FM 101-5 STAFF ORGANIZATION AND OPERATIONS (May 1997) - page 3

 

  Главная      Manuals     FM 101-5 STAFF ORGANIZATION AND OPERATIONS (May 1997)

 

Search            copyright infringement  

 

 

 

 

 

 

 

 

 

 

 

Content      ..     1      2      3      4      ..

 

 

 

FM 101-5 STAFF ORGANIZATION AND OPERATIONS (May 1997) - page 3

 

 

FM 101-5
Course of Action
Advantages
Disadvantages
COA 1
Main attack avoids major terrain obstacles.
Main attack faces stronger resistance at
beginning.
Adequate maneuver room
for main attack and
reserve.
COA 2
Main attack gains good observation
early.
Initially, reserve may have to be employed
in zone
Supporting attack provides
flank protection to
of
supporting attack.
Needs detailed and rehearsed
main attack.
procedural and positive controls.
DECISION MATRIX
DISCUSSION:
Factors
Course of Action
1
2
Casualty estimate
+
-
Medical evacuation routes
-
+
Suitable location for medical facilities
0
0
Available EPW facilities
-
+
Suitable CP locations
-
+
Courier and distribution routes
-
+
Effects of attachments and detachments
on force cohesion,
-
+
casualty reporting, and
replacement operations
Residual Risk
+
-
BROAD CATEGORIES
NOTE: The factors in the above example are neither all-inclusive nor always applicable.
Figure 5-12. Sample decision matrix:
subjective analysis and broad categories
Course of Action Approval
adjacent and senior commanders. However, he must ob-
tain the higher commanders’ approval to accept any risk
After the decision briefing, the commander de-
that might imperil the higher commanders’ intent.
cides on the COA he believes to be the most advanta-
geous. If he rejects all developed COAs, the staff will
Based on the commander’s decision, the staff imme-
have to start the process over again. If the com-
diately issues a warning order with essential information
mander modifies a proposed COA or gives the staff
so that subordinate units can refine their plans.
an entirely different one, the staff must war-game the
revised or new one to derive the products that result
Orders Production
from the war-game process. Once the commander
has selected a COA, he may refine his intent state-
Based on the commander’s decision and final guid-
ment and CCIR to support the selected COA. He then
ance, the staff refines the COA and completes the plan
issues any additional guidance on priorities for CS or
and prepares to issue the order. The staff prepares the
CSS activities (particularly for resources he needs to
order or plan to implement the selected COA by turning
preserve his freedom of action and to ensure continu-
it into a clear, concise concept of operations, a scheme of
ous service support), orders preparation, rehearsal,
maneuver, and the required fire support. The com-
and preparation for mission execution.
mander can use the COA statement as his concept of op-
Having already identified the risks associated with
erations statement. The COA sketch can become the
the selected COA, the commander decides what level of
basis for the operation overlay. Orders and plans provide
residual risk he will accept to accomplish the mission
all necessary information subordinates require for exe-
and approves control measures that will reduce the risks.
cution, but without unnecessary constraints that would
If there is time, he discusses the acceptable risks with
inhibit subordinate initiative. The staff assists
5-26
FM 101-5
subordinate staffs as needed with their planning and
to the time available. Training on the MDMP must be
coordination.
stressful and replicate realistic conditions and time lines.
(See Appendix K.)
The concept of operations is the commander’s clear,
concise statement of where, when, and how he intends
Although the task is difficult, all staffs must be
to concentrate combat power to accomplish the mission
able to produce a simple, flexible, tactically sound
in accordance with his higher commander’s intent. It
plan in a time-constrained environment. METT-T
broadly outlines considerations necessary for develop-
factors, but especially limited time, may make it diffi-
ing a scheme of maneuver. It includes actions within the
cult to follow the entire MDMP. An inflexible pro-
battlefield organization, designation of the main effort,
cess used in all situations will not work. The MDMP
the commander’s plan to defeat the enemy, and specific
is a sound and proven process that must be modified
command and support relationships. These relation-
with slightly different techniques to be effective
ships are then included in the task organization and or-
when time is limited. There is still only one process,
ganization for combat in plans and orders.
however, and omitting steps of the MDMP is not the
solution.
Anticipation, organization, and prior
During orders production, the staff implements acci-
preparation are the keys to success in a time-
dent risk controls by coordinating and integrating them
constrained environment. Throughout the remainder
into the appropriate paragraphs and graphics of the
of the chapter, reference to a process that is abbrevi-
OPORD. It is essential to communicate how controls
ated is for simplicity only. It does not mean a sepa-
will be put into effect, who will implement them, and
rate process, but the same process shortened.
how they fit into the overall operation.
The commander decides how to shorten the process.
Finally, the commander reviews and approves orders
What follows are suggested techniques and procedures
before the staff reproduces and briefs them. The com-
that will save time. They are not exhaustive or the only
mander and staff should conduct confirmation briefings
ways to save time, but they have proved useful to units in
with subordinates immediately following order issue to
the past. These techniques are not necessarily sequential
ensure subordinates understand the commander’s intent
in nature, nor are all of them useful in all situations.
and concept.
What works for a unit depends on its training and the
factors of METT-T in a given situation. The com-
mander can use these, or techniques of his own choos-
DECISION MAKING IN A
ing, to abbreviate the process.
(See Figure 5-13, page
TIME-CONSTRAINED
5-28.)
ENVIRONMENT
General Considerations
The focus of any planning process should be to
quickly develop a flexible, tactically sound, and fully in-
The process is abbreviated any time there is too little
tegrated and synchronized plan that increases the likeli-
time for its thorough and comprehensive application.
hood of mission success with the fewest casualties
The most significant factor to consider is time. It is the
possible. However, any operation may “outrun” the ini-
only nonrenewable, and often the most critical, resource.
tial plan. The most detailed estimates cannot anticipate
There are four primary techniques to save time. The
every possible branch or sequel, enemy action, unex-
first is to increase the commander’s involvement, allow-
pected opportunities, or changes in mission directed
ing him to make decisions during the process without
from higher headquarters. Fleeting opportunities or un-
waiting for detailed briefings after each step.
expected enemy actions may require a quick decision to
implement a new or modified plan.
The second technique is for the commander to be-
come more directive in his guidance, limiting options.
Before a unit can conduct decision making in a time-
This saves the staff time by focusing members on those
constrained environment, it must master the steps in the
things the commander feels are most important.
full MDMP. A unit can only shorten the process if it
fully understands the role of each and every step of the
The third technique, and the one that saves the most
process and the requirements to produce the necessary
time, is for the commander to limit the number of COAs
products. Training on these steps must be thorough and
developed and war-gamed. In extreme cases, he can di-
result in a series of staff battle drills that can be tailored
rect that only one course of action be developed. The
5-27
FM 101-5
The advantages of using the process when it is abbre-
AVAILABLE PLANNING
viated are—
MORE
TIME DRIVES
LESS
• It maximizes the use of available time.
• It allows subordinates more planning time.
LESS
LEVEL OF INVOLVEMENT
MORE
OF CDR
• It focuses staff efforts on the commander’s specific
and directive guidance.
LESS
DETAILS IN CDR'S
MORE
• It facilitates adaptation to a rapidly changing
GUIDANCE
situation.
MORE
FLEXIBILITY/LATITUDE
LESS
• It allows the commander to compensate for lack of
OF STAFF
a staff or for an inexperienced staff.
The disadvantages are—
MORE
NUMBER OF COAs
FEWER
DEVELOPED
• It is much more directive and limits staff flexibility
and initiative.
LEVEL OF
• It does not explore all available options when de-
MORE
DETAIL/COORDINATION
LESS
veloping friendly COAs.
IN OPORD
• It may result in only an oral order or a fragmentary
Figure 5-13. Planning continuum
order.
• It increases the risk to the unit of overlooking a key
factor or uncovering a significantly better option.
goal is an acceptable COA that meets mission require-
ments in the time available, even if it is not optimal.
• It may decrease the coordination and synchroniza-
tion of the plan.
The fourth technique is maximizing parallel plan-
ning. Although parallel planning is the norm, maximiz-
The time saved on any step can be used to—
ing its use in a time-constrained environment is critical.
• Refine more thoroughly the commander’s plan.
In a time-constrained environment, the importance of
warning orders increases as available time decreases. A
• Conduct a more deliberate and detailed war game.
verbal warning order now is worth more than a written
• Consider in detail potential branches and sequels.
order one hour from now. The same warning orders
used in the full MDMP should be issued when the pro-
• Focus more on the actual rehearsal and preparation
cess is abbreviated. In addition to warning orders, units
of the plan.
must share all available information with subordinates,
especially IPB products, as early as possible.
The Commander’s Role
While the steps used in a time-constrained envi-
The commander decides what adjustments to make to
ronment are the same, many of them may be done
the MDMP, giving specific guidance to the staff to focus
mentally by the commander or with less staff in-
the process and save time. If the commander has access
volvement than during the full process. The products
to only a small portion of the staff or none at all, he will
developed when the process is abbreviated may be
have to rely even more than normal on his own exper-
the same as those developed for the full process; how-
tise, intuition, creativity, and battlefield awareness. He
ever, they may be much less detailed and some may
may have to decide on his course of action, mentally
be omitted altogether.
war-game the outcome, and confirm his decision to the
When developing its plan, the staff may initially
staff all in a relatively short time. If so, his decision will
use the full process and develop branches and sequels
be based more on his experience than on a formal inte-
during execution using the process when it is modi-
grated staff process. The commander may elect to have
fied. A unit may use the complete process to develop
his staff spend most of its time developing, refining, and
the plan, while a subordinate headquarters uses the
war-gaming his COA rather than developing multiple
same process abbreviated.
courses of action.
5-28
FM 101-5
The commander should avoid changes to his guid-
Mission Receipt
ance unless a significantly changed situation dictates
This part of the process does not change in a time-
major revisions. Frequent minor changes to the guidance
constrained environment. However, the commander de-
can easily result in lost time as the staff makes constant
cides at this step whether or not to abbreviate the process
minor adjustments to the plan.
and, if so, specifies how he wants to do it. See the dis-
The commander should consult with subordinate
cussion on page 5-3.
commanders before making a decision, if possible. Sub-
ordinate commanders are closer to the fight and can
Mission Analysis
more accurately portray the enemy’s situation and that
The commander’s involvement is the key to saving
of their own unit. Additionally, consulting with subordi-
time in mission analysis. He must get personally in-
nates will give them insight into the upcoming operation
volved by supervising and managing the mission analy-
and allow them to conduct parallel planning.
sis process. If time is not available to conduct a detailed
In situations where the commander must decide
mission analysis, the commander and staff will rapidly
quickly, he should contact his higher headquarters and
perform mission analysis together to determine the re-
advise them of his selected COA as it may affect the
stated mission.
branches and sequels his superiors are planning.
The IPB process requires constant attention. Many
delays during mission analysis can be traced to the IPB.
The G2 (S2) must quickly update the IPB based on the
The Staff’s Role
new mission and changed situation. This is critical to al-
The importance of staff estimates increases as time
low needed reconnaissance assets to deploy early to col-
decreases. Decision making in a time-constrained envi-
lect information to adjust the initial plan. Enemy event
ronment almost always takes place after a unit has en-
templates must be as complete as possible prior to the
tered into the area of operations and has begun to
mission analysis briefing. Because they are the basis for
execute operations. This means that the IPB and some
war gaming, they must be constantly updated as new in-
portion of the staff estimates should already exist. De-
formation becomes available.
tailed planning before operations provides the basis for
Staff officers conduct as formal a mission analysis
information the commander and staff will need to make
briefing as time allows. However, they may be
knowledgeable decisions as operations continue. Staff
forced to brief their estimates orally, covering only
members must keep their estimates up to date so that
information that has changed from the last staff esti-
when planning time is limited they can provide accurate,
mate, without the use of charts or other tools. When
up-to-date assessments quickly and move directly into
severely time-constrained, they brief only critical in-
COA development. When time is short, the commander
formation that directly affects the new mission. If the
and staff use as much of the previously analyzed infor-
commander has been directly involved in the mission
mation and products from earlier decisions as possible.
analysis, he may decide to skip the mission analysis
Although some of these products may change signifi-
briefing completely.
cantly, many, such as the IPB that is continuously up-
dated, will remain the same or require little change.
Commander’s Guidance
The staff must use every opportunity to conduct par-
A key way to save time is in the issuance of the com-
allel planning with the unit’s higher headquarters. Par-
mander’s guidance. The elements of the commander’s
allel planning can save significant time, but if not
guidance may be the same as the full MDMP’s, but the
carefully managed, it can also waste time. As a general
guidance is more detailed and directive. The com-
rule, the staff must never get ahead of the higher head-
mander can provide detailed information outlining what
quarters in the planning process. The majority of time
he expects in each COA developed, including tentative
spent conducting parallel planning should be spent de-
task organization and scheme of maneuver. He may also
veloping the foundation of the plan, such as mission
determine which enemy COAs he wants friendly COAs
analysis. The staff should not develop and analyze
war-gamed against as well as the branches or sequels he
COAs without specific guidance and approval from
wants incorporated in each COA. Detailed guidance
higher headquarters.
keeps the staff focused by establishing parameters to
5-29
FM 101-5
work within. Commander’s guidance must be constantly
team must quickly develop a flexible COA that it feels
reviewed and analyzed. As the situation changes and in-
will accomplish the mission.
formation becomes available, the commander may have
Limiting the number of COAs developed carries with
to alter his guidance. This type of detailed guidance lim-
it the risk of overlooking a significantly better COA.
its the staff’s flexibility and initiative to save time, but it
Developing only one COA is the most risky approach. It
allows the staff more time to synchronize the COA dur-
provides the staff with the least flexibility to apply its
ing the war-game session.
creativity and explore options.
Once the guidance is issued, the staff immediately
Saving time by not using the enemy event templates
sends a warning order to subordinate units.
is a poor technique. The commander and staff must use
the enemy event templates when developing COAs.
Course of Action Development
Without them, they cannot conduct the analysis of rela-
tive combat power and the arraying of initial forces.
Significant time is saved by increased commander
involvement in COA development, resulting in detailed
and directive commander’s guidance. The greatest sav-
Course of Action Analysis
ings in time for the MDMP comes from the commander
The commander and staff must war-game the COAs
directing the staff to develop only a few courses of
to ensure all elements are fully integrated and synchro-
action instead of many.
nized. An early decision to limit the number of COAs
The commander and selected staff save additional
war-gamed, or to develop only one COA, saves the
time by conducting a hasty war game once the COAs are
greatest amount of time in this process. When war-
developed. The hasty war game allows the commander
gaming the COAs, it is best to do so against all feasible
to determine if he favors one or more COAs out of sev-
enemy courses of action. However, the commander can
save additional time by having the staff war-game
eral proposed. It develops and matures one or more
COAs prior to the formal war game. If the commander
against a smaller number of enemy COAs.
cannot be present during the hasty war-game session,
The commander’s involvement can save significant
then the staff conducts a COA backbrief to the com-
time in this step by allowing the staff to focus on only the
mander after the hasty war game. From the hasty war
most essential aspects of the war game. The com-
game, the commander can make an early decision, al-
mander can supervise the war game and be prepared to
lowing him to refine his COA and make any necessary
make decisions, provide guidance, delete unsatisfactory
adjustments prior to the detailed war game. In extreme
concepts, and assist in keeping the staff focused. If the
situations, this may be the only opportunity to conduct
commander is present during the war gaming of multiple
the war-game process.
COAs, he may identify the COA he favors. He can then
discard unwanted COAs, allocating more time to refine
The hasty war game can also be used to select a single
the selected COA.
COA for further development. A commander’s early
decision to go with a single COA allows his staff to fo-
The commander must always assess risk, especially
cus on the selected COA instead of on multiple COAs. It
since by limiting the number of COAs, he has increased
also allows the staff to concentrate on synchronizing the
risk to the command. He must evaluate the COA to en-
COA rather than on continuing to develop the COA dur-
sure it will not render the force incapable of anticipated
ing the formal war-game session.
operations or lower the unit’s combat effectiveness be-
yond acceptable levels.
When time is severely limited, the quickest process
comes from the commander deciding to immediately
The staff should use the box technique, focusing on
begin personally developing one COA, with branch
the most critical event first, such as actions at the objec-
plans, against the enemy’s most likely course of action.
tive or the engagement area. If time permits, the staff
The commander determines which staff officers are
war-games other critical events or boxes as well. The
critical to assist him in this phase, depending on the type
commander and staff must identify and prioritize the
of operation being planned. The minimum is normally
critical events they want analyzed. These critical events
the G2 (S2), G3 (S3), FSCOORD, engineer coordinator
can be identified by analyzing essential tasks. The staff
(ENCOORD), and CofS (XO). The commander may
war-games as many critical events as possible in the
also include subordinate commanders, if available. This
allotted amount of time.
5-30
FM 101-5
Staff officers save time if they specifically define
Course of Action Comparison
and limit the evaluation criteria before they begin the
If the commander decides to war-game only one
war-game process. Significant factors can be quanti-
COA, or if he chooses one during the war game, no
fied, if possible, and limited to the four or five most
course of action comparison is needed. If multiple
important, based on the mission statement, comman-
COAs have been war-gamed and the commander has
der’s intent, and commander’s guidance.
not made a decision, the staff must conduct the COA
The staff must work to support the commander’s
comparison detailed on page 5-24. Limiting the
evaluation criteria is the only significant shortcut in
plan. However, as the staff refines the plan, it cannot be-
this step.
come so biased that it develops a plan that is infeasible
and insupportable. If the staff determines that it cannot
Course of Action Approval
support the commander’s plan, a new COA must be
developed.
If the commander has observed and participated in the
planning process, the decision may be rapidly apparent
The use of recorders is particularly important. These
and the commander can make an on-the-spot decision. If
recorders should be trained to capture coordinating in-
the commander has not participated in the process to this
structions, subunit instructions, and information re-
point, or has not made a decision, a decision briefing will
quired to synchronize the operation during the
still be required. Good COA comparison charts and
war-gaming process. If this occurs, a portion of the order
sketches assist the commander in visualizing and distin-
is written before the planning process is complete.
guishing between each COA. The staff must ensure the
COAs are complete with tentative task organization, COA
The location used for the war game must be prepared
statement, and task and purpose for each subordinate unit.
and configured by the time the staff is ready to conduct
Time can also be saved by limiting the course of action
the war game. Charts and boards must be cleaned and
briefing to only the most critical points.
prepared for use. The blown-up terrain sketch and en-
emy SITTEMPs must be prepared and present for the
If only one COA was developed, no decision is re-
war-game session.
quired, unless the developed COA becomes unsuitable,
infeasible, or unacceptable. If this occurs, another COA
When only one COA is developed, the purpose of the
must be developed.
COA analysis is to verify, refine, synchronize, and inte-
Once the decision is made, the staff immediately
grate the commander’s COA and recommend modifica-
sends out a warning order.
tions as necessary. However, the analysis should follow
the formal war-game process as much as time allows to
Orders Production
help the commander visualize the outcome and identify
potential branches and sequels. As time allows, the staff
There are several ways to save time in orders produc-
can further war-game and develop these branches and
tion. These are addressed in Appendix H, Plans and
sequels.
Orders.
5-31
Chapter 6
STAFF OFFICER DUTIES DURING PREPARATION FOR
AND EXECUTION OF OPERATIONS
The commander and his staff must prepare for execu-
include available resources, and estimate the force’s
tion of, and then execute, the operation planned during the
posture for future operations. Rapidly changing time-
military decision-making process. This requires combin-
space relationships, especially as they affect key actions,
ing both standard staff actions and unique skills in an envi-
and the acquisition of new or changed information re-
ronment characterized by rapidly changing situations, an
quire staff officers to continually update their estimates.
enemy trying to disrupt the operation, and imperfect infor-
They continue to assess the operation as assumptions ei-
mation arriving in increased quantities. For the staff, an-
ther become facts or are proved false. They are con-
ticipation of key events, effective use of time, and clarity
stantly on the lookout for unexpected opportunities to
of communications (especially orders) are key to success-
exploit success and for the events that will trigger
ful preparation for and execution of operations. Con-
branches and sequels. Finally, they must be looking for
stantly updated estimates leading to timely decisions,
changes in conditions that will result in new or signifi-
communicated through clear, concise, and rapidly dis-
cantly altered missions and thus cause the decision-
seminated orders, are critical to successful execution.
making process to start again. This is the value of the
Chapter 4 discussed the common and specific duties of
orders process.
staff officers in general. This chapter discusses the general
During the preparation for and execution of the op-
duties of the staff that assists the commander in the prepa-
eration, the staff assists the commander in making
ration for and execution of operations.
timely decisions by providing him with critical infor-
Once the order is issued, preparation consists of
mation to support his battlefield visualization. This
briefings, backbriefs, and rehearsals that the commander
includes information about the enemy, friendly
uses to confirm that his staff, subordinate commanders,
strengths and dispositions, and terrain and weather in
and their staffs know the mission, the commander’s in-
which the battle takes place. It is the staff’s responsi-
tent, and the expected results from the operation hori-
bility to ensure that the commander has the most up-
zontally as well as vertically. The commander and staff
to-date, accurate information to make such decisions,
must review the plans of subordinate units to ensure the
the implications of that information for the operation,
intent and the concept of operations are nested within all
and staff recommendations on the decision to be
supporting plans. At any time during briefings, back-
taken. Staff members are also responsible for moni-
briefs, rehearsals, or reviews of subordinate orders, the
toring the preparation for and execution of the opera-
commander may give additional guidance as needed to
tion within each member’s own functional area.
ensure the mission’s overall coordination. It is particu-
Further, they identify variances from the plan, adjust
larly important to ensure that support plans are inte-
the allocation and use of resources to support the plan
grated with tactical plans.
in changing circumstances, and advise the com-
mander when they can no longer make adequate ad-
NOTE: See Appendix G for a discussion of rehearsals.
justments without the commander’s intervention.
Time permitting, after issuing the order, the staff con-
The key element in successful combined arms opera-
siders specific branches of the current plan or contin-
tions is maintaining synchronization in the force; all
gency planning of future
(sequel) operations. The
staff officers must focus their efforts to this end.
commander and CofS (XO) decide the staff’s priority of
work as they monitor current operations, synchronize
CHIEF OF STAFF
upcoming operations, and continue their estimates.
(XO) DUTIES
During execution of the order resulting from the deci-
sion process, the commander and staff must constantly
The chief of staff (XO) supervises and coordinates
assess where they are in the ongoing operation against
the details of the operation in conformity with the com-
what they thought would happen in the war game, to
mander’s orders through his direction of all staff efforts
6-1
FM 101-5
during operations. He advises the commander and in-
on track, managing the flow of information, making
forms the commander of critical information. He—
timely recommendations, conducting coordination,
synchronizing operations, and maintaining con-
• Informs the commander, staff, and subordinate
tinuity. All staff responsibilities require that staff of-
commanders of the progress in preparation for and exe-
ficers know their authority to make decisions which
cution of the operation through periodic intelligence and
affect the overall operation without the commander’s
operations summaries.
approval and that they know the commander’s intent.
• Ensures the staff provides the commander updated
The commander specifies the staff’s authority based
estimates and plans for future operations.
on the staff officer’s maturity and experience and the
commander’s confidence in the staff officer’s abili-
• Coordinates efforts among the staff to anticipate re-
ties. This authority allows the staff officer to exercise
quirements and develop recommendations to the com-
initiative to operate within his area of responsibility
mander for correcting shortfalls, actual or forecasted, in
when there is a deviation beyond tolerance from the
resources or mission accomplishment.
original plan. Knowledge of the commander’s intent
• Supervises the staff’s synchronization of the opera-
guides specific decisions within the staff’s authority.
tion vertically, horizontally, chronologically, and
During operations, the staff must continually keep in
geographically.
mind that the enemy will be trying to upset the friendly
• Supervises the integration of risk management dur-
plan, desynchronize the operation, and destroy friendly
ing the operation, identifying hazards, and recommend-
units and defeat friendly actions. Enemy actions will of-
ing control measures to reduce risk.
ten cause the staff to act and make decisions with less
information and in less time than they would like.
• Supervises information flow in and out of the staff,
including the analysis and assessment of all information
Enemy actions and counteractions, as well as the fog
and submission of recommendations to the commander.
and friction inherent in operations, almost guarantee that
the operation will not unfold exactly according to the
• Supervises time management by setting and adjust-
plan. The staff must identify unforeseen obstacles and
ing time lines.
problems and implement measures to reduce this fric-
• Supervises the movement of command posts.
tion whenever possible. When staff members cannot re-
duce friction or restore the plan on their own, they must
• Ensures the continuity of staff support and commu-
report these problems to the commander and make rec-
nication under all circumstances.
ommendations in line with the commander’s intent. As
• Ensures the staff gets adequate rest and placed
changes in the situation accumulate, the commander and
where they can best support the commander.
staff have to remember to fight the enemy and not adhere
strictly to the plan. Based on staff input and his own
• Maintains contact with the commander and keeps
battlefield visualization, the commander must then de-
him informed of critical information, regardless of
cide to try to restore the plan, adjust the plan, or make
where the commander places himself during the
major changes. As all this is taking place, the staff must
operations.
conduct continuous risk management, identifying haz-
• Knows who can make “what” decisions in the ab-
ards affecting the operation and recommending control
sence of the commander.
measures to reduce risk to the force.
Every staff officer must effectively manage time and
STAFF OFFICER DUTIES
the time line for his area of responsibility. He must syn-
chronize this time line with the unit’s time lines. Con-
During the preparation for and execution of opera-
tinuous synchronization by the staff is necessary for the
tions, staff officers have two broad areas of responsi-
four basic time lines—troop-leading procedures (TLPs),
bility. The first is providing information, assistance,
friendly critical events, logistics, and enemy critical
and recommendations to the commander. The second
events. The staff can thus identify required actions, deci-
is supervising the preparation for and the execution of
sions, and recommendations. During the planning pro-
the plan within their own functional areas. Specific
cess, planners use input from staff members’ current
responsibilities include anticipating requirements,
operations time lines to develop the time line for future
monitoring operations, taking action to keep the plan
operations. The XO and S3 then identify critical events
6-2
FM 101-5
which require tracking and linkage to the decision-
includes all enemy activities that might affect the friendly
making process.
force throughout the duration of the operation and extends
to the entire area of interest to anticipate future operations.
Identifying and Anticipating
The staff uses this information to determine if enemy ac-
Requirements
tions are consistent with expectations and war-gaming re-
sults, to provide insight into how the enemy course of
A principal responsibility of the staff during the
action will develop, to identify high-payoff targets, to con-
preparation for and execution of operations is providing
duct predictive analysis based on the tactical situation to
the commander with information. The commander
determine enemy intentions and actions that might cause a
identifies for the staff the key information (such as
change to the plan, and to update staff estimates. This in-
CCIR) he needs to conduct the operation, focusing on
critical decision points. As the operation progresses, the
formation is used to support the commander’s battlefield
CCIR will change often and both the commander and
visualization. Critical information is to be immediately
staff must review them for continued applicability. The
reported to the commander.
CCIR should be limited to 10 or less. The smaller the
The staff must have a system to effectively monitor
number, the better the staff can focus its efforts. How-
both the preparation for the operation and its execution.
ever, the staff must be aware that unforeseen events and
This system should be clearly articulated in the unit
information not included in the CCIR may directly im-
SOP. As a minimum, the staff should monitor the fol-
pact on the operation. (See Appendix I.)
lowing enemy information:
Staff members develop criteria for collecting both
• Terrain information (such as axis of advance, key
CCIR and information needed in their own functional
terrain, crossing sites).
areas to monitor the preparation for and execution of the
operation. This information allows the staff to antici-
• Contacts, withdrawals, locations, and movements.
pate when additional resources are required, when a
• Employment of NBC assets and weapons.
branch or sequel should be executed, or when and how
future operations may develop. Anticipation of require-
• Battle damage assessments.
ments involves analyzing this information and forecast-
• Combat power.
ing trends or events based on that information.
• Units capable of reinforcing or supporting the
Monitoring Operations
operation.
Monitoring involves measuring, analyzing, and re-
• Support capabilities including any significant
porting performance to compute or otherwise identify
changes.
variance from the plan or its assumptions, and to fore-
• Obstacles.
cast change. Monitoring looks at factors such as time
lines, distances, loss rates, consumption rates, unit effec-
The staff should monitor the following friendly
tiveness, enemy actions, and facts and assumptions used
information:
to formulate the plan.
• Changes in mission.
A plan is developed based on various facts and as-
• Status of critical classes of supply, especially Class
sumptions. The staff tracks these to ensure they remain
III and V, and other critical CSS assets.
valid and to seek new facts and assumptions that will af-
fect current or future operations. If the facts change or
• Combat power.
assumptions become invalid during preparation for or
• Unit locations and activities, particularly defensive
execution of the operation, the staff evaluates what ef-
preparation status.
fect this will have on the operation. If the deviation be-
comes critical to the operation, the staff informs the
• Changes in status of supporting fires or priority of
commander and recommends a remedy for the
close air support.
situation.
• Loss of combat effectiveness.
Monitoring also includes each staff officer looking at
• Status and location of reserve forces.
the movement, actions, and reactions of the enemy in rela-
tion to that officer’s functional area. This monitoring
• Changes in status of critical major organic items.
6-3
FM 101-5
• Main aid station and forward aid station locations.
the staff analyzes the information and provides the com-
mander only information necessary to make decisions.
• Assets in sector (such as ground surveillance radar,
military police, patrols) not belonging to the controlling
The staff must establish and practice, prior to the
headquarters.
commencement of operations, an SOP to effectively
manage all the information. This SOP must include
• Status and location of adjacent units.
standard displays the commander feels comfortable in
• Fire support control measures.
using for decision making, and procedures and tech-
niques the staff uses to report critical information.
• Obstacles and effective times.
The first step in managing information is to analyze
• Decision points.
information to determine whether it is critical, excep-
• Nongovernmental organizations and civilians in
tional, or routine.
(See Appendix I.) The staff officer
the area of operations.
must know the commander’s intent and the concept of
the operation, and be current on how the preparation for
and execution of the operation are proceeding in order to
Directing Actions
interpret what the information means and how critical it
Directing involves taking or recommending action to
is. This means the staff member must not only know
deal with forecasted changes or deviations by acquiring
how his functional area is progressing in detail, he must
and applying means to accomplish the commander’s in-
understand how the preparation for or execution of the
tent and correcting deviations from the plan or guidance.
operation is progressing overall. Without a broad knowl-
The staff must sort out the critical data by analyzing spe-
edge of the situation, the staff member may misinterpret
cific information to determine if the operation is deviating
the information’s criticality.
significantly from the plan. If it is, the staff, within its
The next step is to decide what to do with the informa-
authority, tries to get the plan’s execution back on track.
tion—how to properly display and disseminate it. A map
The staff acts to bring that portion of the operation back
is an effective visual information display for the com-
into tolerance based on the staff members’ understanding
mander to see a snapshot of the operation. From one map,
of the commander’s intent. This may mean anything from
the commander should get a reasonably complete situa-
a minor adjustment of resource allocation to a major shift-
tion report (SITREP) of the critical information about a
ing of priorities. The commander is notified if the staff
unit and the current operation without having to ask nu-
determines there is critical information affecting the op-
merous questions of staff officers. The map also gives the
eration which is outside the staff’s authority to adjust.
staff a quick and efficient means of displaying critical in-
formation for other staff officers. Status boards and charts
Managing Information
are other visual methods for staff officers to effectively
display critical information. However, the staff must
The staff’s ability to operate effectively during the
avoid having too many, or unnecessary, charts that might
preparation for and execution of an operation revolves
contribute to information overload or avoid putting so
around how staff members manage information. A staff
much information on maps, charts, and overlays that up-
officer must be able to receive, analyze, process, and dis-
dating them is difficult. The staff’s use of matrixes, logs,
tribute massive volumes of information quickly and effi-
and journals is also important. Modern automation tech-
ciently. All information is not of the same importance and
nology will add new means to display, store, and dissemi-
cannot be processed the same way. Information manage-
nate information.
ment is a balancing act between providing too much infor-
mation, which will overload the commander and slow
The staff must have a means to disseminate informa-
down the decision process, and providing too little infor-
tion and any orders that result from the commander’s
mation, which can lead to poor decisions.
analysis of that information. For subordinate and support-
As the battle progresses, the volume of information
ing units, this is normally a fragmentary order (FRAGO)
increases significantly. The commander establishes fil-
or a warning order (WARNO). The order may be oral, in
ters for information reporting, the most important of
the form of an overlay, or in written format. (See Appen-
which are the CCIR. This helps eliminate extraneous re-
dix H.) The use of WARNOs is particularly critical during
ports and allows the staff to recognize key events that
the execution of operations. It allows subordinate ele-
demand the commander’s attention. The CofS ensures
ments maximum time for parallel planning and
6-4
FM 101-5
preparation for branches, sequels, and new missions. The
Conducting Coordination
clarity of FRAGOs and WARNOs is essential. During the
During preparation for and execution of operations,
conduct of operations, there is much less time for clarifica-
continuous coordination by the staff officer is critical.
tion than during preparation for execution.
This includes coordinating vertically and horizontally to
The staff disseminates this information among the
exchange information and coordinate actions that may
staff sections within its own headquarters according to
impact on the staff officer’s area or other functional ar-
its SOP. The SOP should include who gets what kind of
eas. Coordination aims to reduce confusion and prob-
information and in what priority. All staffs should have
lems while maximizing the synchronization of the plan.
access to all information, but they do not all need it in the
It is particularly important to conduct thorough coordi-
same priority. Establishing what information is critical
nation when subordinate units change their execution of
to what staff section and who needs critical information
the plan directed by the issuing headquarters.
quickly is an important part of staff coordination. The
information may not always fit a specific category in the
SOP. As they evaluate any unusual information, all staff
Synchronizing Operations
officers should be asking themselves, “Who else needs
During preparation for and execution of an operation,
this information?” Most important, CSS operators must
the staff helps the commander synchronize the operation
be kept fully informed of the progress of the operation.
to produce maximum combat effects on the enemy. This
Finally, the staff disseminates information to higher
involves synchronizing the operation in space and time
and adjacent headquarters using standard reports.
across the battlefield functional areas with respect to the
Knowledge of the higher commander’s CCIR helps a
close, deep, and rear operations to gain or retain the initia-
staff determine what priority to assign to information
tive. Synchronization involves every staff officer under-
going to higher headquarters.
standing his part in the operation and how it relates to
everyone else’s while supporting the commander’s intent.
Making Recommendations
If the staff officer has done everything within his
Maintaining Continuity
authority to bring the plan back on track, but has been
unsuccessful, or lacks the assets or authority to make it
During the preparation for and execution of opera-
happen, he must then make a recommendation to the
tions, the staff must maintain continuity to reduce
commander to resolve the problem. Knowing both the
turmoil. Continuity requires planning for continuous
assets available within the command and from higher
24-hour-a-day operations. This includes plans for
headquarters and the commander’s intent is the key to
shift changes in command posts, sleeping, eating,
determining a recommendation. Basic recommenda-
command post displacements, operations during
tions during operations include that the commander—
WMD strikes, provisions for individual casualties or
destruction of entire command posts, and mainte-
• Intervene to direct something that is not in the
nance of communications under all conditions. Each
staff officer’s delegated authority to put the operation
staff section must establish what information and
back on track.
procedures everyone needs to know and how they
• Commit, or acquire and commit, resources not con-
will be updated. This includes the commander’s in-
trolled by the staff officer to put the plan back on track.
tent, the current mission, CCIR, shift-change proce-
dures, maintenance of situational awareness through
• Change the plan. (This recommendation should in-
clude the who, what, when, where, how, and why for the
periodic staff huddles, and staff drills for actions such
change.)
as mission planning and orders production. Continu-
ity also includes distributing the staff section among
Recommended changes to the plan may include that
the various command posts to cover each functional
the commander execute a branch or a sequel identified
area in those command posts that need it.
during the planning process. The recommendation
should support the commander’s intent and facilitate fu-
Continuity is provided by operating in consonance
ture operations. It must address the change’s advan-
with a detailed headquarters operations SOP. All mem-
tages, disadvantages, risk to the force, supportability,
bers of the staff should know the SOP and have practiced
and overall effect on the operation.
all its measures to ensure continuity.
6-5
Appendix A
MISSION ANALYSIS GUIDELINES
Prior to the mission analysis briefing, staff officers
G3 (S3)
must know the status of subordinate units, limitations
1. Current combat power.
and capabilities of weapons systems, area of operations,
area of interest, enemy situation and capabilities, and
2. Current situation of subordinate units and
time available. They must understand the mission and
activities.
intent of higher headquarters. Each staff officer must
3. Status of task organization.
bring with him to the mission analysis technical knowl-
edge, estimates, and historical data as required.
4. Assets available.
This appendix provides guidelines for the staff officer
5. Mission and intent two levels up.
to consider as he prepares for the mission analysis brief.
G4 (S4)
This list is not all-inclusive. It is generic and should be re-
viewed and revised to meet individual needs. Staff offi-
1. Maintenance status.
cers not listed can use the following examples.
2. Forecasted combat vehicle and weapons
All Staff Officers
status.
1. Specified and implied tasks.
3. Supply status of Classes I, II, III, IV, V, VII,
and IX supplies.
2. Mission-essential tasks.
4. Transportation assets available.
3. Constraints.
5. Availability and status of services.
4. Time considerations.
6. Host nation and foreign nation support.
5. Recommended CCIR.
G5 (S5)
G1 (S1)
1. Displaced civilian movement, routes, and as-
1. Personnel status of organic and attached units.
sembly areas.
2. Forecasted personnel status.
2. Ability of host nation to care for civilians.
Surgeon
3. Host nation and foreign nation support.
Civilian and military medical assets available (in-
4. Protected target list, including cultural, reli-
cluding Class VIII supply status).
gious, historical, and high-density civilian population
G2 (S2)
areas.
Initial IPB, including the following:
5. Nongovernment and private volunteer organi-
zations; independent organizations operating in the area
• Define battlefield environment.
of operations.
• Define battlefield effects.
G6 (S6)
• Evaluate the threat, to include:
1. Unit communications maintenance status.
— Enemy combat power.
2. Higher headquarters’ signal plan.
— Enemy vulnerabilities.
FSCOORD
— Threat COAs (arranged in order of prob-
ability of adoption).
1. Fire support capabilities.
• Determine assets available.
2. Recommended tasks for fire support.
A-1
FM 101-5
3. High-value targets (HVTs) by critical events.
ADCOORD
4. Impact of IPB, target-value analysis
(TVA),
1. Current C2
measures for air defense assets
and battlefield geometry on fire support.
(AD warning, weapons control status).
5. Protected target list, including cultural, rel-
2. Enemy air capabilities (most likely air ave-
i-gious, historical, and high-density civilian population
nues of approach, type and number of sorties, HVT
areas.
list).
ENCOORD
3. Air defense assets available.
1. Engineer assets available.
NBC
2. Capabilities with available assets
(for exam-
1. Assets available, to include reconnaissance,
ple, number of fighting positions; number, size, and den-
decontamination, smoke, and constraints.
sity of minefields, and meters of antitank ditch; smoke
2. MOPP status.
assets; and nuclear demolition assets).
3. NBC threat status.
3. Terrain visualization support through engi-
neer battlefield assessment (EBA).
4. Troop safety criteria.
A-2
FM 101-5
Appendix B
COMMANDER’S GUIDANCE GUIDELINES
This appendix provides commanders a ready-to-use
• Desired end state.
tool to help them develop their guidance. The contents
2. Concept of operations:
of the commander’s guidance will vary depending on
the situation. This list is not designed to meet the needs
• Decisive point.
of all situations. It is a generic list of information com-
• Battlefield organization (close, deep, rear).
manders may consider as they develop their guidance. It
is neither mandatory nor desired that the commander
— Task/purpose.
address every item listed below while developing or pro-
— Resources to be used for each.
viding his guidance. The commander’s guidance should
be tailored to meet specific needs and the commander
3. COA development guidance:
will issue guidance on only those items appropriate to a
• Critical events.
particular mission.
• Number of COAs to be developed.
Intelligence
• COAs to consider or not consider and forma-
tions to consider.
1. Enemy COAs to consider during the COA de-
velopment and COA analysis phase of the planning pro-
• Shaping of battlefield.
cess. This may be the enemy’s most probable COA,
• Defeat mechanism.
most dangerous COA, or a combination of the two.
• Main and supporting effort.
2. Enemy’s critical decision points
and
vulnerabilities.
— Task organization.
3. PIR (CCIR).
— Where/what risk to accept.
4. Targeting guidance.
— Task/purpose of subordinate units.
5. High-value targets.
— Reserve guidance (composition, mission,
priorities, command and control measures).
6. Defining of the enemy commander's mission.
— Reconnaissance or counterreconnaissance
7. Defining of the enemy commander's method.
guidance.
8. Desired enemy perception of friendly forces.
• Composition.
9. Intelligence focus for reconnaissance and se-
• Command and control measures.
curity effort.
• FFIR (CCIR).
10. Reconnaissance and surveillance guidance.
4. Reconnaissance and surveillance guidance
11. Specific terrain and weather factors to
and priorities.
consider.
5. OPSEC considerations.
12. Use of organic assets: combat operation laser
teams (COLTs), intelligence and electronic warfare
(IEW), task force (TF) scout platoons.
Fire Support
1. High pay-off targets:
Maneuver
• Methods of engagement
(maneuver, lethal,
1. Initial intent:
nonlethal).
• Purpose of operation.
• Desired effects.
• Method (phases/sequences).
2. Guidance for fires.
B-1
FM 101-5
3. Observer plan.
Air Defense
4. Employment of COLTs.
1. Protection priorities.
5. Requirements, restrictions, and priorities of
2. Positioning guidance.
special munitions.
3. Weapons control status for specific events.
6. Task and purpose of fires.
Information Operations
7. Counterfires and use of radars.
1. Military deception guidance:
8. Suppression of enemy air defenses
(SEAD)
guidance.
• Amount and types of resources to commit to
the deception plan.
9. Critical zones.
• Intent for exploiting the enemy actions.
10. Critical friendly zones (CFZs) and call for fire
zones (CFFZs).
• EEFI (CCIR).
11. Fire support coordination measures.
2. OPSEC considerations:
12. Synchronization and focus of fires with
• Identification of actions that can be observed
maneuver.
by the enemy.
13. Attack guidance.
• Determination of indicators from which enemy
intelligence systems can gain critical information.
14. Protected target list. Include cultural, religious,
historical, and high-density civilian populations areas.
• Selection of measures to reduce vulnerabilities.
3. Electronic warfare (EW) considerations:
Mobility and Survivability
• Measures for electronic protect (EP).
1. Priority of effort and support.
• Support needed for electronic warfare support
2. Mobility:
(ES).
• Breaching/bridging guidance.
• Methods of electronic attack (EA).
• Employing assets guidance.
4. Physical destruction considerations:
3. Countermobility:
• Planned indirect fire support targets to support
• Obstacle effects/emplacement guidance.
C2W plan.
• FASCAM use and duration.
• Maneuver actions to suppress, neutralize, and
destroy enemy.
4. Survivability: Assets available to dig surviv-
a-bility positions.
• Air defense measures to nullify enemy aircraft.
5. NBC defense operations:
5. PSYOP consideration:
• Chemical reconnaissance assets.
• Priority of effort for attached PSYOP forces.
• MOPP posture guidance.
• Allocation of organic and or supporting re-
sources to support PSYOP efforts (field artillery,
• Decontamination guidance.
close air support, unmanned aerial vehicles, security
• Masking and unmasking guidance.
elements).
• Employment of smoke.
6. Public affairs (PA) considerations:
• Detection, reporting, marking.
• Effective publications that are dependent on
credibility.
6. Management of engineer supplies and
materiel.
• Early deployment of public affairs personnel.
7. Environmental guidance.
• Information security practiced at the source.
B-2
FM 101-5
Combat Service Support
Command and Control
1. Commander's guidance for CSS:
1. Rules of engagement.
CSS priorities in terms of manning, fueling,
2. CP positioning guidance.
fixing, arming, moving, and sustaining.
3. Position of commander.
2. Location of CSS assets.
4. Integration of retransmission assets or other
3. MEDEVAC treatment and evacuation
communications equipment.
guidance.
5. LNO guidance.
4. Classes of supply:
6. Force protection measures.
Anticipated requirements and prestockage of
7. Time-line guidance.
Class III, IV, and V.
8. Type of order and rehearsal.
5. Controlled supply rates.
9. Specific signal guidance.
6. Guidance on construction and provision of fa-
cilities and installations.
B-3
Appendix C
STAFF ESTIMATES
Mission analysis, facts and assumptions, and the
• When they replace assumptions with facts or find
situation analysis (of the area of operations, area of in-
their assumptions invalid.
terest, and enemy, friendly, and support requirements)
• When they receive changes to the mission or when
furnish the structure for the staff estimate. The estimate
changes are indicated.
consists of significant facts, events, and conclusions
based on analyzed data. It recommends how to best use
Estimates for the current operation can often provide
available resources. Adequate, rapid decision making
a basis for estimates for future missions as well as
and planning hinge on good, timely command and staff
changes to current operations. Technological advances
estimates. They are the basis for forming viable courses
and near-real-time information estimates ensure that es-
of action. Failure to make estimates can lead to errors
timates can be continuously updated.
and omissions when developing, analyzing, and com-
Estimates must visualize the future and support the
paring COAs.
commander’s battlefield visualization. They are the link
This appendix discusses the qualities that are essen-
between current operations and future plans. The com-
tial to staff estimates, and the types of estimates. Fur-
mander’s vision directs the end state. Each subordinate
ther, it provides a generic staff estimate to standardize
unit commander must also possess the ability to envision
the way staff members construct their estimates.
the organization’s end state. Estimates contribute to this
vision.
ESSENTIAL QUALITIES OF
TYPES OF ESTIMATES
ESTIMATES
The commander and his staff make estimates that ap-
Commanders control battlefield tempo by making
ply to any operational situation and all levels of com-
and executing decisions faster than the enemy. There-
mand. They use estimates to look at possible solutions
fore, commanders must always strive to optimize time
to specific operational missions and requirements.
available. They must not allow estimates to become
overly time-consuming. However, they must be com-
These estimates can form the cornerstone for staff an-
prehensive and continuous and must visualize the future.
nexes to orders and plans.
Comprehensive estimates consider both the quantifi-
The coordinating staff and each staff principal de-
able and the intangible aspects of military operations.
velop facts, assessments, and information that relate to
They translate friendly and enemy strengths, weapons
their functional field or operating system. Types of esti-
systems, training, morale, and leadership into combat
mates generally include, but are not limited to—
capabilities. The estimate process requires a clear un-
• The commander’s estimate.
derstanding of weather and terrain effects and, more im-
• Operations estimate.
portant, the ability to visualize the battle or crisis
situations requiring military forces. Estimates must pro-
• Personnel estimate.
vide a timely, accurate evaluation of the unit, the enemy,
• Intelligence estimate.
and the unit’s area of operations at a given time.
• Logistics estimate.
The demand on the C2 system is continuous as op-
posed to cyclical. Estimates must be as thorough as time
• Civil-military operations estimate.
and circumstances permit. The commander and staff
• Signal estimate.
must constantly collect, process, and evaluate informa-
tion. They update their estimates—
• Special staff estimates.
• When the commander and staff recognize new
Normally, commanders and staffs do not produce
facts.
written estimates. Units normally do staff estimates by
C-1
FM 101-5
exception, graphically representing data and statistics on
personnel status of the organization, its subordinate
charts to assist the commander in decision making.
units, and any attached or supporting elements. Person-
nel status includes assessments of the following tangible
and intangible factors:
Commander’s Estimate
• Medical evacuation and hospitalization.
The commander’s estimate, like the operations esti-
mate, is an analysis of all the factors that could affect a
• Unit-strength maintenance.
mission. The commander integrates his personal knowl-
• Replacements.
edge of the situation, his analysis of METT-T factors,
the assessments of his subordinate commanders, and any
• Soldiers’ readiness.
relevant details he gains from his staff.
• Organizational climate.
Estimate analysis includes risk assessment, force
• Cohesion.
protection, and effective utilization of all resources. The
estimate also includes visualizing all reasonable COAs
• Discipline, law and order.
and how each COA would affect friendly forces.
The personnel estimate predicts losses (where and
The commander’s and operations estimates generally
when losses could occur) and when, where, and if such
follow the same format. However, the commander’s es-
losses cause the culmination of an operation. It contains
timate deals more with assessing the intangibles of train-
the G1’s (S1’s) conclusions and recommendations about
ing, leadership, and morale, and it results in a decision.
the feasibility of supporting major operational and tacti-
The commander uses his personal estimate as a cross-
cal missions.
check of his staff’s estimates.
Intelligence Estimate
Operations Estimate
The G2 prepares the intelligence estimate. Both the
The G3 (S3) prepares the operations estimate, which
G2 (S2) and the G3 (S3) examine the area of interest to
considers all elements that can influence the unit’s cur-
identify intelligence-collection needs.
rent operations and feasible future courses of action. It
results in a recommendation to the commander. To pre-
Logistics Estimate
pare this estimate, the G3 (S3) must understand—
The G4 prepares the logistics estimate, which pro-
• The commander’s intent (one and two echelons above).
vides an accurate and current assessment of the CSS
situation of the organization, its subordinate units, and
• The risk assessment.
any attached or supporting elements. The logistics esti-
• The current task organization
(two echelons
mate is an analysis of how service support factors can af-
below).
fect mission accomplishment. It contains the G4’s
(S4’s) conclusions and recommendations about the fea-
• The unit’s status, such as locations, combat capa-
sibility of supporting major operational and tactical mis-
bilities (including level of training,. effectiveness, de-
sions. This estimate includes how the functional areas
gree of mobility, type of equipment, radiation exposure,
of supply, transportation, services, maintenance, labor,
and limitations), and current missions.
facilities, and construction affect various COAs.
• The availability and capabilities of joint assets,
such as air support, naval gunfire, or amphibious assets.
Civil-Military Operations Estimate
• Other information, such as location, status, and
The G5 (S5) prepares the civil-military operations
mission of flank and supporting units.
(CMO) estimate in relation to the situation and his func-
tional responsibilities.
Personnel Estimate
Signal Estimate
The G1 (S1) prepares the personnel estimate, which
is an analysis of how all human resources and personnel
The G6 (S6) prepares the communications estimate
factors impact soldier and unit effectiveness before, dur-
in relation to the situation and his functional
ing, and after the mission. It includes a current overall
responsibilities.
C-2
FM 101-5
Special Staff Estimates
b. Enemy Forces. Enemy dispositions, com-
position, strength, capabilities, and COAs as they affect
Each special staff officer creates his own staff esti-
specific staff area of concern.
mate in relation to the situation and his functional re-
sponsibilities. A staff officer may also make such
c. Friendly Forces.
estimates when performing dual roles, for instance,
(1) Friendly courses of action.
when he functions as both a subordinate unit com-
mander and a special staff officer.
(2) Current status of resources within
staff area of responsibility.
(3) Current status of other resources that
STAFF ESTIMATE FORMAT
affect staff area of responsibility.
The single generic staff estimate format, shown be-
(4) Comparison of requirements versus
low, standardizes the way staff members construct esti-
capabilities and recommended solutions.
mates. The G2 (S2) (with input assistance from all staff
members) will still conduct and disseminate the initial
(5) Key considerations
(evaluation crite-
intelligence preparation of the battlefield as a separate
ria) for COA supportability.
product.
d. Assumptions.
1. MISSION. Restated mission resulting from the mis-
3. ANALYSIS. Analyze each COA using key consid-
sion analysis.
erations (evaluation criteria) to determine advantages
2. SITUATION AND CONSIDERATIONS.
and disadvantages.
a. Characteristics of area of operation.
4. COMPARISON. Compare COAs using key consid-
erations (evaluation criteria). Rank order COAs for each
(1) Weather. How will different military
key consideration. Comparison should be visually sup-
aspects of weather affect specific staff area of concern
ported by a decision matrix.
and resources?
5. RECOMMENDATION AND CONCLUSIONS
(2) Terrain. How will aspects of the ter-
rain affect specific staff areas of concern and resources?
a. Recommended COA based on the compari-
son (most supportable from specific staff perspective).
(3) Other pertinent facts. Analyses of po-
litical, economic, sociological, psychological, and envi-
b. Issues, deficiencies, and risks with recom-
ronmental infrastruture, as they relate to the area.
mendations to reduce their impacts.
C-3
Appendix D
STAFF STUDIES AND DECISION PAPERS
This appendix gives steps and information on prepar-
possible solutions before doing intensive research. An
ing staff studies and decision papers. Formats for both
“obviously best” solution is rare. After extensive evalua-
are also provided.
tion, the staff officer selects the best available solution,
screening out infeasible or unacceptable alternatives. He
analyzes the remaining alternatives against previously
STAFF STUDIES
determined evaluation criteria using an “advantages and
disadvantages” format.
To solve a problem, a staff officer must research the
problem to identify issues, develop and evaluate alterna-
4.
Research and collect data. After
tives, and recommend effective action based on relevant
developing possible solutions, he begins to collect addi-
facts. The staff study is one means to present his find-
tional corroborating facts. Primary sources of informa-
ings. Because a staff study generally conforms to the
tion are official documents, technical reports, manuals,
problem-solving model, it is both a formal military
previous staff studies, and resources available from li-
problem-solving process and a format. The staff study is
braries. The staff officer may also find information in
the written form of a decision briefing.
sources such as technical libraries, bibliographies and
abstracts, and the Defense Document Center. If time
Preparing the Staff Study
permits, and if it seems appropriate, the staff officer can
supplement official data with original data from persons
Procedures for preparing a staff study include the fol-
intimately connected with the problem, including expe-
lowing seven steps:
rienced local colleagues, subject-matter experts, and op-
1.
Identify and state the problem. This step
erational personnel who have first-hand knowledge of
is crucial as the actual problem may not at first be obvi-
the problem. Methods to consider for collecting original
ous. Therefore, before undertaking the study, the staff
data might include interviews (either by telephone or
officer must determine exactly what the problem is and
personal visits), letter requests for specific information,
precisely and clearly define the problem’s scope and
or questionnaires administered to operational personnel.
limitations. He then writes the problem statement as an
5.
Interpret data. As data collection pro-
infinitive phrase and submits it for approval to the
gresses, the staff officer begins to pare his list of possible
authority directing the study. The directing authority
solutions. He should reject all unsuitable alternatives.
also approves any later changes in the staff study’s scope
He may also identify areas of potential disagreement.
or direction.
Dealing with this now helps eliminate or reduce possible
2.
List facts and assumptions. After complet-
nonconcurrences. During the research, the staff officer
ing the problem statement, the staff officer lists all facts
should ask, “Is this solution feasible? acceptable? suit-
bearing on the problem. If crucial facts are not available,
able?” Feasible solutions are those that can be imple-
the staff officer uses valid assumptions to replace facts
mented with available resources. Acceptable solutions
and describe conditions he must fulfill before accepting
are those worth the cost or risk involved in their imple-
the conclusions without reservation. The staff officer
mentation. Suitable solutions are those that actually
states the assumption in the future or conditional tense
solve the problem. Looking at feasibility, acceptability,
(for example, will or might be this or that). Assumptions
and suitability will help direct further research by elimi-
are grounded in factual information. They are statements
nating unsatisfactory solutions, identifying solutions,
that may or may not be true; however, available data in-
and checking them for nonconcurrences. It will also call
dicate that they are true or will be true at some time in the
attention to the facts and evaluation criteria needed for
future. A valid assumption would be a fact if current data
evaluating alternative solutions.
could prove it.
6.
Evaluate alternative solutions. To do the
3.
Develop possible solutions. After listing all
staff study properly, the staff officer must consider all
known facts and valid assumptions, the staff officer
reasonable alternatives (courses of action) as possible
poses possible solutions. He may want to brainstorm
solutions. The staff officer relates the evaluation criteria
D-1
FM 101-5
to the known facts and valid assumptions. These criteria
nonconcurrences. He should write considerations of
serve as the yardstick against which he measures all al-
nonconcurrence, assess them objectively and accu-
ternatives. Next, the staff officer compares and contrasts
rately, and make them into enclosures (annexes) to the
the alternatives. If he uses quantitative techniques, such
staff study.
as a decision matrix, he should use them as back-up data,
NOTE: See Figure D-1 for an example of an annotated
place them in an annex, and refer to them in paragraph 5
format for a staff study. Use memorandum format in ac-
of the staff study. The best solution will be the most fea-
cordance with AR 25-50.
sible, suitable, and acceptable solution fulfilling evalua-
tion criteria.
Common Problems of Staff Studies
7.
Prepare the staff study. The staff study
The following is a list of the most common prob-
consists of a summary sheet (body) and annexes. Along
lems found in staff studies. Staff officers should re-
with the 10 basic paragraphs, the summary sheet may
view this list before beginning a staff study. While
include—
completing the staff study, the officer evaluates it us-
• A list of annexes.
ing these questions:
• Concurrences.
• Is the topic too broad?
• Nonconcurrences.
• Is the problem properly defined?
• Considerations of nonconcurrences.
• Are facts or assumptions clear and valid?
• A list of annexes added to summarize lengthy non-
• Are there any unnecessary facts or assumptions?
concurrences and their considerations.
• Are there any facts that appear for the first time in
• Action by the approving authority.
the discussion?
• An implementing document.
• Are there a limited number of options or courses of
action?
Annexes contain details and supporting information.
The staff officer uses them to keep the summary sheet
• Are evaluation criteria invalid or too limited?
concise so that readers can use it as a ready reference.
• Is the discussion too long?
Annex A contains implementing memorandums, direc-
tives, or letters submitted for signature or approval.
• Is the discussion incomplete; must the reader look
Other annexes contain detailed data, lengthy discus-
at annexes?
sions, execution documents, and bibliographies. The
• Does the conclusion include a discussion?
staff officer uses appendixes and tabs with capital let-
ters. For example, page A-III-C-5 represents Annex A,
• Is the logic incorrect or incomplete; does the con-
Appendix III, Tab C, Page 5.
clusion follow from analysis?
NOTE: See also Appendix H.
• Can the solution be implemented within resource
or time constraints?
Coordinating the Staff Study
• Do the conclusions and recommendations answer
Conducting staff studies normally involves coordina-
the problem?
tion with other staff officers to obtain concurrences or
• Is there an “implementing” directive?
nonconcurrences on desired recommendations and other
aspects of the study. The staff officer should anticipate
• Have new criteria been introduced?
D-2
FM 101-5
Office Symbol (Marks Number)
Date
MEMORANDUM FOR
SUBJECT: Briefly describe the study’s contents. Be specific. Do not just say Staff Study.
1. Problem. Write a concise statement of the problem, stated as a task, in the infinitive or question form; for
example, To determine
or How to
Normally include the who, what, when, and where if pertinent.
2. Recommendation. Recommend a specific course of action (who, what, when, and where). The recom-
mendation must solve the problem. If necessary or directed, place an implementing document at Annex A.
3. Background. Provide a lead-in to the study, briefly stating why the problem exists.
4. Facts. State facts that influence the problem or its solution. Make sure the facts are stated and attrib-
uted correctly. The data must stand alone; either it is a clear fact or is attributed to a source that asserts it
true. There is no limit to the number of facts. Provide all the facts relevant to the problem (not just the facts
used to support the study). State any guidance given by the authority directing the study. Refer to annexes
as necessary for amplification, references, mathematical formulas, or tabular data.
5. Assumptions. Identify any assumptions necessary for a logical discussion of the problem. If deleting
the assumption has no effect on the problem, you do not need the assumption.
6. Courses of Action. List all possible suitable, feasible, acceptable, distinguishable, and complete
courses of actions. If a course of action (COA) is not self-explanatory, include a brief explanation of what the
COA consists of to ensure the reader understands. If the COA is complex, refer to an annex for a complete
description (including pertinent COA facts).
a. COA 1. List specifically by name, for example, Route A.
b. COA 2. Same as above.
c. COA 3. Same as above.
7. Criteria. List the criteria used to judge COAs. Criteria serve as yardsticks or benchmarks against which
to measure each COA. Define criteria to ensure the reader understands them. Be specific. For example, if
using cost as a criterion, talk about that measurement in dollars. Use criteria that relate to the facts and as-
sumptions. There should be a fact or an assumption listed in paragraph 4 or 5, respectively, that supports
each of the criteria. The sum of the facts and assumptions should at a minimum be greater than the number
of criteria. Consider criteria in three related but distinct areas, as indicted below.
a. Screening Criteria. Define screening criteria that a COA must meet to be suitable, feasible, ac-
ceptable, distinguishable, and complete. Accept or reject a COA based solely on these criteria. Define each
criterion and state the required standard in absolute terms. For example, using cost as a screening criterion,
define cost as “dollars” and specify the maximum (or minimum) cost you can pay. In subsequent subpara-
graphs, describe failed COAs and state why they failed.
b. Evaluation Criteria. This is criteria used to measure, evaluate, and rank-order each COA during
analysis and comparison paragraphs. Use issues that will determine the quality of each COA and define
how to measure each COA against each criterion and specify the preferred state for each. For example, de-
fine cost as total cost including research, development, production, and distribution in dollars—less is better;
or cost is manufacturer’s suggested retail price—less is better. Establish a dividing line that separates ad-
vantages and disadvantages for a criterion. An evaluation criterion must rank-order COAs to be valid.
Some criteria may be both screening and evaluation criteria, such as, cost. You may use one defini-
tion of cost; however, the required or benchmark value cannot be the same for both screening and
Figure D-1. Format for a staff study
D-3
FM 101-5
evaluation criteria. If the value is the same, the criteria will not distinguish between advantages and dis-
advantages for remaining COAs.
(1) Define Evaluation Criteria. Each evaluation criterion is defined by five elements written in
paragraph or narrative form.
A short title.
(“Cost,” for example.)
Definition.
(The amount of money to buy . . .)
Unit of measure. (For example, US dollars, miles, acres.)
Dividing line or benchmark. (The point at which a criterion becomes an advantage. Ideally the
benchmark should result in gaining a tangible benefit. Be able to justify how you came up with the
value—through reasoning, historical data, current allocation, averaging.)
Formula. (Stated in two difference ways. That “more or less is better” {$400 is an advantage,
>$400 is a disadvantage, less is better} or subjectively in terms such as “a night movement is better than a
daylight movement.”)
(2) Evaluation Criterion #2. Again define and write the criterion in one coherent paragraph.
To curtail length, do not use multiple subparagraphs.
(3) Evaluation Criterion #3, and so on.
c. Weighting of Criteria. Establish the relative importance of one criterion over the others. Explain
how each criterion compares to each of the other criteria (equal, favored, slightly favored), or provide the val-
ues from the decision matrix and explain why you measured the criterion as such.
NOTE: Screening criteria are not weighted. They are required, absolute standards that each COA must
meet or the COA is rejected.
8. Analysis. For each COA, list the advantages and disadvantages that result from testing
the COAs against the stated evaluation criteria. Include the payoff value for each COA as tested. Do not
compare one COA with the others (that is the next step). Do not introduce new criterion. If there are six crite-
ria, there must be six advantages or disadvantages (as appropriate) for each COA. If there are many “neu-
tral” payoffs, examine the criteria to ensure they are specific and examine the application of the criteria to
ensure it is logical and objective. Neutral should rarely be used.
a. The first subparagraph of the analysis should state the results of applying the screening criterion if
not already listed in paragraph 7a(2). List screened COAs as part of paragraph 7a for clarity and unity.
b. COA 1. (List the COA by name.)
(1) Advantage(s). List the advantages in narrative form in a single clear, concise paragraph.
Explain why it is an advantage and provide the payoff value for the COA measured against the criteria. Do
not use bullets; remember, the paper must stand alone.
(2) Disadvantage(s). List the disadvantages for each COA and explain why they are disadvan-
tages. Include the payoff values or how the COA measured out.
c. COA 2.
(1) Advantage. If there is only one advantage or disadvantage, list it as shown here.
(2) Disadvantage. If there is no advantage or disadvantage, state “none.”
Figure D-1. Format for a staff study (continued)
D-4
FM 101-5
9. Comparison of the COAs.
a. After testing each COA against the stated criteria, compare the COAs to each other. Determine
which COA best satisfies the criteria. Develop for the reader, in a logical, orderly manner, the rationale you
use to reach the conclusion in paragraph 10 below. For example, Cost: COA 1 cost less than COA 2, which
is equal to the cost of COA 4. COA 3 has the greatest cost.
b. You can use quantitative techniques (such as decision matrixes, select weights, and sensitivity
analyses) to support your comparisons. Summarize the results of these quantitative techniques clearly so
that the reader does not have to refer to an annex. Do not explain the quantitative technique, simply state
what the results are. Remember, quantitative techniques are only tools to support the analysis and compari-
son. They are not the analysis and comparison.
10. Conclusion. Address the conclusion drawn from analyzing and comparing all the relevant factors (for
example, COA 2 is the best COA because . . .). The conclusion must answer the problem statement. If it
does not, then either the conclusion or the problem statement is incorrect.
Encl
1. Implementing document (TAB A)
2.
3.
(Signature Block)
4.
NOTE: Address supporting enclosures in the body of the study. The enclosures you produce (implementing
document, decision matrixes, and so on) must comply with common format requirements (AR 25-50).
Concurrences/Nonconcurrences: (List directorates/agencies/persons with whom you must coordinate.)
Section/Agency
Concur/Nonconcur _______________________ Date _________________
NOTE: Each officer must initial his/her concurrence or nonconcurrence, followed by his rank, name, position
and/or title, telephone number, and E-mail address, and briefly state the reason for his nonconcurrence.
This statement normally is on a separate page that will become an annex to the study.
Consideration of Nonconcurrence: The author of the study states the results of the consideration of any
nonconcurrences. He either briefly states the results or attaches them as another annex. If consideration
shows he cannot support the concurrence he must state the reasons. The author signs or initials the consid-
eration of nonconcurrence(s).
Figure D-1. Format for a staff study (continued)
D-5
FM 101-5
documents for approval/signature, the recommendation
DECISION PAPERS
may be two-fold (example):
The decision paper is a staff action which the staff of-
“3. RECOMMENDATION.
ficer uses to discuss the purpose, recommendation,
background and discussion, and impacts and coordina-
a. That the (state recommended solution).
tion of staff actions. The decision paper should be brief
b. That the
(title) approve and sign the
and to the point, containing the essential elements of in-
implementing directive(s) found at Tab(s) ___."
formation for the decision maker to understand the staff
action and reach a decision. After command group ac-
Under each recommendation type:
tion is completed, such as approval or disapproval, or
APPROVED
DISAPPROVED
other action by the commanding general, ADCs, or chief
SEE ME________
of staff, the decision paper is returned to the originating
staff officer for appropriate processing and action.
This allows the decision maker to note the action
taken on each separate recommendation by initialing
The decision paper is prepared in the informal
the line.
memorandum format and should not exceed two
pages (excluding supporting documentation). The
4. Paragraph
4
states the background and
paper is addressed to the person making the decision.
discusion. “4. BACKGROUND AND DISCUSSION.”
Tabs are used sparingly, only to separate sections and
It explains the origin of the action, why the problem ex-
to provide essential explanations or information. The
ists, and a summary of events in chronological form to
staff officer should synthesize the facts, summarize
help put the problem in perspective and provide an un-
the issues, and present feasible alternatives. Figure
derstanding of the alternatives and recommendation.
D-2 shows the annotated decision paper format and
5. Paragraph
5
states the impact of the
additional information. Figure D-3, page D-8, shows
recommended decision. “5. IMPACT.” This explains
the coordination enclosure format. Figure D-4, page
the impact on personnel, equipment, funding, environ-
D-9, shows the nonconcurrence format, and Figure
ment, or stationing. State who, and to what extent, is im-
D-5, page D-10, the assembling and tabbing of staff
pacted by the recommendation. If none, state “No
actions.
impact.”
The decision paper is prepared using the following
6. Paragraph
6 states the coordination that was
seven paragraphs.
done. “6. COORDINATION.” All coordination is ac-
1. Paragraph 1 states: “1. For DECISION.”
complished prior to submission of the decision paper.
Concurrence/nonconcurrence is indicated by lining
2. Paragraph
2
states:
“2. PURPOSE.” It
through either CONCUR or NONCONCUR, sign-
should state clearly what decision is required. It should
ing/initialing, and dating.
A STATEMENT OF
be stated in the infinitive form, “To determine the. . .” or
NONCONCURRENCE is placed under a tab and identi-
“To obtain. . .”
fied as nonconcurrence in the coordination block. The
3. Paragraph
3
is the recommendation.
“3.
proponent office will attempt to resolve the nonconcur-
RECOMMENDATION.” This contains the specific rec-
rence. If this is not possible, a CONSIDERATION OF
ommendation that the staff officer believes will solve
NONCONCURRENCE is added as a tab to the staff pa-
the problem. If the purpose of the decision paper is to ob-
per. See Figure D-4, page D-9, for an example.
tain a signature, the document requiring the signature is
7. Paragraph 7 is used for point of contact or ac-
placed under the first lettered tab. If the paper presents a
tion officer, organization, and telephone number.
solution to the problem and has implementing
D-6
FM 101-5
Decision Paper (An informal memorandum)
ABCA-XX-XXX (Marks Number)
Date
MEMORANDUM THRU (or FOR)
FOR (If THRU is required)
SUBJECT:
1. For DECISION. (Indicate if decision is time-sensitive to an event or has a suspense to a higher head-
quarters. Suspenses to the command group are not shown.)
2. PURPOSE: (Brief description of the situation requiring a decision. Keep it short. If you need more space
for details, use an enclosure.)
3. RECOMMENDATION. (State a specific recommendation, for example, “That the commander approve
and sign the memorandum at TAB A tasking xx Brigade with installation support detail.” Designate addi-
tional implementers as TAB A1, A2, and so forth. Add a line after each separate recommendation where the
approving authority may indicate action taken.)
APPROVED____________DISAPPROVED____________SEE ME____________
4. BACKGROUND AND DISCUSSION.
a. (Refer to background information at TABs E through ___.)
b.
c.
5. IMPACTS. (Indicate resource funding impact of the recommendation decision(s), if any.)
a. Personnel. (Refer to background information at TABs E through___.)
b. Equipment.
c. Funding.
6. COORDINATION.
ACofS, G1/AG CONCUR/NONCONCUR_____________CMT______DATE:______
ACofS, G2
CONCUR/NONCONCUR_____________CMT______DATE:______
DPTM
CONCUR/NONCONCUR_____________CMT______DATE:______
Figure D-2. Format for a decision paper (continued)
D-7
FM 101-5
ABCA-XX-XXX
SUBJECT: (The same subject as on page 1)
7. Use this paragraph for point of contact or action officer, organization, and telephone number.
X Encls
SIGNATURE BLOCK
1. Document for Approval (TAB A)
Xxxxxxxx, Xxxxx
2. Taskers (TAB B)
Xxxxxxxxxxxxxx
3. Coordination (TAB C)
4. Nonconcurrences (TAB D)
5. As Required (Tabs E through___)
Figure D-2. Format for a decision paper (continued)
COORDINATION ENCLOSURE
(This is an enclosure to a Decision Paper. Coordination with staff officers/unit commanders is indicated by
“CONCUR” or “NONCONCUR.”
COORDINATION
ACofS,G1/AG
CONCUR/NONCONCUR____________CMT____________DATE:________
DEH
CONCUR/NONCONCUR____________CMT____________DATE:________
DOL
CONCUR/NONCONCUR____________CMT____________DATE:________
ACofS, G3
CONCUR/NONCONCUR____________CMT____________DATE:________
DRM
CONCUR/NONCONCUR____________CMT____________DATE:________
Figure D-3. Coordination enclosure to decision paper
D-8
FM 101-5
NONCONCURRENCE ENCLOSURE
(This is an enclosure to a decision paper, if coordination enclosure indicates a nonconcurrence comment.)
STATEMENT OF NONCONCURRENCE
A statement on plain bond paper headed as above. Specifically address the points in the recommendation
or document with which you disagree, offering whenever possible an alternative, constructive recommenda-
tion. The action officer receiving this nonconcurrence makes it part of the final document and adds to it a fur-
ther comment below, or on a following sheet.
I. M. DEBOSS
COL, IN
Xxxxxxxxx, Xxxxx
CONSIDERATION OF NONCONCURRENCE
Try to resolve disagreement before formal staffing. If the disagreement remains, you have two options:
(1) Modify the recommendation to satisfy the nonconcurrence. In that case, you can note the compromise in
this paragraph, but be sure to coordinate beforehand with the nonconcurring officer. (2) You can continue to
disagree, spelling out in this paragraph your reasons for pursuing the recommendation unmodified. If you
need more space, put your “consideration of nonconcurrence” on a separate page.
DON E. FOX
COL, AR
Xxxxxxx, Xxxxx
Figure D-4. Nonconcurrence enclosure to decision paper
D-9
FM 101-5
Collated Staff Actions
Routing Sheet
OUTSIDE THE FOLDER:
CLASSIFIED
(Stapled onto
Manilla Folder Cover)
Classified
Cover Sheet,
If Required
INSIDE THE FOLDER:
Manilla Folder
(Opened)
Coordination &
Statements of
Nonconcurrence
B
(If Any)
A
C
Tasker That
Decision
Started the
Paper
D
Background
Staff Action
(Memorandum)
Information
(If Any)
ASSEMBLY OF STAFF PAPERS
Figure D-5. Assembling and tabbing staff actions
D-10
Appendix E
MILITARY BRIEFINGS
Briefings are a means of presenting information to
However, the briefer must be prepared to present his
commanders, staffs, or other designated audiences. The
assumptions, facts, alternative solutions, reason for
techniques employed are determined by the purpose of
choosing the recommended solution, and the coordina-
the briefing, the desired response, and the role of the
tion involved. If the person who is being briefed is unfa-
briefer. This appendix describes the types of military
miliar with the problem and the facts surrounding it,
briefings and gives briefing formats for each type.
then a more detailed briefing is necessary. In this case,
the briefing should include any assumptions used in ana-
lyzing the problem, facts bearing on the problem, a dis-
TYPES OF BRIEFINGS
cussion of the alternatives, the conclusions, and the
coordination involved. The staff study format in Appen-
There are four types of military briefings:
dix D provides a logical sequence for presenting a de-
• Information.
tailed decision briefing.
• Decision.
At the outset of the briefing, the briefer must state that
he is seeking a decision. At the conclusion of the briefing,
• Mission.
if the briefer does not receive a decision, he asks for it.
• Staff.
The briefer should be certain that he understands the deci-
sion thoroughly. If he is uncertain, he asks for clarifica-
Information
tion. In this regard, a precisely worded recommendation
that may be used as a decision statement, once approved
The information briefing is intended to inform the lis-
by the commander, assists in eliminating possible ambi-
tener and to gain his understanding. The briefing does
guities. Following the briefing, if the chief of staff (execu-
not include conclusions and recommendations, nor re-
tive officer) is not present, the briefer informs the SGS or
quire decisions. The briefing deals primarily with facts.
other appropriate officer of the commander’s decision.
The briefer states that the purpose of the briefing is to
provide information and that no decision is required.
Mission
The briefer provides a brief introduction to define the
subject and to orient the listener and then presents the in-
The mission briefing is used under operational condi-
formation. Examples of an information briefing are in-
tions to provide information, to give specific instructions,
formation of high priority requiring immediate
or to instill an appreciation of a mission. It is usually pre-
attention; information of a complex nature, such as com-
sented by a single briefing officer, who may be the com-
plicated plans, systems, statistics, or charts, requiring
mander, an assistant, a staff officer, or a special
detailed explanation; and controversial information re-
representative. This depends on the nature of the mission
quiring elaboration and explanation.
or the level of the headquarters. In an operational situation
or when the mission is of a critical nature, it may become
necessary to provide individuals or smaller units with
Decision
more data than plans and orders provide. This may be
The decision briefing is intended to obtain an answer or
done by means of the mission briefing. The mission brief-
a decision. It is the presentation of a staff officer’s recom-
ing reinforces orders, provides more detailed requirements
mended solution resulting from analysis or study of a
and instructions for each individual, and explains the sig-
problem or problem area. Decision briefings vary as to
nificance of each individual role.
formality and detail depending on the level of command
and the decision maker’s knowledge of the subject (the
Staff
problem or problem area). In situations where the person
receiving the briefing has prior knowledge of the problem
The staff briefing is intended to secure a coordi-
and some information relating to it, the briefing normally
nated or unified effort. This may involve the
is limited to a statement of the problem, essential back-
exchange of information, the announcement of deci-
ground information, and a recommended solution.
sions within a command, the issuance of directives,
E-1
FM 101-5
or the presentation of guidance. The staff briefing
2. Construct the briefing. The construction of the
may include characteristics of the information brief-
briefing will vary with its type and purpose. The analy-
ing, the decision briefing, and the mission briefing.
sis provides the basis for this determination. The fol-
Attendance at staff briefings varies with the size of
lowing are the major steps in preparing a briefing:
the headquarters, the type of operation being con-
• Collect material.
ducted, and the personal desires of the commander.
• Know the subject thoroughly.
Generally, the commander, deputies or assistants,
chief of staff (executive officer), and coordinating
• Isolate the key points.
and special staff officers attend. Representatives
• Arrange the key points in logical order.
from major subordinate commands may be present.
The chief of staff (executive officer) usually presides
• Provide supporting data to substantiate validity of
over the staff briefing. He calls on staff representa-
key points.
tives to present matters that interest those present or
• Select visual aids.
that require coordinated staff action. Each staff offi-
cer is prepared to brief on his area of responsibility.
• Establish the wording.
In garrison, staff briefings are often held on a regu-
• Rehearse before a knowledgeable person who can
larly scheduled basis. In combat, staff briefings are
critique the briefing.
held when required by the situation. The presentation
of staff estimates culminating in a commander’s deci-
3. Deliver the briefing. A successful briefing de-
sion to adopt a specific course of action is a form of
pends on how it is presented. A confident, relaxed,
forceful delivery, clearly enunciated and obviously
staff briefing. In this type of briefing, staff officers
based on full knowledge of the subject, helps convince
involved follow the general pattern prescribed for the
the audience. The briefer maintains a relaxed, but mili-
staff estimate being presented.
tary bearing. He uses natural gestures and movement,
but he avoids distracting mannerisms. The briefer’s de-
BRIEFING STEPS
livery is characterized by conciseness, objectivity, and
accuracy. He must be aware of the following:
A briefing assignment has four steps:
• The basic purpose is to present the subject as di-
1. Analyze the situation. This includes analyzing
rected and to ensure that it is understood by the
the audience and the occasion by determining—
audience.
• Who is to be briefed and why?
• Brevity precludes a lengthy introduction or
• How much knowledge of the subject does the audi-
summary.
ence have?
• Logic must be used in arriving at conclusions and
• What is expected of the briefer?
recommendations.
Before briefing an individual the first time, the briefer
• Interruptions and questions may occur at any point.
If and when these interruptions occur, the briefer answers
should inquire as to the particular official’s desires. The
each question before proceeding or indicates that the ques-
briefer must understand the purpose of the briefing. Is he
tions will be answered later in the briefing. At the same
to present facts or to make a recommendation? The pur-
time, he does not permit questions to distract him from his
pose determines the nature of the briefing. The time allo-
planned briefing. If the question will be answered later in
cated for a briefing will dictate the style, physical
the briefing, the briefer should make specific reference to
facilities, and the preparatory effort needed. The avail-
the earlier question when he introduces the material. The
ability of physical facilities, visual aids, and draftsmen is a
briefer must be prepared to support any part of his brief-
consideration. The briefer prepares a detailed presentation
ing. The briefer anticipates possible questions and is pre-
plan and coordinates with his assistants, if used. The pre-
pared to answer them.
paratory effort is carefully scheduled. Each briefer should
formulate a “briefing outline” (next page). The briefer ini-
4. Follow-up. When the briefing is over, the briefer
tially estimates the deadlines for each task. He schedules
prepares a memorandum for record (MFR). This MFR
facilities for practice and requests critiques.
should record the subject, date, time, and place of the
E-2
FM 101-5
briefing and ranks, names, and positions of those pres-
submits a draft of the MFR to him for correction before
ent. The briefing’s substance is concisely recorded. Rec-
preparing it in final form. The MFR is distributed to staff
ommendations and their approval, disapproval, or
sections or agencies that must act on the decisions or in-
approval with modification are recorded as well as any
structions contained in it or whose operations or plans
instruction or directed action. This includes who is to
may be influenced.
take action. When a decision is involved and doubt ex-
ists about the decision maker’s intent, the briefer
BRIEFING OUTLINE
1.
Analysis of the Situation
a.
Audience.
(1) How many are there?
(2) Nature.
(a) Who composes the audience? Single or multiservice? Civilians?
Foreign nationals?
(b) Who are the ranking members?
(c) What are their official positions?
(d) Where are they assigned?
(e) How much professional knowledge of the subject do they have?
(f) Are they generalists or specialists?
(g) What are their interests?
(h) What are their personal preferences?
(i) What is the anticipated reaction?
b.
Purpose and type.
(1) Information briefing (to inform)?
(2) Decision briefing (to obtain decision)?
(3) Mission briefing (to review important details)?
(4) Staff briefing (to exchange information)?
c.
Subject.
(1) What is the specific subject?
(2) What is the desired coverage?
(3) How much time will be allocated?
d.
Physical facilities.
(1) Where will the briefing be presented?
(2) What arrangements will be required?
(3) What are the visual aid facilities?
(4) What are the deficiencies?
(5) What actions are needed to overcome deficiencies?
E-3
FM 101-5
2.
Schedule of Preparatory Effort
a. Complete analysis of the situation.
b. Prepare preliminary outline.
c. Determine requirements for training aids, assistants, and recorders.
d. Edit or redraft.
e. Schedule rehearsals (facilities, critiques).
f. Arrange for final review by responsible authority.
3.
Constructing the Briefing
a.
Collect material.
(1) Research.
(2) Become familiar with subject.
(3) Collect authoritative opinions and facts.
b.
Prepare first draft.
(1) State problem (if necessary).
(2) Isolate key points (facts).
(3) Identify courses of action.
(4) Analyze and compare courses of action. State advantages and disadvantages.
(5) Determine conclusions and recommendations.
(6) Prepare draft outline.
(7) Include visual aids.
(8) Fill in appropriate material.
(9) Review with appropriate authority.
c.
Revise first draft and edit.
(1) Make sure that facts are important and necessary.
(2) Include all necessary facts.
(3) Include answers to anticipated questions.
(4) Polish material.
d.
Plan use of visual aids.
(1) Check for simplicity—readability.
(2) Develop method for use.
e.
Practice.
(1) Rehearse (with assistants and visual aids).
(2) Polish.
(3) Isolate key points.
E-4
FM 101-5
(4) Commit outline to memory.
(5) Develop transitions.
(6) Use definitive words.
4.
Follow-Up
a. Ensure understanding.
b. Record decision.
c. Inform proper authorities.
Format for an Information Briefing
1.
Introduction.
Greeting.
Address the person(s) being briefed. Identify yourself and your organization.
“Good morning, General Smith. I’m Captain Jones, the S3 of the 1st Bn 28th Artillery.
Type and Classification of Briefing.
“This is a SECRET information briefing.”
“This is an UNCLASSIFIED decision briefing.”
Purpose and Scope.
Give the big picture first.
Explain the purpose and scope of your briefing.
“The purpose of this briefing is to bring you up to date on our battalion’s General Defense Plan.”
“I will cover the battalion’s action during the first 72 hours of a general alert.”
Outline or Procedure.
Briefly summarize the key points and your general approach.
Explain any special procedures (demonstrations, displays, or tours). “During my briefing, I’ll discuss the six
phases of our plan. I’ll refer to maps of our sector, and then my assistant will bring out a sand table to show you
the expected flow of battle.”
2. Body.
Arrange the main ideas in a logical sequence.
Use visual aids correctly to emphasize your main ideas.
Plan effective transitions from one main point to the next.
Be prepared to answer questions at any time.
3. Closing.
Ask for questions.
Briefly recap your main ideas and make a concluding statement.
Announce the next speaker.
E-5
FM 101-5
Format for a Decision Briefing
1.
Introduction.
Military greeting.
Statement of the type, classification, and purpose of the briefing.
A brief statement of the problem to be resolved.
The recommendation.
2.
Body.
Key facts bearing upon the problem.
Pertinent facts that might influence the decision.
An objective presentation of both positive and negative facts.
Necessary assumptions made to bridge any gaps in factual data.
Courses of Action.
A discussion of the various options that can solve the problem.
Analysis.
The criteria by which you will evaluate how to solve the problem (screening and evaluation).
A discussion of each course of action’s relative advantages and disadvantages.
Comparison.
Show how the courses of action rate against the evaluation criteria.
3.
Conclusion.
Describe why the selected solution is best.
4.
Questions.
5.
Restatement of the Recommendation so that it only needs approval/disapproval.
6.
Request a decision.
The Mission Briefing
1.
General. The mission briefing is an information briefing presented under tactical or operational conditions,
usually given by a single briefing officer.
2. The Purposes of a Mission Brief.
Give specific instructions.
The mission briefing serves to—
• Issue or elaborate on an operation order, warning order, and so forth.
• Instill a general appreciation of a mission.
• Review the key points of a forthcoming military operation.
• Ensure participants know the mission’s objective, problems they may confront, and ways to overcome them.
E-6
FM 101-5
3. Format.
While the mission briefing has no set format, a convenient format is the five-paragraph operation order:
1.
Situation.
2.
Mission.
3.
Execution.
4.
Service support.
5.
Command and signal.
The Staff Briefing
1. General. The staff briefing is a form of information briefing given by a staff officer. Often it’s one of a series
of briefings by staff officers.
2. Purposes of a Staff Briefing. The staff briefing serves to—
• Keep the commander and staff abreast of the current situation.
• Coordinate efforts through rapid oral presentation of key data.
3. Possible Attendees:
• The commander, his deputy, and chief of staff.
• Senior representatives of his primary and special staff; commanders of his subordinate units.
4. Common Procedures:
• The person who convenes the staff briefing sets the agenda.
• The chief of staff or executive officer normally presides.
• Each staff representative presents information on his particular area.
• The commander usually concludes the briefing but may take an active part throughout the presentation.
E-7

 

 

 

 

 

 

 

 

Content      ..     1      2      3      4      ..