PREPARING TO MiTT: Working With and Training the Iraqi Army

“Better to let the Arabs do it tolerably than us doing it perfectly.” — T. E. Lawrence T. E. Lawrence’s quote is the hallmark of the military transition team (MiTT). MiTTs are currently operating throughout Iraq on almost every forward operating base (FOB) as primary trainers and advisors to Iraqi army battalions, brigades, and divisions. A MiTT is designed to embed with an Iraqi army unit and provide training, logistics support, and leadership advice, as well as facilitate effects, such as artillery support and close air support (CAS), not yet available to the Iraqi army. Iraqi army soldiers often struggle with dual loyalties to their tribes and families. Sometimes, family members work with the insurgency, or simply turn the other cheek, because they fear for their family’s safety. As a result, operational security (OPSEC) is very important. The Iraqi army leadership is very aware of OPSEC issues within the ranks and they work hard to overcome this challenge with specific OPSEC procedures. As an effective method, mission statements are issued to battalion commanders, and staffs develop the plan and issue operations orders (OPORDs) only to company commanders and platoon leaders. Generally, they do not issue the order past the platoon-leader level to maintain OPSEC. Platoons and squads conduct generic troop-leading procedures (TLP) as they prepare for missions. Soldiers prepare for missions using standard operating procedures (SOPs) without knowing the specific objective area. Teaching soldiers and leaders to conduct TLP while maintaining OPSEC has been a very successful. Trust is the foundation of our relationship with the Iraqi army. This is no easy task to accomplish; after all, we fought this army three years ago. Personal relationships are the doorways to success with the Iraqi army, as well as with the Iraqi people. We learned through early experience to build strong personal relationships to be successful. As Americans, we are accustomed to walking into someone’s office and getting right to business. In Iraq, it is customary to walk into someone’s office, shake hands with everyone there, give a warm greeting, and inquire about their well being. Usually, after about 15 minutes of general discussion, you can get down to business. This process takes time, but the dividends are unlimited. We focus personal relationships at all levels by partnering with every staff section and each company commander, as well as regular MiTT members. This partnership-built trust between our battalions enables us to provide critical feedback on every aspect of the Iraqi unit’s development. It has also taught us that we share many common values and personality traits, despite cultural differences. Building enduring systems is another key to success. It is important to build a useful long-term system — in other words, teach them to fish; don’t just give them fish to eat. Training the Iraqi army using U. S. doctrine is the adopted model in Iraq. However, it is not as easy as pulling out a manual or training pamphlet and telling them what they should be doing. The biggest challenge is demonstrating our methods, adapting the methods to their operational environment, and then allowing them to take our concepts and apply the lessons in their way. This can be a frustrating experience for the more regimented trainer. Again, the quote from T. E. Lawrence comes to mind. This is a challenge, and as Americans, we must be willing to let them develop, learn, and apply the — 45 things we teach if they are ever going to internalize the lessons. A soldier is required to be a soldier in any army, including the Iraqi army. From day one, we began building the common customs and courtesies of a professional army. For instance, each time I entered the Iraqi army battalion commander’s office, I came to the position of attention and saluted. He was given the same respect as my own battalion commander. This made an immediate impact and he began enforcing these same standards in his battalion. He told his officers, “Captain Smith salutes me every time he sees me, and that is what we are going to do.” He also noted that our battalion was always in uniform and he wanted that level of professionalism from his battalion. Anyone who has worked with the Iraqi army knows the challenges associated with keeping soldiers in uniform, so this was a giant leap forward. Soldiers are still occasionally caught out of uniform, but the immediate correction of those deficiencies by Iraqi army NCOs and officers has lead to a continual progression of professional development and discipline. Throughout our year of partnering with the Iraqi army, we have learned many lessons: they have tremendous pride in their country and army; they want to be successful; and they want a strong army. By getting to know Iraqi army soldiers on a personal level, we have scratched beneath the surface of outward appearances. This was not easy to do, but it must be accomplished by leaders at all levels to be successful in developing the Iraqi army. Each year the situation changes in Iraq. We have gone from combat operations to stability and reconstruction operations. The current Iraqi army is over four years old and many of these soldiers have been working day in and day out without a break. Iraqi army soldiers put their families on the line everyday. My battalion commander reminded us many times, “they bleed the same as we do, except a whole lot more.” As members of a U. S. military transition team preparing to deploy to Iraq, soldiers and leaders alike should:

• Earn Iraqi soldiers’ respect and trust; they will give it back twofold.

• Build personal relationships every chance you get.

• Build enduring systems.

• Teach them how to fish.

• Avoid being the “ugly American.”

• Maintain a positive attitude.

• Realize you are only limited by your own imagination.

• Understand leadership principles are the roots to success in their army as well as ours. Most importantly, keep in mind the words of T. E. Lawrence, “Better the Arabs do it tolerably than us doing it perfectly.” Captain David J. Smith is currently an assistant operations officer, 1st Battalion, 30th Infantry Regiment, 3d Infantry Division, Military Transition Team (MiTT), Forward Operating Base Normandy, Iraq. He received a B. A. from Western Michigan University. His military education includes the Combined Arms and Services Staff School, Armor Captains Career Course, Armor Officer Basic Course, and Airborne School. He has served in various command and staff positions, to include XO, Headquarters and Headquarters Company, 2d Brigade, 1st Cavalry Division (CD), Fort Hood, TX; XO, A Troop, 2d Squadron, 12th (2-12) Cavalry Regiment, 1st CD; and platoon leader, C Troop, 2-12 Cavalry Regiment, 1st CD. “Throughout our year of partnering with the Iraqi army, we have learned many lessons: they have tremendous pride in their country and army; they want to be successful; and they want a strong army. By getting to know Iraqi army soldiers on a personal level, we have scratched beneath the surface of outward appearances. This was not easy to do, but it must be accomplished by leaders at all levels to be successful in developing the Iraqi army.” 46 — ing activities are specifically designed to improve agility:

• Historical vignettes help train tactics, but they also illustrate decisionmaking during combat. Each module includes several historical vignettes; for example, a vignette of Captain H. R. McMaster’s fight and decisionmaking at the Battle of 73 Easting in Desert Storm is included in the HBCT company offense module.

• Tactical or rapid decision exercises occur several times a week throughout the course. Students are given tactical scenarios and a time limit to develop a plan or make a decision. These scenarios typically reinforce the day’straining objectives, but occasionally focus on non-tactical dilemmas such as ethical decisionmaking in conflicted or vague situations and reacting to media interviews over a contentious event. Students brief their classmates on their plans or decisions and must justify thought processes to peers and small-group instructors. As the course progresses, scenarios become more difficult and students are allocated less resolution time.

• Think like a commander (TLAC) simulation is developed by the Army Research Institute at Fort Knox and trains students to increase their battlefield thinking ability. Students are presented computerized vignettes in which they must identify the critical information needed to make good decisions. As their ability progresses, students face more uncertainty and less time to react. Results of TLAC over the past few years indicate that students become better at identifying more required critical information in shorter time periods. Test results show that TLAC experienced officers perform better on graded exams and during live and virtual exercises.

• Live and virtual training exercises. MC3 is not confined to the classroom. Virtual training in CCTT, or with off-the-shelf individual simulations, provide officers a chance to exercise rapid decisionmaking against a thinking enemy. A gauntlet live exercise with second lieutenants is a very effective training event. Students must develop and communicate a plan while dealing with the friction of an FTX. They must build a team and provide leadership to brand-new platoon leaders. Finally, they must deal with numerous concurrent events, such as IEDs, civilian encounters, and FRAGOs, which emphasize their ability to multitask and make decisions. Increasing the knowledge foundation in counterinsurgency and the contemporary operating environment enhances the student’s agility for the current fight. Students are required to submit a review of a COIN-themed book for evaluation of their critical thinking skills and written communications. Students prepare and brief numerous executive summaries of recent and relevant COIN-related articles to generate class discussion. Subject matter experts train students on cultural understanding by providing basic instruction on Middle East culture, specific methods for dealing with civilian populations, and advanced instruction on building rapport with indigenous officials such as military counterparts, local leaders, and Sheiks. Additionally, students enroll in the Army Knowledge Online (AKO)-based Rosetta Stone program to start building a basic proficiency in a foreign language. Making MC3 a Better Course Understandably, there is some uneasiness that the formation of the Maneuver Center of Excellence at Fort Benning will lead to one branch dominating all captain-level professional military education programs for maneuver officers. While a valid concern, the process of creating the MC3 shows otherwise. During the nine months of development, both the infantry and armor branches have had equal say in the final training product. In fact, MC3 is a better course for captains because it not only captures the best current training material and methodologies from the infantry and armor captains career courses, it also creates new instruction to better prepare officers for the challenges of their next assignments. During MC3, students are exposed to multiple organization types and they must demonstrate the ability to plan full-spectrum operations for each. There is more counterinsurgency, contemporary operating environment, and cultural understanding integration throughout the course. Exercises use real threat models from across the world with emphasis in the full-spectrum environment, using threats posed by paramilitaries, insurgents, and tribal/sectarian fighting. Not only is the content of the course material better, but the development of agile and adaptive leaders has improved. Rapid decisionmaking and the ability to deal with uncertainty and conflicting information are continually trained throughout the course. Finally, the assignment-based training in Phase II of MC3 better supports the force by nesting an output of captain-level graduates within the requirements of the ARFORGEN model. As BCTs begin lifecycle management cycles, they receive MC3 graduates better trained for those organizations and prepared to take command. Both Fort Knox and Fort Benning are transitioning quickly to the Maneuver Captains Career Course by integrating newly developed MC3 course material into their current classes. Beginning in September 2006, complete MC3 instruction will begin at both locations as the career course expands to 21 weeks. Fort Knox will train the HBCT track for Phase II, while Fort Benning will focus on the IBCT/SBCT track. The Human Resources Command has already programmed more infantry and armor officers to attend MC3 at Knox and Fort Benning, respectively, during 1st Quarter, FY07, based on anticipated BCT requirements. This trend will continue until all MC3 instruction consolidates at the Maneuver Center of Excellence some time in the future. Notes 1Defense Base Realignment and Closure Commission Report, 13 May 2005, p. 17. 2Think Like a Commander Training Program, Army Research Institute, Fort Knox, KY, March 2003, pp. 4-12. Lieutenant Colonel Patrick A. Clark is serving as commander, 3d Squadron, 16th Cavalry Regiment, Fort Knox, KY. He received a B. S. from the U. S. Military Academy and an M. B. A. from the University of Phoenix. His military education includes the U. S. Army Command and General Staff College, the Armor Officer Basic and Advanced Courses, and Combined Arms and Services Staff School. He has served in various command and staff positions, to include observer/controller, Combat Maneuver Training Center, Hohenfels, Germany; S3, 1st Battalion, 35th Armor, 1st Armor Division, Baumholder, Germany; and XO, 2d Battalion, 6th Infantry, 1st Armor Division, Baumholder. Major Edward B. Hayes is serving as the course manager, Armor Captains Career Course, Fort Knox, KY. He received a B. S. from the U. S. Military Academy. His military education includes the Armor Officer Basic Course, Armor Officer Advanced Course, Combined Arms and Services Staff School, and Joint Firepower Course. He has served in various command and staff positions, to include small-group instructor, Armor Captains Career Course, Fort Knox; commander, K Troop, 2d Squadron, 16th Cavalry, Fort Knox; commander, A Troop, 1st Squadron, 14th Cavalry, 3d Brigade Combat Team (BCT), 2d Infantry Division, Fort Lewis, WA; and commander, Headquarters and Headquarters Company, 3d BCT, 2d Infantry Division, Fort Lewis. Maneuver Captains Career Course from Page 22 — 47 can put himself there and someone can take his place on the vehicle. There are seasoned noncommissioned officers left on the vehicles to send reports to the troop, and all vehicles have enough personnel to provide local security and execute a rest plan, if necessary. In a conventional fight, team leaders can still control their OPs, while the squad leader moves between teams, and dismounted patrols can be more quickly organized. The platoon truly has enough people, and when certainties, such as undermanning, casualties, or leave occur, the platoon can still function mounted and dismounted. During a recent rotation to the JRTC, the RSTA squadron was conducting its mission for three days before the infantry entered the box. When they entered the box, the infantry battalions took a few more days to prepare for battle. For the RSTA squadron, it was a week of running, fighting, and reporting on the enemy, who kept us moving day and night. I was so proud of my soldiers as I watched them report, fight, and reposition with almost no sleep. With a better setup, however, we would have been more effective in that tough fight, and we would have done more of what a recce platoon should do. Whoever designed the recce platoons for the RSTA squadron wanted lots of scouts on the ground. It probably seemed like a great idea to place the entire platoon, minus gunners and drivers, on the ground. But who knew that the gunners and drivers would still be in the fight, watching with the LRAS3, talking on the radio, and monitoring the FBCB2 for days at a time? Who foresaw that when a vehicle crewmember is killed, one of the precious few people on the ground has to remount just to make the vehicle move? A better recce troop is a platoon of six vehicles, with some type of onboard platoon leaders, and enough dismounts to actually gather intelligence — dismounts with competent and consistent leadership and organization. All these require-Reece Troop from Page 39 ments can be met with a little restructuring and a minimal addition of personnel and equipment. All these requirements should be met to make us as good as, or better than, any recon organization out there — light, medium, or heavy; legacy or objective. Master Sergeant John Hegadush is currently serving as the company noncommissioned officer in charge (NCOIC) of an Active/Reserve Component (AC/RC) observer controller/trainer team, B Company, 2d Battalion, 357th Infantry (TS), Fort Lewis, WA. He received an Associates Degree from Penn State University. His military education includes Air Assault School, Bradley Master Gunner Course, and Drill Sergeant School. He has served in various command and staff positions, to include platoon sergeant, 1st Squadron, 14th Cavalry, Fort Lewis and Iraq; drill sergeant, 1st Battalion, 28th Infantry, Fort Jackson, SC; section leader, 3d Squadron, 3d Armored Cavalry Regiment, Fort Carson, CO; and section leader, 5th Squadron, 9th Cavalry, Schofield Barracks, HI. 48 — ership skills, roles and responsibilities of a first sergeant, and staff support functions. The small-group instruction concept is employed throughout the course. As a joint effort, both the Infantry and Armor Schools contributed to redefining the expectations for the course. The goal of the course is to produce graduates that are capable of operating efficiently and effectively as a platoon sergeant in a combined-arms company team. Each Maneuver ANCOC graduate will:

• Demonstrate a proficiency in tactical/technical planning and execution at the platoon level.

• Demonstrate the ability to use the military decisionmaking process (MDMP).

• Demonstrate the ability to think critically as a flexible, adaptive leader under stress.

• Demonstrate the ability to communicate in away that is thoroughly understood and inspires confidence in subordinates and peers.

• Develop a working knowledge of first sergeant duties at the company troop level and a basic knowledge of battalion and brigade staff functions. The course will consist of three back-to-back phases. The first phase is five weeks and three days of universal training, which includes training on all four MOSs. During universal training, students participate in small group instruction on various subjects, learning new aspects of these subjects through the eyes of other senior NCOs from differing MOS backgrounds. The second phase is one week long, and the students move to small groups and conduct MOS-specific training. The final phase of the course is one week and two days, where the students come back together and conduct an urban operations situational training exercise (STX), learning and reinforcing dismounted urban operations and close-quarters TTP. They will finish up this last phase with simulation exercises (SIMEX). Maneuver ANCOC has been in development since February 2006. The team of developers includes personnel from Fort Knox and Fort Benning NCO academies, the Directorate of Training, Doctrine, and Combat Development (DTDCD), Fort Knox, and Directorate of Training (DOT), Fort Benning. There is some concern that forming the Maneuver Center of Excellence at Fort Benning will lead to one branch managing the NCOES program for maneuver soldiers. However, during the development of the course, both the infantry and armor branches have had equal input toward the final training model. In fact, Maneuver ANCOC improves the NCOES because it combines the best current training material and techniques from both branches and creates new information and ideas that will increase warrior capabilities.

SOMEONE IS WATCHING.

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