TRAIN-THE-TRAINER PROGRAM
This manual and other training publications provide the trainers with the information they need for unit training. This chapter is an aid for the chain of command, who are the primary trainers, to develop a good train-the-trainer program. Knowledgeable, small-unit leaders and trainers are the key to successful, marksmanship training; however, the entire chain of command must be involved in the execution of training to standard.
An effective train-the-trainer program reflects the priority, emphasis, and interest of the chain of command and trainers to see that execution of training to standard is scheduled. This section provides guidance needed to develop METLs, to assess performance proficiency, and to assign the responsibilities of the chain of command, trainers, and coaches.
b. To ensure that every trainer maintains a constant degree of proficiency in applying the principles of AR instruction.
c. To provide a maximum number of trainers from which potential trainers may be selected for further weapons training.
b. Trainer Course. Once the chain of command has identified these soldiers possessing the required knowledge, skills, and motivation in M249 marksmanship, they must then ensure this knowledge can be effectively taught to other soldiers.
c. Training. There are several available means that may be used in the progression of trainer training or that can easily be tailored to the particular needs of the command. The more time and training initially invested, the better the trainer will be. The chain of command should periodically evaluate each trainer and replace any that loses his motivation or desire. To maintain interest in the program, commanders should promote competitive awards, such as the Trainer of the Month.
b. To be a coach, a soldier must know the principles of accurate firing and coaching techniques, and he must have the following qualifications as well.
(2) Patience. Automatic riflemen can be persuaded to accept the principles and procedures by patient repetition and demonstration.
(3) Understanding. A coach with a good "firing lane manner" enhances success. Training new automatic riflemen is stressful to the soldiers and the trainers. The soldier may be sensitive to abruptness, impatience, or a lack of sympathy with his difficulties; and he will immediately react unfavorably to evidence of such attitude on the part of the coach.
(4) Consideration. Most soldiers, even those who do not fire well, enjoy firing and begin with a positive interest in their performance on the range. If the coach is considerate of his pupils' feelings from the beginning and encourages them throughout their training, he will find coaching a pleasant and rewarding duty.
(5) Ability to maintain respect. When a soldier is assigned the duties of coach, he too is an expert and should receive the same respect as the primary trainer. The coach must retain that respect throughout his contact with students by showing a thorough knowledge of his subject in a dignified manner.
(6) Alertness. Even the most capable student may forget or neglect some essential point in his instruction in the excitement of firing on the range. The coach must always be alert and patiently correct him as often as necessary. He must keep the automatic rifleman encouraged throughout his instruction by making the most of all progress. The coach must not allow his students to become discouraged or to lose interest.
(7) Helpful attitude. In coaching on the range, as in most other lines of instruction, a combative, hard-boiled attitude is rarely effective.
(8) Ability to provide encouragement. The coach can encourage his soldiers by convincing them there is no mystery about good firing: The weapon and ammunition are developed mechanically for accuracy. The coach is there to assist the automatic rifleman to gain experience that produce a good marksman.
b. Basic Marksmanship. This training teaches the trainers how to set up and conduct 10-meter and transition firing exercises on the available ranges.
c. Advanced Marksmanship. This training teaches the trainer how to develop teamwork among the automatic riflemen. This gives them confidence in their ability to deliver a large volume of accurate fire against targets. During this phase, the trainer is responsible for the conduct of assault firing exercises. These exercises consist of assault fire, NBC assault fire, and field fire on available ranges.
This section assists trainers in effectively training soldiers assigned to the M249 automatic rifle. It explains the tasks, organization, equipment needed, and instruction sequence for the three phases of training. However, unit SOPs or post regulations may direct increases or decreases in these prescribed requirements.
(2) Class organization. One coach is assigned for each group (weapon) if possible; otherwise, coaches are placed where they can supervise assigned groups.
(3) Sequence of training. The trainer presents a brief history of the weapon. He stresses the combat role it has played and the mission it is assigned. He emphasizes the purpose, scope, and importance of the instruction to be presented. He gives a brief description of the operation, general data, and exterior nomenclature of the weapon. Coaches should disassemble the weapon as the trainer explains the procedures. The automatic riflemen then practice until they become skilled in disassembly and can demonstrate this task to a coach. This often encourages soldiers to practice during free time and develops their individual skill and initiative. The trainer stresses that this task is not done hurriedly, because the soldiers may damage parts of the weapon.
b. Task 2: Inspect the M249.
(2) Class organization. Same as Task 1.
(3) Sequence of training. The trainer emphasizes meticulous cleaning, lubrication, inspection, and preventive maintenance to ensure performance. The care and cleaning period is used to further the automatic riflemen's knowledge of the nomenclature and skill in disassembly. The trainer emphasizes inspection, care, and preventive maintenance during combat conditions, which is the final test of the weapon maintenance program. Practical work is conducted. The trainer points out the differences in care and cleaning following an NBC attack. He emphasizes the importance of frequent inspection as a means of ensuring proper maintenance of the weapon.
c. Task 3: Clean the M249.
(2) Class organization. Same as Task 1.
(3) Sequence of training. Same as Task 2.
d. Task 4: Lubricate the M249.
(2) Class organization. Same as Task 1.
(3) Sequence of training. Same as Task 2.
e. Task 5: Assemble the M249.
(2) Class organization. Same as Task 1.
(3) Sequence of training. Coaches should assemble the weapon as the trainer explains the procedures. The automatic riflemen practice until they become proficient in assembly and can demonstrate this task to a coach.
f. Task 6: Explain the Operation of the M249. (Chapter 3.)
(2) Class organization. Same as Task 1.
(3) Sequence of training. The trainer explains and demonstrates loading, unloading, and clearing the weapon. He stresses the safety factors involved. He demonstrates letting the bolt go forward when the barrel is out of the weapon.
g. Task 7: Explain the Functioning of the M249.
(2) Class organization. Same as Task 1.
(3) Sequence of training. Functioning is divided in eight steps--feeding, chambering, locking, firing, unlocking, extracting, ejecting, and cocking. Coaches should duplicate each demonstration on the weapons with each group. (Chapter 3.) Functioning is taught by seeing how the parts work, rather than by memorizing the text. The trainer tests retention of the training by asking questions concerning the steps of functioning.
h. Task 8: Explain Malfunction, Stoppage, and Immediate Action. (Chapter 4.)
(2) Class organization. Same as Task 1.
(3) Sequence of training. Malfunction and stoppages charts may be used as a guide in presenting instruction. These charts may be available from the local Training Support Center or the trainer can use Table 4-1 and Table 4-2 in this manual. The trainer stresses precision in detecting the cause and reducing stoppages. As the automatic riflemen progress, the trainer has them concentrate on speed in applying immediate action and other methods of reducing a stoppage. He stresses safety precautions in connection with a hangfire or cookoff.
i. Task 9: Demonstrate Fundamentals of Marksmanship. (Chapter 5.)
(2) Class organization. The maximum required number of automatic riflemen are on the firing line.
(3) Sequence of training. The trainer conducts conference, demonstration, and practical work on the fundamentals of marksmanship (steady position, aim, breath control, trigger control, and firing position).
j. Task 10: Demonstrate Fundamentals of Firing Positions.
(2) Class organization. Same as Task 9.
(3) Sequence of training. Same as Task 9.
k. Task 11: Demonstrate Fundamentals of Engaging Night, NBC, and Moving Targets.
(2) Class organization. Same as Task 9.
(3) Sequence of training. Same as Task 9.
l. Task 12: Demonstrate Fundamentals of Traverse and Search.
(2) Class organization. Same as Task 9.
(3) Sequence of training. Same as Task 9.
m. Task 13: Demonstrate Fire Commands.
(2) Class organization. Same as Task 9.
(3) Sequence of training. Same as Task 9, plus trainer gives the fire commands.
n. Task 14: Execute Dry-Fire Exercises.
(2) Class Organization. Same as Task 9.
(3) Sequence of training. Same as Task 9.
(2) Class organization. The maximum number of automatic riflemen are on the firing line with the remainder receiving concurrent instruction in the rear training area.
(3) Sequence of instruction. The trainer conducts conference, demonstration, and practical work on emplacing the weapon on the firing lane. He places emphasis on preparation of the weapon for firing, including safety checks. The interval between the two portions of the control command should be sufficient to permit the execution of the command and to allow the coach to perform his duties. Coaches are required to perform their duties quickly and precisely. During practice, the trainer must ensure that the automatic rifleman is in the proper position before he is permitted to shoot.
b. Task 16: Conduct Daytime Transition Fire on the Multipurpose Machine Gun Range.
(2) Class organization. Preferably, one automatic rifleman and one coach for each firing lane. Personnel not required in the operation of the range should receive concurrent training in rear area.
(3) Sequence of instruction. Before the conference and demonstration of firing, the trainer briefly reviews range estimation and techniques of adjustment. He also explains the characteristics of AR fire and their effect on field targets. The weapons are zeroed at a known distance on the transition range (preferably at 300 meters). The automatic rifleman receiving the instruction should do the zeroing. The lane NCO requires the automatic rifleman to be in the correct position before letting him fire. The acting safety NCO may assist the automatic rifleman in locating the targets, but he is not permitted to aid in range estimation or fire adjustment. At the completion of the exercise, the next automatic rifleman moves up. Appropriate subjects to be included in the rear-area training are--
c. Task 17: Conduct Nighttime Transition Fire.
(2) Class organization. The firing area should have seating for the entire group during conferences. After the conference, the group is divided into small groups for practical work under the control of the coaches. The OIC controls all firing. If space permits, all personnel are placed on the firing line. Requirements for the various exercises should be simple and progressive. If possible, the trainer selects terrain for the subject; otherwise, he applies the subject to the terrain.
(3) Sequence of instruction. Before the conference and demonstration, the trainer conducts the preparatory exercises of mounting the AN/PVS-4 and seating, boresighting, and zeroing procedures for the device. He should also review and discuss range estimation, techniques of fire, adjustment, and characteristics of automatic fire. The weapon should be zeroed to the device using the night fire procedures in Chapter 5. The acting safety NCO for each lane requires the automatic rifleman to be in the correct position before letting him fire. At the completion of the exercise, the next automatic rifleman moves up. Appropriate subjects to be included in the rear training area are--
(2) Class organization. The multipurpose machine gun transition range is used if the installation has one. If need be, the lanes are modified so the automatic rifleman has a trail of at least 150 meters in front of the weapon position. The training area should have seating for the entire group during conferences. After the conferences, the group is divided into firing orders. If the group is large, two firing orders are placed on the firing line and all other personnel go to the concurrent training area for practical work under the control of the coaches. The OIC controls all firing. If the group is small, all personnel go to the firing line at once. Requirements for the various exercises should be simple and progressive. If possible, the trainer selects terrain for the subject; otherwise, he applies the subject to the terrain.
(3) Sequence of instruction. The unit is assembled, given instructions, and briefed on the training that will be conducted while they are on the range. After the briefing, they are organized into firing orders and moved to firing lanes. Lanes are conducted IAW local range policies. Firing is conducted as described in Chapter 6. Concurrent training stations, using sand tables, charts, diagrams, or terrain, are set up to review assault firing techniques using the--
(2) Class organization. Same as for Task 15.
(3) Sequence of instruction. The unit is assembled, given instructions, and briefed on the training that will be conducted while they are on the range. After the briefing, they are organized into firing orders and moved to firing lanes. Lanes are conducted IAW local range policies. Firing is conducted as described in Chapter 6. Concurrent training stations, using sand tables, charts, diagrams, or terrain, are set up to review assault firing techniques using the--
The certification program sustains the trainers' expertise and develops methods of training. The program standardizes procedures for certifying M249 marksmanship trainers. Trainers' technical expertise must be continuously refreshed, updated, and closely managed.
(2) Be briefed on the unit's marksmanship training strategy.
(3) Review the unit's marksmanship training outlines.
(4) Review issued reference material.
(5) Visit training sites and firing ranges.
b. Phase II, Preliminary Marksmanship Training. During Phase II, the trainer must demonstrate his ability to master the fundamentals of marksmanship. Phase II should be completed within two weeks after Phase I. The following fundamentals must be reviewed by the chain of command. The results of this review are recorded and maintained on a trainer's progression sheet, which is designed in accordance with the unit's SOP.
c. Phase III, Basic Marksmanship Training. During this phase, the trainer must set up and conduct firing on the various ranges. He must explain the targets and zeroing and scoring procedures. The trainer must explain the purpose of transition firing, field zero procedures, range layout, and the conduct of training on the transition range. This briefing to the chain of command validates the trainer's knowledge necessary to conduct training. The results of this interview are recorded on the trainer's progression sheet.
d. Phase IV, Advanced Marksmanship Training. This is the final phase of the train-the-trainer program and tests the trainer. The trainer must set up a range and conduct training of at least one person. If ammunition is available, the trainer conducts a firing exercise. If ammunition is not available, the testing is based on the quality of training given.