1. TRAINING MANAGEMENT / CALENDARS

2. ACTION: Implement the training management process into short range training plan development CONDITIONS: In a classroom environment, given a writing instrument, note paper, FM 3-22.1, FM 25-100 and FM 25-101. STANDARDS: The student must correctly implement the training management process into short range training plan development. TERMINAL LEARNING OBJECTIVE

3. SAFETY REQUIREMENTS : None RISK ASSESMENT LEVEL : Low ENVIRONMENTAL CONSIDERATIONS : None EVALUATION : Your ability to implement the training management process will be evaluated during Short Range Training Plan (SRTP) development and evaluation. LEAD-IN : During the last lesson, you were taught about ammunition forecasting. During this lesson, you’ll learn how to apply training management fundamentals to a short range training plan.

4. ENABLING LEARNING OBJECTIVE A ACTION: Define the Training Overview IAW FM 25-100. CONDITIONS: In a classroom environment, given a writing instrument, note paper, FM 3-22.1, FM 25-100 and FM 25- 101. STANDARDS: The student must correctly define the Training Overview IAW FM 25-100.

5. 5 TRAINING OVERVIEW ARMY TRAINING MISSION The Army training mission is to prepare soldiers, leaders, and units to deploy, fight, and win in combat at any intensity level, anywhere, anytime. TRAINING MANAGEMENT The process used by Army leaders to identify training requirements and subsequently plan, resource, execute, and evaluate training.

6. TRAINING OVERVIEW FOUR PHASES OF TRAINING MANAGEMENT 1.Mission Essential Task List (METL) Development 2.Planning 3.Execution 4.Assessment

7. TRAINING MANAGEMENT CYCLE

8. ENABLING LEARNING OBJECTIVE B ACTION: Identify the principles of training. CONDITIONS: In a classroom environment, given a writing instrument, note paper, FM 3-22.1, FM 25-100 and FM 25- 101. STANDARDS: The student must correctly identify the principles of training.

9. 9 PRINCIPLES OF TRAINING Combined Arms and Services team training (“Slice” training) Train as you fight Use appropriate doctrine Use performance-oriented training Train to challenge Train to sustain proficiency Train using multi-echelon techniques Train to maintain Make commanders the primary trainers

10. 10 COMBINED ARMS AND SERVICE TRAINING Slice training Train as you fight and support Use appropriate doctrine Peacetime relationships mirror wartime organizations Maneuver commander is responsible

11. 11 TRAIN AS YOU FIGHT Make training realistic Make training safe Incorporate  Smoke  Pyrotechnics  NBC environment  Loss of key leaders  Battlefield damage

12. 12 USE APPROPRIATE DOCTRINE FM 25-100 Applicable: FMs TMs Soldiers Manuals Regulations Unit SOPs

13. 13 USE PERFORMANCE ORIENTED TRAINING Use the hands on approach Use all assets and support: Simulators Simulations Training devices

14. 14 TRAIN TO CHALLENGE Make training:  Tough  Challenging  Realistic  Exciting  Motivating

15. 15 TRAIN TO SUSTAIN PROFICIENCY Once units have trained to required level of proficiency Train to prevent skills from decaying and often enough to train new soldiers to proficiency Focus on individual and collective training Sustainment training helps maintain wartime proficiency to avoid peaking (Band of Excellence)

16. BAND OF EXCELLENCE TIME IMPROVEMENTIMPROVEMENT PROFICIENCY ARTEP CTC EVALUATION FTX ROTATION MEAN BAND OF EXCELLENCE SUSTAINED TRADITIONAL

17. 17 MULTI-ECHELON TRAINING Most effective and efficient way to train Combination of collective, leader, and individual tasks during a single training event during different training events

18. 18 TRAIN TO MAINTAIN Vital part of training program Soldiers perform maintenance Leaders maintain standards Keeping equipment in the fight requires being an expert in its use.

19. 19 MAKE COMMANDERS THE PRIMARY TRAINERS Base training on wartime mission requirements Identify applicable Army standards Assess current levels of proficiency Provide the required resources Develop and execute training plans that result in proficient individuals, leaders, and units

20. ENABLING LEARNING OBJECTIVE C ACTION: Identify the senior leader training responsibilities. CONDITIONS: In a classroom environment, given a writing instrument, note paper, FM 3-22.1, FM 25-100 and FM 25- 101. STANDARDS: The student must correctly identify the senior leader training responsibilities.

21. 21 LEADER TRAINING RESPONSIBILITY Develop & communicate a clear training vision Require subordinates to be involved in training Train for proficiency Centralize planning / decentralize execution Two-way communication Develop subordinates Personal involvement Enforce high standards Good command climate Eliminate training distractions

22. 22 TRAINING VISION Provide purpose, direction, and motivation Must understand: Mission Doctrine Unit strengths and weaknesses Training environment Potential enemy Organizational strengths and weaknesses

23. SUBORDINATE PARTICIPATION Require subordinates to understand and perform their roles in training Commanders teach subordinate trainers how to train and fight Assigns officers primary responsibility for collective training Assigns NCOs the primary responsibility for individual training

24. TRAIN TO PROFICIENCY Train each element to be proficient on it’s mission essential tasks Train to Army standard Include combat, combat support and combat service support

25. CENTRALIZE PLANNING / DECENTRALIZE EXECUTION Conduct centralized planning to ensure that training is consistently oriented on wartime missions Decentralized execution enables individual units to focus training to sustain their own strengths and overcome their weaknesses

26. TWO-WAY COMMUNICATION Guidance based on war time missions and priorities flows downward Specific unit information pertaining to proficiency of individual and collective skills flows from the lowest organization upward Leaders at all levels use effective two-way communication to exchange feedback

27. 27 DEVELOP SUBORDINATES Competent and confident leaders build solid units Create leader development programs to develop: Knowledge Attitudes Skills Leader must: Share experiences and insights Listen to and think with subordinates Warfighter’s Professionalism

28. PERSONAL INVOLVEMENT Must be involved in planning, executing and assessing training Create stability by protecting training plans from training distracters Present during training and provide feedback to all participants

29. ENFORCE HIGH STANDARDS Incorporate sufficient time into training events to allow additional training on tasks not performed to standard Better to train to standard on fewer tasks than to train many tasks and fail to enforce the standard Soldiers will remember the enforced standard, not the one you discussed

30. GOOD COMMAND CLIMATE Create a command climate that is conducive to good training Reward subordinates who are bold and innovative trainers Challenge the organization and individual to train to full potential

31. ELIMINATE TRAINING DISTRACTIONS Ensure the maximum number of soldiers participate in any planned training event Use time management to be able to support administrative requirements and minimize the effect on scheduled training Support efforts to train effectively by eliminating distracters and reinforcing the requirement for all assigned soldiers to be present during training

32. ENABLING LEARNING OBJECTIVE D ACTION: Define the Battle Focus Concept. CONDITIONS: In a classroom environment, given a writing instrument, note paper, FM 3-22.1, FM 25-100 and FM 25- 101. STANDARDS: The student must correctly define the Battle Focus Concept.

33. 33 BATTLE FOCUS Concept used to derive peacetime training requirements from wartime mission.

34. 34 BATTLE FOCUS CONCEPT Wartime requirements guide Planning Execution Assessment Applies to every unit Critical throughout entire training process Recognizes that proficiency to standard cannot be obtained on every possible task Acknowledges responsibility for and linkage between collective and individual tasks.

35. 35 COLLECTIVE / INDIVIDUAL TRAINING INTEGRATION BATTLE FOCUS Select collective mission essential tasks Conduct training assessment Determine training objectives Determine strategy and plan for training Conduct pre-execution checks Execute training and conduct After Action Review Select supporting individual tasks Conduct training assessment Determine training objectives Determine strategy and plan for training Conduct pre-execution checks Execute training and conduct After Action Review Evaluate training against established standards EACH COMMANDER EACH CSM & NCO LEADER

36. ENABLING LEARNING OBJECTIVE E ACTION: Define the Mission Essential Task List (METL) development process CONDITIONS: In a classroom environment, given a writing instrument, note paper, FM 3-22.1, FM 25-100 and FM 25- 101. STANDARDS: The student must correctly define the METL development process.

37. 37 War plans External directives Commander’s Analysis METL METL DEVELOPMENT PROCESS External directives – mission training plans, mobilization plans, transition and deployment plans, force integration plans War plans – wartime operations and contingency plans.

38. 38 METL FUNDAMENTALS Derived from organization’s wartime mission Applies to the entire organization No prioritization METL is unconstrained by resources Supports and compliments higher headquarters METL

39. 39 BATTLEFIELD OPERATING SYSTEMS (BOS) Maneuver Intelligence Fire Support Mobility and Survivability Air Defense Combat Service Support Command and Control The seven BOS are used to systematically ensure that all elements of the unit’s combat power are directed toward accomplishing the overall mission.

40. 40 METL DEVELOPMENT Involve subordinate commanders and key NCOs Prepared from Corps to Company levels for all organizations Approved by next higher commander in the wartime chain of command After METL is identified, the commander establishes conditions and standards for each task

41. 41 BATTLE TASKS Integrate the Battlefield Operating Systems Critical to the execution of the next higher organization’s METL Select from command group, staff, or subordinate organization’s METL Assists in establishing priorities in training plans and resource allocation

42. 42 METL / BATTLE TASK RELATIONSHIP Brigade Mission Brigade METL Brigade Battle Tasks Battalion Mission Battalion METL Battalion Battle Tasks Company Mission Company METL Company Battle Tasks

43. ENABLING LEARNING OBJECTIVE F ACTION: Identify the planning process CONDITIONS: In a classroom environment, given a writing instrument, note paper, FM 3-22.1, FM 25-100 and FM 25- 101. STANDARDS: The student must correctly identify the planning process.

44. 44 PLANNING PROCESS Commanders Guidance METLTraining AssessmentTraining Plans Training Vision Goals Training Priorities

45. 45 TRAINING ASSESSMENT IN PLANNING Conduct regularly Compares current level of training with desired level of warfighting proficiency Leaders assess training status through: Personal observation Analysis of evaluation data Input from key subordinates

46. 46 COMMANDER’S ASSESSMENT Individual Training Crew Training (Assessments) Dismounted Infantry Training Section / Platoon Training (Assessments)

47. TRAINING STRATEGY After assessing the strengths and weaknesses of his unit, the commander develops a training strategy. The strategy must:  Reflect personnel turbulence  Focus on unit METL  Sustain unit strengths (Recommendations)  Improve unit weaknesses (Recommendations)

48. RECOMMENDATIONS The Master Gunner can help the Commander build a training strategy by making recommendations to sustain unit strengths and improve unit weaknesses. These recommendations should be logical solutions to help improve and sustain unit crew and collective task performance.

49. RECOMMENDATIONS SUSTAIN STRENGTHS: One method to sustain unit strengths is to train the task with an added level of difficulty. For example, to sustain a strength on a crew task (BT VIII) train the same task with one extra condition added. EXAMPLE: Assessment: 91% (48/53) crews passed Task 1, BT VIII DEF, GNR, ISU, MAN, HE STAT. Recommendation: Modify a task on a practice table to replicate this task and add NBC, MOVING TARGET OR OFFENSE. Change Task 1, BT V DEF, GNR, ISU, MAN, HE STAT to DEF, GNR, ISU, MAN, HE MOV

50. RECOMMENDATIONS IMPROVE WEAKNESSES: In order to improve a unit weakness, the unit should simply perform the task repeatedly. EXAMPLE: Assessment: 40% (21/53) crews failed Task 1, BT VIII DEF, GNR, ISU, MAN, HE STAT. Recommendation: Modify a task on a practice table to replicate this task exactly. Change Task 3, BT V DEF, GNR, AUX, HE STAT to DEF, GNR, ISU, MAN, HE STAT

51. TRAINING STRATEGY Some tasks apply to all soldiers while others apply specifically to crews or to squad members. This creates the need for an integrated training strategy. Gunnery progresses logically to support crew training, leading up to collective, tactical live-fire evaluation during section or platoon qualification.

53. ENABLING LEARNING OBJECTIVE G ACTION: Identify the characteristics and types of training plans. CONDITIONS: In a classroom environment, given a writing instrument, note paper, FM 3-22.1, FM 25-100 and FM 25- 101. STANDARDS: The student must correctly identify the characteristics and types of training plans.

54. 54 TRAINING PLANS Properly developed training plans will: Maintain a consistent battle focus Are mutually supporting Focus on the correct time horizons Are concerned with future training proficiency Cause organizational stability Make the most efficient use of resources

55. 55 PLANNING Long Range Short Range Near term Normally 1 year Normally 3 months Normally 6-8 weeks

56. ENABLING LEARNING OBJECTIVE H ACTION: Identify the characteristics of long range planning. CONDITIONS: In a classroom environment, given a writing instrument, note paper, FM 3-22.1, FM 25-100 and FM 25- 101. STANDARDS: The student must correctly identify the characteristics of long range planning.

57. 57 LONG RANGE PLANNING Command Training Guidance – must be read and understood by all senior leaders and staff officers. Normally address the following topics: Commander’s training philosophy METL and associated battle tasks Combined arms training Major training events and exercises Leader training Individual training Mandatory training

58. 58 LONG RANGE PLANNING Long Range Planning Calendars Planning Horizons (Battalion level) AC: 1 year Training Guidance publish calendar at least 4 months prior to FY start RC: 3 year Training Guidance publish calendar at least 6 months prior to FY start Training Events Training Resources

59. 59 TIME MANAGEMENT SYSTEM Creates prime time training periods for mission essential training Minimizes training distracters to reduce impact on training Scheduled on long range calendars

60. 60 TIME MANAGEMENT SYSTEM (EXAMPLE) GREEN Collective, Multi- echelon Training Max Attendance at Training Priority on Training Resources AMBER Individual, Crew Training Scheduled Services Backup Support to Red Units RED Support, Admin Details Block Leaves Unit Integrity on Details

61. 61 LONG RANGE PLANNING What is the current proficiency level based on: Squad and platoon turbulence Past performance from: Last gunnery density Last maneuver exercise Last squad STX and LFX Last platoon STX and LFX

62. 62 LONG RANGE PLANNING GOALS Meet or exceed DA Pam 350-38 Set a % for individual weapons: % Expert, % Sharpshooter, % Marksman Set a % for crew ratings for BFV crews: % Distinguished, % Superior, % Qualified Obtain a trained rating on advanced gunnery table

63. 63 LONG RANGE PLANNING What schools are needed to train and certify trainers: Master Gunner Course Ranger school / Light Leaders Course BCE Certification BGST evaluator certification MILES/PGS training and certification IO courses within the unit

64. ENABLING LEARNING OBJECTIVE I ACTION: Identify the characteristics of short range planning. CONDITIONS: In a classroom environment, given a writing instrument, note paper, FM 3-22.1, FM 25-100 and FM 25- 101. STANDARDS: The student must correctly identify the characteristics of short range planning.

65. 65 SHORT RANGE PLANNING Short Range Calendar – refines information from the long range calendar. Details are added to further define major training events. Training Events – major training events reflect wartime scenarios, collective and individual training objectives, resources and coordinating instructions. Multi-echelon Training – maximize training time by training and evaluating a combination of collective and individual tasks at more than one echelon.

66. Training Resources – allocated to subordinate organizations for specific training activities. Adjust projections from long range planning. Short Range Training Briefs – conference conducted by senior commanders to review and approve the training plans of subordinate units. SHORT RANGE PLANNING

67. 67 SHORT RANGE PLANNING Considerations: Ammunition Fuel and repair costs Range and maneuver area Training devices availability

68. 68 SHORT RANGE PLANNING Ammunition allocation prioritization Mounted crew training 1. Crew Qualification 2. Crew practice 3. Qualification refire and additional training Dismounted infantry training 1. Weapons qualification 2. Squad and platoon LFX 3. LFX re-fires and additional training Platoon training 1. Platoon qualification 2. Platoon practice

69. 69 SHORT RANGE PLANNING Gunnery schedule considerations Vehicle services Non-training events (holidays, leave, installation support) Mandatory training/events from higher headquarters Guidance considerations Steps required to train trainers and evaluators Crew/dismounted training priorities and expected outcome Leader/individual/collective tasks associated with event Integration of crew and dismounted training on calendar

70. ENABLING LEARNING OBJECTIVE J ACTION: Identify the characteristics of near term planning. CONDITIONS: In a classroom environment, given a writing instrument, note paper, FM 3-22.1, FM 25-100 and FM 25- 101. STANDARDS: The student must correctly identify the characteristics of near term planning.

71. 71 NEAR TERM PLANNING Training Meetings: Battalion level – primarily cover training management issues. Company level – concerned with the specifics of conducting training. Training Schedules: specify start and stop times, allocates time by task, specifies tasks to be trained, identifies concurrent training topics, specifies who executes and evaluates, identifies uniform and equipment requirements.

72. 72 NEAR TERM PLANNING Battalion training meeting considerations Final coordination of ranges, training areas, and ammo Coordination between units for maintenance, logistics, and personnel requirements Locking in and publishing unit training schedules

73. 73 NEAR TERM PLANNING Company and platoon training meetings Discuss when the training will be conducted to include movement to the training area Discuss personnel involved in training event and highlight key individuals responsible to conduct the training Discuss training location, uniform, and special equipment required to conduct training Discuss specific personnel performance measures to be evaluated. Brief-backs and Pre-execution checks

74. ENABLING LEARNING OBJECTIVE K ACTION: Identify the methods of crew stability management. CONDITIONS: In a classroom environment, given a writing instrument, note paper, FM 3-22.1, FM 25-100 and FM 25- 101. STANDARDS: The student must correctly identify the methods of crew stability management.

75. 75 CREW STABILITY MANAGEMENT Short term solutions 1.Change personnel as a crew rather than a single crewman. 2.Train an alternate for each position Long term solutions 1.Continually cross-train personnel for replacements 2.Form complete crews as personnel come into the unit.

76. ENABLING LEARNING OBJECTIVE L ACTION: Identify the training requirements IAW FM 3-22.1. CONDITIONS: In a classroom environment, given a writing instrument, note paper, FM 3-22.1, FM 25-100 and FM 25- 101. STANDARDS: The student must correctly identify the training requirements IAW FM 3-22.1.

77. 77 TRAINING REQUIREMENTS All BCs, gunners, and platoon leaders alternate crew members must successfully complete BGST within 3 months (RC - 4 months) before live-fire. All crews must qualify Table II within 3 months (RC - 4 months) before live-fire. All BCs and gunners must complete TOW gunnery program to standards within 3 months (RC - 4 months) before TOW live-fire. All crews that will fire live rounds during infantry platoon, scout section, engineer platoon, BFIST team or Stinger squad qualification must qualify on BT VIII in the six months before BTs IX, X, XI and XII.

78. 78 TRAINING REQUIREMENTS (cont.) BGST evaluators must successfully complete BGST within one year and within 30 days before evaluating, must have received a ‘GO’ on the station they will evaluate. All Bradley Crew Evaluators (BCE) must certify or re-certify in accordance with BCE certification program (Chapter 8) within 90 days (120 days RC) before any live-fire exercise. ADDITIONAL MOS TRAINING REQUIREMENTS All squad members must qualify individual weapons within 6 months before Table XII. All squads must complete a squad LFX to ARTEP standards within 6 months before Table XII. Each scout team must have received a passing score on the Scout team training table (BT IX) within 3 months before BT X.

79. ENABLING LEARNING OBJECTIVE L ACTION: Develop a short range calendar. CONDITIONS: In a classroom environment, given a writing instrument, note paper, FM 3-22.1, FM 25-100 and FM 25- 101. STANDARDS: The student must correctly develop a short range calendar that includes all required training events.