Document text
FM 7-1
(FM 25-101)
BATTLE FOCUSED
TRAINING
SEPTEMBER 2003
DISTRIBUTION RESTRICTION:
Approved for public release; distribution is unlimited.
HEADQUARTERS
DEPARTMENT OF THE ARMY
This publication is available at Army
Knowledge Online (www.us.armv.min
and the General Dennis J. Reimer
Training and Doctrine Digital Library at
(www.adtdl.armv.min
*FM 7-1 (FM 25-101)
Field Manual
No. 7-1
Preface
Chapter 1
Chapter 2
Chapter 3
Headquarters
Department of the Army
Washington, DC, 15 September 2003
Battle Focused Training
Contents
Page
XII
HOW THE ARMY TRAINS 1-1
Training Overview 1-1
The Training Challenge 1-2
Joint, Interagency, Intergovernmental, Multinational Training 1-2
The Army T raining System 1-3
The Army Training and Leader Development Model 1-4
The Operational Army 1-5
The Institutional Army 1-7
Individual Self-Development 1-10
Reserve Component Training 1-12
Premobilization and Postmobilization Training 1-12
Summary 1-13
BATTLE FOCUSED TRAINING 2-1
Principles of Training 2-1
Commanders and Training 2-1 1
Top-Down/Bottom-Up Approach to Training 2-14
Battle Focus 2-14
Army Training Management Cycle 2-16
Summary 2-16
MISSION ESSENTIAL TASK LIST (METL) DEVELOPMENT 3-1
METL Development Process 3-2
Inputs to METL Development 3-3
Commanders’ Analysis 3-5
METL Development Fundamentals 3-6
Battlefield Operating Systems 3-6
METL Development Sequence 3-8
Battle Tasks 3-8
Staff METL 3-24
Specialty Platoon Critical Task List Development 3-26
Reserve Component METL Development 3-26
Echelon Above Division/Echelon Above Corps METL Development 3-27
Table of Distribution and Allowances METL Development 3-27
METL Development for Directed Change of Mission 3-28
Distribution Restriction: Approved for public release; distribution is unlimited.
*This publication supersedes FM 25-101, 30 September 1990.
FM 7-1 (FM 25-101)
Training Objectives 3-29
Summary 3-36
Chapter 4 PLANNING 4-1
Training Planning Process 4-2
Section I. Training Assessment 4-3
Assessments by Commanders of Battalions, Brigades, and Above 4-4
Assessments by Commanders of Companies, Batteries, and Troops 4-5
Assessments by Noncommissioned Officers 4-5
Assessment Ratings 4-6
Evaluation Ratings 4-6
Brigade Combat Team Commander Assessment Example 4-6
Section II. Training Strategy 4-27
Overview 4-27
Combined Arms Training Strategy (CATS) 4-30
Training Adaptive Leaders and Units 4-30
Live, Virtual, and Constructive Training 4-32
Sample Commander Training Strategies 4-34
Section III. Command Training Guidance 4-45
Section IV. Training Plans 4-46
Planning Calendars 4-47
Time Management 4-49
Long-Range Planning 4-52
Short-Range Planning 4-56
Near-Term Planning 4-71
Training Meetings 4-75
Training Schedules 4-78
Summary 4-81
Chapter 5 EXECUTION 5-1
Section I: Training Execution 5-2
The Role of Commanders 5-3
The Role of Noncommissioned Officers 5-3
Sergeants Time Training 5-3
Crawl-Walk-Run Training 5-4
Efficient and Effective Training 5-5
Presentation of Training 5-6
Situational Training Exercises 5-7
Live Fire Exercises 5-8
Staff Training 5-9
Section II: Preparation for Training 5-11
Train the Trainer 5-13
Conduct Pre-Execution Checks 5-15
Preparation for Training Examples 5-15
Section III: Conduct of Training 5-62
Conduct Pre-Combat Checks 5-63
Execute Training 5-64
Conduct After Action Reviews 5-65
Retraining 5-65
Section IV: Recovery from Training 5-66
Conduct After Action Reviews During Recovery 5-67
Summary 5-68
ii
Contents
Chapter 6 ASSESSMENT 6-1
Assessment 6-2
Organizational Assessment 6-2
Training Assessment 6-4
Training Evaluation 6-4
Certification 6-10
After Action Review 6-1 1
Lessons and Lessons Learned 6-12
Example Training Assessments 6-12
The Role of Commanders and Leaders 6-27
Summary 6-29
Appendix A LEADER TRAINING AND LEADER DEVELOPMENT IN UNITS A-1
Appendix B COMPANY TRAINING MEETING B-1
Appendix C AFTER ACTION REVIEW (AAR) C-1
Appendix D TRAINING EXERCISE DEVELOPMENT D-1
Appendix E EXAMPLE TRAINING GUIDANCE E-1
Appendix F EXAMPLE QTB AND YTB F-1
Appendix G TRAINING SUPPORT SYSTEM (TSS) G-1
Appendix H RISK MANAGEMENT H-1
Glossary Glossary-1
References References-1
Index Index-1
iii
FM 7-1 (FM 25-101)
Figures
Figure 1-1. Army Training and Leader Development Model 1-4
Figure 1-2. The Operational Army 1-6
Figure 1-3. The Institutional Army 1-8
Figure 2-1. Principles of Training 2-1
Figure 2-2. Brigade Combat Team Organization 2-4
Figure 2-3. Combined Arms Training — Scope and Scale 2-5
Figure 2-4. Band of Excellence 2-10
Figure 2-5. Overlapping Training Responsibilities 2-12
Figure 2-6. Integration of Collective and Individual Training 2-15
Figure 2-7. Army Training Management Cycle 2-17
Figure 3-1. Mission Essential Task List Development Process 3-3
Figure 3-2. UJTL-AUTL-ARTEP-MTP Crosswalk 3-4
Figure 3-3. Fundamental Concepts Used in METL Development 3-6
Figure 3-4. Relationships between Mission, METL, Critical Tasks, and Battle Task 3-9
Figure 3-5. Brigade METL Development Sequence 3-10
Figure 3-6. Battalion METL Development Sequence 3-11
Figure 3-7. METL Crosswalk 3-12
Figure 3-8. Company METL Development Sequence 3-13
Figure 3-9. Company METL Development 3-14
Figure 3-10. Infantry Company METL Development 3-15
Figure 3-1 1 . Battery METL Development 3-15
Figure 3-12. Brigade Support Medical Company METL Development 3-16
Figure 3-13. Selection of Platoon Critical Tasks and Platoon-Level Leader Tasks 3-17
Figure 3-14. Selection of Infantry Platoon Critical Tasks and Platoon-Level Leader
Tasks 3-17
Figure 3-15. Selection of Platoon, Section, and Team Critical Tasks 3-18
Figure 3-16. Selection of Ambulance Platoon Critical Tasks and
Platoon-Level Leader Tasks 3-18
Figure 3-17. Selection of Squad Critical Tasks and Drills, and Squad-Level Leader
Tasks 3-19
Figure 3-18. Selection of Infantry Squad Critical Tasks and Squad-Level Leader
Tasks 3-20
Figure 3-19. Selection of Section Critical Tasks and Section-Level Leader Tasks 3-20
Figure 3-20. Selection of Ambulance Squad Critical Tasks and Squad-Level Leader
Tasks 3-21
Figure 3-21 . Selection of Individual Soldier Tasks 3-22
Figure 3-22. Selection of Infantry Individual Soldier Tasks 3-22
Figure 3-23. Selection of Individual Tasks 3-23
Figure 3-24. Selection of Medical Individual Soldier Tasks 3-23
Figure 3-25. Infantry Battalion Staff METL Development 3-24
IV
Contents
Figure 3-26. Direct Support (DS) Field Artillery Battalion Staff METL Development 3-25
Figure 3-27. Direct Support (DS) Field Artillery Battalion Staff Officer Task
Development 3-25
Figure 3-28. Brigade Support Battalion (BSB) Staff METL Development 3-26
Figure 3-29. Garrison METL Development 3-28
Figure 3-30. Example of Training Objective for a BCT Mission Essential Task 3-31
Figure 3-31. Example of Training Objective for an Infantry Battalion,
BCT Mission Essential Task 3-32
Figure 3-32. Example of Training Objective for an Infantry Company
Mission Essential Task 3-32
Figure 3-33. Example of Training Objective for an Infantry Platoon Task 3-33
Figure 3-34. Example of Training Objective for an Infantry Squad Task 3-33
Figure 3-35. Example of Training Objective for an Infantry Individual Soldier Task 3-33
Figure 3-36. Example of Training Objective for a Brigade Support Battalion,
BCT Mission Essential Task 3-34
Figure 3-37. Example of Training Objective for a Brigade Support Medical
Company Mission Essential Task 3-34
Figure 3-38. Example of Training Objective for an Ambulance Platoon Task 3-35
Figure 3-39. Example of Training Objective for an Ambulance Squad Task 3-35
Figure 3-40. Example of Training Objective for Individual Soldier Task 3-35
Figure 4-1. Training Planning Process 4-2
Figure 4-2. Training Planning Process (Training Assessment) 4-4
Figure 4-3. METL Crosswalk 4-8
Figure 4-4. “Bottom-Up” Input (Conduct an Attack) 4-9
Figure 4-5. “Bottom-Up” Input (Coordinate Fire Support) 4-15
Figure 4-6. “Bottom-up” Input (Acquire Targets) 4-16
Figure 4-7. “Bottom-Up” Input (Defend Against Level I and II Threats and Provide
Direct Support (DS) Level Combat Service Support) 4-20
Figure 4-8. Training Planning Process (Training Strategy) 4-28
Figure 4-9. Training Strategy 4-29
Figure 4-10. Training Adaptive Leaders and Units 4-31
Figure 4-11. Training Adaptability 4-32
Figure 4-12. Selected Training Tasks to Improve BCT METL Proficiency for METL
Task: “Conduct an Attack” 4-34
Figure 4-13. 1st BCT Commander’s Training Strategy 4-35
Figure 4-14. Selected Training Tasks to Improve 1-77 IN METL Proficiency for METL
Tasks: “Assault an Objective” and “Breach an Obstacle” 4-37
Figure 4-15. 1-77 IN Commander’s Training Strategy 4-38
Figure 4-16. Selected Training Tasks to Improve A/1-77 IN METL Proficiency for
METL Tasks: “Assault an Objective,” “Integrate Indirect Fire Support,”
and “Breach an Obstacle” 4-39
Figure 4-17. A/1-77 IN Commander’s Training Strategy 4-40
Figure 4-18. A/1-77 IN Commander’s Training Strategy (continued) 4-41
Figure 4-19. A/1-77 IN Leader, Individual, Collective, and OPFOR Training Strategy 4-43
Figure 4-20. Selected Training Tasks to Improve 1-77 IN METL Proficiency for METL
Tasks: “Defend Against Level I and II Threats” and “Provide DS Level
Combat Service Support” 4-44
v
FM 7-1 (FM 25-101)
Figure 4-21 . Training Strategy Summary 4-44
Figure 4-22. Training Planning Process (Commander’s Guidance) 4-45
Figure 4-23. Training Planning Process (Training Plans) 4-46
Figure 4-24. Green-Amber-Red Time Management System 4-50
Figure 4-25. Green-Red Time Management System 4-51
Figure 4-26. Training Planning Process (Long-Range Planning) 4-53
Figure 4-27. 52nd Infantry Division (Mech) Long-Range Planning Calendar Major
Training Events 4-56
Figure 4-28. Training Planning Process (Short-Range Planning) 4-57
Figure 4-29. 52nd Infantry Division (Mech) Major Training Events, 2nd Quarter, FY
XX 4-58
Figure 4-30. 52nd Infantry Division (Mech) Short-Range Planning Cycle 4-60
Figure 4-31. Multiechelon Training 4-62
Figure 4-32. 1st BCT Major Training Events, 2nd Quarter, FY XX 4-63
Figure 4-33. 1st BCT Short-Range Planning Cycle 4-63
Figure 4-34. 1-77 Infantry Battalion Major Training Events, 2nd Quarter, FY XX 4-64
Figure 4-35. 1-77 Infantry Battalion Short-Range Planning Cycle 4-65
Figure 4-36. 1st BSB Major Training Events, 2nd Quarter, FY XX 4-66
Figure 4-37. RC IN Battalion and Company Short-Range Training Plans (Major
Events) 4-67
Figure 4-38. RC BSB, Forward Maintenance Company, and Medical Company Short-
Range Plans (Major Events) 4-67
Figure 4-39. Purpose of Quarterly and Yearly Training Briefings 4-69
Figure 4-40. Commanders’ Quarterly and Yearly Training Briefing Topics 4-69
Figure 4-41. CSM and 1SG Quarterly and Yearly Training Briefing Topics 4-70
Figure 4-42. Suggested Battalion Quarterly Training Briefing Participants 4-70
Figure 4-43. Battalion Quarterly Training Briefing Benefits 4-71
Figure 4-44. Training Planning Process (Near-Term Planning) 4-72
Figure 4-45. Near-Term Training Planning 4-72
Figure 4-46. A/1-77 Infantry Near-Term Planning Cycle 4-74
Figure 4-47. A/1-77 Infantry Near-Term Planning Cycle (continued) 4-74
Figure 4-48. Training Meetings 4-77
Figure 4-49. Suggested Battalion Training Meeting Participants 4-78
Figure 4-50. Suggested Company Training Meeting Participants 4-78
Figure 4-51. Commander Responsibilities: Training Schedules 4-79
Figure 4-52. Training Schedule Development (Weeks T-8 to T+1) 4-80
Figure 4-53. Training Schedule Content 4-81
Figure 4-54. Training Planning Process 4-82
Figure 5-1. Training Execution 5-2
Figure 5-2. Crawl-Walk-Run Training 5-5
Figure 5-3. STX/LFX Training 5-8
Figure 5-4. Staff Training Proficiency Levels 5-10
Figure 5-5. Staff Crawl-Walk-Run Training 5-10
Figure 5-6. Training Execution (Preparation for Training) 5-1 1
Figure 5-7. Trainer Preparation Checklist 5-14
VI
Contents
Figure 5-8. Sample Pre-Execution Checklist 5-15
Figure 5-9. Selected Training Tasks to Improve A/1-77 IN METL Proficiency for
METL Tasks: “Assault an Objective,” “Integrate Indirect Fire Support,”
and “Breach an Obstacle” 5-17
Figure 5-10. A/1-77 IN Commander’s Training Strategy 5-18
Figure 5-1 1. 1st BCT and 1-77 IN 2nd Quarter Training (Major Events) 5-19
Figure 5-12. STX/LFX Training Plan 5-20
Figure 5-13. A/1-77 Leader Training 5-21
Figure 5-14. A/1-77 IN Near-Term Training Plan (Jan-Feb XX) 5-22
Figure 5-15. RC Infantry Battalion Near-Term Training Plan (Major Events) 5-23
Figure 5-16. A/1-77 IN Trainer, Evaluator, and OC Training (Squad EVAL Force on
Force Phase and LFX) 5-26
Figure 5-17. A/1-77 IN Squad EVAL OPFOR Preparation (Force On Force Phase) 5-27
Figure 5-18. A/1-77 IN Leader, Individual, Collective, and OPFOR Training Strategy 5-28
Figure 5-19. A/1-77 IN Squad EVAL STX Site Preparation and Pre-Execution Checks
(Force on Force and LFX Phases 5-29
Figure 5-20. “Bottom-Up” METL Assessment Input (Headquarters and Distribution
Company) 5-32
Figure 5-21. “Bottom-Up” METL Assessment Input (Forward Maintenance Company) 5-33
Figure 5-22. “Bottom-up” METL Assessment Input (Brigade Support Medical
Company) 5-35
Figure 5-23. BSB Commander’s Training Strategy 5-36
Figure 5-24. BSB Company Commanders’ Training Strategies 5-37
Figure 5-25. 1st BSB and 1st BCT 2nd Quarter Training (Major Events) 5-38
Figure 5-26. HQ/Distribution Company, Forward Maintenance Company, and Brigade
Support Medical Company 2nd Quarter Training (Major Events) 5-40
Figure 5-27. BSB QRF OPFOR Preparation for 2nd Quarter Training (Major Events) 5-43
Figure 5-28. 1st BSB Pre-Execution Checks for BSB FTX 5-44
Figure 5-29. RC BSB Near-Term Training Plan (Major Events) 5-45
Figure 5-30. Selected Main CP Cell and Element Training Tasks to Improve R&S
Team Proficiency on the Staff Group Task: “Develop an R&S Plan” 5-47
Figure 5-31 . Selected Main CP Cell and Element Training Tasks to Improve
Targeting Team Proficiency on the Staff Group Task: “Execute Targeting
Process” 5-47
Figure 5-32. Selected Training Tasks to Improve BCT Targeting Team Proficiency on
Staff Task: “Execute Targeting Process” 5-49
Figure 5-33. Selected Intelligence Cell and BCT Ml Company Training Tasks to
Improve BCT Staff Proficiency for “Develop an R&S Plan” 5-50
Figure 5-34. Selected Training Tasks to Improve BCT METL Proficiency for METL
Task: “Conduct an Attack” 5-51
Figure 5-35. 1st BCT Commander’s Training Strategy 5-52
Figure 5-36. 52nd IN Division and 1st BCT 2nd Quarter Training (Major Events) 5-53
Figure 5-37. 1st BCT Main CP Staff Near-Term Training Plan (Jan-MarXX) 5-54
Figure 5-38. 1st BCT Main Command Post ATCCS/FBCB2 Systems Training to
Support R&S and Targeting Teams’ Preparation for Shaping Operations
Exercise 5-55
Figure 5-39. 1st BCT Main Command Post CP Cell, Cell Element, and Staff Section
Training Tasks 5-56
vii
FM 7-1 (FM 25-101)
Figure 5-40. Staff Group Training — R&S Team Task: “Develop an R&S Plan” 5-57
Figure 5-41 . Staff Group Training — Targeting Team Task: “Execute Targeting
Process” 5-58
Figure 5-42. Multiechelon Training Event in the 1st BCT Main CP Staff Near-Term
Training Plan 5-59
Figure 5-43. 1st BCT Staff Trainer, Evaluator/OC Training (2nd BCT EXEVAL) 5-60
Figure 5-44. 2nd BCT EXEVAL OPFOR Preparation 5-61
Figure 5-45. Site Preparation and Pre-Execution Checks for 1st BCT Shaping
Operations Exercise 5-62
Figure 5-46. Training Execution (Conduct of Training) 5-63
Figure 5-47. Sample Pre-Combat Checks 5-64
Figure 5-48. Retraining 5-66
Figure 5-49. Training Execution (Recovery from Training) 5-67
Figure 5-50. Overall Training Effectiveness AAR 5-68
Figure 5-51. Training Execution 5-69
Figure 6-1 . Sources of Evaluation Data for Organizational Assessments 6-3
Figure 6-2. Uses of Types of Evaluations 6-6
Figure 6-3. Contents of Evaluation and Control Plan 6-7
Figure 6-4. Sample Evaluator Group Organization Worksheet 6-8
Figure 6-5. Evaluator Training Topics 6-10
Figure 6-6. Training Assessment 6-19
Figure 6-7. Army Training Management Cycle 6-29
Figure 6-8. Operations Process 6-30
Figure 6-9. Army Training Management Cycle 6-30
Figure A-1 . The Goal A-2
Figure A-2. Key Elements of Leader Training and Leader Development Action Plan A-7
Figure B-1. Suggested Company Training Meeting Participants B-2
Figure B-2. Sample Training Meeting Agenda B-4
Figure B-3. Assessment of Completed Training B-5
Figure B-4. Preparation for Near-Term Training B-6
Figure D-1. Training Exercise Selection Process D-2
Figure D-2. Training for Mission Command — Nested Concepts D-4
Figure D-3. Training for Mission Command (1st BCT) D-6
Figure D-4. Training for Mission Command (1-77 IN) D-7
Figure D-5. 1st BCT Main CP Staff Training Exercises D-8
Figure D-6. BCT Shaping Operations Live Fire Exercise Concept D-9
Figure D-7. BCT Shaping Operations Live Fire Exercise: UAV Platoon Conducting
Surveillance and Target Acquisition Operations D-10
Figure D-8. BCT Shaping Operations Live Fire Exercise: FA BN Acquire Targets and
Deliver Fires D-1 1
Figure D-9. BCT Shaping Operations Live Fire Exercise: FA BN Suppress Enemy Air
Defenses D-1 1
Figure D-10. BCT Shaping Operations Live Fire Exercise: Employ Attack Helicopters
and CAS D-1 3
Figure D-1 1 . BCT Shaping Operations Live Fire Exercise: UAV Platoon Battle
Damage Assessment D-14
viii
Contents
Figure D-12. Linking a Tank Company and Battalion Task Force Home Station
Training with Battalion Task Force Live Fire at CTC D-15
Figure F-1. Sample Slide 1: Battalion Mission F-2
Figure F-2. Sample Slide 2: Unit Training Planned But Not Conducted F-2
Figure F-3. Sample Slide 3: Commander’s METL Assessment F-3
Figure F-4. Sample Slide 4: Commander’s Assessment (Subunits) F-3
Figure F-5. Sample Slide 5: Division and Brigade Training Guidance F-4
Figure F-6. Sample Slide 6: Battalion Commander’s Training Guidance F-4
Figure F-7. Sample Slide 7: Battalion Commander’s Training Strategy F-5
Figure F-8. Sample Slide 8: Current Quarter Calendar F-5
Figure F-9. Sample Slide 9: Upcoming Quarter Calendar F-6
Figure F-10. Sample Slide 10: Risk Management F-6
Figure F-1 1 . Sample Slide 1 1 : Following Quarter Calendar F-7
Figure F-12. Sample Slide 12: Ammunition Status/Allocation F-7
Figure F-1 3. Sample Slide 13: Resources/Flying Hours F-8
Figure F-14. Sample Slide 14: Range and Training Facility Allocations F-8
Figure F-1 5. Sample Slide 15: Training Distracters F-9
Figure F-16. Sample Slide 16: Training Lessons Learned F-9
Figure F-17. Sample Slide 17: Battalion CSM Soldier Training Assessment F-10
Figure F-18. Sample Slide 18: Soldier Training Planned But Not Conducted F-10
Figure F-19. Sample Slide 19: Last/Current Quarter Soldier Training Assessment F-1 1
Figure F-20. Sample Slide 20: Upcoming Quarter Soldier Training Plan F-1 1
Figure F-21. Sample Slide 21: NCOES Status F-12
Figure F-22. Sample Slide 22: School Status F-12
Figure G-1 . Training Support System Products and Services G-2
Figure G-2. Training Aids, Devices, Simulators, and Simulations (TADSS) Examples G-3
Figure H-1 . Integration of Risk Management and Training Planning Processes H-2
FM 7-1 (FM 25-101)
Tables
Table 3-1 . RC T raining Management Roles 3-27
Table 4-1 . BCT Commander’s Combined Arms Training Assessment, METL Task:
“Conduct an Attack”: “P” 4-7
Table 4-2. Squad Leader’s Training Assessment, Squad Critical Task: “Knock Out a
Bunker”: “P” 4-10
Table 4-3. 1st Platoon Leader’s Training Assessment, Platoon Critical Task:
“Assault an Objective”: “P” 4-11
Table 4-4. Company Commander’s Training Assessment, METL Task: “Assault an
Objective”: “P” 4-12
Table 4-5. Battalion Commander’s Training Assessment, METL Task: “Conduct an
Attack”: “P” 4-14
Table 4-6. Company FSO’s Training Assessment, Critical Task: “Coordinate Fire
Support”: “P” 4-17
Table 4-7. Battalion FSO’s Training Assessment, Critical Task: “Coordinate Fire
Support”: “P” 4-18
Table 4-8. ECOORD’s Training Assessment, METL Task: “Coordinate Fire
Support”: “P” 4-19
Table 4-9. Squad Leader’s Task Assessment, Squad Critical Tasks: “Set-up Squad
Defense” and “Operate AXPs”: “P” 4-21
Table 4-10. Ambulance Platoon Leader’s Training Assessment, Platoon Critical
Tasks: “Set-up Platoon Defense” and “Provide Ground Ambulance
Evacuation Support”: “P" 4-22
Table 4-1 1 . Company Commander’s Training Assessment, Company METL Tasks:
“Defend Unit Area” and “Perform Combat Health Support Operations”:
“P” 4-23
Table 4-12. Battalion Commander’s Training Assessment, METL Tasks: “Defend
Against Level I and II Threats” and “Provide DS Level Combat Service
Support”: “P” 4-24
Table 4-13. BCT Staff Training Assessment, METL Task: “Conduct an Attack”:”P” 4-25
Table 4-14. BCT Commander’s Combined Arms Training Assessment, METL Task:
“Conduct an Attack”: “P” 4-26
Table 4-15. BCT Commander’s BOS Training Assessment, METL Task: “Conduct
Attack”: “P” 4-27
Table 4-16. Live, Virtual, and Constructive Training Mix 4-33
Table 4-17. Comparison of Long-Range, Short-Range, and Near-Term Training
Planning 4-47
Table 4-18. Active Component Long-Range Planning Cycle 4-54
Table 4-19. Reserve Component Long-Range Planning Cycle 4-55
Table 4-20. Active Component Short-Range Planning Cycle (Quarterly) 4-57
Table 4-21. Reserve Component Short-Range Planning Cycle (Annually) 4-58
Table 4-22. Active Component Near-Term Planning Cycle (Weekly) 4-73
Table 4-23. Reserve Component Near-Term Planning Cycle (Monthly) 4-73
x
Contents
Table 5-1. Individual Training Example: Ml 6A2 Preliminary Marksmanship
Instruction (PMI) 5-24
Table 6-1. Task Evaluation Matrix 6-9
Table 6-2. Battalion Commander’s Training Assessment, METL Tasks: “Defend
Against Level I and II Threats” and “Provide DS Level Combat Service
Support”: “P” 6-27
Table B-1. Time Requirements for Training Meetings B-4
Preface
3
FM 7-1 is the Army’s doctrinal foundation for how to train, and it is applicable to all units and
organizations of the Army. It explains how the Army assesses, plans, prepares, and executes
training and leader development; it is critical to all the Army does. The goal of this manual is to
create leaders who know how to think and apply enduring training principles to their units and
organizations.
FM 7-0 introduces the training cycle, the linkage of Army training and leader development, and
the three domains where training occurs — the operational, institutional, and self-development
domains. FM 7-1 defines The Army Training System, outlines who is responsible for training and
training support, and describes how to conduct training. This top-to-bottom understanding of
training — ranging from policy and resources allocation at Headquarters, Department of the
Army to unit and organization methods — is critical to executing training successfully and to
linking the three domains where training occurs.
The training doctrine in this manual will shape Army training regulations and support unit and
organization training plans. The emphasis is on teaching leaders to think through the training
process, as opposed to simply following a prescribed method. There is no training model or
strategy that can achieve warfighting readiness in a unit without intensive leadership to build
both competence and confidence.
FM 7-1 builds on task, condition, and standards-based training. Knowing the task, assessing the
level of proficiency against the standard, and developing a sustaining or improving training plan
is the essence of all Army training and development. But warfighting readiness is about more
than just technical competence. It is about developing confidence through trust — soldier-to-
soldier, leader-to-led, and unit-to-unit — and the will to succeed. It is about leadership.
Understanding how to conduct tough, realistic training at every echelon of the Army sets the
foundation for successful multiechelon, joint, interagency, and coalition operations. Leaders train
the unit and organizational capabilities required to fight and win across the full spectrum of
operations. This manual provides leaders with the doctrinal guidelines for how to train, and is
the basis for successful training and operations. Soldiers have never let the nation fail — it is
essential to train soldiers and units to uphold the Army’s nonnegotiable contract with the
American people — to fight and win the nation’s wars, decisively.
The proponent for this publication is U. S. Army Training and Doctrine Command (TRADOC).
Send comments and recommendations on DA Form 2028 (Recommended Changes to Publications and
Blank Forms) to Commander, U.S. Army Combined Arms Center, CAC-T, Collective Training
Directorate, ATTN: ATZL-CTD, Fort Leavenworth, Kansas 66027-6900.
Direct email questions to the CTD Operations Officer at [email protected]
Unless this publication states otherwise, masculine nouns and pronouns do not refer exclusively
to men.
XII
Preface
Copyright Permissions
The copyright owners listed below have granted permission to reproduce material from their
works. Other sources of quotations and material used in this book are listed in the References
section.
The quotation by General Douglas MacArthur in chapter 5 is reprinted from
Robert D. Heinl, Dictionary of Military and Naval Quotations (Annapolis : U.S. Naval
Institute Press, 1966) page 329.
The quotation attributed to Confucius in chapter 6 is reprinted from Robert D. Heinl,
Dictionary of Military and Naval Quotations (Annapolis : U.S. Naval Institute Press,
1966) page 328.
The quotation by SMA Silas L. Copeland in appendix B is reprinted from “The NCO
Must Grow with the Army” Army Magazine, Arlington, VA, October 1972, page 25.
Used with permission.
The quotation by SMA William A. Connelly in appendix C is reprinted from “NCOs :
It’s Time to Get Tough” Army Magazine, Arlington, VA, October 1981, page 30. Used
with permission.
The quotation by General George Patton Jr. in appendix G is reprinted from The
Patton Papers, edited by Martin Blumenson. Copyright © 1972, 1974 by
Martin Blumenson. Reprinted by permission of Houghton Mifflin Company. All
rights reserved.
Chapter 1
How the Army Trains
Every’ day in the Army we try’ to do two things well — train soldiers and grow them into
leaders.
General Eric K. Shinseki
TRAINING OVERVIEW
1-1. Field manual (FM) 7-0 establishes Army training doctrine. FM 7-1
applies this doctrine to help unit leaders
develop and execute training programs. It
provides practical “how to” guidelines for
officers and noncommissioned officers
(NCO), including techniques and
procedures for planning, preparing,
executing, and assessing training. Above
all, FM 7-1 builds on and emphasizes the
importance of battle focused training
described in FM 7 _ 0.
1-2. FM 7-1 defines the roles,
responsibilities, and linkages of the
institutional, operational, and self-
development domains within the Army
Training and Leader Development Model
(ATLDM). It provides training doctrine
for current and future operating environments. FM 7-1 describes in detail
Army training management at the brigade level and below; however, the
principles and the fundamentals in FM 7-1 are applicable to the entire Army.
Every day, every person in the Army is involved directly or indirectly in
training soldiers and developing leaders.
1-3. FM 7-1 provides a common training language for the Army. To this end,
it describes —
• Standardized training terms of reference.
• Training management and execution systems and processes that
support unit readiness.
• Processes and products that support training and leader
development.
• Roles and responsibilities of the institutional, operational, and self-
development domains to support full spectrum operations.
1-4. While senior leaders determine the direction and goals of training, it is
the officers and NCOs who ensure that every training activity is well planned
and rigorously executed.
CONTENTS
Training Overview 1-1
The Training Challenge 1-2
Joint, Interagency,
intergovernmental,
Multinational Training 1-2
The Army Training System 1-3
The Army Training and Leader
Development Model 1-4
The Operational Army 1-5
The Institutional Army 1-7
Individual Self-Development 1-10
Reserve Component Training 1-12
Premobilization and
Postmobilization Training 1-12
Summary 1-13
1-1
FM 7-1 (FM 25-101)
THE TRAINING CHALLENGE
1-5. Since the end of the Cold War, the world has been in a state of
significant transition marked by increased uncertainty and vulnerability.
The strategic environment is much less stable than in the past, and threats
to American interests are more diverse and less predictable. In this era of
complex national security requirements, the Army must embrace a wider
range of missions that present even greater training challenges. To “train
the way we fight,” commanders and leaders must conduct training in a way
that ensures mission performance in the contemporary operating
environment.
1-6. Training for warfighting readiness is the Army’s number one priority in
peace and war. Army leaders at all levels are responsible for success on the
battlefield. Training is a continuous, lifelong endeavor that produces
competent, confident, disciplined, and adaptive soldiers and leaders with the
warrior ethos in our Army. Commanders have two major training
responsibilities: train their unit to accomplish the assigned mission, and
develop soldiers and leaders for future responsibilities.
1-7. Personnel turbulence, key-leader turnover, high operating tempo
(OPTEMPO), and new equipment and systems fielding present a demanding
set of training challenges. Resources for training are not unconstrained — they
compete with other resource demands. Time is the inelastic resource — there
is never enough, and it cannot be increased. All leaders must focus training
on warfighting skills, and make that training the priority. Compliance
training and non-mission activities are lower priority. If training cannot be
conducted to standard, then commanders use readiness reports to inform the
Army’s leadership of the risks being assumed.
JOINT, INTERAGENCY, INTERGOVERNMENTAL, MULTINATIONAL TRAINING
1-8. The purpose of joint training is to prepare the Army to execute missions
as part of a joint force conducting joint military operations across the full
spectrum of operations. Employing Army forces at the right place and time
allows combatant commanders to conduct decisive land operations along with
air, sea, and space-based operations. The Army provides either a Joint Force
Land Component Commander (JFLCC) or a joint force commander (JFC)
with trained and ready forces that expand the commander’s range of military
options. Army commanders tailor and train forces to react quickly to any
crisis.
1-9. Commanders of major Army headquarters (Army Service component
commander, corps or division) may serve as the joint or coalition force land
component commander (JFLCC/CFLCC), as a combined forces commander
(CFC), or as the joint task force commander (JTFC). To prepare to conduct
these operations these headquarters conduct joint, interagency,
intergovernmental, multinational, and Service-specific training.
1-10. Joint training uses joint doctrine, tactics, techniques, and procedures
(TTP), and involves more than one Service component.
1-11. When two or more Services train together using their respective
Service doctrine and TTP, they are conducting Service-sponsored
interoperability training. Although not classified as joint training, Service-
sponsored interoperability is a vital component of joint proficiency and
readiness.
1-2
How the Army Trains
1-12. Interagency training is training based on applicable standing operating
procedures (SOPs). It is designed to prepare the Army to operate with other
federal agencies (such as the Federal Bureau of Investigation, Central
Intelligence Agency, Defense Intelligence Agency), private voluntary
organizations, non-governmental organizations, and international
organizations.
1-13. Intergovernmental training is training based on applicable standing
operating procedures (SOPs). It is designed to prepare the Army to operate
with state and local government (for example, in a homeland defense role).
1-14. Multinational training is training based on applicable multinational,
joint and/or Service doctrine. It is designed to prepare organizations for
multinational operations with other nations.
1-15. The Army training doctrine in this manual provides commanders with
the tools to develop adaptive leaders and organizations prepared to exercise
command and control (C2) of joint and multinational forces and to operate
with interagency and intergovernmental organizations. This training
facilitates unity of effort.
THE ARMY TRAINING SYSTEM
1-16. The Army training system is a cooperative effort between the
institutional Army, units and organizations, and individuals. The systems
approach to training is the foundation of the Army training system.
1-17. The systems approach to training is an analytical method that
determines what tasks units are expected to perform on the battlefield, under
what conditions they will perform the tasks, and the standard that they must
achieve. It further identifies leader and individual tasks that units must
perform to be successful in their battlefield tasks. Some of these tasks are
designated as critical.
1-18. The systems approach to training is the engine that drives many
elements of the Army training system. It is the foundation for —
• Doctrinal publications, such as Army Training and Evaluation
Program-mission training plans (ARTEP-MTPs) and soldier training
publications (STPs).
• Institutional training programs of instruction (POIs) for initial
military training (IMT) and within the Officer Education System
(OES), the Warrant Officer Education System (WOES), and the
Noncommissioned Officer Education System (NCOES).
• Collective training strategies.
1-19. The systems approach to training is the analytical basis for unit,
leader, and individual training proficiency. It is the science of the training
system. Commanders combine this science with the art of leadership to train
their units to perform their warfighting missions.
1-20. The Army training system focuses the Army’s training efforts on
supporting training in the three domains in which training occurs : the
operational domain, the institutional domain, and the self-development
domain.
1-3
FM 7-1 (FM 25-101)
THE ARMY TRAINING AND LEADER DEVELOPMENT MODEL
1-21. The Army Training and Leader Development Model (ATLDM)
(figure l-l) centers on developing trained and ready units led by competent
and confident leaders. The model identifies the important interaction
necessary to train soldiers now and to develop leaders for the future. The
three core domains that shape the critical learning experiences throughout a
soldier’s and leader’s career are the operational, institutional, and self-
development domains. These domains interact to focus Army energy and
resources on training and leader development.
Figure 1-1. Army Training and Leader Development Model
1-22. The Army is a profession, the profession of arms. Warfighting in
defense of United States values and interests is the core competency of this
profession. As a profession, the development of each member becomes the
foundation, involving a lifelong devotion to duty both while in uniform and
upon return to the civilian life. Professional development involves more than
mastering technical skills. What is uniquely distinct to the military
profession is its emphasis on not only what is to be accomplished, but how it
is accomplished and with the full realization that the profession of arms may
require of its members the supreme sacrifice. Professional development
extends to inculcating the Army values of loyalty, duty, respect, selfless
service, honor, integrity, and personal courage in every soldier to create a
warrior ethos based on camaraderie and service to our nation. Professional
education provides the foundation involving a variety of training domains
ranging from institutional schooling, self-study, and operational experience to
personal interaction with superiors, peers and subordinates. All of these
interactions are essential in developing and understanding training and
leader development for warfighting.
1-4
How the Army Trains
COMMANDER’S RESPONSIBILITY
1-23. The commander is responsible for the wartime readiness of all elements
in the formation and is, therefore, the primary trainer. Training soldiers and
developing leaders is the commander’s number one priority. Commanders
observe and evaluate training and leader development at all levels of the
organization. They provide feedback as coach, teacher, and mentor. They
train to standard, not to time.
NONCOMMISSIONED OFFICER’S RESPONSIBILITY
1-24. A great strength of the U.S. Army is its professional noncommissioned
officer (NCO) corps, which takes pride in being responsible for the individual
training of soldiers, crews, and small teams. NCOs conduct standards-based,
performance-oriented, battle focused training. They —
• Identify specific individual, crew, and small team tasks that support
the unit’s collective mission essential tasks.
• Plan, prepare, rehearse, and execute training.
• Evaluate training and conduct after action reviews (AARs) to provide
feedback to the commander on individual, crew, and small team
proficiency.
• Fulfill an important role by assisting in the professional development
of the officer corps.
THE OPERATIONAL ARMY
1-25. Training in the operational Army includes home station training,
combat training center (CTC) rotations, joint training exercises, and
operational deployments in support of national objectives. Each of these
training activities and operations provides opportunities for experiential
learning. They enable participants to conduct assessments, and to plan,
resource, conduct, and evaluate training for soldiers, leaders, and units.
Training in the operational Army is a team effort. Each Army command
echelon has specific training roles and responsibilities in the operational
Army (figure 1-2).
1-5
FM 7-1 (FM 25-101)
Figure 1-2. The Operational Army
HEADQUARTERS, DEPARTMENT OF THE ARMY
1-26. Headquarters, Department of the Army (HQDA) is responsible for
providing trained and equipped forces to combatant commanders. The HQDA
staff proponent for discharging training-related responsibilities is the Army
Assistant Chief of Staff for Operations and Plans (G3). The Army G3
exercises staff supervision for —
• Setting Army-wide training policy.
• Developing Army capstone training concepts and doctrine.
• Developing training-related strategies.
• Obtaining funding and allocating resources for the Army Training
Support System (TSS), training aids devices, simulators and
simulations (TADSS), and range modernization and standardization
plans.
• Formulating and obtaining funding for CTC and home station
training (HST) master plans.
• Planning, coordinating, and scheduling new equipment fielding and
training.
• Advising the Chief of Staff of the Army (CSA) on joint interoperability
training programs.
1-6
How the Army Trains
MAJOR COMMANDS
1-27. Major command (MACOM) key training roles and responsibilities are
to —
• Allocate funds for training programs and resources.
• Establish command training policy.
• Publish training guidance and major training event calendars.
• Develop and publish mission essential task lists (METLs).
• Supervise CTCs.
• Support the Joint Chiefs of Staff (JCS) exercise program.
• Coordinate, manage, and resource new equipment training teams
(NETT) to support new equipment training (NET).
• Train and evaluate Army forces.
• Manage, resource, and support the NCOES.
CORPS
1-28. Corps headquarters key training roles and responsibilities are to —
• Distribute and manage training resources.
• Establish command training policy.
• Publish training guidance and major training event calendars.
• Develop and publish METLs.
• Designate corps battle tasks from subordinate divisions and corps
troops METL.
• Focus on preparation and execution of training on METL, corps staff,
subordinate divisions, and corps troops METL tasks.
• Evaluate corps troops organizations.
DIVISIONS
1-29. Division headquarters key training roles and responsibilities are to —
• Prioritize and allocate training resources.
• Establish command training policy.
• Publish training guidance and major training event calendars.
• Develop and publish METLs.
• Designate division battle tasks from subordinate brigades and
division troops METL.
• Focus on preparation and execution of training on METL, division
staff, subordinate brigades, and division troops METL tasks.
• Evaluate battalions and division troops organizations.
THE INSTITUTIONAL ARMY
1-30. The institutional Army focuses on educating and training soldiers,
leaders, and the civilian work force on the key knowledge, skills, and
attributes required to operate in any environment. Institutional training and
education enhances military knowledge, individual potential, initiative, and
competence in warfighting skills. It infuses an ethos of service to the nation
and the Army, and provides the educational, intellectual, and experiential
foundation for success on the battlefield. The institutional Army (figure 1-3)
has many contributing components that affect the Army’s training
infrastructure. Three illustrative examples are : the Training and Doctrine
1-7
FM 7-1 (FM 25-101)
Command (TRADOC) and Department of the Army schools, the Army
Installation Management Agency (IMA), and the Army Materiel Command
(AMC). Together, they support collective and individual training, provide
lifelong access to training resources for individual soldier or unit training,
and provide and maintain necessary training, support facilities, and materiel.
» Training Support
(AT SC)
* Standards &
Requirements
'• Accessions
|HQDA|
t
MACOM
* Planning
* Programming
* Budget Guidance &
Garrison Funding
TRADOC & DA
ORGANIZATIONS
Self Development &
Leadership Schools
& Tools
Civilian
Training
t xxx
. □
• BCTP ▲ XX
• pcc | |
* Battle Labs ' — -r — '
T —
I * Provide Technology, Acquisition
Support & Logistics
| • HQDA Executive Agent for NET/AMTAS
I * Assists TRADOC & FORSCOM in Supply |
| & Maintenance Concepts, Doctrine, &
| Training
Develop Operational Plans &
Army wide Standards
Installation Supply
Management & Unit Support
Maintain Real Property,
Training Facilities & Ranges
Support Unit Commanders
H
OES
WOES
t
IMA
NOES
Functional
I MT
* Deploy NETT
* Train Units &
Individuals
* Support Unit
Commanders
AMC
t 1 I
*
Figure 1-3. The Institutional Army
TRAINING AND DOCTRINE COMMAND AND DEPARTMENT OF THE ARMY
ORGANIZATIONS
1-31. TRADOC and DA organizations provide institutional support to every
soldier and civilian in the force throughout their Army career. Their primary
contributions to the institutional Army include —
• Recruiting and accessing officers, soldiers, and civilians into the force.
• Conducting individual training for all ranks, including IMT, training
within the OES, WOES, and NCOES, and continued developmental
and sustainment training. IMT instills an appreciation for the Army,
inspires the Army warrior ethos, and establishes Army values of
loyalty, duty, respect, selfless service, honor, integrity, and personal
courage.
• Conducting civilian leadership training for all grades to include
managers, supervisors, and interns.
• Providing leadership training and support for self-development.
• Developing, producing, and distributing training support products to
institutions, units, and individuals.
• Resourcing, planning, programming, and scheduling of schools in
concert with HQDA and MACOMs.
1-8
How the Army Trains
• Developing concepts, requirements, and products in doctrine,
organizations, training, material, leadership and education,
personnel, and facilities.
• Providing infrastructure for institutional training.
ARMY INSTALLATION MANAGEMENT AGENCY
1-32. The Army Installation Management Agency (IMA) provides efficient
and effective management of installations worldwide to support readiness
and training. IMA contributes to training by —
• Providing planning, programming, and budgeting guidance and
funding for installations.
• Developing installation operational plans and standards.
• Providing support to tenants and designated geographic area active
component (AC) and reserve component (RC) units and activities.
• Providing installation supply management and support to all
organizations.
• Maintaining real property, training facilities, and ranges.
• Supporting tenant and mobilizing organizations to enable them to
prepare for and execute operational missions.
ARMY MATERIEL COMMAND
1-33. The Army Materiel Command (AMC) is the Army’s primary provider of
materiel readiness. It is a main source of technology, acquisition support, and
logistics. AMC contributes to training by —
• Conducting specialized materiel readiness training.
• Serving as the HQDA G3 executive agent for planning and NET in
coordination with the HQDA staff, TRADOC, FORSCOM, and other
organizations.
• Assisting TRADOC and FORSCOM with the development of supply
and maintenance concepts and doctrine.
• Assisting in the development and acquisition of specialized individual
and collective training products.
INSTITUTIONAL ARMY SUPPORT OF TRAINING
1-34. The challenge for the institutional Army is to provide synchronized
schooling, doctrine, training, and training support to the correct
organizational levels of the Army — from HQDA to the individual — at the
correct time to support and enable operational commanders. Providing
synchronized support includes, for example —
• Accessing and training new soldiers in the proper military
occupational specialty (MOS) so they arrive in units at the right time
trained in the right skills.
• Providing doctrinal tools for planning, executing, and assessing
training at all levels.
• Creating new training courses and training support materials to keep
pace with new doctrine and equipment.
• Providing installation and logistical support to enhance unit
operations, regardless of their mission.
• Timing all activities to support and enable the training and
operational requirements of commanders.
1-9
FM 7-1 (FM 25-101)
INDIVIDUAL SELF-DEVELOPMENT
1-35. Individual self-development, both structured and informal, focuses on
taking those actions necessary to reduce or eliminate the gap between
operational and institutional experiences. Individual self- development is
continuous. It should be emphasized in both institutional and operational
assignments. Commanders and leaders provide feedback to enable
subordinates to identify their own strengths and weaknesses and to
determine the reasons for them. Together the senior and subordinate
prioritize the subordinate’s self-development goals and determine courses of
action to improve performance.
1-36. Institutional and operational training and assignments and leader
development programs alone cannot provide the insight, intuition,
imagination, and judgment needed in combat. The gravity of the military
profession requires comprehensive self-study and training. Individual self-
development affects soldiers, civilian work force members, leaders, and
supervisors of all grades, regardless of unit assignment, type of organization,
current duty position, or location. The need for individual self-development
requires commanders and leaders in the operational and institutional
Armies, at all levels, to create an environment that encourages subordinates
to establish personal and professional development goals. Successful self-
development requires a team effort.
1-37. The ATLDM identifies an important interaction that trains soldiers
now and develops leaders for the future. Self-development plays an important
part in this. Initially focused on basic individual soldier/leader skills, self-
development expands to sustain those skills and evolves to support new
technical skills, tactical skills, leader skills, and personal education goals.
The key to success is self-assessment with feedback provided by the leader or
supervisor.
1-38. Self- development starts with an assessment of individual strengths,
weaknesses, potential, and developmental needs. Commanders and leaders
provide feedback that enables subordinates to determine the reasons for their
strengths and weaknesses. Together, they prioritize self-development near-
term and long-term goals and determine courses of action to improve
performance. Self-development is —
• A planned process involving the leader and the subordinate being
developed. It enhances previously acquired skills, knowledge, behaviors,
and experience; contributes to personal development; and highlights the
potential for progressively more complex and higher-level assignments.
Self- development focuses on maximizing individual strengths,
minimizing weaknesses, and achieving individual personal and
professional development goals.
• Initially very structured and generally narrow in focus. The focus
broadens as individuals understand their strengths and weaknesses,
determine their individual needs, and become more experienced. Each
soldier’s knowledge and perspective increases with experience,
institutional training, and operational assignments, and is accelerated
and broadened by specific, goal-oriented self-development actions.
1-10
How the Army Trains
RESPONSIBILITIES
1-39. Leaders are responsible for their subordinate’s professional
development as well as their own. Commanders must provide subordinates
with the time and opportunity for self-development programs. The
integration of self-development, leader development, and operational
assignments comes from the feedback, coaching, mentoring, and guidance
provided by leaders.
1-40. The pattern for Army civilian employees and leaders in operational or
institutional assignments following their initial training and education is
similar to that of their uniformed counterparts. The assignment path along
which civilian employees generally progress consists of four broad phases :
intern, supervisory, managerial, and executive. Because of the range of skills
and entry positions of first-time-hire DA civilians and their career
development models, they are not required to pass through each phase
sequentially. This is where a carefully planned self- development program,
closely coordinated with one’s supervisor, becomes critical.
1-41. Commanders and supervisors must understand why self-development
activities are an integral part of their organizational training plan. Senior
leaders are often judged by how well their subordinates perform as much as
by how they themselves perform.
INDIVIDUAL SELF-DEVELOPMENT SUPPORT OF UNIT TRAINING
1-42. Operational assignments translate theory into practice. They place
soldiers, leaders, and civilians in positions to apply skills acquired during
institutional training and education and self-development programs.
Individuals learn and practice skills necessary for individual and collective
training as they continually go through the planning, execution, and
assessment phases of the self-development process.
1-43. Individual self-development is linked with both institutional and
operational assignments —
• Individual self-development programs continue regardless of duty
assignment.
• Individual self-development programs are transient and move with
the individual between the various operational and institutional
assignments.
• Institutional assignments provide resident self-development courses,
distributed learning tools, and exportable educational technologies
that support self-development.
• Operational assignments provide current and future self-development
opportunities.
• Individual self-development reinforces the values, warrior ethos,
ethics, and standards that permeate Army culture.
• Commanders, leaders, and supervisors in operational and
institutional assignments provide the time, planning, and feedback
individuals require for self-development.
1-11
FM 7-1 (FM 25-101)
RESERVE COMPONENT TRAINING
1-44. The Army consists of the active component (AC) and the reserve
component (RC). The AC is a Federal force of full-time soldiers and DA
civilians. The RC consists of the Army National Guard (ARNG), the United
States Army Reserve (USAR), and their civilian support personnel. While
each component is established under different statutes and has unique and
discrete characteristics, all share the same doctrine and training
management process, and they train to the same standard. However, the RC
trains at lower echelons, and the number of tasks trained differs as a result
of the organization and training time available. While the process is the
same, there is a significant difference between AC and RC planning
timelines. Commanders at all echelons in RC organizations and units assess
training, provide guidance, and publish training plans.
1-45. The RC represents a large portion of the Army’s deterrence and
warfighting power. They are an integral part of the force. However, available
training time has a significant impact on RC training. RC units have a
limited number of available training days. Geographic dispersion of units also
impacts RC training. An average reserve battalion is spread over a 150 to 300
mile radius. Additionally, most reserve units travel an average of 150 miles
to the nearest training area. Individual soldiers often travel an average of 40
miles to their training sites.
1-46. Some RC soldiers may be assigned to a unit prior to MOS qualification;
therefore, the RC may have fewer MOS-qualified personnel assigned than
their AC counterparts. Additionally, even though doctrine requires trained
leaders to train units and soldiers, RC leaders may be unable to attend
professional military education until after assignment to their units. Priority
of training for RC units is given to individual duty military occupational
specialty qualification (DMO SQ) and professional development to produce
qualified soldiers and leaders.
1-47. Training readiness oversight (TRO) is the authority executed over
assigned Army forces, including the RC forces, when they are not on active
duty, and when they are on active duty for training (ADT). It includes
authority to —
• Establish training criteria, and evaluate and oversee the training of
assigned RC forces.
• Coordinate and approve participation by assigned RC forces in joint
exercises and other joint training when on ADT or performing initial
active duty for training (IADT).
• Obtain and review readiness and inspection reports of assigned RC
forces.
• Review mobilization plans developed for assigned RC forces.
PREMOBILIZATION AND POSTMOBILIZATION TRAINING
1-48. Mobilization is not the start point for planning battle focused training.
RC units have premobilization readiness and postmobilization training
requirements. Premobilization training plans must be developed and
approved for the current fiscal and training year. Postmobilization training
plans must be integrated with the premobilization training plans and
updated and approved for each training year as well.
1-12
How the Army Trains
1-49. Premobilization training is directly linked to postmobilization training.
A critical objective is to identify achievable, sustainable training
requirements, which provide the focus for effective premobilization unit
training. RC commanders train their units to standard on established
premobilization tasks.
1-50. Postmobilization expands organizational training, raises the echelon
trained, and increases the amount of multiechelon and combined arms
training accordingly. Postmobilization plans are created at the same time as
premobilization plans and are updated regularly as premobilization training
and revised commanders training assessments are completed.
PREMOBILIZATION TRAINING PLANS
1-51. Premobilization training focuses on company-level individual and
collective tasks. Staffs train on individual and collective tasks at the level
organized. Premobilization training plans identify training requirements,
training events, equipment, and training support packages to train to sustain
task proficiency. Proficiency in these tasks enables training to full METL
proficiency when the unit is mobilized. The annual training (AT) plan
generally focuses on preparation for and execution of AT.
POSTMOBILIZATION TRAINING PLANS
1-52. Postmobilization training focuses on company-level and above collective
tasks. These plans identify training requirements, training events,
equipment, and training support packages needed to train the unit to full
METL proficiency upon mobilization. Postmobilization plans are updated
annually and reflect input from the execution of the premobilization plan.
The commander who approves the unit’s METL and yearly training plan
(YTP) also approves the postmobilization plan. The plan is then provided to
the mobilization station commander where the postmobilization training will
occur.
1-53. Garrison commanders are responsible for supporting the execution of
postmobilization training activities. They determine resource requirements
and develop plans to support the unit to reach its deployment training
requirement. RC commanders conduct periodic visits with the supporting
garrison commander to inspect training areas and facilities, identify and
resolve support challenges, and clarify and refine training support
requirements.
SUMMARY
1-54. Army training has one purpose — to produce competent, confident,
adaptive soldiers, leaders, and units, trained and ready to fight and win our
nation’s battles. The ATLDM integrates the operational, institutional, and
self-development domains into a training management system. The
commander is responsible for unit training and integrates the operational,
institutional, and individual self-development domains to train combat-ready
units. Commanders are responsible for the wartime readiness of every aspect
of their unit, while NCOs train individual soldiers, crews, and small teams.
All training focuses on the METL, and all factors involved in training lead to
unit readiness. Training is the Army’s number one priority. Training is ‘‘‘'what
we do, not something we do.”
1-13
Chapter 2
Battle Focused Training
The key to fighting and winning is an understanding of “how we train to fight’’ at every’
echelon. Training programs must result in demonstrated tactical and technical
competence, confidence, and initiative in our soldiers and their leaders. Training will
remain the Army ’s top priority because it is the cornerstone of combat readiness!
General Carl E. Vuono
2-1. Commanders train their units to be combat ready. Training is their
number one priority. Commanders achieve combat readiness using tough,
realistic, and challenging training. At
every level, commanders must train to the
Army standard. Battle focus is a concept
used to derive peacetime training
requirements from the wartime
operational mission. This enables the
commander to plan and execute training
that produces lethal units for success on
the battlefield. Using the Army Training
Management Cycle, the commander
continuously plans, prepares, executes, and assesses the state of training
in the unit. This cycle provides the framework for commanders to develop
their unit’s METL, establish training priorities, and allocate resources.
2-2. Commanders and leaders at all levels use the principles of training
to develop and execute effective training. As commanders train their
units on METL tasks, senior commanders reinforce training by approving
and protecting training priorities and providing resources.
CONTENTS
Principles of Training 2-1
Commanders and Training 2-11
Top-Down/Bottom-Up Approach to
Training 2-14
Battle Focus 2-14
Army Training Management Cycle ..2-16
Summary 2-16
PRINCIPLES OF TRAINING
2-3. There are ten principles of training. The principles are shown in
figure 2-1.
S Commanders are Responsible for Training
•S NCOs Train Individuals, Crews, and Small Teams
■S Train as a Combined Arms and Joint Team
■S Train for Combat Proficiency
•A Realistic Conditions
■S Performance-Oriented
Train to Standard Using Appropriate Doctrine
✓ Train to Adapt
Train to Maintain and Sustain
'A Train Using Multiechelon Techniques
•S Train to Sustain Proficiency
✓ Train and Develop Leaders
Figure 2-1. Principles of Training
2-1
FM 7-1 (FM 25-101)
COMMANDERS ARE RESPONSIBLE FOR TRAINING
2-4. 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 principles of training. To fulfill their training
responsibility, commanders and leaders at each echelon —
• Should be present and lead training.
• Base training on the METL.
• Provide the required resources.
• Train to the Army standard.
• Develop and execute training plans that result in proficient
individuals, leaders, and units.
• Incorporate risk management into all aspects of training.
• Assess current levels of proficiency.
2-5. Commanders and leaders at all levels must be personally involved in
training. Brigade commanders train battalion commanders and staffs.
Battalion commanders train company commanders with their companies;
company commanders train platoon leaders with their platoons; platoon
leaders train squad leaders with their squads; and NCOs train
individuals, crews, and small teams. The command sergeant major
(CSM), first sergeant (lSG), and platoon sergeant (PSG) actively
participate in leader training and leader development. A detailed
discussion of leader training and leader development is found in
appendix A.
NONCOMMISSIONED OFFICERS TRAIN INDIVIDUALS, CREWS, AND SMALL TEAMS
2-6. Noncommissioned officers (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 mission essential tasks. They plan, prepare, rehearse,
and execute training; evaluate training, conduct AARs and provide
feedback to the commander on individual, crew, and small team
proficiency. Senior NCOs coach junior NCOs and officers to master a wide
range of individual and leader tasks. They use the training management
process to focus training on the most important individual tasks — those
critical to the collective tasks being trained.
2-7. NCOs continue the soldierization process of newly assigned enlisted
soldiers, and begin their professional development. Not all skill level 1
tasks can be trained in IMT. Skill level 1 tasks not trained in IMT must
be trained in the units. The tasks trained by the unit vary by MOS,
depending on the task’s complexity. NCOs are responsible for completing
the training of newly assigned enlisted soldiers by training them to
standard on the skill level 1 tasks not trained in IMT.
2-2
Battle Focused Training
TRAIN AS A COMBINED ARMS AND JOINT TEAM
2-8. The Army provides the JFC with a trained and ready force able to
execute full spectrum operations. This force provides the JFC with the
capability to —
• Seize areas previously denied by the enemy.
• Dominate land operations.
• Provide support to civil authorities.
2-9. Army forces seldom operate unilaterally. Corps and division
headquarters may serve as either a joint task force headquarters or as a
joint or combined force land component headquarters to provide
command and control of joint or coalition forces. Many of the tasks
necessary to execute these missions are the same as for Army forces, but
are based on joint and multinational doctrine. Corps and division
headquarters train on these tasks periodically, based on MACOM
guidance or contingency plans.
2-10. The 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 is greater than if each arm
was used separately or in sequence. Integration involves the arrangement
of battlefield actions in time, space, and purpose for maximum effects of
combat power at a decisive place and time. Commanders and their staffs
integrate and synchronize the battlefield operating systems (BOS) to
achieve combined arms effects and accomplish the mission.
2-11. Today’s Army doctrine emphasizes teamwork at all echelons. When
committed to battle, each unit must be prepared to execute operations
without additional training or lengthy adjustment periods. Leaders must
regularly practice task organization of all combat, combat support (CS),
and combat service support (CSS) units. Teams achieve combined arms
proficiency and cohesiveness when they train together. Peacetime
training relationships must mirror wartime task organization to the
greatest extent possible.
2-12. Commanders are responsible for training all warfighting 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 to accomplish a particular mission, and they
are habitually associated for peacetime training. An example of a task-
organized brigade and its warfighting systems is depicted in figure 2-2.
2-13. The commander is responsible for the training of all elements of the
formation, and must develop a training plan that addresses two
complementary challenges: the unit must both be proficient in the
functional tasks and be able to conduct combined arms operations. For
example, "attack" may be a corps or division METL task. The
commander, with the task-organized subordinate unit commanders,
develops training scenarios, events, and exercises that integrate the
relevant functional tasks that support execution of an “attack.”
2-3
FM 7-1 (FM 25-101)
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2-14. Functional task proficiency of subordinate units is an essential
prerequisite for effective combined arms training. Each supporting unit
commander performs an analysis to determine specific functional and
technical training requirements necessary for effective execution of a
deliberate attack. For example, the corps or division engineer coordinator
(ENCOORD) could identify “conduct mobility operations” as the critical
engineer functional task.
2-15. The combined arms training challenge is the same for all echelons
of command. The complexity, however, increases at each higher echelon.
The tempo, scope, and scale of operations at higher command echelons
increase coordination requirements for planning and executing staff,
joint, interagency, and multinational training. Commanders, from
company through corps, focus combined arms training based on their
METL. Figure 2-3 illustrates the scope and scale of the combined arms
training challenge from company to corps.
2-4
Battle Focused Training
Figure 2-3. Combined Arms Training — Scope and Scale
TRAIN FOR COMBAT PROFICIENCY
2-16. The goal of all training is to achieve the Army standard. Within the
confines of safety and common sense, commanders and leaders must be
willing to accept less than perfect results initially and demand realism in
training. Commanders integrate realistic conditions such as imperfect
intelligence; reduced communications; smoke; noise; rules of engagement
(ROE); simulated nuclear, biological, and chemical (NBC) environments;
battlefield debris; loss of key leaders; civilians on the battlefield; joint,
interagency, intergovernmental, and multiagency (JIIM) requirements;
and varying extremes in weather. Commanders take 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. CTCs provide the most realistic and challenging training
experience in the Army; however, they should not be viewed as an “end
point” in the unit training life cycle. Rather, they provide a “go to war
experience” that allows commanders to assess their METL proficiency
and determine the effectiveness of their training program. Additionally,
commanders must maximize resources and time by training in all
available training environments — live, virtual, and constructive (LrV-C).
Realistic Conditions
2-17. Tough, realistic, and intellectually and physically challenging
training excites and motivates soldiers and leaders. Realistic training —
• Builds competence and confidence by developing and honing
skills.
• Instills loyalty and dedication to the unit through a shared sense
of accomplishment.
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FM 7-1 (FM 25-101)
• Inspires excellence by fostering initiative, enthusiasm, and
eagerness to learn.
• Develops aggressive, well-trained, disciplined soldiers.
2-18. Leaders must make conditions in training as close to wartime
conditions as possible. Innovative leaders seize every opportunity to
increase training challenges for soldiers, leaders, and units. Successful
completion of each training event increases the capability and motivation
of individuals and units for more sophisticated and advanced training.
This is the commanders’ continuous quest.
2-19. Conducting realistic training is challenging business. Commanders
incorporate risk management throughout their mission planning and
execution to identify risk or other factors that will hinder mission
accomplishment, and take action to reduce or mitigate the risk.
Accordingly, risk management is a critical command and leader function
that encompasses more than a single event or a learned process. It is both
an art and a science. Risk management enables commanders and leaders
to identify, control, and mitigate hazards proactively.
2-20. The scope of risk management extends well beyond the “enemy” in
mission, enemy, terrain and weather, troops and support available, time
available, and civil considerations (METT-TC). Commanders must also
consider potential risks, such as the experience of their soldiers and
leaders, their training proficiency, adverse terrain, the weather, and the
time available to accomplish the mission. Because training and combat
conditions are dynamic, risk management must be a continuous process
throughout training and combat operations and be embedded in the
military decisionmaking process (MDMP).
Performance-Oriented
2-21. Performance-oriented training is hands-on and conducts the task
under the conditions and to the standard specified. Soldiers and leaders
must be proficient in the basic skills required to perform their wartime
missions under battlefield conditions. Units become proficient in the
performance of critical tasks and missions by repeatedly practicing the
tasks and missions to standard. Soldiers learn best through repetition,
using a hands-on approach.
2-22. Soldiers train better, faster, and to a higher degree of proficiency
when they know the task, condition, and standard. Likewise, training is
more effective when it is performance-oriented and standards-based.
Enforcing standards allows leaders to identify and correct training
deficiencies, resulting in a more accurate assessment of combat
capabilities.
2-23. The complexity of the conditions is increased as soldier performance
levels increase, while the standard remains constant. Soldiers and
leaders must execute the planned training, evaluate performance, and
retrain until the Army standard is achieved under the most realistic
conditions possible. They must evaluate and reinforce individual skills at
each opportunity.
2-24. The same standard must be enforced whether performed
individually or as part of a larger operation. For example, the squad
leader enforces individual movement techniques during squad training as
2-6
Battle Focused Training
well as when the techniques are executed as part of a company attack
exercise. Soldier and leader task training must occur continuously and be
fully integrated into the collective training plan.
TRAIN TO STANDARD USING APPROPRIATE DOCTRINE
2-25. Training must be done to the Army standard and conform to Army
doctrine. When mission tasks involve emerging doctrine or non-standard
tasks, commanders establish the tasks, conditions, and standards using
mission orders and guidance, lessons learned from similar operations,
and their professional judgment. The next higher commander approves
the standards for these tasks. FM 3-0 provides the doctrinal foundations.
Supporting doctrinal manuals describe common TTP that permit
commanders and organizations to adjust rapidly to changing situations.
Doctrine provides the basis for a common vocabulary across the force.
Therefore, units must train to the Army standard contained in ARTEP-
MTPs and STPs, while applying Army doctrine and current regulatory
guidance.
2-26. While serving as a joint headquarters and performing joint tasks,
Army organizations use joint doctrine and TTP. Joint doctrine establishes
the fundamentals of joint operations and provides guidance on how best
to employ joint forces. Army doctrine is consistent with and nested in
joint doctrine.
TRAIN TO ADAPT
2-27. Commanders train and develop adaptive leaders and units, and
prepare their subordinates to operate in positions of increased
responsibility. Commanders intensify training experiences by varying
training conditions, making them increasingly difficult and
unpredictable. Repetitive and increasingly complex training gives
soldiers and leaders a foundation that can be used to adapt to new
situations. Commanders establish a training environment that
encourages initiative and innovation, and recognize the benefits of
allowing leaders the opportunity to learn from their mistakes.
2-28. Training experiences coupled with timely feedback build
competence. Leaders build confidence when they consistently
demonstrate competence in tasks. Competence, confidence, and discipline
promote initiative and enable leaders to adapt to changing situations and
conditions. Leaders improvise with the resources at hand, exploit
opportunities, and accomplish the assigned mission within the
commander’s intent in the absence of orders. Commanders at every
echelon integrate training events in their training plans to develop and
train imaginative, adaptive leaders and units.
TRAIN TO MAINTAIN AND SUSTAIN
2-29. Maintenance is essential for sustained operations; therefore,
maintenance must be a routine part of how the Army operates and trains.
Soldiers and leaders are responsible for maintaining all assigned
equipment 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
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FM 7-1 (FM 25-101)
between operations and maintenance is vital to mission success and must
be emphasized in training.
2-30. The standard for the Army is to train to maintain to the published
standards in the technical manual (TM)-10 series and TM-20 series.
Maintenance is vital to mission accomplishment. METL cannot be
executed if essential equipment and systems (such as tracks, weapons,
wheeled vehicles, or radios) are non-mission capable (NMC). Everyone —
leaders, maintenance personnel, and operators — must be trained and
involved in maintaining and sustaining the organization.
2-31. In war, soldiers and crews perform preventive maintenance checks
and services (PMCS) under combat conditions. This requires equipment
and vehicle operators and maintenance personnel who are proficient in
their maintenance duties. Leaders must carefully plan training objectives
for maintenance periods and ensure that the objectives are achieved.
Leaders must train soldiers to meet Army maintenance standards.
Success on the battlefield requires well-honed tactical and maintenance
skills.
2-32. Commanders must ensure that the unit is prepared to maintain
equipment under battlefield conditions. Organizations must train all
levels of maintenance to include maintenance of —
• Individual soldier equipment, such as common table of allowances
(CTA) 50, individual weapons, protective masks, and other
individual NBC clothing, and equipment.
• Crew served weapons and equipment, such as NBC monitoring
and detection equipment, night vision and position locating
devices, etc.
• Major end items, such as tracked and wheeled vehicles,
helicopters, shop vans and their associated subsystems (such as
armament, automotive, communications, electronics, and
computers).
2-33. Maintenance is training. Scheduled maintenance allows units to
train to maintain and sustain. Time must be allotted for maintenance
and other logistical personnel (for example, supply, cooks, medics, and
mechanics) to maintain their equipment to standard.
2-34. The training schedule also includes PMCS, equipment services, and
command maintenance periods. Soldiers must understand PMCS
requirements and how they are executed. Leaders must train soldiers to
maintain entire systems, not just pieces of a system. For example, a
Bradley fighting vehicle (BFV) squad focuses on maintaining weapons,
radios, basic issue items (BII), and NBC equipment, as well as the
vehicle. Maintenance training periods must be planned, prepared,
executed, and evaluated (have AARs conducted) with the same intensity
as other training events. These periods should have clear, focused, and
measurable objectives. Normally, they are informally evaluated by the
chain of command.
2-35. The commanders, CSMs, and lSGs instill in soldiers and leaders
the importance of keeping equipment in the fight. The commander
reviews the unit maintenance proficiency based on readiness standards,
completion of scheduled equipment services, and identified training
weaknesses. The commander adjusts the emphasis of the unit’s
2-8
Battle Focused Training
maintenance training program to correct identified shortcomings during
the weekly training meeting.
TRAIN USING MULTIECHELON TECHNIQUES
2-36. Multiechelon training is the most effective and efficient way to
sustain proficiency on mission essential tasks with limited time and
resources. Commanders use multiechelon training to —
• Train leaders, 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.
2-37. All multiechelon training techniques have the following distinct
characteristics :
• They require detailed planning and coordination by commanders
and leaders at each echelon.
• They habitually train at least two echelons simultaneously on
selected METL tasks, associated battle tasks, or supporting
collective and individual tasks.
TRAIN TO SUSTAIN PROFICIENCY
2-38. Once individuals and units have trained to the required level of
proficiency, leaders must structure individual and collective training
strategies to retrain critical tasks at the minimum frequency necessary
for sustainment. Sustainment training is the key to maintain unit
proficiency through, for example, personnel turbulence, operational
deployments, and NET. ARTEP-MTPs and STPs are tools to help achieve
and sustain collective and individual proficiency. Sustainment training
must occur often enough to train new soldiers as they arrive in the unit
and minimize skill decay. Army units train to accomplish their missions
by frequent sustainment training on critical tasks. Infrequent “peaking”
of training for an event (CTC rotation, for example) does not sustain
wartime proficiency. Battle focused training is training on wartime tasks.
Many of the METL tasks on which a unit trains for its wartime mission
are the same as those required for a stability or support operation. This
prepares a unit for the entire spectrum of missions that it may execute.
2-39. Sustainment training enables units to operate in a Band of
Excellence through appropriate repetition of critical tasks using a
mixture of L-V-C training. The Band of Excellence is the range of
proficiency within which a unit is capable of executing its critical wartime
METL tasks. Training to sustain proficiency in the Band of Excellence
includes training leaders, staffs, and units. Units fluctuate in proficiency
because of many factors, such as training frequency, key personnel
turnover, new equipment fielding, and resource constraints. The
commander takes these factors into consideration when assessing the
unit’s readiness and developing the training strategy. Well-trained units
minimize peaking for selected events or at predetermined times.
2-40. An example of how a commander planned the yearly sustainment
training to remain in the Band of Excellence is illustrated in figure 2-4.
The solid black line shows the results of an effective unit training
strategy that sustains training proficiency over time, maintaining it
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within the Band of Excellence. The plan schedules critical training at the
minimum frequency necessary for sustainment. The dotted black line
shows an ineffective training strategy that often causes the unit to fall
outside the Band of Excellence, requiring significant additional training
before the unit is capable of executing its critical wartime tasks.
Figure 2-4. Band of Excellence
2-41. This common sense approach of training to sustain proficiency
precludes deep valleys in proficiency that would otherwise require a
significant amount of resources and time to retrain the unit to standard
on its wartime mission. This strategy keeps proficiency within the Band
of Excellence.
TRAIN AND DEVELOP LEADERS
2-42. Commanders have a vital role in leader training and leader
development. It is their duty to teach subordinates how to fight and how
to train. They also teach soldiers and leaders how to think, not what to
think. They mentor, guide, listen to, and “think with” subordinates. They
train leaders to plan training in detail, prepare for training thoroughly,
execute training aggressively, conduct effective AARs, and evaluate
short-term training proficiency in terms of desired long-term results.
Training and developing leaders is an embedded component of every
training event. Nothing is more important to the Army than building
confident, competent, adaptive leaders for tomorrow.
2-10
Battle Focused Training
COMMANDERS AND TRAINING
2-43. Effective training is the number one priority of commanders. The
commander is the primary trainer. In war, training continues with a
priority second only to combat or to the support of combat operations.
Commanders and senior leaders must extract the greatest training value
from every training opportunity. Effective training requires the
commander’s continuous personal time and energy to accomplish the
following goals:
• Develop and communicate a clear vision.
• Train one echelon below and evaluate two echelons below.
• Require subordinates to understand and perform their roles in
training.
• Train all elements to be proficient in their mission essential
tasks.
• Train and develop subordinates.
• Assist subordinates with self-development program.
• Involve themselves personally in planning, preparing, executing,
and assessing training.
• Demand that training standards be achieved.
• Ensure proper task and event discipline.
• Foster a command climate that is conducive to good training.
• Manage training distracters.
• Incorporate risk management.
DEVELOP AND COMMUNICATE A CLEAR VISION
2-44. The senior leader’s training vision provides the direction, purpose,
and motivation necessary to prepare individuals and organizations to win
in battle. It is based on a comprehensive understanding of the following:
• Mission, doctrine, and history.
• Enemy/threat capabilities.
• Operational environment.
• Organizational and personnel strengths and weaknesses.
• Training environment.
TRAIN ONE ECHELON BELOW AND EVALUATE TWO ECHELONS BELOW
2-45. Commanders are responsible for training their own unit and one
echelon below. Commanders evaluate units two echelons below. For
example, brigade commanders train battalions and evaluate companies;
battalion commanders train companies and evaluate platoons.
REQUIRE SUBORDINATES TO UNDERSTAND AND PERFORM THEIR ROLES IN
TRAINING
2-46. Because 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 commander provides the continuing
leadership that focuses on the organization’s wartime mission. The
commander assigns officers the primary responsibility for collective
training, and NCOs the primary responsibility for individual, crew, and
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small team training (see figure 2-5). The commander, as the primary
trainer, uses multiechelon techniques to meld leader, staff, and
individual training requirements into collective training events, while
recognizing the overlap in training responsibilities. Commanders teach,
coach, and mentor subordinates throughout the training process.
TRAIN ALL ELEMENTS TO BE PROFICIENT ON THEIR MISSION ESSENTIAL TASKS
2-47. Commanders must integrate and train to Army standard personnel
under all BOS — those both within and supporting their command — on
their selected mission essential tasks. An important requirement for
leaders is to project training plans far enough into the future and to
coordinate resources with sufficient lead-time.
TRAIN AND DEVELOP SUBORDINATES
2-48. Competent and confident leaders build cohesive organizations with
a strong chain of command, high morale, and good discipline.
Commanders create leader development programs that develop
warfighter professionalism, skills, and knowledge. They mentor, guide,
listen to, and “think with” subordinates to challenge their depth of
knowledge and understanding. Commanders ensure that their
subordinates know “how to think” instead of what to think. They develop
their subordinates’ confidence and empower them to make independent,
situational-based decisions. The goal is to develop subordinates who have
an agile and adaptive mindset.
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Battle Focused Training
ASSIST SUBORDINATES WITH SELF-DEVELOPMENT PROGRAM
2-49. Commanders assist subordinates with a self-development program
and share experienced insights that encourage subordinates to study and
learn their profession. Effective leader development programs
continuously influence the Army as junior leaders progress to higher
levels of responsibility.
INVOLVE THEMSELVES PERSONALLY IN PLANNING, PREPARING, EXECUTING,
AND ASSESSING TRAINING
2-50. Commanders resource training and protect subordinates’ 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 from training distracters. Commanders are
responsible for executing the approved training to standard.
Commanders are present (to the maximum extent possible) during the
conduct of training, and provide timely, experienced feedback to all
participants.
DEMAND TRAINING STANDARDS BE ACHIEVED
2-51. Leaders anticipate that some tasks may not be performed to
standard. They design time in the training events for additional training
on tasks not performed to standard. Leaders cannot assume that time
will be available to train to standard next time. It is better to train to
standard on a limited number of tasks, rather than attempt and fail to
achieve the standard on too many tasks, 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
2-52. Senior leaders ensure that junior leaders plan the correct task-to -
time ratio. Too many tasks guarantee that nothing gets trained to
standard and that no time is allocated for retraining. Too many events
result in improper preparation and recovery.
FOSTER A COMMAND CLIMATE THAT IS CONDUCIVE TO GOOD TRAINING
2-53. Commanders create a climate that rewards subordinates who are
bold and innovative trainers and offer support for honest mistakes. They
challenge the organization and each individual to train to full potential.
MANAGE TRAINING DISTRACTERS
2 -54. The commander who 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, they can be
managed using an effective time management system. Senior
commanders must support subordinate commanders’ efforts to train
effectively by managing training distracters and reinforcing the
requirement for all assigned personnel to be present during prime
training time.
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INCORPORATE RISK MANAGEMENT
2-55. The military profession is inherently dangerous. Commanders must
train their units to tough standards under the most realistic conditions
possible. Applying the risk management process does not detract from
this training goal, but enhances execution of highly effective, realistic
training. Risk management is the process of identifying, assessing, and
controlling risks arising from operational factors, and of making decisions
that balance risk costs with mission training benefits. Leaders and
soldiers at all echelons use risk management to conserve combat power
and resources in both peace and war.
TOP-DOWN/BOTTOM-UP APPROACH TO TRAINING
2-56. The top-down/bottom-up approach to training is a team effort
between commanders and their subordinate leaders. Commanders
provide the training focus, direction, and resources, while subordinate
leaders provide feedback on unit training proficiency, identify specific
unit training needs, and execute training to standard in accordance with
the approved plan. This team effort helps maintain training focus,
establishes training priorities, and enables effective communication
between command echelons.
2-57. Guidance, based on wartime mission and priorities, flows from the
top down and results in subordinate units’ identification of specific
collective and individual tasks that support the higher unit’s mission.
Input from the bottom up is essential because it identifies training needs
to achieve task proficiency on identified collective and individual tasks.
Leaders at all echelons communicate with each other about requirements
and planning, preparing, executing, and evaluating training.
2-58. Senior leaders centralize planning to provide a consistent training
focus from the top to the bottom of the organization. However, they
decentralize detailed planning and execution to ensure that the 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 mean
senior leaders give up their responsibilities to supervise training, develop
leaders, and provide feedback.
BATTLE FOCUS
2-59. Battle focus is the concept used to derive peacetime training
requirements from assigned 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 that its members train as they are going to
fight. Battle focus is critical throughout the entire training process and is
used by commanders to allocate resources for training based on wartime
and operational mission requirements. Battle focus enables commanders
and staffs at all echelons to structure a training program to cope with
non-mission-related requirements while focusing on mission essential
training activities. Battle focus recognizes that a unit cannot attain
proficiency to standard on every task, whether due to time or other
resource constraints. The commander must focus on those critical tasks
essential to mission accomplishment.
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Battle Focused Training
2-60. A critical aspect of the battle focus concept is to understand the
responsibility for, and the linkage between, collective mission essential
tasks and the supporting individual tasks. The diagram in figure 2-6
depicts the relationships and the proper sequence to derive optimum
training benefit from each training opportunity.
2-61. The commander and the CSM or 1SG work together to coordinate
the collective mission essential tasks and individual training tasks on
which the unit will focus during a given period. The CSM or 1SG
identifies the supporting individual tasks for each collective task. The
unit’s ARTEP'MTP provides an excellent resource for this process. It
contains a comprehensive listing of all combat-critical collective tasks
cross-referenced to supporting individual tasks by task number and title.
Although NCOs have the primary role in training and sustaining
individual soldier skills, officers at every level are responsible for training
to established standards during both individual and collective training.
Figure 2-6. Integration of Collective and Individual Training
2-62. Battle focus is applied to all missions across the full spectrum of
operations. Units may be diverted from their primary wartime mission to
execute stability or support tasks. Successful execution of stability
operations or support operations is important in the pursuit of national
objectives. Generally, MACOM and corps commanders know in advance
of the requirement to perform stability or support missions and identify
those organizations required to perform these critical missions.
Commanders of these identified organizations are responsible for
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FM 7-1 (FM 25-101)
conducting a mission analysis and, based on the results, for developing a
METL for the directed mission. They identify and train to standard on
the directed-mission METL. If time permits prior to deployment, units
should execute a mission rehearsal exercise (MRE) with all participating
units.
2-63. Upon being relieved from a directed mission, the unit reverts to its
assigned wartime mission and associated METL. The commander uses
the training management cycle first to identify specific training
requirements, then to plan, prepare, and execute training that
reestablishes proficiency in the unit’s wartime METL. Commanders
recognize and take into account the additional time this reintegration
process may take.
ARMY TRAINING MANAGEMENT CYCLE
2-64. The foundation of the training process is the Army Training
Management Cycle (figure 2-7). In the METL development process
(chapter 3), training must relate to the organization’s wartime
operational plans and must focus on METL tasks. The availability of
resources does not affect METL development. The METL is an
unconstrained statement of the tasks required to accomplish wartime
missions. Resources for training, however, are constrained, and compete
with other missions and requirements. Leaders develop synchronized
long-range, short-range, and near-term training plans (chapter 4 ) to
effectively utilize available resources to train for proficiency on METL
tasks. After training plans are developed, units execute training by
preparing, conducting, and recovering from training (chapter 5). The
process continues with training evaluations that provide bottom-up input
to organizational assessments. Organizational assessments provide
necessary feedback to the senior commander and help the commander
prepare the training assessment (chapter 6).
SUMMARY
2-65. Commanders at all levels are responsible for training their units to
standard. It is their number one priority. Commanders follow the ten
principles of training, structure their training program using a top-down,
bottom-up approach, and use battle focus to guide the planning,
preparation, execution, and assessment of training.
2-16
Battle Focused Training
Assess
Chapter 6
Execute
Chapter 5
> Wartime Operational Plans
• Enduring Combat Capability
• Operational Environment
• Directed Missions
External Guidance/
Establish
Mission
Essential
Develop METL
Chapter 3
Plan
Chapter 4
Figure 2-7. Army Training Management Cycle
2-17
Chapter 3
Mission Essential Task List (METL) Development
We focus our training programs to accomplish unit missions decisively for our nation 's
warfighting needs.
□ Maximize all training opportunities.
□ Commander ’s first priority is training.
□ Training must be standards-based and should include assessments against an
established standard.
□ Train as we fight.
□ Every’ training event is a leader development opportunity (training builds soldier
and leader confidence).
General John N. Abrams
Chapter 6
Execute
Chapter 5
• Wartime Operational Plans
• Enduring Combat Capability
• Operational Environment
• Directed Missions
Assess
External Guidance/
Develop METL
Establish
Chapter 3
Plan
Chapter 4
CONTENTS
METL Development Process
3-2
Reserve Component METL Development
...3-26
Inputs to METL Development
3-3
Echelon Above Division/Echelon Above
Commanders’ Analysis
3-5
Corps METL Development
...3-27
METL Development Fundamentals
3-6
Table of Distribution and Allowances METL
Battlefield Operating Systems
3-6
Development
...3-27
METL Development Sequence
3-8
METL Development for Directed Change of
Battle Tasks
3-8
Mission
...3-28
Staff METL
3-24
Training Objectives
...3-29
Specialty Platoon Critical Task List
Summary
...3-36
Development
3-26
3-1
FM 7-1 (FM 25-101)
METL DEVELOPMENT PROCESS
3 _ 1. The METL development process links the unit’s wartime operational
mission with its training. Battle focused training programs are based on
wartime operational requirements. Army organizations, whether they are
AC or RC, Modification Table of Organization and Equipment (MTOE) or
Table of Distribution and Allowances (TDA), cannot achieve and sustain
proficiency on every possible training task. The commander is responsible
for identifying the tasks essential to accomplish the organization’s
wartime operational mission. Battle focused METL identifies the tasks
essential to accomplish the unit’s wartime operational mission and
provides the foundation for the unit’s training program. All company-
level and above units, AC and RC, MTOE and TDA, develop a METL.
Staffs at each level also develop a METL that supports their unit’s
METL. Detachments that are organized with a commander and under a
distinct MTOE or TDA (for example, special forces detachments,
explosive ordnance detachments, transportation port operation cargo
detachments, and preventive medicine medical detachments) are
examples of these units.
3 _ 2. The METL development process is the catalyst to focus training on
wartime operational missions. It —
• Uses the wartime operational mission and other inputs to METL
development to focus the unit’s training on essential tasks.
• Provides a forum for professional discussion and leader
development among senior, subordinate, and adjacent
commanders concerning the linkage between mission and
training.
• Enables subordinate commanders and key NCOs to crosswalk
collective, leader, and individual tasks to the mission.
• Leads to “buy-in” and commitment to the organization’s training
plan by unit leaders.
3 _ 3. Figure 3-1 depicts the process commanders use to identify and select
the mission essential tasks that make up the METL.
3-2
Mission Essential Task List (METL) Development
Figure 3-1. Mission Essential Task List Development Process
INPUTS TO METL DEVELOPMENT
3r4. There are five primary inputs to METL development —
• Wartime operational plans. The most critical input to METL
development is the organization’s wartime operational mission.
• Enduring combat capabilities. The fundamental reason for the
organization and operation of Army forces is to generate effects of
combined arms. Army commanders form combat, CS, and CSS
forces into cohesive teams through training for combat
proficiency. Enduring combat capabilities are the unique
contribution each unit makes to ensure that the Army
successfully accomplishes any mission, anytime, anywhere.
• Operational environment. The six dimensions of the operational
environment are defined in FM 3‘0, Chapter 1. They are : threat,
political, unified action, land combat operations, information, and
technology.
• Directed missions. Army organizations are frequently directed to
execute a mission other than their assigned wartime operational
mission. These missions can range from major combat operations
to humanitarian assistance, security cooperation activities, or
other types of stability operations or support operations, and
often include a combination of all of these mission types.
• External guidance. External guidance serves as an additional
source of training tasks that relate to an organization’s wartime
operational mission. Some examples of these external sources of
guidance are —
■ Higher headquarters directives.
■ ARTEP-MTPs.
■ Mobilization plans.
■ Installation wartime transition and deployment plans.
3-3
FM 7-1 (FM 25-101)
■ Force integration plans.
■ Army Universal Task List (AUTL).
■ Universal Joint Task List (UJTL).
3-5. The UJTL (CJCSM 3500.04C) serves as a common language and
common reference system for joint force commanders to communicate
mission requirements. It is the basic language for developing a joint
METL (JMETL). The UJTL defines tasks and functions performed by
joint headquarters, the Army, and other service components operating at
the operational and strategic levels of war.
3 _ 6. The AUTL (FM 7 _ 15) is a comprehensive listing of Army tactical-
level collective tasks and functions for tactical units (company through
corps) and staffs. It complements the UJTL. The AUTL provides a basis
for establishing unit-specific ARTEP-MTP linkage to the UJTL. This
mission-to-task-to-training linkage assists forces in training the way they
intend to fight. The AUTL —
• Provides a common, doctrinal structure for Army tactical mission
tasks.
• Articulates what the Army does to accomplish missions.
• Applies to all four types of military operations (offense, defense,
stability, support).
• Lists collective Army tactical tasks subordinate to each of the
seven BOS.
3-7. Figure 3-2 illustrates the UJTL, AUTL, and ARTEP-MTP
relationship.
UJTL
TACTICAL TASK AREA
• TA 1 Deploy/Conduct Maneuver
• TA 2 Develop Intelligence
• TA 3 Employ Firepower
• TA 4 Perform Logistics & CSS
• TA 5 Exercise C2
• TA 6 Protect the Force
• TA7 Operation in CBRNE
Environment
UJTL provides;
• Overall description of tasks &
functions performed at strategic and
operational levels of war.
• Common language and reference
system.
AUTL provides:
• Tasks performed by Army Units
at tactical level of war.
• Basis for unit specific Army
training & evaluation programs.
ARTEP-MTP provides;
*• «. J • Detailed T&EO with specific
collective tasks essential to
M M M ... * unit’s mission.
I ARTEP-MTP
• Task
• Condition
• Standard
AUTL
• ART 1 .0 - Intelligence
• ART 2.0 - Maneuver
• ART 3.0 - Fire Support
• ART 4.0 - Air Defense
• ART 5.0 - Mobility/
Countermobility/
Survivability
• ART 6.0 - CSS
• ART 7.0 - C2
Figure 3-2. UJTL-AUTL-ARTEP-MTP Crosswalk
3-4
Mission Essential Task List (METL) Development
3 -8. Unit-specific doctrinal manuals are primary sources for training
tasks. The applicable ARTEP-MTP is a good starting point for selecting
collective tasks to support the missions at the battalion and company
levels. Leaders may develop task lists using the following sources when
no ARTEP-MTP exists —
• MTOE.
• TDA.
• Tactical standing operating procedures (TSOPs).
• ARTEP-MTPs for other units with similar organization or a
similar mission or task.
• Technical manuals (TMs).
• Training circulars (TCs).
• Combined Arms Center (CAC) Lessons Learned Data Base.
• Readiness standing operating procedures (RSOPs).
• State operational contingency plans for the ARNG.
3-9. METLs may vary significantly in similar types of organizations
because of different wartime operational missions and geographical
location. For example, a continental United States (CONUS)-based power
projection organization may identify strategic deployment requirements
as critical tasks while a like forward-deployed organization may identify
tactical deployment requirements such as rapid assembly and tactical
road march as critical tasks. Geography also influences the selection of
different mission essential tasks for units. The presence of significant
water obstacles; mountainous terrain; tropical, cold, or desert
environments; indigenous population patterns; and other related
demographics all have the potential to affect an organization’s METL.
COMMANDERS’ ANALYSIS
3-10. To identify mission essential tasks, the commander conducts an
analysis of the unit’s operational mission. In the absence of a directed
operational mission, analysis is based on the unit’s assigned mission in
wartime operational plans. In the absence of clear alignment with
wartime operational plans, mission analysis is based on analysis of
missions for which the unit was designed to accomplish in wartime, as
established in the unit’s MTOE/TDA and howto-fight doctrine. Higher
commanders provide guidance to help their subordinate commanders
focus their analysis. Mission analysis results in identification of specified
and implied tasks the unit must perform and in a restatement of the
unit’s mission. To provide battle focus, the commander identifies those
tasks critical for mission accomplishment. These tasks constitute the
organization’s METL. The next higher commander approves the METL. A
change of operational mission requires the commander to analyze the
mission again and adjust the unit’s METL accordingly.
3-11. The METL development process reduces the number of tasks on
which the organization must train and focuses the organization's training
efforts on the most important collective training tasks required to
accomplish the mission.
3-5
FM 7-1 (FM 25-101)
METL DEVELOPMENT FUNDAMENTALS
3' 12. The following fundamentals apply to METL development —
• The METL is derived from the organization’s war plans and
related 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 METL must support and complement the
METL of higher headquarters or the supported unit.
• The availability of resources does not affect METL development.
The METL is an unconstrained statement of tasks required to
accomplish wartime missions.
• METL is not prioritized; however, all tasks may not require equal
training time.
• Commanders direct operations and integrate the BOS through
plans and orders. The BOS are used to systematically ensure that
the interdependent organizational tasks necessary to generate,
sustain, and apply combat power are directed toward
accomplishing the overall mission.
3 _ 13. Figure Sr 3 summarizes the fundamental concepts in the METL
development process :
♦ METL is derived from the organization’s war plans and related tasks in
external guidance.
♦ METL must apply to the entire organization. METL does not include
tasks assigned solely to subordinate organizations.
♦ METL must support and complement the METL of higher headquarters.
METL for CS and CSS units must also support and complement the
supported unit METL.
♦ Resource availability does not affect METL development. METL is an
unconstrained statement of tasks required to accomplish wartime
missions.
♦ METL is not prioritized. However, all tasks may not require equal
training time.
♦ Commanders use BOS to apply combat power.
Figure 3-3. Fundamental Concepts Used in METL Development
BATTLEFIELD OPERATING SYSTEMS
3 _ 14. The battlefield operating systems (BOS) are —
• Intelligence.
• Maneuver.
• Fire support.
• Air defense.
• Mobility/countermobility/ survivability.
• Combat service support.
• Command and control.
3-6
Mission Essential Task List (METL) Development
INTELLIGENCE
3-15. The intelligence system plans, directs, collects, processes, produces,
and disseminates intelligence on the threat and the environment;
performs intelligence preparation of the battlefield (IPB); and
accomplishes other intelligence tasks. Intelligence is developed as a part
of a continuous process and is fundamental to Army operations.
MANEUVER
3- 16. Commanders maneuver forces to create the conditions for tactical
and operational success. Maneuver involves movement to achieve
positions of advantage with respect to enemy forces. Through maneuver,
friendly forces gain the ability to destroy enemy forces or hinder enemy
movement by direct and indirect application of firepower or threat of its
application.
FIRE SUPPORT
3-17. Fire support consists of fires that directly support land, maritime,
amphibious, and special operations forces in engaging enemy forces,
combat formations, and facilities in pursuit of tactical and operational
objectives. Fire support integrates and synchronizes fires and effects to
delay, disrupt, or destroy enemy forces, systems, and facilities. The fire
support system includes the collective and coordinated use of target
acquisition data, indirect fire weapons, fixed-winged aircraft, electronic
warfare, and other lethal and nondethal means to attack targets.
AIR DEFENSE
3- 18. Air defense protects the force from air and missile attack and aerial
surveillance. It prevents enemies from interdicting friendly forces while
freeing commanders to synchronize maneuver and fire power. Weapons of
mass destruction (WMD) and proliferation of missile technology increase
the importance of the air defense systems.
MOBILITY/COUNTERMOBILITY/SURVIVABILITY
3-19. Mobility operations preserve the freedom of maneuver for friendly
forces. Mobility missions include breaching obstacles, increasing
battlefield circulation, improving or building roads, providing bridge and
raft support, and identifying routes around contaminated areas.
Countermobility denies mobility to enemy forces. Survivability operations
protect friendly forces from the effects of enemy weapon systems and
from natural occurrences. NBC defense measures are essential
survivability tasks.
COMBAT SERVICE SUPPORT
3-20. Combat service support (CSS) provides the physical means with
which forces operate, from the production base and replacement centers
in CONUS to soldiers engaged in close combat. CSS includes many
technical specialties and functional activities. It maximizes the use of
host nation infrastructure and contracted support.
3-7
FM 7-1 (FM 25-101)
COMMAND AND CONTROL
3-21. 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’s ability to adjust
plans for future operations, even while 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 BOS toward the
common goal — mission accomplishment.
METL DEVELOPMENT SEQUENCE
3-22. Commanders involve subordinate commanders, their CSM or 1SG,
and key NCOs in METL development to create a team approach to battle
focused training. Subordinate participation develops a common
understanding of the organization’s critical wartime operational mission
requirements so that METLs throughout the organization are mutually
supporting. Subordinate commanders can subsequently apply insights
gained during preparation of the next higher headquarters’ METL in the
development of their METL. The CSM/lSG and other key NCOs must
understand the organization’s collective METL so that they can identify
individual tasks for each collective mission essential task.
3 _ 23. The higher commander should use the METL for leader
development. The senior commander can have a professional dialogue
with subordinates on METL development, selection of battle tasks, and
training. This dialogue gives the commander the opportunity to coach and
mentor subordinates and train them for positions of higher authority.
This mentoring and training should be done at all levels.
BATTLE TASKS
3'24. After review and approval of subordinate organizations’ METL, the
senior commander selects battle tasks. A battle task is a staff or
subordinate organization mission essential task that is so critical that its
accomplishment determines the success of the next higher organization’s
mission essential task. Similar units may have different battle tasks
selected, depending on their mission. Battle tasks are selected down to
the company level. Company commanders are the lowest echelon
commander that selects battle tasks. Battle tasks allow the senior
commander to define the training tasks that —
• Integrate the BOS.
• Receive the highest priority for resources, such as ammunition,
training areas, facilities (to include live and virtual simulators
and constructive simulations), materiel, and funds.
• Receive emphasis during external evaluations.
3 _ 25. Figure 3-4 depicts the higher-todower relationship of mission and
METL. It illustrates the relationship the subordinate units’ METL has
with the higher headquarters’ METL through the selection of battle
tasks. Although an MTOE brigade is used as the example, the
METL/battle/critical/leader/individual task construction is the same for
3-8
Mission Essential Task List (METL) Development
all units, including TDA, echelons above division, and echelons above
corps —
• Battalions have METL tasks selected as brigade battle tasks.
• Companies have METL tasks selected as battalion battle tasks.
• Platoons have critical tasks selected as company battle tasks.
3-26. Figure 3-4 also shows the connection between a company METL
and platoon, squad, leader, and individual soldier tasks. These
relationships are examined in detail later in this chapter.
Figure 3-4. Relationships between Mission, METL, Critical Tasks, and Battle Task
BRIGADE METL DEVELOPMENT
3-27. The BCT commander involves all subordinate combat, CS, and CSS
unit commanders, their CSM/lSG’s, and the BCT staff in the METL
development process. Their participation ensures a better understanding
of the BCT mission and METL, providing insights that can be applied
when they develop their METL. The BCT commander follows the METL
development sequence shown in figure 3 _ 5.
3-9
FM 7-1 (FM 25-101)
METL DEVELOPMENT SEQUENCE:
• Analyze brigade assigned mission and identify specified and implied tasks.
• Analyze operational environment and external guidance.
• Review division commander’s mission and METL.
• Restate the brigade’s operational mission.
• Identify collective tasks that support the brigade’s restated mission. Select tasks
critical for mission accomplishment. These tasks become the brigade’s METL.
• Sequence METL tasks as they are expected to occur during mission execution.
• Back-brief division commander and obtain approval of brigade METL. Division
commander designates selected brigade METL tasks as division battle tasks.
• Provide approved METL to staff, and to battalion and separate company
commanders.
Figure 3-5. Brigade METL Development Sequence
3-28. The brigade commander —
• Analyzes the brigade’s assigned mission and identifies specified
and implied tasks.
• Analyzes the operational environment and other external
guidance to identify any other tasks.
• Reviews the division commander’s mission and METL.
• Restates the brigade wartime operational mission.
• Uses the mission-to-collective task matrix found in the ARTEP-
MTP to identify the collective tasks that support the brigade’s
restated mission, and selects those collective tasks that are
critical for wartime mission accomplishment. These tasks become
the brigade’s METL.
• Sequences the METL tasks as they are expected to occur during
the execution of the wartime operational mission.
• Back-briefs the division commander and obtains approval of the
brigade METL. The division commander selects specific brigade
METL tasks as division battle tasks.
• Provides the approved METL to the staff, and battalion and
separate company commanders.
BATTALION METL DEVELOPMENT
3 _ 29. The battalion commander involves all subordinate company
commanders, CSMs, lSGs, staff, and key NCOs in the battalion METL
development process. Their participation ensures a better understanding
of the battalion mission and METL, providing insights that can be
applied when they develop the company METLs. The battalion
commander follows the METL development sequence shown in figure 3 _ 6.
3-10
Mission Essential Task List (METL) Development
METL DEVELOPMENT SEQUENCE:
• Analyze battalion assigned mission and identify specified and implied tasks.
• Analyze operational environment and external guidance.
• Review brigade commander’s mission and METL.
• Restate the battalion’s operational mission.
• Identify collective tasks that support the battalion’s restated mission. Select tasks
critical for mission accomplishment. These tasks become the battalion’s METL.
• Sequence METL tasks as they are expected to occur during mission execution.
• Back-brief brigade commander and obtain approval of battalion METL. Brigade
commander designates selected battalion METL tasks as brigade battle tasks.
• Provide approved METL to staff and company commanders.
Figure 3-6. Battalion METL Development Sequence
3 -30. The battalion commander —
• Analyzes the battalion’s assigned mission and identifies specified
and implied tasks.
• Analyzes the operational environment and other external
guidance to identify any other tasks.
• Reviews the brigade commander’s mission and METL.
• Restates the battalion wartime operational mission.
• Uses the mission-to-collective task matrix found in the ARTEP-
MTP to identify the collective tasks that support the battalion’s
restated mission, and selects those collective tasks that are
critical for wartime mission accomplishment. These tasks become
the battalion’s METL.
• Sequences the METL tasks as they are expected to occur during
the execution of the wartime operational mission.
• Back-briefs the brigade commander and obtains approval of the
battalion METL. The brigade commander selects specific
battalion METL tasks as brigade battle tasks.
• Provides the approved METL to the staff and company
commanders.
3'31. Figure Sr7 illustrates the battalion and separate company METL
for the BCT METL task “Conduct an Attack.”
3'32. The remainder of this chapter describes and illustrates —
• Company METL development.
• Platoon critical task and drill list development.
• Squad/section/crew/team critical task and drill list development.
• Individual soldier task list development.
3-11
FM 7-1 (FM 25-101)
SUPPORTS
r
SUPPORTS
-ECTMETL:
Conduct an Attack
DETERMINES
m
BCT MISSION:
“On order, BCT attacks ,
In order to ..."
DETERMINES
T
. i .
I Ml [
1
t f
©
DETERMINES
T
BSB
1
IN BATTALION
MISSION!
“On order, Bn attacks,,.
In order to,.,"
Ml COMPANY
MISSION:
Provide ISR
Intelligence Support
for an ATTACK
FA BATTALION
MISSION:
Provide FS for
an ATTACK
EN MISSION:
Provide Mobility
Support for an
ATTACK
BSB MISSION:
Provide CSS
for an ATTACK
BSC MISSION:
Provide C4 Ops
for an ATTACK
laaBB *« s * B ., sal ,» BBa .,* BaaaBaBall
IN BATTALION METL: *
* Ml COMPANY METL: :
FA BATTALION METL : l
■ EN METL:
s: BSB METL:
; ! BSC METL: S
* Assault an Objective ■
s • Conduct CM, IP&D
* Coordinate FS i
jj * Conduct EN
s * * Defend Against
* I * Establish COF‘ ■
* Breach an Obstacle •
j o Perform Target
* Acquire Targets l
| Planning & Coord
“ ; Level 1 & Level II
; ! * IOMT FBCB2,
« Development
* Deliver Fires i
l • Conduct M/CM/S
2 ; Threats
■; eplrs, :
*
J * Conduct ASAS
1
| Ops
l 2 * Provide DS Level
■S SINCGARS ;
» Ops
Si CSS
;j i
»
H
»
*
I SUPPORTS WWW SUPPORTS W
iii(aiiiiiiiiHi(aiRBiiii»«iiiBRiiiiHiiiiaiiiiiiiiiiiiiiHii
Figure 3-7. METL Crosswalk
COMPANY METL DEVELOPMENT
Description
3-33. The company commander involves the 1SG, all platoon leaders, and
key NCOs in the company METL development process. Their
participation ensures a better understanding of the company’s mission
and METL, providing them insights that can be applied when they
develop the platoon critical tasks and platoon-level leader tasks. The
company commander follows the METL development sequence shown in
figure 3-8.
3-12
Mission Essential Task List (METL) Development
METL DEVELOPMENT SEQUENCE:
• Analyze company assigned mission and identify specified and implied tasks.
• Analyze operational environment and external guidance.
• Review battalion commander’s mission and METL.
• Restate company operational mission.
• Identify collective tasks that support the company’s restated mission. Select tasks
critical for mission accomplishment. These tasks become the company’s METL.
• Sequence METL tasks as they are expected to occur during mission execution.
• Back-brief battalion commander and obtain approval of company METL. Battalion
commander designates selected company METL tasks as battalion battle tasks.
• Provide approved METL to platoon leaders and subordinate leaders.
Figure 3-8. Company METL Development Sequence
3 -34. The company commander —
• Analyzes the company’s assigned mission and identifies specified
and implied tasks.
• Analyzes the operational environment and other external
guidance to identify any other tasks.
• Reviews the battalion commander’s mission and METL.
• Restates the company wartime operational mission.
• Uses the mission-to'collective task matrix found in the ARTEP-
MTP to identify the collective tasks that support the company’s
restated mission, and selects those collective tasks that are
critical for wartime mission accomplishment. These tasks become
the company’s METL.
• Sequences the METL tasks as they are expected to occur during
the execution of the wartime operational mission.
• Back-briefs the battalion commander and obtains approval of the
company METL. The battalion commander selects specific
company METL tasks as battalion battle tasks.
• Provides the approved METL to the platoon leaders and other
subordinate leaders.
3-35. The importance of METL development followed by the collective
task to individual task crosswalk at company, battery, and troop level
and below cannot be over emphasized. Figure Sr 9 illustrates the company
commander’s analysis sequence used during METL development. The
company commander pays particular attention to company METL tasks
selected by the battalion commander as battalion battle tasks. The
company commander must acknowledge the critical importance of
achieving and sustaining proficiency on company METL tasks necessary
to the battalion accomplishing its wartime operational mission.
3-13
FM 7-1 (FM 25-101)
BATTALION MISSION:
“On order, Bn...”
t
DETERMINES
SUPPORTS
BATTALION METL:
Task la:
Task 1b:
A
DETERMINES
1 T
1
DETERMINES
COMPANY
“On order, Co... ^ SUPPORTS
Task 1 : _
In order to...”
Task 2:
Task 3:
Task 4:
BATTALION BATTLE
TASK:
Task 1 :
Task 2:
SELECTED COMPANY
METL TASKS
I
SUPPORTS
Figure 3-9. Company METL Development
Company METL Development Examples
3-36. An example of METL development for an infantry company is
shown in figure 3-10. This example illustrates the supporting
relationships of the infantry company mission and METL to the infantry
battalion mission and METL.
3-37. An example of METL development for an FA battery is shown in
figure 3-11. This example highlights the supporting relationships
between an FA battalion’s METL, a firing battery’s METL, and an FA
battalion tactical operations center’s (TOC’s) and fire direction center’s
(FDC’s) staff METL tasks.
3-14
Mission Essential Task List (METL) Development
IN BATTLION MISSION:
“On order, Bn attacks...
In order to...”
4
DETERMINES
SUPPORTS
DETERMINES
►
SUPPORTS
IN BATTALION METL:
• Assault an Objective
* Breach an Obstacle
4
i
i
SUPPORTS
IN COMPANY MISSION:
“On order, Co attacks...
In order to...”
DETERMINES
►
SUPPORTS
T
I
I
IN COMPANY METL:
* Conduct Troop Leading
Procedures
* Conduct a Rehearsal
* Assault an Objective
* Breach an Obstacle
* Conduct an Area Recon
* Integrate Indirect Fire Support
* Treat & Evacuate Casualties
Figure 3-10. Infantry Company METL Development
DETERMINES _
•
•
FA BATTALION MISSION:
“On Order, Bn . .
SUPPORTS
FA BATTALION METL:
* Coordinate FS
• Aquire Targets
FA BATTALION TOC & FDC CRITICAL TASKS:
« Gain and/or Maintain Situational Awareness (SA)
• Prepare Bn R&S Plan
® Direct Operation of FA Acquisition Assets
• Control & Coordinate Fire Plans (FDC)
• Execute Bn Fire Missions (FDC)
. i ,
[ ♦ |
■ BATTERY METL:
• Determine Firing Data
DETERMINES • Conduct Fire Missions
||s »- • Move the Battery
• Conduct Occupation of
Position Area
Figure 3-11. Battery METL Development
3-15
FM 7-1 (FM 25-101)
Sr 38. An example of METL development for a brigade support medical
company in the brigade support battalion (BSB) is shown in figure 3- 12.
It illustrates the supporting relationships of the brigade support medical
company mission and METL to the BSB mission and METL. The
headquarters and distribution company and the forward maintenance
company of the BSB also follow this same METL development process.
BSB
BSB MISSION:
Provide CSS for
Attack
DETERMINES
SUPPORTS
11
BSB
BSB METL:
* Defend Against Level I and II
Threats
♦
DETERMINES
* Provide DS-Level Combat
Service Support
♦
BRIGADE SUPPORT
MEDICAL COMPANY
MISSION:
Provide Combat Health
Service Support to the
BCT
DETERMINES
— ►
BRIGADE SUPPORT MEDICAL
COMPANY METL:
• Establish Company Area of
Operations
* Defend Unit Area
Perform Combat Health Support Ops
Figure 3-12. Brigade Support Medical Company METL Development
PLATOON CRITICAL TASK AND DRILL LIST DEVELOPMENT
Description
3 _ 39. Platoon and below must perform critical tasks that are essential to
company METL accomplishment. The development of the platoon critical
tasks and drills list requires discussion between the company commander
and platoon leader —
• The company commander and 1SG discuss the company mission
and METL with the platoon leader and platoon sergeant (PSG).
The platoon leader back-briefs the company commander on the
platoon mission.
• The platoon leader, with the PSG, and using the appropriate
ARTEP-MTP, selects platoon critical tasks and drills that support
the company METL and platoon mission.
• The platoon leader discusses the proposed platoon critical tasks
and drills list with the company commander. The company
commander provides feedback on the selected platoon critical
tasks and drills list. The company commander approves (modifies
as necessary) the platoon critical tasks and drills list.
• The company commander designates platoon-level leader tasks
that are essential for the platoon leader to execute platoon critical
tasks and drills to standard.
3-16
Mission Essential Task List (METL) Development
3-40. Figure 3-13 illustrates company commander, platoon leader, and
PSG actions during selection of platoon critical tasks and drills and
platoon-level leader tasks. The platoon leader uses the battalion
commander approved METL as the start point.
Examples
3-41. Examples of platoon critical tasks and platoon-level leader tasks
selected for an infantry platoon are shown in figure 3-14. The figure
illustrates the relationship of the platoon mission and critical tasks to the
company mission and METL. It also shows the supporting relationships
of the platoon-level leader tasks to the platoon critical tasks.
DETERMINES ,
. IN COMPANY METL:
• Conduct Troop Leading Procedures
• Conduct a Rehearsal
• Assault an Objective
• Breach an Obstacle
• Conduct an Area Recon
• Integrate Indirect Fire Support
• Treat & Evacuate Casualties
DETERMINES
DETERMINES
▲
SUPPORTS |
s I
SUPPORTS INFANTRY PLATOON CRITICAL TASKS:
* Conduct Troop Leading Procedures
* Conduct a Rehearsal DETERMINES
* Assault an Objective — ’
« Attack by Fire
* Breach an Obstacle "'fll mmm ™“
* Treat & Evacuate Casualties SUPPORTS
PLATOON - LEVEL LEADER TASKS:
• Analyze Terrain
• Conduct TLPs
• Plan for Supporting Fires
Figure 3-14. Selection of Infantry Platoon Critical Tasks and Platoon-Level Leader Tasks
3-17
FM 7-1 (FM 25-101)
3-42. Figure 3-15 illustrates the results of the FA battery commander,
XO, FDO, and firing platoon leaders analysis to select FDC and howitzer
platoon critical tasks. It also shows the results of the company FSO and
fire support NCO (FSNCO) analysis to select FIST critical tasks.
r^m SUPPORTS
1
•
DETERMINES | 1 |
◄- — — •
COMPANY FIST CRITICAL TASKS:
BATTERY METL: BATTERY MISSION:
« Plan Fires in Support of Maneuver Ops
• Determine Firing Data “On Order, Battery ..."
* Participate in FS Rehearsals
* Conduct Fire Missions
• Coordinate, Direct & Adjust Other FS Assets
* Move the Battery
• Coordinate & Control Fire Plan Execution
* Conduct Occupation of
« Conduct Fire Missions
Position Area
• Establish an Observation Post
[
a
SUPPORTS
BATTERY TOC/FDC
^jlgj mmm
HOWITZER PLATOON
CRITICAL TASKS:
CRITICAL TASKS:
* Establish & Maintain Battery (FDC)
• Establish & Maintain
* Determine Firing Data (FDC)
Platoon FDC
* Conduct Battle Tracking (TOC)
® Conduct Fire Missions
+ Coordinate Positioning & Direct
* Move the Platoon
Movement of Platoons (TOC)
® Conduct Occupation of
Position Area
Figure 3-15. Selection of Platoon, Section, and Team Critical Tasks
3-43. An example of platoon critical tasks and platoon-level leader task
selection for the ambulance platoon of the brigade support medical
company is shown at figure 3-16.
DETERMINES
— — ►
BRIGADE SUPPORT
MEDICAL COMPANY — —
MISSION: SUPPORTS
Provide Combat Health
Service Support to the BCT
y
5
DETERMINES
AMBULANCE PLATOON MISSION:
Provide Ground Ambulance
Evacuation Support
BRIGADE SUPPORT MEDICAL
COMPANY METL:
• Establish Company Area of Operations
« Defend Unit Area
• Perform Combat Health Support Ops
SUPPORTS^
DETERMINES
”►
5
DETERMINES
AMBULANCE PLATOON
CRITICAL TASKS:
• Set Up Unit (Platoon)
Defense
• Defend Against Level 1
Attack
* Provide Ground Ambulance
Evacuation Support
LEADER TASKS:
* Supervise Set Up of Platoon
Defensive Sector
* Conduct a Defense by a Platoor
* Perform AXP Pre-Establish merit
Activities
Figure 3-16. Selection of Ambulance Platoon Critical Tasks and
Platoon-Level Leader Tasks
3-18
Mission Essential Task List (METL) Development
SQUAD/SECTION/CREW/TEAM CRITICAL TASK AND DRILL LIST DEVELOPMENT
Description
3-44. The development of the squad/crew/team critical task and drill list,
supporting squad-level leader tasks, and supporting individual soldier
tasks requires discussion between the platoon leader, PSG, and squad
leaders —
• The platoon leader briefs the platoon sergeant and squad leaders
on the platoon mission, critical task and drill list, and platoon-
level leader tasks.
• The platoon sergeant and squad leaders, using the appropriate
ARTEP-MTP and drills, discuss and select squad/crew/team
collective tasks and drills, and squad-level leader tasks that
support the platoon’s critical task and drill list.
• The PSG and squad leaders back-brief the platoon leader on
selected supporting squad/crew/team critical tasks and drills, and
squad-level leader tasks. The platoon leader approves (modifies
as necessary) the proposed squad/crew/team critical task and drill
list, and squad-level leader tasks.
3-45. Figure 3-17 depicts platoon leader, PSG, and squad leader actions
during the selection of squad critical tasks and drills and squad-level
leader tasks. Platoon leaders use the company commander-approved
platoon critical task and drill list as their start point.
COMPANY MISSION;
“On order, Co ...
In order to ...”
DETERMINES
►-
| tag j
PLATOON MISSION:
“On order, Pit ...
In order to ...”
DETERMINES
►
COMPANY METL:
Task 1:
Task 2:
Task 3
Task 4
t
I
Q
PLATOON CRITICAL
TASKS & DRILLS:
Task 1
Task 2:
Task 3:
Drill 1:
Drill 2;
DETERMINES
SUPPORTS
PLATOON LEADER
TASKS:
Task 1:
Task 2:
Task 3
Task 4
ti
DETERMINES
SUPPORTS
*
DETERMINES
•SQUAD CRITICAL n— 1» SQUAD LEADER
TASKS & DRILLS: TASKS:
— »l
Taskl
Task 2:
Drill
Drill
Drill 3:
^ Taskl:
Task 2:
SUPPORTS Task 3;
Task 4:
Figure 3-17. Selection of Squad Critical Tasks and Drills, and Squad-Level Leader Tasks
3-19
FM 7-1 (FM 25-101)
Examples
3-46. Figure 3-18 illustrates the process of developing an infantry squad
critical task and drill list.
risi
INFANTRY PLATOON MISSION:
"On order. Pit attacks...
In order to..."
4
DETERMINES
DETERMINES
INFANTRY PLATOON
CRITICAL TASKS:
• Conduct Troop Leading
Procedures
• Conduct a Rehearsal
• Assault an Objective
• Attack by Fire
• Breach an Obstacle
• Treat & Evacuate Casualties
PLATOON- LEVEL LEADER TASKS : M
* Analyze Terrain
* Conduct TLPs
* Plan for Supporting Fires
SUPPORTS
4 I
DETERMINES
mm
INFANTRY SQUAD
CRITICAL TASKS:
* Enter/Ci ear Trench
* Knock out a Bunker
DETERMINES
, SQUAD LEADER TASKS: —
• Analyze Terrain
jjjjaii ram m*« • Conduct TLPS
SUPPORTS * Conduct Squad Maneuver
• Control Organic Fires
Figure 3-18. Selection of Infantry Squad Critical Tasks and Squad-Level Leader Tasks
3-47. Figure 3-19 shows an example of battery FDC, howitzer section,
and FIST critical tasks. The figure also shows the battery FDO, howitzer
section sergeant, and company FSOdevel leader task selections for a BCT
direct support (DS) FA battalion.
1,1
•
! DETERMINES
| ^ | J3ETERMINES j
A
•
]
COMPANY FIST CRITICAL TASKS: ◄jf- — —
Ik
BATTERY METL BATTERY MISSION:
» Plan Fires in Support of Maneuver Ops
~ SUPPORlJb
* Determine Firing Data “On Order, Battery ...”
* Participate in FS Rehearsals
1
* Conduct Fire Missions
• Coordinate, Direct, & Adjust Other FS Assets
1
• Move the Battery
* Coordinate & Control Fire Plan Execution
1
• Conduct Occupation of
• Conduct Fire Missions
Position Area
* Establish an Observation Post
I
A 1
1 DETERMINES
T 1
j X
X
* Co FSO Positions Himself & FOs aas ™ “*■ ™
■■ ▼
1 T
Where They Can Execute EFSTs
a
1 a
® Co FSO Monitors & Processes
Calls for Fire on Targets of Opportunity
1" BATTERY TOC & FDC SUPPORTS] HOWITZER PLATOON i
1 CRITICAL TASKS:
CRITICAL TASKS:
1
Determine Firing Data (FDC)
■ * Establish & Maintain
I
Conduct Battle Tracking (TOC) 1 Platoon FDC
I
Coordinate Positioning & Direct | . Conduct Fire Missions
I
Movement of Platoons (T OC)
l * Move the Platoon
▼
1 * Conduct Occupation of
FDO TASKS:
j
j
sumi Position Area
* Supervise Fire Missions for
HOWITZER SECTION LEADER
Registration, Priority, Fire Plan
TASKS:
◄iH
Target, Area & Special Missions
* Manage & Submit Section Reports
* Execute Scheduled Fires
* Prepare Howitzer for Conduct of Fire
* Supervise Special Fire Missions
Missions
in Degraded Mode
« Determine Howitzer Data is Safe to Fire
Figure 3-19. Selection of Section Critical Tasks and Section-Level Leader Tasks
3-20
Mission Essential Task List (METL) Development
3-48. Squad critical task and squad-level leader task selections for an
ambulance squad in the brigade support medical company are illustrated
in figure 3 _ 20.
DETERMINES
SUPPORTS
AMBULANCE PLATOON
MISSION:
Provide Ground Ambulance
Evacuation Support
AMBULANCE PLATOON
CRITICAL TASKS:
» Set Up Unit (Platoon) Defense
» Defend Against Level 1 Attack
* Provide Ground Ambulance
Evacuation Support
DETERMINES
SUPPORTS
PLATOON LEADER TASKS:
• Supervise Set Up of Platoon
Defensive Sector
• Conduct a Defense by a Platoon
• Perform AXP Pre- Establishment
Activities
ti
| I DETERMINES
| I
DETERMINES
DS AMBULANCE SQUAD
CRITICAL TASKS:
* Set Up Unit (Section)
Defense
* Defend Against Level 1
Attack
* Operate Ambulance
Exchange Points (AXPs)
SUPPORTS
SUPPORTS
SQUAD LEADER TASKS: 8
* Conduct a Defense
by Squad/Section «*■* ■ ii i ii i ii |B 1I» ii 1
* Reorganize a Squad/Section
Following Enemy Contact
* Supervise the Establishment of AXPs
Figure 3-20. Selection of Ambulance Squad Critical Tasks and Squad-Level Leader Tasks
INDIVIDUAL SOLDIER TASK SELECTION
Description
3-49. The development and selection of supporting individual soldier
tasks requires discussion between the platoon leader, PSG, and squad
leaders —
• Based on the platoon leader’s guidance, the PSG and squad
leaders, using appropriate ARTEP-MTP and STP, select
individual soldier tasks that support platoon and
squad/crew/team critical tasks and drills.
• The PSG provides feedback to the squad leaders on selected
individual soldier tasks. The PSG reviews and modifies as
necessary supporting individual soldier tasks selected by the
squad leaders.
• The platoon leader approves the supporting individual soldier
tasks selected by the squad leaders.
• The PSG briefs the company 1SG on the platoon leader’s
approved squad/crew/team critical collective tasks and drills and
supporting individual soldier tasks.
3'50. Figure 3-21 illustrates the process of selecting individual soldier
tasks. This figure shows that individual task proficiency provides the
basic building block of collective task proficiency.
3-21
FM 7-1 (FM 25-101)
PLATOON MISSION:
“On order, Pit ...
in order to ...”
DETERMINES
►
SUPPORTS
DETERMINES
PLATOON CRITICAL B
TASKS & DRILLS:
Taskl:
Task 2:
Task 3:
Drill 1
Drill 2:
SUPPORTS
PLATOON LEADER
TASKS:
Task 1:
Task 2:
TaskS
Task 4
DETERMINES ^ ^ ^ DETERMINES
SQUAD CRITICAL to SQUAD LEADER -
TASKS & DRILLS: TASKS:
Task!: ^ Taskl:
Task 2" ^ msbh i
PPORTS Drill SUPPORTS Task 3:
Drill 2: Task 4:
Drill 3:
t (determines
I " ► INDIVIDUAL SOLDIER TASKS:
■ Taskl:
l- — — — Task 2:
SUPPORTS Task 3:
Figure 3-21. Selection of Individual Soldier Tasks
Examples
3-51. Figure 3 -22 illustrates the individual soldier task selection process
for the soldiers of the infantry squad.
INFANTRY SQUAD
CRITICAL TASKS:
* Enter/Clear Trench Line
♦ Knock Out a Bunker
DETERMINES
►
◄
SUPPORTS
♦ L
SQUAD-LEVEL LEADER
TASKS:
• Analyze Terrain
• Perform TLPs
• Conduct Squad Maneuver
• Control Organic Fires
DETERMINES
SUPPORTS
INDIVIDUAL SOLDIER TASKS:
• Move as a Fire Team Member
• Engage Target with Ml 6A2,
M203, and M249
Figure 3-22. Selection of Infantry Individual Soldier Tasks
3-52. An example of individual soldier task selection for an FA battery
FDC, howitzer section, and company FIST is shown in figure 3-23.
3-22
Mission Essential Task List (METL) Development
COMPANY FIST CRITICAL TASKS: — -
• Plan Fires in Support of Maneuver Ops
• Participate in FS Rehearsals
• Coordinate, Direct, & Adjust Other FS Assets
• Coordinate & Control Fire Plan Execution
• Conduct Fire Missions
• Establish an Observation Post
BATTERY METL:
* Determine Firing Data
* Conduct Fire Missions
» Move the Battery
* Conduct Occupation of
Position Area
INDIVIDUAL FO TASKS:
# Call for & Adjust Fire
• Establish Observation Post(s)
* Process Data in the AN/PSG-7
—mmm BATTERY TOC & FD C b ,
CRITICAL TASKS:
* Determine Firing *
Data (FDC) ’ I
* Conduct Battle Tracking (TOC) 1
* Coordinate Positioning & Direct ■
1 ^ Movement of Platoons (TOC) |
INDIVIDUAL TASKS: — —
• Supervise Fire Missions for
Registration, Priority, Fire Ran
Target, Area & Special Missions
• Process Fire Plans Using AFC/DS
» Execute Scheduled Fires
• Supervise Special Fire Missions
in Degraded Mode
HOWITZER PLATOON
| ^ CRITICAL TASKS:
* Establish & Maintain
Platoon FDC
• Conduct Fire Missions
• Move the Platoon
* Conduct Occupation of
Position Area
INDIVIDUAL TASKS:
• Align Close in Aiming Points with
Panoramic Telescope
* Check Panoramic Telescope Boresight
with Ml 39 or Ml 40 Alignment Device
♦ Lay a Howitzer for Initial Direction of
Fire Using the Panoramic Telescope
• Process Fire Missions on the Gun
Display (GDU)
Figure 3-23. Selection of Individual Tasks
3-53. Individual soldier task selection for soldiers of the ambulance squad
is shown in figure 3 _ 24.
DETERMINES
DS AMBULANCE SQUAD CRITICAL
TASKS:
* Set Up Unit (Section) Defense
* Defend Against Level 1 Attack
* Operate Ambulance Exchange
Points (AXPs)
DETERMINES
SQUAD-LEVEL LEADER
TASKS:
® Set-Up Squad Defense
* Reorganize Squad Following
Enemy Contact While in
the Defense
* Supervise the
Establishment of AXPs
INDIVIDUAL SOLDIER TASKS:
» Engage Targets with M16A1/M16A2
® Construct Individual Fighting Position
* Open the Airway
® Manage a Convulsive and/or Seizing Patient
* Initiate Treatment for Hypovolemic Shock
Figure 3-24. Selection of Medical Individual Soldier Tasks
3-23
FM 7-1 (FM 25-101)
STAFF METL
3-54. The staff consists of the battalion staff, and attached and direct
support CS and CSS elements. Battalion staff and CS and CSS leaders
develop mission essential tasks that support the battalion METL. They
use the same process as the battalion and company commanders to
develop their METL. Staff METLs are reviewed and approved by the
battalion executive officer.
3r55. The battalion commander must ensure that the staff METL
integrates combined arms tasks and functional tasks to enable the
battalion to fight as a combined arms team. As additional assets are task-
organized, they must be integrated into the staff. The process for
developing the staff METL and associated staff officer tasks for the
infantry battalion of the BCT is shown in figure 3 -2. 5.
m
IN BATTALION MISSION
DETERMINES
►
“On order, Bn attacks,..*
In order to...”
SUPPORTS
IN BATTALION METL:
• Assault an Objective
* Breach an Obstacle
J [determines I
I I [|||| IN BATTALION TOC CRITICAL TASKS:
l*a mmmm ■» — * Plans Ops Using MDMP
SUPPORTS * Integrate indirect Fire Support
* Establish Common Operating Picture (COP)
* Develop an R&S Plan
STAFF OFFICER TASKS:
• S3: Develop Attack Plan
• S2: Develop an R&S Plan
* FSO: Develop Fire Support Plan
♦ GHEMO: Develop NBC Survey Plans
* ENGR: Utilize Digital Terrain Support
System (DTSS) to Produce Terrain
Analysis Products; Develop a Scheme
of Engineer Support (SOES)
Figure 3-25. Infantry Battalion Staff METL Development
3-56. The BCT FA battalion commander — as the effects coordinator
(ECOORD) — ensures that the staff METL integrates combined arms
tasks and fire support functional tasks to enable the battalion to support
the BCT commander’s maneuver operations. Figure 3-26 provides an
example of how the BCT ECOORD might develop the BCT effects
coordination cell (ECC), battalion fire support element (FSE), and FA
battalion TOC and FDC staff METL tasks.
3-24
-Mission Essential Task List (METL) Development
DETERMINES
FA BATTLION METL:
• Coordinate FS
• Acquire Targets
» Deliver Fires
BATTLION MISSION:
“On Order, Battalion . .
BCT FECC STAFF METL
TASKS:
• Establish Fire Support Cell
• Conduct Fire Support Planning
• Conduct Effects Coordination
• Synchronize Fire Support
« Participate in FS Rehearsals
DETERMINES
► Gain and/or Maintain Situational
Awareness (SA)
* Prepare Bn R&S Plan
» Direct Operation of FA Acquisition Assets
» Control & Coordinate Fire Plans (FDC)
» Execute Bn Fire Missions (FDC)
BATTALION FSE STAFF
METL TASKS:
* Establish Fire Support Cell
• Synchronize Fire Support
• Describe Battlefield’s Effects on FS
* Determine Threat FS COAs
* Participate in GOA Development &
Wargaming
• Participate in FS Rehearsals
Figure 3-26. Direct Support (DS) Field Artillery Battalion Staff METL Development
3-57. Figure 3-27 provides an example of how the ECOORD, deputy
effects coordinator (DECOORD), maneuver battalion FSOs, FA battalion
operations officer (S3), and FDO might develop supporting staff officer
tasks to support the FA battalion METL tasks “Coordinate Fire Support”
and “Deliver Fires.”
FA BATTLION METL:
« Coordinate FS
® Acquire Targets
• Deliver Fires
BCT DECOORD TASKS:
* Synchronize Fire Support
* Participate in BCT MDMP
* Participate in BCT R&S
Planning
* Lead & Conduct BCT
Targeting Planning
BATTALION FSO TASKS:
* Synchronize Fire Support
» Participate in Bn MDMP
« Participate in Bn R&S
Planning
• Lead & Conduct Bn
Targeting Planning
DETERMINES
— ■ — -Ht - 1
SUPPORTS I |
DETERMINES
DETERMINES
BATTLION MISSION:
“On Order, Battalion .
FA BATTALION S3 TASKS:
« Lead & Conduct FA Bn MDMP
• Conduct Battle Tracking
• Direct Operation of FA Target
Acquisition Assets
• Coordinate Positioning & Direct
Movement of Batteries
FA BATTALION FDO TASKS:
* Control & Coordinate Fire Plans
* Execute Bn Fire Missions
Figure 3-27. Direct Support (DS) Field Artillery Battalion Staff Officer Task Development
3-25
FM 7-1 (FM 25-101)
3 _ 58. Figure 3-28 provides an example of the development of staff METL
and associated staff officer tasks for the BSB.
BSB
BSB MISSION:
Provide CSS for
Attack
Figure 3-28. Brigade Support Battalion (BSB) Staff METL Development
SPECIALTY PLATOON CRITICAL TASK LIST DEVELOPMENT
3'59. The wide-ranging METL tasks of the battalion headquarters and
headquarters company (HHC) to support the command, control, and
logistics of the battalion include the critical tasks of specialty platoons.
The collective tasks of the battalion’s specialty platoons directly support
the battalion METL. The battalion commander could select one or more of
these tasks as battalion battle tasks. Specialty platoon critical tasks are
developed in the same manner as for other platoons.
3'60. The HHC commander is responsible for specialty platoon training,
although the battalion commander may direct a key staff element to
exercise oversight of a specialty platoon. C2 of specialty platoons while
conducting wartime operational missions may vary greatly depending on
the mission and type of organization. However, the process that identifies
specialty platoon critical tasks and training requirements remains the
responsibility of the HHC commander.
RESERVE COMPONENT METL DEVELOPMENT
3-61. The METL development process is the same for AC and RC
organizations. Battle focus is essential so RC commanders can
concentrate their time on the most critical premobilization wartime
training requirements. The associate AC chain of command assigns
missions, provides wartime mission guidance, and approves the METL.
The state adjutant general or regional support groups review and
DETER|v||NES
BSB METL:
® Defend Against Level I
and II Threats
» Provide DS Level Combat
Service Support
DETERMINES
BSB TOG CRITICAL TASKS:
• Conduct IPB
• Operate Base Cluster Ops Center
• Direct Response to Threat Actions
• Coordinate Combat Health Support
DETERMINES
I
STAFF OFFICER TASKS:
» S2/3: Conduct Threat Order of Battle for
Each Type of Conventional or Unconventional
Unit that Maybe Faced
• S2/3: Write Para 4 of Intel Estimate
• S2/3: Consolidate Base Defense Plans
into the Overall Battalion Defensive Plans
« S2/3: Coordinate Base Cluster Response
to Threat
• SPO: Coordinate Class II Support During
Offensive Ops
• SPO: Supervise Maintenance Management
and Readiness Visibility
» SPO: Coordinate Medical Supplies,
Equipment and Medical Assemblages Support
• SPO: Coordinate Ground Transportation Support
3-26
Mission Essential Task List (METL) Development
coordinate RC METLs. They resource training and ensure that mission
training tasks are executed and evaluated. Table 3-1 shows some typical
relationships between the RC unit and its associated AC unit.
Table 3-1. RC Training Management Roles
RC Unit
Category/Composition
AC Associate
Unit
YTP
Approval
METL
Approval
ARNG Division
CONUSA
AC Associate
AC Associate
eSBs, Typical
CONUSA
AC Associate
AC Associate
eSBs, Integrated Division
Integrated
Division
AC Associate
AC Associate
FSP GO Commands
Third Army,
Eighth Army,
Corps,
CONUSA,
ASC
AC Associate
AC Associate
Multiplecomponent, AC
Commander*
Commander
Commander
Multiplecomponent, RC
Third Army,
Corps
AC Associate
AC Associate
FSP & LAD < 30 (except
GO Cmd)
TSB**
AC Associate
AC Associate
Multiplecomponent, AC
Commander*
Commander
Commander
Multiplecomponent, RC
TSB
AC Associate
AC Associate
Roundout (AC Division)
Parent
Division
AC Associate
AC Associate
Reinforcing Aviation (AC
Division)
Supported
Division
AC Associate
AC Associate
Other MTOE Units
N/A
RC Chain of
Command
RC Chain of
Command
TDA Organizations
N/A
RC Chain of
Command
RC Chain of
Command
* Unit commander at brigade (colonel) level or higher is AC associate per
Section 1131, Title XI for assigned RC elements. Where the unit commander is
below brigade level, TSB commander executes.
** Selected FSP and LAD <_ 30 units associated with Third Army and USACIDC.
ECHELON ABOVE DIVISION/ECHELON ABOVE CORPS METL
DEVELOPMENT
3 -62. Commanders of echelon above division (EAD) and echelon above
corps (EAC) organizations use the same battle focus concept and METL
development process previously described in this chapter to focus their
training.
TABLE OF DISTRIBUTION AND ALLOWANCES METL DEVELOPMENT
3 _ 63. The METL development process for Table of Distribution and
Allowances (TDA) organizations is the same as for MTOE organizations.
For TDA organizations, the senior leader derives METL from the
organization’s peacetime mission and any known wartime mission. The
TDA organization’s METL represents those critical tasks that the
3-27
FM 7-1 (FM 25-101)
organization must be able to perform and provides focus for the
organization’s training
3 _ 64. The METL must reflect tasks derived by integrating required
support mission tasks with warfighting skills. These tasks range from
wartime mobilization requirements to support for disasters or local
emergencies.
3 _ 65. Some missions may not change for TDA units during wartime
(including soldier and equipment support requirements for TRADOC
schools and support of recurring garrison or installation tasks). For
example, training battalions and companies will continue to train soldiers
and leaders.
3‘66. A sample garrison TDA METL is shown in figure 3 -29. The garrison
commander involves all subordinate directors in METL development. The
mission and METL of subordinate directorates support the garrison’s
mission and METL. This is the same relationship found between MTOE
units. Note that subordinate directorate missions and METLs
complement and support other directorates as well as the garrison
mission and METL.
DETERMINES
SUPPORTS
GARRISON METL:
* Conduct Power
Projection and
Recovery Operations
* In-Process, Validate,
Deploy, Recover &
Out -Process Reserve
Units
GARRISON MISSION: — ■
SUPPORTS “On order, conduct power
P 1 "" projection operations ...”
DETERMINES
TENANT UNIT MISSION:
^“Gn order, deploy to
designated AOR; attacks...
In order to...”
TENANT UNIT METL:
* Conduct Strategic Movement
♦ Conduct an Attack
DETERMINES
DPTM MISSION:
♦
DLE MISSION:
MEDAC/DENTAC
^OIM^SSION:
Provide Training Si
® Provide Logistical &
MISSION:
Provide/I OM C4
Mobilization Support
Mobilization Support
Provide Health
Information
* Operate, Maintain &
Support
Networks
Protect Installation
infrastructure
f
i
i
DPTM METL:
DLE METL: 1
MEDAC/DENTAG METL; s
DOIM METL: :
• Operate a Fully
* Provide Backup DS/GS |
* Ensure Soldiers are |
♦ Provide G2 & s
Instrumented Army
Maintenance :
Class 1 Dental \
Computer/ :
Airfield
» Plan, Coordinate & Execute ■
* Vaccinate Deploying *
Communications •
* Provide an Aerial
Unit Air, Rail, Convoy :
Soldiers ;
Support to the :
Port of Embarkation
& Sea Movements ■
Tenant Unit ■
'
(APOE) to Execute
• Provide Emergency :
■ "i
Tenant Unit
Response & Disaster ■
1
1
Deployments
Relief Operations i
I
I
SUPPORTS
SUPPORTS
Figure 3-29. Garrison METL Development
METL DEVELOPMENT FOR DIRECTED CHANGE OF MISSION
3-67. When an organization is directed to conduct a mission other than
its assigned wartime mission, such as a peacekeeping operation, the
Army Training Management Cycle still applies. These missions can span
the full spectrum of operations. For MTOE organizations, these missions
3-28
Mission Essential Task List (METL) Development
may include a range of operations from combat operations in a major
theater of war to providing humanitarian assistance or other forms of
support to civilian authorities. For TDA organizations, these missions
range from mobilization-related operations to installation force protection
operations. The unit’s wartime METL serves as a foundation upon which
adjustments may be required.
3-68. Using the wartime METL as the foundation, commanders who are
directed to change mission conduct a mission analysis, identify METL
tasks, and assess training proficiency for the new mission. Any required
adjustment to the unit’s METL for the new mission generates a similar
requirement for subordinate units to adjust their METLs, critical task
lists, and individual soldier task lists.
3 '69. In cases where mission tasks involve emerging doctrine or non-
standard tasks, commanders establish tasks, conditions, and standards
using mission orders and guidance, lessons learned from similar
operations, and their professional judgment. Senior commanders approve
standards established 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.
TRAINING OBJECTIVES
3-70. After mission essential tasks are selected, commanders develop
each METL task statement into a complete statement of required unit
performance for mission success. Doing so establishes the training
objective for each METL task consisting of —
• Task. A clearly defined and measurable activity accomplished by
organizations and individuals.
• Condition(s). The circumstances and environment in which a task
is to be performed.
• Standard. The minimum acceptable proficiency required in the
performance of a particular training task.
3-71. Each time a METL task is selected as a training objective, the tasks
and standards remain the same for different training events. However,
conditions may be varied for different training events to match the skill
level of the training audience at the time.
TASK
3-72. After identifying battalion and company METLs, supporting
platoon and squad collective tasks, and supporting leader and soldier
tasks, leaders establish the conditions and standard for each task using
the applicable ARTEP-MTP and STP.
CONDITIONS
3-73. Commanders modify conditions to fit the training environment and
their assessment of the units’ level of proficiency. By following a crawl-
walk-run approach to training, commanders may decide to modify
conditions to increase the level of difficulty under which a task is
performed. This technique is particularly useful when moving from crawl
to walk and eventually to run level training on a specific task. The goal is
3-29
FM 7-1 (FM 25-101)
to create a realistic and demanding training environment with the
resources available.
3-74. To modify a condition statement, the commander takes the
following steps:
• Reads the existing ARTEP-MTP or STP statement. (It is
deliberately general because a more specific conditions statement
may not apply to all units.)
• Reads the applicable references with suggested support
requirements and identifies the resources needed to train the
task.
• Considers the local situation — ammunition available, opposing
force (OPFOR), time, terrain, ranges, TADSS, and weather
conditions.
• Prepares a revised condition statement. Conditions established
should be realistic and practical.
3-75. The condition statement includes comments on one or more of the
following:
• Status and capability of threat forces.
• Equipment, material, tools, or other resources allocated for use in
performing the task.
• References, checklists, and other memory aids for use during
actual task performance.
• Physical or environmental conditions; for example, darkness,
dense tropical forests, cold weather, or NBC conditions.
• Assistance available during performance of the task.
• Time allocated for task performance.
• Restrictions or limitations.
STANDARD
3 _ 76. The standard for most tasks is found in the applicable ARTEP-MTP
and STP. The standard for task performance is the Army standard. For
tasks without published training objectives, commanders establish task,
condition, and standards using mission orders and guidance, lessons
learned from similar exercises or operations, and their professional
judgment. The commander who approves these specific tasks, conditions,
and standards also approves the unit’s METL. Commanders may use the
following documents to help develop appropriate tasks, conditions, and
standards:
• ARTEP-MTP.
• STP.
• DA PAM 350-38.
• Deployment or mobilization plans.
• AUTL.
• UJTL.
• Army, MACOM, and local regulations.
• Local SOP.
• FMs.
• Equipment TMs and TCs.
3-77. The following training objectives are examples for BCT through
soldier level that support the BCT METL task “Conduct an Attack.”
3-30
Mission Essential Task List (METL) Development
Figure 3-30 through figure 3 _ 35 cover the training objectives for an
infantry battalion, down to the soldier level, that supports the BCT
METL task “Conduct and Attack.”
Mission
Essential
Task:
Conduct an Attack.
Conditions:
The brigade is conducting operations independently or as
part of a division or Army forces (ARFOR) and has received
an operation order (OPORD) or fragmentary order (FRAGO)
to conduct an attack at the location and time specified.
Coalition forces and noncombatants may be present in the
operational environment.
Standard:
1. Brigade leaders gain and or maintain situational awareness
(SA). Brigade commander and staff receive an order or
anticipate a new mission and begin the military
decisionmaking process (MDMP). Brigade task organizes
forces within the brigade.
2. Effects coordination cell (ECC) obtains guidance from the
commander; plans, coordinates, and achieves the desired
effects utilizing organic and attached assets.
3. Staff plans mobility, counter-mobility, and survivability;
nuclear, biological, and chemical support; air defense (AD)
support; and combat service support supporting operations.
4. Brigade commander and staff conduct risk management.
5. Brigade commander and staff conduct backbriefs and
rehearsals to ensure that subordinates understand
commander's intent and concept.
6. Brigade executes the attack; masses all available combat
power to destroy enemy in accordance with the commander’s
intent.
7. Brigade consolidates and reorganizes as necessary.
8. Brigade continues operations as necessary.
Figure 3-30. Example of Training Objective for a BCT Mission Essential Task
3-31
FM 7-1 (FM 25-101)
Mission
Essential
Task:
Conduct an Attack Against a Stationary Force.
Conditions:
The battalion is conducting operations independently or as
part of the brigade and has received an operation order
(OPORD) or fragmentary order (FRAGO) to conduct a
force-oriented attack against a stationary force at the
location and time specified. Coalition forces and
noncombatants may be present in the operational
environment.
Standard:
1. Battalion leaders gain and or maintain situational
awareness (SA). Battalion commander and staff receive an
order or anticipate a new mission and begin the military
decisionmaking process (MDMP). Staff planning: organizes
the battalion to accomplish the mission; integrates and
synchronizes the BOS.
2. Battalion leaders conduct risk management.
3. Battalion prepares for the attack: maximizes use of
available time; conducts R&S. Units conduct pre-combat
checks and rehearsals.
4. Battalion executes the attack; masses all available
combat power to destroy enemy in accordance with the
commander’s intent.
5. Battalion consolidates and reorganizes as necessary.
6. Battalion secures and processes EPWs as required.
7. Battalion treats and evacuates casualties.
8. Battalion continues operations as necessary.
Figure 3-31. Example of Training Objective for an Infantry Battalion,
BCT Mission Essential Task
Mission
Essential
Task:
Assault an Objective.
Conditions:
The company is conducting operations as part of the
battalion and has received an operation order (OPORD) or
fragmentary order (FRAGO) to assault an objective. The
company has been provided guidance on the ROE. Coalition
forces and noncombatants may be present in the operational
environment.
Standard:
The company moves tactically to assault, support, or breach
positions using the appropriate formation and technique. The
company provides supporting fires. The company assaults
the objective and destroys, captures, or forces the enemy to
withdraw. The company complies with the ROE.
Figure 3-32. Example of Training Objective for an Infantry Company
Mission Essential Task
3-32
Mission Essential Task List (METL) Development
Mission
Essential
Task:
Assault an Objective.
Conditions:
The platoon is conducting operations as part of a larger force
and has received an operation order (OPORD) or
fragmentary order (FRAGO) to assault an objective. The
company has been provided guidance on the ROE. Coalition
forces and noncombatants may be present in the operational
environment.
Standard:
The platoon moves tactically to assault, support, or
breach positions using the appropriate formation and
technique. The platoon assaults the objective and destroys,
captures, or forces the enemy to withdraw. The platoon
complies with the ROE.
Figure 3-33. Example of Training Objective for an Infantry Platoon Task
Mission
Essential
Task:
Knock Out a Bunker.
Conditions:
The squad is conducting operations as part of a larger force
and has received an operations order (OPORD) or
fragmentary order (FRAGO) to knock out a bunker at a
specified location. All necessary personnel and equipment
are available. The squad has communications with higher,
adjacent, and subordinate elements. The squad has been
provided guidance on the rules of engagement (ROE) and/or
rules of interaction (ROI). Coalition forces and
noncombatants may be present in the operational
environment.
Standard:
The squad knocks out the bunker in accordance with
tactical standing operating procedures (TSOP), the order,
and/or commander’s guidance. The squad destroys the
designated bunker by killing, capturing, or forcing the
withdrawal of the enemy. The squad complies with ROE
and/or ROI.
Figure 3-34. Example of Training Objective for an Infantry Squad Task
Mission
Essential
Task:
Engage Targets with an M203 Grenade Launcher.
Conditions:
In a field or garrison environment, given a zeroed M203
grenade launcher mounted on an M16A1 or M16A2 rifle,
enemy targets located at engageable ranges, and sufficient
ammunition.
Standard:
Enemy targets are destroyed or disabled without causing
injury or death to friendly personnel
Figure 3-35. Example of Training Objective for an Infantry Individual Soldier Task
3-33
FM 7-1 (FM 25-101)
3 -78. Figure 3 -.36 through figure 3-40 cover the training objectives for a
brigade support battalion and its brigade support medical company, down
to the soldier level, that support the BCT METL task “Conduct an
Attack.”
Mission
Essential
Task:
Provide DS-level Combat Service Support (Manage
Distribution Systems).
Conditions:
The BSB HQ has analog and digital communication with
higher and lower HQs. The higher HQ OPORD with all
annexes, status reports, maps, overlays, and other required
documents are continuously updated using BFACS, MC4,
logistics and combat health support STAMIS, and movement
tracking devices. Unit higher and lower TSOPs are available.
Logistics and CHS requirements are generated by the
brigade and attached units. Sustainment controls have been
established by the brigade service support order. The
distribution management center (DMC) provides the brigade
with total asset visibility and in transit visibility (TAV/ITV) of
commodities, movements, units within, units assigned, or
units inbound or outbound from the battlespace. The DMC
conducts reach operations using digital communications to
program and obtain sustainment resources from worldwide
sources. The DMC integrates regionally available
contracted, host nation, or third country resources into the
brigade distribution system. The DMC has authority to direct,
redirect, cross-level, or mass logistics and combat health
support (CHS) resources at critical points within brigade
battlespace.
Standard:
The DMC is managed with TAV/ITV of all commodities,
movements and units within, assigned, inbound, or outbound
to the brigade area of responsibility in accordance with
command directives.
Figure 3-36. Example of Training Objective for a Brigade Support Battalion,
BCT Mission Essential Task
Mission
Essential
Task:
Perform Combat Health Support Operations.
Conditions:
Unit is receiving and evacuating patient(s). The unit is
providing CHS from its established field or MOUT location in
support of BCT tactical operations. AXPs may be
established. Module(s) for reconstitution or reinforcement
may be provided to forward supported elements. The unit is
equipped with components of the ABCS system and MC4. In
addition, the unit uses analog communications or
messengers, as required. TSOP and required publications
are available. This task is performed under all environmental
conditions. The unit may be subject to attack by threat
forces, including air, ground, NBC, or DE attack.
Standard:
Unit CHS is provided in accordance with the TSOP.
Figure 3-37. Example of Training Objective fora Brigade Support Medical
Company Mission Essential Task
3-34
Mission Essential Task List (METL) Development
Mission
Essential
Task:
Provide Ground Ambulance Evacuation Support.
Conditions:
Battalion aid station or supported units have requested
ground ambulance support. Ambulance support may be pre-
positioned with the supported unit or dispatched from the
unit area. Ambulance personnel are briefed on location and
directions to location of supported unit casualties. Casualties
located in supported units may be contaminated and require
initial medical treatment. Authorized medical supplies and
equipment are in the ambulance. AXPs may be used.
Ambulance modules may be deployed forward for
reconstitution or reinforcement of supported battalion aid
station. The unit is equipped with components of the ABCS
system and MC4. In addition, the unit uses analog
communications or messengers, as required. This task is
performed under all environmental conditions. The unit may
be subject to attack by threat forces, including air, ground,
NBC, or DE attack.
Standard:
Patient(s) are evacuated in accordance with FM 8-10-4,
FM 8-10-6, and the TSOP.
Figure 3-38. Example of Training Objective for an Ambulance Platoon Task
Mission
Essential
Task:
Ambulance Squad Operates Ambulance Exchange Point(s)
(AXPs).
Conditions:
Ambulance exchange points (AXPs) will be employed to
reduce the time required for casualty evacuation from the
BAS or supported unit. Ambulance personnel in the
supporting and supported unit are briefed on the location of
the AXP(s) and primary and alternate routes to the AXP.
Authorized medical supplies and equipment are in the
ambulance. Ambulance modules are deployed forward for
reconstitution or reinforcement of supported BAS. The unit is
equipped with components of the ABCS system and MC4. In
addition, the unit uses analog communications or
messengers, as required. This task is performed under all
environmental conditions.
Standard:
Patients are exchanged from one ground evacuation
platform to another in accordance with FM 8-10-4,
FM 8-10-6, and the TSOP.
Figure 3-39. Example of Training Objective for an Ambulance Squad Task
Mission
Essential
Task:
Open the Airway.
Conditions:
You are evaluating a casualty who is not breathing. You are
not in an NBC environment.
Standard:
Complete all of the steps required to open the casualty’s
airway without causing unnecessary injury.
Figure 3-40. Example of Training Objective for Individual Soldier Task
3-35
FM 7-1 (FM 25-101)
SUMMARY
3-79. The METL, with supporting soldier, leader, and unit collective
tasks, provides the foundation for the training plan. The battalion and
company commanders, in concert with the CSM, lSGs, and subordinate
leaders, are now ready to plan the unit training.
3-36
Chapter 4
Planning
Training in all its phases must be intensive ... It must be intelligently directed so that
every’ individual [soldier] including the last private in the ranks, can understand the
reasons for the exertions he is called upon to make.
General Dwight D. Eisenhower
CONTENTS
Training Planning Process 4-2
Section I. Training Assessment 4-3
Assessments by Commanders of Battalions,
Brigades, and Above 4-4
Assessments by Commanders of Companies,
Batteries, and Troops 4-5
Assessments by Noncommissioned Officers ....4-5
Assessment Ratings 4-6
Evaluation Ratings 4-6
Brigade Combat Team (BCT) Commander
Assessment Example 4-6
Section II. Training Strategy 4-27
Overview 4-27
Combined Arms Training Strategy (CATS) 4-30
Training Adaptive Leaders and Units 4-30
Live, Virtual, and Constructive Training 4-32
Sample Commander Training Strategies 4-34
Section III. Command Training Guidance 4-45
Section IV. Training Plans 4-46
Planning Calendars 4-47
Time Management 4-49
Long-Range Planning 4-52
Short-Range Planning 4-56
Near-Term Planning 4-71
Training Meetings 4-75
Training Schedules 4-78
Summary 4-81
4-1
FM 7-1 (FM 25-101)
4-1. Training excellence requires mastery of Army doctrine by all leaders
in the chain of command. Commanders must allow subordinates the
freedom to develop their training programs in concert with their
approved METL. Training meetings and training schedule lock-ins must
work if excellence in training is to be attained. Commanders must
establish discipline in the training management process and lock in
training calendars in accordance with established doctrine.
4-2. Division and brigade-level commanders establish direction and focus
for training. They allocate resources, ensure stability and predictability,
protect training from interference, and discipline the training planning
process. Division and brigade commanders ensure that ARTEP-MTP and
STP standards are met during training; if they are not met, these
commanders ensure that retraining is conducted until the tasks are
performed to standard. They fence resources and shield prime time
training from unprogrammed, last-minute, non-mission-related tasks.
They reduce compliance training requirements in their command training
guidance (CTG). They establish policies that allow exceptions to
compliance training requirements to enable subordinates to focus on
METL proficiency. Division and brigade commanders ensure that all
subordinate leaders discipline the training management process.
4-3. Excellence in training requires excellence in both training
management and training execution — but one cannot achieve excellence
in training execution without excellence in training management.
TRAINING PLANNING PROCESS
4-4. This chapter describes the training planning process of the Army
Training Management Cycle and illustrates how leaders plan training.
The training planning process links the unit’s METL with execution of
battle focused training by emphasizing the connection of the unit’s METL
assessment with the execution of battle focused training. Figure 4-1
depicts the training planning process used to develop battle focused
training programs.
Figure 4-1. Training Planning Process
4-2
Planning
4-5. The training planning process is the same for long-range, short-
range, and near-term training planning. Commanders at all echelons —
AC and RC, MTOE, and TDA — assess training, provide guidance, and
publish training plans. What differs is the complexity of assessment, the
scope, scale, and form of the command guidance, and associated future
planning horizons between command echelons in AC and RC
organizations and units. These differences are by deliberate design and
are intended to simplify how units and organizations address the common
training challenge at all echelons — maintaining warfighting readiness.
Organizations and units achieve warfighting readiness when
commanders ensure that training is executed to the Army standard
under realistic conditions. Maintaining warfighting readiness requires
senior commanders to give subordinate commanders adequate time to
plan, prepare, and execute training to standard. Senior commanders
support execution of training to standard when they —
• Enforce and discipline the training management process.
• Emphasize comprehensive organizational and unit aggregate
assessments.
• Develop training strategies that integrate combat, CS, and CSS
unit training plans in the form of combined arms multiechelon
training.
• Align training priorities and allocate available training resources
with operational METL training requirements.
• Protect subordinate units from changes once training schedules
are published.
4-6. Commanders integrate the risk management process with the
training planning process to enable tough, realistic training. During the
training planning phase, commanders identify training proficiency
shortfalls that may create a risk hazard, as well as other safety hazards.
They then establish controls to eliminate those hazards. Risk
management is as integral to the operations process as it is to the
training planning process. During operations, commanders identify
enemy capabilities and other hazards that may prevent successful
completion of the mission, and identify actions to reduce or mitigate those
capabilities and hazards. In both training and operations, risk
management is a continuous process.
SECTION I. TRAINING ASSESSMENT
4-7. A training assessment begins the training planning process —
whether one is developing long-range training plans, short-range plans,
or near-term training schedules. Commanders assess their unit’s ability
to execute mission essential tasks based on personal observations,
training evaluation results, and input from subordinates. For battle tasks
that support their METL, commanders collect performance assessments
from responsible subordinates, key staff members, and NCO leaders.
Additionally, commanders analyze all available evaluations of task
proficiency from recent training events. Commanders use these
evaluations, personal observations, and other feedback (such as CTC take
home packages) to arrive at an overall assessment of the unit’s ability to
perform each METL task. Results of the commander’s assessment
represent training requirements — tasks on which performance needs
4-3
FM 7-1 (FM 25-101)
improvement and other tasks on which performance needs to be
sustained.
4-8. Assessment links the evaluation of training that has been executed
to the planning of upcoming training. The commander develops a strategy
to improve proficiency on specific weaknesses and plans sustainment
training on demonstrated strengths. Figure 4-2 highlights that the
training planning process starts with the commander’s training
assessment.
Figure 4-2. Training Planning Process (Training Assessment)
4-9. A risk assessment parallels the training assessment. It identifies
training proficiency shortfalls that could create a hazard and prevent
achievement of the training objectives. Hazard controls in the form of
education and training, physical safety measures, and avoidance are then
established to enhance safety and promote realism.
ASSESSMENTS BY COMMANDERS OF BATTALIONS, BRIGADES, AND
ABOVE
4-10. Commanders of battalions, brigades, and above rely on their own
firsthand observations as well as evaluation input and feedback from the
following sources :
• Subordinate commander evaluations of their unit’s current
proficiency on supporting battle tasks.
• Coordinating, special, and personal staff officer evaluations of
their staff s current proficiency on supporting staff battle tasks.
• NCO leader evaluations of their unit’s current proficiency on
supporting critical individual, crew, and small team tasks.
• All leader’s evaluations of their subordinate leaders’ current
proficiency on critical leader tasks.
• ARTEP external evaluations (EXEVALs), CTC rotation take-
home packages, AT reports, operational and readiness
deployment exercise AARs, Expert Infantry Badge (EIB) and
Expert Field Medic Badge (EFMB) results, field training exercise
(FTX) evaluations, etc.
4-4
Planning
• Organizational Inspection Program (OIP) trend reports, and other
reports, such as monthly unit status reports (USRs), etc.
• Subordinate commanders’ risk assessments of training shortfalls
that could create a hazard.
ASSESSMENTS BY COMMANDERS OF COMPANIES, BATTERIES, AND
TROOPS
4" 11. Company, battery, and troop commanders likewise rely on their
own firsthand observations as well as evaluation input and feedback from
the following sources :
• Subordinate leader evaluations of their unit’s current proficiency
on supporting critical collective tasks.
• 1SG, PSG, and other key NCO evaluations of their unit’s current
proficiency on supporting critical section, squad, crew, and
individual soldier tasks.
• All leader’s evaluations of their subordinate leaders’ current
proficiency on critical leader tasks.
• EXEVALs, CTC rotation take-home packages, AT reports,
operational and readiness deployment exercise AARs, results and
trends from higher headquarter’s OIP, and other reports such as
monthly USRs, etc.
• Subordinate leader reports on risk management principles and
potential training hazards.
ASSESSMENTS BY NONCOMMISSIONED OFFICERS
4-12. NCOs may use a leader book and battle rosters to record section,
squad, crew, and soldier tasks evaluations —
• Leader books. Leader books are a tool for the NCO to maintain
up-to-date, easy-to-reference information on soldiers, training
status, maintenance status, and equipment accountability. NCOs
use these books to record and track soldier proficiency on mission-
oriented tasks. The exact composition of leader books varies
depending on the mission and type of unit. Leader books are used
to —
■ Track and evaluate soldiers’ training status and proficiency
on essential soldier tasks.
■ Provide feedback to the chain of command on the training
proficiency of the squad or crew.
■ Conduct soldier performance counseling.
• Battle rosters. Battle rosters are maintained at battalion level
and below to track key training information on selected mission
essential systems. The exact composition of battle rosters varies
depending on the mission and type of unit. Battle rosters are used
to —
■ Track such pertinent training data as crew stability, manning
levels, and qualification status.
■ Track training and qualification status of backup operators or
crew members assigned in other positions in the organization.
■ Track key training information on selected weapon and
support systems, such as tanks, howitzers, automated C2
systems, forklifts, etc.
4-5
FM 7-1 (FM 25-101)
ASSESSMENT RATINGS
4-13. The commander’s training assessment is required for each METL
task. Task proficiency is rated as —
• “T” (trained): The unit is trained and has demonstrated
proficiency in accomplishing the task to the Army standard. The
leader judges task performance to be free of significant
shortcomings. Training on “T” tasks is designed to sustain
proficiency on that task.
• “P” (needs practice): The unit can perform the task with some
shortcomings. Performance has demonstrated that the unit does
not achieve the standard without some difficulty or has failed to
perform some task steps to standard. The shortcomings are not
severe enough to require complete retraining. Only refresher
training is required.
• “U” (untrained): The unit cannot demonstrate an ability to
achieve wartime proficiency. The leader prepares a
comprehensive plan to train all supporting tasks not executed to
standard. Unless the task is a new METL task, a rating of “U”
indicates a serious training deficiency and reflects on the unit’s
wartime readiness posture.
EVALUATION RATINGS
4-14. Evaluation ratings are given for specific task proficiency and should
not be confused with leader assessments. Evaluation ratings are ratings
assigned directly to the performance of a specific task or component steps
of a task. The standard evaluation ratings, discussed further in chapter 6,
are as follows:
• “GO”: The task or performance step of a task was performed to
standard. A rating of GO is normally awarded if all steps in the
task are passed.
• “NO GO”: The task or any performance step in the task was not
performed to standard.
BRIGADE COMBAT TEAM COMMANDER ASSESSMENT EXAMPLE
DESCRIPTION
4-15. The following discussion illustrates the conduct of the brigade
commander’s assessment of the BCT’s overall training proficiency on the
METL task “Conduct an Attack.” The example demonstrates the bottom-
up feed of training assessments of individual task and collective tasks
proficiency from three different battalions and the brigade staff. This
bottom-up flow enables the brigade commander to develop a training
strategy to improve the BCT’s proficiency.
4-16. An extract from the BCT commander’s overall METL assessment
for the task “Conduct an Attack” is shown in Table 4-1. As shown, the
BCT commander has rendered an overall assessment of the METL task
“Conduct an Attack” as “P” (needs practice) based on the analysis of unit
and staff evaluation input, personal observations, and other records and
reports.
4-6
Planning
Table 4-1. BCT Commander’s Combined Arms Training Assessment,
METL Task: “Conduct an Attack”: “P”
BCT UNITS
FA
Bn
Ml
CO
EN
CO
BSC
1-77
IN
2-77
IN
3-77
IN
AT
CO
BSB
Overall
Establish Common Ops Picture
P
P
U
P
P
T
P
U
P
P
IOMT FBCB2, EPLRS & SINCGARS
P
P
EOM AN/TSC-154 TACSAT Terminal
P
P
Conduct Area Recon
P
P
T
P
Integrate Sensor Troop into R & S
P
P
Conduct CM, IP&D
P
P
Perform Target Development
P
P
Conduct ASAS Ops
P
P
Coordinate Fire Support
P
P
P
P
P
P
P
Acquire Targets
P
P
Deliver Fires
P
P
Assault an Objective
P
P
P
P
Breach an Obstacle
U
P
U
U
Conduct Engineer Planning and
Coordination
P
P
P
P
P
P
P
P
Conduct M/CM/S Ops
P
P
T
P
P
Defend Against Level 1 and II Threats
P
P
Develop DS Level CSS
P
P
Identify/Assess Hazards
P
P
P
P
P
P
P
P
P
P
LEGEND
□ Combined Arms Tasks
□ Leader Tasks
□ Functional Tasks
4-17. The BCT commander began the assessment of the METL task
“Conduct an Attack” with a review of the METL crosswalk shown in
figure 4-3. The BCT commander used this crosswalk as a start point to
identify specific combined arms tasks and functional tasks on which
evaluation input was required from battalions, separate companies, and
staff sections.
4-18. Combined arms training presents commanders with unique
assessment challenges. Combined arms training assessments require
commanders to consider combined arms task and functional task
evaluations to arrive at an accurate assessment of their organization’s
METL proficiency.
4-7
FM 7-1 (FM 25-101)
SUPPORTS
SUPPORTS
-BCT METL:
Conduct an Attack
DETERMINES
DETERMINES
m
BCT MISSION:
“On order, BCT attacks ,
In order to ...”
1
DETERMINES
r
Bio
J
J
J
J
Ml
&
BSB
1
IN BATTALION Ml COMPANY
MISSION: MISSION;
“On order, Bn attacks... Provide ISR
I n ord er to . . . ” I nt el I i g ence Support
far an ATTACK
FA BATTALION
MISSION:
Provide FS for
an ATTACK
EN MISSION:
Provide Mobility
Support for an
ATTACK
BSB MISSION:
Provide CSS
for an ATTACK
... j„
IN BATTALION METL:
* Assault an Objective
• Breach an Obstacle
Ml COMPANY METL:
* Conduct CM. IP&D
• Perform Target
Development
+ Conduct AS AS
Ops
| FA BATTALION METL: I
| EN METL:
SI BSB METL: \\
• * Coordinate FS :
; • Conduct EN
! l • Defend Against 1 1
jjj * Acquire Targets l
| Planning & Coord
: : Level 1 & Level II 1 5
I * Deliver Fires :
’ • Conduct M/CM/S
: i Threats j 1
i Ops
” * Provide DS Level ■;
%■■■ Bunnell g g «>•
: ; css ■ ■
BSC MISSION:
Provide C4 Ops
for an ATTACK
BSC METL:
* Establish COP
• IOMT FBCB2,
EPLRS,
SINCGARS
SUPPORTS
SUPPORTS
Figure 4-3. METL Crosswalk
BCT SUBORDINATE COMMANDERS’ ASSESSMENT INPUT
4-19. To arrive at the assessment in table 4-1, subordinate commanders
identified specific battalion and separate company shortcomings. Some of
the subordinate unit shortcomings they identified are —
• 1-77 IN:
■ “P for “Assault an Objective.”
■ “U” for “Breach an Obstacle.”
• FA battalion:
■ “P” for “Coordinate Fire Support.”
■ “P” for “Acquire Targets.”
■ “P” for “Deliver Fires.”
• MI company:
■ “P” for “Conduct Collection Management (CM) and
Intelligence Production and Dissemination (IP&D).”
■ “P” “Perform Target Development.”
■ “P” for “Conduct All Source Analysis System (ASAS)
Operations.”
• Engineer company:
■ “P” for “Conduct Engineer Planning and Coordination.”
■ “P” for “Conduct Mobility/CounterMobility/Survivability
(M/CM/S) Operations.”
• Brigade Signal Company (BSC):
■ “P” for “Establish Common Operational Picture (COP).”
■ “P” for “Install, Operate, Maintain & Troubleshoot (IOMT)
FBCB2, EPLRS & SINCGARS.”
■ “P” for “Employ, Operate & Maintain (EOM) AN/TSC-154
TACSAT.”
4-8
Planning
• BSB:
■ “P” for “Defend Against Level I and II Threats.”
■ “P” for “Provide Direct Support (DS) Level CSS.”
4-20. The following subsections walk through the bottom-up feedback the
subordinate commanders used to provide their combined arms task(s)
and functional task(s) evaluation input to the BCT commander’s overall
assessment of the METL task “Conduct an Attack.” For purposes of
brevity, the examples highlight only selected input from the 1-77 IN
battalion, the FA battalion, the BSB battalion, and the BCT staff training
assessments. These assessments conclude in the brigade commander’s
training assessment and begin the development of the BCT training
strategy.
Infantry Battalion Assessment Input
4-21. The 1-77 IN commander assesses “Breach an Obstacle” as “U”, and
“Assault an Objective” as “P”. Figure 4-4 provides a simple illustration of
bottom-up feedback and input the commander receives and considers in
determining the unit’s current proficiency on this particular METL task.
BRIGADE METL TASK:
• Conduct an Attack “P’
BATTALION METL TASK(S):
* Breach an Obstacle “U”
* Assault an Objective “P”
t
Ml
IN BATTALION TOC CRITICAL TASKS:
* Plan Ops Using MIDMP “P”
* Develop Bn R&S Plan “P”
* Establish Common Operating
Picture (COP) “P”
* Integrate Indirect Fire Support “P”
COMPANY METL TASK(S):
* Assault an Objective “P”
* Breach an Obstacle “U”
* Integrate Indirect Fire Support “P”
IMI
PLATOON CRITICAL COLLECTIVE TASK:
* Assault an Objective “P”
* Breach an Obstacle “U”
LEADER TASKS (SQUAD & FIRE TEAM):
* Conduct Squad Maneuver “P”
* Control Organic Fires “P”
m
SQUAD CRITICAL TASK(S):
• Breach an Obstacle S ‘U”
• Follow and Support “P”
INDIVIDUAL SOLDIER TASKS:
* Engage Targets with M249 t M203, SQUAD CRITICAL DRILLS
M16A2 .... “P” » Enter/Clear Trench Line “U”
♦ Move as a Fire Team Member “U” * Knock Out a Bunker “P”
Figure 4-4. “Bottom-Up” Input (Conduct an Attack)
4-22. Tables 4-2 through 4-5 illustrate the detailed, bottom-up input the
infantry battalion commander uses to assist in the BCT commander’s
assessment.
4-23. Squad leader input. The bottom-up input starts with the squad
leader’s evaluation of the team leaders’ and soldiers’ ability to perform
supporting critical leader and individual tasks. Note that these leader
4-9
FM 7-1 (FM 25-101)
and individual tasks are common to almost all potential critical squad
collective tasks and drills. The squad leader reviews the team leader’s
and individual soldier’s training records and identifies the following
shortcomings:
• Individual tasks:
• “P” for engaging targets (day and night) with M16A2, M203,
and M249 SAW.
• “U” for “Move as a Fire Team Member.”
• Fire team leader tasks:
■ “P” for “Control Organic Fires.”
■ “P” for “Conduct Squad Maneuver.”
■ “P” for “Analyze Terrain.”
■ “P” for “Conduct Troop Leading Procedures.”
■ “P” for “Identify and Assess Hazards.”
4-24. Table 4-2 summarizes the squad leader’s training assessment.
Table 4-2. Squad Leader’s Training Assessment,
Squad Critical Task: “Knock Out a Bunker”: “P”
Individual Tasks
Tm Ldr
M203
M249
AT
DM
Tm Ldr
M203
M249
AT
DM
Enter / Clear Trench
P
U
U
U
U
P
P
U
U
U
Knock Out a Bunker
P
P
P
P
P
P
P
P
P
P
Analyze Terrain
P
P
Conduct a Rehearsal
P
U
Conduct TLP's
P
P
Plan Supporting Fires
P
P
Move as a Fire Team Member
U
U
U
U
U
P
P
U
U
U
Conduct Squad Maneuver
P
P
Control Organic Fires
P
P
Engage Targets with M24 Sniper
Rifle
P
P
Engage Targets with Javelin
P
P
Engage Targets with M16A2
P
P
P
P
P
P
P
P
P
P
Engage Targets with M203
P
P
P
P
P
P
P
P
P
P
Engage Targets with M249
P
P
P
P
P
P
P
P
P
P
Treat and Evacuate Casualties
P
P
P
P
P
P
P
P
P
P
Identify/Assess Hazards
P
P
P
P
P
P
P
P
P
P
LEGEND
□ Combined Arms Tasks
□ Leader Tasks
□ Functional Tasks
4-10
Planning
4-25. Platoon leader input. The platoon leader reviews squad collective
tasks, drills, and individual soldier tasks evaluations that impacted on
the platoon’s proficiency to execute the critical task “Assault an
Objective” with the platoon sergeant and squad leaders. The platoon
leader identifies the following shortcomings:
• Rifle squads :
■ “P” or “U” for “Enter/Clear a Trench.”
■ “P” for “Knock Out a Bunker.”
■ “P” or “U” for “Support by Fire.”
■ “U” for “Breach an Obstacle.”
• Weapons squad:
■ “U” for “Support by Fire.”
■ “P” for “Attack by Fire.”
• Squad leader tasks:
■ “P” for “Conduct Troop Leading Procedures.”
■ “P” for “Analyze Terrain.”
■ “P” for “Identify and Assess Hazards.”
4-26. Table 4-3 summarizes the platoon leader’s training assessment.
Table 4-3. 1st Platoon Leader’s Training Assessment,
Platoon Critical Task: “Assault an Objective”: “P”
MAI 1-77 IN
PSG
FO
Medic
1 Squad
2 Squad
3 Squad
Weapons Squad
Overall
Enter / Clear Trench
P
U
P
P
P
Knock Out a Bunker
P
P
P
P
P
Conduct TLP
T
P
P
P
P
P
P
P
Analyze Terrain
T
P
P
P
P
P
. , , ,
integrate indirect Fire
Support
T
P
P
P
P
P
Plan Supporting Fires
T
U
P
P
P
Conduct an Area Recon
T
P
T
P
P
Support by Fire
P
P
U
P
U
U
Conduct a Rehearsal
T
P
P
P
P
P
P
P
Assault an Objective
P
P
Attack By Fire
P
P
P
Breach an Obstacle
T
U
P
U
U
Treat and Evacuate
Casualties
P
P
P
P
P
P
P
P
Identify/Assess Hazards
T
P
P
P
T
P
T
P
LEGEND
□ Combined Arms Tasks
□ Leader Tasks
□ Functional Tasks
4-11
FM 7-1 (FM 25-101)
4-27. Company commander input. The company commander reviews
platoon critical collective task, and leader task evaluations that impact on
the compa
…[truncated]