Rapid redesign of FACCC: a four-week process for updating courses for an Army at war.

  The dogmas of the quiet past are inadequate to the stormy present. The
occasion is piled high with difficulty, and we must rise with the
occasion. As our case is new, so we must think anew and act anew.
President Abraham Lincoln
Second Annual Message to Congress
1 December 1860

The cadre of the 20-week Field Artillery Captain's Career Course (FACCC) recently finished a rapid redesign of the FACCC program of instruction (POI) in 27 days. Given the current operating environment (COE), we knew we could not complete the redesign using the traditional deliberate instructional design process that, for a course this size, could have taken years to complete; thus, we had to "think anew and act anew" to develop a model to conduct a rapid redesign.

This article describes why we redesigned the FACCC, what the process is and what the new more relevant course presents to officers who attend it. This redesign model can be used to rapidly incorporate COE lessons learned in other courses, including those at other schools.

Background. Anyone who attended the FACCC during the last decade understands why we redesigned the course. The old POI last taught in February was similar to the POI taught during Operations Desert Shield and Desert Storm in 1991. Although our Army occupies much of the same battlespace today as in these past operations, the operational environment presents radically different challenges and demands. The training our officers and future commanders receive must reflect those challenges and demands.

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Our professional military education must train agile, adaptive leaders. Our courseware for these future fire support officers (FSOs), staff officers and commanders also must be agile and adaptive.

In late 2005, the FACCC cadre began to develop a vision for the redesign of the FACCC. The cadre set a goal to complete the redesign by FY07 with an implementation date of calendar year 2007. This plan seemed aggressive as compared to the traditional deliberate courseware development described in Training and Doctrine Command (TRADOC) Regulation 350-70 Systems Approach to Training Management, Processes and Products.

In 2006, the cadre began to develop products to facilitate the redesign. We drafted core competencies, a revised critical task list and a proposed "roadmap" for the course content and practical exercises (PEs) using a continuous scenario based on the TRADOC common teaching scenario (CTS). The cadre also received instruction from the Director of the Field Artillery Center Quality Assurance Office (QAO) on developing lesson plans using the experiential-based learning model.

On 22 February the redesign plan drastically changed. After gaining the approval of the Chief of FA, Major General David C. Ralston, the Assistant Commandant (AC) of the FA School, Colonel Mark McDonald, and 30th FA Regiment Commander, Colonel Anthony J. Puckett, ordered us to redesign FACCC in a unique manner: stand down two FACCC classes comprised primarily of veterans of the Central Command (CENTCOM) theater and use their expertise to redesign the FACCC in a matter of weeks.

The AC issued his guidance on 22 February: "Begin redesigning the course on 6 March (D+0) and implement the new POI on 20 March (D+14); shut down the FACCCs and leverage the skills and experiences of the students; use the time between 22 February (D-12) and 6 March (D+0) to develop a plan to execute the redesign. Capture the COE, counterinsurgency (COIN) operations and operational lessons learned in the POI, but don't extend the current course's length."

Because we are most familiar with the military decision-making process (MDMP), our rapid redesign followed that process. As reflected in Figure 1, we developed the timeline using the Army operational process to describe the phases of the rapid redesign: plan, prepare, execute and assess.

This rapid redesign process combines many of the steps in the systems approach to training used in the deliberate design process, follows the principles of instructional design and applies teaching methodologies more appropriate for the majority of COE tasks. See the article "Redesigning FACCC--The Deliberate versus Rapid Methodology" by Dr. Pamela L. Raymer, Director of QAO, in this edition.

Planning Phase. Before the end of the meeting, we received guidance on the proposed roadmap for FACCC. We also set up milestones for the planning process between D- 12 and D+0. First, we planned a meeting for D-10 to evaluate and review the contents of the current POI. Second, we planned to back-brief the AC on D+11 on the POI's design and progress toward execution on D+14.

I issued warning order (WARNO) #1 to the FACCC cadre immediately after the meeting and began developing the commander's estimate. Upon the FACCC students' release, the cadre met that evening to conduct a mission analysis to rapidly redesign FACCC. The cadre performed a deliberate 17-step mission analysis in accordance with Field Manual (FM) 5-0 Army Planning and Orders Production. During the mission analysis, the cadre emphasized identifying "tactical" risks during the process and focused on information requirements to continue the MDMP.

During the intelligence preparation of the battlefield (IPB) part of the mission analysis, the cadre identified the FACCC area of interest and area of influence to pinpoint the personnel, organizations and agencies needed for the planning process. We invited all concerned personnel in the area of influence to the POI review on D-10.

On D-11, we conducted a mission analysis briefing to the 30th FAR Commander who answered many of our questions and gave us his intent, key tasks and guidance. At the close of the briefing, he approved the following mission statement for the rapid redesign: "F Battery, 1st Battalion, 30th FAR (F/1-30 FAR) with FACCC Classes 1-06 and 2-06 (reinforcing) develop an FACCC POI not later than 17 March 06 in order to prepare FA officers to conduct full-spectrum operations within the COIN environment."

On D-10, Colonels McDonald and Puckett and Marine Detachment Commander, Colonel James A. Pace, led the cadre and all personnel within the FACCC's area of influence through a review of the POI. (The FA School at Fort Sill trains Marines as well as Army Field Artillerymen, so the Marine Detachment Commander was involved in the process.)

The meeting began with a short mission analysis briefing and review of TRADOC-mandated training. The purpose of the meeting was to determine which lesson plans to delete, modify and (or) add to the POI.

After the POI review, the cadre began developing a course of action (COA). The cadre developed two POI COAs that incorporated the experiential-based learning model into the instruction and focused on structured learning activities (SLAs) to support the terminal learning objectives. Both COAs used current and emerging doctrine as the baseline and integrated lessons learned and tactics, techniques and procedures (TTPs) to amplify the doctrine. The POI would incorporate the brigade combat team (BCT), fires battalion and fires brigade modular design into the PEs. While maintaining the students' abilities to plan and understand major combat operations, the cadre would add more robust training on COIN operations, urban operations, urban IPB, fire support in urban operations and information operations (10).

Every PE in both of the COA POIs included the targeting methodology (lethal and nonlethal) and fire support considerations for full-spectrum operations. The COAs leveraged lessons learned and capitalized on scenarios and products developed at the combat training centers (CTCs) as part of the Caspian Sea-based common scenario. This would facilitate the practical application of full-spectrum operations and ensure the use of joint, interagency, intergovernmental and multinational operations.

The main difference between the two COAs was the sequence of the classes and PEs in the POIs. COA 1 had conference-style classes in small blocks that were then reinforced by PEs, or structured learning activities (SLAs), within a continuous common scenario as the students progressed through the course. COA 2 had most of the conference-style classes at the start of the course. Then the students completed the SLAs within a continuous common scenario throughout the remainder of the course in a less episodic fashion.

On D-5, the cadre presented a COA decision brief to the AC and the FA School Directors. We recommended COA 1 (Figure 2), which the AC approved.

Preparation Phase. This phase consisted of the actual FACCC redesign (D+0 to D+11). During the transition, the AC briefed both of the FACCC classes that would take part in the rapid redesign process. He underlined the impact of the rapid redesign and described the effects their efforts would have on the future of the branch and the force as a whole.

F/1-30 FAR dedicated the senior instructor, nine small group leaders (SGLs) and 74 students to perform the rapid redesign. Two SGLs served as cell chiefs for each major block of instruction--Fire Support, Field Artillery and Battery Command--for a total of six SGLs. Each cell had about 16 students. Three more SGLs served as cell chiefs for the Fundamentals Block and the Common Scenario PEs. This cell had roughly 27 students.

The cell chiefs identified tasks for each day from D+0 to D+11. These tasks included developing or modifying the conference-style instruction, SLAs and lesson plans for each class in the POI. The senior instructor developed charts for the cell chiefs to track and brief their status daily. At the end of each day, the cadre met and briefed the status of their cell's progress and discussed issues pertaining to the rapid redesign.

During this process, FACCC used many outside resources to develop the products and provide expertise. The Joint Readiness Training Center (JRTC) at Fort Polk, Louisiana; the National Training Center (NTC) at Fort Irwin, California; and the Joint Multinational Readiness Center (JMRC) at Hohenfels, Germany; provided products, such as operations orders (OPORDs) and target folders to facilitate developing the common scenario and SLAs. JRTC's Fire Support Division sent several observer/controllers (O/Cs) to Fort Sill from D+0 to D+4 to help with the rapid redesign process.

Lieutenant Colonel Paul Yingling, an expert on COIN, and the 212th FA Brigade Rear Detachment Commander, who recently redeployed from Operation Iraqi Freedom (OIF) with the 3rd Armored Cavalry Regiment, provided oversight on the rapid redesign process and subject matter expertise on developing the common scenario.

We coordinated with the National Ground Intelligence Center (NGIC) in Charlottesville, Virginia, at the beginning of the preparation phase. We asked for and received one-meter resolution imagery on the Caspian Sea battlespace that we used to develop our common scenario. NGIC gave us maps and digital imagery to plan and execute the common scenario for future classes. In three weeks, we had all of the maps and imagery needed for the common scenario.

We used warrant officer education system (WOES) instructors as subject matter experts (SMEs) on diverse lessons, such as targeting and reconnaissance, surveillance and target acquisition (RSTA), and focused on collection assets and target mensuration of joint fires. Where practical, we established commonality with our courseware to facilitate multi-echelon training within the school and practical application within the operational force.

The Fort Sill Battle Lab established liaison with the FACCC cadre during the preparation phase of the rapid redesign. As the students and cadre developed the common scenario, technicians from joint conflict and tactical simulation (JCATS) began building the scenarios into a simulation. At the same time, the technicians from the joint fires and effects trainer system (JFETS) revised their scenario to meet the FACCC training requirements.

The Preparation Phase of the FACCC rapid redesign process ended on D+11 with a back-brief to the AC, 30th FAR Commander and 1-30 FAR Commander, Lieutenant Colonel James H. Rikard. We received approval to execute the POI on D+14.

Execution and Assessment Phase. We executed the new POI in its entirety with FACCC 4-06 that started in April and will graduate in September. We assessed our process continuously and relied on a wealth of SMEs, both for contents and instructional systems design, to keep us on track. And with the implementation of the first redesigned FACCC with Class 4-06, we are assessing and adjusting the course for subsequent iterations.

From the beginning, we all understood that this rapid redesign process would not produce a 100-percent solution. I estimate that when we implemented the course, we had a 95-percent solution in content and a 75-percent solution in the redesign of how the content was taught. In addition to rapidly incorporating the content of the course to reflect the COE, COIN and lessons learned, we also reformatted the content's presentation to reflect more modern teaching methods, reducing the number of hours of "talking-head instructors" on the platform and "death by PowerPoint." The methods emphasize "seeing what's 'right,'" doing it, and redoing it in multiple iterations and changing conditions to develop not only technically competent leaders, but also more agile, adaptable leaders who are better able to make effective decisions in the ambiguous, rapidly changing COE.

We incurred risks throughout this process by the nature of the way we conducted the redesign. First, we did not use the deliberate TRADOC model for courseware development that is well proven (although time-consuming and labor-intensive). Second, we had little time to conduct quality assurance and quality control throughout the rapid redesign process. Next, the process was "stove-piped;" as a group, the SGLs did not have oversight of other planning cells' activities. As a result, the SGLs executed training on D+14 using materials they had not seen.

Finally, we stood down two FACCCs--FACCC 1-06 in its 13th week of instruction and FACCC 2-06 in its sixth week of the 20-week CCC--to redesign the course. The thought was that students would learn more from the relevant material updating the course and the focused COE expertise of other students during the redesign process than from continuing their outdated instruction in FACCC. When the redesign was completed, we re-started the FACCC classes in the new curriculum.

We must take measures to lessen the risks of the rapid redesign process in the future. First, we must incorporate the instructional design specialists throughout the process. Second, we must allow more time for quality control and quality assurance. Finally, we must develop a means to provide the SGLs oversight of the overall POI's development to ensure they have the time they need to produce new materials before teaching the new classes.

The New FACCC. The following is a synopsis of the course content in the new POI, as outlined in Figure 2.

Fundamentals (19 Days). This block focuses on several areas. It provides a forum for the TRADOC- and Army-mandated training on subjects, such as sexual assault and response, equal opportunity, etc. This block also exposes students to manual and automated gunnery skills focused on the duties and responsibilities of battery commanders and battalion fire direction officers (FDOs), including instruction on the advanced FA tactical data system (AFATDS).

Fire Support (26 Days). In this block, students learn the fundamentals of Army operations, tactics, command and control ([C.sup.2]), and Marine Corps organization and operations. WOES instructors teach the students the targeting methodology, using various sensors and target mensuration means. The block immerses students in command, control, communications, computers and intelligence ([C.sup.4]I) systems and emphasizes the MDMP and joint fire support considerations for major combat operations (MCO).

The SGLs and various SMEs provide conference-style instruction and structured learning on joint fires--naval surface fire support, mortars, attack aviation, clearance of fires, Army airspace command and control ([A.sup.2][C.sup.2]), close air support (CAS) and suppression of enemy air defenses (SEAD). The fire support block concludes with a road-to-war briefing that introduces the common scenario followed by fragmentary order (FRAGO) #1 for the first SLA of the common scenario, a heavy brigade combat team (HBCT) in the attack.

Field Artillery (32 Days)--The FA block of instruction begins with students receiving an overview of multiple-launch rocket system (MLRS) operations focused on the battery commander's and battalion FDO's duties and responsibilities.

Next, the SGLs introduce students to the organization of the fires battalions and brigades. Students learn how to organize FA units for combat and what the various command relationships are. The students must be able to plan and sustain FA operations.

The FA block introduces the students to COIN and urban operations. It also introduces them to IO and the application of lethal and nonlethal targeting in Army operations. The students plan face-to-face engagements and negotiations. They also receive classes on cultural understanding and the application of cultural aspects to military operations.

The students then analyze the Battle of Fallujah II that was conducted in Iraq in November of 2004. The common scenario reinforces their training as they plan the next two operations.

FRAGO #2 places the students in an infantry BCT (IBCT) fires battalion. The students receive a transfer of authority (TOA) briefing from the HBCT (FRAGO #1). Before the actual TOA, the students plan offense and stability operations in an adjacent area of operations (AO). Once the TOA is complete, they plan stability and COIN operations in an assigned AO as the fires battalion in the IBCT.

Battery Command (23 Days). The SGLs begin the battery command block by giving the students conference-style instruction and SLAs on FA battery operations and troop-leading procedures (TLPs). The students receive added instruction on conducting engagements and media awareness. The students then use the last FA battalion FRAGO produced as part of the common scenario and conduct TLPs as battery commanders to execute stability operations. After completing the final SLA of the common scenario, the students attend classes on battery maintenance and supply operations.

Next, the students attend a leadership symposium with current battalion and battery commanders and command sergeants major. Also, various keynote speakers and veterans give the students their viewpoints on leadership. The SGLs give the students leadership and decision-making training with interactive software (Gator 6).

The course ends with a five-day capstone training exercise "in the box" at the JRTC that demands the students exercise multiple skills taught in the FACCC. Students plan and coordinate fire support in full-spectrum operations and conduct TLPs as they prepare for cordon and searches, combat patrols, convoy operations, engagements and negotiations, and other operations they will conduct as battery commanders and fire support officers.

The Way Ahead. Since the completion of the FACCC's rapid redesign, we continue to seek feedback from the field. We have had FA commanders recently redeployed from Iraq or Afghanistan review the POI and its instructional methods.

We established a link with the Pre-Command Course (PCC) to conduct multi-echelon training with the students' future battalion commanders. PCC students serve as battalion commanders for FACCC students to brief as part of the MDMP.

The FACCC cadre continues to develop its relationship with the JRTC and hone the capstone exercise.

Also the cadre is enhancing the FACCC students' physical readiness. We recently began a pilot combatives program to provide Level I Combatives Certification to all students who meet the requirements. The FACCC also is in the process of developing a demanding, challenging and rewarding Iron Redleg Physical Training (PT) Program to ensure students graduate from FACCC in peak physical condition.

As part of the Execution Phase of the Army operational process, we continuously assess the course. As usual, we will conduct a course-end critique with the FACCC 4-06.

In addition, we are applying our rapid redesign process to the FA Warrant Officer Advanced Course (WOAC) and have started planning to rapidly redesign other courses in the FA School.

The goal of our course redesign process is to rapidly incorporate emerging doctrine, lessons learned and feedback from the force that is operating in a high operational tempo (OPTEMPO) and constantly changing environment. With further assessment and refinement, this process promises to bring new agility to the FA School's courses, ensuring graduates are relevant and ready for any future operations.

Major Robert A. Krieg is the Senior Instructor in the FA Captain's Career Course (FACCC) and Commander of F Battery, 1st Battalion, 30th Field Artillery Regiment (F/1-30th FAR) at Fort Sill, Oklahoma. He served as the Senior Multiple-Launch Rocket System (MLRS) Battery Trainer and Task Force Fire Support Observer/Controller at the Joint Multinational Readiness Center (JMRC) in Hohenfels, Germany. Previously, he commanded C Battery and served as the Battalion Intelligence Officer in 6-32 FA, 212th FA Brigade, at Fort Sill. While assigned to the 1st Cavalry Division, Fort Hood, Texas, he served as a Platoon Leader, Company Fire Support Officer and Platoon Fire Direction Officer in 3-82 FA.

The author wishes to recognize the following individuals for their contributions to the redesign process: Major Dudley C. Brownell, Small Group Leader (SGL); Major Christopher D. Compton, SGL; Major Jackson A. Docherty (UK), SGL; Major Jim N. Hickman (SGL); Captain Jeff A. Pederson (Canada), SGL; Captain (Promotable) Scott A. Shaw, SGL; Major Robert S. Washington (USMC), SGL; Major Johnny Workman, SGL; Major Adam Worsley (Australia), SGL; and the students of FA Captain's Career Course (FACCC) Classes 1-06 and 2-06.

By Major Robert A. Krieg

Plan
* D-12: Receive mission; FACCC instructors conduct the MDMP.
* D-11: Conduct mission analysis briefing.
* D-10: Review the POI with the AC and all agencies within the FACCC's
  area of influence.
* D-5: Conduct COA decision briefing for the AC and FA School Directors.

Prepare
* D+0 to D+11: FACCC redesigns the course (senior instructor, nine SGLs
  and 74 students from FACCCs 1-06 and 2-06).
* Two SGLs serve as cell chiefs for each major block of instruction
  (Fundamentals, Fire Support, Field Artillery and Battery Command).
* Three SGLs serve as cell chiefs to develop the common scenario,
  leveraging doctrine, combat experience, published TTPs, lessons
  learned and the CTCs' input.
* Every lesson is developed or modified, to include the conference,
  structured learning activities and more than 91 ASAT lesson plans.
* Back-brief the AC.

Execute
* D+14: Execute the new POI and reset schedules with 30th FA Regiment
  and Fort Sill G3.

Assess
* Maintain continuous assessment throughout the execution phase to
  assure quality and validate the new POI.

Legend:
AC = Assistant Commandant
ASAT = Automated Systems Approach to Training
COA = Course of Action
CTCs = Combat Training Centers
MDMP = Military Decision-Making Process
POI = Program of Instruction
SGLs = Small Group Leaders
TTPs = Tactics, Techniques and Procedures

Figure 1: Field Artillery Captain's Career Course (FACCC) Rapid Redesign
Process.

19 Days       26 Days              32 Days             23 Days
Fundamentals  Fire Support         Field Artillery     Battery Command

Allied LNO    [C.sup.4]I           MLRS                FA Battery
Briefings     Training             Fires Bn/Bde        Operations
Suicide/EO/   (FBC[B.sup.2]/       Overview            Engagement/
SH/SAPR       [C.sup.2]PC/         FA Organization     Negotiations
Gunnery       MCS/FalconView/      for Combat          2/Media
AFATDS        OPSEC)               Command             Training
              Army/USMC/BCT Ops    Relationships       TLP--SLA
              COE                  FA Sustainment      Operation
              RSTA                 FA Bn Planning --   Australus
              MDMP (Includes       SLA Operation       Comfort
              Targeting 1) --      Chameleon           JFETS
              SLA Operation        Exam #2             FRAGO #3: FA
              Desert Tortoise      Information         Battery
              Top-Down Fire        Operations -- SLA   Stability Ops
              Planning -- SLA      COIN Operations --  (Maneuver and
              Operation Desert     SLA                 Fires)
              Tortoise             Urban IPB -- SLA    Exam #3
              Fire Support in      Urban               Battery Supply
              the Offense/Defense  Operations -- SLA   and Maintenance
              FSCMs/[A.sup.2]      Targeting           Mock Article 15
              [C.sup.2]/Attack     (Part 2) -- SLA     Proceedings
              Aviation Mortars     Fallujah II         Gator 6/Battery
              CAS/SEAD             Battle Analysis--   Command
              Road to War (Intro   Offsite at          Conference
              to Scenario)         Oklahoma City       Leadership
              FRAGO #1: HBCT       Cultural            Symposium
              Attack/JCATS OPORD   Understanding       Capstone:
              Vanguard Homework    International       Five-Day
              Exam #1              Student Briefing    COIN Exercise
                                   Day                 at the JRTC
                                   Engagement
                                   Training
                                   (Negotiations)
                                   FRAGO #2: FA Bn in
                                   COIN Ops/Fallujah
                                   II
                                   FRAGO #3: FA Bn in
                                   Stability Ops--
                                   Maneuver and Fires

Receive  Arnive in     JTF/HBCT       RIP/  IBCT FRAGO    IBCT FRAG #3:
Road     theater via   FRAGO #1       TOA   #2: FA Bn in  FA Bn in
to War   APOE,         HBCT in HIC          COIN Ops      Stability
OPORD.   lodgment      in the Attack        (JCATS)       Ops (JCATS)
         established.  (JCATS)

Legend:
[A.sup.2][C.sup.2] = Army Airspace Command and Control
AFATDS = Advanced Field Artillery Tactical Data System
APOE = Aerial Port of Embarkation
BCT = Brigade Combat Team
Bde = Brigade
Bn = Battalion
CAS = Close Air Support
[C.sup.2]PC = Command and Control Personal Computers
[C.sup.4]I = Command, Control, Communications, Computers and
Intelligence
COE = Contemporary Operating Environment
COIN = Counterinsurgency
EO = Equal Opportunity
FBC[B.sup.2] = Force XXI Battle Command Brigade and Below
FRAGO = Fragmentary Order
FSCMs = Fire Support Coordinating Measures
HBCT = Heavy BCT
HIC = High-Intensity Conflict
IBCT = Infantry BCT
IPB = Intelligence Preparation of the Battlefield
JCATS = Joint Conflict and Tactical Simulation
JFETS = Joint Fires and Effects Trainer System
JTF = Joint Task Force
JRTC = Joint Readiness Training Center
LNO = Liaison Officer
MCS = Maneuver Control System
MLRS = Multiple-Launch Rocket System
OPORD = Operations Order
OPS = Operations
OPSEC = Operations Security
RIP = Relief in Place
RSTA = Reconnaissance, Surveillance and Target Acquisition
SAPR = Sexual Assault Prevention and Response
SEAD = Suppression of Enemy Air Defenses
SH = Sexual Harassment
SLA = Structured Learning Activity
TLP = Troop-Leading Procedures
TOA = Transfer of Authority

Figure2: FACCC Redesigned, March 2006