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*FM 7-0
Field Manual
Headquarters
Department of the Army
No. 7-0
Washington, DC, 5 October 2016
TRAIN TO WIN IN A COMPLEX WORLD
Contents
Page
PREFACE
v
INTRODUCTION
vii
Chapter 1
TRAINING OVERVIEW
1-1
Train to Win
1-1
Principles of Training
1-1
Training Proficiency
1-1
The Role of Leaders
1-5
Battle Focus
1-8
Training Environment
1-10
Training for Battle Rhythm
1-11
Commanders’ Dialogues
1-17
Reserve Component Training Considerations
1-18
Chapter 2
DEVELOPING THE UNIT TRAINING PLAN
2-1
Training Readiness
2-1
The Army Operations Process
2-2
Command Training Guidance
2-2
The Unit Training Plan
2-3
Training Briefing
2-21
Chapter 3
CONDUCTING TRAINING EVENTS
3-1
Overview
3-1
Plan
3-2
Prepare
3-5
Execute
3-6
Assess
3-7
Appendix A
REALISTIC TRAINING
A-1
Appendix B
TRAINING AND EVALUATION OUTLINES
B-1
Distribution Restriction: Approved for public release; distribution is unlimited.
*This manual supersedes TC 25-10, dated 26 August 1996.
i
Contents
Appendix C COMPANY TRAINING MEETINGS
C-1
Appendix D AFTER ACTION REVIEWS
D-1
Appendix E LANE TRAINING
E-1
Appendix F UNIT TRAINING PLAN
F-1
Appendix G ALL TRAINING BRIEFINGS
G-1
Appendix H T-WEEK CONCEPT
H-1
Appendix I
ORGANIZATIONAL INSPECTION PROGRAM FOR TRAINING
I-1
GLOSSARY
Glossary-1
REFERENCES
References-1
INDEX
Index-1
Figures
Figure 1-1. Sustaining proficiency within a band of excellence
1-3
Figure 1-2. Top-down training guidance and bottom-up feedback
1-4
Figure 1-3. Overlapping training responsibilities
1-8
Figure 1-4. Battle focus integration of collective and individual training
1-9
Figure 1-5. Planning horizons for training
1-10
Figure 1-6. UTP publication timelines within a notional Regular Army brigade
1-13
Figure 1-7. UTP publication timelines within a notional Reserve Component flag
officer command
1-13
Figure 1-8. Multiechelon training task crosswalk
1-15
Figure 1-9. Notional training resource synchronization conference for a Regular Army
brigade
1-17
Figure 1-10. Notional Reserve Component unit training long-range planning horizons
1-19
Figure 2-1. Receipt of training guidance begins the planning process
2-1
Figure 2-2. The Army operations process
2-2
Figure 2-3. Mission analysis helps determine battle focus
2-4
Figure 2-4. Notional mission analysis when prioritizing capabilities to train
2-5
Figure 2-5. Development of a METL for an assigned mission
2-6
Figure 2-6. Development of a METL for an assigned METL with other capabilities
2-6
Figure 2-7. Initial and projected start-of-training MET assessments
2-7
Figure 2-8. Mission analysis backbrief
2-8
Figure 2-9. Notional mission analysis vignette
2-8
Figure 2-10. Steps 3-6 of the MDMP as it relates to unit training
2-10
Figure 2-11. Multiechelon training events demonstrated in a notional UTP calendar
2-12
Figure 2-12. Sample brigade training objective
2-14
Figure 2-13. Example EXEVAL posted on a notional brigade UTP calendar
2-15
Figure 2-14. Sample of crawl-walk-run training events
2-15
Figure 2-15. Company crawl-walk-run training events on the UTP calendar
2-16
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FM 7-0
5 October 2016
Contents
Figure
2-16. Sample LVC training mix from brigade to individual Soldier
2-18
Figure
2-17. COA approval
2-20
Figure
2-18. The approved COA becomes the unit training plan
2-21
Figure
2-19. Notional training briefing vignette
2-22
Figure
3-1. Plan phase of the operations process
3-2
Figure
3-2. The 8-step training model
3-3
Figure
3-3. Prepare phase of the operations process
3-6
Figure
3-4. Execute phase of the operations process
3-7
Figure
3-5. Assess phase of the operations process
3-8
Figure
3-6. Notional company training meeting vignette
3-9
Figure
3-7. Objective task evaluation criteria from a training and evaluation outline
3-11
Figure
3-8. Formal and informal evaluations
3-12
Figure A-1. Realistic training vignette
A-2
Figure A-2. Graphic for realistic training vignette
A-3
Figure B-1. Bottom-up feedback of task evaluations
B-1
Figure B-2. Sample training and evaluation outline
B-2
Figure B-3. Objective task evaluation criteria matrix
B-5
Figure B-4. Sample extract from T&EO illustrating performance steps
B-8
Figure B-5. Sample extract from T&EO illustrating performance measures
B-9
Figure C-1. UTP processes from execution to MET proficiency
C-2
Figure C-2. Sample preexecution checks questions
C-8
Figure C-3. Notional hip-pocket training
C-9
Figure D-1. After action review scenario
D-10
Figure E-1. General sequence of activities during a lane training event
E-5
Figure E-2. Detailed lane training process
E-7
Figure E-3. Lane training execution process
E-9
Figure E-4. Diagram of lane training
E-10
Figure E-5. Example generic lane scenario
E-11
Figure E-6. Example scenario for one collective task with three task steps
E-12
Figure E-7. Example scenario with several supporting or related collective tasks
E-13
Figure E-8. Scenario for a stationary unit
E-14
Figure F-1. Production and dissemination of the UTP
F-1
Figure F-2. Operation plan or operation order format
F-2
Figure G-1. Sample slide for brigade training focus
G-1
Figure G-2. Sample slide for training environment
G-2
Figure G-3. Sample slide for battalion training focus
G-2
Figure G-4. Sample slide for training guidance
G-2
Figure G-5. First sample slide for concept of operations
G-2
Figure G-6. Second sample slide for concept of operations
G-3
Figure G-7. Third sample slide for concept of operations
G-3
Figure G-8. Sample slide for assessment plans
G-3
Figure G-9. Sample slide for key resources
G-3
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Contents
Figure G-10. Sample training risks
G-4
Figure G-11. Sample training challenges
G-4
Figure G-12. Sample slide for brigade training focus
G-4
Figure G-13. Sample slide for training environment
G-5
Figure G-14. Sample slide for battalion training focus
G-5
Figure G-15. Sample slide for battalion assessments
G-5
Figure G-16. Sample slide for last quarter training highlights
G-5
Figure G-17. Sample slide for current quarter training highlights
G-6
Figure G-18. Sample slide for future quarter training highlights
G-6
Figure G-19. Sample slide for training resource synchronization conference
G-6
Figure G-20. Sample slide for Soldier training assessment
G-6
Figure G-21. Sample slide for school statuses
G-7
Figure G-22. Sample slide for ammunition status and allocation
G-7
Figure G-23. Sample slide for scheduled in gunnery
G-7
Figure G-24. Sample for use of integrated training environment
G-8
Figure G-25. Sample slide for commander’s training issues
G-8
Figure H-1. Sample training objectives
H-5
Figure H-2. Example of individual training objectives
H-7
Figure H-3. Sample leader development plan for an armor company
H-12
Figure H-4. Sample logistic support plan for an armor company
H-13
Figure H-5. Approval of company training schedules
H-14
Figure H-6. Recommended approval process for changes
H-14
Figure H-7. Example company training schedule
H-15
Tables
Introductory table. New and modified terms
vii
Table 1-1. Regular Army long-range planning by echelon
1-12
Table 1-2. Reserve Component long-range planning by echelon
1-12
Table 1-3. Commanders’ dialogue at critical points in the training process
1-18
Table 2-1. Sample TDA collective tasks
2-9
Table B-1. School and proponent codes
B-3
Table B-2. Echelon codes
B-3
Table C-1. Times for training meeting agenda
C-5
Table D-1. Comparison of formal and informal after action reviews
D-2
Table E-1. Characteristics of lane training
E-4
Table E-2. Key personnel in managing lane training
E-6
Table E-3. Lane training activities
E-6
Table E-4. Crawl-walk-run characteristics in lane training
E-8
Table H-1. Illustrative T-Week concept
H-2
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5 October 2016
Preface
FM 7-0, Train to Win in a Complex World, describes how the Army trains to win. With that focus, the Army
develops training readiness and the capabilities that support Army and joint force commanders. FM 7-0 applies
to all leaders at all organizational levels. All leaders are trainers. Leaders include officers, warrant officers,
noncommissioned officers, and Department of the Army Civilians in leadership positions.
The principal audience for FM 7-0 is all members of the Profession of Arms, leaders, Soldiers, Army Civilians,
and contractors who might be isolated from others during a mission. Trainers and educators throughout the
Army will also use this publication.
Commanders, staffs, and subordinates ensure their decisions and actions comply with applicable United States,
international, and in some cases, host-nation laws and regulations. Commanders at all levels ensure their
Soldiers operate in accordance with the law of war and the rules of engagement (see FM 27-10).
FM 7-0 uses joint terms where applicable. Terms for which FM 7-0 is the proponent field manual (the authority)
are indicated with an asterisk in the glossary. Definitions for which FM 7-0 is the proponent field manual are
printed in boldface in the text. For other terms defined in the text, the term is italicized and the number of the
proponent publication follows the definition.
FM 7-0 applies to the Active Army, the Army National Guard/Army National Guard of the United States, and
the United States Army Reserve unless otherwise stated.
Headquarters, United States (U.S.) Army Combined Arms Center is the proponent for this publication. The
preparing agencies are the Combined Arms Doctrine Directorate (CADD) and the Training Management
Directorate
(TMD) within the Combined Arms Center-Training (CAC-T). Both CADD and CAC-T are
subordinate to the U.S. Army Combined Arms Center. Send written comments and recommendations on
DA Form 2028 (Recommended Changes to Publications and Blank Forms) to Commander, U.S. Army
Combined Arms Center and Fort Leavenworth, ATTN: ATZL-MCD (FM 7-0), 300 McPherson Avenue, Fort
Leavenworth, KS 66027-2337; by email to usarmy.leavenworth.mccoe.mbx.cadd-org-mailbox@mail.mil; or
submit an electronic DA Form 2028.
5 October 2016
FM 7-0
v
Introduction
FM 7-0, Train to Win in a Complex World, expands on the fundamental concepts of the Army’s training
doctrine introduced in ADRP 7-0. The Army’s operations process is the foundation for how leaders conduct unit
training. It also places the commander firmly at the center of the process and as the lead of every facet of unit
training. FM 7-0 supports the idea that training a unit does not fundamentally differ from preparing a unit for an
operation. Reinforcing the concepts, ideas, and terminology of the operations process while training as a unit
makes a more seamless transition from training to operations.
This publication focuses on training leaders, Soldiers, and Army Civilians as effectively and efficiently as
possible given limitations in time and resources. It also aims to ensure that leaders incorporate ethical aspects
(such as moral-ethical decision points and personal actions) into training scenarios or routinely discuss ethics
during post-training after action reviews. FM 7-0 guides leaders to develop realistic training, which includes
changing conditions and various operating environments.
FM 7-0 contains three chapters:
Chapter 1 introduces the Army’s concepts of training and how units attain and maintain training readiness over
time. It also reiterates the Army’s principles of training outlined in ADRP 7-0.
Chapter 2 details the processes of how units determine the collective tasks to train and development of the unit
training plan. This plan progressively trains the unit over time to collective task proficiency and sustainment of
training readiness.
Chapter 3 discusses how units plan, prepare, execute, and assess each training event to maximize the outcome
of each event to support training readiness.
FM 7-0 contains nine appendixes.
FM 7-0 introduces new and modifies existing terms for which it is proponent. See the introductory table.
Introductory table. New and modified terms
Term
Action
Reason
after action review
modified
Proponency moved from ADRP 7-0 to FM 7-0.
lane
modified
Proponency moved from TC 25-10. No longer
formally defined term.
lane training
modified
Proponency moved from TC 25-10. No longer
formally defined term.
lane training exercise
modified
Definition modified and proponency moved from
TC 25-10 to FM 7-0.
mission-essential task
modified
Definition modified and proponency moved from
ADRP 7-0 to FM 7-0.
mission-essential task list
modified
Definition modified and proponency moved from
ADRP 7-0 to FM 7-0.
training and evaluation outline
modified
Definition modified and proponency moved from
ADRP 7-0 to FM 7-0.
training environment
new
training objective
modified
Proponency moved from ADRP 7-0 to FM 7-0.
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FM 7-0
vii
Chapter 1
Training Overview
TRAIN TO WIN
1-1. The Army trains to win in a complex world. To fight and win in a chaotic, ambiguous, and complex
environment, the Army trains to provide forces ready to conduct unified land operations. The Army does
this by conducting tough, realistic, and challenging training. Unit and individual training occurs all the
time—at home station, at combat training centers, and while deployed.
1-2. Army forces face threats that will manifest themselves in combinations of conventional and irregular
forces, including insurgents, terrorists, and criminals. Some threats will have access to sophisticated
technologies such as night vision systems, unmanned systems (aerial and ground), and weapons of mass
destruction. Some threats will merge cyberspace and electronic warfare capabilities to operate from
disparate locations. Additionally, they may hide among the people or in complex terrain to thwart the
Army’s conventional combat overmatch. Adding to this complexity is continued urbanization and the
threat’s access to social media. This complex environment will therefore require future Soldiers to train to
perform at the highest levels possible.
1-3. Training is the most important thing the Army does to prepare for operations. Training is the
cornerstone of readiness. Readiness determines our Nation’s ability to fight and win in a complex global
environment. To achieve a high degree of readiness, the Army trains in the most efficient and effective
manner possible. Realistic training with limited time and resources demands that commanders focus their
unit training efforts to maximize training proficiency.
PRINCIPLES OF TRAINING
1-4. Units execute effective individual and collective training based on the Army’s principles of training.
See ADRP 7-0 for a discussion of each of these principles:
z
Train as you fight.
z
Training is commander driven.
z
Training is led by trained officers and noncommissioned officers (NCOs).
z
Train to standard.
z
Train using appropriate doctrine.
z
Training is protected.
z
Training is resourced.
z
Train to sustain.
z
Train to maintain.
z
Training is multiechelon and combined arms.
TRAINING PROFICIENCY
1-5. Proficiency in individual, leader, and collective tasks is measured against published standards.
Proficiency is recognized as complete task proficiency, advanced task proficiency, basic task proficiency,
limited task proficiency, and cannot perform the task.
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Chapter 1
PROFICIENCY RATINGS
1-6. The proficiency ratings are as follows:
z
T is fully trained (complete task proficiency).
z
T- is trained (advanced task proficiency).
z
P is practiced (basic task proficiency).
z
P- is marginally practiced (limited task proficiency).
z
U is untrained (cannot perform the task).
T (Fully Trained)
1-7. A T proficiency rating means a unit is fully trained. It has attained task proficiency to the Army
standard, achieved a GO in 90% or more of both performance measures and leader performance measures,
and has met 100% of all critical performance measures. The task is externally evaluated and meets the
remaining requirements as outlined in the training and evaluation outline (T&EO) in accordance with the
objective task evaluation criteria matrix. (See appendix B for a detailed explanation of the objective task
evaluation criteria matrix.)
T- (Trained)
1-8. A T- proficiency rating means a unit is trained. It has attained advanced task proficiency free of
significant shortcomings, achieved a GO in 80% or more of both performance measures and leader
performance measures, and has met 100% of all critical performance measures. The unit’s shortcomings
require minimal training to meet the Army standard. The task is externally evaluated and meets the
remaining requirements as outlined in the T&EO in accordance with the objective task evaluation criteria
matrix.
P (Practiced)
1-9. A P proficiency rating means a unit is practiced. It has attained basic task proficiency with
shortcomings, achieved a GO in 65% or more of all performance measures, achieved 80% or more of all
leader performance measures, and has met
100% of all critical performance measures. The unit’s
shortcomings require significant training to meet the Army standard. The task is not externally evaluated
and meets the remaining requirements as outlined in the T&EO in accordance with the objective task
evaluation criteria matrix.
P- (Marginally Practiced)
1-10. A P- proficiency rating means a unit is marginally practiced. It has attained limited task proficiency
with major shortcomings, achieved a GO in 51% or more of all performance measures, achieved less than
80% of all leader performance measures, and has met less than 100% of all critical performance measures.
The unit’s shortcomings require complete retraining of the task to achieve the Army standard. The task is
not externally evaluated and does not meet the remaining requirements as outlined in the T&EO in
accordance with the objective task evaluation criteria matrix.
U (Untrained)
1-11. A U proficiency rating means a unit is untrained. The unit cannot perform the task. It achieved a GO
in less than 51% of all performance measures, less than 80% in all leader performance measures, and less
than 100% in all critical performance measures. The unit requires complete training on the task to achieve
the Army standard.
SUSTAINING PROFICIENCY—THE BAND OF EXCELLENCE
1-12. A unit’s training readiness is directly tied to its training proficiency. That proficiency naturally
fluctuates over time and in response to various factors. Each unit encounters and adjusts to these factors,
1-2
FM 7-0
5 October 2016
Training Overview
including training frequency, key personnel turnover, new equipment fielding, and resource constraints.
Well-trained units seek to minimize significant variances in achieved training proficiency over time. This is
training in a band of excellence. This common sense approach precludes deep valleys in proficiency that
occur when units lose their training proficiency. Failing to sustain proficiency requires more resources and
time to retrain the unit. Training within a band of excellence is the key to sustaining long-range training
readiness. See figure 1-1.
Figure 1-1. Sustaining proficiency within a band of excellence
1-13. Effective commanders take the unit from a training start point, attain the required training
proficiency, and maintain that proficiency over time. Once training proficiency is attained, the unit strives to
maintain that proficiency within a band of excellence. The commander who understands factors that
negatively affect training proficiency can better plan so that unit training skills do not atrophy to a less than
acceptable level.
1-14. To adjust to the anticipated highs and lows of training proficiency, commanders continually assess
training plans and strategies to keep the unit mission-ready over long periods. This assessment may cover
individual memory degradation, skill degradation, unit personnel turnover, changes in crew assignments,
and changes in key leadership. Maintaining high levels of proficiency may prove more difficult than
building proficiency from a training start point. By understanding and predicting the factors that affect
training proficiency, commanders can mitigate those effects and maintain higher levels of training readiness
longer.
TOP-DOWN/BOTTOM-UP APPROACH TO TRAINING
1-15. A top-down/bottom-up approach to training reflects a team effort with commanders and their
subordinate leaders. Commanders provide top-down guidance in the training focus, direction, and resources
while subordinate leaders provide feedback on unit task proficiency, identify needed training resources, and
execute training to standard. This team effort helps maintain training focus, establishes training priorities,
and enables effective communication between command echelons. See figure 1-2 on page 1-4.
5 October 2016
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1-3
Chapter 1
1-16. Training guidance flows from the top down and results in subordinate units’ identification of specific
collective and individual tasks that support the higher unit’s mission. Subordinates provide bottom-up
feedback. This input from the bottom up identifies the current state of training proficiency for collective and
individual tasks at lower echelons. This input helps the commander objectively determine unit training
readiness.
Figure 1-2. Top-down training guidance and bottom-up feedback
TRAINING SUBORDINATES IN MISSION COMMAND
1-17. Mission command is the exercise of authority and direction by the commander using mission orders to
enable disciplined initiative within the commander's intent to empower agile and adaptive leaders in the
conduct of unified land operations (ADP 6-0). As the Army’s philosophy of command, mission command
emphasizes that command is essentially a human endeavor. Successful commanders understand that their
leadership directs the development of teams and helps establish mutual trust and shared understanding
throughout the force. Commanders provide clear guidance that directs subordinates’ actions while
promoting freedom of action and initiative.
1-18. Subordinates, by understanding the commander’s guidance and the overall common objective, can
adapt to rapidly changing situations and exploit fleeting opportunities. They are given the latitude to
accomplish assigned tasks in a manner that best fits the situation. Commanders influence the situation and
provide direction and guidance while synchronizing operations. Likewise, subordinates understand they
have an obligation to act and synchronize their actions with the rest of the force. Commanders encourage
subordinates to take action, accept prudent risks to create opportunity, and seize the initiative.
1-19. To exercise mission command successfully during operations, leaders in units understand, foster, and
frequently practice the principles of mission command during training. Using these principles during
1-4
FM 7-0
5 October 2016
Training Overview
training enables subordinates to overcome obstacles. The principles of mission command apply to all levels
of command.
1-20. Commanders aggressively train to overcome institutional obstacles that the Army’s operational pace
and personnel turbulence present. These obstacles can include frequent deployments of an organization
comprised of units that have not trained together, personnel turbulence caused by operational commitments,
and constrained financial resources. In particular, training creates common and shared experiences that
increase trust and allow commands to acquire competence in mutual understanding. This training builds
teams who can communicate explicitly and implicitly, conduct decentralized operations, and achieve unity
of effort in uncertain situations. (For more information on mission command, see ADP 6-0 and ADRP 6-0.)
THE ROLE OF LEADERS
1-21. All unit leaders are responsible for quality training. Primary roles involve training subordinate leaders
and developing teams. Leaders consist of commanders, NCOs, and unit leaders.
TRAIN AND DEVELOP SUBORDINATE LEADERS
1-22. Successful leaders build cohesive organizations with a strong chain of command, high ésprit de corps,
and good discipline. As the unit trains, leaders mentor, guide, listen to, and think with subordinates to
challenge their subordinates’ depth of knowledge and understanding. These actions build trust among
Soldiers and between Soldiers and their leaders. Commanders ensure that their subordinates know how to
think instead of what to think. They develop their subordinates’ confidence and empower them to make
independent, situational-based decisions. Effective commanders develop subordinates with agile and
adaptive approaches to problem solving that more easily translate to operations.
1-23. Effective Army leaders develop others and conduct team building. Holistic leader development plans
contribute to unit cohesion, resilience, and agility by producing teams and leaders that are creative, life-long
learners, adaptable, fully committed to the Army profession, and capable of exercising mission command.
DEVELOP COHESIVE AND EFFECTIVE TEAMS
1-24. Teamwork is the essence of how the Army operates. The Army trains confident and proficient
individual Soldiers but employs them as teams that work together to meet every mission requirement and to
overcome every obstacle. Whether training as a team of two Soldiers or as a large combined arms team,
developing and encouraging teamwork in training sets the foundation for operating when deployed.
Commanders instill and encourage teamwork as training is planned, prepared, executed, and assessed.
1-25. Teams and teamwork are as essential to unit training as they are to successful operations. Teams
occur at every echelon and level of Army organizations. Teamwork begins with two Soldiers training
together, progresses as they train on simple collective tasks, and evolves as they sustain their training on
more complex collective tasks. A team is more effective than an individual is at achieving results. When
Soldiers work together, they use their unique skills, experiences, and capabilities together to achieve task
proficiency.
1-26. The mission command philosophy helps to set the conditions for training and developing cohesive
and effective teams. Building a shared understanding among team members is the first step in developing a
team. It gives the team a unifying and focused purpose. In a team-focused climate, members understand the
reason for each action, the capabilities of each member of the team, and each members’ contributions
effects on the overall success of the organization.
THE ROLE OF COMMANDERS
1-27. In addition to the unit commander’s activities—understand, visualize, describe, direct, lead, and
assess—in training, commanders at all echelons fulfill their role in unit training with their continuous
attention, physical presence, and energy to—
5 October 2016
FM 7-0
1-5
Chapter 1
z
Develop and communicate a clear vision.
z
Personally engage in training.
z
Demand that training standards are achieved.
z
Foster a positive training culture.
z
Limit training distracters.
z
Enforce a top-down/bottom-up approach to training.
See ADRP 7-0 for more on the commander’s activities in training.
Develop and Communicate a Clear Vision
1-28. Published training guidance provides the vision, direction, purpose, and motivation necessary to
prepare individuals and organizations to win. It is based on a comprehensive understanding of—
z
Task proficiencies to attain—the what to train.
z
Commander’s guidance.
z
Operational environments.
z
Organizational and personnel strengths and weaknesses.
z
The training environment.
Personally Engage in Training
1-29. Commanders are engaged in every aspect of training. Commanders are physically present to the
maximum extent possible during the planning for and execution of training. As stewards of the Army
Profession, they effectively resource training and protect subordinates’ training time. They create a sense of
stability throughout the organization by protecting approved training plans from training distracters.
Commanders are responsible for executing the approved training to standard. Effective commanders
provide timely, valuable feedback to all participants.
Demand Training Standards Be Achieved
1-30. Leaders anticipate that units may not perform some tasks to standard. When designing the training
calendar, leaders allow time during training events for additional training for those tasks not performed to
standard. It is better to train to standard on a limited number of tasks rather than attempt and fail to achieve
the standard on too many tasks. Soldiers will remember the enforced standard, not the one that leaders
discussed. Leaders cannot assume that time will be available to train to standard next time. Rationalizing
that corrective action will occur during some later training period sets units up for failure rather than
success. See appendix B for more information on task standards.
Foster a Positive Training Culture
1-31. Commanders create a training culture that listens to and rewards subordinates who are bold and
innovative leaders and trainers. Commanders challenge the organization and each individual to train to their
full potential. Such a challenge fosters a training culture so that organizations and individuals strive to not
just attain task standards but to attain higher levels of task mastery.
Limit Training Distracters
1-32. Commanders plan and resource training events while limiting potential distractions. They ensure
participation by the maximum number of Soldiers. Although commanders cannot ignore administrative
support burdens, commanders can manage those burdens using an effective time management system.
Additionally, commanders must support subordinates’ efforts to train effectively by managing training
distracters and reinforcing the requirement for all assigned personnel to be present during training.
1-6
FM 7-0
5 October 2016
Training Overview
Enforce a Top-Down/Bottom-Up Approach to Training
1-33. Senior commanders provide the lead in a top-down/bottom-up approach to training. Commanders
provide the training focus, direction, and resources, while subordinate leaders provide feedback on unit
training proficiency, identify specific training needs, and execute training to standard. This team effort
maintains training focus, establishes training priorities, and enables effective communication between
command echelons.
1-34. Training guidance flows from the top down and results in subordinate units’ identification of the
individual and collective tasks that support the higher unit’s mission. Input from the bottom up is essential
because it identifies training needs to achieve task proficiency. Leaders at all echelons communicate with
each other about requirements as well as about planning, preparing, executing, and assessing training.
1-35. Commanders centralize planning to provide a consistent training focus from the top to the bottom of
the organization. They decentralize execution to promote subordinate leaders’ initiative to train their units.
Commanders do not relinquish their responsibilities to supervise training, develop leaders, and provide
feedback.
THE ROLE OF NONCOMMISSIONED OFFICERS
1-36. The NCO Corps has an enduring and foundational role in unit training. NCOs are responsible for the
individual training of Soldiers, crews, and small teams. NCOs conduct standards-based, performance-
oriented, battle-focused training. They—
z
Identify specific individual, crew, and small-team tasks that support the unit’s collective mission-
essential tasks (METs).
z
Plan, prepare, and execute training.
z
Evaluate training and conduct after action reviews
(AARs) to provide feedback to the
commander on individual, crew, and small-team proficiency.
z
Fulfill an important role by assisting in the professional development of the officer corps.
THE ROLE OF UNIT LEADERS
1-37. In addition to the commander and NCO roles and responsibilities, all leaders must require their
subordinates to understand and perform their roles in training (see figure 1-3 on page 1-8). The commander
assigns primary responsibility to officers for collective training and to NCOs for Soldier training. The
commander is responsible to meld leader and Soldier training requirements into collective training events
using multiechelon techniques. Additionally, all leaders must—
z
Train the combined arms team to be proficient on its METs. This includes training Soldiers,
leaders, subordinate units, and supporting elements. Proficiency requires training the leader with
the unit. Additionally, leaders pay special attention to training newly assigned lieutenants and
sergeants as they train with their platoons as well as to newly promoted sergeants as they train
with their sections, squads, teams, and crews.
z
Centralize training planning to maintain unit focus on the mission.
z
Decentralize execution to allow subordinate leaders the flexibility to focus training on their units’
strengths and weaknesses.
z
Establish effective communications at all levels.
z
Talk to and exchange information with other leaders. Guidance on missions and priorities flows
down while Soldier, leader, and collective training requirements flow up. Training meetings,
briefings, and AARs serve as the primary forums for exchanging training information among
leaders.
z
Demand units achieve training standards.
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Figure 1-3. Overlapping training responsibilities
BATTLE FOCUS
1-38. A battle-focused unit trains selectively. It cannot train to standard on every task at once, whether due
to time, or other resource constraints. A unit that attempts to train to proficiency all the tasks it could
perform only serves to diffuse its training effort. A unit that simultaneously trains to all its capabilities at
once will most likely never achieve a T or T- in all those tasks. Focusing on the tasks to train, based on the
higher commander’s guidance, and taking into account that time and resources are limited, is battle-focused
training.
1-39. The battle focus concept involves understanding the responsibility for and the links between the
collective METs and the individual tasks that support them. Figure 1-4 depicts the relationships and the
proper sequence to derive optimum training benefits from each training opportunity.
1-40. The commander and command sergeant major—or first sergeant—coordinate the METs, collective
tasks, and individual tasks on which the unit will focus during a given period. The command sergeant major
or first sergeant identifies the supporting individual tasks for each collective task. The unit’s Combined
Arms Training Strategy
(CATS) provides a resource for this coordination. The CATS contains a
comprehensive listing of all collective tasks cross-referenced to supporting individual tasks by task number
and title. Although NCOs have the primary role in training and sustaining individual Soldier skills, officers
at every level are responsible for training to established standards during both individual and collective
training. Commanders apply a battle focus to training for all capabilities or missions across the range of
operations. The operations process guides the unit commander and all unit leaders through this coordination
to achieve battle focus.
MISSION-ESSENTIAL TASK
1-41. Commanders rarely have enough time or resources to complete all necessary tasks. Each commander
has to determine what is essential and then assign responsibility for accomplishment. The concept of METs
provides the commander a process to provide the unit its battle focus. A mission-essential task is a
collective task on which an organization trains to be proficient in its designed capabilities or assigned
mission. A mission-essential task list is a tailored group of mission-essential tasks. Each MET aligns
with the collective tasks that support it. All company and higher units have a mission-essential task list
(METL). Units based on a table of organization and equipment (TOE) have an approved and standardized
METL based on the type of unit by echelon. Standardized METLs can be found on the Army Training
Network (ATN), Digital Training Management System (DTMS), and CATS. Units that do not have a
standardized METL—like a unit based on a table of distribution and allowances (TDA)—develop its METs
and METL.
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Training Overview
Figure 1-4. Battle focus integration of collective and individual training
Standardized Mission-Essential Task List
1-42. For company and larger units with a TOE, the applicable proponent develops the unit METL. This
METL is referred to as the unit’s standardized METL throughout this publication. It is developed and
standardized by the responsible proponent; staffed with the Army commands and Army Service component
commands; approved and published by the Headquarters, Department of the Army; and available on ATN.
The unit’s standardized METL is based on its echelon and design capabilities.
Mission-Essential Task List Development (Non-Standardized)
1-43. Not all Army units have a standardized METL. For company and larger units without a standardized
METL (for example, a unit based on a TDA), the unit commander conducts a mission analysis, develops the
unit METs, and has these approved by the next higher commander. The unit then publishes the METs and a
METL in the DTMS. When no collective tasks exist for a TDA unit, the unit commander develops the
METs and supporting collective tasks, develops the conditions and standards for the task, and has these
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approved by the next higher commander. The discussion beginning in paragraph 2-30 refers to METs for
these type units.
BATTLE TASK
1-44. A battle task is a collective task on which a platoon or lower echelon trains that supports a company
MET. A battle task can include any associated supporting collective tasks. Battle tasks are approved by the
company commander. Platoon and lower echelons do not have METs or a METL. Based on the company
METs and METL, the platoon leader—with the platoon sergeant—conducts a mission analysis to determine
the platoon battle tasks that best support the company METs.
PLANNING FRAMEWORK
1-45. Senior commanders, as stewards of the Army Profession, provide the necessary resources to train,
including time, and protect subordinate units from unprogrammed taskings or other training distractions.
They publish training guidance (that includes a calendar) to give subordinate commanders adequate time to
properly plan and resource training.
1-46. For training, senior commanders use a framework that involves three planning horizons:
z
Long-range.
z
Mid-range.
z
Short-range.
A planning horizon is a point in time commanders use to focus the organization’s planning efforts to shape
future events (ADRP 5-0). A long-range planning horizon covers a unit’s overarching training plan over an
extended time (typically years). It synchronizes supporting units and agencies so that a unit can properly
execute its training events. It is graphically depicted on a unit training plan (UTP) calendar. A mid-range
planning horizon further refines the long-range planning horizon. It defines in more detail the broad
guidance for training events, closer to the training start. A short-range planning horizon defines the specific
actions (plan and prepare) prior to the start of training.
(See appendix H for T-Week concept.) See
figure 1-5 for the planning horizons. (See also ADRP 5-0 for a detailed discussion on planning horizons.)
Figure 1-5. Planning horizons for training
TRAINING ENVIRONMENT
1-47. Units obtain effective training when they create a realistic and challenging training environment. A
training environment is an environment comprised of conditions, supporting resources, and time that
enables training tasks to proficiency. An effective training environment enables an individual or a unit to
achieve proficiency in the individual and collective tasks trained. The commander sets the conditions of the
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Training Overview
tasks selected to train with as much realism as possible. Supporting resources provide the tools that enable
modifying those conditions to be more challenging and complex for Soldiers and the entire unit.
Commanders leverage available resources, to include the mix of live, virtual, and constructive (LVC)
training enablers. When used properly, resources create a powerful training multiplier that more closely
replicate an actual operational environment. The time available to train is often one aspect of the training
environment of which there is never enough. Training within the limits of the planning horizon drives when
the unit or individual is expected to be proficient in the tasks selected to train. Careful development of a
training environment can produce exceptional results and ultimately increase training readiness. See
appendix A for more information on creating realism in training.
TRAINING FOR BATTLE RHYTHM
1-48. Commanders integrate and synchronize training activities, meetings, briefings, conferences, and
reports among their subordinates and with their higher commander. Commanders establish training for a
unit’s battle rhythm. Battle rhythm is a deliberate cycle of command, staff, and unit activities intended to
synchronize current and future operations (FM 6-0). In the context of unit training, establishing a battle
rhythm helps sequence the activities, events, and actions that regulate the flow and sharing of information
that supports the training process. Effectively training for battle rhythm—
z
Facilitates and establishes interactions related to training among the commander, staff, and
subordinate units.
z
Establishes a routine for staff interactions and coordination.
z
Facilitates planning by the staff and decision making by the commander.
1-49. Training for a unit’s battle rhythm consists of conducting periodic meetings and briefings, meeting
report requirements, and experiencing other activities synchronized by time and purpose. These activities
and products include, but are not limited to—
z
Publishing command training guidance (CTG).
z
Training meetings.
z
T-Week concept.
z
Training briefings.
z
Installation training resource synchronization conferences.
z
Commanders’ dialogues.
z
Time management cycles.
z
UTP calendars.
z
Company training schedules.
z
Planning horizons (long, mid, and short).
1-50. The unit commander, in conjunction with the higher commander’s guidance, establishes and enforces
the training for the unit’s battle rhythm. These activities are heavily influenced by policy, doctrine, unit
standard operating procedures (SOPs), and training priorities established by the higher commander. All unit
leaders understand and comply with the activities that comprise the training rhythm.
ESTABLISHING TRAINING FOR BATTLE RHYTHM IN UNITS
1-51. So that commanders and units have sufficient time to plan and coordinate long-range training, senior
commanders publish CTG (further discussed in chapter 2). Published guidance communicates their training
and readiness priorities throughout the command and provides subordinates sufficient time to develop and
resource training that supports that guidance. Publication of the CTG establishes the unit’s training for
battle rhythm when it is not deployed on operations.
1-52. For the Regular Army and Reserve Component, each successive echelon publishes their nested CTG.
For division and higher units, the format of the CTG is at the commander’s discretion. For brigade and
below units, the format is the UTP operation order (OPORD) (see appendix F). A published CTG always
includes the corresponding training calendar.
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1-53. The timelines in table 1-1 provide guidance for when CTG or UTPs are published by echelon for the
Regular Army. This separation by echelon ensures that long-range planning and guidance is timely and
allows each command to conduct parallel and collaborative planning across the force. It also ensures that
crucial training resources needed to train are identified well in advance and are available at the start of
training. Table 1-2 shows the same information for the Reserve Component (known as RC). Note that
Regular Army and Reserve Component units’ CTG planning horizons significantly differ. For example, a
Regular Army division commander’s long-range planning horizon is two years, whereas a like echelon
Reserve Component unit commander’s long-range planning horizon is five years.
Table 1-1. Regular Army long-range planning by echelon
Echelon
Publishes CTG with calendar NLT1:
Planning horizon
Corps
12 months prior to training start
2 years
Division
10 months prior to training start
2 years
Installation
10 months prior to training start (calendar only)
1 year
Brigade
8 months prior to training start
1 year
Battalion2
6 months prior to training start
1 year
1 Publication dates also apply to similar command-level TDA organizations or activities. For example, a TRADOC
COE normally commanded by a major general follows the same planning cycle as a division commander.
2 Companies develop and publish their own UTP. The battalion commander, in collaboration with subordinate
company commanders and the battalion staff may develop a consolidated battalion UTP.
COE
center of excellence
TDA
table of distribution and allowances
CTG
command training guidance
TRADOC
Training and Doctrine Command
NLT
no later than
UTP
unit training plan
Table 1-2. Reserve Component long-range planning by echelon
Echelon
Publishes CTG with calendar NLT1:
Planning horizon
Flag officer CMD, separate
18 months prior to training start
5 years
brigade, regiment or group
Brigade or separate battalion
10 months prior to training start
5 years
Battalion2
6 months prior to training start
2-3 years
1 These actions also apply to similar command-level TDA organizations or activities. For example, a regional support
command, commanded by a major general follows the same planning cycle as a division commander.
2 Companies develop and publish their own UTP and calendar. The battalion commander, in collaboration with
subordinate company or troop commanders, and the battalion staff may consolidated a battalion UTP.
CMD command
TDA
table of distribution and allowances
CTG command training guidance
UTP
unit training plan
NLT
no later than
1-54. Within a brigade, on receipt of a division CTG, the brigade commander begins mission analysis to
determine how best to meet the division commander’s guidance. Adhering to the concept of collaborative
and parallel planning, each subordinate unit also begins the same process to begin formulating how each
echelon will support the higher commander’s guidance. Effective collaborative planning ensures that each
echelon publishes its plans well prior to the start of training. Because training relies on units having the right
resources available at the right time, collaborative planning begins early enough in the planning cycle so
units have the resources to train when they need them.
1-55. In figure 1-6, the timelines are by echelon within a Regular Army notional brigade. Figure 1-7 shows
the publication timelines with a notional Reserve Component flag officer command. These timelines allow
sufficient planning and publication time for each successive command to issue its UTP. They also allow
sufficient time for collaborative planning, parallel planning, and coordination of resources prior to the start
of training. Six weeks from the start of training, the company not only publishes its training schedule, but it
also locks in company-level training (for the Reserve Component, this occurs three months or 90 days from
the start of training [see figure 1-7]). Any changes to the approved company training are not authorized past
this time unless approved by the next higher commander. See also appendix H for more information on
training schedule publications.
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Figure 1-6. UTP publication timelines within a notional Regular Army brigade
Figure 1-7. UTP publication timelines within a notional Reserve Component flag officer
command
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TRAINING PLANS TIED TO RESOURCES NEEDED TO TRAIN
1-56. Without the right resources, effective training will not occur. Available resources directly affect unit
training readiness. Each commander and staff understands the resource coordination and synchronization
cycle on the installation on which units conduct training. Commanders and staffs coordinate and
synchronize procedures for the normal classes of supply; training aids, devices, simulators, and simulations
(TADSS); integrated training environment (ITE) considerations and resources; and available training
facilities. At a home station, all training resources are limited and shared with other units on the installation.
Commanders and staffs aware of an installation’s resource cycle are more likely to secure the right training
resources when they are needed to train.
MULTIECHELON TRAINING
1-57. Multiechelon training is a training technique that allows for the simultaneous training of more than
one echelon on different or complementary tasks (ADRP 7-0). As each echelon conducts its mission
analysis to determine the tasks to train, it provides a logic trail from individual Soldier tasks to brigade-level
METs. An effective logic trail clearly nests from one echelon to the next and effectively crosswalks the
tasks up the echelons and down the echelons. Although not an integral part of planning, this task crosswalk
enables leaders to visualize how the top-down training guidance directly supports the bottom-up alignment
of individual and collective tasks that support the higher unit.
1-58. To illustrate this concept, see figure 1-8. In this example, an infantry brigade combat team (known as
IBCT) commander focuses training on offensive operations—specifically conduct a movement to contact—
and states this in the training guidance. Through mission analysis, the subordinate artillery battalion
commander determines that to support a brigade movement to contact, the battalion needs to focus training
on the task, Conduct Battalion Fire Missions. Likewise, other subordinate commanders do their mission
analyses to determine the collective tasks on which they must focus training to support the brigade
commander’s guidance.
Army Training Management System
1-59. The Army Training Management System (ATMS) is the Army enterprise program automating
management of unit and individual training. ATMS consists of Web-based applications and centralized
databases: ATN, CATS, and DTMS. The ATMS suite of applications automates routine command, unit,
institution, and individual training and processes.
1-60. ATMS enablers directly support ADP 7-0, ADRP 7-0, this publication, and other relevant Army
doctrine and policy guidance. The centrally managed enterprise databases—such as the individual training
record—organize, store, and make available data for displays, reports, queries, and data sharing. Though
centrally managed, the data collected from the ATMS belong to the commander. See the ATN for details on
ATMS.
1-61. The ATN provides a single, Web-based portal with links to Army training doctrine, processes, and
resources used by Army units. As a collaborative, online resource, the ATN relies on input from units and
Soldiers. It is also the primary access point for CATS and DTMS. The ATN is also home to all published
standardized METLs. The ATN is accessible at https://atn.army.mil. Users can access the ATN via an
Army-issued common access card (known as CAC) and via the defense system log on with the appropriate
credentials.
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Training Overview
Figure 1-8. Multiechelon training task crosswalk
1-62. CATSs provide training strategies that are—
z
Recommended by proponent.
z
Based on tasks.
z
Driven by events.
z
Holistic.
z
Focused on the METL (TOE units).
1-63. The strategies are based on analysis of the missions, functions, and capabilities as stated in the unit’s
TOE and the proponent-generated unit task list (known as UTL). CATSs utilize task sets as the primary
building blocks of the UTP. Task sets are groups of collective tasks selected to be trained together that are
necessary for a unit to achieve proficiency in a given capability or function. Task sets outline numerous
training events using a crawl, walk, and run methodology to assist trainers to develop their UTPs. CATSs
also provide the task, purpose, outcome, and execution guidance for each recommended training event.
Each CATS identifies the types and frequencies of training events at the respective echelon that should be
conducted to achieve proficiency. CATSs save planning time by providing descriptive, proponent-
approved, and unit-vetted training strategies. Units can easily enter these strategies in DTMS as a training
plan and then tailor them as needed. Users can access CATSs from the ATN homepage and DTMS at
https://atn.army.mil.
1-64. DTMS automates specific training and management processes through its Web-based program. It
provides the ability to digitally develop, record, and coordinate training plans within organizations as well
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Chapter 1
as record training assessments, training completion, and training readiness. Users can access DTMS through
ATN at https://atn.army.mil. DTMS enables leaders to perform some of the following functions:
z
Review the higher commander’s training guidance and disseminate other training documents.
z
View and review unit METLs.
z
Manage the UTP calendar.
z
Manage mandatory, individual, collective, and deployment training tasks and requirements.
z
Assess and record individual training records (known as ITRs) for Soldiers.
z
View and update the digital job book.
z
View and update the digital small-unit leader dashboard.
z
Manage the Army’s electronic individual training record.
z
Use the common access card (known as CAC) to sign in to large-group training sessions.
z
Enable bulk data uploads to allow units to record training completion.
z
Use the Survey Tool to collect customer and user information.
z
Use the Unit Individual Training Management (known as UITM) module to support central
management of distributed individual training.
Other Supporting Training Resources
1-65. In addition to the Web-based resources available within ATMS, other additional resources provide
information and access to data and knowledge to assist trainers. These include, but are not limited to the
Central Army Registry (CAR) and Center for Army Lessons Learned (known as CALL).
1-66. The CAR is a Web-based digital catalog and repository that serves as the warfighters’ one-stop
source for training-related products such as doctrine, published tasks, training circulars, training support
packages, and graphic training aids. Users can first search for training products in the CAR by
identification, title, and keywords, and then browse the CAR catalog by product type and proponent. The
CAR is available on ATN under the Unit Training Management or myTraining tabs. Users can directly
access the CAR at https://atiam.train.army.mil/catalog/dashboard.
1-67. The Center for Army Lessons Learned is the Army’s source for adaptive learning based on lessons
and best practices from the Army. It provides timely and relevant knowledge by using integrated systems
and interactive technology. Users can access the Center for Army Lessons Learned at
http://usacac.army.mil/organizations/mccoe/call.
TRAINING RESOURCE SYNCHRONIZATION CONFERENCES
1-68. The senior commander on an installation hosts periodic installation-level resource synchronization
conferences. Ideally, the senior commander schedules these training resource conferences every quarter (see
figure 1-9). These conferences provide leaders two types of information. First, it identifies installation
training resources. These resources may include training areas, ranges, ITE facilities and resources, and
TADSS availability. Second, the conference shows the availability of any unscheduled resources.
1-69. As echelons develop UTP calendars, they coordinate and requisition training resources. The
installation-level resource synchronization conferences verify that the senior commander acknowledges and
validates that units require training resources to execute training. This validation is the senior commander’s
endorsement that the resources will be available when needed. Effective leaders—especially at the brigade
and battalion levels—must attend these conferences to prepare their training plans. At these conferences,
leaders learn of locally available installation training support resources and the method to schedule for their
units’ training cycle. Once training requirements are identified at the company level, brigade and battalion
commanders and staff work diligently to properly resource company-level training.
1-70. The senior commander on the installation is responsible for prioritizing installation training resources
(see AR 350-1). The higher commander determines the priority of units to training readiness and resources.
Units with a higher priority often affect the availability of critical training resources for units with a lower
priority. For example, a unit within six months of deploying has a higher priority for using ranges and
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Training Overview
training areas than a unit that is not scheduled for deployment. Knowledgeable commanders know when
these conferences and meetings occur, and they ensure their unit is represented by the right leader who can
make decisions on behalf of the commander.
Figure 1-9. Notional training resource synchronization conference for a Regular Army brigade
Note. In figure 1-9, the installation training resource synchronization conference occurs within a
planning and publication window that allows for validation of training resources no later than 5
months from the start of training and prior to the training briefing. For Reserve Component units,
the coordination and synchronization of training resources require an understanding and visibility
of training resource conferences all installations. This is key when Regular Army and Reserve
Component installations and facilities provide training resources to support UTPs.
COMMANDERS’ DIALOGUES
1-71. Units that train the way they fight establish and maintain planning horizons. When planning horizons
are sound, units can deliver quality training and achieve training readiness. Commanders who train
consistently and effectively conduct training meetings routinely from company to brigade levels. These
commanders also conduct commanders’ dialogues to maintain battle focus and keep training on schedule.
The continuous process of planning, preparing, executing, and assessing each training event of the UTP
requires commanders to lead and manage the frequent and recurring series of meetings.
1-72. Discussions and dialogues between the unit and higher commander occur throughout the training
process. These recurring dialogues help ensure both commanders agree with the direction and scope of unit
training. The dialogues also enable the higher commander to approve the training and to ensure the
necessary resources are coordinated and available when training occurs.
1-73. Commanders’ dialogues are truly dialogues and intended as points of discussion between the two
commanders. These dialogues provide critical decision points for both commanders while planning,
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preparing, executing and assessing training. Commanders can adjust training plans at these decision points,
if necessary, and verify that units have critical resources when and where they are needed to train. Table 1-3
illustrates when commanders’ dialogues should occur.
Table 1-3. Commanders’ dialogue at critical points in the training process
Commanders’ dialogues take place…
At this critical point…
When mission-essential tasks are discussed
Mission analysis backbrief.
When the unit training plan is briefed to the
Training briefing.
commander two levels up
Weekly training meeting at company and battalion;
During training meetings
monthly at brigade.
Quarterly training briefing (Regular Army); yearly
During cyclical training briefings
training briefing (Reserve Component).
During external evaluations
Before, during, and after external evaluations.
RESERVE COMPONENT TRAINING CONSIDERATIONS
1-74. When deployed for operations, the Army executes missions as one force in conjunction with joint
forces, multinational forces, and interagency organizations. Both the Regular Army and Reserve
Component share the same training doctrine and procedures and train to the same standard. However, in the
training environment, the planning horizons differ somewhat for Reserve Component units as does the time
available to train. Geographic dispersion of units also impacts Reserve Component training. An average
reserve battalion can be spread over hundreds of miles increasing the complexity for these units to
accomplish training. Additionally, many reserve units must travel many miles to the nearest training area,
and individual Soldiers often travel extended miles to get to their training sites.
1-75. This manual notes the primary differences between Regular Army and Reserve Component training
planning and activities where applicable. These differences are most evident in—
z
Planning horizons.
z
Resource coordination.
z
Yearly training briefing.
z
T-week concept.
PLANNING HORIZONS
1-76. The long-, mid-, and short-range planning horizons generally have a longer duration for Reserve
Component units and typically span years. For example, the long-range planning horizon (and subsequent
UTP) for a Reserve Component brigade may span up to 5 years. For a Regular Army brigade, this would
typically be 1 year (see tables 1-1 and 1-2 on page 1-12).
RESOURCE COORDINATION
1-77. Ensuring the right training resources are available at the start of training can often be problematic for
Reserve Component units. These units coordinate with their own as well as Regular Army installations for
training resources, facilities, and support. Additionally, Reserve Component units also coordinate training
plans with other Reserve Component units and Regular Army units. Understanding the training resource
cycles and conferences that occur for Reserve Component and supporting Regular Army installations
requires a knowledge of—and liaison with—multiple facilities and training areas. Refer to figure 1-9 on
page 1-5 and corresponding note pertaining to Reserve Component units.
YEARLY TRAINING BRIEFING
1-78. To ensure that the UTP remains on track through the long-range planning horizon, Reserve
Component units conduct yearly training briefings (YTBs) rather than quarterly training briefings (QTBs)
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Training Overview
conducted by Regular Army units. For briefings pertaining to Reserve Component units, see table 1-2 on
page 1-12, paragraph 3-36, and appendix G.
T-WEEK CONCEPT
1-79. For Regular Army units, T-Week activities conform to a weekly schedule. Reserve Component units
typically modify this construct and follow a monthly break out of specific company-level activities. Since
units can tailor these timelines and activities to its needs, many Reserve Component units establish a T-
month concept using the same methodology and procedures employed by Regular Army units, but on a
monthly schedule. See paragraph 3-22 and appendix H for discussions of the T-Week concept.
1-80. To illustrate how available training time affects Reserve Component units and the associated
activities affect planning, preparing, executing, and assessing training, see figure 1-10.
Figure 1-10. Notional Reserve Component unit training long-range planning horizons
PREMOBILIZATION AND POSTMOBILIZATION TRAINING
1-81. Mobilization is not the starting point for planning battle focused training. Reserve Component units
have premobilization readiness and postmobilization training requirements. Units must develop
premobilization training plans and receive approval for the current fiscal and training year. Units integrate
postmobilization training plans with the premobilization training plans and then update and receive
approval for each training year as well.
1-82. Premobilization training directly links to postmobilization training. A critical objective is to identify
achievable, sustainable training requirements, which provide the focus for effective premobilization unit
training. Reserve Component commanders train their units to standard on established premobilization tasks.
1-83. Postmobilization expands organizational training, raises the echelon trained, and increases the
amount of multiechelon and combined arms training accordingly. Units create postmobilization plans at the
same time as premobilization plans. Units update postmobilization plans regularly as premobilization
training and revised commanders training assessments are completed.
PREMOBILIZATION TRAINING PLANS
1-84. Premobilization training focuses on company-level individual and collective tasks. Premobilization
training plans identify training requirements, training events, equipment, and training support packages to
attain and sustain task proficiency. The Reserve Component challenge in premobilization is to generate
sufficient readiness to ensure as short a postmobilization period as possible. Sufficient readiness requires a
clear linkage of tasks and time than the Regular Army. Proficiency in these tasks enables training to full
METL proficiency when the unit is mobilized. The UTP includes focusing on METL tasks, to include
preparation for and execution of annual training.
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POSTMOBILIZATION TRAINING PLANS
1-85. Postmobilization training focuses on company-level and above collective tasks. These plans identify
training requirements, training events, equipment, and training support packages needed to train the unit to
METL proficiency upon mobilization. Postmobilization plans are updated annually and reflect input from
the execution of the premobilization plan. The commander approving the unit’s METL and UTP also
approves the postmobilization plan. The plan is then provided to the mobilization station commander where
the postmobilization training will occur.
1-86. Installation commanders are responsible for supporting the execution of postmobilization training
activities. They determine resource requirements and develop plans to support the unit to reach its
deployment training requirements. Reserve Component commanders conduct periodic visits with the
supporting installation commander to inspect training areas and facilities, identify and resolve support
challenges, and clarify and refine training support requirements.
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Chapter 2
Developing the Unit Training Plan
TRAINING READINESS
2-1. Training readiness stems from attaining proficiency in individual and collective tasks. To do that, unit
commanders develop their UTP, focusing on the tasks to train, based on the higher commander’s guidance.
This is battle-focused training. Following the general framework of the military decisionmaking process
(MDMP) (or troop leading procedures [TLP] for company and below), unit commanders begin the process
to determine the METs—what to train. Training readiness is at the core of this determination—whether it is
training to maintain and sustain certain capabilities or training to meet the requirements of an assigned
mission.
2-2. The Army’s training readiness is supported by training in the three training domains: institutional,
operational, and self-development. The institutional training domain includes Army centers and schools that
provide initial training and subsequent functional and professional military education for Army personnel.
The operational domain encompasses training activities that unit leaders schedule, and that individuals,
units, and organizations undertake. The self-development domain is completed by individuals as they
pursue personal and professional development goals. See AR 350-1 for a discussion of training domains.
2-3. The process of determining essential tasks begins with receipt of guidance from the higher
commander. (See figure 2-1.)
Figure 2-1. Receipt of training guidance begins the planning process
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THE ARMY OPERATIONS PROCESS
2-4. The Army uses the operations process of plan, prepare, execute, and assess as its training framework.
Using this framework, the unit commander remains central to the training process in the same way the
commander is central to the operations process. Planning, preparing, executing and assessing unit training
does not significantly differ from performing these activities for an operation. Each unit commander begins
the training cycle with top-down training guidance from the higher commander. The receipt of guidance
begins a process of determining the correct collective tasks on which to train. The commander then
develops a UTP to conduct that training in the time allotted. Planning for training follows the MDMP for
battalion and above or TLP for company and below.
2-5. The resulting plan consists of training events that progressively develop task proficiency. Each
training event follows a plan, prepare, execute, and assess cycle (see figure 2-2). Prior to the start of
training, leaders verify availability of and coordinate for resources. Units execute training to standard, and
leaders evaluate that training and determine if the unit meets proficiency standards. Leaders report to
commanders on the unit’s success for achieving proficiency. This bottom-up feedback provides
commanders with complete information and data to accurately assess the unit and adjust training plans as
necessary.
Figure 2-2. The Army operations process
COMMAND TRAINING GUIDANCE
2-6. Guidance from the higher commander to the subordinate unit commanders begins the training
planning process. This top-down CTG communicates the higher commander’s training priorities and helps
provide a battle focus for the entire unit. Effective communication at each echelon ensures that subordinates
understand the higher commander’s guidance for training, that UTPs fully support the higher unit capability
or mission, and that UTPs nest at each succeeding echelon.
2-7. In the CTG, the higher commander identifies—
z
The unit’s training focus, including its capabilities and mission.
z
The desired readiness level down to brigade.
z
The long-range planning horizon.
z
The installation or command time management cycle.
z
Brigade-level external evaluation (EXEVAL) dates and responsibilities by unit.
z
Combat training center (known as CTC) rotation dates (by unit).
z
Training environments in which to train.
z
Other training guidance as necessary.
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Developing the Unit Training Plan
2-8. Division and higher commanders determine the desired readiness levels down to brigade. (See
AR 220-1 for a description of readiness levels.) Due to the classification level of this information, the
written CTG to subordinates does not include the desired readiness levels. Instead, the two commanders
discuss and determine the desired readiness levels. This determination affects the installation-level
resources priorities made by the senior commander as well as the installation time management cycle.
2-9. At division level and higher, the format of CTG is at the discretion of the commander. Many
commanders use the memorandum format, while others use an OPORD format. At brigade to company
level, a five-paragraph OPORD is used. Its training guidance is communicated in the UTP. See appendix F
for a sample UTP order.
THE UNIT TRAINING PLAN
2-10. When the mission analysis backbrief is complete, the unit commander begins developing the UTP.
This process begins with the development of training courses of action (COAs). Given the selected METs to
train, the long-range planning horizon, training environments, and the higher commander’s training
guidance, planning can begin. Leaders first gather the information they know. Steps 3 through 6 of the
MDMP provide a sequential and logical framework to develop a training COA. The resulting COA is
approved by the next higher commander and becomes the UTP with a calendar.
COMPANY LEVEL UTP DEVELOPMENT
2-11. The UTP development at company level follows the same concepts employed at battalion and higher
echelons. Companies use TLP that follow steps similar to the MDMP—used at battalion and higher with
units with a coordinating staff. At the discretion of the battalion commander, company commanders—
collaborating with the battalion staff (primarily the S-3 and S-4)—may develop an overarching battalion
UTP rather than individual companies developing separate UTPs. In this instance, the battalion staff ensures
that the COA development includes company training events integrated into the battalion UTP. The
battalion staff ensures that time is available for individual company training events, company training
objectives are identified, and company-level training resources are programmed and coordinated for as part
of the battalion UTP.
MISSION ANALYSIS
2-12. On receipt of training guidance from the higher commander, the unit commander always conducts a
mission analysis to understand the guidance given by the higher commander and to determine how the unit
can best support that guidance. Mission analysis also starts the parallel and collaborative planning process
within the command. Before beginning mission analysis, the unit commander gathers supporting references.
These references provide the most current sources of information such as doctrine, technical manuals, unit
SOPs, and on-line resources. Additionally, the unit commander gathers information on installation-level
training resources to determine what they are, their availability, their location, and the requirements to
secure them.
2-13. In conducting a mission analysis, the unit commander will—
z
Identify and understand potential operational environments.
z
Determine the METs to train.
z
Assess the METs to train.
z
Identify the long-range planning horizon.
z
Identify training readiness issues.
2-14. Mission analysis provides the collective tasks on which the unit will focus its training. See figure 2-3
on page 2-4.
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Identify and Understand an Operational Environment
2-15. A major consideration in determining tasks to train, as well as building the necessary rigor into
training, is identifying and understanding an operational environment. An operational environment is a
composite of the conditions, circumstances, and influences that affect the employment of capabilities and
bear on the decisions of the commander (JP 3-0). An operational environment is addressed in the higher
commander’s training guidance. An analysis and understanding of an operational environment will help
determine not only tasks that the unit may need to train but also the correct conditions to replicate in
training to ensure that units train the way they expect to fight. An effective training environment replicates
an operational environment.
Figure 2-3. Mission analysis helps determine battle focus
Determine the METs to Train
2-16. The higher commander’s training guidance provides the unit commander with capabilities or a
mission to train. This is given as specific capabilities on which to train or as an assigned mission (who,
what, when, where, and why) on which to train. In either case, the unit commander performs a mission
analysis to determine the METs that best support the higher commander’s guidance. Whether the unit trains
directly against tasks from its METL or develops METs for an assigned mission, commanders with a
standardized METL always report training readiness against that standardized METL. See AR 220-1 and
DA Pam 220-1 for more information on reporting training readiness.
Train to Specific Capabilities
2-17. When the unit is not assigned a mission to train, the unit may be directed to train to specific
capabilities. In this case, the commander prioritizes the METs on which to train. Commanders consider the
following when determining the priorities:
z
The higher commander’s guidance.
z
The tasks most likely to be assigned.
z
The task most likely to have the lowest current assessment proficiency rating—untrained (U),
marginally practiced (P-), practiced (P), and trained (T-).
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Developing the Unit Training Plan
z
Most likely operational environments for which to train.
z
The long-range planning horizon (the time it will take to train).
2-18. For TOE units, commanders use the standardized METL as the primary source for selecting the
priority of the METs to train. Figure 2-4 illustrates an example of how the priorities shift after a commander
conducts a mission analysis. The unit’s METL does not indicate which of these METs should be trained in
priority. Following mission analyses, and based on current and projected task assessments and unit
requirements, the commander determines the priority in which to train these tasks. In figure 2-4, the task
“Conduct an Area Defense” is trained as the unit’s first training priority.
Figure 2-4. Notional mission analysis when prioritizing capabilities to train
Train to an Assigned Mission
2-19. When directed to train to an assigned mission, the unit commander identifies specified and implied
tasks from the higher commander’s CTG. From these tasks, the commander identifies unit essential tasks.
The essential tasks then become the unit METs that focus training. A specified task is a specifically
assigned to a unit by its higher headquarters (FM 6-0). The training guidance states specified tasks. An
implied task is a that must be performed to accomplish a specified task or mission but is not stated in the
higher headquarters’ order (FM 6-0). A major consideration in determining implied tasks is identifying and
understanding an operational environment on which to train. This understanding, along with an analysis of
an operational environment may help determine additional implied tasks on which the unit may need to
focus training. An essential task is a specified or implied task that must be executed to accomplish the
mission (FM 6-0). In training, essential tasks for an assigned mission become METs.
2-20. Each identified essential task becomes a MET. The resulting list of tasks become the collective tasks
on which the unit trains. (See figure 2-5 on page 2-6.) Commanders ensure that the assigned METL is not
too broad in scope and that the METs are limited to those collective tasks that must be executed to
accomplish the mission. An assigned METL based on an assigned mission that has an excessive number of
METs only serves to diffuse the unit’s battle focus.
2-21. The higher commander may assign a mission different from the subordinate unit’s designed
capabilities. In this instance, figure 2-5 on page 2-6 depicts that the METs on which the unit trains are
determined through mission analysis in support of the assigned mission. To assist in that analysis, the unit
commander refers to the METs and collective tasks of the type unit that does have the capabilities called
for. Commanders also refer to the function CATS feature for useful information to help determine the
correct collective tasks to train. Figure 2-6 on page 2-6 illustrates this process. In this scenario, an artillery
unit receives an assigned mission focused on providing transportation support rather than providing fire
support. Following mission analysis, METs are derived to support a transportation focus for the unit to
train.
Assess Mission-Essential Tasks
2-22. After identifying the METs on which to focus training, the commander assesses the current task
proficiency and the projected task proficiency. This initial assessment represents a current snapshot of the
unit’s training readiness. An early baseline assessment of METs enables the commander to begin
considering the future scope of training. This assessment may provide useful information for the mission
analysis backbrief between the two commanders at the conclusion of the mission analysis process. Using the
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proficiency ratings discussed in the discussion beginning in paragraph 1-6, the commander assesses each
MET. The proficiency ratings are untrained (U), marginally practiced (P-), practiced (P), trained (T-), and
fully trained (T). The commander enters these ratings in the DTMS.
Figure 2-5. Development of a METL for an assigned mission
Figure 2-6. Development of a METL for an assigned METL with other capabilities
2-23. The commander also considers the assessments of the METs at the start of training. If given sufficient
lead time between the beginning of training planning and execution, the assessments taken at the beginning
of planning may significantly differ from the execution of training. The commander considers factors that
might impact the unit’s training proficiency when training starts such as personnel turnover, skill atrophy
over time, and crew certification. Ideally, planning begins months before training begins. This means that
some proposed METs may rate higher in proficiency at the start of training and others may atrophy to a
lower proficiency rating during this period. (See figure 2-7.)
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Figure 2-7. Initial and projected start-of-training MET assessments
2-24. For the commander to make an informed and accurate start-of-training assessment, subordinates
provide bottom-up feedback. The commander uses this feedback in the assessment. The best assessment of
the unit’s proficiency requires the commanders to be as objective as possible. An objective assessment helps
inform the commander in the development of the UTP.
Identify the Long-Range Planning Horizon
2-25. The long-range planning horizon is provided in the higher commander’s CTG. This horizon
represents the time allocated for the unit to achieve and sustain training proficiency. Having a clear
understanding of the time the unit has to train is essential to developing a successful training plan.
Identify Training Readiness Issues
2-26. During the mission analysis process, the commander may identify other training readiness issues.
Some issues may necessitate a discussion between the unit commander and higher commander during the
mission analysis backbrief. These issues range from the time available to train, resources available to train,
or other concerns that the unit commander may want to discuss with the higher commander.
Conducts Mission Analysis Backbrief
2-27. The unit commander completes the mission analysis, selects the METs to train, and backbriefs the
higher commander on the results of the analysis. (See figure 2-8 on page 2-8.) This backbrief is part of the
commanders’ dialogue process. The unit commander restates and verifies an understanding of the higher
commander’s training guidance.
2-28. During the mission analysis backbrief, the unit commander discusses proposed unit METs on which
to train that support the higher commander’s training guidance. They discuss the long-range planning
horizon and training environments. They also discuss any other training issues related to the unit’s ability to
attain training proficiency in the time required. The higher commander approves or modifies the unit METs
for training. The unit commander then begins to develop a UTP to train the unit on the selected METs.
2-29. Following the backbrief, the commander notifies subordinates of the results. At brigade and below,
commanders use a warning order (WARNORD) format to communicate results. This order prompts
subordinate commanders and leaders to begin their own mission analysis as well as to conduct parallel and
collaborative planning. If the higher commander’s training guidance included an assigned mission, the unit
commander includes the unit’s restated mission. In this mission of who, what, when, where, and why, the
what covers the selected METs. If the training guidance did not include an assigned mission, the what
becomes the prioritized METL tasks approved by the next higher commander. Figure 2-9 beginning on
page 2-8 illustrates a notional scenario depicting a company conducting the mission analysis.
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Figure 2-8. Mission analysis backbrief
After receiving the UTP from the infantry battalion commander, CPT Smith discusses
the training guidance with the company first sergeant, platoon leaders, and platoon
sergeants. Foremost in his mind, CPT Smith wants to understand how the company
can best support the mission of the battalion. With the company leadership, CPT
Smith begins a mission analysis of the battalion UTP. CPT Smith gathers the
references and other tools that will help them through this process. The leaders
review training doctrine (ADRP 7-0 and FM 7-0) and infantry doctrinal publications.
They also review the CAT, company tactical standard operating procedures, training
standard operating procedures, training resources on the ATN, and other documents.
CPT Smith and the other company leaders formulate how the company can best
support the battalion training mission. They review the mission, the METs on which
the battalion will focus training, the time available to train, training environments, and
additional guidance from the battalion commander.
During mission analysis, CPT Smith and the other company leaders determine the
specified and implied tasks to identify the essential tasks on which the company will
focus training. CPT Smith and the first sergeant review the unit’s standardized METL
since this represents the capabilities that will most likely nest with the essential tasks
to train. Since the battalion mission is to ‘conduct an area defense’ and ‘conduct area
security,’ their analysis results in eight company collective tasks on which to train:
employ obstacles, integrate direct fires, integrate indirect fire support, employ military
deception techniques, conduct security patrol, conduct roadblock and checkpoint,
secure routes, and secure civilians during operations.
Figure 2-9. Notional mission analysis vignette
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