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Training and Evaluation Outlines
TASK NUMBER
B-6. A task number is a unique identifier specifying an individual or collective task. The individual task
number system differs from that for collective tasks. For collective tasks, the task number consists of three
groups of numbers separated by hyphens.
B-7. The first two numbers indicate the school or proponent code (see table B-1). An example of a task
number is 07-2-5135. In this example, the first two digits, 07, indicates an infantry task. A proponent is an
Army organization or staff that has been assigned primary responsibility for material or subject matter in its
area of interest.
Table B-1. School and proponent codes
Code
School or Proponent
Code
School or Proponent
01
Aviation
27
Judge Advocate (military law)
02
Music
30
Military Intelligence
03
Chemical Biological, Radiological, and Nuclear
31
Special Operations
05
Engineers
33
Military Information Support Operations
06
Field Artillery
34
Combat Electronic Warfare and Intelligence
07
Infantry
40
Space and Missile Defense
08
Medical
41
Civil Affairs
09
Ordnance (missile and munitions)
42
Supply
10
Quartermaster
43
Maintenance (except missile)
11
Signal
44
Air Defense Artillery
12
Adjutant General
45
Public Affairs
14
Finance
46
Public Information
16
Chaplain
55
Transportation
17
Armor
63
Combat Service Support*
19
Military Police
70
Acquisition, Logistics and Technology
21
Individual Soldier
71
Combined Arms
* Combat Service Support is known as Sustainment
B-8. The second number of the task number indicates the echelon for which the collective task applies. In
the example of 07-2-5135, a 2 applies to a company (troop, battery, or detachment) level. See table B-2 for
echelon codes. Echelon codes indicate the level of command for which the T&EO is applicable.
Table B-2. Echelon codes
TOE Units
TDA Units
1
Battalion (squadron)
11
Army Command
2
Company (troop, battery, or detachment)
12
Command or agency
3
Platoon
13
School or center
4
Squad or section
14
Activity
5
Crew or team
15
Department, directorate, or division
6
Brigade ( group or regiment0
16
Branch
7
Division
17
Detachment, facility, office, or team
8
Corps
18
Garrison or installation
9
Echelons above corps
TDA table of distribution and allowances
TOE table of organization and equipment
B-9. The school or proponent assigns the last set of four digits of the task number. These four digits are
unique to the particular task and echelon. In the example of 07-2-5135, the 5135 is the given example.
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Appendix B
TASK TITLE
B-10. The task title includes both the task evaluated and the echelon to which it applies. If a task applies to
multiple unit types at the same echelon, the title only lists the echelon (like company). In the example in
figure B-2 on page B-2, the task number 07-2-5135 identifies the infantry task: Operate a Company
Command Post - Company.
DISTRIBUTION RESTRICTION
B-11. The distribution restriction identifies any restrictions to distribution. The restriction is specified by
the proponent.
DESTRUCTION NOTICE
B-12. The destruction notice identifies special destruction guidance. Usually the destruction notice
correlates with a certain distribution restriction. The proponent includes any destruction instructions here.
FOREIGN DISCLOSURE
B-13. The foreign disclosure identifies any restrictions imposed when sharing the T&EO with foreign
sources. The proponent provides any foreign disclosure instructions here.
SUPPORTING REFERENCES
B-14. The supporting references element identifies the supporting references for each performance step.
The table for the supporting references lists the step number, reference identification, reference name,
required, and primary reference source.
CONDITION
B-15. A task condition statement provides the general information required to allow multiple units to
perform a task to standard based on common doctrine. The condition statement identifies the situation and
training environment in which the unit should be able to perform the task to standard. See the sample text in
figure B-2 on page B-2.
STANDARD
B-16. The task standard statement provides the criteria for determining the minimum acceptable proficiency
of task performance under operating conditions. Users reference the objective task evaluation criteria matrix
(see figure B-3) for minimum acceptable standards. The school or proponent specifies and modifies the
matrix based on the requirements of the task, unit type, and echelon.
OBJECTIVE TASK EVALUATION CRITERIA MATRIX
B-17. The objective task evaluation criteria matrix as seen in figure B-3 enables unit leaders to evaluate unit
task proficiency more accurately and more objectively. When the commander assesses unit task proficiency,
and the unit has not performed the task at echelon (as an entire unit), the commander can then consider
proficiency of subordinate units on the task. In this case, the commander's assessment of task proficiency
should be no higher than the lowest task proficiency assessment of any subordinate unit. After commanders
consider T&EOs and other sources of bottom-up feedback, commanders can subjectively upgrade or
downgrade an assessment of a unit’s MET proficiency.
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Figure B-3. Objective task evaluation criteria matrix
TERMS OF REFERENCE
B-18. Proponents use several terms of reference for the objective task evaluation criteria matrix.
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Appendix B
Operational Environment
B-19. The proponent describes the variables of an operational environment in the condition paragraph of
the T&EO. The school or proponent builds a near-peer competitor into the training scenario. It uses the
following terms:
z
Static—A static training environment has aspects of operational variables needed to stimulate
mission variables that are fixed throughout the unit's execution of the task.
z
Dynamic—A dynamic training environment has operational variables and threat TTP for
assigned countertasks that change in response to the execution of friendly force tasks.
z
Complex—A complex training environment requires a minimum of four—terrain, time, military
(threat), and social (population)—or more operational variables; brigade and higher units require
all eight operational variables to be replicated in varying degrees based on the task being trained.
z
Single threat—A single threat in a training environment is a conventional force, irregular force,
criminal element, or terrorist force.
z
Hybrid threat—A hybrid threat in a training environment uses diverse and dynamic
combination of conventional forces, irregular forces, terrorist forces, and criminal elements
unified to achieve mutually benefitting effects.
Training Environment
B-20. The proponent sets training environment conditions. The three training environments consist of live
training, virtual training, and constructive training.
B-21. Live training is training executed in field conditions using tactical equipment. It involves real people
operating real systems. Units can use TADSS to enhance live training.
B-22. Virtual training is training executed using computer-generated battlefields in simulators with the
approximate characteristics of tactical weapon systems and vehicles. Sometimes called human-in-the-loop
training, it involves real people operating simulated systems. Virtual training is used to exercise motor
control, decision-making, and communication skills. Virtual training can involve learning the skills to
operate actual equipment, for example, flying an aircraft. Gaming is a subset of the virtual environment. The
military uses gaming technologies to create capabilities to help train individuals and organizations. Gaming
supports the development of individual-level tasks and skills. Gaming also facilitates assessments of small-
unit or team collective task training. Units can operate gaming in a stand-alone environment or integrate it
with live or constructive training environments.
B-23. Constructive training uses computer models and simulations to 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.
Percent of Leaders Present
B-24. The unit records the percent of unit key leaders present at the training event. The objective task
evaluation criteria matrix compares the number present against the numbers identified in the TOE, modified
TOE, or TDA that authorized unit strength.
Percent Present for Training
B-25. The unit records the percent of the unit’s members present at the training event. The objective task
evaluation criteria matrix compares the number present against the numbers identified in the TOE, modified
TOE, or TDA that authorized unit strength.
External Evaluation
B-26. An EXEVAL is an evaluation planned, coordinated, and executed by an organization outside the unit
two levels up. The evaluating unit can be one level up or another like-type unit or echelon. All readiness
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Training and Evaluation Outlines
reporting units in the Army undergo an EXEVAL to achieve and validate fully trained (T) or trained (T-)
task proficiency standards.
Performance Measures
B-27. The proponent defines the performance measures for each task. The proponent identifies the
performance measures in the applicable T&EO for the task.
Critical Performance Measures
B-28. The proponent defines critical performance measures for each task. The unit gets these measures in
the applicable T&EO for the task.
Leader Performance Measures
B-29. The proponent defines the leader performance measures for each task. The proponent identifies the
performance measures in the applicable T&EO for the task.
Task Assessment
B-30. The overall task assessment is determined by the highest assessment level of the lowest rated
category. Once the evaluator has tallied up the GO and NO-GO performance steps and measures, the
evaluator circles those measures on the objective task evaluation criteria matrix (see figure B-3 on page
B-5). Present with other criteria that is aggregated across the matrix, the evaluator makes an objective task
assessment using the highest level assessment of the lowest rated category. In figure B-3 on page B-5, all
items except Leader performance measures were rated as fully trained (T). Since the evaluator scored the
performance measure as 80-89%, the Task assessment is scored as a trained (T-).
LIVE FIRE
B-31. The proponent will indicate any requirements or specifications for live fire associated with the task.
SAFETY RISK
B-32. This is the risk level for any identified hazards that may be associated with the conduct of the task.
ATP 5-19 identifies these risk levels as extremely high (EH), high (H), medium (M), and low (L).
CUE
B-33. A cue is a task condition that indicates why the unit performs the task. A cue also clarifies the aiding
and limiting factors that set the stage for the conduct of the task.
DANGER, WARNING, AND CAUTION NOTICES
B-34. Users determine if the training warrants danger, warning, or caution notices. Users rate the risk and
complete the appropriate box. See also ATP 5-19 for risk assessments.
REMARKS
B-35. This element provides space for the school or proponent to add additional clarifying details as
necessary.
NOTES
B-36. The notes element clarifies the objective task evaluation criteria matrix standards. The school or
proponent identifies leader tasks (conducted by a leader or leaders) with an asterisk (*). The school or
proponent identifies critical steps or child steps with a plus sign (+). Proponents specify the GO and NO-
GO criteria for both leader and critical steps.
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Appendix B
PERFORMANCE STEPS
B-37. Performance steps are the major actions a unit must accomplish to perform a collective task to
standard. Performance steps provide a sequential, step-by-step description of the discrete actions that
compose a task. The steps are broken into plan steps, prepare steps, and execute steps. In each of these
groups, the steps are numbered and in sequential order. A unit must perform each step. Some steps have no
sub steps, and other steps have multiple sub steps. For instance in figure B-4, performance step #6 is “+The
company commander issues an OPORD. Ensures that subordinates, attachments (as applicable), and staff
section representatives(s) are present for the OPORD issuance.” The performance step falls under the plan
portion (not shown). In this example, step #6 has no sub steps but is a critical step (shown with the plus
sign). Under the prepare step, step #8 reads “*Company leaders prepare for command post operations in
coordination with the higher headquarters.” This step has several sub steps and is conducted by a leader
(shown with the asterisk). Each numbered performance step becomes a performance measure.
Figure B-4. Sample extract from T&EO illustrating performance steps
PERFORMANCE MEASURES
B-38. Performance measures are actions that are objectively observable, qualitative, and quantitative.
Critical steps (or leader steps) are notated with a plus sign or an asterisk respectively. Evaluators and
leaders use performance measures to determine if a unit satisfactorily achieves a performance step or sub
step. Evaluators rate a unit’s performance as GO, NO-GO, or N/A (for not applicable) measure (see figure
B-5). If the performance step of a task was performed to standard, a GO is assessed for the associated
performance measure. If a particular performance step in the task was not performed to standard, a NO-GO
is assessed. If the measure does not apply at a particular echelon or is not observed during training of a
particular unit, the evaluator can designate this in the N/A column so as not to affect the GO or NO-GO
status of the unit.
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Training and Evaluation Outlines
Figure B-5. Sample extract from T&EO illustrating performance measures
TASK PERFORMANCE AND EVALUATION SUMMARY BLOCK
B-39. This block provides the evaluator a means of recording GO and NO-GO observed performances
based on the iterations conducted (times the task was attempted). In the T&EO, the task performance and
evaluation block provides a table of spaces that evaluators use to total the number performance measures
evaluated, total the number of performance measures that scored a GO, and total the number of units with a
GO or NO-GO training status. In figure B-5, the unit evaluated conducted 2 iterations of this particular task.
The evaluator recorded a total of 28 performance measures observed, 21 of these recorded as GO. Only the
recorded performance for the final iteration is carried over to the objective task evaluation criteria matrix
(see figure B-3 on page B-5). In this example, the performance recorded in the final iteration was 12 of 14
measures recorded as a GO. The resulting percentage of 85% is circled in the corresponding percentage
block of the performance measures column of the objective task evaluation criteria matrix.
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Appendix B
ITERATION
B-40. This block provides a space for the evaluator to record the number of iterations (task attempts) the
unit being observed performs. The ‘M’ column records an iteration performed while the unit was in
mission-oriented protective posture (MOPP).
COMMANDER/LEADER ASSESSMENT
B-41. Since the final iteration performed is recorded in the objective task evaluation criteria matrix, the
commander/leader records the corresponding performance rating here.
Mission(s) Supported
B-42. The proponent indicates any specific missions with which this task may be associated.
Mission-Oriented Protective Posture 4
B-43. This block indicates if the task must be performed under a specific MOPP. It will also include any
additional instructions for the conduct of the task in the MOPP.
Mission-Oriented Protective Posture 4 Statement
B-44. If the task is to be performed specifically in MOPP 4, the proponent identifies any additional
performance requirements or limitations for task execution.
Night Vision Goggles
B-45. This block indicates if this task must be performed under conditions of limited visibility and if night
vision goggles (known as NVGs) are required in the execution of the task.
Night Vision Goggles Statement
B-46. The proponent specifies any additional instructions or limitations in the use of night vision goggles
that are used in the performance of the task.
PREREQUISITE COLLECTIVE TASKS
B-47. Prerequisite collective tasks are tasks that have a first-order effect on setting the conditions for the
task. Prerequisite collective tasks apply to the majority of the population trained.
B-48. For several tasks on the T&EO, evaluators record each step number, each task number, the title of the
task, the proponent of the task, and the status of the unit evaluated. The step number is the performance step
(discussed in paragraph B-37) and its associated title. The task number is the number that leads the T&EO
(discussed in paragraph B-6). The task title is the title of the task number (discussed in paragraph B-10).
OPPOSING FORCE TASKS
B-49. OPFOR tasks are tasks that list any OPFOR tasks required in support of the task trained.
SUPPORTING COLLECTIVE TASKS
B-50. A supporting collective task is a task that supports another collective task.
SUPPORTING INDIVIDUAL TASKS
B-51. Supporting individual tasks are tasks performed to enable the successful performance of the
supported collective task. The individual must perform the individual task so the unit can accomplish the
collective task. Proficiency must occur at the individual task level before it can occur at the collective task
level.
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Training and Evaluation Outlines
SUPPORTING DRILL TASKS
B-52. Supporting drill tasks are any drill tasks associated with the task trained. Supporting drills enable the
successful performance of the supported collective task.
SUPPORTED UNIVERSAL JOINT TASK LIST TASKS
B-53. If the task is linked to or associated with a universal joint task list (known as UJTL) task, note the
task here.
TRAINING AIDS, DEVICES, SIMULATORS, AND SIMULATIONS
B-54. TADSS includes a list of any TADSS that units may use in support of the task trained.
EQUIPMENT AND MATERIEL
B-55. Equipment and materiel lists the resources relevant to the task trained. For collective tasks, users limit
the inclusion of equipment and materiel items to those relevant to the target population trained.
Equipment
B-56. Equipment includes those items that are relevant to the task being trained. These are identified by the
equipment’s line item number (known as LIN). For collective tasks, the inclusion of equipment is limited to
that which is relevant to the target audience trained.
Materiel
B-57. Materiel includes those items that are relevant to the task being trained. These are identified by the
materiel’s national stock number (known as NSN). For collective tasks, the inclusion of materiel is limited
to that which is relevant to the target audience trained.
ENVIRONMENT
B-58. The proponent states specific environmental protection requirements for the task.
SAFETY
B-59. The proponent states any additional safety risk requirements associated with the task in accordance
with ATP 5-19. These are in addition to the safety risk level noted in paragraph B-32.
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Appendix C
Company Training Meetings
PURPOSE
C-1. Training meetings provide the commander and unit leaders with visibility of the current state of unit
training readiness and are the key to keeping the UTP on course. Accordingly, they are a recurring entry on
the company’s weekly training schedule. Training meetings also facilitate the top-down/bottom-up flow of
training information and coordination. The T-Week concept provides the general framework and guide for
planning and coordination of training events during training meetings (see appendix H).
Note. Although this appendix focuses on the company level, training meetings held at battalion
and brigade are no less important and are equally vital to ensuring unit training proficiency.
Training meetings at all echelons apply the basic ideas discussed in this appendix.
C-2. Feedback is an important aspect of training meetings and is used to refine the UTP as it progresses.
Feedback takes many forms including personal observation, AARs, and informal evaluations. Subordinates
provide their bottom-up feedback when they assess the training proficiency needs of the unit and individual
Soldiers. Leaders provide top-down feedback when they conduct training meetings. The agenda of a
training meeting includes reviewing past training, identifying and planning necessary retraining, planning
and preparing future training, and exchanging timely training information between leaders. A training
meeting is a forum for discussing training assessments and unit, leader, and task proficiencies.
C-3. Training meetings are not a forum for discussion of administrative operations or activities not related
to training. Training is the sole topic. Training meetings have three goals:
z
Review past training (previous week) to include—
Training scheduled but not conducted and the reason why it was not conducted.
The commander’s review of bottom-up feedback and assessment of tasks trained. After the
assessment, commanders record them in DTMS.
z
Review future training events (to T-Week 5) to include—
Re-confirming the training focus and training objectives for future events. Validate tasks
(collective and individual) to train focusing on the METs.
Ensuring training resources are coordinated and locked in for each event as well as resolving
resource discrepancies.
z
Ensure that face-to-face cross-communication between leaders occurs and that they discuss and
resolve training issues. Subordinate leaders provide assessments of proficiencies as well as
ensure tasks trained at platoon, squad, and individual levels are executed and assessed to
standard and support the tasks the company must train.
C-4. Successful training meetings—
z
Validate the tasks (collective and individual) to train for upcoming events, focusing on the
METs.
z
Synchronize unit METs with training events.
z
Delegate and confirm responsibilities critical to executing events.
z
Review and confirm resource requirements and statuses.
z
Ensure communication between leaders.
z
Refine the training focus—METs and training objectives—for upcoming events.
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Appendix C
C-5. Leaders alternate training events with training meetings. After a unit executes tasks during a training
event, the leader assesses the unit’s performance of the training event. The unit continues to retrain the
MET to standard until it attains proficiency. When an external trainer makes an assessment, the commander
records the unit proficiency in the DTMS. See figure C-1.
Figure C-1. UTP processes from execution to MET proficiency
C-6. Commanders individually manage and coordinate each training event to ensure the UTP is executed
as designed. If the staff needs to modify the UTP based on the unit achieving (or not achieving) specific,
published training objectives, then the staff uses the commander’s guidance given during training meetings.
This guidance drives future training event planning, and ultimately, the UTP.
PARTICIPANTS
C-7. Leader participation is essential for a successful company training meeting. The commander
determines the participants to attend. Paragraphs C-8 through C-17 lists suggested participants to attend
company training meetings and their responsibilities.
COMPANY COMMANDER
C-8. The commander (known as CO) runs the training meeting and is responsible for following the
agenda. Prior to the meeting, the commander updates the training estimate of the company’s proficiency to
meet UTP training objectives. The commander reviews the assessment of the collective tasks to train, the
UTP calendar, upcoming training schedules, and upcoming training event OPORDs. The commander then
provides guidance for upcoming events and adjusts the focus for future training events’ based on this
review. Next, the commander confirms the status of resource requests and their requirements. The
commander updates the training estimate—to include collective task assessment, training risk status of
external resources, and status of trainers—and specifies the individual Soldier tasks for hip-pocket training
with advice from a company first sergeant.
EXECUTIVE OFFICER
C-9. The executive officer (known as XO) runs the training meeting in the commander’s absence and
coordinates training for all the Soldiers in sections or attachments without platoon leaders or platoon
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Company Training Meetings
sergeants. The executive officer reviews the current assessment for METs and supporting collective tasks.
The executive officer provides the status of resources to support upcoming events and identifies resource
issues affecting upcoming training. Additionally, the executive officer identifies and consolidates new
resource requirements based on an adjustment of tasks to train for upcoming events.
FIRST SERGEANT
C-10. The first sergeant (known as 1SG) is the senior enlisted advisor to the commander on all issues that
affect not only individual training in the unit but also collective training. The first sergeant provides an
assessment of individual and collective tasks as well as on training of key warrior tasks and battle drills that
support the company’s collective tasks to train. The first sergeant provides guidance and advice on training
plans and reviews preexecution checks discussed during the training meeting. Additionally, the first
sergeant helps in the leader development of officers and NCOs by actively participating in forming effective
training plans for platoons (tasks to train and identification of resource requirements). The first sergeant
advises the commander on the selection of individual Soldier tasks for hip-pocket training.
PLATOON LEADERS
C-11. Based on training conducted, platoon leaders brief on their assessments of collective tasks and on
training of key leader tasks, warrior tasks, and battle drill proficiency of their platoon. Platoon leaders
recommend adjusting training focus (tasks to train) for upcoming events based on their assessments.
Additionally, they confirm previously submitted resource requirements for upcoming events, or they
identify new resource requests based on a change to the training focus for an upcoming event.
PLATOON SERGEANTS
C-12. Platoon sergeants provide their assessment of section- or crew-level and individual tasks based on
training conducted. They observe and receive feedback from squad leaders on the status of individual
training conducted and support the company’s collective tasks. Platoon sergeants brief the status of specific
essential preexecution checks—including the status of trainer, resources, tasks to train, or site
reconnaissance—for upcoming events. Additionally, platoon sergeants provide input to any changes—such
as collective tasks, warrior tasks, battle drills to train, and resource requirements—to upcoming events.
KEY STAFF NONCOMMISSIONED OFFICERS
C-13. Master gunners and other key staff NCOs attend training meetings and advise the commander on the
status of specialized training. For example, the master gunner works with the first sergeant to track
individual and crew-served weapons qualifications and helps leaders with gunnery training assessments.
Other key NCOs identify and advise leaders on opportunities to integrate specialized training into upcoming
events. Additionally, they advise leaders on specialized resource requirements for upcoming events.
SUPPORTING MAINTENANCE PERSONNEL
C-14. Supporting maintenance personnel coordinate the maintenance efforts of the company and work with
the commander and executive officer to ensure timely support is provided. Supporting maintenance
personnel provide input on the status of maintenance training in the company, recommend maintenance-
related training, and inform the commander of scheduled services and inspections that will impact training.
These personnel identify any issues that will impact upcoming training events. Additionally, they may
advise the commander on maintenance training requirements based on an assessment of training previously
conducted.
Supply Sergeants
C-15. Supply sergeants provide input to the commander on supply-related issues, inspections, and
inventories. Supply sergeants also work with the executive officer and first sergeant to coordinate necessary
support from outside sources. They assist the executive officer and first sergeant in identifying,
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Appendix C
coordinating, and resourcing logistic support requirements—internal and external—for future training
events.
Master Gunners
C-16. Unit master gunners (if applicable) provide the status of training and requirements for gunnery for the
entire unit. They continually coordinate and update this information with the company executive officer and
first sergeant prior to the training meeting.
Attached and Other Support Leaders
C-17. Other leaders attend training meetings to coordinate their training efforts with those of the company.
For example, a commander for an artillery battery with an attached target acquisition radar section may
attend the meeting. These leaders provide their assessment of tasks and battle drills previously trained. They
confirm the tasks to train and the status of resource requirements for upcoming events. Commanders must
fully integrate and support the training of all habitually associated units. Reserve Component companies
may have personnel associated with the Regular Army attend the training meetings. These personnel bring
valuable experiences and the latest training techniques from Regular Army units.
ROUTINES FOR TRAINING MEETING
C-18. Company training meetings have set routines. They occur at a regular time and place while following
a set agenda. Company training meetings include updating company METs and coordinating for training.
Lastly, training meetings include a review of preexecution checks as well as a plan for future training.
TRAINING MEETING RECURRENCE TIME
C-19. Generally, leaders conduct training meetings on the same day and time each week. This regularity
provides a degree of battle rhythm in training, consistency, and predictability. Leaders can conduct training
meetings using collaborative electronic means, like a video teleconference (commonly known as VTC), or a
teleconference as necessary.
C-20. Leaders consider several factors before selecting a time to conduct training meetings. Main
considerations include—
z
Enabling leaders to attend.
z
Minimizing training disruptions.
z
Allowing subordinate leaders time to prepare.
z
Local policy.
C-21. Reserve Component company commanders encounter more challenges when scheduling training
meetings. They have three alternatives:
z
Conduct the meeting during a regularly scheduled drill period.
z
Conduct the meeting during an additional training assembly.
z
Conduct the training meeting during a “for points only” or non-paid assembly.
TRAINING MEETING AGENDA
C-22. The agenda is keyed to the T-Week concept (see a detailed discussion in appendix H). There are
three phases to company training meetings. The first is used to assess previous training (T-Week +1). The
second phase is used to coordinate upcoming events (T-Week 5 through T-Week 1). The final phase is used
to plan training for future training events (T-Week 7 and T-Week 6). The agenda maintains a focus for all to
see, understand, and follow. Staffs post the agenda prior to the meeting.
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Company Training Meetings
Agenda Items
C-23. In the first phase of the training meeting agenda, the commander reviews the previous week’s
training:
z
Update the platoon or subordinate element assessments, to include collective and individual
tasks, warrior tasks, and battle drill training (T-Week +1).
z
Identify training not conducted.
z
Update company assessments (METs).
z
Identify retraining required.
z
Identify DTMS database update requirements and responsibilities.
C-24. In the second phase of the training meeting agenda, the commander coordinates by—
z
Reviewing FRAGORDs that include new or updated command guidance.
z
Conducting preexecution checks T-Week 5 through T-Week 1.
z
Identifying any changes to upcoming events (tasks to train).
C-25. In the third phase of the training meeting agenda, the commander discusses future planning:
z
Review battalion and company UTP calendar for adjustment as needed.
z
Provide commander’s updated planning guidance for events (adjust training focus of events).
z
Demonstrate how platoon tasks support the company METLs (from the company UTP).
z
Review the draft training schedule for T-Week 6 and T-Week 7.
z
Review the major T-Week milestones for T-Week
8 through UTP publication, assign
responsibility for the tasks, and receive updates.
z
Confirm and identify additional resource requirements.
Time Requirements
C-26. Training meetings should not last more than an hour and a half if well organized. The intent is for the
commander to achieve the meeting objectives as quickly and efficiently as possible. See table C-1 for an
approximate times for each phase of a training meeting.
Table C-1. Times for training meeting agenda
Action
Time
Review of previous week’s training
30 Minutes
Preparation for T-5 through T-1 training
30 Minutes
Future planning (T-7 and T-6), including a review of major milestones (T-8 through UTP
30 Minutes
publication)
T
training week
UTP unit training plan
Review Last Week’s Training
C-27. Commanders begin the meeting by discussing the training just completed. The bottom-up input by the
platoon leaders and platoon sergeants is critical to assessing collective, leader, and individual training
proficiency of the unit. Company leaders discuss the agenda items listed in paragraphs C-28 through C-31.
Commanders then record the assessments in DTMS.
Platoon Assessment
C-28. Platoon leaders and platoon sergeants assess collective and battle task proficiency ratings and Soldier
proficiency ratings since the last training meeting. The sources of the platoon assessment may be formal or
informal and based on the task T&EO. A platoon assessment includes—
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Appendix C
z
Collective tasks, battle tasks, leader tasks, Soldier tasks, warrior tasks, and battle drills.
z
The proficiency rating—fully trained (T), trained (T-), practiced (P), marginally practiced (P-),
and untrained (U)—of all training conducted by the platoon assessments from T&EOs (also GO
and NO-GO results from the performance steps, as necessary).
Training Shortfalls
C-29. As each platoon completes the training assessment, leaders address training shortfalls. A training
shortfall occurs when a unit plans training but does conduct it. Platoon leaders must explain to the
commander the reasons for not executing training and the plans to reschedule the missed training. A training
shortfall also occurs when a unit fails to meet training objectives. If a unit fails to meet objectives, it must
retrain on those tasks until it earns a fully trained (T) or trained (T-) proficiency rating score. Commanders
record training shortfalls that include—
z
Training planned but not conducted (include discussion of tasks not trained).
z
The reason for not executing training.
z
A retraining plan, if needed.
C-30. Assessment of completed training may reveal training that is incomplete or not conducted to the
Army standard. Leaders conduct retraining at the first opportunity, ideally during the same training period.
However, when this cannot happen, leaders may need to adjust subsequent training events (adding or
subtracting tasks to train) to retrain on those tasks that the unit failed to train to standard. Staff then adjust
the UTP for future events.
C-31. In reviewing retraining requirements, company leaders consider several factors:
z
The number of Soldiers or elements involved.
z
The sequential order of retraining with other planned training. Leaders determine if one task
needs to be trained before proceeding to a future task.
z
Resource availability (such as ranges, instructors, and logistics).
z
Original planning and modification for the task, as necessary.
z
The time and place to conduct rescheduled training at the first available opportunity.
z
The resources available, in particular the resources needed to retrain a task. Retraining takes
priority over training new tasks.
UPDATED COMPANY MISSION-ESSENTIAL TASK ASSESSMENTS
C-32. Once subordinates have provided their assessments, the commander and first sergeant provide their
input to training conducted and identify any training shortfalls. This process not only ensures a common
understanding of the commander’s training end state (based on the unit mission and guidance) for the unit
but also develops subordinate leaders. Through this open dialogue, commanders hold their subordinate
leaders responsible for training their respective organizations. This is a critical aspect of the process as it is
imperative that leaders develop subordinates.
C-33. After all platoons complete their training assessments and discuss any training shortfalls, the
commander—with input from the first sergeant, platoon leaders, and executive officer—ensures that
company MET assessments are updated in DTMS.
COORDINATION FOR SHORT-RANGE TRAINING
C-34. Coordination for training (T-Week 5 through T-Week 1) requires a review of command guidance and
preexecution checks.
Review of Command Guidance
C-35. During a review of command guidance, the unit reviews FRAGORDs or any other new or updated
command guidance that will impact training (T-Week 5 through T-Week 1). The guidance could be either
externally directed or based on the commander’s assessment of the unit. Commanders convey the purpose
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Company Training Meetings
of the training and the desired end state, but exercising mission command, they leave the how to achieve the
results to subordinates. This latitude allows subordinates to use their critical and creative thinking to support
the commander’s guidance and vision. Additionally, leaders understand and assess the impact of this
command guidance on the current training plan, discussing this impact and its associated risks.
C-36. Leaders identify training events that the staff will modify to incorporate the tasks previously
identified during the assessment of last week’s training. Again, leaders discuss the adjustments to the
current training plan to understand clearly their impact on the commander’s end state for upcoming training.
Once leaders understand the training focus for the upcoming events, the company leadership reviews key
aspects of the preexecution checks for these events.
Preexecution Checks
C-37. Preexecution checks are procedures, usually using checklists, employed to ensure all planning and
prerequisite training (collective, Soldier, and leader) has been conducted prior to the execution of training.
These are not precombat checks. A critical part of the training meeting is the discussion of preexecution
checks. Preexecution checks are developed by the chain of command, and responsibility for their execution
is fixed to ensure training is resourced and conducted properly. As units develop training schedules more
fully, these checks become increasingly detailed. Preexecution checks provide the attention to detail that
units need to use time and other resources efficiently.
C-38. Units modify and refine their lists based on their specific organization and mission. See figure C-2 on
page C-8 for sample questions for the preexecution checks. Units strive to answer each question with a yes.
If a unit fails to answer in the affirmative, then it has failed to meet that requirement.
C-39. By reviewing preexecution checks, the commander ensures training events are fully planned and
coordinated with all elements of the company. The time for the company to complete the checks depends on
unit and organization SOPs. It is imperative the company commander understands the resource timeline
requirements. Regular Army commanders plan one to six weeks out (or even further based on requesting
timelines for resources) when reviewing preexecution checks. Reserve Component commanders plan for
three months. Within these training windows, commanders review preexecution checks in reverse order.
Commanders start at the last week (for Regular Army) or last month (for Reserve Component) and work
down until the next training period is covered in detail. Preexecution checks should be a part of the unit’s
SOP for training.
C-40. The primary trainer indicated on the training schedule briefs preexecution checks. If the primary
trainer is the platoon sergeant, then the platoon sergeant briefs the preexecution checks during the training
meeting. For almost every training event for platoon and below, the platoon sergeant is the key coordinator.
The platoon sergeant coordinates the efforts of other NCOs in the platoon and ensures that training is
thoroughly prepared.
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Appendix C
Has unit integrated the lessons learned since the last time they conducted training?
Is the opposing force equipped and trained (if applicable)?
Has unit integrated attached elements into planning and execution of training?
Has unit completed a DD Form 2977 (Deliberate Risk Assessment Worksheet)?
Do the trainers have the list of tasks to be trained?
Have leaders identified prerequisite tasks for the training event? Are Soldiers trained on
prerequisite tasks prior to the event?
Does unit have leaders certified to conduct range operations?
Are trainers identified and available for training?
Do trainers have training and evaluation outlines for all tasks to be trained?
Do trainers have a copy of the operation order?
Has unit programmed rehearsal time for trainers?
Has unit requested training ranges, facilities, and training areas?
Has unit conducted a reconnaissance?
Does unit have range or maneuver books on hand?
Has unit submitted and received approval for convoy clearances?
Has unit identified, requested, and approved training aids, devices, simulators, and
simulations (TADSS)?
Can trainers properly operate all TADSS?
Has unit requested Class I (food)?
Has unit requested and picked up Class II (fuel)?
Has unit requested and picked up Class V (ammunition)?
Has unit requested transportation?
Does unit have sufficient expendable supplies on hand?
Has unit deconflicted external taskings and appointments?
Has unit scheduled time for retraining as necessary?
Has unit specified the recovery plan in the operation order?
Has unit scheduled time for an after action review?
Has unit coordinated the backbrief for the chain of command?
Figure C-2. Sample preexecution checks questions
PLAN FOR FUTURE TRAINING
C-41. In the third phase of the training meeting, the commander discusses future planning. Agenda items for
this phase include the following:
z
Review battalion and company UTP including its calendar for adjustments.
z
Provide the commander’s updated planning guidance for events (training objectives).
z
Demonstrate how platoon tasks support company METs.
z
Review draft training schedule for T-Week 7 and T-Week 6.
z
Confirm and identify additional resource requirements.
z
Identify individual tasks for hip-pocket training.
C-42. The company commander must check the battalion UTP. Events indicated on the battalion UTP
calendar or found in the UTP are put on the company training schedule first. After these events are posted,
the commander issues guidance (company tasks to train and the end state of training) for these future events.
These tasks support the company’s METs from the UTP and the battalion’s training focus for the event. The
commander’s guidance starts the planning process to support the company’s training focus, identify tasks,
and develop preexecution checks to fix responsibilities.
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Company Training Meetings
HIP-POCKET TRAINING
C-43. Hip-pocket training usually consists of individual tasks on which the unit can train when it
experiences inactive periods during scheduled training. Ideally, leaders train these selected tasks in 15 to 30
minutes since more time may not be available. It is another technique for managing sustainment training.
Normally, the company commander selects tasks for this type of training. Commanders can use training
meetings to obtain input from subordinates on what training needs to be sustained. Hip-pocket training
gives leaders confidence in their abilities to train and results in more efficient use of Soldiers’ time. Initial
training or collective task training ordinarily requires more time and resources than will be available for
short notice, unscheduled training. Figure C-3 illustrates implementing hip-pocket training.
Prior to going to the range, SGT Smith checked her squad’s individual proficiencies
using the DTMS. She noticed there were two tasks on which she could focus hip-
pocket training to improve squad proficiencies: Employ Hand Grenade (#150-AWT-
1002) and Perform First Aid for an Open Chest Wound (#081-831-1026). Knowing
that there was most likely an opportunity for down time at the range, she printed out
the T&EOs for these tasks.
SGT Smith and her squad are participating in the company hand grenade range. The
squad has an hour until it goes to the firing line. With this downtime before engaging
targets with grenades, SGT Smith recognizes a good opportunity to train.
She goes through the tasks with her squad. She first reads the task title, conditions,
and standards of each. She then demonstrates executing each task, focusing on the
performance step and measures to do each task correctly. She then has the squad
members perform the task individually, noting their performance on the corresponding
T&EO. After each squad member performs the tasks multiple times, SGT Smith is
satisfied that they perform these two tasks to the stated standard. She conducts an
informal AAR, reviewing what each individual was supposed to do, getting them to
describe what they actually did, and as a group getting them to discuss how they
could perform these two tasks better.
Just as SGT Smith completes the AAR, the range NCO in charge calls the squad to
the firing line. When they redeploy to garrison, SGT Smith records not just their range
results but also the results of their hip-pocket training in each Soldier’s individual
training record within DTMS.
Figure C-3. Notional hip-pocket training
PLATOON LEADER AND PLATOON SERGEANT INPUT
C-44. Based on their training assessments, platoon leaders and platoon sergeants review current events
identified in the company UTP and validate tasks to train to improve training proficiency. Additionally,
these leaders discuss resource requirements. Platoon leaders and platoon sergeants brief the resulting plans
(adjusted training focus for future events) to the commander during the training meeting.
TRAINING SCHEDULE DEVELOPMENT
C-45. Commanders receive input from all platoons and other elements of the company before formulating
the draft training schedule. Because of support limitations or other conflicts, the commander may have to
disapprove a training event that a platoon requested or move it to another week (Regular Army) or month
(Reserve Component).
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Appendix D
After Action Reviews
PURPOSE
D-1. An after action review is a guided analysis of an organization’s performance, conducted at
appropriate times during and at the conclusion of a training event or operation with the objective of
improving future performance. It includes a facilitator, event participants, and other observers. The
AAR provides valuable feedback essential to correcting training deficiencies. Feedback must be direct,
immediate, and standards-based.
D-2. The AAR is a professional discussion that requires the active participation of those being trained.
AARs enable units or Soldiers to discover for themselves what happened and then develop a plan for
improving performance. These reviews provide candid insights into strengths and weaknesses from various
perspectives and feedback, and focus directly on the commander’s guidance, training objectives, and
standards. Leaders know and enforce standards for collective and individual tasks. Task standards are
performance measures found in the respective T&EOs.
D-3. Leaders avoid creating the environment of a critique during AARs. A critique only gives one
viewpoint and frequently provides little opportunity for discussion of events by participants. The climate of
the critique, focusing only on what is wrong, prevents candid and open discussions of training events and
stifles learning and team building. Since Soldiers and leaders participating in an AAR actively self-discover
what happened and why, they learn and remember more than they would from a critique alone. Unlike a
critique, an AAR—
z
Focuses directly on training objectives.
z
Emphasizes meeting the Army standard on collective and individual tasks rather than judging
success or failure.
z
Uses leading questions to encourage participants to self-discover important lessons from the
training event.
z
Allows a large number of Soldiers and leaders (including OPFORs) to participate so that more of
the training can be recalled and more lessons learned can be shared.
z
Assigns responsibility for a timeline to improve performance improvement measures.
D-4. Leaders make on-the-spot corrections when training Soldiers and units. These corrections occur when
leaders understand the commander’s guidance as well as the tasks to be trained to improve Soldier, leader,
and unit performance. Units that conduct AARs and empower subordinates to make on-the-spot corrections
are more effective.
D-5. Effective AARs reflect the commander and the commander’s active role in unit training. AARs foster
an environment of trust, collaboration, initiative, and cohesion necessary among Soldiers and leaders in
decentralized operations. Soldiers learn and understand the commander’s guidance and act decisively while
accepting prudent risks.
TYPES OF AFTER ACTION REVIEWS
D-6. There are two types of AARs, formal and informal. A formal AAR is resource-intensive and involves
planning for and preparing the AAR site, supporting training aids, and supporting personnel. Informal
AARs require less planning and preparation. Any AAR—formal or informal—also analyzes any moral-
ethical decisions that the unit made during the execution of a task. Both AARs involve all Soldiers and
focus on what was planned, what happened, what worked, and how to improve performance and increase
complexity within the commander’s guidance. See table D-1 one page D-2 for a comparison of.
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Appendix D
FORMAL
D-7. Leaders plan formal AARs at the same time they finalize their training plan (six to eight weeks before
execution). Formal AARs require more planning and preparation than informal AARs. They require site
reconnaissance and selection, coordination for training aids (such as terrain models or map blow-ups), and
selection, set up, and maintenance of the AAR site.
D-8. During formal AARs, the AAR facilitator—unit leader or OC/T—identifies and facilitates a
discussion of specific events based on training objectives, performance measures, the commander’s
guidance, and a plan to achieve it. The facilitator provides an overview of the training events plan (what
was supposed to happen) and facilitates a discussion of actually what happened during execution,
identifying strengths, weaknesses, and issues. Participants then identify what retraining needs to be
conducted and how to conduct the tasks differently to achieve the desired outcomes. The facilitator
concludes the AAR by reviewing key points, reviewing issues, summarizing observed strengths and
weaknesses, and restating the participants’ identification of how to improve performance to meet the
commander’s guidance.
INFORMAL
D-9. Leaders conduct the informal AAR after previously identified events or as on-the-spot coaching while
reviewing unit and Soldier performance during training. Due to time constraints and other limitations,
conducting informal AARs at appropriate times as the training event progresses allows for on-the-spot
corrections that enable immediate improved performance. Informal AARs—with immediate correction and
retraining—also enable overall improved unit performance as the unit concludes its training event or
scenario. Informal AARs provide immediate feedback to Soldiers, leaders, and units during training. Ideas
and solutions gathered during informal AARs can be put to use as the unit continues its training.
D-10. Informal AARs require fewer training aids than formal AARs. For example, after destroying an
enemy observation post during a movement to contact, the squad leader conducts an informal AAR to make
corrections and reinforce strengths. Using nothing more than pinecones to represent squad members, the
squad leader and squad members discuss the contact from start to finish. The squad quickly—
z
Identifies what was supposed to happen.
z
Establishes what happened from all levels.
z
Evaluates performance against the Army standard (as stated in the task’s T&EO).
z
Identifies strengths and weaknesses.
z
Identifies opportunities to improve performance within the commander’s guidance when training
continues.
Table D-1. Comparison of formal and informal after action reviews
Formal
Informal
Conductor
Conducted by either internal or external
Conducted by internal chain of command
leaders and external OC/Ts
and internal OC/Ts
Duration
Takes more time to prepare
Takes less time to prepare
Aids
Uses complex training aids
Uses simple training aids
Schedule
Scheduled—leaders identify events and
Unscheduled—conducted as needed,
tasks beforehand
primarily based on leader assessment
Location
Conducted where best supported
Conducted at the training site
OC/T observer-controller/trainer
FUNDAMENTALS OF TRAINING AFTER ACTION REVIEW
D-11. AARs have the following fundamentals characteristics. They—
z
Are conducted during or immediately after each event.
z
Focus on commander’s guidance, training objectives, and standards.
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After Action Reviews
z
Focus on Soldier, leader, and unit performance.
z
Involve all participants in the discussion.
z
Use open-ended questions.
z
Encourage initiative and innovation in finding more effective ways to achieve standards, to meet
training objectives, and to meet the commander’s guidance.
z
Determine strengths and weaknesses.
z
Link performance to subsequent training.
AGENDA FOR TRAINING AFTER ACTION REVIEW
D-12. AARs conducted during training follow the same agenda as AARs conducted during operations:
z
Review what was supposed to happen.
z
Establish what happened.
z
Determine what was right or wrong with what happened.
z
Determine how to perform the task differently next time.
D-13. A training AAR begins with a review of what was supposed to happen. A facilitator (sometimes
called an evaluator), along with participants, reviews what was supposed to happen. This review is based on
the commander’s guidance, training objectives, and tasks to train. An OPORD or the training schedule
typically contains information that states what was supposed to happen. This information is repeated in the
training plan. The facilitator also reviews the UTP, training objectives, applicable individual training
records, and T&EOs. Ideally, the leader of the evaluated unit conducts the AAR with assistance from an
evaluator or OC/T.
D-14. The training AAR continues as the evaluator establishes what happened. The facilitator and
participants determine what actually occurred during the training event, phase, or operation. The leader
attempts to gather as many views or perspectives—such as from the OPFOR, squad leader, team leader, or
rifleman—as feasible. These views help to establish a common understanding of the operation or event.
Leaders then understand the complexity of an event and work to solve complex, ill-defined problems
quickly. An effective AAR requires an accurate account of events. The evaluator and participants determine
what actually happened during performance of the task. The discussion that follows is only as good as the
accuracy of the events. For force-on-force training, OPFOR members assist in describing the flow of the
training event and both the evaluated unit and OPFOR discuss training outcomes from their respective
points of view.
D-15. After establishing the events, the AAR covers what was right or wrong with what happened.
Participants identify the strong and weak points of their performances based on the commander’s guidance
and performance measures. The facilitator guides discussions to ensure maximum input that is operationally
sound and relevant to the training event. Effectively guided discussions reach conclusions that are
doctrinally sound, consistent with Army standards, and relevant to the unit mission. Participants and
evaluators assess and candidly discuss what happened in terms of whether actions and decisions were
ethical, effective, and efficient.
D-16. A training AAR concludes as the participants determine how the unit should complete the task
differently next time. The facilitator guides the unit in self-determining how it might perform the task more
effectively in the future. The unit identifies problems and provides solutions as well as identifies who is
responsible for making the recommended changes. Additionally, the facilitator guides the discussion to
determine a more effective way to train the tasks to achieve the commander’s guidance. The evaluator or
OC/T assists the chain of command undergoing the training to lead the group in determining exactly how
participants will perform differently the next time the unit attempts the task. Ideally, this assistance
motivates units and Soldiers to conduct future sustainment training to standard.
STEPS OF AFTER ACTION REVIEW
D-17. Effective AARs, formal or informal, require leaders to plan, prepare for, execute, and assess. AAR
planning is part of each training event. Successful training leaders understand the unit’s mission and the
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Appendix D
commander’s guidance for the training event. During planning, commanders identify opportunities to
conduct AARs, assign OC/T responsibilities, and lock in allocated time and resources to conduct AARs. As
leaders conduct training, subordinate leaders assess unit and leader proficiency on collective and individual
tasks, conduct on-the-spot coaching, and lead informal AARs. These tasks require that leaders understand
the commander’s guidance, concept of operations, and tasks to be trained during a training event.
D-18. The amount and level of detail needed during the planning and preparation processes depend on the
type of AAR to be conducted and available resources. The AAR process has four steps:
z
Plan.
z
Prepare.
z
Execute.
z
Assess.
STEP 1: PLAN THE AFTER ACTION REVIEW
D-19. The AAR plan provides the foundation for successful AARs. Commanders provide their guidance to
develop an AAR plan for each training event. Subordinates then determine how to achieve the commander’s
guidance. The guidance applies to formal and informal AARs and identifies—
z
Who will conduct the AAR.
z
Who will provide information.
z
Aspects of the operation an AAR evaluates.
z
Who will attend the AAR.
z
When and where the AAR occurs.
D-20. Leaders or OC/Ts use the AAR plan to identify critical places and events to observe to provide the
unit a timely and valid assessment. Critical places can include unit maintenance collection points, passage
points, and unit aid stations. The AAR plan identifies responsible persons who (either internal or external to
the unit) facilitate the AAR for a particular event. The leader or OC/T is the individual tasked to observe
training, provide control for the training, and lead the AAR.
Selecting and Training Observer-Controllers/Trainers
D-21. When planning an AAR, commanders select leaders and OC/Ts—
z
Who demonstrate proficiency in the tasks to be trained.
z
With knowledge of the duties they are to observe.
z
With knowledge of current doctrine and TTP.
D-22. When using external OC/Ts, ideally they are at least equal in rank to the leader of the unit they will
assess. If commanders must choose between experience and an understanding of current TTP or rank, they
should go with experience. A staff sergeant with experience as a tank platoon sergeant is a better platoon
OC/T than a sergeant first class who has no platoon sergeant experience. Commanders are responsible for
training and certifying OC/Ts to include providing training on how to conduct an AAR. Ideally,
inexperienced OC/Ts should observe properly conducted AARs before acting as an OC/T.
Reviewing the Training and Evaluation Outline
D-23. When planning the AAR, units review applicable T&EOs for understanding performance measures
and steps for all individual and collective tasks. T&EOs state the Army performance standards for these
CATS. The commander specifies the guidance for the event along with the objectives and tasks to be
trained. The commander also states the training environment for the training event and the focus of the tasks
trained. Leaders review the T&EOs that lists the conditions and standards for the respective individual or
collective tasks. Leaders use the individual training records and T&EOs to measure unit and Soldier
performance.
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After Action Reviews
D-24. Leaders and OC/Ts review the tasks to be trained as specified in the commander’s guidance for an
upcoming event. The T&EO states performance measures and the order specifies the commander’s
guidance. The respective T&EOs are not only provided to remaining OC/T team members but also to the
Soldiers in the unit. All members of the unit review these documents to gain a complete and mutual
understanding of the critical places and phases to assess task performance.
Schedule Stopping Points
D-25. When planning the AAR, commanders schedule the time and place to conduct it as an integral part of
training events. Commanders plan for AARs during and at the end of each critical phase or major training
event. For example, a leader may plan a stopping point after issuing an OPORD, upon the unit’s arrival at a
new position, or after consolidation on an objective.
D-26. Commanders plan for 30 to 45 minutes for platoon-level AARs, 1 hour for company-level AARs, and
about 2 hours for battalion-level and above AARs. Training to standard takes priority over training to time.
Soldiers receive better feedback on their performance and remember the lessons longer as result of a quality
AAR.
Determining Attendance
D-27. The AAR plan specifies who attends each AAR. At each echelon, an AAR has a primary set of
participants. At squad and platoon levels, everyone attends and participates. At company or higher levels, it
may not be practical to have everyone attend because of continuing operations or training. At company or
higher levels, unit and OPFOR commanders, unit leaders, and other key players may be the only
participants. Leaders or OC/Ts may recommend additional participants attend based on specific
observations.
Choosing Training Aids
D-28. The AAR plan specifies training aids. Effective training aids directly support the discussion of the
training and promote learning. The local training support center catalogs available training aids. Home
station training support center support and training aids are available within the Army training support
system.
D-29. Under the right conditions, dry-erase boards, video equipment, digital maps, terrain models, and
enlarged maps support AAR discussion. For example, if reconnaissance reveals no sites provide a view of
the exercise area, the AAR facilitator can use a terrain table or digital map.
D-30. When choosing training aids in the AAR plan, leaders consider terrain visibility, group size,
suitability to task, and availability of electrical power. Leaders need only use a training aid if it makes the
AAR better.
Reviewing the After Action Review Plan
D-31. The AAR plan is only a guide. Commanders issue their guidance, and subordinates determine how to
achieve that guidance. Commanders, leaders, and OC/Ts regularly review the AAR plan during training
meetings to ensure the training meeting stays on topic and the plan meets the unit’s training needs.
Commanders, leaders, and OC/Ts can adjust the plan as necessary, but changes take preparation and
planning time away from subordinate leaders or OC/Ts. The AAR plan aims to allow OC/Ts and leaders as
much time as possible to prepare for the AAR.
STEP 2: PREPARE THE AFTER ACTION REVIEW
D-32. Preparation is the key to the effective execution of any plan. Preparing for an AAR begins before the
training and continues until the actual event.
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Appendix D
Review Guidance and Supporting Documentation
D-33. The commander’s guidance and training objectives are the basis for observations and the focus of the
AAR. When preparing for an AAR, leaders and OC/Ts review the commander’s guidance, OPORD,
training objectives, and T&EOs. These reviews occur before training and immediately before the AAR.
Leaders and OC/Ts review current doctrine, technical information, and applicable unit SOPs to ensure they
have the tools to observe unit and individual performance properly. Leaders and OC/Ts read and understand
all WARNORDs, OPORDs, and FRAGORDs that the unit issues before and during training to understand
what is supposed to happen. The detailed knowledge that OC/Ts display during these reviews adds
credibility to their assessments.
Identify Important Training Events
D-34. Based on the commander’s guidance, leaders or OC/Ts identify which training events—MET or as
identified by the commander—are critical. Leaders or OC/Ts also identify that training events are
positioned in the right place at the right time to observe the unit’s actions. Critical events can include—
z
Training events that demonstrate MET proficiency.
z
The issuance of OPORDs and FRAGORDs.
z
The issuance of the MDMP or TLP.
z
Contact with OPFORs.
z
Resupply and reconstitution operations.
z
Passage of lines.
Identify After Action Review Facilitators
D-35. AAR facilitators are either internal or external evaluators. Internal leaders participate in the training
and are part of the organization whereas external evaluators—typically OC/Ts—do not participate in the
training. Both evaluators have the requirement to make and consolidate insights, observations, and lessons
to facilitate the discussion of what happened. OC/Ts accurately record what they see and hear to prevent
loss of valuable information and feedback. These records include events, actions, and observations by time
sequence. OC/Ts can use any recording system—such as notebooks, mobile devices, prepared forms, or
index cards—as long as it is reliable and sufficiently detailed (identifying times, places, and names). A
recording system notates the date-time group of each observation so evaluators can easily integrate their
observations with observations of other OC/Ts. This collection of observations provides a comprehensive
and detailed overview of what happened. When OC/Ts have more time, they review the notes and fill in any
details not written down earlier.
D-36. Leaders actively participate in the event and facilitate the AAR. They listen to professional
discussions, feedback, and the participants in the AAR. The observations of participants during the event
enable leaders to understand the execution of the tasks as well as the impact of the training environment.
When participants share their observations, Soldiers and leaders develop mutual trust as they gain a
common understanding of the unit’s strengths and weaknesses.
D-37. One of the most difficult OC/T tasks involves determining when and where to observe training. The
best location is where the OC/T can observe the performance of critical tasks and the overall flow of unit
actions. The OC/T does not always need to stay close to the unit leader. The OC/T’s position avoids
distracting training participants. OC/Ts also avoid compromising the unit‘s location or guidance by being
obvious. They are professional, courteous, and as unobtrusive as possible at all times. They look and act
like a member of the unit. For example, OC/Ts use individual and vehicle camouflage, movement
techniques, or cover and concealment.
Select After Action Review Sites
D-38. AARs occur at or near the training exercise site. During formal AARs, leaders identify and inspect
designated AAR sites and prepare a site diagram showing the placement of training aids and other
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FM 7-0
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After Action Reviews
equipment. Designated AAR sites allow pre-positioning of training aids and rapid assembly of key
personnel, minimizing wasted time.
D-39. Leaders often conduct informal AARs at or near the training site. The primary difference from formal
AARs is that informal AARs use minimal training aids that facilitators often find on the ground (such as
rocks or twigs). Based on the commander’s guidance, leaders determine the time and location of the AAR
site when they prepare for the AAR.
D-40. An effective AAR site allows Soldiers to see the terrain where the exercise or training took place. If
this is not possible, the trainer finds a location that allows them to see the terrain where the most critical or
significant actions occurred. Time and resources determine the type and complexity of the terrain model,
enlarged map, sketch, or copy of the unit’s graphics.
D-41. The leader or OC/T enables Soldiers attending the AAR to get as comfortable as reasonably possible.
Leaders invite participants to remove helmets, find shelter from the elements, and have some refreshments
such as coffee and water. Ideally, participants face away from the sun and key leaders sit up front. A
comfortable environment enables participants to focus on the AAR without distractions. Additionally, when
leaders prepare an AAR, they move vehicle parking and equipment security areas far enough away from the
AAR site to prevent distractions.
Collect Observations
D-42. Leaders and senior OC/Ts need a complete picture of what happened during the training to conduct
an effective AAR. Leaders and OC/Ts implement the Army problem solving process to establish the base
logic for gathering information and observations.
D-43. During an informal AAR, the leader or facilitator can rely upon the input from the unit during the
AAR or gather observations from subordinates and OPFOR (if applicable). The observations gathered assist
the leader with gaining an understanding of the operation from subordinate leaders that will help drive the
AAR.
D-44. During a formal AAR, the senior OC/T receives input from subordinates, supporting units, and
adjacent units. This combined input provides the senior OC/T with a comprehensive review of the observed
unit and its impact on the higher unit’s mission. The senior OC/T also receives input from OPFOR leaders,
players, and OC/Ts. The OPFOR perspective is critical in identifying why a unit was or was not successful.
During formal AARs, the OPFOR leader briefs the OPFOR plan and guidance to set the stage for a
discussion of what happened and why.
Organize the After Action Review
D-45. OC/Ts gather all the observation information and organize notes in a chronological sequence to
understand the flow of events. The leader or OC/T selects and sequences key events of the operation in their
relevance to the commander’s guidance, training objectives, tasks to train, and key discussion or teaching
points.
D-46. Leaders and OC/Ts then organize the AAR using one of three techniques: chronological order of
events, warfighting functions, or key events, themes, or issues. The chronological order of events technique
is logical, structured, and easy to understand. It follows the flow of training from start to finish. By covering
actions in the order they took place, Soldiers and leaders can better recall what happened. The warfighting
functions technique structures the AAR using the warfighting functions. The AAR focuses on the
warfighting functions and their associated systems (people, organizations, information, and processes) and
links to the commander’s guidance and training objectives. Participants can identify strengths and
weaknesses across all phases and can recommend solutions. This technique is useful in training staff
sections. The last technique focuses on key events, themes, or issues. This technique focuses on critical
training events, which directly support training objectives. This technique is effective when time is limited.
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Appendix D
Rehearse
D-47. Facilitators and OC/Ts rehearse delivery of the AAR during preparation. This rehearsal includes
considering the possible questions or issues that participants may broach. Effective rehearsals include all the
training resources that will be used in the actual AAR.
Formal After Action Reviews
D-48. After thorough preparation, the OC/T reviews the AAR agenda and gets ready to conduct the AAR.
The OC/T then announces to unit leaders the AAR starting time and location at least an hour in advance.
The time allows enough time for the OC/Ts to prepare and rehearse at the AAR site. Unit leaders use the
time to account for personnel and equipment, perform actions required by unit SOPs require, and move to
the AAR site.
Informal After Action Reviews
D-49. Often leaders have minimal time to prepare for AARs, so they identify and prioritize key observations
as time permits. They then mentally review the training event from their personal observations and from
subordinates’ observations based on one of the three techniques discussed in paragraph D-46. The review
and rehearsal allow the leader to mentally step through the AAR.
STEP 3: EXECUTE THE AFTER ACTION REVIEW
D-50. The AAR begins when the training exercise stops, AAR preparation is complete, and key players are
at the designated AAR site. The leader or OC/T reviews the purpose and sequence of the AAR to ensure
everyone understands why an AAR is conducted. It is now time to conduct the AAR. The purpose of the
AAR is for participants to discover strengths and weaknesses, propose solutions, and adopt a COA to
correct problems.
Provide an Introduction and Rules
D-51. First in the execution of an AAR is the introduction. In an introduction, the leader or OC/T requests
the following:
z
Everyone participates if they have an insight, observation, or question that will help the unit
identify and correct deficiencies or sustain strengths. The AAR is a dynamic, candid, and
professional discussion of training that focuses on unit performance measured against the task
standards (as expressed in the T&EO).
z
Participants avoid using the AAR as a critique. No one—regardless of rank, position, or strength
of personality—has all the information or answers. AARs maximize training benefits by allowing
Soldiers to learn from each other.
z
The AAR focuses on identifying weaknesses to improve and strengths to sustain.
D-52. Soldier participation directly correlates to the atmosphere created during the introduction and
command climate. The AAR leader makes a concerted effort to draw in Soldiers who seem reluctant to
participate. The following techniques can help the leader or OC/T create an atmosphere conducive to
maximum participation:
z
Reinforce the fact that it is permissible to disagree respectfully.
z
Focus on learning and encourage people to give honest opinions.
z
Use open-ended and leading questions to guide the discussion of Soldier, leader, and unit
performance.
z
Enter the discussion only when necessary.
State the After Action Review Agenda
D-53. The leader or OC/T states the AAR agenda. The leader or OC/T reviews the commander’s training
objectives and restates the tasks being reviewed, including the conditions and standards for the tasks. Using
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FM 7-0
5 October 2016
After Action Reviews
tools—such as maps, operational graphics, terrain boards, sticks, and rocks—the commander or leader
restates the mission, guidance, and concept of operations. The leader or OC/T may guide the discussion to
ensure everyone understands the plan and the commander’s guidance. Another technique is to have
subordinate leaders restate the mission and discuss the commander’s guidance and concept of operations.
D-54. In a formal AAR, the OPFOR commander explains the OPFOR plan and actions. The OPFOR
commander uses the same training aids as the friendly force commander, so that all participants understand
the correlation between the plans.
Summarize Events (What Actually Happened)
D-55. The leader or facilitator guides the review using a logical sequence of events to describe and discuss
what happened. The facilitator—leader or OC/T—and participants determine to the extent possible what
actually happened during the training event, phase, or operation. The leader gathers as many views or
perspectives (such as from the OPFOR, squad leader, team leader, and rifleman) as possible. These varied
perspectives help the facilitator to establish a common understanding. Leaders then understand the
complexity of an event and work to solve complex, ill-defined problems. They discuss the unit’s risk
management integration and the Soldiers application of control measures to mitigate the risks. This is
critical in helping Soldiers understand risk, act decisively, and accept prudent risk in the future.
D-56. The facilitator does not ask yes or no questions but encourages participation and guides discussion by
using open-ended, leading questions. An open-ended question allows the person answering to reply based
on what was significant to the Soldier. Open-ended questions are also much less likely to put Soldiers on the
defensive; these questions are more effective in finding out what happened.
D-57. As the discussion expands and more Soldiers add their perspectives, a clearer picture of what really
happened emerges. The leader or OC/T does not tell the Soldiers or leaders what was good or bad. The
leader or OC/T ensures that participants reveal specific issues, both positive and negative. Skillful guidance
of the discussion ensures the AAR does not gloss over mistakes or unit weaknesses.
Identify What Needs To Be Improved Or Sustained
D-58. The unit discusses both its successes and failures in the context of the training mission, objectives,
and performance measures. Participants consider whether the resulting decisions and actions were ethical,
effective, and efficient. To sustain success, the unit needs to know what it performs well. Also, participants
concentrate on identifying what went wrong and not on the person responsible. If necessary, it is better to
identify the duty position rather than the person. For example, they refer to “the platoon leader” rather than
to “2LT Wilson.”
Determine How the Task Should Be Done Differently
D-59. The facilitator—leader or OC/T—helps the unit determine a more effective method for the unit to
perform the task in the future. The unit identifies conditions to modify to increase complexity. A more
complex training environment challenges leaders and subordinates so they can better identify opportunities
to take prudent risk within the commander’s guidance. Additionally, the facilitator guides the discussion to
determine a more effective method the unit can implement to train the tasks to achieve the commander’s
guidance.
Provide Closing Comments
D-60. During the summary, the facilitator reviews and summarizes key points identified during the
discussion. The AAR ends on a constructive note and links conclusions to future training. The facilitator
then leaves the immediate area to allow the unit or subordinate leaders and Soldiers time to discuss the
training in private. Figure D-1 on page D-10 illustrates a notional AAR.
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FM 7-0
D-9
Appendix D
The battalion commander has certified SFC Banks as an observer-controller for
Company B’s EXEVAL next month. In preparation for his duties, he gathered all the
T&EOs and publications to reference. The T&EOs support the overall evaluation plan
and specifically the collective tasks he is to evaluate.
During the unit EXEVAL, SFC Banks observes 1st platoon, Company B executing the
task, React to Direct Fire Contact, #07-3-D9501. Following the platoon’s execution of
the task, he conducts an informal AAR with the platoon and OPFOR personnel.
SFC Banks facilitates the AAR by asking SSG Richmond of 1st platoon to describe
what was supposed to happen. SSG Richmond describes the mission and scheme of
maneuver the platoon was directed to execute from the company operation order.
After SSG Richmond relayed what the platoon was supposed to do, SFC Banks
asked PFC Smith to describe from his point of view what actually occurred. This
generated some discussion in the platoon of what they believed went right and what
went poorly. SFC Banks interjected at times, prompting platoon members to discuss
how they could have executed the task to the published standard per the T&EO.
Following this discussion, SFC Banks discussed his overall assessment of the
platoon for this task. He also discussed how the platoon performed—with a go or a no
go—for each performance step and measure as well as critical and leader steps. SFC
Banks assessed the platoon as a P- based on his task evaluation and criteria met
within the objective task evaluation criteria matrix as described in the T&EO.
After 15 minutes, SFC Banks is satisfied that the platoon better understands how to
execute the tasks to achieve the standard. He releases the platoon to retrain the task
for another iteration.
Figure D-1. After action review scenario
STEP 4: ASSESS THE AFTER ACTION REVIEW
D-61. AARs are the link between task performance and execution to standard. They provide commanders a
critical assessment tool to plan Soldier, leader, and unit training. Through the professional and candid
discussion of events, Soldiers can compare their performance against the standard and identify specific
ways to improve proficiency.
D-62. The benefits of AARs come from applying results in developing future training. Successful leaders
use the information to assess unit performance and to plan future training. Leaders apply the information to
correct deficiencies and sustain task proficiency.
Retrain
D-63. Units and Soldiers retrain tasks to meet the standard. A lack of resources may prevent retraining on
some tasks during the same exercise. Without the necessary resources, leaders reschedule the mission or
training. Leaders ensure that a lack of proficiency in supporting collective and individual tasks found during
the AAR are scheduled and retrained. Effective leaders do not delay retraining. If the leader delays
retraining, then Soldiers and the unit must understand that they did not perform the task to standard and that
retraining will occur later.
Revise Standard Operating Procedures
D-64. AARs may reveal problems with unit SOPs. If so, unit leaders revise the SOPs and ensure units
implement the changes during future training.
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FM 7-0
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Appendix E
Lane Training
LANE TRAINING DEFINED
E-1. Leaders use situational training exercises (STXs) and lane training exercises (LTXs) to assess unit
collective training. An STX is a mission-related, limited exercise. This short, scenario-driven exercise trains
a group of related tasks or battle drills through practice. An STX usually contains multiple collective tasks
linked to form a realistic scenario of a military operation, sometimes incorporating free play. STXs are used
for training and evaluation, especially sustainment of task proficiency. STXs are developed by Army branch
proponent schools reflected in the unit CATS or developed by a unit as required. See AR 350-28 for more
on military exercises.
E-2. Leaders use lane training and LTXs to conduct training at the small-unit level. A lane is a
standardized training exercise used to train on one or more collective tasks or the designated area or facility
for the exercise. Lane training is a process—planning, execution, and assessment—for training company-
size and smaller units on individual tasks, collective tasks, and battle drills that support a unit's METs.
Although lane training is a technique for training company-size and smaller units (including platoons,
sections, squads, crews, and teams), the emphasis is on the size unit, not the unit echelon. Commanders can
use lane training to train small groups, elements, or staffs of any organization.
E-3. A lane training exercise is a standardized and structured exercise or simulation used to train on
one or more collective tasks that includes a designated area, terrain, or facility. It usually focuses on
one primary task. An LTX consists of the assembly area, rehearsal, lane execution, AAR, and retraining
activities that culminate the lane training process. An LTX is an STX conducted using lane training
principles and techniques. Trainers should consider the following when developing LTXs:
z
An LTX is usually a mini-STX; however, it focuses on fewer collective tasks to enhance training
efficiency.
z
It has no free play.
z
Its primary purpose is training, especially the development of task proficiency.
z
LTXs are developed by units.
z
A unit may train on several LTXs (several primary tasks) within a few days at one major training
area.
E-4. An LTX is conducted in an LTX area. An LTX area is a training area selected and designed to train
on one primary task. An LTX area is where the five LTX activities take place. The five LTX activities
include assembly, rehearsal, lane execution, AAR, and retraining.
E-5. An LTX will include one or more lanes. A lane is a standardized and structured training exercise or
simulation used to train on one or more collective tasks. A lane is designed to create the situation or
conditions required for execution. When an LTX includes more than one lane, each lane can be used to train
the same primary task. Ideally, units use different lanes for rehearsals, lane execution, and retraining on the
same primary task.
E-6. Lane training is a systematic, performance-oriented training process. The rigor of the lane training
process enables units to attain proficiency quickly and efficiently in tactical and technical tasks. It enables
training to be effectively structured, administered, supported, and assessed by limiting the number of tasks,
time, terrain, facilities, or other resources. Lane training provides a systematic and controlled approach to
selected task proficiency.
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E-1
Appendix E
LANE TRAINING USES
E-7. The purpose of lane training is to build or sustain proficiency in Soldier and leader individual tasks,
collective tasks, and battle drills. Lane training enables leaders to—
z
Conduct initial, developmental, sustainment, refresher, and enhancement training and assessment
for tactical and technical tasks.
z
Train similar units—simultaneously or sequentially—using mission-related scenarios.
z
Test, standardize, and train TTP.
z
Develop and refine unit SOPs that support unit METs.
z
Efficiently control training objectives
(including tasks, conditions, standards, and training
proficiencies) during training.
z
Support initial training and retraining.
z
Vary training conditions to the training level of the unit (which may be at the initial, refresher, or
sustainment level).
z
Integrate (both vertically and horizontally) specific task training, battle drills, and exercises from
different functional areas (including maneuver, maneuver support, and sustainment) into unit
training programs.
z
Achieve proficiency on multiechelon, multi-unit, combined, joint, multinational, or interagency
procedures and on other difficult, infrequent, or teamwork-based tasks.
z
Achieve maximum results when training Soldiers and units while efficiently leveraging limited
resources (including land, facilities, personnel, and equipment).
z
Prepare for both formal and informal assessments, internal evaluations, and EXEVALs.
z
Conduct competitions.
E-8. In certain instances, lane training may be the most efficient and effective means to train small units to
attain and sustain selected task proficiencies. Lane training techniques may be indicated as a training
method—
z
When training assessments indicate there may be changes or performance deficiencies in team,
squad, section, platoon, or company collective tasks. Potential situations or indicators include
changes in—
Doctrine.
Organization.
Materiel.
Personnel.
Training.
Leader development.
Task performance.
z
When units need to prepare for assigned missions or specific operational environments.
z
When leaders units need to prepare Soldiers and units for major training events, including annual
training, gunnery exercises, combat training center rotations, and EXEVALs.
z
When sustainment training is needed.
z
When task proficiency is perishable or easily atrophied.
z
When there is a need to evaluate performance on collective and supporting individual tasks
further.
z
When there is a need for integrated multiechelon or multifunctional training.
z
When training requires significant planning, management, or resource support.
z
When the use of other training techniques proves more expensive or impractical.
z
When directed by higher headquarters.
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FM 7-0
5 October 2016
Lane Training
LANE TRAINING CHARACTERISTICS
E-9. Lane training is a process for training company-size and smaller units on collective tasks that support
a unit’s capability or mission. The process consists of planning, execution, and assessment phases. In the
planning phase, lane training emphasizes pre-exercise—
z
Certification of trainers and leaders.
z
Validation of training plans and materials.
z
Rehearsals.
E-10. The execution phase (the LTX) focuses on specific collective tasks. Historically, lane training has
usually been associated with tasks requiring movement over terrain (for example, conduct a movement to
contact or conduct an attack); however, movement is not required. Lane training is appropriate for most
small-unit maneuver, maneuver support, and sustainment collective tasks requiring teamwork and practice,
whether conducted in fixed facilities or in a field environment.
E-11. Lane training is performance-oriented training. Since performance-oriented training requires training
to the task performance standard, an inherent element is performance evaluation. This evaluation focuses on
verification (or certification) that Soldiers, leaders, and units can perform tasks under specified conditions
and standards. Effective lane training requires replication of missions and operational environments.
Although lane training can be conducted in a live, virtual, or constructive training environment, it is
normally conducted in a live environment (conducted in the field or duty site environment). However, the
use of virtual or constructive environments to prepare for or to conduct lane training can dramatically
enhance the effectiveness of lane training in live environments.
E-12. To ensure standardization, units develop LTXs to teach the doctrinally preferred way to perform
specific missions or tasks. Initially, LTXs focus on a task or a few tasks at one time and exclude related
tasks that may distract Soldiers from learning. However, once a unit is proficient in the tasks trained, more
tasks may be included in more comprehensive LTXs to increase realism.
E-13. An LTX can consist of multiple lanes training the same task, but with different and varying
conditions. LTXs are more flexible than drills, and units can tailor LTXs to meet a unit’s METs or assigned
mission requirements.
E-14. Lane training has characteristics that make it significantly different from other forms of training. Unit
leaders consider these characteristics before planning and executing LTXs. These characteristics are listed
in table E-1 on page E-4.
E-15. Leaders need an understanding of the tasks to be trained so they can develop a quality LTX. Leaders
prepare themselves and their units. They coordinate training supplies and equipment well in advance of the
LTX. Detailed and meticulous planning is critical in making an LTX that meets the training objectives.
E-16. Leaders conduct several activities prior to conducting an LTX. Trainers institute a pre-LTX training
program to develop and verify the unit leaders’ task proficiency. In this case, a pre-LTX training program
means before the exercise or prior to arrival of the unit at the LTX area. Next, leaders institute a pre-LTX
unit training and verification period after the leader training period. During this period, the unit’s
subordinate elements and personnel develop proficiency (through training and rehearsal) on prerequisite
Soldier, leader, and collective tasks and battle drills.
E-17. After leaders and units develop proficiency on prerequisite tasks, they are ready to conduct LTX
rehearsals. OC/Ts, OPFOR elements, leaders, and units all conduct rehearsals prior to the exercise. Leaders
and units conduct rehearsals in the LTX area (in the assembly area or rehearsal area) just prior to lane
execution. Rehearsals enable trainers to perform a pre-LTX validation, which is a tentative validation of
training plans and materials prior to the exercise.
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E-3
Appendix E
Table E-1. Characteristics of lane training
Characteristics
Description
A focus by units of platoon size or below (including staffs and small groups) on
Small-unit focus
training a unit of company size or below.
A disciplined scenario concentrating on mission-focused tasks and providing
Disciplined scenario
structured stimuli to prompt friendly force behavior.
A focus on a limited number of collective tasks for each lane training exercise
Battle-focus
to improve effectiveness.
Doctrinally and technically correct tasks and training objectives that have been
Validated tasks
validated against current doctrine and Army standards.
Controlled tasks and
Highly controlled tasks, countertasks, and events that are structured to provide
events
specific stimuli and elicit specific responses from the unit being trained.
Trained OC/Ts
OC/Ts trained and verified on specific OC/T and LTX tasks.
Forces trained and verified on specific OPFOR countertasks required in the
Trained OPFOR
LTX in appropriate force ratios.
Support from outside
Support (including OC/Ts, OPFOR, and resources) provided from sources
the unit trained
other than the unit being trained.
LTX
A training exercise using lane training principles and techniques.
LTX
lane training exercise
OC/T
observer-controller/trainer
OPFOR opposing force
E-18. Prior to conducting an LTX, trainers coordinate for post-LTX activities, including AARs,
evaluations, retraining, and validation. For example, OC/Ts and unit leaders conduct AARs immediately
following lane execution to provide feedback to units. AARs are facilitated by OC/Ts, are supported by the
unit’s leaders and OPFOR, and involve all unit participants. Post-LTX, senior unit leaders conduct a task
performance evaluation. This evaluation determines whether units performed tasks to standard or not. The
senior OC/T coordinates with the leader of the unit being trained. After an LTX, some units may require
retraining. A retraining opportunity is an opportunity after the AAR to conduct retraining until a unit
achieves standards. After retraining, the unit should have an opportunity to attempt the same tasks on a
different lane, possibly with additional tasks, different conditions, or different leaders. Additionally, OC/Ts
and unit leaders perform a validation of training and training materials after each iteration of the LTX.
E-19. The general flow of a lane follows a logical sequence of activities that includes rehearsals, task
execution, AARs, evaluations, and the opportunity to retrain tasks not executed to standard. The lane can
and should be repeated until the selected tasks are performed to the published standard. Figure E-1 shows
an example of the lane training process, including the sequence of activities that occur as the lane is
executed.
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Lane Training
Figure E-1. General sequence of activities during a lane training event
COMPONENTS OF LANE TRAINING
E-20. As a focused and controlled training event, lane training includes components and personnel to ensure
success. At a minimum, lane training includes the following components:
z
The unit to be trained.
z
Support structure conducting the training.
z
OC/T teams.
z
OPFOR teams, if appropriate.
E-21. A training exercise control cell may be created to manage lane training for one or more LTXs or
units. (This cell is for training purposes only; it is not an operational cell.) The exercise control cell is
supervised by an exercise director. It may be composed of operations, communications, administration, and
logistics cells.
E-22. The unit two echelons higher than the unit on the lane usually manages lane training. For example, a
brigade normally manages company lanes, a battalion normally manages platoon lanes, and a company
normally manages squad and or section lanes.
E-23. Table E-2 on page E-6 lists key personnel involved in managing lane training. Other personnel
involved in lane training (and generating management or coordination requirements) include—
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E-5
Appendix E
z
Exercise planners.
z
Unit Soldiers.
z
OPFOR Soldiers.
z
Maneuver support or sustainment unit customers (for example, personnel from other units
receiving services from a maneuver support or sustainment unit undergoing lane training).
z
Role players.
z
Higher headquarters’ commanders, staffs, or representatives.
z
Personnel from other units providing support.
Table E-2. Key personnel in managing lane training
Personnel
Description and Responsibilities
Exercise director
The individual responsible for managing all LTXs. This duty position is
sometimes called chief controller or senior OC/T team chief.
Senior OC/T
The individual responsible for managing a specific LTX or LTX area. There is
one senior OC/T for each LTX.
Other OC/Ts
Other personnel responsible for assisting senior OC/Ts or the exercise
director. There may be an OC/T for each leader in a unit and each key event of
each lane.
OPFOR leaders
Leaders of the element responsible for performing lane countertasks.
LTX resource
Personnel responsible for administration of logistic support for each LTX.
managers
Unit leaders
Leaders responsible for the unit’s training and for directing the unit during
training.
Chain of command
Leaders responsible for supporting the planning, preparation, execution, and
assessment of the unit’s training.
LTX
lane training exercise
OC/T
observer-controller/trainer
OPFOR opposing force
GENERAL PROCESS
E-24. Lane training is implemented using a systematic general process. This process includes planning,
execution, and assessment phases. The activities described in table E-3 comprise the three lane training
phases.
Table E-3. Lane training activities
Lane Training Phase
Activities Included
Planning (pre-LTX)
Actions involving unit assessment, training assessment, analysis, design,
development, scheduling, resource acquisition, support coordination, pre-
training, and preparation for training.
Execution (LTX)
Actions involving preparation, presentation, and performance of collective
tasks to standard.
Assessment (post-LTX)
AARs and follow-up actions (such as update unit SOPs). Although frequently
considered to be a post-exercise phase, assessment consists primarily of
AARs conducted during or immediately after LTX lane execution.
AAR after action review
LTX lane training exercise
SOP standard operating procedures
DETAILED PROCESS
E-25. Although lane training activities generally occur sequentially in the general process, lane training
activities in the detailed process activities can occur simultaneously for different phases. For example, in
figure E-2, “Perform AAR procedures” actually consists of the same procedures as the assessment phase’s
activity “Perform AAR preparation procedures” and “Conduct an AAR.” Also, in the assessment phase,
“Perform AAR planning procedures” takes place during the planning phase. Figure E-2 illustrates how the
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Lane Training
lane training process is composed of the three subordinate processes of planning, execution, and
assessment.
Figure E-2. Detailed lane training process
LANE TRAINING EXERCISE CATEGORIES
E-26. LTXs (or lanes) may be classified into three categories. These are—
z
Stand-alone.
z
Integrated.
z
Mission support.
STAND-ALONE
E-27. A stand-alone LTX is a single-function exercise requiring only one functional branch (for example,
chemical) to accomplish a collective task. A stand-alone FTX is—
z
Frequently executed at the lowest level (platoon, section, squad, or team) by units needing to
develop proficiency.
z
Able to provide OC/Ts the maximum flexibility and control over stopping the lane, resuming the
lane, conducting AARs, and repeating the lane.
z
Designed so several lanes may repeat identical tasks (sometimes with different conditions).
z
More flexible than the integrated or mission support FTX because it has fewer constraints.
INTEGRATED
E-28. An integrated LTX is a multifunctional exercise requiring the integrated employment of two or more
branches (for example, an infantry-armor company team) to accomplish a collective task. An integrated
FTX is—
z
Normally executed by units that exhibit high degrees of proficiency at the platoon or section
level.
z
Able to allow multiple units to interact, often interdependently, that are fully dedicated to
training on the lane while participating under a master scenario.
z
Difficult to restart as a single unit because that unit is a role player for another unit executing its
task.
z
More structured, complex, and time-phased than a stand-alone FTX, so OC/Ts have less
flexibility and control.
5 October 2016
FM 7-0
E-7
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