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FM 7-0 TRAIN TO WIN IN A COMPLEX WORLD (October 2016) - page 5

 

 

Appendix H
z
Unit checked Soldier packing lists and enforced any discrepancies.
z
Unit verified medical support present and prepared.
z
Unit completed communications checks.
z
Unit verified ammunition (Class V) drawn, accounted for, prepared, and issued.
z
Unit checked and confirmed vehicle load plans as well as secured the cargo.
z
Unit verified rations (Class I) drawn and issued.
z
Unit briefed and dispatched quartering party.
z
OPFOR personnel deployed and ready to execute their OPORD.
DRAW SUPPLIES
H-85. Successful units draw and inventory supplies at the beginning of the training week. The installation
distributes classes of supply within the plan to ensure the event is properly resourced. Leaders report any
shortage of requested supplies immediately.
CONDUCT TRAINING
H-86. The unit executes the plan developed and published earlier. While conducting training, the unit
performs individual and collective tasks to the published standard as the plan evolves based on OPFOR
action and reaction. Concurrently, the assessment plan is executed—OC/Ts observe and capture compliance
with T&EO performance steps and measures—and staffs compile bottom-up feedback. As the plan
develops, the unit tests its TTP; identifies new TTP; and develops or implements other TTP. The
commander and all unit leaders are present and engaged and perform their tactical duties consistent with the
plan.
INFORMAL AFTER ACTION REVIEWS
H-87. Evaluators and leaders conduct informal AARs at all levels (from crew to battalion). They can be
done for a unit or an individual. They may be scheduled or as needed during the training. Evaluators and
leaders can record observations, insights, and lessons for future use to identify trends and prevent
reoccurrences of bad practices.
HIP-POCKET TRAINING
H-88. Hip-pocket training usually consists of individual tasks selected by the commander on which a unit
can train when it experiences inactive periods during scheduled training. Hip-pocket training is another
technique for managing sustainment training. The company commander selects tasks for this training so that
the unit uses training time productively.
H-89. Hip-pocket training provides leaders confidence in their ability to train, which results in a more
efficient use of Soldiers’ time. While the tasks selected for this type of training are usually individual tasks
requiring sustainment training, leaders can inject new training (if time), training levels, and circumstances
allow. Ideally, leaders train selected tasks in 15 to 30 minutes. Initial individual training or collective task
training ordinarily requires more time and resources. Effective leaders use their initiative to ensure their
individuals are well trained and their time is not wasted.
RETRAIN
H-90. Leaders allocate sufficient time to retrain tasks during or after training events. Not all tasks will be
performed to standard on the first or even second attempt. Commanders do not allow an organization to end
training believing that a substandard performance was acceptable. Therefore, leaders allocate and schedule
time and other resources for unit retraining of key collective and individual tasks in their training plans.
Retraining allows participants to implement corrective action. Ideally, units complete retraining at the
earliest opportunity, if not immediately after they attempt the task. In some cases, a restart of an event may
be necessary before moving to the next training event.
H-20
FM 7-0
5 October 2016
T-Week Concept
T+1: RECOVER, CONDUCT FINAL AFTER ACTION REVIEW, AND
ASSESS TRAINING
H-91. In T+1 week, commanders recover, conduct final AARs, and assess training. Recovery is part of
every training event. Leaders plan for recovery to ensure all the resources and personnel are available to
return to full operation. Evaluators and leaders conduct a final AAR of the training event. The final step in a
training event is to assess the training, specifically the collective and individual task proficiencies
demonstrated or attained.
RECOVERY
H-92. Recovery is critical to every training event. Leaders use recovery to ensure the resources and
personnel return to standard. The recovery process is training. Once recovery is complete, it signifies the
end of the training event. Captured AAR comments reflect the effectiveness of the recovery and
modification to the SOP. Ideally, a unit performs the following sample recovery activities after a training
event:
z
Account for personnel health and welfare.
z
Perform post-operations preventative maintenance checks and services.
z
Ensure sensitive item accountability.
z
Ensure accountability of organizational and individual equipment.
z
Ensure that Class IV, Class V, TADSS, and other support items are maintained, accounted for,
and turned in.
z
Close out training areas and ranges.
z
Conduct AARs.
z
Allow time for the individual Soldiers to recover personal equipment and conduct personal
hygiene.
z
Conduct final inspections.
RECOVERY AND POST OPERATIONS CHECKS
H-93. Post operations checks are those tasks a unit accomplishes at the conclusion of training. An effective
unit SOP contains these checks. The checks vary depending on the type of training. For example, an FTX
requires more extensive post operations checks than garrison-type training. Sample post operations checks
include the following:
z
Soldier accountability.
z
Sensitive item accountability (such as weapons or communications security).
z
Report closure of unit to higher headquarters.
z
Ammunition and equipment turn-in (such as TADSS).
z
Maintenance of vehicles, weapons, and communications including the following:
„ Equipment cleaned.
„ Thorough preventative maintenance checks and services after-operations checks.
„ Required services performed.
z
Training assessments:
„ Leaders record results of training in leader books.
„ AARs completed.
„ After action report initiated, if appropriate.
z
Soldier recovery.
z
Chain of command inspections of Soldiers and equipment.
5 October 2016
FM 7-0
H-21
Appendix H
FINAL AFTER ACTION REVIEW
H-94. The final AAR takes place as soon as possible following the event. (Leaders conduct informal AARs
as needed during the event.) This ensures that events are still fresh in the minds of all the participants,
capturing the data as accurately as possible. OC/Ts, OPFORs personnel, and evaluators all provide their
input to inform the commander’s assessments. Using multiple recorders ensures a unit captures all lessons.
Sound assessments of those lessons facilitate later success. A final AAR begins with the UTP. Leaders
assess if event planning and preparation were sufficient and if the commander’s training objectives were
met. They also determine if administrative and tactical support were sufficient to conduct the training.
OC/Ts, OPFORs, and evaluators record all the lessons learned and preserve them for retraining and future
use.
MET ASSESSMENT
H-95. Commanders assess and evaluate training. The commander considers personal observations as well as
observations, T&EOs, insights, and lessons from AARs and unit evaluations to inform both MET
proficiency for the assigned mission and METL assessments for unit status reporting.
SOP REVIEW
H-96. Leaders conduct an SOP review after the event to implement recommended changes gleaned from the
observations, insights, and lessons. Quickly implementing the right changes allows the unit to begin
improving performance sooner.
H-22
FM 7-0
5 October 2016
Appendix I
Organizational Inspection Program for Training
PURPOSE
I-1. Unit training is a subset of the unit’s overall Organizational Inspection Program (known as OIP). This
appendix provides a training management inspector with the basic overarching program and then focuses on
the specifics for training management. See AR 1-201 for details on inspections.
GUIDANCE FOR INSPECTORS
I-2. All inspections have a major purpose: to provide feedback to commanders so they can make
decisions that will improve the Army. Inspections focus on measuring compliance against established
standards to ensure that the Army as a whole can function effectively in its combat role. The five principles
of Army inspections support the five basic elements of an inspection. Those five elements are—
z
Measure performance against a standard.
z
Determine the magnitude of the problem.
z
Seek the root cause of the problem.
z
Determine a solution.
z
Assign responsibility to the appropriate individuals or agencies.
CHECKLIST STRUCTURE
I-3. Section I provides an inspector with a checklist for identifying training management processes in the
unit. The presence of these processes imply that the unit has an understanding of the doctrine and contains
the parts essential for planning, preparing, executing, and assessing unit training.
I-4. Section II focuses on evaluating the indicators of an effective training management program. It
provides indicators of specific inspection items that allow for a more detailed assessment. The second
section may require multiple observations of training planning, preparation, and execution to provide an
accurate review of the unit’s training program effectiveness.
SECTION I - BRIGADE, BATTALION, AND COMPANY INSPECTION CHECKLIST
I-5. This series of questions measures the unit’s training. These questions enable an inspector to
determine if the foundations of effective unit training exist. The series of questions is not an indicator of
unit training effectiveness. The key to any training program is the commander’s personal involvement. As
the unit’s primary trainer, the commander has direct involvement in the planning, preparation, execution,
and assessment of training proficiencies and ensures compliance with the commander’s vision and guidance
for training. Ideally, a unit conducts annual formal inspections with semiannual internal informal
inspections.
I-6. As a staff completes the checklist, it aims to answer each question in the affirmative (YES). If the
staff cannot answer in the affirmative, it adds notes or comments to the checklist. Often those items require
retraining.
Task
I-7. As staffs check each item in the checklist, they note if the unit sustains or improves the task and add a
comment to elaborate.
5 October 2016
FM 7-0
I-1
Appendix I
Unit Training Plan
I-8. The UTP ensures units plan and prepare for training. Inspectors ask the following
questions
pertaining to the UTP:
z
Is the higher headquarters UTP available and posted in DTMS?
z
Is the inspected unit’s UTP published? Is it posted to DTMS?
z
Does the UTP contain the higher headquarters mission?
z
Does the UTP contain the higher headquarters METL?
z
Does the UTP contain the higher headquarters commander’s training guidance?
z
Does the UTP contain the unit mission?
z
Does the UTP contain the commander’s guidance?
z
Does the UTP contain a concept of operations that includes—
„ A collective training plan?
„ An individual training plan in support of the collective training plan?
„ A leader development plan?
z
Does the UTP contain a time management cycle?
z
Does the UTP contain tasks to subordinate units?
z
Does the UTP contain an assessment plan?
z
Does the UTP contain the training environment?
z
Does the UTP contain resources required?
z
Does the UTP contain risks and mitigation for key tasks not trained?
z
Does the UTP contain the UTP calendar?
Commanders’ Dialogues
I-9. Commanders’ dialogues ensure commanders communicate with each other. Inspectors
ask
the
following questions pertaining to commanders’ dialogue:
z
Did commanders’ conduct dialogues?
z
Did the higher commander approve the unit’s METs selected to train (key output of mission
analysis)?
z
Is the output of the mission analysis recorded?
Mission-Essential Task List
I-10. The METL ensures units have a list of tasks to attain. Inspectors ask the following questions
pertaining to the METL:
z
Is the unit METL available?
z
Is the unit METL posted to the DTMS and to the CATS?
z
For battalion and company, does the unit METL reflect the unit’s as-designed capabilities as
described by the TOE or TDA?
z
Is the unit METL reportable on the unit status report?
Training Objectives
I-11. Training objectives are an essential part of the commander’s training vision. Overall collective task
objectives help sequence training events from simple to increasingly more complex tasks. The progressive
nature of the training helps build upon previously mastered skills. Inspectors ask the following questions
pertaining to training objectives:
I-2
FM 7-0
5 October 2016
Organizational Inspection Program for Training
z
Are training objectives published for each major training event?
z
Do the training objectives support training the unit METs for each event?
z
Are objectives for the leader, collective leader, collective tasks, and individual tasks identified
for each major training event?
Training Schedules
I-12. Training schedules are necessary to inform Soldiers and leaders and to focus support, project
resource requirements, and allow companies optimum time to prepare for training events. Inspectors ask the
following questions pertaining to training schedules:
z
Are the company training schedules complete, approved, and signed by the battalion
commander?
z
Are company training schedules changed frequently?
z
Are changes to the training schedules approved by the brigade commander?
Training Meetings
I-13. Training meetings ensure units complete training preparation, resource coordination, and provide
opportunities for training plan corrections and modifications. Units use these meetings to keep the training
plan on track and to prepare successfully for training events. Inspectors ask the following questions
pertaining to training meetings:
z
Are brigade, battalion, and company training meetings held?
z
Do the right personnel attend?
z
Is there a standard training meeting agenda?
Digital Training Management System
I-14. The DTMS ensures units engage in digital training. Inspectors ask the following questions pertaining
to the DTMS:
z
Does the unit use the DTMS?
z
Is there a certified DTMS master trainer on hand? Is this individual appointed on orders by the
commander (to include one alternate)?
z
Is there a log of unit personnel with their privilege levels available and approved by the
commander?
z
Does each battalion have a DTMS operator?
z
Is the DTMS used to manage company-level individual training records?
z
Are incoming and outgoing personnel entered and removed from the DTMS as necessary?
z
Has the unit published a DTMS SOP?
Assessment and Evaluation
I-15. Unit assessment plans help validate the current assessment of the unit METs and the UTP. Inspectors
ask the following questions pertaining to assessment and evaluations:
z
Does each major training event include an assessment plan?
z
Are unit OC/Ts trained and certified by the unit commander?
z
Does the unit conduct AARs during and at the conclusion of training events?
z
Are AAR results available?
z
Does the unit follow the AAR process as outlined in this publication (see appendix D)?
z
Are AAR results provided to the commander and used for assessing MET task proficiencies?
z
Are the latest training evaluations or inspection reports available?
5 October 2016
FM 7-0
I-3
Appendix I
z
Does the unit use individual training records and T&EOs for collective, leader, and individual
tasks?
z
Are T&EOs used for bottom-up feedback that informs the commander’s assessment of METs?
Training Briefing
I-16. The TB ensures higher commanders have visibility of UTPs. Inspectors ask the following questions
pertaining to TBs:
z
Are TBs conducted?
z
Are the TBs tied to the higher commander’s approval of the UTP?
z
Are the TB’s results recorded?
z
Are installation staff, supporting unit, and gaining commanders present as appropriate?
Training Resource Management
I-17. Inspectors check resources concerning training ammunition. They ask the following questions:
z
Are annual ammunition forecasts available?
z
Does the unit have a plan to use annual forecasted ammunition?
z
Is DA Form 581 (Request for Issue and Turn-In of Ammunition) on hand and does it support the
applicable training event?
z
Are projected shortfalls addressed during the commanders’ dialogue and TB?
z
Are Class V handlers certified by the commander?
I-18. Inspectors check resources concerning vehicle mileage. They ask the following questions:
z
Is there a restriction on vehicle mileage?
z
Does the UTP account for mileage caps?
z
Does the unit use the CATS to help project unit mileage?
Live, Virtual, and Constructive
I-19. LVC training environments provide varied training environments for units. Inspectors ask the
following questions pertaining to LVC training environments:
z
Are the right LVC training environments assets considered and used to meet training objectives
when necessary?
z
Has the unit incorporated LVC assets into the training plan?
Training Aids, Devices, Simulators, and Simulations
I-20. TADSS ensures units train with varied items. Inspectors ask the following questions pertaining to
TADSS:
z
Does the unit incorporate the use of TADSS to support training events?
z
Does the unit identify and adequately plan for TADSS that support collective and individual
tasks?
Time Management
I-21. Time management ensures units manage their time. Inspectors ask the following questions pertaining
to time management:
z
Has the unit established or does it follow a higher headquarters or installation time management
cycle (such as Green-Amber-Red cycle)?
z
Has the unit established or does it follow a higher headquarters or installation external task ‘lock-
in’ program that protects training time from unprogrammed requirements?
I-4
FM 7-0
5 October 2016
Organizational Inspection Program for Training
Leader Development
I-22. Leader development ensures units develop subordinate leaders. Inspectors ask the following
questions pertaining to leader development:
z
Has the commander established a unit leader development program?
z
Is a leader certification program part of the leader development program?
z
Are leader development training objectives and assessments integrated and identified in each
major training event?
Rehearsals and Precombat Checks
I-23. Rehearsals and precombat checks ensure units practice training events. Inspectors ask the following
questions pertaining to rehearsals and precombat checks:
z
Does the unit schedule and execute rehearsals prior to each major training event?
z
Do all applicable leaders and trainers attend the rehearsals?
z
Does the unit conduct precombat checks and inspections prior to training execution?
Retraining
I-24. Retraining ensures units train to standard. Inspectors ask the following question: Does the unit
schedule time to retrain tasks not meeting standards?
SECTION II - EVALUATION
I-25. The inspector interviews leaders throughout the unit to evaluate the effectiveness of training
management execution. The inspector moves beyond simply measuring the presence of the required
elements of the program (Section I) and begins to determine the magnitude of the problem, seeks the root
cause of the problem, begins to determine a solution, and discovers where to recommend responsibility to
the appropriate individuals or agencies.
I-26. By completing the earlier questions first, the inspector gains knowledge of any potential strengths and
shortfalls in unit training. Inspectors ask the questions beginning in paragraph I-27 after completing the
questions in Section I. By completing the earlier questions first, the inspector has knowledge of any
strengths and shortfalls in the required elements of the training management program.
Commander and Leader Responsibilities
I-27. The inspector uses questions and considerations to determine if the commanders and subordinate
leaders are meeting their responsibilities according to unit training. The questions are not all-inclusive but
can help the inspector gain a basic understanding and lead to fuller conversation to determine the
effectiveness of the program or root cause of any issues. For commanders at every echelon, the following
questions apply:
z
Do commanders use the principles of mission command to give subordinates latitude in
determining how best to train their units to achieve commanders’ visualized end state for
training?
z
Do commanders provide subordinates training objectives for each training event or suspense’s
for proficiency levels in their METs? Describe the processes.
z
Do commanders provide subordinates the training time and resources they require? How? (Do
they use the commanders’ dialogue during development of the UTP? Do commanders allocate
sufficient time for subordinates to train? When and how do commanders become involved in
resourcing subordinate commanders and leaders?).
5 October 2016
FM 7-0
I-5
Appendix I
z
Do commanders ensure subordinate leaders have the necessary skills and knowledge to manage
unit training so that leaders and units can achieve desired levels of training readiness? How? Do
commanders train subordinate leaders to use the unit training system? How?
z
Do commanders ensure they were providing quality training to subordinates? Do commanders
define quality training? How?
I-28. Paragraphs I-29 and I-30 apply to commanders and leaders at every echelon (select several at each
echelon to determine if the programs in place are used throughout the command or if there are any systemic
problems at certain levels).
I-29. How did commanders—
z
Personally observe, participate in, and evaluate the quality and consistency of training at all
echelons?
z
Receive training feedback directly from subordinate leaders and Soldiers?
z
Identify, resolve if possible, and bring to the chain of command’s attention issues in training
planning, leadership, management, support, resourcing, and other key functions?
z
Check the adequacy of external training support and report inconsistencies to the chain of
command?
z
Maintain awareness of safety issues and make on-the-spot corrections?
I-30. The inspector uses some questions to gain an informed perspective of the commander and leader’s
understanding of their roles and responsibilities throughout the unit. Inspectors can add questions to explore
any systemic problems or to develop recommendations to fix any issues found. Inspectors select several at
each echelon to determine if the programs in place are used throughout the command or if there are any
systemic problems at certain levels. The following questions apply to NCOs at every echelon:
z
Do NCOs influence or plan training for individual Soldiers, crews, and small teams? How?
z
Do NCOs make sure they conduct standards-based, performance-oriented training? How?
z
Do NCOs use T&EOs?
z
Do NCOs or the commander or platoon leader establish training objectives for the events NCOs
controlled?
z
Does an NCO identified individual, small-unit collective tasks and drills that support the unit
METL? Identify individual.
z
Does individual Soldier task training relate to the collective tasks the unit trains and do these
relate to the unit’s METL? How?
z
Are NCOs involved in planning, preparing, and executing training, conducting AARs, and
providing bottom-up feedback? How?
z
Do NCOs maintain awareness of hazards and associated control measures during individual,
crew, and small-team training? How?
Planning Training
I-31. When planning for training, instructors follow certain instructions. First, they review the OPORD or
FRAGORD for the last several training events. Second, they compare the training objectives for the training
events to the training objectives identified in the UTP. The inspector determines if the unit uses the
operations process to develop its UTP, if the resulting plan nests with higher, and if adjusting the plan
increases the difficulty as the unit masters or adjusts skills to overcome any training short falls.
I-32. When planning training, commanders and S-3s at each echelon answer the following questions:
z
Do commanders and S-3s develop the UTP? What planning method do they use?
z
Do commanders and S-3s use a different method to plan training events?
z
Do commanders and S-3s conduct planning sessions? Who is involved in planning sessions?
z
Do commanders and S-3s adjust the UTP or training events? How, when, and where did
commanders and S-3s make these adjustments?
z
Do commanders and S-3s manage the planning and preparation for training events? How?
I-6
FM 7-0
5 October 2016
Organizational Inspection Program for Training
I-33. The inspector drills down (by echelon) with questions. Inspectors use the questions to determine root
causes, solutions, and where to recommend responsibility for fixes.
I-34. Brigade-level inspectors review the current UTP OPORD asking the following questions:
z
Do the training objectives complement higher headquarters’ training objectives for multiechelon
events?
z
Do the training objectives reflect mastery of previously identified training objectives?
z
Do the event and UTP training objectives match?
z
Is an evaluation plan articulated?
z
Are prior evaluations available for planning?
z
Does the higher unit’s UTP calendar have unaccounted time available? How much?
I-35. Brigade-level inspectors ask the brigade executive officer, brigade command sergeant major,
principal staff officers, staff NCOs, and drivers the following questions:
z
Do executive officer, command sergeant major, principal staff officers, staff NCOs, and drivers
provide input to the training plan?
z
Are executive officer, command sergeant major, principal staff officers, staff NCOs, and drivers
aware of the training objectives for the training events?
z
Are the training objectives building upon previously mastered skill sets?
z
Are executive officer, command sergeant major, principal staff officers, staff NCOs, and drivers
using previous assessments for event planning?
z
Is the staff section assessments maintained? Where?
z
Are the procedures for processing and tracking training resource requests from the units
acceptable? Confirm.
I-36. Battalion-level inspectors should review UTP OPORD and the UTP calendar. They review the
OPORDs or FRAGORDs for the last two training events. They also review the unit SOPs for battalion-level
training meetings and identify the date and time for the last four training meetings. Battalion-level
inspectors ask the following questions:
z
Are the training meetings scheduled at least weekly?
z
Is there a set agenda for the training meetings?
z
Does the agenda allow for timely identification and procurement of resources?
z
Are the training meeting focused on training or are other issues addressed as well?
z
Are the results recorded?
I-37. Battalion-level inspection asks the battalion executive officer, battalion command sergeant major,
battalion staff officers, battalion staff NCOs, and battalion staff drivers these questions:
z
Do battalion executive officer, battalion command sergeant major, battalion staff officers,
battalion staff NCOs, and battalion staff drivers provide input to the training plan?
z
Are battalion executive officer, battalion command sergeant major, battalion staff officers,
battalion staff NCOs, and battalion staff drivers involved in the MDMP for developing the UTP?
z
Are the training objectives building upon previously mastered skill sets?
z
Are battalion executive officer, battalion command sergeant major, battalion staff officers,
battalion staff NCOs, and battalion staff drivers using previous assessments for event planning?
z
Do the training meetings focus on training?
z
Do the training meetings allow for adequate planning?
z
Do battalion executive officer, battalion command sergeant major, battalion staff officers,
battalion staff NCOs, and battalion staff drivers provide planning input during the training
meeting?
z
Are procedures for processing and tracking training resource requests from the units acceptable?
z
Is training time allocated to subordinates acceptable? How much time is allocated?
5 October 2016
FM 7-0
I-7
Appendix I
I-38. Company-level inspectors review the company UTP, the last two weekly training schedules, and
OPORDs or FRAGORDs for the last two training events. These inspectors ask the following:
z
Are the training meetings scheduled at least weekly?
z
Is there a set agenda for the training meetings?
z
Does the agenda allow for timely identification and procurement of resources?
z
Are the training meetings focused on training or are other issues addressed?
z
Are the results recorded?
I-39. Company-level inspectors ask the company commander, company executive officer, company first
sergeant, platoon leader, platoon sergeant, section leader, and crew chief the following questions:
z
Do company commander, company executive officer, company first sergeant, platoon leader,
platoon sergeant, section leader, and crew chief provide input to the training event?
z
Are company commander, company executive officer, company first sergeant, platoon leader,
platoon sergeant, section leader, and crew chief involved in the TLP for developing the UTP?
z
Are the training objectives building upon previously mastered skill sets?
z
Are company commander, company executive officer, company first sergeant, platoon leader,
platoon sergeant, section leader, and crew chief using previous assessments for event planning?
z
Do the company training meetings focus on only on training?
z
Do the company training meetings allow for adequate planning?
z
Do company commander, company executive officer, company first sergeant, platoon leader,
platoon sergeant, section leader, and crew chief provide planning input during the training
meeting?
z
Is training time provided adequate to plan training? How much time is allocated?
Preparing Training
I-40. Inspectors use this portion of the evaluation to determine the efficiency of the preparation activities of
resourcing, rehearsing, and preexecution checks.
I-41. Inspectors ask commanders and S-3s at each echelon the following questions:
z
Do commanders and S-3s have procedures for processing and tracking training resource
requests? What are the procedures?
z
Are there problematic resource requests? What are they?
z
Are resources managed at echelon? What are they? How are they managed?
z
Do commanders and S-3s begin preparation for training events? How?
z
Do commanders and S-3s emphasize parts of preparation? What parts?
z
Do commanders and S-3s plan your rehearsals? When
z
How do you schedule rehearsals? When?
z
Are commanders and S-3s’ rehearsals evaluated? Who evaluates them?
z
Do rehearsals help commanders and S-3s prepare for training? How?
z
Do commanders and S-3s have procedures for conducting preexecution checks? What are they?
z
Do commanders and S-3s plan for precombat checks? How?
I-42. Brigade and battalion-level inspectors ask the executive officer, command sergeant major, staff
section officer, and staff section NCO the following questions:
z
Do executive officer, command sergeant major, staff section officer, and staff section NCO assist
units in training preparation? How?
z
Do executive officer, command sergeant major, staff section officer, and staff section NCO give
help to units in training preparation? How?
I-43. Battalion-level inspectors review the battalion training meeting agenda for specific training
preparation topics. These inspectors ask the following questions:
I-8
FM 7-0
5 October 2016
Organizational Inspection Program for Training
z
Are leader, trainer, and evaluator certification times discussed?
z
Are rehearsal times discussed?
z
Are preexecution times discussed?
z
Do executive officer, command sergeant major, staff section officer, and staff section NCO track
the progress of resource requests? How?
I-44. Company-level inspectors review the last four weekly training schedules. These inspectors ask the
following questions:
z
Are rehearsal times scheduled?
z
Are preexecution inspection times scheduled?
I-45. Company-level inspectors ask the company commander, company executive officer, company first
sergeant, platoon leader, platoon sergeant, section leader, and crew chief the following questions:
z
Are preexecution checks standardized?
z
Are trainers certified? Who certifies the trainers?
z
Do company commander, company executive officer, company first sergeant, platoon leader,
platoon sergeant, section leader, and crew chief from battalion and brigade receive preparation
assistance? What preparation assistance is received?
Executing Training
I-46. Inspectors use this portion of the inspection to focus on training execution. Successful training
execution results from good preparation and planning. Adaptive leaders help training execution through
responsive assistance by maximizing training opportunities, creative conditions, and accurate assessments.
I-47. Brigade and battalion-level inspections for training execution focus on facilitating the training and
providing resources. Brigade and battalion commanders ensure that they are simultaneously training their
respective staffs and providing the necessary guidance for training execution.
I-48. Brigade and battalion-level inspectors ask the executive officer, command sergeant major, staff
section officer, and staff section NCOs the following questions:
z
Do executive officer, command sergeant major, staff section officer, and staff section NCOs have
roles during subordinate unit training execution? What are they?
z
Do executive officer, command sergeant major, staff section officer, and staff section NCOs
evaluate their own ability to assist training execution?
z
Do executive officer, command sergeant major, staff section officer, and staff section NCOs
assist subordinate unit training execution? How?
I-49. Company-level inspectors ask the commander, executive officer, first sergeant, platoon leader,
platoon sergeant, section leader, and crew chief the following questions:
z
Do commander, executive officer, first sergeant, platoon leader, platoon sergeant, section leader,
and crew chief make training challenging? How?
z
Do commander, executive officer, first sergeant, platoon leader, platoon sergeant, section leader,
and crew chief plan to capture and record training data during execution? How?
z
Do commander, executive officer, first sergeant, platoon leader, platoon sergeant, section leader,
and crew chief have a plan for retraining? During, after, or as separate events?
z
Do commander, executive officer, first sergeant, platoon leader, platoon sergeant, section leader,
and crew chief always achieve training objectives during allotted time for training events? If not,
what do commander, executive officer, first sergeant, platoon leader, platoon sergeant, section
leader, and crew chief do in response?
z
Do commander, executive officer, first sergeant, platoon leader, platoon sergeant, section leader,
and crew chief allot enough subordinate training time prior to collective and multiechelon
events? How?
5 October 2016
FM 7-0
I-9
Appendix I
z
Do commander, executive officer, first sergeant, platoon leader, platoon sergeant, section leader,
and crew chief make sure adequate training areas are scheduled or used to train unit? How?
z
Do commander, executive officer, first sergeant, platoon leader, platoon sergeant, section leader,
and crew chief ensure that training is done to standard for the tasks to be trained? How?
z
Are commander, executive officer, first sergeant, platoon leader, platoon sergeant, section leader,
and crew chief able to get adequate resources routinely for unit training? What do they do when
problems or shortfalls occur?
z
Do commander, executive officer, first sergeant, platoon leader, platoon sergeant, section leader,
and crew chief ensure leaders are present at the right place and time for training? How?
z
Do commander, executive officer, first sergeant, platoon leader, platoon sergeant, section leader,
and crew chief ensure the unit executes training safely? How?
z
Do commander, executive officer, first sergeant, platoon leader, platoon sergeant, section leader,
and crew chief make sure safety precautions do not limit training realism or reduce the impact?
How?
z
Do commander, executive officer, first sergeant, platoon leader, platoon sergeant, section leader,
and crew chief train the OPFOR properly and ensure the OPFOR poses as an adequate
challenging threat? How?
z
Do commander, executive officer, first sergeant, platoon leader, platoon sergeant, section leader,
and crew chief train, certify, and position OC/Ts to observe, control, and train the unit as
necessary? How?
z
Do commander, executive officer, first sergeant, platoon leader, platoon sergeant, section leader,
and crew chief integrate Army mission command systems into exercises? How?
Assessing Training
I-50. Inspectors use this portion of the inspection to focus on the assessment of training. Assessment occurs
throughout the training management process.
I-51. Brigade and battalion-level inspections focus on the assessment of their respective staff sections and
assessment of their roles in subordinate unit training. Inspectors review recorded assessments to assess their
thoroughness.
I-52. Brigade and battalion-level staff inspectors ask the executive officer, command sergeant major, staff
section officer, and staff section NCOs the following questions:
z
Do executive officer, command sergeant major, staff section officer, and staff section NCOs plan
for assessment of staff sections, section leaders, and individuals? How and when?
z
Do executive officer, command sergeant major, staff section officer, and staff section NCOs
record assessments? How?
z
Do executive officer, command sergeant major, staff section officer, and staff section NCOs use
AARs to improve task proficiency and training quality?
I-53. Battalion-level inspectors ask the executive officer, command sergeant major, staff section leaders,
and staff section NCOs the following questions:
z
Do executive officer, command sergeant major, staff section leaders, and staff section NCOs
train, certify, rehearse, and otherwise prepare the observers? How?
z
Does the commander assess the unit METL and determine MET proficiency? How?
z
Does the unit have procedures to ensure MET assessments are recorded in the DTMS?
z
Do the training assessments address such areas as training support, force integration, logistics,
and personnel availability? How?
z
Are there procedures that link training proficiency to resources and does the UTP get adjusted
based on training proficiency measures?
I-10
FM 7-0
5 October 2016
Organizational Inspection Program for Training
z
Does the commander ensure observers are qualified and familiar with applicable T&EOs used to
evaluate task execution? How does the commander review an observer’s subjective assessment
on the unit’s ability to perform a task?
z
When an AAR identifies a unit training strength to be sustained or a weakness to improve, does
that information get routed back into the planning and trained in the continuum of the operations
process for training? How?
z
Do leaders use criteria to select appropriate times during a training event to conduct an AAR
with the objective of improving future performance?
z
Are immediate in-stride corrections allowed?
z
Does the commander guide MET proficiency training? How?
z
Are AARs used to improve task proficiency and training quality? How?
z
Are AARs conducted as part of an open learning environment where facilitators, participants,
and observers freely discuss successes and honest mistakes?
z
Do executive officer, command sergeant major, staff section leaders, and staff section NCOs
share lessons learned with other units?
5 October 2016
FM 7-0
I-11
Glossary
The glossary lists acronyms and terms with Army or joint definitions. Where Army
and joint definitions differ,
(Army) precedes the definition. Terms for which
ADRP 7-0 is the proponent are marked with an asterisk
(*). The
proponent
publication for other terms is listed in parentheses after the definition.
SECTION I - ACRONYMS AND ABBREVIATIONS
1LT
first lieutenant
1SG
first sergeant
2LT
second lieutenant
AAR
after action review
ADP
Army doctrine publication
ADRP
Army doctrine reference publication
AR
Army regulation
ATMS
Army Training Management System
ATN
Army Training Network
ATP
Army techniques publication
BTE
blended training environment
CAR
Central Army Registry
CATS
Combined Arms Training Strategy
COA
course of action
CPT
captain
CTG
command training guidance
DA form
Department of the Army form
DA pam
Department of the Army pamphlet
DD form
Department of Defense form
DTMS
Digital Training Management System
EXEVAL
external evaluation
FM
field manual
FRAGORD
fragmentary order
FTX
field training exercise
G-4
assistant chief of staff for logistics
ITE
integrated training environment
JP
joint publication
LTX
lane training exercise
LVC
live, virtual, and constructive
MAJ
major
MDMP
military decisionmaking process
MET
mission-essential task
5 October 2016
FM 7-0
Glossary-1
Glossary
METL
mission-essential task list
MG
major general
MOPP
mission-oriented protective posture
MSEL
master scenario events list
NCO
noncommissioned officer
OC/T
observer-controller/trainer
OPFOR
opposing force
OPORD
operation order
P
practiced
P-
marginally practiced
PFC
private first class
POL
petroleum, oils, and lubricants
QTB
quarterly training briefing
S-1
battalion or brigade personnel staff officer
S-3
battalion or brigade operations staff officer
S-4
battalion or brigade logistics staff officer
SFC
sergeant first class
SGT
sergeant
SOP
standard operating procedure
SSG
staff sergeant
STT
sergeant’s time training
STX
situational training exercise
T
fully trained
T-
trained
T&EO
training and evaluation outline
TADSS
training aids, devices, simulators, and simulations
TB
training briefing
TC
training circular
TDA
table of distribution and allowances
TLP
troop leading procedures
TOE
table of organization and equipment
TTP
tactics, techniques, and procedures
U
untrained
U.S.
United States
UTP
unit training plan
WARNORD
warning order
YTB
yearly training briefing
Glossary-2
FM 7-0
5 October 2016
Glossary
SECTION II - TERMS
*after action review
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.
assessment
Determination of the progress toward accomplishing a task, creating a condition, or achieving an
objective. (JP 3-0)
battle rhythm
A deliberate cycle of command, staff, and unit activities intended to synchronize current and future
operations. (FM 6-0)
essential task
(Army) A specified or implied task that must be executed to accomplish the mission. (FM 6-0)
implied task
(Army) A that must be performed to accomplish a specified task or mission but is not stated in the
higher headquarters’ order. (FM 6-0)
*lane training exercise
A standardized and structured exercise or simulation used to train on one or more collective tasks that
includes a designated area, terrain, or facility.
mission command
(Army) The exercise of authority and direction by the commander using mission orders to enable
disciplined initiative within the commander's intent to empower agile and adaptive leaders in the
conduct of unified land operations. (ADP 6-0)
*mission-essential task
A collective task on which an organization trains to be proficient in its designed capabilities or assigned
mission.
*mission-essential task list
A tailored group of mission-essential tasks.
multiechelon training
A training technique that allows for the simultaneous training of more than one echelon on different or
complementary tasks. (ADRP 7-0)
operational environment
A composite of the conditions, circumstances, and influences that affect the employment of capabilities
and bear on the decisions of the commander. (JP 3-0)
planning horizon
A point in time commanders use to focus the organization’s planning efforts to shape future events.
(ADRP 5-0)
rehearsal
A session in which a staff or unit practices expected actions to improve performance during execution.
(ADRP 5-0)
specified task
(Army) A specifically assigned to a unit by its higher headquarters. (FM 6-0)
*training and evaluation outline
A summary document that provides information on individual or collective task training objectives,
resource requirements, and evaluation procedures.
5 October 2016
FM 7-0
Glossary-3
Glossary
*training environment
An environment comprised of conditions, supporting resources, and time that enables training tasks to
proficiency.
*training objective
A statement that describes the desired outcome of a training activity in the unit.
Glossary-4
FM 7-0
5 October 2016
References
All URLs accessed on 14 June 2016.
REQUIRED PUBLICATIONS
These documents must be available to intended users of this publication.
JP 1-02. Department of Defense Dictionary of Military and Associated Terms. 08 November 2010.
ADRP 1-02. Terms and Military Symbols. 07 December 2015.
RELATED PUBLICATIONS
These documents contain relevant supplemental information.
JOINT PUBLICATIONS
Most joint doctrinal publications are available online: http://www.dtic.mil/doctrine/index.html.
JP 3-0. Joint Operations. 11 August 2011.
ARMY PUBLICATIONS
Most Army doctrinal publications are available online: http://www.apd.army.mil/.
ADP 6-0. Mission Command. 17 May 2012.
ADP 7-0. Training Units and Developing Leaders. 23 August 2012.
ADRP 3-0. Unified Land Operations. 16 May 2012.
ADRP 5-0. The Operations Process. 17 May 2012.
ADRP 6-0. Mission Command. 17 May 2012.
ADRP 7-0. Training Units and Developing Leaders. 23 August 2012.
AR 1-201. Army Inspection Policy. 25 February 2015.
AR 220-1. Army Unit Status Reporting and Force Registration-Consolidated Policies. 15 April 2010.
AR 350-1. Army Training and Leader Development. 19 August 2014.
AR 350-2. Operational Environment and Opposing Force Program. 19 May 2015.
AR 350-28. Army Exercises. 09 December 1997.
AR 380-5. Department of the Army Information Security Program. 29 September 2000.
ATP 3-90.1. Armor and Mechanized Infantry Company Team. 27 January 2016.
ATP 5-19. Risk Management. 14 April 2014.
DA Pam 220-1. Defense Readiness Reporting System-Army Procedures. 16 November 2011.
FM 3-21.10. The Infantry Rifle Company. 27 July 2006.
FM 6-0. Commander and Staff Organization and Operations. 05 May 2014.
FM 27-10. The Law of Land Warfare. 18 July 1956.
TC 7-101. Exercise Design. 26 November 2010.
WEB SITES
Army Training Network at https://atn.army.mil.
Center for Army Lessons Learned at http://usacac.army.mil/organizations/mccoe/call.
Combined Arms Training Strategy at https://atn.army.mil/dsp_CATSviewer01.aspx.
5 October 2016
FM 7-0
References-1
References
Digital Training Management System at https://dtms.army.mil.
United States Army Combat Readiness Center Online Training at
PRESCRIBED PUBLICATIONS
This section contains no entries.
REFERENCED FORMS
Unless otherwise indicated, DA forms are available on the Army Publishing Directorate Web site:
http://www.apd.army.mil/. DD forms are available online:
http://www.dtic.mil/whs/directives/forms/index.htm.
DA Form 581. Request for Issue and Turn-In of Ammunition.
DA Form 2028. Recommended Changes to Publications and Blank Forms.
DD Form 2977. Deliberate Risk Assessment Worksheet.
References-2
FM 7-0
5 October 2016

 

 

 

 

 

 

 

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