areas of Decisive Action, Mission Co1nmand, and Joint Operations. The minin1tnn passing grade for all 1009W assignments is 70%. The student will receive three 1009W assess1nents throughout the course (individual research project and two short-answer essays) worth 100 points each for the final course grade. The course grade will determine the student's Superior, Satisfactory, or Unsatisfactol}' standing in the written coinmunication demonstrated ability.
Note: The 1009Wassessments weigh to\vards GPA. Ifa Student fails to achieve the 70% passing grade, the essay will be graded by t\vo separate and independent reviewers. The outcome will be determined by the Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate), or designated representative.
44
MLCCMP
MLC 1009W Writing Assignment NAi\-1E:
ASSIGNT\<IENT TITLE: DATE:
FACILITATOR:
RATING: UNSATISFAC1'0RY SATISF.t\CTOR\' SUPERIOR
RANGE: 0 - 69.9 70 - 89.9 90-100
EARNED:
COG1VJTIVE LEVEL ATTAINED: Higher levels include characteristics ofloiver levels
Breaking material into constituent parts, determining hO\V the parts relate to each
ANALVZING: other and to an overall structure or purpose through differentiating, organizing, attributing.
APPLYING: Carrying out or using a procedure through executing, or implementing.
Constructing meaning from oral, written, and graphic messages through interpreting, UNDERSTANDING: exeniplifying, classifying, summarizing, inferring, comparing, and explaining.
REi'1EMBERING: Retrieving, recognizing, and recalling relevant kno\vledge from long-tennmemory.
WRITING ASSIGNl\lENT: Short Anslwr Essay
Facilitator Comments:
Facilitator Signature:
Student Comments:
Student Signature:
45
MLCCMP
Student: !Title J-lere:
Instructions:
Read the synopsis provided and use it for context. Write a short answer essay using an outline for good order. Use the time to develop and convey a deep understanding of the topics based on prior research, study sessions, oral presentations, and group \VOrk. '\'ou are to Define, Explain, Elaborate, and Provide Examples of the to1iics for content and writing kno\vledgc. You must maintain your content in an organized fashion with correct grammar, sentence structure, and \VOrd usage. Additionally, to support your assertions you n1ay use personal experience, historical reference, and or point of view to give your knowledge base su bstanth'e depth. Provide a coherent transition from one
topic to the next. Use Times Nelv Roman 12 point font and APA 6.
Tasks: Define- To state the precise meaning ofa word. Explain- To make understanding clear by providing detail. Elaborate-To put forth complex details. Provide examples of-To incorporate the explanation and elaboration with personal experience, historical reference, or point of vie~'.
General (Topics) Llnsatisfactory Needs lmprovement Satisfactory Superior
1-3.9 pts 4-6.9 pts 7-8.9 pts 9-10 pts
For this exam Clearly the student Provides partial Provides complete Provides complete
there are 9 topic does not have a grasp definitions attempts definitions, and Can definitions and can state
areas \Vith each ofthe content, cannot to state principles, state principles, principles, characteristics
area worth 10 provide adequate characteristics, characteristics, and and tenets, then
points, thus 90 definitions there is no tenets and Provides tenets, attempts to elaborates on the content,
points possible attc1npt to state vague explanations provide explanations principles, characteristics,
for this exam. principles, and examples. and provides at !east and tenets to provide
characteristics, tenets, one clear exa1nple per clear explanations and
explanations, or topic. provides multiple
provide examples. e}almples per topic with
elaboration.
Facilitator Feedback
Unsatisfactory Needs Jmprowmcnt I Satisfactory I Superior
ToJ!c 1
Topic 1 (10 points nnssiblc)
Tol!ic2
Topic 2 (10 points mssible)
Tol!ic 3
Topic 3 (10 nnints nnssible)
Tol!ic 4
Topic4(10 mints aossible)
Tol!ic 5
Topic 5 (10 POints mssiblc)
46
MLCCMP
Tol!c 6
Topic6(10 noints nossible)
To[!!c 7
Topic 7 (10 1 nnjnts ""SSible)
Torie 8 Points are not clear or There is little There is organization to There is organization to
Ornanization and the sequence of organization to the the points and the the points and the points
ooints points is illogical or points and the points points are tied together are tied together\vith
inadequate to the are not tied together. with transitional \Vords transitional \VOrds and the
FACTS, needs of the task or and the writing is in the \\Titing is in order and
EXAl\.1PI,ES, reader. correct order. makes sense.
ANDR&.\.SON
Topic 8 (10 noints nn~sible)
Topic 9 There are 6 or more There are 4 or more There are 2 or more There are no errors in
Grammar errors in grammar, errors in grammar, errors in grammar, grammar, spelling, spelling, punctuation, spelling, spelling, punctuation, punctuation, and word
PUNCTllATION and word usage punctuation, and and \vord usage usage
GRAi\1MAR \VOrd usage
SPELLING
Topic 9 (10 I nnints nn.csiblc)
Sub Total
Grade Subtotal is divided by total points possible Le. if all "Satisfactory" columns arc giwn a 7, then 7 multiniied by 9 equals 63/90=70o/o
Total Points!
47
MLCCMP
B-7.1009W (Special) Written Communication Assessment: The 1009W (Special), is a written assessment used to assess learning objectives associated \Vith course content using a Sho11 Answer Essay (SAE). The 1ninimum passing grade for all l009Wassignn1ents is 70o/o. The student will receive three 1009Wassessments throughout the course two of which are SAE Exams \VOt1h l 00 points each for the final course grade. The course grade will detennine the student's Superior, Satisfactory, or Unsatisfactory standing in the written communication demonstrated ability.
Note: The 1009W assessn1ents weigh towards GPA. If a Student fails to achieve the 70% passing grade, the essay is then graded by two separate and independent reviewers. The outcon1e will be determined by the Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate), or designated representative.
48
MLCCMP
MLC 1009W Writing Assignment (Special) NAJ\iJE:
ASSIGNMENT TITLE: (Short F.ssay Tham) DATE:
FACILITATOR:
RATING: lNSATISFACTORY SATlSFACl"ORY SUPERIOR
RANGE: 0 - 69.9 70 - 89.9 90-100
FA RN FD:
COGNITIVE LEVEL A TT AI NED: Higher levels include characteristics oflo1rer levels
Breaking material into constituent parts, determining ho\V the parts relate to each
ANAL\'ZING: other and to an overall structure or purpose through differentiating, organizing, attributing.
APPL\1NG: Carrying out or using a procedure through executing, or implementing.
Constructing meaning from oral, written, and graphic messages through interpreting, UNDERSTA.i~DING: exemplifying, classifying, summarizing, inferring, comparing, and explaining.
REMEl\1BERING: Retrieving, recognizing, and recalling relevant knowledge from long-tcnnmen101y.
WRITING ASSIGNMFNT: Short Ans"'er Essay
Facilitator Comments:
Facilitator Signature:
Student Comments:
Student Signature:
49
MLCCMP
Student: Title llerc:
Instructions:
H.ead the synopsis provided and use it for context. Write a short ans\ver essay using an outline for good order. Use the time to develop and con\-ey a deep understanding of the topics based on prior research, study sessions, oral presentations, and group work. You arc to Define, Explain, Elaborate, and Provide Examples of the topics for content and writing kno\vledge. You must maintain your content in an organized fashiou with correct gra1nmar, sentence structure, and \l'ord usage. Additionally, to support your assertions you may use personal experience, historical reference, and or point ofvie\v to give your knowledge base substantive depth. Provide a coherent transition from one topic to the next. Take note that there are topics that do not correlate with the synopsis. 'fhe learner must still pcrtorm the tasks associated with the topics.
Tasks: Defiuc-To state the precise meaning ofa uun.L Explain- l'o make understanding clear by providing detail. Elaborate-To put forth complex details. Provide examples of- ]'o incorporate the explanation and elaboration uith personal experience, historical reference, or point of view.
General (Topics) Unsatisfactory Needs Tmpro\>ement Satisfactory Superior
1-3.9 pts 4-6.9 pts 7-8.9 pts 9-lOpts For this exam The learner does not Provides partial Provides complete Provides complete there are 9topic have a grasp ofthe defmitions attempts definitions, and Can definitions and can state areas with each content, cannot to state principles, state principles, principles, characteristics area worth 10 provide adequate characteristics, characteristics, and and tenets, then points, thus 90 definitions there is no tenets and provides tenets, attempts to elaborates on the content, points possible attempt to state vague explanations provide explanations principles, characteristics, for this exam principles, and examples and provides at least and tenets to provide
characteristics, tenets, one clear example per clear explanations and explanations, or topic. provides multiple provide examples examples per topic \Vith
elaboration.
Facilitator feedOOck must be pt'Q\ided for substantiatif»!
Unsatisfactory Needs lmproH~ment Satisfactory I Superior
Tol!!c 1
Topic I (1 O 1-ints -ssible\
To[!ic 2
Topic 2 (10 1-ints -~sible\
To(!!.c3
·ropie 3 (10 -ints -ssible\
To(!ic 4
Topic 4 (l O ..... ints ""'SSible)
Tol!i.c5
Topic 5 (10 ""ints ""Ssible)
50
MLCCMP
Topjc 6
Topic 6 (IO IYlints nossible)
Tou!c7
Topic 7 (10 nnints ""'SSible)
Topic 8 Points are not clear or There is little There is organization to There is organization to OrPanization and the sequence of organization to the the points and the the points and the points
ooints points is illogical or points and the points points are tied together are tied together \vith inadequate to the are not tied together. \vith transitional words transitional words and the
FACTS. needs of the task or and the writing is in the writing is in order and
EXAJ\1P LES, reader. correct order. makes sense.
ANDREASON
Topic8(10 mints mssible)
Topic 9 There are 6 or more There are 4 or more There are 2 or niore There are no errors in
Grammar errors in grammar, errors in grammar, errors in grarrnnar, gra1nmar. spelling,
spelling, punctuation, spelling, spelling, punctuation, punctuation, and \vord
PUNCTUATION and \VOtd usage punctuation, and and \VOtd usage usage
GRAMJ\.-1AR \Vord usage
SPELLING
Topic 9 (10 nnints nnssible)
Sub Total
Subtotal is divided by total points possible i.e. if all "Satisfactory" columns are given a 7, then 7
Grade multiplied by 9 equals 63/90=70'.l/o (IF TIIE FORl\'l BREAKS SIMPLY DO lllE :i\llA Tll l\.1ANUALLY)
l'otal Points I
51
MLCCMP
B-8. 1009L Leadership Skills Assessment: The I 009L is the tool used to evaluate the student's ability to lead.
52
MLCCMP
MLC 1009L Assessing Leadership NAME: DATE:
FACILITATOR:
RATING UNSATISFACl'ORY SAl'ISFACl"OllY SUPERIOR
RANGE 0 - 69.9 70 - 89.9 90-100
SCORE
ATfRJBUfES OF LFADlllSHIP CHAAACTER - Leadership is affected by a person's character and identity. Integrity is a key 1nark of a leader's character. It means
doing \Vhat is right, legally and n1orally. The considerations required in leader choices are seldom obvious as \Vholly ethical or
unethical. Leaders of integrity adhere to the values that are part of their personal identity and set a standard for their follo\vcrs to
emulate. Identity is one's self- concept, how one defines him or herself. Leaders \Vho arc effective \Vith follo\\'CfS identify \Vith the role and expectations of a !eader: they \villingly take responsibilities typical of a leader and perform the actions of a leader.
PRESENCE - The impression a leader makes on others contributes to success in getting people to follow. This impression is the sum of a leader's out\vard appearance, de1neanor, actions and \>·ords and the in\vard character and intellect of the leader. Presence entails the projection of military and professional bi:aring, holistic fitness, confidence and resilience. Strong presence is ilnportant as
a touchstone for subordinates, especially under duress.
INTELLECT - The leader's intellect affects ho\'< \vell a leader thinks about problc1ns, creates solutions, makes decisions and leads
others. People differ in intellectual strengths and ;vay s of thinking. There is no one right \vay to think. Each leader needs to be self a;vare of strengths and limitations and apply them accordingly. Being inentally agile helps leaders addn.-ss changes and adapt to the
situation and the dynamics of operations. Critical and innovative thought are abilities that enable the leader to be adaptive. Sound judgment enables the best decision for the situation at hand. It is a key attribute of the transformation of knowledge into
understanding and quality execution.
COMPETINCIES OF LEADERSHIP LEADS • The category of leads encompasses five competencies. T\vO focus on the affiliation of the follo\vcrs and the comn1on practices for interacting \Vith them. Leads others involves influencing Soldiers and Army Civilians in the leader's organization.
Extends influence beyond the chain of command involves inlluencing others \Vhen the leader does not have desi~ated authority or
\>-hile the leader"s authority is not reco~ized by others, such as \vith unified action partners. Builds trust is an important eoinpctency to establish conditions of effective influence and for creating a positive cnvironrnent. Leader actions and \vords
comprise the competencies or leads by example and communicates.
DEVELOPS- Leaders operate to improve or sustain high performance in their organization. They do so by focusing on the four
develops competencies. Create a positive environment inspires an organization's clin1a!c and culture. Prepares self encourages
hnprovcment in leading and other areas of leader responsibility. Leaders develop others to assume greater responsibility or achieve higher expertise. A leader ste\~·ards the profession to 1naintain professional standards and effective capabilities for the future.
ACHIEVES- Gets results is the single achieves competency and relates to actions to accomplish tasks and n1issions on time and to
standard. Getting results is the goal of leadership but leaders 1nus1 remain mindful that IC'Jding people and creating positive conditions enable them to operate as successful leaders. Getting results requires the right level of delegation, empo\verment and trust
balanced against the 1nission. Adaptability to conditions and adjustments ba.~ed on adversarial actions are ever importru1t clements of
success.
Facilitator's Comments: {Emphasis on opportunities for grol\th, development, character, and presence)
Facilitator's Signature:
Student Comments:
Student Signature:
53
MLCCMP
MLC !009L Rubric Leadership. Choose the o tion that is 1nost reoresentative of the student.
Unsatisfactory Satisfactory Superior Points 0- 6.9 7 - 8.9 9 - 10
Inconsiderate to others; Considerate to others Ahvays considerate to Rarely helps others in when required; Helps others; Proactively takes need; Makes unethical, others \vhen prompted care of classmates; Makes
ineffective, and inefficient (reactive); Makes ethical, ethical, effective, and
Character decisions (e.g. cheats, effective, and efficient efficient decisions even ignores pntdent risk in decisions under standard under challenging mission planning, wastes conditions. conditions (e.g. personal time). vie\VS conflict \Vith Am1y
moral principles).
Does not model the Models the highest Consistently models the highest standards; standards only \Vhen highest standards; Personal challenges or required; Effects of Proactively mitigates external factors lead to persona! effects of personal significant declines in ch al len ges I extern al challenges/ extern al course performance; factors on course factors on course
Presence Agitated in face of perfonnancc mitigated perfonnance (e.g., adversity; Unlikely to only through instructor arranges a different time
easily recover. intervention; Stressed for a test due to family
under adversity; emergency); Calm and Recovers fi·on1setbacks in co1nposed under time. adversity; Recovers
quickly from setbacks.
Understands problems at Understands problems at Understands problems the tactical level only; tactical level \vith limited across tactical,
Does not change anticipation of operational operational, and strategic behavior in face of or strategic levels; Proactively changing conditions; consequences; Reactively changes behavior in Applies known solutions changes behavior in anticipation of second to standard proble1m; response to unexpected and third order effects;
Intellect Fails to engage tean1ffi.'ltes events but slowly; Consistently develops to leverage full range of Applies novel solutions novel solutions to unique skills. to standard problems; and ambiguous problenis;
Engages teannnates and Proactively engages exploits full range of skills others and leverages their when prompted (reactive). skills to solve problems
collectively.
54
MLCCMP
Relies on overly Occasiona!ly exercises Consistently exercises authoritarian behavior to positive influence on positive influence on gain compliance; Fails to classmates/group classmates/group treat others with respect members to achieve men1bers to achieve and rarely delivers \Vhat is task/standard; Generally task/standard; Treats promised; Does not treats others with respect others \Vith respect and
um<>; inspire others; and delivers \Vhat is always delivers what is Communications do not pro1nised; Usually pro1nised; Consistently ensure shared inspires others; Usually inspires others regardless understanding. e;,presses ideas to ensure of assigned role; Always
shared understanding. expresses ideas to ensure shared understanding.
Does not coach, mentor, Coaches, mentors, or Consistently coaches, or counsel classmates in counsels classmates mentors, or counsels need and is not a team \vhen prompted; Realizes c!ass1nates and player; Does not realize own shortcornings but encourages teaimvork and and address own may not kno\v ho\vto collaboration; Notes own
Develops shortcomings; Does not address them; Reactively challenges and strives to maintain high standards models high standards, improve; Proactively or encourage others to cooperates, and helps 1nodels high standards, achieve. others to achieve. cooperates, and helps
others to achieve.
Does not contribute to Contributes to Succeeds in personal acco1nplishing group accomplishing own and work and proactively tasks on tinie or to class' tasks on time and helps class to achieve standard; Acts in a way to standard when objective and go beyond
Achieves that contradicts the Army pronrpted; FollO\VS the requirements \.\'here Values and Warrior Ethos Anny Values and W anior possible; Follo\VS Anny
Ethos under Values and Warrior Ethos clear/standard conditions even under challenging
conditions
There are 60 points available for this assessment to compute the percentage take the points awarded and dh·ide by points possiWe so if you gave 42 points for the student then 42/60=70"/o
Total
55
MLCCMP Appendix C
Dismissal, Discnrollmcnt, and Course Failure
C-0. Dismissal References:
a. AR 350-1, Army Training and Leader Developinent, 19 August 2014. b. AR 623-3, Evaluation Reporting Syste1n, 4 November 2015. c. TRADOC Regulation 350- l 0, Institutional Leader Training and Education, 12 August 2012.
C-1. Dismissal and disenrollment procedures:
a. On the start date (day 1 ), all Students are notified in writing of the course co1npletion requirements.
b. Students 1nay be considered for dis1nissal from MLC for the following reasons;
(I) Personal misconduct is such that continuance in the course is not appropriate (for exa1nple, if a Student violates regulations, policies, or established discipline standards). Misconduct must be documented through police report, report of investigation, written staten1ents, or counseling. Misconduct may lead to a Student's dis1nissa!. Each case must be examined on its merits to determine if dismissal is appropriate.
(2) Negative attitude or lack of 1notivation is prejudicial to the interests of other Students in the class. The student is counseled regarding the negative attitude or lack of motivation and provided an opportunity to correct the deficiency before dismissal is initiated.
(3) Acadeinic deficiency demonstrated by failure to meet course standards or lack of academic progress that makes it unlikely that the student can successfully meet the standards established for graduation
(4) Illness or injury (as detem1ined by a physician), or added physical profile limitation. The student must be counseled detailing the circumstances of the intended action. Students with temporary profiles that prevent full participation in the course may be disenrolled. Students tnay be reenrolled once the illness or injuty has been overcome, allowing the student to 1neet operational require1nents.
(5) Compassionate reasons generally, are requested by the student in \vriting to the Deputy Co1nmandant. "fhe Deputy Commandant may initiate disenrolhnent for co1npassionate reasons after counseling the student and detailing the circumstances of the intended action.
(6) Failure to 1naintain an overall GPA of70%.
(7) Failure to meet physical fitness standards or Army height and weight standards IA W Army Regulation 350-1.
c. Disinissal process and counseling: Students being considered for dismissal must have been counseled by the chain ofcom1nand (usually the assigned small group leader, the course 1nanager, and the school Co1nmandant or commander, or a designated representative who has direct responsibility for the course), \Vith an opportunity to correct deficiencies, prior to consideration for dismissal. Counseling sessions \.Viii be documented and signed by all counselors and acknowledged by the student. All counseling forms \.vill be maintained with the student's records. Additionally, the school Com1nandant or designated representative ¥iill notify the commander of the student's parent unit or parent organization, when possible. All counseling forms will be maintained with the student's records. Students who are dismissed from MLC are provided a packet containing the fol!o\.ving items:
(1) Dismissal counseling fro1n NCO acaden1y Co1nmandant or designated representative. (2) Final notification and counseling of disn1issal from Deputy Co1nmandant, or designated
representative.
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cotnmand. ( 4) DA Form I 059 and referred report 111e1norandum (if applicable). (5) Soldier's appeal (additional document, if applicable). (6) Documentation indicating packet was reviewed by the Office of the Staff Judge Advocate. (7) Memorandum for record of the adjudication.
d. Appeals process: The follo\ving procedures apply in cases where dismissal is considered for 1notivational, disciplinary, or academic reasons. The facilitator will notify the student in writing of the proposed action, the basis for the action, the consequences of dismissal, and the right to appeal. The supervisor will advise the student that any appeal must be submitted \Vithin seven duty days after receipt of the written notification of the dis1nissal action. Appeals will be submitted to the school Co1nmandant.
(1) The student has 7 duty days to submit matters of 1nitigation to the faculty. The reco1nmended dismissal packet and matters sub1nitted to the Deputy Commandant, or designated representative, who is the dismissal authority. If Students \Vish to appeal to the Comn1andant, they have 2 days to reply in \vriting for mitigating circumstances. Students nlust ackno\vledge receipt by endorsement of the notice of proposed dismissal or removal, and their intent to appeal.
(2) The student being considered for dis1nissal or discnrollment may obtain legal advice through their servicing Legal Assistance Office, if reasonably available, or by civilian counsel obtained by the student at no expense to the U.S. Gove111n1ent.
(3) Extensions to the 7-duty-day appeal suspense may be granted by the Coinmandant on a case-by-case basis.
(4) Students who elect to appeal will retnain actively enrolled in the course pending disposition of their appeals. In cases where the decision of the appeal is delayed, Students will pa1ticipate in graduation ceremonies and return to their unit or organization; however, the DA Fonn 1 059 and diploma \viii be withheld until final adjudication.
(5) The Co1n1nandant refers the appeal documentation to the Office of the Staff Judge Advocate (OSJA) to determine legal sufficiency of the dismissal decision. All appellate actions \vill become part of the student's case file. Comn1andants and commanders V.'iil make their final decision on dis1nissals after considering the supporting Office of the Staff Judge Advocate recommendation. In cases where an Office of the Staff Judge Advocate is not available, the Commandant or con11nander will fonvard appeals to the comn1ander who has General Court Martial Convening authority for revie\V and final decision; General Cou1t Martial Convening Authorities will obtain a legal review before final action.
e. The Co1nmandant will make a final decision on dis1nissal after considering the basis for the action, deter1nining all procedural requirements have been met, and considering appellate 1natters and the recommendation of the OSJA when applicable.
Note: For USAR and ARNG Students, the Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) or Registrar provides notification of the action to the student's unit or State AG and provides a copy of the reco1nmendatio11 to the individual's records nlaintenance facility (AR-HRC or National Guard Bureau and the State Army National Guard Military Personnel Office), as applicable.
f. Unit notification: The Commandant or designated representative will notify the con1mander of the student's parent unit or parent organization (if applicable) regarding the dis1nissal or disenrolhnent action including reason for the action and criteria for reenrollment under AR 350-1, para 3-14.
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the student's unit. The DA Fo1m 1059 should not be forwarded to the unit \Vi th this packet but will be processed separately and forwarded for OMPF filing.
(2) Adverse proceedings (including UCMJ, bars to reenlistment, and separation proceedings) are a parent unit commander responsibility.
g. The completed dismissal or disenrollment action and final decision \.Vi!! be provided to the academy Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC graduate) or Registrar for filing and distribution. Commandants ensure Student records are co1nplete and audit trails are maintained for all personnel actions.
(1) Dismissals tor 1nisconduct, lack of motivation, acade1nic deficiency, or failure to nlaintain physical fitness or height and \Veight standards are recorded on the individual's DA Form t 059, if applicable, in accordance with AR 623-3.
(2) For USAR and ARNG Students, the Chief of Training (or Senior l\1LC facilitator if the Chief of Training is not an MLC or SMC graduate) or Registrar will provide notification of the action to the student's unit or State AG and recommendation to the individual's records maintenance facility (AR-1-IRC or National Guard Bureau and the State Army National Guard Military Personnel Office) in accordance \Vith AR 350-1, chapter 3-14, as applicable.
C-2. Course Failures and Referred Academic Evaluation Report Requirements and Procedures:
a. Students are evaluated in accordance with AR 623-3, using DA Form 1059 (Service School Academic Evaluation Report) against established course assessment criteria.
b. Acade1nic evaluation reports with the following entries are refen·ed evaluation reports. Reports are refe1Ted to the rated Student by the reviewing official for acknowledgment and an opportunity to comment before being submitted to I-IQDA (detailed instructions and process for handling referred AERs are in DA Pain 623-3).
(l) Any "NO" response.
(2) Any "Unsatisfactory" rating.
(3) A "Marginally Achieved Course Standards" rating.
(4) A "Failed to Achieve Course Standards" rating. If this block in item 13 is checked, the preparing official \viii address {in item 16) whether the deficiency reflects on the character or behavior of the rated Student or lack of aptitude in certain areas. All "Failed to Achieve Course Standards" AERs require an additional review (see AR 623-3, para 2-19).
(5) Any co1n1nents so derogatory that the report may have an adverse i111pact on the Soldier's career.
(6) Any report with a "FAIL'' for the APFT, indicating nonco1npliance with the standards of AR 350-1 and/or a "NO" entry for the height and \Veight standards, indicating noncompliance with AR 600-9 (if entries are applicable) (see DA Pam 623-3).
(7) Students released from the academy at any ti1ne during the course for adverse action or failure to meet course standards receive a rating on their DA FORM I 059 as follows:
(a) Block 11 (Performance Summary). No requirement exists for marking blocks for students ad1ninistratively dismissed from the course. Students dismissed for acaden1ic reasons \vil! receive a "Failed to Achieve Course Standards" rating.
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(b) Block 12 (Demonstrated Abilities). Evaluation is possible, dependent upon the time frame of the student's release.
(c) Block 13 (Acaden1ic Potential). Has the student demonstrated the academic potential for selection for higher level school/training? This block is self-explanatory. This po1tion of the evaluation strictly addresses the student's academic potential for future schooling/training. A rating of"NO'' constitutes a referred report and comments must be specific and fully explained in block 14.
(d) Block 14 (Co1n1nents). Block 14 requires a state1nent explaining the reason for the student's release or a state1nent that ite1n 11 does not apply to the report (except in the cases of academic failure, where comments n1ust support the "Unsatisfactory" rating).
c. The AERs for students released fro1n the course of instruction through no fault of their own (for exa1nple, tnedical or compassionate reasons), \Viii receive an AER and item 11 is left blank. It \viii not be referred and the circumstances \viii be fully explained in iten1 14 (DA Fonn 1059), or item 1 I (DA Forn11059-l)
d. A Student is considered a course failure if on the last day of the course all assigned work is not complete or remedial assignments or regrading have not been co1npleted as directed.
(I) A Student will not be considered a course failure while an appeal of dismissal or acade1nic redress is being considered.
(2) Initiation of dismissal or disenrollment action after the last day of the course is generally inappropriate. The student \Vil! receive a referred AER under the provisions of AR 623-3 for failure to achieve course standards.
e. Criteria establishing "Marginally Achieved Course Standards'' ratings is established \Vithin the course 1nanagement plan (see paragraph 3-10 MLC CMP).
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MLCCMP Appendix D
Faculty Briefing
D-0. Purpose: The sample Student briefing aids the facilitator in explaining the policies and procedures used at the acade1ny. These iten1s are listed as additional areas not addressed in the orientation lessons (P930.0l and ?930.07).
a. A physical tour of the acade1ny. b. Introductions of Chief of Training (or Senior MLC facilitator if the Chief of Training is not an MLC or SMC
graduate), Registrar (if applicable), Deputy Commandant, and Commandant. c. Local offices of key personnel. d. Group roo1n orientation. e. Authorized parking areas. f. Physical training location. g. Designated smoking areas. h. Running routes. i. Police call areas. j. Evacuation assembly areas.
Note: Tin1e 1nay not permit you to discuss everything during one session. Facilitators \Viii use good judgn1cnt on what takes priority during the briefing.
Note: Students will not be assigned additional duties during the course such as CQ/SDNCO. Such duties are the responsibility of the acade1ny.
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Appendix E 21st Century Soldier Competencies
Character and accountability:
a. Soldiers and leaders demonstrate Ar1ny values, the Soldier's Creed, and Warrior Ethos through action \Vhile also developing character and accountability in subordinates. They accept obligations of service before self and for assigned tasks, missions, their subordinates, and the1nselves while building confidence in leaders, peers, and subordinates that they can be counted upon to accomplish goals. Soldier and leader actions are guided by the Arn1y Ethic, which consists of the shared values, beliefs, ideals, and principles held by the Army Profession of Am1s and e1nbedded in its culture that are taught to, internalized by, and practiced by all Soldiers in full-spectrum operations as \Veil as peacetime.
b. Adhering to and internalizing the Anny Ethic develops strong character, ethical reasoning and decisionmaking, e1npathy for others, and the self-discipline to al\vays do \Vhat is right tOr fello\v Soldiers, the Army, and the Nation. Character enables the Soldier to operate in a complex and uncertain environment with the understanding that the Soldier is individually accountable for not only what is done, but also for what n1ight not be done. The pride, esprit, and ethos required of Soldiers as 1nembers of the Profession of Arms may require them to sacrifice themselves willingly to preserve the Nation, accoinplish the mission, or protect the lives of fellow Soldiers. Qualities of character and ethical behavior \Viii be stressed at every level.
Comprehensive fitness:
Soldiers and leaders develop and maintain individual, as well as that of their subordinates, physical, emotional, social, Family, and spiritual fitness. They display physical, n1ental, and emotional persistence, quickly recover fro1n difficult situations, and exeinplify the resilience necessary to fight and win in any operational situation.
Adaptability and initiative:
a. Soldiers and leaders are comfortable operating in unexpected situations throughout the world. They scan the environment, identify unique or unexpected conditions, and adjust to handle the situation effectively.
b. Soldiers and leaders recognize \vhen standard procedures are not an effective solution to a situation and use innovation to develop new procedures, devices, and others, that are necessary to handle the situation. Mental agility and a global mindset allow them to anticipate changes in the operational environment, adapt to the changes, and anticipate the second and third order effects of their actions and decisions.
c. Soldiers and leaders take appropriate action and calculated risks in the absence of orders or in situations that require modifying orders to achieve the commander's intent while also developing initiative and risk taking in subordinates. They anticipate changes in the operational environment assess the situation and use sound judgment to decide \vhen and how to act. Se!f-a\vareness allows Soldiers and leaders to monitor and adjust their actions and those of their teains to constantly assess pe1fonnance and seek i1nprovement.
Lifelong Student (includes digital literacy):
a. Soldiers and leaders continually assess themselves, identify \vhat they need to learn and use skills that help the1n to effectively acquire and update knowledge, skills, and attitudes. Soldiers and leaders value and integrate all fonns of learning (formal, informal) on a daily basis to seek i1nprovement of themselves and their organizations continuously.
b. Soldiers and leaders gain access, evaluate, and use information from a variety of sources and leverage technology (hardware and software) to i1nprove their effectiveness and that of their teams while executing the Anny's 1nissions. Digital literacy skills are developed at initial entry and increase progressively at each career level.
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Team,York and collaboration:
Soldiers and leaders create high-performing formal and infor1nal groups by leading, motivating, and influencing individuals and partners to work toward common goals effectively. They are effective tea1n me1nbers, understand team dynamics, and take appropriate action to foster trust, cohesion, communication, cooperation, effectiveness, and dependability \vithin the team. Leaders build teams, seek multiple perspectives, alternative viewpoints, and 1nanage teain conflict.
Communication and engagement (oral, written, and negotiation):
a. Soldiers and leaders express the1nselves clearly and succinctly in oral, \Vritten, and digital cominunications. They use interpersonal tact, influence, and communication to build effective working relationships and social nehvorks that facilitate kno\vledge acquisition and provide feedback necessary for continuous improve1nent.
b. Soldiers and leaders inform and educate U.S., allied, and other relevant publics and actors to gain and maintain trust, confidence, and support. Engagement is characterized by a comprehensive co1nmitment to transparency, accountability, and credibility, and is an imperative of 21st century operations.
Critical thinking and problem solving:
Soldiers and leaders analyze and evaluate thinking, with a vie\v to improving it. They solve complex problen1s by using experiences, training, education, critical questioning, convergent, critical, and creative thinking, and collaboration to develop solutions. Throughout their careers, Soldiers and leaders continue to analyze infonnation and hone thinking skills while handling proble1ns of increasing complexity. Select leaders also develop strategic thinking skills necessary for assignments at the national level.
Cultural and joint, intcragency, intergovernmental, and multinational competence:
Soldiers and leaders use cultural fundatnentals, self-a\vareness skills, and regional con1petence to act effectively in any situation. They use communication, including foreign language, influence, and relational skills to work effectively in varied cultural and joint, interagency, intergovernmental, and 1nultinational contexts. Soldiers and leaders consider and are sensitive to socially transmitted behavior patterns and beliefs of individuals from other communities and/or countries and effectively pattner, influence, and operate in co1nplexjoint, interagency, intergovernmental, and multinational environments.
Tactical and technical competence (full spectrum capable):
a. Soldiers and leaders employ tactical and technical skills in full-spectrum operations to accomplish the mission and suppo1t the com1nander's intent. They are expe1ts on weapons systems, cotnbined arms operations, and train their subordinates to be technically and tactically competent. r\t lower levels, they are technical experts in their specialty and continue to develop their technical skills and those in their subordinates. As leaders grow, they increase their understanding and application of 1nission command, operational contexts, systems, and technology while operating in increasingly complex environments.
b. Soldiers and leaders are prepared to execute offensive, defensive, stability, and civil suppo1t 1nissions throughout the continuum of operations and transition between diverse tasks and operational actions as complex and uncertain operational situations are developed through action. Leaders anticipate tactical, operational, and strategic transitions and use mission comn1and to apply lethal and nonlethal effects to achieve the com1nander's intent.
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Appendix F Warfighter Challenges
1. Develop Situational Understanding: How to develop and sustain a high degree of situational understanding while operating in complex environments against detennined, adaptive enemy organizations.
2. Shape the Security Environment: How to shape and influence security environ1nents, engage key actors, and consolidate gains to achieve sustainable security outcon1es in support of Geographic and Functional Combatant Commands and Joint requirements.
3. Provide Security Force Assistance: Ho\v to provide security force assistance to support policy goals and increase local, regional, and host nation security force capability, capacity, and effectiveness.
4. Adapt the Institutional Army: I-low to maintain an agile institutional Army that ensures combat effectiveness of the total force, supports other Services, fulfills DoD and other agencies' requirements, ensures quality of life for Soldiers and fatnilies, and possesses the capability to surge (mobilize) or expand (strategic reserve) the active Army.
S. Counter Weapons of Mass (\VMD) Destruction: 1-lo\v do Army forces prepare for, prevent the acquisition or employment of, protect from the use of, and, \vhen necessary, respond to and recover from adversary e1nployment of WMD to prevent, shape, and \vin.
6. Conduct Homeland Operations: How to conduct homeland operations to defend the Nation against emerging threats.
7. Conduct Space and Cyber Electromagnetic Operations and Maintain Communications: Ho\'1 to assure uninterrupted access to critical communications and information links (satellite communications [SATCOM], positioning, navigation, and timing [PNT], and intelligence, surveillance, and reconnaissance [ISR]) across a multi-domain architecture when operating in a contested, congested, and competitive operating environment.
8. Enhance Training: Hov.' to train Soldiers and leaders to ensure they are prepared to accomplish the mission across the range of military operations while operating in complex environ1nents against determined, adaptive enemy organizations.
9. Improve Soldier, Leader, and Team Performance: Ho\v to develop resilient Soldiers, adaptive leaders, and cohesive tea1ns co1nmitted to the Anny professional ethic that are capable of accomplishing the mission in environments of uncertainty and persistent danger.
10. Develop Agile and Adaptive Leaders: How to develop agile, adaptive and innovative leaders \Vho thrive in conditions of uncertainty and chaos and are capable of visualizing, describing, directing, leading and assessing operations in co1nplex environments and against adaptive enemies.
11. Conduct Air-Ground Reconnaissance: I-low to conduct effective air-ground co1nbined arms reconnaissance to develop the situation rapidly in close contact with the ene1ny and civilian populations.
12. Conduct Entry Operations: HO\V to project forces, conduct forcible and early entry, and transition rapidly to offensive operations to ensure access and seize the initiative.
13. Conduct Wide Area Security: How to establish and maintain security across \vide areas (Wide Area Security) in coordination with other military and civilian capabilities to protect forces, populations, infrastructure, and activities necessary to shape security environments, consolidate gains, and set conditions for achieving strategic and policy goals.
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14. Ensure Interoperability and Operate in a Joint, Inter-organizational, and Multinational (JIM) Environment: Ho\V to integrate joint, inter-organizational, and multinational pa1tner capabilities and interagency campaigns to ensure unity of effort and accoinplish 1nissions across the range of military operations.
15. Conduct Combined Arms Maneuver: How to conduct combined arms air-ground maneuver to defeat enemy organizations and accomplish missions in complex operational environments.
16. Set the Theater, Sustain Operations, and Maintain Freedom of Movement: How to set the theater, provide strategic agility to the joint force, and maintain freedom of move1nent and action during sustained and high tempo operations at the end of extended lines of co1nn1unication in austere environments.
17. Integrate Fires: Ho\v to coordinate and integrate Anny and JIM fires, and conduct targeting, across all domains to defeat the enemy and preserve freedom of maneuver and action across the range of military operations.
18. Deliver Fires: How to deliver fires to defeat the ene1ny and preserve freedom of maneuver and action across the range of milita1y operations.
19. Exercise Mission Command: How to understand, visualize, describe, and direct operations consistent \Vith the philosophy of mission command to seize the initiative over the enemy and acco1nplish the 1nission across the range of military operations.
20. Develop Capable Formations: How to design Arn1y formations capable of rapidly deploying and operating to achieve missions across the range of military operations.
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Appendix G MLC Required References
Section I: Required Publications Refer to Lesson Advance Sheets.
Section II: CMP References.
ADP 6-22 (! August 2012) AR 25-400-2 (2 October 2007) AR 350-1 (19 August 2014) AR 600-9 (28 June 2013) AR 623-3 (31 March 2014) DA Pan1 623-3 (31 March 2014) TRADOC Regulation 11-21 (19 March 2014) TRADOC Regulation 350-10 (12 August 2002) TRADOC Regulation 350-18 (21July2010) TRADOC Regulation 350-70 (6 December 2011) USASMA Instructor Certification Program Policy (l July 2015)
Section Ill: Terms.
Note: This section provides standardized definitions of training and training develop1nent tem1s. Use these definitions in all training and training development correspondence and publications.
Accreditation: 1'he recognition afforded an educational institution when it has inet accepted standards of quality applied by an accepted, professional accreditation agency.
After-Action Review/Report (AAR): A professional discussion of an event focused on perforn1ance standards, that enable Soldiers to discover for themselves \vhat happened, why it happened, and hO\V to sustain strengths and in1prove in areas of\veakness.
Army Training Requirements and Resource System (ATRRS): Projects inputs, resource requirements, and Student accountability, and updates 1nilitary personnel training records. It provides the data for Congressional Military Manpo\ver Training Reports (MMTR), etc.
Chief of Training: Designated stafT me1nber over each facilitator who determines Student accomplish1nents
Collaboration: To work jointly with others ¥.'ith a co1n1non goal and shared understanding in mind.
Conference: A 1nethod of instruction that develops the training material through a faculty guided Student discussion.
Counseling: A means of assisting and developing Students and subordinates.
Course Administrative Data (CAD): A resident course document that provides critical planning infonnation used to determine Student input requirements for new and revised courses.
Course Management Plan (CMP): A document that tells the Course l'vfanager and faculty how to manage the course.
Course Map: A chart that depicts the designed sequence of presentation for a given course, established during course design.
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Enabling Learning Objective (ELO): A learning objective that supports the terminal learning objective. It 1nust be learned or acco1nplished to learn or accomplish the terminal learning objective. It consists of an action, condition, and/or standard. Enabling objectives are identified when designing the lesson.
Evaluation: The measurement of the demonstrated ability of Soldiers or units to perfonn a task and supporting skill.
External Evaluation: The evaluation process that provides the means to determine if the training received meets the needs of the operational Army.
Individual Student Assessment Plan: A plan that details ho\v the proponent school \vii! detennine if the student has den1onstrated a sufficient level of competency to pass the specified course or training.
Internal Evaluation: lnternal evaluations focus on the training develop1nent process and the 1neasure of learning that was gained fro1n the training progra1n in an effort to continually improve instructional quality and effectiveness.
Lesson Plan: The detailed blueprint for presenting training by a faculty. It prevents training from beco1ning haphazard and provides for training standardization. It is built on the lesson outline and includes all the details required for the presentation. It 1nust be of sufficient detail that a new faculty member can teach the lesson with no decrement of training.
Methods of Instruction: Indicates exactly ho\v the training tnaterial will be provided to the student and has an assigned faculty-to-Student ratio. Exa1np!e tnethods of instruction are conference, de1nonstration, and practical exercise.
Optimum Class Size (OCS): The largest number of Students in a class that can be trained with no degradation in training effectiveness. The constraining factor is the availability of equipment, facilities, and manpower. OCS serves as the basis for determining equipinent and resource requirements.
Practical Exercise (PE): The practical exercise is the hands-on application of the perfonnance required in enabling or tenninal learning objectives.' Gives the student the opportunity to acquire and practice skills, knowledge, and behaviors necessary to perfonn the training objective successfully.
Prerequisite training: Training which personnel must have successful!y cotnp!eted in order to be qualified for entry into training for which they are now being considered.
Program of Instruction (POI): The POl covers a course/phase. The program of instruction is a requirements docu1nent that provides a general description of course content, duration of instruction, types of instruction, and lists resources required to conduct peacetime and mobilization training in an institutional setting.
Risk Assessment: The identification and assessment of hazards. Refer to FM 5-19.
Rubric: A scoring tool that clarifies the specific expectations for an assignment; a detailed description of what conStitutes acceptable or unacceptable levels ofperfonnance for each of those parts.
Facilitator (Faculty): A designated me1nber of the staff and faculty, who assists, evaluates, critiques, and counsels Students on individual and overall perfo1mance.
Safety-in-training: The integration of safety requirements and risk management into the training development process. It involves hazard (risk exposure) identification and prevention (risk control techniques) into individual lesson plans.
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Small Group Process: A method of teaching and learning, characterized by Student~!ed classes which pro1note discussion in lieu of lectures.
Standard: A statement that establishes criteria for ho\v well a task or lean1ing objective n1ust be perfonned. The standard specifies how well, completely. or accurately a process must be performed or product produced.
Training Method: The procedure or process for attaining a training objective. Examples include lecture, demonstration, discussion, assigned reading, exercise, exa1nination, seminar, and progra1nmed instruction.
Training Objective: A statement that describes the desired outco1ne of a training activity in the unit. It consists of the following three parts: task, condition(s), and standard.
Training Safely: Achieved by identifying task performance safety hazards and integrating safety in training procedures: during training design, development, and implementation. Safety in training and training safely are not one and the sa1ne.
Training Support: The provision of the materials, personnel, equipinent, or facilities when and where needed to imple1nent the training. It includes such functions as the reproduction and distribution of training products and nlaterials, training scheduling, and Student record maintenance.
Validation: An evaluation of the training products and nlaterials. It is the process used to detern1ine if training accomplishes its intended purpose. Validation and revising training are continuous actions in the teaching/revising process of training improvement.
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AppendixH Lesson Scopes
M400- Organize an approach to achieve the course learning outcomes. In addition, you will be able to message to senior and lo\ver echelons how the Army is shifting to learner-centric education experiences and away fro1n direct instruction. You will also have an opportunity to define the components of group dynamics and how they apply to both the cu1Tent learning environment and in your personal \Vorkspace. The course contains 112 hours of acade1nic instruction covering the following competency areas: Com1nunications, Leadership, Management and Unified Land Operations.
M401-This two-hour lesson highlights effective listening. At the end of this lesson you \Vil! be able to employ better listening skills to communicate the commander's intent. Knowing your listening strengths and weaknesses wiH set you apa1t fro1n your peers and improve your leadership skills.
M402- At the end of this lesson you will be able to de1nonstrate confidence and presence when speaking publicly, use storytelling techniques, and e1nploy tactics to handle difficult audiences. As you transition into senior positions, you will be required to speak before various audiences and this lesson provides you the tools necessary to present your ideas logically, clearly, and powerfully. You \viii have several opportunities to practice throughout the course.
M403- At the end of this lesson you will be able to conduct the four types of military briefings logically, clearly, and powerfully. As a Senior Nonco1n1nissioned Officer you are required to com1nunicate effectively \.vith co1nmanders, com1nand staffs, and \Varfighters to 111otivate, inform, and lead to ineet Arn1y mission requirements.
M404-At the end of this lesson you \.vill be able to construct effective writing products for the course and in your operating environment. A review of English I 01 \Vriting rules and other tools available to assist you in writing and researching.
M420- At the end of this one-hour lesson you will be able to support Soldiers to gro\v as capable leaders \Vho use creative and critical thinking to overcome regular and irregular challenges in the operational environment.
M421- As a result of this class, students will have a greater awareness of the tenants of servant leadership and an understanding of the beneficial aspects of using this leadership style. Numerous research studies conducted on leaders in academia and the corporate \.Vorld have revealed that individuals \.vho contribute to their organization beyond their formal job requiren1ents are positively associated with enhanced individual and organizational productivit)', efficiency, and employee satisfaction. These outco1nes reinforce the i1nportance of developing and fostering ethical, cooperative and helpful behaviors in organizational settings.
M430- At the end of this lesson you will be able to distinguish the differences bet\veen managing and leading, implement a 1nanage1nent process, and develop effective 1nanagen1ent skills. Working at the organizational level \viii test your ability to be resourceful, flexible, and adaptable to mission needs and changes. Knowing 1nanage1nent fundamentals will help you to beco1ne an agile manager who can use Army resources effectively to achieve organizational goals and objectives.
M431- This two-hour lesson introduces you to the knowledge needed to provide a managers approach to achieving organizational objectives through efficient and effective utilization of Anny resources. At the end of this lesson you will be able to coordinate and execute pro grains required at the organizational !eve! quickly, effectively, and thoroughly. You will learn how to categorize the components of resource management, handle manpo,ver processes, assess your Soldiers readiness standards, execute talent manage1nent, and support Soldier's personal and professional needs.
M432-At the end of this lesson you will be able to manage training requirements by clearly defining the connections between the operations and training processes, and use tools, such as physical models, simulations, and games to meet training objectives.
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M433- This four hour lesson focuses students on how to think rather than on what to do. This lesson introduces the steps in solving problems and the fundamental concepts of thinking.
This lesson establishes the foundation of our ability to think and our ability to solve proble1ns. We accomplish lesson objectives by means of advance readings, classrooin discussion, and practice in the forn1 of a practical exercise. Analyzing a conte1nporary issue confronting today's milita1y is designed to accentuate the concepts in problem solving and critical thinking.
This lesson \.viii also help students to understand the difference between models and mental models and to become aware of the mental models they currently use as critical thinking and problem-solving tools. They will discover or rediscover that they are capable of selecting and adjusting those 1nental models to fit the nature of each unique problein they encounter.
M440- The purpose of this three-hour lesson is to examine how the Depart1nent of Defense (DoD), through the Quadrennial Defense Review (QDR) and the National Military Strategy (NMS) implements the strategic direction laid out in the National Security Strategy (NSS). We will look at the strategic themes in the QDR and their implications for the NMS as \Vell as the capabilities required of the armed forces to achieve military ends that suppo1t strategic ends and the \vays the instruments of national power (DIME) can be leveraged to achieve national goals and protect national interests.
M441-This t\VO-hour lesson is an introduction to U.S. Army and Joint doctrine. You \viii be introduced to integral facets of Anny and Joint doctrine, including the role of doctrine and the Army's and Joint's operating concept. The concepts that you explore in this lesson \Vill augment your professional development and enhance your ability to employ doctrine at a senior leader level.
M442-The objective of this lesson is to allo\V leaders to understand Operational Art, Operational Design, the Ele1nents of Operational Design, the relationship bet\veen campaigns and major operations, and develop an operational approach to solve problems using these concepts in the first t\VO steps of the Joint Operations Planning Process (JOPP). The lesson also covers the elen1ents of operational design including: Termination, Military End State, Objectives, Effects, Center of Gravity, Decisive Points, Lines of Operation and l,ines of Effort, Direct and Indirect Approach, Anticipation, Operational Reach, Cuhnination, Arranging Operations, and Forces and Functions. Leaders will delve into assess1nents including 1neasures of performance (MOP) and nleasures of effectiveness (MOE).
M443- During this this two-hour lesson, we will discuss the application of JJPOE process and how your analyzing and planning of the operational environment will assists the comn1ander to achieve success. Choosing significant facts about the adversary in the scenario and developing assuinptions are important elements of the process.
M444- The purpose of this tv.'o-hour lesson is to provide basic instructions for doctrinal joint operational planning. During this lesson, students \Vilt revie\V and discuss joint planning within a joint planning group construct. Using doctrine, the discussions will focus on the four functions (seven steps) of JOPP: Planning Initiation; Mission Analysis; COA Developn1ent; COA Analysis and War gaming; COA Comparison and COA Approval; Plan or Order Development; and Plan Assessment. This lesson uses the principles of operational art and design and the elements of operational design frorn the M322 lesson - Operational Art and Design.
M445- During this three hour lesson you will exa1nine the use of operational and mission variables in order to understand how U.S. Ar1ny doctrine defines the operational environment. The discussion will focus on the tools used to apply these variables to understand and visualize the operational environment. At the completion of this lesson you will examine vignettes and select the appropriate variables to analyze the vignettes through small group practical exercises.
M446- The objective of this two-hour planning overview is to get the students familiar \Vith the Caucasus region. The Caucasus region consists of (Ariana, Atropia, Gorgas, l'v1inaria, and Donovia). After a transition period, prepare to function as part of a brigade combat tea1n (BCT) staff in conducting the military decision· making
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process (MDMP}. The intent is for the FACILITATOR to provide the students \vi th an overvie\V of the DATE scenario and provide the1n the tools to create an in depth understanding of the planning process using the Ariana, Atropia, Gorgas, Minaria, and Donovia (DATE) scenario. The pri1nary references for this lesson is ADRP 5-0, Operations, 11 Nov 2016; and FM 6-0, C'omn1ander and S'taff Organization and Operations, May 2014
M447-This is a two-hour lesson that introduces the central idea of1nission command. During this lesson, you will explore the Arn1y's approach to mission co1nmand through tv.·o lenses. The first being mission con11nand as a philosophy and secondly n1ission comn1and as a \Varfighting function. The focus of this lesson is from the operations sergeants' perspective and how the staff provides their leaders with the knowledge they need to fully understand the operational environment. Fu1ther, lhis lesson elaborates on the art ofco1nmand and the science of control.
M448-This three-hour lesson introduces Mission Command - Understand. This lesson \Vill focus on developing an operational frame using the operational variables to analyze the operational environment. This lesson will help establish the conditions for analyzing operational and inission variables and problem framing, addressed in follow-on lessons. Once com1nanders understand their environment, their next task is to visualize their desired end state. You will get to develop your O\Vn problem statement at the end of this lesson.
M449-This hvo-hour lesson introduces the Visualize co1nponent of Mission Command. This lesson \viii focus on developing the commander's vision using mission variables to analyze the operational environment. This lesson \Viii establish ho\.v co1n1nanders use mission variables to support decision 1naking \Vhile \Vorking through the l\ilDMP and war gaming. Command and staffs use mission variables to develop the com1non operational picture (COP) and to understand their environment. Mission variables derive infonnation from running estiinates and help a comn1ander visualize their desired end state. This lesson addresses how commanders develop their visualization with the problem statement. You will develop your O\Vn proble1n staten1ent at the end of this lesson.
M450- This is a three~hour lesson that introduces the Describe component of l\ifission Co1nmand. You \Viii address ho\\-' the commander's visualization is described through the use of the co1n1nander's intent, planning guidance, commander's critical infonnation requiren1ents, and assessn1ents.
M451- The objective of this three-hour lesson is to allow you to apply knowledge gained frotn reading and classroom discussion in offensive operations including fonns of 1naneuver, tactical enabling operations, and transitions to either defense or stability operations. In addition, students will have the opportunity to apply what they have learned during an individual practical exercise. "fhe practical exercise \Viii require students to develop and briefan offensive based concept of operation. Upon co1np!etion of this lesson, students \Viii be able to understand the principles of the offense as they apply to Decisive Action. The lesson will cover offensive operations as discussed in ADRP 3-90, Offense and Defense, August 2012.
M452~ The objective of this three~hour lesson is to allow you to apply the tnaterial learned from reading and discussion of Anny doctrinal concepts for defensive operations. You will have the opportunity to apply \vhat you learned during a s1nall-group practical exercise. The practical exercise will require your stnall gt"oup to develop and brief a defensive based concept of operation. The lesson \Viii cover the funda1nentals of defensive operations as discussed in ADRP 3-0, Operations, 11 Nov 16, ADRP 3-90, Offense and Defense, 31 Aug 12 and FM 3-90-1, Offense and Defense, 22 Mar 13.
M453- In this three-hour introductory lesson you will gain an understanding of the principles of decisive action based on your reading and discussion. This lesson \viii focus on stability operations within the context of decisive action. Also, you \viii have the oppo1tunity to reinforce \Vhat you have learned during a small-group practical exercise. The practical exercise will require your sma!l group to research and describe the roles of peace operations in stability.
M454- The objective of this three-hour lesson is to understand Defense Suppoit of Civil Authorities (DSCA), through readings and classroom pa1ticipation. This lesson introduces current and emerging Anny doctrine
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related to DSCA, as an element of decisive action. The lesson will enable you to appreciate the complexities of DSCA operations \vhich a unit or an individual could find themselves involved with in the future.
M455· The objective of this 20-hour introductory lesson into the military decisionmaking process (MDMP)/STAFFEX is to prepare MLC students to assist in leading a brigade cotnbat tea1n (BC1') staff during the planning phase of any operation. During this lesson the students will be introduced to the seven steps in the MDMP. Students will develop a COA and present a COA brief. The intent is for the SGA to coach the students through MDMP in a step by step approach using a combination of discussion, automated applications, and a practical exercise during COA development. This lesson addresses each task and step of the MDMP. For the purposes of continuity and clarity, this lesson continues using the DATE scenario.
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Appendix I Student Counseling (Examples)
DEVELOPMENTAL COUNSELING FORM For use of this form. see ATP 6-22.1: the proponent agency Is TRADOC.
DATA REQUIRED BY THE PRIVACY ACT OF 1974
AUTHORITY: 5 USC 301, Departmental Regulations; 10 USC 3013, Secretary of the Army. PRINCIPAL PURPOSE: To assist leaders In corn:lucllng and recording counseling data pertaining to subordinates.
ROUTINE USES: The DoD Blanket Routine Uses set forth at the beginning of lhe Anny's compilation of systems or records notices also apply to this system.
DISCLOSURE: Disclosure is volunta"'.
PART I -ADMINISTRATIVE DATA Name (Last, First, Ml) I Rank/Grade I Date of Counseling
Organlzalfon I: Name and Title of Counselor Master Leader Course, Instructor
PART 11- BACKGROUND INFORMATION
Purpo$e of Counseling: (Leader states the reason for the counseling, e.g. Performance/Professional or Event-Orienti:d counseling, and includes the /aade(s facts end observations prior lo the counseling.)
The purpose of this lnitia!Rc-ccption nnd lntcgntlion counseling is to inform you of the S!nndards of conduct, course grnduation requirements, dismissal procedures, plagiarism, und awards und h<lnor,;_ This counS<!ling "~11 continu<> ns ongoing P<.1"1i1nnnnc-.,, and Profe,;,;fon:il Growth counseling throughout Y"Ur nll<.'11dnncc m the United States Anny Muster Leader Course {MLC).
PART Ill - SUMMARY OF COUNSELING Complete this section during or immediately subsequent to counseling.
Key Polnts of Discussion: 1. You must conduct youn;clf in a professional monncr at all times. be at your appointed plocc of duty nt the nppoiutcd time, perfonu a!! work on your own unless olhcrwisc ins!nlc!c-d. meet or cxi:c-cd course gro<lua1i<>n requil'Cltlcnis, assess your own <lUpabilitics and seek nssisTancc when needed, complete an Individual Ocvclopmc·m Phm {!DP). participmc or soppon a >ludcnl c-ornmillcc. uvoid Rctions that ore prcjudiciul 1'1 othc-n; in the cour.c, •lrivc to succc"'->fully progre.-ac11dc1nicnlly, dcmmbtrutc motivatiun nnd ll pusilivc nllitudc, and review the Course. 2. S<il<lic'TS auen<ling rnilimry sch<x1ls and inslilutionu\ truining "~'""'""·which require preparation ofo DA Form 1059 (Ser.ice School Academic r.,·aluulion R•port), will be odininist.:red the hciglu/wdght screening as o graduation requirement. All student• will be odministen:d the ini!iol hcightlweighl and the APFT on day three. One rc1cs1 and/or screening is allowed. It will be administered no earlier than seven days after the iultial APFT- hcigb!lweight assessments. 3. Inform your lnstnlCtor if you feel then: nre any cxtcnua1iag drcumstanoos such as fatigue. illness, emotional distress, family or financial probloms, or any olhcr scriou~ issues which may interfere wiU1 your ubility lo lake any lc•l. ""'cssmcni, or succe.sfolly complete Ihm course. 4. To uehicvc course grudu•tion re<1uin.~ncnts, you mus\ meet the minimum gmdlllltion standard.~ ab ddincutcd in Chapter three ol'the Coun.c 1'-1"nugcmcnt Pl11n (CMP). It i~ yuur rcspon,ibility to .-.:ad and unden.tand the CMP and the Individual Student Asses.men! Pl11n {ISAP) in Appendix A oflhe CMP. lien: are some highliBht~'
a. failure to pns• nn exam re-retest may re•ult in academic dismi%al. h. You will be counseled IA W TRAl)OC Regulation 350-!0 to provide you es«lntinl positive and neE'ativc feedback, and concis~ a"S•-"ment on yoor abilities, aptitudes. cltamctcr. presence. and qunlity ofperfonnnncc while attending the course. S. Pfogiarism: You mustuoderstnnd the severity of plagiarism: puni$1u)lentcould include dismissal from the course. 6. You will be assessed using the total Soldier concept and will recci\'e a S<!nioc school Academic Ev~!untioo Report, DA Form 1059 (AER) at 1hc cod of the course or upon dismissaVdis-enro!Jmcnl from the cour.c. The general rnling guidelines arc outlined in Pam 3.9 of the CMP, You have the opponun1ty to compete for the lop 20%honors.
' l unde..,;Umd that miR<ing more than four hours oFrcsident iostruction in the Mn•ter Lender Course will gi,·c enusc to have my continunnce in the cnurse re>·iewed. R l unders•nnd my NCO Sopporl Channel starts with my lndividoal Instructor. 9. l lU\dersland that my conduct nnd iunnner during the course, at this focility. or in the surrounding community. rcfl<lel not only upon myself. bot also upon the United States Militaiy. I understand improper conduct. poor academic perfunnnnce, or poor attitude coold all resul! in the referral to one of several review boards or panels 10. I undersrnnd successful completion of this course will require person•l preparation time in the evenings nnd on wedi::cnds.
I have read and umk.,--.,tand the C<>Ul'le Management Pinn nnd Jniti~I Counseling. (SM initials)
OTHER lNSTFl:UCTIONS This form will be destroyed upon: reassignment (other lhElf1 rehabllitalive /ransfers) . separation at ETS. or upon retirement.
requirements and notification of loss of beneftts/oonsequenoes seii loe<1t directives and AR 635-200.
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Plan of Acllon (Outliws actions that the subordinate wiff do after the counseling session to reach the agreed upon goa/(s). The actions must be specific enough to modify or maintain the subordinate's behavior and Include a specified time line for implementation and assessment (Part IV below)
I will Lhroughout the courso: Condm:t myself in a professional manner al all times. Be at n1y appoi111cd place ofdmy attbe appoimed time. in the designated unifonn, with the designated equipment. Pc'1"10nn nll work nn my own unlc'-' <>thcrwi"' ;u,truclcd. ~1ccl or exceed course gmdu.o.lion requirements. Asse>> 1ny uwn caJ'<lbilitics am.I ..,ck assistance when needed. Avoid action' lh"t nn: prt:judicinl lo other. in the cour.,c. S!rivc 1<1 ""ccc•,li..Llly J>rogrc.,;" acadc'Tilically. Demonstrate motivation and a positive attitude. Review the Coun" Manage111<mt Plan (CMP) lo underslnnd the course gradunuon requircmeni.. lnfunn academy personnel if! feel th~-re arc any extenuating drcuiustanc<:'>, such ns: fotiguc, Hine .. , emotional di>trcss. fon1ily or financial problems. or any other problen1which111ay interfere wi1h my coutinued successful completion of the course. Ntlt acquire or provide inupprupriu!c H••isl1mce before or during any p<:rfonnuncc appr~isal /cva!ualion through<>ut lhc ~·ournc cx~'<:pl a' ;n_,Jructcd (i.e. gr<iup uclivilics) and report uny such i1111pproprintc nssisrnncc before, during, or after any test adrnini1trntion.
Session Closing: {The le1;1der summarizes tire key points otthe session and checks if the subordinate understands the plan of action, Th• subordinate agraasldisagrf>Bs and providas remarks if appropriata.)
Individual counseled: ~agree lndlvklual counseled remar :
D disagree with the lnformation above.
During this counseling se.,ian we discussed the staud<1rds of conduct, course graduation requiremen1s, academic probation, dismissal. awards, academic cl'ahm1ion, and performance nppraisnl restrictions. It is ofntmost in>portane" thot you fully understo:nd all of the criteria in order for you to become a gmduate of the MLC. Keep in mind, put ol'lhe WARRIOR FTIIOS require' um-denting dc(erminalion l<> do what is right !llld do it wilh pride while rdU>iug lu accept foilurc_ r~ th~.,.., anything we hal'c disc'Us.cd Iha! you do no\ fully nndcrslund?
Signature of lndiv!dual Counseled: Date:
Leader Responsibilltles: (Lsadet's respcnslbl//ties in lmplemenllng the ptan or action) I v.~ll: Counsel, advise, and assist you in n1ecting or exceeding course graduation requirements in all cvaJun!cd ureas including: written comrnunientions. oral com1nuuications, leadership skills. con!ribution 10 group work, and any allier facet of the academic curriculum you umy require during each phase. Assist wi!l1 prohlems you may <:nCOllll\~°T in nonacademic urea~- !On sure you r"<'ei~e •ny additional !rnining you may require dt1ring the course Monitor your progre~' <>n any 'elf-pnccd "'<tuin><ll<-'ll~'·
Signature of Counselor: Date:
PART IV· ASSESSMENT OF THE PLAN OF ACTION
Assessment; (Did the plan of action achieve Iha desired results? This section is completed by both the leader and the Individual counseled end provides useful information for follow-up counseling-)
Counselor; Individual Counseled: Date of Assessment:
Note: Both the counselor and the individual counseled should retain a record of the counseling.
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DEVELOPMENTAL COUNSELING FORM For use of tl1is form, see ATP 6-22.1; the proponent agency Is TRADOC.
DATA REQUIRED BY THE PRIVACY ACT OF 1974
AUTHORITY; 5 USC 301, Departmental Regulations; 10 USC 3013, Secretary of the Army. PRINCIPAL PURPOSE: To assist leaders In conducting and recording counseling data pertaining to subordinates. ROUTINE USES: The DoD Blanket Routine Uses set forth at the beginning of the Army's compilation of systems or records notices also
apply to this system. DISCLOSURE: Disclosure Is volunta"'.
PART I-ADMINISTRATIVE DATA Name (Last. First. Ml) I Rank/Grade I Date of Counseling
Organb:ation I: Name and TiUe of Counselor Master Leader Course, Instructor
PART fl - BACKGROUND INFORMATION
Purpose of Counseling: (Leader states the reason for the counseling, e.g. Performance/Professional or Event-Oriented counseling, end Includes the feeder's facts and observations prior to the OOUflSeUng.)
The puqmsc ol' thL< lnitinl Reception und lntcgnuion miun,cling ;, tu""\ the uni!'' gnu ls ruid objectives for Scxuul llanrn•nicnt/A,.«mll Rc•pon'" and p,.,,.L'<llinn (SHARI').
PART HI - SUMMARY OF COUNSELING Complete this section during or immediately subsequent to counseling.
Key Points of Discussion: The Army is com.mined 10 ensuring tha1 Soldiers. DA dvilians. and CJUr families live and work in an environment free of sexual h.arassincnt and scxwil assault. Leader.; at cvciy level must be commiUcd 1o crcnliog llJld 1unintmmng nu environment that promotes pro<luctivity and rcspccl for humun digui!y. Sexual harnssmcnl and sexual ns'>lmll arc olTcn•cs contrary !o Army Values und the Wurrior Ethos. This counseling fully ouppm1s lRADOC'' Linc• ufEffort (LOE) as oullincd in TRADOC Pulicy 1.ellcr 24. u. J,OE 1. Impt1)\·C ;cc-ing oursclvc.: Un<ler,,lun<l ""'mal luira."mcnV>exna1 ""'"'ll !ren<ls aero'" TRADOC. h. I.OE 2. Protect the victim" focus on protection, support, car~. aud ad\'ocacy for victims. c. LOE 3. See th" ··1en11in"· 1'rc1'cnt und reduce the potcmial of sexual harnssmcntfassnu!t. d LOE 4. See the tltrcat. Detect and hold sexual predators accounmhlc. Prevention ofseXulll llssault ond ocxual hnimsmciit is everyone's responsibility. E\"CI)' Soldier, civilian employee. and fiunily member is responsible for 1rcatmg one another with mutual dignity Elnd n::spccL We cnnn<.11 lolenllc or comk>ne 'CXual harassment or sex uni RS>nulL ll is incumbent upon ull lcudc,,,. lo set the example and create an envjmnmenl conducive lo g<1od order and di,cipline. 11ase<I on the above goals and ohjecti>cs. when c~imp!cling black 14 <>i"DA rorm 1059 racilitlll<Jn; will:
' Asse" how \Vell the mted ,tudent fostered a climate ordi!;l1ity •nd respect aud adb>m!d t<> the SIJARP prngrarn. n,;, a.-.e-.nlenl •h<>uld ideolil)r, ns approprime, any signilkam actinns or contributions \hat the rated >tudent made toward promoting the personal and professional development ofhi.' nrher felln\V da.~smates; em;uring the foir. respectful trcatm<eol of his or her feUow students, and establishing an overall ei1'iromnent dint fosters dignity and respect for all 1nernbers of the class. 2. ldentify,as nppropriate, miy fuilures by the snl<lenl to foSTer n climnte of dignity. re~pecl. and adherence to the SHAlU' program. lf1be rated smdent commined a substantiated acr of selmal harnssinenl or sc;<ual assault on er nlT duty. the assessment must note the incident_ 3. Document nny subsUtntiatcd finding in an Army or Deportment cf Defense inveshgation or inquiry. ilia! a student commined an uct of sexual barnssment or sexual assault of\Vhich he u,- she hnd knowledge: or, retaliated against n person making a complaint or report ofsc..><ual harassment or sexual assault. 4. Mork in the firnt box of DA Foml 105<}. U!ock <}.\ha! the evaluation is a referred report- The rater will include in Blnck 14 why lllock 9 WllB mnrk¢d a refon-ed rep(Jrt (i.e .. "Does not support !be S!-IA!ll' progrnm due t(l th~ student fuM,,,.ing an unhealthy doss environment by 1naking sexual innuendos"). ~- "Jhe DA Form JOSY uil! be processed as a referred report IA \VAR 623·3 and OA Pam 623-3.
OTI-lER INSTRUCTIONS This form will be destroyed upon; reassignment (other than rehabilitative lransfurs) , separation al ETS, or upon retirement.
requirements and notification of loss of benefits/consequences sea local directives and AR 635-200.
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Plan of Action (OutJ/nes actions that tfle subordinate will do after the counseling session lo reach the agreed upon goaJ(s). The actions must be specific enough to modify or maintain the subordinate'$ behavior and include a sper::ified time line for lmplement<1tion and assessment (Part IV below)
Throughout the cuur.;e I will: Impro1-e ~~dng ourselves: Unden.t1111d seirnol har.t'5menVsexual nS>aull trends l'llltc<:t the vi,tims; fucu> on protechon, wpport, care, and udvocacy for victims. See the ·~crrain": P=·cn! and rodnoe the polcntinl nf<exual harassltl"nt/ai>.<anlt See lhc lhrcal. fJclcc\ am! hold ,;c~ual predators accounlnblc.
Fost..r a diluate ofdignily and 1especl for nil members of the da•S Adhere to the SHARP Progrn111 gonls and obj<.'<'tiv~s Ensure the fair, rc>pcccful 11\'.:atmcnt of follow >IUdent~ J>rnmoti ng a posilil'c classroom cnvironmrnt
Session Closing: (The leader summefiz9s th9 key points of the session and checks if the subordinate understands Iha plen of action. Th• subordinate agre9sldisagrees and provides remarks if appropriate.)
Individual counseled: QI agree Individual counseled rema :s:
0 disagree wHh the lnlormatlon above.
SUMMARY: I expect y<.1u lo adh= tu !he SHARP program by >UP!l<.)tling and f<.>slering u cbmnrn of dignity and rt:S!J"C1 througb-0ut the conducl of this course, in and out of the classroom environment. I cxpeCI you to maiutain personal Elt!d professional bel111vior conducive ro fair, respectful treatment of your fellow classmates. Failure ln m•imain lhe$C standtlrds will result in Block<.>, PA Form 105'> marked referred report with a comn1C'l1\ in block 14 stating that you do not .<upport !he SHARP program due to you fostering ;1n unheullhy clas> environmml.
Signature of Individual Counseled: Date:
Leader Responsibilities: (Lead9r's responsibilities in implemenUng the plan of action.)
lwil!: - Set the example. -Advise, and a.sist you in meeting !he SHARP nhjcctivcs. - Foslernn en>iroumenl of diguity and respec!.
Signature of Counselor: Date:
PART IV -ASSESSMENT OF THE PLAN OF ACTION
Assessment: (Did the plan of action achieve the desired results? This section is completed by both the leader and the individual counseled and provides us9ful informatk!n for follow-up counseling.)
Counselor: Individual Counseled: Dale of Assessment:
Note: Both the counselor and the individual counseled should retain a record of the counseling.
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DEVELOPMENTAL COUNSELING FORM i'or used this 'orm. see AT? e-22. 1; the ~'l agency is TRADOC.
DATA REQl.IRED BY THE PRIVACY ACT OF 197'
AUTifORJTY: 5 USC 301. 0ep.3Tll'11ental Regula:ions; 10 USC 3013. Seaebryof:he Army.
PRJNCIPAL PURPOSE: To assist l!!-3ders in conducting .:ind recording counseling dal.l pertai ·ng to subordinates.
ROUTINE USES: The DoO 9'anlte1 Routne Uses set form .i1 1he ~inning al me Army's ccrr.pil.nion of systems or records noiices .lfso apply 10 th.s sysi.em.
DISCLOSURE: Dis.cfosure rs v olt.lntarv.
PART I - ADMINISTRATIVE DATA
Nan"f! (Last, First, MI) I Rank/Grade I Date of Counseling
Q-ganiz::Jtion I Name and Trt!e al Counsek>r Mast'r uader Course. Instructor
PART 11 - BACKGROUND INFORMATION
f>\Jri>ose of Counseiiflg.: (LNde< .:;!Me:; tf1e rN.:JOn for the ccuioeling, e.g. Pe~onal or Event-Oriented coun::ieling, and include:: tt.. leader':: filds and ob:;efvafion:; prior lo the counseling.)
~ORIENlE>. FAn.UllOFANEXAMINATIONOKA1009WAf>SE~1ENT.
MD'-l'!MtM~OREIS 7~.
YOt."R R.XA).! SCORE:
:REil:STDATE.Al\D mJE.
PART DI - SUMMARY OF COUNSELING
Complete this section <ilring or invnediatefy slbsequent to c:«111seling.
Key Points ol Discussion:
You nah-ecla ~Oll!!:iDillg course p-adwu:ioa~ :m1hrenwe of'tht ma l!iau mmimumpas.smi:ICOl'I w l!it 1009Wls 70!i:and 1.u requirtmem to i.ctk't &posnn-e DA fOtm IOS9upol1 p1dllltioo. Y011rflihn io meet mimmm:n Acadlmic sUDda:ds could l'tS1llt ill your dummal d'omlbis c0111W. You IXlllSt bt clldlcal'td llld de1l!lllliDed to ~'t }'W? O\'lrill llCldemic ~ LD arcla to achil!'l-'t the mimmum pas!lll{ score. Lm discuss the followiag: You llll1St !CCR 7°'• or abo\'t on 1bl ?UKt.. Youammdlolizled cm1 Nti1C111 malimme llest\-miml. Ibl r1111St111ill oca1n11> llUlieI chm 48llou:rlfran1bt imtiaJ m t date.
-FAJl.Dl"G TiiE IL~TWILL RESt.1.TIS ACADEMIC D~SALIAWllll:S0-10, Pua 2-Slb llllli Coune Mmapmllll Pim
• DTGOFRE-r~~
LOCATia\ OF RE-lES I :
OTHER INSTRUCTIONS Tlis fomlwill be destroyed upon: reassi~ (o.fhe< than rehilbiit.il!ive tran::fer.:) , separa:ion at~. or upon retl3'ement. For separation
requiremen:s .lnd ncxific.nion of loss ce benetitslconsequences see focal dre<:liws 4ind AR (135-200.
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Pl._ of Action (~ acfions that the ::ubolttnatt wif do after /he ~ling~ lo r9Ch /he agr~ upon goal(::). The action:: tw:lt ~ :;p«ific enough lo modify~ mad.Jin ~ ~te~ behiMor and include a :pecified time line for implenwntation md ~(Pait IV below)
Tht ~{'\\'ill med l!lWD rt'\"ie<>.•. Tht SM '\\ill at a:mxt study lball. Tht SM •ill t*t m alu!matt-\"5loD ohllt t.um. By sipmg this fimll, the ~! midlntlDd!. the mpei.r mm lill)• cm t'Kll\'f is 11 ~.. Your onr;inal Kort will be alculated t.ol¥'IUds your GPA.
S.Ssion Closing: (The leader ::ummari:!e.:: the ._-ey point& of Ille t:eSSion Mrd check:: if the ~ under.:tand:: tht plan of action. The ~ ag~ and pro~ remat*::il appropriate.)
lncfvrdu.11 counseled: n I agree D disagree v.th the informa:ion atiov.. lndlvtd~ counseled re.'raib
LNd« R.sponsibilitits: (Leader- recponobitie:J in irrplementing the plan of adion)
lcmmuCT AK EX..\Y RE\!IEW IDnECT A sn :m!iAl.I. lcoo_'WIKA'TE .. ~ AD.~TER~ EXA."1 IAD\>lSE CHAN OF COM~W\D CN THE RESULTh
PART IV· ASSESSMENT OF THE PLAN OF A CTION
Assessment ~the pl-an of acoon achieve the de;;ired rewlts? This- :;ection i!J completed by both tire leader and the in6vidval courue/ed and prollidff wefuf information for follow-LJ> courn:eing.) S~PASS'EDTimEXA)HuJESTON.
REJESTSCORE:
«
FAILED TimREIEsr..
'Illl 1.cadlmic dismsal proce!i!O \\ill bt illlt:Uftd dllt to }'OUJ UZllllU!ion n!!es.i- fadUN. Y CIQ \\ill be filrther COOl1llllled b)• t!he Cbie of ~ « person destgmll!d by the Commnctl'Dt,llilldies the studmtill '\\'lilmg lllldimxmmdof•the lllJlll!llpmc155.
Counselor._~-------- ln<!Md.lal Counse'ed: _liiii:> _ ________ Date of Ass.essmem:
Note: Both the counselor and the individual counseled should retain a record of the counseling.
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MLCCMP
DEVELOPMENTAL COUNSELING FORM For use cf ltlis form. see A lP 6-22. 1: Ille propcn-eru agency rs TRAlDOC.
DATA REQl.RRED BY TliE PRIVACY A CT OF 1974
AUTHORITY: 5 USC 3()1, Departmental Regula:ions; m USC 3()13, Se<:retary of r.he Anny. PRJHCIPAL PURPOSE: To assist feJders in oonducti:ig and recording oounseling dau pertaining ta subordil"lates..
ROUTIHE USES: The Dor> Blanke1 Rcutine tJses set fl:inh al !he beginning of lh.e Am!t/s ~ila:ion cf systems or records na'Jces afso apply ~e> this system.
DISCLOSURE: Dis.dtisure ~ woltJntarv.
PART 1- ADMIHISTRATIVE DATA
N.lJl".e (Lasi, Rn;!, Ml) I Rank/Grade I Date of Counseling
OtgaEiiz.atiOl'I I: Name and Ti1fe of Coonselor !Master Leader Cmme Instmctor
PART 11- BACKGROUND INFORMATION
Purpo~ of Couns~ling: (L.eoadfY' slates the fe>aOOl1 for the COU11oeling, e.g. Perforrnance/ProfN.sional or Event-Oriented caunoeRng, and includes Ille leader':J facts arrc1 obsenra!ions prior to the c:oumefng.}
~"ENI' ORJEmE): FAILURE OF A WRIITEN PAPER SEMES'IBR/NAME OFPAPER: DA'!E : SC.'ORL ONTimPAPER:
PART Ill - SUMMARY OF COUNSEUNG Comple~ 1his ~ction clJring or immedi~ely slbsequent to counseling.
Key Points of Discussion: YOL' MC'ST SCORE A MINL\IlM OF 7°'• 'IO !RECEE\iE A PASSIKG SCORE OKA \VRIITEN ASSESSMENT. YOU ARE AUTHOlUZED OKE RE-'1.i'RITE. YOt" HAv'I '!BREE WORKING DAYS 1'0 SUBMIT YOURRE-WRIIE
FR0~1 Wil;\L ASSESSMENT', 'l1m roll.OWING ACADBMICRAIINGS.<\PPLY: A. 0-69.99-UNSATISFACTORY. B. '10-$.99-SA'l'N!ACTORY. C. 90-100 - SLl1>ERIOR. D. PASSING TimRE-WRITI: - Will. RECEIVE SATISFAcroRYRATING WITH A MAXIMUM SCORE OF70!o
• DISC'USSION OF SOl..DIER':') PAST ACADEMIC Ht'>'TORY • REC0~1MENDED COURSES OF AC"II01'<S IDASSIST'THBSTunm.1 • DTG OF Tiffi lU:-\\J'Rm IS JX!E:
CMP Appe!l.da B., piraB-6No~:
'Ille 1009W mes5ml!lllS'ftiP toW'llrtls GPA. lf:asmclell:flihi:o ~me 7(J!l!ioJXlis?ng ~me smdmt\\illbu:msHdl\lithin1WOwolbtgda)'.>o!lbe fllc:u."iy feedbe.d:. The muimnm sam a si:Udem an 3dliet'e> oo a 1 OOOW 70'%.
AR63S-200pu 1-16 This cOllll!ltlillgs1Di!ll!m bas been fum!3i1led 10 }-00, DDt as a pimili1:-e llllN51R wider the prmisiall> of :m:icl2 15, UCMJ, bm as m .admrir!istra~-e meamre to me.s !ht Olltimedbellniar of the WCI or a sin:i!M mtme l!llJ}I mull m Clitwioc. en acnaufinimatinnau mm a U.S. Army far (Jm\)lmlwy ~Doe To
- ; (Pmomlity ~; (Unsa:ufxtoty Pmimmnce); {M:isc.oDd!Jct m::V.<mMDtsciptimiyilmaaians); UDdi!r !beproi.'islOllS of(bapm (S) (8) (11) (U) ,14) , Ail.635-200. Sudlactic!llmayl'e5llbioaisS111DCeof eitbl!rmH.oixobfA! Discblrge, GalenV Disdm'p. or .m Othu'lb.mH.o!lol:able (Oili) ~ Ifyou. nah"e a GeDeml. ar Ill 01H Disclmp, tlliis cool.d ll!'IUit m the pos.sible fc.-s of 5alDI! or 311 \'e!l!llllls iBl!Ddl:> ml 51Jbs.mlIW J!ft.iudJce m obtzi!liDg cn:ilwl :~ Inaddllim,if}'Oll blnocmn'baled 1D0!:11'YtolR 1'1f.omganayGJ.. a.ill ml )'1111113'4! rei.asedfram.a~ dnty•:blla ieli 1UD.Ei:alom>le Duclurte, )Vil
llD! be e'Ji'101e tottem"e m:mey far e;ckh llti.oru~ purposes Eld :my m.onry mad)' comribm!d far dlc:ltianal parposti LS ~ble W l!ll}' be ~
OTHER INSTRUCTIONS Tlis form will be destroyed upon: reassi.gJlmen1 (other than relrabitifafive trarn:fer.::) . separalion at ETS. or upon retirement. For separation
requirements and notification of loss al benefitsl consequences see local cfr ectives and AR 63~200.
DA FORM 4856, JUL 2014 -PREVIOUS EOO'IONS ARE OOSOLETE. Page 1 of2
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MLC CMP
Pbn of Action (Oufine.:; ac:6on.: thM the :JUbolTlirrate wil do after the ooun:;e§ng ~ to reach the agrHd upon <}Oill(o). The acfiona mwt be :;p«ific MOUgh to modify or mai'lhi-1 tM =ubon:ti'late>~ behavi« and~ a ~ 6me line for implenwntcon and ~ent (Part IV beJow)
The ~!\\i11 aaeKimos·rec.h~ft«lack OD11'Iln.Dplper. n.. SM iai11 r.-~ palpl!r.
By ~this !i.:r=m, !he Sm l1D.dmtmli the~'~ the)' cm rs:m"e is a SOh !Or a paper ~wnm.
Session Closing: (The lNdtY :;ummarize.:; the k'"e'y pointo of the ~·on and check:: if the cubordinate under..tillld:; the p/af1 al action. The wbonfina.i. ~and pro~ rema1*3 if appropriaM.}
lndMdwl counseled: n I .lgrff D dis.lgree wilh the riorma:ion above. lncivldu.il counseled ~s:
LN<IK RHpon.51Dilities: (Leader':: ~lie:: 111 inyJlemenfint; the plan ol ad10t1.)
RE\lEW AKO PRO\lDZ: FEEDBACKFO.."t PAPE;R CQO_~ll\A1EAN> GRADE ?APER.RE-V.'Rl'IE AD\7ISE!BEffiAIN'OFCC6iMA .. 'IDON1HERESlL;.
PART IV-ASSESSMENT Of' THE PLAN Of' ACTION
Dale:
Assessnwnt: (rMJ ~plan al ac:bon i#Chleve ltlt' deaired resuffa? Thi; :edion j:; ~try bo1h the leader and the 111dividuaJ courn;eled and pro~ useful infurmatJon frK lbl/o~ ~)
iS;.'dPASSmmERE-WRI'IEO)J. (Dam} IRE-WRITE SCO...'ltE: IMA..."IDM! SCOR£ S"n,lJE!\"! V.'Ill R.ttm'BIS 10'1
Counse;or._ liiiii!:> ________ lndillidJaf Counseled: _liiiiii:> _ _________ Date of Assessment:
Note: Both the counselor and the individual counseled should retain a record of the counseling.
REVERSE, DA FOIW 4856, JUL 2014 ?age 2of2
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MLCCMP
Appendix J Course Achievement P lacemen t P rogram
J-0. P u r pose: The Course Achievement Placement Program (CAPP) is a pilot program for the MLC, to determine a method that provides the Army with greater distinction among graduates of professional development courses by recognizing individual Student achievement as measured against established standards of performance, then rank ordering Students using a comparison of achievement among peers within each performance category.
J-1. Category Descriptions: The demonstrated ability, academ ic performance, and physical fitness of Students comb ine to provide a whole-Student assessment that drives the placement of Students in one of five perfonnance categories. The performance level categories are: I) Distinguished, 2) Superior. 3) Advanced, 4) Proficient, and 5) Marginal. The top three tiers are reserved for those who exceed the course standard in all areas and are sequential levels of course honors.
J-2. Q ualification Criteria: For students to be placed into the honors categories (tiers 1-3), they must meet or exceed the qualification criteria in all three areas (see table 0-1 ).
Table J-1 Qualification Criteria
Demonstrated Tier Honors Performance Level GPA Abilities APFT
; w Distinguished 4.00 All
Superior 270+
• f
2 Superior 3.75- 3.99 A ll 260+
Superior
3 Advanced 3.50 - 3.74 All 250+ Superior
All 4 N/A Proficient 3.00- 3.49 Satisfactory Pass
or Better
5 N/A Marginal 2.30-2.99 1 or More Pass
Unsatisfactory
Examples:
1. Student attained a 4.0 cumulative GPA, "Superior" in all demonstrated abilities, and 285 APFT = " Distinguished" (tier 1). If the same Student instead scored 256 on the APFT, then "Advanced" (tier 3) performance was achieved.
2. Student attained a 3.65 cumulative GPA, "Superior" in all demonstrated abilities, and scored 300 on the APFT ="Advanced" (tier 3) performance due to the GPA.
Note: T he h ighest record APFT achieved d uring the course w ill be used for academic placemen t.
J-4. P laceme nt C riteria witb in Categories: Once Students have been placed into the perfonnance categories, the graduates will then be rank ordered in the following sequence:
a. Cumulative GPA (descending order)
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MLCCMP
b. Cumulative demonstrated abilities percentage for the course (descending order)
c. APFT score (descending order). Soldier's who have a docu1nented profile lin1iting their full participation in the three event APFT for a score but pass the APFT \vithin the limits of their profile \viii be placed in the appropriate tier levels based on the remainder of the course achievements and scores.
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