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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