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Chapter 4

Planning
We cannot train without planning and we cannot teach without preparation. General George Marshall C.

PLANN1NG

PROCESS 4-1. Planning is an extension of the battle focus concept that links organizational METL with the subsequent preparation, execution, and evaluation of training. A relatively centralized process, planning develops mutually supporting METL based training at all echelons witb~tn an organJ_zatiom The planning process ensures continuous coordination from long-range planning, through short-range and near-term planning, and ultimately leads to training execution. The commander's assessment provides direction and focus to the planning process. (Commander'sassessment is discussed in chapter 6.) Figure 4-1 depicts the train;,ng plarmiug process used to develop battle focused training programs.

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FM (FM25-100) 7-0

= Wartime Operational ¯ Plans ¯ ¯ Enduring Combat Capabilities ¯ ¯ OperationalEnvironment ¯ DirectedMissions ¯ External Guidance

Evaluate Training Conduct Unit Assessment Prepare Training

. Training Vision ¯ Goals ¯ Training Priorities

~ Long-Range o Short-Range ¯ Near-Term

Figure 4-1. Training PlanningProcess 4-2. The commander applies two principal inputs at the start of the planning process--the METLand the training assessment. Commanders identify tasks that support the METL.The training assessment compares the organization's current level of training proficiency with the desired level of warfighting proficiency. This desired level is defined in MTPs other docand trinal literature. Commanders make conscious decisions, based on theh' may training assessment, to defer training for some tasks in which they are currently well trained. 4-3. Leaders determine current training proficiency levels by analyzing all available training evaluations. However, each evaluation applies only to a portion of the total proficiency of an organization at a specific time. Therefore, commandersmust use all available evaluation data to develop an assessment of the organization's overall capability to accomplish each mission essential task. In addition to past training evaluations, other information about future events influences the assessment. For example, the projected personnel turnover rates or the fielding of ne~v equipment could significantly affect the commander'sassessment of training proficiency status during the upcoming training period. Commandersupdate the training assessment at the beginning of each long-range and short-range planning cycle and after a major training event or deployment. 4-4. The commanderuses the broad experience and knowledge of key subordinates to help determine the organization's current proficiency. Although subordinates provide their evaluation as input for consideration, only the commander can assess the unit's training proficiency. For example, a division commandermay direct that the assistant division commanders, key staff members, and subordinate commanders evaluate the training proficiency of the division's ability to execute mission essential tasks and supporting battle tasks. The division CSM and subordinate CSMs evaluate proficiency on individual tasks that support collective tasks. The participants review available collective and individual evaluation information, refying heavily on personal observations. They then compare the organization's current task proficiency with the Azmy standard. The commander uses subordinate input in making the final determination of the organization's current proficiency on each task (figure 4-2). Commanders assess current METL task proficiency rating each task as--

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.Planning "T" (trained)--The unit is trained and has demonstrated its proficiency accomphshing the task to wartime standards. "P" (needs practice)--The unit needs to practice the task. Performance has demonstrated that the unit does not achieve the standard without somedifficulty or has failed to perform sometask steps to standard. "U" (untrained)--The unit cannot demonstrate an abihty to achieve wartime proficiency.

Conduct De berate

I
'P

I
'T

I
'P

I I
' P IP

t
'P 'P

I ~ Request co~s respOnSe cell for each DiViSi0n e~ercise to improvec2 'P

Figure 4-2. Extract from Commander's Training Assessment 4-5. The training requh'ement is the training necessazT to achieve and sustain IvIETLtask proficiency within the Band of Excellence. 4-6. The commander, assisted by staff, develops a strategy to accomplish each training requirement. This includes improving proficiency on some tasks and sustaining performance on others. Through the training strategy, the commanderestablishes training priorities by determining the minimum frequency each mission essential task will be performed during the upcoming planning period. The strategy also includes broad guidance that links the METL with upcoming major training events. The initial training assessment includes the commander's guidance ~h~ ...... he detailed planning process.

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FM (FM25-100) 7-0 4-7. The training assessment of each separate mission essential task enables the commanderto develop the commander's training vision. This is a broad concept for training the organization to achieve and sustain wartime proficiency. The key elements that shape a commander's training vision are a thorough understanding of training and operations doctrine, assessment of METL proficiency levels, and knowledge of potential enemy capabilities. The commander's training vision is supported by organizational goals that provide a common dh'ection for all the commander's programs and systems. 4-8. Senior commandersinvolve their staffs and subordinate commandersin goal development to ensure commonunderstanding and create an organizational team approach. Examples of organizational goals include-Establish and support a command clb~ate conducive to developing a high level of individual, leader, and collective ~varfighting proficiency. o Conduct force integration wl~e continuously maintaining the short-term readiness of the organization. ¯ Develop and integrate the standard operating procedures requh'ed to employ combined arms teams that can fight and win on the battlefield. o Recruit and retain high-quality soldiers and leaders. 4-9. Through the training planning process, the commander's guidance (training vision, goals, and priorities) is melded together ~vith the METL and the training assessment into manageable training plans.

TRAINING PLANS
4-10. Figure 4-3 compares the three types of training plans-o Long-range. ¯ Short-range. ¯ Near-term.

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.Planning

"esources Ior training arearotations~ Identify a~ailable training support systemproducts and services and identify new "equirements. Coordinatelong-range calendars with all supporting agencies eliminate training to detractors. Publish long-range guidance and planning calendar, ~rovide basis for command operating budgetinput ~rovidelong-rangetraining input to higher headquarters.

Coordinateshort-range calendarWithall support agencies. Publish short-range guidance and planningcalendar, Provide input to unit training meetings

trainers. Publishdetailed training schedules, Providebasis for executingand evaluating training.

Figure 4-3. Comparison Long-Range, of Short-Range,and Near-Term Training Plans 4-11. Properly developed training plans will-o Maintain a consistent battle focus. Each headquarters in the organization involves its subordinate headquarters in the development of training plans. Eased on the higher headquarters' plans, subordinate commanders prepare plans that have a battle focus that is consistent throughout the organization. o Be coordinated with habitually task organized supporting organizations. Brigade combat team and battalion task force commanders plan for coordinated combined arms training of their ~vartime task organizations. Commanders habitually task-organized units actively of participate in this process and develop complementalT training plans. Corps and division commanders require integrated training plans and monitor coordination efforts during the planning process. ¯ Focus on the correct time horizon. Long-range training plans in the ACextend out at least one year. The RC long-range plans consider a minimumof two years. Short-range training plans in the ACnormally focus on an upcoming quarter (tlu'ee months) while RCshort-range training plans typically use a one-year planning horizon. Near-term planrdng

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FM (FM25-100) 7-0 for the ACstarts approximately eight weeks prior to the execution of training ~vith the RCstarting approximately four months prior. Be concerned with future proficiency. Training plans must focus on raising or sustaining the proficiency of mission essential tasks to the Army standard. Incorporate risk management into all training plans. The nature of the military profession is inherently dangerous. Commandersmust train their units to tough standards under the most realistic conditions possible. Application of the risk managementprocess will not detract h'omthis training goal, but ~vill enhance execution of highly effective, realistic training. Risk management the process of identifying, assessis ing, and controlling risks arising fi'om operational factors and mal-dng decisions that balance risk costs with mission training benefits. Leaders and soldiers at all echelons use risk management to conserve combat power and resources. Leaders and staffs continuously identify hazards and assess both accident and tactical risks. They then develop and coordinate control measures to mitigate or eliminate hazards. Risk management is a continuous process for each mission or training event. It must be integral to military decisions, tied into each training plan, and become a continuous part of preparation for training. Establish organizational stability. Changes disrupt training and frustrate subordinate leaders and soldiers. Planning allows organizations to anticipate and incorporate change in a coordinated manner. Stability and predictability are the result of locking in training plans. Senior commanders are responsible to protect subordinate units fi'om change. Make the most efficient use of resources. The planning process allocates limited time and other resources for training that contributes most to achieving and sustaining wartime proficiency levels. PLANNING 4-12. Senior commanders pubhsh theft" training guidance document sufficiently in advance to provide adequate planning time for both theft" wartime units and supporting peacetime organizations. Guidance at these senior command echelons is critical to the development and integration of a large number of subordinate AC and RC long-range training plans. Therefore, long lead times are the norm. The long-range planning cycles for MACOM, corps, ACand RC divisions and subordinate headquarters are at figures 4-4 and 4-5. Each headquarters follows these time hnes to allow subordinates adequate time to prepare their plans.

¯

¯

¯

o

LONG-RANGE

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.Planning

MACOM publishes training

guidance 18 months pnor to start Up to 10 years or m0re

Figure 4-4. Active Component Long-Range Planning Cycle

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FM (FM 7-0 25-100)

Figure 4-5. ReserveComponent Long-Range Planning Cycle

COMMANDTRAINING

GUIDANCE (CTG)

4-13. The CTGis published to document the organization's long-range training plan. It is the training analog of the organization's war plan. It must be read and understood by all commanders, staffofficers, and senior NCOs.The CTGis used as a ready reference for the planning, preparation, execution, and evaluation of training throughout the long-range planning period. Examples of topics normally addressed in the CTGare-Commander'straining philosophy. o METL and associated battle tasks. o Combined arms training. o JIM training, as applicable. o Major training events and exercises. o Organizational Inspection Program (OIP). o Leader training. o Battle staff training. o Individual training. ¯ Self development. Standardization. ¯ Training evaluation and feedback. ° Newequipment training and other force integration considerations. Resource allocations. Training management. Risk management.

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Planning LONG-RANGE PLANNING CALENDAR

4-14. Commanderspublish the long-range planning calendar concurrently with their CTG.The calendar graphically depicts the schedule of events described in the CTG. Any knownmajor training events or deployments scheduled beyond the normal planning window appear on the long-range planning calendar. To provide extended planning guidance for RC organizations, AC and RC planners routinely forecast major events that require RCparticipation for up to five years into the future. They include major events, such as annual training periods and overseas deployments for training (ODT), their long-range calendars. Upon publication and approval by higher headquarters, long-range planning calendars are "locked in" to provide planning stability to subordinate organizations. This means that only the approving commander can change a long-range planning calendar. The senior commanderagrees to allocate and protect the requisite resources, including time, and the subordinate commanders agree to conduct training to standard in accordance with the published calendar. 4-15. Commanderscoordinate long-range planning calendars with subordinate commanders, installation support agencies, and any other organizations that can generate training distracters if not fully integrated into the training organization's long-range plan. 4-16. Senior leaders at all echelons eliminate nonessential activities that detract fi'om METL based training. In peacetime, however, certain activities occur that do not directly relate to an organization's wartime mission but are important to other Armypriorities. An example of tliis is ACsupport of ROTC summer training; for the RC, state-directed requh'ements for Army National Guard units. Senior leaders limit these peacetime acti'Aties to the maximum extent possible. Those that are absolutely essential are included in long-range planning documents. Whenassigned these activities, commanders continually seek mission related training opportunities. 4-17. During long-range planning, commanders organize training time to support METL training and concentrate training distracters in support periods. In addition to individual requirements such as leave and medical appointments, units may have temporary duty details and other support functions at the installation level. Failure to consider these requh'ements early in the planning process can cause disruption to planned mission essential training. TRAINING AND TIME MANAGEMENT 4-18. The purpose of time managementis to achieve and sustain technical and tactical competence and maintain training proficiency within the Band of Excellence. Time management systems identify, focus, and protect prime time training periods and the resources to support the training so subordinate organizations are able to concentrate on mission essential training. Figure 4-6 describes a Green-Amber-Red time management system and lists some of the training and support concepts that generally characterize each period. Specific activities ~Vfil vasty between installations according to the local situation and requirements. Time management periods are depicted on applicable long-range planning calendars.

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FM (FM 7-0 25-100) ¯ Green. The training focus of organizations in Green periods is multiechelon, collective training that leads to METL proficiency. This period coincides ~vith the availability of major training resources and key training facihties and devices. Organizations in Green periods conduct planned training without distraction and external tasldngs. Amber. The focus of units in Amberperiods is on training proficiency at the platoon, squad, and crew level. Individual self-development is maximized through the use of installation education centers and through distributed learning. Organizations in Amberperiods are assigned support tasldngs beyond the capability of those units in the Red period, but commanders strive for mniimal disruption to Amberorganizations' training programs. Red, The training focus of units in Red periods is on ma:~imizing selfdevelopment opportunities to improve leader and individual task proficiency. Units in Red periods execute details and other administrative requirements and allow the maximumnumber of soldiers to take leave. Block leave is a technique that permits an entfi'e unit to take leave for a designated period of time. Commandersmaintain unit integrity when executing administrative and support requfi'ements. This exercises the chain of commandand provides individual training opportunities for first-line leaders.

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Planning

Figure 4-6. Green-Amber-Red Time Management System 4-19. Similarly, a Green-Red time management system may be more appropriate for some organizations. Although support requirements vary greatly fi'om installation to installation, the time managementsystem can be modified to accommodatethese particular situations. The prima~w purpose of the time management system is to identify and protect prime time training periods for subordinate organizations. 4-20. Whenthe Green-Red time management system is used, organizations in Green periods focus training at collective task proficiency, with leader and individual tasks integrated during multiechelon training. These organizations conduct planned training without distraction and external taskings. Organizations in Red periods maximize leader and individual selfdevelopment opportunities, execute details, other administrative requh'ements, and allow the maximum number of soldiers to take leave. A~ administrative and support requirements should be accomplished ~vith unit integrity. The training of an organization in Red periods is on small unit, crew

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FM7-0/FM leader, and individual proficiency. time management system. Figure 4-7 is an example of a Green-Red

4-21. Like,vise, commanders can utilize the Green-Amber-Red or Green-Red time management system for internal organizational use. For example, it may be feasible for organizations in Red periods to meet all support requirements ~vith only a portion of theh" snbordinate units at any given time. In this case, the remaining subordinate units are fl'ee to train. A subordinate unit could be assigned an internal Green period. In this manner, organizations can optimize small unit, crew, leader, and individual soldier unit training opportunities. 4-22. RC unit commanders can also use either the Green-Amber-Red or Green-Red time management system. Using the Green-Amber-Red system: most of the ATperiod should be Green cycle training on collective tasks, most of the IDT periods should be Amber and focused on small unit, crew, leader and individual soldier training, with one or t~vo IDT periods being Red for mandatory training/admidistraff~ve requh'ements. Using the Green-Red system: AT and the preponderance of IDT periods should be Green, with only one or two IDT periods being Red for mandatmw training/administrative requirements. In all training periods DMOSQ training for soldiers who are not school trained and qualified is the first order of business.

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Planning

Figure 4-7. Green=Red Time Management System

TRAINING

EVENTS every training event as though it were your General Shinseki Eric 4-23. Commanders link training strategies to executable training plans by designing and scheduling training events. During long-range planning, commanders and their staffs make a broad assessment of the number, type, and duration of training events required to accomplish METL training. The event itself is only a tool to achieve and sustain proficiency on the METL within the Band of Excellence. METL proficiency is the objective. In the subsequent development of short-range training plans, senior commanders fully define training events in terms of METL based training objectives, scenarios, resources, and coordinating instructions. Through training events, senior commanders-o Develop missiomrelatedscenarios. o Focus the entire organization on severaIMETL tasks. ° Integrate all BOSinto coordinated combined arms training.

Do less, do it well, meet the standard...treat last. Get to excellence in warfighting.

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FM (FM25-100) 7-0 4-24. Training events are the common building blocks that support an integrated set of METL-related training requirements. Included in long-range training plans, training events form the h'amework for resource allocation and provide early planning guidance to subordinate commandersand staffs. 4-25. By developing and coordinating training events, the organization is able to bring together the training areas and facilities, TSSproducts and services, OPFOR, observer/controllers, evaluators, and other resources that create the most realistic and battle focused training. Figure 4-8 shows typical training events.

Figure 4-8. Types Training Events of 4-26. During planning, senior commanders allocate maximumtraining time to subordinates. Somelarge-scale training events, however, must be planned so senior commanderscan exercise and integrate all BOSwithin theh" wartime organizations. The training value of these large-scale exercises to the entire commandis increased when subordinate headquarters participate in developing multiechelon training objectives and scenarios. Subordinate commanders use higher headquarters training guidance, their unit METL,and their unit battle tasks to develop their unit training plan. The next higher commander approves, protects, and resources that plan. 4-27. The Army has increasingly emphasized externally supported training events in which a headquarters senior to the unit being trained provides assistance in the form of detailed planning, additional resources, and evaluation. Support provided by the higher headquarters usually includes a METL derived scenario ~vith associated training and evaluation outlines (T&EO), OPFOR,observer/controllers, and evaluation support. The Army's CTCs are prime examples of training opportunities that provide combined arms battle focused training that is externally supported. CTCsprovide training events based on each participating organization's METL conducted under realand istic and stressful conditions. Externally supported training events can also be conducted at homestation to enable units to focus exclusively on the execution of training. 4-28. Organizations can only obtain the full training benefits of externally supported events through carefully planned preparatory training. Therefore, a priority during long-range planning is to develop METL based training programs designed to assist leaders and units in achieving and sustaining

4-14

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Planning METL task proficiency in the Band of Excellence. METL proficiency goal, not the completion of the event. LIVE, VIRTUAL, AND CONSTRUCTIVE (L-V-C) TRAINING is the

4-29. Commanders a mLxof live, virtual, and constructive (L-V-C) trainuse ing to achieve and sustain unit and staffproficiency on selected METL tasks and supporting unit and staff battle tasks within the Band of Excelience. The goal is to train mission essential tasks to standard and sustain a wartime readiness posture. Battalion level units attain and sustain ~varfighting proficiency and develop soldier fieldcraft primarily through hve training. Brigades and higlier units rely more on V-C training events to attain and sustain their warfighting proficiency. In general, commandersat battalion level and lower plan and execute standards based in V-C simulations to-Prepare for hve "in the dirC training. Rehearse selected staff and unit battle tasks and squad, team and crew drills. o Retrain on selected unit battle tasks, supporting squad, team and crew critical tasks, and leader and individual soldier tasks evaluated as either "P" (needs practice) or "U" (untrained). 4-30. Battalion commandersleverage V-C training events to accelerate junior leader maste~Tof tasks directly related to developing tactical competence, confidence, and proficiency that support their unit's METL supporting or critical collective tasks. Similarly, battalion and companycommanderslook to their CSM,1SGs and key NCO leaders to leverage V-C training events to accelerate junior NCO and soldier mastmTof individual tasks directly related to developing their technical competence, confidence, and proficiency that support their small unit, crew, leader, and individual soldier tasks. 4-31. Figure 4-9 provides some of the possible options commanderscan use to train soldiers, staffs, leaders, units, and theraselves. The commander selects the tools that will result in the unit receiving the best training based on available resources. Virtual and constructive training cannot replace all live training. They can, however, supplement, enhance, and complement live training to sustain unit proficien.cy ~vithin the Bandof Excellence.

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FM7-0 (FM25-100)

Several Options:

Commanders Select the Right Mix/

Corps/Army Forces/ Joint Task Force Division Brigade Battalion/Task Force Company/Battery/Troop Platoon Crew/Squad Individual POTENTIALMIX OF OPTIONS Live (L)~Training executed field conditions using tactical equipment in enhanced training by aids, devices, simulators, and simulations (TADSS) tactical engagement and simulation simulate combat conditions. Vidual (V)--Training executedusing computer-generated battlefields in simulators with approximatecharacteristics of tactical weapon systems and vehicles. Virtual tactical engagement simulation training permits units to maneuver much over larger areas. Constructive (C)--Training that uses computer modelsand simulations to exercise the command staff functions of units from platoon through echelons and abovecorps. Figure 4-9, Live, Virtual, and Constructive Training Mix 4-32. Battalion task force through division]corps/Army forces/joint forces commanders must sustain theh" battle staffs' wartime proficiency. Leaders and staffs achieve and sustain proficiency primarily through repetitive execution of battle staff drills to standard. Brigade and battalion]task forces may execute live, vh'tual, and constructive training. The use of vh'tual and constructive training provides excellent training opportunities for leader training. The repetitive nature of these tools makes them invaluable in training adaptive leaders. Commanders can run multiple iterations of a task, changing only the conditions, to help mature the decision-malting and judgment abilities of subordinate leaders. 4-33. The intent is to train to standard. It is the to be familiar with all three of these tools and to within allocated L-V-C resources and available mander, when planning training, must determine commander's responsibility select the most applicable training time. The comthe appropriate mLx that

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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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.Planning

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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