Courtesy Photo | U.S. Army Reserve soldiers from the 492nd and 302nd Engineer Companies train alongside...... read more read more
FORT IRWIN, Calif. – Over the past decades of expeditionary operations, the U.S. Army’s vertical construction engineers, especially carpentry and masonry specialists (12W), have been tasked with the challenging mission of improvised construction and structural repair in support of combat or humanitarian operations. The ability to adapt is critical in an austere environment and understanding the principles of construction are the key to adaptability. Implementing a change in the existing training program by introducing these concepts will produce more effective and competent engineers.
TRAINED AND INEXPERIENCED
The cornerstone of a vertical construction unit’s success lies in the experience of noncommissioned officers (NCO) and, as often seen in the reserve component, the junior enlisted who have worked in the civilian construction trades. This knowledge can determine a unit’s effectiveness, and it all starts when a soldier swings a hammer for the first time.
Currently, the advanced individual training (AIT) program of instruction for carpentry and masonry specialists, trains soldiers on the basic step-by-step methods in a controlled warehouse environment. Students work with a full complement of tools, drawings, and standard materials. Although this is the appropriate way to teach a new skill, it does not provide two elements that are critical to adaptability: experience and an understanding of the reasoning behind the methods. The challenge comes when those newly-minted carpenters deploy to an austere environment and are expected to build with poor-quality local materials and a napkin sketch, if given any drawings at all. Soldiers from the 492nd Engineer Company (Vertical) were tasked with this very mission when they refurbished a war-torn police station and transformed an aid station into a post office at forward operating base Kalsu, Iraq, and again at Camp Phoenix, Afghanistan by reconstructing the interior of a gutted building. This reality was far from the learning environment at AIT, but the missions had to get accomplished.
So, how do these young troops turn into creative, problem-solving engineers?
The current method is to wait years for new soldiers to gain the experience needed to be adaptive. As our NCOs come up in the ranks, they complete numerous construction projects using different methods in a wide variety of situations. These experiences make an NCO adaptive by giving them more plays in their playbook. Over time an observant soldier will begin to see that all of the methods adhere to the same principles. However, if we provide the knowledge of basic construction principles early in their careers, these engineers will be able to apply the concepts from the beginning.
THE FRAMEWORK OF ADAPTABILITY
Adaptability is defined as the ability to adjust oneself readily to different conditions. The foundation of this ability is formed by three pillars: understanding capabilities, knowing the methods to apply those capabilities, and, most importantly, understanding why the methods work (the principles). This pillared framework of adaptability can be applied to any task.
Take, for instance, conducting an ambush. The element leader needs to (1) understand the capabilities of their unit, to include weapon systems and effective ranges. They also need to (2) know the basic tactics, techniques, and procedures (TTPs) to conduct the battle drill – take a concealed position and engage the enemy with the most casualty-producing weapon as they maneuver through the engagement area. Finally, in order to be adaptive, they must (3) understand why the TTPs, or methods, work. In this case, engaging from a concealed position surprises the enemy, who is canalized by the terrain and cannot maneuver out of the kill zone. Understanding the principles enables leaders to adjust when conditions don’t look like the example from the manual.
During construction operations, junior leaders need to (1) understand the capabilities of tools, building materials, and fasteners, (2) know the basic construction methods, and (3) understand why the methods work. The answer lies in how Mother Nature is trying to ruin the structure – with loads and force – and how we apply capabilities to redirect or counteract those forces – with shear and tensile strength, among others. Good examples of this are the use of angle bracing to provide shear strength and prevent racking, or choosing to use screws instead of nails due to their higher tensile strength and resistance to pulling out. These are the basic principles of construction that are present in any structure, and that an engineer must understand in order to be adaptive.
A soldier that only knows how to follow the steps to meet the end state is less likely to succeed when faced with a unique environment or reduced capabilities. Introducing the basic principles into training – asking “But, why does it work?” – would transform the thought process from a rigid and linear procedure into a more flexible structure. The goal is to encourage Soldiers to think differently about applying the principles in an austere environment or with substandard materials.
THE EXPEDITIONARY CONSTRUCTION WORKSHOP
The Expeditionary Construction Workshop was developed in the summer of 2016 as a way to teach these principles to carpentry and masonry specialists (12W), provide cross-training for other engineers, and complete vertical construction missions in support of the National Training Center. The lesson plan is structured around three critical tasks that a vertical construction engineer is expected to perform: new construction, damage repair, and structure assessments.
Performing the tasks is refresher training for most students, but changing the way they look at the problem is the real lesson. Where does the weight go? What does this fastener need to do? What other methods could we use to accomplish the same thing? These questions are the underlying emphasis as students execute construction projects that improve the ranges and training area of Fort Irwin.
Soldiers from all three components (U.S. Army, U.S. Army Reserve, and National Guard) train together during the workshop. Students spend the first morning in the classroom learning about tool capabilities, material properties, and basic construction methods. The class quickly transitions to hands-on practical exercises for the rest of the week, returning to the classroom only once for a lesson on expedient structure repairs. The projects are organized to build upon previous learning objectives. Soldiers take what they learned in the classroom and apply it to a new construction project. The most recent class iterations used a modular, panelized construction concept to build an urban breach obstacle that will enable units to train on manual breaching techniques. Other completed projects include two mock decontamination showers to improve the realism of a simulated underground chemical weapons facility, and a new gazebo for the Reserve Component billeting area. The students continue to employ those skills during a structure repair mission by assessing and repairing damaged buildings in the training area. Harsh environmental conditions wreak havoc on wooden structures. Students have to repair the damage created by high winds and indelicate Soldiers on mountaintop outposts, primarily re-using the sunbaked materials that are on site. The tangible goal for these projects is to render structures safe to occupy and re-open them to the training audience; such was the case for three combat outposts, the Brigade Hill Mosque, and the military operations in urban terrain (MOUT) building in the Rotational Unit Bivouac Area (RUBA).
The week ends with a culminating exercise that requires students to demonstrate what they learned throughout the class during a reconnaissance on a damaged building. Teams complete and brief a repair plan that includes a punch list, materials take-off list, and a manpower estimate. Information gathered during this assessment is then used to develop the repair project for the next workshop.
The students leave the workshop with more experience and a better sense of the construction principles. As an added bonus, they gain a better understanding of the other army components after training alongside their U.S. Army, U.S. Army Reserve, and National Guard counterparts in support of the Army Total Force Policy.
STRENGTHENING THE REGIMENT
While the U.S. Army relies heavily on its carpentry assets, plumbers (12K) and interior electricians (12R) are oftentimes not used to their full potential due to a lack of plumbing or electrical missions. These occurrences should be considered an opportunity for excellent cross-training rather than a waste, as these soldiers commonly assist carpenters on the jobsite. Occasionally, you might only need help with a cut team at the miter saw, but other times you could use a cross-trained electrician to take over simple tasks, relieving the master carpenter for something more complex. For this reason, engineers of all specialties are encouraged to attend the workshop at the NTC. Additionally, the majority of our sister branches see the castle and assume we all have the same core competencies, resulting in some rather problematic misunderstandings. How many combat engineers (12B) have found themselves – whether ordered or self-driven – building a deck, overhead shade, or other wooden structure of questionable stability? And we do it to ourselves, though we have a better understanding of the effects and countermeasures. How many newly-promoted team leaders have been responsible for overseeing a carpentry project despite being an electrician? It is essential that we are able to accomplish all assigned missions as competently and safely as possible.
Of course, the Expeditionary Construction Workshop is not the only place to learn the principles; chances are high that units already have this information available within their ranks. The goal is to turn that unspoken information into transferrable knowledge and empower the soldiers to teach each other. Forming the knowledge into the pillared framework of adaptability simplifies the concept and enables it to be taught alongside any task.
Training and operational units must capitalize on the abilities of the experienced NCOs and ensure their knowledge is being passed down to the young Soldiers. They are the future of the regiment. As leaders, we are responsible for developing a strong organization capable of overcoming any challenge. Building competent, adaptive engineers is the key. Training opportunities like the Expeditionary Construction Workshop can be used as a way to apply engineer capabilities towards a greater goal.
After all, teaching the pillared framework in the context of carpentry is just one method of accomplishing a broader task: to promote adaptability.
But, why does it work? Because it’s simple, versatile, and applicable.
ESSAYONS!
Story by Cpt. Daniel Gimm and Sgt. 1st Class Nicholas Matkin
| Date Taken: | 09.20.2017 |
| Date Posted: | 09.20.2017 16:53 |
| Story ID: | 249004 |
| Location: | FORT IRWIN, CALIFORNIA, US |
| Web Views: | 269 |
| Downloads: | 0 |
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