CRM LESSON PLAN REPORT

MISSION COMMAND ANALYSIS FOR JUNIOR LEADERS

150-MCLP1010 / 1 ©

Approved
17 Mar 2015

Effective Date: 17 Mar 2015

____________________________
Distribution Restriction: Approved for public release; distribution is unlimited.
Destruction Notice: None
Foreign Disclosure: FD5 - This product/publication has been reviewed by the product developers in coordination with the Ft. Leavenworth, KS foreign disclosure authority. This product is
releasable to students from all requesting foreign countries without restrictions.

1
SECTION I. ADMINISTRATIVE DATA

All Course
Masters/POIs Courses
Including This
Lesson Course Version Title Phase Status
Number

None

POIs

POI Number Version Title Phase Status

None

Task(s)
Taught(*) or Task Number Task Title Status
Supported
Individual

150-718-5100 Drive the Operations Process Approved

701-MLC-4001 Analyze Mission Command Approved

Reinforced
Task(s) Task Number Task Title Status

Knowledge
Knowledge Id Title Taught Required

011-815K Mission Command Yes No

Skill
Skill Id Title Taught Required

011-758S Plan and coordinate Mission Command No No

Administrative/
Academic The administrative/academic (50 min) hours required to teach this lesson are as follows:
Hours
Academic Resident Hours / Methods

Yes 0 hrs 10 mins Case study

Yes 0 hrs 15 mins Discussion (small or large group)
Yes 0 hrs 5 mins Concept Mapping
Yes 0 hrs 20 mins Practical Exercise (hands-on/written)
________________________________________________________________________
Total Hours(50 min): 1 hr 0 mins

Instructor
Action The instructor action (60 min) hours required to teach this lesson are as follows:
Hours
Hours/Actions

0 hrs 15 mins Classroom Breakdown

0 hrs 15 mins Classroom Setup
________________________________________________________________________
Total Hours (60 min): 0 hrs 30 mins

Test Lesson(s)
Hours Lesson Number Version Lesson Title

None

2
Prerequisite
Lesson(s) Hours Lesson Number Version Lesson Title

None

Training Security Level: This course/lesson will present information that has a Security Classification of:
Material U - Unclassified.
Classification

Foreign FD5. This product/publication has been reviewed by the product developers in coordination
Disclosure with the Ft. Leavenworth, KS foreign disclosure authority. This product is releasable to students
Restrictions from all requesting foreign countries without restrictions.

References
Number Title Date

ADP 5-0 The Operations Process 17 May 2012

ADP 6-0 (Change 002, March 06, Mission Command 17 May 2012
2014) http://armypubs.army.mil/doctrine/DR_pubs
/dr_a/pdf/adp6_0_new.pdf
ADRP 5-0 The Operations Process 17 May 2012
ADRP 6-0 (Change 002, March Mission Command 17 May 2012
28, 2014) http://armypubs.army.mil/doctrine/DR_pubs
/dr_a/pdf/adrp6_0_new.pdf
Student Study
Assignment Review “The Victory at Tarin Kowt,” 16 Cases of Mission Command. Combat Studies Institute
Press, US Army Combined Arms Center, ed. Wright, Donald, 2 edition, July 2013.
Instructor
Requirements Instructor must have prior staff experience and be certified to teach IAW TRADOC regulation
350-70, paragraph 7-7 though paragraph 7-10 as well as AR 614-200 Chapter 6, Section II.
Support
Personnel The network administrator (NA) must have working knowledge and experience in network
Requirements equipment components such as routers, switches, gateways, desktops / laptops computers and
Voice over IP (VoIP),as well as network and communication protocols. The NA be able to
analyze, maintain, and troubleshoot network equipment components and network system(s).
Additional
Support Student Man
Personnel Name Ratio Qty Hours
Requirements
Contractor / SYSAD support 1:20 0.3
Contractor / SYSAD support 1:20 0.7

3
Equipment
Required ID - Name Student Instructor
for Instruction Ratio Ratio Spt Qty Exp

5835-01-C92-0199 - Player, DVD 1:20 0:0 No 0 No

Blu-Ray: Samsung BD-D7000
5895-01-595-7160 - Command 0:0 0:0 Yes 4 No
System Tactical: AN/TYQ-155
(V)1
5895-01-595-7160 - Command 0:0 0:0 Yes 4 No
System Tactical: AN/TYQ-155
(V)1
7010-01-226-2157 - Monitor, 0:0 0:0 Yes 3 No
Computer Display
7010-01-226-2157 - Monitor, 0:0 0:0 Yes 3 No
Computer Display
7010-01-500-6979 - Computer, 1:1 0:0 No 0 No
Lap Top: Dell Latitude C840
7010-01-500-6979 - Computer, 1:1 0:0 No 0 No
Lap Top: Dell Latitude C840
7010-01-562-7989 - Computer 0:0 0:0 Yes 2 No
System, Digital: Dell
7010-01-562-7989 - Computer 0:0 0:0 Yes 2 No
System, Digital: Dell
7010-01-566-7476 - Computer 0:0 0:0 Yes 2 No
System Digital : ANPYQ-16
7010-01-566-7476 - Computer 0:0 0:0 Yes 2 No
System Digital : ANPYQ-16
7025-01-139-2825 - Printer, 1:10 0:0 No 0 No
Automatic Data Processing: MX-
80
7025-01-139-2825 - Printer, 1:10 0:0 No 0 No
Automatic Data Processing: MX-
80
7105-01-470-5332 - Chair, Desk, 1:1 1:1 Yes 1 No
Lounge with Arms
7105-01-470-5332 - Chair, Desk, 1:1 1:1 Yes 1 No
Lounge with Arms
7195-01-184-5595 - Workstation, 1:1 1:1 Yes 2 No
On Line: MCC-4
7195-01-184-5595 - Workstation, 1:1 1:1 Yes 2 No
On Line: MCC-4
(Note: Asterisk before ID indicates a TADSS.)

Materials
Required Instructor Materials:

Lesson plan, equipment (white board/butcher block with markers),

slide presentation/video presentation for the associated lesson, and any applicable references.

Student Materials:

Student may have note taking materials (notebook, pen, etc.) available if needed, Tarin Kowt
case study

4
Classroom,
Training Area, ID - Name Quantity Student Setup Cleanup
and Range Ratio Mins Mins
Requirements
17120-M-1200-30 1:20 15 0
Classroom, Multipurpose, 1200 Square Feet,
30 Students
17120-M-1200-30 1:20 0 15
Classroom, Multipurpose, 1200 Square Feet,
30 Students

Ammunition
Requirements Student Instruct Spt
DODIC - Name Exp Ratio Ratio Qty

None

5
Instructional
Guidance NOTE: Before presenting this lesson, instructors must thoroughly prepare by studying this
lesson and identified reference material.

Instructors/facilitators serve as role models. They are directly in contact with the students and
represent the command in the presentation of the instruction. Instructors must be technically
competent and professional in demeanor. Each instructor must:
a. Thoroughly explain lesson criteria and requirements to students.
b. Ensure students have all required resources.
c. Check all equipment, making sure it is operational and complete before the lesson.
d. Manage the training and maintain an environment conducive to student learning.
e. Supervise and guide the learning process.
f. Provide immediate feedback on student performance.
g. Be alert to students having difficulty and intercede as appropriate.
h. Maintain training records as applicable.
i. Continuously evaluate course effectiveness and efficiency and provide appropriate feedback
to the training /TD (task) proponent.
j. Ensure students comply with equipment and personal safety, environmental safety and
protection rules, regulations, laws, and course requirements.
k. Ensure all required materials are in the visitor's book.
Before Class
a. Issue all recoverable materials prior to class.
b. Read/review all lesson plan material.

c. Familiarize with the student and instructor reading material.

During class:
a. Facilitate group process IAW lesson plan.
b. Cover learning objectives.
c. Explain safety requirements whenever appropriate throughout the lesson.
d. Encourage and answer questions at any time during presentation.
e. Keep all explanations as brief as possible while thoroughly answering the question, giving
students maximum opportunity to ask questions and gain hands-on equipment time.
f. Incorporate OE variables into all lessons. An operational environment is the "composite of the
conditions circumstances, and influences that affect the employment of capabilities and bear on
the decisions of commanders" (JP 1-02).
An operational environment includes physical areas (air, land, maritime, and space domains),
and the information environment, which includes cyberspace (ADRP 3-0).
No two operational environments are identical, even within the same theater of operations, and
every operational environment changes over time. Operational environments are not static.
Within an operational environment, an Army leader may conduct major combat, military
engagement, and humanitarian assistance simultaneously. Because of this, Army leaders
consider how evolving relevant operational or mission variables affect force employment
concepts and tactical actions that contribute to the strategic purpose (ADP 3-0).
After class:

6
 a. Collect recoverable material.
b. Report any lesson discrepancies to the senior instructor and training developer.
c. Conduct an after action review for the lesson.
Proponent Lesson
Plan Approvals Name Rank Position Date

brandon.halsey Not available Approver 17 Mar 2015

7
SECTION II. INTRODUCTION

Method of Instruction: Concept Mapping

Mode of Delivery: Resident Instruction
Instr Type (I:S Ratio): Military - ICH, (1:20)
Time of Instruction: 5 mins

Motivator
Students may need to know location of local services such as medical, dental, and eating
establishments while here TDY to Ft. Leavenworth. The student will also participate in an
instructor-led discussion.
Terminal
Learning NOTE. Inform the students of the following Terminal Learning Objective requirements.
Objective
At the completion of this lesson, you [the student] will:

Action: Understand Mission Command.

Conditions:
In a classroom environment, given readings, references, completion of the
reading requirements, and discussions on doctrinal concepts and tactical
operations.
Standards:
Understanding includes-

1. Understanding the philosophy of Mission Command.

2. Understanding the principles of Mission Command.
3. Understanding the Mission Command warfighting function.
4. Understanding that the US Army develops leaders who can exercise
Mission Command.

Safety
Requirements Students will be reminded of the Army Safety Program and its relationship to their conduct and
performance at all times. All aspects of safety will be considered, to include equipment,
electrical shock, wet floors, lifting and carrying equipment, running up and down stairs,
horseplay, or anything else that could result in death and/or injury. Instructor will complete daily
risk assessment if the residual risk is above low for this lesson. Instructors will also refer to DA
Form 7566 that was completed for the lesson to ensure all controls are being implemented
properly.
Risk Assessment Low - If risk hazard is not low, then a DA From 7566 must be filled out by the instructor
Level
prior to the start of training.
Assessment: If risk hazard is not low, then a DA From 7566 must be filled out by the instructor
prior to the start of training.
Controls: If risk hazard is not low, then a DA From 7566 must be filled out by the instructor prior
to the start of training.
Leader Actions:

Environmental
Considerations NOTE: Instructor should conduct a Risk Assessment to include Environmental Considerations
IAW FM 3-34.5, Environmental Considerations {MCRP 4-11B}, and ensure students are briefed

8
 on hazards and control measures.

Environmental protection is not just the law but the right thing to do. It is a continual process
and starts with deliberate planning. Always be alert to ways to protect our environment during
training and missions. In doing so, you will contribute to the sustainment of our training
resources while protecting people and the environment from harmful effects.
Instructional
Lead-in None

9
SECTION III. PRESENTATION

TLO - LSA 1. Learning Step / Activity TLO - LSA 1. Mission Command for Junior Leaders

Method of Instruction: Discussion (small or large group)

Mode of Delivery: Resident Instruction
Instr Type (I:S Ratio): Military - ICH, (1:20)
Time of Instruction: 10 mins
Media Type: DVD Player / PowerPoint Presentation / Conference
Other Media: Unassigned
Security Classification: This course/lesson will present information that has a
Security Classification of: U - Unclassified.

Mission Command Staff Photo

Mission Command
Check on Learning: 1. Why does LTG Perkins say that "Command and Control is inadequate?"

Answer: Command and Control does not empower people to exercise

disciplined initiative to exploit positions of relative advantage.

Ensure that students understand that we are not doing away with

Command and Control (C2). We still emphasize the following: MC is

commander-centric, but successful exercise of MC by the Commander

requires agile, adaptive subordinates who seize and exploit the initiative.

2. Why does he insist on using the term "relative advantage"?

Answer: Any given position of advantage is at best temporary. The

operational environment is in a state of constant flux, and we must quickly

adapt to changing situations.

3. Why is merely seizing the initiative insufficient for MC?

10
 Answer: Seizing implies a rather static operational environment, but as

LTG Perkins points out, war consists of a constantly changing environment

where positions of advantage are temporary. Hence, we need to exploit the

initiative. When we think in terms of exploitation, we are in the right mind

set; we know that the enemy has a say in the fight. We have to make the

enemy react to us; once we have the position of relative advantage, we

anticipate the enemy’s reaction and act before the enemy can respond

effectively. We want the enemy to be constantly off balance.

Review Summary: Summarize the group discussion on Mission Command and

ask if there are any questions concerning the discussion.
TLO - LSA 2. Learning Step / Activity TLO - LSA 2. Mission Command as a Warfighting
function

Method of Instruction: Case study

Mode of Delivery: Resident Instruction
Instr Type (I:S Ratio): Military - ICH, (1:20)
Time of Instruction: 10 mins
Media Type: Printed Text (Self Study) / PowerPoint Presentation /
Situational Based Instruction / Conference
Other Media: Unassigned
Security Classification: This course/lesson will present information that has a
Security Classification of: U - Unclassified.

Figure 2
Mission Command

11
Check on Learning: 1. What is the difference between the Mission
Command Philosophy and the Warfighting Function?
Answer:
Mission Command Philosophy – As the Army’s philosophy
of command, mission command emphasizes that command
is essentially a human endeavor. The philosophy helps
commanders counter the uncertainty of operations by
reducing the amount of certainty needed to act.
Commanders understand that some decisions must be
made quickly and are better made at the point of action.
Mission command is based on mutual trust and a shared
understanding and purpose between commanders,
subordinates, staffs, and unified action partners. It requires
every Soldier to be prepared to assume responsibility,
maintain unity of effort, take prudent action, and act
resourcefully within the commander’s intent.
Mission Command Warfighting Function – consists of the
related commander and staff tasks and a mission command
system (personnel, networks, information systems,
processes and procedures, and facilities/equipment) that
support the exercise of authority by the commander.
Through the Mission Command warfighting function,
commanders integrate the other warfighting functions (fires,
intel, protection, sustainment, and movement and
maneuver), into a coherent whole to mass the effects of
combat power at the decisive place and time.
The Mission command philosophy assists commanders in
balancing the art of command with the science of control,
while the warfighting function is the related tasks and
systems that develop and integrate those activities enabling
the commander to achieve this balance.
2. What is the Commander’s role in Mission Command?
Answer: Commanders drive the operations process, inform
and influence audiences inside and outside their own
organizations, and build teams. Successful commanders
understand that their leadership directs the development of
teams and helps establish mutual trust and shared
understanding throughout the force. Commanders provide a
clear intent to their forces that guide subordinates’ actions
while promoting freedom of action and initiative.
Commanders influence the situation and provide direction
and guidance while synchronizing their own operations.
12
 They encourage subordinates to take action, and they
accept prudent risk to create opportunity and to seize the
initiative.
Discussion: Commanders understand that
subordinates and staffs require resources and a clear
intent to guide their actions. They allow them the
freedom of action to exercise disciplined initiative to
adapt to changing situations. Because Mission
Command decentralizes decision making authority and
grants subordinates significant freedom of action, it
demands more of commanders at all levels and
requires vigorous training and education. In exercising
Mission Command, commanders are guided by six
principles:
3. What are the six principles of the Mission Command
philosophy?
Answer: Build cohesive teams through mutual trust, create
shared understanding, provide clear commander’s intent,
exercise disciplined initiative, use mission orders, and
accept prudent risk.
Review Summary: Now that you understand Mission command as a
Warfighting Function and as a philosophy of command
guided by six principles, let’s look at how those
principles were/were not exercised during operations in
Afghanistan.

13
SECTION IV. SUMMARY

Method of Discussion (small or large group)

Instruction:
Mode of Delivery: Resident Instruction
Instr Type(I:S Military - ICH, (1:20)
Ratio):
Time of 5 mins
Instruction:

Check on
Learning N/A

Review/
Summary Today's Army requires agile, adaptive leaders at all echelons. Fundamentally, the Army
develops leaders to exercise Mission Command. In this lesson, we discussed LTG Perkins
views on Mission COmmand, and discussed the principles of the Mission Command philosophy
throught the lens of CPT Amerine's leadership during the victory of Tarin Kowt. As you are
entering the Profession of Arms, this lesson should serve as a reminder of the two core
competencies of this profession, self-awareness and the commitment to life-long learning.

14
SECTION V. STUDENT EVALUATION

Testing
Requirements None.

Feedback
Requirements Feedback is essential to effective learning. Schedule and provide feedback on the practical
exercise and any information to help answer students & questions on the task or the class.
Provide remedial training as needed.

15
 Appendix A - Viewgraph Masters

Mission Command Analysis for Junior Leaders

150-MCLP1010 / Version 1 ©

Sequence Media Name Media Type

1 BOLC MC LP DOCX
5 Mission Command Analysis For Junior Leaders PPTX

A-1
Appendix B - Test(s) and Test Solution(s)

B-1
 Appendix C - Practical Exercises and Solutions

PRACTICAL EXERCISE(S)/SOLUTION(S) FOR LESSON 150-MCLP1010 Version 1 ©

PRACTICAL EXERCISE SHEET 150-MCLP1010 PE1

Time: 0 hours 20 minutes

Title
Mission Command Case Study of Tarin Kowt
Lesson 150-MCLP1010 Version 1 © / Mission Command Analysis for Junior Leaders
Number/Title

Security Classification Unclassified

Introduction
Okay, now let’s talk about “The Victory at Tarin Kowt” in terms of the 6 principles of MC. As you
reflect on this case study, today and in the future, put yourself in CPT Amerine’s shoes and ask
yourselves what you might have done? Ask yourselves why Amerine was confident to make
decisions that would inevitably have strategic consequence. Further consider what sort of self-
development will help you become an agile and adaptive leader.
Motivator
1. Build teams through mutual trust. ODA 574 was a small unit composed of very
experienced and well-trained Soldiers. The team had been training in Kazakhstan when 9-11
occurred. They then returned to FT Campbell and prepared specifically to go into Afghanistan
and work with anti-Taliban forces. Each member knew his team mates well and trusted them
implicitly.

ODA 574 and CPT Amerine had a lot of time to develop as a team. Amerine established
mutual trust by leading by example, sharing hardships, adversity, and challenges with his team
mates. He would have had to create a command environment where his men knew that they
could exercise disciplined initiative without fear of sanction for making a mistake.

So, Amerine deployed with a high-functioning team, ODA 574. But he had to build other teams
to be successful, and he did not have the luxury of time. He had to rapidly build a cohesive
team with Karzai and his militia, Afghan villagers, elders, etc. Part of this rapid team building
process grew naturally through the ODA’s willingness to share the danger of combat with their
Afghan partners. Amerine further grew mutual trust by recognizing Karzai’s skills, knowledge,
experience, and intelligence. By deferring to his Afghan partner’s superior knowledge of the
cultural and political landscape, he at the same time engendered trust in Karzai’s militia. By
respecting their leader, he showed respect for them and their culture. It is worth noting that, in
today’s complex operational environment, the Army needs leaders who are culturally
competent.

Building cohesive teams can be challenging, and the US Army cannot conduct successful
Unified Land Operations (ULO) without great teams. For this reason, the Army emphasizes the
need to develop adaptable, competent, team-oriented leaders. You (junior leaders) are on the
threshold of your careers. Whether you plan to muster out after your first commitment or plan
to stay for 20 years, if you do not commit NOW to putting the mission and the needs of your
C-1
Soldiers before your personal needs, you will not be the type of leader the Army needs.
Selfless service is essential for building mutual trust.

What do we mean by shared understanding? Who is supposed to have this shared

understanding? What understanding did Amerine and his team share?

2. Create Shared Understanding. ODA 574’s higher headquarters had established a clear
vision for the endstate in southern Afghanistan. It focused on winning over Pashtun support
and ultimately taking control of Uruzgan province and Kandahar city. CPT Amerine understood
this and had his vision of the mission reinforced when he briefly met with Hamid Karzai in
Pakistan in October 2001 before both men moved into Afghanistan. It was clear to Amerine
what he had to do and even who his Afghan partner would be. Throughout their time in
southern Afghanistan, Amerine and Karzai consulted and reassured one another of their
mission and shared goal.

How do we define Commander’s intent? After a brief discussion, the instructor can provide this
doctrinal definition: The Commander’s Intent is a clear and concise expression of the purpose
of the operation and the desired endstate that supports mission command, provides focus to
the staff,, and helps subordinate and supporting commanders act to achieve the commander’s
desired results without further orders, even when the operation does not unfold as planned (JP
3-0).

3. Provide a Clear Commander’s Intent. The team’s mission was to “infiltrate the Uruzgan
province, link up with Hamid Karzai and his Pashtun fighters, and advise and assist his forces in
order to destabilize and eliminate the Taliban regime there.” This mission was articulated so
broadly that it resembled a commander’s intent, in that it emphasized the “what” rather than the
“how” and “when.” As such, it left a great deal of latitude for freedom of action. CPT Amerine
and his team would take advantage of this latitude as the political and military situation changed
radically and rapidly around them.

What do you think is the best example of Amerine’s exercising disciplined initiative?

4. Exercise Disciplined Initiative. The success in seizing and securing Tarin Kowt was made
possible by ODA574’s exercise of disciplined initiative. The two best examples of this were
CPT Amerine’s reliance on Karzai’s political advice about the need to take Tarin Kowt before
moving toward Kandahar, and ODA 574’s immediate move into Tarin Kowt despite concerns
about Taliban counterattack against the small US/Karzai force. Amerine did not seek
permission for these actions from his higher headquarters. Instead, he acted within his
understanding of his commander’s intent and the trust he had in his Afghan partner, Karzai.

What are mission orders? What was Amerine’s mission order?

5. Use Mission Orders. As noted above, ODA574’s mission statement was “to infiltrate the
Uruzgan province, link up with Hamid Karzai and his Pashtun fighters, and advise and assist his

C-2
 forces in order to destabilize and eliminate the Taliban regime there.” This statement
emphasized the “what” and the endstate rather than the “how” and “when.” With the political
landscape of southern Afghanistan so much in flux, CPT Amerine was given a broad mission
statement that allowed him great latitude in making decisions based on the conditions he found
on the ground. This enabled the great success he and his team had in Tarin Kowt.

Where did Amerine accept prudent risk? Why was it prudent as opposed to mere risk?

6. Accept Prudent Risk. Without question, the riskiest decision CPT Amerine made in this
action was to move into Tarin Kowt with only his ODA and a small band of Afghan militia to face
a Taliban counterattack. The risk was mitigated by his ability to direct Coalition airpower
against the Taliban (NOTE: knowing he had this ability rendered the risk prudent). That
close air support in fact defeated the Taliban attempt to retake Tarin Kowt, ensuring that the
Coalition effort in southern Afghanistan would continue. The decision also helped build rapport
with Karzai who was sure it was the right move based on his understanding of the political
situation. In the fall of 2001, the combination of Coalition firepower and Afghan political
leadership proved to be a winning partnership in southern Afghanistan, as it had been in the
north of that country.
Terminal
Learning NOTE. Inform the students of the following Terminal Learning Objective requirements.
Objective
At the completion of this lesson, you [the student] will:

Action: Understand Mission Command.

Conditions:
In a classroom environment, given readings, references, completion of the
reading requirements, and discussions on doctrinal concepts and tactical
operations.
Standards:
Understanding includes-

1. Understanding the philosophy of Mission Command.

2. Understanding the principles of Mission Command.
3. Understanding the Mission Command warfighting function.
4. Understanding that the US Army develops leaders who can exercise
Mission Command.

Safety
Requirements Students will be reminded of the Army Safety Program and its relationship to their conduct and
performance at all times. All aspects of safety will be considered, to include equipment,
electrical shock, wet floor, lifting and carrying equipment, running up and down stairs,
horseplay, or anything else that could result in death and/or injury. Instructor will complete daily
risk assessment if the residual risk is above low for this lesson/practical exercise. Instructors will
also refer to DA Form 7566, if one was needed for the lesson, to ensure all controls are being
implemented properly.
Risk Assessment Low
Level

Environmental
NOTE: Instructor should conduct a Risk Assessment to include Environmental Considerations
C-3
Considerations
IAW FM 3-34.5, Environmental Considerations {MCRP 4-11B}, and ensure students are briefed
on hazards and control measures.

Environmental protection is not just the law but the right thing to do. It is a continual process
and starts with deliberate planning. Always be alert to the ways to protect our environment
during training and missions. In doing so, you will contribute to the sustainment of our training
resources while protecting people and the environment from harmful effects.
Evaluation
This is a class discussion; evaluation will be based on participation.
Instructional
Lead-in None

Resource
Requirements Instructor Materials:

Lesson plan, equipment, slide presentation, student PE book, practical exercise rubric, and all
applicable references, Tarin Kowt case study

Student Materials:
Tarin Kowt case study, student notes, and all applicable references
Special
Instructions This part of the class can either be 1) a guided discussion or 2). In class practical exercise. For
option 2) break the class into two to three groups and have students write out how the six
principles of Mission Command were demonstrated during Tarin Kowt, then discuss group
answers. Instructor will have approximately 10 Min total for group breakout, and 10 Min
discussion of answers.

The discussion of Tarin Kowt should invoke both the Philosophy and Principles of Mission
Command.
Procedures
Write out how the six principles of Mission Command were demonstrated during Tarin Kowt.
Be prepared to discuss answers as a group.
Feedback
Requirements Feedback is essential to effective learning. Schedule and provide feedback on the practical
exercise and any information to help answer students & questions on the task or the class.
Provide remedial training as needed.

C-4
 SOLUTION FOR
PRACTICAL EXERCISE 150-MCLP1010 PE1

Students must define the philosophy and principles of Mission Command.

C-5
 Appendix D - Student Handouts

Mission Command Analysis for Junior Leaders

150-MCLP1010 / Version 1 ©

Sequence Media Name Media Type

0 38th CSA Marching Orders Jan12 PDF

2 A Paradigm of Dialogue and Trust PDF
3 CJCS MC White Paper Apr12 PDF
4 The Victory at Tarin Kowt PDF

D-1