TRAINING THE FORCE. PARADIGM SHIFT OLD TRAINING METHOD –ALERT –TRAIN –DEPLOY –EXTENDED BUILD UP –SHAPING OPS –DECISIVE OPS –THINK D-DAY NEW TRAINING METHOD.

TRAINING THE FORCE

PARADIGM SHIFT • OLD TRAINING

METHOD– ALERT – TRAIN– DEPLOY– EXTENDED BUILD UP– SHAPING OPS– DECISIVE OPS– THINK D-DAY

• NEW TRAINING METHOD– TRAIN– ALERT – DEPLOY– THINK OPERATION

ANACONDA

TRANSPARENT TO THE PLATOON LEADER BECAUSE EVERY DAY IS A TRAINING DAY

2LT EXPLAINS AND APPLIES U.S. ARMY TRAINING

MANAGEMENT DOCTRINE

TERMINAL LEARNING OBJECTIVE

ILLUSTRATED TLO

Training Management Cycle

Chapter 2Chapter 2METLMETL

DevelopmentDevelopment

Chapter 3Chapter 3PlanningPlanning

Chapter 4Chapter 4ExecutionExecution

Chapter 5Chapter 5AssessmentAssessment

Prepare Training Assessment

PrepareLong-Range

Plan

PrepareShort-Range

Plan

PrepareNear-Term

Plan

ExecuteTraining

EvaluateTraining

ConductOrganizationalAssessment

Wartime Mission

Establish Mission Essential Task List

Fm 25-100, PG 1-9

Feedback

Training the Force and Battle Focused Training

• TASK: Demonstrate an understanding of US Army Battle Focused Training Doctrine

• CONDITION: Given Training Management slide show, FM 25-100, FM 25-101, ARTEP 7-8 MTP extract and other Training Aids, and three periods of instruction in a classroom environment.

• STANDARD: Score at least 70% on a written exam that includes questions relating to Battle Focused Training. Receive a GO rating with at least a 70% of available points on an assignment to develop a squad STX.

• FM 25-100 (Training Doctrine)• Focused at Brigade and DivisionFocused at Brigade and Division

(METL Goes Down to Company Level )

• FM 25-101 (How to Manual)• Focused at Battalion and BelowFocused at Battalion and Below

Training the Force

DOCTRINE DEFINEDdoctrine: Concise expression of how Army forces

contribute to unified actions in campaigns, major operations, battles and engagements; describes the Army's approach and contributions to full spectrum operations on land; authoritative but requires judgment in it's application; rooted in time-tested principles but is adaptable to changing technologies, threats, and missions; detailed enough to guide operations, yet flexible enough to allow commanders to exercise initiative within the specific tactical and operational situation; to be useful, doctrine must be well know and commonly understood

SOURCES OF DOCTRINE“… Doctrinal manuals provide leaders correct procedures and principles in order to conduct training properly… When Army standards are not published, leaders must develop standards that are challenging, attainable, and easily evaluated. …leaders two levels up approve these standards.

Found-FMs,TCsMTPs

Drill Books STPs ARs

FM 25-101, Pg. 1-5

FM 7-0, page 2-7 states that commanders will establish task, condition, and standard for mission tasks that involve emerging doctrine or non-standard tasks. The next higher commander approves creation of the standard

HOW THE ARMY TRAINS

Team Effort of-

•DA/MACOM- resourcing

•Institutional Training Base- schooling

•Units, Leaders, and Soldiers- train to standard

•Combat Training Center/Deployments- 24 hr ops

•Self-DevelopmentFM 7-0 page 1-4

ARMY TRAINING AND LEADER DEVELOPMENT MODEL

THE TRAINING CHALLENGE

•Train in a resource constrained environment•Time is inelastic (FINITE)•Train to warfight•Train to maintain near term readiness•Lower priorities

• Compliance training• non-mission activities

FM 7-0, PAGE 1-3

10 Principles of Training

FM 7-0, page 2-2

• Commanders are responsible for training.• NCOs train individuals, crews, and small teams.• Train as a combined arms and joint team.• Train for combat proficiency.

Realistic conditions. Performance-oriented.

• Train to standard using appropriate doctrine.• Train to adapt.• Train to maintain and sustain.• Train using multiechelon techniques.• Train to sustain proficiency.• Train and develop leaders.

Commander’s Role In Training• Develop and communicate a clear vision• Train one level down, Evaluate two down• Require subordinates to know and do their part in training• Train all elements to be proficient on their METL tasks• Develop subordinates• Get involved in A-P-P-E-A• Demand training standards are achieved• Ensure proper task and event discipline• Foster a command climate that is conducive to good

training• Eliminate training distracters

Overlapping Training Responsibilities

COMMANDER

INDIVIDUAL TRAINING

COLLECTIVE TRAINING

LEADER TRAINING

OFFICERS

NONCOMMISIONED OFFICERS

FM 7-0, PAGE 2-11

Integration of Collective And Soldier Training

Battle FocusBattle Focus

FM 7-0 PAGE 2-14

Evaluate Training Against Evaluate Training Against Established StandardsEstablished Standards

EachCDR

Each CSM/1SG

Conduct Training AssessmentConduct Training Assessment

Determine Training ObjectivesDetermine Training Objectives

Determine StrategyDetermine StrategyAnd Plan For TrainingAnd Plan For Training

Conduct Pre-Execution ChecksConduct Pre-Execution Checks

Execute TrainingExecute TrainingAnd Conduct AARsAnd Conduct AARs

Select Collective M.E. TasksSelect Collective M.E. Tasks

Conduct Training AssessmentConduct Training Assessment

Determine Training ObjectivesDetermine Training Objectives

Determine StrategyDetermine StrategyAnd Plan For TrainingAnd Plan For Training

Conduct Pre-Execution ChecksConduct Pre-Execution Checks

Execute TrainingExecute TrainingAnd Conduct AARsAnd Conduct AARs

Select Supporting Ind TasksSelect Supporting Ind Tasks

Mission Essential Task List

FM 7-0 page 3-2

A mission essential task is a collective task an

organization has to be proficient at in order to

accomplish an appropriate portion of its wartime

operational mission.

• Units can not achieve/sustain proficiency on every training task

• Commanders identify those tasks essential to accomplishing the

unit’s wartime operational mission

• Battle Focused METL provides foundation for unit training

program

• All units that are company sized and above have a METL

approved by their wartime commander

METL Fundamentals

FM 25-100, CHAP 2

• Derived From Wartime Missions and External Directives

• Must Apply to Entire Organization

• Must Support Higher HQs METL

• The METL Is Not Prioritized

METL DevelopmentProcess

FM 7-0 page 3-3

Operational Environment

Enduring Combat

Capabilities

Wartime Operational

Plans

ExternalGuidance

Directed Missions

HigherCDR’s

Guidance

CDR’s MSN

Analysis

SubordinateCDR’s MSN

Analysis

HigherCDR’s

Approval

Mission Essential Task List

(METL)

METL Linkage

METL Linkage

• Move by Road/Rail • Prep for Combat• Occupy Assembly Area• Move Tactically• Defend• Attack• Perform Passage of Lines• Assault• Reorganize/Consolidate• Maintain OPSEC• Withdrawal • Perform CSS• Breach Obstacle

Division Tasks/War Plans

• Deploy • Defend• Attack• Assault• Maintain OPSEC• Perform CSS

BN METL

• Deploy • Move Tactically• Defend• Attack• Assault

CO METL

METL Linkage

• Establish AA • Conduct Attack• Conduct Ambush• Defend (7-3/4-1115)

PLT/SQD Collective Tasks

• Deploy • Move Tactically• Defend (7-2-1115)• Attack• Assault

CO METL

• Prepare Fighting Position • Maintain a weapon

Individual TasksElements of a Task (Any level)

1. Task

2. Condition

3. Standard

4. Task Steps and Performance Measures

5. Task Performance Summary Block

6. Supporting Soldier’s Manual Tasks

7. Supporting Collective Tasks

8. OPFOR Tasks and Standards

9. * = leader task, + = critical task

METL SMART CARD # 1Bn Task Plt

collective task

Individual Tasks

Leader Tasks

Date Trained

#1

Co Task #2

#3

#4

#5

EIGHT STEP TRAINING MODEL

EIGHT STEP TRAINING MODEL

1. Plan the Training

2. Teach the Teacher

3. Recon

4. Publish the Order

5. Rehearse

6. Execute the Training

7. AAR

8. Retraining

OBJECTIVES

• Develop confident leaders

• Develop soldier confidence in leaders/leadership

• Ensure good training

Plan the Training• Doctrine/TTP Search• Develop Commander’s Intent• Develop Training Objectives

• METL/Battle Tasks• Assessments

• Develop Training Concept• Identify Key Personnel

• Command and Control• Instructor Level/Training• Support Personnel

• Identify Support Requirements• List Coordination Requests• Develop Training Plan

Teach the Teacher

• Reading Assignment

• Conduct Leaders Teach

• Certify/Validate Teachers

• Review Doctrine/TTPs

• Transition from Chart to Ground

Recon

• Recon Training Site

• All Key Players Attend

• Commander Briefs Concept

• Assign Responsibilities

Publish the Order

• Warning ORD/OPORD

• Training Schedule

Rehearse

• Conducted at the Training Site

• All Key Personnel Attend

• Key Personnel Back Brief Commander

• Full Dress Rehearsal

Execute The Training

AAR

Retraining

ELO D

Student applies risk management

procedures

Risk ManagementRisk management is not an add-on feature to thedecision-making process but rather a fully integratedelement of planning and executing operations... riskmanagement helps us preserve combat power andretain the flexibility for bold and decisive action. Properrisk management is a combat multiplier that we can illafford to squander.

General Dennis J. ReimerChief of Staff, Army27 July 1995

Risk Management

FM 100-14

5 Step Process

Planning Stage

Execution Stage

Risk Management

5 Step Process

1. ID hazards

2. Assess hazards

3. Develop controls and make risk decision

4. Implement controls

5. Supervise and evaluate

Risk Assessment Phase

Risk ManagementPhase

Risk Management WorksheetRISK MANAGEMENT WORKSHEET

1. Organization and Unit Location:     

2. Page    

of    

3. Mission/Task:     

4. Begin Date:      

5. End Date:      

6. Date Prepared:      

7. Operational Phase in which the Mission/Task will be conducted:      

8. Tasks 9. Identify Hazards 10. Initial Risk Level

11. Develop Controls 12. Residual Risk Level

13. Implement Controls (“How To”)

14. Who/How Supervised

Step 1: ID Hazards

M-TETT-C Method• Mission• Terrain and weather• Enemy• Troops• Time/Sleep/

Activity/Prep• Civil considerations

Systems Method• Environmental• Soldier• Equipment• Training

Step 2: Assess Hazards

Substep A(Probability)– Single/fleet of items– Single/all soldiers

• Frequent (A)• Likely (B)• Occasional (C)• Seldom (D)• Unlikely (E)

Substep B(Severity)– Degree of injury/illness– Loss/damage to

equipment– Environmental damage– Loss of combat power

• Catastrophic (I)• Critical (II)• Marginal (III)• Negligible (IV)

Step 2: Assess HazardsSubstep C

PROBABILITY

Frequent

A

Likely

B

Occasional

C

Seldom

D

Unlikely

E

S

E

V

E

R

I

T

Y

Catastrophic I E E H H M

Critical II E H H M L

Marginal III H M M L L

Negligible IVM L L L L

E= Extremely High Risk H = High Risk

M = Moderate Risk L = Low Risk

Step 3: Develop Controls• Developed based on identified hazard• Examples

– SOPs/Leader checks– Prerequisite NVG driving prior to executing the mission– Dry fire, blank fire on same terrain prior to live fire– Additional water during hot periods coupled with forced

hydration and mandatory rest periods

• Next part- review risk decision = residual risk level• Last part- Sign risk assessment at correct level

Step 4: Implement Controls• Conducting rehearsals, rock drills, battle drills,

and so forth• Conducting intensive threat and friendly vehicle

ID• Identification refresher training for all antiarmor

and air defense weapons crews• Conducting orientation for replacement

personnel• Carrying weapons and wearing flak jackets and

helmets when outside secure compounds.

Step 5: Supervise and Evaluate

• Supervise– Leaders at all levels execute their part– Presence at rehearsals to ensure

compliance

• Evaluate– Did the controls work/were they effective– What should be changed

Risk ManagementWE ARE NOT DONE YET

WE HAVE NOT EVEN CROSSED THE LD

WE JUST FINISHED THE PLAN

NEXT STEP IS RISK MANAGEMENT DURING EXECUTION

Risk Management

Execution Stage

Risk is continuously addressed and the plan is adapted based on changes in conditions.

Not a reason to stop training

Risk ManagementOperation: Organization: Prepared By: Date: Notes:

FACTORS AVAILABILITY OF CONTROLS

1 2 3 41. Risk Management Worksheet (RMWS)

(FB FORM 46-R)

All control measures

on RMWS complied with

Not all control measures

on RMWS complied with

2. Weather Condition Clear, Calm Storm Watch, Rain Storm Warning Lightning/Tornado

3. Heat Category Category I or less Category II and III Category IV Category V

4. Heat Injuries in Past Two Days None Heat Cramps Heat Exhaustion Heat Stroke

5. Heat Acclimatization Days >13 7 - 13 3 - 6 <3

6. Exertion Level in Past Two Days * Easy Work Easy or Moderate Work Moderate or Hard Work Hard Work

7. Cold Wind chill > 50 degrees Wind chill 31-50 degrees Wind chill 20-30 degrees Wind chill < 20 degrees

8. Visibility Clear Cloudy Fog or Smoke Darkness

9. Wildlife (i.e., snakes, insects, etc.) Few Some Many Infested

10. Medical Support Medics Combat Lifesaver First Aid trained None

11. Leader/Cadre Presence Full time Substantial Minimal None

12. Personnel Training

- Leader/Cadre > 18 Months 7-18 Months 1-6 Month < 1 Month

- Student (dry rehearsal) > = 3 times Twice Once None

13. Communication System Radio and Phone Phone Only Radio Only None

14. Rest in Previous 24 Hours > 7 Hours 5-7 Hours 2-4 Hours < 2 Hours

15. Condition of Equipment/Training Aids Excellent Adequate Marginal Poor

NUMBER OF CHECKS IN EACH COLUMN (A)

POINTS PER CHECK (B) 1 2 3 4

TOTAL PER COLUMN = A X B

POINTS FOR ENTIRE CHECKLIST =

COMPARE ABOVE POINTS WITH =>>>>> GO: =< 38 POINTS NO GO: > 38 POINTS

ELO E

Student applies the fundamentals of the

After Action Review (AAR) Process

• INFORMAL– Leader visit at

training– Real time feedback

• FORMAL– Dedicated evaluators– On the calendar

• INTERNAL– Planned in house– Resourced in house– Out of hide

• EXTERNAL– Planned, resourced,

and conducted at an echelon higher than the unit being evaluted

AAR = Assessment

FM 25-100, PG 5-1

Can be any combination of these four factors

AARs

FM 25-100, PG 5-1TC 25-20

A structured review process that allows training participants to discover for themselves what happened and how it can be done better. The AAR is a professional discussion that requires the active participation of those being trained.

• METL Focused

• Emphasis on Army standards not on failure

• Uses “leading” questions to foster “self-discovery”

• Allows large number of participants to recall “What happened”

AARs Cont.

FM 25-100, PG 5-2

Four parts of an AAR

• Establish what happened

• Determine if what happened was right or wrong

– Done by MTP standard

– Locally approved standard two levels up from training unit

• Determine how to do the task correctly next time

• Perform the task again

AARs Cont.

TC 25-20, pages 4-4 to 4-5

Discussion of Key Issues

• Chronological Order

• Battle Field Operating Systems (MAN, FS, etc)

• Key Events/Themes/Issues

– The Breach

– PCC/PCIs

– Readiness

– Marksmanship

Evaluators

FM 25-100, PG 5-2

• Proficient in Planing, preparing and conducting AARs

• Familiar with evaluated units METL

• Tactically & technically proficient

• Know the standards

• Follow the SOPs of the evaluated unit

• Apply relevant information about the unit (equipment status, personnel turbulence etc)

T/P/U RATING SYSTEM

• The commander’s assessment of training proficiency on METL tasks is rated as either T (trained), P (needs practice), or U (untrained).

FM 25-101, pg 3-13

T/P/U RATING SYSTEM

• T (trained) means that the unit successfully performed all subtasks. Only sustainment training is needed. The leader judges task performance to be free of significant shortcomings. Practice on T tasks is designed to keep soldiers from losing proficiency.

T/P/U RATING SYSTEM

• P (needs practice) means that the unit perform the task with some shortcomings. All critical subtasks were performed, but one or more noncritical subtasks were performed unsuccessfully. Additional training is required.

T/P/U RATING SYSTEM

• U (untrained) the unit incorrectly performed or failed to perform one or more critical subtasks. The leader prepares a comprehensive strategy to train all supporting tasks not executed to standard.

ELO F

Student demonstrates how to use DA

Pam 350-38 Standards in Weapons

Training (STRAC)

STRAC INTRODUCTION

Resourcing

- Drives ammo allocation in your unit

- Based on weapons density

Range Math

- 108 rds x 20 firers = ?

- How much overage

- How much was requested

What drives your ammunition allocation

Standards in WeaponsTraining

DA PAM 350-383 JULY 97

Training Readiness Conditions Levels and Categories

• Active Duty Units TRC A & S*

• National Guard Enhanced BDEs TRC B• Reserve Components TRC C• USAR Training Division TRC D

Note: S TRC level is for Special Reaction Teams (SRT) formed from active MP Units (Civilian Equiv. Swat or Body Guard Type Mission)

• Category I (Rifle / Infantry Scout)

– 11B or 11M soldiers in a rifle platoon

– 19D or 11B assigned to scout/LRS unit

• Category II (All others)

– Applies to all other soldiers that are not assigned to rifle or Infantry scout squads

Chapter 5, STRACInfantry Weapon Systems

Each program (category) contains a standard and strategy which outlines the training sequence and includes suggested frequencies of Live Fire, Subcaliber Fire, And device usage.

The weapons density in your unit multiplied by the number of soldiers in TRC ? And category ? Drives the unit ammunition allocation and this resource drives your planning when when

developing the training strategy!!

Table 5-5. Cross reference tableWeapon Systems

TRC A TRC B TRC C TRC D

Machine Gun M60/M240B (CAT I)

Para 5-8 a.

Table 5-29

o 90% of assigned MG/AG will qualify:

o MG last 6 mo

o AG last 1 YR

o LFX last past 3 months.

o PLT EXEVAL last 6 mo.

o 80% of assigned MG/AG will qualify:

o MG last 1 yr

o AG last 2 YR

o LFX last YEAR

o PLT EXEVAL last 2 YR

o 80% of assigned MG/AG will qualify:

o MG last 1 yr

o AG EVERY OTHER TNG YR

No TRC D units

Machine Gun M60 /M240B M249LMG(CAT II)

Para 5-8 b.

Table 5-30

o 90% of assigned MG/AG will qualify:

oo MG last YR

AG last 2 YR

o 80% of MG will qualify within past training year and will have completed all record fire requirements within the past 2 training years.

o 80% of assigned machine gunners will qualify within past training year.

o 80% INSTR qual on the record (10 meter) and transition courses within the past 12 months.

Frequency By TRC Event Rounds Per Event A B C

Pre-Marksmanship TNG EST 4 4 2

10 Meter Zero/Prac 117 Ball 2 1 1

10 Meter Record 119 Ball 2 1 1

Transition Zero/Practice 182 Mix 2 1 0

Transition Record 154 Mix 2 1 0

Night Zero/Practice/Record 196 Mix 2 1 0

Assistant Gunner (AG) 10M 236 Ball 1 .51 .51

AG Transition/Night 532 Mix 1 .51 0

Sqd/Plt LFX 300 Mix 62 1 0

CALFEX 200 Mix 1 0 0

Sqd/Plt/Co FTX/STX 400 Blank 42 1 1

Bn FTX 400 Blank 2 0 0

EXEVAL (ARTEP) 400 Blank 2 1 .5

DRF Prep Fire3 40 Mix

Annual Ammunition CycleBN Annual Allocation (1)

Company Annual Allocations (1)

Monthly Allotments (Annually) (2) Projected budget based on annual training requirements, guidance and annual allocation. Preferably alloted by week. USES STRAC

Monthly Forecasts (5 mo out) (3) Revised projection which determines the ammunition available for the period forecasted. Consists of an adjusted allotment based on updated training guidance and previously unused ammunition from this FY.

Ammunition Requests (4) (by week 6 weeks out

MIN,

MAY BE LONGER)

Prep DA Form 581 (5) Company requests are consolidated and adjusted as necessary to match depot packaging round count.

Process DA Form 581 (6) BDE, DAO and ASP confirm authorization and availability of ammunition based on forecast and on-hand status of requested ammunition

Unexpected Requirements Unforecasted, short notice events. May require Bde Cdr’s signature.

Draw, Utilization, Storage, Turn-in Preparation (7)

Ammo Conference 4 months out, Bde ammo manager attends, DAO approves forecasts, ASP coordinates for ammo.

DA Form 581 (8) Excess ammunition returned to ASP and made available for re-forecasting

Ammo Supply Point DA581’s prepared for dunnage and live turn-in.

DA Form 581 Reconciliation (9) DA 5811-R, Live T/I, and Residue T/I to account for 100% of ammunition

Where does the PL fit into training management?

CDRs’ ResponsibilitiesPL’s role in TNG MGMT

• Brigade Commander - Train Battalion Commander and his staff.

• Battalion Commander - Train Company Commanders with their companies

• Company Commander - Company Commanders train platoon leaders

• Platoon Leaders - Train Squad Leaders

• NCOs - Train sections, squads, teams, crews and soldiers

FM 25-101, CH 2

CDRs’ ResponsibilitiesPL’s role in TNG MGMT

• Platoon Leaders - Train Squad Leaders– APPEA

• Assessment• Planning• Preparation• Execution• Assessment

- Leader Book- A way to track you platoon’s collective and individual status

- Training Meetings- The forum for feedback to higher for future training

• NCOs - Train sections, squads, teams, crews and soldiers

Training Management Cycle

Chapter 2Chapter 2METLMETL

DevelopmentDevelopment

Chapter 3Chapter 3PlanningPlanning

Chapter 4Chapter 4ExecutionExecution

Chapter 5Chapter 5AssessmentAssessment

Prepare Training Assessment

PrepareLong-Range

Plan

PrepareShort-Range

Plan

PrepareNear-Term

Plan

ExecuteTraining

EvaluateTraining

ConductOrganizationalAssessment

Wartime Mission

Establish Mission Essential Task List

Fm 25-100, PG 1-9

Feedback

TRAINING THE FORCE