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Developing the Unit Training Plan
As part of the analysis, the commander reviews the last assessments of the essential
tasks to notate the company’s current training readiness. This review helps the
commander understand and visualize what the unit needs in time and resources to
accomplish and support the battalion mission.
Once the commander identifies the METs, CPT Smith and 1SG Jones verify that they
understand the time the unit has to train. This understanding stems from their
understanding of the battalion commander’s end state for training and the
commander’s expectation when the unit will complete the training. They verify the
potential operational environment for which to train. Then they formulate ways to best
replicate that environment during training events with available training support
system resources.
After careful analysis and a discussion with 1SG Jones and the platoon leadership,
CPT Smith contacts the battalion S-1 and makes an appointment with the battalion
commander. The next day, CPT Smith backbriefs the battalion commander on the
results of the company mission analysis.
Figure 2-9. Notional mission analysis vignette (continued)
2-30. Units based on a TDA—and other units without a standardized METL—perform a mission analysis
to develop their METs and METL. TDA units are typically not deployable and perform their as-designed
functions every day. Since TDA units do not have a standardized METL, their unit commanders develop
many of the individual and collective tasks on which they train. Many of the tasks these units routinely
perform are already established and published in the Army’s training development capability database and
accessible through ATN. Other tasks that are specific to the functions performed by the unit may need to be
developed by the unit commander and approved by the higher commander. Table 2-1 illustrates sample
tasks TDA commanders might consider as part of their mission analysis.
Table 2-1. Sample TDA collective tasks
Provide installation resiliency services.
Conduct training in general subjects (basic skills).
Administer cadre training programs:
Certifications.
Professional development (faculty development programs).
Mandatory training (installation and local command requirements).
Conduct administrative, logistic, and training operations in support of base
operations.
Provide installation predeployment and deployment services and operations.
Provide installation railhead support.
Train, support, and evaluate United States Army Reserve training units.
Conduct installation and command physical fitness training and testing.
2-31. At the conclusion of mission analysis, the TDA commander determines which tasks are essential to
the success of the unit. Following mission analysis—just as in a TOE-based unit—the unit commander
backbriefs the higher commander to obtain approval of the TDA METL.
2-32. Following the mission analysis backbrief, the unit commander can begin formulating a UTP that
supports the higher commander’s guidance and supports training the unit on the selected METs. The
mission analysis step is crucial to the entire process because it relies on an accurate determination and
assessment of the METs selected to train. The conclusion of the mission analysis backbrief directly affects
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developing the training plan for the unit and ultimately affects unit training readiness over the long-range
planning horizon.
COURSE OF ACTION DEVELOPMENT
2-33. Leaders first gather the information they know. Steps 3-6 of the MDMP provide a sequential and
logical framework to develop a training COA. (See figure 2-10.) The resulting COA is approved by the next
higher commander and becomes the UTP (which includes the UTP calendar).
2-34. When creating COAs, the primary goal is to develop a UTP that progressively develops MET
proficiencies to an end state (when the unit is proficient) and beyond. This end state corresponds to the
commander’s visualized end state for training and directly supports the capability or mission on which to
train. Developing training COAs accounts for the unit’s current training proficiencies, the home station
training environment, installation resource availability, and leadership knowledge and experience.
2-35. From company to brigade levels, developing the UTP calendar is fundamental to graphically
developing training of COAs. (See ADRP 5-0 for developing COAs.) Often several possible best ways exist
to train the unit. The development of several unit calendars allows the commander to choose the most viable
ways to train the unit. The calendar graphically represents the unit’s plan to train. Planners viewing the
calendar framework generate options for analysis and comparison that satisfy the commander’s guidance for
training. As planners develop different COA options, they ensure each COA is—
z
Feasible—doable.
z
Acceptable—benefit is worth the cost.
z
Suitable—appropriate.
z
Distinguishable—not similar to another COA.
z
Complete—no clear gaps.
Figure 2-10. Steps 3-6 of the MDMP as it relates to unit training
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Developing the Unit Training Plan
2-36. Whether planning within the framework of the MDMP or TLP, planners consider the following
planning concepts:
z
Prepare the UTP calendar.
z
Apply the command or installation time management cycle.
z
Post the higher unit (multiechelon) training events.
z
Determine unit training events.
z
Identify training objectives for each training event.
z
Use a backward planning approach using a crawl-walk-run methodology.
z
Consider the training environment.
z
Ensure time is programmed for subordinate units to train.
Prepare the Unit Training Plan Calendar
2-37. The UTP calendar is extremely important since it visually defines the time available to train. Once
planners begin to apply the actual days available to train a COA, they will note that time is the greatest
restricting factor to planning unit training. Planners have to contend with installation or command time
management cycles, resources and facilities constraints, and limited classes of supply. Additionally, the unit
competes with other units on the installation for the same limited resources. A simple calendar format
depicting the planning horizon provides an excellent starting point for planners. The CATS planning tool in
DTMS helps planners visualize the long-range planning horizon, too.
Apply the Command or Installation Time Management Cycle
2-38. Time management cycles create prime time training periods for subordinate organizations to achieve
battle focus in training. At the installation level, the senior Army commander establishes a time management
cycle to protect and prioritize training time and resources for installation units. Time management cycles
help subordinate units identify, focus, and protect training periods and resources needed to support unit
training. This cycle ensures that subordinate organizations can concentrate on executing their UTP.
Subordinate units can publish additional time management cycles, but they must synchronize these
additional cycles to support the command or installation cycle. UTPs and their supporting calendars identify
time management cycles.
2-39. No matter the time management cycle that the senior commander establishes, all unit commanders
must enforce it. Senior commanders must ensure that the planning and execution is highly disciplined and
that all members of the command support and comply with training at designated times. Without the support
and oversight of senior commanders, battalions, companies, platoons, and Soldiers will not be able to train
to proficiency. Since specific activities vary among installations according to the local situations and
requirements, the senior commander, in coordination with the installation staff, coordinates the unit’s
training requirements to protect unit training times.
2-40. One time management cycle used throughout the Army is the Green-Amber-Red cycle. Many units
and installations employ this time management cycle or some variation of it. The commander employs the
best method of a time management cycle based on the installation’s readiness requirements, unit’s readiness
requirements, and resource allocations. Paragraphs 2-41 through 2-43 discuss what occurs in a Green-
Amber-Red cycle. Figure 2-11 (on page 2-12), figure 2-13 (on page 2-15), and figure 2-15 (on page 2-16)
illustrate time management cycles for different notional brigades. Note the distribution of crawl-walk-run
events as they correspond to the appropriate Green-Amber-Red cycles.
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Figure 2-11. Multiechelon training events demonstrated in a notional UTP calendar
Green
2-41. Training is focused on multiechelon, unit collective tasks and on MET proficiency. Training is
planned and synchronized with the availability of major training resources and key training facilities. Senior
commanders ensure that subordinate organizations conduct training without distraction or unprogrammed
external taskings. Training during these cycles—
z
Requires maximum Soldier attendance at mission-essential training.
z
Eliminates administrative and support requirements that prevent personnel from participating in
training to the maximum extent possible.
z
Limits leaves and passes.
Amber
2-42. Training is focused at the individual, leader, crew, and squad levels. Individuals maximize their own
self-development by using installation education centers and distributed learning resources. Organizations
are assigned support taskings beyond the capability of those units in the red cycle, but commanders strive
for minimal disruptions to units in this cycle. Training during this cycle—
z
Provides time for Soldiers to attend education and training courses.
z
Enables some sub-organizations to schedule collective training.
z
Diverts selected personnel to support requirements when all available personnel in organizations
in the red period are completely committed to support requirements.
z
Enables scheduling for periodic maintenance services.
Red
2-43. Training is focused to maximize self-development and individual task proficiency. Units in this cycle
perform unit-level administrative requirements and allow the maximum number of Soldiers to take leave.
More often, post support requirements take priority. During this cycle, leaders expand on providing
additional mentoring, coaching, counselling to subordinates. Training in this cycle—
z
Maximizes Soldiers’ leaves and passes. When appropriate, unit schedules block leave.
z
Coordinated and scheduled routine medical, dental, and administrative appointments with
installation support facilities.
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Developing the Unit Training Plan
Post the Higher Unit (Multiechelon) Training Events
2-44. Planners start by placing all multiechelon training events directed by their higher headquarters on the
UTP calendar. Such training events include the higher unit’s EXEVAL (such as a combat training center
rotation and brigade field training exercise [FTX]).
2-45. COA development not only focuses on the METs selected to train, but is also developed around
multiechelon training. Training more than one echelon deep (such as a company with platoons or a battalion
with companies) provides a degree of realism not possible when training independent echelons. Training
with other support elements—like medical support, engineer support, or military intelligence support—
drives a more realistic training environment that replicates how the unit will actually operate. Each COA
development is about training the entire organization to MET proficiency over the long-range planning
horizon. COA development focuses on depicting only those training events in which subordinate units must
participate.
2-46. Figure 2-11 demonstrates the building of multiechelon events from the top echelon to the bottom.
Each headquarters develops the multiechelon training events that focus on attaining MET proficiency while
preserving sufficient time on the UTP calendar for subordinates to plan and execute their own training.
2-47. Higher headquarter events affect subordinate unit planning as each unit develops COAs. A brigade
that plans a minimum of brigade-level multiechelon events leaves time for the battalions to train. A brigade
that plans too many brigade-level multiechelon events leaves less time for the battalions to train and even
less time for companies and platoons to plan and execute their training in support of the brigade.
2-48. Following approval of the COA, other training activities—such as mandatory training, predeployment
training, and installation support—can and should be included on the UTP calendar. This calendar provides
the unit with a complete view of all training scheduled. When creating potential COAs and the UTP
calendar, planners account for how the unit will achieve training proficiency.
Determine Unit Training Events
2-49. Commanders link training strategies to training plans by identifying and planning training events.
Training events are the building blocks that are the foundation of a COA. During COA development,
commanders and staffs broadly assess the number, type, and duration of training events that a unit may
require to train the METs to proficiency.
2-50. Effective and realistic training events require commanders to analyze the tasks to be trained, the
opposing force’s (OPFOR’s) counter tasks, and variables represented in a training scenario. Well-developed
events incorporate conditions replicating an anticipated operational environment as much as possible. They
place Soldiers and leaders in complex, ambiguous, challenging
(morally and ethically), and rapidly
changing conditions. Effective training includes events that require units and leaders to transition quickly
between METs to develop adaptive and innovative leaders with decision-making agility.
2-51. METs are not trained in isolation. They are trained with their associated supporting collective and
individual tasks during training events. Knowing what training events to train is an important first step in
COA development. Ideally, the right series of training events will train multiple METs. Determining the
right mix and sequence of training events ensures that units maximize valuable training time and resources
and do not waste training time.
2-52. For TOE units, planners identify the training events by using the CATS. This strategy enables
planners to develop training since it provides a proponent-recommended strategy. For TDA units and for
units assigned to perform a functional mission, the CATS provides a wealth of information concerning tasks
and training events. Planners consider carefully before modifying a CATS since it affects TDA and unit
UTP development. The CATS shows recommended multiechelon events and identifies EXEVAL criteria.
Effective planners start a unit UTP development by overlaying a CATS solution over known, actual
calendar requirements.
2-53. All training events require training areas, facilities, and resources. Some events may require OPFORs,
observer-controllers/trainers (OC/Ts), and role players. Other events may need training support system
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products and services, such as instrumentation and TADSS. Finally, a training event itself is only a tool to
meet and sustain MET proficiency. Selected individuals evaluate all training events for their contribution to
training readiness.
Identify Training Objectives
2-54. A training objective is a statement that describes the desired outcome of a training activity in
the unit. Training objectives represent what the commander wants to achieve at the conclusion of each
training event. Training objectives help chart the course for how training events contribute to MET
proficiency. A training objective consists of the following:
z
Task. A clearly defined and measurable activity accomplished by organizations and individuals.
z
Condition. The circumstances and environment in which a unit is to perform a task.
z
Standard. The minimum acceptable proficiency required in the performance of a particular
training task.
z
Training proficiency. This is the task proficiency rating that the commander expects the unit to
meet at the conclusion of the event.
2-55. Training objectives are similar to tactical objectives in that they focus on the effects the commander
wants to achieve. In this case, the effects focus on progressively (crawl-walk-run) mastering the METs.
Training objectives help the unit focus on what it needs to accomplish during each event and how the event
contributes to the overall attainment of the commander’s visualized end state. A training objective can be a
simple statement of goals for the event or as complex as aligning the METs being trained with the
anticipated final assessment at the end of the event. Planners identify training objectives for each
multiechelon training event that comprises COAs. Planners also develop and publish training objectives for
each training event internal to the unit. Figure 2-12 illustrates a brigade training objective.
Task: Conduct an Attack, #07-6-1092
Conditions: The brigade is conducting operations independently and has received an operation order
or fragmentary order to conduct an attack at the location and time specified. Coalition forces and
noncombatants may be present in the training environment.
Standards:
1. Brigade leaders gain and or maintain situational awareness. Brigade commander and staff receive an
order or anticipate a new mission and begin the military decisionmaking process. Brigade task-
organizes forces within the brigade.
2. Staff obtains guidance from the commander. The staff plans, coordinates, and achieves the desired
effects utilizing organic and attached assets.
3. Staff plans mobility, countermobility, and survivability; chemical, biological, radiological, and nuclear
support; air defense support; and sustainment supporting operations.
4. Brigade commander and staff conduct risk management.
5. Brigade commander and staff conduct backbriefs and rehearsals to ensure that subordinates
understand commander’s intent and concept.
6. Brigade executes the attack and masses available combat power to destroy enemy in accordance
with the commander’s intent.
7. Brigade consolidates and reorganizes as necessary.
8. Brigade continues operations as necessary.
Training proficiency: The brigade is a ‘T-’ (trained) assessment for the task Conduct an Attack, task #
07-6-1092.
Figure 2-12. Sample brigade training objective
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Developing the Unit Training Plan
Use a Backward Planning Approach
2-56. Backward planning is a simple technique that begins at the commander’s visualized training end state.
This end state is the point at which the unit expects to be trained to standard in the selected METs. The unit
EXEVAL is the training event that normally culminates the end state on the UTP calendar (see figure 2-13
on page 2-16). The unit commander two levels up designs the EXEVAL to evaluate the unit METL and
resources the EXEVAL so the unit commander has an opportunity to assess the unit. All units in the Army
undergo an EXEVAL to validate a rating proficiency of trained or fully trained.
Figure 2-13. Example EXEVAL posted on a notional brigade UTP calendar
Use the Crawl-Walk-Run Methodology
2-57. Sequencing training events from simple to increasingly more complex events provides Soldiers,
leaders, and the unit with the ability to build individual and collective task proficiencies as the UTP
progresses (see figure 2-14). This approach ensures that task proficiencies progressively build on each
other, laying a solid foundation before moving on to more complex tasks and events.
Figure 2-14. Sample of crawl-walk-run training events
2-58. CATSs indicate whether a training event is a crawl, walk, or run level event. In the crawl stage, the
unit trains to first understand task requirements and standards (in figure 2-15 on page 2-16, the class
scheduled for company A in August). In the walk stage, the unit trains the task with added realism by
encountering changing conditions. Soldiers also begin to understand that tasks are not executed in or by
themselves and to understand the linkages to other associated tasks (in figure 2-15 on page 2-16, the platoon
situational training exercise scheduled in September). Soldiers also begin to work mutually as crews, teams,
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Chapter 2
and small units. At the run stage, Soldiers train collectively to achieve task proficiencies under increasingly
realistic conditions and to work mutually as effective and efficient teams (in figure 2-15, the company
gunnery in October followed by the company FTX in November). This crawl-walk-run approach to
planning and sequencing training events develops Soldiers, leaders, and units able to meet individual and
collective task proficiencies in a reliable and predictable way.
Figure 2-15. Company crawl-walk-run training events on the UTP calendar
Consider the Training Environment
2-59. The ability of a unit to conduct all training events in a live environment is impractical. The realities of
limited training time and resources dictate that commanders, as stewards of the Army Profession, use
creative and innovative means to conduct training in other-than-live training environments. Effective
commanders and subordinate leaders plan and execute multiechelon training that combines required,
needed, and optional training on several METs whenever possible. How units execute training events is an
important consideration as COAs are developed. Ideally, with unlimited time and resources, all unit training
is best executed when done in a live environment. However, this is not feasible due to limited time,
resources, and safety considerations. Commanders leverage all the training support enablers available to get
the best results possible.
Mix Live, Virtual, and Constructive Training Environments
2-60. The Army relies on a creative mix of LVC training environments to provide realistic training. Live
training is training executed in field conditions using tactical equipment. It involves real people operating
real systems. Live training may be enhanced by TADSS. Field training exercises, live fire exercises,
deployment exercises, and battle drills under live conditions replicate an actual operational environment as
closely as possible. Virtual training is executed using computer-generated battlefields in simulators with the
approximate characteristics of tactical weapon systems and vehicles. Units use virtual training to exercise
motor control, decision-making, and communication skills. Sometimes called human-in-the-loop training, it
involves real people operating simulated systems. People being trained practice the skills needed to operate
actual equipment, for example, flying an aircraft. Gaming is a subset of the virtual training environment.
The military uses gaming technologies to create capabilities to help train individuals and organizations.
Games support the development of individual-level tasks and skills and facilitate the assessments of small-
unit or team collective task training. Gaming can operate in a stand-alone environment or be integrated with
live, virtual, or constructive environments. Constructive training uses computer models and simulations to
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5 October 2016
Developing the Unit Training Plan
exercise command and staff functions. It involves simulated people operating simulated systems.
Constructive training can be conducted by units from platoon through echelons above corps. LVC training
is a broad taxonomy that covers the degree to which a training event uses simulations.
2-61. Units use virtual and constructive training environments to supplement, enhance, and complement
live training. Virtual and constructive training environments help raise the entry level of proficiency for live
training and reduce the time needed to prepare training. These environments also provide a variety of
training environments, allowing training units to replicate multiple scenarios under different conditions.
Based on training objectives and available resources—such as time, ammunition, simulations, and range
availability—commanders determine the right mix and frequency of LVC training to ensure organizations
use resources efficiently.
2-62. Commanders employ each training environment independently or combine two or more environments
to meet the training objective. Employing a training environment independently is the easiest to plan and
prepare. If using more than one training environment, leaders may use either a blended training environment
(BTE) or ITE. An installation creates a fielding schedule for units to use an ITE.
Blended Training Environment
2-63. Blended training is unit training conducted concurrently within two or more training environments
(live, virtual, or constructive simulation). Blended training lacks the sophisticated integrating technologies
that allow the different environments to interact. When properly planned and resourced, blended training
can include information systems that enable the unit commander and other leaders to receive a common
operational picture or that enable the activity in one training environment to be used to stimulate reaction in
the other. For example, if a company only has maneuver space for one live platoon, but wants to train the
company headquarters and leadership in mission command tasks, then it can train two platoons in a tactical
simulation or virtual environment and train the third platoon in a live training environment. In this example,
the company leaders have the tactical challenge of commanding all three platoons and providing a more
realistic training event than if only the live platoon were training. In contrast, the ITE is enabled by a
sophisticated integrated architecture that allows full interaction between virtual and constructive
environments, to include information systems. This architecture also allows limited interaction between live
forces and virtual or simulated environments (for example, virtual and simulated artillery can cause
casualties in live forces, if enabled, and support ‘live’ fire markers). The limitation of the ITE is its limited
availability. A unit can plan, prepare, and execute blended training using ordinary computers with Internet
access and using limited training space for concurrent live training. The disadvantage of blended training is
that all planning and preparation are the unit’s responsibility whereas integrated training requires only
limited input from the unit (the tasks and training environment for which they want to train) and select
system training for operators to enable effective, integrated training.
Integrated Training Environment
2-64. An ITE uses consistent (common TADSS enablers across installations) and continuous LVC training
environments to stimulate information systems. An ITE uses correlated terrain databases in the TADSS and
the Live, Virtual, Constructive—Integrating Architecture. This architecture—including standards,
protocols, hardware, and software—enables seamless, synchronized integration among information systems
and the simulations or simulators.
2-65. All training requires some form of training support—such as TADSS, facilities, services, ranges, and
maneuver space. Planning and preparing a BTE and ITE is more complex than conducting simple maneuver
or movement training. A BTE and ITE enable units to increase training opportunities with fewer resources.
These environments enable units to customize the complexity of training conditions to make the training
more challenging. Additionally, these environments enable units to assess and retrain quickly with a
relatively low cost.
2-66. Training events that involve CATS often provide various live, virtual, or constructive options. For
example, training often includes a walk-level (such as a situational training exercise) virtual event and a
similar situational training exercise live event for the unit’s crawl-walk-run level training.
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2-67. Just as leaders must understand an operational environment in combat, a leader must understand the
training environment at home station. Competent leaders understand the training environment early in the
process whether at home station or elsewhere. Specifically, leaders take initiative, quickly develop
partnerships with the right personnel
(for example staff from the Directorate of Plans, Training,
Mobilization and Security; range control; or mission training complex), and familiarize themselves with
training capabilities. Subsequently, unit leaders take subordinate leaders on a terrain walk of those
capabilities.
2-68. Figure 2-16 depicts different training environments and their mixtures at different echelons in relation
to the event level of training. There are several LVC options available; commanders determine the mix. For
more information on the BTE and ITE, go to the ITE page on ATN.
Figure 2-16. Sample LVC training mix from brigade to individual Soldier
Ensure Time Is Scheduled for Subordinate Units to Train
2-69. Each headquarters ensures that it leaves available training time in its plan. Time must be allocated for
subordinate units to determine and schedule their own training events. On the UTP calendar, this time is
referred to as white space. White space is the open time on the training calendar for each subordinate unit to
develop its own level of crawl-walk-run events. If each succeeding headquarters fills all the available
training time, subordinate units will have no time available to plan training. For example, if a battalion
accounts for all available training time in its UTP calendar, then its companies will have no time to develop
and schedule the training they may need to plan and execute at their level.
COURSE OF ACTION ANALYSIS (WAR GAME)
2-70. Once multiple COAs are developed based on the higher commanders’ training guidance, planners
analyze them to identify difficulties, coordination issues, or resource issues as well as potential risks of
potential planned events. Identification of major resources that may require immediate coordination and/or
help from higher headquarters is important to prevent future training shortfalls. These adjustments may
require decision points for the commander or adjustments to the events and their sequencing (see FM 6-0).
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Developing the Unit Training Plan
2-71. Planners consider the following major resources:
z
Land, facilities, and ranges.
z
Ammunition and TADSS.
z
Blended training environments and ITEs.
z
Classes of supply (to include unit Class V allocations).
z
OPFORs, role players, and master scenario events lists (MSELs).
z
Resources not readily available at home station.
z
Unit availability (Green-Amber-Red).
2-72. Commanders and staffs also use the CATS to better understand each training events requirements to
include major classes of supply, TADSS, and other important planning factors.
COURSE OF ACTION COMPARISON
2-73. COA comparison is an objective process to evaluate COAs independently and against set evaluation
criteria approved by the commander and staff. The commander and staff aim to identify the strengths and
weaknesses of each COA, enable selecting a COA with the highest probability of success, and further
develop that COA in an OPORD (UTP).
Compare Courses of Action
2-74. Comparison of the COAs is critical. The staff uses any technique that helps develop accurate and
informed recommendations and assists the commander to make the best decision. A common technique is
the decision matrix. This matrix uses evaluation criteria developed during mission analysis and refined
during COA development to help assess the effectiveness and efficiency of each COA.
2-75. The decision matrix is a tool to compare and evaluate COAs thoroughly and logically. However, the
decision matrix is also based on subjective judgments that may change during the evaluation. Values reflect
the relative advantages or disadvantages of each criterion for each COA as initially estimated by a chief of
staff or executive officer during mission analysis. At the same time, the chief of staff or executive officer
determines weights for each criterion based on a subjective determination of their relative value. The lower
values signify a more favorable advantage.
2-76. The decision matrix provides a very structured and effective method to compare COAs against
criteria that, when met, suggest a likelihood of producing success. Staffs give specific broad categories of
COA characteristics a basic numerical value based on evaluation criteria. They subjectively assign weights
regarding their relative importance to existing circumstances. Then staffs multiply basic values by the
weight to yield a given criterion’s final score. A staff member then totals all scores to compare COAs. (See
FM 6-0 for a discussion of the decision matrix.)
2-77. The staff compares feasible COAs to identify the one with the highest probability of success (MET
attainment within the planning horizon). After completing the analysis and comparison, the staff identifies a
preferred COA and makes a recommendation to the commander. If the staff cannot reach a decision, the
chief of staff or executive officer decides which COA to recommend. (See ADRP 5-0 and FM 6-0 for
discussions of COA comparison.)
Course of Action Decision Briefing
2-78. Once the staff chooses a training COA for execution, the staff then delivers a decision briefing to the
commander. The chief of staff or executive officer highlights any changes to each COA resulting from war-
gaming. The decision briefing includes—
z
The commander’s training guidance of the higher and next higher commanders.
z
The training status of the entire unit (all subordinates).
z
The current and projected proficiency rating of the METs—untrained (U), marginally practiced
(P-), practiced (P), trained (T-), and fully trained (T).
z
The COAs considered, including—
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Assumptions used.
Results of training estimates (as applicable).
z
A summary of the war game for each COA, including critical events (such as long-range
planning horizon, decision points, and availability of important training facilities and resources),
modifications to any COA, and war-game results.
z
Advantages and disadvantages (including risks) of each COA.
z
The recommended COA. If a significant disagreement exists, then the staff should inform the
commander and, if necessary, discuss the disagreement.
COURSE OF ACTION APPROVAL
2-79. At the conclusion of the decision briefing, the unit commander—with the advice of the staff, chief of
staff or executive officer, and command sergeant major or first sergeant—determines which COA best
supports unit training. The selected COA is briefed to the next higher commander for approval. See
figure 2-17.
Figure 2-17. COA approval
PUBLISH THE UNIT TRAINING PLAN
2-80. Once the higher commander approves the COA, it ultimately becomes the UTP. The staff organizes
the COA, the guidance given by the higher commander, and all additional clarifying information into a five-
paragraph field order (brigade and below). When completed, the staff publishes it in accordance with the
training guidance publication timelines found in tables 1-1 and 1-2 (on page 1-12) to subordinate and higher
units as appropriate and posts it to DTMS. See figure 2-18. See appendix F for an example of a UTP and
general content.
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Developing the Unit Training Plan
Figure 2-18. The approved COA becomes the unit training plan
2-81. While executing the UTP, the commander may direct changes to the base plan. At brigade and below,
the commander communicates these changes to subordinates using fragmentary orders (FRAGORDs) that
refer to the base UTP OPORD.
2-82. Subordinates receive the FRAGORDs and then begin to develop each of the UTP training events
further. The subordinates employ the Army training model by planning for, preparing for, executing, and
assessing each training event. They aim for the unit to train the METs to standard. In the development of the
UTP and UTP calendar, the staff accounts for how the unit will achieve training proficiency to meet mission
requirements.
2-83. After developing the training events, the staff publishes the UTP and UTP calendar. An effective
UTP calendar includes internal training events such as mandatory training, predeployment training, and
installation support. These details provide the unit a complete view of all training requirements during the
planning horizons.
2-84. As the UTP is executed, unit commanders have a responsibility to minimize training distracters. A
major training distracter occurs when the higher headquarters levies tasking requirements to subordinate
units after training plans are approved and published. Taskings issued outside tasking policy timelines (refer
to AR 350-1) contribute to training planned, but not conducted.
TRAINING BRIEFING
2-85. To ensure the division-level commander has visibility of, and concurs with the approved UTPs, the
brigade commander conducts a training briefing (TB) with the division-level commander. The TB is a
backbrief to the division commander of the overall unit long-range training strategy as described by the
UTP.
2-86. Battalion commanders in separate brigades and regiments present the TB to corps major subordinate
commanders. The TB for Reserve Component units is normally presented to the next higher commander.
Separate Reserve Component battalion commanders and company commanders may also brief the next
higher mission commander. See appendix G for sample briefing slides for TBs.
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2-87. The TB is hosted by the brigade commander who provides a brigade overview. Each subordinate
battalion commander and command sergeant major briefs their individual unit UTPs. Home station and
installation representatives (such as a representative from Directorate of Plans, Training, Mobilization and
Security) attend. Figure 2-19 illustrates the TB process.
The 2nd Brigade is conducting its TB for the division commander, MG Fredericks.
Following the brigade training overview, each battalion commander and command
sergeant major presents their UTP. In attendance are the division, brigade, and
battalion primary staffs. Also in attendance are company commanders, first
sergeants, and representatives from the Directorate of Plans, Training, Mobilization
and Security. Two weeks earlier, the brigade and battalion S-3s attended the quarterly
installation training resource synchronization conference to ensure planned and
scheduled training areas, ranges, and facilities were locked-in.
As the briefing progresses, the division commander comments and provides
guidance to all commanders and leaders present. This briefing results in a contract
between commanders: the brigade commander and battalion commanders agree to
execute training as briefed or modified; the division commander agrees to support the
plans with the necessary resources to support them.
MG Fredericks will review the training progress of the brigade at the next scheduled
QTB for the brigade.
Figure 2-19. Notional training briefing vignette
2-88. Periodic reviews and updates of UTP execution briefed during the TB are conducted during QTBs
(for Regular Army units) or YTBs (for Reserve Component units). Paragraph 3-36 discusses the purpose
and conduct of these important briefings.
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OVERVIEW
3-1. Conducting training events encompasses all activities related to planning for, preparing for,
executing, and assessing the training events that comprise the UTP. Commanders plan and coordinate
training events in detail well before execution to synchronize METs and training objectives and to resource
each event properly. Commanders use training meetings as the primary forum to ensure that coordination
and planning for training events are on track.
3-2. All successful training requires resources coordination, rehearsals, and precombat checks before
training. Effective training requires time locked in on the UTP calendar for units and individuals to retrain
tasks as training occurs. If the unit fails to meet the training objectives for a specific training event, the unit
allocates time to ensure that it can retrain the tasks before the event is concluded. A unit must be proficient
in a failed task before it advances to more complex collective tasks.
TRAINING FRAMEWORK
3-3. Unit leaders use the basic Army operations process as the training framework (see figure 3-1 on page
3-2) for conducting each training event that comprises the UTP. Planning for training events does not
significantly differ from planning for an operation. A commander’s presence sends a message to Soldiers
that training is crucial to unit success. It allows the commander to observe and assess the conduct of
training, training effectiveness, resource utilization, leaders in action, the state of readiness, and individual
morale. It also serves to strengthen mutual trust—trust between the leader and subordinates—that is integral
to the chain of command. Preparing for operations (and training) under the philosophy of mission command
requires trust up and down the chain of command and between individuals and units. Execution of training
occurs with the resources available. Without the right resources available at the right time, meaningful and
effective training will not occur and units will lose valuable, irreplaceable training time. The assessment of
tasks and leader proficiency is a constant process as units plan and train. Evaluations of task performance
and bottom-up feedback are key because they provide the commander the information necessary to make
accurate and timely MET assessments.
WHERE TO START
3-4. The UTP identifies the multiechelon training events crucial to attaining task proficiency. It is the
starting point for leaders to begin to assign planning responsibility and begin the process of determining and
coordinating resources. It focuses on the multiechelon training events that train the METs such as a staff
training exercise (known as STAFFEX), command post exercise, live fire exercise (known as LFX), or
FTX. These training events require substantial resources, coordination, and facilities. Once multiechelon
training events are accounted for and included in the UTP calendar, the unit adds other events like unit-
conducted classes, mandatory training, and those training events supported by internal unit-provided
resources and coordination for unit-wide visibility and action.
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Figure 3-1. Plan phase of the operations process
PLAN
3-5. Following the operations process framework, the leader assigned as the primary planner for the
training event reviews the initial training objectives for the event from the UTP. Following this review, the
planner completes a mission analysis and confers with the commander for additional training guidance.
Based on this discussion, the planner refines training objectives with additional details based on the
guidance from the commander. (See the Event Details page found at the CATS Web site for major
resources to assist the planner in mission analysis.) The planner uses T&EOs to identify other supporting
collective and individual tasks that support higher collective tasks. Once planners identify these tasks, they
determine all prerequisite tasks on which the unit must train prior to executing the event. CATSs help
identify training gates for the event being planned.
3-6. Planners evaluate an operational environment to consider how to replicate it in the training
environment. The higher commander’s CTG identifies a potential environment to replicate in the training
environment, including role players, type of visibility, types of terrain, and enemy forces. Using the
objective task evaluation criteria matrix in the T&EO, planners identify the complexity of the training
environment based on the commander’s desired end state for task proficiency at the end of the training
event. See appendix B for more on the objective task evaluation criteria matrix.
3-7. When no training environment is identified, the commander can create a training environment by
using the decisive action training environment (known as DATE) available on the ATN Web site. This
training environment is a composite model of the real-world environment. It provides a useful training
planning tool to replicate an operational environment for training when one is not specified.
3-8. The creation of optimal training conditions results from several factors. Planners identify required
resources early in the planning for a training event. Those same planners share knowledge of resource
activities and their locations on the installation. Planners focus on creating a training environment that
replicates an operational environment to the highest possible fidelity. Sometimes, planners combine LVC
training environments to approximate an operational environment. (See AR 350-2 for the details on an
operational environment and OPFORs resources.)
3-9. During the planning phase, the planner verifies the training venue (as live, virtual, or constructive)
and locks in required resources. Ideally, the planners schedule these critical resources once the commander
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approves the COA to train. They reconnoiter the training site to ensure the unit can achieve the training
objectives within the venue. Planners visualize the training event by drawing an event sketch and detailing
how the unit will execute the training. They write a list of actions meet training objectives. They consider
the time available to train versus the number of possible iterations to attain proficiency. This visualization
serves as the concept for executing the training event. Once planners develop a sketch and visualized
concept from start to end and the commander approves it, then additional resourcing for the event can
begin.
3-10. Planners identify and request resources early and track their availability throughout the planning and
preparation phases. Effective planners use the CATS, T&EOs, and unit historical records as a starting point
to identify resources. Historical records typically document resources the unit needed and when it needed
them. Successful planners know what resources they used previously for like training events. The event
planner ensures the event resources—including any newly identified resources—are available. The DTMS
has a checklist tool that allows users to set up and track the status of training resources associated within
events.
3-11. An event administrative OPORD is required to execute the training and includes all necessary
coordination. It explains the concept, resourcing, and responsibilities to execute the training event.
Additionally, the plan identifies both tactical orders and OPFOR orders to drive the training and stimulate
task execution.
8-STEP TRAINING MODEL
3-12. At the company and platoon levels, training models are developed and used as a simple and effective
planning and execution tool for small-unit, individual training events. Training models do not provide a
sufficient level of detail from which to develop a UTP, to fully develop training events, or to coordinate
training events. Instead, they serve as a useful tool for subordinate leaders to ensure major activities and
steps are accomplished. Training models help manage training events that are not complex in planning or
execution. Units modify training models in the number of steps and procedures based on experience and the
efficiencies gained by their use. One training model is the 8-step training model (see figure 3-2). The 8-step
training model provides a flexible and reliable vehicle for creating continuity for planning and managing
simple training events.
Figure 3-2. The 8-step training model
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Step 1 - Plan the Training Event
3-13. During step 1, leaders develop specific, obtainable, and measurable training objectives for the
upcoming event based on guidance from the commander. Leaders allocate and ensure that there is adequate
time scheduled for the event and it is indicated on the unit’s training schedule. They create scenarios and
instructions to support the training objectives. Leaders identify required resources, including necessary
training areas and possible trainers. They identify hazards and eliminate or mitigate associated risks. Lastly,
leaders develop training support and assessment plans, thereby establishing the groundwork for high-quality
training.
Step 2 - Train and Certify Leaders
3-14. Step 2 involves training and certifying leaders. Leaders consist of officers, NCOs, civilians, and
Soldiers. Qualified leaders train and certify other leaders. Qualified personnel are knowledgeable of the
training subject matter and have performed the task themselves to standard. The train-the-trainer concept
ensures that those responsible for training can provide proper instruction and certification to the unit. This
step also includes training and certifying OPFOR leaders and training role players for the training
environment.
Step 3 - Reconnoiter the Training Site
3-15. Leaders reconnoiter proposed training areas and facilities. Leaders verify that the location can
adequately support the proposed training and enable the unit to accomplish training objectives. During step
3, leaders check that all resources, training areas, and training support plans are properly coordinated and
prepared for execution. They make contact with support site personnel and review scheduling and
coordination issues. If necessary, leaders modify the training event plan during step 3 to accommodate
training site requirements and maximize training opportunities. Effective units do not perform training when
training is not planned, coordinated, and supported properly with adequate resources.
Step 4 - Issue the Event Operation Order
3-16. Commanders and leaders ensure subordinates have all available information to perform the training.
Through the OPORD, the commander clearly identifies the tasks to be trained, training objectives, and a
clear mission statement. The commander also defines the scope of the training, how it will be conducted,
and the tasks to train. A successful training event relies on all leaders understanding the expected outcome
of the training, focused on the commander’s training objectives.
Step 5 - Rehearse
3-17. Rehearsals are critical to the execution of any plan whether for operations or training. All those
involved in the training event conduct rehearsals to ensure understanding, synchronization, and preparation
of tactical actions. Leaders supervise rehearsals to ensure that those responsible for the training are prepared
to conduct efficient, organized, and effective performance-oriented training. This step includes conducting
the rehearsals necessary for OPFOR leaders and personnel.
Step 6 - Execute the Training
3-18. Commanders ensure the training event occurs as planned and on schedule. A training event requires
maximum participation, minimum training distracters, and leaders checking and supervising where
necessary. Trainers train Soldiers and ensure standards are met. To the greatest extent possible,
commanders avoid planning training and not conducting it; they conduct every training planned.
Commanders also minimize training distracters that interfere with training.
Step 7 - Conduct an After Action Review
3-19. During and after training, commanders review the tasks trained, assess the unit’s training level in
respect to the objectives, and obtain lessons learned to improve the training and unit’s tactics, techniques,
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and procedures (TTP). Commanders record these assessments in DTMS for future use in other training
events or to include these in unit SOPs.
Step 8 - Conduct Retraining
3-20. Units never depart a training event with tasks not trained to standard and training objectives not met.
Units retrain tasks as necessary until they achieve the standard before they conclude the training event. Too
often, units neglect this step because of limited time, limited resources, or other pressing requirements.
However, step 8 is often the most critical step. Training instills competency and confidence in units, leaders,
and Soldiers and enables the unit to develop task proficiency. Commanders honestly and objectively assess
their units and ensure the unit meets task standards.
T-WEEK CONCEPT
3-21. The T-Week concept provides a logical, backward planning approach for developing training events.
It provides detailed, chronological, and specific considerations for the planning and coordination necessary
for each training event. The T-Week concept helps ensure that commanders consider and complete all
significant actions necessary to execute training in a timely manner. Leaders use the concept as a guide for
developing training events for the short-range planning horizon.
3-22. The T-Week concept ensures that units or individuals complete all critical actions before and after the
training event. Leaders have to start early enough in the planning cycle to ensure the unit has all the
resources to train when training begins. Unless the staff properly plans and prepares before training events,
the unit may fail to attain the MET proficiencies that the commander envisioned during training execution.
Additionally, commanders and leaders must thoroughly understand the home station’s available training
resources and facilities. See appendix H for an extensive discussion of the T-Week concept.
Note. Reserve Component units operate in a monthly cycle, so the Regular Army’s T-Week
construct may not work. They may need to implement a monthly concept to consolidate weeks
into months. Reserve Component units only need to replace T-Week activities with the
corresponding activities associated with the month. For many Reserve Component units the
requirement to begin and plan initial UTP training events could be years.
PREPARE
3-23. Preparing for training involves those activities performed prior to training to improve the unit’s
abilities to train effectively. (See figure 3-3 on page 3-6.) Preparing for training starts with ensuring trainers
are subject matter experts in the tasks and the events trained. Trainers demonstrate task proficiency before
teaching a task to others. Training and certifying leaders are critical in delivering quality, effective training
to the unit. They ensure adequate preparation time and resources are available to conduct training.
Preparation includes final coordination for training resources scheduled and programmed earlier in the plan
phase. This preparation ensures that training resources are available when training begins.
3-24. Every training event is an opportunity for leader training. Each event gives senior leaders the
opportunity to coach and mentor subordinates. Senior leaders actively develop subordinate leaders during
preparations and develop specific leader training objectives for each training event.
3-25. Preparing for training also includes preexecution checks. Preexecution checks are the informal
coordination measures conducted prior to conducting training events and must not be confused with
precombat checks. Often, preexecution checks are tied to administrative resourcing or tasks that were
identified within the event administrative OPORD. Leaders continuously track and conduct preexecution
checks. Some informal coordination measures might include checking that—
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Chapter 3
z
The OPFOR has been equipped and trained.
z
Leaders are certified to conduct range operations.
z
All identified classes of supply and materials were requested in accordance with the
administrative OPORD and have arrived by the request suspense.
Leaders use the DTMS to assist in tracking preexecution checks throughout the preparation process.
Figure 3-3. Prepare phase of the operations process
3-26. Preparing for training includes having units rehearse anticipated actions during the training event.
Rehearsals provide a means of ensuring units synchronize and execute actions to standard during training.
The OPFOR also rehearses its plan before executing the training event. The OPFOR rehearsal ensures this
force understands its plan and can effectively stimulate quality training. Additionally, units rehearse lane
training exercises to synchronize timing and actions associated with the tactical situation. Rehearsals are
essential for an effective and realistic training experience.
3-27. Prior to training, leaders and planners prepare and develop an assessment plan. This plan captures
unit performance as it is executed and enables leaders and trainers the opportunity to evaluate the unit as
action unfolds. This plan also includes OC/Ts walking training areas to ensure that as the unit executes
tasks, OC/Ts observe task execution.
3-28. When preparing for training, planners ensure final preparations are complete. The commander
approves all required resources when training schedules are published and six weeks before the unit
executes the training. The commander protects approved and scheduled training from taskings and
distracters. If taskings and distracters put training at risk, the commander engages the higher commander to
mitigate if necessary. As the event nears, planners ensure delivery of resources to the training site. Leaders
check that TADSS are functional and that Soldiers know how to install and use them. Planners ensure the
training site is set up in accordance with the administrative OPORD. Finally, they make final checks before
the training event begins.
EXECUTE
3-29. Units execute training when they put a plan into action to meet the training proficiencies and training
objectives specified by the commander. (See figure 3-4.) Commanders establish measurable and attainable
training objectives that develop and demonstrate collective task proficiencies. Well planned and
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communicated training guidance, well-developed plans, and maximized opportunities and resources enable
units to execute quality training.
3-30. During execution, leaders and OC/Ts perform evaluations using T&EOs to record a unit’s
performance as training is executed. Leaders conduct on-site, informal AARs during training, where
training occurs to correct deficiencies in observed task execution. Trainers objectively measure unit training
against published Army standards (found in the T&EOs). (See appendix A for a discussion on realistic
training and appendix E for lane training.) When standards are not met, the unit retrains tasks to meet the
standard.
Figure 3-4. Execute phase of the operations process
ASSESS
3-31. Leaders assess training by continuously checking progress toward task achievement or training
objectives. (See figure 3-5 on page 3-8.) Training events provide the venue for commanders and leaders to
evaluate and measure the effectiveness of the collective tasks selected to train. The training objectives—
determined and published by the commander for each training event—communicate the task, condition,
standard, and expected training proficiencies for the collective tasks selected. Leaders use the assessment
plan developed during preparation to evaluate unit performance. During execution, leaders use T&EOs to
record a unit’s performance every time it attempts a collective task. Evaluators—using the objective task
evaluation criteria matrix on the T&EO—objectively record the proficiencies noted as the unit completes
tasks. At the training meeting following the training event, evaluations are aggregated bottom-up, so the
commander can assess whether the unit met the training objectives. The training meeting occurs the week
following the start of training
(T+1 per the T-Week concept). Using the training proficiency ratings
discussed in chapter 1, the commander completes the assessments and subsequently records them into
DTMS. Training meetings conducted routinely by echelon are critical to the assessment process.
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Figure 3-5. Assess phase of the operations process
TRAINING MEETINGS
3-32. Training meetings provide the commander and unit leaders a forum to meet periodically to assess
past, current, and future training. Training meetings are among the most important meetings a unit conducts.
Brigades conduct training meetings monthly whereas battalions and companies conduct them weekly. At
company training meetings the commander assesses training just conducted based on the bottom-up
feedback provided by evaluators. At brigade and battalion levels, training meetings focus on overall long-
and mid-range planning progress and ensuring that training resources for subordinate units are coordinated
for within the command and at the installation level. Training meetings also provide a forum for the
commander to track and assess UTP progress and direct modifications to the plan, as needed.
Battalion and Brigade Training Meetings
3-33. In support of company-level training, battalions and brigades also conduct training meetings. These
focus on overall UTP progress and more critically, on ensuring that training resources for subordinate
companies are coordinated for and available when training begins. The brigade is responsible for
interfacing with agencies in the installation training support system (typically, the installation Directorate of
Plans, Training, Mobilization and Security). Training meetings occur weekly at the battalion level and
monthly at brigade level. At battalion and brigade levels, attendees include—
z
Commander.
z
Deputy commander (at brigade-level).
z
Executive officer.
z
Command sergeant major.
z
Battalion commanders and command sergeants major (at brigade-level); company commanders
and first sergeants (at battalion level).
z
All primary coordinating staff (such as the S-1, S-2, and S-3).
z
Key staff officers and NCOs.
z
Supporting and supported unit representatives.
3-34. The agenda topics covered at brigade and battalion training meetings include—
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z
Training just completed (last month). This is the forum for the commander, based on bottom-up
feedback (such as AARs and T&EOs) to assess the METs trained in this period.
z
Training scheduled but not conducted (and why).
z
Training highlights (to include event training objectives for the next 45 days down to company
level).
z
Installation training resource synchronization conferences scheduled for the next 60 to 90 days
and the status of unit training resource requests.
Company Training Meetings
3-35. At company training meetings, the T-Week concept (see appendix H) drives the discussion for the
detailed planning of each training event. Also at the company level, bottom-up feedback from subordinate
leaders and evaluators provide the necessary input to objectively assess training conducted. See figure 3-6
for a hypothetical company training meeting. (See appendix C for a details on company training meetings.)
On Tuesday at 1300, B Company conducts its recurring training meeting. In
attendance is the company commander, first sergeant, executive officer, supply
sergeant, and platoon leaders and platoon sergeants. The company commander,
CPT Angela Hawkins, begins the meeting on time following a set agenda. She and
the executive officer also keep the meeting from straying to other tangents and focus
the meeting solely on company training.
Last week, the company conducted a FTX. During this event, the company focused
one of its training objectives on the collective task ‘Occupy an Assembly Area.’ CPT
Hawkins indicated that this task was previously assessed as a P- rating. The
commander wanted to use the FTX to improve this assessment to a T- rating. During
the training meeting, the commander reviews the bottom-up feedback from the
platoon leaders, the T&EOs provided by observers from company A, and her own
observations. Based on this feedback, she assesses the company as a T- rating for
this task. The executive officer updates the task ‘Occupy an Assembly Area’ from a
P- rating to a T- rating.
Platoon leaders and sergeants stated that they conducted hip-pocket training during
the FTX. They acknowledge the unit still needs to use available down time to work on
Warrior tasks and battle drills identified by the commander and first sergeant. CPT
Hawkins emphasizes that leaders need to take every available opportunity to train
Soldiers to improve individual skills. She states that with limited training time,
company leaders need to take advantage of available time to improve on these
Soldier-level skills.
Attention now turns to the coordination for upcoming events within the next six weeks.
The executive officer pulls up the UTP calendar from the DTMS to review these future
events. The commander sees that the company is at T-Week 5 for an M4 qualifying
range. She asks the executive officer if the DA Form 581 (Request for Issue and
Turn-In of Ammunition) request for ammunition is approved and if convoy clearances
and driver certifications for the pick-up at the ammunition holding area are on track.
The executive officer indicated that approvals, clearances, and certifications are in
and that 1LT Johnson and SSG Rolf are the range officer and NCO in charge of the
range. The commander asks them both for an update on range safety and the plan to
run each platoon through a virtual weapons trainer prior to the range.
Figure 3-6. Notional company training meeting vignette
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Looking beyond 6 weeks at the mid-range planning horizon, the commander reviews
the training objectives for each major training event to make sure that the company
stays on track with the UTP. She provides additional planning guidance at this time
and emphasizes to the platoon leaders that resource planning is vitally important at
every step in the T-weeks leading up to any event.
At 1430 hours, the commander concludes the company training meeting.
Figure 3-6. Notional company training meeting vignette (continued)
QUARTERLY AND YEARLY TRAINING BRIEFING
3-36. QTBs (for Regular Army) and YTBs (for Reserve Component) are periodic UTP updates to the
commander two echelons above. These briefings support the TB that is briefed prior to the start of training.
Similar to the TB, the brigade commander provides the brigade training overview, and battalion
commanders and command sergeants major brief the current status of UTP progress. Battalion commanders
in separate brigades and regiments present the QTB to corps major subordinate commanders. The YTB for
Reserve Component units is normally presented to the next higher commander. The YTB is conducted prior
to the start of the fiscal year in Reserve Component units. Separate Reserve Component battalion
commanders and company commanders may also brief the next higher commander. Some Reserve
Component units may not be able to conduct in-person briefings. In those cases, commanders must use
other means such as messages or mail. Ideally, installation training resource conferences should occur just
prior to the QTBs or YTB to provide the most current and accurate information relating to the installation
training resources and facility scheduling. See appendix G for details concerning QTBs and YTBs.
ASSESSING TRAINING
3-37. An assessment is determination of the progress toward accomplishing a task, creating a condition, or
achieving an objective
(JP
3-0). Commanders determine training readiness using evaluations and
assessments. Evaluations are based on the performance of tasks measured against an established standard
under set conditions. Evaluations are recorded using T&EOs for collective and individual tasks. Users
access T&EOs on ATN, CATS, DTMS, and the CAR. These Web sites are the Army’s only sources that
provide the prescribed training tasks, conditions, and standards for all Army individual and collective tasks.
Objective Considerations
3-38. To enable unit leaders and commanders to evaluate proficiency of collective tasks objectively, they
use established task proficiency criteria and standards. Task proficiency criteria and standards differentiate
the level of training a unit has achieved using the proficiency ratings. See the discussion beginning in
paragraph 1-5 for Army task rating proficiency standards.
3-39. Evaluations of task performance steps—documented within a task performance measure of the task
T&EO—are objective evaluation ratings assigned directly to demonstrated task proficiency. Evaluators
observe performance of the tasks measures and grade the performance steps either as GO or as NO-GO.
3-40. Evaluators use the objective task evaluation criteria matrix found on every collective T&EO to help
evaluate performance of collective tasks (see figure 3-7). By considering certain execution criteria—like the
training environment and day or night conditions—the evaluator or unit commander can record a more
accurate and objective evaluation of task performance. An accurate and objective evaluation yields a more
objective assessment of task performance. See appendix B for details on objective task evaluation criteria
matrixes and specific T&EO completion instructions. Evaluators for the Organizational Inspection Program
also complete checklists. See appendix I for potential questions.
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Subjective Considerations
3-41. While the T&EO and task proficiency standards provide objective criteria for determining task
proficiency, assessments allow leaders to take into account the subjective nature of training. Leaders’
assessments combine their professional observations with other information to develop an overall
assessment of the unit’s ability to accomplish its mission. Final authority of a unit’s assessment lies solely
with the commander. Commanders and leaders might consider the following information in their
assessments:
z
Assessment and feedback from higher.
z
AARs.
z
Subordinate leader and Soldier feedback.
z
Evaluator and OC/T comments.
z
Personal experience and observations.
Figure 3-7. Objective task evaluation criteria from a training and evaluation outline
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Evaluations
3-42. Evaluations can be executed using internal assets or by an external agency. Normally commanders
evaluate tasks during the execution phase of training events, but they also evaluate tasks during the planning
and preparing phases of events. Leaders use evaluations as an opportunity to coach and mentor
subordinates. Evaluations may be informal, formal, internal, external, or any combination of these. (See
figure 3-8 for evaluation types.)
Figure 3-8. Formal and informal evaluations
3-43. When evaluating individual and small-unit training events, evaluators normally include every Soldier
and leader involved in the training of the tasks. For large-scale training events, evaluators sample a number
of individuals and subordinate organizations to determine proficiency in individual and collective tasks.
3-44. During and after formal evaluations, evaluators prepare their findings and recommendations in
reports. Evaluators provide reports to the evaluated unit commander and higher commanders as required by
the headquarters directing the evaluation. Evaluation documentation can range from an annotated individual
training record or T&EO for an internal training evaluation to a comprehensive report on Reserve
Component units during annual training.
3-45. The completed T&EOs—including written comments, AAR comments, and coaching and mentoring
comments—provide leaders and Soldiers with immediate and documented feedback on their performance.
Commanders use evaluator input as a significant source of input for each MET or collective task when
scoring training proficiency. However, the objective task evaluation criteria matrix is the primary input in
determining the overall task proficiency assessment.
Informal Evaluation
3-46. Informal evaluations are conducted by leaders either internal, or external to the unit. They occur as
training, or unit activities are executed. They are conducted on the spot and require little to no supporting
resources. They provide a quick and informal means of providing immediate feedback to individual
Soldiers or small units on their performance to sustain or improve that performance.
Formal Evaluation
3-47. Formal evaluations are conducted by leaders either internal or external to the unit. Evaluations can be
scheduled or conducted without notice to evaluate training proficiency or to evaluate specific unit activities.
Formal evaluations typically require supporting resources to conduct. Resources range from facilities to
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Conducting Training Events
conduct in/out briefings to facilities to conduct AARs to video devices to record task execution. Formal
evaluations enable recording and providing feedback to units on their proficiency and performance.
Evaluators provide the results to sustain or improve the performance to the unit commander.
Internal Evaluation
3-48. Internal evaluations are conducted by unit leaders when training or when a unit conducts activities.
They evaluate the unit’s ability to perform specific tasks or activities. They can be either informal or formal
in nature. The results of formal internal evaluations are provided to the unit commander. The commander
then determines whether to either sustain or improve performance.
External Evaluation
3-49. EXEVALs are unit proficiency evaluations. They are formal in nature and conducted external to the
unit. The EXEVAL provides commanders with an objective way to evaluate their unit METs or selected
collective task proficiencies. All units in the Army undergo an EXEVAL to validate fully trained (T) or
trained (T-) task proficiency ratings.
3-50. An EXEVAL includes the following key requirements:
z
The higher commander two levels up approves and resources it (for example, a brigade approves
and resources a company-level EXEVAL).
z
The commander resources it to achieve a minimum of T or T- task proficiency rating.
z
The higher commander (one or two levels up) trains and certifies external OC/Ts. The senior
OC/T can be from an adjacent unit within the higher command of the unit evaluated.
z
The higher commander trains and evaluates METs and battle tasks (to include battle drills).
z
T&EOs are the objective basis of the evaluation.
z
The higher commander two levels up supervises the final AAR.
z
The formal commander (one level up) discusses with the unit commander the expected
proficiency levels for METs and battle tasks (to include battle drills) and overall level of
proficiency for readiness reporting units (see AR 220-1).
3-51. Immediately following an EXEVAL, the unit commander and the next higher commander formally
discuss the unit’s proficiency on METs or collective tasks as well as on the unit’s overall training readiness
assessment based on the EXEVAL. This discussion—
z
Ensures both commanders objectively consider the EXEVAL, personal observations, and the
experience of the next higher commander before the unit commander formally assesses the unit’s
training proficiency.
z
Provides an opportunity for commanders to coach and mentor subordinates.
z
Uses TBs to result in a training contract or agreement between the senior and subordinate
commander for the way ahead.
z
Provides an understanding of priorities and the resources required to either improve or sustain
training proficiency.
The end state for the EXEVAL commanders’ dialogue is for the two commanders to agree on the units
training proficiency and overall training readiness.
Assessments
3-52. Assessments provide a final graded determination on an individual’s, a leader’s, or a unit’s ability to
perform a task to the published standard.
3-53. At the individual level, leaders observe Soldier task performance. They record the results of this
performance using individual task T&EOs. Leaders also use the results of these assessments to counsel
Soldiers to sustain or improve task performance.
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Chapter 3
3-54. In the assessment of leaders, commanders consider subordinate leaders’ proficiency. An effective
commander deliberately observes and assesses subordinate leaders. The commander pays particular
attention to assessing the character, competence, and commitment of subordinate leaders. These three
criteria are the certification criteria for all Army professionals. Training provides excellent opportunities to
grow and develop leaders throughout the unit. Commanders exercise mission command; they create an
environment that encourages on-the-job learning and encourages leaders to take prudent risks and make
honest mistakes. To assist senior leaders in the assessment of subordinate leaders, leader development plans
are an essential tool. Refer to appendixes A and H for more on leader development planning.
3-55. At the unit level, leaders analyze and correlate observations and evaluations of observed unit
performance. The resulting assessment is based on an aggregate of these many inputs. From company level
and higher, these unit assessments form the basis of recording unit training readiness, which contributes to a
unit status reporting.
3-56. As part of the UTP, commanders ensure the assessment planning—
z
Fixes responsibility within the staff and subordinate units for gathering and analyzing evaluation
data and preparing recommendations.
z
Concentrates on effective leader and unit training.
z
Uses the command sergeant major, first sergeant, and other senior NCOs to gather feedback on
individual, crew, and team training.
z
Allows the higher commander to monitor outcomes and take action to reshape priorities, policies,
or plans to overcome training weaknesses and sustain strengths.
3-57. Commanders assemble as much information as they can about a unit’s performance and its ability to
perform selected METs or collective tasks. Staff compile these tasks following a combat training center
rotation or from other units if the unit conducts training at home station. Combat training center packages
are an excellent source of feedback. Other important sources of feedback for the senior commander’s
assessment of the unit’s ability to accomplish missions include—
z
Personal observations of training.
z
Deployment exercises.
z
Assessment and feedback from higher.
z
Maintenance and log evaluations.
z
Staff visit reports.
z
Inspector general and special inspections.
z
Unit status reports.
z
Army Audit Agency reports.
z
TBs and QTBs or YTBs.
z
Warrior tasks and battle drills.
AFTER ACTION REVIEW
3-58. An AAR includes a facilitator, event participants, and other observers. It is an event used to analyze
an organization’s performance, during and at the conclusion of a training event or operation. The goal of an
AAR is to improve a unit’s future performance. Using AAR as a structured review process allows training
participants to discover for themselves what happened, why it happened, and how they can perform the task
better. For more detailed descriptions and discussions for conducting an AAR, see appendix D.
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Appendix A
Realistic Training
GOALS OF REALISTIC TRAINING
A-1. Realistic training is a deliberate practice of conducting individual and collective tasks to enable
tactical and technical proficiency. This proficiency supports mission accomplishment in a training
environment that approximates an operational environment in both sufficient complexity and substance.
Realistic training incorporates the human, cultural, and political aspects of armed conflict to reflect the
feeling of persistent danger in complex training environments. Realistic training also develops cohesive
teams of Army professionals who can improve and thrive in ambiguous, complex, and challenging
situations. Effective realistic training focuses on improving team and individual performances and decision
making.
A-2. To win in a complex world, leaders work to enhance training realism in every training event. Leaders
ensure that units and Soldiers train to attain more than technical and tactical proficiency. Realism involves
robustly representing the complexities of variables in an operational environment as well as their posed
physical, mental, and ethical challenges.
A-3. Ultimately, realistic, well-planned, and executed training aims to produce Soldiers, leaders, and units
with the right capabilities to win in a complex world. Realistic training develops and hones these
capabilities. First, the training builds unit proficiencies in tasks. Second, a unit that sustains proficiency in
tasks often operates in complex and stressful training environments successfully. When training concludes,
the leaders and Soldiers in a unit are confident and able. They perform tasks to standard under dynamic and
complex conditions with skill and determination. To sustain that task proficiency, units continue to provide
training environments that are well planned, well resourced, and led by trained officers and NCOs. See
figures A-1 and A-2 (on pages A-2 and A-3 respectively) for a training event planning scenario.
CHARACTERISTICS OF REALISTIC TRAINING
A-4. The characteristics of quality training become evident once training is planned, prepared for, and in
the process of execution. The best training events enable units and individuals to attain training objectives,
positively improve individual and collective task proficiency, and build Soldier confidence. Soldiers and
leaders know when quality training is conducted; they fully embrace realistic training that challenges them.
They also know when training is poorly planned, prepared for, and executed. The following highlights a few
of the primary characteristics of realistic, quality training:
z
All leaders are present and engaged.
z
Unit effectively leverages training resources.
z
Leader development is a priority.
z
Leader protects training from distracters.
z
Units and Soldiers train with those they operate.
z
Training environment replicates an operational environment.
z
AARs are integral.
z
Training challenges units and Soldiers intellectually and physically.
z
Training is performance oriented.
z
Training is tailored to drive initiative and adaptability.
z
Training provides continually changing conditions.
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Appendix A
z
Units train one level down and evaluate two levels down.
z
Units and Soldiers train repetitively.
MAJ Jordan, an experienced multi-tour combat veteran and newly assigned S-3 for
the 1-22nd Infantry Battalion, is planning a battalion-level, home-station training event
for the MET, “Conduct an Attack.” The training event focuses on several collective
tasks, battle drills, and individual tasks including—
● Plan an attack at battalion level.
● Conduct an assault at company level.
● Conduct an assault at platoon level.
● Evacuate casualties.
● Treat casualties.
● Execute fire support.
● Synchronize close air support.
In preparing for the training event, MAJ Jordan faces some challenges to make the
training as realistic and demanding as possible. First, he determines how to represent
joint forces, civilians on the battlefield, and a complex urban environment to the
appropriate fidelity. Second, he checks if the battalion or higher headquarters has the
ability to provide an OPFOR with overmatch in selected niche capabilities without
significant external support. Third, he determines how the battalion will integrate fire
support and close air support with appropriate simulated effects.
MAJ Jordan also recognizes the need to add more realism to casualty identification,
assessment, and care under simulated battlefield conditions. In short, he needs to
determine training events that address these challenges to better replicate—with the
highest level of fidelity, complexity, and rigor that exist—an actual operational
environment to meet training standards.
Additionally, MAJ Jordan considers how to adequately engage, motivate, and
challenge leaders and Soldiers during this training event, especially those with
combat experience. He determines if the supporting infrastructure adequately delivers
and can sustain the training enablers and products required for realistic training. MAJ
Jordan ascertains methods to enhance current training capabilities to replicate the
physical and intellectual hardships Soldiers faced in recent combat better. He then
specifies the necessary tools and processes needed for more effective and efficient
unit training in this realistic training.
Figure A-1. Realistic training vignette
ALL LEADERS ARE PRESENT AND ENGAGED
A-5. Quality training is commander-driven, but all unit leaders have a direct responsibility to train their
organization. Leaders must be present, visible, engaged, and fulfilling their role at training. If it is their
training event, then they command it. At a subordinate’s event, they assess it. At a higher organization’s
event, they support it. Commanders and leaders actively display the behaviors that they require of their
subordinates. While commanders are the unit’s primary trainer, subordinate leaders are responsible for the
proficiency of their respective organizations and subordinates.
UNIT EFFECTIVELY LEVERAGES TRAINING RESOURCES
A-6. Good trainers and leaders know and use all available training resources. These resources include
training doctrine, proponent publications, Army training support system resources, ITE enablers, and the
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Realistic Training
ATMS. The ATMS consists of the ATN, the CATS, and the DTMS. To train effectively with limited time
and resources, trainers leverage every available resource to maximize training proficiencies. For example,
the platoon training a task that cannot be fully performed in a live environment due to training area
restrictions considers using virtual or constructive training environments.
Figure A-2. Graphic for realistic training vignette
LEADER DEVELOPMENT IS A PRIORITY
A-7. Leader development occurs in all three training domains: institutional, operational, and self-
development (see AR 350-1). In the operational training domain, leader development is more progressive
and battle focused. As the unit trains, a leader’s honest mistakes can be made without prejudice. Training is
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Appendix A
also the venue for leaders to try again. Leaders who fail at the first attempting a task can retrain the task as
necessary. Sometimes leaders develop other methods and techniques that may prove more effective. Once a
leader displays task proficiency, the trainer increases the difficulty level. The increased difficulty induces a
positive learning environment and builds the leader’s confidence to master tasks under changing and more
challenging conditions. Senior leaders actively plan and monitor subordinate leaders’ progressive
development. They underwrite honest mistakes and provide timely coaching and mentoring during the
entire training process.
LEADER PROTECTS TRAINING FROM DISTRACTERS
A-8. Once commanders lock in the training, approve the UTP calendar, and publish the training schedule,
the training must not change. Senior commanders provide the necessary resources to train—including
time—and protect subordinate units from unprogrammed taskings or other training distractions.
Commanders establish and enforce a command climate that creates stability and predictability throughout
the organization by protecting approved training. There is nothing more disruptive to unit training readiness
than training planned, but not conducted because of unscheduled requirements.
UNITS AND SOLDIERS TRAIN WITH THOSE THEY OPERATE
A-9. Effective collective training is best conducted with higher, lower, and all supporting and supported
elements available. Multiechelon and combined arms training consists of collective training performed
simultaneously by all engaged echelons. This method of training optimizes the use of time, resources, and
personnel while supporting a more realistic training environment. For example, to train to “Conduct a
Combined Arms Breach of an Obstacle,” an infantry unit requires artillery, engineer, and other functional
support.
TRAINING ENVIRONMENT REPLICATES AN OPERATIONAL ENVIRONMENT
A-10. A training environment replicates an operational environment as much as possible. There is no better
means of preparing Soldiers and units than making the training environment as realistic as possible. Units
and Soldiers thrive on complex, dynamic, challenging, and realistic training that is well planned and well
led. That training requires commanders to diligently ensure that resources to make training realistic and
challenging are available when needed and to know how to leverage LVC training environments. Since
units complete most training time at home station, commanders strive to make that training environment as
realistic as possible. Realistic training creates units that are operationally adaptable and can quickly adjust
to changing conditions. Ultimately, this type of training saves lives in actual operations because units are
already familiar with the stress and demands of the training environment.
AFTER ACTION REVIEWS ARE INTEGRAL
A-11. AARs are well planned, resourced, and facilitated throughout the entire training process. These
reviews do not just occur at the conclusion of a training event. Informal AARs also occur as training unfolds
and when required. The best training ensures that leaders identify faulty execution early enough in an event
to be corrected on the spot. No units or Soldiers should depart a training event without the confidence that
they can execute tasks to the published standard. Facilitated AARs require detailed planning and are always
led by competent, knowledgeable, and engaged leaders. AARs promote and enhance development of
individual leaders within training events.
TRAINING CHALLENGES UNITS AND SOLDIERS INTELLECTUALLY AND PHYSICALLY
A-12. Training is intellectual and physical in nature. Training challenges Soldiers intellectually because it
requires them to demonstrate an extensive amount of unique expertise to conduct military operations. It
challenges Soldiers physically as they use strength, endurance, and physical skills to apply force to defeat an
opponent. Combat operations are tough, stressful, and unforgiving. Commanders create the right conditions,
difficulty, and intensity for every training event. This tailoring includes unexpected changes in conditions
that require subordinates to apply initiative and adaptability.
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Realistic Training
A-13. Realistic training must mentally challenge Soldiers and leaders to keep them engaged and motivated.
Challenging training develops character, competence, commitment, and self-confidence in the individual
while building mutual trust and cohesion in the unit as Soldiers share sense of accomplishment. Training
accomplishments have the added benefit of strengthening personal morale and enhances unit ésprit de
corps. It inspires excellence by fostering initiative, enthusiasm, and an eagerness to learn.
TRAINING IS PERFORMANCE ORIENTED
A-14. Training is performance oriented. Performance-oriented training is hands-on and experiential; units
and Soldiers train the task under conditions and to the standard specified. Units and Soldiers learn best
through repetition, using a hands-on approach. As conditions in operational environments can and do
change so do conditions in a training environment. Once a unit or Soldiers achieve task proficiency, training
then includes variations of conditions. Soldiers train better, faster, and to a higher degree of proficiency
when they know the task, conditions, and standards.
TRAINING IS TAILORED TO DRIVE INITIATIVE AND ADAPTABILITY
A-15. Training conditions that include unexpected changes require subordinates to apply initiative and
adaptability. Effective training experiences, coupled with organized and timely candid feedback, build
leaders’ and subordinates’ competence and trust. Leaders build unit, staff, and Soldier trust when they
consistently demonstrate competence under unpredictable, changing, and stressful conditions. Together,
character, competence, and commitment build the necessary trust that enables Soldiers and leaders to be
agile, adaptive, and innovative.
TRAINING PROVIDES CONTINUALLY CHANGING CONDITIONS
A-16. Once proficiency is achieved under the task’s published conditions, leaders continually change the
conditions. They change the tactical scenario, higher and subordinate unit participation, the physical
environment, and time of day. Such varied conditions provide the unit or Soldier the opportunity to perform
the tasks under increasingly complex and challenging situations. Changes in leadership can also produce
more adaptive performance, just as in real operations. When leaders cannot perform their role, subordinates
must step in and lead. By continually changing the conditions, the unit becomes more confident in its ability
to perform the task under increasingly more stressful situations.
UNITS TRAIN ONE LEVEL DOWN AND EVALUATE TWO LEVELS DOWN
A-17. Commanders directly oversee the training of a subordinate unit one level down as they plan, prepare
for, execute, and assess their training events. When they oversee these units, commanders also actively
evaluate units two levels down. This level of command oversight helps ensure that subordinate units adhere
to training plans and the battle focus of the higher unit and to demonstrate task proficiencies.
UNITS AND SOLDIERS TRAIN REPETITIVELY
A-18. Practice makes perfect. The more units or Soldiers train a task to standard, the more proficient the
units or Soldiers become. To master a task, units or Soldiers perform the task consistently and instinctively
under various conditions. This is true from individual Soldier tasks to the more complex unit collective
tasks. Units and Soldiers that train on tasks repeatedly and under increasingly more difficult conditions
grow more comfortable and confident in their ability to perform the task. Leaders strive to train units and
Soldiers to exceed the minimum standard, especially when units and Soldiers will perform the tasks in real
world conditions that are complex and ambiguous.
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Appendix B
Training and Evaluation Outlines
OVERVIEW
B-1. The T&EO is the Army's source for individual and collective task training standards. The T&EO
consists of the major procedures (steps or actions) a unit or individual must accomplish to perform a task to
standard. A collective task also describes the performance required of a unit under the conditions of the
training environment. The training and evaluation outline is a summary document that provides
information on individual or collective task training objectives, resource requirements, and
evaluation procedures. T&EOs are developed, approved, and published by the responsible proponents.
This appendix focuses on collective task T&EOs.
B-2. During training events, leaders strive to achieve the Army standard for tasks trained. During training
events, leaders and evaluators use T&EOs to measure observed task proficiency. Completed T&EOs form
the backbone of bottom-up feedback that company commanders and first sergeants review at the weekly
training meeting (see figure B-1). The T&EOs provide the commander the necessary objective evaluations
to assess unit training proficiency and ultimately to assess training readiness.
Figure B-1. Bottom-up feedback of task evaluations
REPOSITORIES
B-3. The Army has several official repositories that contain T&EOs. Users can access T&EOs at—
z
The ATN.
z
The DTMS.
z
The CATS.
z
The CAR.
Users access the DTMS, CATS, and CAR via the ATN. Users accessing T&EOs through the ATN do not
require additional privileges to view and print the T&EOs.
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Appendix B
ELEMENTS
B-4. Collective task T&EOs have the same basic elements in their outline. This appendix focuses on those
elements that are crucial to conducting the evaluation and recording observed task performance. These
elements include—
z
Task number.
z
Task title.
z
Distribution restriction.
z
Destruction notice.
z
Foreign disclosure.
z
Supporting references.
z
Condition.
z
Standard.
z
Live fire.
z
Notes.
z
Performance steps.
z
Performance measures.
z
Task performance and evaluation summary block.
z
Prerequisite collective tasks.
z
Supporting collective tasks.
B-5. Figure B-2 illustrates a sample first page of a T&EO that a user might see when accessing it an
official repository.
Figure B-2. Sample training and evaluation outline
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