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AppendixExamples of Risk Management ApplicationThe examples in this appendix are designed to helpthose charged with managing risk.BlockTRACKING TOOLThe work sheet instructions are in Figure A-1.Work Sheet InstructionsA – DEFGHIJKSelf explanatoryIdentify task relating to the mission or task in Block AIdentify Hazards – Identify hazards by reviewing METT-T factors forthe mission or task. Additional factors include historical lessons learned,experience, judgment, equipment characteristics and warnings, andenvironmental considerations.Assess Hazards – Assessment includes historical lessons learned,intuitive analyses, experience, judgment, equipment characteristics andwarnings, and environmental considerations. Determine initial risk for eachhazard by applying risk assessment matrix (Figure 2-4). Enter the risk levelfor each hazard.Develop Controls – Develop one or more controls for each hazardthat will either eliminate the hazard or reduce the risk (probabilityand/or severity) of a hazardous incident. Specify who, what, where, why,when, and how for each control. Enter controls.Determine Residual Risk – Determine the residual risk for eachhazard by applying the risk assessment matrix (Figure 2-4). Enter theresidual risk level for each hazard.Implement Controls – Decide how each control will be put intoeffect or communicated to the personnel who will make it happen (written orverbal instruction; tactical, safety, garrison SOPs, rehearsals). Enter controls.Determine Overall Mission/Task Risk – Select the highest residualrisk level and circle it. This becomes the overall mission or task risk level.The commander decides whether the controls are sufficient to accept thelevel of residual risk. If the risk is too great to continue the mission or task,the commander directs development of additional controls or modifies,changes, or rejects the COA.Supervise and Evaluate – This last step is not on the worksheet.Plan how each control will be monitored for implementation (continuoussupervision, spot-checks) and reassess hazards as the situation changes.Determine if the controls worked and if they can be improved. Pass onlessons learned.Figure A-1. Risk Management Work Sheet InstructionsAppendix-1
Risk ManagementThe work sheet (Figure A-2) provides a starting point to logicallytrack the process of hazards and risks. It can be used to document riskmanagement steps taken during planning, preparation, and executionof training and combat missions and tasks.A. Mission or Task: B. Date/Time GroupC. Date Prepared:Begin:End:D. Prepared By: (Rank, Last Name, Duty Position)E. Task F. Identify G.HazardsAssessHazardsH. Develop Controls I.DetermineResidualRiskJ.ImplementControls("How To")SAMPLEK. Determine overall mission/task risk level after controls are implemented (circle one)LOW (L) MODERATE (M) HIGH (H) EXTREMELY HIGH (E)Appendix-2Figure A-2. Sample Risk Management Work Sheet
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WARRIOR LEADER COURSEMODIFIED (MOD)
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INTRUCTOR / STUDENT C 1RECOVERABLE
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L231 Commandant’s Orientation, Ve
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TRAINING SUPPORT PACKAGE (TSP)TSP N
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This TSPContainsTABLE OF CONTENTSPA
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Student StudyAssignmentsBefore clas
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SECTION II.INTRODUCTIONMethod of In
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SECTION III.PRESENTATIONNOTE: Learn
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SECTION IV.SUMMARYMethod of Instruc
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Appendix A - Viewgraph Masters (N/A
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Appendix C - Practical Exercises an
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L232 Introduction to PLDC Version 2
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TRAINING SUPPORT PACKAGE (TSP)TSP N
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This TSPContainsTABLE OF CONTENTSPA
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Student StudyAssignmentsBefore clas
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SECTION II.INTRODUCTIONMethod of In
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SECTION III.PRESENTATIONNOTE:Inform
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thousands. Since this is not an MOS
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SHOW VGT-8, TRAINING BLOCK (continu
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During your introduction, include t
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SECTION V.STUDENT EVALUATIONTesting
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Appendix A - Viewgraph MastersVIEWG
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VGT-3, COMMON TASKSCOMMON TASKSTECH
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VGT-5, LEADERSHIP BLOCKLEADERSHIP B
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VGT-7, TRAINING BLOCKTRAINING BLOCK
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VGT-9, WARFIGHTING BLOCKWARFIGHTING
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Enabling Learning Objective BLearni
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Appendix B - Test(s) and Test Solut
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Appendix D - Student Handouts (N/A)
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T240 Suicide Prevention OCT 03U.S.
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U.S. ARMY SERGEANTS MAJOR ACADEMY (
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C 1TRAINING SUPPORT PACKAGE (TSP)TS
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C 2This TSPContainsTABLE OF CONTENT
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C 1References Number Title Date Add
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C 1SECTION II.INTRODUCTIONMethod of
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C 1InstructionalLead-InThe Soldier
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SHOW VGT-2, GOAL OF THE ARMY SUICID
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REMOVE VGT-4Now we will watch a TVT
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REMOVE VGT-5SHOW VGT-6, SUICIDE POT
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SHOW VGT-8, SUICIDE IMMEDIATE DANGE
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C 2C. ENABLING LEARNING OBJECTIVEAC
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leaders who make the effort to know
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SHOW VGT-14, CONTINUITY OF CARECont
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C 2Installation gatekeepers are ind
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also important not to use demograph
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Review /SummarizeLessonSHOW VGT-19,
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VIEWGRAPHS FOR LESSON 1: T240 versi
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VGT-3, Chief of Staff of the Army S
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Enabling Learning Objective BLearni
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VGT-7, Suicide Potential "Triggers"
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VGT-9, Suicide Warning SignsSuicide
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VGT-11, Prevention BarrierPreventio
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VGT-13, Secure BarrierSecure Barrie
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C 2Enabling Learning Objective DLea
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VGT-17, First Line Supervisors/Lead
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VGT-19, SummarySummarySuicide Preve
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Appendix B Test(s) and Test Solutio
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Appendix D, HANDOUTS FOR LESSON 1:
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Student Handout 1Advance SheetLesso
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Student Handout 2ARMY SUICIDE PREVE
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Headquarters, Department of the Arm
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HeadquartersDepartment of the ArmyW
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Chapter One - Introduction“A lead
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disorders occur throughout society
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where individuals feel they are an
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2-6. Reasons for DyingTo the “wel
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These signs signal that the person
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Chapter Three - The Army Suicide Pr
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psychiatric therapy (for non-fatal
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potential suicidal “triggers” a
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Chapter Five - InterventionThe only
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5-3a. Soldiers & Army Employees. Al
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should chair the standing committee
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Chapter Six - Secure6-1. SafeguardT
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Chapter Seven - Post-intervention M
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Annex A - Strategy MatrixesSTRATEGY
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STRATEGY 3: Raising Awareness and V
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STRATEGY 4: Synchronizing, Integrat
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Annex B - ChecklistsThe following c
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Annex C - Suicide Risk Comparison o
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Annex D - Definitions.Anxiety disor
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Protective factors - factors that m
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Annex E - Abbreviations/AcronymsAAF
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Annex F - References1. Healthy Peop
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Army Suicide DemographicsSuicide ca
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Student Handout 3This Student Hando
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SH-3-2
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SH-3-4
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SH-3-6
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SH-3-8
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SH-3-10
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SH-3-12
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SH-3-14
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SH-3-16
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T224 Physical Fitness OCT 03U.S. AR
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C 4References Number Title Date Add
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C 2ProponentLesson PlanApprovalsNam
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C 2group in the extended rectangula
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SHOW VGT-2, PHYSICAL FITNESS TRAINI
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C 3SHOW VGT-4, COMPONENTS OF FITNES
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C 3SHOW VGT-5, PRINCIPLES OF EXERCI
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SHOW VGT-6, FLEXIBILITYFLEXIBILITYF
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The soldier should not limit flexib
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NOTE: Refer the students to Fig 1-1
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85 percent. As an example, let’s
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SHOW VGT-10, CRITERIA FOR AN AEROBI
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about 70 percent HRR. When soldiers
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F. ENABLING LEARNING OBJECTIVEACTIO
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type training. You have to train at
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CHECK ON LEARNING: QUESTION: What i
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VGT-3, Physical Fitness Training Pr
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Enabling Learning Objective CLearni
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VGT-7, Stretching TechniquesA-7
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VGT-9, Training Heart RateA-9
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VGT-11, Examples of Aerobic Activit
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C 3STUDENT RANK & NAME(Last, First,
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C 3Appendix C Practical Exercises a
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C 3PRACTICAL EXERCISE SHEET PE 1Tit
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STUDENT RANK & NAME(Last, First, MI
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Appendix D, HANDOUTS FOR LESSON 1:
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Student Handout 1Advance SheetLesso
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Extracted Material from AR 350-1Stu
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equipment training plans are develo
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(6) Personnel who initially fail th
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Extracted Material from FM 21-20 w/
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FM 21-20C1HEADQUARTERSCHANGE 1 DEPA
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*Figure 14-1 (continued)14-4
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*Figure 14-1 (continued)14-6
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SUPERVISIONThe APFT must be properl
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800-YARD SWIMFigure 14-10Administra
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(THIS PAGE INTENTIONALLY LEFT BLANK
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PrefaceOn 5 July 1950, U.S. troops,
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plan special training to help soldi
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through sound, progressive, mission
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day” approach is used. For exampl
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Persons who have not been active,es
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should use ability group runs rathe
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will be enforced. Next, they should
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and set a good example, these leade
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Cardiorespiratory (CR) fitness,some
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INTENSITYIntensity is related to ho
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As shown, the percentage (70 percen
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TIMETime, or duration, refers to ho
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areas promote unit cohesion and tea
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LAST-MAN-UP RUNNINGThis type of run
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off, wash and dry their feet, andli
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such training may not improve runni
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improve performance in racket sport
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The nature of the eccentric contrac
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Whichever RM range is selected,the
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Workout TechniquesWorkouts for impr
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performer by restricting the number
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Figure 3-4Figure 3-5
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Key Points to EmphasizeSome key poi
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3-14
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3-16
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3-18
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3-20
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3-22
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3-24
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Exercises Performed with anExercise
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3-28
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3-30
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3-32
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3-34
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3-36
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BALLISTIC STRETCHINGBallistic, or d
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4-4
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4-6
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4-8
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4-10
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4-12
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PASSIVE STRETCHESPassive stretching
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Soldiers can do PNF (Proprioceptive
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Body composition, which refers toth
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In addition to exercise, proper nut
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Figure 6-36-2
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Figure 6-46-4
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protein to promote better musclegro
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time, number of stations, number of
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Figure 7-17-4
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Figure 7-37-6
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Progression and RecoveryOther impor
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7-10
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7-12
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7-14
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7-16
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Figure 7-4Performing grass drills c
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Figure 7-57-20
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forward at your waist, and pump you
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● “Platoon halt.”● “From
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Figure 7-87-26
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landing areas should be raked andre
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Obstacles for Vertical Climbing and
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Obstacles for BalancingBeams, logs,
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White GroupThis group contains the
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Black GroupThis group contains the
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Figure 8-13Figure 8-14Figure 8-158-
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Right-Shoulder Position, Move left
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LOG-DRILL EXERCISESThe following ar
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Exercise 5. Half-Knee BendStart Pos
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Figure 8-218-20
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ending the knees. Then, straightena
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echelons should be made for at leas
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Figure 9-1Figure 9-29-4
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a standard football field. The othe
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up across the field separated by th
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authority during play. Otherwise, t
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all, is used. The players need nopa
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for coded location markers, which a
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Figure 9-9leave the assembly area a
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devise a timed land-navigation even
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Adapting to differingenvironmental
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FROSTBITEFrostbite is the freezing
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Most injuries can beprevented by de
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Extracted Material from FM 3-21.5St
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FM 3-21.5front of and one step outs
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T221 Risk Management OCT 03U.S. ARM
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C 1Student StudyAssignmentsBefore c
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C 2SECTION II.INTRODUCTIONMethod of
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InstructionalLead-InIn every combat
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NOTE: Have students turn to SH-2, p
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B. ENABLING LEARNING OBJECTIVEACTIO
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Ref: FM 100-14, pp 2-2 thru 2-7A ha
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You accomplish Step 3 in two subste
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C 2assess variable hazards such as
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awareness on the part of all leader
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As you can see, the consequences ca
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Lapses in individual discipline can
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VGT-3, Risk Management Does Not—A
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VGT-5, Two Types of RisksA-5
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VGT-7, Risk Management Process Step
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VGT-9, Risk Management Process Step
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Page 507 and 508: VGT-13, Effects of Fratricide (Cont
Page 509 and 510: VGT-15, Causes of Fratricide (Cont)
Page 511 and 512: Appendix B - Test(s) and Test Solut
Page 513 and 514: Appendix C Practical Exercises and
Page 515 and 516: C 2PRACTICAL EXERCISE 1TitleLesson
Page 517 and 518: RISK MANAGEMENT WORKSHEETA. Mission
Page 519 and 520: SOLUTION FORA. Mission or Task:B. D
Page 521 and 522: This appendix contains the items li
Page 523 and 524: STUDENT HANDOUT 1Advance SheetLesso
Page 525 and 526: Extract Material from FM 100-14Stud
Page 527 and 528: Chapter 1Risk Management Fundamenta
Page 529 and 530: FM 100-14during training exercises.
Page 531 and 532: FM 100-14Force DesignConcerns inclu
Page 533 and 534: FM 100-14CONSTRAINTSRisk management
Page 535 and 536: FM 100-14Risk Management StepsMilit
Page 537 and 538: FM 100-14Hazards are sources of dan
Page 539 and 540: FM 100-14Terrain. The five main mil
Page 541 and 542: FM 100-14time can result in shortag
Page 543 and 544: FM 100-14SELDOM (D) Remotely possib
Page 545 and 546: FM 100-14experience, and judgment.
Page 547 and 548: FM 100-14ammunition caches will cri
Page 549 and 550: FM 100-14Examples of Controls. Exam
Page 551 and 552: FM 100-14STEP 4. IMPLEMENT CONTROLS
Page 553 and 554: FM 100-14• Capture and disseminat
Page 555: FM 100-14Pitfalls arise when risk m
Page 559 and 560: Appendix-4Figure A-4. Example of Co
Page 561 and 562: Extract Material from FM 3-20.98Stu
Page 563 and 564: 13Appendix IFratricide Prevention57
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