Study 

 Report 

 2002-08 

Training Model for Contingency 

Operations 

 Matthew L. Smith and William T. Holden, Jr. 

 Human Resources Research Organization 

 Harold M. Starry 

 U.S. Army Training Support Center 

 

 

 

United States Army Research Institute 

for the Behavioral and Social Sciences

July 2002 

Approved for public release; distribution is unlimited. 
 

U.S. Army Research Institute 

for the Behavioral and Social Sciences 

A Directorate of the U.S. Total Army Personnel Command 

 Michael G. Rumsey 

 Acting Technical Director

Research accomplished under contract 

for the Department of the Army 

Human Resources Research Organization 

U.S. Army Training Support Center 

Technical review by 

Kathleen A. Quinkert 

Richard A. Gerka 

 

 

 

NOTICES 

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Please address correspondence concerning distribution of reports to: U.S. Army Research 

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NOTE: The views, opinions, and findings in this report are those of the author(s) and should not 

be construed as an official Department of the Army position, policy, or decision unless so 

designated by other authorized documents.
i

REPORT DOCUMENTATION PAGE

1. REPORT DATE (dd-mm-yy) 

July 2002 

2. REPORT TYPE

Final 

3. DATES COVERED (from. . . to) 

8 Jan 01 - 9 May 02 

4. TITLE AND SUBTITLE 

Training Model for Contingency Operations 

5a. CONTRACT OR GRANT NUMBER

DASW01-99-D-0012 (DO. 0010) 

665803

6. AUTHOR(S) 

Matthew L. Smith, William T. Holden, Jr. (Human Resources Research 

Organization); Harold M. Starry (U.S. Army Training Support Center) 

5c. PROJECT NUMBER

D730

5d. TASK NUMBER

260

5e. WORK UNIT NUMBER

7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) 

Human Resources Research U.S. Army Training Support Center 

 Organization (HumRRO) Directorate of Training 

66 Canal Center Plaza Suite 400 Seventh Army Training Command 

Alexandria, VA 22314 Bldg 621, Unit 28130 

 APO AE 09114

8. PERFORMING ORGANIZATION REPORT NUMBER

9. SPONSORING/MONITORING AGENCY NAME(S) AND ADDRESS(ES) 

U.S. Army Research Institute for the Behavioral and Social Sciences 

ATTN: TAPC-ARI-IK 

5001 Eisenhower Avenue 

Alexandria, VA 22333-5600

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ARI

11. MONITOR REPORT NUMBER 

Study Report 2002-08 

12. DISTRIBUTION/AVAILABILITY STATEMENT 

Approved for public release; distribution is unlimited.

13. SUPPLEMENTARY NOTES 

Contracting Officer’s Representative: Dr. Billy L. Burnside

14. ABSTRACT (Maximum 200 words): 

This report documents the process and the products of a study examining training and training support for units involved in 

deployments for contingency operations. The purpose of this study was to assist U.S. Army leaders and training resource 

managers to better train units, staffs, leaders and soldiers based on the realities and challenges of the 21st century operational 

environment. It was completed in support of a specific request made by the U.S. Army Training and Doctrine Command 

(TRADOC) for assistance in providing training support to Army ground forces preparing for, participating in, or returning from 

contingency operations. The study began by surveying the existing body of knowledge concerning U.S. military contingency 

operations and military deployments conducted in the 1990s. The survey’s purpose was to identify and codify full spectrum 

training and training resource requirements for units participating in contingency operations. The survey’s findings were then

used to develop an improved training model and associated templates, and to recommend changes in current training policies 

and procedures. The eight principal recommendations address training strategies, training documentation, resourcing, decisionmaking, and training management. 

15. SUBJECT TERMS 

Training Deployment Contingency Operations Training Model 

Training Template Training Support Required Essential Tasks 

SECURITY CLASSIFICATION OF 19. LIMITATION OF 

ABSTRACT 

Unlimited 

20. NUMBER 

OF PAGES 

75 

21. RESPONSIBLE PERSON

(Name and Telephone Number) 

Dr. Billy L. Burnside 

DSN 464-3450

16. REPORT 

Unclassified

17. ABSTRACT 

Unclassified

18. THIS PAGE 

Unclassified

NSN 7540-01-280-5500 Standard Form 298 
iii

Study Report 2002-08 

Training Model for Contingency Operations 

Matthew L. Smith, William T. Holden, Jr. 

Human Resources Research Organization 

Harold M. Starry 

U.S. Army Training Support Center 

Armored Forces Research Unit 

Barbara A. Black, Chief 

U.S. Army Research Institute for the Behavioral and Social Sciences 

5001 Eisenhower Avenue, Alexandria, Virginia 22333-5600 

July 2002 

Army Project Number Personnel and Training 

2O465803D730 Analysis Activities

Approved for public release; distribution is unlimited 
v

FOREWORD 

 In recent years U.S. Army forces have been deploying with increasing frequency to conduct 

a variety of contingency and other-than-war operations in a variety of locations. These 

deployments have presented and are continuing to present a number of challenges for the 

conduct, management, and support of training. In response to the challenges, the U.S. Army 

Training and Doctrine Command (TRADOC) requested that the U.S. Army Research Institute 

for the Behavioral and Social Sciences (ARI) analyze training requirements and training support 

for Army ground forces preparing for, participating in, or returning from contingency operations. 

 The ensuing study was performed by ARI’s Armored Forces Research Unit (AFRU) at Fort 

Knox, Kentucky, as part of Work Package 212, “Unit Training Technologies for Future Forces.” 

The work was supported through a Memorandum for Record (MFR) among: the Chief of Staff, 

7th Army Training Command (ATC), U.S. Army Europe (USAREUR); the Training Program 

Manager, Deputy Chief of Staff for Training-West, TRADOC; the Deputy Commander, U.S. 

Army Training Support Center (ATSC); and the Chief, AFRU-ARI. The subject of the MFR, 

dated 17 November 2000, was “Deployable Training Support Study.” 

 This final study report documents the process and the products of the study examining 

training support for units involved in deployments for contingency operations. The products of 

this study include a training model, training templates, and recommendations on how to provide 

Army-wide access to the template-based training. They were briefed for comment and approval 

to representatives of ATSC-TRADOC, Forces Command (FORSCOM), and to the 7th ATC, 

USAREUR in November of 2001. The representatives’ comments were incorporated into the 

study’s final products, results, and recommendations. These products will assist U.S. Army 

leaders and training resource managers to better train units, staffs, leaders, and soldiers based on 

the realities and challenges of the 21st century operational environment. In addition, two of the 

study’s products, the deployment training model and training strategy template are being 

incorporated into the Army’s next revision of its mounted brigade combat team’s Field Manual 

(FM) 3-90.3 (Department of the Army [DA], 2001d) Mission Training Plan and its 

reconnaissance, surveillance, and target acquisition (RSTA) squadron’s Army Training and 

Evaluation Program (ARTEP) 17-95F-40-MTP (DA, 2001a) Mission Training Plan. 

 MICHAEL G. RUMSEY 

 Acting Technical Director 
vi

ACKNOWLEDGMENTS 

 The project team for this study was composed of members of the Human Resources 

Research Organization (HumRRO) located at Fort Knox, Kentucky. Ms. Charlotte Campbell, 

HumRRO Program Manager for the Advanced Distributed Training Program, oversaw the 

progress of the study. Mr. Roy Campbell was instrumental in conceptualizing the approach and 

participated in the initial analysis of training requirements for deploying units. 

 The contracting officer’s representative for the study was Dr. Bill Burnside from the U.S. 

Army Research Institute for the Behavioral and Social Sciences (ARI), Armored Forces 

Research Unit (AFRU) at Fort Knox. Dr. Burnside was an active member of the project in all 

phases, providing input and counsel throughout. Dr. Bruce Sterling (then at ARI-AFRU and 

now with the Army Research Laboratory) and Dr. Barbara Black, Chief of the ARI-AFRU, also 

provided valuable insights and support. 

 The issues, needs, and courses of action developed in this study were reviewed by a study 

advisory group (SAG), who also provided guidance to the study team on various issues. The 

SAG comprised middle-level (O-5/LTC equivalent) management representatives from: 

y TRADOC, Headquarters, Office of the Deputy Chief of Staff for Operations and Training 

(ODCSOPS&T), 

y U.S. Army Forces Command (FORSCOM), 

y 7th Army Training Command (ATC), United States Army Europe (USAREUR), 

y Army Training Support Center (ATSC), U.S. Army Training and Doctrine Command 

(TRADOC), 

y U.S. 18th Airborne Corps, 

y U.S. III Corps, and 

y U.S. V Corps. 
vii

TRAINING MODEL FOR CONTINGENCY OPERATIONS 

EXECUTIVE SUMMARY 

Research Requirements: 

 Acting on a request for assistance from the U.S. Army Training and Doctrine Command 

(TRADOC), the U.S. Army Research Institute for the Behavioral and Social Sciences (ARI) 

conducted a study to analyze training requirements and training support for Army ground forces 

preparing for, participating in, or returning from contingency operations. The specific objectives 

of the study included: 

• To identify training needs and available training support resources for units preparing 

for, participating in, or returning from contingency operations. 

• To develop an improved unit training model, including recommended plans and 

procedures for units preparing for, participating in, or returning from contingency 

operations. 

• To design and develop notional training templates for units preparing for, participating 

in, or returning from contingency operations. 

• To prepare recommendations on how to provide Army-wide access to the templatebased training methodology for future deploying forces. 

Procedure: 

 The study began with an analysis of the existing body of knowledge to identify training 

needs and training resource requirements of units preparing for, participating in, or returning 

from contingency operations. The scope of the analysis was limited to ground maneuver forces 

at the task force level. The review’s timeframe included pre-deployment, during deployment, 

and redeployment periods. To identify the related essential training tasks, a survey of 

information on U.S. military contingency operations and deployments in the 1990’s was 

conducted. Also, information-gathering visits were conducted with experienced military leaders 

and training support managers. The results were synthesized using a task crosswalk approach to 

derive and codify a consolidated list of related essential training needs. 

 The second phase of analysis involved identification of current training support resources 

needed to train those tasks. Training support resources identified included primary training aids, 

devices, simulators, and simulations (TADSS) required to support training in the live, virtual, 

and constructive environments. Distance learning (DL) methods and programs were also 

examined and included in the catalog of resources. 

 Using the task and training resource information, the study team developed a training model 

and associated templates usable across the full spectrum of conflict. For study purposes, a model 

is defined as a proven pathway for the successful accomplishment of a complex task or mission. 

The proven pathway is built upon a foundation of experiences of previous attempts to 

accomplish similar tasks or missions. Again for study purposes, a template is defined as a more 
viii

detailed explanation of a branch, segment or sub-system of a given model. The purposes for the 

training model and templates included the following: 

• To provide leaders and managers with common tools to better understand, develop, and 

communicate their respective training and resource strategies. 

• To provide a basis for making sound training management decisions. 

• To facilitate repetition of similar training processes. 

• To formalize the deployment training processes so that the processes can be refined and 

improved over time. 

Findings: 

 The improved training model developed in this study replaces the old “train, deploy, 

conduct operations, redeploy, and train to regain Mission Essential Task List (METL) 

proficiencies” model. The new model calls for deploying units to train, deploy, train while 

conducting operations, redeploy at a higher level of proficiency, and complete METL training to 

achieve unit readiness. The improved model recognizes and makes use of the training 

opportunities available during the operational missions phase of deployments and has the 

potential to reduce the impact of skill decay, new personnel, equipment or mission requirements, 

and the time required for the unit to return to full readiness status at home station. 

 In addition to the improved training model, two templates related to the training model were 

developed. The first template developed was a Deployment Planning Template. Its purpose is to 

provide a deployment planning guide for units preparing for contingency operations. The second 

template developed was a Training Strategy Template designed to assist units, leaders, and 

training managers in the development of unit training plans and training resource planning. The 

Training Strategy Template portrays a notional brigade training strategy for all three phases of 

contingency operations support. It addresses the three training environments–virtual, live and 

constructive–and links the primary TADSS needed to support effective training by environment 

to specific training events and activities. The strategy also incorporates DL into training plans 

and programs. 

 In addition to the task identification and model/template development, the study objectives 

included making recommendations concerning training and training support strategies, policies 

and procedures. Throughout the course of the study, and more specifically during the survey of 

the existing body of knowledge on contingency operations in the 1990s, shortcomings in training 

and training support policies and procedures were identified. Shortcomings are directly related 

to the new operational environment and the operational pattern that has emerged in the past 

decade, and range from a lack of a unified Army-wide deployment training strategy to failing to 

properly field key training management tools. The eight specific recommendations include: 

• Develop and promulgate training strategy based on a “Train as we operate” approach. 

• Revise How-to-Train capstone field manuals. 

• Integrate training in force structure/force sourcing decisions (link training planning and 

force planning). 
ix

• Link operational planning and training planning. Require the development and inclusion 

of Annex T–Training annex included in all future operations plan/operations orders 

(OPLAN/OPORDs). 

• Develop training standards and include in training regulations. 

• Man and equip units based on the training challenges of the new operational 

environment and operational patterns. 

• Develop and provide training management enablers. 

• Develop and promulgate an Army Deployed Training Support Strategy. 

Utilization of Findings: 

 This report documents the process and the products of the study examining training support 

for units involved in deployments for contingency operations. The products of this study should 

assist U.S. Army leaders and training resource managers to better train units, staffs, leaders and 

soldiers based on the realities and challenges of the 21st century operational environment. Two 

of the study’s products, the deployment training model and training strategy template, are being 

incorporated into the Army’s next revision of its mounted brigade combat team’s Field Manual 

(FM) 3-90.3 (DA, 2001d) Mission Training Plan and its reconnaissance, surveillance, and target 

acquisitions (RSTA) squadron’s Army Training and Evaluation Program (ARTEP) 17-95F-40 

(DA, 2001a) Mission Training Plan. 
xi

TRAINING MODEL FOR CONTINGENCY OPERATIONS 

CONTENTS 

Page 

INTRODUCTION .................................................................................................................... 1 

BACKGROUND ...................................................................................................................... 1 

OBJECTIVES ........................................................................................................................... 5 

PROCESS ................................................................................................................................. 5 

 Identification of Related Essential Tasks and Existing Support Requirements ................ 7 

 Training Model and Template ........................................................................................... 16 

RESULTS ................................................................................................................................. 17 

 Training Model and Template ........................................................................................... 17 

 Recommendations on Training Strategies, Policies and Procedures ................................. 21 

REFERENCES ......................................................................................................................... 29 

APPENDIX A Acronyms .................................................................................................... A-1 

 B Associated Deployment Templates............................................................. B-1 

 C Deployment Training and Training Support Planning Aids ....................... C-1 

LIST OF FIGURES 

Figure 1. Contingency operations in the 1990s ...................................................................... 2 

 2. Expanded missions–full spectrum requirements .................................................... 3 

 3. Effects of the new operational pattern .................................................................... 4 

 4. Key study tasks timeline ......................................................................................... 6 

 5. Task crosswalk approach for identification of related essential training tasks ....... 8 

 6. Essential full spectrum leader and individual tasks ................................................ 12 

 7. The deployment cycle ............................................................................................. 17 

 8. Improved training model......................................................................................... 18 

 9. Deployment planning template ............................................................................... 19 

 10. Training strategy template ...................................................................................... 20 

 11. Deployment training homepage .............................................................................. 28 

LIST OF TABLES 

Table 1. REFS Collective Tasks ........................................................................................... 9 

 2. REFS Staff Tasks .................................................................................................... 10 

 3. Training Shortcomings and Recommendations ...................................................... 22 
1

Training Model for Contingency Operations 

Introduction 

 The purpose of this study was to assist U.S. Army leaders and training resource managers to 

better train units, staffs, leaders and soldiers based on the realities and challenges of the 21st 

century operational environment. It was completed for the U.S. Army Research Institute for the 

Behavioral and Social Sciences (ARI), in support of a specific request made by the U.S. Army 

Training and Doctrine Command (TRADOC) for assistance in providing training support to 

Army ground forces preparing for, participating in, or returning from contingency operations. 

The study began by surveying the existing body of knowledge concerning U.S. military 

contingency operations and military deployments conducted in the 1990s. The purpose was to 

identify and codify full spectrum training and training resource requirements for units 

participating in contingency operations. The findings were then used to develop an improved 

training model and associated templates, and to recommend changes in current training policies 

and procedures. 

 The main body of the study report is organized into four sections. The first section, an 

Introduction and Background of the study, presents the study’s purpose, goals and objectives. It 

answers the “why” question concerning the conduct of the study. The next section is a Process 

section, which presents the study’s key tasks and explains how the survey was accomplished. It 

answers the “what,” “how,” and “who” questions concerning task accomplishment. The Results 

section contains the study’s findings–the significant products derived over the course of the 

study. The last section of the report is the Recommendations section, which contains the study’s 

recommended changes to current training policies and procedures. The study report also 

contains several appendixes. Appendix A contains a complete listing of the acronyms and 

abbreviations used in this study report. Appendix B presents the two major products of the 

study, and Appendix C contains deployment training and training support aids for use by leaders 

and training resource managers supporting current and future contingency operations. The aids 

in Appendix C include a developmental outline of a training annex and a sample theater-specific 

training annex for a contingency operation plan/order. Both the outline and the sample training 

annex were developed based on actual operational deployment training experiences and should 

be a great benefit to future contingency training plans and strategies. 

Background 

In recent years, the U.S. military has taken part in a growing number of military operations 

other than war–operations designed to provide humanitarian aid, separate warring parties or 

otherwise force an end to hostilities, or monitor an existing peace agreement. As the number of 

such missions has increased, so have the resources that the United States devotes to them. That 

increase reflects international geopolitical changes since the end of the Cold War as well as 

changes in U.S. foreign and national security policies. Because of those changes, and because 

the United States can deploy its military forces to far-flung locations, the nation is now 

extensively involved in peace operations worldwide (Infowar.com, 1999, Chapter I, para 1). 
2

 Throughout U.S. military history, the operational pattern for the employment of military 

forces has included conducting contingency operations and their associated deployments to fight 

and win our nation’s wars. From the Minute Men of the American Revolution, to the cavalry 

forces that helped secure the west, and throughout the half-century “10 divisions in 10 days” 

Cold War, U.S. military forces have been required to maintain their readiness and deploy to 

conflicts with preparation times measured in days and hours. But the combined effects of 

winning the Cold War, of facing the challenges of a divergent operational environment, and of 

responding to changes in U.S. national and military strategy, have resulted in the emergence of a 

new operational pattern that is having significant effects on the Army. The new operational 

pattern requires forces to be strategically responsive and dominant across the full spectrum of 

conflict, ranging from support to civilian agencies, to peacekeeping and peace enforcement, to 

small-scale contingencies, and ultimately participation in a major theater war. Three key effects 

of the new operational pattern include increases in U.S. military forces’ operational tempo, 

extended mission durations, and expanded mission and task requirements. 

 The decade of the 1990s saw a significant increase in both the frequency of contingency 

operations and in numbers of deployed military forces. During the period 1990-2000 there were 

over 130 military contingency operations, most involving military force deployments. On any 

given day, the U.S. Army had over 30,000 soldiers deployed to 70-plus nations (see Figure 1). 

By comparison, throughout the previous Cold War period, from 1950 through 1989, there were 

only 70 military contingency operations. This represents a 300% increase in the frequency of 

operations and deployments (Federation of American Scientists, 2001). 

Figure 1. Contingency operations in the 1990s (Congressional Budget Office, 1999, 

December 3, chap. 1, sect. 3). 

Maximum Number of Military Personnel Deployed 

1982 1984 1986 1988 1990 1992 1994 1996 1998

Maximum Deployed (Thousands) 

60

50

40

30

20

10

0 
3

 The new operational pattern requires mid- to long-term force commitments involving 

significant numbers of military forces on a continuous and rotational basis. Contingency 

operations like Desert Shield, the defense of Saudi Arabia, evolved into Operation Desert Storm, 

the liberation of Kuwait. From Operation Desert Storm emerged Operation Provide Comfort,

the humanitarian support to the Kurds, and Operations Intrinsic Action and Desert 

Falcon/Desert Thunder, the long-term tactical commitments to Kuwait, Saudi Arabia, and 

Bahrain. Contingency operations in Somalia (Restore Hope) in 1992 and Haiti (Uphold 

Democracy) in 1994 were originally short-term operations that continued throughout much of the 

1990s. Contingency operations in Bosnia-Herzegovina (Joint Forge), and Kosovo (Joint 

Guardian) are continually evolving and forecasted to extend through 2005 (Army News Service, 

2000). America’s most recent contingency, Operation Enduring Freedom in Afghanistan, is 

predicted to last several years and require the deployment of numerous military organizations 

and thousands of personnel. 

 The new operational pattern introduces additional missions and tasks. Units supporting 

contingency operations are expected to perform multiple missions and associated tasks that range 

across the entire spectrum of conflict, at nearly the same time, and in the same location. The 

graphic in Figure 2 was taken from the Army’s latest version of Field Manual (FM) 3-0 

(Department of the Army [DA], 2001b). It depicts this transition to an expanded mission list and 

near-simultaneous full spectrum requirement. 

Figure 2. Expanded missions–full spectrum requirements. 

 A direct effect of this expanded mission list is an increased array of training and training 

support requirements. The increased scope of training has added additional training 

requirements to unit battle-focused Mission Essential Task List (METL) training plans, which 

are already restricted by limited time, personnel shortages, inadequate training support resources, 

and outdated tactics, techniques, and procedures (TTP). 

 Offensive operations destroy/defeat an enemy, impose our will and achieve decisive victory.

 Defensive operations defeat an enemy attack, buy time, economize forces, or develop conditions

favorable for offensive operations.

 Stability operations protect national interests through a combination of peacetime developmental,

cooperative activities and coercive actions in response to crises.

 Support operations assist civil authorities, foreign or domestic, as they prepare for and respond to

crises and relieve suffering.

Operations 

Lessons Learned

Vigilant Warrior

• Concurrent

• Overlapping 
4

 The collective effect of this new operational pattern has invalidated existing training 

paradigms in the areas of training management and training support. Lockstep and sequential 

unit training strategies and training support resources developed to achieve battle-focused METL 

task proficiency have been found wanting and quickly discarded by alerted units. In addition, 

the unprecedented number of deployments was accomplished by a significantly smaller active 

component (AC) Army and required increased numbers of National Guard and Reserve Forces, 

often task-organized outside their habitual AC training relationships. The training paradigm 

invalidation was formally recognized in TRADOC Kosovo Forces/Stability Forces 

(KFOR/SFOR) reports and Army Training Support Center (ATSC) reports, which listed the 

following shortfalls in training management and support (ATSC, personal communication, 

January 3, 2000). 

• Units do not have necessary training tools at appropriate time. 

• Due to increased operational tempo and personnel turbulence associated with 

deployment, current training and training support processes and procedures are not 

adequate to manage training. 

• Training support has been too reactive, often coming well after the time when it is 

required or not at all. 

• A standardized model or "template" for training support for pre-deployment, 

sustainment, and recovery training is lacking and needs to be developed. 

 The effects of the new operational pattern on training are summarized in Figure 3. 

Figure 3. Effects of the new operational pattern.

• Increased deployments

• Expanded missions 

• Increased long and mid-term

commitments

• Shrinking resources

It is a 

Cause and 

Effect Cycle

Study looks

at the “T” in 

DTLOMS

• Increased operational tempo

• Increased tasks and needs

• Reduced time to prepare

• Effects across Army doctrine,

training, leadership, organizations,

materials, and soldiers (DTLOMS)

• Relook training program

(Alert-Train-Deploy or Train-Alert-Deploy or...)

• Relook how we should support all encompassing

training strategies

- Not just homestation

- Not just live simulations

- Not just high-intensity conflicts

• Better able to predict training tasks 

and support needs

• More responsive training 

management and support

• Better systems and procedures

• Increased deployments

• Expanded missions 

• Increased long and mid-term

commitments

• Shrinking resources

It is a 

Cause and 

Effect Cycle

Study looks

at the “T” in 

DTLOMS

• Increased operational tempo

• Increased tasks and needs

• Reduced time to prepare

• Effects across Army doctrine,

training, leadership, organizations,

materials, and soldiers (DTLOMS)

• Relook training program

(Alert-Train-Deploy or Train-Alert-Deploy or...)

• Relook how we should support all encompassing

training strategies

- Not just homestation

- Not just live simulations

- Not just high-intensity conflicts

• Better able to predict training tasks 

and support needs

• More responsive training 

management and support

• Better systems and procedures
5

Objectives

 This study provides a review of the effects of the new operational pattern on how Army 

ground maneuver units train throughout their contingency operations participation. It also 

examines how leaders and training resource managers can better manage, and conduct and 

support unit, staff, leader and individual training throughout the contingency support timeframe. 

The study goals are as follows: 

• To assist commanders and staff officers in the development of unit training strategies as 

they prepare for, participate in, or return from contingency operations. 

• To assist training resource managers in their efforts to better support the training 

strategies developed by units preparing for, participating in, or returning from 

contingency operations activities. 

 In support of these two goals, the study has three objectives: 

• To identify training needs and available training support resources for units preparing 

for, participating in, or returning from contingency operations. 

• To develop an improved unit training model, including recommended plans and 

procedures for units preparing for, participating in, or returning from contingency 

operations. 

• To design and develop notional training templates for units preparing for, participating 

in, or returning from contingency operations. 

Process 

 The study was accomplished with input from middle-level (O-5/LTC equivalent) 

management representatives from the Department of the Army, several Army major commands 

and agencies including Forces Command (FORSCOM), the 7th Army Training Command 

(ATC)/United States Army Europe (USAREUR), TRADOC, U.S. 18th Airborne Corps, U.S. III 

Corps, U.S. V Corps and ATSC. The breadth and depth of experience among these persons was 

essential to ensure consideration of all aspects of the train-alert-deploy model and the 

complexities of near-simultaneous full spectrum operations requirements. 

 The study consisted of three principal tasks, as depicted in Figure 4. 
6

Figure 4. Key study tasks timeline. 

 The underpinnings of the study’s products and recommendations were the Army’s primary 

mission statement and its key warfighting and training concepts as established in its capstone 

field manuals. The Army’s primary mission is “...to organize, train, and equip its forces to fight 

and win the nation’s wars and achieve directed national objectives. Fighting and winning the 

nation’s wars is the foundation of Army service–the Army’s nonnegotiable contract with 

America” (DA, 2001c, p. 21). 

 The Army’s key warfighting concepts are derived from its mission statement and guidance 

from other national military command sources (e.g., Secretary of Defense, Chairman of the Joint 

Staff, the U.S. National Defense Strategy). They include: 

• Projecting mission-tailored forces capable of decisive operations immediately on arrival 

(Offense and Defense). 

• Conducting operations in a more parallel, continuous, and seamless manner (vice 

sequential, scheduled, and segmented). 

• Projecting forces rapidly and potently to stop aggression, killing, dying, and suffering 

(Stability and Support). 

 The Army’s key training concepts, supportive of its mission and warfighting concepts, 

include the following: 

• Units should train and sustain skills, deploy, execute, and succeed in full spectrum 

operations as part of a joint and multi-national force. 

• The training model for initial entry forces is: train, alert, deploy immediately, and 

conduct operations. 

• The training model for follow-on forces includes conducting pre- or post-deployment 

training and mission rehearsal exercises based on time and other resources/factors. 

Jul 01 Oct 01 Dec 01 Feb 02 May 02

Review & document related essential training needs and existing 

support resources. Identify shortfalls and other training issues.

T2

T1

Develop an improved training 

model, policies, and procedures.

T3 Develop a notional 

deployment template.

Jul 01 Oct 01 Dec 01 Feb 02 May 02

Review & document related essential training needs and existing 

support resources. Identify shortfalls and other training issues.

T2

T1

Develop an improved training 

model, policies, and procedures.

T3 Develop a notional 

deployment template.

Jul 01 Oct 01 Dec 01 Feb 02 May 02

Review & document related essential training needs and existing 

support resources. Identify shortfalls and other training issues.

T2

T1

Develop an improved training 

model, policies, and procedures.

T3 Develop a notional 

deployment template.
7

• The link between operational missions and training is the METL development process. 

Commanders focus their METL, training time, and resources on combat tasks, unless 

directed otherwise. 

 These fundamental elements of Army philosophy and doctrine shaped and guided the work 

on the three study tasks, as described in the following paragraphs. 

Identification of Related Essential Tasks and Existing Support Requirements 

 The study began with a review of the existing body of knowledge to identify training needs 

and training resource requirements of units preparing for, participating in, or returning from 

contingency operations. The scope of the review was limited to ground maneuver forces at the 

task force level. The review’s timeframe included pre-deployment, during deployment, and 

redeployment periods, and had two areas of focus: 

• Identifying a core of tasks that could be considered essential across the majority of the 

spectrum of conflict, which the study team designated as related essential training tasks. 

• Identifying required training support resources needed to train the related essential 

training tasks. Training support resources, including training aids, devices, simulators, 

and simulations (TADSS), were limited in scope by the study team to primary TADSS–

those having a significant impact or role in the execution of training. 

 To identify the related essential training tasks, a review of information on U.S. military 

contingency operations and deployments in the 1990s was conducted. Also, informationgathering visits were conducted with experienced military leaders and training support managers. 

The study’s key task sources included: 

• U.S. National Defense Strategy. 

• Army Capstone FMs. 

• Army Universal Task List (AUTL). 

• Combined Arms Training Strategy (CATS). 

• 7th Army Training Command (ATC) sources and deployment experiences. 

• Initial Brigade Combat Team’s (IBCT) Training Strategy and Centralized Task Lists. 

• U.S. Army Armor Center’s Mounted Training Strategy. 

 The results were synthesized using a task crosswalk approach to derive and codify a 

consolidated list of related essential training needs. The task crosswalk approach began with 

identification of the essential tasks and subtasks established in the Army’s Capstone Field 

Manual (FM) 1 (DA, 2001c) and FM 3-0 (DA, 2001b). The study team then compared those 

tasks with other key task sources to include other Army Capstone FMs (e.g., FM 100-23, Peace 

Operations [DA, 1994] and AR 350-1, Army Training [DA, 1983]). The task crosswalk 

approach resulted in the identification of three categories of tasks: those that apply across the 

majority of the full spectrum of conflict, those that apply across the majority of the spectrum but 

under varying conditions dependent on the operational mission, and new tasks resulting from the 

new operational environment and operational pattern (see Figure 5). 
8

Figure 5. Task crosswalk approach for identification of related essential training tasks. 

 The task crosswalk approach led to the development of related essential full spectrum

(REFS) task matrixes (see Tables 1 and 2). 

 Table 1 contains collective REFS tasks, the core set of collective training requirements for 

the majority of contingency operations. The military operations contained in the table include 

Offense, Defense, Peace Enforcement (PE), Peacekeeping (PK), and Support (SP). The military 

echelons represented in the table include battalion (Bn), company (Co) and platoon (Plt). A 

“yes” input in a table field means the task is required by that military operation and at that 

specific tactical echelon. For example, the REFS collective task “Ambush” is a required task in 

offense, defense, and peace enforcement operations at the company and platoon echelon. The 

task “Ambush” is not a peacekeeping requirement, nor is it a battalion echelon task. The 

“Relation” field in the table pertains to the task relationship across the full spectrum of 

operations. If a task is required in the majority of military operations, then the full spectrum 

relationship is rated “High.” The tasks rated as “High” in the table should be considered for 

inclusion in METL development and training plans. 

 Similarly, a staff REFS task matrix defining the core set of staff training requirements for 

the majority of contingency operations was developed and is depicted in Table 2. Again, the 

military operations contained in the table include Offense, Defense, PE, PK and SP. 

• Shape the security environment

• Respond promptly to crisis

• Mobilize the Army

• Conduct forcible entry operations

• Dominate land operations

• Provide support to civil authorities

Army’s METL

Army’s METL Sub Tasks 

• defeating land forces 

• seizing/controlling terrain

• destroying will to resist

Essential Tasks

Same tasks

and conditions 

across the spectrum

• provide presence

• engage other armies

• build trust and confidence 

• promote regional stability

• encourage democratic institutions

• deter conflict and crisis response 

• prompt land force response

• projected mission-tailored forces 

• capable of decisive operations immediately

• deter conflict 

• prevent adversary achieving objectives 

necessary to meet any crisis

includes major theater war

• access contested areas worldwide

• ready to fight immediately 

• prepare for follow-on forces

• deny enemy his objectives

• contain a conflict

• deter protracted conflict

• homeland security and defense

• disaster relief or crisis resolution 

Capstone 

FMs

CATS

AUTL

New tasks specific 

to parts of the 

spectrum

Other Sources

Same tasks but 

different conditions 

across the spectrum UNIT

AARS

7 ATC

ARMOR

CENTER

IBCT
9

Table 1 

REFS Collective Tasks 

REFS Collective Tasks 

Operations 

Offense Defense PEa PKa SPa Echelon Relation Bna Coa Plta

Ambush Yes Yes Yes No No No Yes Yes High 

Assault Yes Yes Yes No No No Yes Yes High 

Attack Yes Yes Yes No No Yes Yes Yes High 

Attack Opportunities Yes No Yes No No Yes Yes No Medium 

Conduct Battle-handoff Yes Yes Yes No No Yes No No High 

Breach Obstacles Yes No Yes No No Yes Yes Yes Medium 

Capture and Process Criminals No No Yes No Yes Yes Yes Yes Medium 

Conduct Casualty Evacuation Yes Yes Yes Yes Yes Yes Yes Yes High 

Combat Terrorism Yes Yes Yes Yes Yes Yes Yes Yes High 

Conduct Joint Air Attack Team Yes Yes Yes No No Yes No No High 

Conduct Patrols Yes Yes Yes Yes Yes Yes Yes Yes High 

Establish Zone of Separation Ops No No Yes Yes No Yes Yes Yes Medium 

Conduct Convoy Security Yes Yes Yes Yes Yes Yes Yes Yes High 

Counterattack No Yes No No No Yes Yes No Medium 

Conduct CSS Ops Yes Yes Yes Yes Yes Yes Yes Yes High 

Defend Yes Yes Yes No No Yes Yes Yes High 

Delay No Yes Yes No No Yes No No Medium 

Deploy by Air Yes Yes Yes Yes Yes Yes Yes Yes High 

Employ Non-Lethal Weapons No No Yes No No Yes Yes Yes Medium 

Employ Rules of Engagement Yes Yes Yes Yes Yes Yes Yes Yes High 

Establish Checkpoints No No Yes Yes Yes No Yes Yes Medium 

Implement Treaty Terms No No Yes Yes No Yes Yes Yes Medium 

Inspect Weapons Storage Sites No No Yes Yes No No Yes Yes Medium 

Move Tactically Yes Yes Yes No No Yes Yes Yes High 

Conduct Movement to Contact Yes Yes Yes No No Yes Yes Yes High 

Conduct NBC Operations Yes Yes Yes No No Yes Yes Yes High 

Operate Combat Systems Yes Yes Yes Yes Yes Yes Yes Yes High 

Conduct Passage of Lines Yes Yes Yes No No Yes Yes Yes High 

Prevent Unauthorized Training of 

Belligerents No No Yes Yes No Yes Yes Yes Medium 

Provide Overwatch Yes Yes Yes No No No Yes Yes High 

Provide Secure Environment No No Yes Yes No Yes Yes Yes Medium 

Quick Reaction Force Operations No No Yes Yes No Yes Yes Yes Medium 

Conduct Raids No Yes Yes No No Yes No No Medium 

Resettle Civilians No No Yes Yes Yes Yes Yes Yes Medium 

Conduct Riot Control No No Yes Yes Yes Yes Yes Yes Medium 

Conduct Route Security No Yes Yes Yes No Yes Yes No High 

Stop Civilian Suffering No No Yes Yes Yes Yes Yes Yes Medium 

Support/Synchronize Gov’t Agency 

and Non-Gov’t Agency Efforts No No Yes Yes Yes Yes Yes Yes Medium 

a

PE=Peace Enforcement, PK=Peacekeeping, SP=Support, Bn=battalion, Co=company, Plt=platoon 
10

A “yes” input for a task means that the task is required by that military operation. For example, 

the REFS staff task “Direct Fires” is a required staff task in offense, defense and peace 

enforcement operations, but is not a peacekeeping requirement. The “Relation” column in the 

table pertains to the task relation across the full spectrum of operations. If a task is required in 

the majority of military operations, then the full spectrum relationship is rated “High.” The tasks 

rated as “High” in the table should be considered for inclusion in staff METL development and 

training plans. 

Table 2 

REFS Staff Tasks 

Essential Staff Tasks Operations 

Offense Defense PEa PKa SPa Relation 

Maneuver the Force Yes Yes Yes No No High 

Direct Fires Yes Yes Yes No No High 

Plan/Conduct Force Protection Yes Yes Yes Yes Yes High 

Deploy the Force Yes Yes Yes Yes Yes High 

Conduct Tactical Movements Yes Yes Yes No No High 

Detect Targets Yes Yes Yes No No High 

Decide Targets Yes Yes Yes No No High 

Employ Air Defense Artillery Assets Yes Yes Yes No No High 

Process Aerial Targets Yes Yes Yes No No High 

Conduct Mobility Operations (Ops) Yes No Yes No No Medium 

Conduct Survivability Ops Yes Yes Yes No No High 

Conduct Command Posts Ops Yes Yes Yes Yes Yes High 

Plan and Execute Ops Yes Yes Yes Yes Yes High 

Conduct Continuous Ops Yes Yes Yes No No High 

Crisis Action Planning Yes Yes Yes No No High 

Develop Info Ops Plans Yes Yes Yes Yes No High 

Plan/Coord Civilian/Military Ops Yes Yes Yes Yes Yes High 

Report Yes Yes Yes Yes Yes High 

Process/Produce Intelligence Yes Yes Yes Yes No High 

Analyze Mission Yes Yes Yes Yes Yes High 

Conduct IPB Yes Yes Yes Yes No High 

Develop Course of Action Yes Yes Yes No No High 

Plan & Coordinate R&S Ops Yes Yes Yes Yes Yes High 

Develop an OPORD Yes Yes Yes Yes Yes High 

Analyze Targets Yes Yes Yes No No High 

Plan and Conduct Public Affairs 

Activities Yes Yes Yes Yes Yes High 

Plan and utilize CSS Assets Yes Yes Yes No No High 

Plan for Dislocated Civilians Yes Yes Yes Yes Yes High 

Conduct Logistical Planning Yes Yes Yes Yes Yes High 

(table continues)
11

Table 2 (continued) 

Essential Staff Tasks Operations 

Offense Defense PEa PKa SPa Relation 

Conduct Battle Tracking Yes Yes Yes Yes Yes High 

Develop Staff Estimates Yes Yes Yes No No High 

Provide Command and Control Yes Yes Yes No No High 

Maintain Communications Yes Yes Yes Yes Yes High 

Establish the Command Post Yes Yes Yes Yes Yes High 

Move the Command Post Yes Yes Yes Yes Yes High 

Operate Trains Yes Yes Yes Yes Yes High 

Coordinate for CSS Spt Yes Yes Yes Yes Yes High 

Coordinate/Synch ADA Assets Yes Yes Yes No No High 

ADA Protection of Key Assets Yes Yes Yes No No High 

Coordinate Eng Resources Yes Yes Yes No Yes High 

Plan for Use of Obstacles No Yes Yes No No Medium 

Conduct Rehearsals Yes Yes Yes Yes No High 

Coordinate Medical Evacuation Yes Yes Yes Yes Yes High 

Provide Personnel Spt Yes Yes Yes Yes Yes High 

Coordinate Joint & Multinational Ops Yes Yes Yes Yes Yes High 

Integrate BOS Yes Yes Yes No No High a

PE = Peace Enforcement, PK = Peacekeeping, SP = Support 

 The task crosswalk approach also led to the identification of key sources of leader, 

individual, and crew tasks. For offensive and defensive operations, the best source for essential 

leader, individual, and crew tasks is CATS and its associated Automated Systems Approach to 

Training (ASAT) database. Combined Arms Training Strategy, through the ASAT database, 

performs the monumental job of linking leader, staff, crew and individual tasks to specific 

warfighting tasks for each tactical echelon. Leaders and training resource managers should use 

CATS as the primary reference and start point for determining leader, staff, crew and individual 

training requirements for inclusion in unit training strategies. 

 However, for leader and individual full spectrum tasks, the better sources are the 7th 

ATC resources and the IBCT training strategy. CATS is warfighting-centric and at the time of 

the study did not include stability and support tasks. While CATS is the best source for 

warfighting tasks, its failure to include any discussion of stability and support tasks makes it 

inferior to 7th ATC sources/IBCT concerning full spectrum tasks/requirements. The 7th ATC 

sources and IBCT sources consider and include all four operational mission areas in their task 

lists. Figure 6 depicts the essential full spectrum leader and individual tasks found in those 

sources. 
12

Related Essential Full Spectrum Leader Tasks 

Rules of Engagement Meaning of Combat Power 

Rules of Engagement/Graduated Response Conduct and Nature of War 

Status of Forces Agreement Situational Awareness 

Casualty Evacuation Fires and Effects 

Combatives Combat Service Support Reach Back 

Non-lethal Weapons Employment Deploy the Brigade 

Risk Assessment/Risk Management Small Scale Contingencies Environment 

Political/Military Seminar Sniper Employment 

Air Ground Coordination Military Operations on Urbanized Terrain (MOUT) 

Negotiation Techniques Adaptive Leadership 

Compel Compliance Create Cohesive Teams 

Resolve Conflict Building Competence based Confidence 

Conduct Bilateral Meetings Critical and Creative Thinking 

Deal with Media Command, Control, Communications, Computers, 

and Intelligence Surveillance and Reconnaissance 

(C4ISR)–Network Centric Warfare and Internetted 

Combat Arms 

Related Essential Full Spectrum Individual Tasks 

Common Tasks Full Spectrum Individual Theater-specific Tasks 

Weapons Qualification Media Awareness 

Mask Confidence Country Orientation 

Common Task Training Rules of Engagement 

Briefings in Subversion and espionage directed 

against the Army, operational security, Antifratricide, Law of Land Warfare, Code of Conduct, 

and Family Member Assistance 

Anti-terrorism/Force Protection Level 1, Category 2 

Pre-deployment Awareness Training in accordance 

with Department Of Defense 2000.16 

Medical Evacuation Procedures–Medical Treat 

and Medical Self-Aid/Buddy Care 

Driver Training and Licensing (Mandatory for all 

soldiers; for civilian only if duties require) 

Cold Weather/Hot Weather Training Mine Awareness 

Accident Prevention Situational Awareness 

Figure 6. Essential full spectrum leader and individual tasks. 

 Once the related essential training tasks were identified, the study team efforts shifted to its 

second area of focus, the identification of current training support resources needed to train those 

tasks in the live, virtual, and constructive environments. The Army's traditional training method 

has been to execute training in the live environment as the primary means of training. However, 

decreasing resources, environmental constraints, and the increasing amount of land required by 

advances in mobility and weapons ranges limits the Army's ability to effectively execute training 

in the live environment. Together with the requirement to execute training and mission rehearsal 

exercises for joint, multi-national and multi-agency participants, conducting full spectrum 

operations under divergent conditions worldwide, these factors prohibit continued reliance on the 

live environment and have led to an expanding virtual and constructive environment training 

focus. In addition to primary TADSS, training aids and simulations that leverage innovations in 
13

information age technology to blend live, virtual and the constructive environments were 

identified. The TADSS identification was accomplished by combining literature searches for 

relevant information concerning training support resources with visits with key training resource 

managers throughout TRADOC to include the ATSC and the 7th ATC. 

 The study found a myriad of primary TADSS to support training in the live, virtual, and 

constructive environments. There are also TADSS under development that will support training 

in the near future. The more relevant current and developmental TADSS for use in live training 

environments include: 

• Multiple Integrated Laser Engagement System (MILES, MILES 2000 and MILES XXI) is 

a direct fire, air defense, and casualty assessment tactical engagement simulator 

supporting collective maneuver training from individual through brigade. 

• Tank Weapons Gunnery Simulation System (TWGSS) and Precision Gunnery Simulation 

(PGS) is a vehicle-appended precision gunnery trainer that facilitates day/night precision 

gunnery training and tactical force-on-force maneuver training for tanks and Bradley 

Fighting Vehicle (BFV). 

• Deployable Instrumented Training System (DITS) is the USAREUR 7th ATC adaptation 

of the Gunner and Maneuver Exercise (GAMER) system developed by Saab Training 

Systems. DITS is a highly mobile instrumented system that provides area weapons 

effects, command and control (C2), and during and after action review. It is capable of 

connecting vehicle platforms, dismounts, and simulated targets together in a live training 

environment. 

• Enhanced Remote Target System (ERETS) and Portable Remoted Target System

(PRETS) are computer-based systems used on standard ranges Army-wide. The ERETS 

and PRETS will be replaced by a new generation of Army target systems (NGATS). 

• One-Tactical Engagement Family of Simulation Systems (OneTESS) is a near future 

family of Tactical Engagement Simulation systems that support precision live Force-onForce (FOF) and Force-on-Target (FOT) training exercises at Brigade and below, in all 

battlefield operating systems at homestation, maneuver Combat Training Centers 

(CTCs), and deployed sites.

• Common Training Instrumentation Architecture (CTIA) is training instrumentation 

architecture for use at CTCs, homestation, and deployed training locations. The CTIA 

will provide seamless integration of combat systems, training devices, virtual and 

constructive simulations into a seamless training environment. A major component of 

the CTIA will include Homestation Integrated Training System (HITS) for homestation 

training preparation for deployments and DITS-like deployable training instrumentation 

components to provide support while deployed.

 Virtual training uses computer-generated battlefields in simulators that accurately portray 

the physical layout of tactical weapons systems and vehicles. Virtual training permits units to 

repeatedly maneuver over areas without environmental and safety restrictions, and at significant 

resource savings. Leaders, soldiers and units can conduct multiple repetitions through 

Situational Training Exercise (STX) lanes in the same time it takes to conduct one repetition in a 

live environment. The virtual environment also provides a cost-effective method to teach and 
14

sustain individual and crew systems fighting skills. The following primary TADSS currently 

support training in the virtual environment: 

• Combined Arms Tactical Trainer (CATT) family of simulators includes the Close 

Combat Tactical Trainer (CCTT) for armored and mechanized forces, the Engineer 

CATT (ENCATT), Fire Support CATT (FSCATT), and Air Defense CATT (ADCATT) 

simulators. The CATT supports the complete ground maneuver task force in a virtual 

Field Training Exercise (FTX), STX, and Command Post Exercise (CPX) mode from 

platoon through brigade levels. Mobile CCTT components are van- or containermounted and transportable. 

• The Engagement Skills Trainer (EST) and associated derivatives are training tools for 

individual and crew-served weapons qualification. They support training the 

fundamentals of marksmanship and provide practice time before going to the zero and 

qualification ranges. The EST supports the M16A2, the M9, the M249, the M203, the 

AT4, and the MK19. It uses the individuals’ issue weapons that have been converted to 

work with the system. Conversions include invisible lasers to show where the soldier 

points the weapon and sensors inside the weapon to detect how the soldier is using it. 

• Advanced Gunnery Training Simulator (AGTS) and Conduct of Fire Trainer (COFT) 

and Abrams Full-Crew Interactive Simulation Trainer (AFIST) supports training in 

precision and degraded gunnery skills for the Abrams M1A1, M1A2, and M2/M3A3 

individual crewmen, crews, sections, and platoons. 

 Constructive training uses computer models and simulations to exercise the command and 

staff functions of units from platoons through corps. They permit commanders and staffs to 

“crawl and walk” through the training and execution of their operational tasks without wasting 

the time of large numbers of soldiers. The following primary TADSS currently support training 

in the constructive environment (or will in the near future): 

• Janus supports battle-focused training of ground maneuver forces from platoon to 

brigade level and for command and battle staff training at battalion and brigade. 

• Brigade/Battalion Simulation (BBS) supports training of combat maneuver commanders 

and staffs at brigade and battalion levels. BBS permits brigade and battalion 

commanders and their battle staffs to practice decision-making skills in a realistic, multithreat, time-stressed combat environment. 

• Corps Battle Simulation (CBS) supports training for division through theater level forces 

and Combat Service Support Tactical Simulation System (CSSTSS). 

• Digital Battle Staff Trainer (DBST) is a recently designed simulation system that can 

stimulate the various Army Battle Command Systems (ABCS) and can interface with 

CBS and the 7th ATC DITS. 

• Joint Deployment and Logistic Model (JDLM). The JDLM is a deployment-training 

model approved by the Chief of Staff of the Army to be used with Battle Command 

Training Program (BCTP). It can be used to train units from homestation to line of 

departure/contact. All transportation modes are represented and it includes worldwide 

geographic locations, real world airways, sea-lanes, and roads. It has robust unit 

management and reporting capabilities and can be used as a force projection-training 
15

tool to include Mobilization, Deployment, and reception, staging, onward movement, 

and integration (RSOI). It has operational views and potential C2 use. 

• WARSIM 2000 is the Army's next generation C2 training simulation system. It will 

support the training of unit headquarters and command posts from battalion through 

theater level in joint and combined scenarios. The WARSIM will also provide 

command post training events in institutional training. The WARSIM 2000 will replace 

CBS and other higher echelon simulations. 

• Synthetic Theater of War (STOW) links virtual and constructive simulations with live 

exercises at CTCs. 

• One Semi-Automated Forces (OneSAF) is a near future computer-generated force (CGF) 

simulation that can represent a full range of operations, systems, and control processes 

from the individual combatant and platform level to battalion level. It will accurately 

and effectively represent specific activities of command, control, communications, 

computers, and intelligence (C4I), combat support (CS), and combat service support 

(CSS). It will also employ appropriate representations of the physical environment and 

its effect on simulated activities and behaviors. It was designed to integrate the best 

features of existing CGFs such as Modular Semi-Automated Forces (ModSAF) and the 

CCTT SAF. 

 In addition to the existing and planned primary TADSS, current and near-term distance 

learning (DL) training support initiatives are leading to a revolution in training, bringing about a 

new training paradigm built upon the following characteristics: 

• Keeps leaders and soldiers in their units and homestations–bring training and subject 

matter experts to the unit, leader, and soldier. 

• Is flexible and accessible–“just in time” training available 24 hours a day, every day of 

the year. 

• Leverages information age technologies–satellite, Internet and audio/video teletechnology to blend the live, constructive, and virtual training environments. 

• Utilizes the advantages of multi-media technologies to enhance the learning 

environment–incorporates streaming audio/video products, provides hypertext 

references and robust animation. 

• Fully supports the military’s new operational pattern–deployable DL classrooms readily 

support more frequent, shorter notice deployments, extended mission duration times, and 

the increased dependence on Reserve Component forces. 

 Current distant learning opportunities support training in the following areas: 

• Basic individual and collective skills training for combat, CS, and CSS tasks. 

• Specialized training in numerous complex highly technical individual tasks. 

• Collective and individual battle staff training. 

• Professional institutional courses. 
16

The DL training medium is supported administratively through the Total Army Distance 

Learning Program (TADLP) website at http://www.tadlp.monroe.army.mil. This site provides 

direct access to a wealth of information concerning available DL facilities, catalogs of available 

courses, enrollment procedures and links to personnel in charge of DL resources and 

administration. Distance learning resources are currently playing significant roles in the training 

strategies of U.S. forces deployed in the Balkans. A second-generation DL campus prototype is 

currently being fielded there (Maj P.J. Slowey, personal communication, February 2, 2002). 

Training Model and Template 

 The goal of Tasks 2 and 3 was to develop a training model and associated templates usable 

across the full spectrum of conflict. For study purposes, a model is defined as a proven pathway 

for the successful accomplishment of a complex task or mission. The proven pathway is built 

upon a foundation of experiences of previous attempts to accomplish similar tasks or missions. 

Again for study purposes, a template is defined as a more detailed explanation of a branch, 

segment or subsystem of a given model. The purposes for the training model and templates 

included the following: 

• To provide leaders and managers with common tools to better understand, develop, and 

communicate their respective training and resource strategies. 

• To provide a basis for making sound training management decisions. 

• To facilitate repetition of similar training processes. 

• To formalize the deployment training processes so that the processes can be refined and 

improved over time. 

 The study’s model and template development took into account the deployment cycle as 

depicted in Figure 7. This depiction of the cycle reflects the three distinct deployment phases 

and includes the major tasks and activities that define each phase. The figure also depicts the 

timeline ranges of each phase and the continuous nature of deployments, a key characteristic of 

the new operational pattern. 
17

Figure 7. The deployment cycle. 

 The training model development process was a team effort and melded together several 

Major Army Command (MACOM) training models. The key models melded together included 

the FORSCOM model, the 7th ATC/USAREUR model, and the new TRADOC model found in 

the revised FM 7.0/7.1 (DA, 1988; 1990) and labeled “Adaptive To New Operational 

Environment.” The improved training model and its associated templates are presented in the 

following paragraphs of the report. 

Results 

 The study’s results are captured in two major products: 

• Training Model and Template. 

• Recommendations to improve training strategies, policies, and procedures. 

 

Training Model and Template 

 The improved training model developed in this study replaces the old “train, deploy, 

conduct operations, redeploy, and train to regain METL proficiencies” model. The new model 

calls for deploying units to train, deploy, train while conducting operations, redeploy at a higher 

level of proficiency, and complete METL training to achieve unit readiness. The improved 

model recognizes and makes use of the training opportunities available during the operational 

Pre-Deployment

(4 days to 2 year notification)

During Deployment

(6 months or greater)

• Deploy and Accept Transfer of Authority

• Execute Mission Specific tasks

• Assess, Recon and Plan 

• Sustain METL tasks

• Keep soldiers and families informed

• On Order Re-deploy 

Post Deployment

(1 to 6 months)

• Initial Recovery and Leave

• Make Personnel Adjustments

• Receive and Maintain Equipment

• Assess and Plan 

• Train METL tasks

• Receive Mission

• Assess, Recon and Plan 

• Determine Mission Specific Tasks

and Develop Training Strategy

• Make Personnel Adjustments

• Make Equipment Adjustments

• Establish Rear Detachment 

• Inform and Prepare Soldiers/Families 

• Training and Certify Soldiers /Equipment 

• Upload Vehicles and Soldiers

Deployment 

Cycle

To determine 

deployment 

efficiencies—look 

at and get inside 

the cycle...

On 

Order

Pre-Deployment

(4 days to 2 year notification)

During Deployment

(6 months or greater)

• Deploy and Accept Transfer of Authority

• Execute Mission Specific tasks

• Assess, Recon and Plan 

• Sustain METL tasks

• Keep soldiers and families informed

• On Order Re-deploy 

Post Deployment

(1 to 6 months)

• Initial Recovery and Leave

• Make Personnel Adjustments

• Receive and Maintain Equipment

• Assess and Plan 

• Train METL tasks

• Receive Mission

• Assess, Recon and Plan 

• Determine Mission Specific Tasks

and Develop Training Strategy

• Make Personnel Adjustments

• Make Equipment Adjustments

• Establish Rear Detachment 

• Inform and Prepare Soldiers/Families 

• Training and Certify Soldiers /Equipment 

• Upload Vehicles and Soldiers

Deployment 

Cycle

To determine 

deployment 

efficiencies—look 

at and get inside 

the cycle...

On 

Order
18

missions phase of deployments and has the potential to reduce the impact of skill decay, new 

personnel, equipment or mission requirements, and the time required for the unit to return to full 

readiness status at homestation (see Figure 8). 

Figure 8. Improved training model. 

 As shown in Figure 8, the major elements of the improved model include Title X Training, 

Operational Mission-Focused Training, Mission Sustainment Training, and the Mission 

Rehearsal Exercise: 

• Title X Training refers to the battle-focused METL training requirements for individuals, 

leaders, staffs, and units ensuring that forces are prepared to fight and win high-intensity 

conflicts. Unit training strategies are built upon and are resourced based on Title X 

training requirements. When units are alerted for short-notice operational deployment, 

they first train and certify Title X requirements before shifting efforts and resources to 

operational mission-focused training requirements. During some point in the operational 

mission–usually about halfway through–units return to training Title X requirements. 

Training shifts from mission sustainment to offsetting small unit skill decay of 

warfighting skills. This shift in training focus serves to sustain units at higher levels of 

warfighting readiness by training tasks, which in the old training model had been 

deferred until units redeployed to homestation. 

• Operational Mission-Focused (OMF) Training is planned and executed on order in 

preparation for deployment to a specific contingency operation. The OMF training is 

based on specific missions and tasks established in guidance from higher, taken from 

existing orders (implied or specified) or briefings concerning a specific contingency 

Deployed Training Model 

TOA

 Preparation Phase Deploy Early - Mid - Late Re-deploy & Reconstitute

Operational

Mission

Focused

Training

Title X

Training

Title X

Training

Title X

Training

(Battle Focused METL)

TOA

Mission

Skills

Training

MRE

Homes ta tion (HS) and regiona l warfighting

or Combat Training Center (CTC)

Area of Operations HS & CTC

Title X

Training

Miss ion

Sus ta inment 

Tra ining 

* MRE- Mission Rehearsal Exercise * TOA -Transfer of Authority * METL - Mission Essential Task List

Ty pical Sk ill Decay

without training

א Support Mission Pla nning & Rehearsals

א Sustain Unit Rea diness Levels

New א Continue Individual De ve lopment Tasks

Sus tain & enter HS a t higher leve ls 

Typical Ramp-Up ... Alert or Mobilization Typical Ramp-Up ... Alert or Mobilization

* MRE- Mission Rehearsal Exercise * TOA- Transfer of Authority *METL- Mission Essential Task List 

Deployed Training Model 

TOA

 Preparation Phase Deploy Early - Mid - Late Re-deploy & Reconstitute

Operational

Mission

Focused

Training

Title X

Training

Title X

Training

Title X

Training

(Battle Focused METL)

TOA

Mission

Skills

Training

MRE

Homes ta tion (HS) and regiona l warfighting

or Combat Training Center (CTC)

Area of Operations HS & CTC

Title X

Training

Miss ion

Sus ta inment 

Tra ining 

* MRE- Mission Rehearsal Exercise * TOA -Transfer of Authority * METL - Mission Essential Task List

Ty pical Sk ill Decay

without training

 Support Mission Pla nning & Rehearsals

 Sustain Unit Rea diness Levels

New  Continue Individual De ve lopment Tasks

Sus tain & enter HS a t higher leve ls 

Typical Ramp-Up ... Alert or Mobilization Typical Ramp-Up ... Alert or Mobilization

* MRE- Mission Rehearsal Exercise * TOA- Transfer of Authority *METL- Mission Essential Task List 
19

operation. The improved model indicates that OMF training begins at homestation and 

continues through the early and middle timeframe of the unit’s deployment. 

• Mission Sustainment Training (MST) is OMF training conducted in theater to sustain 

OMF skills. The focus of MST is on OMF skills, force protection skills, and common 

soldier skills that are needed, but not performed on a routine basis or as part of ongoing 

operations. Examples of MST training include individual weapons marksmanship, crew 

systems weapons proficiency, and use of non-lethal munitions. 

• The Mission Rehearsal Exercises (MRE) is a critical element of the model. An MRE 

incorporates METL training and brings the elements of the specific operational mission 

and operational area into the training environment. The goal is to immerse soldiers, 

leaders, and units in an environment that realistically replicates the contingency’s area of 

operations. An MRE may include a field training exercise, a fire coordination exercise, 

a command post exercise, and leader training done sequentially, concurrently, or 

separately at different locations. The MRE development, execution, and supervision is 

the command responsibility of the second higher command echelon of the unit being 

trained (e.g., the corps is responsible for brigade level MREs). A certification exercise 

culminates the mission rehearsal exercise. 

 In addition to the improved training model, two templates related to the training model were 

developed. The first template developed was a Deployment Planning Template (see Figure 9). 

Its purpose is to provide a deployment planning guide for units preparing for contingency 

operations. 

Figure 9. Deployment planning template. 

 The Deployment Planning Template, which builds on the deployment cycle depicted in 

Figure 7, provides leaders with a visual, sequential listing of major tasks and supporting subtasks 

Receive Order

Assess and Plan

 Prepare to Deploy

Certify

Deploy

 Execute Mission

Assess and Train

Re-deploy

Soldiers and Families

Reorganize 

 Assess and Train 

Cdr’s and Staff

 Assessments

Mission Analysis

Plan, prepare

and execute

training & certify

Prepare families

Establish Rear

 Detachment

Conduct Leaders

Right -Seat

 Certification

Deployment Template

Deploy

Execute theater

specific missions

Cdr’s and Staff

Assessments

Plan, prepare

and execute 

training

Re-deploy

Care for 

soldiers and 

families

Reorganize

Cdr’s and Staff

Assessments

Plan, prepare

and execute 

training 
20

related to the preparation for and execution of contingency operations. For each of the 

supporting subtasks, there are regulations, policies, and doctrinal manuals that leaders can and 

should use to guide and focus their planning efforts. 

 The second template developed was a Training Strategy Template designed to assist units, 

leaders, and training managers in the development of unit training plans and training resource 

planning. The Training Strategy Template portrays a notional brigade training strategy for all 

three phases of contingency operations support. It addresses the three training environments–

virtual, live and constructive–and links the primary TADSS needed to support effective training 

by environment to specific training events and activities. The strategy also incorporates DL into 

training plans and programs. The Training Strategy Template is depicted in a simplified manner 

in Figure 10. The discussion that follows highlights the critical elements of the template. The 

detailed planning template and training strategy template are found in Appendix B. 

Figure 10. Training strategy template. 

 The three major phases portrayed in the training strategy template strategy are as follows: 

• Phase I–Deployment Training depicts a notional homestation training strategy for a unit 

preparing for contingency operations. Initially, training in this phase is based on Title X 

battle-focused METL requirements. Upon alert notification, units complete Title X 

training and certification and then train any additional operational mission tasks as 

required and resource-permitted. The culminating event of this phase is the MRE. 

• Phase II–Operational Mission depicts a notional training strategy for a unit deployed 

and executing operations. The training strategy depicts little significant training early on 

in the phase, reflecting the unit's focus on its operational mission. The only significant 

training that might occur would be one or more MREs. The MREs conducted in the 

Brigade Combat Team

Battalion Leader/Staff

Live Environment and TADSS

Constructive Environment and TADSS

Crew ~ PLT

Phase II -- Operational Mission Operational Mission 

Training Strategy Template to Integrate Training Strategy and Training Support

TOA

Phase I Phase I -- Deployment Training Deployment Training

Virtual Environment and TADSS

PLT ~ Co/TM

Crew ~ PLT

PLT ~ Co/TM

Individual 

TOA

TOA

TOA

Individual ~ Leader 

Battalion Leader/Staff

Battalion Leader/Staff

By Phase Training Events and 

Activities:

• Linked to tactical echelon

• By training environment

• Linked to supporting TADSS

Includes:

• Weapons and systems 

qualifications

• Collective training

• Staff training

• Individual and leader training

• Mission rehearsal

Phase III Phase III – Return to Return to Homestation Training

(Mirrors Phase I Training) (Mirrors Phase I Training)

Brigade Combat Team

Battalion Leader/Staff

Live Environment and TADSS

Constructive Environment and TADSS

Crew ~ PLT

Phase II -- Operational Mission Operational Mission 

Training Strategy Template to Integrate Training Strategy and Training Support

TOA

Phase I Phase I -- Deployment Training Deployment Training

Virtual Environment and TADSS

PLT ~ Co/TM

Crew ~ PLT

PLT ~ Co/TM

Individual 

TOA

TOA

TOA

Individual ~ Leader 

Battalion Leader/Staff

Battalion Leader/Staff

By Phase Training Events and 

Activities:

• Linked to tactical echelon

• By training environment

• Linked to supporting TADSS

Includes:

• Weapons and systems 

qualifications

• Collective training

• Staff training

• Individual and leader training

• Mission rehearsal

Phase III Phase III – Return to Return to Homestation Training

(Mirrors Phase I Training) (Mirrors Phase I Training)
21

theater of operations are normally executed in the live environment using the organic 

equipment of the unit. The early-on Phase II training strategy can also include some 

operational mission sustainment training. If so, it would be conducted in the live 

environment with unit organic equipment. About half way through Phase II, the 

emphasis returns to Title X battle-focused METL requirements, as the unit begins to 

plan and train for possible follow-on missions. Units begin to execute a training strategy 

designed to attain METL proficiency at small unit level. 

• Phase III–Return to Homestation Training mirrors the training activities and training 

support requirements of Phase I. 

 The task and training resource information is useful in its own right, but its real value lies in 

its utility in supporting the improved training model and the deployment planning and training 

strategy templates. These major products of the study provide units and their leaders with 

guidance and information on training methods and training support to improve readiness before, 

during, and after their deployments. As the Army and the nation continue to respond to 

contingencies across the spectrum of operations in a new operational environment, these 

products will assist in ensuring that units are prepared for current and future requirements. 

Recommendations on Training Strategies, Policies and Procedures 

 In addition to the task identification and model/template development, the study objectives 

included making recommendations concerning training and training support strategies, policies 

and procedures. Throughout the course of the study, and more specifically during the survey of 

the existing body of knowledge on contingency operations in the 1990s, shortcomings in training 

and training support policies and procedures were identified. Shortcomings were directly related 

to the new operational environment and the operational pattern that has emerged in the past 

decade. They range from a lack of a unified Army-wide deployment training strategy to failing 

to properly field key training management tools. The next section of the report presents those 

shortcomings and the study’s recommendations to alleviate them. 

 Eight of the more significant shortcomings and the study team’s recommendations for 

policy and procedure changes needed to overcome them are presented in Table 3, and are further 

discussed in this section. 
22

Table 3 

Training Shortcomings and Recommendations 

 Shortcoming Recommendation 

1 The Army lacks a unified training/training 

management/training support strategy that synchronizes 

training and training support resources demanded by the 

new operational environment and pattern of operations. 

Develop and promulgate training 

strategy based on a “Train as we 

operate” approach. 

2 Supporting doctrinal training manuals fail to address how 

units already limited in training resources to accomplish 

battle-focused METL requirements can adequately train to 

meet additional full spectrum training requirements. 

Revise How-to-Train Capstone Field 

Manuals. 

3 Late force structure changes in contingency plans 

negatively impact pre-deployment training and the ability of 

units to coordinate in theater training support. 

Integrate training in force 

structure/force sourcing decisions (link 

training planning and force planning). 

4 Early on in contingency operations, overwhelmed planners 

do not plan for training. 

Link operational planning and training 

planning. Require the development 

and inclusion of Annex T–Training 

Annex included in all future 

OPLAN/OPORDs. 

5 Constructive and virtual training environments and distance 

learning (DL) resources lack regulatory training standards 

and requirements. 

Develop training standards and 

include in training regulations. 

6 Standard Army Training System training and fielding are 

not adequate. 

Man and equip units based on the 

training challenges of the new 

operational environment and 

operational patterns. 

7 The complexities of developing and tailoring training 

strategies to meet the challenges of the new operational 

environment support the need for development of decisionmaking training aids. 

Develop and provide training 

management enablers. 

8 Policy, procedures, funding and management oversight for 

deploying and deployed training support are decentralized 

and not synchronized. 

Develop and promulgate an Army 

Deployed Training Support Strategy. 

1. Develop and promulgate training strategy based on a “Train as we operate” approach. 

We recommend that the Army adapt to the evolving full spectrum concept of “train as 

we operate” (Abbt, 1999), a departure from the traditional Cold War warfighting 

concept of “train as we fight” which is too limited (not full spectrum) to depict current 

requirements. There are three more specific actions associated with this 

recommendation, addressing a broader definition of training exercises, the content areas 

that need to be incorporated, and the need for unified strategies. 

− The Army should adopt the wider definition of Training, Exercises, and Military 

Operations (TEMO) that is used by the modeling and simulation community to 

describe training and training support systems. Leaders and soldiers need the ability 

to train rapidly on topics ranging from understanding foreign cultures and acquiring 
23

foreign language skills, to becoming familiar with the doctrine and standing operating 

procedures, or terminology, used by other services, coalition forces, or agencies. 

− Furthermore, the Army now and in the future will train and execute full spectrum 

mission rehearsals for joint, combined, and governmental interagency operations. 

Leaders and training resource managers require the capability to reconfigure virtual, 

constructive, and live simulations to train operational tasks in the joint, combined, and 

interagency environments. Other military services and government agency resources 

must be integrated into battalion and brigade simulations to train these capabilities on 

a regular basis. Distance learning products must be made available to support the 

linking up of units, staffs, leaders and individuals in joint, combined, and interagency 

training and mission rehearsals. Future TEMO strategies and TADSS must be flexible 

enough to provide leaders and battle staffs with repeated and various opportunities to 

practice adapted problem-solving and decision-making skills in mission-relevant joint, 

combined, and interagency scenarios. 

− Also, the Army needs to develop a unified training/training management/training 

support strategy that better synchronizes training and training support resources 

demanded by the new operational environment and pattern of operations. The lack of 

such integration guidance wastes time, materiel and equipment. In addition, there is 

no systematic method of capturing training, training management, and training support 

lessons learned. We recommend that a unifying training and training support strategy 

be established or promulgated that includes a more definitive TEMO training support 

strategy, policy, clarification of roles and responsibilities, and planning and execution 

management procedures. 

2. Revise How-to-Train Capstone Field Manuals. We recommend that the Army revise its 

“how to train” capstone field manuals to more accurately reflect the new full-spectrum 

operational environmental. While current Army capstone doctrine (DA, 2001b, 2001c) 

clearly establishes the requirement to perform multiple and near-simultaneous military 

operations across the entire spectrum of conflict, its supporting doctrinal training 

manuals fail to address how units already limited in training resources to address battlefocused METL requirements can adequately train to meet these additional full spectrum 

training requirements. Full spectrum CATS, mission training plans (MTP), and TTP 

should be developed, updated, and made easily accessible by leaders, managers, and 

soldiers. While there has been some progress in developing full spectrum MTPs and 

TTPs, it has not been a systematic or fully integrated effort. 

3. Integrate training in force structure/force sourcing decisions. We recommend that 

decisions on force structure for contingency operations be made earlier on and changes 

kept to an absolute minimum. Late decisions on force structure and changes to force 

structure requirements increase the difficulty of identifying training requirements and 

coordinating for and providing necessary training support. Force structure changes 

during mobilization have negative impacts on pre-deployment training and the ability of 

units to coordinate post-deployment training support. Recent experiences with 

scheduled deployments have demonstrated that many units have few opportunities 

outside the MRE to train together. Contingency planners and supporting forces 

command planners need to emphasize the need to lock-in major force sourcing elements 

as early as practical to facilitate training and sustainment support while deployed. They 
24

also need to have training assets available after the mobilization and deployment to 

address training shortfalls and support follow-on mission planning/rehearsal activities 

(Deployable Operations Symposium Executive Working Group Issues and 

Considerations, personal communication, January 30, 2002; personal communication, 

February 14, 2002). 

4. Link operational and training planning. We recommend that training strategies, 

including training support annexes, be developed early on in the contingency planning 

process and be included in the operational mission order. During the earlier stages of 

contingency operations planning, operational requirements and mission planning 

overwhelm unit-level planners to the point that training and training support 

requirements are not addressed until late in the planning phase or post deployment. To 

counter this shortcoming, we recommend that all future contingency operations order 

(OPORD) include an Annex T–Training. This annex should include the full range of 

pre-deployment training, training while deployed, and redeployment/reconstitution 

training. It should also include coordination instructions. A sample format for the 

recommended Annex T–Training, and representative use cases can be found in 

Appendix C of this report. 

5. Develop training standards and include in training regulations. We recommend that the 

Army further develop standards and gates for virtual and constructive simulations and 

DL options, and incorporate these full-spectrum standards and gates as requirements in 

current and future training strategies and training regulations. Many training systems 

have not evolved to support their most likely applications. To remedy this, future 

training systems should be designed to reinforce contemporary operational and 

deployment training requirements, as well as be more easily transported to support 

actual deployments. The further development and incorporation of training 

requirements, standards and gates into training strategies and regulations, in a similar 

manner that currently exists for the Conduct of Fire Training, will fulfill several key 

purposes: 

− To expand the usage of constructive, virtual, and DL training resources–more leaders 

and soldiers will be exposed and become knowledgeable about these training 

opportunities. 

− To increase confidence levels of leaders, training managers, and soldiers in the 

benefits and advantages of training in these environments.

− To further and speed up the development of more and better training experiences in 

the respective environments. 

− To provide a better, more flexible, and adaptable training tool. Training that 

reinforces full-spectrum requirements can be brought to the unit, leader, or soldier 

location based on the time available.

6. Man and equip units based on the training challenges of the new operational 

environment and operational pattern. We recommend the Army review its training 

management resources, with special interest given to its Standard Army Training System 

(SATS) fielding efforts for applicability, validity, and adequacy. SATS is a computer 

based software system that automates training management doctrine found in the 
25

Army’s capstone training manuals. It provides the capability to synchronize training 

plans, readiness reporting tools, calendars, schedules, all unit activities and related 

databases at all echelons, and computes associated resources. A common view of the 

study’s participants is that SATS fielding is not adequate. Based upon those comments, 

we recommend that the Army make the following training management changes: 

− Add positions to support and employ SATS and related personnel and training 

management systems to battalion and company modified tables of organization and 

equipment (MTOE). An Institute of Defense Analysis (IDA) white paper, 

Preparation of Leaders (Brown, 1999), make a similar recommendation. The IDA 

report points out that changes in Army modernization and doctrine are having a 

profound affect on unit training and leader development, that many of the previous 

training and training management enablers were absent in the Army at the same time 

unit-training requirements were expanding significantly. (p. 12). Changes in the 

operational environment and the expansion of mission and digital warfighting systems 

training are changing the nature of training to the point where the capabilities of the 

small unit level to conduct effective planning of training and operations may be 

exceeded. The combination of digitization and evolving new operational requirements 

is causing complex tasks formerly associated with the brigade or battalion to be shifted 

to company echelons. This significantly increases the operational and training 

requirements at the company level, but there is no corresponding training staff at the 

company level. (pp. 59-60) 

− Training management tools should continue to mature in order to be more user 

friendly and expand battalion, brigade, division, and Corps training management 

practices and procedures. The future Unit Training Management System ([UTMC] 

follow-on to SATS) should fully incorporate unit individual and collective training 

requirements and interface to interdependent personnel management and resource 

management systems. Tools should be designed to support training management at 

homestation and while deployed during exercises or to operational theaters. 

− The SATS training should be expanded to formalize the Brigade Mobile Training 

Team (MTT) concept and incorporate more training management theory and 

application. Many of the perceived SATS shortcomings appear to be the result of the 

very broad lack of training management knowledge and experience across the Army. 

Training management, once a primary component in the Battalion Training 

Management System (BTMS) and widely taught in many professional development 

programs, is no longer formally taught in the Army. 

− Unit MTOEs should include the computer hardware needed to support SATS/UTMC. 

As the operational relevance of future training, exercise, and military operations 

management capabilities increases, the hardware/software components must be 

consciously incorporated into the unit MTOE equipment. In the interim, the systems 

may be stand-alone computer components; in the future they should be fully integrated 

into garrison and the ABCS components. 

− Training management concerns should be recognized and addressed across the Army. 

A BTMS/SATS/UTMC training management strategy must be better promulgated to 
26

the field. This strategy must include at a minimum BTMS/SATS/UTMC 

requirements, visibility, and standards up through the chain of command.

7. Develop and provide training management enablers. We recommend the Army utilize 

the study’s improved training model and associated templates to further develop training 

and training resource decision aids for unit leaders and training resource managers. 

Leaders and training resource managers are required to develop and tailor training and 

support strategies to specific operational missions. They are required to select the best 

mix of training and support options from a myriad of alternatives (i.e., live, virtual, and 

constructive simulations; individual and collective training support packages; paperbased training and job aids; TADSS; DL products; field exercises; electronic 

performance support systems; and embedded training). The development of training and 

training resource decision aids would better enable leaders and managers to factor 

available resources, training and performance support options, personnel, time, skill 

decay, and mission parameters into the determination of overall training and support 

strategies for their units. In addition, U.S. Army TRADOC in its master plan for tactical 

engagement simulations systems affirms the need for decision aids to support factoring 

joint multi-national and interagency training requirements into the equation for 

determining the best training mix (TRADOC, 1998, chap. 6). 

8. Develop and promulgate an Army deployed training support strategy. The Army should 

develop an “Army Deployed Training Support Strategy” similar to the “Army Digital 

Training Strategy.” An Army Deployed Training Support Strategy should be developed 

that specifically addresses deployed training policy and strategy; funding procedures; 

training support integration and oversight; and training support acquisitions, operations, 

and support. Current policy, procedures, funding, and management oversight for 

deploying and deployed training support are decentralized and not synchronized. 

Significant efforts are frequently required by major commands and local field activities 

to manage, field, and support deployed training requirements. While there are a number 

of active partners, there is no single Army agency that provides oversight to planning, 

programming, budgeting or execution of deployed training and support. Most recent 

efforts to support deployed forces have been the result of local efforts or using withinyear contingency funds. This approach results in a series of MACOM-specific projects 

rather than a conscious Army program to support deploying and deployed Army forces. 

Specific consideration should be given to determine how TEMO systems could best 

support operations and to identify the Army training operations and support resources 

required to augment deployed operational forces.

 In closing, today’s smaller Army is conducting an ever-increasing number of complex full 

spectrum long-duration contingency operations. The unprecedented operational pace and pattern 

of the 1990s has continued into the new century, and the Army’s operational pattern for the 

foreseeable future will continue to require trained and ready forces capable of short-notice 

deployment and execution of full spectrum operations anywhere in the world for longer and 

multiple durations. For the Army to continue to enhance its power projection capabilities, its full 

spectrum capabilities–to win major regional conflicts, to conduct peace operations, and to deliver 

humanitarian assistance–new training and training management paradigms must emerge. This 

study, through the accomplishment of its three objectives (i.e., identifying training needs (REFS 

task matrixes) and training resources, development of an improved unit training model and 
27

training templates, and recommending deployment plans, policy, and procedures changes) can 

assist leaders and managers by providing a foundation for change and rationale for systems 

improvements. In addition, the study products can assist future leaders and managers by 

providing answers to basic training management questions such as: 

• What should be the training focus at any given point in the deployment process? 

• What are the critical skills that must be attained and sustained for current as well as 

near-term future deployments? 

• What are the training support resources necessary to accomplish training and to maintain 

critical skill proficiency? 

 The goals of the study were as follows: 

• To assist commanders and staff officers in the development of unit training strategies as 

they prepare for, participate in, or return from contingency operations. 

• To assist training resource managers in their efforts to better support the training 

strategies developed by units preparing for, participating in, or returning from 

contingency operations activities. 

In support of these two goals, the use of the task matrixes, training model, and templates 

provides leaders and training managers with simple and common tools that can enable them to 

better understand, develop, and communicate appropriate training strategies. In times of rapid 

personnel turnover and changing mission requirements, having a proven model and templates 

based on the successful experiences and lessons learned from similar operations gives leaders 

and managers a basis for making sound training management decisions. A notional templated 

training strategy supports an earlier and timelier development of unit training plans and 

procedures for acquiring and employing training support resources. These tools can provide a 

common point of departure when changes in training and training support resources are needed. 

Additionally, the notional outline and sample training annex for contingency operations plans 

can assist leaders and training managers in the timely identification of training requirements and 

resources and in the development of an all-encompassing deployment training strategy.

 While not included in the scope of this study, the study team has envisioned that these 

deployment tools could be further developed and incorporated into the design of an Army 

Deployment Training internet website hosted by the Army’s Digital Library (a notional interface 

depicted in Figure 11). By linking the Deployment Training Strategy, the Deployment Training 

Support Strategy, the Required Essential Task Databases, SATS and other training management 

and support resources to operational requirements, leaders and managers would have the tools to 

maximize their unit’s training, before, during, and after deployment. 
28

Links Template

Essential Training Essential Training 

Collective

Sqd/Tm/Crew

Staff

Leader

Soldier

Model

Training Support Training Support

Company

Sqd/Tm/Crew

Platoon

Battalion

Deployment Training Web Site Deployment Training Web Site 

Library

Plans

Phase

Assessment

Phase

Execution

Phase

Requirements

Phase

Translate strategy 

to mission to task 

(JMETL 

Development)

Conduct and 

evaluate training 

events

Aggregate training 

evaluations to 

determine 

command’s overall 

mission 

capabilities

Develop joint 

training plan and 

deconflict 

exercise 

schedules

The Joint Training System

Links Template

Essential Training Essential Training 

Collective

Sqd/Tm/Crew

Staff

Leader

Soldier

Model

Training Support Training Support

Company

Sqd/Tm/Crew

Platoon

Battalion

Deployment Training Web Site Deployment Training Web Site 

Library

Plans

Phase

Assessment

Phase

Execution

Phase

Requirements

Phase

Translate strategy 

to mission to task 

(JMETL 

Development)

Conduct and 

evaluate training 

events

Aggregate training 

evaluations to 

determine 

command’s overall 

mission 

capabilities

Develop joint 

training plan and 

deconflict 

exercise 

schedules

The Joint Training System

Plans

Phase

Assessment

Phase

Execution

Phase

Requirements

Phase

Translate strategy 

to mission to task 

(JMETL 

Development)

Conduct and 

evaluate training 

events

Aggregate training 

evaluations to 

determine 

command’s overall 

mission 

capabilities

Develop joint 

training plan and 

deconflict 

exercise 

schedules

The Joint Training System

Figure 11. Deployment training homepage. 

 Information-age technologies, already a critical element in information dominance, 

precision fires, C2, and logistics must be employed to provide the leaders and soldier of the 21st 

century with the full spectrum training strategies, aids and capabilities required to face and 

decisively defeat the adaptive and ever increasing threats of the 21st century operational 

environment. The best equipped, manned, and led Army needs and deserves the best training. 
29

References 

Abbt, W. R. (MAJ). (1999, December). Redefining division and corps competencies: Are 

divisions and corps training to fight joint? United States Army, School of Advanced 

Military Studies/Monographs 2000, 44. 

 

Army sets five-year Balkans rotation. (2000, December 4), Army News Service. 

Brown, F. (1999). Preparation of leaders. (Army learning white paper). Washington, DC: 

Institute of Defense Analysis. 

Congressional Budget Office. (1999, December 3). Making peace while staying ready for war: 

The challenges of U.S. military participation in peace operations. 

Department of the Army, Headquarters. (1983). Army training (Army Regulation 350-1). 

Washington, DC: Author. 

Department of the Army, Headquarters. (1988). Training the force (Field Manual 25-100). 

Washington, DC: Author. 

Department of the Army, Headquarters. (1990). Training the force: Battle-focused training

(Field Manual 25-101). Washington, DC: Author. 

Department of the Army, Headquarters. (1994, December). Peace operations (Field Manual 

100-23). Washington, DC: Author. 

Department of the Army, Headquarters. (2001a, September). Mission training plan for the 

Cavalry Squadron (RSTA), 2nd Coordinating Draft (ARTEP 17-95F-40-MTP). 

Washington, DC: Author. 

Department of the Army, Headquarters. (2001b, June 14). Operations (Field Manual 3-0). 

Washington, DC: Author. 

Department of the Army, Headquarters. (2001c, June 14). The Army (Field Manual 1). 

Washington, DC: Author. 

Department of the Army, Headquarters. (2001d, November 1). The mounted brigade combat 

team (Field Manual 3-90.3 [ss FM 71-3]). Washington, DC: Author. 

Federation of American Scientists, United States Military Operations, Military Analysis 

Network web site, February 2001, at http://www.fas.org/man/dod-101/ops/index.html 

Infowar.com. (1999, December). Making peace while staying ready for war: The challenges of 

U.S. military participation in peace operations. Military and C4I, Section 3, Chapter I. 

Retrieved from http://www.infowar.com 
30

U.S. Army Training and Doctrine Command. (1998, September 16). Tactical engagement 

simulation training system master plan. Fort Monroe, VA: Author.
A-1 

Appendix A 

Acronyms 

AAR after action review 

ABCS Army Battle Command Systems 

AC active component 

ADA air defense artillery 

ADCATT Air Defense Combined Arms Tactical Trainer 

AFIST Abrams Full-Crew Interactive Simulation Trainer 

AFRU Armored Forces Research Unit 

AGTS Advanced Gunnery Training Simulator 

ARI U.S. Army Research Institute for the Behavioral and Social Sciences 

ARTEP Army Training and Evaluation Program 

ASAT Automated Systems Approach to Training 

ATC Army Training Command 

ATSC Army Training Support Center 

AUTL Army Universal Task List 

BBS Brigade/Battalion Simulation 

BCTP Battle Command Training Program 

BFV Bradley Fighting Vehicle 

BN battalion 

BOS Battlefield Operating System 

BTMS Battalion Training Management System 

CATS Combined Arms Training Strategy 

CATT Combined Arms Tactical Trainer 

CBS Corps Battle Simulation 

CCTT Close Combat Tactical Trainer 

C4I command, control, communications, computers, and intelligence 

C4ISR Command, Control, Communications, Computers, and Intelligence 

 Surveillance and Reconnaissance 

CGF computer-generated force 

CO company 

COFT Conduct of Fire Trainer 

CPX Command Post Exercise 

CS combat support 

CSS combat service support 

CSSTSS Combat Service Support Tactical Simulation System 

C2 command and control 

CTC Combat Training Center 

CTIA Common Training Instrumentation Architecture 

DA Department of the Army 

DBST Digital Battle Staff Trainer 

DITS Deployable Instrumented Training System 

DL distance learning 
A-2 

DTLOMS Doctrine, Training, Leader Development, Organizations, Material, 

 and Soldiers 

ENCATT Engineer Combined Arms Tactical Trainer 

ERETS Enhanced Remote Target System 

EST Engagement Skills Trainer 

FM Field Manual 

FOF Force-on-Force 

FORSCOM Forces Command 

FOT force-on-target 

FSCATT Fire Support Combined Arms Tactical Trainer 

FTX Field Training Exercise 

GAMER Gunner and Maneuver Exercise 

HITS Homestation Integrated Training System 

HumRRO Human Resources Research Organization 

IBCT Initial Brigade Combat Team 

IDA Institute of Defense Analysis 

IPB intelligence preparation of the battlefield 

IRT individual replacement training 

JDLM Joint Deployment and Logistic Model 

KFOR Kosovo Forces 

MACOM Major Army Command 

METL Mission Essential Task List 

MFR Memorandum for Record 

MILES Multiple Integrated Laser Engagement System 

ModSAF Modular Semi-Automated Forces 

MOUT Military Operations on Urbanized Terrain 

MRE Mission Rehearsal Exercise 

MST Mission Sustainment Training 

MTOE modified tables of organization and equipment 

MTP mission training plan 

MTT Mobile Training Team 

NBC nuclear, biological, chemical 

NGATS new generation of Army target systems 

ODCSOPS&T Office of the Deputy Chief of Staff for Operations and Training 

OMF Operational Mission-Focused 

OneSAF One Semi-Automated Forces 

OneTESS One-Tactical Engagement Family of Simulation Systems 

OPLAN operations plan 

OPORD operations order 

PE Peace Enforcement 

PGS Precision Gunnery Simulation 

PK Peacekeeping 
A-3 

PLT platoon 

PRETS Portable Remoted Target System 

R&S reconnaissance and surveillance 

REFS related essential full spectrum 

ROE Rules of Engagement 

RSOI reception, staging, onward movement, and integration 

RSTA reconnaissance, surveillance, and target acquisitions 

SAF semi-automated forces 

SAG study advisory group 

SATS Standard Army Training System 

STX Situational Training Exercise 

SFOR Stability Forces 

SIDPERS standard installation/division personnel system 

SP Support 

STOW Synthetic Theater of War 

TADSS training aids, devices, simulators, and simulations 

TADLP Total Army Distance Learning Program 

TEMO Training, Exercises, and Military Operations 

TRADOC U.S. Army Training and Doctrine Command 

TTP tactics, techniques, and procedures 

TWGSS Tank Weapons Gunnery Simulation System 

USAREUR United States Army Europe 

UTMC Unit Training Management System 

WARSIM (not an acronym) 
B-4 

Appendix B 

Associated Deployment Templates 

 The purpose of this appendix is to present the associated deployment templates developed 

during the course of this study. The discussion begins with why templates were developed and 

who participated in the template development. Next, the two developed templates are discussed. 

The appendix ends with the presentation of the templates benefits. 

 This study developed templates for two critical reasons: first, to help leaders, staff officers 

and units better prepare and support contingency operations, and second, to enable the training 

managers at all echelons to do a better job of supporting training at homestation and in theaters 

of operations. It is envisioned that these tools will provide the following assistance: 

• Allow leaders and managers to better predict training and training support needs. 

• Provide a more responsive means to manage training support resources specifically 

oriented on the special needs and conditions of contingency operations support. 

• Support the earlier and faster development of unit training strategies. 

• Support development of more efficient and effective unit and training support facility 

procedures, systems and processes. 

 Both templates are linked to the deployment cycle depicted in Figure B-1. The first 

template developed was a contingency planning template (see Figure B-2). Its purpose is to 

provide a planning tool for units preparing for contingency operations. 

Figure B-1. Deployment cycle. 

Pre-Deployment

(4 days to 2 year notification)

During Deployment

(6 months or greater)

• Deploy & Accept TOA

• Execute Mission Specific tasks

• Assess, Recon and Plan

• Sustain METL tasks

• Protect the force

• Keep soldiers & families informed

• O/O handoff TOA & Re-deploy

Post Deployment

(1 to 6 months)

• Initial Recovery & Leave

• Make Personnel Adjustments

• Receive & Maintain Equipment

• Assess & Plan

• Train METL tasks

• Receive Mission

• Assess, Recon and Plan

• Determine Mission Specific Tasks

& Develop Tng Strategy

• Make Personnel Adjustments

• Make Equipment Adjustments

• Establish Rear Detachment

• Inform & Prepare Soldiers/ Families

• Tng & Certify Soldiers /Equipment

• Upload Vehicles & Soldiers

O/O

Deployment 

Cycle
B-5 

 This cycle is a synthesized by-product of the study. It was developed based on the review of 

the existing body knowledge and the personal experiences of the study’s authors. It reflects the 

three distinct deployment phases and includes the major tasks and activities that define each 

phase. The cycle also reflects the phases’ timeline ranges and the continuous nature of 

deployments, a key characteristic of the new operational pattern. It fully supports the Army’s 

primary mission by focusing training on battle focused Mission Essential Task List (METL) at 

the appropriate time in each deployment phase. 

Figure B-2. Deployment planning template. 

 The planning template provides leaders with a sequential listing of major missions and 

supporting sub tasks concerning the preparation and execution of contingency operations. The 

planning template reinforces the need to conduct a mission analysis early-on to determine 

Operational Mission-Focused (OMF) training tasks, and to conduct an overall assessment and 

develop training strategies for all phases of the contingency operations participation. It also 

highlights the need to certify units for deployment and the need to reorganize units upon return to 

homestation. While not included in the scope of this study, it is envisioned that this planning 

template could be expanded upon, further developed and incorporated into a deployment 

decision making aid and made available as part of an Army deployment website hosted by the 

Army’s Reimer Digital Library. 

 The second template developed was a training strategy and resource support template that 

could be used to assist units, leaders, and managers in the development of unit training plans and 

training resource planning. Its purpose is to serve as a tool in the area of training management. 

The template is depicted in Figure B-3. 

Receive Order

Assess and Plan

 Prepare to Deploy

Certify

Deploy

 Execute Mission

Assess and Train

Re-deploy

Soldiers and Families

Reorganize 

 Assess and Train 

Cdr’s and Staff

 Assessments

Mission Analysis

Plan, prepare

and execute

training & certify

Prepare families

Establish Rear

 Detachment

Conduct Leaders

Right -Seat

 Certification

Deployment Planning Template 

Deploy

Execute theater

specific missions

Cdr’s and Staff

Assessments

Plan, prepare

and execute 

training

Re-deploy

Care for 

soldiers and 

families

Reorganize

Cdr’s and Staff

Assessments

Plan, prepare

and execute 

training 
B-6 

Figure B-3. Training strategy template to integrate training strategy and training support. 

*** MILES

*** HITS/D TI S

** TWGSS/PGS

** Target

Systems

Constructive

Bde Cbt Tm

Phase III -- Return to Homestat oi n Tra ni ing

M( irrors Phase I Training)

Br gi ade

Staff Tra ni ing**

GNY**

CPX

FCX** BnTF Ldr S/ taff CFX**

* Janus

** BBS

** CBS

*** DL

Live Crew ~ PLT

Phase II -- Operat oi nal Miss oi n

Battal oi n

Staff Tra ni ni g *

Phase I -- Dep ol yment Tra ni ni g

BnTF Ldr S/ taff

nI d T/ m

Staff Tra ni ni g ***

nI d/Tm

Staff Tra ni ni g ***

* COFT

* AGTS

** CCTT

*** EST

*** SAVT

*** FI T

Virtual

GNY**

PLT ~ Co/TM STX F/ TX***

z z z

STX/FTX***

CFX STX F/ TX***

z z z

STX F/ TX*** CALFEX**

GNY* GNY* Crew ~ PLT GNY* GNY* GNY*

STX F/ TX** STX F/ TX**

z z z

PLT ~ Co/TM CALFEX**

Indiv di ual F RI ES TNG*** F RI ES TNG*** TSIRT

TOA

BnTF Ldr S/ taff

TOA

TOA

nI d L/ dr Self S- tudy D si tance Learn ni g D( L) Self S- tudy ***

TSIRT -- Theater Specif ci RI T

GNY*

Miss oi n

Rehearsal EX**l

TOA

*** MILES

*** HITS/D TI S

** TWGSS/PGS

** Target

Systems

Constructive

Bde Cbt Tm

Phase III -- Return to Homestat oi n Tra ni ing

M( irrors Phase I Training)

Br gi ade

Staff Tra ni ing**

GNY**

CPX

FCX** BnTF Ldr S/ taff CFX**

* Janus

** BBS

** CBS

*** DL

Live Crew ~ PLT

Phase II -- Operat oi nal Miss oi n

Battal oi n

Staff Tra ni ni g *

Phase I -- Dep ol yment Tra ni ni g

BnTF Ldr S/ taff

nI d T/ m

Staff Tra ni ni g ***

nI d/Tm

Staff Tra ni ni g ***

* COFT

* AGTS

** CCTT

*** EST

*** SAVT

*** FI T

Virtual

GNY**

PLT ~ Co/TM STX F/ TX***

z z z

STX F/ TX***

z z z

STX/FTX*** STX/FTX***

CFX STX F/ TX*** STX F/ TX***

z z z

STX F/ TX***

z z z

STX F/ TX*** CALFEX** CALFEX**

GNY* GNY* Crew ~ PLT GNY* GNY* GNY*

STX F/ TX** STX F/ TX** STX F/ TX**

z z z

PLT ~ Co/TM CALFEX**

Indiv di ual F RI ES TNG*** F RI ES TNG*** TSIRT

TOA

BnTF Ldr S/ taff

TOA

TOA

nI d L/ dr Self S- tudy D si tance Learn ni g D( L) Self S- tudy ***

TSIRT -- Theater Specif ci RI T

GNY*

Miss oi n

Rehearsal EX**l

TOA
B-7 

 The three major phases portrayed in the training strategy template are as follows: 

• Phase I–Deployment Training Support depicts a notional homestation training strategy 

for a unit preparing for contingency operations. Initially, training in this phase is based 

on Title X battle-focused METL requirements. Upon alert notification, units complete 

Title X training and certification and then train any additional operational mission tasks 

as required and resource permitted. The culminating event of this phase is the Mission 

Rehearsal Exercise (MRE). 

• Phase II–Operational Mission depicts a notional training strategy for a unit deployed 

and executing operations. The training strategy depicts little significant training early on 

in the phase, reflecting the unit focuses on its operational mission. The only significant 

training that might occur would be one or more MREs. The MREs conducted in the 

theater of operations are normally executed in the live environment using the organic 

equipment of the unit. The early-on Phase II training strategy can also include some 

operational mission sustainment training. If so, it would be conducted in the live 

environment with unit organic equipment. About half way through Phase II, the 

emphasis returns to Title X battle-focused METL requirements, as the unit begins to 

plan and train for possible follow-on missions. Units begin to execute a training strategy 

designed to attain METL proficiency at small unit level. 

• Phase III–Return to Homestation Training mirrors the training activities and training 

support requirements of Phase I. 

 The benefits of these templates are numerous. They can assist leaders and managers by 

providing answers to basic training management questions such as: 

• What is the training focus? 

• What are the critical skills that must be maintained? 

• What are the training support resources necessary to accomplish training and to maintain 

critical skill proficiency? 

 By adopting the templates into the planning and execution of training, leaders and managers 

have a common tool that will able them to better understand, develop and communicate their 

respective training strategies. In times of uncertainty having a template, based on the successful 

experiences and lessons learned from similar operations, gives leaders and managers a basis for 

making sound training management decisions. Providing leaders and managers with a notional 

templated training strategy supports the earlier, and hopefully timelier, development of unit 

training plans and procedures for training support resources. Lastly, at a minimum the templates 

will provide a common point of departure when changes in training and training support 

resources are made. 
C-1 

Appendix C 

Deployment Training and Training Support Planning Aids 

 This appendix contains deployment training and training support planning aids for use by 

leaders and training resource managers participating in contingency operations. One of the more 

significant shortfalls in deployment training and training support has been a lack of timely and 

adequate planning. Either leaders and resource managers were working higher priority tasks or 

they lacked the knowledge, skill and tools to develop a comprehensive training plan. To better 

assist future leaders and managers to avoid this planning shortfall, three training and training 

support planning aids are presented in this appendix. The aids were developed by individual 

members of the study team over the course of the study and include the following: 

• Notional outline for Annex T–Training, Exercises, Administration, and Logistics for 

collaborative planning and coordination between the force provider and gaining 

command (see Figure C-1). 

• A sample Annex T–Training Exercises, Administration, and Logistics with 

considerations for verbiage (at Tab 1). 

 The 7th Army Training Command (ATC) originally drafted an Annex T in order to give 

training guidance and assist units training for the contingency operations in the Balkans. It 

mandated that certain tasks be trained prior to deployment. These tasks include general 

individual tasks, Mission Essential Task List (METL) tasks, theater specific individual and 

leader tasks, and theater specific collective tasks. The annex also addressed individual 

replacement training (IRT) and prescribed a certification and validation procedure, to include 

certification letters, and mandated that the training for units culminate in a mission rehearsal 

exercise (MRE). The notional outlined for Annex T presented in this study is modeled after the 

7th ATC version (personal communication, February 14, 2002). It leverages the 7th ATC 

lessons learned and expands on the initial concept so that the annex can be used in conjunction 

with contingency operations plan/operations order (OPLANs/OPORDs). Guidance for key 

paragraphs in the notional annex is presented following the table. The annex and guidance are 

provided for illustrative purposes and should not be considered doctrinal references. All plans 

developed using these aids should be coordinated and approved between supporting and 

supported commands. 

 The structure and rationale for the notional annex follows the general planning format for 

Operations Orders: Situation; Mission; Execution; Administration and Logistics; and Command 

and Control; and is linked to the Commander and Staff Assessment, functions for Planning, 

Execution, and Feedback. The outline links the steps in the assessment and planning process to 

the specific paragraphs within the operations order. The outline is formatted with recommended 

sections and sample verbiage or analysis considerations in [brackets]. The outline and 

assessment process is not intended to be a “fill-in-the blank” template. It is designed to provide 

an analysis tool to assist in determining training and support for deployed and deploying forces. 
C-2

Phase 1: Commander and Staff Assessment 

• Paragraph 1a Situation and 2a Mission are derived from the OPORD or OPLAN for the mission or contingency. • Paragraph 1b, 2b, and 3a. are derived from the commander and staff’s assessment of how training assets are envis

operational requirements. Factors include maturity of theater, phases of operation or campaign. 

Phase 2a: Commander and Staff Initial Planning (paragraphs 3b, 3c) 

• Paragraph 3b Concept of the Operation reflects the initial assessment of operational factors and training support. • Paragraph 3c Taskings to Subordinates identifies primary supported/supporting agencies involved. 

1. Situation 2. Mis- sion 3. Execution (who/what/when/where/wh

y)

Note: Both 3b and 3c will expand in detail as planning progresses

1.a. General Situation: Assess for training/support implications 

1.b. Training, Exercise, and Military Operations Support 

2.a. General Mission: Assess for specified/implied training and support 

2.b. Training, Exercise, and Military Operations Support 

3.a. Commander’s IntentNote-3.a. Why - Cdr provides intent 

based on assessment & considerations by phase. Note-3.1. What - Terms of reference are 

derived from specific training & support requirements

3.b. Concept of the Operation Note-3.b. (1-5) How – Planning guidance is derived from the Cdr’s intent on 

training supports the operational phases of a mission. Specific training requirements are derived operational considerations) Note 3.c. Who –Initial tasking are derived from requirements Operational Factors: Training Requirements 

(1) Operational Planning Considerations for Training Support 9 Pre-Deployment Phase 

Guidance 

9 Post-Deployment/ 

Operational Mission Phase Guidance 

9 Re-Deployment or 

Reconstitution Guidance 

(2) Terms of Reference 9 Verification/Certification/ 

Validation 

9 Unit/personnel categories 9 Unit Replacement 

Training 

9 Individual Replacement 

Training 

9 Operational Forces 9 Mobilization Phases 

(pre/alert/homestation/ mob station, etc.) 

(1) Pre-notification or deployment (e.g., steady state readiness) 

9 ID Unit-Level Mandatory Training Requirements 9 ID Duty Position Requirements 

(2) Post Notification / Post Mobilization (post alert scheduled or unscheduled deployment) 

9 ID METL Training and/or Gate Rqts (verification/validation) 9 ID Theater- specific requirements 

9 ID Mission Rehearsal Exercise and Individual Replacement Training (MRERequirements 

(3) Post-Deployment Planning and Rehearsal (post TOA- training support to military ops) 

9 ID Operational Support Rqts 

• Initial Entry Forces • Follow-on Forces • Sustaining Forces 

(4) Post-Deployment Delta Training (post TOA support to mission and theater specific individual & collective training) 

9 ID theater-specific warfighting systtasks & training rqts 

9 ID Unit -Collective training rqts 9 ID Staff and functional training 9 Reconstitution (individual/unit) 

(5) Post-Deployment Sustainment (post TOA support to METL, and readiness training, and individual professional development

9 ID METL training readiness and rerequirements 

9 Distance Learning Centers 9 Deployed Ranges 

Figure C-1. Notional outline for Annex T. 
C-3

Phase 2b: Commander and Staff Planning Continued (paragraphs 3c, 4a, & 5a.) 

• Paragraph 3c, 4a, and 4b. The relationship between organic, assigned, and attached units pre and post deploymen

be analyzed to determine or clarify General Support and Task Force C2 requirements. 

3.c. Tasking to Subordinates: 

Specified and implied tasks for supporting supported forces; requests for support 

4. Admin and Logistic4.a. General Support

5. Com5.a. Tas

9 ID organic, assigned, and attached tactical units and training support 9 ID assigned, specified, implied and essential tasks that will derive training support 

requirements 9 ID internal SOPs; 9 ID need for Supporting – Supported MOA, OPORD/OPLAN coordination requirements, 

etc. 9 ID supporting- supported funding agents; funding issues 

Tng/Support Considerations 9 Pre- TOA (predeployment tactical units and training support) 9 Post-TOA (post-deployment tactical units, training support; maintenance, etc.) 

Tng/Sup

9 Pre-T

training 

9 Post

training 

Figure C-1 (continued). Notional outline for Annex T. 
C-4

Phase 3: Commander and Staff Detailed Planning Continued (paragraphs 3d.) 

• Detailed coordination instructions, 3d Coordinating Instructions, are derived for specific tasking requirements bas

factors, phases of an operation or theater specific consideration. 

3.b. Concept of the Operation (Note: Concept becomes more detailed as planning progresses) 

3.c. Tasking to Subordinates: (Note: expand as details emerge)

3.d. Coordination Instructions 

Operational Factors: Training Requirements Note 3.c. Who

–

assigned or requested 

Training Support Requirements

(1) Pre-notification or deployment (e.g., steady states) 

9 Unit-Level Mandatory Training Requirements 9 Duty Position Requirements

For each phase or operational category specify the following: 9 Organic, assigned, and attached tactical units and training support 9 Specified, implied and essential tasks that will derive training support requirements 9 Supporting – Supported MOA, OPORD/OPLAN 9 Supporting - supported funding agents 

9 ID Proponent Task requirements at the RDL, CATS, etc. Web Site 9 ID available ranges/ TADSS/Classes, etc. 

(2) Post Notification/ Post Mobilization (post alert scheduled or unscheduled deployment) 

9 METL Training Gate Requirements 9 Theater-specific requirements

Specify recommended gates (based on MACOM training model) and minimum essential training support (who, when, where, how) 

9 Mission Rehearsal Exercise and Individual Replacement Training (MRE/IRT)

Specify supporting MACOM guidance and theaterspecific training requirements and minimum 

essential training support (who, when, where, how) 

 (3) Post-Deployment Planning & Rehearsal (post TOA- training support to military ops) 

9 Operational Support Requirements 9 Initial Entry 9 Follow-on Forces 9 Sustaining 

Identify mission assets by phase (organic/available) 9 Initial force organic mission & rehearsal tools; embedded training 9 Follow-on battle staff trainers and simulations 9 Follo

w-on crew trainers, targetry, etc.

(4) Post-Deployment Delta Training (post TOA support to mission and theater specific individual & collective training) 

9 Theater-specific 

warfighting system tasks and training requirements 

9 ID Warfighting System Capabilities (ET; dual-usoperational-training capabilities) 9 ID minimum training support capabilities for mission-specific training

9 Unit -Collective training requirements 

ID minimum essential TADSS/facilities/ranges to support collective training

9 Staff and functional training

ID minimum essential capabilities to support battle staff and functional training requirements

9 Reconstitution (individual/unit) 

ID minimum essential in-theater capabilities for new units, reconstitute small units, and individual replacement 

(5) Post-Deployment Sustainment (post TOA support to METL, & readiness training, and individual professional development) 

9 METL training readiness reporting requirements

ID METL training requirements (SASO); individual/unit qualification requirements, etc.

9 Distance Learning Centers 

ID Coordinating instructions to request DL

9 Deployed Ranges ID range by system, STRAC table; safety/ 

qualification standards

Figure C-1 (continued). Notional outline for Annex T. 
C-5

Phase 4 Commander and Staff Execution Phase (paragraph 4b and 5b) 

• For each of the operational phases or theater considerations; Tasking or Coordination Instructions specif

Training Support Administration, or 5b Training Support Command and Control (C2) are then derived aOPLAN/OPORD. 

3.b. Concept of the Operation 

3.c. Tasking to Subordinates 

3.d. Coordination Instructions 4.b. Training Support Admin 5.b. Training Support 

Operational Factors: Note 3.c. Who

–

assigned or requested 

Training Support Requirements Trainin

g-Support Logistics 

Concept 

Training and support P

(1) Pre-notification or deployment (e.g., steady state readiness)

9 Organic, assigned, and attached tactical units and training support 9 Supportingsupported funding agents; funding issues 

9 Task requirements at 9 Ranges/ TADSS/ Classes, etc. 

Describe Training and Training Support Sources (POCs, location, funding source) 

ID verification and certPOCs 

(2) Post Notification / Post Mobilization (post alert scheduled or unscheduled deployment) 

Minimum essential training support (who, when, where, how) 

ID Describe supporting and supported requirements (e.g., TADSS, facilities, trainers)

9 ID Training verificatcertification POCs 9 ID Training Support 

Theater-specific training 

requirements and minimum essential training support (who, when, where, how) 

Describe supporting and supported MRE requirements – 9 Facilities 9 TADSS 9 Trainers/OCs 9 Role Players

9 ID Training verificatcertification and validatPOCs 9 ID Training Support 

(3) Post-Deployment Planning and Rehearsal (post TOAtraining support to military ops) 

9 Initial force organic mission & rehearsal tools; embedded training 9 Follow-on battle staff trainers and simulations 9 Follow-on crew trainers, targetry, etc.

ID/coordinate initial deployed logistic s and support: 9 Transportation 9 Operations 9 Training/Operational Ammo 

ID Supporting and SupPOCS 9 Transportation 9 Operations 9 Maintenance & sup9 Funding agents, 

Figure C-1 (continued). Notional outline for Annex T. 
C-6

Phase 4 (continued) 

 (4) Post-Deployment Delta Training (post TOA support to mission and theater specific individual & collective training) 

9 9 Warfighting System Capabilities 

(ET; dual-use operational-training capabilities) 9 Minimum training support capabilities for mission-specific training

ID/coordinate initial deployed logistic s and support: 9 Transportation 9 Operations & Maintenance 9 TADSS support 9 Tng Ammo

ID Supporting and SupPOCS 9 Deployed Spt Coord9 Supporting System 

Minimum essential TADSS/facilities/ranges to support collective training 

ID/coordinate logistic s for expanding training support infrastructure (e.g. trainers/ range/facility/ TADSS, etc 

ID Supporting and SupPOCS 9 Deployed Spt Coord9 Supporting System 

and TSCs

Minimum essential capabilities to support battle staff and functional training requirements

Describe CINC/MACOM and TRADOC MTTs and Reach back Capabilities

ID Deployed Training/SDL/MTT Coordinator 

Minimum essential in-theater capabilities for new units, reconstitute small units, and individual replacement 

ID assigned or attached trainers; training cites; TADSS, Ammo, etc. 

ID Unit Trainers, ID DeTraining/Support/ Coordinators 

(5) Post-Deployment Sustainment (post TOA support to METL, and readiness training, and individual professional development)

METL training requirements (SASO); individual/unit qualification requirements, etc.

Describe Deployed and supporting TSCs, 

ID Deployed Training/SCoordinator 

Coordinating instructions to request DL Describe DL /Web sites and courses; etc. ID Deployed DL/ Training/Support CoordRange by system, STRAC table; safety /qualification standards 

ID ranges/Ammo (by system/event/ echelon support) 

ID Deployed Training/RCoordinator 

Figure C-1 (continued). Notional outline for Annex T. __________________________________Paragraph 3a. Commander Intent 

• To ensure deploying forces are trained and certified to accomplish the assigned mission in the Area of R• Commanders of deploying units will conduct training in general individual tasks, theater specific individ

METL tasks, and theater specific collective tasks. 

• At endstate, units are proficient in the tasks required to accomplish the assigned mission and the Task Fo

and validated to perform the mission. 

Individual Task Training – General 

• All deploying soldiers will be proficient in those tasks identified in their respective MACOM Deployme

deployment. 

• The first COL/0-6 level commander in the soldiers’ chain-of-command will certify in writing, to the firs

the chain of command, that all tasks have been trained to standard. 

• The General Officer’s Headquarters will retain these letters for one year from the redeployment date. 
C-7

METL Training 

• All deploying units will be trained to standard in their respective High Intensity Conflict (HIC)/Warfight

deployment. 

• The Commander two echelons above the respective unit will certify in writing, through the chain of com

Force Commander, that all tasks have been trained to standard. 

• The Task Force Commander’s Division Headquarters will retain these letters for one year from the redep

Individual and Leader Task Training - Theater Specific 

• All deploying soldiers will be proficient in those individual tasks identified in Appendix 1 to Annex T. (

slide) 

• The first COL/0-6 level commander in the soldiers’ and leaders’ chain-of-command will certify, in writi

Officer in the chain of command, all tasks have been trained to standard. 

• The General Officer’s Headquarters will retain these letters for one year from the redeployment date. 

Theater Specific Leader Training 

• Organize a mass casualty evacuation. • Employ non-lethal capabilities. • Understand the risk management process and perform a risk assessment in support of a mission. • Understand the political and military environment. • Understand Title X requirements and the chain of command. • Use negotiation techniques to resolve a conflict. • Conduct a relief-in-place to include “right seat and left seat rides”. • Apply fratricide prevention measures in mission planning and execution. • Supervise the application of the Rules of Engagement (ROE) and use the graduated response matrix in m

Theater Specific Individual Training 

• Media awareness. • Country orientation. • Anti-terrorism/Force Protection Level 1, Category 2. • Pre-deployment Awareness Training in accordance with DOD 2000.16.• Driver Training and Licensing. Mandatory for all soldiers and civilians serving as vehicle operators or h

to drive. 
C-8

• Mine Awareness Skills 

− Recognize a minefield − React to mine strike mounted and dismounted − Self-extract from minefield mounted and dismounted 

• Force Protection Skills 

− React to direct fire (CTT 071-326-0510) − React to indirect fire (CTT 071-326-0510) − Conduct a personnel search − Conduct a vehicle search 

• Operate the Global Command and Control System – Army ([GCCS-A] requirement for selected individu

commander) 

• Qualify on individual weapon using non-lethal munitions (requirement for selected individuals identified 

Collective Task Training – Theater Specific 

• Units/elements will train tasks based on the commander’s mission analysis. • The Commander two echelons above the respective unit will certify in writing, through the chain of com

Task Force Falcon Commander, all designated tasks have been trained to standard. 

• The Task Force Commander’s Division Headquarters will retain these letters for one year from the redep
C-9

Individual Replacement Training (IRT) 

• Personnel deploying will complete IRT at a site established by their respective MACOM. • Individual replacement training remains valid for 12 months from the date of redeployment. • Any individual replacement entering the AOR will have a letter signed by their COL/O-6 level comman

equivalent certifying the individual is fully qualified for deployment. 

• Phase I of IRT is conducted at home station using MACOM approved TSPs. • Phase II is a “hands on” situational training exercise conducted at home station or at designated training 

OCONUS) focused on the following tasks. 

Battalion Level Company/Platoon Level 

• Deploy/conduct Maneuver • Exercise Command and Control • Perform CSS and Sustainment • Protect the Force 

• Deploy/Conduct Maneuver • Exercise Command and Control • Perform CSS and Sustainment • Protect the Force • Base and Perimeter Defense • Secure a Downed Aircraft • Quick Reaction Force Mission • Weapons Storage Site Inspection 

− Mine Detonation − Mine Awareness − Countermine − Vehicle and Personnel Search − Media Awareness 

• React to Unauth

and/or Weapon

• Displaced Perso• Conduct/Escort • Secure a Route • Conduct Presen• Establish and O• Establish and O• Non-lethal Wea

Mission Rehearsal Exercise 

• The culminating training event is a MRE conducted at a Combat Training Center or National Training C

location designed to replicate the operational environment and present deploying units with potential situ

encounter during the mission. 

• The Corps Commander is responsible for determining the scope and training objectives of the MRE. 
UNCLASSIFIED – DRAFT - UNCLASSIFIED -

UNCLASSIFIED

T-4-1 

Tab 1 to Appendix C 

Notional Annex “T” (TRAINING AND TRAINING SUPPORT) 

[Headquarters] 

[Address Line 1] 

[Address Line 2] 

[Date-time Group]

ANNEX T (TRAINING) TO [Specify OPLAN Supported] 

REFERENCES: 

a. FM 100-5, Operations 14 JUN 1994 

b. FM 25-100, Training the Force, 15 NOV 1988 

c. FM 25-101, Training the Force: Battle Focused Training, SEP 1990 

d. TC 7-98-1, Stability and Support Operations Training Support Package, 5 JUN 1997 

e. UR 350-1, Training in USAREUR, 17 NOV 2000 

f. UR 350-50, Combat Maneuver Training Center, AUG 1994 

g. UR 525-13, Antiterrorism/Force Protection: Security of Personnel, Information, and Critical 

Resources, FEB 00 

h. USAREUR Command Policy Letter #1, 10 OCT 1998 
UNCLASSIFIED – DRAFT - UNCLASSIFIED -

UNCLASSIFIED

T-4-2 

i. DA PAM 350-38, Standards in Army Training STRAC, 3 JUL 1997 

j. USAREUR Command Training Guidance FY01/02, 2 FEB 2001 

k. EUCOM OPLAN 4247-99 10 MAR 1999 

l. AR 135-210, Order to Active Duty as Individuals for Other Than a Presidential Selected 

Reserve Call-up, Partial or Full Mobilization 

1. Situation. 

a. General Situation: [Use OPLAN or reference OPLAN situation] 

b. Training and Training Support Situation: [Specify training and training support 

situation (e.g., maturity of deployed training infrastructure; whether training assets will be 

available; who and what will be provided) that will essentially define the scope of training 

mission requirements in the next paragraph]. 

2. Mission. 

a. Operational Mission: [Use OPLAN or reference OPLAN situation]

b. Training and Training Support Mission: [Specify role of training/training support to 

achieve mission accomplishment: Specify scope of pre-deployment, post-mobilization, postdeployment and reconstitution training mission that will guide the level of detail required to be 

developed in this Annex].

3. Execution. 

a. Commander’s Intent.

(1) Operational Planning Considerations for Training Support: [Commander 

provides intent based on assessment of operational factors and specific consideration for predeployment, post-deployment/operational mission requirements, and re-deployment or 

reconstitution. For example: select category(s) of training/support requirements to be addressed 

in OPLAN:] 

(a) Pre-notification and/or Pre-deployment: To insure minimum essential “Steadystate” requirements for deployable units covered within the OPLAN are identified to include 

regulatory/policy, METL, and/or OPLAN/Theater-specific requirements; 

(b) Post-notification/Post-mobilization: To insure deploying forces are trained, and 

verification/validation/certification agencies are informed of requirements to accomplish the 

assigned mission in the [specify name of AOR] Area of Responsibility (AOR);
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T-4-3 

(c) Post-Deployment Mission Planning and Rehearsal: to insure minimum 

essential training assets to support mission planning and rehearsal capabilities are available to 

support (initial entry and/or follow on forces) in the AOR; 

(d) Post-Deployment Delta Training: to insure minimum essential capabilities to 

train new or untrained personnel or TF organizations, new equipment (not organic to TF TOE); 

and/or new missions/tasks is available on the AOR;

(e) Post-Deployment Sustainment Training: to insure minimum essential 

capabilities to sustain METL proficiency, mission-specific tasks, unit readiness (i.e., USR) based 

training requirements, and required soldier/leader professional development once deployed 

forces establish their “Battle Rhythm” in the AOR and have the capability to conduct nonoperational tempo training in conjunction with the operational mission.

(f) Re-Deployment or Reconstitution Training: to sustain higher readiness levels 

in-theater in order to enter the homestation training cycle at a higher level, prepare for, or to 

reconstitute capabilities due to new personnel, equipment or missions. 

(2) Terms of Reference. [OPLAN’s need to include regulatory and commandspecific verification, validation, and certification criteria and individual and/or units included. 

These may be dictated by Joint, HQDA and or MACOM regulation or order, and 

supporting/supported OPLANS.]

(a) Verification, Certification, and Validation Criteria.

1) Verification. [Higher headquarters for deployable units or their assigned 

agencies are responsible to insure training has been conducted to standard and/or in accordance 

with regulatory requirements (e.g., IAW FM, STP/MPT, OPLAN Verification of 

training/regulatory requirements is required for commanders to certify completion of specific 

requirements).] 

2) Certification. [Force-provider Commanders are required to formally state 

in writing that all regulatory or OPLAN required events have been completed and verified (e.g., 

FORMDEPS; MACOM and/or Division Mobilization/Deployment Regulations). The force 

provider’s Division level Commander or equivalent generally performs this procedure.]

3) Validation. [The senior force-provider Commander is required to 

substantiate in writing that all regulatory requirements and training to standard have been met 

prior to any official transfer of authority (TOA) between a force provider command and a 

separate theater commander. This procedure is generally performed at the authorized TOA level 

(e.g., Corps Level Commander).]

 (b) Categories of Units and Personnel. [The following categories of personnel 

are based on lessons learned from extensive deployment to the Balkans. They should be 

modified as required to meet specific OPLAN requirements.] 
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T-4-4 

1) Category A. Units and individuals, to include Active and Reserve U.S. 

Army military, DA civilians, and contract personnel assigned, attached, or TDY to AOR, 

dedicated support elements or the immediate surrounding countries and traveling to any of those 

countries. 

2) Category B. Units and individuals, to include Active and Reserve U.S. 

Army military and DA civilians assigned to Theater to support the AOR. 

3) Category C. Military and civilian visitors to the AOR. Visitors are defined 

as personnel who are: (a) Not performing an operational mission or filling an operational 

position on a temporary basis; (b) Under the constant escort and supervision of the visited unit(s) 

to include to and from civilian airports; (c) Are traveling TDY to the AOR for less than 30 

days. (Examples of personnel authorized to travel under Category C generally include General 

Officers, Foreign and Domestic Dignitaries, guest MWR personnel, chaplains not permanently 

assigned to AOR, short duration Mobile Training Teams (MTT), and contractor management 

personnel visiting their employees and performing no other job related duties. 

4) Category D. Special Forces in and around the theater of operation. 

5) Others. Personnel in categories other than those listed above will be 

handled on a case-by-case basis. 

(c) Unit Replacement Training (URT). [OPLANS should include procedures to 

replace subordinate units or sections up through task-force level replacement.] The focus of 

unit replacement training is small unit collective training through the task force level (e.g., 

battalion and brigade equivalent). In the case of scheduled stability and support operation 

rotations, such as the Balkans, procedures can be developed and coordinated in advance between 

force provider and gaining command. Scheduled unit-level replacement training usually consists 

of critical training gates and windows that culminate in an MRE. The scope, location and 

validation criteria for critical events should be specified. In the case of unanticipated mid-high 

intensity conflict refer to MACOM mobilization plan procedures. Commanders of the force 

provider (deploying units) are responsible for developing training plans to support the 

preparation of their units. Commanders of receiving units are responsible for providing Training 

Support Packages (TSPs) for theater-specific or OPLAN-required training not currently in Army 

training publications or TSPs. Components of URT planning should be: 

1) Individual Task Training - General. [All soldiers in a deployable status 

will be proficient in common and MOS/SL tasks. Task certification is routinely reflected in USR 

reporting. For scheduled deployments requiring a TOA the first COL/0-6 level commander in 

the soldiers’ chain-of-command normally will certify in writing to the first General Officer in the 

chain of command, that all tasks have been trained to standard. It is recommended that the 

certifying and validation officials Headquarters retain these letters for one year from the 

redeployment date.] 
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T-4-5 

2) METL Training. [All deploying units will be trained to standard in their 

respective Warfighting METL prior to deployment. As with individual tasks task certification is 

routinely reflected in USR reporting. For scheduled deployments involving a TOA the 

Commander two echelons above the respective unit will certify in writing, through the chain of 

command to the Commander of the gaining command, that all tasks have been trained to 

standard. It is recommended that the certifying and validation officials Headquarters retain these 

letters for one year from the redeployment date; it is also recommended that the gaining Task 

Force commander retain for one year from the redeployment date.] 

3) Individual and Leader Task Training - Theater Specific. [All deployable 

and/or deploying soldiers will be proficient in those individual and leader tasks identified in their 

respective Joint, HQDA and/or MACOM deployment regulation [cite applicable references], 

and/or theater/OPLAN specific tasks identified in Appendix [x] to Annex T. As with individual 

tasks OPLAN-specific tasks that are generally associated with a unit’s METL will routinely 

reflected in USR reporting. For scheduled deployments involving a TOA the first COL/0-6 level 

commander normally will certify in writing to the first General Officer in the chain of command, 

that all OPLAN and/or theater specific tasks have been trained to standard. It is recommended 

that the certifying and validation officials Headquarters retain these letters for one year from the 

redeployment date.] 

4) Collective Task Training – Theater Specific. [All deployable and/or 

deploying units/elements will be competent in METL tasks and those identified in their 

respective Joint, HQDA, and/or MACOM deployment regulation [cite applicable references], 

and/or theater/OPLAN specific tasks identified in Appendix [x] to Annex T. OPLAN-specific 

tasks that are generally associated with a unit’s METL will be routinely reflected in USR 

reporting. For scheduled deployments involving a TOA the first COL/0-6 level commander 

normally will certify in writing to the first General Officer in the chain of command, that all 

OPLAN and/or theater specific tasks have been trained to standard. When designated, Task force 

Commanders will perform METT analysis to determine task force-specific organization/mission 

requirements. It is recommended that the certifying and validation officials Headquarters retain 

these letters for one year from the redeployment date.] 

(d) Individual Replacement Training (IRT). [OPLANS should include 

procedures to replace individual soldiers, outside the context of unit-replacement. The focus of 

IRT is individual tasks and integration of replacements into small units. In the case of scheduled 

stability and support operation rotations, such as the Balkans, procedures can be developed and 

coordinated in advance between force provider and gaining command. In the case of 

unanticipated mid-high intensity conflict refer to MACOM mobilization plan procedures.] 

Components of IRT planning should include: 

1) Tasks: Identify General-Individual and Individual Theater/OPLANspecific Tasks. Establish conditions under which local commanders can add tasks and/or request 

changes. 
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T-4-6 

2) Location and Responsibility for Training: Determine whether a MACOM 

controlled location or distributed force provider unit location; or split phases including both. 

Establish criteria, authority and report requirements to verify, validate, and/or certify individual 

replacements. 

3) Methods of Training: Based on tasks to be trained, determine appropriate 

mix of individual self-paced training (e.g., Web, CD, Video Tape) and structured or hands-on 

(e.g., formal presentations, Lane and STX training) that should be conducted at homestation or at 

designated training areas. 

4) Validation/Certification methods and records. Determine level of training 

validation and certification official (e.g., O6/GS15) and validation/certification criteria (e.g., cite 

reference, OPLAN paragraph and sample memorandum). Specify length of time valid. Specify 

where records will be maintained and distribution of individual copies (e.g., to be given the 

gaining command). 

(e) Operational Forces [The following section reflects operational planning 

consideration to reflect the need for training and training systems to support tactical operations, 

in specific Initial Entry, Follow-on Forces, and Sustaining Forces. The concept of the operation 

for these phases specifically establishes the coordinating instructions in paragraph c.]. 

1) Initial Entry Forces Training and Training Support Planning 

Considerations. [The focus of training and training support for Initial Entry forces is the ability 

to support mission planning and rehearsal generally in an immature theater of operations. This 

may include operational forces from the XVIII Abn Corps, Division Readiness Brigades 

(DRBs); or Interim Brigade Combat Teams, etc.]. Mission analysis for training includes 

determining requirements for the following capabilities: 

(a) Platform-specific Command and Control Mission Planning/Rehearsal 

tools (e.g., constructive and/or virtual imagery capabilities such as aviation planning tools; 

individual C2 system). 

(b) Staff-planning tools (e.g., constructive and/or virtual imagery 

capabilities and ABSE simulation/stimulation drivers that support cross-staff CPX). 

(c) Platform-specific rehearsal tools (e.g., live and/or virtual simulation 

capabilities that enable platform/crew rehearsals). 

2) Follow-on Forces Training and Training Support Planning Considerations. 

[The focus of training and training support for follow-on forces is the ability to support mission 

planning and rehearsal and sustaining warfighting and/or mission specific readiness. Support 

can be in an immature or maturing theater of operations. This may include initial entry 

operational forces (e.g., as described above; or I, III, and V CORPS - AC and RC Bdes.). 

Mission analysis for training include determining requirements for the following capabilities - 
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T-4-7 

(a) Platform-specific Command and Control Mission Planning/Rehearsal 

tools (e.g., constructive and/or virtual imagery capabilities such as aviation planning tools; 

individual C2 system). 

(b) Staff-planning and readiness tools (e.g., constructive and/or virtual 

imagery capabilities and ABSE simulation/stimulation drivers that support cross-staff CPX). 

(c) Platform-specific rehearsal and readiness tools (e.g., live and/or virtual 

simulation capabilities that enable platform/crew rehearsals. 

(d) Small-unit rehearsal and readiness training tools (e.g., through the 

platoon level). 

3) Sustaining Forces Training and Training Support Planning Considerations 

[The focus of training and training support for follow-on forces is the ability to support mission 

planning and rehearsal and to sustain warfighting and/or mission specific readiness. Support can 

be in an immature or maturing theater of operations. This may include initial entry operational 

forces (e.g., as described above; or I, III, and V CORPS - AC and RC E-Bdes.). Mission 

analysis for these forces should include determination of the following: 

(a) Platform-specific Command and Control Mission Planning/Rehearsal 

tools (e.g., constructive and/or virtual imagery capabilities such as aviation planning tools; 

individual C2 system drivers; “reach back” capabilities). 

(b) Staff-planning and readiness tools (e.g., constructive and/or virtual 

imagery capabilities and ABSE simulation/stimulation drivers that support cross-staff CPX). 

(c) Platform-specific rehearsal and readiness tools (e.g., live and/or virtual 

simulation capabilities that enable platform/crew rehearsals). 

(d) Small-unit rehearsal and readiness training tools (e.g., e.g., live, 

constructive and/or virtual capabilities through the platoon level).] 

(e) Professional Development tools (e.g., distributed learning capabilities 

to provide theater-mission specific leader/staff/additional duty training; capabilities to sustain 

leader professional development courses). 

b. Concept of the Operation: [The following section reflect training strategy 

implications for developing training strategies for units with scheduled deployments or for units 

in assigned readiness status. /// discuss crawl-walk-run methodology- COE/SASO// verify 

correct terminology//]. 

(1) Pre-deployment (Planning Considerations to Ramp-up for scheduled 

deployments or assignment as designated readiness/immediate deployment unit). [The 

focus of Pre-deployment is individual (CTT and MOS/SL), leader, staff, and small unit 

proficiency METL proficiency and mandated regulatory training generally sustained at the 

“Walk-level of proficiency.] 
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T-4-8 

(a) Task: Ensure deployable-status units and individual sustain minimum pre-deployment skills and certification 

requirements: [Specify or reference the specific individual or collective tasks] 

(b) Verification Requirements: MACOM regulations specify requirements to verify training. In general active 

component parent commands are responsible for verifying that training standards and/or regulatory requirements have been met. In general 

reserve component parent headquarters and/or Army Reserve Command are responsible for verifying that training standards and/or regulatory 

requirements have been met. [Specify Headquarters/Office/DSN] 

(c) Certification Requirements: Unit certifies deployment status as part of the Unit Status Report. There are noSeparate Reporting Requirements unless established by parent headquarters/MACOM regulation. [Specify Headquarters/Office/DSN] 

(d) Mandatory Unit-Level Collective and Individual Training: Certain training is mandated by regulation or 

determined through mission analysis to be mandatory for [See sample Table X.2 for Mandatory Unit-Level Training and Table X.X for 

Mandatory Individual and Duty Position Training.] 

 
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T-4-9 

Table 1. Major Pre-deployment Mandatory Training Events (Sample) 

Echel

on 

Subject Frequency 

(ACRC) 

Reference Requirement Validation & 

Certification Levels 

Validation Certification

Unit CTT A AR 350-41 Complete annual CTT reqts 

(to include Depleted 

Uranium for all deployable 

soldiers) 

Unit EXEVAL A UR 350-1 Conduct an EXEVAL each 

year 

 

Unit NBC Training A AR 350-1, AR 

350-41 

 

Unit Weapons 

Qualification 

A/S DA PAM 350-

38, AR 350-1 

IAW STRAC Program 

Unit Law of War A AR 350-1 I 

Unit Risk 

Management 

O AR 385-10, 

FM 100-14 

T, I, H. Prior to any exercise 

Unit Heat, Cold 

Weather 

Training 

A AR 40-5, AR 

350-1 

I. 

Unit Mine 

Awareness 

A DA Pam 350-

38 

See Sections 6-8 through 6-

25 of DA Pam 350-38 to 

determine requirements for 

your type unit. 

 

Unit Deployment 

Readiness 

Q UR 55-26 

UR 525-1 

Verify UMD (AUEL) is 

current/valid 

Unit Army Safety 

Program 

O AR 385-10, 

AR 350-1 

I, H. 

Bn Deployment 

Readiness 

S UR 600-8-101 Schedule and conduct a 

PDP; Review SRF with 

each soldier; Company 

Information System (CIS) 

 

Bn Combat 

Lifesaver 

Training 

A AR 350-41 Every squad, crew or 

equivalent-sized unit must 

have at least one CLS-must 

recertify annually 

 

Co Arms, Ammo 

& Explosives 

Security 

A AR 190-11 Initiate an aggressive 

training program on AA&E 

security 

 
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Co Driver 

Training 

A AR 600-55 Program-sustainment 

training for any driver with 

a valid OF 346 

 

MOS Force 

Protection 

O AR 350-1, UR 

525-13, DOD 

Dir 2000.12 

P,M,T,I,H,R. High risk 

personnel or billet, prior to 

performing FP security 

duties

 
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T-4-11 

Table 2. Mandatory Pre-Deployment Oriented Duty-Position Certifications (Sample) 

Echelon Position Course Title Reference 

Validation & Certification 

Levels 

Bde/Bn Brigade or 

Battalion Safety 

Officer 

Safety Officer/NCO Course (SOC 40) AR 385-10, 

Bn Hazardous Cargo 

Driver Training 

Hazardous Materials Driver 

Training Course (HAZ 11) 

UR 55-4 

Bn Hazardous 

Material Adviser 

HAZ XX (under development) UR 55-4 

Bn Rear Detachment 

Cdr and Family 

Spt Liaison 

Rear Detachment Commanders 

and Family Support Liaison 

Course 

UR 608-2 

Bn Force Protection 

Officer 

Level II AT/FP Training UR 525-13 

Bn Battalion Unit 

Movement NCO

Unit Movement Officer Course 

(UMO 151) 

UR 55-26 

Bn Class 5 HAZMAT 

Driver

Hazardous Materials Driver 

Training Course (HAZ 11) 

UR 55-4 

Bn/CO Cmd UNO and 

Alternate (SSG 

above) 

Unit Movement Officer Course 

(UMO 151) 

UR 55-26 

Co Company Safety 

NCO 

Safety Officer/NCO Course 

(SOC 40) 

AR 385-10, 

Co Military Sponsor ACS Sponsorship Training AR 600-8-8 

Co HAZMAT Vehicle 

Operator

Hazardous Materials Driver 

Training Course (HAZ 11) 

UR 55-4 

Co Battalion Security 

Manager 

 AR 380-5 

Co Terminal Area 

Security Officer 

 UR 380-19 

Co HAZMAT Cargo 

Certified

Hazardous Materials (-2) 

Certification Course (HAZ 12) 

TM 38-250, UR 

55-4

 

Co Force Protection 

Officer 

AT/FP Level II Training UR 525-13 

Co Unit Master Driver AR 350-1 

Ind System 

Administrator 

(classified 

networks) 

Information Assurance Training 

Program (Advanced Networking 

I & II) 

UR 350-70 
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T-4-12 

(2) Pre-deployment (Planning Considerations to assume unit Readiness Brigade 

status). 

(a) Tasks: Ensure deployable-status units sustain minimum skills for immediate deployment: [Specify or reference the 

specific individual or collective tasks] 

 Table 3. Major Readiness Brigade Training Events (Sample) 

Echelo

n 

Subject Frequency 

(AC/R

C) 

Reference Requirement Verification 

and/or 

Validation 

Proponent 

Unit CTT A/ AR 350-41 Complete annual mandatory 

CTT requirements 

DA 

Unit EDRE 1 Per 

Cycle 

 Complete prior to assuming 

Alert Brigade Cycle 

Parent HQs 

Unit Weapons 

Qualification 

A/S DA PAM 

350-38, AR 

350-1 

IAW STRAC Program DCSOPS 

(b) Verification Requirements: AC – Parent Headquarters Responsibility. RC – 

Parent Headquarters and Army Group Requirement. [Specify Headquarters/Office/DSN] 

(c) Validation Requirements: USR-Based. No-Separate Reporting 

Requirements. [Specify Headquarters/Office/DSN] 

(d) Mandatory Training Event Gates And/Or Windows: This training should 

consist of both self-deployment operations and strategic/theater airlift training. [Command 

directed, list or use table as appropriate]. 

(e) Training Event Gates And/Or Windows: 

 (3) Post-Mobilization/Pre-deployment (Planning Considerations to Active PostNotification or Reserve Component Post-Mobilization Ramp-up for scheduled Stability 

and Support Operations Deployments). 

(a) Tasks: Ensure mobilized units achieve minimum capabilities for immediate deployment: [Specify or reference the 

specific individual or collective tasks] 

(b) Verification Requirements: AC – Parent Headquarters Responsibility. RC – Parent Headquarters and Army Group 

Requirement. [Specify Headquarters/Office/DSN] 

(c) Certification and Validation Requirements: [List certification and validation requirements based on OPLAN, 

OPORD or gaining command guidance. Specify Headquarters/Office/DSN] 

(d) Major or Mandatory Training Event Gates And/Or Windows: This training should consist of both METL and 

theater or mission-specific training requirements as prioritized by gaining command. [Command directed, list as appropriate.]
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T-4-13 

(4) Post-Deployment Mission Planning and Rehearsal Considerations (Planning 

Considerations for training systems in direct support of operational mission) 

(a) Tasks: Ensure deployed units have minimum capabilities to conduct mission planning and rehearsals in the deployed 

theater of operations: [Specify or reference the specific individual or collective tasks and warfighting systems necessary to supported in order to 

conduct planning and rehearsals] 

(b) Major or Mandatory Mission Planning or Rehearsals Events to be supported: This training support should 

consist of METL and theater or mission-specific training requirements as prioritized by gaining command. [Prioritize based on mission/theater 

specific considerations. Specify event type and echelon to be supported, e.g., Platoon LFX, Battalion CFX).]

 (5) Post-Deployment “Delta Training” (Planning Considerations for training 

systems in direct support of executing theater-specific training given changes in the new or 

untrained personnel or TF organizations, new equipment (not organic to TF TOE); and/or 

new missions/tasks) 

(a) Tasks: Ensure deployed units have minimum capabilities to conduct mission planning and rehearsals in the deployed 

theater of operations: [Specify or reference the specific individual or collective tasks and warfighting systems necessary to train new personnel, 

units, equipment or missions] 

(b) Minimum “Delta Training” events to be supported: This training support should consist of METL and theater or 

mission-specific training requirements as prioritized by gaining command. [Prioritize based on mission/theater specific considerations. Specify 

event type and echelon to be supported, e.g., Individual Weapons Qualification, through Table (X); Platoon STX, StaffEX).]

(6) Post-Deployment Sustainment Training [Planning considerations for 

sustaining METL proficiency, mission-specific tasks, unit readiness (i.e., USR) based 

training requirements, and continuation of required soldier/leader professional 

development.] 

(a) Tasks: Ensure deployed units have minimum capabilities to conduct mission planning and rehearsals in the deployed 

theater of operations: [Specify or reference the specific individual or collective tasks, duty position or professional development requirement, or 

warfighting systems necessary to sustain capabilities] 

(b) Minimum sustainment training events to be supported: This training support should consist of METL and theater 

or mission-specific training requirements as prioritized by gaining command. [Prioritize based on mission/theater specific considerations. 

Specify event type and echelon to be supported, e.g., Individual Weapons Qualification, through Table (X); Platoon STX, StaffEX); Battle staff 

NCO/ Safety/Log/UMO Courses etc.]. 

c. Taskings to Subordinates. [Taskings to subordinates are based on the analysis of 

requirements to include: identification of organic, assigned, and attached tactical units and 

training support; assigned, specified, implied and essential tasks that will derive training support 

requirements; internal SOPs; need for Supporting/Supported MOA, OPORD/OPLAN 

coordination requirements; supporting/supported funding agents; funding issues, etc.].

d. Coordinating instructions for Training Support. [The following section reflects 

operational planning consideration to establish, operate, maintain, and sustain the training 

systems in support of Initial Entry, Follow-on, and Sustaining Force tactical operations. Mission 

analysis considerations for training support should include the following:]

 (1) Training Support Requirements. 

a) Organic or assigned (TOE/TDA) training support assets. 
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T-4-14 

b) Available training support assets (assigned to parent headquarters/TSC). 

c) Available training support assets in the theater of operations. 

d) Transportation sequence for training support assets. 

e) Training support operations, maintenance, and support. See Appendix X – 

Sample Deployable Operations and Support Standard Operating Procedures. // use cases – cite 

Kuwait; Sinai; Bosnia Models; attach sample SOPs// 

 (2) Training Support Coordination Points of Contact: [Training Support 

Coordination is generally conducted at the MACOM level in conjunction with the force provider 

and gaining Theater Commander (in cases of TOA). It is done in conjunction with CINC 

OPLAN development and reviews and for pre-planned deployments or unit-level rotations (e.g., 

Sinai, Kuwait and/or Balkans). Pre-deployment and post-mobilization training support is 

generally the responsibility of the force provider up to the point of TOA. The focuses of preTOA training support are conducting training or providing assets to verify, certify, or validate 

training. Training support post-TOA is the responsibility of the gaining command. The focuses 

of Post-TOA training support are operational support, sustainment of unit readiness, and soldier 

professional development. Post-TOA training support can consist of any combination of 

Mission Planning and Rehearsal support; “Delta Training,” and sustainment training.] 

a) U.S. Army Forces Command (FORSCOM). [Training Support for 

deployments and mobilizations is coordinated by the force-provider AC CORPS or/or RC Army 

Group G3 through the FORSCOM DCSOPS – Training (Office Symbol- XXX-XX; DSN XXXXXXX). Clarify/Add instructions] 

b) U.S. Army Pacific Command (USARPAC). [Training Support for 

deployments and mobilizations is coordinated by the force provides AC CORPS or/or RC Army 

Group G3 through the FORSCOM DCSOPS – Training (Office Symbol- XXX-XX; DSN XXXXXXX). Clarify/Add instructions] 

c) U.S. Army European Command (EUCOM). [Training Support for 

deployments and mobilizations is coordinated by the force provides AC CORPS or/or RC Army 

Group G3 through the 7th Army Training Command – Director of Training (Office SymbolXXX-XX; DSN XXX-XXXX). Clarify/Add instructions] 

d) U.S. Army South (USARSO). [Training Support for deployments and 

mobilizations is coordinated by the force provides AC CORPS or/or RC Army Group G3 

through the FORSCOM DCSOPS – Training (Office Symbol- XXX-XX; DSN XXX-XXXX).

Clarify/Add instructions] 

b) Eighth U.S. Army (EUSA) Korea. [Training Support for deployments and 

mobilizations is coordinated by the force provides AC CORPS or/or RC Army Group G3 

through the FORSCOM DCSOPS – Training (Office Symbol- XXX-XX; DSN XXX-XXXX).

Clarify/Add instructions] 
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T-4-15 

(3) Training Support Operational Phase Coordination Requirements. [Select 

category(s) of training/support addressed in OPLAN and specific coordination requirements 

under each phase. Templates are set up for each phase of training to insert appropriate 

coordinating instructions]: 

a) Pre-notification and/or Pre-deployment: Address parent headquarters 

and/or OPLAN/Theater-specific coordination requirements; 

b) Post-notification/Post-mobilization: Address parent headquarters and/or 

OPLAN/Theater-specific coordination requirements for [specify name] Area of Responsibility 

(AOR);

c) Post-Deployment Mission Planning and Rehearsal: Address parent 

headquarters and/or OPLAN/Theater-specific coordination requirements for [specify name] Area 

of Responsibility (AOR) to coordinate planning and rehearsal capabilities to support (initial entry 

and/or follow on forces) in the AOR; 

d) Post-Deployment Delta Training: Address parent headquarters and/or 

OPLAN/Theater-specific coordination requirements for [specify name] Area of Responsibility 

(AOR) for minimum essential capabilities to train new or untrained personnel or TF 

organizations, new equipment (not organic to TF TOE); and/or new missions/tasks; 

e) Post-Deployment Sustainment Training: Address parent headquarters 

and/or OPLAN/Theater-specific coordination requirements for [specify name] Area of 

Responsibility (AOR) for minimum essential capabilities to sustain METL proficiency, missionspecific tasks, unit readiness (i.e., USR) based training requirements, and required soldier/leader 

professional development once deployed forces establish their “Battle Rhythm” in the AOR and 

have the capability to conduct non-operational tempo training in conjunction with the operational 

mission.] 

(4) Administrative Coordination:

a) Pre-TOA milestones for Scheduled Rotations: [The following are provided 

as recommended milestones and coordination requirement to standardize coordination for 

scheduled TOA (e.g., Balkans Rotations). D-360 (VT) requirements; D-270 (VT); D-180 (Unitonsite); D-150; D-120; D-90 (VT or Site); D-60 (VT); and TOA.]

Sample Planning and Coordination Matrix 

D-Minus 

Planning 

Window 

Primary 

Purpose 

Supporting Force 

Tasks (force provider) 

Supported Force 

(Title X) Tasks 

(gaining cmd) 

Recommend

ed Meeting 

Format 

Admin 

Instructions 

D-360 Develop Opnl. 1) TF Provide Draft 1) Provide VTC with TF 
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T-4-16 

(Initial) Concept for 

Training and 

Support 

Annex T (Para 1.b. 

2.b. & 3.a.) 

Mission/Theater 

Specific Annex T 

requirements (Para 

3.a-b.) 

parent HQS; 

followed by TF

Site Recon 

D-270 Identify 

primary postdeployment 

training/suppor

t requirements 

1) TF Updates Draft 

Annex T with initial 

tasks & coordination 

requirements (Para 

3.b-c.) 

Provide Draft 

Training Support 

Plan (Para 4.a-b.; 5aa-b.) 

VTC with 

parent HQ 

and TF HQ 

elements 

Title X 

MACOM 

coordinates 

long leadtime 

TADSS 

D-180 

(Midpoint) 

Lock in TF 

Structure 

(units & 

equipment mix 

to be 

supported) 

1) Identify TF 

Structure & primary 

equipment mix (Para 

3.b-c.) 

2) ID primary TADSS 

requirements (Para 3.d.) 

Identify ability to 

support unique TF 

requirements; 

request nonavailable assets 

(Para 3.a-c.) 

On-site with 

primary TF 

site; VTC 

link to other 

TF 

ATSC 

identifies 

NonMACOM 

controlled 

TADSS 

availability 

D-120 Confirm 

Available 

Training 

Assets 

Update Training 

Concept and Tng Spt 

Rqts (Para 3.c-d.) 

Update status of 

non- available assets 

(Para 3.c.) 

VTC with 

major TF 

elements 

MACOM 

confirms 

training 

support 

assets 

D-90 Adjust 

Training 

Requirement; 

Verify on-hand 

or incoming 

training assets 

Provide Detailed 

Training/Operational 

Spt Concept (Para3d) 

Provide detailed 

coordinating 

instructions (Para 

4a) 

VTC and/or 

onsite with 

major TF 

elements 

TRADOC 

Confirms 

availability 

of requested 

DL/TADSS 

D-60 

(Final) 

Confirm all 

Training 

Assets 

Confirm Training 

Concept (para3d), 

Training Support & 

C2 (Para 4b & 5b) 

Confirm Training 

Support &C2 (Para 

4.a.; 5.b.)) 

VTC and/or 

onsite with 

major TF 

elements 

TOA Transfer of 

authority 

Complete Predeployment 

certification 

 

b) Pre-TOA milestones for Warplan coordination: The following are 

provided as recommended milestones and coordination requirements to standardize OPLAN 
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Coordination requirements between (use correct terminology) between force provider commands 

and theater CINCs. This section includes recommended planning, update requirements, and 

sample MOA, etc...) ///// 

c) Mission or MACOM Specific Coordination Requirements [The following 

are provided as sample pre- and post-TOA administrative instructions.] 

1) Sustainment Training. Actual Facilities and/or POCs, etc... /// Units 

conduct sustainment training at facilities within the area of responsibility. Units coordinate 

requests for training aids, devices, simulators, and simulations through the Deployed Training 

Support Center (DTSC) at EAGLE BASE. Appendix 4 provides information to support the 

planning of individual and collective training during the deployment. 

2) Deployed Readiness Training. Actual Ranges/Facilities that have 

received range/safety certification and can serve as qualifying ranges (specify weapons system 

and tables, etc.; Range managers, POCs, etc.). 

3) Individual Replacement Training (specify current; planned locations, 

POCs, special instructions, etc.). 

4) Mission Rehearsals. (Specify Coordination is required for locations, 

TADSS/OPFOR/Instrumentation/Trainers-OCs//CTC vice MTA). 

5) Force Protection. The Task Force Eagle Commander is responsible for 

force protection of all forces in his AOR. Deployment/execution orders will include 

coordinating instructions requiring unit commanders to ensure all deploying personnel receive 

the following training: 

(a) Level 1 Anti-terrorism/Force Protection Training. 

(b) A country or region specific threat brief. 

(c) Requirements listed in [Specify MACOM Reg]. Theater-specific force 

protection briefings, regulations and guidance, can be found at [specify]. 

6) Authorized Visitors: Authorized visitors or temporary support personnel 

must complete Level I, Category 2 Anti-Terrorism/Force Protection Training, Country 

Orientation, and Code of Conduct/Hostage Training. Authorized visitors are defined in para 

(xx). 

4. Service support: 

a. General Support: [Use OPLAN or reference OPLAN C2]
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b. Training and Training Support Service Support. [Specify actual and/or 

anticipated service and support provided by the Theater Headquarters; Task Force; 

Army/TRADOC augmentation; Deployed Operations and Support Group. Specify actual and/or 

anticipated changes based on operational characteristics. 

1) Initial Entry Training Service Support (Organic, assigned and/or attached) 

2) Follow-on Forces Training Service Support (Organic, assigned and/or attached) 

3) Sustaining Forces Service Support (Organic, assigned and/or attached)] 

5. Command and Control: 

a. General Command and Control: [Use OPLAN or reference OPLAN C2]

b. Training and Training Support Command and Control: [Specify training and 

training support C2 within the operational task force, deployed training and support personnel 

and/or organizational structure (e.g., Deployed training support C2 in a immature theater of 

operations will normally be provided by the tactical units; as the theater of operations matures 

and the deployed training infrastructure evolves formal C2 between the task force, units 

supported and training supporter must be formalized).]

1) Initial Entry Training Service Support (Organic, assigned and/or attached units) 

2) Follow-on Forces Training Service Support (Organic, assigned and/or attached 

units) 

3) Sustaining Forces Service Support (Organic, assigned and/or attached units)] 

c. Points of Contact [List as required.] 

ACKNOWLEDGE: 

Commander’s 

 Rank 

APPENDIXES: 

Appendix 1 - Individual and leader training requirements 

Appendix 2 - Collective training requirements 
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Appendix 3 - Sample Training Certification Letter 
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Appendix 1 Sample Theater Specific Unit Individual Competencies 

Extract from Appendix 2 to Annex T to OPLANS 4256-02 AND 4247-02 

Draft: 

1. Theater Specific Unit Individual Competencies. Individual competencies that USAREUR, 

Task Force Falcon (TFF), and Task Force Eagle (TFE) have identified as having significant 

relevance to individuals performing SASO in the Balkans. Note that some tasks may also be 

common tasks for certain MOSs, but due to the significant relevance are listed here under theater 

specific unit individual competencies also. These are the minimum requirements to ensure 

individuals are trained for the mission to the Balkans. This list is not all-inclusive and 

commanders at any level may add additional tasks to this list to ensure their personnel are 

trained. 

a. Country Orientation Brief 

b. Anti-Terrorism/Force Protection Level 1 Category 2 Training 

c. Rules of Engagement Training 

d. Mine Awareness and Situation Training to include 

 (1) Report on the regional mine situation 

 (2) React to mine strike mounted 

 (3) React to mine strike dismounted 

 (4) Self-extract from a minefield 

 (5) React to civilian wanting to turn in un-exploded ordinance (UXO) 

e. Force Protection Skills Training to include 

 (1) React to direct fire 

 (2) React to indirect fire 

 (3) React to sniper 

f. Media Awareness Training 
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g. USAEUR driver training and licensing (for personnel identified by their chain of 

command) 

h. Hazardous Material Training IAW USAREUR Reg. 55-4 (for all personnel responsible 

for transporting bulk fuel and/or ammunition in Germany) 

i. Qualify on assigned individual weapon within 6 months prior to scheduled deployment 

date (for all military personnel) 

j. Qualify on assigned individual non-lethal weapon within 6 months prior to scheduled 

deployment date (for selected personnel identified by their chain of command) 
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Sample Theater Specific Leader Competencies 

Extract from Appendix 3 to Annex T to OPLANS 4256-02 AND 4247-02 Draft: 

1. Theater Specific Leader Competencies. Individuals in leadership positions must be proficient 

in these competencies that USAREUR, TFF, and TFE have identified as having significant 

relevance to personnel in leadership positions conducting SASO in the Balkans. These are the 

minimum requirements to ensure individuals in leadership positions are trained for SASO 

missions in the Balkans. This list is not all-inclusive and commanders at any level may add 

additional tasks to this list to ensure that their personnel are trained. 

a. Understand the political, religious, and military environment 

b. Understand Title X requirements and the chain of command 

c. Utilize an interpreter 

d. Perform negotiations 

e. Supervise convoy operations 

f. Employ non-lethal (NL) capabilities 

g. Plan and conduct Military Operations in Urban Terrain (MOUT) 

h. Supervise the application of the Rules of Engagement (ROE) and use the graduated 

response matrix 

 i. Organize a mass casualty evacuation 

 j. Understand and perform risk management in support of the mission 
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Sample Theater Specific Unit Collective Competencies 

Extract from Appendix 4 to Annex T to OPLANS 4256-02 AND 4247-02 

(Draft): 

1. Theater Specific Unit Collective Competencies: Units must be proficient in the competencies 

that USAREUR, TFF, and TFE have identified as having significant relevance to units 

conducting SASO in the Balkans. These are the minimum requirements to ensure units at all 

levels are trained for SASO missions in the Balkans. This list is not all-inclusive and 

commanders at any level may add additional tasks to this list to ensure their units are trained. 

Units will train these tasks to the standards indicated in applicable field manuals and the 

references in the reference section of this annex. 

a. Squad level Stability and Support Operations (SASO) specific competencies 

 (1) Conduct a personnel search 

(2) Conduct a vehicle search 

(3) Conduct a patrol 

(4) Establish and operate a checkpoint or traffic control point 

(5) Plan, prepare, and conduct quick reaction force operations 

b. Platoon level SASO specific competencies 

 (1) Conduct a patrol 

 (2) Establish and operate observation posts 

 (3) Establish and operate a checkpoint or traffic control point 

 (4) Conduct convoy escort operations 

(5) Establish and operate a lodgement 

(6) Secure a route 

(7) Plan, prepare, and conduct quick reaction force operations 

c. Company level SASO specific competencies 
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 (1) Establish and operate a lodgement 

(2) Conduct route security operations 

(3) Conduct convoy escort operations 

(4) Secure an area of operations 

(5) Maintain a zone of separation 

(6) Secure a border 

(7) Secure an urban area 

d. Battalion level SASO specific competencies 

 (1) Organize battalion headquarters to conduct SASO 

(2) Conduct mine awareness operations 

(3) Conduct liaison with outside entities 

(4) Form collection management 

(5) Control patrol operations 

(6) Plan, prepare, and deploy a quick reaction force (QRF) 

(7) Implement force protection measures 

(8) Conduct information operations (IO) 

(9) Plan and prepare for noncombatant evacuation operations (NEO) 

(10) Plan, coordinate, and execute weapon storage site (WSS) inspections 

(11) Develop convoy movement order 

 (12) Plan for civil affairs mission 

(13) Coordinate base camp operations 

(14) Execute effective interface with the media 

(15) Execute effective negotiations 

(16) Optimize the use of linguists 
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(17) Establish a drivers training program appropriate for the AO 

e. Task Force level SASO specific competencies 

 (1) Form an operational level headquarters and organize to conduct SASO 

(2) Plan and conduct pre-deployment training and certification for SASO 

(3) Coordinate, synchronize, and conduct transfer of authority (TOA) 

(4) Conduct mine awareness operations 

(5) Plan and transition military control to United Nation and/or civil authorities 

(6) Conduct long-term analysis of the geopolitical expectations 

(7) Provide infrastructure rehabilitation support 

(8) Synchronize and conduct PSYOPS 

(9) Plan, coordinate, and execute information operations 

 (10) Develop and coordinate A2C2 plans to SASO 

(11) Transition from SASO to offensive and defensive operations 

(12) Plan and control civil-military operations 

(13) Operate a joint visitor bureau 
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Sample Theater Specific Individual Readiness Training 

or Replacements, Augmentees, and TDY personnel.

Extract from Appendix 5 to Annex T to OPLANS 4256-02 AND 4247-02 (Draft) 

1. Individuals must be proficient in the competencies that USAREUR, TFF, and TFE have 

identified as the minimum pre-deployment training requirements for individuals required to enter 

the Balkans as individual replacements, augmentees, or for temporary duty. These are the 

minimum training requirements to ensure that individual replacements, augmentees, and TDY 

personnel are trained for the mission in the Balkans. This list is not all-inclusive and 

commanders at any level may add additional tasks to this list to ensure that their personnel are 

trained. 

2. This training is to be conducted by the unit prior to the individual’s deployment. It is the 

commander’s (LTC/GS-14 or above); rear detachment commander’s, supervisor’s, or contracting 

officer’s responsibility to ensure this training is conducted. To facilitate this training, units and 

individuals may download the program of instruction (POI) developed by 7ATC at 

https://opd.7atc.army.mil. 

3. Individuals entering the Balkans will have a certification letter signed by their LTC/O-5 level 

commander, GS-14 supervisor, contracting officer, or rear detachment commander certifying the 

individual is fully qualified for deployment. Sample memorandum is found at xxx. 

4. Individuals will travel with copies of the letter. A copy will be provided to the Task Force inprocessing center and retained on file for one year following the individual’s date of 

redeployment. The original letter will be filed at the individual’s home-station battalion level 

headquarters for one year following the date of redeployment. 

5. This training is valid 1 year from the certification date or 1 year from the individual’s redeployment date. The certification letter or re-deployment orders can be used to determine 

training validity. 

6. It is the responsibility of the unit to ensure that individuals are trained on the unit standard 

operating procedures (SOP) and Tactics, Techniques, and Procedures (TTP) that the unit is 

utilizing after the individual arrives in the Balkans and prior to assuming missions. 

7. Training requirements include: 

a. Country Orientation Brief 

b. Anti-Terrorism/Force Protection Level 1 Category 2 Brief 
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c. Rules of Engagement Brief 

d. Mine Awareness and Situation Brief to include 

 (1) Report on the regional mine situation 

 (2) React to mine strike mounted 

 (3) React to mine strike dismounted 

 (4) Self-extract from a minefield 

 (5) React to civilian wanting to turn in un-exploded ordinance (UXO) 

e. Force Protection Skills Brief to include 

(1) React to direct fire 

(2) React to indirect fire 

(3) React to sniper 

 f. Media Awareness Brief 

g. USAEUR driver training and licensing (for personnel identified by their chain of 

command) 

h. Qualify on assigned individual weapon within 6 months prior to scheduled deployment 

date (for all military personnel) 

i. Qualify on assigned individual non-lethal weapon within 6 months prior to scheduled 

deployment date (for selected personnel identified by their chain of command)