Reconnaissance and Surveillance Leader’s Course Enables Scout Squads’ Success

A well-positioned scout element can shape future operations or alter the course of a battle with proper observation, reporting, fires employment and the integration of enablers. To prepare these scouts, the Reconnaissance and Surveillance Leader’s Course (RSLC) at Fort Benning, GA, trains its students to serve as a commander’s insurance policy that mitigates risk when employing scout squads and teams. RSLC students are taught to move to a position of relative advantage, report information to the commander and employ operational techniques to in crease their survivability. As such, the course’s mission is to develop the com bat-arms-related functional skills of officers and noncommissioned officers whose primary focus is to conduct re connaissance and security (R&S) operations. RSLC remains the capstone school for scout-squad leaders in all types of brigade combat teams (BCTs). The skills taught at RSLC are still necessary for any small element to extend the secu rity zone. The knowledge taught in RSLC, originally designed for units op erating up to 180 kilometers forward, is now just as applicable to current formations operating within supporting fires. The requirement for these trained, dismounted recon leaders has increased due to the significant changes to cavalry organizations and scout platoons transitioning to the 6 (plat form) x 36 (Soldiers), or 6x36 model, that supports additional dismounted scout squads. Despite the increased requirement for dismounted recon leaders, there are some people who question the re quirement for RSLC. They cite the Ar my’s deactivation of long-range sur veillance (LRS) units as a reason to dis continue the RSLC requirement. Contrary to this perception, organizational changes in all BCT types have increased the need for dismounted R&S missions, especially since peer adversaries will challenge U. S. dominance in electronic and unmanned surveillance capabilities. That expected challenge is why the Army recognized the need to in crease proficiency in these fundamental R&S skills among its infantry bri gade combat teams (IBCTs), Stryker bri gade combat teams (SBCTs) and ar mored brigade combat teams (ABCTs). The increased proficiency in these skills – trained at RSLC – will enhance effectiveness and survivability across the various types of units in the force. The course RSLC is a physically and mentally demanding course where one block of instruction builds on the previous one, resulting in a multi-day, graded field-training exercise (FTX). Students an swer the commander’s priority information requirements in both urban and austere woodland environments. They are evaluated on high frequency (HF) beyond-line-of-site radio communications, which enable them to maintain contact with their higher head quarters regardless of terrain and dis tance. Student teams conduct detailed mission planning, emphasizing intelligence preparation of the battlefield and con tingencies. They learn the importance of reporting useable information by using techniques to collect information accurately, report the facts and quan tify each report with imagery. Detection avoidance is integral in every aspect of the course from squad-movement techniques, camouflage and re duced emissions from radio-wave fre quencies. RSLC students are trained to excel in denied operational environments. They are prepared for encounters where systems are jammed or must be turned off to avoid electronic target ing, and they must operate within the commanders’ intent when communications with headquarters are severed. RSLC prepares students to operate in a small-team environment and to be skilled, adaptive and confident. Upon the successful completion of the 33- day course, graduates are authorized the 6B additional-skill identifier (ASI). The target audience for RSLC is scout-squad leaders and team leaders. It is open to 33 military-occupation special ties (MOSs) and to the Army’s sister services, but it primarily trains infantry (65 percent) and armor/cavalry scouts (15 percent). The other 20 percent of RSLC students are comprised of Special Operations Forces (5 percent), as well Figure 1. A three-man element conceals itself in a sub-surface surveillance site while observing its objective. (U. S. Army photo by CPT Josh LaFleur) as field artillery, signal corps and mili tary-intelligence Soldiers. The course is part of the leadership progression for 19- and 11-series MOS scouts who are directly responsible for training and ex ecution (sergeants or staff sergeants), or for those who will plan for and employ scout platoons and companies (second lieutenants to captains). Small-unit tactics RSLC emphasizes camouflage, concealment, counter-tracking and small-unit tactics that enable scouts to have the confidence to patrol undetected, in creasing their survivability. Students are organized into six- to eight-Soldier scout teams early on, which allows them to develop into a cohesive unit before the FTX. Students are free to develop their own standard operating procedures (SOP) for formations and their own order-of-movement and battle drills. Students may share techniques, with guidance from the cadre, from across the Army. The basics of camouflage and conceal ment are reinforced throughout each lesson as well as counter-tracking tech niques, which must be implemented during the FTX. Students learn that a team-sized ele ment cannot just carry more firepow er; its survivability depends on reducing signature, avoiding detection and integrating enablers. Advanced land navigation The ability to evaluate terrain for threat and friendly use is pertinent to gaining the advantage in battle. There fore, RSLC emphasizes unaided land navigation to counter the over-reliance on satellite technology in the force. Students are tested on written map reading and practical-exercise land navigation, which is across-country course conducted in restrictive terrain on Fort Benning. To pass, students must locate five out of five points with in seven hours. They will travel about 13 km while avoiding roads, carrying a 25-pound rucksack containing safety items, during good or limited visibility. Unlike typical land-navigation tests where students use roads to locate a stake in the ground hidden behind a bush, RSLC points are military vehicles positioned on a main road and on a major terrain feature which simulates finding an objective or rendezvous point. The intent is to ensure that those who graduate are physically indomitable, possess the critical-thinking skills to continually evaluate the situation and can focus under stress. Mission planning RSLC instructs on an in-depth deliber ate planning method that then allows students to better conduct troop-lead ing procedures (TLPs) in conjunction with their supported headquarters’ rapid-decision-making synchronization process and field fragmentary order (FRAGO). RSLC seamlessly merges the higher headquarters operations process with small-unit TLPs. This deliber ate planning method mitigates risk for a six- to eight-Soldier team deployed at the edge of supporting fires. Students are able to synthesize a road-to-war brief, conduct information preparation of the battlefield and plan for clay more-mine emplacement at the individual-Soldier level. The student team leader leads the planning process through formalized briefs to the com mander, following the steps of the mil itary decision-making process. Students collaborate during mission planning by task-organizing components of the operations order based on their roles within the team. As an example, the radio-telephone operator briefs Paragraph 5 of the operations order, including a communica tions primary-alternate-contingency-emergency plan and priority of anten na based on environment and commu nications windows. The senior scout observer develops primary and alter nate routes, insertion methods and multiple contingencies for each phase of the operation. The students are evaluated on deliberate 24- to 36-hour mission-planning exercises to set an ef fective planning knowledge base in a garrison planning facility, as well as tested on seven iterations of rapid field planning and FRAGOs that are integrat ed into the FTX. RSLC graduates provide added capability within their scout element. They are able to integrate into the battalion or squadron planning process, and they are well prepared to tailor the Figure 2. Students conduct mission planning prior to the cadre-assisted situa tional-training exercise (STX). (U. S. Army photo by CPT Josh LaFleur) format learned at RSLC to their homestation requirements. Collection and reporting RSLC focuses on rapid, accurate report ing to the supported maneuver com mander. Reconnaissance begins during infiltration, where students are expect ed to record military aspects of the ter rain, identify potential pickup zones, conduct route assessments and recog nize signs of recent activity. This infor mation is recorded in a logbook and transmitted using standardized North Atlantic Treaty Organization (NATO) re port formats, which also enhance interoperability between units and their NATO allies. Students construct their observation post. From it, they learn the roles and responsibilities for surveillance and hide sites. Operating from their obser vation post, students are taught prop er techniques for efficient collection by visually organizing the objective, vary ing optic strength and developing naming conventions between observer and recorder. The team’s information-collection plan is stress-tested during the FTX in a changing scenario involving military equipment, vehicles and people. This validates their ability to en sure useable information is accurately reported to the command. The team must maintain continuous observation, correctly identify information requirements and send critical reports by lat est-time-information-is-of-value to accomplish the mission. Communications Students receive robust communica tions instruction during RSLC. They are introduced to radio-wave propagation and antenna theory before advancing to practical exercises in frequency modulation, HF, ultra-high frequency and tactical-satellite communications. They are taught field-expedient anten na construction and best practices based on environment, time of day and atmospheric conditions. RSLC also emphasizes radio-frequency emissions control through scheduled communications windows, low-pow ered data transmissions and direction al antenna that reduce the probability of detection. Students are tested on their communications knowledge as they continue to build on it before the

FTX.

The knowledge that students gain in the course allows them to understand inherent platform vulnerabilities and how to optimize equipment in any company’s inventory to enhance the reliability of communications. Survival, evasion and recovery RSLC students are taught the basics of survival training, which gives them the confidence to extend operations to the edge of sustainment limitations. A team’s survivability in a worst-case sce nario depends on how well its members planned for hard and soft compromises, link-up points and coordinated for recovery. These contingencies, developed for extended evasion scenari os, must be applied when a small unit maneuvers to a position of relative ad vantage, potentially without direct-fire support. Students receive rudimentary fieldcraft techniques for survival, including how to properly build hasty shelters, start fires using primitive methods, gather food and procure water. As said previously, RSLC students are also taught how to navigate without a compass by using the stars, how to build a Figure 3. Students send reports on the AN/PRC-150 radio with CF19 Tough book. (U. S. Army photo by SSG Ian Redmund)

Figure 4. Students learn how to build a shelter from a parachute during surviv al training. (U. S. Army photo by SFC Joel Rockhill) field-expedient compass and how to determine the constants of true north in the environment. Insertion, extraction techniques RSLC provides students concrete experience in several insertion and extraction techniques so they can better plan and execute them during the FTX. The course cadre is charged by the Maneuver Center of Excellence to maintain proficiency in these specialized tech niques and provide subject-matter ex pertise to requesting units. Airborne-qualified students have the opportunity conduct a static-line air borne insertion with an MC-6 steerable parachute from a UH-60 Blackhawk he licopter. Military freefall personnel can also be accommodated. There are two jumps throughout the course where students progress from anon-tactical or “Hollywood” jump to a combat-equipment jump into the STX. Unique to RSLC, students plan their own air-movement corridors and false insertions, and they coordinate direct ly with the UH-60 pilots. The pilots accommodate the team’s plan for either the Fast-Rope-Insertion Extraction System (FRIES) or Special-Purpose-Insertion Extraction System. Students also are taught how to properly use vehicle-drop off and vehicle-pickup proce dures, using techniques to minimize their vulnerability. Way ahead RSLC continues to receive internation al interest and often provides feedback to NATO allies on the course’s iterative training methodology and cutting-edge operational techniques. The course also has initiatives to evaluate emerging technology. Therefore RSLC incor porates cyber, electronic warfare (EW) and subterranean threats to enhance the scenario and student experience. The course is postured to provide base line instruction for EW, cyber- and sig nals-intelligence leaders to deploy in dependently or as enablers for various reconnaissance missions. RSLC course leaders plan to place greater emphasis on current threat ve hicles, weapons and mission-command node identification. RSLC has lengthen Figure 5, right. Students break contact during evasion training. (U. S. Army photo by SSG Sergio Hernandez)

Figure 6. The team leader coordinates an air-movement corridor and false insertion with the UH-60 pilot prior to the FRIES insertion. (U. S. Army photo by SSG Sergio Hernandez) ed the course to 33 days to provide training and/or retraining to students in land navigation because there has been a measurable decline in profi ciency in unaided land navigation in the operational force due to current reliance on Global Positioning System (GPS) assistance. There is a loyal customer base from IBCT and SBCT scout platoons, who have recognized an increased requirement for ASI 6B qualified leaders. A broader audience in cavalry squadrons in ABCTs and CABs is emerging, particularly with the transition to the 6x36 scout platoon model and its associated increase in the need for dismounted scout squads. Conclusion RSLC remains the Army’s premier dis mounted reconnaissance course that trains leaders to find, collect and re port in support of the commander’sin formation-collection plan and reconnaissance guidance. The course insti tutionalized the enduring lessons de veloped from the long-range recon naissance patrols in Vietnam, the for mer reconnaissance and commando, also known as RECONDO, schools and LRS units. Core lessons originally developed from Vietnam are just as relevant on the modern battlefield, even as technological advancements emerge globally. RSLC-trained leaders mitigate risk for a maneuver commander’s R&S opera tions while increasing overall effective ness. Commanders still need to gain and maintain enemy contact using the smallest element possible, and they must be able to trust their dismounted scouts with more responsibility to sur vive, fight and win on the battlefield. RSLC remains the key to ensuring the maneuver commander’s trust in the scouts. RSLC is located at Camp Cornett, “the Recon Compound,” on Fort Benning, home of the headquarters for the Department of Reconnaissance and Security, which includes the Army Reconnaissance Course and Cavalry Leader’s Course (CLC). More course information can be found on the Fort Benning Web site or on Facebook. Promotable CPT Josh LaFleur is course director of RSLC, assigned to 3-16 Figure 7, right. A team inserts into the FTX via FRIES. (U. S. Army photo by CPT Josh LaFleur)

Acronym Quick-Scan ABCT – armored brigade combat team ASI – additional-skill identifier BCT – brigade combat team CAB – combined-arms battalion CLC – Cavalry Leader’s Course EW – electronic warfare FRIES – Fast-Rope-Insertion Extraction System FRAGO – fragmentary order FTX – field-training exercise HF – high frequency IBCT – infantry brigade combat team Km – kilometer Cavalry, Fort Benning, GA. Previous as signments include commander, Company A, 4th Ranger Training Battalion, Fort Benning; commander, Company C, 2nd Battalion, 508th Parachute Infantry Regiment, 2nd BCT, 82nd Airborne Division, Fort Bragg, NC; and platoon lead er, Troop B, 1-91 Cavalry Squadron, 173rd Airborne Brigade, Schweinfurt, Germany. His military schooling in cludes CLC; Military Freefall Course; RSLC; Jumpmaster Course; Survival, Es cape, Resistance, Evasion or SERE-C; Ranger Course; and Maneuver Captain’s Career Course. He holds a bach elor’s of science degree in criminology from Indiana University of Pennsylvania. LRS – long-range surveillance MOS – military-occupation specialty NATO – North Atlantic Treaty Organization R&S – reconnaissance and security RSLC – Reconnaissance and Surveillance Leader’s Course RUT – resident unit training SBCT – Stryker brigade combat team SOP – standard operating procedure STX – situational-training exercise TLP – troop-leading procedure RSLC is able to export training to Active or National Guard units while tailoring it to the customer’s re quirements. Most recently (June 2018), a cavalry squadron in 82nd Airborne Division requested resident unit training (RUT) at Fort Ben ning, with another session sched uled in September 2018. Instructors routinely export menu-based training (MBT) at the unit’s request. Units have recently includ ed the North Dakota National Guard, Fort Hood, TX, and Fort Bragg, NC. There are seven resident courses for Fiscal Year 2019, accepting 40 students per class.

• Unit “buys out” a class and executes it at Fort Benning.

• RSLC will tailor the lesson plan to the unit’straining objectives.

• RSLC can use the supported unit’s communications and digital imagery-collection equipment.

• The training task-organizes organic teams to develop the unit SOP.

• The training gives credit toward Objective-T requirements.

• The unit selects portions of the lesson plans to train at home station; the plan is tailored to unit requirements.

• Three to five days for the training are optimal.

• Training most requested is HF communications, field-expedient antenna, surveillance-site construction and small-unit tactics.

• This option is attractive to units who have a high operational tempo and deployment cycles. Observer/controller support. The unit requests experienced cadre to assist validation in home-station consolidated training. Mobile training team. Executed at supported unit’s home station (ASI-producing). Training Opportunities