Ready for the Resident Phases

Preparing Reserve Junior Officers for MPCCC Success

By Lieutenant Colonel Robert Adair

Article published on: February 24, 2026 in the 2026 Issue of Military Police

Read Time: < 8 mins

759th Military Police Battalion conducts patrol with Border Patrol at southern border. (U.S. Army photo by 2LT Erica Esterly)

This article was edited with the assistance of artificial intelligence (AI) tools. Final review and editing were conducted by authorized Department of War (DoW) personnel to ensure accuracy, clarity, and compliance with DoW policies and guidance.

The contents of this article do not represent the official views of, nor are they endorsed by, the U.S. Army, the DoW, or the U.S.

Component 2 and 3 military police officers juggle family obligations, civilian careers, and part-time military service, embodying the leadership tenets of Army doctrine publication (ADP) 6-22, Army Leadership and the Profession.1 This demanding balance requires exceptional time management and prioritization, critical for first lieutenants and captains attending the Military Police Captain’s Career Course (MPCCC) resident phases—Phase I and Phase III—at Fort Leonard Wood, Missouri. Feedback from MPCCC classes since November 2023 reveals persistent intellectual gaps that hinder success in both phases. This article equips field grade officers with actionable M-Day (Mobilization-Day, weekend and annual training cycle) and Battle Assembly strategies to better prepare Reserve Component (RC) officers for MPCCC. It aligns with the leadership development principles outlined in ADP 6-22 and offers flag officers visibility into readiness shortfalls across RC formations to inform resource allocation and policy.

Where Junior Officers Struggle in Phase I

The learning concepts of the former Training and Doctrine Command (TRADOC) emphasize hands-on practice for skill retention in professional military education (PME).2 Phase I establishes foundational skills for company command, but RC officers face three persistent challenges. First, crafting company-level operations orders (OPORDs) proves difficult. Many officers, accustomed to platoon-level orders, struggle to operate within Phase I’s eight-hour planning constraints due to limited familiarity with the structure outlined in Field Manual (FM) 5-0, particularly with key subparagraphs such as reports, tasks to subordinate units, and sustainment.3 “I didn’t grasp OPORD-specific details,” one officer noted.

Second, military police doctrine knowledge for junior officers falls short. Officers struggling with operations often need to research fundamentals, such as modified table of organization and equipment (MTOE) assets or route regulations, requiring Army techniques publication (ATP) 3-39.3: Security and Mobility Support or FM 3-39, Military Police Operations.45

Third, tactical proficiency is weak. Practical exercises reveal deficiencies in the understanding of wet-gap crossings, doctrinal terms (such as obstacles, avenues of approach, key terrain, observation, and concealment [OAKOC] and priority intelligence requirements [PIR]) as well as military symbols on operational overlays, slowing performance. These challenges (OPORD production, doctrinal fluency, and tactical mastery) signal a need for targeted preparation.

Scenarios of Unpreparedness in Phase I

Practical exercises in Phase I test doctrine application and leadership abilities under pressure, and there are three main areas that officers struggle with. First, OPORD writing and briefing exercises overwhelm some officers. Producing a company-level OPORD from a fragmentary order (FRAGORD) in eight hours exposes gaps in translating brigade orders, a perishable skill from the Military Police Basic Officer Leader Course (BOLC). Terrain model kit (TMK) briefs falter due to limited practice. “Paragraph specifics were tough,” one officer said.

Second, military police-specific tactical scenarios—such as wet-gap crossing duties, a key security and mobility task—challenge those unfamiliar with military police roles in large-scale combat operations (LSCO). Capabilities briefs often suffer when asset knowledge or adequate experience is lacking.

Third, ad hoc tasks such as 10-minute whiteboard briefs to peers test adaptability, while Tactical Exercises Without Troops (TEWTs) expose disconnects from M-Day training norms. These scenarios emphasize the urgency of preparation.

Preparation Strategies for Phase I

Field grade officers can mitigate Phase I challenges with three strategies. The first approach prioritizes OPORD writing practices. During battle assemblies, field grade officers should assign tactical company-level OPORDs using FM 5-0 templates, and battalion or brigade should provide staff with detailed feedback on structure and content to build fluency for Phase I’s 8-hour assessments.

The second approach deepens military police doctrine understanding. Field grade officers should study ATP 3-39.30 and FM 3-39 to master police, detention, and security and mobility operations, tasking lieutenants with capabilities briefs on MTOE assets and their roles in LSCO. This reduces mid-course research.

The third enhances briefing skills and time management. Field grade officers should facilitate rehearsals of schemes of maneuver during drills by coaching concise, doctrinally precise language for TMKs and impromptu briefs. Doing so ensures readiness for high-pressure tasks. These strategies (OPORD practice, doctrinal study, and briefing readiness) empower RC officers to excel in Phase I.

Army Col. Charles Green visits Soldiers at the southern border. (U.S. Army photo by Sgt. Owen Griffith)

Where Junior Officers Struggle in Phase III

Phase III evaluates advanced application through military decision-making process MDMP-related challenges. There are 3 main obstacles where officers will struggle. First, MDMP execution is a hurdle. Common Core’s self-paced model lacks depth, leaving officers unprepared for rigorous planning exercises—particularly those without recent battalion or brigade staff experience. Second, tactical doctrine and military symbology impede MDMP application. Phase III demands fluency in ADP 3-0, Operations and FM 1-02.2, Military Symbols for interpreting overlays and brigade combat team (BCT) structures, but officers struggle with map-based decision-making.67 Third, integration of the 16 protection warfighting function tasks lags due to limited Common Core exposure, complicating staff planning. These struggles (MDMP execution, tactical fluency, and capability integration) challenge Phase III’s goal of producing adaptable leaders.

Scenarios of Unpreparedness in Phase III

Knowles’ theory of andragogy highlights that self-directed learning, such as the Common Core model, can falter without practical application and peer interaction, both of which are essential for mastering complex processes like the MDMP.8 The complexity of Phase III exercises demands proficiency in MDMP. To begin with, the MDMP capstone and joint exercises reveal readiness gaps. Many officers struggle with the RC’s self-study approach and prefer in-person instruction. “Joint exposure would’ve helped,” one said. Next, MDMP-driven exams expose diminished retention of common core knowledge, with map reading proving especially difficult for those who have not recently reviewed FM 1-02.2. Finally, OPORD brief delivery and use of MDMP planning tools often falter due to limited access to training scenarios and limited time during M-Days—underscoring the need for rehearsal and doctrinal familiarization. These scenarios (capstone, exams, and delivery) highlight critical preparation requirements.

Preparation Strategies for Phase III

Field grade officers can prepare RC officers for Phase III by implementing three targeted strategies. First, prioritize MDMP mastery. Field grade officers should assign RC officers brigade-level MDMP exercises during battle assemblies, which will allow RC officers to focus on military police roles within brigade combat teams. Field grade officers should use FM 5-0 and the Battle Staff SMARTbook as practical planning references.9 Second, field grade officers should deepen tactical doctrine and warfighting function knowledge by assigning the study of the 16 protection warfighting function tasks, and the conducting of map overlay drills according to ADP 3-0 to enhance capstone performance. Third, field grade officers should maximize resources and peer collaboration, promoting retention of Common Core slides for end-of-course exam review—additionally, fostering classmate rapport during Phase I to leverage diverse experiences in MDMP problem-solving will assist in this. These strategies (MDMP practice, doctrinal fluency, resource leverage) equip officers for the complexities of Phase III.

Takeaways for Field Grade Officers

Field grade leaders can integrate these M-Day and Battle Assembly tasks:

• Schedule monthly OPORD drills using FM 5-0 templates, segmenting the five-paragraph format into manageable intervals to allow detailed feedback during time-restricted drill weekends to build doctrinal fluency.

• Assign ATP 3-39.30 and FM 3-39 readings, followed by briefings on MTOE assets and military police company operations in LSCO contexts. Conduct quarterly brigade-level MDMP exercises, incorporating the 16 protection warfighting function tasks with map overlays for practical application.

• Pair lieutenants with experienced mentors for TMK brief rehearsals to boost confidence and promote competence. These actionable steps, executable during drill weekends, ensure that RC officers arrive prepared for Phases I and III.

Conclusion

The MPCCC (RC) shapes RC officers into capable company commanders and staff officers, but persistent gaps in OPORD production, military police doctrine, tactical proficiency, and MDMP execution threaten success. Phase I tests foundational skills through writing, scenarios, and briefs, while Phase III demands advanced MDMP application in capstone exercises and exams. Field grade officers can bridge these gaps through targeted Battle Assembly training—OPORD drills, doctrine study, MDMP exercises, and mentorship—aligning with the leadership mandate of ADP 6-22. Flag officers gain critical insights into intellectual shortfalls across RC formations, informing resource allocation and policy to strengthen readiness. With these changes, preparation will ensure that RC officers excel at Fort Leonard Wood and contribute effectively to mission success.

References