US Army John F. Kennedy Special Warfare Center and SchoolADP 3-05 Special Operations for BOLC B

Lesson Plan for Unified Land OperationsDescribe Army Special Operations Forces Capabilities

Block Author:Lesson Author:Date Lesson Prepared:

1. SCOPE: This two hour class discusses Army Special Operation Forces (ARSOF) task organization and unit composition, range of operations, and the unique roles and capabilities of Army Special Operations Forces. The desired outcome of this lesson is for the student to be able to identify Army Special Operations Forces (SOF) units and their core missions. The student will understand key characteristics and capabilities for Special Forces (SF), Civil Affairs (CA), Military Information Support Operations (MISO), Special Operations Aviation, Special Operations Sustainment, and Ranger elements. The student will also be able to describe basic Special Operations Forces and Conventional Forces (SOF/CF) Interdependence considerations as they apply to training and education (T&E), planning, and operational situations.

2. TERMINAL LEARNING OBJECTIVE

Action: Describe Army Special Operations Forces Capabilities.Conditions: In an academic environment, using class notes, Power Point, class discussions, and provided references.Standards: Description includes:

a. Identify ARSOF Task Organization and Unit Composition.b. Identify the Range of Operations for Special Operations Units.c. Identify Special Forces Principal Tasks.d. Identify MISO Capabilities (conducted by Psychological Operations [PO] Personnel).e. Identify Civil Affairs Core Tasks.f. Identify Ranger Regiment Operational Tasks.g. Identify Special Operations Aviation Regiment (SOAR) Responsibilities.h. Identify Special Operations (SO) Sustainment Structures/Support Relationships.i. Describe SOF/CF Interdependence Considerations.

Learning Domain: CognitiveLevel of Learning: Knowledge/Comprehension

3. ENABLING LEARNING OBJECTIVES

ELO 1 – Action: Identify Army Special Operations Forces Task Organization and Unit Composition. Conditions: In an academic environment, using class notes, lecture material, class discussions, and provided references.Standards: Identification includes:

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a. Special Forces Operational Detachment Alpha (ODA).b. Civil Affairs Team (CA Team).c. Psychological Operations Team. d. Ranger Platoon.e. Special Operations Aviation. f. Special Operations Support.

Learning Domain: CognitiveLevel of Learning: Knowledge

ELO 2 – Action: Identify the Range of Operations for Special Operations Units.Conditions: In an academic environment, using class notes, lecture material, class discussions, historical examples, and provided references.Standards: Identify both the range of military operations and the types of capabilities for Special Operations units:

a. Range of Military Operations.(1) Military Engagement, Security Cooperation, and Deterrence.(2) Crisis Response and Limited Contingency Operations.(3) Major Operations.

b. Types of Military Operations (ARSOF Critical Capabilities).(1) Special Warfare.(2) Surgical Strike.

Learning Domain: CognitiveLevel of Learning: Knowledge

ELO 3 – Action: Identify Special Forces Principal Tasks.Conditions: In an academic environment, using class notes, lecture material, class discussions, historical examples, and provided references.Standards: Explanation includes clarification of the following Special Forces Principal Tasks:

a. Unconventional Warfare (UW).b. Foreign Internal Defense (FID).c. Security Force Assistance (SFA). d. Counterinsurgency (COIN).e. Preparation of the Environment.f. Direct Action (DA).g. Special Reconnaissance (SR).h. Counterterrorism (CT).i. Counter-proliferation (CP) of Weapons of Mass Destruction (WMD).

Learning Domain: CognitiveLevel of Learning: Knowledge

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ELO 4 – Action: Identify Military Information Support Operations Capabilities. Conditions: In an academic environment, using class notes, lecture material, class discussions, historical examples, and provided references.Standards: Identification includes understanding that Psychological Operations personnel provide and obtain information and influence through five capabilities:

a. Interacting, directly and indirectly, with foreign friendly, neutral, adversary, and enemy target audiences (TA) for persuasive & psychological effect.

b. Publicizing U.S., friendly, and coalition military activities to inform and influence foreign audiences.

c. Publicizing civil-military operations (CMO) and activities.d. Developing information programs in support of a host nation (HN) government or U.S.

country team public diplomacy programs.e. Disseminating public information to support lead Federal agencies in response to

domestic man-made & natural disasters.

Learning Domain: CognitiveLevel of Learning: Knowledge

ELO 5 – Action: Identify Civil Affairs Core Tasks. Conditions: In an academic environment, using class notes, lecture material, class discussions, historical examples, and provided references.Standards: Identification includes understanding that CA core tasks involve the application of CA functional specialty skills in areas normally the responsibility of civil government, which enhance the conduct of civil military operations. The five CA core tasks are as follows:

a. Populace and Resources Control (PRC).b. Foreign Humanitarian Assistance (FHA).c. Civil Information Management (CIM).d. Nation Assistance (NA).e. Support to Civil Administration (SCA).

Learning Domain: CognitiveLevel of Learning: Knowledge

ELO6 – Action: Identify Ranger Operational Tasks.Conditions: In an academic environment, using class notes, lecture material, class discussions, historical examples, and provided references.Standards: Identification includes understanding that the 75th Ranger Regiment plans and conducts special military operations against strategic and operational targets in pursuit of national or theater objectives. Rangers conduct military operations independently, as well as jointly with conventional forces, other Special Operations forces or interagency forces. Ranger operational tasks include:

a. Complex infantry missions that conventional units may lack the specific expertise to perform.

b. Direct-action operations that are usually deep penetration raids or interdiction operations against targets of strategic or operational significance.

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c. Direct-action operations conducted during low-intensity conflicts within an operational environment of conventional or coalition units.

d. Ranger forces conducting direct-action operations may:(1) Seize, destroy, or capture enemy forces or facilities.(2) Perform reconnaissance to assist in finding and fixing targets.(3) Recover designated personnel or equipment in hostile, denied, or politically

sensitive areas.(4) Exploit sensitive material and targets to locate follow-on objectives.

Learning Domain: CognitiveLevel of Learning: Knowledge

ELO7 – Action: Identify Special Operations Aviation Regiment Responsibilities in Support of ARSOF Core Activities.Conditions: In an academic environment, using class notes, lecture material, class discussions, historical examples, and provided references.Standards: Identification includes understanding SOAR responsibilities in support of ARSOF Core Activities. The SOAR had too many responsibilities to cover in this lesson. A short list of SOAR responsibilities that support of ARSOF Core Activities are provided as follows:

a. Infiltrate, sustain, and exfiltrate U.S. SOF. b. Insert and extract SOF land and maritime assault vehicles.c. Conduct direct action, close combat attack, and close air support operations using organic

attack helicopters to provide aerial firepower and terminal guidance for precision munitions, unilaterally or with other SOF elements.

d. Provide forward air control for U.S. close combat attack, multinational close air support, and indirect fires.

e. Conduct special reconnaissance missions.f. Conduct intelligence, surveillance, reconnaissance, and target acquisition.g. Perform emergency air evacuation of SOF personnel. h. Conduct SO water insertion and recovery operations.i. Support & facilitate ground/aerial command and control, communication/computer

systems, reconnaissance, and intelligence (C4ISR) operations.

Learning Domain: CognitiveLevel of Learning: Knowledge

ELO8 – Action: Identify Special Operations Sustainment Structures and Support Relationships. Conditions: In an academic environment, using class notes, lecture material, class discussions, historical examples, and provided references.Standards: Identification includes understanding ARSOF Sustainment structures, their primary tasks, and the unique support relationships that these sustainment structures rely on:

a. ARSOF Sustainment Structures are lean and unable to provide all sustainment functions required to support ARSOF missions. ARSOF sustainment structures are designed to perform the following tasks:

(1) Enable expeditionary ARSOF missions.4

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(2) Deploy early and rapidly.(3) Collocate and habitually train with the supported unit.(4) Fill immediate and critical logistical requirements with organic formations.(5) Provide the capability to plug into theater of operations logistics structures,

therefore achieving required logistics staying power.(6) Tie the Army SO units to the operational theater of operations support structure.

b. Support Relationships: ARSOF operating and logistical structures differ vastly from Army conventional forces.

(1) The Special Forces Groups, Ranger Regiment, and the Army Special Operations Aviation Command (ARSOAC) have organic direct support capability.

(2) The CA brigade and the Military Information Support Operations Command (MISOC) do not possess organic direct support assets.

(3) The CA brigade and MISOC are supported through their organization’s direct support elements.

(4) For all ARSOF units, the direct support arrangement is mission, enemy, terrain and weather, troops and support available, time available, and civil considerations (METT-TC) driven.

(5) The mission and structure of the 528th Support Brigade (SB) (Airborne) is significantly different from a conventional force Army sustainment brigade and primarily supports ARSOF globally, through planning, synchronizing, and integration of operational logistics.

Learning Domain: CognitiveLevel of Learning: Knowledge

ELO 9 – Action: Explain the basic SOF/CF Interdependence Components. Conditions: In an academic environment, using class notes, lecture material, class discussions, historical examples, and provided references.Standards: Explanation includes relating the seven basic SOF/CF Interdependence components to SOF/CF activities. The seven SOF/CF Interdependence components are as follows.

a. Relationships: Establish rapport and enduring relationships with partner organizations.b. Education: Inculcate SOF education in Professional Military Education (PME) to inform

learners (all cohorts and levels) on SOF force structure, roles, operations, capabilities, limitations, integrated planning practices, and to enhance SOF/CF Interdependence capabilities.

c. Training: Institutionalize SOF/CF Interdependence through combined training opportunities. Integrate and train SOF/CF forces early and often, before conducting actual operations. Conduct SOF/CF integrated training at home station, during pre-deployment, exercises, FTXs, and during Combat Training Center (CTC) rotations. In addition, continue to conduct SOF/CF integrated training, while deployed to include combat deployments.

d. LNOs: Employ liaison personnel in each other’s centers, schools, and units (in as many levels as possible).

e. Mission Command: Clearly define and articulate Mission Command relationships.

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f. Planning: Integrate planning and intelligence efforts to enhance operations and alleviate misunderstandings. Special Operations must be considered during the planning of all tactical, operational, and strategic operations.

g. Operations: Understand the capabilities, strengths, and limitation of each force and apply this knowledge to the current situation and operational environment as an operational advantage.

Learning Domain: CognitiveLevel of Learning: Comprehension

4. PREREQUISITES:

a) Knowledge: Have a working knowledge of Army conventional force operations and capabilities.

b) Skills: N/A.c) Abilities: N/A.

5. TRAINING AIDS:

a) Appendix A: Lesson Presentation Slides (separate file).b) Appendix B: Advance Sheet (separate file).c) Appendix C: Concept Map for GNI (separate file).d) Appendix D: Student Handout for Concrete experiences (separate file).e) Appendix E: Student Reference Handout (separate file).f) Appendix F: Student Self-Assessment (separate file).g) Appendix G: Practical Exercise Scenario Sheet (separate file).h) Appendix H: Lesson Concept (separate file).i) Computer with and projection system for presentation and activities.j) White board with/butcher block paper and.

6. ASSIGNMENT:

a) SCAN: Chapters 1-3, ADRP 3-05, Special Operations, August 2012 (digital).b) READ: USSOCOM Fact Book 2016 (digital).c) READ: Advance Sheet.d) READ: Chapter 2, JP 3-05, Special Operations, January 2014 (digital).e) SCAN: Chapters 1-7, FM 3-05, Army Special Operations, January 2014 (digital). Note:

The ARSOF Core Activities depicted in FM 3-05 (2014) supersedes the ARSOF Core Operations/Activities illustrated in the 2012 version of ADP/ADRP 3-05.

f) SCAN: Chapters 2-4, ATP 3-05.40, Special Operations Sustainment, May 2013 (digital).

Optional: Watch/read the following links on Internet prior to attending class

- Special Forces Introduction link: http://www.goarmy.com/army-videos.vid-c28c7a4d-c90e-4395-ac29-4d7fa0b27754.autostart.html - Civil Affairs Introduction: http://www.goarmy.com/army-videos.sch-Civil%20Affairs.html

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- Psychological Operations link: https://www.youtube.com/watch?v=TDy-H12z8uQ&feature=player_detailpage - 75th Ranger Regiment link: http://www.americanspecialops.com/video/75th-ranger-regiment.php - 160th Special Operations Aviation Regiment link: https://www.youtube.com/watch?v=wxeiG8IGN1c - 528th Sustainment Brigade, Special Operations link: http://www.soc.mil/528th/528th.html

7. INSTRUCTOR ADDITIONAL READING MATERIAL

a) FM 6-05 [FM 6-03.05], USSOCOM Pub 3-33, CF/SOF Multi-Service Tactics, Techniques, and Procedures for Conventional Forces and Special Operations Forces Integration and Interoperability, March 2014 (digital).

b) ADP/ADRP 3-05 Special Operations, August 2012 (digital).c) FM 3-05, Army Special Operations, January 2014 (digital).d) ATP 3-05.40, Special Operations Sustainment, May 2013 (digital).e) FM 3-57, Civil Affairs Operations, with change 2, April 2014 (digital).f) JP 3-05, Special Operations, July 2014 (digital).g) FM 3-53, Military Information Support Operations, January 2013 (digital).h) FM 3-75, Ranger Operations, May 2012 (digital).i) FM 3-18, Special Forces Operations, May 2014 (digital).j) FM 3-76, Special Operations Aviation October 2011 (digital).k) USSOCOM Fact Book 2014 (digital).l) USSOCOM History, 20th Anniversary Edition, September 2011(digital).m) JP 1-02, DoD Dictionary of Military and Associated Terms, August 2014 (digital).n) ARSOF 2022 (digital).o) ARSOF 2022 Part II (digital).p) ARSOF 2022 Next (digital).

8. Conduct of the Lesson

a. Lesson Timeline:

General Lesson Agenda (ELM format)15 minutes Concrete Experience (CE): Tower Building Exercise 5 minutes Publish and Process (P&P): Discuss thoughts/perspectives on concrete

experience35 minutes Generalize New Information (GNI): The GNI will be a fast-paced look at six

different Special Operations units:

SF ODA CA Team PO Team Ranger Platoon SOAR Element SO Sustainment Element

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There will only be five minutes available for each of these units (thus the importance of student pre-reads). During that time, the instructor will quickly address the basic composition/make-up of each element as well as its primary tasks, activities, and missions.

Using the Graphic Organizer provided, the students will summarize what they see as the key points and “take-a-ways” for each of the six elements. Again, the instructor/facilitator will only have five minutes per element to address these things. The GNI portion will conclude with a five minute look at the SOF/CF Interdependence Considerations.

The purpose of this GNI segment is to familiarize the students with the different SOF elements (at the tactical/operational level) and what they do. There is not enough time in this segment to go beyond that. The students will go deeper into understanding and identifying these units and their tasks/activities as they work through the Practical Exercise to come. The students will have references and handouts available to assist them as they work through the practical exercise.

10 minutes Break10 minutes Develop (D): Why is it important for a CF Soldier to understand basic SOF

capabilities and activities?How does training and education play a key role in SOF/CF Interdependence? Be able to explain your reasoning. What are SOF/CF Interdependence, Integration, and Interoperability (SOF/CF I3)? See slide instructor note for SOF/CF I3 definitions.

40 minutes Apply (A):

PE: Execute Activity - Africa Scenario –

This activity is about 40 minutes long and provides a scenario that will require students to consider the specific tasks/activities of each of the different Army Special Operations elements. Without a general understanding of SOF units and their tasks/mission/activities, it will be very difficult to understand the responsibilities inherent in the SOF/CF Interdependence considerations.

In the scenario, a CF unit is in an African county, performing Stability Operations and Humanitarian Assistance. There will be terrorist organizations in the mix. In addition to the CF, there will be Special Operations Forces in the area (SF, CA, PO, Rangers, SOAR, and SO Sustainment).

The students will be divided into seven groups (one CF group, and one group for each of the six SOF elements listed above). The groups will be given a list of 20-30 activities that will be crucial for success in the operations. Some activities will be SOF-specific, some CF-specific, and some will require cooperation from SOF and CF.

The groups, working separately, will first consider and identify any activities that they feel that their group’s designated element will be

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responsible for conducting or assisting in. Upon completion, facilitators allow each group to briefly present their findings (instructor/students facilitate discussion).

At the conclusion, there will be a class AAR/follow-up. Were any activities left out or did a group fail to recognize/conduct a required activity? Were there any SOF activities that could only be completed and/or sustained with CF assistance? Were there aviation/sustainment activities best undertaken by CF assets instead of SOF (160th) assets? Etc., etc.

5 minutes Conclusion/ wrap up

What are the top three ideas presented today?

b. Concrete Experience: (15 minutes).

Slide 2: CE – The Tower

Learning Activity # 1 – Tower Building ActivityOutcome: The intended outcome for the Tower Building Activity is to demonstrate the necessity of Communication, Collaboration, and Team Strategy. This activity will illustrate the importance of collaboration and communication as it relates to SOF/CF Interdependence.

Grouping: Groups of 4 or 5

Materials: For this activity you need some building supplies such as:

Paper cups, plates, bowls Popsicle sticks, coffee stirrers Cheap pens or pencils Construction paper or newspaper Masking tape Paper bags

Setup: Before the activity, make packet of supplies for each group. The key is to divide the supplies unevenly, but place them in closed bags so participants cannot see that each group is getting a different set of supplies. Each group should have a lot of one supply, and only some of the other supply. For example:

Packet #1 1 roll of masking tape 10 paper cups 5 popsicle sticks 4 sheets of newspaper

Packet #2 12” strip of masking tape 25 paper cups 5 popsicle sticks 8 sheets of construction paper

Directions:The participants will break into groups, receive supplies, and attempt to build the tallest free-standing tower possible. No talking during the activity. A student found talking will be removed from the group and asked to observe for the remainder of the activity.

After the students are divided into groups, ask for a representative from each group to come forward to receive instructions and materials. Each group receives one bag of supplies.

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Instructor Activity Briefing: “This is an activity to work on communication, collaboration, and interdependence. The goal is to build the tallest free standing tower possible with the supplies provided.”

Be careful to introduce the activity without giving too much information or answering too many questions. The key is that each group will have a different set of supplies but the facilitator should make sure this is not immediately obvious. Once it becomes obvious, the facilitator should not discourage or encourage collaboration and sharing. Continue to monitor the no talking expectation. The majority of participants will assume that they should be competing against other groups. Do not provide any indication that the activity is, or is not a competitive event. You will address the competition point during the activity debrief based on each group’s choice to collaborate or compete.

Ask: “Are there any questions?” Be very general in answering questions from the representatives. If they have specific process questions, it may be helpful to say something like, “You have received all the instructions I can give you. You and your group will have to figure out the rest.”

Announce, “Each group will have 10 minutes to build their respective towers, ready, begin.”

Some groups will spend time coming up with a detailed strategy and others will just dive in. Some may start to notice that they don’t have much tape, or other groups have more popsicle sticks. Again, the facilitators should not answer questions and there should be no talking however, students may communicate through written messages (don’t tell them, let them figure it out) as this form of communication was not prohibited during the activity brief.

As they start to notice that other groups have different supplies, some will question, and some will resign themselves to the fact that it’s not fair and will continue to focus on working with what they have. Take plenty of notes, so that you can discuss their actions, problems, and successes during the activity debrief.Debrief:Because of the unequal distribution of the supplies, in order to build the tallest – free standing – tower possible, there was a need to merge teams, share supplies, and collaborate. This demonstrates the importance of interdependence for mission for success. Because the students were divided into groups, most students probably assumed that they were expected to compete against each other. In cases such as (divided into groups) very few participants would suggest that the groups collaborate or share supplies and even if someone in the group suggests it, it is unlikely that everyone will agree to it. Did this occur during your activity?The facilitator should ask the following questions:1. Raise your hand if you helped build a tower.2. What worked well?3. What challenges did you encounter?4. Did you build the tallest tower you could? Why or why not?5. Did you assume that you were only supposed to collaborate with those in your small group?

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6. What would have been possible if you decided to share resources with the whole group?7. Would you have had a taller tower?8. Why didn’t you share resources?

If they did collaborate ask the following questions:1. How did you come to the decision to collaborate?2. What became possible once you made the decision to share resources?3. What was challenging?Slide 3: Publish and Process – 5 MinutesAsk the following questions:

1. Did your group accomplish the goal on “the Tower” activity? Why or why not?2. What role did communication and cooperation play in your success or failure?

Generalize New Information (GNI)Outcomes: Identify SOF units and their core missions. Understand key characteristics and capabilities for Special Forces, Civil Affairs, MISO, Rangers, Special Operations Aviation, and Special Operations Sustainment elements. Describe basic SOF/CF Interdependence considerations as they apply to training/education, planning, and operations.

Grouping: Whole Group

Time: 35 Minutes

Materials: Power Point w/notes GNI Concept Map (1 per student) Student Self-Assessment (1 per

student)

Setup: Whole group facilitation until scenario

(apply) then divided into seven smaller groups

Slide 4 – Lesson Outcome

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Slide 5 – Lesson Terminal Learning Objective

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Slide 6 – Concept Map and Self-Assessment Tool

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The instructor/facilitator should distribute and explain the “concept map” to be used by the student during the GNI segment.

In addition, the instructor/facilitator should distribute and explain the self-assessment rubric to the students – allowing them a few minutes to scan the document. Students will self-assess after the Practical Exercise.

Slide 7 – Special Forces ODA

(SFOD-A)

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The primary operational element of a Special Forces company is the Special Forces Operational Detachment A(SFOD-A), also known as an "A Detachment" or "A-Team," which consists of 12 Special Forces Soldiers: 1 Officer (18A), 1Warrant Officer (180A) and 10 Noncommissioned Officers. All team members are Special Forces qualified and cross-trained in a number of team specialties and advanced skills. They are also multi-lingual. The A-Team is almost unlimited in its capabilities to operate in hostile or denied areas. A-Teams can infiltrate and exfiltrate their area of operations by air, land, or sea. An A-Team can operate for an indefinite period of time in remote locations with little or no outside support. They are truly independent, self-sustaining detachments.A-Teams routinely train, advise, and assist other U.S. and allied forces and other agencies while standing by to perform other Special Operations as directed by higher authorities. A critical SF skill is their ability to, advise, assist, and direct foreign counterparts in their function up through battalion level.In an SF company, one of the 6 A-teams is trained in combat diving and one is trained in military free-fall parachuting. Both are used as methods of infiltration. The detachment can serve as a manpower pool from which SF commanders organize tailored SF teams to perform specific missions.SFOD-A Structure:A captain leads the 12-man team. Team members include a warrant officer, a team sergeant (E8), two noncommissioned officers (E6-E7) trained in each of the SF functional specialties of weapons, engineering, medical, communications, and one NCO trained in operations and intelligence.

Slide 8 – Civil Affairs Team

The mission of Civil Affairs (CA) forces is to mitigate or defeat threats to civil society and conduct

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responsibilities normally performed by civil governments across the range of military operations by engaging and influencing the civil populace and authorities through the planning and conducting of Civil Affairs Operations (CAO).The 95th CA Brigade (Airborne) is commanded by an O-6 and headquartered in Fort Bragg, NC. The mission of the 95th CA Brigade is to rapidly deploy regionally focused, language capable, initial-entry CA Planning Teams, Civil Military Operations Centers, CA battalions, and CA companies to plan, enable, manage, and execute CAO in support of Geographic Combatant Commander (GCC) objectives. CA provides expertise on the civil component of the operational environment. A commander uses CA capabilities to analyze and influence the indigenous populations and institutions through specific processes, dedicated resources, and personnel. As part of the commander’s Civil Military Operations (CMO) element, CA units conduct operations nested within the overall mission and intent. CA significantly helps ensure the legitimacy and credibility of the mission by advising on how to best meet moral and legal obligations to the people affected by military operations. The key to understanding the role of CA is to recognize the importance of leveraging each relationship between the command, and individuals, groups, and organizations in the operational environment to achieve a desired effect. For example, across the range of military operations, a CA Company can support Joint Special Operations Task Force (JSOTF) operations and/or Brigade Combat Teams conducting contingency operations. Civil Affairs base operational element is the CA Team (CAT). The CAT is composed of a Team Leader (O-3), Team Sergeant (E-7), Civil Affairs NCO (E-6), and a Medical Sergeant (E-6). In addition to those above, CATs support Special Forces Companies and SFODAs during the conduct of their Principal Tasks, conduct civil military engagement, and participate in theater security and cooperation exercises and engagements.

Slide 9 – Tactical Psychological Operations Team (TPT)

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The 4th and 8th Military Information Support Operations Groups are headquartered in Fort Bragg, NC. These groups provide fully capable Psychological Operations forces to Combatant Commanders, U.S. ambassadors, and other agencies to synchronize plans and execute influence activities across the range of military operations. The 1st Special Forces Command (A) can rapidly deploy Psychological Operations units worldwide in support of SOF and conventional military forces.Psychological Operations' disseminates information to foreign audiences in support of U.S. policy and national objectives. Used during peacetime, contingencies, and declared war, MISO activities are not forms of force, but are force multipliers that use nonviolent means. The ultimate objective of MISO is to convince enemy, neutral, and friendly nations and forces to take action favorable to the U.S. and its allies. MISO support national security objectives at the tactical, operational, and strategic levels of operations. MISO may be conducted as part of all special operations if appropriate to the mission and situation. Psychological Operations units conduct MISO in support of all Special Operations Core Activities.

Slide 10 – Ranger Platoon

The 75th Ranger Regiment is commanded by a specially selected O-6 and headquartered at Fort Benning, GA. The Regiment is composed of three Ranger Battalions and a Special Troops Battalion. The Special Troops Battalion has four companies noted as a reconnaissance, communications, intelligence, and operations company. Ranger Platoons and Companies are similar to Army infantry units in size and organization. A Ranger Battalion is similar in size and organization to a standard Army Infantry Battalion except for a support company which is organic to the Ranger Battalion. The regiment can deploy one Ranger Battalion and a Regimental C2 element within 18 hours of alert notification. The flexibility of the Ranger Force requires it to perform under various command structures. The force can work unilaterally under an Army Corps, as a part of JSOTF, as an Army Special Operations Task Force (ARSOTF), or as an Army component in a Joint Task Force (JTF). The 75th Ranger Regiment plans and conducts Joint Special Operations in support of U.S. policy and objectives. These Joint Special Operations primarily consist of; direct-action missions to capture or

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destroy critical enemy nodes and facilities, or recover designated seizing lodgments under hostile or uncertain environments. The cornerstone of Ranger missions is the direct action raid. Rangers are the premier raid and airfield seizure unit in the Army. In order to remain proficient in all light infantry skills, Ranger units focus their training on mission-essential tasks that include movement to contact, ambush, reconnaissance, airborne and air assaults, and hasty defense.

Slide 11 – Special Operations Aviation Regiment (SOAR)

The 160th Special Operations Aviation Regiment (SOAR) is the Army’s only Special Operations aviation unit. The Regiment, commanded by an O-6, is comprised of a regiment headquarters and headquarters company, and four Special Operations Aviation Battalions. The SOAR supports ARSOF Core Activities by providing short, medium, and long range infiltration or exfiltration of SOF, aerial resupply, armed escort, reconnaissance, fire support, CAS, and airborne command and control (C2). The 160th SOAR Battalions are regionally orientated to specific GCC. The battalions operate three types of aircraft, the MH/AH-6, MH-60, and the MH-47. Each battalion has a strategic composition of these light, medium, and heavy helicopters, modified to meet special operations mission requirements.

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Slide 12 – Special Operations Sustainment

The 528th force structure differs from a standard sustainment brigade. The Brigade is composed of only 1,200 personnel. The 528th is maybe limited in the equipment area, but has a large number of highly skilled subject matter experts (SME) with non-standard skillsets. The unit also provides ARSOF Liaison Elements (ALE) to each Theater Special Operations Command (TSOC). The ALE’s are led by an LTC except for Korea which has a MAJ as the chief.

The 528th SB(SO)(A) ALE established within each CCDR’s AOR is a key strategic- and operational-level logistics planner for ARSOF missions. Within the adaptive planning and execution (APEX) joint logistics planning process, at the combatant command level, planning begins with the receipt of strategic guidance and continues as the CCDR conducts mission analysis. The ALE, in concert with the 528th SB(SO)(A)’s Plans Section, TSOC J-4, and ASCC G-4, assists with establishing and updating a standing logistics estimate of each theater of operations derived from the theater of operations logistics overview. The ALE remains integrated in the CCDR’s, TSOC’s, and ASCC’s logistics planning processes during plan development and assessment. The 528th SB(SO)(A) Operations Division, Plans Section, establishes logistics and FHP planning conferences during the planning and preparation phase to develop the operational-level ARSOF concept of support in concert with deploying ARSOF sustainment planners, to include the GSB, RSOD, and brigade S-4s.

The 528th also has a Special Operations medical detachment with a structure similar to a forward surgical team with critical care capabilities.

The unit has a Signal Battalion (112th SIG BN) that specializes in and supports SOF communications. The 122th SIG BN actually has the most robust equipment set in the brigade.

Headquartered at Fort Bragg, NC, the 528th Sustainment Brigade sets the operational level logistics conditions to enable ARSOF operations worldwide using ARSOF Support Operations (ASPO) Teams, Special Operations Resuscitation Teams (medical/surgical), ARSOF Liaison Elements, and exceptional signal support capabilities from the 112th Special Operations Signal Battalion. The 528th Sustainment Brigade is responsible for providing logistical, medical, and signal support for ARSOF worldwide. The Brigade is capable of deploying up to three Army Support Operations Teams in support of three ARSOF-based Joint Special Operations Task Forces.

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Slide 13 – ARSOF-CF Interdependence Considerations“The Army must achieve Special

Operations and Conventional Forces interdependence to lock

in the advances of the last decade of conflict, more

effectively counter future threats, and shape the

operational environment.”- TR PAM 525-3-0, U.S. Army Capstone

Concept

“Conventional Forces (CF) will need to develop and retain the ability to task organize at increasingly lower levels to execute “small footprint” operations. This includes conducting training between Special Operations Forces (SOF) and CF units and improving the mission command and interoperability of small unit CF. Additionally, regionally aligned CF unit participation in SOF training venues will improve interoperability and support the Army vision.”

“Training at all levels, but especially at the battalion and brigade echelons, must integrate and reinforce the interoperability of Conventional F orces and SOF, in addition to training with other Services, Interagency, Intergovernmental, and Multinational Forces as we rebuild skills to support the full range of operations.”

- Army Strategic Planning Guidance

Slide 14 – Develop

These two questions provide the student the opportunity to reflect on the importance of

understanding SOF and learning to communicate/coordinate with SOF elements in all

settings.

Instructors should ensure that any reflection or discussion in this short portion of the lesson is

personalized for the individual student.

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ARSOF BOLC B Lesson

Slide 15 – Practical Exercise

1. In a relatively stable African country – very pro-American - an extremist group has suddenly cropped up. They are sponsoring a quiet insurgency, using a terror campaign in attempt to destabilize and eventually possible overthrow the government. They have a very charismatic leader who recently publicized that he kidnapped 20 women from a local school and will use them for human trafficking.

2. The HN government has asked for US support.

3. The Ambassador has agreed to the HN request.

4. AFRICOM and USSOCOM have been directed by the National Command Authority to provide forces

5. The HN Government allows basing of US forces at a C-130 capable airfield and has provided a division-sized element for training at three regional Army bases.

6. US military objectives:a. Build counter insurgency capability/capacity in order to defeat the insurgent force and develop

an enduring security capabilityb. Improve the nation’s regional legitimacy and security through facilitation of international aid

to the populace and assistance in governance and infrastructure developmentc. Conduct unilateral counter terrorism/hostage rescue operations if necessary

For this practical exercise, the students are divided into seven groups. Each group will receive this handout AND will be designated (by the instructor/facilitator) as role-playing one of the seven Army elements (one conventional force element and six Special Operations elements). Each group, using the PE scenario and the list of required tasks/activities on the following page, will identify any tasks/activities for which their assigned element would take the primary lead AND any tasks that their assigned element would play a supporting role in.

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ARSOF BOLC B Lesson

The groups will have 15 minutes to complete this portion of the practical exercise.

At the conclusion of that time, each group will have approximately four minutes to present their main finding to the entire class. The instructor/facilitator, as well as the students themselves, will look for instances where SOF/CF interdependence and SOF/SOF interdependence will be crucial toward the successful completion of the task/activity.

Task Organization:Check one Element

Infantry Battalion from the 101st

Special Forces Operational Detachment Alpha (ODA)Civil Affairs Team (CAT)Tactical PSYOP Team (TPT)Ranger platoonMH-47 helicopter detachment from SOARSpecial Operations Sustainment – ARSOF Liaison Element (ALE)

Primary Lead

Supporting Role

N/A Task/Activity

1. Develop HUMINT intelligence networks2. Assist HN government in development of infrastructure projects3. Count insurgent messaging4. Conduct/influence operations against insurgent networks5. Strike package to pursue HVTs6. Support US strike and indigenous assault packages in air assault operations7. Assist if necessary in humanitarian support or MEDEVAC8. Train indigenous division-sized element in security operations9. Provide sustainment support to all components and network reach back capability to CONUS for intelligence support10, Partner with HN to train indigenous HN counter-terrorism capability11. Assist embassy in development of governance, coordinating with NGO (non-governmental organizations) to assist in winning support of the indigenous populace12. Regionally Aligned Forces (US Infantry Brigade) trains indigenous division-sized element in counter insurgency13. Provide communication support to all components and network reach back capability to CONUS for intelligence support14. Support HN government agendas15. Assist embassy in development of infrastructure projects16. Develop COIN intelligence networks17. Assist HN government in development of governance, coordinating with NGO (non-governmental organizations) to assist in winning support of the indigenous populace18. Strike package to pursue other unilateral DA operations19. Provide medical support to all components and network reach back capability to CONUS for intelligence support

ASSESSMENT

Formative Assessment

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ARSOF BOLC B Lesson

Peers will give formative assessment during class interaction and dialogue on their perception of the participant’s achievement of the learning objectives. Participants will give formative assessment in class interaction and by reflecting on what happened in class and writing on those reflections in a daily double-entry journal. The focus of this formative assessment should be the standards. Facilitator will give participant’s formative assessment on their achievement of the learning objectives during class interaction; in the daily double-entry journal (if used); via dialogue, while conducting checks on learning through facilitator or peer questioning; and through the use of active learning techniques.

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