Phase 1 Lectures - 071F6962 & 071F1090

8/6/2019 Phase 1 Lectures - 071F6962 & 071F1090

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PHASE I

6962

RISK MANAGEMENT HO


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Risk Assessment

1. Risk management terms.

a. Risk Management - Risk managstep process used in identifying and con

to protect the force and increase the chaaccomplishment. It is a continuous on-gapplicable to any situation and environm

b. Risk Assessment - Risk assess

identification and assessment of hazardsteps of the risk management process).

c. Hazard - Any actual or potentialcan cause injury, illness, or death of perto or loss of equipment or property; or midegradation.

d. Risk - The probably of exposurefrom hazard. Risk level is expressed in tprobability and severity. There are two ki

(1) Tactical risk: Risk associatethat exist because of the presence of thadversary.

(2) Accident risk: Includes all opconsiderations other than tactical risk, aactivities associated with hazards concepersonnel, equipment readiness, and enconditions.

2. Risk management process.

a. Risk management is a five-stepused to identify and control hazaany mission or task, in any situaenvironment. The five steps of riare:

b. Steps 1 and 2 together, comprisassessment. In step 1, individualhazards that may be encountere

ement is a fiverolling hazards

nce of missioning process

ent.

ent is the(the first two

condition thatonnel; damagession

to injury or lossrms of hazardnds of risks:

with hazardsenemy or an

erational riskd can includening friendlyironmental

process that isrds. It applies toion, and in anysk management

the riskls identify thed in executing a

mission or task.direct impact of

c. Steps 3 throughthrough steps theliminate or red

d. There are threeframework for imanagement prconjunction withrisk managemeare:

(1) Integrate risplanning, preparation, aand controls early in the

(2) Make risk d

in the chain-of-commansubordinates exercise tdecisively and aggressimissions. However, if thof risk the higher commsubordinated must advi

(3) Accept no ucommander comparesmission expectations, aoutweighs the potentialprotection are both necallow one to outweigh th

1. Hazards associated

a. Step 1 - Identifmanagement process, iin conducting the risk asask two questions: Whand How can I accomplbest answered by using(Mission, Enemy, TerraiSupport Available, TimeConsiderations).

(1) Consider all

and future situations, enproblem areas. When afactors of METT-TC durihazards that affect bothpresent significant risk thazards that could contr

(a) What is themission, look at the typeCertain kinds of operatiodangerous than others,attack as opposed to aConsider the mission-rel

forces, weapons density

In step 2, they determine theeach hazard on the operation.

5 are the essential follow- at ensure action is taken to

ce unnecessary risk.

basic principles that provide aplementing the risk

ocess. They are used inthe five steps throughout thet process. The three principles

k management into missiond execution. Identify hazardsplanning process.

cisions at the appropriate level

. Commanders must insist thateir freedom of action to actely to complete assignede residual risk exceeds the levelnder has delegated, thee/inform his commander.

nnecessary risk. Thend balances the risk against thed accepts risk only in the benefitost or loss. Boldness and forcessary for decisive victory. Do note other.

with the mission or task.

Hazards: Step 1 of the riskentify hazards, is the first stepsessment. To identify a hazard,t areas do I need to examine?ish this? These questions arethe factors of METT-TC

and Weather, Troops andAvailable, and Civil

aspects of METT-TC for current

vironment, and known historicplying risk management to theng mission analysis, look foraccident and tactical risk, andthe mission. Be sure to look for

ibute to fratricide risk.

Mission? When analyzing theof mission to be accomplished.ns are inherently moreor example, a deliberate frontalefense of prepared positions.ated fratricide risks (converging

).


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(b) What is known about the Enemy? Size andcapability (SALUTE). Look for enemy capabilities thatpose significant hazards to the operation. Somecommon shortfalls that can create hazards includefailure to:

- Assess potential advantages to the enemyprovided by battlefield environment.

- Fully assess the enemys capabilities andweakness.

- Determine accurately the enemys probablecourse of action.

(c) How will Terrain and weather affect themission? Consider the effects of terrain and weather onenemy and friendly forces. Consider the terrain andweather-related fratricide risk (visibility). The five mainmilitary aspects of terrain (OCOKA) can be used asguidelines to help identify the hazards.

- Observation and fields of fire.- Cover and concealment.- Obstacles.- Key terrain and decisive terrain.- Avenue of approach.

(d) What troops and equipment are available?Analyze the capabilities of friendly troops andequipment. Manning levels, condition and maintenanceof vehicles and equipment, morale, and the physicalhealth of soldiers are key considerations. Considertroop-related fratricide risks (fatigue, Rules ofEngagement), and equipment-related fratricide risks(weapons effects, equipment backup).

(e) How much Time is available? The hazard isinsufficient time to plan, prepare, and executeoperations. Consider time-related fratricide risks(rehearsals, soldier and leader rest).

(f) Consider endangerment to, or impact of,non-Army civilian population within the area of operation.

(2) Some basic areas to consider whenidentifying hazards include, fuel storage and use, messoperations, explosives, ammunition storage and use,weapons handling, and bivouac operations.

(3) Sources of information about hazards includereconnaissance, past training and experience, safetySOP, and units accident history. Your past training andexperience is probably the most important source ofinformation.

b. Hazards that are not adequately controlled, andwhich are most likely to result in a loss or damage topersonnel and equipment should be risk-managed. Todetermined if a hazard is adequately controlled or not,the following questions need to be answered (If all yes,

no further action required; if one or more no, risk-manage the hazard).

(1) Support Is support available (personnel,equipment, supplies, facilities) adequate to control thehazard?

(2) Standards Is guidance or procedure

adequately clear, practical, and specific to control thehazard?

(3) Training Is training adequate to control thehazard?

(4) Leader Are leaders ready, willing, and ableto enforce standards required to control hazards?

(5) Individual Is soldier performancesufficiently self-disciplined to control hazard?

c. The risk management worksheet is a tool that

can be used to document risk management steps duringplanning, preparation, and execution of a mission ortask. Completing the worksheet will enable you toprogress more easily through the risk managementprocess (See the sample at the end of this handout).

Blocks 15are self-explanatory

Block 6 Indentify Hazards:Identify hazards usingfactors of METT-TC. Additional factors include historicallessons learned, experience, judgment, equipmentcharacteristics, and environmental considerations.

Block 7 Assess Hazard:Determine initial risk foreach hazard.

Block 8 Develop Controls:Develop one or morecontrols for each hazard that will eliminate the hazard orreduce the risk.

Block 9 Residual Risk:Determine the residualrisk for each hazard based on the controls beingimplemented.

Block 10 Implement Controls:Decide how eachcontrol will be put in to effect or communicated to thepersonnel who will make it happen.

Block 11 How to Supervise (Who):Method andlevel of supervision.

Block 12 Was Control Effective?:Yes or No.

Block 13 Overall risk level:Check the highest

residual risk level based on the highest risk level in block9.

d. Hazards are identified during the first four stepsof the military decision-making process, and thefirst three steps of the troop-leading procedure.

2. Assess the hazards to determine their impact.


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a. Step 2 - Assess hazards:Step 2 of the riskmanagement process is to access the hazards todetermine their impact (level of risk) on the mission. Italso completes the risk assessment that was started instep 1. Determining the risk from a hazard is more of anart than a science. It involves using historical data,

intuitive analysis, judgment, and at times the use of arisk assessment matrix to estimate the risk of eachhazard.

(1) Determining the level of risk involvesestimating the probability and severity levels based onyour knowledge of how often, or frequently, the sameevent has occurred in the past and the results of similarpast events (past training and experience). Step 2 isactually conducted in stages:

(a) Stage 1: Determine the probability (fivedegrees) of each hazard. What is the chance, or

likelihood of a hazard related accident/incident ordisruptive event occurring?

- Frequent: Occurs very often, continuouslyexperienced.

- Likely: Occurs several times.- Occasional: Occurs sporadically.- Seldom: Remotely possible: could occur at

some time.- Unlikely: Can assume will not occur, but not

impossible.

Example:A mission or task taking place at night couldhave an identified hazard of limited visibility. The degreeof probability would be frequent.

(b) Stage 2: Determine the severity (fourdegrees) of each hazard. What would be the result oroutcome (the potential loss or cost) of the hazardousincident or event?

- Catastrophic: Loss of ability to accomplish themission or mission failure. Death or permanent totaldisability, system loss, major property damage.

- Critical: Significantly (severely) degradedmission capability or unit readiness. Permanent partialdisability, temporary total disability in excess of three

months, major system damage, significant propertydamages.

- Marginal: Degraded mission capability or unitreadiness. Minor injury, lost workday accident, minorsystem damage, minor property damage.

- Negligible: Little or no adverse impact onmission capability. First aid or minor medical treatment,minor system impairment.

Example:The mission or task taking place at night witha limited visibility hazard and degree of probability of

frequency would have a severity of critical orcatastrophic.

(c) Stage 3: Estimate the level of risk (fourlevels) for each hazard. Based on the degree ofprobability and severity, estimate the risk levelassociated with each individual hazard.

- Extremely High (E): Loss of ability to

accomplish the mission if hazards occur during themission.

- High (H): Significantly degrades missioncapabilities in terms of required mission standards.

- Moderate (M): Degrades mission capabilitiesin terms of required mission standards.

- Low (L): Little or no impact on accomplishmentof the mission.

Example:Based on the above example, a probability of

frequent and severity of critical or catastrophic couldproduce a risk level of extremely high or high.

(2) The risk assessment matrix is a tool, whichmay be used to help determine the risk level of a hazard.The matrix is entered from the probability column andseverity row based on the users knowledge ofprobability occurrence and severity of consequencesonce the occurrence happens.

b. The initial overall risk for the mission or task isdetermined by using the hazard or event having the

greatest risk. For instance, if three hazards have beenidentified and assessed risk levels of low, moderate, andhigh, the overall risk of the mission or task is high.

c. Assessing the hazards is conducted during threesteps of the military decision-making process and stepthree of the troop-leading procedure

1. Develop and select risk controls.

a. Step 3 - Develop controls and make RiskDecision:Step 3 of the risk management process is todevelop controls for each hazard, that will eliminate orreduce the risk from the hazard, and to make a riskdecision. The risk decision is deciding who is authorizedto accept the level of risk for the mission or task.


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b. Controls can be take many forms, but fallsbasically into three categories:

(1) Educational controls Controls based onthe knowledge and skills of the units and soldiers that

are put in place by training.

(2) Physical controls Controls that take theform of barriers and guards, or signs to warn individualsand units that the hazards exist.

(3) Avoidance Controls applied by takingpositive action to avoid or eliminate a known hazard.

c. Criteria for controls To be effective, eachcontrol developed must meet the following criteria:

(1) Suitability: It must remove the hazard or

reduce the residual risk to an acceptable level.

(2) Feasibility: The unit must have the capabilityto implement the control.

(3) Acceptability: The benefit gained byimplementing the control must justify the cost inresources and time.

d. If no control measures exist, then you will haveto develop them. Some examples of controls include:

(1) Limiting exposure (people and time)consistent with mission requirements.

(2) Providing warning signs and signals.

(3) Provide protective clothing, equipment,safety, and/or security devises.

(4) Training, rehearsals, battle drills, etc.

(5) Selecting a course of action that avoids anidentified hazard.

e. The key is to specify who, what, where, when,and how for each control to be used. For example:

(1) Conducting intensive threat and friendlyaircraft recognition training for air defense weaponscrews prior to the mission reduces the probability ofengaging friendly aircraft (fratricide)

(2) Requiring soldiers to wear flak vests andhelmets during movement to contact or in vehicles inareas where enemy fire is likely, can reduce bothprobability and severity of a wound from small arms fireor fragments.

2. Residual risk.

a. As the controls are developed, reassess thehazards to determine the level of risk remaining, this isthe residual risk. Controls are developed and selecteduntil all risks are reduced to an acceptable level, orcannot be reduced further.

b. The overall residual risk for the mission or taskis determined be using the event having the greatestresidual risk. For instance, if three hazards have residualrisk levels of low, moderate, and extremely high, theoverall residual risk of the mission or task is extremelyhigh.

3. Decide who is authorized to accept the risk.

a. The risk decision is deciding whom, in the chain-of-command, is authorized to accept the level of risk.The commander must compare and balance the riskagainst the mission expectations. He alone decides if

controls are sufficient and acceptable, and whether toaccept the level of residual risk. However, his approachshould be to encourage initiative and to push riskdecisions as far down the chain-of-command as feasible.Key elements of the risk decision are:

(1) Is the risk justified (does it outweigh thecost)?

(2) Is the risk essential to the success of themission or, is the risk unnecessary?

b. Unless the higher commander specificallyprohibits him from making a risk decision, thesubordinate should be given the freedom to actdecisively. The commander, leader, or individualresponsible for executing the mission/task could beauthorized to accept MODERATE and LOW risk levels,while HIGH and EXTREMELY HIGH-risk levels would beelevated to the next level in the chain-of-command.

c. Developing controls is conducted during foursteps of the military decision-making process, and stepthree of the troop-leading procedure.

1. Decide how controls will be put into effect.

a. Step 4 - Implement controls:Step 4 of the riskmanagement process is implementing the controls.Decide how each control will be put into effect andcommunicated to personnel who will make it happen. Itsimportant to remember that until the controls areimplemented, the risks from the hazard still exist.

b. Implementing controls includes coordination andcommunication with appropriate superior, adjacent, andsubordinate units, and individuals executing themission/task.

c. Leaders and staff must ensure that controls are

integrated into SOPs (tactical, safety, garrison, etc.),written and verbal orders, mission briefings, and staffestimates. Implementation can include training


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schedules and rehearsals. The critical check for this stepis to ensure that controls are converted into clear, simpleexecution orders understood at all levels.

d. Implementing controls is conducted during thelast step of the military decision-making process and

steps 4 through 7 of the troop-leading procedure.

1. Monitor and evaluate effectiveness of controls.

a. Step 5 - Supervise and evaluate:Step 5 of therisk management process is to supervise and evaluatethe controls to ensure they work. This is also the laststep of the risk management process. Continuouslymonitoring the controls during the mission or task willhelp determine whether they are effective. Controls canbe modified as necessary. Techniques for monitoringinclude:

(1) Spot-checks

(2) Inspections

(3) Situation reports and briefbacks

(4) Close supervision

b. After a mission, evaluate the effectiveness ofeach control in eliminating the hazard or reducing therisk. Conduct an After-Action Review. For ineffectivecontrols, determine why and what should be done thenext time the hazard is identified. For a recurring hazard

identified in the next operation, there may be a need tochange the control, develop a completely differentcontrol, or change how the control will be implemented.Some basic questions to ask are:

(1) Were the most likely hazards to result inmission degradation identified?

(2) Was the risk for hazard appropriatelyassessed in terms of probability and severity?

(3) Were the controls identified and developedfor each hazard?

(4) Was the residual risk for each hazardappropriately assessed?

c. Supervising and monitoring the controls isconducted during the rehearsal, and the execution andassessmentphase of the military decision-making process, and step

eight of the troop-leading procedure.


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PRACTICAL EXERCISE

DIRECTIONS: Using what you have learned duringclassroom discussions, identify the individual risk levelsfor the task listed in the information provided below. Arisk management worksheet is provided on the following

pages.

SCENARIO: Maintenance in cold weather.

TASK: Conduct command weekly maintenance.

MISSION: Your battalion conducts commandmaintenance on Monday mornings every week that theyare not deployed. You are the maintenance officer ofAlpha Company. Your new company commander isevaluating all the routine functions that happen in thecompany and he has tasked you to brief him on theCommand Maintenance Program and to do a risk

assessment for his review. He wants it completed beforenext Monday and tells you to brief him on Friday.SITUATION: Every week your unit conducts commandmaintenance on Monday mornings.

CONDITION: The weather is becoming increasingly

cold. Highs are in the 30s and lows are in the teens. Themotor pool is located one mile from your headquartersand has some hardstand maintenance areas while themajority of the facility is packed earth. The maintenancebays for your company are old and in need repair. Theoverhead hoist is not dependable and you often mustuse the battalions M-88 as you would in field operations.The heat is adequate only in three small office spacesthat are not routinely available to all Soldiers. The washrack is a gravel area at the south end of the motor poolwith high-pressure hoses. Your company has 14 tanks, 2 ton trucks and 1 HUMVEE. The battalion maintenancesection generally provides two small contact teams to

your company during the command maintenance period.

FACTS:The company has just gone through a significantpersonnel turnover with several of the tank commandersPCSing. There are also two new platoon sergeants.Many of your crewmen are new as well. The company ismanned at 83% strength.

You have recently returned from a field exercise andmany of your vehicles need washing.

METT-TC ANALYSIS

MISSION: Conduct Command Maintenance

ENEMY: None.

TERRAIN AND WEATHER: The motor pool isconstructed largely of packed earth with some hardstandmaintenance pads. The route to the maintenance areafrom accountability formation crosses three fairly busystreets. Forecast calls for a cold front to move throughdropping high temperatures into the low thirties forMonday. Expected low on Monday morning is 12degrees Fahrenheit. There may be snow/freezing rain onSunday.

TROOPS AND SUPPORT AVAILABLE: Personnelturnover rate has been high. Many of the first lineleaders in the unit are new. New Soldiers many not beacclimatized to current weather conditions.

TIME AVAILABLE: Adequate time is allowed forplanning and execution.

CIVIL CONSIDERATIONS: None.


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PHASE I

1090

THE ARMY TRAINING

MANAGEMENT SYSTEM HO


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FM 7-0(FM 25-100)

TRAINING THE FORCE

OCTOBER 2002

HEADQUARTERS

DEPARTMENT.OFTHE.ARMY


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Chapter 2

Battle Focused Training

The key to fighting and winning is an understanding of "how we train to fight" at every echelon. Trainingprograms must result in demonstrated tactical and technical competence, confidence, and initiative in oursoldiers and their leaders. Training will remain the Army's top priority because it is the cornerstone ofcombat readiness!

General Carl E. Vuono

Commanders train their units to be combat ready. Training is their number one priority. Commandersachieve this using tough, realistic, and challenging training. At every echelon, commanders must traintheir unit to the Army standard. Battle focus enables the commander to train units for success on thebattlefield. 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 todevelop their unit's METL, establish training priorities, and allocate resources.

Commanders and leaders at all echelons use the Principles of Training discussed in this chapter todevelop and execute effective training. As commanders train their units on METL tasks, seniorcommanders reinforce training by approving and protecting training priorities and providing resources.

PRICIPLES OF TRAINING

2-1. There are 10 Principles of Training.

Figure 2-1. Principles of Training

COMMANDERS ARE RESPONSIBLE FOR TRAINING

2-2. Commanders are responsible for the training and performance of their soldiers and units. They arethe primary training managers and trainers for their organization, are actively engaged in the trainingprocess, and adhere to the 10 principles of training in figure 2-1. To accomplish their trainingresponsibility, commanders must-

Be present at training to maximum extent possible.

Base training on mission requirements.

Train to 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.


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FM7-0 (FM 25-100) -----------------------------------------------------------------------------------------------------------------


2-3. Commanders delegate authority to NCOs in the support channel as the primary trainers ofindividuals, crews, and small teams. Commanders hold NCOs responsible for conducting standards-based, performance-oriented, battle-focused training and provide feedback on individual, crew, and teamproficiency.

NCOS TRAIN INDIVIDUALS, CREWS, AND SMALL TEAMS

2-4. NCOs continue the soldierization process of newly assigned enlisted soldiers, and begin theirprofessional development. NCOs are responsible for conducting standards-based, performance-oriented,battle-focused training. They-

Identify specific individual, crew, and small team tasks that support the unit's collective missionessential tasks.

Plan, prepare, rehearse, and execute training.

Evaluate training and conduct AARs to provide feedback to the commander on individual, crew, andsmall team proficiency.

2-5. Senior NCOs coach junior NCOs to master a wide range of individual tasks.

TRAIN AS A COMBINED ARMS AND JOINT TEAM

2-6. The Army provides a JFC with trained and ready forces that expand the command's range of militaryoptions in full spectrum operations. Army commanders tailor and train forces to react quickly to any crisis.Army forces provide a JFC the capability to-

Seize areas previously denied by the enemy.

Dominate land operations.

Provide support to civil authorities.

2-7. Army forces seldom operate unilaterally. Joint interdependence from the individual, crew, and smallteam to the operational level requires training to develop experienced, adaptive leaders, soldiers, andorganizations prepared to operate with joint, and multinational forces and to provide interagency unity of

effort.

2-8. The fundamental basis for the organization and operation of Army forces is combined arms.Combined arms is the integrated application of several arms to achieve an effect on the enemy that isgreater than if each arm was used against the enemy separately or in sequence. Integration involvesarrangement of battlefield actions in time, space, and purpose to produce maximum relative effects ofcombat power at a decisive place and time. Through force tailored organizations, commanders and theirstaffs integrate and synchronize the battlefield operating systems (BOS) to achieve combined armseffects and accomplish the mission.

2-9. Today's Army doctrine requires teamwork at all echelons. Well-trained Army combined arms teamscan readily perform in JIM environments. When committed to battle, each unit must be prepared toexecute operations without additional training or lengthy adjustment periods. Leaders must regularlypractice 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 warfighting systems. The full integration of thecombined arms team is attained through the task organization approach to training management. Taskorganizing is a temporary grouping of forces designed to accomplish a particular mission. This approachacknowledges that the maneuver commander integrates and synchronizes the BOS. In short, themaneuver commander, assisted by higher echelon leaders, forges the combined arms team. An exampleof a task-organized brigade and its warfighting systems is depicted at figure 2-2.


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FM7-0 (FM 25-100) -----------------------------------------------------------------------------------------------------------------


TRAIN TO ADAPT

2-18. Commanders train and develop adaptive leaders and units, and prepare their subordinates tooperate in positions of increased responsibility. Repetitive, standards-based training provides relevant

experience. Commanders intensify training experiences by varying training conditions. Trainingexperiences coupled with timely feedback builds competence. Leaders build unit, staff and soldierconfidence when they consistently demonstrate competence. Competence, confidence, and disciplinepromote initiative and enable leaders to adapt to changing situations and conditions. They improvise withthe resources at hand, exploit opportunities and accomplish their assigned mission in the absence oforders. Commanders at every echelon integrate training events in their training plans to develop and trainimaginative, adaptive leaders and units.

TRAIN TO MAINTAIN AND SUSTAIN

2-19. Soldier and equipment maintenance is a vital part of every training program. Soldiers and leadersare responsible for maintaining all assigned equipment and supplies in a high state of readiness tosupport 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 andmaintenance 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 missionessential tasks with limited time and resources. Commanders use multiechelon training to-

Train leaders, battle staffs, units, and individuals at each echelon of the organization simultaneously.

Maximize use of allocated resources and available time.Reduce the effects of personnel turbulence.

2-21. Large-scale training events provide an excellent opportunity for valuable individual, leader, crew,and small unit training. Multiechelon training can occur when an entire organization is training on onesingle METL task or when different echelons of an organization conduct training on related METL taskssimultaneously. (See chapter 4 for detailed discussion on multiechelon training.) All multiechelon trainingtechniques-

Require detailed planning and coordination by commanders and leaders at each echelon.

Maintain battle focus by linking individual and collective battle tasks with unit METL tasks, withinlarge-scale training event METL tasks.

Habitually train at least two echelons simultaneously on selected METL tasks.

BATTLE FOCUS

2-42. A critical aspect of the battle focus concept is to understand the responsibility for, and the linkagebetween, the collective mission essential tasks and the individual tasks that support them. The diagramat figure 2-6 depicts the relationships and the proper sequence to derive optimum training benefit fromeach training opportunity.


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FM7-0 (FM 25-100) -----------------------------------------------------------------------------------------------------------------


Figure 2-6. Integration of Collective and Individual Training

2-43. The commander and the CSM or 1SG must jointly coordinate the collective mission essential tasksand individual training tasks on which the unit will concentrate its efforts during a given period. The CSM

or 1SG must select the specific individual tasks that support each collective task to be trained. AlthoughNCOs have the primary role in training and sustaining individual soldier skills, officers at every echelonremain responsible for 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 theMETL development process (chapter 3), training must be related to the organization's wartime operationalplans and focus on METL tasks. The availability of resources does not affect METL development. TheMETL is an unconstrained statement of the tasks required to accomplish wartime missions. Resources fortraining, however, are constrained and compete with other missions and requirements. Leaders developthe 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 trainingby preparing, conducting, and recovering from training (chapter 5). The process continues with trainingevaluations that provide bottom-up input to organizational assessment. Organizational assessmentsprovide necessary feedback to the senior commander that assist in preparing the training assessment(chapter 6).

Figure 2-7. Army Training Management Cycle


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Chapter 3

Mission Essential Task List Development

Army Mission Essential Tasks

FM1, The Army and FM3-0, Operations

METL

3-1. A mission essential task is a collective task in which an organization has to be proficient toaccomplish an appropriate portion of its wartime operational mission. Army organizations, whether theyare AC or RC, Modification Table of Organization and Equipment (MTOE) or Table of Distribution andAllowances (TDA), cannot achieve and sustain proficiency on every possible training task. Thecommander must identify those tasks that are essential to accomplishing the organization's wartimeoperational mission. Battle-focused METL identifies those tasks that are essential to the accomplishmentof 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 wartimecommander. Detachments, organized with a commander and under a distinct MTOE or TDA, also

develop a METL. Explosive ordnance detachments, transportation port operation cargo detachments andpreventive medicine medical detachments are examples of these type units.


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FM7-0 (FM 25-100) -------------------------------------------------------------------------------------------- Mission Essential Task List Development

METL DEVELOPMENT PROCESS

3-3. The METL development process reduces the number of tasks the organization must train andfocuses the organization's training efforts on the most important collective training tasks required to

accomplish the mission.

3-4. METL development is the catalyst that keeps Army training focused on wartime operational missions.Applying the METL development-

Focuses the unit's training on essential tasks.

Provides a forum for professional discussion and leader development among senior, subordinate andadjacent (peer) commanders concerning the linkage between mission and training.

Enables subordinate commanders and key NCOs to crosswalk collective, leader and individual tasksto the mission.

Leads to "buy-in" and commitment of unit leaders to the organization's training plan.

3-5. Figure 3-1 depicts the process that commanders use to identify and select mission essential tasks.

Figure 3-1. METL Development Process

Inputs to METL Development

3-6. There are five primary inputs to METL development.

Wartime Operational Plans

3-7. The most critical inputs to METL development are the organization's wartime operational andcontingency plans. The missions and related information provided in these plans are key to determiningessential training tasks.

Enduring Combat Capabilities

3-8. The fundamental reason for the organization and operation of Army forces is to generate effects ofcombined arms in order to contribute to successful execution of wartime operational missions. To do this,Army commanders form combat, CS, and CSS forces into cohesive teams through training for combatproficiency. Enduring combat capabilities are the unique contribution each unit makes to ensure the Armysuccessfully accomplishes any mission anytime anywhere.

Operational Environment3-9. The operational environment has six dimensions; Threat, Political, Unified Action, Land CombatOperations, Information, and Technology (see FM 3-0). Each dimension affects how Army forcescombine, sequence, and conduct military operations. Commanders tailor forces, employ diversecapabilities, and support different missions to succeed in this complex environment.


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Directed Missions3-10. Army organizations are frequently directed to conduct a mission other than its assigned wartimeoperational mission. These missions range from major combat operations to providing humanitarianassistance or other types of stability and support operations.

External Guidance3-11. External guidance serves as an additional source of training tasks that relate to an organization'swartime operational mission. Some examples are-

Higher headquarters directives.

MTP.

Force integration plans.

Army Universal Task List (AUTL).

Universal Joint Task List (UJTL).

3-12. In some cases, external guidance identifies tasks that make up the mission (for example, MTPs). Inothers, they specify additional tasks that relate to the mission (for example, mobilization plans, directedstability operations or support operations). Figure 3-2 is an example of brigade tasks derived from the five

primary inputs to the unit's METL.

Figure 3-2. Example of Brigade Tasks Derived from

Wartime Operational Plans and External Guidance

3-13. In similar type organizations, METL may vary significantly because of different missions orgeographical locations. For example, a power projection organization may identify strategic deploymentrequirements as critical deployment tasks while a forward-deployed organization may identify tacticaldeployment requirements (such as rapid assembly and tactical road marches) as critical deploymenttasks. Geography may also influence the selection of different mission essential tasks for units withmissions in tropical, cold, or desert environments.

4-7. The training assessment of each separate mission essential task enables the commander to developthe commander's training vision. This is a broad concept for training the organization to achieve andsustain wartime proficiency. The key elements that shape a commander's training vision are a thoroughunderstanding of training and operations doctrine, assessment of METL proficiency levels, andknowledge of potential enemy capabilities. The commander's training vision is supported byorganizational goals that provide a common direction for all the commander's programs and systems.


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4-8. Senior commanders involve their staffs and subordinate commanders in goal development to ensurecommon understanding and create an organizational team approach. Examples of organizational goalsinclude-

Establish and support a command climate conducive to developing a high level of individual, leader,

and collective warfighting proficiency. Conduct force integration while continuously maintaining the short-term readiness of the organization.

Develop and integrate the standard operating procedures required to employ combined arms teamsthat can fight and win on the battlefield.

Recruit and retain high-quality soldiers and leaders.

4-9. Through the training planning process, the commander's guidance (training vision, goals, andpriorities) is melded together with the METL and the training assessment into manageable training plans.

TRAINING PLANS

4-10. Figure 4-3 compares the three types of training plans-

Long-range.

Short-range. Near-term.

Figure 4-3. Comparison of Long-Range, Short-Range, and Near-Term Training Plans

4-11. Properly developed training plans will- Maintain a consistent battle focus.Each headquarters in the organization involves its subordinate

headquarters in the development of training plans. Based on the higher headquarters' plans,subordinate commanders prepare plans that have a battle focus that is consistent throughout theorganization.

Be coordinated with habitually task organized supporting organizations. Brigade combat teamand battalion task force commanders plan for coordinated combined arms training of their wartime

task organizations. Commanders of habitually task-organized units actively participate in this processand develop complementary training plans. Corps and division commanders require integratedtraining plans and monitor coordination efforts during the planning process.


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Focus on the correct time horizon.Long-range training plans in the AC extend out at least oneyear. The RC long-range plans consider a minimum of two years. Short-range training plans in theAC normally focus on an upcoming quarter (three months) while RC short-range training planstypically use a one-year planning horizon. Near-term planning for the AC starts approximately eight

weeks prior to the execution of training with the RC starting approximately four months prior.

4-66. Each CSM normally follows the commander's presentation. The CSM provides an analysis of theorganization's individual training proficiency and discusses the organization's planned individual trainingand education. Example discussion topics include-

Individual training proficiency feedback received concerning previous short-range planning period.

An assessment of the organization's current individual training proficiency.

Individual training events planned during the upcoming short-range planning period and strategy toprepare soldiers for these evaluations.

A description of METL derived individual tasks to be integrated with upcoming collective missionessential tasks.

Marksmanship and physical fitness programs.

NCO leader development program with emphasis on warfighting skill development.

Self development. NCO/enlisted schools.

NEAR-TERM PLANNING

4-67. Near-term planning is primarily conducted at battalion and subordinate command levels. It isconducted to-

Schedule and execute training objectives specified in the short-range training plan to the Armystandard.

Provide specific guidance to trainers.

Make final coordination for the allocation of resources to be used in training.

Complete final coordination with other units that will participate in training as part of the taskorganizations.

Prepare detailed training schedules.

4-68. Near-term planning covers a six- to eight-week period prior to the conduct of training for AC units(figure 4-21) and a four-month period prior to training for RC units (figure 4-22). Formal near-termplanning culminates when the unit publishes its training schedule.

-------------------------- Planning

Figure 4-21. Active Component Near-Term Planning Cycle (Weekly)

Figure 4-22. Reserve Component Near-Term Planning Cycle (Monthly)


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TRAINING MEETINGS

4-69. Training meetings are the key to near-term planning. Training meetings create the bottom-up flow of

information regarding specific training proficiency needs of the small unit, battle staff, and individualsoldier. Normally platoons, companies, and battalions conduct weekly training meetings. At battalionlevel, training meetings primarily cover training management issues. At company and platoon level, theyare directly concerned with the specifics of training execution and must include pre-execution checks.During training meetings, nothing is discussed but training. All key leaders of the unit must attend.

TRAINING SCHEDULES

4-70. Near-term planning results in detailed training schedules. Training is considered "locked in" whenthe battalion commander signs the training schedule. At a minimum, it should-

Specify when training starts and where it takes place.

Allocate adequate time for scheduled training and additional training as required to correct anticipateddeficiencies.

Specify individual, leader, and collective tasks to be trained. Provide concurrent training topics that will efficiently use available training time.

Specify who conducts the training and who evaluates the training.

Provide administrative information concerning uniform, weapons, equipment, references, and safetyprecautions.

4-71. Senior commanders establish policies to minimize changes to the training schedule. Training islocked in when training schedules are published. Command responsibility is established as follows-

The company commander drafts the training schedule.

The battalion commander approves and signs the schedule and provides necessary administrativesupport.

The brigade commander reviews each training schedule published in his command.

The division commander reviews selected training schedules in detail and the complete list of

organization wide training highlights developed by the division staff.

-------------------------- Execution

5-16. The AARs conducted during recovery along with the AARs that took place during the conduct oftraining enhance future training . They provide the feedback that contributes to the development oftraining plans to correct identified deficiencies. Finally, these AARs contribute to the commander's overallevaluation of training effectiveness and unit assessment. However, they are not in themselves the endstate of recovery. Recovery from training is complete when the unit is again prepared to conduct itsassigned mission.

ROLE OF COMMANDERS AND SENIOR LEADERS

5-17. Although planning for training is relatively centralized to align training priorities at all echelons of anorganization, the execution of training is decentralized. Decentralization tailors training execution toavailable resources and promotes bottom-up communication of unique wartime mission related strengthsand weaknesses of each individual, leader, and unit.

5-18. Senior commanders must personally observe and evaluate the execution of training at all echelonsto the maximum extent possible. From their observations of training and other feedback, they provideguidance and direct changes that lead to improved training and increased readiness.

5-19. By personally visiting training, senior commanders communicate to subordinate units and leadersthe paramount importance of training. In addition to observing and evaluating the training of theirheadquarters and immediate subordinate commands, senior commanders also observe and evaluate thequality of training at all echelons down to the lowest levels of the organization. They receive feedbackfrom subordinate leaders and soldiers during training visits. Through feedback, senior commandersidentify and resolve systemic problems in planning, leadership, management, support, and otherfunctions.


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Chapter 6

Assessment

The best form of "welfare" for troops is first class training, for this saves unnecessary casualties.Field Marshal Erwin Rommel

Assessment is the commander's responsibility. It is the commander's judgment of the organization's ability to accomplishits wartime operational mission.

ASSESSMENT

6-1. Assessment is the commander's responsibility. It is the commander's judgment of the organization'sability to accomplish its wartime operational mission. Assessment is a continuous process that includesevaluating training, conducting an organizational assessment, and preparing a training assessment. Thecommander uses his experience, feedback from training evaluations, and other evaluations and reports toarrive at his assessment. Assessment is both the end and the beginning of the training management

cycle.

6-2. Training assessment is more than just training evaluation, and encompasses a wide variety of inputs.Assessments include such diverse systems as training, force integration, logistics, and personnel. Theyprovide the link between the unit's performance and the Army standard. Evaluation of training is,however, a major component of assessment. Training evaluations provide the commander with feedbackon the demonstrated training proficiency of soldiers, leaders, battle staffs, and units. Commanders cannotpersonally observe all training in their organization and, therefore, gather feedback from their senior staffofficers and NCOs.


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FM7-0 (FM 25-100) --------------------------------------------------------------------------------------------------------------------------------- Assessment

ORGANIZATIONAL ASSESSMENT

6-3. Battalion and higher echelon commanders must be concerned with broader concepts. Accordingly,

they perform organizational assessments that aggregate a large number of evaluations. Thesecommanders establish an organizational assessment program that-

Fixes responsibility within the staff and subordinate units for gathering and analyzing evaluation dataand preparing recommendations.

Concentrates on the effectiveness of leader and organization training.

Utilizes the CSM and other senior NCOs to gather feedback on the individual, crew, and teamtraining.

Allows the senior commander to monitor outcomes and take action to reshape priorities, policies, orplans to overcome assessed weaknesses and sustain demonstrated strengths.

6-4. CTC take-home packages are an excellent source of feedback to include in an organizationalassessment. These packages consist of videotapes and written documentation of AARs, a report of unitstrengths and weaknesses as noted by the observer/controllers, and recommendations for future home

station training. Some important sources of feedback for the senior commander's assessment of theorganization's ability to accomplish wartime missions are listed in figure 6-1.

Figure 6-1. Sources of Feedback for Organizational Assessments


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FM7-0 (FM 25-100) --------------------------------------------------------------------------------------------------------------------------------- Assessment

EVALUATIONS

6-5. Evaluations can be informal, formal, internal, external, or any combination, thereof-

Informal evaluationstake place when a leader conducts training with his unit, for example when asquad leader trains his squad to assault an objective. Another example would be whenever a leadervisits ongoing training, for instance when a battalion commander observes company training. Thistype of evaluation provides real time feedback on the training environment and the proficiencyresulting from training.

Formal evaluationsare resourced with dedicated evaluators and are generally scheduled in thelong-range or short-range training plans. Formal evaluations are normally highlighted during short-range training briefings. To the maximum extent possible, headquarters two echelons higher conductformal external evaluations; for example, division commanders evaluate battalions, brigadecommanders evaluate companies, and battalion commanders evaluate platoons.

Internal evaluationsare planned, resourced, and conducted by the organization undergoing theevaluation.

External evaluationsare planned, resourced, and conducted by a headquarters at an echelon

higher in the chain of command than the organization undergoing the evaluation or a headquartersoutside the chain of command.

6-6. Evaluation of individual and small unit training normally includes every soldier and leader involved inthe training. For large-scale training events, evaluators sample a number of individuals and subordinateorganizations to determine the likelihood of the entire organization to be able to perform specific missionessential tasks to standard.

6-7. During and after formal evaluation, evaluators prepare their findings and recommendations. Theyprovide these reports to the evaluated unit commander and higher commanders as required by theheadquarters directing the evaluation. Evaluation documentation can range from an annotated T&EO foran internal training evaluation to a comprehensive report on RC units during AT periods.

EVALUATION OF TRAINING

6-8. Training evaluations are a critical component of any training assessment. Evaluation measures thedemonstrated ability of soldiers, commanders, leaders, battle staffs, and units against the Army standard.Evaluation of training is integral to standards-based training and is the cornerstone of leader training andleader development.

6-9. All training must be evaluated to measure performance levels against the established Army standard.The evaluation can be as fundamental as an informal, internal evaluation performed by the leaderconducting the training. Evaluation is conducted specifically to enable the unit or individual undergoingthe training to know whether the training standard has been achieved. Commanders must establish aclimate that encourages candid and accurate feedback for the purpose of developing leaders and trainedunits.

6-10. Evaluation of training is not a test; it is not used to find reasons to punish leaders and soldiers.Evaluation tells the unit or the soldier whether or not they achieved the Army standard and, therefore,assists them in determining the overall effectiveness of their training plans. Evaluation producesdisciplined soldiers, leaders and units. Training without evaluation is a waste of time and resources.

6-11. Leaders use evaluations as an opportunity to coach and mentor subordinates. A key element indeveloping leaders is immediate, positive feedback that coaches and leads subordinate leaders toachieve the Army standard. This is a tested and proven path to develop competent, confident adaptiveleaders.


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FM7-0 (FM 25-100) --------------------------------------------------------------------------------------------------------------------------------- Assessment

AFTER ACTION REVIEW

6-12. The AAR, whether formal or informal, provides feedback for all training. It is a structured reviewprocess that allows participating soldiers, leaders, and units to discover for themselves what happened

during the training, why it happened, and how it can be done better. The AAR is a professional discussionthat requires the active participation of those being trained. The AAR is not a critique and has thefollowing advantages over a critique:

Focuses directly on key METL derived training objectives.

Emphasizes meeting Army standards rather than pronouncing judgment of success or failure.

Uses "leading questions" to encourage participants to self-discover important lessons from thetraining event.

Allows a large number of individuals and leaders to participate so more of the training can be recalledand more lessons learned can be shared.

6-13. The AAR consists of four parts- Review what was supposed to happen (training plans).The evaluator, along with the participants,

reviews what was supposed to happen based on the commander's intent for the training event, unit-

training plan, training objectives, and applicable T&EOs. Establish what happened.The evaluator and the participants determine what actually happened

during performance of the training task. A factual and indisputable account is vital to the effectivenessof the discussion that follows. For force-on-force training, OPFOR members assist in describing theflow of the training event and discuss training outcomes from their points of view.

Determine what was right or wrong with what happened.The participants establish the strongand weak points of their performance. The evaluator plays a critical role in guiding the discussions soconclusions reached by participants are doctrinally sound, consistent with Army standards, andrelevant to the wartime mission.

Determine how the task should be done differently the next time. The evaluator assists the chainof command undergoing the training to lead the group in determining exactly how participants willperform differently the next time the task is performed. This results in organizational and individualmotivation to conduct future sustainment training to standard.

6-14. Leaders understand that not all tasks will be performed to standard and in their initial planning,allocate time and other resources for retraining. Retraining allows the participants to apply the lessonslearned during the AAR and implement corrective action. Retraining should be conducted at the earliestopportunity to translate observation and evaluation into training to standard. Commanders must ensurethat units understand that training is incomplete until the Army standard is achieved.

6-15. The AAR is often "tiered" as a multiechelon leader development technique. Following an AAR withall participants, senior trainers may use the AAR for an extended professional discussion with selectedleaders. These discussions usually include a more specific AAR of leader contributions to the observedtraining results. Commanders use this process as a link between leader training and leader development.

EVALUATORS6-16. Commanders must plan for formal evaluation and must ensure the evaluators are trained. Theseevaluators must also be trained as facilitators to conduct AARs that elicit maximum participation fromthose being trained. External evaluators will be certified in the tasks they are evaluating and normally willnot be dual-hatted as a participant in the training being executed. In addition to being able to plan,prepare, and conduct AARs, effective evaluators must also-

Be familiar with the evaluated organization's METL.

Be trained (tactically and technically proficient) and rehearsed in the tasks evaluated.

Know the evaluation standards.

Follow the tactical and field SOPs for the organization being evaluated.

Apply relevant information about the evaluated unit, such as wartime missions, personnel turbulence,leader fill, and equipment status.

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Phase 1 Lectures - 071F6962 & 071F1090

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