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Appendix E
MISSION SUPPORT
E-29. A mission support LTX is an exercise in which the unit undergoes lane training while performing a
mission on behalf of, or associated with, other units. An example includes a petroleum, oils, and lubricants
(POL) platoon performing a refueling mission. A mission support LTX—
z
Is difficult for OC/Ts to stop and restart because the unit may be performing a real mission in
support of other units.
z
Limits the OC/T’s control, requires more evaluation, is more complicated, limits controlled
stimuli, and has less repeatability than a stand-alone or integrated FTX.
LANE TRAINING METHODOGY
E-30. Lane training is based on a crawl-walk-run methodology. This methodology has three phases: crawl,
walk, and run. These phases are described in table E-4.
Table E-4. Crawl-walk-run characteristics in lane training
Phase
Description
Crawl
The leader describes the task step-by-step, indicating what each individual
does.
(explain and demonstrate)
Walk
The leader directs the unit to execute the task at a slow, step-by-step pace.
(practice)
Run
The leader requires the unit to perform the task at full speed, as if in an
operation, under realistic conditions.
(perform)
E-31. Normally, the entire crawl-walk-run process occurs within a short time frame of only a few hours or
days. This is determined by the tasks selected to train and the number of Soldiers to train. However, for lane
training, the crawl-walk-run process can occur over several weeks, months, or years (especially for units
within the Reserve Component). Lane training normally follows the crawl-walk-run methodology described
in paragraphs E-31 through E-36.
CRAWL
E-32. During the crawl phase, each Soldier receives instructions from unit leaders on the common and
specific individual tasks supporting the collective tasks that will be conducted during the LTX. Leaders
review training objectives to demonstrate and discuss tasks, conditions, standards, and training
proficiencies. This includes a review of supporting individual tasks for the collective tasks, battle drills, and
T&EOs to train prior to and during the LTX. Leaders demonstrate a way to perform each task.
E-33. Junior leaders train their units on common and duty-specific individual tasks. After meeting the
standards for all required individual tasks, junior leaders explain the units’ collective tasks and drills.
Individual and prerequisite collective training should be completed at a home station location prior to
deploying for the training area to participate in the LTX.
WALK
E-34. During the walk phase, leaders conduct individual tasks and drills. Leaders train on each collective
task until each unit meets the published standard. This phase is usually conducted without combat effects or
the OPFOR. When possible, units complete supporting individual and collective training at a home station
location so these tasks can be immediately performed at a run speed during the LTX to support the primary
collective tasks to be trained. At the LTX area (in an assembly area or rehearsal area)—
z
Unit leaders rehearse the primary collective tasks.
z
Leaders and Soldiers rehearse supporting individual and collective tasks and drills.
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Lane Training
RUN
E-35. During the run phase, the unit actually performs the LTX. On a lane, the unit conducts training at
combat speed under tactical conditions. Training multipliers such as TADSS, OPFOR, or live munitions
may be used to enhance training. The LTX may integrate maneuver, maneuver support, and sustainment
activities.
E-36. OC/Ts conduct (or facilitate) scheduled AARs at the end of the run phase. Although OC/Ts normally
avoid stopping lane execution, OC/Ts may halt any phase of training to conduct an AAR at logical breaks in
the training, whenever standards are not being met, or to address safety and environmental issues. If training
standards are not achieved, the unit retrains until the standards are achieved.
LANE TRAINING EXERCISE ACTIVITIES AND SCENARIOS
E-37. Paragraphs E-38 through E-50 discuss lane activities and associated scenarios that depict how an
LTX is developed and executed. If executed properly, the lane provides a realistic and demanding training
exercise that achieves the training objectives required. It also provides an opportunity for the unit to retrain
tasks not initially performed to the established standard. As necessary, a unit can perform multiple iterations
of the lane (and its associated tasks) including opportunities to change task conditions and master the
selected tasks so that the unit can perform them to the standard repeatedly.
LANE TRAINING EXERCISE ACTIVITIES
E-38. There are five basic activities that occur in the conduct of a LTX. These activities are executed
sequentially and consist of assembly, rehearsal, execution, AAR, and retraining. These activities are
described in figure E-3.
Figure E-3. Lane training execution process
E-39. Rehearsals, execution, and retraining activities may occur on different lanes within the LTX area. The
execution of a lane follows a general pattern. A diagram of this pattern is depicted in figure E-4 on
page E-10.
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E-9
Appendix E
Figure E-4. Diagram of lane training
E-40. An LTX is used to train one collective task or a group of related tasks. The name of the LTX is the
title of the primary collective task to be trained.
E-41. Exercise planners have flexibility in designing the structure of LTX lanes. The lane training structure
can vary depending upon the tasks trained, the number of lanes and LTXs conducted, the number of units to
be trained, and the size of the LTX area. Usually more than one LTX area is set up at a training area. This
creates additional possibilities for LTX structures and improved efficiency, especially when several units
are trained and necessary transportation is available.
E-42. A lane is usually illustrated using a graphic scenario or lane diagram. This diagram represents a series
of events on the lane (often in the execution area).
E-43. The LTX events list includes supporting tasks or task steps associated with the collective task being
trained. All unit events are conducted and assessed in the sequence they are normally performed during
operations and in relationship to how they support the unit mission.
E-44. The event list may also indicate OPFOR events required for the lane. These events may include tasks
or countertasks. OPFOR events are prefixed by a “>>.” Key unit and OPFOR events performed on the lane
are indicated in the graphic scenario or lane diagram.
E-45. AARs are planned to follow completion of lane execution but also may follow key supporting tasks
or events occurring during lane execution. AAR events may also be indicated in a graphic scenario or lane
diagram.
E-46. The following graphic control measures are frequently used for a lane involving unit movement:
z
Assembly area.
z
Start point.
z
Line of departure.
z
Phase lines.
z
Boundaries (represented by lines with unit information).
z
Objective.
z
Release point.
E-10
FM 7-0
5 October 2016
Lane Training
LANE TRAINING EXERCISE SCENARIOS
E-47. Figures E-5 through E-8 on pages E-12 through E-14 depict examples of generic scenarios for LTX
lanes. A lane has one primary collective task (or lane title) for a specific type of unit and one or more
supporting collective tasks or task performance steps structured as events.
Note. An AAR is scheduled at the end of an LTX lane. Normally, an AAR is scheduled at the
end of events for major collective tasks but not scheduled after events for task performance steps.
E-48. The LTX example lane in figure E-5 consists of three events for supporting collective tasks.
Figure E-5. Example generic lane scenario
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E-11
Appendix E
E-49. The LTX example diagram in figure E-6 depicts an example of a scenario for one collective task with
three task steps as events. The unit depicted is a platoon. The unit’s task is to cross a radiologically
contaminated area.
Figure E-6. Example scenario for one collective task with three task steps
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Lane Training
E-50. Figure E-7 depicts an example of a scenario with several supporting or related collective tasks for a
POL section. The scenario also has one OPFOR countertask. Normally, the unit should be proficient on
each supporting or related collective task before the tasks are combined into a single lane. The exercise is
for a POL platoon in a forward support company. The LTX task is to relocate a POL area.
Figure E-7. Example scenario with several supporting or related collective tasks
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E-13
Appendix E
E-51. Figure E-8 depicts an example of a scenario for a stationary unit (no movement is involved).
Although the entire company is participating in the LTX, each element (including platoons or sections)
trains and performs its own tasks in support of the company’s higher level task. The exercise is designed for
a unit ordnance maintenance company in general support. The LTX task is to conduct general support
maintenance.
Figure E-8. Scenario for a stationary unit
SUPPORT REQUIREMENTS
E-52. Effective lane training requires support. FTX support requirements include (but are not limited to) the
following items:
z
Time.
z
Personnel (lane planners, OC/Ts, OPFOR, customers, and role players).
z
Doctrine and training publications and other training information.
z
Training areas (maneuver areas, bivouac areas, ranges, and facilities).
z
Materiel (vehicles, weapons, communications equipment, TADSS, tools, and special equipment).
z
Supplies (ammunition, food, fuel, and POL).
z
Funds.
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FM 7-0
5 October 2016
Lane Training
z
Operational tempo allocation.
z
Other resources.
TIME
E-53. Sufficient time is required to conduct adequate planning, execution, and assessment. Variables
affecting the time required include the following:
z
Planning requirements.
z
Number of METs, other collective tasks, and supporting tasks to be trained.
z
Difficulty and complexity of tasks.
z
Number of lanes to be conducted.
z
Number of units to be trained.
z
Size and echelon of the units trained.
z
Task proficiency of units trained.
z
Distances involved between—
Unit’s garrison location and the training area.
Unit’s bivouac areas and LTXs in training area.
Lane start points and release points.
z
Safety and environmental issues.
z
Available resources.
z
Component of unit (Regular Army or Reserve Component). Reserve Component units have
significantly fewer available work days per month than Regular Army units.
z
Quality of lane training. Quality depends on effective leadership, planning, and resource support.
E-54. The lane training planning process is affected significantly by whether the unit is Regular Army or
Reserve Component. Due to time constraints, planning for the Reserve Component must begin earlier than
planning for the Regular Army.
E-55. The time required to conduct an LTX may range from a few hours to several days, primarily
depending upon the layout of the LTX area, nature of LTX tasks, and number of tasks trained on a lane.
E-56. Although the time required to conduct an AAR can range from 30 minutes to 2 hours, the time
required for planning and preparation is much longer. The time required to perform follow-up procedures
depends upon the number and nature of issues identified during lane execution and subsequent AARs.
PERSONNEL
E-57. Lane training, especially for company or platoon-size lanes, can be manpower intensive for any size
unit due to the large numbers of personnel involved in managing the planning, execution, and assessment of
the lane training process. See paragraph E-23 for details on personnel.
INFORMATION
E-58. Training information is also an important resource. Sources of training information include CATSs,
battle drill manuals, Soldier training publications, Army doctrine publications, Army doctrine reference
publications, field manuals, Army techniques publications, training circulars, technical manuals,
regulations, and SOPs. CATSs are a key source for information concerning tasks and resource
requirements, although they do not address requirements for lane experts.
E-59. Several automated systems contain training information that can be used to support lane training.
Among them are the components of the ATMS. This system provides access to unit and collective training
information. Automated systems can also be used to develop training COAs, plans, T&EOs, resource
statuses and allocations, UTP calendars, training schedules, briefings, and assessments.
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E-15
Appendix E
SIMULATIONS AND SIMULATORS
E-60. The effectiveness of lane training can be enhanced by using simulations and simulators during lane
training planning and execution. Trainers ensure that lane preparation and execution are supported by
appropriate training multipliers such as TADSS. Simulators, simulations, and other TADSS are training
multipliers. They—
z
Enhance the realism of pre-LTX training.
z
Increase proficiency on prerequisite and LTX tasks through practice and repetition.
z
Enhance the realism of both force-on-force and force-on targeting LTX.
z
Reduce safety and environmental hazards.
E-61. Trainers design and use simulations to conduct preliminary training (pre-LTX), rehearsals, lane
execution, or retraining. Units can use simulations and simulators during lane training—
z
Prior to the LTX by—
Having the exercise director and lane planners develop effective scenarios.
Enabling OC/Ts to refresh or enhance their proficiency on lane tasks and prerequisite tasks
in the preparation for conducting the LTX.
Having the training unit or the OPFOR to develop, maintain, or enhance Soldier, leader, and
unit proficiency on LTX tasks or prerequisite tasks.
z
During the LTX to—
Rehearse tasks trained on the lane.
Conduct the lane within a simulation or simulator.
Conduct the lane with the use of weapons simulators to enhance realism.
Provide feedback during an AAR (including statistics and a replay of events).
Retrain the unit after an AAR.
Simulations and simulators can also be employed simultaneously with the LTX to provide training to staffs
or other personnel or units not training on the lane.
E-62. Exercise planners and leaders should integrate simulations, simulators, and other TADSS into their
lane training process. The use of TADSS can enhance the replication of an operational environment and
increase training effectiveness. However, the use of TADSS normally requires long-range planning.
INTERNAL AND EXTERNAL SUPPORT
E-63. The unit on an LTX should not provide its own support. This action prevents full participation in the
LTX by all the unit’s members. The lane training process and LTXs are categorized based on the primary
source of resource support as either internally supported or externally supported.
Internally Supported
E-64. Internally supported training is training for which resource support is provided from within the unit
responsible for managing training. Internally supported lane training is normally used when—
z
Only one unit is undergoing lane training. In this situation, support functions frequently can be
accomplished adequately by the next higher unit.
z
Several units are undergoing training on one or more LTXs. In this situation, the supporting
headquarters (two echelons above the training unit) identifies and obtains resources from units
within the command.
Externally Supported
E-65. Externally supported training is training for which resource support is provided from outside the unit
responsible for managing training. Externally supported lane training is normally required when several
units undergo training on one or more LTXs and resource support cannot be provided from within the
command responsible for managing the training. In this situation, the supporting
(or managing)
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5 October 2016
Lane Training
headquarters identifies desired resource requirements and obtains resources from outside the command.
Efficient trainers use multiple lanes that require much more planning, scheduling, coordinating, and
resourcing than single lanes require.
Resource Sources
E-66. Resource support for lane training may be available from a variety of sources, such as—
z
Adjacent units.
z
Higher headquarters.
z
Installations.
z
Centers of excellence or training proponents.
z
Readiness groups, regional training teams, resident training detachments, and the Ground Forces
Readiness Enhancement Program.
z
Regular Army regional training brigades for OC/Ts.
z
United States Army Reserve exercise divisions (for OC/Ts for example).
z
Regional training sites.
Note. United States Army Reserve exercise divisions provide a turnkey lane training capability
for United States Army Reserve and Army National Guard units by providing a complete support
package of training materials and services to units planning to conduct lane training.
E-67. The sources listed in paragraph E-66 can assist units in developing mission-focused leader training
and in verifying the doctrinal and training proficiency of leaders, OC/Ts, and OPFOR. Once verified,
leaders train and verify their Soldiers on selected tasks. Regional training brigades, readiness groups,
regional training teams, and resident training detachments can assist units in developing leader training and
validating leader proficiency.
E-68. Long-range planning and coordination are essential to ensure adequate support for lane training.
When external support is not available, leaders conduct internally supported lanes.
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E-17
Appendix F
Unit Training Plan
INTRODUCTION
F-1. Once the higher commander approves the COA at the TB, the plan is developed as the UTP. The
commander—supported by the staff at battalion and higher—begins to organize the COA, the guidance
given by the higher commander, and all additional clarifying information into a five-paragraph field order.
When completed, the commander disseminates it to subordinate and higher units as appropriate and posts it
to the DTMS.
STEP 7 - ORDERS PRODUCTION, DISSEMINATION, AND
TRANSITION
F-2. Figure F-1 illustrates the seven steps of the MDMP. Figure F-2 (beginning on page F-2) illustrates a
sample UTP OPORD for brigade, battalion, and company levels. See FM 6-0 for a complete discussion on
preparing an OPORD.
Figure F-1. Production and dissemination of the UTP
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F-1
Appendix F
[CLASSIFICATION]
Place the classification at the top and bottom of every page of the OPLAN or OPORD. Place the
classification marking at the front of each paragraph and subparagraph in parentheses. Refer to
AR 380-5 for classification and release marking instructions.
Copy ## of ## copies
Issuing headquarters
Place of issue
Date-time group of signature
Message reference number
The first line of the heading is the copy number assigned by the issuing headquarters. Maintain a log of
specific copies issued to addressees. The second line is the official designation of the issuing
headquarters (for example, 1st Infantry Division). The third line is the place of issue. It may be a code
name, postal designation, or geographic location. The fourth line is the date or date-time group that the
plan or order was signed or issued and becomes effective unless specified otherwise in the coordinating
instructions. The fifth line is a headquarters internal control number assigned to all plans and orders in
accordance with unit standard operating procedures (SOPs).
OPERATION PLAN/ORDER [number] [(code name)] [(classification of title)]
Example: OPORD 3411 (OPERATION DESERT DRAGON) (UNCLASSIFIED)
Number plans and orders consecutively by calendar year. Include code name, if any.
(U) References: List documents essential to understanding the operation plan (OPLAN) or operation
order (OPORD). For example, higher headquarters training guidance, higher headquarters directives,
OPORDs, ADP 7-0, ADRP 7-0, FM 7-0, Combined Arms Training Strategies (CATSs), Army Training
Network (ATN), Digital Training Management System (DTMS), and decisive action standardized
mission-essential task list (METL).
(U) Time Zone Used Throughout the OPLAN/OPORD: State the time zone used in the training
environment during execution. (Optional)
(U) Task Organization: Describe the organization of forces available to the issuing headquarters and
their command and support relationships. Refer to Annex A (Task Organization) if long or complicated.
1. (U) Situation. Describe the conditions and circumstances of an operational environment for which
the unit must train in the following subparagraphs:
a. (U) Training Environment. Use the operational variables to describe the environment at battalion
and above and use the mission variables for company and below (a useful resource for the variables is
ADRP 3-0, Operations).
b. (U) Friendly Forces. Briefly identify the missions of friendly forces and the objectives, goals, and
missions of civilian organizations that impact the issuing headquarters.
c.
(U) Training Risk, Challenges and Resources. List any significant training risks
(such as
insufficient time or resources) and challenges (such as difficulty obtaining resources or assets required
to execute training) identified during planning. Describe any approved mitigating measures. This is not
personnel safety risk.
[page number]
[CLASSIFICATION]
Figure F-2. Operation plan or operation order format
F-2
FM 7-0
5 October 2016
Unit Training Plan
[CLASSIFICATION]
OPLAN/OPORD [number] [(code name)] [issuing headquarters] [(classification of title)]
Place the classification and title of the OPLAN or OPORD and the issuing headquarters at the top of the
second and any subsequent pages of the base plan or order.
d. (U) Attachments and Detachments. List units attached or detached for training from the issuing
headquarters. State when attachment or detachment is effective if different from the effective time of the
OPORD. Do not repeat information already listed in Annex A (Task Organization).
e. (U) Assumptions. List assumptions used for unit training plan (UTP) development, for example
key challenges to training readiness, scarce or unique resources required to train, and estimated
training time to achieve task proficiency.
2. (U) Mission. State the unit’s mission—a short description of the who, what (task), when, where, and
why (purpose) that clearly indicates the action to be taken and the reason for doing so. (Always include
the mission-essential tasks
[METs] and collective tasks in the mission statement, as they are the
essential tasks to be trained as a result of mission analysis.)
3. (U) Execution. Describe how the commander trains the unit to proficiency in terms of commander’s
guidance, an overarching concept of operations, task assessment, specified tasks to subordinate units,
and key coordinating instructions in the subparagraphs below.
a.
(U) Commander’s Training Guidance. Provide commander’s training guidance in a brief
statement to include unit METs or collective tasks. The commander’s training guidance is a clear and
concise statement of the tasks’ proficiency and leader traits and skills that the unit must achieve to
successfully conduct operations in an anticipated operational environment. It succinctly describes what
constitutes the success of the training plan and provides the purpose and conditions that define that
desired end state.
b. (U) Concept of Operations. The concept of operations is a statement that directs the manner in
which subordinate units cooperate to obtaining MET or collective task proficiency and leader
development. The concept establishes the sequence of actions and training events that the force will use
to achieve the commander’s training end state. It is normally expressed in terms of decisive, shaping,
and sustaining operations. The UTP calendar helps portray the concept of operations and is located in
Annex C (Collective Training Plan).
(1) (U) Decisive Operations (Collective Training). Describe the collective training plan that
units will use to achieve MET or collective task proficiency. Refer to Annex C (Collective Training Plan)
for the training focus for each training event on the calendar.
(2) (U) Shaping Operation #1 (Individual Training). Describe the individual training plan and
how it supports the achievement of MET or collective task proficiency. Refer to Annex D (Individual
Training Plan) for specific tasks.
(3) (U) Shaping Operation #2 (Leader Development). Describe the unit’s leader development
plan. Include leader certification, skills required to support the unit MET or collective task, officer
professional development programs, and noncommissioned officer professional development programs.
Refer to Annex E (Leader Development Plan) for specific tasks.
c. (U) Assessment. Describe how the commander plans to assess training, MET or collective task
proficiency, and leader development (may also require an annex or appendix).
d. (U) Tasks to Subordinate Units. State the task assigned to each unit that reports directly to the
headquarters issuing the order.
[page number]
[CLASSIFICATION]
Figure F-2. Operation plan or operation order format (continued)
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F-3
Appendix F
[CLASSIFICATION]
OPLAN/OPORD [number] [(code name)]—[issuing headquarters] [(classification of title)]
e.
(U) Coordinating Instructions. List instruction and tasks applicable to two or more units not
covered in the unit’s training SOPs.
(1) (U) Timing. State the time or condition when the OPORD becomes effective and list the
operational timeline.
(2)
(U) Training Friendly Force Information Requirements. List the commander’s plan to
address key challenges to training.
(3) (U) Other Coordinating Instructions. List additional coordinating instructions and tasks that
apply to two or more units.
4. (U) Sustainment. Describe the concept of sustainment, including priorities of sustainment by unit.
Include installation requirements not included in SOPs. Include the projected dates of installation
training resource conferences.
5. (U) Command and Signal. Include any changes from steady state (garrison) operations or state “no
change.”
ACKNOWLEDGE: Provide instructions for how the addressees acknowledge receipt of the OPLAN or
OPORD. The word “acknowledge” may suffice. Refer to the message reference number if necessary.
Acknowledgement of an OPLAN or OPORD means that it has been received and understood.
[Commander’s last name]
[Commander’s rank]
The commander or authorized representative signs the original copy. If the representative signs the
original, add the phrase “For the Commander.” The signed copy is the historical copy and remains in
the headquarters’ files.
OFFICIAL:
[Authenticator’s name]
[Authenticator’s position]
Use only if the commander does not sign the original order. If the commander signs the original, no
further authentication is required. If the commander does not sign, the signature of the preparing staff
officer requires authentication and only the last name and rank of the commander appear in the
signature block.
ANNEXES: List annexes by letter and title. Army and joint OPLANs or OPORDs do not use Annexes I
and O as attachments and in Army orders label these annexes “Not Used.” Annexes T, X, and Y are
available for use in Army OPLANs or OPORDs and are labeled as “Spare.” When an attachment
required by doctrine or an SOP is unnecessary, label it “Omitted.”
Annex A-Task Organization
Annex B– Training Environment
Annex C - Collective Training Plan
Appendix 1 - METL with projected assessment for start of training and end of training
Appendix 2 - Calendar
Appendix 3 - Collective Training Event Objectives
Annex D- Individual Training Plan
Annex E - Leader Development Plan
DISTRIBUTION: A (example only)
[page number]
[CLASSIFICATION]
Figure F-2. Operation plan or operation order format (continued)
F-4
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Appendix G
All Training Briefings
TYPES OF TRAINING BRIEFINGS
G-1. There are two types of TBs. These are the TB and the QTB (Regular Army) or YTB (Reserve
Component). As described in chapter 3, at the TB the brigade and battalion commanders brief their UTP.
These periodic QTBs or YTBs (discussed in chapter 3) provide the division commander updates on the
status of UTP execution.
GENERAL FORMAT FOR THE TRAINING BRIEFING
G-2. The general format of a TB follows eleven basic slides:
z
Brigade commander’s training focus.
z
Operational environment.
z
Battalion training focus.
z
Battalion’s commander training guidance.
z
Concept of operations: decisive operations.
z
Concept of operations: shaping operations #1 (individual training).
z
Concept of operations: shaping operations #2 (leader development).
z
Assessment plans.
z
Key resources required to train.
z
Training risks.
z
Training challenges.
G-3. To begin a TB, a brigade commander discusses the brigade training focus (see figure G-1) and the
training environment to which the brigade will train (see figure G-2 on page G-2). All TB slides contain a
title and bullet points. The figures in this appendix illustrate the details a user needs to add. Battalion
commanders or command sergeants major follow the format of slides illustrated in figures G-3 through
G-11 (beginning on page G-2) to complete the TB for their units. Commanders tailor the slides to meet their
training requirements.
Figure G-1. Sample slide for brigade training focus
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G-1
Appendix G
Figure G-10. Sample training risks
Figure G-11. Sample training challenges
GENERAL FORMAT OF QUARTERLY OR YEARLY TRAINING
BRIEFINGS
G-4. The QTB (for Regular Army) and the YTB (for Reserve Component) are periodic conferences on
training between battalion commanders and division commanders. These TBs directly support the UTP.
QTBs and YTBs are integral to the mid-range planning for training.
G-5. This discussion illustrates briefing slides for presenting QTBs and YTBs. The exact format and
content will vary from command to command based on the commander’s guidance and preference. Users
can download slides for TBs slides from ATN. Staffs post the brigade and battalion UTP calendars in the
meeting room for commanders to use as a reference throughout the briefing.
G-6. These TBs focus on reporting the overall progress of the UTP, identifying issues related to execution
of the UTP, and ensuring the UTP as published is on track. The briefing gives battalion commanders a
venue to discuss training previously conducted, training being conducted, and training planned for the
future. These briefings can also be the venue for proposing and approving potential changes to the UTP as
necessary. If changes are necessary, the base UTP OPORD requires a FRAGORD once the higher
commander approves the modification.
G-7. The brigade commander begins a TB introducing the training focus and the training environment (see
figures G-12 and G-13 [on page G-5]). Battalion commanders or command sergeants major follow the
format of slides illustrated in figures G-14 through G-25 (beginning on page G-5) to complete the TB for
their units. These figures provide sample slides to use as a guide to cover the minimum topics during a TB.
Figure G-12. Sample slide for brigade training focus
G-4
FM 7-0
5 October 2016
Appendix H
T-Week Concept
PLANNING AND RESOURCING
H-1. The T-Week concept provides a detailed, backward-planning approach when planning training
events. This concept also provides important considerations and specific activities for training event
planning and coordination. Depending on the scope and complexity of the event, effective planners adjust
activities that occur in each T-Week to fit resourcing and coordination requirements. When followed,
planners ensure that they complete all actions to identify and coordinate leader and resource requirements
prior to training. Each week previous to the execution of training requires planners to carefully coordinate
all necessary training resources. These may include training areas, Class V requisitions, convoy clearances,
and personnel certifications.
H-2. The degree of difficulty in planning training events varies. For example, preparations for conducting
a class are significantly simpler than planning a FTX. More complex training events require more time to
plan and coordinate.
H-3. Planners use the T-Week concept as a guide to assist in planning training activities that should occur
in anticipation of each event. Each T-Week has an associated series of training activities that help guide
planners and advise the commander of the actions the unit must accomplish to execute an effective training
event.
H-4. The anchor point for the T-Week concept is the week training is executed. This is designated as
T-Week. A minus sign (-) indicates the number of weeks prior to a particular training event execution. For
example, T-5 is five weeks before the training event occurs. A plus sign (+) indicates the number of weeks
following the event, for example, T+1 is one week after the training event. Units modify the T-Week
concept to mirror their own local and command training requirements. See table H-1 on page H-2 as it
breaks down hypothetical major T-Week activities.
H-5. The rest of this appendix breaks down major T-Week activities. Units can use this appendix as a
guide for developing their own training activities and training events. Although this appendix contains
extensive descriptions, they do not account for an individual unit or installation’s particular resource
requirements for planning and coordination. Additionally, each major training event falls into its own
T-week construct as various points on the long-range, mid-range, and short-range planning horizons.
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H-1
Appendix H
Table H-1. Illustrative T-Week concept
T-Week
Actions
UTP publication to T-13
Identify major training facilities
Week T-12
Conduct training event mission analysis
Week T-11
Refine training event requirements
Week T-10
Publish WARNORD and begin preexecution checks
Week T-9
Confirm resource requests
Week T-8
Execute reconnaissance and lock in resources
Week T-7
Publish the training event OPORD
Week T-6
Lock in training; publish training schedules
Week T-5
Complete plan and supporting products
Week T-4
Conduct certifications and complete prerequisite training
Week T-3
Conduct rehearsals
Week T-2
Finalize support and conduct OPFOR rehearsal
Week T-1
Draw equipment and supplies and execute subordinate rehearsals and checks
T-Week
Execute training
Week T+1
Recover, conduct final AARs, and assess training
AAR
after action review
OPORD
operation order
OPFOR
opposing force
WARNORD
warning order
Note. Reserve Component units should aggregate activities based on their monthly (rather than a
weekly) schedule and published UTP.
UTP PUBLICATION TO T-13: IDENTIFY MAJOR TRAINING
FACILITIES
H-6. Even before the UTP is published during the planning process, trainers begin to identify the major
training resources and facilities that a training event will require. As soon as leaders identify the need for
certain training resources and facilities, trainers actively begin to secure these for training. Successful
planners and trainers require extensive knowledge of the facilities available on the installation. The
installation Directorate of Plans, Training, Mobilization and Security is the primary source for the
commander and trainers. This directorate documents and manages locally available training resources and
the manner to schedule their use. These resources fall under the Army training support system. (See
AR 350-2.)
TRAINING SUPPORT CENTER RESOURCES
H-7. An installation training support center is an organization that supplies training aids, devices, and
facilities. Different installations offer different resources. A training support center may have the following
resources available:
z
Training land and training areas.
z
Indirect firing points.
z
Range facilities (to include multipurpose range complex, if available). Such facilities include
range control facilities, processes, and may have certification requirements.
z
Classroom facilities.
z
LVC facilities.
z
TADSS and TADSS warehouse.
z
Medical Simulation Training Center.
z
Flight simulators.
z
Multiple Integrated Laser Engagement System (known as MILES) sets.
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T-Week Concept
z
Engagement Skills Training (known as EST) 2000.
z
Improvised mock explosive training devices.
z
Call for Fire Trainer (known as CFFT).
H-8. Early planning enables planners to schedule and lock in training facilities and resources for a unit.
Depending on the installation, certain facilities are more heavily used than other facilities. Effective
planners understand when and how to schedule such vital facilities. Once they schedule and reserve a
facility for a unit, the commander ensures the unit occupies and uses the facility on the date and at the time
scheduled. If planners or leaders cancel a training event, they do it as far in advance as possible so other
units can schedule and use the facility.
INSTALLATION PLANNING AND FORECASTING TOOLS
H-9. Most installations publish a local supplement to provide training support requests for local
procedures, tools, and timelines. Some supplements provide links to common forecasting tools, requesting
tools, and unique training resources, such as—
z
Total Ammunition Management Information System (known as TAMIS).
z
Range Facility Management Support System (known as RFMSS).
z
Integrated Training Area Management (known as ITAM).
z
Mission training complexes.
z
Training support centers.
z
Medical evacuation (known as MEDEVAC) procedures and frequencies.
G-4s also publish procedures for all other classes of supply and services, food service, maintenance and
transportation support, and nonstandard support items such as chemical latrines.
H-10. As the unit refines the plan, planners may need to cancel or modify training activities (planners do not
cancel or modify activities when the unit is less than 6 weeks from that training). When planners identify
that the unit will not need facilities and ranges early enough in the planning cycle, then other units can use
the facilities. Installations usually conduct installation-level resource synchronization conferences to
schedule and lock in major facilities (see paragraph 1-68 for a discussion on resource synchronization
conferences). These conferences may be quarterly, semi-annual, or annual. They provide all units on the
installation visibility of facility usage and availability for unit scheduling. Such facilities can include ranges,
railhead training facilities, and simulation centers.
T-12: CONDUCT TRAINING EVENT MISSION ANALYSIS
H-11. In week T-12, planners conduct training event mission analysis. Gathering the information required to
conduct training event planning is critical to developing successful events. Planners use historical
information to begin mission analysis. Examples include AARs, inspection results, OPORDs, and troop
lists. Historical information provides planners with the start point to shape future planning and for training
assessment analysis.
H-12. Commanders refer to the approved UTP to re-confirm the METs and training objectives selected to
train for each particular training event. Each training event requires a high degree of planning and
coordination weeks in advance of execution. The resulting mission analysis ensures that planners account
for the training event and the correct METs aligned in the UTP as they begin planning for the training
event.
PREREQUISITE TRAINING
H-13. Prerequisite training is any training that a unit must complete or master before the planned training
event. Prerequisite events can be any level event—such as classroom instruction, STXs, FTXs, and
command post exercises—and are usually required at each progressive level of training difficulty.
Commanders determine which events are prerequisites and ensure units perform the tasks to standard prior
to beginning the next training event in the UTP. The CATS is the primary resource to view the proponent
5 October 2016
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Appendix H
recommended prerequisite training. In the end, the commander decides whether to perform the CATS’s
recommended prerequisites, reduce or increase the CATS recommended frequencies, or choose a different
prerequisite event based on the commander’s experience.
Note. The Combined Report in CATS uses the term training gates to describe the recommended
prerequisite events as well as the sequence (crawl-walk-run) for the events.
SERGEANT’S TIME TRAINING
H-14. As a subset of prerequisite training, commanders, sergeants major, first sergeants, and leaders at
every level should always protect, support, incorporate, and maximize the importance of sergeant’s time
training (STT). STT is standards-based, performance-oriented, and mission-focused training. Commanders
emphasize individual Soldier training in support of METs by allocating dedicated training time for NCOs
using STT. STT recognizes the NCO’s primary role in conducting individual, crew, and small-team
training. If individual Soldiers and leaders cannot perform their basic tasks, the unit will never successfully
accomplish or gain proficiency in its METs.
H-15. Units conduct this beneficial and effective training every week. Many installations reserve 3 or 4
hours each week for STT. The day or time of the week is not important. Units plan for, resource, rehearse,
and execute STT with no external distracters.
H-16. STT builds cohesive teams. Based on their training assessment and platoon leader guidance, NCOs
select specific individual, warrior, crew, and small-team tasks that support the unit’s METs. Once these
tasks are approved, NCOs plan for, prepare, rehearse, execute, and assess the training. Training the team to
standard, not to time, is the bottom line; if additional time is needed or tasks must be retrained, the first line
leaders must communicate these needs up the chain of command. Units can also use this time to train and
educate Soldiers on the essential characteristics of the Army Profession.
H-17. STT develops junior leaders. Commanders demonstrate to junior leaders how to approve the selected
tasks, provide the necessary resources, allocate time to prepare, and monitor the training. When
subordinates demonstrate initiative, commanders exercise mission command to engage junior leaders.
Command sergeants major or first sergeants supervise the training, and they coach, teach, and mentor junior
NCOs.
T-11: REFINE TRAINING EVENT REQUIREMENTS
H-18. In week T-11, planners refine training event requirements. As the unit works through planning for the
training event, planners require key pieces of information. An approved UTP contains initial training
objectives for each training event, additional guidance, and MET or collective task proficiency
requirements. Commanders and staffs review training objectives and refine them as necessary as well as
identify additional tasks to train during the event. After refining objectives and tasks, commanders and staff
refine the associated requirements for the objectives and tasks. These requirements can include facilities,
resources, or materiel. Commanders and staffs refine these objectives and tasks as they execute the UTP and
plan, prepare, execute, and assess each training event. Because every plan must be fluid and account for
adjustments, commanders and staffs adjust the training objectives for each event during planning to reflect
proficiencies mastered or required retraining after each event. See figure H-1 for a sample training
objectives for a FTX.
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T-Week Concept
Figure H-1. Sample training objectives
H-19. The UTP states a broad end state for each training event expressed as a training objective. Based on
the commander’s current assessment of unit training made during training meetings, training objectives may
require refinement. This refinement ensures that the unit continues to progress at the training levels required
to attain MET or collective task proficiency on time. An event end state clearly defines the task proficiency
rating required at the end of the event. The end state focuses on the selected METs or collective tasks as
well as on leader and individual Soldier training objectives.
H-20. After the training objectives for the event are refined, commanders and trainers refer to each task’s
T&EOs. This reference ensures the unit and OC/Ts can identify the standards for the tasks. OC/Ts also
evaluate the training. A unit TDA—for units without proponent-published T&EOs for their tasks—may lack
established standards. When no standard exists, the commander determines the conditions and standards,
and the next higher commander approves the task. See appendix B for a discussion on T&EOs.
H-21. T&EOs are accessed via the “Task Search” on the ATN homepage. Users can also access T&EOs via
the CATS Viewer and via DTMS on ATN, if the user has these privileges. T&EOs are also available on the
CAR. Planners publish the applicable task T&EOs by task number and title in the OPORD and in separate
packets to evaluating personnel. This ensures that commanders, planners, OC/Ts, and leaders at every level
can reference and refer to published task standards prior to the commencement of the training event.
H-22. The UTP has an initial end state for the event expressed as a training objective. Based on the
commander’s assessment of training during training meetings leading up to the event, the training objective
may also need to be refined or restated. This refinement ensures that the unit continues to progress at the
training levels required to attain MET proficiency on time. The event end state should clearly define the
performance proficiency level required at the end of the event. The end state focuses on METs as well as on
leader and individual training objectives. Any refinement to the training objective includes refining
requirements needed to complete the new objectives. For example, planners may need to schedule a range
training event.
H-23. In refining training event training objectives, CATSs provide additional recommended training event
details to consider. For example, commanders consider the integration of combat multipliers while
conducting multiechelon training whenever possible. This integration optimizes the time available and
ensures the unit trains as it will fight. The CATS also recommends the training audience to optimize the
number of individual Soldiers trained during each event.
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Appendix H
TRAINING EVENT PLANNING GUIDANCE
H-24. Commanders provide preexecution guidance to subordinate units early in the planning process. This
ensures they meet the commander’s guidance throughout the planning process. This guidance helps keep
subordinate leaders and planners in synch with the commander’s vision for the event. Preexecution
guidance can include the following:
z
Review AARs from previous events.
z
Review training objectives for the event.
z
Review applicable T&EOs for each MET trained.
z
Review major resource requirements from the UTP.
z
Train during normal duty hours unless requested otherwise.
z
Identify and assess prerequisite training.
z
Update during unit training meetings.
See also TC 7-101 for designing exercises. During T-11, planners review the preexecution guidance and
refine the requirements as necessary.
TRAINER, EVALUATOR, OBSERVER-CONTROLLER/TRAINER, AND OPPOSING FORCE’S
DUTIES
H-25. Based on the event training objectives, commanders determine the duties for trainers, evaluators,
OC/Ts, and OPFORs. Successful planners clearly identify each part of the event to include the requirements
and purpose. Planners also identify, qualify, and later refine supporting individuals (internal or external
resource requirements) for an event. These personnel should be disinterested persons with regard to the
outcome of the training event—typically personnel from outside the evaluated unit. In support of OC/T and
OPFOR personnel duties, units often provide standardized evaluator packets based on their SOPs, so
evaluators understand how the unit operates tactically.
T-10: PUBLISH WARNING ORDER AND BEGIN PREEXECUTION
CHECKS
H-26. In week T-10, commanders publish the WARNORD and begin preexecution checks. Commanders
conduct an initial countertask analysis. This analysis identifies requirements to train the tasks selected for
the event, such as OPFOR actions required to stimulate the collective tasks. These tasks correlate directly to
the training environment identified in the higher unit training WARNORD. Additional resources are
available through the TRADOC Intelligence Support Activity
(known as TRISA), Contemporary
Operational Environment and Threat Integration Division (known as CTID) site, and the Training Brain
Operations Center. AR 350-2 discusses the roles, responsibilities, and details on the training environment
and OPFOR resources.
H-27. As part of the training event WARNORD, individual Soldier training objectives—the individual tasks
trained by Soldiers during the event—are developed and published in the WARNORD. These training
objectives should include individual-focused tasks and battle drills. These objectives directly correlate to
the training environment identified in the training WARNORD. These are usually directed to be trained
during the event, or included with all prerequisite training to be accomplished no later than T-4. Individual
supporting tasks and battle drills are found in CATS listed under each of the collective tasks. The training
gates are located in the CATS Combined Report and listed under the type of event (such as a FTX).
Figure H-2 illustrates individual training objectives provided to a company by a platoon.
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FM 7-0
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T-Week Concept
Individual Tasks
Individual training task focus (weeks T-9 to T-7) in preparation for the company FTX:
Move Under Direct Fire (071-COM-0502)
Direct Main Gun Engagements on M1-Series Tank (171-126-1322)
Direct Machine Gun Engagements on M1-Series Tank (171-126-1262)
Communicate in a Radio Net (113-571-1003)
Engage Targets with M16 / M4 Series Carbine (071-COM-0030)
Battle Drills
Battle drill focus training (weeks T-6 to T-4) in preparation for the company FTX:
React to an IED Attack While Mounted (05-3-D0017)
React to Direct Fire Contact (07-3-D9501)
React to Indirect Fire (07-3-D9504)
React to CBRN Attack (17-3-D8006)
Breach of a Mined Wired Obstacle (07-3-D9412)
Training Gates
Individual tasks and battle drills nested with training gates (from CATS) for an armor company FTX:
STX Attack
STX Defend
STX Breaching Operations
CATS Combined Arms Training Strategy
IED improvised explosive device
CBRN chemical, biological, radiological, and nuclear
STX situational training exercise
FTX
field training exercise
Figure H-2. Example of individual training objectives
TRAINING ENVIRONMENT
H-28. As part of the training environment identified in the WARNORD, the staff analyzes potential
operational environments to provide the requisite amount of realism to the training. A training environment
that properly replicates a potential operational environment provides a higher degree of fidelity to the
training scenarios developed in support of the event. Ultimately, it makes the training more challenging and
realistic for the unit and at the Soldier level. When published in the WARNORD, information regarding the
training environment helps subordinate units identify the necessary training resources to coordinate prior to
the event.
H-29. Defining the training environment involves determining the tasks to be trained, the necessary OPFOR
countertasks, and variables that provide the necessary physical, mental, and ethical stressors. The training
environment provides a generalized representation of potential enemies and projected operational
environment conditions that challenge unit task execution. For example, when this information is published
in a WARNORD for a mission rehearsal exercise where an operational environment is known, trainers
apply known information from the theater of operations to make training more realistic.
TRAINING SUPPORT
H-30. Training support includes selecting training environments, developing a base tactical scenario, and
publishing a WARNORD. Once the tasks and the training environment are determined for an event, the
training support enablers must be selected. Training support consists of TADSS; facilities (mission training
complexes and ranges), and services (personnel running the ranges).
Select Training Environments
H-31. Collective training events take place in three types of training environments: LVC. Planners consider
employing each environment independently (the easiest to plan and prepare) or a combination of two or
5 October 2016
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Appendix H
more environments to meet the objective. If using more than one training environment, then leaders use
either a BTE or an ITE. Planners choose the environment based on the installation’s openings in the fielding
schedule and the environment that best enables the unit to accomplish its training objectives in the time
allotted.
H-32. Just as a leader must understand an operational environment in combat, a leader must understand the
training environment for a training event. Leaders and trainers take the initiative, quickly develop
partnerships with the right people—personnel at the Directorate of Plans, Training, Mobilization and
Security; range control, and the mission training complex—and familiarize themselves with training
capabilities. Subsequently, they take subordinate leaders on a terrain walk of those facilities and
capabilities.
Develop a Base Tactical Scenario
H-33. A primary driver to the training event is the development of a tactical scenario. The tactical scenario
provides a realistic backdrop to training when it properly replicates an operational environment. Focused on
the training objectives to achieve during the event, a tactical scenario simulates the situations that cause the
unit and Soldiers to act and react to specific situations, whereby the training objectives (collective tasks) can
be evaluated and assessed. After determining the OPFOR requirements, a determination of the initial
requirements for scripting and role-playing as well as complete the MSEL. All the information gathered and
developed during weeks T-11 and T-10 inform the commander of the personnel, logistics, and other
resource requirements to support the performance of the training event.
Publish WARNORD
H-34. Once planners compile the information gathered and developed during weeks T-11 and T-10, the
commander issues a WARNORD tasking subordinates and requiring coordination to support the event. The
staff distributes the WARNORD at the end of mission analysis to facilitate parallel planning at the
subordinate unit level. At a minimum, the WARNORD contains the training audience, training objectives,
location, date, resources, and personnel support requirements and training environment guidance.
PREEXECUTION CHECKS
H-35. Preexecution checks are informal checks that units complete to coordinate prior to conducting
training events; these are not precombat checks. The chain of command develops these checks to prepare
participants systematically and to ensure that units resource and properly conduct training. As units develop
training schedules, the checks become increasingly detailed. Preexecution checks provide the attention to
detail needed to use resources efficiently.
H-36. Preexecution checks are an important component of preparation for training events. A unit goes
through the checks intending to have a YES for every response. Checks with a NO response require the unit
to make corrections. Sample questions for a preexecution checklist can include the following:
z
Is the current level of collective or individual task proficiency rating a trained or fully trained?
z
Have the lessons learned from the last time training been applied?
z
Has the OPFOR been equipped and trained (if applicable)?
z
Are combat multipliers integrated into planning and execution of training?
z
Has a risk assessment been completed? Have safety considerations been completed?
z
Are Soldiers trained on prerequisite tasks?
z
Has the appropriate training support been requested?
z
Has reconnaissance of the training site been conducted?
z
Are ranges and maneuver books on hand?
z
Are leaders certified to conduct range operations?
z
Are leaders briefed on environmental considerations?
z
Have convoy clearances been submitted and approved?
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FM 7-0
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T-Week Concept
z
Have TADSS been identified, requested, and approved?
z
Can trainers properly operate all TADSS?
z
Has Class I been requested?
z
Has Class III been requested and picked up?
z
Has Class V been requested per ammunition supply point requirements and picked up?
z
Has transportation been requested?
z
Are sufficient expendable supplies on hand?
z
Is a rehearsal time programmed for trainers?
z
Has a backbrief for the chain of command been coordinated?
z
Are times scheduled for AARs at the end and throughout the exercise?
T-9: CONFIRM RESOURCE REQUESTS
H-37. In T-9, commanders confirm resource requests. When the UTP is published to T-13, the UTP
identifies major resource requirements and the planners requisition and schedule all supporting resources
with the local installation. In T-9, commanders and staff confirm resources requisitioned before T-13 to
ensure their availability when and where needed during T-Week. The unit also continues to review and
refine requirements for every class of supply to support both the administrative and tactical executions of
the training event. Planners can access general resource requirements (Classes V and IX) and other
information in the CATS. The commander modifies these general requirements based on the desired end
state of training or the local training environment. Planners draw and confirm resource estimates from three
main sources: CATS, tactical logistic planning tools, and request support.
H-38. Security classification of a training event and its associated measures can impact the administrative
resource requirements. The higher the classification of an event, the more limiting the resources. For
example, a training event with a higher classification may require more guards, protocols, and destruction
capabilities.
COMBINED ARMS TRAINING STRATEGY
H-39. The CATS provides proponent-recommended resources necessary to conduct training. It provides
units with a good starting point to begin determining their requirements. Successful planners review historic
documentation from previous training events and gather experience from the commander and staff. Planners
then refine and improve data gathered from the CATS and forecast their unit needs. The more resource-
constrained the training environment, the more likely leaders will use virtual, constructive, or combined
capabilities to support training.
H-40. After determining OPFOR requirements and the tactical scenario, commanders make a more
informed estimate of the TADSS required to support the training event. The CATS contains general
TADSS recommendations for each training event. The commander modifies the recommended TADSS
based on the desired end state of training and the local training environment. Commanders and planners use
the TADSS to refine or research their requirements. The CATS provides TADSS’s descriptions, contacts
for every installation, and a list of resources and supporting materials. Successful trainers check in with
their local installation-level TADSS office first to determine locally available resources and to coordinate
off-installation support when needed.
TACTICAL LOGISTIC PLANNING TOOLS
H-41. Commanders and planners use installation planning tools to confirm resource requests. Various
planning tools such as the operational logistic planner are available for planning every class of supply. The
operational logistic planner is the official U.S. Army tool for planning tactical logistic requirements, but
others planners are readily available.
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H-9
Appendix H
REQUEST SUPPORT
H-42. Almost every resource and class of supply has different systems, Web sites, procedures, and timelines
for forecasting and requesting. Effective training requests require commanders and planners to verify that
the installation or approval authority processes their requests promptly. Requests should be processed as
soon as possible and in accordance with the required timelines set by higher.
T-8: EXECUTE RECONNAISSANCE AND LOCK IN RESOURCES
H-43. In week T-8, commanders execute reconnaissance and lock in resources. After determining the
training environment and required training support resources, commanders conduct an initial
reconnaissance of the training sites and facilities. A thorough and detailed reconnaissance ensures that the
training environment provides the necessary conditions to facilitate the training of the collective tasks to the
level of fidelity needed. This reconnaissance enables commanders to identify details to complete the plan,
specifically the simulations architecture possibilities and limitations. This reconnaissance also helps
commanders identify any previously overlooked resources and other issues including security issues, traffic
control, and possible route concerns. A reconnaissance requires the following minimum personnel: leaders,
evaluators, trainers, OC/Ts, and OPFOR.
TRAINING AREA RECONNAISSANCE QUESTIONS
H-44. A unit strives to have a YES or clarification for every response. Questions with a NO or vague
response require the unit to make corrections. During the initial reconnaissance, commander and planners
answer the following administrative questions:
z
Are reconnaissance personnel familiar with the training event OPORD and commander’s
guidance?
z
Are there safety-related environmental factors (flash flood area, electric hazards, or wildlife)?
z
Does the terrain support administrative employment of equipment and personnel? How?
z
Are sleep areas located in acceptable area?
z
Is the maintenance area acceptable?
z
Is the distance from garrison less than one mile?
z
Is the amount of fuel required acceptable and sustainable? Confirm.
z
Is heavy equipment transport an option?
z
Are maps available?
z
Is satellite imagery updated?
z
Is the resupply point located in acceptable area? Confirm.
z
Can roads and bridges support heavy vehicle crossing? Confirm.
z
Is the road network in the area of operations sufficient to support the operation?
z
Does the traffic flow inside the area of operations need to be marked?
z
Is there an area sufficient for aerial medical evacuation?
z
Are civilians cleared from the area? Confirm.
z
Does logistic support exist on site? Does it include water, electric, and sewer?
z
Does fixed site support exist on site? What type is it? Will it support the commander’s objective?
z
Is the access control point located in acceptable area?
H-45. During the initial reconnaissance, commander and planners answer the following tactical questions:
z
Can the terrain support the commander’s objectives?
z
Is the area large enough to support the required unit-level maneuver?
z
Does the terrain support tactical employment of equipment and personnel? How?
z
Is the fuel point located at acceptable distance? Confirm.
z
Is the ammunition distribution point located at acceptable distance? What is the blast area?
z
Is the network available (for example cell phone, or satellite)?
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FM 7-0
5 October 2016
T-Week Concept
z
Are the command post and alternate command post located in acceptable areas?
z
Is the amount of Class IV required acceptable and sustainable? Confirm.
z
Is the prisoner exchange point acceptable and sustainable?
z
Are enemy avenues of approach located? Identify locations.
z
Are fields of fire identified? Identify areas.
z
Is the safety danger zone identified? Identify area.
z
Are the observations post located in acceptable locations? Identify locations.
z
Are alternate and secondary positions in acceptable locations? Identify locations.
z
Does terrain facilitate traffic management?
LOCK IN RESOURCES
H-46. Following initial reconnaissance, commanders and planners re-confirm that all resources are locked-
in (request receipts verified and recorded in memo format) to ensure all equipment, facilities, and supplies
are available for training. Effective commanders and planners check the local installation requirements for
locking in resources. They often manage training resources via annual, quarterly, and weekly conferences or
meetings. Common examples of such meetings include but are not limited to—
z
A monthly training resource integration conference.
z
A weekly range and training area scheduling conference.
T-7: PUBLISH THE TRAINING EVENT OPERATION ORDER
H-47. In week T-7, commanders publish the training event OPORD. After the commander has approved the
plan, the OPORD is published on DTMS. Planners use the standard five-paragraph OPORD format with
required modifications to the annexes to reflect training-specific requirements.
H-48. The base OPORD for the training event coordinates the actions necessary to manage the execution of
the event. This does not include the plan and MSEL. The OPORD identifies the collective and individual
tasks to be trained and the desired levels of task proficiency expected to be reached by the conclusion of
training. The OPORD also addresses the actions to be taken to retrain the collective and individual tasks
during the event if the desired end state is not achieved. See figure F-2 beginning on page F-2 for a sample
OPORD. The staff can publish annexes later as a follow up.
H-49. Planners add the friendly force (training audience) and the OPFOR troop list to the published
OPORD. The OPORD identifies trainers, evaluators, and OC/Ts. At seven weeks out, specific names may
not yet be available; however, the OPORD identifies the grade and background necessary to fill the
positions. These details help a subordinate or coordinating unit fill the tasking for support through higher
headquarters. If planners know the names of individuals, this information is included in the OPORD.
H-50. The execution paragraph of the OPORD identifies the leader development plan. This plan addresses
prerequisite training leading up to the event, the event itself, and the follow-on post event reviews. Effective
training for leaders grows increasingly difficult and complex to train adaptable and agile leaders. Figure H-3
on page H-12 illustrates a leader development plan for a company-level training event.
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Appendix H
Figure H-3. Sample leader development plan for an armor company
H-51. The logistic plan to support the training event is the last critical piece of the OPORD. This plan
addresses the resources requested at T-9. The logistic plan also lays out the coordination requirements for
attached support, such as medical, maintenance, chemical, engineer, and military police support. Figure H-4
depicts an example of a logistic support plan for a company-level training event.
H-12
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Figure H-4. Sample logistic support plan for an armor company
H-52. After commanders identify and request TADSS requirements, commanders schedule the training
necessary to ensure trainers and operators are trained and certified prior to the event.
T-6: LOCK IN TRAINING AND PUBLISH TRAINING SCHEDULES
H-53. At week T-6, commanders lock in training and publish training schedules. Failure to lock in training
and adhere to published training schedules can ruin the unit’s ability to execute effective training. The act of
locking in training creates an atmosphere in which leaders and Soldiers at all levels build confidence in the
unit’s leaders to ensure training is predictable, protected, and supported by the chain of command. The
message sent by such discipline is that training and leader development are unit priorities.
H-54. Training schedules are focused and published at the company level. Unit commanders issue training
schedules as a written order and use them as the primary means to communicate the scheduled training to
Soldiers. Training schedules cite the collective or individual tasks to be trained. Training schedules are
usually organized by or coincide with training weeks and cover a full week or more. Units publish training
schedules T-6 week from training. Training schedules are signed by the unit commander and approved by
the next higher commander (see figure H-5 on page H-14). For example, a company training schedule is
signed by the company commander and approved by the battalion commander. The commander ensures that
training schedules are conspicuously posted in the company area and electronically provides them directly
to unit personnel as necessary.
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Appendix H
Figure H-5. Approval of company training schedules
CHANGES TO PUBLISHED TRAINING SCHEDULES
H-55. Changes to training are sometime unavoidable, but to the greatest extent, effective leaders keep
changes to an absolute minimum. Higher commanders protect subordinate units from needless,
unprogrammed taskings and other training distracters. One protection technique is to establish an approving
authority for changes to company-level training schedules once published. For example, if a change occurs
to a company training schedule, then the brigade commander must approve the change. This helps keep
changes to an absolute minimum and makes training more predictable for Soldiers and trainers. See
figure H-6.
Figure H-6. Recommended approval process for changes
H-56. A training schedule specifies the tasks for a Soldier to train, the location to train, the time to train, the
uniform to wear, and the equipment to bring. It also tells a Soldier any additional information, to include the
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T-Week Concept
references to read regarding the particular training task, event, or operation. A training schedule also
identifies the instructors or trainers.
PUBLISHED TRAINING SCHEDULES IN DTMS
H-57. At T-6, the staff locks in and publishes the training schedules and calendars in DTMS upon approval
in the unit training meeting. The company and battalion commanders approve and digitally sign the training
schedule in DTMS. Once published, Soldiers can view their company’s training schedules in their
MyTraining Tab on ATN (see figure H-7). This access facilitates Soldier knowledge of UTPs and
maximizes the Soldiers time to prepare in advance.
Figure H-7. Example company training schedule
DELIBERATE RISK ASSESSMENTS
H-58. The unit staff completes and submits a DD Form 2977 (Deliberate Risk Assessment Worksheet) to the
higher commander for review and approval. More important than completing the form is the mental process
used by the commander to identify and mitigate safety risks. Often, identifying the right leader positioned at
the most dangerous place or time for the unit is the best mitigating control measure. See ATP 5-19 and the
U.S. Army Combat Readiness Center’s Risk Management courses for mitigating risk.
T-5: COMPLETE PLAN AND PROVIDE SUPPORTING PRODUCTS
H-59. At T-5, commanders complete the plan and provide supporting products. After publishing the
OPORD, locking in the resources, and publishing the training schedule, the staff can begin to complete the
rest of the plan.
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Appendix H
COMPLETED PLAN
H-60. The plan covers both the friendly force and OPFOR. The plan drives the training to meet the training
objectives. The T-5 plan identifies both the training audience and the OPFOR to ensure all training aids are
synchronized and focused. If training involves multiple training support enablers, then identification of the
audience and participants is important. Units will require assistance from a local mission training complex
to ensure data are uploaded into the simulation.
COMPLETED MASTER SCENARIO EVENTS LIST
H-61. Units develop a MSEL at T-10 to develop the training scenario and set the conditions for the unit to
display proficiency in the tasks evaluated during the training. The MSEL drives OPFOR actions that
stimulate a friendly force reaction. A MSEL scenario is developed chronologically to stimulate friendly
force actions from the beginning of the exercise to the end. The MSEL also provides the stimulus for
evaluators to observe and evaluate the selected training objectives.
EXERCISE CONTROL PLAN
H-62. Developing an exercise control plan helps synchronize and manage the training event. For a small-
unit training event, this can be a simple graphic with timelines and control measures. For a large-scale
event, the plan may include a complex scenario, white cell personnel and equipment, OC/Ts, and rules of
engagement. In addition to the scenario, a higher headquarters develops an OPORD to drive the training
event.
OBSERVER-CONTROLLER/TRAINER PLAN
H-63. The OC/T plan addresses who (by name) the OC/Ts are and the assessment plan. It outlines how the
OC/Ts (by name) are supported with supplies (and from whom) and details the OC/Ts’ duties. The OC/T
plan itemizes the OC/T packet contents. For example, the OC/T packet might contain unit SOPs, T&EOs,
doctrine, pyrotechnics (Class V) on hand, and a Multiple Integrated Laser Engagement System (known as
MILES) sets. OC/Ts read and make themselves familiar with both the friendly forces and OPFOR plans as
well as attend key unit events (such as backbriefs, rehearsals, and precombat checks).
H-64. OC/Ts ensure all systems work properly prior to the training event to ensure accurate outcomes.
OC/Ts familiarize themselves with the training support systems used for the event. Effective OC/Ts conduct
work-arounds if live or simulated conditions cannot portray the realism necessary to achieve the training
objectives. As with the leaders, OC/Ts ensure the unit conducts the training event safely. They address
unsafe acts immediately.
EVALUATION PLAN
H-65. The evaluators may be internal or external to a unit. Evaluators must have a copy of the collective and
individual tasks’ T&EOs and be familiar with the scenario to ensure proper evaluation. Evaluators can be
separate from the OC/Ts, allowing OC/Ts to be strictly trainers and facilitate AARs. OC/Ts can also be
evaluators, depending on the commander’s guidance and type of exercise. Upon completion, evaluators give
evaluation packets to the commander for the commander’s assessment.
T-4: CONDUCT CERTIFICATIONS AND COMPLETE
PREREQUISITE TRAINING
H-66. At T-4, commanders conduct certifications and complete requisite training. Evaluators report to the
commander. They must understand the collective tasks they are evaluating, the scenario, and the training
environment. Commanders ensure the evaluators are prepared. The plan must have all link-up times and list
items evaluators need to bring—T&EOs, references, and support if necessary. Evaluators also backbrief the
commander prior to execution to ensure everyone is synchronized.
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H-67. The OPFOR leaders backbrief the commander on their plan. The commander may adjust the OPFOR
plan based on the training objectives. OPFOR capabilities should be sufficient to ensure flexibility during
the event. The OPFOR must correctly portray the threat and be prepared to execute threat TTP. The
commander or designated representative certifies that the OPFOR’s portrayal is correct. The OPFOR must
have countertasks identified so that they will prompt the unit to train and perform the collective and
individual tasks to the Army standard (as stated in the T&EO).
TRAIN THE TRAINERS
H-68. Qualified OC/Ts have training to facilitate the appropriate type of AAR for the event (informal or
formal). They must have full knowledge of the scenario, friendly forces, and OPFOR plans, training
environment, and training objectives. They must understand all safety and medical evacuation procedures.
The commander certifies the OC/Ts through backbriefs on the training and training requirements.
H-69. Qualified and competent trainers are critical in delivering quality, effective training to the unit.
Trainers demonstrate task proficiency before teaching a task to others. Commanders and leaders ensure that
trainers are prepared to conduct performance-oriented training to standard. They ensure adequate
preparation time so the trainers—
z
Understand the commander’s guidance.
z
Know the tasks, conditions, and standards to be performed.
z
Have demonstrated the tasks to standard.
z
Review references, such as ADP 7-0, ADRP 7-0, FM 7-0, ATN, T&EOs, CATS, CAR, Soldier’s
manuals, field manuals, and technical manuals as needed.
z
Gather and prepare training support items as required.
z
Conduct a reconnaissance of the training site prior to training.
z
Prepare the training and materials needed.
z
Integrate the risk assessment process.
z
Schedule rehearsals for themselves and other trainers.
z
Plan, prepare, and rehearse the conduct of AARs.
CERTIFICATION
H-70. Certification is a measure of individual, crew, or team technical proficiency. Unit commanders are
responsible for creating and managing unit certification programs. Certification is not a normal part of day-
to-day training. A higher headquarters decides to require certification after a deliberate process.
Certification requirements for OC/Ts and individuals to supervise live-fire ranges and EXEVALs illustrate
individual technical proficiencies that commanders may require to support training. Certification is more
often applied to processes and procedures that support training and operations, like conduct of live fire
ranges.
H-71. Commanders may require certification to confirm a unit’s collective training proficiency to perform a
specific type of mission or task. Certification of an infantry squad tasked to conduct a specific stability or
support task is an example of unit collective certification. Higher headquarters on a by-exception basis
normally directs this confirmation requirement.
Note. Individual Soldier certifications are recorded in DTMS in the “Soldier Manager” tab.
T-3: CONDUCT REHEARSALS
H-72. At T-3, commanders conduct rehearsals. Prior to conducting a rehearsal, staffs conduct the final
reconnaissance of the training site. Staffs completed the initial reconnaissance at T-8
(five weeks
previously). Since that time, changes may have occurred. Sometimes these changes alter the plan slightly,
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Appendix H
such as changing the location of the assembly area or the route to the training area. The staff publishes new
timings or graphics in a FRAGORD.
H-73. A rehearsal is a session in which a staff or unit practices expected actions to improve performance
during execution (ADRP 5-0). Units conduct rehearsals before training events and early enough to conduct
multiple rehearsals, if necessary. Rehearsals provide an invaluable means of ensuring actions during
training are synchronized and executed to standard. Rehearsals also provide a mechanism for leaders and
Soldiers to visualize what is supposed to happen and to correct deficiencies during subsequent rehearsals, if
necessary. Rehearsals allow leaders to—
z
Identify weak points in the plan.
z
Teach effective training techniques.
z
Coach trainers until they feel comfortable.
z
Ensure safety and environmental considerations are met and updated.
z
Determine if subordinate leaders are tactically and technically proficient.
z
Determine how the trainer will evaluate the Soldier’s or unit’s performance.
z
Assess subordinate trainer competencies and provide feedback.
z
Give subordinates confidence in their ability to train or operate.
H-74. FM 6-0 discusses rehearsals at length. Some leaders use the following checklist as a
guide
for
conducting rehearsals:
z
Rehearsal agenda.
z
Conduct roll call.
z
Participant orientation to terrain.
z
Location of local civilians.
z
Enemy situation brief.
z
Friendly situation brief.
z
Description of expected enemy actions.
z
Discussion of friendly unit actions.
z
Review of notes made by the recorder.
T-2: FINALIZE SUPPORT AND CONDUCT OPPOSING FORCE
REHEARSAL
H-75. At T-2, commanders finalize support and conduct an OPFOR rehearsal. Staffs submit
all
administrative clearances and requests as necessary. These clearances and requests can include convoy
clearances, wash rack requests, and range requests to include surface danger zone schematics.
SUPPORT FINALIZED
H-76. Commanders and planners complete a final review of all support requests for the event. They check
and double check these to ensure that the support required and requested for the event in the T-weeks prior
to T-2 will be present for T-Week. This includes a final check of all classes of supply, all ranges, training
areas, TADSS, and all other required training support. This includes making personal contact between unit
planners and facility and support managers. In many cases, training events fail because the unit did not
make these crucial final support checks, which can result in training planned, but not conducted.
TADSS CERTIFICATION TRAINING
H-77. Units conduct TADSS certification training for trainers as scheduled during T-7.
OPFOR REHEARSAL
H-78. The OPFOR conducts a rehearsal to ensure its plan facilitates the friendly force achieving its training
objectives. This rehearsal includes the administrative movement and preparation for the event as well as the
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plan. The rehearsal enables subordinates to synchronize their plans with each other and enables leaders to
address possible decision points. The evaluators and OC/Ts attend the OPFOR rehearsal to ensure they fully
understand the execution of the event.
T-1: DRAW EQUIPMENT AND SUPPLIES AND EXECUTE
SUBORDINATE REHEARSALS AND CHECKS
H-79. At T-1, if not previously done, the unit draws all required equipment and tests it to ensure it is
operational, thereby providing time to work through problems before the event starts. Training support
centers have exchange procedures for swapping unserviceable TADSS for serviceable items (if enough
items are available). Units should plan sufficient time to exchange TADSS items, as necessary.
TRAINING SITE PREPARATION
H-80. Commanders conduct all final site preparation during T-1. If using a mission training complex to
support training, commanders complete all preparations of the TADSS to be used.
UNIT REHEARSAL
H-81. Commanders conduct a unit rehearsal to ensure the plan is synchronized and enables the leaders to
make decisions at the right time. The evaluators and OC/Ts attend the friendly force rehearsal to ensure they
fully understand the execution of the event. The rehearsal can facilitate adjustments to the MSEL.
COMMUNICATIONS CONNECTIVITY TEST
H-82. Leaders conduct communications testing one week out from the event. This would include all unit
communications devices, mission command systems, and TADSS connectivity, like the Multiple Integrated
Laser Engagement System (known as MILES) equipment. Additionally, this includes any devices needed to
support constructive or virtual training environments that drive the training event. Evaluator and OC/T
communications checks are also conducted during this week.
T-WEEK: EXECUTE TRAINING
H-83. At T-Week, commanders execute training. This execution entails conducting precombat checks,
drawing supplies, conducting training, conducting informal AARs, leading hip-pocket training, and
retraining tasks not trained to standard.
PRECOMBAT CHECKS
H-84. T-Week begins with precombat checks. Units conduct these detailed final checks immediately before
and during the execution of training and operations. Units include these checks in unit SOPs. Normally,
units conduct them as part of TLP. These precombat checks can be as simple or as complex as the training
or operation dictates. Units start precombat checks—such as applying camouflage, setting radio
frequencies, and distributing ammunition—in garrison and complete them in the assembly area or in the
training location. Commanders allocate sufficient time for subordinate leaders to execute precombat checks
and inspections to standard. Precombat checks can include the following:
z
Staff briefed the OPORD briefed, and leaders and Soldiers know the expectations.
z
Unit completed safety checks and briefings.
z
Unit has all required TADSS on hand and operational. For example, unit has Multiple Integrated
Laser Engagement System (known as MILES) equipment and zeroed it.
z
Unit completed before-operations preventative maintenance checks and services on vehicles,
weapons, communications, and other equipment.
z
Unit inspected equipment. For example, unit inspected compasses, maps, and binoculars.
z
Unit inspected and camouflaged Soldiers and equipment. For example, unit inspected
identification cards and driver’s licenses as well as camouflaged weapons.
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