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- Herausgeber: Madison & Adams Press
- Kategorie: Fachliteratur
- Sprache: Englisch
- Veröffentlichungsjahr: 2017
This book describes in detail how the Army trains to win in diverse situations and on different terrains, to overcome strenuous environments and avert all types of attacks. With that focus, the Army develops training readiness and the capabilities that support Army and joint force of the commanders. The authors expended the fundamental concepts of the Army's training doctrine. This reading focuses on training leaders, Soldiers, and Army Civilians as effectively and efficiently as possible given limitations in time and resources. It also aims to ensure that leaders incorporate ethical aspects (such as moral-ethical decision points and personal actions) into training scenarios or routinely discuss ethics during post-training after action reviews. Contents: Training Overview Train to Win Principles of Training Training Proficiency The Role of Leaders Battle Focus Training Environment Training for Battle Rhythm Commanders' Dialogues Reserve Component Training Considerations Developing the Unit Training Plan Training Readiness The Army Operations Process Command Training Guidance The Unit Training Plan Training Briefing Conducting Training Events Overview Plan Prepare Execute Assess Realistic Training Training and Evaluation Outlines Company Training Meetings After Action Reviews Lane Training Unit Training Plan All Training Briefings T-week Concept
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TRAIN TO WIN - Military Field Manual
Preface
FM 7-0, Train to Win in a Complex World, describes how the Army trains to win. With that focus, the Army develops training readiness and the capabilities that support Army and joint force commanders. FM 7-0 applies to all leaders at all organizational levels. All leaders are trainers. Leaders include officers, warrant officers, noncommissioned officers, and Department of the Army Civilians in leadership positions.
The principal audience for FM 7-0 is all members of the Profession of Arms, leaders, Soldiers, Army Civilians, and contractors who might be isolated from others during a mission. Trainers and educators throughout the Army will also use this publication.
Commanders, staffs, and subordinates ensure their decisions and actions comply with applicable United States, international, and in some cases, host-nation laws and regulations. Commanders at all levels ensure their Soldiers operate in accordance with the law of war and the rules of engagement.
FM 7-0 uses joint terms where applicable. Terms for which FM 7-0 is the proponent field manual (the authority) are indicated with an asterisk in the glossary. Definitions for which FM 7-0 is the proponent field manual are printed in boldface in the text. For other terms defined in the text, the term is italicized and the number of the proponent publication follows the definition.
FM 7-0 applies to the Active Army, the Army National Guard/Army National Guard of the United States, and the United States Army Reserve unless otherwise stated.
Headquarters, United States (U.S.) Army Combined Arms Center is the proponent for this publication. The preparing agencies are the Combined Arms Doctrine Directorate (CADD) and the Training Management Directorate (TMD) within the Combined Arms Center–Training (CAC-T). Both CADD and CAC-T are subordinate to the U.S. Army Combined Arms Center.
Introduction
FM 7-0, Train to Win in a Complex World, expands on the fundamental concepts of the Army’s training doctrine introduced in ADRP 7-0. The Army’s operations process is the foundation for how leaders conduct unit training. It also places the commander firmly at the center of the process and as the lead of every facet of unit training. FM 7-0 supports the idea that training a unit does not fundamentally differ from preparing a unit for an operation. Reinforcing the concepts, ideas, and terminology of the operations process while training as a unit makes a more seamless transition from training to operations.
This publication focuses on training leaders, Soldiers, and Army Civilians as effectively and efficiently as possible given limitations in time and resources. It also aims to ensure that leaders incorporate ethical aspects (such as moral-ethical decision points and personal actions) into training scenarios or routinely discuss ethics during post-training after action reviews. FM 7-0 guides leaders to develop realistic training, which includes changing conditions and various operating environments.
FM 7-0 contains three chapters:
Chapter 1 introduces the Army’s concepts of training and how units attain and maintain training readiness over time. It also reiterates the Army’s principles of training outlined in ADRP 7-0.
Chapter 2 details the processes of how units determine the collective tasks to train and development of the unit training plan. This plan progressively trains the unit over time to collective task proficiency and sustainment of training readiness.
Chapter 3 discusses how units plan, prepare, execute, and assess each training event to maximize the outcome of each event to support training readiness.
FM 7-0 contains nine appendixes.
FM 7-0 introduces new and modifies existing terms for which it is proponent. See the introductory table.
Introductory table. New and modified terms
Chapter 1 Training Overview
Train to Win
The Army trains to win in a complex world. To fight and win in a chaotic, ambiguous, and complex environment, the Army trains to provide forces ready to conduct unified land operations. The Army does this by conducting tough, realistic, and challenging training. Unit and individual training occurs all the time — at home station, at combat training centers, and while deployed.
Army forces face threats that will manifest themselves in combinations of conventional and irregular forces, including insurgents, terrorists, and criminals. Some threats will have access to sophisticated technologies such as night vision systems, unmanned systems (aerial and ground), and weapons of mass destruction. Some threats will merge cyberspace and electronic warfare capabilities to operate from disparate locations. Additionally, they may hide among the people or in complex terrain to thwart the Army’s conventional combat overmatch. Adding to this complexity is continued urbanization and the threat’s access to social media. This complex environment will therefore require future Soldiers to train to perform at the highest levels possible.
Training is the most important thing the Army does to prepare for operations. Training is the cornerstone of readiness. Readiness determines our Nation’s ability to fight and win in a complex global environment. To achieve a high degree of readiness, the Army trains in the most efficient and effective manner possible. Realistic training with limited time and resources demands that commanders focus their unit training efforts to maximize training proficiency.
Principles of Training
Units execute effective individual and collective training based on the Army’s principles of training. See ADRP 7-0 for a discussion of each of these principles:
Train as you fight.
Training is commander driven.
Training is led by trained officers and noncommissioned officers (NCOs).
Train to standard.
Train using appropriate doctrine.
Training is protected.
Training is resourced.
Train to sustain.
Train to maintain.
Training is multiechelon and combined arms.
Training Proficiency
Proficiency in individual, leader, and collective tasks is measured against published standards. Proficiency is recognized as complete task proficiency, advanced task proficiency, basic task proficiency, limited task proficiency, and cannot perform the task.
PROFICIENCY RATINGS
The proficiency ratings are as follows:
T is fully trained (complete task proficiency).
T- is trained (advanced task proficiency).
P is practiced (basic task proficiency).
P- is marginally practiced (limited task proficiency).
U is untrained (cannot perform the task).
T (Fully Trained)
A T proficiency rating means a unit is fully trained. It has attained task proficiency to the Army standard, achieved a GO in 90% or more of both performance measures and leader performance measures, and has met 100% of all critical performance measures. The task is externally evaluated and meets the remaining requirements as outlined in the training and evaluation outline (T&EO) in accordance with the objective task evaluation criteria matrix. (See appendix B for a detailed explanation of the objective task evaluation criteria matrix.)
T- (Trained)
A T- proficiency rating means a unit is trained. It has attained advanced task proficiency free of significant shortcomings, achieved a GO in 80% or more of both performance measures and leader performance measures, and has met 100% of all critical performance measures. The unit’s shortcomings require minimal training to meet the Army standard. The task is externally evaluated and meets the remaining requirements as outlined in the T&EO in accordance with the objective task evaluation criteria matrix.
P (Practiced)
A P proficiency rating means a unit is practiced. It has attained basic task proficiency with shortcomings, achieved a GO in 65% or more of all performance measures, achieved 80% or more of all leader performance measures, and has met 100% of all critical performance measures. The unit’s shortcomings require significant training to meet the Army standard. The task is not externally evaluated and meets the remaining requirements as outlined in the T&EO in accordance with the objective task evaluation criteria matrix.
P- (Marginally Practiced)
A P- proficiency rating means a unit is marginally practiced. It has attained limited task proficiency with major shortcomings, achieved a GO in 51% or more of all performance measures, achieved less than 80% of all leader performance measures, and has met less than 100% of all critical performance measures. The unit’s shortcomings require complete retraining of the task to achieve the Army standard. The task is not externally evaluated and does not meet the remaining requirements as outlined in the T&EO in accordance with the objective task evaluation criteria matrix.
U (Untrained)
A U proficiency rating means a unit is untrained. The unit cannot perform the task. It achieved a GO in less than 51% of all performance measures, less than 80% in all leader performance measures, and less than 100% in all critical performance measures. The unit requires complete training on the task to achieve the Army standard.
SUSTAINING PROFICIENCY — THE BAND OF EXCELLENCE
A unit’s training readiness is directly tied to its training proficiency. That proficiency naturally fluctuates over time and in response to various factors. Each unit encounters and adjusts to these factors, including training frequency, key personnel turnover, new equipment fielding, and resource constraints. Well-trained units seek to minimize significant variances in achieved training proficiency over time. This is training in a band of excellence. This common sense approach precludes deep valleys in proficiency that occur when units lose their training proficiency. Failing to sustain proficiency requires more resources and time to retrain the unit. Training within a band of excellence is the key to sustaining long-range training readiness. See figure 1-1.
Effective commanders take the unit from a training start point, attain the required training proficiency, and maintain that proficiency over time. Once training proficiency is attained, the unit strives to maintain that proficiency within a band of excellence. The commander who understands factors that negatively affect training proficiency can better plan so that unit training skills do not atrophy to a less than acceptable level.
To adjust to the anticipated highs and lows of training proficiency, commanders continually assess training plans and strategies to keep the unit mission-ready over long periods. This assessment may cover individual memory degradation, skill degradation, unit personnel turnover, changes in crew assignments, and changes in key leadership. Maintaining high levels of proficiency may prove more difficult than building proficiency from a training start point. By understanding and predicting the factors that affect training proficiency, commanders can mitigate those effects and maintain higher levels of training readiness longer.
TOP-DOWN/BOTTOM-UP APPROACH TO TRAINING
A top-down/bottom-up approach to training reflects a team effort with commanders and their subordinate leaders. Commanders provide top-down guidance in the training focus, direction, and resources while subordinate leaders provide feedback on unit task proficiency, identify needed training resources, and execute training to standard. This team effort helps maintain training focus, establishes training priorities, and enables effective communication between command echelons. See figure 1-2.
Training guidance flows from the top down and results in subordinate units’ identification of specific collective and individual tasks that support the higher unit’s mission. Subordinates provide bottom-up feedback. This input from the bottom up identifies the current state of training proficiency for collective and individual tasks at lower echelons. This input helps the commander objectively determine unit training readiness.
TRAINING SUBORDINATES IN MISSION COMMAND
Mission command is the exercise of authority and direction by the commander using mission orders to enable disciplined initiative within the commander's intent to empower agile and adaptive leaders in the conduct of unified land operations. As the Army’s philosophy of command, mission command emphasizes that command is essentially a human endeavor. Successful commanders understand that their leadership directs the development of teams and helps establish mutual trust and shared understanding throughout the force. Commanders provide clear guidance that directs subordinates’ actions while promoting freedom of action and initiative.
Subordinates, by understanding the commander’s guidance and the overall common objective, can adapt to rapidly changing situations and exploit fleeting opportunities. They are given the latitude to accomplish assigned tasks in a manner that best fits the situation. Commanders influence the situation and provide direction and guidance while synchronizing operations. Likewise, subordinates understand they have an obligation to act and synchronize their actions with the rest of the force. Commanders encourage subordinates to take action, accept prudent risks to create opportunity, and seize the initiative.
To exercise mission command successfully during operations, leaders in units understand, foster, and frequently practice the principles of mission command during training. Using these principles during training enables subordinates to overcome obstacles. The principles of mission command apply to all levels of command.
Commanders aggressively train to overcome institutional obstacles that the Army’s operational pace and personnel turbulence present. These obstacles can include frequent deployments of an organization comprised of units that have not trained together, personnel turbulence caused by operational commitments, and constrained financial resources. In particular, training creates common and shared experiences that increase trust and allow commands to acquire competence in mutual understanding. This training builds teams who can communicate explicitly and implicitly, conduct decentralized operations, and achieve unity of effort in uncertain situations.
The Role of Leaders
All unit leaders are responsible for quality training. Primary roles involve training subordinate leaders and developing teams. Leaders consist of commanders, NCOs, and unit leaders.
TRAIN AND DEVELOP SUBORDINATE LEADERS
Successful leaders build cohesive organizations with a strong chain of command, high ésprit de corps, and good discipline. As the unit trains, leaders mentor, guide, listen to, and think with subordinates to challenge their subordinates’ depth of knowledge and understanding. These actions build trust among Soldiers and between Soldiers and their leaders. 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. Effective commanders develop subordinates with agile and adaptive approaches to problem solving that more easily translate to operations.
Effective Army leaders develop others and conduct team building. Holistic leader development plans contribute to unit cohesion, resilience, and agility by producing teams and leaders that are creative, life-long learners, adaptable, fully committed to the Army profession, and capable of exercising mission command.
DEVELOP COHESIVE AND EFFECTIVE TEAMS
Teamwork is the essence of how the Army operates. The Army trains confident and proficient individual Soldiers but employs them as teams that work together to meet every mission requirement and to overcome every obstacle. Whether training as a team of two Soldiers or as a large combined arms team, developing and encouraging teamwork in training sets the foundation for operating when deployed. Commanders instill and encourage teamwork as training is planned, prepared, executed, and assessed.
Teams and teamwork are as essential to unit training as they are to successful operations. Teams occur at every echelon and level of Army organizations. Teamwork begins with two Soldiers training together, progresses as they train on simple collective tasks, and evolves as they sustain their training on more complex collective tasks. A team is more effective than an individual is at achieving results. When Soldiers work together, they use their unique skills, experiences, and capabilities together to achieve task proficiency.
The mission command philosophy helps to set the conditions for training and developing cohesive and effective teams. Building a shared understanding among team members is the first step in developing a team. It gives the team a unifying and focused purpose. In a team-focused climate, members understand the reason for each action, the capabilities of each member of the team,and each members’ contributions effects on the overall success of the organization.
THE ROLE OF COMMANDERS
In addition to the unit commander’s activities — understand, visualize, describe, direct, lead, and assess — in training, commanders at all echelons fulfill their role in unit training with their continuous attention, physical presence, and energy to —
Develop and communicate a clear vision.
Personally engage in training.
Demand that training standards are achieved.
Foster a positive training culture.
Limit training distracters.
Enforce a top-down/bottom-up approach to training.
See ADRP 7-0 for more on the commander’s activities in training.
Develop and Communicate a Clear Vision
Published training guidance provides the vision, direction, purpose, and motivation necessary to prepare individuals and organizations to win. It is based on a comprehensive understanding of —
Task proficiencies to attain — the
what
to train.
Commander’s guidance.
Operational environments.
Organizational and personnel strengths and weaknesses.
The training environment.
Personally Engage in Training
Commanders are engaged in every aspect of training. Commanders are physically present to the maximum extent possible during the planning for and execution of training. As stewards of the Army Profession, they effectively resource training and protect subordinates’ training time. 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. Effective commanders provide timely, valuable feedback to all participants.
Demand Training Standards Be Achieved
Leaders anticipate that units may not perform some tasks to standard. When designing the training calendar, leaders allow time during training events for additional training for those tasks not performed to standard. 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. Soldiers will remember the enforced standard, not the one that leaders discussed. Leaders cannot assume that time will be available to train to standard next time. Rationalizing that corrective action will occur during some later training period sets units up for failure rather than success. See appendix B for more information on task standards.
Foster a Positive Training Culture
Commanders create a training culture that listens to and rewards subordinates who are bold and innovative leaders and trainers. Commanders challenge the organization and each individual to train to their full potential. Such a challenge fosters a training culture so that organizations and individuals strive to not just attain task standards but to attain higher levels of task mastery.
Limit Training Distracters
Commanders plan and resource training events while limiting potential distractions. They ensure participation by the maximum number of Soldiers. Although commanders cannot ignore administrative support burdens, commanders can manage those burdens using an effective time management system. Additionally, commanders must support subordinates’ efforts to train effectively by managing training distracters and reinforcing the requirement for all assigned personnel to be present during training.
Enforce a Top-Down/Bottom-Up Approach to Training
Senior commanders provide the lead in a top-down/bottom-up approach to training. Commanders provide the training focus, direction, and resources, while subordinate leaders provide feedback on unit training proficiency, identify specific training needs, and execute training to standard. This team effort maintains training focus, establishes training priorities, and enables effective communication between command echelons.
Training guidance flows from the top down and results in subordinate units’ identification of the individual and collective tasks that support the higher unit’s mission. Input from the bottom up is essential because it identifies training needs to achieve task proficiency. Leaders at all echelons communicate with each other about requirements as well as about planning, preparing, executing, and assessing training.
Commanders centralize planning to provide a consistent training focus from the top to the bottom of the organization. They decentralize execution to promote subordinate leaders’ initiative to train their units. Commanders do not relinquish their responsibilities to supervise training, develop leaders, and provide feedback.
THE ROLE OF NONCOMMISSIONED OFFICERS
The NCO Corps has an enduring and foundational role in unit training. NCOs are 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 missionessential tasks (METs).
Plan, prepare, 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 ROLE OF UNIT LEADERS
In addition to the commander and NCO roles and responsibilities, all leaders must require their subordinates to understand and perform their roles in training (see figure 1-3 on page 1-8). The commander assigns primary responsibility to officers for collective training and to NCOs for Soldier training. The commander is responsible to meld leader and Soldier training requirements into collective training events using multiechelon techniques. Additionally, all leaders must —
Train the combined arms team to be proficient on its METs. This includes training Soldiers, leaders, subordinate units, and supporting elements. Proficiency requires training the leader with the unit. Additionally, leaders pay special attention to training newly assigned lieutenants and sergeants as they train with their platoons as well as to newly promoted sergeants as they train with their sections, squads, teams, and crews.
Centralize training planning to maintain unit focus on the mission.
Decentralize execution to allow subordinate leaders the flexibility to focus training on their units’ strengths and weaknesses.
Establish effective communications at all levels.
Talk to and exchange information with other leaders. Guidance on missions and priorities flows down while Soldier, leader, and collective training requirements flow up. Training meetings, briefings, and AARs serve as the primary forums for exchanging training information among leaders.
Demand units achieve training standards.
Battle Focus
A battle-focused unit trains selectively. It cannot train to standard on every task at once, whether due to time, or other resource constraints. A unit that attempts to train to proficiency all the tasks it could perform only serves to diffuse its training effort. A unit that simultaneously trains to all its capabilities at once will most likely never achieve a T or T- in all those tasks. Focusing on the tasks to train, based on the higher commander’s guidance, and taking into account that time and resources are limited, is battle-focused training.
The battle focus concept involves understanding the responsibility for and the links between the collective METs and the individual tasks that support them. Figure 1-4 depicts the relationships and the proper sequence to derive optimum training benefits from each training opportunity.
The commander and command sergeant major — or first sergeant — coordinate the METs, collective tasks, and individual tasks on which the unit will focus during a given period. The command sergeant major or first sergeant identifies the supporting individual tasks for each collective task. The unit’s Combined Arms Training Strategy (CATS) provides a resource for this coordination. The CATS contains a comprehensive listing of all 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. Commanders apply a battle focus to training for all capabilities or missions across the range of operations. The operations process guides the unit commander and all unit leaders through this coordination to achieve battle focus.
MISSION-ESSENTIAL TASK
Commanders rarely have enough time or resources to complete all necessary tasks. Each commander has to determine what is essential and then assign responsibility for accomplishment. The concept of METs provides the commander a process to provide the unit its battle focus. A mission-essential task is a collective task on which an organization trains to be proficient in its designed capabilities or assigned mission. A mission-essential task list is a tailored group of mission-essential tasks. Each MET aligns with the collective tasks that support it. All company and higher units have a mission-essential task list (METL). Units based on a table of organization and equipment (TOE) have an approved and standardized METL based on the type of unit by echelon. Standardized METLs can be found on the Army Training Network (ATN), Digital Training Management System (DTMS), and CATS. Units that do not have a standardized METL — like a unit based on a table of distribution and allowances (TDA) — develop its METs and METL.
Standardized Mission-Essential Task List
For company and larger units with a TOE, the applicable proponent develops the unit METL. This METL is referred to as the unit’s standardized METL throughout this publication. It is developed and standardized by the responsible proponent; staffed with the Army commands and Army Service component commands; approved and published by the Headquarters, Department of the Army; and available on ATN. The unit’s standardized METL is based on its echelon and design capabilities.
Mission-Essential Task List Development (Non-Standardized)
Not all Army units have a standardized METL. For company and larger units without a standardized METL (for example, a unit based on a TDA), the unit commander conducts a mission analysis, develops the unit METs, and has these approved by the next higher commander. The unit then publishes the METs and a METL in the DTMS. When no collective tasks exist for a TDA unit, the unit commander develops the METs and supporting collective tasks, develops the conditions and standards for the task, and has these approved by the next higher commander. The discussion beginning in paragraph 2-30 refers to METs for these type units.
BATTLE TASK
A battle task is a collective task on which a platoon or lower echelon trains that supports a company MET. A battle task can include any associated supporting collective tasks. Battle tasks are approved by the company commander. Platoon and lower echelons do not have METs or a METL. Based on the company METs and METL, the platoon leader — with the platoon sergeant — conducts a mission analysis to determine the platoon battle tasks that best support the company METs.
PLANNING FRAMEWORK
Senior commanders, as stewards of the Army Profession, provide the necessary resources to train, including time, and protect subordinate units from unprogrammed taskings or other training distractions. They publish training guidance (that includes a calendar) to give subordinate commanders adequate time to properly plan and resource training.
For training, senior commanders use a framework that involves three planning horizons:
Long-range.
Mid-range.
Short-range.
A planning horizon is a point in time commanders use to focus the organization’s planning efforts to shape future events. A long-range planning horizon covers a unit’s overarching training plan over an extended time (typically years). It synchronizes supporting units and agencies so that a unit can properly execute its training events. It is graphically depicted on a unit training plan (UTP) calendar. A mid-range planning horizon further refines the long-range planning horizon. It defines in more detail the broad guidance for training events, closer to the training start. A short-range planning horizon defines the specific actions (plan and prepare) prior to the start of training. (See appendix H for T-Week concept.) See figure 1-5 for the planning horizons.
Training Environment
Units obtain effective training when they create a realistic and challenging training environment. A training environment is an environment comprised of conditions, supporting resources, and time that enables training tasks to proficiency. An effective training environment enables an individual or a unit to achieve proficiency in the individual and collective tasks trained. The commander sets the conditions of the tasks selected to train with as much realism as possible. Supporting resources provide the tools that enable modifying those conditions to be more challenging and complex for Soldiers and the entire unit. Commanders leverage available resources, to include the mix of live, virtual, and constructive (LVC) training enablers. When used properly, resources create a powerful training multiplier that more closely replicate an actual operational environment. The time available to train is often one aspect of the training environment of which there is never enough. Training within the limits of the planning horizon drives when the unit or individual is expected to be proficient in the tasks selected to train. Careful development of a training environment can produce exceptional results and ultimately increase training readiness. See appendix A for more information on creating realism in training.
Training For Battle Rhythm
Commanders integrate and synchronize training activities, meetings, briefings, conferences, and reports among their subordinates and with their higher commander. Commanders establish training for a unit’s battle rhythm. Battle rhythm is a deliberate cycle of command, staff, and unit activities intended to synchronize current and future operations. In the context of unit training, establishing a battle rhythm helps sequence the activities, events, and actions that regulate the flow and sharing of information that supports the training process. Effectively training for battle rhythm —
Facilitates and establishes interactions related to training among the commander, staff, and subordinate units.
Establishes a routine for staff interactions and coordination.
Facilitates planning by the staff and decision making by the commander.
Training for a unit’s battle rhythm consists of conducting periodic meetings and briefings, meeting report requirements, and experiencing other activities synchronized by time and purpose. These activities and products include, but are not limited to —
Publishing command training guidance (CTG).
Training meetings.
T-Week concept.
Training briefings.
Installation training resource synchronization conferences.
Commanders’ dialogues.
Time management cycles.
UTP calendars.
Company training schedules.
Planning horizons (long, mid, and short).
The unit commander, in conjunction with the higher commander’s guidance, establishes and enforces the training for the unit’s battle rhythm. These activities are heavily influenced by policy, doctrine, unit standard operating procedures (SOPs), and training priorities established by the higher commander. All unit leaders understand and comply with the activities that comprise the training rhythm.
ESTABLISHING TRAINING FOR BATTLE RHYTHM IN UNITS
So that commanders and units have sufficient time to plan and coordinate long-range training, senior commanders publish CTG (further discussed in chapter 2). Published guidance communicates their training and readiness priorities throughout the command and provides subordinates sufficient time to develop and resource training that supports that guidance. Publication of the CTG establishes the unit’s training for battle rhythm when it is not deployed on operations.
. For the Regular Army and Reserve Component, each successive echelon publishes their nested CTG. For division and higher units, the format of the CTG is at the commander’s discretion. For brigade and below units, the format is the UTP operation order (OPORD) (see appendix F). A published CTG always includes the corresponding training calendar.
The timelines in table 1-1 provide guidance for when CTG or UTPs are published by echelon for the Regular Army. This separation by echelon ensures that long-range planning and guidance is timely and allows each command to conduct parallel and collaborative planning across the force. It also ensures that crucial training resources needed to train are identified well in advance and are available at the start of training. Table 1-2 shows the same information for the Reserve Component (known as RC). Note that Regular Army and Reserve Component units’ CTG planning horizons significantly differ. For example, a Regular Army division commander’s long-range planning horizon is two years, whereas a like echelon Reserve Component unit commander’s long-range planning horizon is five years.
