Free Reply to Response to Motion - District Court of Federal Claims - federal

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Planning

meets the unit training requh'ements and objectives. training using L~V-C training, simultaneously. TRAINING RESOURCES

Units

may conduct

4-34. The commander uses his assessment of METLand battle tasks to determine the resource priorities for training requirements. During both longrange and short-range planning, constrained resources may require deletion of low-priority training requirements, substitution of less costly training alternatives, or a request for additional resources to execute I~IETL training not resourced, and lower priority training. To the extent possible, commanders confirm resources before publishing training plans. Figure 4-10 lists common sources for information.

Figure 4-10. Sources of Training Resource Information 4-35. A METL-based events approach to resource planning is used for the allocation of time, facilities, ammunition, funds, fuel products, and other resources. For exaraple, a reasonably close approximation of the future petroleum, oil, and lubricants (POL) (Class HI) and repair parts (Class IX) source requirements (the most significant operations and maintenance costs in a tank battalion) can be calculated for a training event as shown in figure 4-11.

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FM7-0 (FM25-100)

T59278

Figure 4-11. Example Projection

of Costs for an active Component Tank Battalion

FTX

4-36. The same procedure is followed to determine the costs for each projected training event aml totaled into an aggregate training cost for the year. See figure 4-t2.

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~Planning

Figure 4-12. Example AnnualTraining Costsfor an Active Component Battalion Tank 4-37. There is a relationship between the number of miles or hours that an item of eqmpment,such as a tank, is operated and the dollars requfi'ed to purchase the repafi" parts and POLfor that piece of equipment. Funding authority to purchase the projected repafi" parts, fuel products, and other items necessary to support the training mission is allocated to units based on operating tempo (OPTEMPO).The OPTEMPO an organization is the average of annual miles or hours of operation for its major equipment systems. The total annual training cost of the desired list of training events, as shownin the example at figure 4-12, which represents an OPTEMPO 800 miles per of" tank, is then compared with budget projections to determine if the desh'ed training can be fully resourced. If the battalion is not projected to receive

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FM (FM25-100) 7-0 sufficient resources to finance the projected list of events, the commander mayhave to revise the hst of events, as illustrated in figure 4-13.

Figure 4-13. RevisedList of Training Events to MeetFiscal Constraints 4-38. The Armyrelies on live FTXsto provide realistic training. Live fire exercises (LFX), STXs, deployment exercises, and battle drills must be conducted under conditions that replicate actual combat as nearly as possible. This is especially true at battalion level and below. Virtual and constructive training cannot replace live training. They can, however, supplement, enhance, and complement hve training to sustain unit proficiency within tlie Band of Excellence. Based on resources available (such as time, ammunition, simulations, and range availability), commanders determine the right mix and frequency of live, virtual, and constructive training to ensure efficient use of allocated training resources. Brigade size and larger organizations normally plan and execute more virtual and constructive training, as shown in figure 4-14.

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.Planning

Figure 4-14. Applicationof Live-Virtual-Constructive Training 4-39. Live, virtual, and constructive training opportunities are integral components of a commander'straining strategy to develop competent, confident, and adaptive leaders, battle staffs, and units. A resource analysis allows leaders at all echelons to maketraining trade-offs, within various budget and program levels, that best support the commander'straining strategy. 4-40. The unit may be required to conduct fe~ver FTXsand LFXs(~vhich require higher densities of equipment and higher resource expenditures) and add a mLxof simulation exercises to stay within resource constraints and maintain training proficiency within the Band of Excellence. The commander determines the effect these substitutions will have on attaining desired levels of training proficiency. He then provides this ir~formation to the next higher commander ~vho will either provide additional resources or approve the constrained resource plan. 4-41. By summingup fiscal resource projections of subordinate units, commanders at higher echelons are able to estimate resource requirements necessal~y to support theh" training strategies. Similar analyses are conducted to estimate ammunition, facilities, and other resources. Uponcompletion of the trade-off analysis, the commanderincludes the resulting events and associ* ated resources in the long-range training plan. 4-42. A significant resource consideration in RCplanning is the allocation of available training time. Limited training time requires RC commanders to prioritize training requirements. They may have to train fewer tasks so that the Army standard can be attained. RC commanders compensate for lack of training time by carefully distributing requirements over longer periods of

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FM (FM 7-0 25-100) tinle and identifying selected training tasks for execution during postmobihzation training. Virtual and constructive training can complementhve training because they are time efficient, and can support sustainment of the RC unit in the Bandof Excellence.

SHORT-RANGE PLANNING
4-43. Short-range training plans define in greater detail the broad guidance on training events and other activities contained in the long-range training guidance and long-range calendar. They refine the allocation of resources to subordinate organizations and provide a commonbasis for preparing nearterm training plans. SHORT-RANGE TRAINING GUIDANCE

4-44. Each echelon fi'om division through battalion publishes short-range training guidance that enables the commander staff to prioritize and reand fine mission essential training guidance contained in the long-range CTG. Commanders must publish the short-range training guidance with sufficient lead time to ensure subordinate units have time to develop their own shortrange training plans. As shown in figure 4-15, the ACdivision provides quarterly training guidance (QTG) to subordinate commandsand installations at least 90 days prior to the start of each quarter. After receiving guidance fi'om higher headquarters, subordinate units downto battalion sequentially publish their QTG.The RC process is conceptually the same as the AC process; except, the guidance normally is published annually as yearly training guidance ~G) as shmvn at figure 4-16. Additionally, RC unit commanders are required to develop a postmobilization training plan to complete training to the level organized. This plan should be updated concurrently with the yearly training plan.

Figure 4-15. Active Component Short-Range PlanningCycle (Quarterly)

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Planning

Figure 4-16, ReserveComponent Short-Range Planning Cycle (Annually) 4-45. An important aspect of the quarterly and yearly training guidance is the role of the NCO.Within the framework of the commander's guidance, the CSM]ISGand key NCOsprovide planning recommendations on the organization's individual training program. They identify the individual training tasks that must be integrated into collective mission essential tasks during the short-range planning period. Examples of topics normally addressed in QTG and YTG are~ Commander's assessment of METL proficiency. Training priorities and strategy to improve and sustain METL proficiency. Combined arms training. Organizationalinspection program. o JIM training, as applicable. ¯ A cross reference of training events and associated METL training objectives. o Individual training. ¯ Leader development and leader training. ¯ Self development. o Training of trainers and evaluators. o Training evaluation and feedback. ¯ Force integration. Resource guidance. o Training management. Risk management. SHORT-RANGE PLANNING CALENDAR

4-46. The short-range planning calendar refines the long-range planning calendar and provides the time lines necessary for small unit leaders to prepare near-term training schedules.

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FM (FM 7-0 25-100) 4-47. In preparing a short-range calendar, details are added to fi.~rther define the major training events contained on the long-range planning calendar. Someexamples of these details include-o The principal daily activities of major training events. o Homestation training conducted in preparation for major training events and evaluations. ¯ Other mandatory training that supports METL and warfighting such as commandinspections as part of the OIP, Army Physical Fitness Test, weaponsqualification, or periodic equipment maintenance and sel"vices. Significant non-training events or activities that must be considered when scheduling training. Examples are national or local holidays and installation s.upport missions. 4-48. The short-range training calendar is coordinated with appropriate installation support agencies to create a common training and support focus between supported and supporting organizations. TRAINING EVENTS 4-49. Major training events are identified and scheduled during the longrange planning process. Short-range planning refines major training events. A major aspect of designing short-range training events is allocation of time to ensure the planned training is conducted to standard. Detailed information on training events may appear in the organization's short-range training guidance or in separate documents such as exercise directives or memorandums of instruction. MULTIECHELON TRAINING 4-50. Limited time and other resources do not permit developing sequential training programs in which each echelon fi'om lower to higher is successively trained to reach interim "peaks" in proficiency. Therefore, leaders use a multiechelon training approach to plan training events. Multiechelon training allows simultaneous training and evaluation on any combination of individual and collective tasks at more than one echelon. Multiechelon training is the most efficient and effective way to train and sustain proficiency on mission essential tasks within hmited periods of training time. 4-51. Figure 4-17 is an example sequence for a division directed ACbattalion task force EXEV.~L multiechelon training event. This example depicts mission essential training tasks for each echelon from battalion task force through crew. Various exercise techniques (such as multiple integrated laser engagement system [MILES], battle simulation, and hve fire), are used to accomplish the specified training objectives.

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Planning

Figure 4-17. Division Directed Battalion TaskForce EXEVAL MultiechelonTraining Event 4-52. The designation of control and evaluation organizations is an important aspect of externally supported training exercises. This afiows the units performing training to focus on execution of training wt~le other organizations provide the necessary control, evaluation, and administrative support. The 10-day battalion task force EXEVAL training event illustrated in figure 4-17 describes two approaches to multiechelon training (figures 4-18 and 419). Multiechelon training occurs when-o An entire organization focuses on a single ~[ETLtask. For example, figure 4-18 highlights a nurnber of supporting tasks that a battahon task force performs simultaneously to execute a successful deliberate attack against a prepared enemy defense. Different echelons of an organization conduct training on related METL tasks simultaneously. The example at figure 4-19 depicts different echelons training on related tasks during days 5 through 7 of the battalion task force EXEVAL training event at figure 4-17. The battahon task force headquarters and company headquarters participate in a constructive battle simulation while tank platoons concurrently conduct platoon STXsin virtual simulations. Mechanized platoons concurrently conduct squad live fire exercises and crew proficiency training to prepare for the platoon hasty attack LFXson "Day 8".

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FM (FM25-100) 7-0

Figure 4-18. Selected Tasks Planned to be Executed During a Multiechelon Task Force Deliberate Attack

Figure 4-19. Multiechelon Training Exercise Wherea Task Force Executes RelatedTasksWhile Simultaneously Conducting Different Training Activities 4-53. Figure 4-20 depicts a multiechelon training concept for an RCdivision annual training period. It addresses some RC unique training considerations such as the use of the CONUSA, division (training support), and ACsupport of RCtraining.

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4-54. Larger scale training events also provide an opportunity for valuable individual, crew, battle staff, and small unit training. These exercises can result in unproductive training for soldiers at louver echelons unless senior leaders plan multiechelon training downto the smallest participating units. This is the best method to maintain battle focus on the large unit METL tasks as ~vell as on supporting collective and individual battle tasks for even the smallest participating units. TRAINING RESOURCES 4-55. In short-range planning, commanders allocate training resources to subordinate organizations for specific training actix4ties. As required, adjustments are made from the initial resource projections contained in longrange plans. The key requia'ement for division and brigade commanders to is coordinate short-range training plans with the various resource processes that support training. Examples of these processes are Program Budget Advisory Committee (PBAC) meetings, ammunition forecasts, and training area and facility scheduling conferences. A significant resource to assist the commanderin planning training is the TSS. The TSS is a collection of resources that supports training and leverages available technology to replicate combat conditions and enhance training. Examples of TSS training support products are-o Facilities such as ranges, training areas, firing points, urban training sites, digital training facilities, and mission support and training facilities. Training products such as MTP, training support packages, multimedia products, and distance learning through electronically stored and delivered course content and programs of instruction.

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FM (FM 7-0 25-100) ¯ TADSS such as tactical engagement simulations, instrumentation at the CTCand home station, embedded training capabilities, MILES,and warfighter simulation. o Training services such as the Center for ArmyLessons Learned, proponent schools, installation support, and CTC. Training support products and their applications to training ~vill be discussed in detail in Fh~7-1 ~rojected). TRAIN THE TRAINERS 4-56. Training the trainers is a critical step in preparation for training. The leaders, trainers, and evaluators involved in any training event must know, understand, and be proficient on the specified tasks. Leaders, trainers, and evaluators must be trained to standard if the training event is to be done to standard. 4-57. In addition to leader training, specific trainer training must also be identified and planned. All leaders are trainers, but all trainers are not necessarily leaders. A specialist or subject matter expert may be necessary to conduct the instruction for a particular collective or individual task. It is essential that these trainers be allocated sufficient time to prepare the specified training. 4-58. An overlap in training responsibilities, fi'equently overlooked by leaders wlien planning, is the case where a subordinate leader is the primal=¢ trainer as ~vell as the leader of an element undergoing a collective training event. Senior leaders must consciously allocate sufficient time for subordinates to prepare for these responsibilities. 4-59. Training leaders, trainers, and evaluators to standard supports, enhances, and enables collective training when properly planned and conducted before the training event. Commanders must plan, resource, and ensure timely accomplishment of trainer training. SHORT-RANGE TRAINING BRIEFINGS

4-60. The short-range training briefing is a conference conducted by senior commandersto review and approve the training plans of subordinate units. It is conducted before the time period addressed in the QTGor YTG. AC units conduct QTB. RC units conduct YTB. 4-61. Division commanders receive the short-range training briefing from subordinate brigades and all battalions in the division. The brigade commander and CSM personally present the overview of the brigade training plan; battalion commanders and CSMspresent detailed briefings of theh" training plans. All habitually associated commandersparticipate in preparing and conducting the training briefing. 4-62. Training briefings produce a contract between the senior commander and each subordinate commander. As a result of this contract, the senior commander agrees to provide resources, including time, and protect the subordinate unit fl'om unprogrammed tasldngs. The subordinate commander agrees to execute the approved training plan and conduct training to standard. This sha~'~d responsibility helps maintain priorities, acl:deve unity of

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Planning effort, and synchronize actionsto achieve quality training and efficient resourcing. The QTB or YTB, as appropriate, the forum wherecontracts is for that trainingperiodare discussed and confirmed. Trainingguidance flows fi'omthe top-down and requirements planning for and execution tasksflow of fl'omthe bottom-up. 4-63. The training briefing a l~ighhght the seniorcommander's is of leader developmentprogram.It providesthe commanderan opportunityto coach and teachsubordinates the fine points his philosophy strategies on of and in all aspects warfighting, include of to doctrine, training, forceintegration, and leadm" development. enablessubm'dinate It commanders, some of ~vhom may be ne~v to the organization, gain a better to understanding ho~v theh'misof sion essential training relates the battle to focused training programs their of senior commanders and peers. 4-64. The seniorcommander specifies the formatand contentof the briefing in the QTG or YTG. Hmvever, the briefing guidance should be flexible enough to providesubordinate commanders and CS~vlsthe latitudeto highlighttheirinitiatives priorities. and Unitsshould refl'ain fl'omdiscussing readiness issues not dh'ectly related training. to Suchstatistical, logistical, manning,or other management data is more appropriate other readiness to review forumsand distracts b:om the overalltrainingfocus of the QTB or YTB. 4-65.During the training briefing, the subordinate commanders, a minias mum, usually addi'ess the following specific areas-Brieftraining that ~vas plannedand briefedat previous QTB or YTB, but ~vas not conducted and why. o The organization's METL and assessment proficiency of levels. o A discussion the unit'straining of focus and objectives for the upcoming training period. o A presentation ~;he organization's of short-range planning calendar. A description upcoming of training events. Officer leader development program~vithemphasison ~varfighting sl~l development. o Self development. o Ris]~ management. Plansfor preparing trainers evaluatsrs. and Forceintegration plansfor the upcoming period. Resource allocation. 4-66. Each CSM normally follows the commander'spresentation. The CSM provides analysis the organization's an of individual training proficiency and discusses the organization's planned individual training and education. amplediscussion topicsinclude-o Individual trainingproficiency feedbacl~receivedconcerning previous short-range planning period. ~ An assessment of the organization's current individual training proficiency.

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