FM 25-101: Battle Focused Training

CHAPTER 3
PLANNING

Training in all its phases must be intensive . . . It must 
be intelligently directed so that every individual [soldier] including the
last private in the ranks, can understand the reasons for the exertions 
he is called upon to make.

                                       General Dwight D. Eisenhower

This chapter addresses how leaders plan training based upon the assessment. Figure 3-1 expands the training planning process illustrated in the training management cycle. The phases will be discussed in detail as follows:

Long-range planning, which results in the battalion commander's long range calendar.

Short-range planning, which results in the battalion commander's--

--Quarterly training guidance (AC) or yearly training guidance (RC).
--Quarterly training calendar (AC) or yearly training calendar (RC).
--Quarterly training briefing (AC) or yearly training briefing (RC).

--Near-term planning which results in publication of weekly (AC) or monthly (RC) training schedules.

Figure 3-1. Training planning process.


Planning links the unit METL and the execution of battle focused training.
It is a centralized process that aligns training priorities with wartime 
requirements at all levels within the unit. Although there are other 
training requirements, battle focus allows the leader to narrow his scope 
of planning to wartime mission essential tasks.

ASSESSMENT

The assessment begins the training planning process. Commanders use their subordinates, key staff members, and NCO leaders to assess the training level on mission essential tasks. Commanders rely on subordinate leaders' feedback to determine their units' training proficiency level. They analyze all available training evaluations, such as ARTEP external evaluations, combat training centers (CTC) take home packages, and annual training reports. Commanders use these evaluations, personal observation, and other feedback to identify the subtasks for each mission essential task which require further training.

In-depth assessment determines a strategy to improve training proficiency on specific weaknesses and plan sustainment training on demonstrated strengths. Assessment links the evaluation of training executed to the planning of upcoming training.

LONG-RANGE PLANNING

At battalion level, long-range planning starts with unit assessment and is the basis for the long range training calendar. Resources, such as major training areas, ammunition, and fuel, are allocated and shortfalls, identified. The long-range plan synchronizes supporting units and agencies so that training events can be properly executed (Figure 3-2).

UNIT ASSESSMENT

Long-range planning is based on unit assessment. This assessment identifies training strengths and weaknesses, allowing the commander to plan training which sustains unit strengths and improves weaknesses.

Unit assessment is made by the commander. It is based on his firsthand observations and input from all leaders (officer and NCO). It is the base upon which a training strategy is developed. Unit assessment is--

Developed using evaluations, reports, leader books, or records.

A continuous process; however, formal assessment is normally only conducted at the start of planning phases and after major training events.

Used to set or update unit goals and objectives.

Influenced by future events; for example, personnel turnover, new equipment fielding, or force structure changes.

Training strategy is a concept used to attain desired levels of training proficiency on mission essential tasks. The commander's strategy is based on his assessment of his unit and higher headquarters' command training guidance (CTG). It determines training events and activities to improve or sustain proficiency on each mission essential task. This training strategy supports unit goals and objectives that provide a common direction for the unit's training program.

Figure 3-2.

The commander's training strategy is continuously refined throughout the planning process. Training strategies--

Ensure training is focused on METL and subordinate leader development.

Ensure combined arms is incorporated in all training.

Determine who, what, when, and where to train.

Determine the logical sequence to execute the training.

Determine types of training exercises to be used (see Appendix C). For example, commanders with an inexperienced battle staff plan more map exercises (MAPEXs), fire coordination exercises (FCXs), and command post exercises (CPXs). The command field exercise (CFX) is excellent for training leaders and staffs with complete command, control, communications, and logistical systems.

Determine frequencies for a given task; for example, train Movement to Contact quarterly during FTXs and Set Up the Tactical Operations Center (TOC) once a month.

Coordinate all training events. CS and CSS commanders must consider unlike units and physical dispersion.

Match the available resources to the training requirements.

Result in commander's training guidance.

These elements of training strategy apply to both Active and Reserve Component units. The RC, in many instances, is required to conduct additional coordination between their wartime and peacetime chains of command. For example, a transportation battalion and an airborne MI company may report through a support group to a US Army Reserve Command (ARCOM) headquarters in peacetime. Yet they are aligned with two different wartime chains of command.

With limited time to train, RC commanders must sequence training of METL tasks throughout the long-range training cycle. Appendix C discusses training exercises that maximize planning time.

COMMANDER'S GUIDANCE

Senior commanders publish long-range planning calendars and CTG to give battalion and subordinate commanders adequate time to properly plan training (Figures 3-3 and 3-4). Senior commanders provide resources and protect training from distracters.

Figure 3-3. Active Component.

Figure 3-4. Reserve Component.

Division commanders often provide suggested frequency for training events and other activities. Figure 3-5 is an example of an AC division commander's guidance matrix. It can be used as a tool to conduct long-range planning. RC commanders could develop a similar matrix based on training requirements and higher headquarters requirements.

Figure 3-5.

Weekly NCO training time is included on the example matrix. Some training time during the week should be devoted to the small-unit leader (such as a squad leader or a vehicle commander) to train his unit. This enhances readiness and cohesion; it also allows the junior NCO to learn and exercise the Army's training management system at the lowest level. The key is to train the trainer so that he can train his soldiers. This requires the NCO to identify essential soldier and small-unit and team tasks (drills) that support unit METL and then--

To assess strengths and weaknesses.

To formulate a plan to correct deficiencies and sustain strengths.

To execute the training to standard.

TIME MANAGEMENT

Commanders organize training time during long-range planning using time management systems. Time management systems are designed to protect training time for subordinate units. Various types of time management systems are used throughout the Army. Some systems consist of three cycles: units involved in prime time training, units on alert status, and units providing support. Other systems have two cycles: prime time training, and support. The two-cycle system is better suited for the majority of CS and CSS units. Slice units' time management systems should be aligned with the supported maneuver unit. Regardless of the system, its purpose is to provide uninterrupted training time to subordinate commanders.

Taskers from higher headquarters or the installation are managed to protect units in a training cycle. Units being fenced from outside support taskings thus have the time to train collective tasks and to conduct internally directed training exercises. After a period of time, determined by the commander, units that have been fenced from support taskers become the supporting units; units that have been receiving the support taskings are provided uninterrupted time to train.

Time management is especially important in the RC. RC commanders use a time management system to ensure the maximum amount of time is devoted to training essential soldier, leader, and collective tasks. The peacetime chain of command must assist subordinate commanders by consolidating scheduled training distracters, such as human immunodeficiency virus (HIV) testing, panographic x-rays, or inspections, during one or two IDT periods during the year. This impacts least on training.

One way to implement a time management system during IDT is to schedule activities in two- or four-hour blocks concurrently or sequentially on one day. Each squad or platoon is scheduled during a block to accomplish the requirement. The remainder of the unit is conducting training on mission-oriented tasks. RC commanders should provide higher headquarters preferred annual dates to conduct externally directed administrative requirements to minimize impact upon training.

Commanders at all levels can use time management systems. A battalion commander whose unit is in the support period can still provide training time for subordinates. He may direct that during the first week of the support period, Charlie Company will not receive support taskers until Alpha and Bravo Companies have been tasked to the limit of their support capability. During the next week, Bravo Company is the last company to be tasked. The last company to be tasked for support normally will have some time when the other companies are handling all taskers. This provides an opportunity to train soldier and small-unit collective tasks although the battalion is in a support cycle. By managing in this manner, the commander has developed and implemented a time management system. Figure 3-6 lists the characteristics of a three-cycle system known as Green-Amber-Red.

There are training opportunities during every period of the time management system. Specific periods lend themselves to certain types of events. The following shows training events conducted during the Green-Amber-Red time management system:

Post support--red.

Gunnery--green.

FTX--green.

Holiday half-day--red.

Weapons qualification--amber.

Combined arms live fire exercise (CALFEX)--green.

National training center (NTC)--green.

Figure 3-6. Green-Amber-Red Time Management System.

PLANNING CALENDARS

Battalion commanders publish their long range guidance in the form of long-range planning calendars. They follow the timeliness in Figures 3-3 and 3-4. Although written training guidance is not required, it may be used to emphasize key training events or higher headquarters' training guidance. Subordinate leaders provide input to the battalion long-range planning calendar.

The battalion long-range planning calendar is a graphic depiction of upcoming training. It provides direction and coordinates resource requirements. Supporting and supported units should exchange planning calendars to enhance coordination.

The Standard Army Training System (SATS) is designed to assist in formatting and producing planning calendars. The following four steps are suggested for preparing the long-range planning calendar. The example depicts only the second quarter of the long-range planning calendar. AC and RC units should modify the four steps to fit the needs of the command. RC units must post AT and IDT dates first.

Step 1. Post the time management system. Posting the time management system first highlights prime-time training periods available to the unit, and support periods. Commanders then focus their resource and exercise planning to take advantage of prime-time training.

NOTE: Holiday periods to include host nation holidays must be posted.

Step 2. Post required training events on the calendar. These are requirements that are directed by higher headquarters. These events provide excellent training opportunities for the battalion commander and subordinate leaders. They must take full advantage of these events to select training objectives to be accomplished. The dates of these events should be annotated. If exact dates are unknown, block window periods. Examples of required training events are--

MAPEX, TEWT, CPX, CFX, FCX, and FTX.

CTC training rotations.

External evaluations.

Gunnery periods.

Security reaction force duty.

Reserve Officers' Training Corps (ROTC) support.

OPFOR support and training.

RC support (for AC units).

Step 3. Schedule other requirements. Identify other requirements that impact on training. Reduce training distracters by properly identifying required events early in the planning process. Some examples are--

Announced inspections, such as technical validation inspections (TVIs), nuclear surety inspections (NSIs), and command inspection program (CIP) inspections.

New equipment fielding to include new equipment training (NET).

Community and installation support events; for example, parades and displays.

Directed administrative requirements (RC), such as panographic x-rays and HIV screening.

Step 4. Schedule unit-controlled exercises and other training. On the basis of his strategy, the commander schedules events which will improve or sustain METL proficiency in conjunction with higher headquarters' directed training requirements. For example, the battalion commander could schedule a TEWT, a CPX, an FCX, and STXs prior to a brigade FTX.

The long-range planning calendar is staffed with outside agencies that can impact on training. It is coordinated with subordinate and higher commanders, installation commanders, and supporting slice units.

This ensures that supporting slice units and activities are prepared to support the battalion's training plan. Timely coordination will assist in the training integration of the battalion slice.

SHORT-RANGE PLANNING

Short-range planning refines the long-range calendar (Figure 3-7) . It defines in greater detail the broad guidance on training events and other activities in the long-range planning calendar and CTG (see Appendix A). It begins with the commander's training assessment and results in--

Quarterly training guidance (QTG) for AC and yearly training guidance (YTG) for RC.

Quarterly training calendar (QTC) for AC and yearly training calendar (YTC) for RC.

Quarterly training briefing (QTB) for AC and yearly training briefing (YTB) for RC.

TRAINING ASSESSMENT

Short-range planning is based on the long range unit assessment and on a detailed training assessment of the unit's current METL proficiency. It focuses on training deficiencies which impact on the unit's ability to perform its wartime mission. A training assessment is--

Required for each METL task, platoon and squad collective task, soldier task, and, at battalion and higher headquarters, each battle task.

A snapshot of the unit's current soldier, leader, and collective task proficiency.

A comparison of task proficiency with Army standards.

Based on a review of training evaluations; for example, annual training evaluations, CTC take-home packages, and CTC lessons learned (Appendix D).

Used to determine QTG or YTG.

Step 1. Post the time management system. Posting the time management system first highlights prime-time training periods available to the unit, and support periods. Commanders then focus their resource and exercise planning to take advantage of prime time training.

NOTE: Holiday periods to include host nation holidays must be posted.

Figure 3-34. Step 1.

MAPEX, TEWT, CPX, CFX, FCX, and FTX.
CTC training rotations.
External evaluations.
Gunnery periods.
Security reaction force duty.
Reserve Officers' Training Corps (ROTC) support.
OPFOR support and training.
RC support (for AC units).

Figure 3-35. Step 2.

Announced inspections, such as technical validation inspections (TVIs), nuclear surety inspections (NSIs), and command inspection program (CIP) inspections.

New equipment fielding to include new equipment training (NET).

Community and installation support events; for example, parades and displays.

Directed administrative requirements (RC), such as panographic x-rays and HIV screening.

Figure 3-36.

Step 4. Schedule unit-controlled exercises and other training. On the basis of his strategy, the commander schedules events which will improve or sustain METL proficiency in conjunction with higher headquarters' directed-training requirements. For example, the battalion commander could schedule a TEWT, a CPX, and FCX, and STXs prior to a brigade FTX.

This ensures that supporting slice units and activities are prepared to support the battalion's training plan. Timely coordination will assist in the training integration of the battalion slice.

Figure 3-37. Step 4.

Figure 3-7.

The CSM, 1SGs, PSGs, squad leaders, and other key NCOs provide input on section, squad, crew, and soldier proficiency on essential soldier tasks for the commander's assessment. Likewise, all leaders provide input to the commander's assessment of leader proficiency. They provide planning recommendations on integrating selected essential leader and soldier tasks into collective mission essential tasks.

NCOs may use a leader book (discussed in Appendix B) and battle rosters to assess section, squad, crew and soldier tasks. Battle rosters provide a way to record key systems crew data. Figures 3-8 , 3-9, 3-10, and 3-11 illustrate sample formats that may be used. Specific information and format for battle rosters depend on the unit's mission requirements. Battle rosters--

May be maintained formally or informally.

Are maintained at battalion level and below.

Track key weapon and support systems, such as tanks, attack helicopters, howitzers, radars, trucks, and tube launched, optically tracked, wire-guided (TOW) missiles.

Track crew data; for example, stability, manning levels, and qualification status.

Designate qualified back-up crew members.

Identify soldiers to enable them to train as a designated crew.

The commander's assessment of training proficiency on METL tasks is rated as either "T" (trained), "P" (needs practice), or "U" (untrained):

"T" (trained) means that the unit can successfully perform the task to standard. Only sustainment training is needed. The leader judges task performance to be free of significant shortcomings. Practice on "T" tasks is designed to keep soldiers from losing proficiency.

"P" (needs practice) means that the unit can perform the task with some shortcomings. The shortcomings are not severe enough to require complete retraining. Only refresher training is required.

"U" (untrained) means that the unit cannot perform the task to standard. The leader prepares a comprehensive strategy to train all supporting tasks not executed to standard.

Figure 3-8. Combat arms battle roster.

Figure 3-9. Continued.

Figure 3-10. Continued 2.

Figure 3-11. Continued 3.

Commanders may use SATS (when available) or locally developed worksheets to record their training assessment. One method is to use the BOS as a guide. Those BOS that do not apply to the task would be left blank on the worksheet. (Sample extracts for Task Force 1-77 and Team A are at Figures 3-12 and 3-13. Extracts for the 52d Engineer Battalion and the 1st Forward Support Battalion are at Figures 3-14 and 3-15).

Figure 3-12. Extract from TF 1-77 commander's training assessment.

Figure 3-13. Extract from Team A.

Figure 3-14. Extract from 52d Engineer.

Figure 3-15. Extract from 1st FSB commander's training assessment.

Figure 3-16. Extract Commanders Assessment by subunit of METL task Defend.

Figure 3-16 is a sample of the commander's assessment by subordinate units of the mission essential task Defend. The TF 1-77 commander assessed it as "P" in Figure 3-12 using the BOS. Battle tasks or supporting tasks are recorded down the left side; subunit assessment, across the top; and specific deficiencies, in the right column.

This in-depth commander's assessment recognizes that a deficiency in one company may not be a deficiency in another company. It allows the commander to tailor his training to specific subordinate unit weaknesses and develop an effective training plan to correct them.

RISK ASSESSMENT

Risk assessment is the thought process of making operations safer without compromising the mission. Commanders must continuously perform a risk assessment of conditions under which training is conducted to prevent the unnecessary loss of soldiers and equipment. The degree of risk varies with the conditions at the time of training. For example, have the soldiers done the training before? Will the training be done for the first time at night? Are the soldiers fatigued? In reality, risk management is smart decision making.

Training must be tough, realistic, and safe. Commanders must consider the following points as they integrate risk assessment into their training:

Accept no unnecessary risks.

Make risk decisions at the proper level.

Accept risks if mission benefits outweigh the costs.

It is important to remember that the commander is the safety officer, but all soldiers and leaders are responsible for safe training. All leaders must--

Identify the risks using METT-T factors.

Assess possible loss, cost, and probability.

Make decisions and develop controls to reduce risks.

Implement controls by integrating them into plans, orders, SOPs, training performance standards, and rehearsals.

Supervise and enforce at all times safety controls and standards.

COMMANDER'S GUIDANCE

Commander's guidance is his written expression of training strategy that conveys the battalion commander's training objectives and priorities and highlights training events. The commander's training strategy provides the detail from which training schedules can be developed. It also lays out the sequence of training to be accomplished and includes the who, what, when, and where to train. See Appendix A for an example battalion QTG. Commanders at separate company level and above publish the QTG and YTG to allow sufficient time for subordinate commanders to conduct near-term planning (Figures 3-17 and 3-18). Subordinate leaders provide planning recommendations for inclusion in the commander's written guidance.

Topics normally addressed in the QTG and YTG are--

Commander's training assessment of METL proficiency.

Training priorities based on assessment.

Integration of slice training. (Train as you fight.)

Impact of time management systems on scheduled training.

Integration of soldier, leader, and collective training (multiechelon training).

Allocation of resources.

Impact of new equipment and NET.

Evaluations, inspections, and feedback.

Integration of maintenance training. (Train to maintain.)

Trainer preparation time (pre-execution checks to ensure safe and realistic training). (Train the trainer.)

Designation of units which will portray the OPFOR during planned exercises.

Figure 3-17. AC short-range planning cycle.

Figure 3-18.

RC commanders may publish YTG in the form of a training circular or a memorandum. When different type subordinate units are involved YTG may focus on mandatory requirements; for example, IDT dates, AT dates, weapons qualification, HIV testing, or records review.

The battalion commander allocates training time by matching METL tasks with programmed events. For example, the TF commander plans a TF TEWT and company team MAPEX to take full advantage of the scheduled brigade CPX prior to the TF FTX (Figure 3-19).

This planning process provides a structure for improving and sustaining proficiency on mission essential soldier, leader, and collective tasks. Leaders must emphasize sustainment after the task has been performed to standard. They must allocate sufficient time to retrain and repeat critical tasks often enough to sustain proficiency.

MULTIECHELON TRAINING

Commanders provide guidance on the use of multiechelon training to plan and refine training events. Multiechelon training maximizes training opportunities at the decisive time and place. Multiechelon training must occur during all collective training. Specific tasks for soldiers and leaders must be planned and evaluated at each echelon. The battalion commander determines which tasks the battalion will train based on his assessment of proficiency. Each subordinate leader conducts a similar assessment and determines soldier, leader, and collective tasks to be trained. Generally, tasks selected for training by subordinate leaders support the training objectives of the commander directing the event.

Lane training is an excellent way to execute multiechelon training using external support and evaluation. It enables a unit to train repetitively to standard with a tough, competent OPFOR employing appropriate MILES and OCs. However, lane training is resource-intensive, to include ammunition, pyrotechnics, OPFOR, training areas, TADSS (Appendix E), MILES-related equipment, support unit assets, and evaluators.

Regardless of the echelon which directs a training event, all subordinate leaders must view it as a training opportunity. Commanders determine which METL tasks they can train within the conduct of the higher unit's training event. Samples of multiechelon events are Figures 3-20, 3-21, and 3-22.

Figure 3-19. Planning Matrix.

Figure 3-20. Sample signal battalion multiechelon exercise.

Figure 3-21. Sample supply and service multiechelon exercise.

Figure 3-22. Sample task force multiechelon exercise.

PLANNING CALENDARS

Short-range planning calendars are published along with the QTG and YTG, graphically depicting the schedule of events. Calendars should be posted where soldiers can see them. Figure 3-23 is a sample AC signal battalion QTC in the SATS format. Figure 3-24 is a sample RC main support battalion YTC. Although company commanders are not required to prepare short range planning calendars, they may do so to use as a management tool.

Figure 3-23. Sample Active Component QTC.

Figure 3-24. Sample Reserve Componet YTC.

QUARTERLY AND YEARLY TRAINING BRIEFING

AC commanders brief the QTB to the commanders two levels above. Battalion commanders brief the division commander and company commanders brief the brigade commander. Battalion commanders in separate brigades and regiments present the QTB to corps major subordinate commanders. The YTB for RC units is normally presented to the next higher peacetime commander. Separate RC battalion commanders and company commanders may also brief the next higher wartime commander. Some RC units may not be able to conduct in-person briefings. In those cases, commanders must use other means such as messages or mail.

The briefings are designed to discuss past, present, and future training expectations. They result in a training contract or agreement between the senior and subordinate commander. This contract or agreement consists of two parts. First, upon his approval of the subordinate's plan, the senior commander agrees to provide resources and protect the subordinate unit from unprogrammed training distracters. Second, the subordinate commander agrees to execute the approved training to standard.

The QTB is conducted prior to the lock-in window (ideally about six weeks before execution of next quarter's training in AC units) after drafting the QTG and QTC. The YTB is conducted prior to the start of the fiscal year in RC units, following drafting of the YTG and YTC. After approval by the next-higher commander, the training guidance and calendar are published. The following topics as a minimum should be briefed:

Unit's METL assessment.

Training assessment (to include assessment of slice elements).

Training briefed, but not conducted, from last QTB or YTB.

Commander's strategy to train METL tasks.

Next quarter's or year's training.

Assessment of soldier and leader training.

Linkage of soldier, leader, and collective task training.

Resource management and restrictions.

Long-range training update.

Lessons learned.

The CSM and 1SG normally brief after their commander. They provide an analysis of the unit's soldier training proficiency and discuss the unit's proposed soldier training and education plans. Special emphasis must be placed on low-density MOSs. Areas of discussion should include--

An assessment of the unit's battle focused soldier and leader training program.

Soldier training proficiency feedback received during the previous short-range planning period.

A description of METL-derived soldier tasks to be emphasized during the upcoming period (such as marksmanship program).

A description of soldier and collective tasks linkages.

The unit's education, Army Physical Fitness Test (APFT), and overweight programs.

The senior commander determines the format and content of the briefing. (See Appendix F for sample.) However, the format should be flexible enough to allow subordinate commanders, CSMs, and 1SGs to highlight their strengths, weaknesses, initiatives, and priorities.

The division and brigade commanders must ensure that the slice leaders attend the battalion QTB to integrate training plans. Participants could include division staff, DISCOM, FSB commanders, division artillery (DIVARTY), direct support (DS) field artillery commanders, DS intelligence commander, and separate battalion commanders. The battalion commander ensures that the following prepare, attend, and participate in the briefing:

Battalion CSM.

All subordinate company commanders and their 1SGs.

Battalion staff (executive officer, S1, S2, S3, S4, battalion maintenance officer (BMO), signal officer, and chaplain, or their respective NCO counterparts).

Specialty platoon leaders (mortar, scouts, medical, signal, and support).

Slice leaders (engineer, air defense (AD), FSO, MI GSR, and ALO).

Others as deemed appropriate by the commander.

The company commander ensures that the 1SG, platoon leaders, and platoon sergeants attend the company training briefing. He also coordinates with battalion to ensure his habitually associated slice leaders attend. This may be difficult for RC units.

The QTB or YTB highlights the senior commander's leader development program. Subordinate commanders and leaders can then see how their METL and training plans fit into the battle focused training programs of their senior commanders and peers.

The briefing creates confidence throughout the command by ensuring that leaders at all levels understand the intent of their senior commanders. Commanders can then make effective, independent training decisions to meet that intent as they execute the approved training plan. This level of mutual understanding can only be developed through close and professional interaction.

Battalion and company commanders use the briefing as a training management review process. The briefing helps the unit--

Review training strategy, training events, strengths, and weaknesses.

Discuss previously coordinated training events and associated activities.

Explain how the unit's training program will help the unit to attain the higher commander's goals and objectives.

Highlight problem areas for discussion.

Clarify command responsibilities for allocating resources. (Additionally, senior commanders recommend ways to more efficiently use available resources.)

Eliminate training distracters.

The commanders' contract or agreement locks in resources to enable battalion and subordinate commanders to begin near-term planning.

NEAR-TERM PLANNING

Near-term planning defines specific actions required to execute the short-range plan. It is the final phase of planning prior to the execution of training. In near-term planning, commanders--

Conduct training meetings to coordinate and finalize all training events, activities, and resources.

Provide specific guidance to trainers and OCs.

Prepare OPFOR plan and training objectives.

Prepare T&EOs.

Ensure slice units have been integrated into the unit's training.

Determine time for pre-execution checks.

Prepare detailed training schedules.

Near-term planning covers a six-to eight week period prior to the execution of training for AC units (Figure 3-25), and a four-month period prior to execution of training for RC units (Figure 3-26).

Figure 3-25. AC near-term planning cycle.

Figure 3-26. RC near-term planning cycle.

TRAINING MEETINGS

Training meetings are non-negotiable at battalion and company level. They will be held. Training meetings provide guidance for forming training schedules.

The payoff for well-structured, well-organized, and recurring training meetings is training that is exciting and demanding and is directly related to the unit's mission. Figure 3-27 lists important points about training meetings.

The primary focus of training meetings at battalion level is training management issues for the next six weeks. Coordination meetings should be held to resolve resource issues prior to the battalion training meeting. At company level, training meetings focus on the specifics of training to be conducted.

Meetings are also held at platoon and squad level. Essential soldier, leader, and collective training needs must be identified and sent up the chain of command. Likewise, information passed out at the company training meeting must reach every soldier through the platoon chain of command. The training schedule provides this detailed information.

Suggested Participants

This section recommends participants for battalion and company training meetings. At battalion level, participants may include--

Battalion commander.

Command sergeant major.

Battalion executive officer.

Company commanders and first sergeants.

Specialty platoon leaders (medical, support, scouts, mortar, signal as required).

Slice leaders (FSO, engineer, AD, GSR, and MST).

Operations officer from the FSB or main support battalion (MSB);

Battalion staff (S1, S2, S3, and S4).

Special staff (chaplain, chemical officer, BMO, and physician's assistant).

Battalion operations sergeant.

Figure 3-27. Points about training meetings.

When appropriate, RC commanders may want to include participants from the readiness group and AC partnership unit. When geographical dispersion precludes the company attending battalion training meetings, essential training information must be exchanged. Units should consider mail or other means to exchange critical information.

At company level, participants include the following:

Company commander.

First sergeant.

Executive officer.

Platoon leaders and platoon sergeants.

Supply sergeant.

NBC NCO or specialist.

Motor sergeant (as applicable).

Slice team leaders (medical, FIST, engineer, and others, as applicable).

Other key leaders who are designated by the commander.

Suggested Agenda

Training meetings at each echelon review past training. Further, they refine and plan training for the next six weeks.

At battalion level, the following agenda may be used:

Review of QTC or YTC.

Past training (briefed by company commanders), to include--

--Review reasons for training planned, but not conducted.

--Update the current status of training proficiency.

Near-term training, to include--

--Lock in training scheduled for next four to six weeks (next three months for RC).

--Review and complete pre-execution checks (document training distracters from higher headquarters).

--Issue commander's guidance for training scheduled six to eight weeks out (four months out for RC).

--Review preparations for multiechelon training.

--Review the short-range plan.

--Review projected resources.

At company training meetings, the agenda may be as follows:

Past training (briefed by platoon leaders and sergeants), to include--

--Review reasons for training planned, but not conducted.

--Determine the current status of training proficiency.

Near-term training, to include--

--Review pre-execution checks for training scheduled for next four to six weeks (next three months for RC).

--Ensure platoon leader and sergeant recommendations are included in training scheduled six to eight weeks out (four months out for RC).

--Identify and prepare opportunity training.

--Identify key soldier changes and resource needs.

Figure 3-28 depicts an example agenda and discussion from a company training meeting.

TRAINING SCHEDULES

Near-term planning conducted at the training meeting results in detailed training schedules. The training schedule is the unit's primary management tool to ensure training is conducted on time and by qualified trainers with the necessary resources.

Draft training schedules and pre-execution checks must be initiated at least six to eight weeks (four months for RC) prior to the training. This ensures resources are coordinated and external support is requested. For AC, training schedules are published four to six weeks prior to execution; for RC, three months prior. Pre-execution checks and execution of training may be more difficult for the RC than for the AC. Geographical dispersion, remoteness from support installations, and lack of facilities and TADSS demand extra effort to accomplish training. For example, RC units may travel four hours from Kansas City, KS, to Fort Riley, KS, to use qualification ranges. Or trainers may travel two hours from Charleston, SC, to Fort Jackson, SC, to obtain TADSS for a weekend drill.

Once the battalion commander approves and the company commander signs the training schedule, it is locked in and constitutes an official order. It can only be changed by the approving authority; for example, for the company, it is normally the battalion commander. Higher headquarters must then protect units from unprogrammed events, activities, and other distracters.

Leaders must ensure daily training is conducted to standard and adheres to the training schedule. CSMs and 1SGs are key to making this happen. Soldiers have a legal responsibility to attend scheduled training.

Commanders establish procedures to minimize changes to the training schedules. Responsibilities of commanders are normally established as follows:

Subordinate leaders recommend the sequence of training and allocation of time, resources, and TTP during the company training meeting. The company commander drafts the training schedule based on this input.

The battalion commander approves the training schedule and the company commander signs it. The battalion commander provides necessary administrative support for publishing.

Figure 3-28. Sample training meeting agenda.

The brigade commander normally reviews each training schedule published in his command and visits selected training.

The division commander reviews selected training highlights prepared by the division staff. These provide information on scheduled training that he may decide to visit and assess.

SATS provides commanders an excellent standardized format for training schedules. For those units which do not have SATS, the format should remain the same. Training schedules should specify--

The day and time training starts and ends. (The correct amount of time must be allocated for scheduled training and additional training required to correct deficiencies.)

Soldiers to be trained (specific enough to ensure each soldier knows where he is to be).

Subject to be trained (soldier, leader, and collective tasks).

Location of training (range, grid location, or MTA).

Trainers, by name (primary and assistant).

Training references (for example, FM 22-5, ARTEP 71-2-MTP, to include chapter and task number, page and paragraph number, if applicable).

Uniform and equipment required.

Comments and remarks concerning uniform, weapons, equipment, references, and safety precautions. Opportunity training topics should also be added.

Figure 3-29 provides suggested weekly steps for AC company training schedule development. The RC process involves the same steps spread over a four-month period. Units designated as OPFOR will also use the same process to prepare their soldiers and leaders to portray a doctrinally correct threat.

Near-term planning culminates when the unit executes the training planned on the training schedule. Sample training schedules for AC and RC companies are at Figure 3-30 and Figure 3-31.

Figure 3-29. Training schedule development.

Figure 3-30. Sample AC weekly training schedule-infantry company.

Figure 3-31. Sample RC monthly training schedule.

Figure 3-31 (continued).

PRE-EXECUTION CHECKS

Pre-execution checks are the informal planning and coordination conducted prior to training execution. They are developed to systematically prepare soldiers, trainers, and resources to ensure training execution starts properly. These checks are developed and responsibility for them fixed during the short-range planning phase. They become increasingly detailed during the near-term phase. Pre-execution checks provide the attention to detail needed to use resources efficiently. Figure 3-32 shows a sample pre-execution checklist.

Figure 3-32. Sample pre-execution checks.

PREPARATION FOR TRAINING

Formal planning for training culminates with the publication of the training schedule. Informal planning and detailed coordination (preexecution checks) continue until the training is performed.

To conduct effective, meaningful training for soldiers, leaders, and units, thorough preparation is essential. Well-prepared trainers, soldiers, and support personnel are ready to participate and their facilities, equipment, and materials are ready to use.

Proper preparation gives trainers confidence in their ability to train. They must rehearse their preparations and review the tasks and subtasks to be covered during their training. To prepare trainers to conduct performance-oriented training, commanders and leaders must--

Provide training guidance, resources, and references.

Provide preparation time so that the trainer can--

--Prepare a T&EO.

--Gather and prepare training support items, equipment, and supplies such as MILES equipment, other TADSS, and Class III and IX items.

--Conduct a reconnaissance of training site.

--Prepare the soldiers for training.

Schedule rehearsals for the trainer.

Conduct rehearsals to--

--Teach effective training techniques.

--Coach the trainer until he feels comfortable.

--Ensure all safety and environmental considerations are met.

--Ask pertinent questions to determine if the leader is technically and tactically proficient.

--Determine how the trainer will evaluate the soldiers' or unit's performance at the end of training for compliance with the training objective. Have the trainer demonstrate the evaluation procedure, if appropriate.

--Assess subordinate trainer competencies and provide developmental feedback to them throughout the training preparation and execution process.

--Give them confidence in their ability to train.

Prepare T&EO to--

--Provide summary information on training objectives (soldier, leader, and unit) which support mission essential tasks.

--Provide information on resource requirements.

--Provide generic conditions. Leaders must adjust to METT-T.

Leaders use MTPs, MQS manuals, soldier'smanuals, drill books, and similar publications to develop the T&EO. Whenever possible, they use the published T&EO. An example T&EO from ARTEP 71-2-MTP is at Figure 3-33.

To conduct effective, meaningful training for soldiers, leaders, and units, thorough preparation is essential. Leaders themselves must be able to perform the task before trying to teach others. Proper preparation gives them confidence in their ability to train. After proper planning and preparation are complete, soldiers, leaders, and units are ready to execute training to standard.

Figure 3-33. Example battalion task force T&EO.

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