Instructor Guide Pilot PDF

Police Peacekeeping
VIP Protection
Training-of-Trainers
INSTRUCTOR GUIDE
January 2018
Instructor Guide
Course Introduction
Module 1: Course Introduction
U.S. Department of State Bureau of International Narcotics and Law Enforcement Affairs
Course Introduction Instructor Notes

This module introduces trainees to the Police 1. INTRODUCE yourself and any co-instructors.
Peacekeeping VIP Protection Training-of-Trainers
course. 2. USE the information in the left column to describe
the course.
The course was developed by the Bureau of
3. EXPLAIN that the module covers the course
International Narcotics and Law Enforcement Affairs
purpose, description, and logistics. It also provides
(INL) International Police Peacekeeping Operations
an opportunity for the instructors to learn about
Support (IPPOS) program for police peacekeepers
the trainees, their experiences, and expectations.
conducting VIP protection for UN and regional peace
operations. Instructor Preparation
The course follows UN standards for international • Review all slides and Instructor Notes.
policing. • Ensure that the course agenda is posted in a
convenient, visible location.
Topics
• Make a copy of the Trainee Record and Instructor
• Course purpose
Feedback Checklist for each trainee. Assign
• Course description instructors to complete the records as each
trainee introduces himself or herself.
• Introductions
• Have one copy of the Practical Exercise Field
• Course materials Guide, Range Guide, Instructor Guide, and
• Course logistics Instructor Preparation Guide for each workgroup.
These guides will be distributed during Module 3.
Estimated Time: 3 hours • Have one copy of the Presentation Slides handout
for each trainee. Distribute these handouts as you
discuss Slide 7.
• Have one Pre-Course Self-Evaluation form for
each trainee. Hand this form out as you discuss
Slide 10.
Instructor Guide
Course Introduction
Topics
– Course purpose
– Course description
– Introductions
– Course materials
– Course logistics
U.S. Department of State Bureau of International Narcotics and Law Enforcement Affairs 2
Instructor Notes
Briefly REVIEW the topics.
Instructor Guide
Course Introduction
Course Purpose
– Develop trainers capable of instructing police
peacekeeping VIP protection skills to operators within a
Formed Police Unit or a Protection Support Unit
The Police Peacekeeping VIP Protection Training-of- Instructor Notes

Trainers course is intended to build participant 1. EXPLAIN the purpose of the Police Peacekeeping
capacity to effectively train Formed Police Units and VIP Protection Training-of-Trainers course.
Protection Support Units in police peacekeeping VIP
protection. 2. DISCUSS the skills listed in the left column and
EXPLAIN that this list is not all-inclusive.
At the end of this course, participants should be able
to demonstrate instructor skills and knowledge of the
VIP protection skills, including:
• Strategies to effectively instruct course modules
and field exercises
• Terminology used in police peacekeeping VIP
protection
• Strategies to strengthen a tactical mindset and
develop situational awareness
• Bodyguard positioning
• Walking formations
• Responding to attacks on the principal in a walking
formation and in convoys
• Conducting a tactical site survey and using it in an
operation
• Basic unarmed defensive techniques
• Roles and responsibilities of an advance team
• Roles and responsibilities to team members during
embus and debus operations
Instructor Guide
Course Introduction
Police Peacekeeping VIP Protection Training-of-Trainers

– United Nations-based
– Team-oriented
– Fast-paced
– 20% classroom/80% practical exercises
Instructor Notes
1. REITERATE that this course is UN-based and
designed to enable trainers and their training
institutions to independently deliver training
necessary to ensure that police peacekeepers
are prepared to perform their mandated duties in
the mission.
2. EXPLAIN that the course is designed to support a

key concept of UN training—interoperability—by
enhancing preparation and performance of the
VIP protection team.
3. ADVISE trainees that this is a fast-paced, skills-

based, team-oriented course that simulates the
real-life environment of the police peacekeeping
VIP protection team.
4. INFORM trainees that, following best practices for

tactical courses, this course is 20 percent
knowledge-based (classroom) and 80 percent
skills-based (practical exercises).
Instructor Guide
Course Introduction
Course Skills
FTX
Convoy
Operations
Instructor
Skills
Firearms
Unarmed
Defensive
Tactics
Walking VIP Protection
Formations & Miscellaneous
Bodyguard
Police Peacekeeping VIP Protection emphasizes Instructor Notes

practical exercises, feedback, and more practical 1. EXPLAIN the pie chart to trainees, pointing out the
exercises in which trainees can incorporate the various skills (listed in the chart) that are
feedback. emphasized throughout the course.
2. REITERATE that the course focuses on practice,

practice, practice. Whether the skill is instructor
development or unarmed defensive tactics,
emphasis is on practical exercises, feedback, and
more practical exercises. Therefore, trainees must
be prepared for a strenuous and participatory
course.
3. STRESS that the course includes multiple

opportunities for the trainees to teach back
portions of the curriculum and to practice
protection skills, such as walking formations,
immediate action drills, bodyguard and attack on
principal drills, firearms, unarmed defensive
tactics, convoy operations, and counter-ambush
drills.
Instructor Guide
Course Introduction
Introductions
– Name – Experience
When was the last
– Title • VIP protection
time you fired a
• Trainer
– Assignment/duties rifle or pistol?
• Firearms instructor
– Expectations
Instructor Notes
1. You should have already introduced yourself and
co-instructors, so USE this section to describe your
experience.
2. ASK the other instructors (who have not done so)

to introduce themselves. All instructors should be
present for the introductions. ASK each instructor
to share his or her experience.
3. CALL upon each trainee to stand and introduce

himself or herself, providing name, title, and
assignment/duties, experience in VIP protection
and training, including firearms training, and
expectations.
4. RECORD responses on each trainee’s personal

record.
5. ENSURE that all trainees respond to the final item:

When was the last time you fired a rifle or pistol?
Instructor Guide
Course Introduction
Course Materials
Instructor Guide/Slides Practical Exercise Field Guide Range Guide
Instructor Notes
1. INTRODUCE trainees to the components of the
training materials:
• Instructor Preparation Guide
• Detailed Instructor Guide
• Practical Exercise Field Guide
• Range Guide
• Presentation Slides Handout (three slides per

page)
2. NOTE that the trainees are not expected to read

the wording on the slide—the images are there
simply for recognition and discussion.
3. EXPLAIN that this training material will be

distributed during Module 3: Instructing Police
Peacekeeping VIP Protection Training-of-Trainers
course.
4. DISTRIBUTE a Presentation Slides handout to each

trainee. EXPLAIN that they can use this tool to take
notes for reference.
Instructor Guide
Course Introduction
Course Logistics
– Daily schedule
– Breaks and lunch
– Course standard
operating procedures
(SOPs)
Instructor Notes
REFER trainees to the course agenda (posted) and
review the daily schedule, breaks, and lunch.
Instructor Guide
Course Introduction
Summary
– Course purpose
– Course description
– Introductions
– Course materials
– Course logistics
Refer to next slide for Pre-Course

Self-Evaluation
Instructor Notes
1. PROVIDE a brief summary of the module.
2. ADVANCE to the next slide for the pre-course self-

evaluation.
Instructor Guide
Course Introduction
Pre-Course Self-Evaluation
– Take a few minutes to fill out the pre-course
self-evaluation
Pre-Course
Self-Evaluation
Instructor Notes
HAND OUT the self-evaluation and EXPLAIN it to the
trainees.
• Trainees will fill this evaluation out before and after

the training to measure the increase in their
confidence level and to highlight areas that need
reinforcing.
• Upon completion, ASK trainees to hand the

evaluation back to you and you or another
instructor will provide it to them at the end of the
training.
Instructor Guide
Range Safety
Module 2: Range Safety
Range Safety Topics

This module prepares trainees to successfully oversee • Roles on the range
shooters in range safety, basic weapons manipulation, • Duties of the range safety officer
and marksmanship under the direction of the range • Safety rules
master. Trainees will learn with range commands, • Range commands
equipment needs, and the minimum standards the • Range equipment and set up
United Nations sets forth in the Assessment of • Select fire lever positions for M4 and AK-47
Operational Capabilities (AOC) for firearms. • Common safety problems
• United Nations AOC firearms assessment
Learning Objectives
Upon successful completion of this module, trainees Estimated Time: 1.5 hours classroom/2.5 hours range
will be able to: (UN AOC firearms assessment)
• Describe duties of the range safety officer and
Instructor Notes
other positions on the range
1. INTRODUCE yourself and any co-instructors.
• Recite the Four Golden Rules of Firearms Safety
• Describe importance of providing a safety briefing 2. EXPLAIN that this module introduces the duties of
before range exercises a range safety officer.
• Identify commands used to call courses of fire
• Identify equipment and supplies that must be 3. INFORM trainees that this module prepares them
present on the range to assist in running a range exercise under the
• Describe how to set up a range command of a range master. The module does
• Demonstrate the proper standing and kneeling not qualify trainees as firearms instructors.
positions for rifles
• Demonstrate the proper standing position for pistols Activity
• Identify the select fire lever positions for the AK-47 • UN AOC in Firearms
and M4 rifles
Instructor Preparation
• Describe common safety problems on the range
• Review all slides and Instructor Notes.
• Complete the United Nations Assessment of
• Have a training pistol and rifle available for
Operational Capability (AOC) for firearms
demonstration.
• Arrange for range, weapons, ammunition, and
safety gear.
Instructor Guide
Range Safety
Learning Objectives
– Describe duties of the range safety officer and other
positions on the range
– Recite the Four Golden Rules of Firearms Safety
– Describe importance of providing a safety briefing
before range exercises
– Identify commands used to call courses of fire
– Identify equipment and supplies that must be present
on the range
– Describe how to set up a range
Instructor Notes
Briefly REVIEW the learning objectives.
Instructor Guide
Range Safety
Learning Objectives (continued)

– Demonstrate the proper standing and kneeling
positions for rifles
– Demonstrate the proper standing position for pistols
– Identify the select fire lever positions for the AK-47
and M4 rifles
– Describe common safety problems on the range
– Explain the United Nations (UN) Assessment of
Operational Capability (AOC) for firearms
Instructor Notes
1. CONTINUE to briefly review the learning objectives
for this module.
2. EXPLAIN that this lesson ends with a range exercise

where trainees will shoot the UN AOC course of
fire.
Instructor Guide
Range Safety
Topics
– Roles on the range
– Duties of the range safety officer
– Safety rules
– Range commands
– Range equipment
– Range set up
– Shooting positions
– Select fire lever positions for M4 and AK-47
– Common safety problems
– UN AOC for firearms
Instructor Notes
1. Briefly REVIEW the topics.
2. EXPLAIN that Police Peacekeeping VIP Protection

instructors should have good shooting skills, be
knowledgeable of the fundamentals of shooting
and of weapons manipulation, and be
competent and comfortable working on the
range.
3. ADVISE trainees that one of the most common

assignments on a shooting range is range safety
officer (RSO).
Instructor Guide
Range Safety
Roles on the Range

– Range master – Armorer
– Range safety officer (RSO) – Magazine runner
– Medic – Shooter
– Language assistants – Observers
It takes a number of specific assignments to make a Medic: Provides emergency medical care to
range session run safely, efficiently, and effectively. personnel in the event of a firearm incident or other
medical emergency. The medic will observe the
Regardless of assigned position, everyone on the
activity from a safe location and should not be
range—trainees included—has the authority to call a
assigned other range duties.
CEASE FIRE if he/she observes any dangerous
situation.
Armorers: Ensure that weapons, magazines, and
Range Master ammunition get to the range and are returned after
• Overall in charge of the range the session.
• “Calls” the range
• Supervises other helpers Magazine Runners: Take empty magazines from the
• Explains the courses of fire line to the armorers and take loaded magazines from
• Issues commands the armorers to the shooters on the line.
• Controls the pace of drills
• Delivers safety briefings Shooters/Trainees: Divided into relays of equivalent
• Opens and closes the range size. One relay shoots at a time. The other relays
• Ensures the safety and efficiency of range session remain well behind the firing line until called up by the
range master to shoot.
Range Safety Officer (may be several on the line)
• Assists the range master Observers: May include upper command staff or
• Stands where best to control and advise shooter others observing, not participating in the drill.
when needed Observers should be positioned in a safe place.
• Ensures shooters behave safely and follow the
directions given by the range master Instructor Notes
• Supervises and coaches one or more shooters 1. REVIEW the positions on the range.
Language Assistants (if required): Translate range 2. ADAPT the positions to reflect the range and
needs. Placed behind the shooter with quick access procedures on site. For example, some ranges
to the safety officer. Care needs to be taken that the may designate officers in charge of ammunition
language assistants do not anticipate range and weapons on the range.
commands.
Instructor Guide
Range Safety
Range Safety Officer Responsibilities

– Ensure the range master’s commands are followed
– Look for and correct safety problems
– Focus attention on assigned shooters (not target)
– Make sure shooters do not have magazines until
instructed
– Ensure shooters are in proper stance according to
directions
– Make sure shooters use correct fire selector position
The range safety officer has a broad range of duties. Instructor Notes
The duties outlined on this slide and the next are not all 1. REVIEW the RSO’s responsibilities.
inclusive. The range master may assign additional
duties as required. 2. EXPLAIN that the duties listed on this slide and the
next are not all encompassing. Other duties may
be added at the request of the range master or
to reflect local range procedures.
3. Explain that focusing attention on the shooter and

not the target includes watching for safety issues.
Instructor Guide
Range Safety
Range Safety Officer Responsibilities (continued)

– Fix malfunctions when shooter cannot
– Check clear as instructed
– Maintain strict discipline on the range
– Intervene for safety when needed
– Score, mark, and change targets
– Assist in range setup and tear down
Instructor Notes
1. CONTINUE to review the RSO’s responsibilities.
2. EXPLAIN that intervening for safety may entail

recommending to the range master that a trainee
be removed from the range.
Instructor Guide
Range Safety
Teach-Back
– Explain the duties of a range safety officer
Instructor Notes
1. CONDUCT a teach-back by asking for one
volunteer to explain two of the duties of an RSO.
2. CONTINUE to ask for different volunteers until all of

the duties have been explained.
Instructor Guide
Range Safety
Four Golden Rules

of Firearms Safety
1. Always consider all
firearms as loaded
2. Keep your weapon
pointed in a safe direction
until you intend to shoot
3. Keep your finger off the
trigger and out of the
trigger guard until you
intend to shoot
4. Be sure of your target
and what is beyond
The rules on the slide are sometimes referred to as the Instructor Notes
Four Golden Rules of Firearms Safety. Although there 1. REFER to the safety rules on the slide.
are several rules and expectations for conduct on the
range, the four rules on the slide are mandatory for 2. EXPLAIN that these rules must be followed at all
everyone to follow at all times. There are no times on the range. There are no exceptions.
exceptions to these rules on the range.
3. CAUTION trainees that the third safety rule
RSOs and all shooters should be able to recite these addresses a very common problem on the range
rules from memory.
4. POINT a training weapon (red gun) in different
directions (such as toward the ceiling) and ASK
trainees to decide whether each direction is a
safe direction.
Instructor Guide
Range Safety
Safety Briefing
– Read rules before every live-fire range exercise
– Includes the Four Golden Rules of Firearms Safety and other rules for safe range
conduct
Read these rules before every range exercise, paying Instructor Notes
particular attention to the first four. 1. EXPLAIN that the range master should read the
entire safety briefing before each live-fire range
1. Always consider all firearms as loaded. exercise.
2. Keep your weapon pointed in a safe direction
until you intend to shoot. 2. NOTE that the safety briefing is located in the
Range Guide for easy access on the range.
3. Keep your finger off the trigger and out of the
trigger guard until you intend to shoot. 3. READ the safety briefing or ask a trainee to read
4. Be sure of your target and what is beyond. the briefing.
5. Pay strict attention to all range safety officers
while on the firing line. Do not anticipate range 4. ASK for a volunteer to explain why reading the
commands. Request clarification if a command is safety briefing aloud before each live-fire range
unclear. exercise is important. If not mentioned, EXPLAIN
that the safety briefing constantly and consistently
6. Anyone can call “CEASE FIRE” if he or she sees reinforces safe range practices.
anything unsafe.
7. Never move forward of the firing line or retrieve 5. NOTE that language assistant, if required, should
gear from the firing line until directed to do so by be briefed on the safety rules before they are
a range master. read to the large group and ideally provided a
8. Keep pistols holstered and/or at the low-ready written copy of the rules.
and rifles at the low-ready until commands are
6. EMPHASIZE that range rules may differ from
given.
country to country.
9. If you are unable to clear a malfunction on your
own, raise your non-shooting hand to signal the
range safety officer. Keep the firearm pointed
down range or in a safe direction until a range
safety officer has inspected it.
Instructor Guide
Range Safety
Range Commands
– Low-ready
– Load and make ready
– Fire
– Cease fire
– Unload and show clear
– Stand by
Many instructions and/or commands are given on the Instructor Notes

range to control the movement of shooters, conduct 1. EXPLAIN the six most common range commands.
the courses of fire, react to unanticipated
occurrences, and manage the replacement of 2. ASK a trainee to demonstrate low-ready with a
targets and ammunition. training weapon.
Six of these commands are of particular importance

because they are repeated often and extremely
important to safety. They are:
1. Low-ready
2. Load and make ready
3. Fire
4. Cease fire
5. Unload and show clear
6. Stand by
Instructor Guide
Range Safety
General Commands (Rifle and Pistol)
Load and Cease Unload,

Low‐Ready Instructions Low‐Ready FIRE Unload, Low-Ready
Make Ready Fire Show Clear
Show Clear
Load and FIRE
Make Ready
1. Starting position
2. Number of rounds Confirmation of
safe by all RSOs
3. Stance
Example: Shooters will start from

the holster, fire 5 rounds, standing
The six common range commands will be used to Instructor Notes

provide directions on the range. The graphic on the EXPLAIN the progression of the range commands.
slide shows the progression of the range commands
along with instructions for the range exercise.
Instructor Guide
Range Safety
Range Equipment
Suggested equipment for range exercises includes: Instructor Notes

1. EXPLAIN the suggested equipment for range
• Medical/first aid kit exercises.
• Eye and ear protection (strongly encouraged)
2. NOTE that the list is also in the Range Guide.
• Targets and target stands
• Whistle
• Traffic cones
• Measuring tape
• Felt-tipped markers
• Stapler and staples
• Bullhorn
In addition, duty holsters and rifle slings may be

required for specific drills.
Instructor Guide
Range Safety
Range Setup
According to drill requirements: All drills:
 Set up targets  Gather basic range equipment
 Request weapons, ammunition,  Indicate the range is being used
and magazines for live-fire drills
 Mark shooting lines
40+ meters back Range

from firing line Master
Eye and ear protection

strongly encouraged
Officer in
Charge of
Officer in Ammo
Charge of
Weapons
Weapons Ammunition/
Magazines
Instructor Notes
1. EXPLAIN how to set up a range using the diagram
on the slide.
2. EMPHASIZE that range set up may vary from

country to country.
3. EXPLAIN that keeping weapons and ammunition

in separate areas is advisable but not required in
all circumstances.
4. ADVISE trainees to follow all country-specific

range safety procedures.
5. NOTE that the diagram is also in the Range Guide.
Instructor Guide
Range Safety
Four points of contact
Strong elbow
tucked against side
Strong side buttock

resting on strong Weak hand supporting
side heel/foot barrel on forearm stock
Weak side triceps resting

on weak side knee
Kneeling: Rifle Weak side thigh roughly

parallel to ground
Although there are many rifle shooting positions for Instructor Notes
different situations, standing and low kneeling are the 1. EXPLAIN the kneeling position using the
two positions most commonly used in training. They photograph and points on the slide.
are also two positions specified in the UN AOC for
firearms (rifle). 2. DEMONSTRATE the position using a training
weapon that has been made safe or a red gun.
Instructor Guide
Range Safety
Shoulders squared
towards the target
Strong elbow Weak hand supporting barrel

tucked against side on forearm stock (weak elbow
directly below stock)
Standing: Rifle Feet about shoulder-width apart,

toes forward, legs slightly flexed
Instructor Notes
1. EXPLAIN the standing position using the
photograph and points on the slide.
2. DEMONSTRATE (or ask a trainee to demonstrate)

the position using a training weapon that has
been made safe or a red gun.
Instructor Guide
Range Safety
Shoulders squared
toward the target
Proper two-handed
grip on the pistol
Arms straight and
approximating an
isosceles triangle
Feet about shoulder
Standing: Pistol width apart, toes
forward, legs slightly
flexed
Instructor Notes
1. EXPLAIN the standing position using the
photograph and points on the slide.
2. DEMONSTRATE (or ask a trainee to demonstrate)

the position using a training weapon that has
been made safe or a red gun.
3. EXPLAIN that standing is likely the only pistol

shooting position RSOs will see on the range.
Instructor Guide
Range Safety
Select Fire Lever: M4 Rifle
One of the duties of an RSO is to make sure shooters Instructor Notes

are using the correct selector lever on their rifle. 1. EXPLAIN the importance of knowing how to use
the selector levers on the rifle.
It is very common – and dangerous – when:
2. SHOW the selector lever on the M4 using the
• Shooters fail to activate their safeties
image on the slide.
• Shooters inadvertently select (and discharge) fully
3. EXPLAIN that the selector switch for the M4 is
automatic fire
located on the left side of the weapon. It is not
RSOs must constantly watch shooters’ selector levers always possible for an RSO to know where the
to make sure the weapon’s lever is in the right position shooter has placed the selector switch from the
for the right application. right side of the weapon. In the picture shown it is
possible, but not all M4s are designed like this.
On the M4, the selector lever has a pointer that
normally rotates 180 degrees.
• Forward = SAFE
• Up = FIRE SEMI-AUTO
• Back = FIRE AUTO (or bursts)
Instructor Guide
Range Safety
Select Fire Lever: AK-47 Rifle
Selector:
‐ Safe
‐ Automatic
‐ Semi‐automatic
On the AK-47, the selector lever always points forward Instructor Notes
and options are stacked vertically. SHOW the selector lever on the AK-47 using the image
on the slide.
• Upper position = SAFE
• Middle position = FIRE AUTO (or bursts)
• Lower position = FIRE SEMI-AUTOMATIC
Instructor Guide
Range Safety
Common Safety Problems

– Finger on trigger when not ready
to fire
– Muzzle tracks shooter’s foot or
another person (points weapon
at self or others)
– Safety not on when it should be
– Stepping/leaning forward across
line of fire
– Shooting over the target or into
the ground
The possibilities for mistakes on the range are nearly Instructor Notes
limitless. However, some mistakes are fairly common. 1. USE this slide and the next to explain common
safety problems trainees can expect to see on the
RSOs can anticipate seeing these mistakes and should range.
watch carefully for them. Many of these mistakes can
be seen as they develop and can be prevented from 2. EMPHASIZE that when trainees see these
occurring. problems, they must intervene quickly.
Instructor Guide
Range Safety
Common Safety
Problems
(continued)
– Not listening to
commands or
instructions
– Too much noise from
those not on the line
(those waiting to shoot
or finished shooting)
Instructor Notes
1. CONTINUE to explain common safety issues
trainees can expect to see on the range.
2. ASK trainees how they will address common safety

problems on the range.
Instructor Guide
Range Safety
Teach-Back
– Explain the Four Golden Rules of
Firearms Safety
Instructor Notes
1. CONDUCT a teach-back by asking for a volunteer
to state one of the Four Golden Rules of Firearms
Safety and another volunteer to explain its
significance.
2. REPEAT with additional volunteers until all four rules

have been explained.
Instructor Guide
Range Safety
Rifle: United Nations

Assessment of Operational
Capability (AOC)
– Target: vertically oriented
rectangle, 45cm X 68cm
– 25 meters: 5 rounds, standing
position
– 30 meters: 5 rounds, kneeling or
prone position
– Passing score: eight shots or
better within the rectangle in the
two exercises
– Time limit: 5 seconds for each
round
Instructor Notes
1. EXPLAIN that one part of the AOC is a firearms
skills assessment that officers must pass before
deploying to a UN mission. This training-of-trainers
course uses the firearms AOC to assess weapons
manipulation skills for course instructional purposes
only. Instructors will use the results to select
subsequent range drills and exercises. The results
will not be used to determine deployment status.
2. EXPLAIN the parameters for the UN AOC firearms

assessment (rifle) that the trainees will perform on
the range.
3. ASK whether there are any questions on the

assessment.
Instructor Guide
Range Safety
Pistol: United Nations AOC

– Target: square box,
45cm X 45cm
– 5 meters: 5 rounds from the holster
(double action, if applicable), each shot
fired and timed separately, time limit
of 5 seconds per round
– 7 meters: 5 rounds from low-ready
(single action, if applicable), each shot
fired and timed separately, time limit
of 5 seconds per round
– Passing score: 9 rounds or better
within the box
Instructor Notes
1. EXPLAIN the parameters for the UN AOC firearms
assessment (pistol) that the trainees will perform
on the range.
2. ASK whether there are any questions on the

assessment.
Instructor Guide
Range Safety
Summary
– Roles on the range
– Duties of the range safety officer
– Safety rules
– Range commands
– Range equipment
– Range set up
– Shooting positions
– Select fire lever positions for M4 and AK-47
– Common safety problems Refer to the Range
– UN AOC for firearms Guide for instructions
on the UN Firearms
AOC
Instructor Notes
2. MAKE sure there are no questions before moving

to the range.
Instructor Guide
Instructing Police Peacekeeping VIP Protection
Module 3: Instructing the Police

Peacekeeping VIP Protection Course
Instructing the Police Peacekeeping VIP Protection Estimated Time: 2.5 hours
Course
This module provides information and guidance on
Instructor Notes
how to safely and effectively instruct the Police
Peacekeeping VIP Protection Course. 1. INTRODUCE yourself and any co-instructors.
2. EXPLAIN that this module covers the basics of
Learning Objectives
instructing the Police Peacekeeping VIP
Upon successful completion of this module, trainees
Protection Course. The module is built around the
will be able to:
Instructor Feedback Checklist from which trainees
• Discuss the differences in instructing tactical versus
will be evaluated each time they deliver a formal
classroom courses
teach-back.
• Explain the importance of practice in mastering VIP
protection skills 3. EXPLAIN that formal teach-backs are used
• Describe how to perform each element on the throughout this training-of-trainers to allow trainees
Instructor Feedback Checklist when instructing to practice instructing portions of the course.
Police Peacekeeping VIP Protection Additional details on formal teach-backs are in
• Ask questions to check for understanding this module.
• Demonstrate impromptu speaking
Activities
• Locate information in the course resources
• Discuss how to use the course assessments • Asking Questions (15 minutes)
• Impromptu Speaking (15-45 minutes)
Topics • Reviewing Course Material (20 minutes)
• Instructing tactical courses
• Instructor Feedback Checklist Instructor Preparation
• Terminology
• Prepare:
• Impromptu speaking
• Impromptu cards (see Print File)
• Course resources
• One copy of the Instructor Feedback Checklist
• Course assessments
per trainee (see Print File)
• Blank pieces of paper or index cards
Instructor Guide
Learning Objectives
– Discuss the differences in instructing tactical versus classroom
courses
– Explain the importance of practice in mastering VIP protection
skills
– Describe how to perform each element on the Instructor
Feedback Checklist when instructing Police Peacekeeping VIP
Protection
– Ask questions to check for understanding
– Demonstrate impromptu speaking
– Locate information in the course resources
– Discuss how to use the course assessments
Instructor Notes
Instructor Guide
Topics
– Instructing tactical courses
– Instructor Feedback Checklist
– Terminology
– Impromptu speaking
– Course resources
– Course assessments
Instructor Notes
Instructor Guide
Discussion
– How is instructing a tactical
course like Police
Peacekeeping VIP Protection
different from instructing a
classroom-only course?
Instructor Notes
ENGAGE trainees in a discussion of the question on
the slide. If not mentioned by trainees, EMPHASIZE the
following expected responses:
• Less time spent in the classroom and more spent

participating in practical exercises—trainees must
be fit, alert, and serious at all times during the
training.
• The tactical course involves a great degree of

logistical coordination.
• Instructors must establish procedures for

distributing, accounting for, and collecting
equipment.
• Safety procedures must be covered precisely and

frequently. Trainees must comply with the safety
procedures at all times.
• Additional instructors are required to ensure safety

and help with logistics and equipment.
• Constructive feedback on performance is more

crucial.
• More emphasis is on clear, concise instructions and

more demand on all trainees to be engaged.
Instructor Guide
Effective Instruction
T
Tell Presentation, discussion
Show Demonstration, photos, video
Do Practical exercises with feedback
Instructor Notes
Effective instruction features a sequence of strategies
to transfer knowledge and to allow the trainee to 1. EXPLAIN that this course uses a Tell, Show, Do
practice using the knowledge. The general model for model of instruction.
instruction is: Tell, Show, and Do.
2. DEMONSTRATE how the elements work together
Tell: The instructor uses presentations and discussions in sequence to transfer knowledge.
to transfer knowledge. These activities do not have to
• First, DESCRIBE (use words only) how to
take place in the classroom.
perform a one-hand quick-draw. ASK the
trainees if they now feel confident
Show: The instructor demonstrates a tactic or skill
performing the draw. ASK them to
either in person or by using photos or video.
demonstrate it for you.
Do: Trainees practice the skill or tactic and receive • Next, DEMONSTRATE the draw. ASK the
feedback from the instructor on performance. They trainees if they feel more confident in the skill
will repeat the practice to incorporate the feedback. and ASK them to demonstrate it for you.
Feedback is important to ensure that trainees are
practicing correctly. • Finally, LEAD a brief practice session on the
draw for the class. ASK trainees if they now
This sequence of instruction is a broad outline for feel confident in performing the draw.
transferring knowledge from instructors to trainees.
However, developing proficiency in skills requires 3. EMPHASIZE that a tactical course requires more
repeated practice with repeated feedback. than one practice session. Skills must be
practiced repeatedly, with corrective feedback.
Instructor Guide
Hierarchy of Competence: Process of Mastering New Skills

– Practice is the only way to master new skills
Level 1 Level 2 Level 3 Level 4

Unaware of Aware of skill Perform the Perform the
the skill but not yet skill with skill
proficient effort automatically
Tell, Show, Do Practice, Practice, Practice
There is a difference between learning a new skill and Instructor Notes

performing it proficiently. 1. EXPLAIN that the Hierarchy of Competence
model illustrates the process of progressing from
The Hierarchy of Competence* provides a framework incompetence to competence in a skill.
for operators to assess their progress in mastering new
skills. It also helps trainers assess students’ progress and 2. PROVIDE relevant examples of the levels.
identify skills that need additional practice.
3. EXPLAIN that the Tell, Show, Do model of
Level 1: The officer does not know what he or she instruction may take a trainee from level 1 to level
does not know. He or she is ignorant of a skill and of his 2. Moving from level 2 to level 4 requires much
or her lack of mastery of it. practice. In this course, VIP protection skills must
be practiced in concert with each other. For
Level 2: The officer knows about the skill and how it is example, once trainees have mastered the one-
performed but cannot perform it with proficiency. hand quick-draw, they must incorporate it with
bodyguard drills, which require the bodyguard to
Level 3: The officer is able to perform the skill draw while moving to protect the principal.
proficiently with effort and concentration.
4. EXPLAIN that practice and experience leads to
Level 4: The officer can perform and demonstrate a the muscle memory required to perform a skill
skill without conscious thought; he or she recognizes automatically. When faced with a threat, no
the need to perform the skill and does so without officer wants to try to figure out what he or she is
consciously considering each step. supposed to do. The officer needs to respond
automatically and correctly, as trained in
The only way to reach a level 4 is through training and practice.
practice, practice, practice.
5. ADVISE trainees to constantly assess their skills and
develop plans on how to reach level 4. As trainers,
*Noel Burch’s Hierarchy of Competence their goal should be to help their trainees reach a
level 4, too.
Instructor Guide
The Importance of Practice in this Course
Classroom
20%
Practical Exercise
80%
The Police Peacekeeping VIP Protection Course is Instructor Notes

approximately 20 percent classroom and 80 percent EXPLAIN that the majority of this training-of-trainers
field or practical exercise. course and the operator course is spent in practical
exercises, which provide the opportunities for trainees
Classroom learning focuses on instruction for
to develop proficiency.
knowledge and practice for understanding.
Effectively instructing classroom learning means that
instructors use the adult learning tactics discussed in
this module.
Practical exercises focus on developing proficiency in

skills. When instructing practical exercises,
concentrate on:
• Providing clear directions and expectations

• Demonstrating and explaining step-by-step the
actions involved in the operation
• Having trainees perform the actions
• Having trainees practice performing the operation
• Providing feedback to help trainees perform the
skills correctly
Instructor Guide
Discussion
– How do you describe
an effective instructor?
– What is a command
presence, and why is it
important in instructing
this course?
Instructor Notes
1. ASK trainees to describe an effective instructor.
Expected answers should include: organized,
knowledgeable, confident, on time, good
communicator, creative, energetic, asks
questions, encourages, provides feedback,
demonstrates a command presence, etc.
2. EXPLAIN that defining an effective instructor is

difficult. The list of traits of an effective instructor is
almost endless and can depend on the type of
course being conducted. However, there are
common skills most effective instructors
demonstrate. The next section of this module
addresses these skills.
3. ASK a number of trainees to give their definition of

“command presence” and then provide the
following: A command presence is a leadership
trait that exhibits competence and confidence
and inspires compliance.
4. ASK trainees why having a command presence is

important in this course. Expected answers should
include: Respect for the instructor is more crucial
in a tactical course that has safety
consequences—such as driving, live-fire shooting,
and defensive tactics. Students are more
comfortable listening to someone who exerts
command presence.
Instructor Guide
Effective Instructors
Demonstrate the Skills on the
Instructor Feedback Checklist
– Prepare for training
– Establish confidence
– Use elements of effective instruction
Instructor
Feedback
Checklist
Instructor Notes 5. CONTINUE to explain formal teach-backs:

1. DISTRIBUTE an Instructor Feedback Checklist to • Trainees conducting the formal teach-back
each trainee. will receive a score, which is the number of
2. EXPLAIN that the Instructor Feedback Checklist skills demonstrated from the Instructor
outlines the standard to which trainees will be Feedback Checklist.
evaluated as they instruct portions of the course in • Each trainee will conduct four formal teach-
formal teach-back sessions. backs and receive four scores.
3. EXPLAIN that formal teach-back sessions are used • The last formal teach-back is at the end of
throughout this training-of-trainers course to the course and conducted individually as a
provide the practice trainees need to develop demonstration of the instructional skills and
proficiency in instructing the Police Peacekeeping VIP protection knowledge and skills gained
VIP Protection Course. throughout the course.
4. DESCRIBE the procedures for formal teach-backs. 6. EXPLAIN that you will now go through all of the
• The instructor will assign a lead trainee elements on the checklist to provide trainees
instructor (and sometimes also a trainee co- with clear expectations on teach-back
instructor, as applicable). performance.
• Trainees will work in groups to help the lead 7. START by pointing out that the checklist has three
and co-lead prepare to teach an assigned sections: Prepare for Training, Establish
topic. These preparation sessions are usually Confidence, and Use Elements of Effective
the day before the teach-backs to allow Instruction.
time to prepare and request resources.
• The lead trainee instructor (and co-lead, as
applicable)will teach the assigned topic for
the specified time.
• The instructor and classmates will provide
feedback on the instruction using the
Instructor Feedback Checklist.
Instructor Guide
Instructor Feedback Checklist: Prepare for Training

– Set up
• Learning aids and equipment available and operable
• Resources available and logistics completed for practical exercises
– Demonstrate understanding of the material
• Present and demonstrate information and skills accurately
• Answer questions accurately
– Use your own words
• Use course materials as a guide (do not read word-for-word)
Instructor
Feedback
Checklist
Instructor Notes
1. EXPLAIN the criteria in the first section of the
checklist. Provide examples of each skill.
2. ASK trainees if they can add other ways to

demonstrate that they are prepared for the
training.
Instructor Guide
Instructor Feedback Checklist: Establish Confidence

– Demonstrate confidence
• Make eye contact with trainees
• Move from behind podium; do not stand in one place
• Avoid distracting gestures
– Use effective voice control
• Project voice so that everyone can hear without being too loud
• Avoid monotone
Instructor
Feedback
Checklist
Instructor Notes
1. EXPLAIN the criteria in the second section of the
checklist.
2. PROVIDE examples of each skill.
3. ASK trainees whether they can add other ways

to establish confidence.
Instructor Guide
Instructor Feedback Checklist: Use Elements of Effective

Instruction
– Introduce lesson or activity
• State the topic of the session
– Review objectives or purpose
– Check for understanding
• Ask open-ended questions
Instructor
Feedback
Checklist
Instructor Notes
1. EXPLAIN the criteria in the third section of the
checklist outlining elements of effective
instruction. PROVIDE examples of each skill on
the slide.
2. EXPLAIN that this section of the checklist has 10

skills and will be continued on the following slides.
3. EXPLAIN that checking for understanding is

especially important and a very difficult skill for
new instructors. Checking for understanding
involves more than asking, “Does everyone
understand?”
4. NOTE that because this is such an important skill,

you will spend some time investigating ways to
check for understanding before continuing with
the checklist.
Instructor Guide
Checking for
Understanding
– Probing questions
– Clarifying questions
Pose questions that are relevant and well-timed and Instructor Notes
that draw information from the learner to test 1. EXPLAIN that checking for understanding is a
understanding. Questions that check for under- foundation to learning. These periodic checks
standing require thought and cannot be answered allow instructors to determine the following:
with a single yes or no. Which of the following
questions and answers would you be most • What the learner knows
comfortable with as an instructor of a skills-based
training? • What the learner doesn't know
• Does everyone understand why they must always • The extent to which a learner is linking
consider a firearm as loaded, even if the magazine background knowledge with newer
has been removed? Yes concepts
• Can you explain why you must always treat a
• Whether fundamental misconceptions are
firearm as if it is loaded, even if you removed the
getting in the way of understanding
magazine? Treating all firearms as loaded is a fail-
safe method to ensure I do not shoot anyone I do 2. PROVIDE examples—either those given in the left
not intend to shoot. For example, even if the column or your own—on each type of question.
magazine has been removed, a bullet may still be
in the chamber. If my weapon is pointed in a safe 3. ASK the trainees whether they can provide
direction and somehow discharges, I will not cause examples from their own experience.
harm.
4. ENGAGE trainees in discussion on which questions
Probing (a type of open-ended question) continues a
provide more comprehensive answers and better
discussion using follow-up questions or statements—
illustrate understanding.
please explain why you think...; tell me more about ….
Clarifying questions ensure understanding and obtain
essential information—did I understand you when you
said…?
Instructor Guide
Ask Me a Question ACTIVITY

– Write two questions that check for understanding of the duties of a range
safety officer
– Write two questions that check for understanding of the proper stance for
holding a pistol and the proper positioning for kneeling with a rifle
Share with the

Work in pairs
class
Instructor Notes
Ask Me a Question activity (5 min + discussion time): In
this exercise, trainees work in pairs to write a question
that clarifies their understanding of how to ask
questions that check for understanding. Half of the
class will write two questions that check the
understanding of the duties of a range safety officer;
the other half will write two questions that check for
understanding of the proper stance for holding a
pistol and the proper positioning for kneeling with a
rifle. ALLOW trainees from the second groups to
answer the first groups’ questions and vice versa. ASK
the group that wrote the question to confirm whether
it could determine understanding from the answer.
1. EXPLAIN the exercise to trainees.

2. ASK trainees to work in pairs.
3. Half of the groups will write two questions to check
for the other groups’ understanding of the duties
of a range safety officer.
4. The other half will write questions that check the
first groups’ understanding of the proper stance.
5. ALLOW 5 minutes.
6. REGROUP on the next slide and discuss responses.
Instructor Guide
REGROUP
Ask Me a Question
– Sharing examples that check
for understanding
Instructor Notes
1. REGROUP from the previous activity, and CALL
upon a number of trainees to read their question.
2. ASK the class whether the question elicited the

answer they need to confirm understanding.
3. IF it did not, ASK the pair to try again, while you

call upon another trainee to read his or her
question. Again, ASK the class whether the
question elicited the answer they need to confirm
understanding.
4. If most trainees got the questions correct,

CONGRATULATE them and EXPLAIN that they will
be using this form of question throughout the
course.
Instructor Guide
Informal Teach-Backs
– Purpose: check for
understanding during lessons
– How it works: instructor asks a
trainee to explain in his or her
own words the information that
was just taught
Teach-backs are a very effective way to check for Instructor Notes

understanding. Learners express what they just 1. EMPHASIZE that these teach-backs differ from the
learned in their own words. formal teach-backs trainees will conduct
throughout the training-of-trainers course.
2. EXPLAIN that the Police Peacekeeping VIP
Protection curriculum contains teach-backs in
several modules. Teach-backs are an excellent
way to gauge learner retention and determine
whether the instructor communicated what he or
she intended to communicate. Teach-backs are
effective for the learner because being able to
recite the correct response deepens the level of
understanding.
3. ASK trainees whether they have used teach-
backs before in their training. If not, ASK whether
they have any questions about teach-backs.
4. TELL trainees that this icon will be on slides that call
for teach-backs. When called upon to conduct a
teach-back, trainees are to stand, face the class,
and answer the question or explain the concept
in their own words.
Instructor Guide
Instructor Feedback Checklist: Use Elements of Effective

Instruction (continued)
– Use at least one learning aid
• Whiteboard
• Flipchart/posters
• Handouts
• Slides and videos
• Training weapons
Instructor
Feedback
Checklist
Whiteboards Videos
• Position for easy reading by everyone • View content prior to class
• Write big and legibly • Make links with discussion or questioning
• Use upper and lower cases • Keep it brief – no more than 10 minutes
• Use easily readable colors • Test equipment prior to class
• Position around the room • Have a contingency activity
Flipcharts/Posters Training Weapons

• Use color/icons/pictures • Use red or blue guns
• Minimize words • Never bring a loaded weapon into the classroom
• Place work around room for review • Follow the Four Golden Rules for Firearms Safety
• Create positive room environment
Instructor Notes
Handouts 1. Continue to EXPLAIN the elements of effective
• Use main points only instruction on the checklist.
• Keep it simple
• Leave white space 2. TELL trainees that learning aids do not have to be
• Reference articles and resource material expensive. Anything can be a learning aid.
• Distribute at appropriate time 3. If time permits, ASK trainees to brainstorm on what
• Ensure relevance can be used as learning aids in this class.
• Discuss content
4. ADVANCE to the next slide to a video in which the
Slides instructor uses two sheets of paper as a very
• Use white space and contrast effective learning aid to illustrate how a VIP
• Use key words only protection team moves from a box formation to a
• Avoid busy animations diamond formation.
• Use minimal number of slides
• Provide copy of slides
Instructor Guide
Be Creative—Almost Anything Can be a Learning Aid
Instructor Notes
SHOW the video, pointing out the simplicity—but also
the effectiveness—of the learning aid.
Instructor Guide
Instructor Feedback Checklist:

Use Elements of Effective
Instruction (continued)
– Summarize material presented
– Manage time effectively
– Keep learning engaging, active, and
relevant
• Provide examples
• Interact with trainees
Instructor
Feedback
Checklist
Instructor Notes
1. Continue to EXPLAIN the skills on the checklist.
2. PROVIDE relevant examples.
3. ASK trainees to provide ways to keep learning

engaging, active, and relevant.
Instructor Guide
Instructor Feedback Checklist

Use Elements of Effective Instruction (continued)
– Provide clear instructions for activities
– Follow all safety procedures
– Provide effective feedback
• Provide feedback during practical exercises to correct errors, if required
• Include a debrief session following practical exercises
• Provide encouraging and non-judgmental feedback
Instructor
Feedback
Checklist
Instructor Notes
1. REVIEW the last three skills on the checklist.
2. EXPLAIN that these skills are especially relevant

when conducting practical exercises.
3. NOTE that providing feedback is very important in

a tactical course. If trainees practice a skill
incorrectly, they may develop bad habits that are
hard to reverse and that may lessen their ability to
react correctly during an operation.
4. TELL trainees that because providing effective

feedback is so important in this course, you will
spend a few minutes discussing it in more depth.
Instructor Guide
Feedback Should Be
– Immediate
– Factual
– Specific
– Respectful
Using the information gained through feedback helps Instructor Notes

trainees evaluate their progress and determine areas 1. TELL trainees that adjusting performance depends
that need increased concentration or practice. on not only receiving feedback but also on
having opportunities to use it. If possible, trainees
The feedback must be based on established criteria should be provided multiple opportunities to
(such as the Instructor Feedback Checklist). It can be incorporate the feedback.
positive or corrective, but it should always be
immediate, factual, specific, and respectful. It should 2. POINT OUT the Practical Exercise Field Guide offers
also be: feedback checklists for the three Immediate
Action Contact Drills in the course to help provide
• Delivered in a positive, non-judgmental manner relevant feedback. If time permits, REFER trainees
to Immediate Action Contact Drill #1 in the
• Designed to give instruction on how to correct
Practical Exercise Field Guide as an example.
errors
• Used to encourage a trainee to continue correct 3. ASK trainees to provide examples of effective and
performance ineffective feedback.
The way feedback is presented can have an impact

on how it is received. Sometimes even the most well-
meaning feedback can come across the wrong way
and reduce a learner's motivation. So practice. Giving
effective feedback takes lots of practice.
Instructor Guide
Terminology
– Understanding and using
the same terminology is
critical to the safety and
success of the VIP
protection team
Instructor Notes
1. ENGAGE trainees in a discussion on why knowing
and always using the correct terminology is
important in this course.
2. DISCUSS the problems—and dangers—associated

with “not speaking the same language.”
3. ACKNOWLEDGE that the terminology used in VIP

protection operations may vary. This means it is
especially important for instructors to define terms
and avoid jargon.
4. PROVIDE the following real example from a recent

training: An instructor said that he was going to
conduct a range drill on transitions. Transition drills
on the range are typically when a shooter
switches from his or her primary weapon to a
secondary weapon (rifle to pistol, for example).
However, in this case, the instructor meant that he
was going to transition from shooting with the
strong hand to shooting with the weak hand. The
point is that trainers should always make sure that
everyone “is on the same page” with the term
and its definition. Always verify.
Instructor Guide
Impromptu Speaking ACTIVITY

– Select a card
– Take 30 seconds to gather your thoughts
– Speak for one minute on the selected card
Speak for one

Work individually
minute
Instructor Notes
Impromptu Speaking Activity (15-45 min + discussion
time): Refer to the Impromptu Cards in the Print Folder
for this course. Or, create your own by writing topics
on index cards. The purpose of this exercise is to have
trainees become comfortable with “thinking on their
feet” and in speaking in front of groups.

2. ASK trainees to work individually.
3. CALL upon as many trainees as time allows.
5. TELL trainees they will be using these cards
throughout the course.
Instructor Guide
Impromptu Speaking REGROUP

– Self-assessment
• What did I do well?
• What would I do differently?
Self-assessment is defined as a process by which Instructor Notes

trainees: 1. REGROUP from the previous activity.
• Monitor and evaluate the quality of their thinking
and behavior when learning 2. ASK a number of trainees how they felt about their
presentation.
• Identify strategies that improve their understanding
and skills 3. EXPLAIN that this is a question they should ask
themselves every time they present or complete
Self-assessment occurs when trainees judge their work any activity.
to improve performance as they identify
discrepancies between current and desired 4. EXPLAIN that self-assessment is an essential
performance. component of learning and motivation. Learners
organize, evaluate, and internalize when self-
Encourage self-assessment by asking the following assessment is part of the learning process.
questions:
• What went well?
• What could you have done differently?
• What might you do differently next time?
Solicit feedback from the other trainees by asking:

• What stood out for you?
• What was most effective?
• How could this have been even more effective?”
Instructor Guide
Course Resources
– Instructor Preparation Guide
– Instructor Guide
– Slide presentations with videos
– Practical Exercise Field Guide
– Range Guide
– Handouts
– Assessments
Instructor Preparation Guide: Contains all of the Instructor Notes

instructions trainers need to prepare for and instruct 1. If you have not already done so, DISTRIBUTE the
the course. course materials to each workgroup. EXPLAIN that
each workgroup will share a set of course
Instructor Guide: Each module has an instructor guide materials.
that contains the lesson plan, copies of the slides, and
notes to accompany each slide. 2. EXPLAIN the purpose of the materials on the slide.
NOTE that trainees should use the materials as
Slide Presentations: Each module has a separate slide resources for preparing and conducting formal
presentation. Some presentations feature videos or teach-backs.
animations to help illustrate a concept.
3. ALLOW groups several minutes to review the
Practical Exercise Field Guide: Contains directions to materials and ask questions.
set up and conduct each practical exercise,
including resources, agendas, and scenarios. 4. EXPLAIN that INL is providing these materials to
their training institute.
Range Guide: Contains directions to set up and
conduct live-fire drills on the range.
Handouts: Handouts should be printed before the

course and distributed during the indicated module. A
list of handouts is in the Instructor Preparation Guide.
Assessments: Assessments should be printed before

the course and completed as indicated on each
document. Enter assessment results into the course
workbook for reporting purposes and to analyze the
effectiveness of the course.
Instructor Guide
Navigating Slides
– Locate and open the presentation
– Test videos
– Icons on slides cue you to actions and materials associated with the slide
Instructor Notes
1. If trainees are not familiar with PowerPoint
presentations, CONDUCT a brief session on how to
find the correct presentation, open it in
presentation mode, test the videos, and navigate
through the slides.
2. EXPLAIN that it is easy to overlook actions during a

presentation. This course features icons on certain
slides to alert the instructor and trainees to actions
and materials associated with the slide—e.g.,
small-group activities, teach-backs, video,
handouts, discussion, etc.
3. As you point to each icon, ASK trainees what they

think it means just by looking at it. Correct
responses are:
• Top (l-r): discussion, new or important term,

flipchart, teach-back
• Bottom (l-r): video, handout, small group

activity, animation on a slide
Instructor Guide
Reviewing Course Material ACTIVITY
In your group, answer the following questions

1. Where would you find a copy of the range safety rules?
2. Where would you find a list of handouts to print for the course?
3. Where would you find directions for conducting the Unarmed Defensive
Practical Exercises?
4. Where are the learning objectives for Module 11: Bodyguard
Responsibilities?
Work in your group Share with Class
Instructor Notes
Reviewing Course Material activity (10 min + discussion
time): The purpose of this exercise is to have trainees
become familiar with the course material.

2. ASK trainees to work in groups.
Instructor Guide
Reviewing Course Material REGROUP
Instructor Notes
1. REGROUP from the previous activity.
2. REVIEW the correct responses below:
• Range Guide or Module 2
• Instructor Preparation Guide
• Practical Exercise Guide, Module 19
• Instructor Guide/Slides
3. ASK for a show of hands for how many groups got

the correct answers.
Instructor Guide
Course Assessments
– Self-evaluation pre-/post-
course
– Post-course knowledge
– Final training exercise
– Formal teach-backs
– Designing a final training
exercise
Instructor Notes
1. REFER trainees to the assessments in the Instructor
Preparation Guide.
2. EXPLAIN that assessments are a critical part of
training—they help determine what the training
has actually achieved—whether it met its goals.
Assessments determine what is working as well as
what is not working. The ideal outcome is that
learners' knowledge and skills will increase as a
result of the training.
3. NOTE that the last two assessments on the slide
are used only in this training-of-trainers course.
They are not used in the operators course.
4. EMPHASIZE that the trainees will need to assess
their classes using the self-evaluation, knowledge
assessment, and the final training exercise
checklist.
Instructor Guide
Summary
– Instructing tactical courses
– Instructor Feedback Checklist
– Terminology
– Course resources
– Course assessments
Instructor Notes
1. PROVIDE a brief summary of the module, using
some of the steps described in the slide.
2. MAKE sure there are no questions before closing
the module.
Instructor Guide
VIP Protection Overview
Module 4: Police Peacekeeping VIP

Protection Overview
Police Peacekeeping VIP Protection Overview Instructor Notes

This module explains the fundamentals of VIP 1. INTRODUCE yourself and any co-instructors.
protection for police in peacekeeping operations,
including the types of protection and terminology 2. EXPLAIN that this module introduces the basics of
associated with protection. VIP protection peacekeeping and VIP protection
operations.
Learning Objectives 3. TELL trainees to pay particular attention to the
Upon successful completion of this module, trainees terminology because they will be tested on it at
will be able to: the end of the module.
• Identify the purpose of VIP protection operations
4. BE SURE to provide the definitions any time you
• Name the concepts of VIP protection operations see an icon of an open book. (The terms and their
• Identify the phases of a VIP protection operation definitions are bolded.)
• Name the three types of VIP protection operations Activity
• Demonstrate knowledge of the terminology used
in VIP protection • What’s in a word (5 min.)
Topics
• VIP protection operations • Review all slides and Instructor Notes.
• Guidelines and concepts • Pay particular attention to the instructions for
conducting the activity.
• Phases of VIP protection operations • Have Handout: Terminology ready to handout for
• Three types of VIP protection operations What’s in a Word activity on Slide 15.
• Terminology
Estimated Time: 1.5 hours
Instructor Guide
Learning Objectives
– Identify the purpose of VIP protection operations
– Name the concepts of VIP protection operations
– Identify the phases of a VIP protection operation
– Name the three types of VIP protection operations
– Demonstrate knowledge of the terminology used in VIP
protection
Instructor Notes
Instructor Guide
Topics
– VIP protection operations
– Guidelines and concepts
– Phases of VIP protection operations
– Three types of VIP protection operations
– Terminology
Instructor Notes
Instructor Guide
VIP Protection Operations

– Definition: The provision of
multiple protection officers
to prevent or minimize the
effect of an attack intended
to cause physical harm or
embarrassment to the
principal
– The VIP protection team is:
• Armed
• Formed in concentric rings of
defense around the principal
The goals of VIP protection operations are to: When the use of firearms is unavoidable, the VIP
protection team must apply the highest degree of
• Preserve the life of the person being protected (the
speed, accuracy, and discipline in accordance with
principal)
the Directive of Use of Force of the UN mission and the
• Prevent or minimize the effect of an attack Formed Police Unit policy.
(including attacks aimed at embarrassing the
principal) Instructor Notes
1. EXPLAIN and define VIP protection operations.
These goals can be reached by planning
appropriately, maintaining situational awareness, and 2. DEFINE VIP protection team as: All officers
reacting effectively. deployed to provide protection.
The assessment, design, and delivery of the operation 3. DEFINE concentric rings of defense as: A layered
must be achieved with maximum efficiency and to defense system that surrounds the principal with
the highest standards. an inner, middle, and outer ring of protection.
4. DEFINE principal as the person(s) being protected.

When threats are present, the focus of the VIP
protection team is on minimizing the impact on the 5. NOTE that concentric rings of security are
principal by extracting him or her from the threat discussed in detail in Module 13: Direct Protection
environment. The VIP protection team comprises all of Formations.
the officers deployed to provide protection.
6. EXPLAIN that all members of the formed police
Where the only option to protect the principal is to unit should be trained before deployment and
negate the threat, the VIP protection team must use that everyone involved in the operation must be
the minimal force necessary to extract the principal trained in roles, responsibilities, and procedures.
from the threat environment.
Image: Pinterest: Royal Military
Police Close Protection Officers
https://goo.gl/images/84bSu4
Instructor Guide
Guidelines and Concepts of VIP Protection

– Move with the principal when outside a secured area
– Cover area of responsibility (360-degrees, three-
dimensional)
– Remain close enough to the principal to counter an attack
– Think of what your reactions will be in a crisis situation
and be prepared by playing the mental preparedness game
of “What would I do if….”
– Be flexible—be ready to change positions if the situation
dictates
Instructor Notes
1. REVIEW the guidelines and concepts of VIP
protection operations.
2. TELL trainees that they will learn more about

mental preparedness in the following module.
3. EXPLAIN and illustrate 360-degree,three-

dimensional coverage.
Instructor Guide
Phases of VIP Protection Operations
Planning Operational Post-deployment

(debriefing)
Planning phase—operational plan formalized and Instructor Notes

rehearsals take place 1. INTRODUCE the three phases in VIP protection
operations—planning, operational, and post-
Operational phase—operational plan is implemented deployment.
Post-deployment phase—debriefing protection team, 2. EXPLAIN that these phases will be discussed in
after-action reports of incidents, and post-operational more detail later in the module and throughout
reviews are studied to extract lessons learned and the course.
best practices to follow
Instructor Guide
Three types of VIP protection operations

– Direct protection (walking)
– Mobile (convoy)
– Static (at venue)
A VIP protection team can operate during static, Instructor Notes

mobile, or direct protection. In all cases, members 1. Briefly INTRODUCE the three types of VIP
must be able to define clearly the operational protection operations.
principles of each situation and establish clear ways in
which to coordinate with everyone involved. 2. EXPLAIN that the planning cycle contains
strategies for providing protection on foot (direct
All members of the team must be engaged in each of protection), traveling by vehicle in a convoy
the three types of protection operations and be (mobile protection), and providing protection
aware of the protection strategies and the risks when the principal is at a venue, residence, or
involved in all three. temporary place of accommodation (static
protection).
3. EXPLAIN that these strategies are essentially about

making choices. These choices are articulated
through a set of principles or rules for each
situation.
4. ADVANCE to the following slides to discuss each

type of close protection operation.
Instructor Guide
Direct Protection
(Walking)
– Protection is provided to the
principal by the direct
intervention of the officers rather
than by a vehicle or physical
security
– Moving in various foot formations
helps mitigate threats
– Walking formations rely on
individual skills and
professionalism of the officers to
work as a cohesive unit
Definition: Direct protection is movement of the Instructor Notes

protection team to protect the principal when he or 1. DEFINE direct protection as movement of the
she travels by foot protection team to protect the principal when he
or she travels by foot.
Movement by foot will be required in various
circumstances, including arrival and departures at 2. Briefly EXPLAIN the key concepts of direct
airports or train stations, movement within specific protection but do not go into detail—Module 9:
venues, and during all arrivals and departures. Direct Protection Formations provides more detail.
The choice of foot formation depends on the number 3. EXPLAIN that you will be covering the various
of officers assigned and the visual impact desired. types of formations throughout the course.
However, all formations should include a layered
defense of concentric rings, and all formations require
individual vigilance.
Photo:
http://www.rohi.af/fullstory.php?id=3
7967
Instructor Guide
Direct Protection Planning

– Communicate
– Ensure that the threat to a principal is correctly
identified (use threat assessments and intelligence)
– Leverage security measures commensurate with level
of threat
– Liaise with the principal and host nation to minimize
risk
Communication in VIP protection operations is crucial Instructor Notes

and present at all steps of protection, starting from 1. REMIND trainees of the discussion earlier about
leaving the principal’s office or house until returning to the three stages of each type of protection:
the office or house. planning, operational, and post-deployment.
Particular attention has to be paid during movement 2. ENGAGE trainees in a discussion on other steps
by foot, while arriving or departing a venue, or in case taken or decisions made during the planning
of aggression. stage for direct protection.
All means are used to broadcast information, namely 3. DISCUSS the importance of communication in VIP
by radio, verbal, signs, or eye contact. The protection—including communicating with
communication should be discreet, except when mission headquarters.
under an attack, when getting the immediate
attention of the entire protection team is critical.
Instructor Guide
Mobile Protection
– An extensive range of
countermeasures to
protect the principal
during movement by
vehicle
Definition: Convoy: The assembly of vehicles traveling Instructor Notes

together as a unit 1. EXPLAIN that the second type of protection is
mobile. DEFINE mobile protection as an extensive
The type of mobile protection configuration depends range of countermeasures to protect the principal
upon the threat as well as resources and manpower. during movement by vehicle.
Generally, a convoy would not contain more than five 2. DEFINE convoy as the assembly of vehicles
vehicles. traveling together as a unit; however, movements
of a principal can be done with only one vehicle.
All vehicles used should have four doors. Depending 3. Briefly EXPLAIN the key concepts of mobile
on the threat, the vehicles should be ballistically protection but do not go into detail; mobile
protected—including windows, door panels, and protection will be discussed in multiple modules
undercarriage. later in the course.
All convoy vehicles should be fitted with front 4. DISCUSS the need for training in defensive driving
passenger rear-view mirrors. The vehicles should techniques.
always be kept fully fueled; they should not be
5. EXPLAIN that trainees should refer to FPU policy
allowed to fall below half-full exclusive of any reserve
and the gradation of use of force. EXPLAIN that
tanks.
vehicles may constitute legal force and that
drivers are accountable for their actions.
6. ASK trainees what kinds of threats may be
encountered during a convoy. Expected answers
should include: terrorists, criminals, politically
disruptive groups, fixated persons, self-publicists,
Image: Security scare as driver ignores sirens and and lone adventurers or normal hazards of
forces Presidential security car off the road during traveling by road.
official convoy
By News Source Guyana on December 17, 2015
Instructor Guide
Mobile Protection Planning

– Number and type of vehicles in the convoy
– Standards for drivers
– Departure and arrival times for the venue
– Special requirements
– Suitable hospitals, places of safety (rally points),
and rest areas
Mobile protection does not always require a formal Instructor Notes

escort; a low profile approach may be more 1. DEFINE rally points as places of safety.
appropriate at times.
2. ENGAGE trainees in a discussion on other steps or
In other cases, a high-security, high-profile operation decisions that are taken during the planning stage
may be needed. It may include motorcyclists for mobile protection. Expected answers should
supported by heavily armed officers in cars. It can be include: routes to be used between venues
supported by counter-assault capability and other (including alternatives), timings, anticipated traffic
tactics, including decoys. conditions, deployment of marked lead and/or
rear car, etc.
3. EXPLAIN that all of the decisions are made based

on current threat levels and any relevant
intelligence or circumstances that may affect
arrangements for the escort.
Instructor Guide
Static Protection
– An extensive range of countermeasures applied
at, outside, or within perimeters to protect a
person, activity, or place from a perceived threat
Definition: Static protection: An extensive range of Instructor Notes

countermeasures applied at, outside, or within 1. EXPLAIN that the final type of VIP protection is
perimeters to protect a person, activity, or place from called static protection.
a perceived threat
2. DEFINE static protection as: An extensive range of
Static protection eliminates or reduces the opportunity countermeasures applied at, outside, or within
for attack by placing defensive perimeters between perimeters to protect a person, activity, or place
the principal and a potential attacker. from a perceived threat.
The perimeters are intended to deter, detect, delay, 3. BRIEFLY discuss static protection, but note that it
defend, or defeat an attacker. will be covered in detail in following modules.
Instructor Guide
Static Protection Planning

– Information gathering
• Liaison
• Reconnaissance
The foundation of security is the availability of Instructor Notes

information. Effective information gathering depends 1. DEFINE liaison as communication or cooperation
primarily on two main activities: that instructs a close working relationship between
• Liaison people or organizations.
• Reconnaissance 2. DEFINE reconnaissance as observation of a region

to locate a threat or determine strategic features.
Liaison is defined as communication or cooperation
that forges a close working relationship between 3. Briefly EXPLAIN the importance of liaison and
people or organizations. The importance of the role of reconnaissance for static security.
liaison in planning for static protection operations
cannot be overstated. Virtually all static protection
operations are conducted in partnership with other
organizations and groups whose active cooperation is
vital.
Reconnaissance is defined as observation of a region

to locate a threat or determine strategic features. The
purpose of reconnaissance is to gain a thorough
tactical appreciation of the area of operations and its
inherent strengths and vulnerabilities.
Instructor Guide
Discussion Questions
– What do we mean when we say that everyone in the VIP protection team
must use and understand common terminology?
– What can happen if all unit members do not understand the terminology?
Definition: Common terminology is the special words Instructor Notes

or phrases used in a particular field 1. DEFINE common terminology as special words or
phrases used in a particular field.
Using the same terminology is a matter of safety
because it ensures that information is disseminated 2. GIVE trainees time to answer the two questions in
timely and clearly to all intended recipients. the slide.
• Expected answers to Question #1 should

include: Everyone in the unit must know what
terms like “contact left” or “rally, rally, rally”
mean and everyone should use the same
term to ensure understanding.
• Expected answers to Question #2 should

include: If unit members do not understand
the terminology, they hesitate or move in the
wrong direction. In the event of an attack,
these hesitations or errors increase the
chance of the principal or the team members
being injured or killed.
Instructor Guide
What’s in a Word? ACTIVITY

– Refer to the handout: Terminology
– Match the term in the left column to the definition in the right column
– Exchange your response with the group to your right
– Follow the instructor’s guidance
Match term to
Work in groups
definition
Terminology
Instructor Notes
What’s in a Word activity (10-15 min + discussion time):
In this activity, trainees work in small groups to match
the terms in the worksheet with the definitions
provided. Note that the activity is separated into two
sections for simplification. Have trainees move
immediately from the first part of the activity (Match
1) to the second part (Match 2). One match is
completed to provide an example.
1. PROVIDE trainees with the handout: Terminology.
2. EXPLAIN the exercise to trainees. They are to read

the term in the left-hand column and find the
definition in the right-hand column. When they
believe they have found the correct definition,
they are to write the letter of that definition in the
blank space in front of the term. After trainees
complete Match 1, they move directly to Match
2. After trainees have completed the activity, ask
the groups to exchange their worksheet with the
group to their right.
3. On the REGROUP slide that follows, you will be

provided the answers. ASK trainees to grade the
group’s worksheet as you read the answers.
4. ALLOW trainees to work.
5. REGROUP on the next slide and DISCUSS findings.
Instructor Guide
What’s in a Word? REGROUP
Match 1: Instructor Notes

1. (D) Rally points
2. READ the correct answers as noted in the left
2. (C) Direct protection
column for Match I and move on immediately to
3. (E) Close protection operation Match 2.
4. (F) Static protection 3. ASK for a show of hands of who got all of the
answers correct. Who got 10 or more answers
5. (B) Principal correct?
6. (A) Reconnaissance 4. REMIND trainees that using and understanding the

common terminology is critical to the success of
Match 2: the mission and to the safety of the principal.
7. (L) Liaison
8. (I) Convoy
9. (J) Concentric rings of defense
10. (K) VIP protection team
11. (H) Mobile protection
12. (G) Common terminology
Instructor Guide
Summary
– VIP protection operations
– Guidelines and concepts
– Phases of VIP protection operations
– Three types of VIP protection operations
– Terminology
Instructor Notes
on to the next module.
Instructor Guide
VIP Protection Tactical Mindset
Module 5: VIP Protection Tactical Mindset
VIP Protection Tactical Mindset Instructor Notes

This module explains the importance of a tactical 1. INTRODUCE yourself and any co-instructors.
mindset in police peacekeeping VIP protection
operations. The module covers the elements of a 2. EXPLAIN that the goal of this module is to provide
tactical mindset and provides strategies to strengthen an overview of the VIP protection tactical mindset
the tactical mindset for optimal performance in VIP for optimal performance during operations.
Activities
Learning Objectives • Concentration Grid (5 min.)
Upon successful completion of this module, trainees • What If (10 min.)
will be able to:
• Define a tactical mindset Instructor Preparation
• Identify elements of a tactical mindset in VIP • Review the slides and Instructor Notes.
protection operations • Make one copy per trainee of the concentration
• Identify the effects of stress on performance grid handout. (See slide 16 or refer to the Print
Folder in the Instructor Toolkit.)
• Develop strategies to strengthen a tactical mindset
Topics
• Definition
• Elements
• Stress
• Strategies
Estimated Time: 1.5 hours
Instructor Guide
Learning Objectives
– Define a tactical mindset
– Identify elements of a tactical mindset in VIP protection
operations
– Identify the effects of stress on performance
– Develop strategies to strengthen a tactical mindset
Instructor Notes
Instructor Guide
Topics
– Definition
– Elements
– Stress
– Strategies
Instructor Notes
Instructor Guide
Definition:Tactical Mindset
– Observe situations, environments, and people
– Quickly assess strengths and weaknesses of actions
– Develop a plan of action to protect the principal,VIP protection
team, and public
Tactics are planned actions to obtain a desired result. Instructor Notes

REVIEW the definition of a tactical mindset in VIP
A tactical mindset is the ability to: protection operations.
• Observe situations, environments, and people
• Quickly assess strengths and weaknesses of actions
• Develop a plan of action to protect the principal,

VIP protection team, and the public
The VIP protection team must stay at a high level of

alertness during operations.
All team members need to scan and assess their

sectors and at the same time have the skills and
knowledge to fill in for other team members, if
needed.
Instructor Guide
In police encounters, which is more important for success…
Physical skills? Psychological skills?
Instructor Notes
1. ASK trainees: In police encounters, which is more
important for success: physical skills or
psychological skills?
2. FACILITATE a discussion and acknowledge

responses. NOTE that successful VIP protection
operators are strong both physically and mentally.
Each is equally important.
3. EXPLAIN that one researcher who studies

peacekeeper performance writes that up to 90
percent of successful performance is due to
psychological skills. While different studies on the
issue report varied statistics, it is safe to say that
psychological skills are at the very least as
important as physical skills in VIP protection
operations.
4. EXPLAIN that often training focuses solely on

physical skills. VIP protection requires a high
degree of mental skill to protect a principal and
the VIP protection team from threats. This module
will provide ways for trainees to strengthen their
psychological skills to enhance their performance
as operators.
(Source: Warrior Mindset, Mental Toughness Skills for

a Nation’s Peacekeepers, Dr. Michael Asken, Loren
W. Christensen, Lt. Col. Grossman)
Instructor Guide
A VIP protection operator with a tactical mindset is…
Alert Persistent
In control
Decisive
Confident
Adaptable
Observant
Resilient
Mission-focused
A tactical mindset in VIP protection operations is more Instructor Notes

complex than simply being tough and smart. Several 1. REVIEW the elements of a tactical mindset in VIP
elements work together to ensure the VIP protection protection operations using the notes to the left.
operator is mentally and physically prepared to
protect the principal and team members from threats, 2. REINFORCE that a tactical mindset includes
especially in high-stress situations. A VIP protection following all UN Basic Principles on the Use of
operator with a tactical mindset is: Force and Firearms by Law Enforcement Officials
and the Code of Conduct for Law Enforcement
• Alert—prepares for threats from any direction, at Officials. EXPLAIN that these standards will be
any time covered in detail in a subsequent module.
• In control—adheres to UN standards on the use of
force at all times 3. NOTE that being observant includes situational
awareness, which is also discussed in more detail
• Confident—knows that relevant training has in a subsequent module.
prepared him or her for the mission
• Observant—exhibits 360-degree awareness and 4. ASK trainees: Are there any elements you would
identifies details that might indicate threats add to the list?
• Mission-focused—knows the mission and roles of

everyone on the team
• Persistent—does not give up, even when the
threat is severe
• Decisive—commits to action and getting off the
“X” (contact or danger zone) to protect the
principal
• Adaptable—adjusts actions to changing situations
• Resilient—recovers from adverse events
Instructor Guide
Alert Persistent
Teach-Back
In control
– Explain three of the Decisive
elements of a tactical
Confident
mindset in your own
Adaptable
words
Observant
Resilient
Mission-focused
Instructor Notes
1. CONDUCT a teach-back by asking for three
volunteers.
2. ASK each volunteer to explain three of the

elements of a tactical mindset in VIP protection
operations in his or her own words.
3. MAKE sure each volunteer explains different terms

so that all nine terms are covered.
Instructor Guide
Performance Under Pressure
As stress levels increase….
Performance can decrease

– Motor skills deteriorate (hands and
body shake)
– Awareness narrows (tunnel vision)
– Vision blurs
– Thought and sound processing slow
– You may freeze or flee
One of the key factors in developing a tactical Instructor Notes

mindset is stress management. While you may never 1. EXPLAIN that a tactical mindset includes
totally prevent or stop stress, your goal should be to performance under pressure such as when a VIP
manage it to optimize your performance as a police protection team comes under fire.
peacekeeping VIP protection operator.
2. OUTLINE the effects of stress on the body, using
When a person is under stress, hormones elevate the
the notes to the left.
heart rate and prompt a “fight or flight” response.
Everybody reacts differently to stress. Some people 3. EMPHASIZE that stress can never be totally
such as elite athletes may perform very well under eliminated. However, when operators are aware
stress, even breaking records. Other people may have of the effects of stress on the body, they are
decreased performance and freeze or try to run from better able to anticipate and counteract the
the situation. effects.
By recognizing the effects of stress and training to
overcome them, you will be better prepared to
handle a high-threat situation, such as coming under
fire. Common physical effects of stress include:
• Motor skills deteriorate (such as hands shaking)

making it difficult to fire or reload a weapon
• Awareness narrows (tunnel vision), causing
operators to not see innocent bystanders
• Vision blurs, making it harder to fire a weapon
accurately
• Thought and sound processing slow, making it
harder to make decisions or remember details
Photo Source: UN
• Operators may freeze or—just the opposite—flee,
even into the direction of the threat
Instructor Guide
Stress can cause operators to

– Default to instinctive responses as opposed
to more effective responses learned in
training
– Experience involuntary contractions that can
lead to unintentional trigger pulls
Stress causes operators to default to an instinctive Instructor Notes

response. This instinctive response may not be the 1. CONTINUE to explain the effects of stress using the
most effective response or the response learned in notes to the left.
training.
2. REINFORCE that awareness and training are ways
For example, one study of law enforcement officers to counteract the effects of stress.
indicates that as the threat level increased, officers
tended to shoot from an instinctive position and not 3. NOTE that the remainder of this module focuses
from the shooting position they were trained to use. In on ways to manage stress and strategies to
fact, 74 percent of officers returned to their instinctive strengthen a tactical mindset for optimal
shooting response under stressful circumstances even performance in VIP protection operations.
though the trained shooting position provided greater
protection.
Stress may also lead to muscle contractions that result

in unintentional trigger pulls. This is due to bilateral
symmetry, which means when an operator does
something on one side of the body, the same action Sources:
may also occur on the other side of the body.
Sharpening the Warrior's Edge. Millstadt, II: PPCT
Example: If an operator is trying to grab an item or Research Publications, Siddle, B (1995)
person with one hand while holding a weapon in the
opposite hand, the operator is more likely to pull the New York: Henry Holt and Company; The Risk of
trigger than if he or she was not grabbing with the Unintentional Firearm Discharge; Heim, Niebergall,
non-weapon hand. Officers who unintentionally pull a and Schmidtbleicher, 2006
trigger are not always aware that their finger was
even on the trigger. Photo Source: UN
Instructor Guide
Keeping Your Body Fit

– Reduces the effects of
stress
– Improves your ability to do
your job
– Enhances self-confidence
– Increases alertness
– Reduces the chance of
injury
The first step in developing and maintaining a tactical Instructor Notes

mindset is keeping your body fit. When you are 1. REVIEW the importance of staying fit and healthy
healthy and strong, you are better able to: using the notes to the left.
• Handle stress 2. ASK participants “How do you stay healthy?”

EXPECTED responses include: healthy food,
• Perform your job adequate sleep, exercise, avoiding alcohol and
cigarettes, etc.
• Demonstrate self-confidence and alertness
• Avoid injury
Photo Source: UN
Instructor Guide
Training for Real-

World Challenges
– Reduces the effects of
stress
– Improves skills
– Helps you make tough
decisions
– Enhances ability to focus
on the mission
Training for real-world VIP protection operations is a Instructor Notes

critical part of developing and maintaining a tactical 1. REVIEW the importance of training using the notes
mindset. to the left.
Training should mimic, to the extent possible, the 2. EXPLAIN that training should include exercises for
conditions of VIP protection operations. During training operators to develop individual as well as VIP
exercises, operators should: team skills.
• Wear and use the equipment they have been
issued for operations 3. EXPLAIN that throughout this course, operators will
• Train under stress–—e.g., use of blanks, smoke, be reminded to constantly scan the area during
traffic, or role players VIP protection operations. This constant
• Train for relevant situations and attacks on the reinforcement is important to ensure operators
principal identify and react to threats. Scanning may not
be an instinctive action for operators. Through
Training provides ways to counteract the effects of repetitive training, though, it can become a
stress. Examples: default—or dominant response—and save lives.
• One of the effects of stress discussed earlier is
tunnel vision where an operator’s vision narrows, 4. SUMMARIZE the importance of training by quoting
and he or she may miss a secondary contact American football legend Vince Lombardi:
nearby. Training to constantly scan helps “Practice does not make perfect. Only perfect
operators counteract the tunnel vision effect and practice makes perfect.” This means that
may prevent mission failure. performing a tactic correctly in practice increases
• Another effect of stress is when an operator the likelihood that you will do it correctly when it
defaults into an instinctive (rather than trained) counts.
reaction to a threat. By constantly training the
right way and correcting even the smallest
variations in learned techniques, operators are
more likely to develop the muscle memory
needed to perform as trained.
Instructor Guide
Developing Situational
Awareness
– Focuses attention
– Increases observation skills
– Provides emotional control
– Helps adapt to rapidly
changing situations
Another important strategy for a tactical mindset is Instructor Notes

situational awareness. Situational awareness is being 1. REVIEW the importance of situational awareness
aware of your surroundings and identifying potential using the notes to the left.
threats and dangerous situations.
2. EXPLAIN that you will discuss situational awareness
Developing situational awareness involves making in more detail in a subsequent module, including
sure all of your senses are fully tuned into the exercises on how to strengthen 360-degree
environment and mission and that you are aware of awareness.
what is in front of you, to the sides, behind, high, and
low—360 degrees of awareness.
Instructor Guide
Optimize Your Performance

with Words
– Use cue words to help focus your
thoughts
• Focus, fight, think, plan, dominate
– Use self-talk to prepare for success
• “I am ready, I am prepared”
• “I will never give up”
– Turn negative thoughts into positive
statements
• “We will never escort the principal
safely”
Do not underestimate the power of words in helping Instructor Notes

develop a tactical mindset. Self-talk is used by elite 1. REVIEW the importance of self-talk using the notes
military forces and athletes to enhance performance. to the left.
There are a few self-talk strategies VIP protection 2. REINFORCE that self-talk is a proven strategy used
operators may try to optimize performance: by elite military forces and athletes to enhance
performance.
• Use cue words to help focus. Say the cue word
aloud or to yourself repeatedly to help prime your
performance. Cue words can be any word that
summarizes your thoughts. For example: Focus,
fight, think, plan, dominate.
• Talk to yourself using encouraging phrases such

as, “I am ready; I am prepared.” Or, “I will never
give up; I will succeed.”
• Stop negative thoughts by turning them into

positive statements. You may be thinking that an
exercise or mission is very difficult. However,
focusing on the difficulty reinforces that the
consequences may be out of your control. Focus
instead on what you can do, what you will do,
and the positive results you expect.
Instructor Guide
Manage Stress with Tactical

Breathing
– Breathe low from your diaphragm
– Breathe in, counting 1, 2, 3,4
– Stop and hold your breath counting 1, 2, 3,4
– Exhale, counting 1, 2, 3, 4
– Repeat 3-5 times, visualizing each number as
you count
Option: Think of one of your cue words

(such as tough) as you exhale
Military, law enforcement, and first responders use Instructor Notes

some form of tactical breathing to help focus the 1. EXPLAIN that tactical breathing is another very
mind, manage the effects of stress, and calm shaking effective way to enhance tactical performance.
hands.
2. USE the directions on the slide to lead trainees
Operators should practice tactical breathing during through the steps of tactical breathing. Allow
training (and even outside training) so that it becomes trainees to practice this technique for 2-3 minutes.
an automatic response in a high-threat situation.
Instructor Guide
Improve Your Attention

with a Concentration Grid
– Check off each number in
sequence
– Make your own grids (a different
one each time) with numbers in
random order
– Compete with team members
– Monitor your time—you will get
faster with each grid
Another strategy to develop and maintain a tactical Instructor Notes

mindset is to improve concentration. One simple, and 1. EXPLAIN that a concentration grid is an exercise
fun, way to improve concentration is completing trainees can do on their own to improve their
concentration grids. concentration. Or, trainees can compete with
team members or family for the fastest time.
Concentration grids have rows of numbers in random
order. A grid can feature 15 numbers or it can have 99 2. To complete a concentration grid, check off
(or more) numbers. The object is to check off each each number in order until all numbers are
number in order as quickly as possible. checked off.
3. Trainees can create their own grids with as many

numbers as they desire. A 5 x 5 grid with 25
numbers is a good place to start.
4. EXPLAIN that trainees will now complete a

concentration grid.
Instructor Guide
Concentration Grid
Directions:
1. Check off each number in sequence as quickly as possible.
2. Record your time:__________
Instructor Guide
Concentration Grid ACTIVITY

– Wait until the instructor starts the timer below
– Check off each number in sequence on the concentration grid handout
– Record your time
– Goal: 1 minute
Complete the grid Record your time
5:00
4:59
4:58
4:57
4:56
4:55
4:54
4:53
4:52
4:51
4:50
4:49
4:48
4:47
4:46
4:45
4:44
4:43
4:42
4:41
4:40
4:39
4:38
4:37
4:36
4:35
4:34
4:33
4:32
4:31
4:30
4:29
4:28
4:27
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Concentration
Grid
Instructor Notes
1. DISTRIBUTE one concentration grid handout to
each trainee.
2. EXPLAIN how to complete the grid.
3. START the timer.
4. If trainees are not done by the end of 5 minutes,

EXPLAIN that they will get faster with practice.
5. ENCOURAGE trainees to make their own grids and

keep track of how quickly they complete each
grid so that they can measure their improvement.
Instructor Guide
What Was Your Time? REGROUP

– Next time: complete a grid in a noisy room or with loud music playing to increase
concentration
Instructor Notes
1. ASK trainees to share their times.
2. ENCOURAGE trainees to try the exercise in a noisy

room or while listening to music.
Instructor Guide
What If…?
Constantly ask yourself “what if…?” scenarios to help predict threats and
mentally prepare your response
Another strategy to strengthen a tactical mindset is to Instructor Notes

conduct “What if…?” scenarios. These scenarios are 1. EXPLAIN the importance of using “What if…?”
very simple to conduct at any time, in any scenarios to rehearse responses to threats.
environment.
2. EXPLAIN that trainees will now conduct a “What
To conduct a “What if…?” scenario, look around your if…?” scenario.
environment and predict events and then determine
your response.
For example, look at the photo on the screen. What if

the man on the motorbike has a weapon and swerves
toward the VIP’s limo? What if the grey van on the left
moves forward to block the VIP’s limo? What if the
group on the right has an IED? Decide what actions
you would take.
By rehearsing scenarios in your mind, you will be better

prepared to respond effectively if one of the
scenarios does occur.
Instructor Guide
What If… ACTIVITY

– Work in pairs
– Discuss: What if a person entered this room suddenly and tried to attack
this group with a knife? What would you do?
– Share your responses with the large group
Share your
Discuss the scenario
response
Instructor Notes
1. CONDUCT the activity.
2. ASK trainees to work in pairs to discuss their

response if someone entered the classroom with a
knife.
Instructor Guide
Share Your Solutions REGROUP

– What would you do?
Instructor Notes
1. ALLOW participants about 5 minutes to discuss in
pairs. Then, ASK for groups to share responses.
2. If time permits, ASK the group another “What

if…?” scenario and DISCUSS as a large group.
3. REINFORCE that trainees should constantly be

considering “What if….?” as they go through
training.
Instructor Guide
Evaluate Your Performance

– After every training session and mission
– Identify ways to improve your performance and
strengthen the team
Self-evaluation is critical for continual self- Instructor Notes

improvement as well as team performance. After REVIEW the importance of critiquing performance
every mission or training session, work with your team after every mission or training exercise.
to identify what was done well and what needs to
improve.
These lessons learned may help save lives on the next

mission.
Instructor Guide
Teach-Backs
Briefly explain:
– The importance of a tactical
mindset
– Strategies to help strengthen a
tactical mindset for VIP
protection operations
Instructor Notes
CONDUCT the teach-backs by asking one volunteer
to explain the importance of a tactical mindset and
another volunteer to explain strategies to strengthen
a tactical mindset.
Instructor Guide
Summary
– Definition
– Elements
– Stress
– Strategies
Instructor Notes
PROVIDE a brief summary of the module.
Instructor Guide
IED Recognition & Reaction
Module 6: IED Recognition & Reaction
IED Recognition & Reaction Instructor Notes

This module describes the characteristics and 1. INTRODUCE yourself and any co-instructors.
components of IEDs and explains the way IEDs work as
well as indicators of IEDs. This fundamental 2. EXPLAIN that the goal of this module is to give
understanding will help the VIP protection team trainees a fundamental understanding of
recognize and avoid possible improvised explosive improvised explosive devices (IEDs) as well as
devices. indicators of an IED. This understanding will help
the VIP protection team recognize and avoid
Learning Objectives
possible IEDs.
Upon successful completion of this module, trainees will
be able to: 3. STRESS that the role of the VIP protection team is
• Discuss the characteristics of IEDs to protect the principal—by recognizing indicators
and components, the team can protect the
• Describe the components of IEDs
principal by avoiding possible attacks.
• Explain the three types of firing systems
• Explain the indicators of IEDs, including VBIEDs, 4. EXPLAIN that the trainees will be better able to
emplaced IEDs, and suicide bombers defend against IEDs if they learn about how the
device is built, how it works, and how it is
• Describe steps the VIP protection team needs to
detonated. The more a protection team knows
take to avoid an IED attack
about an IED, the better able it is to recognize
Topics indicators and avoid a possible IED.
• Characteristics
Activity
• Components
• Attacks in the News (10 min.)
• Types of firing systems
• Indicators Instructor Preparation
• Reaction to IED • Read all slides and Instructor Notes.
• Follow instructions for any activity and teach-
Estimated Time: 1.0 hour back.
Instructor Guide
Learning Objectives
– Discuss the characteristics of IEDs
– Describe the components of IEDs
– Explain the three types of firing systems
– Explain the indicators of IEDs, including VBIEDs, emplaced
IEDs, and suicide bombers
– Describe steps the VIP protection team needs to take to
avoid an IED attack
Instructor Notes
Instructor Guide
Topics
– Characteristics
– Components
– Types of firing systems
– Indicators
– Reaction to IED
Instructor Notes
Instructor Guide
Definition
– An improvised explosive device, IED, is a combination of components
that when placed together or assembled constitute a device designed
to explode, causing death, injuries, and destruction of property
The most important thing to remember is that IEDs are Instructor Notes
dangerous and effective weapons that can be made 1. PROVIDE the definition of an improvised explosive
of almost any kind of material. In most cases, the device.
material by itself would be harmless—cell phones,
radios, timers, fertilizer, fingernail polish remover, 2. EXPLAIN that the device is commonly known as an
perfumes, etc.—are used everyday in some capacity. IED.
When combined, the result is a deadly weapon. 3. EXPLAIN that the most important thing to
remember about IEDs is that regardless of their
Explosive devices can be configured countless ways, size, design, and components, they are a
ranging from simple to highly sophisticated. Their dangerous and effective weapon.
shape, size, and design are limited only by the skill and
creativity of the bomb maker. 4. TELL trainees that in most cases, the components
by themselves are harmless. They would think
IEDs can be emplaced along the VIP’s route or nothing of seeing for example, discarded timers,
designed as vehicle bombs, roadside bombs, or radios, etc.; it’s when they see these items in
suicide bombs. They can be concealed within combination with other “harmless” items that they
innocent items. Shrapnel, such as nails and ball should be extremely alert.
bearings, and chemicals may be used to maximize
5. ADVANCE to the next slide to discuss the
the damage caused by the explosive.
characteristics of an IED.
Image:
www.pinterest.com. Explore Improvised Explosive
Device, Google, and More
Instructor Guide
Characteristics of
Improvised Explosive
Devices
– Simple to manufacture
and deploy
– Easy to acquire
– Easy to disguise
– Unpredictable
IEDs are simple to construct and use relatively Instructor Notes

common, inexpensive materials; they are also easy to 1. EXPLAIN that improvised explosive devices are
deploy. These characteristics make the IED the made from materials the bomb maker has at
preferred method of attack among many extremists. hand. The degree of sophistication of the design
depends on the tools and materials available as
Explosives recipes and IED plans are available on the
well as the skill of the bomb maker.
Internet or in publications like The Anarchist’s
Cookbook. In addition, criminal organizations share 2. TELL trainees that the IEDs can be designed to
bomb-making techniques. Designs that proved defeat a specific target or random targets.
effective are often replicated by other groups. Those
that are not effective the first time are redesigned to 3. ASK trainees to explain why IEDs are
become more effective. unpredictable. Expected answer should include:
because they depend on the knowledge, skills,
IEDs can be designed to destroy a specific target at a and creativity of the bomb maker and access to
specific location. Once the target and location are non-explosive components and explosives.
decided upon, the bomb maker can combine
products to create an effective weapon.
The IED can be disguised as anything—from a toy to

food to a broken-down vehicle. Because IEDs are
created from such a wide array of components and
because the bomb maker may be very skilled and
creative or untrained and rudimentary, the IED is
extremely unpredictable.
Knowledge, ingenuity, and skill of the bomb maker,

access to non-explosive components, and access to
explosives directly affect the construction of an IED.
Instructor Guide
IED Components
– Although IEDs vary in shape and
size, these five components are
common to most
container
Regardless of the level of complication, most IEDs are Instructor Notes

made up of these five components: 1. INTRODUCE the components of improvised
explosive devices and EXPLAIN that most devices,
Switch: A device for making, breaking, or changing a whether simple or complicated, are made up of
connection in an IED. these five components.
• Arming switch. Used to arm the IED to ensure that
the bomber can safely employ or emplace it 2. EXPLAIN how the components work together:
• Firing switch. Initiates the firing sequence
• The power source provides an electrical
Initiator: Any component that may be used to start a charge to the initiator.
detonation.
• Electric. An initiator that is activated by an • The initiator contains a small amount of
electrical signal that creates heat or a spark explosive material, which triggers the rest of the
• Non-electric. An initiator that functions by other explosives.
than electric means such as friction, chemical, or
impact • The switch (or timer) tells the initiator when to
set off the IED.
Power Source: Most IEDs contain an electric initiator,
• The container holds everything together and
which requires an electric power source.
hides it from sight.
Main Charge: The explosive component of an IED. 3. REMIND trainees that the purpose of this discussion
is simply to have them recognize and avoid any
Container: A vessel used to house, conceal, and suspicious items that could be an IED.
deploy the components of an IED.
Image: Safe Passage International http://blog.safe-

passage.com/the-basics-of-an-ied-and-its-pies-
component
Instructor Guide
Switches
A switch is constructed so that any approach or Explosives can be commercial, military, or improvised
action by its intended target will result in detonation. to include a combination of potassium chlorate mixed
An electric switch is used to control the IED’s with sugar or with petroleum jelly.
functionality, either through controlling the timing of
the detonation or placing the activation trigger in the Instructor Notes
hands of the bomber. The electric switch can be a 1. POINT out an item and ASK trainees whether they
digital timer, modified cell phone, modified radio should be suspicious if they see the item.
system, or pressure-plate system that completes a Expected answer is no.
circuit.
2. Then POINT to two or three items together—for
Suicide bombers predominantly utilize electric example the fertilizer, the timer, and tape—or the
switches to target a precise place at a precise time. batteries, flash bulbs, and TNT—and EXPLAIN that
various common components are combined to
Buried IEDs that target moving convoys use pressure cause a deadly explosion.
plates to detonate an IED at the precise moment a
vehicle drives over the plates. In non-buried IEDs that
target convoys, remote-control switches are used. A
non-electric switch may be a slow-burning fuse or a
mechanical action like a grenade’s fuse. Matches or
a lighter can be used to ignite a slow-burning fuse.
Power sources include car batteries, flashlight

batteries, and any commercial battery.
Initiators include trip or pull wires, pressure activation

or release activation devices, motion or light sensor
activation devices, proximity and/or electronic
switches. Mousetraps, clothespins, and mercury
switches also can initiate the IED.
Instructor Guide
Three Types of Initiators (Firing Systems)
Command- Victim-operated Time-delay

operated
Command-operated IEDs are detonated generally by Instructor Notes

radio signals or command wire. Triggered at the 1. ASK trainees whether anyone remembers the
operator’s will, command-operated IEDs provide the definition of an initiator. Expected answer: Any
greatest level of discretion and control for the component that may be used to start a
attacker. Radio-controlled devices are adaptive to detonation.
new technologies, which makes them particularly
difficult to detect and prevent. 2. EXPLAIN that these are the three ways an initiation
happens.
Suicide bombings are a form of command-operated
IEDs. 3. DISCUSS situations in which a command system is
desired. EXPLAIN the benefits and disadvantages
Victim-operated IEDs are often detonated when the of a command detonation to the bomber.
victim is lured to perform an action—like open a door,
close a window, starting a vehicle, or tripping a wire— 4. DISCUSS situations in which a victim-operated
that detonates the IED. They also detonate when the system is desired. EXPLAIN the benefits and
victim steps on or drives over the IED. disadvantages of a victim-operated detonation
to the bomber.
Time-delay IEDs are detonated by a fuse, clock, or
kitchen timer. A metal contact is attached to a clock 5. DISCUSS situations in which a time-delay system is
hand or similar rotating mechanism; when the hand desired. This device works well on a target that
reaches another metal contact, it initiates the IED. has a clear behavior pattern—for instance, taking
the same route the same time every day.
Timers on electronic devices like cell phones can also
activate IEDs. Time-based detonation enables the
bomber to set off the device at a particular time. The Images:
bomber can escape long before the device
www.quora.com. Do Real-Life Bombs Have Big LED
detonates.
Displays?
www.HowStuffWorks.com Anatomy of an IED
Instructor Guide
Exploiting
Vulnerabilities
– IEDs are deployed to
exploit known
vulnerabilities of the
target
Bombers conduct surveillance to look for gaps in Instructor Notes

security. They look for routines—including mode, time, 1. POINT out that bombers look for weaknesses or
and route of transport as well as any security gaps in security. The type of gap is going to
measures taken. When they identify anything they specify the type of IED and how it is packaged
consider a weakness, they plan the attack. The type and delivered.
of gap determines the type of IED, specifically how it is
packaged and delivered. 2. REMIND trainees again about situational
awareness and maintaining a tactical mindset,
both are crucial to recognizing indicators of IEDs.
3. REVIEW the photo. ASK trainees what type of

security gap might the bomber have identified.
ASK what the VIP protection team could have
done to fill this security gap.
Instructor Guide
Containers
– Pipe bombs
– Briefcases/suitcases/
backpacks
– Suicide bombers
– Automobiles
– Motorcycles
– Bicycles
– Carts
The container (or delivery system) chosen determines Instructor Notes

the firing method (fuse, mechanical timer, etc.). 1. DISCUSS the container and delivery systems for
Suicide bombing attackers often employ dead-man’s IEDs.
switches that require the bomber to maintain
electrical contact between two contacts; to 2. EXPLAIN the purpose of the dead man’s switch—
detonate, the bomber relaxes his/her grip to allow the to counter law enforcement’s countermeasures. If
contacts to separate, triggering the explosive. This the suicide bomber is shot, he or she releases the
approach is very effective against walking formations. grip and the bomb detonates. So disabling or
killing the attacker will not prevent the attack. It
Simple IEDs like pipe bombs can be thrown at the time may lessen the destruction.
of attack or emplaced ahead of time. Carts, bicycles,
motorcycles, and vehicles have been used to attack
convoys.
Briefcases/suitcases can be used against hard or soft

targets. These are typically area weapons in that
they’re designed to produce the maximum amount of
destruction possible in a restricted area (e.g., a bus
station or marketplace).
Roadside and vehicle underbelly IEDs have been

supplemented by vehicle-borne IEDs (VBIEDs) and
suicide bombs.
Instructor Guide
Attacks in the News ACTIVITY

– Thinking about recent attacks in the news, what do you know about the
types of improvised explosive devices used?
• What materials were used to build the bomb?
• What type of delivery system was used?
Work in small groups Use a flipchart
Instructor Notes
Attacks in the News activity (10 min + discussion time):
In this exercise, trainees work in groups to analyze
recent attacks reported in the news. The purpose of
the activity is to have trainees think about the most
likely scenarios for attacks—including most likely
delivery systems—so that they can be more aware of
suspicious items and avoid them.
2. ASK trainees to work in their small groups.
Instructor Guide
REGROUP
Attacks in the News

– What materials were used to
build the bomb?
– What type of delivery system
was used?
Instructor Notes
1. REGROUP from the previous activity, and HAVE
each group discuss its responses to the questions.
2. COMPARE the answers.
3. ASK trainees why knowing this type of information

will help them keep their principal safe.
Instructor Guide
Most Common IED

Attacks
– Basic
– Broken-down vehicle
– Tag team
– Ramming
– Vehicle-borne improvised
explosive device (VBIED)
– Motorcycles
Basic: IEDs are placed on either side of the road; the Instructor Notes
attacker waits for foot formations or convoys to 1. DISCUSS the most common attacks. ADD any
approach the kill zone. As they approach, the others that have occurred in the area or region.
attacker detonates the device, often followed by
small arms fire. 2. REFER to the trainees’ responses from the previous
exercise.
Broken-down vehicle: A broken-down vehicle is
placed on or near the roadway, causing the convoy 3. ASK trainees what is the most important thing they
to change its route forcing it closer to the IED. The can do to avoid any of these attacks. Expected
device is then detonated. answer is maintain situational awareness and
vigilance.
Tag team: Several individuals work together to install
an IED or IEDs along a route. One or more will be the
lookout to signal when to detonate the device.
Ramming convoys: Attackers ram their vehicle into a

vehicular convoy to get it to stop within the kill zone of
an IED.
Vehicle-borne improvised explosive device: The

device detonates when the rammed vehicle stops.
Motorcycles: Often the driver or passenger will toss an

IED or hand grenade and then use a pre-planned
escape route impassable by larger vehicles.
Instructor Guide
IED Placements
– IEDs may be hidden
anywhere space exists
to disguise or hide
them
– Exploit convoy
patterns
– Exploit danger areas-
chokepoints and
previous IED sites
Common locations Instructor Notes

1. DISCUSS the most common locations for IEDs or
• Elevated positions, such as trees, light posts, signs,
attacks and the reasons for selecting these
overpasses, and bridges, to exploit a weakness of
locations.
not looking up
2. REMIND trainees that attackers look for an easy
• Previous IED sites to repeat successes and exploit way to attack.
known patterns
3. REFER to the trainees’ responses from the previous
• Frequently traveled and predictable routes to exercise and compare to this information.
exploit traffic pattern
• Chokepoints/sharp turns/blind spots to exploit

reduced visibility on approach and terrain that
limits speed and ability to maneuver
• Culverts and bridges for ease of concealment

and ability to emplace large amounts of
explosives directly beneath the targeted vehicle
• Unattended vehicles to exploit ability to hide a

much larger explosive—may be any type of
vehicle, including trucks, cars, carts, motorcycles,
bicycles; explosive may be in, under, or outside
the vehicle
• Encasements include cinder blocks, piles of rock,

sand, and carcasses to hide the IED
Instructor Guide
Indicators of Improvised
Explosive Devices
– Unusual objects that do not belong
in the surroundings
– Tires, rock piles, trash heaps
– Freshly disturbed dirt
– Vehicles entering the road forcing
modification of your intended route
Name other indicators
The primary indicator of an IED is a change in the Instructor Notes

environment, either in terms of physical differences 1. REVIEW the possible indicators listed in the slide.
(new painting/paving/construction, etc.) or typical
behavior patterns in the community. 2. ASK trainees to name other indicators. (Expected
answers should include:
Watch out for indicators like:
• Lack of vehicle/pedestrian traffic in normally
• Disturbance. When an IED has been buried, it busy areas
disturbs the natural pattern of the earth. Look for • Signals from other vehicles or bystanders
changes in the texture of the ground and soil near (raised hands, flashing headlights, etc.)
the site—like small mounds, footprints, or flattening
of the soil. • People videotaping the area
• Discardables. Common articles left behind at IED • Markers by the side of the road/chokepoints
sites are cigarette butts, wire ends, and bits of • New features in the environment – dirt piles,
tape. trash, dead animals, construction debris
• Color Change. The soil from the hole may differ in • Wires trailing out of sight
color from the surrounding soil.
• Concrete or pavement patching
• Regularity. Straight lines rarely exist in nature—e.g., • People observing traffic from overpasses
rocks and vegetation. When the threat tries to
conceal an IED, some things appear out of place. • Obstacles in the roadway used to redirect the
When he buries or tries to conceal command wire, motorcade
pull lines, or trip lines, he leaves a distinct line that • Unattended luggage, briefcases, or packages
would not naturally occur on the surface of the
ground. • New, newly placed, or modified mailboxes,
trashcans, dumpsters, or vehicles along a
motorcade or walking route
Instructor Guide
Indicators of Vehicle-Borne Improvised Explosive Devices

– Driver overly cautious when
driving
– Driver who displays non-
compliant behavior
– Excessive or unusual weight
– Smoke, strong chemical, fuel
odors
– Vehicle “breakdown”
• Indications of a triggering device (i.e., a switch,

Instructor Notes radio transmitter, timer, wires, or ropes passing from
1. REVIEW the possible indicators listed in the slide. the front seat to the rear of the vehicle) visible near
the driver, under the seat, or within arm’s reach
2. ASK trainees to name other indicators. Expected
answers should include: • Exposed wire or cable running from front seat to
rear area
• Blocked view into vehicle; windows darkened • Evidence that an interior door panel has been
or obstructed removed to hide explosives or poorly fitted door
• Multiple antennas visible trim
• Parked near motorcade • Vehicle parked in no parking zone
• Parked unusually close to moving traffic • Vehicle sitting low on the rear axle, if a heavy load
is in the boot or under the back seat
• Recent painting of vehicle to cover body
alterations • Excessive petrol/diesel odors from vehicle (could
indicate “booster” containers) or driver (evidence
• Crudely covered holes made in the vehicle of spillage onto clothing)
body to hide explosives
• Smoke apparent in the vehicle
• New welding marks
• Modification of truck or van with heavy duty
• No license plates springs to handle heavier loads
• New tires on an old vehicle
• Signs of tampering or modification
• Newly added lamps, switches, button, or LED
indicators on the dashboard
Instructor Guide
Suicide Bomber Indicators

– Wearing inappropriate attire such
as heavy or bulky clothing
inconsistent with weather
conditions
– Protruding bulges or exposed
wires under clothing
– Attempts to gain a position near
VIP targets
Suicide bombers tend to stand out because of their Instructor Notes

clothing and/or demeanor. Be on the lookout for solo
males (less often females) who: 1. REVIEW the possible indicators listed in the slide.
• Are wearing clothing inappropriate to the 2. ASK trainees to name other indicators. Expected
environment (too heavy, etc.) answers should include those listed in the left
column.
• Have clenched fists or hands jammed in pockets
• Fixate on the target/perimeter entry point 3. EXPLAIN that explosives are typically loaded into
• Have visible bulges in clothing that don’t match belts, vests, or hand luggage/backpacks. These
their body contours explosives are often augmented with ball
bearings, glass shards, and nails.
• Have wire(s) exposed under clothing or through
a sleeve
• Deliberately ignore orders to stop or move away
• Appear detached from their surroundings
(running into other pedestrians, etc.)
• Appear agitated or frantic
• Give off a strange chemical odor
• Appear to be carrying a heavy load, even
though they have no bags (shuffling steps,
difficulty with balance, etc.)
• Are dressed in inappropriate uniform (police,
military, etc.) or disguised as a woman (look at
the shoes)
• Have visible burns and/or missing fingers
Note that suicide bombers can be elderly people and

children.
Instructor Guide
Teach-Back
– Name four characteristics of improvised explosive devices
– Name five possible containers for improvised explosive devices
– Name five indicators of improvised explosive devices, including vehicle-borne
improvised explosive devices and suicide bombers
Instructor Notes
1. CALL upon three trainees to respond to the
questions above—one trainee per question.
2. ELICIT additional responses from other trainees.
Instructor Guide
Detection
– Patience
– Combination
– Components
– Look beyond
– Angles
– Recognize positive and negative
spaces
Situational awareness and distance are the most Instructor Notes

potent weapons against IEDs. Learn as much as
possible about the natural environment to detect 1. REMIND trainees that situational awareness is the
changes and avoid anything that looks suspicious. best weapon they can use against IEDs. Once a
suspicious item or situation is determined, distance
• Look for a combination of movement, outline, is crucial. The best way to protect the principal is
and contrast to create distance between the suspicious item
and the team.
• Concentrate on likely emplacement areas
• DO NOT APPROACH. Get your principal out of
• Look for the components or small parts of the
the area, while being cognizant of potential
device
secondary threats.
• Recognize positive and negative spaces to help
determine where the IED may be located • Call the unit command to report and request
explosive ordnance disposal.
• Positive space consists of solid objects that
dominate an area, such as individual trees, • Do not use cellphones or walkie-talkie radios
buildings, vehicles, bushes, street signs, within 300 meters of the IED as either device is
people, and dominant colors. capable of setting off detonation of the IED.
• The eye will naturally move to positive spaces 2. REITERATE the importance of knowing the
first and jump from positive space to positive components most likely used—and other
space. components that can be used—to build an IED.
• Negative space is the area between positive
spaces. Shadows and colors in negative 3. EXPLAIN that generally, the entire IED will not be
space blend well with the surrounding observable, but components and indicators will
environment, so concentration is critical when likely be.
observing these areas.
Instructor Guide
Reaction to IEDs
– Practice situational awareness to detect suspicious items
– Stay informed on the types of IED attacks in the news
– Recognize components of IEDs
– Recognize indicators of suspicious items or persons
– Avoid anything or anyone that looks suspicious
– Create distance between the suspicious item and the principal
Instructor Notes
1. REVIEW the items in the slide.
2. CLOSE the module with stressing the need to

move the principal as far as possible from the
suspicious item or person.
3. ADD any other closing points that you deem

necessary.
Instructor Guide
Summary
– Characteristics
– Components
– Types of firing systems
– Placement techniques
– Indicators
– Reaction to IEDs
Instructor Notes
Instructor Guide
Situational Awareness
Module 7: Situational Awareness
Situational Awareness Instructor Notes

This module offers an understanding of the 1. INTRODUCE yourself and any co-instructors.
importance of maintaining situational awareness
during VIP protection operations. It provides guidance 2. EXPLAIN that the goal of this module is to provide
on how to establish a baseline from which to measure trainees with an understanding of how to develop
anomalies in the environment and introduces the and maintain situational awareness as part of their
concept of a reaction cycle and how to use this cycle responsibilities in VIP protection operations and to
to defeat a threat. use the reaction cycle to defeat a threat.
Learning Objectives Videos

• Selective Awareness (13 seconds)
be able to:
• Cameroon Street Scene (35 seconds)
• Describe situational awareness and a 360-degree
mindset
Activities
• Describe each of the awareness levels
• Explain the importance of establishing a baseline • Observation and Memory Skills (10 min. plus
• Explain challenges to maintaining situational discussion time). Before the activity, place a table
awareness at the front of the classroom. Arrange 10 items in a
• Describe the reaction loop box and cover the items from view with a lid, chart
• Demonstrate situational awareness in VIP paper, etc.
protection operations • Test Your Awareness Loop (flexible)
Topics Instructor Preparation

• Situational awareness • Review all slides and Instructor Notes.
• Awareness levels • Be familiar with the instructions for activities and
• Establishing baselines teach-backs and follow them carefully.
• Challenges to situational awareness • Test the videos. If they do not work, refer to the
• Reaction cycle guidance in the Instructor Preparation Guide.
Estimated Time: 1.5 hours classroom time; 1 hour • Set up the activities before class.
practical exercise
Instructor Guide
Learning Objectives
– Describe situational awareness and a 360-degree mindset
– Describe each of the awareness levels
– Explain the importance of establishing a baseline
– Explain challenges to maintaining situational awareness
– Describe the reaction loop
– Demonstrate situational awareness in VIP protection
operations
Instructor Notes
Instructor Guide
Topics
– Situational awareness
– Awareness levels
– Establishing baselines
– Challenges to situational awareness
– Reaction cycle
Instructor Notes
Instructor Guide
Definition
– Being aware of your
surroundings and
identifying potential
threats and
dangerous situations
– Having a 360 degree
mindset
Situational awareness can be exercised by anyone Instructor Notes

with the will and discipline to do so. The primary 1. DISCUSS situational awareness: what it is, how to
element in establishing situational awareness is first to get it, and how to keep it.
recognize that threats exist. Apathy, denial, and
complacency can be deadly for the principal as well 2. EXPLAIN that situational awareness is more of a
as for the VIP protection team. mindset than a skill and that those who practice
good situational awareness are known to possess
An important facet of a situational awareness mindset a 360 mindset—that is being aware of what is in
is learning to trust your intuition. Many times a person's front, to the sides, behind, above, and below.
subconscious can notice subtle signs of danger that
the conscious mind has difficulty accepting. 3. REMIND trainees that a tactical mindset is the
ability to:
VIP protection team members must continually
practice situational awareness to ensure the safety • Observe situations, environments, and
and security of the principal. people
Strengthening your situational awareness involves • Quickly assess strengths and weaknesses of
making sure all of your senses are fully tuned into your actions
environment—that is being aware of what is in front,
• Develop a plan of action to protect the
to the sides, and behind you, high and low. This is a
principal, the VIP protection team, and the
360-degree mindset.
public
Instructor Guide
– Begins with knowing the
baseline and then recognizing
changes
The concept of baseline is that our environment has a Instructor Notes

state of what things normally look like, sound like, and 1. EXPLAIN the concept of knowing your baseline
feel like. The baseline of one environment will be helps maintain situational awareness.
different from that of another environment.
2. ENGAGE trainees in the following discussion:
• How would you describe the baseline?
In a city, each neighborhood has its own baseline.
Expected answers should include: casual
People move at a certain pace, talk at a certain
attire that is appropriate for the setting and
volume, stand at a certain socially acceptable
weather, relaxed, looking to the right
distance from one another, and gesture in a certain
• What would be out of place in this scene?
way. This combination of noise and activity constitutes
Expected answers should include: heavy
that neighborhood’s baseline.
attire—jackets, etc.—uptight, looking at the
crowd or anywhere but right
Being able to develop awareness depends upon first
knowing the baseline for the area and then 3. ASK trainees to quickly determine whether
recognizing any variations to that baseline. These anyone stands out as different from the baseline.
changes in baseline are learned from observation. If no one observes him, POINT out the man in the
back row (left) in a gray t-shirt. ASK whether
anything is unusual about him. Expected answer
is: Yes, the heavy backpack. CLICK once and
the backpack will be encircled.
4. ASK trainees to develop a baseline for their
environment in VIP protection. What would seem
out of place in that environment?
5. ASK: “What if you saw several people in a
normally crowded market or on a normally
crowded street leave suddenly as the detail
approached?” Would that alert you to a change
in the baseline? What could this change possibly
mean? How would you react to this change?
Instructor Guide
Monitoring the Baseline

– The key to great situational
awareness is the ability to
monitor the baseline and
recognize changes — look for
what is different
For movement, look for someone: Instructor Notes

• Whose speed differs from others 1. EXPLAIN things outside the ordinary that trainees
should look for in movement
• Who is pacing back and forth
2. ASK trainees to point out the anomaly in this
• Who appears to be avoiding or evading police or
photo. Expected answer is the man standing in
security personnel—e.g., a person hesitates
the middle, wearing a heavy jacket.
moving into an area when police are present
• Who is fidgeting excessively—such as body 3. ASK trainees to add to your list.
shifting, excessive grooming gestures, clock or
watch checking, head turning
Look for anomalies in movement, clothing, bags and

articles, demeanors, and groups.
Especially look for displays of two or more anomalies

appearing closely together. Remember that these are
indicators and not proof of hostile intent.
Image: Wiki How
Instructor Guide
Monitoring the
Baseline
Look for clothing that: Instructor Notes

• Has unusual bulges 1. ASK trainees to quickly scan the photo and point
out the man who is “out of the ordinary” in these
• Has more layers or is heavier than others in the photos. Trainees should immediately point to the
area man in the heavy jacket (image 7).
• Hides a person’s identity
2. REVIEW the list of what to look for in clothing.
• Is inappropriate for the location or weather ADD your own suggestions, and ASK trainees to
provide their suggestions.
3. ENGAGE trainees in a discussion of what should

be considered the baseline in their environment.
4. NOTE: KEEP in mind that wearing multiple layers

or winter coats in warm weather may be normal
for some cultures. Remember to look outside the
normal.
Instructor Guide
Explain that for bags and other articles, observe what Instructor Notes
most people in the area are carrying and then look for 1. ASK trainees to point out the bag that is “out of
anyone who is carrying something different. In the ordinary” in these photos. Trainees should
particular, look for bags that: immediately point to the first image of the
heavily stained suitcase.
• Are present in a restricted area
2. EXPLAIN that any bag or suitcase left unattended
• Appear unusually heavy
should be considered suspicious, but the stained
• Have wet stains or chemical smell suitcase should get the extra, focused attention.
• Show exposed wires 3. ADD your own suggestions for suspicious bags
and articles, and ASK trainees to provide their
Also look for anyone who is keeping his or her hand suggestions.
inside the bag. He or she may be making sure that the
switch or the weapon is available when needed. 4. ENGAGE trainees in a discussion of what should
be considered the baseline for bags and articles
in their environment.
Instructor Guide
Monitoring the
Baseline
Observe how most people in the area are behaving, Instructor Notes
and then look for anyone who is acting differently. 1. ASK trainees to point out the man who is “out of
the ordinary” in these photos. Trainees should
If someone seems uncomfortable when everyone else
immediately point to the man in the second
seems comfortable, that person warrants extra
image who appears to be scanning the setting
attention. An example is someone constantly looking
and making sure he is not followed.
over his shoulder or scanning the area to see what is
behind him. On the other hand, someone acting 2. REVIEW the list of what to look for in demeanor.
comfortable when everyone else is uncomfortable is ADD your own suggestions, and ASK trainees to
acting differently. provide their suggestions.
Check the hands of a person to ensure that the 3. ENGAGE trainees in a discussion of what should
person is not holding a weapon or is not preparing to be considered the baseline in their environment.
strike.
4. EXPLAIN that one of the ways law enforcement
Also, hands often telegraph bad intentions. People was able to identify the Boston Marathon
who are concealing something they do not want bombers in the U.S. was they noticed in
discovered, like a gun or knife, will often touch or pat surveillance footage that the men looked
the area on the body where that object is concealed relatively calm while everyone else was in panic
to assure themselves that the object has not been lost after two bombs detonated.
or is still hidden from view.
5. EXPLAIN that someone acting out of the ordinary
is not necessarily a threat. He just needs to be
observed carefully to make sure that he is not a
threat.
Instructor Guide
Typical groupings may include: families, friends Instructor Notes

socializing, and workers or business associates 1. EXPLAIN these photos to the trainees. They are of
traveling together. Note that groups tend to interact in the two men who detonated bombs at the
typical patterns in settings—familiar, happy, business- Boston Marathon on April 15, 2013.
like, etc.
2. POINT out the differences between the two
Examples of suspicious group behaviors include bombers and others in the crowd: The other
persons: attendees are in a joyful mood, interacting with
one another. The two bombers stand out
• Weaving through a crowd
because of their dress and their demeanor. After
• Pretending to be alone, such as individuals the attack, others attending the marathon
entering an area together and then separating reported seeing “a young man in a black
baseball cap and sunglasses who looked like he
• Waiting for someone but not making contact with
did not belong.” According to the witness,
or acknowledging that person
“Everybody there was having fun, clapping,
• Communicating via hand signals rather than taking photos, and he just stood there with his
talking to each other backpack.” POINT out how someone who is
skilled in situational awareness may have been
able to prevent the attacks that followed shortly
after this image was taken.
3. Also POINT out how the two men pretended to

be alone in the second photo.
4. After the attack, people in the crowd react with

shock to the sudden noise, looking to their left to
see what is happening. “This individual does not
act like that; he briefly, very quickly glances to
the left and then walks to the right very
deliberately.”
Instructor Guide
Systemic Approach
– How can using a systematic approach help address obstacles to observing
crowds for long periods?
A systematic approach: Instructor Notes

• Keeps observers from missing key factors 1. SHOW the video: Cameroon street scene.
• Helps maintain vigilance 2. After viewing the video, ASK trainees what they
saw. ASK them whether they had difficulty in
• Provides a basis for articulating reasons for
observing the street scene. Who or what did they
suspicion if needed for enforcement actions
focus on? Why? Did they find themselves
• Helps eliminate indicators that are due to benign jumping from one person to another or scanning
causes the entire scene? Did they feel overwhelmed
with the scene?
• Helps identify differences between individuals,
where observable behaviors that indicate 3. DISCUSS the benefits of a systematic approach
deception differ across individuals, requiring to observation. Once a systematic approach has
establishing a baseline for each individual been developed, you simply have to scan the
One way of establishing a systematic approach is to crowd looking for something that is different.
determine how the majority of people are behaving.
4. EXPLAIN the majority tactic (known in the FBI as
This behavior becomes the norm. So, you scan the
the 51% tactic). Determine what the majority of
crowd looking for behavior that is outside the norm.
the people are doing—then you can just scan
The challenges of observing crowds are: not the crowd, looking for anything that stands out
monitoring the baseline, which means you will not as different—whether that is movement, dress,
recognize indicators of abnormal behavior; behavior, etc.
developing normalcy bias, which means that we
have a bias toward the status quo and do not want 5. DISCUSS the difficulties of trying to observe
that status quo to change, so we don’t immediately crowds and OFFER these techniques to
accept when it does change; focus lock, which is a overcome the challenges: monitor the baseline;
form of distraction that is so engaging we focus all of fight normalcy bias (look at every disturbance to
our attention on that one thing and block out other that baseline as a potential threat); and develop
stimuli in our environment. awareness as a skill—that comes with practice.
Instructor Guide
Observation and Memory Skills ACTIVITY

– Spend one minute observing the items in the box
– Take 10 minutes to write down:
• Items you saw
• What you think the baseline is
• Item or items that are out of the ordinary
Share with the

Work with a partner
class
Instructor Notes
Before the activity, place a table at the front of the
classroom. Arrange 10 items in a box that follow a
baseline—e.g., items from the classroom, such as
paperclips, binders, pencils, pens, erasers, name tags,
note cards, chalk, markers, sticky notes. Then add an
item that is out-of-the-ordinary—a rock, a piece of
candy, etc. and cover the items from view with a lid,
chart paper, etc.
1. ASK trainees to divide into pairs.
2. ASK each pair to approach the table.
3. EXPLAIN to the trainees that they are not to
touch or discuss items and that they are to
remain silent during the exercise.
4. REMOVE the covering and allow trainees to
observe the items for one minute.
5. RE-COVER the items.
6. ASK trainees to return to their seats and HAVE
each pair write down the name or description of
each item they saw, the baseline (classroom
objects), and the out-of-the-ordinary item.
7. ALLOW 10 minutes for trainees to complete their
assignment.
8. EXPLAIN that they will be conducting more of
these exercises after the classroom portion.
Instructor Guide
Observation and REGROUP

Memory Skills
– How many items did you
observe?
– What is the baseline?
– Which item or items were
out of the ordinary?
Instructor Notes
2. CALL upon pairs and ASK them how many items
they recall.
3. CALL upon the pair or pairs who had the most
items and ASK them to name the items. CALL
upon other pairs to see whether they had the
same or different items.
4. ASK trainees whether they were able to
determine the baseline. Expected answer is
classroom items.
5. ASK whether they can name the item or items
that did not match the baseline.
6. PROVIDE some of the following pointers on how
to practice observation skills:
• Watch people in crowded area; look at how
they act and interact with others.
• Assign yourself a scavenger hunt. Pick
something and look for it throughout the
day. This can be anything from broken
windows to graffiti art.
• Take field notes. Pick a place, sit down, and
write or sketch out everything you see. This
trains your brain to pay more attention to the
environment around you.
Instructor Guide
Monitor Awareness Levels
Yellow: Orange: alert Red: focused

White:
relaxed, to potential on potential
unaware
aware threat threat
Situational awareness is divided into four levels. This Condition Red

system is a mental process, not a physical one. If the threat escalates either into sighting the target or
the engagement of a threat, your level of awareness
Condition White is at its highest state—condition red. Once you have
You are relaxed and unaware of what is going on shifted to condition red, you cannot be surprised by
around you. If you are attacked in condition white, the threat. Your intense concentration on a forward
your principal and you are not likely to survive. threat will lessen your ability to maintain some degree
Condition Yellow of 360-degree awareness for unknown threats from
You are relaxed but still aware of who and what are other directions. Training under high-stress conditions
around you. You pay attention to the sights and will help you do both.
sounds that surround you. This level of alertness will
prevent you from being totally surprised by the actions Instructor Notes
of another person. You do not anticipate a threat, but 1. PROVIDE a summary of the levels of alertness,
you could visualize where a threat could appear and explaining that the VIP protection team can
what your reactions should be. If you are attacked in never fall into condition white.
condition yellow, it should not be a total surprise; your
response should have been preplanned. 2. EXPLAIN that the team should remain in
condition yellow and be prepared to quickly
Condition Orange escalate should a threat appear.
You have identified something of interest that may or
may not prove to be a threat. You concentrate on 3. ASK trainees something simple about their
the possible threat and will remain so until you are surroundings—for example, if there are steps to
satisfied that no threat exists. If someone or something the building, ASK them whether they have seen
looks out of place, you change from a 360-degree the steps. If they apply in the affirmative, ASK
general awareness (condition yellow) to a more them how many times they have walked up the
focused concentration in a specific direction steps. Then ASK them how many steps there are.
(condition orange). At the same time, you keep your Most likely, few if any of the trainees can provide
general awareness. If you are attacked in condition the answer. EXPLAIN that that is what condition
orange, you should be expecting it. white looks like.
Instructor Guide
Awareness Levels
Instructor Notes
1. EXPLAIN that you are going to show a video and
you want the trainees to count how many times
the white team passes the basketball.
2. PLAY the video one time.
3. ENGAGE the class in a discussion by asking how

many times the white team passed the
basketball. MAKE sure the trainees agree.
4. ASK trainees whether they saw anything else that

was noteworthy. Expected answer: A gorilla!
5. PLAY the video again if any trainee did not

notice the gorilla.
6. EMPHASIZE the importance of observing versus

looking. Also MENTION that this is the normalcy
bias you discussed earlier.
Instructor Guide
Reaction Cycle
Orient
Peak
Observe Decide
BEGIN performance
Act
The concept behind the reaction loop is that Instructor Notes

everyone goes through it; we observe, orient, decide, 1. EXPLAIN that you are now going to move on from
and act. The key is to complete the process faster situational awareness to the reaction loop, which
than the threat does. Even if you are at a tactical explains what to do once something is observed.
disadvantage, you still can overcome the threat by
being trained to react faster than he or she does. 2. EXPLAIN that we use the term OODA, using the
first letter of each of the English words listed. ASK
However, you cannot skip any of the steps in this trainees if they used the first letter of each of the
process. words in their language, what would the
abbreviations be.
3. OFFER a routine analogy when explaining the
reaction cycle. An option is to use driving.
• You are driving down the road and observe
the brake lights of the car in front of you.
• You orient quickly because the stimulus can
be expected anytime you are driving.
• You decide to act by removing your foot
from the accelerator and applying the
brakes.
• Less time has elapsed from the time you
observed the brake light to the time you
began to remove your foot from the
accelerator because you were practicing
situational awareness and were ready for
such a stimulus.
4. ADVANCE to the next slides as you explain each
step.
Instructor Guide
Observe
Orient
– Size
– Change
– Interest
– Suggestion
– Repetition Peak
Observe Decide
performance
– Threat
Act
Going beyond seeing to observing means you note Instructor Notes

what is around you. You also note how what is around 1. Explain the Observe step using the notes to the
you affects you. You process information further than left.
the superficial level and derive conclusions based on
that information. You notice a sequence of events, 2. EXPLAIN that observation is also an awareness of
and you register the events as significant. all of the sensory factors around us—sight, sound,
smell, touch, taste, and even “gut instinct,” or the
Focus your attention on the following factors:
process of gathering information through the
• Size: A size that is out of place with the senses.
surroundings—too large, too small, or too wide
• Change: Something that is different from the last
time you looked at it, whether you have just
looked away and looked back or whether you
observed it yesterday or last week
• Interest: A person or location that is a current
subject of incoming intelligence
• Suggestion: A person or location that is not a
subject of interest but may have possible
connections to an activity or possible threat
• Repetition: Sound and light do not repeat with
exact regularity in nature. A light or sound that
recurs at regular intervals should draw your
attention as should a person who repeats actions
or a location with repetitive visitors
• Threat: When you observe an indication of a
possible threat, your attention and focus must be
drawn to that indicator
Instructor Guide
Orient
Orient
– The act of putting
the information
you just observed
into the context
of the current
situation by asking:
“What do the Peak
Observe Decide
performance
things I see, hear,
and feel mean?”
Act
In this step, you diagnose, recognize, and analyze Instructor Notes

information you just observed. Upon observation, you Explain the Orient step using the notes to the left.
begin to develop a mental image of the situation,
gaining awareness. With this awareness comes
recognition that you must make a decision in order to
influence the situation.
Timely processing is influenced by training in

observation skills.
Instructor Guide
Decide and Act

Orient
– Your observations
and orientation
allow you to
consider what
decisions and
actions are most
appropriate for the Peak
Observe Decide
performance
operational
situation
Act
The Decide step is weighing options and selecting the Instructor Notes
best one to ensure the safety and security of the 1. Explain the Decide and Act steps using the notes
principal. Decisions are based on observations of the to the left.
evolving situation.
2. POINT out how training and practice result in a
The decision then leads to action. faster loop.
Act is carrying out or implementing the selected 3. ENGAGE trainees in a discussion on the
decision. This completes the reaction loop. importance of time in case of a threat against
the principal.
The feedback of the implementation of the loop is the
basis for the next round of observation.
Instructor Guide
Teach-Back
Orient
– Provide an example of
the reaction loop in
the VIP protection
environment
Observe Reaction loop Decide
Act
Instructor Notes
1. GIVE trainees a few minutes to work in their
groups to come up with an analogy of how the
reaction loop works in VIP protection.
2. CALL upon one group and ASK it to present its

analogy.
3. CALL upon other groups if time permits.
Instructor Guide
Test Your Reaction ACTIVITY

– The instructor is going to engage you in a short game to practice and
improve your reaction cycle
– Observe the instructor, orient to what the instructor is doing, decide how
you are going to react, and act
– Continue the game with a trainee of your choice
Observe Act
Instructor Notes
Test your Reaction activity (5-10 minutes + discussion

time). WAD up several pieces of paper into a ball
and throw toward a trainee. The trainee will either try
to catch the “ball” or dodge it; either way, he or she
will have completed the reaction loop—observe,
orient, decide, and act. The purpose of the activity is
to get the trainee to the point where he or she will
develop a better situational awareness and plan the
“what if… scenario.”
1. EXPLAIN the activity to the trainees.
• You or another instructor is going to perform

an action.
• The trainees are will have to observe, orient,

decide, and react—all in quick succession.
• The trainees will continue the game with the

person or his or her choice.
2. Option: MAKE multiple balls and HAVE trainees

throw to other trainees to increase the difficulty.
Instructor Guide
Reaction Cycle REGROUP

Orient
Peak
Observe Decide
BEGIN performance
Act
Instructor Notes
2. ENGAGE the trainees in a discussion on their

thought process—e.g., what led to the decision to
try to catch or dodge the ball.
3. EXPLAIN that trainees should continuously

practice games like this so that they can hone
their reaction skills.
4. TELL trainees that they will continue practicing

situational awareness outside.
Instructor Guide
Summary
– Situational awareness
– Awareness levels
– Establishing baselines
– Challenges to situational awareness
– Reaction cycle
Refer to the
Practical Exercise
Field Guide
Instructor Notes
Instructor Guide
Tactical Communications
Module 8:Tactical Communications
Tactical Communications Instructor Notes

This module provides trainees guidance on how to 1. INTRODUCE yourself and any co-facilitators.
effectively and consistently communicate and stresses
the importance of communications during all aspects 2. EXPLAIN that the goal of this module is to provide
of the police peacekeeping VIP protection operation. trainees with the information they need to
communicate effectively during VIP operations,
Learning Objectives using issued equipment (if possible).
be able to: 3. EXPLAIN that from this point forward, trainees
should use their issued communications
• Use the correct terminology equipment in practical exercises.
• Explain the importance of tactical
communications in VIP protection operations Activity
• Tactical Communications Scenario (10 min.)
• Use proper protocols to communicate
Topics Instructor Preparation

• Terminology • Arrange to have radios and surveillance kits, if
• Importance possible, one per trainee.
• Make sure radios are properly programmed and
• Protocols charged before this module.
• Familiarize yourself with how to operate the
Estimated Time: 1.0 hour equipment so you can help trainees, if needed.
• If radios and surveillance kits are not available for
each trainee, attempt to have at least one radio
to use in demonstrations.
Instructor Guide
Learning Objectives
– Use the correct terminology
– Explain the importance of tactical communications in VIP
protection operations
– Use proper protocols to communicate
Instructor Notes
Briefly REVIEW the objectives.
Instructor Guide
Topics
– Terminology
– Importance
– Protocols
Instructor Notes
Instructor Guide
Terminology
– Call sign
– Code word
– Frequency
– Military Grid Reference System (MGRS)
– Procedure words (pro-words)
– Surveillance kit
– Tactical operations center (TOC)
Tactical Communication Terms Instructor Notes

1. USE the notes to the left to define the terms on the
• Call sign—easy-to-remember identifier for a unit, slide.
team, or vehicle
2. EXPLAIN that surveillance kits are especially useful
• Code word—word or words used to disguise
in VIP protection operations but are not always
identity of actual person, place, or action
available.
• Frequency—radio channel
• Military Grid Reference System (MGRS)—geo-
coordinates for plotting locations on the earth
• Procedure words (pro-words)—common words
used in communication, such as affirmative,
negative, and over
• Surveillance kit—discreet microphone and
earpiece that allows covert listening and
communication
• Tactical operations center (TOC)—command post
for tactical operations
Instructor Guide
Importance of communication
– Why is communication important in police peacekeeping
VIP protection operations?
Instructor Notes
1. ASK trainees: Why is communication important in
police peacekeeping VIP protection operations?
2. If not mentioned, PROVIDE the following

information:
• Communication allows members of the VIP

protection team to communicate with each
other and with the tactical operations center.
• Communication between the principal and

the bodyguard confirms the itinerary and
other mission details and also helps direct the
principal’s movements in case of a threat.
• Communication is especially important if the

VIP protection team engages a threat and
needs supporting resources.
• If communication breaks down, there could

be confusion, resulting in a delay or inability to
move the principal to safety, protect the
team, or report the threat to the tactical
operations center.
Instructor Guide
Internal External
Communications Communications
– Within the VIP protection – Includes others outside the VIP
team protection team
Instructor Notes
1. EXPLAIN that the two types of radio
communications a VIP protection operator will
use during missions are internal and external
communications.
2. ASK trainees to identify with whom they would

communicate outside the VIP protection team.
Instructor Guide
Methods of Communication
– Radio
– Cell phone
– Hand signals
Instructor Notes
1. EXPLAIN that radios are the most common
method of internal and external communication.
2. EXPLAIN that VIP protection teams should always

have contingency plans should radios not
operate as required. For example, spare charged
batteries should be available for all radios. Teams
may also switch to cell phones for external
communication and hand signals for internal
communication, if needed.
3. ASK trainees to demonstrate some common hand

signals they might use in VIP protection
operations.
4. If radios and surveillance kits are available for this

module, DISTRIBUTE them at this point. MAKE sure
all trainees can operate the radios and
surveillance kits.
Instructor Guide
Tactical Communications Must

– Be secure
– Be clear
– Use common terminology
– Follow standard protocols
All tactical communication shares some fundamental Instructor Notes

principles, including: 1. EXPLAIN the fundamental principles of tactical
• Be secure: Although all methods are vulnerable to communications.
eavesdropping, code words and call signs can
2. ASK trainees to explain the importance of each.
enhance security. Or, an operator can press the
transmit button a predetermined number of times
as a code and not use words at all.
• Be clear: Everyone must be able to understand
what is being communicated.
• Use common terminology: Common terminology
helps avoid confusion within the team and with
other teams. Common terminology includes the
International Phonetic Alphabet, military grid
reference system coordinates, and procedure
words.
• Follow standard protocols: Protocols dictate how
to communicate. For example, you will identify
who you are calling (by call sign), identify yourself
(by call sign), and use the word “over” to indicate
you are done speaking.
Instructor Guide
Call Signs
– Identify units, teams, TOC
– Disguise identity of sender and receiver
Call signs are letters, numbers, words, or a Instructor Notes

combination used to identify units, teams, or the TOC. 1. Briefly DEFINE call signs.
Call signs are most effective when they are simple 2. EXPLAIN that neither individual members of the
and easy for everyone to remember. VIP protection team nor the principal will have
individual call signs. The VIP protection team will
have a call sign for external communications;
members of the team can use their first name or
nicknames for internal communications.
Instructor Guide
Code Words
– Disguise real meaning of message Blue 88
– May indicate a location
Code words are a word or combination of words used Instructor Notes

to disguise the real meaning of a message. Code 1. Briefly DEFINE code words.
words enhance security because anyone intercepting
communications will not know who the principal is or 2. EXPLAIN that when trainees plan a mission, they
the location—e.g., no one will know that the first can assign code words for locations on the
corner as you exit the camp is Charlie 2. itinerary. Everybody on the team must be aware
of the code words to avoid confusion.
A message may include several code words:
• “Route Green” is the primary route a VIP protection

team is using to transport a principal
• “Blue 9” is the principal’s residence
• “Blue 88” is the site where the principal is meeting
community leaders
Instructor Guide
Transmitting Protocols
– Identify who you are calling
• State their call sign twice Charlie two, Charlie two,
– State your call sign this is Alpha one, over
– Say the word “over”

– Wait for response
Instructor Notes
1. Briefly EXPLAIN the protocol for transmitting a
message.
2. EXPLAIN that if the other party does not confirm it

heard the message, request conformation
again. If confirmation is still not provided, check
the radio to ensure it is turned on the correct
frequency and the battery is charged.
Instructor Guide
Emergency Situations Contact
– External: provide L.I.A.R.

report (location, incident,
action taken, request)
– Internal: provide specific
information on the threat
Instructor Notes
1. EXPLAIN that in an emergency situation, for
external communication, the person contacting
the TOC or other command center should call
out “CONTACT, CONTACT, CONTACT” to clear
(stop) all other radio communication. Then give
a L.I.A.R. (location, incident, action taken,
request) report.
2. EXPLAIN that the L.I.A.R. will be discussed in more

detail in upcoming modules.
3. EXPLAIN that for internal communication, the call

of “CONTACT” should be given with specific
information concerning the threat:
• What is the threat? For example, AK-47,

angry crowd, etc.
• What is the direction of the threat? For

example, right, left, front, rear, or 12 o’clock,
3 o’clock, etc.
Photo Source: UN
Instructor Guide
Security
– Do Not Disclose
• Personal or sensitive
information
• Policy issues
– Do Use Official
• Call signs
• Language of the mission
Instructor Notes
1. EXPLAIN ways to maintain security in
communication.
2. EXPLAIN that upon arrival in country, members of

the team should speak with the tactical
operations center and confirm communication
and security procedures.
3. NOTE that VIP protection team members must

know the channel to use to reach other forces
and the TOC.
Photo Source: UN
Instructor Guide
Procedure Words (pro-words)

– Contact
– Go ahead
– How do you read me
– Over
– Out
– Standby
– Roger
– Say again
Instructor Notes
1. Briefly REVIEW the procedure words (pro-words)
on the slide.
2. REMIND trainees that the consistent use of pro-

words enhances communication in an
environment where preferred languages may
vary among the people communicating.
Instructor Guide
International Phonetic Alphabet

Letter Pronunciation Letter Pronunciation
A ALPHA N
B BRAVO O OSCAR
C P PAPA
D DELTA Q
E R ROMEO
F FOXTROT S
G T TANGO
H HOTEL U UNIFORM
I V
J JULIET W WHISKY
K X
L LIMA Y YANKEE
M MIKE Z ZULU
Instructor Notes
1. EXPLAIN that using the International Phonetic
Alphabet also enhances communications.
2. EXPLAIN that the International Phonetic Alphabet

(IPA) is a system of phonetic notation devised by
linguists to accurately and uniquely represent
each of the wide variety of sounds (phones or
phonemes) used in spoken human language.
3. FACILITATE a brief activity. TEST the trainees’

recall of the words by asking the group to call
out the missing words on the charts. Missing
words include:
• C: Charlie
• E: Echo
• G: Golf
• I: India
• K: Kilo
• N: November
• Q: Quebec
• S: Sierra
• V: Victor
• X: X-ray
Instructor Guide
Military Grid Reference System (MGRS)

– Precise locations
– Six digits reference an area of 100 square meters (UN standard)
35MRT 2814445440
The Military Grid Reference System (MGRS) is a Instructor Notes

standardized way to present precise locations. An 1. EXPLAIN that the Military Grid Reference System is
MGRS coordinate has an even number of digits up to a standardized way to represent global
10. The more digits in the coordinate, the more precise locations.
the location provided. For example, a six-digit
coordinate references an area of 100 square meters, 2. NOTE that trainees need to know what
the standard for United Nations’ Missions. A 10-digit coordinates represent and how to report them.
coordinate references an area that is 1 square meter. These coordinates will be discussed in more
detail later in the course.
Instructor Guide
Tactical Communications Scenario ACTIVITY

– Following a meeting at the community center, the principal (code word:
BOSS) changes his itinerary.
– Instead of going back to his office (code word: PALACE), he wants to go to a
nearby restaurant (code word: GARDEN) to meet a friend for coffee. You
must call the TOC (call sign: ALPHA BASE) to report the change.
Communicate your
Plan your message
message
Instructor Notes
1. FACILITATE the activity.
2. EXPLAIN that trainees will work in pairs. One

person will be the TOC and the other person will
be the team lead reporting a change to the
principal’s itinerary.
• Trainees will go outside, spread out, and use

their radios, if available. If radios are not
available, trainees will stand back-to-back
with their partner and communicate their
message.
• After the first trainee has communicated

the message, he or she will switch roles and
repeat the exercise.
3. LISTEN to the trainees as they communicate and

PROVIDE feedback.
Instructor Guide
Practice REGROUP
– Clear
– Secure
– Code words
– Call signs
– Pro-words
– Protocols
Instructor Notes
1. ASK trainees if they were able to transmit the
message effectively. ASK what they found
difficult and what they need to practice.
2. REMIND trainees that communication skills may

be impacted by stress in high-threat situations.
Practice will help operators counteract the
effects of stress.
Instructor Guide
Summary
– Terminology
– Importance
– Protocols
Instructor Notes
Instructor Guide
Human Rights and the Use of Force
Module 9: Human Rights and the Use of Force
Human Rights and the Use of Force Instructor Notes

This module explains the UN requirements and 1. INTRODUCE yourself and any co-instructors.
standards in a peacekeeping operation. It details
procedures that must be followed before and after 2. EXPLAIN that this module describes human rights
the use of firearms and steps that must be taken when implications related to the use of force by law
witnessing human rights violations. enforcement officials. The module also explains
procedures that must be followed before and
Learning Objectives after the use of force and when witnessing human
Upon successful completion of this module, trainees will rights violations.
be able to: Activities
• Discuss Article 2 of the UN Code of Conduct for • P.L.A.N. (10 min.)
Law Enforcement Officials • Permissible circumstances for using firearms (10
• Explain the legal basis for and principles of use of min.)
force
• Examine procedures for using force and firearms Instructor Preparation
• Describe UN police responsibilities when witnessing • Review all slides and Instructor Notes
rights being violated • Be familiar with the instructions for activities and
teach-backs and follow them carefully
Topics • Locate and familiarize yourself with the following:
• UN Code of Conduct for Law Enforcement Officials • Directive on Use of Force and Firearms (DUF)
• Legal basis for the use of force • Directive on Detention, Searches and Use of
• Basic principles in the use of force Force for United Nations Police Officers on
• Different means of force Assignment with the United Nations
• Procedures for using force and firearms • Note: These directives are labeled confidential, as
• UN Police responsibilities they are for UN mission personnel only; all PSU/FPU
members should receive a copy of each upon
Estimated Time: 2 hours arrival at the mission
Instructor Guide
Learning Objectives
– Discuss Article 2 of the UN Code of Conduct for Law
Enforcement Officials
– Explain the legal basis for and principles of use of force
– Examine procedures for using force and firearms
– Describe UN police responsibilities when witnessing
human rights violations
Instructor Notes
Instructor Guide
Topics
– UN Code of Conduct for Law Enforcement Officials
– Legal basis for the use of force
– Basic principles in the use of force
– Different means of force
– Procedures for using force and firearms
– UN Police responsibilities
Instructor Notes
Instructor Guide
UN Code of Conduct for Law Enforcement Officials

(Article 2)
– In the performance of their duty, law enforcement officials shall respect and
protect human dignity and maintain and uphold the human rights of all
persons
Discussion Question
– Can you name the number one way law enforcement officials abuse this right?
The right to human dignity is identified and protected Instructor Notes

by national and international law. However, when law 1. REVIEW Article 2 of the UN Code of Conduct for
enforcement officials use unnecessary and extreme Law Enforcement Officials.
force, they abuse that basic right.
2. ASK trainees to name the number one way in
Force is defined as any verbal command or physical which law enforcement officials abuse the right of
action to gain subject control. human dignity. The expected answer is extreme
and unnecessary use of force.
Exercising the power to use force may violate the 3. ASK trainees to provide the definition of force
most basic human rights, such as the right to life, under their own domestic laws and codes and
liberty, and security of person and the respect for his COMPARE their definition to the one given here.
or her inherent dignity.
4. ASK trainees to name other human rights affected
Law enforcement’s use of force that adds to a by force. Expected answers include:
violation of the right to life represents a clear defeat of • Universal Declaration of Human Rights:
one of the prime purposes of policing—maintaining
• Article 1: All human beings are born free
the safety and security of the person.
and equal in dignity and rights
• Article 3: Right to life, liberty and security of
person
• International Covenant on Civil and Political
Rights:
• Article 6 Prohibition of torture or other cruel,
inhuman or degrading treatment or
punishment
• Article 7: No one shall be subject to torture
or cruel, inhuman or degrading treatment or
punishment
Instructor Guide
Legal Basis for the Use of Force

– International mandates
– National (host country) law
– International customary and treaty law
– International non-treaty standards on policing
The VIP protection team must always exercise its Instructor Notes
duties and responsibilities strictly according to the 1. Briefly REFER to the laws and mandates listed in
United Nations Security Council Resolutions and other the slide. NOTE that each will be discussed in the
official issuances applicable to the mission to which it following slides.
is assigned.
2. EXPLAIN that national laws are the law in the
It must perform in strict accordance with international country to which they are deployed.
human rights and criminal justice norms and
international policing standards. 3. ADVANCE to the next slides to DISCUSS each item.
Instructor Guide
International Mandates
– The authority for UN Police to
use force derives from the
mandate established by the UN
Security Council
In addition to the mandate, the following specific Instructor Notes

mission directives apply: 1. INTRODUCE the international mandates. Specific
• Directive of Use of Force guidance is introduced in the following slides.
• Directive on Detention, Searches and Use of Force
for United Nations Police Officers on Assignment 2. ENSURE that trainees have been provided the
with the United Nations Directives of Use of Force and/or Rules of
Engagement and that they are familiar with
• Rules of Engagement for UNPOL Formed Units of
these documents.
the United Nations
General guidelines dictate that UN Police should use 3. STRESS that the trainees are responsible for
force only as a measure of last resort, when they have reading and understanding these documents.
exhausted other methods of persuasion.
4. EMPHASIZE that trainees need to familiarize
An officer must always exercise restraint when using themselves with:
force. The goal of the use of force is to influence and
• The specific mission Directives of Use of
deter those seeking to harm others.
Force
The use of force by UN Police should always be • Directive on Detention, Searches, and Use
calibrated in a precise, proportional, and appropriate of Force for UN Police Officers on
manner, within the principle of the minimum force Assignment with the UN
necessary to achieve the desired effect, while
sustaining consent for the mission and its mandate. 5. REMIND trainees that they were (should have
been) provided these documents upon their
The Directive of Use of Force clarifies the different arrival to the mission.
levels of force that can be used in various
circumstances, how each level of force should be
used, and any authorizations that must be obtained.
Instructor Guide
Host Country Law

– The principle for legitimacy for
the UN Police is the national law
– UN Police will assume that the

national law is applicable to them
and the local population
– In case of contradiction, UN
Police will follow the
international rules unless the
national law’s human rights
standards exceed international
legal requirements
The laws of the host country are very important in the Instructor Notes
implementation of both executive and non-executive 1. EXPLAIN the guidance listed above, making sure
mandates since they constitute the setting for law trainees follow the rules or laws that have the
enforcement in that country. highest standards for protecting human rights.
Executive peacekeeping missions are the missions in 2. TELL trainees to seek mission guidance.
which the UN has arrest authority and carries out the
functions of government (Transitional Mission).
3. EXPLAIN executive and non-executive missions—
executive peacekeeping missions are the
Non-executive peacekeeping missions are the
missions in which the UN has executive authority
missions in which the UN does not assume authority for
to carry out the functions of the government; the
the executive functions of government—i.e., the UN
non-executive peacekeeping missions are those
does not assume the role of a transitional government.
in which the UN does not assume authority for
Most UN missions are non-executive; at this time all UN
the executive functions of the government.
missions are non-executive authority.
4. If feasible, PROVIDE examples of host country
laws and international rules, and ASK trainees
which they would follow.
Instructor Guide
International Customary
and Treaty Law
– Universal Declaration of
Human Rights
– International Covenant of Civil

and Political Rights
– Convention against Torture and

Other Cruel, Inhuman or
Degrading Treatment or
Punishment
Provisions relevant to the Directive on Use of Force are Instructor Notes

contained in the international documents listed 1. EXPLAIN the instruments listed above.
above.
2. ASK trainees to answer the following question: In
UN Police must comply with treaty-based and the event of contradiction between national law
customary international human rights. and the international customary and treaty law,
which must the UN Police observe? Expected
When a contradiction exists between national and answer is: the international law unless the
international law that defines the country or mission, national (host country) law provides for better
UN Police must observe the international law unless human rights protection.
the national laws accord better human rights
protection.
3. EXPLAIN that UN Police leadership must ensure
that the standard operating procedures and
Regional instruments, such as the African Charter,
Directives of Use of Force regulating the policing
InterAmerican Convention, and European Convention
functions are consistent with international law.
also regulate the use of force.
4. EXPLAIN that UN Police leadership must provide
proper training to the UN Police units, who, in
turn, ensure that the international rules are
understood and observed when mentoring,
advising, and training the host country police
officers.
Instructor Guide
International Non-treaty
Standards on Policing
– Basic Principles on the Use of
Force and Firearms by Law
– The Code of Conduct for

Law Enforcement Officials
These non-treaty standards provide detailed Instructor Notes

guidelines for the conduct of law enforcement 1. DISCUSS the non-treaty standards listed above.
officers. They cover issues such as use of force and
firearms, arrest and detention, and special rules for 2. EXPLAIN that the following slides cover specific
women and children. guidelines listed in the international mandates,
international customary and treaty law, and
. international non-treaty standards on policing.
3. ASK trainees whether they have any questions so

far.
Instructor Guide
Basic Principles of the Use

of Force and Firearms by
Law Enforcement Officials
– Sets standards for the use of
force and firearms, including:
• When firearms may be used
• How firearms may be used
• What must be done after
their use
• Accountability for misuse
Instructor Notes
1. INTRODUCE the topics above.
2. EXPLAIN that the following slides cover each

point.
Instructor Guide
Basic Principles in the Use of Force and Firearms by Law

P Proportionality
L Legality
A Accountability
N Necessity
When force is applied, every officer or commander Instructor Notes

must continually evaluate whether the situation is 1. EXPLAIN that these basic principles must always
stable, escalating, or de-escalating, and adjust the be observed in the use of force.
means of force accordingly.
2. EXPLAIN that you and other instructors will be
referring to this acronym P.L.A.N. throughout the
training. Be aware that the acronym may not
translate in other languages, so ensure that
speakers of all languages understand the term.
3. ENSURE that trainees understand the term

“proportionality.” A good way to explain it is that
proportionality is used to convey the idea that the
use of force should fit the threat.
4. ADVANCE to the next slide where trainees will

determine the principles under each step.
Instructor Guide
P.L.A.N. ACTIVITY
– Group 1: List elements that must be considered for proportionality.
– Group 2: List elements that must be considered for legality.
– Group 3: List elements that must be considered for accountability.
– Group 4: List elements that must be considered for necessity.
Work in your group Use flipchart
Instructor Notes
P.L.A.N. activity (10 minutes + 15 minutes discussion
time): The purpose of this activity is to have trainees
brainstorm the considerations that must be taken
under each of the essential elements.
1. DIVIDE the trainees into small groups.
2. MAKE sure they have access to flipcharts, boards,

or other training aids to write on.
3. REVIEW the directions with the trainees: In this

activity, trainees will break into groups of four,
each group will have an element of P.L.A.N. The
groups are to write on a flipchart all
considerations under that element. Each group
will then present its response to the class.
4. ADVANCE to the next slide when the trainees are

ready to brief.
Instructor Guide
REGROUP
Proportionality?
Legality?
Accountability?
Necessity?
Proportionality Necessity
• Use of force is unavoidable • Force to be used only when strictly necessary
• Use of force is proportional to lawful objectives • Nonviolent means to be attempted first
• Damage and injury are minimized • Restraint to be exercised in the use of force, only
the minimum level required and only for the time
• Non-violent means are attempted first
necessary
• Restraint is exercised in the use of force
Legality Instructor Notes

• Use force only for lawful enforcement purposes, 1. REGROUP from the previous activity.
without exception or excuses
2. ENGAGE trainees in a discussion of the response
Accountability and COMPARE their responses to the information
• Incidents to be immediately reported and in the slide.
reviewed by superiors
3. ACKNOWLEDGE trainees’ responses.
• Superior officials are responsible for actions of
police under their command if they knew or should
have known of abuses and neglected to act 4. MAKE sure the trainees have no questions before
moving on.
• Immunity is given to police officials who refuse
unlawful orders
• All officers must be trained in use of force options—
from officer presence to lethal weapons
Instructor Guide
Teach-Back
– Explain the intent of
Article 2, UN Code of
Conduct for Law
– In the event of
contradiction between
national law and the
international
customary and treaty
law, which must UN
Police observe
Instructor Notes
1. CALL upon trainees to respond to the statements
in the slide.
2. Expected answers follow:
• Question 1: Explain the intent of Article 2, UN

Code of Conduct for Law Enforcement
Officials. Expected answer: In the
performance of their duty, law enforcement
officials shall respect and protect human
dignity and maintain and uphold the human
rights of all persons.
• Question 2: In the event of a contradiction

between national law and the international
customary and treaty law, which must the UN
Police observe? Expected answer: the
international law unless the national (host
country) law provides for better human rights
protection.
Instructor Guide
Teach-Back P Proportionality
– Explain the basic
principles of: L Legality
A Accountability
N Necessity
Instructor Notes • Accountability

CALL upon one or more trainees to stand and explain • Incidents to be immediately reported and
the steps involved in each of the principles of P.L.A.N. reviewed by superiors
Expected answers:
• Superior officials to be held responsible for
• Proportionality actions of police under their command if they
• Use of force is unavoidable knew or should have known of abuses and
neglected to take action
• Use of force is proportional to lawful objectives
• Immunity given to police officials who refuse
• Damage and injury are minimized unlawful orders
• Non-violent means are attempted first • All officers must be trained in use of force
• Restraint is exercised in the use of force options
• Legality • Necessity
• Force to be used only for lawful enforcement • Force to be used only when strictly necessary
purposes, without exception or excuses • Nonviolent means to be attempted first
• Restraint to be exercised in the use of force,
only the minimum level required and only for
the time necessary
Instructor Guide
Use-of-Force Model
Lethal
Less-than-
Lethal
Batons/Gas/Water
Restraints
Physical Human Force

Violent Means
Non-violent Verbal Commands
Means & Show of Force
Presence of Authority
The use-of-force model provides the appropriate Instructor Notes

response to any level of resistance. It allows for 1. Based on the examples above of different means
escalation and de-escalation based solely on the of force, DISCUSS how the trainees apply them in
behavior of the threat. their own national context.
Firearms are the final level of response in use of force. 2. PROVIDE examples of when each phase is
Firearms have a high probability of causing death or acceptable.
serious and permanent injury and should be used only
when the life of the principal, citizens, VIP protection
team, or others can be reasonably believed to be in
immediate danger.
Instructor Guide
Permissible Circumstances for Using Firearms ACTIVITY

– List the extreme circumstances that allow the use of deadly force
– Assign a spokesperson to present the findings for your group
Work in your group List on a flipchart
Instructor Notes
Permissible circumstances for using firearms (10
minutes + 10 minutes discussion time): The purpose of
this activity is to have trainees brainstorm the
circumstances in which the use of firearms is
permissible.
1. DIVIDE the trainees into small groups.
2. MAKE sure they have access to flipcharts or other

training aid on which to write.
3. REVIEW the directions with the trainees: In this

activity, trainees will break into their groups and
discuss circumstances they believe to be
permissible to use firearms. Have the groups write
their answers on a flipchart and assign a
spokesperson to explain their responses.
4. When trainees are ready to present, ADVANCE to

the Regroup slide.
Instructor Guide
Permissible Circumstances for Firearms REGROUP
Intentional lethal use of force and firearms will be Instructor Notes

permitted only when strictly unavoidable to protect 1. REGROUP from the previous activity.
human life and in defense of the UN mandate.
• In self-defense or defense of others against 2. ENGAGE trainees in a discussion of the response
imminent threat of death and COMPARE the responses to the information in
the slide.
• To prevent a particularly serious crime that involves
a grave threat to life 3. COMPARE trainee responses and ENSURE the
• To arrest or prevent the escape of a person posing groups reach a consensus before moving on.
such a threat and resisting efforts to stop the threat,
only when less extreme measures are insufficient 4. ACKNOWLEDGE trainees’ responses. Responses
should be as follows:
• In extreme circumstances
• When less extreme measures are insufficient
• When strictly unavoidable to protect human

life
5. MAKE sure the trainees have no questions before

moving on.
Instructor Guide
Discussion
– Name the procedures
you should follow before
using firearms
– Name the exceptions to
these procedures
Procedures for the use of firearms Instructor Notes

• The officer is to identify himself or herself as a police 1. ENGAGE trainees in a discussion on each of the
official AND three procedures.
• The officer is to give a clear warning AND 2. ENSURE that trainees agree with the procedures.
• The officer is to allow sufficient time for the warning
to be obeyed 3. ENGAGE trainees in a discussion on each of the
exceptions.
Exceptions
4. ENSURE that trainees agree with the exceptions.
• These steps will not be required if the delay would
result in death or serious injury to the officer or
5. PROVIDE examples, if you have them, of when
others OR
these exceptions are made.
• It is clearly pointless or inappropriate in the
circumstances to delay 6. ASK trainees to share examples of when these
procedures do not have to be followed.

moving on.
Instructor Guide
Discussion Question
– What procedures must be
followed after the use of firearms?
Procedures after the use of firearms Instructor Notes

• Render medical aid to all injured persons 1. ENGAGE trainees in a discussion on the question.
• Allow investigation when requested or required 2. ENSURE that all trainees agree with the
• Submit a full and detailed report of the incident procedures before moving on.
3. If feasible, WRITE the agreed-upon answers on a

flipchart or whiteboard.

moving on.
Instructor Guide
UN Police Responsibilities under Non-executive Mandate

– If a UN Police officer witnesses, discovers, or is aware of a human rights
violation in any way, the officer is to:
• Put an end to the violation and/or prevent further violations
• Provide assistance to the victim as necessary
• Mentor and advise accordingly
• Report the human rights violation to the immediate superior
• Report the human rights violation to the human rights component of the mission
and consult on further necessary action
UN Police must ensure that the police of the host Instructor Notes
country use force and firearms in compliance with 1. ENGAGE trainees in a discussion on the UN Police
international human rights standards (14/23). responsibilities.
The UN Police role is crucial to prevent human rights 2. ASK trainees to give examples of human rights
violations by the local police: violations they have observed.
• By mentoring, advising, and training the host
country police in accordance with international 3. DISCUSS what they did as a result of that
human rights standards observation.
• By reporting on human rights violations and
4. USE Sudan or Liberia or other non-executive
enforcing accountability through investigations
mandate as an example.
and sanctions
• By collaborating with mission partners such as
human rights, judicial affairs, and correction
officers to establish a coordinated action by the
mission in support of human rights and the rule of
law
Instructor Guide
UN Police Responsibilities under an Executive Mandate

– The UN Police are responsible for:
• The use of force
• Any use of force must be carried out in accordance with the laws of host country
and with respect for international human rights standards
• UN Police must follow the legislative framework of the host country as long as it
does not conflict with the UN human rights standards or other UN rules and
regulations.
• Abuse of authority, excessive use of force, or other serious misconduct by UN
Police must be reported to the Head of Mission who will begin an investigation
UN Police must respect the legislation applicable in Instructor Notes

the host country if it does not conflict with United 1. REMIND trainees that in addition to the mandate,
Nations human rights norms and standards or United UN Police are responsible for following the
Nations rules, regulations, and other issuances. guidelines listed below:
In situations in which UN Police use force and firearms, • Directive on Use of Force and Firearms (DUF)
they are required to fully respect human rights.
• Directive on Detention, Searches and Use of
Abuse of authority, excessive use of force, and other Force for United Nations Police Officers on
serious misconduct committed by UN Police have to Assignment with the United Nation
be reported to the Head of Mission who will start a
• Rules of Engagement for UN Police Formed
preliminary investigation.
Units of the United Nation (ROE)
2. REMIND trainees that these confidential

documents should have been provided to them.
The trainee is responsible for reading and learning
these documents.
3. USE an executive mission (Timor-Leste) as an

example. LET trainees read the mandates of those
missions and discuss the responsibilities of UN
Police.
4. ENSURE that trainees understand their

responsibilities under both a non-executive and
an executive mandate before closing the
module.
Instructor Guide
Summary
– UN Code of Conduct for Law Enforcement Officials
– Legal basis for the use of force
– Basic principles in the use of force
– Different means of force
– Procedures for using force and firearms
– Accountability for use of force and firearms
Final thoughts or questions?
Instructor Notes

on.
Instructor Guide
Firearms I: Ready Positions and Draws
Module 10: Firearms I:

Ready Positions and Draws
Firearms I: Ready Positions and Draws Instructor Notes

This module reinforces trainees’ knowledge of ready EXPLAIN that this module is a brief refresher on ready
positions and the five-step quick-draw using a pistol. In positions used by the United Nations (UN) as well as
addition, trainees will learn how to perform a one- the five-step quick-draw for the pistol. In addition, this
hand quick-draw used by bodyguards in VIP module presents a variation of the five-step quick-
protection operations. The one-hand quick-draw will draw used by bodyguards in VIP protection
be used in bodyguard drills and throughout the course operations.
by trainees when practicing the role of bodyguard.
Learning Objectives
Upon successful completion of this module, trainees • Review all slides and Instructor Notes.
will be able to: • Have a holster and training pistol available for
demonstration.
• Demonstrate ready positions using the pistol • Review the corresponding practical exercise in
• Demonstrate the five-step quick-draw technique the Practical Exercise Field Guide.
with two hands
• Demonstrate the five-step quick-draw technique
with one hand
Topics
• Ready positions
• Five-step quick-draws (one-hand and two-hand)
Estimated Time: 30 minutes classroom/1.5 hours

practical exercise
Instructor Guide
Learning Objectives
– Demonstrate ready positions with a pistol
– Demonstrate the five steps of the quick-draw with a
pistol using
• Two hands
• One hand (for bodyguards)
Instructor Notes
Instructor Guide
Topics
– Ready positions
– Five-step quick-draw
• Two hands
Instructor Notes
Instructor Guide
Teach-Back
– Recite the Four Golden Rules of Firearms Safety
Instructor Notes
CONDUCT a teach-back by asking for a volunteer to
recite the Four Golden Rules of Firearms Safety:
1. Always consider all firearms as loaded.
2. Keep your weapon pointed in a safe direction

until you intend to shoot.
3. Keep your finger off the trigger and out of the

trigger guard until you intend to shoot.
4. Be sure of your target and what is beyond.
Instructor Guide
Ready Position: Weapon at the Holster
Instructor Notes
1. EXPLAIN that there are five ready positions for
operators engaged in potentially dangerous
situations. Operators should always consider the
UN directive on the appropriate use of force with
firearms.
2. Briefly EXPLAIN the ready position, weapon at

holster. NOTE that this is the least aggressive
stance.
Instructor Guide
Ready Position: Low Ready
Instructor Notes
1. Briefly EXPLAIN the low ready position.
2. Note that the instructor in this picture is showing

two variations of the low ready position. Both
variations are tactically sound. Provided the
shooter maintains control of the weapon and
handles it safely, there are advantages to both.
• The picture on the left is easier for the

shooter to keep his weapon pointed at a
known threat while scanning 360°.
• The picture on the right shows a more

conventional low-ready position maintaining
control of the weapon in a safe manner.
3. EMPHASIZE that the pistol is pointed in a safe

direction, at a 45-degree angle and is ready to be
brought up into a firing position.
Instructor Guide
Ready Position: Close Ready
Instructor Notes
1. Briefly EXPLAIN the close ready position.
2. EMPHASIZE that the pistol is close to the chest,

pointing in the same direction as the body
(towards the threat).
3. EXPLAIN that this is a shooting position. This is a

more advanced method of shooting than
trainees may have practiced up to this point.
4. NOTE that this position can be used with only one

hand as well.
Instructor Guide
Ready Position: High Ready
Instructor Notes
1. Briefly EXPLAIN the high ready position.
2. EMPHASIZE that the operator is looking over the

top of the pistol to maintain peripheral vision.
3. EXPLAIN that the high ready with a one-hand

draw looks the same except that one hand
secures the principal.
Instructor Guide
Ready Position: Fire Ready
Instructor Notes
1. Briefly EXPLAIN the fire ready position.
2. EMPHASIZE that this is the most aggressive position

with the pistol aimed at the threat and ready to
fire, if needed.
Instructor Guide
Five-Step Quick-Draw
– Must be fast and fluid (no unnecessary
movements)
– Two-hand draw for VIP protection operators
– One-hand draw for bodyguards
– Practice, practice, practice
Instructor Notes
1. EXPLAIN that the five-step quick-draw must be fast
and fluid without unnecessary movements or
hesitation.
2. ADVISE trainees that VIP protection team

members will use the two-hand quick-draw they
learned in firearms training. However, bodyguards
use a variation of that draw that uses only one
hand.
3. ASK trainees why the bodyguard needs to use a

one-hand draw. EXPECT trainees to respond that
the bodyguard needs to have a free hand to help
move the principal.
4. EMPHASIZE the importance of practice in

developing muscle memory for a fast and fluid
quick-draw.
Instructor Guide
Step 1: Grip
– Feet pointed toward
threat
– Shooting hand elbow
rises
– Weak hand to the chest
– Hand high on the grip
– Index finger straight
along the barrel
– Release active-retention
system of holster
– Eyes to threat
Instructor Notes
Briefly EXPLAIN the first step of the quick-draw using
the notes and photograph on the slide.
Instructor Guide
Step 2: Raise Pistol

– Pull pistol straight up
– Keep your wrist firm in the straight position
– Index finger straight along the barrel
– Weak hand stays on the chest
– Eyes to threat
Instructor Notes
Briefly EXPLAIN the second step using the notes and
photograph on the slide.
Instructor Guide
Step 3: Pivot
– Keep wrist straight in line with forearm
– Pivot (rotate) arm at the shoulder down
and forward
– Weak hand
• One-hand draw: secures principal
• Two-hand draw: weak hand “catches” the
weapon securing the two-handed grip
– Eyes to threat
Instructor Notes
1. Briefly EXPLAIN the third step using the notes and
2. NOTE that in the one-hand draw, the non-

shooting hand reaches behind to grab the
principal. In the two-hand draw, the non-shooting
hand goes to the chest.
Instructor Guide
Step 4: Transition
– Keep the pistol pointed toward threat
– Index finger straight along barrel
– Move pistol up towards your dominant
eye with weak hand enclosing entire grip
– Eyes are on the threat and pistol comes
into view
– Start focusing on front sight as the pistol
moves in line with the threat
Instructor Notes
Briefly EXPLAIN the fourth step using the notes and
Instructor Guide
Shoulders squared
toward the threat
Proper two-handed
grip on the pistol
Arms straight and
approximating an
isosceles triangle
Feet about shoulder
width apart, pointed
towards threat, legs
slightly flexed
Step 5: Fire Ready
Instructor Notes
1. Briefly EXPLAIN the fifth step using the notes and
2. NOTE that the photograph shows a very good

two-handed pistol shooting position. However, a
bodyguard would be more upright, providing
greater protection to the principal.
Instructor Guide
Re-holstering
– Scan for threats
– Do not holster if threat is still present
– De-cock weapon, if applicable
– Re-holster in the opposite order of
drawing
• High ready
• Close ready
– If you don’t have a tactical holster,
guide your pistol with weak hand
during re-holstering
Instructor Notes
1. EXPLAIN how to re-holster the pistol using the notes
on the slide.
2. EMPHASIZE the importance of keeping the index

finger straight along the barrel to prevent an
accidental discharge of the weapon.
3. REMIND trainees that they should not re-holster if a

threat is still present.
Instructor Guide
One-Hand Quick-Draw
Instructor Notes
1. PLAY the video on the slide to illustrate the one-
hand quick-draw. POINT out that the movements
are fast and fluid.
2. REPLAY the video several times.
Instructor Guide
Teach-Back
– Demonstrate the five-step
quick-draw with one hand
Instructor Notes
1. CONDUCT a teach-back by asking a volunteer to
demonstrate the five-step quick-draw with one
hand.
2. REINFORCE muzzle control.
3. ASK for more volunteers to demonstrate the five-

step quick-draw, as time permits.
Instructor Guide
Summary
– Ready positions
– Five-step quick-draw
• Two hands
Refer to the Practical

Exercise Field Guide
Instructor Notes

outside to practice the ready positions and draws.
Instructor Guide
Bodyguard Responsibilities
Module 11: Bodyguard Responsibilities
Bodyguard Responsibilities Instructor Notes

This module will help define the roles, responsibilities, 1. INTRODUCE yourself and any co-instructors.
and priorities of a bodyguard and teach bodyguard
positions to protect the principal while safely handling 2. EXPLAIN that this module reviews roles and
weapons. responsibilities of the bodyguard and covers a
number of bodyguard positions and actions to
Learning Objectives take relating to the direction of a threat on the
Upon successful completion of this module, trainees principal.
will be able to:
• Describe roles, responsibilities, and priorities of a Activity
bodyguard • What Are Your Priorities? (5 min.)
• Perform the basic bodyguard stance
• Perform basic bodyguard positioning
• Review all slides, videos, and Instructor Notes.
• Follow safety rules for handling weapons • Arrange to have blue guns and holsters for
• Perform basic bodyguard drills demonstration and practice.
• Review the Practical Exercise Guide for step-by-
Topics step directions.
• Bodyguard roles, responsibilities, and priorities • Make sure that the videos play automatically. If
• Bodyguard stance they do not, refer to guidelines in Instructor
Preparation Guide.
• Basic bodyguard position
• Handling weapons
• Responding to threats
Estimated Time: 1 hour classroom/1 hour practical

exercise
Instructor Guide
Learning Objectives
– Describe roles, responsibilities, and priorities of a bodyguard
– Perform the basic bodyguard stance
– Perform basic bodyguard positioning
– Follow safety rules for handling weapons
– Perform basic bodyguard drills
Instructor Notes
Instructor Guide
Topics
– Bodyguard roles, responsibilities, and priorities
– Bodyguard stance
– Basic bodyguard position
– Handling weapons
– Responding to threat
Instructor Notes
Instructor Guide
Bodyguard
– Assigned directly to the principal
– Takes immediate tactical action in the event of an attack or other serious incident
to take control of and extract the principal from the threat
– Remains with the principal at all times and acts as the last line of defense
Instructor Notes
EXPLAIN the following information:
• The bodyguard is assigned directly to the

principal.
• His or her immediate tactical response in the

event of an attack or other serious incident is to
take control of and extract the principal from the
threat.
• The bodyguard will remain with the principal at all

times and act as the last line of defense.
Image: http:
www.eliteukforces.info/police/SO14-royalty-
protection/
Instructor Guide
Priorities
– What are the bodyguard’s priorities in a police peacekeeping VIP operation?
Police and other

Public operators
Suspects and
assailants Principal
Instructor Notes
1. ASK trainees to brainstorm the four top priorities for
the bodyguard in a VIP protection team.
2. After some time, CLICK on the mouse to have the

priorities appear in order. On first click, the
principal appears. On second click, the public
appears. On third click, police and other
operators appear; and on fourth and final click,
suspect and assailants appear.
3. CONGRATULATE trainees if they got the answer

correct. If they did not provide the correct
answers, EMPHASIZE that the number one priority
must always be to keep the principal safe.
Instructor Guide
Bodyguard Brief
– Confirm agenda
• Call the team leader with any changes
– Ask principal about relevant health
issues
– Explain to the principal that you will
not touch him or her unless there is
a threat
Confirm the agenda as it may have changed. If so, Instructor Notes

the bodyguard should call the team leader with the 1. EXPLAIN that the bodyguard should report any
changes. The team leader will contact the tactical changes to the agenda to the team leader and
operations center. the team leader will contact the tactical
operations center.
The bodyguard should ask about any health issues he
should be aware of. He or she should explain his 2. TELL trainees that the bodyguard should ask about
procedures to the principal—”Sir or ma’am, I will not any health issues the principal has that he (the
put my hands on you. If I do touch you, it is for your bodyguard) should be aware of. The bodyguard
own protection. If anything happens, please do not should also explain his procedures to the
fight me and please listen to everything I say.” principal—explaining that he will not put his hands
on the principal except in an emergency.
Instructor Guide
Basic Bodyguard Stance

– Feet shoulder width apart
– Hands in a position to easily
defend and draw weapon
– Eyes scanning for a possible
threat
Instructor Notes
1. EXPLAIN and then DEMONSTRATE the bodyguard
stance.
• Feet shoulder width apart: The bodyguard’s

stance should be very stable with his or her
feet placed in a position that allows him or her
to move quickly with as little extra movement
as possible.
• Hands in a position to easily defend and draw

a weapon: The bodyguard can place his or
her hands at his or her sides or together near
the chest (interview stance). Hands must be
positioned where the weapon can be
accessed and the principal controlled quickly
and efficiently, if necessary.
• NOTE: A bodyguard’s hands should never be

placed in his or her pockets or behind his or
her back.
2. HAVE trainees stand and, working in pairs,

practice the bodyguard stance.
3. If possible, WORK with a co-instructor to ensure

trainees are positioning correctly.
Instructor Guide
Basic Bodyguard
Position
– Position approximately
one arm’s length behind
the principal
– Offset to the right or left
depending on the
operator’s shooting
side—stand to your own
strong side
– Scan 360 degrees, three-
dimensional, for threats
The bodyguard should be no farther than an arm’s Instructor Notes

length away from the principal. He or she is 1. EXPLAIN and then DEMONSTRATE the bodyguard
responsible for immediately shielding and removing position.
the principal from the scene in the event of an attack.
2. DISCUSS why this position is important.
The bodyguard reacts proactively if he or she detects
any threatening behavior. Upon threatening actions, 3. EXPLAIN the importance of offsetting to the
the bodyguard shields the principal from the threat by bodyguard’s strong side and of scanning 360
placing his or her own body between the principal degrees, three-dimensional for threats.
and the threat.
practice the bodyguard position.

Instructor Guide
Weapons Handling Safety

Rules
– ALWAYS keep the muzzle of
weapon on target or pointed in
a safe direction
– KEEP finger off trigger and on
the weapon frame until
prepared to fire
Instructor Notes
1. EXPLAIN and then DEMONSTRATE weapons
handling using blue guns.
2. Next, INCORPORATE the weapons handling (blue

guns) in the bodyguard stance and then the
bodyguard position.

INCORPORATE weapons handling (blue guns) in
the bodyguard position.

Image: https://gearpatrol.com/2014/02/11/guide-to-
life-how-to-hold-and-fire-a-handgun-properly/
Instructor Guide
Contact Drills
– A system of clear, definite, and
chronological tasks the
bodyguard must follow to
increase the likelihood that the
principal will survive an attack
Quick response time is essential to the principal’s Instructor Notes

safety. Continual practice of bodyguard drills and EXPLAIN the importance of training in general and of
attacks on principal makes the response instinctive. contact drills, in specific.
Instructor Guide
Contact Front
PE Guide
This technique is to be used when it is only the Instructor Notes

principal and bodyguard for protection. The Note: The video should start automatically.
technique would not be used if the bodyguard and
1. ASK for and ANSWER any questions trainees may
principal were accompanied by a team in a diamond
have.
or box formation.
2. The next part is similar to the Simon Says game—
that is, when you read a step (tell trainees what to
do), trainees perform the action. See the PE
Guide for steps for each position.
3. ASK trainees to stand and pair up. One trainee will
be the principal and the other trainee will be the
bodyguard.
4. READ each step in the attached drill and HAVE
the trainee role-playing the bodyguard perform
that step.
5. Don’t switch roles at this stage. You will be
repeating this exercise in the next slides, so
everyone will have the chance to play the role of
bodyguard.
6. HAVE at least one co-instructor to ensure that the
“bodyguard” is making the right move.
7. PROVIDE a blue gun for trainees to practice
weapons handling. MAKE sure they also maintain
the correct stance and position.
Instructor Guide
Contact Left (Right-Handed Bodyguard)
PE Guide
This technique is to be used when it is only the Instructor Notes

principal and bodyguard for protection. The Note: The video should start automatically.
technique would not be used if the bodyguard and
principal were accompanied by a team in a diamond
have.
or box formation.
2. CONTINUE with the Simon Says game.
3. ASK trainees to stand and pair up with the same
partner they had in the previous activity. This time
have the pair switch roles—the principal will now
be the bodyguard and vice versa.
that step.
6. ASK whether anyone is left-handed. If anyone is,
ILLUSTRATE and have the trainee or trainees
practice contact left for left-handed bodyguard.
REFER to the second checklist.
Instructor Guide
Contact Right (Right-Handed Bodyguard)
PE Guide
Instructor Notes
Note: Video should start automatically
have.
2. CONTINUE with the Simon Says game.
3. REFER to the PE Guide for steps.
bodyguard.
5. HAVE trainees switch from their role in the last
game.
that step.
8. ASK whether anyone is left-handed. If anyone is
left-handed, ILLUSTRATE and have the trainee or
trainees practice contact right for left-handed
bodyguards. REFER to the second checklist.
Instructor Guide
Contact Rear
PE Guide
Instructor Notes
Note: Video should start automatically
have.
2. This is the final Simon Says game. REFER to PE
Guide for steps.
bodyguard.
4. HAVE trainees switch from their role in the last
game.
that step.
Instructor Guide
Evacuation Drill
– Always place yourself between threat and principal, facing away from threat
– VIP protection team provides cover
The evacuation technique is used in conjunction with Instructor Notes

a protection team or when the threat is neutralized Note: Video should start automatically.
and the bodyguard is attempting to get the principal
to a safe location “off the X.” 1. DEMONSTRATE and EXPLAIN evacuation drill.
2. EXPLAIN that all of the techniques used until now

reflect the situation where the bodyguard is the
only member with the principal. This technique,
however, should not be conducted unless the
bodyguard is a part of a team, most likely working
in diamond or box formations.
3. HAVE trainees practice the evacuation drill.
4. ASK trainees whether they have any questions on

any of the drills performed.
Instructor Guide
Safe Haven/Rally
Point
– Set up defensive
perimeter
– Prepare for next attack
– Check health status of
principal and every team
member
– Check ammunition
status of every team
member
A rally point is a pre-designated location in which Instructor Notes

team members can assemble and reorganize in the 1. DEFINE a rally point.
event they become separated during an incident.
Operational orders may include more than one rally 2. EXPLAIN the steps that should be taken at the rally
point if the safe haven is distant. point.
A safe haven is a pre-designated location in which 3. DEFINE a safe haven, and DISCUSS how a safe
the principal may be unloaded. It must be haven differs from a rally point.
defendable, and the team must set up a defensive
perimeter in case of another attack. 4. DISCUSS the type of first aid treatment that may
be needed.
Check the health status of the principal and then
every team member at either a rally point or the safe 5. EXPLAIN that if team members are low on
haven, depending upon the situation. ammunition, they must ensure that while they
load their weapons other team members cover
Make sure that areas of observation for both the team their area of observation.
member who is injured and the team member who is
treating the injured are covered while treatment is
given/received.
The same is true with checking for ammunition. If a

team member is low on ammunition, make sure that
another team member covers his or her area of
observation while he or she is reloading the weapon.
Image:
https://upload.wikimedia.org/wikipedia/commons/8/
8f/Mini_Police_Station_-_geograph.org.uk_-
_257268.jpg
Instructor Guide
What is wrong with this picture?
Instructor Notes
1. GIVE trainees a few minutes to determine what is
wrong with this photo. Expected answer is that the
bodyguard is standing with his hands behind his
back.
2. ASK participants why this position is incorrect and

ASK for a volunteer to demonstrate the correct
position.
Instructor Guide
Summary
– Bodyguard roles, responsibilities, and priorities
– Bodyguard stance
– Basic bodyguard position
– Handling weapons
– Responding to threat
Refer to the
Practical Exercise
Field Guide
Instructor Notes
on to the practical exercise.
Instructor Guide
Direct Protection Formations
Module 13: Direct Protection Formations
Direct Protection Formations Instructor Notes

This module identifies and demonstrates how to 1. INTRODUCE yourself and any co-instructors.
provide protection to a principal during movement on
foot. 2. EXPLAIN that this module covers the basics on
direct protection formations and introduces the
Learning Objectives responsibilities of all members of the VIP protection
Upon successful completion of this module, trainees team in each formation.
will be able to:
• Discuss the characteristics of foot formation Videos
• Explain the positions and roles in each formation • Diamond to Box Formation
• Box to Diamond Formation
• Discuss steps to plan a movement
• Demonstrate the diamond and box formations with Practical Exercises
4-, 5-, and 6-member teams • Demonstration and Practical Exercise on All
Formations (2.5 hours)
Topics
• Concentric rings of security Instructor Preparation
• Foot formations • Review Instructor Notes.
• Review teach-backs and practical exercises.
• Planning for movement
• Play videos.
• Make sure you have equipment in working order.
Estimated Time: 90 minutes classroom/2.5 hours
practical exercise
Instructor Guide
Learning Objectives
– Discuss the characteristics of foot formations
– Explain the positions and roles in each formation
– Discuss steps to plan a movement
– Demonstrate the diamond and box formations with 4-, 5-,
and 6-member teams
Instructor Notes
Instructor Guide
Topics
– Concentric rings of security
– Foot formations
– Planning for movement
Instructor Notes
Instructor Guide
Concentric
Rings of Security
Inner
Middle
Outer
Definition: Concentric rings are a layered defense Instructor Notes

system that surrounds the principal with an inner, 1. REMIND trainees that concentric circles were
middle, and outer ring of protection. In each ring, only introduced in the Police Peacekeeping VIP
those individuals with a need to be near the principal Protection Overview module. Before you click to
are given access. reveal the circles, ASK trainees to define them.
Inner ring 2. CLICK to reveal and highlight the concentric
• Area directly around the principal circles as you discuss them.
• Most restrictive of the three rings
3. EMPHASIZE that the rings can expand or contract
• Staffed first depending on:
Middle ring • Principal’s status and location (private or
• Borders the area around the inner ring public)
• Staffed after the inner ring • Perceived threat around the principal
• Size of location
• Staffed by close protection members not in the
• Terrain
formation—counter assault team or local police
• Available manpower and other resources
officers and designated security officers
4. PROVIDE scenarios and ASK trainees how they
Outer ring
would arrange and man the rings of security.
• Reactionary force
• Farthest from the principal 5. DEMONSTRATE the concentric rings of security
under various threat levels, in various terrains,
• Staffed by formed police support units, counter
and with various levels of manpower and
surveillance team, local police, or security officials
resources.
Photo: http://www.afsa.org/law-enforcement-
instrument-national-power
Instructor Guide
Definition: Direct
Protection Phase
– The phase of close
protection
operations in which
the principal
receives close
protection on foot
Direct Protection is provided to the principal by direct • A congested area requires a tight formation
intervention of the VIP protection team rather than by
• An open area may permit a looser formation
a vehicle or other physical mitigating measures.
• All members must remain close enough to the
Each member must function as part of the team while principal in any formation to counter an attack
carrying out his or her own tasks. Direct protection
highlights individual skills as well as team skills. Each • All members must remain flexible and be ready to
person must always cover his or her area of change formation or positions if required
responsibility and be able to adapt to quickly
changing environments. Instructor Notes
1. ASK trainees to name the:
Formation guidelines and concepts
• Three phases of close protection operations.
• The formation always moves with the principal Expected answer: direct, mobile, and static
when outside a secured area
• Circumstances in which direct protection
• The type of formation is dependent on the would be required. Expected answers: arrivals
manpower available and type of operation and departures at various venues and
• The bodyguard should stay within an arm’s length movement within specific venues
of the principal 2. REVIEW the formation guidelines and concepts.
• The primary duty of the bodyguard is to remain 3. EXPLAIN that throughout the course, trainees will
closest to the principal to provide body cover if an hear the term “360-degree coverage.” ASK
attack should occur trainees what that means to them and then
• The team lead starts at the rear of the formation EXPLAIN.
where he or she can best control the formation
Photo:
• Members must be in good physical condition https://www.state.gov/cms_images/KarzaiFlankedA.j
• Coverage must remain 360-degrees, three- pg
dimensional (length, breadth, and depth)
Instructor Guide
Types of Formations
– CHANGE PHOTO
– High profile – Low profile
• Deterrent value • Draws little to no attention
• Operators make a presence
Instructor Notes
1. EXPLAIN the reasons for high profile and low
profile formations using the notes in the slide and
pointing out the differences.
2. EXPLAIN that high profile does not equate to high-

risk details. Low profile can be used on very high-
risk principals; the only true difference between
high profile and low profile is whether the
protection team is designed to be seen or to
blend in.
3. ADVANCE the slide to begin the discussion on

types of high-profile formations.
4. ASK trainees: What type of profile would you

consider appropriate for the prime minister’s 5-
year-old son? Expect trainees to respond with low
profile unless there is an elevated threat.
Images: http://www.khabrainmanchester.com/modi-
bolsters-security-team/
http://www.nation.co.ke/counties/Tension-high-as-
hawkers-pushed-out-of-town-centre/1107872-2579260-
gacuy7/index.html
Instructor Guide
Types of High-Profile Formations

R
RR RL
BG BG
P
WR WL
LR LL
Box Formation Diamond Formation
The choice of foot formation depends on the Instructor Notes

environment, number of officers assigned, and visual 1. POINT out and NAME the two formations shown in
impact desired. However, all formations should the slide, explaining that the choice of formation
include a layered defense of concentric rings, and all depends on the threat, number of officers
formations require individual vigilance. assigned, and visual impact desired.
Each member of the VIP protection team must watch 2. REMIND trainees that each member of the team is
his or her specific area of coverage. All formations responsible for his or her area at all times. Each
require teamwork—as a team, you provide 360 member is also responsible for being a part of the
degree, three-dimensional coverage to the principal. team.
3. EXPLAIN the balance that the VIP protection
officers must achieve in foot formations—ensure
tight security around the principal but, at the
same time, make sure the principal does not feel
trapped within the formation.
4. EXPLAIN the importance of practicing each
formation in real-life situations so the formations
become natural and movements become
instinctive.
5. ASK trainees why the bodyguard carries a pistol
instead of a long weapon? Expect trainees to
respond that it would be difficult and dangerous
for the bodyguard to protect the principal while
carrying a long weapon.
6. ADVANCE to the following slides to discuss each

formation.
Instructor Guide
Box Formation
Rear
Right – Position and
responsibilities of team
Bodyguard
• Bodyguard
• Protection officers
Rear
– Benefits and limitations
Left
P
RR RL
BG
Lead P
Left LR LL
Lead
Right
The bodyguard is assigned directly to the principal. In The box formation offers the principal a clear view of
the event of an attack or other serious incident, the the area in front; it also provides a good visual impact.
immediate tactical response of the bodyguard is to However, the box formation is rarely used because it
take control of and evacuate the principal from the does not provide direct coverage from the front, and
area of danger. He or she remains with the principal the principal has no guidance as to where to go—he
at all times. or she has no one to follow.
The other protection officers, who form the second

Instructor Notes
layer of protection in close proximity to the principal,
have their own area of responsibility. These officers 1. DISCUSS the basics of the box formation with the
maintain visual and verbal communication with the trainees.
bodyguard at distances dictated by the environment. 2. DISCUSS the benefits and limitations of the box
formation.
In the event of an incident, the VIP protection team
responds to the threat where necessary and provides
cover during the extraction of the principal.
Examples of when a VIP protection team could use

the box formation is when:
• The principal is on his or her way to meet members
of the public during rallies
• The principal is at a crime scene (only the principal
and bodyguard can enter the scene)
• The type of formation is dictated by the
environment—e.g., hallways or stairs dictate a box
formation
Instructor Guide
Box Formation Areas of Responsibility
RR RL
BG
LR LL
Members of the outer diamond must periodically look Instructor Notes

to the principal and adjust their position if needed. 1. EXPLAIN each person’s area of responsibility.
2. POINT out all of the areas of responsibility that

overlap.
Instructor Guide
Teach-Back
– Working in your group, draw a box formation on a flipchart or whiteboard
– Label all members of the formation and mark their areas of responsibility
– Describe the formation
Instructor Notes
CALL upon one or more groups of trainees and have
them draw a box formation on a whiteboard or chart
paper, label all members of the formations, and
describe the formation.
The purposes of this teach-back are for (1) trainees to

practice explaining and illustrating knowledge gained,
and (2) Instructors to test trainees’ grasp of the box
formation before moving on to the diamond
formation.
Instructor Guide
Diamond Formation
– Position and responsibilities of unit
• Bodyguard
• Four protection officers
– Benefits and limitations
Rear
Bodyguard
Wing P Wing
Right Left
Lead
The diamond formation is the most common formation Instructor Notes

used. It provides protection to the principal from the 1. LEAD trainees in a discussion on the roles and
direction the principal is traveling as well as 360- responsibilities of a five-person diamond
degree, three-dimensional protection. It can be formation.
expanded or collapsed depending on the situation
and threat level perceived by the team lead. 2. EXPLAIN that the smoothness of a diamond
formation is directly related to each member
The diamond is the most common formation when:
knowing his or her place in the diamond and
• Escorting a principal through a town or a city
requisite areas of responsibility.
• Walking through a crowded street
• Arriving and departing 3. NOTE that all members need to know where the
The lead: principal is at all times to adjust their position
• Directs the detail to, from, and during the time at accordingly.
venue
4. EXPLAIN that the diamond formation is flexible but
• Scans 180 degrees high and low
can appear aggressive.
Rear security:
• Assures that personnel directed around the unit do
not breach the formation from the rear
• Scans 360 degrees high and low, concentrating on
rear sector
Right wing and left wing:

• Protect the principal from the sides
• Assure personnel being directed from the lead do
not breach the formation
• Scans 180 degrees high and low
Principal:
• Dictates the pace at which the formation moves
Instructor Guide
Diamond Formation Areas of Responsibility
Rear
Bodyguard
P
Wing Right Wing Left
Lead
Members of the outer diamond must periodically look Instructor Notes

to the principal and adjust their position if needed. 1. EXPLAIN each person’s area of responsibility.
2. NOTE that the areas of responsibility overlap—e.g.,

the lead’s area of responsibility overlaps with the
later part of the left wing’s responsibility as well as
the later part of the right wing’s responsibility.
3. POINT out all of the areas of responsibility that

overlap.
Instructor Guide
Extended
Diamond
Formation
Rear Team
Lead
Bodyguard
Wing P
Right Wing Left
Lead
Instructor Notes
1. DISCUSS the extended diamond.
2. EXPLAIN the extended diamond (six-person):

Consists of the 5-person diamond plus a team
lead in the rear of the formation.
3. Explain that the team lead does not have a

predetermined position other than behind the
formation. The team lead moves where he or she
can oversee the detail and direct the movement
of the team members as necessary.
Instructor Guide
Modified Diamond Formation
Rear
Bodyguard
P
Wing Left
Lead
Instructor Notes
1. DISCUSS the modified (4-person) diamond.
2. EXPLAIN that in a 4-person diamond, the

bodyguard acts as a wing, either left or right,
depending on his weapon side.
3. EXPLAIN circumstances in which a modified

diamond may be required—such as arrivals.
4. DISCUSS how formations can change with even

less than four members of the protection team.
5. ASK trainees how they would position members of

a team when there are only three members. ASK
the same question when there are only two
members.
6. REMIND trainees that protection is a thinking

person’s game, and EXPLAIN that they need to
think tactically.
Instructor Guide
Teach-Back
– Working in your group, draw a diamond formation on a flipchart or
whiteboard
– Label all members of the formation
– Describe the formation
Instructor Notes
CALL upon one or more groups of trainees and HAVE
them draw a diamond formation on a whiteboard or
flipchart, label all members of the formation, and
describe the formation.
Instructor Guide
Counter Clockwise
Diamond to Box
PLAY: Diamond to Box Video
Instructor Notes
The video plays automatically.
1. EXPLAIN when, why, and how to change

formations.
2. DEMONSTRATE with volunteers changing from

diamond to box and from box back to diamond.
Instructor Guide
Box to Diamond
Clockwise
PLAY: Box to Diamond Video
Instructor Notes
1. THE video plays automatically.
2. EXPLAIN when, why, and how to change

formations.
3. DEMONSTRATE with volunteers changing from box

to diamond and from diamond back to box.
Instructor Guide
Hard Turns
WL L
WR R P
P WL R BG
L BG WR
If the principal makes a turn, each member of the Instructor Notes

close protection unit turns in that same direction. The 1. EXPLAIN the position of each member of the team
bodyguard moves with the principal. The lead and before and after the turn.
rear members are wing operators after the turn; the
wing operators are lead and rear after the turn. 2. DEMONSTRATE either with volunteers or on a
whiteboard or chart paper how to make a hard
The team lead controls the formation. The principal turn.
dictates the pace of the formation.
3. POINT OUT that the team lead, who presumably
was in the rear position, will now be a wing and
one of the wings will now be directing the team.
The team lead does not lose his authority; he or
she just changes responsibilities in the direct
protection formation.
Instructor Guide
Support from Outside Agencies

– Formed Police Unit (FPU)
– Quick reaction force (QRF)
– Counter-assault team (CAT)
– Local law enforcement
Foot formations may be supported by a quick Instructor Notes

reaction force, which is generally provided by formed 1. EXPLAIN circumstances under which support units
police units or military services from host countries and are required such as high-profile operations.
UN member states.
2. ADVANCE to the following slide to show the
positioning of these units.
Instructor Guide
Any Formation: High-Visibility Deployment
WR
P
BG
L
R
WL
This type of formation may be used when lines of Instructor Notes

people are on both sides. 1. EXPLAIN that the outer perimeter provides
additional security.
2. POINT out that the weapons shown are the

weapons that are being carried by all aspects of
the protection unit. The weapons would not
normally be carried in such an aggressive position;
if the threat was so high that all members in the
walking formation had guns in this position, the
detail would cease and the team would vacate
the area.
Instructor Guide
Planning for
Movement
– Locate safe, hardened
rooms or exits
– Conduct
reconnaissance of the
area
– Identify escape routes
– Identify rally point for
extended movements
For movements on foot, rally points must be identified Instructor Notes

along the route so that in the event of an incident, the REMIND trainees that many of these steps can be
VIP protection team can extract the principal, taken during the planning stages of foot formations
reorganize at clearly understood locations, and were discussed in the Police Peacekeeping VIP
consolidate the team before moving on. Protection Overview module, but they are repeated
here as a refresher.
The primary role of the close protection unit during an
incident is to protect the principal and extract him or
her to a safe haven.
The following steps may be taken during the planning

stages of foot formations:
• Conduct joint planning meetings to accomplish

many of the planning tasks
• List emergency reaction plan tasks
• Establish a secure location or safe haven within the
site (preferably a fortified, interior location of the
building—restrooms tend to be the most
defendable location)
• Establish the best route to the safe haven from
various locations within the site
• Identify the best route to the evacuation vehicle
from various areas within the site
• Consider all types of attacks and institute a
reaction plan
Instructor Guide
Communication
– At all times
– Type of communication
• Radio
• Cell phone
• Verbal
• Eye contact
• Hand signals
Discreet (except in an attack)
Communication in close protection is crucial and Instructor Notes

present at all steps of direct protection, starting from ENGAGE trainees in a discussion on communicating
the exit of the principal’s office or house until his or her danger by asking them what type of information
return. These steps include: needs to be conveyed. Expected answer includes the
• Change of direction and stops direction from which the threat is coming.
• Entry into buildings

• Exit of building
• Suspect vehicles during movement
• Aggressive action
All means are used to broadcast information, namely

radio, verbal, signs, or eye contact.
Communication should be discreet, except in case of

attack, when getting the attention of the entire close
protection unit is crucial. In this case, the officer who
first faces any type of danger is in charge of
announcing the danger.
Instructor Guide
Summary
– Concentric rings of security
– Foot formations
– Planning for movement
Refer to the Practical

Exercise Field Guide
Instructor Notes
Instructor Guide
Attack on Principal
Module 14: Attack on Principal
Attack on Principal Estimated Time: 2.5 hours

This module explains tactics used in attacks on
principals. It describes roles and responsibilities of
Instructor Notes
team members during contact drills and explains how
to protect the principal, neutralize the threat, and 1. INTRODUCE yourself and any co-instructors.
evacuate to a safe haven. It also explains bounding 2. EXPLAIN that this module introduces a case study
techniques and how to report an incident. to explain tactics used in attacks on principals as
well as indicators of planning for the attack. The
Learning Objectives module explains how to protect the principal,
Upon successful completion of this module, trainees will neutralize the threat, and evacuate to a safe
be able to: haven. Trainees will learn how to safely move from
• Describe how attackers plan for attacks point to point while another team member or
• Describe techniques used in attacks on principals members provide cover.
• Explain weapons used against convoys
• Examine indicators of an attack Instructor Preparation
• Describe immediate action on contact
• Read all Instructor Notes.
• Describe roles of team members during contact
• Become familiar with the animations on the slides.
drills
• Utilize a sand table whenever possible to
• Explain the bounding process
supplement the slides and allow trainees to see
• Describe L.I.A.R.
the actions three-dimensionally.
Topics • Follow instructions for any activity and teach-
• Planning for attacks backs.
• Attacks on principals
• Tactics
• Indicators
• Actions on contact
• Five-person formation
• Three-perform formation
• Bounding
• Reporting
Instructor Guide
Attack on Principal
Learning Objectives
– Describe how attackers plan for attacks
– Describe techniques used in attacks on principals
– Explain weapons used against convoys
– Examine indicators of an attack
– Describe immediate action on contact
– Describe roles of team members during contact drills
– Explain the bounding process
– Describe L.I.A.R.
Instructor Notes
Instructor Guide
Attack on Principal
Topics
– Attacks on principals
– Tactics
– Indicators
– Actions on contact
– Five-person formation
– Three-person formation
– Bounding
– Reporting
Instructor Notes
Instructor Guide
Attack on Principal
Attack on Principals
– Target consideration
– Preoperational surveillance
• Patterns of behavior
• Vulnerabilities
– Target selection
• More intense surveillance
– Planning
• Method of attack
• Timing of attack
• Place of attack
– Deployment
– Escape
A planned attack on a principal usually follows a Instructor Notes

predictable cycle.
1. REVIEW the planning cycle for an attack,
Target consideration: an attack on principal begins touching upon the information in the left column.
with the collection of information on a number of
potential targets. 2. EXPLAIN the importance of each step to the
success of the attack.
Preoperational surveillance: The attacker or attackers
conduct surveillance on the target looking for patterns 3. EXPLAIN that attackers avoid a target’s strengths
of behavior and vulnerabilities among those patterns. and concentrate on its weaknesses. For example,
Targets that are considered vulnerable are selected if a target is inside a well-protected residence with
for the next phase of intelligence collection. security measures in place, the attacker is unlikely
to attack the target at his home.
Target selection: Usually, the attackers select the
4. EXPLAIN that once a vulnerability is determined,
target that appears the easiest to attack with the
the attacker will select the most effective weapon
highest likelihood of success.
with the least chance of failure.
Operational Planning: After a target is selected and
5. ADVANCE to the next slide to discuss surveillance
surveilled, operational planning for the actual attack
in detail.
begins. During this phase, the who, how, where, and
when of the attack are determined. An escape plan is
also developed.
Deployment: When the planning stage is complete,

the attackers deploy for the actual attack. In the
deployment stage, the attackers collect or assemble
weapons, form into teams, and move to the location
of the target.
Escape: Following the attack, the attackers implement

the escape plan, if possible.
Instructor Guide
Attack on Principal
Tactics
– Conduct surveillance
– Identify patterns
– Look for vulnerabilities
Surveillance is crucial to the success of an attack. Instructor Notes

Attackers conduct surveillance to determine whether 1. DISCUSS the role of surveillance in attacks.
and how to attack by assessing the capabilities and
vulnerabilities of security around the principal. 2. EXPLAIN the types of things the attackers look for:
patterns, routines, chokepoints, predictability, etc.
The principal’s residence, office, and other places he Vigilance can take away some of this advantage.
or she frequents will be surveilled. The attackers look
for patterns and routines and analyze the usual 3. EXPLAIN that a chokepoint is any point along the
routes looking for chokepoints. If the attackers convoy route through which the principal must
identify a chokepoint the principal passes through pass. Many times the chokepoint can be a
predictably, they will then determine whether that narrow bridge, two-lane road, round-abouts, etc.
position: that force the convoy to slow.
• Allows the attackers to deploy in secret 4. EXPLAIN that attackers select targets based on
• Permits them to spot and control the target odds of success. They select the easiest victim for
• Provides a good escape route the greatest results.
If it does, the attackers have just identified the

vulnerability.
At any point in the attack planning process,

attackers may conduct additional surveillance to
verify information and reevaluate their plan.
Depending on the complexity of the planned attack,
surveillance can take months or days.
Instructor Guide
Attack on Principal
Indicators of Surveillance
and Potential Attack
– Regardless of their level of
expertise, attackers invariably
make mistakes
– The key is for the protection
team to observe and act upon
those mistakes
– Knowing what to look for and
being able to distinguish the
ordinary from the
extraordinary will make the
difference between life and
death in many cases
The following are Indicators of potential attacks on Instructor Notes

convoys or walking formations: 1. DISCUSS the indicators of potential attacks.
• Surveillance of all aspects of travel preparation
and execution, including personnel assigned, 2. ASK trainees whether they can think of others.
routes and schedules, detours, and road closures
3. REMIND trainees of the module on tactical
• Suspicious persons photographing, videotaping, or mindset as well as the module on situational
monitoring convoys or walking routes awareness.
• Vehicles, including motorcycles, mopeds, and 4. EXPLAIN that both are needed to recognize
bicycles, loitering near or parked along the route indicators of surveillance or impending attacks.
of the convoy or walking formations
5. ASK trainees what might they notice that is outside
• Vehicle/bystander concentration at chokepoints
the ordinary—that does not fit the baseline
along a convoy or walking route, such as
discussed in the module on situational awareness.
intersections, underpasses, overpasses, or narrow
Expected answers may include the following: a
sections of road with no access in or out
person or persons observing the convoy or
• Vehicle/bystander concentration on high ground walking formation and signaling to someone else.
or other positions watching a convoy or walking A ruse or disguise—such as large trucks or buses
route blocking the roadway—is commonly used to
initiate an attack. (Note that if it is a ruse, the
• A prolonged interest in security measures or vehicle will stop and the people who were
personnel, entry points and access controls, or previously not outwardly associated with it will
perimeter barriers such as fences or walls direct their attention toward the convoy.)
Instructor Guide
Attack on Principal
Typical Attack Methods

– Explosive devices
– Ambush/armed attacks
– Thrown objects
Explosives, including vehicle-borne improvised Ambush attackers typically rely on overwhelming

explosive devices (VBIEDs) are often used in attacks force delivered when targets are stationary or moving
on convoys. These attacks feature the vehicle as the at slow speeds. Attackers use natural obstacles like
weapons delivery system, either driven into the path crossing points, bridges sited on blind curves, or road
of the convoy or parked along the route of the crests to hide their presence until the convoy enters
convoy. the kill zone.
Small-to-mid-sized sedans are used in 75% of attacks They often use roadblocks to enhance their position or
because they are readily available and blend in with block avenues of escape.
the environment.
Object(s) thrown from a crowd may be anything from
However, ambulances, taxis, police cars, flatbed rocks, bricks, or grenades to other improvised
trucks, bicycles, and motorcycles have also been explosive devices. This method is mainly used on
used. convoy routes through densely populated areas.
In some cases, the vehicle is driven by a suicide Instructor Notes

bomber. In other cases, the attackers may jack the 1. Using the talking points to the left and above,
vehicle up at one wheel or use other methods to DISCUSS the types of attacks against convoys.
signal the vehicle is “disabled” to prevent it from being
towed prior to the attack. 2. EXPLAIN that Molotov cocktails are sometimes
used as preemptive or diversionary attacks in a
Attackers typically position explosive devices where multi-stage attack. The convoy’s reaction to the
the convoy will be constrained by the environment Molotov attack moves them in the direction of the
and forced to reduce speed—e.g., narrow roads or main threat. The key to avoiding the main threat is
round-abouts. to keep the vehicle(s) moving—a moving car will
not catch fire after the Molotov filler is consumed.
These devices are commonly camouflaged or hidden
On a stationary vehicle, the Molotov can ignite
by debris or loose road material. They are concealed
the tires and/or any grease under the vehicle.
in trees, mailboxes, animal carcasses, and trash piles.
3. ADVANCE to the next slide to introduce a case
study of an attack on a convoy.
Instructor Guide
Attack on Principal
Assassination of Alfred Herrhausen, Chairman of Deutsche Bank
The attackers meticulously researched Herrhausen’s Instructor Notes

route, typical daily schedule, and capabilities of his 1. Before getting into the case study, TELL trainees
armored vehicle. They then planned and successfully that the purpose of this case study is to show them
executed an explosive attack against Herrhausen’s how attackers meticulously plan for an attack on
convoy, killing the banker. a principal. EXPLAIN that the more the protection
• Herrhausen was in a bullet-proof Mercedes team learns about planning for attacks and
limousine, the middle car of a three-vehicle indicators of that planning, the more effective
convoy, with bodyguards ahead and behind. they will be in protecting their principal.
• The lead car, which was approximately 200 meters 2. PROVIDE a summary of the 1989 attack on Alfred
(655 feet) in front of the limousine, passed a Herrhausen.
bicycle parked on the side of the road.
3. EXPLAIN that although this attack was almost 30
• As the limousine passed the bike, it broke an
years ago, attackers continue to use the same
infrared beam that triggered an improvised
tactics.
explosive device hidden in the bike’s saddlebag,
located three feet from the right rear door of the 4. TELL trainees that attackers learn from their
limousine as it passed. mistakes and successes. They perfect the attacks
• The device consisted of 10 kilos (22 pounds) of that fail and repeat the attacks that succeed.
explosive backing a 2-kilo (4.5 pound) copper
plate, aimed so that it would strike the limo’s 5. ADVANCE to the next slide to discuss attacker
passenger seat. planning and the slide following that to discuss
security lessons learned.
• The molten copper plate pierced the limo’s
armored door and severed Herrhausen’s legs.
Image:
• He bled to death before medical assistance https://www.welt.de/geschichte/article134829240/O
arrived. der-war-es-doch-die-Staatssicherheit.html
• None of the security personnel in the lead and
follow cars were injured.
.
Instructor Guide
Attack on Principal
The improvised explosive device was hidden inside a Instructor Notes

child’s backpack that was attached to the luggage 1. USE the schematic in the slide to point out the
rack of a bicycle parked by the road. attack site as well as the three attackers and
attacker vehicles.
The attackers parked the bike in a prohibited zone
several weeks before the attack to test whether its 2. ASK trainees why the attackers selected this site.
presence would be noted. Expected answer should include: it was a
chokepoint, traffic had to slow to 30 – 35 mph
The site—adjacent to a school crossing and bus stop because of the school zone and bus stop.
where vehicles were forced to slow down—was
carefully scouted and selected. 3. POINT out the narrow tree-lined road with a park
nearby and discuss how the attackers could
A few days before the attack, the attackers:
conduct surveillance without being obvious.
• Dressed as construction workers
• Dug a small trench from the road to a grove of 4. EXPLAIN that to succeed in this attack, the
trees attackers had to match the height of the bike to
• Laid the control wire for the infrared beam that of the back right door of the armored
vehicle. They had to also compute the speed of
On the day of the attack, two men dressed in the car, the length of the car, and the height of
jogging suits deployed as spotter and trigger men. the back door.
The spotter waited until the lead vehicle had cleared
the bicycle and then radioed the second man, who
triggered the infrared beam from the grove of trees.
A third attacker (a woman) was situated at the Image:

corner of a small side street just beyond the attack https://www.ncjrs.gov/pdffiles1/Digitization/153346N
site. Two other attackers were in vehicles, each CJRS.pdf
blocking an exit and preventing other cars from
entering.
Instructor Guide
Attack on Principal
Indicators
As the lead security car approached the attack site, Instructor Notes
the bodyguards may have noticed on the left side of 1. As you describe the indicators discussed in the
the road a man in a jogging outfit with earphones left column, REFER to the schematic above.
over his ears. This scene was not unusual because a
jogging path was nearby. 2. ENGAGE the trainees in a discussion on what
should have been obvious and what was less
The bodyguards may have also seen a child’s bike obvious.
leaning against one of the marker posts that ran along 3. Also POINT out that at that time, the biggest
both sides of the street. A small package was sitting threat against VIPs was kidnapping, so the
on the bike's rack, just above the rear wheel. This was convoy was prepared to prevent that. But they
unusual, as the roadside posts were designed to keep developed tunnel vision and lacked situational
vehicles and bicycles from parking on the sidewalk. awareness for threats other than what they were
looking for.
On the right side of the road, a small photoelectric
device was attached to one of the roadside posts 4. ASK trainees to consider their work and whether
about 2 meters (6 feet) beyond the bicycle. Directly they would have noticed any of the indicators
across on the other side of the road was a square red discussed. If they did notice the indicators, what
plastic reflector attached to another post. would they have done?
5. Finally, MENTION that the more sophisticated the
The photoelectric device projected an infrared beam
attack, the more preparation, and the more
across the street to the reflector that reflected the
preparation, the greater the chance of
beam back to the device, which was connected to
discovery. Neighbors had noticed suspicious
the explosives on the bicycle. A wire ran from the bike
activity days before the attack but did not report
and infrared device along the sidewalk and around
it to the police.
the corner to where an attacker waited. He activated
the infrared beam just before Herrhausen’s vehicle
approached; the vehicle broke the beam, which Image:
triggered the electronic detonator in the bomb. https://www.ncjrs.gov/pdffiles1/Digitization/153346N
CJRS.pdf
Instructor Guide
Attack on Principal
Vulnerabilities
Detected
– The convoy left
Herrhausen’s house
at 8:30 a.m. every
morning
– It traveled down
the same narrow,
tree-lined road at
the same speed
Several security mistakes were made, most of them Instructor Notes

showing predictability, which is a key vulnerability: 1. POINT out that this incident occurred less than a
• The convoy left at the same time every morning mile from the principal’s home.
• No secondary route had been established
2. DISCUSS the problems with complacency,
• Herrhausen habitually sat in the back right seat of especially in familiar areas.
the car
3. REMIND trainees of the planning and the
Although these security mistakes facilitated the vulnerabilities attackers look for as well as the
attackers’ plans, the major flaw that enabled the probability of success.
attack was the route traveled through the park-like
setting. 4. DISCUSS the types of vulnerabilities that the
attackers looked for—and found.
This weakness—the route—is one that attackers seek
to exploit. A common thread between the Herrhausen 5. EXPLAIN that history of attacks against VIPs is a
attack and other convoy attacks is the attackers’ key indicator of continued violence against VIPs.
preference for two-lane roads. In nearly every case,
this type of road offers certain advantages to the 6. EXPLAIN that detecting preparations for an
attackers: attack requires the protection team to establish
and maintain familiarity with the environment.
• Concealment for the attackers
• Concealment or camouflage for the explosive
device or weapon
• Limited freedom of travel for the victim vehicle(s)
• A quick escape route to a major highway
Instructor Guide
Attack on Principal
Weapons Used against

UN Convoys
– Improvised explosive
devices
– Rockets
– Artillery fire
– Mortar rounds
– Landmines and grenades
– Suicide attacks
– Targeted assassinations
– Armed ambushes
Some of the attacks on convoys involved multiple Instructor Notes

weapons, including an improvised explosive device, 1. REVIEW the types of weapons that have been
followed by firearms. used against UN convoys.
2. SHARE any stories that you may have about

attacks and ASK the trainees to share their stories.
3. EXPLAIN that some of the attacks involve multiple

weapons, so they have to always maintain
situational awareness.
4. EXPLAIN that the remaining slides describe

reactions to an attack.
Image:
UN Photo/David Manyua
Instructor Guide
Attack on Principal
Actions on Contact:
Definition
– A system of clear, definite,
and chronological tasks
the operators must follow
to increase the likelihood
that the principal will
survive an attack
Instructor Notes
1. PROVIDE the definition of contact drills.
2. EXPLAIN that this image is of an attack on U.S.

President Ronald Reagan.
3. EXPLAIN that the instantaneous reaction of the

protection team saved the life of the U.S.
President, using the talking points below:
• At the sound of gunfire, the agent in charge

(right of Reagan) grabbed Reagan’s waist
and left shoulder and hurled him onto the
floor of the armored limousine. The agent fell
on top of the President.
• Another agent shoved the agent’s and the

President’s feet inside and slammed the door.
• The agent in charge called: “Go! go! go;” the

driver sped toward safety of the White House.
4. REMIND trainees of the earlier discussions on

tactical mindset and situational awareness and
EXPLAIN that these agents had both.
Instructor Guide
Attack on Principal
Address the threat
Actions on Contact
– Call “contact (and direction of the threat)”
Evacuate the principal
– Split into two elements
The VIP protection team must fulfill its responsibility by The preservation of the scene and the investigation of
removing the principal from the threat in accordance an incident are the responsibility of the authorities
with relevant UN policies and procedures. within whose jurisdiction the incident took place as
well as United Nations Security and other UN
Many UN radios go through repeaters so you must authorities.
wait a second before your words are transmitted—
that is why repeating the word three times increases
the chance the message will be received. Instructor Notes
1. ENGAGE trainees in a discussion on the
On the radio, the call is “contact, contact, contact” importance of the two elements working in
to clear the radio of unnecessary communications, tandem.
followed by a report of the incident.
2. EXPLAIN that trainees will learn more about how to
When a team member sees a threat, he or she calls report the incident later in this module.
out “contact” and gives the direction of the threat,
and if possible, a description of the threat—e.g., 3. EXPLAIN that the preservation of the scene and
“contact right AK.” The team splits into two elements: the investigation of an incident is the responsibility
of the authorities within whose jurisdiction the
• One element is in charge of response to the threat incident took place. However, the UN police may
by neutralizing the threat when necessary and support the investigation or conduct an
possible. independent investigation.
• The other element is in charge of the extraction
and evacuation of the principal.
The two elements must act or react in coordination;

officers in one element cannot achieve their goal
without the support and correct action from the
officers in the other element.
Instructor Guide
Attack on Principal
Principal
Left
Five-Person Formation wing/left
wing
Right/left
front/rear
Lead
Bodyguard
Rear
CAT
Threat
LW P RW
BG
Instructor Notes
1. CLICK on the mouse once to show the direction
and movement of the formation.
2. REMIND trainees that they just completed a

module on direct protection. This module builds
upon the earlier module and illustrates the
actions of each team member upon contact
with a threat.
3. REVIEW the legend and EXPLAIN that it will be

used throughout the module.
4. EXPLAIN that the team lead often holds the rear

position.
Instructor Guide
Attack on Principal
Principal
Left
Defensive Circle wing/left
wing
Right/left
– Used in emergency front/rear
situations Lead
Bodyguard
– Bodyguard covers principal
Rear
and controls direction of
CAT
movement
Threat
– Can be used to move the
L
principal through a crowd
LW RW
– Protection team members P
face outward
LR BG RR
The defensive circle formation is used in emergency Instructor Notes

situations in which moving the principal through a 1. CLICK once and the team moves forward while it
crowd may be necessary. closes in to encircle the principal.
The bodyguard may cover the inside or become part 2. EXPLAIN the defensive circles—when they are
of the circle. used and how.
3. If feasible, ASK for volunteers and demonstrate a

defensive circle.
4. EXPLAIN that normally only the bodyguard may

put his or her hands on the principal. However, if
attacked, the team must do what it can to
protect the principal.
5. On this and the following slides, ILLUSTRATE on a

sand table whenever possible.
Instructor Guide
Attack on Principal
Reaction to Attack
– Sound off!
– Cover
– Evacuate
RF
ATTACK
BG
RR
Sound off Instructor Notes

The first operator perceiving an attack should alert the 1. DISCUSS steps the protection team takes in the
others by shouting: contact + direction of the threat + event of an attack.
description (if possible). For example:
2. TELL trainees that if another team member is
“Contact left knife” injured, the other members do not interrupt the
operation—the first priority is to ensure safety of
Cover the principal.
• The operators nearest the threat neutralize it
• First attack may be diversion 3. ADVANCE to the next slide (Slide 18) to show
• Other operators move the principal off the X sound off and reaction. Threat appears on the
• The bodyguard turns the principal away from the right, bodyguard gets in front of principal while
contact and lowers him or her, staying between the lead, rear, and right wing approach the
the threat and the principal threat.
• Vehicle can be used as means of escape
• Bodyguard pushes principal into vehicle
• Bodyguard provides body cover in vehicle
Evacuate
• Evacuate principal in opposite direction of the
attack
• Do not pull principal in different directions
• Bodyguard gets between principal and attacker
• Move to safe haven when possible
• Set up defensive perimeter around safe haven
• Prepare for next attack
Instructor Guide
Attack on Principal
Principal
Left
CONTACT RIGHT! wing/left
FOLLOW ME wing
Right/left
FOLLOW ME front/rear
Lead
L Bodyguard
Rear
CAT
Threat
LW P RW
ATTACK
BG
MOVE
MOVE
MOVE R
CONTACT RIGHT!
Instructor Notes
1. CLICK once to show the callout and team
movement. The bodyguard moves in front of the
principal. Left wing calls out: “Follow me;”
bodyguard, principal, and left wing move toward
rally point or safe haven. At the same time, the
right wing, rear, and lead move toward threat.
The right wing then follows the bodyguard,
principal, and left wing to rally point/safe haven.
2. CLICK a second time and the lead and rear

neutralize the threat.
3. CLICK a third time and the lead and rear scan for
additional threats. (Text appears.)
4. CLICK a fourth time and the safe haven or rally

point appears.
5. CLICK a fifth time and the lead calls out “Daniel

coming in.” The response from the safe haven or
rally point is: “Come in.” The lead then moves
toward the safe haven or rally point.
6. CLICK again and the rear calls out “Charles

coming in.” The response from the safe haven or
rally point is: “Come in.” The rear then moves
toward the safe haven/rally point.
Instructor Guide
Attack on Principal
Principal
Left
wing/left
wing
Right/left
front/rear
Lead
L
Bodyguard
Rear
CAT
Threat
ATTACK
Instructor Guide
Attack on Principal
Principal
Left
wing/left
wing
Right/left
front/rear
– Scan area for additional
Lead
threats and for direction of
L
Bodyguard
principal
Rear
– Check your team members CAT
and assist them, if needed Threat
– When no additional threat

exists, retreat to cover, rally
point, or vehicles
Instructor Guide
Attack on Principal
Principal
Left
wing/left
wing
Right/left
front/rear
Lead
L
Bodyguard
Daniel coming Rear
in CAT
Threat
Instructor Guide
Attack on Principal
Principal
Left
Five-Person Formation with CAT wing/left
wing
Right/left
front/rear
Lead
Bodyguard
Rear
CAT
Threat
L
LW P RW
BG
CAT R
The counter assault team can be deployed in the Instructor Notes

formation for particularly high threat escorts. The team 1. CLICK once to show movement of the formation,
opposes an attack, either to protect the principal including CAT member.
directly or to cover the withdrawal of the principal.
2. ADVANCE to the next slide (23) to show contact
Note: When a CAT is deployed within a protection with threat.
team, it ceases to be a counter assault team and
becomes part of the direct protection of the principal.
Counter assaults use different tactics than the direct
protection does. The team may be deployed in
uniform or covertly, depending on the decision to
adopt a high- or low-profile escort.
Instructor Guide
Attack on Principal
Principal
Left
CONTACT RIGHT! wing/left
MOVE wing
MOVE Right/left
front/rear
MOVE
Lead
L Bodyguard
FOLLOW ME Rear
FOLLOW ME
CAT
Threat
LW P RW
ATTACK
BG
R
CAT CONTACT RIGHT!
Instructor Notes
1. CLICK once to show the callout and team
movement. The left wing calls out: “Follow me;”
bodyguard, principal, left wing, and right wing
move toward rally point or safe haven. At the
same time, the rear, lead, and CAT move toward
threat.
2. CLICK a second time and the lead, rear, and CAT

3. CLICK a third time and the lead and rear move to

the rally point/safe haven.
4. CLICK a fourth time and the threat disappears

and the CAT remains.
Instructor Guide
Attack on Principal
Principal
Left
wing/left
wing
Right/left
front/rear
Lead
L
Bodyguard
Rear
CAT
Threat
ATTACK
R
CAT
Instructor Guide
Attack on Principal
Principal
Left
wing/left
wing
Right/left
front/rear
Lead
Bodyguard
Rear
CAT
Threat
ATTACK
CAT
Instructor Guide
Attack on Principal
Teach-Back
– Demonstrate a five-person formation contact drill by:
• Using a sand table or other table
• Asking for seven volunteers to come to the front of the room
– In either case, you are responsible for the correct formation and the correct
action of each member of the team upon contact with the threat
Instructor Notes
1. CALL upon one or more trainees, as time allows,
and HAVE them come to the front of the room
and illustrate a five-person formation contact drill.
The trainee can use a sand table or other
platform and use whatever objects that are
available to fill the roles of each team member,
the principal, and the threat.
2. Alternatively, CALL upon one trainee to ask for

volunteers to demonstrate the contact drill. The
trainee you call upon will be responsible for the
demonstration.
Instructor Guide
Attack on Principal
Principal
Left
Three-Person Formation wing/left
wing
Right/left
front/rear
Lead
Bodyguard
Rear
CAT
Threat
BG
R
The team member who is positioned as a rear could Instructor Notes

also be placed as a left wing, depending on the 1. POINT out that the R (rear) is normally the team
situation, for better coverage. In the rear position, the lead, who positions himself or herself in the rear of
team member would have better overall view of the the detail for an overall view of what is
situation. happening.
2. CLICK once for the threat to appear from the left.
3. CLICK a second time for the lead and rear to call

out: “Contact left” and move toward the threat;
at the same time, the bodyguard and principal
evacuate.
4. CLICK a third time and the lead and rear engage

the threat.
5. CLICK a fourth time and the lead and rear

6. CLICK a fifth time and the lead and rear scan for
additional threats.
7. CLICK a sixth time and the lead calls out “Daniel

coming in.” The response from the rally point or
safe haven is: “Come in.” The lead then
disappears off screen.
8. CLICK a final time for the rear to call out “Charles

coming in.” The response from the rally point or
safe haven is: “Come in.” The rear then
disappears off screen.
Instructor Guide
Attack on Principal
Principal
Left
wing/left
CONTACT LEFT! wing
Right/left
front/rear
Lead
L Bodyguard
Rear
MOVE
MOVE CAT
P MOVE Threat
BG
CONTACT LEFT!
Instructor Notes
1. CLICK once to show contact with threat. Lead
and rear call out “contact left” and team
members turn toward threat.
2. CLICK a second time to show bodyguard move in

front of principal.
3. CLICK a third time to show bodyguard and

principal evacuating. Lead and rear stay to
address the threat.
4. CLICK again to show the lead and rear neutralize

the threat.
5. On the next click, the lead and rear scan for

additional threats.
6. CLICK again and the team lead calls out: “Daniel

coming in.” The response comes back “Come in.”
The team lead then moves toward the
evacuation site.
7. CLICK a final time and the rear calls out “Charles

coming in.” The response comes back: “Come
in.” The rear moves toward the evacuation site.
Instructor Guide
Attack on Principal
Instructor Guide
Attack on Principal
Principal
Left
wing/left
wing
Right/left
front/rear
Scan area for Lead
additional threats Bodyguard
and for direction of Rear
principal
CAT
Threat
When no additional threat

exists, retreat to cover and
rally point
Instructor Guide
Attack on Principal
Principal
Left
wing/left
wing
Right/left
front/rear
Lead
Daniel is Bodyguard
coming in! Rear
CAT
Charles is Threat
coming in!
Instructor Guide
Attack on Principal
Principal
Left
Five-Person Formation with Four-Person CAT wing/left
wing
Right/left
CAT CAT front/rear
Lead
Bodyguard
Rear
CAT
Threat
L
LW P RW
BG
CAT CAT
R
Instructor Notes
1. EXPLAIN the five-person formation with a four-
person CAT. POINT to the four outer-most team
members and remind trainees that when CAT
becomes part of the direct protection, they are
now a team member.
2. CLICK once to show direction of movement.
3. CLICK a second time to show threat appear on

the right. The lead and CAT call out: “Contact
right.” All members turn in the direction of the
threat. The bodyguard moves in front of the
principal, and the lead moves in front of the
bodyguard as the rear and right wing engage the
threat.
4. CLICK a third time to show rear, right wing,

bodyguard, principal, and left wing evacuate to
rally point or safe haven as the four CAT move
toward the threat.
5. CLICK a fourth time and the CAT neutralize the

threat and move to evacuate.
Instructor Guide
Attack on Principal
Principal
CONTACT RIGHT! Left
CAT wing/left
CAT wing
Right/left
front/rear
L Lead
Bodyguard
Rear
CAT
LW P RW Threat
ATTACK
BG
CAT
CAT
CONTACT RIGHT!
Instructor Guide
Attack on Principal
Principal
Left
wing/left
wing
CAT
Right/left
front/rear
Lead
Bodyguard
Rear
CAT
RW
LW
BG
P
L
Threat
ATTACK
R
CAT
Instructor Guide
Attack on Principal
Principal
Left
wing/left
wing
CAT
Right/left
front/rear
Lead
Bodyguard
Rear
CAT
Threat
ATTACK
CAT
Instructor Guide
Attack on Principal
Principal
Left
wing/left
wing
Right/left
front/rear
Lead
Bodyguard
Rear
CAT CAT
Threat
ATTACK
CAT
Instructor Guide
Attack on Principal
Daniel
COVERING
SET in!
Bounding coming
MOVING
Come in!
1
Craig
ATTACK COVERING
coming in!
SET
2 Safe Haven
COVERING
MOVING
After neutralizing the threat, the two or more 2. EXPLAIN bounding as a military tactic of
operators scan for threats and move by bounding to alternating movement and covering.
the safe
haven, individually at different intervals. Bounding or 3. CLICK once to show operators neutralizing the
bounding overwatch (also known as leapfrogging or threat. Operator 1 calls out: “Moving.” The
over bounding) is a military tactic of alternating second operator responds with: “Covering.”
movement. Basically, one or more members stay
behind and guard, while the other members find 4. CLICK again to show Operator 1 moving behind
cover behind a rock, tree, or other object. That the tree and calling out: “Set.”
person/team then keeps cover while the other person
5. CLICK a third time for Operator 2 to call out:
or team bounds to the next secure spot. This process
“Moving;” Operator 1 responds with: “Covering.”
continues until both people or teams have reached a
Operator 2 moves behind the building and calls
safe haven.
out: “Set.”
Instructor Notes 6. CLICK a fourth time for Operator 1 to call out:
1. EXPLAIN the difference between cover and “Daniel coming in;” and a response from the rally
concealment as follows: The term cover is defined point or safe haven to: “Come in.” Operator 2
as anything that can provide protection from responds with: “Covering.” Operator 1 moves to
small arms fire. The basic types of cover are rally point or safe haven
natural and artificial. Natural cover includes rocks,
trees, hills, and ditches. Concealment is defined as 7. CLICK a fifth time for Operator 2 to call out: “Craig
protection from direct observation. Like cover, it coming in” and a response from the rally point or
can be either natural or artificial. Natural safe have to: “Come in.” Operator 2 moves to the
concealment is provided by vegetation (such as rally point or safe haven.
bushes, shrubs, and leaves), shadows, or other
things in nature such as fog and smoke. 8. DEMONSTRATE the movements on a sand table,
using whatever supplies are available as
operators, trees, and buildings.
Instructor Guide
Attack on Principal
Reporting
– Location
• Grid coordinates
• Specific description
– Incident
• Attacked by number
• Basic description
– Action
• Returned fire (or not)
• Any useful observation
• Principal and team health
– Request what your
team needs
In case of contact or aggression, the VIP protection Instructor Notes

team as soon as possible reports to the command 1. For English speakers, TELL trainees that the report is
post. The report covers essential information, including: known by the acronym L.I.A.R.
• Where the attack is taking place
2. REITERATE the importance of a L.I.A.R.
• Who the attackers are
• What the VIP protection team’s reaction is
• What the team needs
Next Slide: SUMMARY

SUMMARIZE the key topics
covered and then
encourage and respond to
any questions or thoughts.
Instructor Guide
Attack on Principal
Summary
– Attacks on principals
– Tactics
– Indicators
– Actions on contact
– Five-person formation
– Three-person formation
– Bounding
– Reporting
Instructor Notes
PROVIDE a summary of the key points discussed in this
module.
Instructor Guide
Tactical Site Survey
Module 16:Tactical Site Survey

Instructor Notes
This module introduces the tactical site survey process
for police peacekeeping VIP protection operations. 1. INTRODUCE yourself and any co-instructors.
Learning Objectives 2. EXPLAIN that this module introduces trainees to

Upon successful completion of this module, trainees the tactical site survey, a tool used by VIP
will be able to: protection teams to identify site-specific concerns
and vulnerabilities in advance of a principal’s visit.
• Discuss the purpose of a tactical site survey
• Discuss the components of a tactical site survey Activities
• Plan Your Route (15 min.)
• Discuss concerns and vulnerabilities
• Conduct a tactical site survey • Review all slides and Instructor Notes.
• Go to:
Topics https://mappingsupport.com/p/coordinates-mgrs-
• Terminology google-maps.html and find the Military Grid
• Purpose of tactical site survey Reference System (MGRS) coordinates for the
• Administrative details training camp, if possible.
• Venue description
• Print one copy of Handout: Tactical Site Survey for
• Sketches
each group as well as one copy of Handout: Map
• Site security
(see the Print Folder in the Instructor Toolkit).
• Site vulnerabilities
• Contingency data • Review the corresponding practical exercise in the
• Military Grid Reference System Practical Exercise Field Guide.
• Route analysis • Identify three sites at the training camp for
• RECCE trainees to conduct tactical site surveys (one
site per group).
Estimated Time: 2 hours classroom/2 hours practical
• Provide maps of the designated areas identified
exercise
with the MGRS coordinates, if possible (one set
of maps per group).
Instructor Guide
Learning Objectives
– Discuss the purpose of a tactical site survey
– Discuss the components of a tactical site survey
– Discuss concerns and vulnerabilities
– Conduct a tactical site survey
Instructor Notes
Briefly REVIEW the learning objective.
Instructor Guide
Topics
– Terminology
– Purpose of tactical site survey
– Administrative details
– Venue description
– Sketches
– Site security
– Site vulnerabilities
– Contingency data
– Military Grid Reference System
– Route analysis
– RECCE
Instructor Notes
Instructor Guide
Terminology
– Tactical site survey
– Drop point
– Hard points
– RECCE
– Military Grid Reference System (MGRS)
– Grid zone designator
– Route analysis
The definitions below will help you understand the • Grid zone designator—The first part of an MGRS
material in this module. Some of the terms may be a coordinate; refers to one of 60 zones on Earth and
review. the intersecting latitude band that forms a grid.
• Tactical site survey—A detailed description of a • Route analysis—Refers to the procedure of first
venue and its security considerations, including planning a route to be used and then driving the
sketches and photographs. VIP protection teams route, looking for and noting danger areas, safe
use tactical site surveys to help plan security havens, chokepoints, construction sites,
arrangements for a VIP’s visit to the venue. abandoned vehicles, and other items of interest.
• Drop point—Identified site at a venue where the
convoy will stop and the principal and VIP Instructor Notes
protection team exit the vehicle.
1. Briefly REVIEW the terms used in this module.
• Hard points—Rooms that are easier to defend,
such as rooms without windows. Restrooms facilities 2. NOTE that the terms will be discussed in more
are known hard points. Hard points should be detail throughout the module. Some of the
indicated on a tactical site survey. terms—e.g., chokepoint—have been introduced
earlier in the course.
• Chokepoint—Any location a principal must travel
through to get from point A to point B. Chokepoints
are considered ideal attack sites.
• RECCE—An abbreviation for reconnaissance. A
RECCE is a brief form of a tactical site survey
completed by a VIP protection team when a
comprehensive tactical site survey is not available.
• Military Grid Reference System (MGRS)—Geo-
coordinates expressed in numbers and letters that
indicate specific locations on the Earth.
Instructor Guide
Purpose of a Tactical
Site Survey
– Gather information about a
site a principal may visit
– Use the information to plan
security arrangements for a
principal’s visit
Tactical Site
Survey
A tactical site survey is a tool that VIP protection Instructor Notes

teams can use to assess a venue a principal may visit. 1. EXPLAIN a tactical site survey.
The tool is a combination of site-specific information, 2. DISCUSS the purpose of a tactical site survey.
photographs, and maps. The information gathered
helps VIP protection teams plan security 3. DISTRIBUTE one copy of the handout Tactical Site
arrangements for a principal's visit. Survey to each group for reference during the
presentation.
Tactical site surveys should be conducted proactively
on venues likely to be on a principal’s itinerary. For 4. EMPHASIZE that completed tactical site surveys
example, principals may tend to visit common venues should be kept on file and then updated before a
such as specific hotels, government buildings, or principal’s visit.
certain restaurants.
Completed tactical site surveys should be kept on file

for future reference. If a tactical site survey is already
completed for a venue, the VIP protection team
should use that survey and update it to reflect current
conditions.
Instructor Guide
Tactical Site Survey Administrative Details

– Advance team
– Date and time
– Site points of contact
Tactical Site
Survey
Start by completing the administrative details of the Instructor Notes

tactical site survey. REFER trainees to the copy of the tactical site survey
as you describe administrative details to include.
• Advance Team: Include the names of the
individuals who conducted the tactical site survey;
the team, team leader, and person in charge of
the team conducting the tactical site survey.
Include contact information.
• Date and Time: Include the date and time the

advance team conducted the tactical site survey.
• Site Points of Contact: Record the name of the

person with whom the team spoke at the venue as
well as that person’s title and contact information.
Also record the site points of contact information if
it differs from the previous person(s) the team
spoke with. If possible, include a photograph of the
points of contact.
Instructor Guide
Venue Description
– Type of building or outdoor
location
– Description of surrounding
area
– Number of floors
– Number of rooms per floor
– Location of meeting rooms
and restrooms
– Hard points
Tactical Site
Survey
Describe the venue in general. For example, is the Instructor Notes

venue a building or outdoor area? If it is a building, 1. REFER trainees to the copy of the tactical site
how many floors does it have? Is the venue on a main survey as you describe the venue information to
road? Are there other buildings around it? include.
Include detailed descriptions of the venue’s interior: 2. ASK for a volunteer to provide the definition for
hard points. Expected answer: rooms that are
• Number of rooms per floor
easier to defend, such as rooms without windows.
• Hard points (rooms that are easier to defend such
as rooms without windows)
• Meeting rooms and restroom facilities
• Additional information deemed necessary and

pertinent
Instructor Guide
Describe This Venue
Instructor Notes
1. ASK trainees to look at the building on the slide
and provide as many details as possible just by
viewing the photograph.
2. PROVIDE additional details, if needed:
• Hotel
• At least six floors (there may be a basement)
• At least eight rooms per floor with external
balconies with windows and doors
• Guard station
• Building behind the hotel
• Heavy planters line the front of the hotel
• Vehicles can park directly in front of the
building
• Lights and security cameras visible
Photograph Source:
https://www.booking.com/hotel/mr/residence-iman-
appart.html
Instructor Guide
Sketches
– Main floor and the floor the principal will visit
– Stairwells, hard points, entrances, and exits
– Entire venue including drop points and where the VIP
protection team will stage and park their vehicles
– North arrow for reference
Tactical Site
Survey
Instructor Notes
The tactical site survey should include a sketch of the
venue. The sketch does not require artistic ability. REFER trainees to the copy of the tactical site survey
However, it should be as detailed and close to scale as you describe sketches.
as possible.
Sketch the main floor and, at a minimum, the floor

the principal will visit. Include stairwells, hard points,
entrances, and exits.
Sketch the entire exterior of the venue, including

drop points in locations where the VIP protection
team can stage for the visit and park their vehicles
while the event takes place. Include a North arrow
for reference.
Include additional specific information about the

venue such as:
• Location of main drop point and secondary drop

point
• Entrance to the venue
• Location of the parking area
• Other pertinent information
Instructor Guide
Site Security
– Number and location of security
guards
– Security guard
uniforms/equipment
– Location of security cameras
– Location and procedures for
entry checkpoints
– Contact information for head of
security
– Other pertinent information
Tactical Site
Survey
Instructor Notes
The tactical site survey should include details
regarding the existing security arrangements at the REFER trainees to the copy of the tactical site survey
site. Include: as you describe the information that should be
included regarding existing security.
• Number and location of security guards
• Hours for security guards
• What the security guards wear and what type of

equipment they carry or have access to (such as
weapons, batons, handcuffs, etc.)
• Location of security cameras and whether the

cameras have live feeds and/or record. If they
record, how long do they hold recordings before
recording over?
• Locations and procedures for checkpoints for both

people and vehicles
• Contact information for the head of security
• Any additional pertinent information
Instructor Guide
Site Vulnerabilities
– Foot traffic
– Busy streets
– Tall buildings surrounding event venue
– Places to hide improvised explosive devices
– History of attacks
Tactical Site
Survey
Instructor Notes
Site vulnerabilities include anything that makes the
venue vulnerable to an attack such as from a vehicle- REFER trainees to the copy of the tactical site survey
borne improvised explosive device (VBIED), drive-by as you describe the information that should be
small arms fire, or long-range fire from taller buildings. included regarding site vulnerabilities.
Include information on:
• Foot traffic
• Vehicle traffic
• Surrounding buildings
• Places to hide improvised explosive devices
• History of attacks
Site vulnerabilities constantly change so make sure to

update this section after every mission.
Instructor Guide
What Site Vulnerabilities Do You See?
Location of night reception
Instructor Notes
1. REFER trainees to the photograph on the slide.
EXPLAIN that a principal will be attending a night-
time reception adjacent to the pool area.
2. ASK trainees to describe site vulnerabilities they
can see.
3. If not mentioned, PROVIDE the following
information:
• Easy access for vehicles to the door (VBIED)
• No security posted to the door entering the
pool area
• Access for someone to fire from a balcony
above the area
• Access to throw an IED over the compound
wall
Photograph Source:
https://www.booking.com/hotel/mr/residence-iman-
appart.html
Instructor Guide
Contingency Data
– Evacuation
– Medical
– Safe havens
Instructor Notes
The tactical site survey includes contingency details in
case of an emergency or threat. Contingency data REFER trainees to the tactical site survey as you
includes: describe the types of contingency data to include.
• Evacuation information: List the means of

evacuation should a contact occur.
• Medical: Include the location of the nearest

hospital and/or medic station. This can include
military bases as well as local hospitals.
• Safe havens: Include all locations where the

convoy can gain access if a contact occurs. The
safe haven should be a defendable site for as long
as it takes until it is safe to leave or until a quick
response team arrives.
Instructor Guide
Military Grid Reference System (MGRS)

– Standard way to indicate precise locations anywhere on Earth with numbers
and letters
– More digits = more precise location
• Six-digit coordinate references area 100 square meters (UN standard)
What are the advantages of an MGRS?
Instructor Notes
Tactical site surveys must include the Military Grid
Reference System (MGRS) coordinates for locations. 1. EXPLAIN that MGRS locations should be included
on tactical site surveys.
The MGRS is a standardized way to present precise 2. ASK trainees: What is the advantage of using a
locations. An MGRS coordinate includes letters and an MGRS over a street address for a venue?
even number of digits up to 10. The more digits in the Expected responses should include:
coordinate, the more precise the location provided,
down to a 1-square meter location. • MGRS coordinates are more precise than an
address
A six-digit coordinate references an area of 100
• MGRS coordinates do not depend on
square meters and is the standard for United Nation
everyone speaking the same language
missions.
• MGRS coordinates are universally
understood by military and law enforcement
3. ADVISE trainees that this course does not include
land navigation. However, trainees need to know
what the MGRS coordinates represent and how to
report them.
4. EXPLAIN that MGRS coordinates may be
determined using global positioning system (GPS)
units, if available.
Instructor Guide
MGRS Example 17RMM43074348
Grid zone designator

Instructor Notes
1. EXPLAIN that you will use this slide and the ones
that follow to illustrate how to read MGRS
coordinates to Disney World in Florida, U.S.A.
2. NOTE that 17R is the grid zone designator. The
MGRS divides the Earth into 60 zones, each zone
intersected by latitudinal bands that further
pinpoint the location.
Map Source:
https://mappingsupport.com/p/coordinates-mgrs-
google-maps.html
Instructor Guide
17RMM43074348
100,000-meter square identifier
Instructor Notes
EXPLAIN that MM is the 100,000-meter square identifier.
Map Source:
google-maps.html
Instructor Guide
17RMM43074348
Numerical location
precision level = 1 km
Instructor Notes
1. EXPLAIN that the highlighted numbers are the
numerical location of the entrance to Disney
World with a precision level of 1 km.
2. REMIND trainees that the more numbers, the more

precise the location.
Map Source:
google-maps.html
Instructor Guide
17RMM43074348
Numerical location
precision level = 100 meters
Instructor Notes
1. EXPLAIN that the highlighted numbers are the
numerical location of the entrance to Disney
World with a precision level of 100 meters. As more
numbers are added, the location is more precise.
2. EXPLAIN that this six-digit coordinate is the UN

standard used in missions.
Map Source:
google-maps.html
Instructor Guide
17RMM43074348
Numerical location
precision level = 10 meters
Instructor Notes
1. EXPLAIN that the eight-digit coordinate gives a
precise location up to 10 meters.
2. ASK whether there are any questions on the MGRS

before moving to the next topic.
Map Source:
google-maps.html
Instructor Guide
Pictures
– Get permission first
– Take photos inside and outside from several
vantage points
– Include
• Name and/or code for venue
• MGRS
• Arrow indicating North
• Drop point, entry, parking location for
convoy, and staging location for VIP
protection team
• Meeting rooms, hard points, entrances, and
exits
Instructor Notes
A tactical site survey includes photographs of the
venue. You must secure permission from someone in 1. EXPLAIN that a tactical site survey also includes
charge before taking pictures. pictures. Most cell phones take good quality
photographs that can be used in a tactical site
Take pictures of the outside and inside of the building survey.
from as many vantage points as possible.
2. ASK trainees: “Why should you get permission from
Identify the following points on the photographs: someone in charge before taking photographs?”
If not mentioned, EXPLAIN that someone at the
• North with an arrow on at least one of the pictures venue may think you are conducting surveillance
and to as many as necessary to orient the person in preparation for an attack. Many venues that
looking at the pictures principals visit prefer that no photographs are
taken of the buildings to prevent them from being
• Drop point used to plan an attack.
• Entry to the venue 3. EXPLAIN what to identify on the photographs used
in a tactical site survey.
• Parking location for convoy
• Staging location for VIP protection team
• Meeting rooms
• Hard points
• Entrances and exits
Instructor Guide
Name of venue
MGRS
N
Drop point
Entrance to
venue
Instructor Notes
1. EXPLAIN that the slide and the next three slides
are examples of photographs used in an actual
tactical site survey.
2. NOTE that the name of the venue and the MGRS

coordinates are integral parts of photographs
used in tactical site surveys.
Instructor Guide
Name of venue
MGRS
Drop point
Instructor Notes
NOTE that the drop point is clearly indicated.
Instructor Guide
Name of venue
MGRS
Main entrance
Instructor Notes
EXPLAIN that the photograph shows the distance from
where the convoy parks to the main entrance.
Instructor Guide
Name of venue
MGRS
Main entrance
Instructor Notes
EXPLAIN that the photograph provides a clear view of
the entrance to the building.
Instructor Guide
Maps Should Include MGRS

– Established codes for locations along the route
42SWD1618819983
– MGRS locations for turns and other terrain features

– Three routes to a venue
• Green for primary route
• Yellow for secondary route
• Red for tertiary route
K1
08
K1
09
K1
05 K1 G7
07 5
K4
7
F2
03
Instructor Notes
Tactical site surveys include maps indicating at least
three routes to the venue. 1. EXPLAIN how to present a map in a tactical site
survey.
• Green for the primary route
2. EXPLAIN the need to indicate at least three routes
• Yellow for the secondary route
to the venue. NOTE that only one route is
• Red for the tertiary route indicated in the example above.
Include the code names for locations along the route 3. ASK trainees: “Why should you use established
as well as the MGRS coordinates for turns and other codes for locations along the route?” If not
terrain features. mentioned, REMIND trainees that codes help
provide a layer of security to the mission planning.
Instructor Guide
Route Analysis
– Review past/recent route surveys conducted in your area of operations
– Determine primary, secondary, and tertiary routes to and from the site
– Determine geographical coordinates
• Approach to the site
• Travel time and distances to and from site
• Chokepoints, danger areas, safe havens
Route analysis refers to the procedure of planning Instructor Notes

and then driving a route, looking for and noting 1. EXPLAIN that you will now present information on
danger areas, safe havens, chokepoints, construction conducting a route analysis that can be used in a
sites, abandoned vehicles, and other items of interest. tactical site survey.
Study a map of the area: 2. PROVIDE definitions for primary, secondary, and
• Plan primary and alternate routes and look for tertiary (emergency) routes as follows:
locations of hospitals and police and fire stations • Primary route: the preferred route for the
convoy to take to and from site
Physically drive the routes:
• If time permits, drive the routes multiple times on • Secondary route: the alternate route in the
different days and times of the day event the primary route is no longer safe or
considered the best route
• Confirm locations of hospitals, police and fire
stations, and other places for a safe haven • Tertiary (emergency) route: the route that the
• Examine the routes for likely attack sites, danger convoy takes in the event of an emergency
areas, and chokepoints, such as intersections, blind
3. EXPLAIN the dangers of chokepoints and
curves, one-way streets, narrow streets and alleys,
REINFORCE that chokepoints are considered ideal
bridges, and construction sites
attack sites.
• The protection team can then plan routes to
avoid those sites 4. ASK trainees what countermeasure the VIP
protection team can have in place when
• If avoidance is not possible, the team can
approaching chokepoints. Expected answer is
analyze the site (by thinking like the would-be
unpredictability in time and speed of convoy.
attacker) and formulate a plan of action
Instructor Guide
Route Planning:Think Like

the Attacker
– What benefits does the location offer
an attacker?
– Does it allow for control of the
convoy?
– Does it allow for the attackers to
position themselves in advance with
little to no chance of detection?
– What method of attack does the
location support—ambush, sniper,
IED, etc.?
– What avenue of escape does the
location offer the attacker?
When planning and observing the site, think about the Instructor Notes
following: 1. REMIND trainees of the importance of situational
• Should the convoy be disabled, what areas of awareness when conducting a route analysis.
cover and movement are available?
2. EXPLAIN that the best way to look for
• What avenues of escape are available for the vulnerabilities is to think like the attacker. It is
convoy? important, though, that the protection team is
familiar with the types of attacks and capabilities
• What is the route to the closest trauma center from
of insurgents or other criminals in the area.
each possible ambush site?
3. REVIEW the considerations in the slide and left
Identify those areas of the route that cause a vehicle
column.
to slow down and prevent it from escaping. Try to
avoid one-way streets, construction zones, and traffic 4. ADD any other precautions you have and ASK
circles. Be particularly cautious on single-lane trainees to add anything they have.
roadways, especially when vehicles are parked by the
roadway.
Instructor Guide
Plan Your Route ACTIVITY

– Refer to the map in the handout or on the screen.
– Plan the primary and alternate routes for transporting the principal from the
office to the stadium.
– Highlight each route with a different colored marker.
– Circle all chokepoints.
Prepare to brief
Work in your group
class
Map
Instructor Notes
Plan Your Route activity (15 minutes + discussion).
Trainees will work in their groups to study the map
(handout) and determine the primary, secondary,
and tertiary route from the principal’s place of work to
the stadium. They are to pinpoint all chokepoints.
1. ADVANCE to the next slide, which shows the

map.
2. ASK trainees to work on either the handout map

or the map in their guide.
3. EXPLAIN the activity to the trainees. They are to

work in their small groups and study the map to
determine the primary, secondary, and tertiary
route from the principal’s place of work to the
stadium. They are to pinpoint (circle or otherwise
highlight) all chokepoints.
4. NOTIFY trainees that they have approximately 15

minutes to complete this exercise. They should be
prepared to explain their selection to the class.
5. ENSURE that trainees have no questions before

allowing them time to work.
6. ADVANCE to the Regroup slide for the

presentations.
Instructor Guide

Hospital
REGROUP
Office
Stadium
Instructor Notes
2. HAVE each group present its map. MAKE sure the

groups discuss chokepoints.
3. ENCOURAGE the groups to ask questions of other

groups.
Instructor Guide
RECCE
– Abbreviated tactical site survey
– Used in the absence of a comprehensive tactical site
survey
Ideally, VIP protection teams will have a completed Instructor Notes

tactical site survey well in advance of a principal’s visit 1. EXPLAIN a RECCE and when to use it.
to plan for the appropriate security measures.
However, there are times when the team may have 2. ASK trainees to imagine they have just been
little advance notice of a visit to a location that does informed that the principal wants to stop at the
not have a tactical site survey. café in the photo before heading back to her
office as planned.
For example, a principal may inform the VIP 3. Then, ASK trainees what types of information are
protection team that he or she wants to make an most important to gather in the few minutes they
unplanned stop at a private home or small café that have to perform a RECCE. Expected answers
does not have a corresponding tactical site survey. should include: drop site, entry and exits, hard
points, and parking locations for the convoy.
In these cases, the VIP protection team will conduct a
RECCE. The information gleaned from the RECCE can
be included later in a tactical site survey.
Instructor Guide
Teach-Back
– Work in groups
– Sketch the classroom and surrounding
area on a flipchart and indicate:
• North
• Entry
• Stairs/windows
• Surrounding area
• Drop point
• Hard point
Instructor Notes
1. CONDUCT a group teach-back by asking trainees
to work in their groups to briefly sketch the
classroom and surrounding areas, indicating the
points on the slide.
2. CIRCULATE and provide feedback to the groups.
Instructor Guide
Summary
– Terminology
– Purpose of tactical site survey
– Administrative details
– Venue description
– Sketches
– Site security
– Site vulnerabilities
– Contingency data Refer to the
– Military Grid Reference System Practical Exercise
– Route analysis Field Guide
– RECCE
Instructor Notes
2. EXPLAIN that trainees will now use what they have

learned in this module to conduct a tactical site
survey. REMIND each group to use the tactical site
survey handout.
Instructor Guide
Advance Team
Module 17: Advance Team
Advance Team Instructor Notes

This module offers an overview of the types of 1. INTRODUCE yourself and any co-instructors.
advances as well as the mission, duties, and
responsibilities of an advance team. It builds upon the 2. EXPLAIN that this module covers the types of
previous module, Tactical Site Survey, and explains advances, mission, and duties and responsibilities
how the survey is used by the advance team and of an advance team. It stresses the importance of
how, in some cases, the advance team may have to communication.
update or develop a tactical site survey. 3. TIE this module into the previous module by
explaining that a tactical site survey is used by all
Learning Objectives members of a protection detail—it provides
Upon successful completion of this module, trainees will information about the venue to be visited. In some
be able to: cases, a tactical site survey may not be
• Describe the two types of advances completed before the advance team arrives at a
• Determine priorities for a hasty advance location. In this event, the advance team would
• Explain the mission of the advance team gather as much information as possible to start a
• Identify the duties and responsibilities of an survey or update one that is already in place.
advance team These situations will be discussed in this module.
• Analyze a tactical site survey
Activities
Topics
• Hasty Advance(10 min. plus discussion time)
• Types of advances
• Pre-posted Team (5 min. plus discussion time)
• Advance team mission
• Using the Tactical Site Survey (10 min. each group
• Advance preparation
plus discussion time)
• Duties and responsibilities of an advance team
• Communications Instructor Preparation
• Tactical site survey
Estimated Time: 2 hours classroom time • Be familiar with the instructions for activities and
follow them carefully.
Instructor Guide
Advance Team
Learning Objectives
– Describe the two types of advances
– Determine priorities for a hasty advance
– Explain the mission of the advance team
– Identify the duties and responsibilities of an advance team
– Analyze a tactical site survey
Instructor Notes
Instructor Guide
Advance Team
Topics
– Types of advances
– Advance team mission
– Advance preparation
– Duties and responsibilities of an advance team
Instructor Notes
Instructor Guide
Advance Team
Advance
– Planned advance (scheduled)
– Hasty advance (unscheduled)
The term advance applies to all security activities, Instructor Notes

plans, and arrangements made prior to and in 1. DEFINE the term advance.
connection with a visit by a principal.
2. STRESS that the advance team verifies previously
The advance team confirms and/or arranges security gathered information but EXPLAIN that in some
for every place the VIP visits prior to the VIP’s arrival, cases--an unplanned stop—a tactical site survey
including: will not have been completed. So, the advance
team develops a modified survey.
• Private residences
• Foreign government property 3. DISCUSS some of the issues that the advance
team will look for and analyze—chokepoints,
• Restaurants
checkpoints, one-lane roads, or other security
• Government buildings concerns along the route and at the site.
• Airports
4. EXPLAIN that the advance team looks for
• Recreational facilities anything that has changed or seems unusual
• Hospitals about the route—traffic accident, protests,
construction, weather-related issues, suspicious
A hasty or last-minute advance is a rapid assessment, objects, etc. The team informs the team lead or
conducted before the principal arrives, of the tactical commander of any issues found.
potential vulnerabilities and protective measures that
can be implemented at an unplanned site, venue, or 5. EXPLAIN that in hasty advances, security
event. Advance teams usually conduct a hasty concerns must be prioritized.
advance because the principal makes a last-minute
itinerary change with an unscheduled stop. In hasty
advances, the advance team modifies the level of
detail of a planned advance and attempts to identify
and implement as many security arrangements as Image:
possible. In essence, the advance team develops a http://www.ocregister.com/2013/01/28/probation-
modified tactical site survey because one would not sweep-targets-those-released-in-prison-
have been completed in this instance. realignment-effort/
Instructor Guide
Advance Team
Hasty Advance ACTIVITY

– The advance team must evaluate the situation and prioritize safety concerns
as quickly and efficiently as possible
– Using a flipchart, prioritize the most crucial issues that should be addressed
in a hasty advance
Work in your group Share with class
Instructor Notes
Hasty Advance Activity (10 minutes + 15 minutes
discussion). Trainees will work in their groups and list
the most crucial issues that should be addressed
during an unscheduled advance. The purpose of this
activity is to gauge trainees’ understanding of what
an advance entails.

work in their small groups and prioritize what they
consider to be the most crucial issues that should
be addressed during an unscheduled advance,
remembering that time is limited.
2. TELL trainees that they have approximately 10

minutes to complete this exercise. After 10
minutes, they should be prepared to share with
the class.


presentations and discussion.
Instructor Guide
Advance Team
REGROUP
Hasty Advance
– Name the most
critical safety
concerns that should
be addressed in a
hasty advance
Instructor Notes
2. ALLOW trainees time to present their response

and ENGAGE them in discussions of their
responses.
3. If trainees disagree on the order of priority,

ENCOURAGE a debate until a consensus is
reached.
Image:
http://www.unmultimedia.org/photo/
Instructor Guide
Advance Team
Advance Team Mission

– Arrive at site prior to principal to
ensure that the visit goes as
planned—that is, no surprises and
no uncertainties
The advance team comprises as many protection Instructor Notes

team members as necessary to confirm or staff the 1. DESCRIBE the advance team mission.
security arrangements at each area to be visited.
2. EXPLAIN that the advance team is made up of as
The advance team may provide arrangements at many protection team members as necessary to
restaurants, convention centers, government confirm or staff the security arrangements.
buildings, museums, airports, or any other locations
scheduled to be visited during the principal’s stay.
During the actual visit, the advance team should be

at the site in advance of the principal’s arrival. The
advance team will meet the convoy and possibly
lead walking formations.
As soon as feasible but prior to the VIP’s arrival, the

advance team will brief the team lead or tactical
commander on the situation at the venue.
The lead advance team member may be designated

as primary advisor to the team lead during the
principal’s stay in the area; he or she may be assigned
responsibility for liaison activities and first-line
communications with all sources who participated in
making the advance arrangements.
Instructor Guide
Advance Team
Advance Preparation for

Scheduled Visits
– Receive a briefing from the team
lead
– Review site survey on venue
– Determine logistical requirements
– Know principal’s arrival and
departure times
– Confirm primary route and, if
possible, secondary and emergency
routes
– Coordinate with other security
elements in the area, including local
law enforcement
Instructor Notes
1. EXPLAIN that the briefing is critical to the success
of the team.
2. EXPLAIN that the advance team should review

tactical site survey for the venue.
3. MENTION that route considerations, crowd and

traffic control, protective intelligence, and
perimeter security are some of the issues that
should be coordinated with other law
enforcement.
4. ASK trainees whether they can think of anything

else that needs to be coordinated.
Instructor Guide
Advance Team
Advance Team Objectives

– Coordinate with venue managers
– Know the principal’s primary and alternate
walking routes
– Know all emergency routes
– Keep team lead or tactical commander apprised
Instructor Notes
1. REVIEW the objectives of the advance team.
2. ADD any other objectives you may have but

NOTE that the following slide asks trainees to
determine duties and responsibilities based upon
these objectives. So, AVOID discussing specific
responsibilities at this point.
Instructor Guide
Advance Team
Duties and Responsibilities ACTIVITY

– Building upon the previous exercise, list all duties and responsibilities that
you think are required of the advance team to ensure that the principal has a
safe and smooth visit
• For example, ensure the designated arrival point is secure
Work in your groups List on a flipchart
Instructor Notes
Duties and Responsibilities activity (10 minutes + 15
minutes discussion). Trainees will work in their groups
and list what they think should be the duties and
responsibilities of the advance team. The purpose of
this activity is to build upon their thoughts from the
previous activity.

work in their small groups and list all of the duties
and responsibilities of an advance team.

minutes to complete this exercise. After 10
minutes, they should be prepared to share with
the class.


presentations and discussion.
Instructor Guide
Advance Team
Duties and Responsibilities REGROUP
The advance becomes the protection team’s site Instructor Notes

expert by fulfilling the following responsibilities: 1. REGROUP from the previous activity.
• Inspecting the site, visually and physically
2. ALLOW trainees time to present their response and
• Coordinating with hotel, building, or event ENGAGE them in discussions of their responses.
managers about activities at the venue
3. Expected answers should include the information
• Identifying exact meeting locations and personnel
to the left and above. ADD any of these
the principal will meet
responsibilities that the trainees did not mention—
• Walking route the principal will take from arrival or ASK leading questions to get them to come up
point to the meeting location with the answers.
• Noticing potential avenues of approach that
4. EXPLAIN that protective support units include pre-
threats may take to acquire access to the venue
posted officers, tactical support team, and
• Implementing all necessary security arrangements designated defensive marksman teams.
at the site, venue, or event
5. ENGAGE trainees in a discussion of the required
• Functioning as the protection team’s liaison with
traits of a successful advance team. Expected
other security agencies, including local law
answers should include: detail-oriented, ability to
enforcement and intelligence officials
understand all security-related aspects of the site
• Communicating and providing updates directly visit, diplomacy with all points of contact and
with convoy’s tactical commander or team lead protective support units, ability to make quick
• Reviewing security measures already in place and decisions, and diligence. ADD any other traits you
determining whether additional security measures deem important.
need to be put in place
6. ADVANCE to the next slides to further discuss
• Confirming whether protective support units will duties and responsibilities.
be required and, if so, coordinating their positions
and actions related to the site
• Meeting convoy at arrival point
Instructor Guide
Advance Team
External
Considerations
– Will there be a meet and
greet at the curbside?
– What is the path from
curbside to destination?
– Is the area for staging the
vehicles secure?
– Where are the pick
up/drop-off areas?
Discussion Question:
What else?
Instructor Notes
2. ENGAGE trainees in the discussion question and

ASK whether they can add anything else.
Expected answers are listed below:
• Is there coverage of high points around

building?
• Are there plans for traffic control around the

building?
• What is the structure of the building? Does it

have columns, statues, or art that a threat can
hide behind?
• Is there dense vegetation that can allow

attackers to hide and wait for an opportune
time to attack?
3. ADD anything else you deem important.
Instructor Guide
Advance Team
Internal Considerations
– What will the principal do once she/he arrives at the site?
– Where else within the site might the principal visit?
– Where are entrances, exits, elevators, roof access, basement, fire escape?
Discussion Question: What else?
Instructor Notes
2. ENGAGE trainees in the discussion question and
ASK whether they can add anything else.
Expected answers include the following:
• What will the principal do once he or she
arrives at the site?
• Where else within the site might the principal
visit?
• What is the capacity of the elevators?
• Where are the stairs?
• What is the seating arrangement?
• Who are the guests?
• Where are the restrooms?
3. REMIND trainees that they should never assume
anything. Everything must be verified.
Image:
http://media1.biola.edu/magazine/photos/2012/Jan
/10/cache/IMG_8099_conf-room_flat_full.jpg
Instructor Guide
Advance Team
Working with Points of Contact

– Develop a rapport with the points-of-contact
– Gather information related to the event and the site
Meeting and developing rapport with the event host Instructor Notes
and the building security officials provide valuable 1. DISCUSS working with points of contact, using the
information related to the building’s layout, security notes to the left.
considerations, and procedures related to the
principal’s visit. 2. EXPLAIN that although not a requirement, using a
checklist is helpful, at least initially, to capture
every step taken during an advance.
3. TELL trainees that recalling the sequence of

events is the best way to ensure that step-by-step
movements of the principal are included in the
checklist—e.g., principal arrives at venue and
meets with minister of health at the arrival point;
principal and minister will walk to conference
room, etc.
Instructor Guide
Advance Team
Besides the items below, what else should be on a

checklist?
– Arrival and departure time
– Contact person
– Site entry and exits (primary and secondary)
Instructor Notes • Emergency evacuation routes

1. WALK trainees through some of the steps the • Pre-posting
advance team takes—from start to finish—and • Restroom
ASK whether having these steps on a checklist
• Local security
will make their job easier by ensuring that they do
not miss anything. • Number of guests/employees
• Medical reaction plan
2. REMIND trainees that most of these items should
be listed in the operation plan as well. • Nearest medical facility
• Fire equipment
3. ASK trainees to name other items that should be
on a checklist. Expected answers should include: 4. EXPLAIN that this list is not all-inclusive.
• Advance team arrival and departure time 5. TELL trainees that they must never assume
• Convoy arrival and departure time anything.
• Scenario
• Contact person
• Site entry and exit (to include secondary)
• Convoy arrival site
• Convoy staging
• Meet and greet
• Path
• Meeting room
• Floor plan
• Safe haven
Instructor Guide
Advance Team
Prior to principal’s arrival, advance team should:

– Communicate with each team or unit leader on the venue to ensure that
their personnel are fulfilling their responsibilities and are at their assigned
positions at least one hour before the principal arrives
– Walk around the venue and verify placement of the following support units (if
required):
• Local law enforcement
• Local security
• Venue or site staff
• Military
• Other resources used
Instructor Notes
REVIEW the steps in the slide.
Instructor Guide
Advance Team
Pre-Posted Team
– Assigned to observation and
access points
– Remains at post until
relieved
If required, pre-posted officers are trained officers Instructor Notes

assigned as additional security to various locations to 1. EXPLAIN that pre-posted officers ensure security
ensure the security of the site. of the venue.
All pre-posted officers should be standing post in their 2. TELL trainees that pre-posted officers are to stand
assigned positions before the principal arrives. These post at least one hour before the principal arrives
officers are responsible for maintaining the integrity of and remain until relieved.
the security at their positions until relieved.
3. STRESS that pre-posted officers may not be part
The advance team reviews the positions to ensure of the advance team.
they provide the coverage needed.
Instructor Guide
Advance Team
Pre-Posted Team ACTIVITY

– Refer to the next slide in your guide or on the screen to determine the best
placement for:
• A 5-person pre-posted team
• A 3-person pre-posted team
Work in your group Share with class
Instructor Notes
Pre-posted Team activity (5 minutes + 10 minutes
discussion). Trainees will work in their groups to
determine the best placement for a five-person
advance team and then a three-person advance
team.
1. ADVANCE to the Regroup slide to show the

image of a building.
2. EXPLAIN the activity. Trainees are to work in their

small groups and determine the best placement
for a 5-person pre-posted team. Next, they
determine the best placement for a 3-person
pre-posted team.

minutes to complete this exercise. They should be
prepared to share with the class.

5. ADVANCE to the Regroup slide for the responses.
Instructor Guide
Advance Team
Pre-Posted Team
EXIT EXIT
REGROUP
GATE
EXIT
Meeting Site
ENTRANCE
Stash X
Car
Instructor Notes
1. REGROUP from previous activity.
2. ALLOW trainees time to present their response

and ENGAGE trainees in discussions of their
responses.
3. USE the image below as a reference for the best

placement of a five-person advance team.
Instructor Guide
Advance Team
Room Searches
– Search in a 360-
degree clockwise
direction Chin to Ceiling
– Use wall features,
such as door
jambs, light
switches, and Waist to Chin
electrical sockets
as markers for
dividing the height
of the room into
thirds
Floor to Waist
Tell trainees that, depending on the site and time Instructor Notes
available, the advance team should devise a search EXPLAIN that when the room search is complete, a
plan and assign members to conduct searches. NOTE: team member should be posted at the entry door to
If the site is a government official’s office or other maintain the security of the room.
sensitive area, be aware that a search may not be
appropriate or permitted.
If a search is required, include entrances, elevators,

and stairwells.
To conduct a search:
• Create a checklist
• Have one member of the team search the room
• Have a second member follow and search again
• Identify orally the areas to be searching,
announcing all suspicious objects or items and
confirming that all areas are cleared of threats
Instructor Guide
Advance Team
Communications
– Guides the detail into the site via radio and telephone communications
– Constantly updates the convoy on the situation as it approaches the site
– Stays informed of the status of the convoy
The most crucial part of the advance team’s Instructor Notes

responsibilities is communication. Communicating with 1. EXPLAIN that the most crucial responsibility of the
all support units is critical, but communicating with the advance team is proper communication.
team lead or tactical commander of the convoy is
even more critical. 2. STRESS the importance of frequent
communications with the team lead or tactical
Monitor the radio communications of the protection commander.
team to determine when the convoy is on the way to
the site.
Communicate everything you know about the site to

the team lead or tactical commander. For example:
confirming the drop point, where the principal will be
sitting at a restaurant, where the convoy vehicles will
be located, any safe rooms you have set up, etc.
(Note that this information is typically given in person
once the VIP arrives at the venue.)
Instructor Guide
Advance Team
Using the Tactical Site Survey ACTIVITY

– You principal's itinerary includes a stop at the assigned venue
– Determine whether you have all of the information you need to confirm or
arrange appropriate security measures at the location
– If not, indicate any additional information you would like to have
Work in your group Explain to class
Instructor Notes
Using the Tactical Site Survey activity (10 minutes +
discussion) is designed to tie this module in with the
previous module on Tactical Site Surveys and to STRESS
the importance of the survey to the advance.
1. HAVE trainees break into their groups.
2. HAND each group another group’s tactical site

survey from the previous module.
3. EXPLAIN the activity to the trainees. Their

principal’s itinerary includes a stop to the venue
you just assigned. They are to determine whether
the site survey provides all of the information they
need to arrange appropriate security measures
at the location. If the group does have enough
information, it is to explain why it does. If the
group does not have enough information, it is to
explain why it does not. In both cases, the groups
should include anything else they would have
liked to know about the site.

5. REGROUP on the following slide.
Instructor Guide
Advance Team
Using the Tactical Site Survey REGROUP

– Do you have the information you need?
Instructor Notes
2. ALLOW trainees time to discuss their site surveys.
3. ENCOURAGE discussion between the groups.
4. PROVIDE any final feedback.
5. REMIND trainees that in some instances the

advance team will be responsible for developing
modified site surveys and STRESS the importance
of developing surveys that others can easily
follow.
Instructor Guide
Advance Team
Summary
– Types of advances
– Advance team mission
– Advance preparation
– Duties and responsibilities of an advance team
– Communications
Instructor Notes
PROVIDE a summary of the key points discussed in this
module.
Instructor Guide
Intermediate Protection Formations
Module 19: Intermediate Protection Formations
Intermediate Protection Formations Instructor Notes

This module explains how to protect a principal when
he or she is entering and exiting buildings and rooms;
moving in crowds; using elevators, escalators, or stairs; 2. EXPLAIN that this module covers a variety of
greeting the public; or giving a speech. situations requiring the VIP protection team to
adapt protective formations to provide 360-
Learning Objectives degree protection to the principal on operations
Upon successful completion of this module, trainees will that include buildings and public events.
be able to:
• Explain the importance of the “watch hands” rule 3. EXPLAIN that this classroom portion of the module
• Discuss protecting the principal from hostile crowds or introduces trainees to the various formations and
suspicious people considerations before they go outside to practice
• Discuss protecting the principal while entering and in groups.
exiting buildings; using elevators, escalators, or stairs;
greeting the public; or giving a speech
• Demonstrate VIP protection responsibilities at public Instructor Preparation
events and venues • Review all slides and Instructor Notes, paying
particular attention to the movements on the
Topics animated slides.
• Watch hands rule • Be familiar with the instructions for teach-backs.
• Crowds
• Unfriendly person(s) in a crowd
• Thrown objects
• Elevators
• Doorways
• Stairs and escalators
• Rope lines
• Speeches and press conferences
Estimated Time: 1.5 hours classroom time/3.5 hours

practical exercise
Instructor Guide
Learning Objective
– Explain the importance of the “watch hands” rule
– Discuss protecting the principal from hostile crowds or
suspicious people
– Discuss protecting the principal while entering and exiting
buildings; using elevators, escalators, or stairs; greeting the
public; or giving a speech
– Demonstrate VIP protection responsibilities at public events
and venues
Instructor Notes
Instructor Guide
Topics
– Watch hands rule
– Crowds
– Unfriendly people in a crowd
– Thrown objects
– Doorways
– Stairs and escalators
– Elevators
– Rope lines
– Speeches and press conferences
Instructor Notes
Instructor Guide
Watch Hands Rule:

Always Watch Hands!
– Ask to see people’s hands
– If you cannot see a person’s
hands, stand between the
principal and that person
until the principal passes
The watch hands rule is very simple and critically Instructor Notes
important to the principal’s safety: Watch people’s 1. EXPLAIN the watch hands rule.
hands at all times. VIP protection operators may tend
to watch people’s faces for signs of threat to the 2. EMPHASIZE the importance of watching people’s
principal. However, threats do not come from faces— hands even though it may feel more natural to
they come from hands holding weapons or items to look people in the eyes or watch their faces for
throw. signs of threat.
If you cannot see a person’s hands, ask to see them. 3. EXPLAIN that due to their positions and duties,
If the environment makes it difficult to see a person’s principals are often in very public situations. The
hands, stand between the principal and that person VIP protection team needs to be able to protect
until the principal passes. the principal while maintaining a professional
presence and using the appropriate amount of
force, if force is necessary.
Image:
obamawhitehouse.archives.gov/blog/2011/05/10/
Instructor Guide
Crowds Can Quickly Turn Hostile

– Watch for suspicious objects or movements
– Evacuate the principal if the crowd starts to get out of control—do not wait
for contact
Crowds can turn from friendly to hostile very quickly. Instructor Notes
All it takes is a handful of agitators to influence a 1. PROVIDE information on crowds using the notes to
crowd to take an aggressive turn that may threaten the left.
the principal’s safety.
2. ASK trainees: “What indications may signal a
The proximity of the crowd to the principal dictates crowd may be turning hostile?” Expected
the protective formation required. A tight and responses should include: angry, yelling, people
extended diamond formation may be best if the who appear to be agitating the crowd, groups
crowd is close. If the principal is a good distance from pushing against barriers, peaceful people leaving
the crowd and the area is wide enough, a box the event as actions escalate, etc.
formation may be appropriate. The VIP protection
team needs to continually assess the situation and 3. EMPHASIZE the point that the VIP protection team
adapt protective measures accordingly. does not need to always wait for a direct threat
before evacuating the principal.
Regardless of the formation used, the VIP protection
team must be prepared to evacuate the principal
even if there is no direct threat. If the crowd is
becoming aggressive, evacuate the principal.
Instructor Guide
Unfriendly People in a Crowd

– Scan crowd for anyone who stands out
– Stand between suspicious persons and principal
– Do not let protesters distract your attention
Continually scan the crowd for any person who stands Instructor Notes
out. People may stand out because they hide their REMIND trainees that situational awareness is
hands, yell negative statements, or hold an unusual especially important in crowd situations.
object for the environment.
VIP protection team members should stand between

any suspicious persons and the principal.
Note that protesters or others may try to distract the

VIP protection team to create a diversion in
preparation for an attack from another direction.
Maintain situational awareness at all times.
Image:
https://www.theguardian.com/politics/gallery/2016/ja
n/23/egg-on-your-face-politicians-under-attack
Instructor Guide
Protecting the Principal from Suspicious Person(s)

– Form a moving wall of protection
• Lead stands between suspicious person(s) and principal as formation walks past
• Left wing replaces the lead to stand between the principal and suspicious person(s)
• Rear replaces the left wing
Instructor Notes
1. EXPLAIN how to provide a “wall” of protection
between the principal and a suspicious person or
persons.
2. ADVANCE the slide to start the animation.
3. EXPLAIN the animation:
• The lead first stands between the suspicious

people and the principal.
• Then, the left wing “bumps” (replaces) the

lead, taking the lead’s place as a protective
barrier.
• The lead returns to his or her position.
• The rear then takes the place of the left wing

until the principal passes the suspicious group.
4. NOTE that VIP protection team members should

not move from their position as a protective
barrier until bumped by the next team member.
Instructor Guide
Teach-Back
– Demonstrate a moving wall of protection between
the principal and two suspicious persons
• Bodyguard
• Principal
• Lead and rear
• Two wings
• Two suspicious persons
Instructor Notes
1. CONDUCT a teach-back using the notes on the
slide.
2. PROVIDE feedback as trainees demonstrate the

protective wall tactic.
3. EXPLAIN that trainees will have time to practice

the tactic in the practical exercise that follows this
classroom portion of the module.
Instructor Guide
Thrown Objects
– Strike and deflect objects down using weak hand
– Do not try to catch objects
– Keep hands free
– Maintain situational awareness
If someone throws an object toward the principal, Instructor Notes

strike and deflect the object downwards with the EXPLAIN how to handle objects thrown toward the
weak hand. Do not try to catch the object—it may be principal.
dangerous.
By using the weak hand to deflect the object, your

strong hand is free to draw your weapon, if necessary.
This also protects your strong hand from being injured
by the object.
Be aware that a thrown object may be a diversion to

distract the VIP protection team from a more
dangerous threat to the principal.
Reminder: Maintain situational awareness at all times.
Image:
theguardian.com/politics/gallery/2016/jan/23/egg-
on-your-face-politicians-under-attack
Instructor Guide
Building Entry and Exit

– Prime opportunities for an
attack (fatal funnel)
– VIP protection team must
maintain 360-degree Threats
security without crowding
the principal
– Entry formation depends on Fatal
how door opens Funnel
Instructor Notes
1. EXPLAIN that building entries and exits are prime
opportunities for attacks against the principal. It is
essential to move quickly through the chokepoint
to minimize the time spent in the fatal funnel.
2. EMPHASIZE that the VIP protection team must

provide 360-degree security while avoiding
crowding the principal.
3. EXPLAIN how the direction the door opens

dictates entry procedures. For example, if the left
wing opens/holds the door, the rear will tap the
left wing to indicate the left wing should enter.
4. NOTE that VIP protection teams should avoid

using revolving doors as they present a
chokepoint.
Instructor Guide
Building Entry
Instructor Notes
1. CLICK the image to play the video of a VIP
protection team entering a building (indicated
by orange cones). EXPLAIN that this is just one
example of how to enter a building.
2. NOTE that the VIP protection team is in a

diamond formation. The lead enters first. The
wings step slightly ahead and flank the door as
the principal enters.
3. EMPHASIZE that the VIP protection team must

immediately scan the area for threats upon
entry.
Instructor Guide
Entering a Room
Principal
Left wing/right wing
Right/left front/rear
Lead
Bodyguard
Rear
Instructor Notes
1. EXPLAIN that there are times the entire VIP
protection team may not enter a room. For
example, if the principal is attending a meeting
in a small room, only the bodyguard and lead
enter the room. The two wings flank the door
outside, scanning for threats along with the rear.
2. ADVANCE the slide to begin the animation,

explaining each step.
3. REMIND trainees that immediately upon entering

the room, they must check for threats.
4. EXPLAIN that the same process is used when the

principal leaves the building or room.
Instructor Guide
Stairs and Escalators

L
WL
BG
WR
The VIP protection team must provide 360-degree Instructor Notes

security to the principal while adapting to the 1. EXPLAIN that the VIP protection team may not
environment of the operation. be able to move in typical formation when using
stairs or escalators.
In general, VIP protection teams can use the same
formations for stairs and escalators that they use for 2. USE the notes to the left to explain formations
doorways. and considerations for protection on stairs and
• The lead goes first to control access to the stairs escalators.
from the top
3. EMPHASIZE that additional principals and their
• The left rear (or wing) walks in front of the principal security, family members, or guests can
• The right rear (or wing) is behind the principal and complicate protection on formal staircases. The
bodyguard VIP protection team must not let these
• The team leader (or rear) is behind the formation complications interfere with its ability to protect
to control access from below the principal at all times.
Sometimes, principals will have photo opportunities on

formal staircases. In these situations, the bodyguard
must remain behind the principal but out of the line of
sight.
• The lead and right rear (wing) are at the top of the
staircase to control access from above and along
the sides of the staircase
• The team lead (or rear) and left rear (wing) are at
the bottom of the staircase to control access from
below and along the sides of the stairs
Instructor Guide
Discussion
– What formation is used?
– What are the advantages and disadvantages of this formation?
– How could you provide greater protection for the principal?
Instructor Notes
1. ASK trainees to discuss the photograph on the
slide.
2. USE the questions and expected responses to

help guide the discussion. Trainees may supply
different and equally valid responses. ASK
trainees to explain their reasoning for responses.
• What formation is used? (Expected response:

a tight box formation)
• What are the advantages and

disadvantages of this formation? (Suggested
responses: Advantage–principal has
adequate protection from above and below.
Disadvantage–this formation appears to
leave the principal exposed on his left and
right; however, we cannot see if someone is
posted at the top of the stairs.)
• How would you provide greater protection

for the principal? (Suggested responses: Post
the lead at the top of the stairs and the team
leader at the bottom of the stairs to control
access from the top and bottom. This also
allows the lead to have complete visibility of
the area of operation. Post the left and right
rear or wings to the sides of the open stairs to
provide security from the side.)
Instructor Guide
Elevators
– Reserve ahead of time
– Site advance checks the elevator and
posts an officer
– Only VIP protection team in elevator
with principal
• Principal in the far rear corner
• VIP protection team surrounds the
principal
• Lead is last to get on and first to get
off the elevator
Instructor Notes
1. EXPLAIN procedures for using elevators in VIP
2. EMPHASIZE that it is best if only the VIP protection

team is in the elevator with the principal—no
members of the public.
3. NOTE that if all members of the VIP protection

team cannot enter the elevator, the bodyguard
must stay with the principal. The team leader will
assign team members to ride in the elevator and
others to go directly to the floor where the
principal will arrive.
Instructor Guide
Rope Lines
Past hands
Future hands
Rear-sector coverage and
present hands Present hands
Principals frequently greet members of the public in a Left /Right Wings

rope line. A rope line separates the principal from the • One moves behind the row of greeters, if the
members of the public but still allows the principal to greet situation allows
people and shake hands. When a principal is greeting the • Both watch the hands of people in the crowd; if
public in a rope line, the VIP protection team follows the the situation does not allow the right or left wing to
guidelines below. be behind the rope line, that team member should
take a position behind the bodyguard, facing
Lead away from the crowd, watching the rear of the
• Asks greeters who have their hands in their pockets or formation
not visible to show their hands • One wing is next to the principal watching “past
• Sets the distance between the principal and greeters hands”
• Scans the crowd to detect suspicious persons or
activity before the principal approaches Instructor Notes
• Continues to move in the direction of the principal’s
1. USE the graphic on the slide and the notes to
travel, leading the formation the entire time
EXPLAIN the responsibilities of a VIP protection
• Watches “future hands”
team when a principal is greeting people in a
rope line.
Bodyguard
• Stands behind the principal’s right shoulder with a good 2. EXPLAIN the concept and importance of
vantage point from which to see the interaction of the watching present hands, future hands, and past
crowd and the principal hands. This means that the VIP protection team
• Watches “present hands” watches the hands of people presently in front of
the principal, the hands of people who are
Rear about to greet the principal, and the hands of
• Stands behind the principal’s left shoulder people who already greeted the principal.
• Watches “present hands,” while scanning the area to
the rear of the formation for suspicious activity 3. EMPHASIZE the importance of constantly
watching hands for suspicious movements or
objects.
Instructor Guide

Principal
Rope Lines
Left wing/right wing
Right/left front/rear
Lead
Bodyguard
Rear
Instructor Notes
ADVANCE the slide to begin the animation, explaining
each step.
Instructor Guide
Speeches and Press Conferences
LL
RL
P
BG
RR
LR
When a principal is giving speeches, or press Instructor Notes

conferences, or is simply in front of a crowd, the VIP USE the notes and photograph on the slide to EXPLAIN
protection team should follow the guidelines below. In where the VIP protection team should position
a five-person VIP protection team: themselves when the principal is giving a speech or
press conference in front of a group of people.
• The bodyguard accompanies the principal on
stage and determines where he or she will stand
based on having an unobstructed view and path
of movement to the principal.
• The bodyguard should not allow the event planner

or members of another principal’s protection team
to dictate where the bodyguard stands.
• The team lead will assign VIP protection team

members to several posts to establish 360-degree
security, including above the principal and stage, if
necessary.
• The advance team should always inspect the area

where the principal will sit or stand prior to the
event.
Instructor Guide
Teach-Back
– Refer to the photograph
– Explain the responsibilities of each person in the VIP protection team
Instructor Notes
CONDUCT a teach-back by asking a volunteer to
point out each VIP protection team member in the
photograph on the slide and explain that person’s
responsibilities.
Instructor Guide
Summary
– Watch hands rule
– Crowds
– Unfriendly person(s) in a crowd
– Thrown objects
– Doorways
– Stairs and escalators
– Elevators
Refer to
– Rope lines
the Practical Exercise
– Speeches and press conferences Field Guide.
Instructor Notes
Briefly SUMMARIZE the module and ask for questions.
Instructor Guide
Firearms II
Module 21: Firearms II
Estimated Time
Firearms II
• 1 hour for dry-fire practice
The purpose of this module is to allow trainees to practice
• 6 hours for live-fire drills
draws, reloads, and fixing stoppages using the three-step
and six-step solutions.
Instructor Notes
Trainees will first practice dry-fire drills with weapons made 1. INTRODUCE yourself and any co-instructors.
safe for training. When the range master feels trainees can
2. EXPLAIN that the goal of this module is to provide
safely demonstrate skills during dry-fire practice, drills will
trainees with practice drawing, reloading, and fixing
continue at the range with live fire.
stoppages.
Note: While firearms skills are important in VIP protection
Video
duties, this is not a firearms course. Trainees should already
• One-Hand Quick-Draw
be familiar with safe weapons handling and basic firearms
skills as presented in the United Nations firearms courses.
Instructor Preparation:
This course is an opportunity for trainees to practice and
• If necessary, refer to the United Nations Firearms
enhance their skills within the context of VIP protection
Intermediate Level Part I: Stoppages, emergency and
duties.
tactical reloading.
• Refer to the course Range Guide to select the drills for
Learning Objectives
this module. Select drills based on the skill level of
Upon successful completion of this module, trainees will be
trainees. Recommended range drills for this module
able to:
include:
• Demonstrate draws and reloads
• Draws―Progressive One-Handed Drills (Pistol)
• Demonstrate the three-step and six-step solutions for
• Reloads―Emergency Reload Drill (Pistol)
clearing stoppages
• Malfunction Drill―Failure to Feed (Pistol or Rifle)
• Demonstrate safe weapons handling
• Arrange for the range, firearms, and ammunition.
• Set up the range according to the directions in the
Topics
Range Guide.
• Safety
• Adjust live-fire drills to the skill level trainees
• Draws
demonstrate during dry-fire practice.
• Clearing stoppages
• Reloads
Instructor Guide
Firearms II
Learning Objectives
– Demonstrate draws and reloads
– Demonstrate the three-step and six-step solutions for
clearing stoppages
– Demonstrate safe weapons handling
Instructor Notes
1. EXPLAIN that this is the first of three live-fire drills.
2. Briefly REVIEW the learning objectives.
Instructor Guide
Firearms II
Topics
– Safety
– Draws
– Clearing stoppages
– Reloads
Instructor Notes
Instructor Guide
Firearms II
Four Golden Rules

of Firearms Safety
firearms as loaded
2. Keep your weapon
intend to shoot
and what is beyond
Range Guide
Instructor Notes
1. REMIND trainees of the safety rules on the slide.
2. EXPLAIN that these rules must be followed at all

times both during dry-fire training and on the
range.

addresses a very common problem on the range.
4. REMIND trainees that range safety officers and all

shooters should be able to recite these rules from
memory.
Instructor Guide
Firearms II
One-Hand Quick-Draw
Instructor Notes
1. REMIND trainees that they learned the one-hand
quick-draw in Firearms I. TELL trainees that they will
have an opportunity to practice the draw using
live-fire in the drills that follow this presentation.
2. PLAY the video on the slide to illustrate the one-

hand quick-draw. POINT OUT that the movements
are fast and fluid.
3. REPLAY the video several times.
Instructor Guide
Firearms II
Clearing Stoppages:Three-Step Solution
Step 1 Tap the bottom of the magazine

(AK-47: magazine should be removed and reloaded)
Step 2 Tilt the weapon to the right and rack

the slide once
Step 3
Assess: Ready to fire
Instructor Notes
1. EXPLAIN that there are two clearance solutions for
stoppages. The first solution is a three-step solution
used when there is a failure to feed or fire, eject, or
lock.
2. DESCRIBE the three steps.
3. EXPLAIN that the shooter must react automatically

to a stoppage. Mastering the skill will prepare the
shooter to perform it correctly in contact situations.
Instructor Guide
Firearms II
Clearing Stoppages: Six-Step Solution
Lock the slide in the back position

Step 1 (AK-47: does not lock to the rear)
Step 2 Remove the magazine

Rack the slide twice to eject cartridge from the
Step 3 chamber; inspect chamber for stoppage
Step 4 Insert a new magazine
Step 5 Rack the slide
Step 6 Assess: Ready to fire
Instructor Notes
1. EXPLAIN that the second solution is used when
there is a double feed. EXPLAIN that a double
feed usually results from the weapon failing to
extract a spent case from the chamber before
trying to feed a live round from the magazine.
2. DESCRIBE the six steps to clear a double feed.
Instructor Guide
Firearms II
Emergency Reloads (empty magazine)

– Minimize your silhouette
– Bring pistol closer to your body
– Release the empty magazine by pushing the magazine catch
– Reach for replacement magazine with weak hand
– Keep your weapon pointed towards the contact
– Eject empty magazine
– Insert new magazine into pistol, leading with the index finger
– Release the slide forward to chamber a round
– The weapon is ready to fire
Instructor Notes
1. Briefly DESCRIBE the steps to perform an emergency
reload for a pistol with an empty magazine.
2. DEMONSTRATE the steps with a weapon made safe

and empty magazines.
Instructor Guide
Firearms II
Drills
Range Guide
Instructor Notes
1. REFER to the Range Guide drills you selected to
use for this exercise.
2. Briefly REVIEW the steps for each drill.
3. DEMONSTRATE skills as necessary.
Instructor Guide
Firearms II
Dry-Fire Practice Live-Fire Practice
Instructor Notes
1. EXPLAIN that trainees will first practice skills in dry-
fire drills. After trainees demonstrate competency
in the skills, the drills will be conducted with live fire
on the range.
2. EMPHASIZE the importance of practicing skills

correctly to build muscle memory using the correct
techniques.
Instructor Guide
Firearms II
Summary
– Safety
– Draws
– Clearing stoppages
– Reloads
Refer to the Range Guide

for drills and Safety Briefing
Instructor Notes
1. BRIEFLY summarize the topics and drills.
2. EXPLAIN that you will read the safety briefing before

the live-fire drills on the range.
3. ASK whether there are questions before moving

outdoors for dry-fire practice.
Instructor Guide
Convoy Operations I
Module 23: Convoy Operations I
Convoy Operations I Instructor Notes

This is the first of three modules on convoy operations 1. INTRODUCE yourself and any co-instructors.
in a UN mission environment. The module explains
basic terminology, formations, team responsibilities, 2. EXPLAIN that this module covers methods used to
and departures and arrivals. secure a principal while he/she is traveling in a
motor vehicle or convoy operation. NOTE that the
Learning Objectives basic protective tactics discussed in this module
Upon successful completion of this module, trainees will can be adapted for most forms of transportation.
be able to:
• Illustrate the formations of common convoys Activities
• Use the terminology of basic convoy operations in • Zones of Responsibility (10 min. plus discussion time)
a UN mission environment • One-, Two-, and Three-Vehicle Convoy Departures
• Explain the responsibilities of each member of the and Arrivals (up to one hour)
convoy team
• Perform arrival and departure moves from the Instructor Preparation
principal’s side of the vehicle
• Perform arrival and departure moves from the
• Be familiar with the instructions for activities and
driver’s side of the vehicle
teach-backs and follow them carefully.
Topics • ENSURE that enough chairs are available for the
• Formations activity on departures and arrivals.
• Terminology • Review all animations and videos and be familiar
• Team responsibilities with them. If a video does not play, refer to the
• Arrivals and departures Instructor Preparation Guide.
• Gather toy or model cars to be used in
Estimated Time: 2 hours classroom/4 hours practical demonstrations and teach-backs.
exercise
Instructor Guide
Convoy Operations I
Learning Objectives
– Illustrate the formations of common convoys
– Use the terminology of basic convoy operations in a UN
mission environment
– Explain the responsibilities of each member of the
convoy team
– Perform arrival and departure moves from the
principal’s side of the vehicle
– Perform arrival and departure moves from the driver’s
side of the vehicle
Instructor Notes
Instructor Guide
Convoy Operations I
Topics
– Formations
– Terminology
– Team responsibilities
– Arrivals and departures
Instructor Notes
Instructor Guide
Convoy Operations I
Convoy Formations
– Factors affecting
convoy composition
– Size and configuration
• One-car convoy
• Two-car convoy
• Three-car convoy
Factors affecting the convoy formation and size Instructor Notes

include the following: 1. EXPLAIN the most common formations for a
convoy. Don’t go into detail in this slide—the
• Threat level
following slides discuss each formation.
• Political situation
2. EXPLAIN the factors that affect the formation and
• Availability of vehicles and protective team size of the convoy. ADD any others that you may
have and ASK trainees to add any they may
have.
Instructor Guide
Convoy Operations I
One-Car Convoy
– Only the limousine
– Driver and bodyguard
D
BG
P
The standard position for the bodyguard is in the front Instructor Notes
passenger seat. The standard position for the principal 1. EXPLAIN the basic one-car formation, which
is the rear passenger seat. consists of the driver, a single bodyguard, and the
principal.
2. EXPLAIN that the ability to operate a one-vehicle

convoy gives a protection team versatility in its
movement options. A single vehicle convoy is the
easiest to move through traffic without being
detected; therefore, it provides the lowest profile
of any of the movement possibilities. With a lower
threat against a principal, a single vehicle convoy
still offers the basic protection necessary to
protect the principal within the United Nations
mission area of responsibility. Examples of
principals protected in a single vehicle convoy in
UN missions are judges, prosecutors, visiting police
dignitaries, and, at times, even the Mission Police
Commissioner. (Note: All movement formations
are based on the threat level within the area of
responsibility and the threat directed at the
principal. The level of protection can go up or
down based on received intelligence that a
threat is imminent.)
Instructor Guide
Convoy Operations I
Two-Car Convoy
LR
D
RR
TL
D
BG
P
Follow Limousine
– Driver, team lead, – Driver, bodyguard
right rear & left & principal
rear
The two-car convoy can be used for low- or medium- Instructor Notes
threat movement. The formation is as follows: 1. EXPLAIN that the two-car convoy is used for low-
• Limousine or medium-threat movements. PROVIDE
examples.
• Follow vehicle
2. EXPLAIN the limousine driver must be trained in
The limousine driver must be trained in security driving. security driving (defensive driving) and that the
The follow is staffed with three or four VIP protection follow car is staffed with a driver, the team lead,
team members. and right rear and left rear (if two team members
are required) or rear (if only one team member is
The basic convoy movement configuration is the required).
limousine with the follow behind a short distance and
offset to one side. This configuration varies according 3. DESCRIBE the basic configuration.
to threats, speed, and traffic conditions. Situations that
change the position of the follow vary. Examples of 4. ILLUSTRATE with toy or model cars on a table.
why the follow changes position are low-profile
movements in which the follow will be at a distance
close enough to provide assistance if necessary but
far enough away that the two vehicles should not be
noticed as traveling together. In a more traditional
movement, the follow will take the more hazardous
side of the limousine. The follow will be offset on the
driver’s side while driving down a two-lane road but
changes its offset to the passenger side when
approaching a crossroad where a vehicle appears to
be entering from the right side of the road.
Instructor Guide
Convoy Operations I
Three-Car Convoy
LR
D
LR
D
RR
TL
RR
TC
BG
P
Follow Limousine Lead

– Driver, team – Driver, – Driver, tactical
lead, right bodyguard commander,
rear & left & principal right rear & left
rear rear
Instructor Notes
1. EXPLAIN that the three-car convoy is used for
high-profile, high-threat movements.
2. DESCRIBE the basic configuration and the

number of team members in each vehicle, as
shown in the slide.
3. If feasible, ILLUSTRATE on a table.
Instructor Guide
Convoy Operations I
Teach-Back
– On a sand table or flipchart, illustrate each of the convoys,

including seating arrangements:
• One-car convoy
• Two-car convoy
• Three-car convoy
Instructor Notes
1. CALL upon three trainees.
2. ASK each trainee to draw or illustrate on a table

with toy or model cars (lids or other items that
can be used for this purpose) the configuration
of each of the convoys and describe the seating
arrangements. Each trainee will illustrate and
describe the assigned convoy configuration.
3. ASK the class whether they agree with each

configuration. If anyone in the class does not
agree, ASK him or her to come up and illustrate
the correct configuration.
Instructor Guide
Convoy Operations I
Large Convoy Pilot Car

(2 to 5 minutes in
front)
Police Lead
Lead
Limo
(Secondary)
Follow Car
Limo
Follow Car
Direction
of Travel
Guest, Staff, and Other
Vehicles
Police Tail Car
A large convoy is sometimes used for high-profile • Staff car—principal’s aides and/or other dignitaries
and/or high-threat VIP convoys and includes, but is • Police tail car—used for traffic control and to
not limited to: close the motorcade configuration. When
• Pilot car—two-to-five minutes ahead of the manpower is available, a protection team
convoy to check the route for security and traffic member will be in the vehicle.
conditions. A VIP protection team member and • Motorcycles can be used to either control
an explosive ordnance disposal officer should be intersections in advance of the convoy or provide
in the pilot car. coverage to the principal by driving alongside the
limousine
• Police lead car—used for traffic control and route
guidance for the motorcade. A protective • Ambulances can be used as an alternate means
operator is in this marked police car to help of medical evacuation for the principal and a
control the convoy and to act as a primary means for evacuating other members of
communications link with the protective detail. the detail. They are used when the principal has a
serious medical condition.
• Lead car—protection team members will occupy
all positions in this unmarked vehicle, which Instructor Notes
provides front coverage of the limousine, blocking EXPLAIN that this formation is rarely used. Examples of
when necessary. (This vehicle can also be used as when it may be used include: protecting numerous
a spare limousine.) prosecutors, judges, and defendants involved in large
• Limousine—a driver, principal(s), and bodyguard. trials; pomp and circumstances surrounding visiting
Note, the secondary limousine can be behind the dignitaries upon their arrival or departure.
main limo or in front. Both limousines should be
treated equally to avoid disclosing the location of
the principal.
• Follow—driver, team lead in right front seat, and
protection team members in back seats. May also
have a team member in well seat if using a large
sports utility vehicle or estate wagon.
Instructor Guide
Convoy Operations I
General Rules and Guidelines

– Limousine sets the pace
– Drive within your capabilities
– Inspect vehicle/complete vehicle
checklist prior to every movement
– Ensure all equipment is accounted for,
operational, and secure
– Always have an out; don’t get blocked in
– Never commit the limousine unless
cleared
– Communication and terminology are key
Instructor Notes
EXPLAIN the general rules and guidelines.
Instructor Guide
Convoy Operations I
Use Caution
– Natural and manmade
chokepoints
– Overpasses
– Construction sites
– Unattended vehicles
– Trees, light posts, signs,
overpasses, and bridge
spans that are elevated
– Broken-down motorists
Instructor Notes
1. REMIND trainees of vulnerabilities during convoys.
POINT out the items listed above and add some or
all of the following:
• Natural chokepoints—blind curves, bridge
approaches, round-abouts (all require the
vehicles to slow, making them more
vulnerable to attack—explosives are often
hidden on bridges)
• Guard rails (explosives have been hidden in
guard rails)
• Animal carcasses (explosives have been
hidden in dead animals)
• Abandoned or demolished structures
(explosives)
• Changes in regular pattern—foot/vehicle
traffic
• Out-of-place objects on roadside or median
• Obstruction of road lane intended to channel
traffic in a certain direction
• Motorcycle or other vehicle trying to close the
gap with convoy
• Vehicles trailing convoy for long distance
2. ASK trainees whether they have more items to
add to this list.
Instructor Guide
Convoy Operations I
Security Zones
of Responsibility Limousine driver 9 to 2
D BG
Lead driver 9 to 2 P
Bodyguard
11 to 3
Tactical
D TC commander
10 to 4 Follow driver
LR RR
Left rear 5 to 10 9 to 2 D TL
Team lead 10 to
LR 4
Right rear 2 to 7 LR RR
WM
Left rear 5 to 10 Right rear 2 to

7
Well man 4 to 8
Convoy formations have zones of responsibility. Using Instructor Notes

the clock diagram, where 12 o’clock is the convoy 1. USE a large clock or DRAW a clock diagram to
direction of travel, the zones of responsibility are illustrate the zones of responsibility for each
shown on the following diagram: protective team member. If possible, USE
• Limousine driver—9 to 2 another instructor to illustrate the zone of
coverage as you explain it.
• Bodyguard—11 to 3
2. EXPLAIN that the team lead should always be
• Team lead—10 to 4
looking around and in front to maintain
• Follow driver—9 to 2 awareness. The driver and right front team
member should use rearview mirrors to extend
• Left rear (follow)—5 to 10 their coverage.
• Right rear (follow)—2 to 7
3. Before advancing to the next slide, ERASE or HIDE
• Well man (follow)—4 to 8 the clock diagram.
• Tactical commander 10 to 4
• Lead car driver—9 to 2
• Lead car left rear—5 to 10
• Lead car right rear—2 to 7
Note: If only one rear, his or her primary zone of
responsibility is on the driver’s side and rear—9 to 4.
The team lead should always be looking around and
in front of the limousine to maintain a perspective on
all potential problems. The driver and tactical
commander should use rearview mirrors to extend
their coverage.
Instructor Guide
Convoy Operations I
Security Zone of Responsibility ACTIVITY

– Stand in a four-square formation, fulfilling roles of a vehicle in the convoy.
– Illustrate your zone of responsibility when the instructor calls out your
position.
Work in groups of 4 Stand in a square
Instructor Notes 4. EXPLAIN that you are going to call out a role—
Security Zone of Responsibility activity (10 minutes + e.g., bodyguard. The person who is role-playing
discussion time). Trainees stand in a four-person the bodyguard shows and tells you his or her
square (mimicking the seats in a convoy vehicle). area of responsibility.
ASSUME three-cars in a convoy, so HAVE trainees line
5. PROVIDE feedback and ALLOW the trainees to
up horizontally in 2 groups of four and 1 group of
respond one more time.
three—to illustrate lead, limousine, and follow on cars.
You will call out position (e.g., limousine driver). The 6. REGROUP on the following slide and DISCUSS
trainee in that role will use his or her arms to indicate activity.
the boundaries of his or her security zone. Trainees
should describe everything in that zone—other
“traffic” (trainees), threat vectors (doors, furniture,
etc.), etc.
2. HAVE trainees line up in two groups of four

squares and one group of three (with two in the
“front seat” and the principal in the “back seat”).
If more trainees are in the classroom, ADJUST the
numbers as appropriate.
3. TELL the trainees that they should know their

position—e.g., person in the front left (or right
depending on which side of the road they drive
on) is the driver. The person next to him is the
bodyguard.
Instructor Guide
Convoy Operations I
Security Zones of Responsibility REGROUP

Limousine driver 9 to 2
D BG
Lead driver 9 to 2 P
Bodyguard
11 to 3
Tactical
D TC commander
10 to 4 Follow driver
LR RR
Left rear 5 to 10 9 to 2 D TL
Team lead 10 to
LR 4
Right rear 2 to 7 LR RR
WM
Left rear 5 to 10 Right rear 2 to

7
Well man 4 to 8
Instructor Notes
2. ASK trainees whether they have any questions

and STRESS the importance of learning and
remembering the zones of responsibility.
3. ASK trainees what could happen if one or more

members of the protection team could not
remember his or her zone of responsibility.
4. TELL trainees that they will be practicing this

throughout the rest of the course.
Instructor Guide
Convoy Operations I
Responsibilities: All
Drivers
– Drive and control vehicle
– Wear seatbelts
– Maintain vehicle/dispatch
D TC
– Ensure all vehicle equipment is
secure
– Ensure vehicle equipment is LR RR
accounted for and operational
Instructor Notes
1. DISCUSS the duties and responsibilities of all
drivers.
2. EXPLAIN that only the drivers wear seatbelts. ASK

trainees if they know why the other members
would not wear seatbelts. Expected answer is: so
they can jump out of the car quickly if they need
to.
3. PROVIDE examples of vehicle checklist, including

those listed below.
• Physically check oil, radiator, brake, and
transmission fluids
• “Top off” the fuel tank prior to movement
• Tire pressure
• Spare tire and jack
• Lights and radio
• First aid kit and fire extinguisher
• Water
• Scheduled maintenance
• Lug nut wrench
• Extra fuses
• Trunk
• Under the hood
• Under the car
4. EXPLAIN that if the vehicle is parked within a
secure area, the security check is not necessary.
Instructor Guide
Convoy Operations I
Responsibilities—Lead Car:
Tactical Commander
– In charge of convoy security and vehicle
commander of lead car
– Plans route(s)
– Navigates D TC
– Clears route ahead
– Knows all alternate routes
LR RR
– Identifies potential threats
– Directs convoy to cut off angle to
threat(s)
Instructor Notes
1. REVIEW the duties and responsibilities of the
tactical commander.
2. EXPLAIN that the convoy reacts to the lead car—

i.e., the lead car is in control of all movements.
3. ADD any other duties and responsibilities you feel

are important.
4. ASK trainees to add anything they think is missing

from this list.
Instructor Guide
Convoy Operations I
Responsibilities—Lead Car: Left

& Right Rear
– Report traffic
– Report location of other vehicles in
convoy
– Announce all threats/contact D TC
– Identify and report when limousine

clears checkpoints and/or turns
LR RR
The lead and follow right and left rear are responsible Instructor Notes
for: 1. REVIEW the responsibilities of the lead and follow
right and left rear as described in the slide.
• Providing security to the left and right sides, as well
as to the rear 2. EXPLAIN the other responsibilities as described to
the left.
• Controlling traffic utilizing hand and arm signals
• Deploying, on order from the tactical commander are important.
to physically cover the limousine during stops
• Deploying to cover the limousine and the principal from this list.
during arrivals and departures
• Checking the lane and communicating its

condition to the tactical commander when a
request for a lane change comes over the radio
• Ensuring that equipment and weapons assigned to

their positions are functional at the beginning of
each shift
Instructor Guide
Convoy Operations I
Responsibilities—Limousine:
Driver
– Should be an expert driver
– Provides a smooth ride for the
principal
– Sets the pace for the convoy D BG
– Knows all routes/safe havens

– Takes maximum advantage of P
protection provided by support
vehicles
Instructor Notes
limousine driver as described in the slide.
2. REMIND trainees of the earlier slide that listed

guidelines for all drivers.
3. REITERATE that the limousine driver also follows

these general guidelines: drive and control
vehicle, maintain vehicle/dispatch, ensure all
equipment is secure, and ensure equipment is
accounted for and operational.

are important.

from this list.
Instructor Guide
Convoy Operations I
Responsibilities—Limousine:
Bodyguard
– Coordinates principal’s needs with
team lead
– Covers principal in event of an attack
– Has command of principal’s vehicle D BG
The bodyguard rides in the right front seat of the limo. Instructor Notes
He or she is responsible for the cover and evacuation 1. REVIEW the duties and responsibilities of the
of the principal. Duties include the following: bodyguard as described in the slide and left-
hand column.
• Acting as the communications link between the
command post and the limousine (in a one-car 2. ADD any other duties and responsibilities you feel
convoy) are important.
• Controlling the principal’s door on arrivals and 3. ASK trainees to add anything they think is missing
departures from this list.
Instructor Guide
Convoy Operations I
Responsibilities—Follow: Driver
– Directly supports principal’s vehicle
– Must be an expert driver
– Provides blocks and screens
– Knows all routes
D TL
– Identifies and cuts off angles of possible
threats
LR RR
Instructor Notes
driver of the follow as described in the slide.
2. ASK trainees whether they can recall the general

guidelines for all drivers. Expected answers are:
drive and control vehicle, maintain
vehicle/dispatch, ensure all equipment is secure,
and ensure equipment is accounted for and
operational.

are important.

from this list.
Instructor Guide
Convoy Operations I
Responsibilities—Follow:Team
Lead
– Overall in charge of VIP protection
– Coordinates with bodyguard
– Maintains communication with the
tactical operations center D TL
– Coordinates with supporting units

LR RR
The team lead is responsible for the operation of the Instructor Notes
convoy. He or she rides in the right front seat of the 1. REVIEW the duties and responsibilities of the team
follow. His or her responsibilities include the following: lead as described in the slide and left-hand
column.
• Making the decisions involving deployment of the
convoy, determining: 2. ADD any other duties and responsibilities you feel
are important.
• Speed of the vehicles
• Need for blocking or positioning of the vehicles 3. ASK trainees to add anything they think is missing
in traffic from this list.
• Use and display of weapons
• Acting as the communications link between the

detail and the tactical operations center. All direct
communications to and from the limousine will be
through the team lead.
• Upon arrival at a site, issuing the commands to exit

the vehicle and take up positions alongside the
limousine.
Instructor Guide
Convoy Operations I
Responsibilities—
Counter Assault Team
– Trails convoy—follows a
predetermined distance or
time behind the convoy
– Responds to attacks by
CAT CAT
rushing up and flanking limo
CAT CAT
CAT is deployed to oppose an attack, either to Instructor Notes

protect the principal directly or to cover the 1. REVIEW the duties and responsibilities of the
withdrawal of the principal. counter assault team as described in the slide.
A CAT may be deployed in uniform or covertly, 2. ADD any other duties and responsibilities you feel
depending on the decision to adopt a high- or low- are important.
profile escort.
from this list.
Instructor Guide
Convoy Operations I
Teach-Back
– Name the duties and responsibilities of the
left and right rears
– Explain where the bodyguard sits
– Explain where the principal sits
– Explain where the tactical commander sits D TL
LR RR
Instructor Notes
1. CALL upon a number of trainees sequentially.
ASK the first trainee the first question, the second
the second question, etc.
2. If a trainee provides the wrong answer, ASK

whether anyone in the class can provide the
correct answer.
Instructor Guide
Convoy Operations I
Terminology
– Departure
• Lead: lead up
• Limo: limousine up
• Follow: follow up
• Follow: roll convoy
– Arrival
• Slow roll
• Deploy, deploy, deploy
Instructor Notes
1. REVIEW the terminology for starting the convoy.
2. PRACTICE with trainees.
3. ADD any other terminology you think should be

introduced.
Instructor Guide
Convoy Operations I
Arrival/Departure
– One-vehicle embus
Principal’s direction of travel is alongside the vehicle’s Instructor Notes

passenger side. 1. EXPLAIN the steps taken during embus for one
vehicle.
During the principal departure for one vehicle, the
bodyguard remains in the standard position as the 2. DEFINE embus as departure (entering the
principal approaches the vehicle until he/she reaches vehicle) and orthodox embus as departure from
the door. the principal’s side.
The bodyguard then helps the principal into the 3. ASK trainees to describe the standard position of
vehicle while using his body as a shield until the the bodyguard.
principal is inside.
Once the principal is secured inside, the bodyguard

quickly gets into position inside and locks the doors.
When the bodyguard is secured inside, the driver

proceeds to the destination.
The standard seating position is for the bodyguard to

sit in the front passenger seat. The standard seating
position for the principal is in the rear passenger seat.
Instructor Guide
Convoy Operations I
Arrival/Departure
– One-vehicle: orthodox debus
Once the destination is reached, the bodyguard Instructor Notes

scans the area. If the bodyguard determines the area 1. EXPLAIN the steps taken during orthodox debus,
to be secure, he unlocks the principal’s door and exits telling trainees that the bodyguard scanned the
the vehicle. area before exiting the vehicle.
He opens the principal’s door while using his body as a 2. DEFINE orthodox debus as exiting a vehicle on the
shield as the principal exits the vehicle. He then principal’s side.
assumes the standard position and escorts the
principal to the destination.
Instructor Guide
Convoy Operations I
Arrival/Departure
– One-vehicle: unorthodox debus
Unorthodox debus is exiting the vehicle and crossing Instructor Notes

over to the driver’s side. 1. DEFINE unorthodox debus.
2. EXPLAIN the steps taken when exiting during an

unorthodox debus.
Instructor Guide
Convoy Operations I
Two-Vehicle Orthodox Embus
Right-Hand Bodyguard
D Follow
D Limousine
2 1 P BG 3
Building
Instructor Notes
1. EXPLAIN two-vehicle orthodox embus.
• Slide opens with team standing outside the

building.
• CLICK once and the team moves to the grassy
section with 2 moving in front of the principal
and the bodyguard remaining behind, with 3
behind and 1 to the side of the principal.
• CLICK a second time and 2 moves to slightly
open the principal’s door and goes to the
other side of the car. The bodyguard moves to
help the principal in the car, and the
bodyguard stands outside the principal’s door.
• CLICK a third time and the bodyguard gets in
the car and 1 moves outside the principal’s
door.
• CLICK a fourth time and the other team
members get in the follow and the words “in,
in, in” and “go, go, go” appear. NOTE that
team members in the lead and follow car call
out” in, in, in” when they get in the car.
• CLICK a fifth time and the doors close.
• CLICK a final time and the convoy departs.
2. If feasible, EXPLAIN and ILLUSTRATE a left-hand

bodyguard.
Instructor Guide
Convoy Operations I Orthodox Embus

Two-Vehicle
D Follow
D Limousine
2
2 slightly opens
the principal’s 1 P
door BG
Building
Instructor Notes
CONTINUE explaining the two-vehicle orthodox
embus.
Instructor Guide

Two-Vehicle
D 2
Follow
D Limousine
P
BG
The operators are standing 1

3
facing this direction but are
scanning 360 degrees
Building
Instructor Notes
embus.
Instructor Guide

Two-Vehicle
D 2
In! In! In!
Follow
D
Go! Go! Limousine
P BG
Go!
1
Building
Instructor Notes
1. CONTINUE explaining the two-vehicle orthodox
embus.
2. EXPLAIN that each member of the follow calls out

“in, in, in” once he or she is in the vehicle.
3. EXPLAIN the process: the team lead should

announce on the radio “let’s roll” or something
similar. Teams will use a number of calls to move.
Go, go, go is used more often in a contact
situation.
Instructor Guide

Two-Vehicle
2 D Follow
3 1 D Limousine
P BG
Building
Instructor Notes
embus.
Instructor Guide
Convoy Operations I Orthodox Debus

Two-Vehicle
2 D Follow
3 1 D Limousine
P BG
Building
Instructor Notes
EXPLAIN two-vehicle orthodox debus, using notes
below:
• Slide appears with no vehicles.
• CLICK once and the limousine and follow vehicle

appear.
• CLICK a second time and both vehicles come to
a stop.
• CLICK a third time and 1 moves by the principal’s
door, 2 moves to the opposite side, and 3 moves
to the right front of the limousine.
• CLICK a fourth time and arrows appear pointing
out where the team members stand.
• CLICK a fifth time and a written description
appears.
• CLICK a sixth time and the bodyguard gets out of
the vehicle and stands by the principal’s door; 1
stands behind the bodyguard.
• CLICK a seventh time and the principal leaves the
vehicle; 1 is lead, bodyguard is behind principal, 3
is to the right of the principal, and 2 is behind the
rest of the team.
• CLICK a final time and the team moves into the
building.
Instructor Guide

Two-Vehicle
2 D Follow
3 1 D Limousine
P BG
Building
Instructor Notes
CONTINUE explaining an orthodox debus.
Instructor Guide

Two-Vehicle
D Follow 2
D Limousine
P BG
1
3
Once the team lead has determined that all the team members
are in place and that it is safe for the principal to exit the
vehicle he/she will signal to the bodyguard to exit
Building
Instructor Notes
Instructor Guide

Two-Vehicle
D Follow 2
D Limousine
P
BG
1 3
Building
Instructor Notes
Instructor Guide

Two-Vehicle
D Follow
D Limousine
2
BG
P 3
1
3 turns out board!
Building
Instructor Notes
1. CONTINUE explaining an orthodox debus.
2. DEFINE out board as turning in the opposite

direction of the principal.
Instructor Guide
Convoy Operations I
Teach-Back
– Role-playing the
tactical
commander,
demonstrate
orthodox debus
– Use proper
terminology
Instructor Notes
1. CALL upon a trainee and ASK him or her to role-
play the tactical commander upon arrival—
principal side (orthodox debus). The trainee can
work with other trainees or illustrate on a
whiteboard or flipchart, or use cars and figurines.
2. MAKE sure he or she explains each step.
Instructor Guide
Two-Vehicle Unorthodox IEmbus

Convoy Operations Building
3 2 P BG 1
D Limousine
D Follow
Instructor Notes
1. DEFINE unorthodox embus as departing from the
driver’s side.
2. EXPLAIN the steps for unorthodox embus, using
talking points below.
• Slide appears with both vehicles stopped and
drivers in place.
• CLICK once and team members move to
grassy area with 3 in front, 2 to right of the
principal, the bodyguard behind the
principal, and 1 slightly behind the
bodyguard.
• CLICK a second time and the team moves to
the limousine, principal gets into the vehicle,
the bodyguard stands by the principal’s door,
and 2 stands on the opposite side; 3 stands
near the right front of the vehicle, and 1 is
near the right rear of the vehicle.
• CLICK a third time and the bodyguard gets
into the limousine.
• CLICK a fourth time and team members 1, 2,
and 3 get in the follow vehicle.
• CLICK a fifth time and both vehicles depart.
Instructor Guide

1
BG
P 2
2 turns out
3 board!
D Limousine
D Follow
Instructor Notes
CONTINUE explaining an unorthodox embus.
Instructor Guide

2
D Limousine
D P
Follow
BG
1 3
Instructor Notes
Instructor Guide

2
In! In! In! D Limousine
D P BG
Go! Go! Go! Follow
1
3
Instructor Notes
Instructor Guide

D Limousine
2 D P BG
Follow
3 1
Instructor Notes
Instructor Guide
Convoy Operations I
Teach-Back
– Role-playing the
team lead,
demonstrate
unorthodox
embus
– Use proper
terminology
Instructor Notes
1. CALL upon a trainee and ASK him or her to role-
play the team lead upon departure—driver’s side
(unorthodox embus). The trainee can work with
other trainees or illustrate on a whiteboard or
flipchart, or use cars and figurines.
2. MAKE sure he or she explains each step.
Instructor Guide
Two-Vehicle Unorthodox IDebus

D Limousine
2 D P BG
Follow
3 1
Instructor Notes
EXPLAIN the steps for an unorthodox debus, using
talking points below.
• Slide appears with both vehicles arriving and
stopping.
• CLICK once and the team in follow car exit; 1

stands by the principal’s door, 3 stands near the
front on the right side, and 2 stands on the left side
opposite 3.
• CLICK a second time and the bodyguard exits the

limousine and stands by the principal’s door, 1
stands slightly behind the bodyguard.
• CLICK a third time and the principal exits, 2 crosses

to the grassy area, 1 leads the principal, the
bodyguard is behind the principal, and 3 is behind
the bodyguard.
• CLICK a fourth time and the team enters the

building.
Instructor Guide

D Limousine
2 D P BG
Follow
3 1
Instructor Notes
CONTINUE explaining an unorthodox debus.
Instructor Guide

2
D Limousine
D P BG
Follow
1 3
The team lead will

signal to the
bodyguard to exit.
Instructor Notes
Instructor Guide

2 must cross over

prior to 1 arriving
2
D Limousine
D P
Follow
BG
3
1
Instructor Notes
Instructor Guide

1
2 turns out
board 2 P
BG
D Limousine
D Follow
Instructor Notes
Instructor Guide

Three-Vehicle
Right/Left Hand Bodyguard
2 D Follow 3 D Lead
1 D 4
Limousine
P BG
Building
The standard position for the bodyguard is in the front Instructor Notes
passenger seat in the limousine. The standard position REVIEW three-vehicle orthodox debus, using the
for the principal is in the rear passenger seat in the talking points below.
limousine.
• Slide opens with three vehicles arriving.
The standard position for the team lead is the front
passenger seat in the follow-on vehicle. • CLICK once and 3 and 4 leave lead car and 1 and
2 leave follow car; 3 moves opposite principal’s
The standard position for the left rear is in the rear seat door, 1 moves by principal’s door, 4 moves by right
behind the driver of the follow vehicle. front of the limousine, and 2 moves by the right rear
of the limousine.
The standard position for the tactical commander is in
the front passenger seat of the lead car. • CLICK again and the bodyguard exits and stands
by principal’s door; 1 stands behind the
The standard position for the rear is in the rear seat bodyguard.
behind the driver in the lead car.
• CLICK a third time and the bodyguard opens
principal’s door, principal exits vehicle, 1 leads, 2
moves by principal’s left, 4 by principal’s right, the
bodyguard behind principal, and 3 behind the
bodyguard.
• CLICK a fourth time and the team enters building.
Instructor Guide

Three-Vehicle
2 D Follow 3 D Lead
1 D 4
Limousine
P BG
Building
Instructor Notes
CONTINUE explaining three-vehicle orthodox debus.
Instructor Guide

Three-Vehicle
In! In! In!
Go! Go! Go! D Follow D Lead
D
Limousine
3 2 4 P BG 1
Building
Instructor Notes
EXPLAIN three-vehicle orthodox embus, using talking
points below:
• Slide appears with three cars parked.
• CLICK once and the team moves to grassy area,

3 in front of the principal, 2 to the left of the
principal, 4 to the right of the principal, the
bodyguard behind the principal, and 1 behind
the bodyguard.
• CLICK a second time and 3 opens the principal’s

door and moves to the left side opposite the
principal’s door; the principal enters the car, the
bodyguard moves to the principal’s door, 1 stands
behind the bodyguard, 4 to the right front, and 2
to the right rear.
• CLICK a third time and the bodyguard gets into

the limousine.
• CLICK a fourth time and the words in, in, in and

go, go, go appear; 3 and 4 get in the lead car,
and 1 and 2 get in the follow vehicle.
• CLICK a fifth time and the vehicles depart.
Instructor Guide

Three-Vehicle
2 D Follow 3 D Lead
1 D 4
Limousine
P BG
Building
Instructor Notes
CONTINUE explaining three-vehicle orthodox embus.
Instructor Guide
Convoy Operations I Three-Vehicle Unorthodox Debus

Building
D Limousine
2 D 3 D
Follow P BG Lead
1 4
Instructor Notes
EXPLAIN the steps for a three-vehicle unorthodox
debus, using talking points below.
• Slide appears with no vehicles.
• CLICK once and 3 vehicles appear.
• CLICK a second time and vehicles stop and 3 and

4 exit lead car while 1 and 2 exit follow vehicle; 3
stands by left side opposite the principal’s door, 1
stands by the principal’s door, 4 is slightly to the
front right of the limousine, and 2 is front left of the
follow vehicle.
• CLICK a third time and the bodyguard exits the

vehicle and opens the door for the principal; 4
gets behind the bodyguard who is behind the
principal; 1 is lead, 2 and 3 are on the right and
left of the principal. The team enters the building.
Instructor Guide
Convoy Operations I Three-Vehicle Unorthodox Debus

Building
D Limousine
2 D 3 D
Follow P BG Lead
1 4
Instructor Notes
CONTINUE explaining the steps for a three-vehicle
unorthodox debus.
Instructor Guide
Convoy Operations I Three-Vehicle Unorthodox Embus

Building
4 2 3 P BG 1
In! In! In!
Go! Go! Go!

D Limousine
D D Lead
Follow
Instructor Notes
EXPLAIN the steps for a three-vehicle unorthodox
embus, using the talking points below:
• Slide opens with team outside the building and

three vehicles parked in front. The team moves
toward the limousine; 4 opens the principal’s door
and the principal gets into the car; 4 moves to the
right front, the bodyguard moves behind the
principal, and 1 moves right rear; 3 moves to the
left side opposite the principal’s door, and 2 moves
left front of the follow vehicle.
• CLICK once and the bodyguard gets into the

vehicle.
• CLICK a second time and the words in, in, in and

go, go, go come across the slide; 4 and 3 get into
the lead car while 1 and 2 get into the follow
vehicle.
• CLICK a third time and the three vehicles depart.
Instructor Guide
Convoy Operations I Three-Vehicle Unorthodox Embus

Building
D Limousine
2 D 3 D
Follow P BG Lead
1 4
Instructor Notes
CONTINUE explaining unorthodox embus.
Instructor Guide
Convoy Operations I
ACTIVITY
One-,Two-,Three-Vehicle Embus and Debus

– Split into three groups
– Following instructor’s guidance, use chairs to simulate one-, two-, and three-
vehicle embus and debus
Follow instructor
Split into 3 groups
guidance
Instructor Notes
One-, Two-, Three-Vehicle Embus and Debus activity
(1 hour or less as determined by instructor—goal is to
use this activity as a learning check and move to
vehicles as soon as possible). Trainees will split into
three groups. Arrange chairs to simulate one, two, and
three vehicles. Assign trainees roles, with each trainee
playing the role of bodyguard, tactical commander,
and team lead at least once—twice is ideal. Treat this
activity as a round-robin, where each group will move
through the various arrangements. Have two co-
instructors help with this activity.
1. EXPLAIN activity to trainees.
2. If they have not been already set up, SET the
chairs to reflect one-, two-, and three-vehicle
convoys.
3. ASSIGN roles to the trainees, but ENSURE that
each trainee plays the role of bodyguard, tactical
commander, and team lead at least once,
preferably twice.
4. WORK with two co-instructors—one for each
configuration.
5. ALLOW trainees as much time as necessary to go
through these steps.
6. NOTE that trainees will move to practicing in
actual vehicles following this activity.
7. ADVANCE to next slide for regroup.
Instructor Guide
Convoy Operations I
REGROUP
One-,Two-,Three-Vehicle Embus and
Debus
– Discuss what you learned in this activity.
– What was easy?
– What was difficult?
– What are you comfortable with?
– What do you need more training in?
Instructor Notes
2. ENGAGE trainees in discussion on the slide.
3. MOVE trainees to vehicles to continue practicing

embus and debus of one-, two-, and three-
vehicle convoys.
Instructor Guide
Convoy Operations I
Terminology Review
– Define orthodox embus
– Define unorthodox embus
– Define orthodox debus
– Define unorthodox debus
– Explain the call outs that the lead,
the limousine, and the follow use
during departure
– Explain the callouts upon arrival
– When do the team members call
out “in, in, in”?
– Define out board
Instructor Notes
Expected answers:
• Orthodox embus: Departure (approaching the
vehicle) from the passenger’s or principal’s side
• Unorthodox embus: Departure (approaching the
vehicle) from driver’s side
• Orthodox debus: Arrival (exiting the vehicle) on the
principal’s side
• Unorthodox debus: Arrival (exiting the vehicle) and
crossing to the driver’s side
• Departure callouts: Lead: lead up; Limo: limousine
up
• Follow: follow up; Follow: roll convoy
• Arrival callouts: Slow roll; Deploy, deploy, deploy
• In, in, in: What team members in the follow call out
once they are in the car
• Out board: Turning in the opposite direction as the
principal
Instructor Guide
Convoy Operations I
Summary
– Formations
– Terminology
– Team responsibilities
– Arrivals and departures
Instructor Notes
Instructor Guide
Convoy Operations II
Module 24: Convoy Operations II
Convoy Operations II Instructor Notes

This module builds upon Module 24, Convoy 1. INTRODUCE yourself and any co-instructors.
Operations I. It covers offset techniques, screening
techniques, blocking, turns, merges, etc. 2. EXPLAIN that this module builds upon Convoy
Operations I and will cover multiple convoy
Learning Objectives operations, including, but not limited to, offset
Upon successful completion of this module, trainees will techniques, screening techniques, blocking, turns,
be able to: merges, and approaching checkpoints.
• Illustrate the proper offset technique to protect
the principal vehicle Activities
• Illustrate the proper screening techniques to • Offset Left/Right (10 min. plus discussion time)
protect the principal vehicle • Traffic Operations Round-Robin (20 min. plus
• Use the proper traffic operations discussion time)
• Negotiate checkpoints • Drive through, push out, and reverse out (Refer to
• Illustrate drive throughs, push outs, and reverse PE Guide)
outs
Topics
• Offset techniques
• Be familiar with the instructions for activities and
• Screening techniques
teach-backs and follow them fully.
• Blocking
• Play the videos before class to ensure they work. If
• Turns
they do not, refer to guidelines in the Instructor
• Merges
Preparation Guide.
• Checkpoints
• Arrange to have model vehicles for teach-backs
• Drive through
and demonstrations.
• Push out
• Reverse out Y-turn
Estimated Time: 2 hours classroom/3 hours practical

exercise
Instructor Guide
Learning Objectives
– Illustrate the proper offset technique to protect the
principal vehicle
– Illustrate the proper screening techniques to protect
the principal vehicle
– Use the proper traffic operations
– Negotiate checkpoints
– Illustrate drive throughs, push outs, and reverse outs
Instructor Notes
Instructor Guide
Topics
– Offset Techniques
– Screening Techniques
– Blocking
– Turns
– Merges
– Checkpoints
– Drive through
– Push out
– Reverse out Y-turn
Instructor Notes
Instructor Guide
Offset: Definition
– Positioning
vehicles in the
convoy in such a
way as to provide
maximum
security to the
principal vehicle
while allowing
vehicles to move
freely
Video: Normal Offset

The direction of an offset is based on a possible threat Instructor Notes

and directly reflects where the principal vehicle will be 1. REVIEW definition of offset.
placed inside the convoy.
2. CLICK on the video and POINT out the position of
The lead and follow vehicles always offset toward a each vehicle.
threat, traffic, open lane, or intersection. If multiple
threats arise, the lead vehicle may offset toward one 3. POINT OUT how the lead and follow-on vehicles
threat and the follow vehicle will offset toward offset toward a threat, traffic, open lane, or
another. In a two-car convoy, only the follow will offset intersection and the limousine offsets away from
toward the threat. the threat, traffic, open lane, or intersection.
The limousine always offsets away from a threat, open 4. REMIND trainees that the lead, limousine, and
lane, traffic, or intersection. follow vehicles function as a unit, or secure
package, to provide the greatest protection
The amount of offset used by both the lead and follow possible to the principal.
vehicles in relation to the limousine and the drivers’
aggressiveness are determined largely by the threat. 5. EXPLAIN that at approximately 40 miles per hour or
Otherwise offsets remain in one lane of traffic. below, the basic following distance is so that the
drivers can see the rear tires of the vehicle
As a rule, at 40 miles per hour or below, the limousine immediately in front.
driver should be able to see the bottom of the tires on
6. ADVANCE to the next slide to continue discussing
the lead vehicle; the follow vehicle should be far
offsets.
enough back to see the bottom of the tires on the
limousine depending on traffic, speeds, and
environment. At higher rates of speed, the following
distance increases.
Instructor Guide
Discussion Questions:
– Is this offset left or right? Explain.
– From which direction is the threat coming?
Offsets are designed to tell the convoy where the Instructor Notes
limousine should be located within the convoy. Offset 1. ENGAGE trainees in a discussion of whether this is
left (as seen above) lets the lead and follow drivers offset left or right. Expected answer is that this
know they should be driving close to the right side of image is offset left, which indicates a threat
the lane they are in and lets the limousine driver know approaching on the right. If trainees did not get
he or she should be driving to the left side of the lane. this answer correct, REMIND them that the lead
and follow vehicles always move toward the
The team lead dictates the offset. If the lead sees a threat (so in this case, they move away from the
situation in which the offset needs to change, the left and toward the right). So, conversely, an
driver moves where the convoy needs to be and the offset right indicates a threat approaching from
convoy offsets appropriately to its position. The lead the left.
may call out a reason for the offset: “merging traffic
left/right, trashcan right, cross traffic left, etc.” and 2. PROVIDE other examples to trainees and, if
moves to the proper position. However, even without feasible, USE a whiteboard or toy vehicles (or
a callout, the convoy reacts to the lead. items to portray vehicles). DRAW or PLACE the
vehicles in a straight line. TELL trainees that a
The lead vehicle moves toward the threat, with the vehicle is in the oncoming right lane and
tactical commander relaying the information as the advancing toward the convoy. ASK a trainee to
vehicle moves. Even without radio communication, explain or demonstrate the offset.
determine where your vehicle should be by looking at
the vehicle in front of you. Wherever it is, you should 3. EXPLAIN that the team lead dictates the offset.
be in the opposite direction.
Instructor Guide
Offset Right/Left ACTIVITY

– Line up in a straight line in groups of three.
– The instructor will call out “offset right” or “offset left” a number of times.
– Move into the proper offset position.
– The first trainee in the group of three is the lead vehicle, the second is the
limo, and the third is the follow.
Respond to offset
Line up
command
Instructor Notes
Offset Right/Left activity (10 minutes + discussion time).
Trainees will line up depending upon shape of
classroom—perhaps two or three lines of teams of
three. An option is to conduct this activity outdoors.
You will call out “offset right” or “offset left.” The
trainees are to immediately offset in the correct
direction. REPEAT this activity until their actions are
fluid. The purpose of this activity is to have trainees
move into their correct position immediately and not
have to think about where to move.
2. They are to line up in groups of three.
3. When you or another instructor call out “offset

right,” they are expected to follow the correct
procedures by the middle person acting as the
principal’s car and moving to the correct side.
When you call out “offset left,” they are expected
to follow those procedures as well.
4. MAKE sure trainees have no questions before you

ask them to line up.
Instructor Guide
Offset Techniques REGROUP

– Offset left
– Offset right
– Change offset
Limo
Follow Lead
Follow Lead
Limo
Instructor Notes
2. ASK trainees whether they have any questions

about the activity.
3. EXPLAIN the importance of automatically moving

in the correct position and DISCUSS some of the
safety concerns if they have to stop and think
about the correct position.
4. REVIEW change offset and EXPLAIN when it may

occur.
Instructor Guide
Screening—a technique in which the lead,

follow vehicle, or both move alongside the
limousine to protect it from a perceived
threat on that side
Video: Screen Left

The tactical commander (in the lead vehicle) alerts Instructor Notes
the team lead to a potential hazard in the path of the 1. CLICK on video to DESCRIBE screening.
convoy. The potential hazard can be cross traffic at
an intersection, vehicle coming onto the highway 2. EXPLAIN that the CAT can be the screen if the
from an access road, animal carcass, suspicious trash convoy is going through a high-threat area.
bin, etc.
3. EXPLAIN that cross traffic at an intersection,
The tactical commander calls out “suspicious trash bin vehicle coming onto the highway from an access
right.” The team lead calls out “screen right!!” to the road, animal carcass, or a suspicious trash bin are
follow vehicle and advises the limousine driver over potential threats that require the screen.
the radio of the follow vehicle’s intentions.
4. DISCUSS and DEMONSTRATE with small, plastic
Lead and follow shift toward the possible threat. The cars or on a flipchart the procedures of a screen
lead vehicle slightly slows in speed, the limousine as listed in the left column.
accelerates moving to the back quarter of the lead
vehicle, and the follow vehicle aggressively 5. MAKE sure trainees have no questions
accelerates placing the engine block in front of the
rear passenger seat where the principal would be
seated and close to the rear bumper of the lead
vehicle providing a wall of protection to the limousine.
As soon as the threat is passed, the lead and follow
vehicles will resume their original positions and offsets.
The lead vehicle aligns position and speed with the

limousine. The standard offset resumes after the
possible threat has passed.
Instructor Guide
Teach-Back
– Using a flipchart or model
vehicles, illustrate and
explain steps in screen right.
– Using a flipchart or model
vehicles, illustrate and
explain steps in screen left.
Instructor Notes
1. CALL upon a trainee and ASK him or her to
demonstrate—either using model vehicles or
writing on a flipchart—the convoy screening right.
2. CALL upon a second trainee and ASK him or her

to demonstrate—either using model vehicles or
writing on a flipchart—the convoy screening left.
Instructor Guide
Lane Change
The follow car

Limo
blocks to the
open lane
Follow
car
Lane changes move the convoy from one traffic lane Instructor Notes
to another; multiple lane changes move the convoy 1. USE the slide as you discuss the techniques used
two or more lanes from its starting position. In the case for lane changes.
of multiple lanes, the convoy should change one lane
at a time. 2. EMPHASIZE that in the case of multiple lanes, the
convoy should change one lane at a time.
The following callouts and actions are used:
3. As you illustrate the moves, USE the proper
• Lead: “Need one lane right/left” callouts.
• Follow: “One lane right/left – standby” (lane is
4. EXPLAIN that lane changes move the convoy
taken by follow)
from one traffic lane to another; multiple lane
• Follow: “Clear one right/left” changes move the convoy two or more lanes
from its starting position.
The follow should have complete control of the lane—
i.e., block all lanes of traffic, if possible. 5. CLARIFY that lane-change procedures should
block all lanes of traffic, if possible.
Communication between vehicles ensures that all
vehicles perform this maneuver safely. Everyone in the 6. EMPHASIZE that communication between officers
convoy should understand the call-outs. in each vehicle ensures that all vehicles perform
this maneuver safely.
Instructor Guide
Traffic Operations: Right Turn
Video: Right Turn

The convoy must move as a consolidated package When it is clear (safe) to execute the turn
through the intersection. • Tactical commander: “clear in”
• The convoy executes the right-hand turn
At the team lead’s discretion, teams develop their • Team lead: “clear through” or “clear out”
own form of communication; most use the clock
method.
Instructor Notes
Examples of communications: 1. CLICK on video to show a right turn.
Approaching an intersection where the convoy needs 2. USE the talking points to the left to explain each
to take a right-hand turn step.
• Tactical commander: “out the three”
(preparatory command)
• Lead vehicle is now at the intersection and sees it
is clear (safe) to execute the turn
• Tactical commander: “clear in”
• The convoy executes the right-hand turn
• Team lead: “clear through” or “clear out”
Approaching an intersection where the convoy needs

to take a right-hand turn
• Tactical commander: “out the three”
(preparatory command)
• Lead vehicle is at the intersection and sees it is not
clear (safe) to execute the turn
• Tactical commander: “standby,” “hold,” or other
predetermined communication understood by all
members of the team
Instructor Guide
Traffic Operations: Left Turn
Video: Left Turn
Left turn Instructor Notes

• Standard offset is changed prior to turn 1. CLICK on video to show a left turn.
• Lead vehicle takes wide left turn into intersection 2. USE the talking points on the left to describe the
to delay oncoming traffic actions during the turn.
• The limousine takes short left
• The follow takes wide left turn at the same time as
the limousine
• Standard offset is resumed
Instructor Guide
Traffic Operations: Merge Left

The follow car screens the limousine and prevents any entering traffic from
accidentally hitting it
Video: Merge Left
When passing an on-ramp where merging traffic Instructor Notes

could interfere with the convoy, the follow vehicle CLICK on video to show merging left.
should swing wide to block oncoming traffic.
The team lead will tell the follow vehicle driver to

“block right (or left)” as required by the situation
(threat, turn, intersection, lane change, or merge).
Instructor Guide
Traffic Operations: Merge Right
Video: Merge Right

Instructor Notes
1. CLICK on video to show a convoy merging right.
2. USE the talking points to the left to explain the

steps taken.
3. STRESS that the follow vehicle clears the lane in an

action very similar to a screening technique.
Instructor Guide
Traffic Operations Round-Robin ACTIVITY

– Group 1: Illustrate right turn
– Group 2: Illustrate left turn
– Group 3: Illustrate merge right
– Group 4: Illustrate merge left
Work in your groups Use model vehicles
Traffic Operations activity (20 minutes + discussion

time). Each group will gather around a table and
determine the correct procedures for their assigned
task. GIVE trainees model cars and time (5 minutes or
so) to decide upon the correct moves. Then CALL all
of the trainees over to watch the presentation of the
first group: Illustrate right turn using model cars.
ENCOURAGE trainees to ask questions of the group
presenting. MOVE the entire group to Table 2 and
HAVE that group illustrate and explain left turn—and
so on, each time allowing trainees time to ask
questions of the other groups.
2. Trainees are to break into groups of four and
gather around four tables. The first group will
explain and demonstrate with model cars the
steps taken of all three vehicles when conducting
a right turn. The second group will explain and
demonstrate steps taken of all three vehicles
when conducting a left turn. Group three will
explain and demonstrate merging left, and group
four will explain and demonstrate merging right.
3. When one group presents, the other groups have
to leave their tables and observe the
demonstration.
4. ALLOW trainees a few minutes to prepare and
then start with group one.
Instructor Guide
Traffic Operations: REGROUP

Round-Robin
– Right turn
– Left turn
– Merge right
– Merge left
2. ENGAGE the trainees in their thoughts or concerns

about the activities they just completed.
3. STRESS again the importance of knowing each of

these steps—for all three vehicles.
Instructor Guide
Checkpoints
– Lead vehicle commits to clear checkpoint
– Principal vehicle and follow vehicle slow roll, always ensuring they have an out
– Lead calls the checkpoint clear
– Lead holds the far side of checkpoint
– Principal vehicle and follow vehicle commits to the checkpoint together
– Once principal vehicle is within close proximity, team lead informs the tactical
commander that the principal vehicle is up
– Convoy moves through as one unit
– Limo doors stay closed
Instructor Notes
1. EXPLAIN moves to be taken to clear checkpoints,
using the notes in the slide and adding any of your
own.
2. EXPLAIN that the lead vehicle should try to get the

convoy through a checkpoint using placards. If
that does not work, the lead vehicle will negotiate
passage of the entire convoy.
Instructor Guide
Video: Push Out
Push Out: If limousine loses engine power but driver still has steering control, use
this procedure to move limousine away from threat
• Bodyguard radios “Limousine Down! Push Out, Instructor Notes

Push Out, Push Out” 1. CLICK on the video and EXPLAIN the steps.
• Follow car moves up to establish bumper-to-
2. EXPLAIN that the bodyguard initiates the push-out
bumper contact with limousine
maneuver when the limousine driver indicates
• Follow car matches speed of limousine that the limousine is inoperable but still capable of
rolling.
• Driver of downed vehicle (limousine) lightly applies
the brakes 3. Once the bodyguard is informed, he or she
• Recovering vehicle (follow car) applies gas immediately calls out “limousine down! Push out!
Push out! Push out!” on the radio.
• Follow car pushes limousine “off the X” (out of the
immediate threat area) 4. EXPLAIN that the vehicle will still have steering and
brakes but no power.
• Lead car responsible for screens
Key Points: 5. EXPLAIN the key points of pushing-out.
• When pushing out, look through the rear glass of
6. STRESS the push-out procedures should be used
the limousine, not at the bumper
on the limousine only.
• Feel the contact; do not LOOK for the contact
• Vehicle commanders will adjust vehicles utilizing
communications
• Maintain positive bumper-to-bumper contact in
turns
• Disabled vehicle should NOT be put in neutral
unless the vehicle is a standard shift
• The vehicle will still have steering and brakes but
no power assist
Instructor Guide
Video: Drive Through
• The tactical commander: calls out potential threat Instructor Notes

left or right 1. CLICK on video to show an example of drive-
• The attack occurs through.
• The team lead orders: “drive through right/left, 2. EXPLAIN the steps using the notes to the left.
drive through right/left, drive through right/left”
3. EXPLAIN that the bodyguard ensures that the
• The bodyguard covers the principal principal is out of the line of fire. He or she may
• The lead moves toward the threat screening the assist by helping the principal down in the seat or
limousine floor. The bodyguard will remain in the front seat
of the limousine to assist the driver.
• The limousine moves away from the threat
• The follow driver moves full throttle toward the
threat
Drive-Through Callouts
• Lead: “contact right/left & distance, drive through”
Instructor Guide
Reverse-Out Y-Turn
(3-Point Turn)
– Allows the convoy to
quickly reverse the
direction of travel
– Tactical commander
initiates a reverse-out
maneuver when there is
road blockage to the
front and he or she
believes that an attack is
coming from that
immediate area
Steering motions should be made quickly from the top • After Y-turn, lead car and follow car have
(12 position) of the steering wheel. Drivers should temporarily switched roles.
maintain contact with the pedal without applying
• When team lead (in follow car, temporarily acting
constant pressure. Likewise, acceleration should be
as lead car) assesses convoy is off the X or
smooth:
otherwise in a suitable location, he or she will order
the motorcade to reconfigure.
• Tactical commander in lead vehicle calls out on
the radio: “Blocked front!” “Reverse out! Reverse Instructor Notes
out! Reverse out!”
1. EXPLAIN and ILLUSTRATE procedures for Y-Turn.
• If no contact is made, but the situation is suspect,
the bodyguard can remain in the front seat to 2. EXPLAIN when a Y-turn is appropriate.
assist the driver in the reverse-out Y-turn. However,
if contact has been made the bodyguard climbs 3. DISCUSS benefits and concerns.
over the seat and gets in the backseat with the
principal. 4. ADVANCE to the next slide to show a video of
Reverse-Out Y-Turn.
• Tactical commander calls “Prepare for Y-turn!”
when convoy attains sufficient distance from 5. USE appropriate call-outs, as described in the left
attack site. column.
• With sufficient distance between vehicles

continuing to drive in reverse, the convoy will
simultaneously drive in reverse toward the same
side of the road.
• Once the tactical commander has the convoy in
one lane and at a slower speed, he or she calls
“Execute turn!”
Image: https://goo.gl/images/aLWN7l
• All three drivers will immediately execute the Y-
turn while in reverse.
Instructor Guide
Video: Reverse Out Y-Turn
Instructor Notes
CLICK on video to show a Reverse Out Y-Turn.
Instructor Guide
Radio Operations
– Lead vehicle – tactical
commander responsible for
communications within the
convoy
– Limo – bodyguard
responsible for
communications
• In the event of contact and
the bodyguard is occupied
with the principal, the
limousine driver is
responsible for
communications
– Follow vehicle – team lead
responsible for internal and
external communications
All vehicles in an escorted convoy should have direct Instructor Notes

car-to-car communications. 1. EXPLAIN who is responsible for radio
communications in each vehicle of the convoy.
The benefit of a dedicated car-to-car radio channel
within the convoy allows for the continuous flow of 2. REITERATE the importance of communication.
information required for convoy cohesion and control
as well as the ability to respond immediately to a
dynamic situation.
Real-time information or situation reports from the

venue to the convoy will enable the escort to
manage the arrival efficiently and safely or to delay or
abort the approach if circumstances require and re-
route to an alternative point of arrival.
Instructor Guide
Teach-Back
– Recite callouts for drive throughs
– Recite callouts for push outs
– Recite callouts for reverse out Y-turns
Instructor Notes
1. CALL upon a number of trainees to recite the
various callouts.
2. If the trainee you call upon does not know the

answer, ASK for volunteers.
Instructor Guide
Summary
– Offset Techniques
– Screening Techniques
– Blocking
– Turns
– Merges
– Checkpoints
– Drive through
– Push out
– Reverse out
Refer to Practical Exercise
Field Guide
Instructor Notes
Instructor Guide
Convoy Operations III
Module 25: Convoy Operations III
Convoy III Estimated Time: 2 hours classroom/4 hours practical

This module builds upon Modules 23 & 24. It covers exercise
reaction to ambush, including evacuations, bailout
procedures, ambushes from right and left as well as Instructor Notes
front and rear positions. It also covers rules that must 1. INTRODUCE yourself and any co-instructors.
be followed in reaction to an ambush.
2. EXPLAIN that this module focuses on types of
Learning Objectives assaults and reaction to an ambush, including
Upon successful completion of this module, trainees will critical steps that all operators must always take.
be able to:
• Discuss three types of attacks Activities
• Outline bailout procedures • Refer to Practical Exercise Guide
• Describe three rules when reacting to an ambush
• Illustrate operator moves during contact left Videos
• Discuss actions taken after reaching a safe haven • Contact left (35 seconds)
• Illustrate operator moves during contact right • Contact right (27 seconds)
• Illustrate operator moves during contact front • Contact front (47 seconds)
• Illustrate operator moves during contact rear • Contact rear (21 seconds)
• Contact left, evac right (1 minute, 13 seconds)
Topics
• Contact right, evac left (1 minute, 34 seconds)
• Types of ambushes
• Contact left, evac right (2 cars) (54 seconds)
• Recovery procedures
• Evacuations
• Bailout procedures
• Counter-ambush rules • Review all slides and Instructor Notes.
• Contact left • Be familiar with the instructions for teach-backs
• After-action and follow them fully.
• Contact right • Have toy cars and plastic figurines available for
• Contact front sandbox demonstrations.
• Contact rear • Play the videos before class to ensure they work. If
they do not, refer to guidelines in the Instructor
Preparation Guide.
Instructor Guide
Learning Objectives
– Discuss three types of attacks
– Outline bailout procedures
– Describe three rules when reacting to an ambush
– Illustrate operator moves during contact left
– Discuss actions taken after reaching a safe haven
– Illustrate operator moves during contact right
– Illustrate operator moves during contact front
– Illustrate operator moves during contact rear
Instructor Notes
Instructor Guide
Topics
– Types of attacks
– Recovery procedures
– Evacuations
– Bailout procedures
– Counter-ambush rules
– Contact left
– After-action
– Contact right
– Contact front
– Contact rear
Instructor Notes
Instructor Guide
Types of Armed
Attacks
– Linear
– L-Shaped
– V-Shaped
The three types of armed ambushes on convoys are Instructor Notes

described below: INTRODUCE the three types of armed ambushes on
convoys. Subsequent slides illustrate each type.
• Linear—gunmen are positioned equally distant
from the attack site in a line parallel to the convoy
on either the left or right side.
• L-Shaped—an obstacle or threat stops forward

progress so that gunmen on either the left or right
side fires on the convoy from a flanking position.
The ambush positioning resembles an “L.”
• V-shaped—gunmen are far from the attack site at

the open end of a V shape. The gunmen lay
down bands of intersecting and interlocking fire,
usually with long-range weapons. The attack is
initiated from the front and then staggered on
either side. The ambush is triggered only when the
convoy is well into the attack site. These Image: http://www.dailymail.co.uk/news/article-
intersecting bands of fire make moving out of the 1362087/Shahbaz-Bhatti-Pakistans-Christian-minister-
attack site very difficult. killed-Taliban-gunman.htm l
Instructor Guide
Linear Attack
Instructor Notes
DESCRIBE the linear attack, pointing out how the
gunmen are positioned equal distance from the
attack site in a line parallel to the convoy.
Instructor Guide
L-Shaped Attack
Instructor Notes
DESCRIBE the L-shaped ambush, pointing out the L
shape of the attackers.
Instructor Guide
V-Shaped Attack
Instructor Notes
1. DESCRIBE the V-shaped ambush, pointing out the
V shape of the attackers.
2. DISCUSS the difficulty of escaping from this type of

attack.
3. ASK trainees what the risk of a V-shaped ambush

is to the attackers. Expected answer is: the
possibility of being hit from crossfire.
Instructor Guide
Video: Edinburg Risk Apollo PSD Team
Instructor Notes
1. SHOW the video (6.27 minutes)
• The video shows a three vehicle, low-profile

mission to the Baghdad International Airport
to pick up two co-workers. The team is
stopped on Route Irish, ½ mile east of the
airport and coming from the International
Zone.
• The U.S. Army shut down the route ahead of

the convoy because of a previous IED attack.
The convoy was reluctant to approach the
roadblock because of fear of friendly fire. It
chose to wait.
2. POINT out lessons learned, including driver error

(putting the vehicle in neutral and setting the
emergency brake (and forgetting that he did)),
travelling close together, not establishing
overwhelming firepower, not practicing situational
awareness, etc. But the biggest lesson learned is
that panic caused mistakes, and these mistakes
proved deadly. All six members of the convoy
were wounded with three killed, including the
medic.
https://youtu.be/0wrVQI7dvUs
Instructor Guide
Bailout (Evacuation)
Procedures
– Team lead, bodyguard, or tactical
commander
• Calls direction of attack 3 times
• Identifies and calls evacuation
(right/left), evacuation (right/left),
evacuation (right/left)
– Bodyguard goes over back of seat
and protects the principal with his
or her body
– Principal vehicle personnel DO
NOT exit vehicle until evacuated
or unless threat of imminent death
Bailout Left/Right • The follow vehicle driver sounds the vehicle’s horn
• Team lead calls bailout and direction of bailout three times to notify the deployed agents that the
(Evac left! Evac left! Evac left!) principal is in the vehicle
• On the team lead’s command, the bodyguard • The team lead gives the command “Recover!
moves over the seat into the back seat with the Recover! Recover!” to inform team to get in the
principal and covers the principal with his or her follow vehicle
body
• The lead vehicle will stay to the front of the
• Drivers minimize gaps between vehicles (if possible) evacuation approximately 100 meters while
providing fire support
• Lead and follow vehicles bailout
• The lead vehicle will become the follow vehicle
• First out pulls security toward attack direction
once the evacuation has been completed and
• Second out turns and pulls security toward convoy moving
unknown
• Team lead identifies and calls out hard point
Instructor Notes
• Bailout – 1st out pulls security toward attack 1. DISCUSS bailout procedures, including when to
• Bailout – 2nd out pulls security toward unknown conduct them—when the vehicle is inoperable to
the point it cannot move or be pushed out.
• Two team members move to principal’s vehicle
and provide cover fire for others to move to 2. EXPLAIN that the lead vehicle will come back to
principal’s vehicle the limousine and follow vehicle during the
evacuation only in severe situations.
• Bodyguard helps principal bailout; if needed, the
driver also helps
• Once the principal is in the follow vehicle, the .
bodyguard says “Principal in! Principal in! Principal
in!”
Instructor Guide
Bailout Procedures
– Sterilize vehicles if possible
• Radios
• GPS/Maps
• Weapons/ammunition
• Principal’s paperwork
– Cover element gains fire superiority
– Evacuation element moves to
principal’s vehicle
• Evacuates principal
• Provides personal coverage of
principal
When evacuating a vehicle, make certain that all Instructor Notes

sensitive items are recovered or destroyed, if possible, 1. DISCUSS the importance of recovering or
including: destroying sensitive items before evacuating.
• Ammunition 2. EXPLAIN that the protection team should
coordinate with the tactical operations center,
• Weapons
quick reactionary team, and other friendly forces.
• GPS/maps
• Communications equipment
• Medical gear
Instructor Guide
Counter-Ambush Rules
– Operators must
• Be proficient with weapons handling
• Carry out all actions quickly and forcefully
• Work as a team
Other than responding proficiently with weapons Instructor Notes

handling, carrying out all actions quickly and with 1. DISCUSS the counter-ambush rules in the slide and
extreme violence with the intention of eliminating the left column.
attacker, and working as a team, there are no set
rules on responding to an attack. 2. EXPLAIN the importance of being proficient with
weapons handling. ASK trainees to name the four
However, the protection team should take the golden rules when dealing with weapons.
following critical steps: Expected answers are: Always consider all
firearms as loaded; keep your weapon pointed in
• In the event of contact, the bodyguard gets into
a safe direction until you intend to shoot; keep
the back seat with the principal and provides him
your finger off the trigger and out of the trigger
or her cover
guard until you intend to shoot; and be sure of
• If possible, the operators in the follow car engage your target and what is beyond.
the threat
3. EXPLAIN that for a successful ambush to take
• In the event of a firefight, use extreme caution not place, the attackers try to stop or slow down the
to muzzle each other convoy. ASK trainees to name some ways in
which they can stop or slow down the convoy.
Ambushes are usually preplanned and conducted in Expected answers should include: road blocks,
locations that are difficult for the detail to escape. single lane roads, and hairpin turns.
Ambushes normally occur in places that provide the
attacker the ability to sustain firing and difficult for the 4. REMIND trainees that they should have removed
protection team to return fire. the headrests of the follow vehicles prior to the
detail.
5. ASK trainees whether they can tell you the most

Image: http://www.swatvault.com/weapons-training- critical component when working as a team.
and-tactics/vehicle-engagement-tactics-surviving-an- Expected answer is: communicate.
ambush/
6. EXPLAIN that the following slides provide important
detail on counter-ambush tactics.
Instructor Guide

Contact Left
Instructor Notes
1. Before playing the video, ASK the following
question: Operators in an armored vehicle should
not return fire. Why? Expected answer: Returning
fire would leave the vehicle vulnerable from
having to roll down a window to fire. A bullet fired
from inside the vehicle without rolling down the
window would ricochet back into the vehicle.
2. EXPLAIN the steps in contact left as you PLAY the
video.
• The operator who realizes an attack is taking
place informs the vehicle commander who
relays the contact to the rest of the convoy.
• Both vehicles speed up to try to outrun the
attack.
• The follow vehicle aggressively moves to the
contact side of the limousine and stays
between the threat and the limousine to
maintain cover for the principal.
• If possible, the operators return fire to the area
of the threat.
• Firing through the windows may be necessary.
• Operators must be careful to not muzzle other
operators in the vehicle.
• As the detail passes the threat, the follow
gradually slows and positions itself behind the
limousine.
Instructor Guide
After Action
– Once out of danger, both
vehicles continue to the
nearest safe location
– The team lead transmits a
L.I.A.R. report to the TOC
– Aid is given to the casualties
while en route to safe
location
Instructor Notes
REVIEW the steps that are taken after the vehicles are
out of danger.
Instructor Guide
Contact Right
Instructor Notes
EXPLAIN the steps for contact right as you PLAY the
video. CLICK on the video to start.
• The operator who realizes an attack is taking place

informs the vehicle commander who relays the
contact to the rest of the convoy.
• Bodyguard gets into the back seat with the

principal providing cover.
• Both vehicles speed up to try to outrun the attack.
• The limousine pulls toward the center of the road to

give the follow vehicle room to pull along the right
side.
• The follow vehicle pulls out and comes alongside

the limousine to provide cover to the principal.
Instructor Guide
Teach-Back
– Illustrate and explain reaction to a contact left ambush.
– Illustrate and explain reaction to a contact right ambush.
Instructor Notes
1. CALL upon a trainee or ASK for a volunteer to
illustrate (either using toy cars or drawing on a
board) the reaction to a contact left ambush.
2. CALL upon a second trainee or ASK for a second

volunteer to illustrate (either using toy cars or
drawing on a board) the reaction to a contact
right ambush.
Instructor Guide
Instructor Notes • When both vehicles have come to a complete

EXPLAIN the following as you PLAY the video. CLICK on stop, the team lead signals to move forward.
the video to start. • The follow vehicle continues to provide cover for
• During a contact front, the communication the principal.
between the two vehicles must be clear and the
actions must be carried out as quickly as possible.
• As soon as contact has been made, the
bodyguard or driver of the limousine notifies the
team lead.
• The limousine driver does not brake hard as it may
cause a collision between the limousine and follow
vehicle.
• The follow vehicle increases speed and overtakes
the limousine.
• The limousine driver honks the horn (once the
limousine is in reverse), and both vehicles reverse in
unison away from the attack.
• The follow vehicle continues to provide cover for
the principal.
• When the team lead determines whether it is safe
to conduct a turn, he or she conveys the order via
the radio.
• The follow vehicle continues to provide cover for
the principal.
Instructor Guide
Contact Front
Instructor Notes
1. EXPLAIN that the next seven slides are images of
vehicles reacting to a contact front.
2. As you review the moves with the trainees,

EXPLAIN that the direction of the turn depends on
the way the vehicles are traveling and the terrain
of the area.
Instructor Guide
Contact Front
Instructor Guide
Contact Front
Instructor Guide
Contact Front
Instructor Guide
Contact Front
Instructor Guide
Contact Front
Instructor Guide
Contact Front
Instructor Guide
Contact Front
Instructor Guide
Instructor Notes
EXPLAIN the following as you PLAY the video. CLICK on
the video to start.
• The operator who realizes an attack is taking place
informs team members in the vehicle.
• The vehicle command informs all operators over

the radio.
• Both vehicles speed up to try to outrun the attack.
• The follow vehicle pulls behind the limousine to

provide cover for the principal.
Instructor Guide
Instructor Notes
the video to start.
• Upon impact, attempt to make communication
• Bodyguard covers principal
• Try to push out
Instructor Guide
Instructor Notes
the video to start.
• If the limousine is in a secure area or if it cannot
be pushed out any farther, a reconfiguring of the
convoy takes place.
Instructor Guide
Instructor Notes
EXPLAIN the following as you PLAY the video. CLICK to
start the video.
• Attempt to make communication
• Bodyguard covers principal
• Try to push out
• Follow moves into recover
Instructor Guide
Teach-Back
– Name and describe the three types of armed ambushes.
– Name the circumstances for bailing the principal out of a limousine.
– Describe the procedures the bodyguard follows upon an ambush.
– Describe the procedures the team lead follows upon an ambush.
Instructor Notes
CALL upon multiple trainees to respond to the tasks in
the slide.
Instructor Guide
Anti-Ambush Drills (Sand Table) ACTIVITY

– Group 1: Demonstrate anti-ambush movements for Contact Left
– Group 2: Demonstrate anti-ambush movements for Contact Right
– Group 3: Demonstrate anti-ambush movements for Contact Front
– Group 4: Demonstrate anti-ambush movements for Contact Rear
Work in your groups Use model vehicles
Anti-Ambush Drills activity (20 minutes + discussion

time). Each group will gather around a table and
determine the correct procedures for their assigned
task. GIVE trainees model cars and time (5 minutes or
so) to decide upon the correct moves. Then CALL all
of the trainees over to watch the presentation of the
first group: Demonstrate anti-ambush movements for
Contact Left. ENCOURAGE trainees to ask questions of
the group presenting. MOVE the entire group to Table
2 and HAVE that group demonstrate anti-ambush
movements for Contact Right—and so on, each time
allowing trainees time to ask questions of the other
groups.
2. Trainees are to break into groups of four and
gather around four tables. The first group will
explain and demonstrate with model cars the
steps taken in avoiding an ambush from the left.
The second group will explain and demonstrate
steps taken in avoiding an ambush from the right.
Group three will explain and demonstrate steps
taken in avoiding an ambush from the front, and
group four will explain and demonstrate steps
taken to avoid an ambush from the rear.
3. When one group presents, the other groups have
to leave their tables and observe the
demonstration.
4. ALLOW trainees a few minutes to prepare and
then start with group one.
Instructor Guide
Anti-Ambush Drills REGROUP

– Group 1: Demonstrate anti-ambush movements for Contact Left
– Group 2: Demonstrate anti-ambush movements for Contact Right
– Group 3: Demonstrate anti-ambush movements for Contact Front
– Group 4: Demonstrate anti-ambush movements for Contact Rear
2. ENGAGE the trainees in their thoughts or concerns

about the activities they just completed.
3. STRESS again the importance of knowing each of

these steps.
Instructor Guide
Non-emergency
Bailouts
– Limousine breakdown
– Principal has to be moved
to another vehicle
– Principal will move to
follow vehicle
– If just a flat tire, counter
ambush team will change it;
no need to move principal
Instructor Notes
1. DISCUSS the importance of recovering or
destroying sensitive items before evacuating.
2. EXPLAIN that the protection team should

coordinate with the tactical operations center,
quick reactionary team, and other friendly forces.
Image: https://goo.gl/images/6NkZDV
Instructor Guide
Summary
– Types of attacks
– Recovery procedures
– Evacuations
– Bailout procedures
– Counter-ambush rules
– Contact left
– After-action
– Contact right Refer to Practical
– Contact front Exercise Field
– Contact rear
Guide
Instructor Notes
Briefly REVIEW the topics covered in this module.
Instructor Guide
Firearms III
Module 27: Firearms III
Firearms III Estimated Time

Police peacekeeping VIP protection operations • 2 hours for dry-fire practice
require team members to adapt shooting skills to the • 5 hours for live-fire drills
contact situation. The purpose of this module is to
allow trainees to practice transitions (from primary to Instructor Notes
secondary weapon), off-hand shooting, and shooting
from cover. The skills in this module build from the first
two firearms modules. 2. EXPLAIN that the goal of this module is to provide
trainees with practice transitioning from the
Trainees will first practice dry-fire drills with weapons primary to secondary weapon, shooting off-hand,
made safe for training. When the range master feels and shooting from cover.
trainees can safely demonstrate skills, drills will
continue at the range with live fire. Videos:
Note: While firearms skills are important in VIP • Transition Option A
protection duties, this is not a firearms course. Trainees • Transition Option B
should already be familiar with safe weapons
handling and basic firearms skills as presented in the Instructor Preparation:
United Nations firearms courses. This course is an • Have training weapons (red guns) available for
opportunity for trainees to practice and enhance their trainees to practice in class, if possible.
skills within the context of VIP protection duties. • Refer to the course Range Guide to select the drills
for this module. Select drills based on the skill level
Learning Objectives
of trainees. Recommended range drills include:
• Transition Drills–Rifle to Pistol
be able to:
• Shooting from Cover―Barricade Drills (Pistol or
• Demonstrate transitions, off-hand shooting, and
Rifle)
shooting from cover
• Set up the range according to the directions in the
Topics Range Guide.
• Safety • Adjust live-fire drills to the skill level trainees
• Transitions demonstrate during dry-fire practice.
• Off-hand shooting
• Shooting from cover
Instructor Guide
Firearms III
Learning Objectives
– Demonstrate transitions, off-hand shooting, and shooting
from cover
Instructor Notes
Instructor Guide
Firearms III
Topics
– Safety
– Transitions
– Off-hand shooting
– Shooting from cover
Instructor Notes
Instructor Guide
Firearms III
Four Golden Rules

of Firearms Safety
firearms as loaded
2. Keep your weapon
intend to shoot
and what is beyond
Range Guide
Instructor Notes

range.


memory.
Instructor Guide
Firearms III
Transition Option A: Primary to Secondary Weapon
Instructor Notes
1. EXPLAIN that there will be times when VIP
protection members must transition from a
primary weapon to a secondary weapon (rifle to
pistol). For example, VIP protection team
members need to transition if the rifle experiences
a malfunction, runs out of ammunition, or ceases
to fire for any reason.
2. CLICK the image to play the video.
3. EXPLAIN that the video shows one way to

transition from a rifle to a pistol.
4. PLAY the video again.
5. ALLOW time for trainees to practice with training

weapons (red guns), if possible.
Instructor Guide
Firearms III
Transition Option B: Primary to Secondary Weapon
Instructor Notes
1. CLICK the image to play the video.
2. EXPLAIN that this video shows another way of

transitioning from a rifle to a pistol. NOTE that in this
variation the shooter holds the rifle in front of his
body.
3. PLAY the video again.

Instructor Guide
Firearms III
Off-Hand Shooting: Strong to Weak Hand (Pistol)
Instructor Notes
1. EXPLAIN that transitioning from a strong hand to a
weak hand may also be necessary in VIP
protection operations. This is called off-hand
shooting. Proficiency in accuracy must be
demonstrated with both hands.
2. REFER to the photos on the slide and discuss the

steps for transitioning from the strong hand to the
weak hand.

Instructor Guide
Firearms III
Off-Hand Shooting:
Strong to Weak Hand
(Rifle)
– May need to keep
dominant eye closed
– Place feet in an opposite
stance from shooting
with strong hand
Instructor Notes
1. EXPLAIN that a VIP protection team member may
need to shoot a rifle using the weak hand when:
• Shooting around a corner opposite the strong

hand
• The dominant arm is injured
• Covering an area of responsibility that is best

covered with the weak hand. For example, a
right-handed shooter in the right wing position
may elect to carry the rifle in the left hand to
cover the sector to the right.
2. DEMONSTRATE an off-hand shooting position

noting that the feet are in an opposite stance
than when shooting from the strong side. EXPLAIN
that shooters also may need to keep the
dominant eye closed when firing the weapon.
3. ASK trainees to stand and practice an off-hand

shooting stance.
4. EXPLAIN that shooters require a lot of practice to

become proficient with off-hand shooting.
Instructor Guide
Firearms III
Shooting from Cover

– Keep as much of the body behind
cover as possible
– Do not extend weapon past the
cover
– Change position before reengaging
the contact
– Perform a 360° security check prior
to moving from cover or
concealment
Instructor Notes
1. EXPLAIN points that trainees should remember
when shooting from behind cover:
• Keep as much of the body behind cover as

possible
• Do not let muzzle extend past cover or be

placed on top of cover
• When moving completely behind cover,

change position when reengaging the contact
(i.e. if you were standing go to a kneeling
position, or if kneeling go to a standing position).
• Perform a 360° security check prior to

movement from cover or concealment
2. EXPLAIN the difference between cover and

concealment, as necessary. Cover provides
protection from fire. Concealment hides the
shooter from view, but does not provide
protection from fire.
Instructor Guide
Firearms III
Drills
Range Guide
Instructor Notes
Instructor Guide
Firearms III
Dry-Fire Practice Live-Fire Practice
Instructor Notes
1. EXPLAIN that trainees will first practice skills in dry-
fire drills. After trainees demonstrate competency
in the skills, the drills will be conducted with live fire
on the range.
2. EMPHASIZE the importance of practicing skills

correctly to build muscle memory using the
correct techniques.
Instructor Guide
Firearms III
Summary
– Safety
– Transitions
– Off-hand shooting
– Shooting from cover

Instructor Notes
2. EXPLAIN that you will read the safety briefing

before the live-fire drills on the range.
3. ASK whether there are questions before moving

outdoors for dry-fire practice.
Instructor Guide
Firearms IV
Module 28: Firearms IV
Firearms IV Instructor Notes

The purpose of this module is to allow trainees to 1. INTRODUCE yourself and any co-instructors.
practice firing a rifle on automatic. While firing in bursts
2. EXPLAIN that the goal of this module is to provide
and full-automatic is rare in contact situations, it is
trainees with practice firing a rifle on automatic.
important for trainees to practice so that they are
prepared if they need this function during contact.
Instructor Preparation:
This practice will also assist trainees who will be
• Refer to the course Range Guide to select the
instructing firearms.
drills for this module. The recommended range drill
is:
Note: While firearms skills are important in VIP
• Controlled Burst (Rifle)
protection duties, this is not a firearms course. Trainees
• If time permits, select additional range drills from
should already be familiar with safe weapons
the intermediate or advanced sections of the
handling and basic firearms skills as presented in the
Range Guide. Or, repeat earlier drills to reinforce
United Nations firearms courses. This course is an
skills, as needed.
opportunity for trainees to practice and enhance their
skills within the context of VIP protection duties.
• Set up the range according to the directions in
the Range Guide.
Learning Objectives
be able to:
• Demonstrate weapon control when firing a rifle
with the selector set to automatic
Topics
• Safety
• Weapon control
• Selector lever
Estimated Time
• 4 hours for live-fire drills
Instructor Guide
Firearms IV
Learning Objectives
– Demonstrate weapon control when firing a rifle with the
selector set to automatic
Instructor Notes
Instructor Guide
Firearms IV
Topics
– Safety
– Weapon control
– Selector lever
Instructor Notes
Instructor Guide
Firearms IV
Four Golden Rules

of Firearms Safety
firearms as loaded
2. Keep your weapon
intend to shoot
and what is beyond
Range Guide
Instructor Notes

range. There are no exceptions.


memory.
Instructor Guide
Firearms IV
Controlling the Weapon on
Automatic
– Maintain a proper shooting position
– Keep firm control of weapon to
prevent the barrel moving up
– Maintain trigger control
– Aim for shots that are close
together and on target; high
precision accuracy may not be
possible
5
Instructor Notes
1. EXPLAIN that firing a weapon safely means
demonstrating control of the weapon. This can be
challenging when firing a rifle on automatic
because the barrel of the weapon tends to creep
up. This means it very important for VIP protection
team members to anticipate the movement of
the barrel and prevent it with firm control of the
weapon.
2. REMIND trainees of the proper stance for firing a

rifle in the standing position. Maintaining the four
points of contact with the rifle will help the shooter
prevent the rifle barrel from moving up.
3. REMIND trainees of the importance of trigger

control. This is especially important when a rifle is
on automatic.
4. EXPLAIN that firing a rifle with high precision is not

always possible on fully automatic. Instead,
trainees should be able to hit the target and keep
shots close together. Shots that are close together
indicate the shooter has control of the rifle.
Instructor Guide
Firearms IV
Select Fire Lever: M4 Rifle
On the M4, the selector lever has a pointer that Instructor Notes
normally rotates 180 degrees. REMIND trainees of the location of the selector lever
on the M4.
• Forward = SAFE
• Up = FIRE SEMI-AUTO
• Back = FIRE AUTO (or bursts)
Instructor Guide
Firearms IV
Select Fire Lever: AK-47 Rifle
Selector:
‐ Safe
‐ Automatic
‐ Semi‐automatic
On the AK-47, the selector lever always points forward Instructor Notes
and options are stacked vertically. REMIND trainees of the location of the selector lever
on the AK-47.
• Upper position = SAFE
• Middle position = FIRE AUTO (or bursts)
• Lower position = FIRE SEMI-AUTOMATIC
Instructor Guide
Firearms IV
Drills
Range Guide
Instructor Notes
Instructor Guide
Firearms IV
Summary
– Safety
– Weapon control
– Selector lever

Instructor Notes
2. EXPLAIN that you will read the safety briefing

before the live-fire drills on the range.
3. ASK whether there are questions before moving to

the range.
Instructor Guide
Skills Sustainment
Module 31: Skills Sustainment
Skills Sustainment Instructor Notes

Police peacekeeping VIP protection skills are
1. EXPLAIN that this module covers ways to sustain
perishable, meaning they will erode over time if not
and strengthen police peacekeeping VIP
continually practiced and practiced correctly. This
protection skills learned in the course.
module presents ways for trainees to map out a plan
of action to sustain and strengthen the skills gained in 2. EXPLAIN that the skills gained in this course need
this course. to be continually practiced for a high-functioning
VIP protection team. The conclusion of this course
Learning Objectives is not the end of police peacekeeping VIP
Upon successful conclusion of this module, trainees will protection training – it is the beginning.
be able to:
• Assess ways in which to sustain competence as an 3. NOTE that at the end of the module, instructors will
operator provide one-on-one feedback to trainees on their
• Develop a plan of action for skills sustainment and performance as instructors.
continual improvement of police peacekeeping VIP
Activities
protection operation skills
• Assess ways in which to sustain competence as a • Skills Assessment (15 min.)
trainer • Plan of Action (25 min.)
• Develop a plan of action for skills sustainment and • Feedback Session for Training-of-Trainers (80 min.)
continual improvement in training police
peacekeeping VIP operators Instructor Preparation
Topics
• Make a copy of the Handout: Skills Assessment
• Hierarchy of competence
and Plan of Action Worksheet for each trainee
• Sustaining competence: operator
(see Print Folder in the Instructor Toolkit).
• Sustaining competence: training
• Complete the Instructor Feedback Checklists
Estimated Time: instructors completed for each trainee in the
• Training-of-Trainers: 3 hours (includes one-on-one training-of-trainers course. Be prepared to discuss
feedback session with instructors) each trainee’s performance in one-on-one
• Operators: 2 hours sessions.
Instructor Guide
Skills Sustainment
Learning Objectives
– Assess ways in which to sustain competence as an operator
– Develop a plan of action for skills sustainment and continual
improvement of police peacekeeping VIP protection operation
skills
– Assess ways in which to sustain competence as a trainer
– Develop a plan of action for skills sustainment and continual
improvement in training police peacekeeping VIP operators
Instructor Notes
Instructor Guide
Skills Sustainment
Topics
– Hierarchy of competence
– Sustaining competence: operator
– Sustaining competence: training
Instructor Notes
Instructor Guide
Skills Sustainment
Hierarchy of Competence
Level 1 Level 2 Level 3 Level 4

Unconsciously Consciously Consciously Unconsciously
incompetent incompetent competent competent
Instructor Notes
1. REMIND trainees that they learned about the
Hierarchy of Competence model during the first
week of the course. EXPLAIN that the model
illustrates the psychological states involved in the
process of progressing from incompetence to
competence in a skill.
2. ASK trainees to explain each level. Expected

answers: Unconsciously incompetent—the officer
is not aware that he or she needs the skill and has
no mastery of it. Consciously incompetent—the
officer knows about the existence of a skill and
how it is performed but is unable to perform it.
Consciously competent—the officer is able to
demonstrate a skill with concentration and
direction. Unconsciously competent—the officer
can perform a skill without conscious thought.
3. REMIND trainees that practice and experience

leads to the highest level of muscle memory.
When faced with a threat, no officer wants to try
to figure out what he or she is supposed to do. The
officer needs to respond automatically and
correctly, as trained in practice. So, unconsciously
competent is where each trainee should strive to
be in all of the skills (operator and trainer) learned
during this course.
Instructor Guide
Skills Sustainment
Sustaining Competence: Skills

Discussion
– Which skills do you anticipate using the
most?
– Which skills do you feel are most
important?
– Which skills do you feel are least
important?
Instructor Notes
1. LEAD a discussion using the questions on the slide.
There are no right or wrong answers to these
questions.
2. EXPLAIN that when trainees think about these skills,

they need to consider the skills they learned as an
operator and the skills they learned as a trainer.
Their response should include both.
Instructor Guide
Skills Sustainment
Sustaining Competence: Assess Your Skills ACTIVITY

– Complete Step 1 of the Skills Assessment and Plan of Action Worksheet
– Rate yourself on each operator skill listed (points correspond to levels on
the Hierarchy of Competence)
– Discuss scores with workgroup
Discuss scores
Rate your skills
with workgroup
Skills Assessment
and Plan of
Action
Instructor Notes
Sustaining Competence: Assess Your Skills activity (15
minutes + discussion time). The purpose of this activity
is for trainees to think of ways in which to assess,
sustain, and improve upon operator skills learned
during this training.
1. DISTRIBUTE one copy of the handout Skills
Assessment and Plan of Action Worksheet to
each trainee.
2. EXPLAIN that this worksheet will help trainees

identify the skills that need the most reinforcing
and then to map out a plan for reinforcement
and continual improvement.
3. ASK trainees to begin by working individually to

rate themselves in the skills listed on the
worksheet. They should rate themselves
according to how they feel their skills relate to
the Hierarchy of Competence model. They
should give themselves one point for level one,
two points for level two, three points for level
three, and four points for level four.
4. ALLOW approximately 10 minutes for trainees to

complete the self-rating and add their points for
an overall score.
5. Then, ASK trainees to gather in their workgroups

to compare and discuss scores for 5 minutes.
Instructor Guide
Skills Sustainment
Share Responses REGROUP

– Which skills did you rate the highest? Lowest?
– Which skills did your workgroup rate highest? Lowest?
– Which skills do you feel every member of your team must be at a Level 4 for
a high-functioning VIP protection team?
• Place a checkmark next to the identified skills on your worksheet
Skills Assessment
and Plan of
Action
Instructor Notes
1. USE the questions on the slide to debrief the
activity.
2. ASK trainees to place a checkmark next to the

skills they feel are most important to be at a level
four for a high-functioning VIP protection team.
Instructor Guide
Skills Sustainment
Sustaining Competence:
Effective Training
– Frequent
– Standardized
– Organized
– Realistic and relevant
Most operators know the importance of training. Instructor Notes

However, not all training is effective. To be effective, EXPLAIN the elements of effective training.
training should be:
• Frequent: Training should be conducted at regular
intervals and include repetition to build skills and
muscle memory.
• Standardized: Training should be standardized to
ensure that all team members are learning to
perform the same tactics the same way. In
general, this means that training is written and
approved with clear standards for proficiency.
• Organized: Training needs to be organized so that
all team members know when it will be held, what
will be practiced, why it is being conducted, and
who is instructing.
• Realistic and relevant: If operators train for realistic
missions in realistic environments, they are more
likely to succeed. Realistic training includes using
issued equipment as much as possible. Radios,
protective equipment, slings, and weapons (made
safe for training) all increase the realistic nature of
tactical training. Consider the difference in
debussing from a vehicle with and without a
training rifle. The rifle adds a level of complexity to
the simple maneuver, making it an important part
of the training.
Instructor Guide
Skills Sustainment
Sustaining Competence:Training
– Train with issued gear
– Train in environments similar to ones you
expect in operations
– Conduct dry-fire drills
– Use sand tables (or paper) to plan
strategies
– Brief each training session and provide
feedback to team members
– Practice, practice, practice—even simple
skills benefit from repeated, deliberate
practice
Instructor Notes
1. REVIEW the training tips on the slide.
2. EMPHASIZE the importance of repeated

practice. EXPLAIN that trainees cannot over train.
Even if they reach the highest level on the
Hierarchy of Competence, they need continual
practice to stay at that level.
Instructor Guide
Skills Sustainment
Sustaining Competence: Physical Fitness

– Reduces the effects of stress
– Improves your ability to do your job
– Enhances self-confidence
– Increases alertness
– Reduces the chance of injury
Instructor Notes
1. REMIND trainees of the benefits of physical fitness
discussed in Tactical Mindset.
2. EXPLAIN that training should include general

fitness in addition to VIP protection skills and
tactics.
Instructor Guide
Skills Sustainment
Sustaining Competence:
Plan of Action
– Training goals (proficiency
standards)
– Brief description of training
activity
– Time and frequency
– Training location
– Resources/equipment
Skills Assessment
and Plan of
Action
A plan of action will help you map out the skills you Instructor Notes
need to practice and how you will accomplish that 1. REFER trainees to the handout Skills Assessment
training. and Plan of Action as you outline the elements of
a plan of action for training.
A plan of action should include the training:
2. PROVIDE examples of descriptions of activities.
• Goals and any proficiency standards such as the For example, “practice attack on principal drills
UN Assessment of Operational Capabilities using a three-vehicle convoy, including a
(AOC) complex attack with small-arms fire.”
• Description of the activities to take place 3. ASK trainees to consider all the resources they
may need and alternatives if those resources are
• Time and frequency of the training not available. For example, vehicles to practice
convoy drills are not always available. Consider
• Training location using orange cones, chairs, or chalk to denote
vehicles. Or, practice drills using a sandbox or
• Resources and equipment needed for relevant, model vehicles.
realistic scenarios
Instructor Guide
Skills Sustainment
Sustaining Competence: Plan of Action ACTIVITY

– Complete Step 2a of the Skills Assessment and Plan of Action Worksheet
• Work in groups
– Complete Step 2b of the Skills Assessment and Plan of Action Worksheet
• Work individually
Share your
Write action plans
responses
Skills Assessment
and Plan of
Action
Instructor Notes
Sustaining Competence: Plan of Action (25 min. +
discussion time). This activity builds upon the previous
one. Trainees will now write an action plan for
sustaining and improving upon police peacekeeping
VIP operations skills learned during this training.
1. REFER trainees to Step 2a on the worksheet. ASK

them to work in groups to outline a team plan of
action to practice the skills they marked as most
important. Allow 15 minutes for groups to outline
a plan.
2. REMIND trainees that the skills can be

incorporated into scenarios so that multiple skills
as well as tactical decision making can be
practiced together to make the training more
realistic.
3. Then, REFER trainees to Step 2b of the worksheet

and ask them to take 5-10 minutes to outline a
plan of action for skills they would like to practice
individually.
4. TELL trainees to use the back of the worksheet if

they need more room to record their plans.
Instructor Guide
Skills Sustainment
REGROUP
Share Responses
– Explain your group’s plan
of action
– Share your personal plan
of action
Skills Assessment
and Plan of
Action
Instructor Notes
1. DEBRIEF the activity using the notes on the slide.
2. ADVISE trainees to keep their plans of action and

refer to them frequently. The plans should be
updated continually to reflect VIP protection
operations in mission.
Instructor Guide
Skills Sustainment
Sustaining Competence:Training
– Review your teach-back scores and instructor feedback
– Record a plan of action to strengthen your skills as a trainer of the
Police Peacekeeping VIP Protection Course Instructor
Feedback
Checklist
Instructor Notes
1. LOCATE private areas to conduct one-on-one
conversations with each trainee.
2. ARRANGE for all instructors to be present for the

review session.
3. REVIEW the trainee's instructor Feedback

Checklists from teach-backs with each trainee.
• ASK trainees what they feel they did well and

where they feel they need to improve.
• PROVIDE actionable feedback.
4. EXPLAIN that after trainees receive feedback,

they should return to the classroom and write a
plan of action for continued improvement in
instructing the Police Peacekeeping VIP
Protection Course. No special form is required for
this plan of action.
5. REMIND trainees to keep track of these plans and

refer to them often.
Instructor Guide
Skills Sustainment
Summary
– Hierarchy of competence
– Sustaining competence: operator
– Sustaining competence: training
Instructor Notes
Briefly SUMMARIZE the module and ask for questions.
Instructor Guide
Course Summary
Module 32: Course Summary
Course Summary Instructor Notes

This module provides time for trainees to discuss how
EXPLAIN that this module allows trainees to
they will use what they have learned. Trainees will
• Discuss how they will use the skills and knowledge
conduct a course review by reviewing assigned
from this course
modules in groups and writing key points and
• Conduct a review of all of the modules
questions to ask the rest of the class in preparation for
• Ask questions
the end-of-course knowledge assessment. Trainees will
• Complete an end-of-course assessment, self-
then complete the end-of-course knowledge
evaluation, and course critique.
assessment, a self-evaluation of their skills as trainers
for the Police Peacekeeping VIP Protection Course,
Activities
and an end-of-course critique.
• Course Review (1.5 hrs.)
Learning Objectives • End-of-Course Knowledge Assessment (45 min.
Upon successful conclusion of this module, trainees will plus time for discussion of correct responses)
be able to: • Self-Evaluation (10 min.)
• End-of-Course Critique (15 min.)
• Summarize key points from each module
• Complete the end-of-course knowledge Instructor Preparation
assessment, self-evaluation, and course critique
• Make one copy per trainee of the end-of-course:
Topics
• Assessment
• Discussion: What we learned
• Self-evaluation
• Course review • Course critique
• End-of-course knowledge assessment, self- • Prepare graduation certificates for each trainee
evaluation, and course critique (see Instructor Toolkit for certificate templates)
Estimated Time: 3 hours
Instructor Guide
Course Summary
Learning Objectives
– Summarize key points from each module
– Complete the end-of-course knowledge assessment, self-
evaluation, and course critique
Instructor Notes
Instructor Guide
Course Summary
Topics
– What we learned
– Module review
– End-of-course:
• Knowledge assessment
• Self-evaluation
• Course critique
Instructor Notes
Instructor Guide
Course Summary
What We Learned
– How will this course help you perform your duties?
Instructor Notes
Conduct a discussion by asking trainees: “How will this
course help you perform your duties?”
Instructor Guide
Course Summary
Course Review ACTIVITY

– Work in groups to review assigned modules on the next slide
– For each module write:
• Three key points
• One review question to check for understanding
Write key points

Review modules
and questions
Course Materials
Instructor Notes
Course Review activity (45 min. + discussion time). The
purpose of this activity is to conduct a thorough
review of the training and to prepare for the end of
course assessment.
1. ASK trainees to gather into workgroups.

2. REFER groups to their copies of the course
materials.
3. EXPLAIN that each group is responsible for
reviewing assigned modules listed on the
following slide. For each module, groups will
record three key points. Then, groups will
develop one question per module that checks
for understanding.
4. EXPLAIN that this activity is designed to help
trainees prepare for the end-of-course
knowledge assessment.
5. TELL trainees that they have 45 minutes to
develop key points and questions. Then, each
group will have 15 minutes to present its key
points to the rest of the class and ask questions to
check for understanding.
Instructor Guide
Course Summary
Group 1 Group 2 Group 3

– M2: Range Safety – M9: UN Human Rights – M8: Tactical
Standards and the Use Communications
– M4: Peacekeeping VIP
of Force
Protection Overview – M10: Firearms
– M11: Bodyguard I/Refresher Dry Fire
– M5: Tactical Mindset
Responsibilities
– M14: Attack on
– M7: Situational
– M13: Direct Protection Principal
Awareness
Formations
– M17: Advance Team
– M18: Unarmed
– M6: IED Recognition &
Defensive Tactics – M16: Tactical Site
Reaction
Survey
– M23: Convoy
– M19: Intermediate
Operations 1 – M25: Convoy
Protection Formations
Operations III
– M31: Skills Sustainment
– M24: Convoy
– M29: Sexual
Operations II
Exploitation and
Abuse
Instructor Notes
1. ASSIGN each group modules to review.
2. ALLOW 45 minutes for groups to work.
Instructor Guide
Course Summary
Course Review REGROUP

– Present key points for each module
– Ask questions to check for understanding
Any questions before the end-of-course

knowledge assessment?
Instructor Notes
1. ASK groups to present their key points for each
assigned module and ask their questions in front
of the rest of the class.
2. ALLOW 15 minutes per group.
3. SUPPLEMENT key points, if needed, and CLARIFY

responses to questions.
4. ASK trainees if they have any questions before

the end-of-course knowledge assessment.
Instructor Guide
Course Summary
End-of-Course Knowledge Assessment

– Include your name
– Work individually
– Take your time
– Ask an instructor for clarification if you do not understand a question
– Select the best response
– Answer every question
End-of-Course
Knowledge
Assessment
Instructor Notes
1. PROVIDE the directions for the end-of-course
knowledge assessment on the slide.
2. DISTRIBUTE the end-of-course knowledge

assessments.
3. TELL trainees to work individually.
4. MONITOR the trainees as they complete the

assessment. CLARIFY questions, if requested, but
do not provide answers.
5. COLLECT the assessments after 45 minutes.

ALLOW additional time, if needed.
6. After collecting the assessments, REVIEW the

correct responses with trainees using the post-
course knowledge assessment answer key
provided in the Instructor Toolkit.
Instructor Guide
Course Summary
Post-Course
Self-Evaluation
– Evaluate your
confidence level in
teaching the Police
Peacekeeping VIP
Protection Course
– Include your name
Post-Course Self-
Evaluation
Instructor Notes
1. DISTRIBUTE the end-of-course self-evaluation.
2. ASK trainees to work individually to complete the

evaluation.
3. EXPLAIN that the results of this evaluation will be

used to determine the effectiveness of the
course in preparing trainees to instruct the Police
Peacekeeping VIP Protection Course.
4. ALLOW 10 minutes for trainees to complete the

self-evaluation.
Instructor Guide
Course Summary
End-of-Course Critique–Your Opinion Matters!
End-of-Course
Critique
Instructor Notes
1. DISTRIBUTE the end-of-course critiques, one to
each trainee. Trainees do not need to include
names on critiques.
2. EMPHASIZE that the feedback trainees provide is

important and used to help strengthen the
course.
3. ALLOW 15 minutes for trainees to complete the

critiques.
4. COLLECT the critiques.
Instructor Guide
Course Summary
Summary
– What we learned
– Module review
– End-of-course:
• Knowledge assessment
• Self-evaluation
• Course critique
Instructor Notes
Briefly SUMMARIZE the module and ASK for questions.
Instructor Guide
Course Summary
Thank you!
Instructor Notes
1. THANK trainees for their work throughout this
course.
2. REMIND trainees of the importance of practice,

practice, practice in maintaining the skills they
gained in this course.
3. DISTRIBUTE certificates of attendance or

completion, as appropriate.
Instructor Guide
Formal Teach-Back #1
Estimated Time Instructor Notes

• 1.5 hours classroom time to prepare for formal EXPLAIN that this is the first of several formal teach-
teach-backs backs that will be conducted throughout the course.
• 1.5 hours for formal teach-backs (following day)
• MAKE one copy of the Instructor Feedback
Checklist for each trainee if he or she has not
already received a copy. Trainees will refer to the
checklist for every formal teach-back.
• MAKE sure you have an Instructor Feedback
Checklist that is attached to each trainee’s
personal record. (REFER to the Training-of-Trainers
Instructor Preparation Guide.) This checklist
provides columns for you to record results for five
separate teach-backs per trainee.
• REFER to the Training-of-Trainers Instructor
Preparation Guide for criteria for scoring the
teach-backs.
Instructor Guide
Formal Teach-Backs Are Your Opportunity to…

– Instruct a portion of the Police Peacekeeping VIP Protection Course
– Demonstrate understanding of course material
– Strengthen instructional skills
Instructor Notes
1. EXPLAIN that a formal teach-back is an
opportunity for trainees to prepare for and
instruct a portion of a Police Peacekeeping VIP
Protection lesson or practical exercise.
2. NOTE that formal teach-backs allow trainees to

demonstrate understanding of course material
by teaching it back to the other trainees in their
own words.
3. EMPHASIZE the importance of trainees practicing

instructional skills and receiving feedback on
performance.
Instructor Guide
Good Instructors
– Prepare for the training
– Use their own words
Instructor
Feedback
Checklist
Instructor Notes
1. DISTRIBUTE a copy of the Instructor Feedback
Checklist to each trainee (if he or she has not
received one).
2. NOTE that formal teach-backs will be assessed

using the criteria on the Instructor Feedback
Checklist. A formal teach-back should include all
elements on the checklist.
3. POINT OUT that the skills on this and the following

slide are on the Instructor Feedback Checklist.
4. PROVIDE an example for each skill listed on the

slide.
Instructor Guide
Use Elements of Effective Instruction

– Introduce the lesson
– Manage time
– Keep learning engaging, active, and relevant
– Provide clear instructions
– Follow safety procedures
Instructor
Feedback
Checklist
Instructor Notes
1. PRESENT the rest of the actions on the Instructor
Feedback Checklist, providing examples of each
action.
2. NOTE that the last three items on the checklist

apply more to practical exercises and activities.
3. EMPHASIZE the importance of creativity in

keeping learning engaging, active, and relevant.
4. ASK whether there are any questions about the
actions on the Instructor Feedback Checklist.
Instructor Guide
Work in Groups
Prepare Teach-back Feedback

(1.5 hours) (15 minutes) (15 minutes)
Instructor selects three Lead trainee instructor sets Instructor and group
trainees (lead trainee up presentation (5 minutes) provide feedback using
instructors) per group to Instructor Feedback
teach back the next morning Lead trainee instructor Checklist
teaches back (10 minutes)
Instructor assigns lead
trainee instructors different
topics from the list on the
following slide
Trainees work as a group to

help the lead instructor
prepare the teach-back
Instructor
Feedback
Checklist
Instructor Notes
1. EXPLAIN how this formal teach-back works, using
the points on the slide.
2. DIVIDE trainees into workgroups. If possible,

provide breakout areas for each group with
flipcharts and markers.
3. DESIGNATE three trainee “lead trainee

instructors” per workgroup. EXPLAIN that all
trainees will have several opportunities to
conduct teach-backs throughout the course.
4. ASSIGN an IPPOS instructor to mentor each

group. The instructor will stay with the same
group throughout the course and for all of the
formal teach-backs to provide consistency in
feedback.
5. ENCOURAGE trainees to ask instructors for any

equipment or training aids they need for the
teach-back.
6. EXPLAIN that trainees must work together as a

group to help the lead trainee instructors
prepare the assigned topics.
7. EXPLAIN that each trainee receives a score

based on the number of skills on the Instructor
Feedback Checklist the trainee successfully
demonstrates during the teach-back.
Instructor Guide
Teach-Back Topics
1. Range Safety
2. Tactical Mindset
3. VIP Protection Overview
Instructor Notes Teach-Back Instructions

1. ASSIGN one topic to each lead trainee instructor. 1. ALLOW each trainee lead instructor 5 minutes to
The three trainees selected for each group set up his or her teach-back.
should have different topics so that all three
2. COMPLETE an Instructor Feedback Checklist for
topics are covered during the teach-backs.
each trainee who teaches back. USE the
2. ALLOT the remainder of the time for trainees to checklist attached to the trainee’s personal
prepare for teach-backs as a group. record. (It has room to record five teach-backs
throughout the course.)
3. BE AVAILABLE to answer questions, clarify course
3. ASSIGN a different trainee to complete a
content, provide suggestions, and arrange
checklist during each teach-back. This is an
requested resources. Depending on the skill level
opportunity for trainees to practice providing
of the trainees, instructors should stay with the
constructive feedback.
workgroups as they prepare the first teach-back.
This helps clarify expectations and directions for 4. HELP trainees manage time by providing a 2-
the teach-backs. Subsequent teach-backs minute warning when their teach-back time is
should require less direction from instructors. almost over.
4. NOTE: It may be helpful to assign a language 5. PROVIDE feedback:

assistant to each group depending on how • START with what the trainee did well.
comfortable trainees are with the language used • USE the checklist to suggest areas to
in the printed materials. strengthen.
• ASK the trainee who completed a checklist
to provide feedback.
NEXT DAY: CONDUCT the formal teach-backs in • ASK the trainee who conducted the teach-
workgroups. back to critique his or her performance.
What did he or she do well? What would he
Time: 1.5 hours (30 minutes per trainee) or she like to strengthen? How will he or she
strengthen the skills?
• ASK other trainees to provide feedback.
Instructor Guide
Estimated Time Instructor Preparation

• 1 hour classroom time to prepare for formal • MAKE sure you have an Instructor Feedback
teach-backs Checklist that is attached to each trainee’s
teach-backs.
Instructor Guide

Instructor Notes
1. REMIND trainees that a formal teach-back is an
opportunity to prepare for and instruct a portion
of a Police Peacekeeping VIP Protection lesson
or practical exercise.

own words.

performance.
Instructor Guide
Good Instructors
Instructor
Feedback
Checklist
Instructor Notes
1. REFER trainees to their copy of the Instructor
Feedback Checklist.



slide.
Instructor Guide

– Manage time
Instructor
Feedback
Checklist
Instructor Notes
action.



Instructor Guide
Work in Groups

(1 hour) (15 minutes) (15 minutes)
following slide

Instructor
Feedback
Checklist
Instructor Notes 7. EXPLAIN that trainees must work together as a

1. EXPLAIN how this formal teach-back works, using group to help the lead trainee instructors
the points on the slide. prepare the assigned topics.
2. NOTE that trainees have 1 hour to prepare. 8. EXPLAIN that each trainee receives a score for
the teach-back. The score is the number of skills
3. DIVIDE trainees into workgroups. If possible, on the Instructor Feedback Checklist that the
provide breakout areas for each group with trainee successfully demonstrates during the
flipcharts and markers. teach-back.
4. DESIGNATE three trainee lead instructors per

workgroup. SELECT trainees who were not lead
instructors in the previous teach-back. The goal is
for all members of the workgroup to have the
opportunity to be lead instructor for teach-backs
as many times as possible.
5. ASSIGN an instructor to mentor each group. The

instructor will stay with the same group
throughout the course and for all of the formal
teach-backs to provide consistency in feedback.

teach-back.
Instructor Guide
Teach-Back Topics
1. Situational Awareness
2. IED Recognition and Awareness
3. Tactical Communications
Instructor Notes
Teach-Back Instructions
1. The instructor for each group will assign one topic
1. ALLOW each trainee lead instructor 5 minutes to
to each of the trainee lead instructors. The three
set up his or her teach-back.
trainees selected for each group should have
different topics so that all three topics are 2. COMPLETE an Instructor Feedback Checklist for
covered during the teach-backs. each trainee who teaches back. USE the
checklist attached to the trainee’s personal
2. ALLOT the remainder of the time for trainees to record. (It has room to record five teach-backs
prepare for teach-backs as a group. throughout the course.)
3. BE AVAILABLE to answer questions, clarify course 3. ASSIGN a different trainee to complete a

content, provide suggestions, and arrange checklist during each teach-back. This is an
requested resources opportunity for trainees to practice providing
4. NOTE: It may be helpful to assign a language
assistant to each group depending on how 4. HELP trainees manage time by providing a 2-
comfortable trainees are with the language used minute warning when their teach-back time is
in the printed materials. almost over.
5. PROVIDE feedback:
• START with what the trainee did well.
NEXT DAY: CONDUCT the formal teach-backs in • USE the checklist to suggest areas to
workgroups. strengthen.
Time: 1.5 hours (30 minutes per trainee) to provide feedback.
• ASK the trainee who conducted the teach-
back to critique his or her performance.
or she like to strengthen? How will he or she
Instructor Guide

Preparation Guide.) This checklist provides
columns for you to record results for five separate
teach-backs per trainee.
teach-backs.
Instructor Guide

Instructor Notes
Protection lesson or practical exercise.

own words.

their performance.
Instructor Guide
Good Instructors
Instructor
Feedback
Checklist
Instructor Notes
1. REFER to the Instructor Feedback Checklist.



slide.
Instructor Guide

– Manage time
Instructor
Feedback
Checklist
Instructor Notes
action.



Instructor Guide
Work in Groups

following slide

Instructor
Feedback
Checklist
Instructor Notes


instructors in the previous teach-backs. The goal
is for all members of the workgroup to have the
4. ASSIGN an instructor to mentor each group.


teach-back.
7. EXPLAIN that each trainee receives a score for

the teach-back. The score is the number of skills
on the Instructor Feedback Checklist that the
trainee successfully demonstrates during the
teach-back.
Instructor Guide
Teach-Back Topics
1. UN Human Rights Standards and the Use of Force
2. Bodyguard Drills
3. Direct Protection Formations
Instructor Notes
1. The instructor for each group will assign one topic
1. ALLOW each trainee lead instructor 5 minutes to
to each of the trainee lead instructors. The three
set up his or her teach-back.
checklist attached to each trainee’s personal
2. ALLOT the remainder of the time for trainees to
record. (It has room to record five teach-backs
prepare for teach-backs as a group.
throughout the course.)
requested resources.
4. NOTE: It may be helpful to assign a language constructive feedback.
assistant to each group depending on how
4. HELP trainees manage time by providing a 2-
comfortable trainees are with the language used
minute warning when their teach-back time is
in the printed materials.
almost over.
NEXT DAY: CONDUCT the formal teach-backs in • START with what the trainee did well.
workgroups. • USE the checklist to suggest areas to
strengthen.
Time: 1.5 hours (30 minutes per trainee) • ASK the trainee who completed a checklist
Instructor Guide

teach-backs.
Important!
By this point, all trainees in a
workgroup should have
conducted at least one teach‐
back. If this is not the case, adapt
this teach‐back to accommodate
additional teach‐backs.
Instructor Guide

Instructor Notes
Protection module or practical exercise.

own words.

their performance.
Instructor Guide
Good Instructors
Instructor
Feedback
Checklist
Instructor Notes



slide.
Instructor Guide

– Manage time
Instructor
Feedback
Checklist
Instructor Notes
action.



Instructor Guide
Work in Groups

following slide

Instructor
Feedback
Checklist
Instructor Notes 7. ENCOURAGE trainees to ask instructors for any

1. EXPLAIN how this formal teach-back works, using equipment or training aids they need for the
the points on the slide. teach-back.
2. NOTE that the teach-back time has increased to 8. EXPLAIN that each trainee receives a score for
30 minutes. the teach-back. The score is the number of skills
on the Instructor Feedback Checklist that the
3. DIVIDE trainees into workgroups. If possible, trainee successfully demonstrates during the
provide breakout areas for each group with teach-back.

instructors in the previous teach-back. The goal is
for all members of the workgroup to have the
5. ASSIGN an instructor to mentor each group.

Instructor Guide
Teach-Back Topics
1. Attack on Principal
2. Advance Team
3. Tactical Site Survey
Ask instructors for equipment you need
Instructor Notes
1. The instructor for each group will assign one topic 1. ALLOW each trainee lead instructor 5 minutes to
to each of the trainee lead instructors. The three set up his or her teach-back.
checklist attached to each trainee’s personal
2. ALLOT the remainder of the time for trainees to record. (It has room to record five teach-backs
prepare for their teach-backs as a group. throughout the course.)
3. BE AVAILABLE to answer questions, clarify course 3. ASSIGN a different trainee to complete a
content, provide suggestions, and arrange checklist during each teach-back. This is an
requested resources. opportunity for trainees to practice providing
4. NOTE: It may be helpful to assign a language constructive feedback.
assistant to each group depending on how 4. HELP trainees manage time by providing a 2-
comfortable trainees are with the language used minute warning when their teach-back time is
in the printed materials. almost over.
NEXT DAY: CONDUCT the formal teach-backs in • START with what the trainee did well.
workgroups. • USE the checklist to suggest areas to
strengthen.
Time: 2.5 hours (50 minutes per trainee) • ASK the trainee who completed a checklist
Instructor Guide
Estimated Time Instructor Notes

• 2 hours classroom time to prepare for formal 1. EXPLAIN that this is an all-day teach-back to make
teach-backs sure trainees understand and can instruct the
topics presented up to this point in the course.
• 5 hours for formal teach-backs (same day)
2. EXPLAIN that for this teach-back, each group will
have a lead trainee instructor and a co-lead
trainee instructor.
teach-backs.
Instructor Guide

Instructor Notes

own words.

their performance.
Instructor Guide
Good Instructors
Instructor
Feedback
Checklist
Instructor Notes



slide.
Instructor Guide

– Manage time
Instructor
Feedback
Checklist
Instructor Notes
action.



Instructor Guide
Work in Groups

(2 hours) (70 min. per group) (30 min. per group)
Instructor selects lead and Workgroup sets up and Instructor and groups
co-lead trainee instructors conducts lessons and provide feedback using
for each group exercises Instructor Feedback
Checklist
Instructor assigns one topic Other workgroups play the
per group role of students
Teach-back must include:

• Instructional time
• Practical exercise with
feedback to trainees
Instructor
Feedback
Checklist
Instructor Notes 6. ASSIGN an instructor to mentor each group.

1. EXPLAIN how this all-day formal teach-back
works, using the points on the slide.
group to help the lead and co-lead trainee
2. EXPLAIN that each group will be assigned one instructors prepare the assigned topic.
topic. The groups should plan for instructional
time (in the classroom or outside) as well as a
practical exercise. The practical exercise should
teach-back.
incorporate the lead and co-lead trainee
instructors providing feedback to the trainees 9. EXPLAIN that the lead and co-lead trainee
acting as students. instructors will receive a score for the teach-
back. The score is the number of skills on the
3. REMIND trainees that classroom time should be
Instructor Feedback Checklist that the trainee
kept to a minimum as most learning takes place
successfully demonstrates during the teach-
during practice. EMPHASIZE the importance of
back.
time management and of planning.

5. DESIGNATE one lead trainee instructor per

workgroup and one co-lead. SELECT trainees
who were not lead instructors in the previous
teach-back. The goal is for all members of the
workgroup to have the opportunity to be lead
instructor for teach-backs as many times as
possible.
Instructor Guide
Teach-Back Topics
Group 1: Direct protection formations
Group 2: Unarmed defensive tactics
Group 3: Intermediate protection formations

1. ASSIGN each group one topic. 1. SELECT the first workgroup to present a teach-
back.
2. ALLOT 2 hours for workgroups to prepare teach-
backs. IPPOS trainers should be available to 2. ASSIGN the other workgroups the role of
answer questions, clarify course content, provide students.
suggestions, and arrange requested resources.
3. ENCOURAGE each member of the group to each lead and co-lead who teaches back. USE
actively participate. the checklist attached to each trainee’s
personal record. (It has room to record five
teach-backs throughout the course.)
SAME DAY: CONDUCT the formal teach-backs as a
large group. 4. ASSIGN a different trainee to complete a
Time: 5 hours (1 hour, 40 minutes per workgroup) opportunity for trainees to practice providing
Each workgroup has 70 minutes to teach back and constructive feedback.
30 minutes for feedback.
5. PROVIDE feedback
• USE the checklist to suggest areas to
strengthen.
Instructor Guide
• 1 hour classroom time to prepare for formal • ARRANGE to have three vehicles available for
teach-backs teach-backs, if possible.
• 2 hours for formal teach-backs (following day) • MAKE sure you have an Instructor Feedback
Instructor Preparation Guide.)

teach-backs.
Instructor Guide

Instructor Notes

own words.

their performance.
Instructor Guide
Good Instructors
Instructor
Feedback
Checklist
Instructor Notes



slide.
Instructor Guide

– Manage time
– Keep training engaging, active, and relevant
Instructor
Feedback
Checklist
Instructor Notes
action.



Instructor Guide
Work in Groups

(1 hour) (30 min. per group) (10 min. per group)
Instructor selects lead and Lead and co-lead trainee Instructor and other
co-lead trainee instructors instructors set up and workgroups provide
for each workgroup conduct teach-back feedback using
Instructor Feedback
All three groups will prepare Other workgroups play the Checklist
a teach-back on embus and role of students
debus techniques
Instructor
Feedback
Checklist
Instructor Notes
teach-back.
4. REMIND workgroups to limit the time spent in the
classroom as most learning takes place when
trainees practice.
instructors prepare the assigned topic.
teach-back.
7. EXPLAIN that the lead and co-lead trainee
instructors receive a score for the teach-back.
The score is the number of skills on the Instructor
Feedback Checklist that the trainee successfully
Instructor Guide
Teach-Back Topic: Convoy Operations

– Embus and debus

1. EXPLAIN that all three groups will conduct a 1. CONDUCT the formal teach-backs as a large
teach-back on embus and debus. group. Presenting as a large group avoids
arranging vehicles for each group.
2. ALLOT the remainder of the time for trainees to
prepare for their teach-backs as a group. 2. COMPLETE an Instructor Feedback Checklist for
the lead and co-lead trainee instructors.
content, provide suggestions, and arrange 3. ASSIGN a different trainee to complete a
requested resources. checklist during each teach-back. This is an
4. Note: It may be helpful to ASSIGN a language constructive feedback.
comfortable trainees are with the language used 4. PROVIDE feedback
NEXT DAY: ARRANGE to have three vehicles available, • USE the checklist to suggest areas to
if possible. strengthen.
Time: 2 hours (40 minutes per workgroup) to provide feedback.
Each workgroup has 30 minutes per teach-back and • ASK the trainee who conducted the teach-
10 minutes for feedback. back to critique his or her performance.
Instructor Guide
Estimated Time • ARRANGE to have three vehicles available for
• 1 hour classroom time to prepare for formal teach-backs, if possible.
teach-backs
• 2 hours for formal teach-backs (following day) Checklist that is attached to each trainee’s

Preparation Guide for criteria for scoring the teach-
backs.
Important!
By this point, all trainees
in a workgroup should
have conducted two
teach‐backs. If this is not
the case, adapt this
teach‐back to
accommodate additional
co‐leads.
Instructor Guide

Instructor Notes

own words.

their performance.
Instructor Guide
Good Instructors
 Prepare for the training
 Demonstrate understanding of the material
 Use their own words
 Demonstrate confidence
 Use effective voice control
Instructor
Feedback
Checklist
Instructor Notes



slide.
Instructor Guide

 Introduce the lesson
 Review objectives or purpose
 Check for understanding
 Use at least one learning aid
 Summarize material presented
 Manage time
 Keep training engaging, active, and relevant
 Provide clear instructions
 Follow safety procedures
 Provide effective feedback
Instructor
Feedback
Checklist
Instructor Notes
action.



Instructor Guide
Work in Groups

(30 minutes per (10 minutes per
(1 hour)
group) group)
• Instructor selects lead • Lead and co-lead trainee • Instructor and other
and co-lead trainee instructors set up and workgroups provide
instructors for each conduct teach-back feedback using
workgroup • Other workgroups play Instructor Feedback
• Instructor assigns topics the role of students Checklist
Instructor
Feedback
Checklist
Instructor Notes


teach-back.

trainees practice.


teach-back.

Instructor Guide
Teach-Back Topic: Convoy

– Group 1
• Offset techniques
• Screening techniques
• Blocking
– Group 2
• Turns
• Merges
• Checkpoints
– Group 3
• Drive through
• Push out
• Reverse out Y-turn Ask instructors for equipment you need

1. Assign each group topics. 1. CONDUCT the formal teach-backs as a large
group. Presenting as a large group avoids
2. ALLOT the remainder of the time for trainees to arranging vehicles for each group.
prepare for teach-backs as a group.
the lead and co-lead trainee instructors.
requested resources. 3. ASSIGN a different trainee to complete a
4. Note: It may be helpful to ASSIGN a language checklist during each teach-back. This is an
assistant to each group depending on how opportunity for trainees to practice providing
comfortable trainees are with the language used constructive feedback.
NEXT DAY: ARRANGE to have three vehicles available, • START with what the trainee did well.
if possible. • USE the checklist to suggest areas to
strengthen.
Time: 2 hours (40 minutes per workgroup) • ASK the trainee who completed a checklist
Each workgroup has 30 minutes per teach-back and to provide feedback.
10 minutes for feedback. • ASK the trainee who conducted the teach-
Instructor Guide

• 2 hours classroom time to prepare for formal • ARRANGE to have three vehicles available for
teach-backs teach-backs, if possible.
• 5 hours for formal teach-backs (same day) • MAKE sure you have an Instructor Feedback

teach-backs.
Instructor Guide

Instructor Notes

own words.

their performance.
Instructor Guide
Good Instructors
Instructor
Feedback
Checklist
Instructor Notes



slide.
Instructor Guide

– Manage time
Instructor
Feedback
Checklist
Instructor Notes
action.



Instructor Guide
Work in Groups
Teach-back
Prepare (1 hr., 20 mins. per Feedback
(2 hrs.) group) (20 mins. per group)
Instructor selects lead and Lead and co-lead trainee Instructor and other
co-lead trainee instructors instructors set up and workgroups provide
for each workgroup conduct teach-back feedback using
Instructor Feedback
The teach-back is a practical Other workgroups play the Checklist
exercise with feedback role of students
Instructor
Feedback
Checklist
Instructor Notes


teach-back.

trainees practice.


teach-back.

instructors will receive a score for the teach-
back. The score is the number of skills on the
Instructor Feedback Checklist that the trainee
successfully demonstrates during the teach-
back.
Instructor Guide
Teach-Back Topic: Convoy

– Immediate Action Contact Drills: Counter-Ambush

1. EXPLAIN that this teach-back is to conduct a 1. CONDUCT the formal teach-backs as a large
practical exercise on the Immediate Action group. Presenting as a large group avoids
Contact Drills, Counter-Ambush. arranging vehicles for each group.
2. ALLOT the remainder of the time for trainees to 2. COMPLETE an Instructor Feedback Checklist for
prepare for teach-backs as a group. the lead and co-lead trainee instructors. If
additional trainees perform in a lead role,
3. BE AVAILABLE to answer questions, clarify course COMPLETE a checklist for them, as appropriate.
requested resources. 3. ASSIGN a different trainee to complete a
4. Note: It may be helpful to ASSIGN a language opportunity for trainees to practice providing
assistant to each group depending on how constructive feedback.
in the printed materials. 4. PROVIDE feedback:
SAME DAY: ARRANGE to have three vehicles available, strengthen.
if possible. • ASK the trainee who completed a checklist
Time: 5 hours (1 hour, 40 minutes per group) • ASK the trainee who conducted the teach-
Each workgroup has 1 hour, 20 minutes per teach- back to critique his or her performance.
back and 20 minutes for feedback What did he or she do well? What would he
Advance to the next slide to assign

capstone teach-back topics
Instructor Guide
Formal Teach-Back #11: Capstone

– Conducted day 22 in workgroups
– All trainees work individually to prepare a 30-minute teach-back on the
assigned topic:
• Bodyguard responsibilities and drills
• Direct protection formations
• Intermediate protection formations
• Attack on principal
• Advance team
• Unarmed defensive tactics
• Convoy operations
• Counter-ambush
Instructor Notes
1. EXPLAIN that trainees will conduct a final,
capstone teach-back at the end of the course
to demonstrate their skills as a Police
Peacekeeping VIP Protection instructor. These
teach-backs will be conducted in workgroups.
2. EXPLAIN that trainees will prepare and present

capstone teach-backs individually. However,
trainees can collaborate with workgroup
members for ideas and feedback.
3. ADVISE trainees to use this advance notice to

prepare and practice teach-backs. They will
have one hour to prepare the day of the
capstone teach-backs.
4. ENCOURAGE trainees to ask questions and seek

guidance from instructors, if desired.
5. ASSIGN topics within each workgroup, making

sure that everyone in the workgroup has a
different topic.
6. REQUEST that trainees ask instructors for

equipment they need for their teach-backs well
in advance.
Instructor Guide

• 1 hour classroom time to prepare • MAKE sure you have an Instructor Feedback
• 2 hours for formal teach-backs (same day) personal record. (REFER to the Training-of-Trainers

Preparation Guide for criteria for scoring the teach-
backs.
Instructor Guide

Instructor Notes

own words.

their performance.
Instructor Guide
This Teach-Back
– Assess performance to identify skills to reinforce
– Design activities to reinforce skills
Instructor Notes
1. EXPLAIN that this teach-back requires trainees to:
• Consider their performances in the practical

exercises and identify a skill the group would
like to strengthen
• Design and conduct a teach-back to

reinforce the selected skill
2. EMPHASIZE the importance of trainers being able

to assess performance and quickly design
activities to reinforce skills.
Instructor Guide
Good Instructors
Instructor
Feedback
Checklist
Instructor Notes



slide.
Instructor Guide

– Manage time
Instructor
Feedback
Checklist
Instructor Notes
Feedback Checklist.
2. EXPLAIN that as this is the last week of the course,

trainees should be able to demonstrate all items
on the checklist.


Instructor Guide
Work in Groups

(1 hour) (30 min. per group) (10 min. per group)
Each workgroup identifies a Lead and co-lead trainee Instructors and groups
skill to strengthen and instructors set up and provide feedback using
prepares a teach-back conduct teach-back Instructor Feedback
Checklist
Other workgroups play the
role of students
Instructor Notes

teach-back.
instructors prepare the teach-back.
teach-back.
Instructor Guide
Teach-Back Topic: Your Choice

– Select a skill your workgroup would like
to strengthen

1. ALLOT the remainder of the time for trainees to 1. CONDUCT the formal teach-backs as a large
prepare for their teach-backs as a group. group.
2. BE AVAILABLE to answer questions, clarify course 2. COMPLETE an Instructor Feedback Checklist for
content, provide suggestions, and arrange the lead and co-lead trainee instructors. If
requested resources. additional trainees perform in a lead role,
COMPLETE a checklist for them, as appropriate.
3. Note: It may be helpful to ASSIGN a language
Time: 2 hours (40 minutes per group) strengthen.
Each workgroup has 30 minutes to teach-back and 10 • ASK the trainee who completed a checklist
minutes for feedback to provide feedback.
Remind trainees of the capstone teach-

backs on day 22.
Instructor Guide
Formal Teach-Back #10:

Final Training Exercise (FTX) Workshop
Estimated Time: Instructor Notes

• 3 hours classroom time to design an FTX This formal teach-back comprises two parts:
• Designing an FTX
• 4 hours for formal teach-backs (conduct the FTX)
• Conducting the FTX as designed
1. MAKE a copy of the Practical Exercise Field
Guide available to each workgroup.
Important! 2. PROVIDE copies of Handout: FTX Template for

each group. (SEE Print Folder in the Instructor
By the end of this teach‐ Toolkit.)
3. MAKE sure you have an Instructor Feedback

back, all trainees in a Checklist that is attached to each trainee’s
workgroup should have Instructor Preparation Guide.)
conducted three teach‐ 4. REFER to the Training-of-Trainers Instructor
Preparation Guide for criteria for scoring the FTX
backs. If this is not the case, designs and teach-backs.
adapt this teach‐back to
accommodate additional
co‐leads.
Instructor Guide
FTX Purpose
– Opportunity for trainees to apply what they have learned and demonstrate mastery of
the tactics presented in Police Peacekeeping VIP Protection Course
Instructor Note
1. EXPLAIN that final training exercises (FTXs) are
comprehensive practical exercises that
incorporate many of the skills taught throughout
the course. FTXs allow trainees to apply what they
have learned and demonstrate mastery of the
tactics and techniques presented in the Police
Peacekeeping VIP Protection Course.
2. EXPLAIN that the provided course materials

include a suggested FTX for trainees to use when
they instruct the course. However, trainees may
need to adjust the FTX for available resources and
to make the scenario more relevant and realistic
for their audience. The ability to adapt and
create training materials is an important skill for all
trainers.
Instructor Guide
FTX Workshop Instructions

– Part I: Design an FTX
• Work in groups
• Review the FTX in the Practical Exercise Field Guide
• Use the blank template provided to create an FTX
• Include the criteria on the next slide
• Brief the FTX to the large group
– Part II: Conduct the FTX
Practical Exercise
Field Guide
FTX Template
Instructor Notes
1. EXPLAIN the instructions:
• Trainees will work in the same three workgroups

used in previous teach-backs.
• Trainees will review the provided FTX (located

in the Practical Exercise Field Guide)
conducted the day before.
• Workgroups will use the FTX as an example and

create their own FTX using the blank template
provided.
• The template helps trainees think through the

resources and time required, preparation
actions, applicable skills, safety considerations,
and the sequence of events.
2. DISTRIBUTE the FTX template to each workgroup.
3. EXPLAIN that trainees will conduct the FTXs after

they are designed and receive feedback.
Instructor Guide
Assessment Criteria for FTX Designs: 5 Points
Drills include: All resources and preparation

• Walking formations steps
• Vehicles (moving or stationary)
• An advance team
• A venue
• Contact
1 point FTX conducted 1 point

as designed
1 point
Assessment tool Clear instructions,
expectations, and
safety considerations
Time: 45 minutes
1 point 1 point
FTX Template
Instructor Notes 5. EXPLAIN that FTXs must include all required

resources. The designs must also outline the steps
1. REFER to the FTX template as you describe the
instructors should take to prepare for the FTX.
elements trainees must include in the FTX they
design. EXPLAIN that the FTX designs will be 6. EXPLAIN the importance of including clear
assessed according to the criteria on the slide. instructions for both co-instructors and trainees.
Each FTX can receive five points if it meets all
criteria listed. • EMPHASIZE the need to include any safety
considerations.
2. EXPLAIN the criteria by beginning with the top left
square and moving clockwise. • ASK trainees to consider group composition as
they plan the exercise. They should
3. EXPLAIN that drills must include all of the elements incorporate as many “students” into the
listed on the slide. It is important that an FTX reflect exercise as possible. This may mean two brief
the most important skills taught in a course. scenarios.
4. SUGGEST other skills the groups may incorporate 7. EXPLAIN that the FTX must be conducted within 45
into the FTX: minutes. The 45 minutes must include enough time
to provide feedback to the students. In addition
• Rope line
to the 45 minutes, workgroups will have 15 minutes
• Friendly passers by to set up the exercise.
• Vehicle down (no contact)
8. EXPLAIN that the FTX should also include an
• Change of venues
assessment tool or some way to measure how well
• Small arms attack trainees perform the skills. This can be a simple
• Knife attack checklist of observed skills or expected actions.
• Unarmed attack on the principal
9. Finally, EXPLAIN that if trainees can conduct the
• A checkpoint FTX as designed, the FTX will receive a point.
• Complex attack
Instructor Guide

Part I: Prepare the FTX
Prepare Brief Feedback

(1.5 hours) (15 min.) (15 min.)
Workgroups prepare an Workgroups brief FTXs to Instructor and groups

FTX that meets the the large group provide feedback
assessment criteria outlined
Workgroups request any Instructor provides a
Instructor selects lead and equipment required for the score to each
co-lead trainee instructors FTX workgroup
for each workgroup
FTX Template
Instructor Notes 6. PROVIDE each workgroup with a score of 1-4

1. EXPLAIN the logistics of the teach-back using the according to the criteria outlined. WRITE the
points on the slide. score on a whiteboard or flipchart. EXPLAIN that
the FTX design can receive another point if it is
• Trainees will work in their groups to prepare conducted as planned.
an FTX according to the criteria discussed.
7. ADVISE trainees that if they wish to incorporate
• During the 1.5 hours, instructors should be the feedback on their own time, they may do so.
available to ANSWER questions and
MONITOR progress. 8. TELL trainees that they now will conduct FTXs as a
teach-back.
2. ASSIGN one lead trainee instructor and one co-
lead trainee per group. These trainees will 9. GATHER requested equipment.
conduct the FTX after it is designed. The lead and
co-lead may assign the other trainees in the
workgroup to support roles such as role-players.
3. After 1.5 hours, RECONVENE the large group.
4. ASK each workgroup to brief its FTX to the large

group, explaining logistics, timing, resources
required, and the assessment tool.
5. PROVIDE feedback to each workgroup. ASK the

large group to also contribute feedback.
Instructor Guide

Part II: Conduct the FTX

(15 min.) (45 min. per group) (15 min.)
Workgroups set up the FTX Lead and co-lead trainee Instructor and groups
instructors conduct the provide feedback on the
teach-back using the FTX FTX using Instructor
the workgroup designed Feedback Checklist
Other workgroups play the • Was it delivered as

role of students designed?
Instructor
Feedback
Checklist
Estimated Time: 4 hours (1 hour, 15 minutes per group) Teach-Back Instructions

1. CONDUCT the formal teach-backs as a large
Instructor Notes
group.
EXPLAIN how this formal teach-back works, using the
points on the slide. 2. COMPLETE an Instructor Feedback Checklist for
the lead and co-lead trainee instructors. If
additional trainees perform in a lead role,
COMPLETE a checklist for them, as appropriate.
• Start with what trainees did well.
• Use the checklist to suggest areas to
strengthen.
• Ask trainees to critique their performance.
What did they do well? What would they like
to strengthen? How will they strengthen the
skills?
• Ask other trainees to provide feedback.
• Ask the lead and co-lead trainee instructors if
the FTX provided all information they needed
to conduct the FTX safely and effectively. If
not, what was missing?
4. DETERMINE whether the FTX was conducted as

designed and PROVIDE each group with a final
score for the FTX design.
5. RECORD group scores in the course Excel

workbook.
Instructor Guide
Formal Teach-Back #11: Capstone
• 1 hour classroom time to prepare for formal • Note: Trainees should receive their teach-back
teach-backs assignments at the conclusion of Teach-Back #8
to allow adequate time to plan and practice.
• 6 hours for formal teach-backs
• ARRANGE to have equipment trainees requested
ready for the teach-backs.


Preparation Guide for criteria on scoring the
teach-backs.
Instructor Guide
Capstone Teach-Backs
– Demonstrate your skills as a trainer for the Police Peacekeeping VIP Protection
Course
Instructor Notes
EXPLAIN that these capstone teach-backs are an
opportunity for trainees to demonstrate their skills as
trainers for the Police Peacekeeping VIP Protection
Course.
Instructor Guide
Good Instructors
Instructor
Feedback
Checklist
Instructor Notes
2. REMIND trainees that formal teach-backs will be

assessed using the criteria on the Instructor
Feedback Checklist. A formal teach-back should
include all elements on the checklist.
Instructor Guide

– Manage time
Instructor
Feedback
Checklist
Instructor Notes
Feedback Checklist.


Instructor Guide

Work Individually

Work individually to prepare Every trainee conducts a Instructor and other

assigned teach-back topic teach-back in workgroups trainees provide
feedback using
Instructor Feedback
Checklist
Instructor
Feedback
Checklist
Instructor Notes
2. EXPLAIN that everyone in the workgroup will

conduct a teach-back.
3. DIVIDE trainees into their workgroups. If possible,


equipment or training aids they need for their
teach-back, if they have not already done so.
5. NOTE: Trainees in workgroups of nine will teach

back for 25 minutes.
Instructor Guide
Teach-Back Topics:
• Bodyguard responsibilities and drills
• Direct protection formations
• Intermediate protection formations
• Attack on principal
• Advance team
• Unarmed defensive tactics
• Convoy operations
• Counter-ambush

1. ALLOT 1 hour for trainees to finalize their teach- 1. CONDUCT the formal teach-backs in
backs. workgroups.
each trainee.
requested resources.
strengthen.
4. As this is the final teach-back, take the time to

WRITE comments on the trainee’s performance
and improvement.
5. RECORD teach-back scores in the course Excel

workbook.

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Police Peacekeeping

Module 1: Course Introduction

Course Introduction Instructor Notes

The Police Peacekeeping VIP Protection Training-of- Instructor Notes

Police Peacekeeping VIP Protection Training-of-Trainers

2. EXPLAIN that the course is designed to support a

3. ADVISE trainees that this is a fast-paced, skills-

4. INFORM trainees that, following best practices for

Police Peacekeeping VIP Protection emphasizes Instructor Notes

2. REITERATE that the course focuses on practice,

3. STRESS that the course includes multiple

2. ASK the other instructors (who have not done so)

3. CALL upon each trainee to stand and introduce

4. RECORD responses on each trainee’s personal

5. ENSURE that all trainees respond to the final item:

Instructor Guide/Slides Practical Exercise Field Guide Range Guide

• Instructor Preparation Guide

• Detailed Instructor Guide

• Practical Exercise Field Guide

• Presentation Slides Handout (three slides per

2. NOTE that the trainees are not expected to read

3. EXPLAIN that this training material will be

4. DISTRIBUTE a Presentation Slides handout to each

Refer to next slide for Pre-Course

2. ADVANCE to the next slide for the pre-course self-

• Trainees will fill this evaluation out before and after

• Upon completion, ASK trainees to hand the

Module 2: Range Safety

Range Safety Topics

Learning Objectives (continued)

2. EXPLAIN that this lesson ends with a range exercise

2. EXPLAIN that Police Peacekeeping VIP Protection

3. ADVISE trainees that one of the most common

Roles on the Range

Range Safety Officer Responsibilities

3. Explain that focusing attention on the shooter and

Range Safety Officer Responsibilities (continued)

2. EXPLAIN that intervening for safety may entail

2. CONTINUE to ask for different volunteers until all of

Four Golden Rules

Many instructions and/or commands are given on the Instructor Notes

Six of these commands are of particular importance

General Commands (Rifle and Pistol)

Load and Cease Unload,

Example: Shooters will start from

The six common range commands will be used to Instructor Notes

Suggested equipment for range exercises includes: Instructor Notes

In addition, duty holsters and rifle slings may be

40+ meters back Range

Eye and ear protection

2. EMPHASIZE that range set up may vary from

3. EXPLAIN that keeping weapons and ammunition

4. ADVISE trainees to follow all country-specific

5. NOTE that the diagram is also in the Range Guide.

Four points of contact

Strong side buttock

Weak side triceps resting

Kneeling: Rifle Weak side thigh roughly

Strong elbow Weak hand supporting barrel

Standing: Rifle Feet about shoulder-width apart,

2. DEMONSTRATE (or ask a trainee to demonstrate)

2. DEMONSTRATE (or ask a trainee to demonstrate)