6 minute read
Developing our Future Leaders
3 Section, commanded by Cpl Kelly, advance across open snow-filled ground
1 Section, commanded by Sgt Hickson, patrol through the boggy conditions
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This year, the 1 CS Bn LCpl Army Leadership Development Programme (ADLP) had to meet the challenge of a pandemic head on. With social distancing still required and “work from home” in force, new and old ways of working came together to ensure that COVID-19 didn’t put a stop to the ALDP.
Scribe: Lt Beard Bucktrout
“Get on parade” *Click*. Members of 1 CS Bn REME and 31 potential-NCOs mustered virtually on 25 January 2021, albeit unconventionally on Microsoft Teams, to commence the formative element of the LCpl Army Leadership Development Programme (ALDP). The decision to move the first part of the course online was made at the height of the COVID-19 pandemic, in order to reduce the risk to all personnel on the course. The move allowed students and DS to isolate at home, whilst concurrently on course –minimising the time lost for any isolation. All personnel later formed up physically at Warcop Training Camp (WTC) on Sunday 31 January, having isolated for 10 days. The measure proved useful as during the first week, a student was contact traced to isolate; meaning the possibility of bringing the virus onto the course was prevented and the student could continue training virtually. Consequently, this student now only needs to attend the exercise phase of the next course, reducing the impact to the student’s career.
As most of the training in the first week was principally delivered using MS PowerPoint, it was quite straightforward to transfer this delivery online. To keep students engaged, random targeted ‘question sniping’ was used alongside break-out channels for each section. This allowed students to leave the central presentation every few slides, to go and discuss the content or activity they had been given in a smaller group with the Section Commanders, before back-briefing the course in the main channel.
The physical training that is usually covered in the first week, such as command tasks, were programmed into the second week and new forms of Electronic-Command tasks explored within the new white space. The E-Command tasks would consist of sections being dropped a ‘planning exercise’ into their relevant channels and given a reduced timeframe (30 minutes) to back brief the platoon on their course of action (COA) in the central channel. The first exercise was leaderless to demonstrate the importance of co-ordinated planning. Students then received a planning lesson on how to determine objectives/priorities, factors/deductions, planning for multiple COAs and decision-making tools. After the lessons, the students were then given more command-led exercises, and the results were impressive. New innovative solutions to plan; e-whiteboards were used to draw simplified maps and shared documents were used to collate key information, even breaking down into separate COA working groups to plan. These future leaders of the British Army are now utilising technology to collaborate, and finding solutions for tomorrow, today.
The white space created, additional lessons could be covered to great effect. A lesson on Surveillance, Target and Acquisition Plans (STAP) and Principles of Defence (DAMROD), gave students the context of their role in a platoon/company context, which greatly improved the quality of clearance patrols/range cards later on. An indepth lesson on how to create and structure a presentation was delivered, which resulted in a better quality of leadership presentations. A peer review on each student’s leadership presentation and performance in the first week was conducted, so that students remained engaged on their peer’s presentations and they understood how they were being perceived virtually by others. Finally, a road to war brief was delivered by the Training Officer, setting the DATE scenario before the students received deployment orders between the virtual and physical phase.
Phase 2: Let’s Get Physical
31 January – 5 February 2021
On arrival at Warcop Training Area, all personnel were COVID tested in a holding area using a Lateral Flow Device (LFD) rapid 30-minute test, as well as receiving temperature checks. As the LFD only detects people who have a high viral load, it did not remove the possibility of someone being infected. Therefore, strict Force Health Protection and Social Distancing measures remained the main line of defence against infection. The time taken at WTC was kept to a minimum, to avoid contamination from other units using the shared facilities. All personnel were deployed on to the ground within 24 hours, meaning concurrent activity from the Section Commanders in the virtual phase was crucial to setting the conditions for success.
All DS deployed onto Brackenbur DTA to occupy and operate from a Platoon harbour before moving into Moorhouse Farm on Rossmede DTA to operate from a Platoon FOB. The timing could not have been more perfect, as during the night, heavy snow fell in Warcop and the students were nothing short of frozen following a day of Section attacks. The morale began to lift as they realised they were moving into the warmth of a farm. This allowed students to remain focussed on their training and development, improving the output standard.
Flares go up at H-Hour from the Fire Support position during the dawn Platoon Deliberate Attack
Members of 2 Section, commanded by Cpl Bajic, form a baseline before a left flanking attack
CO 1 Bn REME presenting LCpl Finch (3 RIFLES) with the ‘Top Student’ award
Embedding command tasks within the second week as ‘tactical command tasks’ allowed for greater immersion and training for the students. Rather than the conventional tasks that involve random tyres and planks in field, students could navigate their sections to water/ammo drop locations. They could then conduct a command task to retrieve the required items as a fire team, whilst the other provided defence. Students and DS were given a 10-minute protected block after each serial to conduct a thorough debrief and discussion. Students then provided good develop and sustain points for their peers in command appointments, developing their ability to coach as well as giving everyone collective knowledge/training.
The exercise concluded with a final platoon attack up the mountainous valley of Victor training area, utilising a stream in dead ground to mount a series of section attacks. The students recovered to the farm, where they received an address from the Commanding Officer and, more importantly, sausage and bacon butties! During the address, the CO awarded the highly contended ‘Top Student’ prize to LCpl Finch from 3 RIFLES and the ‘Students’ Student’ prize to LCpl Hindmarsh from 1 Bn REME. All students would then receive CO 1 Bn REME presenting LCpl Hindmarsh (1 Bn REME) another lateral flow test before being recovered back to the WTC for with the ‘Students’ Student’Award. close-down administration and a final peer review. The final peer The delivery of the course had to be novel to meet the unprecedented demands of course delivery in review allowed students to a COVID-19 prevalent environment. Students and DS alike had to adapt, using new solutions to understand their continue output delivery of competent LCpls to the Field Army. New solutions explored seemed to strengths/weaknesses from other benefit the development of students and I believe future courses should seek to utilise an element of perspectives, as well as further virtual activity to exploit this avenue of development. Whilst the ideal environment will always be developing their ability to give physical, the virtual space is absolutely a viable and powerful tool for commanders to consider, with honest, constructive feedback. some surprising benefits. As the future of warfare increasingly digitises, so must our future leaders.
