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Chapter 2

Battle FocusedTraining

The l~ey to fighting and winni~tg echelon. Training programs m~st tence, confidence, and initiative the Armo,'s top priority because it

is an understandir~g of 'Tmwwe train to fight" at every result in demonstrated tactical and technical compein onr soldiers and their leaders. Training will remain is the cor~erstone of combatreadiness! GeneralCadE. Vuono

Commanders train theh" units to be combat ready. Training is theh' number one priority. Commanders achieve this using tough, reahstic, and challenging training. At event echelon, commandersmust train their unit to the Armystandard. Battle focus enables the commander train units for success on the battlefield. to Using the Army Training Management Cycle, the commander continuously plans, executes, and assesses the state of training in the unit. This cycle provides the framework for commanders to develop theh' unit's METL,establish training priorities, and allocate resources. Commanders leaders at all echelons use the Principles of Training discussed and in this chapter to develop and execute effective trai~ng. As commanderstrain their units on METL tasks, senior commanders reinforce training by approving and protecting training priorities and pro~4ding resources. PRINCIPLE OF TRAINING 2-1. There are 10 Principles of Training.

Figure2-1. Principlesof Training

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FM (FM25-100) 7-0 COMMANDERS ARE RESPONSIBLE FOR TRAINING

2-2. Commanders are responsible for the training and performance of their soldiers and units. They are the primary training managers and trainers for their organization, are actively engaged in the training process, and adhere to the 10 principles of training in figure 2-1. Te accomplish theh" training responsibiliw, commanders must-¯ Be present at training to maximum extent possible. o Base training on mission requirements. o Train to applicable Army standards. o Assess current levels of proficiency. o Provide the required resources. o Develop and execute training plans tliat result in proficient individuals, leaders, and units. 2-3. Commandersdelegate authority to NCOs the support channel as the in primary trainers of individuals, cre~vs, and small teams. Commanders hold NCOsresponsible for conducting standards-based, performance-oriented, battle-focused training and provide feedback on individual, crew, and team proficiency. NCOS TRAIN INDMDUALS, CREWS, AND SMALL TEAMS

2-4. NC0scontinue the soldierization process of newly assigned enlisted soldiers, and begin their professional development. NCOs are responsible for conducting standards-based, performance-oriented, battle-focused training. TheyIdentify specific individual, crew, and small team tasks that support the unit's collective mission essential tasks. o Plan, prepare, rehearse, and execute training. Evaluate training and conduct AARsto provide feedback to the commanderon individual, crecy, and small team proficiency. 2-5. Senior NCOscoach junior tasks. TRAIN AS A COMBINED ARMS AND JOINT NCOsto master a wide range of individual

TEAM

2-6. The Armyprovides a JFC with trained and ready forces that expand the command'srange of milita~3' options in full spectrum operations. Armycommanders tailor and train forces to react quickly to any crisis. Armyforces provide a JFC the capability tc-o Seize areas previously denied by the enemy. ¯ Dominate land operations. ¯ Provide support to civil authorities. 2-7. Armyforces seldom operate unilaterally. Joint interdependence h'om the individual, crew, and small team to the operational level requires training to develop experienced, adaptive leaders, soldiers, and organizations prepared to operate with joint, and multinational forces and to provide interagency unity of effort.

2-2

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Battle Focused Training 2-8. The fundamental basis for the organization and operation of Armyforces is combined arms. Combined arms is the integrated application of several arms to achieve an effect on the enemy that is greater than if each arm ~vas used against the enemy separately or in sequence. Integration involves arrangement of battlefield actions in time, space, and purpose to produce maximum relative effects of combat power at a decisive place and time. Through force tailored organizations, commanders and their staffs integrate and synchronize the battlefield operating systems (BOS) to achieve combined arms effects and accomplish the mission. 2-9. Today's Armydoctrine requires teamwork at all echelons. Well-trained Army combined arms teams can readily perform in JIM environments. When committed to battle, each unit must be prepared to execute operations without additional training or lengthy adjustment periods. Leaders must regularly practice of habitually associated combat arms, combat support, and combat service support capabilities. Teams can only achieve combined arms proficiency and cohesiveness when they train together. Similarly, peacetime relationships must mirror wartime task organization to the greatest extent possible. 2-10. Commanders are responsible for training all warfightnig systems. The full integration of the combined arms team is attained through the task organization approach to training management. Task organizing is a temporary grouping of forces designed to accomplish a particular mission. This approach acknowledges that the maneuver commander integrates and synchronizes the BOS. In short, the maneuver commander, assisted by higher echelon leaders, forges the combined arms team. An example of a tasl~-organized brigade and its warfighting systems is depicted at figure

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FM (FM 7-0 25-100)

I

I

HHC~

Figure 2-2. Brigade Combat Team 2-11. The commander of the task-organized force must develop a training plan that addresses two complementary challenges. The commander's training plan must achieve combined arms proficiency and ensure functional training proficiency of the combat arms, combat support, and combat sel"vice support units of the task force. Combined arms proficiency requfi'es effective integration of BOSfunctions. Effective integration of BOSresults in synchronization. Functional BOSproficiency is fundamental for effective BOS integration. The commander's training plan must integrate combined arms and functional training events. 2-12. Combined arms training is standards based. The independent training of functional tasks and combined arms tasks to standard will not guarantee the desired effects of applying combat power at a decisive place and time. The standard for effective combined arms training requires a sequenced and continuous execution of functional tasks and combined arms tasks to standard in order to achieve "...integrated relative combat power at a decisive place and time." 2-13. The role of commanders and NCOsin combined arms training cannot be overemphasized. Commandershave training responsibilities that encompass both BOSfunctional task proficiency and special staff officer combined

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Battle Focused Training

arms task proficiency. Likewise, NCOshave similar training responsibilities to ensure BOS related individual and crew functional task proficiency, as well as, individual and staff section related combined arms task proficiency. Combined arms training requires commanders' and NCOs' active involvement in all phases of training. 2-14. Functional proficiency requires expertise in a particular BOS function, its capabilities, and its requirements. Organizations that provide elements of a speci~c BOS function, such as corps support command and divisional ah" defense artilie~'y battalion, must train to maintain their functional proficiency. Integration involves e;~ertise in coordination among functional troop unit commanders and staffs, and other functional commanders and staffs. 2-15. The combined arms training challenge is the same for all echelons of command. The complexity, however, increases at each liigher echelon of command. The tempo, scope, and scale of operations at higher command echelons increase coordination requirements for planning and executing staff, joint, multinational, and interagency training. Commanders, at evez~y echelon, focus combined arms training on specific integration and synchronization tasks based on their METL.Figure 2-3 illustrates the scope and scale of the combined arms training challenge. Mobility Combat Command Air and DefenseCOUnter Mobility Service Survivability Control xxx
XX

Fire Support

Intel

Corps Cc
¯ ¯ ¯ ¯ ¯ ¯ ¯ Command Group Staff Command Posts ASOC 3 to 5 Divisions ACR CorpsArtillery X

¯ COSCGM ~any Team Commanders
¯ Company FSO ¯ Company Trains (M~int & Medics)

Figure 2-3. CombinedArms Training--Scope

and Scale

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FM (FM25-100) 7-0 TRAIN FOR COMBAT PROFICIENCY 2-16. The goal of all training is to achieve the standard. Ttgs develops and sustains combat capable warfighting organizations. To achieve this, units must train to standard under realistic conditions. Achieving standards requh'es hard work by commanders, staff officers, unit leaders, and soldiers. Within the confines of safety and commonsense, commanders and leaders must be willing to accept less than perfect results initially and demandrealism in training. They must integrate such realistic conditions as imperfect intelligence; reduced communications; smoke; noise; rules of engagement; simulated nuclear, biological, and chemical envh'onments; battlefield debris; loss of key leaders; civilians on the battlefield; JIIvl requirements; and varying extremes in weatlier. They must seize every opportunity to move soldiers out of the classroom into the field; fire weapons; maneuver as a combined arms team; and incorporate protective measures against enemy actions. Although CTCsprovide the most realistic and challenging training experience in tlie Army, they must not be viewed as an "end point" in the unit-training life cycle. Rather, they provide a "go to war experience" by which commanders can assess their METL proficiency and determine tlie effectiveness of their training program. o Realistic. Tough, realistic, and intellectually and physically challenging training excites and motivates soldiers and leaders. Realistic training builds competence and confidence by developing and honing s -ldlls, and inspires excellence by fostering initiative, enthusiasm, and eagerness to learn. Successful completion of each training phase increases the capability and motivation of individuals and units for more sophisticated and challenging achievement. This is the commanders' continuous quest. o Performance-Oriented. Units become proficient in the performance of critical tasks and missions by practicing the tasks and missions. Soldiers learn best by doing, using an experiential, hands-on approach. Commanders and subordinate leaders plan training that ~vill provide these opportunities. All training assets and resources, to include training aids, devices, simulators, and simulations (TADSS), must be included in the unit's training strategy. TRAIN TO STANDARD USING APPROPRIATE DOCTRINE

2-17. Training must be done to the Army standard and conform to Armydoctrine. If mission tasks involve emerging doctrine or non-standard tasks, commandersestablish the tasks, conditions and standards using mission orders and guidance, lessons learned fl'om similar operations, and theh' professional judgment. The next higher commanderapproves the creation of the standards for these tasks. FM3-0 provides the doctrinal foundations; supporting doctrinal manuals describe commonTTP that permit commanders and organizations to adjust rapidly to changing situations. Doctrine provides a basis for a common vocabulary across the force. In units, new soldiers will have little time to learn non-standard procedures. Therefore, units must train to tlie Armystandard contained in the IvtTP and STPs, ~vliile applying Army doctrine and current regulatory guidance. Wl~en selwing as a joint headquarters and conducting joint training Armyorganizations use joint doctrine and TTP. Joint doctrine establishes the fundamentals of joint opera-

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Battle Focused Training tions and provides guidance on how best to employ joint forces. This linkage between operational and training doctrine is critical to successful training. TRAIN TO ADAPT 2-18. Commanderstrain and develop adaptive leaders and units, and prepare their subordinates to operate in positions of increased responsibility. Repetitive, standards-based training provides relevant experience. Commanders intensify training experiences by varying training conditions. Training experiences coupled with timely feedback builds competence. Leaders build unit, staff and soldier confidence when they consistently demonstrate competence. Competence, confidence, and discipline promote initiative and enable leaders to adapt to changing situations and conditions. They improvise with the resources at hand, exploit opportunities and accomphsh their assigned mission in the absence of orders. Commanders every echeat lon integrate training events in theh" training plans to develop and train imaginative, adaptive leaders and units. TRAIN TO MAINTAIN AND SUSTAIN 2-19. Soldier and equipment maintenance is a vital part of eve1=/ training program. Soldiers and leaders are responsible for maintaining all assigned equipment and supplies in a high state of readiness to support training or operational missions. Units must be capable of fighting for sustained periods of time with the equipment they are issued. Soldiers must become experts in both the operation and maintenance of their equipment. This link between training and sustainment is vital to mission success. TRAIN USING MULTIECHELON TECHNIQUES 2-20. Multiechelon training is the most effective and efficient way of sustaining proficiency on mission essential tasks with limited time and resources. Commandersuse multiechelon training to~ Train leaders, battle staffs, units, and individuals at each echelon of the organization simultaneously. o Maximize use of allocated resources and available time. o Reduce the effects ofpersonnelturbulence. 2-21. Large-scale training events provide an excellent opportunity for valuable individual, leader, cre~v, and small unit training. Multiechelon training can occur when an entire organization is training on one single METL task or when different echelons of an organization conduct training on related METL tasks simultaneously. (See chapter 4 for detailed discussion on multiechelon training.) All multiechelon training techniques-¯ Require detailed planning and coordination by commanders and leaders at each echelon. o Maintain battle focus by linldng individual and collective battle tasks with unit METL tasks, within large-scale training event METL tasks. ¯ Habitually train at least two echelons simultaneously on selected METL tasks.

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FM (FM 7-0 25-100) TRAIN TO SUSTAIN PROFICIENCY 2-22. Once individuals and units have trained to a requiz'ed level of proficiency, leaders must structure individual and collective training plans to retrain critical tasks at the minimumfl'equency necessary to sustain proficiency. Sustainment training is the key to maintaining unit proficiency tlirough personnel turbulence and operational deployments. MTPand individual training plans are tools to help acliieve and sustain collective and individual proficiency. Sustainment training must occur often enough to train new soldiers and minimize sldll decay. Armyunits train to accomplish their missions by fl'equent sustainment training on critical tasks. Infrequent "peaking" of training for an event (CTCrotation, for example) does not sustain wartime proficiency. Battle focused training is training on wartime tasks. Manyof the METL tasks that a unit trains on for its wartime mission are the same as required for a stability operation or support operation that they might execute. 2-23. Sustainment training enables units to operate in a Band of Excellence (figure 2-4) through appropriate repetition of critical tasks. The Band of Excellence is the range of proficiency within which a unit is capable of executing its wartime METL tasks. For RC units the Band of Excellence is the range of proficiency ~vithin ~vhich a unit is capable of executing its premobilization tasks. Training to sustain proficiency in the Band of Excellence includes training leaders, battle staffs, and small lethal units. The solid black line showsthe results of an effective unit training strategy that sustains training proficiency over time, maintaining it within the Band of Excellence. The dotted black line shows an ineffective training strategy that often causes the unit to fall outside the Band of Excellence, thus requh'ing significant additional training before the unit is capable of executing its wartime METL tasks. Personnel turbulence and availability of resources pose a continuous challenge to maintaining METL proficiency within the Band of Excellence.

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Battle Focused Training

CTC

EXEVAL

Ba~dof Excellence

AC Predeployment Proficiency

Training Proficiency Sustained

Figure 2-4. Bandof Excellence 2-24. The Army provides combat ready forces on short notice to cmnbatant commanders. Units transition ft'om training locations to operational theaters using the train-alert-deploy sequence. Commanders recognize that crises rarely allow sufficient time to correct training deficiencies between alert and deployment. They strive to ensure theh* units are prepared to accomplish their METL tasks before alert and refine mission specific training in the time available afterwards. Accordingly, applying the principles of training, a commander conducts training to sustain proficiency on METLtasks within the Band of Excellence to ensure mission readiness. Mission specific training can be conducted as organizations are alerted and deployed based on time available. 2-25. RC units require postmobilization training to achieve proficiency at level organized. Postmobilization training time can be minimized by focusing on MOSqualification, and crew, squad, section and platoon proficiency for combat arms, and company, battery, and troop proficiency for CS/CSS units during premobilization training. TRAIN AND DEVELOP LEADERS role in leader training how to fight and ho~v to with" subordinates. They training thorouglily, exetraining proficiency in developing leaders is an

2-26. Commanders have a duty and execute a vital and leader development. They teach subordinates train. They mentor, guide, listen to, and "think train leaders to plan training in detail, prepare for cute training aggressively, and evaluate short-term terms of desired long-term results. Training and

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FM (FM25-100) 7-0 embedded component of every training event. Nothing is more important to the Armythan building confident, competent, adaptive leaders for tomorrmv. COMMANDERS AND TRAINING

2-27. Effective training is the number one priority of commanders. The commander the prima~=¢ trainer and responsible for the wartime readiness is of their formation. In wartime, training continues ~vith a priority second only to combat or to the support of combat operations. Commandersand senior leaders must extract the greatest training value h'om every training opportunity, Effective training requires ~he commander's continuous personal time and energy to accomplish the follmving-DEVELOP AND COMMUNICATE A CLEAR VISION 2-28. The senior leader's training v~sion provides the direction, purpose, and motivation necessary to prepare individuals and organizations to win in battle. It is based on a comprehensive understanding o ~hssion, doctrine, and history, o Enemy/threat capabilities. ¯ Operational en~n'onment. ¯ Organizational and personnel strengths and weaknesses. Training environment. TRAIN ONE ECHELON BELOW AND EVALUATE TWO ECHELONS BELOW

2-29. Commanders are responsible for training theh' mvnunit and one echelon belmv. Commanders evaluate units two echelons belmv. For example, brigade commanders train battalions and evaluate companies; battalion commanders train companies and evaluate platoons.

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Battle Focused Training

REQUIRE SUBORDINATES TO UNDERSTAND AND PERFORM THEIR TRAINING

ROLES IN

2-30. Since good training results from leader involvement, one of the commander's principal roles in training is to teach subordinate trainers how to train and how to fight. The commanderprovides the continuing leadership that focuses on the organization's wartime mission. The commanderassigns officers the primalT responsibility for collective training and NCOs prithe mary responsibility for individual, crew, and small team training. The commander, as the primm~trainer, uses multiechelon techniques to meld leader, battle staff, and individual training requirements into collective training events, while recognizing the overlap in training responsibilities (figure 2-5). Commanders teach, coach, and mentor subordinates throughout.

Commander

Officers

Noncommissioned Officers

Figure 2-5. Overlapping Training Responsibilities

TRAIN ALL ELEMENTS TO BE PROFICIENT TASKS

ON THEIR MISSION ESSENTIAL

2-31. Commanders must integrate and train to Army standard all BOS, within and supporting theh- command,on their selected mission essential tasks. An impm'tant requirement for all leaders is to project training plans

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FM (FM25-100) 7-0 far enough into the future and to coordinate resources with sufficient time. DEVELOP SUBORDINATES 2-32. Competent and confident leaders build cohesive organizations with a strong chain of command,high morale, and good discipline. Therefore, commanders create leader development programs that develop warfighter professionalism--sldlls and knowledge. They develop their subordinates' confidence and empower them to make independent, situational-based decisions on the battlefield. Commanders assist subordinates ~dth a self-development program and share experienced insights that encourage subordinates to study and learn their profession. They train leaders to plan training in detail, prepare for training thoroughly, execute aggressively, and evaluate short-term training proficiency in terms of desired long-term results. Effective leader development programs ~vill continuously influence the Army as junior leaders progress to higher levels of responsibility. INVOLVE THEMSELVES PERSONALLY IN PLANNING, AND ASSESSING TRAINING PREPARING, F~YECUTING, lead

2-33. The senior commander resources training and protects subordinate commanders'training time. They are actively involved in planning for future training. They create a sense of stability throughout the organization by protecting approved training plans fl'om training distracters. Senior commanders protect the time of subordinate commandersallmving them to be present at training as much as possible. Subordinate commandersare responsible for executing the approved training to standard. Senior commanders are present during the conduct of training as much as possible and provide ex~perienced feedback to all participants. DEMAND TRAINING STANDARDS ARE ACHIEVED

2-34. Leaders anticipate that some tasks will not be performed to standard. Therefore, they design time into training events to allow additional training on tasks not performed to standard. It is more important to train to standard on a limited number of critical tasks, rather than attempting and fai~ng to achieve the standard on too manytasks, rationalizing that corrective action will occur during some later training period. Soldiers will remember the enforced standard, not the one that was discussed. ENSURE PROPER TASK AND EVENT DISCIPLINE 2-35. Senior leaders ensure junior leaders plan the correct task-to-time ratio. Too many tasks guarantee nothing will get trained to standard and no time is allocated for retraining. Too many events result in improper preparation and recovery. FOSTER A COMMANDCLIMATE THAT IS CONDUCIVE TO GOOD TRAINING

2-36. Commanderscreate a climate that rewards subordinates who are bold and innovative trainers. They challenge the organization and each individ-

2~2

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Battle Focused Training ual to train to full potential. Patience and coaching are essential ingredients to ultimate achievement of the Armystandard. ELIMINATE TRAINING DISTRACTIONS 2-37. The commanderwho has planned and resourced a training event is responsible to ensure participation by the maximum number of soldiers. Administrative support burdens cannot be ignored, however, tliey can be managed using an effective time management system. Senior commanders must support subordinate commanders'efforts to train effectively by eliminating training distracters and reinforcing the requirement for all assigned personnel to be present during training.

TOP-DOWN/BOTTOM-UP APPROACH TO TRAINING
2-38. The top-down/bottom-up approach to training is a team effm't in which senior leaders provide training focus, direction and resources, and junior leaders provide feedback on unit training proficiency, identify specific unit training needs, and execute training to standard in accordance with the approved plan. tt is a team effort that maintains training focus, establishes training priorities, and enables effective communication between command echelons. 2-39. Guidance, based on wartime mission and priorities, flows from the topdownand results in subordinate units' identification of specific collective and individual tasks that support the higher unit's mission. Input f~'om the bottom up is essential because it identifies training needs to achieve task profi* ciency on identified collective and individual tasks. Leaders at all echelons communicate ~vith each other about requh'ements, and planning, preparing, executing, and evaluating training. 2~40. Senior leaders centralize planning to provide a consistent training focus from the top to the bottom of the organization. However, they decentralize execution to ensure that tlie conduct of mission related training sustains strengths and overcomes the weaknesses unique to each unit. Decentralized execution promotes subordinate leaders' initiative to train their units, but does not meansenior leaders give up their responsibilities to supervise training, develop leaders, and provide feedback.

BATTLE FOCUS
2-41. Battle focus is a concept used to derive peacetime training requirements from assigned and anticipated missions. The priority of training in units is to train to standard on the wartime mission. Battle focus guides the planning, preparation, execution, and assessment of each organization's training program to ensure its memberstrain as they are going to fight. Battle focus is critical throughout the enth'e training process and is used by commandersto allocate resources for training based on ~vartime and operational mission requb:ements. Battle focus enables commandersand staffs at all echelons to structure a training program that copes with non-mission related requirements while focusing on mission essential training activities. It is recognition that a unit cannot attain proficiency to standard on every task

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FM 7,.0 (FM 25-100) ~vhether due to time or other resource constraints. However, commanders can achieve a successful training program by consciously focusing on a reduced number of critical tasks that are essential to mission accomplishment. 2-42. A critical aspect of the battle focus concept is to understand the responsibility for, and the linkage between, the collective mission essential tasks and the individual tasks that support them. The diagram at figure 2-6 depicts the relationships and the proper sequence to derive optimum training benefit f~'om each training opportunity.

Each Commander

Each CSM/1SG

Figure 2-6. Integration of Collective and Individual Training 2-43. The commander and the CSMor 1SG must jointly coordinate the collective mission essential tasks and individual training tasks on which the unit will concentrate its efforts during a given period. Tlie CSMor 1SG must select the specific individual tasks that support each collective task to be trained. Although NCOshave the primal3' role in training and sustaining individual soldier sl~s, officers at every echelon remain responsible fro" training to established standards during both individual and collective training. Battle focus is applied to all missions across the full spectrum of operations.

ARMY TRAINING

MANAGEMENT CYCLE

2-44. The foundation of the training process is the Army Training Management Cycle (figure 2-7). In the METLdevelopment process (chapter 3), training must be related to the organization's wartime operational plans and focus

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Battle Focused Training on Iv[ETL tasks. The availability of resources does not affect METL development. The METL an unconstrained statement of the tasks required to is accomplish wartime missions. Resources for training, hmvever, are constrained and corapete with other missions and requh'ements. Leaders develop the long-range, short-range, and near-term training plans (chapter 4) to utilize effectively available resources to train for proficiency on METL tasks. After training plans are developed, units execute training by preparing, conducting, and recovering fi'om training (chapter 5). The process continues ~vith training evaluations that provide bottom-up input to organizational assessment. Organizational assessments provide necessa~:¢ feedback to the senior commander that assist in preparing the training assessment (chapter 6).

Chapter 6

Chapter 3

Chapter 5

Chapter 4 Figure 2-7. ArmyTraining Management Cycle

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Chapter 3

MissionEssential Task List Development
Army Mission Essential Tasks

Shape the security environment Respond promptly to crisis Mobilize the Army Conduct forcible entry operations Dominatelandoperations Provide support to civil authorities FM TheA~yand FM3-0, Operations 1,

Chapter 6

Chapter 3

Chapter 5

Chapter 4

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FM (FM 7-0 25-100)

~BTL
3-1. A mission essential task is a collective task in which an organization has to be proficient to accomplish an appropriate portion of its wartime operational mission. Armyorganizations, whether they are ACor RC, Modification Table of Organization and Equipment (MTOE)or Table of Distribution and Allo~vances (TDA), cannot achieve and sustain proficiency on every possible training task. The commandermust identify those tasks that are essential to accomplishing the organization's wartime operational mission. Battle-focused METL identifies those tasks that are essential to the accomplishment of the unit's wartime operational mission and provides the foundation for the unit's training program. 3-2. All company level and above units develop a METL that is approved by its designated wartime commander. Detachments, organized ~vith a commander and under a distinct MTOE TDA, also develop a METL.Explosive or ordnance detachments, transportation port operation cargo detachments and preventive medicine medical detachments are examples of these type units.

METL DEVELOPMENT PROCESS
3-3. The METL development process reduces the number of tasks the organization must train and focuses the organization's training efforts on the most important collective training tasks required to accomplish tl~e mission. 3-4. METL development is the catalyst that keeps Armytraining focused on wartime operational missions. Applying the M]~TLdevelopment-¯ Focuses the unit's training on essentialtasks. o Provides a forum for professional discussion and leader development among senior, subordinate and adjacent (peer) commanders concerning the linkage between mission and training. o Enables subordinate commanders and key NCOsto crosswalk collective, leader and individual tasks to the mission. o Leads to "buy-in" and commitment of unit leaders to the organization's training plan. 3-5. Figure 3-1 depicts the process that commandersuse to identify and select mission essential tasks.

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Mission EssentialTaskList Development

Higher Guidance

Higher Commander's

Figure 3-1. METL Development Process

INPUTS

TO METL DEVELOPMENT 3-6. There are five primm~yinputs to METL development.

Wartime Operational

Plans

3-7. The most critical inputs to METL development are the organization's wartime operational and contingency plans. The missions and related information provided in these plans are key to determining essential training tasks. Enduring Combat Capabilities 3-8. The fundamental reason for the organization and operation of Army forces is to generate effects of combinedal'ms in order to contribute to successful execution of wartime operational missions. To do this, Army comraanders form combat, CS, and CSSforces into cohesive teams through training for combat proficiency. Enduring combat capabilities are the unique contribution each unit makes to ensure the Armysuccessfully accomplishes any mission anytime any~vhere. Operational Environment 3-9. The operational environment has sLx dimensions; Threat, Political, Unified Action, Land Combat Operations, Information, and Technology (see FM 3-0). Each dimension affects how Armyforces combine, sequence, and conduct military operations. Commanders tailor forces, employ diverse capabilities, and support different missions to succeed in this complex envh'onment.

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FM7-0 (FM25-100) Directed Missions 3-10. Army organizations are fi'equently directed to conduct a mission other than its assigned wartime operational mission. These missions range from major combat operations to providing humanitarian assistance or other types of stability and support operations. External Guidance 3-11. External guidance serves as an additional source of training tasks that Some examples relate to an organization's wartime operational mission. are-¯ Higher headquarters directives. MTP. - Forceintegration plans. o Army Universal Task List (AUTL). o Universal Joint Task List (UJTL).

3-12. In some cases, external guidance identifies tasks that make up the mission (for example, IVITPs). In others, they specify additional tasks that relate to the mission (for example, mobilization plans, directed stability operations or support operations). Figure 3-2 is an example of brigade tasks derived from the five primary inputs to the unit's METL.

o Move Road Rail to Aerial Port of by er o Drawand Upload Basic/Operational Loads Embarkation(APOE) Seaport or . Conduct Soldier Readiness/Administrative / Embarkation (SPOE) Logistic Preparation for Overseas Movement o Upload Equipment at APOE SPOE or ° DeployAdvance Parties Or Liaison Officers ConductDefense Conduct~ttabk ¯ Conduct a Mobile Defense ¯ Attack a Moving Enemy ¯ Attack a Stationary Enemy o Conduct an Area Defense ¯ Movement Contact to Conduct Stability Operation~ Conduct Support Op~tions Peacekeeping Operations DomesticSupport Operations CombatTerrorism Foreign HumanitarianAssistance Support Counter-DrugOperations ¯ Provide Medical Treatmentand Evacuation (air andground) ¯ Moveby AidSurface Transportation Manage Terrain ¯ Recover and Evacuate Disabled Equipment o Control Reconstitution of Subordinate Units o ConductMortuary Affairs Operations

Figure 3-2. Exampleof Brigade Tasks Derived from Wartime Operational Plans and External Guidance 3-13. In similar type organizations, METLmay vazT significantly because of different missions or geographical locations. For example, a power projection organization may identify strategic deployment requh'ernents as critical deployment tasks while a forward-deployed organization may identify tactical deployment requh'ements (such as rapid assembly and tactical road marches)

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Mission EssentialTaskList Development as critical deployment tasks. Geography may also influence the selection of different mission essential tasks for units with missions in tropical, cold, or desert environments.

COMMANDER'S ANALYSIS 3-14. The commander's analysis of wartime operational plans, and others primary input to the METL, identify those tasks critical for ~vartime mission accomplishment. Higher commanders provide guidance to help their subordinate commandersfocus this analysis. Commanderscoordinate the results of their analysis with subordinate and adjacent commanders. The higher commanderapproves the METL.This process provides the means to coordinate, link, and integrate a wartime operational mission focused METL throughout the organization. 3-15. To illustrate the METL development process, the follmving brigade wartime mission statement forms the start point for determining the most important training tasks: At C-day, H-hour, Brigade deploys: On order, conducts combat operations signed by higher headq~arters. 3-16. The commander reviews the wartime operational mission statement and other prima~winput to the METL, identifies all of the training tasks. and Together, these five sources provide the total hst of possible training tasks. This analysis results in the list at figure 3-2. The commander then narro~vs downthe list of all derived tasks to those tasks critical for mission accomplishment. These tasks become the brigade's METL.Figure 3-3 shows an example of a brigade METL.

Figure 3-3. Example Brigade METL of

RESERVE COMPONENT METL DEVELOPMENT
3-17. The METL development process is the same for AC and RC organizations. RC IvIETL development recognizes that RC units have less than 20 percent of the training time available to their ACcounterparts. Therefore, battle focus is essential so that RC commanderscan concentrate theh' time on the most critical ~vartime training requh'ements. RC units often operate under a chain of commanddifferent fi'om their wartime chain of command. The associate ACchain of command assigns missions, provides wartime mis~ sion guidance, and approves M~TLs.The state adjutant general or regional

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7-0 (FM 25-100) support groups review and coordinate RC METLs. They resource training and ensure that mission training tasks are executed and evaluated. Continental U.S. Az'mies (CONUSAs)approve the METL for selected RC units (ARNG divisions, enhanced separate brigades, roundout units, reinforcing aviation units, and force support package units with latest arrival dates less than D+30). The peacetime chain of commandapproves the remainder of RC unit METLs.

ECHELON ABOVE DIVISION/ECHELON ABOVE CORPS (EAD/EAC) METL DEVELOPMENT
3-18. In a similar raanner, commanders of EAD~AC organizations must use the battle focus concept and METL development process to focus theh' training. Figure 3-4 shows an example of a coz, s support battalion METL.

Figure 3-4. Example CorpsSupportBattalion (EAD) METL of

TDA METL DEVELOPMENT
3-19. Battle focus is equally applicable to TDA organizations. Senior leaders of TDA organizations derive METL fl'om critical peacetime or wartime missions. Mission essential tasks raay be either critical training tasks or operational activities. In short, they represent the tasks required to accomplish the TDA organization's mission. Figure 3-5 shows an example of a garrison support unit ~[ETL.

Figure 3-5. Example Garrison SupportUnit (TDA) METL of

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Mission EssentialTaskList Development

METL DEVELOPMENT FOR DIRECTED

MISSIONS

3-20. Whenan organization is directed to conduct a mission other than its assigned wartime operational mission (such as a stability operation or support operation), the training management cycle still applies. Dh'ected missinns can span the full spectrum of operations. For MTOE organizations, directed missions could range h'om major combat operations to providing humanitarian assistance or other types of stability operations and support operations. For TDA organizations, directed missions can range from mobilization to installation force protection operations. 3-21. Using their wartime METL the foundation, commanders who are dias rected to change their mission conduct a mission analysis, identify METL tasks, and assess training proficiency for the directed missiom The mission analysis of the newly assigned mission could change the unit's METL, training focus, and the strategy to achieve proficiency for METL tasks. Figure 3-6 shows an example of tasks supporting a d~rected mission involving a stability operation. ¯ AreaSecudty ,, PatrollingOperations o Establish/Operate Checkpoints Leader Training ° RulesOfEngagement(ROE) Proficiency o Petroleum, andLubricants/Military Oils (POL/MIL) Seminar o Media Interaction Training ° Medical Awareness o Country Orientation o Force Protection

,, Convoy Operations ¯ Route Security ,, Rail/Air Movement Training ¯ Fire ControlExercise (FCX) (CAS EVAC) ,, CasualtyEvacuation ¯ Deployment Exercise ,, Risk Management Individual o Mine Awareness ° ROE Proficiency ,, Media Interaction

Figure 3-6. Examples METL of Tasksto Supporta Directed Mission to Conduct Stability Operation 3-22. In cases where mission tasks involve emerging doctrine o1" nonstandard tasks, commanders establish tasks, conditions, and standards using mission orders and guidance, lessons learned fi'om similar operations, and their professional judgment. Senior commanders approve the established standards for these tasks as part of the normal METL approval process. If time permits prior to deployment, units should execute a mission rehearsal exercise (MRE) with all participating units. 3-23. Upon redeployment fi'om a directed mission, commanders conduct a mission analysis consistent with the training managementcycle to reestablish proficiency in the unit's wartime operational METE Senior commanders must take nito account the additional time this reintegration process may take. Battle focus guides the planning, preparation, execution, and assessment of each organization's training program to ensure its memberstrain as they will fight.

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FM (FM25-100) 7-0

JOINT METL(JMETL)

DEVELOPMENT

3-24. Armyorganizations often provide Armyforces within joint force formations. The missions and JMETL such formations are derived from the Uniof versal Joint Task List by the joint force commanderand sel~ice component commanders, and are approved by the combatant commander. 3-25. A selected Ax.my headquarters may be designated as a JTF headquarters, joint forces land component headquarters (JFLC) or Az'my Forces (ARFOR)headquarters. This requires the designated Axmyheadquarters develop a JMETL. The .~rmy headquarters commander crosswalks the JMETL ~vitli the current Army headquarters and subordinate unit h~ETLs. Joint training manuals provide an overview of the joint training system (JTS), and assists in- Developing joint training requirements. o Planning joint training. o Executing joint training. Assessing joint proficiency.

METL DEVELOPMENT

FUNDAMENTALS

3-26. The follmving fundamentals apply to METL development- The METL derived h'om the organization's ~vartime plans and related is tasks in external guidance. Mission essential tasks must apply to the entire organization. METL does not include tasks assigned solely to subordinate organizations. ¯ Each organization's METLmust support and complement the METL of higher headquarters. ¯ The availability of resources does not affect METL development. The METL an unconstrained statement of the tasks required to accomplish is wartime missions. ¯ Commandersdirect operations and integrate the BOSthrough plans and orders. The BOSare used to systematically ensure that interdependent organizational tasks necessa~5~ to generate, sustain, and apply combat power are directed toward accomplishing the overall mission. The BOS are the pliysical means (soldiers, organizations, and equipment) used accomplish the mission. The BOSare-~ Intelligence. The intelligence system plans, diz'ects, collects, processes, produces, and disseminates intelligence on the ttu'eat and the environment; performs intelligence preparation of the battlefield; and other intelligence tasks. Intelligence is developed as part of a continuous process and is fundamental to Ar'my operations. Maneuver. Commanders maneuver forces to create the conditions for tactical and operational success. Maneuver involves movementto achieve positions of advantage with respect to enemy forces. Through maneuver, fi'iendly forces gain the ability to destroy enemyforces or hinder enemy movementby dh'ect and indirect application of fiz'epoweror threat of its application.

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Mission EssentialTaskList Development Fire Support. Fire support consists of fires that directly support land, maritime, amphibious, and special operations forces in engaging enemyforces, combat formations, and facilities in pursuit of tactical and operational objectives. Fire support integrates and synchronizes fires and effects to delay, disrupt, or destroy enemyforces, systems, and facilities. The fire support system includes the collective and coordinated use of target acquisition data, indirect fh'e weapons, fi.xed-~vinged ah'craft, electronic warfare, and other lethal and nonlethal means to attack targets. Air Defeuse. Air defense protects the force from ah" and missile attack and aerial surveillance. It prevents enemies fl'om interdicting fi'iendly forces while fi'eeing commandersto synchronize maneuver and fire power. The ~veapons of mass destruction and proliferation of missile technology increase the importance of the air defense systems. Mobility/Counter-mobility/Survivability. Mobi~ty operations preserve the freedom of maneuver for fl'iendly forces. Mobility missions include breaching obstacles, increasing battlefield ch'culation, improving or building roads, providing bridge and raft support, and identifying routes around contaminated areas. Counter-mobility denies mobility to enemy forces. Survivability operations protect fl'iendly forces fi'om the effects of enemy weapon systems and natural occurrences. Nuclear, biological, and chemical defense measures are essential survivability tasks. Combat Service Support. Combat service support (CSS) provides the physical means ~vith ~vhich forces operate, fl'om the production base and replacement centers in the continental United States to soldiers engaged in close combat. CSSincludes many technical specialties and functional activities. It includes maximizingthe use of host nation infl-astructure and contracted support. Con~nand and Control. Command and control (C2) has two components-the commander and the C2 system. The C2 system supports the commander's ability to make informed decisions, delegate authority, and synchronize the BOS. Moreover, the C2 system supports the commander'sability to adjust p]ans for ft~ture operations, even ~vhile focusing on current operations. Reliable communications are central to C2 systems. Staffs work within the commander's intent to direct units and control resource allocations. Through C2, commanders initiate and integrate all BOStoward a commongoal-mission accomplishment.

=

=

3-27. Staff elements at each headquarters develop a ~¢IETLto address mission essential tasks in their areas of responsibility. Figure 3-7 shows a sample Brigade Staff METL.In addition to staff METLs,organizations may develop a METL each separate commandpost (for example tactical, for main, and rear). The organization's commander chief of staff approves the staff or METL.

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FM (FM25-100) 7-0

Figure 3-7. Exampleof BrigadeStaff METL 3-28. Organizations that conduct daily support functions also prepare a METL.The METL these support organizations must adch'ess the differfor ences between peacetime and wartime operating conditions. For example, a CSS unit may operate during peacetime h'om a permanent facility with some major supplies provided via contract transportation and automation systems operated using commercial telephone systems. A wartime environment, however, may require support missions to be accomplished under austere conditions on an active battlefield. 3-29. The METL for units habitually task organized must be coordinated during the development process. This requirement reinforces the training fundamental that combined arms teams ~vill train as they fight. A key component of the senior commander's METL approval process is determining if each subordinate organization has properly coordinated its METL.A support organization's METL must identify these wartime requh'ements and include them in their training plans.

METL LINKED TRAINING STRATEGY
3-30. The METL provides the foundation for the organization's training plans. The METL stabilized once approved. The commander is responsiis ble for developing a training strate©, that will maintain unit proficiency for all tasks designated as mission essential. 3-31. Commanders involve subordinate commanders and their CSM/1SGin METL development to create a team approach to battle focused training. Subordinate participation develops a common understanding of the organization's critical wartime requirements so METLs throughout the organization are mutually supporting. Subordinate commanders can subsequently apply insights gained during preparation of the next higher headquarters' METL to the development of their own METL.The CSM/1SGand key NCOsmust un-

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Mission EssentialTaskList Development derstand the organization's collective METL that they can integrate indiso vidual tasks into each collective mission essential task during METL based training. 3-32. After the commander designates the collective mission essential tasks required to accomplish the organization's wartime operational mission, the CSM/1SG,in conjunction with key NCOs, develop a supporting individual task list for each mission essential task. Soldier training publications and MTPs are major source documents for selecting appropriate individual tasks. 3-33. There should be no attempt to prioritize tasks within the METL.All METL tasks are equally essential to ensure mission accomplishment. However, all tasks may not require equal training time or resources. The commander allocates training resources to ensure the organization's METL proficiency remains within the Band of Excellence. 3-34. Commanders realize when allocating training time and resources that there are some non-mission related requirements that are critical to the health, welfare, individual readiness, and cohesiveness of a well trained unit. Commandersmust carefully select, in conjunction with the CSM/1SG,which non-mission related requh'ements are critical to the unit. They emphasize the priority of METL training and find opportunities to include non-mission related requh'ements in the training plan. 3-35. Commanders develop effective training strategies when they crosswalk collective, leader and individual tasks to each METL task with subordinate commanders, CSMs/1SGs,and other key officer and NCO leaders.

TRAINING OBJECTIVES
3-36. After mission essential tasks are selected, commandersidentify supporting training objectives for each task. The resulting training objective consists of-o Task. A clearly defined and measurable activity accomplished by organizations and individuals. o Condition(s). The circumstances and environment in which a task is be performed. Standard. The minimumacceptable proficiency required in the performance of a particular training task. 3-37. The conditions and standards for many major collective training tasks are identified in applicable MTPs.Figure 3-8 shows an example of a brigade training objective.

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FM (FM25-100) 7-0

M,SS~ON

Figure 3-8. Example Training Objective for a BrigadeMissionEssential Task of 3-38. The following aredocuments that will assist commandersand staffs developing collective individual and training objectivesMTP. o Soldiers manuals. Soldier training publications. ¯ DAPam 350-38. o Deployment or mobilization plans. ° AUTL. o UJTL. ¯ Army, MACOM, local regulations. and Local standing operating procedures (SOP). in

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Mission EssentialTaskList Development BATTLE TASKS 3.39. After review and approval of subordinate organizations ' METL,the senior commander selects battle tasks. A battle task is a staffor suberdinate organization mission essentia] task that is sa critical that its accomplishment will determine the success of the next higher organization's mission essential task. Battle tasks are selected for each METL task. Battle tasks allow the senior commander define the training tasks that-to Integrate the BOS. o Receive the highest priority for resources such as ammunition, training areas and facilities (to include live and virtual simulators and constructive simulations), materiel, and funds. ° Receive emphasis during evaluations directed by senior headquarters. 3-40. Figure 3-9 shows an example of a division's major subordinate commandand separate battalion battle tasks that support the division lV[ETL.

C0nddCt Intelliger~e ~hdEi~CtronieAttaCk Op~i~h~ i0M ~tic~l CoNrnunidati0nS a~tw0!~S(c4i) re# CoOrdinate D~fenSe and Directed E~rly Air C3i Wafhih~ Figure 3-9. Example List of Division MSC SeparateBattalion Battle TasksThat and Supporta Mission Essential Task

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FM7-0 (FM25.100) 3-41. Figure 3-10 and battle tasks. mon direction for quent development depicts the relationship between wartime missions, METL, This diagram illustrates how battle focus provides a comthe enth'e organization and the foundation for the subseof relevant training plans.

"NoteDmtachmcnt may METLs become battle tasks for higherlevel commands (Battalionthrough Theater A[my)

Figure 3-10. Relationships between Mission, METL, and Battle Task

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